CARLINGFORD HIGH SCHOOLweb1.carlingfor-h.schools.nsw.edu.au/content/public... · 2013. 3. 18. ·...

ANNUAL REPORT 2010

A N N U A L R E P O R T 2 0 1 1

CARLINGFORD HIGH SCHOOL

North Rocks Rd, Carlingford NSW 2118 Telephone: +61 2 9871 4222 Email: [email protected]

Developing responsible and independent learners

From the Pr incipal

2011 has been another highly successful year for Carlingford High School and has continued to build on the strong culture of high expectations and achievements consistently demonstrated by our students and staff.

Our school mission statement is ‘to develop considerate, responsible people who can learn and act independently to achieve personal excellence’. This guiding statement clearly identifies our core business as developing in students not only the capacity to achieve to their potential, but also to be considerate of others. These are important values we consistently aim to instil in all of our students.

This Annual School Report provides a snapshot of the broad opportunities provided for our students and their achievements over 2011. We have detailed our HSC results in terms of percentages of students in Bands, listed our distinguished achievers and reported our top ATAR. For the last time, given its abolition in 2011, we have provided an analysis of School Certificate Results in each of the six external tests – English, Mathematics, Science, Australian Geography, Civics and Citizenship, Australian History, Civics and Citizenship and Computing Skills.

Naplan results for Year 7 and 9 are reported in terms of Band distributions, percentages, school and state averages. Reports are also provided covering Pastoral Care and Leadership Activities, Student achievements across academic sport, music, dance and drama, learning support, Gifted and Talented programs, current technologies, school finance, staff professional learning and key evaluations in the areas of curriculum and school management.

Importantly we have also reported on the progress of our key targets for 2011 and detailed our new targets for 2012.

There have been a number of highlights for 2011 which not only cover student success but also identify key initiatives aimed at enhancing the opportunities for students and improving targeted aspects of school operation.

Some highlights include:-

• Continued strong academic performance inthe HSC results with a top ATAR of 99.45, 134 distinguished achievements and a 5th in the State in Music 2. 91% of Extension 2 Mathematics students attained a Band 5 or 6, 91% of Music 1 students and 100% of Music 2 students also attained a Band 5 or 6.

• School Certificate means above both the Stateand like school groupings (SSG) in Mathematics, Science, History and Computing Skills.

• OutstandinggrowthinNaplanscoresinreading,grammar and punctuation from Year 7 to Year 9.

• StudentsnominatedforCombinedHighSchoolsSporting Blues. NSW sporting blues, HSC Encore and Art Express exhibitions.

• Two students received a Regional Director’sAward for school sustainability.

• Astrongfocusonthedevelopmentofstudents’skills in writing. This was accompanied by significant staff professional learning in this area.

• In technology, five additional interactivewhiteboards were installed, our staff laptop fleet expanded to a 1:1 ratio and 192 S3 student laptops issued to Year 9. As a result, our online learning environment expanded, with greater use of moodle and edmodo.

• An SMS absentee system was introduced toprovide parents with timely and convenient notifications regarding student absences.

• Aspartofawebsiteupgrade,anewparentportalwas introduced providing parent access to the school calendar, daily notices, student timetables and attendance. A facility was also made available to update family details.

• Anewmemorandumofunderstandingwassignedwith Carlingford Rotary aimed at consolidating and enhancing our links and joint programs which include leadership training, Driver Education,Youth Exchange, Model United Nations and business mentors for Australian Business Week

• The installationof anewsound system for thehall. This has been a long term goal of the school and was achieved with the excellent support of the P & C. The quality of sound for student performances and whole school events has improved dramatically.

I certify that the information in this report is the result of a sound self-evaluation process and is a balanced and genuine account of both the school’s achievements and areas for development.

DKrust Principal

d e v e l o p i n g r e s p o n s i b l e2

2011 Annual Report

C O N T E N T SPrincipa l ’s Repor t 2

HSC Results (Bands 5 and 6) 4

Honour Rol l HSC 5

School Cer t i f icate Results 6-7

NAPLANDataYear7 8

NAPLANDataYear9 9

ValueAddedDataYear7–10 10

ValueAddedDataYears11–12 11

Pastora l Care and Leadership Act iv i t ies 12-13

2011 Student Achievements 14-15

Educat ion: Suppor t Ser v ices 16

Current Technolog ies 17

BusinessRepor t 18

School RelatedData 19

KeyEva luat ions 20

Repor ts/Ter t iar y P lacements 21

P & C Associat ion 22

School Targets 23

Sta f f L ist 24-25

2011Visua l Diar y 26-27

i n d e p e n d e n t l e a r n e r s3

Results 2011 Higher School Cert i f icate

NB – some courses with a small candidature are not shown

HSCBANDS5&6HOWWECOMPAREThe table below out l ines the number and percentages of students achiev ing Bands 5 and 6 (the top bands in each HSC course of study) . This i s then compared to the percentage of the State ’s candidature a lso achiev ing at th is leve l .

Ancient History 12 36 33.33 37.42

Biology 24 54 44.43 30.96

Business Studies 19 46 41.3 31.97

Chemistry 25 46 54.34 39.98

Community & Family Studies 3 10 30 31.73

Design&Technology 2 14 14.28 38.28

Earth&EnvironmentalScience 6 11 54.54 40.89

Economics 4 29 13.79 43.46

English(Standard) 18 89 20.22 8.86

English(Advanced) 22 59 37.28 58.15

English as a Second Language 14 43 32.55 32.21

English(Extension1) 12 14 85.7 83.95

English(Extension2) 5 7 71.42 84.01

Food Technology 5 15 33.32 25.7

Industrial Technology 3 11 27.27 31.36

LegalStudies 14 29 48.27 38.52

General Mathematics 19 59 32.19 24.26

Mathematics2Unit 54 93 58.05 51.22

Mathematics(Extension1) 45 51 88.23 84.47

Mathematics (Extension 2) 21 23 91.3 91.65

Modern History 13 26 49.99 45.32

Music1 21 23 91.3 658.91

Music2 7 9 77.77 83.87

Music(Extension) 5 5 100 98.72

PersonalDevelopment,Health&PhysicalEducation 12 29 41.37 34.2

Physics 16 39 41.01 36.22

SeniorScience 10 21 47.61 38.67

Society&Culture 4 8 50 33.34

Visual Arts 12 22 54.54 47.92

JapaneseExtension 2 2 100 85.13

JapaneseContinuers 8 12 66.66 53.37

Hospitality Examination 7 20 35 34.29

ChineseBackgroundSpeakers 7 15 46.66 58.29

No. of students achieving Bands5 & 6 in course

No of studentsin course

% of Students in Bands 5 & 6at the School

% of Students in the state in Bands 5 & 6

Course

4

Honour Roll: Band 6 (90% and above)

Course Honour rol l

Accounting Harsh Jha , DavidKim Yu-Ting Ting Anthony Wan

Ancient History Kather ineGraham Amanda Lam Heather McIntosh Max McLennan-Gi l l ings

Biology Gabrie la Arrat ia HarounDole Hol ly Jenkins Michael P ierott i i Candice Skelton

Business Studies Harsh Jha SonamKamal Mir iam Lam

Chemistry Chathura Basnayake HarounDole KarWyePhoon Anthony Wan

Chinese Background Speakers Alex L in

Chinese Beginners Joanne Shin

CFS Patr ic ia Gomes

EES Mitchel l Cox Candice Skelton

English ESL Rae Lee Jess ie Lu KarWyePhoon Min Sung Stephanie Yap

English Extension 1 Cla ireDeMel low Kather ineGraham Sarah Wade

Food Technology Fel ic ia Lauw

General Mathematics Mitchel l Cox AndrewDavis Al l i sonDeagle Michel le Gold ing Kather ineGraham Hol ly Jenkins SonamKamal

German Beginners ClaudiaVi l lar i -Kohler t

History Extension KimberleyCochrane

Hospital ity Examination Jordan Yoosuf f

Japanese Beginners Joanne Shin Jooheon Yoon

Japanese Continuers Brig i t ta Darmadj i Fe l ic ia Lauw Rae Lee Michel le Lu

Korean Background Sp. Rae Lee ,

Legal Studies Patr ic ia Gomes SonamKamal Heather McIntosh Sarah Wade

Mathematics Ragulan Ba lasubramaniam Br yan Ho Harsh Jha Melan ieKle ine Mir iam Lam Fe l ic ia Lauw

Course Honour rol l

Mathematics cont. Rae Lee Trevor L i John Nam KarWyePhoon Joanne Shin James S impson Saminthan S iva j i

E l izabeth Tan Yiwen Wang Andrew Waskito Breanne Watiwat Stephanie Yap

Maths X1 Oscar Cao Wei Hong DavidKim Mir iam Lam Maurice Leung Jess ie Lu Just in Nam

Maths X1 Saminthan S iva j i Min Sung, Yoh-An Tee Anthony Wan Michael Yang Jooheon Yoon Denis YuL i Xing Zhu

Maths X2 Oscar Cao Jess ie Lu Yoh An Tee Anthony Wan Jooheon Yoon Denis L i DanZhang Ivan Zhu

Modern History KimberleyCochrane Harsh Jha Sarah Wade

Music 1 Enoch Chieng Al l i sonDeagle Zhanhang Hu Danie l Lyu Nata l ie Payze Andrew Waskito Anthony Waskito Sophie Wilcher Peter Yi Music 2 Jess ie Lu Zach Roy

Music Extension Oliv ia Kierda l Jess ie Lu Zach Roy

PDHPE KimberleyCochrane Al l i sonDeagle Hol ly Jenkins Candice Skelton

Physics Luke Anderson Chathura Basnayake HarounDole KarWyePhoon

Senior Science Cla ireDeMel low Al l i sonDeagle SonamKamal Thuan Nguyen

Society and Culture Sarah Wade

5

From known in format ion provided by students . Approximate ly 20% of students achieved an ATAR above 90.00.Our Dux for 2011 was Jessie Lu with an ATAR of 99.45Our Dux for 2010 was Prasad Cheema with an ATAR of 99.70Our Dux for 2009 was Karina Cox with an ATAR of 99.50Our Dux for 2008 was Sam Jiang with a UAI of 99.80Achievement leve ls in Band 5 and 6 (h ighest leve l ) were above to wel l above the State percentages in 27 courses studied.

MathematicsSkillBandDistribution

Performance band

Number in band

Percentage in bands

School Average 2007-2011

State DEC % in Band 2011

1 2 3 4 5 6

0 14 30 41 70 48

0.0 6.9 14.8 20.2 34.5 23.7

0.1 6.4 17.8 23.1 33.3 19.2

0.8 28.2 29.7 18.9 13.6 8.7

AVERAGE SCORE 2011: SCHOOL 80.0 SSG 75.9 STATEDEC68.9

ScienceSkillBandDistribution

Performance band

Number in band

Percentage in bands



1 2 3 4 5 6

0 3 25 77 69 29

0.0 1.5 12.3 37.9 34.0 14.3

0.8 3.9 13.7 34.5 37.0 10.2

0.5 7.1 28.8 35.0 20.6 8.0


Australian History, Civics and CitizenshipSkillBandDistribution

Performance band

Number in band

Percentage in bands



1 2 3 4 5 6

0 7 48 76 55 17

0.0 3.5 23.7 37.4 27.1 8.4

1.3 6.9 21.7 38.1 24.7 7.3

2.2 12.5 35.4 28.5 16.9 4.4


Australian Geography, Civics and CitizenshipSkillBandDistribution

Performance band

Number in band

Percentage in bands



1 2 3 4 5 6

0 16 47 79 52 9

0.0 7.9 23.2 38.9 25.6 4.4

1.0 6.6 18.0 35.6 27.3 11.6

2.5 15.4 33.1 29.3 15.4 4.3


Statewide testing of Year 10 students occurs in the School Certificate Tests in English Literacy, Mathematics, Science, Australian History, Australian Geography and Computing Skills.

