Sydney Girls High School 2019 Annual Report
8138
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Introduction
The Annual Report for 2019 is provided to the community of Sydney Girls High School as an account of the school's operations and achievements throughout the year.
It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding.
School contact details
Sydney Girls High School Moore Park Surry Hills, 2010 www.sydneygirl-h.schools.nsw.edu.au [email protected] 9331 2336
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School background
School vision statement
At Sydney Girls High our philosophy and purpose is to provide all students with the opportunities to achieve their individual potential across the domains of giftedness: intellectual, creative, sporting and social, within a culture of collaboration.
The school community is committed to the pursuit of excellence for all students while fostering socially responsible young women who are encouraged through student voice and leadership, to make a difference in society and to care for and respect others. An appreciation of the history and heritage of the school, valuing the contributions of those women who have gone before, is an important feature linking the past, present and future.
The ideals of life–long learning, valuing difference and diversity, while meeting the future challenges of a global community are the foundations of the ethos of the school.
School context
Sydney Girls High School, enrolment 950 students, is an academically selective secondary school with a record of outstanding academic achievement. The school fosters the capacity of young women across the domains of giftedness and students are actively involved in an extensive and highly valued co–curricular program.
Situated in the heart of Sydney adjacent to the Centennial Parklands, students travel from all parts of the greater Sydney area to attend. As a partner school, Sydney Boys High is located in the same parcel of land, sharing a common history in NSW public education.
Traditions and connections between the two schools are maintained through student leadership, social and co–curricular programs and experiences.
With a long and proud history, the school reflects the recognition of the value of education in the state and the nation. George Reid the colony's new Minister for Public Instruction declared the school's establishment in 1883 for the purpose of nurturing the academic talents of young women who could go on to take their places at university beside their male counterparts.
Many prominent and successful women are graduates of Sydney Girls High across many varied walks of life. The examples of the achievements of the alumni over more than 137 years serve as inspiration for the current students who strive for leadership and recognition in the full knowledge of the privilege of their education and the responsibility for making a difference in the lives of others.
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Self-assessment and school achievement
This section of the annual report outlines the findings from self–assessment using the School Excellence Framework, school achievements and the next steps to be pursued.
This year, our school undertook self–assessment using the School Excellence Framework. The Framework is a statement of what is valued as excellence for NSW public schools, both now and into the future. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.
Each year, we assess our practice against the Framework to inform our school plan and annual report.
Our self–assessment process will assist the school to refine our school plan, leading to further improvements in the delivery of education to our students.
For more information about the School Excellence Framework: https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/school–excellence
Self-assessment using the School Excellence Framework Elements 2019 School Assessment LEARNING: Learning Culture Excelling LEARNING: Wellbeing Excelling LEARNING: Curriculum Excelling LEARNING: Assessment Excelling LEARNING: Reporting Excelling LEARNING: Student performance measures Excelling TEACHING: Effective classroom practice Excelling TEACHING: Data skills and use Sustaining and Growing TEACHING: Professional standards Excelling TEACHING: Learning and development Excelling LEADING: Educational leadership Excelling LEADING: School planning, implementation and Sustaining and Growing reporting LEADING: School resources Excelling LEADING: Management practices and processes Excelling
In the domain of Learning students continue to excel and teachers are committed to ongoing support of the high quality learning culture which is the hallmark of the school. Exemplary performance measures in state wide assessments, external competitions and school based coursework is the pattern for both individual students as well as teams and groups, reflecting the ongoing success of previous years. Assessment practice which balances 'assessment of learning' with 'assessment for learning' continues to foster the development of metacognitive skills in students. The regular use of surveys at the end of Semester and end of stages of learning provides opportunities for students to give teacher feedback which informs evaluation of programs and teaching practice.
The Teaching domain has seen the continuation of teacher professional learning in the area of technology tools and online resources leading to innovative practice in blended curriculum delivery. The use of the Professional Teaching Standards to support all professional learning workshops and frame thinking around the standards, has elevated professional discussion at both faculty and school levels. Ongoing is the increase of the use of data to provide both evidence of effective practice and support the growth in teachers' ability to identify specific points of need in curriculum delivery and emphases which may be needed. The intersection of student wellbeing and learning outcomes is more readily understood and evident in the way teaching occurs across the school.
