Figtree High School Annual Report

2018

8449

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Introduction

The Annual Report for 2018 is provided to the community of Figtree 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.

Mr Daniel Ovens

Principal

School contact details

Figtree High School Gibsons Rd Figtree, 2525 www.figtree-h.schools.nsw.edu.au [email protected] 4271 2787

Message from the Principal

It is such an honour to lead this magnificent school and I thank the Figtree community for the warm welcome I received when I started as Principal in Term 3 2018. Highlights in 2018 were many and include: • Formulation of new School Plan, with 3 focus areas: collaborative teaching practice; improving systems and practices and innovative learning. All our staff are working across these areas to ensure we deliver quality programs for students. • Strengthened ties with The University of , with 40 Year 12 students being selected for the University Preparation Program that includes HSC study skills and a taste of university life. • NAPLAN is being used to develop GROW, a writing portfolio, introduced to improve writing with our Year 7 students. • Student wellbeing programs are supporting student wellbeing, including: Top Blokes, Shine and Young Women's Forum. All of these programs were positively evaluated by our students. • Aboriginal Sport House Murals were designed and painted by our Aboriginal students in consultation with the local Aboriginal Education Consultation Group. • Our Shakespeare Festival showcased the creative and performing arts talent we have at the school with singing, dancing, acting, art displays and music. The performances were brilliantly supported by our VET Entertainment students. • A Landcare grant enabled the design and build of a small kitchen garden. Vegetables grown in this space are used in weekly food practicals. The TAS faculty have plans to expand this area. • Figtree HS was crowned 2018 Zone Athletics Champions. • Figtree HS hosted the Victor Chang and Zone Sporting Blues Awards, recognising the top performing Science and sporting students. • The Flametree Campus continues to thrive with three students successfully completing their Record of School Achievement and moving onto further studies at TAFE or the HSC course. • The Boys Open Baseball team earned a coveted place at State level of the competition, submitting to Westfield Sports High School in the Grand Final. • The Secondary Schools Renewal Program delivered a major upgrade to the entrance of our school and included a much–needed refurbishment of the Administration area.

However, the greatest highlight for me every day is to walk around the school and see such engaged students and best practice teaching and learning taking place and to interact with the wonderful teachers and students who are Figtree High School.

Thank you to the P&C for their ongoing support to our school in so many ways and to our outgoing President Jackie Brown.

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Thank you to the staff at Figtree High School who I judge to be among the best staff I have worked with in 20 years of teaching, keen to "go the extra mile" to assist their students and undertake considerable Professional Learning in their own time to increase their knowledge skills. Thank you to the students each of whom is known and valued and who fill the school each day with the excited buzz of learning.

In 2019, Figtree High School will celebrate 50 years. I hope you will join us in celebrating 50 years of excellence in comprehensive public education at Figtree High.

I commend this report to you. I certify that the information in this report is the result of a thorough school self–evaluation process and is a balanced and authentic account of the school's achievements and areas for development.

Daniel Ovens

Principal

Message from the school community

The Figtree High School P&C Association maintained its active support of the school in 2018 with a large group of dedicated parents who regularly attended meetings, assisted in generating income and volunteered for various activities.

This past year we had 4 main fundraisers, 2 BBQ's, the "Entertainment books" and the stationary packs, with this we managed to raise over $2000.00. In late 2018 the P & C gave $5000 to the school to help fund the new library plans.

We also recognised student achievement and provided funds for student awards, and to help parents and students meet the cost of representing the school at sporting, academic and CAPA events.

The school canteen has continued to thrive and operate with the support of parent and student volunteers. The canteen has maintained a wide range of healthy food selections in accordance with the Department of Education policy. The P & C executive would like to take the opportunity to thank Margaret Cutajar and Joanne Reczek, for their outstanding commitment and service in the canteen.

The P&C meets twice a term on a Wednesday night at 6:00pm. These meetings are an excellent opportunity to listen to the updates on our school and discuss information relating directly to the education and welfare of students.

The P&C warmly greeted Daniel Ovens to the role of Principal at Figtree High School midway through the year and also cordially welcomed back Ellie Donovan and Trish Morgan to their substantive roles as Deputy Principals.

Finally, I would like to express how proud I am being P&C President at Figtree High School. I wish to thank Trish Davis, our P&C secretary and Chris Ryman our treasurer for their ongoing commitment to our school. Chris Ryman and myself have left the school, but we welcome the new committee headed up by Bronwyn Gibson. The P&C at Figtree High School is a welcoming and inclusive one and we continue to welcome new members. The support of our parents is appreciated by both the P & C and the school.

Jackie Brown

P&C President

Message from the students

2018 SRC Report

Figtree High School has a proud tradition in student leadership and continue to evolve in their representation of the student voice, as part of the Figtree High School community.

The 2018 school year was a particularly successful year for the SRC. They began their year by holding their first ever school SRC conference where they exchanged ideas on student leadership, developed a vision statement, built an online platform and planned a variety of ideas, projects and initiatives.

Three students were selected to represent Figtree High School in prestigious leadership programs. Georgia Sturman (Year 11) participated in the UBS Young Women's Leadership Academy at Sydney University, Ellie Rada (Year 10) participated in the Secretary for a Day program with the Department of Education, and Maria Ljuboja (Year 10) participated in the Director for a Day program with Bill Field (Lake North) from Warilla Education Office.

Students also represented Figtree High School at the Wagga Wagga Operational Directorate SRC Conference at

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Warrambui Retreat & Conference Centre, the GRIP Secondary Leadership Conference at the (Year 7 to Year 9) and the Halogen National Young Leaders Day at the International Convention Centre in Sydney (Year 10 to Year 12).

The SRC also led a number of fundraisers throughout the year for both the school and various charities/awareness days. This included BBQ fundraisers at both our school Cross Country and Athletics Carnivals, and a number of partial mufti days for charities such as Jeans for Genes Day and National Bandanna Day.

The SRC also regularly support school events including chairing assemblies and ceremonies, welcoming guests, serving food, ushering, and setting up/packing up events.

The expansion of the student leadership team in 2018 to include more student members, also saw the introduction of an additional SRC coordinator, Miss Casey Tasker. Miss Tasker now works together with Mrs Jill Murphy in the guiding the SRC.

The members of the 2018 SRC were Year 7 Tasharna Adlington, Ana Castrissios, Kaylen Craft and Dakota Daniela; Year 8 Alice Coleman, Mikaela Kokkin, Caitlin Rodrigues and Regan Smith; Year 9 Tessa Baldock, Bailey Craft, Kobie Kokkin and Nina Graovac; Year 10 Maria Ljuboja, Maxine McEwan, Ellie Rada and Nikola Rodic; Year 11 (Prefects) Hannah Bryant, Abby Cole, Takirah Coulson, Tazmin Fulcher, Daniel Jaques, Callum Kirby–Hayes, Marija Knezevic, Sara Ljuboja, Lianna McKinnon, Jessica Nagy, Taylor O'Connor, Reydan Sinbandhit, Georgia Sturman and Zoe Williams; Year 12 Meghan Fox (Captain), Joshua Panayiotou (Captain), Campbell Fulcher (Vice Captain), Jayden Smileski (Vice Captain), Payton Williams (Vice Captain) and Georgia Wilson (Vice Captain).

