HEADMASTER’S REPORT 2013
HEADMASTER’S REPORT 2013
Central Coast Grammar School is a leading independent, K-12, coeducational, non-denominational school. Located on a single 17 hectare campus overlooking the Matcham Valley close to the heart of Erina, 1.5 hours north of Sydney, our school enjoys a magnificent setting and first class facilities.
05 Leaders 06 Performance 08 Academic 10 Cocurricular
Striving for excellence in all endeavours in a happy, caring and supportive environment
15 Wellbeing 17 Community
Our graduates will be mature and articulate global citizens. They will have been encouraged to maximise their academic potential and have been exposed to a wide variety of cocurricular activities. They will have developed into confident, caring and well-balanced young adults. Our graduates will be able to thrive in a rapidly changing world through their collaborative skills, technological competence, enterprising spirit and capacity for innovation.
21 Management 23 Tributes
The Headmaster’s Report 2013 is a digital publication. The document addresses key goals identified in Future Directions 2009-2014.
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Arundel Road Erina Heights NSW 2260 Australia t: +61 2 4367 6766 e: email@example.com www.ccgs.nsw.edu.au
GOALS As outlined in Future Directions 2009-2014
1 Maximised Academic
ACADEMIC • There were many areas of improvement •
upon the 2012 NAPLAN results Year 7 students participated in a trial course studying Mandarin
COCURRICULAR • New sister school relationship •
2 Balanced and Enterprising Individuals
established with the Beijing Jing Yuan School in China Cocurricular opportunities were explored for the new Performing Arts Centre
3 Demonstrated Teaching Excellence
4 Nurtured Student Wellbeing
5 Supportive and Cohesive School Community
6 Improved Environmental Credentials
TEACHING • Professional learning and support was •
provided for teachers ahead of the new Australian curriculum 2 teachers were recognised for excellence in their fields
7 Sustainable Management Practices
WELLBEING • A Kindergarten/Year 6 peer buddy •
system was implemented The Year 6 to Year 7 transition program was reinvigorated
COMMUNITY • Inaugural Gosford City Relay for Life
ENVIRONMENT • Construction of new Performing Arts
MANAGEMENT • New digital communications platforms
event was held with staggering results A 3-year community partnership was established with the Central Coast Academy of Sport
Centre commenced Students participated in new environmental programs
were implemented Lowest number of leavers experienced since 2010 HEADMASTER’S REPORT 2013 / 03
FROM THE HEADMASTER
This Headmaster’s Report provides a summary insight into the operations of Central Coast Grammar School during the 2013 school year. It addresses directly the seven key goals of our strategic plan, Future Directions 2009-2014. William Low
In 2014 our current strategic plan will come to a close and we will begin work on the plan which will take us from 2015 to 2020. This plan has served us exceptionally well, identifying key areas for development where we would apply ourselves over a five year period. During 2013 we continued to address the seven key goal areas. In the area of ‘Maximised Academic Achievement’ we saw remarkable improvement in NAPLAN tests at Year 3, 5, 7 and 9. The 2013 NAPLAN test revealed some outstanding results not only by individuals, but a high level of performance by all year levels tested. Of course NAPLAN is not the only measure of academic performance, but at a time when the government and media are fixated with the academic under-performance of Australian students CCGS has continued to go from strength to strength. The Class of 2013 produced a remarkable set of results in the HSC. In the many snapshots that we take of academic performance we are improving across the board. The significant improvement that we have seen in the academic performance of students is a great tribute to the highly talented and hardworking staff. Our collective expectation is that every student will reach their academic potential regardless of their ability. Many of the improvement efforts which are ongoing are driven not only by the Headmaster, and Heads of School, but by classroom teachers hungry for their students to achieve at the best level they can. In the area of producing ‘Balanced and Enterprising Individuals’ we have achieved much success in 2013 through our extensive cocurricular programs. Leadership, community service, overseas exchange programs plus opportunities for students in the performing arts and music, public speaking and debating and sport, all contribute to producing confident, caring and well-balanced young adults. Under the focus area of ‘Demonstrated Teaching Excellence’ we continued to maintain an exceptionally high standard in our processes and programs. A number of teachers gained accreditation and a number undertook post graduate study to upgrade their qualifications and 2 teachers were recognised for excellence in their fields. To ensure this high level of teaching is enhanced when the new Australian curriculum is introduced in 2014, a number of professional learning and support activities were executed throughout 2013 to ensure staff are confident in the delivery of this new curriculum. Our wellbeing programs continue to be a key characteristic of what makes CCGS such a special place. The resources allocated to wellbeing programs, the House Family system, the work of our school psychologists and the work of the learning support teams, ensures that students have timely and expert intervention in all areas of their development from the academic to the social, emotional and behavioural. We constantly review those programs and will continue to do so as we move into our next strategic review. 04 / HEADMASTER’S REPORT 2013
In regards to creating a ‘Supportive and Cohesive School Community’ the unsolicited feedback I receive from parents new to the school is that they find the school community friendly, welcoming and nurturing. We are lucky to have such an active and supportive P&F who, along with groups like the Fathers Group and Parent Reps, provide avenues for students and parents to mix socially. 2013 also saw the school establish and develop formal relationships with community partners including the Cancer Council and the Central Coast Academy of Sport. These mutually beneficial partnerships are key to strengthening the school’s profile in the community and are one way in which the school connects with the broader community. We also continued to connect with our Alumni community via reunion events and past parent luncheons. ‘Improved Environmental Credentials’ is our goal when developing new facilities and programs in the school. An area of focus for the last year has been the new PAC and ensuring construction of this building meets the environmental benchmarks we set during the construction of the Science Centre. I am pleased to say that the design of this building is in line with the Green Star benchmark set for the Science Centre, without having the costly official certification. We also aim to continually improve the environmental education of our students and this year that was particularly demonstrated in the Junior School as students participated in new environmental programs, including the Gosford City Council’s Greenhouse Program. In the focus area of ‘Sustainable Management Practices’ we are continually striving to establish practices and procedures that ensure the school is well managed and that is it ultimately sustainable. Over the year we have implemented a PAC Building Committee to ensure our biggest building project is completed to time and within budget, new open morning events and transition strategies have been put in place to ensure strong enrolment figures and a change in bank services has locked in considerable savings on long term loans. A major challenge for our school is to continually lift the bar in everything the school does. I am able to confidently say that much of the drive for doing things better today than we did them yesterday is being driven from classroom teachers, support staff and administration staff. We are in the enviable position of having a teaching and non-teaching staff who set very high expectations for themselves and their colleagues. 2014 will be a very exciting year for CCGS as we celebrate the opening of the Performing Arts Centre, have our first reciprocal exchange program with Beijing Jingyuan School, undergo Board of Studies registration and accreditation and begin the process of putting in place the Strategic Plan which will carry us from 2015 to 2020.
LEADERS SCHOOL BOARD
Following the AGM April 2013
Ken Jolly AM
Sam Alder, Naomi Bennett, Joshua Bowen, Sam Cadman, Georgia Curtis, Jasmine FosterTuddenham, Jaimee Greenwood, Jessica Redmond, Monty Richmond, Jasmine Riley, Garren Robbins, Vardon Robson, Luke Smith, Jackson Stanley, Aaron Thomas, Georgie Vishney, Cameron Wilkinson, Ben Williamsz
Amy Annabel, Lauren Burgess, Samantha Danckert, Oscar Fortey, Dylan Frangos, Zachary Frangos, Anthony Gray, Alexandra Husband, Ben Killen, Anthony King, Sean Maranik, Luke Moore, Caitlin Mulhall, Joshua Pearson, Talissa Robins, Nicholas Rodgers, Christian Whitfield, Jack Willis, Tilly Wilson
Jessica Redmond, Christian Whitfield and Georgia Wassall head prefects
Taylah Benson, Daniel Callaghan, Conor Carlile, Alyssa Cole, Beyhan Irmako, Nicholas Judd, Peter Langton, Taylah Lorking, Emily McDougall, Sarah Newell, Edward Slade, Isaac Tieman, Marie-Claire Totonjian, Sarah Wardle, Dallas Youles
Garren Robbins and Jasmine FosterTuddenham acacia house captains
Nicholii Philip Booth, Josh Bridge, Lucy Cox, Sophia Gillam, Christopher Gornall, Indianna Green, Taryn Henry, Marcus Hundt, Matthew Jaensch, Anna-Clare McAtamney, Scott McQueen, Natasha Naidu, Kadison News-O’Neil, Marina Richardson, Georgia Wassall, Tori Watts, Georgina Woods
Samantha Danckert and Benjamin Killen
head of senior college
JUNIOR HOUSE LEADERS
grevillea house captains
Acacia Captains: Isabelle Bennett, Harry Carpenter, Emerson Russell and Ben Phillips Vice Captains: Lucy Andrews, Brodie Hughes, Libby Meadows-Batagol and Jackson Hockey
Grevillea Steven Bennett head of middle school
Captains: Paige McBain, Mitchell Battersby, Ruby Britt and Mackenzie Holden Vice Captains: Emilie Kull, Dane Schoffl, Xanthe Fitzgerald and Oscar Baker
Beyhan Irmako and Sarah Wardle ironbark house captains
Ironbark Captains: Priya Soni, Cameron Barnett, Tarlia Bush and Rory Burns Vice Captains: Saoirse Henderson-Foley, Tom Worthington, Estelle Chown and Daniel Holohan-Hill
Nicholii Linda Webb head of junior school
Captains: Bronte Smith, Jett Lillioja, Zara Hutabarat and Huwan Medcalf Vice Captains: Sophie Wilkins, Matthew Douglas, Grace Reed and William Dahl
Josh Bridge and Indianna Green nicholii house captains
HEADMASTER’S REPORT 2013 / 05
PERFORMANCE HSC Highlights
Class of 2013 POST SCHOOL DESTINATIONS The chart below indicates the post school destinations chosen by 110 students from the Class of 2013.
