North Rocks Rd, Carlingford NSW 2118 • Telephone: +61 2 9871 4222 • Email: [email protected] From the Principal 2010 Annual Report

2010 has been a year of significant change for Carlingford • To address one of the School’s priority areas of improved with the retirement of a number of long serving staff, literacy skills, all teachers took part in a full day course in including most significantly, the Principal Mr Robert Clarke, effectively catering for the literacy needs of students with following 12 years of dedicated service to the school English as a Second Language. Teachers were exposed to and over 35 years to public education. Mr Clarke was a a variety of strategies and looked at the development of highly regarded leader, who built on and developed the scaffolding answers, improving the complexity of students’ school’s strong academic reputation and standing within written expression and improving vocabulary. the community. It is important to acknowledge his hard work and keen concern for his school and the whole • A Student Sustainability Council was established which school community. In 2010 and up until his retirement, now coordinates aspects such as recycling and maintaining he maintained this passion and ensured a number of key a school vegetable garden. Business links with Bunnings projects were completed. These included:- provide tradespeople to work alongside students and assist in training on soil development, plant selection and • The completion of the refurbishment to the Science garden maintenance. The Student Sustainability Council laboratories which were opened by the Honourable Lynda also won first prize in a short film competition with Earth Voltz Member of the NSW Legislative Council. This Watch and Hornsby Council. reconfiguration has allowed Science teachers much greater flexibility in delivering a wide range of lessons, • Staff expertise, interest and use of new interactive digital expanding the repertoire of Science experiments and technologies has been a continuing feature of 2010. All teaching important skills in a contemporary learning Year 9 and 10 have lap-tops which have created the need space. for new approaches in the classroom. Students now regularly produce powerful interactive and multi-media • Significant greening of the school environment was presentations, including films, digital essays, and photo completed with substantial tree planting along the back stories. Significant professional learning time has been and side boundaries. A landscaped outdoor hospitality spent on using these digital tools to improve classroom area was installed which included a large barbeque facility teaching and learning via both school based and regionally financially supported by the P&C. This area has already been provided training. One of our classroom teachers was well utilised by various groups within the school. seconded to the Macquarie ICT Innovations Centre for one day a week to share her expertise with staff across the region. • A new commercial kitchen was fully upgraded to industry standards and now meets the new VET Hospitality requirements. Additionally, Carlingford as a • SRC led initiatives raised significant donations including CONTENTS joint partner with Epping Boys’ High School’s Trade Training the collection of Christmas gifts for less fortunate Centre, has access to share this facility and is a member of children which totalled 90 shoe boxes full of toys and its management committee. small gifts. Back packs were also collected for students in Principal’s Report 2 Vietnam and a tinned food drive was run for the Salvation Army Appeal. HSC Results (Bands 5 and 6) 4 • The final completion of a large scale installation of IWBs in 14 classrooms across the school. This has provided an Honour Roll HSC 5 enormous increase in our ICT capacity and has provided It was a great privilege to accept the appointment of Principal School Certificate Results 6-7 all the benefits of the interactive boards. The purchase of at Carlingford High School in the early weeks of Term 4. I ClickView has also meant the increased access to digital greatly appreciated the warm welcome from staff, students NAPLAN Data Year 7 8 format documentaries and films. and parents at the school and I look forward to developing these relationships with the school community. This term, I NAPLAN Data Year 9 9 Other highlights of 2010 included: collaboratively led the revision and development of a new Value Added Data Year 7 – 10 10 school strategic plan which has provided us with some clear directions and goals for the next 3 years. Our plans aim at Value Added Data Years 11 – 12 11 • Establishment of Premier’s Student Volunteering Program with Year 10 students actively involved in working for maintaining and building on a culture of high achievement, Pastoral Care and Leadership Activities 12-13 the community. Two students achieved the highest success and high expectations for not only all students, but (diamond) level of service which equates to 80 hours of all staff. Carlingford High School has again this year achieved 2010 Student Achievements 14-15 some outstanding academic results in NAPLAN, School work. A coordinated approach to various programs and Education: Support Services 16 projects in the school assisted students achieving external Certificate and Higher School Certificate external tests as recognition for their work in Student Peer Tutoring, detailed in this report. These results are a reflection of the Current Technologies 17 garden development, sport coaching with Roselea PS, combined effort and hard work of both staff and students peer support and charity work. and I congratulate the school on its achievements again this Business Report 18 year. School Related Data 19 • Introduction of Peer Mediation. Teachers evaluated Key Evaluations 20 programs in other schools and attended training. Year I certify that the information in this report is the result of a 10 students were nominated and shortlisted. Training sound self-evaluation process and is a balanced and genuine Reports/Tertiary Placements 21 was undertaken with actual mediation ready for account of both the school’s achievements and areas for implementation in 2011. The program is planned to be development. P & C Association 22 part of anti-bullying strategies and to assist students in developing negotiation skills. School Targets 23 D Krust Staff List 24-25 Principal 2010 Visual Diary 26-27 developing responsible independent learners 2 3 Results 2010 Higher School Certificate

HSC BANDS 5 & 6 HOW WE COMPARE From known information provided by students. Approximately 20% of students achieved an ATAR above 90.00. The table below outlines the number and percentages of students achieving Bands 5 and 6 (the top bands in each HSC course of study). Our Dux for 2010 was Prasad Cheema with an ATAR of 99.70 This is then compared to the percentage of the State’s candidature also achieving at this level. Our Dux for 2009 was Karina Cox with an ATAR of 99.50 Our Dux for 2008 was Sam Jiang with a UAI of 99.80 Course No. of students No of students % of Students % of Students Our Dux for 2007 was Adam (Yang) Shen with a UAI of 99.60 achieving Bands in course in Bands 5 & 6 in the state in Achievement levels in Band 5 and 6 (highest level) were above to well above the State percentages in 29 courses studied. 5 & 6 in course at the School Bands 5 & 6 Honour Roll: Band 6 (90% and above) Ancient History 14 20 70.00 38.32 (Marks in the right hand column represent the highest result achieved by our students) Biology 21 51 41.17 33.34 Course Honour roll Course Honour roll Business Studies 17 34 49.99 37.03 Accounting Shaun Kim(2nd in state) 100 Mathematics (Extension 1) Prasad Cheema 98 Chantal Bronkhorst Alan Wong Chemistry 20 51 39.21 39.39 Hoi Leung Kar Chan Erin Leung(4th in state) Ailin Chen Design & Technology 2 4 50.00 34.09 Kar Chan Jielin Chen Yee Lam Justin Cheng Siu Lee Won Jang Economics 12 29 41.37 41.14 Ancient History Jessica Chen 94 David Jeon Biology Alan Wong 94 Chan Jung English (Standard) 6 63 9.52 4.31 Jessica Chen Shin Kim Steven Li Yee Lam English (Advanced) 44 58 75.85 57.85 Jewel Wai David Jeon Mehrdad Shakourzadeh Justin Lee Sayo Sivapathan Nara Lee English as a Second Language 19 44 43.18 25.35 Chan Jung Siu Lee Business Studies Michelle Kim 94 Baiqi Li English (Extension 1) 15 15 100.00 85.56 Mehrdad Shakourzadeh Steven Li Anthony Bigg Minghan Liu English (Extension 2) 7 8 87.50 81.46 Zi Ye Abrar Rahman Prateek Harlalka Jason Shin Car yi Lee Tejas Vather Food Technology 5 8 62.5 29.72 Grace Lee Jewel Wai Erin Leung Jackie Xiang Geography 5 19 26.31 38.32 Baiqi Li Zi Ye Phillip Mathew Mei-Sze Yeong Legal Studies 8 20 40 37.74 Brodie Owen Antonia Yeung Alexandra Pinker Ming Zeng Chemistr y Prasad Cheema 94 Andrew Zhang General Mathematics 15 58 25.85 26.10 Kar Chan Hanqing Zhang Abrar Rahman Zhimin Zhang Mathematics 2 Unit 30 55 54.53 47.98 Jewel Wai Hoi Leung Ming Zeng Mathematics (Extension 2) Prasad Cheema 95 Mathematics (Extension 1) 52 58 89.65 82.55 Economics Anthony Bigg 93 Kar Chan Car yi Lee Jielin Chen English (Advanced) Sairachna Trikha 92 Won Jang Mathematics (Extension 2) 32 32 100.00 90.01 Anthony Bigg Shin Kim Prasad Cheema Justin Lee Modern History 14 29 48.26 41.71 Alexandra Pinker Lee, Nara Jessica Chen Zhimin Zhang Music 1 9 15 57.99 60.22 Amelia Dominy Hanqing Zhang English as a Second Language Car yi Lee, 93 Minghan Liu Jewel Wai Abrar Rahman Music 2 4 4 100.00 82.34 Yee Lam Jackie Xiang Ming Zeng Modern History Brodie Owen 90 Personal Development, Health & Physical Education 7 23 30.46 35.39 English (Extension 1) Sairachna Trikha 90 Music 2 Antonia Yeung 94 English (Extension 2) Virat Nehru 96 Music (Extension) Antonia Yeung 90 Physics 16 29 35.16 39.12 Sairachna Trikha PDHPE Jewel Wai 91 Food Technology Car yi Lee, 94 Physics Prasad Cheema 95 Clara Lau Abrar Rahman Senior Science 8 20 40.00 39.63 Geography Anthony Bigg 90 Ming Zeng Legal Studies Anthony Bigg 92 Senior Science Christopher Suwahjo 95 Society & Culture 5 11 45.45 33.41 Brodie Owen Keith Buckley Sairachna Trikha Textiles & Design Jessica Chow 93 Textiles & Design 2 4 50.00 46.27 General Mathematics Alexandra Pinker 96 Visual Arts Jessica Aalders 92 Mathematics 2 Unit Car yi Lee 95 Japanese Extension Nara Lee 92 Jessica Chen Japanese Continuers Nara Lee 94 Visual Arts 4 7 57.13 50.58 Justin Cheng Prasad Cheema Ronald Cheng David Kim Japanese Extension 8 9 88.88 82.10 Daniel Lee Andy Lee Erin Leung Justin Lee Japanese Continuers 9 15 59.99 48.14 Mehrdad Shakourzadeh Japanese Beginners Eric Han(2nd in state) 99 Sayo Sivapathan Jason Shin Benson Wong Japanese Beginners 7 16 43.30 43.48 Mei-Sze Yeong Andrew Zhang NB – some courses with small a candidature are not shown Jack Li

4 5 School Certificate External Results 2010

Statewide testing of Year 10 students occurs in the School Certificate Tests in English Literacy, Mathematics, Science, Australian History, Australian Geography and Computing Skills. Computer Skills The School Certificate is standards referenced. Performance is reported in six bands. Band 6 is the highest Performance band distribution achievement band. Band 1 is the lowest. Performance band Competence Not Demonstrated Competent Highly Competent Number in band 2010 1 60 125 Percentage in band 2010 0.5 32.3 67.2 English School Average 2006-2010 0.3 26.6 73.0 Performance band distribution State Average 2010 0.2 51.7 48.1

