2019 Sarah Redfern High School Annual Report · 2020-05-28 · Sarah Redfern High School is a...

Sarah Redfern High School2019 Annual Report

8551

Printed on: 28 May, 2020 of 29 Sarah Redfern High School 8551 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Sarah Redfern High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

School contact details

Sarah Redfern High School1 Monaghan StreetMinto, 2566www.sarahredfe-h.schools.nsw.edu.ausarahredfe-h.school@det.nsw.edu.au9820 1566

Message from the principal

We are tremendously proud that Sarah Redfern High School provides a supportive, inclusive and innovative learningenvironment where students are encouraged to explore their potential and achieve in all aspects of school life. Theschool offers an exciting curriculum and numerous opportunities allowing students to achieve excellence in academic,creative, STEM, social, cultural, community, sporting and leadership endeavours.

In 2019 the school went through a significant process of reform and change designed to maximise educational impactand refocus the utilisation of school resources towards identified areas of need. A Head Teacher Learning Engagementwas appointed to oversee the implementation of individualised learning across the school and ensure that all ourstudents achieve at least a year's worth of learning from every year's teaching. This re–focus on learning engagementhas allowed the school to implement stringent processes to ensure any students with learning gaps are identified earlyand adequately supported to strive to realise their potential.

Likewise, an Aboriginal Education Coordinator was appointed to oversee curriculum provisions, welfare and communityengagement for Aboriginal students. This new role led to the implementation of curriculum changes; support processesfor personalised learning plans; targeted professional learning around Aboriginal Education; refined the creation ofstrategic learning partnerships with community stakeholders such as the Minto Community of Schools AboriginalEducation Team; and the development of an Aboriginal Cultural Curriculum to be delivered to all our students in 2020.

Our dynamic team of teaching staff continue to lead the learning at our school. In the 2019, the implementation of Cycleof Inquiry Groups saw a range of opportunities to engage in targeted professional learning designed to build teacher andleadership capacity, enabling participants to create learning environments that make learning visible to students, parentsand the community. Our school continues to adopt professional development strategies that are specifically designed todevelop the collective capacity of our staff as educators and ensure we meet the needs of our students and of our schoolcommunity.

The school has continued to develop and strengthen partnerships with businesses, universities and various agencies toestablish personalised career and further training plans for students entering university, TAFE or employment. SarahRedfern High School has increased effective communication with students, staff and our community to further enhancelearning activities, initiatives and programs. Our partnerships with ABCN, Western Sydney University, University ofWollongong, ClaytonUtz, MyGateway, YourTown & PCYC, are all indicative of the value we place on learning for life andbeyond school success and that all students at Sarah Redfern High School cross the stage at graduation with dignity andrespect.

It is my privilege to continue to lead this amazing school and it's professional and committed staff in the service of ourwonderful students and their families.

Lyndy Clowry

Principal


School background

School vision statement

Learning empowers each individual to achieve their greatest potential.

Sarah Redfern High School is committed to inspiring students to achieve the highest standard of intellectual andpersonal achievement through a stimulating and engaging learning environment.

Within a caring, respectful, diverse environment, the school is committed to providing students with a desire to learn, tomake calculated and informed decisions, and to accept and meet challenges.

The school is committed to ensuring students are self–motivated, confident individuals who will be valued members ofour community and society.

Students, staff and parents are committed to providing a safe and nurturing environment at Sarah Redfern High School.

School context

Sarah Redfern High School is a co–educational, comprehensive secondary school providing exceptional learningopportunities for all. Located in the suburb of Minto, the school serves a community in the South West SydneyCampbelltown area that includes a wide range of families from diverse cultural and socio–economic groups.

Our learning community is inclusive and made up of a diverse range of learners; including academically gifted studentsas well as students requiring learning support. In 2019 there were a total of 636 students enrolled at the school with61.8% of these students being from a Language Background Other Than English (LBOTE ), while a total of 71 students(11.2%) identify as Aboriginal or Torres Strait Islander.

The school provides a safe and caring educational setting where the wellbeing of students is paramount. Our wellbeinginitiatives focus on proactively supporting all students in improving their learning and ensure they feel connected to theirschool community. There is a strong focus on providing opportunities for leadership, enhanced learning experiences andengagement.

We are well supported by our community especially in regards to the provision of broad ranging learning opportunitiesfocusing on a well rounded education. Our highly skilled and motivated teachers deliver quality educational programswith a strong focus on literacy, numeracy and ICT. We foster high standards and have high expectations that everystudent will succeed in their learning.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery 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/school–excellence

As part of the ongoing self–assessment process undertaken by the management team of the school, evidence reflectedthat there were measurable gains in each of the domains of Learning, Teaching and Leading.

In the domain of Learning, the school was assessed as Sustaining and Growing for Learning Culture and StudentPerformance Measures and as Delivering for Curriculum, Assessment, Reporting and Wellbeing. The future directionsfor Sarah Redfern High School are to strengthen student literacy and numeracy skills and to draw on data and researchto build capacity of staff to differentiate the curriculum.

In the domain of Teaching, our key objective has been to build staff capacity to deliver engaging and relevant learningexperiences that encourage creative and critical thinking skills in all students, across all subject areas with a strong focuson differentiation in the classroom to support students with additional learning needs and challenge students who identifyas academically gifted. Our self–assessment against the School Excellence Framework indicated that teaching practicesat the school in 2019 were Sustaining and Growing in the ares of Professional Standards and teacher Learning andDevelopment. In the domains of Effective Classroom Practice and Use of Data to inform teaching practice the schoolrated as Delivering.

In the domain of Leading, the most significant whole school focus continues to be on distributed and sustainableleadership practices to ensure that all members of the school community share a strong vision for the future direction ofthe school. In the areas of Leadership, School Planning and Resources the School Excellence Frameworkself–evaluative process determined that the school is meeting the criteria to be considered Sustaining and Growing,however in the area of Implementation and Reporting the school only met the criteria to be considered as Delivering.

