Rooty Hill High School Annual Report
2017
8908
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Rooty Hill High School 8908 (2017)
Printed on: 22 March, 2018
Introduction The Annual Report for 2017 is provided to the community of Rooty Hill High School as an account of the school's operations and achievements throughout the year. It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. Christine Cawsey AM Principal
School contact details Rooty Hill High School 54 North Parade Rooty Hill, 2766 www.rootyhill-h.schools.nsw.edu.au rootyhill-h.School@det.nsw.edu.au 9625 8104
Message from the Principal In 2017, Rooty Hill High School had another very successful year, achieving recognition for its innovative and creative work in giving each student the opportunity to do his or her best. For the second year in a row the school was chosen as one of the 40 Most Innovative Schools in Australia by Educator Magazine and continued as an exemplary Social Ventures Australia Powerhouse School. The school's staff and students were asked to present at conferences, meet with interstate and national delegations, contribute to publications, provide case studies for reports and books and share our work. It was especially pleasing for the school to be invited by the Centre for Educational Statistics and Evaluation to feature as one of 10 school case studies based on excelling in the majority of the dimensions of the School Excellence Framework at external validation in 2016. In 2017, the school excelled in 13 of the 14 dimensions. The school met its targets in the school plan and achieved all but 3 of the products and practices. There is a detailed review included later in this report. I invite you to read the report and to visit the school's website where you can see the best Student and School Achievements of 2017 presented with photographs and stories. That document should be read in conjunction with this report. Christine Cawsey AM Principal
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Rooty Hill High School 8908 (2017)
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School background School vision statement Our Purpose: As a Learning Neighbourhood school, our overall purpose is to increase expectations, capacity and achievement for students, staff and the community through three strategic priorities: Capability Driven Curriculum, Personalised Learning and Leading for Innovation.
School context School Context (Updated for 2017): Rooty Hill HS is a large, co–educational, comprehensive community school in western Sydney experiencing rapid demographic change. The enrolment for 2017 is 1120 students. Over 50% of the students enrolled for 2016 – 2017 will be from non–English speaking backgrounds, including a large number of families from Asia and the Pacific. There is a significant enrolment of Aboriginal students (over 5%). The school is committed to promoting its cultural and linguistic diversity. The school FOEI (family occupation and education index) for 2017 is 121,with 70% of students coming from families in the bottom 50%.This places the school one standard deviation below the government school average–our students enter high school with more challenges than students from more advantaged backgrounds. The school’s 2016 budget based on the RAM (Resource Allocation Model) is $10 967 501, an increase of $656 673, primarily due to increased funding for teacher salaries, permanent beginning teachers and equity programs. 71.25% of the teachers are New Scheme teachers, an increase of 6% from 2016. Over the last 3 years in external measures of student performance in Years 9 & 10, students have improved from an average of 1.5–2.0 standard deviations below the mean to an average of 0.5. Although up to 80% of students in any Year 7 group are below grade average on enrolment, the school’s growth data is now above state average with 70% of Year 10 at or above grade level. At HSC the school average gap was 0.5 in 2015 compared with over –0.82 at the HSC in 2014. The school plan strategies seek to increase the slope of each student’s learning trajectory.
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, its work in quality teaching and leadership, its exemplary personalised learning programs and its commitment to innovation. The school is a BOSTES registered provider of professional learning. The school has a number of critical strategic partnerships, including a five year innovation partnership with Social Ventures Australia. Parent and community support of the school is strong and working parents have valued both the use of social media and the individual contact approach used by the school in personalising learning for each student. In 2015 the school introduced a BYOD program, with an 80% take up in Year 7. The school has strong academic and socio–cultural platforms that are enhanced by high quality relationships between staff and students. Students are at and above the ACARA relational benchmarks reflecting a strong, positive student culture. The school values are embedded in all programs, policies, 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 strong focus on innovation and improvement, leadership, technology in learning, personalised learning and transition programs. The development of a “lead faculty” model has embedded literacy, numeracy and critical thinking in school, faculty and subject practice. Each student has a personalised learning plan. Student leadership, personal and social capability, ethical understanding, intercultural understanding (ACARA capabilities) are demonstrated in sports, the arts, school service and academic programs. The school has a commitment to building positive relationships through personal responsibility. http://www.rootyhillhighschool.nsw.edu.au/
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Self-assessment and school achievement Self-assessment using the School Excellence Framework
This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework, school achievements and the next steps to be pursued. This year, our school undertook self–assessment using the School Excellence Framework. The framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading. In summary, the school’s self–assessment placed the school as excelling in: • Learning: Learning Culture, Wellbeing, Curriculum and Learning, Assessment and Reporting, • Teaching: Data Skills and Use, Collaborative Practice, Learning & Development, Effective Classroom Practice, Professional Standards, • Leading: Leadership, School Planning, Implementation and Reporting, School Resources, Management Practices and Processes. The school rated itself (and provided evidence to support that rating) as sustaining and growing in: •
Learning: Student Performance Measures.
Our self–assessment process will assist the school to refine our school plan, leading to further improvements in the delivery of education to our students. For more information about the School Excellence Framework: https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide School Achievements 1. The school would like to report on 10 outstanding examples of progress: • Innovation and achievement: Our school was recognised for the second year in a row as one of the 40 Most Innovative Schools in Australia by Educator Magazine, and in 2017 we rated as excelling in 13 of the 14 criteria of the School Excellence framework. • Creativity: Our work on creativity was published in the Australian Learning Lecture Series and is the featured case study in a new book by Professor Bill Lucas on Teaching Creativity. • Evidence: Our use of evidence–informed learning was presented at a national ACER and international school effectiveness conference. • Skills, capabilities and dispositions: Our leadership in learning and assessing capabilities was featured in presentations at local, national and international conferences and our students used My Learning Hub to evaluate their own progress on the capabilities. The capability driven curriculum was embedded across all subjects in the school and capability based assessment will be in place in 2018. • Strengths: One additional feature of our work was to introduce strengths based student evaluation – with students writing their own reflective report comments. • Improved HSC results: In 2017 we had measurable improvement in the average HSC results compared to 2016 and increased completion of Year 12. We were particularly pleased that 42 students received early or first round offers for university and college places and that there was an increase in the number of Band 6 results. • Sporting achievements: Just over 400 students represented in 18 sports with just over 1200 individual performances. 44% of Year 7 students competed in representative sports compared with 35% the year before. 17 students played representative sport for Sydney West region and 7 were selected for CHS teams. In addition, a further 10 students represented NSW and Australia in sports outside school. • Entrepreneurial learning: The Young Entrepreneurs Program (called YEP) for Year 10 was recognised in the extensive report done by the Mitchell Institute and the students successfully pitched for a $5000 donation by one of Australia’s leading IT entrepreneurs, Bevan Frawley and The Origin Foundation. We were continuing this work in 2017 with a major project on entrepreneurial learning. • Partners: With our other 25 strategic partners we created opportunities for our students including United Way’s work with Pacifica Girls, the work of AIME and the AFL Indigenous Academy with Aboriginal students and Social Ventures Australia where we continued as a Powerhouse school. • Recognition: As a school of Professional Practice our leadership and innovation were acknowledged by ACEL NSW in a Leadership award to our Professional Practice Mentors. We hosted visits from 15 schools. We contributed case studies to departmental and government publications on personalised learning; external School Excellence Framework validation and evidence informed learning. Members of our teaching team were also invited to mentor staff in other schools.
