Sylvania High School · [school code] Sylvania High School Annual School Report 2014 8463 !! ! ! 1!

[school code]

Sylvania High School Annual School Report 2014

8463

1

School context statement

Sylvania High School offers a broad and exciting curriculum that encourages students to develop essential skills, knowledge and understanding. Our school has established a strong, dynamic and caring learning environment with diverse programs that focus on engaging students by connecting their learning to the real world. These programs are delivered by a highly committed, talented and experienced team of teachers and support personnel who work collaboratively with students, parents and the broader community.

P & C Message 2014 was another great year for the Sylvania High School P&C Association. We were able to again contribute to our school community, adding to the quality of education received by our students.

The P&C contribution was made up by:

• Operating our own healthy Canteen -‐ approximately $15,000;

• Operating our own Alinta Uniform Shop and Human Shoe’s outlet -‐ approximately $10,000;

• Our annual School Building Fund contribution drive – approximately $20,000; and

• Two P&C Fundraisers were held throughout 2014: Trivia Night & Shopping Night raising approximately $3,500.

From money we raised from the Canteen and Building Fund Drive:

• We gave over $21,000 to refurbish and upgrade our old school hall;

• We gave $1,900 to refurbish the Library kitchenette;

• Over $5,000 for classroom projectors; • We bought a new, HSC grade piano -‐ $8,900; • Over $250 for tents used by the Duke of

Edinburgh applicants; and • We bought sun shelters to be used at

sporting events valued at $360.

From money we raised from the Uniform Shop:

• We have been able to complete our purchase of representative sports uniforms in Athletics, Touch AFL/League/Union, Basketball and

Soccer. We now have a common SHS style across all of our representative sporting teams.

Our big project for 2015 is the upgrade of our second basketball court. We need in excess of $100,000 to complete this project so we encourage all our parents and care givers to help out and support our fund raisers this year.

The Building Fund continues to grow and I would encourage Parents to make a tax-‐deductible donation to this fund, which is then used to improve building facilities within our school, which directly benefit our children.

Our school and P&C are extremely lucky to have a community that supports them so well. Thank you for your continued support.

Sue Szalay P&C President

Student Representative Message

Our Student Representative Council has grown in size and strength taking on more roles and becoming a more influential group in the school. In 2014, the SRC changed the roles of the various groups thus making it more efficient and allowing us to better improve the school for students.

In 2014 the focus of the SRC was to improve our image in the school so students could better understand our role. We also improved our leadership skills by attending a public speaking workshop with the Principal Mr Brown. As the leadership team, we upheld the schools key values of 'Rights, Respect and Responsibility' as well as honouring the school’s motto of 'Scholarship, Honour and Service'. We exercised these ideals within the school during school events as well as in the local community through functions and showcases.

One of the big events of the year was the R U OK campaign which deals with youth mental health and encourages people to ask their friends if they are ‘OK’ and offer help if required. The campaign

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further aims to remove the stigma around mental health and to make people more comfortable in discussing their mental health problems. The SRC organised a day of activities, food and fun to bring awareness and highlight this campaign.

We also continued the work of last year's SRC with the White Ribbon campaign by taking the White Ribbon Oath and pledging to live by its code.

The SRC changed the house colours. The new colours are:

Bellingara -‐ Blue

Gwawley -‐ Green

Quibrey -‐ Yellow

Towra -‐ Red

The SRC organised various fundraising events throughout the year including the Wear it Pink day in support of Pink Ribbon and the Glenn McGrath foundation. We also raised money for a new bottle refilling station which was financially supported by the P&C. The project is still continuing and the new bottle refilling stations will be installed in early 2015.

Sylvania High School continues to prepare students for success through encouraging participation in youth leadership. SRC representatives have participated in a number of Zone SRC meetings. In particular, members of the captaincy team attended the University of Wollongong’s Elevate Program, continuing leadership training and education.

