Socrates Dassaklis - Tempe High School€¦ · Tempe High School is an inclusive co-educational high school ... procedure annually. Gender ... The telephone intervention programs

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It is with a great deal of pride that I present this report detailing the achievements of Tempe High School. Tempe High School is an inclusive co-educational high school that offers high quality education to students from diverse cultural, religious and socio-economic backgrounds. This report contains details of the school’s significant achievements in 2013. Performance both in academic and extra–curricular terms is outlined. Progress towards targets that meet the specific needs of our students is included. Our school has a selective stream for intellectually gifted and academically talented learners with a curriculum designed to meet the learning needs of these students. Opportunities are given for independent learning, research, higher order critical thinking, enrichment and acceleration. The offering of selective enrichment and mainstream classes provides for quality learning opportunities for all students. The breadth of elective subjects provides for all interests and students have the opportunity to achieve excellence across the academic, creative and sporting domains. Our school has a culture of success and a responsive curriculum that caters for all students in a climate of respect where learning is valued, and students enjoy attending school. These respectful, productive relationships that are fostered between staff, students and parents are focussed on students achieving personal bests. As a result our students have performed above state average on all measurable indicators, be it attendance, NAPLAN or HSC results. Furthermore the growth indicators show that Tempe High School makes a significant positive difference to all students regardless of their initial academic capacity. I certify that the information in this report is the result of vigorous self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.

Socrates Dassaklis

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Tempe High School is a co-educational, comprehensive high school with a selective stream. The school motto; Labora fortita, strive to achieve, underpins both the ethos of the school and its culture of excellence, innovation and opportunity. The school has an enrolment of 929 students. Tempe High school is a multicultural school with 77.5% of students from a Language Background Other Than English and 3.9% from Aboriginal background. The school is also part of the Marrickville/Tempe Community of Schools. Tempe High School is committed to enhancing learning outcomes for all students through a focus on quality teaching and learning practices integrated in curriculum programs catering for Selective, Enrichment, ESL and Mainstream classes. There is a focus on academic achievement, student wellbeing, application of innovative technology and whole school professional learning aligned to school priorities.

The school’s purpose is to promote opportunities for all students by providing a flexible, progressive and innovative curriculum within a safe and harmonious multicultural learning environment. High quality teaching and learning is supported through the implementation of the latest strategies using technology. The school endeavours to provide an enriching and diverse curriculum complemented by a wide range of extra-curricular activities. In this learning environment and culture, students are guided to achieving their personal best, enabling them to make a positive contribution to society as they pursue fulfilling and productive lives.

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As President of the P&C Association of Tempe High School in 2013 I oversaw many great improvements this year. One of our main our focuses were the traffic problems experienced by students coming from Tempe station and Sydenham station.

The corner of Unwins Bridge Rd and Richardson Crescent is particularly dangerous. As a preventative measure, Marrickville Council had bollards installed to stop vehicles mounting the kerb. Unfortunately, many of these bollards have now been knocked down. While Marrickville Council, RMS and State Government have worked together to find solutions to the problems, including widening the pedestrian areas on both sides of the road and increasing the light signaling to allow student to cross, it remains a dangerous crossing point. Ron Hoeing the State Member for Heffron has been very supportive as has David Leary the Green Councillor for Marrickville.

We will continue our efforts to make the roads safer for our students in 2014.

Our monthly P&C meetings continue to attract 20-30 parents and it is a good mix of parents from all year groups. Good to see so many “regulars” attending meetings. The P&C Executive team has been very productive and we discuss topics that interest and help our students. A big thank you to the P&C Executive Committee – Christopher Small, Louise Roberts, Karen Turvey, Leonie Sinclair, Bronwyn Deacon, Heather Davidson, Bronwyn Causley-Todd, Maria Amaral and Julie Tomlin.

Money raised by the P&C goes back into the school and the most popular purchase this year has been two outdoor table tennis tables. We are now saving funds to assist with refurbishment of the school hall. We are in desperate need of a new performance space for the school and we will continue to work towards this goal. The talents of the school were showcased at the Annual Spring Concert, which improves each year, and we were able to raise over $5,000 in funds for improvements to school band. The band has had a very successful year. Special thanks must go to Emile Norrish our Conductor and music teacher and the Band Committee.

The P&C second hand uniform room has been very popular and thanks to Maria Amaral and Julie Tomlin for their work with this.

Finally, thank you to Socrates Dassaklis and the school team who are always supportive and enthusiastic in all P&C matters. Tempe High School continues to attract great students and it is wonderful when parents are involved too. I believe Tempe High School truly represents how great our public schools can be.

Tanya Burrows

President Tempe High School P&C Association

[email protected]

mailto:[email protected]�

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2013 has seen the most productive and proactive Student Representative Council (SRC) in a very long time. Previously the SRC has just done mufti days and other fundraisers. This year the SRC was working like a well-oiled machine slipping into a higher gear.

