annual school report 2012 - st george girls high school reports/530_8136... · mr j morrison, head...

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2012 Annual School Report

St George Girls High School

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Our school at a glance

Students

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

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

In 2012 Year 7 students were enrolled from 82 primary schools. Thirty-seven per cent of Year 7 students were the only ones to enrol from their particular school.

There was a total enrolment of 952 students. The student population is stable with retention rates in recent years being 98%.

Eighty-nine percent of students were from a language background other than English (LBOTE). The largest LBOTE background groups are of Chinese background (59%), Vietnamese background (16%) Indian background (8%) and Korean background (3%).

At St George Girls High School a strong academic curriculum is designed to prepare students for entry to a range of tertiary institutions. In 2012, 100% of students’ post school destinations were university.

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

Staff

In 2012 the school had a staffing establishment of 64. This consisted of a Principal, two deputy principals, ten head teachers, 55.4 classroom teachers, a teacher librarian, a careers adviser and a school counsellor. There was an administrative staff of twelve.

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

Significant programs and initiatives

A number of programs continued to run in 2012. These were:

Aboriginal Education

Multicultural Education

Respect and Responsibility

Student Welfare

Gifted and Talented

Student Leadership

Technology

Careers

Environmental Education for Sustainability

Student achievement in 2012

NAPLAN

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

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

Higher School Certificate

In the 2012 Higher School Certificate performances in all subjects were significantly above state averages. More detailed information appears later in this report.

Messages

Principal’s message

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

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

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

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P&C and Mothers’ Committee message

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

In 2012, parents served on the Finance Committee, Years 7-11 Selection Committees and staff selection panels.

The P&C funded learning resources for faculties to the value of $11 557. The P&C also funded the installation of audio-visual equipment in the school hall to the value of $40 000 and awards to students to the value of $907. These projects were funded by all parents who contributed to the P&C’s direct giving appeal in 2012.

The P&C hosted a joint meeting with Sydney Technical High School in May featuring guest speaker Donna Plumridge, Deputy Principal Liverpool Girls High School. She gave an informative presentation “Crazy by Design – Critical Understandings of Adolescence” which gave an insight into adolescent brain development.

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

The P&C held three fundraising BBQs at Bunnings Warehouse Rockdale in March, August and October.

The Mothers’ Committee provided faculty support totalling $13 542. The committee also funded Speech Day to the value of $3 110 and presented embroidered school jackets to the School Captain and Vice-Captains.

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

The Mothers’ Committee organised the Annual Mother Daughter Dinner.

The uniform shop was staffed by volunteers under the direction of a Uniform Shop Co-ordinator.

The P&C was addressed by various guest speakers including the Principal and Deputy Principals. Other presenters in 2012 were Ms L Aspin, Technology Co-ordinator, Ms C Castle, Head Teacher TAS, Ms K Williamson, Head Teacher Welfare, Mr J Morrison, Head Teacher LOTE and Ms J Jospe, Careers Adviser.

The Mothers’ Committee was addressed by the Principal, Deputy Principals, Ms Williamson, Head Teacher Welfare, Mr Morrison, Head Teacher Languages, Ms Leto, TAS teacher, Ms Brown, relieving Head Teacher Social Science, Ms Oyston, Head Teacher Administration/Music, Mr Howden, Head Teacher Mathematics and Ms Lee Teacher Librarian.

Mark Yan, President P&C

Lisa Tulau, President Mothers’ Committee

Mother Daughter Dinner

Student Representative Council’s message

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

In 2012, the SRC held a number of charity fundraisers including a mufti day to raise money for the Sydney Children’s Hospital. Other events included a dance with Sydney Technical High School, the Walkathon, SRC Week and Wear it Purple Day which recognises LGBTQI youth. A very popular and successful initiative was Unplugged @ the Library which saw students and staff perform in a casual non-competitive atmosphere. Funds raised will go toward a new school sign and front corridor display cabinets.

Anusha Thomas, President SRC, 2012.

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School context

Student information

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

Student enrolment profile

In 2012 there was a total enrolment of 952 students. The student population is stable with retention rates in recent years averaging 98%.

In 2012 Year 7 students were enrolled from 82 primary schools. Thirty-seven per cent of Year 7 students were the only ones to enrol from their particular school.

Eighty-nine per cent of students were from a language background other than English (LBOTE). The largest LBOTE background groups are of Chinese background (59%), Vietnamese background (16%) Indian background (8%) and Korean background (3%).

Student attendance profile

Student attendance from 2008 to 2012 was significantly above Region and State averages. Contact is made with parents/caregivers via SMS messaging in the event of non-attendance. Leave must be applied for in writing to the Principal.

Retention to Year 12

In recent years, the retention rates at St George Girls have remained high. Over the last five years an average of 98% of students who commenced

Year 7 remained to sit for the Higher School Certificate.

Post-school destinations

In 2012, 180 students sat for the HSC. 100% of the 2012 candidates received offers to university. The main universities chosen were University of New South Wales 48%, The University of Sydney 28% and the University of Technology Sydney 11%. Other students accepted offers to the Australian Catholic University, Australian National University, James Cook University, Macquarie University, THINK Education Group: Billy Blue College, University of Notre Dame, University of Newcastle, University of Wollongong, University of Queensland and the University of Western Sydney.

Business, Commerce, Economics and Actuarial Studies courses were chosen by 23% of students. Art, Social Science, International Studies and Communications by 18%, Science, Engineering and IT by 16%, Applied Science, Health Science, Allied Health (Optometry, Pharmacy, Oral Health, Nursing, Physiotherapy) by 14%, Combined Law by 9%, Medicine and Medical Science by 8%, Education, Social Work and Psychology by 5%, Design and Architecture by 5% and Veterinary Science 2%. Of these course offers 39% were combined or double degrees.

Two students deferred their offers to university to take a gap year.

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

Staff information

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

In 2012 a mathematics teacher and the Head Teacher Social Science retired. These vacancies were filled through a combination of transfers and merit selection procedures.

In 2012 no indigenous staff members were employed by the school.