This self–assessment process assists schools to continue to refine their school planning, leading to further improvementsin the delivery of education to students. As a result, Sarah Redfern High School has identified both short and long–termdirections for inclusion in the school plan for 2019 and beyond.

These include:

*Development of instructional leaders to lead a collaborative and coordinated approach to implement future focusedlearning and build staff leadership capacity.

*Adoption of a Cycle of Inquiry framework to build school's capability of continuous growth and improvement.

*Design of high quality and targeted professional learning to develop teacher skills in data literacy, curriculumdevelopment and effective classroom practice.

*Exploration of an alternative model to involve key stakeholders in future school directions.

*Development of a strong partnership with external agencies to sustain and enhance collaborative practice.


Strategic Direction 1

Igniting the Passion of High Potential Learners

Purpose

To cultivate a school wide commitment to data–informed, collaborative and evidenced–based pedagogical teachingpractice where each student and teacher is seen as a high potential learner who embraces trial and error, flexibility andcreativity

Improvement Measures

Increase the percentage of Year 9 students achieving expected growth in NAPLAN reading and numeracy

Increase the percentage of students achieving year on year growth in internal and external testing (NAPLAN, ICAS)and demonstrated growth in the literacy and numeracy progressions

Raise the score of the top 25th percentile in each HSC subject

All teachers use multiple evidence sources to inform their teaching practice. All teaching and learning programs aredesigned with differentiation for student learning with well designed formative and summative assessment tools totrack students growth

All teachers demonstrate ongoing development and improvement in their classroom practice

Mapping to the School Excellence Framework v2 in: Learning: Curriculum / Assessment, Teaching: Effectiveclassroom practice / Data skills and use / Learning and development and the collection of evidence to demonstrategrowth and improvement

Overall summary of progress

A range of strategies were implemented in 2019 building upon the successes of 2018 and were executed in line with thework plans of the Managers portfolios: Curriculum, Strategic Planning, Leadership and Learning and Student Wellbeing.The implementation, conduct and evaluation of the strategies were reported on an ongoing basis at Senior Managementmeetings with the progress made towards School Plan Milestones being evaluated by the school Executive Team. Thefindings and outcomes of these evaluative processes have been communicated to staff, students, parents and the widerschool community on a regular basis. As a result of the priority given to the implementation of these strategies, therehave been significant educational gains for our student as identified below.

Progress towards achieving improvement measures

Process 1: 1. Data skills and use: Executive/Teachers professionally developed in data analysis to enable them toinform planning, identify interventions and modify teaching practice to accomodate the needs of allstudents

Evaluation Funds Expended(Resources)

In 2019 ICAS results for the students in Year 8 who sat the test surpassedstate average in English, Writing and Mathematics, while Science resultsaveraged just below the state average for this cohort. Although these resultsdemonstrate the successful attainment of year–on–year growth for thesestudents, it is important to acknowledge that only the top 25 percentile ofstudents in Year 8 sat the ICAS Test in 2019. This resulted from the fact thatUNSW Global has introduced REACH testing as a more appropriateinstrument to test a general population of students across schools inAustralia. As a result the whole Year 8 cohort who undertook ICAS Testing inYear 7 (2018) sat this new REACH test in 2019. The difference in the testingparameters between these two instruments render invalid any directstatistical comparison between ICAS and REACH results.

In regards NAPLAN testing the intended yearly outcome outlined in theschool plan for 2019 was surpassed in the domain of Reading as 65.9% ofYear 9 students achieved 'greater than or equal to expected growth'. For the

REACH and ICAS Testing (Years7–12) – UNSW Global

Equity Loading – Socio–economicBackground (RAM)

$11,000.00



domain of Numeracy, however, the intended yearly outcome was notachieved as only 50.5% of students in the Year 9 cohort attained 'greaterthan or equal to expected growth'.

However, it is important to acknowledge that this tracking of student progressthrough the use of data has significantly contributed to build capacityamongst our Executive and Teaching staff to inform planning, identifyinterventions and modify teaching practice to accommodate the needs of allstudents.

Process 2: 2. Curriculum / Assessment: Teachers upskilled and professionally developed in designing dynamicteaching and learning programs that show evidence of reflection on teaching practices, have validassessment and tracking of student progress and achievement


The implementation of Cycle of Inquiry Groups in 2019 saw our school staffinvolved in a number of inquiry based projects. This professional learningwas designed to upskill teachers in implementing dynamic teaching andlearning programs that show evidence of reflective evaluation on theeducational practices adopted. This action research approach to day to dayteaching allowed our school to develop staff capacity in the following areas:

Differentiated Programs & Practice

Literacy (Extended Response Writing through PEEL)

Numeracy

Aboriginal Educational Perspectives

Future Focused Pedagogies

Behaviour & Classroom Management

Working with students with Autism

The evaluative processes around these Cycles of Inquiry saw a markedimprovement in teacher capacity to analyse data to inform practice anddesign teaching and learning programs and activities that target the needs ofeach individual student. Alongside this ability to differentiate work ourteachers have been able to demonstrate increased competence in designingformative and summative assessment tools to track student growth.

Twilight Sessions – ProfessionalLearning

Base School Allocation – RAM

$5,000.00

Process 3: 3. Effective classroom practice / Learning and development to support our teachers to become skilledand nuanced practitioners in addressing student learning needs designing lessons reflecting effectiveevidence–based teaching methods to optimise learning progress for all students

Teachers engage in collaborative practice and coaching support to ensure their ongoing developmentand improvement


All Professional Learning undertaken in 2019 was strategically linked to theAustralian Professional Standards for teachers. This was achieved byidentifying professional learning needs of our teaching staff and ensuring thatthe Executive Team implemented a carefully planned whole school approacharound the PDP Framework.