The crowning glory of the year was the Super Happy Fun Day. The idea came from communicating with other schools SRC’s (Caringbah), they have a carnival like day at the end of the year to say thank you to the students. They have live music, rides and stalls. The SRC here decided that it was a great idea and started the long process of making it happen. The day itself was at the end of Term 3 (so year 12 could enjoy it as well) and featured sumo wrestling, knock-the-cans-over competitions, a fitness competition and a talent quest.

One of the goals at the start of the year was to create a school mascot. It went from a goat to a T-Rex and we were soon drawing up ideas. There were some communication troubles with the maker but eventually we had a mascot to support our school and the SRC. He’s known as the Tempe T-Rex and wears his maroon and black proudly. He made his debut at the Year 7 orientation and will start with them next year.

Evidence that the SRC this year was a force to be reckoned with was that less than 2 weeks planning it took to organize a successful sausage sizzle and general awareness day for the bushfire victims.

At Easter the SRC spread the season’s festivities with a massive Easter egg hunt that was dominated by the eager Year 7 students. This event was so large that it took 2 solid days to wrap up the eggs and hide them. The work was appreciated by the students and was an enjoyable day.

We have also initiated the Potter Project, an inter school competition between Marrickville High and Tempe High School based on the Triwizard Tournament. The competition will be expanded to include Dulwich Hill High School in the new year.

Dominic Causely-Todd

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Student enrolment profile

Student enrolment patterns remain fairly stable. Numbers in each year group are approximately 150 students. Two classes of students in Year 7 are populated through a statewide testing and placement procedure annually.

Gender 2007 2008 2009 2010 2011 2012 2013 Male 368 410 446 466 486 501 508 Female 289 312 349 384 411 417 421

Note: Enrolments for central schools are for 7-12.

Retention to Year 12

SC06-HSC08

SC07-HSC09

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School 65.0 78.7 77.2 75.0 84.6 76.8 SEG 65.3 73.7 73.1 72.7 77.2 77.3 State 60.3 61.0 62.7 64.7 63.4 64.5

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Retention to Year 12 (SC to HSC)

School SEG State

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Tempe High School provides support for senior students to find the correct pathway for each individual. Generally, this means a continuance of study on campus, however, for the SC 2011 – HSC 2013 cohort, rich experiences organised by the school resulted in an unusually high number of students receiving apprenticeship or cadetships.

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

Student attendance profile

Student attendance at Tempe High School continued to improve in the 2013 school year. The attendance rates in all Year groups were higher than the average across the Sydney Region.

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Year 2008 2009 2010 2011 2012 2013 7 95.9 96.2 96.2 96.0 96.0 8 92.3 94.0 94.8 95.0 95.2 9 93.9 93.4 94.7 93.8 94.1

10 93.8 95.8 92.7 93.4 94.2 11 92.7 94.5 94.1 92.6 92.2 12 89.8 90.8 92.3 93.3 94.3

Total 93.9 93.4 94.2 94.2 94.0 94.3

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7 94.3 94.6 94.7 94.3 95.2 8 92.4 92.7 92.6 92.5 93.3 9 91.2 91.8 91.5 91.5 92.4

10 91.1 91.0 90.3 90.5 91.2 11 91.1 91.2 90.6 90.9 91.5 12 90.8 90.9 91.1 91.1 92.1

Total 91.5 91.8 92.0 91.8 91.8 92.6

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7 92.3 92.6 92.5 92.4 93.2 8 90.0 90.5 90.1 90.1 90.9 9 88.8 89.1 88.8 88.7 89.4

10 88.7 88.3 87.1 87.0 87.7 11 89.4 89.1 87.6 87.6 88.3 12 89.4 89.8 89.2 89.3 90.1

Total 89.9 89.7 89.9 89.2 89.1 89.9

Note: Attendance rates for central schools are for 7-12.

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Management of non-attendance

The telephone intervention programs and text messaging of student absences to parents/caregivers has been effective in reducing short term absences. Parental responses to the school attendance intervention and support system have been overwhelmingly supportive. The Head Teacher Welfare, Year Advisers, School Counsellor, Community Liaison Officers and the Home School Liaison Officer work with students and parents to maintain good attendance.

Post-school destinations

Post school data reveals that 105 of our 128 domestic university applicants (82%) from the 2012 HSC cohort were successful in gaining university entry in 2013 (correct as of February 2013). A large percentage of students, approximately 74%, were successful in gaining a place in their course of first preference.

The University of NSW and The University of Technology were the preferred institution choices for our students, notably for those pursuing studies in the Sciences, Business and Commerce. Our students also secured course entry at Sydney University, The Australian Catholic University, The University of Western Sydney, Macquarie University and Wollongong University. Students are enrolled across a wide range of degree programs, including: Arts, Education, Engineering, Commerce, Business, Science, Technology and Law.

School leavers from years 11 and 12 also pursued career pathways via TAFE, with students enrolled in study areas such as; Accounting, Design and Graphics, Fashion, Childcare, Hairdressing and various trade industries. A small percentage of students (3%) have indicated that they are still investigating employment and/or study options.

Year 12 students undertaking vocational or trade training

Tempe HS offered Hospitality (Kitchen Operations) and Information Technology onsite as part of the Vocational Education and Training (VET) Framework in 2013, with approximately 10% of our Year 12 cohort engaged in these school delivered subjects. All students successfully completed competencies in the nationally recognized Certificate II award.