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Retention to Year 12 (SC to HSC)

School SEG State

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Staff establishment

Position Number

Principal 1

Deputy Principal(s) 2

Head Teachers 10

Classroom Teachers 55.4

Teacher Librarian 1

Careers Adviser 1

Counsellor .6

School administrative and support staff (SASS)

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Total 83

Financial summary

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: 30.11.2012

Income $

Balance brought forward 269 691.09

Global funds 609 893.66

Tied funds 105 509.67

School & community sources 1 194 637.36

Interest 20 996.31

Trust receipts 330 123.03

Total income 2 530 851.12

ExpenditureTeaching & learning

Key learning areas 398 555.24

Excursions 398 960.56

Extracurricular dissections 171 833.10

Library 19 874.13

Training & development 48 032.75

Tied funds 70 980.43

Casual relief teachers 182 571.00

Administration & office 247 364.89

School-operated canteen 0.00

Utilities 110 092.65

Maintenance 70 228.63

Trust accounts 188 294.22

Capital programs 211 359.68

Total expenditure 2 118 147.28

Balance carried forward 412 703.84

A full copy of the school’s 2012 financial statement can be obtained by contacting the school.

Teacher qualifications

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

Qualifications % of staff

Degree and Diploma 74%

Postgraduate 26%

School performance 2012

Achievements

Arts

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

At the Engadine Bandfest, the concert band, intermediate band, stage band and orchestra received gold awards. The stage band competed in the Sydney Eisteddfod winning third place in a highly competitive section of 13 bands. At the Yamaha Festival the concert band and intermediate band received gold awards.

In 2012, 240 students or over 25% of our students participated in the performing ensembles program.

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

“A Capella Plus” and the senior vocal ensemble performed in the City of Sydney Eisteddfod and represented the school in Education Week performances at Westfield Hurstville. Vocal and instrumental ensembles performed at Sutherland Public School’s 125

th anniversary celebrations.

Calista Yeoh was nominated for inclusion in ENCORE, a showcase of exemplary musical performances. Calista also won first prize and the People’s Choice Award in the Sutherland Shire and St George Youth Music Awards.

In Visual Arts, Belinda Goh and Shirley Zhao had their bodies of work exhibited in ARTEXPRESS, an exhibition of outstanding HSC artworks. Isabell Grady had her body of work selected for inclusion in the Art Rules exhibition to be held at the Hazelhurst Regional Gallery.

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Jewel Huang won the City of Kogarah Youth Art Prize in the senior division for her artwork titled “Beautifully Eroded”.

May Tran and Claire Riley were selected to participate in the Bankstown Talent Advancement Program.

In Drama, two individual performances were nominated for inclusion in ONSTAGE, a showcase of exceptional drama performances and projects. Lilian Engelbrethsen and Winnie Wang were nominated for their dramatic monologues.

In Textiles and Design, Kayla Castle and Isabelle Martin had their major work selected for exhibition in TEXSTYLE, an exhibition of HSC Textile projects.

Our annual School Art Exhibition showcased art work produced by our junior and senior students. Students in Year 7 – 12 had their art work exhibited at Rockdale Plaza and Westfield Hurstville as part of Education Week.

Christiane Haitidis and Andrea Efthymiou were members of the NSW Year 8 Drama Ensemble. Florence Cheng was a member of the NSW Year 9 Drama Ensemble. Anusha Thomas was a member of the NSW Public Schools Senior Drama Ensemble.

Natalee Venegas was a member of the NSW Public Schools Drama Company and travelled to England to perform with the Company. She also compered the Festival of Choral Music at the Sydney Opera House and the Primary Proms at the Sydney Town Hall.

Melissa Ngan was filmed in an Online Learning Training Film for teachers and other educational professionals on Understanding Hearing Loss.

Year 10, 11 and 12 students attended an art camp at Bundanon, the property bequeathed by artist Arthur Boyd.

Japanese Overseas Excursion

Rachael Lee won the junior Ron Rathbone Local History Prize.

Textiles and Design students exhibited their work at the annual evening fashion show entitled “Inspired”. Janet Pham won the Circus design challenge.

Brenna Harding played a starring role in Channel Ten’s drama series Puberty Blues.

Lilian Thai was a winner in the National Future Leaders Writing Award. Her short story “Leave Them Nameless” will be featured in a book to be published in 2013.

Jennifer Chen had her short story “A Lost Cause” published in the Oz Kids magazine.

Gina Karlikoff ranked third in the Lionel Bowen Award with her written piece “A New Chapter”.

Hannah Truong won first prize in the Leader newspaper Design an Ad Competition.

Debating team Rubsat Amin, Christiane Haitidis, Fiona Pyliotis, Odessa Blain, Teodora Bojanic and Lily Lasic Latimer won the Janene Best selective high schools’ debating competition.

The Year 11 debating team represented the school in an exhibition debate for the View Club of Australia.

Ruby Hillsmith competed in the final eight in the Legacy Speaking Competition out of 370 entrants.

Ekaterini Bampos, Yatha Jain, Philippa Meikle and Yu Ying Mak competed in the semi-finals of the Evatt Trophy Competition. Yatha Jain and Ruby Hillsmith competed at the State level at Parliament House.

Caitlin Semsarian was selected as one of five students in Sydney Region to participate in the State Debating Championships, a three day residential held at Sydney University.

Alison Chin, Georgie Tran, Aayushma Gurung, Tania Xue and Erica Chen of Year 8 had their poem selected in the finals of the Poetry Object Exhibition. Their works were displayed as posters in the State Library of NSW.

Amelia Causley-Todd was a member of the NSW Public Schools Symphonic Ensemble which won the Junior A Grade division of the National Band Championships.

Felicia Fernando was a member of the NSW Public Schools Symphonic Wind Ensemble, which won the National Wind Band Junior A Grade competition in Melbourne. She also performed in the NSW Public Schools Spectacular and in the Festival of Instrumental Music at the Sydney Opera House.

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Alison Wormell was a member of the NSW Public Schools Symphony Orchestra and Senior Wind Band. She performed in the Festival of Instrumental Music at the Sydney Opera House and in the NSW Public Schools Spectacular. She was also a member of the Ashfield Little Big Band and attended the State Music Camp.

