North Rocks Rd, Carlingford NSW 2118 • Telephone: +61 2 ...€¦ · Carlingford High and PLC Burwood Vic are as follows. Even . if we increased our student population by 200 to

North Rocks Rd, Carlingford NSW 2118 • Telephone: +61 2 9871 4222 • Email: [email protected]

Embedded in our School Plan (2009-2011) are our three main Priority areas. These are:

1. Enhanced student learning through literacy and numeracy and strengthening HSC results.

2. Improved student engagement and attendance.

3. Strengthening teacher capacity and leadership to improve student learning outcomes.

Throughout 2009, staff have been implementing several strategies to realise set goals. Our Literacy team have reviewed data gathered from external testing and identified at risk groups and individuals for support with their literacy needs. Our Learning Support co-ordinator has altered the role to include not only withdrawal support but a team teaching approach within the classroom.

Each Faculty has had opportunities to engage in professional learning activities on literacy, numeracy and ESL best practice and strategies. Alongside this, staff have had the opportunity to analyse the DET data from the School Certificate and High er School Certificate enabling the refinement of teaching and learning programs. As cited in the published data there is evidence of improvement in a number of courses from the previous year (2008).

Another initiative strengthened from 2008 activities has been the relationship with Roselea Primary School. There was greater participation between groups ranging from coaching, reading groups, music and hospitality. Building upon these activities has developed a confidence and trust between the schools which will enable even greater pedagogical exchange in the coming years.

Later in 2009, the much awaited distribution of student digital notebooks for Year 9 occurred. In preparation a number of teachers were targeted to learn about the laptop and its associated software through structured professional learning experiences. One of the impacts of this Federal Government initiative was the need to develop polices and practices for the implementation and continued use of the technology as a tool for learning. The initiative has been greeted with excitement and many staff are looking forward to their allocated Notebooks in 2010 in the next rollout of computers.

As part of our Strategic School Plan 2009 – 2011 we are making it one of our major priorities in 2010 to embed the new technologies into quality teaching programs through increased professional learning activities.

Scheduled capital works on the total upgrade, through a State funded program, of the remaining Science Laboratories was underway in December. The work was to be completed and officially handed over to the school in Week two of the first term in 2010. This was a much anticipated rejuvenation of learning spaces which are now reflecting this century’s curriculum and pedagogy. It will enhance the assets base of the school. Other works federally funded during 2009, were the replacement of the roofing in Block B and the resurfacing of the North Rocks Road staff carpark and the streetside assembly area for bus transport. These improvements have been most welcome in our School Community.

As in previous years our Annual Reports publish detailed information about our achievement levels in all public examinations, both State and National. As part of this, the expectation is for schools to navigate the rich data and from

our investigations use our understandings to inform current and future practice in the cycle of self improvement.

NAPLAN can be used for ‘like’ schools. Prior to the Federal Government’s launch of the website, (myschool.edu.au) DET’s software program for the analysis of public examination results provided the school with an invaluable source of statistical material and specific item results for each child with suggestions for teaching/learning strategies for schools to implement as support for the child’s learning.

With respect to Higher School Certificate data, as a school we were able to construct groupings of schools (not less than five) as part of our analysis to identify some strengths or areas for improvement in various courses. No one school’s data could be obtained however, it did allow school’s to construct ‘like’ groupings whereby Carlingford High School could as a large co-educational comprehensive high school, perhaps with 68% non-English Speaking background matched up with similar schools and view the data comparatively. Although marked differences can still exist locating similarly sized schools and educational contexts in our surrounding district/region was an interesting exercise.

On the myschool.edu.au site our results displayed in numerate terms and colour coded have us coded according to our “statistically similar” grouping of schools. The groupings are based upon census based materials with as many as sixteen variables to determine the grouping (ICSEA). Many of our schools grouped as ‘statistically similar’ can arrive at this grouping from a number of variables quite different from other schools in the group, yet satisfy the census ranking in socio economic terms.

This grouping of schools influences the comparisons in the levels of achievement, particularly when you have no doubt observed that North Sydney Boys High School is in our group of “statistically similar schools” along with the elite private school PLC Burwood, Victoria.

I have had no objection to the results of public examinations being published to our community (see past Annual Reports on our website).in fact it has always been required to make them ‘public’. However according to the media’s interest in ‘transparency’ and making data available to the long awaited public it has actually led to misleading information. We need much more information about the elements of statistical similarity of our schools to fully understand the groupings rather than the half baked way this information has been presented in its debut.

Some other interesting statistics of ‘comparison’ between Carlingford High and PLC Burwood Vic are as follows. Even if we increased our student population by 200 to equal PLC student numbers we would be entitled by DET staffing formulas to increase our full time teaching staff by a further 11.6 totalling 88.6 and our non-teaching staff by a further 1.2 totalling 15.2. At PLC according to the profile on the website have 132.6 full time teaching staff and 81 non teaching staff. I do struggle with the ‘statistical similarity’ and comparison of results for diagnostic testing when one institution has almost double the staff.

I’m sure there are similar questions being formed about our ‘like groups’ which is a long way away from the purposeful learning programs in schools and our daily interest in school self improvement.

d e v e l o p i n g r e s p o n s i b l e

From the PrincipalFrom the Principal

2

Sayo Sivapathan Millie Dominy

C O N T E N T SPrincipa l ’s Repor t 2

HSC Results (Bands 5 and 6) 4

Honour Rol l HSC 5

School Cer t i f icate Results 6-7

NAPLAN Data Year 7 8

NAPLAN Data Year 9 9

Value Added Data Year 7 – 10 10

Value Added Data Years 11 – 12 11

Pastora l Care and Leadership Act iv i t ies 12-13

2009 Student Achievements 14-15

Educat ion: Suppor t Ser v ices 16

Current Technolog ies 17

Bus iness Repor t 18

School Related Data 19

Key Eva luat ions 20

Repor ts/Ter t iar y P lacements 21

P & C Repor t 22

Targets 23

Sta f f L ist 24-25

2009 Visua l Diar y 26-27

d e v e l o p i n g r e s p o n s i b l e i n d e p e n d e n t l e a r n e r s

2009 ANNUAL REPORT2009 ANNUAL REPORT

3

Note: Data and graphs are provided for courses with ten or more candidates only.

HSC BANDS 5 & 6 HOW WE COMPAREThe table below out l ines the number and percentages of students achiev ing Bands 5 and 6 (the top bands in each HSC course of study) .This i s then compared to the percentage of the State ’s candidature a lso achiev ing at th is leve l .

Ancient History 14 23 60.86 36.89

Biology 18 47 38.28 31.68Business Studies 19 42 45.23 37.68Chemistry 20 41 48.77 38.64

Community and Family Studies 1 9 11.11 28.86Design & Technology 0 10 0 34.39Earth & Environmental Science 3 10 30 40.57Economics 10 30 33.33 46.99Engineering Studies 0 4 25.00 38.99English (Standard) 3 63 4.76 5.35English (Advanced) 41 66 62.12 51.89English as a Second Language 17 38 44.73 21.58

English (Extension 1) 18 19 94.72 84.23English (Extension 2) 2 2 100.00 79.67Food Technology 3 9 33.33 30.47Geography 3 16 18.75 39.71Industrial Technology 3 7 42.85 32.33Information Processes & Technology 5 12 41.66 31.56Legal Studies 7 16 43.75 42.45General Mathematics 16 41 39.01 24.66Mathematics 2 Unit 43 84 51.18 42.45Mathematics (Extension 1) 43 50 86.00 81.55Mathematics (Extension 2) 16 20 80.00 89.28Modern History 3 9 33.33 40.92History (Extension) 4 4 100.00 73.62Music 1 14 21 66.65 57.83Music 2 9 9 100.00 80.62Music (Extension) 8 8 100.00 94.53Personal Development, Health and Physical Education 8 21 38.09 31.64Physics 18 39 46.15 41.56Senior Science 13 18 72.21 36.20Society and Culture 5 9 55.55 41.55Software Design & Development 3 4 75.00 28.69Textiles & Design 3 7 42.85 45.38Visual Arts 5 13 38.45 53.99Japanese Extension 4 5 80.00 79.21Japanese Continuers 9 10 90.00 55.55Japanese Beginners 8 15 53.33 38.18

Hospitality Examination 4 13 30.76 27.24

NoofStudentsAchievingBands5&6incourse

NoofStudentsincourse

%ofStudentsinBands5&6attheSchool

%ofStudentsinthestateinBands5&6

Course

RESULTS 2009 HIGHER SCHOOL CERTIFICATERESULTS 2009 HIGHER SCHOOL CERTIFICATE

4

From known in format ion provided by students of UAI (Univers i ty Admiss ions Index) results , approximate ly 20% of the tota l candidature achieved a UAI of 90 or more .

OurDuxfor2009wasKarinaCoxwithaUAIof99.5. OurDuxfor2008wasSamJiangwithaUAIof99.8. OurDuxesfor2007wasAdam(Yang)ShenwithaUAIof99.6. OurDuxesfor2006wereCalvinShawandMatthiasWongwithaUAIof99.9.

Achievement leve ls in Band 5 and 6 (h ighest leve l ) were above to wel l above the state percentages in 28 courses studied and average at least 14% of candidates h igher than state leve l .

HONOUR ROLL: BAND 6 (90% AND ABOVE)(Marks in the right hand column represent the highest result achieved by our students)Subject StudentNameAncientHistory Kar ina Cox 99

(2nd in State) Stuar t E i f fer t Danie l Kang Mel issa Lee Gabr ie l la Mar tyn Gwendolyn RogersBiology Tracey Chen Kar ina Cox 92 Stuar t E i f fer t Gabr ie l la Mar tyn Louis YeungBusinessStudies Joshua Chan Aaron Cochrane 92 Stuar t E i f fer t 92 Samuel P inchen Nik i ta Sadj iva 92Chemistry Je f fer y L i Gabr ie l la Mar tyn 91 Kevin Nam 91Economics Danie l Kang 90EnglishAdvanced Danie l Barabas 96 Swat i Bhatnagar Kar ina Cox 96 Danie l kang Yazan Kass is ieh Gabr ie l la Mar tyn Samar Mohsenian Nicholas NealeEnglishasaSecondLanguage Kenny Lee 92 Hye Ju Song 92 Binh An TranEnglishExtension1 Danie l Barabas Kar ina Cox 94 Yazan Kass is iehFoodTechnology Kanny Lee 92Industrial Technology Aaron Cochrane 96InformationProcesses&Technology Jason De Fre i tas 95 Yazan Kass is ieh Clarke ZhuLegalStudies Swat i Bhatnagar 94 Jonathon PapadopouloGeneralMathematics Tanya Barnett-Smith 95 Matthew Murray Nicholas Neale Phyl l i s NgMathematics2U Jason De Fre i tas Stuar t E i f fer t 96 Danie l Kang Yazan Kass is ieh Peter Sun Ki Kim Peter Koh Ceci le Lau Kenny Lee 96 Jeremy L i Yvonne L i Gabr ie l la Mar tyn Harr y Min Jacob Tattersa l l Matthew Turnbul l Adr ian Wong Vincent Zhu 96MathematicsExtension1 Swat i Bhatnagar Jason De Fre i tas Sh ivang Desa i Stuar t E i f fer t Benjamin Jeon Sebast ian Kade Danie l Kang Yazan Kass is ieh Peter Sun Ki Kim Peter Koh

