Annual School Report - St George Girls High School Reports/St George... · language background other than English (LBOTE). The largest LBOTE background groups are of Chinese background

2013 Annual School Report St George Girls High School

Our school at a glance

Students St George Girls High School is an academically selective school for girls.

To gain a position at the school, students attempt the Selective High School Placement Test in English, Mathematics, writing and general ability. Moderated results in English and Mathematics from a student’s primary school are also considered.

In 2013, Year 7 students were enrolled from 80 primary schools. Thirty-five per cent of Year 7 students were the only ones to enrol from their particular school.

There was a total enrolment of 931 students. The student population is stable with retention rates in recent years being 98%.

Eighty-nine percent of students were from a language background other than English (LBOTE). The largest LBOTE background groups are of Chinese background (60%), Vietnamese background (16%) Indian background (8%) and Korean background (3%).

At St George Girls High School, a strong academic curriculum is designed to prepare students for entry to a range of tertiary institutions. In 2013, 100% of students’ post school destinations were university.

A diverse program of extra-curricular activities gives students the opportunity to develop their talents fully. The teaching staff is highly experienced in meeting the needs of gifted and talented girls.

Staff In 2013, the school had a staffing establishment of 63.8. This consisted of a Principal, two deputy principals, ten head teachers, 54.7 classroom teachers, a teacher librarian, a careers adviser and a school counsellor. There was an administrative staff of twelve.

All teaching staff meet the professional requirements for teaching in NSW public schools.

Significant programs and initiatives A number of programs continued to run in 2013. These were:

Aboriginal Education

Multicultural Education

Respect and Responsibility

Student Welfare

Gifted and Talented

Student Leadership

Technology

Careers

Environmental Education for Sustainability

Student achievement in 2013

NAPLAN The National Assessment Program Literacy and Numeracy (NAPLAN) was undertaken by Years 7 and 9.

In literacy and numeracy both Year 7 and Year 9 performances were significantly above the state. More detailed information appears later in this report.

Higher School Certificate In the 2013 Higher School Certificate performances in all subjects were significantly above state averages. More detailed information appears later in this report.

Messages Principal’s message St George Girls High School is an academically selective school which aims to educate students to become independently minded and socially responsible young women of integrity. Each student, through the fostering of individual talents and interests, is encouraged to realise her potential and to achieve success and fulfilment in a changing world.

St George Girls High School creates a supportive environment of high expectations where the gifted girl can realise her full potential to become a resilient, well-rounded high achiever with a keen social conscience and a desire to enrich and lead society in the future.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development. Graeme Ponder

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P&C and Mothers’ Committee message The school is supported by two parent organisations, the Parents and Citizens’ Association (P&C) and the Mothers’ Committee. Both groups participate in and initiate many school events and contribute significantly to the school.

• In 2013, parents served on the Finance Committee, Years 7-11 Selection Committees and staff selection panels.

• The P&C funded learning resources for faculties to the value of $12 121. The P&C also funded the awards to students to the value of $1 700. These projects were funded by all parents who contributed to the P&C’s resources levy in 2013.

• The P&C participated in a joint meeting with Sydney Technical High School in May which featured a guest speaker, Ms Jennifer Michalski, from the Board of Studies who spoke about HSC and ATAR requirements.

• The P&C organised a Year 7 family picnic, a Father Daughter Dinner and a Multicultural Food Festival to bring the community together.

• The P&C held two fundraising BBQs at Bunnings Warehouse Rockdale in March and September.

• The Mothers’ Committee provided faculty support totalling $12 432. The committee also funded prizes for Speech Day and presented embroidered school jackets to the School Captain and Vice-Captains.

• The Mothers’ Committee sponsored the School and Community Service Award. Forty-two Year 12 students received the award for demonstrating significant and sustained school and community service.

• The Mothers’ Committee organised the Annual Mother Daughter Dinner. The uniform shop was staffed by volunteers under the direction of a Uniform Shop Co-ordinator.

Mother Daughter Dinner

• The P&C was addressed by various guest speakers including the Principal and Deputy Principals. Other presenters in 2013 were Mr Stanger, Head Teacher Science, Mr Bowen, Head Teacher Social Science, Mr Moroney, from the English faculty and Ms Lee, Teacher Librarian.

• The Mothers’ Committee was addressed by the Principal, Deputy Principals, Mr Stanger, Head Teacher science, Mr Bowen, Head Teacher Social Sciences, Mr Turner, Head Teacher English, Mr Sheldrick, Head Teacher History and Ms Georgius, Head Teacher Languages/Visual Arts (relieving).

Mark Yan, President P&C Lisa Tulau, President Mothers’ Committee

Student Representative Council’s message The Student Representative Council is a body of elected student leaders who meet weekly to enable students to voice opinions and plan school events. The SRC provides leadership opportunities and avenues for students to make suggestions and direct the use of SRC funds. A year eleven executive is elected by the whole school to run the council, which is made up of representatives from each roll call class.

In 2013, the SRC held a number of charity fundraisers, including a mufti day to raise money for our own school charity, ‘Dragon’s Chest’. This was an initiative that the SRC introduced which will be continually funded through SRC events. Other charities supported throughout the year included Canteen Australia’s ‘Bandanna Day’, Wear it Purple, Stewart House Foundation and the National Breast Cancer Foundation’s ‘Pink Ribbon Day’. Many exciting events throughout the year included the annual dance with Sydney Technical High School and SRC week, where five days of entertainment were provided by the council for the students to raise funds for the SRC. The popular initiative started by last year’s SRC, ‘Unplugged’, was continued, with many students and teachers showcasing their talents through performances in the library. Funds raised have been used to buy a gelato machine and also seating and tables for the canteen, as part of a two year project to provide a comfortable lunch area for students.

Melissa Han, President SRC, 2013

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School context

Student information It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.

Student enrolment profile In 2013, there was a total enrolment of 931 students. The student population is stable with retention rates in recent years averaging 98%.

In 2013, Year 7 students were enrolled from 80 primary schools. Thirty-five per cent of Year 7 students were the only ones to enrol from their particular primary school. Eighty-nine per cent of students were from a language background other than English (LBOTE). The largest LBOTE background groups are of Chinese background (60%), Vietnamese background (16%) Indian background (8%) and Korean background (3%).

Student attendance profile Student attendance from 2008 to 2013 was significantly above Region and State averages. Contact is made with parents/caregivers via SMS messaging in the event of non-attendance. Leave must be applied for in writing to the Principal.

Retention to Year 12 In recent years, the retention rates at St George Girls have remained high. Over the last five years, an average of 98% of students who commenced Year 7 remained to sit for the Higher School Certificate.

Post-school destinations In 2013, 170 students sat for the HSC. 100% of the 2013 candidates received offers to university. The main universities chosen were University of New South Wales 54%, The University of Sydney 19% and the University of Technology 16%. Other students accepted offers to the Australian Catholic University, Australian National University, James Cook University, Macquarie University, University of Newcastle, University of Melbourne, Macquarie University, University of Western Sydney, Deakin University, Sydney Conservatorium and Raffles College.

Business, Commerce, Economics & Actuarial Studies courses were chosen by 30% of students. Art, Social Science, International Studies and Communications by 17%, Science, Engineering & IT by 17%, Applied Science, Health Science, Allied Health (Optometry, Pharmacy, Oral Health, Nursing, Physiotherapy) by 5%, Combined Law by 10%, Medicine & Medical Science by 4%, Education, Social Work & Psychology by 9%, Design & Architecture by 5% and Veterinary Science 1%. Of these course offers, 52% were combined or double degrees.

