2011
Bankstown Girls High School
Annual School Report
8254
Student achievement in 2011
Our school at a glance
Bankstown Girls High School continues our
tradition of building the learning success of our
girls over the full six years of secondary schooling.
From Years 7 to Year 12 the school has added
value to their learning so that at graduation they
have grown significantly more than both local
schools and state averages.
Students
In 2011 the student population reached 670 at its
peak with years 9 to 12 being our largest cohorts.
The diversity of the student population continues
to be the school’s greatest strength. The girls
share a range of experiences both culturally,
spiritually as well as in the stories of their
journeys to Australia, that the learning of the
whole school community is greatly enhanced.
Science and English at School Certificate level
continue to grow in achievement reflecting the
success of the school’s sustained focus on literacy
and numeracy programs.
Staff
In the 2011 HSC all English courses, Design and
Technology, Community and Family Studies,
Business Studies and Ancient History courses
were above the state average in achievement.
The highest Australian Tertiary Entrance Rank
(ATAR) was 96.
Of the 60 permanent and temporary teaching
staff in 2011, five teachers completed their
accreditation at Professional Competence with
the NSW Institute of Teachers. One teacher
completed the Maintenance of Accreditation at
Professional Competence process. Bankstown
Girls High School has a history of successful
teacher accreditation supported by a strong
professional learning practice.
Messages
Principal’s message
All teachers participated in continuing
professional learning focused especially on
improving reading, writing and numeracy skills as
well as building students’ capacity to meet their
full learning potential. Our professional learning
programs have been enhanced through the
introduction of a new position, Highly
Accomplished Teacher, who has been charged
with delivering a range of professional learning
for all teaching staff.
2011 commenced with the last event to conclude
our 50th anniversary celebrations, our 2010
Presentation Day ceremony proudly supported by
the NSW Governor, her Excellency Professor
Marie Bashir. It ended with our 2011
Presentation Day again with a special guest, the
Governor General of Australia, her Excellency Ms
Quentin Bryce. The support of such impressive
female leaders has had a marked impact on the
attitude and sense of empowerment of the young
women at Bankstown Girls High School. I am
proud of the way in which our students conduct
themselves in the public arena, compete with
other schools and systems in academic and
sporting competitions and participate in
volunteering and fund raising activities. I believe
that this school is successful in developing
confident young women who are academically
able and positive and powerful influences on
Significant Programs and initiatives
Supported by the Smarter Schools National
Partnership in Improving Teacher Quality,
Bankstown Girls High School has been made a
Centre for Excellence in Teacher Quality 2011 –
2012. Our programs within this initiative focus
on developing and supporting pre-service
teachers, new and early career teachers, as well
as building on the practice of experienced
teachers and leaders within our school and across
our Spoke schools, Birrong Boys High School,
Wiley Park Girls School, Birrong Girls High School
and Bankstown Public School. Through targeted
professional learning we aim to improve learning
achievement for all students with a special focus
on Years 7 and 8 higher ability students.
1
their communities. This report reflects some of
the many ways in which the staff of this school
have contributed to the growth and success of
our students in 2011.
elected by members of their respective years to
represent them and the school. The work of a
member is to aid in decision making processes,
demonstrate leadership and responsibility,
organise school events such as fundraisers, host
and/or contribute to ceremonies within the
school, and be good role models for other
students.
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.
The SRC have worked hard this year. As well as
the regular jobs that come with the role, such as
hosting assemblies, attending meetings and
disposing of staff’s recycling; the SRC members
have also contributed to the school and outside
organisations by advertising to raise awareness
on many issues. This includes White Ribbon Day:
Australia’s Campaign to Stop Violence against
Women, Pink Ribbon Day for the Breast Cancer
Foundation and Purple Ribbon Day, also known
as ‘Spirit Day’ for victims of bullying due to
homosexuality. The SRC aided with these issues
by handing out the ribbons, writing
announcements for the ‘Daily Notices’, speaking
on assemblies about the cause and wearing the
ribbon with pride, encouraging students and staff
to wear the appropriate coloured ribbon and/or
accessories to show their support and
understanding of the cause.
Betty Harper, Principal
Parent Body message
Bankstown Girls High School has an active parent
body which is made up of more than 20 regular
attendees. They are extremely hard working and
committed to the school and their contribution is
highly valued by all members of the school
community.
Many of the members of the parent body act as
parent representatives on merit selection panels
for a variety of vacant teaching and
administrative positions. Again this is another
opportunity for parents and care givers to
contribute to the school community.
With major assemblies and events the SRC
worked both in the spotlight and behind the
scenes in order to allow each assembly to run
smoothly. With the Year 6 Open Day, SRC
students stood at the gates to welcome parents
and future students to Bankstown Girls High
School as well as ushering them into the school
hall. The SRC members continued with touring
guests around the school, and had the
opportunity to do this again during the Year 6
Orientation Day. For these events, the SRC ran
the assemblies, set up the hall and modeled the
school uniform. Not only were they informative
and excellent role models on behalf of the school,
for many it was their first time participating in
these events, so the fact that they ran so
smoothly boosted the girls confidence which is
one thing the SRC work towards achieving.
The parent body meetings are held twice per
term in the school library on a Tuesday at
9.30am. Everyone is welcome to attend and
listen to reports presented by the Principal, the
Deputy Principals, Community Liaison Officers,
Student Representative Council and invited
teachers, program managers and guests. All
parents and community members are
encouraged to be involved in all aspects of the
school.
The SRC body also worked on promoting
numerous organisations within the school, in
particular the promotion of Remembrance Day
and Legacy Day. These two days are symbolic for
Australia thus important to the students at
Bankstown Girls High School. The members
worked alongside the staff to promote the two
events and to show remorse to all the lost men
and women. Legacy Day was managed by the
Mrs Margaret Goneis,
Parent Body President
Student representative’s message
The Student Representative Council (SRC) is a
body of students in Years 8 to 12 who were
2
Year 10 SRC members. Students volunteered to
promote and sell badges outside of the school for
‘Legacy House’.
Student enrolment profile
Enrolments
800
Another event which the SRC students worked on
was World Teachers Day. The SRC students
designed cards for teachers and then personally
signed and decorated the cards. SRC students
also worked with their peers when working on
the cards, showing teamwork, leadership and
responsibility.
Students
600
400
200
0
2007
The year 2011 was successful for the SRC. The
skills that they have learnt from the work they’ve
done will definitely contribute to their futures
and the goals they want to achieve. With the aid
of the student body, staff and parents, the SRC
have been able to accomplish what they’ve
aimed to do, and will be able to prepare with
fresh ideas and suggestions for the next year. In
2012 the SRC will do what they can to contribute
to the school and keep up the school’s good
name by continuing to show leadership and
helping the student body and staff with whatever
they can.
Male
School Captain
School Vice-Captain
2011
It is expected that enrolments will grow in the
near future.
Student attendance profile
School
Rajaa Hablos
2009 2010
Year
Female
Enrolments declined in 2011 from a historically
high level in 2010. Year 7, 8 and 9 have remained
relatively static and account for much of the
decline in enrolments. The decline in enrolments
has come from a relatively low number of girls
across the region. Enrolments in the senior years
have continued to be strong.
State DEC
Region
Mona Baddah
2008
School context
Student information
It is a requirement that the reporting of
information for all students must be consistent
with privacy and personal information policies.
Year
7
8
9
10
11
12
Total
7
8
9
10
11
12
Total
2008
2009
92.6
88.6
89.7
87.3
87.2
88.5
89.1
92.9
90.9
89.4
88.9
89.6
89.6
90.1
2010
92.5
89.2
88.5
90.8
87.5
87.9
89.4
93.7
91.5
90.4
89.1
89.6
90.0
90.7
2011
92.8
85.5
89.4
84.9
86.4
83.0
86.9
93.6
91.4
90.2
88.3
87.9
89.5
90.1
7
92.3
92.6
92.5
8
9
10
11
12
Total
90.0
88.8
88.7
89.4
89.4
89.7
90.5
89.1
88.3
89.1
89.8
89.9
90.1
88.8
87.1
87.6
89.2
89.2
90.9
90.7
89.9
Our overall attendance has decreased from 2010.
This has been a statewide trend; however our
greatest drop in attendance took place in Year 10
and Year 12. With the increased leaving age to
3
17 years old, a number of students in Year 11 and
12 who later enrolled in TAFE, were included in
the absence statistics. Students remained on the
school’s enrolment until there was confirmation
that the courses satisfied the legislative
requirement of 25 hours of TAFE, work or school.
Retention to Year 12
Bankstown Girls High School has continued to see