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School background

School vision statement

Figtree High School's vision is focused on success for every student through high expectations and personalised learning. All students are known, valued and cared for, and are engaged and challenged in their learning. Staff, students and parents partner together so that students become confident, creative, mature and informed citizens who are prepared for life in a complex and dynamic world.

School context

Figtree High School is a vibrant, fully comprehensive school in Wollongong.

The student population reflects a culturally diverse school community, including 244 students from a non–English speaking background and 39 Aboriginal students. The school is held in high regard by both the local and wider community for offering a broad ranging curriculum and achieving high quality educational outcomes for students from Year 7 to Year 12. We balance our academic curriculum with wide ranging extra curricula opportunities where students also excel. The school's systems and practices are based on the Positive Behaviour for Learning framework. Our diverse student population includes an on–site physical disabilities class, an autism class and an off–site behaviour unit, the Flametree Campus.

Our dedicated staff encompass a wide range of skills and expertise with teachers at all stages of their career. We are an active member of the Figtree Community of Schools, the Curriculum Networks Illawarra (CNI) and the North Principals Network.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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. The School Excellence Framework provides schools with focus areas and levels of achievement from which to measure our current practice and guide our ongoing pursuit of excellence in the three domains of Learning, Teaching and Leading.

In the domain of Learning, strength was identified in the areas of curriculum and assessment in the specific themes of teaching and learning programs and student engagement. There were significant professional learning resources allocated to support teachers with the planning and implementation of new NESA syllabuses including Stage 6 syllabuses in English, Mathematics, Science and History. The implementation of these new syllabuses coincided with the NESA Stronger HSC Standards which led to a review of current assessment practices, professional learning in the area of formative assessment for all staff and the design and implementation of new assessment and feedback strategies. Teachers also engaged in sustained professional learning and collaboration to design teaching, learning and assessment practices for the implementation of new syllabuses in Stage 4 Technology Mandatory, Years 7–10 PDHPE and Year 9 Spanish in 2019. The theme of Transitions and Continuity of Learning was also an area of strength, particularly with the Years 6–7. This was seen through our effective collaboration with Year 6 teachers in primary schools, Year 6 parents and our learning support and wellbeing team staff. This ensured that teachers had a deep understanding for the learning and wellbeing needs of our incoming Year 7 students.

In the domain of Teaching, strength was identified in the areas of professional standards and learning and development. In the theme of accreditation, this was demonstrated through teacher's engagement with the Australian Professional Standards for Teachers in performance and development plans, a significant proportion of staff maintaining accreditation at Proficient teacher and teachers encouraged to pursue higher levels of accreditation. In the theme of literacy and numeracy focus, there was an explicit focus on professional learning to build teachers' understanding of effective strategies in teaching literacy skills and knowledge. This included the subsequent implementation of the GROW (Get Ready to Own Writing) Portfolio for all Year 7 students. In the theme of expertise and innovation, the school identified expertise within the staff to lead a range of professional learning sessions focused on increasing teacher's knowledge and skills in the use of technology to enhance student learning. This professional learning was also extended to the Figtree Community of Schools teachers.

In the domain of Leading, the school demonstrated strength in the areas of school resources and management practices and processes. This can be seen through the themes of facilities, technology and community use of facilities. The physical learning spaces in several areas of the school including Learning Central, the library and senior study have

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been modified to enable them to be used flexibly to meet a broad range of student learning needs and interests. Technology has been used effectively to enhance learning and service delivery for students, and this has included web based learning tools such as Moodle and Google classroom, interactive whiteboards in most classrooms, desk top and laptop computers and student's own devices. A new principal was appointed to the school and commenced at the start of term 3, and this also aligned with the return of the substantive deputy principals in term 3 and term 4. The administrative systems, processes and service delivery in the school continued to be strengthened throughout the year, with clear roles and responsibilities established for staff in leadership positions. The school plan processes, practices and planned milestones became a central focus for the leadership team to drive the implementation of the school plan. This led to some minor revisions to the school plan for 2019 to address areas identified for further improvement, including strengthening our relationship with the Figtree Community of Schools and new syllabus implementation to align with NESA's timelines.

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Strategic Direction 1

Collaborative teaching practice informed by data and research

Purpose

Teaching practice is informed by data and research in a collaborative professional learning environment. High expectations are promoted through personalised learning to ensure progress and achievement for every student.

Overall summary of progress

The literacy action team led the implementation of the Get Ready to Own Writing (GROW) portfolio initiative which was implemented with all Year 7 students. This included professional learning for teachers on the explicit criteria for writing which students were focusing on, and strategies to incorporate the GROW portfolio into all subjects, including specific literacy library lessons. The GROW portfolio was conferenced with parents/carers and students, with opportunities for students to revise their goals as they achieved them. Feedback from teachers, students and parents/carers was used to revise the GROW initiative for 2019. The school completed NAPLAN online in 2018. As such, when the results were released, a broad analysis of student results from NAPLAN was completed, focused on student achievement in performance bands. The assessment action team led professional learning activities focused on the implications of the NESA Stronger HSC standards. This provided opportunities for teachers to work collaboratively to review the types of assessment strategies used and design 2019 HSC assessment schedules for each course which reflects the changes to assessment due to new syllabuses and the Stronger HSC standards. Aboriginal students engaged in a range of strategies to improve learning outcomes. This included personalised learning pathway conferences, University of Wollongong AIME program, targeted mentoring support for literacy and numeracy and cultural activities in NAIDOC week, reconciliation week and a local cultural excursion.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

Increase the proportion of $104,000 Additional staff member temporarily appointed students at or above proficiency in NAPLAN. $31,324 Top up of LaST allocation by 0.3 FTE; used to support students with additional learning needs.

There was an increase in the Year 7 students who were at or above proficiency in NAPLAN for writing (8%), grammar and punctuation (12%) and numeracy (6%). There was an increase in the Year 9 students who were at or above proficiency in NAPLAN for grammar and punctuation (4%), reading (5%) and numeracy (4%)..

Increased proportion of students $4,500 Development of the GROW program resources and moving between all bands in professional learning for all staff external testing regimes through a reduction in bands 1 and 2 and growth in higher bands of achievement.