No students at St George Girls High School undertook vocational or trade training.

Staff information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies. In 2013, the Head Teacher TAS was successful in gaining a promotion to Deputy Principal at another high school and an English teacher retired. These vacancies were filled through the merit selection procedures.

In 2013, no indigenous staff members were employed by the school.

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School SEG State

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Staff establishment

Position Number

Principal 1 Deputy Principal(s) 2 Head Teachers 10 Classroom Teachers 54.7 Teacher Librarian 1 Careers Adviser 1 Counsellor 0.6 School administrative and support staff (SASS) 12

Total 82.3

Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

A full copy of the school’s 2013 financial statement can be obtained by contacting the school.

Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Degree and Diploma 74% Postgraduate 26%

School performance 2013

Achievements 2013 Director General’s School Achievement Award St George Girls High School received the 2013 Director-General’s School Achievement Award for the program ‘Educating the Whole Girl’. This outstanding achievement is in recognition of the commitment, dedication, high quality of teaching, extra curricular studies and activities and the invaluable support of the school community. Every member of the school community can be proud of the contribution they have made in achieving this award. The award was presented by Ms Anne Ross – Director – Georges River Network and accepted by Ms Knott on behalf of the school.

Presentation of the Director General’s Award

Date of f inancial summary: 30.11.2013

Income $

Balance brought forward 412 703.84Global funds 528 710.52Tied funds 177 230.05School & community sources 1 051 686.64Interest 16 211.19Trust receipts 319 116.75

Total income 2 505 658.99

ExpenditureTeaching & learning Key learning areas 417 028.71 Excursions 316 300.60 Extracurricular dissections 222 033.13Library 18 971.71Training & development 63 890.34Tied funds 130 360.88Casual relief teachers 162 303.25Administration & office 215 041.43School-operated canteen 0.00Utilities 123 213.33Maintenance 48 565.20Trust accounts 462 616.31Capital programs 84 468.16Total expenditure 2 264 793.05Balance carried forward 240 865.94

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Arts • The musical talents of students were

showcased at the Gala Music Night, the Summer Festival of Music, Year 12 Soiree and on occasions such as Speech Day and Education Week. Individual students participated in the NSW Public Schools Performing Ensembles, the Schools Spectacular, the SBS Youth Orchestra, State and Regional Music Camps and the Sydney Region Band.

Year 12 Band Members

• St George Girls High School was well represented when the Sydney Eisteddfod hosted its Orchestral Spectacular in celebration of its 80th anniversary. Nine students from St George were nominated for the Orchestra. These students were Elizabeth Cheung, Priscilla Li, Felicia Fernando, Alison Wormell, Susie Kim, Cecilia Lin, Kay Xie, Yoshni Chandra and Caitlin Semsarian.

• The A Cappella Plus and Intermediate Band were awarded highly commended in the Sydney Eisteddfod.

• In the Yamaha Music Festival, the Orchestra was awarded gold and the Concert and Intermediate Bands were awarded silver.

• In the Engadine Bandfest, all of our ensembles, Stage Band, Concert Band and Intermediate Band were awarded gold.

• The SGGHS Concert Band was selected to perform at the annual Arts Unit State Music Festival, ‘The Primary Proms’.

• Michelle Meng won the State Secondary School Comedy Competition. Michelle was flown to Melbourne to compete in the National Finals, held at the Melbourne Town Hall, against State winners from all over Australia.

• The saxophone quartet performed at the Duke of Edinburgh’s Gold Award presentation and the Sydney Blues Sports Award Ceremony.

• Veronica Tsang won second prize in the ‘Young Composer’ section and was the youngest finalist in the performance section of the Sutherland Shire and St George Youth Music Awards.

• Kelly Sun of Year 8 was an award recipient in the Mosman Youth Art Prize for her work entitled ‘The Peacock’.

• Anusha Thomas performed as a member of the 2013 NSW Public Schools Drama Company in the performances of ‘What Are They Like’, written by Lucinda Coxon, at the PACT Centre for Emerging Artists.

• In 2013, 240 students or over 25% of our students participated in the performing ensembles program.

• Three students were selected as finalists in the Young Australian Art Awards and received Gold Medal Awards for being runners-up in their section. They were Fiona Lee for her work entitled ‘School Girl’, Kelly Sun for her work entitled ‘The Lonely Puppy’ and Nieminy Nian for her work entitled ‘A Colourful Future’.

• Angela Yang won first place in the 16 – 18 years Young Archie 2013 competition from over 400 entries from all around Australia. The competition was judged by renowned Australian artist Ben Quilty.

Angela Yang’s Young Archie drawing

• Ninety students attended a three day music camp at Stanwell Tops conference centre.

• In Textiles and Design, Gabrielle Anastasi had her major work selected for exhibition in ‘Texstyle’, an exhibition of HSC Textile projects.

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• Our annual School Art Exhibition showcased art work produced by our junior and senior students. Ms Anne Ross – Director Public Schools attended the event.

• Brenna Harding played a starring role in Channel Ten’s drama series ‘Puberty Blues’. She won a Logie for her portrayal of Sue Knight in this series.

Brenna Harding with Gold Logie

• Christiane Haitidis of Year 9 successfully auditioned for the 2013 NSW Drama Ensemble. The ensemble is a selected group of gifted and talented actors from Year 9 who will be mentored by specialist tutors from the performing arts industry as well as performing at events throughout the year.

• Textiles and Design students exhibited their work at the annual evening fashion show, ‘Inspired’. Miela Malyon won the Wizard of Oz design challenge. Kitty Xu and Debbie Tran of Year 11 Textiles and Design were both awarded a two-week design illustration scholarship with the Whitehouse Institute of Design.

• Jacinta Liew competed in the National Rythmic Gymnastics Level 8 International at Olympic Park. She came 9th nationally and also was a member of the New South Wales team which won a gold medal.

• Elisa Tran entered the Written Portraits 2013 National Creative Writing Competition and her short story was chosen from over 400 entries to be published in the ‘Written Portaits 2013’.

• Year 10 Debating team won the Zone in the Premier’s Debating Challenge and went on to compete in the state knock out rounds.

• Larissa Chandra was a member of the NSW Public Schools’ Symphonic Wind Orchestra, the State Wind Band and the Festival Orchestra. She attended the National Band Championships tour in Melbourne, and played at the Opera House for the Festival of Instrumental Music and the Festival of Choral Music.

• Four Year 12 students represented the school in the Arts Unit Ensembles: Amelia Causley Todd (NSW Public Schools Symphonic Wind Ensemble), Elizabeth Cheung (NSW Public Schools Singers), Felicia Fernando (NSW Public Schools Symphonic Wind Ensemble & Symphonic Orchestra) and Alison Wormell (NSW Public Schools Symphonic Orchestra). Alison was selected to perform a bassoon solo at the ‘Mimosa’ concert in August. She performed the ‘Sonata for Bassoon and Piano: Movement II’ by C. Saint-Saens.

Alison Wormell

• Alison Wormell, Elizabeth Cheung and Felicia Fernando performed in the School’s Spectacular Orchestra.

• Rebecca Qu, Niki Beri and Neha Beri performed in the Sydney Regional Band.