rising retention rates. The graph below illustrates
that in 2011 not only did the school retention
rate yet again increase but that it increased far
beyond that for the state and beyond those of
our school education group. An increased
retention rate to Year 12 means that our girls are
better placed and better qualified to pursue post
school options such as university, TAFE and
employment.
Increased attendance and punctuality rates are a
high priority at Bankstown Girl’s High School. Our
attendance pattern continues to be affected by a
relatively small number of students who have
either travelled overseas without applying for
Exemption from School Attendance or chronic
non-attenders who are monitored by our Home
School Liaison Officer (HSLO).
Retention to Year 12 (SC to HSC)
100.0
Management of non-attendance
80.0
Bankstown Girl’s High School continues to have a
coordinated approach to student attendance.
Attendance and lateness is managed through an
electronic attendance system using a student ID
swipe card system. The school welfare team,
Head Teacher Welfare, Student Advisers, Home
School Liaison Officer (HSLO), the Police School
and Youth Liaison Officers (SLP & PYLO), school
counselor, transition adviser and careers adviser
all work together to counsel students. Parents are
informed via phone call, letter or formal
interview to improve student attendance and
punctuality. Students who are HSLO referrals,
found truanting or whose attendance is poor are
placed on attendance cards monitored either by
the Head Teacher Welfare or the Student Adviser.
60.0
40.0
20.0
0.0
SC05-HSC07
School
SEG
SC09-HSC11
State
The increase in the school retention rate is a
reflection of the strong individualised approach
to planning student pathways commencing from
enrolment through to the senior years. Students
are appropriately placed and supported in
courses and programs that best suit their needs.
Transition planning is supported by the school
Careers Adviser and the Transition Adviser.
These measures have been effective with our
long term student population but less so with
new students who enroll and bring with them a
history of non-attendance or truancy. Improving
student attendance and punctuality will continue
to be a major focus and priority in 2012.
Post-school destinations
Year 12 students undertaking vocational or
trade training
In 2011, 108 students started the HSC with eight
students leaving early, one moving to another
school, two to full-time TAFE, one to
employment, one signed up with an employment
agency, one undertook Distance Education and
two unknown. Of the 100 students who sat for
the Higher School Certificate (HSC), 73%
completed an ATAR pattern of study while 40% of
students included at least one VET course studied
at school or at TAFE in their pattern of studies.
Student attendance rates
100
Attendance rate
SC07-HSC09
75
50
25
Year 12 students attaining HSC or equivalent
vocational educational qualification
0
2008
School
2009
2010
2011
Year
Region State DEC
Of the 100 students who sat for the HSC, 38%
gained university places, with offers from seven
universities. Thirty four students have taken up
these offers, of the other four students, one
4
student decided to complete her course in
Enrolled Nursing, one opted for a private college,
one deferred and one student chose to do parttime university studies online.
Teacher qualifications
All teaching staff meets the professional
requirements for teaching in NSW public schools.
Qualifications
Thi Nhung Tran achieved the highest ATAR of 96.
While Mona Omais was this year’s recipient of
the UNSW Academic Achievement Award.
Sherrilyn Lal was also successful in receiving both
a UNSW Co-Op Scholarship, as well as a
Cadetship with Audit NSW. Eighteen students are
studying full-time TAFE and three students are
studying part-time TAFE.
Degree or Diploma
100%
Postgraduate
10%
The school does not currently have any
indigenous staff.
Financial summary
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
Eight students are studying at private colleges,
while six students have a traineeship and two
have apprenticeships. Five students are working
full-time and six students are working part-time
with the intention of enrolling in TAFE. Those
students engaged in further studies are either
currently in part-time work or are actively looking
for work to help finance their studies.
Date of financial summary:
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Staff information
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies.
Staff establishment
30/11/2011
$
593 265.12
478 379.86
295 969.29
210 734.29
29 925.00
27 857.45
0.00
1 636 131.01
Expenditure
A large percentage of staff is from language
backgrounds other than English and many are
bilingual. Of the permanent and temporary staff
there are a number of early career teachers, who
have met or are working towards accreditation
at Professional Competency with the NSW
Institute of Teachers. More than 50% of the staff
has teaching experience in excess of 10 years.
Teaching & learning
Key learning areas
Excursions
Extracurricular dissections
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
There were 9.2 permanent school administrative
officers appointed to the school in 2011, as well
as a full-time general assistant and a school
administrative manager. School staffing in 2011
decreased only slightly from the previous year.
Position
Principal
Deputy Principal(s)
Head Teachers
Classroom Teachers
Teacher of Mild Intellectual Disabilities
Support Teacher Learning Assistance
Teacher Librarian
Teacher of ESL
Counselor
School Administrative & Support Staff
Total
% of staff
Number
1
2
9
39.3
1
1.2
1
1.8
0.6
9.282
66.182
Balance carried forward
81 190.46
52 990.69
76 877.23
10 647.04
2 739.11
403 622.20
113 464.11
186 786.35
0.00
94 502.08
36 892.56
51 196.00
77 878.20
1 188 786.03
447 344.98
A full copy of the school’s 2011 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.
5
is a 60 hour Board of Studies endorsed course
and will be entered for them on their HSC.
Although it will not contribute to their ATAR it
will be recorded on their HSC Testamur. It is a
prestigious and highly competitive course.
School performance 2011
Achievements
Music
Lena Nguyen in Year 11 won a Highly
Commended prize for her written piece on Ugo
Rondinone’s artwork titled “Clockwork for
Oracles”. Lena’s work was entered in the
Artwrite: your say on contemporary art
competition run by the Art Gallery of NSW.
Winners were selected by the editors of Art &
Australia magazine and Leeanne Carr,
coordinator of secondary education programs at
the Art Gallery of N S W .
The BGHS Drumming Group had wonderful
achievements in 2011, presenting outstanding
performances at both The Director’s Choice and
Schools’ Spectacular. All students ranging from
Years 8 to 11, made wonderful representatives of
both the Music subject and BGHS community.
Our Choral Group also sang for the local elderly
community at the Bankstown District Sports Club.
All who attended said the girls sang beautifully.
Drama
Visual Arts
Students were exploring styles of performance
both within and outside the Drama classroom in
2011. Having finally set up the new lighting
system in the Drama Room, some students
prepared their Year 12 Individual Project works in
a new ‘light’. As our performance and HSC topic
work continued throughout 2011, students had
opportunities to explore monologue work and
design ideas. Several students achieved pleasing
results in their final 2 Unit Drama examinations.
Year 9 Drama diligently prepared for our
Bankstown Girls Short Film Festival. They wrote,
directed, acted and filmed their films and will be
ready to present for judging in Term 4. The Red
Carpet was out and the final products were very
impressive. Bravo!
Photography students from Year 10 have had the
opportunity
to
interview
practicing
photographers and artists at the Art Gallery of
New South Wales (AGNSW) in the Photographic
Art Forum. A valuable experience for all involved.
Talented art students from Year 9 and 10 had
great success in the Operation Art competition.
Kainaat Islaim and Maeyada Hamed both
received outstanding feedback having their
artworks ranked in the top 50 artworks entered
in the competition this year. Their artworks are
currently being exhibited at the Art Gallery of
New South Wales and will become part of the
Westmead Children’s Hospital permanent art
collection.
Sport
For the second year in a row, Hillary Foya of Year
9 was the proud recipient of a Highly
Commended award for her Harmony Day poster
design Hillary’s poster was selected for display in
The Harmony Day Poster Exhibition at the
University of Western Sydney.
With a fully established Sports Science Lab the
students at Bankstown Girls High School have
developed their skills and knowledge in Sports
Medicine and have continued to promote and
demonstrate healthy lifestyle choices. Success in
and around the sporting arena has continued to
develop ad strengthen with the Combined High
Schools Sports association and their gifted and
talented programs.
Tam Tran and Stella Vu in Year 11 were
selected to participate in the National Art
School Intensive Studio Practice this year. This
6
It was a successful year for PASS electives and
senior SLR in 2011, having taken on a number of
Leadership in Sport programs. Coaching and
refereeing of Year 7 & 8 for our annual Field Days
and refereeing at the 2011 NSW Touch
Association All-Schools Carnival.
Jump Rope for Heart is one of Australia’s most
popular physical activity and fundraising
programs. Bankstown Girls had over 100 students
raising money for a worthy cause, while creating
awareness of the importance of physical activity.
A significant amount of students represented the
school at Zone, Regional and CHS levels in:
Athletics, Cross Country, Swimming, Touch
Football, Oz Tag, Soccer, Basketball, Volleyball
and Cricket. Our Sporting teams successfully
progressed through to third and fourth rounds of
the Sydney South West Knockout Competition.
Individual successes included:

Ina Miloseska – selected to represent Sydney
South West region in soccer at the CHS State
Carnival.

Chanel Steiner – selected to represent
Sydney South West Region in touch football
at the CHS State Carnival.

Twenty-five students progressed through to
the Sydney South West Athletics carnival.

Fifteen students progressed through to the
Sydney South West Cross Country carnival.

12 years relay team progressed through to
Sydney South West Swimming Carnival.
Combined High Schools Sports Association is one
of the biggest gifted and talented sporting
programs in NSW. Apart from our students being
selected to represent in a variety of sports, our
students have continued to be invited to fill roles
as recorders and administrators at Zone, Regional
and CHS Carnivals. This demonstrates our
students’ professionalism and respect that
students have earned within CHS Sports
Association.
The NSW Premier’s Sporting Challenge is an
initiative that aims at getting more students more
active more often.
Bankstown Girls’ High
involvement in 2011 has had fantastic success.
With over 300 students participating and the
school achieving 100 Diamond and 150 Gold
awards, our students were engaged and
motivated to lead healthy active lifestyles.
In addition to supporting our students in the area
of keeping active and promotion of lifelong
physical activity, our Year 11 students were
involved in a House Sport competition that went
over 2 Terms. This program developed
leadership, sportswoman ship and allowed the
students to be physically active in a competitive
environment. As a result of the structure of the
sports program, participation has improved with
attendance for all sport programs being 87%.
Other
Library Programs
On the 15th September 2011 a number of very
keen readers from Year 8 attended the annual
Bookfeast at Haberfield RSL Club. The BGHS
students involved in this special event were
Fatmata Bayoh, Lina Elkahout, Cheyenne Brown
7
and Angelina Tuitupou. The students were
accompanied by the teacher librarian, Mrs
Hawkins. Approximately 600 students, teachers
and authors attended the event and students
were able to chat informally to the 35 authors
who were in attendance. A number of prizewinning authors addressed the audience and
students enjoyed a delicious lunch while chatting
to their guest author. The students also learnt a
lot about writing and publishing in the real world.
manner in which she conducted herself under
demanding conditions. The photograph here
shows Chanel shouldering a 10 kilo bag of rice
which she has just carried up the side of a hill in
35°C heat!!
During Book Week, the Northern Beaches author,
Kirsty Eager visited the school and talked to our
Year 7 and Year 8 students. Kirsty talked at
length about her novels, ‘Saltwater Vampires’
and ‘Raw Blue.’ Students gained an insight into
the creative writing process and were able to
question her and find out the secrets of writing a
good novel which appeals to teenagers. As a
follow up activity, Kirsty will run a number of
writing workshops at Bankstown Girls High
School in 2012.
Public Education Day
Public Education Day is a day when all the work
of teachers, staff, students and parents of public
schools are celebrated nation-wide. This year,
the Public Education Day ceremony took place on
the 26 May 2011.
This year 30 Bankstown Girls High School
students completed the Premier’s Reading
Challenge (PRC).These students read 20 books
during the year and had their names published in
the Sun Herald and received certificates signed by
the Premier Mr Barry O’Farrell.
th
Four outstanding students reviewed selected
books for the Department of Education and
Training and these reviews were also published in
the Sun Herald. The reviews were of such a high
quality, they were chosen above the work of all
students throughout New South Wales. The
students whose reviews were published were
Debbie Ngo, Lisa Nguyen, Fatima Dabeja and
Golab Mirabagheri. Congratulations go to those
outstanding students.
Mateship Trek
Year 11 student Chanel Steiner had the
opportunity to travel to Borneo in the school
holidays to participate in the Sandakan Mateship
Trek. Selected students from across Bankstown,
Punchbowl, Sutherland Shire and Port Macquarie
joined with Members of Parliament for a 7 day
trek following in the footsteps of Australian
soldiers who were captured by Japanese soldiers
in World War II. Chanel was selected based on
her leadership potential, age and level of fitness,
which was an extremely important criterion
considering the trek covered the last 140km of the
Death March route.
Chanel represented the
school community very well and we are
extremely proud of her achievement and the
The ceremony began with the official opening of
the Bankstown Girls High School Fitness Lab. The
opening was accompanied by the Tongan Dance
Group and a ribbon cutting ceremony.
The ceremony then moved to the Hall, where
staff, students (Years 7, 8, 11), parents and
invited guests had the opportunity to attend this
assembly. Once everyone was seated and settled,
the assembly commenced with Mrs Harper, our
school Principal addressing the school
community.
8
Awards were then
presented by Mr
Borg to community
members who have
assisted in the
development of the
Bankstown
Girls
High
School
community. Many
performances then
showcased
our
incredible talents in
public
speaking,
music, dance and drama and all who were
present were amazed at the professionalism of
our girls.
Percentage in bands:
Year 7 Writing
Percentage of students
40
30
20
10
0
4
5
6
Bands
7
8
9
Percentage in Bands
At the conclusion of the ceremony, all staff,
parents and community members were invited to
enjoy morning tea in the common room,
provided by the Year 12 Hospitality class. Overall,
the assembly ran smoothly and was enjoyed by
all who attended.
State DEC % in Band 2011
The following graph shows the performance of
our Year 7 students in reading. 97.8% of our
students achieved results in band 5 and above
which means they are working at or above
minimum national benchmark standards with
25% working well above these standards. This
highlighted a significant improvement in the
reading results of our students due to a specific
and targeted reading program.
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.
Percentage in bands:
Year 7 Reading
50
Percentage of students
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)
Literacy – NAPLAN Year 7
The NAPLAN (National Assessment Program
Literacy and Numeracy) was held in May 2011
and provided teachers and parents with
information on each new student’s literacy skills
in the areas of reading, writing, spelling and
grammar and punctuation.
40
30
20
10
0
4
5
6
Bands
7
8
9
Percentage in Bands
The following graph shows the performance of
our students in writing. 95.6% of our students
achieved results in band 5 and above which
means they are working at or above minimum
national benchmark standards with 18% working
well above these standards. This shows a
consistent improvement in the upper bands in
writing over the past few years.
School Average 2008-2011
State DEC % in Band 2011
In 2011 the Year 7 spelling results remained
relatively consistent with the previous year’s
result and was higher than the school’s long term
average . In the area of grammar and punctuation
9
even though 93% of students were placed in
bands above the minimum standard our students
struggle with this area of literacy. Many students
again did not understand terms or rules.
Percentage in bands:
Year 7 Numeracy
Percentage of students
40
In 2012 Year 7 will continue to have a designated
literacy period built into the school timetable
which will specifically target grammar and
punctuation as well as the introduction of an
Essential Learning Period (ELP) which will target
both literacy and numeracy skill development.
30
20
10
0
Numeracy – NAPLAN Year 7
4
The NAPLAN (National Assessment Program
Literacy and Numeracy) provided teachers and
parents with information on each new student’s
numeracy skills in the areas of Space and
Geometry, Number, Data Measurement and
Patterns and Algebra.
5
6
7
Bands
8
9
Percentage in Bands
School Average 2008-2011
SSG % in Band 2011
Literacy – NAPLAN Year 9
The following graph shows the performance of
our Year 9 students in spelling. 93.4% of our
students achieved results in band 6 and above
which means they are working at or above
minimum national benchmark standards with
25% working well above these standards.
The Year 7 results indicated that 87% of students
are performing at band 5 or above in overall
numeracy achievement which means they are
working at or above minimum national
benchmark standards with 17.7% working well
above these standards. 50.6% of our students
achieved a growth of more than 50% from their
achievement in the Year 5 Basic Skills Test. 65%
of our Year 7 students fell in Bands 5 and 6 which
indicates that many students enrolling into Year 7
have below average numeracy skills with 13% of
students below minimum national benchmark
standards which is a decline in overall numeracy
from 2010.
Percentage in bands:
Year 9 Spelling
Percentage of students
30
In an attempt to improve our results in Year 7
numeracy in 2012 there will be a targeted
program early in Year 7 to specifically teach many
of the numeracy skills required in NAPLAN in
Mathematics and across all KLA areas. Emphasis
will be placed on the explicit teaching of problem
solving strategies with a focus on mathematical
literacy throughout 2012.
20
10
0
5
6
7
8
Bands
9
10
Percentage in Bands
School Average 2008-2011
State DEC % in Band 2011
The following graph shows the performance of
our Year 9 students in reading. 85% of our
students achieved results in band 6 and above
which means they are working at or above
minimum national benchmark standards.
10
Percentage in bands:
Year 9 Reading
Percentage in bands:
Year 9 Numeracy
40
Percentage of students
Percentage of students
40
30
20
10
30
20
10
0
0
5
6
7
Bands
8
9
5
10
6
7
Bands
8
9
10
Percentage in Bands
Percentage in Bands
School Average 2008-2011
School Average 2008-2011
SSG % in Band 2011
State DEC % in Band 2011
School Certificate
In the School Certificate the performance of
students is reported in performance bands
ranging from Performance Band 1 (lowest) to
Performance Band 6 (highest).
Students whose individual results indicate
negative or minimum growth in NAPLAN will be
monitored and assisted through intensive literacy
support programs in the Learning Centre. Our