In the domain of Leading the school continues to excel especially in its connections with community and communication with parents and alumni . The sense of pride in the school, its traditions and success permeates all that the school does
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and has done over its 137 year history. The cooperation between the governance agencies of the school, including the Old Girls Union, School Council , P&C and Foundation, as well as the co –curricular groups led by parents, students and teachers , combines to form a very strong collaborative structure which gives purpose and confidence to all members of the school community.
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Strategic Direction 1
Inspire gifted students through quality teaching programs to achieve excellence and thrive as confident, creative learners and leaders.
Purpose
Students at SGHS require support to realise their potential and develop as self–directed lifelong learners and active citizens. School programs build academic resilience and inspire confidence to take intellectual risks.
Improvement Measures
Increased numbers of students indicate in 'end–of–Stage' surveys that they have scope to direct their own learning, access one–on–one teacher feedback and be involved in classroom experiences that are engaging
Increased numbers of students are active in leadership roles
All students engage in one or more significant extracurricular activity
Overall summary of progress
Stage 4, 5 and 6 now have annual end–of–stage anonymous student surveys that collate student views on classroom pedagogy and how structures, programs and resources support learning. The feedback from the surveys was discussed at staff meetings and used to endorse current programs, direct future initiatives and facilitate better planning at school and faculty level. 2019 was the first year in which a Personal Interest Project was launched in Year 10 to provide greater ownership and student input into learning and support future learning in the senior years by strengthening key skills.
The structure of the student leadership program was expanded to include the inaugural Co–curricular Student Council to run parallel with other organisations including the Student Representative Council and Prefects group. The voting and/or selection process for various student leadership roles was streamlined and incorporated into the school calendar to ensure the process was transparent and maximised opportunities for all students.
Progress towards achieving improvement measures
Process 1: Quality programs and effective, innovative teaching practices are implemented within and across faculties, shaped by the systematic collection and evaluation of student data
Evaluation Funds Expended (Resources)
Feedback for end of unit surveys has been considered and incorporated into $10 000 revised teaching programs.Year 10 PIP was introduced including detailed student and staff feedback to review and improve the program. Greater use was made of student feedback for individual faculty–based teaching programs but it is agreed that a better mode of delivery for this feedback is needed to garner more information.
The new Co–curricular Council has scheduled meetings each term working in concert with the relevant student and Teacher coordinator. Similar scheduled meetings for the teacher convenors of all co–curricular groups allow better planning and sharing of successful strategies.
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Strategic Direction 2
Foster quality leadership and learning in a culture of innovation and collaboration. Promote teaching expertise and excellence which engage all staff.
Purpose
SGHS seeks to support teachers in continued professional growth to achieve a learning environment which builds student capacity. Teachers are confident to meet professional standards and those aspiring to higher levels of accreditation and leadership are supported.
Improvement Measures
Increased numbers of staff presenting at professional learning events for colleagues
Increased numbers of staff acting in Year Project key roles
Increased numbers of staff engaged in higher accreditation goals
The majority of SGHS professional learning events are registered with the QTC
Overall summary of progress
Continued implementation of major Project Based Learning programs in Years 7 and 8 were further advanced through the introduction of the Personal Interest Project in Year 10. In all cases, key staff were involved in planning, facilitating and reviewing these projects. This opportunity to lead significant learning programs has provided staff with unique and valuable professional development.
The school developed and published a detailed and cohesive calendar of Professional Learning events that were delivered through a combination of external and internal experts. The combination of key note presentations and workshops led by colleagues for colleagues further strengthened the collegial approach to teaching and learning at Sydney Girls High
Progress towards achieving improvement measures
Process 1: The school implements a professional learning framework that encourages teachers to aspire to best practice
Evaluation Funds Expended (Resources)
Staff were supported in seeking Higher Accreditation and significant funding $12 000 and organisation was allocated to facilitate the delivery of the abridged UNSW Certificate of Gifted Education course for key staff. It was agreed that further resources would be devoted to providing a similar opportunity for additional staff in future years.