• Veronica Tsang was awarded second place in the International Golden Key Piano Composition Competition and, in July travelled to Vienna and performed both her compositions at the World Young Composers Recital. At the Awards Ceremony, she received a Diploma and the Winner’s Medal on the stage of the famous and historical, Erhbar Hall. Veronica Tsang progressed to the finals of the 2013 Sutherland Shire and

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St George Youth Music Awards in both Performance and Composition. Veronica was chosen to workshop her composition ‘Evapourate’ for String Quartet.

• Caitlin Semsarian was selected as an Alumnus to perform in the Sydney Region Band ‘Forever Young’ concert at the Sydney Town Hall.

Sport • St George won the Zone Cross Country

Carnival. St George won all age divisions apart from the 14 years. The school was runner-up in the swimming and athletic carnivals.

• Felica Fernando was awarded the Pierre de Coubertin Award for sporting excellence.

Felica Fernando receiving Pierre de Coubertin Award

• A Zone sporting blue was awarded to Felicia Fernando in hockey, athletics and cricket.

• A Regional sporting blue was awarded to Greta Hayes for hockey.

• A Zone sporting blue was awarded to Jessica Widarma for golf and tennis.

• Zone sporting blues were awarded to Nicola Clarke for cross country, Jesse Poon for tennis, Amelia Causey Todd and Faye Flevaris for hockey.

• Jessica Widarma and Keona Lee competed in the Peter O’Malley Masters at Bathurst Golf Club. Keona won the Nett Division by 5 shots. Jessica was crowned Peter O’Malley Junior Masters Champion.

• Keona Lee has been selected in the NSW Junior Golf Development Squad.

• Greta Hayes travelled to New Zealand and Argentina, representing St George Girls High as part of the Australian All Schools Hockey Team. The team won against the

New Zealand’s Under 21 side but were defeated by Argentina’s National Under 18 team. Greta trained with the NSW Under 21 and Under 18 teams in preparation for the Australian Championships.

• The dance ensemble, consisting of 22 girls, was selected to perform in the Sydney Regional Dance Festival at the Seymour Centre.

• Two students competed in the NSW Rhythmic Gymnastics Competitions. Jessica Liew came 18th in the state in the level 9 open event. Jacinta came 3rd overall in the level 8 Junior Elite and went on to represent NSW in the National Competition.

• Year 9 students instructed Year 7 students in lifesaving. Senior students assisted as coaches of many sporting events. Students in Years 9 and 10 assisted as officials at school, zone and regional carnivals.

• Year 10 and 11 students took part in the Annual Ski Trip.

Other • School Captain, Michelle Tsang, was

awarded the Sydney Region Outstanding Student Achievement Award and the Minister’s Award for Excellence in Student Achievement.

School Captain, Michelle Tsang recipient of the

Ministers Award for Excellence in Student Achievement

• Lisa Poon and Marlene Manks of Year 11, along with Cheryl Anthony and Taciane Jondral of Year 10, conducted four workshops relating to recycling t-shirts into head bands and bracelets with all of the Year 7 students at Sydney Girls High School as part of their first Green Day.

• In chess, Shirley Gu, Clarise Koh and Theresa Gu won the Macquarie University Schools Chess Championship, defeating 42 teams from government and non-government schools. They were one of only four all girl teams in the competition.

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• The Chess team won the NSW Interschool Girls’ Team Chess competition for the second year in a row.

• Shirley Gu is currently NSW Girls Chess Champion. As one of the top Girls Chess players in the country, she was selected to play for the Australian team in the 2013 World Youth Chess Olympiad in Chong Qing, China.

Shirley Gu – Competitor in the World Youth Chess Olympiad

• Amelia Mertha and Ellie Stamatelatos of Year 12 and Scarlet Huang and Fiona Lee of Year 11 participated in a video conference as 1 of 2 schools presenting at the Green Screens. They spoke about the Wollemi Environmental Project and answered questions from students representing five schools across the Sydney region.

• Michelle Tsang won the local Lions Club ‘Youth of the Year’ public speaking competition and proceeded to the regional level where she was ranked third.

• Sixty students participated in Clean Up Australia Day, supervised by Mrs Duffy and Ms Akins. They cleaned up the streets surrounding the school and Hogben Park.

• A group of Year 9 and 10 students from the Enviro Club executive visited Newtown Performing Arts High School to participate in an inter-school student forum and the Newtown Performing Arts Earth Festival.

• Laurie Mac of Year 11 was the recipient of Housing NSW HSC Youth Scholarship for 2013 and received a certificate in acknowledgement of the scholarship from the Minister for Housing.

• Gabrielle Nguyen spoke at the launch of Education Week at Penshurst Girls.

Gabrielle Nguyen at Education Week launch 2013

• Joyce Chau, Yuvashri Harish, Yatha Jain, Taciane Jondral, Deeksha Koul, Hannah Lee, Christine Pang, Yixiu Tan, Jasmine Lu, Anna Gu, Ria Mehrotra, Rabiba Pervez, Lisa Poon, Mandy Wong participated in the Australian Government’s Youth Advisory Group on Cybersafety and have made an important contribution to this current and relevant issue. They received a Participation Certificate from Senator the Honourable Stephen Conroy, Minister for Broadband, Communications and the Digital Economy.

• Year 10 – 12 French students participated in the Language Perfect World Championships and were very successful in the competition, earning 28 awards overall: 7 Credit, 8 Bronze, 7 Silver and 6 Gold awards. They answered 163 700 questions altogether and earned a combined total of 56 621 points. In addition, our school was placed 1st in New South Wales for schools with less than 50 participants and 4th in Australia out of 66 schools in the same category.

• Yi Xiu Tan of Year 8 received the Minister’s Award 2013 for Excellence in Student Achievement in Community Languages (Mandarin) at The University of New South Wales.

Yi Xiu Tan receiving Minister’s award

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• Shirley Shan, Adrienne Tham and Kimberley Wang from Year 12 were invited to compete in the National Chemistry Analysis Competition. This was based on their high level of achievement during the titration competition that was held in 2013.

• Eight Year 11 Legal Studies students were selected to compete in the NSW Law Society Mock Trial Competition. The NSW Mock Trial Competition is an interschool competition which introduces students to the law and increases their understanding of the basis of the NSW judicial system. The St George team was successful in winning the majority of their mock trials and achieved 1st place in the Eastern Suburbs Region.

• Zoe Pan, of Year 12, was the National winner of the Future Leaders Environment Award 2013. Juka Sun, of Year 12, was a finalist.

• Four teams of eight girls from Years 7 – 10 entered the De Vinci Decathlon. The Year 10 team came second in Engineering, the Year 9 team came first in General Knowledge and the Year 8 team came first in Cartography.

• Students from Years 9 – 11 competed in the Australian Linguistics Olympiad with one Year 10 team named runner-up in its division.

• Year 9 Japanese students won the Video Matsuri Competition. They were awarded two prizes for Best Teamwork and Best Acting.

• Students and staff from Kojimachi Gakuen High School in Tokyo visited the school, attending classes and participating in activities for a day.

Kojimachi Gakuen visit

• Year 10 and 11 Japanese students took part in the inaugural Japan tour where they gained valuable insights into Japanese traditions. They also paid a return visit to Kojimachi Gakuen High School.

• Seventy eight students completed the Premier’s Reading Challenge and the following girls were awarded Gold Medals for completing the challenge for six consecutive years: Clarissa Lim, Farabhi Khan, Fiona Pyliotis, Georgie Tran, Hannah Chiu, Nina Pirola, Stephanie Noronha,

Tabitha Roberts, Valerie Tran, Vicky Tran, Vivian Tran. Fourteen students received Platinum Awards and nine students received Gold Awards.

