2017 Seven Hills High School Annual Report...Seven Hills High School Annual Report 2017 8231 Page 1 of 24 Seven Hills High School 8231 (2017) Printed on: 10 April, 2018 Introduction

Seven Hills High SchoolAnnual Report

2017

8231

Printed on: 10 April, 2018Page 1 of 24 Seven Hills High School 8231 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Seven Hills 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.

Greg Johnstone

Principal

School contact details

Seven Hills High SchoolJohnson AveSeven Hills, 2147www.sevenhills-h.schools.nsw.edu.ausevenhills-h.School@det.nsw.edu.au9624 3329

Message from the Principal

In 2017, Seven Hills High School continued to provide a quality learning environment where all students were supported,through the provision of targeted programs and activities, in becoming successful, engaged learners and responsiblecitizens.

In the area of sport, there were many notable team and individual performances across a range of sporting endeavoursand a number of our students were selected to represent in Blacktown Zone in Sydney West Competitions. These detailscan be found later in this report.

Students in our ‘Self–Select’ program engaged in problem based learning projects. The Year 7 class participated in aForensic Day and the Year 8 students were challenged through the ‘Solar Oven Project’ in which they designed,constructed and cooked meals of their choice.

The school was highly involved in a number of STEAM (Science, Technology, Engineering, Art and Mathematics)initiatives and competitions in 2017. Year 9 students and Year 8 students attended the AMAZE STEAM Expo hosted bythe Commonwealth Bank of Australia. Students from 8D participated in the initial stage of the Full Steam Aheadprogram, a Coding, Careers and Creativity Day at the Powerhouse Museum, Ultimo. Students from 7D and 8Dparticipated in a Virtual Excursion as part of the Full Steam Ahead program. Seven Hills High School hosted a STEM(Science, Technology, Engineering and Mathematics) day for Year 4 students from Seven Hills North Public School andVardy’s Road Public School.

Nine students from Years 9 and 10 competed in the inaugural STEM (Science Technology, Engineering andMathematics) Challenge Cup hosted by Wyndham College and held at the Western Sydney University College within theNirimba Education Precinct. Several Year 7 and 8 students went to the Collegiate Science Challenge held at RiverstoneHigh School with the Year 8 team achieving 1st place.

Two teams entered the University of NSW’s RoboCup Junior Competition and Dylan Kent and Jack Laing competed inthe NSW finals for the Everybody Dance NAO competition, which involved programing a virtual humanoid robot to dance.

Our Junior Debating Team participated in the Premiers’ debating Challenge and students represented the school at theCollegiate Chess Competition. The Streamwatch team attended a training day at the Heritage listed Thirlmere Lakesnear Picton and conducted fortnightly water and bug testing at Lalor Creek.

Aboriginal and Torres Strait Islander students benefitted from the school’s partnership with the Western SydneyUniversity mentoring program, Pathways to Dreaming and ‘Young Mob’ funded by World Vision. Students in Years 7, 8,9 and 10 participated in monthly mentoring sessions as well as attending workshops at different university campuses.


The school provided a number of opportunities for students to develop and display their leadership skills. Our StudentRepresentative Council (SRC) was involved in a number of leadership activities during 2017. Our Year 10 school leadersparticipated in the 2017 ‘Ignite: A Better Future for Blacktown’ Youth Forum where they contributed to group discussionspertaining to the future of Blacktown Council in many key areas. Members of the SRC participated in the Sydney ColourRun to raise money for the Children’s Hospital at Westmead. They also organised and led the student involvement in the‘Seven Hills High School Youth Off the Streets Sleep–out’ to raise money for Father Riley’s ‘Youth Off the Streets’Program.

Twelve selected Year 10 students coached visiting students from Seven Hills and Seven Hills West Public Schools aswell as a number of our Year 7 and 8 students in the ‘Learning to Lead Program’. Nineteen Year 9 students from SevenHills High School travelled to Jamison Park, in Penrith, to participate in the Leading with Action component of thePremier’s Sporting Challenge Program.

The school partnered with the Helmsman Project in designing, planning and implementing a community based project. The girls group successfully linked with Parramatta Mission to assist the homeless through an awareness raisingcampaign conducted at the school, a community fundraising drive and the distribution of comfort packages.

A small group of boys participated in the inaugural, 'Outdoor Education' program. The Year 9 boys were challenged overa 10 week period to participate in a range of outdoor activities, including; high ropes, abseiling and canyoning. Theboys learnt the importance of sharing their experiences and reflecting on how they could improve in specific situations.The group also participated in a community volunteer day in Lalor Park.

Seven Hills High School again partnered with the ABCN (Australian Business Community Network) to complete the"Aspirations Program" where students applied to be mentored by employers in the business sector. Twenty studentswere mentored by employers from Microsoft and Fuji Xerrox over five sessions. Topics addressed icluded: interviewskills, personal branding and resume writing.