Performance band 1 2 3 4 5 6 AVERAGE MARK 2010: SCHOOL 82.4 STATE 77.4 Number in band 2010 0.0 1 20 75 79 11 Percentage in band 2010 0.0 0.5 10.8 40.3 42.5 5.9 School Average 2006-2010 1.4 3.6 11.1 39.5 35.6 5.7 State Average 2010 0.4 3.9 19.4 46.4 25.9 4.1 Average School Certificate Relative Performance From Year 5 AVERAGE MARK 2010: SCHOOL 78.6 STATE 75.1 Course School 2010 School Average 2006 - 2010 SSG Average 2010 English 1.5 1.8 1.4 Mathematics 2.9 3.2 2.1 Mathematics Science 1.4 1.4 1.2 Performance band distribution Australian History, Civics and Citizenship 3.3 2.8 2.1 Australian Geography, Civics and Citizenship 4.0 2.8 1.5 Performance band 1 2 3 4 5 6 Computer Skills 1.0 2.2 1.1 Number in band 2010 0 6 29 38 72 41 Percentage in band 2010 0.0 3.2 15.6 20.4 38.7 22.0 Note: By definition, the State average relative preformance is zero. SSG is defined as a ‘statistically similar group’ of schools (ie a like group). School Average 2006-2010 0.2 7.4 17.3 26.0 32.8 16.3 State Average 2010 0.5 19.9 33.6 22.8 15.1 8.1

AVERAGE MARK 2010: SCHOOL 80.7 STATE 70.2

Overall Analysis of School Certificate Results Science Performance band distribution Our 2010 School certificate results were again excellent, with some very pleasing improvements in most courses, Performance band 1 2 3 4 5 6 particularly in the percentage increase of Band 6 results. Number in band 2010 0 6 18 59 77 26 Percentage in band 2010 0.0 3.2 9.7 31.7 41.4 14.0 • ENGLISH: In English, 48.4% of students achieved in the top 2 Bands compared to 30% of the State. The difference School Average 2006-2010 1.0 4.8 12.4 32.3 38.8 8.0 in the school versus state exam mean also continued a 3 year trend of further increasing the gap above the state. State Average 2010 0.5 8.4 24.2 32.7 26.7 7.5

AVERAGE MARK 2010: SCHOOL 80.1 STATE 74.6 • MATHEMATICS: In Mathematics, 22 % of students achieved in the top band compared with the State average of 8.1%. This exceptionally strong result was further exemplified with 38.7 % of students who achieved a Band 5 result compared to the State average of 15.1%. These results are a large improvement on the 2009 data, Australian Geography, Civics And Citizenship particularly in the top Band, where the numbers of students achieving a Band 6 almost doubled. Performance band distribution Performance band 1 2 3 4 5 6 • SCIENCE: In Science, the percentage of students achieving a Band 6 (14%) increased from 2009 and was 6.5% Number in band 2010 1 13 26 68 51 27 above the State average. 38.8% of students also achieved a Band 5 compared to 26.7% of students across the State. Percentage in band 2010 0.5 7.0 14.0 36.6 27.4 14.5 These results were also an improvement on the 2009 data. The results also showed a reduction in the percentage School Average 2006-2010 1.3 6.1 16.4 34.5 28.2 13.7 of students who achieved in Band 4 and below. State Average 2010 2.5 16.4 30.5 30.3 16.6 3.8 • HISTORY: In History, there was a notable improvement in the percentage of students who achieved in the top AVERAGE MARK 2010: SCHOOL 77.4 STATE 69.9 Band(11.3% in 2010 versus 7.82% in 2009). There was also a pleasing improvement in the increase of students from Band 3 into 4. 28.5% of students achieved in the top 2 Bands versus the state result of 14.8%. Australian History, Civics And Citizenship • GEOGRAPHY: Our Geography results showed excellent improvement from 2009 with 14.5 % of students Performance band distribution achieving a Band 6 result compared with 9.49% of students last year. This result is also 10.7 percentage points Performance band 1 2 3 4 5 6 above the State average. There was also a notable reduction in the percentage of Band 3 results. Number in band 2010 1 14 33 85 32 21 Percentage in band 2010 0.5 7.5 17.7 45.7 17.2 11.3 • COMPUTING STUDIES: Continuing our history of strong results in Computing Studies, 99.5% of students School Average 2006-2010 2.0 7.6 20.8 36.8 25.2 7.6 achieved a highly competent or competent result. Our highly competent result was 19 percentage points above State Average 2010 3.3 21.2 31.2 29.4 10.5 4.3 the State. AVERAGE MARK 2010: SCHOOL 75.2 STATE 67.9

6 7 National Assessment Program Literacy & Numeracy (NAPLAN)

Y E A R 7 Y E A R 9

NATIONAL ASSESSMENT PROGRAM – Reading LITERACY AND NUMERACY RESULTS 2010 Reading This is the school’s third year of reporting the results of Skill Band Distribution the National Assessment Program which tests all students Skill Band Distribution Band 4 5 6 7 8 9 across Australia in elements of literacy and numeracy in Band 5 6 7 8 9 10 Number in band 2010 1 11 37 56 71 26 Years 3, 5, 7 and 9. Number in band 2010 11 26 50 60 42 14 Percentage in band 2010 0.5 5.5 18.3 27.7 35.2 12.9 The tables detail the following information:- Percentage in band 2010 5.4 12.8 24.6 29.6 20.7 6.9 School Average 2008-2010 1.8 8.1 20.0 26.6 32.1 11.4 • School performance in the current year with a School Average 2008-2010 4.7 12.9 24.0 30.2 20.4 7.8 State Average 2010 6.7 17.0 23.0 24.3 18.8 10.2 comparison of an average of previous years’ results State Average 2010 11.3 22.8 23.6 21.5 15.5 5.3 • The state average results AVERAGE MARK 2010: SCHOOL 575.8 STATE 537.7 AVERAGE MARK 2010: SCHOOL 590.9 STATE 567.7 • The percentage breakdown of student achievement in each Band for each component of Literacy and Numeracy Writing NB. The National Assessment Program has a reporting Writing Skill Band Distribution scale of Bands 4-9 for Year 7 and 5-10 for Year 9. The top Skill Band Distribution Band 4 5 6 7 8 9 Bands are 9 and 10 respectively. Band 5 6 7 8 9 10 Number in band 2010 7 19 44 51 39 40 In High Schools, both Year 7 and 9 undertake testing Number in band 2010 16 44 42 48 32 23 Percentage in band 2010 3.5 9.5 22.0 25.5 19.5 20.0 in Literacy in the elements of reading, writing, spelling, Percentage in band 2010 7.8 21.5 20.5 23.4 15.6 11.2 School Average 2008-2010 2.9 7.3 27.9 26.1 22.0 13.8 grammar and punctuation. A separate paper to determine School Average 2008-2010 7.8 18.4 19.7 25.7 16.3 12.1 the level of skill in numeracy is also conducted for both State Average 2010 8.2 13.7 33.4 21.9 15.6 7.1 State Average 2010 14.0 25.2 22.4 21.6 10.1 6.8 year 7 and year 9.

AVERAGE MARK 2010: SCHOOL 561.4 STATE 522.4 The data provides the school with another measure AVERAGE MARK 2010: SCHOOL 579.9 STATE 551.9 which helps us identify the strengths and weaknesses of student achievement in literacy and numeracy. One of these measures is the ‘growth’ of students from their Spelling performance in their last NAPLAN test. For Year 7 students Spelling Skill Band Distribution this is their year 5 test and for year 9 obviously their year 7 Skill Band Distribution Band 4 5 6 7 8 9 test. Student growth can be compared to ‘average growth’ Band 5 6 7 8 9 10 as calculated by all NSW results. Patterns of growth can be Number in band 2010 5 6 25 45 63 57 Number in band 2010 14 16 23 58 65 29 analysed and assessed against current school programs and Percentage in band 2010 2.5 3.0 12.4 22.4 31.3 28.4 their effectiveness. Percentage in band 2010 6.8 7.8 11.2 28.3 31.7 14.2 School Average 2008-2010 2.8 5.0 12.6 22.3 33.7 23.6 School Average 2008-2010 5.4 8.1 18.1 25.9 28.8 13.7 The tables opposite enable you to identify the achievement State Average 2010 7.7 11.2 19.9 27.6 22.0 11.7 level of each cohort (years 7 and 9) compared with previous State Average 2010 11.5 12.4 24.5 26.5 15.7 9.3 years’ results and State averages. Some highlights include:- AVERAGE MARK 2010: SCHOOL 594.3 STATE 547.0 AVERAGE MARK 2010: SCHOOL 612.4 STATE 579.1 Year 7 - An increase in the percentage of students who achieved Grammar and Punctuation in the top 2 bands in reading as well as a decrease in the Grammar and Punctuation percentage who achieved in Bands 4 and 5 in 2009 Skill Band Distribution Skill Band Distribution - A 12% increase in the percentage of students who Band 4 5 6 7 8 9 achieved in the top band for writing compared with Band 5 6 7 8 9 10 Number in band 2010 6 13 30 59 51 42 2009 Number in band 2010 11 21 37 64 44 28 Percentage in band 2010 3.0 6.5 14.9 29.4 25.4 20.9 - An increase in the percentage of students in the top Percentage in band 2010 5.4 10.2 18.1 31.2 21.5 13.7 School Average 2008-2010 4.6 9.3 16.3 30.0 22.5 17.2 bands in spelling, grammar and punctuation compared School Average 2008-2010 5.1 11.0 23.9 28.8 18.4 12.8 State Average 2010 13.6 12.0 24.9 25.3 13.0 11.1 with 2009 State Average 2010 11.5 17.6 26.9 21.4 11.8 10.7 - In numeracy the percentage of students who achieved in AVERAGE MARK 2010: SCHOOL 583.7 STATE 529.2 the top band increased on 2009 and was 29% above the AVERAGE MARK 2010: SCHOOL 602.7 STATE 572.0 State average Year 9 Numeracy - The percentages of students in the top band were above Numeracy Skill Band Distribution the State average in reading, writing, spelling, grammar Skill Band Distribution Band 4 5 6 7 8 9 and punctuation. Band 5 6 7 8 9 10 Number in band 2010 0 5 21 47 42 87 - 46 % of students were in the top 2 bands for spelling Number in band 2010 2 12 36 43 51 60 Percentage in band 2010 0.0 2.5 10.4 23.3 20.8 43.1 and 35% of students in the top 2 bands for grammar and Percentage in band 2010 1.0 5.9 17.7 21.1 25.0 29.4 punctuation School Average 2008-2010 0.9 4.8 11.1 19.9 23.6 39.8 School Average 2008-2010 0.7 6.2 16.5 21.8 24.1 30.7 State Average 2010 5.2 17.9 25.9 23.5 13.1 14.3 - In numeracy 29% of students were in the top band State Average 2010 8 18 31 16 15 12 which was 17% above the state average AVERAGE MARK 2010: SCHOOL 614.9 STATE 542.2 Despite some very good results, the school has identified AVERAGE MARK 2010: SCHOOL 642.7 STATE 583.7 the continued need to work on explicit, targeted, whole school literacy strategies, particularly in the area of writing for the Year 9 2010 cohort.