A number of students are engaged in School Based Traineeships across Years 11 and 12. This allows students to combine the HSC with VET/industry training and paid work. Students in Years 11 and 12 are also able to access a wide variety of courses at local TAFE colleges via the TVET program. In 2013 students were enrolled across a wide range of vocational learning areas, including: Design and Graphics, Construction, Tourism and Accounting.

Many school leavers continue with their vocational studies beyond school, gaining further qualifications and industry experience whilst others pursue a new study direction altogether.

Year 12 students attaining HSC or equivalent Vocational educational qualification

All Year 12 students successfully completed the HSC or equivalent vocational educational qualification in 2013.

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

Teaching staff at THS are located across 8 faculty areas. Each faculty area is supervised by a Head Teacher. Our faculty profile is as follows: English; Mathematics; Science; Human Society In Its Environment (HSIE); Physical Development, Health and Physical Education (PDHPE); TAS; Languages Other Than English (LOTE) and Creative Arts. Also, the school executive team comprises of three substantive educational support Head Teachers in the areas of: Teaching & Learning; Welfare and Administration.

Workforce composition

Position Number Principal 1 Deputy Principal(s) 2 Head Teachers 10

Classroom Teacher(s) 56 Learning and Support Teacher(s) 1 Teacher Librarian 1 Teacher of ESL 2 School Counsellor 1 School Administrative & Support

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Total 85

Note: The Australian Education Regulation, 2013 requires schools to report on Aboriginal composition of their workforce.

The school employs four Indigenous support staff to assist our Aboriginal students, programs and initiatives. The Indigenous support staff comprises one of each: Aboriginal Community Liaison Officer; Project Officer and Teacher’s Aide. In addition to these statistics, two Indigenous staff coordinate the NASCA program with Indigenous students. In 2013, 40 students participated in this program, one of the highlights being a cookbook.

Teacher qualifications

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

Qualifications % of staff Degree or Diploma 100

Postgraduate 22

NSW Institute of Teachers

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

Date of financial summary 30/11/2013 Income $ Balance brought forward 319,709.17 Global funds 520,275.99 Tied funds 172,723.28 School & community sources 598,324.70 Interest 10,951.18 Trust receipts 66,161;05 Canteen 0 Total income 1,688,145.37 Expenditure Teaching & learning

Key learning areas 178,784.19 Excursions 211,666.12 Extracurricular dissections 103,815.98

Library 17,636.61 Training & development 49,015.34 Tied funds 132,925.17 Casual relief teachers 107,582.32 Administration & office 301,403.04 School-operated canteen 0.00 Utilities 188,290.77 Maintenance 61,040.30 Trust accounts 69,067.84 Capital programs 2,373.64 Total expenditure 1,423,601.32

Balance carried forward 264,544.050.00

A full copy of the school’s 2013 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.

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CREATIVE AND PERFORMING ARTS Drama, Music 1, Music 2, Music Extension, Photography and Digital Media and Visual Arts have all experienced growth and consolidation throughout 2013. Visual Arts 2013 has consolidated student achievement with continued growth and highly successful HSC results with 2 Nancy He and Michelle Zhang gaining a Band 6, plus 50 % of the 2013 cohort gaining a Band 5. The 2013 HSC Expo once again showcased our student talent, demonstrated by the wide variety of Body of Work submissions in sculpture, drawing, painting and photographic media. The Visual Arts Body of Works was exhibited in conjunction with HSC Music and Drama performances. Excursions in the Visual Arts are always great educational events and have expanded. In September 2013, 11 students from Year 9 and 10 and 2 staff members had a fantastic experience in Europe on the “The Grand Art Tour “ of France and Italy. The 11 day tour had many highlights from the Louvre and Eiffel Tower in Paris, to the Uffizi and Academia Museums in Florence, plus the Vatican and Colosseum in Rome. All elective visual arts students had the opportunity to visit ARTEXPRESS, the Archibald and the Renaissance to Goya exhibitions at the NSW ART of Gallery, plus the Museum of Contemporary Art, and Sculpture by the Sea. Our Year 8 students participate in an in depth study of animals which includes an investigative drawing and photographic excursion at the Australian Museum. Year 9 were immersed in a Photography workshop with a practicing photographic artist. The annual P&C Spring Event has continued to grow in popularity with great support from students, staff, parents and the community. The evening showcases Year 7 to Year 11 artworks in drawing, painting, sculpture, ceramics, printmaking, digital photography, animation and film/video. The evening included Shakespearean Dramatic performances by Year 7, 8 and 11 students and numerous individual and group musical performances in various locations. Yeung Cheng, a very gifted and talented Year 11 student, successfully completed the National Art School HSC Intensive Studio Program in Digital Photography. This program involves students working with practicing artists in a workshop setting in the disciplines of life drawing, painting, sculpture, photography and printmaking..

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The annual Marrickville Council Exhibition - Youth Exposed exhibition provides our students with the opportunity to display high quality and varied work to promote the visual arts from Tempe High School.