Subject StudentNameMathematicsExtension1(continued) Kenny Lee Hoi Kit Leung Je f fer y L i 99 Yvonne L i R ichard L in Janet L iu Gabr ie l la Mar tyn Kevin Nam Andrew Wan Adrian Wong Louis Yeung Clark Zhu Vincent ZhuMathematicsExtension2 Sh ivang Desa i Sebast ian kade Je f fer y L i 97 Andrew Wan Louis Yeung Clark ZhuModernHistory Danie l Barabas 92HistoryExtension Danie l Barabas 96 Danie l Kang Yvonne L i 96Music1 Rockson Chan Alessandro Clarke 95 Encore Chr istopher Cooper Jason De Fre i tas 95 Edward McBurneyMusic2 Peter Kim 94MusicExtension Peter Kim 98 Ceci le Lau Sophia LeePersonalDevelopmentHealth&Physical Education Kar ina Cox 98 7th inStatePhysics Jason De Fre i tas Sh ivang Desa i 92 Sebast ian KadeSeniorScience David Atwood Aaron Cochrane Sam Pinchen 92 Nathan Suwahjo Vincent ZhuSoftwareDesign&Development Sebast ian Kade 94Texti les&Design Gabr ie l la Mar tyn 94VisualArts Danie l Barabas 94 Gwendolyn RogersHindiContinuers V irat Nehru 95

(Year 11) Eshbeen S inghJapaneseExtension Peter Koh 90JapaneseContinuers Peter Koh Chelsea Lee 95JapaneseBeginners Jess ie Choi Ben Kim 96 Rebecca KimKoreanBackgroundSpeakers J i Won Choi 93 Ben Kim Sophia Lee Hye Ju Song Irene Yong 93PolishContinuers Anthony Stankiewicz 94Accounting Andrew Douglas H K Wan 98Hospital ityExamination Tanya Barnett-Smith 91

RESULTS 2009 HIGHER SCHOOL CERTIFICATERESULTS 2009 HIGHER SCHOOL CERTIFICATE

5

STATE AVERAGE 2009:LSG AVERAGE 2009:SCHOOL AVERAGE 2004-2009:% BAND 2009Key:

Statewide testing of Year 10 students occurs in the School Certificate Tests in English Literacy, Mathematics, Science, Australian History, Australian Geography and Computing Skills

The School Certificate is standards referenced. Performance is reported in six bands. Band 6 is the highest achievement band. Band 1 is the lowest.

M A T H E M A T I C S

S C I E N C E

A U S T R A L I A N H I S T O R Y , C I V I C S & C I T I Z E N S H I P

SCHOOL CERTIFICATE EXTERNAL RESULTS 2009 SCHOOL CERTIFICATE EXTERNAL RESULTS 2009

E N G L I S H

0%

10%

20%

30%

40%

BAND 6

5.4

10.6

50%

BAND 2

5.41.1 1.1 3.3

11.9

18.3

BAND 4

40.842.9

36.7

7.3

43.4

29.7

4.7

35.6

BAND 5

31.1

45.1

BAND 10.11.6

BAND 3

7.4

12.9

0.0 0.7

0%

0%

0%

10%

10%

10%

20%

20%

20%

30%

30%

30%

40%

40%

40%

BAND 6

BAND 6

BAND 6

13.3

7.1

7.0

17.5

16.8

9.6

50%

50%

50%

BAND 2

BAND 2

BAND 2

7.8

4.5

6.9

4.5

5.1

7.3

7.3

3.2

5.7

22.0

11.0

13.7

22.5

11.9

19.1

33.6

23.2

31.2

BAND 4

BAND 4

BAND 4

27.2

34.4

34.3

23.0

33.3

35.4

36.5

38.4

28.7

13.5

11.3

7.9

22.1

33.2

32.2

14.6

24.8

14.7

6.4

6.7

4.3

26.0

30.0

36.8

BAND 5

BAND 5

BAND 5

32.1

36.9

28.4

25.4

37.2

26.2

BAND 1

BAND 1

BAND 1

0.4

0.3

1.1

0.3

1.0

1.8

BAND 3

BAND 3

BAND 3

23.4

12.5

20.7

19.3

13.5

21.7

0.0

0.0

1.7

1.3

1.1

3.8

AVERAGEMARK2009: SCHOOL 78.5 - LSG 80.4 - STATE 75.9




6

Key:

Overall Analysis of School Certificate External Results.

In 2009 at Carlingford High School continued improvement has been evidenced by the upward trend of increasing the number of students in English towards the top three bands, 4, 5 and 6 and a noticeable reduction of representation in the lowest bands 1, 2 and 3.

• Growth in Mathematics continues to occur each year with results indicating that the top two bands (Bands 5 and 6) are 29% above the State average with 30% fewer students represented in the lowest bands (Bands 1, 2 and 3) when compared with the State Averages.

Although these results are good, there was some concern that there was a decline in performance in the top two bands that may have had something to do with parallel boys and girls top classes. As the year progressed there was a decline in confidence with results in girls assessment tasks. Faculty has decided to revert to a strict (mixed gender) grading system in 2010 to monitor the Band 6 performances.

• In Science growth is evidenced compared to 2008 in the top two bands (5 and 6) from 13% above the state average to 18% above the state average in 2009.

• Australian History experienced an upward shift from 2008 results, where there appeared to be a downward shift from Bands 4 to Band 3. Overall there was an improvement in the top bands from 28% in 2008 to 36.6% in 2009 and slightly above the average of local school groups (LSG)

• Australian Geography improved upon 2008 results in both the top bands (5 and 6) from 34.9% to 40.5% and over 18% above the state average for the same bands.

• Computing Skills results are consistent with 2008 results where the top category of ‘highly competent’ remains 18% above the state average.

SCHOOL CERTIFICATE EXTERNAL RESULTS 2009 SCHOOL CERTIFICATE EXTERNAL RESULTS 2009

A U S T R A L I A N G E O G R A P H Y , C I V I C S & C I T I Z E N S H I P

C O M P U T E R S K I L L S

A V E R A G E S C H O O L C E R T I F I C A T E R E L A T I V E P E R F O R M A N C E F R O M Y R 5

0%

10%

20%

30%

40%

BAND 6

11.6 10.4

50%

BAND 2

5.37.3 6.0

15.5

22.5

33.0

BAND 4

35.2

28.730.9

9.6

28.4

17.8

4.5

31.8

BAND 5

28.130.1

BAND 10.31.2

BAND 3

21.318.8

1.1 0.9


0%

20%

40%

60%

80%

HIGHLY COMPETENT

74.5 75.8

COMPETENCE NOT DEMONSTRATED

NOTE: By def in i t ion, the State average re lat ive performance is zero.

ENGLISH

AUSTRALIAN HISTORY, CIVICS AND CITIZENSHIP

MATHEMATICS

0.30.0 0.10.0COMPETENT

25.2

3.4

26.6

73.5

44.1

55.8

24.2


AUSTRALIAN GEOGRAPHY, CIVICS AND CITIZENSHIP

SCIENCE COMPUTER SKILLS

0

1

2

3

4

LSG AVERAGE 2009SCHOOL 2009 SCHOOL AVERAGE 2005-2009*

1.4

4.2

3.4

2.6

1.6

1.1

3.2

1.71.6

1.21.2

2.9

1.3

2.4

1.2

2.5

0.9

7

NATIONAL ASSESSMENT PROGRAM – LITERACY AND NUMERACY RESULTS 2009

National Assessment Program Literacy and Numeracy Results 2009

This is the school’s second year of reporting the results of the National Assessment Program. Although this assessment instrument affords schools to be informed of the levels of achievement across the systems in a national context the following graphs will reveal the following:

• School performance in the current year with a comparison over time and to the state;

• The inclusion of the average percentage in the like school group with

• The percentage breakdown in each band for Literacy and Numeracy.

Please note: The National Assessment Program determines Bands 4 through to Band 9 with Band 9 the higher level of achievement in Year 7 and Band 10 in Year 9.

In high schools Year 7 and 9 undertake the testing in Literacy in the skills of Reading, Writing, Spelling and Grammar and Punctuation. An additional paper to determine the levels of skill in Numeracy and also conducted for both Year 7 and Year 9.

This enables schools to map the level of growth through the middle years and further determine the “value added” for each cohort of individual to influence school-based programs.

The following graphs enable you to note the achievement level of each cohort (Years 7 and 9). Within Reading and Writing the percentage in each band is graphed alongside the school’s performance average from the years 2007-2009. Further information is given to compare the school’s performance to Like School Groupings (LSG) and the State result.

In Year 7 from the graphs it is clear that the school is performing above the state averages in all aspects of Literacy and with the exception of Spelling underperforming when compared with Like School Groups. The school has been able to identify specific strands within Writing which indicate strengths in paragraphing however more effort is needed in developing better sentence structures. More attention needs to be given across KLAs to the conventions of Punctuation in an effort to raise the standard overall of Literacy when compared to Like School Groups (LSG). However in Year 7 Numeracy the school far outperforms the State averages and just above the Like School Groups.

In Year 9 in the top Bands (Band 10) our school in Numeracy was over 22% above the State average and 6% above the LSG.

However in the aspects of Literacy, although the school’s performance was above the State’s average, in particular Spelling, the areas of Reading and Grammar were well below the average performance of Like School Groups. Strategies to create improvement in the middle to upper bands need to be developed to close the gap with Like School Groups.

NATIONAL ASSESSMENT PROGRAM LITERACY & NUMERACY (NAPLAN)NATIONAL ASSESSMENT PROGRAM LITERACY & NUMERACY (NAPLAN)

R E A D I N G

N U M E R A C Y

W R I T I N G

S P E L L I N G

G R A M M A R & P U N C T U A T I O N

0%

0%

0%

0%

0%

10%

10%

10%

10%

10%

20%

20%

20%

20%

20%

30%

30%

30%

30%

30%

40%

40%

40%

40%

40%

BAND 9

BAND 9

BAND 9

BAND 9

BAND 9

11.6

37.6

12.2

22.0

32.0

16.4

25.6

30.6

BAND 5

BAND 5

BAND 5

BAND 5

BAND 5

9.6

5.9

7.1

8.5

8.0

6.5

3.9

11.6

6.4

5.7

6.0

5.4

6.9

16.2

18.0

13.5

11.4

17.7

15.7

9.9

31.0

16.1

21.9

27.0

26.7

32.9

24.7

26.3

BAND 7

BAND 7

BAND 7

BAND 7

BAND 7

26.7

18.3

26.0

31.4

15.9

31.0

24.5

37.4

29.4

23.2

21.9

32.9

9.0

12.4

41.1

7.7

20.0

16.1

22.5

21.5

22.0

27.2

24.8

17.7

15.1

14.9

18.0

7.4

9.5

13.1

7.4

12.1

14.5

23.9

22.0

25.6

25.2

28.5

BAND 8

BAND 8

BAND 8

BAND 8

BAND 8

25.9

25.0

23.5

28.6

23.7

24.2

25.3

12.0

BAND 4

BAND 4

BAND 4

BAND 4

BAND 4

1.9

1.3

3.0

2.0

2.7

2.7

1.2

3.0

BAND 6

BAND 6

BAND 6

BAND 6

BAND 6

17.1

15.3

24.7

16.5

19.3

23.6

12.0

28.2

2.6

2.0

1.9

2.6

3.9

7.2

5.7

9.3

6.5

9.3






STATE AVERAGE 2008:

SCHOOL AVERAGE 2005-2007:

% BAND 2008

LSG AVERAGE 2008:

Key:

Y E A R 7

8

NATIONAL ASSESSMENT PROGRAM LITERACY & NUMERACY (NAPLAN)NATIONAL ASSESSMENT PROGRAM LITERACY & NUMERACY (NAPLAN)

S P E L L I N G

0%

10%

20%

30%

40%

21.1

10.07.7 7.8

14.0

27.128.3

22.924.7

15.3

24.0

13.6

25.1

19.5

4.1

22.4

2.4

10.2


G R A M M A R & P U N C T U A T I O N

0%

10%

20%

30%

40%

16.4

8.8 8.5

16.7

31.830.3 29.4

12.9 11.2

21.1

10.57.5

27.4

17.4

5.0

25.3

5.9

13.9


N U M E R A C Y

0%

10%

20%

30%

40%

27.8

4.7 6.3

18.314.7

28.5

23.5 23.5

33.5

22.8

14.711.1

24.023.4

1.1

BAND 10BAND 6 BAND 8 BAND 9BAND 5 BAND 7




17.3

0.0

4.6


W R I T I N G

0%

10%

20%

30%

40%

15.6

20.0

14.7

24.4

20.022.4

24.7

15.3 14.1

22.0

10.5

7.0

26.6

17.6

5.3

20.2

5.9

13.7

R E A D I N G

0%

10%

20%

30%

40%

BAND 10

11.9

BAND 6

10.0 8.5

16.6

21.8 25.0

BAND 8

34.7

22.4

7.1

26.9

16.4

5.4

30.1

BAND 9

28.1

BAND 5

3.2

BAND 7

18.2

4.1

9.7



Y E A R 9

9

Course School SchoolAverage LSGAverage 2009 2005-2009* 2009

English 1.2 1.6 1.1Mathematics 3.4 3.2 1.7Science 1.4 1.6 1.2Australian History, Civics and Citizenship 4.2 2.9 1.3Australian Geography, Civics and Citizenship 3.4 2.4 1.2Computer Skills 2.6 2.5 0.9

Note: By definition, the State average relative performance is zero. *The average for Computer skills is for 2006 - 2009.

