Rooty Hill HS 8908 ASR 2014

Rooty Hill High School

Annual School Report 2014 8908

Learning Badanami

Leadership Merana

Achievement Ngioba

In this report o Our school purpose (page 1) o Planned key performance measures (page 1) o Significant programs and initiatives 2014 (page 2) o School Context (page 3) o Student Achievements 2014 (page 4) o Major Evaluations (page 8) o Report on key measures of student and school performance in 2014 (page 12) o Progress report on school planning 2013-14 (page 20) o Strategic Direction Progress Reports (page 20) o Significant programs and initiatives 2015-17 (page 32) o Messages and contact information (page 33)

Our school purpose As a Learning Neighbourhood school, our overall purpose in 2014 was to increase expectations, capacity & achievement for students, staff and the community through the following strategic priorities. We will deliver our overall purpose through: Strategic direction assessment

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Curriculum

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

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.

Aerial view of Rooty Hill High School 2014

The school planned to make progress towards the following key measures by the end of 2014: 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.

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.

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.

Strategic direction 4 – Sustainable Governance (school operations) … engagement of the school, community and Learning Neighbourhood in creating and building the future of the school.

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Cover photographs (top to bottom: 2014 Senior Leadership team with Senior Executive; Official photo of the Excellence Assembly; Duxes of Years 7-11 (see page 4) and Dux of the School, Caitlin Thick.

Significant programs & initiatives for 2013-14 Curriculum, Assessment, Pedagogy UNIVERSAL PROGRAMS RHHS (AUSTRALIAN/BOS) CURRICULUM, ASSESSMENT & PEDAGOGY (CAP PROGRAM)  Programming 7 - 12 – high quality scope & sequence, programs, lesson sequences, lesson design, assessment, achievement standards and feedback.  Subject specific development of skills, capabilities and dispositions for learning focused on literacy, numeracy, ICT and critical & creative thinking.

TARGETED PROGRAMS  Vocational education  Confucius classroom/Asia literacy  Year 7 & 8 literacy & numeracy programs (ILNNP)  Project based learning  Technology for learning

Personalised learning – universal, targeted and intensive programs UNIVERSAL PROGRAMS RHHS PERSONALISED LEARNING & VALUES RHHS YEAR GROUP PROJECTS STUDENT LEADERSHIP TARGETED PROGRAMS  7-12 student support program (Learning Support and Learning Centre)  CALD program – including Pacifica program  Aboriginal education INTENSIVE PROGRAMS  Every student, every school  Individual learning, behaviour, counselling support  ESL Phase 1

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Professional Practice UNIVERSAL PROGRAMS RHHS PROFESSIONAL STANDARDS & ACCREDITATION FOR TEACHERS AND PARAPROFESSIONAL STAFF RHHS IOT ENDORSED PROVIDER ALLIANCE RHHS PROFESSIONAL LEARNING TEAMS  RHHS capabilities  RHHS programming & assessment  VET  Digital teachers  Better classrooms, instruction and relationships (including Early Career Teachers)  Professional standards & practice  ILNNP  SASS learning RHHS PROFESSIONAL LEADERSHIP  Executive leadership development  Aspiring leaders program FACULTY AND SUBJECT BASED PROFESSIONAL SUPERVISION

Sustainable Governance & school operations (Empowered Local Schools National Partnership) RHHS GOVERNANCE, PLANNING AND EVALUATION RHHS COMMUNITY ENGAGEMENT RHHS ASSETS AND INFRASTRUCTURE RHHS SAFETY RHHS WORKFORCE PLANNING & MANAGEMENT RHHS FINANCE RHHS PROMOTION AND MARKETING

School Context School Context: Rooty Hill HS is a large, coeducational, comprehensive community school in western Sydney. Almost 52% of the students enrolled from 2012 – 2014 were from non-English speaking backgrounds, including a significant number of students from Asian and Pacifica backgrounds. There was a significant enrolment of Aboriginal students (5.3%) and the school continued its commitment to promoting its cultural and linguistic diversity. The school FOEI (family occupation and education index) for 2014 was 125 and this placed the school one standard deviation below average in terms of educational need. For further details please see the My School website. http://www.myschool.edu.au The school’s 2014 budget, based on the RAM, Resource Allocation Model, was $9986145, including staffing (see page 29). At enrolment in Year 7 (in 2012–2014) more than 60% of students were below or well below grade average. In Years 8-10 students performed 1.5 – 2.0 standard deviations below the mean. This grew to an average of over 2.0 at the HSC. This is the pattern that the school plan strategies addressed. In particular, the school plan specifically addressed 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 (ICT).

Students: In 2014, there were 1122 students at the school, 587 boys and 535 girls. Of the students enrolled in 2014, 52% came from language backgrounds other than English and 65 were of Aboriginal background. Demand for places in Year 7 grew again and the school’s senior school numbers were the largest on record. There were 25 students studying a TAFE course or school based traineeship for the HSC in 2014 and completion of Year 12 is now well established as the first option for all senior students. Student achievements in 2014 were among the best in the school’s history.

Strengths: The new DEC school planning process is a “strengths based” model and, during the consultation for the new plan, members of the school community were invited to identify the strengths of the school.

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Our school’s strengths

The school has a very committed, dynamic teaching, administrative and executive staff with a range of experience. Over the last decade the school has been recognised for its achievements as a school of professional practice for its work in quality teaching and leadership, for its exemplary personalised learning programs and its commitment to innovation. Parent and community support of the school is strong and working parents have valued the individual contact approach used by the school in personalising learning for each student. The school has strong academic, relational and sociocultural platforms that are enhanced by high quality relationships between staff and students.

The school values are embedded in all programs, practices & relationships. There is a broad academic curriculum, a strong vocational program and the opportunity for students to participate in a wide range of extra-curricular programs. There is a focus on innovation and improvement, leadership, technology in learning, personalised learning and transition programs.

Every student has a personalised learning plan.

Student leadership in sports, the arts, school service and academic programs is actively developed. The school has above average attendance, full school uniform, declining suspension rates and a commitment to building positive relationships through personal responsibility.

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Student Achievements In presenting the highlights of 2014, 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. These achievements also reflect the school’s high quality programs and platforms in personalised learning. The school would like to thank the more than 500 parents who attended assemblies in 2014 and the more than 400 who came to other events including parent teacher meetings.

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Academic Achievements 

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Caitlin Thick – School Dux 2014 with Richard Amery MP

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Caitlin Thick was the 2014 dux with three Band 6 and 5 Band 5 results and an ATAR of 93.80. Caitlin will be studying a Bachelor of Health Science (Sport and Exercise Science) at UWS in 2015.

The other year duxes were: o Year 11 – Sokkhim Katherine Khov o Year 10 – Suzy Tang o Year 9 – Sabrina Saman o Year 8 – Joanna Gevero & Imico Pablico o Year 7 – Narisha Prasad The following students achieved Band 6 results in the HSC: o Breayla Harding – Business Studies & Personal Development, Health and Physical Education

Caitlin Thick – Business Studies, Food Technology & Personal Development, Health and Physical Education o Tenielle Thick – Personal Development, Health and Physical Education 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. o Year 11 – Clare Da Silva, Sokkhim Katherine Khov and Megan Varley o Year 10 – Rose Al-Kahili, Jennier Borbon, Emma Jurd and Suzy Tang More than 500 students received academic awards at presentation assemblies during 2014.

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

The VET Student of the Year was Jaydon Carling.

The Betty Andersen Practical Science Award winner was Utkarsh Raj.

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 annual reports are available from the school and these reports explain the academic performance of students in each subject over the last five years.

Utkarsh Raj – Betty Andersen Memorial Practical Science Award 2014 with Mrs Louise Adam

Student Leadership and Participation

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leadership programs such as the SRC, Student Volunteering and Peer Support student leadership was again a strong feature of the school’s positive culture.

The LEAPs mentoring program for Year 9 students ran for the tenth year (coordinated

by Sarah Andrews and Kate Kennerson) with mentors from the law firm Ashcroft and from NBN Co. It was highly successful again in 2014 for the students in Year 9 who took part.

Breayla Harding – Student of the Year 2014 with Ms Cawsey, School Council Representative Ryan Romero & School Council President Lincoln Jurd

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

Tyrrell McCarthy was the school’s Caltex Best All Rounder in 2014, with a distinguished record in academic studies and in participation and leadership as school captain.

63 students in Years 7 -12 were recognised with the principal’s Award for Outstanding Achievement and 5 students in each year were recognised each term with the newly introduced PERSIST award for overall contribution to the schools values.

Tyrrell Mc Carthy – Caltex Best All-Rounder 2014 with Richard Amery MP

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The eleventh year of the School Ambassador Program in the junior school (Years 7, 8 and 9) was highly successful with the school training 85 Year 7 students to promote the school, model school values and serve the school community. Ambassadors helped with all major school events. Combined with other

Open Boys’ Volleyball Team – Team of the Year 2014 with Councillor Edmond Atalla & Coach Mr Treharne

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

by Joel Treharne and captained by Mark Torzar (see full details on next page). The two runners up were the Year 10 Debating Team coached by Brianna Dolling and the Under 16s Boys AFL Team coached by Jayson Mondinos.