Music The music faculty has had a very successful year in 2013. 2013 was the first year of students at Tempe high school completing courses in all three of the HSC music courses offered; Music 1, Music 2 and Music Extension. In each of these courses students exceeded all expectations with three students gaining results in the top band 6 and 80% of students achieving a band 5 or higher. Tempe’s extracurricular music ensembles continued to develop with the expansion of the Tempe Concert band, Jazz Band, Junior Choir, Senior choir and Guitar ensembles. These ensembles performed at a range of community and school events throughout the year including the Expanding Horizons mass choir at the Opera House, Ferncourt and Tempe Public school fetes and the inner west band festival.

Music students from across the years participated in a range of events designed to showcase the emerging talents of Tempe High School. These events included the hugely successful Piano Competition, Junior and Senior Concerts, plus our regular school assemblies and official ceremonies.

The junior winner of The Piano Competition was Wenyue Zhao and the senior winner was Matthew Ha. In 2013 our elective music students participated in Australian Institute of Music, the City Recital Hall and Sydney Opera House excursions. These excursions allowed for students to experience music outside of the classroom and covered a range of musical fields including Rock and Popular composition, vocal master classes and professional performance practices. Drama The year was also very successful for our Drama students. Two students received Band 6 in their HSC Individual Performances. There was also significant improvement in the standard of the group based performances in which many groups received a Band 5 in the HSC. Drama continues to be a popular subject

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choice for our junior students. Due to increased demand in the Year 9 course, an additional class was established for 2014. The study of Drama at a tertiary level has also gained momentum amongst our students, with two students gaining entry into Bachelor of Performance courses.

MUNA

The Model United Nations Assembly (MUNA) was held at Nan Tein Temple in Wollongong 2013. Tempe High School’s team represented Mexico. All competitors had to wear their countries national dress and had to represent the interests of their selected nation in a worldwide forum. The team were outstanding in their research and discussion of global politics, economy, human rights and the environment and stood out because of their research and the quality of their convincing argument. Team Mexico was well organised, devoted time to researching their countries and in the process learnt a lot about themselves, international relations and the role of the UN in the world.

Team Mexico presented convincing arguments often making insightful contributions to the forum which had a definite impact on the debate. While Mexico did not win the overall debate, the students thoroughly enjoyed MUNA and regarded it as being one of the most rewarding experiences over their time at school. Since MUNA, many of the students are looking forward to careers in international relations/diplomacy.

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SPORT

Students at Tempe High School enjoy a wide range of programs that promote exercise, participation, enjoyment, teamwork and sportsmanship. Our annual sports carnivals provided a platform for success for students in swimming, athletics and cross country. Andrew Nguyen deserves special mention for his performance at Sydney East Swimming. William Zhang and Jonathan Ma also represented at the Sydney East Athletics Carnival with distinction.

Grade sport involvement continues to expand at Tempe High School. Although the main focus is for year 7 and 8 students to develop skills and sportsmanship, Tempe High School excelled in several grade competitions in 2013. The Girls’ Oz Tag and Boys’ Soccer teams were champions and maintained a proud tradition of success in the Bligh Zone.

Tempe High School successfully participated in the following Combined High School knockout competitions in 2013;

• Basketball • Cricket • Football (soccer) • Rugby League • Table Tennis • Touch Football • Volleyball (quarter finalists) • Netball

These competitions coincide with regional trials for which in 2013 a number of Tempe High School students were in involved, notably Vivek Sainju who performed outstandingly in the Sydney East AFL team. Also, Natalie and Vicky Xu placed in the Sydney East Open Girls’ Tennis Championships.

Tempe High School continued its participation in the Premier’s Sporting Challenge in 2013 where our young leaders in Years 9 and 10 represented Sydney region with distinction at the young leaders’ sports day at Cronulla High School in November. Such was their outstanding account of themselves that they were selected to coordinate programs at the Sydney International Tennis Open and the Jack Newton NSW Golf Championships.

Tempe HS has a proud tradition of fostering successful participation in a wide range of sports and to honour the individuals with the most outstanding record for 2013, our 2013 winners were Natalie Xu and Lachlan Burrows.

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Titration Competition National Competition 2013

Titration is an analytical Chemical tool used to determine the concentration of an unknown solution. In September the National Championships were held at the University of New South Wales. The Tempe High School team were represented by Vivek Sainju, Cian DeBhaldraithe and Vincent Ngyuen, all year 12 students. They are to be congratulated on their dedication to Chemistry and the art of titration. The boys, though nervous on the day, competed with dignity against a mixture of Independent and Government schools. The boys did well with both Vincent and Cian gaining silver medals while Vivek won a coveted gold medal. Congratulations go to the boys and Mrs Vimalarajah for her work in training them.

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ACADEMIC ACHIEVEMENTS

Naplan

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

Year 7: from Band 4 (lowest) to Band 9 (highest for Year 7)

Year 9: from Band 5 (lowest) to Band 10 (highest for Year 9)

The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Naplan Year 7 - Literacy

(including Reading, Writing, Spelling and Grammar and Punctuation)

Notes: The 'Percentage in Bands' and 'School Average' columns are not shown where overall results are for less than 10 students. State average band distributions do not include students who were exempted from the tests.