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The school would also like to report some exceptional individual successes in 2017: • Principal Christine Cawsey was an invited guest of the Global Education Skills Forum and attended the forum in March 2017. She was also invited to present at 3 national and international conferences. • Deputy Principal Conny Mattimore used the prestigious NSW Deputy Principal Association scholarship to undertake a study tour in England including spending time visiting other schools with an interest in creativity. • Deputy Principal Brenda Quayle was elected to the NSW branch executive for ACEL and the regional Deputy Principal Association coordinating team. • Yasodai Selvakumaran was named as one of 30 Rising Stars in education by Educator Magazine and was invited to apply for the 2018 Commonwealth Bank Teaching Scholarship. She is the recipient of the 2017 Leadership for Learning award. • Dr Smita Shah continued to work with students on #SALSA and also on new approaches to reaching families and community leaders. As a result, she was chosen as the person to receive the Community Contribution award given by the School Council. • Alison Gamsby won a Premier's ANZAC Memorial Scholarship and will travel to the battlefields of Europe with other Australian students in April 2018. • Jasmine Bayliss won one of the 12 prestigious ABCN scholarships which will provide her with both an industry mentor and additional funding for her senior studies. • Imico Pablico, Dux of Year 11, received the WSU Scholarship valued at $20 000. 2. Due to changes in the NSW Department of Education Annual Reporting template software that has limited the inclusion of photographs and the community recognition of student achievements the school has published a special Missing Link – 2017 Achievements – which, with the Missing Link editions for Terms 1–4 2017, records over 10000 individual achievements and includes significant achievements recorded in photographs and awards. This valuable document can be accessed by the community via the school's website.
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Rooty Hill High School 8908 (2017)
Printed on: 22 March, 2018
Strategic Direction 1 Capability Driven Curriculum
Purpose We will deliver our overall purpose through the development and implementation of high quality creative, digital, capability driven curriculum, teaching and learning, and assessment designed to increase the learning trajectory of each student.
Overall summary of progress There was significant milestone progress made towards the Products and Practices in the school plan, as reported in detailed quarterly reports.
The overall purpose of this strategic direction was delivered with the achievement of the following products and practices in the 2015–2017 school plan: • Practice: Using a range of student learning benchmarks, the school undertakes ongoing action research to identify and create innovative programs and strategies to increase the learning trajectory of students. • Product: Every subject taught in the school has high quality, NESA aligned program and assessment documents aligned to school wide platforms. • Practice: Teachers embed capabilities and creative, higher order student learning activities into each subject program to ensure skills develop into capabilities and dispositions. • Practice: In every subject student performance over time will be tracked using “the story behind the curve” to identify and track improvements, innovations and changes in student performance. • Practice: Targeted programs are designed and implemented using an action research framework to ensure that the purpose and planned outcomes of the program are planned, implemented, studied and reviewed. • Product: The products of each targeted program are embedded as platforms within the school and subject–based curriculum. The following products were on track for completion early 2018 and will be embedded in the 2018–2020 school plan:
Product 4: 40% of students achieve Cluster 16 or equivalent on internal and /or external measures by the end of Year 10 in literacy, numeracy, ICT and critical and creative thinking. The implementation of the capability driven curriculum and the appointment of Capability Coordinators in every faculty resulted in a significant increase in the number of students achieving capability benchmarks in literacy, numeracy, ICT and critical and creative thinking. External and internal data including student evidence submitted for validation in My Learning Hub reflected a deeper understanding of capabilities by students. The 2018–2020 school plan will focus on developing teacher understanding and implementation of capability assessment. One immediate strategy to be implemented will be the reporting of capabilities in each subject in Years 7 – 10. Product 8: Every student will be able to use any device, anywhere, anytime to learn and create high quality academic work.
The school data collected for the review showed a decrease in the number of students bringing their own device to school as the year progressed. As a result of the review, new systems have been implemented to monitor the BYOD program, including the allocation of equity devices and new procedures for faculty device management. To support the ongoing implementation of the BYOD program, the role of the Google Guru will be redeveloped to include provision of subject–specific, high quality professional learning in ICT. Product 9: There is evidence that the school’s assets, technology infrastructure and learning environments better support an innovative connectivity and capacity for 21st century learning
The school conducted a review using the NSW DoE Evaluation Essentials Framework and has evidence to support the value of redesign of learning spaces, improved network connectively and the appointment of Google Gurus in every faculty in creating a strong technology pedagogy supported by a productive learning environment focused on innovative connectivity and capacity for 21st century learning. The evaluation also indicated that there is more work to be done in improving connectivity and the redesign of learning spaces. Page 6 of 20
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Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years)
Funds Expended (Resources)
Progress achieved this year
1. average growth (to within one mark) and value added data (learning trajectories) to within 1 standard deviation of state average.
Staffing
Detailed faculty and team reports were completed by all teaching staff to indicate progress against the key performance measures.
Other resources – • Faculty teams • Executive and aspiring leadership teams
Overall progress towards the measures in 2016 continued to be positive with the average results in the HSC z–scores within on standard deviation of the state mean rising from 69% in 2016 to 82% in 2017.
• Lead faculties • Professional Learning Teams
NAPLAN Reading growth was above state average.
2. 40% of all students achieving Band 4+ in external tests and an average GPA of 3.5 on internal academic reports.
• BYOD and Google Classrooms • In –house consultancy team • Learning Support –Senior Study, Learning Centre
In 2017 the overall result in terms of 40% of students achieving Band 4 or above was reached in Year 7 –11, and 37% of Year 12 students were at or above Band 4 compared with 32% in 2016. Faculty reports indicated that the Grade Point Average of 3.5 was not met because the school introduced more rigorous bench–marking of capabilities in Year 7–9. More work will be done on capability driven assessment in the 2018–2020 school plan.
3. 80% students achieving benchmark standards in ACARA/BOS capabilities.
• My Learning Hub development and maintenance costs • Professional learning sessions including School Development Days
In 2017, data from My Learning Hub (student portfolios) indicated that 93.8% Year 7 students, 90.7% Year 8 students, 74.4% Year 9 students, 91.0% Year 10 students and 42.2% Year 11 students demonstrated stage appropriate evidence against the ACARA capabilities.
Next Steps The focus in 2018 will be to improve connectivity, increase supervision of the BYOD program and continue to redesign learning spaces. In the new school plan for 2018–2020, the following strategic direction will build on the success of the capability driven curriculum: Signature platforms and pedagogies: Building on the successful implementation of a capability driven curriculum we will initiate and deliver new ways of knowing, doing and being that create innovative subject based universal, targeted and intensive teaching and learning platforms and programs and increase student learning trajectories. 1. 2. 3. 4.
Literacy – Reading, Writing, Thinking New HSC Subject Based Pedagogies Capability Driven Assessment
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Strategic Direction 2 Personalised Learning
Purpose 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 in making a successful transition to 21st century life and work.
Overall summary of progress There was significant milestone progress made towards the Products and Practices in the school plan, as reported in detailed quarterly reports. The following products and practices are now embedded: • Practice: From enrolment all students participate successfully in creating and implementing their own digital personalised goal setting, learning improvement, transition and tertiary study plans. • Product: Students demonstrate on the ACARA capability benchmarks and in My Learning Hub that they are successful learners, confident and creative individuals and active citizens. • Product: There is evidence that students who are participating in universal, targeted and intensive personalised learning and leadership programs in each year group show improvement on measures of academic and social progress including attendance, participation, behaviour, retention and post–school destination measures. • Practice: The school is successful in implementing innovative systems and practices where students, school and community assume a greater voice in the school. The following products were on track to completion in 2017 and will be embedded in 2018:
Product 3: Students transitioning from high school in Years 10 –12 demonstrate academic &social dispositions and readiness for life beyond school and for tertiary study. There is evidence that universal, target and intensive programs have been successfully completed including personalised learning, careers education and VET. The Transitions PLT collaborated to ensure all year group programs were linked to the ACARA capabilities and embedded in the personalised learning matrix. The introduction of the Strengths Program provided opportunities for students to write self–reflective comments on their own academic reports for the first time because they had developed their understanding of their strengths and capabilities. Closer monitoring of student subject selections to align choices to relevant career pathways resulted in students being more prepared for life beyond school. Year 10 students uploaded over 1000 pieces of evidence for validation in My Learning Hub in 2017. This will be extended in 2018 to include Years 11–12. As teachers continue to develop their expertise in embedding capabilities into faculty programs, lesson design and assessment tasks and students becoming more familiar with capability descriptors, we anticipate an increase in the number of students achieving capability benchmarks. The Year 10 cohort achieved an 8–mark average growth in overall scientific achievement on the 2017 VALID assessment, compared to 3.4 state average growth. They achieved outstanding overall results in the literacy component of VALID, the extended response, exceeding the state average growth by 8.3 marks. Practice 5: As the result of the Mitchell Institute Shifters Program, the school has delivered creative solutions to develop students’ entrepreneurial skills. The partnership with SVA and the Mitchell Institute continued to grow and provide real–world opportunities for students. Professional learning delivered by Professor Yong Zhao, Professor Bill Lucas and Dr Michelle Anderson provided international perspectives on the changing employment landscapes for young people and opened up opportunities to collaborate with other schools. Building on the success of 2016 YEP, 95% of Year 10 students participated in the program this year, creating 28 social enterprises that addressed a local community need. Students uploaded evidence of their work, enterprise skills and dispositions to My Learning Hub for validation. Practice 6: The expectations, capacity and achievements of Aboriginal students meet and exceed school benchmarks in academic achievement, retention, further training and employment. Year 9 NAPLAN data for Aboriginal students showed school average scaled score growth in Reading in 2017 was 66.1 Page 8 of 20
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marks compared to 33.5 state average. 85.7% of Aboriginal students exceeded their expected growth in Reading. 71.4% of students exceeded their expected growth in Numeracy. Aboriginal students did not perform as well as expected in Writing with only 14.3% of students performing at or above the expected growth. More attention will be given to this in 2018. 45 students were enrolled in the AIME program this year, with 7 students selected to be AIME mentors. A Year 9 student received the AIME Deadly Award. 18 students participated in the AFL Indigenous Academy and 3 students joined the NRL School to Work program. Overall attendance for Aboriginal students in 2017 was 83.5% compared to 81.9% in 2016. This was influenced by one student in Year 10 who had significant absences due to exceptional family circumstances.
Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years)
Funds Expended (Resources)
Progress achieved this year
40% of students seeking university entry and 90% planning tertiary education after leaving school.
The school added an additional 0.6 to the Careers Adviser allocation and the Senior School Welfare and Learning Support Teams supported detailed transition plans.
Of the 131 Year 12 students who completed the HSC in 2017, 44 students were offered university places (including 20 early offers). 24% of the cohort accepted a university placement, 29% accepted TAFE, 13% accepted WSU college, and 34% went directly into employment or were seeking employment.
All students demonstrate progress in their digital portfolios towards being successful learners, confident and creative individuals and active and informed citizens.
The school allocated an additional 2 periods to each class in Years 7 and 8 (an additional 1.3 FTE staffing) to support an IT program that included learning about capabilities and understanding how to prepare an electronic resume.
All students in Year 7–11 had opportunities to demonstrate their progress on My Learning Hub and 87.5% had their evidence validated against ACARA capability benchmarks. In addition, the school issued 16211 merit recognition certificates, (up 1000 on 2016) and there were 2640 Significant Achievement awards. There were 95 PERSIST awards and over 400 students were recognised for 1000 sporting achievements representing the school.
Next Steps Most of the products and practices in strategic direction 2 have now been embedded. For 2018, the school will continue to update My Learning Hub to include disposition statements for Stage 6 focused around the 7 new job clusters for Australia and to provide a repository for students to create and upload personal statements in preparation for university applications, scholarships and job applications. In the new school plan for 2018–2020, the following strategic direction will build on the success of the personalised learning strategy: Expansive learning: Building on the successful personalised learning strategy we will create opportunities for all students to become educated adults, prepared for life at and beyond school with the capacity to demonstrate and articulate their strengths, their own learning and their dispositions using new ways of knowing, doing and being. 1. 2. 3. 4.
Student Pathways Student Agency Entrepreneurial Learning Country, Culture and Curriculum
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Strategic Direction 3 Leading for Innovation
Purpose We will deliver our overall purpose through a values driven, research based culture with a disposition to leading for creativity, improvement and innovation in our planning, partnerships and professional practice.
Overall summary of progress There was significant milestone progress made towards the Products and Practices in the school plan, as reported in detailed quarterly reports. The following products and practices are now embedded: • Product: The NSW DEC Performance and Development Framework and professional learning plans for individuals, teams and the school underpin ongoing, deep professional learning and staff practice. • Practice: The ongoing use and development of school wide learning and change platforms are informed by values driven action research. • Product: There is evidence of individual career growth and accreditation against professional standards at graduate, proficient, accomplished and lead career stages. • Practice: Professional learning opportunities for leaders and aspiring leaders that ensure novice (administrative) leadership behaviours develop into adaptive and enabling behaviours that support student, teacher and school learning. • Practice: The school is recognised for professional learning team engagement that enhances teaching practice and influences the design and impact of major school programs and projects. • Practice: The school is recognised for high quality observation, monitoring, supervision and professional learning in each subject focused on improved curriculum delivery, capabilities, assessment and student learning progress in each subject. • Product: The school provides leadership to the wider educational community as an endorsed provider in the design, delivery and publication of BOSTES registered courses at proficient, highly accomplished and lead levels. • Product: The school has deeply embedded strategic partnerships with parents, the wider educational, university, business and philanthropic community that add value to the school’s purposes. The following practice is not on track to completion in 2017 and will be revised for 2018:
Practice: Increasing expectations, capacity and achievement by working together with the Learning Neighbourhood schools in 3 key areas: curriculum and capabilities, connections and community. The Learning Neighbourhood events program has been very successful with large numbers of students from across the four schools participating. However, a recent evaluation of the program highlighted the enormous cost to the school in terms of staffing, transport costs and time. The professional practice component of the plan has not been successful due to differing needs of each school.
Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years)
Funds Expended (Resources)
Progress achieved this year
The school is recognised as a major developer of innovative intellectual, organisational, social, professional, leadership and educational capital through both the LSLD and Great Teaching and Inspired Learning reforms.
Teachers' Professional Learning: $112 791
The school was recognised for the second year as one of the 40 most innovative schools in Australia by Educator Magazine. Other indicators include: • use of the school's redesigned PDP and PLP by Department of Education as exemplary models of practice. • Publication of articles, videos, books and conference presentations featuring the school as a case study. • Educational visits by local (17), national (8) and international (2) delegations. • Professional Practice Mentor Team was awarded the NSW ACEL Leadership Award in 2017.
Shifters Program: $33 535 S.V.A. Powerhouse School: $5 000 Learning Neighbourhood:$30 000 (school funded)
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Next Steps In 2018, we will work with individual partner schools on targeted programs to deliver contextually specific programs. In the new school plan for 2018–2020, the following strategic direction will build on the success of the Leading for Learning strategy: Adaptability and Creativity: Building on our values and our recognised disposition to innovation and creativity we will respond to emerging challenge and change by committing to sustaining an innovative and successful school culture that has the capacity to identify, design and provide evidence for new and adaptive ways of knowing, doing and being. 1. 2. 3. 4.
Evidence Informed Culture and Practice Strategic Partnerships Adaptive Leadership and Expertise Community Engagement
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Key Initiatives
Resources (annual)
Impact achieved this year
Aboriginal background loading
$49 621
Key messages for 2017: Partnerships were realised with universities as a result of the success of the targeted programs. Targeted program participation: • AFL Indigenous Academy (18 students) • AIME (45 students). • NRL School 2 Work Program (6 students) • Bangarra Dance Workshop (9 students) • ANZ Financial Traineeship (SBAT, 1 student) • Sydney University Wingarra Mara Summer Program (2 students) • NRL Mirrimirri Indigenous Youth Leadership Summit (1 student) • Indigenous Careers Market (2 students) • Aboriginal & Torres Strait Islander Students' Explore Uni Day (2 students) • Widening Participation Outreach (Sydney University Compass Program): Year 10 B Inspiring workshops (30 students), Year 12 Promote Yourself workshops (1 student). 3 students completed Year 12 and made successful transition from school to apprenticeships (1 student), TAFE (1 student) and employment (1 student).
English language proficiency
$84 127
Key messages for 2017: 44 students in Years 10–12 and 48 students in Years 7–9 received targeted and intensive support. 2 Year 12 EAL/D students received early entry university offers, with one receiving an E12 Sydney University Scholarship. Overall, 7 EALD students in Year 12 received offers for university.