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

Elizabeth Cheung participated in the NSW Public Schools Arts Unit Singers and the Windworks Senior Flute Ensemble. She was also highly commended in the ACMF National Songwriting Competition for her composition for a percussion ensemble.

Veronica Tsang was awarded second place in the International Golden Key Piano Composition Competition and will attend the award ceremony in Vienna in 2013.

Bianca So and the Senior String Quartet performed at the Regional Blues Award ceremony.

Fiona Pyliotis and Emily Keevers performed in the Sydney Region Band.

Shirley Gu – Competitor in the World Youth Chess Olympiad

Sport

St George Girls was named Zone Champion Girls’ School in swimming, athletics and cross-country.

Zone sporting blues were awarded to Stephanie Andrews for swimming, Alison Abdullah for athletics and Michaela Scheetz for golf. Stephanie was also named girls’ swimmer of the carnival.

Australian Secondary Schools Teams Golf Champions

Michaela Scheetz, Jessica Widarma and Keona Lee won the Jack Newton Shield School Teams Championship. Keona won the Nett event in the Shield and Michaela was the Nett winner at Wentworth Falls and Jessica scored her first hole in one. The team won a trip to Melbourne to play in the Australian Secondary Schools Teams Golf Championship. They won this national event being named Australian Secondary Schools Golf Team Champions.

Alison Abdullah was awarded the Pierre de Coubertin Award for sporting excellence.

In swimming, Emily Wang was the zone 15 years age champion and Stephanie Andrews was the open girls’ joint champion. In cross country, Greta Hayes was the zone 16 years age champion and Nicola Clarke was the zone 17 years age champion. In athletics Celia Tulau was the 13 years age champion and Greta Hayes was the zone 16 years age champion. Greta was also named girls’ athlete of the carnival.

Keona Lee was named the 2012 Sportsperson of the Year in the Rockdale City Council’s Australia Day Award.

Greta Hayes represented NSW in the National under 16 All Schools Hockey Tournament in Hobart. The NSW team won the tournament and Greta was named in the Australian team which will tour New Zealand and Argentina in 2013. Greta was the highest goal scorer of the tournament. Greta has been named in the Australian Futures

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Hockey Squad and has been training with the NSW Institute of Sport Emerging Talent Squad. She also played for Tasmania in the National Under 18s Hockey Tournament.

One dance item was selected for performance in the Sydney Regional Dance Festival, at the Seymour Centre.

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

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

Mr Morris and Mrs Duffy, recipients of the Director General’s Award for Excellent Service to

Public Education

Other

Deputy Principal Mr Morris was awarded the Sydney Region Award for Outstanding Service to Public Education in the category of leadership and the Director-General’s Award for Excellent Service to Public Education and Training.

Science teacher Mrs Duffy was awarded the Sydney Region Award for Outstanding Service to Public Education for her work in the area of Environmental Education and the Director General’s Award for Excellent Service to Public Education

School Captain Lakshmi Logathassan was awarded the Sydney Region Outstanding Student Achievement Award and the Minister’s Award for Excellence in Student Achievement.

Parent Ms Hong, mother of Jessie Nguyen, received The Public School Parent of the Year award for her tireless support of our school over six years.

In chess Shirley Gu, Clarise Koh and Theresa Gu won first place in the NSW Interschool Girls’ Teams Chess Challenge with a perfect score. The team represented NSW in the Australian School Teams Championships in Canberra where they ranked second. Shirley Gu represented

Australia in the World Youth Under 16 Chess Olympiad in Turkey.

Gabrielle Nguyen was awarded a Premier’s ANZAC Scholarship and will travel to Korea in 2013.

Vyjayanthi Harishankar won the Stellar Astronomy Award.

Pauline Tran and Julie Tran won the Future Leaders Role Model Award for their work in Environmental Education.

Eight Year 10 students were placed second in the Da Vinci Decathlon in the Mathematics and Games of Strategy sections.

A group of Year 10 and 11 students were the first Australian students to participate in a project studying the surface of Mars using NASA spacecraft. Roanna Chan presented a paper on their research at the Australian Space Science Conference in Melbourne.

The science faculty hosted a regional workshop for science teachers on the Australian curriculum. Teachers from ten schools attended.

Students and staff from Kojimachi High School in Tokyo visited St George and attended classes and activities for a day.

Languages students took part in two overseas excursions. French students visited New Caledonia in April and Japanese students visited Japan in October.

Year 9 Japanese students won the Video Matsuri Competition in the categories of best teamwork and best acting.

Eighty-six students completed the Premier’s Reading Challenge and the following girls were awarded gold medals for completing the challenge for six consecutive years: Clare Cao, Jennifer Chen, Emma Chow, Katelyn Harper, Erica Li, Annie Liang, Lily Lu, Anne Nguyen, Larissa Steele, Carolyn Tran and Cathy Xu. Only 161 students were awarded the medal in NSW.

The Duke of Edinburgh Scheme continues to attract and challenge students. In 2012, 93 Year 9 students were working towards their Bronze Award, 48 Year 10 students were working towards their Silver Award and 26 Year 11 students were working towards their Gold Award. Twelve Year 12 students achieved their Gold Award.

Students acted as adjudicators for Carlton South Public School’s speaking competition.

A total of 40 Bronze, 29 Silver, 20 Gold and 15 Diamond Awards were gained in the NSW Premier’s Student Volunteering Scheme. Five students received a Black Opal Award, representing over 150 hours of volunteering. The recipients were Larissa Chandra, Annie Li, Sharon Lo, Laurie Mac and Helen Shan.

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In the Westpac Mathematics Competition, students gained 9 High Distinctions, 156 Distinctions and 365 Credits. The following students finished in the top 1% in the state: Melissa Lee, Louisa He, Eleni Siafakas and Kathy Chen of Year 7, Ruixi Yu of Year 8 and Stephanie Soo and Elizabeth Nguyen of Year 9.

Languages Day

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

In the UNSW Computer Skills Competition, 2 High Distinctions, 54 Distinctions and 231 Credit certificates were awarded.

Johanna Kennedy gained a Distinction in the Mathematics Enrichment for Young Australians Challenge.

