headmaster's report 2012

HEADMASTER’S REPORT 2012

04 Headmaster

05 Leaders

06 Performance

08 Academic

10 Cocurricular

13 Teaching

15 Wellbeing

17 Community

19 Environment

21 Management

23 Tributes

CONTENTS

HEADMASTER’S REPORT 2012

The Headmaster’s Report 2012 is a digital publication. The document addresses key goals identified in Future Directions 2009-2014.

CCGSCentral Coast Grammar School is a leading independent, K-12, coeducational, non-denominational school. Located on a single 17 hectare campus overlooking the Matcham Valley close to the heart of Erina, 1.5 hours north of Sydney, our school enjoys a magnificent setting and first class facilities.

MISSIONStriving for excellence in all endeavours in a happy, caring and supportive environment

ASPIRATIONOur graduates will be mature and articulate global citizens. They will have been encouraged to maximise their academic potential and have been exposed to a wide variety of cocurricular activities. They will have developed into confident, caring and well-balanced young adults. Our graduates will be able to thrive in a rapidly changing world through their collaborative skills, technological competence, enterprising spirit and capacity for innovation.

02 / HEADMASTER’S REPORT 2012

Arundel Road Erina Heights NSW 2260 Australiat: +61 2 4367 6766 e: [email protected]

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1ACADEMIC• Students performed well in relation to

the State-wide cohort in NAPLAN testing• Increase in percentage of students

achieving at Bands 5/ 6 in HSC exam

2COCURRICULAR• Students attended the Beijing

International Student Summer Camp • Debating teams progressed to finals

in every age division of the HICES Competition

3TEACHING• Increased number of teachers gaining

accreditation • A structured appraisal system was

designed and implemented

WELLBEING• New initiatives for transition from

Middle to Senior School• Prefect system reviewed

COMMUNITY• CCGS developed a formal relationship

with the Cancer Council Relay for Life• Students raised over $13,500 for a

variety of charities

ENVIRONMENT• $3M upgrade to the Science block

completed• Construction of new Pavilion

MANAGEMENT• New marketing opportunities explored • Risk register implemented

HEADMASTER’S REPORT 2012 / 03

GOALSAs outlined in Future Directions 2009-2014

1 Maximised Academic Achievement

2 Balanced and Enterprising Individuals

3 Demonstrated Teaching Excellence

4 Nurtured Student Wellbeing

5 SupportiveandCohesiveSchool Community

6 Improved Environmental Credentials

7 Sustainable Management Practices

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Great schools are about great teamwork and a sense of common purpose and that is what we continue to develop at Central Coast Grammar School. We have a complex and complementary array of inter-relationships each moving our school forward and myriad teams each contributing to the health and growth of our school as a whole.

In 2012 we have maintained the human aspect of our organisation, and grown our cocurricular and international programs whilst continuing to improve academic performance and engage more staff in structured professional learning.

Congratulations to the Class of 2012 which produced a strong set of results in the HSC. Over half of the examinations sat by Year 12 2012 resulted in Bands 5 or 6, matching the achievement of the last several years.

NAPLAN results continue to show outstanding improvement, particularly in the Junior Years. Our students also performed exceptionally well in many external academic competitions.

Cocurricular has continued too in its quality and breadth with our participation in the Beijing International Education Exchange Summer Camp. Our students had an amazing time and their involvement and leadership were key factors in our successful bid to participate again in 2013. Our musicians have performed to much acclaim at high profile community, business and government events and our senior and junior sports men and women have produced strong performances in a wide range of sports.

The $3M upgrade to the Science Block which delivered 2 additional laboratories and 2 new classrooms was completed in April. This facility now provides a more interactive and dynamic learning environment in addition to being energy efficient and environmentally sustainable.


A major task during 2012 has been working towards the construction of the new PAC. Development approval has been granted and, with the support of the community though a fundraising campaign, we expect building work to commence by mid-2013.

As part of the Vision Splendid grounds plan, a new Pavilion and seating area was erected adjacent to the Science Centre. This new outdoor area commands views over the multipurpose sports field and the pond, with walkways linking to the P&F Cafe and Rugby ovals. We were delighted to win the 2012 Gosford Council Best School/Tertiary Gardens for the second year running. A number of minor works and signage, including the construction of new entrances and the completion of the traffic lights on the highway, has resulted in greater street visibility and safer entry to the school precinct.

Education has become increasingly politicised and governments are exercising more influence over outcomes. Schools have to respond to government changes, or be penalised through funding. In addition, schools need to develop the capacity to anticipate changes to policy and funding and to integrate these into their planning. I believe that we do this well. We had anticipated government funding cuts in the wake of the Gonski Review and have been able to accommodate these through increased enrolment demand. We have not cut programs or staff. We continue to aim towards meeting the expectations of our parents, students and staff in all areas including learning outcomes, teaching excellence, wellbeing of students and staff, cocurricular offerings, buildings and grounds and financial management.

Through the hard work and pride that so many people have in CCGS, CCGS has no major weak points; a major achievement

in its own right. Our Strategic Plan ‘Future Directions’ continues to serve us well, its aspirations informing the culture of our school and, as we move forward, identifying clear pathways for continual improvement in all aspects of school life.

Being recognised as the top independent school in the region does not happen by chance. It occurs through the whole school striving towards being the best it can be.

As a team we can be proud of all that we have achieved together this year. By any standards, we have done well in 2012 and I thank all who have contributed to our school’s success.

The Headmaster’s Report provides a summary insight into the operations of Central Coast Grammar School during the 2012 school year. This report addresses directly the seven key goals of our strategic plan, Future Directions 2009-2014.

FROM THE HEADMASTER

William Low


LEADERSSCHOOL BOARDFollowing the AGM April 2012

Chairman Ken Jolly, AM Deputy Chair Alan WilliamsTreasurer Tim Cullen Secretary Christian Hobbs

Board Members Stephen Brahams Ashley Fill Rosemary Johnston Margaret Haseltine John Dyer

Linda Webbhead of junior school

Denise McDonoughhead of senior college

Steven Bennetthead of middle school

Bryce Mills and Madeleine Paradisehead prefects

William Moore and Emily Smithacacia house captains

Ryan McGrath and Lucy Goldsmithgrevillea house captains

Christian Gill and Courtney Thompsonironbark house captains

Keelan Bridge and Tessa Hiltonnicholii house captains

Walter Hopkins business manager

PREFECTS

JUNIOR HOUSE LEADERS

Acacia

Ellyse ARDLEY, Daniel BARNFIELD, Bryce BOOTHE, Mitchell CADMAN, Maddison CRAIG, Natalie GLEN, Laura GRENNALL, Laura HAMBLIN, Madeleine HAY, Robert HOOLEY, Alexandra KEYES, Lizzie MAY, James McCULLOCH, Billy MOORE, Sharon NAYAK, Jake SHELTON, Abbey SKELTON, Emily SMITH, Inger SOUTHWICK

Grevillea

Katherine BENNETT-LOWE, Ella BICKLEY, Madelaine BING, Charlie BOWCOCK, Georgina CARTER, Cloe de CARNE, Caitlyn EGAN, Grace FOWLES, Lucy GAHAN, Lucy GOLDSMITH, Ryan McGRATH, Bryce MILLS

Ironbark

Whitney BAHAROGLU, Louise CHRISTOFOROU, Andrew CLARK, Nathan COOKE, Thomas CURTIS, Kate FARQUHAR, Melanie FRAZER, Jessica FROGLEY, Alex GIBSON, Christian GILL, Brittany HAYES, Nick JEFFREY, Sophie MEERE, Jessica MENSFORTH, Madeleine NORTHEY, Harrison NYMAN, Madeleine PARADISE, Heather SILLINCE, Tamara SWINFIELD, Courtney THOMPSON, Claire WILSON

Nicholii

Drew ANDERSON, Justin BAUER, Nick BENNET, Keelan BRIDGE, Naomi BURCHER, Jessica CHECKLEY, Sarah EINARSEN, Brooke GLASSFORD, Paige HASKELL, Tessa HILTON, Georgia MASKELL, Lauren MATHIESON, Elana MEDLICOTT, Nicholas RICHARDSON, Jack RODGER, Katina SELVARAJ, Katherine TYSON, Joshua WADDINGTON