2012 school targets have been well informed by
these results with the aim to move students into
the higher bands.
In 2011, 101 students sat for the School
Certificate external examinations in English
Literacy, Mathematics, Science, Australian
History, Civics and Citizenship, Australian
Geography, Civics and Citizenship and Computing
Skills. Student performance is reported in
performance bands ranging from Performance
Band 1 (lowest) to Performance Band 6 (highest).
Some School Certificate courses are assessed at
the school level. These results are reported in
grades from A to E. (Grade A indicates excellent
achievement and grade E indicates elementary
achievement).
Numeracy – NAPLAN Year 9
The Year 9 student results indicated that 79% of
our students are in band 6 and above which
means they are working at or above minimum
national standards. This is reflective of the 2010
results with the same percentage of students in
these bands. However, this is a decline in overall
numeracy with 10% of them working well above
these standards compare to 19% last year. In
overall numeracy our student’s growth rate was
11.3 % below the state’s average growth rate.
Students at Bankstown Girls High School
performed well in all School Certificate
examinations with the almost total elimination of
students achieving band 1. In English Literacy
23.76% of students achieved Band 5 or 6 a
dramatic increase on the previous year. In
Mathematics 11.88% of students achieved Band 5
or 6, a small increase from the previous year.
Science results decreased slightly from the
previous year, with 14.85% of students achieving
a Band 5 or 6.
A close analysis of the results have indicated that
there is a greater need to concentrate on the
areas of number, Data, Measurement, Space and
Geometry and Patterns and Algebra. This has
informed our 2012 school targets and as a result
in 2012 improvement in numeracy continues to
be a major school focus. The START card strategy
will be expanded on in all classrooms with a
continued emphasis on explicit teaching of
problem solving techniques and mathematical
literacy. This will be strengthened with the cross
KLA focus of the Essential Learning Period
numeracy program.
In Australian History 12.87% of students achieved
a Band 5 or 6, a slight increase on the previous
year’s result. While in Australian Geography
12.87% of students achieved a Band 5 or 6 an
11
increase on last year’s result. These results
indicate that strategies put in place to increase
the number of students in the higher bands is
increasingly successful. In 2012 there will be a
continuing emphasis on effective teacher
feedback,
strategic
questioning,
literacy,
numeracy, thinking and ICT skills across all KLA’s.
bands (Band E4 being the highest) in extension
courses.
School Certificate relative performance
comparison to Year 5 (value-adding)
Bankstown Girls High School has continued to
add significant value to student achievement over
time. The following graph shows the average
relative performance for all students in the
school in each of the School Certificate external
examinations.
Percentage of students
5
School Certificate: Relative performance
from Year 5 (value-added)
0
School 2011
School Average 2007-2011
SSG Average 2011
Computer Skills
AGC&C
AHC&C
Science
Mathematics
English
5
School
2011
School
Average
2007-2011
SSG
2011
Ancient History
71.5
69.3
66.9
Biology
63.2
65.3
67.8
Business Studies
71.6
68.8
67.6
Chemistry
63.6
65.4
64.9
74.1
CAFS
72.8
70.9
71.1
72.6
Design & Technology
79.7
71.8
71.3
73.3
Drama
72.0
68.4
72.6
75.2
Economics
59.3
66.0
English (Standard)
61.3
63.4
60.4
English (Advanced)
78.6
79.0
72.9
ESL
77.5
71.0
English Extension 1
90.7
71.7
71.2
79.5
Legal Studies
65.6
68.0
68.8
72.2
General Mathematics
60.3
62.7
64.5
66.4
Mathematics
68.9
71.3
68.6
76.2
Mathematics Extension 1
73.0
75.1
71.5
Mathematics Extension 2
83.3
81.2
Modern History
69.3
68.7
History Extension
64.8
70.3
Music 1
71.8
70.8
76.4
PDHPE
62.3
66.6
70.0
Studies of Religion II
68.6
68.6
Visual Arts
76.0
81.4
French Beginners
59.6
59.6
74.4
Business Services
64.5
63.5
68.5
Hospitality
67.4
68.4
74.5
Retail Services
71.0
69.4
71.8
Course
In English Literacy, Mathematics, Science,
Australian History and Australian Geography, the
relative growth rate in performance (valueadded) was well above the average for similar
school groups. All courses showed high relative
growth grates compared to the overall school
average except Australian History.
State
2011
70.4
71.5
70.8
73.7
62.8
79.1
73.9
81.4
84.2
65.7
73.1
76.0
78.3
72.0
72.7
74.6
76.5
In 2011, 100 students were entered with the
Board of Studies for the HSC of which eight
students completed a Life Skills HSC. The school
offered a wide variety of Board Approved
Courses, including three Vocational Education
and Training (VET) courses delivered on site as
well as Board Endorsed and Life Skills courses.
Students also studied VET courses at TAFE and
Certificate II in Allied Health Care at Bankstown
Hospital. Life Skills students studied English,
Creative Arts, Society, Civics and Citizenship,
Work and Community and TAS.
Growth was particularly strong in Science, with a
strong positive result compared to an overall
negative school average over the period 20072011. Average growth in the Computer Skills
examination was well above expectations
exceeding greatly both the long term school
average and the growth for similar school groups.
Our HSC results have continued to demonstrate
above state average achievement in Ancient
History, Business Studies, Community and Family
Studies, Design and Technology, English ESL and
English Extension 1. These results continue to
demonstrate a consistent trend of improvement
Higher School Certificate
Student’s performance is reported in six
achievement bands (Band 6 being the highest
level) for 2 unit courses, and four achievement
12
across the school and in all KLA’s. There has been
particularly strong above average school growth
in Drama, Mathematics Extension 2, Modern
History, Music, Business Services and Retail
Services. In 2012 there will be a continuing
emphasis on moving students into the higher
bands.
Higher
School
Certificate
performance
comparison
to
Certificate (value-adding)
Minimum standards
The Commonwealth Government sets minimum
standards for reading, writing, grammar and
punctuation, spelling and numeracy for Years 3,
5, 7 and 9.
The performance of the students in our school in
the National Assessment Program – Literacy and
Numeracy is compared to these minimum
standards. The percentages of our students
achieving at or above these standards are
reported below.
relative
School
HSC relative (value-added) performance is a
measure of the progress the students have made
compared with students who performed at a
similar level in the School Certificate. The relative
performance is calculated separately for each
HSC course a student completes. A positive
relative performance means a student is
performing above expectations.
Percentage of Year 7 students achieving at or
above minimum standard (exempt students
included)
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
The following graph shows the school’s value
added data has again been excellent this year. In
2011 in the areas of low and middle relative
performance, the relative performance of our
HSC students was well above the state average
and the average for our SSG. When the Year 12
HSC results of 2011 are compared with those
achieved by the same students in the 2009
School Certificate, the average growth or valueadded achieved was between 1 and 6 points
higher than average.
Percentage of Year 9 students achieving at or
above minimum standard (exempt students
included)
In the area of higher performing students,
although relative growth was significantly higher
than SSG, growth was not as high as the school
average. The high value-added results of the
school are indicative of the large emphasis placed
on high academic achievement across the whole
school.
Percentage of students
85.1
83.5
93.4
Grammar & Punctuation
76.9
Numeracy
78.7
Aboriginal education
In 2011 there were seven Aboriginal students
attending Bankstown Girls High School, which
was a slight decrease from the previous year.
Each student was mentored by the school’s
Aboriginal Education Officer and provided with
an Individual Education Plan.
6
4
Throughout the year our indigenous girls
participated in various celebrations including
NAIDOC Week, National Sorry Day and
volunteering at festivals in the local community.
In addition, our girls participated in dance
performances in and throughout the Bankstown
area.
2
0
-2
-4
-6
Middle
Reading
Writing
Spelling
Significant programs and initiatives
HSC: Relative performance from Year 10
(value-added)
8
Low
97.8
95.6
91.1
92.2
86.7
High
The school also participated in the ‘Norta Norta’
Program aimed at improving the literacy
standards of targeted Aboriginal students who
have not reached minimum national benchmark
School 2011
School Average 2007-2011
SSG Average 2011
13
standards in Literacy in NAPLAN. Aboriginal
Education continues to be embedded across all
KLA’s.
Respect and responsibility
Bankstown Girls High School has an active and
experienced Welfare Team that run programs
specifically designed to cater and care for girls
aged 11-19 years old. Our main initiatives are
related to our coordination of the Attendance
Policy, Anti-Bullying Program, Vaccination
Program, Student Mentoring Program, Peer
Mediation Program and the Volunteering
Program.
Multicultural education
Multicultural education continues to underpin
many of our teaching and learning programs at
Bankstown Girls’ High School. The staff
recognises the importance of teaching an
inclusive curriculum whereby all students feel
valued and recognised regardless of cultural or
religious backgrounds.
Each year, Student
Advisors run a variety
of welfare program
that teach leadership
skills and promote
resilience
and
connectedness to the
school. All students
are welcome to join.
In
2011
these
programs included:
Peer Support, LIMS
(Leadership in Middle
School) Program, STARS (Students Taking Active
Roles) Program, Banksia Bunnies (assisting
primary students), Peer Support Leadership and
the Student representative Council.
In 2011 we continued to meet the needs of our
culturally diverse student cohort through a
number of teaching and learning programs. For
example our ESL students were supported
through a variety of teaching strategies and
approaches. This included team teaching, small
