2012 - Fort Street High School

2012
8504
Fort Street High School
Annual School Report
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Our school at a glance
Students
Fort Street High School, established in 1849, is
academically selective. Students travel from 140
suburbs of Sydney to attend the school. The
students represent the mix of what is a highly
multicultural Sydney.
Staff
Fort Street High School staff is dedicated to
providing the best possible learning opportunities
for gifted and talented students. There are 64
teachers and 12 administrative officers on staff.
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Significant programs and initiatives
In keeping with a forward looking focus, the
school community has developed an exit profile
which was refined in 2012. This exit profile
articulates the desired characteristics of students
upon leaving the school. It is the reference point
for decision making about students and student
learning initiatives.
Our aim is that, on completion of Year 12,
Fortians will:
maximise their full academic potential;
have developed individual skills and talents
across a range of areas;
have the learning strategies to equip them to
be independent, self motivated, lifelong
learners;
be emotionally resilient, self reliant – leaders
for the future;
recognise their responsibility to the wider
community; and
have a strong sense of social justice as well as
commitment to fairness and equity.
of Bands 5 and 6 results exceeds the total
performance in either 2010 or 2011. Although
the number of our Band 6 results are not as high
as 2011, of the 520 Band 5 results 96 students
were placed on 88 or 89 marks, 1-2 marks short
of a merit listing.
Students were placed in the top ten in seven
subjects.
One hundred percent of candidates were
awarded Band 6 results in History Extension, (3rd
year in succession), Music Extension, (2nd
consecutive year) and Japanese.
More than 93 percent of students who studied
Accounting and Visual Arts were awarded Band 6
results.
The following students are to be congratulated
for their outstanding achievements. They were
placed in the top 10 in subjects in
the state:
George Bishop 1st in
Accounting (Petersham TAFE)
Marta Krzanowski 1st in Polish
(Saturday School – Ashfield)*
Charlotte Ferrier 3rd in
German Extension and 10 th in
the state in Hospitality
Kimberley Yoon 3rd in the
state in Japanese Extension
(Open High School)*
Student achievement in 2012
The combined total of Bands 5 and 6 results at
the Higher School Certificate continues to climb.
Our students’ results translated into 338 student
performances in Band 6 and 520 student
performances in Band 5, a total of 858. The total
Jack Willis-Craig 5th in
Accounting
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Messages
Arin Harman 7th in Chemistry *
Zachary Gough 10th in English
Extension 2. Zachary has been
invited to submit his work to
Young Writers Showcase
Xia Fan Tu 18th in Mathematics
2U
Ella Sanderson and Paisley Williams’
artworks have been selected for HSC
ARTEXPRESS
Aileen Wang and George Bishop were
nominated for HSC Encore in performance
and competition respectively
*= accelerated student
Principal’s message
The year 2012 was filled
with
excitement,
celebration
and
anticipation.
We were excited at
developing and moving the
school forward using the
school plan 2012-2014 which has the areas of
excellence, innovation and wellbeing as its
cornerstones.
We have continued to celebrate wonderful
achievements across a range of activities in the
school and it has been with great anticipation
that we have watched the progress of the aircraft
noise program.
This program, the result of a long campaign by
the School Council, reached its conclusion in July.
We are most grateful to the federal government
and our local member, Anthony Albanese, for
their commitment and support of the school
through the funding of the $14,500,000 Aircraft
Noise Amelioration Program to insulate the
school from the noise of planes from the flight
path to Kingsford Smith Airport.
Our sincere thanks go to Matthew Spooner, NSW
Public Works and his ever-changing team of
contractors and public works personnel for their
consideration of us as a working school during
the two and a half year works program. It is
testament to Matthew’s leadership that the
program progressed so smoothly. I also take this
opportunity to acknowledge the enormous
workload undertaken on the school side of the
operation by Mr Osland, Mrs Humphrys and Ms
Woodley who tirelessly worked with staff to
ensure minimum disruption to school routines.
Our classrooms are now soundproofed and more
conducive to learning. It is lovely to walk into a
cool room in which the teacher’s voice can be
heard, quite the opposite to the times I sat in W1
trying to engage with Ms Reynold’s German
lessons through the punctuation of incoming
plane sounds every three to four minutes.
The school plan, using innovation and excellence
as the underpinning philosophy to move the
school forward, has seen additional student-led
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activities blossom. It is heartening to have regular
conversations with active and interested Fortians
who wish to take on leadership of additional
sporting and social justice programs.
Our school year has been full of achievements to
celebrate and with only a small space I will
mention some highlights only. The year
commenced with a marvellous Speech Day at
Sydney Town Hall. Our guest speaker, Claudia
Chan Shaw, continued our tradition of linking the
current school to the traditions of former
generations of Fortians. Claudia inspired us both
as an enchanting speaker and as an innovative
business woman and television presenter who
valued her years at the Fort. We celebrated a
year of fine Higher School Certificate results with
students in the top ten places in the state in
seven subjects.
The school year ended with further celebration. It
was an honour and a privilege to nominate The
Honorable Michael Kirby, Fortian 1955 for the
NSW Minister for Education’s Meritorious Service
Award. Michael was presented with the award
for his advocacy of public education along with
musician and music educator Richard Gill at a
ceremony at the William Wilkins Gallery in early
December. Fortians were pleased to be part of
the ceremony. Our jazz ensemble, consisting of
Kate Cousins, Roshan Kumaragee, Joel Smith,
Lauren White, and Ruari Campbell, together with
student leaders Veronica Lin and Hugh Pearce,
performed admirably at the ceremony. Christine
Egan, one of our library staff and school archivist,
and I were also recognised at the ceremony with
Director General’s Awards for Excellent Service to
Public Education.
I certify that the information in this report is the
result of a rigorous school self-evaluation process
and is a balanced and genuine account of the
school’s achievements and areas for
development.
Roslynne Moxham
School Council message
The School Council met regularly throughout the
year to discuss school policy, the allocation of
school funds and the overall planning and
direction of the school.
The focus for all building funds raised in 2012 was
the refurbishment of a science laboratory at a
cost of around $200 000. The School Council was
able to approve the final plans at the end of 2012
and to approve the release of funds held in the
Building Fund by the Fort Street Foundation.
Building commenced at the end of Term 4.
The Aircraft Noise Amelioration Program was also
completed in 2012. Campaigning for this
program began 10 years ago. Thanks go to all
School Council representatives and school
community members in that time who worked
towards it becoming a reality.
The School Council is broadly responsible for the
school budget and has been kept informed of all
plans by the Finance Committee through the
principal. The School Council endorsed the 2012-
2014 Strategic Plan discussed in 2011 and ratified
the acceleration policy, speech day prizes policy
and amendments to the school aim and exit
profiles.
At the start of the year the council endorsed and
supported the school’s application and
subsequent acceptance onto the Local School
Local Decisions pilot scheme. The council has
been kept up to date at every stage of the
process and endorsed the final proposal brought
by the teaching and administrative staff in
November.
A major focus for the School Council in 2014
concerns the end of the DER funding of the
laptop program in 2013, and how the school will
move forward with technology. Discussions
regarding the use of tablets or laptops and their
cost will be ongoing.
The School Council assessed nominations for the
Service Medal given to members of the wider
Fort Street community in recognition of their
outstanding service to the school. Medals were
awarded at a special assembly, and this year the
recipients were Terry Glebe, former Head
Teacher History and school archivist; Marie
Johanson, former Head Teacher Social Sciences
and mock trial coach; Greg Osland, former Head
Teacher TAS and timetable; and John Melville
former P&C President and parent representative
on the School Council.
Dr Kathy Esson
School Council Chairperson
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Fort Street Foundation
In the 2012 financial year the foundation received
donations amounting to $37 002 to the Building
Fund, $19 757 to the Library Fund and $8293 to
the Education Fund. The majority of these
donations were from parents, with additional
donations being made by Fortians and reunion
groups. Donations to the Library and Building
Funds are tax deductible.
As a result, and on the direction of the School
Council, funds were approved to be released
from the Building Fund to refurbish a second
science laboratory at a cost of approximately
$200 000.
In addition to this the Fort Street Foundation was
able to use funds to support the school and
students in other areas. The Education Fund was
used to award three IMP bursaries to students in
financial need and fund additional textbooks for
the Chinese Heritage course program. The
Library Fund was accessed to purchase a
specialised laptop for the visually impaired. The
Building Fund also funded a $13 000 upgrade to
sound equipment in the hall and $12 000 towards
a commercial dishwasher.
The foundation receives an annual donation of
$5000 to fund the Michael Kirby Prize for
performing arts and continues to hold the funds
allocated for prizes awarded at Speech Day.
These funds can only be accessed by the
principal.
Jules Davies
Executive Officer
P & C message
The P&C was highly active in 2012 with teams of
parents responsible for a variety of events and
ongoing activities including the Fort Street
Festival, Uniform Shop, Canteen and Instrumental
Music Program.
Canteen
The canteen committee manages the operation
of the canteen which operates daily to provide
healthy food for Fortians. The May P&C meeting
approved the trial and future implementation of
‘Lunch Monitor’ online pre-ordering and prepaid
lunch system. The canteen operated a limited
trial of the Lunch Cashless Ordering System in
Term 4.