8 9 Value Added Data Years 7-10 Value Added Data Years 11-12

UNDERSTANDING VALUE ADDED HIGHER SCHOOL CERTIFICATE Over the past 32 years the means by which the performance has made to the level of attainments reached by students. COURSE SUMMARY TABLE of a school is measured and reported has shifted from a On these pages each student’s School Certificate results focus on the quantity of schooling provision to the quality of from Year 10 are compared with their Year 12 results to schooling outcomes. see if they have improved in the two years or exceeded Course School School SSG State This has not been a simple exercise. Although one of the expectations(P11). The expression of ‘value-added’ or adding 2010 2006-2010 2010 2010 measurements has been for schools (as we have also done) value to the learning process of the student is the language to report on the percentage of students achieving a level used to enable conversation about the possible factors Ancient History 81.4 78.1 80.0 70.5 of performance within a skill band. We have indicated affecting student attainment. Biology 74.8 74.4 79.0 72.2 performance in this way when providing a percentage for When determining the value added from School Certificate Business Studies 78.9 72.2 79.0 72.3 both School and Higher School Certificate for Bands 5 and results these are compared to the NAPLAN tests in Year 6 and various Band levels for NAPLAN results. However, 5 (P10). In the table for average school certificate relative Chemistry 76.2 76.4 80.0 73.8 research literature would suggest that these results alone are performance from year 5 (value added), the 2010 cohort have Economics 71.2 73.6 78.0 72.6 inadequate in being able to make judgements about school made significant progress beyond that which was acheived English (Standard) 69.4 67.4 69.0 61.8 effectiveness. Some suggest that the above results may indicate across the State. Of particular note was the excellent more about the quality of the student intake and relevant performance of students in Australian History and Australian English (Advanced) 82.5 79.8 84.0 79.9 individual factors rather than about the effectiveness of Geography. In both these areas, students performed well English as a Second Language 76.1 75.6 76.0 72.3 the teaching and learning process in this school. above the school’s average over the last 5 years. Our value It is a complex situation which requires the quality of added was also well above our like school grouping (SSG) English Extension 1 81.2 78.8 83.0 80.1 data to be high and wide ranging to present some of the in most courses. In the 2010 table, the column headed SSG Geography 75.1 72.8 78.0 72.1 picture of a school’s performance. As part of this ‘shift’ our is an identified group of similar schools. This includes 10 DET system has for some years been developing a bank of schools based on similar socio economic data and of a similar Legal Studies 76.4 78.0 82.0 70.7 data which enables schools to track individual and groups of type of school e.g. comprehensive, co-educational in status. General Mathematics 72.3 72.9 76.0 69.0 individual achievement and map the learning growth between Although no individual school data is provided, the graphs Mathematics 77.6 75.2 80.0 75.0 two points of measurement. and charts enable our school to draw conclusions about Mathematics Extension 1 85.5 81.7 84.0 81.3 From this information provided for us, schools are meant to our comparative school performance within the context of explore, through a range of data, what contribution the school adding value to the student’s learning. Mathematics Extension 2 87.1 83.0 85.0 84.2 Modern History 78.4 75.7 81.0 73.7 AVERAGE SCHOOL CERTIFICATE RELATIVE Music 1 82.1 81.3 84.0 78.7 PERFORMANCE FROM YEAR 5 (VALUE-ADDED) Personal Development, Health and Physical Education 74.2 73.5 79.0 73.4 Physics 79.3 76.0 79.0 74.4 Course School School Average SSG Average Senior Science 74.0 80.3 80.0 74.4 2010 2006-2010* 2010 Society and Culture 74.6 75.6 79.0 73.2 English 1.5 1.8 1.4 Japanese Beginners 74.4 79.9 76.0 73.0 Mathematics 2.9 3.2 2.1 Japanese Continuers 83.5 81.8 82.0 78.3 Science 1.4 1.4 1.2 Hospitality Examination 70.6 70.6 77.0 73.7 Australian History, Civics and Citizenship 3.3 2.8 2.1 Note: Data and graphs are provided for courses with ten or more candidates only. Australian Geography, Civics and Citizenship 4.0 2.8 1.5 Computer Skills 1.0 2.2 1.1 Note: By definition, the State average relative performance is zero. AVERAGE HSC RELATIVE PERFORMANCE SCHOOL CERTIFICATE: RELATIVE GROWTH FROM YEAR 10 (VALUE-ADDED) FROM YEAR 5 (VALUE-ADDED) Note: 4.0 1. The low performance band includes students in Bands 1, 2 and 3 on average 9.0 in the School Certificate. The middle band includes students in Band 4, the high 3.5 band includes students in Band 5 and 6. 8.0 2. By definition, State average value-added is zero. 3.0 3. The Schools and School Average columns are not shown if less than ten 7.0 course results are available. 2.5 6.0 2.0 5.0 Performance Bands Low Middle High 1.5 4.0 School 2010 7.8 6.3 6.9 1.0 3.0 School Average 2006-2010 5.6 5.6 4.1 0.5 2.0 0.0 SCHOOL 2010 LSG Average 2010 5.8 7.6 2.7 SCHOOL AVERAGE 2006-2010 1.0 SCHOOL 2010 SCHOOL AVERAGE 2006-2010 LSG AVERAGE 2010 SKILLS SSG AVERAGE 2010 0.0 SCIENCE ENGLISH HISTORY, LOW MIDDLE HIGH COMPUTER CIVICS AND CIVICS AND CITIZENSHIP CITIZENSHIP AUSTRALIAN AUSTRALIAN GEOGRAPHY, 10 MATHEMATICS 11 Pastoral Care and Leadership Activities

Peer Tutoring Years 7 & 8 Streamwatch Throughout the year various activities are organised to give students performance opportunities. These include Year 7 Music Orientation Night Carlingford High School participated in the Statewide DET funded As the name suggests, the purpose of this program is to check the where students new to the school are informed of the program, Cabaret Peer Tutoring program. Twenty Year 10 volunteer tutors were selected water quality of one of our local streams over a period of time. at the end of 2009. The number of volunteers reflects positively on Night and Showcase and Awards Night. Other performance opportunities Interested students are able apply to be part of this program. Small include eisteddfods, Arts North Music Festival, School Spectacular and the community spirit of the students. Year 7 and 8 students were selected groups are trained in how to use a variety of instruments to measure to receive tutoring on the basis of an ACER diagnostic reading smaller performances at school and at regional events. various aspects of water quality. This information is then collated and comprehension test. posted on Sydney Water’s Website. The information is used to monitor Each year concludes with a Music Tour which includes performances and Tutors received one full day training at Meadowbank TAFE and ongoing and improve the health of our waterways. This program provides a workshops at local and country schools. training and monitoring at school from both TAFE teacher and school wonderful opportunity for students to develop skills in environmental At Carlingford High School we offer a range of ensembles all directed Support Teacher Learning Assistance (STLA). Tutors were trained in education and positively contribute to the local community. in-house by the music staff. These strengthen students’ musical abilities strategies such as Pause, Prompt and Praise and given an understanding whilst maintaining a link with current syllabus outcomes. These include: - of the theory and complexity of the reading process. They were provided with “Authentic” materials: chapters of text books from across the KLAs. Peer Support Leaders Concert Band 1 and 2 The process of daily tutoring was designed to develop comprehension The following students are to be congratulated on their efforts and Stage Band 1and 2 strategies and make success in the classroom more achievable for less contributions as peer support leaders:- able readers and recently-arrived NESB students. Choir and Select Vocal Ensemble Brendan Ao, Gabriella Arratia, Dominica Barabas, Ingrid Berzins, Lachlan End-of-year testing and ‘tutee’ surveys indicated generally strong String Ensemble Boucher, Eric Chan, Gavin Cheung, Enoch Chieng, Raja Choudhry, progress in skills, attitude to reading and confidence. Tutor surveys These groups enable students of all levels and abilities to participate in indicated similar personal satisfaction and a sense of improvement in their Kimberley Cochrane, Samuel Cui, Taylor Darlington, Claire De Mellow, own understanding of key skills for learning. Significantly the younger Haroun Dole, Julian Gillot, Kate Graham, Bryan Ho, Joshuan Jeganathan, music. Tiffany Kwok, Miriam Lam, John Lee, Heather McIntosh, Max McLennan- students indicate their increased enjoyment of reading texts for pleasure Debating and Public Speaking and the added bonus of developing a friendship with a supportive Year Gillings, Rishabh Meenakshisundharam, Natalie Payze, Tina Poon, Lis 10 student. Sama, Danial Shafei Begli, Jamie Simpson, Candice Skelton, Erin Smith, In 2010 Public Speaking opportunities were made available to interested students through Sydney Morning Herald Plain Speaking, Legacy Juniors, Although the identified students gain a lot of confidence in reading and Vera Terzic, Jordan Ung, Breanne Watiwat, Sophie Wilcher, Andrew Xian, and Rostrum. Within school, all junior, intermediate and senior students improved comprehension, the Year 10 students as tutors receive a TAFE Kerri Yan, Michael Yang, Herbet Yeung, Daniel Yong, Jordan Yoosuff, Jameal take part in public speaking; more successful speakers proceed to year credential, a leadership opportunity and a strong sense of contributing Yousufzai, Tony Yu, Nima Zafari. group finals and then by invitation to the P &C sponsored competition positively to their community. where competitors give both prepared and impromptu speeches and The 2010 group of tutors were outstanding in their commitment, effort Peer Support guest adjudicators award prizes in each of three categories. and ability to establish rapport with their tutees. This program provides students with the opportunities to develop the The school entered debating teams in the Premiers’ Debating Challenge for understanding, attitudes and skills they need to live in a safe environment each year group. Debating requires students to develop skills in critical Leadership Roles: SRC and enjoy a healthy and balanced lifestyle. It also provides opportunities thinking and teamwork to construct a case within a one hour time frame. Carlingford High School’s Student Representative Council have continued for students to realise their own potential and contribute positively to Debates may take place at local, regional and state level. We have a number society. of teachers who act as coaches and mentors for these programs. to contribute to raising school spirit and assisting the wider community. Students from Years 7 – 11 are invited each year to undertake a process A whole school approach reinforces, emphasises and encourages Debating and public speaking enables students to develop confidence in addressing a group of people and to use language appropriate to audience of nomination and online voting to establish the schools representatives. positive behaviours. and purpose. Excursions and workshops are also organised to provide In 2010 led by our Presidents, Alli Deagle and Andrew Davis, all thirty One of the aims is to develop in students a more proactive approach in students with further experience from skilled participants. three councillors have contributed to a range of activities within the taking responsibility for their own well being. Carlo community. The SRC has driven fundraising for a number of charities In 2009, 50 Year 10 students were identified for their leadership qualities including holding the popular Footy Colours Day to raise funds for the and interest in assisting others. The Year 10 students undertook two S p o r t Fight Cancer Foundation and Drawtism – a Pictionary-style event to days of the Peer Support Foundation Leadership Training package. Carlingford High School has sport integrated into the curriculum in Stage raise awareness about autism. The SRC also held a Junior Dance, the first Following training, all Year 10 students successfully assisted with the Year 4 (Years 7 and 8) enabling specific skill development to occur with our for over five years, which was a great success. The councillors have also 7 Orientation Day in Term 4 of 2009 and assisted Year 7 on their first PD/H/PE staff. Although students in Stage 4 do not engage in weekly grade or recreational sporting activities with the rest of the school, they run sporting competitions such as the traditional Carlo Cup basketball day at school in 2010. are given opportunities to participate in school carnivals, across zone competition and inspired by the 2010 World Cup, a 6-a-side soccer In 2010, Year 7 were engaged in Peer Support sessions focussed on gala days through to state and national level according to interest, skill competition. The SRC have also supported Operation Christmas Child, building resilience and conflict management. The Year 11 Peer Support and commitment. Elite individuals at specific sports are supported and collecting and sending shoeboxes of gifts to underprivileged children. Leaders used their skills to assist Year 7 with the daily aspects of High encouraged in their pursuit of excellence. This year we had three students The councillors are also active in improving the school environment, School life, building positive relationships and guided them with strategies who received Gold Medals for their high level of participation in CHS sports. 2010 saw the running of our inaugural Sports Presentation day. The contributing funds and labour to the Garden project and purchasing for developing self advocacy under the guidance and supervision of interested staff. Ceremony was a great way to raise the profile of sport in our school and the wireless speaker system for the Library in conjunction with Year 12. allow us to recognise the fantastic achievements of our sporting students. There have been many opportunities for students from Years 7 through Music Programs From Years 9 – 12 students have a wide range of sports in which to to Year 11 to undertake leadership and management roles. Our senior participate either at grade or recreational level. This is always encouraged Carlingford Music programs continue to flourish and build on a strong councillors have been outstanding role models, many taking the initiative through the commitment of a number of dedicated teacher/coaches. reputation established several decades ago. Performances in the Region, to independently develop their own projects. The junior members of There were two new grade sports entered in our Zone this Year, Grade country centres and competitions continue to indicate the success of the council have been hardworking and valuable contributors to the Tennis and Grade Table tennis with Carlingford High coming second in this program. success of many council projects. each of these competitions. This program is maintained by the work of a dedicated music staff and As indicated in this report under ‘Student Achievements’ we support and supported by an active parent support group. Opportunities are given celebrate particular elite individual achievements in varied fields such as to students to achieve at many levels from rank and file players to equestrian events, baseball, golf, European Handball and Volleyball. soloists. Students are also encouraged to follow their own interests We were also entered into 15 state Knock Outs in a variety of sports in music through various smaller groups, composition and technology throughout the year with varying degrees of success. All students pursuits. thoroughly enjoyed the experience and the opportunity to represent their school. 12 13 2010 Student Achievements

