2016 Sydney Girls High School Annual Report · 2017. 5. 5. · Introduction The Annual Report for 2016 is provided to the community of Sydney Girls High as an account of the school's

Sydney Girls High SchoolAnnual Report

2016

8138

Printed on: 5 May, 2017Page 1 of 21 Sydney Girls High School 8138 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Sydney Girls High as an account of the school's operationsand achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Andrea Connell

Principal

School contact details

Sydney Girls High SchoolMoore ParkSurry Hills, 2010www.sydneygirl-h.schools.nsw.edu.ausydneygirl-h.School@det.nsw.edu.au9331 2336

Message from the Principal

The ethos of our school is a love of learning and support for the pursuit of individual pathways of endeavour. The pastyear has seen the maintenance of the standards of student excellence across the fields of the creative arts, leadership,sport and academic achievement with many individual students and teams recording outstanding success across all agegroups.

This pattern follows and is built on the example of the stellar results of the school's graduating students at the HSC. Therecord number of graduates who achieved an outstanding result (with median ATAR scores above 95 in both 2015 and2016) sets the benchmark for successive cohorts. Students who achieved perfect ATAR scores of 99.95 represent thediversity of the school in both their pathways to the HSC and the difference in subject choice and interest. Fromacceleration in primary school ,to joining SGHS in mid–secondary school,with passion for History, French andMathematics as curriculum pathways, exceptional students “did it their way”, demonstrating that Sydney Girls High is aschool which champions a liberal education, fostering a love of learning and passion for the traditional, innovative orseemingly incongruous curriculum. As research has shown us, many gifted learners are polymath and capable ofapplying their gifts to the creative, scientific or technology focused domains as well as proving themselves in leadershipand sport. Our current student population is evident of how giftedness manifests itself across many fields.

The Da Vinci Decathlon tournament, contested across ten diverse disciplines, is a challenging intellectual competitionrequiring collaborative effort, trust in the specific skill set of team members and an ability to work under pressure. Wehave been delighted to succeed over the past four years at national and international level and our Year 8 team wereonce again national champions in a highly competitive arena of public and private schools across the nation. The Year12 Debating team achieved victory as state winners of the Hume Barbour Debating competition. These achievementsare embedded in the belief and self–confidence of being a “high girl’, exemplified by engagement with higher learning aswell as embracing the challenges of ‘the new’ which younger students see played out by their senior peers. Theexamples set by seniors in the school remains a strong thread in learning excellence both within classrooms and beyond.

Nowhere is this more apparent in 2016 than the achievements of our school Vice– Captain, Eden Blair. An outstandingdebater through all her years at SGHS, the E.G Whitlam prize for best debater in Year 11 has been followed by the greatsuccess in the Hume Barbour in Year 12. Beyond the Department of Education public school arena, Eden has been inthe NSW All Schools team in both her senior years and proceeded to national selection. This year, Eden earned thehonour of captaining the Australian team in the World Championships in Stuttgart Germany and at the end of thetournament was named “Best Speaker”, effectively the best school debater in the world. This signifies the culmination ofan extraordinary journey, and the school is immensely proud of Eden. Her achievements and the standard she has setfor others to follow is now part of the history of the school.

Each year as the new cohort of Year 7 students arrive, we see the same excitement and anticipation of great things, as


they become the youngest ‘high girls’ in brown and yellow. There is collective confidence that they will also make theirmark, maintaining the school’s standards of excellence, while developing their own passions, interests and retaining thejoy of learning. 2016 has been no exception with our youngest students, the Class of 2021 gracing the stage asmembers of winning Tournament of Minds teams and representing at state level in Swimming and Athletics amongstmany other endeavours.

The school community can be assured that the combined efforts of students and teachers, with strong support fromparents, continues to produce a vital learning culture which looks to the future whilst respecting the past, seeking torespond to the changing landscape of education in the twenty first century. At the heart of this dynamic is the drive of thegirls themselves which remains unabated from year to year, a true gift for all of us.


School background

School vision statement

At Sydney Girls High our philosophy and purpose is to provide all students with the opportunities to achieve theirindividual potential across the domains of giftedness: intellectual, creative, sporting and social, within a culture ofcollaboration.

The school community is committed to the pursuit of excellence for all students while fostering socially responsible youngwomen who are encouraged through student voice and leadership, to make a difference in society and to care for andrespect others. An appreciation of the history and heritage of the school, valuing the contributions of those women whohave gone before, is an important feature linking the past, present and future.

The ideals of life–long learning, valuing difference and diversity, while meeting the future challenges of a globalcommunity are the foundations of the ethos of the school.

School context

Sydney Girls High School, enrolment 950 students, is an academically selective secondary school with a record ofoutstanding academic achievement. The school fosters the capacity of young women across the domains of giftednessand students are actively involved in an extensive and highly valued co–curricular program.

