carlingford high school · carlingford high school’s mission is to ‘to develop considerate,...

A N N U A L R E P O R T 2 0 1 2

CARLINGFORD HIGH SCHOOL

North Rocks Rd, Carlingford NSW 2118 Telephone: +61 2 9871 4222 Email: [email protected]

Developing responsible and independent learners

From the Pr incipalCarlingford High School’s mission is to ‘to develop considerate, responsible people who can learn and act independently to achieve personal excellence’. Our core values revolve around the ‘CARLO Way’ which promotes within the school an ongoing culture of Cooperation, Achievement, Respect, Learning and Ownership.

Our teaching staff work cohesively as an experienced team and enjoy strong collegiality in their endeavours to provide the best possible learning environment for our students.

In terms of student achievement we aim to set high standards and expectations and ensure that each child reaches their particular potential. Our external test results continue to reflect strong student success particularly in terms of student growth in NAPLAN scores from Year 7 to Year 9. By this measure and within our school education group we ranked first in growth in Reading, Spelling and Numeracy.

In the HSC Year 12 performed extremely well over a wide range of courses offered, with our DUX scoring an ATAR of 99.85. Over 130 Band 6 results were achieved and over 350 Band 5’s. Students made the all-rounders list (Band 6 in 10 or more units) and 5 students gained a top 10 place in the State. Clearly Carlingford High School continues to offer every student the chance to maximise their full potential.

In sport, Carlingford had a successful year, with 7 teams making semi-finals in the winter grade and 11 teams in the spring grade. The school held successful swimming, cross country and athletics carnivals and finished in the top 5 at all Zone carnivals. Students represented successfully at zone, regional and state level and enjoyed considerable success in volleyball knockout competitions.

In terms of service to the community, Carlingford students were again involved in a range of activities. The Student Representative Council held fundraisers for various charities and also volunteered each week at the Carlingford Rotary Community Markets. Our Peer Support Leaders sold Legacy Badges again this year and raised a record amount. Following sponsorship provided by the Bendigo Bank via a community grant, Concert Band 1 created and performed a mini concert for students with special needs at Karonga School and Sir Eric Woodward Memorial School which was extremely well received. Our school leaders participated in Anzac and Remembrance Day ceremonies not only at school, but also through local RSL sub branches. Students also collected for the Salvation Army Red Shield Appeal.

Professional Learning continues to be an important focus within the school. Our School Development Days this year included a combined event with Epping Boys and Cheltenham Girls which focussed on quality teaching at HSC level and where staff shared teaching practices and expertise. Within the school, regular PL sessions covered a range of topics from improving student literacy to catering for gifted and talented students.

Dance has been a focus this year which has paid dividends with a number of ensembles operating across years 7-11. A number of these were successful in their auditions for the Met North Dance Festival as well as the 2013 Australian Youth Olympics Opening Ceremony. Debating teams in the NSW Premiers Debating Challenge, Public Speaking Competitions, Mathematics and Science Competitions, Mock Trial teams, Sustainability Team projects, Duke of Edinburgh treks, SRC, Year 7 and 11 camps rounded out the many extra curricula activities participated in by students.

Our Creative and Performing Arts faculty continue to set high standards with wonderful performances at our CAPA Performance Evening, Annual Cabaret Night and Band Camp. This year our vocal ensemble 1 performed at the Secondary Arts Unit’s, ‘In Concert’ at the Sydney Town Hall.

Hospitality students put their skills into practice by supporting the catering at a number of school events, while Construction classes continued with a range of projects that improved the school grounds.

We maintain strong connections with our local Primary Schools via our ‘connections’ day which involved a professional learning and sharing day 8 primary schools. These are important ways to exchange information and ideas and ensure there are sound learning transitions from primary into high school.

In technology, the school continues to expand and develop our infrastructure which directly supports student learning. To this end, we now have over 35 Interactive Whiteboards in the school and a clear technology plan over the next 3 years to maximise technology in the classroom. By the end of 2014, our aim is to have a desktop and fixed data projector or interactive whiteboard in most classrooms across the school.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.

D Krust Principal

d e v e l o p i n g r e s p o n s i b l e2

2012 Annual Report

C O N T E N T SPrincipa l ’s Repor t 2

HSC Results (Bands 5 and 6) 4

Honour Rol l HSC 5

NAPLAN Data Year 7 6

NAPLAN Data Year 9 7

HSC Value Added Data 8

HSC Results 9

Pastora l Care and Leadership Act iv i t ies 10

2012 Student Achievements 12-13

Learning Suppor t Ser v ices 14

Dig i ta l Learning and Technology 15

Extra Curr icu lar 16

Teacher Profess iona l Learning 17

Bus iness Repor t 18

School Related Data 19

Key Eva luat ions 20

Repor ts/Ter t iar y P lacements 21

P & C Associat ion 22

School Targets 23

Sta f f L ist 24-25

2012 Visua l Diar y 26-27

i n d e p e n d e n t l e a r n e r s3

Results 2012 Higher School Cert i f icate

NB – some courses with a small candidature are not shown

HSC BANDS 5 & 6 HOW WE COMPAREThe table below out l ines the number and percentages of students achiev ing Bands 5 and 6 (the top bands in each HSC course of study) . This i s then compared to the percentage of the State ’s candidature a lso achiev ing at th is leve l .

% of Students in Bands 5 & 6at the School

% of Students in the state in Bands 5 & 6

Course

4

Honour Roll : Band 6 (90% and above)

Course Honour roll

Accounting Brett Aalders Shivarangan Balakumar Jonathan Chen Jessie Yiru He Ho Long Hui Richard Lam Mandy Lin Karen Zhang

Ancient History Hannah Alexander Kayla Emily belo Monica Park Susie Talsi

Biology Julia Dabrowski

Business Studies Kelly Cheung Winston Lim Brooke Little Marcus Papadopoulo Chris Song Karen Zhang

Chemistry Isabella Chin Richard Lam Kar May Phoon

Community and Family Studies Stephanie Hampe

Economics Shivarangan Balakumar Irene Fu Jessie He Richard Lam Karen Zhang

English Advanced Jane Koo Christine Lim Marcus Papadopoulo Susie Talsi Emily Webster Karen Zhang Candice Skelton

English ESL Isabella Chin Richard Lam Kar May Phoon Thu Han Wai Songquan Yue

English Extension 1 Kayla Belo Julia Dabrowski Jane Koo Emily Webster

English Extension 2 Kayla Emily Belo Rachel Gately Amy Naicker Susie Talsi Jessica Wang

Food Technology Stephanie Hampe Kimberly Kong Glen Simnett

General Mathematics Thomas Abbott Kayla Belo Rachel Gately Amelia Hofer Jarrah Nesbitt

History Extension Kayla Belo Monica Park

Hospitality Examination Hannah Alexander

Japanese Continuers Grace Hwang Rachel Lee Ritchie Tong

Legal Studies Irene Fu Christine Lim Jarrah Nesbitt Marcus Papadopoulo Susie Talsi Thu Han Wai Jessica Wang Karen Zhang

Course Honour roll

Mathematics Jonathan Chen Clinton Hadinata Jessie Yiru He Sarah Jackson Kimberly Kong Bosco Lam Winston Lim Daniel Luk Max McKenzie Kar May Phoon Chris Song Thu Han Wai Benson Wong Xin Yu Zheng

Maths X1 Shivarangan Balakumar Jonathan Chen Isabella Chin Irene Fu Jessie He Imelda Huang Irene Hwang Jenny Kang Bosco Lam Richard Lam Michael Lee Stephenson Li Mandy Lin Cherry Liu Daniel Luk Jangwoo Nam Kar May Phoon Ricky Song Thu Han Wai Benson Wong Songquan Yue Julia Zhang

Maths X2 Shivarangan Balakumar Isabella Chin Richard Lam Cherry Liu Ricky Song Julia Zhang

Modern History Kayla Belo Marcus Papadopoulo Susie Talsi Thu Han Wai

Music 1 Jarrah Nesbitt Kar May Phoon Jessica Wang

Music 2 Hannah Alexander Christine Lim Cherry Liu Wing Tung Wong

Music Extension Hannah Alexander Jacqueline Berky Thomas Fewchuk Rachel Lee Christine Lim Cherry Liu

PDHPE Brett Aalders Jessie Yiru He Sarah Jackson Jarrah Nesbitt

Senior Science Rick Karvouniaris Jarrah Nesbitt

Society and Culture Hillmand Dehsabzi

Visual Arts Brett Aalders Emily Webster Lujia Zhou

5

Our Duxes and Top Atars (2009-2012)Our Dux for 2012 was Richard Lam with a UAI of 99.85Our Dux for 2011 was Jessie Lu with an ATAR of 99.45Our Dux for 2010 was Prasad Cheema with an ATAR of 99.70Our Dux for 2009 was Karina Cox with an ATAR of 99.50

NB . Students l i s ted in a lphabet i ca l order.

No. of students achieving Bands5 & 6 in course

No of studentsin course

Ancient History 21 4 19.04 26.78

Biology 57 12 21.04 26.76

Business Studies 58 23 39.65 38.13

Chemistry 41 20 48.77 42.6

Community & Family Studies 11 5 45.45 36.08

Economics 32 15 46.87 47.2

English (Standard) 94 21 22.34 15.75

English (Advanced) 50 34 68.00 54.09

English as a Second Language 50 19 38.00 24.67

English (Extension 1) 15 14 93.32 87.11

English (Extension 2) 7 7 100 78.43

Food Technology 14 4 28.56 31.13

Industrial Technology 13 2 15.38 30.43

IPT 7 4 57.14 31.16

Legal Studies 24 16 66.66 40.24

General Mathematics 47 14 29.77 22.05

Mathematics 2 Unit 99 61 61.61 52.5

Mathematics (Extension 1) 68 54 79.4 84.98

Mathematics (Extension 2) 20 20 100 88.37

Modern History 30 19 63.33 45.94

Music 1 13 10 76.91 58.38

Music 2 12 12 100 85.02

Music (Extension) 6 6 100 99.06

Personal Development, Health & Physical Education 35 14 39.99 40.24

Physics 37 16 43.24 34.08

Senior Science 15 6 39.99 40.29

Society & Culture 13 7 53.84 43.98

Textiles and Design 6 2 33.33 46.1

Visual Arts 20 11 55.00 53.96

Japanese Continuers 19 13 68.41 46.67

Japanese Extension 9 8 88.88 84.81

Hospitality Examination 24 8 30.32 28.07

Chinese Background Speakers 14 6 42.85 65.24

8

National Assessment Program

7

Literacy and Numeracy (NAPLAN)

Y E A R 7

6

ReadingSkill Band Distribution

Band

Number in Band

Percentage in Bands

School Average 2008-2012

SSG % in Band 2012

State DEC % in Band 2012

4 5 6 7 8 9

3 12 28 44 54 29

1.8 7.1 16.5 25.9 31.8 17.1

1.7 7.5 20.1 26.8 31.1 12.9

2.1 6.6 17.1 27.9 29.8 16.6

7.1 16.3 23.6 24.5 18.7 9.8

AVERAGE SCORE 2012: SCHOOL 575.0 SSG 570.5 STATE DEC 535.2

Grammar & PunctuationSkill Band Distribution

Band

Number in band

Percentage in bands


SSG % in Band 2012 State DEC % in Band 2012

5 6 7 8 9 10

4 25 42 58 51 30

1.9 11.9 20.0 27.6 24.3 14.3

3.9 11.9 21.6 30.7 19.7 12.2

2.9 12.6 21.0 30.6 22.0 10.9 10.7 24.3 23.2 22.2 12.9 6.6


Y E A R 9The National Assessment Program ( NAPLAN ) tests all students across Australia in elements of literacy and numeracy in Years 3, 5, 7 and 9.

