NSW Department of Education & Training 8493

2009 Annual School ReportAirds High School

NSW Public Schools – Leading the way

Our school at a glanceAirds High School is a public comprehensive, coeducational high school in the Campbelltown School Education Area. It is a School which offers every student a place to learn, lead and achieve their personal best.

Messages

Principal's messageAirds High School is committed to personal and academic achievement and offers a broad academic and vocational curriculum. There is a strong emphasis on effective leadership at all levels including the classroom. Training and development of all staff is seen as integral to delivering high quality lessons to all students.

The school fosters a strong sense of personal best in the classroom, on the sporting field and in the cultural and performing arts.

The school is part of the Priority Funded Schools Program (PFSP) and Priority Action Schools Program (PASP) and has a 4 class support unit. This funding support will continue for 2010 and to 2012. In 2011 Airds HS will also become part of the National Partnerships Low SES Communities. Airds High School is renowned for its organisational structure and focus, which strongly aligns school resources with clearly articulated values and learning platforms.

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.

Maxwell FoordPrincipal

P&C ReportThe P&C continued their enthusiastic support of the school in a variety of ways during the year. Although small in numbers, this group of dedicated parents and community members worked tirelessly to raise funds to improve the learning opportunities of our students.

Catering for school events such as school development days was a major fundraising source as sponsorship from the community and business sector was especially difficult this year.

Parents regularly assisted with the mail out of the Airds Announcer newsletter, helped with the uniform pool and supported the Community Liaison Officer at Parent Meetings.

During the year P&C members served on interview panels and other parents are now preparing to undergo training for the future.

P&C members also played a valuable role in Parent/Teacher interviews, welcoming parents and distributing reports.

Two parents were delegates at the first Campbelltown Parents’ Conference, held at John Warby Public School.

The P&C were represented on the School Council and regularly discussed school policies, making suggestions and bringing to the meetings the opinions and concerns of the wider community.

Our Multi-Cultural Parents’ group were supported by the P&C who attended meetings and encouraged these parents to participate in school leadership roles.

On vaccinations days our P&C provided support for students and assisted staff during a stressful time for some students.

The P&C were successful in their submission for a Community Volunteer Grant and purchased trestle tables, a refrigerator, large esky and a large marquee which were utilised at the Flag Ceremony. Parents also provided a BBQ at the Athletics Carnival days where this equipment was invaluable.

During the year several students were chosen for representative sporting teams, which incurs considerable expense. P&C were able to provide some financial assistance to enable these students to represent the school.

Our hardworking P&C members continue to support the school by these activities and by actively participating in school promotion in the local community.

Robyn Culbert

CLO/Secretary P&C

School Council Representative Report

In 2009 the School Council continued to work with Ms. Lauretta Claus & our new principal Mr. Max Foord in monitoring school maintenance.

The refurbished kitchens and classroom in The TAS KLA are a wonderful asset to the school, also the new COLA (covered outdoor learning area) and our refurbished science labs have made the facilities at Airds High School first class.

The continued improvements are a reflection of the dedication of the staff to follow every avenue to provide our students with the best tools available.

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We are still pursuing requests to have the fencing around the school completed. The council will continue to work with the school staff, SRC, P & C, Pacific Islander, and Aboriginal Representatives to achieve the best results for our staff and students.

Vicki Williamson

Secretary School Council

School context

Student informationThe enrolment figures have remained steady over the past few years, but still tends to fluctuate quite significantly throughout the calendar year. The school continues to look at measures to deal with the small number of students enrolling into Year 7 through a vigorous transition program with our local primary schools.

Student enrolment profile

Student Enrolment  2005 2006 2007 2008 2009Male 277 267 257 253 256Female 245 252 253 236 225

2005 2006 2007 2008 20090

100

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500

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School Enrolments

Male Female

Stud

ents

The enrolment of boys over the past few years has remained constant, however, the same cannot be said about the girls with a 5% decrease per year over the past couple of years. This is a reflection of the cohort of

students arriving from local primary schools. The total school population has stabilised with numbers hovering around 493, which is slightly up on previous years.

Student attendance profile

2006 2007 2008 2009788082848688909294

School Attendance Yr 7-12

School Region State

.School Attendance   Year 2006 2007 2008 2009School 7       87.5  8       84.2  9       83.5  10       81.7 11       79.7  12       83.0  Total 82.8 84.9 88.8 83.1

Average attendance for all students declined in 2009 from 88.8 % in 2008 to 83.1% in 2009. Measures to address this issue in 2010 will be investigated. The introduction of flexible learning time and positive intervention programs should make an impact on these figures.

