Figtree High School Annual Report
2016
8449
Page 1 of 27 Figtree High School 8449 (2016) Printed on: 5 May, 2017
Introduction
The Annual Report for 2016 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.
Karen Burke
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 has been an honour to lead this magnificent school from the beginning of 2016 and build on the work of the retiring Principal, Carol Marshman, the Executive Leadership Team and the dedicated teaching and administrative staff of Figtree High School.
The Strategic Directions of Teaching and Learning, Wellbeing and Community Partnerships were worked on throughout the year by all staff. School Plan Action Teams were established with cross–faculty representation and a strong focus of knowing our students as a learner and as a person underpinned all professional learning.
The Department’s research paper What Works Best became the cornerstone of professional discussions. The Action Teams developed a deeper understanding of five of the seven key areas in collaborative, workshop–based sessions led by Head Teachers.
Identified as a Tier 2 Bump It Up school, the Executive Leadership Team refined Strategic Direction 1: Teaching and Learning to articulate clear improvement measures around literacy in NAPLAN and the Higher School Certificate. This focus has been discussed with the seven Community of Schools and a collaborative venture established for teachers to learn from their respective primary and secondary peers in 2017.
The Aboriginal Education team continued to support students successfully in their academic endeavours utilising RAM funding. This included providing tutors for senior students, developing meaningful Personalised Learning Pathways in consultation with families and providing opportunities for students to engage with the University of Wollongong through the AIME program. Aboriginal students collaboratively developed a new Acknowledgement to Country tailored to Figtree, and the AECG have endorsed for us to use on all school assemblies and events.
The Flametree Campus of five Emotionally Disturbed classes continues to thrive with three students successfully completing their Record of School Achievement and moving onto further studies at TAFE or the HSC course. Our Autism and Physical Disability classes also continue to ensure a balanced learning program with these students integrating into mainstream classes with support. Sport has been another highlight of our school with achievements at all levels and in a wide range of sports. 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.
Other community partnership programs included JET (Job Employment Program), GenZ2Work, Youth Mentoring, Volunteering, Young Men’s Forum and our CoS programs included, Technology in Education (TIE) a Year 5 Enrichment Program with a STEM focus and a Creative Arts collaborative film event called Flick It On. These programs represent just some of the outstanding authentic experiences that shaped student learning in 2016.
The Secondary Schools Renewal Program delivered a major upgrade to the entrance of our school and included a
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much–needed refurbishment of the Administration area. The completion of this venture in the January 2017 school holidays has produced a more welcoming and more functional space. The Administration foyer and internal area showcases outstanding student artworks, which are exhibited on a rotational basis.
I certify that the information in this report is the result of a thorough school selfevaluation process and is a balanced and authentic account of the school’s achievements and areas for development.
Karen Burke
Principal
Message from the school community
The Figtree High School P&C Association maintained its active support of the school in 2016 with a dedicated group of parents who regularly attended meetings, assisted in generating income and volunteered for various activities. The P&C supports teaching staff in their goal of providing a quality educational facility for all students. We do this by helping to purchase equipment and resources to enhance the teaching of a wide range of academic, vocational and sporting pursuits. The P&C recognises student achievement by providing funds for student awards, and to help parents and students meet the cost of representing the school at sporting and academic events. In 2016, we continued to provide funding for seven Year 7 school scholarships for students from our feeder primary schools.
Parents demonstrated their strong commitment to Figtree High School through their ongoing donation of time and voluntary contributions throughout 2016. In addition to attendance at regular P&C meetings and events, we have an increasing number of members trained in the merit selection procedures to allow parent representation in decision making in the employment of new staff.
The school canteen has continued to thrive and operate with the support of parent volunteers. Their support provided a valuable service to the school and generated considerable funds to the P&C that are invested back into school improvement projects. In February 2016, we introduced “Albert” our EFTPOS machine as suggested by the SRC for students to pay for purchases at the canteen. We found this so successful that we introduced a second machine to cope with demand. The canteen has maintained a wide range of healthy food selections in accordance with the Department of Education policy. Mrs Narelle Jacobsen and Mrs Diane Grant are to be commended for their ongoing commitment to our canteen. The P&C meets on the fourth Wednesday of the month at 7:30pm.These meetings are an excellent opportunity to listen to guest speakers and discuss information relating directly to the education and welfare of students in the school.
The P&C warmly welcomed Karen Burke to role of Principal at Figtree High School.
Finally, I would like to express how proud I am being P&C President at Figtree High School. I wish to thank Linda Wright, our P&C secretary and Chris Ryman our treasurer for their ongoing commitment to our school. 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.
Sharyn Low
P&C President
Message from the students
The Student Representative Council (SRC) has enjoyed a very rewarding year with the students being offered a variety of skill building and leadership activities along with the planning and organisation of many fundraising events. To best equip our SRC members in developing strong leadership skills, a number of students attended a variety of conferences including the Grip Students Leadership Conference at WIN Entertainment Centre, the Elevate Young Leaders Forum at the University of Wollongong, the Halogen Leadership Conference at Sydney Olympic Park, Secondary Schools Students Leadership Program held at NSW Parliament House and the You’re The Voice 3 day overnight conference at Murrumbateman. These events provide our students with opportunities to develop confident communication, inter–personal and organisational skills to lead our student community. Our school was represented by SRC members to a number of important events including Remembrance Day Service at McCabe Park, The Victor Chang Awards and the Wollongong City Council Community Strategic Planning School event.
During 2016, the SRC hosted a variety of fundraising activities and contributed financially to a number of community organisations and events including White Ribbon Day, Christian Childrens Fund, the Waterlogic Program, Muscular Dystrophy Foundation and the Wollongong Homeless Hubs.
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School background
School vision statement
Figtree High School, is a comprehensive school where staff, students and parents aim to work together to prepare all students to become confident, mature, knowledgeable and adaptive adults in a changing world.
Statement of purpose
We are committed to: • enabling each student to achieve their academic potential • providing quality learning programs which encourage excellence, self discipline, individual development and independence • providing a comprehensive curriculum which caters to students’ needs • providing a supportive, positive, fair and safe learning environment
School context
Figtree High School is a large comprehensive school known for academic and sporting excellence. This includes an on–site physical disabilities class, autism class and an off–site behaviour unit, Flametree.
The student population reflects a culturally diverse school community, including 26% non–English speaking backgrounds and 5% Aboriginal student enrolments.
Figtree High School is an active member of the Figtree Community of Schools, the Curriculum Networks Illawarra (CNI) and the Wollongong North Principals Network.
The school implements the Positive Behaviour for Learning program which underpins its systems and practices in behaviour and academia.
Figtree High School provides a broad range of curricula and extra–curricular opportunities for students. Significant investments have been made in information communications technology to support teaching and learning, and staff are committed to ongoing professional learning to improve student outcomes.
Self-assessment and school achievement
Self-assessment using the School Excellence Framework
For all schools (except those participating in external validation processes):
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 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.