Rachelle Rativo (Year 10) & Reece Morris (Year 12) – Australian Defence Forces Long Tan Youth Leadership & Teamwork Award 2014 with FLGOFF Debbie Xinos from the Royal Australian Air Force

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The following students received the Long Tan Leadership and Teamwork Award: o Year 10 – Rachelle Rativo o Year 12 – Reece Morris

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Tiana Edwards – Scarf Award for School Service 2014 with Richard Amery MP

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Sport 

The Scarf Award for School Service for 2014 was won by Tiana Edwards. 

Maja Zlomislic, Morwarid Faiz, Harsha Kumar, Nash Wiseman, Tristan Filio & Jay Edwards – Chifley School Service Award Winners 2014 with Richard Amery MP

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The following students received the Chifley School Service Award: o Year 7 – Maja Zlomislic o Year 8 – Morwarid Faiz o Year 9 – Harsha Kumar o Year 10 – Nash Wiseman o Year 11 – Tristan Filio o Year 12 – Jay Edwards

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 Paris Staal, Brianna Pelayo, Gino Maceda, Alisha Charlton & Caitlin Rough – Jan van Doorn Personal Best Award Winners 2014 with Richard Amery MP

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The following students received the Jan van Doorn Personal Best Award: o Year 7 – Paris Staal o Year 8 – Brianna Pelayo o Year 9 – Gino Maceda o Year 10 – Alisha Charlton o Year 11 – Caitlin Rough o Year 12 – Stephanie Batchelor

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In total there were 347 students who represented Rooty Hill High School on 815 separate occasions in 15 different sports.

That represents a 15% increase in participants and a 30% increase in opportunities compared to 2013.

The school achieved outstanding results in Volleyball, led by coach Joel Treharne. For the first time in over 20 years Sydney West won the NSW boys’ competition. Rooty Hill High School provided 8 players for the Sydney West team. For the first time in the history of the competition Rooty Hill High School won both the boys and girls NSW CHS competition. Mr Joel Treharne was awarded the DEC Excellent Service to School Sport Award for his ongoing commitment to Volleyball at Rooty Hill High School, Mount Druitt Zone, Sydney West and NSW level.

The school was crowned Zone Champion School for the sixth year in a row claiming the Cross Country and Swimming Champion School titles. 35 students were presented with awards for outstanding sporting performance at the Mount Druitt Zone Awards.

98 students from Rooty Hill High School represented Mount Druitt Zone in Volleyball, Rugby League, Touch Football, Basketball, Netball, Volleyball, Softball and Soccer. 25 students represented Mount Druitt Zone in Swimming, 28 students in Cross Country and 24 in Athletics.

18 students represented Sydney West in Swimming, Cross Country, Athletics, AFL, Soccer and Volleyball. 5 students went on to represent NSW at National events.

Felipe Zapata Castro received the outstanding honour of being chosen to represent Australia in Soccer.

Felipe Zapata Castro and Mark Torzar were both awarded a prestigious CHS Sporting Blue for Outstanding Achievements in 2014 with

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Felipe being awarded the Val Lembit Memorial Trophy for the most outstanding athlete in NSW CHS. The Team of the Year was the Boys Open Volleyball team, coached by Joel Treharne and captained by Mark Torzar. Over the year they achieved first place at Sydney West, 1st place in the NSW CHS Carnival, and 4th in the Australian Volleyball Schools Cup. The team had 8 Sydney West Representatives and 3 NSW CHS representatives.

The Junior Sports Champions were Jarred Wright and Natalie O’Connor. The Senior Sports Champions were Felipe Zapata Castro and Taissa Pereira.

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Mark Torzar & Felipe Zapata Castro – CHS Sporting Blue for Outstanding Achievement Award Winners 2014 with Mr Treharne & Mrs Andrews

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The Arts 

The Rooty Hill High School Art Acquisition Prize was won by Jahziel Furaque for her major work, composed of 4 mixed media panels Let there be....

Jahziel Furaque’s Let there be....

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In Term 1 the school hosted the regional HSC Music Study Day for the third year with 217 Year 12 students attending from 20 schools.

39 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 third student produced and directed musical drama performance in Term 4 – Broken. For nine months, members of the drama club worked together to write and stage the performance. In 2014 the success of the musicians coordinated by Mr. Kenny was noted by audiences.

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

The Learning Neighbourhood schools had two major award evenings in 2014 where students from the four schools were recognised for writing (in May) and for their work in creative arts (in August). On behalf of all four schools we wish to thank all the students, parents and teachers who made both events so successful.

The winners of the Young Writers Competition were: o Year 7 – Aidan Beath o Year 8 – Sharon Rogers (overall winner) o Year 9 – Rachel Varley o Year 10 – Angus Graham The Art on the Hill award winners were: o Overall school award winner: Stella Motuapuaka. o Quality Award winners:  Stage 4 – Alyssa Parreno;  Stage 5 – Maysa Kabbout;  Stage 6 – Jessica Franco, Jahziel Furaque, An-Nhu Huynh-Duong and Chino Lazaro. o People’s Choice awards were won by:  Stage 4 – Raelyn Villegas  Stage 5 – Jessica Bregania  Stage 6 – Chino Lazaro Over 200 parents and friends of the attended the viewing and award presentation.

How well did we do it?

Year 7 All incoming Year 7 students were assessed during their orientation days to identify individual reading comprehension clusters before enrolment. Classes for Year 7 were created with no more than a 3 cluster range. This allowed teaching and learning programs to be targeted at the correct cluster markers.

Each lead faculty taught Year 7 the school literacy platforms developed in 2013 including close reading, SEXE paragraph writing, graphic organisers, vocabulary grids and READ 1, 2, 3. The Year 7 We are Readers program was delivered through English classes and fortnightly reading lessons in the library. Students were taught reading comprehension strategies and had the opportunity to experience a wide range of reading. Testing in March 2014 indicated a 8

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After receiving initial funding in 2013 to support literacy and numeracy improvement, Rooty Hill High School developed and implemented a number of school wide literacy platforms including:  A lead faculty model for literacy.  The appointment of a National Partnership Leader in each faculty to focus on the critical work of developing subject based literacies for Years 8 -12.  A continuation of the We are Readers program through English classes.  Library lessons and a 4 week intensive reading program for Year 7.

Nov 13-Aug 14 Year 7 Reading

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2014 – How much did we do?

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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 school would like to congratulate the National Partnership Leaders and HT Teaching & Learning Kate Short for their leadership of this significant change program. This project was recognised with the prestigious ACEL School Leadership award in July 2014.

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Major Evaluation 1: Improving Literacy & Numeracy National Partnership:

downward shift in reading comprehension clusters. In Term 3 a 4 week, daily intensive reading program was developed around the book Wonder. Staff and students engaged in the program with enthusiasm and students were able to successfully demonstrate a wide range of reading comprehension strategies. The year group shifted positively along the literacy continuum after that program as shown below.

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Major Evaluations

Although 12% of students showed a decline and 23% stayed in the same cluster in their reading “clusters” (a cluster is equivalent to one year and Cluster 12 represents the average for Year 7), 55% of students lifted their cluster levels by one or more years with 33% improving by two years or more.

Year 8 As the result of the work done by the school and students in literacy, at the end of 2014 35% of Year 8 students were at or above grade expectation in reading comprehension compared to only 19% of students at or above expectation at the start of 2013. It was that this year group who showed they were resilient learners and who made a big shift in knowing what to do and how to transfer capabilities across subjects.

Year 9 A presentation about this year group to executive in mid-2014 highlighted a concern regarding Year 9 students in terms of their grade distribution.

Some students appeared disengaged and disgruntled at being the year group who ‘missed

out’. The Successful Seniors program was developed to provide Year 9 students with a fun, engaging and challenging program to prepare them for senior school.

Students:  Were taught 12 key Reading Comprehension Strategies.  Participated in reading, writing and practical lessons in English, Maths, Science, PDHPE and HSIE.  Were taught subject specific literacy strategies.  Took away a resource booklet in preparation for senior school (Year 10).

Based on the literacy continuum, and after only 2 days of intensive reading comprehension lessons, 78% of students were able to maintain or move positively along the literacy continuum The growth data from Year 7 to 9 in NAPLAN for this group was significant with the following percentage of students growing in their performance above the expected national growth targets:  Reading 58.6%  Writing 59.1%  Spelling 61.8%  Grammar and punctuation 54.1%

 Subject based approach – integrating reading and writing into each subject program and lesson sequence. Time for teachers from each subject to work with Dubravka and Bev.  Direct involvement of the principal as a ‘leading learner” and driver of change providing direction without “giving answers”.  “Apparent simplicity” of tools and strategies to users, although they have rigorous and sophisticated theoretical underpinnings.  Shifting students from resistance to learning through “capabilities” and then to achievement in the capabilities.

What impact did our work have?