• The Duke of Edinburgh Scheme continues to attract and challenge students. In 2013, 60 Year 9 students were working towards their Bronze Award, 40 Year 10 students were working towards their Silver Award and 24 Year 11 students were working towards their Gold Award. Fourteen Year 12 students achieved their Gold Award.

Duke of Edinburgh Gold activity

• The Year 10 debating team went to Connells Point Public School and ran workshops for Years 5 and 6 debating teams.

• The Year 8 debating team participated in the Selective Schools competition held at Hurlstone Agricultural High School.

• A total of 15 Bronze, 18 Silver, 15 Gold and 11 Diamond Awards were gained in the NSW Premier’s Student Volunteering Scheme. Four students received a Black Opal Award, representing over 150 hours of volunteering.

• In the Westpac Mathematics Competition, students gained 10 High Distinctions, 152 Distinctions and 346 Credits. The following students finished in the top 1% in the state: Brittany Li of Year 7, Helen Liang of Year 8, Vivian Tao of Year 9, Thuy Linh Nguyen, Helen Wang, Kaesia Chan of Year 10 and Carmen Zhu of Year 11.

• Ines Sarmiento of Year 10 and Stephanie Huynh of Year 12 both achieved a High Distinction in the National Computer Science School Challenge.

• In the Mathematics Challenge, conducted by the Australian Mathematics Trust, three High Distinctions and four Distinctions were gained.

• In the Mathematics Enrichment for Young Australians Challenge three girls gained High Distinctions and four girls gained Distinctions.

• Year 12 Chemistry students took part in the RACI NSW Schools Titration Competition.

• Students from Years 7-12 entered the Royal Australian Chemical Institute National Chemical Quiz and were awarded 26 High Distinctions.

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Academic This section of the report provides information on the performance of our students in state-wide tests: NAPLAN and the Higher School Certificate (HSC).

In the Higher School Certificate, the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest).

For reporting purposes, all Government schools in NSW have been divided into Like School Groups. St George Girls High School has been allocated to the selective schools Like School Group.

Information contained in the graphs includes our students’ performance in 2013, our students’ average performance over the last five years, our students’ performance as compared to students in our Like School Group and our students’ performance compared to the state average.

NAPLAN Students in Years 7 and 9 sat for NAPLAN in literacy and numeracy in 2013.

In Year 7, results were reported from Bands 4 to 9 with 4 being the lowest and 9 being the highest band.

In Year 9, results were reported from Bands 5 to 10 with Band 5 being the lowest and Band 10 being the highest band.

The following tables indicate students’ performance in reading, writing, spelling, punctuation, grammar and numeracy in Year 7 and Year 9. The results for 2013 are compared with the school average from 2008-2013, Like School Group average and the state average for 2013.

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Higher School Certificate The following graphs indicate the performance of HSC candidates in each subject in 2013. These are compared to the school’s performance in the last five years, the school’s performance against selective schools and the school’s performance against state performance. Only subjects with ten or more candidates are recorded.

For subjects with less than 10 candidates the following results were achieved:

Food Technology – 100% of candidates achieved Band 5 or 6 compared to 28% state wide.

Textiles and Design – 86% of candidates achieved Band 5 or 6 compared to 34% state wide.

French Beginners – 100% of candidates achieved Band 5 or 6 compared to 16% state wide.

French Continuers – 80% of candidates achieved Band 5 or 6 compared to 67% state wide.

Japanese Extension – 100% achieved Band 4 compared to 33% state wide.

Latin Extension – 50% achieved Band 4 compared to 64% state wide.

HSC Results The school’s 2013 HSC results were most pleasing once again. Our dux was Scienta Foo, who attained an ATAR rank of 99.5. The following students achieved outstanding performances at the 2013 Higher School Certificate for ranking in the top 2% of HSC candidates state wide:

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Cindy Cao, Amelia Causley Todd, Sharon Cheung, Nicola Clarke, Jamila Fong Hee, Scienta Foo, Marium Kirlous, Florence Li, Eileen Li, Amy Lund, Anastasia Meikhail, Philipa Meikle, Keshini Nanthakumar, Kathy Nguyen, Lucia Nguyen, Minh Pham, Janet Pham, Simone Rehn, Bianca So, Juka Sun, Michelle Tsang, Natalie Venegas, Elayne Wang, Isabella Wang, Aneita Yang, Angela Yang, Theresa Zhou and Daphne Zhou. These students will have their names inscribed on the school’s Honour Board.

Eighteen students were named as top all-rounders for achieving the top band in 10 or more units at the HSC. They were Amelia Causley Todd, Nicola Clarke, Scienta Foo, Chloe Ha, Philippa Meikle, Keshini Nanthakumar, Lucia Nguyen, Simone Rehn, Bianca So, Juka Sun, Angela Truong, Michelle Tsang, Natalee Venegas, Elayne Wang, Isabella Wang, Aneita Yang, Angela Yang and Teresa Zhou. There were also a number of students who were placed on merit lists in various subjects or who had their work selected for exhibition as outstanding HSC works.

Elayne Wang ranked 3rd in the State in Japanese Continuers, Scienta Foo ranked 10th in Legal Studies and Janet Pham ranked 10th in Textiles and Design.

Gabrielle Anastasi – HSC major work

Elizabeth Cheung was nominated for inclusion in ‘Encore’ for both her extension Music compositions and Alison Wormell also had her Music 2 composition nominated for ‘Encore’, a showcase of exceptional musical performances.

Angela Yang’s HSC body of work

– The Modern Venus

Angela Yang had her body of work, ‘The Modern Venus’, exhibited in ‘ArtExpress’, while Carly Chung’s HSC body of work, ‘The Firecracker Within’, exhibited in the Art Rules exhibition. In Drama, Anusha Thomas and Natalee Venegas have been nominated for inclusion in ‘Onstage’ for their individual performances while Anusha Thomas, Natalee Venegas, Renae Goodman, Michelle Meng and Sharon Jiang were nominated for their group performance. Gabrielle Anastasi had her major work exhibited in ‘Texstyle’, an exhibition of outstanding Textiles and Design major works.

The school acknowledges teachers, Ms Mileski, Ms Georgius, Ms Hamilton, Ms Wright, Ms Clark and Ms Leto for the exceptional results attained by their students.

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Higher School Certificate relative performance comparison to School Certificate (value-adding)

National benchmarks The Commonwealth Government sets minimum desirable standards for reading, writing and numeracy at particular ages. These are referred to as national benchmarks.

The performance of the students in our school in the Year 7 and Year 9 NAPLAN assessments is compared to these benchmarks. The percentages of our students achieving at or above these benchmarks are reported below.

Percentage of Year 7 students achieving at or above minimum standard (exempt students

included)

Reading 100.0 Writing 100.0 Spelling 100.0 Grammar & Punctuation 100.0 Numeracy 100.0

Percentage of Year 9 students achieving at or above minimum standard (exempt students

included)

Reading 100.0 Writing 99.3 Spelling 100.0 Grammar & Punctuation 100.0 Numeracy 100.0

Significant programs and initiatives

Aboriginal Education Aboriginal perspectives form a significant part of the curriculum across all Key Learning Areas, ensuring that all students are educated about Aboriginal history, culture and contemporary issues.