Situated in the heart of Sydney adjacent to the Centennial Parklands, students travel from all parts of the greater Sydneyarea to attend. As a partner school, Sydney Boys High is located in the same parcel of land, sharing a common history inNSW public education.

Traditions and connections between the two schools are maintained through student leadership, social and co–curricularprograms and experiences.

With a long and proud history, the school reflects the recognition of the value of education in the state and the nation;when George Reid declared its establishment in 1883 for the purpose of nurturing the academic talents of young womenwho could go on to take their places at university beside their male counterparts.

Many prominent and successful women are graduates of Sydney Girls High across many varied walks of life. Theexamples of the achievements of the alumni over more than 130 years serve as inspiration for the current students whostrive for leadership and recognition in the full knowledge of the privilege of their education and the responsibility formaking a difference in the lives of others.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

In the domain of Learning, the school excels in all key elements of the School Excellence Framework. The results inpublic assessments such as the HSC, NAPLAN and VALID tests provide clear evidence for the strength of the learningculture. Gifted girls are able to meet their potential by engaging in a wide ranging curriculum that supports creative andcollaborative learning. Evolving assessment practice that focuses on ‘assessment for learning’ and a feedback andreporting ethos that recognises the learning needs and interests of the individual further strengthens academic resilience.The school clearly communicates the curriculum, assessment and reporting framework to the wider school communityand engages parents and staff in ongoing dialogue through Parent Forums, School Development Days and other wholeschool events. Student wellbeing is supported across the cognitive, emotional, social and physical domains through abroad range of whole school programs, especially the extensive co–curricular platform, as well as clearly establishedroles of teachers and student leaders.


In the domain of Teaching, the school is sustaining and growing with ongoing emphasis on collaborative practice andhigh level engagement by individual teachers in developing their own and others professional standards. Whole schoolprocesses and structures have been established to foster quality and effective classroom practice. The establishment ofthe professional learning team has supported greater input and participation in the delivery of professional developmentactivities throughout the academic year. The identification by staff of the need to further improve the use of studentassessment data to monitor student achievements and progress signals a need to better communicate establishedprocesses and encourage greater focus in this key area.

In the domain of Leading, Sydney Girls High continues to excel in many areas with a strong tradition of engaging with thewider school community, particularly parents and Old Girls, to provide opportunities that are not necessarily available inmany comparable environments. The ethos of the school is to nurture leadership in both students and staff. Our schoolsupports a culture of high expectations and community engagement resulting in sustained and measurable whole schoolimprovement, thereby maintaining the high status of Sydney Girls High in the educational community. The 2015–2017School Plan is conceptual in its nature and as such has presented a challenge at times, in articulating clear links withspecific individuals and groups. This is an area for future focus.

Our self–assessment and the external validation process will assist the school to refine the strategic priorities in ourSchool Plan, leading to further improvements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Inspiring gifted students through quality teaching and learning programs to achieve excellence and thrive as confidentand creative learners and leaders

Purpose

Students at SGHS require support to realise their potential to be lifelong learners and active citizens. An explicitframework is required for students to become self– motivated, innovative, resourceful and resilient young women. Theyrequire confidence to take intellectual risks and develop the ability to set long term goals.

Overall summary of progress

The successful implementation of the Year 7 Problem Solving Day and Year 8 Cross Faculty Project have promotedfurther dialogue across faculties of the needs of gifted learners and provided greater scope for the introduction ofinnovative practices and methodologies. The ongoing mapping of the Stage 4 curriculum has identified structuralcomplexities in this project and hence has initially focused on the content and mastery of skills.Student Wellbeing has been strengthened with the realignment of the school camp structure and increased clarity ofcontent and communication across Year groups and with the relevant parent groups. A detailed review of the myriad ofopportunities for students to develop their leadership attributes has begun with the aim to more clearly articulate theseprograms to the broader school community and identify further avenues. A whole school Wellbeing Day was initiated andgained recognition as a valuable addition to the school's calendar.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Academic resilience is fosteredthroughout the Stage 4–5continuum with explicit andcoherent programs supportinglearning in Stage 6.

The inaugural two day Year 10 Study Skillsprogram at the end of Term 1, combining expertisefrom within the school and external presenters, wassuccessful and effective. The objective ofestablishing the bridge between Year 10 learningand the demands of senior coursework wasconveyed through a workshop structure coveringgoal setting, academic writing, ethical scholarshipand critical reading. Feedback from students waspositive, including suggestions for emphases andtiming of future programs. The Year 10 camp at theend of the year combined the traditions of previousyears, such as team building and personalchallenge as well as elements of the revisedCrossroads curriculum.

The Year 11 camp at the end of Term 2 continuedto support wellbeing and effective learning.Discussion of HSC subject choice withpresentations from the Senior Executive as well asexternal presenters continues to be highly valuedby students.

