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NSW Department of Education & Training
8243
2008 Annual School Report Riverside Girls High School
NSW Public Schools – Leading the way
Detail of a Submitted Body of Work for the 2008 Higher School Certificate examination by Stephanie Lynam titled “Re-Birth”.
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Principal's message I am proud to have been the principal of Riverside Girls High School at Gladesville for the last 15 years.
In 2009 Riverside will have been educating young women from the inner west of Sydney for 75 years. Girls travel from Parramatta and its surrounding suburbs in the west to Millers Point, Glebe and Ultimo in the inner city. Many cultural and language groups work and learn side by side every day at Riverside.
We have a strong focus on high academic achievement and this is reflected in our excellent HSC results. In 2008, 88 out of 116 Year 12 girls who applied for university entrance gained a university place.
There is also a strong focus on technology in learning, student leadership and school and community service. The students have many opportunities to participate in sports and the creative and performing arts, including dance, choir, band and musical ensembles.
Students can now access the school intranet from home. Our wireless capacity has expanded significantly in the last three years.
We believe that all students should be given the opportunity to develop their potential, regardless of their abilities, ambitions or interests. As a public comprehensive high school we cater for the full range of students, including very capable students and those in need of learning support.
In 2008 we have entered into a partnership with Dr Suzy Green, a leading psychologist and academic from Sydney University. Dr Green is working with students and teachers to raise our awareness abut positive psychology. We are incorporating a strengths approach in our responses to challenges and resolving conflicts. Positive psychology has much to offer both students and teachers as we seek to build optimism, resilience and hope for the future of Australia and for our planet.
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.
Judith King
P&C and/or School Council message Riverside Girls High P&C continues to encourage communication and participation between parents/caregivers and the school in various aspects of school life. There were approximately 900 families in the school community, many of
which are from non-English speaking backgrounds.
The P&C met on the second Wednesday of each month, providing a valuable forum for parent opinion and discussion, with attendance numbers wide ranging, but slowly building. A consistent core of active and interested parents supported the P&C by assisting on Open Day, Year 7 Orientation Day, and working bees to assist with landscaping the area around the hall. The P&C also paid for several dead trees, and other debris, to be removed to improve the safety and outlook of the senior lawn area. The P&C provided supper for a school play presentation of A Midsummer Night’s Dream and the music committee again organized a successful “Riverside Swings” evening to provide additional funds for the school bands.
As a result of parents suggestions, an information evening was held early in the year where head teachers from each faculty outlined the Year 7 course and the expectations both of the teacher and of the student. At other P&C meetings short presentations were made by the Head Teacher PD.H.PE Sue Andrews on a study area of the curriculum, and a Science teacher Rick Lovegrove spoke on environmental sustainability activities within the school. The principal regularly details a report on school activities/achievements. The P&C appreciates the time that the teachers gave to presentations at our meetings.
Three parent-teacher evenings were conducted in 2008, with each one catering for two different years. These evenings provide opportunity for parents to discuss a students’ progress directly with their teachers.
At various times, individuals from the P&C were members of selection panels for local selection of teachers during 2008.
During 2008 the P&C committed over $21,000 in special projects and over $19,000 to the library towards the operation of Riverside Girls High School. Funds were provided for:
• BATH Day (Better Attitudes Towards Health Day)
• Year 12 graduation prizes, three girls attended a HSC study camp, while others attended a leadership camps
• resources to support the introduction of Spanish, a new elective in Year 9
• purchase of six digital video cameras for use in English in Years 9 to 12
• new texts for Year 9 Maths alternate course
• 30 new desks and tables for two classrooms
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• materials for a lunchtime program to support student self-esteem and a sense of belonging for students at risk
• the Student Assistance Scheme, to assist disadvantaged students with uniforms, excursions and other school expenses
• assistance to students involved in state or national representative sport (e.g. badminton, soccer, triathlon and volleyball)
• library grant to update resources and provide additional learning materials
The number of parents receiving P&C information by email is steadily increasing. P&C information and meeting summaries have also been included regularly in the school newsletter and on the P&C link on the school website.
Cheryl Osborne P&C President Riverside was thrilled to hear that Cheryl Osborne our P&C President was awarded life membership of the NSW P&C Federation. Cheryl thoroughly deserves this recognition for her outstanding service to public schools, both primary and secondary (including ours). Congratulations Cheryl.
Student representative's message 2008 proved a highly successful year for the Student Representative Council which played an integral role in many aspects of school and community life. The S.R.C. was propelled into the new year with the introduction of additional positions, such as ‘Special Events Co-ordinator’, enhancing the S.R.C’s ability to meet the needs of the Riverside community. This also made for a larger S.R.C., equating to a greater range of perspectives being put forward in our meetings, a definite factor in our success.
2008 saw the continuation of fundraising favourites such as the World Vision 40 hour famine, the Exodus Foundation packages of food drive for Christmas and the Westmead Hospital toy drive, as well as some highly successful initiatives, such as the Coen clothes drive for the Salvation Army (resulting in the teachers taking to the catwalk) and Mallinson’s Blue Day. In true Riversidian fashion the S.R.C. demonstrated it’s ability to swiftly respond to issues in the wider community, with the organisation of a tsunami relief appeal as well as a fundraiser to support ex-student Rebecca Brewer.
Throughout 2008 the S.R.C. worked closely with the Enviro Team, with the aim of boosting Riverside’s eco profile. This resulted in many successful fundraisers, such as Cool the Glove
and Adopt-a-Worm, which raised awareness of environmental issues as well as very welcome funds.
Through the suggestion box and regular S.R.C. representation at executive meetings, the S.R.C. was aptly able to gauge the concerns of the school community and hence better address such issues, resulting in a highly successful year for the S.R.C.
Nina Axelsen – School Captain 2009
School context
Student information
Student enrolment profile 2004 2005 2006 2007 2008 Male 0 0 0 0 0 Female 960 980 1022 1008 1019
School Enrolments
0100200300400500600700800900
10001100
2004 2005 2006 2007 2008
Stud
ents
Female Male
1019 FTE students were enrolled at the commencement of 2008 slightly higher than in 2007. Student mobility remained significant in 2008. New enrolments came from a variety of sources including overseas international students (43 in 2008 with the majority from China and Korea), and both private and public schools. Leavers included families relocating, students gaining employment and students choosing to transfer to other schools..
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Student attendance profile 2005 2006 2007 2008 School 93.2 93.1 94.3 94.8 Region 92.8 93.0 93.1 93.5 State 90.1 89.9 90.1 90.1
Years 7 to 10 Attendance Rates
87888990919293949596
2005 2006 2007 2008School Region State
Years 11 and 12 Attendance 2005 2006 2007 2008 School 91.8 92.7 93.5 94.2 Region 91.0 91.6 91.2 91.9 State 89.5 89.7 89.6 89.8
Years 11 and 12 Attendance Rates
878889909192939495
2005 2006 2007 2008School Region State
Monitoring student attendance remained a fundamental priority in 2008 based on the belief that there is a direct correlation between high rates of attendance and high achievement. The school’s attendance rates in 2008 continued their upward trend and remained above regional and state attendance rates.
The school is committed to SAMS period by period scanning of all rolls across all classes.