The tables detail the following information:-

• The number of students in each band for each component of literacy and numeracy

• The percentage of student achievement in each Band for each component of literacy and numeracy

• The school average in terms of percentages in each Band over the last 3 years

• The average percentage breakdown of student achievement in each Band in the State for each component of literacy and numeracy

NB. The National Assessment Program has a reporting scale of Bands 4-9 for Year 7 and 5-10 for Year 9. The top Bands are 9 and 10 respectively.

In High Schools, both Year 7 and 9 undertake testing in Literacy in the elements of reading, writing, spelling, grammar and punctuation. A separate paper to determine the level of skill in numeracy is also conducted for both Year 7 and Year 9.

NAPLAN data provides the school with another measure which helps identify the strengths and weaknesses of student achievement in literacy and numeracy. One of these measures is the ‘growth’ of students from their performance in their last NAPLAN test. For Year 7 students, this is their Year 5 test and for Year 9 obviously their Year 7 test. Student growth can be compared to ‘average growth’ as calculated by all NSW results. Patterns of growth can be analysed and assessed against current school programs and their effectiveness. Trend data shows average scaled score results in each test component for each year group.

Some highlights for 2012 included:-

Year 7

READING - The percentage of students in the top band was 37.8% compared with the State average of 14.5% and Regional average of 32%

WRITING – 9.4% of students were placed in the top Band for writing, compared to the State average of 7.5%.

SPELLING – 22.2% of students were placed in the top Band, nearly double the State’s average of 11.9%

GRAMMAR AND PUNCTUATION – The percentage of students placed in the top Band increased from 7.4% in 2011 to 14.3% in 2012

NUMERACY- 61.1% of students achieved in the top 2 bands

Year 9

READING – There was an increase in the percentage of students who achieved in the top band and Carlingford students had the highest level of growth from Year 7 to 9 within our local school grouping.

WRITING – The percentage of students who achieved in the top band increased from 13% in 2011 to 19% in 2012. This compares to a State average of 9%.

SPELLING – The percentage of students who achieved in the top band increased from 12.3% in 2011 to 21% in 2012. This compares to a State average of 7.6%. Carlingford students also had the highest level of growth from Year 7 to 9 within our local school grouping.

GRAMMAR AND PUNCTUATION – The percentage of Year 9 students in the top Band for Grammar and Punctuation increased from 7.4% in 2011 to 14.3% in 2012

NUMERACY- A record 41% of students achieved in the top band which is 27.9 percentage points above the State. 20% of students achieved in the second top band. The mean score for numeracy was above both the Region and State. Carlingford students also had the highest level of growth in Numeracy from Year 7 to 9 within their local school grouping.

WritingSkill Band Distribution

Band

Number in band

Percentage in bands

SSG% in Band 2012


4 5 6 7 8 9

5 27 50 42 30 16

2.9 15.9 29.4 24.7 17.7 9.4

3.0 13.9 26.7 24.6 21.7 10.1

11.0 26.1 26.2 17.9 12.6 6.2


SpellingSkill Band Distribution

Band

Number in Band

Percentage in Bands


SSG % in Band 2012


4 5 6 7 8 9

4 7 16 46 60 38

2.3 4.1 9.4 26.9 35.1 22.2

2.5 4.4 11.6 23.9 34.4 23.3

2.1 4.3 13.2 30.1 33.3 17.0

7.3 9.8 20.2 28.7 22.6 11.4


Grammar & PunctuationSkill Band Distribution

Band

Number in Band

Percentage in Bands


SSG % in Band 2012


4 5 6 7 8 9

2 11 32 45 49 32

1.2 6.4 18.7 26.3 28.7 18.7

3.2 8.6 18.0 30.2 24.2 15.8

1.3 5.4 18.5 28.7 25.5 20.6

5.0 14.6 27.3 24. 16.0 12.9


NumeracySkill Band Distribution

Band

Number in Band

Percentage in Bands


SSG % in Band 2012


4 5 6 7 8 9

4 6 21 36 40 65

2.3 3.5 12.2 20.9 23.3 37.8

1.0 4.1 12.3 20.3 23.1 39.2

1.4 7.6 19.6 25.2 22.5 23.6

6.3 21.2 26.5 20.2 12.2 13.5


ReadingSkill Band Distribution

Band

Number in Band

Percentage in Bands


SSG % in Band 2012


5 6 7 8 9 10

3 25 46 71 43 23

1.4 11.9 21.8 33.7 20.4 10.9

3.7 12.3 23.5 31.3 20.3 8.9

3.0 10.6 21.8 30.2 23.4 11.1

9.8 20.5 26.9 22.3 14.0 6.5


WritingSkill Band Distribution

Band

Number in band

Percentage in bands

SSG% in Band 2012


5 6 7 8 9 10

17 25 41 49 38 40

8.1 11.9 19.5 23.3 18.1 19.1

10.0 14.4 20.1 27.7 15.7 12.2

25.6 20.9 18.7 18.5 9.0 7.2


SpellingSkill Band Distribution

Band

Number in Band

Percentage in Bands


SSG % in Band 2012


5 6 7 8 9 10

6 14 22 55 69 44

2.9 6.7 10.5 26.2 32.9 21.0

4.4 7.9 16.3 26.4 29.8 15.1

3.9 7.8 17.9 29.4 30.2 10.7

10.9 13.8 24.3 24.8 19.0 7.2


NumeracySkill Band Distribution

Band

Number in Band

Percentage in Bands


SSG % in Band 2012


5 6 7 8 9 10

1 9 33 39 42 86

0.5 4.3 15.7 18.6 20.0 41.0

0.5 5.7 15.9 20.8 23.9 33.2

1.3 9.1 19.8 24.8 24.8 22.8

5.6 25.5 26.1 18.5 18.5 12.7


Note: By definition, the State average relative performance is zero.

H S C : R E L A T I V E P E R F O R M A N C E F R O M Y E A R 1 0 ( V A L U E - A D D E D )

0.0

LOW MIDDLE HIGH

4.0

5.0

6.0

3.0

2.0

1.0

7.0

The means by which the performance of a school is measured and reported has shifted over time from a focus on the quantity of schooling provision to the quality of schooling outcomes.

This has not been a simple exercise. One of the measurements has been for schools (as we have also done) to report on the percentage of students achieving a level of performance within a skill band. In this report, we have indicated performance in this way by providing a percentage of students in the Higher School Certificate who achieved a Band 5 and 6 and similarly the percentage of students who have achieved at each Band level in the NAPLAN tests. However, research literature would suggest that these results alone are inadequate in being able to make more complete judgements about school effectiveness. Some suggest that the above results may indicate more about the quality of the student intake and relevant individual factors rather than about the effectiveness of the teaching and learning process.

It is a complex situation which requires the quality of data to be high and wide ranging to present some of the picture of a school’s performance. As part of this ‘shift’ our DEC system has for some years been developing a bank of data which enables schools to track individual and groups of individual achievement and map the learning growth between two points of measurement.

From this information provided for us, schools are meant to explore, through a range of data, what contribution the school has made to the level of attainment reached by students.

The table below represents an aggregation of each student’s School Certificate results from Year 10 in 2010 (students are grouped as low, middle or high performing) compared with their Year 12 results to see if they have improved in the two years or exceeded expectations. State average relative performance equals a score of zero. The expression of ‘value-added’ or adding value to the learning process of the student is the language used to enable conversations and analysis about the possible factors affecting student attainment.

U N D E R S T A N D I N G V A L U E A D D E D

8

HSC Value added data

H I G H E R S C H O O L C E R T I F I C A T E C O U R S E S U M M A R Y T A B L E

9

HSC Course Summary Data

Course School School Average SSG State DEC 2012 2008-2012 2012 2012

Ancient History 71.0 76.3 73.6 66.6

Biology 72.6 74.2 74.8 71.0

Business Studies 73.3 74.5 77.1 71.3

Chemistry 78.2 78.2 77.4 75.0

Chinese Background Speakers 79.1 78.7 82.5 82.0

Community & Family Studies 77.0 74.0 77.6 72.5

Economics 72.5 72.6 74.6 74.4

English (Advanced) 82.7 80.7 81.7 79.0

English (Standard) 70.0 69.1 72.2 66.4

English as a Second Language 77.1 76.2 76.2 71.2

English Extension 1 82.0 79.0 83.0 80.7

Food Technology 74.3 73.0 77.2 71.8

Mathematics 79.2 78.0 79.3 76.6

Mathematics Extension 1 79.5 81.9 82.4 82.2

Mathematics Extension 2 85.0 85.0 82.3 83.4

Modern History 80.8 77.8 79.1 73.1

Music 1 83.9 83.5 82.5 78.6

Music 2 88.0 85.6 85.3 86.3

Personal Development, Health & Physical Education 75.8 74.3 76.4 70.4

Physics 74.8 76.7 75.1 73.2

Senior Science 73.9 79.5 80.4 73.2

Society & Culture 76.4 77.4 81.2 75.6

Software Design & Development 67.3 74.3 74.4 70.4

Visual Arts 80.0 80.7 81.9 77.7

Performance Band Low Middle High

School 2012 6.8 4.4 0.0

School Average 2008-2012 6.8 6.2 3.3

SSG Average 2012 3.6 4.5 2.4

SSG AVERAGE 2012SCHOOL 2012 SCHOOL AVERAGE 2008-2012

NB: Some courses with smaller candidatures are not shown.

LEADERSHIP ROLES In the academic year of 2012, the members of the Carlingford High School Student Representative Council have actively supported the student body and have been involved in maintaining a positive relationship with the wider community. Students from Years 7 to 11 were nominated and elected by peers through a selection process. This year the School Captains were Nicholas Wilson and Tanisha Truong as well as Presidents Tony Middlemen and Jasmine Russell. This year also saw the role of an honorary member being inducted into the SRC. This position went to Diana Ganea from Denmark who is on a Rotary Exchange Student scholarship and will leave us in July. All 33 members attended an overnight SRC camp at Elanora Heights to participate in team building activities and to create a cohesive and co-operative team relationship. In addition, SRC members used this time to plan events for the year. One of these activities was Footy Colours Day to raise funds for the Cancer Foundation. Another was by holding the very popular sausage sizzle barbeque. The SRC have also run sporting competitions including the traditional Carlo Cup Basketball and Soccer competitions, and a Teacher versus student game of Volleyball. Additionally, the SRC voluntarily runs a food store at the school Athletics carnival each year, as well as the annual event of Valentine’s Day, selling flowers and raising money for the school. This year saw the continuation of our connection with Carlingford Rotary, which continues to have a tremendous influence on the SRC members. As members of the SRC, each of the 33 councillors gained new skills in teamwork and leadership. Our senior members have been exceptional role models for the incoming SRC candidates and the juniors have continued to contribute fresh ideas to the existing agenda. As recognition of the valuable input of time and effort, each member is awarded an SRC badge and takes pride in wearing the Carlingford High School blazer.