Creative and Performing Arts (CAPA) continued to be an area of strength, with high level student participation. The teamof students, who competed in the Archibull Prize, reached the national finals with their blog. Ramt Trinidad, was selectedto attend the Western Sydney Dance Off! Camp. Ramt was selected in the Dance Off Troupe which performed at the’Synergy Dance Festival’ and the ‘PULSE Showcase of Excellence’. A select group of talented students worked througha number of workshops with a local resident artist, to design the Lalor Park Library Mural. Our annual CAPA ‘Showcase’saw almost one third of the students sing, dance, act and display their artistic talents in sculpture, digital media, drawingand painting. A matinee performance was attended by more than 300 students from Lynwood Park, Vardys Road, SevenHills and Lalor Park Public Schools.

School funds were allocated to enhance classroom learning and encourage student participation in a range of academicenrichment activities. Items purchased included; literacy assessment and teaching packages, 3D printers, resources forrobotics, books for the library and equipment for the weight training centre. Additional staff were employed to support theimplementation of a variety of educational programs and to meet the educational needs of Aboriginal students andthose requiring additional language, literacy and numeracy support.

I certify that the information in this report is the result of a rigorous school self–evaluation process and is a balanced andgenuine account of the school’s achievements and areas of development.

Greg Johnstone

Principal


School background

School vision statement

To provide a quality learning environment where the school community supports all students becoming successful,engaged learners and responsible citizens through:

• the delivery of a relevant and challenging curriculum. • the provision of extra curricular activities which promote talent, collaboration and a sense of community. • quality teaching and learning based on current research and practices that respond to the goals for student

learning. • students having the knowledge, skills and understanding to benefit themselves, each other and the environment. • students being creative and critical thinkers with the skills to maximise their learning. • parents and community members being informed and involved, responsive and supportive.

School context

Seven Hills High School is a member of the Nirimba Collegiate and provides quality education for students in Years 7 to10. As part of the Nirimba Collegiate Group, students who successfully complete Year 10 gain automatic entry intoWyndham College.

The school draws students from a diverse range of socio–economic backgrounds. The school population of 326 studentsincludes 6% Aboriginal and Torres Strait Islander students and 15% of students from a language background other thanEnglish. Students with mild intellectual disabilities are catered for within the school’s Support Unit.

The school places emphasis on literacy, numeracy and the practical application of technology throughout a broadcurriculum. A range of programs cater for the full spectrum of student academic abilities. In Years 7 and 8, the schooloffers a Self–Select Class for highly focused and dedicated learners. Year 9 and 10 elective courses cater for a range ofacademic and vocational interests.

A Positive Behaviour for Learning (PBL) school, students are supported in their education with a behavioural andreinforcement program designed to realise improvements in student learning outcomes. Student endeavour, socialresponsibility and mutual respect are actively encouraged through our merit scheme and events such as MulticulturalDays, NAIDOC celebrations, Recognition Breakfasts and Reward Excursions as well as participation in communityinitiatives and the partnering of educational programs with local primary schools.

Students are able to enhance their leadership skills through participation in the Peer Support Program, the StudentRepresentative and Sports Councils and through the Fastforward program in partnership with WSU.

Students are provided with extended opportunities to display their talents through participation in extra–curricularactivities such as Streamwatch, Theatre Sports, Combined High Schools teams, regional and zone sportingcompetitions, debating, school Creative and Performing Arts events.

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.

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


The findings of the 2017 self–evaluation process in each of the three domains are detailed below.

Learning

Annual reflection of the schools progress in this domain indicated Seven Hills High School as ranging from"Sustaining and Growing" to "Excelling".

School self–evaluation processes indicated that all faculties utilised student Individual Education Plans (IEPs) andPersonal Learning Plans (PLPs), developed in consultation with members of the school community. As well as a range ofacademic and observational data, to create social and academic student profiles, staff implemented a range of teachingstrategies in response to this material.

Students reflected upon their performance each semester and were supported by staff in developing a self–directedapproach to their learning. Parent engagement in their child’s learning was again promoted through semester reports,RTAs, parent–teacher interviews, access to an online parent portal, P&C Meetings and publications such as studenthandbooks. Our community participated in the ‘Tell Them From Me’ survey. The data conveyed a positive response tothe improvements in the school's learning environment and the productive relationships between the staff and students.

Seven Hills High School maintained a strong connection to the collegiate and other high schools in the Nirimba LearningCommunity. Our partnerships with Western Sydney University, the Australian Business Community Network and theHelmsman Project provided a range of experiences that enhanced the social and learning outcomes of a number of ourstudents.

Seven Hills High School consistently implemented its Positive Behaviour for Learning procedures and practices. Studentachievement and participation across all areas of school life was reinforced through a range of events, ceremonies andtargeted programs. The school celebrated its diverse community through a number of cultural activities.

Data driven practice, supported by highly effective professional learning, resulted in improvements in student attainment.This observation was supported by growth data for Year 9 students being above the average for Department ofEducation students in the areas of Writing, Spelling, Grammar and Punctuation in the 2017 NAPLAN assessment.

Teaching

Annual reflection of the schools progress in this domain indicated Seven Hills High School as "Sustaining andGrowing".

Seven Hills High School staff attended professional learning courses, led by expert staff, which extended their skills andunderstandings in the areas of Aboriginal education, differentiation, and literacy and numeracy. They workedcollaboratively to create and deliver activities that catered to different learning styles and abilities.