Class sizes There were 7 classes in each of Year 7 – 9 and six classes in Year 10. The average size of core subject classes (English, Mathematics and
Science) was between 25 and 30. Year 7 and 8 ICT classes have a maximum of twenty students. In the senior school class sizes vary considerably. English classes varied in size between 15 and 23 students, depending on the English course.
Structure of classes
In each year from 7 to 10 there was one upper band extension class; with an additional upper band class in core subjects in years 9 and 10. The remaining classes in each year were mixed ability. In each year there is one ESL English class. In years 9 and 10 students selected three electives which were mixed ability.
Retention to Year 12
Proportion Staying On (SC to HSC)
0102030405060708090
SC02 -HSC04
SC03-HSC05
SC04 -HSC06
SC05 -HSC07
SC06 -HSC08
School SEG State
Post-school destinations In 2008, there were 116 Year 12 students seeking university access. 88 of these students were offered places at various universities around N.S.W. The majority of students accepted places at Macquarie University, U.T.S., Sydney University, N.S.W. University and U.W.S. There was a significant increase in the number of students studying science related areas, especially Medical Science, Nursing and Health/Nutrition/Food Science. The overwhelming majority of the remaining 60 students gained entry into TAFE and are either studying full time at TAFE or combining part time TAFE with part time work. Several of these students continued studying their H.S.C TAFE courses, especially in the areas of Hospitality, Tourism, Business Services, Real Estate Management, Design and Early Childhood.
SC02 - HSC04
SC03-HSC05
SC04 - HSC06
SC05 - HSC07
SC06 - HSC08
School 76.2 80.9 79.2 80.3 78.3 SEG 76.4 79.7 78.4 78.6 81.1 State 59.5 61.0 61.1 60.8 60.3
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Staff information
Staff establishment In 2008 Riverside staffing entitlement was 68.7 teachers, including 2 deputy principals and 11 Head Teachers. The school has a very experienced staff balanced by the appointment of early career teachers. Three beginning teachers completed accreditation with the NSW Institute of Teachers in 2008.
Staff retention Riverside Girls has a very high level of staff retention. In 2008, however, two new head teachers were appointed in HSIE and PDHPE, and three new permanent members of staff were appointed in English/Drama, HSIE and TAS, two of whom had previously help temporary engagements at the school. Other changes in staff were the result of maternity leave.
Staff attendance Staff have access to leave entitlements such as sick leave. In 2008 the average daily attendance rate for staff, as determined by the Department, was 96.6%.
Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff Degree or Diploma 85 Postgraduate 15
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: 30/11/2008Income $
Balance brought forward 739 062.71Global funds 449 560.08Tied funds 164 967.18School & community sources 837 654.54Interest 54 287.87Trust receipts 104 630.30Canteen 0.00Total income 2 350 162.68
ExpenditureTeaching & learning Key learning areas 159 155.82 Excursions 82 676.61 Extracurricular dissections 355 811.53Library 21 204.99Training & development 1 788.48Tied funds 218 926.33Casual relief teachers 42 787.96Administration & office 292 679.25School-operated canteen 0.00Utilities 84 363.01Maintenance 161 166.22Trust accounts 96 464.69Capital programs 70 280.04Total expenditure 1 587 304.93Balance carried forward 762 857.75
A full copy of the school's 2008 financial statement is tabled at the annual general meetings of the P&C. Further details concerning the statement can be obtained by contacting the school.
School performance 2008
Environmental Education Policy 2008
Riverside Girls’ High School has continued its commitment to Environmental Education throughout 2008 with continuing programs and activities including additional new initiatives. Mr Rick Lovegrove continued to coordinate the policy, facilitate whole school projects and promote numerous activities. Our SEMP (School’s Environmental Management Plan) has been set up on the internet and as a ‘whole school community’ we continue to develop and implement environmentally sustainable projects and practices.
Continuing Projects
The recycling of tons of paper and comingled re-cyclables occurs regularly with various different students volunteering their time co-ordinated by Mr C. Estay working with the Visy company.
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Monitoring of the school’s water use, co-ordinated by Ms G. Johnston, occurs daily with readings sent to the water auditing company Pitline for analysis and identification of high usage and trouble shooting for possible leakage problems. Ms Johnston also coordinates the Streamwatch water testing program at Tarban Creek and Wallumattagal Bay reporting the results to Sydney Water. Yr 12 Chemistry and interested junior students participate in this program. The P & C has agreed to fund a new digital internet Smart Water Metering system from the Watersave company. This will require an updated school water meter from Sydney Water and is due to be installed in March 2009.
Mr Lovegrove has continued presentations and contributions to P.& C. meetings, staff meetings and local Environmental Network groups.
Our girls’ toilet tank (15,000 L) has been operational all year. With the regular rainfall that we have had we have saved thousands of litres of water. The tank takes a day of heavy rain to fill but only two to three days to empty. The tank projects received financial contributions from the Federal Government (Community Water Grants), the State Government (Sydney Water Tanks Grants), Hunters Hill Council and Riverside Girls High P&C. We now have two tanks with more needed in the future. The entire school community is grateful to these contributors.
Congratulations to Ms Susana Karbic’s 15 Year 7 students who participated in the UNSW’s ‘Built Environment Sustainable Living’ Champions placing in the top 12 schools with their design and model construction of a environmentally sustainable house.
Ms Lisa Wark has established a fruit and vegetable garden with year 7 and 8 students utilising the assistance and dedication of our community volunteer Mr J. Shaw. The TAS faculty is able to then utilise the produce grown in the Food Technology classes. Congratulations also to Ms Wendy Mortimer and Mr Ross McMillan who organised 30 students in Year 8 to participate in a local councils’ joint project painting 3 mural panels promoting environmental awareness. Three other schools were also involved and the combined mural panels are now a permanent fixture near the stormwater channels at Eastwood. Mr Colin Cranson continues care of our native plantings around the Hall, Mr Warrick Folkard the school pond and our General Assistant Mr Robert Bennett watering of the oval and weed eradication. Eureka! He has eradicated most of the asparagus fern from the school. Should the lantana be next? Other teachers and classes continue to weed, water, mulch and plant at intermittent times through the year. Mr Lovegrove’s 7P & 8E again assisted Hunters Hill Council’s new Bushcare officer to mulch at the top
of Glades Park oval at the end of the year. Mr Bill Moran, Ms Ginnese Johnston, Mr Allen James & RGHS students participated in a joint Electronic White Board Environmental Biodiversity Wiki Web Site Project with Gladesville Primary School teachers and students and the Field Of Mars Field Study Centre staff. Thanks goes to Hunters Hill Council’s Bushcare Officer Neridah Gill and Sustainability Officer Michael Druitt who have both moved to new jobs for all of their help and assistance with our Environmental Projects over the last two years.
Our new SRC Environmental Executive has expanded their commitments this year forming many Environmental Team groups responsible for different activities and involving many enthusiastic students. They are ably led by Nina Axelsen (Year 11) and Lucy Goldstein (Year 11) who extract and provide many creative and fun ideas for the students. They are ably supported in their endeavours by other senior students including Bonnie Kok (Year 11), Melanie Brown (Year 11), Angela Han (Year 11), Emily Uhrig (Year 11) and others. Issues and events are promoted on their new Environment Committee notice board located outside Inwood staffroom.
