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Muirfield High School

Annual School Report 2014

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School Context

School context statement

Muirfield High School opened in 1976 as a comprehensive co-educational high school. The school enjoys excellent community support through its P&C; learning alliances with our partner primary schools and strong student leadership development programs. Muirfield provides a caring, supportive learning environment which offers students a wide range of opportunities to achieve and to experience success. The school has a clear vision and an agreed set of values that underpins planning and our teaching and welfare programs.

Our vision is to provide a quality educational environment that promotes our core values: integrity, excellence, respect, responsibility, cooperation, participation, care, fairness and community. Student welfare is supported with a staged welfare program and a committed and caring Welfare Team. An informed and highly committed community has high expectations for student achievement and ongoing success in academic, cultural and sporting areas. With a diverse curriculum, there is a strong proactive focus for teacher professional learning on quality teaching which engages and challenges students.

The school boasts a range of extra-curricular opportunities including a concert band, drama ensembles, a guitar program, and debating/public speaking. The Muirfield difference is evident in our confident, articulate students. With a clear focus on quality teaching, Muirfield High School aims to meet the needs of 21st century learners in a technology rich environment. We are especially proud of the broad range of subjects offered - academic, creative and vocational.

Principal’s Message

2014 was another outstanding year for students and the community at Muirfield. Our students and teachers worked hard and as a result have achieved success in a wide range of disciplines, including leadership, citizenship and academic performance. At Muirfield we provided many opportunities for our students to participate and excel in a truly wide range of activities.

Muirfield continued to be a strong learning community; one where staff, students and parents work collaboratively to allow our students to learn

and succeed. This success has been evident in a range of external assessments. Our top ATAR of 99.5 was achieved by Jeffrey Ting.

Eight other students joined Jeffrey in achieving an ATAR of over 90. Once again we had students in the Top Achievers Course List. This list is produced every year by the Board of Studies and shows the students in the top places in each course in the state. Last year we had four students on this list.

Lachlan Gabb came second in the state in the Information and Digital Technology Examination and Ben Taylor came ninth. The amazing results of these boys continued Mr Carpenter's success in teaching IT at Muirfield. In 2013 two of his HSC IT students were placed first and third in the State. In 2014, Huw Murray came fourth in the state in

the Primary Industries Examination. A number of Muirfield students undertake a TAFE course for their HSC. Last year Karla Wilson studied Human Services at Meadowbank TAFE. Karla came first in the state with a mark of 99%. This result places Karla on two merit lists: Top Achievers and First in Course.

In 2014 in NAPLAN our Year 7 and 9 students were significantly above state average in all areas – reading, numeracy, spelling and grammar and punctuation. I am particularly proud of the work done in classrooms that has resulted in substantial growth for our Year 9 students in the areas of reading and writing in NAPLAN; growth above that of state and similar school groups. Every year, students in Year 8 sit the ESSA test – ESSA stands for Essential Secondary Science Assessment. Last year, as in previous years, our students performed above the state in all areas. While the students own these results, they come from working collaboratively with their teachers.

Our Creative and Performing Arts programs have continued to enjoy strong community support and provide an opportunity for both participation and excellence for our students. Our community was saddened by the sudden loss of Mrs Lesley Walker, the Head Teacher CAPA, early in 2014. However, I know she would be proud of the opportunities her faculty have continued to provide for our

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students. In 2014 our band expanded their horizons and toured the Hunter and far north-west of the state. This music tour was an outstanding success, culminating in a full symphonic performance.

Likewise performances in dance and drama were well received and showed the high standards our students reach. I was thrilled to see current and ex Muirfield students in the local theatre group’s, Castle Hill Players, production of Pride and Prejudice.

Our Royal Easter Show Exhibit team were successful once again, coming first in the Schools’ Exhibit. Our students were also presented to the Duke and Duchess of Cambridge when they toured the Easter Show, as evident on our cover photograph.

Sport is central to our identity at Muirfield. Due to some very strong individual performances and the high level of student participation, in 2014 we had considerable success at Athletics.

Students were willing to “have a go” at all levels – Zone and Region and State. With team spirit and energy, students encouraged each other. We came second at Zone. Thirteen students made it to state for individual events and 2 relay teams made it to state.

At CHS Athletics, out of the 96 schools, we came ninth, beating all the schools in our zone. Three of the schools ahead of us are sports high schools, making our standing in the state even more striking. In Swimming and Cross-Country our students also performed well. We came fourth in both at zone and had nine students make it to state in both – with two relay teams for swimming.

Twenty of our students have made it to CHS for other sports including diving, trampolining, AFL, Water polo, hockey, softball, golf, triathlon and tennis. We also have other students who are achieving amazing levels in sports outside of school sport such as Cheerleading and cycling. These students display skill, talent, hard work and a lot of courage. Rose Eldred of Year 12 was awarded a Sydney West Blue, the highest award given by the Association, for softball.

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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.

Jennifer Reeves

Student information

It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

Student attendance profile

Management of non-attendance

Accurate records are maintained of student attendance. Regular attendance is encouraged and rewarded. Parents/Caregivers are regularly informed of unexplained or unsatisfactory attendance.

Students whose attendance falls to 85% or less are referred to their respective Year Adviser for support and counselling. Strategies to improve lateness or poor attendance include an attendance monitoring card, parent involvement and an attendance improvement program with support provided by the Home School Liaison Officer.

Post-school destinations

The majority of our students continued onto either full or part time study at university, TAFE or other tertiary education providers following their H.SC.

60% of our HSC students were accepted into the university courses of their choice. The universities offering places to our students included Sydney University, The University of New South Wales, The University of Technology, Macquarie University, University of Western Sydney, Australian Catholic University, Latrobe University and Charles Sturt University. A number of our students were offered placements into courses at university early based on criteria such as their community service, leadership and academic merit.

17% of our students went on to further study at TAFE or private colleges.

21% of our students went on to work in apprenticeships, traineeships, full and part time work.

2% unknown

Gender 2008 2009 2010 2011 2012 2013 2014

Male 351 384 407 418 442 427 436

Female 256 309 329 345 349 358 374

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500

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2008 2009 2010 2011 2012 2013 2014

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Year

Enrolments

Male Female

Year 2008 2009 2010 2011 2012 2013 2014

7 94.1 94.1 97.8 96.6 98.1 96.6

8 93.0 92.0 97.2 94.6 97.3 94.7

9 91.9 91.9 97.0 94.4 96.5 94.0

10 89.9 90.7 94.8 93.7 95.1 93.6

11 88.3 88.9 95.9 91.0 96.1 94.0

12 90.1 84.5 90.0 91.8 95.1 93.5

Total 91.2 91.7 90.9 95.8 93.9 96.5 94.5

7 92.3 92.6 92.5 92.4 93.2 93.3

8 90.0 90.5 90.1 90.1 90.9 91.1

9 88.8 89.1 88.8 88.7 89.4 89.7

10 88.7 88.3 87.1 87.0 87.7 88.1

11 89.4 89.1 87.6 87.6 88.3 88.8

12 89.4 89.8 89.2 89.3 90.1 90.3

Total 89.9 89.7 89.9 89.2 89.1 89.9 90.2

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25

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75

100

2008 2009 2010 2011 2012 2013 2014

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School State DEC

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Post-school Destinations

Year 10 %

Year 11 %

Year 12 %

Seeking employment 0.8 2

Employment 0.8 3 19

TAFE entry 1.7 3 17

University entry 60

Unknown 0.8 2

Year 12 students undertaking vocational or trade training

Vocational Education programs are valued by our students. 53% of Year 12 students included one or more VET courses in their HSC program of study. The most popular choices in school were Construction, Information Technology, Primary Industries, Entertainment and Hospitality. Students also accessed TVET courses delivered by Hornsby, The Hills, Meadowbank, Nirimba, North Sydney and Ryde TAFEs. Many students who chose VET used their credentials and experience as a transition into a related field in further study at university or TAFE. Others used their VET mandatory work placements as a networking opportunity to find employment.