Management of non-attendance Management of poor and non attenders presents a major challenge. Whilst students make every attempt to arrive at school on time, many have external carer commitments which inevitably leads to lateness. In 2010 attendance management and associated initiatives as noted above will be aligned with Year Advisors and closely monitored by DPs and the administrative staff. Where necessary the local HSLO will be engaged to assist in ensuring chronic non attenders are addressed and DET attendance requirements administered.

Student achievement in 2009

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Yr 7, 2009 NAPLAN results indicated the best value added for all local School Education Groups (SEG). Yr 9 Numeracy also best value added for SEG.

Structure of classesEvery attempt is made at Airds HS to ensure that the placement of a student in a particular class is ascertained on student ability, interest and/or level of support required to ensure success of the student at all levels of schooling. As students progress to stage 5, electives are undertaken which provides opportunities for engagement and extension. As a result student retention into Yr 11, stage 6 has improved greatly in recent years.

Retention to Year 12

  SC03- HSC05

SC04-HSC06

SC05- HSC07

SC06- HSC08

SC07 - HSC09

 

School 58.8 50.0 46.5 45.0 60.0SEG 54.5 53.3 56.6 52.9 52.7State 61.0 61.1 60.8 60.3 61.0

SC03- HSC05

SC04-HSC06

SC05- HSC07

SC06- HSC08

SC07 - HSC09

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Proportion Staying On (SC to HSC)

School SEG State

School Retention

Airds High has made significant improvements in the retention of students from Years 10-11. The provision of a broader curriculum, including a broader HSC subject choice, coupled with VET and TAFE courses has ensured that the vast majority of senior students learning needs have been addressed. The legislative change to the

school leaving age has also mandated that students not in full time work or enrolled at another registered learning institute are required to attend school.

Post-school destinations

Year 12 students undertaking vocational or trade trainingOf the 57 Year 12 students, 26 completed a VET and /or TVET course. This accounts for just under 50% of all students. Of the 57 students, 3 students achieved First Year Apprenticeships. 12 students are undertaking studies at TAFE, 5 students attend University, and 4 students study at a private college. Nine are in full time work and thirteen students are looking for work.

Year 12 students attaining HSC or equivalent vocational educational qualificationAll students gained a HSC and a number of students achieved VET qualifications in Business Services: 6; Hospitality: 8; Information Technology: 4; Metals and Engineering: 3; and Primary Industries: 1; Four students achieved either a Automotive or Tourism certification.

Staff Establishment

Position NumberPrincipal 1Deputy Principal(s) 2Assistant Principal(s) 0Head Teachers 6Classroom Teachers 26.4Teacher of Emotional Disabilities 3Teacher of Mild Intellectual Disabilities 1Teacher of Reading RecoverySupport Teacher Learning Assistance 1.8Teacher Librarian 1Teacher of ESL .6Counsellor 2School Administrative & Support Staff (SASS) 5

Total 49.8

ASTI Staff

It must be noted that Airds High school employs, two AEOs – Aboriginal Education officers, an Aboriginal support officer and additional non indigenous peoples to support Aboriginal student learning in the school.

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Teacher qualificationsAll teaching staff meet the professional requirements for teaching in NSW public schools.

All teaching staff have a degree or teaching diploma and 10% of staff have undertaken post graduate studies.

A number of Teaching Aides and School Assistants have certification that supports their areas of expertise in the school.

Qualifications % of staffDegree or Diploma 90Postgraduate 10

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

Date of financial summary: 30/11/2009Income $

Balance brought forward 638 693.31

Global funds 442 175.80

Tied funds 547 166.59

School & community sources 68 965.71

Interest 25 700.53

Trust receipts 65 283.35

Canteen 0.00

Total income 1 787 985.29

ExpenditureTeaching & learning

Key learning areas 79 338.46

Excursions 8 705.04

Extracurricular dissections

14 999.48

Library 0.00

Training & development 0.00

Tied funds 613 510.44

Casual relief teachers 0.00

Administration & office 79 848.29

School-operated canteen 0.00

Utilities 111 904.88

Maintenance 45 584.45

Trust accounts 57 890.84

Capital programs 84 125.11

Total expenditure 1 095 906.99

Balance carried forward 692 078.30

A full copy of the school's 2009 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

School performance 2009In 2009 the school was involved in a range of academic, cultural and sporting events that assisted the development of individual student’s skills and further developed our community of school.