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

Students from Years 7-12 entered the Australasian Schools Science Competition and were awarded 6 High Distinctions, 113 Distinctions and 313 Credit certificates.

Academic

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

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

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

Information contained in the graphs includes our students’ performance in 2012, our students’ average performance over the last five years, our students’ performance as compared to students in our Like School Group and our students’ performance compared to the state average.

NAPLAN

Students in Years 7 and 9 sat for NAPLAN in literacy and numeracy in 2012.

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

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

The following tables indicate students’ performance in reading, writing, spelling, punctuation, grammar and numeracy in Year 7 and Year 9. The results for 2012 are compared with the school average from 2008-2012, Like School Group average and the state average for 2012.

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Higher School Certificate

The following graphs indicate the performance of HSC candidates in each subject in 2012. These are compared to the school’s performance in the last five years, the school’s performance against selective schools and the school’s performance against state performance. Only subjects with ten or more candidates are recorded.

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

Food Technology – 100% of candidates achieved Band 5 or 6 compared to 31% state wide.

Information Process and Technology – 100% of candidates achieved band 5 or 6 compared to 31% state wide.

Music Extension – 100% of candidates achieved Band 4 compared to 63% state wide.

French Continuers – 86% of candidates achieved Band 5 or 6 compared to 64% state wide.

French Extension – 33% achieved Band 4 compared to 43% state wide.

Japanese Extension – 66% achieved Band 4 compared to 28% state wide.

Latin Extension – 60% achieved Band 4 compared to 78% state wide.

HSC Results

The school’s 2012 HSC results were most pleasing once again. Our dux was Mira Mahapatra who attained an ATAR rank of 99.8.

The following students achieved outstanding performances at the 2012 Higher School Certificate for ranking in the top 2% of HSC candidates state wide:

Mira Mahapatra, Summer Haidar, Connie Yan, Shelly Wo, Rachel Ng, Grace Yin, Brenda Ta,

Jemma Payne, Annie Fan, Julie Nguyen, Rebecca Radcliffe, Mary Ye, Rena Zhou, Esme Wong, Jamie Lowe, Sahani Jayawardane, Sophia Ding, Lucy Zhou, Lara Letunica, Ivy Vuong, Belinda Goh, Meera Seermaran, Hanoor Deol, Eleanor Lam, Vivian Do, Surabhi Naik, Winnie Wang and Jessica Horton. These students will have their names inscribed on the school’s Honour Board.

HSC Textiles and Design Class

Fourteen students were named as top all-rounders for achieving the top band in 10 or more units at the HSC. They were Rafia Alam, Annie Fan, Jamie Lowe, Mira Mahapatra, Rachel Ng, Julie Nguyen, Jemma Payne, Rebecca Radcliffe, Brenda Ta, Shelley Wo, Esme Wong, Connie Yan, Lucy Zhao and Rena Zhou. There were also a number of students who were placed in merit lists in various subjects or who had their work selected for exhibition as outstanding HSC works.

Mira Mahapatra ranked 6th in the State in

Economics, 10th in Legal Studies and 14

th in

Business Studies. Michaela Scheetz ranked third in the State in PDHPE. Lucy Zhao ranked fourth in Japanese Continuers and Jane Lee ranked first in Indonesian Beginners.

Calista Yeoh was nominated for inclusion in ENCORE, a showcase of exceptional musical performances. Belinda Goh and Shirley Zhao had their body of work exhibited in ARTEXPRESS. Lilian Engelbrethsen and Winnie Wang were nominated for ONSTAGE, a showcase of exceptional Drama performances. Kayla Castle and Isabelle Martin had their major work exhibited in TEXSTYLE, an exhibition of outstanding Textiles and Design major works.

The school acknowledges teachers Mr Scott, Ms Brown, Mr Allum, Ms Cooper, Ms Georgius, Ms Oyston, Ms Wright, Ms Ruck and Ms Leto for the exceptional results attained by their students.

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

National benchmarks

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

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

Significant programs and initiatives

Aboriginal Education

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

Ekaterini Bampos was the recipient of the 2012 Deadly Kids Award.

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

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

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

English and drama students study plays such as “Box the Pony” and “Seven Stages of Grieving” and indigenous poetry which invite students to view the world from an Aboriginal perspective.

In food technology students have the opportunity to study, prepare and taste traditional Aboriginal food.

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

A special assembly was held to mark Reconciliation Week.

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

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

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

-5

0

5

10

15

20

Low Middle High

Re

lati

ve p

erf

orm

ance

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

School 2012


SSG Average 2012

100.0

100.0

100.0

100.0

100.0

Percentage of Year 7 students achieving at or

above minimum standard (exempt students

included)

Numeracy

Reading

Writing

Spelling

Grammar & Punctuation

100.0

100.0

100.0

100.0

100.0

Reading

Percentage of Year 9 students achieving at or

above minimum standard (exempt students

included)

Writing

Spelling

Grammar & Punctuation

Numeracy

15

Laying of the Wreath for ANZAC Day

Multicultural Education

Multicultural perspectives are incorporated into teaching and learning programs.

A trained staff member is an Anti-Racism Contact Officer and is available for students and staff should the issue of racism arise.

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

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

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

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

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

Respect and responsibility

The culture at St George Girls is marked by respectful relationships, with each individual taking responsibility for her own actions. Many activities within the school foster civic responsibility and give students the opportunity to contribute to their local community and wider society. Some of the projects undertaken in 2012 which demonstrate the values of respect and responsibility include the following:

St George ranked 5th out of 22 schools for

the Red Cross Vampire Shield with 149 students making blood donations.

Students raised $16 100 for World Vision by participating in the Forty Hour Famine. This is the highest amount ever raised by the school for World Vision.

Year 9 students collected $4 026 for Legacy.

The Amnesty Club raised $385 for The Oak Tree Foundation’s Live Below the Line Challenge, living on $10 or less a day for five days. Amnesty also held a bake sale and sold ribbons for White Ribbon Day, raising $1032 to help eradicate violence against women.

A student volunteer program continued in 2012 which saw students volunteering in various capacities in local community organisations including preschools, aged care facilities and local church groups. Senior students continued their homework help centre for local primary schools at Kogarah Library after school.