The School Certificate is standards referenced. Performance is reported in six bands. Band 6 is the highest achievement band. Band 1 is the lowest.

6

EnglishSkillBandDistribution

Performance band

Number in band

Percentage in bands



1 2 3 4 5 6

1 3 13 88 92 6

0.5 1.5 6.4 43.4 45.3 3.0

0.8 2.6 13.1 41.6 37.2 4.8

1.1 4.7 12.3 49.3 28.4 4.2



Overall Analysis of School Certificate Results

Our 2011 School certificate results were again excellent, with some very pleasing improvements in most courses, particularly in the percentage increase of Band 6 results.

• ENGLISH: InEnglish,48.3%ofstudentsachievedinthetop2Bandscomparedto32.6%oftheState.23studentsinthecohortscoredahighBand5withmarksofbetween87and89,justmissingoutonaBand6result.Studentsin Bands 1-3 represented the smallest percentage in those bands since 2003.

• MATHEMATICS: In Mathematics, 23.7 % of students achieved in the top band compared with the State average of8.70%.Thisexceptionallystrongresultwasfurtherexemplifiedwith34.5%ofstudentswhoachievedaBand5result compared to the State average of 13.6%. These results reflect a 3 year upward trend of the percentage of students who achieved a Band 6 as well as an increase in the school mean versus State mean.

• SCIENCE: In Science, the percentage of students achieving a Band 6 (14.3%) increased from 2010 and was 6.30% above the State average. 34.00% of students also achieved a Band 5 compared to 20.6% of students across the State. These excellent results showed a 3 year upward trend in Band 6 results.

• HISTORY: InHistory,8.40%ofstudentsscoredinthetopbandwhichwas4percentagepointsabovetheState.26.82%ofstudentsachievedaband5.WithinBand5,11studentsachievedascoreof88-89,narrowlymissingaBand6. Compared to 2009, there was a 9.69% increase in Band 5 results.

• GEOGRAPHY:OurGeographyresultsshowed30.00%ofstudentsachievedaband5or6resultwith38.9%achieving a Band 4. The results were a little disappointing and did not match the performance in other faculties.

• COMPUTING STUDIES: Continuing our history of strong results in Computing Studies, 100% of students achieved a highly competent or competent result. Our results were well above the State averages in both the highly competent and competent levels of proficiency.

7

School Cert i f icate External Results 2011

Computer SkillsSkillBandDistribution

Performance band

Number in band

Percentage in bands



Competence Not Demonstrated Competent Highly Competent

1 69 133

0.0 34.2 65.8

0.3 28.9 70.8

0.8 53.1 46.1

Average School Certificate Relative Performance From Year 5

Course

English

Mathematics

Science

Australian History, Civics and Citizenship

Australian Geography, Civics and Citizenship

Computer Skills

School 2011 School Average 2007 - 2011 SSG Average 2011

2.2 1.5 1.1

5.2 3.6 1.7

2.1 1.5 1.1

2.8 2.8 1.4

1.5 2.7 1.0

1.8 2.1 0.9

Note: By definition, the State average relative preformance is zero. SSG is defined as a ‘statistically similar group’ of schools (ie a like group).

WritingSkillBandDistribution

Band

Number in band

Percentage in bands


4 5 6 7 8 9

2 9 38 44 42 21

1.3 5.8 24.4 28.2 26.9 13.5

9.3 23.0 27.4 20.1 13.2 7.0


SpellingSkillBandDistribution

Band

Number in band

Percentage in bands



4 5 6 7 8 9

3 4 16 40 56 36

1.9 2.6 10.3 25.8 36.1 23.2

2.6 7.7 27.6 25.7 22.0 14.4

7.1 12.9 23.1 26.7 18.6 11.6


NumeracySkillBandDistribution

Band

Number in band

Percentage in bands



4 5 6 7 8 9

0 4 26 33 33 60

0.0 2.6 16.7 21.2 21.2 38.5

0.7 4.3 12.3 20.2 23.0 39.5

5.5 19.8 25.6 22.1 12.5 14.4


The National Assessment Program (NAPLAN) tests all students across Australia in elements of literacy and numeracy in Years 3, 5, 7 and 9.

The tables detail the following information:-

•The number of students in each band for eachcomponent of literacy and numeracy

•ThepercentageofstudentachievementineachBandfor each component of literacy and numeracy

•The school average in termsofpercentages ineachBand over the last 3 years

•The average percentage breakdown of studentachievement in each Band in the State for each component of literacy and numeracy

NB. The National Assessment Program has a reporting scale of Bands 4-9 for Year 7 and 5-10 for Year 9. The top Bands are 9 and 10 respectively.

In High Schools, both Year 7 and 9 undertake testing in Literacy in the elements of reading, writing, spelling, grammar and punctuation. A separate paper to determine the level of skill in numeracy is also conducted for both Year 7 and Year 9.

NAPLAN data provides the school with another measure which helps identify the strengths and weaknesses of student achievement in literacy and numeracy. One of these measures is the ‘growth’ of students from their performance in their last NAPLAN test. For Year 7 students, this is their Year 5 test and for Year 9 obviously their Year 7 test. Student growth can be compared to ‘average growth’ as calculated by all NSW results. Patterns of growth can be analysed and assessed against current school programs and their effectiveness. Trend data shows average scaled score results in each test component for each year group.

Some highlights for 2011 included:-

Year 7

READING-Therewasanincreaseinthepercentageofstudents in the top band compared to 2010.

WRITING–16.8%ofstudentswereplaced inthetopBand for writing, over double the State average

SPELLING – 59.3% of students were placed in the top 2 bands

GRAMMARANDPUNCTUATION–32.9%ofstudentsachieved in the top 2 bands

NUMERACY- 59.6% of students achieved in the top 2 bands

Year 9

READING –There was an increase in the percentageof students who achieved in the top band compared to 2010 and very strong growth compared to how these students performed in Year 7.

WRITING–8%ofstudentsachievedinthetopbandandstrategies are in place to increase this result.

SPELLING – 41.9% of students were placed in the top 2 bands, well above the State average

GRAMMAR AND PUNCTUATION – Scaled scoregrowth was 19.9 points above Region and 21.6 points above State. This represented some of the highest growth in the Region.

NUMERACY – 31.7% of students achieved in the top bandwhichis19percentagepointsabovetheState.28%of students achieved in the second top band. The mean score for numeracy was above both the Region and State.

Y E A R 7

8

ReadingSkillBandDistribution

Band

Number in band

Percentage in bands



4 5 6 7 8 9

2 9 38 44 42 21

1.3 5.8 24.4 28.2 26.9 13.5

1.7 7.6 21.0 27.0 31.0 11.8

4.9 20.1 27.1 21.6 16.8 9.6


National Assessment Program

Grammar & PunctuationSkillBandDistribution

Band

Number in band

Percentage in bands


SSG % in Band 2011 State DEC % in Band 2011

4 5 6 7 8 9

1 13 36 54 39 12

0.6 8.4 23.2 34.8 25.2 7.7

3.7 9.1 17.8 31.1 23.1 15.1

2.2 6.5 25.3 25.7 26.4 13.8 9.7 15.7 30.4 19.2 16.5 8.6


Grammar & PunctuationSkillBandDistribution

Band

Number in band

Percentage in bands


SSG % in Band 2011 State DEC % in Band 2011

5 6 7 8 9 10

4 24 26 67 29 12

2.5 14.8 16.0 41.4 17.9 7.4

4.5 11.9 22.1 31.6 18.3 11.6

4.5 8.5 21.5 38.5 19.5 7.5 13.6 17.7 25.6 27.3 10.7 5.1


Y E A R 9

9

ReadingSkillBandDistribution

Band

Number in band

Percentage in bands



5 6 7 8 9 10

5 18 39 52 33 16

3.1 11.0 23.9 31.9 20.2 9.8

4.3 12.5 24.0 30.6 20.3 8.3

8.7 22.1 25.9 22.5 13.1 7.7


WritingSkillBandDistribution

Band

Number in band

Percentage in bands


5 6 7 8 9 10

11 30 35 45 28 13

6.8 18.5 21.6 27.8 17.3 8.0

22.0 21.2 20.2 19.1 9.6 8.1


SpellingSkillBandDistribution

Band

Number in band

Percentage in bands



5 6 7 8 9 10

5 14 29 46 48 20

3.1 8.6 17.9 28.4 29.6 12.3

4.9 8.3 18.0 26.4 29.0 13.4

8.6 15.2 25.0 26.2 17.4 7.6


NumeracySkillBandDistribution

Band

Number in band

Percentage in bands



5 6 7 8 9 10

0 10 23 33 46 52

0.0 6.1 14.0 20.1 28.0 31.7

0.6 6.2 15.9 21.4 25.0 30.9

7.1 23.3 26.4 18.9 12.7 11.7


Literacy & Numeracy (NAPLAN)

Note: By definition, the State average relative performance is zero.

A V E R A G E S C H O O L C E R T I F I C A T E R E L A T I V E P E R F O R M A N C E F R O M Y E A R 5 ( V A L U E - A D D E D )

S C H O O L C E R T I F I C A T E : R E L A T I V E G R O W T HF R O M Y E A R 5 ( V A L U E - A D D E D )

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SCHOOL AVERAGE 2007-2011

SCHOOL 2011

SSG AVERAGE 2011

The means by which the performance of a school is measured and reported has shifted over time from a focus on the quantity of schooling provision to the quality of schooling outcomes.

This has not been a simple exercise. Although one of the measurements has been for schools (as we have also done) to report on the percentage of students achieving a level of performance within a skill band. We have indicated performance in this way when providing a percentage for both School and Higher School Certificate for Bands 5 and 6 and various Band levels for NAPLAN results. However, research literature would suggest that these results alone are inadequate in being able to make judgements about school effectiveness. Some suggest that the above results may indicate more about the quality of the student intake and relevant individual factors rather than about the effectiveness of the teaching and learning process in this school.

It is a complex situation which requires the quality of data to be high and wide ranging to present some of the picture ofaschool’sperformance.Aspartofthis‘shift’ourDETsystem has for some years been developing a bank of data which enables schools to track individual and groups of individual achievement and map the learning growth between two points of measurement.

From this information provided for us, schools are meant to explore, through a range of data, what contribution the school has made to the level of attainments reached by students.

On these pages each student’s School Certificate results from Year 10 are compared with their Year 12 results to see if they have improved in the two years or exceeded expectations (P11). The expression of ‘value-added’ or adding value to the learning process of the student is the language used to enable conversation about the possible factors affecting student attainment.

When determining the value added from School Certificate results these are compared to the NAPLAN tests in Year 5 (P10). In the chart for Average School Certificate relative performance from Year 5 (value added) the 2011 cohort has made progress well above the state and like school group average (SSG) in all courses.

The SSG Average as mentioned above, is a local school group. This is a group of schools based upon similar socio economic data and of a similar type of school e.g. comprehensive and co-educational in status. Although no individual school data is provided, the graphs and charts enable our school to draw conclusions about our comparative school performance within the context of adding value to the student’s learning.

U N D E R S T A N D I N G V A L U E A D D E D

10

Course School School Average SSG Average 2011 2007-2011 2011

English 2.2 1.5 1.1 Mathematics 5.2 3.6 1.7 Science 2.1 1.5 1.1AustralianHistory,CivicsandCitizenship 2.8 2.8 1.4

Australian Geography, Civics and Citizenship 1.5 2.7 1.0ComputerSkills 1.8 2.1 0.9

Value Added Data Years 7-10

Performance Bands Low Middle High

School 2011 7.8 7.6 1.6

School Average 2007-2011 5.9 5.8 4.8

LSG Average 2011 4.7 4.7 2.1

Note: 1. The low performance band includes students in Bands 1, 2 and 3 on average in the School Certificate. The middle band includes students in Band 4, the high band includes students in Band 5 and 6. 2. By definition, State average value-added is zero. 3. The Schools and School Average columns are not shown if less than ten course results are available.