12 Other Higher Education institutions
2 CSU 6 Workforce 20 MACQ 5 GAP Year Artwork by Ruben Fela. Ruben was 1 of 5 CCGS students nominated for inclusion in HSC showcases or exhibitions
• Dallas Youles achieved the highest ATAR Rank of 97.70 and was named Dux 2013
21 UNCLE 11 Unknown 7 UNSW 14 USYD
• Dylan Frangos was honoured for inclusion in the NSW Board of Studies All Rounders list for achieving Band 6 in 10 or more units of study • Christian Whitfield placed 8th in the State in Society and Culture • Benjamin Killen placed 12th in the State in Personal Development, Health and Physical Education (PDHPE) • Ruben Fela and Anna Clare-McAtamney were selected for inclusion in ARTEXPRESS, an annual exhibition of exemplary artworks created by students for the HSC examination in Visual Arts. • Emma Boyd was nominated for inclusion in ENCORE, which showcases exemplary performances and compositions from HSC music examinations. • Daniel Callaghan was selected for inclusion for InTech which is an exhibition of outstanding Major Projects from HSC Industrial Technology students. • Anastasia Pitt was nominated for the Board of Studies’ Young Writers’ Showcase which is a printed anthology of some of the extraordinary short stories, poems, scripts and critical responses submitted for the 2013 HSC English Extension 2 course.
TERTIARY COURSES 2014 The chart below indicates the courses chosen by the 84 students undertaking tertiary study
6 Applied Sciences
Higher School Certificate candidates: 110 • 12% of CCGS students achieved an ATAR of 95 or above • 25% of CCGS students achieved an ATAR of 90 or above • 50% of CCGS students achieved an ATAR of 80 or above
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Dux of 2013 Dallas Youles
The National Assessment Program - Literacy and Numeracy tracks the progress of students in Y3, 5, 7 and 9.
ICAS Computer Skills Y5 & Y6 2 High Distinction | 13 Distinction | 14 Credit
The tables below show the percentage of CCGS students compared to state school students in Literacy and Numeracy. [Percentages for the components may not add to 100 due to rounding]
ICAS Mathematics Y2-6 1 High Distinction | 28 Distinction | 56 Credit
YEAR 3 In Y3 there are 6 achievement bands. The bands start at Band 1. Band 6 is the top band. SUBJECT
ICAS Science Y5 & Y6 4 High Distinction | 12 Distinction | 16 Credit
CCGS % BAND 5-6
STATE % BAND 5-6
Grammar & Punctuation
YEAR 5 In Y5 there are 6 achievement bands. The bands start at Band 3. Band 8 is the top band. SUBJECT Reading
CCGS % BAND 7-8
STATE % BAND 7-8
Grammar & Punctuation
YEAR 7 In Y7 there are 6 achievement bands. The bands start at Band 4. Band 9 is the top band. SUBJECT
STATE % BAND 8-9
YEAR 9 In Y9 there are 6 achievement bands. The bands start at Band 5. Band 10 is the top band. SUBJECT
ICAS Writing Y3-6 8 High Distinction | 23 Distinction | 27 Credit Newcastle Permanent Mathematics Competition Y5 & Y6 81% of CCGS students placed in the top 15% of 18000 participants 2 students awarded ‘District Winner’ (Gosford district) 12 High Distinction | 29 Distinction | 9 Merit
National Geographic Channel Australian Geography Competition Y7-Y10 20 High Distinction | 22 Distinction | 52 Credit ICAS English Y7-9 1 High Distinction | 23 Distinction | 35 Credit ICAS Mathematics Y7-9 1 High Distinction | 8 Distinction | 32 Credit 1 Year 9 student invited to the High Achiever’s Award at UNSW for achieving a High Distinction ICAS Science Y7-10 18 Distinction | 60 Credit
CCGS % BAND 8-9
Grammar and Punctuation
ICAS Spelling Y3-6 4 High Distinction | 10 Distinction | 26 Credit
Australian Mathematics Competition for Young Australians Y5 & Y6 26 Distinction | 14 Credit
ICAS English Y3-6 1 High Distinction | 23 Distinction | 50 Credit
CCGS % BAND 9-10
STATE % BAND 9-10
Grammar and Punctuation
Assessment of Language Competence Examination Y10 High Distinction: 3 French | 1 Japanese Distinction: 2 French | 3 Japanese Credit: 1 French | 3 Japanese National Computer Science School Challenge Y5-11 (University of Sydney/Google - Python programming) 3 students achieved perfect score of 100% 2 High Distinction | 4 Credit | 1 Merit Literary Competitions Write4Fun Junior: 1 Kindergarten student placed as a finalist, 1 Year 1 student awarded a certificate for Excellence in Writing Dorothy Mackellar Poetry Competition: 3 students (Year 2, Year 3 and Year 5) received a ‘Commended Award’.
HEADMASTER’S REPORT 2013 / 07
1. ACADEMIC MAXIMISED ACADEMIC ACHIEVEMENT GOALS WE SET TO ACHIEVE IN 2013-14
• • •
NAPLAN The school’s NAPLAN results for 2013 were outstanding; across almost all categories in Years 3, 5, 7 and 9 CCGS performance was superior to the performance of Independent schools as a group in NSW. In addition to strong performance in all years tested, there were also many areas of improvement upon the 2012 NAPLAN results. When comparing the 2012 and 2013 results, there was a greater percentage of CCGS students achieving in the top bands; in Year 3 there were significant improvements in Band 5/6 results in the areas of writing and overall numeracy, whilst in Year 5 there were improvements upon 2012 performance in the areas of Spelling and Grammar and Punctuation. In the Middle School, in the 2013 Year 7 NAPLAN results there was an increase in the percentage of students achieving in the top bands in the areas of Reading, Spelling, Grammar and Punctuation and Overall Numeracy, whist in Year 9 there was a greater percentage of CCGS students achieving in the top bands in every area tested.
• In 2013 50% of the HSC students seeking an ATAR achieved an ATAR over 80, compared to 48% in 2012.
Extending student learning Mathematics •
Mathematics Immersion Program: Once a week Year 6 students attended senior school Mathematics classrooms to be taught by senior school Mathematics teachers.
Mathematics Problem Solving Workshop: Year 8 students participated in an interactive Mathematic Problems, Patterns, Pictures and Puzzles workshop presented by the Mathematical Association of NSW and Inquisitive Minds. In a 2 hour hands on competition two CCGS students obtained a score of 100%, they were the only students in all of NSW to achieve this.
HICES Mathematics Tournament: 4 Middle School students participated in competitive and non-competitive challenges and together as a team came 6th place out of 22 schools.
55% of all of the HSC exams taken at CCGS resulted in Band 5 or Band 6 achievement, compared to 54% the previous year (2012).
There were 83 Band 6 achievements by the 2013 cohort compared with 72 Band 6 achievements the previous year (2012 cohort). Students that achieve a Band 6 in one or more of their subjects are placed on the NSW Board of Studies Distinguished Achievers List, in 2013 36% of students (compared to 37% in 2012) were awarded this honour.
Reading Comprehension Scheme K-6: Students’ ability to answer inferential style questions is a skill the Junior School focused on in 2013 in order to develop the ability to read for meaning and give the students the skills to construct understanding.
Reading Resources: Kindergarten and Year 4 trialled a new reading program called CARS (Comprehension Assessment of Reading Strategies) and STARS (Strategies to Achieve Reading Success). This is a structured reading program that diagnoses student comprehension and guides
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Continual improvement in all aspects of NAPLAN Increase in the number of students in the top 2 bands of NAPLAN at Years 3, 5, 7 & 9 Maintain the number of students in the top 2 bands and increase number of band 6 achievements in the HSC results
teachers to instruct to the level of each student’s ability in order to improve literacy results. The program allows for differentiated instruction ensuring children are reading at their instructional level.