Over 70 students volunteered their time as school library monitors in 2012.

Kerry Jung, Angela Truong, Crystal Choi, Minnie Wang, Susie Kim and Jessica Sugih served as 2012 Youth Ambassadors for the Australian Red Cross.

The school administrative staff held a number of charity fundraising cupcake sales. They raised over $3000 for the following organisations: RSPCA, Kids Cancer Project, Hamlin Fistula Foundation, World Society for Protection of Animals and the Cancer Council.

Year 11 Camp

16

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

SRC ‘Unplugged @ the Library’

Student Welfare

The school’s welfare policy aims to provide effective learning within a secure and supportive environment. There is a strong school-wide commitment to ensure that, for all students, school is a happy, positive and fulfilling experience. The school has high, clearly stated expectations of students articulated in the school’s Code of Conduct. Staff work closely with parents and caregivers to ensure the welfare of each student.

The school provides a harmonious environment which is accepting and supportive of students from a variety of socio-economic, cultural and religious backgrounds. The curriculum within each key learning area encourages students to be proud of their heritage and accepting of other cultures.

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

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

In 2012, 568 Principal’s Certificates and 41 Principal’s Gold Certificates were awarded. 462 Dragon Badges were awarded and 32 Super Dragon Badges were awarded for service to the school. At Speech Day and the Year 12 Graduation Ceremony combined, 498 awards were presented to students for academic excellence, citizenship and sporting achievements.

To assist students and their families in their transition to high school various programs

are implemented. A Year 7 camp was held early in Term 1 to assist in the formation of friendship groups. A Parent Information evening was held early in Term 1 to welcome Year 7 parents to the school. The P&C held a picnic early in 2012 for Year 7 students and their families.

Year 7 participated in the Peer Support Program in Term 1 in which specially trained Year 11 students work with small groups of Year 7 students to assist in their orientation and transition to high school. Student evaluation of the program was very positive. The program was well received with 99% of students reporting that they had enjoyed being part of Peer Support and 97% reporting they found the sessions useful and informative.

The change from School Certificate to RoSA in 2012 brought changes to our Welfare programs. Programs previously delivered in Term 4 were brought forward. Peer Support Training was moved forward to week 3 from week 7. This move resulted in perfect attendance at the sessions and more time for organising and preparing the groups for selected leaders.

Due to student demand to contribute to Peer Support, leadership positions were expanded to include Year 11 Peer Support leaders and 10 leadership positions to assist with discussion forums on Friendship Day and 10 positions to lead classes of Year 7 in study skills. These changes continued in 2012.

The Peer Support Program continued to provide support to new Year 11 enrolments to ensure a smooth transition to St George senior studies. Four Year 11 students led a group of 26 students. Sessions designed to orient new students included meeting with the school counsellor and teacher librarian, working on study timetables and stress management and a welcome lunch to assist them to adjust to a new school and the demands of a selective context.

Year 9 Camp

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Year 7 Camp

In 2012 an invitation was extended to Year 11 students enrolling in 2013 to participate in our Peer Support Leadership Training Program. Ten of the 26 students accepted the offer and successfully completed the course. Two students were selected as Peer Support leaders.

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

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

Welfare reports have been uploaded to the intranet improving accessibility for all staff while maintaining student confidentiality.

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

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

Year 10 attended “The Winning Edge” day presented by a criminal psychologist and former policeman. This day provided students with strategies to keep safe as well as best practice to deal with a potentially unsafe situation. Winning Edge was brought forward from November to August, resulting in improved attendance in the course.

In 2012 the School Counsellor and Head Teacher Welfare attended two courses. Disorders of the Self: How to work effectively with adolescents with a damaged self and Margaret Wehrenberg’s Ten Best-ever Management Techniques for Anxiety and Depression. Knowledge gained was shared with the welfare team.

In 2012 the school piloted a presentation written and delivered by Cate Arcuili, clinical psychologist from UPZONE in Hurstville designed to assist students cope with the stress of HSC studies. The presentation was delivered in the weeks leading up to the first HSC assessment period. The information was evaluated positively by students.

Gifted and Talented Education

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

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

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

Friends at the Athletics Carnival

Apart from classroom activities and research tasks students’ talents are fostered in extracurricular activities in the arts, sport, academic competitions and student leadership. Examples of opportunities to develop students’ talents beyond the curriculum in 2012 included:

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

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

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School Captain, Lakshmi Logathassan recipient of the Minister’s Award for Excellence in

Student Achievement

Student Leadership

Opportunities exist for students to develop their leadership potential through the prefect system in Year 12 and the Student Representative Council (SRC) which has representatives from Year 7 to Year 11. Students in Year 11 serve on the SRC executive.

The SRC major project for 2012 was the refurbishment of the front corridor display cases and the part purchase of a new school sign which will be erected in 2013. These projects were funded by student sponsorship from the walkathon, as well as other SRC fundraisers over the year.

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

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

Lakshmi Logathassan, Anusha Thomas and Ruby Hillsmith were recipients of the Long Tan Leadership and Teamwork Awards.

Ellie Stamatelatos was elected to represent Sydney Region at the SRC State Conference. Ellie’s Big Idea, a state wide mental health week called H.U.G. (How’re You Going?) week, was adopted by Sydney Region and presented at the State SRC conference which endorsed the idea.

The prefect system enables Year 12 students to become socially responsible leaders in the school. Fifteen prefects are elected by their peers and provide role models for the student body. They represent

the school in the broader community, assist in the running of school activities and functions and cater for and represent the opinions of Year 12 students.

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

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

Technology

Throughout 2012, a number of projects were completed to improve our network infrastructure and increase network resilience. We have now completed our site wide migration to Windows 7 as our standard platform for all devices as well as some isolated field trials of Windows 8. This involved upgrades to some of our KLA specific software packages and removal of software applications that are no longer compatible.

A strategic investment was made to increase our school owned wireless footprint to underpin the expected growth in tablet and mobile technologies. This involved both the replacement of our existing wireless equipment and an expansion in high use locations to provide a stable wireless infrastructure. In conjunction with our wireless expansion project, we have implemented a web based attendance management system with mobile sms facilities.