withdrawal groups and intensive literacy and
numeracy development delivered through the
Learning Centre.
Peer Mediation involves Years 10, 11 & 12
students who are trained in Restorative Practice
and use their skills as a first step in sorting out
problems between younger students. These
students are invaluable as part of the school’s
Anti-Bullying Program.
Similarly we have continued to support
International Students both through teaching and
learning as well as welfare initiatives. The
International Students have a designated coordinator who oversees the students’ needs at
school and keeps staff informed of any relevant
information pertaining to the students. Success of
this program is evident in the majority of senior
international students achieving ATARs in the mid
90s range. Consequently these students have
been able to pursue their choice of tertiary
education courses.
The Premier’s Volunteering Challenge was
successful where Years 9, 10, 11, & 12 students
earned certificates for the hours they put into
environmental and fund raising projects for
community organisations such as the RSPCA and
Landcare. The volunteers also worked in the
school garden which was created as a joint
project with the Environmental Committee.
The Welfare team also organised the school’s
involvement in a range of Community Link
Projects such as; Red Cross blood donation
involving the senior students continuing their
community responsibilities at Liverpool Hospital
and Standing Tall which was a joint venture with
Bankstown Police Force and gave Year 10 Arabic
students the opportunity to understand and
value policing in the Bankstown area.
The social and learning needs of the students at
Bankstown Girls High School continue to drive
many of the initiatives offered. We recognise that
a school with a population of over 98% NESB
must continually evaluate and address the
programs delivered to the students in order to
remain sensitive to the ever changing profile of
our student cohort. We are confident that we are
succeeding by the steady number of IEC as well
as International Student enrolments.
Students also celebrated Purple Ribbon Day and
attended assembly where the sad issue of teen
14
suicide was raised. As a result of this the SRC
requested that the Kids Helpline screen saver be
put on all the Library computers in 2012 so all
students could have easy access.
resulted in increased engagement and
commitment of students to their learning
outcomes. Teachers were offered a range of
professional development around ICT including
web 2.0 tools and best use of interactive white
board (IWB) technology.
National partnership programs
Centre for Excellence National Partnership for
Teacher Quality
A partnership established with the University of
Newcastle, assisted staff in programming,
research knowledge and sharing of teaching and
learning
practice,
including
reciprocal
observations to enhance quality teaching.
Bankstown Girls High School was named a Centre
for Excellence in Teacher Quality in 2011. This
Federally funded program aims to demonstrate,
develop and share high quality teaching, leading
to improved outcomes for students. The
appointment of a Highly Accomplished Teacher
and a dual focus on school improvement and
building strong links with other schools, the
community and higher education providers,
supports quality teaching and improved student
outcomes.
2011 has seen the implementation of a range of
supporting strategies for new teachers, including
mentoring by highly accomplished and
experienced teachers.
Another partnership was established with the
University of NSW to ensure better integration
between the theory of teaching (university study)
and the reality of teaching practice. A major
initiative was the professional learning
workshops delivered to practicum students by
the HAT. The aim was to improve the quality of
the professional experience (practicum), through
targeted professional learning,
This was demonstrated through several projects
undertaken in 2011. Ongoing professional
learning was completed by early career teachers
across all sites as was active support of staff to
gain accreditation at the higher levels, and for
probationary teachers at the level of professional
competence.
Feedback provided to the school and University
overwhelmingly showed that the program
supported the development of future teachers
and will again be implemented in 2012.
The teachers of the 7A and 8A higher ability
These programs will continue in 2012 to provide
continuity of learning at BGHS and its spoke
schools and to continue to develop and build the
capacity of teachers to be leaders of learning in a
technology rich quality learning environment.
Other programs
Priority Schools Program
In 2011 PSP funding was further used to
consolidate the work that has been ongoing at
the school in terms of improving literacy and
numeracy outcomes as well as offering
enrichment opportunities to more able students.
PSP allowed for the Enrichment Officer to work
with a number of staff members on
differentiating the curriculum for more able
students and to apply these strategies and
practices in the classroom. PSP contributed to
supporting the provision of self-directed learning
and higher order thinking skills and problem
solving by providing the time and personnel to
work with the higher ability Year 9 and 10
students in producing a quality school newspaper
as a Gifted and Talented initiative.
classes (learning powered classroom) were
involved in developing and sharing high quality
teaching and learning through analysis of student
data to create individual education plans and
reflection journals for students. Teachers were
supported in their practice through activities such
as staff Professional Learning workshop days,
planning meetings and in programming including
authentic assessment tasks and marking rubrics.
Students were mentored by teachers to assist in
addressing their specific areas of need and
achieving their learning goals. A main focus of
the project was to increase the use of ICT in the
classroom by the teacher. This initiative has
15
Other main focus areas continued to be those of
improving literacy and numeracy skills for Years
7, 8 and 9 particularly where NAPLAN results
indicated students were performing below
national
benchmark
standards.
Literacy,
numeracy and enrichment coordinators have
continued to implement strategies and initiatives
which ensure that a whole school approach to
teaching literacy and numeracy in the context of
a rich learning environment has been maintained
as a holistic strategy to improve student
outcomes.
The Numeracy Coordinator introduced the
Problem of the Week and the Maths Activity
Room with a view to reinvigorate an interest in
numeracy amongst the student cohort.
Mathematics staff workshops were run to
identify strategies to effectively teach numeracy
strategies, develop confidence in the delivery of
numeracy programs to better meet the numeracy
needs of the students and to improve student
engagement.
The Year 9 Making Learning Meaningful Project
continued to be reviewed and modified to suit
the learning needs of the student cohort. In 2011
facilitators were required to work closely with
their teams using a Learning Culture matrix. The
‘Learning Powered School’ model was utilised.
Student report descriptors centred on the major
learning outcomes of the project which included
the ability to demonstrate self-directed learning,
the understanding of what delivering an ICT
based campaign required, a clear understanding
of the Global issue being explored as well as
demonstrating an understanding of transfer of
knowledge , significance and using higher order
thinking skills. Student use of DER laptops and
applications was a significant component. The
Project and the use of technology was assessed
by facilitators, external judges and professional
lobbyists.
The appointment of a literacy coordinator has
ensured that the explicit teaching of literacy skills
in Years 7, 8 and 9 remains at the forefront of
teaching and learning activities across all KLAs.
This position involves the thorough analysis of
SMART Data and the subsequent setting of new
directions in Literacy for the school. The school’s
value added data in Literacy from NAPLAN 2011
is significantly better than the state in all test
aspects other than Year 9 Reading.
The Community Liaison Officers at BGHS
continued to work with the parent body and the
wider school community in order to strengthen
relationships and improve communication
amongst the many groups that make up the
school community. They supported many school
programs and initiatives which included,
Parent/Teacher Transition and Information
evenings, interpreting for parents, running parent
meetings, organising excursions and inviting
guest speakers for parents, organising Harmony
Day and supervising the Pacific Islander after
school homework centre. As a result of the CLOs
continued efforts with parents there is an
ongoing positive relationship between parents
and school.
In 2011 the literacy coordinator implemented a
scope and sequence of professional learning to
better equip staff in the teaching of literacy skills
across all KLAs. The literacy coordinator also
introduced a literacy period for all Year 7
students which focused on all aspects of literacy
contextualised by NAPLAN reading texts. School
based workshops were also organised to address
the identified areas of literacy need.
In 2011 the Numeracy Coordinator and team
developed a Year 7 Numeracy unit which was
delivered during the Year 7 Orientation program
in order to help students facilitate the transfer of
numeracy skills to everyday life. The inclusion of
the S.T.A.R.T cards further consolidated the
transfer of skills. There was explicit teaching of
problem solving skills across all KLAs as well as
the continuation of the Mathletics program as a
whole school numeracy initiative. This increased
the number of students engaging in numeracy,
particularly in Years 7 and 8.
Drug Education
Throughout 2011 the school continued to
implement the Drug Education Program across
Years 7 – 12 through PDHPE and Crossroads
Programs. The schools drug education programs
focus on minimizing the harm of drugs on the
individual and the community, by providing a
learning environment that promotes deep
16
understanding linking to the significance of
lifestyle choices through developing strong
community support networks enabling students
to access quality services to support individual
needs.