Uniform Shop
The new manager, Gladys Ko, a former parent,
commenced in Term 2 and has been keen to
strengthen the business. The uniform committee
has set up more of the business operations online
with the intension of extending this to a system
for student orders. Uniform prices have been
reviewed and were increased commencing on 1
December 2012.
The committee worked with the SRC to source a
better quality fabric for the girls’ skirt.
All profits from the Uniform Shop are donated to
FSHS and used to support your child’s education.
Website
The P&C has information pages on the school
website: http://www.fortstreet.nsw.edu.au/
under the Community link.
Contact Us
Parents can access P&C information via email
from fortst.pc@gmail.com.
Fort Street Festival
The Fort Street Festival held on 3 June was a
wonderful celebration of our diverse community.
The festival commenced in 2002, the innovation
of the then SRC President, Alexandra Parker, and
it has grown each two years.
The 2012 event was a real testament to the
commitment of the community. The day was
bleak and wet, at time drizzle followed by periods
of heavy showers. Not to be deterred, the P&C
team, the SRC team and staff worked together
with one goal in mind – to make the festival a
success despite the weather.
Thanks and congratulations to:
Finola Carey-Border, the event organiser and
her team.
Harriet Scandol, SRC President and the SRC
team.
Mr Lioutas, our General Assistant, Ms Kemp,
Mr Osland, Ms Manson, Ms Reynolds, Mr Cox
– all of whom worked tirelessly to support
parents and students to make the festival a
success.
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Mrs Humphrys and the office staff for their
work behind the scenes supporting the event
in preparation.
It was fabulous to see so many people out in the
rain enjoying our festival.
Aziz Rahman
P&C President
Student representative’s message
2012 was an adventurous, challenging and
eventful year. Our principle objectives were to
fundraise for the school and for charity, and to
provide events through which the students could
engage in the school and with each other.
The SRC co-ordinated the traditional events
including Valentine’s Day Rose Drive, the Junior
Welcome Dance, the 40 Hour Famine and Famine
Sleep Out and the Christmas Dance.
The Fort Street Festival was the centrepiece of
our events, towards which the SRC worked
tirelessly in association with parents to ensure
that rain or shine (and rain it did!), that our
festival would be a success. The Battle of the
Bands competition proved to be not only shelter
from the rain but also a huge attraction at the
festival, as crowds poured in to enjoy the musical
talent of young people in the local community.
We also actively encouraged other student
groups to hold stalls to become more known
amongst the student body, and by working
together each student-run stall was a hit at the
festival.
Our fundraising focuses were targeted at the
White Ribbon Foundation, an Australian charity
campaigning for an end to violence against
women. We held an international themed trivia
night where a student’s logic, knowledge and
creativity were all challenged. Our White Ribbon
barbeque was a fundraising triumph because we
managed to raise a total of $1200 just from
sausages and gelato. The SRC is determined to
continue its work with White Ribbon.
Outside the fundraising sphere, we explored
some initiatives to do with recognition of
students within the student body and hope to
further develop the ideas in 2013.
In addition to this, the SRC began a new sporting
competition which focused directly on student
involvement and improving the relationships
between the student body and the SRC. The SRC
basketball competition was considered a success
by many who participated. It has been agreed
that the SRC will continue to run sporting
competitions similar to this in the years to come.
2012 has been a long year, a fun year and an
eventful year.
Acting as the executive has been a challenge and
an absolute pleasure and we could not be
happier to hand over the reins to Veronica Lin
and Pamela Vassil for 2013. We would also like to
thank and congratulate our whole SRC team and
our loyal co-ordinator Mr Cox.
Harriet Scandol, President
Michael Nguyen, Vice President
School context
2012 was the school’s 163rd year of operation.
Fort Street commenced as Fort Street Model
School in 1849 and was located at Observatory
Hill in the building which now houses the
National Trust. In its three guises as model
school, academically selective boys’ and girls’
high schools and co-educational selective high
school, it continues to be a flagship of public
education. It is listed 8th in Who’s Who Australia.
Student information
It is a requirement that the reporting of
information for all students must be consistent
with privacy and personal information policies.
Student enrolment profile
There were 928 students enrolled in the school in
2012. Students travel from Campbelltown in the
south west, Hornsby in the north and Penrith in
the west. The school is highly multicultural, with
students who speak the following languages –
Arabic, Bengali, Bilinarra, Bosnian, Burmese,
Cantonese, Chinese, Czech, Dutch, Fijian, Filipino,
French, German, Greek, Gujarati, Hebrew, Hindi,
Hokkien, Hungarian, Indo-Aryan, Indonesian,
Italian, Japanese, Khmer, Konkani, Korean,
Macedonian, Malayalam, Mandarin, Marathi,
Mongolian, Nepali, Oriya, Polish, Portuguese,
Punjabi, Russian, Sinhalese, Slovene, Spanish,
Swedish, Tagalog, Tamil, Telugu, Teochew,
Turkish, Urdu, Vietnamese and Wu.
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Attendance rate
Students
Student enrolment
1000
800
600
400
200
Student attendance profile
100
75
50
25
0
0
Enrolments
2008 2009 2010 2011 2012
Year
Male
Management of non-attendance
Year advisers, Head Teacher Welfare and deputy
principals monitor student absences each week
at Student Welfare meetings. Parents are
contacted by the Student Welfare team after
three days of absence without explanation. A
message system provides parents with
information by mid-day concerning their child’s
absence. Parents are expected to phone the
school upon receipt of an SMS regarding absence.
Post-school destinations
Female
Student attendance rates
2008 2009 2010 2011 2012
Year
School Region State DEC
Fortians 2012 have been offered university places
as follows. Sixty two students have been offered
places at the University of Sydney, fifty six at the
University of NSW, fifteen at University of
Technology, Sydney, eight at Macquarie
University, two at Australian National University,
two at the Australian Catholic University, six at
University of Western Sydney, one at Newcastle
University and one at New York University, Abu
Dhabi.
Fortians are studying 92 different degree courses
which include: architecture, medicine, arts,
science, advanced science, politics, social
sciences, commerce, combined law, law,
pharmacy, actuarial studies, philosophy, media,
applied sciences, business, optometry,
radiography, international and global studies, fine
arts (sculpture), music performance and several
branches of engineering.
A number of students have been offered
prestigious university scholarships to support
their tertiary studies. Scholarships include the
Ted and Susan Meller Memorial Scholarship (a
four year scholarship to NSW Conservatorium),
University of Sydney Merit Scholarship
(Combined Law/Economics), University of Sydney
(Combined Electrical Engineering/Commerce) and
a scholarship to New York University Abu Dhabi
covering fees, tuition, room and board.
Year 12 students undertaking vocational or
trade training
There were 38 students enrolled in the following
vocational education courses.
The Courses studied were:
one student – Disability Services (OTEN)
one student – Fashion Design – HSC (St
George TAFE)
five students – HSC Hospitality – (Fort
Street)
eight students – Hospitality – Preliminary
course (Fort Street)
seventeen students – Accounting – HSC
(Petersham TAFE)
six students – Financial Services – Prelim
course (Petersham).
Of the seventeen students who studied
Accounting for the Higher School Certificate in
2012 two students were placed in the top ten in
the state with one being placed first in the state.
These students studied through our partnership
with Petersham TAFE.
Year 12 students attaining HSC or equivalent
vocational educational qualification
100% of Year 12 students attained an HSC in
2012.
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Staff information
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies.
The National Education Agreement requires
schools to report on Indigenous composition of
their workforce.
There is one staff member who identifies as
aboriginal.
Staff establishment
Position
Number
Principal 1
Deputy Principal(s) 2
Assistant Principal(s) 0
Head Teachers 10
Classroom Teachers 49.8
Support Teacher Learning Assistance 0.4
Teacher Librarian 1
Counsellor 2
Careers Adviser 1
School Administrative & Support Staff 11.4
Staff retention
A Relieving Head Teacher Science was in place in
Term 1 and a Head Teacher Science was
appointed in Term 2. That Head Teacher
relinquished the school at the end of Term 3. A
new Head Teacher Science was appointed from
the merit selection process for the
commencement of 2013.
One teacher retired, another four teachers took
maternity leave for up to a year each at various
times during the year. Three teachers were on
extended leave.
Teacher qualifications
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma 100%
Postgraduate 70%
Financial summary
% of staff
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
Date of financial summary 30/11/2012
Income $
Balance brought forward 872894.11
Global funds 601064.80
Tied funds 231730.49
School & community sources 1214945.51
Interest 41412.38
Trust receipts 230330.15
Canteen 0.00
Total income 3192377.44
Expenditure
Teaching & learning
Key learning areas 406159.43
Excursions 324699.50
Extracurricular dissections 258559.27
Library 22099.62
Training & development 5360.66
Tied funds 143447.63
Casual relief teachers 106202.64
Administration & office 344610.59
School-operated canteen 0.00
Utilities 185459.03
Maintenance 64507.15
Trust accounts 239079.34
Capital programs 43311.96
Total expenditure 2143496.82
Balance carried forward 1048880.62
Of the balance of funds brought forward on
November 30, 2012 $130,086.35 was held in
trust, $222,333.33 was held in tied funds for
specific projects, $282,702.64 was held to cover
unpaid orders, $10,525.52 for unpaid invoices
and $23,191.76 for unpaid casual salaries.