The school consistently implemented assessment review strategies to identify student performance trends in NAPLAN.School based data, which formed the basis for teaching program modifications.

Staff continued the cycle of reflection, implementation, observation and evaluation that embedded processes, addressingschool targets, into classroom practice. Faculty professional learning focused on collaborative practices (staff reflection,lesson modification, resource creation and the evaluation of strategies employed) that addressed student learning needs.

The provision of mentors and instructional coaches enabled staff to receive feedback on their progress towards theachievement of goals within their Performance and Development Plans as well as extend their levels of expertise.

Leading

Annual reflection of the schools progress in this domain indicated Seven Hills High School as "Sustaining andGrowing".

The school provided increased opportunities for parents to engage with the school. Community consultation occurredthrough P&C meetings from which feedback was utilised to improve school practices and procedures. The schoolutilised various strategies and mediums to contact, engage and inform the community.

Staff leadership capacity was strengthened through their planning and presentation of professional learning workshops.

Partnerships with industry organisations, Western Sydney University and our local primary schools provided studentswith exposure to real world situations and enhanced their leadership and citizenship capabilities.

The school recognised and rewarded student, staff and community success and achievement in learning, citizenship and


leadership through assemblies, reward excursions, school community events and celebration ceremonies.

In 2017, additional staff were engaged to meet the learning needs of student groups such as Aboriginal and TorresStraitIsland students and those with English as an Additional Language or Dialect. Staff and student access to technologyincreased across the school through the purchase of additional computers, interactive whiteboards and specialist KeyLearning Area (KLA) resources.

Effective financial management practices ensured that the school was able to prioritise its resources to maximise theimpact on teaching and learning.


Strategic Direction 1

Successful 21st Century learners, leaders and citizens

Purpose

To provide a learning environment where students strive for excellence and become successful 21st century learners,develop positive visions for their future and actively contribute to creating a cohesive and inclusive society.

Overall summary of progress

Seven Hills High School is committed to building on the strengths of staff and students. The focus in 2017 was to embedliteracy and numeracy strategies into teaching practices, expand on staff understanding of differentiation and promotestudent responsibility for their actions and engagement in their learning.

In the areas of literacy and numeracy, staff evaluated current practices, refined delivery techniques and created facultyspecific resources. All key learning areas successfully integrated literacy and numeracy strategies into teaching andlearning programs, tiered assessment tasks and reporting.

To further strengthen the school's numeracy strategy, the "Quick Smart" program was piloted and implemented tofacilitiate intensive support programs to targeted students.

Improvements in the physical learning environment of the school, including technology, promoted increased studentengagement and pride.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Annual average growth for allYear 9 students is at or above thestate average in all aspects ofNAPLAN

$150 000 –Literacy/NumeracyCoordinator

$3 000 – Neale Testing

$10 000 – YARC program

$10 500 – Quick SmartProgram

• All faculties focused on collaboratively evaluatingand modifying their focus lessons in literacy andnumeracy. Staff shared their ideas and resourcesacross KLAs. • Literacy Continuum and Numeracy Frameworkstrategies were identified and embedded into Year8 – 10 teaching and learning programs.

Increase the proportion of NSWstudents in the top 2 NAPLANbands in literacy and numeracyby 8% including a 30% increasefor Aboriginal students of morestudents in the top two bands inNAPLAN Literacy and Numeracy.

$2 000 • Differentiation Team provided staff with strategicprofessional learning to enhance studentengagement and ensure implementation of literacyand numeracy in teaching and learning programs. • Faculties collaboratively developed activities thatfocused on utilising NAPLAN and Learning Supportdata to enhance curriculum delivery for Year 7.

‘Tell Them from Me’ and othersurveys as well as welfare dataindicate high levels of studentengagement with learning andschool life

$1 000 – Peer SupportLeaders supplement

$3 000 – Staff release forstudent plan evaluations

• Student “Tell Them From Me” survey responseswere above state norms in the areas of; studentengagement, interest and motivation and theprovision of a positive learning environment. • Improvements were made in the physical learningenvironment along with the purchase of additionaltextbooks and teaching resources.

Next Steps

Following evaluation of the 2017 milestones, Seven Hills High School successfully met the identified goals.


2017 milestone adjustments include: • The processes for completing and communicating IEPs, ILPs and PLPs was centralised through the school's

computer based administration system (Sentral). • The creation of an addition learning space to support the introduction of the "Quick Smart" program.

Future directions for 2018 include: • Targeted whole school approach focused on specific strands of numeracy (Statistics and Data) • Refinement of student reflective practices so that they take greater ownership for their learning and collaboratively

investigate pathways to achieve their educational goals.



Successful, highly skilled and innovative educators

Purpose

To create a workplace where highly skilled, innovative educators work in partnership to lead and achieve excellence inteaching and learning.


Professional learning in 2017 was primarily focused on assessment. Staff worked collaboratively in faculty groups toevaluate, refine and modify formal assessment tasks to align with recommendations from the review panel.

Staff extended their knowledge and skills in developing resources, planning activities and enhancing lesson deliveryutilising differentiation and 8 Ways pedagogy. Ideas and strategies were shared at a whole school forum and resourcesmade available through a publicly accessed folder.