The revitalization of the exchange program withMacRobertson Girls School in Melbourne was ahighlight for senior student leaders and significantlyinfluenced their self–efficacy and motivation, asleaders and scholars.

A restructure of the buddy system for new studentsin Year 11 was implemented to enhance transitionand provide collegial support.

In 2016, a program for peer mentoring ofMathematics was implemented. The StudentSupport Scheme ran throughout Semester 2 where

$1985.69 (MacRob visitsupplementary funding)

$700 (student hardshipsupport relating to camp)





Academic resilience is fosteredthroughout the Stage 4–5continuum with explicit andcoherent programs supportinglearning in Stage 6.

volunteers from the Year 9 Accelerated classassisted fellow students in Years 7 to 9 to improvetheir understanding and performance inMathematics. A group of twelve volunteeredregularly at lunchtimes to help out. The Schemewas advertised in different forums to the Year 7 to 9students.

Teachers work collaboratively toidentify and share qualityteaching and learning practiceswhich engage and challengestudents

The Year 7 Cross Faculty Project provided a uniqueopportunity to showcase the use of SOLOtaxonomy. Students were introduced to theconcepts involved and then applied these in relationto their own Projects. The enthusiasm of staff andstudents encouraged the school to invest in thepurchase of further academic resources relating toSOLO Taxonomy including examples unique toindividual KLA's.

Teachers of new students met as teaching teams toconference on transition. Each of the five teamswas allocated an 80 minute lesson to shareperspectives on student independence, confidence,engagement with peers and teacher. The YearAdviser and Head Teacher also noted specificissues for particular students.

$500 (library resources)

$300 (supplies)

$5500 (teacher relief)

Whole school specific purposeteams are created to promoteand implement best practice andadvance quality communicationwithin and between teams

The work of both the Curriculum Innovation Teamand the Professional Learning Team gainedmomentum throughout the year. While membershipof these teams varied, the ‘future focus’ was clearlyestablished with professional conversation rangingacross the integration of learning in Stage 4 and 5through project and problem based learning, as wellas curriculum mapping. The connections with otherschools, especially those in the selective network,was seen as a priority for professional learning .Theimplementation of an annual conference with theteaching staff of Sydney Boys High, was seen as ahighly significant initiative, from the ProfessionalLearning Team. The Cross Faculty team structurebecame a fixture in the school calendar, withteachers exploring a range of professional topics.

$2500 (Joint schoolconference costs)

$2500 (teacher relief –selective schools network)

Next Steps

In 2017 the Professional Learning team and Curriculum Innovation Team will enhance the communication and dialoguebetween them to re–invigorate membership and provide more direction for staff in teaching/learning best practice andinnovation. A closer working partnership will create more explicit messaging for staff about the school's priorities inquality teaching and future focused learning.

The Performance Development Goals of staff will be utilised to identify priorities and frame the professional learningpresentations at School Development Days as well as the design and delivery of professional learning workshops.

The Cross Faculty teams will be restructured to allow for refreshed groupings and to provide the potential to amalgamateteams when needed to ensure an effective quorum is present and dynamic discussion occurs.

Teacher input will be sought to ensure that professional topics focused on teaching and learning are drawn fromcommonalities across staff Performance and Development plans.

Stage 5 Cross Faculty programs to be explored with a focus on problem based and independent learning, leading tosuccessful and confident approaches in Stage 6 projects.



Fostering quality leadership and learning within a culture of innovation and collaboration. Promoting teaching excellencein which every staff member is engaged in collective and individual professional development

Purpose

Sydney Girls High School seeks to support teachers to continue lifelong learning through their professional goals to meetthe challenges of the 21st Century educational environment, building leadership capacity and ensuring sustainabilitywithin the school.


The development of the SGHS Professional Learning Plan allowed professional learning within the school to integrate abroad variety of initiatives that focused both on individual staff goals and broader school and system priorities.

Structured opportunities have allowed staff to lead in a variety of workshops, presentations and projects throughout theyear to complement the expertise of external providers. The collegiality developed in various teaching teams has beenan invaluable source of professional learning for many teachers.




Develop a whole schoolprofessional learning plan

Following the establishment of the SGHSProfessional Learning Team, work began ondeveloping a whole school professional learningplan. Progress was reviewed by the executive in2016 and a draft presented in Term 1, 2017.

In the plan, there are separate sections advisingstaff of what professional learning is available tothem, the level of funding and accountability.

$2000 (Conference – staffrelief)

Identify Leading Learners,recognising and sharingoutstanding teaching practice

Teachers are required to provide feedback fromtheir PL and this process is overseen by the SGHSProfessional Learning Team. Each term, the PLTevaluates the feedback from staff and aligns thiswith whole–school priorities. Presentations to thebroader staff audience are selected for Week 9Professional Feedback Meetings or SchoolDevelopment Days.

A joint School Development day (with SBHS) washeld in Term 3 and the majority of presenters wereteaching staff from both schools who were identifiedas “Leading Learners” with a combination ofmandatory and choice in workshops. Theconference style Professional Learning Day.

