RHHS ASR 2013

Rooty Hill High School

Annual School Report Badanami Learning

Merana Leadership

Ngioba Achievement

2013 8908

In this report o o o o o o o o o o

Our school purpose Key performance measures Significant programs and initiatives 2013-15 School Context School Achievements 2013 Student Achievements 2013 Report on key measures of student and school performance in 2013 Major Evaluations Progress report on school planning 2013-16 Messages and contact information

Aerial view of Rooty Hill High School

Our school purpose

The school plans to achieve the following key measures by 2016:

As a Learning Neighbourhood school, our overall purpose is to increase expectations, capacity & achievement for students, staff and the community through the following strategic priorities: Strategic direction assessment

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–

Curriculum

1. An improvement in average growth and value added data (learning trajectories) to within 1 mark of state average.

2. 50% of all students achieving Band 4+ in external tests and an average GPA of 3.5 on internal academic reports.

and

…the development and implementation of high quality curriculum and assessment designed to increase the learning trajectory of each student.

3. 80% students achieving benchmark standards in ACARA/BOS capabilities.

4. 50% of students seeking university entry and 90% planning tertiary education after leaving school.

Strategic direction 2 – Personalised learning …the development and implementation of high quality universal, targeted and intensive personalised learning programs that give each student the opportunity to do his or her best.

5. All students demonstrate progress towards being successful learners, confident and creative individuals and active and informed citizens.

Strategic direction 3 – Professional Practice …the development and implementation and sharing of innovative teaching, learning and leadership practices.

Cover photographs (clockwise from top right): Year 12 Graduation 2013; Official photo of the Excellence Assembly; Duxes of Years 7-11 (see page 5) and Dux of the School, Madison Nixon.

Strategic direction 4 – Sustainable Governance …sustainable, local management and partnerships with the community in creating and building the future of the school.

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School Context

Significant programs and initiatives for 2013-15

Rooty Hill High School is a large, co-educational, comprehensive community school in western Sydney. Almost 52% of the students enrolled for 2013 were from non-English speaking backgrounds, including a significant number of students from Asian and Pacifica backgrounds.

There is a significant enrolment of Aboriginal students (5.3%) and the school is committed to promoting its cultural and linguistic diversity. The school FOEI (family occupation and education index) for 2013 was 125 and this placed the school one standard deviation below average in terms of educational need. This compares with the school ICSEA in 2013 of 954. The quartile distribution of the enrolment was 46% in the lowest quartile, 29% in the second lowest quartile, 18% in the second top quartile and 7% in the top quartile. For further details please see the My School website. http://www.myschool.edu.au

Curriculum RHHS Learning & teaching – Improving Literacy and Numeracy National Partnership RHHS (Australian) Curriculum, Assessment & Pedagogy (CAP) – Programming, Lesson design, Assessment & achievement standards, Faculty specific capability curriculum and assessment.

VET – Vocational Education and Training FACULTY PLANS

Personalised learning – universal, targeted and intensive programs Learning Centre – personalised learning plans and class profiles; Every student, Every school National Partnership; year based priorities and programs (with year advisers) RHHS targeted equity programs Aboriginal education ESL programs RHHS student leadership and active citizenship

The school’s 2014 budget (based on the RAM, Resource Allocation Model will be $9929320, including staffing. Over the last 5 years, in external student performance to Year 10 students performed 1.5-2.0 standard deviations below the mean. This grew to an average of over 2.5 at the HSC. This is the pattern that the new school plan strategies seek to address. In particular, the school has more work to do in increasing the academic achievement of the “middle students” and working with students to achieve benchmarks in key capabilities including literacy, numeracy, thinking and information and communication technologies.

Professional Practice Professional standards & accreditation Professional observation and feedback Professional learning teams Professional leadership & supervision

Students: In 2013, there were 1125 students at the school, 598 boys and 527 girls. Of the students enrolled in 2013, 52% came from language backgrounds other than English and 65 were of Aboriginal background. Demand for places in Year 7 grew again after a demographic decline in the local area in 2011-2012. By contrast, the school’s senior school numbers were the largest in the school’s history. There were 25 students studying a TAFE course or school based traineeship for the HSC in 2013 and completion of Year 12 is now established as an option for all senior students due to the wide range of course choices.

Sustainable Management (Empowered Local Schools National Partnership) Governance & systems – School policy, LMBR and School decision making Workforce planning & management Assets and infrastructure Finance Partnerships, promotion and marketing Safety 2

Achievements in 2013 Trade Training Centre

In presenting these highlights of 2013, it should be noted that detailed reports of school and individual achievement can be found on the school website, on Facebook, in recognition assembly programs and in the Missing Link.

In August 2013 the school was announced as the site of the new Minchinbury Metals Engineering Trade Training Centre with work due to commence in 2014 for completion in 2015. To support this initiative and, in recognition of the school community new initiatives in school based VET and traineeships were initiated. This included the employment of an administrative officer with expertise in school to work and transition programs.

Innovation The school received recognition as a leader in school planning, innovation, improvement and change in implementing the new DEC school planning, learning, evaluation and validation processes. The school was announced as a Social Ventures Australia (SVA) Powerhouse School in December 2013 – one of three NSW schools chosen for this program which will bring new partnerships and $300000 additional funding into the school over the next 3-5 years.

SALSA Program The deputy principal Andrew Pesle worked with other partners to lead the redesign of the SALSA program using NAB Schools First funding and the transition of the program to a larger program funded by DoHA involving 12 schools in 2014.

Capability driven curriculum

Asia Education Program and Confucius Classroom

The school received $425000 (for 2013-14) from the Improving Literacy and Numeracy National Partnership to undertake initiatives in programming, teaching and learning in literacy, numeracy and thinking capabilities. The main focus was to improve reading in Year 7. It should be noted that 60% of Year 7 students improved their reading by at least one year during a 6 month program in 2013.

The school’s 21st century Asia Literacy program was further extended with the official opening of the Confucius Classroom in 2013, a teacher and student exchange program in September and an outreach program with the 3 partner primary schools. Hanban (the international education program funded by the Chinese government) appointed a teaching assistant to the school who has elected to stay for an additional year. The school hosted visits from Chinese educational and student delegations, offered 50 students a unique Year 8 elective program and taught the Chinese Beginners course in Year 11. The school now has 1.6 teachers of Mandarin and Mandarin will be taught in Years 7, 8, 11 and 12 in 2014.

The success of this program was due, in large part, to the outstanding leadership of John Meng and Aili Sun. The excursion and exchange program for 30 students and teachers to China in the September holiday break was a highlight of the year.

Year 9 Peer Literacy Tutors helping Year 7 students

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across the state as well as nationally and internationally. The school adopted the Australian Professional Standards for Teachers in 2013 and realigned all its professional practice to the new national frameworks and policies. In December 2013 the school was acknowledged for its work becoming a registered provider of professional learning.

Professional Leadership The principal, deputy principals, selected head teachers and teachers were again asked to present at educational conferences across Australia including state principal conferences.