A STEM project team was established to develop the school's future directions and provide professional learning forstaff. A STEM unit of work was developed and piloted with the Year 8 Self–Select class. This unit served as a model forthe facilitation of future STEM projects encompassing research, investigation, delivery and the development of creativesolutions.





All staff utilise professionaldevelopment plans to supportschool strategic directions andpersonal professional growth.

$6 000 – ExecutiveConference

• Process for developing, implementing andevaluating PDPs was refined. • Meetings were scheduled with supervisor toensure a support pathway in the achievement ofstated goals. • Annual delivery of leadership workshops topromote team building, professional discussion,collaboration between colleagues to build executiveleadership capacity.

All Key Learning Programsexplicitly identify teaching,learning and assessmentstrategies in 8 ways, literacy,numeracy and 21st Centurycapabilities

$3 000 – release for STEMproject development

• Differentiation team provided professionallearning for staff. Faculty professional learning wascommunicated at a whole school ‘Showcase’ wherestrategies were shared, resources distributed andprocesses outlined. • Head Teachers, supported by their assessmentreview team, led faculties in evaluating lessondelivery, modifying activities and developing richtasks. • A select team of staff investigated theimplementation of STEM within the curriculum.

Next Steps


2017 milestone adjustments include: • The school's priorities were re–evaluated following the completion of the assessment review in 2016. It was

ascertained that the school would focus on reducing the number of assessment tasks scheduled as well asensuring increase relevance and connection.


Future directions for 2018 include: • The use of IRIS lesson observation technology to be utilised as a tool for faculty self–evaluation on lessons that

have been collaboratively developed to implement the principles of differentiation. • Redirection of school focus from STEM to "Futures Learning" principles.



Informed parents and enriched, positive and engaged school–community partnerships

Purpose

To enrich student learning and wellbeing through partnerships with the community which enhance management andpedagogical practices, extend the boundaries of experiences offered to our students and promote positive studentoutcomes.


In 2017, the school continued to strengthen connections with "Young Mob" and "Pathways to Dreaming" programs.Aboriginal and Torres Strait Islander students developed appropriate goals for Personalised Learning Plans (PLPs),participated in cultural workshops and undertook leadership and mentoring initiatives.

Seven Hills High School in partnership with Western Sydney University (WSU), engaged once more in The Fast ForwardProgram. The program, which targets students before they reach academic crossroads, developed students' confidence,knowledge, skills and educational attainment, as well as promoted the benefits of lifelong learning and life opportunitiesto students and their families.

Seven Hills High School continued to offer alternative learning pathways and provided opportunities for students toengage in real world experiences through the ‘Helmsman’ project and the Australian Business Community Network(ACBN).

The Nirimba Collegiate sustained its strong connections between the campuses by collaboratively developing, markingand reporting on assessment tasks as well as focusing on the teaching across the Stage 4 to 6 learning continuum. As amember of the Nirimba Learning Community, Seven Hills High School staff engaged in the sharing of teaching andlearning strategies and resources through KLA networks within the partner schools.





The establishment of an effectivesystem for planning anddelivering opportunities forstudents to experienceaspirational pathways for theirfuture.

$4 500 – release for staff

$2 000 – NirimbaCollegiate SchoolDevelopment Day

$2 500 – Nirimba LearningCommunity SchoolDevelopment Day.

• Inquiry–based learning projects were trialed withthe self–select class. • Students participated in community partnershipssuch as the ‘Helmsman’ Project, I–Manifest and theAustralian Business Community Network (ACBN). • Nirimba Collegiate relationships werestrengthened through collaborative enterprises. • Implemented ‘Pathways to Dreaming’ and ‘YoungMob’ cultural identity programs that promoted goalsetting and future learning pathways. • Stage 5 participation in the Western SydneyUniversity "fast Forward" program.

Increased parent / carerengagement in school /community programs, events andinitiatives.

$1 500 – annual softwarelicence

• Online Parent portal was implemented to provideparents with relevant information on studentprogress.

Next Steps


2017 milestone adjustments include: • The ‘STELR’ and ‘Sprouting Good’ programs were utlilised as a teaching resource to enrich Science teaching and

learning programs.Future directions for 2018 include:


• Implementation of project–based learning strategies to be incorporated into "Future Learning" programs. • Head Teachers continue to present their direction and initiatives at P&C Meetings. • Continued partnership with organisations that deliver the ‘Pathways to Dreaming’ and ‘Young Mob’ cultural identity

programs to further improve on the achievement of educational outcomes for Aboriginal and Torres Strait Islander(ATSI) students.

• Implementation of an electronic "customer feedback system' to collect community opinion in a timetly and efficientmanner, in addition to providing detailed analysis reports.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $24 573 The Aboriginal Programs Coordinator strengthened partnerships and promotedgenuine collaboration between the school andAboriginal and Torres Strait Islander familiesby engaging the students and their caregiversin the development of Personalised LearningPlans, as well as Aboriginal and Torres StraitIslander recognition days and initiatives.

All Personalised Learning Plans werecommunicated to staff at a whole school staffmeeting. Individual plans were explained andrelevant strategies shared.