As well as the performance information shown above, the final report highlighted that, as a result of the ILNNP project, the following key learnings about the school’s capacity to deliver a capability driven curriculum were observed and measured:

The Learners: 

Strengths of the ILNNP program design Action research conducted in 2013-14 identified 10 strengths of the program design:  The commitment of the whole school to find solutions within the local context and to learn how to teach and assess reading and writing within each subject. There was a “sense of urgency” to “close the gap” now.  Concentrated cross faculty collaboration, professional development and shared professional responsibility for developing programs, scaffolds and templates.  Whole school approach: New whole school explicit language and platforms embedded for reading & writing; thinking routines. SEXE and the thinking routines were noted.  Intensive programs for reading and writing.  Students can now transfer their knowledge and skills between subjects.  Structure of the implementation plan – NP leaders team; lead faculty model – working smarter using current structures to introduce whole school shift.

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Were more resilient as learners, willing to “have a go”, willing to risk “dumb questions” and make mistakes. Students now persist, are more focused, more able to manage metalanguage and more able to complete tasks that are set.

Recognising effort and progress rather than achievement worked in giving students more confidence.

The 21st century learning skills of automaticity, skill transference, self-editing recognising errors, self-regulation, responsiveness, encouraging of others, and thinking with growth mindsets were observed.

The quality and quantity of student writing improved along with the ability of students to use scaffolds and frameworks with increasing independence.

There is more work to be done in supporting Aboriginal students with only 20% in Years 8 and 9 at expected grade level.

Students have more positive perceptions about “reading” as a task and their own reading capacity.

The Teachers: 

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Recognised a gap in teaching. They had not been explicit enough in teaching reading and writing and they have now recognised the benefits of consistency, collaboration and the teaching of skills.

New skills must be taught explicitly and consistently. “This stuff actually works.”

Improved student literacy skills and capabilities actually allow better management of content and subject based information. More gets done because students have tools for managing vocabulary, comprehension, summarising, writing scaffolds and thinking.

Consistency of language, platforms improves teaching and learning. Improvement was observed in the increased use of academic language by staff and students. “We have stopped dumbing it down”.

There is a deeper appreciation by faculty members of the importance of subject based literacies, effectiveness of planning tools, integration and practice of new skills.

Across the school in Years 7 – 12 there is a better use of academic terminology and understanding of “writing patterns” in each subject. There has been a transfer of the strategies developed for Years 7 & 8 to senior classes, especially Year 12.

The importance of high quality, collaborative programming has been embedded in professional learning and practice.

The School: 

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The shift has happened. Students know what to do and are able to transfer capabilities between subjects. The school recognised the impact of this program for Year 7 2013 on all other year groups in the school.

If we work together we can make big shifts.

We now have a strategy that works across the school and “there is no going back”.

Everyone teaches capabilities.

Teaching capabilities saves time because once students have learnt how to use a tool (eg SEXE), they produce more, complete more and are more effective in class.

Some platforms are more embedded than others – SEXE, vocabulary grids, graphic organisers. It is important to make expectations and success criteria explicit.

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We have a more educated staff who better understand the critical place of reading and writing in the subjects they teach. The initial fear that secondary teachers could not teach capabilities has been replaced by a growing confidence in teaching capabilities and dispositions.

There is significant value in continuing the whole school collaborative programming focus in developing learning and assessment programs against explicit (best practice) criteria so programs are designed at stage level. Individual teachers can then adjust for the students who are not at stage level.

Recommendations for 2015 As a result of this evaluation, analysis of student literacy and numeracy data, consultant and faculty national partnership reports, the following recommendations for 2015 are: 1. The school will continue to develop the skills of teaching and assessing writing through the introduction of a writing Professional Learning Team and the employment of a consultant in writing.

Action research will be conducted in the following areas: moving from modelled scaffolded writing to independent writing, giving feedback, and editing writing.

2. The We are Readers program for Year 7 will be delivered through English and an intensive 4 week reading program during Term 1. This will address the “holiday fall back” experienced by students in previous years.

3. The school will strengthen scaffolds and staff will develop a deeper professional understanding of subject based literacy in Years 8–12 including building the understanding, value and use academic language in each subject.

4. The school will continue to build faculty based literacy leadership capacity by maintaining the NP Leaders.

ILNNP Leaders 2014

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Major Evaluation 2: Parent, student and teacher satisfaction In 2014 the school again 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 for the second time.

Tell Them from Me (TTfM) Survey 2014 Background (How much did we do?):

Effort Students responded to questions regarding their effort in three subject areas - English, Maths, and Science.

893 students completed the TTfM survey in Term 1 2014. The survey measured student engagement, health and well-being and gave students a voice in school evaluation. This report gives a snapshot of the results.

Findings (How well did we do it?): Advocacy at School Students responded to questions about whether they have someone at school who consistently provides encouragement and who can be turned to for advice.

Positive Behaviour at School Students responded to 5 questions asking how often during the past 4 weeks they have been in trouble at school. Students were also asked how often during the last year at school they had been suspended or given detention.

Advocacy outside of School Students responded to questions about whether they have someone at home or in their community who consistently provides encouragement and who can be turned to for advice.

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Recommendations As this survey was completed by students in March 2014, initial recommendations were put in place from the start of Term 2 2014. They included:  The establishment of a taskforce of students and year advisers who reported to each year group and, in consultation with the Head Teachers of the Senior and Junior Schools, year based initiatives and reporting to the executive staff on the progress of each year group over the year were introduced.  The design and implementation of new programs for students including the PERSIST program (Year 7), Being Unique (Year 8) and What’s Your State of Mind (for Aboriginal students) and the We are Successful Seniors transition program for Year 9 students..

For further details please see later in the report.

In 2015 the school will: 

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Embed the systematic and progressive collection of data and tracking of each year group and targeted equity groups (trialled in 2014) into the school planning and reporting process.

Publish a matrix for each year group so parents and students can see the events, programs and leadership initiatives being implemented and coordinated by each year adviser.

Continue the deep tracking of individual student performance on a wide range of measures through personalised learning plans and (by the end of 2015) through the MyDigitalPortfolio project.

Complete the TTfM survey again in March 2015 and use the patterns of the data (over three years) to refine curricular, co-curricular, extra-curricular initiatives.

Provide detailed reports to parents on the key findings through a special edition of Missing Link.

Key Measures Student and school performance In the 2013-2014 school plan the school identified 5 key measures it would use to track improved expectations, capacity and achievement for students. The progress on the key measures is explained in the information below.

1. Growth data 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.

Higher School Certificate growth data In the Higher School Certificate the average relative performance for students in Bands 1-4 was achieved while the relative performance for students in Bands 5 and 6 was only just below the growth trend of previous years. These were the best results in 5 years.

Numeracy (NAPLAN) Growth data between Years 7 and 9 in numeracy was above the school and local trend, although starting from a low base. The two graphs below (the first showing percentage growth and the second growth of actual scores) show the improvement in growth data from Years 7 – 9 in numeracy over the last five years. The impact of targeted numeracy initiatives can be seen in the 2014 results.

Growth equal or greater than expected growth

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School Average Scaled Score Growth in Writing State Average Scaled Score Growth in Writing

Average scaled score growth NAPLAN (National Assessment Program)

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Literacy (NAPLAN)

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. ď&#x201A;ˇ

The two graphs below show that, after a dip in 2012 (in reading) and 2013 (in writing), the students in Year 9 at this school improved the growth in reading above the growth rates for the rest of the state. These results can be directly attributed to the additional literacy funding and strategies developed by the ILNNP team (see detailed report above).

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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) tab and select GO.

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School Average Scaled Score Growth in Reading State Average Scaled Score Growth in Reading

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Year 7 TAS students

2. Percentage of students in top three bands Not achieved

Partially achieved

Achieved

The second of the school’s academic measures was to have 50% of students achieve Band 4 equivalent or better in external measures by 2015. Progress towards this key measure in 2014 was positive especially in ESSA, primarily as a result of improvement in student responses to the extended writing question. Although average student performance was still below the target an improvement in the majority of measures, especially the HSC performance is described below.

For 2015-17 a more realistic target of 40% will be applied. Key measures included:  36% in Higher School Certificate, a rise of 9% from 2013.  27% in Year 10 ROSA (Grades A and B), a drop of 10% from 2013.  23% in Year 11 ROSA (Grades A and B), a drop of 4% from 2013.  50% in the top 3 bands in ESSA (Essential Skills in Science Assessment Year 8), a rise of 2%.  33% in Bands 7, 8 and 9 in Year 7 NAPLAN reading (a rise of 4%) and 23% in writing (a rise of 8%) resulted from the targeting of Year 7 for the Improving Literacy and Numeracy National Partnership Program.  36% in Year 9 NAPLAN Reading (Bands 8, 9 and 10), a rise of 3% from 2013, and 26% in writing, a rise of 8%.  32% in Year 7 NAPLAN Numeracy (Bands 7, 9 and 10), the same as in 2013.  24% in Year 9 NAPLAN Numeracy (Bands 8, 9 and 10), 5% lower than 2013.

