2019 Canterbury Girls High School Annual Report

Canterbury Girls High School2019 Annual Report

8806

Printed on: 25 May, 2020Page 1 of 26 Canterbury Girls High School 8806 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Canterbury Girls 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.

School contact details

Canterbury Girls High SchoolChurch StCanterbury, 2193www.canterburg-h.schools.nsw.edu.aucanterburg-h.school@det.nsw.edu.au9718 1805


School background

School vision statement

Canterbury Girls High School’s vision is for a dynamic learning community in which students, staff, parents andcommunity members collaborate to enable each student to achieve a personal best. To this aim, the school is stronglycommitted to enacting the principle of continuous improvement, and to building school community capacity to improvelearning and social outcomes for students. The school seeks to ensure the personal potential of each student is realisedthrough the provision of innovative programs addressing Quality Teaching, Student Wellbeing, Futures Learning, theCreative and Performing Arts, Sustainability, Physical Activity and Student Leadership.

School context

Canterbury Girls High School is in Canterbury, Australia's city for cultural diversity. This diversity is reflected in theschool's population: an EALD population of 64% comprising both international and refugee students; Indigenousstudents; local and out of area enrolments. The school prides itself on being an inclusive learning environment in whichdifference is celebrated. The vast majority of students are highly engaged and enjoy attending school each day;attendance and retention rates are above the state average, and student behaviour is excellent. The diversity of thestudent population mandates differentiated curriculum patterns to enable student needs to be comprehensivelyaddressed. Stage 4 is arranged in groupings with a specific lens underpinning the learning focus: Gifted and Talented,Performing Arts, Mixed Ability, EALD and STL. Differentiation and extension are ongoing curriculum priorities for Stages5 and 6. Elective lines for Years 8–12 are determined by student choices, and student voice is a central focus within theschool. Valued adding for the school in relation to student growth in State and National assessments is uniformlyexcellent and is a testament to the strong home–school partnerships the school enjoys.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Excelling

LEARNING: Wellbeing Excelling

LEARNING: Curriculum Sustaining and Growing

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Excelling

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Sustaining and Growing

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Sustaining and Growing

LEADING: Educational leadership Excelling

LEADING: School planning, implementation andreporting

Excelling

LEADING: School resources Excelling

LEADING: Management practices and processes Excelling


Strategic Direction 1

Learning

Purpose

To ensure that all Learning is future focused, differentiated and supportive of all students, with every individual havingaccess to high quality extracurricular opportunities. Every student is known, valued and cared for within the school.

Improvement Measures

• Attendance trend upwards • NAPLAN Yr 9 • Numeracy majority of students above expected growth • Literacy –Reading& writing increased number of students above expected growth • Literacy LBOTE Writing • increased number of students above expected growth • HSC Maintain + value added for all levels of performance in the positive; • RETENTION trend upwards, • Increased proportion of students reporting a sense of belonging

Overall summary of progress

The Learning Strategic Direction has been delivered through collaborative cross faculty teams in Futures, LearningSupport (including Senior Student Support and Indigenous Education), Reporting, Wellbeing, and Extracurricular.

In Futures Learning use of flexible learning spaces designed for a range of modes of learning continued with libraryrefurbishment seeing additional spaces and technology completed. The Futures Committee team evaluated the successof PBL style learning and undertook PL in cognitive load theory and how this can be applied in futures focused teaching.,so that students can develop critical and creative thinking skills. A cross curriculum pilot was developed to addresscognitive load issues in content mastery and the Futures team presented to all staff, enabling further consideration ofbest assessment approaches in Project Based Learning and Cognitive Load. Programs in partnership with YoungChange Agents and UTS STEAMPunk gave students the opportunity to engage in the design thinking process and topartner with academic and corporate partners.

In Learning Support and Senior Student Support, workshops in senior study skills offered to high potential by HSC 2018students were highly successful. Learning Support plans for individual students were reviewed, and monitoringprocesses for attendance and progress were undertaken to identify any student support needs and collected data ontime management to assist students improve study effectiveness. The case management process and personal learningplans covers students with mental health, learning and physical/sensory support needs, providing differentiation andadjustment of learning.

In Wellbeing, the wellbeing framework for Canterbury Girls HS was reviewed and updated in 2019 to reflect currentprograms and initiatives, including streamlining the Student Recognition System and the online Personal Best program.The Tell Them From Me Survey was completed by 64% of students in Term 1 and used to inform directions in wellbeingand futures focused learning. Sentral was implemented in 2019 and enabled increasing effectiveness in recordingwellbeing, recognition and attendance data. Additionally Sentral reporting improved progress monitoring with dataanalysis to target students for recognition and support. A high proportion of teaching staff completed the online PLAccidental Counsellor course to increase staff capacity to provide wellbeing support.

Extra–curricular participation was a highlight of 2019. The Musical production, CAPA Music, Dance, Drama and Artshowcases, MADD and Winterfest, CG#Sounds, Sports programs and Duke of Edinburgh all saw high rates of studentinvolvement and positive feedback from stakeholders. Performances and assemblies are very well attended by familiesand wider community. Student engagement is further demonstrated in the success of Year camps, Week of Welbeing,Field Study Days, Australian Business Week and achievements in national academic competitions.