The implementation of Cycle of Inquiry Groups in 2019 saw a range ofopportunities for staff to engage in targeted professional learning designed tobuild teacher and leadership capacity enabling our teachers to createlearning environments that make teaching and learning more effective.

Growth Coaching Training –Professional Learning


$15,000.00



As per intended yearly outcome in the School Plan, the vast majority of staffteaching at the school in 2019 (>85%) has been trained up to utiliseGROWTH Coaching principles in their day to day professional practice. Theschool has embedded explicit systems for collaboration and classroomobservation where the modelling of effective practice and feedback supportsstaff in their development.

Next Steps

To ensure continued progress towards achieving the stated improvement measures, the school will continue to focus onbuilding staff capacity to improve quality teaching practice with a focus on the delivery of a highly differentiatedcurriculum. In 2019 the senior management has identified the need to increase focus on teaching practice across theschool. As a result, in 2020 school staff will be professionally developed around the AVID (Advancement Via IndividualDetermination) framework for teaching and learning. It is expected that such approach will help to revamp our teachingand learning programs with the delivery of a highly differentiated curriculum in order to engage all learners. This will inturn boost academic results and help teachers to embed more effective classroom practices across the school in order topromote a culture of high expectations and explicit teaching.



Future–Focused Leadership Community

Purpose

To empower staff and students to lead the transformation of our diverse school community into a future–focused learningenvironment, enabling staff and students to be strong, strategic, effective leaders contributing to a school community thatsupports lifelong learning


Increase the number of students involved in leadership programs and activities that allow them to build or demonstrateleadership skills from a baseline of 2017

Increase the level of positive feedback and reported confidence of students to take on a variety of leadership roles inthe school

All staff participate in professional learning in future focused learning pedagogies. Staff develop and implementperformance development plans that are reflective of areas of growth and staff have personal professional goals linkedto the school plan and professional standards

Increased parent and community participation and constructive feedback provided in school decision making forums


In 2019 the school continued to foster quality teaching to affect improved student learning outcomes and build theleadership capacity of student and staff within a school–wide culture of collaborative practice. A number of programswere developed and initiated to enhance participation in leadership opportunities which allowed to extend student growthand performance..


Process 1: 1. Develop and enhance student programs and activities that facilitate, cultivate and promote leadershipskills for all students


In 2019 students' involvement in leadership programs continued to grow atSRHS. The school created number of opportunities for students to developand enhance their leadership skills through involvement in programs suchas: Student Representative Council (SRC), Interact Club, ABCN,FastForward, Public Speaking, Debating, Creative Arts, and involvement in anumber of sporting competitions.

These programs have provided a large number extra curricular opportunitiesthroughout the year for our students to continue to develop positiveconfidence and enhanced communication skills in a number of contexts.Based on participation numbers the school plan intended yearly outcome for2019 was largely surpassed for this improvement measure (>5% Increasestudent participation in leadership programs from 2018 baseline data 2018 ).

Flexible Funding for WellbeingServices


$5,000.00

Process 2: 2. Provide all staff with targeted, collaborative professional learning for future–focused learningpedagogies to engage and extend student growth and performance


In 2019 the school has ensured the alignment of Teacher ProfessionalLearning with the PDP process for all staff. Utilising the Growth Coachingmodel to carry out the necessary PDP conversations, supervisors were ableto discuss professional development needs and yearly goals for each staffmember in order to improve teacher efficacy across the school. All Teacher

Initiative Funding – ProfessionalLearning




Professional Learning undertaken by school staff was indexed to the schoolplan and aligned with the Australian Teaching Standards.

The implementation of Cycle of Inquiry groups in 2019 saw a range ofopportunities for teachers to engage in targeted professional learningdesigned to build teacher capacity around the delivery of the schoolcurriculum. The Cycle of Inquiry around the use of Future–FocusedPedagogies in the classroom provided teachers with the opportunity to upskilland evaluate the impact of the adopted Future Focused Learning practices inthe classroom.

As per intended yearly outcome in the School Plan, 90% of staff haveindicated these Cycles of Inquiry have had a positive impact on their teachingpractice and were satisfied with how the school has embeded TeacherProfessional Learning with the PDP reflective process in order to helpimprove teacher quality and student performance across the school.

$64,366.00

Process 3: 3. Develop regular community consultation and interaction to facilitate cohesive decision makingprocesses


The school continues to foster a strong partnership with parents and theschool community at large. In 2019 a new executive role (Head TeacherCommunities) was created at the school to oversee the implementation ofcollaborative processes designed to strengthen partnerships between schooland home and continue to promote student achievement in all aspects ofschooling and beyond.

A Community Engagement Officer was also employed on a part time basis toassist the school in liaising with feeder primary schools and promoteopportunities for collaboration with other stakeholders in the community. In2019 the school developed a social media platform (Website; Facebook;Twitter) where parental/community feedback is promptly provided to theschool by online forums. This process has help greatly improve our school'ssystems and processes in communicating with parents and wider community.

As per intended yearly outcome for the School Plan, the school has delayedthe consultative process to prepare the Parent and Stakeholder Report tohelp guide decision making for the next cycle of School Planning (2021 –2023). This Parent and Stakeholder Report will now be prepared in 2020 as aschool improvement measure for this strategic direction.

Community Engagement Officer(CEO) Part Time Engagement

Socio–economic Background – EquityLoading – RAM

$60,000.00

Next Steps

This strategic direction will see the school continue to explore innovative processes to promote measurableimprovements in teaching practice. In 2020 school staff will be professionally developed around the AVID (AdvancementVia Individual Determination) contextual framework for teaching and learning to ensure the delivery of a highlydifferentiated curriculum in order to engage all learners. Also in 2020 new framework for Student Wellbeing (Berry StreetModel) will be launched at the school to replace and address identified deficits with our current PBL framework.