In the domain of Learning we have succeeded in establishing an engaged learning community with a focus on building a culture of success for every student. A strong focus to improve individual and collective wellbeing through the implementation of Expect Respect and the creation of Building Positive Relationships – Advice to Students brochure has been a feature of our progress. An authentic relationship with our school community underpins the school’s success in creating a productive, collaborative, supportive and safe learning environment for our students. Attention to individual learning needs has been a strong indicator of our progress throughout the year, particularly in early identification of specific learning needs and increased parental involvement in planning and supporting individualised learning directions for our students. The enhanced performance of equity groups within the school highlights the successful impact of processes that seek improved outcomes for all students. In the area of assessment and reporting we are in the early stages of implementing professional learning centred on the awarding and allocation of grades through teaching and learning programs and assessment of student performance using course performance descriptors. Student performance continues to be targeted as an area for improvement in external examinations. Improvements in all aspects of NAPLAN have been targeted and we are currently using NAPLAN data to develop and design programs in the school that target
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specific areas for improvement within the student cohort. The School Excellence Framework Self–assessment indicates that Figtree High School is sustaining and growing in the area of Learning Culture as well as Curriculum and Learning.
In the domain of Teaching our school participates in a constant evaluation cycle of review, revise and implement for all subjects, in terms of teaching and learning programs, to provide students with quality and contemporary teaching strategies. This is particularly evident with the implementation of a number of new syllabuses across a number of subjects. Student performance data is consistently reviewed for students in all stages. In 2016, our school action teams were comprised of representatives from all curriculum areas and based on a number of themes outlined in the CESE 'What works best : evidence based practices to help improve NSW student performance' document. One team focus centred entirely on 'Data to inform practice', accessing both SMART and RAP data to build an understanding of where students are placed, so as to best provide differentiated learning opportunities. Our cross–curricular action teams also provide the opportunity for collaborative practice as teachers to work together to plan for improvements in teaching and learning that is supported across all faculties. This collaborative practice extends with the individual staff Performance and Development Plans that provide a platform for planned constructive feedback from peers and school leaders to improve teaching practice. These plans are also linked through individual goals to the targeted school priorities identified in the school plan. Professional learning is mapped to individual teacher and school priority goals and support the positive progress of school targets and individual milestones identified in the school plan. All school based professional learning is directly linked to the relevant professional standards and staff including beginning teachers and through to those working towards Highly Accomplished and Lead accreditation have built a strong understanding of these standards through this practice. The School Excellence Framework indicates that Figtree High school is sustaining and growing in Collaborative Practice and Professional Standards.
In the domain of Leading, Figtree High School consistently promotes high expectations for both students and staff and we acknowledge improvement and success in all areas of school life. In leading we have staff being mentored in their professional development to achieve both highly accomplished and lead accreditation, along with strong support and mentoring programs for our beginner teachers. Students are also provided with a number of leadership opportunities through the Student Representative Council, Junior Leadership Team and volunteering activities. In addition we have students participating in regional performance ensembles including music and drama companies along with Southern Stars and School Spectacular. Our school excels in sports achievements and results include both individual and team successes at state levels. Success and whole–school improvement is also very dependent on community participation. We have positive partnerships established with the University of Wollongong, TAFE Illawarra, Workplace Learning Illawarra and numerous local industries to increase the educational opportunities for our students. Our parent community is welcomed and engaged in our school events and are well informed through a number of effective web–based platforms. Our third strategic direction in our school plan is Community Partnerships and staff are committed to developing positive partnerships including our Community of Schools, to be responsive to the needs of our current and future students. Our school's financial resources are equitably allocated and physical resources are well maintained. In 2016, we received funding to refurbish the front area of the school through the Secondary Schools Renewal Program. This program allowed the front administration area to be redesigned to allow the community better access to the school. The school executive leadership team has been successful in leading the initiatives outlined in this report, building the capabilities of staff to create a dynamic school learning culture. The School Excellence Framework indicates that Figtree High School is sustaining and growing in Leadership, School Planning, Implementation and Reporting and Management Practices and Processes.
Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students.
For more information about the School Excellence Framework: http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework
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Strategic Direction 1
Teaching and Learning
Purpose
To inspire and challenge every student and teacher to excel and learn to their full potential.
Overall summary of progress
The school teaching and learning focus centred around the Centre for Education Statistics and Evaluation (CESE) document : What works best: evidence–based practices to help improve NSW student performance. Through a thorough whole–school evaluation of this document correlated to our current student performance, four cross–curricular teacher action teams were created to address the identified themes of explicit teaching, data to inform practice, effective feedback and classroom management. These action teams meet regularly throughout the year to delve deeper into the relevance of these practices to improve student performance. Action team representatives reported back to their faculty best practice and identified directions which were then implemented into subject based policies, procedures and practices.
With increased teacher confidence in best practice to improve student performance, the school focus shifted to acknowledge our student performance results in respect to the Premiers Priorities and the introduction of the Stronger HSC Standards. In collaboration, the school Executive Leadership team restructured the school action teams to address our specific teaching and learning needs in relation to these state wide performance requirements. This resulted in four new cross–curricular action teams being established; Literacy4Learning, Dynamic Learning, Positive Behaviour for Learning and Assessment as, is and for Learning.
Analysis of student performance data continues from year to year to consolidate teacher knowledge of the trends in student achievement levels with respect to contextual information. SMART data is analysed in–depth at both a whole school and individual teacher level to guide best practice in teaching and learning for our Stage 4 and 5 students. For our Stage 6 students, all curriculum Head Teachers participated in extensive professional learning on the use of the Results Analysis Package (RAP) to evaluate student achievement levels with individual subjects and across subjects within their key learning area. Knowledge from this analysis was used to refine teaching and learning practices and assessment structures for HSC students.
With all staff responsible for the National Collection of Consistent Data (NCCD) for all their classes, teacher capacity is developed in terms of differentiation of curriculum, in addition, to the inclusion of appropriate adjustments and accommodations for students with specific disabilities and learning needs.
In 2016, two executive teachers where successful in their application to the NSW Leadership Development Initiative to support their progress with achieving Lead Accreditation through the implementation of a teaching and learning Lead Project within the school. The two successful recipients were Ms Jennifer English (Head Teacher Science) and Mrs Vanessa Glasgow (Head Teacher Teaching and Learning). Mrs Glasgow’s lead project focused on supporting beginner teachers in differentiated learning and literacy strategies. The project included three Year 7 classes and centred on improving the writing skills of the students within the HSIE curriculum. The project was successful in the identification of specific improvements in the literacy and writing skills of these students from one written task to the next and in the increased capacity and confidence of the beginner teachers in differentiating work to meet student needs and the explicit teaching of literacy within their curriculum.