Students achieved overall results well above state average in all aspects of literacy tested. The 2009-13 school trend shows a movement from lower Bands to higher Bands. In all cases, Tempe High students have out-performed their counter-parts in similar schools.

Reading skills: 49% of Tempe students fell within the top two Bands and only 1% of students were in the bottom Band.

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Percentage in Bands School Average 2009-2013 SSG % in Band 2013 State DEC % in Band 2013

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Spelling was a strength for Tempe students; 68% of students were in the top two Bands of achievement. This trend continued for Grammar, Punctuation and Writing skills. Year 7 girls (68 in number) have improved by 22 scale scores from the previous data in the test aspect of Writing.

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Naplan Year 7 - Numeracy

The 2013 cohort continued the high achievement in Numeracy with 62% of Tempe students placed in the top two Bands.

Naplan Year 9 – Literacy

The current Australian rate for student progress is between 0.2% - 0.5% per school year. Growth is the improvement students will display over a period of 2 years due to factors such as the teaching, the cohort and experiences the student has had in Numeracy and Literacy at the school.

The Year 9 2013 cohort showed growth from their Year 7 achievement in Reading and Writing. Writing skills improved by 69% more than the State average. Tempe students, 27% of which scored in the top two Bands showed that specialized programs delivered in the school had been successful in moving students along the literacy continuum. Similarly, Reading skills showed an improvement 10% above than the average State growth. Thirty-five percent of Tempe students were placed in the top two proficiency Bands for Reading. Spelling skills were an area for improvement with growth falling by 9% lower than the State average, however, 48% of students gained proficiency in the top two Bands.

While 40% of Tempe students were placed in the top two Bands of achievement for Grammar & Punctuation, the growth rate was the same as the average across the State. The seven Indigenous students in this cohort placed in the 5, 6, 7 & 8 proficiency Bands in all aspects of Literacy. The achievement for 86 male students who scored 29 scale scores above the State average in Writing represents a major growth in this aspect of the test.

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NAPLAN Year 9 - Numeracy

Achievement in Numeracy is most notable with 86 male students who scored 76 scale scores above the State average in all test aspects. This trend continued above the State with greater than or equal to expected growth at 69.8% for the cohort. Only 6% of Tempe students fall in the lower Band in Numeracy, less than similar schools scored.

Higher School Certificate (HSC)

In the Higher School Certificate, the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest). The targeted cohort received 87 Band 6 scores with a further 18 high Band 5s.

There were 128 students who attempted the 2013 Higher School Certificate (HSC) examinations. When Tempe students’ results were mapped against the State averages, two thirds of all courses offered were above state average. In Mathematics twice as many Band 6s were achieved in comparison to the State scores. These were in the 2 Unit, 2 Uni Mathematics Extension 2 (with a highest score of 95%) and the 2 Unit General courses, where the highest mark was 98%.

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HSC: Relative performance from Year 10 (value-added) Performance Band Low Middle High

School 2013 1.8 6.1 4.7 School Average 2009-2013 1.6 6.1 3.8 SSG Average 2013 0.6 0.5 -0.1

The graph above indicates outstanding improvement in performance in the low middle and high groupings. It should be noted that value added state-wide, by definition is zero, and that the school’s improvement is above that achieved by the like school group in these 3 categories. In short the school has improved the relative performance of all students no matter if they are low, middle or high performing. This is particularly pleasing as we are clearly meeting the needs of students with a range of abilities.

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Student Welfare

Student wellbeing at Tempe High has continued to foster attitudes of mutual respect and confident participation among the people who form our school community. It has encompassed everything that our school does to meet the personal, social and learning needs of our students and to enhance their happiness and ensure their safety. It is reflected in the way we demonstrate care and provide opportunities for our students to enjoy success and recognition, make their contribution to the life of the school and derive satisfaction from their learning. It is shown in the quality of our co-curricular programs for personal and talent development, leadership and citizenship

Welfare Priorities

• Welfare/Discipline through restorative practice

• Continue to implement the Anti-Bullying policy within the school community.

• Implementation of Child protection Policies and Procedures.

• Implement Attendance Policy

• Develop and implement a Targeted Study Skills program.

• Develop and further the structures for communication of welfare issues within the school.

• Enhance the process for student monitoring

• Encourage the use of the Merit System.

• Develop student leadership

• Address the needs of students with Special Needs

• Integration students funding

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Aboriginal Education

One of the best indications of the success of the Aboriginal and Torres Strait Islander Education Plan in a school is the retention rate of the Aboriginal students continuing through secondary school and achieving the Higher School Certificate. At Tempe High School we are very proud of the retention rates among our senior Aboriginal students as they are well above the national average. In 2013 all our Aboriginal Year 12 students achieved good HSC results with all of them being offered places in tertiary education, including the University of Sydney. We also had six Year 11 students complete their preliminary courses.

The reason the Aboriginal programs are so successful at Tempe High School is because of the wonderful team of Aboriginal workers employed at the school, including Aunty Carol Timbery as our ACLO and Taliya Tuiono as our Aboriginal Projects Coordinator. Taliya’s position was funded by the Regional Aboriginal Education Funding and a generous donation by the P&C.