Students doing the accelerated Information Technology program sat for their HSC exam while they were in Year 11 this year. Students recognise the benefits of being able to focus on one HSC subject, and getting it completed before the pressures of their HSC year. Once again the students achieved outstanding results in the program. Congratulations to Yong-Jhong Rhee who has been given a place in the prestigious Bachelor of Information Technology Co-Operative Scholarship program at the University of Technology. Last year he came fourth in the state in in 2013 Information and Digital Technology, when he undertook accelerated studies. This accelerated program will be offered again to talented students in Year 10.

Early access to VET was taken up by Year 10 students through TAFE. Students were keen to access the course in Timber which appeared as a Stage 5 elective on the RoSA. Other students took up Baking or Hair and Beauty which appeared as a Stage 6 course on the RoSA.

Our students in TVET also continue to be recognized for their achievements. Congratulations to Karla Wilson who came first in the State for Human Services. Congratulations

also to Parth Kulkarni for excellence in achievement in 4 Unit Business Services, Joshua Glendinning for excellence in achievement in Electrotechnology and Andrea Fischer for excellence in achievement in Tourism and Events. The students were given their awards by Hornsby TAFE as “VET

Outstanding Students”

Year 12 students attaining HSC or equivalent vocational educational qualification

All but one of our students enrolled in our Year 12 group were successful in gaining accreditation by way of the HSC. The remaining student is undertaking a pathways pattern of study.

Workforce information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1

Deputy Principal(s) 2

Head Teachers 10

Classroom Teacher(s) 46.7

Teacher of Emotional Disabilities 4.2

Learning and Support Teacher 0.8

Teacher Librarian 1

Teacher of ESL 0.4

School Administrative & Support Staff 14

Total 80.1

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. There are no staff who identify as Indigenous.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Degree or Diploma 62

Postgraduate 38

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Professional learning and teacher accreditation

Whole school professional learning is a key factor in continuous school improvement. In 2014 Muirfield formed a Learning Alliance with the Faculty of Education and Social Work at Sydney University. Dr Tony Loughland, Director of Professional Experience, presented to Head Teachers and those teachers identified as ready to take on leadership roles. His focus on how the Professional Teaching Standards can be used to inform professional conversation on classroom practice and as a tool to give professional feedback will be developed in Muirfield’s approach to individual Professional Learning Plans for all teachers. The Learning Alliance will extend to a 20 hour professional learning course on mentoring and exanimation of classroom practice in 2015.

To support collective learning, all teachers were a member of a professional learning team. Learning Teams had carriage of addressing areas of need as identified in the school plan. In 2014 professional learning teams were: • Assessment and Reporting • Connected Learning • School to Work • Gifted and Talented

Positive Behaviour and Engaging Learners (PBEL)

• Writing The teams met several times a term and planned activities that focused on reflection and review of teaching practices for all staff or addressed systems and processes with school practice. Team members led activities at a whole school and faculty levels to address teaching and learning. In 2014, professional learning took place regularly in meetings, held on Wednesdays from 8 till 8:45am. These meetings focused on:

Teaching and Learning strategies to engage and extend students, including strategies for Gifted and Talented students in a mainstream classroom, providing effective feedback to students, implementing Bloom’s Taxonomy of higher order thinking

Healthy living and Work, Health and Safety practices

Evaluation of school practices in preparation for the new model of school planning

Managing difficult and challenging behaviours and strategies for critical self-reflection and self-management when dealing with challenging behaviours

Nationally Consistent Collection of Data of School Students with Disability and learning adjustments for students with a disability, including supporting students with a hearing disability

Use of Smart Data as a tool for reflection on teaching and learning programs

Engaging in professional observation of classroom teaching

Other whole staff learning occurred in faculty learning time, whole staff professional learning, School Development Days and external courses. Whole staff learning encompassed areas such as emergency care and CPR, Disability Standards for Education, improving teacher quality, distributive leadership and using emerging technologies to enhance teaching and learning for students. A highlight has been the development of new teaching and learning programs for English, Mathematics, Science, and HSIE in Years 8 and 10. Significant professional learning time was dedicated to this process and included intensive faculty workshops, inter school collaboration and mentoring within faculties, resulting in new programs that meet the National Curriculum standards and the needs of our students. School leaders engaged in ongoing professional learning in Executive Team meetings and at the Executive Conference that focused on two key areas:

Quality Teaching: The tools available to support identification of, professional conversations about and improvement in quality teaching; the role of The Professional Teaching Standards; and how to give feedback to staff

Distributive Leadership: strategies, such as mentoring and shadowing, to support teachers to take on leadership positions across the school; and succession planning.

Three new scheme teachers gained accreditation during 2014 and twelve new scheme teachers

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were on maintenance level of the accreditation process.

Beginning Teachers

Beginning Teachers have been supported in line with new Department of Education procedures. Three beginning teachers were on a reduced teaching load to support the development of their skills in the first year; were assigned a teacher mentor who provided collegial support and structured feedback of classroom observation; and accessed targeted professional learning to support their learning. The Beginning Teacher Support Funding was used to address the professional learning needs of the individual beginning teacher and included observing other teachers’ lessons; engaging in networks with other schools; undertaking individualised programs of professional learning and compiling evidence to achieve mandatory accreditation.

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Date of financial summary 30/11/2014

Income $

Balance brought forward 508107.70 Global funds 581860.89 Tied funds 237986.79 School & community sources 511002.43 Interest 20563.19 Trust receipts 101035.79 Canteen 0.00

Total income 1960556.79

Expenditure

Teaching & learning Key learning areas 120048.50 Excursions 117627.37 Extracurricular dissections 88239.12

Library 12380.24 Training & development 0.00 Tied funds 192834.31 Casual relief teachers 113881.37 Administration & office 246759.63 School-operated canteen 0.00 Utilities 125331.88 Maintenance 27345.42 Trust accounts 104478.68 Capital programs 19880.00

Total expenditure 1168806.52

Balance carried forward 791750.27

School performance 2014

Academic achievements

NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3)




The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data.