Ms English’s Lead Project focused on explicit staff professional learning on high expectations. This followed on from staff developing a deep and detailed knowledge of Centre for Educational Statistics and Evaluation’s (CESE) What Works Best research summary. All staff took part in professional learning on a number of classroom practices that can be used to develop high expectations. There was a focus on using ALARM (A Learning and Response Matrix) which is already in place throughout the school, to develop learning intentions and success criteria. 87% of staff indicated that they would use this strategy immediately and a further 20% indicating they would consider using it after further contemplation or Professional Learning. The surveys were then used to develop the Twilight Professional Learning sessions in Term 3 and 4. From the results of the staff survey further professional learning will continue in 2017 along with combine Professional Learning and sharing with our CoS primary schools.
Study skills remains a constant focus at the school for our Stage 6 students, with all Year 11 Preliminary students participating in workshops at their year camp and four individual presentations at school building their knowledge and skills in active learning in the classroom, note–taking, study skills strategies, time management and wellbeing.
Staff reflected on their previous Personal Development Plans to assist in the creation of new goals that identified not only
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their personal interest areas of development but goals that worked to consolidate both faculty and whole school strategic goals. These goals were mapped against the school strategic directions and the Australian professional standards to assist the school in developed a supportive staff professional learning plan.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
• Students in Year 9 will achieve • Data to Inform Practice Action team analysed the $6500 expected or above expected Centre for Educational Statistics and Evaluation growth in NAPLAN testing. (CESE) document : What works best in terms of SMART and was provided with professional learning on the platform, navigation, functions and features. Teachers investigated performance results and trends for specific student cohort groups • Our Year 7 Mathematics Enrichment Class, being a part of our Gifted and Talented Program, expanded in 2016 to be a Stage 4 class of 16 students. This program aimed to further extend the participating students mathematical skills and knowledge and to promote growth in the two NAPLAN numeracy bands. • The Explicit Teaching Action Team developed skills and knowledge in literacy and numeracy and provided professional learning on strategies to embed into individual lessons and whole programs of work • The Leadership Development Initiative(LDI) Human Society and Its Environment (HSIE) Writing Project worked specifically to build the literacy and writing skills of Year 7 students through the delivery of History content • Establishment of the Literacy4Learning team to address and improve student performance in all areas of literacy (reading, writing,spelling, grammar and punctuation)
• Increased growth in writing and • Identification of the discrepancy between boys $1000 spelling proficiency bands for and girls in terms of student performance and boys growth between Years 7 and 9 and then Years 9 and 12. This is particularly in the performance of boys in the top two bands of NAPLAN. With our school being a Tier 2 Bump it Up School we have a commitment to increasing the number of students (especially boys) achieving in the top two bands in NAPLAN for 2017 and beyond. • In response to this identification, the Literacy4Learning Action team was established to address this need and have boy education as a focus point in 2017.
• Increased growth for HSC • ALARM (A Learning and Response Matrix) $2000 students in higher bands against remains a focus at the school to develop writing 2015 data. skills from Years 7 – 12 with an aim to promote student performance in the HSC. Staff were surveyed at the start of 2016 on their confidence and use of ALARM from stage 4–6. 75% of teacher identified that they were confident in their knowledge and skills with ALARM for teaching and learning in Stage 4, 72% in Stage 5 and 75% in Stage 6. Similar results were also recorded for knowledge and skills with ALARM for study and assessment. • In the English faculty, ALARM Plus was introduced as writing strategy for our Stage 6 English courses.
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Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
• Increased growth for HSC • Structured Stage 6 Study Skills program to build students in higher bands against skills in students on effective strategies, time 2015 data. management and wellbeing to improve HSC performance at school are now in place for Year 11 Camp • In–depth evaluation of Stage 6 teaching, learning and assessment practices and policies as a results of thorough investigation of the Results Analysis Package by all curriculum Head Teachers • Evaluation and restructure of school assessment policies and procedures to align with NESA guidelines
• Increased attendance and • The establishment of the Dynamic Learning $3000 punctuality Action Team with the focus of student engagement through innovative and dynamic teaching and learning strategies. Included in this focus area is STEM and boys education so as to lead improved student attendance through engaging learning • Successful application to and participation in a state–wide STEM mentoring program with a visit to Maitland Grossman High School to look at STEM in action. Learning about curriculum and extra–curricular based STEM initiatives
Next Steps
• Continue to build on the increase of students to higher bands in both NAPLAN and HSC • Implement strategies and programs to support boys education to address student performance outcomes • Offer a Stage 5 STEM elective subject to increase student knowledge and skills in this targeted area • Coordinated professional learning activities across primary and secondary schools in assessment • Stage 6 Study Skills Program within a structured timetable to build capacity not only in students but staff on effective time management and study practices
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Strategic Direction 2
Wellbeing
Purpose
To build a culture of success within our school community for every student where positive relationships and a strong sense of wellbeing are pivotal for a successful school experience.
Overall summary of progress
The School’s Wellbeing Team has adopted a powerhouse of support model to be proactive in identifying and supporting students who are at risk academically and socially. This model has been highly successful in supporting identified students to improve long term attendance and support students top engage in and succeed in the classroom. Additionally, this model has identified that long term student success can require supported transition to an alternate education environment or assistance in moving into the workplace. An additional Deputy Principal was appointed and the Head Teacher Wellbeing was released 0.2 days a week in 2016. These positions were funded by the Department of Education to support student wellbeing.
The Wellbeing team created and implemented an anti–bullying policy, which is aligned with The Wellbeing Framework for Schools. Interviews, surveys and focus group discussions were conducted with students, staff, parents and members of the school community. This process included the design and implementation of the Expect Respect Program and the creation of Building Positive Relationships – Advice to Students brochure. The Expect Respect Program has provided our students with a structured code of behaviour if they are feel they are being disrespected in any way. It has assisted them to develop skills to de–escalate situations and importantly, build resilience. The brochure clearly outlines the steps of Expect Respect, explains what bullying behaviours are not, gives examples of what bullying behaviours can be, includes tips for resilience and importantly contains contact details for further assistance with outside agencies.
The annual Wellbeing Conference focused on increasing understanding of the wellbeing framework, the school excellence framework, accreditation and building capacity within the wellbeing team. The wellbeing team evaluated school wellbeing programs identifying strengths and areas of improvement. The school made significant improvement in student wellbeing outcomes as measured by the Tell Them From Me student surveys. There was significant improvement in students’ intellectual engagement (11%), interest and motivation (6%), and effort (8%).