• Ekaterini Bampos was the recipient of the 2013 Deadly Kids Award.

• Stage 4 History examines significant features of Aboriginal cultures prior to colonisation and the impact of colonisation on indigenous peoples.

• Stage 5 History examines the changing rights and freedoms of Aboriginal peoples, including the study of the stolen generation, land rights, suffrage and reconciliation.

• Stage 4 Geography studies the origins of the continent from an Aboriginal and geographical perspective.

• English and Drama students study plays such as ‘Box the Pony’, ‘Seven Stages of Grieving’ and indigenous poetry which invite students to view the world from an Aboriginal perspective. Year 11 study ‘First Australian’, and ‘Who do You Think You Are’ as part of the unit, Representing Indigenous History.

• In Food Technology, students have the opportunity to study, prepare and taste traditional Aboriginal food.

• Acknowledgement and respect were paid to the traditional custodians of the land at school assemblies and important ceremonies such as speech day.

• A special assembly was held to mark Reconciliation Week.

• Stage 5 and 6 music students study the traditional and popular music of Aboriginal cultures through the topics of Australian music, popular music and music of a culture. Through engagement in performance, composition and listening activities, students develop an appreciation and understanding of the dynamic nature of Aboriginal cultures.

• In Visual Arts, students examine in depth the cultural, historical and political forces which have shaped the art making of Aboriginal and Torres Strait Islander peoples. In particular, the Stage 6 syllabus places emphasis on both traditional and contemporary Aboriginal art forms.

• In PDHPE, Stage 6 students examine Aboriginal and Torres Strait Islander health issues. Stage 5 students experience Aboriginal dance. The PDHPE faculty delivered an indigenous games unit.

0.0

5.0

10.0

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20.0

25.0

30.0

Low Middle High

Rela

tive

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orm

ance

HSC: Relative performance from Year 10 (value-added)

School 2013School Average 2009-2013SSG Average 2013

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Multicultural Education Multicultural perspectives are incorporated into teaching and learning programs. • A trained staff member is an Anti-Racism

Contact Officer and is available for students and staff should the issue of racism arise.

• All Year 9 students participated in the St George District’s Mosaic Writing Project in collaboration with the University of NSW. The project enabled students to explore, through writing, their own cultural heritage and their place in a multicultural society.

• In Visual Arts, students study art from a wide range of cultures including Asian, Oceanic, African, Islamic and Aboriginal art forms.

• All students in Years 7 and 8 study at least one foreign language. The school’s languages program encourages students to study and engage with other cultures and to develop an appreciation of other cultures.

• Interpreters in our main community language are provided for important parent meetings such as parent-teacher interviews and Year 10 and 11 subject selection evenings.

• The school community celebrates our cultural diversity at the Parents and Citizens’ Multicultural Food Festival which is held annually, prior to the Summer Festival of Music.

Respect and responsibility The culture at St George Girls is marked by respectful relationships, with each individual taking responsibility for her own actions. Many activities within the school foster civic responsibility and give students the opportunity to contribute to their local community and wider society. Some of the projects undertaken in 2013 which demonstrate the values of respect and responsibility include the following: • St George had 162 students donate blood at

either the Miranda or the mobile unit. • Students raised $13 900 for World Vision by

participating in the Forty Hour Famine. • The Amnesty Club raised money for The

Oak Tree Foundation’s Live Below the Line Challenge, living on $10 or less a day for five days. Amnesty also held a bake sale and sold ribbons for White Ribbon Day, to help eradicate violence against women.

• A student volunteer program continued in 2013 which saw students volunteering in various capacities in local community organisations including preschools, aged care facilities and local church groups. Senior students continued their homework help centre for local primary schools at Kogarah Library after school.

• Over 70 students volunteered their time as school library monitors, contributing over 450 hours.

• The school administrative staff held a number of charity fundraising cupcake sales. They raised money for the following organisations: RSPCA, Kids Cancer Project, Hamlin Fistula Foundation, World Society for Protection of Animals and the Cancer Council.

• Special assemblies were held to mark occasions such as ANZAC Day and NAIDOC Week.

Year 11 camp

Student Welfare The school’s welfare policy aims to provide effective learning within a secure and supportive environment. There is a strong school-wide commitment to ensure that, for all students, school is a happy, positive and fulfilling experience. The school has high and clearly stated expectations of students which are articulated in the school’s Code of Conduct. Staff work closely with parents and caregivers to ensure the welfare of each student. The school provides a harmonious environment which is accepting and supportive of students from a variety of socio-economic, cultural and religious backgrounds. The curriculum within each key learning area encourages students to be proud of their heritage and accepting of other cultures. • The student welfare team consists of the

Head Teacher Welfare and a Year Adviser for each cohort. Each Deputy Principal is responsible for the welfare of alternate years. This team meets regularly to discuss any individual or group welfare issue.

• Student achievement is recognised through acknowledgement at school assemblies and the presentation of merit, participation and school service awards. School service is acknowledged through the presentation of Dragon Badges.

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• In 2013, 616 Principal’s Certificates and 62 Principal’s Gold Certificates were awarded. 568 Dragon Badges were awarded and 35 Super Dragon Badges were awarded for service to the school. At Speech Day and the Year 12 Graduation Ceremony combined, 475 awards were presented to students for academic excellence, citizenship and sporting achievements.

Year 7 camp

• To assist students and their families in their transition to high school, various programs are implemented. A Year 7 camp was held early in Term 1 to assist in the formation of friendship groups. A Parent Information evening was held early in Term 1 to welcome Year 7 parents to the school. The P&C held a picnic early in 2013 for Year 7 students and their families.

• Year 7 participated in the Peer Support Program in Term 1 in which specially trained Year 11 students work with small groups of Year 7 students to assist in their orientation and transition to high school. Student evaluation of the program was very positive. The program was well received with 98% of students reporting that they had enjoyed being part of Peer Support and 96% reporting they found the sessions useful and informative.

• Due to student demand to contribute to Peer Support, leadership positions were expanded to include Year 11 Peer Support leaders and 10 leadership positions to assist with discussion forums on Friendship Day and 10 positions to lead Year 7 classes in study skills. These changes continued in 2013.

• The Peer Support Program continued to provide support to new Year 11 enrolments. Four current Year 11 students led a group of 19 new students. Sessions designed to orientate the new students included a meeting with the school counsellor and teacher librarian, working on study timetables and stress management and a welcome lunch to assist them in adjusting to their new school and the demands of a selective context.

• An invitation was extended to Year 11 students enrolling in 2013 to participate in our Peer Support Leadership Training Program.

Ten of the 24 students accepted the offer and successfully completed the course.

• Our commitment to continually update our peer support program and develop skills in Year Advisers and staff to best meet the needs of our students is evident in our the staff commitment to attend training through the Peer Support Foundation. One staff member completed this training in 2013.

• Each Year 7 student was closely monitored by her teachers to ensure that she was coping with the time-management, study and organisational demands of a selective school. A small number of students, who identified as having difficulties, were given extra support from the welfare team.

• Year 7 participated in a study skills program in Term 2 to assist them in understanding their own learning style and to equip them with study strategies.

• Welfare reports are regularly uploaded to the intranet, improving accessibility for all staff whilst maintaining student confidentiality.

• Year 7 participated in Friendship Day and joined RAFT, a program promoting Resilience, Acceptance, Friendship and Tolerance.