NAPLAN Year 7 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

The Year 7 and 9 cohorts once again achieved pleasing NAPLAN results. The average score in Year 7 was above the state average score in reading, numeracy, spelling, grammar and punctuation and writing. However, the 2014 cohort’s percentage in the top band is not as strong as Muirfield’s average percentage over the last four years and that of similar school groups.

We continue to work with our primary partner schools on how to address student needs to ensure students achieve expected growth from Year 5 to when students sit the tests early in Year 7.

http://www.myschool.edu.au/

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Year 7 NAPLAN Reading

4 5 6 7 8 9

1 14 35 53 18 16

0.7 10.2 25.6 38.7 13.1 11.7

2.5 9.6 21.7 28.6 23.4 14.2

1.6 7.4 22.3 30.6 23.4 14.7

5.0 16.3 26.8 24.8 15.7 11.4

School State DEC

Average score, 2014

Skill Band Distribution

Number in Band

Percentage in Bands

School Average 2010-2014

SSG % in Band 2014

State DEC % in Band 2014

Band

563.8

SSG

551.2 538.9 Note: paste tables and graphs into ASR

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Percentage in bands:Year 7 Reading

Percentage in Bands


SSG % in Band 2014


Year 7 NAPLAN Spelling

4 5 6 7 8 9

2 23 20 38 39 18

1.4 16.4 14.3 27.1 27.9 12.9

3.8 10.4 16.0 31.6 26.1 12.1

2.9 7.2 15.8 27.2 28.8 18.1

7.4 13.1 19.8 25.0 20.7 14.1



SSG % in Band 2014


Band

Number in Band

Percentage in Bands

State DEC

Average score, 2014 558.2 568.7 545.1

School SSG

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Percentage in bands:Year 7 Spelling

Percentage in Bands


SSG % in Band 2014


Year 7 NAPLAN Grammar and Punctuation


4 5 6 7 8 9

10 14 22 44 34 16

7.1 10.0 15.7 31.4 24.3 11.4

5.0 7.8 22.4 27.6 21.8 15.3

2.9 10.0 15.4 29.4 24.0 18.4

8.5 18.7 18.3 25.3 16.0 13.2



SSG % in Band 2014

Percentage in Bands

Number in Band

Average score, 2014 555.8 569.0 538.5

Band

SSG State DECSchool

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Percentage in bands:Year 7 Grammar & Punctuation

Percentage in BandsSchool Average 2010-2014SSG % in Band 2014State DEC % in Band 2014

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NAPLAN Year 7 - Numeracy

NAPLAN Year 9 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

The average score in Year 9 was significantly above the state average score in reading, numeracy, spelling, grammar and punctuation and writing. The average score was also above similar school groups in reading, grammar and punctuation and writing, and similar in numeracy. The 2014 Year 9 cohort achieved above the school average in the top band in reading, numeracy, spelling and grammar and punctuation. They also achieved a higher percentage in the top band in reading, grammar and punctuation and writing than similar school groups. Conversely, Year 9 had a lower percentage in the lowest band than the state in all areas and lower than similar school groups in all areas except writing.

Growth in reading, writing, spelling and grammar and punctuation for Year 9 was above growth for the state and similar school groups as indicated in the table of average scaled score growth below:

All State

DEC NSW

Muirfield

Reading 39 38.7 46

Writing 27.2 21.3 48.3

Spelling 34.7 33.5 39.7

Grammar and Punctuation

25.1 23.8 27.3

Numeracy 50.1 48 44

Year 7 NAPLAN Writing


4 5 6 7 8 9

10 32 41 20 30 7

7.1 22.9 29.3 14.3 21.4 5.0

6.2 20.4 31.0 21.1 15.5 5.8

4.3 17.2 30.4 25.8 17.4 4.9

12.1 26.8 27.9 17.9 11.3 4.0



SSG % in Band 2014

Percentage in Bands

Number in Band

Band

State DECSSG

527.9

School

513.1Average score, 2014 499.0

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Percentage in bands:Year 7 Writing


Year 7 NAPLAN Numeracy

4 5 6 7 8 9

5 13 32 40 30 18

3.6 9.4 23.2 29.0 21.7 13.0

1.8 9.7 21.4 29.3 20.4 17.4

1.2 8.2 22.0 27.1 22.0 19.4

4.0 19.2 28.1 21.7 13.1 13.9


SSG % in Band 2014


Band

Number in Band

571.5 542.9558.3


Average score, 2014

Percentage in Bands

SSGSchool State DEC

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Percentage in bands:Year 7 Numeracy


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As part of our new school plan, we will continue to focus on engaging students and explicit teaching of literacy and numeracy.

Year 9 NAPLAN Reading

5 6 7 8 9 10

4 11 35 40 34 19

2.8 7.7 24.5 28.0 23.8 13.3

4.3 11.1 23.9 24.4 25.7 10.6

3.6 10.6 21.0 30.5 25.5 8.8

10.6 19.0 23.8 23.3 16.4 6.9

Percentage in Bands




SSG % in Band 2014

575.0603.2

School

Band

Number in Band

State DECSSG

612.6Average score, 2014

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Percentage in bands:Year 9 Reading

Percentage in Bands


SSG % in Band 2014


Year 9 NAPLAN Spelling

5 6 7 8 9 10

3 16 34 51 20 19

2.1 11.2 23.8 35.7 14.0 13.3

5.8 10.2 22.2 32.9 20.2 8.7

4.2 8.6 22.8 30.5 18.2 15.6

10.2 13.5 26.1 25.4 12.6 12.2

Number in Band

Percentage in Bands


SSG % in Band 2014

Band



School State DEC

603.8 582.1607.6

SSG

Average score, 2014

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Percentage in bands:Year 9 Spelling

Percentage in Bands


SSG % in Band 2014


Year 9 NAPLAN Grammar and Punctuation


5 6 7 8 9 10

6 16 41 32 34 14

4.2 11.2 28.7 22.4 23.8 9.8

6.1 10.4 26.7 28.9 18.5 9.5

5.5 13.9 25.5 24.1 22.2 8.7

14.4 22.3 25.4 17.2 14.0 6.8

601.8

Number in Band

School

Average score, 2014

Percentage in Bands


Band

SSG % in Band 2014

596.9

State DEC

566.5

SSG


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Percentage in Bands


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NAPLAN Year 9 - Numeracy

ESSA (Essential Secondary Science Assessment)

ESSA is a statewide Science assessment program based on the NSW Science Years 7-10 Syllabus, which mandates the teaching of science in contexts that assist students to see the relevance of science and to make meaning of scientific knowledge, understanding, skills, values and attitudes. Students in Year 8 undertake the ESSA test online with multiple choice, short answer and extended responses.

Muirfield students were 3.7 points above the state average in overall scientific knowledge and slightly above similar school groups. In the Extended Response Tasks, our students were 4.8 points above the state and 1.9 points above similar school groups.

The Science faculty use the ESSA results to monitor development of scientific knowledge, understanding and skills and to assist in review of the Science teaching programs

Higher School Certificate (HSC)

In the Higher School Certificate, the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest).