L Abbott -‐ SRC President

Student enrolment profile

The student enrolment profile is shown graphically below. Note that female enrolments continue over the period to trend slightly higher than male enrolments.

Student attendance profile

The table and graph below show the student attendance profile from 2008-‐2014. Note that there has been a marginal increase in attendance rates since 2009.

Scho

ol

Year 2008 2009 2010 2011 2012 2013 2014

7 94.2 92.1 92.7 94.0 95.2 94.7

8 91.6 92.7 92.5 90.1 91.0 93.3

9 91.4 90.3 89.1 91.0 89.2 91.2

10 88.5 90.0 89.6 90.1 90.2 89.3

11 87.3 89.0 89.7 89.9 89.5 89.6

12 87.2 88.9 88.7 92.6 90.3 90.3

Total 91.2 90.2 90.4 90.3 91.4 91.0 91.6

State DE

C

7 92.3 92.6 92.5 92.4 93.2 93.3

8 90.0 90.5 90.1 90.1 90.9 91.1

9 88.8 89.1 88.8 88.7 89.4 89.7

10 88.7 88.3 87.1 87.0 87.7 88.1

11 89.4 89.1 87.6 87.6 88.3 88.8

12 89.4 89.8 89.2 89.3 90.1 90.3

Total 89.9 89.7 89.9 89.2 89.1 89.9 90.2

0

500

1000

2008 2009 2010 2011 2012 2013 2014

Stud

ents

Year

Enrolments

Male Female

0

25

50

75

100

2008 2009 2010 2011 2012 2013 2014

APen

dance rate

Year

Student aPendance rates

School State DEC

3

Management of non-‐attendance

The school’s overall attendance pattern continues to be higher than state average in Years 7, 8, 9, 10 and 11, with Year 12 being fractionally below the state average. Overall, total attendance is above state average for 2014. To improve and ensure the attendance of students at the school the Attendance Team continues to draw members from the executive. The team reviews attendance data, policies and procedures. This comprehensive approach ensures that decisions to address attendance issues are data drive. To ensure all stakeholders are aware of their accountability with regard to student attendance the team promotes awareness of the Sylvania High School Attendance Policy and Procedures. The processes and systems that underpin attendance monitoring continue to be evaluated and refined ensuring that as a school community we are alert and responsive to our students’ wellbeing needs equating attendance with greater access to learning outcomes. In 2015 the school will implement an electronic attendance monitoring both at Roll Call and period by period. Notification of whole and partial absences will now include SMS and email where appropriate. The school will institute a kiosk to monitor and report on partial absences. This system will be reviewed at the end of 2015.

Post-‐school destinations

Post-‐school destinations

Year 10

%

Year 11

%

Year 12

% seeking employment

1 4

employment 7 7 19 TAFE entry 4 3 20 university entry 52 other 1 1 unknown 1 4

The 19% of students in employment includes 8% who are in apprenticeships

The 20% at TAFE includes 6% at private Colleges

The 52% at University includes 7% who are doing university preparation courses, mostly at private

colleges that are part of a university (e.g. In search at UTS)

Year 12 students undertaking vocational or trade training

8% of Year 12 leavers are in apprenticeships, with formal on and off the job training.

14% of students are studying Certificate or Diploma Courses at Colleges of TAFE and 6% are doing Diploma Courses at private Colleges

Year 12 students attaining HSC or equivalent Vocational educational qualification

90% of the students who started the year at Sylvania High School successfully completed their HSC.

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

Workforce composition Position Number Principal 1 Deputy Principal(s) 2 Head Teachers 6 Classroom Teacher(s) 34.6 Learning and Support Teacher(s) 0.9 Teacher Librarian 1 Teacher of ESL 0.6 School Counsellor 1 School Administrative & Support Staff 10.082 Total 66.182

The Australian Education Regulation 2014 requires schools to report on Aboriginal composition of their workforce.