The Aboriginal Programs Coordinator alsoensured whole school participation inrecognition and celebration days. Communitymembers were invited to whole schoolassemblies that incorporated student andstaff contributions.

Aboriginal and Torres Strait Islander SLSOssupported students in their access to thecurriculum and promoted cultural pride.

English language proficiency $19 043 Students identified as emerging in the EAL/Dprogression were provided with individual,explicit and structured assistance in theclassroom. The EAL/D teacher workedthrough the ‘MultiLit’ and 'MacqLit' programswith students that required significant supportto access the language used in thecurriculum. EAL/D students also participted inreading groups and NAPLAN classes.

Low level adjustment for disability $61 178 Students were assessed on their needs withthose identified as requiring support receivingindividual and structured assistance in theclassroom. Withdrawal lessons tookplace with students working with Learning andSupport Teachers (LaST) throughthe ‘MultiLit’ and 'MacqLit' programs . Dataanalysis of semester reports identified keyareas of focus for learning. Students alsoparticipated in reading group programs. The'Quick Smart' numeracy support program wasacquired and piloted throughout 2017.

Socio–economic background $282 493 Students gained an increased level of accessto curricula, social and leadershipenhancement activities. The school continuedto acquire classroom resources and improvestudent learning environments to enhancestudent engagement and improve educationaloutcomes.

Support for beginning teachers $9 540 Beginning teachers supported through amentoring program supervised by their HeadTeacher. The program included teachingrelease time for beginning teachers toparticipate in classroom observations withexperienced staff as well as conduct reflectivereviews of their practices. Professionallearning included classroom and behaviour


Support for beginning teachers $9 540 management, as well as content specificcourses. Support for the completion ofaccreditation processes was included intheprogram.

Targeted student support forrefugees and new arrivals

$826 Explicit and structured assistance wasprovided in the classroom. Work andassessment tasks were modified wherenecessary.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 209 187 188 184

Girls 171 162 156 138

In 2017, 326 students were enrolled at Seven Hills HighSchool. 21 students identified as being Aboriginal orTorres Strait Islander (ATSI). 15% of students werefrom a Language Background Other Than English(LBOTE).

Student attendance profile

School

Year 2014 2015 2016 2017

7 89.3 93.9 88 90.5

8 89.2 91.8 86.9 83.1

9 86 92 84.5 78.2

10 89.4 91.6 80.9 81.3

All Years 88.6 92.2 84.6 83.2

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

All Years 90.5 90 90 89.9

Management of non-attendance

Parents of students with unexplained absences wereinformed using an SMS message system. Studentnon–attendance was monitored by classroom teachers,administration personnel, Head Teachers and, ifrequired, the Head Teacher Welfare and DeputyPrincipals.

Students with absences were required to bring amedical certificate or an explanation of absence fromtheir parents.

The Year Advisers, Head Teacher Welfare and DeputyPrincipals contacted parents by phone when there wascause for concern and attendance was trackedelectronically using Sentral, an online studentdatabase.

The Home School Liaison Officer supported the work of

the school in improving school attendance.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 0

Employment 6 0 0

TAFE entry 1 0 0

University Entry 0 0 0

Other 93 0 0

Unknown 0 0 0

Seven Hills High School is a 7 – 10 comprehensiveschool specialising in the education of students inYears 7 – 10. We provided various pathways forstudents, such as Senior High School Studies atWyndham College, and completing school basedapprenticeships or traineeships. All Year 10 studentsare encouraged to actively seek the best pathway fortheir future.

There were 84 students enrolled in Year 10 in 2017. Ofthese: • 91% (76) continued on to Year 11 at Wyndham

College to study for the Higher School Certificate • 2% (2) continued on to another educational

setting for further study • 1% (1) commenced a TAFE course • 6% (5) are in an apprenticeship or have entered

the work force

Workforce information


Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 0

Head Teacher(s) 5

Classroom Teacher(s) 18.04

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 1.9

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

7.98

Other Positions 1

*Full Time Equivalent

Four staff members identified as being of Aboriginalbackground.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 88

Postgraduate degree 12

Professional learning and teacher accreditation

Professional learning

In 2017, whole school professional learning was drivenby the key goals identified in the School Managementand Professional Learning plans. There were three keysessions conducted each term.

Semester One had a strong focus on differentiation andassessment. Workshops were conducted during theTerm One School Development Day focusing onassessment and the Quality Teaching Model.Reflection on current assessment practices led to theirstreamlining and greater effectivenes. Professionallearning focused on consolidating these strategies forclasses in each of the year groups. Staff furtherengaged in professional learning in reflecting onpractices and showcasing differentiated teaching and

learning strategies. Staff participated in a series ofworkshops identifying differentiation strategies.These workshops were conducted by members of theschool Differentiation Team and took place during staffmeetings and after school professional developmentmeetings. From these workshops, staff appliedmethods delivered to their own teaching.

Semester Two continued with further staff refinement ofdifferentiation and assessment strategies across thefaculties. Staff shared resources and strategies throughwhole staff showcases. Following the annual analysisof NAPLAN results, literacy and numeracy targets wereestablished with a focus on these directions outlined inthe year's final School Development Day.