Progress towards achieving improvement measures

Process 1: 1. Processes to develop Futures Learning are: • Professional learning teams in STEM, Digital Literacy, Pedagogy and Flexible Learning Spaces to bedeveloped within and across KLAs, building on quality teaching practices • Redesigning B7 classroom space for open plan flexible teaching and learning, expanding access to



Process 1: and use of Futures focused practices within targeted KLAs and Stages. • Professional learning on teaching strategies and theories targeting Futures Learning

2. Processes to strengthen Student Engagement in learning are: • A review of the Personal Best program to attain alignment with PDHPE curriculum and Week OfWellbeing programs / Student Wellbeing Roadmap, and to increase staff capacity to facilitate programcompletion • Introduction of additional support programs to Year 8 students to address gaps revealed by mappingwellbeing initiatives in the Roadmap • The Learning Support Team framework to ensure all students are supported to achieve personal bestin learning and to address learning needs through a caseload managementsystem of individualisedlearning plans (ILPs) • Further refinement of the Senior Student Support program to attain high performance bands,successful post–school pathways planning and transitions3. Processes to provide ongoing development of the Extra–Curricular program are: • Commitment to Performing Arts through Music, Dance and Drama ensembles and the manyassociated performance opportunities in the school and wider community • Increasing the profile and valuing of Sporting participation through a program of school assembliesand publications to recognise and celebrate team and individual performances • Maintenance and expansion of student leadership body 7–12 through inaugural student driven MixBerry Fest 2018 • A program of public speaking development embedded in English Debating and Student Leadershipprograms • Opportunities for student led activism and learning related to environmental education andsustainability, moving towards embedding sustainability practices in school gardening, native bees,endangered species and solar power programs across the school

Evaluation Funds Expended(Resources)

• Streamlining procedure for High Achievers assembly initiated. Whatanalysis needs to take place? • Students and parents as partners in learning – evaluation and changesrequired. High participation rates (100 face to face presentations) mostchoosing the online video. How do we improve the program and increasestudent and teacher engagement? How is the collected data informing bestpractice? • How many students have earned the merit entry in Sentral "SuccessfulCompletion of Personal Best Program 2019?"

Next Steps

In 2020 there will be continued focus by the Wellbeing team on improving student attendance, retention andengagement. Identifying and supporting students whose attendance is below 90% will contribute to progress towardsschool targets. Participation in the longitudinal optional Black Dog Futureproofing study will involve students in aproactive mental health initiative designed to support young people. The Love Bites program and Backflips AgainstBullying are additions to the 2020 range of wellbeing initiatives in the updated Wellbeing Framework. Futures learningwill continue to focus on the thinking skills and dispositions, as well as on STEM for girls, which will enable students to besuccessful and effective members of the community. Staff professional learning around incorporating 21st century skillsin assessment will deepen staff capacity to deliver futures focused learning. Upward trends in measures of academicbuoyancy, perseverance and growth orientation, as measured by Tell Them From Me survey data, will reflect additionalstudent engagement, built on wellbeing, learning support, futures and extra–curricular opportunities including leadershipand sustainability..



Teaching

Purpose

High quality teaching is supported through the use of school data and research to make decisions. Exemplary practice inrelation to the Australian Professional Standards for Teachers ensures the school is excelling in the Teaching domain,and achieves outstanding value–added for all learners, including in relation to Literacy and Numeracy.


• Attendance trend upwards; • NAPLAN– Numeracy and Literacy increased percentage of students above expected growth • HSC increased percentage of students in Middle and High Performance bands • Retention rate maintains • Increased proportion of students reporting expectations of success and advocacy


Over 2019 the collaborative Community of Schools model has been ongoing, with professional learning in QualityTeaching and best practice in Stage 6 assessment supporting improved performance in NAPLAN and HSC. Analysis ofexternal performance data has again informed annual evaluation of programs and strategies to achieve progress towardsschool targets. The executive team's participation in the Agile Leadership Program enabled a link to the work in QualityTeaching and assessment to occur, developing capacity in instructional and distributed leadership. The PL program alsodedicated time to the implementation of new syllabi and further upskilled staff in online learning platforms.

The focus on literacy and numeracy in the Teaching strategic direction has been sustained in 2019 through Stage 4Renaissance Reading, Premier's Reading Challenge, literacy and numeracy mentoring, support classes including MultiLit, Elective Literacy and Numeracy. Personalised learning plans for indigenous students have been reviewed throughoutthe year. Participation rates and achievements in a range of academic competitions has been tracked to evaluate levelsof academic engagement and attainment.

The Teaching team has completed online implementation of NAPLAN and Minimum Standards testing. Students weresupported to attain the MS credential by learning support staff as required. The Learning Support team casemanagement model was reviewed and revised in 2019 to streamline referrals and the development of individual learningplans.


Process 1: 1. Processes to improve student Literacy skills include: • Inclusion of Literacy in Stage 4 & 5 assessment and reporting; • Multlit for Stage 4; • 8Z Elective Literacy class; • In class LST support ; • Yr 7, 8, 9Literacy mentoring by peers; • PL programs addressing evidence–based Literacy and EALD strategies.2. Processes to improve student Numeracy include: • Inclusion of Numeracy in Stage 4 & 5 assessment and reporting; • In class Specialist Numeracy support; • withdrawal support for Indigenous students to work with Numeracy expert; • Yr 7, 8, 9Numeracy mentoring by peer leaders; • PL programs addressing evidence–based Numeracy strategies.3. Processes to improve whole staff capacity to meet the Australian Professional Standards forTeachers includes: • Quality Teaching Rounds & Quality Teaching Buddies; • Communities of Schools – Digital Literacy andIWCoPP; • Professional Learning Plans for all staff linked to school Professional Learning Plan; • Accreditation requirements for all staff; • Regular review of teaching programs, assessment and reporting in response to performance data; • Collaborative teaching practices to enable cross KLA programming and Rich Tasks; • Innovative and Future Focussed Learning, including STEM & Digital Literacies;



Process 1: • NESA syllabus implementation; • Instructional Leadership; • Student and Parent feedback on teaching via Students and Parents as Partners for Learning project; • School and SEF evaluation; • Embedding explicit systems that facilitate professional dialogue, collaboration, classroomobservation, the modelling of effective practice and the provision of specific and timely feedbackbetween teachers.4. Processes to meet the individual learning needs of Indigenous students and strengthenpartnerships with families include: • Individual Education Plans for all Indigenous students developed in consultation with students andfamilies; • Indigenous Leadership Group established to provide ongoing mentoring support by an Aboriginal staffmember; • Employment of specialist Maths teacher to provide targeted Numeracy support and liaise with Mathsstaff • Indigenous Education Support Team to liaise with rest of school staff and support them to meet thediverse learning needs of students.reporting; • Multlit for Stage 4; • 8Z Elective Literacy class; • In class LST support ;


Peer Reading program will not be utilised in 2020 due to significant uptake ofRenaissance program which is providing greater engagement with reading.But how do we increase teacher engagement?