Lucy and Nina coordinated the ‘Cleanup Australian Schools Day’ and a tremendous contribution was made by our students to the event. After focusing on the school grounds for the last few years we extended our activities to the broader community surrounding the school. A number of teachers volunteered their classes and thirty bags of rubbish and various other larger items were collected from Betts Park, Huntleys Point Wharf, Wallumattagal Bay Reserve, Glades Bay Reserve and Tarban Creek.
Clean-up Australia Day
For ‘National Tree Planting Day’ Melanie, Angela, Nina and Lucy’s Trees Group of 30 students weeded, mulched and planted 30 native shrubs at the entrance path to the school. Already, along with previous P&C mulching, we are attracting a variety of native birds to the beautified area. This event is sponsored by ‘Planet Ark’ and Hunters Hill Council.
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The students also organised a lolly snake in jelly fundraising sale that purchased worms for the new worm farm and enabled sponsorship of our endangered Tasmanian Devils through a partnership with Taronga Zoo. The state government doubled the students’ contribution for a total amount of $500. Students also celebrate and promote many other events including ‘Earth Hour’. Students and Mr Lovegrove collect the worm food scraps during Recess 2.
The P&C organised a working bee this year focusing on the school’s asthetics and safety, including planting, mulching, weeding, lopping, pruning and edging.
Future Goals and Projects:
Application for further funding grants towards water tank 3 (for the oval) and water tank 4 (for the girls toilets).
Application for further federal govt funding ($50,000 available) for solar panels and / or heat pumps for hot water. Excess solar electricity produced above our requirements can then be sold back to the grid.
Enhancement the school oval (aeration & topdressing).
Weed eradication (lantana, asthma weed).
Update the RGHS SEMP internet site entry.
The school’s working policy document continues to expand reporting on completed activities, projects in the planning stage and future goals.
The staff, students and local community representatives continue to work together to become educated on global environmental issues, to work on local projects to improve our environment developing environmentally sustainable practices.
The students are now providing impressive examples of commitment to living sustainably and caring for the world environment.
We continue to fulfil our motto: ‘Keen to be green’.
Achievements
Creative and Performing Arts Visual Arts
There was great excitement within the Visual Arts faculty when nine of our students’ artworks were nominated for the H.S.C. Artexpress exhibition. Those students whose works were nominated were; Cassandra Chan, Nina Blundell, Estelle Felix, Caitlin Johnson, Sally Johnston, Stephanie Lynam, Margaret Sevenjhazi, Nadia Warne and Peri Watkinson.
Over 9,000 H.S.C. candidates in Visual Arts submitted their bodies of work for examination in 2008. About 700 were set aside for possible selection and of these, about 200 were finally chosen. To our amazement, four Riverside students’ works were amongst them. Estelle and Margaret had their artworks displayed at the Art Gallery of N.S.W., Nadia’s was shown at the Armoury at Homebush, and Cassandra’s was part of the Regional exhibition at Maitland. Sincere congratulations to all these girls for achieving such a fantastic outcome.
The H.S.C. results in Visual Arts were very impressive, with ten students (35%) achieving Band 6, and eighteen students Band 5 (62%). Their combined efforts meant that over 97% of our students achieved results that placed them in the top two bands. Of the 29 students who did Visual Arts, 25 scored highest in Art, and three scored second highest; a superb effort from all concerned. Music Course 1 students also did well, with 5 students achieving Band 5 results and 12 girls achieving Band 4.
The annual Art and Music Soiree in the first week of September gave talented art and music students the opportunity to display their H.S.C. bodies of work and to perform H.S.C. musical items for parents, visitors and fellow students. The new venue in the gym proved to be a significant improvement on previous years when the upper balcony corridors were used. Exposure to the elements meant the exhibition in this area was always curtailed because the artworks had to be removed the same evening. With greater security, a bigger and better lit space, and the use of borrowed screens, the exhibition of our H.S.C. bodies of work had a more professional appearance and provided the audience with an improved and more comfortable way of viewing the exhibition. It also allowed us to display the work for a further day and a half for the rest of the school during normal school hours. We hope to continue this practice in future years.
Visual Arts students from Years 9, 10, 11 and 12 participated in excursions to Artexpress at the Art Gallery of New South Wales, exhibitions at the Museum of Contemporary Art, and the Sculpture by the Sea exhibition along the cliff walk from Bondi Beach to Tamarama Beach.
A number of girls displayed their artworks in the secondary school section of the annual “Young in Art” Competition held by Hunters Hill Council in August. Two girls received awards for their artworks; Remy Miles in Year 8 received a commendation for her ceramic “Castle in the Sky” and Veronika Korth in Year 9 received a commendation for her sculpture of a dancing figure.
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Music
The band program continued under the guidance of Nick Jeffries. A number of the band members participated in the tutorial program using music tutors who work with students on a one-on-one basis. Woodwind, flute, guitar, brass and percussion lessons are given by six tutors during school hours on a withdrawal basis throughout the week. The string ensemble has also progressed well with the school being treated to several performances at a number of assemblies through the year. The band also performed at school assemblies and took part in the Jazz and Swing Night held in May as a fundraiser for the band.
The Choir, under the guidance of Mr Crouch, presented items at our Open Day in March. We prepared and submitted an audition DVD for the Schools Spectacular, and were subsequently successful in gaining a place in the Moving Choir.
Term 2 was committed to rehearsals for the ArtsNorth Combined Northern Region Choral Concert, held in early June at Angel Place Recital Hall. Numerous members of the school’s string and band ensembles were accepted for inclusion in the orchestra and string orchestra that also performed at this event. The choir began rehearsals for the Ryde Schools Spectacular, staged at the Sydney Opera House at the beginning of Term 4. Our Year 10 vocal trio comprising Kathryn Weismantel, Catriona Gilkes and Amanda Willey was successful in auditioning for a solo in the concert; their stylish and energetic performance of Boogie Woogie Bugle Boy was received with great acclaim. Oboist, Madelaine Randall in Year 10 also auditioned successfully for this event, and her fine solo performance was similarly received by an appreciative audience.
In August the choir attended a performance of Phantom of the Opera at the Lyric Theatre. Term 4 was preoccupied with many rehearsals both in school and out of school for the 25th Anniversary Schools Spectacular, which was presented in several performances on Friday and Saturday November 28 and 29 in the Sydney Entertainment Centre. They completed a busy year with a performance of two carols – I Sing of a Maiden (P. Hadley) and Star Carol (J. Rutter) at the Boronia Park Carols by Candlelight, an event presented by Hunters Hill Council, on Saturday December 7. This was a moment to feature our choir on its own, before a large community audience. The girls were warmly received by an appreciative audience. Thanks go to the Choir director, Mr Crouch, Clarina Wang of the Music faculty for her piano accompaniment and one of our parents, Mrs O’Toole for her assistance with costumes.
Drama
The Riverside Girls High School adaptation of Shakespeare’s A Midsummer Nights Dream was
the first whole school production in a number of years. The adaptation under the guidance of Ms Cockburn and Ms Lidman gave two evening performances in late May. The cast reflected the great interest shown in this initiative with responsibilities for the production shared amongst all years in the school. A special mention to our principal leads Shadi Tahzib, Tanya Marcinkus, Julia Readett and Anna Phillpot.