AcaciaCaptains: Madeline Alexander and Matteo LannanClare Wayland and Thomas Lynch

Vice Captains: Emma Farncomb and Henry RattrayRachel Oosthuizen and Lewis Meadows-Batagol

GrevilleaCaptains: Scout Walker and Lachlan DennisIsabella Batt and Harry Hughes

Vice Captains: Emelia Corlett and Daniel RockoffHannah-Grace Frost and Harry Gray

IronbarkCaptains: Erica Di Sciascio and James Bishop Samantha Dean and William Bastick

Vice Captains: Lauren Ilacqua and James IncollEmily Brooks and Jon Fleetwood

NicholiiCaptains: Heidi Crookes and Alex BauerMia Wood and Thomas Wood

Vice Captains: Zara Allen and Jake Vernon-ElliotZoe Mitchell and Tom Kelly

8 Science

7 Arts

5 Engineering

9 Business

5 Technology

6 Education

15 Applied Sciences

22 Humanities

7 Other

2 ACU

2 ANU

3 CSU

18 MACQ

6 SCU (Hotel School)

14 UNCLE

4 UNSW

16 USYD

13 UTS

6 Other Higher Education institutions

5 Apprenticeship

6 Workforce


Class of 2012

The chart below indicates the post school destinations chosen by 95 students from the Class of 2012.

HSC Highlights

PERFORMANCE

• Courtney Thompson achieved the highest ATAR Rank of 98.05 and was named Dux 2012

• Harry Burgess received a nomination for inclusion in the ENCORE concert which showcases exemplary performances and compositions from HSC music examinations.

TERTIARY COURSES 2012

POST SCHOOL DESTINATIONS

Higher School Certificate candidates: 98

• 27% of CCGS students achieved an ATAR of 90 or above



• 37% of CCGS students scored a Band 6 HSC in one or more subjects

Dux of 2012 Courtney Thompson

The chart below indicates the courses chosen by the 84 students undertaking tertiary study


NAPLAN

The National Assessment Program - Literacy and Numeracy tracks the progress of students in Y3, 5, 7 and 9. The tables below show the percentage of CCGS students compared to state school students in Literacy and Numeracy. [Percentages for the components may not add to 100 due to rounding]

YEAR 5

In Y5 there are 6 achievement bands. The bands start at Band 3. Band 8 is the top band.

SUBJECT CCGS % BAND 7-8

NSW % BAND 7-8

Reading 68 35

Spelling 43 41

Overall Numeracy 64 31

Writing 50 23

Grammar & Punctuation 58 35

YEAR 7


SUBJECT CCGS %BAND 8-9

NSW %BAND 8-9

Reading 54 34

Spelling 47 37


Writing 45 23

Grammar and Punctuation 51 34

YEAR 9


SUBJECT CCGS %BAND 9-10

NSW % BAND 9-10

Reading 38 24

Spelling 40 29


Writing 42 20

Grammar and Punctuation 36 23

PERFORMANCE

External competitions

ICAS Writing Y3-63 High Distinction | 17 Distinction | 37 Credit

ICAS English Y3-68 High Distinction | 18 Distinction | 37 Credit

ICAS Mathematics Y3-61 High Distinction | 15 Distinction | 45 Credit

ICAS Science Y5 & Y61 High Distinction | 8 Distinction | 18 Credit

ICAS Computer Skills Y5 & Y65 High Distinction | 12 Distinction | 16 Credit

Newcastle Permanent Mathematics Competition Y5 & Y674% of CCGS students placed in the top 15% of 17000 participants1 Major Award: 1st in Gosford District (10th overall Y5)13 High Distinction | 38 Distinction | 13 Merit

Australian Mathematics Challenge for Young Australians Y5 & Y642 CCGS participants31 Distinction | 8 Credit

National Geographic Channel Australian Geography Competition Y7-Y10SENIOR: 2 High Distinction | 2 Distinction | 6 CreditINTERMEDIATE: 2 High Distinction | 22 Distinction | 15 CreditJUNIOR: 11 High Distinction | 18 Distinction | 21 Credit

National History Challenge1 Certificate of Commendation (top three entries in NSW Y11/12 category)

ICAS Science Y7-10Y7: 1 Distinction | 20 CreditsY8: 1 High Distinction | 2 Distinctions | 29 CreditsY9: 1 High Distinction | 1 Distinction | 11 CreditsY10: 4 Distinctions | 21 Credits

Assessment of Language Competence Examination Y10High Distinction: 1 French | 1 IndonesianDistinction: 4 French | 3 Indonesian | 3 Japanese

National Computer Science School Challenge Y5 -11(University of Sydney/Google - Python programming)17 CCGS participants4 High Distinctions (Y8) | 1 Distinction (Y10) | 6 Credits (Y5-10)

Australian Informatics Competition Y7-12Y7: 7 Distinctions | 10 Credits Y8: 18 CreditsY9: 8 Credits Y11: 2 Credits Y12: 4 Credits

Literary CompetitionsWrite4Fun Junior: 1 CCGS Y5 student placed 1st in AustraliaWrite4Fun Senior: 1 CCGS Y9 student placed 1st in AustraliaPilot Pen Creative Writing: 1 Y6 student placed 2nd in NSW

YEAR 3


SUBJECT CCGS % BAND 5-6

NSW %BAND 5-6

Reading 84 50

Spelling 72 50


Writing 81 57

Grammar & Punctuation 87 56

1. ACADEMICMAXIMISED ACADEMIC ACHIEVEMENT

Naplan In NAPLAN testing Years 3, 5, 7 and 9 students performed well in relation to the State-wide cohort with Junior School results showing a significant improvement on 2011. The performance of Years 3 and 5 compared to students in the whole State and in the independent school sector was very strong, with a larger per cent of CCGS students performing in the highest bands in all components of the test.

Aspects of performance in Middle School also give cause for much optimism, with results above the State and Australian average in all aspects of NAPLAN at both Year 7 and Year 9 levels.

These achievements are the result of the intense work carried out by staff to analyse data, compare trends and identify areas for improvement. Diligent application of our whole school Literacy and Numeracy focus supported by parent volunteers in the Junior School reading program underpin student achievement in the NAPLAN tests.

HSCIn 2012 there was an increase in the number of students achieving at Band 5/6 in the HSC results. Of the exams taken, CCGS students achieved a Band 5/6 in 54% of the exams, compared to 50% the previous year (2011). We were able to maintain the number of students achieving an ATAR over 80. Of the HSC students seeking an ATAR, 48% achieved an ATAR over 80 compared to 49% the previous year.

The importance of academic achievement was highlighted in our strategic plan and continues to be a focus of emphasis at CCGS. We also acknowledge that the hallmark of educational achievement goes beyond achieving academic success. The fine young adults of Year 12 2012 truly embody our aspirations of ‘confident, caring and well balanced young adults’. They are to be congratulated for their commitment to learning, exceptional contribution to all facets of school life and their devotion to serving the broader community.

New academic initiatives in 2012The Record of Achievement [ROSA] was implemented for the first time for Year 10 students, replacing the School Certificate. Students were able to go online to activate their account, view their grades in the Stage 5 courses and download their eRecord of results.

Much care was taken to assist Year 11 students to improve their academic performance. In a new initiative, students were invited to small mentoring group sessions held during lunchtime in Term 4. The sessions were aimed at encouraging students to reflect on their performances during their Preliminary studies and assist them in setting goals for the HSC, with clarity and understanding. Follow up interviews were held for students identified as needing assistance to improve study management or homework habits. The feedback from these students has been very positive.

Literacy and Numeracy programsWe continued to place a high priority on literacy across all areas of the curriculum. The Whole School Literacy program allows plenty of time each day for developing skills in reading, writing, and spelling while focusing on meeting the needs of students.