Low level adjustment for disability
$407 821
Key messages for 2017: This funding was used to supplement the overall equity funding budget with 3.2 FTE teaching and 1.0 FTE school learning support officers providing support to 447 students, including 101 students with significant health issues, 11 students living in out of home care, and 82 students on individual learning plans. 4 English classes and a range of other classes were supported by 1.0 FTE school learning support officers. Taste of TAFE was offered to 15 students targeted by the Year Adviser and Deputy Principal. 8 students with ILPs or Health Plans received HSC special provisions. 1 student with an ILP received an early entry offer to university and the WSU Jim Anderson Scholarship. The early intervention and familiarisation programs prepared selected Year 6 students for high school, in consultation with primary schools and parents.
Socio–economic background Page 12 of 20
$730 836 Rooty Hill High School 8908 (2017)
See Strategic Direction 2 Personalised Printed on: 22 March, 2018
Socio–economic background
Learning Report. This is the full budget for the school’s Personalised Learning Strategic Direction 2.
Support for beginning teachers
Targeted student support for refugees and new arrivals
Additional messages for 2017: This funding was used to fund 4.2 FTE teachers. There were over 1400 formal individual/group bookings to the Learning Centre and Senior Study, in addition to senior students accessing support in their study periods, and students in regular groups receiving targeted and intensive support. There were 82 students with individual learning plans, over 100 with Health Plans and almost 1000 students with personalised learning plans on My Learning Hub. 93% of Year 11 students accessed the Senior Study in 2017, with 70% of students choosing to attend at least once per fortnight. New initiatives in 2017 included: • The Homework Centre supported students 4 days per week before and after school. • The Year 8 Bright Sparks Program targeted 50 middle–high ability students to focus on reading and writing. Improvement data demonstrated significant improvement in writing.
Allocation: $81 259
Key messages for 2017:
Expenditure: $96 952
In 2017 the school had 2 teachers in their second year as permanent or temporary beginning teachers and 8 teachers in their first year. The school provided additional hours within the timetable as well as access to professional learning days, support of a faculty based professional practice mentor and access to in–house consultants. 2 staff members achieved proficiency against the APST standards. A detailed report on the school's Professional Practice program is included in the report for Strategic Direction 3.
$826
Key messages for 2017: The school supported all refugee students with targeted and intensive EALD support within the Learning Centre and Senior Study. One Year 12 refugee student accessed daily support in the Senior Study, and as a result received the SSI Allianz Scholarship and an offer to university.
Wellbeing services funding
High level adjustment for disability
1.0 FTE counsellor
Key messages for 2017:
$49 600
The school allocated this funding to increase year adviser allowances and grow the impact of its universal, targeted and intensive year based programs of support. The result was improved wellbeing, academic and transition measures as reported in the full Personalised Learning Annual Report.
$18 653
Key messages for 2017: A 1.0 school learning support officer was employed to provide intensive support for students in 8 supported classes as well as
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High level adjustment for disability
$18 653
support being provided through the Senior Study and Learning Centre. One student with high level adjustment graduated from Year 12 and others continued the successful transition to the next year of study. The Multilit program targeted 4 Year 8 students requiring intensive support in reading, resulting in an increase in students’ confidence, phonemic awareness and knowledge, without error, of the first 1000 of the basic sight words. Students have continued onto the Multilit Extension Program.
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Year 10 and this impacted the retention from Year 10 to Year 11. Once students enrolled in Year 11, retention Year 12 was as expected and it was pleasing that 3% of students in Year 10 and 17% of students in Year 11 made a transition to apprentice based employment in 2017.
Student information Student enrolment profile Enrolments Students
2014
2015
2016
2017
Boys
577
556
554
539
Girls
521
527
541
550
Overall enrolment remained consistent with previous years and the number of girls in the school continued to increase. It should be noted that an increasing number of students undertook courses with TAFE and other providers, including providers of school based traineeships.
Student attendance profile School Year
2014
2015
2016
2017
7
92.8
91.3
92.2
92.5
8
89.5
90
89
89
9
89
87.4
89.3
89.1
10
90.1
89.7
88.4
89.9
11
95.1
87.1
90.3
89.9
12
94.5
91.4
88.3
90.1
All Years
91.7
89.4
89.6
90.1
State DoE Year
2014
2015
2016
2017
7
93.3
92.7
92.8
92.7
8
91.1
90.6
90.5
90.5
9
89.7
89.3
89.1
89.1
10
88.1
87.7
87.6
87.3
11
88.8
88.2
88.2
88.2
12
90.3
89.9
90.1
90.1
All Years
90.2
89.7
89.7
89.6
Post-school destinations Proportion of students moving into post-school education, training or employment
Year 10%
Year 11%
Year 12%
Seeking Employment
0
0
4
Employment
3
17
30
TAFE entry
0
0
29
University Entry
0
0
37
Other
0
0
0
0.5
0
0
Unknown
The post–school destination data for Year 12 was collected in December 2017 and February 2018. It is not as robust as in previous years. The percentage of students accepting university rose from 29% to 37%, and TAFE from 20% to 29%. 20 students had early offers to university and 2 received the University of Sydney E12 Scholarship. With a large number of students whose families are permanent residents rather than citizens, study is often cheaper and more accessible for students who can travel and live with family overseas. In general, they do not proceed directly to an Australian university.
Year 12 students undertaking vocational or trade training 40% 2017 HSC cohort studied one or more VET subjects. 15 students studied 2 or more VET subjects. 43 students completed VET courses provided by EVET, down slightly from 2016 (54). 6 students completed school–based traineeships (SBAT), twice the number enrolled in 2016.
Year 12 students attaining HSC or equivalent vocational education qualification
Management of non-attendance The school's attendance remained at or close to state averages in 2017. As in previous years, a small number of students with complex needs and poor attendance affected the overall data.
131 students in the Year 12 cohort completed the HSC in 2017 and 6 students completed a RoSA qualification with less than 10 Units of study.
Retention Year 10 to Year 12 As in previous years, a number of students moved from the school to local senior high schools at the end of Page 15 of 20
Rooty Hill High School 8908 (2017)
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paraprofessionals. Both programs were recognised by the Department of Education as exemplary practice. In addition, teaching staff had the opportunity to complete 30 hours of school–based professional learning registered at the Highly Accomplished level of the teacher standards.
Workforce information Workforce composition Position
FTE*
Principal
1
Deputy Principal(s)
2
Assistant Principal(s)
0
Head Teacher(s) Classroom Teacher(s)
12 54.5
Teacher of Reading Recovery
0
Learning & Support Teacher(s)
Financial summary The information provided in the financial summary includes reporting from 1 January 2017 to 31 December 2017.
2.6
Teacher Librarian
1
Teacher of ESL
0.6
School Counsellor School Administration & Support Staff
Financial information (for schools fully deployed to SAP/SALM)
1 12.97
Other Positions
1
2017 Actual ($) Opening Balance Revenue Appropriation Sale of Goods and Services Grants and Contributions
1,249,501 11,324,441 10,980,633 95,201 223,012
Gain and Loss
*Full Time Equivalent
Other Revenue Using RAM funding the school employed a 0.8 Business Manager for 6 months in 2017 and using RAM equity funding employed 4 additional part–time learning support officers.
Investment Income Expenses
Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools.
0 6,118 19,476 -11,264,777
Recurrent Expenses
-11,013,876
Employee Related
-10,470,079
Operating Expenses
-543,797
Capital Expenses
-250,901
Employee Related Operating Expenses
Teacher qualifications Qualifications
% of staff
Undergraduate degree or diploma
60
Postgraduate degree
40
Professional learning and teacher accreditation In 2017 the school allocated $112 791 funding to professional learning, $34 225 above the RAM allocation. The school's professional practice program was supplemented by 1.6 FTE additional allowance to appoint a Professional Practice Mentor in each faculty. All teaching staff completed comprehensive professional development plans that included opportunities to evaluate and review their own work, complete action research and work in cross–faculty professional learning teams. All administrative staff completed professional learning plans which enabled them to address goals and work
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SURPLUS / DEFICIT FOR THE YEAR Balance Carried Forward
0 -250,901 59,664 1,309,166
The school's financial position remained strong in 2017 and the expenditure is carefully managed to ensure the school could achieve its priorities. This included almost 1.5 million dollars committed to universal, targeted and intensive personalised learning and equity programs. In particular, the school continued its funding to redesign classrooms and learning spaces for the BYOD learning environment. The school allocated $170 000 to air–condition the school auditorium which was unable to be completed by the Department of Education in 2017 and will remain a project in 2018. In 2018 the school will need to commit funds to the
Rooty Hill High School 8908 (2017)
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resurfacing of the school ovals and to the provision of additional car parking on site. This expenditure is the result of the loss of street parking.
years.