The annual evening showcasing H.S.C. Drama works in late August gave talented drama students the opportunity to perform their individual and group items for parents, visitors and students.
Dance
Dance continues to flourish at Riverside. PD.H.PE. teachers take responsibility for the promotion of dance via both curricular and extra-curricular outlets. All students in Years 7-10 (inclusive) participated in dance instruction programs. In the case of Year 10 a specialist dance teacher Ms Jeanette Web was seconded to provide Salsa dance instruction with the assistance of each class teacher. The students were given structured practices and then assessed on their Salsa dance composition. The task was 15% of their total School Certificate grade.
Dance as an extra-curricular activity continued to be highly popular amongst students. Approximately 100 students auditioned for senior “Show Group”, which is a group of more experienced dancers who perform at shows and festivals throughout the year.
Dance performance – Year 11 Presentation Assembly
Ms Tamara Mitchell (ex Riverside School Captain) was employed as a choreographer/dance teacher. Each member of senior show group paid a ‘one-off’ fee of $185 to subsidize the cost of dance tuition, costs and transport costs. The Senior Show Group was successful in gaining entry into the State Dance Festival held at the Seymour Centre in September 2008.
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A Year 11 student, Natasha Velkou organised The Junior Show Group a junior group of dancers at Riverside Girls High School in 2008. These dancers comprised mainly of students in Years 7 – 9 who had not had much dance performance experience. Natasha choreographed the dance item, taught the routine to the group and organised costumes.
Throughout 2008 three teachers directed both groups throughout their rehearsals, meetings and performances (Ms Renae Lidman, Ms Tina Kenny and Ms Ann Iverach).
A total of 24 students were selected in both groups and were successful in their auditions, qualifying for the following: The Sydney North Dance Festival (item ’Shhhhhhhh!’ and “Cha Cha”); Ryde Schools Spectacular (‘Maghalena’ Term 4 Senior Show Group only); State Dance Festival (‘Shhhhhhh!’ Senior Show Group only); 2008 Schools Spectacular (12 students selected from video audition) and some school assemblies. This is the third consecutive year that the school has been successful in gaining entry into the dance section. A total of 3000 students took part in the event which celebrated its 25th anniversary in 2008. The students involved in the Schools Spectacular greatly enjoyed being part of this event. Emma Shizuka (Year 8) took part in the Spectacular with the State Junior Dance Company.
In 2008 students at Riverside Girls High School were provided with opportunities to audition for places in the State Public Schools Dance Companies and Ensembles. Students selected into these groups go through a tough and rigorous auditioning process. They are provided with weekly dance tuition and regular dance performance opportunities under the guidance of professional tutors and specialised dance teachers.
Throughout the year a number of dance camps were offered to our students. Two students in Year 8, Emily Bryant and Emma Shizuka attended the State Junior Dance Camp. Several students attended the Sydney North Regional Dance Camp. At camp the students were provided with instruction on technique in a variety of styles and were also given training on dance performance. Professional dancers and choreographers tutored the students during the camps.
All in all, 2008 was a very busy, productive and enjoyable involvement in the creative and performing arts for our students and teachers.
Sport The school swimming carnival at Drummoyne Pool was held early in Term 1. The winners were McKenzie House and the runners-up were Coen House.
At the zone carnival, Riverside won the overall point score for the second year in a row. Three age champions at the zone swimming carnival were Laura Crockart, Moya Johansson and Holly Browne. Laura Crockart’s achievements are particularly noteworthy when she achieved the honour of age champion in all tiers of competition – Zone, Sydney North Region and Combined High Schools ( CHS).
The next major carnival was Cross Country held at Tarban Creek. Coen were the overall winners with McKenzie the runners-up. At the zone carnival Moya Johansson was 16yrs age champion. We placed 4th in the zone. 9 girls were selected to go to the regional carnival, and Moya went on to represent our region and school at the CHS. State carnival.
The school athletics carnival was held at the Olympic Stadium at Homebush. Coen won this carnival, with McKenzie the runners up. Over 90 students went to the zone athletics carnival, where we finished 2nd in a very closely contested competition, Caitlin O’Connor was 12yrs age champion at zone and 28 of our athletes competed at the regional carnival with many placing in the top 8 positions. Katarina Kraft, Jessica Bonser, Tammy-Lee Narayan and Caitlin O’Connor gained selection for the CHS State carnival.
100 metre start – Athletics Carnival
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In Triathlon 27 students competed at the Combined CHS State and All Schools carnival in teams and 3 individuals. Of the 9 Riverside teams which entered - 4 teams placed in the top 10. Our 3 individual competitors placed in the top 25 with our most successful being Moya Johansson who finished 1st in the CHS division and 2nd in All Schools which included private and Catholic schools competitors. Moya then went on to represent NSW at the Australian Triathalon championships where she finished 13th in the nationals.
This year four students were selected in Sydney North teams to compete at CHS State carnivals, Katarina Kraft, Hannah Vousden and Nina Blundell in Football(Soccer), and Cindy Edwards in Volleyball. Katarina was then selected to compete for the CHS state team and then achieved selection for the Australian Schoolgirls Team touring Japan and South Korea in November and December.
Rachel Horton was selected in the Open CHS Waterpolo team.
Riverside Girls High School has a proud tradition of competing in an array of Knock Out competitions. This state wide competition starts with local school matches and then the successful teams continue to inter regional competition.
Our best performed team was the Open Soccer team which finished runners up in the Errea Trophy competition. Over 330 schools compete in this state wide knockout tournament. The team was defeated in the final by Duvall High School from Armidale in golden goal extra time. Other notable achievements include the Under 15 Soccer team finishing in the final 16 teams in the state and Open Volleyball which finished in the top four teams in the Sydney North region.
Runners Up – State K.O. Soccer
Riverside competed in Touch, Oztag, Futsal and Basketball Gala Days. Our most successful teams were in Oztag where the Junior and Senior teams both won the competitions.
Other notable achievements were the U15 Football (soccer) team which reached the final 16 of the state competition, then were unfortunately knocked out by Hills Sports High. The Open Volleyball team reached the final 32 teams in the state.
To supplement these competitions Riverside participated in Gala Days in touch football, Futsal (indoor soccer) and Basketball. The U19 Futsal team won the Inner West Region comp and one of the U14 teams was runner up and it competed in the state finals. Our basketball team was also runner up in their recent Gala Day. From the Futsal Gala Day Nina Blundell was selected as the NSW under 19 goal keeper.
Each year Riverside Girls High School awards the Sportswoman of the Year at the Annual Sports Assembly. This years winner was Katarina Kraft Year 12. Other award winners were Moya Johansson and Holly Browne.
The Sydney North Regional Sporting ‘Blue’ was awarded to Katarina Kraft Year 12 for Football
Year 7 participated in December at the 5-day swim school held each year, learning survival swimming skills, dry rescue skills, resuscitation as well as furthering their personal swimming skills.
The Annual Year 9 ski trip to Mt Hotham and Falls Creek was held in July with 50 students, 4 parents and 2 teachers attending. Once again students progressed quickly in developing the skills of skiing over the 4 days in the mountains.
Academic In the National Assessment Program, the results across the Years 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 the assessments.
