2012 - Fort Street High School
2012 - Fort Street High School
2012 - Fort Street High School
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<strong>2012</strong><br />
8504<br />
<strong>Fort</strong> <strong>Street</strong> <strong>High</strong> <strong>School</strong><br />
Annual <strong>School</strong> Report<br />
0
Our school at a glance<br />
Students<br />
<strong>Fort</strong> <strong>Street</strong> <strong>High</strong> <strong>School</strong>, established in 1849, is<br />
academically selective. Students travel from 140<br />
suburbs of Sydney to attend the school. The<br />
students represent the mix of what is a highly<br />
multicultural Sydney.<br />
Staff<br />
<strong>Fort</strong> <strong>Street</strong> <strong>High</strong> <strong>School</strong> staff is dedicated to<br />
providing the best possible learning opportunities<br />
for gifted and talented students. There are 64<br />
teachers and 12 administrative officers on staff.<br />
All teaching staff meet the professional<br />
requirements for teaching in NSW public schools.<br />
Significant programs and initiatives<br />
In keeping with a forward looking focus, the<br />
school community has developed an exit profile<br />
which was refined in <strong>2012</strong>. This exit profile<br />
articulates the desired characteristics of students<br />
upon leaving the school. It is the reference point<br />
for decision making about students and student<br />
learning initiatives.<br />
Our aim is that, on completion of Year 12,<br />
<strong>Fort</strong>ians will:<br />
<br />
<br />
<br />
<br />
<br />
<br />
maximise their full academic potential;<br />
have developed individual skills and talents<br />
across a range of areas;<br />
have the learning strategies to equip them to<br />
be independent, self motivated, lifelong<br />
learners;<br />
be emotionally resilient, self reliant – leaders<br />
for the future;<br />
recognise their responsibility to the wider<br />
community; and<br />
have a strong sense of social justice as well as<br />
commitment to fairness and equity.<br />
of Bands 5 and 6 results exceeds the total<br />
performance in either 2010 or 2011. Although<br />
the number of our Band 6 results are not as high<br />
as 2011, of the 520 Band 5 results 96 students<br />
were placed on 88 or 89 marks, 1-2 marks short<br />
of a merit listing.<br />
Students were placed in the top ten in seven<br />
subjects.<br />
One hundred percent of candidates were<br />
awarded Band 6 results in History Extension, (3rd<br />
year in succession), Music Extension, (2nd<br />
consecutive year) and Japanese.<br />
More than 93 percent of students who studied<br />
Accounting and Visual Arts were awarded Band 6<br />
results.<br />
The following students are to be congratulated<br />
for their outstanding achievements. They were<br />
placed in the top 10 in subjects in<br />
the state:<br />
George Bishop 1st in<br />
Accounting (Petersham TAFE)<br />
<br />
Marta Krzanowski 1st in Polish<br />
(Saturday <strong>School</strong> – Ashfield)*<br />
Charlotte Ferrier 3rd in<br />
German Extension and 10 th in<br />
the state in Hospitality<br />
<br />
Kimberley Yoon 3rd in the<br />
state in Japanese Extension<br />
(Open <strong>High</strong> <strong>School</strong>)*<br />
Student achievement in <strong>2012</strong><br />
The combined total of Bands 5 and 6 results at<br />
the <strong>High</strong>er <strong>School</strong> Certificate continues to climb.<br />
Our students’ results translated into 338 student<br />
performances in Band 6 and 520 student<br />
performances in Band 5, a total of 858. The total<br />
<br />
Jack Willis-Craig 5th in<br />
Accounting<br />
1
Messages<br />
Arin Harman 7th in Chemistry *<br />
<br />
<br />
Zachary Gough 10th in English<br />
Extension 2. Zachary has been<br />
invited to submit his work to<br />
Young Writers Showcase<br />
Xia Fan Tu 18th in Mathematics<br />
2U<br />
Ella Sanderson and Paisley Williams’<br />
artworks have been selected for HSC<br />
ARTEXPRESS<br />
Aileen Wang and George Bishop were<br />
nominated for HSC Encore in performance<br />
and competition respectively<br />
*= accelerated student<br />
Principal’s message<br />
The year <strong>2012</strong> was filled<br />
with<br />
excitement,<br />
celebration<br />
and<br />
anticipation.<br />
We were excited at<br />
developing and moving the<br />
school forward using the<br />
school plan <strong>2012</strong>-2014 which has the areas of<br />
excellence, innovation and wellbeing as its<br />
cornerstones.<br />
We have continued to celebrate wonderful<br />
achievements across a range of activities in the<br />
school and it has been with great anticipation<br />
that we have watched the progress of the aircraft<br />
noise program.<br />
This program, the result of a long campaign by<br />
the <strong>School</strong> Council, reached its conclusion in July.<br />
We are most grateful to the federal government<br />
and our local member, Anthony Albanese, for<br />
their commitment and support of the school<br />
through the funding of the $14,500,000 Aircraft<br />
Noise Amelioration Program to insulate the<br />
school from the noise of planes from the flight<br />
path to Kingsford Smith Airport.<br />
Our sincere thanks go to Matthew Spooner, NSW<br />
Public Works and his ever-changing team of<br />
contractors and public works personnel for their<br />
consideration of us as a working school during<br />
the two and a half year works program. It is<br />
testament to Matthew’s leadership that the<br />
program progressed so smoothly. I also take this<br />
opportunity to acknowledge the enormous<br />
workload undertaken on the school side of the<br />
operation by Mr Osland, Mrs Humphrys and Ms<br />
Woodley who tirelessly worked with staff to<br />
ensure minimum disruption to school routines.<br />
Our classrooms are now soundproofed and more<br />
conducive to learning. It is lovely to walk into a<br />
cool room in which the teacher’s voice can be<br />
heard, quite the opposite to the times I sat in W1<br />
trying to engage with Ms Reynold’s German<br />
lessons through the punctuation of incoming<br />
plane sounds every three to four minutes.<br />
The school plan, using innovation and excellence<br />
as the underpinning philosophy to move the<br />
school forward, has seen additional student-led<br />
2
activities blossom. It is heartening to have regular<br />
conversations with active and interested <strong>Fort</strong>ians<br />
who wish to take on leadership of additional<br />
sporting and social justice programs.<br />
Our school year has been full of achievements to<br />
celebrate and with only a small space I will<br />
mention some highlights only. The year<br />
commenced with a marvellous Speech Day at<br />
Sydney Town Hall. Our guest speaker, Claudia<br />
Chan Shaw, continued our tradition of linking the<br />
current school to the traditions of former<br />
generations of <strong>Fort</strong>ians. Claudia inspired us both<br />
as an enchanting speaker and as an innovative<br />
business woman and television presenter who<br />
valued her years at the <strong>Fort</strong>. We celebrated a<br />
year of fine <strong>High</strong>er <strong>School</strong> Certificate results with<br />
students in the top ten places in the state in<br />
seven subjects.<br />
The school year ended with further celebration. It<br />
was an honour and a privilege to nominate The<br />
Honorable Michael Kirby, <strong>Fort</strong>ian 1955 for the<br />
NSW Minister for Education’s Meritorious Service<br />
Award. Michael was presented with the award<br />
for his advocacy of public education along with<br />
musician and music educator Richard Gill at a<br />
ceremony at the William Wilkins Gallery in early<br />
December. <strong>Fort</strong>ians were pleased to be part of<br />
the ceremony. Our jazz ensemble, consisting of<br />
Kate Cousins, Roshan Kumaragee, Joel Smith,<br />
Lauren White, and Ruari Campbell, together with<br />
student leaders Veronica Lin and Hugh Pearce,<br />
performed admirably at the ceremony. Christine<br />
Egan, one of our library staff and school archivist,<br />
and I were also recognised at the ceremony with<br />
Director General’s Awards for Excellent Service to<br />
Public Education.<br />
I certify that the information in this report is the<br />
result of a rigorous school self-evaluation process<br />
and is a balanced and genuine account of the<br />
school’s achievements and areas for<br />
development.<br />
Roslynne Moxham<br />
<strong>School</strong> Council message<br />
The <strong>School</strong> Council met regularly throughout the<br />
year to discuss school policy, the allocation of<br />
school funds and the overall planning and<br />
direction of the school.<br />
The focus for all building funds raised in <strong>2012</strong> was<br />
the refurbishment of a science laboratory at a<br />
cost of around $200 000. The <strong>School</strong> Council was<br />
able to approve the final plans at the end of <strong>2012</strong><br />
and to approve the release of funds held in the<br />
Building Fund by the <strong>Fort</strong> <strong>Street</strong> Foundation.<br />
Building commenced at the end of Term 4.<br />
The Aircraft Noise Amelioration Program was also<br />
completed in <strong>2012</strong>. Campaigning for this<br />
program began 10 years ago. Thanks go to all<br />
<strong>School</strong> Council representatives and school<br />
community members in that time who worked<br />
towards it becoming a reality.<br />
The <strong>School</strong> Council is broadly responsible for the<br />
school budget and has been kept informed of all<br />
plans by the Finance Committee through the<br />
principal. The <strong>School</strong> Council endorsed the <strong>2012</strong>-<br />
2014 Strategic Plan discussed in 2011 and ratified<br />
the acceleration policy, speech day prizes policy<br />
and amendments to the school aim and exit<br />
profiles.<br />
At the start of the year the council endorsed and<br />
supported the school’s application and<br />
subsequent acceptance onto the Local <strong>School</strong><br />
Local Decisions pilot scheme. The council has<br />
been kept up to date at every stage of the<br />
process and endorsed the final proposal brought<br />
by the teaching and administrative staff in<br />
November.<br />
A major focus for the <strong>School</strong> Council in 2014<br />
concerns the end of the DER funding of the<br />
laptop program in 2013, and how the school will<br />
move forward with technology. Discussions<br />
regarding the use of tablets or laptops and their<br />
cost will be ongoing.<br />
The <strong>School</strong> Council assessed nominations for the<br />
Service Medal given to members of the wider<br />
<strong>Fort</strong> <strong>Street</strong> community in recognition of their<br />
outstanding service to the school. Medals were<br />
awarded at a special assembly, and this year the<br />
recipients were Terry Glebe, former Head<br />
Teacher History and school archivist; Marie<br />
Johanson, former Head Teacher Social Sciences<br />
and mock trial coach; Greg Osland, former Head<br />
Teacher TAS and timetable; and John Melville<br />
former P&C President and parent representative<br />
on the <strong>School</strong> Council.<br />
Dr Kathy Esson<br />
<strong>School</strong> Council Chairperson<br />
3
<strong>Fort</strong> <strong>Street</strong> Foundation<br />
In the <strong>2012</strong> financial year the foundation received<br />
donations amounting to $37 002 to the Building<br />
Fund, $19 757 to the Library Fund and $8293 to<br />
the Education Fund. The majority of these<br />
donations were from parents, with additional<br />
donations being made by <strong>Fort</strong>ians and reunion<br />
groups. Donations to the Library and Building<br />
Funds are tax deductible.<br />
As a result, and on the direction of the <strong>School</strong><br />
Council, funds were approved to be released<br />
from the Building Fund to refurbish a second<br />
science laboratory at a cost of approximately<br />
$200 000.<br />
In addition to this the <strong>Fort</strong> <strong>Street</strong> Foundation was<br />
able to use funds to support the school and<br />
students in other areas. The Education Fund was<br />
used to award three IMP bursaries to students in<br />
financial need and fund additional textbooks for<br />
the Chinese Heritage course program. The<br />
Library Fund was accessed to purchase a<br />
specialised laptop for the visually impaired. The<br />
Building Fund also funded a $13 000 upgrade to<br />
sound equipment in the hall and $12 000 towards<br />
a commercial dishwasher.<br />
The foundation receives an annual donation of<br />
$5000 to fund the Michael Kirby Prize for<br />
performing arts and continues to hold the funds<br />
allocated for prizes awarded at Speech Day.<br />
These funds can only be accessed by the<br />
principal.<br />
Jules Davies<br />
Executive Officer<br />
P & C message<br />
The P&C was highly active in <strong>2012</strong> with teams of<br />
parents responsible for a variety of events and<br />
ongoing activities including the <strong>Fort</strong> <strong>Street</strong><br />
Festival, Uniform Shop, Canteen and Instrumental<br />
Music Program.<br />
Canteen<br />
The canteen committee manages the operation<br />