We continued, through the Norta Norta funding, to employ Marie-Christine Sancho as a tutor for the senior students. These tutorials were invaluable for the Year 12 students getting through their HSC.

As before, we were part of the Australian Indigenous Mentoring Experience (AIME). This involved the students in Years 9 and 10 attending workshops at Sydney University with their University student mentors. AIME was also active in the running of the homework centre in the school library on Monday afternoons where students from Sydney University and teachers provide extra help for students.

The National Aboriginal Sporting Chance Academy (NASCA) program had another very successful year here under the direction of Stuart Okell, assisted by Lyall Munro. This program included a camp for Year 7 and 8 students to learn about Traditional Land; a camp for Year 9-12 students;. cooking workshops and the production of a beautiful recipe book that featured some of the Tempe students’ recipes; and surfing classes at Maroubra.

Our Aboriginal students also attended the Nura Gili Science program at the University of New South Wales, a workshop at the University of Sydney run by Compass and the South Cares training days.

Wasana and Naryma Grovenor had an inspiring week of work experience at the Sydney Opera House with the Bangarra Dance Theatre and the Nederlands Dans Theater.

A team of girls from Year 9 and 10 took part in the The Great Debate at NSW Parliament House. They were coached for this by Tempe’s debating coach, James Delaney. During the preparations and the actual debate the students were filmed for a documentary directed by the well-known academic Larissa Behrendt.

Brooklyn Pulevaka from Year 8 won third prize and Roisin Murphy of Year 7 got a Highly Commended award in the Speak Up competition also held at NSW Parliament House.

Congratulations also go to Zac Trindall of Year 12 who won the Deadly Kids Award and the Gili TAFE Award and to Marni Reti who won the Nanga Mai Award for Outstanding Student Participation.

Tempe High School continues to be one of the schools leading the way in Aboriginal programs, including the Aboriginal Languages course. The success of these programs is easily measured in the improved literacy, numeracy, attendance, engagement and leadership skills of our Aboriginal students.

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Multicultural Education The DEC Policy on Multicultural Education has been implemented in all KLAs and is reflected in the following programs and practices:

• Staff and community activities that develop awareness of cultural, linguistic and religious issues pertaining to the local community.

• Staff/carer interviews with a culturally appropriate support person present (involved in ongoing mentoring/liaising/between student, staff and carers).

• The use of the ARCO and peer mediation to resolve student issues arising from prejudice.

• Raising staff understanding of cultural issues to avoid insensitivity and support recognition of differences within our community.

Tempe High School offers the English ESL Course classes in Year 11 and 12 for those newly arrived students after a period of time in an Intensive English Centre. Some 29 students were enrolled in the Preliminary and HSC Courses in 2013. The learning outcomes for this cohort resulted in 29% being placed in the top two Bands. Classroom innovations and practices used to gain these impressive results have been embedded in teaching programs across all KLAs. ESL teachers participated in professional learning activities where a second language pedagogy was the focus for implementation back at school. Our three Community Liaison Officers continued to be valued participants in communication between home and school.

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School Evaluation Processes

NSW public schools conduct evaluations to support the effective implementation of the school plan. Evaluations for the 2013 school year in the area of curriculum focused on English and the organizational aspect of communication and structure.

Key Curriculum Program Evaluation: English

The school established a faculty evaluation policy and program in 2009. The English faculty is the fifth faculty to complete a formal evaluation of three areas of its operation. These areas are: the integrity and consistency of assessment practices; integrating extra-curricular extension and enrichment programs with new syllabus programming; and aligning new programming with best Quality Teaching framework practices.

Findings and conclusions

Assessment: Implementation of the new syllabus for the Australian curriculum in Years 7 to 10 and programming for new prescriptions in English Stage 6 provided an opportunity to re-evaluate all assessment practices and necessitated renewal of all assessment instruments. All assessment tasks were evaluated using the Quality Teaching matrices with particular focus on connectivity, requiring audiences and purposes beyond the classroom. Notifications and assessment Instruments were also reviewed by student panels, with particular emphasis on students with special needs. For example, students identified with a range of learning differences such as placement on the autism spectrum or language processing disorders were asked to read through new assessment instruments and asked specific questions about task requirements and their interpretation of information and scaffolds provided with these tasks. This process led to significant changes in the wording and arrangement of information in task notifications and the scaffolds provided with each task. Assessment practices have also been overhauled to systematize staff professional development and improve the consistency and integrity of assessment practice through implementation of collegial group marking approaches.

Extra-curricular Enrichment and Extension programs: 2013 saw a remarkable growth in the extra-curricular programs being offered through the English faculty. The enthusiasm of our students, and the requirement in the Quality Teaching framework’s measure of Connectivity for learning to have purposes and audiences beyond the classroom led to the foundation of Tempe High School’s Shakespeare Performance Group. While initially designed to link with Year 7’s Introduction to Shakespeare unit, students in all other year groups immediately responded and the Group now has members from years 7 through to 12. The group has performed on stage at local festivals and at a number of school events, and continues to expand. Students meet weekly after school to rehearse and immerse themselves in Shakespearean drama.