All classrooms now have interactive white boards with a further sixteen SMART boards installed in classrooms during the year. Approximately 45 older desktop computers were replaced to ensure computer rooms do not contain computers that are more than 3 years old. Laptops used in faculties were also upgraded.

Making Lifelong Friends

Our school website was redesigned to ensure it was user friendly, contemporary, and easily accessed by all members of our school community. Google analytics show our website being accessed by a large number of users with fixed and mobile devices from a range of countries around the globe.

19

This year saw a steady growth in our data storage requirements as more of our users embrace digital content. As a result we have invested in upgrades to our data storage array to increase its capacity as well as its efficiency.

We have maintained a 99% data centre uptime and will strive to maintain this level of service in future years.

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

Angela Zheng at the Music Camp

Careers Education

A full-time careers adviser conducts a career education program for Years 9 – 12 including weekly classes for Year 10 students. In 2012 the following activities were organised for the students:

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

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

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

Year 10 students learned from experiential activities including work experience, excursions, career expos and mock employment interviews as well as weekly Career Education classes.

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

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

Excursions were organised to meet the individual career needs of senior students. Some examples of events attended in 2012 were UNSW Network School Events including Introduction to Criminology Workshop, Astronomy Evening, A Day @UNSW, Law Mock Trial Workshop, Architecture – Creating Spaces, Marketing in Action Workshop, Life Drawing, Campus Tour UNSW, Engineering Information Day, Science Talented Students Program and other excursions including the DigiGirlz Workshop at Microsoft, Aspiring Business Leaders Program, Project Able, ASLA Volunteers for O-Week UNSW, Sydney Children’s Hospital ‘Child Health Day’, Sydney Morning Herald Career Expo, The National Career Expo, ‘A Day at UNSW’, UTS Women in Engineering Day, B-Inspiring Conference at The University of Sydney, UWS Day, UNI in a Day at Macquarie University, University Open Days, UTS ‘Footpath to Finance’, University of Sydney Leadership Seminar, Degree in a Day at the University of Sydney, CATC Design Workshops, Volunteer Expo Southern Sydney and the UTS Law Outreach Program.

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

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

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

20

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

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

Students were involved in the NSW Premier’s Student Volunteer Program. In 2012, 109 certificates were awarded in recognition of student volunteer contribution: 5 prestigious Opal Award (120+ hours), 15 Diamond Awards (100 hours), 20 Gold Awards (80 hours), 29 Silver Awards (40 hours) and 40 Bronze Awards (20 hours) were awarded.

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

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

Enviro Club Tree Planting

Environmental Education for Sustainability

Over 400 students were involved in Environmental projects throughout 2012. Successes included:

Ranking 2nd

in the state wide film competition “Enviro Inspiro” The film was co-produced by Sharika Kabir, Shirley Zhao and Philippa Meikle.

Pauline Tran and Julie Tran of Year 12 were finalists for the National Future Leaders Environment Award and recipients of the Future Leaders Role Model Award.

Drama Fun at Camp

St George Girls High School won the Sydney Region “Award for Excellence 2012 Learning for Sustainability”. The project was titled Awareness Action Leadership One Community One Voice.

The school received a $3000 Kogarah Green Grant to create a native garden at the south end of the hockey field. Students from Years 9, 10 and 11 undertook the planting.

Amelia Mertha, Juka Sun, Julie Tran, Melanie Tran and Roanna Chan participated in a student round table forum with the Hon Greg Combet AM, MP, Minister for Climate Change and Energy Efficiency and Minister for Industry and Innovation.

Articles appeared each month in the School Gazette under “Green Corner”.

A fundraiser was held to continue our sponsorship of “Rose” the koala.

Paper recycling collection of all roll call classrooms continued.

The school’s veggie and herb garden continued to supply the TAS faculty with fresh herbs and produce. The Gardening Club sold dried lavender for Mothers’ Day. Further lavender plants were purchased for 2013.

The Enviro Club purchased 16 native plants to create a garden to attract native birds outside the art portable.

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

90 students participated in Clean up Australia Day and Earth Hour.

Enviro Club executive participated in a video conference for a teachers’ network meeting to share their knowledge across Sydney Region on how the Enviro Club works.

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

21

The 4th Annual GREEN DAY was a huge

success with 12 visiting presenters running workshops across a range of topics. Students ran workshops and stalls at lunchtime, gardened throughout the day, participated in bush care and held a celebratory BBQ.

Year 9 Food Technology High Tea

Progress on 2012 targets

Target 1

Continue preparation for the introduction of the Australian Curriculum

Our achievements include:

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

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

Where draft syllabus documents were available these were evaluated and critiqued by Head Teachers and teachers through their professional networks.

The school hosted a school development day for science teachers on the Australian science curriculum. Teachers from ten schools attended.

Target 2

Effective integration of technology into teaching and learning


Every classroom now has an IWB.

Continued staff professional learning sessions and collegial sharing of strategies using the skill sharing model was evaluated highly at School Development Days.

Continued updates at training and development staff meetings increased staff knowledge and understanding of the possible uses of various technologies in the classroom.

Staff have utilised Turning Point interactive software to track multiple choice and engage students.

Interactive SMART board quizzes were adapted for classes to increase engagement especially of visual learners.

Edublogs were used to stimulate discussion between students.

USB document cameras were trialled allowing an extra level of use with SMART boards.

Sections of student textbooks are posted on the school’s intranet providing convenient 24 hour student access for home study.

A technology outcome was included in all students’ reports. Students log in to register their extracurricular activities on their school report.

Target 3

The provision of quality teaching and learning for gifted and talented girls


Staff meetings and school development days focussed on gifted and talented education and QT&L strategies.

Guest speakers addressed staff and parent groups on the nature of the gifted and talented adolescent girl.

22

QTL and GAT were made a feature of teacher and executive annual review process.

Staff underwent professional learning in current research on adolescent brain development.

Student work samples and performance continue at high levels.

Programs and assessment tasks demonstrate elements of QT&L and show evidence of differentiated learning.

Numbers of students accessing gifted and talented programs were maintained or increased.

Students experienced success in co-curricular programs as outlined in our achievements.