of the canteen which operates daily to provide<br />
healthy food for <strong>Fort</strong>ians. The May P&C meeting<br />
approved the trial and future implementation of<br />
‘Lunch Monitor’ online pre-ordering and prepaid<br />
lunch system. The canteen operated a limited<br />
trial of the Lunch Cashless Ordering System in<br />
Term 4.<br />
Uniform Shop<br />
The new manager, Gladys Ko, a former parent,<br />
commenced in Term 2 and has been keen to<br />
strengthen the business. The uniform committee<br />
has set up more of the business operations online<br />
with the intension of extending this to a system<br />
for student orders. Uniform prices have been<br />
reviewed and were increased commencing on 1<br />
December <strong>2012</strong>.<br />
The committee worked with the SRC to source a<br />
better quality fabric for the girls’ skirt.<br />
All profits from the Uniform Shop are donated to<br />
FSHS and used to support your child’s education.<br />
Website<br />
The P&C has information pages on the school<br />
website: http://www.fortstreet.nsw.edu.au/<br />
under the Community link.<br />
Contact Us<br />
Parents can access P&C information via email<br />
from fortst.pc@gmail.com.<br />
<strong>Fort</strong> <strong>Street</strong> Festival<br />
The <strong>Fort</strong> <strong>Street</strong> Festival held on 3 June was a<br />
wonderful celebration of our diverse community.<br />
The festival commenced in 2002, the innovation<br />
of the then SRC President, Alexandra Parker, and<br />
it has grown each two years.<br />
The <strong>2012</strong> event was a real testament to the<br />
commitment of the community. The day was<br />
bleak and wet, at time drizzle followed by periods<br />
of heavy showers. Not to be deterred, the P&C<br />
team, the SRC team and staff worked together<br />
with one goal in mind – to make the festival a<br />
success despite the weather.<br />
Thanks and congratulations to:<br />
<br />
<br />
<br />
Finola Carey-Border, the event organiser and<br />
her team.<br />
Harriet Scandol, SRC President and the SRC<br />
team.<br />
Mr Lioutas, our General Assistant, Ms Kemp,<br />
Mr Osland, Ms Manson, Ms Reynolds, Mr Cox<br />
– all of whom worked tirelessly to support<br />
parents and students to make the festival a<br />
success.<br />
4
Mrs Humphrys and the office staff for their<br />
work behind the scenes supporting the event<br />
in preparation.<br />
It was fabulous to see so many people out in the<br />
rain enjoying our festival.<br />
Aziz Rahman<br />
P&C President<br />
Student representative’s message<br />
<strong>2012</strong> was an adventurous, challenging and<br />
eventful year. Our principle objectives were to<br />
fundraise for the school and for charity, and to<br />
provide events through which the students could<br />
engage in the school and with each other.<br />
The SRC co-ordinated the traditional events<br />
including Valentine’s Day Rose Drive, the Junior<br />
Welcome Dance, the 40 Hour Famine and Famine<br />
Sleep Out and the Christmas Dance.<br />
The <strong>Fort</strong> <strong>Street</strong> Festival was the centrepiece of<br />
our events, towards which the SRC worked<br />
tirelessly in association with parents to ensure<br />
that rain or shine (and rain it did!), that our<br />
festival would be a success. The Battle of the<br />
Bands competition proved to be not only shelter<br />
from the rain but also a huge attraction at the<br />
festival, as crowds poured in to enjoy the musical<br />
talent of young people in the local community.<br />
We also actively encouraged other student<br />
groups to hold stalls to become more known<br />
amongst the student body, and by working<br />
together each student-run stall was a hit at the<br />
festival.<br />
Our fundraising focuses were targeted at the<br />
White Ribbon Foundation, an Australian charity<br />
campaigning for an end to violence against<br />
women. We held an international themed trivia<br />
night where a student’s logic, knowledge and<br />
creativity were all challenged. Our White Ribbon<br />
barbeque was a fundraising triumph because we<br />
managed to raise a total of $1200 just from<br />
sausages and gelato. The SRC is determined to<br />
continue its work with White Ribbon.<br />
Outside the fundraising sphere, we explored<br />
some initiatives to do with recognition of<br />
students within the student body and hope to<br />
further develop the ideas in 2013.<br />
In addition to this, the SRC began a new sporting<br />
competition which focused directly on student<br />
involvement and improving the relationships<br />
between the student body and the SRC. The SRC<br />
basketball competition was considered a success<br />
by many who participated. It has been agreed<br />
that the SRC will continue to run sporting<br />
competitions similar to this in the years to come.<br />
<strong>2012</strong> has been a long year, a fun year and an<br />
eventful year.<br />
Acting as the executive has been a challenge and<br />
an absolute pleasure and we could not be<br />
happier to hand over the reins to Veronica Lin<br />
and Pamela Vassil for 2013. We would also like to<br />
thank and congratulate our whole SRC team and<br />
our loyal co-ordinator Mr Cox.<br />
Harriet Scandol, President<br />
Michael Nguyen, Vice President<br />
<strong>School</strong> context<br />
<strong>2012</strong> was the school’s 163rd year of operation.<br />
<strong>Fort</strong> <strong>Street</strong> commenced as <strong>Fort</strong> <strong>Street</strong> Model<br />
<strong>School</strong> in 1849 and was located at Observatory<br />
Hill in the building which now houses the<br />
National Trust. In its three guises as model<br />
school, academically selective boys’ and girls’<br />
high schools and co-educational selective high<br />
school, it continues to be a flagship of public<br />
education. It is listed 8th in Who’s Who Australia.<br />
Student information<br />
It is a requirement that the reporting of<br />
information for all students must be consistent<br />
with privacy and personal information policies.<br />
Student enrolment profile<br />
There were 928 students enrolled in the school in<br />
<strong>2012</strong>. Students travel from Campbelltown in the<br />
south west, Hornsby in the north and Penrith in<br />
the west. The school is highly multicultural, with<br />
students who speak the following languages –<br />
Arabic, Bengali, Bilinarra, Bosnian, Burmese,<br />
Cantonese, Chinese, Czech, Dutch, Fijian, Filipino,<br />
French, German, Greek, Gujarati, Hebrew, Hindi,<br />
Hokkien, Hungarian, Indo-Aryan, Indonesian,<br />
Italian, Japanese, Khmer, Konkani, Korean,<br />
Macedonian, Malayalam, Mandarin, Marathi,<br />
Mongolian, Nepali, Oriya, Polish, Portuguese,<br />
Punjabi, Russian, Sinhalese, Slovene, Spanish,<br />
Swedish, Tagalog, Tamil, Telugu, Teochew,<br />
Turkish, Urdu, Vietnamese and Wu.<br />
5
Attendance rate<br />
Students<br />
Student enrolment<br />
1000<br />
800<br />
600<br />
400<br />
200<br />
Student attendance profile<br />
100<br />
75<br />
50<br />
25<br />
0<br />
0<br />
Enrolments<br />
2008 2009 2010 2011 <strong>2012</strong><br />
Year<br />
Male<br />
Management of non-attendance<br />
Year advisers, Head Teacher Welfare and deputy<br />
principals monitor student absences each week<br />
at Student Welfare meetings. Parents are<br />
contacted by the Student Welfare team after<br />
three days of absence without explanation. A<br />
message system provides parents with<br />
information by mid-day concerning their child’s<br />
absence. Parents are expected to phone the<br />
school upon receipt of an SMS regarding absence.<br />
Post-school destinations<br />
Female<br />
Student attendance rates<br />
2008 2009 2010 2011 <strong>2012</strong><br />
Year<br />
<strong>School</strong> Region State DEC<br />
<strong>Fort</strong>ians <strong>2012</strong> have been offered university places<br />
as follows. Sixty two students have been offered<br />
places at the University of Sydney, fifty six at the<br />
University of NSW, fifteen at University of<br />
Technology, Sydney, eight at Macquarie<br />
University, two at Australian National University,<br />
two at the Australian Catholic University, six at<br />
University of Western Sydney, one at Newcastle<br />
University and one at New York University, Abu<br />
Dhabi.<br />
<strong>Fort</strong>ians are studying 92 different degree courses<br />
which include: architecture, medicine, arts,<br />
science, advanced science, politics, social<br />
sciences, commerce, combined law, law,<br />
pharmacy, actuarial studies, philosophy, media,<br />
applied sciences, business, optometry,<br />
radiography, international and global studies, fine<br />
arts (sculpture), music performance and several<br />
branches of engineering.<br />
A number of students have been offered<br />
prestigious university scholarships to support<br />
their tertiary studies. Scholarships include the<br />
Ted and Susan Meller Memorial Scholarship (a<br />
four year scholarship to NSW Conservatorium),<br />
University of Sydney Merit Scholarship<br />
(Combined Law/Economics), University of Sydney<br />
(Combined Electrical Engineering/Commerce) and<br />
a scholarship to New York University Abu Dhabi<br />
covering fees, tuition, room and board.<br />
Year 12 students undertaking vocational or<br />
trade training<br />
There were 38 students enrolled in the following<br />
vocational education courses.<br />
The Courses studied were:<br />
<br />
<br />
one student – Disability Services (OTEN)<br />
one student – Fashion Design – HSC (St<br />
George TAFE)<br />
five students – HSC Hospitality – (<strong>Fort</strong><br />
<strong>Street</strong>)<br />
eight students – Hospitality – Preliminary<br />
course (<strong>Fort</strong> <strong>Street</strong>)<br />
<br />
seventeen students – Accounting – HSC<br />
(Petersham TAFE)<br />
six students – Financial Services – Prelim<br />
course (Petersham).<br />
Of the seventeen students who studied<br />
Accounting for the <strong>High</strong>er <strong>School</strong> Certificate in<br />
<strong>2012</strong> two students were placed in the top ten in<br />
the state with one being placed first in the state.<br />
These students studied through our partnership<br />
with Petersham TAFE.<br />
Year 12 students attaining HSC or equivalent<br />
vocational educational qualification<br />
100% of Year 12 students attained an HSC in<br />
<strong>2012</strong>.<br />
6
Staff information<br />
It is a requirement that the reporting of<br />
information for all staff must be consistent with<br />
privacy and personal information policies.<br />
The National Education Agreement requires<br />
schools to report on Indigenous composition of<br />
their workforce.<br />
There is one staff member who identifies as<br />
aboriginal.<br />
Staff establishment<br />
Position<br />
Number<br />
Principal 1<br />
Deputy Principal(s) 2<br />
Assistant Principal(s) 0<br />
Head Teachers 10<br />
Classroom Teachers 49.8<br />
Support Teacher Learning Assistance 0.4<br />
Teacher Librarian 1<br />
Counsellor 2<br />
Careers Adviser 1<br />
<strong>School</strong> Administrative & Support Staff 11.4<br />
Staff retention<br />
A Relieving Head Teacher Science was in place in<br />
Term 1 and a Head Teacher Science was<br />
appointed in Term 2. That Head Teacher<br />
relinquished the school at the end of Term 3. A<br />
new Head Teacher Science was appointed from<br />
the merit selection process for the<br />
commencement of 2013.<br />
One teacher retired, another four teachers took<br />
maternity leave for up to a year each at various<br />
times during the year. Three teachers were on<br />
extended leave.<br />
Teacher qualifications<br />
All teaching staff meet the professional<br />
requirements for teaching in NSW public schools.<br />
Qualifications<br />
Degree or Diploma 100%<br />
Postgraduate 70%<br />
Financial summary<br />
% of staff<br />
This summary covers funds for operating costs<br />
and does not involve expenditure areas such as<br />
permanent salaries, building and major<br />
maintenance.<br />
Date of financial summary 30/11/<strong>2012</strong><br />
Income $<br />
Balance brought forward 872894.11<br />
Global funds 601064.80<br />
Tied funds 231730.49<br />
<strong>School</strong> & community sources 1214945.51<br />
Interest 41412.38<br />
Trust receipts 230330.15<br />
Canteen 0.00<br />
Total income 3192377.44<br />
Expenditure<br />
Teaching & learning<br />
Key learning areas 406159.43<br />
Excursions 324699.50<br />
Extracurricular dissections 258559.27<br />
Library 22099.62<br />
Training & development 5360.66<br />
Tied funds 143447.63<br />
Casual relief teachers 106202.64<br />
Administration & office 344610.59<br />
<strong>School</strong>-operated canteen 0.00<br />
Utilities 185459.03<br />
Maintenance 64507.15<br />
Trust accounts 239079.34<br />
Capital programs 43311.96<br />
Total expenditure 2143496.82<br />
Balance carried forward 1048880.62<br />
Of the balance of funds brought forward on<br />
November 30, <strong>2012</strong> $130,086.35 was held in<br />
trust, $222,333.33 was held in tied funds for<br />
specific projects, $282,702.64 was held to cover<br />
unpaid orders, $10,525.52 for unpaid invoices<br />
and $23,191.76 for unpaid casual salaries.<br />
$65,000.00 was allocated for asset replacement<br />