Grade Distribution (Years 7-11) Detailed faculty and team annual reports were completed by all teaching and 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.

The trend for 2014 was positive with a movement towards more students in the higher grades and 14

fewer students in the lowest grade especially in Year 9. The strategies the school has put in place in its teaching and learning programs combined with deeper professional knowledge of assessment by all teachers made an impact in 2014.

In 2015, the school plan will maintain a targeted focus on assessment and the continued employment of an in-house consultant to work with teachers on the design of programs, lessons and assessment tasks.

The following 5 graphs show 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 note that the Year 10 and 11 ROSA grades are shown as a Record of Achievement attached to the HSC testamur for each student.

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designed and implemented a targeted HSC preparation program in each VET subject. The results were the best in years with all VET courses represented in the top 12 best performing courses in the school compared to state performance.

Better career counselling was given to students in making appropriate course choices in English and Mathematics.

Subject specific approaches developing skills for tertiary study are being embedded in all senior programs (2014 – 2016).

50.0 40.0 30.0 20.0

Year 12 2014

10.0 0.0 A

B

C

D

E

% Grade Distribution for Year 11 2013 % Grade Distribution for Year 11 2014

The table below shows the distribution of bands in the HSC for 2012-2014. The significant shift in the 2014 results, with fewer students in Bands 1 and 2 and more students in Bands 3, 4 and 5 demonstrates progress towards the target.

HSC Band % Distribution Comparison 2012 -2014

Higher School Certificate

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40.0% 30.0%

2014 HSC Band Distribution

20.0%

2013 HSC Band Distribution

10.0% 0.0% Band 6 Band 5 Band 4 Band 3 Band 2 Band 1

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 school plan (2012 – 2014) aimed to lift the performance of the “middle students” in the senior school (Years 10 – 12) and as a result in 2014, the school:  Revised and updated detailed scope & sequence, teaching and learning programs, learning sequences and assessment programs to achieve 100% BOSTES compliance.  There was a stronger 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.  Examination technique was explicitly taught within each subject.  In the school’s 7 Vocational Education courses, the school redesigned the programs to include a work placement in Term 4 and to complete all industry requirements by the ends of second term. In Term 3 teachers

2012 HSC Band Distribution

The following table shows the school’s results compared to the state HSC results in 2014 for all HSC subjects with an HSC examination. The target of having all subjects being above “one standard deviation below the mean” compared to all schools in the state (government and nongovernment) was achieved in 26 of the 31 subjects, with four subjects above state average.

The school succeeded in lifting the lower and middle students to achieve this result. The results in PDHPE were the best in the school with three band 6 and 7 Band 5 results.

3. Achievement of capability benchmarks Not achieved

Partially achieved

ACARA Achieved

As part of the school plan in 2014, the school developed new tools to track progress towards the ACARA capability benchmarks. Using the funding from the Social Ventures Australia (SVA) Powerhouse Schools project, the school employed a retired principal to analyse the ACARA documents. As a result the school now has descriptions of the benchmarks for each year in “student friendly language”, evidence lists for each benchmark in each capability and preliminary data showing student progress towards the benchmarks in each capability. In 2015 the school will create a digital portfolio– MyDigitalPortfolio for each student so that students can track their own progress. The school will also incorporate the BOSTES cross curricular perspectives of entrepreneurship.

The ACARA capabilities are: 

Year 12 Music students performing for the HSC Open Night

Year 12 Graduation 2014 – Thick Family with Principal

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Year 12 Graduation 2014 – Year 12 students with Year Adviser Jayson Mondinos

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Literacy – elsewhere in this report, the positive progress of students in literacy is reported. The school also holds records of the Literacy Clusters and growth achieved by each student and these were sent home with student reports in Years 7-9 at the end of 2014. 55% of students improved their reading by one or more clusters and there was significant improvement in writing as evidenced by the results in ESSA Year 10 and Year 9 NAPLAN. 55% of students in Years 7, 63% in Year 8 (the targeted year for ILNNP) 56% in Year 9 were at or above stage benchmarks in literacy at the end of 2014.

Given that Year 7 enrolled in 2013 with 80% below benchmark levels, this is a very good reflection of the impact of the school’s ILNNP program. The school wide platforms-We are Readers, We are POWER Writers were put on posters for display in every classroom and other school wide tools were adopted in every classroom. The use of agreed platforms will underpin the school’s approach to change in 2015.

Numeracy – earlier in this report, the improvements in growth in numeracy were reported. Overall in Years 7-10, almost 45% of students are at or above state benchmarks and the NSW DEC invited the school to be a lead school in creating Illustrations of Practice

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for teaching numeracy in a range of secondary subjects. The videos will be published for use by other schools and teachers in 2015. To extend this work in 2015, there will be a professional learning team focused on developing student and teacher skills in problem solving.

Creative and Critical Thinking – this was a new area of focus for the school in 2014 and significant professional learning for teachers was provided. This included the participation of five staff in the Harvard University Visible Thinking postgraduate online learning program. The Visible Thinking tools were published in a school wide platform and are embedded in teaching & learning programs.

Initial feedback through the ILNNP report indicated that students across the school were demonstrating skills in critical thinking at stage level. More data will be collected in 2015 as part of the school plan and the school will have a focus on Creativity using the Creativity Wheel developed in 2014.

Information & Communication Technologies – although the school has reintroduced an ICT learning program for students in years 7 and 8, student performance in this capability was well below expectations with more than 60% of students performing well below the required benchmarks and only 10% of students being at or above expected benchmarks. As a result in 2015, as part of the new school planning focus on capability driven curriculum, the school will introduce a Bring Your Own Device (BYOD) program to support an intensive learning program for students in Years 7 – 10 called @ICT4ME. Personal and social capability – as a result of a long term focus in this area based on the school’s social curriculum and the embedded platforms of the PERSIST values, Raising Responsibility and Choice Theory, more than 95% of students had achieved the end of Year 10 benchmarks in this capability by the end of Year 9 in 2014 according to the data collected.

Ethical Understanding – there was a similar pattern of student performance in this capability to the previous one, with over 90% of students demonstrating this capability in their academic, recognition and extracurricular performances.

Intercultural Understanding – over many years the school has collected information on student participation in a wide range of

intercultural learning and global citizenship opportunities in academic, co-curricular and extra-curricular programs. The data for 2014 indicated that more than 85% of students were at or above stage benchmarks in their understandings in this area. This was supported by the success of key events like Harmony Day and critical programs such as the Confucius Classroom Institute, HSIE programs and the social curriculum.

Students participating in a Chromebook lesson

“They are Readers” Tyrrell Mc Carthy & Breayla Harding – School Captains 2014

RHHS students at assembly

4. 50% of students seek university entry and 90% plan for tertiary entry after leaving school.

Not achieved

Partially achieved

Achieved

This is a long term measure supported by information on retention and post school destinations. In 2013-14 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 was used as a baseline for tracking progress towards the key measure in 2014 and this will also inform planning in the 2015-17.

The school’s staff collected this data between the end of the HSC and the end of February this year.

Now that the senior school and many ex-students use the Senior Facebook, an emerging trends is that ex-students are likely to revise their plans 612 months after leaving school.

Post-school destinations and retention

Retention

The most significant changes in post school destinations for 2014 were the:  21 students who were accepted to university as part of the school’s inclusion in the government’s new state-wide school recommendation scheme. 38% of students were seeking university enrolment and the revised school plan target of 40% for 2015-17 is more realistic given the demographic patterns in the school.  Significant decline in students going to TAFE due to the reduction of courses and the increased costs of TAFE. Research by the National Council for Vocational Education Research (NCVER) has shown that boys who undertake apprenticeships and traineeships have similar long term income and life outcomes to those who go to university.

Given the parent occupation profile of the school, this will be a focus in planning in 2015.  Increased numbers of students who had not been able to find employment after the HSC examinations. A particular trend was the increased number of girls, particularly girls from Pacifica backgrounds, with a good HSC result who cannot find employment or traineeships. This will need to be a focus in the school’s work in personalised learning and exit plans in 2015.

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 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.

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. In 2014 retention from the end of Year 10 to the end of Year 12 was above state average but was below state average from Year 7 to Year 12.

Year 12 students studying

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

Not achieved

Partially achieved

Achieved

In 2014 the school again achieved its original target of having all students complete entry, personalised learning, transition and exit plans.

Measures of participation and recognition remained very strong. Negative referrals and suspensions dropped overall and a smaller number of students were referred for multiple instances of poor behaviour.

The introduction of a year based model of tracking progress on a wider range of measures enabled the year advisers to identify areas for attention. In 2015 the school will increase its focus on the development and recognition of effort.

Student Recognition 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.

As the quality of student work, behaviour and relationships improved in 2014, so did the level of recognition. As the table bellows shows the positive culture, high expectations and attention to recognising both effort and achievement shifted the culture of the school to a new level of student capacity and achievement.

Student attendance profile Attendance is the leading indicator of student success in participation, involvement and learning. The school monitors attendance closely using class by class roll marking. In 2014, the steady improvement in attendance continued and the school was at or above state average as shown in the table below.

