ASR 2012

Rooty Hill High School Annual School Report Badanami – Learning Merana – Leadership Ngioba – Achievement

2012

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and ROSA) and the middle years (shared with the partner primary schools).

Our school at a glance In 2012, the school ICSEA was 961 and the quartile distribution of the students based on “community socio educational advantage” was 29% in the lowest quartile, 34% in the second lowest quartile, 29% in the second top quartile and 8% in the top quartile. On this distribution, the school’s parent and community demography is just below the Australian average. For further details please see the My School website. http://www.myschool.edu.au/

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Exemplary programs in personalised learning (supported by the Every Student, Every School funding). Every student now has a personalised plan from enrolment transition until exit transition with a much stronger focus on retention and career planning. In preparation for 2013, $250000 of integration works were completed in the school and equity programs have been targeted. An evaluation of the school’s Aboriginal Education programs is included later in this ASR.

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A leading program in professional practice which has now been recognised across the state, nationally and internationally.

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Continued excellence in technology for teaching and learning, communication and administration underpinned by the DER laptops program and the school’s Facebook page. Over 800 students had a personal learning computer in 2012.

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Sustainable management practices underpinned by the redesign of school systems and participation in the Empowered Local Schools National Partnership.

Students In 2012, there were 1089 students at the school, 519 of whom were girls, 570 boys. The increased proportion of boys in the school is directly attributable to the increased leaving age and the greater retention of boys in the senior school. Of the students in 2012, 48 per cent came from language backgrounds other than English and 55 were of Aboriginal background.

Staff In 2012, the school had 76.2 full time equivalent teaching staff, 60 of whom were “registered” (new scheme) teachers. This was the largest number in any school in the state and the school now acts as a mentor to many other schools.

There was 12.592 administrative staff. The school’s librarian Honor White retired at the end of year and the school thanked her for her leadership in developing the new school library and the collection and preservation of the school’s archive, much of which was lost in earlier years.

Parent, student and teacher satisfaction In 2012 the school sought regular feedback about the school, its plans, programs and practices.

Using a variety of electronic, survey and face to face media the school assessed its progress in increasing expectations, capacity and achievement. Measures included participation at parent teacher nights, carnivals and events (especially those to do with the 50th anniversary) feedback from personalised learning interviews with every student and electronic feedback through Facebook, surveys and telephone contacts.

Significant programs and initiatives The following major programs were in place in 2012: 

The 50th anniversary program celebrating the social and cultural traditions of the school and the local community.

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A strong focus on school curriculum, assessment, teaching and learning through key faculty programs, professional learning teams and project grants of $20000 each from Department of Education & Communities for the senior school (New School Leaving Age

The satisfaction data collected indicated a significantly higher satisfaction rate than previous years, primarily in response to the higher profile of the school through the communication and celebrations for the 50th anniversary.

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When my oldest son started high school here in 1996, he made many new friends and he was amazed to find out just how many of them had either a mother or father, who had attended Rooty Hill High as well.

There is something special about the sentiment so many ex-students have for Rooty Hill High. You make lifelong friendships at Rooty Hill High School and you sometimes make long term commitments to the school itself.

Messages Principal’s message In 2012 the school celebrated its 50th anniversary with a highly successful year on a range of academic, social and community measures. The following paragraph is taken from the principal’s official address for the 50th anniversary:

It is now 4 years since my youngest son left but I still haven’t left Rooty Hill High. Out of the 50 years that we are celebrating in 2012, I feel happy to have had connections for 22 years, firstly 6 as a student, then later 12 years as a parent of 3 students and now for the last 4 years, as a community representative on both P&C and School Council.

This IS a great school and the school now has 50 years of successes since it opened in 1962 that demonstrate how important a vibrant, cosmopolitan local high school is to growing and sustaining the community. If there are schools in 50 years they will need to be very like the best of Rooty Hill High today - a place where students have the opportunity to be with others, to learn to be part of a wider community and to learn to contribute to that community. Future schools will need to be much more comprehensive if they are to prepare students for life in a 21st century world.

We have high expectations of ourselves, we will not th make excuses and we were proud to say (on our 50 anniversary) that we are a great comprehensive, community based government school in western Sydney.

I’d like to mention that Rooty Hill High has an extensive list of students who have gone on to achieve well in their chosen fields. But whatever our chosen area of work, whatever we have gone on to do since leaving school, I am sure that the time spent at Rooty Hill High learning and developing as a young person, has led many of us towards where we are today.

I hope Rooty Hill High will continue to make its mark on our community. Well done Rooty Hill High - staff, students and parents you truly deserve to celebrate this happy occasion and hold your heads up high.

There were many initiatives that were started in 2012 to coincide with the new school plan and I would like to thank Conny Mattimore, Andrew Pesle, Helen Fone, Lincoln Jurd, Imraan Daniels and Ryan Romero for their leadership of the school community. I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.

Helen Fone

2012 School Captains Message We were very proud to be School Captains in 2012 and, with the other senior leaders we had opportunities to lead and represent the school and the community in 2012. We were pleased to see how many students were involved in school events, leadership, sports and the arts. We especially want to thank the SRC, the school ambassadors and our fellow senior leaders for their leadership in 2012. Finally, we wish to finish with this quote from the 50th anniversary:

Christine Cawsey AM

School Council President Message for the 50th anniversary As our wonderful high school turns 50, and we gather to celebrate the occasion, as an ex-student I can look back with many pleasant memories to 1972, when the school was turning 10 and still relatively new and I was starting high school. The six years that I was a student here, were happy years and have left me with lasting memories of dedicated teachers, good friends and fun times.

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This official community celebration of our 50 anniversary year is just a point in time. It has been reached because we have “stood on the shoulders of giants”, many of whom are here today.

To the giants of Rooty Hill HS and its community we thank you to you for letting us stand where you stood.

We thank you for letting us learn from your wisdoms and thank you for letting us lean on your networks of support for public education, this school and this community.