The principal was invited to lead (with another colleague) the design and delivery of the National Partnership for Principal Professional Development in school learning, innovation and improvement. Teachers and executive staff also accepted invitations to host delegations from Dubai and China and to present in and to other schools. Peter Langfield (Head Teacher Mentor) received an ACEL Leadership Award; Kathryn Short received the 2013 Leadership for Learning award and the principal received the Principals’ Australia Institute John Laing Award for leadership in Professional Learning.

The school hosted professional visits by:

2013 China Exchange

Personalised Learning The school’s exemplary programs in personalised learning (supported by the Every Student, Every School National Partnership funding) were recognised in a major report on inclusion to DEC and will be presented as part of a national conference by Professor Tony Shaddock in 2014.

Every student now has a personalised plan from enrolment until exit transition with a much stronger focus on retention and career planning for students in Years 10-12. New 21st century university and work readiness programs are in preparation for 2014-15.

Members of the Global Education Leaders Program – as one of three high schools chosen by the government for excellence in innovation and values education.

Chief Executive Officer of the Greater Western Sydney Giants AFL team who spoke to school leaders about leadership in sport.

Professor Tony Shaddock to observe and recommend on the successful features of the school’s personalised learning plans in a report to the department.

International presenters Professor Bill Lucas and Michael Grinder who worked with staff in capability based learning, delivering high quality VET and classroom observation respectively.

Schools from across the state – 15 schools visited in 2013.

Students learning to knit for “Wrapped with Love”

Professional Practice The school has a leading program in professional practice, including innovative work in classroom observation, which has now been recognised 4

The School Council

Student Achievements

The School Council continued the school’s participation in the Empowered Local Schools National Partnership Program. The principal recommended to the Council that the school focus on governance which included a complete redevelopment of the school plan. The plan, which is now used as an exemplary model for other schools, can be found on the school’s website.

Academic Achievements

Parents & Citizens Association Community Contribution Award

Yasodai Selvakumaran & Helen Fone

Yasodai Selvakumaran was the inaugural winner of the RHHS Parents & Citizens Association Community Contribution award for 2013.

Madison Nixon – School Dux 2013 with Richard Amery MP

Madison Nixon was the 2013 Dux. In 2014 Madison was selected for an achievers program and tertiary study in Arts Law at UWS. The other year duxes were: o Year 11 – Caitlin Thick o Year 10 – Megan Varley o Year 9 – Emma Jurd o Year 8 – Lisa Vu o Year 7 – Imico Pablico The following students achieved Band 6 results in the HSC: o Charity Dave – IPT o Leinad Diaz – IPT o Deepika Gounder – Biology o Madison Nixon – Ext. English, Legal Studies, Society & Culture, Visual Arts The school now uses a “grade point average” to calculate overall student performance. In Year 10 and Year 11 RoSA grades, the following 9 students received a grade point average above 4.5 placing them in the top 10 per cent of the state.

The Learning Neighbourhood The partner primary schools and high school continued their ongoing work together on the introduction of the Australian Curriculum. The four schools delivered: Commitments to a more consistent pedagogy in Stages 3 and 4 in English (2013), literacy (2013) and Mathematics & numeracy (2014).

A stronger focus on teaching skills for comprehension and reading for learning.

An increase in the expectations and professional capacity of staff through joint professional learning.

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o

Year 11 – Breayla Harding and Caitlin Thick o Year 10 – Sokkhim Katherine Khov, Stephen Lie, Bailey Phillips, Amrita Prakash, Mary Salvador, Gabriel Santes and Megan Varley.

Ameilia Uhatafe was the first Pacifika student in recent years to enter university directly from school. She will be studying an Arts degree at IUWS and has an interest in international relations.

Just over 600 students received academic awards at presentation assemblies during 2013.

For details of other academic achievements, including first place in each HSC subject, please see the Excellence Assembly program and Missing Link. In addition, faculty reports are available from the school and these reports explain the academic performance of students over the last five years.

Tori-Lee Rylewski – Caltex Best All-Rounder 2013 with Ed Husic MP

The tenth year of the School Ambassador program in the junior school (Years 7, 8 and 9) was highly successful with the school training 80 Year 7 students to promote the school, model school values and serve the school community. Three graduates of the Ambassador program – Beau Hardy, Ashleigh Hanshaw and Tye Lewington – took part in the Australia wide Principal for a Day program in June. These successes were combined with other leadership programs such as the SRC, Student Volunteering and Peer Support. Sally Cain was a successful SRC coordinator in 2013, introducing a range of new programs.

Student Leadership and Participation

The LEAPs program ran for the ninth year (coordinated by Sarah Andrews) with mentors from the law firm Ashcroft and from NBN Co. It was highly successful again in 2013 for the students in Year 9 who took part. It should be noted that Madison Nixon (see above) was a graduate of the LEAPs program when she was in Year 9.

Madison Nixon – Student of the Year 2013 with School Council President Helen Fone, Ryan Romero (2012 Student of the Year) & Ms Cawsey

The Student of the Year was School Captain and dux Madison Nixon whose achievement across a range of academic, leadership and community initiatives was exemplary.

Breayla Harding represented the school at the UBS Finance Academy, a competitive entry academy for selected students from across the state.

Tori-Lee Rylewski was the school’s Caltex Best All Rounder in 2013, with a distinguished record in participation and leadership as the 2013 principal’s representative and a very sound academic performance.

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The following students received the Long Tan Leadership and Teamwork Award: o Year 10 – Clare Da Silva (who also won the Premier’s Anzac scholarship and will travel to Korea in 2014) o Year 12 – Sharlisa Manuhuia

Open Girls Volleyball Team – Team of the Year 2013

The school’s Paramount Team of the Year was the Open Girls Volleyball team, coached

by Joel Treharne and captained by Charlotte Laurenson (see full details on next page). The two runners up were the Year 9 Literacy Leaders (100 students) coordinated by Kate Short and Sarah Andrews and the Gangsters Paradise cast and crew directed by Melissa Scerri.

Clare Da Silva (Year 10) & Sharlisa Manuhuia (Year 12) – Australian Defence Forces Long Tan Leadership & Teamwork Award Winners 2013 with LSML Derek Gaunt from the Royal Australian Navy

The Scarf Award for School Service for 2013 was won by SRC chair, Siera Lamsam and the following students received the Chifley School Service Award: o Year 7 – Nicole Singh o Year 8 – Harsha Kumar o Year 9 – Brittany Menolotto o Year 10 – Emily Powell o Year 11 – Tiana Edwards o Year 12 – Missy Tapaitau

Burhan Uz, Bailey Phillips, Rachelle Rativo, Kiata Hemi & Michaela Quinn – Jan van Doorn Personal Best Award Winners 2013 with Jan van Doorn

The following students received the Jan van Doorn Personal Best Award: o Year 7 –Michaela Quinn o Year 8 – Kiata Hemi o Year 9 – Rachelle Rativo o Year 10 – Bailey Phillips o Year 11 – Burhan Uz o Year 12 – Dana Warren

Tiana Edwards, Emily Powell, Brittany Menolotto, Harsha Kumar & Nicole Singh – Chifley School Service Award Winners 2013 with Ed Husic MP

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Sport

The Arts

In total there were 303 students who represented Rooty Hill High School on 603 separate occasions in 15 different sports in 2013.