School Spectacular Competed at state level: Year 9 Dance/Music – Toxic Castle Hill Show: Sam Conway, Clara Lau (Year 12), Zac Roy (Year 11), Christine Lim, Jessica Wang, Rachael Cantrill Swimming / Zoran Terzic, Lauren Bassett, Jennifer Massey, Fraser Heather Anderson, Amanzi Lawrence, Alex Bourke (with Jorgia schuck, Francesca Jessica Chow (Yr 12) Textiles & Design Louise Graziano (Year 10)Reserve Amy Naicker, Isabella Chin, Julia Dabrowski, Michael Lee, Joel Conway (Year 10), Nixon Athletics. Gao, Kira Hofer) Grand Champion Ribbon Eva Turco, Nik Cini, Andrew Lingley (Year 9), Zach Walker, Jack Quinn (Year 8), Competed at regional level: Year 9 Drama – Time Warp Rachel Gately (Yr 10) 1st Textile Art and 2nd Apparel Joshua Tsui (Year 7) Liz Barron,Victor Wai Tennis / Emily Bennett Diving, Annika Linder, Amelia Hofer, Rachel Amin, Cheyenne Barton, Alexandra Bourke, James Hughes, Amanzi So Young You (Yr 10) 2nd Apparel Arts North Festival Natalie Linder, Lauren Cantrill Swimming / Jason Laffer, Wellen Fu, Trevor Li Volleyball Lawrence, Kachina Li, Alana Moxon, Phoebe Pash, Jorgia Schuck, Zoe Zhang Zac Roy (Year 11), Joel Conway,Julia Dabrowski, Michael Lee, Amy Naicker, Emily / Regan Pinker, AFL, Rachael Cantrill, Jarrah Nesbitt, Joanna Quy, Kate Henry, Cassie Ryan (Yr 9) 3rd Machine Embroidered Box Webster, Rebecca Wong (Year 10), Alexandra Bourke, Nik Cini,Jessie Deng, Shirley Brooke Little, Peter Sheremeta, Cedric Tour, Zoe Zhang, Esther Jo, Jessie He, Year 10 Drama – The Shoe-Horn Sonata Jamie Telfer (Yr 8) 3rd Soft Toy Athletics Samin Kazemzadeh, Emma Throssell Ho, Amy Hughes, Leo Lee, Andrea Lin, Andrew Lingley, Philippa Moore, Alana Shannon McKenzie (Yr 9) Encouragement Award Moxon, Monique Nguyen, Zarina Roy, Tanish Truong, Eva Turco (Year 9), Jensen Swimming Age Champions Year 9 Dance – Jessie’s Girl Chen, Media Chen, Raymond Cchen, Daniel Lee, Jack Quinn, Jonathan Siu, Andrew Grade Sport Finalists Girls 12 Years Rebecca Jacob 13 Years Lauren Cantrill Cheyenne Barton, Evelyn Chin, Jasmine Conley, Melanie Eades, Francesca Gao, Vassila, Taylor Telfer, Zach Walker, Alan Wu, Colin Yang, Hin Zee, James Zhang (Year Boys B Soccer Amy Ho, Millie Hofer/Alana Moxon, Kira Hofer, Tammy Loh, Medha Mani, Shannon 8), Samuel Wong, Joshua Tsui, Winco Ling, Fiona Gao, Dominiic Wong, Mimi Elina, 14 Years Rachel Bell, 14 Years Samantha Law McKenzie, Alysha Robb, Zarina Roy, Cassandra Ryan, Zoe Thornthwaite, Rachel Girls B Grade Volleyball Samantha Arratia, Emma Hughes, Lauren Cantrill, Anthea Hull, Cindy Basset, Nidhi 15 Years Rachel Cantrill 16 Years Louise Graziano Tomc, Jarrah Nesbitt Boys A and B grade V Ball Balasubramanya, Brianna Ye, Charis Lawrence, Caitlin Williams, Jacky Lau (Year 7) 17 Years Kate Henry Hannah Alexander (Year 10) 1st Northern Beaches Eisteddfod Classical Chamber Choir Year 11 Music – Song Championship Raymond Chen, Jack Quinn, Zach Walker (Year 8), Eva Turco, Alexandra Bourke, Boys 12 Years James Deagle 13 Years Jason Lee John Lee & Olivia Kierdal (Yr 11) Joshua Russell (Year 10) & Jasmine Russell (Year 8) Attended NSW Public Zarina Roy, Shirley Ho, Alana Moxon, Rachel Tomc, Jorgia Schuck (Year 9), Amy 14 Years Raymond Chen 15 Years Boys Ben Henry Year 10 Dance -- Apologise Naicker, Isabella Chin, Joel Conway, Julia Dabrowski, Jessica Wang, Christine Lim, School Senior State Music Camp 2010 16 Years Oran Jian 17 Years Brodie Owen Zoe Thornthwaite, Cassandra Ryan, Jasmine Conley, Evelyn Chin Michael Lee (Year 10), Zac Roy (Year 11) Angus Roberts (Year 7) Northern Sydney Region Choir Tour, Choralfest, Port Cross Country Champions Year 9 Drama – Best Friends Ryde Eisteddfod Macquarie. Girls 12 Years Becky Jacob 13 Years Megan Ramsdale Amanzi Lawrence, Alex Bourke, Zoe Zhang, Phoebe Pash, James Hughes Declan Campbell, Matthew Dabrowski, Liam Gately, Sean Gately, Becky Jacob, Patrick Needham (Year 7) selected to represent Northern Districts Cricket. Chris Lawrence, Cameron McPherson, Joshua Stevens (Year 7), Rachel Bell, Alex 14 Years Emily Bennett 15 Years Rachael Cantrill Year 10 Dance – Unbroken James Needham (Year 8) selected to represent Northern Districts as well as for Lau, Jack Quinn, Ryan Stein, Michelle Sun, Stephanie Valanidas, Adam Valanidas, Choreographed by Millie Hofer and Kira Hofer 16 Years Jarrah Nesbitt 17 Years Candice Skelton Emerging Blues. (Cricket) Colin Yang (Year 8), Heather Anderson, Elizabeth Barron, Rachael Contrill, Nic Zoe Thornthwaite, Cassandra Ryan, Tammy Lo, Alysha Robb, Kira Hofer, Francesca Cini, Brian Hong, Katherine Joannou, Andrew Lingley, Ashlee McDonald, Nick Boys 12 Years Samuel Cheng 13 Years Sam Tassone Gao, Louise Graziano, Emma Throssell, Millie Hofer, Vickie Deng, Esther Jo, Rachel Sairachna Trikha: Winner of Regional Student Recognition Award Wilson (Year 9), Hannah Alexander, Rangan Balakumar, Yash Bapat, Aimee Burrow, 14 Years Harrison Chalke 15 Years Ben Henry Gately. Chamber Choir: 1st Galston Eisteddfor Joel Conway, Julia Dabrowski, Thomas Fewchuck, Rachel Gately, Jessie He, Amy Timber Challenge Naicker, Jarrah Nesbitt, Emily Webster (Year 10), Alli Deagle, Maurice Leung, Zac 16 Years Brett Aalders 17 Years Fraser Nixon Student Sustainability Council :1st, Earth Watch Film Competition Ben Henry, Marko Prgomet, Gabriel Asatryan, Kelvin Lau (Year 9) Roy, Jamie Simpson (Year 11), Keith Buckley, Ronald Cheng, Clara Lau (Year 12) Athletics Age Champions Herbert Yeung (Year 11) International Football Group participating in the U16 Legacy Junior Public Speaking Competition Ryde Eisteddfod Solos: Girls 12 Years Rebecca Jacob 13 Years Lauren Bassett New Caledonia Football Tournament Joshua Stevens, Vainika Maini (Year 7) Adam Valanidas (Year 8) First Place Brass Solo (14 Years); Highly Commended Brass Solo 14 Years Kira Hofer 15 Years Brooke Little Tayler Darlington (Year 11) Ambassador for the 2010 Sydney Schoolgirls’ Get Secondary Age. Rostrum Voice of Youth 16 Years Jarrah Nesbitt 17+ Years Holly Jenkins Active Breakfast. Kristina Adzic, Charis Lawrence (Year 7) Science Competition Jessica Chow (Year 12) HSC Textiles major project selected for a state-wide Boys 12 Years Fred Khoury 13 Years Jason Chan Distinction Annie Gao, Naomi Shu, Wei Long, Andrew Wei, Tiffany Widjaja (Year 7), P & C Public Speaking Competition exhibition and HSC Design and Technology major project nominated for the Sarah Tavakoli-Farahani (Year 8), Nancy Chen, Stephanie Mantilla (Year 9), Jessie He, 14 Years Harrison Chalke 15 Years Ben Henry Junior Division 1st Matthew Dabrowski, 2nd Sahar Tavakoli, 3rd Beatrice Gunawan DesignTech exhibition . Richard Lam (Year 10) 16 Years Jake Letteri 17+ Zoran Terzi Intermediate Division 1st Susie Talsi, 2nd Nick Wilson, 3rd Phoebe Kwan Chantal Bronkhurst (Year 12) had her HSC Design and Technology major project Credit Cindy Basset Nidhi Balasubramanya, Cathy Kong, Alex Law, Dunjian Li, Senior Division 1st Amelia Dominy, 2nd Virat Nehru, 3rd Sairachna Trikha nominated for the DesignTech exhibition. Edison Pun, James Zacharia (Year 7), David Ho, Melchior Lee, Anthony Sham, Our Dancers Michael Pierotti(Year 11) runner up in Woodwork University of Wollongong Saveen Sudarshan, Jason Wong, Hin Zee (Year 8), Amy Armstrong, Alan Inprom, Year 10 Dance – Bring Me to Life Peer Mediators: Woodwork portfolio competition Leo Lee, Ben Martyn, Nicholas Wilson, Wilson Zou (Year 9), Jonathan Chen, Gerald Choreographed by Mrs Sluiter and Year 10 dance students. Boys: Rangan Balakumar, Yash Bapat, Ardy Chen, Dominic Fu, Evan Keeble, Winston Nam, Mark Ouyang, Benson Wong (Year 10) Aimee Burrow, Vickie Deng, Lo uise Graziano, Millie Hofer, Esther Jo, Emma Lim, Brandon Mak, Benson Wong, Edward Yang Throssell 2010 Year 11 Economics and Business Studies Competition Girls: Rebecca Ackah, Hannah Churchouse, Julia Dabrowski, Jessie He, Amelia Hofer, Economics: Credit Rae Lee Year 10 Drama – Abbott and Costello Samin Kazemzadeh, Kimberly Kong, Monica Park, Brittany West, Rebecca Wong, Business Studies: Credit Janice Luo, Nima Zafari Josh Russell & Nathan Lee Karen Zhang. (Year 10) Peer Tutors: 2010 Year 12 Economics and Business Studies Competition Year 8/9 Music – Gotta Find You by Joe Jonas Hannah Alexander, Kayla Belo, Aimee Burrow, Julia Dabrowski, Dominic Fu, Rachel Dux and HSC high achievers Economics: Distinction Caryi Lee, Warren Yap Credit: Channtal Bronkhorst, Gu Rachel Tomc (Yr 9) & Ben Tomc (Yr 8) Gately, Vida Granzooy, Imelda Huang, Sam Huang, Sarah Jackson, Samin Kazemzadeh, Yue, Steven Li, Mehrdad Shakourzadeh Highest ATAR Jane Koo, Cchristine Lim, Rich ma, Susie Talsi, Melissa West, Emma Throssell, Pia Buiness: Distinction Caryi Li, Steven Li, Mehrdad Shakourzadeh, Jack Ye Warren Yap Year 7 Dance – Little Monsters Prasad Cheema 99.70 Credit: Yu Gu, Ajay Joshi Choreograhed: Emma Throssell and Louise Graziano Turco, Victor Wai, Emily Webster, Lujia Zhou. Top Achievers in the State Louise Brettell, Kimberley Calvert, Kristina Adzic, Emma Hughes, Jemma Cooke, Northern Sydney Region Awards Evening Performers: Geography Competition: Eric Han 2nd State Japanese beginners Lilianne Hsu, Matt Wong, Wei Ling Hong, Beverley Lau, Cathy Kong, Charis Joel Conway, Sam Conway, Zac Roy, Michael Lee, Zac Walker, Jack Quinn, Raymond High Distinction: Antony Lau, Ardy Chen, Brandon Nyugen, David Lee, Emily Shuan Kim 2nd State Accounting Lawrence, Georgia Williams, Kayley Simon, Kalia Lawrence Chen, Isabella Chin, Tim Siu. Webster, Jonathan Macalpine, Julia Dabrowski, Kayla Belo, Max McKenzie, Monica Erin Leung 4th State Accounting Park, Rachel Gately, Richard Lam, Sarah Jackson, Stephenson Li, Victor Wai, Wilson Jacqueline Berky (Year 10) First Prize Flute (16/u) at the Sydney Eisteddfod. Year 9 Drama – Melodrama All rounders list (90 and above in 10 or more units) Zhang (Year 10) Phoebe Pash, Jorgia Shuck, Alexandra Bourke, Amanzi Lawrence Jason Laffer Selected in NSW CHSSA Boys Volleyball Team participating in State Prasad Cheema, Sport Year 11/9 Music – I Ain’t got you Jasmine Russell (Year 8) and z (Year 10) selected as part of the NSW Public Schools Vocal Jewel Wai Senior Sportswoman: Holly Jenkins, Tayler Darlington Zach Roy (Year 11) & Zarina Roy (Year 9) Ensembles. Caryi Lee Senior Sportsman: Fraser Nixon Anthony Bigg Junior Sportswoman: Rachael Cantrill Year 10 Dance – HipHop Zac Roy (Year 11) granted a provision scholarship by The Julliard School in New York. Junior Sportsman: Ben Henry Millie Hofer, Minkee Jang, Esther Jo, Jane Koo, Karen Zhang, Eddie Yang State Dance Camp: Jasmine Conley, Kira Hofer, Evelyn Chin, Zoe Thornthwaite, Played for NSW: Karen Zhang Table Tennis, Holly Jenkins Athletics,Taylor Alana Moxen, Cassandra Ryan (Year 9) Year 9 Drama – The Big Sel Darlington Handball Cheyenne Barton, Kachina Lee, Jorgia Schuck, Rachel Amin, Dominic Trinh Emily Bennett (Yr 8) competing in NSWCHS Diving State Carnival March 29, 30.