A V E R A G E S C H O O L C E R T I F I C A T E R E L A T I V E P E R F O R M A N C E F R O M Y E A R 5 ( V A L U E - A D D E D )

S C H O O L C E R T I F I C A T E : R E L A T I V E G R O W T HF R O M Y E A R 5 ( V A L U E - A D D E D )

0.0

0.5

1.0

1.5

2.0

EN

GL

ISH

2 .5

3 .0

3.5

4.0

MA

TH

EM

AT

ICS

SCIE

NC

E

AU

STR

AL

IAN

H

IST

OR

Y,

CIV

ICS

AN

D

CIT

IZE

NSH

IP

AU

STR

AL

IAN

G

EO

GR

AP

HY,

C

IVIC

S A

ND

C

ITIZ

EN

SHIP

CO

MP

UT

ER

SK

ILL

S

SCHOOL AVERAGE 2005-2009*

SCHOOL 2009

LSG AVERAGE 2009

Over the past 31 years the means by which the performance of a school is established has shifted from consideration of quantity of schooling provision to the quality of schooling outcomes.

This is not a simple matter. Although one of the measurements has been for schools (as we have also done) to report on the percentage of students achieving a level of performance within a skill band. We have indicated performance in this way when providing a percentage for both School and Higher School Certificate for Bands 5 and 6 and ‘High’ or ‘Proficient’ for SNAP and ELLA Results.

However research literature would suggest that these results alone are inadequate in being able to make judgements about school effectiveness. Some suggest that the above results may indicate more about the quality of the student intake than about the effectiveness of the teaching and learning process in this school.

It is a complex situation which requires the quality of data to be high and wide ranging to present some of the picture of a school’s performance. As part of this ‘shift’ our DET system has for some years been developing a bank of data which enables schools to track individual and groups of individual achievement and map the learning growth between two points of measurement.

From this information provided for us, schools are meant to explore, through a range of data, what contribution the

school has made to the level of attainments reached by students.

On these pages each student’s School Certificate results from Year 10 are compared with their Year 12 results to see if they have improved in the two years or exceeded expectations (P11). The expression of ‘value-added’ or adding value to the learning process of the student is the language used to enable conversation about the possible factors affecting student attainment.

When determining the value added for School Certificate results these are compared to the Basic Skills Testing in Year 5 (P.10). In the chart for Average School Certificate relative performance from Year 5 (value added) the 2008 cohort have made progress well above state average in English, Mathematics, History, Computer Skills and above average in Science and Geography and in most cases well above the Local School Groups (LSG) average.

The 2008 Chart also indicates a column entitled LSG Average which is Local School Group. This is a group of 10 schools based upon similar socio economic data and of a similar type of school eg comprehensive, co-educational in status. Although no individual school data is provided the graphs and charts enable our school to draw conclusions about our comparative school performance within the context of adding value to the student’s learning.

U N D E R S T A N D I N G V A L U E A D D E D

VALUE ADDED DATA YEARS 7-10VALUE ADDED DATA YEARS 7-10

10

Performance Bands Low Middle High

School 2009 9.2 7.6 5.7School Average 2005-2009 6.1 6.1 3.2

LSG Average 2009 4.7 5.4 2.9

Note: 1. The low performance band includes students in Bands 1, 2 and 3 on average in the School Certificate. The middle band includes students in Band 4, the high band includes students in Band 5 and 6. 2. By definition, State average value-added is zero. 3. The Schools and School Average columns are not shown if less than ten course results are available. 4. Residual data is based on HSC marks converted to the UAC common scale.

H I G H E R S C H O O L C E R T I F I C A T E C O U R S E S U M M A R Y T A B L E

A V E R A G E H S C R E L A T I V E P E R F O R M A N C E F R O M Y E A R 1 0 ( V A L U E - A D D E D )

LSG AVERAGE 2009SCHOOL 2009 SCHOOL AVERAGE 2005-2009

Note: Data and graphs are provided for courses with ten or more candidates only.

Course School School LSG State 2009 2005-2009 2009 2009

Ancient History 82.0 77.8 77.4 70.7Biology 76.5 74.2 77.9 72.1Business Studies 75.4 71.5 77.2 72.6Chemistry 78.3 75.9 81.7 73.9Community and Family Studies 69.9 74.5 75.7 71.0Design and Technology 70.5 69.1 76.9 72.6Earth and Environmental Science 71.9 72.1 75.0Economics 75.4 74.5 81.1 75.7Engineering Studies 78.3 72.2 78.3 75.7English (Standard) 68.4 66.7 67.6 63.3English (Advanced) 81.7 78.9 83.1 78.6English as a Second Language 76.0 76.0 76.5 71.4English Extension 1 79.8 78.6 83.5 79.4English Extension 2 82.0 81.2 81.0 78.2Food Technology 78.2 72.6 76.9 72.7Geography 68.8 72.8 79.1 71.6Industrial Technology 80.8 76.6 77.5 70.8Information Processes and Technology 74.7 74.5 81.1 72.9Legal Studies 80.9 78.4 80.5 72.0General Mathematics 74.9 72.4 74.4 67.1Mathematics 78.0 74.7 79.6 74.3Mathematics Extension 1 83.6 80.1 85.8 80.6Mathematics Extension 2 82.3 81.8 88.0 84.4Modern History 79.1 75.8 79.5 74.1History Extension 93.0 76.7 79.2 74.5Music 1 82.8 81.4 83.9 78.5Music 2 85.4 83.7 85.5 84.1Music Extension 86.3 86.0 86.6 85.8Personal Development, Health and Physical Education 71.6 74.7 75.4 70.7Physics 74.9 75.1 79.9 74.1Senior Science 83.6 81.3 79.0 73.2Society and Culture 80.3 77.1 78.1 74.5Software Design and Development 86.0 79.2 78.0 71.7Textiles and Design 79.0 78.3 82.9 76.1Visual Arts 80.8 80.4 82.7 78.4Japanese Beginners 71.7 83.7 72.8 Japanese Continuers 84.9 82.2 84.0 79.1Japanese Extension 82.4 82.7 78.4 79.2 Hospitality Examination 75.8 72.5 76.5 73.0

VALUE ADDED DATA YEARS 7-10 VALUE ADDED DATA YEARS 11-12VALUE ADDED DATA YEARS 11-12

110.0

1.0

2.0

3.0

LOW

4.0

6.0

8.0

5.0

7.0

9.0

MIDDLE HIGH

P A S T O R A L C A R E A N D L E A D E R S H I P A C T I V I T I E SP A S T O R A L C A R E A N D L E A D E R S H I P A C T I V I T I E S

P e e r Tu t o r i n g Y e a r s 7 & 8Carlingford High School participated in the Statewide DET funded Peer Tutoring program. Twenty Year 10 volunteer tutors were selected at the end of 2008. The number of volunteers reflects positively on the community spirit of the students. Year 7 and 8 students were selected to receive tutoring on the basis of an ACER diagnostic reading comprehension test.

Tutors received one full day training at Meadowbank TAFE and ongoing training and monitoring in-school from both TAFE teacher and school Support Teacher Learning Assistance (STLA). Tutors were trained in strategies such as Pause, Prompt and Praise and given an understanding of the theory and complexity of the reading process. They were provided with “Authentic” materials: chapters of text books from across the KLAs. The process of daily tutoring was designed to develop comprehension strategies and make success in the classroom more achieveable for less able readers and recently-arrived NESB students.

End-of-year testing and ‘tutee’ surveys indicated generally strong progress in skills, attitude to reading and confidence. Tutor surveys indicated similar personal satisfaction and a sense of improvement in their own understanding of key skills for learning.

Although the identified students gain a lot of confidence in reading and improved comprehension, the Year 10 students as tutors receive a TAFE credential, a leadership opportunity and a strong sense of contributing positively to their community.

L e a d e r s h i p R o l e s : S R CUnder the supervision and mentoring of Ms Joanne Reynolds the student representative body, learn about their capacities as individuals and more importantly their contribution to the many teams which need to exist for the many successful activities which occurred throughout their time in office.

Once again, the mainstream of students were able to vote online to determine their representatives for each year with the exception of Year 12 and the voting takes place towards the end of Term 1. The induction ceremony of new representatives is held in Term 2 enabling students of Year 12 to concentrate upon their study for the HSC.

Our 2009 delegates carried on the strong tradition of identifying fundraising activities for selected charities and strengthening school spirit and morale.

S t r e a m w a t c hA number of teachers have over the past seven years taken up the responsibility of running the Streamwatch Program with groups of interested students. As the name may suggest, the purpose is to monitor the water quality of one of our local streams over a period of time. This program provides a wonderful opportunity for our students to develop a keen interest in environmental aspects of our local community.

P e e r S u p p o r tThis program provides students with the opportunity and environment to develop the understanding, attitudes and skills they need to live in a safe environment and have a healthy lifestyle. It also provides opportunities to realise their own potential and contribute positively to society.

A whole school approach reinforces, emphasises and encourages positive behaviours.

We see the benefits for the students that they will have a more active role in their own well being.

In 2008, 50 Year 10 students were identified for their interest in assisting others and their leadership qualities. The Year 10 students undertook two days of the Peer Support Foundation Leadership Training package.

Following training all Year 10 students successfully assisted with the Year 7 Orientation Day in Term 4 of 2008 and assisted Year 7 first day at school in 2009.

In 2009 Year 7 were engaged in Peer Support sessions focussed on building resilience and conflict management. The Year 11 Peer Support Leaders used their skills to assist Year 7 with the daily aspects of high school life, building positive relationships and guided them with strategies for developing self advocacy under the guidance and supervision of interested teachers.

M u s i c P r o g r a m sCarlingford High School’s Music Programs have a strong reputation throughout the Region and in many country centres. Through the support of the Parent Group and the dedication of Music teachers within the school students are given significant opportunities to be involved in a number of groups and leadership roles.

Country tours of smaller centres experience a very professional music program developed by the school which involves performances and workshops often in a K-6 context. Competitions and Eisteddfods are entered whereby accolades are won against reputable independent schools with a high input from incoming specialist instrument teachers.

Each year parents begin with an Open Night for Music to understand the opportunities available to incoming student musicians. At Carlingford High School we offer a range of ensembles to further strengthen student musical abilities:

Concert Band 1

Concert Band 2

Stage Band 1

Stage Band 2

String Ensemble

Senior Vocal Ensemble

Junior Vocal Ensemble

These groups enable students of all levels of ability to participate and also provides opportunities for leadership and fellowship.