All Key Learning Areas demonstrate a small to moderate above average performance when compared to the state results. School means and data for individual courses are only provided for courses with ten or more candidates within the school. Due to the broad range of courses offered

Year 9 NAPLAN Writing


5 6 7 8 9 10

17 22 36 39 21 9

11.8 15.3 25.0 27.1 14.6 6.3

10.8 19.9 23.1 25.3 12.6 8.3

11.0 18.7 24.8 27.9 11.6 6.1

26.1 22.1 20.1 18.6 7.7 5.3


Band

Average score, 2014


Number in Band

Percentage in Bands

SSG % in Band 2014

573.9 566.7 530.2

State DECSSGSchool

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Percentage in bands:Year 9 Writing

Percentage in Bands


SSG % in Band 2014


Year 9 NAPLAN Numeracy

5 6 7 8 9 10

1 16 33 40 28 22

0.7 11.4 23.6 28.6 20.0 15.7

2.0 13.2 23.6 27.7 19.1 14.5

1.3 10.6 22.6 27.6 20.6 17.4

4.3 21.9 27.5 21.1 11.9 13.3

Number in Band

Percentage in Bands


SSG % in Band 2014

587.8Average score, 2014 613.1 614.5


Band

School SSG State DEC


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Percentage in Bands


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at Muirfield and smaller class sizes, the mean in the following table is only provided for 60% of individual courses undertaken at Muirfield. Students also studied courses through other institutions or centres, for example TVET courses at TAFE and languages at Saturday School of Community Languages.

For courses studied at the school with more than 10 students, the mean for 62% of courses was above the school average of the past four years and the mean for 57% of courses was above the state mean.

Individual students achieved outstanding results worthy of note. Jeffrey Ting achieved a top ATAR of 99.5. Karla Wilson was placed on the First in Course List for her results in the Human Services Examination which she studied at Northern Sydney Institute, Meadowbank. Lachlan Gabb and Ben Taylor were placed on the Top Achievers in Course List for the Information and Digital Technology Examination, placing second and ninth respectively. Huw Murray also was placed on the Top Achievers in Course List for the Primary Industries Examination, having gained fourth in the state.

Many students were also placed on the Distinguished Achievers List. The Distinguished Achievers List contains the names of any students who achieved Band 6 for a course, or in the case of extension courses, Band E4. Courses for which a Band 6 was achieved were: English (Advanced), English Extension 2, Mathematics General, Mathematics 2 Unit, Mathematics Extension 1, Mathematics Extension 2, Chemistry, Physics, Senior Science, Ancient History, Modern History, Society and Culture, Information Technology and Primary Industries. Muirfield students also achieved a Band 6 in courses studied elsewhere, including Heritage Korean and Human Services. Significantly all course of Mathematics had students who achieved Band 6s, with all but one of Mathematics Extension 2 students achieving a Notional Band 6.

In the new School Plan we will continue to address our challenge of ensuring our high performing students are challenged and extended and that all students’ expected level of performance is achieved.

Other achievements

Excursions

Muirfield High School facilitated many extracurricular activities in 2014, supporting all of our students in a truly engaging and holistic education. One way that we are able to achieve this is through the running of school excursions which extend learning key areas beyond the classroom.

Below is a list of a variety of incursions and excursions that our students participated in throughout 2014:

Art Express Call Back

On Stage NSW Art Gallery

Dance Camp Jewish Museum

PPI Days Careers Expo

Aboriginal Infusion Walangari

Gibberagong Field Centre

PDHPE Westmead Hospital

HSC: Course Summary Table

Agriculture 76.7 72.4 N/A 68.5

Ancient History 72.8 70.6 74.0 69.1

Biology 71.3 72.2 73.9 70.2

Business Studies 73.6 72.0 75.1 71.4

Chemistry 71.9 71.0 76.4 75.4

English (Standard) 69.7 65.9 70.0 65.9

English (Advanced) 77.2 76.9 81.8 80.1

Industrial Technology 72.6 75.2 74.8 68.4

Legal Studies 69.4 69.6 75.3 70.4

Mathematics General 2 70.5 70.5 72.3 65.5

Mathematics 75.9 73.3 77.7 77.3

Mathematics Extension 1 78.4 76.3 80.6 81.8

Modern History 69.2 71.4 77.0 72.2

Music 1 81.3 84.3 82.8 78.3

Personal Development, Health and Physical Education 74.1 75.8 74.2 71.1

Physics 72.4 71.6 72.8 73.2

Society and Culture 76.3 71.3 78.4 76.0

Software Design and Development 69.4 75.3 72.9 72.3

Visual Arts 78.4 75.5 80.3 76.4

Japanese Continuers 73.4 74.8 N/A 81.0

Information and Digital Technology Examination 83.8 83.8 N/A 71.4

Course School 2014School Average

2010-2014SSG 2014

State DEC

2014

HSC: Relative performance from NAPLAN Year 9 (Cohort Progress)

Performance Band Low Middle High

School 2014 -0.1 -1.6 -3.8

SSG Average 2014 5.3 6.0 2.9

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

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Macquarie University – Engineering Challenge

Maritime Museum Darling Harbour

Camps

Muirfield high School has a strong commitment to ensure we support our students through two of their biggest transitions in their school life. One being the transition to high school and the other is supporting our Year 10 students in their transition into senior studies.

Peer Support

The Year 7 Peer Support Camps are a big part of Muirfield’s Welfare program. Every year all Year 7 Students and the Year 11 Peer Support leaders attend the Great Aussie Bush Camp.

The camp is an excellent opportunity for all Year 7 students to step out of their ‘comfort zone’ and participate in the huge range of activities. Apart from the opportunity for the development of student relationships and settling in to high school life, a big element of the camp is related to enhancing resilience and the construction of opportunities for students to take calculated risks, team bonding and pushing themselves to the limits. Both the abseiling, vertical challenge and the giant swing courses are designed to provide students with a chance to push themselves within the boundaries of safety precautions.

These camps offer our Peer Support Leaders the opportunity to establish a rapport with their groups and to develop and implement leadership skills. Year 7 students are able to develop friendships, group cohesion, enhance their self-esteem and identify with their Peer Support

Leaders and Peer Group.

The Year 10 Crossroads Camp

The Crossroards Camp is designed to help our senior students address issues of health, safety and wellbeing at a time when they face significant changes and challenges in their lives. Crossroads aims to prepare and support our students as they encounter situations related to identity, independence and their changing responsibilities.

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Crossroads aim to build students’ sense of empowerment and respect for themselves and others. Muirfield delivers this program in the form of a camp at the end of Year 10.

Students were required to under-take and participate in numerous activities and seminars over the 3 days of camp. In groups, they completed high ropes, leap of faith, rock climbing, commando circuit in the mud, and canoeing, along with the completion of specialised seminars that covers all areas of the mandatory Crossroads program.

CAPA Report

Dance

Dance continues to grow and blossom at Muirfield High School with ‘Taster’ classes in Year 7, a Gifted and Talented Year 7 & 8 after school performance group, elective classes in Years 9 and 10 and HSC Dance in Year 12. 2014 saw many opportunities for students to perform and present their work.