$65,000.00 was allocated for asset replacement
and $80,000.00 for provision of additional assets.
$235,041.02 was left for general purposes
including education programs.
A full copy of the school’s 2012 financial
statement is tabled at the annual general
meetings of the School Council and/or the parent
body. Further details concerning the statement
can be obtained by contacting the school.
School performance 2012
The school’s goal is for students to achieve
personal best and maximize their academic
performance. Personal best in the Fort Street
context means baseline academic performance in
Bands 5 and 6 and the Higher School Certificate
Examination and Grade A and B results at the end
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of Year 10. Our academic goal continues largely
to be achieved.
Bands 5 and 6 results
students specially composed and performed the
incidental music a and integral part of the play.
One hundred percent of candidates were
awarded a Band 5 or 6 result in:
English Extension 2, Mathematics Extension 2,
French Continuers, German Extension, Visual
Arts, Hospitality and Accounting (Petersham
TAFE), Chinese Heritage (Mandarin), Japanese
Continuers and French Continuers.
More than ninety percent of candidates were
awarded a Band 5 or 6 result in:
Mathematics Extension 1 (98%), English
Extension 1 (97%), Geography (94%), Drama
(94%), Engineering (91%), Modern History (90%)
and Mathematics 2U (90%).
More than eighty percent of candidates were
awarded a Band 5 or 6 result in:
English Advanced (85%), Biology (85%), Legal
Studies (80%).
More than seventy five percent of candidates
were awarded a Band 5 or 6 result in:
Economics (78%), PD.H.PE (78%), Chemistry
(77%) and Music 2 (76%).
Our subjects with the most consistent
performances in Band 5 and 6 from 2010 to 2012
are:
Modern History, English Advanced, English
Extension 2, English Extension, Mathematics 2U,
Mathematics Extension 1, Mathematics Extension
2 Biology, Economics, Legal Studies, Music 2,
History Extension, Visual Arts, French Continuers,
Engineering, PE and Accounting.
Seventeen students were named as Premier’s All
Rounders. These students were awarded Band 6
in 10 or more units of study at the HSC.
Achievements
Arts
Drama, Music and Visual Arts collaborated to
showcase and exhibit student achievements at
the Junior (JPAN) and Senior (SPAN) Performing
Arts night.
Year 11 students directed and produced the play
A Respectable Wedding for which Year 10
Visual Arts students attended the Archibald Prize
Sculptures by the Sea and the 18th Biennale of
Sydney.
Ella Sanderson’s HSC Visual Arts body of work, a
painted sculpture, Days of Our Still Life Kit, was
selected for ARTEXPRESS at the Art Gallery of
NSW and Paisley Williams’ HSC Visual Arts body
of work, a sculpture, First as Tragedy, Second as
Farce was selected for ARTEXPRESS Maitland
Regional Gallery.
Music 2012 was another year of excellence from
the student body in Music Performance,
Composition and Musicology.
Highlights of the year include student
performances at:
The Sydney Symphony Orchestra’s Meet the
Music series of concerts
The MLC School’s Australian Music Day.
Instrumental Music Program
Two hundred and four students are involved in
the Instrumental Music Program (IMP).
Thirty seven students were selected by audition
to perform as members of the NSW Public
Schools Music Ensembles. Eight students from
8

Year 7, four students from Year 8, four students
from Year 9, eight students form Year 10, seven
students from Year 11 and twelve students from
Year 12. Students performed in the symphonic
wind ensemble, wind orchestra, string sinfonia,
stage band, stage Band, jazz orchestra
millennium marching band, junior and senior
singers.
Our school ensembles continued to shine in
festivals & eisteddfod competitions with the
following results:
McDonald Performing Arts Challenge
Jazz Ensemble – 3rd place
Big Band – highly commended
Stage Band – 3rd place
Chamber Choir – 2nd place
Wind Ensemble – highly commended
Wind Orchestra – 3rd place
Symphony Orchestra – 1st place
Percussion Ensemble – 2nd place.
NSW School Band Festival
Concert Band – Silver Award
Wind Orchestra – Gold Award
Wind Ensemble – Gold Award
Big Band – Gold Award.
Outstanding Individual Achievements:
Jenna Smith of Year 12 was successful in
gaining a place in the Australian Youth
Orchestra for a season with the renowned
Australian conductor Simone Young; and
Eve Osborn Year 11, Simon Gorta and Lauren
White Year 9 successfully auditioned for
places with the Sydney Youth Orchestra.
English
Two hundred and twenty eight students
participated in the ICAS Writing Competition and
were awarded eight high distinctions, thirty four
distinctions and forty eight credits.
Janek Drevokovsky was awarded the top score in
NSW and ACT for English and received UNSW
ICAS medal.
Arkady de Jong received a special award in the
ICAS Writing Competition and was in the top one
percent in the state.
Two hundred and thirty eight participated in the
ICAS English Competition and were awarded nine
high distinctions, forty six distinctions, one
hundred and seven credits and seventy six
participation certificates.
Four students were awarded highly commended
in the Sydney Morning Herald Young Writers
Competition.
Science
Six hundred students participated in the UNSW
Science Competition and were awarded 25 high
distinctions and 5 distinctions.
Rowan Lembit of Year 7 scored the top result in
NSW and the ACT and was awarded a special
prize.
Forty nine students participated in the Australian
Chemistry Quiz and were awarded 14 high
distinctions, 16 distinctions and 4 credits.
NSW Titration competition
Fort Street High School ranked 11th in New South
Wales.
One Fort Street team qualified for the National
Titration Competition. The students in this team
were awarded:
Charmaine Duong – Gold Medal
James Kim – Silver Medal
Patrick Lam – Silver Medal.
Mathematics
Five hundred and eighty students entered the
Australian Mathematics competition. One
student, Lucillia Lam of Year 7, was awarded a
prize, twenty eight students were awarded a high
distinction, two hundred and seventeen
students were awarded a distinction and two
hundred and sixty two were awarded a credit.
Karl Cheng of Year 7 was also awarded a special
prize.
37th Professor Henry Messel International
Science Summer School
Rebecca Dawkins was one of the 39 students
from Australia accepted in to the 36th Professor
Henry Messel International Science School.
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History
Australian History Competition
Forty seven students participated for the first
time in the Australian History Competition.
Twenty five students were awarded a high
distinction, ten were awarded a distinction and
five were awarded a credit. Janek Drevikovsky
and John Vassil were placed 2nd and 3rd in the
nation in this Australian competition.
History Debating
Fort Street entered the Les Gordon Debating
Competition for the first time. The team of four
Year 10 students Romaan Dulloo, Marcus
McCullough, Janek Drevikovsky and Hugh Cox
won the state wide competition.
Languages
Assessment of Language Competence Certificates
(ALC)
One hundred and seventy-five students sat the
ALC tests in Chinese, French, German and
Japanese. Our students performed creditably, the
majority achieving either high distinctions or
distinctions.
The following groups performed above the state
average:
French Certificate 1 – 40% of our students
achieved a high distinction in listening.
German Certificate 1 – 17% of our students
achieved a high distinction in listening.
Japanese Certificate 1 – 27% of our students
achieved a high distinction in listening.
Chinese Certificate 2 – 77% of our students
achieved a high distinction in listening and
70% in reading.
French Certificate 2 – 52% of our students
achieved a high distinction in listening and
38% in reading.
German Certificate 2 – 21% of our students
achieved a high distinction in reading.
Japanese Certificate 2 – 12% of our students
achieved a high distinction in listening.
French Certificate 3 – 31% of our students
achieved a high distinction in listening and
31% in reading.
German Certificate 3 – 83% of our students
achieved a high distinction in listening and
17% in reading.
Japanese Certificate 3 – 21% of our students
achieved a high distinction in listening and
14% in reading.
Language Perfect World Championships
Students from Years 7 to 12 competed in an online
language competition over 10 days. They
answered a total of 876, 077 questions and we
achieved a global ranking of 8th out of 802
schools and 3rd overall in Australia out of 504
schools. Our Chinese students performed
outstandingly and gained a ranking of second
overall out of 375 schools.
Four students achieved an elite award (10,000+
points) in Chinese, and overall we achieved 26
gold awards (3,000+ points), 18 silver awards
(2,000+ points), 32 bronze awards (1,000+ points)
and 69 credit awards (500+ points).
Social Sciences
Year 10 Commerce Stalls
Year 10 students displayed their entrepreneurial
skills by organising stalls to raise over $1100 for
the charity World Vision. Stalls included
milkshakes, sausage sizzle, chicken kebabs,
cookies as well as a variety novelty stalls.
NSW Department of Fair Trading Money Stuff
Competition
All Year 9 Commerce students entered the NSW
Department of Fair Trading Moneystuff
competition. This competition provides students
with the opportunity to learn about a consumer
and financial issue of their choice and produce a
resource to educate young people about it. One
of our entries on buying mobile phones produced
by Emma Wei, Yi Lian Liu and Linda Xu, was
shortlisted for a prize and their video was played
during the awards ceremony at Darling Harbour.
Australian Economics Competition
Thirty students entered the UNSW Australian
Economics Competition. Cash prizes are awarded
to the top 1% of students.