Improvement in Aboriginal $27,167 Employment of a specialist numeracy and literacy student performance in NAPLAN teacher to provide learning assistance with growth in higher bands of achievement for Year 9 students For Year 9 Aboriginal students, there was growth in and improved HSC performance. the percentage of students scoring in the top two performance bands for grammar and punctuation (11%), numeracy (12.5%) and reading (22.2%) in 2018. There were 3 Aboriginal students who completed the HSC in 2018. The average HSC course mark for this group of students was 73, 9 marks higher than the average course mark for Aboriginal students who have completed the HSC over the previous 3 years.

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Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

Increased number of staff Funded through LDI One teacher commenced an application for seeking accreditation at the (Leadership Development accreditation at the highly accomplished career higher levels and increased Initiative) stage. Three staff gained a permanent promotion number of staff seeking position. leadership and promotion opportunities.

Increased numbers of students $52,000 cost of HT release Executive release – all up 0.5 FTE –for leadership showing growth using internal of action learning teams data measures $1,000 PL Staff professional learning centred on data – 'using data with confidence' and 'SCOUT'

Next Steps

The GROW portfolio has been revised and will continue to be implemented in Year 7, and will be implemented with Year 8 students, to continue their use of the portfolio. The school will participate in Best Start Year 7 in 2019 and will use the data from this assessment, and the item analysis from NAPLAN to additional areas for whole school literacy and numeracy initiatives. The school will begin to engage with PLAN2.0 to monitor the literacy and numeracy achievement of targeted students. Professional learning for teachers in the area of formative assessment strategies and time for collaborative practice in the design and evaluation of assessment strategies will continue to develop teacher expertise. There will be a focus on greater school–wide consistency in the format for teaching, learning and assessment programs and processes for evaluation of teaching programs to enable more effective use of school based assessment results and evidence of learning. Programs to improve learning outcomes for Aboriginal students will continue, including a teacher mentor to support literacy and numeracy skill development, cultural celebration activities, AIME mentoring and tutoring program and programs which link students with post–school education. Further opportunities for Aboriginal students to engage with cultural programs, connect with country and work with community elders will be developed. An additional process regarding new syllabus implementation was added to this strategic direction for 2019, based on the timelines released by NESA. The implementation of new syllabuses in all faculties over the next two years will see teachers immersed in the collaborative development and evaluation of teaching, learning and assessment programs for new syllabuses.

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Strategic Direction 2

Systems and practices that support high expectations

Purpose

Systems and practices support high expectations which are consistently applied and communicated so individuals thrive. Effective and sustainable administrative, procedural and communication systems enhance student and staff learning and wellbeing to deliver organisational integrity.

Overall summary of progress

This year the Positive Behaviour for Learning (PB4L) Action Team team focused on professional development to gain a better understanding of the PB4L framework, better support the implementation of directions/lessons, and to ensure expertise is continuous. Professional learning was undertaken by both the leaders and action team members under the guidance of our local Assistant Principal of Positive Behaviour for Learning. The PB4L team developed a new expectations matrix, classroom expectations and values posters for all classrooms, reviewed and updated our school merit award system (including the Gold Medallion), analysed Sentral data on behaviour and student wellbeing, and trained two new staff members in PB4L.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

Reduced late arrivals to school. $10,300 Wellbeing programs included SHINE and Top Student attendance at or above Blokes led to improved engagement with 88% and reflects average $41,000 participating students of statistically similar school groups. Improved full day Year advisers (allocated 0.4 FTE) made regular attendance rates at Flametree contact with families to ensure support for full campus. attendance at school.

HSLO attended Figtree HS each week. Students tracked and followed up where appropriate

System improvement driven by Senior Executive changes in 2018 meant that Semester based faculty and faculty evaluations/reviews will now be conducted in policy reviews. 2019.

Increased student engagement Increased use of SENTRAL by staff led to more and compliance through reduced accurate reporting of student wellbeing matters. negative incidents in wellbeing The number of negative incidences recorded tracking system and reflected in remained stable, whilst the number of suspensions external student engagement increased marginally. data.

School wellbeing tracking $5,500 Health, Wellbeing and Education plans for students software effectively utilised by all were developed so that every student is "known, staff – to manage students $1,000 valued and cared for". learning and wellbeing, so accurate data can be harvested Ongoing subscription for SENTRAL license and and acted on. Skoolbag App

Staff (teaching and non–teaching) $7,000 In Semester 2, there was an increased number of report improved wellbeing staff in attendance at morning tea and other staff (TTFM?) functions.

Premier Sporting Challenge held for staff

Staff (both teaching and non teaching) reported increased connectedness as a school community following NAIDOC Week

Teacher v Student games resulted in reports of

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Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

Staff (teaching and non–teaching) improved relationships between staff and students report improved wellbeing (TTFM?)

Next Steps

Moving forward, the PB4L team will continue to provide training for team members to ensure that each faculty within the school will have a trained PB4L expert. We also plan to:

– provide professional learning to staff to enable more accurate collection of negative behaviour data

– re–design R.S.L awards and Merit Awards

– continue to update the Merit Award System, after feedback obtained in 2018

– seek the support of Executive to better implement changes to expectations, matrix, and classroom expectations

– further improve the understanding of PB4L across the school.

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Strategic Direction 3

Innovative learning environments

Purpose

Further development of multi–purpose, flexible learning environments enhance and develop innovative learning opportunities. Students, parents and teachers work in partnership to build engagement in the learning process. A challenging learning environment equips students with the skills and knowledge for life in a complex and dynamic world. The school enhances partnership links with its Community of Schools and is effectively promoted in its local community.

Overall summary of progress

In 2018, the Dynamic Learning Team led the future focused redevelopment of learning spaces in the school to ensure they are conducive to 21st Century learning. The designs for the spaces were completed in the Senior Study, Lab 4 and Student Learning Central. The team conducted evidenced based research about best practice for flexible learning spaces. In addition to this, the students and community were surveyed prior to the planning phase so that key stakeholders had a voice concerning the different spaces. The Dynamic Learning Team led professional learning centred on future focused pedagogy. 'Brekkie with a Tekkie' was delivered by staff, for staff, and there was active and regular discussion throughout the school on the impact this had on individual teacher pedagogy in the classroom. The sessions were opened to the school community and there were participants from our Community of Schools as well as representation from Figtree High School's Flametree campus. The team completed professional learning on Project Based Learning. Trials were conducted and parent and local community were invited to participate in the learning and evaluation process. Student Engagement was another focus for the team. Year 12 students were engaged in HSC Success Plan interviews both post mid–course and Trial HSC Examinations. Students created goals and, together with a teacher mentor, developed strategies to achieve their goals to support individual student success in the HSC with a further focus on post schooling options.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

Identified learning spaces are $60,000 There was substantial progress on the future redeveloped and utilised for focused redevelopment of Learning Spaces. The innovative learning. Furniture Senior Study was moved to a different location and redesigned to incorporate different types of learning spaces. It is now being utilised by senior students daily for quiet study either individually or in small groups. Laboratory 4 has been redeveloped and transformed from a traditional computer lab to an engaging and open plan flexible learning space, but also being able to be used as a conventional computer laboratory. Stand–up desks, group work tables and soft furnishings have all culminated to create a more inviting and innovative learning space. Student Learning Central was also redeveloped to provide a space that allowed for learning support teachers to best facilitate the learning requirements for students with the greatest learning needs.