H I G H E R S C H O O L C E R T I F I C A T E C O U R S E S U M M A R Y T A B L E

A V E R A G E H S C R E L A T I V E P E R F O R M A N C E F R O M Y E A R 1 0 ( V A L U E - A D D E D )

LSG AVERAGE 2011SCHOOL 2011 SCHOOL AVERAGE 2007-2011

Course School School SSG State 2011 2007-2011 2011 2011

Ancient History 73.4 76.9 76.8 70.4Biology 75.0 74.5 75.1 71.5Business Studies 78.2 73.6 75.7 70.8Chemistry 80.0 77.1 77.5 74.1Community & Family Studies 76.4 74.0 77.5 72.6Earth & Environmental Science 78.7 73.5 77.3 75.0Economics 68.4 72.1 72.9 73.7English (Standard) 70.7 68.0 68.6 62.8English (Advanced) 78.5 80.5 81.2 79.1English as a Second Language 76.5 76.0 78.2 73.9English Extension 1 79.1 78.4 80.1 79.5Legal Studies 77.7 78.7 79.8 72.2General Mathematics 72.5 73.3 74.1 66.4Mathematics 78.0 76.5 78.8 76.2Mathematics Extension 1 81.1 81.5 80.5 81.4Mathematics Extension 2 83.6 84.1 82.2 84.2Modern History 77.5 75.7 77.3 73.1History Extension 73.6 76.6 79.4 76.0Music 1 86.3 83.6 82.7 78.3Music Extension 92.4 89.0 89.1PersonalDevelopment,Health&PhysicalEducation 76.4 73.9 76.1 72.0Physics 77.2 76.4 75.6 74.5Senior Science 78.7 79.9 80.6 74.6Society & Culture 78.9 76.2 77.3 73.6SoftwareDesign&Development 69.0 75.5 74.2 69.5Visual Arts 79.1 80.3 80.9 76.5 Chinese Background Speakers 78.4 78.4 82.4 81.0Japanese Continuers 83.0 82.1 78.6Japanese Extension 84.0 79.0 80.9Construction Examination 67.4 67.4 64.4Hospitality Examination 74.5 73.0 74.5

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0.0

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2.0

3.0

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4.0

6.0

8.0

5.0

7.0

9.0

MIDDLE HIGH

Value Added Data Years 11-12

P E E R T U T O R I N GCarlingfordHighSchoolparticipatedintheStatewideDETfundedPeerTutoringprogram. 25 year 10 volunteer tutors were selected at the end of 2010. Year 7 students were selected to receive tutoring on the basis of an ACER diagnostic reading comprehension test.

Tutors received one full day training at Meadowbank TAFE and ongoing training and monitoring at school from both TAFE teacher and school Support Teacher Learning Assistance (STLA). Tutors were trained in strategies such as Pause, Prompt and Praise and given an understanding of the theory and complexity of the reading process. The process of daily tutoring was designed to develop comprehension strategies and make success in the classroom more achievable for less able readers and recently-arrived NESB students.

Tutor surveys conducted at the end of the program indicated personal satisfaction and a sense of improvement in their own understanding of key skills for learning, along with a sense of improvement in their tutees. The program not only allowed the younger students to improve in their reading skills but gave them the opportunity to develop a friendship with a supportive Year 10 student.

Although the identified students gain a lot of confidence in reading and improved comprehension, the Year 10 students as tutors receive a TAFE credential, a leadership opportunity and a strong sense of contributing positively to their community.

L E A D E R S H I P R O L E SIn the academic year of 2011, the members of Carlingford High School Student Representative Council have actively supported the student body and have been involved in maintaining a positive relationship with the wider community. Students from Years 7 to 11 were nominated and elected by peers through a selection process. This year, the role of School Captains was introduced, Rangan Balakumar and Susie Talsi (year 00) as well as SRC Presidents, Nicholas Wilson and Tanisha Truong (Year 10). All 32 members attended an overnight SRC camp at Elanora Heights to participate in team building activities and to create a cohesive and co-operative team relationship. In addition, SRC members used this time to plan eventsfortheyear.OneoftheactivitiesrunbytheSRCwasFootyColoursDay,to raise funds for the Cancer Foundation, by holding the very popular sausage sizzle barbeque. The SRC have also run sporting competitions like the traditional Carlo Cup basketball competition and a teachers versus students game of volleyball. Additionally, the SRC voluntarily runs a food store at the school athleticscarnivaleachyear,aswellastheannualeventofValentine’sDay,sellingroses and raising money for the school. This year saw the re-connection with Carlingford Rotary which has had a tremendous influence on all SRC members. Being a member of the SRC, each and every one of the 32 councillors gained new skills in leadership. Our senior members have been exceptional role models for the incoming SRC candidates and the juniors have continued to contribute fresh ideas to the existing agenda. As recognition of the valuable input of time and effort, each member is awarded an SRC badge and take pride in wearing the Carlingford High School blazer.

S T R E A M W A T C HThis program is co-ordinated by Sydney Water, to involve school students in the monitoring of the quality of the water in local waterways over a period of time in the metropolitan area of Sydney.

Interested students are able apply to be part of this program. Small groups of students are trained in how to use a variety of instruments to measure various aspects of water quality. This information is then collated and posted on Sydney Water’s Website

The information is then used to monitor and improve the health of our waterways. This program provides a wonderful opportunity for students to develop skills in environmental education and positively contribute to the local community.

In2011,DavidHo,MelchiorLee,RaymondChenandAlexLauformedthecoreof a group of students who collected and analysed water from the beginning of Ray Creek just below the school, and they will, in 2012, help train a new group of students to continue this very beneficial program.

P E E R S U P P O R T L E A D E R S In 2011 the Peer Support Program, Working Through Conflict developed by the Australian peer Support Foundation, provided students with a skills based learning module. The key features of this program included a range of strategies for school members to make a positive contribution to reducing the incidence of bullying behaviours and links to the National Safe Schools Framework.

The Peer Support Program addressed the importance of creating and maintaining an environment that fosters acceptance and tolerance, while making a clear and strong stand against bullying behaviours.

In term four, 2010 Year 10 students were identified for their interest in assisting others and their leadership qualities. Their first duty was to assist with the Year 7OrientationDayactingastourguidesandservingmorningteatotheparentsof the new Year 7 students.

In term one of 2011 the selected Year 10 students, attended the first day of school on Monday January 31 to assist Year 7 on their first day of high school. Their service to the new Year 7 group was outstanding. They helped with interpreting timetables, reading the school map to get around, understanding the Carlo Way and the use of the school diary.

Week three of term one the Peer Support leaders undertook two days of the training Australian Peer Support Foundation, ‘Working Through Conflict’ module.

Students who successfully completed the training received a t-shirt and a Peer Support badge ready to assist Year 7 with the daily aspects of high school life, building positive relationships and guided them with strategies for developing self advocacy.

Peer support leaders conducted eight Peer Support sessions with Year 7 under the guidance of their class teachers. The eight sessions focussed on the development of the following skills: decision making, problem solving, assertiveness, empathy, relationship building and conflict resolution.

This program has provided students with the opportunities to identify bullying behaviours, recognise the three groups present in the bullying scenario, empathise with others, report incidents they are aware of and develop strategies to empower them in future encounters. In this way, students have been empowered to be proactive to contribute to a more positive learning environment.

R O C K A N D W A T E RThe welfare program “Rock & Water” continued on in 2011. The program started at the school in 2007, the program engages year 7 boys in physical activities that form the basis for teaching and learning mental and social skills. The goal of the program is to build boys self-control, self-reflection, and self-confidence through physical games and competitive activities (like wrestling), as well as through acting out various school-yard and real-life scenarios. The program also focuses on teaching young boys how to effectively handle and overcome bullying.

Run by RobWaugh (CHSYouthWorker) and Fiona Davidson, the programenjoyed great success with the 2011 Year 7 boys. From surveys conducted at the start and end of the 6 week program, boys who did Rock & Water reported greater confidence to deal with physical and other forms of bullying. They also reported having greater confidence in being able to control their anger and frustration due to doing the Rock & Water program.

M U S I C P R O G R A M S Carlingford High School’s music ensembles continue to build on their strong reputation and provide all interested students with the opportunity to take part in group music making. In 2011, more than 190 students from years 7-12 took part in the music ensembles. The ensembles are directed by the dedicated music staff and supported by parents in the Music Support Group.

The school’s extra-curricular music ensembles include:

Concert Bands 1 and 2, Stage Bands 1 and 2, String Ensemble, Vocal Ensembles 1 and 2.

Throughout the year the ensembles gave many performances both within the school and at regional festivals, competitions and at local and regional primary schools. Performances within our school included Music Information Night, PresentationNight,OpenDay/NightandMusicShowcaseNight,aswellasAnzacDay,SRC InductionandYearAssemblies.Outsideperformancesweregivenaspart of the Arts North Music Festival, Yamaha Band Festival and our annual Music Tour. This year our three day Music Tour included performances at Murray Farm Public School and at a number of schools in the Newcastle and Port Stephens area.

The school’s ensembles provide valuable experiences for students of all levels and abilities. In addition to the music experiences, students who take part also gain valuable experience in developing teamwork and leadership skills with students from other classes and year groups.

D R A M A R E P O R TDrama at Carlingford is a continually evolving subject. At Carlingford High students study a variety of topics including Music Theatre, Improvisation, and Australian Theatre as well as Melodrama and Film Making. Learning is enhanced by the use of computers for video editing, networking using Edmodo, and blogging to devise theatre. Students have the opportunity to perform at a number of school events and this year once again performed successfully in two separate pieces on stageatNIDArepresentingtheschoolintheArtsNorthDramaFestival.

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Pastoral Care and Leadership Act iv i t ies

C A P A P E R F O R M A N C E N I G H TThe annual CAPA performance night once again provided opportunities forstudentsinDance,DramaandMusictopresentclassworkandspeciallydevised performance pieces to a receptive audience. Visual Art displays adorned the wall of the hall showcasing the many artistic talents in painting, drawing, sculpture and mixed media. Due to congestion in the schoolcalendar the CAPA night has been moved to the end of Term 2. It is hoped that students will be able to present smaller bodies of works to the local primary schools as a substitute to the end of year showcase.

D E B A T I N G & P U B L I C S P E A K I N G In 2011 students participated in two main external public speaking competitions, Rostrum Voice of Youth and the inaugural Lions Club Carlingford Dundas Junior competition.Within school, the P&C PublicSpeaking Competition was also a highlight for junior, intermediate and senior students. In this competition the most successful speakers from each year group are invited to give both prepared and impromptu speeches. Guest adjudicators award cash prizes donated by the P&C in each of the three categories.

TheschoolentereddebatingteamsinthePremiers’DebatingChallengeforeach year group.Debatingprovides for students todevelop skills incritical thinking and teamwork to construct a case within a one hour time frame.Debatesmaytakeplaceatlocal,regionalandstatelevel.Wehaveanumber of teachers who act as coaches and mentors for these programs.

Debatingandpublic speakingenables students todevelopconfidence inaddressing a group of people and to use language appropriate to audience and purpose. Excursions and workshops are also organised to provide students with further experience from skilled participants.

S P O R T FromYears9-12studentshavetheopportunitytocompeteintheKuring-gai Zone grade sport competition where more than 20 different sports are offered throughout the year. In 2011 Carlingford High School has won 9 grade sport premierships. Students also have the opportunity to participate in a variety of recreational sports if they wish. Student participation is always encouraged through the commitment of our dedicated teacher/coaches.