$6000

Develop a system of monitoringand supervising TeacherAccreditation at ProficientTeacher level and maintenanceof accreditation

Changes to the process of applying for professionallearning funding were made in Term 1, 2016. Thisembedded the standards into the applicationprocess at the point of initial engagement. Teachingpractice incorporates the standards through thelesson observation process and individual teacherPDP documentation.

The SGHS Professional Learning Team invited arepresentative from the Department of Education toexplain changes to the MyPL portal at a Week 9Professional Feedback Meeting. The representativewas able to demonstrate the new site to staff and

$4000 (staff release costs)

$21548 (TPL costs forBeginning teachers)





Develop a system of monitoringand supervising TeacherAccreditation at ProficientTeacher level and maintenanceof accreditation

uptake has been very high.

The new TPL application process requires staff toevaluate their own TPL as well as provide feedbackin a number of ways.

A beginning teachers group was established as aninformal network. Many teachers used this networkto assist them with their applications at Proficientlevel with NESA. The network was subsequentlyexpanded to include temporary and casual staff.

Next Steps

In 2017 the school will utilise the SGHS Professional Learning Plan to shape teacher professional learning in the contextof the school's identified priorities. Further, the alignment of aspects of individual teachers' Performance Developmentgoals, with school priorities and the school's response to those goals, is a major objective.

Supporting the large number of pre–2004 teachers in their engagement with the Australian Professional TeachingStandards is a major priority in 2017, prior to the mandatory undertaking and maintenance of professional learning fromJanuary 2018.

Further focus on recognising leading learners will enable executive staff to encourage teachers to seek accreditation atthe higher levels.



Creating a culture of collaboration between parents, teachers, students, alumni, and the community to further the sphereof influence of the school

Purpose

SGHS occupies a unique and privileged place in the history of the state and the education community. There is a moralobligation for students to contribute positively to the broader community while at school and post school in order tocapitalise on their intellectual gifts.


The school continues to build on existing community connections and explore new collaborations in order to enhanceboth learning outcomes for students and identify avenues for the school to assist the wider community.

Progress on the Governors Centre with Sydney Boys high School and the NSW Department of Education has beensignificant with the completion of design and readiness for proceeding to Tender.

The work of the P&C President has been highly significant and invaluable in documenting and clarifying the relationshipof the School Canteen, Uniform Shop and high profile Co–Curricular programs such as Rowing with the governance andfinancial directions of the P&C.




New avenues for extending thesocial capital of the schoolcommunity

In 2016 the P&C, School Council and schoolexecutive agreed to establish a Foundation in orderto attract alumnae of the school, communitymembers and parents in both fund raising andinitiatives to more actively support the school'sfuture. Investigations of models across differentschools and the drafting of the constitution andpurpose took place.

The reinvigoration of the sister school relationshipwith MacRobertson Girls School in Melbourne waswelcomed by both schools, and the school visit inJuly allowed student leaders to see the potentialrelationships with peers at school and universityacross state borders.

Liaison between the School Council and NSWgovernment agencies responsible for constructingthe Sydney Light Rail enabled the school to engagein ideas for the overhead bridge across AnzacParade – including the naming of the bridge as theAgnes Bennett Bridge, alumna of SGHS.

$1985.69 (MacRob visitsupplementary funding)

Increased participation and activeengagement between alumni,tertiary institutions, the broaderschool community and the school

Effective collaboration with sibling school, SydneyBoys High, was confirmed through theestablishment of a conference of the staff of the twoschools at the Term 3 School Development day. Itwas agreed that this would be an annual event inlight of the success of the initiative. Feedback fromstaff was positive, especially the opportunities tochoose attendance at sessions and to deliverworkshops and presentations.

After mixed success in previous years, the Old GirlsUnion Careers Evening was established as anexcellent co–production between the Old Girls

$2500 (Joint schoolconference costs)





Increased participation and activeengagement between alumni,tertiary institutions, the broaderschool community and the school

Union and the school in 2016. The organisation ofthe event by recent Old Girls (the Captains of 2015)proved the key, acting as the conduit between theOGU and the current students in Years 9 to 12. Theinsight and authentic experiences of the alumnae ofthe school in varied professions and careers,proved highly valuable for current students.

Next Steps

The school will work actively to secure strong relationships with universities, in particular the University of Sydney andthe UNSW, in order to engage in professional partnerships of teachers and trainees, supporting both early careerdevelopment and professional learning for experienced teachers. The opportunities for workshops and school visits canbe extended to education faculties to provide greater support for the tertiary Professional Experience programs.

2017 will see the continued outreach to alumni, professional and tertiary based individual;s and groups, as presenters atkey curriculum initiatives such as Project Based Learning in Stage 4, conferences and research projects, as well asmentoring Stage 6 students in coursework projects and academic writing, for example Extension essays.


