2017 Lisarow High School Annual Report - Amazon S3€¦ · • Creative and Performing Arts Academy. • AVID Foundations Classes. • Lizard Lounge. • Sports Academy. • Dance

Lisarow High SchoolAnnual Report

2017

8544

Printed on: 13 April, 2018Page 1 of 28 Lisarow High School 8544 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Lisarow High School as an account of the school'soperations and 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.

Nicole Hunt

Principal

School contact details

Lisarow High SchoolChamberlain RdLisarow, 2250www.lisarow-h.schools.nsw.edu.aulisarow-h.school@det.nsw.edu.au4328 4599


Message from the Principal

In 2017 our school strategic directions have been:

1. High Expectations

2. Culture of Leadership Development

3. Quality Teaching

Our aim is to maximise the outcomes for and engage all students academically and socially.

Lisarow High School provides a balanced education, focusing on the development of the whole child through the Valuesof Public Education. Our students enjoy quality experiences and successes in academic, sporting and culturalendeavours. The Lisarow High School community supports students to strive towards respect, responsiblity, integrity andcommitment to their schooling.

Significant programs have been:

• The expansion of AVID across the school

• Catering for student engagement with 3 elective lines generated by student interest

• Enhanced Transition for Year 5 and 6 students into Year 7 2018

Our P&C, led by Mrs Jane Chew and AECG, led by Mrs Karen Campbell, play a key role in ensuring collaborativedecision making processes. Both groups are committed to ensuring quality outcomes and opportunities for our students.Our school captains, Raimondo Sorbello and Kaitlyn Brown, along with vice captains Andrew Avery and Abigail Hinckshave led and represented our student body with pride and integrity. I am proud of the work we have done together insupporting our students and staff. I certify that the information in this report is the result of a rigorous schoolself–evaluation process and is a balanced and genuine account of the school’s achievements and areas fordevelopment.

Sincere thanks to Mr George Gray and Mrs Jenny Bennett who, as Deputy Principals in the school for long periods oftime, have made significant contributions to the education of so many students. We wish Mr Gray all the best for hisretirement and Mrs Bennett best wishes in her new role at Terrigal High School.

Mrs Nicole Hunt


School background

School vision statement

Lisarow High School is committed to nurturing, guiding, inspiring and challenging students to achieve their potential in aninclusive and safe environment.

Collaborative leadership creates an atmosphere of excellence and equity that supports students to become informed andengaged citizens who strive to model respect, responsibility, integrity and commitment.

School context

Lisarow High School is a comprehensive 7–12 school with an enrolment of 731 students including approximately 4.4% ofwhom are of Aboriginal or Torres Strait Islander descent.

The school receives funding to support the following student groups: • low socio–economic background. The school’s FOEI (Family Occupation and Education Index) is 101 compared

with the NSW state average of 100 Aboriginal students, • students with disability or learning difficulties, • students new to Australia from a language background other than English.

Positive partnerships exist between the school and its partner schools – Lisarow, Ourimbah, Narara, Valley View andNiagara Park Public Schools. Combined these schools work together as the Valley Schools Learning Community.

The school works in close partnership with its community supported by an active Parents and Citizens Association andAboriginal Education Consultative Group.

The school has a targeted intake class specialising in technology in Stages 4–5 with strong links to local technologyorganisations.

The school offers targeted intake classes: • Enrichment Class, for Gifted and Talented students who enjoy the challenge of academic rigour. • Technology Opportunity Class, for students who are talented in technology and learning via technology. Students

in this class work towards acceleration to complete their Certificate II in Information Digital Technology in Year 10and Certificate III in Year 12.

• Creative and Performing Arts Academy, for students who are talented in the creative and performing arts. • AVID Foundations Class, students learn study skills, how to learn and organisation to maximise their academic

success. • Sports Academy – specialist coaching for gifted and talented athletes looking to achieve their academic and

performance goals. • Dance Academy – specialist dance training gifted dancers looking to achieve their academic and performance

goals.The school offers a well–rounded wellbeing program for students, led by a committed Learning Support Team. A widevariety of programs support students as needed such as Anti–Bullying Strategies, The Friendship Code, Love Bites,Cross Roads,(Louis’ two programs) Duke of Edinburgh and Structured Playground.

The school is situated on picturesque grounds, with the school winning many awards for its gardens and land careprograms. The school is easily accessible, being located on the main northern rail line and major Pacific highway.

The school has a depth of experienced teachers with only eight teachers early in their career. Staff are committed tosupporting student achievement of their life goals.

The school achieves strong sporting results in a variety of fields and models a balance between extra–curricular andcurricular activities, supporting the development of well rounded students.

The school is committed to maximising results in National Assessment Program for Literacy and Numeracy and HigherSchool Certificate examinations for all students.

Students are offered abroad curriculum choice in Stages 5 and 6.

The school has a proud history of fostering a positive learning environment towards academic and sporting success.


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. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

The school has achieved significant progress across the areas of Learning, Teaching and Leading, with more themesbeing evaluated as sustaining and growing, particularly in the leadership domain.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

High Expectations

Purpose

Students are provided the best opportunity to achieve their potential through encouraging the development ofresourcefulness, adaptability, creativity, tolerance and acceptance of cultural diversity. To nurture a sense of belongingand foster their well–being, students are empowered to challenge themselves to succeed and become confident life longlearners, capable of critical thinking.

Overall summary of progress

•Wellbeing Framework introduced.

•Progress has been made in updating the Welfare and Discipline Policy.

•STRIVE Reports were generated and sent to families six times throughout the year.

•Transition processes for Years 5 and 6 to 7 embedded.

•Enhanced curriculum offering for students.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

New Welfare and DisciplinePolicy followed for the wholeyear.

Staffing • The Welfare and Discipline Policy is graduallybeing negotiated and updated. • Strive Welfare system has been in place for thefull year and is appreciated by students andparents.

Wellbeing Framework introducedto teachers.

Staffing • Staff have initial understanding of the WellbeingFramework.

NCCD Data collected. Staffing • Wellbeing staff collected and documented NCCDinformation. • A new system was developed for tracking ofNCCD in Sentral.

Targeted Year 7 classesintroduced throughout transitionprogram.

Staffing Year 7 Targeted Programs include: • Enrichment class. • Technology Opportunity Class. • Creative and Performing Arts Academy. • AVID Foundations Classes. • Lizard Lounge. • Sports Academy. • Dance Academy.

Successful Transition Days –three for Year 6 and one for Year5 with feedback from parents,teachers, students.

Staffing + $20 000 Feedback from students and primary school staffhas been very positive. They have enjoyed the daysspent at the high school.

Whole school curriculum review. Staffing Changes introduced: • Increased hours spent by senior studentsengaged in face to face learning to 8 hours perfortnight. • Increased the number of stage 5 elective lines to3, with a total of 37 subjects offered to stagedelective classes. • Specialised classes in Stage 4 related to theclasses.






Edval web choices introducedand subjects offered reflectstudent choice.

$4000 • Students made their elective choices via EdvalWeb Choice.