Professional learning has continued to support staff inachieving targets in the School Plan within the contextof Regional, State and DoE priority areas. In 2017, theschool’s Professional Learning Plan had six objectivesthat focused on various areas. These included Literacy,Numeracy, Curriculum Continuity, Quality Teaching,Program Differentiation and the National Curriculum.

In 2017, there were 132 professional learningapplications with funds utilised across faculties. Thepercentage areas of professional learning are detailedas follows: – • Literacy and Numeracy 49% • Quality teaching 29% • Student wellbeing and equity 18% • Syllabus development 2% • Career development 1% • ICT 1%

The distribution of funds allowed staff to attendmeetings, workshops and conferences specificallyaimed at developing aspects of their knowledge,expertise and teaching skills. Professional learningexpenditure totalled $20104 with the averageexpenditure per staff member being $716.

School Development Days

Seven Hills High School’s first School DevelopmentDay focused on a continuation of the school’s prioritiesin literacy and numeracy. Staff engaged in thedevelopment of literacy and numeracy resources forYears 7 and 8 as well as methods of assessment. Inaddition, staff completed mandatory Anaphylaxis andChild Protection Update training.

Term 2 School Development Day saw Seven Hills HighSchool staff participate in a joint School DevelopmentDay with our Nirimba Collegiate schools, Quakers Hill,Riverstone High Schools and Wyndham College. Theday included presentations to all staff on the HigherSchool Certificate and ATAR requirements followed byall staff working in their Key Learning Areas to furtherdevelop networks and to address the LearningContinuum from Stages 4 and 5 to Stage 6 at thesenior campus, Wyndham College. The day had astrong focus on connecting the junior campus' Stage 5learning with the Stage 6 requirements.


School Development Day Term 3 involved the comingtogether of the Nirimba Learning Community of schoolsconsisting of eight local high schools and was onceagain held at Wyndham College. The day began withpresentations from guest speakers addressing currentadolescent social and wellbeing issues and their impacton the classroom. This was followed by, once again,the meeting of teachers in Key Learning Areas fromeach of the schools to discuss the incumbent NationalCurriculums in Stage 5 and 6. These meetings alsobrought about opportunities for continued professionaldialogue amongst staff from different schools and thesharing of teaching and learning ideas and resources.

The Term 4 School Development Days, concentratedon literacy and numeracy with a focus on NAPLANtrends. NAPLAN data for all sections was presented,identifying areas needing improvement following schoolbased targeted initiatives, as well as areas to beaddressed in future litercy and numeracy strategies.Faculties utilised time to plan and begin thedevelopment of these stragies for implementation in2018.

Executive Conference

The annual Executive Conference was held in Term 1and was used to re–examine school priorities anddirections and develop leadership capacity within theschool executive. A key outcome of the conference wasenhancing the executive leadership capability andschool plannng. School executive development alsotook place with a focus on faculty and personnelmanagement. The conference was successful withexecutive evaluations showing that there was asignificant shift in executive knowledge, ability and skillsin the following areas: • Building leadership capacity in the executive • Strategic Planning • 8 Ways pedagogy

BOSTES Accreditation

In 2017, Seven Hills High School supported theBOSTES accreditation process for beginning teachersto both permanent and permanent temporary staff. Thenumber of permanent beginning staff working towardsBOSTES accreditation was one. “Great Teaching,Inspired Learning” funding was used for beginningteacher release time to participate in the school’sbeginning teacher mentoring program with theirsupervising Head Teacher. This included classroomobservations of experienced staff and instructionalleaders in literacy, numeracy and ICT. In addition,beginning teachers participated in numerousprofessional learning courses conducted by NSW DoE,NSW Teachers’ Federation and education groups.These included courses in behaviour and classroommanagement, content courses specific to their KLA,embedding literacy and numeracy into their teachingand learning, as well as courses in accreditationrequirements. In addition, beginning teachers

completed non registered hours through professionallearning conducted within school. This includedparticipation in mandatory training in areas suchas E–Emergency, Anaphylaxis training and DisabilityStandards for Education. The number of permanentNew Scheme staff maintaining their accreditation atprofessional competence was nine. There were no staffworking towards Highly Accomplished or Leadaccreditation.

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.


Receipts $

Balance brought forward 320,234

Global funds 217,299

Tied funds 321,188

School & community sources 73,647

Interest 6,032

Trust receipts 23,808

Canteen 0

Total Receipts 641,975

Payments

Teaching & learning

Key Learning Areas 9,617

Excursions 25,492

Extracurricular dissections 5,819

Library 0

Training & Development 0

Tied Funds Payments 319,389

Short Term Relief 50,061

Administration & Office 48,689

Canteen Payments 0

Utilities 48,139

Maintenance 49,607

Trust Payments 11,614

Capital Programs 60

Total Payments 568,488

Balance carried forward 393,721

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 888,718

Appropriation 828,741

Sale of Goods and Services 6,502

Grants and Contributions 52,766

Gain and Loss 0

Other Revenue 0

Investment Income 709

Expenses -414,028

Recurrent Expenses -414,028

Employee Related -155,895

Operating Expenses -258,132

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

474,690

Balance Carried Forward 474,690

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 3,214,537

Base Per Capita 57,829

Base Location 0

Other Base 3,156,707

Equity Total 684,015

Equity Aboriginal 24,573

Equity Socio economic 383,583

Equity Language 20,204

Equity Disability 255,655

Targeted Total 421,595

Other Total 508,169

Grand Total 4,828,316

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.