STEM Committe to review 2019 programs and suggestions for 2020 include • Increase teacher capacity by providing training and resources for staff • Can STEM be dovetailed into PBL initiative? • Year 8 – include STEAM ( initiated by Arts and English) • Year 9 – Medieval day STEM with catapult activities (initiated by HSIE andPE/ LOTE)How can we strengthen post school options for ATSI students?

review and update of SPIL initative?

How can What works best strategies be delivered to upskill staff?

Premiers reading challenge results are down on last year, due to significantuptake of Rennaisance program.

QTR evaluation – develop staff survey

• RAM funding • TPL resources

Next Steps

In 2020 feedback from staff will be collected to evaluate the impact of Quality Teaching Rounds and plan how to continuethe QT focus as the ongoing foundation of continuous improvement in student outcomes. Additional focus will be given tosupporting indigenous students to complete RoSA and HSC with improved levels of attendance, retention and highperformance bands results in NAPLAN and HSC. Improvement in Numeracy will be a key focus in 2020 with ambitiousschool targets in NAPLAN. Community of Schools, Community Master classes, improved targeting and support ofstudents with numeracy learning support needs, focus on computational thinking and Newman's prompts in staff PL andteaching strategies will be covered. Further development of STEM initiatives will occur through field study day richlearning programs and involvement in the Teacher Quality Unit's initiative to develop Stage 4 Science and HSIEprograms to support ACARA General Capabilities in critical and creative thinking. With strong uptake of the Stage 4Students and Parents as Partners in Learning, 2020 will see a review of the process to further improve student reflectionon learning and setting goals for improvement.



Leading

Purpose

To ensure all aspects of School Planning, Resource Management, Management Practice and Instructional Leadershipare at the excelling level.


• Trend of increasing percentage of staff prepared to lead above substantive position • Staff engagement trend in professional learning • Tell them from Me student data trends are on the way upwards • Website, Twitter and app hits by school community • School Facilities continue to improve


The Leading strategic direction again focused on building instructional leadership and effective community engagement.

In 2019 Sentral was introduced to replace AWMS, providing a more streamlined and efficient monitoring system forattendance, wellbeing and reporting. This was complemented by high levels of staff uptake of online PL in wellbeing toimprove capacity to support student wellbeing in the classroom.

The expanded use of Schoolstream App supported community engagement in explaining student absence, applying forearly leave and providing updates on school daily operations. The use of the inewsletter format for the school newsletterin 2019 was highly successful.

Installation of digital learning technology in all learning spaces was completed over the course of the year with staff againengaging in the necessary PL to support its effective use and the increased use of digital learning platforms.

In the executive team professional development focused on building capacity to lead and manage strategically, to beinstructional leaders, and to align school goals to state priorities. Staff PDPs are expected to include a goal reflecting thework of their strategic direction committee. Collaborative practice and evaluative thinking are the key processes inattaining collective efficacy and distributed leadership. A culture of hIgh expectations was fostered and reflected inSchool Excellence Framework Self Assessment judgements. The participation of executive team members in Agile andAspiring Leadership programs reflects strong levels of leadership capacity.


Process 1: 1a. Regular meetings scheduled each term to build Professional Practice and leadership capacity ofschool staff and Staff PDPs goals align with the school's strategic directions. Regular communicationby staff with school community about school and state priorities; engagement with school communitywhen evaluating teaching and learning and making decisions.

1b. Leadership team uses schools administrative systems such as AWMS, faculty monitoringprocesses, audit and surveys with school community to measure school Community Satisfaction(teachers, parents and students)

1c. Systematic program of teacher Professional Learning utilising professional learning communitiesvia: • Quality Teaching Rounds; Quality Teaching Buddies; IWCoPP; IWDLPLC • Agile Leadership course in 2019 for 5 executive and Principal Leadership program for 1 executive1d.PL meetings in which staff PDP goals align with strategic directions.

2.a Implement and use School App and other e–learning platforms such as website, SMS, twitter,Moodle to engage parents and community in authentic Partnerships supporting curricular andextracurricular programs

2018 Executive time for implementation and professional learning for executive and SASS of Sentral for2019 implementation



Process 1: 2b School systems implemented to identify the most effective use of RAM funding to support learningfor all students


• Executive and teaching staff demonstrated relentless focus on improvingstudent outcomes throughout the year through engagement in QT, PL, PDPs,IWCoP. • Review and update of executive Roles and responsibilities for 2020maintaining 9th Ht position in Learning Support, adjusting areas of T&L andSS to better support Careers, VET, ICT, reporting and assessment deliveryfrom 2020.

$10,000 Release PL funds

Funding Sources: • ($0.00)

Next Steps

In 2020 the school executive will build its capacity to incorporate targets for student improvement into school milestoneplanning. Links to the School Excellence Framework self assessment process will ensure evidence authenticallydemonstrates progress towards the targets. Senior executive team members have developed capacity to managecompliance, properties and finance previously with the PSO role.