The school has approximately 2% of its workforce identifying themselves as being of Aboriginal heritage.

Teacher qualifications

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

Qualifications % of staff Degree or Diploma 80 Postgraduate 20

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Professional learning and teacher accreditation

Schools must report on major priorities and strategies for teacher professional learning as detailed in the School Plan. This includes:

A total of 54.8 FTE teachers participated in professional learning activities that included locally designed and implemented professional learning (PL) and formal courses designed and delivered externally to the school.

Staff PL was approved only in connection with priorities as outlined in the school plan and that required of DEC mandatory compliance training. During 2014, staff generally began to become more strategic about the planning and undertaking of TPL in connection to the School Plan and their own accreditation.

The average expenditure per teacher on professional learning at the school level was $435.49 with total school expenditure on teacher professional learning $ 23865.34.

School development days focused on both cyclic mandatory training and activities linked to school priorities. All staff participated with a number designing and delivering locally designed activities. Where possible, contingency activities for part time staff where organised to assist in their professional development.

Activities at staff development days included:

• CPU, CPR, Emergency Care and anaphylaxis

• Moodle, Sentral attendance and Welfare training.

• Whole school priorities briefing and planning

• Development of National Curriculum programs

• Boy’s Education strategies

• Training in the use of IWBs

• Information Literacy training.

At Sylvania High School there is a growing number of New Scheme Teachers. In 2014, there were two new scheme teachers working towards Board of Studies Teaching and Education Standards (BoSTES) accreditation and seven new

scheme teachers maintaining accreditation at Proficient level.

There were no teachers either maintaining or working towards voluntary accreditation at Highly Accomplished or Lead in 2014, although there has been training by some staff regarding higher accreditation levels.

Beginning Teachers

Sylvania High School has a growing and significant number of beginning teachers who are supported in their early career development by a number of local strategies that are principally funded by the GTIL initiative of the DEC. This funding has been used where possible to create period allowances for both beginning teachers and their teacher mentors, (who are usually the respective head teacher of the faculty). Allowance time has included lesson observation, debriefing, formal and informal meetings with the mentor teacher, additional teacher professional learning (TPL) tailored to each teacher’s needs beyond that provided by the general TPL funding such as subject specific conferences and training related to the challenges of early career teachers.

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

Date of financial summary 30/11/2014

Income $ Balance brought forward 364447.68 Global funds 493530.67 Tied funds 249325.52 School & community sources 467336.50 Interest 18422.98 Trust receipts 217492.15 Canteen 0.00 Total income 1810555.50 Expenditure Teaching & learning

Key learning areas 151039.70 Excursions 116385.34 Extracurricular dissections 113964.11

Library 14344.24 Training & development 9963.03 Tied funds 185982.21 Casual relief teachers 102951.35 Administration & office 132010.36 School-‐operated canteen 0.00

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Utilities 112464.46 Maintenance 62142.02 Trust accounts 70141.80 Capital programs 0.00 Total expenditure 1071388.62 Balance carried forward 739166.88

A full copy of the school’s 2014 financial statement is tabled at the annual general meetings of the School Council. Further details concerning the statement can be obtained by contacting the school.

School performance 2014 In the following sections academic performance is displayed.

Academic achievements NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

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

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

The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data.

Higher School Certificate (HSC)

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

0 10 20 30 40 50 60 70 80 90 100

Ancien

t History

Biology

Busin

ess S

tudies

Chem

istry

Commun

ity and

Family Studies

Dram

a

School 2014 School Average 2010-‐2014

0 10 20 30 40 50 60 70 80 90 100

English

(Stand

ard)

English

(Advanced)

Indu

stria

l Techn

ology

Legal Studies

Mathe

mam

cs Gen

eral 2

Mathe

mam

cs

School 2014 School Average 2010-‐2014

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Achievements Australian Mathematics Competition

In 2014 a total of 47 students from Sylvania High School participated in the Australian Mathematics Competition and achieved pleasing results.