• Dorothea Mackellar Poetry Awards: Founded 29 years ago, the Dorothea Mackellar Poetry Awards have grown into Australia’s largest poetry writing competition. In 2013 Junior School students submitted over 200 entries. Poetry is an important writing skill for children to learn as they develop the ability to ‘paint a picture’ using figurative language which ultimately can be used in other writing tasks. • Writing Competition: In 2011 the Junior School launched a writing competition for Year 3-6 students. Building on the success of the competition, in 2013 it was expanded to include K-2 students. The aim is to encourage students K-6 to write to the best of their ability on a set stimulus, with the best five writing pieces, and the most improved pieces of writing submitted by each class for judging. •
Spelling Competition K – 6: The aim of the competition is to send a clear message that spelling is important, with the focus on fun and earning ‘Personal Best’ results.
Quest Atlantis: Year 6 students had the opportunity to engage in a new and exciting learning experience through the Quest Atlantis online 3D learning environment. In the program students undertake a range of missions and quests that support various curriculum outcomes.
Gifted and Talented Opportunities
Year 8 students participated in a Mathematics problem solving workshop
The whole school participated simultaneously in the Hour of Code initiative
• Middle School girls visited Google: A small group of Years 7, 8, 9 and 10 girls were invited to attend a full day workshop at Google in Sydney. The workshop was for students who are interested in and have displayed aptitude for Computer Science, problem solving and/or coding. The aim of the day was to provide a preview of what pursuing a career in computer science looks like and included a tour of Google’s Sydney office, a Computer Science Unplugged workshop involving problem solving and number systems and a career panel discussion with female lead engineers for Google.
• Robotics Workshop: 24 girls from Years 5 and 6 attended an ‘Introduction to Robotics’ workshop at Macquarie University. The workshop provided a highly engaging medium for students to demonstrate creativity, critical thinking, collaboration and communication, four essential skills for learning in ICT and across the curriculum. •
Hour of Code: To celebrate Computer Science Education week the whole school participated simultaneously in the ‘Hour of Code’ initiative by code.org. The Hour of Code gave every K-12 student the opportunity to explore and be introduced to basic Computer Science concepts. Computer Science skills help to develop problem solving and logical thinking skills, whilst giving students an understanding of how technology works and promoting innovation and creativity through designing solutions to various problems. With the Digital Technologies Curriculum being released in 2014, Central Coast
Grammar School recognises the importance of promoting fundamental Computer Science skills and opportunities for our students.
Tournament of Minds (TOM): CCGS entered 4 teams across Junior School, Middle School and Senior College into the TOM competition. The tournament gives students the opportunity to participate in open-ended challenges which demand experimentation and reward divergent thinking. The tournament runs across 4 disciplines – Language Literature, Maths Engineering, Social Sciences and Applied Technology.
HICES Gifted and Talented Camp: Twelve Year 6 students attended the annual HICES Gifted and Talented (G&T) Camp, which provides a great opportunity for our talented students to work in an area of their passion for a whole week, as well as meet and mix with like-minded students from 17 other HICES schools.
The Science and Engineering Challenge: A team of top Year 10 scientists competed against schools from all over the Central Coast in a range of hands-on activities designed to demonstrate the varied and practical elements of a career in the disciplines of science and engineering. Presented by The University of Newcastle and The Rotary Club of Gosford and involves 800 schools nationwide.
Science Seminar Series: Held regularly on Wednesdays at lunchtime, all Stage 6 Science students were encouraged to attend to gather insight into the HSC examinations from experienced HSC teachers and markers.
Mandarin: In 2013, twelve Year 7 students and one Year 8 student participated in a trial course studying Mandarin for the year. The course covered the Mandarin Chinese phonetic system, the Chinese Characters writing system, basic conversations and an introduction to Chinese culture. Students had the opportunity to practice their new language skills during class and practice after class through the Language Perfect website. In 2014 Mandarin will be studied by all Year 7 students and offered as an elective for Year 8 students.
Continual improvement in all aspects of NAPLAN Continual improvement of students in the top 2 bands of NAPLAN at Years 3, 5, 7 and 9 and increase the number of top band results Continual improvement of students in the top 2 bands of HSC and increase the number of band 6 results Each aspect of literacy and numeracy at Years 3, 5, 7 and 9 to be supported by a specific action plan with quantifiable performance targets Each subject at HSC level to be supported by a specific action plan with quantifiable performance targets
HEADMASTER’S REPORT 2013 / 09
2. COCURRICULAR BALANCED AND ENTERPRISING INDIVIDUALS GOALS WE SET TO ACHIEVE IN 2013-14
Maintain new initiatives in sport at a high level Plan for the opportunities that the new Performing Arts Centre will present to the cocurricular program
The Junior School Performing Arts Production of ‘Cinderella Rocks’
A balanced education involves more than just the pursuit of academic success. At CCGS we offer a comprehensive choice of cocurricular opportunities to meet a wide range of students’ interests. Cocurricular activities are stimulating, fun and challenging, and allow students to discover new pathways to personal growth and find areas in which they can succeed.
Sport Participation in cocurricular sport: Involvement in cocurricular sport by students continued to be strong, with an increase in participation witnessed in many sports, especially in the Junior School. Junior Netball had 8 teams enter the Gosford Netball competition and Junior Basketball had 148 students participate. Participation in Cricket across the board was also pleasing, with more teams formed in Prep Cricket than ever before, as well as new teams formed in the Middle School. The increase in participation in Cricket, especially in the Middle School, has provided a new level of continuity for the sport, and ensured viable team numbers to progress from Junior School teams through to Firsts in the senior years. New in 2013 was the introduction of Football in the Prep sports cocurricular program, with one Prep team introduced to participate in the IPSHA competition. Gosford Mayor and former Central Coast Mariners Coach, Lawrie McKinna has had a keen interest in the development of boys and girls football at CCGS since his time with the Mariners. In mid-2013 a new partnership was established with Mr McKinna which saw him accept the role of Director of Coaching for the school’s football program for the remainder of 2013 and 2014. This, combined with the increasing 10 / HEADMASTER’S REPORT 2013
popularity of Football in the 7-12 sports program, reinforces the sport’s growing strength as a cocurricular option at CCGS. A new Infants Sports Skills for Life program aimed at developing a variety of sporting skills and behaviours in K-2 students so that they can confidently move into the cocurricular sports program from Year 3 was introduced in Semester 2. Students participated in activities run by external coaching services in the sports of Netball, Oz Tag, Rugby, Hockey and Football. The combination of high participation rates in cocurricular sports, as well as the introduction of the K-2 sports program, puts the school in good stead to grow the cocurricular sports program over the years to come. Friendly rivalry: In March CCGS engaged in a sociable sports afternoon with Hunter Valley Grammar School and Pymble Ladies College. For the first time in 3 years the weather was kind to us and the event was able to go ahead as planned. Games were scheduled in the sports of Netball, Girls and Boys Football and Rugby. Success in cocurricular sports: In March CCGS sent a team of 69 students to the ISA Cross Country Carnival. The day was a huge success for the school with CCGS named Champion School overall in both the Girls and Boys events. At the HICES Cross Country, CCGS was named the winner for the 16th year in a row. At the conclusion of the summer cocurricular sport program CCGS was very well represented in Girls Basketball with teams participating in the Open C Final, Intermediate Final, Junior A Final
and Junior B Final. While on the day the Intermediates were defeated, the Open C’s, Junior A’s and Junior B’s all won their games and went on to be announced as the Season Premiers. Boys Basketball also did well with the Division 1 team taking out top spot in the ISA competition. Another sport of strength was Tennis, with the Division 4 team winning the ISA grand final. In the winter cocurricular sport program success was enjoyed by the Hockey teams, with the Junior A team the Open A team winning their grand finals, enabling CCGS to be named outright champions for 2013. The Division 2 Rugby teams also did well in the ISA competition, with both the under 14’s and the under 15’s winning grand final matches. In the Girls Football CCGS won the school shield in a tie and in Equestrian the school placed 6th out of 150 schools at the NSW State Interschool competition.
Performing Arts New opportunities for the drama cocurricular program There has been extensive revision of the drama programs currently in place in order to maximise the cocurricular opportunities available for students when the new PAC opens. The timing of the 2014 Senior School Production has been reviewed and will now take place in Week 3, Term 4 in order to allow students to experience performing and working in the new PAC. As the new PAC will be larger and more sophisticated than the current PAC there are also plans to have a very large cast and a larger behind the scenes crew than in previous years in order to allow more students to be involved in the production. The current practices in place for Costuming and Set are also
A new Infants Sports Program was introduced to develop a variety of sporting skills in K-2 students
Cocurricular music concerts and music evenings provided opportunities for the CCGS community to enjoy the musical talents of students
The Senior Debating Team won the Grand Final of the HICES Debating Competition
being reviewed and strategies will be put in place to allow the drama department to manage the increased numbers of cast. There have also been discussions for beyond 2014, with a plan for CCGS to host a Regional or Coast-wide Shakespeare Festival in future years, with more opportunities for more students to be involved in cocurricular drama.
