Gulgong High School 2019 Annual Report
8546
Page 1 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Introduction
The Annual Report for 2019 is provided to the community of Gulgong 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
Gulgong High School Belmore Street GULGONG, 2852 www.gulgong-h.schools.nsw.edu.au [email protected] 6374 1201
Page 2 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 School background
School vision statement
Our aim at Gulgong High School is to encourage excellence in lifelong learning in a school that is safe, supportive and that values individual difference. We believe in a collaborative and respectful environment where students and staff have the opportunity to reach their full potential whilst working in partnership with the school community.
School context
Gulgong High School is a comprehensive co–educational secondary school located in the central west of NSW. It has a student population of 230 with 34 Aboriginal students that are supported by Equity Programs. The school is part of the Cudgegong Learning Community and is well resourced with the library recently undergoing a significant refurbishment. The school is committed to future focused leaning practices and is a Positive Behaviour for Learning school. The dedicated and professional staff are supported by an active Parent and Citizens Association in catering for the diverse learning and welfare needs of the student body.
Page 3 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 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 Sustaining and Growing LEARNING: Wellbeing Delivering LEARNING: Curriculum Sustaining and Growing LEARNING: Assessment Sustaining and Growing LEARNING: Reporting Delivering LEARNING: Student performance measures Delivering TEACHING: Effective classroom practice Sustaining and Growing TEACHING: Data skills and use Delivering TEACHING: Professional standards Delivering TEACHING: Learning and development Sustaining and Growing LEADING: Educational leadership Sustaining and Growing LEADING: School planning, implementation and Sustaining and Growing reporting LEADING: School resources Excelling LEADING: Management practices and processes Sustaining and Growing
Page 4 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Strategic Direction 1
Student Excellence and Engagement
Purpose
Gulgong High School aims to lead students into the future, ensuring a strong foundation in literacy, numeracy and enabling students to become creative and technologically skilled. Staff will endeavour to develop, engage and inspire learning partnerships and set high expectations through the delivery of quality teaching and learning programs that are relevant and meaningful.
Improvement Measures
• At least 50% of students are using BYOD devices and all students have access to appropriate technologies.
• 75% of staff have embraced AVID and Project Based Learning within the school curriculum structure.
• At least 80% of students demonstrate expected growth across numeracy and literacy progressions. with 90% of students achieving at or above national minimum standards on NAPLAN reading, writing and numeracy.
• The number of students in the top two NAPLAN bands increase by eight per cent by 2019.
Progress towards achieving improvement measures
Process 1: • Develop processes to implement future focused learning across the school, including the provision of professional learning to maximise the effective use of technology.
Evaluation Funds Expended (Resources)
Project based learning is no longer a school priority and $30 000 this teams focus will now be on implementing technology within the classroom.
After surveying staff and students, the decision was made to move forward with the implementation of BYOD in 2020 for years 9–12, with support still being provided for students in years 7 and 8 who bring their own devices. A BYOD open night was held mid Term 4 for parents/carers and students in years 8–10 2019.
Installation of remaining interactive panels has been completed in all teaching spaces.
New staff laptops have been issued.
Student laptop pods have been expanded with new laptops due to be purchased at the start of 2020.
Staff have been offered 'Tech Bytes' afternoons during Term 4 to upskill/refresh their technology use. Professional learning for staff on the implementation/upskilling in the use of the interactive panels, OneNote and Google classroom will continue in 2020.
Process 2: • Deliver Literacy and Numeracy classes to Years 7 and 8 one period per week in conjunction with associated Professional Learning for staff.
Evaluation Funds Expended (Resources)
Year 10 students have completed minimum standards testing. Some students have retaken test. 8 students still to pass at least one component. Year 11 students have
Page 5 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Progress towards achieving improvement measures retaken tests. 2 students still to pass one component each. Careers Advisor conducted multiple practice sessions in preparation. Program to continue in 2020. It is suggested that Year 10 start tests in Term 1 and are taken during various subjects rather than careers lessons. In addition to this, Western Student Connections delivered workshops to students for students not yet meeting minimum standards.