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
• Increased student wellbeing in • A two day wellbeing conference was held $41400 the areas of resilience and mental focusing on building capacity of the wellbeing team health. and professional development in the area of the The School Wellbeing Framework and The School Excellence Framework. • Additional Deputy Principal was appointed for 2016 to lead wellbeing and support our school community. This was DoE funded • Head Teacher Wellbeing was released 0.2 days per week to build capacity within the wellbeing team and design and implement the Expect Respect program. Expect Respect has been explicitly taught to all students. • Individually tailored, flexible support through the implementation of wellbeing plans supported students, families and staff throughout the year. A larger support system based around the powerhouse support model distributed responsibility across the wellbeing team. • The Building Positive Relationships brochure has been instrumental in supporting students, parents and staff to collaboratively build positive relationships and improve the wellbeing of our school community. • The Wellbeing team fostered quality relationships
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Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
• Increased student wellbeing in and partnerships with external agencies including the areas of resilience and mental The Child Wellbeing Unit, local police, Home health. School Liaison Officer, Family and Community Services and number of external counselling services including Headspace to improve student wellbeing. • All Year 12 students undertook in mentoring sessions which focused on individualised goal setting and developing effective study skills. • Crossroads in Year 11 was again incorporated into Year 11 camp as well as school sessions in Term 1. Year 7 camp allowed students to develop friendship and gain confidence in beginning high school. • Students were involved in a range of wellbeing initiatives including the National Day of Action against Bullying and Violence and White Ribbon Day. • Greater teacher utilisation of the wellbeing data collection within Sentral has ensured teachers can more easily access information about students’ needs and accommodate these in the classroom. • Peer Support program was effective in providing support to Year 7 students and build leadership in Year 11. For the first time Year 9 and 10 students with leadership potential were identified and trained as peer support leaders for 2017.
• Induction program • Evaluation of current induction program has $1500 implemented, evaluated and identified areas for improvement. Induction revised including professional Coordinator visited a number of school to identify growth for mentors and Induction best practice induction programs. Coordinator.
• Newly appointed and/or • Head Teacher Teaching and Learning mentored $66889.45 beginning staff are well five permanent beginning teachers. These teachers supported. received additional support with the accreditation process from the Principal and Deputy Principal. Beginning teachers were supported with a reduced teaching load.
• All students at or above 85% • Introduction of the Right Place, Right Time attendance with a decrease in Strategy at Figtree High School with common partial student attendance and language used to students to reinforce school truancy rates. expectations on attendance and punctuality to • Recognition by staff of school and classes. outstanding student attendance. • Identification of students with poor levels of • Implementation of HSLO attendance (<80%) by Year Advisers and Deputy referrals. Principals and communications with parent/carers and Home School Liaison Officer (HSLO) to improve student attendance. • Merit assemblies recognised students with 100% attendance.
• Increased student learning, • Merit assemblies were held once a semester with $600 engagement, participation and parents invited for the first time. A high percentage acknowledgement through of parents and carers attended these assemblies external and internal reward which focused on recognising students systems. achievement and success. • PBL rewards were issued in the classroom, playground, on excursions and sporting events to celebrate positive behaviours. Each week at whole school assembly individual students received canteen vouchers which rewarded and reinforced
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Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
• Increased student learning, our core values of Respect, Safety and Learning. engagement, participation and acknowledgement through external and internal reward systems.
Next Steps
• Continue to design and evaluate programs that target specific and general student well–being needs • Evaluation and revise current implementation of PBL. • Implementation of Mindmatters program with a staff focus. • Parent and student information evening to address student mental health in senior school • Increase regular scheduled year meetings. • Identification and implementation of Boys Education program to support boys with wellbeing needs. • Implementation of improved Staff Induction Program
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Strategic Direction 3
Community Partnerships
Purpose
To work collaboratively with the community to develop confident, life–long learners and responsible citizens with the knowledge and skills to achieve their personal goals.
Overall summary of progress
Collaborative relationships have been cemented and further extended between our Community of Schools (CoS) staff and students through a variety of programs and professional learning initiatives. The creation of an Assessment Action Team to build the bridges between primary and secondary school in assessment as, of and for learning along with the CoS STEM challenge which builds skills and knowledge in both staff and students. The Year 5 Enrichment Program along with the Premiers Sporting Challenge builds positive relationships between students within our CoS and promotes positive transitions from primary to secondary education.
Executive staff and teachers have engaged with professional learning through the Curriculum Networks Illawarra that operate throughout the year but have the primary focus for Term 2 School Development Day. Many of the staff at Figtree High School have proven their leadership skills by being part of the steering committees for the curriculum networks along with other regional initiatives.
Our staff and students have benefited from a positive partnership with the University of Wollongong. Figtree HS staff have engaged in a number of professional learning workshops at UOW including STEM days as well as our school offering professional experience opportunities for pre–service teachers. Students at the school have participated in a number of enrichment activities at the university to support their Stage 6 students through curriculum and study lectures. Our Aboriginal students participated in AIME. All programs had as part of their objectives, an increased number of students who select undergraduate studies as a post–school option.
To support all student vocational interests, our school has participated in a number of partnerships to provide work readiness and vocational interest programs including Job Education Training with Workplace Illawarra and the GenZ–2Work program with Figtree Grove and Warrawong Plaza. Our communication network is extremely effective utilising a combination of the school webpage, the Skoolbag app, the fortnightly school bulletin and our official Facebook page that reaches on average approximately 1400 people a week. Attendance at our Parent/Teacher Evenings along with a number of specific information evenings also demonstrated the strong engagement of our community in school
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
• Collaborative relationships • Figtree Community of Schools Plan implemented $13000 established and maintained for English, Numeracy/Mathematics, Science and between Community of Schools History staff and students. • Creation of a CoS Action Assessment Team to provide professional learning opportunities for teachers in both primary and secondary schools to increase understanding of assessment as, of and for learning. Figtree HS has five instructional leaders in this team to build collaborative relationships with all teaching staff within our school and with all feeder primary schools • In 2016, 26 Year 5 academically talented students were selected with representation from all CoS to participate in the Figtree High School Enrichment Program. This program operated one day a week (Wednesdays) during the second half of Term 2 and into Term 3 (12 weeks) and was designed to provide STEM (Science, Technology, Engineering and Mathematics) enrichment activities with a sustainability focus to enhance the student’s learning and engagement in an extended environment. From the student survey 100% of
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Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
• Collaborative relationships students expressed confidence in moving established and maintained throughout our school environment, 88% enjoyed between Community of Schools the Team Interest Project which was a significant staff and students. part of the program and most importantly, 69% of students identified they would like to attend FHS in 2018. From our parent survey, 85% of parents strongly supported the educational value of the program, 93% agreed that the program benefited their child in terms of positive transitions to high school and 70% stated that Figtree HS was their preferred school for 2018 enrolment • Premiers Sporting Challenge day hosted at Figtree High School with students represented from all CoS to participate in a day of activities and fitness from a variety of sports. This provided leadership opportunities for students and the environment to build positive relationships between students from all participating schools.
• Strategic plan developed and • All staff at the school participated in professional $4420 implemented to address K–12 learning at their respective Curriculum Network curriculum initiatives. Illawarra groups for School Staff Development Day Term 2. Many teachers and Head Teachers from our school presented and shared best practice at these days • The Figtree CoS STEM challenge was established to provide students with an opportunity to think creatively and critically, while working collaboratively, in a self–directed fashion, to solve a problem. As part of a focus on the development of STEM skills, and in broadening the skillset of primary school teachers from the Figtree COS, the Figtree COS STEM challenge was established. This involved students from Early Stage 1, Stage 1, 2 and 3 participating in a variety of challenge tasks including the construction of mousetrap racers, 60 second science video presentations and a paper plane challenge. Each of the schools conducted their own competition with the best performers coming to Figtree High School for a finals afternoon hosted at the high school with medallions and certificates handed out to participants.
