Context Statement 2018 - Adelaide High School

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SCHOOL CONTEXT STATEMENT

General Information -

School Name ADELAIDE HIGH SCHOOL School No. 0768 Principal Ms C Green Postal Address West Terrace, Adelaide 5000 Location Address West Terrace, Adelaide 5000 District Eastern Adelaide Partnership Prospect Road distance from GPO 1 km Phone No. 08 8231 9373 Fax No. 08 8212 7827 CPC attached NO Enrolment trends: Approximately 1519. (Significant waiting list at all year levels).

Year of opening: 1908: The State’s first High School. The school’s Centenary was celebrated in 2008.

Public transport access: Excellent bus, tram and train access. Several bus routes pass near the school and link to the city centre by the Free City Connector bus. Adelaide Railway Station is within easy walking distance.

February FTE Enrolment

2015 2016 2017 2018 2019 2020 2021

Year 8 265 301 299 306 283 291 335

Year 9 244 270 299 293 296 284 294

Year 10 261 248 300 316 321 317 282

Year 11 264 249 263 293 303 321 309

Year 12 264 227 278 268 248 292 299

Year 12 plus 0 0 0 0 0 0 0

TOTAL 1298 1315 1461 1476 1451 1505 1519

July total FTE Enrolment

1295 1308 1455 1476 1451 1505 1519

Male FTE 656 677 746 776 681 797 802

Female FTE 639 631 709 714 770 708 717

July School Card (Persons)

221 226 222 254 278

nEsb Total (Persons)

817 883 936 945 949 955 953

ESL support 436 598 716 685 498 392* 436

Aboriginal FTE Enrolment

27 33 40 43 45 45 54

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Disability A 13 18 17 19 42 (Levels 1-

10 42 (Levels 1-

10 12

Category 1

23

Category 2 2

Category 3 5

Category 4 3

Category 5 1

Category 7 1

Category 9 1

CDHH 19 20.0 21 20 14 14 13

*Estimated

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General Information- Part B –

Staffing numbers: February 2021

116.9 fulltime staff, 45 part time staff including Special Interest; Languages - 8; Centre for the Deaf and Hard of Hearing - 5; Ancillary – 1353 hours per week.

ADELAIDE HIGH SCHOOL LEADERSHIP TEAM

Ms Cez Green Principal Overall site leadership

Ms Connie Soltysiak

Deputy Principal

Accelerating Learner Achievement, Policy Alignment and Quality Assurance, Professional Learning Communities

Ms Sandra Greenan

Assistant Principal

Curriculum, Pedagogy and Learning Improvement, SIP Implementation

Ms Shauna Kay Business Leader

Overall Business Leadership, Ancillary HR, Finance, Operations, Grounds

Ms Nicole Bryant Assistant Principal

Senior School, SACE, Year 11 and 12 support, House Culture Macghey House

Mr Michail Darley Assistant Principal

ICT Digital Pedagogy, Learner Management Systems, House Culture Morriss House, Year 10 support

Mr Jim Dounas Assistant Principal

Daily Organisation, WHS, Facilities, HR

Mr Michael Gurr Assistant Principal

Middle School, Year 7-8 Transition, House Culture West House, Year 8 Support

Ms Helen Manning-Bennett Assistant Principal

Global Education, Special Language Programs, International Programs

Mr Matt Freeman Assistant Principal

Timetable and Improvement, Subject Selection, Enrolments, House Culture Adey House, Year 9 Support

PROJECT and LEARNING AREA LEADERS

Mr Jack Cunningham Leader Data and Improvement

Ms Livia D’Aloia Leader Student Pathways, Flexible Learning Options (FLO)

Mr John Dimitriou Leader Design and Technology Studies, Food Technology

Ms Amy Geue Leader Centre for Deaf and Hard of Hearing

Ms Katy McGregor Leader Student Wellbeing, Career Pathways

Mr Ross Hamilton Leader English, English as an Additional Language, Literacy

Ms Paige Higgins Leader Student Wellbeing, Career Pathways

Mr Glen Little Director Sport, Special Entry Rowing and Cricket Programs

Ms Janine McSporran Leader Languages

Mr Menas Mena Leader Student Wellbeing, Career Pathways

Mr Reegan Mastrangelo Leader HASS

Mr Tony Pettas Leader Mathematics

Ms Julie Ralph Leader Public Relations

Ms Kerry Skinner Leader The Arts

Ms Casey Swansson Leader Learner Intervention

Mr Phil Hopton Leader Physical Education, Health, Turn Your Health Around

Mr Lewis Weeden Leader Science

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YEAR LEVEL LEADERS

Ms Kerry Skinner Year Level Leader

Year 7 and 8

Ms Anna Axarlis Year Level Leader

Year 8

Ms Grace McDonald Year Level Leader

Year 9

Mr Henry Warnecke Year Level Leader

Year 10

Mr Xavier Manning Bennett Year Level Leader

Year 11

Ms Madelin O’Brien-Dent Year Level Leader

Year 12

SPORT

Mr Phil Hopton Manager Cricket Manager Special Entry Cricket coordination

Mr Dylan Harvey Manager Rowing Manager Special Entry Rowing coordination

Mr Jeremy Appleton Manager Sport Manager

Ms Megan Thomas Ancillary Support

Sports Administration

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Adelaide High School Ancillary Organisational Structure – 2021