Year 7 scored 0.52% above state growth in
Numeracy.

12% of students in Year 10 achieved a Band 5
or 6 in the School Certificate Mathematics
external examination.
The crossroads program is a mandatory personal
development and health education course for
Year 11. The program reflects contemporary
health issues facing young people in today’s
society. The program is highly valued within the
school with a 98% attendance rate. Year 9 and
Year 10 PDHPE classes participate in risk
minimization forums aimed at improving the
awareness of the harms associated with drug use
and risky behaviour. The Bankstown Girl’s High
School Drug education program continues to be a
successful and valuable educational tool for both
staff and students.

97% of students in Year 7 showed growth in
Numeracy in NAPLAN.

83% of students in Year 7 showed growth in
Numeracy in NAPLAN.
Target 3
Focus on high expectations in every classroom.
Our achievements include:

An increase in the number of band 6’s in the
School Certificate in English by 1%,
Mathematics by 4.2%, Science by 2.6%,
Australian Geography by 0.2% and Australian
History by 2.2%.

Above state average achievement in Ancient
History, Business Studies, Community and
Family Studies, Design and Technology,
English ESL and English Extension 1 in the HSC
examinations.

Increase in retention rate from 71.4% in 2010
to 78.3% in 2011 which is significantly higher
than both the similar school group and state
averages.
Progress on 2011 targets
Target 1
Increased levels of literacy achievement for
every student in line with the State Plan and
Regional targets.
Our achievements include:

The school’s growth data exceeded that of
the state by 20.7% in reading, 7.5% in spelling
and 12% in grammar & punctuation in Year 7.

The school’s growth data exceeded that of
the state by 6.6% in writing, 6.6% in grammar
& punctuation and 6.9% in spelling in Year 9.



Target 4
At least 95% of Year 10 students progress to the
HSC or recognized vocational training.
In Year 7, 53.2% of students had greater than
or equal to expected growth in grammar and
punctuation.
Our achievements include:
In Year 9, 50.5% of students had greater than
or equal to expected growth in grammar and
punctuation.
24% of students achieved a band 5 or 6 in the
School Certificate English Literacy test which
was almost in line with the school target.

Retention is 14% above State and 5.7% above
School Education Group. This is an increase
on the previous year.

A higher percentage of students who
completed the School Certificate in 2009
progressed to the HSC or a recognized
vocational training course in 2011.

Attendance data for Year 11 & 12 is currently
below state and regional levels.

Parent information evenings and transition
nights are attended by 87% of parents and
guardians.

100% of teachers are currently being trained
in PBIS.
Target 2
Increased levels of numeracy achievement for
every student in line with the State Plan and
Regional targets.
Our achievements include:
Target 5
17
All staff engages in professional learning
programs to enhance their capacity to improve
student outcomes and support and/or lead
school improvement.
The students from Year 7 (whole cohort) and Year
11 (peer support leaders) were surveyed via
survey monkey. The questions addressed the
Peer Support Program, its content, timing, skills’
development and resource booklet. The Year 7
cohort overwhelmingly indicated the Peer
Support program equipped them with the skills
and values to adapt to high school. They also
indicated that the most valuable outcomes of the
program were self-belief and learning to respect
both themselves and others.
Our achievements include:

100% of teachers and SASS staff participated
in both school based and external
professional learning activities in the targeted
areas of administration, literacy, numeracy,
ICT, career development, student welfare and
student engagement.

100% of Year 9 teachers extensively used
SharePoint site to communicate and facilitate
the Year 9 Making Learning Meaningful
Project and implement strategies through the
DER Laptops.

100% of teachers who applied achieved their
accreditation through the NSW Institute of
Teachers.
Indications suggested that values such as
adaptability, resilience and confidence were
strongly developed throughout the program;
however, students felt they still needed guidance
in conflict resolution. Whilst the cohort of 2011
were satisfied with the program occurring in
Term 2, more than 50% suggested it would be
better suited in the first 5 weeks of high school in
future years.
Key evaluations
It is a requirement for all NSW public schools to
conduct at least two annual evaluations – one
related to educational and management practice
and the other related to curriculum. In 2011 our
school carried out evaluations of the Peer
Support Program and the effective use of ICT’s
across all KLA’s.
The findings overwhelmingly indicated that the
Peer Support leaders were well organised,
approachable and made the lessons enjoyable.
The booklet was used comprehensively across all
groups of students and the bulk of students
found the booklet useful. Indicators suggest
whilst the booklet was useful it was not always an
enjoyable or fun aspect of the program.
Educational and management practice
The Peer Support Program
Background
The Peer Support Program is a group and
individual based program aimed at helping Year 7
students settle into High School. The main
purpose is to promote and assist a smooth
transition, for Year 7, from Primary School to High
School, to new post-Orientation Program class
groups.
Peer Support leaders recognised self-belief,
respect, self-esteem and adapting to high school
as the most predominate values they imparted to
the Year 7 students. The team leaders questioned
the effectiveness of the conflict resolution and
confidence building activities noting them as the
least favourable outcomes of the course.
Peer Support leaders address topics such as: peer
issues, friendships, being prepared for high
school, conflict and anger management and
settling into high school. The program operates
for 4 to 6 weeks with the final lesson ending in a
celebration involving all Year 7 students and their
Year 11 leaders.
Peer Support leaders were overwhelmingly happy
with the program occurring in Term 2 in 2011,
however given the option to move it they would
prefer it occur in the first 5 weeks of Year 7 being
at high school. When analysing the Year 7 group,
as a whole, the Peer Support leaders felt the
groups were co-operative, cohesive and
enthusiastic. Positive outcomes showed that at
Findings and conclusions
18
least half of the leadership cohort would
maintain future contact with their Year 7 group
members.
high school and make the transition into their
new classes somewhat smoother.