In August, 24 students from Years 5 – 7 attended the 2013 HICES Music Festival Camp at Stanwell Tops. Our students joined 330 other student musicians from HICES schools across NSW. In addition to working with other students in musical ensembles, students also prepared for the Festival Finale, a massed choral and orchestral item commissioned to celebrate the 25th anniversary of the festival, performed in Sydney Town Hall. The HICES Music Festival is held annually, however, the focus changes biennially, and in 2014 the festival will focus on developing the talents of the students in Years 7 – 12.
Drama in 2013 Drama gives students the opportunity to embrace individual expression in many forms whilst also allowing them the opportunity to explore aspects of both their world and others in society. At CCGS students are able to participate in a myriad of drama opportunities. The Shakespeare Festival (Year 9 - 11) gives students the opportunity to delve into the playwright’s classic works and use them as the starting point to unleash their own interpretative performances. The two Elective Drama Entertainment Nights (EDEN), were showcase nights that allowed students from Year 9-12 to perform their own creations and celebrate what makes drama unique. Year 11 focused on the Theatre of the Absurd and explored ideas of conformity and authority in their production of The Cage Birds and Year 7 students interested in performance activities were invited to join the Year 7 Drama Club. School productions are an important feature on the school’s calendar and are a rich and integral part of the fabric of CCGS life. As in previous years the school held two productions. The Senior Production, ‘Great Expectations’, was based on the famous novel by Charles Dickens and The Junior Production, ‘Cinderella Rocks’, was a modern twist of the well-loved classic fairy-tale.
New opportunities for the music cocurricular program The music department have been investigating ways to enhance the extensive cocurricular opportunities available to music students as a result of the new PAC. Discussions have taken place with the Education Manager of the Sydney Symphony Orchestra (SSO) in regards to using the new PAC as a hub for activities the SSO presents to regional students. Meetings have also taken place with the executive of AUSTA (Australian String Teachers Association) regarding guest presenters coming to CCGS to work with our students and our various string ensembles. This has been met with a positive response and future ideas have included hosting a regional string festival and master classes. New opportunities with the local community are also being fostered through an expanding relationship with the Central Coast Conservatorium.
Music in 2013 During the year our talented cocurricular music students showcased their skills in two cocurricular music concerts. Held on a Sunday afternoon in June and November, the concerts provided students with the opportunity to share their developing skills with the wider school community. The high standard of performance and the variety and breadth of performances ensured an enjoyable afternoon for all who attended these concerts. In addition to these concerts our musical students also performed at a number of community events including The 5 Lands Walk, The Gosford Regional Show, various Aged Care facilities and our Spring Fair.
Students in Years 1 – 4 had the chance to participate in their first HICES music experience via the String Workshop in Sydney. Joining students from schools in Sydney, the Illawarra, the Blue Mountains and Hunter Valley, students participated in a session with visiting international string pedagogue, Professor Mimi Zweig, before performing in a massed performance of pieces work-shopped on the day. We look forward to further expanding the prospects available for our cocurricular music students in 2014 as a tour has been approved for students from Years 7 – 11 to participate in Rhapsody Rotorua, an annual music festival held in New Zealand.
Debating/Public Speaking CCGS students participate in a number of public speaking and debating competitions throughout the year and as in other years they performed exceptionally well in 2013 in the areas of both public speaking and debating. Some of the highlights include:
HEADMASTER’S REPORT 2013 / 11
The HICES Debating Competition: One of the largest and most prestigious competitions in which the school participates, 175 debating teams from 36 Independent Schools participated in the competition and of the schools involved, CCGS was one of only two schools which had 6 teams progress to the finals series. The Year 6, Year 7 and Year 8 teams progressed as far as the Semi Final round and the Senior Debating Team won the Grand Final. The Probus Shield Debating Competition: In a change of format, the competition was run as a Round Robin event. The CCGS open team were the only undefeated team and as a result the school retained the Probus Shield. Rotary Inter-School Debating: The CCGS Open Debating Team further continued the success of last year by winning this competition. The “My First Speech” public speaking Competition: Students must imagine themselves as a newly elected member of The House of Representatives and write and present a 3 minute speech on an issue that they are passionate about. 96 students from across Australia competed in the event and one CCGS Year 11 student made it through to the top 10. Josie Mitchell Public Speaking Competition: Students in Year 7, Year 9 and Year 11 won their age division in this competition. Lions Youth of the Year Competition: Year 12 student Natasha Naidu, who represented the Terrigal-Wamberal Lions Club, was one of only 5 students in NSW to make it to the State Finals.
Enhancing global experiences At CCGS we believe it is important to connect students with communities at a local, national and international level. This global perspective helps them appreciate the cultural diversities of the communities in which they will one day work and live. The Exchange Program: During the year the student exchange program continued to strengthen and maintained its important role in shaping our students to become articulate global citizens. 23 CCGS students participated in exchange programs to Canada, the USA, Japan, Germany, Wales and Ireland. As part of the Reciprocal Exchange Program we hosted 20 students from these countries. Ueda Nishi High School is one of our longest standing sister schools within the exchange program and over the years 12 / HEADMASTER’S REPORT 2013
we have forged a very strong bond. We welcomed 16 visiting students for 12 days to experience life in an Australian home, participate in specialised classroom lessons and attend excursions. We also hosted 3 long-term students. These students thoroughly embraced the CCGS community, participating in school winter sports and community fundraising. These opportunities to immerse themselves in our school’s community culture are both unique and very rewarding, creating a wonderful bond we hope will enrich their lives and ours long after they return home to Japan. CCGS also played host to sporting tours from three schools - Collingwood School in Canada, Royal School Dungannon in Northern Ireland; and Royal Grammar School, Worcester, UK A new relationship with China: The Headmaster visited China in 2013 with the view to establishing a new sister school relationship. After a meeting with the Deputy Mayor of Beijing, a meeting with one of the Senior Deputy Director Generals of the Beijing Education Commission, meetings with several education agents licensed by the Education Ministry of China and visits to three schools, a new link with China has been formed. Our new sister school, the Beijing Jing Yuan School, is a K-12 School of approximately 2000 students with a 3 school structure and an ethos and curriculum very similar to CCGS. The school is a perfect match for the development of future relationships and plans are being made for an exchange program to commence as early as 2014. Beijing International Summer Camp: The school’s relationship with China was further expanded when CCGS was selected to participate in the Beijing International Summer Camp for the second year in a row. Our students joined 780 students from 24 countries for a cultural glimpse of China. The 10-day camp aims to develop communication, mutual understanding, respect and friendship between Chinese and overseas students. Primarily for Middle School students and their teachers from around the world, this year Ms Belinda Ho and Mr Steven Bennett accompanied 20 students in Years 9 and 10 for a once in a lifetime opportunity. Cambodia/Vietnam Tour: The 7th year of this tour saw 25 Year 11 students and 5 staff embark on a 16 day humanitarian and adventure tour. After months of fundraising activities including lunchtime BBQs, a Moonlight Luau themed fundraising dinner and various other student led activities, the students, on
behalf of GGCS, were able to contribute $20,000 towards the Tabitha Foundation for building materials for 12 new houses south of Phnom Penh in the Kandal Province. Independently, the students also collected funds from their spending money to buy a well and a pig for the community. In total, CCGS has been involved in the construction of 70 houses over the past 8 years. Throughout the year students also raised funds for the Sunrise Children’s Village in Phnom Penh. This year in addition to the $3,500 raised, each student also carried over with them numerous lined exercise books collected by the school community for the children. The remainder of the tour focused on cultural tours and historical visits in Cambodia and Vietnam. A visit from the Sunrise Children’s Village: For the first time this year we welcomed 5 visiting students from the Sunrise Children’s Village in Cambodia to CCGS for a study tour. For 4 weeks the students participated in regular classes, attended excursions and stayed with host families from our school, providing them with a taste of Australian school life and many opportunities to practice their English. Our own students were able to gain valuable insights into a life far from home and gain a deeper appreciation of the very lucky life they live in Australia. The Cambodian students’ tour coincided with a special one day visit from the founder of the Sunrise Children’s Village, Geraldine Cox. Geraldine shared with students some insights into the history of Cambodia and of the life of a child in the Sunrise Children’s Village.
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Maintain and support initiatives in cocurricular activities Develop strategies to encourage greater participation of students in all aspects of cocurricular activities Further develop opportunities arising from the new Performing Arts Centre Plan to introduce Dance as an elective in Year 9, 2015 Plan to introduce Dance as a cocurricular activity in Junior School
3. TEACHING DEMONSTRATED TEACHING EXCELLENCE GOALS WE SET TO ACHIEVE IN 2013-14
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Teacher accreditation During 2013 the provision for support of teachers working towards accreditation through the NSW Institute of Teachers (NSWIT) and the Independent Schools’ Teacher Accreditation Authority (ISTAA) continued. As a result 1 teacher was accredited at Proficient Teacher level through NSWIT and 2 teachers were accredited at Experienced Teacher level through ISTAA. In addition to this, what is especially pleasing is that for the third year in a row these accreditations were accepted without need for correction, additional evidence or resubmission. This further demonstrates that the accreditation systems and processes in place at CCGS are effective and reinforces our status as a benchmark school in this arena.