Principal – PC09

Cez Green – Executive Leader

Overall school leadership

Business Leader SSO6

Shauna Kay – Executive Leadership

Whole School Ancillary Staff,

Financial & Facilities Management

Administration Curriculum

Centre for Deaf

and Hard of

Hearing

Intervention

Program

Science

Sport

Food Technology &

2nd Hand Uniforms

Grounds

Resource Centre

Data Management

International Clerical/Student Services

Support SSO1 Maria Georgantas

IT Services IT Network Manager SSO4 Phil Rice

IT Network Administrator SSO3 Kym Baddams

IT Support Officer SSO2 Eric Maiolo

Data & Timetable Manager SSO3 David Zawko

Facilities Manager SSO3 Tony Booth

Grounds Support GSE4/GSE3 Heath Harrison/Nick Patterson

Auslan & Intervention

Support SSO2 Deb Rankine, Jenny Hardy, Tracy Papanoitis, Kelly

McCappin, Ernastina Lippett

Sports Support SSO2 Megan Thomas

Intervention Support SSO2 Liz Taylor, Stevie-Lee Thompson Andrea Fucheris & Vacancy

SMD Intervention Support SSO2 2 x vacancies ASETO AEW3 Stephen Kay

Laboratory Manager SSO3 Rose Zhou

Laboratory Support SSO2 Rebecca Shepherd

Food Technology Support &

2nd Hand Uniforms SSO1 Carolyn Brinkworth

Resource Centre Support SSO2 Laura Gurr

Resource Centre/IT Support SSO1 Phoebe Lally

Design & Tech Design & Tech Support SSO2 Stuart Bond

International Student

Program & EAL

Support

International Student Support

SSO2 Vacancy

EAL Support SSO2 Julie Hefford

Corporate Services Corporate Services Leader SSO4 Chris Lewis

Finance Officers SSO2 Kerry Brown & Jackie Kennedy

Student Services Team SSO2 Jenny Wickstein, Meryl Marchese, Peter Robinson

EA/Events Management SSO3 Jayne Porter

Receptionist SSO2 Valda Lamb

Daily Org & Timetable Support SSO2 Tash Walden

International

Student Admin

PR &

Communications

Admin

Communications & PR Support SSO2 Nicole Goodchild

Canteen Canteen – Rory’s Lunches (External

Service Provider)

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Students and their welfare Houses The school is organised into four Houses (Adey and West, named after former Principals of Adelaide High School, and Macghey and Morriss, named after former Principals of Adelaide Girls’ High School), each with House Culture Leader who lead the Houses and work with students and staff on behaviour management, achievement and well-being.

General characteristics The student community is diverse. Over 62% of the enrolment comes from non-English speaking backgrounds. Currently approximately 20% of students are School Card recipients. The enrolment figures reflect a high retention rate and most students move on to tertiary study. The school has a strong and active Old Scholars Association, which provides significant support to the school community. The school also has an extensive International Student Program.

Mentor Group Every student works with their mentor teacher daily to engage in a program which is designed to ensure growth for every student in every class, through coaching, learning, inspiring and connecting. The mentor group program consists of a range of year level specific activities that will support their learning and development:

One-to-one, small and whole group conversations

Goal setting

Developing life skills

Reflections on strengths and areas of improvement

Student agency

Career planning

Wellbeing strategies

Building house culture The mentor teacher establishes and maintains effective working partnerships between families, students and school leading to positive learning conditions for all.