Opportunities for enriched engagement: present, past, immediate and international

Purpose

To provide opportunities for students and staff to effectively access the wider community allowing for enrichment andextension of their learning experiences to maximise future success


Increase the number of students accessing assisted learning through the school study centre

Increase the number of opportunities for students to have real life learning experiences in giving back to their ownlearning community, including partner primary schools.

Expand the range and number of outside agencies that provide experiential learning opportunities for students

Increased teacher and student involvement in, and positive feedback on, partnerships with industry, business andother educational institutions


In 2019 there have been significant gains made as a result of this strategic direction. The school plan framework hasseen the continuance of a model whereby Principals and teachers from the Minto Community of Schools (MCOS) meetin a scheduled basis to share and plan collaboratively for the betterment of students across the schools and thecommunity.

Post School Pathways are utilised as a positive measure of student achievement and outcomes linking within the localcommunity. Students in Years 10, 11& 12 have increasingly engaged with outside agencies, local tertiary educationproviders and employers throughout their senior years of education.


Process 1: 1. Giving back – Implement a program of support and giving back where students, both past andpresent, can provide support and opportunities for younger students. eg past students are engaged astutors at the school study centre; public speaking and debating students train and adjudicate teams fromfeeder primary schools


In 2019 the Study Centre operated in the Sarah Redfern school Library threeafternoons per week (Mon;Wed & Thu) during the four school terms. Oneach of these afternoons total of three teachers provided the necessarystudent supervision and support to the after school study. A total of 36students across Years 7–12 enrolled in the Study Centre in 2019, however,the average attendance recorded for each study session varied greatlythroughout the year. Students who attended the program have reported thatthey have had significant improvements in terms of academicachievement as a result from participation in these scheduled studysessions and the support they received from teachers.

In terms of the intended yearly outcome for the school plan the averagedStudy Centre attendance for 2019 was 12.7 students per session whichactually represents an overall decrease in attendance when compared to thebaseline data established in 2018 which averaged 13.5 students per session.As a result the school will need to re–evaluate the current processes aroundthe running of the Study Centre in order to ensure that the proposedimprovement measures in the school plan can be achieved throughout 2020.

In regards to increasing opportunities for students, present and past, toengage in 'Giving Back' to the school community the improvement measuresindicated in the school plan for this strategic direction in 2019 have been

Study Centre Tutoring

Socio–economic Background – EquityLoading – RAM

$8,000.00



comprehensively achieved. Over the past few years there has been anincreasing number of SRHS students successfully transitioning to post schooldestinations by gaining entry to tertiary education or engaging intraineeships/apprenticeships leading to fulltime employment.

These SRHS graduates have become valued members of school AlumniCommunity and in 2019 eight ex–students from both our Academic andTransition streams were invited back to the school as motivational speakersto share their experiences and journey of successful post school pathways.This has greatly assisted the school in preparing transition planing andengage current students with positive outcomes for possible future pathways.

Process 2: 2. Transition Pathways – Establish a team of key personnel to develop curriculum links to create arange of opportunities for students to engage in quality experiential learning, breaking down the barriersof traditional educational settings


In 2019 the school has continued to develop strong partnerships withbusinesses, universities and various external agencies to provide valuableexperiential learning opportunities for our students. Our partnerships withABCN, Western Sydney University, University of Wollongong, ClaytonUtz,DayStar Foundation; MyGateway, YourTown, PCYC, are all indicative of thevalue we place on learning for life and beyond school success and that allstudents at Sarah Redfern High School benefit from the necessary guidanceand support to enter the adult world as well adjusted citizens.

The intended yearly outcome of increasing by 1 or more the number ofagencies providing experiential learning opportunities for our students at theschool has been achieved.

Flexible Funding for WellbeingServices


$10,000.00

Process 3: 3. Community of Learning – Teachers engage in communities of learning across a range of settings toenhance knowledge and experiences in all KLAs


There has been an increased number of teacher/student participation andinvolvement with educational, industry and business experts to enhanceknowledge, skills and experience to improve student learning outcomes. TheSRHS Alumni Program has had a positive impact on student learning at theschool and a culture of collaborative professional networks with businesssuch ABCN, University of Wollongong and Western Sydney has furtherstrengthen the partnerships to promote collaborative practices that improvestudents outcomes.

Likewis, there has been an increase of the number of school staff involved incoordinating programs with our educational, industry and business partners.This trend has contributed to building capacity amongst our staff and as aresult the ensued development of enhanced skills, knowledge andexperience for all teachers involved.

Equity Loading – Socio–economicBackground (RAM)

$2,000.00

Next Steps

The school continues to evaluate the processes and practices implemented to meet the Strategic Direction 3 and willcontinue to further develop, strengthen and sustain partnerships with industry, business and other educational institutionsto promote collaborative practices across multiple environments to improve student outcomes.

As the school enters the third year of the school plan, there will be a greater emphasis to the strategic direction whichencompasses opportunities for Enriched Engagement: present, past, immediate and international.

The school will focus on:


*Giving Back – where students present, past and future work with other students across the MCoS and SRHS Alumni.

*Transition opportunities – where the school explores breaking down the barriers of traditional educational settings andcontinue to expand and strengthen partnerships with industry, business and educational institutions.

*Community of Learning – where teachers engage in communities of learning across a range of settings to enhance theirknowledge and skills.


Key Initiatives Resources (annual) Impact achieved this year

English language proficiency Teacher Engagement forestablishment of additionalEAL/D targeted class inStage 5

$80,720 – Englishlanguage proficiencyflexible use ($31, 660)supplemented by EquityLoading (RAM)

The school had a staffing allocation of 1.2FTE in 2019 and used additional funding toemploy a specialist teacher to work withstudents who were identified as EAL/D.Funding enabled the establishment of atargeted class of EAL/D students in Stage 5to provide enhanced differentiated learning.