HSC marking In 2013 there were 33 approved applications from teachers to participate in HSC marking. This was an increase on the 24 applications submitted the previous year. As well as increase in applications there was also an increase in the numbers of teachers submitting applications for the first time and the number of teachers submitting applications who had not done so for a number of years.
Implementation of Stage 2 of the appraisal system In 2012 a structured appraisal system was designed and implemented to address the NSW Professional Teaching Standards, with this first stage being completed for all teaching staff. In 2013 the process underwent further modification to address the National Professional Standards for Teachers. In the roll out of the second stage of the appraisal system there was successful transition of the teaching appraisal process from the NSW Teaching Standards to the National Professional Standards for Teachers. All teaching staff completed appraisal including structured, standards-referenced self-reflection, peer observation and feedback, professional goal-setting and supervisory discussion and critical feedback for ongoing improvement. Implementation of Stage 2 also included the development and implementation of appraisal of Heads of
Increase the number of teachers gaining accreditation within the Teaching Standards Framework Maintain the number of subjects represented in HSC marking Implement Stage 2 of the appraisal system for all teaching staff The provision of leadership and professional learning for all teachers to embed quantitative data into teaching programs Provision of professional learning and support to ensure staff are confident in the delivery of the Australian curriculum
Department and Stage Managers, referenced against the National Professional Standards for Teachers.
Professional learning The provision of leadership and professional learning for all teachers to embed quantitative data into teaching programs Staff across the school are using quantitative data to inform their teaching programs. In the Junior School all staff presented to the Headmaster and fellow teaching staff presentations on how they are using data in their specific area to enhance teaching and learning. In the Middle School, teachers of Years 7 to 9 use SMART 2 (School Measurement, Assessment and Reporting Toolkit) data to identify teaching and learning priorities and specific strategies that address the needs of the students they teach. Staff have gained an increased awareness and use of teaching and learning resources available through SMART 2 data. Teachers of Year 7 students also use data gained from Screening Assessments conducted prior to students commencing Middle School to identify strengths and weaknesses of students. There is now increased collaboration amongst departments to ensure students reach their potential in literacy and numeracy. Professional learning and support for delivery of the Australian curriculum To ensure staff are confident in the delivery of the new Australian curriculum being introduced in 2014, a number of professional learning and support activities were executed throughout 2013. Teachers from English (K-10), Mathematics (7-10), Science (7-10) and History (7-10) engaged in professional development sessions with consultants from the Association of Independent Schools through the Video Hub to gain a working understanding of the new syllabus requirements. This was used to inform their planning for teaching and learning in 2014. During the whole-school professional learning program, ‘Assessment and Programming for Understanding’, all staff
HEADMASTER’S REPORT 2013 / 13
All teaching staff participated in a professional learning program titled ‘Assessment and Programming for Understanding’
CCGS teacher and school psychologist, Dr Kylie McIntyre, was awarded the University of Newcastle’s ‘Vice-Chancellor’s School Teacher Award’
engaged with current research to ensure the review and development of high-quality teaching and learning programs. For English (K-10), Mathematics (7-10), Science (7-10) and History (7-10), this provided a structured opportunity for staff to work collaboratively to develop teaching and learning programs for delivery of Phase One of the Australian Curriculum.
by the Harvard Graduate School of Education in Cambridge, United States of America. The course is a six-day intensive program that addresses productive ways to strengthen teacher effectiveness and enhance student learning outcomes.
New teachers In 2013 we welcomed 3 new teachers to CCGS. Willa Chen, teaching Mandarin part time, Wilma Vallis as the Deputy Head of Junior School and Vanessa James teaching in the Junior School.
Staff achievements CCGS English Teacher and Director of Teaching and Learning, Damon Cooper won the 2013 NGS Super Scholarship People’s Choice Award. With a win of nearly 50% of the total votes received, this is a reflection of the high esteem in which Damon is held by CCGS staff, parents and students. With this prestigious scholarship Damon will attend the ‘Enhancing Teacher Effectiveness in High Schools’ workshop being offered
CCGS teacher and school psychologist, Dr Kylie McIntyre was awarded the University of Newcastle’s ‘Vice-Chancellor’s School Teacher Award’. The award recognises the important contribution that school teachers make to our lives, and to our educational choices at school and beyond. Dr McIntyre was nominated for this award by past CCGS student and current Newcastle University student, Jane Goodwin (2007). The award selection process was rigorous with nominations considered by an awards panel. Head of Senior College, Denise McDonough, successfully completed an Educational Leadership program developed by the Association of Independent Schools (AIS) linking with the Office of Educational Leadership (OEL) of UNSW. Further to this Ms McDonough was invited to sit on the AIS Leadership Centre Council which develops leadership programs offered by the AIS.
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Further develop collaborative programming, collaborative teacher delivery and collaborative assessment programs across K-12 Continue to enhance approaches for professional learning opportunities Formalise appraisal for staff in positions of responsibility not directly related to teaching Develop and implement the Australian Curriculum effectively into classroom teaching programs and practices Further develop teachers’ skills in the use of quantitative data to develop quality teaching and continually improve student outcomes
4. WELLBEING NURTURED STUDENT WELLBEING GOALS WE SET TO ACHIEVE IN 2013-14
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Wellbeing encompasses all of the processes that seek to promote wellbeing in every individual, and includes approaches to self-esteem, resilience, appropriate behaviour, management of conflict and the provision of leadership opportunities. A positive culture of wellbeing is promoted in the school by providing a safe learning environment, enhancing social and emotional learning, encouraging healthy lifestyle, using a strengths based approach to learning and building a community that is supportive, respectful and inclusive.
Implementation of a Kindergarten/Year 6 peer buddy system This program involved pairing a Year 6 student with a Kindergarten student, not only for the initial weeks as Kindergarten settled into school but for the duration of the year. The buddies worked together at sports carnivals, in class, as well as at specific events such as Tree Day and in the celebration of Kindergarten’s 100 days at school. The relationships developed between the Kindergarten and Year 6 students provided benefits for both age groups. Year 6 students developed their leadership and interpersonal skills, as well as cultivated their identity as leaders of the Junior School, while Kindergarten students had someone to look up to and guide them as they settled into school. The program enjoyed success in its first year and will be continued in 2014.
Reinvigoration of the Year 6 to Year 7 transition program In addition to the existing transition activities in place from previous years, a number of new initiatives were put in place during 2013 to create a holistic transition plan from Junior School to Middle School in order to support both students and parents.
New transition activities in 2013 • Year 6 students met with the Head of Middle School (HOMS) and Deputy Head of Middle School (DHOMS) for a casual morning tea and short tour of the Senior School. This gave students the opportunity to ask questions and share their thoughts in a relaxed environment. Allowing students to get to know the people and places in their new environment prior to commencing Middle School reduced the amount of uncertainty associated with starting Year 7. • Personal interviews between Year 6 students and their families and the HOMS were conducted during the year prior to students commencing in the Middle School. This was an opportunity for students and their families to find out more about the Middle School. • Throughout the year the HOMS and DHOMS visited each Year 6 class. This provided an opportunity for students to ask questions and learn about the new experiences that lay ahead.
Implement Kindergarten/Year 6 peer buddy system Re-invigorate Y6 to Y7 transition and continuity of learning Implement student support teams for Y7-10 Implementation of changes to the Prefect System including selection, number of prefects and the role of prefects
• The HOMS and DHOMS attended various Junior School sporting carnivals and sporting and cultural events (Music Concerts/Debates) throughout the year in order to connect with Year 6 students. • Students in Years 5 and 7 were paired into buddy partnerships in Term 4. Some of the buddy classroom visits included students from Year 5 visiting a Year 7 Geography lesson to be actively involved in making 3D topographical maps while another Year 5 class visited their Year 7 buddies’ Visual Arts lesson to chat about the differences between the Junior and Middle Schools Visual Arts program. These visits allowed Year 5 students to see first-hand what Middle School life will be like in two years. • Transition teaching programs: Year 5 and 6 students participated in transition lessons, whereby students are taught by senior school teachers or participate in senior school lessons, in the subjects of Mathematics, English, Science and ICT. • Selected students from Years 7 and 9 spoke to Year 5 and 6 students about being in the Middle School and answered students’ questions. Year 5 students were also taken on a tour of the Middle School by Year 7 students to familiarise themselves with the Middle School areas. • ICT lessons were conducted during the January school holidays to acquaint new Year 7 students with CCGS ICT programs, equipment and learning platforms.