Support offered Students at Adelaide High School have access to various systematic and targeted support structures that aim to meet the needs of every learner. Mentor Group teachers provide a first line of support to individual students, and class teachers work in collaboration to provide consistent adjustments to programming for students with additional needs. Year level leaders provide overarching case management of individual student support teams, and ensure a consistent ‘team around the child’ approach is realised in collaboration with classroom teachers, families and the HIVE team. The HIVE team brings together school Wellbeing Leaders, Learner Intervention team, Aboriginal Learner team, Centre for Deaf and Hard of Hearing, as well as Allied Health professionals; school Speech Pathologist and Psychologist. This team offers school wide support through a Response to Intervention framework for engaging students at risk - connecting students with external agencies and organisations where required. Within the HIVE team, Wellbeing Leaders provide both individual wellbeing support, as well as professional development and resources for teachers and leaders to work collectively to develop and maintain a mentally healthy school community. The Wellbeing team facilitate the old scholar tuition program for our senior

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students and provide individual pathway planning support in collaboration with the VET and Enterprise Coordinator where required. The Learner Intervention Leader, Centre for the Deaf and Hard of Hearing Leader, Learner Intervention Teacher and Aboriginal Education Teacher oversee student interventions that enable better access to learning, whilst providing professional coaching for teachers that ensures all classroom programs are accessible to students who may experience difficulties. Interventions include, but are not limited to, intensive literacy, numeracy and social language programs, as well as targeted in class interventions. The school Speech Pathologist and Psychologist support this work by providing individual clinical assessment, support and recommendations. Working in close collaboration with HIVE leaders, the Speech Pathologist and Psychologist also deliver professional learning to teachers and leaders.

Students for whom English is a second language receive support from trained secondary English teachers, as well as EALD SSO staff who support the explicit teaching and learning of English in the classroom. Dependant on need, there is also the provision for EALD students to access EALD English classes, as well and individualised tuition with EALD SSO staff through the EALD homework club. International Students also receive support from an International Student Support Officer. Student Services staff also provide a range of services for students, including first aid.

Student Management Behaviour Learning/Restorative Language Year Level Leadership Teams in partnership with students, families and staff promote an inclusive, safe and positive learning environment. Positive behaviour learning is underpinned by a restorative approach and clear and consistent frameworks for engagement and learning. All students belong to a Mentor Group and are coached by their Mentor Teacher throughout all aspects of their learning journey.

Student Leadership Student Leadership groups at Adelaide High School include:

22 Prefects elected by staff and students.

The General Assembly of the Student Representative Council (SRC), which is elected by students. Senior students are then elected to Executive Office.

The Peer Leaders group work with Year 8 students and international students inducting them into the school and providing anti-harassment and anti-racism training.

The Interact Club, through Rotary, fundraise for local and international charities.

House Leaders supported by Middle School Leaders support all school events and activities.

In the Middle School, Middle School Leaders perform a similar ambassadorial role to the Prefects.

International Ambassadors support International Students to assist in their transition to life at Adelaide High School. Four students are elected to an executive office.

The Student Leadership Forum coordinates the work of each of the groups and includes members of the range of student leadership groups.

Music ensemble leaders nominate for leadership positions and these students are responsible for coordinating rehearsals, planning events and selecting material for the ensemble to perform

The Musical has two Performing Arts leaders, elected by their peers and staff.

The Art club nominates a leader who coordinates activities and lunch events.

Theatre sports , whilst divide into girls and boys teams for competitions, one overarching leader is responsible for both groups and is elected by the staff member

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Students at Adelaide High School are actively encouraged to participate in decision-making forums and to gain experience as leaders. Student Leaders are voting members on several Governing Council sub-committees. All members of the Adelaide High School community and the traditional student leadership groups hold student voice in high regard: Prefects, Student Representative Council, Interact, International Ambassadors, Peer Leaders, House Captains and Middle School Leaders are complemented by opportunities to participate in a diversity of leadership enhancing activities. These include Youth Parliament, Youth Leadership activities connected with the Adelaide City Council, World Vision and a host of others. Historically, students at Adelaide High School have made a firm commitment to promoting intercultural awareness and international understanding. The International Ambassadors play a major role in organising and contributing to the International Understandings Assembly held each year. Harmony Day events, which celebrate diversity and inclusivity, are run through the collaboration of various student groups. The National Committee on Human Rights Education with a Citizen of Humanity Award has acknowledged the work of student leaders in the area of human rights. The physical symbol of this work is The Hallway of Human Rights – a specially designated space where students symbolically make commitment to the idea of universal human rights through painting, special ceremonies and visual displays. Student leadership embraces the ideal stated simply in the school motto: non-scholae sed vitae. Special Entry Programs There are three Special Entry Programs for AHS. The Special Entry Language program accepts sixty students and the Rowing and Cricket Programs each accept fifteen students. Each program requires a separate application process after which a selection of students are shortlisted for an interview. The school also has a Centre for Deaf and Hard of Hearing students. The Centre caters for 13 students who access the mainstream curriculum through the provision and support from Teachers of the Deaf and Bilingual School Support Officers. Students have access to all the subject and learning provisions at Adelaide High School while also receiving targeted individualised learning through their Student One Plans. The Department for Education oversees final approval of the students selected in these programs. International Students International Students generally number 75. These fee-paying students either participate in a Study Abroad Program (SAP), which is short term, or they do a High School Graduate Program (GP) which leads to SACE completion. The GP students usually enter the Intensive Secondary English Course (ISEC) for one semester before entering mainstream classes which they continue in order to achieve their South Australian Certificate of Education (SACE). Some GP students enter the mainstream classes directly if their English skills are good (IELTS score of above 5 is required). Two Prefect positions are reserved for International Students and the school acknowledges an International Student Dux at the end of Year 12. There is a strong International Ambassador Student Group that supports the International Students. International Exchanges and Relationships – Authentic experiences with the cultures of the languages taught at AHS are invaluable enrichment experiences for the study of languages. In recent decades strong Sister School relationships have been forged to support each of the languages offered.