81% of the students that entered received an award of High Distinction, Distinction, Credit or Proficiency.

We had 1 student achieve a High Distinction, 2 of our students achieved a Distinction and 13 students achieved a Credit.

In 2015 we are hoping that all students in the top Mathematics classes in Years 7 to 10 will compete in this year’s competition.

Significant programs and initiatives – Policy and equity funding The following sections cover significant programs that are operated within the school.

Aboriginal education

Junior students were involved in the NSW Public Schools Speak Up initiative whilst our senior students participated in The Great Debate program. These programs gave students the opportunity to meet and work with other Aboriginal students and Indigenous organisations whilst developing their public speaking and debating skills. Students were recognised at our whole school achievement for their efforts.

Throughout the year students were given the opportunity to establish close links with

universities to assist them with their studies and to become familiar with future university

pathway options and career opportunities. Students enrolled in The University of Sydney’s

on-‐line tutoring service which provides them with access to private tutors to assist with their school

work. Students became familiar with The University of Technology’s Jumbunna unit, which

provides an array of support and allowed them to be part of the ‘You’re the Author’ creative writing

day. This activity enabled the students to work creatively with acclaimed indigenous author, Anita Heiss.

Students attended the Galiyaay Careers Expo for Aboriginal Students enabling them to create links with Aboriginal organisations and become familiar with various career pathways. To further enhance their leadership skills, students attended a ‘Leadership Building’ course with TRANBY Aboriginal College. This provided an opportunity for students to work collaboratively with Aboriginal Leaders and become familiar with their own leadership style.

0 10 20 30 40 50 60 70 80 90 100

Mathe

mam

cs Exten

sion

1

Mod

ern History

Music 1

Person

al Develop

men

t, He

alth and

Physic

al

Physics

Society and Cu

lture

School 2014

0 10 20 30 40 50 60 70 80 90 100

Visual Arts

Construcmo

n Exam

inam

on

Hospita

lity

Exam

inam

on

School 2014

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Students linked in with the English Faculty for the whole school project based learning. This involved liaising with a Dhawaral Elder, Les Bursill who is an anthropologist and led the students on a day at Bundeena exploring Aboriginal culture, sites including rock art and sacred sites.

Our senior Aboriginal student successfully received Norta Norta funding to further enhance her educational outcomes through one on one tutoring whilst our remaining Aboriginal students receive support from our LaST to ensure their learning needs are met with the necessary adjustments.

Multicultural education and anti-‐racism

The school continues to have a LBOTE percentage of students at approximately 35%. To this end, the school has endeavoured to ensure that programs across all KLAs have evidence of multicultural perspectives and that staff are kept abreast of best practice in the integration of multicultural education into the curriculum. This has been reinforced as first phase Australian Curriculum KLAs have developed their initial Stage 4 programs and this will continue into 2015 as Stage 5 programs are developed and implemented. The success of the school’s history in educating its students in multicultural awareness is highlighted by the harmonious behavior of the student body that in the main is devoid of conflict that has a multicultural origin.

In 2015 the school plans a major multicultural event through Harmony Day in Term 1.

Aboriginal background

The school used the money from the Aboriginal background equity funding to specifically support indigenous students in their education and well being at the school.

To this end the school funded the Head Teacher Welfare and a classroom teacher to organise initiatives specifically to this end. The funding was used to cover the relief for these members of staff plus ancillary costs incurred as a result of the various activities run from within the program. The program is described in detail in the Aboriginal education section of this report.