12

P A S T O R A L C A R E A N D L E A D E R S H I P A C T I V I T I E SP A S T O R A L C A R E A N D L E A D E R S H I P A C T I V I T I E S

D e b a t i n g a n d P u b l i c S p e a k i n gPublic Speaking competitions are available to interested students with Lions, Sydney Morning Herald Plain Speaking, Legacy juniors and Rostrum. Within school public speaking occurs in the junior, middle and senior school where the more successful students are entered into a P & C sponsored competition and the successful candidates are recognised by visiting adjudicators and awarded prizes in each category. Students compete at class level and year group level over a selected period of time which enables them to develop personal confidence before a group of people and learn to adapt speeches to audience and purpose.

Each year students are given opportunities to participate in Senior and Junior Debating competitions at local, regional and state levels. Debating provides for those interested to develop skills in research and teamwork to construct logical arguments on a topic within a given time frame. We have several teachers who act as coaches and mentors for these programs.

Excursions and workshops are also organised to provide debaters and public speakers with further experience from skilled participants. Opportunities offered by outside organisations are advertised on the intranet.

S p o r tCarlingford High School has sport integrated into the curriculum in Stage 4 (Years 7 and 8) enabling specific skill development to occur with our PD/H/PE staff. Although students in Stage 4 do not engage in weekly grade or recreational sporting activities with the rest of the school they are given opportunities to participate in school carnivals, across zone gala days through to state and national level according to interest, skill and commitment. Elite individuals at specific sports are supported and encouraged in their pursuit of excellence.

From Years 9 – 12 students have a wide range of sports in which to participate either at grade or recreational level. This is always encouraged through the commitment of a number of dedicated teacher/coaches with a high degree of success.

As indicated in this report under ‘Student Achievements’ we support and celebrate particular elite individual achievements in varied fields such as equestrian events, baseball, golf, European Handball, Volleyball.

We also are entered into the state Knock Outs in a variety of sports throughout the year.

13

Sparring Competitions Gold Medal Junior Sparring - Jin Lee (Year 11)Bronze Medal Open Sparring - Jin Lee (Year 11)3rd Oceania Taikwondo Union Championships - Jin Lee (Year 11)

Swimming Carnival 2009 Age Champions 12 Years Boy - Jason Lee, 12 Years Girl - Pui Lui Wah, 13 Years Boy - Raymond Chen, 13 Years Girl - Lia Sanghuhl, 14 years Boy - Ben Henry, 14 years girl - Rachael Cantrill, 15 Years Boy - Gavin Cheun, 15 Years Girl - Louise Graziano, 16 Years Boy - Luke Anderson, 16 Years Girl - Sarah Wade,17 Years Boy - Richard Lin, 17 Years Girl Kate Henry.

Northern District Times Junior - Sports Star Luke Anderson (Year 10)

Cross Country Age Champions 12 Years Boy - Joon Hu, 12 Years Girl - Megan Ramsdale,13 Years Boy - Harrison Chalke, 13 Years Girl - Hannah Dudley,14 Years Boy - Ben Henry, 14 Years Girl - Elizabeth Barron,15 Years Boy - Brett Aalders, 15 Years Girl - Jarrah Nesbitt,16 Years Boy - Phillip Mathew, 16 Years Girl - Candice Skelton,17 Years Boy - Fraser Nixon, 17 Years Girl - Amy Ghataora.

NSW CHS Baseball Team Mark Trau (Year 12)

NSW Under 18’s Women’s Handball Team 2009 National Junior Handball Championships Tayler Darlington

NSW Under 18 Indoor Netball State Representative Team Victoria Low (Year 12)

Grand Finalists Girls Frisbee B Team Hannah Alexander, Gabriella Arratia, Claire De Mellow, Jessie He, Emma Liu, Amy Naiker, Mallika Uppal, Jessiica Wang, Amanda Lam, Evelyn Lau, Rae Lee

Grand Finalists Girls Frisbee A Team Kimberly Cochrane, Ali Deagle, Kate Graham, Tiffany Kwok, Kavishie Amaratilaka, Heather McIntosh, Natalie Payze, Jessica Ryan, Breanne Watiwat, Kerrie Yan and Miriam Lam

NSW CHS State Carnival: Boys Football Alex McCracken (Year 12)

School Sport Australian Baseball Team (Oregan/California) Travis McDonald (Year 12)Mark Trau (Year 12)

Sydney North Sporting Blues Travis McDonald Baseball, Mark Trau Baseball, Alex McCracken Football, Victoria Low Netball.

NSW CHS Rugby Union Squad Jonathan Dick (Year 12)

NSW CHS Soccer Squad Alex McCracken (Year 12)

NSW CHSSA Gymnastics State Carnival Emily Bennett (Year 7), Megan Ramsdale (Year 7),

CHS Cross Country Victoria Low

NSW CHS Athletics State Carnival Holly Jenkins (Year 10), Kate Henry (Year 11), Victoria Low (Year 12),Jennifer Massey (Year 11), Fraser Nixon (Year 11).

School Sport Australia Football Team (China and Ireland) Alex McCracken (Year 12)

Minnesota Twins Baseball Contract Mark Trau (Year 12)

Roselea Football Club Champions U14’s Joel Conway (Year 9)

NSW CHSSA Girls State Water Polo Carnival Kia Horrocks (Year 11)

National Club Championships Canberra Emily Bennett (Year 7), Megan Ramsdale (Year 7)

National Junior Volleyball Competition 3rd Place - Jason Laffer (Year 11), Trevor Li, Tony Yu, Vincent Yeung, Andrew Xiang, Wan Zhu (Year 10), Wellen Fu (Year 8)

Athletics ChampionsU/12 Girls - Jade Chen, U/12 Boys - Ryan Stein, U/13 Girls - Tianah Watson, U/13 Boys Harrison Chalke, U/14 Girls - Elizabeth Barron, U/14 Boys - Ben Henry,U/15 Girls - Jarrah Nesbitt, U/15 Boys - Mitchell Solomons,U/16 Girls - Holly Jenkins, U/16 Boys - Phillip Matthew,U/17 Girls - Victoria Low, U/17 Boys - Fraser Nixon

Lion Youth of Year Quest Regional Finalist - Jonathon Papadopoulo (Year 12)

Mock Trial Michael Pierotti (Year 11), Virat Nehru (Year 11), Natalis Payze (Year 10), Claire De Mellow (Year 10), Sarah Moten and Damian Turco (Year 10)

NSW Public School Vocal Ensembles also NSW Public Schools Singers Jasmine Russell (Year 7), Josh Russell (Year 9)

Rotary Youth Program of Enrichment (RYPEN) Heather McIntosh (Year 10)

National Design Competition (Sponsored by Dolly Magazine) 1st Place - Dominica Barabas (Year 10)

National Youth Advocate for Trek Against Trafficking Daniel Keyzer (Year 11)

Sydney Morning Herald Plain Speaking Competition Haroun Dole (Year 10)

Rostrum Voice of Youth Competition Smeet Shah (Year 7), Phoebe Kwan (Year 8), Jessica Wang (Year 9)

Northern Beaches Eisteddfod 1st Sacred Hymn or Solo, 2nd Australian Composition, 3rd Musical Theatre, 3rd Vocal Solo, 2nd Overall Junior Championship, Hannah Alexander (Year 10)

Student Representative Council (SRC) 2009/2010) Year 7 - Jeremy Dominy, Jasmine Russell, Ben Tomc, Stephanie ValanidasYear 8 - Andrew Lingley, Tammy Loh, Tanisha Truong, Nick WilsonYear 9 - Ally Eley, Tom Fewchuk, Jessie He, Max McKenzie, Abbey Roberts, Chris SongYear 10 - Kimberly Cochrane, Andrew Davis, Ali Deagle, Holly Jenkins, John Lee, Daniel Lyu, Sarah Moten, Damian Turco. Year 11- Catherine Chen, Millie Dominy, Tamara Gray, Matthew Hampe, Justine Lee, Priscilla Mok, rodie Owen, Jason Pang, Alex Pinker, Sayo Sivapathan

Peer Tutors (Year 10) Melanie Kleine, Kate Graham, Tina Poon, Breanne Watiwat, Evelyn Lau, Gabriella Arriata, Colin Brown, Jamie Simpson, Amanda Albornoz, Dominica Barabas, Jordan Youseee, Tiffany Kwok, Kavishie Amaratilaka, Kimberley Cochrane, Morgan Adams, Holly Jenkins, Zoran Terzic, Michael Pierotti, Alli Deagle

Peer Support Team Brendan Ao, Gabriela Arratia, Dominca Barabas, Ingrid Berzins, Lachlan Boucher, Eric Chan, Gavin Cheung, Enoch Chieng, Raja Choudhry, Kimberley Cochrane, Alex Cook, Mitchell Cox, Samuel Cui, Daniel Dalirazar, Tayler Darlington, Clarie De Mellow, Haroun Dole, Julian Gillot, Kate Graham, Bryan Ho, Joshuan Jeganathan, Olivia Kierdal, James Kim, Tiffany Kwok, Miriam Lam, Heather McIntosh, Max McLennan-Gillings, Rishabh Meenakshisundharam, Bella Owen,l Natalie Payze, Tina Poon, Jessica Ryan, Lis Sama, Danial Shafei Begli, Jamie Simpson, Candice Skelton, Erin Smith, Sonia Teo Vera Terzic, Jordan Ung, Andrew Waskito, Anthony Waskito, Breanne Watiwat, Sophie Wilcher, Andrew Xiang, Kerri Yan, Michael Yang, Herbert Yeung, Daniel Yong, Hana Yoo, Jordan Yoosuff, Harmony Young, Jameal Yousufzai, Tony Yu, Nami Zafari

Model United Nations Assembly (MUNA) (Rotary sponsored) Overall 3rd Place out of 50 schools. Sairachna Trikha, Verat Nehru (Year 11) (Columbia)Brodie Owen, Anthony Bigg (Year 11) (Mexico)

PCYC Rock Eisteddfod Team Jennifer Massey

Ryde Eisteddfod 1st Place Concert Band 1, 2nd Place Stage Band 1, 1st Place Year 11 Rock Band, 1st Place Classical Vocal Solo - Hannah Alexander, 1st Place Classical Folk Song - Hannah Alexander

Australian Girls Choir Tour Hannah Alexander (Year 9)

Bands 5 and 6 represent the h ighest leve ls of achievement of the students in the School Cer t i f icate .