HSC success plans are HSC Success Plans were delivered and seen to be implemented for Year 12 and more suited to the Assessment Action Team, and extended to include success as a result was shifted into their portfolio. plans Year 11 and Year 10 students.

Improved student engagement is This improvement measure was transferred to reflected in internal and external another action team / strategic direction data.

Teaching and learning programs $12,000 for TPL for Teacher Professional Learning was completed reflect the authentic inclusion and Learning spaces and PBL from the dynamic learning team . Pl was

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Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

implementation of futures focused represented for staff. learning pedagogy. In Future Focused pedagogy, there was successful trial of Stage 5 students undertaking a PrBL program in Term 4. Student feedback was overwhelmingly positive as they appreciated the opportunity to respond to a real–world complex problem with an original and authentic product presented to a public audience. This trial is the first phase of implementation of PrBL at Figtree High School, with a more broad delivery of this pedagogy across subjects in the next phase.

Enrolment trends are stabilised/ Teacher acting as Community Liaison employed, reversed. Liaison with feeder with the role commencing in the last few weeks of primary schools is enhanced. 2018. FHS 50th Anniversary promotes the school and public education. Planning days held between CoS Principals

Slight increase in enrolments projected for 2019

Next Steps

In next phase of the refurbishment and redevelopment of future focused Learning Spaces the school plans to refurbish the back annex of the library, including the installation of a clear–panel bi–fold doors/wall and soft furniture. The team will work with the Assets Management Unit and seek professional advice to develop a design which best suits the needs of the school. Future Focused Pedagogy will see a group of students attending a Project Based Learning multi–day competition and the delivery of Project Based Learning in a cross–faculty setting for assessment in Stage 4. The introduction of STEAM in our curriculum will be investigated in 2019. Professional Learning in technology will be tailored to staff and student needs, and delivered in twilight, teams and faculty meetings. The student engagement group (as part of the Dynamic Learning Team) will revise the school's BYOD policy and how to best support student and teacher skill–building in the area of technology. The school's BYOD will be reviewed in 2019 with school community surveys being completed to ensure the school has considered the voice of our stakeholders.

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Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading • $8,000 PLPs • PLPs – All indigenous students have an • $25,000 Teacher Mentor individual and personalised learning plan that • $2,000 AIME are used by the school community and • $4,000 Teacher released students are making progress across the • $7,000 NAIDOC literacy and numeracy continuums. • $1,200 Indigenous Shirt • Teacher Mentor – individualised tutoring design and mentoring at the school has supported • $2,000 Cultural Trek Aboriginal student's self–esteem, learning • $1,000 Wandana and connectedness. Aboriginal Education and • AIME Aboriginal students participated in the Events Australian Indigenous Mentoring Experience (AIME) at the University of Wollongong during 2018. • The school's Aboriginal Education Coordinator – Teacher released for class 2 periods a fortnight to continue to strengthen links with the local community through the AIME program, AECG and other community groups to enhance the learning outcomes for our Indigenous students. • NAIDOC Week and Reconciliation Week – Figtree High School has been involved in the celebration and commemoration of a variety of significant Aboriginal days including Harmony Day, Reconciliation Week and NAIDOC Week at both a school level and a regional level. • Indigenous Shirt Design – Lani Balzan lead our Indigenous students in designing the school's first ever Indigenous shirt. • Cultural Trek – Aboriginal students were provided with a school–funded cultural excursions to The Royal National Park. Rick O'Brien guided students around the national park to significant Aboriginal sites. • Wandana Aboriginal Education and Events – To celebrate a successful 2018 Aboriginal students participated in a cultural immersion delivered by Wandana Education and Events.

English language proficiency • $62,468 (changed to 0.4 • The school has employed an EALD teacher for T4) to work specifically with EALD students who are developing their English language proficiency and support whole school programs and initiatives. The teacher also contributes to meeting the objectives and subject programs by planning and delivering EAL/D focus to teaching programs with class teachers. A Karenni speaking SLSO was employed to assist with the transition of a high number of Beginner Refugee students enrolling during the year. • Survey students, student performance measures reviewed and teacher consulted about operation of support program.

Low level adjustment for disability $235,080.00 Students at Figtree High School are supported by 1.7 Learning and Support Teachers (LaSTs) as well as 7 School Learning and Support Officers (SLSO's). The school uses funding to employ an additional 0.3 LaST (as part of the 1.7) in addition to the SLSO's which worked in a combination of fulltime and part–time capacities. They provided support and assistance to students

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Low level adjustment for disability $235,080.00 who received Individual Targeted Funding as well as students identified with specific learning needs across all years and Key Learning Areas. Both the LaSTs and SLSO's actively supported and assisted with assessments and implementing adjustments and disability provisions in the mainstream setting and in Learning Support. SLSO's and LaST's were trained in MacqLit, which is a targeted program for identified students in Years 7 to 9 with literacy deficits.

Quality Teaching, Successful Students (QTSS)

Socio–economic background $212,309.00 After consultation with students and staff, Learning Support was relocated to the library in 2018. The area was designed to create flexible spaces that encouraged both individual as well as collaborative learning with appropriate furniture. All Year 7 classes participated in targeted literacy lessons during their library classes with the focus on writing. The BEP (Behaviour Education Program) operated out of Learning Support during roll call, where students are monitored and provided with learning tools and equipment to assist in a successful start to the day. In addition, staff organised the uniform pool so that all students have equitable access.

Targeted student support for • $4,128 • EALD teacher was given release time to refugees and new arrivals work with Refugee students as they transition to Figtree High School and targeted programs.

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Student information supportive of the schools actions to address punctuality.

