I SlUMMARY This report, which attemptss to evaluate the case for separate senior high schools in N.S.W. , ccommences with background information relevant to secondary education in N.S.W. Current Department of Education policy is included as aa basis for discussion as is theoretical evidence on the development of addolescents. Information on senior high schools from the Catholic systemn, other stites and overseas, has been provided for purposes of comparisaon, while .ndustrial attitudes are appraised as they represent an important consideration. An attempt has been made to create a theoretical model showing how a senior high school could be organised. Surwey responses from both staff and students have been incorporated in an effort to determine attitudes towards this proposal. The resuilts of this investigation are inconclusive, but indicate the necessity for further research. II An Evaluation of the Case for Establishing Separate Senior High Schools in N.S.W. R.C. HURLEY B.A. Dip. P.E. This report is submitted in partial fulfilment of the requirements for the degree of Master of Education. SCHOOL OF EDUCATION UNIVERSITY OF NEW SOUTH WALE$: KENSINGTON, N.S.W. l 1976 \ I L,. 'lit £i ii.z.'fl 84G59 13. S£l’.76 LIBRARY Ill This report entitled "AN EVALUATION OF THE CASE FOR ESTABLISHING SEPARATE SENIOR HIGH SCHOOLS IN N.S.W." has not been submitted for a higher degree to any other university or institution. Signed IV ACKNOWLEDGEMENTS During the course of preparing this Report, many individuals and organisations have given me generous assistance. To those busy people who found time for interviews, in particular Mr. C.L. Macdonald (Staff Inspector), Mr. M.E. March (Narrabundah College) and Brother Leo (Benilde College), I say thank you, as without the information supplied by them, this report would not be possible. Whenever any survey is administered, many people, both administrators and respondents have to be thanked in this way, as to the author they are anonymous. My appreciation to fellow teachers and their students who were good enough to take time to complete survey forms incorporated in this report. To Mr. R.J. Barry who has supervised the preparation of this report, my sincere gratitude. Without his thoughtful guidance and assistance, I feel quite sure this report would not have been completed. For the many hours of careful typing and correcting, my thanks go to Mrs. V. Alcock, who showed great patience. Thanks also to Mr. T.D. Hicks for his part in proof reading the final copy of this report at a time when his assistance was needed. Finally to my wife Wendy and children Shaun and Simone for the many hours they have contributed to my studies, I give my thanks. While acknowledging the assistance given above, all short-comings, errors and omissions in this report are entirely my own. V LIST OF TABLES PAGE Table 1 Percentage Increase in Students Remaining at School. 5 Table 2 Subjects Offered in a Sample of 20 High Schools. 6 Table 3 Newcastle Girls High School Candidature H.S.C. 1971. 13 Table 4 Catholic Senior High Schools. 26 Table 5 Subjects Taught at De la Salle College, Form V, 1976. 28 Table 6 Percentage of All Secondary Pupils Enrolled in Senior Classes, 17 Years of Age and Over. 3b Table 7 Sources of Students, 1967. 60 Table 8 Courses offered at Hobart Matriculation College, 1967. 61 Table 9 Present School Enrolments for E.H.S., C.H.S. and P.H.H.S. 84 Table 10 Hypothetical Re-arrangement of Enrolments. 8b Table 11 Staffing 1976, E.H.S., C.H.S. and P.H.H.S. 86 Table 12 Hypothetical Re-arrangement of Staffing. 86 Table 13 Re-arranged Class Numbers in Particular Subjects. 89 VI LIST OF FIGURES PAGE Figure 1 Graph Showing Age at Menarche(the beginning of Puberty) In Different Countries Over Time. 75 Figure 2 Age Range of Changes in Puberty for Girls. 75 Figure 3 Age Range of Changes in Puberty for Boys. 76 Figure 4 Adolescent Height Spurts. 77 Figure 5 Growth Rates for Body Measurements in Adolescence. 77 Figure 6 Frequency of Diseases and Skin Defects. 78 VII PREFACE On many occasions it seems the organisation of secondary schools is complicated by the need to provide for both senior and junior students. This dilemma was emphasised for me when a number of five day excursions was conducted with 80 Year 12 students during 1974 and 1975. In numerous instances on each trip my attention was drawn to the level of social sophistication attained by so many of the senior students. The success of these student organised and controlled excursions stimulated this enquiry into an evaluation of "The Case for Separate Senior High Schools in N.S.W." It seemed that there could be greater scope for self-direction and self-discipline in the senior years, similar to that observed on the excursions, if older students were grouped with their peers. This report is the culmination of that investigation. From initial enquiries conducted two additional problems