An additional HT position was created in Term 2 2019 for Learning Support and has been maintained in 2020, withsignificant progress in improving the impact of the Learning Support team in adjusting and differentiating the curriculum.This role has worked effectively with HT Wellbeing to purposefully sustain the school's focus on supporting everystudent's learning and progress towards personal best.

Engagement with the community has seen expanding use of social media, inewsletter, Schoolstream App and schoolwebsite.

Quality Teaching and Community of Schools will continue to be the foundation of collaborative professional learning andinstructional leadership. Focus areas of assessment, numeracy, futures focused critical and creative thinking skills will bepursued.

Senior executive will continue to expand their leadership repertoire through involvement in Agile and Aspiring programsand distributed leadership practices will be embedded to support the persistent focus on collaboratively improvingteaching and learning for students.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Aboriginal backgroundloading

The Indigenous Leadership Group has beensuccessful in providing additional mentoringand opportunities for students as planned forin PLPs

English language proficiency English LanguageProficiency flexible funding

Additional time assisted staff in the task ofproviding additional differentiation in theclassroom and literacy support throughpersonal best programs and assessmentsupport.

Low level adjustment for disability Low level adjustment fordisability funding

The LaST roles have been significantlyredefined to improve case managementsupport for students and improved in–classsupport for students and teachers in providingdifferentiation as outlined in StrategicDirection 2 of the school plan.

Socio–economic background RAM funding–socio–economicbackground

Provision of additional leadership staffing andfunding for literacy initiatives has ensuredmore focused delivery of support for students.

Support for beginning teachers Beginning Teachers New scheme mentoring programs continue tosupport temporary and full time staff seekingaccreditation.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 0 0 0 0

Girls 696 720 743 735

Student attendance profile

School

Year 2016 2017 2018 2019

7 92.2 93.2 92.2 92.4

8 92 89.9 91.6 90.5

9 93.3 90.6 87.3 91

10 91.3 92.9 90.3 86.8

11 91.2 90.8 88.8 89.7

12 92.7 91 87.5 89.1

All Years 92 91.5 89.8 90.1

State DoE

Year 2016 2017 2018 2019

7 92.8 92.7 91.8 91.2

8 90.5 90.5 89.3 88.6

9 89.1 89.1 87.7 87.2

10 87.6 87.3 86.1 85.5

11 88.2 88.2 86.6 86.6

12 90.1 90.1 89 88.6

All Years 89.7 89.6 88.4 88

The school's attendance profile is extremely positive, with all cohorts having an attendance rate above the state stateaverage. Efforts will continue to be made to support full attendance by all students in the school. The Sentral roll markingsystem improved accuracy in monitoring and supporting student attendance in 2019 by Year Advisers and SeniorExecutive. The Senior Executive and Wellbeing team collaborate regularly in implementing strategies, in partnership withfamilies, supporting full school attendance, and refer students requiring additional support to the Home School LiaisonOfficer Program.

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Post school destinations

Proportion of students moving into post-school education, training or employment

Year 10 % Year 11 % Year 12 %

Seeking Employment 0 0 2

Employment 0 0 4

TAFE entry 2 4 12

University Entry 0 0 75

Other 0 0 0

Unknown 0 0 7

The majority of Year 12 students at Canterbury Girls High School continue to progress to university. The school isextremely proud that three quarters of its Year 12 cohort achieved offers to attend university for 2020. The remainder ofthe cohort chose Vocational Education with majority of these students studying at TAFE and a small percentagechoosing employment as their chosen post–school pathway.

Year 12 students undertaking vocational or trade training

29.66% of Year 12 students at Canterbury Girls High School undertook vocational education and training in 2019.

Year 12 students attaining HSC or equivalent vocational education qualification

108 students in the 2019 cohort were eligible for the award of HSC.

The 2019 Year 12 cohort undertook vocational or trade training in a variety of areas including: *Nursing *CommunityServices *Counselling *Early Childhood Education *Design *Event Management *Performing Arts. With regard tovocational training courses offered at school, 17 students undertook Business Services course, while 14 studentsundertook the Hospitality:Kitchen Operations course.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 8

Classroom Teacher(s) 38.4

Learning and Support Teacher(s) 1

Teacher Librarian 1

Teacher ESL 1.4

School Counsellor 1

School Administration and Support Staff 10.08

Other Positions 1

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 711,698

Revenue 8,941,579

Appropriation 8,308,121

Sale of Goods and Services 65,924

Grants and contributions 522,299

Investment income 4,768

Other revenue 40,469

Expenses -8,725,633

Employee related -7,551,830

Operating expenses -1,173,803

Surplus / deficit for the year 215,946

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

Canterbury Girls High folllows rigorous financial practices and governance structures which meetdepartmental andlegislative requirements in adminsitering funds across the school. The schoolExecuitve in co–operation with the Parentsand Citizens plans and implements an annual schoolbudget that:–* Plans to maximise the operation of the school withinthe available physical and financialresources* Identifies and addresses health and safety issues* Maintains appropriaterecords in accordance with Audit requirements.

School and Community funds in 2019 contributed to an additional outdoor pavilion and guttering in the playground, acovered walkway from C block to MPC, a new light bar in the MPC for performing arts events, a glass wall in theLearning Centre in the Library mezzanine to create an additional learning space, additional ICT in the Library, and 7additional projectors in classrooms.

A major upgrade of the amphitheatre area adjacent to the MPC was also commenced in 2019 for completion early 2020.This includes landscaping and a COLA 9covered outdoor learning area) whihc will provide shade, tiered seating and aflexible space for playground, learning, meeting and school community events held in the MPC.