and $80,000.00 for provision of additional assets.<br />
$235,041.02 was left for general purposes<br />
including education programs.<br />
A full copy of the school’s <strong>2012</strong> financial<br />
statement is tabled at the annual general<br />
meetings of the <strong>School</strong> Council and/or the parent<br />
body. Further details concerning the statement<br />
can be obtained by contacting the school.<br />
<strong>School</strong> performance <strong>2012</strong><br />
The school’s goal is for students to achieve<br />
personal best and maximize their academic<br />
performance. Personal best in the <strong>Fort</strong> <strong>Street</strong><br />
context means baseline academic performance in<br />
Bands 5 and 6 and the <strong>High</strong>er <strong>School</strong> Certificate<br />
Examination and Grade A and B results at the end<br />
7
of Year 10. Our academic goal continues largely<br />
to be achieved.<br />
Bands 5 and 6 results<br />
students specially composed and performed the<br />
incidental music a and integral part of the play.<br />
One hundred percent of candidates were<br />
awarded a Band 5 or 6 result in:<br />
English Extension 2, Mathematics Extension 2,<br />
French Continuers, German Extension, Visual<br />
Arts, Hospitality and Accounting (Petersham<br />
TAFE), Chinese Heritage (Mandarin), Japanese<br />
Continuers and French Continuers.<br />
More than ninety percent of candidates were<br />
awarded a Band 5 or 6 result in:<br />
Mathematics Extension 1 (98%), English<br />
Extension 1 (97%), Geography (94%), Drama<br />
(94%), Engineering (91%), Modern History (90%)<br />
and Mathematics 2U (90%).<br />
More than eighty percent of candidates were<br />
awarded a Band 5 or 6 result in:<br />
English Advanced (85%), Biology (85%), Legal<br />
Studies (80%).<br />
More than seventy five percent of candidates<br />
were awarded a Band 5 or 6 result in:<br />
Economics (78%), PD.H.PE (78%), Chemistry<br />
(77%) and Music 2 (76%).<br />
Our subjects with the most consistent<br />
performances in Band 5 and 6 from 2010 to <strong>2012</strong><br />
are:<br />
Modern History, English Advanced, English<br />
Extension 2, English Extension, Mathematics 2U,<br />
Mathematics Extension 1, Mathematics Extension<br />
2 Biology, Economics, Legal Studies, Music 2,<br />
History Extension, Visual Arts, French Continuers,<br />
Engineering, PE and Accounting.<br />
Seventeen students were named as Premier’s All<br />
Rounders. These students were awarded Band 6<br />
in 10 or more units of study at the HSC.<br />
Achievements<br />
Arts<br />
Drama, Music and Visual Arts collaborated to<br />
showcase and exhibit student achievements at<br />
the Junior (JPAN) and Senior (SPAN) Performing<br />
Arts night.<br />
Year 11 students directed and produced the play<br />
A Respectable Wedding for which Year 10<br />
Visual Arts students attended the Archibald Prize<br />
Sculptures by the Sea and the 18th Biennale of<br />
Sydney.<br />
Ella Sanderson’s HSC Visual Arts body of work, a<br />
painted sculpture, Days of Our Still Life Kit, was<br />
selected for ARTEXPRESS at the Art Gallery of<br />
NSW and Paisley Williams’ HSC Visual Arts body<br />
of work, a sculpture, First as Tragedy, Second as<br />
Farce was selected for ARTEXPRESS Maitland<br />
Regional Gallery.<br />
Music <strong>2012</strong> was another year of excellence from<br />
the student body in Music Performance,<br />
Composition and Musicology.<br />
<strong>High</strong>lights of the year include student<br />
performances at:<br />
<br />
<br />
The Sydney Symphony Orchestra’s Meet the<br />
Music series of concerts<br />
The MLC <strong>School</strong>’s Australian Music Day.<br />
Instrumental Music Program<br />
Two hundred and four students are involved in<br />
the Instrumental Music Program (IMP).<br />
Thirty seven students were selected by audition<br />
to perform as members of the NSW Public<br />
<strong>School</strong>s Music Ensembles. Eight students from<br />
8
Year 7, four students from Year 8, four students<br />
from Year 9, eight students form Year 10, seven<br />
students from Year 11 and twelve students from<br />
Year 12. Students performed in the symphonic<br />
wind ensemble, wind orchestra, string sinfonia,<br />
stage band, stage Band, jazz orchestra<br />
millennium marching band, junior and senior<br />
singers.<br />
Our school ensembles continued to shine in<br />
festivals & eisteddfod competitions with the<br />
following results:<br />
McDonald Performing Arts Challenge<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Jazz Ensemble – 3rd place<br />
Big Band – highly commended<br />
Stage Band – 3rd place<br />
Chamber Choir – 2nd place<br />
Wind Ensemble – highly commended<br />
Wind Orchestra – 3rd place<br />
Symphony Orchestra – 1st place<br />
Percussion Ensemble – 2nd place.<br />
NSW <strong>School</strong> Band Festival<br />
<br />
<br />
<br />
<br />
Concert Band – Silver Award<br />
Wind Orchestra – Gold Award<br />
Wind Ensemble – Gold Award<br />
Big Band – Gold Award.<br />
Outstanding Individual Achievements:<br />
<br />
<br />
Jenna Smith of Year 12 was successful in<br />
gaining a place in the Australian Youth<br />
Orchestra for a season with the renowned<br />
Australian conductor Simone Young; and<br />
Eve Osborn Year 11, Simon Gorta and Lauren<br />
White Year 9 successfully auditioned for<br />
places with the Sydney Youth Orchestra.<br />
English<br />
Two hundred and twenty eight students<br />
participated in the ICAS Writing Competition and<br />
were awarded eight high distinctions, thirty four<br />
distinctions and forty eight credits.<br />
Janek Drevokovsky was awarded the top score in<br />
NSW and ACT for English and received UNSW<br />
ICAS medal.<br />
Arkady de Jong received a special award in the<br />
ICAS Writing Competition and was in the top one<br />
percent in the state.<br />
Two hundred and thirty eight participated in the<br />
ICAS English Competition and were awarded nine<br />
high distinctions, forty six distinctions, one<br />
hundred and seven credits and seventy six<br />
participation certificates.<br />
Four students were awarded highly commended<br />
in the Sydney Morning Herald Young Writers<br />
Competition.<br />
Science<br />
Six hundred students participated in the UNSW<br />
Science Competition and were awarded 25 high<br />
distinctions and 5 distinctions.<br />
Rowan Lembit of Year 7 scored the top result in<br />
NSW and the ACT and was awarded a special<br />
prize.<br />
<strong>Fort</strong>y nine students participated in the Australian<br />
Chemistry Quiz and were awarded 14 high<br />
distinctions, 16 distinctions and 4 credits.<br />
NSW Titration competition<br />
<strong>Fort</strong> <strong>Street</strong> <strong>High</strong> <strong>School</strong> ranked 11th in New South<br />
Wales.<br />
One <strong>Fort</strong> <strong>Street</strong> team qualified for the National<br />
Titration Competition. The students in this team<br />
were awarded:<br />
<br />
<br />
<br />
Charmaine Duong – Gold Medal<br />
James Kim – Silver Medal<br />
Patrick Lam – Silver Medal.<br />
Mathematics<br />
Five hundred and eighty students entered the<br />
Australian Mathematics competition. One<br />
student, Lucillia Lam of Year 7, was awarded a<br />
prize, twenty eight students were awarded a high<br />
distinction, two hundred and seventeen<br />
students were awarded a distinction and two<br />
hundred and sixty two were awarded a credit.<br />
Karl Cheng of Year 7 was also awarded a special<br />
prize.<br />
37th Professor Henry Messel International<br />
Science Summer <strong>School</strong><br />
Rebecca Dawkins was one of the 39 students<br />
from Australia accepted in to the 36th Professor<br />
Henry Messel International Science <strong>School</strong>.<br />
9
History<br />
Australian History Competition<br />
<strong>Fort</strong>y seven students participated for the first<br />
time in the Australian History Competition.<br />
Twenty five students were awarded a high<br />
distinction, ten were awarded a distinction and<br />
five were awarded a credit. Janek Drevikovsky<br />
and John Vassil were placed 2nd and 3rd in the<br />
nation in this Australian competition.<br />
History Debating<br />
<strong>Fort</strong> <strong>Street</strong> entered the Les Gordon Debating<br />
Competition for the first time. The team of four<br />
Year 10 students Romaan Dulloo, Marcus<br />
McCullough, Janek Drevikovsky and Hugh Cox<br />
won the state wide competition.<br />
Languages<br />
Assessment of Language Competence Certificates<br />
(ALC)<br />
One hundred and seventy-five students sat the<br />
ALC tests in Chinese, French, German and<br />
Japanese. Our students performed creditably, the<br />
majority achieving either high distinctions or<br />
distinctions.<br />
The following groups performed above the state<br />
average:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
French Certificate 1 – 40% of our students<br />
achieved a high distinction in listening.<br />
German Certificate 1 – 17% of our students<br />
achieved a high distinction in listening.<br />
Japanese Certificate 1 – 27% of our students<br />
achieved a high distinction in listening.<br />
Chinese Certificate 2 – 77% of our students<br />
achieved a high distinction in listening and<br />
70% in reading.<br />
French Certificate 2 – 52% of our students<br />
achieved a high distinction in listening and<br />
38% in reading.<br />
German Certificate 2 – 21% of our students<br />
achieved a high distinction in reading.<br />
Japanese Certificate 2 – 12% of our students<br />
achieved a high distinction in listening.<br />
French Certificate 3 – 31% of our students<br />
achieved a high distinction in listening and<br />
31% in reading.<br />
<br />
<br />
German Certificate 3 – 83% of our students<br />
achieved a high distinction in listening and<br />
17% in reading.<br />
Japanese Certificate 3 – 21% of our students<br />
achieved a high distinction in listening and<br />
14% in reading.<br />
Language Perfect World Championships<br />
Students from Years 7 to 12 competed in an online<br />
language competition over 10 days. They<br />
answered a total of 876, 077 questions and we<br />
achieved a global ranking of 8th out of 802<br />
schools and 3rd overall in Australia out of 504<br />
schools. Our Chinese students performed<br />
outstandingly and gained a ranking of second<br />
overall out of 375 schools.<br />
Four students achieved an elite award (10,000+<br />
points) in Chinese, and overall we achieved 26<br />
gold awards (3,000+ points), 18 silver awards<br />
(2,000+ points), 32 bronze awards (1,000+ points)<br />
and 69 credit awards (500+ points).<br />
Social Sciences<br />
Year 10 Commerce Stalls<br />
Year 10 students displayed their entrepreneurial<br />
skills by organising stalls to raise over $1100 for<br />
the charity World Vision. Stalls included<br />
milkshakes, sausage sizzle, chicken kebabs,<br />
cookies as well as a variety novelty stalls.<br />
NSW Department of Fair Trading Money Stuff<br />
Competition<br />
All Year 9 Commerce students entered the NSW<br />
Department of Fair Trading Moneystuff<br />
competition. This competition provides students<br />
with the opportunity to learn about a consumer<br />
and financial issue of their choice and produce a<br />
resource to educate young people about it. One<br />
of our entries on buying mobile phones produced<br />
by Emma Wei, Yi Lian Liu and Linda Xu, was<br />
shortlisted for a prize and their video was played<br />
during the awards ceremony at Darling Harbour.<br />
Australian Economics Competition<br />
Thirty students entered the UNSW Australian<br />
Economics Competition. Cash prizes are awarded<br />
to the top 1% of students.<br />
Six <strong>Fort</strong>ians achieved a high distinction including<br />
five cash prizes.<br />
10
Jack Willis-Craig – $400 national winner,<br />
senior division<br />
John Vassil – $200 state winner, senior<br />
division<br />
<br />
<br />
<br />
<br />
Zach Gillies-Palmer – $100 high distinction<br />
Chris Chapman – $100 high distinction<br />
William Chen – $50 high distinction<br />
Ken Tong – high distinction.<br />
Five students were awarded distinctions and a<br />
further eight students were awarded credits.<br />
NSW Geography Competition<br />
One hundred and fifty students entered the NSW<br />
Geography Competition. Ninety five students<br />
were awarded high distinctions, forty four were<br />
awarded distinctions and one student was<br />
awarded a credit. The best school result was<br />
from Finn Bryson in Year 10.<br />
Australian Securities Exchange (ASX) Competition<br />
Ninety-one students from Years 7–12<br />
participated in the Australian Securities Exchange<br />
(ASX) Competition. Jeremy Sun, Year 10, ended<br />
the competition with a profit of $3387, which was<br />
the 30th highest profit of all student syndicates in<br />
Australia and the 8th highest in NSW.<br />
Technology and Applied Studies<br />
Robotics<br />
On Tuesday the 21st of August our Robotics<br />
Teams participated in the RoboCup State Open<br />
Competition at The University of New South<br />
Wales. The teams excelled, winning:<br />
1st in Rescue, 2nd in Rescue, 1st in Dance, and<br />
Award for logbook (Dance).<br />
A month later, six students represented our<br />