Financial summary equity funding
1. Year 10 VALID Science assessment results were above state average.
As a result, the school focused its self evaluation on progress, growth and improvement data. the following highlights in 2017 should be noted.
The equity funding data is the main component of the 'Appropriation' section of the financial summary above.
2017 Actual ($) Base Total Base Per Capita Base Location Other Base Equity Total Equity Aboriginal Equity Socio economic
9,444,580 167,314 0
3. The HSC results showed improvement from 2016 and following subjects were at or above state average: Society and Culture, Community and Family Studies and Mathematics Extension 1 with 20 of the 25 subjects being within 1 standard deviation of the state average. The school met its target with these results in 2017.
9,277,265 1,272,404 49,621 730,836
Equity Language
84,127
Equity Disability
407,821
Targeted Total
2. There was strong growth from Year 7 to Year 9 in NAPLAN Reading.
19,478
Other Total
151,346
Grand Total
10,887,808
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.
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding. A full copy of the school's financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.
School performance School-based assessment During the 2017 implementation of the school plan, the school continued to refine its personalised learning strategy to report more closely on learning trajectories for individuals, classes, equity groups and cohorts. Using "grade point average" as a reference point students were able to track and set goals in relation to their own learning progress. Teachers and executive staff conducted ongoing monitoring of student progress and created extensive data reports for 2017 that complement the external data available through the Department of Education, NESA and ACARA. The assessment of capabilities became a priority that will be continued into 2018 and beyond. The school's external performance profile is impacted by its enrolment pattern. In 2017, 40% of Year 7 students were below grade average in reading on entry to the school. This was an improvement over previous Page 17 of 20
Band
5
6
7
8
9
10
Percentage of students
7.1 23.1 26.9 34.6 6.0
2.2
School avg 2015-2017
9.1 28.4 31.4 23.5 5.8
1.6
Rooty Hill High School 8908 (2017)
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Band
5
6
7
8
9
10
Percentage of students
3.8 25.5 37.0 26.1 7.1
0.5
School avg 2015-2017
3.0 29.1 41.2 20.7 4.9
1.1
The My School website provides detailed information and data for national literacy and numeracy testing. Go to http://www.myschool.edu.au to access the school data.
Higher School Certificate (HSC) The performance of students in the HSC is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).
Band
5
6
7
8
9
10
Percentage of students
27.0 26.0 21.1 18.4 5.4
2.2
School avg 2015-2017
25.9 27.6 25.8 14.5 4.9
1.4
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Rooty Hill High School 8908 (2017)
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School 2017
SSSG
State
School Average 20132017
Biology
59.8
67.3
70.9
61.2
Business Studies
61.2
65.5
68.2
65.3
Chemistry
55.2
64.5
72.1
55.2
Construction Examination
63.1
67.1
67.9
63.8
English (Advanced)
75.3
75.3
77.6
73.1
English (Standard)
64.8
64.2
65.6
60.8
Food Technology
59.5
62.2
69.3
59.6
Information Processes and Technology
67.7
63.6
69.4
69.1
Legal Studies
69.0
68.1
72.1
67.0
Mathematics General 2
52.3
61.5
63.6
58.1
Music 1
77.4
76.5
79.7
77.2
Personal Development Health and Physical Education
64.9
65.5
67.7
68.4
Physics
52.2
66.3
70.4
55.2
Textiles and Design
72.5
74.4
75.2
72.5
Visual Arts
75.5
75.7
77.7
74.7
Subject
Parent/caregiver, student, teacher satisfaction The school used the following data to assess parent and student satisfaction in 2017: •
•
•
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Almost 200 alumni and families joined staff to celebrate the school's 55th anniversary in March. From alumni engaged with students in a series of programs, including the Young Entrepreneurs Program. The Tell Them from Me survey indicated above state average levels of student satisfaction on a range of measures. Personalised Learning Weeks indicated strong satisfaction for over 90% of students with their progress and participation in the school. Participation in parent evenings and school events – over 500 families attended parent/teacher evenings and school assemblies in 2017 and 600 guests celebrated the Year 12 graduation. Feedback from parents indicated that
Rooty Hill High School 8908 (2017)
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•
•
the more personalised approach used by the school (that is, engaging parents with their own children's experiences) was rated more highly than traditional contact and organisations like the P&C. The school's P&C continued in recess in 2017 from the NSW P&C Association and the school ran other activities to engage parents in forums. Parent and student feedback on the use of social media and the school's newsletter Missing Link was very positive with Facebook, Instagram and Twitter now recognised as a major sources of communication. MissingLink, which is now predominantly written by students, moved fully online in 2017 and it remains a wonderful record of the life of the school each term. In 2017, the school made a number of video clips for use in marketing and learning. The response was very positive and in 2017, as part of the 55th Anniversary an Alumni website was built to house the school's archives which will become fully electronic and accessible online by the end of 2018.
Policy requirements Aboriginal education Key points of the year included: • • • • • •
AFL Indigenous Academy (18 students) AIME (45 students). NRL School 2 Work Program (6 students) Bangarra Dance Workshop (9 students) ANZ Financial Traineeship (SBAT, 1 student) Sydney University Wingarra Mara Summer Program (2 students) • NRL Mirrimirri Indigenous Youth Leadership Summit (1 student) • Indigenous Careers Market (2 students) • Aboriginal & Torres Strait Islander Students' Explore Uni Day (2 students) • Widening Participation Outreach (Sydney University Compass Program): Year 10 B Inspiring workshops (30 students), Year 12 Promote Yourself workshops (1 student). 3 students completed Year 12 and made successful transition from school to apprenticeships (1 student), TAFE (1 students) and employment (1 student).
Multicultural and anti-racism education 44 students in Years 10–12 and 48 students in Years 7–9 received targeted and intensive support. 2 Year 12 EAL/D students received early entry university offers, with one receiving an E12 Sydney University Scholarship. Overall, 7 EALD students in Year 12 received offers for university.
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Rooty Hill High School 8908 (2017)
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2017 Achievements
PRINCIPAL’S EXCELLENCE ASSEMBLY ADDRESS Why are we here today? To recognise and value our successes At the Excellence Assembly in 2017, I spoke about our school values and said that we would be working over the whole year on the value of Success and we would ask ourselves if we could evaluate our own performance. I would like to report on some really outstanding progress with some examples:
Innovation and achievement: Our school was recognised for the second year in a row as one of the 40 Most Innovative Schools in Australia by Educator Magazine and, in 2017 we rated as excelling in 13 of the 14 criteria of the School Excellence framework.
Creativity: Our work on creativity was published in the Australian Learning Lecture and is the featured case study in a new book by Professor Bill Lucas on Teaching Creativity. Evidence: Our use of evidence informed learning was presented at a national ACER and international school effectiveness conference. Skills, capabilities and dispositions: Our leadership in learning and assessing capabilities was featured in presentations at local, national and international conferences and our students used MyLearningHub to evaluate their own progress on the capabilities. The capability driven curriculum was embedded across all subjects in the school and capability based assessment will be in place in 2018. Strengths: One additional feature of our work was to introduce Strengths based student evaluation – with students writing their own reflective report comments. Improved HSC results: In 2017 we had measurable improvement in the average HSC results compared to 2016 and increased completion of Year 12. We were particularly pleased that 42 students received early or first round offers for university and college places and that there was an increase in the number of Band 6 results.