Teachers at BGHS, in the majority, are aware of
the Peer Support Program and can recognise its
goals and benefits. Teachers indicated the values
of self-confidence and learning to adapt to BGHS
as the primary support structures offered by the
program. Teachers found less evidence of the
program building respect and resolving conflict
and friendship issues. Teachers believe the
program to be beneficial in the transition of Year
7 students from primary to high school.
The Year 7 Peer Support booklet is to be
revised and updated with the addition of
conflict resolution. All relevant activities
should be kept as part of the booklet and
others revised and/or removed. The Year 7
Peer Support booklet must remain relevant
to the needs of each Year 7 student. It must
support the transition of Year 7 to high school
and their new classes, as well as compliment
the delivery of the Peer Support Program, as
a whole.
Teachers indicated the Peer Support program
builds positive leadership capacity in Year 11
students. Teachers perceived the leaders as
positive role models, demonstrating positive
school values and making positive contributions
to school life.
Curriculum
Year 7 parents indicated the Peer Support
Program predominately assisted their daughters
in settling into new classes, meeting new friends
and enjoying their learning. Parents did not see
the program as so strongly building their
daughters’ confidence. Parents believed that
their daughters enjoyed the Peer Support
Program and as a result have settled more
positively into high school life. Attributing direct
links to the Peer Support Program, parents
indicated their daughters are enjoying high
school and have made positive connections with
their Year 11 leaders both during the program
and beyond.
The ICT review team conducted an evaluation of
the use of information and communication
technologies (ICTs) in teaching and learning
activities in Year 11 classrooms with a view to
determine the effectiveness of that use. The
evaluation area was chosen as it is the third year
since the introduction of DER laptops to school
students in Year 9 NSW government schools and
the current Year 11 cohort were the school’s
initial recipients.
The effective use of Information and
Communication Technologies across all
KLA’s
Background
In 2009, the first of a four year rollout of Digital
Education
Revolution
Lenovo
laptops
commenced. Prior to the introduction of the
laptops, much professional learning took place at
Bankstown Girls High School (BGHS) to prepare
teachers for this pedagogical shift. In faculties,
programs were examined and quality epedagogical strategies embedded to utilise the
software included on the laptops. Staff were
supported with professional learning activities
that targeted the ICT software most likely to be
used in the Year 9 classrooms.
Future directions


The Peer Support Program should be
continued at Bankstown Girls’ High School, as
it is overwhelmingly considered worthwhile
and valuable by Year 7 students, Year 11
students, teachers and parents. The program
should be revised and updated based on
feedback received through this evaluation.
Lesson examples and structured outlines, to
guide Year 11 Leaders, are to be written into
the overall program. Innovative practical
activities, devised and utilised by Year 11
leaders in 2011, are to be added.
In December 2009, the then Year 9 students
participated in a survey relating to their laptop
usage. In that survey, 34% of students identified
that they mainly use their laptop for research and
30% stated they used the laptop mainly for
completing assignments and tasks. 60% of
respondents to the survey stated that they
expected the primary use of their laptop would
be for the completion of tasks for school with the
majority of the remainder stating they would use
it responsibly.
The timing of when the Peer Support lessons,
for Year 7 students, are to be held should be
in Term 1, Week 6, following the completion
of the Year 7 Orientation Program. Early
exposure to the program and their Year 11
‘buddies’, will help Year 7 settle further into
19
The initial cohort is now in Year 11 at BGHS and it
is timely to identify the effectiveness of ICT
teaching and learning activities. We have
examined where and how ICTs have been used,
the reasons surrounding ICT use by teachers and
students, where the Board of Studies (BOS) has
mandated the use of ICTs in syllabus documents
and whether those requirements are being met
by the school. In addition, the team wanted to
identify whether the current ICT use in Year 11
reflects the students’ expectations identified
when they were in Year 9.
class work and assessment tasks in both the
presentation and completion of those tasks. In all
preliminary programs evaluated that have a
specific ICT outcome, quality and appropriate ICT
teaching and learning strategies were present to
address the outcomes.
It is evident that quality ICT teaching and learning
occurs in subjects that lend themselves towards
such applications. In some cases there has been
a considered decision made between the teacher
and the students, to not use ICTs in a subject.
Reasons given were valid such as it wasted time
(as more appropriate traditional methods were
available) and that the learning would be more
effective through the use of pen and paper. This
is correlated by the teacher interviews, surveys
and student interview data.
Findings and conclusions
100% of preliminary programs that have a
specific ICT outcome identified in the syllabus
have appropriate, quality ICT teaching and
learning strategies embedded in the program to
support the teaching of those outcomes.
Future directions
Moreover, 78% of preliminary programs that do
not have a specific ICT outcome in the syllabus,
have evidence of a variety of quality ICT teaching
and learning strategies embedded in programs.
Not only are the preliminary courses at BGHS
meeting the BOS requirements for addressing
specific ICT outcomes; we are exceeding these
requirements substantially. Furthermore, 70% of
preliminary subjects are addressing the more
common key competencies and employability
skills that relate to ICT skill development, thus
preparing the students well for their future ICT
use beyond BGHS.
Teachers stated through interviews that they are
limited with the time it takes to teach a software
application well, inhibiting the use of some
software applications with Year 11 students.
Teachers are using technologies the students are
the most familiar with because it saves time by
not having to explicitly instruct them in the use of
the software.

Focus on quality e-pedagogy and maintain a
focus on quality ICT pedagogy where those
practices are relevant. With a view to
Increase the level of sophistication in such
practices.

Continued professional learning in ICT skills
and pedagogy for all staff through DEC
resources, curriculum groups and identified
PL activities. Continued focus on deeper
knowledge and understanding of ICT
pedagogy through focus groups such as the
South West Sydney Regional ICT innovators,
ICT teaching and learning committee who
then provide assistance to faculties.

Map ICTs in Stage 4 and 5 and explicitly teach
more sophisticated software to prepare
students to use a broader variety of ICT
applications in the senior school.

Prepare a document analysis of Stage 4 and 5
syllabi to identify appropriate and explicit ICT
instruction
in
each
subject
with
responsibilities allocated to KLAs and ensure
that the common software applications are
taught explicitly and in context (Word,
PowerPoint and Excel).

Ensure that programs such as Captivate,
Photoshop, Publisher, OneNote and Premiere
are taught explicitly in Stage 4 and 5 courses.
Parent, student, and teacher
satisfaction
The most common ICTs used are Word and
PowerPoint as evidenced in the document
analysis, surveys and interviews. It is broadly
used by all Year 11 teachers and students for
In 2011 the school sought the opinions of
parents, students and teachers about the school.
20
Their responses are presented below.
discipline and the further development of
technology skills for both students and teachers.
During 2011 parent, students and teachers
participated in a School Needs Analysis as part of
the PSP Program. The survey consisted of a few
simple questions based on perceived areas of
need in the school and suggestions for
improvement.
The findings were used as the basis for the
consolidation of the school priorities for 2012 and
as preparation or the next PSP quadreneum
2013-2016. It was reassuring to find that
responses from all groups held no surprises and
aligned nicely with the school executive’s
assessment of school needs, progress and
direction.
Students were randomly selected to participate
and then took a survey home for their parents to
complete. During a parent meeting, parents also
participated in a focus group and worked through
the questions with the assistance of the
Community Liaison Officers. All teachers were
given an opportunity to complete a survey as well
and these were further refined at a staff meeting.
Professional learning
Professional learning at Bankstown Girls High
School is the driving force behind equipping our
teachers to meet the targets developed by the
school. Using a holistic approach we develop
targets and tailor our professional learning
program to empower teachers to work with
students to achieve these targets.
Feedback from the analysis fell into the following
categories: teaching and learning, curriculum,
learning environment, student welfare, resources
and teacher professional learning.
Our direction has developed over the last few
years with the Centre For Excellence program
enhancing our ability to explore a range of
professional learning strategies that are being
rolled out to the whole staff. The Centre For
excellence program saw staff of targeted classes
refine skills in data analysis to identify specific
areas of student need. Teachers of these
targeted classes engaged in fortnightly
workshops to refine their skills in backward
mapping, giving effective feedback and strategic
questioning.
Parents ranked a range of areas highly – literacy
and numeracy programs; regular homework;
study skills and teacher feedback; improved
access to technology; improved student
attendance and punctuality and a need for an
after school homework centre facility.
Student responses were similar to their parents
with a greater emphasis on improved learning
environment, literacy programs and a greater
choice in curriculum as well as improved access
to technology. Similarly, the students identified a
strong need for a homework centre.
A reciprocal teaching model was adopted to
provide teachers feedback on identified focus
areas throughout the second semester. The
development of teacher learning focused on
placing teachers in a strong position to identify,
target and cater for individual student need.
Student individual learning plans were developed
and will continue into 2012 for all students in
targeted classes. The professional learning
conducted through the Centre For Excellence
program stands as a model to be rolled out to the
whole school as techniques are developed and
refined.
Predictably, teacher responses differed from both
parents and students in that they focused on the
development of the whole student from a
professional perspective. Ranked highly were: a
continued high focus on literacy and numeracy
programs;
continued
development
of
independent learning skills; consistency of
expectations in both teaching and learning and
All teaching and School Administrative Staff
participated in a wide variety of professional
learning activities which reflected the school
targets and priorities. In 2011 the activities
ranged from school development days, network
meetings, teleconferences, workshops and
training days. The average expenditure for each
teacher remained at $500. Areas in which staff
21