Establishment of a staff professional reading list on gifted and talented strategies in the school library.

New Caledonia Excursion

Target 4

Foster and develop staff aspiring to leadership positions


Six new scheme teachers successfully achieved accreditation with The Institute of Teachers in 2012 and one teacher maintained accreditation.

Continued mentoring of teachers seeking promotion in writing their CV and in interview techniques led to increased success when applying for relieving or substantive positions.

In the last three years three teachers have been successful in gaining promotion at interview, two as head teachers and one as Deputy Principal.

Shadowing was used as a professional development strategy for all substantive

positions enabling many teachers to relieve on many occasions.

Long term relieving positions were filled with an EOI and interview process as a professional learning and succession strategy.

School Development 2012-2014

Targets for 2013

Target 1

Continue preparation for the successful implementation of the Australian Curriculum

Strategies to achieve this target include:

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

Continue substantive conversations with professional associations, ACARA and BOS.

Extra school development days are used to program for the implementation of the Australian Curriculum in 2014.

Extra financial budget for resources allocated by the Finance Committee.

Our success will be measured by:

English, mathematics, science and history faculties are prepared and well-resourced to commence delivering the Australian Curriculum from the beginning of the 2014 school year.

All other faculties engage in the consultation process and are aware of the time-lines for the implementation of their syllabus documents.

Staff express high levels of confidence re the implementation of the Australian Curriculum as indicated by comparative data from staff surveys.

Target 2

Continue integration of technology in teaching and learning


Staff professional learning sessions using both outside providers and internal collegial sharing of teaching strategies.

Release time for program writing and development of resources.

Provide teaching staff with laptops to facilitate teaching and learning.

23

Walkathon Fun

Explore the feasibility of student Bring Your Own Devices program to replace the DER program.

Our success will be measured by:

Student and staff feedback indicates effective use of IWB and laptops.

Evidence of programs and student work samples demonstrating integration of technology is evident in TARS and EARS interviews.

Student feedback indicates effective and regular use of technology in teaching and learning.

Positive staff evaluation use of laptops and BYOD program.

Target 3

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


Call for Year 11 students to volunteer their services to targeted students commencing with mathematics tutoring.

Provide a dedicated space and time for the students to meet.

Organise effective supervision by mathematics teachers.

Promote the program as an educational opportunity for both targeted students and their tutors.

Our success will be measured by

Evaluation surveys indicate high satisfaction levels by students and their parents.

Analysis of student performance indicates improved student outcomes in mathematics.

Key evaluations

It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2011 evaluations were undertaken in effective communication with parents and caregivers and this was repeated in 2012. In Curriculum parents of Years 8 and 11 were surveyed about the revised student reports.

Educational and Management Practice

Communication

Background

In 2011, parents and caregivers were surveyed about the effectiveness of the school’s communication practices, either agreeing or disagreeing with a statement. As a result of their evaluations a number of changes were implemented. A random sampling of parents was surveyed again in 2012 to gauge the effectiveness of the changes. One hundred and forty-six responses were obtained representing 15% of families.

Swimming Carnival

Athletics Carnival

24

Findings and conclusions

Statement Agree 2011

Agree 2012

I am aware the school Gazette is now published on the school website

86% 88%

I have accessed and read the Gazette on the website

48% 52%

I would prefer to receive a paper copy of the Gazette

62% 52%

I am aware that my daughter can collect a paper copy of the Gazette from the front office

69% 70%

I attended Parent Teacher interviews this year

65% 68%

I have made use of the interpreting services for phone or face to face interviews

16% 19%

The school’s student reports are detailed and give me the information I require about my daughter’s learning profiles

92% 96%

Any concerns I express are dealt with in a timely manner

85% 89%

I think the School’s communication systems are effective

87% 89%

I have visited the school’s website to get information

72% 76%

I am aware that the school’s annual report is on the school’s website.

63% 68%

I am aware of the existence of the P&C

90% 92%

I am aware of the existence of the Mothers’ Committee

12% 79%

I am aware of the various performance evenings at the school e.g. music, drama, textiles, art, food festival

96% 96%

I have attended a performance evening in the past

72% 75%

Future Directions

The school’s website will continue to be updated throughout 2013 and be advertised as the main communication strategy between school and the home.

Parents will be sent the gazette via their email address.

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

A text messaging system was introduced in 2012 to inform parents/carers of their daughter’s absence from or late arrival to school. This was received very positively by parents and will be evaluated in 2013.

Curriculum

Background

Parents were surveyed in relation to their daughter’s school reports. Reports were evaluated and modified in 2012. Parents of Years 11 and 8 were surveyed to ascertain their opinions about the effectiveness of our reporting system. In this way both junior and senior reports were evaluated.

Walkathon Friends

Findings and conclusions

At St George Girls High School…

Agree Year 11

Agree Year 8

Student reports are detailed and provide important information about my daughter’s strengths and areas to improve.

98% 97 %

The reports are clear and easy to understand.

97% 98%

Teachers indicate ways my daughter can achieve better results.

95% 89%

I am happy with the changes made to the reports this year (A-E scale, a specific mark rather than a mark range or number of students achieving each grade)

91% 96%

The personal learning profiles give useful information about my daughter as a learner.

93% 96%

The marks and grades give useful information about my daughter’s achievement level.

97% 96%

I value the teacher’s comment section of the reports.

99% 99%

My daughter uses her report to set future learning goals.

93% 93%

I am pleased with the inclusion of my daughter’s extracurricular activities on the cover page.

98% 96%

Reports are an important part of the school’s communication with parents.

98% 100%

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Future directions

It is clear that parents were in favour of the new reports with high level agreement with all statements. Parents both of senior and junior students especially value the teacher’s comment section of the report and see the reports as an important communication strategy between home and school.

To improve the level of satisfaction of parents with the reports teachers will continue to provide detailed and comprehensive comments focussing on ways students can improve their outcomes. Students will also need to be guided in using the report to set future learning goals.

P&C Bunning’s BBQ Fundraiser

Parent, student and teacher satisfaction

In 2012 the school sought the opinions of parents, students and teachers about the school.