Six Fortians achieved a high distinction including
five cash prizes.
10

Jack Willis-Craig – $400 national winner,
senior division
John Vassil – $200 state winner, senior
division
Zach Gillies-Palmer – $100 high distinction
Chris Chapman – $100 high distinction
William Chen – $50 high distinction
Ken Tong – high distinction.
Five students were awarded distinctions and a
further eight students were awarded credits.
NSW Geography Competition
One hundred and fifty students entered the NSW
Geography Competition. Ninety five students
were awarded high distinctions, forty four were
awarded distinctions and one student was
awarded a credit. The best school result was
from Finn Bryson in Year 10.
Australian Securities Exchange (ASX) Competition
Ninety-one students from Years 7–12
participated in the Australian Securities Exchange
(ASX) Competition. Jeremy Sun, Year 10, ended
the competition with a profit of $3387, which was
the 30th highest profit of all student syndicates in
Australia and the 8th highest in NSW.
Technology and Applied Studies
Robotics
On Tuesday the 21st of August our Robotics
Teams participated in the RoboCup State Open
Competition at The University of New South
Wales. The teams excelled, winning:
1st in Rescue, 2nd in Rescue, 1st in Dance, and
Award for logbook (Dance).
A month later, six students represented our
school at the National Robocup Competition at
the Australian National University in Canberra.
Darren Nyugen and Stephen Huang won 2nd
Place in Rescue.
Following the National Competition, Simon Ko of
Year 12 participated in the international
competition scoring 22nd place out of 74
contestants.
Australian Vocational Student Prize
In July, Riley Berlecky who completed studies at
Fort Street in 2011
and is now
working and
studying to be a
chef, won the
Australian
Vocational Student
Prize. This award
recognises the
important role vocation education plays in
preparing students for further training and
employment. Throughout Australia up to 500
prizes are awarded each year and winners receive
a certificate and $2000.
Computer Skills competition
One hundred and forty one students participated
in the International Competitions and
Assessment for Schools (ICAS) Computer Skills
competition. The school was awarded eight high
distinctions, sixteen distinctions, sixty six credits
and fifty one participation certificates.
Aurecon Bridge Building Challenge
Year 9 Engineering students, Spencer Ferrier,
Liam Edgeworth, Crystal Wong, and Gayathri
Shankar competed in the Aurecon Bridge Building
Challenge at the NSW Art Gallery. Students
worked within the competition rules to span a
650mm gap with a simple kit of cardboard, balsa
wood, string and glue. Bridges were loaded until
failure to determine the strongest solution and
team members were interviewed and judged by a
panel of professional engineers regarding their
design concept, innovation and their
understanding.
11

Sport
The year 2012 was successful in all facets of
sport. Our students participated in a variety of
sports on Tuesday afternoons and also enjoyed
competing in the schools swimming, cross
country and athletics carnivals throughout the
year with the top performers having the
opportunity to represent the school at a zone,
regional and Combined High Schools (CHS) level.
Year 7 students also participated in a gala day by
competing against Ryde Secondary College,
Marsden High School, Hunters Hill High School,
Concord High School, Burwood Girls High School
and Sydney Secondary College Balmain and
Leichhardt campuses in European handball,
soccer, netball and volleyball.
All students in Year 7–10 participated in the
Premiers Sporting Challenge and received a range
of awards including gold and diamond awards.
The Pierre de Coubertin award 2012 was
presented to Caroline Chong in Year 12 for
excellence in sporting achievements and
participation in sport that demonstrates fair play
and respect for others.
When asked about the sport program Fortians
indicated that the teamwork, making friends with
students at other schools, keeping fit and
healthy, opportunities for leadership skills,
opportunities for students to compete in
competitive sport who may not get to outside of
school, getting to try new and different sports,
and the opportunity to have fun and work with
your friends were their favourite things about
sport.
Grade Sport
The grade sport competition is an interschool
sports competition giving students the
opportunity to compete in a wide variety of
sports against schools in the local area. Fortians
competed in two zones, Northern and Bligh. The
students in Years 9–11 competed in the Northern
Suburbs Zone against Concord High School,
Sydney Secondary College, Burwood Girls High
School, Ryde Secondary College, Marsden High
School and Hunters High School. Year 8 students
competed in the Northern Suburbs Zone or the
Bligh Zone which includes students from Sydney
Secondary College Leichhardt and Balmain
Campus, Tempe High School, Marrickville High
School and Dulwich High School.
In 2012 students had the opportunity to compete
in AFL, basketball, cricket, European handball,
netball, oz tag, rugby league, soccer, softball,
touch football and volleyball.
The following teams were zone premiers:
14s Eastern basketball, Eastern soccer
Eastern cricket and Eastern Boys Oz Tag (Bligh
Zone)
14s competition Northern netball and
Northern cricket (Northern Zone)
15s soccer – boys competition
Opens competition soccer – girls.
Swimming:
Fort Street was the zone swimming champion
school.
One girl was named 16 years zone champion.
Thirteen students represented both the
school and the zone at the regional carnival.
Cross Country:
Fort Street was placed second in the zone
competition by one point.
Four girls were named the zone age
champions.
Thirty five students represented the school
and the Zone at the Regional Cross Country.
Alex Leal Smith of Year 10 was selected to
represent Fort Street, the zone and the
region at the CHS Cross Country Carnival.
12

Athletics:
Three girls and one boy were named zone
athletics champions.
Forty two students represented the school at
zone and regional athletics competition.
Student Wellbeing
Year 7 Transition
Transition to high school is a big step for each
student and a raft of complementary programs in
2012 assist each Year 7 student to adapt to high
school.
Year 11 Peer Support leaders provided training
and orientation into high school through the
whole day orientation, Fortunae during Terms 1
and 2 and at the Year 7 orientation camp.
A successful Year 7 orientation camp was held in
Term 1 2012 at Stanwell Tops. Students
undertook a variety of individual and team work
challenges.
All Year 7 students participated in Fortunae – a
program devised and led by the year adviser and
assistant year adviser. This course is specifically
designed to meet the needs of students new to
high school.
All Year 7 students attended Cyber Shorts – a
drama presentation with a focus on cyber safety
in Term 1. Cyber Shorts, an interactive
performance workshop, looks at the
consequences of our online actions. This
workshop was a springboard to a unit of work on
Digital Citizenship delivered in Fortunae in Term
2.
Study Skills
Year 7 students participated in a workshop
seminar titled Working Smarter, Improving
Results and Reaching Your Academic Potential to
support their transition to high school and
organisation for home study and managing a
range of subjects.
To assist Year 8 students in enhancing their study
skills and homework study habits a seminar titled
Improving Your Results in Secondary School was
held. The aim of this presentation was to assist
students in establishing highly effective study
skills. Issues addressed included homework, study
environment, organisational skills, dealing with
distractions, working well at home, managing
assignments, improving study techniques by
recognising one’s preferred learning style and
improving examination techniques.
Seminars were held for Years 9 and 10 students
which focused on motivation and engagement.
Students participated in a range of games,
information and interactive processes to help
them identify the key mental skills to help them
process challenges into strength and motivation.
A parent and carer session was also held in Term
2 presented by Rocky Biasi of Human
Connections to provide significant adults with
insight into the strategies that could best support
their child’s motivation and engagement with
learning.
Year 11 students participated in seminars Ace
Your Exams which unpacked 12 steps to exam
excellence in Semester 1. At the commencement
of their Year 12 program in Term 4 2012,
students participated in a seminar on goal
setting, motivation and mindsets.
The school funded membership to Enhanced
Learning Online Study Skills Handbook to ensure
that each student could access support at school
and anytime at home to enhance their
organisation for learning, home study and
preparation for assessments and examinations.
This handbook also provided helpful support for
students and their parents and carers for
motivational tips, lifestyle and balance, dealing
with distractions and managing stress.
13

High Resolves
High Resolves, a global citizenship program was
launched for all Year 8 students in 2012. It is
anticipated that this two year global leadership
program will be available to students as they
move into Years 9 and 10.
This program involved participation in two full
day sessions covering the concepts of collective
identity and justice. The first session, collective
identity enabled students to develop skills that
allow them to recognise, critically evaluate and
challenge divisive messages and also explore
what it means to be a global citizen. The second
session, justice, encouraged students to develop
skills that allow them to analyse social situations
without the bias of self-interest, and apply
principles of fairness to social situations to
achieve just outcomes.
One of the indicators of the success of the
program is that 65% of the Year 8 student cohort
have nominated to continue the program in Year
9.
Peer Support
Year 11 Peer Support leaders successfully led
Year 7 students in an orientation program in
Term 1. In Term 2 a second groups of Peer
Support leaders led training in Digital Citizenship
with Year 7 students, with support of Fortunae
teachers.
All students were encouraged to apply for the
experience of being Director General DEC for a
day and one student was successful in her
application and found the day to be extremely
interesting.
Girls Education
A number of girls were invited and participated in
a Young Women’s Leadership Seminar held at
Parliament House.