14 15 Education Support Services Current Technologies

Learning Support Services a range of specialised building services. In 2010, Carlingford students gained 8 regional With the Digital Education Revolution (DER) moving into its second year at Moodle ‘most outstanding student’ awards, a record for the school. Many students continue in Carlingford High School provides a substantial range Support Services that are available Carlingford High School, successful changes to the technology infrastructure The installation of Moodle and the creation of a Moodle team have seen the their respective fields after school. to all years. We maintain strong links with our local primary schools and have tailored were completed to not only cater for increased levels of access and use use of this online learning module increase throughout the year. There are programs that foster early intervention. It is our philosophy that this practice is Students in Year 9 are targeted for a special Year 10 Work Education elective course to the existing network facilities in coming years, but also the completion essential to maximising student outcomes as it allows us to prepare and plan support which involves individual development and preparation for the workforce such as first currently 26 subjects across all Stages using the Moodle platform as a mode for students based on individual needs, including cognitive, physical, emotional and aid, barista training, and OHS training. Students are also assisted to find multiple work of extensive installation of interactive technologies in general classrooms. of delivery. In addition, Moodle is used by Year 10 to complete the BOS “All social elements, prior to students commencing high school. experience positions and part-time work. Professional learning moved away from software applications and using the My Own Work” program as part of their senior requirements The key personnel that are primarily responsible for providing Learning Support in Many guest speakers come to the school to highlight the range of options open to technology to focus on incorporating these technologies into lesson delivery Computing Learning Spaces Summary the school include the Head Teacher of Teaching and Learning, the Support Teacher school leavers, including Universities, TAFE, private colleges and employers. Students and embedding strategies into teaching and learning programs. Learning Assistance (STLA), members of the Learning Support Team (LST), the School also attend careers expos such as the Tertiary Information Days at Macquarie University. • Three dedicated computer laboratories containing desktop systems. Councillor and the School Learning Support Officers (SLSO) formally known as the Many extra curricula activities at Carlingford High, as well as many classroom activities, DER netbooks and wireless access • Two rooms have 30 desktop systems allowing for maximum class sizes to Teachers Aides. engage the students in learning generic work skills such as teamwork, skill development, At the beginning of term 3, Carlingford High School received 211 S2 netbooks have a 1:1 ratio. communication, organisation and interpersonal skills. Students are assisted to add these Learning Support Programs: issued to every Year 9 student. 14 T2 netbooks were issued to staff currently • One room containing 24 desktop systems. skills to their resumes. Students also gain valuable vocational skills during Business teaching Year 9. Students in Year 9 participated in training specifically using Learning Support Team Week. • One “Connected Classroom” containing 24 desktop systems. Microsoft One Note to be incorporated into their learning across all their At Carlingford High School the Learning Support Team comprises of Head Teachers, • Two terminal service computing laboratories containing 13 and 18 client The Literacy Committee subjects. Councillors, and the STLA. They meet fortnightly and support students with special systems. needs and mainstream students regarding transitions, Teaching and Learning, Special The Literacy Committee at Carlingford High School strives to establish a consistent An evaluation of the Carlo MS “Notebook” provided to each student in 2009 • Library learning area containing 33 desktop systems Provisions for class and exam conditions and tailored Work Experience. approach towards the teaching and learning of Literacy whilst responding to cross curricular literacy issues and promoting a positive ethos towards literacy within the was completed in term 2. The evaluation, consisting of surveys and interviews Our Learning Support Team is a whole school planning and support mechanism. It is • Senior Learning Area located in the library containing 10 desktop systems. school. of staff and Year 10 students, determined that the Carlo MS “Notebook” was formed with the purpose of addressing the learning support needs of students • Two KLA specific computing learning areas contain 10 desktop systems Our goals include: significantly utilised by students and staff in teaching and learning as well as through the coordination, development, implementation, monitoring and evaluation of each. educational programs. A prime function of a Learning Support Team is to ensure that • developing a multi strategy, cross curricular approach student organisation of work and daily routines. The notebook included a yearly Calendar, school e-diary, term calendar and scaffolds for each subject. Our current student to desktop computer ratio is 1:5.4. However, when the needs of all students in the school are being met. A key feature of the learning • providing professional learning to teachers support team is the facilitation of collaborative planning between teachers, support This resource was again provided to Year 9 with continued evaluation in 2011. including the DER netbooks, the student to computer ratio is 1:2.7 staff, parents and students. • embedding literacy practices across all curriculum areas A working party consisting of the TSO and IT support, developed a process • Focusing on the literacy needs of all students with an emphasis on ESL Interactive Whiteboards (IWB) & Interactive Technologies STLA allowing the DER net books to access the school’s intranet facilities and • providing effective leadership through a representative and active Literacy Utilisation of these learning technologies has increased dramatically. With Support Teachers Learning Assistance (STLAs) are teachers that have a strategic role Committee. resources. This greatly improved the incorporation of the DER netbooks within whole school initiatives to improve outcomes for students with learning into teaching and learning through the ability to access already created digital greater levels of access, staff are able to incorporate interactive elements difficulties. The Literacy Committee of Carlingford High School aims for all to students to achieve into their lessons, increasing student engagement. Continued development of the following outcome: resources. The STLA works collaboratively with school executive, LST (Learning Support Team), interactive lessons will be a focus in the following year. teachers and parents to identify and assess students experiencing difficulties in learning. Students will develop improved proficiency in English literacy and language enabling Phase 2 of the dedicated wireless access points for the DER netbooks was They subsequently plan, implement, monitor and evaluate programs for students with them to progress and achieve in their chosen course(s). completed with 63 learning spaces now able to access the DET wireless Teaching & Learning using Technology learning difficulties. Each Key Learning Area will develop, monitor and evaluate a literacy action plan, in network. Additional DER wireless access points were also installed in the response to the schools Literacy Priority, which has highlighted specific literacy targets. Extensive professional learning has been undertaken by staff across all KLAs Carlingford High School regards the early intervention a priority and in turn provides school’s hall. Phase 3 installation in 2011 will see the school’s demountable in both using technology and programming and assessing with technology. early assessment of Year 7 and Year 8. Diagnostic testing is conducted by the Support Counselling classroom have access to the network. The focus of this professional development has been associated with Stage 5 Teacher Learning Assistance (STLA) early in the year. This provides valuable information The school counselling service in 2010 provided counselling and psychological service teaching and learning and the DER netbooks as well as interactive lessons in that highlights students who may be requiring support. Programs are then developed, Connected classroom tailored and delivered across Key Learning Areas that focus on Literacy and Numeracy to students with specific support needs at Carlingford High School. The school incorporating the school’s extensive access to interactive technologies. The skills. The STLA works with individual students, groups and staff in regards to counsellors work through the school Welfare and Learning Support teams to improve Throughout the year, this facility has continued to be used in student learning executive has led the staff through the DET program “Leading My Faculty” student welfare and learning outcomes. In order to provide a five day service to supporting students’ specific learning needs and may provide support through team conferences through links to Macquarie University’s ICT centre. Staff professional exploring beliefs, attitudes, competencies and the shift in teaching pedagogy. students, the school paid for an additional day so another counsellor was available to teaching, consultancy and training and development with other teachers, withdrawal for learning was conducted in this facility through a wide range of conferences assessment, withdrawal of students for short term intensive instruction and monitoring address the growing needs of our students. Staff continue to demonstrate eagerness in adopting new technologies as ranging from technology specific training through to curriculum network of progress as well as support for peer tutoring. Communication was vital in the quality of service and often special caseloads were learning tools through their constant willingness to undertake training and organised in order to reach all students. The skills and expertise of the two counsellors meetings and welfare programs. adaptations to their teaching and learning programs as well as developing and Team Teaching complemented each other with their responsibilities covering the individual assessment or refining new skills in teaching pedagogy incorporating learning technologies Team Teaching between the STLA and classroom teachers plays a vital role in the and counselling of students and playing an active role in the assessment of students for into collaborative learning environments. Through extensive professional support of students as they are key members of the school’s support network. They are special provisions, through to their roles as active members of the Learning Support learning and school communication, staff have a strong appreciation of these responsible for the early identification of students requiring additional support within Team. classroom settings. Once students are identified, the STLA works collaboratively with learning tools to further engage students, linking these technologies to quality classroom practitioners in the programming and delivering of specific Literacy and Gifted and Talented Education teaching dimensions including deep understanding, connectedness, engagement, Numeracy strategies in order to support students in meeting course outcomes. In accordance with the NSW Government Department of Education, Carlingford High and student direction in both learning and assessment programs. School aims to identify Gifted and Talented students and to maximize their learning Vocational Learning outcomes. School Website and parent portal Vocational learning at Carlingford High School comprises several elements: It is our belief and practice that the development of effective and equitable early A review of the school’s website was conducted involving students, staff and Students from Years 8-12 ( as long as they are 14 years of age) can undertake work identification procedures are necessary so that developmentally challenging programs parents. In addition to information provided on the website, an update of experience in a wide range of fields at any stage throughout the year (with the can be embedded into curriculum across KLA’s in order to cater to the needs of the layout was completed with a complete new look created. In addition, exception of examination periods) to give them a more realistic view of the world students. of work. Programs are usually for one week although students may complete one day the parent portal was released allowing secure access for every parent to Carlingford High School combines the data from placement tests constructed by per week over 5 weeks if this suits the employer. Students who are at risk of leaving information relating to their child(ren). This information included daily notices, the UNSW, NAPLAN results, statewide competitions, and Yr 6 reports in order to school early are targeted by their Year Adviser or the School Counsellor to encourage determine placement in Gifted & Talented classes. timetable, sport selections, attendance history and payment/invoice history. them to participate in further education or training. Students whose aspiration and /or Parents were notified via mail of their unique login details. A review of the motivation is below that of their ability are specifically targeted. Our school strives to provide a range of opportunities that incorporate different types of accelerative strategies and genuine differentiations which illustrate and support best parent portal will be conducted in term 3 2011. Senior students studying VET framework courses at school (eg Hospitality) and/or practice for gifted & talented students. Through the use of regular monitoring and TAFE undertake a week of workplacement in Year 11 and Year 12. Carlingford High evaluation of programs, our gifted and talented students are supported in meeting students have excelled in many VET courses at school and proceeded to continue in course outcomes. their respective fields at TAFE upon leaving school. Teachers are in turn supported through various Professional Learning opportunities, as Many senior students study TAFE courses each Tuesday afternoon at Hornsby, Ryde, it is part of their role to implement a variety of teaching strategies that incorporates Meadowbank, Ultimo and Bradfield College, as well as at OTEN . The most popular Curriculum differentiation in programs for the range of gifted and talented students subjects are Accounting, Fitness, Childrens’ Services, Hair & Beauty, Photography and