Increase in numbers of subjectsoffered to students in Stages 5and 6.

Staffing • 37 elective subjects offered to Stage 5 students. • Year 11 – 31 subjects offered to students on 6lines, 41 classes (note, extension classes runoffline). • Year 12 – 35 subjects offered to students on 6lines, 44 classes (extension offline). • Some year 11 and 12 classes combined – musicand exploring early childhood, with Year 11 and 12students in the same class.

Next Steps

Wellbeing Framework Embedded • Whole school focus and communication of wellbeing. • AVID Personal Development strategies.

Student Engagement • Attendance monitored fortnightly by Head Teacher Administration, Deputy Principals, Attendance Officer. • Extra Curricular Engagement Evaluation. • Class Placement Policy to be written.

Catering for Students with Disability • Learning Support Systems. • Data Administration. • Sentral Recording of adjustments to meet individual learning needs for students in mainstream classes. • Learning Support Team Referrals. • NCCD Evidence System introduced to staff. • Home Study Evaluation and program developed.

Positive Learning Environment • Common understanding of behaviour management and behaviour teaching. • Continued updating of the Welfare and Discipline Policy.

Community Communication • Transition Yr 6–7.

Student achievement • Increase the number of Year 9 students in the top two bands for NAPLAN. • Increased number of HSC subjects where the average scores of classes are above state average. • Increase number of Band 6 HSC results.



Culture of Leadership Development

Purpose

To foster a school–wide culture of high expectations and a shared sense of responsibility through collaborativeleadership practices in areas such as student engagement, learning, development and success. Quality leaders ensurethat operational systems serve the needs of the whole school community. The development of leadership skills instudents and teachers supports a culture of excellence in teaching and learning.


• Teachers working towards accreditation and higher levels of accreditation. • Beginning Teacher Induction and Mentoring embedded. • Administrative practices enhanced. • Performance and Development Plans in place for all staff. • Enhanced communication with community.





% of teachers working towardsBOSTES accreditation.

• $43, 152 BeginningTeachers funds • $56, 341 ProfessionalLearning funds • Staffing

• 34% of teaching staff are accredited as proficient. • 9% of teachers are working towards theachievement of highly accomplished. • 11% of teachers are yet to be accredited, being intheir first year of teaching.

Teacher Professional LearningCalendar evidences learning.

• Staffing • $56, 341 ProfessionalLearning funds

• Professional Learning Calendar in Sentral. • The school joined together with the ValleySchools to attend a professional development dayin Term 3.

Performance and DevelopmentPlans completed for all staff.

• Staffing • 100% of teachers undertook the Performanceand Development Cycle including peerobservations.

Attendance is actively monitoredand communicated to community.

• Staffing • $10, 000 Socio–economicBackground funding

• A team consisting of Deputy Principals, YearAdvisors, Head Teacher Wellbeing and SchoolAdministration Staff monitor attendance. • Sentral is used to communicate absences to thecommunity.

Weekly Calendar OrganisationMeetings ensure organisationaleffectiveness across the school.

• Staffing • Calendar Organisation Meetings attended by thePrincipal, Deputy Principals, Head TeacherAdministration and a School Administration Officeroccurred weekly to plan organisation aroundupcoming events, ensuring improved organisationaleffectiveness.

Communication to community istimely and effective.

• Staffing • $10, 000 Socio EconomicBackground Funding

• Communication to community has occurred viathe Little Lisarow Letter, school newsletter once aweek, the Lisarow High School website, Facebookpage and Twitter. Parent communication hasoccurred via notes, email and phone call.

Beginning Teachers arementored regularly.

• $43, 152 BeginningTeacher funds • Staffing

• A Beginning Teacher Induction and Mentoringprogram was facilitated via a Teacher Mentor. • Beginning Teachers were offered reduced face toface teaching and mentoring from head teachers orexperienced teachers to maximise their transitioninto the profession.


Next Steps

Faculty Plans developed to include: • Faculty Management. • Time Management. • Organisation, systems, processes, resources, computers, administration. • Collaborative leadership. • Teacher and Higher Accreditation Maintenance. • Feedback. • Targeted professional learning in faculty meetings. • Registering of professional learning in Mypl. • Enhanced resources. • Sentral documentation of discpline and welfare. • Senior executive communication and teamwork. • Common meeting agendas for faculty, supervisory, DP/YA and team meetings. • Faculty, executive and team visions to be collaboratively created. • Active involvement of all staff across the school, otuside of their faculty. • Pride and recognition of successes.

Staff Development • Collaborative leadership. • Registration of Professional learning into Mypl. • PDP completion. • Feedback. • Leadership development at all levels across the school. • Delegation of duties for leadership development.

Teacher Accreditation • Beginning Teacher Accreditation. • Working towards higher levels of accreditation. • Maintenance of accreditation for all staff.

Community Links and Communication • Lifting the school's profile. • Celebrating success.



Quality Teaching

Purpose

Teachers demonstrate and share expertise, have expert content knowledge, within a diverse curriculum which caters tocommunity needs. Using evidence based strategies, students are taught to be lifelong learners with a real world focus onproblem solving through the use of creative, innovative and resourceful thinking. When teachers model qualityinterpersonal skills and develop rapport with students, then students are empowered to become self–reliant in all aspectsof their wellbeing.


The AVID program has been embedded into the curriculum with a Year 8 AVID class and Year 7 AVID Foundationsclasses.

Head teachers have analysed HSC results and presented successes and areas for improvement to staff.

Students, parents and staff were offered the opportunity to complete Tell Them From Me surveys.

There have been improvements to the technological equipment in the school following a technology audit and five yearaction plan being written.

GATS program evaluated.

English and Mathematics faculties have implemented explicit strategies for improvement in literacy and numeracy in theirclasses.





AVID implemented in Year 8class for all of 2016 and plannedexpansion into Year 7 and 9 for2017.

$12, 000 Socio–economicbackground funding

Fortnightly AVID teacher meetings ensured theintegrity of the AVID way across the school.

AVID Foundations Year 7 classes continued in2017.

Number of AVID trained teachersexpanded.

$20, 000 • On site professional learning ensured that 100%of teaching staff had some training in AVID. • Selected teachers attended the Winter Institute inNewcastle. • Senior Executive staff attended the SummerInstitute in Melbourne. • The school combined professional learning dayswith other AVID schools for efficient use of funds.

Presentation of data analysis tostaff.

Staffing • A template for use by HSC teachers and HeadTeachers was introduced to provide guidance forstaff in how to analyse results. • Head Teachers presented their faculty's results tothe staff, highlighting strengths and areas fordevelopment for the future.

Teachers collate positive andnegative feedback as evidence.

Staffing • Teachers copy student work sample and place inHSC Monitoring folders or computerised folders.

Program adjustments evidentbased on data analysis.

Staffing • Adjustments to cater for individual learning needsare routinely made by teachers. • There is room for improvement in the use of datato inform teaching practice to achieve the goal of allteachers across the school undertaking thispractice.






Evaluation of current GATSpractices undertaken.