Year

2010

2011

2012

2013

2014

7

92.5%

92.2%

92.3%

91.9%

92.8%

8

90.7%

89.2%

90.1%

89.6%

89.5%

9

89.1%

87.9%

89.0%

89.0%

89.0%

10

87.4%

86.4%

90.5%

89.2%

90.1%

11 12

95.4%

86.5%

84.4%

88.7%

95.1%

96.9%

84.6%

88.1%

86.8%

94.5%

Total

91.4%

88.0%

89.2%

89.4%

91.7%

Source â&#x20AC;&#x201C; Sentral data records

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 schoolâ&#x20AC;&#x2122;s attendance profile in 2014 was the further rise number of exemptions granted to students from 48 in 2012 and 106 in 2013 to 131 in 2014 (a total of 2223 days). The majority of these were for overseas travel for family reunions and holidays. In 2015, the government will introduce new regulations that limit the reasons for exemption and students will have to take leave for holidays. This will be recorded on their attendance records.

More detail can be found in the Strategic Direction Personalised Learning Report later in this document and in the capability report above.

Year 10 students participating in the DARE Program

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Progress Report

Purpose of Strategic Direction 1

School planning 2013—2014

Curriculum and assessment (Coordinated by Andrew Pesle, Caroline Vuki, John Meng and the school executive) We will deliver our overall purpose through the development and implementation of high quality curriculum and assessment designed to increase the learning trajectory of each student.

As an Empowered Local Schools National Partnership school, the school redesigned its school plan for 2013-14 and a full copy of that plan is on the school website.

The 2013-14 plan was based on 5 Ps: purpose, products, practices, processes and people. The overarching plan was supported by milestones that were 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 and implemented in 2013-14.

A summary of annual progress on the 4 strategic directions in the 2013-14 plan is shown below and the quarterly reports on the progress of milestones tabled at the School Council (towards the products and practices to be in place by the end of 2014) are held in the school.

The leadership of the school in interpreting the new school planning process was recognised by NSW DEC High Performance Unit as exemplary.

Key Progress points in 2014: 

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Core PERSIST Value for 2014 In 2014, the school chose to focus on the core PERSIST value of Excellence – doing a personal best and to underpin that with creativity and innovation in our approach to student learning, curriculum, personalised learning, professional practice and governance.

The school consolidated its disposition and recognition as an innovative and creative school where improvement was the focus. Significant new initiatives were introduced and these are explained in the reports below.

The School Council:

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The School Council continued to develop its own skills in board management with regular reviews of the school’s quarterly reports, financial reports and policies. A message from the President can be found on page 33.

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Detailed faculty and team reports available from the school show a positive trajectory in academic achievements and student progress in learning. (Please refer to the section above for progress on key performance measures.

There were marked improvements in the value added data for the middle bands in the HSC – a major area for focus in the 2013 -14 school plan.

The school achieved 100% compliance with BOSTES requirements and published a school wide curriculum plan with an agreed scope and sequence document in all Years 7 – 12 programs as the result of teams working collegially to review and refine all existing programs.

The entire teaching staff completed deep professional learning in programming with 60% of teaching and learning programs redesigned using new school wide agreed programming templates and processes designed to increase staff expertise in programming.

Staff skills increased in the use of the literacy and numeracy continuums and in implementing visible thinking strategies.

The school improved school wide instruction in literacy strategies using new platforms – We are Readers, We are POWER Writers, SEXE (state, explain, elaborate), We are Critical Thinkers. The team leading this project (Judy-Ann Abdini, Kate Short and Dubravka VukicPresland) received the prestigious ACEL award for School Leadership in recognition of the school’s work on this project.

Successful strategies were developed for improving teacher capacity to teach through capabilities including lead faculty model, in-house consultants and academic partners to develop literacy,

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numeracy, ICT and thinking activities for programs, teaching and learning sequence and lessons.

A positive shift in the literacy clusters in Year 8 showed that, although 40% of students were still below expectations, having started 3 – 4 years behind their state wide peers, their individual growth trajectories from the beginning of Year 7 (2013) were ahead of their peers by the end of Year 8 (2014).

New frameworks were designed for the implementation and assessment of a capability driven curriculum.

Funds were allocated towards new learning technologies across faculties in preparation for the introduction of the BYOD program in 2015.

A new program, the Successful Seniors Program, was designed to specifically address learning gaps identified by Year 9 students and their perception that they had “missed out” on other programs running in the school.

The school was invited to work with NSW DEC to prepare “Illustrations of Practice” for use by other schools in key aspects of teaching numeracy. The UWS established a research partnership with the PDHPE faculty (AMPED) to increase the amount and impact of physical activity in PE lessons.

Capability driven curriculum: The school pioneered a capability driven curriculum in 2014 and this approach to 21st century learning will continue in the 2015-17 plan. Research done by the school in 2014 as part of the ILNNP project revealed that a capabilities approach has the following strengths:  Students are much more confident and competent in using reading, writing and thinking skills.  Teaching through capabilities makes teaching content easier. Capability based learning increases the academic focus and introduces more fun into learning.  Capabilities underpin the whole curriculum.

That means, if teachers teach the skills and capabilities explicitly, students learn better.  Capabilities set students up for the skills of real life and mastery of the capabilities assists students to be fully functioning adults.

Vocational Education and Training: In 2014 63% of Year 12 students studied one or more school based VET courses for the HSC, reflecting the ongoing importance of vocational education in the school’s senior curriculum.

There were 12 students in year 12 enrolled in TAFE courses through the TVET program and 4 students with traineeships.

As noted earlier in the report, students studying VET courses were among the best performers in the school based on the results achieved in those courses in the HSC. The band spread for all VET courses is shown in the diagram below, highlighting the number of students who achieved Bands 4 and 5. This was higher than in previous years and reflects the strong leadership of an experienced team of VET teachers.

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Confucius Institute Day 2014

Asia Education Program and Confucius Classroom: The school’s 21st century Asia Literacy program continued with ongoing support from the Chinese government. The staff at the school ran a major outreach program with the Learning Neighbourhood primary schools; studies of Chinese culture, economy and history were integrated into the wider school curriculum; the

school had its first Year 12 Mandarin class and planning began for the China excursion and exchange in 2015. 

Project based learning: The Science staff introduced project based learning in Years 7 and 9 as a way to implement the Australian curriculum. The Head Teacher, Aaron Prestridge received the 2014 RHHS Leadership for Learning award for his leadership and teaching in recognition of the transformation he made with the team. Results in school based assessment and ESSA (Years 8 and 10) were the best in some years, showing that new approaches and a focus on writing extended answers had made an impact on learning and performance. @ICT4ME: The staff worked with parents to prepare the school for the BYOD program based on the use of Google Drive, Google Classroom and HAPARA – the online learning management platform for teachers. In 2015 the @ICT4ME platform will be in place in Years 7 -10.

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capability mapping. Continue to provide release for the Literacy Leaders in each faculty.

Continue to embed capability platforms across the school to design, implement and evaluate the impact of a capability driven curriculum in each subject.

Continue the school wide use of the innovative lesson design tool, BBC using the revised BBC lesson design tool featuring one “learning intention” (lesson purpose) and multiple success criteria.

Investigate the use of creative and innovative tools for assessing capabilities.

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

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

In 2015-17 the school will: 

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Introduce its BYOD program for Years 7 – 10 based on high quality programs, lesson designs and best practice in 21st century collaborative and creative learning including the leadership of staff and student Google Gurus in each faculty and subject. All staff and students will have access to Google Drive and Google Classroom and this will be funded by the school based on savings made in the last 3 years.

Introduce a professional learning classroom and school wide focus on creativity using the work of Bill Lucas and Guy Claxton and the five dimensions of creativity – to be imaginative, inquisitive, disciplined, collaborative and persistent.

Continue professional learning and work in programming and assessment to create a full capability driven curriculum.

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

Employ additional consultancy support within the RAM budget to support ongoing initiatives in programming, literacy, reading, writing, numeracy and

RHHS school wide platforms

Purpose of Strategic Direction 2 Personalised learning (Coordinated by Conny Mattimore, Sarah Andrews, Kylie Munzenberger, Kate Short and the personalised learning team) We will deliver our overall purpose through 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.

The report below provides a summary that is supported by information already outlined in the report above including a major evaluation using the TTfM survey and progress on key performance measures.

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Key Progress points in 2014: 

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The successful implementation of universal, targeted and intensive programs in learning, equity and personalised learning practices.

This was supplemented by the embedding of personalised learning and class profiles for every student in the school. 93% of students in Years 7 – 10 attended personalised learning interviews with 38% of Year 7, 52% of Year 8, 57% of Year 9 and 35% of Year 10 students increasing their grade point average.

Ongoing work in tracking and reporting capabilities against NSW DEC continuums and the ACARA benchmarks (see above).