1
(continued from page 1)
Sporting Achievements: Just over 400 students represented in 18 sports with just over 1200 individual performances. 44% of Year 7 students competed in representative sports compared with 35% the year before. 17 students played representative sport for Sydney West region and 7 were selected for CHS teams. In addition, a further 10 students represented NSW and Australia in sports outside school. Entrepreneurial learning: The Young Entrepreneurs Program (called YEP) for Year 10 was recognised in the extensive report done by the Mitchell Institute and the students successfully pitched for a $5000 donation by one of Australia’s leading IT entrepreneurs, Bevan Frawley and The Origin Foundation. We are continuing this work in 2017 with a major project on entrepreneurial learning. Partners: With our other 25 strategic partners we created opportunities for our students including United Way’s work with Pacifica Girls, the work of AIME and the AFL Indigenous Academy with Aboriginal students and Social Ventures Australia where we continued as a Powerhouse school. Recognition: As a school of Professional Practice our leadership and innovation were acknowledged by ACEL NSW in a Leadership award to our Professional Practice Mentors. We hosted visits from 15 schools. We contributed case studies to departmental and government publications on personalised learning; external School Excellence Framework validation and evidence informed learning. Members of our teaching team were also invited to mentor staff in other schools.
I want to mention some individual successes as well and there will be more noted today and included in our annual report: Deputy Principal Conny Mattimore used the prestigious NSW Deputy Principal Association scholarship to undertake a study tour in England including spending time visiting other schools with an interest in creativity. Deputy Principal Brenda Quayle was elected to the NSW branch executive for ACEL and the regional DP Association coordinating team. Yasodai Selvakumaran was named as one of 30 Rising Stars in education by Educator Magazine and was invited to apply for the 2018 Commonwealth Bank Teaching Scholarship. She is the recipient of the Learning for Leadership award. Dr Smita Shah continued to work with students on #SALSA and also on new approaches to reaching families and community leaders. As a result she was chosen as the person to receive the
Community Contribution award given by the School Council. Alison Gamsby won an ANZAC scholarship and will travel to the battlefields of Europe with other Australian students in April. Jasmine Bayliss won one of the 12 prestigious ABCN scholarships which will provide her with both an industry mentor and additional funding for her senior studies.
The Journey and The Story As I say each year, it really doesn't matter where you start...if you are a Rooty Hill student you should choose your own story and choose your own path......this school and this community will do everything it can to get you where you want to go. This is shown in our performance data...Rooty Hill remains a high equity school where we help each student to do his or her best; Rooty Hill farewells its graduates to university, to travel, to vocational education, to employment and to be open to opportunity. We work smartly in the present so our students can shape their own futures. 2017 PERSIST Value – Success In 2017 we asked – can you evaluate your own performance? We wanted students to understand student success and use the My Learning Hub to show us their achievements in each capability; We wanted to continue to grow our results above expectations; and We wanted our students to know that, if they understand themselves and continue to make effort, they can change their own learning trajectory and pathway. The evidence we have collected says we achieved our success measures in 2017 and now, with our new 3 year strategic plan we are ready to move on to 2018. 2018 PERSIST Value – Respect & Responsibility To do this we will focus on the PERSIST value of respect and responsibility and we will ask: Do I respect myself, respect others and take responsibility for my own actions? We want to see respect and responsibility in our relationships and critically in our learning. Can students tell us what they know and can do? Can they show us they understand and respect their own learning – what they do well and what they still have to do? Can they take responsibility for their own attendance, behaviour, assessment and for the day-to-day quality of our life and learning at school? Can staff work with students to lead this next phase of our innovation – preparing students for their next lesson, the one after that and the many that will follow towards being an educated 19 year old? It is easy to have low 2
expectations but the challenge is to have high expectations and achieve them. Hopes for the Future As I say each year: My hope for each of you is that when you say you live in western Sydney and you went to Rooty Hill High School, people will say how privileged you were and will automatically know you were part of a school community that created great learners, great leaders and great achievements.
INDIVIDUAL & TEAM ACHIEVEMENT AWARDS Representative Team of the Year
Best wishes to you all and congratulations to all our award winners. Christine Cawsey AM 9 February 2018
STAFF & COMMUNITY AWARDS Leadership for Learning Award Yasodai Selvakumaran pictured below with Principal Ms Christine Cawsey AM & Relieving Director Public Schools NSW Eastern Creek Network Ms Karen McSpeerin
Representative Team of the Year – Under 14s Boys 4x100m Relay Team: Pitiese Faokula, Ali Almoail, Rhys Walker & Christopher Gillett
P&C Association & School Council Award for Outstanding Community Contribution Dr Smita Shah pictured below with Blacktown Mayor Stephen Bali & School Council Life Member, Ms Helen Fone
Team of the Year Finalist – Year 9 Debating Team A represented by Susanna Zaman, Evan Ademovic and Ms Dolling
Team of the Year Finalist – Opens Girls Volleyball Team represented by Peapea Ah Foon, Emily Stirk and Nita Jennings 3
Band 6 HSC Results Laura Matekovic - Personal Development, Health & Physical Education - Society & Culture Aisha Umar - Biology Rachel Varley - Personal Development, Health & Physical Education - Society & Culture - Visual Arts Lisa Vu - Mathematics Sabrina Zaman - Biology
Visual Arts Acquisition Prize Chelsea Fuentes’ HSC work I’ve Seen Many, But Met a Few (pictured below) was acquired by RHHS in 2017 and will be displayed in the foyer of the front office.
Chelsea Fuentes with Ms Mattimore Sabrina Zaman, Aisha Umar, Laura Matekovic, Rachel Varley & Lisa Vu with Deputy Principal Ms Conny Mattimore
Top ROSA GPA Awards – 4.5 or Above Year 11 - Nexus Baquir - Joy Cayabyab - Francesco Demasi - Abby Giles - Imico Pablico
Year 10 -
Venesse Angeles Rosalie Bankler Jasmine Bayliss Pranita Kumar Samantha Mendoza - Lemah Orya - Narisha Prasad
Andy McKay VET Student of the Year Jayden Hicks – Entertainment Industry, pictured below with Ms McSpeerin & Ms Mattimore.
Betty Andersen Memorial Practical Science Award Aisha Umar pictured below with Betty Andersen’s daughter Mrs Louise Adam. Nexus Baquir, Joy Cayabyab, Francesco Demasi, Abby Giles & Imico Pablico with Year 11 Adviser Ms Sarah Haigh & Deputy Principal Ms Brenda Quayle
Venesse Angeles, Roaslie Bankler, Pranita Kuamr, Samantha Mendoza, Jasmine Bayliss & Lemah Orya with Year 10 Adviser Mr Aaron Hay & Ms Mattimore 4
Australian Defence Forces Long Tan Youth Leadership & Teamwork Award Year 10 Amanda Fuiono Year 12 Khyle Blando
Chifley School Service Award Year 7 Koralee Catlett Year 8 Breeanna Foster Year 9 Ruchelle Dawe Year 10 Emma Ayre Year 11 Ky Staal Year 12 Logan Carling
Amanda Fuiono & Khyle Blando pictured with AB Atelana Toga representing the Australian Defence Forces
Deputy Principal’s Award for Most Improved Student Year 7 Keighla Santiago Year 8 Cassandra King Year 9 Korben Smith Year 10 Hadrien Quesada Year 11 Masee Faiz Year 12 Amilda Kasper
Koralee Catlett, Emma Ayre, Breeanna Foster, Ky Staal & Ruchelle Dawe pictured with Ms Quayle & Ms Mattimore
Reuben F Scarf Award for Commitment Nita Jennings pictured below with Mayor Bali
Korben Smith, Hadrien Quesada, Masee Faiz, Keighla Santiago, Amilda Kasper & Cassandra King with Ms Mattimore & Ms Quayle
Jan van Doorn Personal Best Award Year 7 Malakai Suitupe Year 8 Aeron Vicente Year 9 Marvin Muller Year 10 Shania Fenech Year 11 Anneka Shankar Year 12 Brayden Hurley
Caltex Best All-Rounder Harsha Kumar pictured below with Mayor Bali
Malakai Suitupe, Marvin Mulelr, Aeron Vicente, Shania Fenech, Anneka Shankar & Brayden Hurley pictured with Ms Mattimore, Ms Quayle & Mr van Doorn 5
Dux Years 7 – 11 Year 7 Nathaniel Guzman Year 8 Zaheda Faiz Year 9 Sussana Faiz Year 10 Narisha Prasad Year 11 Imico Pablico
Nathaniel Guzman, Zaheda Faiz, Imico Pablic & Sussana Zaman pictured with Ms Quayle, Ms Mattimore & Member for Mount Druitt Mr Edmond Atalla MP
DUX of the School Rachel Varley pictured below with Ms Cawsey, Ms Mattimore and Minchinbury Public School Relieving Assistant Principal Ms Khoury
DUX SPEECHES Dux – Rachel Varley Good morning and thank you for being here today to celebrate the achievements of all the award winners. It is with great pleasure that I am here today, to speak as the Dux of Rooty Hill High School for 2017. Some say that a place is only as good as the memories you cake away from it. Based on that logic, Rooty Hill High School is not only responsible for some of my greatest memories, but it's the reason why I still answer "yes" when people ask me if I miss high school - an answer that will probably never change. And for that reason I am incredibly honoured to be accepting this award today. With my goals set on a high ATAR, l never considered that maybe those goals would land me here. But now that I have been given this opportunity, I would like to thank the people who contributed to my success. I would like to start by thanking Ms Cawsey, Ms Mattimore and the executive staff of Rooty Hill High School for building and sustaining the school that I am proud to say I grew up in. Thank you also to Ms Munize and Ms Short for being genuinely devoted to our success and wellbeing. And to Ms Kennerson. I am overly appreciative of your ongoing presence in my school life. Your consistency, reliability and big smile became a pillar of support for many of us during the HSC. Your kindness continues to inspire me. To my year 12 teachers; Mr Krawiarz, Mr Lawlor, Ms Pollard, Ms Tran, Mr Mondinos and Mr Harper and Ms San - thank you for giving me the desire to continue to learn. One trait that you all share, is the professionalism, energy and passion for what you teach. I am unable to translate into words, how easy it is to be driven to learn, when your teacher is driven to teach. Thank you all, for taking pride in your work- it has certainly shaped the direction of my future.