school at the National Robocup Competition at<br />
the Australian National University in Canberra.<br />
Darren Nyugen and Stephen Huang won 2nd<br />
Place in Rescue.<br />
Following the National Competition, Simon Ko of<br />
Year 12 participated in the international<br />
competition scoring 22nd place out of 74<br />
contestants.<br />
Australian Vocational Student Prize<br />
In July, Riley Berlecky who completed studies at<br />
<strong>Fort</strong> <strong>Street</strong> in 2011<br />
and is now<br />
working and<br />
studying to be a<br />
chef, won the<br />
Australian<br />
Vocational Student<br />
Prize. This award<br />
recognises the<br />
important role vocation education plays in<br />
preparing students for further training and<br />
employment. Throughout Australia up to 500<br />
prizes are awarded each year and winners receive<br />
a certificate and $2000.<br />
Computer Skills competition<br />
One hundred and forty one students participated<br />
in the International Competitions and<br />
Assessment for <strong>School</strong>s (ICAS) Computer Skills<br />
competition. The school was awarded eight high<br />
distinctions, sixteen distinctions, sixty six credits<br />
and fifty one participation certificates.<br />
Aurecon Bridge Building Challenge<br />
Year 9 Engineering students, Spencer Ferrier,<br />
Liam Edgeworth, Crystal Wong, and Gayathri<br />
Shankar competed in the Aurecon Bridge Building<br />
Challenge at the NSW Art Gallery. Students<br />
worked within the competition rules to span a<br />
650mm gap with a simple kit of cardboard, balsa<br />
wood, string and glue. Bridges were loaded until<br />
failure to determine the strongest solution and<br />
team members were interviewed and judged by a<br />
panel of professional engineers regarding their<br />
design concept, innovation and their<br />
understanding.<br />
11
Sport<br />
The year <strong>2012</strong> was successful in all facets of<br />
sport. Our students participated in a variety of<br />
sports on Tuesday afternoons and also enjoyed<br />
competing in the schools swimming, cross<br />
country and athletics carnivals throughout the<br />
year with the top performers having the<br />
opportunity to represent the school at a zone,<br />
regional and Combined <strong>High</strong> <strong>School</strong>s (CHS) level.<br />
Year 7 students also participated in a gala day by<br />
competing against Ryde Secondary College,<br />
Marsden <strong>High</strong> <strong>School</strong>, Hunters Hill <strong>High</strong> <strong>School</strong>,<br />
Concord <strong>High</strong> <strong>School</strong>, Burwood Girls <strong>High</strong> <strong>School</strong><br />
and Sydney Secondary College Balmain and<br />
Leichhardt campuses in European handball,<br />
soccer, netball and volleyball.<br />
All students in Year 7–10 participated in the<br />
Premiers Sporting Challenge and received a range<br />
of awards including gold and diamond awards.<br />
The Pierre de Coubertin award <strong>2012</strong> was<br />
presented to Caroline Chong in Year 12 for<br />
excellence in sporting achievements and<br />
participation in sport that demonstrates fair play<br />
and respect for others.<br />
When asked about the sport program <strong>Fort</strong>ians<br />
indicated that the teamwork, making friends with<br />
students at other schools, keeping fit and<br />
healthy, opportunities for leadership skills,<br />
opportunities for students to compete in<br />
competitive sport who may not get to outside of<br />
school, getting to try new and different sports,<br />
and the opportunity to have fun and work with<br />
your friends were their favourite things about<br />
sport.<br />
Grade Sport<br />
The grade sport competition is an interschool<br />
sports competition giving students the<br />
opportunity to compete in a wide variety of<br />
sports against schools in the local area. <strong>Fort</strong>ians<br />
competed in two zones, Northern and Bligh. The<br />
students in Years 9–11 competed in the Northern<br />
Suburbs Zone against Concord <strong>High</strong> <strong>School</strong>,<br />
Sydney Secondary College, Burwood Girls <strong>High</strong><br />
<strong>School</strong>, Ryde Secondary College, Marsden <strong>High</strong><br />
<strong>School</strong> and Hunters <strong>High</strong> <strong>School</strong>. Year 8 students<br />
competed in the Northern Suburbs Zone or the<br />
Bligh Zone which includes students from Sydney<br />
Secondary College Leichhardt and Balmain<br />
Campus, Tempe <strong>High</strong> <strong>School</strong>, Marrickville <strong>High</strong><br />
<strong>School</strong> and Dulwich <strong>High</strong> <strong>School</strong>.<br />
In <strong>2012</strong> students had the opportunity to compete<br />
in AFL, basketball, cricket, European handball,<br />
netball, oz tag, rugby league, soccer, softball,<br />
touch football and volleyball.<br />
The following teams were zone premiers:<br />
14s Eastern basketball, Eastern soccer<br />
Eastern cricket and Eastern Boys Oz Tag (Bligh<br />
Zone)<br />
14s competition Northern netball and<br />
Northern cricket (Northern Zone)<br />
<br />
<br />
15s soccer – boys competition<br />
Opens competition soccer – girls.<br />
Swimming:<br />
<br />
<br />
<br />
<strong>Fort</strong> <strong>Street</strong> was the zone swimming champion<br />
school.<br />
One girl was named 16 years zone champion.<br />
Thirteen students represented both the<br />
school and the zone at the regional carnival.<br />
Cross Country:<br />
<br />
<strong>Fort</strong> <strong>Street</strong> was placed second in the zone<br />
competition by one point.<br />
Four girls were named the zone age<br />
champions.<br />
<br />
<br />
Thirty five students represented the school<br />
and the Zone at the Regional Cross Country.<br />
Alex Leal Smith of Year 10 was selected to<br />
represent <strong>Fort</strong> <strong>Street</strong>, the zone and the<br />
region at the CHS Cross Country Carnival.<br />
12
Athletics:<br />
<br />
<br />
Three girls and one boy were named zone<br />
athletics champions.<br />
<strong>Fort</strong>y two students represented the school at<br />
zone and regional athletics competition.<br />
Student Wellbeing<br />
Year 7 Transition<br />
Transition to high school is a big step for each<br />
student and a raft of complementary programs in<br />
<strong>2012</strong> assist each Year 7 student to adapt to high<br />
school.<br />
Year 11 Peer Support leaders provided training<br />
and orientation into high school through the<br />
whole day orientation, <strong>Fort</strong>unae during Terms 1<br />
and 2 and at the Year 7 orientation camp.<br />
A successful Year 7 orientation camp was held in<br />
Term 1 <strong>2012</strong> at Stanwell Tops. Students<br />
undertook a variety of individual and team work<br />
challenges.<br />
All Year 7 students participated in <strong>Fort</strong>unae – a<br />
program devised and led by the year adviser and<br />
assistant year adviser. This course is specifically<br />
designed to meet the needs of students new to<br />
high school.<br />
All Year 7 students attended Cyber Shorts – a<br />
drama presentation with a focus on cyber safety<br />
in Term 1. Cyber Shorts, an interactive<br />
performance workshop, looks at the<br />
consequences of our online actions. This<br />
workshop was a springboard to a unit of work on<br />
Digital Citizenship delivered in <strong>Fort</strong>unae in Term<br />
2.<br />
Study Skills<br />
Year 7 students participated in a workshop<br />
seminar titled Working Smarter, Improving<br />
Results and Reaching Your Academic Potential to<br />
support their transition to high school and<br />
organisation for home study and managing a<br />
range of subjects.<br />
To assist Year 8 students in enhancing their study<br />
skills and homework study habits a seminar titled<br />
Improving Your Results in Secondary <strong>School</strong> was<br />
held. The aim of this presentation was to assist<br />
students in establishing highly effective study<br />
skills. Issues addressed included homework, study<br />
environment, organisational skills, dealing with<br />
distractions, working well at home, managing<br />
assignments, improving study techniques by<br />
recognising one’s preferred learning style and<br />
improving examination techniques.<br />
Seminars were held for Years 9 and 10 students<br />
which focused on motivation and engagement.<br />
Students participated in a range of games,<br />
information and interactive processes to help<br />
them identify the key mental skills to help them<br />
process challenges into strength and motivation.<br />
A parent and carer session was also held in Term<br />
2 presented by Rocky Biasi of Human<br />
Connections to provide significant adults with<br />
insight into the strategies that could best support<br />
their child’s motivation and engagement with<br />
learning.<br />
Year 11 students participated in seminars Ace<br />
Your Exams which unpacked 12 steps to exam<br />
excellence in Semester 1. At the commencement<br />
of their Year 12 program in Term 4 <strong>2012</strong>,<br />
students participated in a seminar on goal<br />
setting, motivation and mindsets.<br />
The school funded membership to Enhanced<br />
Learning Online Study Skills Handbook to ensure<br />
that each student could access support at school<br />
and anytime at home to enhance their<br />
organisation for learning, home study and<br />
preparation for assessments and examinations.<br />
This handbook also provided helpful support for<br />
students and their parents and carers for<br />
motivational tips, lifestyle and balance, dealing<br />
with distractions and managing stress.<br />
13
<strong>High</strong> Resolves<br />
<strong>High</strong> Resolves, a global citizenship program was<br />
launched for all Year 8 students in <strong>2012</strong>. It is<br />
anticipated that this two year global leadership<br />
program will be available to students as they<br />
move into Years 9 and 10.<br />
This program involved participation in two full<br />
day sessions covering the concepts of collective<br />
identity and justice. The first session, collective<br />
identity enabled students to develop skills that<br />
allow them to recognise, critically evaluate and<br />
challenge divisive messages and also explore<br />
what it means to be a global citizen. The second<br />
session, justice, encouraged students to develop<br />
skills that allow them to analyse social situations<br />
without the bias of self-interest, and apply<br />
principles of fairness to social situations to<br />
achieve just outcomes.<br />
One of the indicators of the success of the<br />
program is that 65% of the Year 8 student cohort<br />
have nominated to continue the program in Year<br />
9.<br />
Peer Support<br />
Year 11 Peer Support leaders successfully led<br />
Year 7 students in an orientation program in<br />
Term 1. In Term 2 a second groups of Peer<br />
Support leaders led training in Digital Citizenship<br />
with Year 7 students, with support of <strong>Fort</strong>unae<br />
teachers.<br />
All students were encouraged to apply for the<br />
experience of being Director General DEC for a<br />
day and one student was successful in her<br />
application and found the day to be extremely<br />
interesting.<br />
Girls Education<br />
A number of girls were invited and participated in<br />
a Young Women’s Leadership Seminar held at<br />
Parliament House.<br />
The Welfare Team designed and implemented a<br />
program which focused on building self respect<br />
for female students in Years 8, 9 and 10. The<br />
program provided opportunities for female<br />
students to view a theatre production by Bamboo<br />
Theatre Crisis of the Female Kind: Planting the<br />
seeds of self respect. This production explored<br />
body image, self esteem, cyber bullying and its<br />
consequences. The play had an all female cast<br />
and was written by women for women. In<br />
addition to this theatre work a Year 10 all female<br />
Drama Ensemble presented a self devised play<br />
Facebook which explored the issues of social<br />
media. Female students in Years 8, 9 and 10 also<br />
participated in a workshop style forum exploring<br />
these issues after the play.<br />
Year 10 girls participated in a whole day seminar<br />
Celebrating Sisterhood which explored the<br />
importance of and issues surrounding identity<br />
and self worth. The seminar was designed to<br />
enhance student self esteem and positive identity<br />
and equip students to identify roadblocks in their<br />
relationships, develop communication skills to<br />
develop healthy relationships.<br />
Boys Education<br />
Year 10 Boys participated in a training seminar<br />
Mighty Men which explored the current<br />
questions, challenges and pressures that young<br />
men navigate as they journey to manhood.<br />
Twenty students in Years 7 and 8 were involved<br />
in the Rock and Water program at <strong>Fort</strong> <strong>Street</strong><br />
<strong>High</strong> <strong>School</strong> in Term 2.<br />
Rock and Water is a program that provides a<br />
pathway to self awareness and increased selfconfidence<br />
and social functioning.<br />
14
Rock shows strength. Water shows flexibility and<br />
open communication. We need a mixture of both<br />