Achievements

Sport Competitions

2009 was a year of dynamic change for Airds High School and Sport. Airds High continued to participate in various Knock Out competitions and have several students represent both Sydney South West and New South Wales Combined High School squads. So the year that was......... In Boys Soccer, after winning their first two matches away from home the Open Boys displayed their skills at school against a well structured opposition. Unfortunately for the team they lost a player with a red card and defended for most of the match going down 3-1 in the end. The Under 13’s Rugby League team this year played in the quarter finals of the West Leagues Cup, while the Opens Rugby League side advanced to round 4 of the Arrive Alive Cup competition but where eliminated due to competition organiser’s unwillingness to reschedule the match despite 6 schools not being able to attend the gala day Knock Out phase. Our school Volleyball squads continue to perform well. The Open girls made it to the State finals, unfortunately for the girls they lost their first match and where relegated to the Plate Division but went on to win the plate final. Our most successful side this year went to the Boys Open Volleyball Team. This team

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defeated all opposition teams in Fisher Zone & SSW including Westfield Sport High and qualified for the State Finals. At the State Finals the team remained undefeated until the final going down in what was described as a thrilling encounter. Evan Faiaoga was selected in the SSW and CHS squads which went to Queensland to play in nationals.

Swimming: 44 students were selected to represent our school at the Zone Swimming Carnival, which was fantastic. Our school came 5th out of the 6 schools in the zone. Katelyn Ferderer and Kathryn O’Hare both qualified to compete in the Sydney South West carnival in Birrong. Katelyn finishing first in one of her heats but her times did not allow her to advance to CHS final.

Cross Country: After our school cross country we had many students go on to compete at the zone carnival at Mt Annan Botanical Gardens. Well done to Leah Richardson, Elijah Sa and Alysha Maree Chesterfield who all qualified to compete in the Sydney South West Area Cross Country Carnival at Hurlstone Agriculture High School.

Athletics: This year the Carnival was held at school for the first time in years. At the zone carnival, all our students performed well for Airds High School. Our school came 4th

out of the 6 schools in the zone. Once again a great achievement, considering the small size of our school compared to the others. Alysha Chesterfield, Janina Apulu, Ashleigh Vidovic-McCarthy, Adi Turanganivolo, Leah Richardson, Elijah Sa, David Riordan, Zahi Baklaje & Thomas Tualoplolo went on the represent the zone at the Sydney South West Area carnival. Our highest place getter was Alyshia Chesterfield. Alyshia went on to represent SSW at the CHS Championships at Homebush in the 400m. Well done Alysha!

The following students all represented the school at either a state or regional level;

Rugby  Rugby League

Adi Turanganivolo Theo Leato

Mareta Mila Feagaga Sauvauo

Alysha Chesterfield Jaline GrahamRoss Leifi

Volleyball Tyson Tie-TieLameko Evan Faiaoga

There have been many success stories in school sport for Airds High School in 2009. Congratulations to all students who have achieved this year and to the staff members who have given their time and assisted our students perform this year.

Vocational Education ProgramSenior students are encouraged to undertake Vocational Education and Training (VET) courses both here at school and at TAFE. These courses give them the opportunity to gain dual accreditation: an industry recognised qualification and a HSC, thus increasing their employment opportunities.

In 2009 we had a total of 82 senior students studying VET courses. Of these, 5 students studied two VET courses at school. This high participation rate highlights the popularity of such “hands-on” courses.

At school, students opted to study Hospitality and Construction in Year 11. Year 12 students continued their studies in Hospitality, Metals and Engineering, Business Services and Information Technology. These courses are taught by our staff, who are accredited to teach VET subjects at school. This accreditation is a very stringent process, including industry experience and Certificate IV in Workplace assessment.

Eight students studied at TAFE in subjects such as Animal Care (Introduction), Automotive, Business Services, Children’s Services and Hospitality.

One year 12 student completed a Health Care Assistance course at Campbelltown Hospital, a private provider.

One student in Year 12 completed a School Based Traineeship in Automotive and two Year 11 Students began a School Based Traineeship in Business Services as part of the Aboriginal Education Strategy.