The English faculty also launched a school newspaper, The Tempe Times, as an advanced literacy initiative.. Again designed to cater for the Connectivity and Deep Knowledge requirements of the Quality Teaching framework, this publication is printed commercially, with students deciding on all aspects of design, layout, composition and editorial policy. Links across the school and to the community have been forged as students have approached local businesses to procure advertising and patronage for this project. The first edition was an extremely polished and well-received publication, which in turn has led to widespread

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interest and student and community involvement. The Tempe Times project is embedded in a number of units being studied in the classroom, and contains many cross-curricular elements.

New Programming and Quality teaching: A systematic program of collegial evaluation of all new programs and assessment instruments has been implemented to align new units designed for the NSW Syllabus for the Australian Curriculum in Years 7 to 10 and new prescriptions in Stage 6 English with the Quality Teaching framework. This program requires periodic assessment of student needs, evaluation of programming and assessment practices, and reflection on classroom and extra-curricular program delivery. This program is ongoing, but has resulted in a renewal of all aspects of programming, student assessment, data analysis, class room delivery and extra-curricular activities.

Future directions

Ongoing professional development of English teaching staff to ensure consistency and integrity of marking is a priority in the English faculty. Continual assessment of student needs is central to the ongoing evaluation of classroom practices and provision of extra-curricular programs through the English faculty.

Key Organizational Program evaluations: Communication and Structure

Background

The school established an organisational evaluation policy and program in 2009. The three areas chosen for evaluation were: ICT integration, student and teacher e-communications and the development of systems, structures and practices that meet the needs of the current school population.

Findings and conclusions

ICT and systems integration: There is a significant gap between current practice at Tempe High School and perceived needs. Students expressed, via survey a desire to have the ability to have a) have the choice to conduct their studies digitally or via a pen and paper means and b) communicate with their teachers and submit work on-line. There was an increase in teacher use of Moodle to upload resources and have students submit work via Moodle.

Systems development to improve communications and processes at the teacher level: Investigations of on-line communication systems to address administrative needs in order to reduce the amount of paper used daily resulted in consultations with a number of on-line systems companies. A situational and needs analysis was carried out by a sub-committee which then produced a set of recommendations and an “Implementation Plan”. Initial findings were that infrastructure was needed to support the plan and the significant factor of Professional Learning was to be a priority.

Future directions

• Upgrading of infrastructure to improve communication capacity and safe data storage

• Curriculum design should allow for the teaching of ITC skills. In 2014, one period per week for thirteen weeks, Year 7 students will be taught how to use the technology at Tempe High School

• The Sentral system was selected for implementation in 2014

• Draft Communication and DEC device Policy completed in 2013, additional Bring Your Own Device Policy to be added in 2014. This will be achieved by staff, student and parent survey, pilot project with two Year 9 classes, consultation with the Marrickville Tempe Local School Group.

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School planning 2012—2014: progress in 2013

School priority 1 - Literacy & Numeracy

Outcomes from 2012–2014

Improve student performance in NALPAN in Literacy and Numeracy

Evidence of progress towards outcomes in 2013:

• Increases in Proficient bands 9 & 10 yr 9 NAPLAN Reading (44.8%) when compared to the previous 3 year school average

• Significant increase of Proficient bands 9 & 10 yr 9 NAPLAN Writing (43%) when compared to the previous 3 year school average and continued performance well above state average.

• 92% of students achieved national minimum standards, an increase of 1% on the 2012 figure, however this is still 2% lower than the School Management Plan sets for a target to be achieved by 2014.

Strategies to achieve these outcomes in 2014

• Employ one additional staff member employed to implement NAPLAN strategies from 2012-13 advice.

• Implementation of pre-test and post-test, scaffolding of text types and explicit teaching

• Use of Write it Right booklets in faculties

School priority 2 - Curriculum and Assessment


Increase differentiation within teaching and learning programs to accommodate for the learning needs of selective, enrichment, mainstream and ESL students.


• The creation of assessment tasks and marking criteria in all KLAs which follow the ‘best practice’ model of the Quality Teaching Framework

• Preparation for the implementation of the Australian Curriculum carried out by the English, Science and HSIE faculties by programming, writing units of work and designing resources to directly address the learning needs and entitlements of all of the Tempe High School students.

• An updating of the Reporting Policy and practice. Tempe High School’s reports have been aligned with a Standards approach where staff report in Grades.

Strategies to achieve these outcomes in 2014:

• Continue the expansion of standardized, pilot and double marking within faculties for examinations and assessment tasks

• Consolidate the practice of using a common language to provide students with feedback

• Using the Tempe High School’s Assessment Policies to maintain an equity between internal and external measures of student achievement

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School priority 3 - Student Engagement and Attainment


Increase student performance in HSC


• 105 of our 128 Year 12 student gained University entry, the majority into their fist choices.

• The introduction of the Year 9 Accelerated Mathematics class as an elective.