I have never really thought of our school in terms of its buildings or its resources, but always in terms of the teachers and students and what a positive learning environment this school was for me. This was a time that I have often told my 3 children, was the best time for me.

Imraan Daniels and Ryan Romero

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Student attendance profile Student attendance rates

Attendance rate

100 75 50 25

Senior Leadership Team 2012 with Ms Cawsey

School (% attendance)

The school’s primary academic target was to have 40% of students achieve Band 4 equivalent or better in external measures in 2012. The results did not achieve the targets and were:  30.6% in Higher School Certificate  33% in Year 10 ROSA (Grades A and B)  38% in ESSA (Essential Skills in Science Assessment Year 8) in Level 4 and above.  44% in Year 7 NAPLAN reading and 32% in writing (Bands 7, 8 and 9)  34% in Year 9 NAPLAN reading (Bands 8,9,10)  32% in Year 7 NAPLAN numeracy (Bands 7, 8 and 9)  34% in Year 9 NAPLAN numeracy (Bands 8,9 and 10) For balance, it is important to highlight that on the key values, recognition and engagement measures all targets were met or exceeded, including the number of first choice post school destinations for students leaving the school.

2011

2012

92.2

92.3

89.2

90.1

87.9

89.0

86.4

90.5

86.5

84.4

84.6

88.1

88.0

89.2

There was an overall improvement in attendance in 2012. Year 10 showed the greatest improvement.

Post-school destinations The most significant changes in post school destinations for 2013 were the increased number of early offers accepted by students for UWS and the enrolment of 10 students (who did not achieve ATAR scores high enough to directly enter university) in the UWS College program (which costs $11000). The school will be targeting additional support in 2013 to students who could enter university with a slightly higher ATAR.

Student enrolment profile Enrolments 1500 1000

Students

Year 7 8 9 10 11 12 Total

2010 2011 2012 Year Region State DEC

The school has an electronic lesson by lesson roll marking and parent notification system which is now embedded in school practice. Close monitoring of attendance, roll audits and snap roll marking systems are used to limit truancy. A particular feature of the school’s attendance profile in 2012 was the large number of exemptions granted (48) for students to travel overseas to family reunions.

Student information

500 0 2010 2011 Year Male Female

2009

Management of non-attendance

School context

2009

2008

School

Student and school achievement 2012

2008

0

2012

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Year 12 students undertaking vocational or trade training

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

In 2012, 81 (59.12%) Year 12 students studied and completed one or more vocational education and training courses (VET). This included 40 male, 41 female and 2 female Aboriginal students. In Year 11 67.88% of students studied one or more vocational courses. This includes students studying one or more of the 6 school based VET courses and school based traineeships.

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

After the HSC examinations 20 students from this school and other schools completed preapprenticeship course with the Motor Traders Association. Of these, 14 students received employment offers in the motor trades for 2012, including David Hanshaw and Rahim Khan who received traineeships with Mercedes Benz trucks.

Year 12 students attaining HSC or equivalent vocational educational qualification

Number 1 2 12 55* 3.6 1 0.8 1 76.2 12.572

*The school had one teacher of Aboriginal background in 2012.

Staff retention

In 2012 126 students completed the Higher School Certificate requirements and the HSC examinations.

Three teachers retired in 2012: Gregory Lewis, Febes Tablizo and Honor White. Two Head Teachers received transfers based on merit selection: Michelle Leman and Christopher Grasso. The school would like to acknowledge the work of Christopher Grasso over 11 years as a teacher, Head Teacher, WHS coordinator and Relieving Deputy Principal. Two highly respected teachers Kym Rizzo-Liu and Anthony Loughran, both of whom had made major contributions to the life of the school and its students, received transfers to schools closer to their homes.

In 2012, the school appointed a new HT PDHPE, Andrew Fowler and a new HT Technology and Applied Studies (who starts in 2013) Brian Hickey.

Year 12 2012

In 2012 the school had 5 teachers on long term maternity leave. There were 11 temporary teachers and 2 temporary administrative staff filling long term leave, including part time maternity leave equivalent to 4.6 staff.

Teacher qualifications In 2012, all teaching staff met the professional requirements for teaching in NSW public schools and 10 teachers achieved “professional competence”.

Qualifications Degree and/or Diploma Postgraduate

Boys in Harmony – Team of the Year 2012

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% of staff 90 10

meetings of the School Council and/or the parent body. Details are available from the school.

Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Date of financial summary Income Balance brought forward Global funds Tied funds School & community sources Interest Trust receipts Canteen Total income Expenditure Teaching & learning Key learning areas Excursions Extracurricular dissections

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

School performance 2012 General Achievements In presenting these highlights of 2012, it should be noted that detailed reports of school and individual achievement can be found on the school website, on Facebook, in assembly programs and in the Missing Link.

30/11/2012 $ 676417.77 520688.29 423144.26 317776.11 19492.23 177896.35 0.00 2135415.01

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183883.00 59838.48 97545.97 13732.31 13308.58 302990.85 71369.30 189052.70 0.00 98352.27 64001.59 171533.71 68289.37 1333898.13 801516.88

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The school’s careful approach to funding casual staff, its internal economies in asset management and its ability to attract grants worth almost $150000 in the last three years have ensured the school’s financial position remained strong in 2012. There will be major challenges in 2013 – 14 from the rapidly rising costs of utilities and funding alternative technology devices for students when the government stops funding the DER laptop program. As part of the Empowered Local Schools National Partnership program, the school will roll over to a new budget and planning solution and a new school financial management system. in Term 3 2013.

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Please see the My School website for further information on the finances of this school. http://www.myschool.edu.au/ A full copy of the school’s 2012 financial statement is tabled at the annual general

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The principal, Christine Cawsey AM was made a Member of the Order of Australia in the Australia Day Honours in January 2012.