Low level adjustment for disability Learning EngagementTeam

Supplement forRoles/Positions created

$98,241.00 Low LevelAdjustment for Disability(flexible Use) – EquityLoading (RAM)

In 2019 the low level adjustment for disabilityfunding was used to provide targetedstudents with support to develop theiracademic, physical, social and emotionalneeds. A Learning Engagement Executiverole (Head Teacher) was created at theschool to oversee the Learning Support Teamand all aspects related to learning support. in2019 the Learning Engagement HeadTeacher was closely supported by the schoolLiteracy and Numeracy Coordinator and twoLearning and Support Teachers (LaST). Ateam of four Student Learning SupportOfficers (SLSOs) provided further assistanceto the Learning and Engagement Team inimplementing a range of processes andinterventions across the school to ensure ALLstudents across all stages had equitableaccess to the curriculum.

The Learning Engagement Head Teacheroversees regular Learning and Support Teammeetings where students' progress ismonitored, and through the management ofLearning Engagement Team coordinates theprovision of the required support to addressany identified learning needs of students atthe school.

Socio–economic background SRHS ManagementStructure

$660,421.00Socio–economicBackground – EquityLoading (RAM)

Funding was used to support a range ofstrategies as required to meet the keyimprovement measures of the school plan.

Key strategies were:

* The ongoing implementation of aninnovative leadership model to bring abouttransformational change at the school.

* To support the 1:1 student laptop program,employment of a Technical Support Officer(TSO).

* The part–time employment of a CommunityEngagement Officer (CEO).

* Employment of staff to facilitate smallerclass sizes within Middle School as atransition strategy from primary to highschool.

Support for beginning teachers $20,000.00 InitiativeFunding

Beginning teacher funding was usedstrategically to develop a number ofinterventions designed to support teachers in


Support for beginning teachers * Support for beginningteachers ($2,000.00)

the early years of their careers. Thirteenteachers were involved in the BeginingTeacher Program across the St Andrewsnetwork of schools. This program which wasdeveloped and driven by SRHS, allowedteachers to work in collaborative groups todiscuss and identify developmental needsand engage in targeted professional learning.Funding was provided relief for participation inthis program and facilitate ongoing workthroughout the year with their mentor, HeadTeacher and other staff. Regular in–schoolmeetings (Pow–wos) were scheduled on aregular basis to ensure the requiredmentoring support to the early careerteachers and this was complemented withseveral teach meets and a range of TeacherAccreditation initiatives.

Targeted student support forrefugees and new arrivals

$1,695.00 – RefugeeStudent Support – TargetedFunding (RAM)

Refugee students enrolled in 2019 receivedadditional funding to support their transitioninto our school setting. This included thein–class support of an EAL/D teacher andrefugee students/parents we also supportedwith the purchasing of school uniform,supplementation of excursion costs andpurchasing resources to begin their schooling.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 283 298 300 328

Girls 264 310 293 308

Student attendance profile

School

Year 2016 2017 2018 2019

7 95.5 92.1 91.7 90.6

8 95.9 91.7 90.2 89

9 90.9 90.6 88.9 89.2

10 94.3 87.5 88.1 86.5

11 91.5 90.2 86 85.4

12 94.8 89.7 88.3 85.2

All Years 93.9 90.4 88.9 87.8

State DoE

Year 2016 2017 2018 2019

7 92.8 92.7 91.8 91.2

8 90.5 90.5 89.3 88.6

9 89.1 89.1 87.7 87.2

10 87.6 87.3 86.1 85.5

11 88.2 88.2 86.6 86.6

12 90.1 90.1 89 88.6

All Years 89.7 89.6 88.4 88

Student enrollment has been consistently increasing since 2009 with an average annual growth of approximately 8percent per annum. Enrollment at SRHS in 2019 was 636 with some variations throughout the year. More than 61% ofthese enrollments are students who are culturally and linguistically diverse. There were 48% female students and 52%male students enrolled at the school in 2019. The table in this report represents the historical enrollment file.

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Post school destinations

Proportion of students moving into post-school education, training or employment

Year 10 % Year 11 % Year 12 %

Seeking Employment 0 0 33

Employment 0 0 4

TAFE entry 0 0 0

University Entry 0 0 55

Other 0 0 2

Unknown 0 0 6

The Stage 6 model at SRHS is based on two distinct pathway streams: Academic and Transition. Our senior schoolcontinues to evidence high rate of success in post–school pathways under both these streams. The schoolacknowledges success as not only for students gaining entry to university but also promoting the successful transition ofstudents into apprenticeships, traineeships and full–time employment. Students who have transitioned into the workforcehave the opportunity to attend the graduation ceremony and formal at the end of Year 12 to celebrate their successfulpathway and are presented with their HSC statement of attainment.

This model has been implemented very successfully at SRHS. The analysis of the post school destination data in 2019indicates that there has been an increased number of students gaining full–time employment, or currently developingemployment aptitudes through participation in traineeships and apprenticeships. The school also attained similar successwith our academic stream with an increased number of gaining entry to universities via early entry or through the UACATAR process. These results validate the processes and systems that have implemented at the school in order to caterfor the learning and the aspirations of all our students.

Year 12 students undertaking vocational or trade training

32.56% of Year 12 students at Sarah Redfern High School undertook vocational education and training in 2019.

Year 12 students attaining HSC or equivalent vocational education qualification

88.7% of all Year 12 students at Sarah Redfern High School expected to complete Year 12 in 2019 received a HigherSchool Certificate or equivalent vocational education and training qualification. A total of 69 students were presented witha HSC Certificate at 2019 Graduation Ceremony, with nine of these students successfully completed the HSC Life SkillsCurriculum.

Post–school destinations – Further Study

Institutions

Western Sydney University (WSU) proved the most popular post–school destination for the 2019 HSC graduatespursuing further study; with 54.3% of students undertaking tertiary study having enrolled in a Western Sydney University(WSU) degree in 2020. Other institutions with significant enrollment numbers from students at our school include:Australian National University, Charles Sturt University and University of Technology Sydney.