2009 STUDENT ACHIEVEMENTS

14


SebastianKade

ClarkeZhu

VincentLee

GabriellaMartyn

ShivangDesai

DanielBarabas

SandroClarke

2009 STUDENT ACHIEVEMENTSWinner NSW Music Teachers Association Classical Singing Scholarship 2009Hannah Alexander (Year 9)

Middle School Leadership Group Aaron Dhat, Smeet Shah, Taylor Telford, Jamie Telford, Piu Lui Wau, Vinayak Sharma (Year 7)

Hospitality Apprenticeships Blue Mountains Hospitality School - Jai Wei Koh (Year 12)

Sails Restaurant Jessica Moore (Year 12)

Café Sydney Jake Owen

Hornsby RSL Club Melissa Vaughan

HILLSIP Most Diligent Work Placement Latara Rust (Year 12)

Castle Hill Show Textiles and Art Exhibition Winners 1st Place Elizabeth Lam (Year 7)2nd Place Amy Hughes (Year 7)

Sculptured Vase 2nd Place Amy Ho (Year 7), 3rd Place Connie Cai (Year 7)

Textile 1: Non Apparel Items 1st - Sarah Moten (Year 10), 2nd - Lisa Healey, Jessica Ryan Amanda Albornez, Heather McIntosh, Candy Ting (Year 10)

Art Quilt 1st Place Sarah Moten (Year 10), 2nd Place Claire Eiffert (Year 11),3rd Place Heather McIntosh (Year 10)

Year 9 Timber Challenge (Institute of Industrial Arts Technology Association) 1st Place Carlingford High4th A Team: Alexander Sharpe, Callaghan Sharpe, Glen Simnett, Matthew HolmeB Team: Hayden Lee, Aaron Bott, Brett Aalders, Liam King6th place in the State Competition

Worldskills Australia VET Hospitality Comp Regional Level: Ediz Bertan, Regan McDougall (Year 11)

State Finalist Year 12 Industrial Technology Competition Aaron Cochrane (Year 12)

State Finalist Stage 5 Art Quilt Challenge Xin Yu Zhong (Year 9), Louise Graziano (Year 9)

Maths Challenge for Young Australians High Distinction: Kritik Reddy (Year 8)Distinction: Stephanie Mantilla (Year 8)Credit: Miriam Lam, Tina Poon (Year 10) Richard Lim, Isabella Chin, Grace Hwang, Julia Zhou (Year 9)

Mathsearch Credit: Winnie Lam, Prasad Cheema

Maths Olympiad Top 10% - Nancy Hen, Leo Lee, Zi Hao Xue, Stephanie Mantilla, Tracey Miu

Australian Maths Competition Year 7 - Distinction: Hin Zee, Melchior Lee, Derek lau, Jason Chan, Arjun Perumynar, Alex LauYear 8 - High Distinction: Zihao Xu. Distinction: Sean Gao, Aidan Cornwall, Simiao Cheng, Leo Lee, Calvin Lee, Kritik Reddy, Stephanie Mantilla, Nancy Chen, Amanda Mai, Tanisha Truong Year 9 - Distinction: Jonathan Macalpine, Richard Lam, David Yue, Cherry Liu, Jack Skelton, Benson Wong, Oran Jiang Year 10 - Distinction: Geoffrey Lee, Jamie Simpson, Jessie Lu, Qi Yuan, Denis Yu Li, Joanne ShinYear 11 - High Distinction: Minghan Liu, Victor Zhang, Jonathan Zhang, Frank Chen, Jielin Chen, Prasad Cheema. Distinction: David Jeon, Jackie Xiang, Shaun Kim, Alin chen, Justin Li, Daniel Lee, Clara Lau, Tejas Vather, Yuc Gu, Alan Wong, Jason Pang, Ming Zeng. Year 12 - High Distinction: Richard Lin, Jeffery Li. Distinction: Ben Jeon.

2009 Maths Challenge JUNIORHigh Distinction: Kritik Reddie; Distinction: Stephanie Mantilla; Credit: Zihao Xue, Winnie Zhu (Year 8)

INTERMEDIATE Credit: Richard Lam, Isabella Chin, Grace Hwang, Lujia Zhou, (Year 9) Tina Poon Miriam Lam (Year 10)

Arts North Festival Munyi Lee, Jasmine Russell, Sally Sohn, Tina Kim, Andrew Vassila, Hin Zee, Jensen Chen, Jonathan Siu, Zach Walker, Smeet Shah, Rachel Bell, Daniel Lee, Suwa Cho, Christine Seo (Year 7);Lara Appollonov, Ashleigh Belic, Alexandra Bourke, Nick Cini, Anna Crawford, Irish Feng, Amy Hughes, Simi Jakwani, Phoebe Kwan, Andrea Lin, Leo Lee, Andrew Lingley, Jessie Deng, Medha Mani, Tracy Miu, Philippa Moore, Monique Nguyen, Phoebe Pash, Shirley Ho, Zarina Roy, Jorgia Schuck, Rachel Tomc, Tanisha Truong, Eva Turco, Winnie Zhu (Year 8); Jessie He, Amy Naicker, Josh Russell, Pia Turco, Jessica Wang, Emily Webster (Year 9), Zach Roy (Year 10); Sam Conway, Clara Lau, Jack Li, Antonia Yeung (Year 11)

Celebration Concert Jasmine Russell, Munyi Lee, Andrew Vassila, Hin Zee, Jensen Chen, Jack Quinn, Jonathan Siu, Zach Walker, Phillip Charleston, Smeet Shah, Daniel Lee (Year 7); Lara Appollonov, Ashleigh Belic, Nick Cini, Iris Feng, Simi Kakwani, Phoebe Kwan, Andrea Lin, Jessie Deng, Andrew Lingley, Alana Moxon, Monique Nguyen, Matthew Jarvis, Shirley Ho, Zarina Roy, Jorgia Schuck, Rachel Tomc, Tanisha Truong, Eva Turco, Winnie Zhu (Year 8); Isabella Chin, Christina Lim, Amy Naicker, Joshua Russell, Rebecca Wong (Year 9); Zach Roy (Year 10)

International Schools Science Competition High Distinctions: Hin Zee (Year 7), Jessica Zheng (Year 7), Nicholas Wilson (Year 8), Zhao Xur (Year 8).Distinctions: Jason Wong, Sahar Tavakoli-Farahani, Richard Ho (Year 7), Nancy Chen, Aiden Cornwell, Junda Huang (Year 8), Richard Lam, Antony Lau (Year 9), Christopher Chan, Michael Pierotti (Year 10).

In addition 36 credits were awarded.

North Sydney Regional Public Speaking Finalist Jessica Wang (Year 9)

P & C Public Speaking Awards Junior 7 and 8: 1st Philip CharlestonIntermediate 9 and 10: 1st Hannah AlexanderSenior: 1st Sairachna Trikha

Australian Economics and Business Studies Competition Economics - Credit: Benson Wong, Victor Zhang (Year 11)Business Studies - High Distinction: Nikita Sadjiva (Year 12) Distinction: Prateek Harlalka (Year 11), Credit: Ediz Bertan, Ailin Chen, Ajay Joshi, Thanjoj Ratnawardana.

All Rounders and Dux ArtExpress - Richard Vorobieff (Year 12 2008)

University of Western Sydney Prize: Outstanding Year 11 StudentSairachna Trikha (upon enrolment $20,000 scholarship over 4 years at UWS)

Karina Cox 2nd in NSW HSC Ancient History, PanHellenic prize, 7th in NSW HSC PDHPE, $6000 scholarship to study physiotherapy at Sydney University, Bennelong prize from Maxine McKew

Daniel Barabas $6000 scholarship to Sydney University for International Studies

Clark Zhu Co-Op Engineering scholarship University of NSW $10,000

Sebastian Kade UTS Information Technology Scholarship $43,500

Gabriella Martyn $4000 scholarship to study Science at University of NSW

Shevang Desai gained entry to medicine at University of Newcastle.

Lawrence Ku (Year 12 2008) awarded a Macquarie University School Partners Co-op Bookshop Scholarship.

Sam Jiang and Siu Lee (Year 12 2008) studying Engineering awarded University of NSW Dean’s Awards for outstanding academic performance.

15


LearningSupportPrograms

Support Services are available for students at Carlingford High School from the time of entry into Year 7. We consider that early intervention is vital in supporting student learning and maximising the outcomes. Sometimes, in liaison with primary schools our school can prepare support for individual students before they arrive at the school.

Often these programs and levels of assistance are to support essential literacy needs and/or map learning pathways appropriate to the individual learning needs of students.

Some of the Learning programs are listed below.

VocationalLearning

Vocational learning at Carlingford High School comprises several elements:

Students from Years 8-12 as long as they are 14 years old may complete work experience either with an employer or by observation of a relevant tertiary course. This may be from one day to on week. Students who are at risk of leaving school are targeted for welfare reasons as well as students whose motivation or aspirations are below those of their ability.

At the end of Year 9 students are targeted for the Work Education course which is run by an experienced and committed teacher. Students complete a wide of activities which will help keep them in further education and training, either at Carlingford High School or at TAFE. Activities include career testing, Occupational Health & Safety courses, First Aid, Barista training.

In 2009 VET student’s from Carlingford gained apprenticeships or casual employment, either through work placement or other means. Approximately 60% of Carlingford’s VET students were employed before completing the HSC or directly after.

Students in Years 11-12 who are studying a VET course at school (or TAFE) complete two weeks of work placement to supplement their learning in the classroom.

There is also a range of activities including visits to Careers Expos, University days, guest speakers, to enhance students’ understanding of future careers and courses.

LearningSupportActivities

As in the previous years, the Support Teacher Learning Assistance (STLA) was allocated .3 of his time with .2 of ESL allocation to spend half of his teaching time in support of students needing assistance with their specific learning needs. An additional focus included providing study skills support and monitoring for Years 11 and 12 students in the Library’s Senior Study.

Apart from this support the STLA was also responsible for the recruitment of Year 10 students to train them in the TAFE related Peer Tutoring Program.

After diagnostic testing for individual students in Years 7 and 8 students followed a program which combined group approaches to developing comprehension skills and writing with individualised phonetic approaches for students whose diagnosed skills required them.

At the end of the year the targeted students reading test results indicated significant general improvement with students moving from the ‘elementary’ level to either ‘proficient’ or ‘high’ levels of achievement.

The Learning Support Team comprised of Head Teacher, Counsellor and the STLA who met fortnightly to maintain planning and monitoring of special needs students. Their activities included Transition Planning meeting, special provisions for tests and exams and limited STLA support for students in Years 9 – 11.

TheLiteracyCommittee

This committee met to determine the focus for whole school literacy activities based upon the 2009 NAPLAN results with a focus upon aspects of reading and writing. Staff development activities provided data within Faculties to determine the strategies to embed in their curriculum. During some of the allocated Faculty and Professional Learning time, staff were able to develop and share lesson materials and teaching strategies to strengthen the belief that all KLA teachers are teachers of Literacy.

Part of the role of the STLA was to concentrate on being available to work in a team teaching capacity rather than support literacy through the withdrawal of targeted students.

Counselling

Our counselling services in 2009 was allocated through two counsellors operating two days a week each. In order to provide a five day service to students, the school paid for an additional day for another counsellor to be available to address the growing needs of our students.

Communication was vital in the continuity of a quality service and often special case loads were organised in order to reach all students. The skills and expertise of the three counsellors complemented each other with their responsibilities covering the individual assessment and counselling of students and playing an active role in the assessment of students for Special Provisions through to being an active member of the Learning Support Team.

GiftedandTalentedEducation

For the past four years, the school has introduced an extension class into both Years 7 and 8 to cater to the needs of students needing a differentiated curriculum in order to challenge them.

To create these classes, students undergo a Placement Test constructed by the UNSW to determine a comparative level of achievement on that one day. Other data used is from NAPLAN results, other Statewide competitions, Year 6 Progress reports, class teacher assessment to determine the best mix of students in the extension classes.

GAT Programs are constantly reviewed by staff members ensuring a continually challenging and relevant curriculum by adopting quality teaching initiatives.

For all students across all class groupings, opportunities arise for growth in learning through a differentiated curriculum, music programs, debating and public speaking and other sporting and artistic endeavours.

At the end of each Semester the progress of students in all classes is monitored and changes occur through discussions and class data.

EDUCATION: SUPPORT SERVICESEDUCATION: SUPPORT SERVICES

16

CURRENT TECHNOLOGIESCURRENT TECHNOLOGIES

17

With the arrival of the Digital Education Revolution (DER) to Carlingford High School numerous changes to the technology infrastructure were brought about to not only cater for the increased level of access and use to the existing network facilities in coming years, but also a dramatic increased presence of interactive technologies in general classrooms in Carlingford High School’s own digital education revolution.

DERnetbooksandwirelessaccessAt the beginning of term 3, Carlingford High School received 203 S1 netbooks in the first rollout and was issued to every Year 9 student. 49 T1 netbooks were issued to staff currently teaching Year 9. All netbooks were commissioned and supported by the school’s DER funded Technical Support Officer (TSO), Mr Richard Norrie.