Staffing • Head Teachers listed the gifted and talentededucation strategies used by their teachers inclassrooms. • A reinvigorated presentation of the Stage 4Enrichment classes was undertaken. • iSTEM, Turbo Maths, Junior Extension Englishclasses were introduced. • Targeted programs in Stage 4 cater for gifted andtalented students in academics, technology,creative and performing arts and sport.

Aiming high programimplemented and evaluated.

Staffing • Teachers as mentors for students is a highlyeffective method of maintaining motivation forstudents.

Five year technologymaintenance plan written andcommunicated to staff to ensureongoing availability of technologyto aid teaching.

$50, 000 Equity funds • Laptop trolleys for classrooms utilised to enhanceliteracy and numeracy teaching. • Office computers updated to ensure capability forthe use of the new LMBR system. • Computer classrooms upgraded, including theLibrary.

TPL and literacy teachingfocused around deficient areasfor students.

Staffing • Explicit literacy teaching stategies are inherent inAVID strategies which were used extensively in theschool. • Teachers teach, assess and report on literacy.

Next Steps

AVID Implemented across the school: • School wide Cornell notes, dates in student books, essential questions or learning intentions for each lesson,

lesson outline on the board. • Shared marking, double marking of assessment tasks replicating the HSC marking process and practice. • State standards based benchmarking for assessment school versus state. • Quality feedback. • Whole school programming for engagement. • Proformas developed and used across the school. • New syllabus implementation. • Explicit checking off of the syllabus with Stage 6 classes. • HSC Monitoring. • Student book matches day book, matches program registration.

Quality Teaching across the school: • Data analysis to inform teaching and planning. • NAPLAN analysis. • VALID analysis. • Innovative teaching and learning. • STEM. • Internal data development and tracking. • Resource enhancement. • Teacher observations and feedback – Lesson Study/ Quality Teaching Rounds. • Quality Teaching Teams for Enrichment, TOC, CAPA, AVID and learning Support. • HSC analysis.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $19, 885 • Employment of Aboriginal tutors in classand in the library towards improving outcomesfor Aboriginal students. • Celebration of Aboriginal culture.

English language proficiency $24, 844 • Employment of School Learning SupportOfficer to guide students in Quicksmart andwork with identified students. • LBOTE collection – validation of figuresfrom ERN. • AVID strategies utilised to support studentsin classrooms.

Low level adjustment for disability $167, 207 • Employment of 1.2 LaST teachers. • Individualised support for students. • Employment of SLSOs to support studentsto enhance outcomes in classes. • Individual Health Care Plans generated forall students with medical conditions. • Emergency Care Response Plans forstudents 7–12: ASCIA Plans, Asthma care forall affected students. • YARC assessments. • Peer support. • Behaviour observations and behaviourmanagement plans. • NAPLAN supervision. • Data collection for NCCD. • Disability register completion. • Health condition flags in Sentral. • In class support for students. • Individual reappraisal and review meetings. • Communication with families. • Training and mentoring of SLSO. • Caring for vulnerable students. • Year 7 2017 enrolment identification ofstudents with additional learning needs,requiring plans, assessments.

Socio–economic background $139, 634 Additional Learning and Support emphasis tocater for students across the school: • Release of Head Teacher Wellbeing andSupport to care for Lizard Lounge andmaximise support for students. • Teacher released to observe, monitor andmanage students behaviour. • Teacher released to enhance Year 6 to 7enrolment processes and smooth transition tohigh school. • Teacher released to increase the numbersof students having Access Requests forfunding support into ERN.

Support for beginning teachers $43, 152 Lisarow High School had 3 beginningteachers in their first year and 7 in theirsecond year of teaching.

To support teachers in their first year ofteaching: • Teaching loads of the first year beginningteachers were reduced by 4 hours perfortnight. • A mentor teacher was given release of 1hour per week to support beginning teacherdevelopment.


Support for beginning teachers $43, 152 • Additional funding support provided releasefrom class for programming, professionallearning, mentor observations.

To support teachers in their second year ofteaching funding support was allocated togather and annotate appropriate evidence tocontribute to their accreditation, and also formentors to support the accreditation reportwriting process.

All beginning teachers have also activelyparticipated in whole school professionallearning and mandatory training. Theteachers who participated in the mentoringand induction programs have providedfeedback that they were well supported int hedevelopment of their skills.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 396 371 368 387

Girls 391 380 377 358

Student attendance profile

School

Year 2014 2015 2016 2017

7 94 93.7 93.1 92.7

8 89.9 91.9 91.2 91.5

9 91.1 91.9 89.3 87.3

10 87.4 89.4 88.4 89.5

11 89.4 87.5 87.7 87.1

12 91 89.8 89.8 88.8

All Years 90.3 90.5 89.9 89.6

State DoE

Year 2014 2015 2016 2017

7 93.3 92.7 92.8 92.7

8 91.1 90.6 90.5 90.5

9 89.7 89.3 89.1 89.1

10 88.1 87.7 87.6 87.3

11 88.8 88.2 88.2 88.2

12 90.3 89.9 90.1 90.1

All Years 90.2 89.7 89.7 89.6

Management of non-attendance

Attendance at LHS has been supported by a newprocess. Fortnightly attendance meetings between theDeputy Principals and Head Teacher in charge ofattendance were held, where attendance data wasstudied, students of concern identified and actionsagreed upon. Examples of actions taken includeattendance letters being sent home, student interviews,parent phone calls and/or meetings conducted, PartialAttendance Plans created or School Exemption given.Engagement programs run through the Chaplain andPastoral Care Officer have helped support studentswith low attendance for reasons such asdisengagement, social or emotional reasons.

Fortnightly meetings with the Home School LiaisonOfficer occurred to support this process. The HSLOwould also be used to seek advice in exceptionalcircumstances and was also utilised in the development

of the updated attendance process.

Structure of classes

Year 7

English, Mathematics, Science, HSIE, Language,PDHPE, Music, Drama classes divided into thefollowing class structure: • Enrichment Class. • Technology Opportunity Class. • Creative and Performing Arts Class. • 3 x AVID Foundations Classes. • 8 x TAS (Tech Man) + ART classes. • TOC and Enrichment classes combined into 3

classes for Visual Arts + Tech Man. • CAPA class combined with AVID F. into 3

TAS/ART classes. • AVID + AVID combined into 2 TAS/ART classes. • 2 x Multicategorical classes. • Sport Periods 1 and 2 on Tuesdays.

Year 8

English, Mathematics, Science, HSIE, PDHPE, Music,Drama and Visual Arts classes divided into thefollowing class structure: • Enrichment Class. • Technology Opportunity Class. • Creative and Performing Arts Class. • 1 x AVID Class. • 2 x AVID Foundations classes. • 7 x TAS classes. • Introduced specialist classes periods into the

timetable – 2 periods per cycle, for theEnrichment (STEM), AVID, CAPA and AVIDFoundations (Kids at Work).