• Collaborative relationships • Students attend University of Wollongong $18000 established and maintained enrichment activities such as Discovery Day, KLA between the school and Enrichment and Stage 6 Study Lectures, Learning community agencies in both Labs and Australian Indigenous Mentoring industry and education Experience (AIME) • Working with Workplace Learning Illawarra students in Stage 5 participate in the Job Education and Training (JET) Program to prepare themselves for employment and study post school options by building skills in resume writing, interviews and experience in structured work experience practice • Over 50 Year 10 students applied to participate in the Figtree High School, Figtree Grove and Warrawong Plaza program titled GenZ–2Work. The application process is similar to that of applying for a job, firstly completing an expression of interest, submitting a curriculum vitae (CV) with cover letter and finally an interview. Of these applications, 30 students were selected after interview to participate in the program. GenZ–2Work students participated
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Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
• Collaborative relationships in site visits of both Figtree Grove and Warrawong established and maintained Plaza to build an understanding of the retail industry between the school and and the career opportunities within centre community agencies in both management. All students were mentored by centre industry and education and retail industry representatives and completed a day work experience to further explore the employment field. • The Multicultural Links to Learning Program continued in 2016, provided by the Multicultural Council Illawarra and supported by the Department of Education, was offered to Year 9 students of LBOTE. Ten students were selected to participate and 8 graduated from the program at the end of the year with qualifications such as a First Aid Certificate, Duke of Edinburgh Award and Certificate IV in Retail.
• Effective communication and • Over 1500 people have liked and are following $1000 engagement of parents/carers in our official school Facebook page with each post school activities averaging approximately 600 likes. Parents/carers and community members are receiving on–time information and positive school promotions effectively through both our Facebook page and Skoolbag app • Our school website is updated to enable parents the ability to access important documents such as school and department policies and procedures along with calendar events and assessment schedules. The fortnightly School Bulletin supports all current school communications and is sent to parents via email. • In addition to our Parent/Teacher Evenings which support the dissemination of school reports, our school runs a number of information evenings to promote transitions from primary to high school and for students commencing their HSC studies. In 2016 we introduced a Year 7 Parent Meet and Greet afternoon to give our parent community an opportunity to meet the staff at the school.
Next Steps
• The Literacy4Learning Action team will be participating in reciprocal school visits with our Primary schools as we share best practice in data collection such as continuums, PLAN, SMART and RAP • The CoS Action Assessment Team will build on knowledge and practices with assessment through professional learning opportunities for all schools and visits to other campuses to investigate different assessment practices and data collection • Increase communication with parents through the introduction of an Aboriginal Parent Meet and Greet afternoon and a Stronger HSC Information Evening for parents of Year 9 students • CoS meeting and discussion on community and engagement survey feedback • Continuation of the JET and GenZ–2Work programs
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Key Initiatives Impact achieved this year Resources (annual)
Aboriginal background loading • All Aboriginal students have a $23839.48 Personalised Learning Pathway (PLP) and are working hard towards their personal goals. Students, parents and teacher mentor have established clear goals regarding attendance, extracurricular activities and organisation • Individual mentoring/tutoring to Year 11 and 12 ATSI students to assist them successfully through the Preliminary and HSC course. • Year 7–12 ATSI students participated in the Australian Indigenous Mentoring Experience (AIME) at the University of Wollongong. Students work with their assigned Indigenous mentors in which they are provided assistance with motivation, setting short and long term goals and activities around Aboriginal identity. Three graduate Aboriginal students were successful in gaining a place at University. The support, assistance and mentoring provided by the tutors encourages the students to strive for both academic excellence and personal success • Aboriginal Studies students spent the day consulting with local community member Jade Kennedy to create an Acknowledgement of Country that was specific to Figtree High School, its students and the community in which it operates in. This Acknowledgement was approved by the AECG Southern Illawarra in its meeting in December 2016 • A student was provided with financial support to participate in dance training with the Bangarra Dance Company as well as participate at the 2016 School Spectacular • The Aboriginal Education Leadership team hosted an in school conference to provide training on PLP’s, refection on the Aboriginal Education policy and future planning of activities for Aboriginal students in 2017. • For our Year 9 Aboriginal students and NAPLAN there was a significant increase in performance in writing and numeracy in comparison to the rest of the state and our school positioned well above other Aboriginal DoE students. With numeracy 50% of our students achieved greater than or equal to expected growth in reading and 67% achieved greater than or equal to expected growth in grammar and punctuation
English language proficiency • In 2016 over 25% of the school population $25302.76 was of a Language Background Other Than English (LBOTE), which is representative of the diversity that exists within our local area. Our students speak over 40 different languages in their homes. • For Year 9, 38 LBOTE students participated in the NAPLAN tests, with 60% achieving greater than or equal to expected growth in Numeracy and 55% achieving the same for spelling, punctuation and grammar. Reading and writing performance are both areas identified as in need of improvement. • For Year 7, 41 LBOTE students participated
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English language proficiency in the NAPLAN tests, with 27 students $25302.76 achieving a Band 8 or 9 in writing supporting, the HSC minimum standards. In numeracy, positive performance results continued with 76% achieved greater than or equal to expected growth. Reading, spelling, grammar and punctuation are our identified areas for improvement. • Of the 246 LBOTE students, 28 have required English literacy and language support, with 16 of them being from a refugee background and one international student. Those students included in the EAL/D program received specialist support during the week. Students received assistance with their schoolwork, assessment tasks and were taught skills required for essay writing, exam preparation and resume writing. This support has enabled a number of our EAL/D students to achieve high results in their subjects and early entry at the University of Wollongong. • A number of our Year 10 LBOTE female students were also involved in the Young Women’s Forum run by the Wollongong Women’s Information Service on a weekly basis. Year 10 male students formed a Young Men’s Forum. They met and discussed adolescent and young adult issues and participated in multicultural days in combination with students from other schools and other multicultural groups. The students gained confidence, respect for other cultures, mateship and empathy.
Low level adjustment for disability • Students who attract Integrated Disability $73130 Funding support are provided with the opportunity in assistance from specialised staff such as our school based Learning and Support Teachers (LaST), Itinerant Hearing and Vision Teachers, School Learning and Support Officers (SLSO’s), Department of Education School Transition Officer and local Disability Employment Services (DES) for transition to work programs. Our LaST’s monitor both our funded students and mainstream students with disability confirmation and/or diagnosed learning difficulties and progress is reflected in ‘Annual Review’ meetings. • Our LaSTs work collaboratively with our feeder primary schools to create detailed individual student profiles, which assist in our transition planning and provides evidence to future Year 7 teachers on best practice for teaching and learning. • Our LaSTs coordinate the organisation and are responsible for the entry of data for the NCCD. They also support staff in their identification of students in terms of disability category and level of adjustment and provide guidance in curriculum adjustments and accommodations to promote student performance outcomes at all levels of ability.