Student enrolment profile Post-school destinations Enrolments Proportion of Year 10 Year 11 Year 12 Students 2015 2016 2017 2018 students moving % % % Boys 525 522 500 485 into post-school education, training Girls 483 474 436 433 or employment Seeking 0 0 6 Employment Figtree High School is a proud comprehensive high school. Our student population in 2018 was 918 of Employment 0 0 17 which approximately 5% were Aboriginal. TAFE entry 0 0 18 University Entry 0 0 49 Student attendance profile Other 0 0 4 School Unknown 0 0 6 Year 2015 2016 2017 2018 7 91.3 92.5 93.9 92.2 A survey of HSC students conducted after the HSC 8 90.1 89 90.2 90.2 examinations indicated that 49% of students were offered University positions. As in other recent years 9 90.6 87.5 89.1 87.6 the bulk of these students have enrolled at the 10 85.4 87.8 84.8 86.1 University of Wollongong and many through the Early Admission program. 11 88.2 84.8 90.5 85.8 18% moved on to TAFE or private providers, 17% took 12 90.8 92.1 88.9 90.1 on fulltime/part time employment, 6% were looking for All Years 89.3 89 89.6 88.7 work, 4% were on Gap Year /Travel and 6% could not be contacted. State DoE The above stats based on 112 students. Year 2015 2016 2017 2018

7 92.7 92.8 92.7 91.8 In addition:

8 90.6 90.5 90.5 89.3 In 2018, 4 students achieved an Australian Tertiary Admission Rank of 90 and above, 44 students were 9 89.3 89.1 89.1 87.7 offered early admission into University of Wollongong 10 87.7 87.6 87.3 86.1 and over 55 students were offered university placements for 2019. 11 88.2 88.2 88.2 86.6 DUX – David Watson ATAR 91.2 12 89.9 90.1 90.1 89

All Years 89.7 89.7 89.6 88.4 Others who have strong ATAR's include:

Jayden Smileski 90.75

Management of non-attendance Chloe Wright 90.40

Specific programs that target student lateness, whole James Kuzman 90.2 day absences and partial truancy manage student non–attendance. The school worked closely with the Lance Tarrant 89.15 Home School Liaison Officer and individual attendance programs were written for students whose attendance Caitlin Deverell 87.95 was of concern. All staff contribute to the monitoring and follow–up of attendance issues within these Luke McCrudden 86.95 programs.

Lateness has been managed by appointing a head teacher to monitor student arrival times and year Year 12 students undertaking vocational or trade advisers and deputy principals following up students training who are persistently late. Families have been In 2018, 15% of students were enrolled in vocational

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education courses at Figtree High, studying Significant amounts of professional learning were Construction and Hospitality. 13% of students studied undertaken by Figtree High School staff in 2018. This TVET course placements at the local area TAFE amounted to just under $84,392, with a focus on a campuses. number of initiatives as highlighted in the School Plan and those identified by staff within their Professional In 2018 there were 4 students enrolled in school based Development Plans. traineeships. School Development Days in 2018 focused on key strategic objectives from the school plan. In addition to this, time was allocated to KLA Head Teachers to Year 12 students attaining HSC or equivalent address needs identified within the faculty around vocational education qualification delivery of quality teaching, learning, programming and Only 1 student from the 112 failed to qualify for the assessment. Figtree High School utilised the option of 3 HSC qualification. Twilight sessions in–lieu of the two staff development days at the end of Term 4. Staff attended workshops on Literacy, Positive Behaviour for Learning and Workforce information Assessment as, of and for Learning and Innovative Learning Environments. In addition, staff completed mandatory training in CPR, Anaphylaxis, Child Workforce composition Protection and Code of Conduct. Position FTE* Financial information Principal(s) 1

Deputy Principal(s) 2 Financial summary

Head Teacher(s) 11 The information provided in the financial summary Classroom Teacher(s) 52.9 includes reporting from 1 January 2018 to 31 December 2018. Learning and Support Teacher(s) 1.4 Teacher Librarian 1 2018 Actual ($) School Counsellor 3 Opening Balance 1,107,208 School Administration and Support 18.37 Staff Revenue 11,786,588 Other Positions 2 Appropriation 11,317,151 Sale of Goods and Services 35,810

*Full Time Equivalent Grants and Contributions 421,136 Gain and Loss 0 Figtree High School has a strong and committed staff with teachers at a variety of stages of their career. Other Revenue 5,700 Investment Income 6,792 In 2018, there were 2 permanent teachers and one temporary teacher who made up the Aboriginal Expenses -11,812,982 composition of Figtree High School. Recurrent Expenses -11,812,982 Employee Related -10,721,274 Teacher qualifications Operating Expenses -1,091,708 All teaching staff meet the professional requirements Capital Expenses 0 for teaching in NSW public schools. Employee Related 0

Teacher qualifications Operating Expenses 0 SURPLUS / DEFICIT FOR THE -26,393 Qualifications % of staff YEAR Undergraduate degree or diploma 100 Balance Carried Forward 1,080,815 Postgraduate degree 40

The opening balance for the 2018 school financial year is $1,107,208 as balance brought forward. Professional learning and teacher accreditation

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This summary covers funds for operating costs and 2016, so all comparative results need to be viewed with does not involve expenditure areas such as permanent some caution. But the key benefit of transitioning to salaries, building and major maintenance. NAPLAN Online is that the growth scores for these students will be much more precise and accurate than The school continues to adopt prudent financial those currently reported. practices overseen by the school finance team who meet regularly. From 2018 to 2020 NAPLAN is moving from a paper test to an online test. Individual schools are migrating to the online test, with some schools attempting NAPLAN Financial summary equity funding on paper and others online.

The equity funding data is the main component of the Results for both online and paper formats are reported 'Appropriation' section of the financial summary above. 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 2018 Actual ($) take into consideration the different test formats and Base Total 8,223,625 are discouraged during these transition years.

Base Per Capita 186,980 Literacy 7 & 9 Base Location 0 Through the 2018 NAPLAN tests, our Year 7 cohort Other Base 8,036,645 demonstrated its strength in both writing and grammar and punctuation. For these tests, Year 7 FHS students Equity Total 551,371 out–performed the state–wide cohort by 12% in Equity Aboriginal 45,499 grammar and punctuation and 18% in writing. Our writing results have made significant improvement from Equity Socio economic 212,309 2017. For reading, our performance mirrored the state–wide drop in performance from 2017 and Equity Language 58,483 although our students performed below the state Equity Disability 235,080 results, we still out–performed statistically similar school groups. Targeted Total 1,628,047 Our Year 9 student cohort, our strength was in writing. Other Total 491,225 Across the state there was a slight drop in student Grand Total 10,894,268 performance in writing from 2017 to 2018 and our school mirrored this trend. But our students still out–performed the state results by 13%. In grammar and punctuation our school performance again followed Figures presented in this report may be subject to the state–wide improvement trend from 2017 results, rounding so may not reconcile exactly with the bottom but our school performance is place 6% below state. In line totals, which are calculated without any rounding. terms of reading, our results are concerning with a substantial drop in performance from 2017 in opposition A full copy of the school's financial statement is tabled to slight improvements across the state. These results at the annual general meetings of the parent and/or have guided the Literacy and Numeracy Action Team to community groups. Further details concerning the introduce a whole–school reading focus to address this statement can be obtained by contacting the school. Numeracy 7 & 9 School performance The 2018 Year 7 cohort have exceptional numeracy NAPLAN results with their average NAPLAN score 9.9% above the state average and 17% above similar schools. In In the National Assessment Program, the results across terms of the percent of students in Bands, 64.9% of the Years 3, 5, 7 and 9 literacy and numeracy FHS Year 7 students achieved a Band 7 or above assessments are reported on a scale from Band 1 to whilst the state–wide cohort only had 43.5% achieve a Band 10. The achievement scale represents increasing Band 7 or above. That's a difference of 21.4% above levels of skills and understandings demonstrated in the state. these assessments. Since 2016, Year 9 numeracy school performance has Figtree High School was in the first round of schools increased in terms of student achievement in the top who migrated to the digital platform having students sit two bands of 9 and 10 from 9% to 20% in 2018. As a the online test in 2018. year cohort though, our average NAPLAN score for 2018 has followed the trend of similar schools with a As a result, it can be difficult to compare against state slight drop in performance whilst still higher than our wide performance and even growth of our Year 9 2016 results. students from Year 7 as this cohort sat the paper test in