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Joseph Hunt in Year 12 won a Regional VET award for his School Based Traineeship in Automotive. Alyshia Chesterfield in Year 12 was a finalist in the Regional VET Awards for Hospitality. Both were awarded a prize and certificate by our Regional RTO in September.

Airds High School has been given the authority to run Stage 6 Retail Services in Stage 5 in 2010, after submitting an application and meeting the requirements of the RTO and the Board of Studies. The current Year 9 Work Education class will begin Stage 6 Retail Services in 2010. This means that they are starting a Year 11 course in Year 10 and will complete Certificate II in Retail at the end of Year 11.

2009 saw the completion of the refurbishments of the kitchen for Hospitality classes. The Hospitality kitchen was totally fitted out with new flooring, ceiling, stainless steel benching, commercial sinks, extractors and a commercial dishwasher. The Hospitality kitchen has been classified by the RTO as a Category A Kitchen, allowing our trained Hospitality staff to teach the Certificate II Hospitality Kitchen Operations course.

Academic 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 the assessments.

Yr 3: from Band 1 (lowest) to Band 6 (highest for Year 3)

Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5)

Yr 7: from Band 4 (lowest) to Band 9 (highest for Year 7)

Yr 9: from Band 5 (lowest) to Band 10 (highest for Year 9)

and/or

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

Literacy – NAPLAN Year 7

It can be seen from the following graphs that 23 % of our students attained the lowest Band: Band 4 and a further 41% of our students achieved Band 5. Thus the Year 7 cohort for 2009 has 64% of its students in the lowest two performing bands in ‘Reading’. This will present many challenges and a whole school focus on basic skills in literacy should be maintained to address the specific skills that individual students will be required to develop in order to move into the proficient bands and to enhance their performance in 2011.

4 5 6 7 8 90

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Percentage of students in bands: Year 7 reading

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Numeracy – NAPLAN Year 7

It is pleasing to note that the cohort that entered Yr 7 in 2009 presented with a higher level of numeracy skills than previous years. Despite having 51% of students in the lowest two bands, there was a greater number of students in the proficient to higher bands.

Average overall literacy growth in Year 7 was 67.4 compared to a state wide average

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growth of 55.2. Overall boys performed better than girls improving on average by 68.4 to 66.0.

Literacy – NAPLAN Year 9

5 6 7 8 9 100

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Percentage of students in bands: Year 9 reading

Percentage in band 2009

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Numeracy – NAPLAN Year 9

5 6 7 8 9 100

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Percentage of students in bands: Year 9 numeracy

Percentage in band 2009

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Progress in literacy

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Students performed better in the Reading component of the NAPLAN assessment than they did in the Writing component. Overall average growth in Reading was 22.4 compared to a state wide improvement average of 40.1. In Writing a score of 11.6 was well below state average growth of 26.9. These two components will be addressed in 2010.

Progress in numeracy

Students undertaking the NAPLAN assessment in Year 9 2009 have shown considerable improvement in comparison to state growth. All students (boys and girls) improved at Airds by 60.5 compared to a state average improvement of 38.1. Specifically boys at Airds achieved an average improvement of 69.9 compared to state average improvement of 41.0. Girl’s improvement averaged out at 49.8 compared state average of 35.1.

School CertificateYear 10 students sat for formal examinations in English literacy, Mathematics, Science, Australian History, Geography, Civics and Citizenship and Computing Skills. Results were reported in six bands, with Band 6 representing the highest achievement and Band 1 the lowest.

The majority of School Certificate (SC) courses are assessed at the school level with results reported in grades. Grade A indicated excellent achievement down to Grade E indicating elementary achievement.

The English SC results are pleasing, continuing the trend away from Bands 1 and 2, towards 3 and 4. The % of Bands 5 and 6 is an historical high. There were fewer Band 4's than the previous cohort, and more Band 3's. There was an increase in the number of Band 2's from 2008, but still an historic low . 76% of students in this cohort had English as their best SC mark. 95% had it as their best or second best mark. Growth was down a little from the previous Year, though still a satisfactory result historically.  In Mathematics, there was a reduction in the percentage of students in the lowest band, Band 1 with 2.7% of students in comparison to the school average from 2005 to 2009 of 8.2%. Therefore a greater percentage of students recorded scores in band 2, 74%. Band 3 percentages remained similar and there was a medium decrease in Band 4 from 6.9% of students to 1.4%.