Dance students participated in intensive dance workshops during school time and on weekends to

help students prepare for MADD night and prepare for HSC compositions and performances. Students had the opportunity to work with additional external dance teachers as well as their own teacher to broaden their choreographic influences and deepen their understanding of dance composition techniques and performance quality.

Senior Dance students also participated in DEC run choreographic workshops at the Seymour Centre facilitated by The Department of Education Arts Unit and attended the CallBack performance that showcases excellence in HSC Dance.

Stage 5 students performed at the Western Sydney Dance Festival and saw the Australian Ballet perform class work and excerpts of ballets at the Opera House.

Drama 2014 was another creative and successful year of drama and theatre. The Intermediate Theatresports team won the wildcard draw and got a chance to compete for a place in the Grand Final. Only two teams could go through. Unfortunately they missed out by one point, coming third. Year 11 Drama put on their production of Shakespeare’s Ladies, a romantic comedy where all of the Bard’s ladies come together to give fair Juliet advice on love. The theatre ‘season’ continued with Year 10 Drama’s successful and comic production of Alice in Wonderland.

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After school drama continued for students in Year 8 providing them with an opportunity to continue their learning and love of drama. At MADD night Year 12 performed their HSC group performances, Year 11 showcased their physical theatre piece while Years 10 and 9 engaged us with their play building pieces. At Summer Arts the juniors performed a short play based on Roald Dahl’s Matilda with a sprinkling from Shakespeare’s Macbeth. Year 12 Drama HSC results were pleasing with band 5s and some brilliant Individual Projects submitted for the HSC practical component of the course.

Visual Arts 2014 was another busy year for Visual Arts. Visual Arts was offered as an elective to Stage 5 and it was the fifth year of Visual Design as a Stage 5 elective; Stage 6 were also offered Visual Arts and Photography, Video and Digital Imaging.

One Visual Arts student from Year 11 was selected to participate in the National Art School HSC Intensive Studio Practice Course, at the National Art School, Darlinghurst. He was one of 75

talented Year 11 students from outer Metropolitan Sydney and regional NSW government schools who actively participated in an intensive 4 day Studio Workshop Program at the National Art School during the April school holiday break. The four days culminated in an exhibition of the artworks created on the final day. The student’s maturity and dedication was superb.

2014 also saw the revamp of the library computer room into a more aesthetically functioning Student Collaborative Learning Area. This was a Year 11 Visual Arts project based learning activity with the teacher librarian, Ms. Helen Cooper, being influential in the design criteria being based on literature.

Visual Arts, for the third year running was a part of the “MADD” Night, held at Riverside Theatre. This exhibition ran over 2 days and 2 nights and was open to the general public during day and MADD audience members at night. This was very well received, with staff members of Riverside Theatre commenting on the great quality of work and the mature conduct of the students who assisted in the setup of it.

Our annual SummerArts exhibition held in December was packed with examples of students’ classroom activities from Stages 4 and 5. This exhibition is a lively atmosphere with Year 7 and 8 Visual Art students being quite proud of their body of works.

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22 students successfully completed either the Visual Arts HSC Course or the Photography, Video and Digital Imaging Board Endorsed Course. The final results of the Visual Arts students were quite impressive, with more than 80% scoring in the top 3 performance bands for the HSC.

A large group of these students have gone on to pursue further studies in the visual arts fields, at University, TAFE and private colleges, with areas of study that include architecture, interior design, landscape design, advertising, web design, animation, and art education. This is credit to the Visual Arts teachers’ dedication in assisting their students in preparing for life outside of high school by supplying them with valuable learning experiences and appropriate relevant programs of study with significant and relevant feedback.

Music 2014 has been an eventful year for the Music department at Muirfield High School, with its persistent growth and many successes over a period of 4 terms. Elective music classes continued to run in all stages with both Music 1 and Music 2 subjects supported and sustained for the

preliminary and HSC courses. The Music Higher School Certificate course maintained consistent results as with previous years, with the majority of student achieving a Band 5.

Many of the music students were involved in state wide performance ensembles giving them

performance opportunities at large and professional venues and events. These include the annual school spectacular performances and the Arts Unit's new initiative program introduced in 2014 – the solo vocal camp.

The "MADD" concert was held at the Riverside Theatre in Parramatta over two nights, with each night involving a diverse range of repertoire. The outstanding performances were greeted with heart-warming applause for the duration of the show as both concerts at the Lennox Theatre were fully sold out. Many parents and students complimented the high standards and professional nature of the performances.

Instrumental ensembles maintained an integral part of the Music department's extra-curricular programs. The guitar ensembles continued to flourish under the guidance of Mr Craig Laird. The Advanced, Intermediate and Beginner classes ran throughout the year and were involved in performance acts at both the “MADD” and Summer Arts concert. A vocal group was established at the start of Term 4 with the notion of rekindling student support for vocal group performances.

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In the second semester of 2014, the music department ran the in-school CAPA workshops over the course of two days. Involving the entire concert band and many elective music students, the goal was to have students interact and learn key ensemble and performance skills with professional musicians and tutors.

The Concert Band, trained and conducted by Mr. Steve Lavis, performed at every recognition assembly throughout the year as well as Presentation Evening at the end of the year.

They also provided the opening and closing acts for both the MADD and SummerArts performance evenings. Year 7 Orientation Day workshops were again a well-attended event.

The Concert Band was also invited to perform at many local events: The North Rocks Fete, Murray Farm Primary School Cracker Carnival, The Castle Hill Orange Blossom Festival and The Rotary Carols By Twilight Evening.

2014 also saw The Combined Concert Band’s inaugural extended Band Tour in September, travel to Coonabarabran via the Upper Hunter. Over 5 days students visited, performed and hosted workshops for primary schools, participated in The Moorambilla Regional Choral Music Festival Gala Concert, visited and performed for rural and regional communities, and conclude the tour with a 2-day workshop with the Upper Hunter Conservatorium Symphony Orchestra and Concert Band program.

In Term 3 the music department hosted a Concert Band afternoon with North Rocks, Murray Farm, Winston Hills and Baulkham Hills Primary Schools. Our band, under the guidance of Mr. Lavis, mentored at least 100 primary school students through a playlist of songs. This concluded in a very well received performance of a band with over 150 students. This activity was well attended and students from the local primary schools were enthusiastic about coming to Muirfield and joining our music program.

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This year we saw one of our largest groups of students be accepted as performers in The NSW Public Schools Millennium Marching Band -Jack Cherry, Mitchell Sinden, Chloe Von Brandis-Martini, Izaak De Padua, Nicole Lewis and Emma Katen. These students from Years 7 to 11 have been working hard and performing with this group.

The Muirfield High School Wind Ensemble entered into the Ryde Eisteddfod. This was the first entry and bodes well for future years.

For the small ensemble – Secondary School Age Muirfield Sax Ensemble 96/100 (4th place overall out of 11), Clarinet Ensemble received a ‘Highly Commended’ for their efforts, Flute and Brass Ensemble both also received good scores (86 & 94 respectively). For the large ensemble – Secondary School Age Muirfield, Wind Ensemble placed second.