The Welfare Team designed and implemented a
program which focused on building self respect
for female students in Years 8, 9 and 10. The
program provided opportunities for female
students to view a theatre production by Bamboo
Theatre Crisis of the Female Kind: Planting the
seeds of self respect. This production explored
body image, self esteem, cyber bullying and its
consequences. The play had an all female cast
and was written by women for women. In
addition to this theatre work a Year 10 all female
Drama Ensemble presented a self devised play
Facebook which explored the issues of social
media. Female students in Years 8, 9 and 10 also
participated in a workshop style forum exploring
these issues after the play.
Year 10 girls participated in a whole day seminar
Celebrating Sisterhood which explored the
importance of and issues surrounding identity
and self worth. The seminar was designed to
enhance student self esteem and positive identity
and equip students to identify roadblocks in their
relationships, develop communication skills to
develop healthy relationships.
Boys Education
Year 10 Boys participated in a training seminar
Mighty Men which explored the current
questions, challenges and pressures that young
men navigate as they journey to manhood.
Twenty students in Years 7 and 8 were involved
in the Rock and Water program at Fort Street
High School in Term 2.
Rock and Water is a program that provides a
pathway to self awareness and increased selfconfidence
and social functioning.
14

Rock shows strength. Water shows flexibility and
open communication. We need a mixture of both
as we manage ourselves through our lives.
Camps
The Year 9 camp was held in Term 4 at Tea
Gardens. This camp was designed to encourage
students in safe risk taking, provide approaches
to undertaking new challenges and promote
team building skills.
Prior to Year 10 camp all Year 10 students were
trained to become Peer Support leaders at a
whole day seminar.
Year 10 Camp was held at Kincumber and Year 10
students participated in team building and
challenge activities to build their capacity as Peer
Support leaders and completed their training in
Peer Support. Year 10 students also participated
in a study skills session which focused on study
techniques for senior school.
Learning Centre
Seven staff worked in the Learning Centre to
support students through literacy, integration,
open high school and acceleration progress.
Approximately fifty students were supported
through the learning centre.
These students included seven students who
studied Preliminary Spanish, Japanese, Chinese
and French Extension, and French through the
Open High School in the learning centre.
One student accessed History through distance
education.
Five of seven pathways students accessed the
learning centre each day and were supported as
part time students.
Eight senior students self referred or were
referred for literacy support.
Homework Centre
The homework centre is open two afternoons
each week to support students. It had an average
attendance in total of 34 students per week.
Premier’s Reading Challenge
One hundred and fifty six students from Years
7–9 completed the challenge
Eight students in Year 9 received medals for
completing the challenge every year since
they were in Year 3
Nineteen students received the inaugural
Platinum Certificate for completing the
challenge seven times
Twenty two students received Gold
Certificates for completing the challenge four
times
Fort Street was the top high school in the
state for the number of Platinum Certificates,
placed in 13 th position overall.
Wrap with Love
Twenty five students attended the 10th annual
Knit In at the ABC studios in Ultimo in August.
Five completed wraps, comprising twenty eight
squares each, have been knitted by staff and
students to donate to the Wrap With Love charity
OzSpell
Four hundred and twelve students across Years
7–9 participated in the inaugural national Ozspell
competition.
Two champions were selected to represent Fort
Street at the district level in 2013.
15

Library
One thousand eight hundred and twenty one
new items have been added to the library
collection.
The total current library stock is 33,098 (including
mathematics, science and English class textbooks
and other faculty resources).
Ten thousand nine hundred and twenty one
items were borrowed from December 2011 to
December 2012.
Careers
The Careers office promoted over 200 courses,
expos, fairs, events and activities in 2012.
Programs managed directly by the Careers office
included the Honeywell Engineering Summer
School, Abigroup Autumn Engineering School,
UTS and UNSW Women in Engineering and IT
Programs, National Youth Science Forum,
Women’s Leadership Academy, Rotary and
University of Sydney Model UN conferences,
UNSW Leadership and Learning program and the
University of Sydney HSC courses Mind and
Morality, World Politics and America: Rebels,
Heroes and Renegades.
The Careers Adviser assisted students with
applications for Defence Technical Scholarships,
University of Sydney scholarships, UNSW Co-op
scholarships, DEC Sydney Region Awards,
Director General’s and Minister’s Awards, Order
of Australia awards, the Marie Bashir Peace
Award, as well as applications for the Vocational
Student of the Year award (Sydney Institute
TAFE), the Australian Vocational Student Prize
and for entry to medicine and dentistry at
universities in NSW, Queensland and Victoria.
One hundred and fifty MyCareerMatch profiles
were undertaken online with Year 10 students
and one hundred and thirty students were
interviewed by the Careers Adviser in follow-up
interviews. Throughout the year 25 venues
hosted Year 10 students on Work Experience
placements.
The Careers Adviser continued to administer all
Board of Studies requirements for Years 10, 11
and 12, and administered Special Provisions
applications, as well as liaising on the logistics of
the provisions. The Careers office also continued
to administer the TVET enrolments for the
Financial Services course at Petersham TAFE.
The Careers Adviser attended university Careers
Adviser information days and hosted university
lunchtime talks at the school, attended
Parent/Teacher evenings, Open Evening, Regional
Career and Transition Network meetings and
Selective School Career Advisers meetings. In
2012 the Careers Adviser met parents by
appointment and had discussions with many
parents by phone. The Careers office now has
books which are available for parents, students
and staff to borrow on current and future trends
in careers, the labour market and society.
Chess
Six teams were entered in the Metropolitan
Secondary Schools Chess Teams Competition
through the NSW Junior Chess League.
2 Intermediate, and 4 junior teams competed
throughout term 2.
The Intermediate A Team won their division,
beating Sydney Boys A, and went on to the
regional finals in Term 3 before to exiting the
competition in a knock out round against Sydney
Grammar A.
Academic
In the National Assessment Program, the results
across the Years 3, 5, 7 and 9 literacy and
numeracy assessments are reported on a scale
from Band 1 to Band 10.
The achievement scale represents increasing
levels of skills and understandings demonstrated
in these assessments.
Yr 7: from Band 4 (lowest) to Band 9 (highest for
Year 7)
Yr 9: from Band 5 (lowest) to Band 10 (highest for
Year 9)
and/or
In the Higher School Certificate the performance
of students is reported in performance bands
ranging from Performance Band 1 (lowest) to
Performance Band 6 (highest).
16

Percentage of students
Percentage of students
Percentage of students
Percentage of students
Reading – NAPLAN Year 7
100
80
60
40
20
0
Percentage in bands:
Year 7 Reading
4 5 6 7 8 9
Bands
Percentage in Bands
School Average 2008-2012
SSG % in Band 2012
State DEC % in Band 2012
100
80
60
40
20
0
Percentage in bands:
Year 7 Grammar & Punctuation
4 5 6 7 8 9
Bands
Percentage in Bands
School Average 2008-2012
SSG % in Band 2012
State DEC % in Band 2012
100
80
60
40
20
0
Percentage in bands:
Year 7 Spelling
4 5 6 7 8 9
Bands
Percentage in Bands
School Average 2008-2012
SSG % in Band 2012
State DEC % in Band 2012
100
90
80
70
60
50
40
30
20
10
0
Percentage in bands:
Year 7 Writing
4 5 6 7 8 9
Bands
Percentage in Bands
SSG % in Band 2012
State DEC % in Band 2012
17

Percentage of students
Percentage of students
Percentage of students
Percentage of students
Numeracy – NAPLAN Year 7
100
Percentage in bands:
Year 7 Numeracy
100
Percentage in bands:
Year 9 Spelling
80
80
60
60
40
40
20
20
0
4 5 6 7 8 9
Bands
Percentage in Bands
School Average 2008-2012
SSG % in Band 2012
State DEC % in Band 2012
0
5 6 7 8 9 10
Bands
Percentage in Bands
School Average 2008-2012
SSG % in Band 2012
State DEC % in Band 2012
Reading – NAPLAN Year 9
100
80
60
40
20
0
Percentage in bands:
Year 9 Reading
5 6 7 8 9 10
Bands
Percentage in Bands
School Average 2008-2012
SSG % in Band 2012
State DEC % in Band 2012
100
80
60
40
20
0
Percentage in bands:
Year 9 Grammar & Punctuation
5 6 7 8 9 10
Bands
Percentage in Bands
School Average 2008-2012
SSG % in Band 2012
State DEC % in Band 2012
18

Percentage of students
Ancient History
Biology
Chemistry
Drama
Economics
Engineering Studies
Percentage of students
100
90
80
70
60
50
40
30
20
10
0
Percentage in bands:
Year 9 Writing
5 6 7 8 9 10
Bands
Percentage in Bands
SSG % in Band 2012
State DEC % in Band 2012
Dux: Anthony Vassil
2nd place: Ravi Stephens
3rd place: Puneet Nanda
Sydney University Award for Academic
Excellence: Janek Drevikovsky
Twenty one Fortians were awarded a Grade A in
each subject studied for the whole of the course.
A further 23 students were awarded Grade A and
one student Grade B.
Higher School Certificate
One hundred and sixty three students sat for
Higher School Certificate Examinations. Thirteen
students were pathways students. 100% of
students were awarded a Higher School
Certificate.