Considerable work was done in fostering a stronger professional relationship with the University of Sydney on the basis of the extensive practicum teacher program to align with the existing UNSW agreement but further work is required to formalise this growing relationship.
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Strategic Direction 3
Create a culture of collaboration and effective communication between parents, teachers, students, alumni and the community.
Purpose
To maintain optimal outreach and connections within the school and broader education community for the benefit of students’ learning and future pathways, and to further the unique and privileged place of the school.
Improvement Measures
Increased levels of parent satisfaction with the communication and collaboration opportunities within the school
Increased participation and levels of satisfaction by students with SGHS online resources & communication
Overall summary of progress
Substantial work was done on the integration, design and improvement of digital modes of communication used throughout the school community. Preliminary decisions have been made regarding the migration of the school website to the School Website Services and greater utilisation of Sentral software as a portal for Students, Staff and Parents including the potential of a smart phone app for parents. There was a significant investment in technology with the installation of digital noticeboards and their integration with the established computer network. Key staff have been involved in planning for the transition to these new modes of communication and the processes and protocols required for their successful use.
Progress towards achieving improvement measures
Process 1: An evaluation of information and communication pathways leads to a fully integrated communication environment for the school community
Evaluation Funds Expended (Resources)
Staff, students and parents were supportive of the changes made in $29 400 improving school–wide communication and provided valuable feedback for future planning.
measures taken to install digital noticeboards in key locations across the school have substantially enhanced communication relevant to school operations while also creating a stronger appreciation of school history and achievement through a publication of key events and success stories.
The long awaited move to the parent portal has provided efficiencies and significant improvement in communication between school and families.
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Key Initiatives Resources (annual) Impact achieved this year
English language proficiency $19 800 Students were provided support in their academic writing by receiving individual tuition from a specialist academic mentor. These students were identified via both teacher referral and self referral.
Low level adjustment for disability $69 300 An additional staff member was employed in the role of learning support specifically for Stage 6 students, enabling identification of individual learning needs and support leading to the HSC. Many students benefited from this mentoring.
Further staffing was provided to ensure appropriate technological resources were made available and supported.
Quality Teaching, Successful 0 zero funding Students (QTSS)
Socio–economic background $20 328 Students from all years were able to access co–curricular activities, school camps and additional resources, elevating their opportunities and self–confidence.
Support for beginning teachers $30014 Beginning teachers, both temporarily and permanently employed, were supported to meet the requirements for accreditation with NESA at proficient level. Funds were expended for professional learning opportunities, release time from teaching for preparation and liaising with mentoring staff and supervisors.
Targeted student support for 0 zero funding refugees and new arrivals
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Student information
Student enrolment profile Enrolments Students 2016 2017 2018 2019 Boys 0 0 0 0 Girls 936 935 937 924
Student attendance profile School Year 2016 2017 2018 2019 7 97.7 97.5 98.3 96.2 8 96.5 96.6 96.3 96.7 9 96.5 95.4 96.6 96.2 10 93.5 95.9 95.8 96.2 11 96 93.5 95 95.2 12 94.3 94.6 94.3 94.7 All Years 95.7 95.5 96 95.8 State DoE Year 2016 2017 2018 2019 7 92.8 92.7 91.8 91.2 8 90.5 90.5 89.3 88.6 9 89.1 89.1 87.7 87.2 10 87.6 87.3 86.1 85.5 11 88.2 88.2 86.6 86.6 12 90.1 90.1 89 88.6 All Years 89.7 89.6 88.4 88
Management of non-attendance
Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not at school they miss important opportunities to learn, build friendships and develop their skills through play. Regular attendance at school is a shared responsibility between schools and parents. By working together we can have a positive effect on supporting our children and young people to regularly attend school.
Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place to record attendance and follow up student absences promptly. They are guided by the School Attendance policy which details the management of non–attendance.