Recognition - In Years 7 – 9 there were 5810 merit awards given for recognition (compared to 3590 in 2011 and 3049 in 2010) and 225 significant achievement awards (compared to 775 in 2011 and 491 in 2010).

In Years 10 – 12, there were just over 2675 merit awards (2080 in 2011 and 1439 in 2010) and 366 significant achievement awards (525 in 2011 and 346 in 2010). There were 85 students who received the principal’s award for outstanding achievement.

50th Anniversary - Hundreds of students participated as performers, organisers, ambassadors and leaders for the major 50th anniversary events of 2012 which included a massive Harmony Day in March, a dinner for ex students and staff in July and an event for International Teachers Day in October.

Deputy Principal Conny Mattimore and her team coordinated the major events that made the year such a success. A particular highlight was welcoming back the previous principal, Malcolm Leaver who led the school for 19 of its 50 years.

Aboriginal Education - In 2012, the school undertook a Dare to Lead Snapshot of its Aboriginal Education programs (see major evaluation) and implemented a number of cultural recommendations including the symbolic refurbishment of the school’s foyer with a welcome in Dharug and the installation of a didgeridoo created by Shayne Ryan for the 50th anniversary. The school continued its participation in the AFL Academy program for Aboriginal students and also established a closer working

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relationship with the Greater Western Sydney Giants AFL team. Jay Edwards and Blake Hicks-Ashton represented the school on the Mount Druitt junior AECG and Emma Starr won the Breed Vocational Student of the Year award for her success in a finance industry traineeship.

In 2013, two senior students will undertake a school based traineeship with the GWS Giants and the school will employ an Indigenous learning support officer for the junior Norta Norta program through the AFL Sports Ready program.

Multicultural education - In 2012, the school analysed its multicultural and ESL programs.

The major language groups represented in the school are English, Filipino, Hindi, Samoan, Arabic, Turkish, Tongan, Maori, one group - Dari, Persian and Punjabi and Spanish. Linking these backgrounds to academic performance showed that students from Asian, Hindi and other Indian subcontinental backgrounds were most likely to perform above school averages while students from non Hindi Pacfika backgrounds are more likely to perform academically below school averages. As a result, the school will establish a Pacifika program in 2013 to address improving academic performance.

The School Council elected to include the School in the Empowered Local Schools National Partnership Program. The principal recommended to the Council that the school focus on governance which included a complete redevelopment of the school plan.

In 2013 the role of the School Council in school governance will be assessed and, if necessary, redesigned. The school will also make changes to its finance and systems management but will not alter staffing outside the flexibility allowed by additional funding and current staffing agreements.

Confucius Classroom - The school’s Asia Literacy program was further extended with the opening of the Confucius Classroom in 2012 and the school’s commitment to teaching Mandarin in a school where no student speaks Mandarin as a first language.

The school hosted visits from Chinese educational and student delegations and, in 2013 will offer 50 students a unique Year 8 elective program and will teach Chinese Beginners in Year 11. The school now has 1.6

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teachers of Mandarin and Mandarin will be taught in Years 7, 8, 9 and 11 in 2013. The school will make an exchange visit to its sister schools in China in September/October 2013 and will implement a new outreach program for students in Stage 3.

Middle Years Project - The ongoing relationship with the Learning Neighbourhood schools prospered again in 2012. The achievements in 2012 included the middle years grant of $20000 and both a combined school development day and ongoing work together on the introduction of the Australian Curriculum. The high school initiated and led a survey of staff in all schools in Term 2 and staff and students completed the DEC “middle years” survey in Term 3. The surveys indicated that the schools should: o o

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Deliver a more consistent pedagogy in Stages 3 and 4.

Develop a continuous curriculum scope & sequence with a strong focus on skill (capability) growth.

Develop a marking rubric from Years 6 – 8 focused on the capabilities and starting with critical and creative thinking.

Focus more strongly on teaching skills for comprehension and reading for learning.

Build the expectations and professional capacity of staff through joint professional learning.

In 2013 the schools will implement the results of the “middle years” surveys focused on the Australian/NSW capabilities.

Professional Leadership - The principal, deputy principals, selected head teachers and teachers were again asked to present at educational conferences across Australia including the national ACEL conference, three state principal conferences and John Meng was asked for the third time to lead an Asia Education Foundation delegation to China in January 2013. Teachers and executive staff also accepted invitations to host delegations from Dubai and China and to present in and to other schools. Thelma Vuki received the 2012 Learning for Leadership award.

Major visits - The school hosted visits by the Minister for Education, Adrian Piccoli, European High Commissioner David Daly and US Consul General Stephen Marquart.

o o o o o o

Year 7 – Harsha Kumar Year 8 – Jack Clifton Year 9 – Beau Hardy Year 10 – Reece Morris Year 11 – Charity Dave Year 12 – Gemma Barbagallo & Imraan Daniels  The following students received the Long Tan Leadership and Teamwork Award: o Year 10 – Julie Massaquoi o Year 11 – Missy Tapaitau o Year 12 – Michelle Manodon  The following students received the Jan van Doorn Personal Best Award: o Year 7 – Matthew Varley o Year 8 – Ari Ngati o Year 9 – Chloe Chua o Year 10 – Kyle Wison o Year 11 – Aakell Naera o Year 12 – Luke Linsdell Sport  The school was Zone Champion School for the third year in a row in 2012 and there were a number of high quality individual and team performances that contributed to this.

The school won the Zone Patron’s Award and 57 individual and team awards for the most outstanding school at the Zone Presentation.  There were 17 representatives for the zone in swimming; 18 in cross country and 38 in athletics. There were 44 zone representatives in the following sports – volleyball, rugby league, rugby union, netball, basketball, soccer and touch football; 1 student went on to represent Sydney West in rugby union, 4 in volleyball, soccer, 1 in rugby league, 1 in rugby union, 7 in athletics, 1 in swimming and 2 in cricket and 1 student represented CHS in volleyball and 4 students represented NSW all schools in volleyball.  In volleyball 7 teams entered the 4 NSW School Volleyball Cup events, winning gold and silver medals. Students also competed in the nationals in Melbourne after considerable student and school fund raising where, of the three teams, the best result was 5th place in the Boys Under 16 Division 1.  The junior sport champions were Sparrow McCarthy and Ryan Fitzgerald. The senior sport champions were Charlotte Laurenson and Sebastian Viemero.