In Science the average mark was lower than that of LSG and State. There were no Band 6 performances. However, Band 5 at 4.2% was steady compared with 2005-2009 average of 4.6%. Band 1 – steady when compared to 2005-2009 average, both 5.6%. There was a significant increase in Band 2 (41.7%) compared to 2005-2009 average (28.1%), and thus a significant decrease in Band 3 (34.7%) compared to 2005-2009 average (39.6%). Value added - -6.3 (2009) compared to 2005-2009 average of -3.3, significant decline in value added for Science within the school.In HSIE subjects addressed are Australian Geography and Australian History. Australian Geography is popular with teachers and some choice in available content. Two experienced teachers who have been undertaking a ‘streamlined’ program focused on reduced content, improved ‘deep understanding’ of texts and increased attention to geographic skills and writing short and extended responses. In-class modelled assessment tasks. Results remain inline with average from previous years. Australian History is an unpopular course with students and teachers. Little choice and extensive mandated content. Struggle to staff this subject. Concepts require so much background knowledge which our students do not have. Recent push to streamline and focus on essential concepts and skills will be supported by Accelerated Literacy training. The performance of students in this course was substantially below previous valued added statistics.

School Certificate relative performance comparison to Year 5 (value-adding)The Year 10 cohort for 2009 performed below expectations. All subjects showed a negative value in growth, with History showing the most significant devaluing. Strategies to address these issues have been employed for 2010 and with a focus on staff training and development in literacy and numeracy and delivering accessible content for students.

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Eng

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Mat

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atic

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Sci

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Aus

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, Civ

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School Certificate: Relative growth from Year 5 (value-added)

School 2009 School Average 2005 - 2009

Rel

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owth

Higher School Certificate

In 2009, 57 students sat for the HSC. Student performance in the 2009 HSC was reported in achievement Bands 1-6 (Band 6 identifying highest achievement) and using marks and results in courses that can be compared across the state using percentages in bands and average course marks.

Students achieved their best results in English (Advanced), Visual Arts, Metals and Engineering, Society and Culture, Music, Business Services and Hospitality. In courses containing small numbers of candidates, results were

Higher School Certificate relative performance comparison to School Certificate (value-adding)

The HSC English results were poorer in Standard English but better in Advanced English than recent years. English remained the strongest subject area in the school. The large number of students doing VET courses affected students progress in English. The Advanced classes raw and value added data was very pleasing especially compared to the LSGs, although there were small numbers in this class affecting percentages.

The results for General Mathematics was consistent at 50.9% compared with a four year

school average of 51.7%. However, 2unit Mathematics was very disappointing with an average of 24.4 compared to the four year school average of 48. This is still well below state average.

In Science the subjects of Biology and Chemistry were 2 of the lowest performing courses within the school for 2009 and for average 2005-2009. Both courses were well below LSG (Bio – 67.8%, Chemistry – 61.1%) and State (Bio – 72.1%, Chemistry – 73.9%) performances. Although small student numbers doesn’t provide an accurate comparison.

In HSIE, there were improved results for Business Studies and two classes will run in 2010 and with a collaborative incentive based approach results should improve in 2011. Legal studies gained a strong result with a highly qualified teacher and subject content complementing student interest. Both Society and Culture: first time offered and Business Services achieved strong results reflecting the need to align student interest with specific targeted subjects. Practical basis (VET) makes the concepts much more accessible for students.

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School 2009 School 2005 - 2009

Overall a number of subjects scored above the four year school average. They include: Business Studies, English Advanced, Legal Studies, Music 1, Society and Culture, Visual Arts, Metals and Engineering, Business Services and Hospitality.

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School 2009 School 2005 - 2009

LSG 2009 State 2009

Minimum standardsThe Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.

The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.

Percentage of Year 7 students in our school achieving at or above the minimum standard in 2009

Percentage of Year 7 students achieving at and above minimum

standardReading       78.9Writing 72.2Spelling 77.8Punctuation and grammar 62.5Numeracy     76.4

Percentage of Year 9 students in our school achieving at or above the minimum standard in 2009

Percentage of Year 9 students achieving at and above minimum

standardReading       73.4Writing 70.2Spelling 71.3Punctuation and grammar 66.0Numeracy     77.7