Key Initiatives Impact achieved this year Resources (annual)

English language proficiency Students were provided support in theiracademic writing by receiving individualtuition from a specialist academic mentor.These students were identified via bothteacher referral and self referral.

$27751.00

Low level adjustment for disability An additional staff member was employed inthe role of learning support specifically forStage 6 students, enabling identification ofindividual learning needs and support leadingto the HSC. Many students benefited fromthis mentoring.

$72106.00

Socio–economic background Students from all years were able to accessco–curricular activities, school camps andadditional resources, elevating theiropportunities and self–confidence.

$19340.00

Support for beginning teachers In 2016, a priority was to ensure that allbeginning teachers, both temporarily andpermanently employed, were able to meet therequirements for accreditation with NESA atproficient level as early as possible in theirteaching career. In addition to the abovementioned informal network, funding wasdirected to: • formal tertiary qualifications • Professional Learning specifically targetingearly–career teachers • release time for writing programs,accreditation documents, liaising withmentoring staff and supervisors • release time to engage with ProfessionalAssociations • general TPL

$30836.51


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 0 0 0 0

Girls 938 945 950 936

Student attendance profile

School

Year 2013 2014 2015 2016

7 97.9 98.6 97.6 97.7

8 97.1 96.3 97.2 96.5

9 95.3 97.4 96.1 96.5

10 96.1 95.6 96 93.5

11 96.2 96.7 95.4 96

12 95.7 96.3 95.3 94.3

All Years 96.4 96.8 96.2 95.7

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 0

Employment 0 0 0

TAFE entry 0 0 0

University Entry 0 0 100

Other 0 0 0

Unknown 0 0 0

Year 12 students undertaking vocational or tradetraining

Not Applicable

Year 12 students attaining HSC or equivalentvocational education qualification

100% of students in Year 12 attained the HSC.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 10

Classroom Teacher(s) 46.5

Learning and Support Teacher(s) 0.4

Teacher Librarian 1

School Counsellor 0

School Administration & SupportStaff

11.37

Other Positions 1.7

*Full Time Equivalent

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 21

Professional learning and teacher accreditation

The SGHS Professional Learning team was establishedin the first year of the current School Plan. This teamleads professional learning for SGHS staff and isfacilitating the production of a new whole schoolProfessional Learning Plan.

It was identified that teacher professional learning wasmost effective when the participants were able todisseminate their learning to a wider audience on their


return to school. Not only did this serve to reinforce thelearning, but also provided an insight for other staff whomay wish to undertake further learning themselves. Aswell as the changes to formal staff meetings in 2015, ajoint development opportunity was identified withSBHS. In 2016, the first of what is intended to be anannual joint School Development Day, was held.Presenters from both schools, as well as externallysourced experts, led workshops concentrating on thetopic of “feedback”. It was extremely well received asjudged by a formal evaluation process. In 2017, thetopic will be “the gifted learner”. It should be noted thatthis event was accredited with NESA and is believed tobe the first time that a joint event between neighbouringschools has achieved this accreditation.

Increasingly, Teacher Professional Learning is beingdirected towards the requirements for teacheraccreditation and maintenance. The challenge for 2017is to ensure that the teaching staff who were employedpre–2004 (the majority of SGHS staff) are ready for thetransition to NESA in 2018. At this time all staff will berequired to maintain their accreditation at proficientlevel and the major component of this will be theirprofessional learning hours.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30/11/2016 and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.

Income $

Balance brought forward 646 295.61

Global funds 656 226.51

Tied funds 688 425.10

School & community sources 1 412 859.91

Interest 19 272.41

Trust receipts 421 827.05

Canteen 0.00

Total income 3 844 906.59

Expenditure

Teaching & learning

Key learning areas 203 182.40

Excursions 401 224.43

Extracurricular dissections 473 549.78

Library 1 739.66

Training & development 0.00

Tied funds 617 831.89

Short term relief 79 900.68

Administration & office 445 353.26

School-operated canteen 0.00

Utilities 133 366.22

Maintenance 70 758.53

Trust accounts 403 940.30

Capital programs 41 196.37

Total expenditure 2 872 043.52

Balance carried forward 972 863.07

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

In order to elevate NAPLAN results in the Writing task,strategies include:


All students in Years 7 and 9 have been issued with adetailed description of the writing task criteria, completewith commentary, to assist them in their preparation.This is also available on the intranet. All Englishteachers will provide students with a practice task andprovide feedback to the class. Relevant grammar skillswill be revised by teachers of Year 7 and 9. Creativewriting will be a focus in all English classes in 2017.Lunchtime creative writing classes will support andextend students’ work in class

All Faculty Head Teachers have been issued acomplete guide to the marking of both Narrative andPersuasive tasks, to distribute to teachers of year 7 and9. Two English teachers attended a one day course onthe marking of NAPLAN writing and will feedback toboth the faculty and the whole staff by the end of Term1.