as we manage ourselves through our lives.<br />
Camps<br />
The Year 9 camp was held in Term 4 at Tea<br />
Gardens. This camp was designed to encourage<br />
students in safe risk taking, provide approaches<br />
to undertaking new challenges and promote<br />
team building skills.<br />
Prior to Year 10 camp all Year 10 students were<br />
trained to become Peer Support leaders at a<br />
whole day seminar.<br />
Year 10 Camp was held at Kincumber and Year 10<br />
students participated in team building and<br />
challenge activities to build their capacity as Peer<br />
Support leaders and completed their training in<br />
Peer Support. Year 10 students also participated<br />
in a study skills session which focused on study<br />
techniques for senior school.<br />
Learning Centre<br />
Seven staff worked in the Learning Centre to<br />
support students through literacy, integration,<br />
open high school and acceleration progress.<br />
Approximately fifty students were supported<br />
through the learning centre.<br />
These students included seven students who<br />
studied Preliminary Spanish, Japanese, Chinese<br />
and French Extension, and French through the<br />
Open <strong>High</strong> <strong>School</strong> in the learning centre.<br />
One student accessed History through distance<br />
education.<br />
Five of seven pathways students accessed the<br />
learning centre each day and were supported as<br />
part time students.<br />
Eight senior students self referred or were<br />
referred for literacy support.<br />
Homework Centre<br />
The homework centre is open two afternoons<br />
each week to support students. It had an average<br />
attendance in total of 34 students per week.<br />
<br />
<br />
<br />
Premier’s Reading Challenge<br />
One hundred and fifty six students from Years<br />
7–9 completed the challenge<br />
Eight students in Year 9 received medals for<br />
completing the challenge every year since<br />
they were in Year 3<br />
Nineteen students received the inaugural<br />
Platinum Certificate for completing the<br />
challenge seven times<br />
Twenty two students received Gold<br />
Certificates for completing the challenge four<br />
times<br />
<br />
<strong>Fort</strong> <strong>Street</strong> was the top high school in the<br />
state for the number of Platinum Certificates,<br />
placed in 13 th position overall.<br />
Wrap with Love<br />
Twenty five students attended the 10th annual<br />
Knit In at the ABC studios in Ultimo in August.<br />
Five completed wraps, comprising twenty eight<br />
squares each, have been knitted by staff and<br />
students to donate to the Wrap With Love charity<br />
OzSpell<br />
Four hundred and twelve students across Years<br />
7–9 participated in the inaugural national Ozspell<br />
competition.<br />
Two champions were selected to represent <strong>Fort</strong><br />
<strong>Street</strong> at the district level in 2013.<br />
15
Library<br />
One thousand eight hundred and twenty one<br />
new items have been added to the library<br />
collection.<br />
The total current library stock is 33,098 (including<br />
mathematics, science and English class textbooks<br />
and other faculty resources).<br />
Ten thousand nine hundred and twenty one<br />
items were borrowed from December 2011 to<br />
December <strong>2012</strong>.<br />
Careers<br />
The Careers office promoted over 200 courses,<br />
expos, fairs, events and activities in <strong>2012</strong>.<br />
Programs managed directly by the Careers office<br />
included the Honeywell Engineering Summer<br />
<strong>School</strong>, Abigroup Autumn Engineering <strong>School</strong>,<br />
UTS and UNSW Women in Engineering and IT<br />
Programs, National Youth Science Forum,<br />
Women’s Leadership Academy, Rotary and<br />
University of Sydney Model UN conferences,<br />
UNSW Leadership and Learning program and the<br />
University of Sydney HSC courses Mind and<br />
Morality, World Politics and America: Rebels,<br />
Heroes and Renegades.<br />
The Careers Adviser assisted students with<br />
applications for Defence Technical Scholarships,<br />
University of Sydney scholarships, UNSW Co-op<br />
scholarships, DEC Sydney Region Awards,<br />
Director General’s and Minister’s Awards, Order<br />
of Australia awards, the Marie Bashir Peace<br />
Award, as well as applications for the Vocational<br />
Student of the Year award (Sydney Institute<br />
TAFE), the Australian Vocational Student Prize<br />
and for entry to medicine and dentistry at<br />
universities in NSW, Queensland and Victoria.<br />
One hundred and fifty MyCareerMatch profiles<br />
were undertaken online with Year 10 students<br />
and one hundred and thirty students were<br />
interviewed by the Careers Adviser in follow-up<br />
interviews. Throughout the year 25 venues<br />
hosted Year 10 students on Work Experience<br />
placements.<br />
The Careers Adviser continued to administer all<br />
Board of Studies requirements for Years 10, 11<br />
and 12, and administered Special Provisions<br />
applications, as well as liaising on the logistics of<br />
the provisions. The Careers office also continued<br />
to administer the TVET enrolments for the<br />
Financial Services course at Petersham TAFE.<br />
The Careers Adviser attended university Careers<br />
Adviser information days and hosted university<br />
lunchtime talks at the school, attended<br />
Parent/Teacher evenings, Open Evening, Regional<br />
Career and Transition Network meetings and<br />
Selective <strong>School</strong> Career Advisers meetings. In<br />
<strong>2012</strong> the Careers Adviser met parents by<br />
appointment and had discussions with many<br />
parents by phone. The Careers office now has<br />
books which are available for parents, students<br />
and staff to borrow on current and future trends<br />
in careers, the labour market and society.<br />
Chess<br />
Six teams were entered in the Metropolitan<br />
Secondary <strong>School</strong>s Chess Teams Competition<br />
through the NSW Junior Chess League.<br />
2 Intermediate, and 4 junior teams competed<br />
throughout term 2.<br />
The Intermediate A Team won their division,<br />
beating Sydney Boys A, and went on to the<br />
regional finals in Term 3 before to exiting the<br />
competition in a knock out round against Sydney<br />
Grammar A.<br />
Academic<br />
In the National Assessment Program, the results<br />
across the Years 3, 5, 7 and 9 literacy and<br />
numeracy assessments are reported on a scale<br />
from Band 1 to Band 10.<br />
The achievement scale represents increasing<br />
levels of skills and understandings demonstrated<br />
in these assessments.<br />
Yr 7: from Band 4 (lowest) to Band 9 (highest for<br />
Year 7)<br />
Yr 9: from Band 5 (lowest) to Band 10 (highest for<br />
Year 9)<br />
and/or<br />
In the <strong>High</strong>er <strong>School</strong> Certificate the performance<br />
of students is reported in performance bands<br />
ranging from Performance Band 1 (lowest) to<br />
Performance Band 6 (highest).<br />
16
Percentage of students<br />
Percentage of students<br />
Percentage of students<br />
Percentage of students<br />
Reading – NAPLAN Year 7<br />
100<br />
80<br />
60<br />
40<br />
20<br />
0<br />
Percentage in bands:<br />
Year 7 Reading<br />
4 5 6 7 8 9<br />
Bands<br />
Percentage in Bands<br />
<strong>School</strong> Average 2008-<strong>2012</strong><br />
SSG % in Band <strong>2012</strong><br />
State DEC % in Band <strong>2012</strong><br />
100<br />
80<br />
60<br />
40<br />
20<br />
0<br />
Percentage in bands:<br />
Year 7 Grammar & Punctuation<br />
4 5 6 7 8 9<br />
Bands<br />
Percentage in Bands<br />
<strong>School</strong> Average 2008-<strong>2012</strong><br />
SSG % in Band <strong>2012</strong><br />
State DEC % in Band <strong>2012</strong><br />
100<br />
80<br />
60<br />
40<br />
20<br />
0<br />
Percentage in bands:<br />
Year 7 Spelling<br />
4 5 6 7 8 9<br />
Bands<br />
Percentage in Bands<br />
<strong>School</strong> Average 2008-<strong>2012</strong><br />
SSG % in Band <strong>2012</strong><br />
State DEC % in Band <strong>2012</strong><br />
100<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
Percentage in bands:<br />
Year 7 Writing<br />
4 5 6 7 8 9<br />
Bands<br />
Percentage in Bands<br />
SSG % in Band <strong>2012</strong><br />
State DEC % in Band <strong>2012</strong><br />
17
Percentage of students<br />
Percentage of students<br />
Percentage of students<br />
Percentage of students<br />
Numeracy – NAPLAN Year 7<br />
100<br />
Percentage in bands:<br />
Year 7 Numeracy<br />
100<br />
Percentage in bands:<br />
Year 9 Spelling<br />
80<br />
80<br />
60<br />
60<br />
40<br />
40<br />
20<br />
20<br />
0<br />
4 5 6 7 8 9<br />
Bands<br />
Percentage in Bands<br />
<strong>School</strong> Average 2008-<strong>2012</strong><br />
SSG % in Band <strong>2012</strong><br />
State DEC % in Band <strong>2012</strong><br />
0<br />
5 6 7 8 9 10<br />
Bands<br />
Percentage in Bands<br />
<strong>School</strong> Average 2008-<strong>2012</strong><br />
SSG % in Band <strong>2012</strong><br />
State DEC % in Band <strong>2012</strong><br />
Reading – NAPLAN Year 9<br />
100<br />
80<br />
60<br />
40<br />
20<br />
0<br />
Percentage in bands:<br />
Year 9 Reading<br />
5 6 7 8 9 10<br />
Bands<br />
Percentage in Bands<br />
<strong>School</strong> Average 2008-<strong>2012</strong><br />
SSG % in Band <strong>2012</strong><br />
State DEC % in Band <strong>2012</strong><br />
100<br />
80<br />
60<br />
40<br />
20<br />
0<br />
Percentage in bands:<br />
Year 9 Grammar & Punctuation<br />
5 6 7 8 9 10<br />
Bands<br />
Percentage in Bands<br />
<strong>School</strong> Average 2008-<strong>2012</strong><br />
SSG % in Band <strong>2012</strong><br />
State DEC % in Band <strong>2012</strong><br />
18
Percentage of students<br />
Ancient History<br />
Biology<br />
Chemistry<br />
Drama<br />
Economics<br />
Engineering Studies<br />
Percentage of students<br />
100<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
Percentage in bands:<br />
Year 9 Writing<br />
5 6 7 8 9 10<br />
Bands<br />
Percentage in Bands<br />
SSG % in Band <strong>2012</strong><br />
State DEC % in Band <strong>2012</strong><br />
Dux: Anthony Vassil<br />
2nd place: Ravi Stephens<br />
3rd place: Puneet Nanda<br />
Sydney University Award for Academic<br />
Excellence: Janek Drevikovsky<br />
Twenty one <strong>Fort</strong>ians were awarded a Grade A in<br />
each subject studied for the whole of the course.<br />
A further 23 students were awarded Grade A and<br />
one student Grade B.<br />
<strong>High</strong>er <strong>School</strong> Certificate<br />
One hundred and sixty three students sat for<br />
<strong>High</strong>er <strong>School</strong> Certificate Examinations. Thirteen<br />
students were pathways students. 100% of<br />
students were awarded a <strong>High</strong>er <strong>School</strong><br />
Certificate.<br />
Numeracy – NAPLAN Year 9<br />
100<br />
80<br />
60<br />
40<br />
Percentage in bands:<br />
Year 9 Numeracy<br />
100<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
<strong>School</strong> <strong>2012</strong> <strong>School</strong> Average 2008-<strong>2012</strong><br />
SSG <strong>2012</strong> State DEC <strong>2012</strong><br />
20<br />
0<br />
5 6 7 8 9 10<br />
Bands<br />
Percentage in Bands<br />
<strong>School</strong> Average 2008-<strong>2012</strong><br />
SSG % in Band <strong>2012</strong><br />
State DEC % in Band <strong>2012</strong><br />
RoSA<br />
<strong>2012</strong> is the first year without the <strong>School</strong><br />
Certificate examination. The Dux has been<br />
calculated based on the highest aggregate of<br />
Mathematics, Science, History Geography and<br />
English from those students who have been<br />
awarded Grade A in each subject in Year 10.<br />
19
Relative performance<br />
English (Advanced)<br />
English Extension 1<br />
English Extension 2<br />
Geography<br />
Legal Studies<br />
Mathematics<br />
100<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
<strong>School</strong> <strong>2012</strong> <strong>School</strong> Average 2008-<strong>2012</strong><br />
SSG <strong>2012</strong> State DEC <strong>2012</strong><br />
HSC: Relative performance from Year 10<br />
(value-added)<br />
14<br />
12<br />
10<br />
8<br />
6<br />
4<br />
2<br />
0<br />
-2<br />
-4<br />
Low Middle <strong>High</strong><br />
<strong>School</strong> <strong>2012</strong><br />
<strong>School</strong> Average 2008-<strong>2012</strong><br />
SSG Average <strong>2012</strong><br />
Significant programs and initiatives<br />
Student Recognition Assemblies<br />
As a result of the evaluation of speech day in<br />
2011, student recognition assemblies were<br />
established to expand the opportunities to<br />
recognise and acknowledge students’<br />
achievements, academic and leadership.<br />
In <strong>2012</strong> two Student Recognition Assemblies<br />
were held one each semester.<br />
At those assemblies students were acknowledged<br />
for academic achievement, commitment to<br />
learning and/or leadership achievement.<br />
<br />
<br />
<br />
<br />
<br />
<br />
Year 7 – thirty two students<br />
Year 8 – thirty three students<br />
Year 9 – thirty one students<br />
Year 10 – thirty seven students<br />
Year 11 – thirty two students<br />