Student of the Year Sabrina Zaman pictured below with Ms Cawsey 2016 Student of the Year Rachelle Rativo, Ms Fone & Ms Mattimore
Lastly, I'd like to thank my best friends, Toby and Kaitlyn for constantly supporting and inspiring me throughout the HSC, and for making the experience a truly special one. To my sister Megan, thank you for your endless generosity during year 12. I am so grateful for the time and energy that you invested in supporting me, for motivating me when I wasn't and for visiting me in my room while I studied. To Angus, thank you not only for being a reliable source of comic relief in my family, but for always offering a helping hand when it was needed. And to my parents - I hope to continue to make you proud. As I ventured through high school and the HSC, it was your guidance that helped me align my priorities, work hard and stay humble. I would like to thank my Dad for reminding me that there is always room for improvement and my Mum for continuing to believe in me when even I couldn't, and whose selflessness is second to none. Thank you also to my Grandad who is here today to celebrate this achievement with me, and who never fails to cheer me on. And finally, thank you to my brother Matthew who was quite literally by my side through it all. In amongst the structure of the HSC it was your chaos, company and humour that kept me sane. Thank you Matthew, for knowing what I was thinking before I even thought it and for always saying the right thing at the right time - I'll miss you when we go to university. 6
As I journey into university, I will remember that academic ability must be matched with the capacity to adapt with changing circumstances, and to seek knowledge wherever I go. This is a piece of wisdom that has been given to me by Rooty Hill High School, and that will stick with me continuing to be the greatest and most lasting gift of all. Thank you again, for everything. Year 11 Dux – Imico Pablico You all have made it this far; not just in this system we go to everyday, but the life that you go through everyday. I express my gratitude for our Principal Ms Christine Cawsey, our deputy Ms Quayle, our Year advisor Ms Haigh, Staff, and guests, for taking the time to be here today. The least we can do for our teachers, and our family’s support, is a round of a applause. (applause) They deserve the world for being there for us. How’s it going Year 11, or more formally, Year 12. I stand here to see you all, to see how much we’ve grown together - the wins we celebrate from the trials we overcome. I can talk about this 5th medal, but I stand here as an opportunity to talk to you all at once. There is definitely infinite pathways of individual success to each of you all; you may find it, or it may come to you. Our wins that we call ordinary, may be life-changing for others. And that’s okay! No matter how large or small others see your own successes; what really matters is how you tackle it and how you mentally hold it. Now this presentation that I bring, was the easy part - the 100m sprint, rather than the hours and hours of training. People always ask ‘how’ do you do it?’. Personally, motivation isn’t the key. Motivation comes and goes except Determination: it’s from the very start, to forever. The moment you think you have succeeded, is the moment you pause. Next is you have to love it. A girl in a black scarf told me that “passion creates the illusion of less work”. But it's not just loving your passion, it is loving and recognising the people that help us along the way. With that, you have to have a passive mindset - learn from your mistakes, the rejections, and “just keep swimming” forward. In the words of Gary V: “if you have a goal, and your actions match up to where your mind and mouth is, you ‘miraculously’ get closer to it.”. If you want your own success, I don’t say ‘success’, but your ‘own success’, because everyone’s success is different, if you want it as much as you want to breathe, then you will reach that light; I’m sure you’ve heard that saying before. There’s no secrets, no shortcuts - just Determination Under X-tremity. I always think that most of the knowledge we learn in High School will be obsolete in the real world, but the work ethic we develop, and the memories we build with each other, are priceless. There’s no medal or trophy or amount of money that can replace ‘that’ success. I know there has been so much trials we’ve been through - and it is inevitable more will come. But we ‘must’ keep proceeding, keep learning, no matter how many times it hurts, or takes. That is why humans proceed, because we are given the gift of ‘not limiting’ ourselves. We’ve have the ability to create iphones, and snappy-chats, and progressions in humanity that we would have thought was impossible 200 years ago. A tree knows only to inhale carbon dioxide, exhale oxygen,
and spread its offspring - to survive. It doesn’t know that there are trains on rails that transport people from city to city, nor a whole universe out there. It still lives on. But we’re better than that. We are the only species that keeps on advancing - The only time we fail is when choose to. These 5 years have been memorable, I can’t comprehend how much the family that I’ve grown up with, here, is priceless. With our successes that we celebrate, and the failures and circumstances we recognise; we should keep moving forward. That is what we will do: no destinations, but one big journey. There’s one and a bit more years ahead, and we will conquer it together. I’m Imico Pablico, and as always - thanks for watching. Year 10 Dux – Narisha Prasad Good morning teachers, parents and fellow students. I am honoured to be standing here today as the dux of year 10. Each year, everyone sets goals for themselves that they work towards and dux has always been a goal of mine that motivates me to work harder every year. It certainly was not easy with the transition into senior school as well as stiff competition from several students who could easily have been in my position proving to be a challenge, but through hard work and commitment, I was able to excel and it truly is a good feeling to be rewarded for that dedication. Of course, this wouldn't have been possible without the support of all my teachers who never hesitated to take time out to assist me with my work. Their constant encouragement and assistance has allowed me to do my very best and ensured that I had the best opportunity possible to achieve my goals. My family have also played a big role in all my achievements by making sure that I had all the time and equipment necessary to produce the best work, and without their endless support, achieving this would have been a lot harder. Lastly, I am thankful to all my friends and peers who have taught me to never give up and always believe in myself. It has once been said that “To be yourself in a world that is constantly trying to make you something else is the greatest accomplishment” and this is certainly shown throughout our year group who are all unique with individual talents and have taught me to embrace who I am, allowing me to enjoy my time as well as do my best. This is my last year at this school and I would like to take this opportunity to thank all my teachers for their valuable knowledge and assistance, and of course all my friends and this amazing grade for all the great memories we've shared. It was a privilege being a part of this school and something I will be forever grateful for. I wish you all good luck for your future endeavours and hope you enjoy your holidays. THANK YOU Year 9 Dux – Sussana Zaman Good Morning to our Principal Mrs. Cawsey, Deputy Principal Mrs. Quayle, Head Teacher Junior School Mrs Andrews and our Year Adviser Miss Douglas. I would also 7
like to offer a warm welcome to parents, staff members and fellow students. So, what a year this has been! After all the work we had to do, we still managed to make it to the end of the year, where we are rewarded for the effort we put in. I am greatly honoured and privileged to stand here now as the Year 9 Dux of 2017. To be receiving this award, is particularly meaningful, especially knowing of the hard work that is put in by students across our year group. So to begin, please allow me to say thanks to the people surrounding me as none of this would be possible without them. First of all, I would like to thank our teachers who taught us that there is no shame in asking for assistance with school work, encouraging us to take a risk and try something new and for all the emotional support you offer, especially when it sometimes feels like we can't possibly manage to do it all. But I would like to start by thanking, Miss Douglas. You constantly nag us, which you call ‘encouraging us’ to do and be our best. You give us incredible amounts of work to do, only knowing that we are capable of the high expectations that you set. I mean, with your own mountain of a workload, your devotion to us is obvious. You have guided me to reach my goals and aim to go beyond them. And this is why I respect you. I would also like to thank Miss Dolling. Your devotion to help students when they are in need, and whenever you can is truly admirable. Every time, I would interrupt you to ask for some advice, you would hear me out, and do whatever you can to help me feel like I could! Thanks for being my English and Debating teacher this year. Next up, Mr. Wrigley. You taught me what it means to love maths and I finally get why. Your puns always leave the class undivided. But the number of times the class didn’t understand something, you’d sum it up for us. It all adds up. Hey sir, now we’re equal. But these people are a mere fraction of the many teachers that I want to say thanks to for giving me the guidance that I needed. However, my family are my special behind the scenes support crew. They motivate and believe in my capabilities. And when I was under pressure, they supported me without hesitation. You are definitely irreplaceable people in my life. But specifically, to my friends. Your unique version of support is interesting, to put it simply. But I know you purposely do this to make me feel motivated and more determined than ever. Just to let you know, it’s working. Not only thanks, but I really do love you. And finally, Year 9. A Year Group that is diverse but unified in our values. We are proud, ambitious, energetic and supportive. We’ve created our own special community where we can trust and rely on one another. But that's enough about being in Year 9. Next year, I know, we will be looking especially fine in our white senior shirts and brand new uniforms. So, with that in mind, let’s continue to aim even higher and defeat Year 10 just like we did year 9.