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The Sister Schools include Asahi High School in Osaka, Japan; Harrisburg Heriburg Gymnasium in Coesfeld Germany; IIS Quintino Sella in Biella, Italy; Saint Sauveur in Redon, France; 7th High School of Corfu, in Greece, IES La Sisla High School in Toledo, Spain, and a Memorandum of Friendly Cooperation Agreement with Qingdao No.9 School in Shandong Province, China. There are annual student exchanges with Asahi High School in Osaka, Japan; IIS Quintino Sella in Biella, Italy and Saint Sauveur in Redon, France (when international travel restrictions allow). These Study Tours alternate between incoming and outgoing tours. There are biannual outgoing Study tours to IIS Quintino Sella in Biella, Italy and 7th High School of Corfu, in Greece. There is a three yearly exchange with Heriburg Gymnasium in Coesfeld Germany and students from Shandong are beginning to visit more regularly. International Mindedness Statement The school has developed an International Mindedness statement that supports the School’s Vision and Priorities by acknowledging that we are building and honouring a unified yet diverse linguistic cultural community while developing vibrant international programs and fostering empathy and awareness for local and global issues.

Vision and Priorities Not only for school but for life Non-scholae sed vitae

Vision Adelaide High School is a dynamic community, which is passionate about learning for life. Wellbeing: We encourage the social, emotional, intellectual and physical development of all members

of our community. Respect, resilience and optimism help us flourish.

Learning: We nurture independent, creative and collaborative learners. Curiosity and innovation motivate us to excel individually and collectively.

Culture: We celebrate diversity, promote intercultural understandings and connect with communities here and across the world. We reflect on our past and learn in the present to shape our future.

Priorities We are committed to: Wellbeing: A safe and welcoming environment based upon mutual respect. Learning: Engaging and challenging learning experiences through:

Reflective, innovative and contemporary practices

Varied curriculum and co-curricular offerings

Learning within and beyond the classroom Culture: Developing compassionate, positive and contributing citizens.

Values Respect, Resilience, Optimism, Compassion

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Curriculum Please see the link to Adelaide High School’s 2020 Curriculum Guide https://www.adelaidehs.sa.edu.au/curriculum/2020-curriculum-handbook

Learner Intervention and Improvement The HIVE team at Adelaide High School offers strategic and targeted educational opportunities for both intervention and stretch for students with disabilities, and to those who require additional adjustments to the learning environment in order to access education on the same basis as their peers. Students with disabilities and learning difficulties have access to a wide range of interventions aimed at meeting specific needs through individualised One Plans and tailored learning programs that enable them to experience growth in their learning across the curriculum. The team includes the Learning Intervention team, Centre for Deaf and Hard of Hearing, Speech Pathologist, Psychologist, three Wellbeing Leaders, and the Aboriginal Learner team. This team works in partnership with students, their families and external agencies to ensure access to appropriate and timely interventions, as well as providing professional learning opportunities and teacher coaching for the development of consistent and best practice pedagogy for supporting students at risk in all subjects. The HIVE works in close collaboration with individual Year Level Leaders, Learning Area Leaders, and teachers to support implementation of individual interventions, adjustments or modified programs for key students. A school-based Speech Pathologist supports the ‘team around the child’ approach to deliver quality planning, programming and resources that are founded in best and evidence-based practice for literacy improvement at all levels of ability. A Psychologist provides further collaborative support to develop resources and professional learning opportunities that seek to address whole school wellbeing for learning, and psycho-educational approaches to leaching and learning.