emerged; both are referred to in this report, but each should be the subject of an in-depth study. Firstly, the benefits and the disadvantages of a uniform state-wide system of education should be analysed and secondly the rationale behind the present division of N.S.W. education into infants, primary and secondary schools should be examined. These problems are clearly inter-related and cannot be dealt with in complete isolation. In an attempt to produce a balanced evaluation of the above proposal, evidence has been included from practitioners in senior schools, junior schools and six year schools. As might be expected, much of the assessment is subjective and divided in opinion. VIII The attempt to restructure three existing schools in a theoretical model to create a senior school, and the staff and student surveys reported, should be seen as exploratory in a situation where little formal research has been undertaken in this state. While material relating to comparative education systems both in this country and overseas has been included in this report, the characteristics peculiar to the N.S.W. Department of Education should be borne in mind at all times. IX TABLE OF CONTENTS Page SUMMARY I ACKNOWLEDGEMENTS IV LIST OF TABLES V LIST OF FIGURES VI PREFACE VII CHAPTER 1 BACKGROUND CONDITIONS 1 Recommendations of the Wyndham Report Implications of the Wyndham Report Modifications to the Wyndham Scheme Other Background Material CHAPTER 2 NEW SOUTH WALES DEPARTMENT OF EDUCATION POLICY 12 Arguments in Favour of Senior High Schools Projected Disadvantages Summary CHAPTER 3 THE N.S.W. CATHOLIC SCHOOL SYSTEM 25 Disadvantages of Senior Schools An Observation Co-Education in Senior Schools Education in Junior High Schools CHAPTER 4 THE SOCIAL CONTEXT 33 Increased Retention Rates Changing Nature of Senior School Population Functional Illiteracy CHAPTER 5 THE AIMS AND OBJECTIVES 40 Aims of Secondary Education Individual Intellectual Development Vocational Education Education in Democracy CHAPTER 6 INDUSTRIAL IMPLICATIONS 51 The Present Position Teachers’ Knowledge of Students School Prestige Loss of Qualified Staff Shortage of Accommodation Information from Tasmania and Other Sources. X CHAPTER 7 COMPARATIVE STUDIES 59 Tasmania The A.C.T. Victoria The United States England CHAPTER 8 EVIDENCE FROM THEORETICAL WRITINGS 72 An Overview Theories Physical Development Psychological Development Intellectual Development Moral Development Social Development CHAPTER 9 HYPOTHETICAL ORGANISATION OF A SENIOR HIGH SCHOOL 84 School Facilities Subjects Offered Class Sizes Staffing Organisation Discipline Student Enrolment CHAPTER 10 WHAT STUDENTS AND TEACHERS THINK OF SENIOR SECONDARY SCHOOLS 96 The Survey Educational Requirements Issues of Social Education Attitudes to Teachers Staff Survey CHAPTER 11 CONCLUSIONS 109 The Merits of Senior High Schools Arguments against Introducing Senior High Schools Summary Educational Change BIBLIOGRAPHY 118 APPENDICES 122 1 CHAPTER I BACKGROUND CONDITIONS Over the past decade there has developed increased agitation for a fundamental restructuring of education in N.S.W. Secondary Schools. The initial impetus stemmed from the Report of the Committee Appointed to Survey Secondary Education which submitted its findings in The Wyndham Report (1957). Under its terms of reference: "to survey and to report upon the provision of full-time day education for adolescents in New South Wales", (l) the committee recommended an organization which in their view would facilitate "a good general education" and at the same time provide: "a variety of curriculum adequate to meet the varying aptitudes and abilities of the pupils concerned". (2) Specifically the stage of schooling after the School Certificate Examination: "is designed to meet the needs of the most able adolescents between the ages of sixteen and eighteen years". (3) 2 RECOMMENDATIONS OF THE WYNDHAM REPORT SUMMARISED (4) 1. On completion of the primary school course (at about age 12 years) all pupils should proceed to secondary education. 2. The organization and curriculum of the high school be designed to cover four years to about age sixteen. 3. The curriculum be designed to cover a core of subjects common to all schools and with a progressive increase in the proportion of elected subjects, the greater part of the first year curriculum to be devoted to the common core of subjects. 4. With teacher guidance, and considering pupil achievement and progress, elective subjects should be chosen with refinement up to the Fourth Form. 5. On satisfactory completion of the fourth year the School Certificate External Examination to be held. 6. This examination should be designed as terminal and as a formal indication of completion of a satisfactory course of secondary education. 7. A further course of study will then be offered for another two years leading to the award of the Higher School Certificate.