All Year 9 students participated in training specifically using Microsoft One Note to be incorporated into their learning across all their subjects. A MS One Note “Notebook” was provided to each student to trial. This notebook developed for Carlingford High School, included a 2009 Calendar, school e-diary, term calendar and scaffolds for each of their subjects. Evaluation of the trial is to take place in Term 2, 2010. Further training in specific software applications on the DER netbooks is to occur in 2010 in KLA specific areas.

Throughout the year, 17 learning spaces received dedicated wireless access points for the DER netbooks. The remainder of the school’s learning spaces as well as the school’s hall will have wireless access points install during 2010.

ConnectedclassroomIn term 1, Carlingford High School became a “connected” high school with the installation of video conference equipment and interactive technologies into a dedicated room in the school’s library. This room then became a flexible classroom with no timetabled lessons allowing for a flexible booking system for all classes. Throughout the year, this facility was used extensively in student learning conferences through links to Macquarie University’s ICT centre. In addition, staff training was conducted through a wide range of professional learning opportunities ranging from technology specific training through to curriculum network meetings and welfare programs.

ComputingLearningSpacesDue to the increased availability to computing technologies through the DER netbooks for Year 9, an audit on existing computing classrooms was conducted which concluded that there was not the need for four timetabled specialised computing classrooms. Subsequently room E6 was decommissioned and returned to general classroom status with the technologies in this classroom relocated to the new “Connected Classroom”. Therefore, whilst the number of dedicated computer laboratories available to the school timetable decreased by one, the creation of the “Connected Classroom” maintained the previous four computer laboratories in total.

In addition to these learning spaces, the existing two terminal server computer laboratories and the library area, two new additional technology learning areas were created. A “design” room was created for the TAS faculty in which 10 desktop systems were incorporated including industry standard Computer Aided Design (CAD) and design and technology software applications. Furthermore, 22” flat screen monitors were included to provide industry standard experiences in this area. In a Visual Arts room, 10 high end desktops were incorporated. These desktops included extended processing and storage hardware and 19” flat screen monitors to meet the needs of digital graphics technology. An additional 10 graphics tablets also accompanied these desktops providing comprehensive digital graphics learning experiences in this area.

ComputingLearningSpacesSummary• Three dedicated computer laboratories containing desktop systems.

- Two rooms have 30 desktop systems allowing for maximum class sizes to have a 1:1 ratio.

- One room containing 24 desktop systems.

• One “Connected Classroom” containing 24 desktop systems.

• Two terminal service computing laboratories containing 13 and 18 client systems.

• Library learning area containing 33 desktop systems

• Senior Learning Area located in the library containing 10 desktop systems.

• Two KLA specific computing learning areas contain 10 desktop systems each.

Our current student to desktop computer ratio is 1:5.4. However, when including the DER netbooks, the student to computer ratio is 1:2.7

InteractiveWhiteboards(IWB)&InteractiveTechnologiesFurther to the five general classrooms and the “Connected Classroom” that have IWBs, an additional 13 IWBs were purchased and installed across all KLAs. In addition, a touch screen 46” LCD display panel was located in the Visual Arts rooms with the ability to be moved from one wall mounting to another across the three visual arts rooms. The introduction of this extensive investment into this learning technology sees the total number of interactive classrooms at 20, with two interactive classrooms per faculty evenly distributed across the four main teaching buildings across the school. Each of the IWBs was also accompanied by a fixed, secured cabinet containing a new desktop and wireless keyboard and mouse with access to the school’s computing network.

DigitalMediaDistributionTo accompany the increased access to projector technology through the IWBs, Clickview digital media distribution software was purchased allowing for access too many hundreds of video, audio and text titles to any computer in the school. These titles are accompanied by teaching and learning resources for both staff and students. Furthermore, Clickview Live was included allowing for 24/7 recording of five media channels which will include pay TV channels in the following year allowing for further rich resources to be added to the already extensive library of titles also updated and added to annually.

NetworkinfrastructureTo cater for the significant increase on network use in coming years, the school consolidated its server fleet into an IBM blade server platform. This industry standard server configuration allowed for increased network speeds and facilitation of on demand server applications such as the Clickview digital media distribution system and web based applications including welfare and discipline information systems. It also allowed for an increase to existing student and staff network storage by 75% with and provision for a further 50% increase to allow for future generations of DER netbook accounts and the increasing demand on hardware requirements due to more comprehensive software applications included with the DER netbooks, as well as significantly streamlining server management. In addition, future proofing was considered with further additional server infrastructure catered for if needed. This, together with the replacement of network hardware across the site and additional fibre optic cabling across the school has increased network speeds by 45%.

Teaching&LearningusingTechnologyExtensive professional learning has been undertaken by staff across all KLAs in both using technology and programming and assessing with technology. The focus of this professional development has been associated with Stage 5 teaching and learning and the DER netbooks as well as interactive lessons in incorporating the school’s extensive access to interactive technologies. The professional development has been conducted by external agencies such as DET and private training organisations as well as internal programs. The development of interactive whiteboard resources for each faculty was a focus of the school professional learning scaffold throughout the year with professional learning meetings focusing on this development.

In the later stages of the year, DER funded training was provided and further focused on IWB technologies and their place within the classroom as well was online learning and delivery modules using Moodle. This funded training is to be extended to DER netbooks specifically in 2010.

Staff continue to demonstrate eagerness in adopting new technologies as learning tools through their constant willingness to undertake training and adaptations to their teaching and learning programs as well as developing and/or refining new skills in teaching pedagogy incorporating learning technologies into collaborative learning environments. Through extensive professional learning and school communication, staff have a strong appreciation of such learning tools to further engage students, linking these technologies to quality teaching dimensions including deep understanding, connectedness, engagement, and student direction in learning programs, delivery and assessment.

F I N A N C I A L S T A T E M E N T S U M M A R Y

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

Dateoffinancialsummary: 30.11.2009

Income $Balance brought forward 913,082.49 Global funds 569,474.08Tied funds 269,324.63School and community sources 838,104.35School-operated canteen 319,591.83 Interest 40,212.55Trust receipts 149,819.73Total income 3,099,609.66

Expenditure Teaching and learning Key learning areas 271,276.63 Excursions 128,452.62 Extracurricular dissections 165,235.53 Library 48,949.53Training and development - Under tiedTied funds 253,001.09Casual relief teachers 114,650.39Administration and office 404,002.17School-operated canteen 305,903.92Utilities 127,543.75Maintenance 66,127.76Trust accounts 165,576.20Capital programs 132,364.98Total expenditure 2,183,084.57

Balance carried forward 916,525.09

A full copy of the school’s 2009 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

As part of the School’s Strategic Technology Plan, significant funds were allocated to the increased numbers of Interactive Whiteboards (IWBs) in classrooms for access for both staff and students.

Ten additional classrooms became technology rich classrooms along with a refurbishment of a TAS KLA Design room involving the installation of a colour laser printer and 11 additional computers for design purposes.

Clickview was installed across the school to provide significant access to learning resources to enrich faculty programs. Within one of the Visual Arts classrooms new computers were installed with software to afford students to use the technology specifically to make available greater scope for visual mediums for all students.

To assist with funding these projects, the P & C Association kindly supported the school with a donation of $22,522 with a promise of a larger donation towards technology in the vicinity of $97,500.

$12000 for ground improvements was spent on concreting under student lunch tables.

There was a classroom blind upgrade of $5,500 and $23,511 was spent on upgrades for school photocopying needs.

C A P I T A L E X P E N D I T U R E : S C H O O L R E F U R B I S H M E N T

Global Funds18%

Canteen 10%

Interest 1%

Community

Services 27%

Trus

t R

ecei

pts

5%T

ied

Fund

s 9%

School Sources 29%

SC

HO

OL

IN

CO

ME

SC

HO

OL

EX

PE

ND

ITU

RE

Tied Funds12%Administration

& Office19%

Short Term Relief 5%

Capital Program

s 6%

Maintenance 3%Utilities 6%

Trust Payments 8%

KLA/Library28%

Canteen 14%

B U S I N E S S R E P O R TB U S I N E S S R E P O R T

18

S T A F F I N GPrincipal 1.0 Deputy Principal 7, 9, 11 1.0Deputy Principal 8, 10, 12 1.0 Head Teacher (Welfare) 1.0 Head Teacher (Admin) 1.0Head Teacher (Teaching/Learning) 1.0Head Teacher (Curriculum) 10.0Teachers 62.4STLA 0.3ESL Staff 3.2Careers 1.0Librarian 1.0Counsellor 1.0School Assistants 10.572Administration Manager 1.0 General Manager 1.0

TotalStaff86.972

PROFESSIONAL LEARNINGWith the advent of the Digital Education Revolution (DER) and the introduction of Notebooks (Laptops) for all students in Year 9 and teachers of Year 9, planning and professional learning occurred around understanding the Notebook and its applications. Along with this was the need to understand the changing dynamics of a Year 9 classroom.

The other aspect of learning was to engage with the existing Interactive Whiteboards (IWBs) and understand their potential for learning in the classroom whilst maintaining a Quality Teaching learning environment.

Note: Quality Teaching included %5

for Beginning Teachers Support Programs.

For 2009 a total of $52,252 was expended from professional

earning funds averaging approximately $520 per

staff member.

R E T E N T I O N T O Y E A R 1 2The completion of Year 12 is increasingly seen as the minimum standard for entry to employment or further education. The Federal and State Governments have therefore asked for schools to report on retention rates for students. Common measures are the retention of students enrolled in Year 7 who go on to complete Year 12 or those enrolled in Year 10 who continue through to Year 12.

P R O P O R T I O N S T A Y I N G O N ( S C T O H S C )

S C H O O L A T T E N D A N C E Y R 7 - 1 2

S T U D E N T E N R O L M E N T

0

87

10

88

20

89

30

90

40

91

90

96

50

92

60

93

70

94

80

95

SEG

SCHOOL

STATE

SC03-HSC05

2006

SC04 -HSC06

2007

SC05 -HSC07

2008

SC06 -HSC08

2009

SC07 -HSC09

Note: Staying on data for multi-campus colleges is aggregated across all campuses.

SEG – School Education Group consisting of schools with similar educational status.

School SEG State

HSC05 78.0 80.3 61.0

HSC06 80.0 81.9 61.1

HSC07 77.7 82.1 60.8

HSC08 84.1 80.4 60.3

HSC09 81.4 82.3 61.0

Car

eer

Dev

elop

men

t18

%

Quality Teaching 37%

School Identified20%

Welf

are 8%

Digital Revolution 6%

ICT 4%

Library 5%

Syllabus

Implem

entation 4%

Professional Learning

Expenditure

S C H O O L R E L A T E D D A T AS C H O O L R E L A T E D D A T A

19

School Region State

2006 2007 2008 2009

School 91.3 92.2 93.7 92.4 Region 93.0 93.1 93.5 94.7 State 89.9 90.1 90.1 92.1

2006 2007 2008 2009

Male 672 655 659 630 Female 430 434 467 455

RAISINGSCHOOLSPIRITANDUNITYBackground

Through the establishment of a staff body to investigate the development and creation of student leadership opportunities, the idea of House captains was proposed. The House system had not been active for many years. In addition to this leadership opportunity an evaluation of the student body’s sense of identity and pride in the school was conducted. Whilst traditionally Houses have been associated with the major sporting carnivals, it was noted from the evaluations the need for greater levels of inclusion to extend beyond these carnivals to include extra curriculum activities and academic performance as well as linkages to the schools rewards system. A point systems was established to compete for an annual House championship, the Valhalla Shield, to encompass all these areas with a view to reviewing the participation levels in all areas as well as evaluating school ‘spirit’.