We remained committed to a broad range of Numeracy programs including the Maths Clinics for senior students, Maths transition teaching by senior staff for Year 6 entering Year 7 and information sessions for parents. We purchased a site license to the Maths Online program for K-12. This program provides animated and narrated lessons, interactive questions, diagnostic tests and instant feedback to students. All students were provided credentials to access their work online at any time.


GOALS WE SET TO ACHIEVE IN 2012-13• Continual improvement in all aspects of

NAPLAN at Y3, 5, 7 & 9

• An increase in the number of students achieving at Band 5/6 in the HSC results

• Maintenance and/or improvement in the number of students achieving an ATAR over 80

Y9 Food Technology students learn cake decorating


GOALS 2013-14• Continual improvement in all

aspects of NAPLAN

• Increase in the number of students in the top 2 bands of NAPLAN at years at Y3, 5, 7 & 9

• Maintain the number of students in the top 2 bands and increase number of band 6 achievements in the HSC results

Year 12 Extension English showcase their work

Year 3 use the school grounds for inspiration in their writing

Year 7 Students role-play the embalming process

iPad program CCGS further expanded its ICT programs piloting iPads for Year 12 and a small group of teachers. We continue to build on our iPad platform with new apps and processes. A number of new cutting edge technology apps were rolled out to ensure our students are prepared for tomorrow’s technological world.

Amongst teachers in our pilot program, some excellent uses were demonstrated by Learning Support, Science and some cocurricular sports. We introduced iPad carts so teachers could use the device for any lesson where they believe the pedagogy is best suited to the iPad.

Expanding learning

We extended the ICT skills of Years 3 and 4 students by introducing them to visual programming language using the ‘Scratch’ and ‘Kodo’ programs. Students learned how to create interactive stories, animations, games, music and art whilst developing programming, problem solving and collaboration skills.

A group of Year 6 students trialled Quest Atlantis, a learning environment hosted by Arizona State University. This international teaching and learning project incorporates a 3D immersive learning world aimed at engaging 9-16 years olds in transformational play. The monitored, multi-user environment is based on educational tasks which are socially and academically meaningful. In Term 4, 37 enthusiastic students in Year 5 and 6 attended an after school workshop to learn how to create 3D Games, and were given access to a large database of resources to help them on their way. For all of these Junior School sessions, students had the benefit of being taught by the Acting Head of Computing.

As part of the Year 6 extension program, students participated in the Claymation workshop held for Years 9 and 10 Information Software and Technology.

For Years 3-6, 2012 saw the introduction of Spelling, Times Tables and Extreme Reading Competitions with a focus on achieving ‘Personal Best’ results. Each of these competitions proved very popular with hundreds of entries submitted.

As part of the Science in Schools program, Year 5 students formed a productive partnership with a leading research horticulturist from the CSIRO, who introduced students to interesting aspects of fossils and the GAC super-fruit.

To assist transition to Middle School, a group of Year 7 students visited

Year 6 to present some projects they had completed. Year 6 witnessed 3 presentations which showcased Year 7’s creation of an advertising campaign. Feedback from students indicated Year 6 enjoyed observing the creative, entertaining way Year 7 presented their projects, providing them with an insight about the work involved in completing a senior school assignment.

Year 12 English Extension students introduced their literary works in a lunchtime reading session attended by students and staff. An Anthology of their major works now resides in the Library as a fine example of their outstanding literary achievements.

Learning in motionThe PE and Learning Support Departments introduced the Learning In Motion (LIM) program across K-6. The before school program provides students with a productive start to the school day. The students involved experience a sequence of activities designed to develop their gross motor and hand-eye coordination skills in an understanding environment.

LanguagesThis year, we commenced a 6-month trial of a web-based language vocabulary tool, Language Perfect, for Years 7-11 students.

We called for expressions of interest from Year 6 parents to consider the opportunity for their child to learn Mandarin. There was sufficient response from the survey to offer Mandarin as a course of study for Year 7 2013.

In December, Year 11 Japanese Extension students had the opportunity to improve their language skills when they travelled to the Australian National University in Canberra to attend the 2-day 2012 Engage Asia Immersion Workshop, joining over 150 students from across Australia.

Our second Indonesian Night was well attended by parents and special guests from the Indonesian Consulate in Sydney. Years 3 and 4 students showcased their language skills while our Year 11 Language students performed the role of MC in both English and Indonesian.

BALANCED AND ENTERPRISING INDIVIDUALS

2. COCURRICULAR

A balanced education involves so much more than the pursuit of academic success only. Central Coast Grammar School offers a comprehensive choice of cocurricular opportunities to meet a wide range of interests and provide a good balance between a student’s social, emotional, intellectual and physical development.

During 2012 we continued to seek ways in which we could include more of the student body in cocurricular sport in order to ensure sustainable participation levels over the coming years. A review of cocurricular opportunities and the staffing allocated was undertaken with additional staffing resources allocated to cocurricular activities.

Discussions commenced towards establishing a draft 5 year plan for cocurricular tours. The sport department identified the years in which they would like to tour as well as suitable tour locations acknowledged. The Beijing International Student Summer Camp was included for the first time as an opportunity for CCGS students and in a show of our support for the Tabitha Foundation the Cambodia tour was cemented as an annual tour. The consideration of a 5-10 year international Music tour cycle is progressing, with discussions surrounding the possibility of a biennial national tour also taking place.

SportDuring 2012 participation levels of students playing cocurricular sport for CCGS were maintained in most areas

with an increase in student numbers in some sports. The Basketball program saw much success, with demand for participation in the sport resulting in 3 additional teams being offered as well a development squad for Boys Basketball. Boys Football also continued to expand, Cricket experienced an increase in numbers across the grades from Y3 – 12 and we had teams represented in every age group from Y3 – 12 in Rugby.

To ensure CCGS maintains its position as a school that offers a highly desirable cocurricular sporting program we continue to provide teams with coaching expertise. For sports where existing staff are unable to provide this specialised expertise the school has engaged external coaching services. Currently external coaches are enlisted for netball, basketball, softball, hockey, rugby and cricket.

The combination of excellent facilities and expert coaches (both internal staff and external coaches) together with dedication from students has allowed our students to once again enjoy sporting success in 2012.

Teams in Boys Basketball, Boys Football and Equestrian took out first place in competition. Our athletes in Cricket, Netball, Rugby and Tennis gained runners up positions. In Girls Cross Country, Girls Basketball and Hockey our teams did exceptionally well taking home the Championship Trophy.

Three riders attended the Equestrian Interschools Nationals with 2 of the riders taking out top honours in their division.

We also had students selected for National level competition in Swimming and Athletics.

In 2012 we again welcomed international visitors, welcoming staff and 30 students from Crossley Heath School from Halifax, England, to play Open and Under 16 Rugby.

Throughout the year ongoing relationships with The Academy of Sport maintained strength, CCGS were provided academy coaches in Rugby and assistance in Basketball. We also continued our relationship with Central Coast Football, who used our multipurpose field for matches.

Debating/Public speaking2012 saw continued success and growth for the CCGS Debating cocurricular program. Due to an increase in participation in the program, 2012 was the first year that there were 2 teams in every division representing the School in the HICES debating competition (in which 33 HICES schools across NSW participate). CCGS was the only school in the HICES Debating Competition to have a team progress to the Finals Series in every age division.

In the Rotary Inter-Schools Debating Competition, a Central Coast Region Competition of both state and private schools, the Year 11 Team took out the title of 2012 winners. In another local competition of both state and private schools, the Probus Shield Debating Competition, our second Year 11 Team was declared the winners.


CCGS participate for the first time in the Beijing International Student Summer Camp

GOALS WE SET TO ACHIEVE IN 2012-13• Mapping the full provision of

cocurricular opportunities and planning for future sustainability

• Review of the management and coaching programs for ISA sports to ensure balance between staff expertise and professional coaches

• Review of the overseas tours program to establish a draft 5 year plan


Participation levels in Rugby continue to grow Senior School production of ‘Man Of Steele’ Junior School Performing Arts (JSPA) production of ‘Snow White and the 7 Dancing Dwarves’

In a further show of strength, CCGS was the only school in the Josie Mitchell Debating Competition to have a team in every age division participate in the Grand Final, with the Year 8 team winning the Grand Final for their age division.