16 17 Business Report School Related Data

Interest 1% PROFESSIONAL LEARNING In 2010, professional learning focussed on a number of key initiatives including the upskilling of all teachers in catering Capital Canteen 10% for the needs of ESL (English as a second language) students. Whole staff and small group sessions within faculties were

Programs Library 2% delivered over 2 terms, which systematically looked at explicit strategies to support these students and improve their Balance Brought KLA 9% literacy outcomes. Continued learning centred around the strategic use of technology in the school and in particular Trust Accounts 15% 7% Trust Receipts 5% Receipts Trust Forward the use of interactive whiteboards. Time was also devoted in analysing our external NAPLAN data and assessing the Excursions 6% 29% effectiveness of our current whole school literacy and numeracy programs. Maintenance 3% Extra Curricular 7% School & Tied Funds STAFFING Community Utilities 6% Short Term Relief 5% Sources 12% Principal 1.0 Professional 25% Global Funds Deputy Principal 7, 9, 11 1.0 19% Canteen Deputy Principal 8, 10, 12 1.0 Learning 11% Head Teacher (Welfare) 1.0 Literacy & Numeracy Administration Head Teacher (Teaching and Learning) 1.0 20.88% Expenditure ???? Head Teacher (Administration) 1.0 & Office 26.76% Beginning Teacher 2.66% SCHOOL INCOME 17% Head Teacher (Curriculum) 10.0 Tied Funds 11% Teachers 54.10

SCHOOL EXPENDITURE STLA 0.3 Quality TeachingICT Innovations 10.45% ESL Staff 3.2 10.45% In 2010, a total of $85,214.99 Careers 1.0 was expended from Professional Librarian 1.0 Learning Funds, averaging Career Development CAPITAL EXPENDITURE: SCHOOL Counsellor 1.0 approximately $720 per staff School Assistants 10.97 24.81% member. Administration Manager 1.0 REFURBISHMENT General Assistant 1.0 Total Staff 89.57 Syllabus Implementation 2010 saw major capital purchases at Carlingford High School: 2.42% These included: RETENTION TO YEAR 12 Interactive Whiteboards installed in a further ten classrooms for access for both students and staff. Upgrades to The completion of Year 12 is increasingly seen as the minimum standard for entry to employment or further education. The Federal and facilities in staffrooms, the creation of another meeting room, and an upgrade of the school printroom. State Governments have therefore asked for schools to report on retention rates for students. Common measures are the retention of students enrolled in Year 7 who go on to complete Year 12 or those enrolled in Year 10 who continue through to Year 12. Extensive greening and planting of the school back boundary. Addition of a hospitality area outside the school hall for student and community use. PROPORTION STAYING ON (SC TO HSC) To assist with the funding of these projects, the P&C Association has kindly supported the school with a donation 90 SEG – School Education Group SCHOOL of $34,810. 80 consisting of schools with similar SEG educational status. Photocopiers were replaced and smaller machines placed into each Faculty for staff use. 70 STATE

60

50 Date of financial summary: 30.11.2010 School SEG State F I N A N C I A L Income $ 40 HSC06 80.0 81.9 61.1 S T A T E M E N T Balance Brought Forward 916,525.09 30 HSC07 77.7 82.1 60.8 Global Funds 615,640.08 SUMMARY Tied Funds 334,356.88 20 HSC08 84.1 80.4 60.3 School and Community Sources 796,541.84 10 HSC09 81.4 82.3 61.0 School Operated Canteen 303,623.99 HSC10 75.7 85.3 62.7 0 Interest 39,328.83 SC04- SC05 - SC06 - SC07 - SC08 - HSC06 HSC07 HSC08 HSC09 HSC10 This summary covers funds for Trust Receipts 168,836.00 operating costs and does not Total income 3,174,852.71 involve expenditure areas such Expenditure SCHOOL ATTENDANCE YR 7-12 as permanent salaries, buildings Teaching and learning 96 or major maintenance. Key learning areas 231,789.12 95 2007 2008 2009 2010 Excursions 152,840.05 Extra curricular dissections 182,150.17 94 School 91.1 92.7 92.4 93.3

Library 53,926.45 93 Region 92.5 92.9 93.1 93.3 Training and development - Under tied State 89.9 89.9 89.7 89.9 Tied funds 317,644.44 92 Short Term Relief 145,414.53 A full copy of the School’s 2010 91 Administration and office 427,725.78 Annual Financial Statement is S T U D E N T School-operated canteen 283,119.07 90 tabled at the annual general Utilities 143,338.85 meetings of the Parent’s and 89 ENROLMENT Maintenance 71,959.88 Citizens Association. Further details Trust accounts 179,669.22 88 concerning the statement can be 2007 2008 2009 2010 Capital programs 387,841.72 obtained by contacting the school. 87 Total expenditure 2,577,419.28 2007 2008 2009 2010 Male 655 659 630 659 Female 434 467 455 484 Balance carried forward 597,433.43 School Region State 18 19 Key Evaluations Reports