Yr 7: from Band 4 (lowest) to Band 9 (highest for Year 7)
Yr 9: from Band 5 (lowest) to Band 10 (highest for Year 9)
In the School Certificate the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest).
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Literacy – NAPLAN Year 7
Percentage of students in bands: Year 7 reading
0
5
10
15
20
25
30
35
40
4 5 6 7 8 9
Band
Perc
enta
ge o
f stu
dent
s
Percentage in band 2008
School average 2005 - 2007
LSG average 2008
State average 2008
* LSG (like school group) refers to a comparison between Riverside Girls High School and other comprehensive girls’ single sex high schools, within Sydney North Region
Numeracy – NAPLAN Year 7 Riverside Girls High implements a whole school focus on Numeracy strategies across all Key Learning Areas (KLAs) and is supported by the Learning Support Team and the Head Teacher Teaching and Learning.
Percentage of students in bands: Year 7 numeracy
0
5
10
15
20
25
30
35
4 5 6 7 8 9
Band
Perc
enta
ge o
f stu
dent
s
Percentage in band 2008
School average 2005 - 2007
LSG average 2008
State average 2008
Literacy – NAPLAN Year 9 The Literacy development of Year 9 students was supported across all KLAs. This support was provided through team teaching, modification of the curriculum and individual instruction. In addition there was a focus on training teachers to use the SMART data package to analyse results to identify the support needs of students and develop a whole school strategy. These strategies were implemented into units of work across all KLAs.
Percentage of students in bands: Year 9 reading
0
5
10
15
20
25
30
35
5 6 7 8 9 10
Band
Perc
enta
ge o
f stu
dent
s
Percentage in band 2008LSG average 2008State average 2008
Numeracy – NAPLAN Year 9 Year 9 students at Riverside Girls High school were supported in Numeracy. This support was provided through modification of the curriculum and individual instruction. In addition there was a focus on training teachers to use the SMART data package to analyse results to identify the support needs of students.
Percentage of students in bands: Year 9 numeracy
0
5
10
15
20
25
30
5 6 7 8 9 10
Band
Perc
enta
ge o
f stu
dent
s
Percentage in band 2008LSG average 2008State average 2008
12
School Certificate
In the School Certificate the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest)
Percentage of students in performance bands:
School Certificate English-literacy
0
10
20
30
40
50
1 2 3 4 5 6Performance band
Perc
enta
ge o
f stu
dent
s
Percentage in band 2008School Average 2004 - 2008LSG average 2008State average 2008
Percentage of students in performance bands:
School Certificate Mathematics
0
10
20
30
40
1 2 3 4 5 6Performance band
Perc
enta
ge o
f stu
dent
s
Percentage in band 2008School Average 2004 - 2008LSG average 2008State average 2008
Percentage of students in performance bands:
School Certificate Science
0
5
10
15
20
25
30
35
40
45
1 2 3 4 5 6Performance band
Perc
enta
ge o
f stu
dent
s
Percentage in band 2008School Average 2004 - 2008LSG average 2008State average 2008
Percentage of students in performance bands: Australian Geography, Civics and
Citizenship
0
5
10
15
20
25
30
35
40
45
50
1 2 3 4 5 6Performance band
Perc
enta
ge o
f stu
dent
s
Percentage in band 2008School Average 2004 - 2008LSG average 2008State average 2008
Percentage of students in performance band: Computer Skills
0
10
20
30
40
50
60
70
80
90
100
CompetenceNot
Demonstrated
Competent HighlyCompetent
Performance band
Perc
enta
ge o
f stu
dent
s
Percentage in Band 2008School Average 2006 - 2008LSG average 2008State average 2008
Minimum standards The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.
The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.
Percentage of Year 7 students in our school achieving at or above the minimum standard in 2008
Reading 100.0 Writing 100.0 Spelling 98.9 Punctuation and grammar 99.5 Numeracy 100.0
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Percentage of Year 9 students in our school achieving at or above the minimum standard in 2008
Reading 97.2 Writing 97.8 Spelling 97.8 Punctuation and grammar 94.9 Numeracy 95.5
School Certificate grading, A – E results
ENGLISH
% R.G.H.S.
% N.S.W.
A 15 13 B 37 26 C 32 38 D 11 13 E 5 6
MATHS
A 20 14 B 23 23 C 30 31 D 20 25 E 7 7
SCIENCE
A 13 13 B 40 24 C 37 36 D 11 20 E 0 7
Outstanding results were achieved in the following Year 10 electives for the School Certificate. Design and Technology 38% grade A at school, (24% state), Information Technology Software 32% grade A at school (20% state) and Food Technology, 28% grade A at school (17% state.
Maddy Deans, Kumbelin Levin and Moya Johansson each gained the maximum of 9 grade As in the School Certificate. Pramilaa Shivakumar, Persephone Jamons and Zoe Finlayson gained 8 grade As while Rebecca Kwok, Sijing Chen, Anna Crysell and Amy Liao gained 7 grade As.
In 2008, 164 girls sat for the School Certificate external tests in English literacy, Science, Mathematics, Australian History and Geography and Computing Skills.
In the English literacy test, 78 students gained either band 5 or 6 (the 2 highest bands) representing 47.55% of the candidature (as against 38.55% state). In the Mathematics test, 51 gained either band 5 or 6 (31.09% school, 25.39% state), in the Science test 71 students gained band 5 or 6 (43.28% school, 31.92% state), in the History test 49 students gained the 2 top bands (29.87% school, 22.98% state) and in the
Geography test 40 students ( 24.38% school, 28.17% state).
78% of the students were designated “highly competent” in the Computing Skills test as against 57.27% who gained this designation across the state.
School Certificate relative performance comparison to Year 5 (value-adding)
1. The low performance band includes students in Bands 1,2 and 3, on average, in the School Certificate. The middle band includes students in Band 4, the high band includes students in Bands 5 and 6.
2. By definition, state average value-added is zero.
3. The school and school average columns are not shown if fewer than ten course results are available.
4. Residual data is based on HSC marks converted to the UAI common scale.
School Certificate: Relative growth from Year 5 (value-added)
-2.0
-1.0
0.0
1.0
2.0
3.0
4.0
5.0
Engl
ish
Mat
hem
atic
s
Scie
nce
Aust
ralia
n H
isto
ry, C
ivic
san
d C
itizen
ship
Aust
ralia
n G
eogr
aphy
,C
ivic
s an
d C
itizen
ship
Com
pute
r Ski
lls
Rel
ativ
e gr
owth
School 2008School Average 2004 - 2008*LSG Average 2008
* LSG (Like School Group) refers to a comparison between Riverside Girls High School and other comprehensive girls’ single sex high schools, within Sydney North Region
Higher School Certificate
The class of 2008 continued Riverside’s strong tradition of outstanding H.S.C. results. 116 girls applied for University entrance and 88 of them gained a University place. An additional 32 students completed the H.S.C. but they did not apply for university entrance because they studied a non U.A.I. combination of subjects including TAFE courses. A total of 17 students received a U.A.I. over 90, which represents 15% of the students eligible for a U.A.I. This was a lower
14
number than the 27 (25%) in 2007 and the 23 (20.53%) in 2006.