Curriculum & Pedagogy Adelaide High School is a dynamic learning community, personifying the motto Non Scholae Sed Vitae (not only for school, but for life) via its various learning opportunities. Utilising our unique location, as well as solidifying and building local connections, enables the teaching and learning to be set within a genuine and meaningful context. The Australian Curriculum provides a strong foundation to our learning design, and staff at AHS continue to embed the cross-curricular priorities and general capabilities explicitly within learning programs. These aspects of the Australian Curriculum support contextual learning; enabling students to make connections with their own world, and foster skills and dispositions that are transferrable and essential for the future. The Literacy learning progression is also developing as a formative assessment tool to guide and inform next steps for teachers. Working collaboratively within Learning Area and the HIVE teams to design learning programs and co-curricular opportunities is an effective and essential approach to ensuring consistency and collegiality. Staff workspaces also encourage professional discourse and opportunities for collaboration regarding learning design and pedagogical practice. At Adelaide High School we have a contemporary approach to pedagogy, one that is influenced by the proud culture and ethos of the school, but also an approach that is research-based, modern and contemporary to support every learner.

https://www.adelaidehs.sa.edu.au/curriculum/2020-curriculum-handbook

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Underpinned by research and supported by TfEL, teachers utilise a 3D approach to their pedagogy; Direct, Dialogic and Discovery. This reflects the ‘surface, deep and transfer’ model and is supported by on-going professional development and resources. Within this, the commitment to using data to ‘know every student’ allows teachers to target their teaching to stretch, lift and support all students.

Special curriculum features As a Special Interest Language School, AHS offers students the opportunity to study Auslan, French, Italian, German, Modern Greek, Modern Standard Chinese, Japanese, and Spanish. All students study one language till the end of Year 10 and many take the option of studying two languages. The sixty Special Interest Language students commit to the study of two languages until Year 10 and at least one language to completion of Stage 2. The commitment to the support of language learning at AHS is outstanding and this underpins the vibrancy of the language and international programs and the authentic development of internationally minded global citizens.

Assessment procedures and reporting All students will be provided with an Assessment Plan for each subject undertaken across all year levels. Assessment plans and procedures operate within the context of the Australian Curriculum and the South Australian Certificate of Education (SACE) in the Senior School, with a similar model in the Middle School. Students work within a deadline policy and alerts are sent home when this is not met. Students may apply for an extension to the deadline for a task through their subject teacher in consultation with the Learning Area Leaders. For Years 8 - 11, four reports are prepared each year. Currently these comprise A-E mid-semester and semester reports. Year 12 students receive reports at the end of Terms 1, 2 and 3 and a SACE Board certificate at the end of Term 4. Learning Areas plan and deliver curriculum – students and parents have access to Assessment Plans via Daymap. All summative assessment tasks documented in the assessment plan are created as assessment tasks on Daymap, and visible to students, and to parents via the Parent Portal. Formative assessment and feedback on draft work are made through Daymap, or via Microsoft Teams. Teachers report student progress using a grade system (reflected in A – E), which is consistent across the school. There are two online Parent Teacher Interview Evenings held throughout the year, in Term 2 and Term 3.

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Options for Selective Intake of Students

Year 8 Language Entry

Until 2022, sixty Year 7 students will be offered a place at Adelaide High School to study two languages from Year 8 to the end of Year 10 and then at least one language till the end of Stage 2. From 2022, sixty Year 6 students will be offered a place at Adelaide High School to study two languages from Year 7 to the end of Year 10 and then at least one language till the end of Stage 2. Students are selected based on an application process that requires submission of supportive documentation such as school reports and other relevant documentation. Students and families are given the opportunity to explain their interest in the study of language through statements submitted as well as at interview.

Existing Specialties: Cricket and Rowing Adelaide High School participates in the Head of the River Rowing Regatta and the National Five Highs’ Cricket Carnival. When vacancies exist, we may enrol students who have skills in these sports or who show a commitment to play the sport during their enrolment at Adelaide High School. A $44 administrative fee is required with applications for Cricket or Rowing entry. Enrolment in Year 8 through Cricket Option Students are selected based on:

School / Teacher report from the student’s current school

A reference from the student’s Cricket coach or Cricket club

Achievements in a Cricket skills test organised by the school

A stated commitment to continue in the sport

An interview at Adelaide High School Enrolment in Year 8 through Rowing Option Students are selected based on:

School / Teacher report from the student’s current school

Achievements in Rowing skills test organised by the school

A stated commitment to continue in the sport

An interview at Adelaide High School Special Entry Cricket Adelaide High School participates in Cricket in both School Sport South Australia (SSSA) and Sport Association for Adelaide Schools (SAAS) regular weekly competitions and Statewide Schools competitions. The school also participates in the Australian Five Highs Cricket Carnival in early December. Enrolment through Cricket Option Students are selected based on:

‘Online’ written application by student

Student’s current school report

Reference from Cricket coach

Practical skills assessment

Video/vision of student batting and bowling

Interview

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Additional fees apply to students enrolled in the Cricket Program. These include an annual fee of $350 for involvement in the program, with an additional cost for the cricket uniform & participation in intrastate and interstate games. Special Entry Rowing Adelaide High School participates in Rowing SA regattas and the annual Head of the River Regatta. Students in the rowing program may also participate in the annual Exchange with Melbourne Boys’ High School and Mac. Robertson Girls’ High School. Enrolment through Rowing Option Students are selected based on:

‘Online’ written application by student

Student’s current school report

Practical skills assessment

Interview Additional fees apply to students enrolled in the Rowing Program. These include an annual fee of $350 for involvement in the program, plus the cost for the rowing camp and uniform. Adelaide High School allocates fifteen places for ‘out of zone’ students for both the Special Entry Cricket and Special Entry Rowing Programs. In addition to this ‘in zone’ students may also apply. The ‘out of zone’ allocation for students starting at Adelaide High School in 2022 will be as follows-

- 2022 Year 7 Rowing – 15 position - 2022 Year 8 Rowing - 15 positions - 2022 Year 7 Cricket – 15 positions - 2022 Year 8 Cricket – 15 positions

A $44 administrative fee is required with applications for Cricket or Rowing entry.

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Other Co-Curricular Activities

Sporting Activities Sport plays an important part in the life of the school. Teams participate in weekly co-curricular competitions with other schools [School Sport South Australia (SSSA) and Sports Association for Adelaide Schools (SAAS)], Statewide Schools Competitions, lunchtime house sporting competitions, interstate exchanges with Melbourne Boys’ High School and Mac. Robertson Girls’ High School and involvement in a national cricket competition. Sports include athletics, badminton, basketball, chess, cricket, cross-country, football, hockey, netball, rowing, soccer, softball, swimming, touch, table tennis, tennis, theatre sports and volleyball.

Performing Arts Co-Curricular Ensembles The Performing Arts ensembles have been established to allow students to be placed into groups according to their skill level, so they develop confidence in performance. The ensembles provide students a pathway ranging from beginners to senior ensembles. The ensembles provide opportunities for students where many play the same instrument to be an active member of the co-curricular program. The program is underpinned in developing student agency and student leaders have an active role in preparing the ensemble for performance, choice of material and work collaboratively with the staff member in charge to take the ensemble on a rich journey of learning. Students in the ensembles can be involved in Arts Showcases, Musicals, the Gov and Capri concerts and performances in a range of venues on and off-site. Musical Groups include- Rock bands, Vocal Ensembles, The Middle School Band, Percussion Ensembles, Jazz Bands, Big band, Stage Band, String Quartet, Classical club, The Greek band, The Songwriter’s club, Soul / Funk bands, Street band, Musical Theatre group, Technical Theatre group and the Dance Performance Group.

Co-Curricular Activities Activities include Chess, Debating, Greek Dancing, Interact Club, Movie Making Club, various Leadership groups, Public Speaking Club, Art, Amnesty, ski trip, exchanges with other Australian, Japanese, Italian French, German, Greek and Spanish schools and study tours to China.

Activity Responsible Staff Member 40 Hour Famine Rebecca Burfitt

5 Highs Cricket Carnival Phil Hopton

Achilles Cup Glen Little

Vocal Ensembles Music Staff

Adopt a grave Michael Gurr

Art Club Grace McDonald

Asahi Visit Janine Mcsporran / Helen Manning-Bennett

Athletics Carnival Glen Little

AUSLAN Club Centre for Deaf and Hard of Hearing Staff

Birthing Kits Ashleigh Bandiera

Borneo World Challenge Michael Gurr / Dimitra Rozaklis

Chess Rebecca Burfitt

Centre for Deaf & Hard of Hearing

Amy Geue

Tabletop Games Rebecca Burfitt

Cricket Phil Hopton

Debating Scott MacLeod

Ecovision Casey Swansson

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Formula 1 in Schools Trevor Warren