In the Josie Mitchell Public Speaking Competition, one Year 10 student and one Year 11 student won their divisions in the Grand Final. CCGS students also progressed to the final series of the Rostrum Public Speaking Competition, the UNYA Public Speaking Competition and the UNYA Evatt Trophy.

Performing arts2012 was another successful year for CCGS in the performing arts. As in previous years the School held two productions. The Senior Production, “The Man of Steel”, involved a new producer and had the biggest cast of any previous production (approximately 15 lead roles), and the Junior Production was “Snow White and the 7 Dancing Dwarves”. Both productions were very well received by the CCGS community and were a testament to the great dramatic talent at CCGS.

Students expressed their creativity across a wide range of activities. Students from Y9-11 participated in the Shakespeare Festival, discovering the world of Shakespeare through performance, set design, photography or a musical piece. Students from Y9-12 elective drama participated in the Elective Drama Entertainment Night (EDEN) and Y11 created and performed a production

called “The Cage Birds”. There were a record number of students participating in the Y7 Drama Club and Y8 as part of their English syllabus performed a Drama showcase. For the second year in a row we had strong enough participation numbers to sustain two Y10 drama elective classes.

The Drama department continued close contact and collaboration with schools in Newcastle, offering reciprocal opportunities for students to view other students’ performances and provide feedback as a method to further their own learning and understanding of drama. The Drama department also offered learning experiences via excursions to theatres, the ON-STAGE showcase as well to view professional productions.

Music2012 was a busy year for our musical students as they performed at various community occasions, showcasing their talents at events such as: The 5 Lands Walk, The Gosford Regional Show, The City of Sydney Eisteddfod, various Aged Care facilities and CCGS Annual Spring Fair.

Students participated once again in the HICES Music Festival and Junior School students participated in the IPSHA Music Festival.

Our cocurricular students performed two musical concerts for the CCGS community; for the first time the summer concert was held on a Sunday as a twilight concert. This proved to be a very pleasant way for parents and friends to

enjoy this musical showcase.

The music department continued to grow and progress with the introduction of a new keyboard course for Year 7 and the introduction of a Contemporary Performance Program for guitar.

Musical success was enjoyed by Harry Burgess who was nominated for participation in the ENCORE concert for both his composition and performance on guitar. Nomination for this concert is the highest honour awarded by the Board of Studies to a Y12 music student.

Global connectionsThe student exchange program continued to strengthen and maintained its important role in shaping our students to become articulate global citizens. 21 students participated in exchange programs to Canada, the USA, Japan, Germany, Wales and Ireland.

As part of the Reciprocal Exchange Program we hosted 20 students, as well 15 visiting students as part of the annual Ueda Nishi High School visit in March. Additionally we hosted students on long term Exchange from Ueda Nishi High School for 7 months and students from Kanto Daiichi High School in Tokyo for three weeks.

For the first time in 2012 Central Coast Grammar School was one of only 4 schools in Australia to have the privilege of being involved in the Beijing International Student Summer Camp. We sent 18 of our students and 2 staff members to the international event


Students purchase a well for Cambodian village

Canoeing on Y9 Camp

which includes over 1,000 students from 24 countries including Turkey, Korea, Russia, India, Finland, Myanmar, Nepal, Serbia and the Czech Republic as well as a number of other western countries. The 10 day camp immersed students in Chinese history and culture, with tours including the Great Wall, The Forbidden City, the Summer Palace, the National Stadium and Beijing University. Students also had the opportunity to participate in basic Mandarin and Chinese culture lessons, receive training in Chinese traditional hand crafts as well as the opportunity to meet many other students from around the globe.

In its 6th year the Cambodia/Vietnam Tour saw 30 students and 6 staff embark on a 16 day humanitarian and adventure tour.

After months of fundraising the students, on behalf of GGCS, were able to contribute $25,000 towards the Tabitha Foundation for building materials for 15 new houses in the Kampong Spoe Province of Cambodia. Students not only assisted in the physical building of the 15 houses but were so moved by the experiences they had in the village they decided to pool together their own personal spending money and purchase a community water well for the village.

Throughout the year students also raised funds for the Sunrise Children’s Village in Phnom Penh. This year in addition to the $3,500 raised, each student also carried over with them numerous personal hygiene items (toothpaste, toothbrushes, hairbrushes etc.) collected by the school community for the children.

These everyday items we often take for granted are invaluable in contributing to the quality of lifestyle these children can enjoy.

The remainder of the tour focused on cultural tours and historical visits. This year for the first time students participated in a historical tour of the Nui Dat area and the former Australian military base. The staff and students placed roses at the Long Tan cross, a prayer was given and a one minute silence was observed by all, a very moving experience, especially for our Modern History students.

Outdoor educationThe Outdoor Education Program for K-11 continued to strengthen and improve as programs were reviewed and modified. There was an increase in involvement of all staff in the Outdoor Education Program as well as a reduction in the cost of camps for parents. In the Middle School, the 2012 Year 9 Outdoor Education Program was reviewed. Based on feedback the 2013 program has been modified. This is in keeping with our strategy to move all Middle School Outdoor Education Programs closer to the Central Coast for the ease of students, staff and parents. The Middle School continued to refine and sequence activities provided at each camp in order to maximise engagement of all students. Each camp had a target focus/theme: Year 7 was Transition & Getting Along, Year 8 was Resilience and Perseverance and Year 9 was Goal setting and Challenging oneself.

Sport HighlightsBASKETBALLISA Girls Intermediate, Junior A, Junior B: 1st ISA Boys 13 & 15 Gold Development team: 1stISA Boys 17s: Runners up Junior U11 Roxy Chicks, Hot Shots, Pipeliners, U13 Panthers: 1st | U11 Dominators – Runners up

CRICKETISA U13s: Runners up

CROSS COUNTRYGIRLS: CCGS 1st (+ Championship Trophy)BOYS: CCGS 2ndHICES Junior: CCGS 1st

EQUESTRIANCCGS Interschool Equestrian Dressage Day: CCGS 1stEquestrian Interschools Nationals

FOOTBALLISA Boys 14s: 1stISA Girls Junior A: Runners upCentral Coast Mariners Schools Gala Day: Boys Div. A CCGS 1st | Girls U15 Div. B CCGS 1st

HOCKEYISA Firsts: 1st (+Championship Trophy - joint winner)

NETBALLISA Girls Intermediate C: Runners up

RUGBYISA U13 & U15: Runners up

SWIMMINGISA Girls: CCGS 2ndHICES Junior: CCGS 2nd

TENNISISA Div. 4 & 8: Runners up

GOALS 2013-14• Maintain new initiatives in sport at

a high level

• Plan for the opportunities that the new Performing Arts Centre will present to the cocurricular program


DEMONSTRATED TEACHING EXCELLENCE

3. TEACHING

At CCGS we value highly our teaching staff whose passion and dedication makes a difference on a daily basis to the learning achievement of our students. In 2012, we took significant steps towards ensuring that our teachers receive the ongoing career support they need to meet the challenges of an ever evolving curriculum.

The position of Director of Teaching and Learning which commenced in Term 1 was created to support the professional development and appraisal of teaching staff and the accreditation and appraisal of teaching staff undertaking accreditation at the levels of Professional Competence (NSWIT) and Experienced Teacher (ISTAA). In addition, provision was made for additional registered professional development at CCGS through our endorsement by the NSW Institute of Teachers.

Increase in teacher accreditationThere has been an increase in the number of teachers gaining accreditation within the Teaching Standards Framework. Specific results include; 3 teachers completed accreditation at the level of Professional Competence through the NSW Institute of Teachers, 2 teachers completed accreditation at the level of Experienced Teacher through the Independent Schools’ Teacher Accreditation Authority, and, teacher accreditation at the level of Experienced Teacher has been supported by 4 experienced teachers participating

in the ISTAA Experienced Teacher Assessment Panel. This was an increase in participation from 2011.