Year 7 Taronga Zoo

• Camps for Year 9 and Year 11 students provided specialised programs in team building activities and study skills. The mandatory personal development, health and physical education (PDHPE) program, ‘Crossroads’, was delivered at the Year 11 camp. Year 11 also participated in a study skills program.

• Year 10 attended ‘The Winning Edge’ day, presented by a criminal psychologist and former policeman. This day provided students with strategies to keep safe as well as best practice to deal with a potentially unsafe situation.

• In 2013, one of the year advisers attended an inservice on ‘Mental Health and Well-being of Young People’ which contained useful information that was communicated to the welfare team to ensure their continued development and skills building.

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Gifted and Talented Education The curriculum at St George Girls High School is differentiated to meet the needs of gifted and talented girls. Students follow an academic pattern of study which equips them for further study at university upon graduation.

St George Girls High School follows the Renzulli enrichment model for Gifted and Talented Education. This model includes general interest and exploratory activities and group training and skills development in the classroom as well as individual and small group investigation of real problems outside the classroom.

Year 9 Food Technology – High Tea

Teachers are experienced in the delivery of units of work which encourage higher order thinking and students are required to demonstrate deep knowledge and understanding in their learning. Students are encouraged to see knowledge as problematic and explicit quality criteria are evident in assessment tasks.

Apart from classroom activities and research tasks students’ talents are fostered in extracurricular activities in the arts, sport, academic competitions and student leadership. Examples of opportunities to develop students’ talents beyond the curriculum in 2013 included:

• The chess club, the EnviroClub, the debating and public speaking club, the Da Vinci Decathlon, the astronomy club, the film club, the NSW Schools Titration Competition, the Mathematical Olympiads, the State Dance and Drama Festivals and the Tournament of Minds Regional Competition are offered as extra-curricula activities.

• Further examples of opportunities and success of students in realising their talents are reported in our achievements.

Student Leadership Opportunities exist for students to develop their leadership potential through the prefect system in Year 12 and the Student Representative Council (SRC) which has representatives from Year 7 to

Year 11. Students in Year 11 serve on the SRC executive.

• The SRC’s major projects for 2013 were the refurbishment of the canteen area and the purchase of new tables and seating. These projects were funded by student sponsorship from the walkathon, as well as other SRC fundraisers throughout the year.

• The SRC executive and School Captains met regularly with the Principal to discuss student issues and to plan future initiatives.

• The SRC executive was elected after each candidate participated in a campaign week and delivered an election speech on a school assembly.

• Michelle Tsang and Bronte Noakes were recipients of the Long Tan Leadership and Teamwork Awards.

• Ellie Stamatelatos participated in a high level panel discussion, focusing on education, live on Sky News prior to the federal election.

• The prefect system enables Year 12 students to become socially responsible leaders in the school. Fifteen prefects are elected by their peers and provide role models for the student body. They represent the school in the broader community, assist in the running of school activities and functions and cater for and represent the opinions of Year 12 students.

• Students participated in a number of district, regional and state leadership initiatives.

The school is committed to developing the leadership skills of students and will continue to provide all students with the opportunity to take up leadership positions within the school and in the wider community.

Technology Continual improvements and upgrades were made to our network infrastructure. These improvements were made to increase network resilience and to provide for the increased demands of technology in teaching and learning and administration.

This is the first year where all classrooms have SMART Boards installed. This allows staff much more technological flexibility in preparing lessons which integrate information and communication technologies. Staff and students can move between classrooms knowing they can access the same information technology.

A major project this year was to provide staff with industry standard laptops to facilitate the integration of information and communication technologies in teaching and learning programs. This technology also gives staff professional flexibility to use the device as an educational and

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administrative tool. To accommodate these new laptops staff were also provided with new desks and chairs to ensure sound work, health and safety practices.

New software was purchased to better manage student attendance and inform parents of a student’s absence from school via SMS. This has been positively received by parents. New timetable software has been purchased and implemented to provide a more integrated student management system.

Strategic planning was employed this year to redesign and commence to upgrade our school owned wireless system to better support the expected growth of wireless capable devices that will become an everyday commodity for our staff and students in the coming year. We have seen an unprecedented increase in wireless devices being used on a day to day basis and this will only expand further as technology becomes more affordable.

Year 10 students on Work Experience

Staff and students have begun to embrace BYOD in conjunction with some of our existing cloud based services. Students were given the opportunity to purchase heavily discounted surface RT tablets from Microsoft that will underpin future infrastructure projects in following years. The BYOD program will expand markedly in the next two years. We expect to be implementing Google Apps soon to enhance our current cloud service resources, in line with the Department of Education and Community objectives. This will potentially allow students to access to a range of services across any web capable device using their DEC portal identity.

In addition to improvements in major network infrastructure, we also achieved the following technology goals this year:

• New computers were purchased for Computer Room 3, the Art Kiosk and other learning spaces.

• Replacement printers were purchased where required.

• Specialist software was purchased for the Music Faculty.

A computer co-ordinator tied grant, as well as school funds, provided for a Network Administrator and Technology Coordinator to be employed.

Careers Education A full-time careers adviser conducts a career education program for Years 9 – 12, including weekly classes for Year 10 students. In 2013, the following activities were organised for the students:

• Lunchtime careers seminars and mini careers markets were offered by university, private colleges and industry to provide information about study options, application procedures, scholarships, accounting, engineering and business cadetships, study techniques, GAP year, entry to medicine and health sciences (UMAT & STAT testing) and ADFA. The seminars provided senior students with specific information to assist them in their transition to tertiary study.

• Ex-St Georgians returned to school to share their knowledge and experiences in a variety of occupational areas with current Year 12 students.

• Career Newsletters and messages were emailed via the DET portal to students and staff within the school community. The Career Newsletters were also accessible to the school community on the St George Girls High School intranet.

Microsoft Excursion – Women in IT

• Year 10 students learned from experiential activities, including work experience, excursions, career expo’s and mock employment interviews as well as weekly career education classes.

• Year 10 attended the Western Sydney Careers Expo at Olympic Park Homebush.

• Year 11 and 12 students attended the Sydney Boys/Sydney Girls/St George Girls Tertiary Careers Expo.

• Excursions were organised to meet the individual career needs of senior students. Some examples of events attended in 2013

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were: UNSW Network School’s Program, offering opportunities such as A day at UNSW, Medicine Information Evening, Global Business Leaders Challenge, Scholarship Information Evening, Law Mini-Model UN Workshop, Actuaries in the Real World Workshops, UNSW Campus tour, Science Information Day, Child Health Careers Day, Microsoft Girl’s IT Event, BiG Day, Aspiring Business Leaders Program, Uni in a Day, UTS Women in Engineering Hands on Day, USYD Life at Sydney and B-Inspiring Business Conference and Leadership Seminar, Footpath to Finance and the annual Law Outreach Program.

• Students in Years 9–12 had the opportunity to apply for a Tax File Number through school.

• Students and staff participated in the School to Work Program, which focused on employment related skills developed in the KLAs and through work experience. Year 10 students documented these skills through use of the School To Work resources.

• All Year 12 students were surveyed in relation to their career goals and given the opportunity for one to one career counselling sessions to assist with their transition to tertiary study.

• Year 12 students took advantage of application and interview coaching, teacher, Careers Adviser and Year Adviser written statements and processing of applications through the school to help them apply for scholarships, cadetships, selective entry courses, overseas universities and special entry schemes for tertiary study.