ROSA

Stage 5 Record of School Achievement


The results of Year 10 students studying the mandatorycourses for the RoSA 2017, indicated that thepercentage of students achieving in the top two grades,compared to 2016 results, increased by 25% in English,30% in Mathematics and 25% in Science. Thepercentage in students achieving Grade A increased inboth Mathematics and Science though the percentageof students achieving the highest grade in English andAustralian Geography declined marginally.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school.

Their responses are presented below.

Parent opinion of the school was provided through theircompletion of the ‘The Partners in Learning’ ParentSurvey. A high degree of satisfaction was expressedwith the manner in which they were welcomed to theschool and their opportunity to discuss with staff issuesrelating to their child. Parents indicated that academicreports were easy to understand and that staff showedan active interest in their child’s learning. Parents alsoindicated that staff supported positive behaviour in theschool by clearly articulating school expectations anddevoting their time to extra–curricular activities.

Staff participated in the ‘Tell Them From Me’ teachersurvey ‘Focus on Learning’. High levels of satisfactionwere expressed with the manner in which they wereable work with school leaders to create a safe andorderly school environment and the ability to discussstudent learning needs and engagement strategies withother staff to improve student learning outcomes.

Students completed the ‘Tell them From Me’ survey onStudent Outcomes and School Climate. The results ofthe survey were extremely positive overall, withresponses above state norms in the areas of theeffectiveness of learning time, student engagement intheir learning, the quality of classroom instruction, theprovision of a positive learning climate, staffexpectations for student success and the positivenature of their relationships with staff.

Policy requirements

Aboriginal education

Our Aboriginal and Torres Strait Islander studentsattended a weekly roll call in the Library. This enabledthem to meet other students in the school, as well asenable regular communication with the group as awhole. At the beginning of the year, all Aboriginal andTorres Strait Islander students set goals for theirPersonal Learning Plans (PLP’s). Parents werecontacted, informed of goals and copies of PLP’s senthome. These were reviewed during the year by eachstudent. Reconciliation Week was acknowledged by ourschool with an assembly and whole school activities inthe library. Nat Barnes, Lazarus Brown and BrentonFahey were employed to provide Aboriginal and TorresStrait Islander students with support in the classroom. They worked with students on minimizing theeducational barriers that affected student performanceand participation.

Mr Barnes and Mr Brown, ran a weekly Men’s Groupfor our Aboriginal and Torres Strait Islander boys. Theymet every Wednesday afternoon and worked on aproject to strengthen cultural ties, build on studentrelationships and develop everyday life skills. The boyslearnt more about the history of the yidiki and weregiven one of their own to decorate. At the end of theproject the students were rewarded with a visit to thetraining ground of the Parramatta Eels to meet theindigenous players.

Seven Hills High school celebrated NAIDOC withactivities throughout the week. Mr Barnes and MrBrown had students playing outdoor indigenous games,Wana and Koolchee, at lunchtime using spears andboomerangs. Boys created some artwork with YoungMob leaders whilst girls learnt the technique of weavingwith Dr Fabri Blacklock a lecturer from the University ofNew South Wales.

The special assembly included our Wirdjuri studentsspeaking in their traditional language. DanielleMontgomery was one of our guests who spoke moreabout indigenous language, her experiences as anindigenous teacher and the importance of aiming highfor success. Other special guests included threefireman, one of whom, Terry Manton, emphasised theimportance of teamwork and responsibility for thewellbeing of others.

Fortnightly after roll call, we continued our sessionswith the 'Young Mob' program. This leadership programaimed at connecting young Aboriginal people to theirculture and communities, and to boost their confidence,resilience and leadership skills.

The school's partnership with the Western SydneyUniversity's (WSU) 'Pathways to Dreaming' mentoringprogram, continued in 2017. This program is designedto engage Year 8 to 12 Aboriginal and Torres StraitIslander students in education. WSU student mentorssupported and encouraged participants to achieve theiraspirations. Students took part in academic andAboriginal cultural enrichment workshops at differentWSU campuses. As part of the weekly on–site


sessions, the group devised and implemented a groupproject.

Aboriginal perspectives and content are embedded intoall KLA programs and incorporated into teaching andlearning strategies and activities.

Multicultural and anti-racism education

In 2017, the school continued to align the NationalHarmony Week Celebrations with the National DayAgainst Bullying and School Violence. The studentbody was presented with a one hour seminar onAustralia’s multicultural history and the value of ourlevel of acceptance in the community as well asinformation on the Government’s anti–bullyinginitiative, ‘Bullying: No Way’. Staff further addressedthis issue throughout the week, using subject relevantmaterial.

The annual Multicultural Lunch was, once again, wellreceived. All faculties were assigned a continent orregion and worked with their many student, staff andparent volunteer helpers to produce menus thatreflected the diverse cuisines within our community.Traditional costume was worn and a variety of artefactswere on display at the stalls.