Further to an increase in the number of teachers gaining accreditation, the ISTAA has recognised the processes put in place at CCGS for teachers to gain accreditation as an example of ‘best practice’ across the Independent School sector and these will be used by the ISTAA as a model for all other independent schools in NSW.

HSC marking There were 24 applications submitted from teachers to participate in HSC Marking. This represented over half of the Year 12 teacher cohort and was an increase on the number of applications submitted in 2011.

Appraisal for teaching staffA structured appraisal system was designed and implemented with the first cycle completed for all teaching staff. The appraisal process at CCGS meets the essential elements outlined in the Australian Teacher Performance and Development Framework (AITSL 2012). The appraisal process is based on the Professional Teaching Standards and includes:

• Lesson observation

• Professional Teaching Standards Report

• Goal-setting and identification of individual professional development strategies

• Self-reflection, discussion and feedback

This year the appraisal process addressed the NSW Professional Teaching Standards. This process will undergo further modification in 2013 to address the National Professional Standards for Teachers.

Leadership and professional learning During the year a number of activities were conducted in order to provide leadership opportunities and professional learning for middle management. The Head of Senior College participated in an ongoing formal leadership course, Head Teachers participated in an in-house leadership workshop and there was extensive training with Junior School middle management in the effective use of data. Furthermore, there are currently 3 teachers who are undertaking post graduate studies. As an additional sign of our commitment to the professional learning of teachers, the school hosted 12 university students across K-12 for the Practical component of their degree. We hosted 8 students in Junior School and 4 in Senior School, ranging over a number of faculties including Economics, History and PDHPE.

External reviews of Music and ScienceIn 2012 external reviews of Music and Science were conducted by education evaluation experts Erebus Consulting, along with Heads of Departments

Head of Senior College, Denise McDonough, assists a Senior student during class

GOALS WE SET TO ACHIEVE IN 2012-13• Increase the number of teachers gaining

accreditation within the Teaching Standards Framework

• Increase the number of subjects represented in HSC marking

• Implement a new appraisal system for all teaching staff

• The provision of leadership and professional learning for middle management


Senior School English teacher Mr Cooper assists a Senior College student during class

Senior School Science teacher Mrs Pope-Moore guides a Middle School student with an experiment

Y12 students receive iPad training from ICT Manager David Soede

from high profile independent schools with expertise in these subject areas. The review process considers student outcomes over a period of years, school curriculum planning, teachers’ programs and classroom observations of teaching.

The purpose of these reviews is to continually strive for best practice, and set clear recommendations for ongoing improvement and development. All teaching staff in each department along with a random selection of students and parents were interviewed. Other members of staff were also involved to build our school’s capacity for educational review, renewal and improvement.

In regards to the review of Science, there were many positive aspects of the review including that the Science faculty is comprised of experienced, highly qualified and professional staff who operate as a cohesive, collaborative team. The review also found that the school has performed better than average for NSW at both School Certificate and Higher School Certificate level for many years and that the primary challenge for the School in relation to Science is how this above average performance can be elevated to an even higher standard of consistent excellence in all Science subjects and at all levels.

The music review looked at all aspects of Music within the school from K to 12 including the formal curriculum, the specialist tuition program and opportunities for performance by students. The review findings endorsed an ongoing approach to continually

improving teaching and learning in music and highlighted new opportunities that will be presented by the new Performing Arts Centre. The review recommendations will be progressively implemented from 2012 – 2014.

Improved reportingThe Junior School enhanced reporting to parents to provide a clear understanding of their child’s achievements and areas for development. The You Can Do It program replaced the previous Habits of Mind program, assessment tasks for Literacy and Numeracy were revised in the light of the current syllabi and grades were allocated according to the Board of Studies table which enhanced consistency in teacher judgement with regard to the allocation of grades.

During the year there were a number of processes in place to keep parents of Senior Students informed of their child’s progress and realistic levels of achievements. Some of the activities included; a Personal Learning Profile twice a year for each student, consistent use of the Diary as a form of communication with parents, an information evening for parents to explain the assessment policies and expectations, Parent/Teacher evenings, academic reporting twice a year (with the Year 10 report containing suggested appropriate levels of study for English and Maths in Year 11). The Dean of Senior Studies also had ongoing input with students to enhance their time management skills in order for students to better meet assessment deadlines.

New teachersIn 2012 we welcomed 3 new teachers to CCGS. Mrs Danielle Stocker was appointed as an Indonesian Language Teacher, Mr Adam Evans was appointed as an English Teacher for Terms 1 and 2 to replace Mrs Mandy Vickers who was on Parental Leave and Mrs Lynette Colthorpe was appointed as a Junior School Teacher.

GOALS 2013-14• Increase the number of teachers

gaining accreditation within the Teaching Standards Framework

• Maintain the number of subjects represented in HSC marking

• Implement stage 2 of the appraisal system for all teaching staff

• The provision of leadership and professional learning for all teachers to embed quantitative data into teaching programs

• Provision of professional learning and support to ensure staff are confident in the delivery of the Australian curriculum.


4. WELLBEING

Review of roles During 2012 the Senior School conducted a review of the roles of House Coordinators, Heads of Department and Dean of Senior Studies with regard to wellbeing and academic counselling.

House Coordinators play a significant role in students’ lives as they follow the students through the senior years, often forming a strong relationship with students and connections with the students’ parents. As this role and relationship is key to student wellbeing, Senior College House Coordinators participated in ongoing development for wellbeing including attending a very well supported program entitled “Accidental Counsellor”.

In reviewing the role of the Dean of Senior Studies (DoSS) it was clear that the role has a strong analytical focus on academic achievement at all levels including the transition of Y9 into Y10. Some elements of the DoSS role include; conducting one to one interviews with senior students to provide additional guidance for time management and assessment management, responsibility for the monitoring of late tasks to ensure the assessment policies are adhered to in a timely manner, as well as completing the BOS enrolment process for every senior student.

The feasibility/benefits of an academic mentoring model for Y12A one on one academic mentoring model was initially trialled, with the

NURTURED STUDENT WELLBEINGGOALS WE SET TO ACHIEVE IN 2012-13• Senior School to review the roles

of House Coordinators, Heads of Department and Dean of Studies with regard to wellbeing and academic counselling

• Investigate the feasibility/benefits of an academic mentoring model for Y12

• Continue to enhance transition from Y6 to Y7 and Y9 to Y10

• Continue the development of Learning Support teams K-6

• Review the Prefect system including selection, number of Prefects and the role of Prefects

results revealing that the most suitable teachers to mentor are on teaching loads that inhibit a one to one mentoring model which occurs over a regular and sustained period of time. It was decided that initiating small group sessions (8-10 students) in Term 4 2012 and then again in Term 2 2013, with targeted and/or students of concern still being interviewed on a one to one basis, was the most effective use of resources.

The transition into KindergartenA number of orientation activities take place to ensure a smooth transition to school. Some events such as open days, orientation days, and information sessions take place in the year leading up to commencing school and many activities take place within the first few weeks of starting school as part of the Kindergarten transition program.

Last year two new activities were introduced in order to enhance the transition to school for Kindergarten students and their parents.

Each Kindergarten student was photographed with their parents to capture the first day of school. This photograph was then mailed home to parents in a welcome card as a memento for them to keep.

The first few weeks of Kindergarten can be a big adjustment for both students and their parents. To assist in easing parent anxieties and to celebrate the start of Kindergarten for both parent and child, a DVD capturing the activities of the first

few weeks of Kindergarten was produced for each class and provided to parents as a gift.

The transition between sub schoolsA number of initiatives were put in place to create a holistic transition plan from Junior to Senior School and from Middle School to Senior College in order to support both students and parents.

Y6 to Y7

• The Head of Middle School and Deputy Head of Middle School met with Year 6 students, parents and teachers

• Selected Year 7 students spoke with Year 6 students and responded to queries and concerns

• An information morning was held for prospective and existing parents with tours conducted throughout the School

• Get To Know You Day – Teambuilding activities and orientation to the school

• Screening Tests – all data collated to inform best structure to meet the needs of the cohort and class composition. Individual students flagged and information disseminated to all Middle School staff.