AspartoftheKuring-gaiZoneweparticipateinallthreeZoneCarnivals.Carlingford had 9 students through to regional swimming, 6 students through to region for Cross Country and 15 students to the Athletics. Students also have many opportunities to excel in their individual and team sports. Over 30 students will be awarded a Gold, Silver or Bronze medal atPresentationDay to acknowledge their achievements in their chosensport. The Sydney North Sports unit runs trials for regional entrants in nearly every sport and this is the gateway for students to further their individual and team sports through the Combined High Schools program. Some examples of sports participated in by students at Carlingford High SchoolareDiving,Touch,Volleyball,Golf,TennisandTabletennis.

We also had two students being awarded CHS Blue awards. Shelly Shin and Jason Laffer both represented NSW CHS in national competition for Golf and Volleyball respectively. Both Shelly and Jason worked extremely hard throughout the year and thoroughly deserved their awards.

The Badminton team had an outstanding year winning one out of the two competitions they competed in. This team is one of the most consistent teams at Carlingford, always competing for the top spot over the last few years. All students involved have worked very well over the year including doing extra training sessions in their own time.

Volleyball has been going from strength to strength at Carlingford over the last few years. Jason Laffer has put in many hours of his own time to help train and bring on the future stars of the game. They have competed in many competitions this year, including taking out a NSW State All schools competition. Their success is a credit to Jason and all the members of the team who have worked hard to improve their skills and understanding of the game.

Each year Carlingford High School enters many Knock Out teams in avarietyofsportsthroughouttheyear.Thisyearweentered18teamsandhad some excellent results, most notably the boys Basketball and Volleyball teams both featuring late in their respective draws.

Congratulations to all involved on another fantastic year in sport at Carlingford. We look forward to many more successes in 2012.

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SRC Members: Emily Mai, Brannen Owen, Max Stein, Rachel Zeng (Year 7);KristinaAdzic,FionaGao, Mathew Wong, Sean Yang (Year 8); Charles Chan, Media Chen, Eva Li, Tony Middleman, Jasmine Russell, Selin Sen (Year 9); Veronica Chan, Wellen Fu, Annika Linder, Tammy Loh, Tanish Truong, Alvin Tung, Nicholas Wilson, Halim Yoo (Year 10); RanganBalakumar,JuliaDabrowski,DominicFu,RachelGately,ClintonHadinata,JaneKoo,JoshuaRussell,SusieTalsi,VictorWai,JessicaWang(Year 12).

Peer Support Leaders: DavidBae,AlexandraBourke,RachaelCantrill,RebeccaChow,TimothyChung,Benjamin Foo, Benjamin Henry, Matthew Lam, Terence Li, Amy Paterson, Shikha Rapyal, Cassandra Ryan, Nick Wilson, Edmond Wong, Leila Yoosuff, Rachel Amin, Heather Anderson, Lara Apollonov, Susan Bolliger, Veronica Chan, Amanda Chiou, JairCoronado,IrisFeng,LuannaHan,ShirlyHo,KiraHofer,AmyHughes,SankaJayamaha,KatherineJoannou,ElizabethLam,SamanthaLaw,AmanziLawrence,AliciaLee,DerrickLian,AndrewLin,AnnikaLinder,TammyLoh,RosannaMa,AmandaMai,StephanieMantilla,TracyMiu,CatherineNgu,MinhDieuNguyen,Monique Nguyen, Miranda Mierotti, Zarina Roy, Jorgia Schuck, Rachel Tomc, Tanisha Truong, Eva Turco, Wellen Fu, Allan Yu, Zoe Zhang, Winnie Zhu (Year 10).

ADFA Education Award: AndrewDavis (Year 12)

Franklins Beecroft Achievement Award: Stephen Ashton (Year 11)

NSW Premier’s Student Volunteering Awards: BronzeDaisyChen,ElleChen,JuliaDabrowski

Macquarie University Critical Thinking Course: HighDistinctionRachelGately;DistinctionKaylaBelo,Credit,JaneKoo (Year 11).

University of NSW Sun Sprint Solar Challenge: AidenCornwall,EdwardDiep,BrianHong,AlanImprom,LeoLee,BenjaminMartyn,KritikReddy,SeanWalker,NicholasYuwono,WilsonZou (Year 10).

Sustainability Group: Maggie Napthali (Year 7); Josh Steven, Shehan Nanyakara, Nidhi Balasubramany, Lewis Har, Eui Chol Shin, Max Waterson (Year 8); Jensen Chen (Year 9); Elizabeth Barron (Year 10);JessicaWang,KarenZhang,JuliaDabrowski(Year 11); Candice Skelton,RuhannKanpurwala (Year 12).

Mock Trial Team Members: KarenZhang,WinnieZhu,JessieHe,JuliaDabrowski,GabrielAsatryan,EmilyWebster, Nicholas Wilson, Jessica Wang.

Australian Mathematics Competition Prudence Award: Seong-Min Yun (Year 8)

Australian Girls’ Choir: Tiana Leung, Hannah Alexander, Abbey Roberts

Solar Car Challenge Team (University of New South Wales Comp): BrianHong,EdwardDiep,AidenCornwall,LeoLee,KritikReddy,WilsonZou,Nicholas Yuwono, Sean Walker, Benjamin Martyn, Alan Improm.

Arts North Drama Festival at NIDA: PhoebePash,AlexandraBourke,DominicTrinh,JorgiaSchuck,RachelAmin,AmanziLawrence, Zoe Zhang, Cheyenne Barton.

Arts North Choir: Ben Walker, Renee Turco, Michael Jarvis, Eliott Gilbert, Caitlin Greaves (Year 7); Samuel Wong, Joshua Tsui, Winco Ling, Elina Mimi, Stephanie Roylance, Samantha Arratia,IsabelRoy,EmmaHughes,LilianneHsu,MinaJeon,HayleyKang,CindyBasset, Nidhi Balasubramanya, Ediandra Cayabyab, Rachel Yip, Breanna Ye, Caitlin Williams,ValerieHardjono,DominicChen,MaxWaterson,JoonHyungBae(Year 8); JensenChen,DanielLee,MunyiLee,JonathanSiu,TaylorTelfer,ZachWalker,ColinYang, Manui Gunaratne (Year 9); Gabriel Asatryan, Veronica Chan, Nikolas Cini, Amy Hughes, Matthew Jarvis, Andrew Lingley, Philippa Moore, Monique Nguyen, Zarina Roy, Eva Turco, Winnie Zhu (Year 10);JuliaDabrowski,ChristineLim,PiaTurco,Jessica Wang, Rebecca Wong (Year 11); Zach Roy (Year 12).

Yamaha Festival: Shobi Balakumar, Nidhi Balasubramanya, Bhinav Bezbaruah, Jerome Bouden, Louise Brettell,KimberleyCalvert,MilesCayabyab,EdiandraCayabyab,WilliamChaung,AlexCheng,EdwinCheng,SamuelCheng,JonathanDing,JackDoherty-Brown,RachelFieldhouse,Katy-lynHan,SamuelHan,ShiHaoHong,JoshuaHong,MatildaHoward,SueKim,TonyKoh,SooJiKwon,TabithaMackres,AyenManahan,MilanNissanka, Brittany Pan-McGill, Martina Qin, Joyeesha Jeganathan, Marcus Sammut, Petra Sevic, Alyssa Sher, Sahar Tavakoli-Farahani, Renee Turco, Alec Valanidas, Rachel Zeng, Carol Zhang.

Encore Nominations (Excellence in HSC Music): OliviaKierdalZacRoy (Music 2 and Extension)

Art Express nomination (Excellence in HSC Visual Arts): Shirley Hu

Overseas German/Modern History Excursion: SusanBolliger,AmyHughes,KatherineJoannou(Year 10); Tom Fewchuk, Amy Naicker, Regan Pinker, Jessica Wang, Enoch Zhao, Hannah Alexander, Elle Chen, Julia Dabrowski,RachelGately,MitchellHeaven,JessieHe,JoshJenkins,OranJiang,KarMay Phoon (Year 11), Jason Laffer (Year 12).

University of Newcastle Preliminary Business Plan Certificates of Achievement: KaylaBelo,KarenZhang.

Chemistry Quiz: High Distinction: William Hadinata (Year 8)Kai-hinZee(Year 9)Da-YuLin(Year 10), Clinton Hadinata, Jonathan Law, Emily Webster, Beson Wong (Year 11). Distinction: Lewis Yeung (Year 8),NelsonHadinata,KritikReddy(Year 10), Richard Lam (Year 11). Credit: Alex Law (Year 8), Andy Su, Gabriel Asatryan (Year 10),JuliaDabrowski,AmeliaHofer,jennyKang,StephensonLi,JuliaZhang (Year 11)

Science Competition Distinction: Marcus Sammut, Thomas Cheeseman, Eda Huang (Year 7); Annie Gao, Cameron McPherson, Joonhyung Bae (Year 8); Hin Zee, Jessica Zheng (Year 9); Benjamin Martyn,NicholasWilson,KritikReddy,Da-YuLin,NathanLee,AmyHughes,JundaHuang, Nelson Hadinata (Year 10); Emily Webster, Clinton Hadinata (Year 11)

Australian Mathematics Competition Distinctions: LydiaZhu,ChristopherLau,Kath-linHan,EdaHuang,MonicaLee,RachelZeng,KevinPhan(Year 7); Max Waterson, Alex Cheng, Seong-Min Yun, Cindy Basset, RachelYip,AnthonyKim,JoonhyungBae,AnnieGao,LewisYeung,AlfredYeung,Corina Chen, Milan Nissanka, Edison Pun,Alex Law, Claire Hou, Cameron McPherson,GeorgiaWilliams,MathewWong,JennyZhong,DarielLim,JacksonWu (Year 8); Sue Park, Jason Chan, Melchior Lee, Jessic Zheng (Year 9); Albert Chang,Da-YuLin,JundaHuang,ShiqiTang,StephanieMantilla,HyojunSeo,KritikReddy, Benjamin Martyn, Nicholas Wilson, Leila Yoosuff, Winnie Zhu (Year 10); Elle Chen, Stanley Wu, Benson Wong (Year 11);VincentFangdiLi,CherieWong,DavidSongquanYue,GeeWoongOscarKim (Year 12).

NSW School Titration Competition: Chathura Basnayake, Gabriela Arratia, Jamie Simpson (Year 12)

Premier’s Debating Challenge: Timotius Teh, Thomas Cheeseman, Joshua Hong, Matilda Howard, Renee Turco (Year 7); Nidhi Balasubramanya, Joshua Stevens, Shehan Nanayakkara, Max Waterson (Year 8).

NSW CHS Trampoline Championships: Amelia Hoffer (Year 11)

Athletics Champions

U/12 Female Champion KhadijahSAKR

U/12 Male Champion Michael ZHANG

U/13 Female Champion Renee TURCO

U/13 Male Champion Vikrant NEHRU

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U/14 Female Champion Lauren BASSETT

U/14 Male Champion KevinPARK

U/15 Female Champion KiraHOFER

U/15 Male Champion Ramindu LEANAGE

U/16 Female Champion Brooke LITTLE

U/16 Male Champion Benjamin HENRY

U/17 Female Champion HollyJENKINS

U/17 Male Champion MaxMCKENZIE

Cross Country Age Champions:

Girls 12 Years KhadijahSakr

Girls 13 Years Renee Turco, Rebecca Jacob

Girls 14 Years Natalie Linder

Girls 15 Years Emily Bennett

Girls 16 Years Rachael Cantrill

Girls 17 Years Candice Skleton

Boys 12 Years Mivin Mathew

Boys 13 Years Samuel Cheng

Boys 14 Years KevinPark

Boys 15 Years Harrison Chalke

Boys 16 Years Ben Henry

Boys 17 Years MaxMcKenzie

Swimming Age Champions:

Girls 12 Years Olivia Fan

Girls 13 Years Brittany Pan-McGill

Girls 14 Years Lauren Cantrill

Girls 15 Years KiraHofer

Girls 16 Years Rachael Cantrill, Annika Linder

Girls 17 Years Imelda Huang

Boys 12 Years Thomas Ryan

Boys 13 Years TonyKoh

Boys 14 Years Jason Lee

Boys 15 Years Raymond Chen

Boys 16 Years Ben Henry

Boys 17 Years Luke Anderson

Girls Frisbee Team: Amanda Attwood (Scorer), Evelyn Chin, Rebecca Chow, Anna Crawford (Scorer), JasmineConley,JessieDeng(Year 10),MelanieEades,AmyHughes,KatherineJoannou,JessicaKelly(Scorer), Emily Li, Monique Nguyen (MVP), Teagan Parker Kielniacz,ZoeThornthwaite (Year 11).