• Sport Periods 1 and 2 on Tuesdays.Year 9 • English: 1 x AVID class and remainder mixed

ability including an unofficial TOC class. • Mathematics: 5 x academically graded classes

(5.3 x 1, 5.2 x2, 5.3 x 2). • Science: 1 x Enrichment class, 1 x Technology

Opportunity Class, 2 x mixed ability classes, 1 xsmaller class where additional support withlearning is provided.

• HSIE: 5 x mixed ability classes with History andGeography taught on an interchangeablesemester basis including an unofficial TOC class.

• PDHPE: 1 x mixed ability and gender classselected on high level skill ability, 2 x mixed abilityclasses, 2 x single gender classes based onability.

• Introduced a 3rd elective into Years 9 and 10.Electives offered as 100 hour courses and studiedfor 1 year. Electives classes include students fromYears 9 and 10 combined together. Reduction innumber of periods (was 7 in Yr 9 and 6 in Yr 10)to 5 periods to allow for 3rd elective.

• Electives include:37 classes across 3 lines. 31subjects:


• Science: Agriculture–2, Marine–2, iSTEM. • TAS: Fashion, Food Tech A–2 and B, IT

Engineering A and B, IT Metal, IT Timber, ITMultimedia, Food Safari, Child Studies A and B,IDT Yr 9 and Yr 10.

• CAPA: Drama, Visual Arts A and B, Music,Photography A–2 and B, Dance.

• HSIE: Commerce, History Elective, French. • PDHPE: Outdoor Physical Performance–2,

Physcial Activity and Sport Studies A–2 and B. • Mathematics: Turbo Maths. • English: Junior Extension English. • Sport: Periods 4 and 5 both on Tuesdays.

Year 10 • 37 x electives offered to students on three

lines Year 10. • English: 5 x mixed ability classes with 1 x

unofficial TOC class. • Mathematics: Mathematics: 5 x academically

graded classes (5.3 x 1, 5.2 x 2, 5.3 x 2). • Science: 2 x Enrichment classes, 1 x Technology

Class, 2 x mixed ability classes. • HSIE: 5 x mixed ability classes with History and

Geography taught on an interchangeablesemester basis with 1 x unofficial TOC class.

• PDHPE: 1 x mixed ability and gender classselected on high level skill ability, 4 x mixed abilityclasses, 4 x single gender classes 2 femaleclasses, 2 male classes.

• Electives include: 37 classes across 3 lines. 31subjects:

• Science: Agriculture–2, Marine–2, iSTEM. • TAS: Fashion, Food Tech A–2 and B, IT

Engineering A and B, IT Metal, IT Timber, ITMultimedia, Food Safari, Child Studies A and B,IDT Yr 9 and Yr 10.

• CAPA: Drama, Visual Arts A and B, Music,Photography A–2 and B, Dance.

• HSIE: Commerce, History Elective, French. • PDHPE: Outdoor Physical Performance–2,

Physcial Activity and Sport Studies A–2 and B. • Mathematics: Turbo Maths. • English: Junior Extension English. • Sport: Periods 4 and 5 both on Tuesdays.

Year 11 • English: 1 x English Extension, 1 x English

Advanced, 4 x English Standard and 1 x EnglishStudies classes.

• Mathematics: 1 x Mathematics Extension 1, 2 xMathematics, 3x Mathematics General classes.

• TAS: CAFS, Exploring Early Childhood, ITMultimedia, IT Timber, Construction, HospitalityFood & Beverage, Engineering Studies, IDTSpecialisation.

• Science: Agriculture, Marine Studies, Biology–2,Chemistry, Physics, Senior Science.

• HSIE: Legal, Society and Culture, ModernHistory, Ancient History, Business Studies.

• CAPA: Drama, Music, Visual Arts. • PDHPE: PDHPE–3, Sport, Lifestyle and

Recreation–2. • 31 subjects offered to students on 6 lines. 41

classes (note, extension classes run offline).Year 12

• English: 1 x English Extension, 1 x EnglishAdvanced, 5 x English Standard and 1 x EnglishStudies classes.

• Mathematics: 1 x Mathematics Extension 1, 2 xMathematics, 3x Mathematics General 2academically.

• Science: Agriculture, Marine Studies, Biology–2,Chemistry, Physics, Senior Science.

• HSIE: Legal Studies, Society and Culture, ModernHistory, Ancient History, Business Studies,Extension History.

• PDHPE: PDHPE–2, SLR. • CAPA: Drama, Music, Visual Arts, Photography. • TAS: CAFS, Exploring Early Childhood, IT

Multimedia, IT Timber, Construction, HospitalityFood&Beverage, Engineering Studies, HospitalityKitchen Operations, Food Technology.

• 35 subjects offered to students on 6 lines. 44classes (extension offline).

Stage 6 • Period 0 was introduced. • All stage 6 classes increased face to face lessons

to 8 periods per cycle. • Admin/Study Skills lessons introduced – 1 in Year

11 per cycle, 2 in Year 12 per cycle. • Some Year 11 and 12 classes combined – Music

and Exploring Early Childhood, with Yr11 and 12students in the same class.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 7.14

Employment 0 2.63 13.49

TAFE entry 0.84 5.26 1.59

University Entry 0 0 15.87

Other 0 3.51 1.59

Unknown 0 4.39 59.52

Year 12 students undertaking vocational or tradetraining

• 35.42%, or 102, students in Years 11 and 12studied one or more VET courses.

• Year 12 – 34.10%, or 59 students studied one ormore VET courses.

• Year 11 – 37.39%, or 43 students.Certificate III qualifications: • IDT – 13 students (note they were in Yr11). • Retail Services – 1 student. • Health Services – 1 student.

Certificate II qualifications: • Construction – 9 students.


• Hospitality – 6 students. • Hospitality Kitchen Operations – 7 students.

Statement of Attainment towards Certificate III: • Information Digital Technology – 23 students

(Note these are Year 10 students). • Health Services – 3 students.

Statement of Attainment towards Certificate II: • Construction – 1 student. • Hospitality – 6 students. • Hospitality Kitchen Operations – 3 students. • Retail Services – 1 student.

100% of the 64 students who completed vocationaleducation and training attained a qualification in 2017.In summary: • 23.44% or 15 students achieved a Certificate III • 34.38% or 22 students achieved a Certificate II • 57.81% or 37 students achieved a Statement of

Attainment (Note the Year 12 IDT course onlypermits a statement of attainment qualification –to achieve a Certificate III, students must alsoundertake the specialisation study).

Year 12 students attaining HSC or equivalentvocational education qualification

Certificate III qualifications: • IDT – 13 students (note they were in Yr11). • Retail Services – 1 student. • Health Services – 1 student.

Certificate II qualifications: • Construction – 9 students. • Hospitality – 6 students. • Hospitality Kitchen Operations – 7 students.

Statement of Attainment towards Certificate III: • IDT – 23 students (Note these are Year 10

students). • Health Services – 3 students.

Statement of Attainment towards Certificate II: • Construction – 1 student. • Hospitality – 6 students. • Hospitality Kitchen Operations – 3 students. • Retail Services – 1 student.