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Post school destinations Proportion of students moving into post- Year 10 % Year 11 % Year 12 % school education, training or employment Seeking Employment 0 0 0 Employment 0 0 0 TAFE entry 0 0 0 University Entry 0 0 100 Other 0 0 0 Unknown 0 0 0
Surveys are undertaken each year to determine the destination of students once they have left school.
In 2019, 164 students received their Higher School Certificate at our school. All 164 Year 12 students accepted offers to study at universities across Australia either in 2020 or deferred for the future, with a focus on degrees such as Commerce and the Health Sciences, as well as an increased preference for Engineering courses compared to 2018. Many students chose double degrees across different disciplines, bringing their differing passions and strengths together for a future career. Medicine and Law remain popular first preferences for our students.
Most students accepted offers from University of NSW and University of Sydney, while others took up offers with University of Technology Sydney, Macquarie University, University of Wollongong and Western Sydney University, among others. Students also received a number of scholarships from various universities and organisations through merit, leadership and access schemes.
Year 12 students undertaking vocational or trade training
0% of Year 12 students at Sydney Girls High School undertook vocational education and training in 2019.
Year 12 students attaining HSC or equivalent vocational education qualification
100% of all Year 12 students at Sydney Girls High expected to complete Year 12 in 2019 received a Higher School Certificate or equivalent vocational education and training qualification.
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Workforce information
Workforce composition Position FTE* Principal(s) 1 Deputy Principal(s) 2 Head Teacher(s) 10 Classroom Teacher(s) 46.6 Learning and Support Teacher(s) 0.4 Teacher Librarian 1 School Counsellor 1 School Administration and Support Staff 11.37 Other Positions 1
*Full Time Equivalent
Aboriginal and Torres Strait Islander workforce composition
The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employees through the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safe workplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.
Workforce ATSI Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2 School Support 3.30% 7.20% Teachers 3.30% 2.90%
Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector's salary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginal employees in the sector is expected to reach 3.3%. Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. These statistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than 100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.
Teacher qualifications
All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Education approval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, and hold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.
Professional learning and teacher accreditation
Professional learning is core to enabling staff to improve their practice.
Professional learning includes five student–free School Development Days and induction programs for staff new to our school and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line with school and departmental priorities.
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Financial information
Financial summary
The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. The Principal is responsible for the financial management of the school and ensuring all school funds are managed in line with Department policy requirements.
2019 Actual ($) Opening Balance 7,386,973 Revenue 12,237,000 Appropriation 9,305,057 Sale of Goods and Services 24,801 Grants and contributions 2,843,338 Investment income 63,804 Expenses -17,591,273 Employee related -9,073,363 Operating expenses -8,517,910 Surplus / deficit for the year -5,354,273
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.
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Financial summary - Equity loadings
The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.
2019 Approved SBA ($) Targeted Total 6,396 Equity Total 146,990 Equity - Aboriginal 659 Equity - Socio-economic 20,328 Equity - Language 36,561 Equity - Disability 89,442 Base Total 8,580,152 Base - Per Capita 219,739 Base - Location 0 Base - Other 8,360,413 Other Total 377,394 Grand Total 9,110,931
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.
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School performance - NAPLAN
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to the online test, with some schools participating in NAPLAN on paper and others online. Results for both online and paper formats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such as comparisons to previous NAPLAN results or to results for students who did the assessment in a different format – should be treated with care.