RESPECT AND RESPONSIBILITYRespect and responsibility are important values at Carlingford High School and they permeate all aspects of school life. Our school community is committed to producing students who are considerate, tolerant, inclusive and accountable.

Throughout 2012, Teachers were encouraged to find opportunities in their classrooms to engage with the values of respect and responsibility and to reinforce our core rules of Cooperation, Achievement, Respect, Learning and Ownership. Through the School Merit system, students were recognised and rewarded for their contributions, achievements and positive behaviour both inside and outside the classroom in the areas which reflected the CARLO way.

Year 7 students, through the Creating Carlo Connections program, engaged in sessions dealing with tolerance, bullying, cyber wellbeing and safety, and anger management. In April, a one woman drama presentation - “Shape of a Girl” organised for Year 9 and 10 girls, aimed at sending a very strong anti-bullying message to our students. In November, students from Years 7 to 11 attended an audio visual presentation, “IRisk”. The presentation emphasised to the students the importance of taking responsibility for their behaviour, by focussing on the impact that young people’s actions can have on themselves and others.

In 2012, Carlingford continued to be involved in a cultural exchange program with a Japanese school and maintained a strong leadership program which emphasised community responsibility and partnership. Students participated in specific leadership programs: Young Leaders Forum, Mock Trials, MUNA (Model United Nations Assembly, RYPEN (Rotary Youth Program of Enrichment), Lions Club Youth of the Year and Business Week. In Term 3, a group of Year 11 students formed an Interact club at the school. They are sponsored by the Carlingford Rotary Club and aim to provide service to the local community and to raise awareness about significant international issues. The students visited Dalmar Childrens’ Homes where they organised a highly successful and very much appreciated Christmas party. The Peer Tutoring scheme was extended with Carlingford students giving reading assistance to targeted Year 5 and 6 students from Roselea Primary school. Year 10 students organised and conducted whole school ANZAC and Remembrance Day ceremonies.

Students at Carlingford were encouraged to develop an understanding of social needs and commitment to helping others. Year Advisors organised guest speakers from community groups to raise students’ awareness and supported Initiatives organized and managed by each Year group and the SRC. These included ‘mufti’ days, cake stalls, chocolate drives, guessing competitions and sausage sizzles to raise large sums for our selected charities which included in 2012:- Camp Quality, Westmead Children’s Hospital, Guide Dogs, RSPCA, PCYC and the Fight Cancer Foundation. Students participated in donation collection drives for the Salvation Army, Legacy and Red Shield Appeal.

In 2012, the Duke of Edinburgh scheme was re revitalized. Information sessions for parents and a training session lead by Outdoor Education staff for the students were organised. Two highly successful expeditions as well as community service were completed by over 25 students.

PEER SUPPORT In November of 2011, Year 10 were invited to apply for training as Peer Support Leaders in 2012. Sixty five applications were received and fifty two candidates were successful.

In week 6 of Term 4 2012, ten Peer Support Leaders were selected to assist with the orientation of the Transition students and in week 9 of Term 4, twenty five students were selected to assist with the 2013 Year 7 Orientation.

The training of Year 10 Peer Support Leaders began in Week 5 of Term 1, 2012. The two days involved three volunteering teachers, Mrs Strilakos, Mr Coote and Mrs Elysee (Peer Support Co coordinator) working with the fifty two successful applicants.

Students were allocated Peer Support T Shirts on loan and Peer Support badges to keep.

Upon completion of the two day training, Peer Support Leaders were placed in groups of six to seven and allocated a Year 7 class to deliver the Peer Support program. As members of the Australian Peer Support Foundation we implemented the Conflict Resolution and Anti bullying module. Peer Support leaders attended briefing and debriefing sessions during recess and lunch times in order to deliver the program to Year 7 students.

The Year 10 Peer Support leaders and the Year 7 students spent eight one hour sessions over ten weeks building friendships whilst learning about conflict resolution and bullying, in the form of discussions and games. Sessions included working as a group, the bully triangle, strategies for the bully, strategies for people looking on, sources of conflict, perseverance and expectations, developing resilience, and reflection.

Each hourly session was conducted during selected class times under the supervision of the class Teacher each week. In each session, class teachers were provided with an outline of the session’s activities and a supervising Teacher Feedback Proforma. The feedback received from class teachers provided invaluable information for the Peer Support Leaders in further developing and refining their leadership skills.

In Week 8 of Term 3, eight Peer Support Leaders raised $1800 for Legacy at Carlingford Court.

Throughout the year Peer Support Leaders were also frequently involved in the mentoring and informal support of many Year 7 students requiring resilience and conflict resolution skills training. Year 7 Transition students received assistance navigating the school website, and in meeting both homework and assessment deadlines.

For many Peer Support Leaders, each session provided them with a fun and enjoyable opportunity to develop productive communication skills and trusting relationships with their own peer group as well as forging a positive school spirit with Year 7 students and teachers.

Mr Krust, Mrs Parkes and Year 10 Coordinator Mrs Davidson attended a thank you morning tea to celebrate the 2012 Peer Support Program’s achievements. The students received a School Service Certificate in recognition of their commitment to the betterment of the school community.

10

Pastoral Care and Leadership CAPA and Achievements in Sport

CREATIVE AND PERFORMING ARTS (CAPA) PROGRAMSDrama Drama had a considerable rise in participation in 2012 with the introduction of an extra-curricular Drama Ensemble. Students in Years 7-10 took part in weekly rehearsals and gave performances at school events including CAPA Night and Showcase Night as well as at the Arts North Drama Festival. There was also a growth in the number of students studying Drama as a subject in Stage 5. Year 9 Drama students performed at CAPA Night and at an end of year lunchtime performance. Drama has moved from being under the CAPA faculty to now part of English. This will be very beneficial as Drama is part of the English syllabus in Years 7 and 8. Despite this change, Drama will continue to work closely with Music and Visual Arts.

MusicMusic again had a very busy and successful year with both classroom and extra-curricular Music. Carlingford continues to be one of very few schools which run separate classes in Year 11 and 12 for Music 1, Music 2 and Music Extension. The outstanding result achieved by so many of this year’s HSC students is testament to their dedication, talent and the benefits of the separate class structure. Performance highlights for the year included Music items performed by Years 9 and 10 at CAPA Night, Year 11 and 12 lunchtime concerts and the HSC Music Night.

The school’s extra-curricular Music Ensemble program continued to maintain the school’s strong reputation for high level musical performances and active student participation. In 2012, over 200 students from Years 7-12 took part in the music ensembles directed by the dedicated music staff and supported by parents in the Music Support Group. The Music ensembles include Concert Bands 1 and 2, Stage Bands 1 and 2, the String Ensemble and Vocal Ensembles 1 and 2. They provide an opportunity for students of all levels and abilities to not only experience the joys of group music making, but also teamwork and leadership with students across all year groups.

Throughout the year the Music ensembles gave many performances within the school and at regional festivals, competitions and at local and regional primary schools. Performances within our school included the Music Information Night, Open Day/Night, Cabaret Dinner Dance, the SRC Induction and Year 12 Farewell Assemblies, Showcase Night, Year 7 Orientation and Presentation Night. Outside performances were given as part of ‘In Concert’, the Arts North Festival, Yamaha Band Festival, Schools Spectacular and our annual Music Tour. This year, our three day Music Tour included performances at Roselea Public School and a number of schools in the Newcastle and Port Stephens area.

Visual ArtsVisual Arts saw big changes in 2012 with a relocation of the staffroom and pottery kiln room and the extension of one of the classrooms. These significant improvements were able to be made with minimal disruption to students and have provided an enhanced learning environment. Excursions held included Year 11 and 12 visiting Art Express at the Art gallery of NSW and the Armoury Gallery, and Years 9 and 11 attending the Museum of Contemporary Art and the Sherman Gallery. Exhibitions of students’ works included the CAPA Night exhibition of artworks from Years 7-11 and Year 12 students held an HSC Visual Arts exhibition to showcase their completed major Body of Works. A group of Year 9 students assisted in painting the mural in the quadrangle which features the school’s core values – the CARLO Way. The year ended with junior Visual Arts students rushing to finish their artworks in time to take them home for the holidays and share with family and friends.

2012 ACHIEVEMENTS IN SPORTFrom Years 9 – 12, students have the opportunity to compete in the Kuring-gai Zone grade sport competition where more than 20 different sports are offered throughout the year. In 2012, Carlingford High School achieved the following grade sport results.

Spring: 10 teams in semi-finals, 5 teams made the Finals with 4 winners, Boys Frisbee B grade, Boys Speedaway, Girls Soccer B grade and Table Tennis.

Winter: 12 teams in semi-finals, 9 teams made the finals with 7 winners, Boys Volleyball A grade, Boys Netball, Girls Volleyball A and B grades, Girls Oztag A and B grades and Table Tennis.

Summer: 12 teams in semi -finals, 10 teams made the finals with 5 winners, Boys Touch B grade, Girls Touch A grade, Boys Volleyball A grade, Girls Volleyball A grade, and Squash D grade.

Students also have the opportunity to participate in a wide variety of recreational sports including bushwalking, ten pin bowling, ice skating, indoor rock climbing, Frisbee and mixed sports . Student participation is always encouraged through the commitment of our dedicated teachers and coaches.

As part of the Kuring-gai Zone we participate in all three Zone Carnivals across the nine schools in the Zone. This year we compared Zone results for the past couple of years to show the current growth in the success of our school. A comparison from 2010 to 2012 has shown the following growth in sporting success at Carlingford High School:

Swimming: In 2010 we had 4 students progress to Region and one to State level; in 2012 we had 11 students through to Region and four to State level.

Cross Country: in 2010 we had 1 student progress to Region only, in 2012 we had 15 students to Region and 2 to State level.

Athletics: In 2010 we had 10 students progress to Region and 5 to State level, in 2012, 30 students progressed to Region and 10 to State level.

Students also have many opportunities to excel in their individual and team sports. Over 55 students were awarded a Gold, Silver or Bronze medal at Presentation Day to acknowledge their achievements in their chosen sport. The Sydney North Sports unit runs trials for Regional entrants in nearly every sport and this is the gateway for students to further their individual and team sports representation through the Combined High Schools program. Some examples of sports participated in by students at Carlingford High School are Gymnastics, Touch, Volleyball, Golf, Tennis, Table Tennis and Baseball.