The school was Zone Champion School for the fifth year in a row claiming the Athletics and Swimming Champion School titles. At the Zone presentation, 15 students were presented with awards for outstanding sporting performance.

There were 46 students from Rooty Hill High School who represented Mt Druitt Zone in Volleyball, Rugby League, Touch Football, Basketball, Netball, Volleyball, Softball and Soccer. In addition, 27 students represented Mt Druitt Zone in Swimming, 18 students in Cross Country and 24 in Athletics. Of these, 14 students then represented Sydney West in Swimming, Cross Country, Athletics, Rugby League, Soccer and Volleyball and 6 students went on to represent NSW at National events.

The Paramount Team of the Year was the Girls Open Volleyball team, Coached by Joel Treharne and captained by Charlotte Laurenson. Over the year they achieved first place at Sydney West, 2nd place in the NSW CHS Carnival, and 5th in the Australian Volleyball Schools Cup. The team had 4 Sydney West Representatives, 2 NSW CHS representatives and they won 5 gold medals from 5 attempts at the NSW Volleyball Schools Cup. The Junior Sports Champions were Jarred Wright and Mirae Hemi. The Senior Sports Champions were Mark Torzar and Charlotte Laurenson. Both Mark and Charlotte were also awarded a prestigious Sydney West Sporting Blue for Outstanding Achievement in 2013.

The Rooty Hill High School Art Acquisition Prize was won by Madison Nixon for her series of drawings What’s Bugging You?

Madison Nixon’s What’s Bugging You?

Madison Nixon & Charity Dave attended the National Art School.

Students from the school performed in the Learning Neighbourhood Reach Concert, Western Sydney Dance performance, Schools Spectacular and other concerts and dance festivals.

40 students were selected as Artist of the Week. The A Block exhibition featured exemplary student photography and visual arts works that were changed each semester to ensure the maximum display of exemplary work.

The school held its second student produced and directed musical drama performance in Term 4. Gangsters Paradise – For nine months, members of the drama club worked together to, with the help of teachers and fellow students, to script, appropriate music for and produce an innovative dramatic and musical performance.

Open Boys Volleyball Team

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Key Measures Student and school performance In the 2013-2015 school plan the school identified 5 key measures it would use to track improved expectations, capacity and achievement for students. The progress on these key measures and the three major evaluations used by the school are explained in the information below.

Gangsters Paradise Cast

Growth data

The Slam Poetry Team was featured again at Writers’ Festival in Sydney and they performed at a number of other student and community events.

The winners of the Young Writers Competition were: o Year 7 – Lara Ferri o Year 8 – Sydney Lavaro o Year 9 – Dorothy Scott o Year 10 – Chloe Chua (who was also overall school winner) o Year 11 – Rebecca Borchardt The Art on the Hill award winners were: o Overall award winner was Charity Dave. o Quality Award winners were:  Stage 4 – Samantha Lazaro  Stage 5 – Nicole Delos Santos  Stage 6 – Zyra Catingub, Madison Nixon, Ricky Ramos and Daniel Wright o People’s Choice awards were won by:  Stage 4 – John Sio  Stage 5 – Jessica Franco  Stage 6 – Zyra Catingub Over 200 people attended the viewing and award presentation.

Not achieved

Partially achieved

Achieved

The school’s first measure of academic performance is to bring growth (value added) data to within one mark of the state average. In the Higher School Certificate the average relative performance for students in Bands 1-4 was ahead of the trend for the last 5 years; the relative performance for students in Bands 5 and 6 was well below the growth trend of previous years.

Relative performance

HSC: Relative performance from Year 10 (value-added) 0.0 -2.0 -4.0 -6.0 -8.0 Low

Middle

High

School 2013 School Average 2009-2013 SSG Average 2013

Growth data between Years 7 and 9 in numeracy was above the school and local trend, although starting from a low base. Growth data in reading was close to state trends.

From 2014 the school will be able to track growth data in individual subjects and for individual students in each subject.

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Grade Distribution

Percentage of students in top three bands Not achieved

Partially achieved

Detailed faculty and team annual reports were completed by all executive staff and they are available through the school. New school wide grading practices have created a more consistent allocation of grades within and between subjects and grades allowing the school to make detailed comparisons of student performances within and between subjects and year groups.

Achieved

The second of the school’s academic measures is to have 50% of students achieve Band 4 equivalent or better in external measures by 2015. Progress towards this key measure in 2013 was below trend expectations, with particular concerns in writing: 27% in Higher School Certificate, a drop of 3% from 2012 37% in Year 10 ROSA (Grades A and B), a rise of 4%.

27% in Year 11 ROSA (Grades A and B) 48% in the top 3 bands in ESSA (Essential Skills in Science Assessment Year 8), a rise of 10% 29% in Bands 7, 8 and 9 in Year 7 NAPLAN reading (a drop of 15%) and 15 % in writing (a drop of 17%) resulting in the targeting of Year 7 for the Improving Literacy and Numeracy National Partnership program (see report below).

33% in Year 9 NAPLAN reading (Bands 8,9 and 10), similar to 2012 and 18% in writing.

32% in Year 7 NAPLAN numeracy (Bands 7, 8 and 9), the same as in 2012.

29% in Year 9 NAPLAN numeracy (Bands 8, 9 and 10), 3% lower than in 2012.

The following information is a snapshot of the grade distribution for each year group in Years 711. Please note that A is the highest grade and it is shown on the left of each graph. Please also note that the Year 10 and 11 ROSA grades will be shown on the HSC testamur for each student.

50 40 30 20 10 0 A

B

C

D

E

% Grade Distribution for Year 7 2013

60 50 40 30 20 10 0 A

B

C

D

E

% Grade Distribution for Year 8 2013

50 40 30 20 10 0

Year 7 students from the Robotics Club

A

B

C

D

E

% Grade Distribution for Year 9 2013

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The following table shows the school’s results compared to the state DEC results in 2013 for all HSC subjects with an HSC examination and more than 10 students.

50 40 30 20

Course

Ancient History

65.6

School Average 20092013 65.8

Biology

60.5

62.6

72.8

-13.58

Business Studies

66.8

67.0

71.2

-4.77

Community and Family Studies Economics

66.4

66.2

71.9

-7.42

41.4

52.1

73.8

-8.45

Engineering Studies English (Standard)

60.3

60.3

73.5

-14.0

55.0

59.4

63.8

-11.43

English (Advanced) Food Technology

67.7

72.9

78.5

-12.2

63.7

60.4

68.9

-7.57

IPT

77.47

N/A

74.11

+3.36

Ind. Tech.