Year 12 – nineteen students.<br />
Aboriginal education<br />
NAIDOC week<br />
NAIDOC week is one of the ways <strong>Fort</strong> <strong>Street</strong><br />
celebrates the history, culture and achievements<br />
of Aboriginal and Torres Strait Islander peoples.<br />
This year it was celebrated through a whole<br />
school assembly with guest speaker, Walangari<br />
Karntawarra, a talented didgeridoo player, an<br />
accomplished painter as well as a talented<br />
teacher.<br />
Walangari, had a great stage presence and the<br />
sound of his didgeridoo reverberated around the<br />
school hall to the amazement of the students. His<br />
passion extended beyond the music to education<br />
and promotion of all things Aboriginal. He is<br />
committed to improving the lives of his people<br />
and helping ensure that the voice of Aboriginal<br />
Australia is heard. Walangari spoke to the<br />
assembly about his life and his wish for all<br />
Australians to work better together to improve<br />
the lives of all.<br />
The assembly was also used to celebrate the 10<br />
year anniversary of the Mabo judgement. Eddie<br />
Mabo fought for many years through the courts<br />
to overturn the two century fiction of Terra<br />
Nullius ending in the historic <strong>High</strong> Court which<br />
gave land rights to indigenous Australians.<br />
Opportunities to develop understanding of<br />
aspects of Aboriginal and Indigenous culture<br />
were provided to students in many curriculum<br />
areas. Specific programs using the quality<br />
teaching model have been developed in Science,<br />
Geography, History, Legal Studies and Visual Arts<br />
to include aspects of Aboriginal cultural ideas and<br />
history. Social justice and equity concerns in the<br />
Australian communities related to Aboriginal<br />
housing, education and health issues continue to<br />
be addressed in the Stage 5 Civics program.<br />
20
In junior Geography, students investigated the<br />
Aboriginal perspective of the formation of the<br />
Australian continent as well as the various<br />
Dreamtime stories associated with particular<br />
areas and landmarks. Students also learnt about<br />
the continuing need for reconciliation and<br />
debated the Northern Territory Intervention.<br />
Students, through Personal Development, Health<br />
and Physical Education, continue to address<br />
Indigenous perspectives in units of work. In<br />
particular, Year 8 students investigate and learn<br />
how to perform Aboriginal dance.<br />
In Year 12 PDHPE students study and discuss the<br />
issues of epidimiology and disadvantage,<br />
particularly in relation to aboriginal communities.<br />
The English program addresses Aboriginal issues<br />
in a variety of ways across all years:<br />
Year 7 Myths/Legends incorporates Aboriginal<br />
stories with Greek, Roman, Scandinavian and<br />
other canonical myths.<br />
Year 8 program studies the individual’s place in<br />
the world and the understanding and the valuing<br />
of difference. Texts such as Deadly Unna support<br />
this unit.<br />
Year 9 program has an Australian Identity /<br />
Postcolonial component where students<br />
investigate the unique factors of Australians<br />
beginning with Indigenous Australians. Texts used<br />
are Shaun Tan’s The Rabbits a sympathetic look<br />
at the ‘invasion’ and exploitation of the<br />
Aborigines. Other texts used are Dreamtime<br />
stories, contemporary documents detailing<br />
events of early settlement. Recent and current<br />
public speeches are used to position students to<br />
examine issues relating to modern day Aboriginal<br />
people.<br />
Years 11 and 12 in Area of Study examine texts<br />
addressing issues of Indigenous Australians<br />
particularly in relation to connection to the land<br />
with HSC Belonging, and Preliminary Australian<br />
Identity topics.<br />
In the first year of Elective Drama, Year 9<br />
students delved deeper into studies in Drama and<br />
Theatre, beginning with an investigation of ritual<br />
and the origins of performance, focusing on<br />
Aboriginal and Torres Strait Islander ritual.<br />
In Visual Arts, Years 7–12 students investigated a<br />
range of indigenous artists and art groups and the<br />
statements they make about urban, political,<br />
personal and spiritual beliefs.<br />
The revised junior Visual Arts program included<br />
Aboriginal narrative and storytelling.<br />
Students have also been able to explore the<br />
significance and importance of human rights and<br />
reconciliation challenges in debating.<br />
In Science, Aboriginal astronomy and the use of<br />
fire and friction as well as interpreting stories<br />
from the Dreamtime form parts of junior school<br />
programs. Recognition of country and the<br />
Aboriginal flag raised proudly next to the school<br />
flag have formed part of the school culture for<br />
more than 20 years.<br />
The Year 8 technology program focuses on<br />
aboriginal bush food as part of the food<br />
technology strand.<br />
Multicultural education<br />
Teaching programs continue to be refined in<br />
Stages 4 and 5 using the quality teaching model<br />
with a focus on intellectual quality and<br />
significance. As the student population of <strong>Fort</strong><br />
<strong>Street</strong> <strong>High</strong> <strong>School</strong> comes from a diverse range of<br />
cultural backgrounds, it has been important in<br />
our teaching programs to embed quality teaching<br />
practices to support students’ cultural<br />
experiences. In Science, students have studied<br />
the development of scientific thought through<br />
the ages so that they have become aware of the<br />
broad cultural character of scientific endeavours.<br />
Year 10 students attended a Student Anti-Racism<br />
(SARN) seminar and continue to expand SARN<br />
group’s influence in the school. The Amnesty<br />
group formed in 2011 continues to expand and<br />
debate human rights issues. Eight students from<br />
the SRC attended the UNIFEM breakfast and<br />
engaged the school in debate and fundraising to<br />
support women in third world countries.<br />
Respect and responsibility<br />
Respect and responsibility underpin the school<br />
Positive Expectation Policy (PEP) and form the<br />
basis of the school‘s code of conduct. This policy<br />
was developed by the whole school community<br />
and continues to operate effectively within the<br />
school. The school community expects students<br />
to be actively engaged in successful learning as<br />
well as focusing on each student‘s responsibility<br />
to be engaged in the curriculum, to be civil and to<br />
21
espect the supervisory directions of the school<br />
staff.<br />
Learning and behaviour support was provided for<br />
students to ensure that they met the<br />
expectations of the school community. The<br />
positive recognition policy has seen a range of<br />
awards designed and handed out to students.<br />
The PEP program continues to be refined with a<br />
change in structure to the welfare meetings being<br />
implemented to allow a closer focus on designing<br />
responses to individual student issues. Students<br />
involved in Student Anti-Racism Network (SARN),<br />
participated in a number of the SARN Regional<br />
Forums. Forums were led to facilitate and foster<br />
student leadership in combating racism and<br />
promoting harmony within schools.<br />
Regional SARN forums were held at the school<br />
aimed at developing a shared approach to the<br />
resolution of issues and the design of student led<br />
regional initiatives.<br />
The students have also recognised the need to be<br />
more proactive within the school itself. A system<br />
is in place whereby students attend the forums in<br />
Year 9 and then take on leadership roles in Year<br />
10. An SRC member attends SARN meetings in<br />
order to expand participation in projects.<br />
National partnership programs<br />
The school was selected to be part of the 229<br />
schools pilot under local <strong>School</strong> Local Decisions<br />
and was the recipient of a $50,000 grant. The<br />
community has participated in consultation<br />
around additional staffing to support the unique<br />
needs of the school.<br />
Other programs<br />
Environment Education<br />
Year 10 students took the initiative and led in the<br />
improvement of the environment in the school.<br />
They surveyed and researched issues with regard<br />
to the school bubblers. This resulted in purpose<br />
designed lids being commissioned and installed.<br />
Further plantings at the end of the oval on<br />
Andreas <strong>Street</strong> have resulted in the beginnings of<br />
a dense native garden.<br />
Volunteering<br />
Volunteering Program continued in <strong>2012</strong> with<br />
students participating in the Premier’s Student<br />
Volunteering Awards and completing the<br />
Volunteering component of the Duke of<br />
Edinburgh scheme. Students undertaking<br />
Premier’s Volunteering receive a Bronze Award<br />
for 20 hours of volunteering, Silver for 40 hours<br />
and Gold for 60 hours. <strong>Fort</strong>ians were awarded<br />
the highest award, Black Opal, in <strong>2012</strong>. Students<br />
volunteer in a variety of not-for-profit,<br />
community and charity organisations. A<br />
Volunteering noticeboard promotes volunteering<br />
opportunities for students, who are encouraged<br />
to make their own connections with<br />
organisations around issues of particular interest<br />
or concern to the individual students.<br />
The school continued to offer students the<br />
opportunity to volunteer at Taverners Hill Infants<br />
<strong>School</strong> on Tuesday and Wednesday afternoons.<br />
This is a most popular activity amongst <strong>Fort</strong>ians<br />
and the staff and students at Taverners Hill are<br />
full of praise for the leadership and friendship the<br />
<strong>Fort</strong>ian volunteers show, both formally in the<br />
classrooms and informally in the playgrounds.<br />
Progress on <strong>2012</strong> targets<br />
Target 1<br />
Pursuing excellence and recognising<br />
achievement<br />
Our achievements include:<br />
<br />
<br />
<br />
<br />
<br />
<br />
improved total of band 5 and 6 results at the<br />
<strong>High</strong>er <strong>School</strong> Certificate;<br />
two recognition of students assemblies each<br />
semester for each year 7-12. Students were<br />
recognised for academic achievement,<br />
leadership and commitment to learning;<br />
an additional program has been designed to<br />
assist in the development of literacy skills.<br />
That program will be introduced into Year 7<br />
2013;<br />
two whole year assessment tasks were<br />
introduced and implemented in every subject<br />
Years 7-12 to improve consistency in<br />
assessment;<br />
a review of assessment tasks in the junior<br />
school has identified the need to improve<br />
assessment ion both science and PD.H.PE in<br />
2013; and<br />
a cross curricular unit of work has been<br />
planned for English and Visual Arts in 2013.<br />
22
Target 2<br />
Using technology to enhance learning<br />
Our achievements include:<br />
<br />
<br />
<br />
<br />
<br />
<br />
80-100% of staff using Moodle in English,<br />
Social Sciences, and Mathematics;<br />
50% of staff are confident users of Moodle in<br />
all other faculties with the exception of LOTE;<br />
all courses in Senior English, Mathematics,<br />
Science and Social Sciences are available to<br />
students on Moodle;<br />
all staff use DER laptops and deliver at least<br />
40% of theoretical work in Years 9 and 10 and<br />
20% of theoretical work in the senior school<br />
using the laptops;<br />
critical infrastructure has been replaced on<br />
the school network; and<br />
data projects and desktop computers with<br />
speakers have been installed in all classrooms<br />
for which these items were requested.<br />
Target 3<br />
Strengthening our educational community<br />
Our achievements include:<br />
<br />
<br />
<br />
the website is providing a wider range of<br />
information for parents about the school<br />
including excursion permission notes;<br />
the community uses the website as the prime<br />
focus for communication to the school and<br />
wider community;<br />
the school is part of the local schools local<br />
decisions and LMBR pilot implementation<br />
group; and<br />
recognition assemblies have been<br />
implemented and will be strengthened in<br />
2013.<br />
Target 4<br />
Developing flexible and resilient young adults<br />
Our achievements include:<br />
student led activities has increased by 20%;<br />
and<br />
<br />
<strong>High</strong> Resolves was implemented in Year 8 and<br />
20% of Year 10.<br />
<strong>School</strong> evaluation<br />
NSW public schools conduct evaluations to<br />
support the effective implementation of the<br />
school plan. In <strong>2012</strong> our school carried out<br />
evaluation of the English faculty.<br />
Background<br />
The school established a faculty evaluation policy<br />
and program in 2010. The English faculty is the<br />
third faculty to complete a formal evaluation of<br />
three areas of its operation.<br />
The three areas chosen for evaluation were:<br />
<br />
<br />
<br />
Gifted and Talented<br />