Other achievements by our students this year have included: Jasmyn McDonald (Year 7) became the Australian Champion for the Under 13 - 1500m walk; Shelly Shin (Year 8) and Edward Yang (Year 12) both represented NSW CHS in National competition for Golf and Volleyball respectively. Our CHS Junior Boys Table Tennis teams placed 1st, 2nd and 4th in the Bennelong Table Tennis Tournament. Rachael Cantrill (Year11) was also awarded the prestigious Pierre De Courbertin Award for excellence, contribution and achievement in school sport.

Each year Carlingford High School enters many Knock Out teams in a variety of sports. This year we entered 21 teams and had some excellent results, most notably the Boys Volleyball Team who came 10th in the state. The girls Touch Team has also been winning matches and is starting to look like a very strong team across the region.

We congratulate all students who competed in sport this year with such enthusiasm across School, Zone, Regional and State competitions. Each one of them represented Carlingford High School with great spirit and commitment to give their very best.

1311

Peer TutorsJason Chang, Jensen Chen, Lara Duval, Julia Gong, Nicole Hayward, David Ho, Veronica Javellana, Ana Karvouniaris, Michael Kim, Derek Lau, Anna Lee, Julia Lee, Brandon Lin, Ayen Manahan, Karyee Phoon, Jack Quinn, Manpreet Sandhu, Lia Sangkuhl, Anna Scott, Scott Sugandi, Michelle Sun, Ying Hui Tan, Sahar Tavakoli-Farahani, Jamie Telfer, Taylor Telfer, Morgan Williams, Michael Yap, Farah Zaidi, Kai-Hin Zee, Jerry Zhai, James Zhang, Jessica Zheng.

Peer Support LeadersRachel Bell, Natasha Busby-Veitch, Charles Chan, Jason Chan, Media Chen, Raymond Chen, Vincent Chen, Amy Dang, Rebecca Davis, Tariq Delacroix, Jeremy Dominy, Lara Duval, Julia Gong, Nicole Hayward, Matt Jackson, Versonica Javellana, Yeonwoo Jeon, Lauren Kang, Shaye Kinson, Andrew Lam, Anna Lee, Daniel Lee, Haena Lee, Julia Lee, Kimberly Leo, Eva Li, Danielle Lin, Pui Lui Wah, Ayen Manahan, Jenny Park, Karyee Phoon, Nawar Rahman, Pujitha Rajaseleharuni, Jasmine Russell, Manpreet Sandhu, Lia Sangkuhl, Anna Scott, Selin Sen, Jonathan Sio, Kasturi Sivaran, Jona Soejono, Esther Song, Scott Sugandi, Michelle Sun, Ying Tan, Sahar Tavakoli, Jamie Telfer, Taylor Telfer, Andrew Vassila, Morgan Williams, Maxwell Wu, Michael Yap, Colin Yhang, Farah Zaidi, Hin Zee, James Zhang, Jessica Zheng, Jerry Zhi.

Arts North Drama Festival at NIDA:Amber Argent, Kimberly Greaves, Brendon Ray (Year 7); Thomas Cheeseman, Matilda Howard, Rachel Zeng (Year 8); Nidhi Balasubramanya, Michaela Livingston, Katherine Pan, Caitlin Williams (Year 9); Jasmine Russell, Anna Scott (Year 10)

Arts North Music Festival ChoirElla Berthold, Marilla Bickerstaff-Westbrook, Rebecca Conway, Aleksandar Cvetkovic, Richard Du, Nakisa Hashemi, Daniel Hu, Samuel James, Victoria Lawson, Jocelyn Lee, Annie Li, Phoebe Li, Kelly Liang, Maria Michalos, Nicole Park, Kelsy Ratnawardana, Stefanie Scott, Conor Stevens, Lucia Webster (Year 7); Toby Conway, Olivia Fan, Caitlin Greaves, Parisa Marathocabitis, Brittany Pan-McGill, Alyssa Sher, Benjamin Walker, Rachel Zeng (Year 8); Joonhyung Bae, Nidhi Balasubramanya, Julia Bea, Annabelle Elina, Rachel Fieldhouse, Valerie Hardjono, Lilianne Hsu, Winco Ling, Shehan Nanayakkara, Milan Nissanka, Isabel Roylance, Stephanie Roylance, Maxwell Waterson, Michael Wrightson (Year 9)

Arts Unit ‘In Concert’ ChoirToby Conway, Shi Hao Hong, Christopher Nguyen, Zakharia Soejono, Renée Turco, Benjamin Walker (Year 8); Samantha Arratia, Nidhi Balasubramanya, Annie Gao, Winco Ling, Martina Qin, Joshua Tsui, Maxwell Waterson, Tiffany Widjaja, Caitlin Williams, Samuel Wong, Carol Zheng (Year 9); Jason Chan, Jimmy Chen, Raymond Chen, Manul Gunaratne, Yeonwoo Jeon, Daniel Lee, Munyi Lee, Danielle Lin, Ayen Manahan, Sahar Tavakoli-Farahani, Colin Yang, Kai-Hin Zee, James Zhang (Year 10); Gabriel Asatryan, Alexandra Bourke, Andrew Lingley, Tracy Miu, Monique Nguyen, Zarina Roy, Rachel Tomc, Eva Turco (Year 11)

Yamaha Music Festival – Concert Band 2Jennifer Casey, Rebecca Conway, Haris Hajdarpasic, Dimitri Harrison, Oscar He, Samuel James, Jocelyn Lee, Andreya Lukic, Jasmyn McDonald, Nicole Park, Sharan Rajendran, Michelle Sadli, Lawrence Vosper, Lucia Webster, Blake Whittaker, Alvin Wong, Kevin Wong, Thea Wong, William Wordsworth, Eunice Zeng, Alex Zhang, Matthew Zhang (Year 7); Myles Cayabyab, Toby Conway, Kath-Lin Han, Shi Hao Hong, Joyeesha R Jeganathan, Thomas Ryan, Marcus Sammut, Renée Turco, Rachel Zeng (Year 8); Nidhi Balasubramanya, Louise Brettell, Kimberley Calvert, Ediandra Cayabyab, Samuel Cheng, Rachel Fieldhouse, Milan Nissanka, Martina Qin, Eson Zhao, Carol Zheng (Year 9)

Schools SpectacularBenjamin Walker (Year 8); Brayden Jegal, Maxwell Waterson, Caitlin Williams (Year 9); Daniel Lee, Munyi Lee, Zachary Walker, Colin Yang, Kai-Hin Zee (Year 10); Andrew Lingley, Tracy Miu, Monique Nguyen, Zarina Roy, Jorgia Schuck, Rachel Tomc, Eva Turco (Year 11)

Encore Nominations (Excellence in HSC Music)Hannah Alexander, Jacqueline Berky, Christine Lim

Student Sustainability CouncilSamuel James, Sharan Rajendran (Year 7) Toby Conway, Tony Koh (Year 8), Joonhyung Bae, Lewis Har, Sheehan Nanayakkara, Nidhi Balasubramanya, Maxwell Waterson, Sean Yang (Year 9), Kar Yee Phoon, Jenny Park (Year 10), Elizabeth Barron (Year 11), Julia Dabrowski, Mitchell Solomons, Karen Zhang (Year 12)

Debating and Public Speakers: Marilla Bickerstaff-Westbrook, Samuel James, Maria Michalos (Year 7), Nathan Carr, Thomas Cheeseman, Matilda Howard, Tresa Jacob, Maxwell Stein, Renee Turco, Julia Wilson (Year 8), Nidhi Balasubramanya, Annie Gao, Charis Lawrence, Shehan Nanayakkara, Farida Singatoulina, Joshua Stevens, Max Waterson, (Year 9), Anna Scott, Sahar Tavakoli, Farah Zaidi, Jessica Zheng (Year 10), Heather Anderson, Amanzi Lawrence, Nicholas Wilson, Leila Yoosuff, Zoe Zhang (Year 11).

Maths Competition289 participants.

Prizes: Eva Wang (Year 10) and Max Waterson (Year 9).

High Distinctions - Lewis Yeung (Year 9), Hin Zee and Derek Lau (Year 10), Edward Seo (Year 11)

Distinctions: 47, Credits: 142

Maths OlympiadTop 10% - Victoria Lawson (Year 7), Jeremy Lee, Jordan Shiu, Colden Shiu, Ian Park, Yuki Suzuki, Song Fang and Zoey Choo (Year 8).

Maths ChallengeHigh Distinctions (top 5%) – Song Fang, Shi Hao Hong, Eda Huang, Ian Park

Distinctions: 7

12

Maths EnrichmentDistinctions – Jason Wong and Nancy Sun (Year 10)

Credits – David Ho, Derek lau, Eva Wang, Julia Gong, Melchior Lee, Aditya Chitre and Andrew Lam (Year 10), and Annie Gao, Tiffany Widjaja and Corina Chen (Year 9).

Australian Mathematics Competition 2012Distinction: Ruolin Tang, Andrew Chen, Patricia Zhu, Marilla Bickerstaff-Westabrook, William He (Year 7); Jeremy Lee, Ian Park, Monica Lee, George Bai, Eda Huang, Marcus Sammut, Kath-Lin Han, Christopher Lim, Thomas Cheeseman, Alyssa Sher (Year 8); Shehan nanayakkara, Joonhyung Bae, Edward yun, Anthony Kim, Kristina Adzic, Jagath Rajendran, Nidhi Balasubramanya, Corina Chen, Kevin Park, Alex Law, Brandon Cornwall, Andrew Wei, Jessica Cho, Alex Zhang (Year 9); Yeonwoo Jeon, Weber Ting, Farah Zaidi, Vanessa Yuen (Year 10); Iris Feng, Albert Chang, Da-Yu Lin, Amy Ho, Leo Lee, Elly Cheng, Colin Chin, Stephanie Mantilla, Kritik Reddy, Paola Ricalde-Andrade, Jeremy Wong, Tanvi Aron, Wilson Zou (Year 11)

Science Competition:Distinctions: Victoria Lawson, Michelle Sadli (Year 7); Eda Huang, Renee Turco (Year 8); Matthew Dabrowski, Lewis Yeung, Tiffany Widjaja, Annie Gao, Cameron McPherson, Andrew Wei (Year 9); Hin Zee (Year 10), Nelson Hadinata, Da-Yu Lin (Year 11).