Socio-‐economic background

Funds were used for two significant initiatives in 2014. Firstly, funds were expended on a needs basis for families that were unable to meet the costs of fees attached to curriculum that required consumable materials and those that needed support with sundry items such as uniforms. The second and most significant initiative was the refurbishment of the southern basketball court. This facility posed an issue under WHS guidelines and as an effective playground area and outdoor learning space for students 7-‐12 for PDHPE. The P&C and School Council resolved the need to rejuvenate the area to support student learning and provide an adequate facility for use by all student outside of timetabled lessons. The area required extensive landscaping and drainage, fencing and the installation of a synthetic surface to increase the flexibility of the facility as a learning space for the PDHPE curriculum. The Socio-‐economic RAM contributed circa $30,000 with the remaining amount of approximately $55,000 being derived from the School’s reserve fund. The facility will be fully functional in 2015 and is expected to improve learning outcomes for all students 7-‐12.

English language proficiency

The school received no flexible money for this area of support but did continue to be funded for 0.6 FTE ESL teacher. This teacher supported students 7-‐12 on a withdrawal and team teaching basis and importantly supported students who wished to study Stage 6 ESL.

Learning and Support

The school has 0.9 FTE LaSTs spread in an 0.3 and 0.6 FTE staffing pattern. The staff involved worked in a variety of capacities across the school in 2014. This included:

• Integration support and organistion

• Organisation and briefing of SLSOs

• Withdrawal of students with identified needs.

• Team teaching and professional development of classroom teachers.

• Liaison with primary schools of prospective Y7 students.

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• Specific support and organisation of project based learning including the school’s inaugural learning expo.

• Collection and support of data related to adjustments being made for students with disability.

In 2014 the Learning and Support Team was involved in a number of initiatives to support students with additional learning and support needs to improve their learning outcomes. A collaborative and consultative approach was utilised to involve the student and their parent/ carer in the student’s education to maximise learning opportunities for students at school and at home.

Year 7 were assessed for their Literacy and Numeracy by the Learning and Support Team to provide staff with a detailed profile of their classes and the individual students. This data was used to assist staff and work collaboratively in providing the appropriate strategies to enhance students’ achievement through adjusted learning outcomes and personalised adjustments for students with additional learning needs.

The Learning Support team collected and collated the data of the students who have a record of a disability for submission to the NCCD for the Federal Government.

Throughout the year students were given assistance with their learning in class individually and by team teaching across the curriculum. On occasions students were withdrawn from class particularly when deconstructing assessment tasks to prevent any disruption to the learning of others. This assistance was provided by the LaSTs and SLSOs.

Professional specialist advice, support and mentoring was provided to classroom teachers including the co-‐operatively developed and implemented “Co-‐Connect”, a social skills program to develop the leadership skills of a group of Year 7 students, including developing their preparedness for the next academic year,

work experience and eventually work. The Learning and Support Team collaborated with staff on The Project Based Learning unit, “Can we as a society achieve equality?” as part of the Team’s work with our Indigenous students.

A significant proportion of the Learning and Support Team’s role has been to liaise with parents, outside agencies and staff to develop appropriate learning experiences and Personal Learning Plans for students with specific learning and support needs in the areas of social integration, language and communication, literacy, numeracy and behaviour.

At the end of 2014 the Learning and Support Team developed a transition program with the primary schools. This resulted in the development of profiles for the 2015 Year 7 cohort and an effective transition of the Year 6 students to High School, including liaising with parents and the development of individualised transition plans for students identified with specific learning and support needs.

School planning and evaluation 2012—2014

School evaluation processes NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:

• Staff, Student and Parent Surveys

• Student focus groups

• Lesson observations

• Staff interviews

School planning 2012-‐2014:

School priority 1

Develop leadership and management capacity across all staff.

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Outcomes from 2012–2014

In the period 2012-‐2014 the school underwent a shift in the culture of leadership development. The percentage of staff seeking formal and informal courses in understanding the aspects of leadership in the DEC and those staff undertaking a variety of leadership roles within the school grew dramatically during this period.

Evidence of achievement of outcomes in 2014:

• Four Head Teachers had the opportunity to relieve as Deputy Principal while four classroom teachers were able to serve in a Head Teacher capacity.

Strategies to achieve these outcomes in 2014

• Support and encouragement to experience opportunities in leadership.