Sports Report

Muirfield High School continues to celebrate success and achieve excellent results in all aspects of school representative sport both individually and in team competitions. Our success can be measured in not only wins, but also the continued increase in attendance and participation across all sporting codes including carnivals, grade sport and knock teams. This is only possible due to the

combined efforts and support of the Sports Organisers, all school staff, parents, coaches and convenors that give freely of their time to continue building a competitive and encouraging sporting community.

Grade Sport

Once again, we had a very successful year in our regular Wednesday Hills Zone Grade Sport Competition with more students trialling for Grade Sport Teams than spaces available. The Term 1 summer sport champion teams were: Girls Open B Oztag and Girls 15 A Netball. In the winter competition, Muirfield High School Mixed Open Hockey Team and Girls 15 A Touch Football teams were the winners. Our Term 4 Grade Sport Summer Competition concluded with the Mixed Open Waterpolo Team, Girls Open B Oztag Team and Girls 15 B Netball Team all victorious.

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School Carnivals

Eals House won both the Athletics and Swimming carnivals, taking the trophy off Thorpe who has had a firm grip for the last few years.

The swimming age champions for 2014 are:

Boy Girls

12 Years No Competitors Emily Paull

13 Years Ethan Uslu Jaelyn Mashiah

14 Years Harry Fowler Caitlin Wilby

15 Years Aaron Taggart Lauryn Brown

16 Years Timothy Bain Rachael McAllister

17 Years +

Alessio Nogarotto

Baylee Forbes

The athletics age champions for 2014 are:

Boy Girls

12 Years Cooper Ollerenshaw

Aideen Keane

13 Years Ethan Uslu Ashleigh O’Keefe

14 Years Thomas Hunt Makenzie Wilson

15 Years Bradley Wright Rebecca Wright

16 Years Daniel Mansfield

Emma Longworth

18 Years +

Luke Jobson Alex Carey-White

Zone Carnivals

Muirfield High School performed strongly at all of the Zone Carnivals in 2014. This was achieved through a dedicated effort from the Sports Organisers to ensure a competitor was entered and competed in each and every event at all Zone Carnivals. The Muirfield High School Zone Athletics Team came 2nd to Castle Hill High School, with an extensive list of Muirfield students achieving Regional level of representation. There were numerous noteworthy performances on the day from a large number of our students, however, the best performed were Aideen Keane (12 Years Girls), Emma Longworth (16 Years Girls) and Luke Jobson (17 Years Boys) who were all successful in winning their individual age championships.

The Hills Zone Swimming Carnival was held early in March. Although clear blue skies and hot conditions were not the order of the day, the weather did not dampen the spirits and

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sportsmanship of Muirfield High School Swimming Team. Finishing in 4th place with Harry Fowler (14 Years Boys) and Lauryn Brown (15 Years Girls) being awarded Hills Zone

Age Champions and a significant number of students continuing on to represent at both Sydney West and CHS Championships.

The Hills Zone Cross Country event was another opportunity for Muirfield High School students to compete and demonstrate their sporting ability. Muirfield High School finished in 4th place with a number of impressive performances. Of particular note was Anastasia Trohidis (12 Years Girls), Nathan Wright (13 Years Boys) and Bradley Wright (15 Years Boys) all awarded age champions at this event.

Combined High School Sport

In addition to these excellent results we had a number of students compete at CHS in a variety of different sports and events. The students that represented MHS at CHS Athletics include: Luke Jobson, Lauryn Brown, Joanna Selmes, Ashleigh O’Keefe, Bradley Wright, Emma Longworth, Keiren Briggs, Kate Milne, Venus Parfait, Rebecca Wright, Nathan Wright, Thomas Hunt, Tamara Blakely.

One of the outstanding results of the event was the Under 12 Years Boys Relay Team (Cooper Ollerenshaw, Michael Mroczkovski, Matthew Mroczkovski and Jackson Haynes) who came a very impressive 2nd.

Ashleigh O’keefe who is 13 years old, competed in the AWD Shot Put event and broke the CHS U16 Girls record.

Students who represented MHS at CHS Cross Country included: Anastacia Trohidis, Nathan Wright, Lauryn Brown, Bradley Wright, Nick Thomas, Rachael McAllister, Emma Longworth, Carly Vanden Dool and Stephanie Vorrieter. All students demonstrating excellent sportsmanship and school spirit.

Students who represented MHS at CHS Swimming included: Ethan Uslu, Taylor Jones, Emma Katen, Caitlin Wilby, Mackenzie Wilson, James Arthur, Harry Fowler, Archy Fowler, Norton Grey. All represented themselves and Muirfield High School with distinction and to the very best of their ability.

Other students that competed at CHS in a variety of sports included; Chris Bednar (diving), Anastacia Trohidis (diving), Makenzie Wilson (Trampoline), Harleigh Grey (hockey), Norton Grey (hockey), Aisling Klomosrki (hockey), Malachi Mashaiah (hockey), Jaelyn Mashaiah (hockey), Zara Brankovic (tennis), Kieren Briggs (AFL), Alex Treglown (water polo), Georgina Harris (water polo), Tim Bain (water polo), Rose Eldred (softball), Chloe Holeman (softball), Bryce Roach (golf), Lucy Harris (golf), Lauryn Brown (triathlon), Rachael McAllister (triathlon) and Nick Thomas (triathlon).

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Sydney West Blue Award

For the second year in a row one of our students was awarded a much sought after Sydney West Blue award. In 2014 this was awarded to Rose Eldred for her skill and achievements in softball.

Significant programs and initiatives – policy

Aboriginal education

At Muirfield High School Aboriginal Education remains an important focus. With the introduction of new Stage 4 & 5 English, Mathematics, Science and History syllabuses, teachers have ensured Aboriginal perspectives and content have been included in teaching programs. The inclusion of Aboriginal perspectives and content is designed to education all students about Aboriginal histories, cultures, perspectives and current Aboriginal Australia.

Our commitment to Aboriginal educational outcomes is supported by the inclusiveness of our indigenous students in all aspects of learning at our school. Our Aboriginal students are always prepared to lead a Welcome to Country at all official assemblies. While our numbers may be small Aboriginal students have a strong voice in our community.

Multicultural education and anti-racism

Whilst a large proportion (75%) of the Muirfield community is of an English speaking background,

Muirfield values and strongly promotes multicultural harmony.

Dedicated to recognising our cultural diversity, Harmony Day is a significant day our calendar, allowing members of the Muirfield community to celebrate links to cultures from around the world. Many students and staff members wore orange or wore national dress or clothing which reflected their cultural heritage.

Funds were raised for the Red Cross and for Mahboba’s Promise, a charity supporting girls’ health and education in Afghanistan. Once again a team of teachers organised a colourful assembly, consisting of musical performances and speeches. The canteen provided special international dishes, while Ms Wong’s Year 10 Japanese classes organised cultural activities, and Mrs Mutraja and Ms Kurian offered henna tattoos.