Alternative entry pathways

A large number of the 2019 HSC graduates cohort took advantage of the HSC True Rewards Program offered throughWSU, with 52.9% of our students undertaking tertiary study indicating they received an offer through this pathway. It isalso important to outline that 17.6% of students undertaking tertiary study confirmed that they were offered a placethrough the UAC Schools Recommendation Scheme (SRS) and 23.6% of students received their offers through thetraditional ATAR University admissions scheme administered by the UAC.

Courses

In term of studying interests, 18.5% of students undertaking tertiary study have enrolled in the area of Social Sciences,including Psychology, Criminology, and Policing; 18.5% of students are studying Business, including Human ResourceManagement and Accounting; 14.8% of students are studying a Science course including Biotechnology, Sport Scienceand Medical Science and 7.4% of students have indicated that they have enrolled in future focussed subjects such asDigital and Social Media and Cyber Security.and Cyber Security.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 8

Classroom Teacher(s) 39.6

Learning and Support Teacher(s) 1.7

Teacher Librarian 1

Teacher ESL 1.2

School Counsellor 2

School Administration and Support Staff 14.88

Other Positions 1

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.

Professional Learning is an essential aspect of Sarah Redfern High School success as it is the vehicle that drives allaspects of school improvement. As such we have designed and implemented a comprehensive suite of Professional


Learning platforms that address the professional needs of teaching and non–teaching staff, strategic directions of theschool and, most importantly, the learning needs of our students. This comprehensive and integrated program is offeredto all permanent, temporary and casual staff and includes:

Pre–Service Teachers

As part of Sarah Redfern's ongoing commitment to support the Teaching professional and in particular to promote theNSW Department of Education as a preferred employer, we continue to support pre–service teachers during practicums.In 2019, we continued to be a targeted school for the Professional Experience Program, an initiative led by the NSWDoE. As a member of this program we have made a commitment to continuing to support pre–service teachers from arange of universities.

Induction

All staff who are new employees at Sarah Redferrn High School and/or the NSW DoE, participate in an inductionprogram. This program disseminates a number of induction modules ranging from school procedures, classroomstrategies, how to conduct a parent interview and in–depth discussions on employer expectations. In 2019, nine teacherswere involved in our Induction Program.

Mandatory Compliance

Compliance to all mandatory professional learning is a condition of continual employment with NSW DoE. This training isgenerally completed during School Development Days and extended staff meetings. In 2019, all staff completed allmandatory compliance training.

Performance and Development Framework

The school places a high emphasis on staff professional development. The Performance and Development Framework[PDP] assists staff in developing rigorous and improved planning and the implementation of Professional Learningfocused on individual development and practice, aligning with team, school and system priorities. Central to the PDPsare peer and/or supervisor observations and authentic dialogue about professional practice. The implementation of PDPsat Sarah Redfern High School continues to focus on the evaluation of Professional Learning delivery at the individual andteam level. In 2019, the school implemented the second year of a re–designed the PDP process to provide teachersextra support through the provision of Growth Coaching mentoring. This approach has helped the school to implementauthentic and genuine conversations that continue to support the development of our teachers and ensure career goalsare well supported through in–school mentoring.

Afterschool Workshops: Twilight Sessions

In 2019, staff completed four after–school hours workshops known as Twilight Sessions, in lieu of the two SchoolDevelopment Days scheduled by the NSW DoE for the end of Term 4. Each of these workshops had a duration of threehours and this scheduled professional learning time saw our school staff engaging in collaboratively planning for anumber of inquiry–based projects (Cycles of Inquiry) that were conducted at the school in 2019. These Cycles of Inquirywere designed to upskill teachers in implementing dynamic teaching and learning programs that show evidence ofreflective evaluation on the following topics of pedagogic practice: Literacy; Numeracy; Differentiated Programs &Practice; Aboriginal Educational Perspectives; Future Focused Pedagogies; Behaviour & Classroom Management andWorking with students with Autism. The evaluative processes conducted around these Cycles of Inquiry saw a markedimprovement in teacher capacity to analyse data to inform practice and design teaching and learning programs andactivities that target the needs of each individual student.

Teachers Seeking or Maintaining Accreditation

As part of the professional standards teachers will remain accredited by NESA as a condition of their continueddevelopment, accreditation and employment. In 2019 the Manager Learning Design and Innovation (Staff) supported theaccreditation and maintenance of accreditation for 5 teaching staff, as well as facilitating Accreditation workshops for theSt Andrews Beginning Teachers Network.

Developing Leadership Capacity and Density

All staff have been provided with opportunities to develop their leadership skills and experiences. Sarah Redfern HighSchool conducts a rigorous EOI process for all positions within the school. A two–day off–campus LeadershipConference for all Executive staff is conducted in Term 1 to assist school planning and support the development ofleadership capacity within the school. The school conducts regular Executive Professional Learning sessions andencourages the development of staff–led school teams and initiatives. This emphasis on developing leadership capacityand density is a key factor in sustaining a highly skilled, experienced and knowledgeable workforce that can better serveour students and meet the high expectations of our school.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 1,117,429

Revenue 9,600,028

Appropriation 9,462,569

Sale of Goods and Services 70,400

Grants and contributions 60,169

Investment income 4,965

Other revenue 1,925

Expenses -8,811,205

Employee related -8,105,653

Operating expenses -705,551

Surplus / deficit for the year 788,823

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.

The school has a finance committee to manage the school's financial management processes and governancestructures to meet the financial policy requirements. The school intends to use funds available to modify learning spacesand address individual student needs to match the school's innovative pedagogy and emphasis on future focussedlearning.