100% of the 64 students who completed vocationaleducation and training attained a qualification in 2017.In summary: • 23.44% or 15 students achieved a Certificate III • 34.38% or 22 students achieved a Certificate II • 57.81% or 37 students achieved a Statement of

Attainment (Note the Year 12 IDT course onlypermits a statement of attainment qualification –to achieve a Certificate III, students must alsoundertake the specialisation study).

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 0

Head Teacher(s) 8

Classroom Teacher(s) 40.6

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 1.2

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

12.28

Other Positions 1

*Full Time Equivalent

1.75% of staff identify as Aboriginal or Torres StraitIslander.

Workforce retention

During 2017 six new permanent members of theteaching staff were employed.

By the end of 2017, 1.75%% of teaching staff hadtransferred to another setting and 5% of permanentteachers retired.

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

Professional learning and teacher accreditation

The school spent $56, 341 on professional learning inline with the strategic directions High Expectations,Culture of Leadership Development and QualityTeaching, taking into consideration professionallearning goals of staff.

34% of teaching staff are accredited as proficient.


9% of teachers are working towards the achievement ofhighly accomplished.

11% of teachers are yet to be accredited, being in theirfirst year of teaching.

12% of teachers achieved their accreditation atproficient level this year.

Lisarow High School had 3 beginning teachers in theirfirst year, and 7 in their second year of teaching. In linewith DoE policy, the teaching loads of the first yearbeginning teachers were reduced by 4 hours perfortnight and a mentor teacher was given release of 1hour per week to support their development. Additionalfunding support provided release from class forprogramming, professional learning, mentorobservations, and 1 hour per fortnight release for abeginning teacher mentor. To support teachers in theirsecond year, funding support was allocated to gatherand annotate appropriate evidence to contribute to theiraccreditation, and also for mentors to support theaccreditation report writing process. All beginningteachers have also actively participated in whole schoolprofessional learning and mandatory training. Theteachers who participated in the mentoring andinduction programs have provided feedback that theywere well supported in the development of their skills.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

This summary financial information covers funds foroperating costs to 31 December 2017 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Due to the change to new finance system, SAP: • The school collected less than the usual amount

of voluntary school contributions. • The school's roll over figure is higher than the

reality as there were staff wages from 2017 still tobe deducted from this amount.

Receipts $

Balance brought forward 619,506

Global funds 330,211

Tied funds 235,097

School & community sources 139,654

Interest 5,082

Trust receipts 20,856

Canteen 0

Total Receipts 730,898

Payments

Teaching & learning

Key Learning Areas 73,780

Excursions 27,941

Extracurricular dissections 95,173

Library 4,829

Training & Development 1,958

Tied Funds Payments 129,868

Short Term Relief 42,375

Administration & Office 64,229

Canteen Payments 0

Utilities 62,523

Maintenance 33,675

Trust Payments 9,041

Capital Programs 0

Total Payments 545,391

Balance carried forward 805,014

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.


2017 Actual ($)

Opening Balance 0

Revenue 1,578,981

Appropriation 1,326,056

Sale of Goods and Services 13,470

Grants and Contributions 238,560

Gain and Loss 0

Other Revenue 0

Investment Income 895

Expenses -925,955

Recurrent Expenses -925,955

Employee Related -388,439

Operating Expenses -537,517

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

653,026

Balance Carried Forward 653,026

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 6,894,151

Base Per Capita 113,886

Base Location 0

Other Base 6,780,264

Equity Total 351,570

Equity Aboriginal 19,885

Equity Socio economic 139,634

Equity Language 24,844

Equity Disability 167,207

Targeted Total 426,220

Other Total 250,311

Grand Total 7,922,251

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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.

The NAPLAN results show improvements in thepercentage of students achieving in the higher bandsand a downward trend of students achieving in thebottom 2 bands. For example, in Reading, 49.6% ofyear 9 students achieved Band 8–10 in 2017 comparedto 36.9% in 2015. In Year 9 Reading, 58.9% ofstudents achieved greater than expected growth.

The school wide reading program has demonstratedsignificant success this year with 21% of our Yr 7 and14% of Yr 9 students achieving in the top two bands inreading.

35% of Yr 7 and 24% of Yr 9 students achieved in thetop two bands in spelling.

16% of Yr 7 and 17% of Yr 9 students achieved in thetop two bands in grammar and punctuation.


Band 4 5 6 7 8 9

Percentage of students 5.6 11.3 30.3 31.7 17.6 3.5

School avg 2015-2017 4.3 11.7 26.8 31.1 20.9 5.3

Band 4 5 6 7 8 9


School avg 2015-2017 5.5 10.4 23.3 30.2 23.2 7.3

Band 4 5 6 7 8 9


School avg 2015-2017 13.2 27.7 31.1 18.7 9.4 0.0


Band 5 6 7 8 9 10


School avg 2015-2017 5.6 19.2 29.8 28.5 13.9 3.0

Band 5 6 7 8 9 10


School avg 2015-2017 7.6 14.3 28.4 29.7 15.2 4.7

Band 5 6 7 8 9 10


School avg 2015-2017 25.0 29.3 23.7 17.3 3.2 1.5

The NAPLAN results show improvements in thepercentage of students achieving in the higher bandsand a downward trend of students achieving in thebottom 2 bands. 69.1% of students achieved greaterthan expected growth in Year 9 Numeracy.


Band 4 5 6 7 8 9


School avg 2015-2017 1.7 15.6 29.7 29.3 17.0 6.6

Band 5 6 7 8 9 10


School avg 2015-2017 0.6 21.7 36.8 24.0 11.9 5.0

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

The percentage of students achieving in the top twobands in Year 7 Reading was 21.13% and Numeracy23.4%. The percentage of students achieving in the toptwo bands in Year 9 Reading was 13.9% andNumeracy 16.67%.

Higher School Certificate (HSC)

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


Subject School2017 SSSG State

SchoolAverage

2013-2017

Agriculture 66.6 61.8 68.3 65.0

Ancient History 61.2 69.2 68.1 67.7

Biology 72.5 72.3 70.9 71.1

BusinessStudies

72.6 68.7 68.2 68.8

Chemistry 73.1 71.0 72.1 74.1

Drama 70.0 77.1 75.5 70.0

EngineeringStudies

70.7 73.5 74.8 74.4

English(Advanced)

76.6 79.0 77.6 75.3

English(Standard)

69.7 67.1 65.6 67.6

FoodTechnology

70.9 71.0 69.3 72.3

IDTExamination(Web andSoftwareApplications)

76.2 70.5 69.3 73.6

IndustrialTechnology

69.1 68.4 64.8 68.8

Mathematics 70.4 74.9 73.2 73.5


MathematicsGeneral 2

61.7 66.2 63.6 66.8

Modern History 69.5 70.3 69.6 69.3

PersonalDevelopmentHealth andPhysicalEducation

62.1 68.3 67.7 69.7

Physics 67.5 70.4 70.4 68.4

Senior Science 62.7 68.2 68.3 69.4

Society andCulture

71.9 77.0 76.4 69.7

Visual Arts 76.8 78.8 77.7 77.9

Two students attained ATARs above 90: 94.70and 95.25.