• 64% of students in the Advanced English course were placed in Bands 5 & 6, an increase of 13% on 2012. 29% of the ESL English cohort was placed within Bands 5 & 6 where as in the previous year not one student achieved a Band 5 or 6. There was a 6% improvement in the higher Bands for General Mathematics. 61% of Chemistry students received Bands 5 & 6 as opposed to 48% from the previous year. Senior Science results in the top two Bands increased from 48% in 2012 to 58% in 2013. These results and others in Ancient & Modern History, Economics, PDHPE, CAFs, Drama Music Extension, Chinese Background and Continuers all showed an increase in HSC performance. Results from Tempe High School in all cases exceeded the NSW State percentages.

Strategies to achieve these outcomes in 2014:

• The expansion of the Study Skills program in 2013 to include a homework and advice on-line facility will continue and be embedded through English classes across the senior school.

• The Year 12 Mentoring and Year 11 Monitoring programs will again be used to ensure students are enrolled in the course most suited to them and that they are keeping pace with the study requirements of those courses. The Year 10 interviews is one method of identifying students at risk and channeling them into stages of help such as the Careers Advisor, Norta Norta tutoring or homework clubs and other programs.

Professional Learning

The professional learning for teachers is specifically aligned to the overall school planning process. Professional learning and development of staff is used as a key strategy in achieving specific school targets and addressing the direction of the school management plan. Classroom practice has been improved through their participation in professional learning courses. There has been a significant increase in the number of teachers participating in professional learning courses. This has assisted in the promotion of alternative learning strategies and encouraged more professional dialogue within faculties, across the school and in networks with local schools. Professional learning courses included: Beginning Teachers, Assessment and Reporting, Every Student, every School, ESL, Gifted and Talented education and leadership, Literacy across the curriculum and Quality Teaching. Staff Development Days were used to highlight and reinforce the Teacher Professional Learning continuum. Topic areas covered were, Australian Curriculum, RoSA, Every Student, every School, ICT, Child Protection, Consistency in Teacher Judgment, Occupational Health and Safety and Gifted and Talented Education. In addition a number of new scheme teachers completed their accreditation portfolios.

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Parent, caregiver, teacher and student satisfaction

In 2013 the school sought the opinions of parents, caregivers, students and teachers about the school. Surveys, focus groups and SRC and P&C minutes were used to gage satisfaction levels.

Their responses are presented below.

Parents continue to be pleased with the strong partnership between the school and the community. Parents were happy with the commitment of the school staff in providing challenging and engaging learning experiences and extra-curricular activities. Parents and caregivers were pleased that students were give clear outlines about the schools expectations, particularly in terms of assessment tasks. They were pleased that the Assessment task schedules for yeas 7, 11 and 12 were published on the school website, but expressed a desire for other year groups to also have schedules published electronically. Parents also were keen to have more information about the Bring Your Own Device program that will be implemented in 2014. Students felt valued and were happy to be associated with the school. In a student satisfaction survey the 5 most popular responses regarding the best aspects of the school in the school were: the teaching staff, sport, other students, subjects/ electives studied and the canteen food. The areas that the student would like to see improved were: canteen food, toilets, classrooms, sport and lockers. It is interesting that the canteen food and sport figured in both the best things about the school and things that we could improve on. Teachers felt that they were happy and safe within the school. In the staff survey they identified the following as the 5 best aspects of our school:

• Other staff are supportive, cooperative, happy and friendly • Students are friendly, respectful and motivated • Executive are approachable, supportive and fair • Teacher rapport with students is very positive • Positive learning environment

The 5 areas where teacher believed we could improve were:

• Reduce announcements during lessons • The litter in the playground • Maintenance issues not being addressed in a timely manner • The standard of classrooms • Staff toilets

The surveys indicate that the learning relationships within the school are positive and strong. The areas for improvement are essentially physical and although we are constrained by maintenance contracts and budgets the intention is to provide improved amenities in 2014.

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About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Mr. Socrates Dassaklis (Principal) Dr. Lynda Pinnington-Wilson (Deputy Principal) Ms. Maggie Fountoulis (Deputy Principal) Mr. Shane Fawcett (Careers Adviser) Mr. John Dias (Teacher English/CreativeArts/TAS) Mrs. Julie Evangelinos (HT Creative and Performing Arts) Ms Athena White (HT Welfare) Mr. Maruti Lyons (rel. HT English) Ms Kim Salisbury (School Librarian) Ms Julie Duncan (HT Teaching and Learning) Mr Jed Hartley (Sports Organiser) Mrs. Tanya Burrows (P&C President) Mrs. Wilma Chin (School Administration Manager) Mrs. Marianna Papasavva (School Support Officer) Mr. Dominic Causely-Todd (Student Representative)

School contact information Unwins Bridge Road, Tempe, NSW 2044

Ph: (02)95582023, 2336

Fax: (02)95589460

Email: [email protected]

Web: http://www.tempe-h.schools.nsw.edu.au/

School Code: 8560

CRICOS Provider name: NSW Department of Education and Communities – Schools

CRICOS number: 00588M

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

https://detwww.det.nsw.edu.au/high-performance/annual-school-reports

https://detwww.det.nsw.edu.au/high-performance/annual-school-reports�

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