60.0

N/A

71.88

-11.88

Legal Studies

66.4

63.2

72.8

-4.93

General Mathematics Mathematics

53.3

55.3

64.0

-14.32

60.7

60.1

76.3

-16.83

Modern History

60.4

66.9

73.5

-17.15

Music 1

76.1

75.9

78.7

-4.78

PDHPE

59.9

68.1

68.8

-11.47

Physics

57.8

62.2

73.3

-14.78

Society and Culture Visual Arts

70.4

70.3

77.4

-7.42

76.78

N/A

79.29

-2.51

68.9

70.1

74.0

N/A

63.4

57.0

64.8

N/A

72.9

71.2

72.9

N/A

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School 2013

0 A

B

C

D

E

% Grade Distribution for Year 10 2013

40 30 20 10 0 A

B

C

D

E

% Grade Distribution for Year 11 2013

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

The table below shows the distribution of bands in the HSC for 2013 and the second graph shows the comparison with 2012. The decline in Band 4 and 5 results should be noted.

Hospitality Examination Metal and Engineering Examination Retail Services Examination

2013 200 150 100 50 0

State DEC 2013

Variation

69.3

-6.49

2013

It is the “middle” (lifting numbers in Band 4) where additional work needs to continue to be done. It should be noted that many of the school’s students still achieved their “first choice options” for post school life, including traineeships and apprenticeships for 2014.

Band Band Band Band Band Band 6 5 4 3 2 1 200 150 2012

100

At the beginning of 2013, the school asked the question – what would we have to do differently to get 50% of our students into Band 4 or better and is that an achievable goal? Based on the

2013 50 0 Band 6 Band 5 Band 4 Band 3 Band 2 Band 1

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pattern of results, the question still needs an answer.

From the detailed discussions of faculty reports the following recommendations were made: 1. Every HSC subject needs a revised and updated detailed scope & sequence, teaching and learning program, learning sequence and assessment program in place immediately.

2. There must be a greater emphasis on summarising, note making and timed writing (to HSC time limits) for both short and extended answers as part of assessment tasks and formative class based assessment.

3. Examination technique must be explicitly taught within each subject by the end of Year 10.

4. Better counselling is required for students in making appropriate course choices in English and Mathematics.

5. The school needs to maintain and enhance its vocational education programs to respond to the changing demographic in the school 6. Subject specific approaches developing skills for tertiary study need to be embedded in all senior programs

Achievement of capability benchmarks Not achieved

Partially achieved

ACARA Achieved

As part of its new plan, the school is now tracking progress towards the ACARA capability benchmarks. For 2013, the school can only report on literacy, specifically reading for Year 7. In future years there will be more information.

Year 7 had a cohort of 200 students in 2013. At the start of the year (see NAPLAN above), only 30% of the students had reached the Year 7 entry level benchmarks. By the end of the Year 7, 60% of students had improved at least one year in their reading as the result of a 6 month intensive reading strategy. Please see a detailed report below.

From 2014 the school plans to track and report growth data on the nine ACARA capabilities annually and will employ additional consultancy support to effect the plans.

NAPLAN Performance and Improving Literacy and Numeracy National Partnership In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

Year 12 2013

Year 7: from Band 4 (lowest) to Band 9 (highest for Year 7) and Year 9: from Band 5 (lowest) to Band 10 (highest for Year 9) The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN). Click on this link http://www.myschool.edu.au, enter the school name in the Find a school (Rooty Hill High School) and select GO. Year 12 VET Metals and Engineering students

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Education and Communities K-10 Literacy Continuum. The conversations between parents and staff were encouraging for the school with parents more aware of their child’s progress in reading and how they can help their child at home.

2013 Evaluation: Improving Literacy and Numeracy, National Partnership (ILNNP) Background In April 2013 Rooty Hill High School received $425000 additional funding for 2013-14 to support literacy and numeracy achievement for Stage 4 students. The funding was based on the literacy and numeracy achievements of Year 7 students in NAPLAN testing. Data showed a need to develop a much stronger focus on reading (including extended reading) in the junior school with a focus on reading to learn. This became critical in 2013 because 57% of Year 7 and 66% of Year 9 were performing in the bottom three bands in reading, with 20% of Year 7 and 24% of Year 9 in the second lowest band based on 2012 data. In the 2013 Year 7 cohort (200 students) only 20% of the students had reached Stage benchmarks in reading at the end of Term 1. The school cannot achieve its targets for the HSC if it does not lift the number and percentage of students reaching Cluster 12-13 in Year 7 and Cluster 14-15 in Year 9 reading.

A launch of the We Are Readers initiative was held in June where everyone was inspired to embark on our reading initiative at a wonderful assembly. Staff at Rooty Hill supported this initiative by sharing their favourite books and talking about why they value reading.

The literacy leaders led their faculties to adopt innovative approaches to reading and writing in every classroom, every day. Strategies were based in quality educational research such as close reading, deconstructing questions, paragraph writing, vocabulary grids and graphic organisers. These were included in daily lessons for Year 7. The results over Term 3 were highly encouraging for both students and teachers.

A wide ranging curriculum review project began in late Term 2 and as a result teachers at Rooty Hill developed a new programming approach with a literacy coach to incorporate the successful literacy strategies into all teaching programs across the school. This innovative programming model will be further developed in 2014.

Initial data collection indicated specific areas for development for the school in the aspects of reading, writing and numeracy.

Reading Improving Literacy and Numeracy, National Partnership (ILNNP) leaders from each faculty were appointed to lead professional learning and programming for reading. Each faculty was designated as a lead faculty in one major aspect of reading and three faculties agreed to lead in numeracy. The literacy and numeracy teams undertook extensive professional learning in leading change projects in supporting adolescent readers, writers and mathematicians to improve their skills and approaches to learning. All teaching and para professional staff members at Rooty Hill High School were involved in professional learning on the K-10 Literacy Continuum and adolescent literacy development as well as their faculty projects during 2013.

Using NAPLAN data, school testing and observational data students were placed into three categories of achievement so the students could be provided with specific reading instruction for their level of ability in Term 4. To support this ambitious peer reading and comprehension intervention program, 110 Year 9 students were trained as peer leaders and provided an oral reading program every day for six weeks. Teachers worked on the development of specific comprehension skills with all Year 7 students. The results have been outstanding with 60% of Year 7 students improving at least one cluster in reading texts and comprehension on the Literacy Continuum and 9% improving over

In June Year 7 parents were advised of their child’s achievements using the Department of 13

three clusters over the six week program. The achievements of the Term 4 reading program:

Extension – students at or beyond stage expectations in reading

Targeted – students just below stage expectations in reading

Intensive – students well below stage expectations in reading

Improved 1 or more clusters on the Literacy continuum

35%

72%

50%

Remained at the same cluster on the Literacy continuum

52%

17%

44%

13%

11%

6%

Moved down 1 or more clusters on the Literacy continuum

2. The growth data in numeracy from Years 7 to 9 demonstrated that, on average, students are improving at a greater rate than students in similar schools and with similar starting points but that the school started behind those schools in Year 7 and there were gaps in learning including gaps that should have been learnt in Stage 1. As a result, the “middle years” program with the Learning Neighbourhood schools will continue to be critical to lifting performance in Stage 3 and, subsequently, in Stage 4. The school will employ specialist consultancy support.

3. The school will continue to develop skills in algebra and will identify strategies to address gaps in mathematical skills, especially for students in Years 7-9.

4. Parent modules will be developed to help parents understand both the literacy and numeracy benchmarks and the capabilities taught in high school.