• Support and mentor new scheme teachers in the AITSL accreditation process

• Align TPL to support the funding of leadership opportunities.

• TARS, EARS and PLPs are aligned to staff seeking leadership roles and PL courses.

• Develop all staff, with a focus on executive staff in the understanding and formulation of the School Planning process.

• Develop executive staff expertise in curriculum organisation and timetabling.

School priority 2

Develop current and emerging curriculum and assessment practices to meet individual student needs.


Staff in English, Mathematics, Science and HSIE completed Years 7 and 9 programs and began planning for the final phase of implementation in 2015.

Evidence of progress towards outcomes in 2014:

• All programs and associated assessment tasks are in place for Years 7 and 9 in English, Mathematics, Science and HSIE and program

writing has begun for the final phase of implementation for Years 8 and 10 in 2015.

Strategies to achieve these outcomes in 2014:

• Ensure cross curriculum perspectives are embedded in 7-‐12 teaching programs with a particular emphasis on:

-‐Environmental Education (Sustainability)

-‐Aboriginal Education

-‐ICT

• Evaluate existing teaching programs to reflect Quality Teaching Framework practices.

• Increase access to technologies in classrooms to improve student learning environment.

• Plan Australian Curriculum in identified subject areas for phase 2.

School priority 3

Engage the full range of learners and improve outcomes for all students, (with a focus on ESL, Gifted and Talented, learning difficulty, integrated and Aboriginal students.)


The school has continued to refine its practice in this area over the period 2012-‐2014. In particular, the staff has grown in their understanding of the integration of students with a better understanding of making reasonable adjustments for students with special needs. In terms of G&T, the staff continue to refine their practice with regard to meaningful extension work for the top classes and creating opportunities for selected classes and students to genuinely experience extension work. The Project Based learning Expo was evidence of this in the English and HSIE faculties.


• A formal G&T policy related to classing 7-‐12 has been published;

• Selected staff undertook formal training in project based learning and the school held its first learning expo; and

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• The school increased the number of tailored activities for indigenous students, most significantly with a relationship established with Jumbunna (UTS program).


• Develop the relationship between CoSAW schools (and appropriately extend to traditional non local feeder primary schools) based on learning;

• Develop an induction program for Stage 5 students entering Stage 6;

• Develop Career Path Plotting program for Y10 students;

• Develop a class grading/streaming policy and refine the G&T policy;

• Assess needs of all students referred to Learning Support Team and differentiate teaching and learning to increase achievement of outcomes and enhance engagement;

• Implement support strategies for Aboriginal students;

• Evaluate the digital citizenship program for all students;

• Create opportunities in Project Based Learning for targeted years and KLAs;

• Implement a range of welfare strategies to support students, especially girls and targeted boys;

• Develop further authentic leadership opportunities for the SRC; and

• Maintain current student interest in the Premier’s Volunteering Awards.

School priority 4

Develop the literacy and numeracy skills of all students.


In this period the school has maintained its cross faculty literacy and numeracy teams as part of its commitment to this area.


• Maintenance of NAPLAN results at near or above state average;

• Development of a literacy policy continues and an understanding of the literacy continuum; and

• Development of a numeracy policy continues and an understanding of the numeracy continuum.


• Equip mainstream teachers with the professional knowledge and practice needed for effective and confident literacy based teaching of all students within their curriculum area;

• Develop a whole school Literacy Policy; • Develop understanding of the literacy

continuum K-‐10; • Develop additional strategies for students

requiring learning assistance in literacy and numeracy specifically by developing staff skills in the interpretation of SMART data;

• Identify students, who need specific literacy and/or numeracy support;

• Develop a plan to focus on identified text types across all KLAs;

• Develop a whole school Numeracy Policy; and • Develop understanding of the numeracy

continuum K-‐10.

Parent/caregiver, student, and teacher satisfaction In 2014, the school sought the opinions of parents, students and teachers about the school.