Swimming Age ChampionsGirls 12 years Annie Li Girls 13 years Jasmyn McDonald Girls 14 years Rebecca Jacob Girls 15 years Lauren Cantrill Girls 16 years Rachel BellGirls 17 years Rachael CantrillBoys 12 years Oscar ChangBoys 13 years Ribish LimbuBoys 14 years Tony KohBoys 15 Years Jason LeeBoys 16 Years Harrison ChalkeBoys 17 years Ben Henry

Cross CountryGirls 12 years Mallory BassettGirls 13 years Jasmyn McDonaldGirls 14 years Rebecca Jacob Girls 15 years Natalie Linder Girls 16 years Winnie Zhu Girls 17 years Rachael Cantrill Boys 12 years Evan McKieBoys 13 years Mivin MatthewBoys 14 years Brannen OwenBoys 15 years Sam TassoneBoys 16 years Winnie ZhuBoys 17 years Ben Henry

AthleticsGirls 12 years Mallory Bassett Girls 13 years Jennifer Casey Girls 14 years Renee Turco Girls 15 years Lauren Bassett Girls 16 years Sahar Tavakoli-Farahani Girls 17 years Jessie He Boys 12 years Raydan ChengBoys 13 years Adam AyadBoys 14 years Yuki SuzukiBoys 15 years Kevin Park/Matt DebrowskiBoys 16 years Harrison ChalkeBoys 17 years Mas McKenzie

Achievement in Sport Gymnastics Evie Parker KielniaczOpen Water Swimming Annika LinderOpen Water Swimming Natalie LinderOpen Water Swimming Lauren CantrillMet North Tennis Elizabeth Barron

School Spectacular – Brendan Cooper

Geography Comp

Arts North Festival

Sport – Outstanding Achievements

Chamber Choir

P&C Public Speaking comp

Ryde Eisteddfod

Peer mediators, Peer tutors

Science Competition etc etc

NSR awards, Castle Hill Show,

Grade sport finalists

Rostrum voice of Youth

Dance group

DUX and HSC High Achievers – DK

DUX - Richard Lam – 99.85

Kar May Phoon ESL 5th in State

Isabella Chin ESL 9th in State

Victor Wai ESL 10th in State

Mandy Lin Accounting Equ 2nd in State

Rohan Malik Hindi 3rd in State

13

2012 Student Achievements Age Champions

Learning Support Programs

Carlingford High School has an extensive structure of support services available to all year groups. A key element to this support is our strong links with local Primary Schools and the early identification of students in Year 6 with particular learning and or behavioural needs which are assessed prior to them entering High School.

The key personnel primarily responsible for the development of these programs include the Head Teacher Teaching and Learning, The Learning and Support Teacher (LAST), our school counsellors, Learning support officers (SLSO’s) and members of the Learning Support team.

The Learning Support teamThe purpose of the Learning Support Team is to support students and staff across each key learning area in maximizing student outcomes. The team meets on a regular basis to look at the progress of current students, develop plans for new referrals and provide assistance and feedback to staff.

A new initiative was developed by the team in 2012 where student support plans were able to be securely accessed on line by staff. These plans have been divided into 4 main categories.

- Learning

- Behaviour

- Health

- Anaphylaxis

Access to the plans enables staff is to view explicit strategies developed by the team targeting individual student needs every time they mark their class roll on line.

Learning and Support Teacher (LAST)2012 saw the structure of student support change significantly. The position of the LAST, the Learning & Support teacher was introduced. The Learning and Support Teacher has the responsibility to coordinate the implementation of learning and support strategies for targeted students across the school.

The tasks undertaken by the LAST are be designed to support the school in meeting the learning and support needs of identified students, improving their learning experience, and assisting classroom teachers to increase their capacity to meet the needs of all students in their classrooms.

Peer TutoringPeer Tutors operated in the library, during roll call each day. The program supported Year 7 students transitioning into High School who were identified as requiring support. In 2012, Carlingford High School trained 30 Year 10 tutors. These students were selected by the Year Advisors and then provided with the opportunity to train in remedial reading instruction at Tafe. Our focus areas were English, the Humanities and Science, and in the use of technical language across KLA’s, as well as the improvement of fluency and the development of vocabulary.

As part of our Linkages and Curriculum Continuity goals in the Professional Learning Plan, Carlingford High School worked with Stage 3 Teachers from Roselea Primary school and incorporated a group of identified Year 6 students into our Reading program. All staff evaluated the initiative as beneficial for the Year 6 students as it not only supported their reading but also provided support with their transition into high school.

Vocal Education and Training (VET)Many students participated in a variety of work experience placements last year ranging from Retail and Construction to Hospitality. All students undertook workplace health and safety training prior to work experience in Construction and should be congratulated on their participation. The trades area is particularly short of employees in a wide variety of rewarding careers and the school will continue to promote these opportunities to targeted students. Another area of work experience that students are encouraged to consider is in Information Technology where the number of students completing courses over the last 10 years has halved whilst the employment demand has doubled.

Two Year 10 students last year participated in Stage 5 VET at Hornsby TAFE. Both students completed a Certificate 1 in Manufacturing Pathways(Timber). The students are now in Year 11, with one completing a School Based apprenticeship in Refrigeration/Air Conditioning and the other completing Construction Certificate 2 at Meadowbank TAFE.

Other students have been able to participate in a wide variety of TAFE courses at Meadowbank, Ryde, Hornsby, Bradfield and Ultimo TAFE colleges. The largest group has been in Accounting which enjoyed extraordinary success last year. Five Year 12 students (Richard Lam, Mandy Lin, Rangan Balakumar, Karen Zhang and Jessie He ) achieved very high results with Mandy Lin being placed 2nd in NSW with the four others close behind. All the Accounting marks were included in their best 10 units for their ATAR.

14

Learning Support Services

15

Gifted and Talented ProgramsIn 2012, Gifted and Talented education was a focus area for Teacher Professional Learning and student learning at Carlingford High School.

A cross faculty Gifted and Talented Team of Teachers was established and played a leadership role in developing teacher Professional Learning as well as planning future directions for Gifted and Talented education within the school.

Students, Parents and Teachers were surveyed about their views and experiences around the Extension classes in Year 7 and 8. The results of these surveys were used to shape professional learning opportunities for Teachers, inform future directions for Gifted and Talented programs and guide the revision and update of the school Gifted and Talented Policy.

Early in 2012, four members of the Gifted and Talented team attended the North Sydney Region Gifted and Talented Conference. The conference focused on innovative practices in Gifted and Talented education, which was then shared with the whole staff at the July School Development Day.

Staff had extensive professional development in curriculum differentiation and applying these strategies to teaching programs. Each faculty went on to develop differentiated programs and tasks for Year 7 classes ready for implementation in 2013.

In late 2012, the Gifted and Talented team also began work on developing a cross faculty initiative in project based learning for implementation with Year 7 Extension classes in 2013.

Current Technologies

DERIn 2012, the school received 262 student laptops and 21 new staff laptops. The new Lenovo X130E laptops are the most powerful so far and include bigger hard drives. These were issued as part of the Federally funded Digital Education Revolution Program. In line with the schools Strategic Plan, laptops continue to be used as an effective tool to engage students in their learning and maximise student learning outcomes.

On line Learning EnvironmentsTeachers have continued to increase the use of on line learning environments such as Moodle and Edmodo. Moodle and Edmodo are used to improve student engagement with learning. These systems are an effective tool for teachers and students to connect, collaborate, access class tasks, complete quizzes and homework. These learning environments will continue to be a focus with the school updating the Moodle platform for the 2013 school year.

Technology PlanIn 2012 our school Technology Plan was developed with the aim to improve the technology infrastructure in the school. A number of goals were identified to be achieved over the next 2 years:

• All classrooms to be installed with a desktop PC• All multi-media rooms to be installed with a desktop PC• All classrooms to have multi-media capabilities• Every staff member to have a desktop PC or new laptop for use in

staffroomsIn Term 4, Teachers trialled the use of on line roll marking each period using a new Attendance Management system on the school intranet. This was in readiness for a whole school move to on line roll marking in 2013, with the aim of achieving accurate and real time attendance data.

Connected LearningThe innovative use of interactive technologies for teaching and learning continued to be a focus in 2012.

A further six interactive whiteboards with multi-touch and widescreen features were installed. This brought the access to interactive technologies in the school up to 30 classrooms. This increase in Teacher access to technology in the classroom has enabled staff greater flexibility with the choice of broader ICT opportunities in the classroom. Teaching staff continue to access Professional Learning opportunities that improve their skills in the use of ICT’s, and in particular, interactive whiteboards.

Digita l Learning and Technology

S T R E A M W A T C H This program was co-ordinated by Sydney Water in 2012, to involve school students in the monitoring of the quality of the water in local waterways over a period of time in the metropolitan area of Sydney.

Interested students apply for entry into this program. Small groups of students are trained in how to use a variety of instruments to measure various aspects of water quality. This information is then collated and posted on the Sydney Water Website.

The information is used to monitor and improve the health of our waterways. This program provides a wonderful opportunity for students to develop skills in environmental education and contribute positively to the local community.

In 2012, the Streamwatch Group consisting of David Ho, Melchior Lee, Raymond Chen and Alex Lau of Year 10, were joined by Rachel Fieldhouse, Dariel Lim, Alexander Piotrowski and Stephanie Roylance of Year 9.

These capable students collected and analysed water from the beginning of Ray Creek just below the school.

In 2013, this beneficial program will be run by the Australian Museum who have taken over custodianship of the project from Sydney Water.

D E B A T I N G A N D P U B L I C S P E A K I N GIn 2012, Carlingford High School entered debating teams in the Premiers’ Debating Challenge for each year group. In this competition participants develop skills in critical thinking and teamwork to construct a case within a one hour time frame. Expert feedback is provided to teams through adjudicators who travel to the debates. We have a number of teachers who act as coaches and mentors for these programs. Debates take place at local, regional and state level. In 2012, our Year 11 team were regional finalists. Debating students were invited to attend the state final at the Art Gallery of NSW in November. Debating and public speaking enables students to develop confidence in addressing a group of people and to use language appropriate to audience and purpose. Excursions and workshops are also organised to provide students with further experience from skilled participants.

The Annual P&C Public Speaking Competition was again a highlight for junior, intermediate and senior students. Every student in the school was given the opportunity to try out for the competition in the form of a speech delivered during their English classes. The most successful speakers from each Year group were invited to give both prepared and impromptu speeches to an audience of the P&C and guests in Term3. Cash prizes, donated by the P&C, were awarded in each of the three categories. Students were also given the opportunity to enter external public speaking competitions including the Sydney Morning Herald Plain Speaking, Legacy Juniors and the Carlingford Lions Junior Public Speaking.

S T U D E N T S U S T A I N A B I L I T Y C O U N C I L2012 proved to be another successful year for the Student Sustainability Council at Carlingford High School. The council has now been running for three years and continues to build on prior successes. Areas that have remained a focus are paper recycling, composting, worm farming, native tree regeneration, seasonal planting in garden beds donated by Bunnings at Carlingford and sustainable practices in school block courtyards.

Student members have been actively involved in regular meetings, weekly roster schedules for paper recycling and watering, producing a short film for the Department of Education and Communities – ‘Enviro Inspiro’ competition, installing a Zen garden and fund raising to support Taronga Zoo endangered Black Rhinos. Further to this, they put forward a submission to the Bendigo Bank – Epping North, and were successful in gaining a grant to the value of $1,285.00.