5. The school will continue to develop the skills of teachers teaching and assessing writing in each subject as this underpins essay writing in the senior years using the literacy continuum.

6. The programming project will continue with all programs to be re-written using the school’s new programming templates and processes. The goal is to create a capability driven curriculum across the school be the end of 2015.

Numeracy The ILNNP numeracy team was based in the lead faculties of mathematics, science and TAS and they have developed a program for improving students understanding of number, algebra and measurement through a range of teaching approaches. This initiative will have a stronger school wide focus in 2014, supported by an external coach. Initial data indicates students are increasingly confident in applying their numeracy skills in a range of learning activities.

Recommendations As the result of a deep analysis of NAPLAN and school developed data and trends, the school has identified the following recommendations for 2014: 1. The 2014 literacy project will be based on We are Readers for Year 7 (including using the 2013 Year 7 program from early in Term 1 2014 for the new Year 7 group) and the ‘We are Writers’ program for Year 8 students moving into higher levels of writing achievement through a structured, subject based writing program. This will be extended to ‘We are Thinkers’ in Year 9 – linking the three capabilities in teaching and learning programs.

ILNNP Leaders with their favourite books

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Of the 105 candidates, 66 sat for the HSC examinations in VET courses, with 38% achieving Band 4 or better (a significant rise over previous years) achieving a target set by the school.

50% of students seek university entry and 90% plan for tertiary entry after leaving school.

Not achieved

Partially achieved

As part of the review of VET conducted in Term 3 2013, a number of recommendations were made about the academic quality of the courses. In 2014, the school has planned to work more closely on the HSC requirements for VET to assist more students to achieve Band 4 or better.

Achieved

This is a long term measure supported by information on retention and post school destinations. In 2013 the school worked with Professor Bill Lucas from Winchester University to identify the qualities of an educated 19 year old and to define good practice in vocational education. The 2013 data below will be used as a baseline for tracking progress towards the key measure.

After completing the HSC examinations 8 students from this school and 6 from other schools completed pre-apprenticeship course with the Motor Traders Association hosted by this school. Of these, 6 students are now in full time employment in the motor trades for 2014 and one is a school based apprentice.

Post-school destinations and retention

One progressive indicator of the number of students who will participate in further study at tertiary level is retention. The school’s retention from 7-12 is influenced by the mobility of the student population (over 25% in 2013) and by the impact of senior schools, TAFE, private providers, publicly funded private schools and other government schools on enrolments. Students need to be confident in their choice about the best options for their studies in the senior school.

The most significant changes in post school destinations for 2013 were the increased number of students who were still seeking employment at the time of the survey and the drop in first round acceptances for university – one of the areas to be addressed in the next 3 years.

The number of Year 12 students continuing their education at University has dropped slightly for this year group but more students received early offers to UWS. There has been an increase in the number of students attending TAFE.

As a consequence, tracking of internal school data shows that, once students start Year 11 the school’s retention strategies including the retention program, the careers program and the intensive personalised learning program in place for each senior student are having a positive impact on retention and, more critically, success in students getting a first choice post school destination when they leave the school.

There has been a marked increase in the number of students receiving offers for UWS College.

Retention to Year 12 (SC to HSC) 100.0

Year 12 students undertaking vocational or trade training

50.0

In 2013, 80 Year 12 students studied and completed one, 23 completed two and 2 completed three vocational education and training courses (VET). This includes students studying one or more of the 6 school based VET courses and school based traineeships.

0.0 SC06-HSC08 SC08-HSC10 SC10-HSC12 School

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SEG

State

Student attendance profile

Progress of students towards the goal of being successful learners, confident, creative individuals and active and informed citizens.

Not achieved

Partially achieved

Attendance is the leading indicator of student success in participation, involvement and learning. The school monitors attendance closely using class by class roll marking.

Details for 2013 appear below.

Achieved

Student attendance rates

In 2013 the school achieved its original target of having every student complete entry, personalised learning, transition and exit plans.

Measures of participation and recognition remained very strong (see school and student achievements below).

Attendance rate

100

Student Recognition

75 50 25 0 2008 2009 2010 2011 2012 2013 Year School Region State DEC

School (% attendance)

Over the years, the school has used measures of recognition for participation and achievement in academic studies, the arts, sports and leadership as an indicator of student achievement and of the development of successful, confident citizens.

In 2013 in Years 7-9 there were 4125 merit awards given for recognition (compared to 5810 in 2012 and 3590 in 2011) and 121 significant achievement awards (compared to 225 in 2012 and 775 in 2011). In Years 10-12, there were just over 2455 merit awards (2675 in 2012 and 2080 in 2011) and 367 significant achievement awards (366 in 2012 and 525 in 2011). There were 69 students who received the principal’s award for outstanding achievement.

Increasing the recognition of student effort and achievement will be a priority for each year group in 2014.

There was a small 2013 overall improvement in 91.9 attendance in 2013 especially in 90.9 Years 11 and 12, reflecting the 89.4 impact of the school’s programs 87.7 in addressing the increased school 88.3 leaving age.

Year

2012

7

92.3

8

90.1

9

89.0

10

90.5

11

84.4

12

88.1

90.1

Total

89.2

89.4

Management of non-attendance The school has an electronic lesson by lesson roll marking and parent notification system which is now embedded in school practice. Close monitoring of attendance, roll audits and snap roll marking systems are used to limit truancy. A particular feature of the school’s attendance profile in 2013 was the significant rise number of exemptions granted to students from 48 in 2012 to 106 (a total of 1703 days) in 2013. The majority of these were for overseas travel for family reunions.

Confucius Classroom display

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first week of Term 3 with faculties leading Aboriginal perspectives in their classes. Our official assemblies held on July 19 celebrated the vision of the 50th anniversary of the Yirrkala Bark Petitions and raised awareness of the Recognise campaign for Constitutional recognition.

Student Advisory Committee – The student advisory committee continues to grow with more senior students attending meetings.

Students planned and participated in whole school events including Harmony Day, Reconciliation Day and NAIDOC Week.

Aboriginal Education In 2013, there were 58 Aboriginal students, 36 boys and 22 girls. There were 7 students who completed the HSC and were successful in the transition to employment and further study.

Following the 2012 Dare to Lead Snapshot, the school continued to embed the recommendations to ensure Aboriginal perspectives were addressed in school. The Aboriginal Education Committee, led by Yasodai Selvakumaran, implemented the following programs: AFL Indigenous Academy – The academy continued to grow with 17 students regularly attending. The 2013 program included cooking, art work with Darren Dunn, workshops with Cricket NSW, reconciliation, racism and a Q & A session with GWS Giants players. Jay Edwards received an academic student success award from the academy.

Australian Indigenous Mentoring Experience (AIME) – Students from years 9, 10 & 11 enrolled in the AIME program and participated in a taster day at the University of Sydney. The program included workshops on identity, subject selection, leadership, and social justice.

UNICEF’S Recognise Video – Students in the AIME program featured in UNICEF’S Recognise video. The Recognise campaign is about raising awareness of the need for Constitutional Recognition of Aboriginal and Torres Strait Islander people as the first peoples of this land. Many people still do not realise, Aboriginal and Torres Strait Islander people are not acknowledged as the first peoples of Australia; and that clauses promoting discrimination based on race still exist.