Student Leadership and Participation 

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To recognise the 50 anniversary, the School Council created a new award – Student of the Year to be awarded to the Year 12 student who best demonstrated the values of the school all the way through their schooling.

The inaugural winner was Ryan Romero who was studying a strong academic program, was school captain, represented the school at the Social Ventures Australia forum and (with Stephanie Valvis) was a driving force behind the SALSA and 50th anniversary programs.

Stephanie Valvis was the school’s Caltex Best All Rounder in 2012, with a distinguished record in peer support, SALSA leadership, as 2012 principal’s representative and a very sound academic performer.

The ninth year of the School Ambassador program in the junior school (Years 7, 8 and 9) was highly successful with the school training 40 Year 7 students to promote the school, model school values and serve the school community. These successes were combined with other leadership programs such as the SRC, Student Volunteering and Peer Support. There were 6 students who received the Black Opal Award in the Premier’s Volunteering Challenge for donating over 150 hours of voluntary work.

The SRC ran a major anti-bullying and kindness campaign through the String Movement (led by Courtney Vanderkolk) and over 700 students participated in the Reach program and other cultural programs.

For the eighth year, the LEAPs program (coordinated by Kelly Campbell) with mentors from the law firm Ashcroft was successful in changing the aspirations of the students in Year 9 who took part.

The school’s Paramount Team of the Year (for the second year in a row) was Boys in Harmony featuring Leon Fuimaono, Chris Togaga’e, Tyrae-Shai Tautailefue and Urima Jamaine Toomalatai. The two runners up were the Slam Poetry Team coached by Anjelica Nejal and the Mock Trial Team coached by Manny Singh.

Courtney Vanderkolk, 2012 SRC Chairperson won the Scarf Award for School Service and the following students received the Chifley School Service Award:

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The Arts

Academic Achievements

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The Rooty Hill High School Art Acquisition Prize was won by Deborah Regalado, whose HSC major work will be displayed in the foyer of the school throughout 2013.

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Madison Nixon & Charity Dave attended the National Art School. Jessica Jerome, Maddison Kearins and Amelia Rakic had works selected for Snap Shot Exhibition at the Penrith Regional Gallery

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40 students were selected as Artist of the Week, an A Block exhibition that featured exemplary students photography and visual arts work. Changed each semester.

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Boys in Harmony and other student groups performed at many ceremonies and events.

Students performed at the 50th Anniversary Harmony Concert, Education Week concert, Western Sydney Dance Festival, Open Night, Reach Concerts, School Spectacular, DP Report Assemblies, and lunchtime concerts.

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The Slam Poetry Team was featured at Writers’ Festival in Sydney, won the NSW title and then represented NSW at a national event in Victoria.

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The winners of Competition were:

the

Young

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Writers

o o

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Year 7 – Samantha Lazaro Year 8 – Jennifer Borbon (who was also overall school winner) o Year 9 – Angus Shephard o Year 10 – Claire Kennedy o Year 11 Madison Nixon The Art on the Hill overall award winner was Clare da Silva. The Quality Award winners were Sana Azizdel (Stage 4); Jessica Jerome (Stage 5) and Sydney Cruz (Stage 6). The Hangers Prize was won by Amrita Prakash (Stage 5) and the People’s Choice awards were won by Jessica Bregania (Stage 4), Ashlea Ross (Stage 5) and Blake Harris (Stage 6). Over 200 people attended the viewing and award presentation.

Carmen Lee was the 2012 Dux. In 2013 Carmen will start a degree in Biotechnology and Bimolecular Science at the UNSW. The other year duxes were: o Year 11 – Madison Nixon o Year 10 – Aslea Ross o Year 9 – Clare Da Silva o Year 8 – Emma Jurd o Year 7 – Lisa Vu

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Dong Wok Hong received a Band 6 (equivalent) for 2 unit mathematics based on his performance in Extension 2 mathematics and Jake Jarvis achieved a Band 6 in General Mathematics. These results reflected an overall improvement in mathematics at the HSC, where overall the faculty had its best results in the last three years.

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Gemma Barbagallo won the Jim Anderson Scholarship for study at UWS in 2013.

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Ashlea Ross won $2000 for her senior study in Physics from the Public Education Foundation 2013 Medich Foundation Elizabeth H Blackburn Scholarship. Her class will also receive additional resources as part of the prize.

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The school now uses a “grade point average” to calculate overall student performance. In Year 10 RoSA grades, the following 6 students received a grade point average above 4.5 placing them in the top 10 per cent of the state: Reshad Faiz, Ege Karsanabas, Ashlea Ross, Sergio Mesina, Caitlin Thick and Tenielle Thick.

Student of the year – Ryan Romero with P&C President Lincoln Jurd

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NAPLAN performance

RoSA

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.

In 2012, 223 Year 10 students were awarded grades under the new guidelines for the Record of School Achievement. Although the school did not achieve its target of 40% of students in Bands A and B (with only 33% of results placed in those bands), the overall lift in students achieving Band C (and the decline in Grade D) was very positive as the graph below shows. The $20000 grant for the New School Leaving Age Project, the retention program for Years 10 – 12 and the focus on assessment all contributed to the overall improvement. In 2013 the school will be refining assessment tasks and tracking the award of grades in Year 11.

Yr 7: from Band 4 (lowest) to Band 9 (highest for Year 7) and Yr 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 and enter the school name in the Find a school (Rooty Hill High School) and select GO.