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 1,110,619

Equity Total 1,179,374

Equity - Aboriginal 79,575

Equity - Socio-economic 660,421

Equity - Language 159,720

Equity - Disability 279,658

Base Total 6,165,285

Base - Per Capita 150,239

Base - Location 0

Base - Other 6,015,046

Other Total 481,117

Grand Total 8,936,395

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 communitygroups. Further details concerning the statement can be obtained by contacting the school.


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.

Literacy

In 2019 Sarah Redfern High School has undertaken NAPLAN as means of Online Testing. The analysis of NAPLANresults presented in this Annual School Report pertains only to the data collected from Year 9 students in 2019. The Year9 NAPLAN data is generally considered to be the most accurate indicative measure regarding the impact of teaching andlearning programs delivered in Stage 4 (Year 7 and Year 8).

Year 9 performance data in Literacy showed a considerable improvement in the domains of Reading, Spelling andWriting. Grammar and Punctuation has been identified as a domain that requires further attention. Eighty–six Year 9students completed the Spelling component in NAPLAN having 18.1% of these students attained the top two bands(8&9). This was 4.8% above the averaged score of Schools from a Similar Statistical Group (SSSG). In the writingcomponent, 9.2% of students attained the top two bands, this was 2.8% above SSSG schools and 0.4% above StateAverage. These improved results in Literacy show a marked improvement from the school results obtained in 2018 andare largely due to a whole school focus on a range of Literacy interventions in Stage 4.

Numeracy

Year 9 performance data in Numeracy showed a significant improvement for the NAPLAN middle bands in 2019. Theschool's average scaled growth in Year 9 Numeracy was 61.4% compared to the state average scaled growth of 58.4%and the SSSG average scaled growth of 57.7%. Although these significantly improved results in terms of scaled growthare encouraging, the band distribution for Numeracy results in the top two upper bands only encompasses 12% of ourstudents as opposed to a normative 19.6% state average figure. This indicator informs the need for the school toimplement numeracy interventions in Stage 4 that help to extend the more capable students in each cohort.


School performance - HSC

The performance of students in the HSC is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).

The information in this report must be consistent with privacy and personal information policies. Where there are fewerthan 10 students in a course or subject, summary statistics or graphical representation of student performance is notavailable.

Subject School 2019 SSSG State School Average2015-2019

Biology 67.1 64.2 69.9 66.4

Business Studies 61.0 63.3 68.6 58.4

Community and Family Studies 74.2 70.4 72.2 69.2

English (Advanced) 70.7 74.2 80.0 71.4

English (Standard) 64.1 63.7 67.3 58.7

Industrial Technology 64.3 63.1 66.8 60.2

Investigating Science 53.9 66.1 66.5 53.9

Legal Studies 66.7 64.0 70.6 66.5

Mathematics Standard 2 60.1 63.2 67.7 60.1

Personal Development, Health andPhysical Education

66.4 67.6 70.5 65.6

Physics 50.0 61.9 72.1 60.6

The 2019 School HSC results for most subjects showed an upward trend or remained the same compared to the2015–2019 School Average. Results for English Standard, Biology, Legal Studies and Industrial Tech were above the2019 average for the Statistically Similar Schools Group (SSSG). Results in Music and Community and Family Studiessurpassed State Average for 2019. There is an identified increasing trend of students achieving higher overall results in a


range of courses over the past three years which highlights the strength of our students across a board range ofsubjects.


Parent/caregiver, student, teacher satisfaction

Sarah Redfern High School actively engages with community, staff and students to ensure quality communication and touse data to refine educational processes and evaluate current practices within the school. In 2019, the school sought theopinions of students, parents and teachers using the Tell Them from Me (TTFM) surveys.

In summary, the data collected indicated that:

A significant number of students, above the state norm, found that effective learning time was provided in classes at theschool and that teachers have high expectations for student success. Most students felt that they were capable of doingwell in their school work.

Of the eight drivers of student learning, the Teacher Survey shows that staff at Sarah Redfern High School rate highly inCollaboration, Learning Culture, Data informing Practice and Teaching Strategies.

The parent survey provided feedback to the school about the extent to which parents felt the school supports learningand promotes positive behavior and provides a safe and inclusive environment. Most parents, well above the state norm,thought the school was safe, felt welcomed in the school grounds and that indicted they were kept well informed,particularly through reports. Parents also considered that the school positively supports the learning of their child.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

In 2019, 71 students enrolled at Sarah Redfern High School identified as Aboriginal or Torres Strait Islander. In additionto the support provided by the schools' Aboriginal Education Officer (AEO) an Aboriginal Education Coordinator wasappointed to oversee curriculum provisions, welfare and community engagement for Aboriginal students. This building ofcapacity around Aboriginal Education led to the implementation of curriculum changes, increased support processes forpersonalised learning plans, targeted professional learning around Aboriginal Education and the creation of strategiclearning partnerships with community stakeholders such as the Minto Community of Schools Aboriginal Education Team.

The necessary planning to implement an Aboriginal Cultural Curriculum at the school required the creation of acurriculum development team that was guided and overseen by the Aboriginal Education Coordinator. Adopting a Cycleof Inquiry (COI) the work carried out by this curriculum development team was responsible for seismic shifts in students'and teachers' understandings and appreciations around Aboriginal culture. Throughout 2019 a curriculum developmentteam worked closely with internal school stakeholders and the wider education community, including non–for–profitorganisations and the NSW AECG to develop learning materials and sequences for Stage 4 classes as a prototype. Theschool's Aboriginal Cultural Curriculum is due for classroom implementation in Term 1, 2020.

The schools' commitment to Aboriginal Education was also evidenced in 2019 by hosting of the Community of Schools(CoS) NAIDOC Event for 2019. Over 750 students from 23 regional schools came to Sarah Redfern High School toparticipate in a range of cultural learning activities facilitated by our student leaders, community members and Elders.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Sarah Redfern High School is proudly multicultural and the recognition of this diversity underpins our teaching andlearning practices as well as our student welfare programs.