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Student support teams for Year 7 to 10 There are a number of activities in place that support students in Years 7-10. These include the House Family System, the You Can Do It Program (Year 7 and 8), Extension and Enrichment programs in the areas of English, Maths and Science, a Student Representative Council and a Year 9 Leadership Team. During 2013 student support was further developed in the areas of: • Organisational Workshops: New after school workshops for Year 7 were implemented to help students organise their time management, homework and assessments as they make the transition into senior school. • Camp: In order to continue to improve the camp experience, students in Year 7-9 were invited to nominate which groups they would like to participate in during camp. Previously students were assigned to groups by teaching staff. • Year 8 Girls Onesie Party: To assist Year 8 girls in navigating some of the challenges they face during their teen years the Middle School Wellbeing Team, along with Year 11 Student Mentors, held a ‘Onesie Party’ – a relaxed and fun afternoon tea and self-esteem mentoring program, culminating with a movie in the Library Lecture Theatre. The aim of the afternoon was for Year 8 girls to get to know each other better and learn some valuable tips about being inclusive and respectful of individual differences.
The Prefect system Developing leadership and active participation in our senior students is an integral part of the Senior Leadership and Prefect structure at CCGS. A review of the current system has been undertaken to ensure that the leadership structure and opportunities embrace the values of the school and the service as leadership model. This year, criteria have been more clearly articulated for nominating Prefects. Additional avenues for authentic contributions to the school and the wider community have been investigated and a review process has been initiated. During the development of the review process student voice is a priority and has been enriched, Senior Prefects have contributed to the development of criteria by which a new review is to take place and Head Prefects and House Captains now take an active role in the overall review process. Before nominating for a Prefect role, students will have completed a significant service contribution. Learning opportunities exist in the two developmental programs that provide a platform for students to enhance their skills in organisation and leadership. All prospective Prefects must have successfully completed the Year 10 Community Service Program (CSP) and the Year 11 Strive to Lead Diploma. The Prefect team undertake duties in a range of tasks including assemblies, cocurricular and House activities and personal initiatives that address perceived needs in the school community. Prefects are also called upon at short notice to contribute to a variety of activities. Their contributions are often public and their role modelling influences the school’s profile in the greater community.
Healthy Lifestyle Education During the year a number of educational seminars were held in order to contribute to the social and emotional learning of our students and to provide them with some of the central information required to develop a healthy lifestyle. Some of the key seminars held included: Drug and Alcohol Education by DARTA, Rotary Youth Driver Awareness (RYDA) Program for Year 11 students, Cybersafety for Years 3-12 as well as 16 / HEADMASTER’S REPORT 2013
the ‘bstreetsmart – smarter, safer drivers’ forum for Year 11 students. Year 10 and Year 12 students attended a seminar presented by Rocky Biasi, from Human Connections. Rocky’s presentation to Year 10, entitled ‘7 steps to motivate yourself’, investigated the psychology of peak performance, while his seminar with Year 12 focused on the role of emotions in learning and performance and how to manage exam and performance anxiety. In order to develop a clearer understanding about the HSC, ATAR and how to develop a personal awareness of academic achievement, Year 11 participated in mentoring sessions held during lunch time.
New leadership opportunity for Junior School students: The SRC In 2013 a new position for Junior School students to demonstrate and enhance leadership skills was introduced in the form of a Student Representative Council (SRC). The SRC provided a voice for students in Years 2 to 6 to communicate issues, concerns and requests raised by their classmates in a fortnightly lunch time SRC meeting. In the meetings, members raised issues, weighed up the positives and negatives and voted to decide which issues were to be presented to the Head of Junior School.
Wellbeing programs in the Junior School A number of new programs were implemented which support and focus on building resilience. ‘The Resilient Doughnut’ program focused on building resilience from existing strengths and guided students to identify their strength areas and how to build on these areas. The ‘Connect 3’ program involved a group of Year 6 students meeting on a weekly basis to participate in a resilience building project. Topics included; identifying strengths, optimistic versus pessimistic thinking, stages of empathy and social mapping. Students were also asked to undertake a Kindness Project. The ‘Cool Kids Program’ was offered to nominated students in Year 4 to support them in developing strategies to manage anxiety and the ‘Rock and Water’ and ‘Seasons For Growth’ programs, which many of our students have benefitted from over the years, continued to be coordinated and led by the Wellbeing Coordinator, Ken Gross.
House Spirit Initiative The Prefect body of 2013 implemented a new program for House Families. The House Spirit Initiative was a range of activities, organised for all students to participate in, with the purpose of building student and staff pride in their individual house and to gain appreciation of how important the House System has been and continues to be in the history of CCGS. The activity also supported a charity fundraiser with proceeds going to the Cancer Council Relay For Life.
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Continue to enhance student leadership in the Senior School Continue to build the profile of Community Service as a feature of the school Continue to refine student support teams for Years 7-10 Continue to refine initiatives of the Wellbeing Team in the Junior School
5. COMMUNITY SUPPORTIVE AND COHESIVE SCHOOL COMMUNITY GOALS WE SET TO ACHIEVE IN 2013-14
Strengthen the profile of CCGS with specific community initiatives or organisations including: Coast Shelter, Gosford City Relay for Life, Central Coast Academy of Sport
Collaborative activities were held throughout the year with neighbouring Erina Baptist Pre-school
CCGS in the broader community The Future Directions strategy outlined the importance of our school being involved in the wider community, for the benefit of the community, the school and students. One way in which the school connects with the broader community is through the establishment and development of formal relationships with community partners. These mutually beneficial partnerships are key to strengthening the school’s profile in the community. • The Cancer Council In 2012 a formal relationship was developed with the Cancer Council and resulted in CCGS hosting the Gosford City Relay For Life event in May 2013. The support for this event by the school, local businesses and individuals was outstanding, with attendance significantly above the organiser’s expectations. With an initial fundraising goal of $40,000, the results were pleasing to all who attended, with 40 teams participating and over $75,000 raised for cancer research, support, education and prevention. Community spirit was strong from the school, with 6 CCGS teams participating; a team for each House, a staff team and a Year 12 team, together raising $12,512.10. There were also a number of teams led by CCGS families, as well as many others from the CCGS community who attended for the day. CCGS will again host the Gosford City Relay For Life in 2014.
Area Manager for the Hunter/Central Coast region of the Cancer Council, Shayne Connell, said that in all of the 60 Relay for Life events across NSW he had never seen a whole school community including Headmaster, teachers, students, parents and past students embrace Relay For Life like CCGS did in their support for the inaugural Gosford City event, and that it was a true credit to the school community. • Central Coast Academy of Sport A 3-year community partnership was established with the Central Coast Academy of Sport (CCAS) to support the development of the region’s aspiring athletes. Central Coast Grammar School became a community partner and sponsor of specific CCAS sports programs including Netball, Rugby Union, Women’s Rugby Sevens, as well as the Future Stars Program which identifies and supports pre-elite athletes in their chosen sport.
Supporting charities and not for profit organisations Once again students and staff supported a number of local and national charity organisations and charity fundraising days. In addition to supporting the 40 Hour Famine, Movember, Jeans for Genes Day, the Salvation Army’s ‘Red Shield Appeal’ and ‘Red Threads Day’, Earth Hour, the Cancer Council’s ‘Biggest Morning Tea’, The Smith Family, St Vinnies, Camp Quality, Save the Children Fund, Red Cross Calling, Footy Colours Day and the Australian Red Cross
A 3-year community partnership was established with the Central Coast Academy of Sport. Headmaster Bill Low with the Mayor of Gosford City Council, Lawrie McKinna, and the Managing Director of CCAS, Ian Robilliard. Blood Service, there were a number of fundraising activities where the efforts of students went above and beyond and the contribution by the school community was outstanding. • Coast Shelter is a not-for-profit charity based on the Central Coast which provides accommodation and support programs for people who are homeless or at risk of homelessness. Students conducted a number of activities to raise funds including: Year 12 students gave up their bed and slept on the PAC floor for the night to raise $1,407; three Year 10 students conducted a canned food drive and collected over 400 cans of food; a Year 2 student raised $1,300 for Coast Shelter’s ‘Zoo and Snooze’ program. HEADMASTER’S REPORT 2013 / 17
• The Red Cross: Year 10 Acacia House students organised a fundraiser concert for the victims of the Philippines typhoon – called ‘Tunes for Typhoons’. The concert provided wonderful light entertainment for a very serious cause and raised $1,455.75 for the Red Cross. • Leukaemia Foundation: An initiative from two Year 6 students to raise funds for the Leukaemia Foundation’s ‘World’s Greatest Shave’ saw them exceed their initial goal of raising $2,000 by 7 times. With the help of their team mates they raised a total of $14,684.45. • Devil Ark: Five Year 6 students planned a fundraising initiative for ‘Devil Ark’, a charity devoted to the preservation of the endangered Tasmanian Devil species. The group’s ‘Feed a Devil Day’ utilised a wildlife themed drawing contest to raise the funds. With the participation of K – 6 students and additional funds collected on Grandparents Day they raised $430 for Devil’s Ark. • Supporting Indigenous Schools: For the first time this year the CCGS community collected and donated stickers in the Woolworths ‘Earn and Learn’ promotion to aid another school. Together the generous school community amassed a total of 13,357 Woolworths ‘Earn and Learn’ promotional points for the Ampilatwatja School, an Indigenous school in the Northern Territory. The stickers were redeemed for much needed educational resources including hands-on maths and literacy activities and puzzles.