Karen Gao was dux of the school with a UAI of 99.05. Hannah Jenkins, a pathways student who completed the H.S.C. over 2007 and 2008, received a Premiers Award for gaining band 6 (over 90%) in seven subjects. Hannah was second in the year with a U.A.I. of 98.70. Riverside received 64 band 6 in the 2008 merit lists (8.71% of the total candidature). There were also 270 band 5 (80-89%) results across all subjects, which made a significant contribution to the large number of students gaining university entrance in 2008.
Riverside was listed 185 in the top 200 schools in N.S.W., lower than the 86th rank in 2007 (with 13.56% band 6) and the 116th rank in 2006 (with 10.69%). Riverside’s best performing subjects included Visual Arts (10 band 6) 34% as against the state band 6 result of 14%. Nine Visual Arts students had their major works nominated for Art Express and four of them were chosen for the final exhibition. Margaret Sevenjhazi and Estelle Felix both had their bodies of work exhibited in the N.S.W. Art Gallery with those of 64 other students from across N.S.W. Cassandra Chan’s body of work was exhibited at the Newcastle Gallery and Nadia Warne’s was exhibited at the Armoury at the Homebush Olympic site. Other outstanding results included Food Technology (29% band 6 as against 7% state), Textiles and Design (41% band 6, state 14%) and Hospitality (17% band 6, state 4%). Rawan Shakhtour came second in the state in Hospitality with 97% (band 6).
Eleven students from Year 11 were accelerated in S.D.D. (Software, Design and Development) and sat for the H.S.C. a year early. Ten of the students gained 5 and one gained band 4. These were excellent results in a difficult and challenging subject.
The diamonds at the top of the graph of H.S.C. performances indicate significant achievement across all subject areas. The diamond in the highest group of top performing subjects slipped below the high achievement line compared to the 2007 graph, but this was the only diamond to slip below the line. The results in Extension 1 and 2 Mathematics were too far below the state mean for the diamond to remain above the line. The school’s mean in 2008 in Extension 1 Mathematics was - 7.75 and for Extension II Mathematics it was – 5.42%. Both of these courses were above the state mean in 2007 especially Extension 1 Mathematics which was 9.61 above. Extension 1 English results were also below the state mean in 2008, but only slightly at – 0.64, but above the state mean, 3.21%, in 2007.
* LSG (like school group) refers to a comparison between Riverside Girls High School and other comprehensive girls’ single sex high schools, within Sydney North Region
30
40
50
60
70
80
90
100An
cien
t His
tory
Biol
ogy
Busi
ness
Stu
dies
Che
mis
try
Com
mun
ity a
ndFa
mily
Stu
dies
Des
ign
and
Tech
nolo
gy
School 2008 School 2004 - 2008LSG 2008 State 2008
30
40
50
60
70
80
90
100
Dra
ma
Econ
omic
s
Engl
ish
(Adv
ance
d)
Engl
ish
(Sta
ndar
d)
Engl
ish
as a
Sec
ond
Lang
uage
Engl
ish
Exte
nsio
n 1
School 2008 School 2004 - 2008LSG 2008 State 2008
15
30
40
50
60
70
80
90
100
Gen
eral
Mat
hem
atic
s
Hos
pita
lityEx
amin
atio
n
Lega
l Stu
dies
Mat
hem
atic
s
Mat
hem
atic
sEx
tens
ion
1
Mat
hem
atic
sEx
tens
ion
2
School 2008 School 2004 - 2008LSG 2008 State 2008
30
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80
90
100
Mod
ern
His
tory
Mus
ic 1
Pers
onal
Dev
elop
men
t, H
ealth
and
Phys
ical
Edu
catio
n Phys
ics
Softw
are
Des
ign
and
Dev
elop
men
t
Text
iles
and
Des
ign
School 2008 School 2004 - 2008
LSG 2008 State 2008
30
40
50
60
70
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90
100
Visu
al A
rts
School 2008 School 2004 - 2008
LSG 2008 State 2008
Higher School Certificate relative performance comparison to School Certificate (value-adding)
Average HSC Relative Performance from Year 10 (value-added)
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
Low Middle High
School, 2008
School average 2004-2008
LSG average 2008
Significant programs and initiatives
Aboriginal education On 16th February 2008 all Riverside students and teachers witnessed the national apology to Aboriginal Australians of the newly elected A.L.P. federal government.
Riverside proudly flies the Aboriginal flag along side out national flag in the schools main quadrangle.
The flag symbolises our commitment to reconciliation with all Aboriginal Australians. Students are encouraged to value and appreciate Australia’s heritage of Aboriginal history and culture.
The mandatory courses, Australian History and Geography in Years 7-10 provide all students with an opportunity to study Aboriginal history and gain a wider understanding of the issues relating to Aboriginal heritage.
The regional Aboriginal liaison officers have also visited the school to support students and their families in a variety of contexts, especially in relation to individual learning plans.
Multicultural education Riverside has a rich culturally diverse school community where students and teachers are encouraged to value, appreciate and embrace the cultural, linguistic and religious diversity to sustain a harmonious and inclusive school environment.
To ensure the school’s commitment to our rich diversity and to anti-racism, an Anti-Racism contact officer is trained each year and it is that
16
teacher’s role to educate, act as a mediator and mentor and promote acceptance of diversity and the peaceful resolution of conflict. The ARCO’s role is promoted within the school with posters which identify the ARCO and where he or she can be found within the school.
In 2008 the two ESL teachers at Riverside, one of them also being the school ARCO, made a presentation to the school welfare team at the school’s welfare conference about the culturally diverse demographic of our students. The presentation was called “Many Spheres” with the focus on raising awareness and creating an inclusive environment for our culturally and linguistically diverse students which ensures that all students in our community feel a strong sense of belonging. The presentation addressed various issues, including:
• what it means to be an Australian
• a quiz about multicultural Australia from the “Racism No Way” website
• the role of the ARCO and complaints procedure
• the effects of racism on educational outcomes, individual happiness and self-confidence etc
• backgrounds of students at Riverside and characteristics and stereotypes of various cultural groups
• examples of cross-cultural communication issues that may affect communication
• strategies to support an inclusive ethos and environment at school
Both teachers have been invited present this session in 2009 at the Riverside executive conference.
English as a Second Language (ESL) is essential learning support at Riverside due the large percentage of LBOTE (Language Backgrounds Other Than English) students including a significant number of full-fee paying international students from countries such as China, Hong Kong and Korea.
ESL parallel classes operate in the junior year in English (7-10) and the English ESL Preliminary and HSC courses are offered in years 11 and 12 for those students who are eligible. In addition to these English classes, the ESL students (years 7-12) are supported where possible in language dense subjects across the curriculum such as junior History and senior Business Studies. Seniors are also able to attend tutorials where students work in small groups or independently to further consolidate, revise and practise their English language skills.
The progress of ESL students is monitored by two ESL teachers to determine the levels of assistance required through diagnostic testing. Students are actively encouraged to seek assistance from ESL staff for any area of difficulty they might be experiencing in English and across the curriculum.
Multicultural education is a focus in the English curriculum where the issues of migration, the Stolen Generation, cultural, language and religious diversity are explored through a wide variety of literary and film texts in both the junior and senior school with texts such as “Immigrant Chronicle” by Peter Skrzynecki, “Rabbit Proof Fence”, directed by Philip Noyce, “Parvana” by Deborah Ellis, the poetry of Jack Davis, “Whale Rider” directed by Niki Caro and various multicultural book boxes.