France Study Tour / Visits Mireille Le Dolédec

Germany Study Tour / Visits Helen Manning-Bennett

Greece Study Tour Dimitra Rozaklis

Greek Band Con Piliouras

Greek Dancing Dimitra Rozaklis

Head of the River Dylan Harvey

House Captains Michael Gurr

Interact Christie Best

Interschool Athletics Carnival Glen Little

Interschool Swimming Carnival Glen Little

Italy Study Tour / Visits Livia D’Aloia / Alex Varricchio

Japanese Language Club Kwok Kam

Japanese Study Tour / Visits Helen Manning-Bennett / Janine McSporran

Jazz Band Con Piliouras and Tim Moors

Library Monitors Julie Ralph

MacRobertson Exchange Glen Little

Maths Club – Tutoring Amy Worswick

Melbourne Exchange Glen Little

Middle School Leaders Michael Gurr

Media Club Michail Darley

Volleyball Glen Little

Peer Leaders Supriya Panjwani

PLP Night and Week Michael Gurr

Prefects Julie Ralph

Premier’s Reading Challenge Julie Ralph

Reading Club Casey Swansson

Vinnies Sleepout Michael Gurr

Rowing Dylan Harvey

Signing Choir CDHH staff

Ski Trip Sue Shillabeer

Technical Theatre Group Kerry Skinner

Spain Study Tour Cati Ryan /Helen Manning-Bennett

Sport Megan Thomas / Jeremy Appleton

SRC Nicole Bryant

Stage Band Con Piliouras

Student Magazine Scott MacLeod

Swimming Carnival Glen Little

Theatre Sports Michaela Moors, Greg Maher

Tournament of Minds Cheryl McGill

Thursday Morning Breakfast Rebecca Burfitt

Turn Your Health Around MS House Leaders & Year Level Leaders

Year 8 Camp Michael Gurr

Year 9 Camp Matthew Freeman

Rock Bands Tim Moors, Con Piliouras

Musical Theatre Group Michaela Moors

Middle School Band Tim Moors, Con Piliouras

Song Writers Club Tim Moors

Classical Club Music Staff

Percussion Ensembles Tim Moors

Dance Performance Group Dance Staff

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School Facilities Buildings and grounds - The school buildings occupy a small government educational reserve abutting the Parkland belt. The original building opened in 1951. Additions have been made to the campus since that time: The Technology Studies building in 1965, a major development behind the hall in 1982, the Gymnasium in 1992 and a Canteen shelter in 1995. The new Charles building on the southern side, opened in 2015. In 2019 the school funded a major refurbishment of the Performing Arts area which has provided a flexible performance and learning environment. A new building to accommodate the Year 7 intake is scheduled to open in 2022. The City Council Park 24 sporting areas are leased from the Adelaide City Council. In 2003 a major Capital Works program encompassed earthquake bracing and upgrade of the school hall and classrooms. In 2007 / 2008 redesign of the Technology Studies, Art and Food Technology areas was undertaken to provide additional classrooms. In 2013, the school began an expansion program, which was completed in 2015. A new wing has been added to the school’s facilities and one three-storey building has been totally refurbished. Outdoor facilities were upgraded in 2014, providing students with modern sports facilities. STEAM rooms have been developed to provide additional spaces for classes to create products in relation to their learning in STEM.

Operation and Maintenance of School Facilities Members of the Workplace, Health and Safety (WHS) Team support the school’s WHS representative. The WHS Team meets regularly. Minutes of the WHS Team are available for all staff to view. The WHS representative meets with the Principal, School Business Leader WHS Coordinator and Facilities Manager on a term by term basis to address health, safety and maintenance issues and to develop school priorities for improving facilities. The school uses a Department for Education (DfE) STARS interactive software program to monitor WHS legislative obligations, Work Cover Prevention Performance Standards and Department for Education (DfE) WHS policies and procedures are being met. The WHS representative’s report is a standing agenda item at staff meetings. Learning Area Leaders include WHS issues as part of Learning Area meetings. A process for reporting hazards and providing feedback is in place. The WHS representative has completed Level 1 and WHS training and Fire Wardens have participated in accredited training and development. A DfE WHS Advisor provides a consultancy service and advice when requested. Parents are advised of health and safety issues via newsletters and purpose focussed letters. Students are informed via daily notices, year level, or whole school assemblies. Staff members are informed via staff meetings or WHS notices.

Specialist facilities Art studios, Assembly Hall, Computer networks - Windows platform (including internet access and intranet, which incorporate a Virtual Library facility), Design and Technology – Construction Technology – Wood and Graphics Room, Drama studios, Gymnasium, Food Technology Centre – including a commercial kitchen, ISEC room, Language Centre, Music Centre, Performing Arts Centre, Resource Centre, Science laboratories and lecture rooms, 2 STEAM rooms, study and break out areas for students. Dedicated Learner Intervention and student support located in the Resource Centre.

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Three major grassed areas including two turf cricket pitches; a hard wicket and practice nets; tennis, futsal, handball and basketball courts. The school has access to a rowing boatshed on the River Torrens and a shared boatshed on the West Lakes International Rowing course.

Student facilities Learning Hub, colour printing, internet access, wireless network, Student Services area, Hive Learning Intervention area (located in the Resource Centre).

Staff facilities All staff members have personal workspace in a range of staff centres. Where possible Learning Area Teams are in the same location. Teaching staff have access to a laptop and various technologies.