Norta Norta – 8 senior students received tutoring through the individual sponsorship component of Norta Norta.

Personalised learning – Ms Stacey Millgate was appointed through the AFL Sports Ready program as a learning support officer supporting Aboriginal students with classwork and assessment tasks. Ms Millgate interviewed Aboriginal students during personalised learning week and assisted them with the development of personalised learning plans to include cultural and family input.

NAIDOC Week – NAIDOC Week was celebrated at Rooty Hill High School in the

Kyle Pont and CJ Ryan working on their Aboriginal Artwork

Multicultural education In 2013 more than 50% of students in the school came from culturally and linguistically diverse backgrounds (CALD). The new CALD scales for assessing the learning of students from CALD backgrounds were introduced to staff in 2013 for implementation in 2014.

The personalised learning program addressed individual and cultural learning needs for every student based on a full range of cultural and learning factors.

The major language groups represented in the school in 2013 were English, Filipino, Hindi, Samoan, Arabic, Turkish, Tongan, Maori, one group – Dari, Persian and Punjabi and Spanish.

Linking these backgrounds to academic performance showed that students from Asian, Hindi and other Indian sub-continental backgrounds were most likely to perform above school averages while students from non-Hindi Pacifika backgrounds were more likely to perform academically below school averages. The school established a Pacifika program in 2013 and, on a range of academic and social measures students from Pacifika backgrounds made improvement.

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with a list of recommendations to be implemented.

Major Evaluations 2013 Major Evaluation 1 – Faculty Reviews 2013

Overall Recommendations

Background

Recommendations for all faculties were made as a result of analysis from all faculty reviews. The school requires each faculty to implement and embed: • Culture of Student & Staff responsibility …all faculties will implement school platforms and systems: CT/RT, RRS Raising Responsibility, PERSIST in both academic and social behaviour and relationships.

• Learning Cultures …focus on building stronger learning Cultures by delivering higher expectations, capacity & achievement through the school plan and faculty teaching and learning programs.

• Whole School Curriculum Plan …the school will identify critical curriculum directions on which all subjects will focus for 2014 including: new 21st century curriculum, assessment, programming, capabilities and integration of technology.

• Technology for Learning …every student will be able to use any device, anywhere, anytime to create high quality academic work.

As part of the funding for the Improving Literacy & Numeracy National Partnership, the school undertook detailed reviews of each faculty and its compliance with Board of Studies requirements for curriculum and assessment. The reviews were planned as part of the school’s major evaluation for this 2013 annual report and they followed from a full school cyclical review in 2009 and faculty reviews in 2010. The reviews had a strong focus on what students said as part of recommendation to increase student voice in learning.

The reviews: Focused on core purpose, the quality of curriculum, teaching, learning, assessment & feedback, capabilities, alignment with school plan and relationships in each faculty Included the annual curriculum review process (conducted in Term 2 each year) Focused on the effectiveness of the work of the faculty team.

Process: There was a two day review of each faculty with HT and DP released to conduct the review The 2 day review involved: • An initial faculty meeting led by the faculty 2IC providing the context of each faculty.

• Over 2485 online student surveys conducted across the 8 faculties with each survey directly related to the work of a specific faculty.

• Every staff member completing an online survey directly related to the work in their faculty.

• The deputy principal conducting a faceto-face interview with every member of staff.

• Over 400 students being interviewed by the DP and HT for the 8 faculty reviews.

• Classroom lesson observations conducted by the deputy principal and head teacher for every teacher in each faculty.

• Analysis of all the data collected and feedback given to each individual faculty

Major evaluation 2: Tell Them from Me survey As part of the new school plan, the school intends to undertake an annual survey where students “tell” their teachers and parents about their school learning experience. Schools in Australia and around the world have used the Tell Them from Me survey to help improve the ways individual schools engage with its students.

Stage 1 Background In Term 3 756 students participated in a Department of Education and Communities pilot of the Tell Them from Me student survey. The survey provided relevant data to help improve student learning outcomes and measure factors that are known to affect academic achievement and other student outcomes. The focus of the 18

NSW pilot project was on student wellbeing, engagement and effective teaching practices.

Recommendations 1. The school will conduct a second round of Tell Them from Me surveys in March 2014.

2. The deputy principal will lead a team to map and triangulate data from all personalised learning programs against the longitudinal tracking of the TTfM surveys from 2013-2016.

3. The school will undertake a project (as part of the SVA project) for students to increase their own understanding of their learning and ability to articulate their own skills through a digital portfolio designed to improve the transition from school to employment and further study.

The survey provided the school with valuable and quick feedback on what our students think about school life, how engaged they are with school and the different ways that teachers interact with them.

Findings Some snapshots from the survey at RHHS: 65% of students feel accepted and valued by their peers and by others at their school 80% of students have friends at school they can trust and who encourage them to make positive choices 77% of students believe that education will benefit them personally and economically, and will have a strong bearing on their future 88% of students did not get in trouble at school for disruptive or inappropriate behaviour 67% of students tried hard to succeed 46% of students have high participation in sport 25% of students participated in school clubs 19% of students regularly truanted 56% of students are intellectually engaged 33% of students are interested and motivated in learning 19% of students had moderate to high levels of anxiety 24% of students said they were victims of bullying 71% of students plan to finish year 12 74% of students were born outside Australia 10% of students are Aboriginal or Torres Strait Islander origin 3 out of 10 students felt they had someone at school who provides encouragement 5 out of 10 students felt they had someone at home who provides support

Students working in the computer lab

Students at the Ski Trip

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towards new products and practices in 2014.

Progress Report School planning 2013—2016 As an Empowered Local Schools National Partnership school, the school redesigned its plan for 2013-15 and a full copy of the plan is on the school website.

In 2014-15 the school will: Continue detailed professional work in programming and assessment.

Continue to embed the We are Readers program in Years 7-9; develop the We are Writers program for Year 8 and prepare the We are Thinkers program for Year 9.

Investigate the use of the SOLO taxonomy and other tools for assessing capabilities.

Work with consultants and partners to develop literacy, numeracy, ICT and thinking activities for programs, teaching & learning sequences and lessons.

Implement the new BBC lesson design tool with one “learning intention” (lesson purpose) and success criteria.

Investigate frameworks for the implementation and assessment of a capability driven curriculum.

Allocate $100000 towards technology infrastructure for each faculty to use in curriculum.

Investigate options for devices for students to use in learning once the DER 1:1 laptop program ends.

This plan is based on 5 Ps: purpose, products, practices, processes and people.

The overarching plan is supported by milestones that are reported quarterly to the School Council and published on the school website.

In the full plan there is further detail about the people, projects, products and practices planned for 2013-15. In addition the milestone report will be published once per term on the website.

A summary of annual progress on the plan is shown below and quarterly reports on the progress of milestones (towards the products and practices to be in place by the end of 2016) are held in the school.

Purpose of Strategic Direction 1 Curriculum and assessment (Coordinated by Andrew Pesle and the school executive) The development and implementation of high quality curriculum and assessment designed to increase the learning trajectory of each student.