• Students from Years 11 and 12 took part in the Community Volunteer Program. Student involvement included tutoring at local libraries, volunteering at a variety of organisations, including hospitals, nursing homes, churches, veterinary hospitals, St Vincent de Paul, the Downing Centre and childcare centres.

• Students were involved in the NSW Premier’s Student Volunteer Program. In 2013, 63 certificates were awarded in recognition of student volunteer contribution: 4 prestigious Black Opal Awards (120+ hours), 11 Diamond Awards (100 hours), 12 Gold Awards (80 hours), 18 Silver Awards (40 hours) and 15 Bronze Awards (20 hours) were awarded.

• The Career Resource Centre provided students with up-to-date information and resources on careers events.

• Year 10 students took part in activities from ‘The Real Game Series’ during career education lessons.

Environmental Education for Sustainability Over 200 students were involved in Environmental projects throughout 2013. Successes included:

• 200 students participated in paper recycling, worm farms, and gardening club and actively participated in Clean up Australia Day and Earth Hour.

Enviro Club at Newtown High School

• Articles appeared each month in the School Gazette under ‘Green Corner’.

• A fundraiser was held to continue our sponsorship of Rose the koala and her first baby named Willow.

• Paper recycling collection of all roll call classrooms continued.

• The school’s Veggie and Herb Garden continued to supply the TAS faculty with fresh herbs and produce. The Gardening Club sold dried lavender for Mothers’ Day and on Green Day.

• The Enviro Club purchased 36 native plants to create a garden to attract native birds outside the art portable.

• 16 students successfully operated the three worm farms, supplying the school with worm fertiliser. Excess fertiliser was bottled and sold to families.

• Senior students participated in a five day residential at Wollemi run by the Wild Mob.

• The Enviro Club sponsored the purchase of plants with purple flowers to create a Diversity Garden.

• The Enviro Club continued to educate the school about reducing water and electricity usage.

• The 5th Annual Green Day was a huge success with visiting presenters running workshops across a range of topics. Students ran workshops and stalls at lunchtime, gardened throughout the day, participated in bush care and held a celebratory BBQ.

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Senior students at Wollemi

Progress on 2013 targets Target 1

Continue preparation for the

implementation of the Australian

Curriculum

Our achievements include:

• Teachers underwent professional learning sessions relating to the Australian Curriculum and used School Development Days to develop resources and programs where necessary.

• Head Teachers of English, Mathematics, Science and History led their faculties in developing programs and resources ready to meet the mandatory implementation of these subjects in Years 7 and 9 in 2014.

• Teachers of other faculties continue to prepare for the implementation of the Australian Curriculum in The Arts, Geography and Languages.

• Teachers were regularly updated on the timeframe for implementation of the Australian Curriculum at staff, faculty and executive meetings.

• Teachers participated in the consultation process for the next phase of draft syllabus documents in 2013. These were evaluated and critiqued by Head Teachers and teachers through their professional networks.

Target 2

Continued integration of technology into teaching and learning Our achievements include:

• Preparations for Bring Your Own Device (BYOD) policy writing, device specifications and implementation procedures with the discontinuation of the Digital Education Revolution computers program in Year 9.

• PDF versions of student text books, where licence permits, were placed on the school’s servers for students to download.

• All teaching staff have been provided with a laptop to facilitate teaching and learning.

• USB document cameras were installed in many classrooms, providing further resource sharing in teaching and learning.

• Continued staff professional learning sessions and collegial sharing of strategies during professional learning sessions and Staff Development Days were highly valued.

Target 3

Initiate a Peer tutoring scheme as a strategy to enhance the performance of underachieving gifted and talented students

Our achievements include:

• A Peer Tutoring Program was established in Mathematics.

• A timetable was developed and a dedicated tutoring space for students to meet was established.

• A Mathematics teacher was appointed to organise and coordinate the program.

• Twelve Year 11 Mathematics students volunteered their time and expertise to support targeted students, commencing with tutoring.

• Fifteen Year 9 and two Year 8 students were identified as needing support with Mathematics and were involved in the program.

• Analysis of student performance indicated improved student outcomes in Mathematics.

School Development 2012-2014

Targets for 2014

Target 1

Continue preparation for the successful implementation of the Australian Curriculum Strategies to achieve this target include:

• Faculties undertake program development and assessment task development through curriculum development days.

• Continued substantive conversations with professional associations, ACARA and BOSTES.

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• School Development Days used to evaluate and revise programs implemented in Years 7 and 9.

• Resourcing for the next stage of implementation of the Australian Curriculum.

Our success will be measured by:

• Successful implementation of English, History, Mathematics and Science in Years 7 and 9.

• Faculty evaluation of programs and resources.

• All other faculties are aware of implementation time-lines of syllabus documents.

Target 2

Continue integration of technology in teaching and learning

Strategies to achieve this target include:

• Staff professional learning sessions and collegial sharing of strategies and skills.

• Continual updates at training and development staff meetings.

• Continual use of staff expertise to lead and train other staff on School Development Days.

• Providing release time for program writing and resource development.

• Trial use of tablets for staff.

• Implementation of the BYOD program for students.


• ICT skills mapped in KLAs.

• Evaluation of the BYOD program – students regularly using their device to support learning.

• Staff effectively using tablets in teaching and learning and administration.

Target 3

Foster and develop staff aspiring to leadership positions Strategies to achieve this target include:

• Mentoring of staff by the leadership team.

• Providing opportunities through EOI for leadership positions.

• Providing advice and guidance for staff when applying for positions, including CV writing and mock interviews.

• Providing new scheme teachers with support to meet the standards for Professional Competence.


• Increased number of staff applying for relieving positions through the EOI process.

• New Scheme teachers meeting the Professional Competence standard.

• Review of staff having held a leadership position to evaluate their experience to improve leadership opportunities for all.

• Staff applying for and gaining substantive leadership positions within the school and in other schools.

Ski Trip

Key evaluations It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2013, evaluations were undertaken in effective communication with parents and caregivers on the SMS messaging for absences and lateness to school. In Curriculum, staff and students involved in the Mathematic tutoring program were surveyed.

Educational and Management Practice

Communication

Background In 2013, a random sampling of parents and caregivers from Years 8 – 11 was surveyed about the effectiveness of the school’s communication practices regarding student lateness or absenteeism, either agreeing or disagreeing with a statement. Thirty eight percent of families surveyed responded.

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Findings and conclusions Of the respondents to the survey, 17% indicated that they had not received a text message about absenteeism or lateness. They all responded to a series of questions indicating their agreement or disagreement.

1 I believe communication with the school in relation to student absence/lateness is important – 95% agreement

2 Receiving early notification indicating my daughter’s absence/lateness is very important – 96% agreement

3 Receiving a text message is a suitable means of notification of absence/lateness – 95% agreement

4 I like being able to respond immediately to the text message indicating my awareness of my daughter’s absence/lateness – 95% agreement

5 I prefer receiving a text early on the day of absence/lateness rather than finding out a few days later by letter – 96% agreement

6 I prefer to receive a text message rather than an email indicating my daughter’s absence/lateness – 94% agreement

7 I prefer to respond by text message rather than by email to the school email attendance account – 88% agreement

P&C Bunnings BBQ Fundraiser

Future directions • The SMS absence/lateness notification

program will continue.

• Every attempt will be made to maintain and improve parent satisfaction with communication systems.

• Systems and processes will be monitored, and if necessary modified, to ensure the accuracy of notification, especially when students are absent/late while on official school business or excursions.