The 2014 TTfM survey showed students thought there was improvement in many of the key measures. Student led focus groups were established in each year group to review results and provide feedback to students. Targeted year group programs were developed, implemented and evaluated. As a result of increased motivation and targeted interventions, Term 4 data showed a significant increase in student recognition and a reduction in negative referrals and suspensions. A full report snapshot is included above in the major evaluations.

The success of the new year based approach to planning in personalised learning saw outstanding growth on social, values, recognition and participation data for students.

The full implementation of the Sentral student wellbeing platform enabled greater tracking of academic progress and social

behaviour and provided year advisers, learning support staff and the deputy principals the opportunity to provide targeted support and interventions for students. Overall attendance in 2014 was 91.9%, an increase from previous years and 12,780 merit and 2070 significant achievements were awarded. There was a significant decrease in negative referrals. o Year 7 – a 12% reduction o Year 8 – a 4% reduction o Year 9 – a 24% reduction o Year 10 – a 25% reduction o Year 11 – a 15% reduction The senior support and transition program saw the introduction of targeted school to work programs and the provision of intensive support with classwork and assessment tasks which increased confidence and enhanced academic and employment outcomes for students. 38% of Year 12 students were seeking university entry and 24% achieved university entry in 2015.

NAIDOC Assembly 2014 featuring local elder Uncle Wes Marne

Targeted equity programs: Aboriginal Education 

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Students were offered variety of targeted Aboriginal programs including AFL Indigenous Academy, AIME, What’s Your State of Mind?, NSW Aboriginal Dance Workshop, NRL School to Work and Norta Norta in 2014 which led to an increase in student participation and recognition. 18 students participated in the in-school AFL Indigenous Academy program, 4 Year 12 students graduated from the AIME program and 9 students attended Outreach days at the University of Sydney on leadership and goal setting.

6 senior students received individual Norta Norta tutoring in 2014. This will grow to 16 students in 2015 and a grant of $49000 to

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employ the tutors.

Blake Cannon, Jay Edwards, Carl Ryan and Blake Hicks-Ashton participated in Indigenous school based traineeships.

Tiana Edwards was the state winner of the Zonta Award for an Outstanding Indigenous Young Woman.

Jay Edwards and Brittany Ryan were successful in their applications for Gili scholarships, both receiving $1000 towards educational expenses.

Jay Edwards and Tiana Edwards were successful in their applications for the Nura Gili winter school at UNSW studying preprograms for Business and Medicine respectively. Both students have been accepted to study Business and Medicine respectively at UNSW in 2015.

4 Year 8 students participated in the NSW state Public Schools Aboriginal Dance Company auditions. Kyle Pont was successful in his audition for the NSW Public Schools Aboriginal Dance Company. Kyle performed in numerous functions as part of the company with featured dances in the 2O14 Schools Spectacular.

The Acknowledgement of Country was embedded into every assembly, meeting and event at the school as part of the school’s strategy to increase the expectations, capacity and achievement of the school community in relation to Aboriginal Education. This was supported by targeted programming of Aboriginal perspectives in programs across the curriculum.

The school participated in events for Sorry Day, Reconciliation Day and NAIDOC week.

The NAIDOC week assemblies’ provided an opportunity for elders and young leaders in the Aboriginal community to share their stories.

The school’s Aboriginal Education coordinator and other staff joined the local AECG and were acknowledged for their work.

AECG members supported the school on selection panels, signalling the close partnership that will develop further in 2015.

Carl Ryan & James Sinclair - NRL Indigenous School to Work Graduation

Targeted Equity education 

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Programs:

Multicultural

In 2014 more than 50% of students in the school came from culturally and linguistically diverse backgrounds (CALD).

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 2014 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 Pacifica and other Indian sub-continental backgrounds were most likely to perform above school averages while students from non-Hindi Pacifica backgrounds were more likely to perform academically below school averages. The school continued the Pacifica support program in 2014 and, on a range of academic and social measures students from Pacifica backgrounds made improvement. A highlight of the year was the cultural exchange with Nadi Airport School from Fiji.

RHHS students and Nadi Airport School Students

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In 2015-17, the school will: 

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Provide additional structures to ensure that universal, targeted and intensive programs are delivered to each student and every year group and refine the year based programs for Years 7 – 12 with leadership from the year advisers.

Continue to refine the personalised learning program and investigate the use of the Sentral learning management platform for student personalised learning, health and risk management plans.

Participate in the TTFM survey to increase student voice and identify specific programs for each year group.

Continue the partnership with Social Ventures Australia with a focus on creating personalised digital portfolios for all students and preparing student with the capabilities and dispositions for life beyond school.

Do further work on the new CALD (cultural and language difference) scales with all staff with the leadership of the ESL teacher. $60000 has been allocated to supporting students from language backgrounds other than English.

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 the delivery of programs for Aboriginal students in consultation with families to better target their personal school and post school aspirations.

Further develop the senior (Years 10 – 12) support and transition program with the employment of two teachers (1.6 staffing) to assist students in the senior study and a school learning support officer with skills in job and transition programs. More intensive personalised learning plans and interviews will be put in place with students in Year 11 and with senior Aboriginal students (as part of the Norta Norta support)

Purpose of Strategic Direction 3 Professional Practice (Coordinated by Peter Langfield and the professional practice mentors) We will deliver our overall purpose through the development and implementation and sharing of innovative teaching, learning and leadership practices.

Key Progress points in 2014  

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The school achieved endorsed provider status with the BOSTES. The school established a professional partnership with Sydney University and Tony Loughland became an academic partner to the school.

4 teachers submitted an annotated body of evidence in order to achieve the level of proficient against the Australian Professional Standards for Teachers New Teacher Assessment and Review documents incorporating the Australian Professional Standards for Teachers (the Standards) were implemented across the school.

6 staff members maintained their accreditation at the level of Proficient against the Standards. The RHHS Induction Program for new and beginning teachers was updated to incorporate the Australian Professional Standards for Teachers.

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

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

Teachers trialled a milestone survey that was completed once a semester to provide evidence of practice against their selected goals and the Standards.

The Higher Standards group continued for teachers wishing to begin the process of accreditation at Accomplished or Lead levels of the Standards. This group was made up of 10 teachers who planned, evaluated and reflected on their practice against the higher career levels and BOSTES evidence guidelines.

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New professional observation documents were developed by the Standards Professional Learning Team.

1 teacher submitted her evidence towards achieving the Highly Accomplished career stage of the Standards.

100% of Teaching and SASS staff participated in professional learning in 2014 .

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.

Executive staff were invited to present at the NSW SPC and ACEL national conferences.

Executive staff participated in a conference program that enabled the latest pedagogical research to be embedded into curriculum delivery. These conferences included the 2014 ACEL National Conference.

Professional Practice Mentors (1 in each faculty) managed teacher accreditation and supported better teacher practice in each team.

Improved quality of classroom lesson observation and performance feedback through the development of a new professional observation course for observers.

8 teaching staff participated in the RHHS Aspiring Leaders Program – This was a six session program that built the capacity of staff to evaluate their practice, plan for improved practice, develop team leadership skills, analyse data, coaching and mentoring capacity.

The school’s teachers participated in the TTfM Focus on Learning teacher survey.

Although the results for RHHS compared to other schools were very positive the school will not be participating again in 2015.

The school maintained a Head Teacher Mentor position within staffing to provide professional mentoring for teachers in their first 5 years of teaching. Strategies included team teaching, lesson study, goal setting against the standards, lesson design, feedback and coaching.

Major professional learning events: 

M Grinder Professional Observation Perception Camp  Professor B Lucas – Capabilities and Assessment  Google Training Day (Term 3 and Term 4)  Literacy Learning – Tristan Bancks 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.

Staff as readers (ILNNP 2014)

Professional Learning Teams (PLTs): The focus areas for the PLT projects in 2014 included RHHS capabilities, RHHS assessment, VET, Digital teachers, Better classrooms, instruction and relationships (including ECT), Professional standards, SASS learning.

Practicum Students: 

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29 practicum placements were offered to Sydney University and 26 were completed in 2014. This included 5 internship students who each completed a 45 day block and who made significant contributions to the school in that time.

6 students from the University of Western Sydney and 1 from Charles Sturt University completed their practicum at RHHS in 2014.

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BOSTES School-based Endorsed Provider Pilot: The BOSTES Endorsed Provider Program allowed for the creation and the implementation of targeted professional learning. This translated into significant savings in the teacher professional learning budget, the employment of paraprofessional staff to support the professional practice strategic direction and targeted professional learning teams.

Professional learning also impacted and supported the major projects and programs that were implemented as a part of the RHHS School Plan.

A total of 48 courses were endorsed as BOSTES registered professional learning in 2014. This gave teachers access to registered professional learning for the 5 partner schools in the RHHS Professional Learning Network.

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 delivery of the National Partnership for Principal Professional Development in school learning, innovation and improvement. The outcome was new, high quality school plans across secondary and central schools in NSW. The Principal was made a life member of the New South Wales Secondary Principals’ Council in recognition of her contribution to the Council over 17 years.

Professional visits:

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Implement new procedures for the higher career stages of the Australian Professional Standards for teachers from Term 1 2015.