Numeracy – NAPLAN Year 9
100
80
60
40
Percentage in bands:
Year 9 Numeracy
100
90
80
70
60
50
40
30
20
10
0
School 2012 School Average 2008-2012
SSG 2012 State DEC 2012
20
0
5 6 7 8 9 10
Bands
Percentage in Bands
School Average 2008-2012
SSG % in Band 2012
State DEC % in Band 2012
RoSA
2012 is the first year without the School
Certificate examination. The Dux has been
calculated based on the highest aggregate of
Mathematics, Science, History Geography and
English from those students who have been
awarded Grade A in each subject in Year 10.
19

Relative performance
English (Advanced)
English Extension 1
English Extension 2
Geography
Legal Studies
Mathematics
100
90
80
70
60
50
40
30
20
10
0
School 2012 School Average 2008-2012
SSG 2012 State DEC 2012
HSC: Relative performance from Year 10
(value-added)
14
12
10
8
6
4
2
0
-2
-4
Low Middle High
School 2012
School Average 2008-2012
SSG Average 2012
Significant programs and initiatives
Student Recognition Assemblies
As a result of the evaluation of speech day in
2011, student recognition assemblies were
established to expand the opportunities to
recognise and acknowledge students’
achievements, academic and leadership.
In 2012 two Student Recognition Assemblies
were held one each semester.
At those assemblies students were acknowledged
for academic achievement, commitment to
learning and/or leadership achievement.
Year 7 – thirty two students
Year 8 – thirty three students
Year 9 – thirty one students
Year 10 – thirty seven students
Year 11 – thirty two students
Year 12 – nineteen students.
Aboriginal education
NAIDOC week
NAIDOC week is one of the ways Fort Street
celebrates the history, culture and achievements
of Aboriginal and Torres Strait Islander peoples.
This year it was celebrated through a whole
school assembly with guest speaker, Walangari
Karntawarra, a talented didgeridoo player, an
accomplished painter as well as a talented
teacher.
Walangari, had a great stage presence and the
sound of his didgeridoo reverberated around the
school hall to the amazement of the students. His
passion extended beyond the music to education
and promotion of all things Aboriginal. He is
committed to improving the lives of his people
and helping ensure that the voice of Aboriginal
Australia is heard. Walangari spoke to the
assembly about his life and his wish for all
Australians to work better together to improve
the lives of all.
The assembly was also used to celebrate the 10
year anniversary of the Mabo judgement. Eddie
Mabo fought for many years through the courts
to overturn the two century fiction of Terra
Nullius ending in the historic High Court which
gave land rights to indigenous Australians.
Opportunities to develop understanding of
aspects of Aboriginal and Indigenous culture
were provided to students in many curriculum
areas. Specific programs using the quality
teaching model have been developed in Science,
Geography, History, Legal Studies and Visual Arts
to include aspects of Aboriginal cultural ideas and
history. Social justice and equity concerns in the
Australian communities related to Aboriginal
housing, education and health issues continue to
be addressed in the Stage 5 Civics program.
20

In junior Geography, students investigated the
Aboriginal perspective of the formation of the
Australian continent as well as the various
Dreamtime stories associated with particular
areas and landmarks. Students also learnt about
the continuing need for reconciliation and
debated the Northern Territory Intervention.
Students, through Personal Development, Health
and Physical Education, continue to address
Indigenous perspectives in units of work. In
particular, Year 8 students investigate and learn
how to perform Aboriginal dance.
In Year 12 PDHPE students study and discuss the
issues of epidimiology and disadvantage,
particularly in relation to aboriginal communities.
The English program addresses Aboriginal issues
in a variety of ways across all years:
Year 7 Myths/Legends incorporates Aboriginal
stories with Greek, Roman, Scandinavian and
other canonical myths.
Year 8 program studies the individual’s place in
the world and the understanding and the valuing
of difference. Texts such as Deadly Unna support
this unit.
Year 9 program has an Australian Identity /
Postcolonial component where students
investigate the unique factors of Australians
beginning with Indigenous Australians. Texts used
are Shaun Tan’s The Rabbits a sympathetic look
at the ‘invasion’ and exploitation of the
Aborigines. Other texts used are Dreamtime
stories, contemporary documents detailing
events of early settlement. Recent and current
public speeches are used to position students to
examine issues relating to modern day Aboriginal
people.
Years 11 and 12 in Area of Study examine texts
addressing issues of Indigenous Australians
particularly in relation to connection to the land
with HSC Belonging, and Preliminary Australian
Identity topics.
In the first year of Elective Drama, Year 9
students delved deeper into studies in Drama and
Theatre, beginning with an investigation of ritual
and the origins of performance, focusing on
Aboriginal and Torres Strait Islander ritual.
In Visual Arts, Years 7–12 students investigated a
range of indigenous artists and art groups and the
statements they make about urban, political,
personal and spiritual beliefs.
The revised junior Visual Arts program included
Aboriginal narrative and storytelling.
Students have also been able to explore the
significance and importance of human rights and
reconciliation challenges in debating.
In Science, Aboriginal astronomy and the use of
fire and friction as well as interpreting stories
from the Dreamtime form parts of junior school
programs. Recognition of country and the
Aboriginal flag raised proudly next to the school
flag have formed part of the school culture for
more than 20 years.
The Year 8 technology program focuses on
aboriginal bush food as part of the food
technology strand.
Multicultural education
Teaching programs continue to be refined in
Stages 4 and 5 using the quality teaching model
with a focus on intellectual quality and
significance. As the student population of Fort
Street High School comes from a diverse range of
cultural backgrounds, it has been important in
our teaching programs to embed quality teaching
practices to support students’ cultural
experiences. In Science, students have studied
the development of scientific thought through
the ages so that they have become aware of the
broad cultural character of scientific endeavours.
Year 10 students attended a Student Anti-Racism
(SARN) seminar and continue to expand SARN
group’s influence in the school. The Amnesty
group formed in 2011 continues to expand and
debate human rights issues. Eight students from
the SRC attended the UNIFEM breakfast and
engaged the school in debate and fundraising to
support women in third world countries.
Respect and responsibility
Respect and responsibility underpin the school
Positive Expectation Policy (PEP) and form the
basis of the school‘s code of conduct. This policy
was developed by the whole school community
and continues to operate effectively within the
school. The school community expects students
to be actively engaged in successful learning as
well as focusing on each student‘s responsibility
to be engaged in the curriculum, to be civil and to
21

espect the supervisory directions of the school
staff.
Learning and behaviour support was provided for
students to ensure that they met the
expectations of the school community. The
positive recognition policy has seen a range of
awards designed and handed out to students.
The PEP program continues to be refined with a
change in structure to the welfare meetings being
implemented to allow a closer focus on designing
responses to individual student issues. Students
involved in Student Anti-Racism Network (SARN),
participated in a number of the SARN Regional
Forums. Forums were led to facilitate and foster
student leadership in combating racism and
promoting harmony within schools.
Regional SARN forums were held at the school
aimed at developing a shared approach to the
resolution of issues and the design of student led
regional initiatives.
The students have also recognised the need to be
more proactive within the school itself. A system
is in place whereby students attend the forums in
Year 9 and then take on leadership roles in Year
10. An SRC member attends SARN meetings in
order to expand participation in projects.
National partnership programs
The school was selected to be part of the 229
schools pilot under local School Local Decisions
and was the recipient of a $50,000 grant. The
community has participated in consultation
around additional staffing to support the unique
needs of the school.
Other programs
Environment Education
Year 10 students took the initiative and led in the
improvement of the environment in the school.
They surveyed and researched issues with regard
to the school bubblers. This resulted in purpose
designed lids being commissioned and installed.
Further plantings at the end of the oval on
Andreas Street have resulted in the beginnings of
a dense native garden.
Volunteering
Volunteering Program continued in 2012 with
students participating in the Premier’s Student
Volunteering Awards and completing the
Volunteering component of the Duke of
Edinburgh scheme. Students undertaking
Premier’s Volunteering receive a Bronze Award
for 20 hours of volunteering, Silver for 40 hours
and Gold for 60 hours. Fortians were awarded
the highest award, Black Opal, in 2012. Students
volunteer in a variety of not-for-profit,
community and charity organisations. A
Volunteering noticeboard promotes volunteering
opportunities for students, who are encouraged
to make their own connections with
organisations around issues of particular interest
or concern to the individual students.
The school continued to offer students the
opportunity to volunteer at Taverners Hill Infants
School on Tuesday and Wednesday afternoons.
This is a most popular activity amongst Fortians
and the staff and students at Taverners Hill are
full of praise for the leadership and friendship the
Fortian volunteers show, both formally in the
classrooms and informally in the playgrounds.
Progress on 2012 targets
Target 1
Pursuing excellence and recognising
achievement
Our achievements include:
improved total of band 5 and 6 results at the
Higher School Certificate;
two recognition of students assemblies each
semester for each year 7-12. Students were
recognised for academic achievement,
leadership and commitment to learning;
an additional program has been designed to
assist in the development of literacy skills.
That program will be introduced into Year 7
2013;
two whole year assessment tasks were
introduced and implemented in every subject
Years 7-12 to improve consistency in
assessment;
a review of assessment tasks in the junior
school has identified the need to improve
assessment ion both science and PD.H.PE in
2013; and
a cross curricular unit of work has been
planned for English and Visual Arts in 2013.