• High needs students entering Year 7 – individual education and medical plans were implemented in consultation with parents and relevant staff


• All new students were assigned a Buddy to support their transition to CCGS

• Additional Staff allocated to Year 7 Core Classes to assist with transition and organisation of all students

• Guest Speaker - Dr John Irvine addressed parents on Transition to High School

• Information Evening for parents

• Middle School Wellbeing Team meeting each fortnight to discuss individual student progress, action plans and future initiatives

• Transition Day for all Year 7 Students

• Transition Camp

• Year 7 Parent Teacher Evening

Year 9 to 10

• Collation of School Report and NAPLAN data forwarded to Senior College from Middle School

• Student Support data summarised and relevant students flagged with the Senior College House Coordinators

• Students participated in a Senior College Assembly and were involved in a lecture-style transition morning

• Middle School House Coordinators presented programs to enhance effective study and organisation skills through afternoon classes and parent attendance

• Further PAT testing conducted for all Year 10 students in Term 1 by Learning Support Team

• Intensive Study Skills Evening in preparation for Senior Study

• Efficient Reading Course conducted at the beginning of Year 10

• Prefects hosted a “Welcome to Senior College” assembly for Year 9 students at the end of the year

The development of Learning Support K-6The Student Support Team continued to develop and strengthen in its second year of operation. The team consisted of Mrs Webb (Head of Junior School), Relieving Deputy Heads of Junior School, Mr Gross (Wellbeing Coordinator), Mrs Fleetwood (Head of Learning Support) and Mrs Mitchell (School Psychologist). They met weekly to review and assist identified students in the wellbeing and/or academic areas, with some very positive results achieved for the students referred.

The Prefect system A minor review of the prefect system was conducted including revising prefect selection, the number of prefects selected and the role of prefects.

In reviewing the time line for prefect selection, induction and election of House and School Captains it was decided to induct the new prefect group as late as possible in Term 3 to allow the current prefect body to remain in their positions. The decision was also made to delay the election of captains until early term 4 so that incoming prefects would have longer to consider and select the most appropriate candidates for the roles.

Other key initiatives from the review included identification of areas by the incoming prefect body where they felt that they could make more of a contribution. Some of the areas identified included; School Executive (School Captain, House Captains, SRC President), cultural, environment, technology/cyber usage, charity and community service, student wellbeing and many others. Each prefect agreed to be a member of one “portfolio” area and focus their effort on improving that area. Another initiative was the introduction of the prefect Duty Card which was designed to strengthen the participation rate at Prefect Duties.

Healthy Lifestyle EducationA number of educational seminars were held in order to contribute to the social and emotional learning of our students and to provide them with some of the central information required in assisting them to develop a healthy lifestyle. Some of the key seminars included: Drug and Alcohol Education by DARTA, Rotary Youth Driver Awareness (RYDA) Program for Year 11 students, Cybersafety for Years 3-12 as well as the “bstreetsmart – smarter, safer drivers” Forum for Year 11 students.

LeadershipA key aspect of the wellbeing program at CCGS includes providing leadership opportunities for students. In 2012, Year 9, 10 and 11 all participated in Leadership Days.

For Year 9 the theme for the day was ‘Leadershift - The Change’. The day’s sessions looked at the individual in order to encourage students to rise up to the challenge of leading Middle School. The day supported the Middle School philosophy of encouraging students to become capable and responsible young leaders who can truly make a difference in our world.

During the Year 10 Leadership Day students participated in seminars as well as an Expedition. For part of the day, the students participated in the ‘Day of Hope’ Seminar, led by Glen Gerryn from the Oxygen Factory. Day of Hope aims to enhance sense of self, improve capacity to overcome challenging circumstances, and application of self-leadership to reach potential and accomplish dreams.

Another leadership opportunity for Y10 was the chance for students to participate in the Annual Global Leaders Convention. Held in Newcastle City Hall, CCGS students joined hundreds of other future leaders from schools across the Hunter Region to heighten their awareness of global poverty. This was the 4th year Central Coast Grammar School has participated in this event and students who chose to participate returned to school with enthusiasm and the necessary skills and strategies to implement and conduct the Forty Hour Famine on behalf of World Vision.

The Year 11 Leadership Day maintained tradition with the program being presented by Bernie Kelly. During the day students participated in fun and engaging group bonding activities focusing on teamwork, problem solving and making the most of opportunities. Students were also involved in a range of experiential activities which allowed them to explore leadership concepts relevant to today and learn essential skills that will extend their confidence and abilities.

Wellbeing from K-12

GOALS 2013-14• Implement Kindergarten/Y6 peer

buddy system

• Re-invigorate Y6 to Y7 transition and continuity of learning

• Implement student support teams for Y7-10

• Implementation of changes to the Prefect System including selection, number of prefects and the role of prefects


5. COMMUNITY

Our CommunityThe Future Directions strategy recognised that participation by parents builds the fabric of our school and that the health of our school as a community is critically important for the school to thrive and prosper. Through the extensive efforts of the P&F, Parent Reps and the Fathers Group, parents and families were provided with a range of opportunities to network and socialise, and to assist both their children and the school in strengthening connections with the broader community.

Parents and grandparents turned up in force to assist with the K-2 camp, attendance was high at the annual sports days and carnivals and the P&F Trivia Night in July was a sell-out. We hosted 460 grandparents who travelled from near and far to attend Grandparents Day, some for the first time and others who have attended every year since the event’s inception in 1990. The Fathers Day Breakfast held outdoors at the new Pavilion was well attended, as were the Fathers & Children Camp and the Year 12 ‘O’ Camp. In addition to these events countless occasions were held throughout the year by the Parent Reps to help parents get together with others in their child’s year group.

The annual Spring Fair attracted large crowds and the total takings from the event set a new record. This huge logistical event was organised by the P&F with the help of an army of volunteer parents and students, both past and present, teachers and support staff.

New helper sashes introduced this year made it easier for visitors to identify our volunteer helpers. The addition of several community services, arts and crafts, and local pre-schools brought the broader community to our school and to everyone visiting the Fair.

CCGS in the broader communityA formal relationship was developed with the Cancer Council resulting in CCGS hosting the Gosford City Relay For Life event in May 2013. A formal launch was held in November, which was well attended by Senior College students, and website links were established to enable the community to lend their support to this new local event that supports cancer research and connects us to the wider community.

We continued our warm relationship with Erina Baptist Pre-school, with collaborative activities surrounding Tree Day, Science Week, Book Week and the very popular Year 9 Food Technology Birthday Party.

CCGS was well represented by a contingent of 140 students from K-12 at the ANZAC Dawn Service at Terrigal and numerous students and staff participated in other commemoration events across the Central Coast. Many letters of praise were received for the Stage Band who performed at Avoca Beach for the high profile Five Lands Walk event in June.

A CCGS parent who was appointed to the position of Vice President of the NSW

Parents Council attended the Australian Parents Council 50th Annual Conference and shared with delegates some of the initiatives happening at CCGS. In addition, our parents were invited to complete a survey for the NSW Parents Council around the work the Parents Council does in representing parents with children at non-government schools.

During the year students and staff generously supported a number of charity organisations and charity fundraising days including the 40 Hour Famine, Movember, Jeans for Genes Day, The McGrath Foundation’s Pink Stumps Day, the Salvation Army’s Red Shield Appeal, the Cancer Council’s Biggest Morning Tea, Camp Breakaway, Careflight, Close the Gap, Save the Children Fund, The Sydney Children’s Hospital, RSPCA and Red Cross Calling, raising over $13,500 combined for these charities. CCGS was once again a strong supporter of the Australian Red Cross Blood Service, with 10 students acting as Blood Service Youth Ambassadors and Senior College students making a total of 130 life-saving blood donations throughout the year as part of the Vampire Shield Competition.

In regards to Business to Business activities the Parents and Friends decided not to host a B2B event at CCGS this year, however, the school continued to engage with the local business community via editorial submission and advertising in the Central Coast Business Review publication.