50 40 30 20 10 0

As the result of a deep analysis of the NAPLAN data and trends, the school has identified the following recommendations for 2013: 1. The growth data in numeracy from Years 7 to 9 demonstrates that, on average, students are improving at a greater rate than students in similar schools and with similar starting points but that the school started behind those schools in Year 7. As a result, the “middle years” program with the Learning Neighbourhood schools will continue to be critical to lifting performance in Stage 3 and, subsequently, in Stage 4.

A B C D E

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

2. The school will continue to develop skills in algebra.

The following table shows the school’s results compared to the state results in 2012 for all HSC subjects except the VET subjects (where results are calculated differently).

3. There is a need to develop a much stronger focus on reading (and extended reading) in the junior school with a focus on reading to learn. This is now critical because 57% of Year 7 and 66% of Year 9 were performing in the bottom three bands in reading, with 20% of Year 7 and 24% of Year 9 in the second lowest band. The school cannot achieve its targets for the HSC if it does not lift the number and percentage of students to achieve Band 7 in Year 7 and Band 8 in Year 9 reading.

SUBJECT Ancient History Biology Business Studies Chemistry CAFS Design & Technology Economics English Standard English Advanced English Ext 1 Food technology Industrial technology IPT Legal studies General Maths Mathematics 2 Unit Maths ext 1 Maths ext 2 Modern History Music PDHPE Physics Society & Culture Visual Arts

4. The school needs to develop the skills of teachers teaching and assessing “persuasive writing” as this underpins essay writing. With 30% of Year 7 in the second bottom band in writing in 2012, this is a critical issue.

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No. of Students School Exam Mean2012 State Exam Mean 2012 School vs State Variation 6 28 38 15 14 7 13 88 38 2 18 17 10 17 53 10 2 1 14 24 29 5 14 12

66.47 65.21 65.58 63.08 66.93 55.03 45.8 59.62 69.65 32.2 62.67 53.28 69.98 57.68 56.83 77.42 80 76.6 67.61 74.48 69.8 65.56 72.44 77.77

69.35 72.46 73.98 75.51 74.14 76.08 75.23 68.27 79.56 40.24 73.62 71.81 71.05 74.44 69.2 77.64 81.42 82.78 75.61 80.17 72.58 73.82 76.2 79.39

-2.88 -7.25 -8.4 -12.43 -7.21 -21.05 -29.43 -8.65 -9.91 -8.04 -10.95 -18.53 -1.07 -16.76 -12.37 -0.22 -1.42 -6.18 -8 -5.69 -2.78 -8.26 -3.76 -1.62

The table below shows the distribution of bands in the HSC for 2012.

40 30 20 10 0 Band 6 Band 5 Band 4 Band 3 Band 2 Band 1

Using the raw data, it initially appeared that the results in 2012 in the HSC were not as good overall as in some other years. However, the school tracks the value added data over time and as the graph on Page 11 shows, the school has achieved its target with students in Bands 1- 3 and in Bands 5- 6. It is the “middle” (Band 4) students where additional work needs to continue to be done. It should be noted that many of these students achieved their “first choice options” for post school life, including traineeships and apprenticeships for 2013.

Teachers and Curriculum Head Teachers understand that we have to be more innovative and in 2013, we will be using the NSLA project grant and the professional learning teams to interrogate other aspects of our teaching, learning and assessment practice to identify areas for greater innovation.

In January 2013 the DEC provided extensive data to the school and during February each faculty undertook a detailed analysis of its performance.

This included the newly created VET faculty. The majority of faculty reports showed there were effective HSC faculty programs, quality assessment, effective records, individual student monitoring and support for inexperienced teachers.

The results showed steady improvement so, for 2013 the question will be – what would we have to do differently to get 50% of our students into Band 4 or better and is that an achievable goal?

One factor may be the large number of NDetermination letters issued in 2012 to Year 12 (see graph below). Most students only received one N-Determination but the majority of these were for failure to submit an assessment task.

Failure to submit a task results in a considerable loss of marks and in 2013, the senior school team will focus on addressing how a change in this pattern could improve overall student performance for students in bands 3 and 4.

Carmen Lee – School Dux 2012 with Richard Amery MP

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Progress on 2012 targets

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In 2012 the school set the following three year explicit performance measures:

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

Not achieved

Partially achieved

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Achieved

The major reason this target was not achieved was identified as a failure to “shift the middle” and each faculty will be asked to address this specifically in their teaching & learning programs in 2013 - 14. In addition, the school will develop strategies through the Learning Centre and through teacher professional development to address the learning needs of students in the second and third lowest bands in reading (to learn), writing and numeracy.

As the following graph shows, the performance of students in Year 12 in 2012 was better than anticipated. The school achieved its target (relative to other DEC schools) for students in the low range and exceeded it for the small number of students in the high range. The large group of students in the middle range did not achieve the target and this remains an area for targeted projects in each faculty and across the school in 2013 – 14. The school will need to continue to address “improving the middle” if it is to continue to meet this target for all students.

The school will also be following the age trends of students because, in the last three years up to 25% of the students entering Year 7 have not turned 12 at date of enrolment and, as a result it is possible that their NAPLAN performance in Year 7 is actually age appropriate.

Relative performance

HSC: Relative performance from Year 10 (value-added) 1 0

Specific strategies will include:

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-3 -4 Low

Middle

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High

School 2012 School Average 2008-2012 SSG Average 2012



2. 50% of all students achieving Band 4+ in external tests; 40% in 2012.

Not achieved

38% in ESSA (Essential Skills in Science Assessment Year 8) in Level 4 and above.

44% in Year 7 NAPLAN reading and 32% in writing (Bands 7, 8 and 9) 34% in Year 9 NAPLAN reading (Bands 8,9,10) 32% in Year 7 NAPLAN numeracy (Bands 7, 8 and 9) 34% in Year 9 NAPLAN numeracy (Bands 8, 9 and 10)

Partially achieved

The use of class profiles to identify targeted students.