As multiculturalism is a rich and valuable dimension of our school, one of our staff members has been trained as theSchool's ARCO (Anti–Racism Contact Officer). The role consists of resolving any conflict through mediation in line withthe NSW Department of Education's Policy on Racism. Students and Staff may seek assistance and support from theARCO if they experience or witness any racism. Many of our units of work across multiple subjects teach tolerance andunderstanding of other cultures. With structures in place to support staff and students, Sarah Redfern High Schoolcreates a safe space where all cultures are respected and celebrated throughout the year.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.

In 2019 the percentage of students being supported with English as an Additional Language or Dialect (EAL/D) was61.8% percent, consisting of at least forty–three different languages.


The DoE Policy on Multicultural Education has been implemented in all KLAs and is reflected in the following programsand practices:

* Staff and community activities to develop an awareness of cultural, linguistics, and religious issues pertaining to thelocal community.

* Targeted EAL/D support to appropriate students

* Development of individual education plans for EAL/D students to cater for individual needs

* Organisation of excursions for the newly arrived environment and acquire travel training

* Continuation of the Study Centre to support students after school

* School conducts staff/carer interviews with a culturally appropriate support person present

* Ongoing mentoring and liaison between student, staff, and carers

* Articles in school newsletter are used to raise awareness and appreciation of diversity within the school community

* Dissemination of Department memoranda in alternate languages (where appropriate)

* Raising staff understanding of cultural issues to avoid insensitivity and support inclusion.

Other School Programs (optional)

Student Wellbeing Programs

In 2019 there was an increase in consistent wellbeing programs and interventions to support students at Sarah RedfernHigh School. In Term Two of 2019, Sarah Redfern High School introduced our Breakfast Club program catering forstudents who may not eat breakfast at home and foster connections among our student body. The Breakfast Club ran 3days a week – Tuesday, Thursday and Friday and started off with approximately 30 students a week and expanded toabout 100 students per week by the end of term 4. With the Breakfast Club, Sarah Redfern High School has formed agreat partnership with Foodbank NSW who supplies our bread, spreads, milk, and cereal as well as Eat Up Australia whomake cheese toasties for our students. The increased number of students participating in this program has enabledstudents to feel a greater sense of belonging, as shown by the 2019 Tell Them From Me [TTFM] survey data conveyingthat 59% of our students feel accepted and valued by their peers and others at their school.

Students from Year 7 to 12 also participated in a range of wellbeing days throughout 2019. These days saw topics ofCyber Safety, Motivation and Mindfulness and being explicitly taught to each student. As well as teaching the focuscontent, skills for building resilience and connection as well as maintaining healthy and balanced wellbeing wereexplored.

Furthermore, targeted groups of students within the school participated in a range of other programs such as: SocialJustice lead by High Resolves, the Coaches Program facilitated by Creating Chances, Links to Learning run by MTC andthe DAIR Program facilitated by Youth Solutions. These programs have provided many opportunities for our students tomake positive connections, expand upon their leadership skills, learn about emotional self–regulation, resulting inresilience building and higher levels of student engagement.

Debating and Public Speaking

Debating and Public Speaking help students to develop their research skills and ability to sustain an argument, andpresent a point of view and rebuttal. Students have the chance to meet people from other schools and the widercommunity, as well as to work both independently and as part of a team. Moreover, Debating and Public Speakingcontribute greatly for the development of self–confidence amongst students and nurtures the development of therequired skills for students to take on leadership roles.

Over the years Sarah Redfern High School has developed and maintained a strong tradition in Debating and PublicSpeaking competitions giving our students the opportunity to represent the school several levels. in 2019 Sarah RedfernHigh School was involved in the following events:

Public Speaking

Legacy Junior Public Speaking Competition: two SRHS students participated with local finals held at Good SamaritanCatholic College. One student made it to the finals of the Legacy Junior Public Speaking Competition, having made itthrough the Regional finals held at the Arts Unit Lewisham and the semi–finals held at Parliament House.


Sydney Morning Herald's Plain Speaking competition: two SRHS students won the local finals and competed at theRegional finals held at The Arts Unit in Lewisham.

2019 Premier's Debating Challenge for Year 12: our High Achieving Students were taken to the finals at the SydneyUniversity

Quota Student of the Year Contest 2019: this event was won by one of our students; the final held at Narooma.

Debating

Several SRHS teams participated in junior and senior debates held at Campbelltown Performing Arts High School,Elderslie High School, Elizabeth McArthur High School, Camden High School. Our school has also hosted severalrounds of the debates for both junior and senior competitions. Students in our Year 8 team were the zone winners.

Moreover, Sarah Redfern High School, on behalf of the Department of Education's Debating program, hosted theregional debating workshops for south west Sydney for staff and students in May 2019, Term 2.

As it can be drawn from these results the continued focus on public speaking and debating has led to tremendoussuccesses in varied competitions across the state. Sarah Redfern High School can now look ahead and strive to attainfurther accomplishments in this field.

STEM

In 2019 Sarah Redfern High School became part of the State Government Gen STEM Project. This initiative providedstudents at the school to be involved in inter–school future–focused projects and to collaborate with CSIRO andCampbelltown Council to deliver a Generation STEM Project in association with the Local Industry and CommunityPartnerships program.

Twenty–four Stage 5 students participated in the project. The local industry groups provided a range of issues andproblems (in Population Growth, Transport, Energy, Ageing, Water Supply, Biodiversity, Technology, Health and HeatStress) where students needed to come up with solutions. Being able to present real life issues and asking students tocome up with solutions provides a great way to bring inquiry–based learning and project–based learning into oureducational practice at SRHS. Students had the opportunity to develop their skills in collaboration, problem solving,inquiry, data–driven decision–making, creativity and communication. The work of our students was proudly showcased atthe Campbelltown Art Centre to the local industry, Council leaders and the community.


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