Significant programs and initiatives

PSP/PAS

In 2009 PSP and PAS funded a range of programs designed to improve student and community literacy, numeracy and engagement in school. The PAS program allowed for the employment of a Deputy Principal and two Head Teachers. Deputy Principal - Teaching and Learning with an aim to improve student engagement in learning, higher expectations and improved learning outcomes in the classroom. The role will be to oversee and implement whole school teaching and learning with a focus on literacy, numeracy & engagement. Head Teacher Curriculum - to coordinate whole school numeracy and literacy plan and staff professional learning in the area of Numeracy and Literacy to ensure the explicit teaching of literacy and numeracy. Head Teacher - Learning Support and Enrichment whose role it is to provide for students who require additional support and implement the school’s enrichment strategy. The employment of both a literacy and numeracy School Learning Support Officer meant more students received invaluable assistance in the classroom. PAS provided for teacher release for Literacy Numeracy Modelling & Team Teaching, a transition team to work with primary schools and Executive Conference for evaluation of PAS Initiatives.

Aboriginal Education

Campbelltown Art Gallery, the Aboriginal Employment Service, Tharawal Aboriginal Corporation, Work Ventures and AMP, the

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Universities of Sydney, NSW and Western Sydney, are some of the agencies and institutions who worked closely with us during 2009 to further Indigenous cultural knowledge and understanding and to identify future interests and work opportunities for our students. Our dancers and performers continued their work with the local Art Gallery and participated in a work called Foot to Wall. The project was delivered by trainers from the world renowned ‘Legs on the Wall’ group and developed student skills in aerial performance including slings, tissue, ropes and harnesses. Our students worked with others from Sarah Redfern, St Patricks, Eagle Vale, John Therry and Campbelltown Performing Arts.Year 12 Indigenous students undertook community outreach programs with the staff at NSW University Nura Gili. They visited the university campus and learned of the amazing availability of tertiary studies on offer.Year 7 Indigenous students began a 4 year program with Work Ventures called Ikinnect. This involved after school activities and excursions focused on strengthening student engagement with their own cultures and with the school environment. The long term objective is to broaden their opportunities for success in school and work and to ensure they remain committed to achieving their School Certificate and Higher School Certificate.The Indigenous garden is well established and is really beginning to take shape at the front of the hall. Students continued to work regularly with the Gardening team and Mt Annan Botanic Gardens to ensure the well-being of the garden and the soil and to expand the species on show. The newly arrived Year 7 Indigenous students were warmly welcomed into the group which continued to be led by the indomitable Blake Rix who deserves the highest praises for his continued efforts. The garden is being expanded to include a medicinal plants section. Our school has achieved the completion of 2 teachers trained and accredited to operate as tutors for the national Accelerated Literacy Program. All teachers and other staff began training during 2009 and will complete this during 2010. This will be invaluable in our work with all Indigenous students in

classrooms, as staff will have more highly developed skills in literacy activities. Accelerated Literacy is a program specifically developed for Indigenous students.We gained valuable new staff at Airds High School supporting our Indigenous students both in the classroom and around the school. Mr Greg Chatfield is our new AEO and has brought a very professional and caring approach to his role in the school and community. He has begun to make very important contacts with parents and other community members, the local primary schools, AECG and the various networks that support our students. Ms Chesterfield continues to work as a Norta Norta tutor in classrooms with students and Ms Trindall is working both in classrooms and supporting Mr Chatfield in the community.Five Year 11 Indigenous students from Airds High School participated in the AES programs offering traineeships in the community. The AES at Campbelltown continues to achieve remarkable results for our students.

A very important event in 2009 was part of the ‘Culture of the Month’ celebrations. The Indigenous community presented a variety of activities that were truly professional and very well received. ‘brotha black’, the Our Achievements include: Briar Road preschool, and dance group ‘kiah, wowed the audience with cultural activities. Sonny Anderson recounted the development and completion of the school mural. The family of Uncle Wilbur Dixon honoured the event by attending and witnessing a community memorial for the life and work of this respected community leader.The painting of the school mural by the Year 7 & 8 Indigenous students, led by Sonny Anderson was completed. The work is an inspirational greeting at the foyer entrance. All of the students involved have the ability to recount the narrative to visitors and guests! Sonny also led painting workshops with our Creative Arts faculty.Airds High School is always able to participate in local Indigenous activities thanks to the spirit and work of students and their families. We had two ‘reconciliation’ BBQ’s for the whole school. We joined with the local primary schools for NAIDOC week activities including rugby league and cultural dance. We sent a strong contingent of

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students to the Regional Indigenous games and many of our students performed extremely well.The academic support that Airds High offers all Indigenous students continued during 2009 with Indigenous Homework centre and Year 11 & 12 tutoring during Senior Study timetabled sessions continuing. Every student was able to receive individual assistance and support to ensure the best outcomes for all of their subjects.Parents and community continued to support the Aboriginal Education Committee and participate in decision making about programs and funding decisions. Airds High representatives attended the local AECG meetings and ensured that the school remains in a continuous and strong partnership with the broader Indigenous community.Altogether we experienced another very successful and busy year with the Indigenous community of Airds High School.