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The My School website provides detailed information and data for national literacy and numeracy testing. Go to http://www.myschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results is not directly comparable to band averages from previous years. While the 10 band distribution available to schools who completed NAPLAN online is a more accurate reflection of student performance, caution should be taken when considering results relative to what was formerly a six band distribution. As the full transition of NAPLAN online continues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth. This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website. Higher School Certificate (HSC) The performance of students in the HSC is reported in PREMIERS PRIORITIES bands ranging from Band 1 (lowest) to Band 6 (highest). In terms of the Premier's Priority with growth in the average percentage of NAPLAN Reading and Our school HSC performance differed across the Numeracy results in the top 2 bands, our school nineteen individual Category A (ATAR applicable) continues to improve in results from 2016 with a courses. In the majority, specifically 13 of these percentage of 16.51% to 2018 with 22.10%. courses, our 2018 school results were higher than the school average performance from 2014–2018. Our top ABORIGINAL STUDENTS performing subjects included Business Studies, English Advanced, Hospitality, Mathematics. Society and Our Year 7 Aboriginal student performance in NAPLAN Culture and Visual Arts with the average student result testing has seen significant improvement since 2016. In above 70. In terms of comparison against the state 2018 our Year 7 cohort, have significantly reduced the average, Community and Family Studies, Hospitality, performance gap between Aboriginal and Mathematics and Business Studies had the highest non–Aboriginal students, in the combined the test difference in performance above the state. domains, for the average NAPLAN scores by Aboriginality over time. The performance of our Aboriginal students has been significantly improved and the gap has closed from 32% in 2016 to 13% in 2018.

With our Year 9 cohort, the gap in performance between Aboriginal and non–Aboriginal students has decreased slightly by 2% from 2016, but the overall student performance of our Aboriginal students have mirrored the performance of non–Aboriginal students.

In terms of improving Aboriginal education outcomes for students in the top two bands there has been significant improvements between 2017 and 2018 in numeracy, reading and grammar and punctuation. In 2017 no Year 9 Aboriginal student achieved above a Band 7 whilst in 2018: • 26% of Aboriginal students achieved a Band 8 or above in numeracy • 44% of Aboriginal students achieved a Band 8 or above in grammar and punctuation • 33% of Aboriginal students achieved a Band 8 or above in reading where only 22% achieved a Band 8 in 2017

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School School Average Subject SSSG State 2018 2014- 2018 Ancient History 69.1 70.6 69.5 66.7 Biology 69.3 70.2 70.7 68.3 Business 72.8 68.6 69.3 70.1 Studies Community and 72.9 71.9 69.9 66.1 Family Studies Earth and 69.9 66.0 72.3 69.9 Environmental Science Economics 70.3 70.4 74.7 72.7 English 76.5 77.6 77.5 75.9 (Advanced) English 66.2 67.3 65.0 65.9 (Standard) Food 68.9 73.0 70.7 71.0 Technology Hospitality 73.6 70.6 71.0 73.6 Examination (Food and Beverage) Legal Studies 70.8 69.7 71.2 68.7 Mathematics 77.8 74.8 74.8 71.9 Mathematics 65.8 67.1 65.1 63.5 General 2

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Personal 68.3 70.5 69.5 68.3 school community. One of the key ways this played out Development, in 2018 was through P&C members acting as panel Health and members on a variety of merit selection panels. This Physical included the appointment of a new Principal, two new Education Head teachers as well as the successful filling of a number of teaching positions across both Figtree HS Physics 66.1 68.5 70.6 69.8 and Flametree.

Senior Science 67.2 69.2 68.2 68.9 Finally, students, parents and staff raised the need for a Society and 77.1 76.8 76.1 77.9 uniform review and change which commenced in the Culture beginning of 2018. This procee will continue into 2019 ensuring there is widespread engagement from all Studies of 65.4 70.7 68.5 65.4 stakeholders. This will also address some concerns Religion II raised in the community focus groups around image and identity, fostering pride in representing Figtree High Visual Arts 80.1 78.1 78.0 80.3 School

Detailed explanation about what graph say Policy requirements

From SCOUT – relative performance comparison – Aboriginal education average difference stat info from Scout data (optional) Figtree High School's ongoing goals are for Aboriginal and Torres Strait Islander students to strengthen Parent/caregiver, student, teacher identity and self– esteem, build attendance and satisfaction retention rates amongst students and meet national benchmarks for academic performance in literacy and numeracy. The overall view of our stakeholder satisfaction was positive. The school strives to build a culture where Aboriginal elders, parents and community stakeholders become Of the 731 students who completed the TTFM survey, closer partners in the pedagogical development of our 87% of students identified with positive behaviour at Indigenous students. Last year the school's Aboriginal school whilst 78% of students felt they have friends at Education team worked hard, to mentor and support school they can trust and who encourage them to make student's educational development and build closer ties positive choices. All year groups, bar Year 10, reported with the Community of Schools and local Aboriginal a decrease in students seeking to truant. Students in community leaders and groups. Years 7, 8, 11 and 12 report positive attitude to completing homework, however this number declines Major outcomes in 2019 have been: for Years 9 and 10. There was a 12% decrease (from 2017) of student participation in school sports. The creation of Personalised Learning Plans for all However, this lower figure may represent Aboriginal students that aid in implementing strategies misinterpretation of the question – as representative/ that maximise and cater for student educational school sport. It is also important to note that senior development. students not involved in Wednesday School Sport. Improved connections with the University of Of the 32 parents who responded to the TTFM survey, Wollongong's AIME program – AIME has been utilised the key areas of strength identified were that parents: – to assist students who are struggling in subject areas or generally feel welcome; their kids are safe at school; need assistance with homework and assessment tasks. the school supports positive behaviour and parents AIME mentoring has also been a part of the retention support learning at home. In regards to parents feeling plan for Aboriginal students and has been successful welcome, there is a strong feeling that written for regular attendees. communication from the school is in clear, plain language and the school's admin staff are helpful when The school employed a Teacher Mentor to support both they have a question or problem. In terms of supporting staff and students in increasing literacy and numeracy positive behaviour, parents felt that their child is clear outcomes for Aboriginal and Torres Strait Islander about the rules for school behaviour and that their child Students. Enhancing retention and engagement feels safe travelling to and from school. Parents felt that through the development of individual education plans. school staff take an active role in making sure all students are included in school activities. 81% of Figtree High School has been involved in the parents who responded to the survey expected that celebration and commemoration of a variety of their child would complete Year 12 and 56% expected significant Aboriginal days including Harmony Day, their child to attend university. Reconciliation Week and NAIDOC Week at both a school level and a regional level. During our 2018 In addition to this, parents representing the Figtree HS NAIDOC celebrations, we welcomed our local elders – P&C report feeling empowered with regards to Uncle Richard, Aunty Shaz and Aunty May – as well as supporting their children's education and their local Lani Balzan, a local Aboriginal artist and a number of