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Target 2
Using technology to enhance learning
Our achievements include:
80-100% of staff using Moodle in English,
Social Sciences, and Mathematics;
50% of staff are confident users of Moodle in
all other faculties with the exception of LOTE;
all courses in Senior English, Mathematics,
Science and Social Sciences are available to
students on Moodle;
all staff use DER laptops and deliver at least
40% of theoretical work in Years 9 and 10 and
20% of theoretical work in the senior school
using the laptops;
critical infrastructure has been replaced on
the school network; and
data projects and desktop computers with
speakers have been installed in all classrooms
for which these items were requested.
Target 3
Strengthening our educational community
Our achievements include:
the website is providing a wider range of
information for parents about the school
including excursion permission notes;
the community uses the website as the prime
focus for communication to the school and
wider community;
the school is part of the local schools local
decisions and LMBR pilot implementation
group; and
recognition assemblies have been
implemented and will be strengthened in
2013.
Target 4
Developing flexible and resilient young adults
Our achievements include:
student led activities has increased by 20%;
and
High Resolves was implemented in Year 8 and
20% of Year 10.
School evaluation
NSW public schools conduct evaluations to
support the effective implementation of the
school plan. In 2012 our school carried out
evaluation of the English faculty.
Background
The school established a faculty evaluation policy
and program in 2010. The English faculty is the
third faculty to complete a formal evaluation of
three areas of its operation.
The three areas chosen for evaluation were:
Gifted and Talented
– examine GATS strategies used in teaching
and learning in the faculty;
– evaluate the effectiveness of GATS
strategies used in teaching and learning in
the faculty; and
– evaluate student outcomes in GATS in the
faculty.
Curriculum and assessment
– examine programs and documents against
syllabus expectations and GATS policy;
– examine assessment and feedback on
assessment strategies used in teaching and
learning in the faculty;
– evaluate assessment and feedback on
assessment strategies used in teaching and
learning in the faculty; and
– evaluate student’s outcomes on
assessment task in the faculty.
Faculty Team
– evaluate the performance of the faculty
team against negotiated criteria.
Context
The English faculty has, as its focus a
developmental and historical approach to the
development of English language, literature and
culture. All students are provided with significant
and important texts with which to engage at a
high level.
The Department of Education and Communities
(DEC) Gifted and Talented Policy is based on the
work of Frances Gagne. Gagne’s theory of
giftedness and talent emphasizes the need to
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challenge bright students in their learning and to
provide a compacted curriculum and acceleration
as some of the most appropriate forms of
intellectual challenge.
Methodology
The faculty evaluation took place at a time
negotiated with the faculty and over a two week
timeframe.
It comprised of peer review by a team consisting
of:
Principal;
DP supervising the faculty;
two Head Teachers from within the school
(Head Teacher LOTE and Head Teacher TAS);
a teacher from the faculty next to be
evaluated (science);
NSW Teachers’ Federation representative;
and
the Deputy Principal from James Ruse
Agricultural HS (formerly a HT English) also
viewed faculty documents and provided
additional feedback to the HT English.
The evaluation methodology consisted of:
surveys of all students Years 7-12, all parents
and all teachers of English;
interviews of Years 9 and 10 enrichment
students and randomly selected Year 12
students;
interviews of English staff;
review of faculty documentation; and
lesson observations (two lessons selected in
consultation with each teacher were
observed by peers, one junior and one senior
class).
The nine members of the English faculty
completed an online survey within the
parameters of the evaluation.
The Head Teacher completed the online survey,
provided a briefing to the whole evaluation team,
answered questions and gave additional
documentation for the team to review. Twenty
lessons in total were observed by members of the
evaluation team.
Two hundred students participated in the online
survey which was made available to all students
as follows:
twenty Year 7 students
eighteen Year 8 students
twenty four Year 9 students
forty six Year 10 students
forty Year 11 students
fifty two Year 12 students responded to the
survey.
Eighty five parents participated in the online
survey which was made available to all parents as
follows:
nineteen Year 7 parents
twelve Year 8 parents
thirteen Year 9 parents
seventeen Year 10 parents
fourteen Year 11 parents
thirteen Year 12 parents responded to the
survey.
Twelve students from Year 10 participated in a
focus group question session. These students
were part of the inaugural enrichment group in
Year 9, 2011
Twelve students from Year 9 enrichment program
2012 participated in a focus groups question
session.
Fitfteen students from Year 12 extension courses
participated in a focus groups question session.
Findings and conclusions
Parent Surveys
More than 80% of parents indicate:
the English Faculty was helping their child to
achieve their learning goals and build further
knowledge, understanding and skills in
English;
their child’s English class challenged them
and extended their abilities, knowledge, skills
and written expression;
the pace at which the English course is
covered is appropriate;
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the length of assessment tasks is appropriate
and the type of assessment tasks is varied;
and
69% of parents indicate that they read the
feedback on their children’s work and that it
is constructive.
Staff Surveys
staff strongly support that the English
program addresses the needs of gifted and
talented learners;
staff indicate that the frequency of and type
of assessment tasks is varied;
staff noted that students are generally
satisfied with the feedback provided; and
staff described the English faculty as a safe
and positive environment in which to work.
Student Surveys
More than 80% of students indicated that:
the English Faculty was helping them to
achieve their learning goals and build further
knowledge, understanding and skills in
English;
their English class challenged them and
extended their abilities, knowledge, skills and
written expression; and
66.7% of students indicate that the pace at
which the English course is covered is just
right while 19.1% felt the pace was too fast.
More than 75% students indicate that:
the frequency, variety and length of
assessment tasks is just right;
the feedback on their work is constructive;
and
95% of students indicate that the English
faculty creates safe and positive learning
environment during class.
Gifted and Talented (GATS)
The following were observations in English
lessons
students were in the main challenged and
engaged in English lessons;
staff and student relationships were in the
main warm and focused on learning;
there was general observation of well
directed class discussion;
the teachers’ love of texts being taught and
passion for English literature and the English
language were evident throughout the
faculty and in all lessons observed;
there was evidence of the explicit use of
GATS strategies in the majority of classrooms;
and
some of the strategies used were:
― different assessments
― open ended tasks
― provocative questioning
― development of vocabulary/
metalanguage and elaboration and
analysis
― high level conceptual overviews
― use of film clips and discussion to
illustrate concepts
― moodle, powerpoints
― exciting open class discussion
― high level of support for choice of
texts which were often conceptually
challenging.
Students noted in survey comments and group
interviews that:
there is a wide difference in views about
English;
some lessons are too teacher directed;
they want more direction in some teachers’
classes;
teachers motivate them when they are
patient and knowledgeable and when
student opinions are valued;
they find lessons exciting in which they have
flexibility and the power to express selves;
and
that there were positive and warm teacher/
student relationships in classrooms in Years
7–12.
Students’ and staff articulation of the goals of
English in the school are consistent with those
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presented by the Head Teacher and faculty policy
and procedures documents and faculty programs.
Parent survey comments indicated that:
there is considerable discrepancy in their
understanding of the English curriculum focus
and faculty expectations;
homework is not as consistently given as in
other faculties such as Mathematics;
learning in English is not perceived as
intensive as in Mathematics;
there was a great variety of responses to
interest in English; and
many parents don’t really know what goes on
or what is expected in English.
Programs and Documentation
The following were observed:
teaching and learning programs Years 7–12
containing explicit GATS strategies
GATS strategies supported by high order
thinking activities folders organized for the
faculty by the Head Teacher
Year 9 Enrichment program incorporating
creative writing and independent research
for students identified as highly able in
English
ICT strategies embedded into English
programs
use of Moodle embedded into programs
feedback sheet proformas and model
feedback examples available for teacher to
adapt
public speaking, debating, writing
competitions, young writers and poetry
competitions used as tools for additional
enrichment for students.
Assessment and Curriculum
Assessment for, and of learning, is well planned
and is a shared responsibility within the faculty
as:
programs specifically articulate GATS
strategies and assessment strategies;
assessment task samples are clear;
feedback sheets viewed are comprehensive
and demonstrate variations in detail;
effective systems operate in the faculty to
enable faculty team to run smoothly; and
students noted that:
Students’ value:
― marking turnaround is varied –
students say they wait a long time
with certain teachers;
― more space between English
assessment tasks for Year 12 would
be appreciated;
― they like most texts;
― they would like to have some
assessment tasks using Moodle;
― they like to be taught with the use of
technology, Moodle and power
points;
― the complex philosophy and
historical context underpinning
English teaching is valued by seniors
and that this enriches their
understanding of English;
― creative writing is not as strong in the
junior school as analytical writing;
― seniors liked two part assessment
tasks; and
― the Year 12 viva voce assessment
task was controversial and some
students did not understand the
reasons for its use/ validity as a
replacement for a prepared speech.
being encouraged by the teacher and having
class discussion;
teachers who share enthusiasm;
small group discussions which are student
led; and
the dedicated Moodle site for discussion.
Students would like to see:
fewer deadlines;
weekly seminars;
some more structure in the enrichment
program;
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class discussion enhanced by a balance of
whole and small group to enable all students
to participate;
more open ended questions;
increased choice of texts within topics;
improved communication for students and
parents as systems are not necessarily
understood;
more use of Moodle to monitor student
work; and
numbers used for senior assessment marking
to improve the transparency of the marking
process.