Technology

Airds High School has embraced technology and has made great progress in this area. The school now has 11 Interactive White Boards (IWB) which are being widely used in the delivery of quality lessons in a range of subjects. The Interactive Classroom was installed on the 23rd of February this has enabled the school to access video conferencing and provided another Interactive white board.Airds High School has received 19 teacher laptops for use in the classroom to enhance teaching and learning as part of the Digital Education Revolution. This led to the creation of Faculty Technology Coordinators who were trained to act as facilitators of technology information to the rest of the staff. An outcome of this training has been the development of Year 9 units of work for each KLA. Phase 1 of the wireless infrastructure was installed in term 3 in preparation for the student laptops. Phase 2 will be completed in Semester One 2010. Parents and carers of Year 9 students attended a Parent Information Session on Wednesday 18th

November; it was a great turn out where parents were given details on the new laptops. Year 9 received their laptops on the 30thNovember,2009.

Two Parent Technology Workshops were conducted in term 3. The parents learnt how technology was used in the high school; useful websites to assist with their children’s learning and also developed some technology skills themselves. A Staff Development day with a focus on the use of technology within faculties was conducted. This involved each faculty giving a presentation on how they use technology as a teaching tool, assessing each teacher’s use of (ICT) by using the (CLAS) mapping tool, evaluating key websites that enhance teaching and learning and provided guidance in how faculties can incorporate ICT into their programs. This has led to a greater use of ICT in program development and the delivery of quality ICT lessons that enhance the learning outcomes of students.

Multicultural EducationIn 2009 the school continued to develop opportunities for our students to explore and celebrate the cultural diversity which is very much the fabric of our school community. The ‘Culture of the Term’ ceremonies highlighted the diversity of our school population and developed an awareness amongst all members of school community the need to be tolerant, and treat all people with respect and dignity. These events are a highlight on our school calendar.

Respect and ResponsibilityThe PBL team continues to embed school wide expectations into the curriculum. We Learn, We are Safe, We are Respectful are addressed on a regular basis on school assemblies. A greater focus on these core values will be undertaken in 2010 with a designated period coming timetabled into weekly lessons.

Other programs

Eat It Work It Move It This year Airds High School introduced a program called “Eat It, Work It, Move It” (EWM). The program aimed to increase physical activity levels and provide students and staff with knowledge regarding how to lead a healthy lifestyle. The EWM program began the year by administering surveys to both staff and students to give a snapshot of

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students and staff lifestyle choices and provide a bench mark for future strategies and the implementation of activities. In collaboration with other schools in the EWM program, Airds High School students in year 8 were given the opportunity to compete in a gala day held out at Elderslie High school. This involved students competing in ultimate frisbee, netball, oz-tag and soccer. On this day, students received a free subway lunch supported by EWM and were given the opportunity to meet some players from the West Tigers Rugby League club. In terms 3 & 4 EWM held round robin competitions for students to compete in soccer and netball against other student and teacher teams. This was a great opportunity for students and teachers to include more physical activity into their school routine. This year the staff of Airds High school also had the opportunity to compete in a “Biggest Loser” competition. Staff would participate in physical activity after school each week. This ranged from gym sessions and circuits, to playing recreational sports, and power walking the perimeters of the school. Several staff members were successful in losing weight in the competition which showed commitment and enthusiasm for the competition. The EWM program also introduced a new merit system into the school. These awards are given to students who participate and demonstrate 100% effort in PE and sport classes. When students collect three of these merits they can enter a competition where they can win sport prizes which again encourages students to become active in their lifestyles. EWM has kicked off with a bang in 2009 and will continue to have a positive influence on staff and students in 2010.