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our parents and carers. and community harmony through the provision of programs and practices which counter racism and Our learning was also significantly enriched by discrimination. Teaching and learning programs are Koomurri Aboriginal Incursion, who led many different implemented that develop intercultural understanding, activities across the school, including: boomerang promote positive relationships and enable all students throwing; face painting; art making; Aboriginal dance to participate as active Australian and global citizens. and storytelling. An EAL/D program ensures that English as an This group also led a smoking ceremony and were additional language or dialect (EAL/D) are able to accompanied by teachers in a traditional emu dance. In develop their English language and literacy skills so honour of the theme "Because of her we can!' We that they are able to fully participate in schooling and hosted a special assembly and morning tea where achieve equitable educational outcomes. Neighbouring Figtree Primary School students sang the National Anthem in Dharawal. After which our We promote positive community relations through Aboriginal students and their significant female effective communication with parents and community engaged in rock art together. members from diverse cultural, linguistic and religious backgrounds and by providing opportunities for their All students developed their own "Because of her we active engagement in the life of the school. A trained can!" and these were displayed at the morning tea and Anti–Racism Contact Officer provides valuable support presented to the person. Our NAIDOC celebrations to students and learning programs that actively promote further enriched our connectedness as a school tolerance and acceptance of people from all community. backgrounds and religions. The school policy, Expect Respect is implemented with a focus on acceptance Aboriginal students participated in the Australian and understanding of people from all backgrounds. Indigenous Mentoring Experience (AIME) at the University of Wollongong during 2018. Students worked Each year, ten of our school students attend the Links with their assigned Indigenous mentors and were to Learning L.O.T.E (Language Other Than English) provided assistance with motivation, setting short and program which provides students coming from long–term goals and activities around Aboriginal non–English (multicultural) backgrounds with additional identity. The support, assistance and mentoring assistance, opportunity and support to remain and provided by these tutors encourages the students to excel in education and training, overcoming any strive for both academic excellence and personal barriers they may face. success. Year 9 and 10 EAL/D students attended the All Aboriginal students were offered the assistance of a Multicultural Youth Conference at Five Islands College. teacher Mentor. Students in years 7 – 10 worked on The conference was a fun, interactive way for EAL/D extending literacy and numeracy skills across all KLAs. youth to increase their knowledge and understanding, They were provided assistance with homework and discuss issues and how to access support and assessment tasks. Individual mentoring was also services. Relationships Australia, NSW Police, provided to Year 11 and 12 Aboriginal students to Wollongong City Council, STARTTS (Service for the assist them to be successful through the Preliminary Treatment and Rehabilitation of Torture and Trauma and HSC courses. Survivors), MCCI and the Together for Humanity Foundation ran interactive workshops on personal Aboriginal students were provided with a wellbeing, healthy relationships, personal development school–funded cultural excursions to The Royal and healthy lifestyle choices. National Park. Rick O'Brien guided students around the national park to significant Aboriginal sites. He shared The Young Women's Forum program offers Year 10 local cultural heritage and traditions. Students were female students who come from diverse cultural very positive about the day and the knowledge and backgrounds a safe, supportive and creative appreciation of Aboriginal traditions and culture it environment in which to share themes and topics that offered. are important to them. The forum is led by community workers from Wollongong Women's Information Service Over the past 12 months Figtree High School has and is run in four local high schools. created a complex program that will exponentially expand the educational and lifestyle options for all our Year 10 EAL/D student's participated in the Ready indigenous students going forward. Arrive Work program which was a targeted vocational program designed to support refugee students to Our mentoring and self–esteem programs have already develop their employability skills and to prepare them had a huge impact on student well–being and we look for work experience and work placements. forward to seeing the ongoing results of all our Students participated in the Illawarra Refugee Challenge at from Year 10. The event organised by Wollongong City Council and Multicultural and anti-racism education Multicultural Communities Council of Illawarra. The Our school recognises and values the cultural, linguistic challenge consisted of six semi–simulated stations in and religious diversity of our students, staff and school which the students conducted discussions, scenarios community. We continue to foster student wellbeing and role playing. The challenge aims to raise

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awareness and empathy among mainstream high the third year running that they have placed in the school students about the refugee journey. top 3. • Figtree HS came 1st at Zone Athletics and 2nd at Regional Athletics • Numerous students who made South Coast Other school programs Teams . Sport Report 2018 • Pierre De Coubertin Award went to Payton Williams South Coast Blues Recipient School Sporting Blue

Jarrod Buick received the "Ron Smith Trophy for the This is awarded to a student who places in the top 3 of Most Outstanding Individual Performance" at the 2018 a CHS event or makes a CHS team South Coast Blues Awards. This was the second year that he has won this award.Jarrod received this award Jessica Buffett–(Swimming) 2nd– in 100m butterfly for Gymnastics where he placed first in pommel, high bar, parallel bars, rings, floor and vault at the NSW Caley Tallon–Henniker (Athletics) 3rd in 100m and CHS Championships. 200m

Zone Blue Awars Keegan Whitten ( Athletics) 2nd in High Jump

These awards recognise a students outstanding Jarrod Buick (Gymnastics) commitment, sportsmanshipand performance in Zone Sport representation. Maddison Delaney ( Basketball) NSW CHS Team Member Out of 29 students from 7 school in our Zone Figtree had 9 students recognised. Sport Stars of 2018