Findings and Conclusion

In 2009 a review was conducted in comparing the levels of participation in all point allocated events. Participation in sporting carnivals increased as follows: -

• Swimming (Years 7 & 8 and competitors only for Years 9-12) – 13%

• Cross Country (Years 7 & 8 and competitors only for Years 9-12) – 9%

• Athletics (whole school) – 17%

Participation in academic competitions increased an average of 16%. Data gathered from student wellbeing surveys with elements related to the House environment reported a greater sense of spirit and identity within the school and as such felt a greater sense of unity when representing the school. Furthermore, and of significance, students stated a feeling of a sense of ‘family’ through belonging to a House. The idea of ‘family’ is to be explored further with a review to be conducted of the existing welfare structures in the school to include House linkages including a vertical roll structure.

The findings of this review are to be discussed and refined at the next Executive Conference in 2010. (Refer to Target 4 2010)

CURRICULUMENRICHMENTBackground

Ongoing evaluation of the curriculum takes place through audits conducted on the timetabling process, which includes the establishment of course line structures, as well as evaluation on the selection process undertaken by students in years 8 and 10 for their elective choices the following year.

The subject selection counselling program for Year 10, a very successful initiative, was reviewed with an aim to reducing the number of subject changes in Year

11 by 45% and thus increasing appropriate subject choices by students prior to the commencement of the Year 11 Preliminary course. Strategies include providing counsellors with detailed data on individual students’ performances across the Key Learning Areas in year 10 from semester one reports to aid in counselling on appropriate choices as well as utilising executive staff as counsellors. The outcome of this evaluation is to be observed during the Year 11 subject change period in early 2010.

Findings and Conclusion

Upon the completion of subject choices for Year groups 9 and 11, a course line structure is developed based on these selections for each of these year groups. A review was conducted with an aim of increasing the percentage of first choices in Year 9 by 5% and Year 11 by 8%. The method used for developing course line structures was modified and updated with the inclusion of advanced comparison algorithms. As a result, first choice subject selections for Year 9 increased by 7% and Year 11 by 8% thus improving the flexibility in student choice for subjects in these year groups.

Due to the increase in the leaving age of students from school, a review of the subjects offered and subject line structure was undertaken to increase subject options and thus appropriate curriculum patterns for the increased number of students studying the Preliminary course. This review address the current lack of flexibility with choice created by a dedicated course line for the Mathematics elective and the inability to chose two Content Endorsed Courses (1 unit course). In addition the review will address ways of promoting and increasing selection of VET courses already offered at Carlingford High School.

The findings of this review are to be discussed and refined at the next Executive Conference in 2010. (Refer to Target 3 2010)

K E Y E V A L U A T I O N SK E Y E V A L U A T I O N S

20

T E R T I A R Y P L A C E M E N T S 2 0 0 9 G R A D U A T E S

In 2008 68% of the cohort were offered places in a wide range of universities. From Anecdotal information many other students apply for high demand TAFE courses and those at Diploma/Associate Diploma level.

Dissimilar to years previous the UNSW is the strongest followed by Sydney University.

The trend continues consistently at Carlingford High School with the strongest interest in the areas of Business/Commerce/Financial Studies followed by the Sciences, Medical Science/Applied Sciences.

In addition to these offers six students were offered substantial scholarships to University of Sydney, UNSW and UWS.

UNSW 24

University of Sydney 21

UWS 21

Macquarie 17

UTS 8

ACU 4

Other 4

R E P O R T SR E P O R T SAboriginalEducationCarlingford High School recognises the importance of Indigenous Australians in the development of Australia. This is reflected in aspects of programs offered in our KLAs as illustrated below.History• Year 7 has a 10-week unit on pre-colonial history.• In Year 10, a core theme running through the civics and citizenship

course deals with the treatment of Indigenous Australians.• In Year 11 legal studies, one unit looks at Indigenous Australians as

minority group.English• Teachers in Years 7 – 10 and 12 continued to use units specifically

dealing with Indigenous Australians in a sympathetic way.Geography• A unit on contemporary Indigenous Australians was embedded

and taught in the Stage 5 syllabus.Visual Arts• A 10-week unit has been developed for Year 8 on traditional

Indigenous art.• In Year 10, one topic was based on contemporary Indigenous

Australian art and how it contributed to the Indigenous identity.In 2008 awareness was raised through professional learning groups about the new Aboriginal Education Policy. In 2009 the school renewed its commitment to the curriculum and programming across the curriculum. For our existing identified Aboriginal students, Individualised Learning Plans have been developed and appropriate support made available.As in the past years, at significant gatherings, our awareness of Australia’s unique Aboriginal tradition has been emphasised by public acknowledgement of the traditional custodians of the land upon which the school is built.MulticulturalEducationOver the past ten years, Carlingford High School has had a dramatic change in the percentage of students from a background other than English moving from 42% in 2001 to 68% in 2010. Although over the past few years, our International student intake has reduced there is still a steady enrolment each term of students from the Marsden Intensive English Centre (IEC).This impact from the growth of students from non English Speaking background has been significant. Our greatest cultural groups come from Cantonese (281), Mandarin (140) and Korean (146) with 49 other languages spoken at home.With an emphasis on our School Plan 2009 – 2011 upon increasing our results in public examinations and with particular attention to Literacy our professional learning activities included a renewed understanding of literacy strategies available across the curriculum particularly in reading and writing. A particular emphasis for team teaching with ESL teachers in targeted classrooms and the use of the STLA have been the required strategy over the last few years.

With a diminishing allocation of ESL teachers over the same period it has been necessary to upskill all teachers with courses/strategies for teaching ESL students in the mainstream.Upon closer examination of external exam results in the certificated years, if students in need of ESL support have been in the school for some time, we have noticed a stronger more positive contribution to our results and an upward trend in growth over the past few years. Although each year presents its challenges, the staff have embraced the challenge with professionalism and skill.At Carlingford we have co-ordinators for students entering from the IECs and the International Student Centre who are responsible for the orientation, enrolments and extra curricular activities and excursions.In addition to endeavouring to increase the level of support to students, active learning for all teachers is required with ESL strategies particularly useful in some years and classes where little or no support is available. As a school to support parents and students we have employed community Liaison Officers in both Mandarin and Korean for the past four years. This is a valuable resource to the school in strengthening links with parents who have not been developed the confidence with English or sometimes with the differing cultural behaviours of our Australian School system.RespectandResponsibilityThe school consistently encourages students to take up opportunities to contribute to others either within the school and in the community. Within the school’s curriculum in Years 7 and 8 a block of 14 weeks students engage with a Pastoral Care Program covering areas of social responsibility and respect for individual differences and rights and looking at levels of leadership with our school community.Another identified program in the school is the Rock and Water Program designed to engage identified groups of students in activities to increase their own self awareness of personal strengths and of those in others.Peer Tutoring is a very successful program offering opportunities for Year 10 students to serve as tutors for the learning needs of selected Year 7 and 8 students particularly for their literacy needs (see page 12).Streamwatch as a program, enables our students to participate in a community based activity with an important environment perspective and at times enlists students from the neighbouring Primary School in the monitoring.Our links with Roselea Primary School go from strength to strength with more opportunities for students to interact, learn and lead through coaching of sporting teams, debating, music and creative arts activities. The opportunities for students to grow through the responsibility of leadership has been tremendous. Older students are encouraged to regularly donate blood, initiate collections of food and gift items for the Exodus Foundation and participate in collections for Legacy.Peer Support (see P 12) enables our outgoing Year 10 students to undertake inservice to become leaders in year 11 in support of our newest Year 7 intake.

The main areas of interest were as follows:Business/Commerce, Finance/Actuarial 23

Science/Medical Science/Applied Sciences 18

Arts/Education 18

Engineering 14

Music/Education/Performance 13

Design & Technology 6

Communication/Media/Journalism 6

Visual Arts/Design 12

Pharmacy 7

Nursing 3

Psychology/Physiotherapy 2

Law 1

Housing/Planning 1

21

PRESIDENT’SREPORT

AnnualgeneralMeeting11November2009

The active P&C has supported the school throughout the year through its volunteers. We appreciate the time that parents give to come to P&C meetings, volunteer to help in the activities run by the school, such as the Uniform shop, Canteen and Music Support Group. In an age where demands are placed on parents to have a career and demands from family it is often a challenge for parents to find the time to play a role in the activities that are so crucial to the running of the school.

In 2009 we as a P&C body have continued on with the initiatives set by previous P&C s., including;

• Uniform shop, very ably run by Gai Trau for the last 15 years and her extraordinary team of volunteers.

• The informative presentations from the staff faculties at each of the P&C meetings throughout the year.

• The annual public speaking competition (the P&C hosted the evening along with Ms Robyn Crosweller and her team- a wonderful evening with prizes provided by the P&C)

• Our annual Welcome to year 7 evening and information night.

• Continued communication with parents via Carlingford calling and email notices.

• The continuation of the school Representations Fund to support students who represent the school in state, national or international events.

• Reward day to Jamberoo

• R.O.S.E morning teas

• A motivational speaker

The P&C were able to fund;

• Beautification of the area adjacent to the Hall including a Barbecue area for the hospitality students for the school. (a project for 2010)

• The Sound system for the hall

• For 13 interactive white boards.

I am very appreciative of the support and effort given by all the parents and P&C Committee, and on other occasions, especially Leonie Jenkins VP, Lesley Healey Secretary and Janet Nixon Treasurer for without you the P&C

would not have functioned.

Leonie has on more than one occasion stepped into the role of chairperson when I have been unable to attend. I know that the job was done very effectively and efficiently.

Lesleys’ calm, quite and well organised handling of the secretarial position has made my job as President a breeze. She not only liaises with staff at the school but also has been responsible for the communication between the school and the parents via emails and notices placed in Carlingford Calling.

I would like to say a big thank you and recognize the contribution by our departing executive member Janet Nixon. I am extremely grateful to Janet, our Treasurer for the last 3 years she has done a brilliant job. Her ability to liaise with fellow P&C members and her efficient way of managing the finances has contributed to the smooth running of the P&C. With her son now in year 12 we will undoubtedly still see her contribution to other areas of school life.

I am grateful to our departing supper coordinator Tara Alexander another quite achiever for the past year who’s care and organization over this time has ensured that we have not gone hungry or thirsty at P&C meetings or related school events.

Gai Trau has quietly and efficiently organised and supplied the school with the uniforms for the students for the past 15 years. Not only is the P&C grateful to Gai but also the students, for without her input in the running of shop the school would not have the uniformity of uniforms that are so proudly worn by the students.

Janet, Gai and Tara will be sorely missed.

Finally I would like to, on behalf of the P&C thank Rob Clarke and the executive and teaching staff along with administrative staff of Carlingford High for their continued contribution to the parents in the school community.

Sandra Berzins

P&C President 2009

P A R E N T S & C I T I Z E N S A S S O C I A T I O NP A R E N T S & C I T I Z E N S A S S O C I A T I O N

22

P A R E N T S & C I T I Z E N S A S S O C I A T I O N S C H O O L T A R G E T SS C H O O L T A R G E T S

PROGRESSON2009TARGETS

Target 1:Innovative use of interactive technologies for teaching and learning. Our achievements include:• Comprehensive on site professional learning

undertaken for groups of teachers for specific skills in use of interactive whiteboards (IWBs), use of DER laptops, use of moodle, wiki and the introduction of Clickview as a resource in the school.

• Interactive Whiteboards installed in generalist classrooms (14). New design centre implemented in TAS with state of art technology and new computers in Visual Arts classroom with touchscreen.

• New ICT Strategic Plan revised and established for the remainder of the School Strategic Plan.

Target 2:Promote proactive student well being across the whole school.Our achievements include:• Staff were involved in professional learning activities

to increase their understanding of their role in strengthening the positive behaviour strategies within classrooms. There has been a decrease in the number of suspensions issued over the past year.

• As indicated in Reports (p12 and p21) students have had an increased number of opportunities to experience and participate in leadership roles across the school.