Parent Satisfaction

Parents of Year 7 students were surveyed regarding their levels of satisfaction with the transition programs provided to assist students to adapt to the selective high school setting. The survey asked parents to rate their satisfaction with many aspects of our orientation and transition program. As the responses show parents were overwhelmingly satisfied or highly satisfied with all aspects of our program.

Orientation Day – December 2011 99% Satisfied/Highly Satisfied

Enrolment Day – Day 1 2012 98% Satisfied/Highly Satisfied

Parent Information Evening and Tour 98% Satisfied/Highly Satisfied

Peer Support Program – Term 1 2012 99% Satisfied/Highly Satisfied

P&C Family Picnic – March 2012 90% Satisfied/Highly Satisfied

Year 7 Camp – March 2012 99% Satisfied/Highly Satisfied

Friendliness, Helpfulness, Approachability of Staff 98% Satisfied/Highly Satisfied

Welfare Support Provided 97% Satisfied/Highly Satisfied

Satisfaction with the Transition Process 99% Satisfied/Highly Satisfied

Level of Communication e.g. gazette, website, parent meetings

97% Satisfied/Highly Satisfied

Staff Satisfaction

Staff were surveyed about their satisfaction with various aspects of working at St George. The table below shows the percentage of staff agreement with the statement comparing responses from 2007, when the survey was first administered, with those in 2012.

Statement 2007 2012

I feel that I am given opportunities to continually develop my skills.

92% 100%

I feel that I am given opportunities to contribute my skills to my faculty and/or the school.

96% 100%

I feel that I am listened to if I voice concerns or suggest improvements.

84% 98%

I feel that I am part of a team which works together in a supportive climate.

94% 94%

I feel there is an opportunity for open communication in staff meetings.

88% 96%

I feel that my efforts are acknowledged and valued by the school.

90% 92%

I feel that our high expectations of staff performance are frequently realised.

100% 100%

I feel that the work I do is important and makes a difference to students.

100% 100%

I feel that I am given the opportunity to have input into important decisions that affect me.

86% 92%

I feel that my work is professionally fulfilling.

98% 100%

Staff were also surveyed regarding their satisfaction with their professional learning opportunities. They responded to a series of statements indicating their agreement or disagreement.

1. Communication to staff of available professional learning opportunities is timely and effective – 98% Agreement.

2. I have been given sufficient professional learning opportunities this year – 94% Agreement.

3. School development days have been professionally rewarding and worthwhile this year – 96% Agreement.

4. The professional learning focus on technology has been useful and effective – 96% Agreement

5. Out of school professional learning courses have assisted me in the development of professional skills and knowledge – 98% Agreement

6. I have shared what I have learned from my professional learning with my colleagues – 98% Agreement

7. I would like to do more professional learning courses/workshops if the opportunities arise. – 100% Agreement.

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Student Satisfaction

Since 2004, an exit survey has been administered to Year 12 students. The table below shows the percentage of student agreement with the statement comparing the responses from 2004 with those in 2012.

Statement 2004 2012

I was satisfied with the subjects I chose.

76% 91%

I felt challenged and intellectually stimulated.

89% 99%

When making subject choices I was given good advice.

45% 85%

I acted on the advice I was given. 50% 81%

I have deep knowledge and understanding of my subjects.

68% 99%

I have been supported as a learner. 86% 99%

The school’s merit system appropriately rewards students.

39% 62%

The dragon badge system rewards community service.

61% 83%

I have had the opportunity to develop my talents.

63% 88%

I have been exposed to a wide variety of learning experiences.

68% 98%

I am a confident and critical user of technology.

75% 90%

I am proud to have attended St George.

95% 99%

I have been assisted with personal problems.

57% 86%

I have received helpful and constructive feedback in my reports.

62% 96%

I have been well prepared to achieve my best in the HSC.

66% 99%

I have positive and happy memories of my time here.

95% 97%

I have been encouraged to achieve my personal best.

70% 99%

Diverse cultures were valued at St George.

83% 96%

Professional Learning

In 2012 teachers participated in the following professional learning activities:

Use of ICT for teaching and learning

Quality teaching

Syllabus implementation and program development

Leadership and career development

Student welfare and wellbeing

School Development Days were used to:

Inservice teachers in appropriate DER software to ensure familiarity and expertise with electronic and digital technologies, including IWBs which are now available in all classrooms.

Jewel Huang’s Prize Winning Artwork “Beautifully Eroded”

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

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

Provide updates on Australian curriculum, holistic and subject specific (Phase 1 subjects)

Evaluate the school’s assessment and reporting system, and provide feedback for modification of school reports to include a technology outcome and extra and co-curricular activities.

Inservice staff on alignment of school grades with BOS standards.

Engage teaching staff in ICT for teaching and learning activities, assessment and reporting and Australian Curriculum;

Facilitate all faculties reviewing syllabus programs.

A major continuing focus for professional learning in 2012 was the provision of modules for staff in ICT. These were delivered by the Technology Co-ordinator and accomplished staff who shared their expertise with their peers and a variety of outside providers. A major in-service of 30 staff on Smart note book was organised as well as a follow-up session for 2013.

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

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Six new scheme teachers were accredited at professional competence and a further one maintained their accreditation at this level.

A total of $38 163 was spent on teacher professional learning and a further $9 869 on Digital Education Revolution professional learning. $8 752 was used to provide professional learning for beginning teachers in their first year of permanent employment. Total expenditure on professional learning was $56 784 which was the equivalent of an average of $880 per teacher.

About this report

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

Carole Knott, Principal

Noel Morris, Deputy Principal

Graeme Ponder, Deputy Principal

Lois Aspin, Teaching Staff

Mark Yan, President, Parents & Citizens’

Lisa Tulau, President, Mothers’ Committee

Anusha Thomas, President, SRC

Cover design and layout by Katherine Lucas

School contact information

St George Girls High School

Victoria Street

Kogarah

Ph: 9587 5902

Fax: 9553 8043

Email: [email protected]

Web: www.sgghs.com.au

School Code: 8136

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

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

‘Mirror Mirror’ Major Art Work by Isabell Grady
http://www.schools.nsw.edu.au/asr

annual school report 2012 - st george girls high school reports/530_8136... · mr j morrison, head...

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