Students achieved 18 Band 6 and 80 Band 5 results.

Parent/caregiver, student, teachersatisfaction

Student satisfaction surveys indicate: • In Years 7, 9 and 10 students who regularly truant

was lower than NSW Government norm. Itappears that period 0s in Years 11 and 12 had asignificant impact on the numbers of studentsmissing classes or regularly arriving late toschool.

• Year 12 students have higher than state normhomework behaviours. In addition, Year 12students are also intellectually engaged and findlearning interesting, enjoyable and relevant.

• Students across the school consistentlydemonstrate positive behaviour when comparedwith other NSW government schools.

• Year 7 and 12 students express greater interest ina motivation towards learning than state average.

• Year 7 students try harder to succeed in theirlearning when compared to state norm.

• A large proportion of students across the schooldemonstrate high or medium levels of optimismand high or medium levels of happiness with theirlife.

• 92% of students feel they can do well in theirschool work, demonstrating high or medium levelsof academic self–concept.

• Numbers of students utilising effective learningtime, indicate that important concepts are taughtwell, class time is used efficiently and homeworkand evaluations support class objectives, ishigher than NSW Government norm.

• Students who find the classrom instructionrelevant to their everyday lives is equal to stateaverage.

• Students report higher than state averageexperiences in relation to rigour, with studentsfeeling that instruction is well–organised, with aclear purpose and with feedback that helps them

learn. • The number of students who feel they have

someone at school who consistently providesencouragement and can be turned to for advice isequal to NSW Government norm.

• Students feel that teachers are responsive to theirneeds and encourage independence with ademocratic approach at a higher rate than stateaverage.

• Students experience a higher than state averagepositive learning climate, with studentsunderstanding clear rules and expectations forclassroom behaviour.

• A greater number of students have someone athome or in the community who providesencouragement and can be turned to for advicethan state average.

• A greater number of students plan to pursue atrade, apprenticeship program or VET coursethan state average.

Student identified areas of future school focus: • Sports coaching and instruction. • Participation in extra curricular activities. • Social engagement with peers towards a greater

sense of belonging. • Value that students place on their schooling. • Homework behaviours for Years 7 to 11. • Intellectual engagement with school for Years 7 to

11. • Interest and motivation in learning for Years 7–9

and Year 11. • Effort to succeed in their learning for Years 8–12. • Levels of optimism and happiness for some

students. • Capacity to prevent, refrain from engaging in and

respond to bullying in and outside of school. • Enhancing mentoring opportunities between

students and staff. • High expectations for success. • Desire from students to finish Year 12. • Numbers of students planning to go to university. • Cultural enrichment and understanding for

students and staff. • School pride.

Parent satisfaction surveys indicate: • Written communication, including reports on

student progress, is in clear, plain language. • The school's administrative staff are helpful when

they have a question or problem. • Teachers expect homework to be done on time

and children to work hard. • Children are clear about the rules for school

behaviour. • Children feel safe at school, as well as walking to

and from school. • Subjects that the students wish to study are

provided as options according to 86% of parents. • The majority of parents would recommend

Lisarow High School to parents of primary schoolstudents and report that the school has a goodreputation in the local community.

• The majority of parents were satisfied withgeneral communication, with the most usefulbeing the school newsletter. Email, text, socialmedia and website communication was also very


useful. • The most useful methods of discussing children

with the school were school reports and formalinterviews, with information meetings, emails andtelephone calls also rating as useful or very usefulfor the vast majority.

• For finding out news about the school, themajority of parents valued the school's newsletter,emails and text messaging as the most valuable.

• The majority of parents expect their child to finishYear 12 but are unsure of what they will do whenthey leave school.

• Parents use STRIVE reports to prompt discussionabout their child's application and effort, as wellas goal setting.

Parent identified areas of future school focus: • Information for parents concerning their child's

social and emotional development, opportunitiesfor their future or where there may be inadequateprogress.

• Parents have varied opinions on the amount ofhomework provided from wanting more time spenton homework for their child through to wantingless time.

• Individualised learning for students. • Availability of extra curricular activities. • Bullying prevention. • Catering for students with learning or social

needs. • The vast majority of parents do not volunteer in

the school. The data does not indicate if theparents are available to volunteer during theschool day.

• School website. Teacher satisfaction surveys indicate: • Collaboration between teachers is a highlight,

with many working together to enhance studentoutcomes.

• Teachers set high expectations for their students,providing clear, explicit instruction, outlining thegoals for each lesson and providing feedback forstudents to improve.

• Formal assessment provides a foundation fromwhich teachers can evaluate student learning andfuture directions.

• Teachers evaluate their practice to undertake acycle of continual improvement.

• Teachers make adjustments in classrooms toaddress individual learning needs.

• Teachers generally prioritise and succeed inestablishing clear expectations of studentbehaviour.

Teacher identified areas of future school focus: • Leadership development opportunities. • Parental involvement in student learning. • Effective use of technology in teaching. • Observation of teaching by supervisors. • Cross–curricular or common learning

opportunities. • Samples of work relating to achievement grades. • Provision of regular written feedback for students. • Documentation of learning adjustments for

students with disability.

Policy requirements

Aboriginal education

• The Aboriginal students were supported withliteracy & numeracy through individual tutoringand small groups. Senior students had access totutors 3 days per week.

• All Aboriginal Students had a staff mentor to offersupport and guidance. They worked together tocomplete a Personalised Learning Plan, (PLP) tohelp them achieve their individual goals andimprove their educational outcomes. This wascreated in consultation with parents too.

• The staff met with the students throughout theyear, for PLP catch up meetings, to ensure thePLP was an active document.

• Lisarow High School worked with the WollotukaInstitute at Newcastle University to deliver the "IBelieve" program for Year 7 students, Insight Dayfor Year 10 students and a University entrypresentation for the Year 12 students.

• 5 students received the annual Gosford AECGAward for creative and performing arts, sport,cultural participation and community & citizenship.

• 1 student was also nominated for the PublicSchools NSW Nanga Mai awards in the categoryof encouragement.

• Students participated in a weekly cultural groupand Didge group with Bruce from The BaraBarang Corporation. They enjoyed making theDidgeridoos from scratch and learning how toplay them. Students started learning more abouttheir Aboriginal culture and made plans for theNAIDOC week celebrations.

• A number of Aboriginal students worked on anAcknowledgment to Country which waspersonalised to our school. This acknowledgmentwas used for formal events the school hosted andwas the introduction to a video we producedshowcasing our past, present & futureachievements.

• The school hosted an assembly for Sorry Day,highlighting the significance of this historical eventfor Aboriginal people and all of Australia.

• NAIDOC Week this year was celebrated in eachfaculty, to try and develop more explicitknowledge of Aboriginal culture, which isembedded across all our key learning areas andto create sustainable projects that happenannually.

• We also celebrated NAIDOC Week with 2 of ourlocal primary schools. This offered greatleadership opportunities for our Aboriginalstudents, who facilitated Indigenous games andtaught the primary school students a traditionaldance.