SUPPORTIVE AND COHESIVE SCHOOL COMMUNITY

Spring Fair 2012

GOALS WE SET TO ACHIEVE IN 2012-13• Continue to lift the profile of CCGS

within the Central Coast Community

• Further entrench community service programs at Y9 and Y11 as part of the educational experience for students

• Support Business2Business functions at CCGS during 2012


Community ServiceAll students in Years 9, 10 and 11 were involved in a broad range of Community Service activities, with the aim of shining a light on human values and highlighting the many ways our students can contribute to the broader community.

During the year the community service program was further entrenched as part of the educational experience for Year 9 students and as a result we experienced 100% completion rate with most students completing in excess of the required hours. Students undertook a wide variety of in-school and external activities and were acknowledged by members of the community for their contributions. Students addressed and promoted the Community Service program to younger students at Middle School assemblies.

At the Y10 level students were required to complete a community service project in which they were required to work collaboratively with other students to design, implement and evaluate a project that helps others in the community.

Approximately 20 Y11 students enrolled in the Smith Family ‘student2student’ reading program. The program had some outstanding successes with many younger students progressing years in their reading age and many of their parents reporting a significant improvement in their child’s attitude to school and learning as a result of their participation in the program.

Year 11 students who were enrolled in the “Strive To Lead” Diploma (compulsory for those students who wish to be considered for selection as a Prefect) were required to complete a minimum of 20 hours serving the community. We had some very pleasing results from the program, including 73 students (two thirds of the Y11 cohort) completing the Diploma with 71 appointed to the position of Prefect .

Alumni connectionsThere was strong interest from the Classes of 1992 and 2002 who enjoyed catching up with classmates for their 20 and 10 year reunions. Our sports stars of the past demonstrated their skill level in the annual Old Girls Hockey Cup by defeating the Seniors 7-1. There were many familiar faces at the Spring Fair, both as volunteers and visitors. We invited past students and current parents Andrew (1985) and Marisa (1986) Ball to reflect on their time as students at CCGS at our annual Founders Day Service. Matt Boesenberg (1991) returned to CCGS in December, delivering a highly engaging address on Speech Night.

Engagement with Parent CommunityAnonymous online parent surveys were introduced. The aim was to increase convenient opportunities for families to tell us about aspects of the school where they feel we perform well and any areas that they feel we could improve. Surveys were completed during Semester 4 2012 and closed early 2013. Over 50% of the new parents emailed participated in the survey, indicating a high level of engagement, and provided feedback across every year from Kindergarten to Year 12 on subjects including our academic program, student wellbeing, cocurricular activities, community and communication, plus enrolment and induction procedures.

GOALS 2013-14• Strengthen the profile of CCGS with specific

community initiatives or organisations including: Coast Shelter, Gosford City Relay for Life, Central Coast Academy of Sport.

Students participate in the McGrath Foundation’s Pink Stumps Day

Grandparent’s Day

Senior students act as Youth Ambassadors for the Australian Red Cross Blood Service

Launch of the Gosford City Relay for Life


IMPROVED ENVIRONMENTAL CREDENTIALS

6. ENVIRONMENT

During 2012 there was much work done to the school grounds to continue to develop them as a model of excellence for NSW schools as well as the high level expected by the CCGS community. This work resulted in CCGS receiving the Best School Garden Secondary/Tertiary in the Gosford City Council Garden Competition for the second year running.

Science upgrade completedThe $3M upgrade of the Science block which began in 2011 was completed in the first half of 2012. The refurbishment of the existing Science block and new extension provided 7 laboratories, 1 Science classroom, extended staff rooms, 2 multi-use classrooms as well as many other state of the art features that promote greater interactivity and individual learning within the classroom. In addition to being energy efficient, an application for a ‘4 Star’ Green Star rating for the Science building was lodged successfully in December and formal approval is expected by March 2013.

The Pavilion2012 saw the construction of a new pavilion and surrounding gardens including a semi-circular sandstone seating area, gardens and lush green lawn. The area, once occupied by the old maintenance shed and adjacent to the new Science block, provides a wonderful area for our students to enjoy lunch, serves as an outdoor classroom on occasion and provides the idyllic setting for many of our community functions. The project was a joint effort with the P&F who provided major financial contribution for the project.

Building RefurbishmentA number of other activities were undertaken to continue to improve our school grounds and facilities. Some of the larger scale tasks of the year included: refurbishment of the Chambers Administration foyer, total re-roofing of D and H blocks, significant landscaping in the top carpark (including stone retaining walls and extensive plantings) and paving new garden areas adjacent to the Kindergarten classrooms. Other works included: painting, carpeting and general maintenance of some classrooms re-surfacing of the RLC courts and embedding

of the new school logo at the entrance to the stadium, total repainting and carpeting of the Administration area and Common Room and a facelift of the Year 12 rooms. Hundreds of smaller jobs including tree plantings, concrete cleaning, lopping of dangerous limbs from trees, safety signage and bitumen works were undertaken throughout the year.

Enhancements to the signage and landscaping on Central Coast Highway and Arundel RoadDuring 2011 the entrance to the school via Carlton Road was significantly upgraded. During 2012 major improvements were made to signage located on the Central Coast Highway and Arundel Road.

At the Arundel Road Entrance stone walls with lighting were erected and the surrounding area landscaped with new gardens. The planting out of the garden was conducted by parents and students during a working bee in November. The design and lighting of the stone walls and school name looks striking and gives a great impression as you drive into the school.

With the completion of the RTA road works on the Central Coast Highway, the traffic lights on the corner of the Central Coast Highway and Arundel Road became operational mid-way through the year, alleviating the traffic congestion associated with morning and afternoon drop offs and pickups.

The RLC also received new signage with LED lighting on the exterior wall displaying the large letters “CCGS”. This signage is visible to all who drive past the school on the Central Coast Highway.

The Fathers Group environmental challengeFollowing the Father’s Group Environmental Challenge in 2011 the winning group established a worm farm to recycle food waste. During 2012 the worm farm was kept operational by students and staff.

The Pavilion and surrounding grounds

GOALS WE SET TO ACHIEVE IN 2012-13• Achieve 4 star environmental rating for

the Science building

• Further develop the Fathers Group environmental challenge

• Further develop the grounds to model of excellence for NSW schools

• Enhancements to the signage and landscaping to Central Coast Highway and Arundel Road

• Undertake electricity audit and implement findings


PAC PrecinctIn 2012 we were granted approval from Gosford City Council to build a new Performing Arts Centre (PAC). The centre will feature a 750 seat tiered high quality performance theatre as well as quality teaching spaces for music, drama and dance as well as smaller specialised areas for our individual music tutor program. The Performing Arts Centre is key to us continuing to develop as a school equal to any in the large capital cities. Construction is due to commence in April 2013.

Electricity and energy saving initiativesDuring the year many discussions were held with a number of solar and electrical consultants and suppliers to consider energy saving initiatives. These included retrofitting light fittings and solar power generation possibilities by the installation of additional solar panels on a number of buildings in the school. With construction of the new PAC commencing in 2013, a campus-wide approach to power management is planned. This will include an updated energy audit, power saving initiatives and solar power generating options.

Erina CreekIn November we held our only working bee for 2012. The day furthered the rehabilitation work on Erina Creek, removing more of the privet and continuing the planting program. The Erina Creek work is an important part of the rehabilitation of the waterway. It is the most significant environmental undertaking on the whole of the historic Erina Creek and progressively the creek as it runs through our property will be brought back as close to the natural habitat as is possible. Parent, Mr. Brian O’Neil, continued to lead this work with amazing passion.

Environmental EducationEnvironmental education develops skills, knowledge and values that promote sustainable environmental management. At CCGS, environmental education is integrated into all programs throughout the Junior, Middle and Senior Schools. Students in the Infants School developed an awareness of life cycles and how matter cycles through an ecosystem. Middle School students developed a greater awareness of how their actions impact on the environment and in the Senior College the idea of designing and taking action to limit the negative impact of humans on the environment was put

into action. Where possible, the teachings associated with environmental education aim to utilise our school’s unique bush land setting and our proximity to the coastal environment to further enhance the environmental education for students.