RAM funds in 2019 were spent on additional human resourcesincluding:–* Numeracy support* Technology support*Youth worker* Additional Literacy support* Addtional support for students with mental health issues* Addtionalsupport for Senior students


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 93,908

Equity Total 456,414

Equity - Aboriginal 15,700

Equity - Socio-economic 75,664

Equity - Language 188,390

Equity - Disability 176,660

Base Total 7,188,762

Base - Per Capita 174,430

Base - Location 0

Base - Other 7,014,332

Other Total 343,161

Grand Total 8,082,245

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.

Literacy

In Reading, Writing, Grammar and Punctuation the Year 7 cohort was above state average and similar schools, howeverin Spelling was below similar schools although above state average.

Canterbury Girls has significantly more students in the highest bands in Reading, Writing and Grammar.

Canterbury Girls has more students in the highest bands in spelling than the state, but is below similar schools forspelling.

For Year 9, excellent results were achieved for all literacy domains and students were consistently well above the Stateand similar schools.

Overall the data shows that CGHS students improved their value–added scores from year 7 to 9 by more thanother state schools and other similar schools. This is a very significant achievement.

Value added for writing was significantly higher than the averages for similar schools and schools across the state.

Compared to 2018, the 2019 cohort has more students in the top 2 bands for all domains except grammar.

Canterbury Girls has significantly more students in the highest bands than both the State and similar schools, inReading, Writing, Spelling and Grammar, with particularly high numbers of students in the high bands for writingcompared to their peers in similar schools and state–wide.

The results are a credit to the commitment of the staff and represents the school's strong emphasis in regard to explicitscaffolding and modelling in meeting the needs of all learners.

Numeracy

In Numeracy the Year 7 cohort was above state average, however below similar schools.

Canterbury Girls has fewer students in the highest bands than the State or similar schools in numeracy.

In year 9, Performance in Numeracy was above State but below the results of similar schools.

Fornumeracy, the school has slightly more students in the top bands than the stateaverage, however it is significantly below similar schools in terms of itsnumbers in the highest bands for numeracy.


School performance - HSC

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

The information in this report must be consistent with privacy and personal information policies. Where there are fewerthan 10 students in a course or subject, summary statistics or graphical representation of student performance is notavailable.


Subject School 2019 SSSG State School Average2015-2019

Ancient History 76.4 72.3 69.9 70.8

Biology 69.9 71.5 69.9 73.8

Business Services Examination 76.6 76.2 73.7 72.7

Business Studies 70.2 71.5 68.6 70.5

Chemistry 70.7 73.8 74.7 73.8

Community and Family Studies 69.5 75.9 72.2 70.1

English (Advanced) 83.2 80.3 80.0 83.7

English (Standard) 69.8 70.4 67.3 69.1

English EALD 80.2 70.8 70.0 80.2

Information Processes andTechnology

72.6 72.4 70.8 72.6

Legal Studies 80.4 72.9 70.6 80.0

Mathematics 72.3 76.4 76.9 74.6

Mathematics Extension 1 70.5 78.3 80.6 79.7

Mathematics Standard 2 68.1 72.3 67.7 68.1

Modern History 77.5 72.9 70.2 76.9

Music 1 88.5 82.5 79.9 83.8

Personal Development, Health andPhysical Education

71.2 72.5 70.5 70.0

Society and Culture 85.2 77.9 75.9 82.7

Studies of Religion II 71.1 71.5 70.4 66.8

Textiles and Design 71.3 80.2 76.6 74.8

Visual Arts 79.7 82.0 78.8 81.5

2019 proved another excellent year for the school in terms of HSC results: 69 students achieved at least one HighPerformance Band, and 37% of all results were placed in the High Performance Bands. 13 students were placed in theHigh Performance Bands for all subjects. These are tremendous achievements! The school performed above the stateaverage in Ancient History, Business Services Examination, Chinese and Literature, Dance, Drama, English Advanced,English EALD, English Extension 1, English Standard, Legal Studies, Modern History, Music 1, and Society and Culture.Olga Makin was on the prestigious All Rounders list with all Band 6 results. There were 38 listings on the DistinguishedAchievers list for CGHS, with stand out performances achieved by Stella Aroney, Anja Petkovic and Mexin Yu.

These results indicate that the school is continuing to do an excellent job at catering for the diverse learning needs ofstudents across a broad range of subject areas. The school was within two marks of the state average in Biology,French Beginners, Information Processes and Technology and Visual Arts – a very sound achievement. Areas theschool will continue to support improvements in during 2020 include Community and Family Studies, MathematicsExtension 1 & 2, Mathematics 2 unit, Studies of Religion and Textiles & Design where candidates were at least 5percentage points below the state average. In comparison to the 2018 Higher School Certificate, the school increasedthe number of students achieving in High Performance Bands (Bands 5 and 6) in Business Studies, Drama, EnglishEALD, English Extension 2, Legal Studies, Mathematics Standard, and Studies of Religion.

The fact that over a third of all results were placed in the High Performance Bands can be attributed to a number offactors, including the Performance and Gifted & Talented class structures in stage 4, ongoing professional developmentin Quality Teaching, the implementation of a broad range of engaging, extra curricular programs, extensive expenditureon technology and other innovative resources and a high level of social support afforded to each student. The criticalfactor underpinning our result remains teacher quality and the relentless focus on quality teaching at CGHS. The schoolwill continue to provide the leadership and professional learning needed to ensure each teacher has the capacity toaddress the personal learning needs of individual learners and address ever–evolving educational challenges.


Parent/caregiver, student, teacher satisfaction

In 2019 there has been regular communication with the school community about school and state priorities, and therehas been engagement with the school community when evaluating teaching and learning and surveying communitysatisfaction. P&C meetings, Parent–Teacher Interviews, RoSA and HSC Information Meetings, and Stage 4 LearningPresentations have been well attended by families and carers. Additionally review meetings with family members forstudents on individualised learning plans have been held throughout the year. Formal assemblies for HSC HighAchievers, Student Leadership Investiture, Year 12 Graduation and Recognition continue to be school highlights withstrong family participation to celebrate student achievement, as is the Creative and Performing Arts calendar ofshowcases and productions.