Progress on 2009 targets

Target 1To improve student literacy and numeracy outcomes in 2009 with a focus on:Minimum standards;

Proficient standards; and

Attendance through engagement

Strategies to achieve this target include:

Whole school writing strategy led by Teaching & Learning faculty

Online student newsletter

Continuation of using NAPLAN data to identify students requiring additional literacy and numeracy support

Maintenance of ‘Counting On’ program

School’s Gifted and Talented Strategy

Increased use of ICT in the classroom

Our Achievements include: Implementation of whole school

writing strategy led by Teaching & Learning team

Target 2To reduce the suspension rate and improve student attendance and engagement:

By the end of 2009 school suspension rate reduced from 84 to 70 girls

By end of 2009 school suspension rates reduced from 141 to 130 boys

SWAT referral commendation ratio 30:1 currently 60:1

By the end of 2009 87% Year 7-10, attendance 88%

Our Achievements include: Reduced suspension rate thus

reduction in time lost to learning due to suspensions

Key EvaluationsIt is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2009 our school carried out evaluations of

Educational and Management PracticeThe implementation of a Teaching and Learning Faculty including role statements for HT Teaching & Learning and HT Learning Support and Enrichment has shifted the focus away from welfare and onto the all important focus of Learning.

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Background

The review of HT Welfare and HT Administration in 2008 resulted in considerable change. The roles of daily organisation, exam coordinator and student attendance have been undertaken by teaching staff. The effectiveness of this shift will be revised in 2010

Findings and conclusionsThe Executive Conference will be the forum to evaluate the success of these structural changes and present any revisions that may be necessary.

Future directionsThe school day will be modified in 2010 to address morning attendance and student punctuality. Flexible attendance will be adopted for seniors as their school day varies somewhat from the junior school.

CurriculumA stage 5 pattern of study incorporating an interest elective was adopted with great success, along with periods allocated to career education. This was particularly successful in engaging stage 5 students who struggled with the core curriculum and provided students with the opportunity to meet ‘School to Work’ program requirements.

BackgroundThe standard core SC subjects present many issues for our academically challenged students. The need to broaden the curriculum with stage 4 VET courses, interest electives and an element of work success prompted the need for the modification to the curriculum for some stage 5 students.

Findings and conclusionsThe effectiveness of this curriculum change will be evaluated at the Executive Conference in Semester 2.

Other evaluations

Parent, student, and teacher satisfactionIn 2010 the school will do a situational analysis in preparation of involvement in the

National Partnerships for Low SES Communities in 2011.

Professional learningProfessional Learning at Airds HS is coordinated by a team who survey staff professional learning needs at the beginning of the year and then develop a plan that caters for these needs and assists in meeting the school targets.

In 2009 the Professional Learning Team implemented a revised structure that closely coordinated the Staff meeting structure and the format of the Strategic committees. In 2010, further refinement of the structures will be undertaken with the focus of the strategic committees being on PBL, Literacy and Numeracy.

School development 2009 – 2011

Targets for 2010

Target 1To improve the Literacy and Numeracy outcomes for all studentsStrategies to achieve this target include:

Continue with whole school literacy and numeracy days.

Staff development in Accelerated Literacy and NAPLAN marking.

Delivery of weekly timetabled numeracy and Literacy workshops with a specific KLA focus.

Maintain the Transition Program’ with feeder primary schools – middle school initiative with focus on stage 2/3 Literacy and numeracy skills.

Our success will be measured by:- Continue to see value added in

external testing.

- Improved delivery of Literacy and Numeracy within KLAs across the school.

- Increased student engagement in stage 4.

Target 2

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To improve student engagement and retention.Strategies to achieve this target include:

Improve quality of lesson delivery through improved teacher pedagogy.

Creation of a broader curriculum to meet the needs of a diverse range of student ability and interest.

Maintenance of a range of support structures for students at risk.

Our success will be measured by:- Increased student attendance and

participation in classroom learning.

- Retention of students from stage 5 to 6.

- Greater number of students accessing student support systems.

About this reportIn 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.

Mrs Cath Angel: HT HSIE, ASTI program coordinator

Ms Vicki Williamson: School Council

Ms Robyn Culbert: CLO/ P&C secretary

Mr Sam Rossete: Sport Organiser

Mr John Kennedy: DP

Mr Jeff Miezio: PASP DP

Mr Stephen McGuire: DP

Mr Michael Adams: HT English

Mr Maxwell Foord: Principal

School contact informationAirds High School

Briar Road, Airds, 2560

Ph: 0246255811

Fax: 0246264374

Email: airds-h.school@det.nsw.edu.au

Web: airds-h.schools.nsw.edu.au

School Code: 8493

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:

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

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