Relationships with the wider Central Coast Community This year we continued our relationship with neighbouring Erina Baptist Preschool, with collaborative activities surrounding Tree Day, Science Week, Book Week, Daffodil Day and the Year 9 Food Technology Birthday Party. CCGS was well represented at many external community events, including the ANZAC Dawn Service at Terrigal, musical performances at the Tarragal Glen Community Day, Gosford Show, Five Lands Walk and the Woodglen Retirement Village Christmas Carols. The 2013 Head Prefects were especially focused on strengthening ties with student leaders from other local High Schools in order to provide opportunities for student leaders to come together and brainstorm ways to lead by example and to give back to the local community. Together with the P&F, the 2013 Head Prefects hosted an inaugural breakfast to celebrate International Women’s Day, inviting student leaders from other local High Schools including Gosford High School, St Edward’s Christian Brothers College, Henry Kendall High School, St Joseph’s Catholic College, Terrigal High School and Green Point Christian College. Later in the year the Head Prefects hosted an afternoon tea with neighbouring schools, designed to provide student leaders with a networking opportunity and to compare ideas on the event’s theme – ‘Closing the Gap Between Year Groups’.
2013 Head Prefects hosted an afternoon tea with neighbouring schools
Alumni connections We continued to strengthen our Alumni connections through a number of events. Past students from the classes of 1993 and 2003 had the opportunity to reconnect at 20 and 10 year reunions, past students and past parents were in attendance at the Spring Fair and Art Show, both as stall holders and visitors, and past student Lisa Weston (nee Piper, class of 1997) returned to CCGS in December for Speech Night. As a way for families who no longer have children at the school to reconnect, a past parent luncheon was held. This event provided a great opportunity to showcase the school while we had a full sporting calendar in operation and for our guests to take a tour around the buildings and grounds.
The School Community Through the efforts of the P&F, Parent Reps and the Fathers Group, parents and families were provided with a range of opportunities to network, socialise and to strengthen connections with the broader community.
Year 10 students conducted a canned food drive for Coast Shelter
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Some of the key events for the year included: The Headmaster’s Welcome Gathering, the P&F New Parent Morning Tea, the P&F Trivia Night, Grandparents’ Day (which welcomed over 500 grandparents from as far off as Fiji and New Zealand), Fathers and Children Camp, Fathers and Children Breakfast, the Spring Fair and Art Show, music concerts including Soloists Concert and Cocurricular Music Concert, as well as regular fixtures such as annual sport days, carnivals and Parent Rep get togethers.
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Design and implement an indigenous education and reconciliation policy Successfully implement two-day equestrian event with support of local community Continue to build close alliances within the Central Coast in the areas of sport, creative and performing arts Support a variety of community events including Gosford City Relay For Life, sporting competitions and cultural events Develop schedule of fees and protocols for outside usage of the new PAC
6. ENVIRONMENT IMPROVED ENVIRONMENTAL CREDENTIALS GOALS WE SET TO ACHIEVE IN 2013-14
Ensure the new Performing Arts Centre meets the environmental benchmarks set during the construction of the Science Centre Completion of the stone pillar and security gates at the Arundel Rd entrance Announce the electricity saving initiatives to the community
Construction on the new Performing Arts Centre commenced
Environmental benchmarks of the new Performing Arts Centre (PAC) The new Performing Arts Centre has been designed to meet the same Green Star benchmark as the Science Centre, without having the costly ‘official’ certification. The following features are included in the new PAC: • On-site grey water irrigation system • 20,000L roof water harvesting collection • Stormwater collection ponds and onsite bio-treatment swales • Cost-effective and easy to install building materials and products specified • Low VOC (Volatile Organic Compound) paints and adhesives • Greenstar rated floor coverings (Carpets and Vinyls) • Recyclable building products (main structure: steel columns and steel trusses and metal wall studs) • Wall, roof and glazing insulation to satisfy NCC Section J. on Energy Efficiency (which helps keep the building at a consistent temperature) • Good natural lighting provided to much of the building • Automated artificial lighting and A/C systems within separately controllable zones (to reduce unnecessary power consumption) • Strategic building management plans for CCGS ongoing operations (traffic management, stormwater maintenance, emergency evacuation) • Provisions allowed for future photovoltaic system (roof mounted solar power)
School entrances During 2011 and 2012 significant upgrades were made to our school’s entrances with improvements continuing throughout 2013. Stone pillars and cast iron security gates were constructed at the Carlton Road entry during 2013, completing the works at all the school’s main entrances. In addition to this work, a new boom gate was installed at the entrance to the car park near the tennis courts (off Arundel Road). Along the sound barrier fence on the Central Coast Highway significant planting of shrubs and plants took place. Mid-way through the year significant changes were made to the operation of the top car park on Arundel Road in order to improve student safety and ease car park congestion at peak times. The implementation of a ‘Kiss and Ride’ system enables drivers to stay in their car and drop off and pick up only between the hours of 8am-9am and again from 2pm-3.30pm.
Electricity and energy saving initiatives Despite adding several new air-conditioned classrooms in the Science building in 2012, electricity consumption from the grid declined from 905Mwh in 2012 to 884Mwh in 2013, due largely to the electricity generated from our 23kw solar system located on our library roof. The school intends to install additional solar systems in the coming years, which will further reduce our consumption from the grid. The implementation of a ‘Kiss and Ride’ system enables drivers to stay in their car and drop off and pick up only between certain hours
• Shower provided for walkers, runners or bike riders
HEADMASTER’S REPORT 2013 / 19
• Gosford City Council’s Greenhouse Program: For the first time students participated in Gosford City Council’s Greenhouse Program with some outstanding results. The aim of the Greenhouse Program is to foster a strong understanding of environmental issues and a commitment to positive environmental behaviour within schools. This year’s theme was ‘Wise About Waste’ and focused on waste, recycling and alternatives to landfill such as composting and worm farming. Stage 1 students were charged with the challenge to use old recyclable items to create a waste mascot, Stage 2 students had to research a waste issue and design and create a waste poster and Stage 3 students wrote short stories on the theme ‘Wise about Waste’. The school submitted entries, and had winners, for all 3 categories. In addition to individual student winners the school was also awarded best ‘First Timers’ to the competition and a participation award for the high rate of student participation from our school.
For the first time students participated in Gosford City Council’s Greenhouse Program with some outstanding results
• Environmental Leadership Day: Five Year 6 students attended a leadership day coordinated by Gosford City Council, Wyong Council and Remondis. The theme of the day concentrated on waste removal, composting, worm farming and recycling, and aimed to educate and empower students to make positive changes to the environment around them.
Building Refurbishment The biggest project undertaken during the year has been the commencement of construction of the new Performing Arts Centre (PAC). In addition to the construction of the new building, there have been many works undertaken in association with this project, including relocating demountable classrooms to make music class rooms which are comfortable and operational whilst the new PAC is built. Works commenced late in the year on refurbishing the outside of the old PAC, including cleaning and painting the roof and window frames, and rendering and painting the brickwork. Other works undertaken around the school included new and refurbished gardens, tree lopping, new asphalt, painting of fences and buildings, new staff workstations, new classroom furniture, and new smartboards and data projectors.
Environmental Education in the Junior School As a part of the school’s commitment to educating students about environmental issues, during the year Junior School students participated again in National Tree Day as well as two new environmental programs. • National Tree Day: For the third consecutive year students from Kindergarten to Year 6 participated in Planet Ark Schools Tree Day. This important event provides a wonderful opportunity for students to increase their level of environmental awareness, take pride in the school’s natural environment and actively participate in the environment while having lots of fun and learning at the same time.