• Students then performed the traditional dancewith the primary students at our Valley Schools‘Yarn–Up’. The students also enjoyed showcasingand handing out our bush tucker treats they hadbaked for everyone, rock painting and Indigenousgames.

• The staff attended the Gosford AECG and theValley Schools Aboriginal Network Meetingsthroughout the year and contributed to group


projects. • The Aboriginal Education Team hosted morning

tea for the Aboriginal students at the end of eachterm.

• The students enjoyed spending time in the‘Outdoor classroom’ and maintaining the gardens

• Year 12 students were supported with their careerplans and had a successful transition into postschool courses and employment.

• The year ended with our annual CelebrationMorning Tea to showcase the Aboriginal students’achievements throughout the year

Multicultural and anti-racism education

Within the NSW Syllabus for the Australian Curriculum,learning across the school includes a number of crosscurriculum priorities including a focus on Asia andAustralia’s engagement with Asia, interculturalunderstanding, and difference and diversity. Within theHSIE faculty students in Geography, History andLanguages learn to identify and empathise with thevarying of perspectives of individuals over time and toexplore the differences amongst groups. Such anapproach enables students to investigate thecircumstances of those whom society has marginalisedbecause of their background. Teachers promote ahistorical understanding, empathy and experience ofthe richness and the reasons for Australia’smulticultural society and its place in the region and thewider world. There are several identified English as aSecond Language (ESL) students at Lisarow HighSchool. The library has a selection of multicultural textsand resources for students covering a wide range oftopics. There is an Anti–Racism Contact Officer(ARCO) who heightens awareness of issues in thisarea for students and is the primary source of contact.

Other school programs

VALID

The Validation of Assessment for Learning andIndividual Development (VALID) program provides anonline, end of Year 8, assessment for the Science keylearning area. The assessment assists our school tomonitor student achievement and inform planning,programming and assessment practice. Lisarow Highcontinues to achieve, on average, above Department ofEducation Schools. 2017 saw students achieve abovestate average in the extended response section and theproblem solving & communicating sections of theassessment. The Science faculty is working onembedding, into teaching and learning programs, areaswithin the knowledge and understanding section of theassessment to help support any areas of need with ourstudents understanding. Of note in 2017 one studentgained an overall level 6 achievement, which is asignificant improvement on previous years.

Gifted and Talented Education

Lisarow High School provides opportunities for everystudent to attain their personal best and has programs

to facilitate this objective. As well as the TOC, CAPAand AVID classes, Lisarow High School operates anAcademic Enrichment stream in Years 7–10.

In Years 7 and 8 the Enrichment or e3 class: engage,enrich and extend, is designed to cater for studentswho perform at a high academic level and are highlymotivated and keen to extend themselves in theirlearning. It is a school–based initiative that in manyschools might be labelled as a “Gifted and Talented”class.

The goals of these classes is to provide intellectualstimulation and active engagement by grouping similarstudents together, creating a challenging and excitinglearning environment. Teachers work together toensure that these students attain their best personalachievement and use specialised teaching methods toextend their knowledge, understanding and skillsacross all KLA’s.

In 2017, 2 periods a cycle were spent on a focus onSTEM for the Enrichment Class in Years 7 and 8.STEM skills are quickly becoming the most importantfor future jobs. The students studied rocket andaeroplane design and flight, using 3–D printers, codingchallenges, robotics and engineering challenges e.g.roller coaster, high rise tower and Mars rover buildingand testing. High levels of engagement and problemsolving were evident in these classes.

AVID

In 2017 the AVID program was expanded to includethree Year 7 AVID Foundation classes and one Year 8AVID Elective class. The AVID mission at LHS focuseson engaging students in quality learning in order forthem to reach their potential. This is done bydeveloping students’ abilities and skills to work as partof team; by building positive relationships with teachers,peers and members of the community, while alsoproviding opportunities during AVID lessons to developtheir study, organisational and writing skills. Throughoutthe year students are helped to explore careers andfurther education pathways through guest speakers andfield trips. Overall the AVID program buildsself–confidence and self–belief in students' ability toachieve.

The 2017, Year 8 AVID elective class structure hasbeen highly successful, as reflected in the followingimprovements from 2016 to 2017; • 72% decrease in the number of students placed

on levels due to behaviour. • 65% increase in the number of positive referrals. • 52% increase in student achievement in

Mathematics and English.Creative and Performing Arts

Our Creative and Performing Arts students haveflourished across several areas this year.

In Music: • Vocal, Woodwind and Jazz Ensembles were in

operation. • A Year 12 student, Emma, was selected to


perform solo in Youth in Performing Arts andCentral Coast Showcase.

• This year there has been a concentrated effort toenhance our students’ skills in performing onmusical instruments under the guidance of tutorsfrom the Central Coast Conservatorium of MusicCentral Coast Conservatorium of Music. Year 7 &8 students engaged in an instrumental programfor CAPA, Enrichment and TechnologyOpportunity classes, resulting in the expansion ofthe Wind Ensemble for performances in andoutside of the school such as the Valley SchoolsLeadership Forum.

• We also participated in and hosted the CentralCoast Conservatorium of Music Big Day Out andBig Day In.

• Our students performed at the Valley SchoolsExcellence Awards.

In Dance: • A Stage 5 student, Aimee, was selected once

again to perform as part of the Central CoastRegional Dance Ensemble.

• This year is the first time we have had an electiveStage 5 Dance class and our dancers havecontinued to produce excellence through ourDance Academy. Combined, these two groupswere successful in their auditions for SchoolsSpectacular, Central Coast Dance Festival andStarstruck, with our Aboriginal dancers performingas part of Bangara Dance Festival.

In Drama: • A Year 11 Student, Ellita, was successful in her

auditions for State Drama Camp and Senior StateDrama Ensemble, attending the Arts Unit everyWednesday afternoon which culminated inperformances at the State Drama Festival.

In Photography:

A Year 12 student, Jasmine, won the John BrennanPhotographic Award, with her work being exhibited ingalleries in Sydney.

In Visual Arts: • 5 students were selected to exhibit their work as

part of Central Coast Council 'Rise Up andCreate' Youth Visual Arts Competition andExhibition.

• 5 students were successful in having their workdisplayed in the 2017 Central Vision Exhibition.

Lisarow High School Creative and Performing Artsstudents have engaged in: • Lisarow High School ‘STAGE IT ‘ Night. • Lisarow High School Whole School Photographic

and Art Exhibition Lisarow High School. • HSC Visual Arts Exhibition. • Lisarow High School Photographic Competition

and Exhibition • Central Coast Regional Art Exhibition ‘Central

Vision’. • Lunchtime Music concerts. • Valley Schools Excellence Assembly. • Lisarow High School Assemblies Lisarow High

School Presentation Evening. • Starstruck.

• Band workshops with Partner Primary Schools. • Transition Creative Workshops. • Stage 4 and 5 Drama Workshops.