2013 progress points included: Academic achievements and progress as outlined in detail above.

The redevelopment of all school programs (from 2013-15) using a school wide curriculum plan, agreed scope and sequence document template and a new programming template.

Revised programs for each subject in Years 7-12 are to be completed by the end of 2015.

Increased staff skills in the use of the literacy and numeracy continuums, in visible thinking strategies, the use of Moodle, Asia Literacy, vocational education (and the skills required by educated 19 year olds) and project based learning – all of which will underpin work

Students undertaking an experiment in the new Science labs

20

Enhance its knowledge of the learning and learning trajectory of students enrolling at the school and develop practices to assess and report on student learning trajectories.

Refine its year based programs for Years 7-12 with leadership from the year advisers.

Purpose of Strategic Direction 2 Personalised learning (Coordinated by Conny Mattimore personalised learning team)

and

The development and implementation of high quality universal, targeted and intensive personalised learning programs that give each student the opportunity to do his or her best.

2013 progress points included: The successful implementation of a model of universal, targeted and intensive programs in learning, equity and personalised learning practices. This was supplemented by the successful embedding of personalised learning and class profiles for every student in the school.

Initial work in tracking and reporting capabilities against NSW DEC continuums and the ACARA benchmarks.

Successful programs (as detailed above) in Aboriginal Education, multicultural education and support of students with cultural and linguistic differences and disabilities. The new CALD scales were introduced to staff for full implementation in 2014.

The success of the literacy and numeracy national partnership programs with 60% of Year 7 lifting their reading by one year during the 6 month program.

The introduction of a senior (Years 10-12) support and transition program and the employment of a school learning support officer with skills in job and transition programs.

Students working in Mandarin

In 2014-15 the school will: Participate in the SVA Powerhouse Schools Projects with a focus on university and employment programs designed to create educated 19 year olds ready for the transition to a 21st century workforce.

Provide additional structures to ensure that universal, targeted and intensive programs are delivered to each student and every year group.

RHHS students at the Sydney West Dance Festival

21

second semester of a National Partnership Literacy Leader in each faculty.

Purpose of Strategic Direction 3 Professional Practice (Coordinated by Peter Langfield and the professional practice mentors)

2013 progress points included: 6 teachers submitted an annotated body of evidence in order to achieve the level of proficient against the Australian Professional Standards for Teachers and 2 teachers gained professional competence against the NSW IOT Standards.

New Teacher Assessment and Review documents incorporating the Australian Professional Standards for Teachers were implemented across the school.

2 staff members maintained their accreditation and the level of Proficient against the Australian Professional Standards for Teachers and 1 staff member maintained professional competence against the NSW IOT Standards.

The RHHS Induction Program for new and beginning teachers was updated to incorporate the Australian Professional Standards for Teachers.

10 new and beginning teachers participated in the RHHS Induction program which includes professional learning, lesson study and team teaching coaching in lesson design and lesson delivery.

EARS/TARS Framework: Every member of the teaching and SASS staff developed a Professional Learning Plan which related to four areas of practice.

Executive staff members trialled a milestone survey that was completed once a term to provide evidence of practice against their selected goals and teaching standards. Evidence included professional learning, evidence of practice and strategies they have implemented to meet their goals.

The Higher Standards group was established for teachers wishing to begin the process of accreditation at Accomplished or Lead levels of the Australian Professional Standards for Teachers. This group was made up of 10 teachers who planned, evaluated and reflected on their practice against the

The development and implementation and sharing of innovative teaching, learning and leadership practices.

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

Staff establishment Position Principal Deputy Principal(s) Head Teachers (HT) Classroom Teachers (FTE) Support Teacher Learning Assistance Teacher Librarian Teacher of ESL Counsellor Total teaching staff School Administrative & Support Staff

Number 1.0 2.0 12.0 55.5* 3.6 1.0 0.8 1 77.0 12.572

*The school also had additional teaching and administrative staff funded by national partnership programs in 2013.

Teacher qualifications In 2013, all teaching staff met the professional requirements for teaching in NSW public schools and 10 teachers achieved “professional competence�.

Qualifications Degree and/or Diploma Postgraduate

% of staff 90 10

Staff retention In 2013 the school had 5 teachers on long term leave and 3.4 FTE (full time equivalent) staff taking part time leave, the majority of which was maternity leave. There were 13 temporary teachers and 4 temporary administrative staff filling long term leave, national partnership, Norta Norta and consultancy positions. The employment within staffing of a very senior teacher as a literacy coach was evaluated highly at the end of 2013 as was the appointment in 22

higher career levels of the Australian Professional Standards for Teachers.

New professional observation documents were created and trialled as part of the Standards Professional Learning Team IRIS Connect lesson observation system was implemented throughout the school with teachers utilising the technology to create Illustrations of practice against the Australian Professional Standards.

100% of Teaching and SASS staff participated in professional learning in 2013.

Teaching staff participated in a range of professional learning opportunities including courses that focused on syllabus and curriculum implementation, technology, classroom management, group dynamics, literacy and numeracy, welfare, ESL, leadership skills, mentoring, coaching and personalised learning.

Online learning modules were used extensively to build teachers capacity as classroom practitioners, develop leadership capabilities and meet registered professional learning requirements.

Executive staff we invite to present at the NSW SPC and Southwest Sydney SPC conferences.

Executive staff participated in a conference program that enabled the latest pedagogical research to be embedded into curriculum delivery.

These conferences included the 2013 ACEL National Conference, 2013 ACER Conference and the ACEL 21st Century Fluencies conference.

Employ an administrative assistant to manage the complicated data associated with the BOSTES endorsed provider trial.

Work with international and national partners to deliver high quality professional learning in house. This will include a Michael Grinder Educational Perception Camp in March and further work on capabilities with Bill Lucas from the Expansive Education network.

Trial and publish its new classroom observation tool and professional learning package in collaboration with Tony Loughland from Sydney University.

Continue to develop the new professional learning plan model and cycle of learning and development for all staff.

In 2014-15 the school will: Employ additional consultancy support within the RAM budget to support initiatives in programming, writing, numeracy and capability mapping.

Employ additional staff to provide 0.2 release per faculty for in house professional learning support by NP literacy and professional practice mentors in each faculty.

Staff as readers (ILNNP 2013)

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The school purchased new learning management software in June. The Sentral system allowed the school to integrate its attendance, welfare, recognition, assessment and reporting practices in 2013.

The school ran a number of very successful events – all of which were evaluated and reported in electronic and paper publications. According to portfolio data, over 1000 students participated in one or more of these events.

As part of the Empowered Local Schools National Partnership program, the school was transferred to a new budget and planning solution in November 2013 and a new school financial management system. The DEC planned introduction of the new software presented significant challenges for the school in managing the budget, receipting funds and tracking the school’s financial position. To date, it has not worked. Please see the 2013 financial summary below.

Purpose of Strategic Direction 4 Sustainable Governance Coordinated By Christine Cawsey, Kaliopi Loucos, Cheryl Harvey, the School Council and the management team) Sustainable, local management and partnerships with the community in creating and building the future of the school.