Literacy and Numeracy Graphs
Band 4 5 6 7 8 9 Percentage of students 0.0 0.0 0.0 3.4 12.8 83.9 School avg 2017-2019 0 0 0 1.6 13.6 84.9
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Band 4 5 6 7 8 9 Percentage of students 0.0 0.0 0.0 0.7 14.2 85.1 School avg 2017-2019 0 0 0 1.1 18.3 80.6
Band 4 5 6 7 8 9 Percentage of students 0.0 0.0 0.0 2.0 10.7 87.2 School avg 2017-2019 0 0 0 0.7 14.7 84.6
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Band 4 5 6 7 8 9 Percentage of students 0.0 0.7 4.7 12.8 43.6 38.3 School avg 2017-2019 0 0.7 4.9 12.9 45 36.5
Band 5 6 7 8 9 10 Percentage of students 0.0 0.0 0.0 6.7 28.7 64.7 School avg 2017-2019 0 0 0 4.4 23.3 72.2
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Band 5 6 7 8 9 10 Percentage of students 0.0 0.0 0.0 4.0 34.0 62.0 School avg 2017-2019 0 0 0 7.1 35 57.9
Band 5 6 7 8 9 10 Percentage of students 0.0 0.0 0.0 1.3 24.7 74.0 School avg 2017-2019 0 0 0 2.2 21.1 76.7
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Band 5 6 7 8 9 10 Percentage of students 0.0 0.0 4.7 30.0 25.3 40.0 School avg 2017-2019 0 0 4.7 26.7 29.1 39.6
Band 4 5 6 7 8 9 Percentage of students 0.0 0.0 0.0 0.0 1.4 98.6 School avg 2017-2019 0 0 0 0 2 98
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Band 5 6 7 8 9 10 Percentage of students 0.0 0.0 0.0 0.0 10.7 89.3 School avg 2017-2019 0 0 0 0.2 6.7 93.1
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School performance - HSC
The performance of students in the HSC is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).
The information in this report must be consistent with privacy and personal information policies. Where there are fewer than 10 students in a course or subject, summary statistics or graphical representation of student performance is not available.
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School Average Subject School 2019 SSSG State 2015-2019 Biology 85.9 84.2 69.9 86.9 Chemistry 87.1 86.4 74.7 85.2 Economics 87.6 84.9 75.9 87.0 Engineering Studies 84.2 85.8 73.9 82.0 English (Advanced) 88.4 85.4 80.0 88.2 English Extension 1 88.3 86.8 83.4 88.9 French Continuers 92.4 85.3 80.5 90.2 French Extension 86.8 84.9 79.2 89.6 History Extension 87.9 86.0 76.8 89.2 Information Processes and 91.0 90.3 70.8 88.6 Technology Legal Studies 86.3 87.2 70.6 89.2 Mathematics 89.7 87.4 76.9 89.9 Mathematics Extension 1 89.6 88.7 80.6 88.9 Mathematics Extension 2 87.2 88.4 82.7 87.1 Modern History 90.9 85.6 70.2 90.6 Physics 86.7 84.3 72.1 82.7
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Parent/caregiver, student, teacher satisfaction
Parent satisfaction with the school continues to be very high. Strong engagement with the teaching staff though parent teacher evenings is evident in the very high levels of attendance as well as the uniformly positive response to the structured program of evenings for parents, with dedicated time for each Year group scheduled separately, or with only one other Year group. Parent appreciation is expressed through conversation with the school's executive staff and there is clear feedback about how much parents value the flexibility to make appointments through the online booking system and also the potential to follow up with emails and phone calls. Deep interest in the teaching and learning programs of the school as well as curriculum structure and delivery, is evidenced by the very large number of attendees at Information nights hosted jointly by the school and P&C, especially forums presented by the school's executive. There is the opportunity for parents to engage in Q&A with executive and specialist staff and this open dialogue exchange is very useful for all parents to hear the views of others and gain first hand feedback from the school.
The P&C functions in a highly effective manner and is significant in both engaging parents to use their varied talents and expertise for the good of the school as well as identifying topics which support education discussion and relevant issues. Parents feel they have many opportunities to contribute to the school in governance structures (P&C, School Council, The Foundation, Canteen, Uniform, Co–Curricular programs such as Music, Debating and many other sport and creative activities.) The contributions of parents and family members are highly valued and the school benefits immeasurably from the wide ranging contributions of time, care and expertise.
Parents value the occasions for joining the celebrations of the school and achievements of students, which are regular features in the school's calendar across the year. High points include the Dux Assembly and the opening of the school year, Foundation Day and Prefect Induction, Merit Assembly, Graduation, SRC Induction, Presentation Day as well as formal acknowledgement of community and national events such as NAIDOC, Harmony Day and ANZAC Day.