The school has continued to use a range of communication platforms to contribute to the engagement of families and thecommunity in authentic partnerships supporting curricular and extra–curricular programs. This has included website,social media and Schoolstream App. The well subscribed inewsletter twice per term is a testimony to the wide rangingextracurricular program as well as the opportunities for rich learning experiences.

The findings of the Tell Them From Me student survey completed in 2019 again support our continuation of the Studentsand Parents in Partners in Learning initiative. In 2019 we had face to face meetings with over 50% of families to seestudent end of year Learning Presentations and close to 100% upload of Personal Learning Plans and LearningPresentations to Google Classroom by the 2019 Year 7 cohort, in keeping with similar engagement in 2018.

The Tell Them From Me student survey results directly informed our strategic directions in learning for studentengagement, including a focus on perseverance, growth orientation and academic buoyancy. This will continue in 2020,particularly in professional learning to improve Numeracy performance, as well as through Futures Learning and SeniorStudent Support.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

In 2019 the Indigenous Leadership group continued to support and enrich the learning of the 19 Indigenous students atCanterbury Girls High School. The Indigenous Leadership group provides ongoing mentoring and monitoring by both anAboriginal Teacher and mentor. Strong and supportive relationships have been established between the school andfamilies through school–based social events. The strong links between the school, parents and the community haveallowed staff to meet the diverse learning needs of students. The Indigenous Student Support Program continued, wherestaff were employed for one day a week to address the numeracy needs of the school's Aboriginal students. Staffcollaborated with students and their parents in the development of IEPs for all students. These plans identify personallearning requirements specific to each student and are shared with staff to inform each teacher's practice. The programalso ensures that students are provided with opportunities to engage with outside cultural centres and programs todevelop and strengthen their skills and knowledge of their indigenous culture and they are linked to extra–curricularprograms in DoE, universities and other institutions and work places to support their academic and vocational progress.There were a number of highlights for the school's Indigenous students in 2019. These included:

• Indigenous Leadership Group planned and ran the NAIDOC week assembly • Morning Tea for parents, students and community members to connect school with the Indigenous community. • Fundraiser/bake sale completed by the Indigenous leadership group for the Close the Gap Campaign. • Shaniece Vincent won the Deadly Kids award • Students raised awareness through publishing posters and delivering messages on issues including reconciliation,

invasion day and the socio–economic gap. • The Koori Kids Mentoring Program with Aboriginal Stage 3 Aboriginal students at Canterbury Primary School.

Students participated in several projects; reading recovery, Indigenous gardening project and Aboriginal MuralProject.

• Marie Ikonomou (Year 12) and Buia David (Year 10) performing in the School Spectacular. Both are members ofthe Bangarra Dance Company, the DoE Aboriginal Dance Workshops and in Sydney Region Dance Workshops.

• Marie Ikonomou performed in the NSW Public Schools Senior Dance Ensemble. • Elizabeth Saladru–Barker participated in a work experience program at the Sydney Opera House • Support from Jessie Simon–Fitzpatrick one day a week to work on Indigenous Art project and mentor students • Indigenous Leadership group participated in an Aboriginal Mental Health Forum conducted by The Aboriginal

Health unit of Sydney Local Health District.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


In 2019 a significant proportion of our school population continued to comprise students with language backgroundsother than English. Around 61% of students at Canterbury Girls High School came from language backgrounds otherthan English, with over 61 other languages being spoken. Mainstream teaching which makes the curriculum accessibleto students with English as an Additional Language or Dialect (EAL/D) and to students from language backgrounds otherthan English (LBOTE), was and remains a priority at Canterbury Girls. In addition, all curriculum areas taught at theschool contain units of work which provide multicultural perspectives and knowledge.

A majority of classroom teachers at Canterbury Girls have received training and professional development in theteaching of EAL/D and LBOTE students. Nevertheless, an important challenge for teachers, particularly with regards tostage 6 EALD learners, is to equip these students with the academic language proficiency needed to achieve theoutcomes of stage 6 subjects. To this end, the school's Deputy Principal worked with members of the schools LeadingCommittee to implement ALARM teaching strategies to develop students' academic language proficiency.

In addition, each year the Department of Education provides the school with staff specially trained in teaching EAL/D andLBOTE students, based on the number and needs of such students enrolled at the school.

EAL/D teachers provided the following support for EAL/D and LBOTE students: • Students with EAL/D backgrounds in Years 8, 9 and 10 were taught English by trained EAL/D teachers. • In addition, students in year 8 with EAL/D and LBOTE backgrounds who needed extra help with their literacy

attended an English literacy elective class twice a week. • Students with EAL/D backgrounds in years 11 and 12 studied the new EALD English course taught by an English

teacher with EAL/D qualifications.

Other School Programs (optional)

Creative and Performing Arts

With sustained growth in the uptake of positions in our Ensembles programs and increasing numbers of students seekingthe opportunity to extend their performance skills, the Creative & Performing Arts (CAPA) faculty has continued to thrivewith energy and enthusiasm. There is never a quiet moment in the CAPA classrooms as we use class time andextra–curricular time to provide opportunities for our students to participate in a range of performance activities. Theseinclude subject specific Showcases, Education Week, Schools Spectacular, Art Exhibition, Dance Festival, CG#SoundsRecording Project and Drama productions.

Our showcase Evenings for Stage 6 arts students enabled them to present their work to an audience in preparation forexamination. Likewise the annual Art Exhibition showcased the accomplishments of our Visual Artists. We again stagedWinterfest & MADD night where parents are invited to see the work accomplished in the creative arts classrooms.