The grant monies will be used to support the expansion of the existing garden space, adjacent to D Block, which will be sustainably maintained using the recently installed 5,000 litre rain water tank. Other activities the Council will be pursuing in 2013, include continued support of the Clean Up Australia Day initiative; another levy submission to The Teachers Federation for Native Shrubs to support the work already completed in the regeneration project and developing a partnership with Ray Park Heritage group to install possum and sugar glider hides.

The 20 student Council members and four teacher members are looking forward to improving Carlingford High School’s sustainable practices in 2013.

D A N C E2012 was a busy year for Dance with the establishment of six ensembles which allowed students to create, perform and experience Dance across all year groups.

Dance opportunities included CAPA night, Sydney North Dance Festival, Sydney Dance excursion, CHS Flashmob performance and The Australian Youth Olympic Opening Ceremony.

A “Flash mob” was performed in the quad by a group of students which spanned all years.

The excursion to Sydney Dance Company allowed students to experience Dance in an external environment with Dance professionals.

Both junior and senior students auditioned and performed for the Australian Youth Olympics Opening Ceremony which was held on Wednesday 16th January 2013 at the Sydney Entertainment Centre.

The support and funding by the school P &C was greatly appreciated and helped the promotion and success of Dance in 2012.

16 17

Extra Curr icular Teacher Professional Learning

Student panel

identified successful

HSC strategies

90%

Teachers engaged in quality

conversation

96%

SharingKnowledge

& skills

97%

Sessions helped to develop

capacity to deliver HSC

courses

86%

Resources covered a range of learning needs

88%

Enable staff to establish connections

with colleagues

96%

Staff found the day to be a vaulable

experience

94%

Teachers were able to share

resources

97%

Professional Learning Expenditure

Beginning Teacher 2%

Syllabus

Implementati

on 13%

Qua

lity T

each

er 1

8%

Career Development

25%Sch

ool Identified

33%

Walfare & Equity 2%

ICT Innovations 6%

Literacy/Numeracy 1%

Teacher Professional Learning:In 2012, whole school Professional Learning was driven by the key goals identified in the Professional Learning plan. There were 3 key sessions conducted each Term.Term 1 had a strong literacy focus targeting persuasive writing. Staff deconstructed the demands of a persuasive writing task in order to develop best teaching and learning practices via the delivery of explicit and targeted criteria.During Term 2, staff were further extended, with sessions targeting the specific criteria used in state wide testing and key concepts. A regional literacy consultant developed staff capacity to use a backward mapping strategy in planning for the development of quality programs.Term 3 provided staff with the opportunity to explore strategies for differentiating the curriculum with a Gifted and Talented focus. All staff examined various models of differentiation and then jointly designed a task incorporating one of the models. Staff evaluations indicated that the sharing of strategies across faculties was highly valued as new ideas were acknowledged and celebrated.Term 4 had a strong focus on preparing staff for Program Writing for the NSW Syllabus for the Australian Curriculum. Staff were supported and provided time to liaise with our Community of Schools to write new programs. This key focus will follow through into 2013.Professional Learning has continued to support staff in achieving targets in the School Plan in the context of Regional, State and DEC priority areas. In 2012, the school’s Professional Learning Plan had 13 objectives that focused on various areas. These included Literacy, Linkages and Curriculum Continuity, Quality Teaching, Extension and Enrichment, Program Differentiation, the new Australian Curriculum and Technology.In 2012, there were 119 Professional Learning applications and funds were utilized across faculties as detailed in the table below.

Syllabus Implementation 30%Quality Teaching 24%Literacy & numeracy 5%Career Development 22%Beginning Teaching 1%ICT 18%

The distribution of funds allowed staff to attend meetings, workshops and conferences specifically aimed at developing aspects of their knowledge, expertise and teaching skills.

School Development Days Carlingford High School’s first School Development Day for 2012 included 3 key workshops. Two of the workshops had a Quality Teaching focus and the third was CPR training. Staff were given the opportunity to work in groups across KLA’s as they rotated through the sessions.During term 2 2012,Carlingford staff participated in a joint School Development Day with our Community of Schools, Cheltenham Girls High School and Epping Boys High School. The day had a strong focus on HSC student achievement and quality teaching. The data collated from staff evaluations strongly indicate that staff found the session’s most beneficial.

• Percentages indicate the number of staff who agree or strongly agree.

The final School Development Days in Term 4 included 2 separate strands of Professional Learning. The first strand focussed on Faculty nominated Teacher development ranging from ICT learning to quality assessment, while strand 2 focussed on program development and writing for the NSW Syllabuses for the Australian Curriculum.

Executive ConferenceCarlingford High School generally holds an Executive Conference every second year to re-examine school priorities and directions and develop leadership capacity within the school executive. In 2012, a number of new executive staff were appointed to Carlingford High School and the conference provided a forum for the leadership team to collaboratively share their expertise and develop common goals for next cycle of school planning. A key outcome revolved around the early planning for the introduction of new Australian Curriculum 7-10 programs in English, Mathematics, Science and History, all due for introduction in 2014. Overall, the conference was worthwhile and staff evaluations showed there was a significant shift in executive knowledge, ability and skills in the following areas. • Faculty Building and Leadership Skills • Developing Quality Assessment • Understanding the new ROSA credential • ESL awareness • Program Design and Development

Interest 1%

Global Funds 25%Ti

ed F

unds

8%

School & Community Sources

34%

Trus

t R

ecei

pts

6%

Balance Brought Forward

26%

S C H O O L I N C O M E S C H O O L E X P E N D I T U R E

F I N A N C I A L S T A T E M E N T S U M M A R YThis summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, buildings or major maintenance.

Date of financial summary: 30.11.2012Income $Balance Brought Forward 729,171.58 25.41% Global Funds 710,720.44 24.77%Tied Funds 233,425.73 8.13% School and Community Sources 985,375.41 34.34%Interest 173,816.34 1.3%Trust Receipts 275,117.88 6.06%Total income 2,869,815.26 100.00%

Expenditure Key learning areas 356,782.18 16.98% Excursions 132,855.18 6.32% Extra curricular 170,677.82 8.12%Library 26,765.21 1.27%Tied funds 262,480.99 12.49%Short Term Relief 138,500.36 6.59% Administration and office 434,727.58 20.69%Utilities 152,887.63 7.28%Maintenance 76,970.94 3.66%Trust accounts 173,578.26 8.26%Capital programs 174,761.24 8.32%Total expenditure 2,100,987.39

Balance carried forward 768,827.87 100.00%

A full copy of the School’s 2012 Annual Financial Statement is tabled at the annual general meetings of the Parent’s and Citizens Association. Further details concerning the statement can be obtained by contacting the school.

Major capital purchases included in 2012:

Purchase of 9 IWB’s

4 new Photocopiers for staff rooms

Large amounts of electrical work and cabling

A new state of the art kiln room was created outside

A new Staff room was refurbished to accommodate English ESL/Drama

A master key system was installed for the whole school

C A P I T A L E X P E N D I T U R E : S C H O O L R E F U R B I S H M E N T

18

Business Report School Related Data

S T A F F I N GPrincipal 1.0

Deputy Principal 7, 9, 11 1.0

Deputy Principal 8, 10, 12 1.0

Head Teacher (Welfare) 1.0

Head Teacher (Teaching and Learning) 2.0

Head Teacher (Administration) 1.0

Head Teacher (Curriculum) 10.0

Teachers 55.2

Learning and Support Teacher 0.8

ESL Staff 3.2

Careers 1.0

Librarian 1.0

Counsellor 1.0

School Assistants 11.3

Administration Manager 1.0

General Assistant 1.0

Total Staff 91.5

S C H O O L A T T E N D A N C E

R E T E N T I O N T O Y E A R 1 2 SC06 - HSC08 SC07-HSC09 SC06 - HSC08 SC07-HSC09 SC06 - HSC08

School 84.1 81.4 75.6 86.5 93.0

SEG 80.4 82.3 85.3 83.1 85.0State 60.3 61.0 62.7 64.7 63.4

S T U D E N T E N R O L M E N T

Gender 2008 2009 2010 2011 2012

Male 659 630 659 674 681

Female 467 455 484 484 489

Year 2008 2009 2010 2011 2012School 7 95.1 95.9 95.8 93.3 8 93.6 93.8 95.2 96.1 9 93.5 93.4 94.1 96.2 10 92.5 94.2 91.7 95.2 11 90.3 91.9 93.5 95.1 12 89.0 90.3 93.1 95.6 Total 92.7 92.4 93.3 93.9 95.3Region 7 95.4 95.3 95.6 95.3 8 93.7 94.2 93.9 93.7 9 92.8 93.2 93.6 93.0 10 92.2 92.4 92.4 92.3 11 92.5 92.7 92.7 92.5 12 91.6 92.1 92.7 92.4 Total 92.9 93.1 93.3 93.5 93.2State 7 92.3 92.6 92.5 92.4DEC 8 90.0 90.5 90.1 90.1 9 88.8 89.1 88.8 88.7 10 88.7 88.3 87.1 87.0 11 89.4 89.1 87.6 87.6 12 89.4 89.8 89.2 89.3 Total 89.9 89.7 89.9 89.2 89.1

Library 2%

Key Learning Areas16.98%Extra Curricular 8.12%

Utilities 7.28%

Excursions 6.3%

Administration & Office 20.69%

Tied

Fun

ds 1

2.49

%Tr

ust A

ccou

nts

8.26

%

Short T

erm Relie

f 6.59

%

Capita

l 8.32

%

Maintenance 3.66%

19

Mathematics Faculty Curriculum EvaluationStudent AchievementBackground and Rationale:The Mathematics faculty focused their evaluation on student achievement, and in particular, performance in external exams and competitions. These include the HSC, the Australian Mathematics Competition (AMC) and the Mathematics Challenge for Young Australians.

In general, we sought to measure our current level of success in these areas, and work as a group to come up with any new structures or approaches that may help further improve our results.

Finding and Conclusions:HSC Results:An analysis of the school’s high band HSC Mathematics results over the past 5 years are shown in the two tables below. Table 1 includes the numbers of top band (E4 in Extension 1 and 2 Mathematics, and Band 6 in Mathematics and General Maths).

Table 1

Year Extension 2 Extension 1 Maths General Total Percentage (4 unit) (3 unit) (2 unit) Maths of Candidates2008 12 25 20 5 62 27.12009 6 23 16 4 49 25.12010 13 30 12 1 56 27.62011 8 15 18 7 48 21.22012 6 22 14 5 47 20.1

The number, and percentage, of top band results have declined over the past two years, in comparison with the strong results in 2008 and 2010. We point out here that it is very difficult to measure differences in cohort ability from year to year. Also, only taking into account the top Band results in this popular subject area gives a relatively limited view of overall achievement. It also fails to identify those students who have achieved personal bests in lower Band groupings.

Table 2 shows the high band (E4 and E3 in the extension courses, and Bands 6 and 5 in the other courses) results achieved by our students over the same time period. Analysis of this data indicates that while the percentage of students achieving marks in the top two Bands has remained consistent over the past 5 years, the total number of these results has steadily improved . It should be noted here that, for a comprehensive school such as CHS, the information contained in the second table is probably a more appropriate measure of our overall high Band performance.