Teacher satisfaction is expressed through the School Excellence Framework Survey where the majority of teachers rate the school as excelling across the three Domains of Learning, Teaching and Leading and in the sub sets of Descriptors. The most uniform expression of satisfaction relates to the appreciation of the quality learning culture where teachers can extend and experiment with pedagogy, confident in the feedback from students, whose application to quality learning outcomes, is consistent and genuine. The relationships between students and teachers are very positive and this is a source of professional fulfilment for all. Teachers are also appreciative of the opportunities for professional learning both within and beyond the school especially in regard to the support from the school's IT team where ongoing and reliable support is provided for classroom practice and individual and group workshops for teachers. The chance to lead and present workshops at Staff Meetings and School Development Days, as well as contribute to teams and coordinate co–curricular activities, provides teachers with contexts to develop their professional capabilities and collaborate effectively with others.
Student satisfaction
Through End of Stage surveys students have the opportunity to feedback to the school's executive on issues relating to classroom practice, engagement, curriculum options and satisfaction with opportunities for their cohort both within and beyond the classroom. There is high level satisfaction with the commitment of teachers and particular satisfaction that there are opportunities for enrichment and acceleration in the curriculum. Students also appreciate the tradition of the Year based Projects which offer collaborative and cross curriculum learning outside the constraints of the school timetable. Students value the extensive co–curricular program and opportunities to engage with social justice issues and access leadership roles across all years.
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Policy requirements
Aboriginal Education Policy
The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy should underpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.
Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group, Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high expectations.
The NAIDOC event assembly alongside a whole day conference experience for Year 8 commenced with a whole–school assembly. Year 8 had the privilege to perform the Australian national Anthem in local Sydney Darug language translated by our Community Liaison Matthew Doyle, which has now been taught to successive Year groups. Performers across the conference included regular visitors returning having developed a relationship with Sydney Girls High and continuing this dialogue with the community.
CAPA embed a focus on Aboriginal Education programs throughout Stage 4 programs. Traditional Aboriginal Music is studied in Year 7 Music. In Year 8, contemporary Aboriginal Music is studied, with some songs learnt in language and the social and historical contexts of the songs explored. Songs such as 'Ngarra Burra Ferra' in Yorta Yorta language from the Australian Film The Sapphires and Emily Wurramurra's song 'Black Smoke' were featured in the year 8 Music course in 2019. 'Black Smoke' was also a feature of the whole school 2019 Musicale event.
In 2019 Year 10 History and Drama students attended the Darlinghurst Theatre company to see Rainbow's End by Jane Harrison. Across all years, Drama programs look at theatre as storytelling and an insight into traditional indigenous oral traditions and increased appreciation of the power of voice, responsibility for story, oral traditions, rituals and the power of the contemporary theatre as a political tool.
Anti-Racism Policy
All teachers are responsible for supporting students to develop an understanding of racism and discrimination and the impact these may have on individuals and the broader community. Principals are responsible for examining school practices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officer who is trained to respond to concerns in relation to racism.
Multicultural Education Policy
Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds through their teaching and learning programs. Principals are responsible for ensuring that school policies, programs and practices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities that enable all students to achieve equitable education and social outcomes.
Sydney Girls High School is a diverse and multicultural selective secondary school. It supports the NSW Department of Education's policy of rejecting all forms of racism and is committed to the elimination of racial discrimination. This philosophy is implemented in the classroom and in the learning and teaching practices of the students and teachers. Harmony, diversity and respect are actively promoted and celebrated throughout the school.
There is a biennial Language festival where students can appreciate and partake in multicultural activities. The school canteen regularly offers foods from around the world.
The annual Harmony Day assembly includes guest speakers from the wider community who focus on the challenges experienced by marginalised groups within our society..
Ongoing events are organised by the Student Representative Council promoting multiculturism and antiracism. Social Justice Club is an important student platform that is made up of students from across all years in the school and plays a prominent role in publicising issues that include racism and discrimination in society and around the world.
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