2013 progress points included: The school redesigned its school planning, measurement and evaluation practices in 2013. Milestone design, tracking and reporting proved to be very difficult in the original design and, as a result, a simpler, but more sophisticated model was developed using the AITSL plan, act, reflect and respond cycle and three questions from outcomes based accountability models were introduced for 2013. For all data collection we now ask – how much? How well? And what impact did it make?

The school’s asset management was enhanced by significant grants to improve the site for visually impaired students and the complete renewal of two Science laboratories. In addition, all the school’s skylights were replaced and E Block was refurbished in January 2014 ready for the start of the school year.

The School Council endorsed a BYOD (Bring Your Own Device) and new school contributions policy to try to assist the school in responding to the end of the DER 1:1 laptop program and the proposed cut to the Back to School Allowance. The new policy is designed to assist the school to help parents and students purchase laptops and ICT devices for learning.

The school’s fifth application for a Trade Training Centre was successful with an announcement in August 2013.

The school’s workforce planning (see staff information above) was very complicated again in 2013. With 65 “registered” teachers and many with young families the demands for part time work have grown steadily. The complex 2013 timetable reflected the school’s commitment to the ongoing delivery of high quality teaching to every class.

In 2014-15 the school will: Develop parent modules designed and presented by students.

Develop “care packages” for current community, government and philanthropic partners and seek new partnerships in support of the school.

Elect a new School Council and provide additional training to the School Council.

In the roles and responsibilities of “board” members.

Continue to implement LMBR with a strong focus on the full integration of Sentral third party software and the use of a parent portal, excursion software and capability mapping.

Implement the new HR budget and planning tool to manage the school and staff budget.

Monitor the current events program and design new activities and events to engage students and parents in all years.

Work closely with government agencies in the construction of the Trade Training Centre and other ongoing refurbishments.

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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 Income Balance brought forward Global funds Tied funds School & community sources Interest Trust receipts Canteen Total income

Messages

30/10/2012 $ 801516.88 521771.89 548661.21 329554.43 31387.41 78732.29 0.00 2311624.11

Expenditure Teaching & learning Key learning areas Excursions Extracurricular dissections

Library Training & development Tied funds Casual relief teachers Administration & office School-operated canteen Utilities Maintenance Trust accounts Capital programs Total expenditure Balance carried forward

119485.75 80039.87 88873.88 13546.41 4117.66 412068.78 25814.59 161260.78 0.00 102928.54 42277.23 139647.31 142742.29 1332803.09 978821.02

Principal’s message From the address to the Excellence Assembly: When we wrote our school plan for 2012-2014 we had an overall purpose – to lift expectations, capacity and achievements for students, staff, parents and the community. To do this in 2013, we could not do the same things we always had – they were successful but, after years of analysing our performance, we realised we had to be a lot more innovative and creative than we had been before. We had to find new targets to which to aim and new ways of working to lift the learning curve for students. We had to find our strengths and build on them – teamwork, commitment, energy, enthusiasm, willingness to try new things, support of each other, good systems, great teachers, a respectful and positive culture – were all mentioned as strengths of the school. We believed that, if we could build on those strengths and take some risks, we could become more innovative. As a result, the school plan was refined to stop wasting time on things that no longer worked. Our purpose was to lift expectations, capacity and achievement by focusing on implementing those things that would change the “learning trajectory” of students.

The school’s financial position remained strong in 2013 although the statement above represents the school’s financial position until the end of October (not November as in the past).

Please see the My School website for further information on the finances of this school compared to other schools in Australia. http://www.myschool.edu.au

This annual school report reflects our efforts to do what we said we would do in 2013 and 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. For more detailed information, please access the school’s website.

Christine Cawsey AM

Christine Cawsey awarded the Principals Australia Institute’s John Laing Professional Development Award with colleagues

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School Council President’s Message

2013 School Captains Message

Presented at AGM on 19 March 2014:

Excerpt from Graduation Speech 2013:

I would like to commence my report by thanking all who are in attendance tonight for this meeting. I am sure that I have said this before, when I say that time has gone by too fast – it is now two years since the Council members and I were elected to our positions.

I remember the first few weeks of high school, wandering around in a daze of new friends, responsibilities and opportunities. Overwhelmed by the need to find a new group to hang out with and jealous of those seniors who seemed so comfortable and settled in their environment. Well look at us now. In that very same role we once looked up to, bound together by more than just the 'cliques' that we formed all those years ago. Joined by the years and memories we share. I would argue that together, in many ways, we have become a family.

It has been my very great pleasure to have worked alongside the current Council. The support and commitment that all have displayed has again made my role easier. I have been very pleased by the attendance of the Council members over their last term of office. The parent representatives have fulfilled parent positions on various panels – Head Teacher merit selection panels, year 6 into 7 out of area selection panels, School Uniform tendering process, Canteen tendering panels and the Finance Committee.

It has been a long time since that first introduction.

The majority of our lives have been lived within a school-environment. All of us have fond memories of teachers - who have supported us to this point - and friends who, throughout the years, have grown up with us. This room is full of the people who have loved and supported each of us through difficult times and who have celebrated some of our most memorable occasions with us.

I would like to thank the staff representatives and the senior student representatives. I really do want to thank every one of them for their enthusiasm.

Over the past two years the School Council has worked on and discussed many big items – the School Plan is one example of this. Of course without our Council members present to voice opinions, to discuss, approve and pass motions, the past two years would not have been successful. My thanks go to each and every one of the Council members.

Many of us have dreamed of this moment, progressing into independence and adulthood. We would like to thank the school for every memory and friendship. We would never have chosen another school over this one and could not imagine graduating with anyone better.

Madison Nixon and Matthew Mangsal, School Captains 2013

Helen Fone, School Council President 2012-13

Parent, student and teacher satisfaction In 2013 the school used a variety of electronic, survey and face to face media to seek feedback.

In addition to traditional measures, parents gave strong feedback that they like engagement with the school through social media. The satisfaction data collected indicated continued high levels of satisfaction, consolidating the work done in earlier years to provide a school responsive to the aspirations of its community. In addition students completed the TTfM survey (see page 18).

Senior Leadership Team 2013 with Ms Cawsey, Mr Pesle & Ms Mattimore

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About this report

School Executive

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.

The school’s executive is responsible for the development of faculty and team plans and reports. Detailed team and faculty planning, milestone and reporting documents are held in the school and can be accessed on request.

School contact information Rooty Hill High School – 8908

School Council delegates to school evaluation and school planning leadership team 2013:

North Parade (PO Box 70) Rooty Hill NSW 2766 Phone: 612 96258104

Christine Cawsey (Principal) Helen Fone (School Council President) Lincoln Jurd (P&C President) Madison Nixon and Tori-Lee Rylewski (student representatives to School Council 2012) Constance Mattimore and Andrew Pesle (Deputy Principals)

Email: rootyhill-h.school@det.nsw.edu.au Facebook: www.facebook.com/rootyhillhs RHHS App: available on ITunes or android Web: www.rootyhill-h.schools.nsw.edu.au

Year 12 Graduation 2013

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