Respect and responsibility 2007 saw the continuation of the Anarchy to Belonging or “AB” project initiated in 2006 to foster a positive school culture with a view to developing resilience in the school community as a whole. The “AB” team welcomed Ms Sattout-Day when Mr Quartly left for overseas exchange. As a result of the team’s work:
Successful 2006 initiatives continued in order to provide a platform for further progress
Dr Suzy Green from Sydney University, a proponent of positive psychology, was the key note speaker at the school’s executive conference early in the year. She was then invited to address the staff at one of the school’s staff development days. These events built on the work of Michael Durrant and enabled us to engender a sense of purpose in all dealings with students from day-to-day contact in the class room to one-on-one interviews about behaviour and work requirements.
Teachers have completed workshops on the relationships between the expectations of teachers to be ethical and the training we are giving our students in the context of each school day so that the students may learn to conduct themselves ethically as adults.
Work will continue on this project as we review all aspects of school culture to deepen teacher understanding of the development of each student’s personal and intellectual potential within the dynamics of her secondary education.
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Student Welfare
Yr 7 Day Camp
This year saw the extension of the Yr 7 Introduction to High School program. During Semester 1 the Peer Support Program allowed girls to make connections with other students in their year from other primary schools and the senior leaders from Yr 11 who had been selected as peer support leaders.
They also undertook a day’s technobullying program designed to familiarise them with SortIt and SolveIt, the school processes addressing mean behaviour of all kinds.
However, Ms Song, Year 7 Adviser, was also keen to introduce a camp style program which would be open to all students regardless of financial circumstances. The day camp concept was introduced in 2008. Taki Moore, a charismatic facilitator, worked with the student welfare team to draft an energetic day’s program designed to build relationship and trust. Year 7 students were encouraged to realise the value of self and others and to connect as a group within the Riverside school community
Term 4 saw our Yr 7 students attend a site near to the school to enjoy a fun program of activities which happily achieved these outcomes. Lunch and mid-session breaks were catered for by a number of our senior hospitality students completing modules for their HSC course.
The day camp will now be a feature of the ever-evolving Yr 7 Introduction to High School program.
Progress on 2008 targets
Target 1 Building a Positive Culture Our achievements include: • an increased number of teachers using the
AB Hierarchy with a Strengths & solution-focused approach, demonstrating consistency of application, using common language during discussions with students about expectations and behaviour.
• increased student familiarity with the AB hierarchy and the stages system.
• a community focus on working together to resolve issues, including conflict, without blame.
• increasing numbers of students using ‘Sort It’ to deal with issues with peers.
• increased expertise in Welfare team using Sort It and Solve It.
• teachers worked together to plan and implement strategies to reduce instances of covert meanness in classrooms.
• the provision of increased opportunities for members of the executive and teachers across faculties to connect with each other in meaningful ways and build collaborative relationships that reinforce excellence in teaching.
• a focus on creating a well organised and maintained environment in classrooms, corridors and playground by students and staff.
• a reduction of our ecological footprint , in particular expenditure on printing
Target 2 Enhancing student achievement Our achievements include:
adjustments and accommodations are evident in teaching programs, assessment tasks, reports and resources.
assessment for learning is evident in assessment procedures and tasks.
assessment tasks and procedures reflect principles of quality assessment across all faculties.
all faculties are working towards compliance with both the RGHS Assessment policy and Program Documentation Guidelines
the development of faculty projects focussing on Higher School Certificate students anticipating a band 3/4 students, developing strategies to lift them to band 4/5
Quality Teaching has been incorporated into programs and assessment with explicit identification of QT elements.
increased opportunities were provided to allow teachers to:
share best practice recognise achievements of colleagues engage in self reflection as a natural part of professional learning
reflect on what quality work looks like in subject specific contexts
engage in discussion about faculties do to promote learning and achievement.
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Key evaluations It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2008 our school carried out evaluations of the Executive Educational Leadership conference and High Resolve student leadership program.
Educational and management practice Educational Leadership Conference
Background
The executive staff at Riverside attended its second two day Annual Leadership conference in February 2008. The conference aimed to provide the executive to create and maintain a cohesive vision for the future of Riverside. The executive also considered educational research and trends allowing them to build upon collegial relationships, creating a cohesive leadership team with a shared vision.
Key achievements at the 2008 conference included the decision to introduce the concepts of Positive Psychology to the Riverside community building upon the Strengths and Solutions Approach introduced in 2007. Both these initiatives build upon our already successful AB project.
Findings and conclusions
Feedback on the Conference allowed us to conclude that:
• all members of the executive team appreciate the opportunity to have extended periods of time to discuss key initiatives and directions
• the conference needs to open with an inspiring session, providing us with the opportunity to broaden our vision
• participants particularly recognise and appreciate the strengthening of interpersonal relationships which have come about since the first conference
• the conference provides us with an invaluable opportunity to plan the implementation of the Annual Management Plan
• the location and venue of the conference is a major element of satisfaction.
Future directions
The conference will continue to be an annual event and we will ensure the involvement of all members of the executive in the conference. We will utilise the benefits of the conference by extending the time allocated to extended
executive meetings held outside of school hours in terms 2 and 3 to allow us to implement Leadership Team Meetings in sustained periods of time off the schoolsite.
Curriculum
High Resolves Student Leadership Program Background
In 2008 a student leadership program was developed for Year 9 students participating in the extension program at Riverside. The program’s focus was to develop student leadership skills, social justice and collective identity. The High Resolves program aims to help students engage with world issues and become agents of constructive social change.
Findings and Conclusions
Students in Year 9 engaged with a variety of experiences most notably, conducting two whole day training sessions and mentoring a group of Year 8 students. The regular meetings held assisted the girls to develop ideas and projects to implement at school and to take on global issues relevant to them. Some notable projects included working with World Vision and Oxfam as part of an awareness raising project.
A thorough evaluation of the program was conducted in Term 3. Students involved found the program to be of extreme benefit in terms of the development of values and an understanding the central concepts of collective identity and social justice. The structured projects allowed them to develop management, team work and communication skills as students collaborated with a range of individuals, both at school and part of the community.
Future directions:
In 2009 the main focus will be: • Extension of the use of outside presenters
to deliver relevant seminars for senior students.
• Further development of student skills through participation in the Year 10 Social Action Challenge.
• Continuation of the development of student leadership skills through both the Year 9 and Year 10 programs
19
LEAPS
Background
One of the targets of Riverside Girls High School’s Gifted and Talented project was to investigate opportunities outside the school to broaden the educational experience of gifted and talented students including Community Mentoring Project. The LEAPS program was included as part of this strategy. In the LEAPS program, 10 Year 9 girls were mentored by the Vodafone legal team. The mentoring sessions took place at Vodafone offices at Chatswood and continued throughout the year.
Findings and conclusions
The program was extremely successful as was measured by the evaluations conducted by students, parents and the mentors at Vodafone. The benefits for the students involved varied from an increase in confidence and self-esteem, improved participation and application in classes as well as improved attendance, behaviour and attitudes in Year 9.