Access for students and staff with disabilities Disabled access is possible to all areas of the school. There are two lifts and toilet facilities for the disabled.

Access to public transport and parking facilities Excellent bus, tram and train access. Several bus routes pass near the school and link to the city centre by the Free City Connector bus. Adelaide Railway Station is within easy walking distance. There is limited onsite parking for staff to access.

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Staff

Staff profile

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Staff utilisation policies Teachers of Deaf and Hard of Hearing students work within mainstream classes to provide support and offer programmed support lessons. English as an Additional Language (EAL) teachers provide support for non-English-speaking background (nEsb) students. Bilingual School Services Officers (BSSO’s) support Deaf and Hard of Hearing International students and EALD students.

Access to special staff Adelaide High School is committed to ensuring expertise is utilised to maximise outcomes for students. This includes a commitment to employing a Speech Pathologist and a Psychologist who works in partnership with students and staff.

School Operations Governance The Governing Council accepts responsibility for oversight of planning, policy, budget, monitoring and evaluation, and review.

Sets the broad strategic directions of the school in partnership with the Principal

Determine the Uniform Policy (decision making powers)

Approves the Improvement Plan each year

Reviews and ratifies relevant policy, as appropriate, in partnership with the Principal

Approves the site Budget each year in conjunction with the Material and Services fee

Works with the Principal to approve general school major facilities development (works over $150,000.00)

Provides input on school direction, as a representative of the parent body

Represent the entire school community and therefore represents parents in the broad sense

Gov Council members work within the Code of Practice

Has a responsibility to respond to the recommendations provided through the External School Review.

Meetings Meetings at Adelaide High School are held on a flexible basis as determined by the whole school meeting schedule and need. Adelaide High School staff work collaboratively through Professional Learning Community (PLC) teams to make recommendations and decisions regarding: 

The targets of our SIP 

Site needs

DfE policies and processes  Each PLC has a clearly defined role and membership. All PLC’s have an identified Chairpersons – Key people who are responsible for creating a team (Microsoft Teams) and keep records of meetings (on the agreed agenda and minutes template. Chairpersons – Key people report recommendations / decisions via their Executive / Line Manager representative. All decisions made comply with the Education Act Regulations and State and Commonwealth laws, school and Department policy. The recommendations made by a team are underpinned by collaboration and consensus and ratified by the Executive.

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Local Community General characteristics

A school zone is a defined area from which the school accepts its core intake of students. From the start of the 2020 school year, Adelaide High School operates a shared school zone with Adelaide Botanic High School, within the area bounded by: The entire suburbs of Prospect, Nailsworth, Collinswood, Walkerville, Medindie Gardens, Medindie, Thorngate, Fitzroy, North Adelaide, Adelaide, Gilberton, Hackney, College Park, Stepney, Maylands, Everard Park, Ashford, Keswick, Mile End South, Keswick Terminal, Thebarton, Hindmarsh, Brompton, Bowden and Ovingham. The part suburbs of St Peters (properties located to the south west of Winchester Street), Wayville (properties located to the west of the Adelaide to Glenelg tram line), Goodwood (properties located to the west of the Adelaide to Glenelg tram line), Forestville (properties located to the west of the Adelaide to Glenelg tram line) and Mile End (properties located to the east of South Road). Families living in the shared school zone wishing to enrol their children at Adelaide High School may be directed to Adelaide Botanic High School if capacity is reached in specific year level. An online map of the Adelaide High School zone and a search tool to indicate if an applicant’s home address is within the school zone is available at https://www.education.sa.gov.au/findaschool Parent / carer and community involvement Parents / carers are represented on the Governing Council. Other avenues of involvement are through the Old Scholars Association, Greek Parents Association, Rowing Club, Cricket Club and learning intervention and support. The community uses the school buildings extensively after hours for a range of activities. Feeder school Adelaide High School enrols students from over 60 primary schools on average each year. Other local care and educational facilities Universities and TAFE colleges nearby. Commercial/industrial and shopping facilities The Central Business District is within easy walking distance of the school, enabling students to access this resource as part of their educational program. Other local facilities Students access the Zoo, Adelaide Central Market, walking trails, Migration Museum, Art Gallery, Tandanya Aboriginal Centre, Adelaide Oval, cinemas, Festival Theatre and the Dame Roma Mitchell Centre, the University of South Australia, SAMHRI and the Royal Adelaide Hospital. Availability of staff housing Not applicable. Local Government body The school has established links with the Adelaide City Council to enrich student-learning opportunities.

https://www.education.sa.gov.au/findaschool

Context Statement 2018 - Adelaide High School

Documents

Transcript of Context Statement 2018 - Adelaide High School