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Continue to maintain gardens and ovals at current high level Ensure new Performing Arts Centre is completed on time and within budget Ensure exterior of existing PAC, entrance to Senior College, PAC carpark and gardens are refurbished
7. MANAGEMENT SUSTAINABLE MANAGEMENT PRACTICES GOALS WE SET TO ACHIEVE IN 2013-14
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Digital Communication Platforms During 2013 the school’s digital communications to the CCGS community significantly expanded. At the commencement of Term 3 the new digital school newsletter design and platform was rolled out. The new design allows parents to easily choose which sections of the school newsletter they would like to read, while still having all weekly information combined in one place. Most parents receive the newsletter via email, with very few copies being printed. The frequency and segmentation of e-newsletter communications also increased during the year. In addition to the termly e-newsletters already in place to future families, new e-newsletters were launched to Alumni groups, including biannual newsletters to past parents and past students. Weekly e-newsletters were also established for those who subscribed to receive regular photo updates on the PAC building site. In Term 4, the school launched its official Facebook page. Posts are made 2-3 times a week by the Communications Coordinator, and at the end of 2013 the page had nearly 400 ‘fans’, with some posts reaching upwards of 1000 people. The Facebook page audience is a mix of parents and students from current families, past families, future families and general Central Coast community and business members. In May Central Coast Grammar School won an award for Achievement in Advancement in the area of Marketing and Communications from Educate Plus. Manager Development and Community Relations, Christine Hodgkinson, was presented the award for two innovative campaigns, including the ‘Stories of Inspiration’ marketing campaign. The
‘Stories of Inspiration’ videos are short documentary style videos, told through the eyes and from the mouths of students themselves. The videos tell the stories behind the positive learning experiences that turn CCGS students into confident, empowered young adults. Judges described the campaign as “fresh and contemporary” which worked effectively to direct people from print advertisements to the CCGS website. The award underlines our position as an innovative school that continues to set benchmarks in the education sector.
The new Performing Arts Centre (PAC) • Construction Responsibility for the construction of the new Performing Arts Centre rests with the PAC Building Committee, comprising Chair Mr Stephen Brahams (a member of the School Board), the Headmaster and the Business Manager. This committee meets regularly and reports monthly to the School Board in regard to quality, budget, progress and program. The school also appointed an independent client representative Architect/Project Manager, Mr Frank Paterson, from Sydney firm Stanton Dahl Architects, to assist and advise the PAC Building Committee. During construction of the building the Committee convened fortnightly site meetings with the Builder, Architect, Project Manager and clients’ representative, and included a site inspection and formal meeting to review progress, design issues, budget and the building program.
Further develop digital communication platforms Ensure construction of the PAC is monitored closely with regard to quality and budget Ensure a smooth transition of all management functions during change to new Bank Services
• Performing Arts Centre Appeal At the end of 2012 a Committee was convened under the leadership of Chair and parent Rob Hunter to manage the fundraising activities on behalf of the parent body. The Committee worked tirelessly throughout the year to host breakfast and cocktail events where everyone in the school community could find out more about the project and our fundraising goals. Committee members are: Rob Hunter (Chair), Andrew Ball, Stephen Brahams, Ramy Mezrani, Laurie O’Brien, Raj Soni, Arthur Stanley, Judy Stokes and Alan Williams. We thank these generous individuals and the volunteers who joined them for their support of the Performing Arts Centre. The Committee is working towards a fundraising goal of $2M towards the cost of the new PAC and the Chairman was able to announce at Speech Night that they had raised approaching $1.7M in commitments with nearly a half a million dollars already banked. They will continue their work during 2014 and would like to thank everybody in our community, past and present, who has already made a contribution to the Performing Arts Centre project.
Transition between Bank Services A great deal of careful and detailed planning led to a successful and smooth transition of most banking services from NAB to Westpac Bank during 2013. Some services will remain with NAB until the end of their cycle. The move to Westpac has locked in considerable savings on long term loans and transactional services for the school.
The project is progressing very well, is of a high standard, and is forecast to be completed on time and under budget. HEADMASTER’S REPORT 2013 / 21
Enrolments We commenced the year with 1136 enrolments, 10 enrolments above our 2012 Term 1 start. In 2013 we achieved near capacity in main entry points and sustained a five class model in Year 7. We also experienced high demand for entry into Year 5 for 2014 as parents increasingly want to take advantage of extensive opportunities in Upper Primary and to get their children settled and ready for the senior years. It was pleasing that enrolments gained momentum throughout the year and also that we had the lowest number of leavers CCGS has experienced since 2010, in particular a 68% reduction in
our Year 6 leaver rate. This reduction can be attributed to the implementation of a comprehensive transition model introduced this year from Junior to Middle School, providing a range of opportunities for Upper Primary students at CCGS to experience the Senior School prior to entering Year 7.
morning and 3 Open Mornings throughout the year attracting over 148 new families to all 5 events. Our Registrar also conducted over 150 personal tours throughout the year.
Open mornings In 2013 we introduced our first Kindergarten focused event, ‘Kindy Spotlight’, which provided families with Kindergarten specific information and the opportunity to visit classrooms to see specialist lessons in action and to speak with key kindergarten staff. In addition, we also presented a Year 7 information
Implement electronic ticketing system for all relevant school events/performances Continue development of “energy saving strategy” for whole school
FINANCES Financial management
Fees and private income $16,715,000
Commonwealth recurrent grants $6,221,000
State recurrent grants $1,856,000
TOTAL INCOME $24,792,000
EXPENDITURE 2013 Salaries, allowances & related expenses $17,031,000 Teaching and administration $3,231,000 Depreciation $1,203,000 Property expenses $1,434,000 Operating leases $401,000
TOTAL EXPENDITURE $23,805,000
NET TRADING SURPLUS 2013 Income $24,792,000 Expenditure $23,805,000 NET SURPLUS $987,000 NET SURPLUS $987,000 22 / HEADMASTER’S REPORT 2013
The School is in a strong financial position, with a healthy trading surplus achieved again in 2013. This will allow the school to continue to upgrade facilities and equipment and service its loans. Costs continue to be managed very closely so as to keep fee increases to a minimum. Fees were increased by 4.5% in 2013, which was lower than comparable independent schools. Construction of the school’s new $10M stateof-the-art Performing Arts Centre commenced in June 2013 and is expected to be completed on time and on budget in June 2014. A capital fundraising campaign for the new PAC was launched with a target of $2M over 5 years. To date $1.6M has been pledged and we are confident of achieving the target. With regard to school fee payment, from the start of 2014, parents have the choice of paying school fees either by direct-debit, or in advance for up to 6 years.
The Chairman of the Board, Ken Jolly, and the Headmaster, Bill Low, recognising retiring staff, outstanding staff and long serving staff for their contribution to the School
SERVICE TO SCHOOL It is tradition at CCGS to recognise long service staff on Speech Night. We paid tribute to the following staff for their exceptional contribution. 25th anniversary plaque Lyn Jelfs [Senior School Teacher and Senior School House Coordinator] John Horsley [Deputy Head of Senior College] 20 years of service Bil Kensey [Head of TAS Faculty] 15 years of service Jacki Lynch [Deputy Head of Middle School] Richard Thomas [Head of Geography Department]
SCHOOL BOARD AWARDS School Board Prize for Excellence Maree Gross [Junior School Teacher and Stage Leader] Stewart Spark [ICT Helpdesk Administrator] Bronwyn Tancred [Senior School Teacher] Jill Robinson [Head of Mathematics Department]
Extract from 2013 Speech Night Address: I would like to pay particular tribute to our highly professional and hardworking teachers. I am able to confidently say that much of the drive for doing things better today than we did them yesterday is being driven from classroom teachers, support staff and administration staff. We are in the enviable position of having a teaching and non-teaching staff who set very high expectations for themselves and their colleagues. I would also like to acknowledge the great support and very positive relationship that I enjoy with the School Board. The Board, led by Mr Jolly, are always interested in all aspects of the school. Each member of the Board are very busy and successful people in their own right and for them to make the contribution that they do in a totally voluntary manner to the school is very significant and assists us enormously with the governance of the school. I thank them for their support, advice and counsel and for their passion in making Central Coast Grammar School the best school it can possibly be. Thank you also to the Executive team without whom the school simply would not function. Wal Hopkins, Denise McDonough, Steven Bennett and Linda Webb are highly talented and hardworking professionals and have been very significant people in shaping the school over the last few years.
and nurturing. Groups like the Fathers Group provide an ideal opportunity for dads relatively new to the school to meet other dads. The Parent Reps are another part of the school which provides a wonderful opportunity for students and parents of a particular year level to mix socially on occasions and to plan some special events at weekends. At the end of 2013 we had 2 staff members retire, both long serving and quite outstanding contributors to our school. John Boesenberg was a foundation teacher in 1985 and is much respected by current and past students and parents. John Horsley commenced teaching at CCGS in 1989 in the Junior School and has had various roles over many years. More recently John has been a much admired and very effective Deputy Head of Senior College where he has been involved in a whole range of wellbeing and leadership programs for our young adults. 2014 will be a very exciting year for CCGS as we celebrate the opening of the Performing Arts Centre, have our first reciprocal exchange program with Beijing Jingyuan School, undergo Board registration and accreditation and begin the process of putting in place the Strategic Plan which will carry us from 2015 to 2020.
I would like to acknowledge and thank Mr Rob Hunter for his leadership of the PAC Appeal Committee during 2013. We are lucky to have such an active and supportive P&F under the leadership of Sue Williamsz and her Executive. The unsolicited feedback I receive from parents new to the school is that they find the school community friendly, welcoming HEADMASTERâ€™S REPORT 2013 / 23
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