Future directions
The program will be extended in 2009 to include a larger group of Year 9 students. Links with Vodafone will be continued and strengthened.
Parent, student, and teacher satisfaction In 2008 the school sought the opinions of parents, students and teachers about the school. The outcomes of the School Map survey used to measure the quality of Leadership at the school showed a high correlation in most areas and identified some areas for improvement
Their responses are presented here.
Area:
Group:
Date of survey:
SchoolMap - Riverside GHS (8243)
5 - Leadership
2 - Student5-Mar-09
Survey Responses
0% 20% 40% 60% 80% 100%
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
Question 11
Question 12
Question 13
Question 14
Question 15
Almost always Usually Sometimes Rarely
Area:
Group:
Date of survey:
SchoolMap - Riverside GHS (8243)
5 - Leadership1 - Staff
5-Mar-09
Survey Responses
0% 20% 40% 60% 80% 100%
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
Question 11
Question 12
Question 13
Question 14
Question 15
Almost always Usually Sometimes Rarely
20
Area:
Group:
Date of survey:
SchoolMap - Riverside GHS (8243)
5 - Leadership
3 - Parent
5-Mar-09
Survey Responses
0% 20% 40% 60% 80% 100%
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
Question 11
Question 12
Question 13
Question 14
Question 15
Almost always Usually Sometimes Rarely
The survey measuring school Leadership identified the following strengths:
The school ensures that everyone is treated fairly
The school is always looking for ways to improve what it does.
School leaders are open to new ideas.
Staff parents and students are encouraged to take leadership roles at the school.
School leaders demonstrate an interest in, and an accountability for, student learning outcomes.
School leaders build relationships based on trust, collegiality and mutual respect.
School leaders inspire and motivate learners.
The surveys allowed us to identify the following areas which need to be developed in the future in leadership at the school:
Communication between the school and the wider community needs to be strengthened.
Strengthening processes of communication between all stakeholders in developing common goals, school aims, and achieving outcomes.
Professional learning In 2008 58 staff members (including six office staff) participated in professional learning activities. The focus of professional learning included
• beginning teachers -$1,162
• use of ICT for teaching and learning - $12,271
• quality teaching - $16,943
• syllabus implementation - $1,958
• leadership and career development - $5,128
• student welfare and equity - $7,770
All teaching staff also participated in four school development days at the beginning of Terms 1, 2 and 3 2008 and another on B.A.T.H. Day (Better Attitudes to Health Day) in Term 2.
In 2008 the induction, support, guidance and development of our three beginning teachers was a significant focus of our professional development plan.
An Early Career Teacher Induction Program was developed and implemented over the course of the year. This program consisted of a range of professional learning activities (originating both within and outside the school) targeting classroom management, differentiating the curriculum, co-operation teaching strategies, working with NESB students, legal issues and occupational health and safety issues.
Considerable guidance and support was offered to our early career teachers in preparing their portfolio for accreditation at professional competence level with the NSW Institute of Teachers.
School development 2009 – 2011
Targets for 2009 Target 1 Engaging and meeting the learning needs of all students using the QT Framework We work to provide a solid platform of learning and assessment opportunities which meet the needs of all our students including extension students, those with learning difficulties / special needs and ESL students, including oversees students. This occurs through the development of opportunities for staff to learn about and reflect upon teaching and learning.
Strategies to achieve this target include • staff professional learning meetings will
allow staff to engage with individual learning profiles available on the staff intranet
• examination of current practices of the STLA • professional learning modelling appropriate
teaching strategies for ESL students • “Engaging and Extending Students” will be a
focus on a professional learning opportunities
• regular extension class team meetings throughout the year
21
• further development of the ‘Beyond Year 10’ program incorporating School to work, TVET and Pathways
• analysis of NAPLAN via professional learning.
Our success will be measured by
• accommodations evident for all identified support needs and ESL students in all teaching and learning programs and assessments
• review and further development of differentiated programs for students in the extension program across all KLA’s incorporating problem solving and critical thinking skills.
• maintenance of HSC excellence • students supported to make informed
choices regarding patterns of study for the senior school
Target 2
Leading a learning community that is engaged, acknowledged, fulfilled and solutions focussed We will focus on the development of a learning community which is engaged, fulfilled and solutions focussed with a positive, strengths & solutions approach underpinning all aspects of school life, encompassing staff and student management, welfare and leadership programs. Our school culture will be one of mutual respect and positivity, our learning community will thrive. Strategies to achieve this target include
• Key word / concepts will be the focus of year meetings and the SRC. They will posters in strategic locations and on TV screens around the school
• Case studies approach will be used for staff professional learning
• Head Teachers will support & challenge teachers to use the Stages, AB Hierarchy with a Strengths & solution-focused approach
• Faculty and inter-faculty teaming is used to strengthen the leading of learning in the class room
• Open door/open window policy will be promoted
Our success will be measured by
• Members of the school community reporting feeling valued, actively encouraged and supported
• Teachers report using a strengths & solutions approach in the class room,
• Increased application of the Stages student management system in a positive way
• TARS processes demonstrating respect for the work of teachers by using a positive, solutions- focussed approach
• The raised profile of all members of the executive across the school community
• Across faculty involvement in staff welfare initiatives
• Gratitude is a regular feature of school life • Individual strengths are recognised and
discussed openly Target 3 Using Technology to enhance student achievement This target focuses on enhancing student achievement through engagement in technology and the provision of technology resources which support the work of teachers. Strategies to achieve this target include
• Each faculty introduce and implement one ‘new’ application each semester aiming to enhance student achievement.
• Professional learning focus on technology in the classroom including sessions for faculty groups using T.A.L.E.
• Executive team investigation of the application of STAN across the school
• Investigation of the application of blogs and wikis into technology in learning
• Incorporating use of laptops into the Year 9 programs across all subjects when the laptops are issued by the government
Our success will be measured by
• Staff, students and parents logging into the Intranet enabling them to access appropriate data
• Assessment tasks Years 10 – 12 accessible to students via the intranet
• The development of faculty intranets • All science teachers using the electronic
whiteboard and video conferencing facilities on a regular basis and providing professional learning opportunities to all staff
• Continued embedding of technology into curriculum throughout years 9 and 10.
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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.
Members of the school self-evaluation committee included:
Judy King, Principal
Craig Teece, Deputy Principal
Peggy O’Neill, Deputy Principal
Colin Slow, H.T. Administration
Jeff Profilio, Relieving H.T. English/Drama
Wendy Chamaoun, H.T. Student Welfare
Ruth Ritchie, H.T. H.S.I.E.
Lisa Wark, H.T. TAS
Sue Andrews, H.T. PDHPE
Rick Lovegrove, Classroom teacher
Ross McMillan, H.T. Creative Arts
Rose Daniels, H.T. Teaching & Learning
Margo Peterson, Classroom teacher
Paul Jones, Parent
Jenny Hughes, School Administration Manager
Cheryl Osbourne, President P. & C. Association, Parent
School contact information Riverside Girls High School
Huntleys Point Road, Gladesville NSW 2111
Ph: 9816 4264
Fax: 9816 5409
Email: riversidegh.school@
Web: www.riversideghs.nsw.edu.au
School Code: 8243
Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at:
http://www.schools.nsw.edu.au/asr