Girls Volleyball Team: Rebecca Ackah (Year 11); Paola Ricalde (Year 10), Joey Lai, Jessica Zheng, Jamie Telfer, NancySun,MicheleSun,KasturiSivaram,HaeNaLee (Year 9).

Boys Volleyball Team: Jason Laffer (c) (Year 12), Wellen Fu, Edward Yang, James Zhang, Morgan Williams, Michael Yap, Weber Ting, Raymond Chen (Year 11).

Badminton Mixed Team: NelsonHadinita,ShirleyHo,SamHui,JennyKang,AlexLau,SamanthaLaw,MelchiorLee,EvaLi,VincentLi,DerrickLian,GeraldNam,MonicaPark, Jonathon Siu Michelle Sun, Lisa Wu, Crystal Xie, Trevar Yeh, Nicholas Yuwono, Jack Zhao, Winnie Zhu, Thomas Nguyen, Charmaine Yeh, Tim Siu, CliffChan,JuliaLee,DanielleLin,IsabellaChin,HanNguyen (Year 10).

Rugby League 7’s Junior Team: TymonDomanko,SinaEnayati,ThomasGraham,JoshuaLee,DylanLittle,JaidenNesbitt,AdamSaid,PeterSheremeta,KatsuyoshiSuzuki,SamTarabulsi, Ben Tomc (Year 9);RonnieKhoury (Year 10).

NSWCHSSA Girls Volleyball State Carnival: Jarrah Nesbitt

NSWCHSSA Boys Volleyball State Carnival: Tony Yu

NSWCHS Gymnastics: Amelia Hofer

NSW Athletics: Holly Jenkins

Regional Representatives: AlyssaSher,MivinMathew,KhadijahSakr, George Bai (Year 7),KevinPark,RibishLimbu,RachelCantrill,LaurenBassett, Patrick Needham (Year 8), Peter Sheremeter (Year 9), Brendan Murray, Harrison Chalke, Wellen Fu (Year 10), Phillipa Moore, Holly Jenkins, George Bai (Year 12)

Girls Relay:

12 Years 2nd Place CaitlinGreaves,JuliaWilson,MeylinaChandra,KhadjahSakr. 14 Years 1st Place LaurenBassett,HayleyKang,KristinaAdzic,TaylorPeterson; 16 Years 1st Place Jessie He, Brooke Little, Esther Jo, Zoe Zhang;

Australian Women’s National handball Team: TaylerDarlington (Year 12)

NSW All School Championships, CHS High School and Golf NSW Winner: Shelly Shin (Year 7)

CHS State Volleyball Team Member: Jason Laffer

All Schools National Diving Championships: Luke Anderson (Year 12)

Junior Sportsman of the Year: KevinPark

Junior Sportswoman of the Year: Rachel Cantrill

Senior Sportsman of the Year: Luke Anderson

Senior Sportswoman of the Year: Amelia Hofer

Golf CHS Blue Award: Shelly Shin (Year 7)

Volleyball CHS Blue Award: Jason Laffer (Year 12)

2011 Srixon International Sub Junior Golf Classic Scratch Winner: Shelly Shin (Year 7)

Hills Community Concert Band Junior National C Grade Championship: Joshua Stevens (Year 8)

Dux and State Placings

Dux: Jessie Lu — Highest ATAR 99.45 5th in State, Music Extension

Anthony Wan — 4th in State, Accounting

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2011 Student Achievements

Learning Support ServicesCarlingford High School provides a substantial range of Support Services that are available to all years. We maintain strong links with our local primary schools and have tailored programs that foster early intervention. It is our philosophy that this practice is essential to maximising student outcomes as it allows us to prepare and plan support for students based on individual needs, including cognitive, physical, emotional and social, prior to students commencing high school.

The key personnel that are primarily responsible for providing Learning Support in the school include the Head Teacher of Teaching and Learning, the Support Teacher Learning Assistance (STLA), members of the Learning Support Team (LST), the School Counsellor and the Support Learning Student Officer’s (SLSO).

Learning Support Programs:At Carlingford High School the Learning Support Team comprises of Head Teachers, Counsellors, SLSO, ESL plus across faculty representation and the STLA. They meet fortnightly and support students with Special Needs and mainstream students regarding Transitions, Teaching and Learning, Special Provisions for class and exam conditions and tailored Work Experience

Our Learning Support Team is a whole school planning and support mechanism. It is formed with the purpose of addressing the learning support needs of students through the coordination, development, implementation, monitoring and evaluation of educational programs. A prime function of a Learning Support Team is to ensure that the needs of all students in the school are being met .A key feature of the learning support team is the facilitation of collaborative planning between teachers, support staff, parents and students.

STLASupport Teachers Learning Assistance (STLAs) are teachers that have a strategic role within whole school initiatives to improve outcomes for students with learning difficulties.

The STLA works collaboratively with school executive, LST (Learning Support Team), teachers and parents to identify and assess students experiencing difficulties in learning plan, implement, monitor and evaluate programs for students with learning difficulties.

Carlingford High School regards the early intervention a priority and in turn provides earlyassessmentofYear7andYear8.DiagnostictestingisconductedbytheSupportTeacher Learning Assistance (S.T.L.A) early in the year. This provides valuable information that highlights students who may be requiring support. Programs are then developed,tailoredanddeliveredacrossKeyLearningAreasthatfocusonLiteracyandNumeracy skills. The STLA works with individual students, groups and staff in regards to supporting students specific learning needs and may provide support through team teaching, consultancy and training and development with other teachers, withdrawal for assessment, withdrawal of students for short term intensive instruction and monitoring of progress as well as support for peer tutoring.

Team TeachingTeam Teaching between the STLA and class room teachers play a vital role in the support of students as they are key members of the schools support network. They are responsible for the early identification of students requiring additional support within class room settings. Once students are identified the STLA works collaboratively with class room practitioners in the programming and delivering of specific Literacy and Numeracy strategies in order to support students meeting course outcomes.

Vocational LearningVocational learning at Carlingford High School comprises several elements:

StudentsfromYears8-12(aslongastheyare14yearsofage)canundertakeworkexperience in a wide range of fields at any stage throughout the year (with the exception of examination periods) to give them a more realistic view of the world of work. Programs are usually for one week although students may complete one day per week over 5 weeks if this suits the employer. Students who are at risk of leaving school early are targeted by their Year Adviser or the School Counsellor to encourage them to participate in further education or training. Students whose aspiration and /or motivation is below that of their ability are specifically targeted.

Senior students studying VET framework courses at school (eg Hospitality) and/or TAFE undertake a week of work placement in Year 11 and Year 12. Carlingford High students have excelled in many VET courses at school and proceeded to continue in their respective fields at TAFE upon leaving school.

Many senior students study TAFE courses each Tuesday afternoon at Hornsby, Ryde,

Meadowbank, Ultimo and Bradfield College, as well as at OTEN. The most popular subjects are Accounting, Fitness, Childrens’ Services, Hair and Beauty, Photography and arangeofspecialisedbuildingservices.In2011Carlingfordstudentsgained8regional‘most outstanding student’ awards, a record for the school. Many students continue in their respective fields after school.

Students in Years 9 and 10 are targeted for a range of initiatives including work experience, TAFE ‘taster’ courses, First Aid Courses, Barista courses, OHS courses, resume preparation etc to help them prepare for the workforce.

Many guest speakers come to the school to highlight the range of options open to school leavers, including Universities, TAFE, private colleges and employers. Students alsoattendcareersexpossuchastheTertiaryInformationDaysatMacquarieUniversity.

Many extra curricula activities at Carlingford High, as well as many classroom activities, engage the students in learning generic work skills such as teamwork, skill development, communication, organisation and interpersonal skills. Students are assisted to add these skills to their resumes. Students also gain valuable vocational skills during Business Week.

Carlingford High maintains a strong, positive and collaborative relationship with Macquarie Uni. Macquarie is in regular and close contact with the school and has provided teacher professional development opportunities and many excellent initiatives for our students. A highlight last year was the invitation to science teachers, the Careers Adviser and gifted science students to an excellent presentation by Macquarie university professors and researchers hosted by Adam Spencer; attended by Nick Wilson and Stephanie Mantilla of Year 10.

Many Carlingford High students helped Macquarie University with the refining of their website for future students, highlighting the fact that this is a genuine two-way relationship.

We also greatly appreciate the support of local employers regarding work experience andprizestoBunningsofCarlingfordandDavid’sCakes

LiteracyA professional learning team has been established to create a professional learning plan for staff at Carlingford High School and collaboratively plan the professional learning for staff. A major focus of the plan was to give strategic direction in addressing the literacy needs of our students and the key priority area of literacy in our School Management Plan.

There has been a sustained focus on professional learning about the explicit teaching of persuasive texts across all Key Learning Areas.This professional learning wasmonitored by online evaluations, staff reflective practice on the growth in their own learning at professional learning afternoons and through the Executive Assessment Review process. Head teachers and staff shared their classroom practice with staff at whole staff professional learning afternoons.

The 2011 NAPLAN growth in punctuation and grammar (features of writing), for our students from Year 7 to 9 was some of the best in the region. For example, 53.95 compared to the rest of Northern Sydney Region’s growth of 31.00 and 32.27 for all otherDECschools.WealsohadthebestgrowthinreadingforYears7to9.Again47.89comparedto35.0forallNSWschoolsand36.93forallDECschools.

Our focus for 2012 will be to prepare staff for the literacy requirements of the new Board of Studies Syllabuses in 2014 which address the Australian Curriculum and maintain the improved results in aspects of writing, particularly stage 6.

CounsellingThe school counselling service in 2011 provided counselling and psychological service to students with specific support needs at Carlingford High School. The school counsellors work through the school Welfare and Learning Support teams to improve student welfare and learning outcomes. In order to provide a five day service to students, the school paid for an additional day for another counsellor to be available to address the growing needs of our students.

Communication was vital in the quality of service and often special caseloads were organised in order to reach all students. The skills and expertise of the three counsellors complemented each other with their responsibilities covering the individual assessment and counselling of students and playing an active role in the assessment of students for special provisions and through to being an active member of the Learning Support Team.

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Educat ion Support Services

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DER

Atthebeginningoftheyear,Carlingfordreceived192S3DERlaptopsissuedtoYear9 students.A further21T3DER laptopswere issued to staffwiththeschoolpurchasinganadditional15DERlaptopstoensureeveryteacherincluding temporary and casual staff had access to this technology.

Aligning with the school DER strategic plan, the DER team drafteddocumentation on the evaluation process of the Stage 5 implementation of theDERprogram.Theevaluationwilltakeplacein2012andwillreviewareasof the program including, program communication, technical support, staff and student attitudes, effectiveness of the incorporation into teaching and learning programs as well as methods of assessment, and parent perception. Evaluation tools will include student, staff and parent surveys as well as review of system documentation including policy and procedure, and teaching and learning programs.