In numeracy, all Year 7 students were placed in the top2 bands in 2016 with a slight reduction in the top band(98.7%) compared with the previous two years (99.3%in 2014 and 100% in 2015). The students achieved at ahigher level in the strands Data, Measurement, Space& Geometry.

In numeracy, all Year 9 students were placed in the top2 bands in 2016 with a higher percentage of studentsplacing in the top band this year compared with theaverage of the last three years. The students achievedconsistently across both sections i.e. Data,Measurement, Space & Geometry and Number,Patterns & Algebra.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.


Higher School Certificate (HSC)

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

Parent/caregiver, student, teachersatisfaction

In 2016 quantitative and qualitative feedback wasreceived in relation to a range of different aspects of theschool.

Using the Department of Education’s SchoolExcellence Framework (SEF) , all teachers were invitedto rate the school across the three elements of theSEF : Learning , Teaching, and Leading. Over 80% ofteaching staff completed the survey, agreeing that inthe Learning element’s five aspects ( learning culture,wellbeing, curriculum and learning, assessment andreporting , student performance measures) the schoolwas excelling. In the Teaching element staffrecognised that the majority of aspects which wereintegral to their daily working lives (collaborativepractice, learning and development, professionalstandards) were also being applied and supported inthe school at an excellent standard. Likewise in theLeading element the school was perceived as excellentthrough the aspects of Leadership; school planning,implementation and reporting; school resources; aswell as management practices and processes. Thelevel of satisfaction was extremely high. One area ofteaching practice which emerged in the feedback wasthe request for development of data skills andapplications of data to benefit the teaching and learningtargets of some faculties and individual teachers.

Teaching staff were also surveyed about the methodand negotiation of 'classroom observations of teachingpractice' with colleagues, mandated by the Departmentof Education in the Performance DevelopmentFramework. 50% of the permanent staff responded


revealing that they felt the process of classroomobservation was worthwhile. The highest levels ofagreement on the survey came from the statements “Ienjoyed the opportunity to see how someone elseteaches” , “I participated in professional discussionswith my colleagues” and “I received constructivefeedback about my teaching through this process.”Parent satisfaction was communicated strongly throughthe quantitative data at the Year 7 Parent TeacherForum in Term 1 where new parents indicated theirthanks for the many opportunities to support theirdaughter’s transition to secondary school. The Meet theTeacher afternoon, Parent Forum , P&C Welcome tonew Parents , Teacher Team meetings and the InterimYear 7 report at the end of term were all welcomed andthe school’s transition program was rated very highly asa source of satisfaction. Parent and carers of studentsin Year 11 and 12 were overwhelmingly positive in theirresponse to both the “SGHS Curriculum Forum” andthe ”HSC & ATAR Explained“ hosted by the P&C andpresented by the school’s executive staff. Theattendance was substantial and the strength ofdiscussion in the Q&A highly beneficial to all parentsattending.

Student satisfaction was measured with surveys acrossthe integrated curriculum through the Project–basedlearning programs tailored for Year 7 and Year 8.Responses were overwhelmingly positive with themajority of students embracing the challenge ofindependent research and collaborative presentation,as well as the highly effective use of a range of differenttechnology applications.

Senior students, Graduates of the Class of 2015 ,presented in a student forum to Year 10 , and also to aseparate forum of parents, highlighting the challengesof achieving academic excellence and the satisfactionwhich this endeavour can bring. The feedback waspositive and universal that the school supports highorder learning for individual students and groups in avery effective and explicit manner.

Policy requirements

Aboriginal education

A key component of the Aboriginal Education Policy atSydney Girls High School is embedding Aboriginalcontent across curriculum across all stages. To this endwe have developed a support documents folder to behoused in each faculty.

The Aboriginal Education Liaison Teacher also makestime as a part of practicum students’ experience andschool induction, to speak about Aboriginal Educationfocus in our faculties and whole school.

Each year we host a special NAIDOC assemblyalongside a whole day conference experience for Year8 students organised and coordinated by the CAPAfaculty and our community expert and liaison MatthewDoyle. He participates wholly in this event and lends hisadvice regarding our contacts from community andideas about workshops.

Faculty focus also supports whole schoolunderstanding. These include, in Science, Stage 4 and5 students explore Aboriginal Australian knowledge ofthe night sky, the physics of boomerangs and their useof natural pigments. The ecological knowledge and useof resources by Aboriginal Australians are also studied.

The majority of Year 9 students participate in the Dukeof Edinburgh Award at Bronze level. As part of theAdventurous Journey component of the award,students have the opportunity to experience Aboriginalartwork during their visit to the Red Hands Cave in theBlue Mountains. This enables the students to developtheir understanding and appreciation of Aboriginalartwork, including its history and significance.