The implementation of programs for students who were in bands 7, 8 and 9 whose results between Year 7 and 9 have “gone backwards”.

A specific reading, writing and numeracy program for students in the “middle” bands (6 and 7) in Year 7.

Greater use of ESSA data in class profiles to underpin school based measurements of improvement across a range of subjects.

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

Achieved

Not achieved

The school’s primary academic target was to have 40% of students achieve Band 4 equivalent or better in external measures in 2012. The results did not achieve the targets and were:  

Partially achieved

Achieved

The focus of the school on this target was to be delivered in three steps – awareness raising for teachers, awareness raising for students and embedding that understanding into teaching and learning programs, assessment and portfolios.

30.6% in Higher School Certificate 33% in Year 10 ROSA (Grades A and B)

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In 2012, the school had a school development session for primary and secondary teachers outlining the capabilities and focusing on the benchmarks for “critical and creative” thinking and “ethical behaviour”. Two senior teachers represented the school at the Australian Curriculum Studies Association conference where they learnt about the work already done in other states. An audit at the end of 2012 indicated that teachers did not have a deep understanding of the “capabilities” and they were not ready to fully implement them.

Retention to Year 12 (SC to HSC) 100.0 80.0 60.0 40.0 20.0 0.0 SC06-HSC08

In 2013 the school will: 

School

Establish a capabilities project and a professional learning team under the leadership of a deputy principal;



Use one full school development day to learn about capabilities;



Participate in relevant conferences professional learning experiences and partnerships with other schools to “build the field” of knowledge about capabilities.

Partially achieved

SEG

SC10-HSC12

State

5. 100% of students have personalised goal setting, learning improvement & career plans.

Not achieved

Partially achieved

Achieved

This is one of the school’s most exemplary achievements. In 2013, the school will be more systematic in its use of class profiles and will embed additional cultural information into the personalised learning plans.

The school has hosted visits from many other schools wishing to adopt the school’s program.

4. 90% retention to HSC Not achieved

SC08-HSC10

Achieved

6. 100% of students have an electronic portfolio recording achievements.

This target was recommended to the school through the state and regional plan. It is unlikely that the school will achieve 90% retention, particularly when the state retention is only 64%.

The school’s retention from 7 – 12 is influenced by the mobility of the student population (over 20% in 2012) and by the impact of senior schools, TAFE, private providers, publicly funded private schools and other government schools on enrolments. Students need to be confident in their choice about the best options for their studies in the senior school.

Not achieved

Partially achieved

Achieved

For some years, the school has issued a student portfolio to students at the end of each stage and on leaving the school (based on student participation in a range of school activities). It has been identified as a project to be updated in the 2012 – 14 school plan.

Like the capability target, this target was designed to be addressed over three years. The first step (in 2012) was the establishment of a professional learning team focused on reviewing and redesigning the school’s assessment and reporting policies and practices. This included uploading all assessment tasks onto the school’s Moodle and then in 2013 redeveloping assessment tasks to a set of school developed criteria.

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.

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In 2013, three professional learning teams (capabilities, assessment and digital teachers) will explore options for the development of a new electronic portfolio.



Creating a modern learning management system for the school’s library to ensure it continues to provide a dynamic and relevant service to students and teachers.

Student portfolios will be a focus for the 2014 plan, bringing together the assessment, technology and capability frameworks in a new student self reporting format that will be validated by teachers and year advisers.



Ensuring all staff members have deep understanding and ongoing access to high quality connectivity, hardware and software to deliver the new Australian Curriculum and the Learning Management Business Review program.

7. 100% of students and teachers use Web 2.0 & 50% use Web 3.0 technology.

Not achieved

Partially achieved

8. Australian teaching standards are fully implemented by 2014.

Achieved

Not achieved

The school is making strong progress towards this target through the following strategies: 

The successful introduction of a Year 7 and 8 ICT program that builds the skill base of students in the use a wide range of Web 2.0 and 3.0 software.



Online learning units and homework in all faculties. The mathematics faculty has all homework online using either Moodle or ITunesU. Individual teachers have also complemented their face to face classes with parallel online learning enrichment and extension activities.



Greater use of online communication through Facebook and, in 2013 through the RHHS App and the new website.

In 2012, under the leadership of Peter Langfield, Head Teacher Mentor, the school reviewed its Professional Practice Policy and practices to incorporate:  The Australian Teacher Performance and Development Framework  The Australian Charter for Professional Learning of Teachers and School Leaders  The Australian Professional Standards for Teachers  The Australian Professional Standard for Principals, and  A new template for EARs and TARs aligned to the new school planning principles and embedding both progressive milestone self reporting and supervisor validation.

In addition, the Standards Professional Learning Team developed a new professional observation document and protocols for the use of IRIS, an online video and classroom observation tool that will be trialed in term 1 2013 for use across the school in 2013 – 14.

Having moved so quickly to using and valuing online learning environments in the last 4 years the school will face significant challenges in 2013 and 2014. The school needs to find solutions to the following issues: 

Achieved

The school is well ahead of this target and this progress has been widely recognised by other schools and by DEC.

The digital teachers professional learning team that has developed significant online learning material and, in 2013 will establish school templates for the use of Google docs.



Partially achieved

At the same time, the school continued to provide high quality professional learning for all staff but particularly for the 60 registered (new scheme) teachers on the staff who must complete 100 hours of professional learning every 5 years, 50 of which must be registered learning.

Ensuring continuity in access to 1:1 learning devices in a community where there is little left over for “extras” and where the DER program has created genuine lift in the ways students learn.

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based around the school plan. They have also prepared for the introduction of new software as part of the Learning Management Business Review program by ensuring the school’s roll marking, assessment, online learning, student welfare tracking and timetable packages are being used optimally.

In addition, the school produced a new, high quality Missing Link, established its own Facebook and investigated new ways of communicating and promoting the school to parents and the community.