Socio–economic background • Job Education Training (JET) program $74727.62 operates in conjunction with Workplace Learning Illawarra and provides one on one case management and small group work that
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Socio–economic background encompasses careers and transition to work $74727.62 options. In 2016, 50 Year 10 students participated in the program and completed a Survey Monkey evaluation at the conclusion of the training. From this survey 74% rated the overall program very effective or extremely effective with 80% expressing that the program made them feel ‘work ready’. Of the 50 students 38% completed work experience in 2016 and 41% have work experience organised for 2017. The JET program was successful in providing 80% of students with increased awareness of their skills and strengths and 72% of students identifying that the program increased their communication skills.
Support for beginning teachers • In 2016 Figtree High School had four $66889.45 teachers receiving Beginning Teacher Funding which was used to release these teachers to work with their mentors and for personalised professional learning which included the Beginning Teachers Conference, Positive Behaviours for Learning, HSC marking and task creation, gaining accreditation and student wellbeing. • By the end of 2016 three early career teachers had achieved accreditation at proficient level. There were a number of temporary beginning teachers who were supported using school funds with the appointment of a mentor teacher and access to the same professional learning as the permanent beginning teachers.
Targeted student support for • In addition to the 0.4 EALD teacher $5000 refugees and new arrivals allowance allocated to our school, the school self–funded an additional 0.2 employment of our EALD teacher to extend support to our new students enrolling from the Intensive English Unit which in 2016 included a significant number of refugee students
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Student information Post-school destinations Proportion of Year Year Year Student enrolment profile students moving 10% 11% 12% into post-school Enrolments education, training or employment Students 2013 2014 2015 2016 Seeking 0 5 6 Boys 556 541 525 522 Employment Girls 479 458 483 474 Employment 0 6 16 TAFE entry 3 3 11 In February 2016, student enrolment was 996. This was University Entry 0 0 51 a small decrease on 2015 enrolments. Other 3 0 8 Unknown 4 0 8 Student attendance profile School A survey of the 2016 HSC cohort indicated that 51% of Year 2013 2014 2015 2016 students were offered at least one position at university 7 90.3 91.9 91.3 92.5 in the arts, sciences, education and engineering. 8 90.4 92.6 90.1 89 9 89.4 88.3 90.6 87.5 Year 12 students undertaking vocational or trade training 10 87 88.6 85.4 87.8 In 2016, there were six students enrolled in 11 84.1 84.1 88.2 84.8 school–based traineerships with three in Retail, two in 12 90.1 87.5 90.8 92.1 Animal Studies and one in Carpentry. All Years 88.4 88.8 89.3 89 State DoE Year 12 students attaining HSC or equivalent vocational education qualification Year 2013 2014 2015 2016 A total of 45 Year 12 students studied vocational 7 93.2 93.3 92.7 92.8 education at Figtree High School. There were 20 8 90.9 91.1 90.6 90.5 students that studied Construction, 7 in Entertainment, 9 in Hospitality and 9 in Metals and Engineering. 12% 9 89.4 89.7 89.3 89.1 of Year 12 students studied various courses through TVET. 10 87.7 88.1 87.7 87.6 11 88.3 88.8 88.2 88.2 Workforce information 12 90.1 90.3 89.9 90.1 All Years 89.9 90.2 89.7 89.7 Workforce composition Position FTE* Principal 1 Management of non-attendance Deputy Principal(s) 2 The overall student attendance rate is 89% and continued to be close to the state average of 89.7%. Head Teacher(s) 16 Classroom Teacher(s) 50.6 Learning and Support Teacher(s) 2.5 Teacher Librarian 1 School Counsellor 1 School Administration & Support 19.17 Staff Other Positions 4.8
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expenditure areas such as permanent salaries, building *Full Time Equivalent and major maintenance.
The teaching staff comprised of new scheme and Income $ experienced teachers who were well supported to implement quality teaching and learning programs. A Balance brought forward 626 320.90 component of the staffing are non–school based staff whilst attached to Figtree High School do not teach at Global funds 886 492.87 the school. Tied funds 680 746.10
Figtree High School had four Aboriginal members of School & community sources 347 422.59 staff. Interest 17 262.46 Trust receipts 66 462.88 Teacher qualifications Canteen 0.00 All teaching staff meet the professional requirements Total income 2 624 707.80 for teaching in NSW public schools. Expenditure Teaching & learning Teacher qualifications Key learning areas 232 276.77 Qualifications % of staff Excursions 114 386.99 Undergraduate degree or diploma 100 Extracurricular dissections 104 120.42 Postgraduate degree 40 Library 12 037.22 Training & development 0.00 Professional learning and teacher accreditation Tied funds 577 722.73 During 2016, three professional learning groups were Short term relief 256 765.40 developed for those seeking accreditation, staff maintaining accreditation and teachers seeking Administration & office 189 978.91 accreditation either at the Highly Accomplished or Lead level. Early career teachers seeking accreditation were School-operated canteen 0.00 supported through a program developed by the Utilities 121 621.57 Principal, Relieving Deputy Principal and Head Teacher English. This included relief from face to face teaching Maintenance 135 030.97 as well as targeted professional learning. Two Head Trust accounts 72 223.65 Teachers were successful in receiving a Department of Education Leadership, Development Initiative Capital programs 15 010.36 Scholarship to support the delivery of a specific teaching and learning at Figtree High School. In Total expenditure 1 831 174.99 addition, this provided evidence for their Lead Balance carried forward 793 532.81 accreditation.
Figtree High School utilised the option of Twilight sessions during Term 3 and 4 in–lieu of the two staff A full copy of the school’s financial statement is tabled development days at the end of Term 4. Staff attended at the annual general meetings of the parent and/or workshops on the CESE document 'What Works Best'. community groups. Further details concerning the In addition, staff completed mandatory training in CPR, statement can be obtained by contacting the school. anaphylaxis, Child Protection and Code of Conduct. For Term 2 Staff Development Day Figtree High School, as part of the Curriculum Network Illawarra (CNI), School performance attended subject specific professional learning at various locations across the Illawarra. NAPLAN In the National Assessment Program, the results across Financial information (for schools the Years 3, 5, 7 and 9 literacy and using OASIS for the whole year) numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills Financial information and understandings demonstrated in these assessments. This summary financial information covers funds for operating costs to 30/11/16 and does not involve
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The number of students achieving a top Band 9 in Reading, Writing and Grammar and Punctuation is significantly higher than previous years for Year 7 students. In comparison with other NSW DoE schools, our school positions ranks well for Reading and Writing. For Year 9 students, our results indicated a number of Band 10 results in Grammar and Punctuation. The value added for average growth between Year 7 and 9 was above similar school groups and showed continued improvement over the past three years. Reading and writing are two areas where Year 9 LBOTE students need to continue to develop.
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Over 70% of Year 7 students achieved a Band 7 or higher with general improvements in trend data since 2014. For Year 9, over 50% of students achieved a Band 8. The schools results are following the state trends. Figtree High School is working with their partner primary schools to improve information sharing to improve student numeracy results. In numeracy, 76% of Year 7 LBOTE students achieved greater than or equal to expected growth.