Online Learning Environments

The integration of Moodle across the school continued with an increase in classes using the online learning module from 26 in 2010 to 67 in 2011 across all Stages as a mode of delivery. In addition, a number of subjects have developed online courses using the Edmodo online learning system. Both systems will continue to be a focus in 2012 and beyond, in promoting student engagement and developing collaborative online learning environments.

Web 2.0 technology

A number of cognitive technologies were embedded into teaching and learning programs focussing on Web 2.0 technology including class wikis, e-portfolios of work and podcasting. Students engaged in collaborative learning and assessment using these technologies in English, Science, History, Social Science,Technology and PDHPE. Continued development of thesetechnologies has been undertaken to include delivery through the school’s Moodle and Edmodo online learning environments.

Web 3.0 technology

An action group consisting of members from the ICT and Learning Support teams developed Web 3.0 technologies in virtual worlds as a learning platform for autistic students to teach social skills. Working with the Macquarie University ICT Innovation Centre, programs and resources were developed using the virtual environment “Second Life”. This program is currently being

extended into teaching and learning programs within the Languages faculty on “virtualtourism”andsamplingnewculturesforYear8Languages,aswellasthe Social Science faculty for Stage 5 Commerce looking at buying, selling and advertising virtual and real-life goods and services in a virtual environment.

Connected Learning

Using the connected classroom, a learning community was established in the Stage 5 Information Software and Technology course across three high schools – Carlingford HS, Pennant Hills HS and Epping Boys HS. Students participated in a structured group assessment involving a real world scenario between the schools sharing ideas and posting group and individual contributions using “Edmodo” as a collaborative online learning tool. These links are currently being explored by each participating school’s Gifted and Talented (GAT) team in the development of a cross-curriculum GAT project in Stage 4.

Increase the innovative use of interactive technologies for teaching and learning.

Utilisation of these learning technologies has increased dramatically. With greater levels of access, staff are able to incorporate interactive elements into their lessons, increasing student engagement. A further four Interactive Whiteboards were purchased bringing the access to interactive technologies in the school to 24.

Staff development focused on consolidating the incorporation of interactive technologies into teaching and learning programs with faculties and continuing to evaluate and refine current practices. Continued staff professional learning took place in the incorporation of these technologies into teaching and learning programs with a focus on student assessment.

Addressing school priorities, interactive technology and software including Notebook10,wasutilisedbystaffattheTerm2SchoolDevelopmentDayonhow to use interactive technologies as a tool to improve literacy outcomes. AddressingNAPLANtargets, interactivewhiteboardsandDER laptopsareused to explicitly teach paragraphing, vocabulary and argument throughout the year to all Stages. In addition, interactive technologies are being used to model and refine best practice for HSC examination preparation and response. This strategy has strengthened students’ understanding and provided scaffolds for examination technique.

Current Technologies

S C H O O L I N C O M E S C H O O L E X P E N D I T U R E

F I N A N C I A L S T A T E M E N T S U M M A R YThis summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, buildings or major maintenance.

Date of financial summary: 30.11.2010Income $Balance Brought Forward 597,433.43 Global Funds 654,027.61Tied Funds 239,702.05 SchoolandCommunitySources 860,673.85School Operated Canteen 91,471.67 Interest 42,565.50TrustReceipts 275,117.88Total income 2,760,991.99

Expenditure Teaching and learning Keylearningareas 282,143.28 Excursions 145,986.43 Extra curricular 150,675.23Library 29,838.07Tiedfunds 284,701.71ShortTermRelief 119,890.42 Administration and office 361,174.76School-Operated canteen 102,774.14Utilities 150,237.17Maintenance 35,789.61Trust accounts 263,166.61Capitalprograms 105,442.98Totalexpenditure 2,031,820.41

Balancecarriedforward 729,171.58

A full copy of the School’s 2011 Annual Financial Statement is tabled at the annual general meetings of the Parent’s and Citizens Association. Further details concerning the statement can be obtained by contacting the school.

Major capital purchases included in 2011: Air conditioning under ceiling unit in B6 to monitor room temperature for class computers. Purchase of a utility vehicle to facilitate movement of goods within the school. A audio upgrade in the school hall with additional equipment. Paintingof8classrooms. E Block refurbishment of senior area with new garden beds, planting and upgrade of common student areas. Front of school aggregate and concreting to enhance community appearance and student accessibility. Relocation of B block fencing to create new student area with addition of tables and seating for students. Installation of a water tank behind hall for use on school gardens.

C A P I T A L E X P E N D I T U R E : S C H O O L R E F U R B I S H M E N T

18

Business Report

Interest 1%Canteen 3%

School & Community Sources

31%

Global Funds 24%

Balance Brought Forward

22%

Tied

Fun

ds 9

%

Trus

t Rec

eipt

s 10

%

Libra

ry 2

%

KeyLe

arning

Areas

18%

Extra Curricular 7% Canteen 7%

Utilities 7%

Excursions 5%

Admini

strati

on

& Offic

e 14%

Tied Funds 13%

Trust Accounts

14%

Shor

t Ter

m R

elie

f 5%

Cap

ital 6

%

Maintenance 2%

Begi

nnin

g Tea

cher

6%

Syllabus

Implem

entation 11%

DigitalEducation

Revolution 14%

Quality Teacher 16%

CareerDevelopment 33%

SchoolIdentified8%Walfare & Equity 1%

ICT

Inno

vatio

ns 7

%

Litera

cy/Num

eracy

4%

In 2011, a total of $57,976 was expended from Professional Learning Funds, averaging approximately $527 per staff member.

Professional Learning Expenditure

PROFESSIONAL LEARNING

Professional Learning plays an important part in supporting the quality of teaching and learning in the school. Carlingford High School believes that it is a vital factor in reflecting on current practice, enhancing teaching skills, broadening pedagogy and in maximising the learning outcomes for students.

Our school priorities in 2011 focussed on writing skills in particular grammar and punctuation. As a result of this targeted professional learning our Naplan results reflected positive growth in both of these areas. Information technology applications and quality teaching were also a focus during 2011.

Curriculum

A team of executive worked alongside the Year 7 advisors and provided a links program that allowed staff from Carlingford High School to work alongside our feeder primary schools. This direct support provided opportunities for classroom teachers to meet, network and transfer understanding on the implementation of curriculum in their specific year groups.

Carlingford High School also closely examined existing programs targeting teaching and learning practices and assessment in preparation for the new curriculum.

Literacy and numeracy

A number of professional learning opportunities were presented throughout the year with a focus on Literacy and Numeracy. Strategies were introduced and shared to support the implementation of the LiteracyandNumeracyacrossKLA’s.These were primarily delivered at the school level, with a focus on classroom practices which identify and support literacy and numeracy needs. Literacy and Numeracy continue to be a key focus in the school plan.

Quality teaching at Carlingford High School has developed a sound understanding of the model and a very positive approach to using it. A Quality teaching focus has been the driving force across KLA planningand evaluating classroom learning programs and assessment tasks through faculty based workshops.

19

School Related Data

S T A F F I N GPrincipal 1.0

DeputyPrincipal7,9,11 1.0

DeputyPrincipal8,10,12 1.0

Head Teacher (Welfare) 1.0

Head Teacher (Teaching and Learning) 2.0

Head Teacher (Administration) 1.0

Head Teacher (Curriculum) 10.0

Teachers 50.2

STLA 0.3

ESL Staff 3.2

Careers 1.0

Librarian 1.0

Counsellor 1.0

School Assistants 11.9

Administration Manager 1.0

General Assistant 1.0

Total Staff 87.6

R E T E N T I O N T O Y E A R 1 2The completion of Year 12 is increasingly seen as the minimum standard for entry to employment or further education. The Federal and State Governments have therefore asked that schools report on retention rates for students. The tables below track retention the percentage of students who go on to complete the HSC from Year 10.

P R O P O R T I O N S T A Y I N G O N ( S C T O H S C )

0

10

20

30

40

90

50

60

70

80SEG

SCHOOL

STATE

SC05 -HSC07

SC06 -HSC08

SC07 -HSC09

SC08-HSC10

SC09 -HSC11

SEG – School Education Group consisting of schools with similar educational status.

School SEG State

HSC07 77.7 82.1 60.8

HSC08 84.1 80.4 60.3

HSC09 81.4 82.3 61.0

HSC10 75.7 85.3 62.7

HSC11 86.5 83.1 64.4

S C H O O L A T T E N D A N C E Y R 7 - 1 2

S T U D E N T E N R O L M E N T

87

88

89

90

91

96

92

93

94

95

2008 2009 2010 2011

School Region State

2008 2009 2010 2011

School 92.7 92.4 93.3 93.9Region 92.9 93.1 93.3 93.5

State 89.9 89.7 89.9 89.2

2007 2008 2009 2010 2011

Male 655 659 630 659 674

Female 434 467 455 484 484

PROFESSIONAL LEARNING

BackgroundDuring2011,asurveywasundertakenbyallstafftoassessattitudestowards Professional Learning (PL) in the school including its perceived value, the quality of and access to PL in the school and areas of greatest need. Some of the key results are included below.

StronglyAgreeDisagreeStrongly agree disagree

1. I believe relevant, ongoing professional learningisofbenefittomyeffectiveness 64% 28% 1.5% 1.5% as a teacher

2. I actively seek professional learning activities 25% 53% 14% 3%

3. The school encourages me to attend and engage in professional learning 10.9% 60% 17% 4%

4. The school provides me with valuable in house professional learning experiences 4% 65% 23% 3%

5.Ifindthemostbeneficialprofessional Faculty Whole Sc.Dev. ExtPL learning generally comes from 37% 14% 14% 50%

6. I know how to access and apply for PL online 35% 45% 9% 4

7. I know how to access the MyPL website and record my professional learning 25% 42% 23% 6.25%

8.IbelieveIhavethesameopportunitiesand access to PL as any other teacher in the school 32% 32% 23% 3%

9. I much prefer to be able to have options in what professional learning I am involved in. 51% 39% 1.5% 1.5%

Findings and Conclusions:Overall, teachers were positive about Professional Learning and the opportunities made available to them. Highlights included 92%of staff believing PL was important to their effectiveness as a Teacher, 78% actively seeking PL activities and 70% who believed they wereencouraged to seek PL opportunities. Of interest was the overwhelming percentage (90%) who preferred to be able to have some say in the PL they undertook underlining the importance of providing a range of options for staff, where possible, when conducting whole school development days.

An open ended question at the end of the survey provided opportunities for staff to identify those areas of PL they were most in need of. There was a large variety of responses; however the most common areas included upskilling in specific areas of technology, programming and assessment, student welfare and differentiating the curriculum.

TAS Faculty Evaluation Background and Rationale:

Focus of Evaluation:The TAS faculty focussed on teaching programs and effective programming to maximise student learning outcomes. Faculty teaching programs have been developed by a number of staff over an extended period of time, and a concerted evaluation of these programs was necessary to further reflect on current classroom practice and recent teaching initiatives.

Subjects:

The TAS faculty delivers a broad curriculum with the only mandatory subjectbeinginyears7&8(Technology–Mandatory),allsubjectsinyears9-12areelective.Theyear9-10electivesubjectsinclude:Designand Technology, Food Technology, Graphics Technology, Industrial Technology – Electronics, Industrial Technology – Timber and Textiles Technology. The year 11-12 elective subjects include: Community and FamilyStudies,Construction(VET),DesignandTechnology,EngineeringStudies, Food Technology, Hospitality (VET), Industrial Technology – Timber,TextilesandDesign.

Staff:

The TAS faculty consists of seven full time staff and one head teacher. All staff are highly experienced with a range of specialist backgrounds. The TAS teachers are a collaborative team that support each other and share resources to enable students to achieve their best in each subject.