Table 2Year Extension 2 Extension 1 Mathematics General Total Percentage Mathematics of Candidates2008 34 57 40 11 142 62.02009 16 43 43 16 118 60.52010 32 52 30 15 129 63.52011 21 45 54 19 139 61.52012 20 54 61 14 149 63.7

The results for each course were also analysed independently. This investigation came up with some interesting conclusions. In summary, if the focus is limited to our best overall years in this time period, 2008 and 2010, there appears to be a relatively direct relationship between the number of top band marks in the extension courses and our overall success.

External Competitions:The faculty made an effort to expand our participation in external competitions in 2012. In particular, the Maths Challenge was reintroduced, with the decision to focus on developing the skills of our higher achieving Year 8 students. Also, the enrichment stage of the Maths Challenge was offered to selected students in Years 9 and 10, with over 20 students choosing to attend lunch classes, presented by Ms Sandra Strilakos, each week. Finally, a record number of CHS students took part in the AMC (almost 300), with two students (one each from Year 9 and 10) achieving a prize in this coveted competition. One of these students was selected to take part in the 2013 Australian Mathematical Olympiad, a challenging competition that includes two 4 hour exams held over consecutive days. Only 100 students from the entire Asia-Pacific region are invited to take part.

Future Directions:In 2013, our emphasis is on developing the Maths Enrichment program further. All students in the top Year 9 and 10 classes will be exposed to some of the more interesting concepts and skills covered in the course in class, while the 25 students selected to take part this year will enjoy either a lunch or after school class each week. The enrichment stage of the Maths Challenge is presented over a four month period starting in Term 2. However, we have decided to start conducting lessons from week 5, Term 1 to help prepare students for the challenges ahead.

The number of CHS students choosing to take part in the AMC has increased markedly over recent years. Pleasingly, the number of top end results (prizes, high distinctions and distinctions) has also improved over this time. In 2012, 63 Year 10 and 45 Year 11 students were involved. However, with almost 120 students currently undertaking the Year 10 5.3 course, and almost 100 studying Extension Mathematics this year, we feel there is scope for greater participation from students in these important school years. As more students successfully pass through the Olympiad challenge and enrichment stages of the faculty’s external competition program, it is expected that our results in the AMC will improve further in the years to come.

With the goal of improving our higher end results in these competitions as a priority, it is hoped that such achievements will translate into further success by these same students in their extension HSC Mathematics courses. At the very least however, more students will become exposed to the many and varied facets and benefits of higher level mathematical thinking.

Technology Evaluation

BackgroundThe Technology team wanted to gain some feedback on Teachers’ attitudes to existing technologies within the school as well as identifying what technology they most valued. The purpose of the survey was to assist in the development of a data driven strategic 3 year plan for technology infrastructure spending in the school. Some of the key results are included below.

Teachers were asked which of the following they thought should be the schools highest priority in terms of technology spending in the school. They had the options of selecting between desktop computers in staffrooms, desktop computers in classrooms, Interactive whiteboards, data projectors or identifying other technology. 38% of staff said desktop computers in staffrooms, followed by data projectors in classrooms and desktops in classrooms.

In terms of benefits to student learning, 41% of staff felt that the provision of a laptop to every student in Year 9 made a very significant or significant difference.

If students no longer had access to laptops which is likely when the current Federal funding expires, Teachers were asked what sort of technology they would like to see in the classroom, which they believe would best help students learn. 33% said they would like access to a Computer Room, 24% said they would like access to pools of laptops for use with their classrooms, 21% said they would like access to data projectors and 4% indicated they would like access to an Interactive whiteboard.

The majority of Teachers indicated that they would prefer a desktop in their staffroom over a netbook, however 34% indicated that use of a netbook in class very significantly or significantly directly benefited their teaching.

64% of staff indicated that they were confident with their use of Interactive Whiteboards.

Findings and conclusionsClearly the staff believe that technology in the classroom can directly benefit teaching and learning. Desktop computers in staffrooms are valued highly in terms of communication, completion of reports, compilation of marks and research and are relied upon heavily. In the classroom, desktops fixed to data projectors and Interactive whiteboards are used extensively and most Teachers feel confident in their use. The survey has assisted the school in developing a plan which will best guide the provision of the technological infrastructure that teachers want access to and believe will assist them in improving the learning outcomes of students.

20

Key Evaluat ions

Destination Survey 20122012 HSC students at Carlingford High School achieved excellent results and consequently have received a very high level of University offers, particularly for a comprehensive High School. 80% of students eligible for an ATAR received an offer of a University place. Many students also gained places in a variety of courses including the new degrees at TAFE as well as offers of employment.

University offers for last year were, as usual, largely local, with only 5% of offers for Newcastle University and the Australian National University in Canberra. The local composition in descending order was University of Sydney (22%), UWS (20%), UNSW (18%), Macquarie and UTS (15% each) and ACU (5%).

Congratulations to Karen Zhang who gained a $10,000 a year scholarship to study business at UTS and Rangan Balakumar with a $16,750 a year UNSW CoOp scholarship which includes industry placements.

From data collected, the most popular areas of study were:

Business/Finance/Accounting /Actuarial (30%)

Science (14%) Health Science (14%) Sports Science (2%) totalling 30%

NB. (Nursing has increased as part of Health Sciences, including our first two students entering the new TAFE Human Services ATAR course)

Arts including Media (17%), which has seen a significant increase in popularity.

Engineering (8%)

Law (5%) - an increase from previous years

Education (4%)

Design (2%)

Music (1%)

Other (3%)

Overall, the general trend for high participation in Business and Science has continued. It is worth noting that there has been an increasing number of students enrolling in double degrees which saves a year’s study, increases employment options and satisfies student interests.

Congratulations also to Victor Wai who was awarded the Sydney Law School Foundation International Scholarship for Combined Law. Victor is studying International Studies/Law.

Addit ional Reports

Aboriginal Education

Carlingford High recognises the importance of Indigenous Australians in the development of Australia.

This is reflected in a variety of programs offered in our KLAs as illustrated below:

History: Year 7 has a 10 week unit on precolonial history.

Year 10 has a core civics and citizenship theme running throughout all topics focussing on changing rights and freedoms of aboriginal people.

Year 11 Legal Studies focuses on the law and indigenous rights .

English: Teachers in Year 7 to 12 consider aboriginal issues through appropriate text choice and thematic studies

Science:Year 7 looks at how the universe is formed including, stories of creation and aboriginal dreamtime.

Year 11 Biology studies aboriginal heritage and the environment.

Music:A study of aboriginal instruments and their rhythms is undertaken in Years 7 to 10. Students create their own original piece using percussion.

Hsie: Case studies are undertaken in Geography in tourism, Commerce in statistical sampling and Economics,in budgeting for aboriginal policy.

Maths: The number system is studied is studied in Year 7 and statistical sampling eg. aboriginal health and mortality is studied during senior studies.

The school acknowledges at all gatherings Australia’s unique aboriginal traditional custodians of the land upon which the school is built.

21

P&C REPORT

The Carlingford High School P&C aims to promote a quality education and facilitate community involvement in the management of the school. The Association met monthly and welcomed guest speakers and presentations by the Principal, Deputy Principals and Head Teachers.

Parents had the opportunity to keep informed on all aspects of their child’s education, and were represented on District Parent & Citizen Committees and Teacher Merit Selection Panels.

High levels of parental attendance at Parent-Teacher interviews, Award ceremonies, Performing Arts evenings, Music performances and numerous information sessions was encouraged and appreciated.

Funds raised by the P&C levy, including the General Fund and Building Fund were used to purchase a range of enhancements to the school totalling over $90,000. These included the purchase of 6 additional interactive whiteboards, 80 desktop computers and the construction of a new external kiln room. The P&C also continued its sponsorship of the Year 7 parent welcome barbeque, student academic prizes, sponsorship for students who represented the State in school based competitions and events, the P&C Public Speaking Competition, Reward Day out, ROSE morning teas and welfare events including the Motivational Media Presentation.

As President, I would like to take this opportunity to thank the committee and parents for their support and hard work in 2012. In particular, I would like to sincerely thank outgoing Secretary Leonie Jenkins and Supper and Music Support Coordinator Tara Alexander for their wonderful years of dedication and support for the P&C. We wish them both well for the future as their children have now finished Year 12. I would also like to thank Treasurer Rob Casey and Vice President Peter Roy for their great work and support over the course of the year.

Finally, on behalf of the P&C, I would like to thank David Krust, the school executive, teaching and administrative staff for their continued contributions, care and interest in the school which assists every child in reaching their full potential.

Stuart Harvey

President 2012

22

Parents & Cit izens Associat ion

PROGRESS ON TARGETS 2012

Target 1: Increase levels of literacy and overall student achievement in both internal and external assessment.Our achievements include:• Targeted and strategic Professional Learning across all faculties in the

explicit teaching of literacy, particularly in a faculty context.• Our NAPLAN results showed outstanding growth from Year 7 to 9,

particularly in the areas of reading and spelling where the school ranked first in its school education group.

• In the HSC, results in Advanced English showed excellent improvements, particularly in the percentage of students achieving in the top Bands

Target 2:Develop a comprehensive, strategic, whole school Professional Learning Action Plan to deliver targeted, cohesive, needs based PL.Our achievements include:• A representative team led by the Deputy Principal was formed to develop

a clear Professional Learning Action Plan which would drive and guide Professional Learning within the school over a 3 year horizon.

• The team gathered relevant data as a means to inform key directions and strategies. This included Head Teacher feedback, NAPLAN data and HSC results including components reports.

• A comprehensive draft plan was developed by the team and shared with executive and staff. Once agreed, the final plan was implemented and has provided clear directions and priorities for professional learning within the school over the course of the year.

• The plan is currently in place and will be reviewed annually.

Target 3: Increase student access and capacity to use ICT and increase the innovative use of interactive technologies for teaching and learning.Our achievements include:• The school, through the generosity of the P&C purchased an additional 6

interactive whiteboards installed in classrooms.• The school increased the number of hours of high level technology support• Targeted professional learning was provided in the effective use of

technology. Courses were accessed both within the school and by external providers.

• A new Head Teacher role was created to directly support the innovative and effective use of Technology within the school.

Target 4: Commence planning for the development of new programs which meet the requirements of the Australian Curriculum.Our achievements include:• Professional learning involving Regional and BOS consultants to ensure

programs developed are of high quality and meet statutory requirements.• The collegial development of a program template which includes best

practice components to be used across all faculties to provide consistency in the development of units of work.

• The collaboration with our local community of schools in agreeing to share expertise in the writing of programs.

• The development of a strategic plan and timeline to ensure all programs are ready for implementation in 2014 for Years 7 and 9.