Professional Learning - The graph above shows the participation in professional learning from Term 1 – 3 2012 was focused primarily on two areas: implementation of curriculum and the development of leadership skills.

The school canteen was re-leased for 2013 after the 2012 lessees withdrew from their contract and, in April 2013 a new school uniform shop and supplier will open in the school.

Online learning modules were used extensively by some teachers to build teacher classroom capacity, leadership capabilities and to meet registered professional learning requirements.

The school successfully managed its Work, Health and Safety program and ensured compliance with all mandatory training and regulations.

In 2013 the school will focus on: 

the development of school registered professional learning;



the allocation of time and funding to additional executive support for professional practice and support of registered teachers;



the establishment of a group of teachers wishing to achieve the higher standards; and



executive and administrative staff learning and development in preparation for the implementation of Local Schools, Local Decisions.

based

None of this would have happened without the school’s administrative staff. They have willingly sought opportunities to redefine their work, learn new skills and develop the school’s management systems to align with the changing demands of students, the school and, most critically the delivery of curriculum.

In 2013, the principal will lead school participation in the National Partnership for Principal Professional Development in the area of school improvement and the Head Teacher Administration will assume greater responsibilities in the monitoring and supervision of the school’s management systems.

9. The school is successful in implementing the ELSNP (empowered local schools national partnership).

Not achieved

Partially achieved

Achieved

In 2012, the school achieved some major milestones in this area. It reviewed its governance, management and financial systems and redesigned its school plan as part of a trial of new governance procedures. The school’s senior executive team, including the Senior Administration Manager and Head Teacher Administration reviewed the school’s budgeting and planning tools and established cost centres

Year 8 students learning online

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Key Findings The Aboriginal student enrolment trend indicated that a number of Aboriginal students were not completing their secondary studies.

Daring to Lead – Aboriginal students with 50 anniversary gifts

The overall attendance trend was at or above State average for all students. The average Aboriginal attendance was similar to that of all students for the Region and State. The very poor attendance of 4 female students in Year 11 was noted and the greater involvement of Aboriginal boys in seeking opportunity through Aboriginal programs was noted.

th

In 2009, 2010 and 2011 the literacy results for Year 7 Aboriginal students were significantly above the State Aboriginal student average in all aspects of literacy.

School evaluation Aboriginal Education

In 2011 the average numeracy results of Year 7 Aboriginal students were significantly better than the average results of the non-Aboriginal students of the school.

NSW public schools conduct evaluation to support the effective implementation of the school plan. In 2012 our school carried out an evaluation of the school’s Aboriginal Education programs and practices.

In 2009, 2010 and 2011 the literacy results for Year 9 Aboriginal students were below the school non-Aboriginal student’s average in all aspects of literacy. However, these results were significantly above the state Aboriginal students in all areas except spelling.

Background In 2012 the school agreed to undertake a collegial Dare to Lead Snapshot (conducted through Principals Australia Institute) to: 

reflect on and review programs and practice in place for Indigenous education and to



act as a platform for setting and guiding future directions in Aboriginal Education, leadership and the support of Aboriginal students.

In 2009 and 2010 the numeracy results for Year 9 Aboriginal students were significantly below the school non-Aboriginal student’s average in all aspects of numeracy and the state Aboriginal students in all areas.

In 2009 and 2010 Aboriginal students were not overrepresented in the school’s suspension data.

Aboriginal students make up 6% of the total school enrolments. The suspension rate for 2009 was 7.4%; 11.6% for 2010 and 9.7% for 2011.

Four students accounted for 80% of the suspensions.

The purpose of the snapshot was to present the principal and the school executive with a “picture” of the school’s current practice in Indigenous Education. Aboriginal students, parents, community, AFL Indigenous Academy representatives, school staff, non Aboriginal students, teachers and executive were interviewed. Documents were analysed and observations of the school’s culture in action were made by the two principal reviewers – Ian Nebauer and Pam Wellham.

Commendations from the Snapshot Rooty Hill High School has achieved a positive school culture. The values of the school and school leadership are integrated into programs, policies and procedures as well as being evident in the language of the students and staff.

The school is to be commended for the school wide emphasis on personalised learning.

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The school has been successful in producing personalised learning plans (PLPs) for all students in school.

committee was established in the school in 2012 to give Aboriginal students a stronger voice. The Aboriginal Education team organised NAIDOC Week and developed lessons and resources to be used in all faculties. An Aboriginal community member worked with students to transform B block into an Aboriginal art gallery showcasing traditional painting techniques and Aboriginal sculptures.

An Aboriginal mural, created by a past Aboriginal student, was displayed in the foyer of the school to recognise learning on Dharug land. Students gained an appreciation of the importance of celebrating NAIDOC week and participated enthusiastically in cultural lessons and traditional games.

The AFL Academy is seen as a very positive program for Aboriginal students.

The school has implemented many programs to support student leadership.

All students have access to the Homework Centre after school one day a week.

The school is commended for providing funds to develop its Learning Centre complemented with appropriate teaching and not-teaching staff.

The school works collaboratively with a number of outside agencies to support the learning and post school opportunities for its students.

RHHS has very little overt racism and is seen as being truly inclusive.



The school leadership is very proactive in supporting high achieving Aboriginal students through programs such as LEAP.

Improve Personalised Learning Plans to include cultural background - ongoing



Form an Aboriginal student leadership group – see above



Develop transition plans for Aboriginal students – In 2012 significant preparation was done to ensure that the Head Teacher Senior School, Year Advisers working on the retention program and the Careers Adviser would ensure that each Aboriginal student in Years 10 – 12 would have a transition plan in place.



Incorporate cultural icons/symbolism across the school – the school has created a stronger symbolic welcome in the school’s foyer. The Acknowledgement of Country is now performed in all assemblies and meetings and the school’s Aboriginal students have worked with the principal to create the school’s own version of the Acknowledgment.