Evaluation Methodology:

TheTAS staff used materials available from the DEC EducationalManagement and SchoolAccountability Directorate to inform theirfaculty evaluation. These included probing evaluation questions as outlinedintheDECschoolevaluationtoolkit

• Studentresultsininternalfacultyassessment

• SMARTdataandalsoBoardofStudiesassessmentdata

This information was then compiled to determine the level and priority of issues identified in the evaluation. The TAS staff subsequently worked in specific subject groups to address identified issues.

Findings and Conclusions:The TAS faculty have teaching programs developed for all courses delivered, however updates and modifications to these teaching programs to fully reflect current classroom practice have been incomplete over the previous few years. TAS staff spent time embedding current teaching practices into their teaching programs, specifically in stage 5, which had been identified as a major area of need. Areas of teaching practice that have now been incorporated into teaching programs include: Digital Education Revolution materials, QualityTeaching methodology, interactive whiteboard content and literacy and numeracy strategies targeted at NESB/ESL learners.

TAS teaching programs now more accurately reflect the teaching and learning that occurs. The faculty evaluation has allowed staff to further document specific changes to teaching practice over the last 4 years. NESB/ESL learners are better catered for with direct links and descriptions of teaching and learning strategies to meet their needs.

Future Directions:The overall evaluation findings have been useful in allowing the TAS staff to quantify areas for improvement with statistical data. TAS teaching programs are utilised for student teaching and learning and registered, however, a faculty wide systematic and structured evaluation and registration of these programs was not evident. In 2012 the structure is now in place for the TAS staff to evaluate and register student learning in a consistent and cohesive way. Importantly TAS staff will be able to evaluate their teaching programs using a systematic and structured method to ensure the best possible learning is undertaken in the classroom. TAS staff will continue to monitor, evaluate and update teaching programs and resources to reflect current teaching practices and initiatives. TAS staff will also:-

•Complete their teaching program evaluation during the school’sprogram evaluation cycle.

•Clearly identify their teaching program improvements after aprofessional development day of programming and evaluating.

•Complete a registration checklist each term and file in a facultyregistration folder with required materials.

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Key Evaluat ionsQUALITY OF SCHOOL LIFE

Background informationThe Quality of School Life (QSL) survey developed by the Australian Council for Education Research was introduced to NSW schools in recognition of the importance of the affective and social dimensions of learning. It has been used successfully with both primary and secondary students. The instrument has eight subscales – general satisfaction, teacher/student relationships, student self-esteem, identity, the relevance of schooling, sense of achievement, sense of adventure and negative affect.

The Quality of School Life survey is used by NSW public schools to develop a better understanding of the factors that affect students. The survey results below are responses from the school’s student representative council. The questions listed below are a snapshot of responses only from the survey instrument which had 40 questions.

Question DefinitelyMostly MostlyDefinitely agree agree disagree disagree

1. Teachers treat me fairly in class 56% 44% 0% 0%

2. I feel proud to be a student 60% 40% 0% 0%

3.ThethingsIlearnareimportanttome 48% 48% 4% 0%

4.Ilikelearning 28% 64% 8% 0%

5. Other students are very friendly 24% 72% 4% 0%

6. Teachers give me the marks I deserve 36% 60% 4% 0%

7.Teacherstakeapersonalinterestinhelping 12% 84% 4% 0% me with my work

8.Iamtreatedwithrespectbyotherstudents 40% 56% 4% 0%

9. Teachers help me to do my best 52% 44% 0% 0%

10.Iknowhowtocopewiththework 44% 48% 8% 0%

11. I know I can do well enough to be successful 56% 40% 4% 0%

12. I learn to get along with other people 52% 44% 4% 0%

13. The work I do is good preparation for 56% 44% 0% 0% my future

14. Teachers listern to what I say 40% 56% 4% 0%

15.Ifindlearningisalotoffun 28% 56% 12% 0%

Findings and ConclusionsOf those students surveyed, the majority are very positive about school life, particularly in relation to their peers, teachers and study. 96% of students felt that other students were friendly and they were treatedwithrespectbytheirpeers.84%ofstudentsmostlyagreedthat Teachers took a personal interest in their learning, while 52% felt that teachers helped them to do their best.

Learning is clearly valued by students with 96% of them definitely or mostly agreeing that the things they learn are important to them and

100 % of respondents believing the work they do is good preparation for their future. Only 12% of students surveyed disagreed with the statement that they find learning a lot of fun.

The survey results reflect that the general satisfaction with the school is high within the student representative council. This body is represented by students across all years, with equal numbers of boys and girls. In the next evaluation cycle, the quality of school life survey will be expanded to include a wider group of students and not just members of the council.

ABORIGINAL EDUCATIONCarlingford High recognises the importance of Indigenous Australians in the development of Australia.

This is reflected in a varietyof programsoffered inourKLA s asillustrated below:

HISTORY:Year 7 has a 10 week unit on pre-colonial history.

Year 10 has a core civics and citizenship theme running throughout all topics focussing on changing rights and freedoms of aboriginal people.

Year 11 Legal Studies focuses on the law and indigenous rights.

ENGLISH:Teachers in year 7 to 12 consider aboriginal issues through appropriate text choice and thematic studies

SCIENCE:Year 7 looks at how the universe is formed including, stories of creation and aboriginal dreamtime.

Year 11 Biology studies aboriginal heritage and the environment.

MUSIC:A study of aboriginal instruments and their rhythms is undertaken in years 7 to 10. Students create their own original piece using percussion.

HSIE:Case studies are undertaken in Geography in tourism, Commerce in statistical sampling and Economics, in budgeting for aboriginal policy.

MATHS:The number system is studied is studied in year 7 and statistical sampling eg. Aboriginal health and mortality is studied during senior studies.

The school acknowledges at all gatherings Australia’s unique aboriginal traditional custodians of the land upon which the school is built.

21

T E R T I A R Y P L A C E M E N T S

ScholarshipsChathura Basnayake was awarded a $12000 for 5 year scholarship with the University of NSW, studying Engineering.

Sarah Wade received the Academic Achievement Award from the University of NSW. Sarah was awarded a scholarship of $4000 and 5 bonus ATAR points for her very high level of academic achievement in years 11 & 12. Sarah will be studying Criminology which will follow on well from her successful HSC study of History, Society and Legal Studies.

Anthony Wan is to be congratulated for his 4th place in NSW for Accounting at TAFE along with several Band 6’s in other subjects.

Jessie Lu was our top ATAR student with an outstanding ATAR of 99.45 along with 5th place in NSW for Music Extension.

Historically and anecdotally approximately 70 % of our HSC graduates further their studies at University, 20 % study full-time at TAFE and 10% to employment.

Garry HardyCareers & Year 12 Adviser 2011

Reports

President’s ReportThe P&C along with the school community appreciates the time that parents give to come to P&C meetings and volunteer to help in the activities run by the school, such as the Music support Group. In an age where demands are placed on parents, not only to have a career and demands from family, it is often a challenge for parents to find the time to play a role in the activities that are so crucial to the running of the school.

In 2011 and beyond the P&C are always looking for ideas to improve the school by helping fund initiatives such as;

• Our annual welcome toYear 7 Barbeque andinformation afternoon.

• Our annual public speaking competition - theP&C hosted the evening with Mr. Nesbitt and MrKrustalongwithstaffandstudents-agreatnight with prizes provided by the P&C.

• Continued communication with parents viaCarlingford Calling and email notices.

• ContinuedsupportingtheschoolRepresentationsFund which supports students who represent the school in state, national or international events.

• 5InteractiveWhiteBoards

• Overheadprojectors.

• AnewsoundsystemfortheHall

• R.O.S.E (recognition of school excellence)morning teas.

• Amotivationalspeakertoinspirestudents.

• RewardDaytoJamberoo.

Informative presentations from the Head teachers from each faculty at each of the P&C meetings have given the parents an opportunity to have an insight into the curriculum.

The support, friendship and effort given by all the parents and P&C committee has been commendable. Especially Leonie Jenkins Secretary, Tara Alexander supper co-ordinator, Joe Simpson Music Support Group and Leslie Healey Treasurer. Without your diligence the P&C would not have functioned.

Leonie has always been capable, reliable and industrious in preparing the minutes for the meetings and ensuring that the information that is sent to parents is both relevant and informative via Emails and notices placed in Carlingford Calling. Leonie has made my job as P&C President a breeze. Leslie has been calm, quiet and efficient in her

handling of the accounts in her role as Treasurer. Her ability to liaise with fellow P&C members and her professional manner in which she manages the finances has contributed to the smooth, enjoyable running of the P&C. Jo Simpson has been coming back year after year supporting the Music Support Group with a passion. Her report at the P&C meetings of all the upcoming music events that are laid on for the students at the school is very enlightening. Her organization of the schools’ annual Cabaret Night showcasing the talents of the various students throughout the school, shows Jos’ ability to organize and create a night of magic.

This will be the final year for a number of passionate members of the P&C as each of their children are in their final year at Carlingford High. I am sure that they will all be sorely missed in their very vital roles with the P&C.Tara ensures that not only at P&C meetings do we not go hungry or thirsty but at all of the various events that are held by the P&C. She is always there quietly organizing for the next P&C event as they arise.

We have been very fortunate to have gained Mr. David Krust this year as our Principal. Mr. Krusthas proven to be an asset to our school. He came to us with enthusiasm and caring for the school environment. The school community especially the students have embraced his open attitude and friendly manner.

On a personal note, 2011 brings to an end my time as a parent and an active member of the P&C. I would like to say that I have enjoyed my time as President of the P&C for the past three years. It has been a privilege to work with other parents and school staff. The opportunity to be asked to be on numerous teacher selection committees has enabled me to have a voice as to who would teach our children. Being on the expenditure committee, adjudicating on the public speaking night and having to make numerous speeches has opened my eyes as to how the schools’ community embraces and supports the effort that an individual makes. I hope that I have been able to contribute to the school community through my efforts.

Finally I would like to, on behalf of the P&C thank DavidKrust,theexecutiveandteachingstaffalongwith the administrative staff of Carlingford High for their continued contribution to the parents in the school community. I wish Carlingford High many successful adventures in learning in the years to come.

Sandra BerzinsP&C President

22

Parents & Cit izens Associat ion

PROGRESS ON TARGETS 2011

Target 1: Raise literacy levels with a focus in the areas of reading and writingOur achievements include:•The provision of targeted Professional Learning in

persuasive writing was delivered across all faculties. This included staff meetings, PL meetings and School DevelopmentDays.

•Growth inYear9readingasmeasured inNAPLANwasexceptional and well above the State, Region and Hills Network averages. 67% of students were equal to or exceeded expected growth

•GrowthinPunctuationandGrammarwasexceptionalandwell above the State, Region and Hills Network averages. 71 % of students were equal to or exceeded expected growth

•Duetoachangeinthewritingscaletherewasnogrowthdata provided for students in either year 7 or year 9 in 2011.

Target 2: Continue to raise the intellectual quality of teaching and learningOur achievements include:•Thedevelopmentof targeteddifferentiatedprogrammes

forhighachievingstudentsinYears7and8.•The delivery of faculty-based PL on QT dimension of

Intellectual Quality. •Selected Assessments in Stage 4 coded against the

dimensions of Intellectual Quality.•Selected assessments in Stage 4 rewritten to reflect

a stronger focus on higher order thinking and problem solving.

•Student work samples analysed in Stage 4 to identifyelements of Intellectual Quality reflecting deep knowledge, deep understanding and higher order thinking.

Target 3: Increase student access and capacity to use ICTOur achievements include:•The successful rollout of DER laptops toYear 9 with

accompanying meetings with parents and students on their functions, capability and appropriate use.

•SeveralonlinelearningtutorialsdevelopedforstudentstobuildtheirskillsinusingtheirDERlaptops

•The integration of Moodle across the school continuedwith an increase in classes using the online learning module from 26 in 2010 to 67 in 2011 across all Stages as a mode of delivery.