National Tree DayThe Junior School students became guardians of the forest and spoke for the trees, partaking in several events to increase their environmental awareness and raise their voices for the trees and our unique Matcham/Holgate Valley ecosystem. Students from Kindergarten to Year 6 joined 200,000 other Australian students to participate in events related to National Schools Tree Day in July. This important event was an opportunity to take pride in the school’s natural environment.

GOALS 2013-14• Ensure the new Performing Arts

Centre meets the environmental benchmarks set during the construction of the Science Centre

• Completion of the stone pillar and security gates at the Arundel Rd entrance

• Announce the electricity saving initiatives to the community

Tree planting as part of the National Tree Day activities

Environmental Education is a part of curriculum in Junior School, Middle School and Senior College

Junior School students Speak for The Trees

SUSTAINABLE MANAGEMENT PRACTICES

7. MANAGEMENT

New marketing opportunitiesDuring the year we continued to develop interconnected digital marketing communication channels which provide the school with a cost effective, measurable, interactive and engaging medium. The digital medium was used to promote open mornings, showcase Kindergarten to prospective parents with a new video gallery as well as keep in contact with families on our wait and enquiries list. The CCGS website had 27,000 unique visitors, 45% were new visitors.

Other marketing avenues used for the first time included an open morning postcard which was distributed to demographically targeted households on the Coast, initiatives to foster closer links with preschools as well as participating for the first time in the Central Coast Baby, Kids & Pregnancy Expo in April. Increased promotion of the music scholarship, including print advertising in specialist music publications, resulted in a five-fold increase in external applicants.

School newsletterDuring 2012 much headway was made towards the revamp of the school newsletter. A review was undertaken to benchmark our newsletter against similar schools. Following this review a number of communication platforms were researched and assessed and a platform chosen. The design and format of the new school newsletter is underway with the new design and platform due to be launched in 2013.

EnrolmentsEnrolments were just under our 2011 enrolments base, however we still achieved near full capacity in main entry points and sustained additional classes in Year 6 and Year 7. The Year 7 five class model introduced in 2011 was sustained in 2012 due to very low Year 6 leaving rate at the end of 2011, excellent transition opportunities, and a successful scholarship campaign which continues to be a key tool to retain and attract students.

Open morningsOur open mornings continued to be an integral and successful part of our recruitment of new students and an excellent opportunity for prospective parents to meet Heads of School. The 4 open mornings attracted a combined total of over 117 families, the highest attendance at open mornings since they were introduced in 2009. Our Registrar also provided personal tours to over 135 families.

Risk Register and WHS PoliciesEarly in 2012 an extensive School Risk Register was developed and is used by the school to identify risks (both internal and external) to the school and the actions that can be taken to reduce identified risks. This risk register is monitored by the School Board’s Risk & Compliance Sub-Committee. Additionally, 5 new policies were implemented in order to ensure our continued compliance with Work Health and Safety Regulations.

These policies are available for the school community on the school portal.

2014 Board of Studies Registration processPlanning commenced for the upcoming Board of Studies Registration inspection of the school early in 2014. Discussions and planning sessions were held at the executive level to identify a preparation plan. This will be further rolled out during 2013.

Budget control and School Site Master PlanDuring 2012 the school achieved a surplus in excess of the approved budget. The external audit found the school’s internal financial controls to be excellent. The School Site Master Plan has been endorsed by the School Board and is to be developed further to encompass campus-wide water and energy management.


GOALS WE SET TO ACHIEVE IN 2012-13• Research new marketing opportunities

• Implement revamped school newsletter

• Implement Risk Register

• Implement policies to ensure compliance with Work Health and Safety Regulations

• Hold several internal audits in preparation for 2014 Board of Studies Registration process

• Further enhance budget control strategies

• Develop/ endorse School Master Plan

GOALS 2013-14• Further develop digital

communication platforms

• Ensure construction of the PAC is monitored closely with regard to quality and budget

• Ensure a smooth transition of all management functions during change to new bank services

Salaries, allowances & related expenses $16,536,000

Teaching and administration $3,210,000

Depreciation $1,172,000

Property expenses $1,206,000

Operating leases $423,000

Interest $322,000

INCOME 2012

TOTAL INCOME $23,753,000

EXPENDITURE 2012

TOTAL EXPENDITURE $22,869,000

NET TRADING SURPLUS 2012

Income $23,753,000

Expenditure $22,869,000

NET SURPLUS $884,000

NET SURPLUS $884,000

Financial management

The school made a healthy surplus again in 2012. A good surplus needs to be achieved each year so the school can continue to service its loans and continue upgrading facilities and equipment.

Costs are managed very closely in order to keep fee increases to a minimum. Fees were increased by 4% in 2012, which was in line with cost increases and fee increases in similar independent schools.

During the year, the $3M Science project was completed on time and on budget.

Direct-debit payment of school fees, by 10 equal monthly instalments, will be introduced from Term 1 2013, in response to requests from parents to spread costs evenly throughout the year.

FINANCES


Fees and private income $15,964,000

Commonwealth recurrent grants $5,896,000

State recurrent grants $1,770,000

Other Commonwealth Grants $123,000

TRIBUTES

SERVICE TO SCHOOL

It is tradition at CCGS to recognise long service staff on Speech Night. We paid tribute to the following staff for their exceptional contribution.

25th anniversary plaque

Debbie Curtis [Senior College Teacher]

20 years service

Liz Fiatarone [Music Tutor]

Anna Hatfield [Music Tutor]

15 years service

Del Matheson [Accounts Payable]

Anita Parsons [Middle School Administration Manager]

SCHOOL BOARD AWARDS

School Board Prize for Excellence

Leanne Hillsley [Language Teacher]

Ken Gross [Junior School Wellbeing Coordinator]

Damon Cooper [Director of Teaching and Learning]

Sarah Baker [Registrar]

Each year as I reflect on the life of our school and its many achievements what strikes a significant cord with me is the quality and character of the staff who want the very best for every child in their care. Our students are fortunate to be taught by such talented, hardworking and genuinely nice staff. In turn, the pride our students take in their school, in the way they present themselves both at school and in the broader community, is a contributing factor to how well CCGS is doing right now.

The School Board sets the policy direction of our school within the legislative frameworks. The importance of an active, well balanced and committed School Board has never been more critical in the history of independent schooling in Australia. At a time when not-for-profit organisations are looking closely at director responsibility, accountability and liability in a changed environment, I am pleased to say that our Board has been able to meet these challenges. Under the guidance of Chairman Ken Jolly, the Board has a strong commitment to making this school the best it can be.

I thank Wal Hopkins (Business Manager) for his invaluable support throughout the year, and the Heads of Schools - Denise McDonough (HOSC), Steven Bennett (HOMS) and Linda Webb (HOJS) – for their continual drive towards achieving good educational outcomes for our boys and girls. Our skilled and motivated teaching force have nurtured many a reluctant learner and the successes achieved in 2012 can be attributed to your dedicated efforts.

My thanks to the P&F Association for their significant contribution to CCGS, we are grateful for all the hard work they do for our school and for the many projects that they fund to assist with major school improvements.

At the end of 2012 we had 3 staff members retire, foundation staff member Gary Glenn (Maintenance), Kathryn Kershaw (Learning Support) and Joan Redmond (Manager Communications & Publications).

During the year we were all saddened to receive news of the passing of Mr Peter Reynolds. Peter was one of our foundation parents and a member of the Board from 1989-1996. Peter was well known throughout the Central Coast for his exceptional achievements in swimming, including at the Olympic level.

Central Coast Grammar School is here to show our students how to enjoy learning and how to make it work for them. The opportunities to learn new things are plentiful and I encourage students to take advantage of all our school has to offer. There were many outstanding students who worked hard and gained much from being involved in the life of our school. I congratulate all those students who have done their best in 2012.

Long serving staff members being recognised for their contribution to the School


Arundel Road, Erina Heights NSW 2260, AustraliaT: +61 2 4367 6766 F: +61 2 4365 1860W: www.ccgs.nsw.edu.au E: [email protected] 85 002 839 607 CRICOS Provider Code: 022619

headmaster's report 2012

Documents