Maddison Delaney – Basketball Junior Girls Sports Star Jessica Buffett

Campbell Fulcher– Basketball Junior Boys Sports Star Regan Smith

Payton Williams – Athletics Senior Girls Sports Star Maddison Delaney

Kegan Whitten – Athletics Senior Boys Sports Star Jarrod Buick

Caley Tallon–Henniker – Athletics Creative and Performing Arts

Alyssa Parks – Athletics South Coast Dance Festival

Cameron Lodge – Athletics Figtree High School was again represented at the 31st South Coast Dance Festival. The extremely talented Tazmin Fulcher – Water polo ensemble performed their contemporary dance piece 'Time' at the Illawarra Performing Arts Centre. The Jarrod Buick – Presidents award for Gymnastics Festival is a premier event within the region, which is a showcase of items from schools across the South Grade Sport Coast. It is an honour to be selected, and we pride ourselves on being involved. It is a wonderful In 2018 we participated against schools from Corrimal, opportunity for our students to expand their Woonona, Bulli and Keira. We had 25 different teams understanding and skills in a professional environment. inolved in grade sport. The 5 successful teams were The senior dance students within the company, also displayed maturity and their wider scope skills by Junior Girls Oztag, Mixed Softball, Senior Boys assisting in the choreography of the piece alongside Ms Volleyball, Senior Girls Soccer, Senior Boys Soccer. Tanya Bennett and our experienced choreographer and community member Teagan McKeen. Winning Sport House at School Carnivals Southern Stars Swimming Buru (Black House) Figtree High School had a record number of students Cross Country Warrigal (Yellow House) participate in the 2019 Southern Stars Arena Spectacular 'Iconic'. We had featured artists in both Athletics Gurri (Red House) Music and Dance, as well as a large number of students representing Figtree High School as part of Sporting Success the combined dance, combined choir and VET • Maddison Delaney made the NSW CHS Entertainment crew. Basketball team • Boys Baseball team came 3rd in the state. This is Dancers Zoe Williams (Year 11) and Halie Josephson

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(Year 9), along with musicians Kaylen Craft (Year 7) and Bailey Craft (Year 9), were also selected as Term 4, 2018, saw the introduction of our Active Art members of the highly coveted Southern Stars program, a sport option for students in Year 7 to Year Performing Company (SSPC). Kaylen Craft and Bailey 10. Throughout Term 4, Active Art students participated Craft also represented Figtree High School as in a variety of art based skills activities. This included members of the Southern Stars Orchestra and Jessica taking photos and editing/experimenting using Adobe Nagy (Year 11) was selected as a member of the Photoshop, painting some murals for the library, and an Featured Vocal Ensemble. Mrs Jill Murphy also excursion to the Wollongong Botanic Gardens to do a represented Figtree High School as the Musical photographic scavenger hunt. Due to popularity the Director of the NSW Public Schools Millennium program will continue in 2019. Marching Band. Shakespeare Festival Talent Development Project (TDP) The Shakespeare festival of 2018 was a collaboration The Talent Development Project (TDP) is a joint with the English/Drama and CAPA faculties. The initiative between the Department of English/Drama faculty composed pieces based on Education and the entertainment industry. It prepares Shakespeare for a live audience. The production had a students for careers in the entertainment and music motif weaved through its performances which was industries. Jessica Nagy (Year 11) represented Figtree aimed at a contemporary audience. The festival High School this year on voice and progressed to the encompassed Music, Art, Drama and Dance, first round, a 2 day Audition Workshop. Whilst she was highlighting our student's talents in these areas. Music not successful in moving through into Phase One of the performed a variety of contemporary songs throughout project, we are immensely proud of this impressive the evening, ably led and accompanied by Mr Michael achievement. Malouf. Visual Arts presented a Shakespearean art exhibition with works from Years 7–11 on display. South Coast Music Camp Students were also involved in the elements of production through lighting and sound design, Four students and one staff member represented backstage crew and front of house coordinators. The Figtree High School this year at South Coast Music festival combined many facets of our school Camp. Kaylen Craft (Year 7) on trumpet, Bailey Craft community. Our Community of Schools primary (Year 9) on saxophone, Bethany Rowan (Year 9) on students participated a Visual Arts colouring–in poster voice and ukulele, and Jessica Nagy (Year 11) as a competition and were invited to our matinee "stutor" (student tutor) and member of the tech team. performance. Three participants of the poster Mrs Jill Murphy was also a camp staff member, and competition won art awards as a result of their co–directed the concert band ensemble. high–quality artworks. Roo Theatre also donated a number of period costumes which made our production CAPA Co authentic to the time period. The Shakespeare Festival enabled our school community to come together and 2018 saw the third year of the student leadership group appreciate the performing Arts at Figtree High School. Creative and Performing Arts Committee (CAPA Co). The CAPA Co consists of selected students in Year 7 National Art School to Year 12 who have an interest in or passion for the creative and performing arts. These students Georgia Verastegui (Year 11) attended the National Art participated in many school events throughout the year, School's HSC Intensive Student Practice workshop. largely behind the scenes. This included providing Georgia attended the university campus for two weeks, photography at events, supporting CAPA productions, being mentored and tutored by practicing artists and managing the gallery space in the front office area of university tutors. Georgia refined her drawing skills as the school, and co–ordinating the music of the school she explored various art making techniques and bell. These students also launched two fundraising processes. We applaud Georgia for not only her initiatives last year, face painting in sport house colours maturity in attending this prestigious workshop, but also at both our annual Cross Country and Athletics her continuous drive for improvement in Visual Arts. Carnivals, which was well supported by students. They also held their annual Creative Cupcakes day, which The Flametree Campus was again a completely sold out. The Flametree campus of Figtree High School is Visual Arts Masterclasses situated at North Wollongong approximately seven kilometres from the main school site. Flametree offers a 2018 saw the continuation of our Visual Arts specialised learning environment for students in Stage masterclass program. Interested students spent one 4,5 and 6 who have experiencing difficulties with afternoon a week throughout the year refining their managing their behaviour in mainstream school skills in art marking. The 2018 program explored settings. Students at Flametree are drawn from high portraiture, ceramics and textiles. Thank you to all of schools across the Illawarra from in the Visual Arts teachers who dedicated their own time the north to Oak Flats High School in the south. In to continue this initiative. 2018, Flametree comprised 5 Emotional Disability (ED) classes. A Senior Transition Class for Year 10 and 11 Active Art (Pathways) had its third year in operation. This class is

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comprised of older students who are completing Year 10 and Year 11 Pathways patterns of study. It provides them with an opportunity to continue to access curriculum in a specialised educational setting. Students remain in the class until they are emotionally ready to transition to employment or further training at TAFE or to another suitable educational setting.

The quality, individualised teaching and learning programs at Flametree exemplify Figtree High School's core values of Respect, Safety and Learning. Students' individualised learning and support plans aim to ensure that each student's social, emotional and academic needs are met through positive, flexible and enriching learning experiences. To best cater for the individual needs of Flametree students, productive partnerships with specialist DoE staff, other government departments and community support agencies are established and maintained to provide enhanced support for Flametree students. A strong relationship with the NSW Police Service continued as result of regular visits from NSW Police Youth Liaison Officers and with PCYC officers from Wollongong PCYC and Bulli PCYC in 2018.

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