– examine GATS strategies used in teaching<br />
and learning in the faculty;<br />
– evaluate the effectiveness of GATS<br />
strategies used in teaching and learning in<br />
the faculty; and<br />
– evaluate student outcomes in GATS in the<br />
faculty.<br />
Curriculum and assessment<br />
– examine programs and documents against<br />
syllabus expectations and GATS policy;<br />
– examine assessment and feedback on<br />
assessment strategies used in teaching and<br />
learning in the faculty;<br />
– evaluate assessment and feedback on<br />
assessment strategies used in teaching and<br />
learning in the faculty; and<br />
– evaluate student’s outcomes on<br />
assessment task in the faculty.<br />
Faculty Team<br />
– evaluate the performance of the faculty<br />
team against negotiated criteria.<br />
Context<br />
The English faculty has, as its focus a<br />
developmental and historical approach to the<br />
development of English language, literature and<br />
culture. All students are provided with significant<br />
and important texts with which to engage at a<br />
high level.<br />
The Department of Education and Communities<br />
(DEC) Gifted and Talented Policy is based on the<br />
work of Frances Gagne. Gagne’s theory of<br />
giftedness and talent emphasizes the need to<br />
23
challenge bright students in their learning and to<br />
provide a compacted curriculum and acceleration<br />
as some of the most appropriate forms of<br />
intellectual challenge.<br />
Methodology<br />
The faculty evaluation took place at a time<br />
negotiated with the faculty and over a two week<br />
timeframe.<br />
It comprised of peer review by a team consisting<br />
of:<br />
<br />
<br />
<br />
<br />
<br />
<br />
Principal;<br />
DP supervising the faculty;<br />
two Head Teachers from within the school<br />
(Head Teacher LOTE and Head Teacher TAS);<br />
a teacher from the faculty next to be<br />
evaluated (science);<br />
NSW Teachers’ Federation representative;<br />
and<br />
the Deputy Principal from James Ruse<br />
Agricultural HS (formerly a HT English) also<br />
viewed faculty documents and provided<br />
additional feedback to the HT English.<br />
The evaluation methodology consisted of:<br />
<br />
<br />
<br />
<br />
<br />
surveys of all students Years 7-12, all parents<br />
and all teachers of English;<br />
interviews of Years 9 and 10 enrichment<br />
students and randomly selected Year 12<br />
students;<br />
interviews of English staff;<br />
review of faculty documentation; and<br />
lesson observations (two lessons selected in<br />
consultation with each teacher were<br />
observed by peers, one junior and one senior<br />
class).<br />
The nine members of the English faculty<br />
completed an online survey within the<br />
parameters of the evaluation.<br />
The Head Teacher completed the online survey,<br />
provided a briefing to the whole evaluation team,<br />
answered questions and gave additional<br />
documentation for the team to review. Twenty<br />
lessons in total were observed by members of the<br />
evaluation team.<br />
Two hundred students participated in the online<br />
survey which was made available to all students<br />
as follows:<br />
<br />
<br />
<br />
<br />
<br />
<br />
twenty Year 7 students<br />
eighteen Year 8 students<br />
twenty four Year 9 students<br />
forty six Year 10 students<br />
forty Year 11 students<br />
fifty two Year 12 students responded to the<br />
survey.<br />
Eighty five parents participated in the online<br />
survey which was made available to all parents as<br />
follows:<br />
<br />
<br />
<br />
<br />
<br />
<br />
nineteen Year 7 parents<br />
twelve Year 8 parents<br />
thirteen Year 9 parents<br />
seventeen Year 10 parents<br />
fourteen Year 11 parents<br />
thirteen Year 12 parents responded to the<br />
survey.<br />
Twelve students from Year 10 participated in a<br />
focus group question session. These students<br />
were part of the inaugural enrichment group in<br />
Year 9, 2011<br />
Twelve students from Year 9 enrichment program<br />
<strong>2012</strong> participated in a focus groups question<br />
session.<br />
Fitfteen students from Year 12 extension courses<br />
participated in a focus groups question session.<br />
Findings and conclusions<br />
Parent Surveys<br />
More than 80% of parents indicate:<br />
<br />
<br />
<br />
the English Faculty was helping their child to<br />
achieve their learning goals and build further<br />
knowledge, understanding and skills in<br />
English;<br />
their child’s English class challenged them<br />
and extended their abilities, knowledge, skills<br />
and written expression;<br />
the pace at which the English course is<br />
covered is appropriate;<br />
24
the length of assessment tasks is appropriate<br />
and the type of assessment tasks is varied;<br />
and<br />
69% of parents indicate that they read the<br />
feedback on their children’s work and that it<br />
is constructive.<br />
Staff Surveys<br />
<br />
<br />
<br />
<br />
staff strongly support that the English<br />
program addresses the needs of gifted and<br />
talented learners;<br />
staff indicate that the frequency of and type<br />
of assessment tasks is varied;<br />
staff noted that students are generally<br />
satisfied with the feedback provided; and<br />
staff described the English faculty as a safe<br />
and positive environment in which to work.<br />
Student Surveys<br />
More than 80% of students indicated that:<br />
<br />
<br />
<br />
the English Faculty was helping them to<br />
achieve their learning goals and build further<br />
knowledge, understanding and skills in<br />
English;<br />
their English class challenged them and<br />
extended their abilities, knowledge, skills and<br />
written expression; and<br />
66.7% of students indicate that the pace at<br />
which the English course is covered is just<br />
right while 19.1% felt the pace was too fast.<br />
More than 75% students indicate that:<br />
the frequency, variety and length of<br />
assessment tasks is just right;<br />
<br />
<br />
the feedback on their work is constructive;<br />
and<br />
95% of students indicate that the English<br />
faculty creates safe and positive learning<br />
environment during class.<br />
Gifted and Talented (GATS)<br />
The following were observations in English<br />
lessons<br />
<br />
<br />
students were in the main challenged and<br />
engaged in English lessons;<br />
staff and student relationships were in the<br />
main warm and focused on learning;<br />
<br />
<br />
<br />
<br />
there was general observation of well<br />
directed class discussion;<br />
the teachers’ love of texts being taught and<br />
passion for English literature and the English<br />
language were evident throughout the<br />
faculty and in all lessons observed;<br />
there was evidence of the explicit use of<br />
GATS strategies in the majority of classrooms;<br />
and<br />
some of the strategies used were:<br />
― different assessments<br />
― open ended tasks<br />
― provocative questioning<br />
― development of vocabulary/<br />
metalanguage and elaboration and<br />
analysis<br />
― high level conceptual overviews<br />
― use of film clips and discussion to<br />
illustrate concepts<br />
― moodle, powerpoints<br />
― exciting open class discussion<br />
― high level of support for choice of<br />
texts which were often conceptually<br />
challenging.<br />
Students noted in survey comments and group<br />
interviews that:<br />
<br />
<br />
<br />
<br />
<br />
<br />
there is a wide difference in views about<br />
English;<br />
some lessons are too teacher directed;<br />
they want more direction in some teachers’<br />
classes;<br />
teachers motivate them when they are<br />
patient and knowledgeable and when<br />
student opinions are valued;<br />
they find lessons exciting in which they have<br />
flexibility and the power to express selves;<br />
and<br />
that there were positive and warm teacher/<br />
student relationships in classrooms in Years<br />
7–12.<br />
Students’ and staff articulation of the goals of<br />
English in the school are consistent with those<br />
25
presented by the Head Teacher and faculty policy<br />
and procedures documents and faculty programs.<br />
Parent survey comments indicated that:<br />
<br />
<br />
<br />
<br />
<br />
there is considerable discrepancy in their<br />
understanding of the English curriculum focus<br />
and faculty expectations;<br />
homework is not as consistently given as in<br />
other faculties such as Mathematics;<br />
learning in English is not perceived as<br />
intensive as in Mathematics;<br />
there was a great variety of responses to<br />
interest in English; and<br />
many parents don’t really know what goes on<br />
or what is expected in English.<br />
Programs and Documentation<br />
The following were observed:<br />
teaching and learning programs Years 7–12<br />
containing explicit GATS strategies<br />
<br />
<br />
GATS strategies supported by high order<br />
thinking activities folders organized for the<br />
faculty by the Head Teacher<br />
Year 9 Enrichment program incorporating<br />
creative writing and independent research<br />
for students identified as highly able in<br />
English<br />
ICT strategies embedded into English<br />
programs<br />
<br />
use of Moodle embedded into programs<br />
feedback sheet proformas and model<br />
feedback examples available for teacher to<br />
adapt<br />
public speaking, debating, writing<br />
competitions, young writers and poetry<br />
competitions used as tools for additional<br />
enrichment for students.<br />
Assessment and Curriculum<br />
Assessment for, and of learning, is well planned<br />
and is a shared responsibility within the faculty<br />
as:<br />
programs specifically articulate GATS<br />
strategies and assessment strategies;<br />
<br />
assessment task samples are clear;<br />
<br />
<br />
<br />
feedback sheets viewed are comprehensive<br />
and demonstrate variations in detail;<br />
effective systems operate in the faculty to<br />
enable faculty team to run smoothly; and<br />
students noted that:<br />
Students’ value:<br />
<br />
<br />
<br />
<br />
― marking turnaround is varied –<br />
students say they wait a long time<br />
with certain teachers;<br />
― more space between English<br />
assessment tasks for Year 12 would<br />
be appreciated;<br />
― they like most texts;<br />
― they would like to have some<br />
assessment tasks using Moodle;<br />
― they like to be taught with the use of<br />
technology, Moodle and power<br />
points;<br />
― the complex philosophy and<br />
historical context underpinning<br />
English teaching is valued by seniors<br />
and that this enriches their<br />
understanding of English;<br />
― creative writing is not as strong in the<br />
junior school as analytical writing;<br />
― seniors liked two part assessment<br />
tasks; and<br />
― the Year 12 viva voce assessment<br />
task was controversial and some<br />
students did not understand the<br />
reasons for its use/ validity as a<br />
replacement for a prepared speech.<br />
being encouraged by the teacher and having<br />
class discussion;<br />
teachers who share enthusiasm;<br />
small group discussions which are student<br />
led; and<br />
the dedicated Moodle site for discussion.<br />
Students would like to see:<br />
<br />
<br />
<br />
fewer deadlines;<br />
weekly seminars;<br />
some more structure in the enrichment<br />
program;<br />
26
class discussion enhanced by a balance of<br />
whole and small group to enable all students<br />
to participate;<br />
more open ended questions;<br />
increased choice of texts within topics;<br />
improved communication for students and<br />
parents as systems are not necessarily<br />
understood;<br />
more use of Moodle to monitor student<br />
work; and<br />
numbers used for senior assessment marking<br />
to improve the transparency of the marking<br />
process.<br />
Faculty Team<br />
Quality relationships and support within a faculty<br />
are key to the effectiveness of teaching and<br />
learning and the development of both individuals<br />
and the sense of team in the faculty.<br />
The members of the English faculty indicated<br />
that:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
the faculty consists of a dynamic and<br />
dedicated group of teachers prepared to<br />
embrace change;<br />
there is a real sense of camaraderie within<br />
the group;<br />
open communication is valued;<br />
consultation and collaboration are part of<br />
faculty culture and are highly valued;<br />
trust and autonomy of staff is valued;<br />
mentoring of new staff is valued;<br />
healthy robust debate within the faculty is<br />
valued;<br />
staff value the articulated roles and<br />
responsibilities;<br />
<br />
<br />
<br />
<br />
social activities are used to support and<br />
promote the faculty team;<br />
the Head Teacher effectively leads the<br />
faculty;<br />
Individual professional learning plans are<br />
encouraged and supported; and<br />
faculty sharing of work is promoted and<br />
expected as part of the faculty culture.<br />
Future directions<br />
The future directions provide recommendations<br />
for future improvement in the faculty. These<br />
recommendations will be monitored by the<br />
principals and supervising Deputy Principal and<br />