Multicultural Education the school and in the community. Within the school’s Realising Student Potential Students were also asked to rate our school in terms Over the past ten years Carlingford High School has curriculum in Years 7 and 8 students engage with a Pastoral Background of what they thought of its academic reputation. continued to experience an increase in the percentage of Care Program covering areas of social responsibility and This was collated by the University of Western students from a background other than English from 42% respect for individual differences and rights and looking at In February 2009, Carlingford High School began its levels of leadership with our school community. Sydney into a “School Pride” index. Our average in 2001 to 70.5% in 2011. participation in an Australian Research Council funded Another identified program in the school is the Rock and school pride score was lower than the four highest There continues to be a steady enrolment each term from research project conducted by the University the Marsden Intensive English Centre, particularly into Year Water Program designed to engage identified groups of ranking schools, but not significantly different to the students in activities to increase their own self awareness of Western Sydney. This was a longitudinal study 10. remaining schools. Years 7, 8 and 10 recorded similar of personal strengths and of those in others. undertaken over two years. The main aims of this Our most significant numbers come from those with school pride scores but there was a significant Cantonese (290), Mandarin(145) and Korean(150) Peer Tutoring is a very successful program offering research were to measure how different school decline in school pride in Year 9. backgrounds with a total of 55 languages spoken at home. opportunities for Year 10 students to serve as tutors settings (comprehensive and selective) impact for the learning needs of selected Year 7 and 8 students These findings have been discussed at whole staff, ESL strategies are employed where possible in every particularly for their literacy needs. upon the academic achievement and a range of classroom with a targeted focus aimed at improving Executive and Welfare meetings and have been taken Streamwatch as a program enables our students to psychological wellbeing factors of students. literacy. Team teaching is used where required and the use into consideration in development of welfare, reward of STLA an important strategy. participate in a community based activity with an important environment perspective and at times enlists students The university surveyed students in Years 7 to 10. and public recognition programs within the school. Teachers from all faculties have undergone extensive from the neighbouring Primary School in the monitoring. These surveys contained a number of scales on training in ESL strategies this year to provide mainstream aspects such as self-concept in English and Maths, ABORIGINAL EDUCATION support. Our links with Roselea Primary School go from strength to strength with more opportunities for students to interact, relationship with parents, motivation and academic Carlingford High recognises the importance of Our external examination results continue to show the learn and lead through coaching of sporting teams, debating, benefits to students’ results in terms of value added data, resilience. While the investigation into the difference Indigenous Australians in the development of music and creative arts activities. The opportunities for following targeted ESL support. students to grow through the responsibility of leadership between different school settings is not complete, Australia. Co ordinators are appointed to assist students in their has been tremendous. Older students are encouraged to the university was able to provide us with findings This is reflected in a variety of programs offered in orientation, enrolment, academic progress and extra regularly donate blood, initiate collections of food and on what the students think about school and how our KLA s as illustrated below: curricula involvement in the school. gift items for the Exodus Foundation and participate in they are progressing. Liaison officers are employed to provide support to Korean, collections for Legacy. HISTORY: Mandarin and Cantonese students fostering strong links Peer Support enables our outgoing Year 10 students Findings and Conclusions Year 7 has a 10 week unit on precolonial history. with those who have yet to develop familiarity with the to undertake inservice to become leaders in Year 11 in English language and culture. Support of our newest Year 7 intake. Self-concept – how individuals think and feel about Year 10 has a core civics and citizenship theme A Peer Mediation program was developed in 2010 with 20 themselves – is an important factor to consider running throughout all topics focussing on changing Respect and Responsibility Year 10 students undergoing two days of training. These in education. It has been linked with academic rights and freedoms of aboriginal people. students in 2011 will work with Year 7 and Year 8 students The school consistently encourages students to take to act as mediators for low level conflicts. achievement in such a way that gains in self-concept Year 11 Legal Studies focuses on the law and up opportunities to contribute to others either within are linked to gains in academic achievement. The indigenous rights . information from these surveys indicated that our ENGLISH: students’ self-concept in Mathematics is similar to Teachers in year 7 to 12 consider aboriginal issues T E R T I A R Y P L A C E M E N T S their self-concept in English and general school self- through appropriate text choice and thematic concept. Furthermore, the average general school 2009 GRADUATES studies. self-concept scores in our school are similar to the SCIENCE: other seven schools in the project. Scholarships In 2009 over 70% of Year 12 students were offered places in Year 7 looks at how the universe is formed including, Positive relationships with parents are an important a wide range of universities. Many students applied for TAFE stories of creation and aboriginal dreamtime. Sach Trikha was awarded the UWS scholarship for Year diplomas and certificates and continued with the studies factor in the development of well-adapted adolescents. 12 valued at $500 they experienced at TAFE whilst in Year 11 & 12. Our results show that most of our students think Year 11 Biology studies aboriginal heritage and the The main areas of interest chosen for university were: they that they have positive relations with their environment. Students from Year 12 2009 gained some outstanding parents and there were no significant difference MUSIC: scholarships which were awarded at ceremonies at their Business/Commerce, Finance/Actuarial 26 respective universities: Allied Health Sciences 16 between year groups. Again, there were no significant A study of aboriginal instruments and their rhythms Arts/Education 15 differences between our results and 6 other is undertaken in years 7 to 10. Students create their Sydney University entry scholarships of $6,000 to Karina Science 13 schools. own original piece using percussion . Cox ( Physiotherapy)( Dux, 2nd in NSW HSC Ancient Engineering 13 History, 7th in NSW HSC PDHPE) 99.5 ATAR and Correlation, or a strong relationship, between Medicine/Medical Science 7 HSIE: Daniel Barabas ( International Studies) different factors in the surveys highlights some Case studies are undertaken in Geography in Music 6 UNSW Academic Achievement award of $4,000 interesting areas for further investigation. Significant tourism, Commerce in statistical sampling and Design/Art 6 presented to Gabriella Martyn (Science) and Clark Zhu relationships between achievement, well-being and Economics, in budgeting for aboriginal policy. International Studies 5 motivation that exist at our school include students (Commerce), $10,000 CoOp scholarship. IT 3 MATHS: with higher English achievement scores have high UTS Bachelor of IT scholarship of $43,000 awarded to Architecture/ Construction 3 The number system is studied in year 7 and statistical English self-concept and fell less pressure to achieve Sebastian Kade , including paid industry employment Psychology 1 sampling eg. aboriginal health and mortality is studied from teachers. Being more cooperative in maths was with major IT companies. Communications 1 during senior studies. associated with higher maths self-concept. Another Law 1 Landscaping 1 correlation indicates that students who are more The school acknowledges at all gatherings Australia’s Garry Hardy anxious have worse relationships with their parents unique aboriginal traditional custodians of the land In addition 10 international students gained multiple offers from and are more stressed. upon which the school is built. Careers & Year 12 Adviser 2010 universities covering the full range of interest areas.

20 21 Parents & Citizens Association School Targets

President’s Report and ensuring that the information that is sent to PROGRESS ON TARGETS Strategies: parents is both relevant and informative via Emails Target 1: • Use whole school planning processes to evaluate the quality Annual General Meeting November 2010 of literacy teaching and notices placed in Carlingford Calling. Leonie Raise literacy and numeracy levels and student performance in The P&C has always supported the school through external testing. • Implement PL programs that will increase teachers’ capacity to has made my job as P&C president a breeze. identify and address student learning needs its volunteers. The P&C along with the school Our achievements include: Leslie has been calm, quiet and efficient in her • All staff undertook a 24 hour accredited course in Teaching • Analysis of SMART data by faculties and development of needs- community appreciates the time that parents give based teaching and learning interventions. English Language Learners Across the Curriculum. to come to P&C meetings, volunteer to help in the handling of the accounts in her role as Treasurer. • Use whole school planning processes to identify aspects • Growth in Year 9 reading as measured in NAPLAN was the activities run by the school, including the uniform Her ability to liaise with fellow P&C members and of literacy under performance for particular cohorts and top among schools in the Hills Network and above State and individuals shop, canteen and music support group. In an age her professional manner in which she manages the Regional average. finances has contributed to the smooth running of • Provision of PL for teachers to support ESL students in the where demands are placed on parents not only to • Year 9 performance in Data, Measurement, Space and Geometry mainstream. have a career and demands from family, it is often a the P&C. strand in NAPLAN test has trended upwards for three years. In 2010, the school percentage achieving the top band was double Indicators challenge for parents to find the time to play a role Jo Simpson comes back year after year state performance and above Regional achievement. • Increased percentage of students in top bands in external tests. supporting the Music Support Group with a passion. • Improved 7-9 growth in reading and writing in NAPLAN in the activities that are so crucial to the running of Target 2: • Development of whole school literacy plan the school. Her report at the P&C meetings of all the upcoming Increase staff access and capacity to use ICT for student learning • SC & HSC external test results reflect improvement in growth events that are laid on for the students at the school and extend the innovative use of interactive technologies. In 2010 we have as a P&C body been able to fund; data is very enlightening. Her organization of the schools’ Our achievements include: • A beautifully versatile Hospitality area outside Target 2 annual Cabaret Night showcasing the talents of the • Establishment of DER committee with all faculties having the school hall which included a barbecue facility. various students throughout the school, shows Jo’s representatives on the team. Continue to raise the intellectual quality of teaching and learning (Which has been used by the students to raise ability to organize and create a night of magic. • All faculties undertook the Department of Education’s “Leading Strategies: money for various charities ) My Faculty”, a package to support the Digital Education • Strengthen and develop differentiated programmes for high Tara ensures that at P&C meetings and all the events Revolution, led by Executive and DER Team members who achieving students. • Our annual welcome to year 7 evening and held over the year, we do not go hungry and are well were trained in presenting this program. • Faculty-based PL on QT dimension of Intellectual Quality information night. catered for. She is always there quietly organizing for • Expert teachers identified and given relief to team teach and • Use of BOS ARC in aligning work samples to common levels • Our annual public speaking competition(the P&C support class teachers of achievement the next P&C event as they arise. • Uniform approach across the school in the use of Microsoft hosted the evening with Mrs Robyn Crosweller • Communicate high expectations in all classrooms and consistently The school has had a great loss this year in the OneNote for note-taking. use exemplars of quality work. along with staff and students- a great night with retirement of our Principal Rob Clarke. Mr Clarke • Classroom teacher seconded to Macquarie ICT Innovations Indicators prizes provided by the P&C) Centre for one day a week during 2010. was Principal at Carlingford High for over 11 years. • Evidence of QT model embedded into targeted programmes • The uniform shop, which has from this year been • Stage 5 students engaged in robotics course at Macquarie ICT in faculties His contribution resulted in not only beautifying the Innovations Centre. ably run by Dianne Cini along with the help from • Design and delivery of differentiated programming for extension grounds but improving the educational environment Target 3: classes in Years 7 and 8 her extraordinary volunteers who come back year as well. He was such a passionate and caring man Enhance the relevance of the curriculum structures to further • Assessments and student work reflect Intellectual Quality after year. which translated into many wonderful achievements accommodate the raised learning age in schools. Target 3 • Continued communication with parents via for the school community. Our achievements include: Increase student access and capacity to use ICT Carlingford Calling and Email notices. Not only have we lost Mr Clarke but we will be • The HSC results of 6 faculties have displayed an upward trend against the state mean for the last 3 years, with all 6 faculties Strategies: • Continue with supporting the school losing an effective Deputy Principal in Jennifer improving their mean score. • Revise a long term strategic ICT plan to meet the growing needs of students in the classroom in terms of ICT use, Representations Fund which supports students Reeves. Jennifer will be leaving us to take on the • Decrease in subject changes in Prelim by 60%. engagement and learning • Increased range of school and TAFE VET courses. who represent the school in state, national or role as Principal of Muirfield High at the beginning • Develop online learning tutorials for students in targeted ICT international events. of next year. We wish her great success and hope • Decrease in student referrals for class behaviour by 20% skills that Muirfield embraces her enthusiasm for life and • Decrease in the number of N-Warning letters for School • Targeted teaching for students on effective research skills using • 13 Interactive White Boards. Certificate courses by more than 75% over 3 years. willingness for challenges that she possesses. ICT’s • A new sound system for the Hall (a project for Target 4: Indicators With the departure of Mr Clarke we have been 2011) Promote proactive student wellbeing across the whole school. • Increased use of ICT in classroom fortunate to have gained Mr David Krust, Principal • R.O.S.E morning teas. Our achievements include: • Positive responses in targeted surveys from the Northern Beaches Secondary College, • Review of Leadership opportunities which resulted in Peer • A motivational speaker to inspire students. • Evidence of ICT/Interactive technology embedded into Cromer Campus. Mr Krust I am sure will be an asset Support Leaders being moved to Year 10 cohort for 2011, programmes introduction of Peer Mediation Leaders in Year 11 for 2011 • Reward Day to Jamberoo. to our school. He comes to us with enthusiasm and • Student work reflects valid and authentic research and strengthening role of House Captains. Informative presentations from the staff faculties at caring for the school environment. • Introduction of Peer Mediation Program. Two teachers have Target 4 each of the P&C meetings throughout the year have Finally I would like to, on behalf of the P&C thank been trained in Peer Mediation and have trained Year 10 Increase the innovative use of interactive technologies for teaching and learning given the parents an opportunity to have an insight Jennifer Reeves (acting Principal) and the executive students to begin Peer Mediation in 2011. • Reduction of total suspensions by 40% from 2009 to 2010. Long into the curriculum. and teaching staff along with the administrative staff Strategies suspensions have reduced by 50% from 2009 to 2010 with a • Continued PL for staff in the contextual application of ICT’s in The support and effort given by all the parents and of Carlingford High for their continued contribution trend indicating a decrease in number of long suspensions over the classroom P&C committee has been commendable. Especially to the parents and our school community in 2010. three years. • Staff PL on the concept of innovation and how to achieve it • Continuation of Recognition of Student Excellence and Leonie Jenkins Secretary, Tara Alexander supper co- Sandra Berzins • Continued targeted PL on the use of IWB’s, web 2.0 technologies Effort (ROSE) morning teas with over 90% of parent invitees and clickview ordinator, Joe Simpson Music Support Group and P&C President attending. Leslie Healey Treasurer. Without their diligence and Indicators efforts the P&C would not have functioned. 2011 SCHOOL TARGETS • Evidence of a range of innovative strategies implemented in classrooms Target 1 Leonie has always been capable, reliable and • Evidence of innovative technology use embedded in programs industrious in preparing the minutes for the meetings Raise Literacy levels with a focus in the areas of reading and • Broadened pedagogy utilising ICT’s evident across all faculties writing • Student surveys identify technology use and engagement 22 23 Staff 2010