Multicultural aspects are embedded into all KLAprograms and incorporated into teaching and learningstrategies and activities.

Other school programs

Self–Select Program

The Year 7 'Self–Select' program had two focus areas:Forensic Science and a STEM Project Based LearningTask on ‘Solar Oven’. Students completed acombination of theory and practical tasks during Terms1 to 3 on many different areas of Forensic Science,including: crime scene analysis, fingerprinting,impression evidence, chromatography, blood typingand blood splatter analysis. At the end of Term 3students applied the knowledge and skills that theydeveloped throughout the year to solve a MysteryScene. They collected, analysed and interpretedevidence and data to solve a mystery.

During Term 4 students worked in groups and used thedesign process to complete a STEM based Project.

Students researched, designed, built and tested a solarpowered oven. This oven was then used to cook ameal.

The Year 8 'Self–Select' class also had two focusareas: Solar Cars and Robotics. During Terms 1 and 2students in Year 8 learnt about solar energy and thenbuilt a solar powered car. The students completed anumber of tasks that involved Mathematics andScience when using their solar cars. Students workedin groups and used the design process to modify theirsolar car in an attempt to make it go faster.

During the second half of the year the Year 8'Self–Selec't class studied Robotics. In groups,students built a robot and programmed it to performmany different tasks.

Student surveys suggest a high level of satisfactionwith the 'Self–Select' program.

Wellbeing

Students were acknowledged for effort andachievement in academia, sport and the performingarts and citizenship though the: – • Merit system, • Classroom application merit points (published

twice a term), • Semester Reward Days, • Semester Celebration Assemblies and • Annual Presentation Day

The Mother’s Day and Father’s Day celebrationsconducted by the school, continued to be successful inbuilding relationships with the broader community.

Selected groups of students participated in a number ofengagement programs focusing on teamwork,leadership and resilience.

Rock and Water Program

This program built student skills in dealing with conflictand develops the strategies to defuse potentiallyconfronting situations. It also enhancesself–awareness, fosters self–control and encouragesleadership skills. A total of 30 students completed theprogram in 2017. ‘Rock and Water’ was also included inthe ‘Smooth Walking’ program in 2017 and was verypopular with the Year 5 and 6 students.

Fast Forward

During 2017 the school continued its involvement withthe Western Sydney University's (WSU) Fast ForwardProgram. ‘Fast Forward’ is an initiative that targetsacademic performers and enables them to experienceuniversity life. The students selected are mentored byWSU employees.

This year, students from Years 9 and 10 attended opendays at the UWS Parramatta and Kingswood campuseswhere they were exposed to a variety of social andstudy skills programs that developed their ability to


collaborate and problem solve.

Smooth Walking– Year 5/6Transition Program

The Head Teacher Wellbeing, accompanied by theSchool Captains, visited local public schools conductingquestion and answer sessions with Year 5 and 6students. Following this, Year 5 and 6 students visitedSeven Hills High School and attended lessons in arange of secondary subjects and programs. Over 400Year 5 and 6 students participated in the 'SmoothWalking' program.

Sport Report

Students participated in a range of sportingcompetitions during 2017. Teams competed inCombined High Schools Knock out competitions,school, zone, area and state carnivals and localcompetitions in Futsal.

Among the achievements of note are those of thefollowing students. Kyle Cavenagh, Blaze JohnstonOckers and Jessica Sands represented the BlacktownZone Secondary School Sports Association at theSydney West Swimming Championships. The followingstudents qualified to represent Blacktown Zone at theSydney West Cross Country carnival: Jack Black,Jarrod Beasley, Lleyton Coleman, Jye Bond , MaddisonBlack, Tahlia O’Connell and Sharmayne Melide.Lleyton Coleman was named the Under 15 Years BoysAge Champion and Tahlia O’Connell broke threerecords in the Under 16 Years Girls age group at theBlacktown Zone Athletics Carnival. Christine Douglas(Discus), Jarrod Beasley (1500m walk) and Alex Owen(1500 m walk) represented Sydney West at the NSWCHS Athletics Championships.

Seven Hills High School Junior and Senior Girls RugbyLeague teams competed in the Penrith 9’s RugbyLeague competition. From the junior team, MaddisonBlack, Brooke Ison and Tiana Waitere, were selected torepresent the Penrith region at the Sydney Westcompetition.

The following students were selected in BlacktownZone teams to compete at Sydney West competitions:Jye Bond and Andrew Castia (Opens Rugby League),Jack Bradley, Jeremy Frary, Anthony Uhila, JaidonWalsh, Jesse Togiola Luapo, Caleb Saofia and AlexOwen (U15s Rugby League), Maddison Black (OpenGirls Netball), Tahlia O’Connell (Open Girls Touch),Phoenix Gallistan and Cameron Gibson Foad(Baseball). Phoenix Gallistan was selected in theConvenors Area Baseball team.


Documents

2017 Seven Hills High School Annual Report...Seven Hills High School Annual Report 2017 8231 Page 1 of 24 Seven Hills High School 8231 (2017) Printed on: 10 April, 2018 Introduction