In Stage 6 History Extension evaluates thehistoriographical debate surrounding the History Wars.Visual Arts explores and investigates traditionalIndigenous practices through the frames andconceptual framework with a focus on contemporaryindigenous artmaking practices

2016 saw the 10th year of the school’s NAIDOCCelebration including a Focus day for ALL year 8students. The event was held at the beginning of term3, within a special formal assembly just after the officialNAIDOC week events statewide celebrating the themeof Songlines.

This event identified that across Drama, Visual Arts,Music and Dance an appreciation and celebration ofrespect, understanding and knowledge is best exploredwith the consultation and collaboration of Aboriginalcommunities. Performers across the conferenceincluded regular visitors returning having developed arelationship with Sydney Girls HS and continuing thisdialogue with the community. In particular, MatthewDoyle (Community Elder) represents as a keyconsultant and community liaison and adviserthroughout the development phase as well aspresenting on the day.

Multicultural and anti-racism education

Sydney Girls High School is a diverse and multiculturalselective secondary school. it supports the NSWDepartment of Education's policy on rejecting all formsof racism and is committed to the elimination of racialdiscrimination. Harmony, diversity and respect areactively promoted and celebrated throughout the schoolwithin the classroom and through school events. Thereis a biennial Languages Festival where students canappreciate and partake in multicultural activities. Theschool canteen regularly offers foods from around theworld as special days. The annual Harmony Dayassembly includes guest speakers from the widercommunity raising awareness of the aims of socialcohesion. Ongoing events are organised by the StudentRepresentative Council promoting multiculturalism andanti–racism. The Social Justice Club is comprised ofstudents from across all years in the school and plays aprominent role in publicising issues that include racismand discrimination in society, locally and globally.


Other school programs

LEADERSHIP

The 2016 Prefect Cohort continued to uphold thetraditions and values of Sydney Girls High Schoolthrough active leadership, commitment to the schooland role models to the whole school community. ThePrefects continue to be involved in all school activitiesthrough chairing and organising School Assemblies, aswell as supporting school initiatives both within theschool and the broader school community.

All Prefects attended the Year 7 Orientation Camp inFebruary and Year 7 Prefects led and facilitated groupactivities positively contributing to the Year 7 Transitionprogram. The Year 10 Prefects attended the Year 10Study Skills seminars and were actively involved in theproblem solving workshop. Continuing their support forschool camps, Year 12 Prefects attended the Year 11Camp and through a student panel, provided advice toYear 11 students about the HSC year and subjectselection. Our school Captain and Vice–Captain 2016represented the school at the 74th annual 8th Division’s“Fall of Singapore” commemoration service held atMartin Place in February leading the citation of the Odeof Remembrance. In support of International Women’sDay, the Prefects attended a breakfast at AustralianTechnology Park, Redfern, early Term 1, 2016.

On Open Night, Year 7 Orientation Night and on theoccasion of the Selective Schools Test, Prefects actedas guides, offering assistance to visitors and answeringquestions. They continued their volunteering atCanTeen’s National Bandana Day 2016 and in supportof ‘Wear It Purple Day’ the Prefects shared personalstories to raise awareness at the ‘Wear It Purple’ daywhole school assembly. Supporting communityinitiatives the Prefects were actively involved infundraising activities for the SGHS/SBHS joint buildingproject, continued to volunteer at Bourke Street PrimarySchool, building and sustaining relationships withprimary schools in the local community. Prefects alsoworked with Sydney Boys High School Prefects toorganise a successful Trivia Night and BinBallcompetition to raise money for charity.

The Student Representative Council continued to bean active student body within the school communityand all SRC members contributed energetically to SRCday, an initiative aimed at fostering whole school spirit.The SRC organised and facilitated fundraising activitiesthroughout the year for Stewart House and assistedwith the organisation of the SGHS/SBHS Junior Danceby creating the theme, promotional posters and sellingtickets. The SRC members are involved in all schoolactivities, whether it is working in the school canteen,acting as Ambassadors or Guides at key schoolfunctions including Open Night and Orientation Night,

The Peer Support Leaders of the school are influentialto the Year 7 student transition into the school. ThePeer Support Leaders, a group of approximately 30Year 10 students, are selected for their leadership,

interpersonal and communication skills. After arigorous selection and training induction program, thePeer Support Leaders follow an organised programtailored specifically to assist the incoming Year 7students successfully transition into High School. Theefforts of Year 7 Prefects and the Year 10 Peer SupportLeaders provide valuable support and guidancethroughout the Year 7 transition program.

The Sport House Captains and Vice Captainsactively promote and support all sport programs withinthe school and foster team building relationshipsamong all students. The Sport House Captains andVice Captains are involved in the organisation of theAnnual School Swimming and Athletic carnivals as wellas participating and attending regional and zoneathletics events. Their leadership qualities make themnatural role models for all students in the school andthey focus on encouraging and actively promotingschool spirit through sporting activities. During 2016they expanded and created new initiatives for studentsto gain House points through participation in the Year7Problem Solving Day

The School Ambassadors program allows forleadership ability to be recognised in all year groups.Student Ambassadors develop their leadership skills byactively participating in whole school functions such asOpen Night, Orientation Night, Year 7 Meet the ParentsNight. The Ambassador program especially allows foryounger students in the school to use their leadershipskills.