PRINCIPAL Mrs J Long Ms L Lim MATHEMATICS Mr P Kumar TECHNOLOGY SUPPORT OFFICER Dip.Mus Ed B.A Dip Ed M.Sc M. Phil Dip.Ed Mr R Clarke (Retired) String Ensembles Mr G Fardouly Mr R Norrie B.A Dip Ed HISTORY B.A. Dip Ed Mrs Y Mamo Ms P Shepherd Head Teacher Mathematics B.Sc TC Dip. Health Couns. (Med. FOOD SERVICES Mr D Krust (Incoming) Mrs M Owens B.Ed (Vis Arts) Dip Art Ed Register of Australia) Mrs S Brown BEd. AssocDip. AppSc B.A Dip.Ed Mr K Cheng Ms M Vasilescu Head Teacher, History B.Sc (Hons) Dip.Ed, Grad Dip Comp, Mrs S Crowley Canteen Manager DEPUTY PRINCIPAL B.A (Vis Arts) Dip.Ed Anti Racism Officer M.A B.Sc Dip Ed YEARS 7, 9, 11 Mrs K Edmond Dip.Art. Ed, B.Ed Business Week Co-Ordinator Assistant Year 9 Advisor Mr G Clayton Canteen Manager Mr P Myers Rotary Liaison Officer Ms D McCallum B.A Dip.Ed Ms D Swift B.A Dip.Ed Ms J Owen Dip.Art. Ed, B.Ed Mr S Gleeson B.Sc Dip.Ed Ms A Dwight Canteen Manager DEPUTY PRINCIPAL B.A Dip.Ed, B.Ed Cert. in Adolescent Development COMPUTING STUDIES B.A (Hons) Dip.Ed, M.A.P.S., A.S.A YEARS 8, 10, 12 Teacher Practicum Co-ordinator (Medical Register of Australia) ADMINISTRATION Mr D. Erwin Ms A Kellahan Mrs J Lomax Ms J Reeves Head Teacher, Computing Studies Mr P Hind Mr D. Hicks B. Ed (Sec Maths) School Administration Manager B.A Dip Ed B.Sc. M. Ed (ITS Support) CCNA MCSE, B.Ed. (Syd) Humanities B.Sc. Dip.Ed, IT Cert II, III, Cert IV Year 10 Adviser Ms S Strilakos Training & Assessment HEAD TEACHER Cert IV Workplace Training & Assessment Ms V Beaton B.Sc Dip.Ed Assistant Year 8 Advisor WELFARE Mr K O’Regan Science Support Assistant Learning Support Officer Cert. IV in Workplace Training & Naplan Co-Ordinator B.A Dip.Ed Mrs T Qadri First Aid Officer Mrs B Parkes Intranet Co-Ordinator Assessment, Grad. Dip. Counselling M.Sc (Zoology) B. App Sc. (Food BA Dip Ed Mrs M Chee Mr A Meehan Mr P Wilson Tech) Dip Ed Welfare Committee Co-Ordinator B.Sc. Dip.Ed, Dip CBL Mrs B Parkes Reception B.A Dip.Ed Dip. Teach (Maths & Science) TECHNOLOGY & APPLIED STUDIES HEAD TEACHER ADMINISTRATION ENGLISH Mrs A Connolly Ms J Reynolds Mr S Wong Mr A Stewart Accounts Receivable Mr M Prentice (Acting) Mr P Nesbitt B Soc Sc Dip Ed B.Sc MA Dip.Ed Head Teacher TAS B.Sc, B.A., Grad. Dip. Ed Mrs P Hughson M A Dip Ed SRC Co-Ordinator Mrs J Young B. Ed, (Sec Tech) Head Teacher, English Cert IV T.A Reception ADMINISTRATION Ms C Scanlon B.Sc Dip.Ed Mrs J. Burkhart Mrs P Johnson Fisher Mrs Julie Lomax B.A Dip.Ed Mr A Gong Mr R Smith M.A., Dip.Ed. Grad. Cert.Management Food Technology Assistant School Administrative Manager B. Math Dip. Ed B.A DipEd IT Cert HUMAN SOCIETY & Mr B Disney Mrs K Jones LEARNING CENTRE ITS ENVIRONMENT Mr A Chan Ms C. Samojlowicz B.A M. Ed Dip Ed St Food Technology Assistant B.Sc Cert.Ed B.Ed (TAS) Cert IV T.A. Mr G. Lego Mr J Hain Mr J Douglas Mrs J Kennedy B.A. Dip Ed Grad Dip App Science B.A Mrs V Lego Ms H Cooper B.A Dip. Ed.B. Ed.St Reception Head of Library Head Teacher Social Science B.A. Dip.Ed B.A. B. LegS. MA, Grad. Dip, Legal Ms G Furness Practice, Dip. Teach Mrs T May SCHOOL COUNSELLING Mrs J Craven PERSONAL DEVELOPMENT/HEALTH/ B.Ed; Graduate Cert in Event Mngemt Enrolment Officer B.A Dip.Ed PHYSICAL EDUCATION Mr J Wallace Mr G Glassborow Ms M Raynor B.Sc (Ind. Arts) Hons Post Grad Data Mrs P McLennan B.A Litt.B Reg.Psychologist Mrs L Hill Mr R Ryan B.A Dip.Ed TESOL Processing Reception B.A Dip.Ed M.A Dip Ed Ms M Field Public Speaking Co-Ordinator Head Teacher PDHPE Ms S Dimcic Reg. Psychologist Mr D Machin Ms A Mooney Mr T Turner B Ed Dip Ed Hosp Cert I, II & IV Library Assistant B.Soc Science (Psychology), B. Teach B.A Dip. Ed Grad.Dip.Literacy/ B.Sci.Ed Ms A MacKinnon (Primary) B.Ed (PE) Mrs D Elysee Language Mr D Mills Mrs J Morton B.Ed Dip Ed Cert.Admin.Leadership TEACHING & LEARNING Peer Tutoring Co-Ordinator B A Dip Ed Mrs M Sluiter Assistant to Principal B.Arts (DANCE) Dip.Ed Mrs D Newman Mrs S Brunetta Mr B Worsley Mr B Kinsella B.Ed Mrs L Mulligan Dip Ed Early Childhood, B.Ed Special Ed. B.A Dip.Ed B.A Mr A Hanlon Mrs L Robinson Student Support Officer Head Teacher Ms E Herman B.Health (PDHPE) Dip Ed Mrs L Wilkes B. Ed Design & Technology, Cert II M.A. Dip Ed Mrs K Naylor CAREERS COUNSELLING B.A Dip.Ed Mrs S Squires VET Hospitality, Cert IV Training and Student Finance B.PE Assessment Mr G. Hardy Ms K Duncan LANGUAGES B.Ed. B.A. Sport Co-Ordinator Mrs R Olsen B.Ec, Dip.Ed, Grad Cert COMMUNITY LIAISON OFFICERS Mr M Prentice Print Production Careers Counselling, RMIT LEARNING SUPPORT Mr M Winter Head Teacher (Acting) B.PE Ms Jeong Ju First Aid Officer CREATIVE & PERFORMING ARTS Mr T Turner Korean Mrs W Grimshaw Mrs J Rankine B.A Dip. Ed Grad.Dip.Literacy/ Mr T Johnson Mr R Long B.A Dip.Ed Library Assistant Language B.Ed (PDHPE) (Human Movement) Ms Lettie Kwong Dip Mus Ed Chinese Ms T Kim Sport Co-Ordinator Head Teacher Creative & Performing ESL Mrs L Schouten Arts B A Dip Ed Ass. Year 10 Advisor INFORMATION TECHNOLOGY Student Finance Mrs S Brunetta SCIENCE SERVICES Mrs A Chan Head Teacher, ESL Mrs C Stockdale Mr B Truscott B.Mus Ed ACCM LTCL Dip. Ed Early Childhood, B.Ed. Special B.A Dip.Ed Mr D Hopley Mr M Harrison Property Services Choral Ensembles Ed Mr K Chan B.Sc, Dip.Ed, Dip Env IT TECHNICIAN & Mrs R Whiteman Head Teacher Science Ms J Witten Mr P Jack B.A Dip Ed NETWORK SUPPORT Print Room Dip Art Ed School Photograph Co-Ordinator M.A Dip.Ed TESOL, Dip Careers Learning Support Officers Mr J Harrison Mr B Cooper Counselling, M.A. Applied Linguistics ISC Mrs L Anand B.Mus B.Ed Co-Ordinator Mrs J Kelshaw M.Sc B.Ed Mr S Bastable Concert Band 1 & 2, Stage Band 1 Year Ms Beate Welch Mrs G Schellander Ms F Davidson Mr S Hutchence 9 Adviser B A Dip Ed B.Sc (Environmental), Dip.Ed Year 10 Adviser Mrs K Taverniti Mr H Scott Ms J Mullen Year 8 Adviser B.A. Comm Dip.Ed, Dip.Act, (Theatre/ Ms C Wright Mrs L Zaslowski Media) M.A B.A Dip.Ed TESOL Mrs J Conditsis 24 25 2010 Visual Diary