are expected to be initiated with a twelve month<br />
period from the end of the evaluation.<br />
GATS<br />
The faculty is expected to:<br />
<br />
<br />
<br />
consolidate the Year 9 enrichment program<br />
taking into account student comments;<br />
expand the Year 10 program to enable the<br />
current Year 9 extension program to expand;<br />
and<br />
develop further the faculty GATS resources.<br />
Assessment and curriculum<br />
The faculty is expected to:<br />
further develop explicit essay writing<br />
strategies and expectations and<br />
communicate and use these with all students<br />
Years 7–12;<br />
<br />
further improve communication with regard<br />
to assessment tasks to parents; and<br />
further expand curriculum delivery by :<br />
Faculty team<br />
― providing more of the classics in the<br />
junior school;<br />
― providing related texts in senior<br />
school as early as possible during<br />
Term 4 of Year 11;<br />
― continue the use of Moodle as<br />
resource , learning and assessment<br />
tools;<br />
― continue to model the mentoring of<br />
teachers; and<br />
― develop and improve communication<br />
strategies to better inform parents<br />
about English and faculty<br />
expectations.<br />
The faculty is expected to put into place practices<br />
to:<br />
<br />
further consolidate the collegial nature of the<br />
faculty team including ensuring equity of<br />
workload and expectations of each staff<br />
member; and<br />
27
further refine the roles and responsibilities.<br />
Parent, student, and teacher<br />
satisfaction<br />
In <strong>2012</strong> the school sought the opinions of<br />
parents, students and teachers about the school.<br />
Their responses are presented below.<br />
Year 12 students answered an exit survey.<br />
They reported that their best memories included:<br />
<br />
<br />
<br />
<br />
<br />
<br />
positive classroom environments;<br />
visits by The Hon Michael Kirby;<br />
Robotics;<br />
IMP;<br />
leadership camps; and<br />
friendship groups.<br />
The advice they provided to the school and<br />
changes they requested include:<br />
more consistent use of technology in<br />
classrooms;<br />
<br />
<br />
<br />
<br />
<br />
<br />
further improvement in classroom learning<br />
environments including bigger desks;<br />
providing more time for revision at the end of<br />
the HSC course;<br />
providing more practice for creative writing;<br />
improved equipment in science;<br />
after school study groups; and<br />
more hands on activities.<br />
Professional learning<br />
Professional Learning in <strong>2012</strong> supported teaching<br />
staff in all faculties in the development of<br />
pedagogy, knowledge of welfare issues and in<br />
beginning to implement the Australian<br />
Curriculum.<br />
Our Term 2 school development day, conducted<br />
by Elevate, centred on supporting students in<br />
their learning with sessions on helping students<br />
to develop effective study skills, the psychology<br />
of peak performance and integrating teaching<br />
towards success principles in teaching and<br />
learning. Staff were able to use this training to<br />
support the work done with students during their<br />
study skills sessions, which are run each year.<br />
In Term 3 our school development day provided<br />
an opportunity for each member of staff to<br />
develop a unit of work to put onto the school’s<br />
Moodle site. This resource provides teachers with<br />
the opportunity to engage students in learning<br />
through the use of a variety of information<br />
communication technology strategies and<br />
provides students with a valuable resource that<br />
can be used from home.<br />
In preparation for the development of programs<br />
for the introduction of the Australian Curriculum<br />
to begin in 2014, the English, Mathematics,<br />
Science and History faculties began the planning<br />
process using professional learning time during<br />
Term 4. This work will be built on in the school<br />
development days during 2013, in particular the<br />
two days at the beginning of Term 2.<br />
There was a strong emphasis on student safety<br />
and welfare in the professional learning<br />
opportunities in <strong>2012</strong>. All staff were trained in<br />
the areas of anaphylaxis and emergency care and<br />
a large proportion also trained in CPR. Individual<br />
staff members were trained in mental health<br />
issues, student resilience and counselling.<br />
However, the main focus for professional learning<br />
was subject based, with teachers attending a<br />
large variety of courses including professional<br />
association conferences, VET network meetings,<br />
the teaching of Shakespeare, Comparative<br />
Studies, Writing in Extension English, internet<br />
literacy, fine food, lighting design, costume<br />
design, Biology, senior Mathematics and the use<br />
of ICT including Moodle, Captivate and<br />
interactive whiteboards in student learning.<br />
Our continuing drive to improve the writing skills<br />
of our students was supported by staff attending<br />
courses on grammar, writing in the secondary<br />
school and developing the Literacy Coaching<br />
programs that are being implemented for Year 7<br />
in 2013.<br />
<strong>School</strong> planning <strong>2012</strong>—2014<br />
The school planning policy provides direction for<br />
the preparation and implementation of school<br />
plans including the identification of priority areas,<br />
intended outcomes and targets that are<br />
consistent with the NSW State Plan and the<br />
Department’s planning documents.<br />
28
<strong>School</strong> priority 1<br />
Outcome for <strong>2012</strong>–2014<br />
Pursuing excellence and recognizing<br />
achievement<br />
2013 Targets to achieve this outcome include:<br />
<br />
development of benchmark means for each<br />
subject and set as targets;<br />
maintenance or improvement of the Band 6<br />
results in each subject when compared to the<br />
2008 -<strong>2012</strong> HSC results;<br />
maintenance or reduction of the Band 5<br />
results in each subject when compared to the<br />
2008-<strong>2012</strong> HSC results;<br />
<br />
reduction of lower than Band 5 results in<br />
each subject by 5%;<br />
preparation and implementation of the<br />
Australian Curriculum for English,<br />
Mathematics, Science and History; and<br />
<br />
refinement of the system for rewarding<br />
leadership and school service<br />
Strategies to achieve these targets include:<br />
<br />
<br />
<br />
<br />
continued focus on and refinement of literacy<br />
interventions that support identified<br />
students;<br />
continue to develop and deliver junior school<br />
literacy initiatives;<br />
implementation of the literacy coaching<br />
model for all Year 7 classes;<br />
provision of access for students from all<br />
classes in senior subjects to recognised<br />
expert teachers in selected topic areas;<br />
review assessment materials across all<br />
courses in the junior school and refine them<br />
to ensure the assessment of higher order<br />
thinking skills;<br />
development of assessment tasks that<br />
contribute to student learning;<br />
identification and implementation of<br />
professional learning opportunities for staff;<br />
<br />
<br />
review leadership and school service award<br />
systems and implement recommendations;<br />
development of cross curricula 100 hour<br />
electives;<br />
<br />
<br />
dedicate staffing resources to personnel to<br />
coordinate the development of teaching<br />
programs, teaching resources and<br />
coordination of professional learning; and<br />
delivery of coursework to senior students in a<br />
lecture – tutorial format providing access to<br />
faculty experts for all students.<br />
<strong>School</strong> priority 2<br />
Outcome for <strong>2012</strong>–2014<br />
Strengthening our educational community<br />
2013 Targets to achieve this outcome include:<br />
<br />
<br />
an increase in the number of hits on the<br />
website and acknowledgment of the school’s<br />
website by the parents, students, staff,<br />
alumni and broader community as a place to<br />
access up to date and accurate information<br />
about the school and its activities; and<br />
meeting the professional learning needs of all<br />
staff as measured by staff survey.<br />
Strategies to achieve these targets include:<br />
allocation of SASS resources for the<br />
maintenance of the website;<br />
<br />
<br />
<br />
review faculty input into the website and<br />
implement reforms;<br />
review the website structure to make it more<br />
accessible;<br />
identification and documentation of staff<br />
career goals;<br />
identification of areas for professional<br />
learning;<br />
<br />
<br />
<br />
promotion of the use of MyPL@Edu;<br />
identification of mentors/instructors; and<br />
provision of after school seminars and<br />
training opportunities in areas such as<br />
meeting the head teacher general selection<br />
criteria to support career development.<br />
29
<strong>School</strong> priority 3<br />
Outcome for <strong>2012</strong>–2014<br />
Developing flexible and resilient young adults<br />
2013 Targets to achieve this outcome include:<br />
<br />
<br />
a reduction in the number of cases of anxiety<br />
identified at major assessment periods by<br />
15%;<br />
the development of three student led school<br />
based initiatives resulting from the <strong>High</strong><br />
Resolves training;<br />
an increase in the number of students by 10%<br />
who activity seek out opportunities to<br />
contribute to the school outside of the<br />
classroom;<br />
<br />
<br />
an increase of 10% in the number of student<br />
undertaking more than one co-curricula<br />
option; and<br />
an increase in the level of resilience across<br />
the student population as measured through<br />
random samples undertaking a resilience<br />
scale checklist.<br />
Strategies to achieve these targets include:<br />
<br />
<br />
<br />
<br />
<br />
the implementation and evaluation of the<br />
<strong>High</strong> Resolves program for all of Year 8 and<br />
implementation of the <strong>High</strong> Resolves<br />
program for 20-30 Year 9 and Year 10<br />
students;<br />
provision of professional learning for the <strong>High</strong><br />
Resolves program for staff;<br />
promotion of the <strong>High</strong> Resolves program to<br />
the students and their parents;<br />
planning for student led activities through<br />
staff and student collaboration;<br />
auditing the current support activities and<br />
identify areas of overlap or intersection to<br />
allow the efficient delivery to all students;<br />
the implementation of acceptance<br />
commitment therapy by counselling team;<br />
<br />
<br />
the training of year advisers in acceptance<br />
commitment therapy principles; and<br />
the training of Years 10, 11 & 12 students in<br />
mindfulness techniques.<br />
30
About this report<br />
In preparing this report, the self-evaluation<br />
committee has gathered information from<br />
evaluations conducted during the year and<br />
analysed other information about the school's<br />
practices and student learning outcomes. The<br />
self-evaluation committee and school planning<br />
committee have determined targets for the<br />
school's future development.<br />
Roslynne Moxham, Principal<br />
David Osland, Deputy Principal<br />
Christine Kemp, Deputy Principal<br />
Penelope Starr, Head Teacher Teaching &<br />
Learning/Welfare<br />
Matthew Dopierala, Head Teacher TAS<br />
Rebecca Cameron, Head Teacher Creative &<br />
Performing Arts<br />
Catriona Arcamone, Head Teacher English<br />
Phillip Niven, Head Teacher Mathematics<br />
Leah Anderson, Head Teacher Science<br />
Janice Eastment, Head Teacher Administration<br />
Garth Chapman, Head Teacher Social Sciences<br />
Evelyn Manson, Head Teacher Languages<br />
Debra Miniutti, Head Teacher History<br />
William Hales, student representative, <strong>School</strong><br />
Council<br />
Harriet Scandol, SRC President<br />
Michel Nguyen, SRC Vice President<br />
Don Newby, <strong>School</strong> Council<br />
John Ockwell, <strong>School</strong> Council<br />
Charlotte Taylor, <strong>School</strong> Council<br />
Ian Reid, P&C Association<br />
Veronique Middleton, <strong>School</strong> Administration<br />
<strong>School</strong> contact information<br />
<strong>Fort</strong> <strong>Street</strong> <strong>High</strong> <strong>School</strong><br />
Parramatta Road Petersham NSW 2049<br />
Ph: +61 2 85851600<br />
Fax: +61 2 95509219<br />
Email: fortstreet-h.school@det.nsw.edu.au<br />
Web: www.fortstreet.nsw.edu.au<br />
<strong>School</strong> Code: 8504<br />
Parents can find out more information about<br />
Annual <strong>School</strong> Reports, how to interpret<br />
information in the reports and have the<br />
opportunity to provide feedback about these<br />
reports at:<br />
http://www.schools.nsw.edu.au/asr Parents can<br />
find out more information about Annual <strong>School</strong><br />
Reports, how to interpret information in the<br />
reports and have the opportunity to provide<br />
feedback about these reports at:<br />
http://www.schools.nsw.edu.au/asr<br />
31