2013 SCHOOL TARGETSTarget 1Increase levels of literacy and overall student achievement in both internal and external assessmentStrategies:• Use whole school planning processes to identify aspects of literacy under

performance for particular cohorts and individuals. • Use whole school planning processes to evaluate the quality of literacy

teaching• Implement PL programs that will increase teachers’ capacity to identify and

address student learning needs• Analysis of SMART data by faculties and development of needs-based

teaching and learning interventions.• Provision of PL for teachers to support ESL students in the mainstream. Indicators• Increased percentage of students in top bands in external tests.• Improved 7-9 writing growth in NAPLAN• Increased percentage of students who achieve in the top Bands in year 9

NAPLAN• HSC external test results reflect improvement in value added data• Performance of ESL students in internal and external assessment improves

Target 2Increase staff and student access and capacity to use ICT and increase the effective and innovative use of interactive technologies for teaching and learningStrategies:• Revise a long term strategic ICT plan to meet the growing needs of

students in the classroom in terms of ICT use, engagement and learning• Continue to develop online learning tutorials for students in targeted ICT

skills• Continued targeted teaching for students on effective research skills using

ICT’sIndicators• Clear ICT plan developed• Increased use of ICT in classrooms as reported by staff• Positive responses in targeted surveys on effective use of technology• Evidence of ICT/Interactive technology embedded into new programmes• Students use the online tutorials developed• Student work reflects valid and authentic use of ICT’s

Target 3Complete the development of new Year 7 and 9 programs in English, Mathematics, Science and History which meet the BOS requirements for the implementation of the Australian Curriculum in 2014.Strategies• Executive create a curriculum planning model and timeline following

consultation with BOS• HT’s strategically plan and coordinate within their faculties the development

of all new programs and units of work• Staff familiarise themselves with the demands and requirements of the

Australian Curriculum in English, Mathematics, Science and History and commence gathering resources

• Faculties network and share information and planning with other local community of schools

• Significant PL focus as a school priority in terms of time and resourcesIndicators• Liaising with BOS occurs• Planning model and timeline developed by executive• Deep faculty discussions and planning around scope, sequence and content• Significant PL time allocated to research and program writing• Liaison and networking occurs with community of schools• Program writing is completed for Year 7 and 9 in English, Mathematics,

Science and History

23

School Targets

24 25

Staff 2012

PRINCIPAL

Mr D Krust B. Ed. Assoc Dip. AppSc

DEPUTY PRINCIPALYEARS 7, 9, 11

Mr P Myers B.A Dip.Ed

DEPUTY PRINCIPALYEARS 8, 10, 12

Ms A Leaf B.A Dip Ed

HEAD TEACHERWELFARE

Mrs B Parkes BA Dip Ed

Welfare Committee Co-Ordinator

HEAD TEACHER ADMINISTRATION

Ms A Gammie B.Sc, B.A., Grad. Dip. Ed

ADMINISTRATION

Mrs Julie Lomax School Administrative Manager

LEARNING CENTRE

Mr G. Lego B.A. Dip Ed Grad Dip App Science Head of Library

SCHOOL COUNSELLING

Mr G Glassborow B.A Litt.B Reg.Psychologist

Ms M Field Reg. Psychologist B.Soc Science (Psychology), B. Teach (Primary)

TEACHING & LEARNING

Ms S Brunetta Head Teacher Dip Ed Early Childhood, B.Ed Special Ed.

CAREERS COUNSELLING

Mr G. Hardy B.Ec, Dip.Ed, Grad Cert Careers Counselling, RMIT

CREATIVE & PERFORMING ARTS

Mr B Cooper B.Mus B.Ed Head Teacher Concert Band 1 & 2, Stage Band 1

Mrs A Chan B.Mus Ed ACCM LTCL Choral Ensembles

Ms J Witten Dip Art Ed

Ms J Mullen B.A. Comm Dip.Ed, Dip.Act, (Theatre/Media)

Mrs J Long Dip.Mus Ed String Ensembles

Ms P Shepherd B.Ed (Vis Arts) Dip Art Ed

Ms M Vasilescu B.A (Vis Arts) Dip.Ed Dip.Art. Ed, B.Ed

Ms S Chockman Dip.Art. Ed, B.Ed

Miss J Koh B.MusB.ed. AMusA

Mrs T Casey B. Ed. M. Ed Head Teacher Teaching and learning Technology/LOTE

ENGLISH

Mrs N Gramham B.A. Dip Ed Head Teacher, English

Mrs J. Burkhart M.A., Dip.Ed. Grad. Cert.Management

Mr B Disney B.A M. Ed Dip Ed St

Mr J Douglas B.A Dip. Ed.B. Ed.St

Ms G Furness B.Ed; Graduate Cert in Event Mngemt

Ms M Raynor B.A Dip.Ed TESOL Public Speaking Co-Ordinator

Mrrs F Loyd- Thomas B.A Dip.Ed

Ms F Pollock (B.A & Jur) Grad Dip. Ed. Cert4

LEARNING SUPPORT

Mr T Turner B.A Dip. Ed Grad.Dip.Literacy/Language

ESL

Mrs S Brunetta Head Teacher, ESL Dip. Ed Early Childhood, B.Ed. Special Ed

Mr P Jack M.A. B.A Dip.Ed TESOL, Dip Careers Counselling, M.A. Applied Linguistics ISC Co-Ordinator

Ms B Welch B A Dip Ed

Ms L Lim B.A Dip.Ed

HISTORY

Mrs M Owens B.A Dip.Ed Head Teacher, History Anti Racism Officer Business Week Co-Ordinator Rotary Liaison Officer Anzac Day/Remembrance Day Co-ordinator

Mr S Gleeson B.A Dip.Ed, B.Ed Teacher Practicum Co-ordinator

Mr K O’Regan B.A Dip.Ed Digital Education

Mrs B Parkes B.A Dip.Ed Head Teacher, Welfare

Ms J Reynolds B Soc Sc Dip Ed SRC Co-Ordinator

Ms K Duncan B.A Dip.Ed

Mr T Chivers B.A Sc M. Teach.

HUMAN SOCIETY & ITS ENVIRONMENT

Mr A Fox B.Ed Soc Sci Head Teacher HSIE Mrs J Craven B.A Dip.Ed

Mr D Machin B.Sci.Ed

Mr D Mills B A Dip Ed

Mrs L Wilkes B.A Dip.Ed

Ms A Essert B. Bus B.A. Int Std

Mr M Coote B.A. B.Ed

LANGUAGES

Mrs T Casey B.Ed. M.Ed Head Teacher Languages

Mrs W Grimshaw B.A Dip.Ed

Ms T Kim B A Dip Ed

Mrs C Stockdale B.A Dip.Ed

Mr K Chan B.A Dip Ed

Learning Suppor t Officers

Mrs J Kelshaw

Mr A Moon

Mrs K Taverniti

Mrs L Zaslowski

MATHEMATICS

Mr G Fardouly B.A. Dip Ed Head Teacher Mathematics

Mr K Cheng B.Sc (Hons) Dip.Ed, Grad Dip Comp, M.A

Ms A Dwight B.A (Hons) Dip.Ed, M.A.P.S., A.S.A

Ms A Kellahan B. Ed (Sec Maths)

Ms S Strilakos B.Sc Dip.Ed Cert. IV in Workplace Training & Assessment, Grad. Dip. Counselling

Mr P Wilson Dip. Teach (Maths & Science)

Mr A Gong B. Math Dip. Ed

Ms J Young B.Sc Dip. Ed

Mrs V Lego B.A. Dip.Ed

Mrs T Lobejko B.A. Dip.Ed

PERSONAL DEVELOPMENT/HEALTH/PHYSICAL EDUCATION

Mr C Steinhoff B.Ed (PDHE) (Human Movement) Head Teacher PD/H/PE

Ms A MacKinnon B.Ed (PE)

Mr A Hanlon B.Health (PDHPE) Dip Ed

Mrs S Squires B.PE Sport Co-Ordinator

Mr M Winter B.PE

Mr T Johnson B.Ed (PDHPE) (Human Movement) Sport Co-Ordinator Ms L Mcphail B.Ed (Dance & PE)

SCIENCE

Mr D Hopley B.Sc, Dip.Ed, Dip Env Head Teacher Science School Photograph Co-Ordinator

Mrs L Anand M.Sc B.Ed

Ms F Davidson B.Sc (Environmental), Dip.Ed Year 8 Adviser

Mr P Kumar M.Sc M. Phil Dip.Ed

Mrs Y Mamo B.Sc TC Dip. Health Couns. (Med. Register of Australia)

Mrs S Crowley B.Sc Dip Ed Assistant Year 9 Advisor

Ms D Swift B.Sc Dip.Ed Cert. in Adolescent Development (Medical Register of Australia)

Mr D. Hicks B.Sc. Dip.Ed, IT Cert II, III, Cert IV Training & Assessment Assistant Year 8 Advisor

Mr M Prentice B.Sc. B.A. Grad Dip Ed

Ms A Gammie B.Sc. B.A. Grad Dip Ed

Mr P Tomkins B.Sc. (Aplied Physics) Grand Dip. Ed, B. Eng (Chem)

TECHNOLOGY & APPLIED STUDIES

Mr A Stewart Head Teacher TAS B. Ed, (Sec Tech) Cert IV T.A

Mr R Smith B.A Dip Ed IT Cert

Ms H Cooper B.A. B. LegS. MA, Grad. Dip, Legal Practice, Dip. Teach

Mr J Wallace B.Sc (Ind. Arts) Hons Post Grad Data Processing

Mrs D Elysee B.Ed Dip Ed, VET Hospitatlity Cert I. II and Cert IV T.A

Mrs D Newman B.Ed, Cert IV Traning and Assessment, Cert IV in Vocational Education and Training (Disability)

Mrs L Robinson B. Ed Design & Technology, Cert II VET Hospitality, Cert IV Training and Assessment

Mr A Meehan B.Sc. Dip.Ed, Dip CBL

Mr C Sparrow Dip. Teach Industrial ARts

COMMUNITY LIAISON OFFICERS

Ms Jeong Ju Korean

Ms Lettie Kwong Chinese

INFORMATION TECHNOLOGY SERVICES

Mr M Harrison

IT TECHNICIAN & NETWORK SUPPORT

Mr Dundov

Mr S Hutchence

TECHNOLOGY SUPPORT OFFICER

Mr C Brennan

ADMINISTRATION

Mrs J Lomax School Administration Manager

Ms V Beaton Science Support Assistant First Aid Officer

Mrs D Bergan Student Support Officer

Mrs M Chee Reception

Mrs A Connolly Accounts Receivable

Mrs P Hughson Reception

Mrs J Kennedy Reception

Mrs T May Enrolment Officer

Mrs P McLennan Reception

Ms A Mooney Library Assistant

Mrs J Morton Cert.Admin.Leadership Assistant to Principal

Mrs L Mulligan Student Support Officer

Mrs K Naylor Student Finance

Mrs R Olsen Print Production First Aid Officer

Mrs J Rankine Food Technology Assistant

Mrs L Schouten Student Finance

Mr B Truscott Property Services

2012 VISUAL DIARY

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