undertook training included: giving effective
teacher feedback, strategic questioning, quality
teaching and learning, the use of ICT’s, literacy,
numeracy, data analysis, first aid, CPR Training
and the use of interactive whiteboard IWB
technology.
Staff undertook workshops in
prioritising grammar, reading strategies and
multimedia technology. The welfare team had
further training in Mind Matters, peer Mediation
and mentoring.
Embed explicit teaching of critical reading
skills in each unit of work across all KLA’s.
Strategies to achieve these targets include:
Staff from each KLA attended and participated in
workshops to inform them about the Australian
curriculum. Program managers of literacy,
numeracy and ICT participated in training at
conferences, workshops and network meetings.
The New Scheme Teachers (NST) and early career
teachers (ECT) program continued and all
teachers were successful in gaining accreditation
with the Institute of teachers. Aspiring leaders
were also supported to attend school and
regional workshops aimed at supporting aspiring
leaders.
The School Administrative Staff participated in
training in the areas of office applications, first
aid and customer service. Executive staff through
executive focus meetings and workshops
developed skills in the use of ICT’s for
professional learning and data analysis.

Development and embedding of ‘rich’ and
authentic visual and print reading tasks in all
Year 7 & 8 units of work;

Implementation of the ‘Four Literacy
Resources’ model for programming;

Literacy Coordinator to team teach targeted
classes based on students low literacy results;

Development of a Faculty Buddy System to
enhance literacy teaching through reciprocal
observations, feedback and collaborative
program and lesson design;

Inclusion of mandatory spelling assessments
in all units of work and further strengthen the
Junior Spelling Program;

Provide extra teaching and learning time
through the targeted Year 7 Literacy Period
and the Essential Learning Period
School priority 2: Numeracy
Outcome for 2012–2014
All students consistently achieve higher levels of
numeracy in line with state plan targets.
School planning 2012—2014
2012 Targets to achieve this outcome include:
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.

The school’s value-added data consistent
with the state growth in numeracy for Years
7-9;

Increase the number of students achieving in
the higher bands in overall numeracy for
Years 7-9 NAPLAN;
School priority 1: Literacy

70 % of students achieving expected growth
rates;

Improved performance on problem solving
skills;

Improved performance in measurement and
data.
Outcome for 2012–2014
All students consistently achieve higher levels of
literacy in line with state plan targets.
2012 Targets to achieve this outcome include:

The school’s value-added data to exceed
state levels by 10% in literacy for Years 7-9;

70% of students achieving above expected
growth rates;

Increase the number of students achieving in
the higher bands in writing, reading and
grammar for Year 7 and 9 NAPLAN;
Strategies to achieve these targets include:
22

Implementation of START cards with an
emphasis on graphs, diagrams and tables;

Year 7 Orientation Program to concentrate
on numeracy across the KLA’s;

Introduction of cross KLA Numeracy Days in
Year 7 & 8;

Mapping numeracy skills across KLA units of
work with the Numeracy Coordinator
working with teachers to deliver the content;

Maintaining Problem of the Week in the Buzz
and Mathletics in a highly structured and
accountable format in Stage 4 Mathematics;

Maintaining Stage 4 Working Mathematically
(problem solving strategies) programs in
Mathematics and extending into Stage 5 & 6
Mathematics.
Challenge Days targeting higher ability Year 4
& 5 students and Year 7 & 8 students;
School priority 3: Student
Engagement and Attainment
Outcome for 2012–2014
All students are engaged in and challenged by a
21st. century learning environment and achieve
academic and/or vocational success.
2012 Targets to achieve this outcome include:

Improved individual growth beyond state
growth in NAPLAN;

Improve SC to HSC value added data across
all achievement levels;

Increase number of students progressing into
higher bands for NAPLAN, ESSA, CSA & HSC;

Maintain attendance at or above State and
regional averages;

Increase attendance and retention rates for
ATSI students;

Attendance data for Years 11 7 12 at or above
State and regional averages;

Number of students successfully transitioning
to further study or full-time work;

Retention data at HSC at 80 %;

Parent meeting attendance at Transition
nights of 85%;

All teachers trained in PBIS;

Students successfully being able to show the
transfer of skills from the Making learning
Meaningful project through assessment in
Year 10 HSIE.
Teaching for transfer and significance in Stage
5 programs through the delivery of the Year 9
Making Learning Meaningful Pedagogy
Project;

Establishment of a Homework Centre
supervised and organized by a Homework
Coordinator and the extension of the
Working to Strengths Homework Club
targeting Pacific Islander students;

Establishment of an Essential learning Period
to explicitly teach core social skills identified
by the school goals;

Individual Learning Plans for all ATSI students
and improved attendance and retention rates
for all ATSI students;

Comprehensive individualized transition
process for all students in Years 7-12
supported by the Careers Advisor and the
Transition Coordinator;

Implementation of PBIS across the school;

Proactive and inclusive student leadership
and volunteering programs;

Maintenance of the International Students
Program;

Maintenance and expansion of Parent and
Community Relationships including parent
meetings and partnerships with Bankstown
Sports Club and Blackmores ABCN student
mentoring program.
School priority 4: Teacher Quality and
School Leadership
Outcome for 2012–2014
Develop and build the capacity of teachers to be
leaders of learning in a technology rich quality
learning environment.
2012 Targets to achieve this outcome include:
Strategies to achieve these targets include:


Maintenance of enrichment programs
including the extension of the Learning
Powered Classroom targeting higher ability
Year 7 & 8 students and Middle School
23

Increase the number of students progressing
into higher bands for NAPLAN, ESSA & HSC;

Maintain attendance at or above State and
regional averages;

Increase attendance and retention rates for
ATSI students;

Increase in number of staff accessing
professional learning resources from school
CLIC site;

60% of teachers move from novice to
confident in target areas of literacy,
numeracy, ICT, effective feedback, strategic
questioning, learning habits, data analysis
and school leadership;

All teachers trained in PBIS;

Successful
completion
accreditation at all levels;

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.
Mrs Betty Harper, Principal
of
Mr Charles Borg, Deputy Principal
teacher
Mr Mark Leary, Deputy Principal
Mrs Aphrodite Cox, Highly Accomplished Teacher
Increased number of teachers applying for
higher duties positions across the school and
system.
Ms Lisa Carmody, Head Teacher English
Mrs Vicky Saisanas, Head Teacher Mathematics
Strategies to achieve these targets include:



Ms Jenny Gibbons, Head Teacher Science
Individual teacher professional learning plans
linked to Buddy Teacher Program and
reciprocal observations;
Ms Danni’elle Clarke Head Teacher PDHPE
Ms Kylie Rytmeister, Head Teacher TAS
Extending whole school professional learning
related to the C4E Program and the Learning
Powered Classroom;
Ms Jacqy Hardy, Head Teacher Welfare
Ms Cathy Porreca, Head Teacher T & L
Mrs Loretta Holland, SAM
New Scheme Teacher and Early career
Teacher Program;
Ms Maria Salerno, relieving Head Teacher CAPA

Maintaining a partnership with the UNSW;
Mrs Debbie Dymond, Literacy coordinator

Workshops related to the Essential Learning
Period in PBIS, Literacy and numeracy
strategies, learning habits, reading and study
skills;
Ms Michelle Hundy, Careers Adviser

Australian Curriculum preparation across all
KLA’s;
Mona Baddah, SRC School Captain

Consolidating
Program;

An Aspiring Leaders Program incorporating
shadowing, mentoring, TARS and EARS.
the
school
Ms Helen Hawkins, School Librarian
Mrs Margaret Goneis, Parent Body President
School contact information
‘walkthrough’
Bankstown Girls High School
Mona Street Bankstown, 2200 NSW
Ph: (02) 9709 6788
Fax: (02) 9796 3176
Email: bankstowngh.school@det.nsw.edu.au
Web: bankstowng-h.schools.nsw.edu.au
About this report
School Code: 8254
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
24