Year 8 Dux – Zaheda Faiz Good afternoon parents, carers, teachers, distinguished guests and fellow students. I am very honoured to have achieved the DUX award of 2017. I would like to extend my gratitude towards the people who have helped me attain this award. I would like to thank the teachers for opening my eyes to the real world. For making me realise the importance of education and how grateful we should be to have this opportunity. It is our choice, if we want to become the best versions of ourselves. I’ve been taught that if we work hard and aim towards a goal, we will succeed. Thank you for being our dedicated guides and teaching us that there is no shame in asking for assistance. I would like to say a further thanks to my friends. All of you have become like my family and I would not change any one of you for the world. I have become so close to some of you as you have guided me when I was lost. You steered me in the right direction. Standing here, when I look back in the time I have spent this semester; I know that I have gained a lot. Thank you for all the memories and experiences you have fostered. I am looking forward to all the experiences we will create in the future. I would like to extend my gratitude towards my family who are always encouraging me to follow my passions and to believe in myself. Your support and understanding gave me the strength to continue fighting even when things got hard. It’s almost the end of the year. Assessments tasks have been handed in and tests have been completed. We have now all received our results and its time to reflect on the work we have completed during this semester. We are about to start a new chapter called Year 9. We all have our own interests that we wish to pursue, for example, our chosen electives, Peer Mentor roles and extra curricular activities. I believe that by using our strengths, commitment and dedication, success will come our way. Remember to always persist through thick and thin and prepare yourself for greatness. Thank you to all of you, for advising me and making me a better person. I am humbled to have such genuine people in my life. Thank you. Year 7 Dux – Nathaniel Guzman Good afternoon teachers, fellow students, parents and friends. I am very honoured to have achieved the DUX award of 2017. I would like to extend my gratitude towards the people who have helped me attain this award. I would like to give thanks to the teachers who have taught me this year because although you have taught me the curriculum of year 7, you have also taught me and our class, 7A, life lessons and how we are able to use what we are doing today in the future. Which comes to my next group of people I’d like to thank, my peers and my class, 7A. Class wouldn’t have been as enjoyable if it wasn’t for you guys. We all cooperated at group activities and helped each other back up at tough times and that’s what makes me want to go back to school every day. That’s the most important part because not
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everyone likes to go to school but when you have friends to talk to everyday it makes it worth it.
Sports Team of the Year – Opens Girls Volleyball Team (pictured below)
Next, to our year advisor, Mr Wrigley, I give my gratitude to you for all the hard work that you have done for all of us in year 7. You have given us great opportunities such as camp, ambassadors and many more. Thank you for the support you have given not just me but all us here in year 7. We all wouldn’t be where we are today if it wasn’t for your support. Now to my family, I don’t know where to begin but thank you. You have always been by my side every step, encouraging me, believing in me and supporting me. You have encouraged me to follow my passion and always said to believe in myself every day. Without all that you have given me, I wouldn’t be able to stand here today, speaking in front of you all. Now, I would like to encourage all of you to always try your best, have a go and follow your passion. Don’t be preoccupied by your past failures because the future is what we’re living for. If you weren’t happy with your previous grades, aim higher and always persist every day of the year as well as setting an achievable goal that you are able to accomplish. Use your strengths to accomplish your goals. For instance, I used my strength of resilience to help me speak out for myself and answer questions in class discussions. I also used the strength of persistence by never giving up no matter what circumstances. Try your hardest to improve. Make sure you make the best of this childhood because once we grow older, we will regret the chances we never took. Thank you to all again for the support that you have all given me, you have all shaped who I am today and I am so very humbled to have amazing people by my side everyday of my life. Thank you.
SPORTING ACHIEVEMENTS
NSW Representatives All-Schools Volleyball
Taiala Fuiono Carlos Torzar Samantha Mendoza Maja Zlomislic
CHS Basketball
Warren Cabban
CHS Volleyball
Emily Stirk Maja Zlomislic Khyle Blando
Sydney West Representatives John Koudakpo Athletics Christopher Gillett Rhys Walker Ali Almoail Pitiese Faokula
2017 Sports Captains – Peapea Ah Foon & Jarred Wright
Basketball
Amol Sharma Warren Cabban
Brett Hoban Participation Medal – Shannen Fenech (pictured below with Ms Mattimore)
Cross Country
Simon Deng
Gymnastics
Koralee Catlett
Rugby League
Drew Lloyd
Volleyball
Amanda Fuiono Maja Zlomislic Dane Terekia Peapea Ah Foon Khyle Blando Warren Cabban Danny Edwards Shaniah Tukuitonga
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LEADERSHIP & PARTICPATION
WSU Access Scholarship – Imico Pablico
ABCN Foundation Scholarship – Jasmine Bayliss
School Based Apprentice/Trainee of the Year Award – Danny Edwards
Lawyers Encouraging Aspiring and Promising Students (LEAPS)
2017 Senior Leadership Team
School Captains
Logan Carling Sabrina Zaman
Principal’s Representatives
Taylor Ayoub Nathan Johnson Rachel Varley
Sports Captains
Peapea Ah Foon Jarred Wright
SRC Chair
Harsha Kumar
Senior Leaders
Emma-Louise Brown Arvee Francisco Jayden Hicks Saraj Johns Amilda Kasper Laura Matekovic Kaitlyn Morris Blake Speed
UBS Finance Academy – Daniel Thick (pictured below left)
Jim Anderson Memorial Leadership Scholarship – Amilda Kasper (pictured above right)
Premier’s ANZAC Memorial Scholarship – Alison Gamsby
Year 9 students with their mentors from Ashurst & NBN Co. at the LEAPS Graduation 10
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Rooty Hill High School Learning, Leadership & Achievement North Parade, Rooty Hill NSW 2766 P.O. Box 70, Rooty Hill NSW 2766 Phone: 02 9625 8104 Fax: 02 9625 4208 Follow Rooty Hill High School:
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