The literacy and numeracy team delivered professional learning to staff on paragraphs and capital letters – based on data analysis of minimum standards.
Literacy Planet and Mathletics (an online learning platform) was embedded into Year 7 & 8 Literacy and Numeracy lessons.
Process 3: • Implement the AVID education program to assist staff in implementing quality teaching practices, with a focus on questioning, explicit teaching practices, high expectations and feedback.
Evaluation Funds Expended (Resources)
10 staff attended AVID Summer Institute including 8 staff $20 000 that had not been before.
Professional Learning has been delivered in several sessions throughout the year building staffs capacity to implement AVID strategies in their classes.
Survey results indicate most staff are embedding AVID into their teaching practice.
Page 6 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Strategic Direction 2
Excellence in Teaching
Purpose
To promote excellence in teaching our core strategy will be to ensure that our teaching practice is based on the ongoing evaluation of evidence. Through collaboration we will share and develop our knowledge and expertise to cater effectively for the diversity of student needs. This will enable both students and staff to reach their full potential.
Improvement Measures
• The value–added student performance from Year 9 NAPLAN to HSC will be positive.
• There will be an increase in the proportion of students demonstrating active engagement with their learning, as determined by the "Tell Them from Me" survey (or similar means).
• 100% of staff actively participate in Professional Learning Communities
• 100 % of Teaching and Learning Programs reflect a common method of recording adjustments.
• 50% or higher of students with ILSP's show improvement in aptitude and attitude as measured by school reporting mechanisms.
Progress towards achieving improvement measures
Process 1: • Develop and implement professional learning processes that builds teacher skills in effective classroom practice and the analysis of data.
Evaluation Funds Expended (Resources)
The team plans to continue to provide opportunities for the analysis of data to other teams. A greater understanding of how data is triangulated is needed.
Process 2: • The school identifies and draws on expertise within its staff to develop its professional learning community
Evaluation Funds Expended (Resources)
Professional learning has been delivered by various staff. It has been positive to develop staff's capacity to deliver professional via the AVID focus staff meetings.
Process 3: • Strengthen staff knowledge and understanding of the mandatory requirement to cater for the diversity of student needs through ongoing professional learning
Evaluation Funds Expended (Resources)
Staff have been given several professional learning opportunities throughout the year. The Learning and Support Teacher (LaST) and members of the Literacy & Numeracy team have presented to staff information about students needing adjustments and those who have not met the HSC minimum standards, providing classroom strategies and suggestions for adjustments. A bank of resources has been created with subject–specific and general strategies to assist students with different learning needs. Staff have worked with the LaST to modify class tasks and examinations. Similar professional learning opportunities are recommended for Page 7 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Progress towards achieving improvement measures
2020, with additional training in teaching students with hearing impairments.
The team identified a need for Year Advisers to receive incidental counsellor's training. It is recommended that all staff are provided with strategies to deal with specific student issues, for example: anxiety, depression and anger management. Staff may then assist students in a specific and practical way, rather than simply 'having a chat'. A focus on students' conditions rather than the social consequences of those conditions may alleviate the tendency of some students to abuse their timeout cards and overburden their support teachers.
A priority for 2020 is examination modification. Some exams were not modified to the level that students require. Head Teachers are to be more rigorous about checking programs, entering classrooms and ensuring that appropriate adjustments are being made. Teachers are to spend more time adjusting tasks and especially exams.
Page 8 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Strategic Direction 3
School Culture and Community
Purpose
The commitment to and expansion of strong, sustainable and wider community links will enable Gulgong High School to offer a diverse range of academic, transitional, cultural, sporting and community service opportunities. To create and foster a learning environment that is safe, respectful and inclusive and which stimulates intellectual rigour. To recognise and value the strength of partnerships between parents and carers and community organisations.