Two visits by students from Japanese schools promoted cultural understanding and links with Asia. One visit consisted of twenty one senior and junior students who spent a week enga ged with our learning program and were billeted by Muirfield families. Another visit later in the year saw six students in Years 7 to 9 paired with buddies for a 3 day school experience visit.

On rare occasions where incidents involving deliberate or inadvertent racist remarks occurred, ARCO intervention provided effective guidance and support, to promote awareness of our values of respect and inclusion.

Our school values of participation and respect apply to all. Underpinned by fairness and integrity, they allowed the Muirfield community to show our commitment to multiculturalism and racial harmony.

Significant programs and initiatives –equity funding

Aboriginal background

Muirfield received a small amount ($2,500) of equity funding for Aboriginal background. This was used to support the development of Individual Learning Plans for each of our Aboriginal students. The funds were also used to support literacy programs and attendance at Aboriginal leadership and post-schooling initiatives. In 2014, our sole Aboriginal student in Year 12 successfully completed her HSC. All other Aboriginal students successfully progressed, including our sole Year 11 Aboriginal student who moved from Preliminary to her HSC courses.

In Year 9 NAPLAN the two Aboriginal students met National Minimum benchmarks in all reading,

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spelling, grammar and punctuation and numeracy. One student did not met National Minimum Benchmarks in writing, however, that student’s growth was 10 points above expected growth.

Socio-economic background

Equity funding for low socio-economic background was used to support literacy professional learning in faculties. Further this funding was used to provide mandatory on-line training in supporting students with a disability or learning difficulties. Teachers were provided with release to plan and work collegially in the development of strategies for specific students and groups of students.

English language proficiency

Our increasing number of students with an English as an Additional Language or Dialect (EAL/D) were supported by means of a three day per week ESL teaching position, which was supplemented by a one day allocation of teacher time for the role of International Student Coordinator. A Bilingual -School Learning Support Officer was also appointed during Term 4, who supported EAL/D students.

EAL/D students were supported by the liaison of the ESL teacher with classroom teachers across most subject areas. Targeted support was offered in accessing the curriculum, particularly regarding class participation and assignment support.

To support school transition from Intensive English Centres (IECs), the ESL teacher liaised with the IECs in running School Experience prior to enrolment. Other supports included a buddy system, a support Roll Call class for new EAL/D students, mentoring from fellow students and daily access to the ESL teacher. A “Friendship Room” is available as a Common Room for new enrolments and their friends, as a place to feel they belong.

Students receiving EAL/D support have their language acquisition regularly supported, assessed and monitored. Families receive feedback via reports using the ESL Scales. Differentiation in terms of the delivery of learning opportunities, and of assessment practices, is in place for these students.

Evidence of the successful performance of students of a different language background is that our top performing HSC student with an ATAR

of 99.50 was of an EAL/D background. One other EAL/D student was in the top 10 HSC students.

Our sole refugee student received EAL/D support and assignment support, as well as counselling and support from the Careers Adviser.

Learning and Support

Muirfield has an Emotional Disturbance Unit which caters for 21 students from across the Sydney north and west metropolitan area. Low Level Adjustment for Disability Funding is used to implement individual learning and behaviour plans for these students with the goal of reintegrating the students to their home school.

Parents are engaged in consultative and collaborative processes in the development of personalised learning for their child.

Learning support funding for mainstream students is used to implement programs to support students’ ability to access the curriculum. Specific programs funded include a TAFE Peer Literacy Tutoring and disability provisions for examinations. This funding was also used to support the implementation of the Nationally Consistent Collection of Data of School Students with Disability and to administer NAPLAN. The Learning and Support teacher provides provision of support for teachers in recognising and responding to students’ additional learning needs.

School Planning and evaluation 2012-2014

Curriculum review: Human Society and it Environment (HSIE) faculty Background

The review process incorporated: review of faculty documentation, including programs and assessment tasks; individual staff and parent interviews; focus group discussion with students and classroom observations.

Findings and conclusions

Responses from students and parents were overwhelmingly positive. It is apparent that students are provided with a safe, supportive and stimulating learning environment.

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The identified strengths of the HSIE faculty:

Teachers are respected, caring and supportive.

Respectful, reciprocal relationships between students and teachers were clearly evident within a caring culture, in and beyond the classroom.

The faculty is increasingly operating in a collegial and supportive manner.

The majority of staff were seen as extremely knowledgeable and experienced within their subject area (including knowledge of content, syllabus and appropriate resources) by parents, students and other staff.

History subjects are particularly well-resourced.

All programs meet BOSTES and Departmental requirements, e.g. content, outcomes and assessment.

The programs for the new History syllabus introduced in 2014 are noted for their clarity and the support they give to teaching practices.

Links between programs, assessment tasks and student reporting are strong.

Assessment tasks allow for varied approaches by students; are engaging, involve higher order thinking; and are appropriate for Stage and student level.

There is substantive communication occurring in classrooms. Students overwhelming value the opportunity for debate, discussion and sharing of ideas and stories in the study of History.

Teachers structure their learning environments so that the majority of students are engaged in the classrooms.

Feedback from assessment tasks and during class work is effective in supporting student learning.

There is notable evidence of explicit numeracy instruction in HSIE classroom.

ICT is used as an integral part of instruction and student learning.

Work samples are centrally stored and demonstrate a range of achievement.

The challenges that have been identified are:

Staff and students acknowledge the need for greater use of extrinsic rewards, including

merit cards, to support student engagement and achievement.

The profile of Geography within the HSIE faculty and the school community needs to be raised. Resources for Geography need development.

Assessment schedules need to continue to be refined for accuracy and to be in-line with the School Assessment and Reporting Policy.

Teaching practices need to incorporate more student-centred learning, and programs need to be developed to support this.

Teaching practices should allow for greater differentiation and include activities to support remediation and extension.

Explicit teaching of literacy needs to be incorporated into lessons.

Future Directions

Over the next 2 years, the HSIE faculty will focus its efforts on:

Raising the profile of Geography and the quality of the teaching of Geography.

Continuing to refine and develop the programs of the mandatory Stage 4 & 5 courses to include teaching strategies for student-centred learning; options for differentiation and extension; and explicit literacy instruction.

Building teacher capacity to implement student-centred learning, differentiation and explicit literacy instruction in their classroom practices.

Whole School evaluation processes

2014 saw the end of the current School Management Plan and the beginning of planning for the next three years. The new plan will be published on the school’s website.

During 2014 Muirfield High School has been working on the Department of Education’s new school planning approach. The School Improvement Team (SIT), who has been responsible for the implementation of the new plan, has ensured that all stakeholders, students, parents and staff, have been consulted throughout the whole process.

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During Term 3 the SIT collected data from all of our teachers and our P&C on what these two groups felt were our strengths and areas that we need to develop. During Term 4 all students across the school participated simultaneously in PMI (Plus, Minus & Interesting) on what their thoughts were on MHS. Each class then ranked their responses and passed all the information back to the SIT. This data has been presented to the staff, SRC groups, and the P&C.