Conduct an audit of Aboriginal resources – ongoing.



Establish an Aboriginal resource register – ongoing.

All Aboriginal students interviewed were proud to be recognised as Aboriginal and felt the school provided a culturally safe environment which supported their Aboriginal identity.

Aboriginal Studies has been fostered to become a viable course in Stage 6.

Recommendations & Future Directions The Dare to Lead Snapshot of 2012 made the following recommendations: 

Develop an Aboriginal Education team in school - In 2012 Aboriginal programs coordinator established an Aboriginal Education team including staff from all faculties. One of the key roles of team members was to implement the recommendations of the Dare to Lead Snapshot and to ensure that Aboriginal perspectives were being delivered in all subjects. Anthony Loughran led the team in 2012 and established stronger links with the community.

Yasodai Selvakumaran will lead the team in 2013.



Provide cultural awareness training for all staff – still to be done.



Develop strategies to promote Aboriginal student identity - A student advisory

community

In 2013, the school will: 

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Review and refine the development and maintenance of Personalised Learning programs for Aboriginal students to include cultural and family input and information.





Purpose of Strategic Direction 1

Track more closely the following data for all Aboriginal students: attendance, retention, post school destinations, RISC, suspension and recognition data, academic performance data and community data.

Curriculum, assessment, teaching & learning (Coordinated by Christine Cawsey and the school executive) The school plans to meet and exceed state plan targets for students and achieve state averages in academic growth & value added in external tests. The school plans to increase academic performance of the top 40% of students by using innovative structures and practices. Academic and vocational achievement will continue to improve through attention to 21st century learning skills, lesson design, programs, K-12 Learning continuum & technology. The school will develop professional and student learning initiatives to address the ACARA/BOS capabilities in ways that ensure 80% of students achieve stage benchmarks.

Review programs for Aboriginal girls to ensure greater engagement and capacity building.

This will include the appointment of a learning support officer who will work with Aboriginal students in the junior school. This will include working with the Year 6 adviser on developing transition plans for students entering high school in 2014.

In 2013 the school’s major evaluation will be an internal review of all faculties.

School planning 2012—2014 The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Department’s planning documents.

2013 Targets to achieve this strategic priority include:

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



 



In the full plan there is further detail about the people, projects, products and practices planned for 2013 – 14. In addition a milestone report will be published twice per term on the website.

An improvement in average growth and value added data to within 1 mark of state average; 50% of all students achieving Band 4+ (HSC equivalent) in external tests; 80% students achieving benchmark standards in ACARA/BOS capabilities.

100% of students have an electronic portfolio recording achievements against PERSIST and capabilities.

Purpose of Strategic Direction 2

A summary of the plan is shown below.

Personalised learning (Coordinated by Conny Mattimore personalised learning team)

Strategic Plan for Rooty Hill High School 2013-2014

and

The school is committed to each student doing his or her best. Personalised student learning will be a major focus with parents, students & teachers working together to ensure personalised learning addresses universal, targeted and intensive individual needs. The school community wants relationships based on the school values, respect, responsibility, good choices and the development of student leadership skills. The student demographics of the school require a deeper understanding and

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

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learning about Asia, the Pacific and Indigenous cultures. Thoughtful exit planning will continue to see the transition from school to work and further study result in employment, access to tertiary studies and traineeships for all students.

2013 Targets to achieve this strategic priority include:

2013 Targets to achieve this strategic priority include:

Purpose of Strategic Direction 5



90% retention to HSC



100% of students have personalised goal setting, learning improvement & career plans.



Technology (Coordinated by Andrew Pesle and Technology Team) The use of ICT technologies underpins learning in secondary schools in 21C. All students at the school will have access to a personal learning device and will learn to use a wide range of Web 2.0 and 3.0 tools and connected learning through the school Moodle and other platforms for their own learning at a level equivalent to the best practices in the state. All students will be able to model high levels of digital citizenship in their use of social media platforms. All staff will be able to develop their professional skills in their use of technology in designing curriculum, teaching, learning and assessment tasks. The library will become a 21st century learning space.

Purpose of Strategic Direction 3 Professional Practice (Coordinated by Peter Langfield and the professional practice team) The school will be recognised as a major developer of intellectual, organisational, social, professional, leadership and educational capital.

To achieve this, individual staff members will work with colleagues to implement the new national standards and build the capacity, professional leadership and achievements of the teachers and administrative staff.

2013 Targets to achieve this strategic priority include: 

2013 Targets to achieve this strategic include: 

The school is successful in implementing the ELSNP.

Australian (National) Teaching Standards are fully implemented by 2014.

100% of students and teachers use Web 2.0 &50% use Web 3.0 technology and ICT learning, capability & outcomes improved.

Purpose of Strategic Direction 4 Sustainable Management Cordinated By Christine Cawsey, Kaliopi Loucos and the management team) The school will assume greater local authority for its finances and decision making.

The school will find ways to improve sustainability, be safer and improve the quality of the natural, social, built, physical and technological infrastructure, assets and environments.

Luke Linsdell – winner of the Jan van Doorn Personal Best Award (Year 12) with Jan van Doorn

The school will renew programs of individual, group and school promotion and recognition through the opportunities provided by the 50th anniversary and Trade Training Centre.

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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 contact information

School Council delegates to school evaluation and school planning leadership team 2012 - 13:

RHHS App: available on ITunes or android

Christine Cawsey (Principal)

School Code: 8908

Rooty Hill High School North Parade (PO Box 70) Rooty Hill NSW 2766 Ph: 612 96258104 Email: rootyhill-h.school@det.nsw.edu.au Facebook: www.facebook.com/rootyhillhs

Web: www.rootyhill-h.schools.nsw.edu.au

Helen Fone (School Council President)

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

Lincoln Jurd (P&C President) Ryan Romero and Stephanie Valvis (student representatives to School Council 2012) Constance Mattimore and Andrew Pesle (Deputy Principals)

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

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

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