Improvement Measures
• A 20% increase in programs and activities that link Gulgong High School and Gulgong Public School
• A 20% increase in the number of parents in attendance at GHS activities
• A reduction in number of student suspensions and discipline level monitoring cards with staff and students using Positive Behaviour for Learning both in and out of the classroom.
• Increase in the number of students reaching the Gold Award, Principals Gold Medal and extra curricula activities in the Merit System.
Progress towards achieving improvement measures
Process 1: Develop and implement a range of opportunities for feeder schools to access e.g School Band, peer reading, buddy system, sporting activities, teaching and learning activities
Evaluation Funds Expended (Resources)
New projects undertaken this year, including 'Getting into learning lessons', the rollout of a new school uniform, and lessons with our feeder schools. It will be important to maintain these project into 2020.
There has been an increase engagement rate on Facebook.
TTFM survey data shows some parents don't feel there is enough communication from the school – team to investigate Sentral parent/student portal in 2020.
Process 2: Implement a structured manner to include opportunities for community involvement at school and for school involvement in the local community
Evaluation Funds Expended (Resources)
Everyone on the communication team has been actively $3 000 involved. Initiatives this year included:
– Participation in the Henry Lawson weekend
– Developing thank you cards
– Specific articles written for the newsletter surrounding key local issues
– Getting into learning lessons
Page 9 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Progress towards achieving improvement measures
– Engagement activities between the school and community, for example the mining industry breakfast
– Purchasing promotional banners
Process 3: Develop and strengthen systems to recognise student achievement and success including the introduction of Positive Behaviour for Learning into the classroom.
Evaluation Funds Expended (Resources)
This team will need a greater refocus in 2020. This year, $4 000 there was some initial analysis of data, although PBL did not enter classrooms as anticipated.
Page 10 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Key Initiatives Resources (annual) Impact achieved this year
Aboriginal background loading Funding Sources: Gulgong High School is an active member of • Aboriginal background the newly established AECG. loading ($37 256.00) Funds have been sourced to build a yarning circle in 2020.
An outdoor learning area has been established.
The Aboriginal Education team continued to run initiatives such as NAIDOC day, and seek new opportunities for students such as participating in the Goodooga games and boys' mentoring program.
English language proficiency Funding Sources: Students were supported with readers for • English language examinations which meant they could better proficiency ($2 954.00) access the content being assessed.
Students were given targeted literacy and numeracy classes to better support learning in these areas.
Students were provided with 1–1– assessment task support with school learning and support officers and the learning and support teacher.
Low level adjustment for disability Funding Sources: Individual learning plans were developed in • Low level adjustment for consultation with students, families and disability ($113 130.00) required agencies. These were then communicated to staff to make suitable adjustments to their teaching.
Head teachers ensured that adjustments were reflected in teaching programs and implemented within the classroom.
The school learning and support teacher worked with individual classroom teachers in building their capacity to differentiate teaching practice.
Socio–economic background Funding Sources: Breakfast club was successful with a • Socio–economic reduction in negative student behaviour background ($224 440.00) recorded for periods 1 and 2.
Lunches and hygiene facilities were provided to students who were affected by the drought.
Students assistance was used to provide students with uniforms, learning equipment and to assist students attend excursions so that they could be fully engaged at school.
Page 11 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Student information
Student enrolment profile Enrolments Students 2016 2017 2018 2019 Boys 128 118 124 139 Girls 98 111 128 136
Student attendance profile School Year 2016 2017 2018 2019 7 92 93.5 89 92.3 8 91.6 90 89.8 86.6 9 91.3 88.3 89.5 86.9 10 90.2 90.4 85.3 85.2 11 90.2 89.6 88.7 83.6 12 92.3 90.6 86.5 89.4 All Years 91.3 90.4 88.3 87.6 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.