• Peer mediation program has been investigated and is to be considered for future implementation.

Target 3Develop staff leadership and management skills to support school improvement and student learning.Our achievements include:• Increased numbers of staff applying to take leadership

positions in a relieving capacity and two staff successful in gaining promotion positions through the merit selection process. Increased participation by staff to either supervise, co-ordinate or support school based initiatives.

• Noticeable growth in involvement in school teams to support curriculum and welfare programs – eg PBeL, Learning Support, Gifted and Talented, Cyber bullying.

Target 4:Raise Literacy and Numeracy levels and improved external examination results.Our achievements include:• Significant growth evidenced in the literacy levels of

our lower performing students;• Strong value adding across literacy and numeracy levels

and across curriculum areas in external testing results eg School Certificate and Higher School Certificate.

• Increased numbers of students in the top bands in English and Mathematics in both the School Certificate and Higher School Certificate.

2010SCHOOLTARGETS

Target 1:Raise literacy and numeracy levels and student performance in external testing.Strategies:• Continued revision of targeted programs across

KLAs with particular emphasis on intellectual quality and assessment differentiation through professional learning activities.

Indicators:• Continue to reduce the number of students in Bands 1

and 2 in external testing;• Achieve higher percentages of students in top bands

than in previous years.

Target 2:Increase staff access and capacity to use ICT for student learning and extend the innovative use of interactive technologies.

Strategies:• Targeted increase in generalist classrooms equipped

with IWBs, wireless technology, access to Clickview as a resource.

• Strategic professional development plan for teachers in the use of ICT in a technology rich classroom. Use of highly skilled staff working with small groups, faculty groups.

Indicators:• More generalist rooms equipped with current

technologies of IWBs, reliable hardware to drive programs;

• A comprehensive professional learning plan with staff needs being met;

• School strategic ICT plan developed in conjunction with DER strategic plan.

Target 3Enhance the relevance of the curriculum structures to further accommodate the raised learning age in schools (see p. 20)

Strategies:• Raise awareness for staff and executive of the

implications of the legislation upon the curriculum through a variety of forums.

Indicators:• Executive Conference held to specifically target

the line structure and current curriculum needs of students for further development and staff discussion for the purpose of implementation in 2011.

Target 4Promote proactive student wellbeing across the whole school.

Strategies:• Extend professional learning activities for staff in the

Positive Behaviour effective learning model;• Through the Executive Conference examine strategies

to strengthen school spirit, student leadership and unity (see P. 20) through the House system;

• Evaluate resource implications for the introduction of a Peer Mediation Program in the school.

Indicators:• Greater staff involvement in PBeL strategies and fewer

notifications for negative behaviour;• Executive Conference held and strategies for further

discussion and evaluation of Student Welfare/House structure developed to examine any future implementation of a preferred model;

• Progress made on the possible implementation of the Peer Mediation Program training established resource implications.

23

S T A F F 2 0 0 8

PRINCIPAL

MrRobertClarkeB.ADipEd

DEPUTYPRINCIPALYEARS8,10,12

MrPeterMyersB.ADip.Ed

DEPUTYPRINCIPALYEARS7,9,11

MsJenniferReevesB.ADip.Ed,

HEADTEACHERWELFARE/ADMINISTRATION

MrsBevParkesBADipEdWelfare Committee Co-Ordinator

HEADTEACHERADMINISTRATION

MsLynnLollbackA.Mus.A.,D.S.C.M.,Dip.Ed.,M.A,EdAdmin CSLM,. Cert IV

ADMINISTRATION

MrsJulieLomaxSchool Administrative Manager

LEARNINGCENTRE

MrGLegoB.A.DipEdGradDipAppScienceHeadofLibrary

SCHOOLCOUNSELLING

MrGGlassborrowB.A.Litt.BReg.Psychologist

MsNDoyleB.EdPostGradDipReg.Psychologist

MsMFieldB.SocScience,B.Teach(Primary)(Psychology)PostGradDipPsychInternPsychologist

TEACHING&LEARNING

MrD.ErwinB.Sc.M.Ed(ITSSupport)CCNA,MCSE,CertIVWorkplaceTraining&AssessmentLearning Support Officer Naplan Co-Ordinator

CAREERSCOUNSELLING

MrG.HardyB.Ec,Dip.Ed,GradCertCareers Counselling, RMIT

CREATIVE&PERFORMINGARTS

MrRLongDipMusEdHead Teacher Creative & Performing Arts

MrsAChanB.MusEdACCMLTCLChoral Ensembles

MsJWittenDipArtEd

MrBCooperB.MusB.EdConcert Band 1 & 2, Stage Band 1 Year 8 Adviser

MrsJLongDip.MusEdString Ensembles

MsJMullenB.ACommDip.Ed,Dip.Act,(Theatre/Media)

MsPShepherdB.Ed(VisArts)DipArtEd

MsMVasilescuB.A(VisArts)Dip.Ed

COMPUTINGSTUDIES

MrAMeehan(HTRel)B.Sc.Dip.Ed,DipCBL

ENGLISH

MrPNesbittMADipEdHead Teacher, English

MrsJ.BurkhartM.A.,Dip.Ed.Grad.Cert.Management

MrBDisneyB.AM.EdDipEdSt

MrJDouglasB.ADip.Ed.B.Ed.St

MsGFurnessB.Ed;Grad.Cert.inEventManagement

MsMRaynorB.ADip.EdTESOLPublicSpeakingCo-Ordinator

MrTTurnerB.ADip.EdGrad.Dip.Literacy/LanguagePeer Tutoring Co-Ordinator

MrBWorsleyB.ADip.Ed

MsEHermanB.ADip.Ed

LEARNINGSUPPORT

MrTTurnerB.ADip.EdGrad.Dip.Literacy/Language

ESL

MrPJackM.AB.ADip.EdTESOLDipCareersCounselling,M.A.AppliedLinguisticsISC Co-Ordinator

MsBeateWelchBADipEdYear 10 Adviser

MsCWrightM.AB.ADip.EdTESOL

HISTORY

MrsMOwensB.ADip.EdHead Teacher, History Anti Racism Officer Business Week Co-Ordinator Rotary Liaison Officer

MrSGleesonB.ADip.Ed,B.EdTeacher Practicum Co-Ordinator

MrPHindB.Ed.(Syd)HumanitiesYear 9 Adviser

MrKO’ReganB.ADip.EdIntranet Co-Ordinator

MrsBParkesB.ADip.Ed MsJReynoldsBSocScDipEdSRC Co-Ordinator

MsCScanlonB.ADip.Ed

HUMANSOCIETY&ITSENVIRONMENT

MrJHainB.A.Head Teacher Social Science

MrsJCravenB.ADip.Ed

MrsLHillB.ADip.Ed

MrDMachinB.Sci.Ed

MrDMillsBADipEd

MrJoshWebbBEcon.GradDipSecEd(HSIE)

MrsLWilkesB.ADip.EdYear 12 Adviser

LANGUAGES

MrsWGrimshawB.ADip.Ed

MsTKimBADipEd

MrsCStockdaleB.ADip.Ed

MrKChanBADipEd

LEARNINGSUPPORT

MsKTaverniti

MrsJKelshaw

MrsJRankinB.ADipEdGradDipSpecialEducation

MrsGSchellanderMrsLZaslawski MrsGMihaljevic

MATHEMATICS

MrGFardoulyB.ADipEdHead Teacher Mathematics Presentation Day Co-Ordinator

MrKChengB.Sc(Hons)Dip.Ed,GradDipComp,M.A

MrGClaytonB.ADip.EdArea Rugby Convenor

MsADwightB.A(Hons)Dip.EdM.A.P.S.A.S.A

STAFF 2009STAFF 2009

24

MATHEMATICS

MsAKellahanB.Ed(SecMaths)

MsSStrilakosB.ScDip.Ed

MrPWilsonDip.Teach(Maths&Science)

MrSWongB.ScMADip.Ed

MrsJ.YoungB.ScDip.Ed

MrAGongB.ScMADip.Ed

PERSONALDEVELOPMENT/HEALTHPHYSICALEDUCATION

MrRRyanPD/Health/PEM.ADip.PEHead Teacher

MsAMacKinnonB.Ed(PE)

MrsMSluiterB.Arts(DANCE)Dip.Ed

MrAHanlonB.SpSc(PDHPE)Dip.Ed

MrsSSquiresB.PESport Co-Ordinator

MrMWinterB.PE

MrTJohnsonB.Ed(PDHPE)(HumanMovement)Sport Co-Ordinator

SCIENCE

MrDHopleyB.Sc,Dip.Ed,DipEnvHead Teacher Science School Photograph Co-Ordinator

MrsLAnandM.ScB.Ed

MsFDavidsonB.Sc(Environmental),Dip.EdYear7Adviser

MrPKumarM.ScM.PhilDip.Ed

MrsYMamoB.ScTCDip.HealthCouns.(Med.RegisterofAustralia)

MrsSCrowleyB.ScDip.Ed

MsDSwiftB.ScDip.Ed

MrMPrenticeB.Sc,B.A.,Grad.Dip.Ed

MrDHicksB.Sc,Dip.Ed,ITCERTII,III,CertIVTraining&Assessment

MrsTQadriM.Sc(Zoology)B.AppSc.(FoodTech)Dip.Ed

TECHNOLOGY&APPLIEDSTUDIES

MrAStewartHeadTeacherTASB.Ed(SecTech)CertIVT.A

MsECobdenB.A(VisArts)Dip.EdIndArtsYear 11 Adviser

MrRSmithB.ADipEdITCert

MsHCooperB.A.B.LegS.MA,Grad.Dip,LegalPractice,Dip.Teach

MrJWallaceB.Sc(Ind.Arts)HonsPostGradDataProcessing

HOMEECONOMICS

MsSDimcicBEdDipEdHospCertI,II&IV

MrsDElyseeB.EdDipEd

MrsDNewmanB.Ed

MrsLRobinsonB.EdDesign&Technology,CertIIVETHospitality,CertIVTrainingandAssessment

PASTORALCAREMENTORS7

MrsJudyLong

MrsBevParkes

MrsMariaRaynor

MrTonyTurner

MsBeateWelch

COMMUNITYLIAISONOFFICERS

MrsJeongJuKorean

MsLettieKwongChinese

INFORMATIONTECHNOLOGYSERVICES

MrMarkHarrison

ITTECHNICIAN&NETWORKSUPPORT

JamesHarrisonSteveBastableSamHutchence

FOODSERVICES

MrsSueBrownCanteen Manager

MrsKarenEdmondCanteen Manager

MsJulieOwenCanteen Manager

ADMINISTRATION

MsVickyBeatonScience Support Assistant First Aid Officer

MrsMichelleCheeReception

MrsAnneConnollyAccounts Receivable

MrsPamHughsonReception

MrsPaulineJohnsonFisherFood Technology Assistant

MrsJaneKennedyReception

MrsJulieLomaxStaff Admin Manager

MrsTrishMayEnrolment Officer

MrsPeggyMcLennanReception

MsAnneMooneyLibraryAssistant

MrsJillianMortonCert. Admin. Leadership Assistant to Principal

MrsLeanneMulliganStudent Support Officer

MrsKerrieNaylorStudent Finance

MrsRobynOlsenPrint Production First Aid Officer

MrsJacquieRankineLibrary Assistant

MrsLeonieSchoutenStudent Finance

MrsRomiWhitemanFood Technology Assistant

MrBrianTruscottProperty Services

S T A F F 2 0 0 8

25

2009 VISUAL DIARY2009 VISUAL DIARY

26

2009 VISUAL DIARY2009 VISUAL DIARY

27

Documents

North Rocks Rd, Carlingford NSW 2118 • Telephone: +61 2 ...€¦ · Carlingford High and PLC Burwood Vic are as follows. Even . if we increased our student population by 200 to