The Co–Curricular Leaders are actively involved inthe organisation and facilitating their specificco–curricular programs. The Extra–Curricularprograms such as Art Club, Astronomy Club, ChessClub and Social Justice allow and encourage studentsto develop their leadership skills whether in anominated position of leadership or in the capacity ofnaturally contributing to the direction of the program.

ENVIRONMENTAL EDUCATION & SUSTAINABILITY

At SGHS we have a reputation for being good “globalcitizens”. With “Techno–waste” or eWaste becomingmore and more of an issue and school computers beingrolled over on an average life of 4 years, we haveembraced the 3 Rs principle: Reduce, Reuse, Recycle.All computers and often their component parts arereused where possible. If computers are no longerrequired and cannot be reused due to obsolescence orfailure, they are recycled either by an approvedtake–back program or through the efforts of SGHStechnology staff, who collect the written–off materialand take the waste to a metal recycler. Both preciousmetals and scrap steel are recovered. All cartridgesfrom printers and copiers are similarly recycled throughapproved recycling programs.

Over the past year, the SGHS Sustainability group hasparticipated in many projects around the school and inthe community. Our focus was Recycling, Reducing ourcarbon footprint and Animal welfare in 2016.

Students worked well on the veggie patch andsuccessfully grew a wide range of herbs, fruits and


veggies including tomatoes, chillies, strawberries, mint,rosemary and parsley. While working in the veggiepatch they learnt skills in sustainable organic foodproduction.

Students participated in Taronga Zoo’s Parent AdoptionProgram for the first time in 2016 and have adopted‘Koalas’. The membership was paid through afundraising activity where the entire school communitycontributed generously.

Keeping the past tradition, stainless steel water bottles(cheeki bottles) were distributed within the schoolcommunity in an effort to reduce the environmentaldamage caused by plastic water bottles.

In Term 4 2016 members of Sustainability Club workedin conjunction with Social Justice Club in a majorcampaign against ‘Animals in Entertainment’ with afocus on animal racing.

ACHIEVEMENTS IN ARTS & SPORTS

Student in the Debating program were exceptional asindividuals and outstanding as teams throughout 2016.Sydney Girls High won the Hume Barbour trophy aschampion Year 12 debaters in NSW. Equally, the Year10 team were victorious in the intermediate contest,winning the Teasdale Cup also as best in the state.Leading the combined all schools Australian team ascaptain at the World Championships in Stuttgart,Germany was a crowning achievement for the schoolvice captain.

Outstanding achievements in Arts and Sport continueto reflect the exceptional capabilities of girls in theschool across all domains of performance.

Visual Arts students were selected to participate in theNational Art School’s HSC Intensive Studio Practiceand one student was a finalist in the 2016 YoungAustralian Art Works Art Awards. Two Year 12 studentswere nominated for inclusion in Art Express 2017.

Two Year 10 Textiles and Design students wereawarded scholarships for a 5–day Fashion DesignDrawing workshop and two Year 12 students wereselected to exhibit their HSC Major Textiles Project inthe prestigious Texstyle Exhibition.

Drama students successfully auditioned for the 2016NSW Public Schools Drama Ensemble and wereinvited to participate in the Arts Unit State DramaWriters Ensemble. SGHS participated in the GrandFinal of the Theatresports Schools Competition, theRegional Shakespeare Carnival, and HSC studentswere nominated for selection in Drama OnSTAGE2016.

Our musicians participated in the Arts Unit ‘In Concert’performance at the Sydney Town Hall and performed atvarious parliamentary and DEC functions. They alsoperformed successfully in music ensembles concertsand a Year 12 student was nominated for HSC‘Encore”. Three dance groups were successful inauditioning to perform in the Ultimo Public SchoolsSeries 2 NSW Dance Festival.

Sporting representatives from Sydney East Regionwent on to compete at NSW CHS Championships incross–country, swimming, triathlon, athletics, rowing,volleyball, hockey and water polo. Three studentsrepresented Australia in international fencingcompetitions. SGHS students were victorious in severalrowing regattas held throughout 2016, including thecelebrated NSW CHSSA Championship Regatta. Onestudent was awarded a NSW CHS Rowing Blue whileanother student was awarded a Regional Rowing Blue.

These remarkable achievements across the arts and ina range of sports are testimony to the breadth of talentand commitment of our students.


Documents

2016 Sydney Girls High School Annual Report · 2017. 5. 5. · Introduction The Annual Report for 2016 is provided to the community of Sydney Girls High as an account of the school's