The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link http://www.myschool.edu.au and insert the school name in the Find a school and select GO to access the school data.>
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There is a requirement to report on The Premiers Priorities : Improving educational results. Figtree High School conducted and in–depth analysis of results for all students as part of the CESE document 'What works best. The proportion of Year 7 Aboriginal students in the top two bands improved in both reading and numeracy from 2015 to 2016. This was above similar school groups. In addition, the percentage for all Year 7 students in the top two bands also increased for reading and numeracy. The results for reading was above similar school groups. The results for Year 9 did not show the same level of improvement either for all or for Aboriginal students and were not above similar school groups. Year 9 Aboriginal students improved in writing as compared to the state.
At the end of 2016 the school implemented a Literacy 4Learning Action Team which will continue to develop strategies and professional learning opportunities to further enhance students literacy and numeracy needs. The Aboriginal education Team met at the end of 2016 to continue to work on improving Aboriginal literacy and numeracy outcomes, particularly in regard to moving students into the top two bands.
Higher School Certificate (HSC)
The performance of students in the HSC is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).
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that they are well advocated for and that they receive constant encouragement and have great support networks to which they can turn to for advice. They believe that there are clear rules and expectations for classroom behaviour and that teachers maintain high expectations that these are to be followed. Overall the survey report was extremely positive in terms of our student beliefs on their educational, social and emotional development and the opportunities and support they receive throughout their learning at Figtree High School.
Teachers
In 2016, 48 teachers participated in the Tell Them From Me Teacher survey which had as a focus the Eight Drivers of Student Learning and the Four Dimensions of Classroom and School Practices. These drivers and dimensions have been identified in ‘effective schools’ research as important and correlates to student performance. The scores for the Likert format questions (i.e., strongly agree to strongly disagree) have been converted to a 10–point scale, then averaged and reported by question and by topic. A score of 0 indicates strong disagreement, 10 indicates strong agreement, and 5 is a neutral position (neither agree nor disagree). Out of the eight drivers for student learning, teachers’ collectively identified our strengths being in the school learning climate, data to inform practice, teaching strategies and with the highest In 2016, nine subjects were above their three year results recorded for inclusivity. Within these four drivers average. These subjects included Ancient History, explicitly, the highest performing items contributing to Biology, Community and Family Studies, Drama, positive student performance are clear expectations for Music1, Personal Development Health and Physical classroom behaviour (9.4), linking new concepts to Education, Senior Science, English (Standard) and mastered skills and knowledge (8.9), feedback on how Industrial Technology. A number of other subjects were to improve their performance on formal assessment similar to their three year average. These results are a tasks (8.7), written feedback on work (8.6) and high reflection of the schools strong commitment to expectations for learning (8.6). Collaboration was improvement. reported by teachers as solid and in line with all NSW schools. For the four dimensions of classroom and Parent/caregiver, student, teacher school practices teachers were asked to consider satisfaction whether they present: challenging and visible learning goals for students, planned learning opportunities which involve an intentional transfer of skills and knowledge; Students provide quality feedback that guides students' effort and attention; and support for students to overcome In 2016, a sample group of 502 students from Years obstacles to achieving their learning goals (e.g., poor 7–11 completed the ‘Tell Them From Me’ student basic skills, unproductive learning strategies, low survey. From this survey, it was reported that Figtree self–esteem, lack of perseverance, poor help–seeking High School students have positive relationships, with behaviours). Figtree High School staff scored the 85% having friends they can trust and who encourage school for each dimension above 7.0 and in line with them to make positive choices. 70% of students valued average school results from the NSW CESE project. schooling outcomes and held the belief that education will benefit them personally, economically and have a Parents strong bearing on their future. Figtree High School students felt intellectually engaged and find learning In 2016, parents and the community were provided with interesting, enjoyable and relevant at a higher a number of opportunities to give feedback in a range percentage that NSW Government norms, along with of areas. These included surveys on uniform and the the opinion that learning time was effective in terms of school bulletin. The survey on uniform indicated that class–time and that homework and evaluations parents were supportive of a school dress as long as supported class objectives. Similar to state norms was there were short/long pants options as well. The school the student opinion on rigour, with classroom instruction will continue to investigate uniform options in 2017. The being well–organised, with a clear purpose and with school bulletin survey examined the frequency of the immediate feedback that helps them learn. Throughout school bulletin which in 2016 was every two weeks the report, students consistently identified positive during term time. Approximately 70% of parents attitudes towards teacher–student relationships, peer indicated that they would prefer the bulletin to be less relationships and learning climate. Students also felt frequent with every 3–4 week being optimal. There was
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also feedback that parents would like the assessment fund raised over $2000 dollars in sponsorship to be and reporting information to be colour–coded for each able to provide prizes and awards for participation. In of the years in the bulletin. This was then implemented 2016, we expanded the Talent Quest concept by in Term 3. integrating a successful photography and design prize into the program. Our school is working with the department’s communication and engagement team to look at The Figtree High School Dance Troupe had a highly community perceptions of Figtree High School and how successful year with selection in Southern Stars, South we communicate and engage with our parents, partner Coast Dance Festival and placing first in the St George primary schools and the wider community. We High School Section with their contemporary piece conducted some initial research including focus groups inspired by how we can support the homeless. We also with parents from Figtree High School, Mt St Thomas had a performer in the prestigious Bangarra Dance Public School and Lindsay Park Public School as well Aboriginal Dance Company. as staff from Nareena Hills Public School, participated in a 360 reflection tool survey, and undertook a 2016 saw the establishment of the Creative and communications audit. This gave us valuable insights Performing Arts Committee. The program is a student into current community perceptions and identified areas leadership group. Students have been working on the school does well in, and some areas we can look to projects such as logo and identity design, murals, improve.The research identified the following strengths photography of school events, curation of school of the school: broad curricular and extracurricular artworks and successfully wrote a proposal to attain opportunities, especially sport, science and TAFE funding for new DLSR cameras. The leadership group programs; dedicated staff and teachers; a generally have been instrumental in supporting whole school positive school culture and happy students. The events such as The Golden Figs, HSC showcases and programs and support provided for students with school expo night. special needs was particularly seen a real strength. We held a communications workshop with Principals from Musicians from the vocal and junior band ensembles our partner primary schools looking at ways our took up many opportunities to perform for school and community of schools can work better together and community throughout the year at Awards Ceremonies form stronger connections.We are now working on (Victor Chang Science Awards, Year 12 Graduation, identifying a set of key messages for Figtree High Presentation Night, Merit Assemblies, Sports Awards School and developing a communications plan to better and more) Formal Assemblies (ANZAC Ceremony, inform and connect with our school community. SRC Inductions) and Exhibitions. During Merit Assemblies for Semester 2, 2016, thirty–six student performers from all year groups graced the stage to Policy requirements perform musical items for their peers and the school community. Our Entertainment Industry students were Aboriginal education active providers of event services and technical production for a wide range of school events. Our Aboriginal education has been addressed in the key students continue to attract praise from external hirers initiatives area of the report. of the school auditorium. In 2016, we provided technical production and event support for several events including the end of year assemblies and awards Multicultural and anti-racism education ceremonies for Primary Schools in our COS.