Faculty Team
Quality relationships and support within a faculty
are key to the effectiveness of teaching and
learning and the development of both individuals
and the sense of team in the faculty.
The members of the English faculty indicated
that:
the faculty consists of a dynamic and
dedicated group of teachers prepared to
embrace change;
there is a real sense of camaraderie within
the group;
open communication is valued;
consultation and collaboration are part of
faculty culture and are highly valued;
trust and autonomy of staff is valued;
mentoring of new staff is valued;
healthy robust debate within the faculty is
valued;
staff value the articulated roles and
responsibilities;
social activities are used to support and
promote the faculty team;
the Head Teacher effectively leads the
faculty;
Individual professional learning plans are
encouraged and supported; and
faculty sharing of work is promoted and
expected as part of the faculty culture.
Future directions
The future directions provide recommendations
for future improvement in the faculty. These
recommendations will be monitored by the
principals and supervising Deputy Principal and
are expected to be initiated with a twelve month
period from the end of the evaluation.
GATS
The faculty is expected to:
consolidate the Year 9 enrichment program
taking into account student comments;
expand the Year 10 program to enable the
current Year 9 extension program to expand;
and
develop further the faculty GATS resources.
Assessment and curriculum
The faculty is expected to:
further develop explicit essay writing
strategies and expectations and
communicate and use these with all students
Years 7–12;
further improve communication with regard
to assessment tasks to parents; and
further expand curriculum delivery by :
Faculty team
― providing more of the classics in the
junior school;
― providing related texts in senior
school as early as possible during
Term 4 of Year 11;
― continue the use of Moodle as
resource , learning and assessment
tools;
― continue to model the mentoring of
teachers; and
― develop and improve communication
strategies to better inform parents
about English and faculty
expectations.
The faculty is expected to put into place practices
to:
further consolidate the collegial nature of the
faculty team including ensuring equity of
workload and expectations of each staff
member; and
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further refine the roles and responsibilities.
Parent, student, and teacher
satisfaction
In 2012 the school sought the opinions of
parents, students and teachers about the school.
Their responses are presented below.
Year 12 students answered an exit survey.
They reported that their best memories included:
positive classroom environments;
visits by The Hon Michael Kirby;
Robotics;
IMP;
leadership camps; and
friendship groups.
The advice they provided to the school and
changes they requested include:
more consistent use of technology in
classrooms;
further improvement in classroom learning
environments including bigger desks;
providing more time for revision at the end of
the HSC course;
providing more practice for creative writing;
improved equipment in science;
after school study groups; and
more hands on activities.
Professional learning
Professional Learning in 2012 supported teaching
staff in all faculties in the development of
pedagogy, knowledge of welfare issues and in
beginning to implement the Australian
Curriculum.
Our Term 2 school development day, conducted
by Elevate, centred on supporting students in
their learning with sessions on helping students
to develop effective study skills, the psychology
of peak performance and integrating teaching
towards success principles in teaching and
learning. Staff were able to use this training to
support the work done with students during their
study skills sessions, which are run each year.
In Term 3 our school development day provided
an opportunity for each member of staff to
develop a unit of work to put onto the school’s
Moodle site. This resource provides teachers with
the opportunity to engage students in learning
through the use of a variety of information
communication technology strategies and
provides students with a valuable resource that
can be used from home.
In preparation for the development of programs
for the introduction of the Australian Curriculum
to begin in 2014, the English, Mathematics,
Science and History faculties began the planning
process using professional learning time during
Term 4. This work will be built on in the school
development days during 2013, in particular the
two days at the beginning of Term 2.
There was a strong emphasis on student safety
and welfare in the professional learning
opportunities in 2012. All staff were trained in
the areas of anaphylaxis and emergency care and
a large proportion also trained in CPR. Individual
staff members were trained in mental health
issues, student resilience and counselling.
However, the main focus for professional learning
was subject based, with teachers attending a
large variety of courses including professional
association conferences, VET network meetings,
the teaching of Shakespeare, Comparative
Studies, Writing in Extension English, internet
literacy, fine food, lighting design, costume
design, Biology, senior Mathematics and the use
of ICT including Moodle, Captivate and
interactive whiteboards in student learning.
Our continuing drive to improve the writing skills
of our students was supported by staff attending
courses on grammar, writing in the secondary
school and developing the Literacy Coaching
programs that are being implemented for Year 7
in 2013.
School planning 2012—2014
The school planning policy provides direction for
the preparation and implementation of school
plans including the identification of priority areas,
intended outcomes and targets that are
consistent with the NSW State Plan and the
Department’s planning documents.
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School priority 1
Outcome for 2012–2014
Pursuing excellence and recognizing
achievement
2013 Targets to achieve this outcome include:
development of benchmark means for each
subject and set as targets;
maintenance or improvement of the Band 6
results in each subject when compared to the
2008 -2012 HSC results;
maintenance or reduction of the Band 5
results in each subject when compared to the
2008-2012 HSC results;
reduction of lower than Band 5 results in
each subject by 5%;
preparation and implementation of the
Australian Curriculum for English,
Mathematics, Science and History; and
refinement of the system for rewarding
leadership and school service
Strategies to achieve these targets include:
continued focus on and refinement of literacy
interventions that support identified
students;
continue to develop and deliver junior school
literacy initiatives;
implementation of the literacy coaching
model for all Year 7 classes;
provision of access for students from all
classes in senior subjects to recognised
expert teachers in selected topic areas;
review assessment materials across all
courses in the junior school and refine them
to ensure the assessment of higher order
thinking skills;
development of assessment tasks that
contribute to student learning;
identification and implementation of
professional learning opportunities for staff;
review leadership and school service award
systems and implement recommendations;
development of cross curricula 100 hour
electives;
dedicate staffing resources to personnel to
coordinate the development of teaching
programs, teaching resources and
coordination of professional learning; and
delivery of coursework to senior students in a
lecture – tutorial format providing access to
faculty experts for all students.
School priority 2
Outcome for 2012–2014
Strengthening our educational community
2013 Targets to achieve this outcome include:
an increase in the number of hits on the
website and acknowledgment of the school’s
website by the parents, students, staff,
alumni and broader community as a place to
access up to date and accurate information
about the school and its activities; and
meeting the professional learning needs of all
staff as measured by staff survey.
Strategies to achieve these targets include:
allocation of SASS resources for the
maintenance of the website;
review faculty input into the website and
implement reforms;
review the website structure to make it more
accessible;
identification and documentation of staff
career goals;
identification of areas for professional
learning;
promotion of the use of MyPL@Edu;
identification of mentors/instructors; and
provision of after school seminars and
training opportunities in areas such as
meeting the head teacher general selection
criteria to support career development.
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School priority 3
Outcome for 2012–2014
Developing flexible and resilient young adults
2013 Targets to achieve this outcome include:
a reduction in the number of cases of anxiety
identified at major assessment periods by
15%;
the development of three student led school
based initiatives resulting from the High
Resolves training;
an increase in the number of students by 10%
who activity seek out opportunities to
contribute to the school outside of the
classroom;
an increase of 10% in the number of student
undertaking more than one co-curricula
option; and
an increase in the level of resilience across
the student population as measured through
random samples undertaking a resilience
scale checklist.
Strategies to achieve these targets include:
the implementation and evaluation of the
High Resolves program for all of Year 8 and
implementation of the High Resolves
program for 20-30 Year 9 and Year 10
students;
provision of professional learning for the High
Resolves program for staff;
promotion of the High Resolves program to
the students and their parents;
planning for student led activities through
staff and student collaboration;
auditing the current support activities and
identify areas of overlap or intersection to
allow the efficient delivery to all students;
the implementation of acceptance
commitment therapy by counselling team;
the training of year advisers in acceptance
commitment therapy principles; and
the training of Years 10, 11 & 12 students in
mindfulness techniques.
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About this report
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
Roslynne Moxham, Principal
David Osland, Deputy Principal
Christine Kemp, Deputy Principal
Penelope Starr, Head Teacher Teaching &
Learning/Welfare
Matthew Dopierala, Head Teacher TAS
Rebecca Cameron, Head Teacher Creative &
Performing Arts
Catriona Arcamone, Head Teacher English
Phillip Niven, Head Teacher Mathematics
Leah Anderson, Head Teacher Science
Janice Eastment, Head Teacher Administration
Garth Chapman, Head Teacher Social Sciences
Evelyn Manson, Head Teacher Languages
Debra Miniutti, Head Teacher History
William Hales, student representative, School
Council
Harriet Scandol, SRC President
Michel Nguyen, SRC Vice President
Don Newby, School Council
John Ockwell, School Council
Charlotte Taylor, School Council
Ian Reid, P&C Association
Veronique Middleton, School Administration
School contact information
Fort Street High School
Parramatta Road Petersham NSW 2049
Ph: +61 2 85851600
Fax: +61 2 95509219
Email: fortstreet-h.school@det.nsw.edu.au
Web: www.fortstreet.nsw.edu.au
School Code: 8504
Parents can find out more information about
Annual School Reports, how to interpret
information in the reports and have the
opportunity to provide feedback about these
reports at:
http://www.schools.nsw.edu.au/asr Parents can
find out more information about Annual School
Reports, how to interpret information in the
reports and have the opportunity to provide
feedback about these reports at:
http://www.schools.nsw.edu.au/asr
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