Curriculum Background During 2013, the school implemented a Peer Tutoring Program for underachieving gifted and talented students. The program focus was in Mathematics, where Year 11 students tutored identified Year 9 and Year 8 students. A tutoring space, consisting of four cubicles, was established where the students could meet in private and address problem areas, commencing with Mathematics.

Findings and conclusions

Tutored Students felt % agreement

The tutoring program was helpful. 100% My Participation in class improved as a result of the program. 93% My self confidence in Mathematics increased. 66% My depth of understanding of the course content improved. 80% There was a measurable improvement in my tests/assessment 86% I was able to solve problems more easily. 73%

My tutor explained the concepts clearly. 100% The instruction was at a level I could understand. 100%

The program was very successful. 96% I would be interested in having further tutoring. 75%

A further survey was conducted of the achievement of the students from their classroom teachers. Comments and supporting evidence from the class teachers concluded that: • Students showed increased confidence. • Students increased their marks. • Students exhibited increased problem

solving skills. • Students asked more clarifying questions

and understood the subject better. As a result of the program, 14% of students moved up a class level in Mathematics.

Future directions It is clear that the program increased the self-confidence of students and this has resulted in a measurable impact on the achievement of course outcomes for the students involved in the tutoring program.

The Mathematics tutor program has increased the performance of underachieving gifted and talented students. They would benefit by its continued implementation. Investigation of possible implementation in other subject areas is planned.

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Parent, student, and teacher satisfaction In 2013, the school sought the opinions of parents, students and teachers about the school.

Athletics Carnival

Parent satisfaction Parents of Year 7 students were surveyed regarding their levels of satisfaction with the transition programs provided to assist students to adapt to the selective high school setting. The survey asked parents to rate their satisfaction with many aspects of our orientation and transition program. As the responses show, parents were overwhelmingly satisfied or highly satisfied with all aspects of our program. • Orientation Day – December 2012 99% Satisfied/Highly Satisfied • Enrolment Day – Day 1 2013 98% Satisfied/Highly Satisfied • Parent Information Evening and Tour 99% Satisfied/Highly Satisfied • Peer Support Program – Term 1 2013 99% Satisfied/Highly Satisfied • P&C Family Picnic – March 2013 95% Satisfied/Highly Satisfied • Year 7 Camp – March 2013 99% Satisfied/Highly Satisfied • Friendliness, Helpfulness, Approachability of Staff 99% Satisfied/Highly Satisfied • Welfare Support Provided 98% Satisfied/Highly Satisfied • Satisfaction with the Transition Process

97% Satisfied/Highly Satisfied • Level of Communication e.g. gazette, website,

parent meetings 99% Satisfied/Highly Satisfied

Staff satisfaction Staff were surveyed about their satisfaction with various aspects of working at St George. The following table shows the percentage of staff agreement with the statement, comparing responses from 2007 when the survey was first administered, with those in 2013.

Statement 2007 2013 I feel that I am given opportunities to continually develop my skills. 92% 98% I feel that I am given opportunities to contribute my skills to my faculty and/or the school.

96% 98%

I feel that I am listened to if I voice concerns or suggest improvements. 84% 98% I feel that I am part of a team which works together in a supportive climate. 94% 97% I feel there is an opportunity for open communication in staff meetings. 88% 97% I feel that my efforts are acknowledged and valued by the school. 90% 94% I feel that our high expectations of staff performance are frequently realised. 100% 98% I feel that the work I do is important and makes a difference to students. 100% 100% I feel that I am given the opportunity to have input into important decisions that affect me.

86% 94%

I feel that my work is professionally fulfilling. 98% 98%

Student Satisfaction Since 2004, an exit survey has been administered to Year 12 students. The table below shows the percentage of student agreement with the statement, comparing the responses from 2004 with those in 2013.

Statement 2004 2013

I was satisfied with the subjects I chose. 76% 92% I felt challenged and intellectually stimulated. 89% 99% When making subject choices I was given good advice. 45% 89%

I acted on the advice I was given. 50% 82% I have deep knowledge and understanding of my subjects. 68% 99%

I have been supported as a learner. 86% 99% The school’s merit system appropriately rewards students. 39% 65% The dragon badge system rewards community service. 61% 79% I have had the opportunity to develop my talents. 63% 82% I have been exposed to a wide variety of learning experiences. 68% 92% I am a confident and critical user of technology. 75% 89%

I am proud to have attended St George. 95% 98% I have been assisted with personal problems. 57% 84% I have received helpful and constructive feedback in my reports. 62% 94% I have been well prepared to achieve my best in the HSC. 66% 98% I have positive and happy memories of my time here. 95% 98% I have been encouraged to achieve my personal best. 70% 96% Diverse cultures were valued at St George. 83% 96%

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Professional Learning In 2013, teachers participated in the following professional learning activities: • Use of ICT for teaching and learning. • Quality teaching. • Syllabus implementation and program

development. • Leadership and career development. • Student welfare and wellbeing.

School Development Days were used to: • Inservice teachers on Digital Citizenship and

ICT and then map these across KLAs, ensuring faculty programs addressed these areas. DEC provided two additional School Development days, specifically for preparation of the introduction of the Australian Curriculum.

• Audit faculties to identify areas where aspects of digital citizenship can be addressed in programming.

• Provide compliance training in child protection, anaphylaxis and CPR for all staff.

• Provide updates on the Australian Curriculum and subject specific programming time (Phase 1 subjects).

• Evaluate the school’s assessment and reporting system and provide feedback for modification of school reports, consolidating and streamlining the process for implementation in 2014.

• Inservice staff on alignment of school grades with BOSTES standards for RoSA.

• Engage teaching staff in ICT for teaching and learning activities, assessment and reporting and the Australian Curriculum.

• Facilitate all faculties in reviewing syllabus programs.

A major continuing focus for professional learning in 2013 was the provision of modules for staff in ICT. These were delivered by the Technology Co-ordinator, a variety of outside providers and accomplished staff who shared their expertise with their peers.

Staff attended courses organised by the BOSTES, ACARA and other organisations associated with the introduction and implementation of the Australian Curriculum. Staff also attended courses and conferences conducted by teacher professional associations and teacher professional networks, local and state, to share information and resources.

Three new scheme teachers were accredited at professional competence.

A total of $45 221 was spent on teacher professional learning. A further $7 514 was specifically used for professional learning related to the Australian Curriculum. $5 311 was used to

provide professional learning for beginning teachers in their first year of permanent employment. Total expenditure on professional learning was $63 890 which was the equivalent of an average of $910 per teacher.

About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school’s practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school’s future development. Graeme Ponder, Principal (Relieving) Sue Oyston, Deputy Principal (Relieving) Joel Morrison, Deputy Principal (Relieving) Lois Aspin, Teaching Staff Mark Yan, President, Parents & Citizens’ Assoc. Lisa Tulau, President, Mothers’ Committee Melissa Han, President, SRC Cover design and layout by Katherine Lucas

School contact information St George Girls High School Victoria Street Kogarah Ph: 9587 5902 Fax: 9553 8043 Email: [email protected] Web: www.sgghs.com.au School Code: 8136

Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at:

http://www.schools.nsw.edu.au/asr

Carly Chung’s – The Firecracker Within

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http://www.schools.nsw.edu.au/asr

Documents

Annual School Report - St George Girls High School Reports/St George... · language background other than English (LBOTE). The largest LBOTE background groups are of Chinese background