The enthusiasm and sustained passion for the creative and performing arts is clearly visible by the sustained attendanceof students in Ensembles. It is clear students who choose to join such groups extend their skills and experience in thevarious strands of the performing arts.

We are already underway in our preparations for our 2021 School Musical. Our original productions are a high point ofthe school year with students from across years 7–11 participating in process and performances. Both staff and studentsare involved in the play–building, writing, choreography, sound, lighting, staging and composing process of these vibrant,colorful and captivating works which delight and entertain parents and students alike. In the 2019 production of Tribe andTribulation, 135 students were involved in 3 packed out evening shows as well as a matinee.

Visual Arts – Our art students held our annual Art Exhibition as an opportunity to showcase the work of our HSCstudents. It was a major success and the works provided stimulating opportunities for thought and discussion. Artstudents are already underway in the designing and planning for our forthcoming 2021 School Musical.

CG#Sounds – As part of our Elective Music program students are required to compose an original piece of music. Thisproject gives the students the opportunity to experience the process of perfecting this piece and recording it in aprofessional recording studio. They learn valuable skills in music production, arranging and collaborating across KLAs.Students also created a website to showcase our original music both past and present and a place for alumni to updateus on what they are doing in the music industry post school.

SPORT

2019 was another outstanding sporting year for Canterbury Girls High School. Three carnivals were held in 2019 –Swimming, Cross–Country and Athletics.


Swimming – Canterbury Girls entered a strong squad of 23 swimmers into the 2019 St George Zone Swimmingcarnival. Kylani Koloamatangi was named as 14 years St George Zone Age Champion and Elena Costas was named asSt George Zone 16 years Age Champion runner up. Fourteen students were selected to represent St George Zone at theSydney East Regional carnival in Swimming. Kylani Koloamatangi was selected to represent Sydney East at the NSWCombined High Schools Swimming Championships in a number of individual events as well as the 14 years 4 x 50mrelay team consisting of Kylani Koloamatangi, Jessica Sanderson, Tara Olah and Amy Dambiec. Kylani Koloamatangialso went on to represent NSW at the All Schools National Championships in Swimming.

Cross Country – Thirty six students competed in the St George Zone Cross Country carnival in 2019. Laura Metry wasnamed 13 years St George Zone Age Champion, Olive O'Grady was named 14 years Age Champion and Hester Leggewas named 16 years Age Champion runner–up. Fourteen students were selected to represent St George Zone at theSydney East Regional Cross Country carnival with Georgia Kirkwood going on to represent Sydney East at NSWCHSlevel in the 17+ years age group.

Athletics – A strong team of 29 students were selected from Canterbury Girls High School to compete in the2019 StGeorge Zone Athletics carnival. A total of 22 students went on to represent St George Zone at the Sydney East RegionalAthletics Carnival.

Other St George Zone representatives at Sydney East Regional carnivals in 2019 included Olive O'Grady, AaushkaRana, Peta Soilemzis and Chaltu Strachan who represented St George Zone in Football. Other outstandingachievements in 2019 included Laura Metry and Nell Bryson–Smith who were selected into the Sydney East Cricketteam. Nell was named as Captain of the Sydney East Cricket team to compete in the NSW Combined High SchoolsCricket Championships. Maggie Pirangi was selected to represent Sydney East in Volleyball at the NSWCHS carnival.Nell Bryson–Smith was awarded a St George Sporting Blue in Cricket and Georgia Kirkwood was awarded a St GeorgeSporting Blue in Cross Country .In 2019 Canterbury Girls entered 11 teams into the Sydney East KnockoutCompetition. Many teams made it through several rounds with the Canterbury Girls winning the Canterbury–KogarahCup. The St George Zone 2019 Grade Sport Competition saw about 420 students compete in both the Summer andWinter competitions. A total of 39 teams were entered into the competition with 16 making it through to the finals and 7winning their respective competitions– 2nd Grade Basketball, 2nd Grade Netball, 2nd Grade Table Tennis (Winter andSummer), 13AC1 Netball, 14A Mini Soccer and 14B Mini Soccer. Maggi Pirangi (Year 11) was awarded 2019Sportswoman of the Year. Adelaide was named as Champion House for 2019. Nell Bryson Smith and Georgia Kirkwood(both Year 12) were nominated for the Australian Olympic Change–Maker Award for 2019. Laura Metry and TabaraSavage received the Premier's Sporting Challenge Awards for 2019.

Environmental Education

Student Environment Ambassadors (S.E.A) Leadership Group

S.E.A was involved in a range of grass roots campaigns during the course of 2019. Fund raising enabled the group tosupport global initiatives as well. Some of the work SEA members engaged in throughout the school grounds includedthe raising of funds for a number of insect hotels, allowing a range of insects to recuperate during the hotter months.These funds were raised from selling a range of produce from the school garden. A Bake sale was conducted to raisemoney for koalas impacted by the 2019/20 Australian bushfires. The money went to the koala hospital at Port Macquarie.On musical nights, SEA sold reusable keep cups to families, students and teachers to promote sustainability. Also,during these musical nights, school grown pumpkins were raffled, and the money went towards the purchase ofseedlings and equipment for the school garden. There was regular recycling of paper and composting which helped keepthe garden soil healthy.

Year 10 participated in a range of in–school and extra–curricular environmental incentives.On Clean Up Australia Daythey led Year 7 and 8 students to the Quad and cleaned up rubbish around the school.

At an educational level, Year 7, 8 and 9 SEA members attended a workshop held by the Australian Youth ClimateCoalition (AYCC) at the Petersham Town Hall. Strategies to help combat climate change were discussed. They relayedthis information back to the SEA group, and workshops were established. Year 10 were involved in bringing members ofthe AYCC to the school. They spoke about climate activism strategies for groups and individuals. Another ongoingproject is working with the canteen to attempt to minimise waste as well as the establishment of compost bins in the TechFood labs.