Multimulticulturalism has been reported on in the key Our Entertainment Industry students have continued to initiatives of this report. In 2016, Figtree High School make an impact in the Industry. 2016 graduates have was supported by a staff member who was a trained been employed by local festivals and venues including anti–racism officer. In addition, the school implemented The Yours and Owls festival, The Wollongong a program of Expect Respect where tolerance of Entertainment Centre, Illawarra Performing Arts Centre, difference was explicitly taught. Anita’s Theatre and others.
We are proud to say that our graduating musicians participate actively in the local Music Industry. Current Other school programs and former students can regularly be seen performing at a variety of venues including local theatre, music Achievements in the Creative and Performing Arts venues, festivals and Eat Street Markets. HSC results
are always eagerly anticipated. 2016 was a very 2016 was a highly successful year for the Creative and successful year for our HSC Music cohort. The class Performing Arts Faculty. The centre piece event for achieved 3 results in the Band 6, and 5 in the Band 5. CAPA was a multi–disciplinary showcase which In fact, all Music students attained a mark of 75 or more featured work from our students in Music, Visual Arts, in the HSC examination. Students of Entertainment Dance, Drama, Illusion and Production. With the Industry also achieved highly with all attaining results in assistance of the newly formed Creative and Band 4 or 5. Performing Arts Committee, we commissioned the perpetual awards known as The Golden Figs to Visual Arts students participated in a range of recognize the success and achievements of our exhibitions, showcases and prizes. A HSC Visual Arts creative students. The event, which built on 2015's student work was exhibited at the Art Gallery of New Talent Quest was not only well attended, but students
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South Wales in the prestigious Artexpress exhibition. Redman and Riley Brown. The annual HSC Visual Arts exhibition demonstrated an outstanding standard of work. We were pleased to In terms of outstanding individual achievements, Zac receive nine HSC Band 5 results. The students were Lomax received a South Coast Blues Award. This is a appreciative for the collaborative guidance they had highly prestigious award that is awarded to only a very received from all Visual Arts teachers. The Visual Arts small percentage of students. Zac received this for his department has built a strong community connection representation in the Australian School Boys Rugby with Arts institutions. This year four Year 11 students League team. Teghan Barklay received the Pierre De were selected for a prestigious place in the National Coubertin Award which is an award for students who Arts School HSC Intensive Studio Practice Course in strive for sporting excellence. We had 3 students term one. This course is highly competitive and the recognised at the inaugural Northern Illawarra Zone participants attend the workshops in painting, drawing Blue awards – Matthew Delbanco for Rugby League, and photography. They are credited with an extra unit Payton Williams for Gymnastics and Demi Westwood of study on their Higher School Certificate. Ms Brewer for Touch Football. our new appointed Visual Arts teacher cohosted the Visual Arts Camp at Bundanon in Term 4 Year 10, we Our 2016 Sports Stars of the year were Alyssa Parks, had eight students selected to attend the three–day Jayden Smileski, Teghan Barklay and Zac Lomax and camp. This year also saw the establishment of our these students were presented their awards along with after–school Studio Art Workshops. Junior students in all the highest performing students at carnivals and this program collaborated with Figtree High Schools teams in grade and knockout competitions at our Community of Schools to host the Flick–it–On short film Annual Sports Presentation Assembly. project and participated in contemporary textile workshops. The Flametree Campus
Achievements in Sport The Flametree campus of Figtree High School is situated at North Wollongong approximately seven Our school sports carnivals were well supported in kilometres from the school. Flametree offers a attendance and participation and the winning house for specialised learning environment for students in Stage each carnival was: 4, 5 & 6 who are experiencing difficulties with managing their behaviour in mainstream school settings. Students Swimming – Buru Cross Country – at Flametree are drawn from high schools across the Gurri Athletics – Gurri Illawarra from Bulli High School in the north to Oak Flats High School in the south. Our school participated and entered strong competitive teams in all 3 major carnivals at all levels including In 2016, Flametree comprised 5 Emotional Disability zone regional and state. At the Zone Swimming (ED) classes. In Term One, a Senior Transition Class Carnival, Figtree High School positioned 3rd overall for Year 10 & 11 (Pathways) began operation. The with our Year 12 student Caitlin Smith breaking the only class comprised older student who were completing record of the day, the 400m freestyle which has stood Year 10 and Year 11 Pathways patterns of study an since 1993. We also had 2 students who were Zone opportunity to continue to access curriculum in a Age Champions. At the Zone Cross Country Carnival specialised educational setting. Students remain in the we had a large contingent of runners and we positioned class until they are emotionally ready to transition to 3rd overall. We had 4 students who made it to the NSW employment or further training at TAFE or to another CHS State Championships at Eastern Creek. Athletics suitable educational setting. was the highlight for the year. At the Zone Carnival we were the champion school positioning 1st overall and at The quality, individualised teaching and learning the Regional Carnival we positioned 2nd overall. We programs at Flametree exemplify Figtree High School’s had 5 age champions at the zone level and 1 at the core values of Respect, Safety and Learning. Students’ regional level. individualised learning and support plans aim to ensure that each student’s social, emotional and academic We once again participated in grade competition sport needs are met through positive, flexible and enriching on a Wednesday afternoon as part of the Northern learning experiences Illawarra Zone and we had 4 teams who were the overall zone champions, being the boys junior soccer, In order to best cater for the individual needs of girls senior netball, girls senior soccer and the boys Flametree students, productive partnerships with senior soccer. specialist DoE staff, other government departments and community support agencies are established and In 2016, we entered and competed in 25 of the South maintained to provide enhanced support for Flametree Coast Knockout Sports competitions with the highlight students. A strong relationship with the NSW Police of the year being the Boys Baseball team who were Service continued as result of regular visits from NSW coached by Mr Herbert. The boys progressed through Police Youth Liaison Officers and a sports and to the State finals where they competed against mentoring program initiated by Senior Constable Westfield Sports High School. We came away as silver Darren Palk from Wollongong PCYC was a highlight for medallists on the day. The team players were Peter students in 2016. The NSW Department of Juvenile Faulks, Mitchell Davis, Dylan Rower, Daniel Bridges, Justice continued to access meeting spaces at Matthew Kerry, Corey Rower, Daniel Moss, Sam Rada, Flametree. This arrangement enables case workers to Jackson Page, Jayden Brown, Jacob Davis, Brandon supervise student clients while they are at school and
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has prevented students from missing a school day to attend supervision. The St George Illawarra Dragons “Players in Classroom” initiative has continued to provide positive youth role models for Flametree students. In 2016, Dragons under 20s players Jai Field and Donte Efaraimo, were employed as a casual School Learning Support Officers throughout the year. The Dragons players have become an important part of school staffing promoting active, healthy lifestyles with students at Flametree.
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