Eensure Maintenance of Accreditation procedures are supported through Professional Practice Mentors, Head Teachers in each faculty and school structures as outlined in the DEC Accreditation Policy.

Continue its partnership with Sydney University.

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

Train observers. Training for Professional Practice Mentors and executive staff in school based lesson observations and coaching will be completed by the end of Term 2 2015.

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 non-verbal behaviour program in March, further work on capabilities with Bill Lucas from the Expansive Education network in September and work on design thinking with Simon Breakspear in Term 4 2015.

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

Appoint a temporary Deputy Principal Special Projects to coordinate new initiatives.

Schools from across the state and interstate visited the school to interrogate the work of the school in school planning, personalised learning, literacy and professional practice. The school also hosted 15 professional conferences for principals and teachers in the school’s Professional Learning Centre.

In 2015-17 the school will: 

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Introduce the new DEC Teacher Performance and Development procedures during Semester 1 2015.

Embed the new DEC accreditation policy into school procedures for both teachers seeking accreditation and probationary teachers from Term 1 2015.

Executive Conference 2014

Purpose of Strategic Direction 4 Sustainable Governance Coordinated by Christine Cawsey, Kaliopi Loucos, Frank Movia, Cheryl Harvey, the School Council and the management team) We will deliver our overall purpose through sustainable, local management, and engagement with the school community in creating and building the future of the school.

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Key Progress Points in 2014: 

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The School Council members successfully undertook initial training to manage the analysis and monitoring of the implementation of the school plan in the Local Schools, Local Decisions context.

The school redesigned its school planning, measurement and evaluation practices in 2013 and refined them in 2014. Milestone tracking, quarterly reports and deeper levels of data collection informed the final year of the 2012-14 school plan and the development of the new plan (see above).

The school successfully embedded results based accountability into all school plans and measures asking the three questions – how much have we done? How well have we done it? And what impact did it make?

The school’s asset management was enhanced by significant grants to refurbish the largest block in the school, F Block into a space more suited to 21st century learners.

The school was approved for the design and delivery of a Trade Training Centre that should be completed ready for the start of the 2016 school year.

The School Council endorsed the distribution of $100000 from the DGRS Library Fund to support the introduction of the BYOD program by waiving subject and school contributions for all students in Years 7 -10 purchasing a device for 2014 and paying the per student licence fees. Equity devices and faculty sets will also be available. The new policy is designed to assist the school to help parents and all students purchase laptops and ICT devices for learning.

The school’s workforce planning (see staff information below) was very complicated again in 2014. With 70 “registered” teachers and many with young families the demands for part time work grew again to a total value of 6.0 full time equivalent staff. The

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complex 2014 timetable reflected the school’s commitment to the ongoing delivery of high quality teaching to every class, the allowances for the NP Leaders and the time allocations for Professional Practice Mentors in each faculty.

The Sentral software system allowed the school to integrate its attendance, welfare, recognition, assessment and reporting practices and to use the information on Sentral as the “source of truth” when LMBR student management and wellbeing software did not work.

The school again ran a large number of very successful events – all of which were evaluated and reported in electronic and paper publications. According to portfolio data, over 1050 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 was put in place. After 12 months using the new systems, the school’s Senior Administrative Manager is confident that the financial management practices of the school can operate within the new system once problems with full third party integration to Sentral are programmed by DEC officers.

The school’s governance practices in finance, staffing, attendance and Work Health and Safety were recognised in a successful audit report in November 2014.

The school’s administrative staff, with the leadership of the Head Teacher Administration and Senior Administrative Manager (SAM) refined their work practices to adapt the school’s new approaches to governance and adopted a disposition towards more para-professional working conditions and practices including the use of professional learning plans and time in lieu for additional hours worked.

Additional administrative staff members were employed to support the school’s BOSTES Endorsed Provider trial and LMBR. The DEC recognises the service of its staff and in 2014 Ellen Di Rocco, Kaliopi Loucos and Susan Billingsley received certificates for 20 years of service.

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 58.0* 3.6 1.0 1.0* 1.0 76.0 12.572

*The

school also had additional transition, teaching and administrative staff funded by national partnership and RAM equity programs in 2014.

Teacher qualifications: In 2014 all teaching staff met the professional requirements for teaching in NSW public schools.

Please see details in the Professional Practice Strategic Direction above.

Qualifications Degree and/or Diploma Postgraduate

% of staff 90 10

Component Base Equity Location Aboriginal Socio-Economic Language Disability Targeted Other Total

RAM 924,203 889,228 30,196 392,564 99,194 367,274 68,019 104,693 9,986,145

* data source: Local Schools Local Decisions - Learning, High Performance and Accountability Directorate

Financial Summary for the Year Ended 31 December 2014 (Rooty Hill High School)*

Financial summary: This summary covers funds for operating costs and expenditure areas such as permanent salaries, building and major maintenance. The schoolâ&#x20AC;&#x2122;s financial position remained strong in 2014 and new practices put in place at the school for the collection and management of school contributions, the organisation of curriculum expenditure and the tracking of costs centres were successful.

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

Funds received through the Resource Allocation Model (Rooty Hill High School)* 29

* date source: Schools Finance - Learning and Business

This is the first time the school has used the new templates available through the SAP Finance package. There are some additional notes: 1. An additional report for the DGRS Library Fund is held at the school and as per ATO requirements $100000 will be disbursed this term in support of

the new ICT learning platforms being used in the school.

2. The ILNNP (Improving Literacy and Numeracy National Partnership) monies were sent as budget in Semester 2 and as revenue in Semester 1 – the school cannot confirm that the figure in the AFS is accurate as it was expecting the full amount to be expended on staffing.

3. $160000 of leave reimbursement was still outstanding at the end of the December and the school received $50000 less than it paid for staffing due to the business rules of DEC that only pay the teacher rate for sick leave. This means that long term leave reimbursement for executive staff is not fully refunded.

4. It is not possible to see the income from the canteen lease as a separate entry in the new documents. Information is available at the school.

5. The electricity account was inflated in 2014 due to an unpaid electricity account in 2013 as the result of an accounting error at Energy Australia. Affected schools were required by the government to pay the outstanding debt and, as a result, this school received $19000 from DEC as supplementation from 2013.

Community. A copy of the 2015-17 plan is available on the school website and the school wishes to thank the retiring principal of Minchinbury Public School, Pauline Baker, for her leadership within the Learning Neighbourhood over many years.

RHHS students helping Rooty Hill PS students during the Science & Technology Days

Partnerships – SVA Powerhouse School:

Partnerships – The Learning Neighbourhood:

The partner primary schools and high school continued their ongoing work together on the introduction of the Australian Curriculum and the ongoing implementation and evaluation of the 2012-14 plan. Rooty Hill HS contributed $20000 and allowances for coordinators to make the program as successful as possible. A very successful professional learning session was held with Professor Bill Lucas and teachers from the 4 schools in Term 2.

The executive of the four schools worked together in Term 4 to develop a new plan focused on: Curriculum & Capabilities, Connections and 30

In 2014, the school demonstrated innovative and creative leadership across Australia as a Social Ventures Australia (SVA) Powerhouse School. The school hosted visits from other schools and advised a wide range of educational and social policy organisations. The school community was very excited to be an SVA Bright Spots School and to be chosen ahead of many other schools because of the school’s reputation as a successful and innovative place for students to learn. SVA will work with the school for 5 years and will donate $400000 to the support innovative projects.

The Career Capable, Futures Focused Strategy: As the key purpose of the SVA project, the school wants students at this school and in Western Sydney to have the same opportunities, the same aspirations and the same chance to achieve their dreams as students in more affluent areas.

The school believes that demography should never determine the destiny of young people in Australia.

The school plans to:  Create an exciting, fun and innovative curriculum that challenges, motivates and engages students in learning for the 21st century  Graduate young people who have the skills, the capabilities and dispositions to make choices for themselves, their families and their community.  Deliver a high quality 21st century school to work education project aims to meet the goals of the Melbourne Declaration to ensure that all young Australians become successful learners, confident and creative individuals and active and informed citizens.

The SVA project addresses the core purpose of the school to lift expectations, capacity and achievement of members of the school community so that students have the opportunity to do their best and increase their options for study and work beyond school. It does this through teacher professional learning in collaborative high leverage partnerships and through four key projects (2014 – 2017):  A capability driven curriculum incorporating the ACARA capabilities of literacy, numeracy, ICT, critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding and the additional capabilities of Aboriginal & Torres Strait Islander & Cultures, Asia & Australia’s engagement with Asia, Sustainability, Civics & Citizenship, Difference & Diversity and Work & enterprise.  Participation by students in “university”, traineeship and work readiness preparation programs through junior and senior school programs.  The development of modules and online communications to engage parents in understanding their child’s learning.  The development of digital student portfolios based on student assessment of their own skills, capabilities and dispositions and validated by teacher judgement.

In 2014 the school’s staff worked collaboratively with the SVA team and the school’s business partners to share knowledge and experience and to design and deliver innovative programs that meet the needs of all our students.