Their responses to a series of questions are presented below. A five point Likert scale was used:

Strongly disagree = 1, Disagree = 2, Neutral = 3, Agree = 4, Strongly Agree = 5

Sample = 128

Question Average Likert Scale

Response

Sylvania High (SHS) has open and transparent decision making processes

3.99

11

SHS has consistent school policies and actions.

4.05

SHS gives recognition to students achieving high standards

4.20

SHS frequently encourages and acknowledges individual improvement

3.86

SHS celebrates school community achievements

4.24

SHS encourages students' awareness of broader life opportunities.

4.20

SHS regards as important the opinions of parents

3.90

SHS implements government education policy

4.38

SHS reflects policy and school community needs in school rules

4.19

SHS is responsible in ensuring an involvement in community activities and forms partnerships with business and community organisations

4.32

SHS has school rules strategies to reinforce appropriate behaviour as well as consequences for breaking rules.

4.06

SHS addresses bullying and harassment through effective whole school programs

4.05

SHS communicates accurately on school reports to parents about their children's progress.

3.97

SHS consults and listens to different views on school related issues consulting parents, staff and students about major changes ensuring all have a

3.89

voice in decision making processes.

SHS demonstrates empathy, acts with compassion and has concern for the wellbeing of all the school community with responsive support systems in place.

4.04

A four point Likert scale was used for the following question regarding skill development in connection with the development of Australian Curriculum in the school:

Not important = 1, Some what important = 2, Moderately important = 3, Very important = 4,

Sample = 128

With respect to student development at SHS, how do you rate the achievement of key skills (listed below) by your child(ren) as an outcome of their experience and education at SHS?

Average Likert Scale Response

Accomplished 3.61

Innovative and resourceful 3.65

Empathetic 3.63

Global Citizen 3.36

Confident 3.80

Courteous 3.86

Deep and Logical thinker 3.47

Emotionally intelligent 3.61

Creative 3.29

Honest (Law abiding) and morally responsible

3.91

Leader 3.03

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Literate 3.84

Numerate 3.80

Organised 3.60

Open minded 3.67

Responsible and respectful 3.88

Resilient 3.76

Socially skilled 3.62

Interpersonally and socially strong

3.64

Technologically literate 3.57

Tolerant of racial, religious and physical differences

3.65

Workplace ready 3.65

Sense of worth, self awareness and personal identity

3.83

Happy 3.87

Independent 3.76

Future Directions 2015-‐2017 School Plan NSW DEC is implementing a new school planning process for 2015-‐17. The new plan will be published on the school’s website from the beginning of Term 2 2015.

In the 2015-‐2017 plan the school’s three strategic focus areas are:

1. Student Learning

2. Staff Learning.

3. School Learning

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

Craig Brown – Principal

Bradley Flegg -‐ Deputy Principal

Lisa Jamieson-‐ Deputy Principal

Michael Lucas -‐ Head Teacher Mathematics

Andrew Street – Head Teacher Science

Lynn James -‐ Careers Advisor

Sue Szalay -‐ P&C and School Council President

Liam Abbott – SRC President 2014

Nick Wilkinson -‐ CHS Sports Organiser

Jane Henderson -‐SRC Coordinator

Tim Kelly – Volunteering Coordinator

Elizabeth Guthrie – Senior Administrative Manager

School contact information

Sylvania High School

17 Bellingara Road Sylvania

Ph: 9522 9951

Fax: 9544 7246

Email: Sylvania-‐[email protected]

Web: http://sylvaniahigh.nsw.edu.au

School Code: 8463

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

http://www.schools.nsw.edu.au/learning/emsad/asr/index.php

Sylvania High School · [school code] Sylvania High School Annual School Report 2014 8463 !! ! ! 1!

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Transcript of Sylvania High School · [school code] Sylvania High School Annual School Report 2014 8463 !! ! ! 1!