The Visual Arts classrooms and Music room wererefurbished, creating pristine workspaces and studios toenhance the students’ creativity. The Drama ‘GreenScreen’ Room became available, allowing students tolearn the skills associated with Green Screen, includingspecial effects and digital editing. Music established aseries of lunchtime concerts, enabling Stage 5 and 6Elective students a chance to showcase their talents infront of a live audience of their peers. The CAPAAcademy was established, offering a challengingcreative curriculum to our gifted students in Music,Dance, Drama and Visual Arts. Appreciation of successof creative students and their time and efforts inextra–curricular activities was highlighted with a CAPAmorning tea, together with parents and families.

In 2018 the focus continues on establishing a schoolband, expanding our CAPA Academy into Years 7 and8 and consolidating our Stage 4 Program with tutorsfrom the Central Coast Conservatorium. Stage 6 DanceElective will be delivered for the first time and Stage 4,5 and 6 Drama, Dance, Music, Photography and VisualArts Electives will be expanded.

Sport

In Sport: • The swimming carnival had an increased number

of participants in most events. • Lisarow High School had the largest number of

participants in the team at Zone Cross Countryand, therefore, improved its finishing position onthe day when compared to 2016.

• Four new Lisarow High School records inAthletics included Aisling in Javelin, Casey in the1500m Run, Jakob in the 1500m Run andLachlan in the High Jump.

• A large and strong team of 19 progressed throughto Sydney North.

• Jackson, Lachlan, Aisling and Jakob all competedas Sydney North Representatives at NSWCombined High Schools in Athletics.

• A large number of students were selected asSydney North Representatives in a wide range ofsports including Cricket, Softball, Rugby Leagueand Australian Rules Football.

• An increased number of students receivedrecognition awards for assisting with umpiring,refereeing and sports organisation in the localcommunity.

• Year 7 & 8 students came first overall at the ZonePDHPE Gala Day.

• School state knockout teams performed very well. • Sports academies continue to thrive.

Learning and Support

In 2017, Learning and Support was funded with 1.2LaST teachers and SLSOs that supported in–classlearning, small group instruction, as well as support forstudents’ social and emotional wellbeing. LaSTs also


supported the classroom level adjustment of learningfor identified students and helped professionallydevelop staff in appropriate adjustments.

One head teacher and 4 teachers were released fromother teaching duties to enhance the Learning andSupport systems provided for students.

401 cases were supported through the LST referralprocess, ensuring that students with a range of needswere supported. 5% of students were registered onNCCD and 1% of students were supported throughEALD identification. Targeted programs such asQuicksmart Literacy and Peer Tutoring Roll Call helpedsupport these identified students.

Lizard Lounge

The introduction of two Multicategorical classes hasbeen a welcome addition to our school.

Student Leadership

Our SRC has been rejuvenated this year with thestudents collaborating in the areas of student voice, theschool plan, school values and future uniformpossibilities. The students initiated the "Lisarow RevivalTeam". This is a group of students interested in leadingthe student body who meet each morning during rollcall, led by our school captains. Our schoolcaptains, Raimondo Sorbello, Kaitlyn Brown, vicecaptains Andrew Avery and Abigail Hincks as well asJunior Captains Gemma Crowther and Annie Cliftonhave done a wonderful job leading our school this year.They have presented to the leaders of the ValleySchools and Cassie Hart represented our school as acompere in Central Coast Showcase.

Welfare and Discipline Policy Update

In 2017, the school continued to update and refine itsWelfare and Discipline Policy. A review of schoolvalues (Respect, Responsibility, Integrity andCommitment) was conducted with students, staff andcommunity. From this, explicit expectations/behavioursof how to demonstrate these values were developed.These will be clearly taught to all students in the future.

“Strive” reports were given out 6 times throughout theyear. As part of this vital feedback system with parents,students whose behaviour and effort was rated as“excellent” and above were rewarded with positivereward excursions at the end of each term. 200students (32%) from Year 7–11 gained an invitation tothe end of year excursion to Jamberoo RecreationPark.

Faculties continued the practice of rewarding studentswho had displayed school core values in anoutstanding manner with faculty areas “Values” awardsat the fortnightly whole school assemblies.

The LHS Anti–Bullying Plan, Attendance process andTruancy process were updated and added to theWelfare and Discipline Policy.

Voluntary External Testing

Our students have achieved success in the ICAS orInternational Competitions and Assessment for Schoolstest results. Highlights include: • Bradley received a high distinction was placed in

the top 1% of Australia for Digital Technologies, adistinction or top 2% for Science, a distinction ortop 10% for Mathematics and a Credit in English.

• Credits were also received by Liam and Adrian in Science, and Zechariah , Georgia , Kimberley ,Adrian and Gregory in Mathematics.

Maintenance

We have been excited to have C and D blocksrefurbished this year to be presented as fresh, bright,sophisticated spaces which are in vast contrast to whatwas there before. Our maintenance funds have fundedthe pressure cleaning of the external surfaces of theschool, removal of mould and trimming and maintainingthe many trees on our site to maximise the safety of ourchildren.

Recognition of Staff

We have had some of our staff more broadlyrecognised. Three staff received awards at the CentralCoast Public Education Awards: • Mrs Katrina Walsh for possessing outstanding

leadership and organisation skills. Mrs Walshconsistently demonstrates exemplary work ethic,commitment and professionalism.

• Mr Ben Surwald received an award forpossessing outstanding leadership andinterpersonal skills. Mr Surwald consistentlydemonstrates exemplary work ethic, commitmentand professionalism.

• Mr Andrew Bull received his award for possessingoutstanding teaching and communication skills.Mr Bull is consistently infectious in his energy,positivity and professionalism.

Two teachers received awards at the Central CoastWorld Teachers’ Day: • Mr Adam Walsh’s award was for being a highly

organised, professional teacher with an approachthat inspires his students. His commitment,diligence and outstanding level of knowledgeprovide students with the maximum opportunity tosucceed.

• Miss Charlie Limpus was awarded for being ahighly creative, energetic teacher. Miss Limpus’commitment, enthusiasm and vibrance bringexcitement to every learning activity and engageall students to achieve to their potential.

About This Report

In preparing this report, the self–evaluation committeehas gathered information from evaluations conductedduring the year and analysed other information aboutthe school's practices and student learning outcomes.The self–evaluation committee and school planningcommittee have determined targets for the school'sfuture development. The following staff were involved inthe writing of this report:


Miss Melissa Parrish – Careers Teacher and AboriginalEducation Coordinator

Mrs Camilla Wilson – Sports Coordinator

Ms Kate Herwig – Yr 8 AVID Coordinator

Mr Adam Rumpler – Head Teacher Wellbeing andLearning Support

Mr Damian Purins – Head Teacher English

Mr Ben Surwald – Technology and GATS Coordinator,Head Teacher Science

Mr Christopher Allan – Head Teacher HSIE

Mrs Kylie Bolger – Head Teacher Creative andPerforming Arts

Mrs Katrina Walsh – Relieving Deputy Principal

Mrs Nicole Hunt – Principal


Documents

2017 Lisarow High School Annual Report - Amazon S3€¦ · • Creative and Performing Arts Academy. • AVID Foundations Classes. • Lizard Lounge. • Sports Academy. • Dance