Year 9 SEA students contacted an organisation called WoodiWild, an organisation which plants trees in cleared farmlandareas in N.S.W. WoodWild is a partner of the NSW Government's 5 million trees for Greater Western Sydney Project,which plans to plant 5 million trees by 2030. The school raised over $600 for the cause.

Globally, SEA students engaged in a bread tag initiative, where bread tags were sent to a South African factory. Thesetags were melted down and transformed into items such as coat hangers, seeding trays and picture frames.

The SEA group looks forward to continuing ongoing initiatives as well as new ones.


Solar Panels Project Update – A Solar Analytics website was completed in 2019, and can be viewed athttps://display.solaranalytics.com/multipage/canterbury_girls_high_school

This gives an overview of the energy generated by the solar panels installed and adopted, as well as costs savings. Thisproject was a significant example of community engagement with P&C and other local partners, and commitment tosustainability in the Canterbury Girls High School community.

In future the ongoing commitment to sustainability in practice will include completion of the plan to install LED lightsthroughout the school.

Futures Learning

In 2019, phase 2 of the Futures Learning project was implemented at CGHS. This included the continuation of theFutures project from 2018 in English whereby classes continued to teach the program for their Term 4 unit of work.

As a progression of this unit of work, CGHS trialled, for the first time, a cross–curricula project based on the research andprofessional development related to Cognitive Load Theory.

Context:

Cognitive Load Theory and Project Based Learning.

One class in Year 7 completed a cross–curricula Project Based Learning assessment task, reducing cognitive load,stress and amount of work required, incorporating Quality Teaching and Learning.

The aim was to achieve deep mastery of content through explicit teaching and enable higher order thinking skills,including critical and creative responses.

Project/Rich Task:

Study of persuasive language and techniques

Study of Evocity

Study of sun safety and road safety

Individual reflection

Key Learning Areas:

English

HSIE

PDHPE

Stage 1:

Launch

Driving Questions

Enquiry Questions

Project description and how it connects to real world experiences

Stage 2:

Build Knowledge and Understanding

Explicit teaching in separate Key Learning Areas and covering subject specific outcomes

Stage 3:

Bringing the Project to Life


Key knowledge

Stage 4:

Presentation of project

Reflection process

Aim

To embed the Futures Learning modes and dispositions into student–oriented project–based learning activities, whileincorporating Cognitive Load Theory strategies across Cross–Curricula based assessment. This would also meet theincreasing need for development of transferable core soft skills to support students with futures–focused learning andpost–school transitions.

In 2019, staff were provided with ongoing support and professional learning via various channels. Key areas covered aspart of the profession learning were:

• Committee Meetings chaired by the Head Teacher Teaching and Learning to provide ongoing feedback onprogress and improving space, resources and training. Including:

• Modes and Dispositions as part of the Department of education's Futures Learning model (eg: collaborative,discussion. reflective and explicit modes; dispositions of persistence, agility, problem–solving and metcognition)

• Integrating Futures Learning with the Quality Teaching Framework, arranging cross–faculty observations to refineand inform program and teaching strategies

• Process and frameworks to develop and program project–based learning • Cognitive Load Theory • Cross–Curricula Assessment

The Futures Team surveyed students, teachers and parents in regard to the Cross–Curricula assessment in Year 7,presenting their findings to staff as a way of informing and promoting a wider adoption of these practices.

Successes

* Engaging in professional learning and dialogue with colleagues and across faculties

* High levels of engagement and inclusivity as part of the Quality Teaching Framework

* Increased student choice and direction, including opportunities for deep critical thinking

* Development of problem–solving skills and other key soft skills in a real–world context

* Development of more sophisticated ICT skills

* Use of external experts to provide context and support student project development

* Celebration of learning by showcasing finished product

* Whiteboard tables highly useful in supporting student learning

Areas for Review and Consideration

* Limited time to teach and develop some skill sets required to undertake futures learning activities and projects e.g.document management, diverse research skills and strategies; including ensuring that all students contribute equally togroup assessment work.

Directions in 2020

Key areas targeted for improving and expanding the delivery of this strategic direction are: • programming for cross–curricula project based learning in Years 8 and 9 • continuing to build capacity of teachers to deliver PBL • continue differentition for EALD and diverse learning needs • continue to network, collaborate and engage in professional learning with colleagues • incorporate strategies to support student autonomy and ownership of learning

Community of Schools


Our wellbeing and curriculum connections with Ashfield Boys High School continued throughout 2019, inlcuding Year 7Social Inclusion Day, Year 9 RUOK Day and Year 10 Australian Business Week (see additional item below).

Additionally our professional learning in partnership with Ashfield Boys successfully continued in Quality Teaching andbest practice in assessment. This is covered in the teaching Strategic Direction in this report.

Australian Business Week

ABW (Australian Business Week) is an extracurricular activity that the school offers for Year 10 during Term 4 of theschool academic year. During the week long program, students learn about business by running their own company inteams of ten. Each team competes against others' operation in a computer business simulation of the Australianeconomy. In order to succeed, students learn all thebasics of business operation from profit and loss through to planningand marketing a new product. On the last day there is a trade display of all the companies' new products, videocommercials, and oral presentation of their company reports. The students' work is judged by representatives fromvarious businesses and schools .In 2019 CGHS organised ABW program in collaboration with Ashfield Boys HighSchool. Year 10 students from CGHS and Year 10 Commerce students from ABHS participated in the hugely successfulprogram.

The opportunity to engage is this rich learning activity aligns with the aims of futures–focused learning. The collaborative,authentic context meets the increasing need for development of transferable core soft skills to support students withfutures–focused learning and post–school transitions.


Documents

2019 Canterbury Girls High School Annual Report