Page 12 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Post school destinations Proportion of students moving into post- Year 10 % Year 11 % Year 12 % school education, training or employment Seeking Employment N/A N/A 12 Employment 5 10 50 TAFE entry 2 5 8 University Entry N/A N/A 20 Other N/A N/A 2 Unknown N/A N/A N/A
Vocational Education and Training (VET) Programs operated at the school throughout 2019. The quality and relevance of these programs to our students becomes more evident each year with our students completing their education able to make informed future career decisions and choices. The senior VET frameworks courses taught at the school during 2019 were Hospitality Kitchen Operations and Primary Industries.
45% percent of Year 12 students in 2019 enrolled in a vocational education course, with 4 students undertaking more than one course. 47% of Year 11 students enrolled in a vocational education course with 5 students undertaking more than one course.
16 students across years 10–12 were involved in TVET courses. 7 students attended Mudgee TAFE Campus and were enrolled in Automotive Studies, Animal Studies, and Electro technology. 5 students were enrolled in TAFE courses through Dubbo and Gunnedah, completing their studies via blended delivery. These courses included Nursing, Early Childhood and the Miimi Djuiul Community Services course for Aboriginal students. 4 students studied Animals Studies and Travel, Tourism and Events via TAFE Digital. In 2019, one student successfully completed a School Based Apprenticeship in Electrical and will continue into an apprenticeship for 2020.
Students from years 10–12 were given the opportunity to attend work experience to increase their school to work opportunities post–school. In Year 10, 11 and 12, some students attended work experience throughout the year either one day a week or as block release. A Year 11 student on Life Skills attended work experience two days a week to increase his chance of success in the workplace post–school. 104 students were given the opportunity to engage in work experience across the year. In 2019 all of Year 10 were encouraged to undertake a block release of work experience and 85% percent of Year 10 students took up the opportunity and entered the workforce for a week block. This block release supports the Year 10 Career Education program by developing student employability skills through a hands on approach. The work experience program strengthens the school's relationship with the community as the majority of placement occurs in local businesses. Two students chose to complete their work experience away from Gulgong, allowing them to experience work outside of their rural community.
Students at Gulgong High are encouraged to participate in as many vocational experiences as possible as a means of building competitive portfolios. Year 10 students participated in an end of year program and were provided with a varity of alternate activities to further develop their employability sills and add to their portfolios. The activities included White Card Induction for students wishing to work in the construction industry, community service with Wenonah Lodge, the Work Experience Program, Resume & Cover Letter workshops, Elevate Study Skills, Letters to Santa with Gulgong Public School students, and a tour of Mudgee TAFE campus. Throughout the year all students have the opportunity to engage in Career Interviews & Sessions conducted by Careers Adviser, and numerous Career related excursions and University and tertiary visits.
In 2019, Year 7 were offered career related learning through the Make it Real Game, facilitated by Western Student Connections. This gave Stage 4 students exposure to early career education and career related thinking, so that they can begin to see the links between school and work. Students in Years 10 and 11 were also offered a Literacy and Numeracy for Work one day workshop at no cost, to improve literacy and numeracy skills and to learn about employer expectations, including aptitude tests for mining (a major local industry).
In 2019, four students from year 11 left during or at the completion of their year 11 studies. Of these four students, two left to pursue work opportunities and two students went to TAFE to further their studies. At the completion of year 10 in 2019, two students accepted apprenticeships or traineeship, one student has enrolled in TAFE. 100% of students in year 12 in 2019 received either a RoSA or their HSC. Upon completion of year 12, 2 students accepted apprenticeships or traineeships, 10 students engaged in part time or full time employment, 5 students accepted University offers and 2 students are enrolled in TAFE.
Year 12 students undertaking vocational or trade training
Page 13 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 36.67% of Year 12 students at Gulgong High School undertook vocational education and training in 2019
Year 12 students attaining HSC or equivalent vocational education qualification
95.8% of all Year 12 students at expected to complete Year 12 in 2019 received a Higher School Certificate or equivalent vocational education and training qualification.