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Partnerships – SALSA: The redesign of the SALSA (Students as Lifestyle Activists) program using NAB Schools First funding and the transition of the program to a larger program funded by DoHA involving 12 schools in 2014 was completed and the project won a major health award. Congratulations and thanks to Andrew Pesle (deputy principal) for his leadership of this program over 8 years. The program engaged the community and created some of the school’s finest young leaders.

Other partnerships: In total the school had 27 and, as part of its planning “partner care” approach partnerships. Details are school.

partnerships in 2014 strategy developed a to supporting the available from the

Year 10 SALSA Peer Leaders with Andrew Pesle

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have three strategic directions in its planning: capability driven curriculum, personalised learning and leading for innovation (see below) have a greater focus on its strategic partnerships through the Leading for Innovation strategic direction. include the mandatory equity planning and reporting in personalised learning have a detailed school operations plan managed by the Head Teachers Administration and Secondary Studies focusing on school planning, promotions and marketing, assets and infrastructure, finance, WHS and workforce planning. Administrative staff roles will be aligned to this plan.

School Planning 2015 – 2017: After consultation with parents, students, staff and school partners during 2014, the new School Plan was published and ratified by the School Council in February 2015.

Significant programs and initiatives for 2014-17

TARGETED PROGRAMS  Aboriginal education  SVA PROJECT: Career Capable Futures Focused: 21ST Century school to work tranisitons INTENSIVE PROGRAMS  Individual learning, behaviour, counselling support

Capability Driven Curriculum

Leading for Innovation

UNIVERSAL PROGRAMS  Programming 7 - 12 – high quality school platforms, scope & sequence, programs, lesson sequences, lesson design, assessment, achievement standards and feedback.  Subject specific programming, teaching & learning of skills, capabilities and dispositions.

UNIVERSAL PROGRAMS

TARGETED PROGRAMS  We are digital learners  We are writers  We are creative learners  We are problem solvers (numeracy)

Personalised learning UNIVERSAL PROGRAMS

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RHHS year group projects Student leadership 7-12 personalised learning support program (including EALD support)

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Professional learning and leadership in a standards framework RHHS Professional learning teams Faculty and subject based professional observation

TARGETED PROGRAMS  BOSTES endorsed provider alliance  STRATEGIC PARTNERSHIPS  LEARNING NEIGHBOURHOOD

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RHHS School planning and evaluation RHHS Staff and workforce planning, staff management RHHS Work, health and safety RHHS Finance and RAM RHHS Asset and infrastructure management (including technology infrastructure) RHHS Promotions, events and marketing

The 2015-2017 school plan cover page. The plan is available on the school’s website.

Messages

partners for their support and confidence in the school.

Thank you to our students and staff for their energy, commitment and drive to find new solutions.

This annual school report reflects our efforts to do what we said we would do in 2014 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 or seek a copy of the data sets held by the school. Christine Cawsey AM

Year 12 Formal 2014 – Senior Executive with 2014 School Captains

Principal’s message From the address to the Excellence Assembly: The continued success of our students in the academic, performance, citizenship and sporting life of the school underpins much of the ongoing success and reputation of this school in the wider community. Please thank our staff and acknowledge their outstanding achievements as a group in 2014.

In 2014, we returned to the core PERSIST value of Excellence – which we define as doing a personal best.

I believe we achieved some outstanding cultural and learning benchmarks. We successfully implemented many of the innovative learning platforms and projects that we designed in 2013 and our overarching mantra (shared with our Learning Neighbourhood school partners) to lift the expectations, capacity and achievement of the school was delivered.

Working from identifying our strengths and then building on them we continued to transform the school, not by narrowing our focus but by applying best practice research about learning in secondary schools. The result was a positive change in the learning trajectory for our students.

The fact that many students arrive at Rooty Hill High School 2-3 years behind the state average in academic performance did not, and will not stop us from achieving our promise of working together to make a difference.

Together, we deliver our moral contract with students and their families – to give every student the opportunity to do his or her best.

Not since 2007 has the school had such a successful year on such a wide range of measures. Thank you to our partner schools in the Learning Neighbourhood, our project partners and our parents and community

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School Council and P&C President’s Message Thanks to everyone in the School Council for making my inaugural year as president a pleasurable one. The Council has been participating actively in the running of Rooty Hill High for over 20 years, which would not have been possible without the support of the school executive, teachers, students, parents and community.

Thanks to all members of the Council for their contribution this past year. I would like to give a special thanks and congratulations to Helen Fone.

Helen was unanimously voted as a Life Member of the School Council in February 2015, in honour of her 19 years of membership on the Council and her tireless contribution to the school.

In the last year we saw lots of change and not just with a new year of students. Deputy Principal, Andrew Pesle left the school, not once, but twice, and will be missed by all. We also saw the introduction of Chromebooks for year 7 students as well as A big use of Facebook, Twitter and Instagram to contact parents. The SALSA program also kicked into another successful year and we started a big partnership with Social Ventures Australia.

The School Plan has come a long way since its inception, and is now a part of the fabric of the school, providing the strategies, execution plans and performance measures to help our school and students improve. I am pleased that everyone can now talk about the “metrics”.

We had some fabulous successes to celebrate including in volleyball, soccer, debating, poetry, Confucius Classroom, and a motor-cross national champion.

Congratulations to the students and teachers involved in these and many other wins. Thanks also to all the parent representatives on the various panels and committees including: Selection Panels; Enrolment Committee, Uniform Committee and Finance Committee.

Lastly I would like to make special mention of Christine Cawsey who will be leaving the school to pursue other

interests in July, after 17.5 years of valued service. Her passion, drive, innovation and care for the school, its students and the community will be hard to replace.

She leaves a massive legacy with a truly great school that is well prepared to find a way to continue to prosper in her absence.

Lincoln Jurd, School Council President 2014-15

on this school. It may be our time to move on from this school, but the tears, the smiles, the laughter are all moments etched into our memories which we will cherish forever. The ups and downs are what brought is closer, and I think it's safe to say that there was no place we'd rather be and no other people we would have wanted to spend our final years of schooling with.

Tyrrell: As I look off this podium down at my family, I see a bright future filled with adventure. I see the late nights laughing and the early morning regrets, I see the future millionaires, the future scientists, our future teachers, I see the future Mr Olympia, I see musicians in the room, I see the sporting stars. I see the very beautiful people who have carried both Breayla, myself and the rest of this year group throughout these years; our families, our teachers, our mates.

Breayla Harding and Tyrrell McCarthy School Captains 2014 Rodney Johnson & Lincoln Jurd Lincoln Jurd was the winner of the RHHS Parents & Citizens Association Community Contribution award for 2014.

2014 School Captain’s Message Excerpt from Graduation Speech 2014: (The full text is included in the Year 12 year book.)

Tyrrell: As a Year 7 student, I walked through those school gates with my small afro strutting my stuff not knowing what would become of me. Breayla: And as for me I don't think I could have been more nervous about what would happen within the gates of Rooty Hill. Little did we know that in 6 years we'd be standing here as graduates of Year 12.

Breayla: However, it wasn't all smooth sailing. The stress, the breakdowns, those moments at one stage or another where we wanted to give up, we pushed through, each and every one of us to be here right now. But more importantly, there have been the amazing times, where we have really been able to show how we as a year group have flourished into young adults ready to start the new chapter in our lives. What used to be different groups grew to become one family, a quite large one at that but regardless, it's these people surrounding us now that have grown and learnt together to become the support we all needed….

From participating in sport, debating, mock trial, concerts, being actively involved in leadership roles, We not only showed the diversity of our year group, but the multitude of talent that each of us possess. We were individuals who came together to collectively create a year group who will leave a lasting impression

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Andrew Pesle – Deputy Principal 2011-2014 After serving this school as Head Teacher PDHPE and from 2011-2014 as deputy principal, Andrew applied and was successful in an appointment to Toronto HS in 2015.

His contribution to the school community in his leadership of the school’s curriculum redesign, participation in school community events, leadership of the SALSA partnership, leadership in supporting the school’s extensive extra-curricular programs and membership of School Council went well beyond expectations. Thank you.

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

School Executive The schoolâ&#x20AC;&#x2122;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. A particular thanks to John Meng and Jan van Doorn for their work on the construction of a detailed graphical and statistical analysis.

This report was ratified by the School Council on 16 March 2015.

School contact information

School Council delegates to school evaluation and school planning leadership team 2014: Christine Cawsey (Principal) Lincoln Jurd (School Council & P&C President) Helen Fone & John Meng (School Council representatives) Breayla Harding and Reece Morris (student representatives to School Council 2012) Constance Mattimore and Andrew Pesle (Deputy Principals)

Year 35 12 Graduation 2014

Rooty Hill High School â&#x20AC;&#x201C; 8908 North Parade (PO Box 70) Rooty Hill NSW 2766 Phone: 612 96258104 Email: rootyhill-h.school@det.nsw.edu.au Facebook: www.facebook.com/rootyhillhs Web: www.rootyhill-h.schools.nsw.edu.au Twitter: @rootyhillhs