•A number of cognitive technologies embedded intoteaching and learning programs focussing on Web 2.0 technologies including wikis, e-portfolios of work and podcasting.

Target 4: Increase the innovative use of interactive technologies for teaching and learningOur achievements include:•Targeted professional learning was provided via a

combined school development day involving 8 localschools where ICT expertise was shared. Staff also heard from a ‘futures’ expert who discussed the impact and directions of technological change in schools.

•Requests were made from faculties for an additional 3interactive whiteboards based on levels of demand by

teachers who regularly incorporate IWB’s into lessons. These have subsequently been installed.

•AddressingNAPLANtargets,interactivewhiteboardsandDER laptopswereused toexplicitly teachparagraphing,vocabulary and argument to all Stages.

2012 SCHOOL TARGETS

Target 1 Increase levels of literacy and overall student achievement in both internal and external assessment.Strategies•Use whole school planning to evaluate the quality of

literacy teaching•Implement targetedPLprogramsthat increaseTeachers’

capacity to identify and address student learning needs•AnalysisofSMARTdatabyfacultieswhichtargetswhole

group and individual student weaknesses•ContinuedPLfocusonwritingskills7-12

Target 2StrategiesDevelop a comprehensive, strategic, whole school Professional Learning Action Plan Strategies•Formarepresentativeteamtodeveloptheplan•Team develops an action plan and gathers data and

resources on effective PL•TeamlinksthePLplandirectlywiththeschoolmanagement

plan and targets•Draft plan developed, feedback sought from staff and

reviewed•Finalplandevelopedandimplementationcommenced

Target 3StrategiesIncreased student access and capacity to use ICT and increase the innovative use of interactive technologies for enhanced teaching and learning •purchase4additionalinteractivewhiteboardbundlesand

fixed data projectors for classrooms•increasehoursofexternaltechnologysupport•providetargetedprofessionallearningintheuseofIWB’s,

DER notebooks, Edmodo and Moodle. This includesthe engagement of Regional consultants and external technology providers.

•CreateaHeadTeacherrolewithafocusontheeffectiveuse of technology in classrooms

Target 4StrategiesCommence planning for the development of new programs which meet the requirements of the Australian Curriculum •Executive develops agreed understanding on models of

best practice programs with regard to models provided by the Board of Studies.

•DemandsofAustraliancurriculumidentifiedthroughcloseanalysis of Board of Studies draft syllabuses.

•Developmentofinterschoolnetworkstoshareexpertiseand knowledge

•IdentificationofrequiredPL,newresourcesandtimetodevelop programs

•Timelines developed to meet the requirements of DECimplementation

•Unitsofworkdevelopedandcompleted.

23

School Targets

PRINCIPAL

Mr D Krust B. Ed. Assoc Dip. AppSc

DEPUTY PRINCIPALYEARS 8, 10, 12

Mr P Myers B.A Dip.Ed

DEPUTY PRINCIPALYEARS 7, 9, 11

Ms A Leaf B.A Dip Ed

HEAD TEACHERWELFARE

Mrs B Parkes BA Dip Ed

Welfare Committee Co-Ordinator

HEAD TEACHER ADMINISTRATION

Ms A Gammie B.Sc, B.A., Grad. Dip. Ed

ADMINISTRATION

Mrs Julie Lomax School Administrative Manager

LEARNING CENTRE

Mr G. Lego B.A. Dip Ed Grad Dip App Science Head of Library

SCHOOL COUNSELLING

Mr G Glassborow B.A Litt.B Reg.Psychologist

Ms M Field Reg. Psychologist B.Soc Science (Psychology), B. Teach (Primary)

Ms T Tan B.Av. Science (Psych Hons)

TEACHING & LEARNING

Ms S Brunetta Dip Ed Early Childhood, B.Ed Special Ed. Head Teacher

CAREERS COUNSELLING

Mr G. Hardy B.Ec, Dip.Ed, Grad Cert Careers Counselling, RMIT

CREATIVE & PERFORMING ARTS

Mr B Cooper B.Mus B.Ed Head Teacher Concert Band 1 & 2, Stage Band 1

Mrs A Chan B.Mus Ed ACCM LTCL Choral Ensembles

Ms J Witten Dip Art Ed

Ms J Mullen B.A. Comm Dip.Ed, Dip.Act, (Theatre/Media)

Mrs J Long Dip.Mus Ed String Ensembles

Ms P Shepherd B.Ed (Vis Arts) Dip Art Ed

Ms M Vasilescu B.A (Vis Arts) Dip.Ed Dip.Art. Ed, B.Ed

Ms D McCallum Dip.Art. Ed, B.Ed

Miss J Koh B.MusB.ed. AMusA

COMPUTING STUDIES

Mr D. Erwin Head Teacher, Computing Studies B.Sc. M. Ed (ITS Support) CCNA, MCSE, Cert IV Workplace Training & Assessment Learning Suppor t Officer Naplan Co-Ordinator

Mr A Meehan B.Sc. Dip.Ed, Dip CBL

ENGLISH

Mr P Nesbitt M A Dip Ed Head Teacher, English

Mrs J. Burkhart M.A., Dip.Ed. Grad. Cert.Management

Mr B Disney B.A M. Ed Dip Ed St

Mr J Douglas B.A Dip. Ed.B. Ed.St

Ms G Furness B.Ed; Graduate Cert in Event Mngemt

Ms M Raynor B.A Dip.Ed TESOL Public Speaking Co-Ordinator

Mr B Worsley B.A Dip.Ed

Ms E Herman M.A. Dip Ed

Ms K Duncan B.A. Dip.Ed

Ms F Zaslavsky B.A. Dip.Ed

LEARNING SUPPORT

Mr T Turner B.A Dip. Ed Grad.Dip.Literacy/Language

ESL

Mrs S Brunetta Head Teacher, ESL Dip. Ed Early Childhood, B.Ed. Special Ed

Mr P Jack M.A. B.A Dip.Ed TESOL, Dip Careers Counselling, M.A. Applied Linguistics ISC Co-Ordinator

Ms B Welch B A Dip Ed Year 10 Adviser

Ms L Lim B.A Dip.Ed

HISTORY

Mrs M Owens B.A Dip.Ed Head Teacher, History Anti Racism Officer Business Week Co-Ordinator Rotary Liaison Officer Anzac Day/Remembrance Day Co-ordinator

Mr S Gleeson B.A Dip.Ed, B.Ed Teacher Practicum Co-ordinator

Mr K O’Regan B.A Dip.Ed Digital Education

Mrs B Parkes B.A Dip.Ed Head Teacher, Welfare

Ms J Reynolds B Soc Sc Dip Ed SRC Co-Ordinator

Ms C Scanlon B.A Dip.Ed

Mr T Chivers B.A Sc M. Teach.

HUMAN SOCIETY & ITS ENVIRONMENT

Mr A Fox (HT) B.Ed Soc Sci Mrs J Craven B.A Dip.Ed

Mr D Machin B.Sci.Ed

Mr D Mills B A Dip Ed

Mrs L Wilkes B.A Dip.Ed

Ms A Essert B. Bus B.A. Int Std

Mr M Coote B.A. B.Ed

LANGUAGES

Ms A Gammie (HT) B.Sc B.A. Grad Dip Ed

Mrs W Grimshaw B.A Dip.Ed

Ms T Kim B A Dip Ed

Mrs C Stockdale B.A Dip.Ed

Mr K Chan B.A Dip Ed

Learning Suppor t Officers

Mrs J Kelshaw

Mr A Moon

Mrs K Taverniti

Mrs L Zaslowski

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Staff 2011

MATHEMATICS

Mr G Fardouly B.A. Dip Ed Head Teacher Mathematics

Mr K Cheng B.Sc (Hons) Dip.Ed, Grad Dip Comp, M.A

Ms A Dwight B.A (Hons) Dip.Ed, M.A.P.S., A.S.A

Ms A Kellahan B. Ed (Sec Maths)

Ms S Strilakos B.Sc Dip.Ed Cert. IV in Workplace Training & Assessment, Grad. Dip. Counselling

Mr P Wilson Dip. Teach (Maths & Science)

Mr S Wong B.Sc MA Dip.Ed

Mr A Gong B. Math Dip. Ed

Mr A Chan B.Sc Cert.Ed

Mrs V Lego B.A. Dip.Ed

Mrs T Lobejko B.A. Dip.Ed

PERSONAL DEVELOPMENT/HEALTH/PHYSICAL EDUCATION

Mr C Steinhoff B.Ed (PDHE) (Human Movement)

Ms A MacKinnon B.Ed (PE)

Mr A Hanlon B.Health (PDHPE) Dip Ed

Mrs S Squires B.PE Sport Co-Ordinator

Mr M Winter B.PE

Mr T Johnson B.Ed (PDHPE) (Human Movement) Sport Co-Ordinator Ass. Year 10 Advisor

Mrs K Wallis B.Ed (PE)

SCIENCE

Mr D Hopley B.Sc, Dip.Ed, Dip Env Head Teacher Science School Photograph Co-Ordinator

Mrs L Anand M.Sc B.Ed

Ms F Davidson B.Sc (Environmental), Dip.Ed Year 8 Adviser

Mr P Kumar M.Sc M. Phil Dip.Ed

Mrs Y Mamo B.Sc TC Dip. Health Couns. (Med. Register of Australia)

Mrs S Crowley B.Sc Dip Ed Assistant Year 9 Advisor

Ms D Swift B.Sc Dip.Ed Cert. in Adolescent Development (Medical Register of Australia)

Mr D. Hicks B.Sc. Dip.Ed, IT Cert II, III, Cert IV Training & Assessment Assistant Year 8 Advisor

Mr M Prentice B.Sc. B.A. Grad Dip Ed

Ms A Gammie B.Sc. B.A. Grad Dip Ed

TECHNOLOGY & APPLIED STUDIES

Mr A Stewart Head Teacher TAS B. Ed, (Sec Tech) Cert IV T.A

Mr R Smith B.A DipEd IT Cert

Ms C. Samojlowicz B.Ed (TAS) Cert IV T.A.

Ms H Cooper B.A. B. LegS. MA, Grad. Dip, Legal Practice, Dip. Teach

Mr J Wallace B.Sc (Ind. Arts) Hons Post Grad Data Processing

Ms S Dimcic B Ed Dip Ed Hosp Cert I, II & IV

Mrs D Elysee B.Ed Dip Ed

Mrs D Newman B.Ed

Mrs L Robinson B. Ed Design & Technology, Cert II VET Hospitality, Cert IV Training and Assessment

COMMUNITY LIAISON OFFICERS

Ms Jeong Ju Korean

Ms Lettie Kwong Chinese

INFORMATION TECHNOLOGY SERVICES

Mr M Harrison

IT TECHNICIAN & NETWORK SUPPORT

Mr J Harrison

Mr S Bastable

Mr S Hutchence

TECHNOLOGY SUPPORT OFFICER

Mr R Norrie

ADMINISTRATION

Mrs J Lomax School Administration Manager

Ms V Beaton Science Support Assistant First Aid Officer

Mrs D Bergan Student Support Officer

Mrs M Chee Reception

Mrs A Connolly Accounts Receivable

Mrs P Hughson Reception

Mrs J Kennedy Reception

Mrs T May Enrolment Officer

Mrs P McLennan Reception

Ms A Mooney Library Assistant

Mrs J Morton Cert.Admin.Leadership Assistant to Principal

Mrs L Mulligan Student Support Officer

Mrs K Naylor Student Finance

Mrs R Olsen Print Production First Aid Officer

Mrs J Rankine Food Technology Assistant

Mrs L Schouten Student Finance

Mr B Truscott Property Services

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2011 VISUAL DIARY

CARLINGFORD HIGH SCHOOLweb1.carlingfor-h.schools.nsw.edu.au/content/public... · 2013. 3. 18. ·...

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