Page 14 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Workforce information
Workforce composition Position FTE* Principal(s) 1 Deputy Principal(s) 1 Head Teacher(s) 4 Classroom Teacher(s) 20.9 Learning and Support Teacher(s) 0.8 Teacher Librarian 1 School Counsellor 1 School Administration and Support Staff 8.18 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.
Page 15 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 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 523,621 Revenue 5,225,756 Appropriation 5,075,680 Sale of Goods and Services 38,354 Grants and contributions 105,733 Investment income 3,035 Other revenue 2,955 Expenses -5,099,057 Employee related -4,370,419 Operating expenses -728,638 Surplus / deficit for the year 126,699
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.
Page 16 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 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 493,955 Equity Total 386,230 Equity - Aboriginal 37,256 Equity - Socio-economic 224,440 Equity - Language 2,954 Equity - Disability 121,581 Base Total 3,783,717 Base - Per Capita 60,340 Base - Location 41,050 Base - Other 3,682,327 Other Total 284,087 Grand Total 4,947,990
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.
Page 17 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 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 14.3 27.0 20.6 23.8 11.1 3.2 School avg -2019 17.6 21.4 27 22.6 8.2 3.1
Page 18 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Band 4 5 6 7 8 9 Percentage of students 8.2 16.4 23.0 37.7 13.1 1.6 School avg -2019 12.3 20 31.6 25.2 7.7 3.2
Band 4 5 6 7 8 9 Percentage of students 12.7 11.1 28.6 31.7 12.7 3.2 School avg -2019 16.4 17 25.8 24.5 11.3 5
Page 19 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Band 4 5 6 7 8 9 Percentage of students 14.3 33.3 36.5 12.7 3.2 0.0 School avg -2019 23.3 34 26.4 11.3 4.4 0.6
Band 5 6 7 8 9 10 Percentage of students 8.8 32.4 26.5 14.7 17.6 0.0 School avg -2019 11.6 29.5 25.9 24.1 8 0.9
Page 20 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Band 5 6 7 8 9 10 Percentage of students 5.7 31.4 25.7 25.7 8.6 2.9 School avg -2019 6.1 27.2 30.7 28.1 5.3 2.6
Band 5 6 7 8 9 10 Percentage of students 2.9 8.8 58.8 20.6 5.9 2.9 School avg -2019 9.8 19.6 42.9 18.8 7.1 1.8
Page 21 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Band 5 6 7 8 9 10 Percentage of students 18.2 33.3 27.3 15.2 6.1 0.0 School avg -2019 33.6 18.2 24.5 15.5 6.4 1.8
Band 4 5 6 7 8 9 Percentage of students 3.2 24.2 33.9 29.0 8.1 1.6 School avg -2019 4.5 26.1 33.1 22.3 12.1 1.9
Page 22 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Band 5 6 7 8 9 10 Percentage of students 5.7 22.9 34.3 17.1 11.4 8.6 School avg -2019 4.4 26.5 36.3 22.1 7.1 3.5
Page 23 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 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.
School Average Subject School 2019 SSSG State 2015-2019 English (Standard) 63.4 63.9 67.3 65.6 Mathematics Standard 2 66.4 63.3 67.7 66.4 Personal Development, Health and 65.7 66.6 70.5 61.7 Physical Education
Page 24 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Parent/caregiver, student, teacher satisfaction
Gulgong High School Parents and Citizens Association continues to support the school with regular financial donations and the allocation of funds for the purchasing of items. In 2019 they assisted with funding to contribute to students attending school camps and made a donation towards the construction of the Sophia Tooney Memorial Outdoor Gymnasium. The P and C continued its key fundraising event of the Gulgong Debutante Ball which again was able to support many local businesses and facilitate positive relationships between the school, P and C and the community. One of the major responsibilities associated with the P and C is the provision of the school canteen. The P and C meet on a monthly basis and have as its major focus the needs of the students of Gulgong and its community.
Page 25 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 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.
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.
Page 26 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020