During staff meetings and School Development Days staff spent a considerable amount of time analysing the school’s NAPLAN results and all data collected from surveys to further identify quantitative data that identified the school’s areas of strengths and areas for improvement. The school has used a variety of sources of evidence to help us set the 2015 - 2017 strategic directions from a range of external and internal data. It has been important that we use both qualitative and quantitative data and not just use anecdotal evidence. The team spent time during Term 4 analysing the data and researching about the future of education and the skill set our students need when they leave school.

This new approach to school planning brings together a number of reforms to give our school greater authority to meet the needs of our communities, to improve the quality of teaching and to improve outcomes for all students. It is highly strategic, focussing on 3 key areas for improvement determined by the school in consultation with its community, to ensure a profound difference to the ongoing growth and development of the school.

School planning 2012-2014:

School priority 1: Literacy and Numeracy

Outcome for 2012–2014

Increased student outcomes in literacy & numeracy through enhanced and explicit Quality Teaching and Learning programs

Improved growth in writing through targeted TPL integrating explicit writing instruction with curriculum

Improved outcomes through targeted strategic interventions for students in Years 7-9 experiencing difficulty

Evidence of progress towards outcomes in 2014:

Percentage in top band in Year 9 NAPLAN reading above state and similar school groups

Average scaled score growth in Year 9 NAPLAN reading 46.0; above state (39) and similar school groups (43.2)

Percentage in top 3 bands for Year 9 NAPLAN writing (48%) above state by 10.6 points and similar school groups by 2.3 percentage points

Average scaled score growth in Year 9 NAPLAN writing 48.4; above state (27.2) and similar school groups (32.4)

Percentage in top 3 bands for Year 9 NAPLAN numeracy (64.4%) above state by 10.6 points and within 1.2 percentage points of similar school groups

Strategies to achieve these outcomes in 2014

Whole-school implementation of Learning Logs for Stage 4 to support student reflection on learning and extended writing skills

Professional learning in using the metalanguage used in writing, and Writing Team worked with faculties to develop scaffolds to support student extended writing and substantive communication

Writing Team analysed data which informed the provision and development of professional learning activities on the use of the Literacy Continuum as a diagnostic and planning tool

Mathematics faculty implementing new junior programs and engaging in professional conversations about strategies to promote student engagement

School priority 2: Student Engagement and Attainment


Students experience challenging, flexible, personalised and safe learning environments

Enhanced wellbeing for our students

Students to experience success and receive recognition for their attainments

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Students supported in times of transitions (eg 6 to 7, 10 to 11, school to work)


Review of School Discipline Policy and Procedures

Recognition Assemblies acknowledged the work and efforts of 30% of students each term

Mindmatters, our staged and targeted welfare program, was run for each year group

Students volunteered for in-school support and primary partnerships

Successful completion of Registered Training Organisation’s Audit

Over 50% of Stage 6 students undertook one or more VET courses in their program of study

Provision of training program for all VET students (‘Ready for work’)

School successful in gaining 2 grants of $140,000 each to continue Links to Learning courses to reengage Stage 5 students in schooling

High satisfaction ratings in HSIE faculty review

Strategies to achieve these outcomes in 2014:

Teacher Professional Learning on whole school supports, systems and practices of Positive Behaviour Engaging Learners and strategies for dealing with difficult and challenging behaviours

Ongoing and sustained professional learning in the use of emerging technology to engage students in the classroom.

Use of appropriate technology in the classroom such as Interactive Data Projectors, IWB’s and resources such as Moodle and Mahara, integrated into teaching programs with explicit teaching strategies.

Collaborate with community groups to provide support and opportunities for students.

Revision of MindMatters Welfare program by the Welfare Team

Development of assessment practices by VET teachers to ensure compliance with RTO

VET teachers supported in meeting changes mandated DEC’s new regulator for vocational educational and training, Australian Skills Quality Authority (ASQA).

School priority 3: Leadership and Management


Strengthen leadership and management capacity of school staff and executive to drive school improvement.


Beginning teachers provided with reduced load, teacher mentor and targeted professional support

Classroom teachers led whole school teams, presented to whole staff and shared successful teaching strategies

All faculties have a second-in-charge with “lead” teachers attending Exec Conference and Head Teachers providing coaching and guidance


Build the leadership capacity of accomplished teachers through a reciprocal lesson observation program

Implementation of leadership development program

Implementation of new Induction and Accreditation program as per DEC changes

School priority 4: Curriculum and Assessment


The implementation of a broad, inclusive and relevant curriculum.

To foster and lead differentiated learning.

To ensure assessment and reporting supports teaching and learning programs and practices.

To implement the new syllabuses.

To improve HSC course performance.


Increase percentage of HSC Band 6s

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Over 60% of our 2014 HSC students were accepted into the university course of their choice

New programs implemented for Years 7 & 9 in English, Mathematics, Science and History

Increased differentiation in the classroom through the use of the ESES Action Research Project

Assessment for learning principles and practices fully embedded in all teaching programs

Establishment of new position of Head Teacher Senior Studies who supported and mentored Stage 6 students


TPL on successful HSC teaching and how to teach subject specific literacy skills

Professional learning on differentiation and implications for teaching and learning programs

Time for faculty conversations and programming and sharing of strategies

Codifying school assessment and reporting practices to ensure consistency

Monitoring folders for Preliminary & HSC courses

Parent/caregiver, student, and teacher satisfaction In 2014, the school sought the opinions of parents, students and teachers about the teaching and learning using a variety of evaluation instruments. In the HSIE faculty, focus groups and individual interviews were used. The majority of responses from staff, students and parents were positive.

As part of our data collection for the new planning cycle, all students, staff and a sample of parents were surveyed. Overwhelmingly, all stakeholders were satisfied with the broad curriculum, extra-curricular opportunities and positive staff-student relationships.

Future Directions 2015-2017 School Plan

NSW DEC is implementing a new school planning process for 2015-17. The new plan will be published on the school’s website from the beginning of Term 2 2015.

Muirfield High School has engaged in substantial consultation with staff, students and parents in developing the strategic directions. Surveys, including the Tell Them from Me Surveys, and focus groups were used to engage with all sections of our community. Further, the Executive Team analysed a range of data, including student achievement in external testing to assist in establishing the school’s strategic directions. The strategic directions for the next planning cycle are:

1. Critical and creative lifelong learners

2. Leading Learners

3. Connected Communities

About this report

In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Jennifer Reeves, Principal

Sonja Anderson, Deputy Principal

Bryce Grant, Deputy Principal

Jane Denny, Head Teacher Teaching and Learning

Shelley Frame Head Teacher, CAPA

Helen Scott, Careers Advisor

Lindy Price, School Administrative Officer

Wendy Brown, ESL Teacher

Roybn Anderson, Head Teacher, HSIE

School contact information

Muirfield High School

Barcaly Road, North Rocks, NSW 2125

Ph: 9872 2244

Fax: 9871 4106

[email protected]

Web: www.muirfield-h.schools.nsw.edu.au

School Code: 8498

Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:

http://www.schools.nsw.edu.au/learning/emsad/asr/index.php



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