St George Girls High School
Annual School Report 2014
[school code]
8136
School context statement
P&C and Mothers’ Committee
message
St George Girls High School is an
academically selective school for girls located
in Kogarah.
The school is supported by two parent
organisations, the Parents and Citizens’
Association (P&C) and the Mothers’
Committee. Both groups participate in and
initiate many school events and contribute
significantly to the school.
St George Girls High School has a strong
academic curriculum designed to prepare
students for entry into a range of tertiary
institutions.
A diverse program of co-curricular activities
gives students the opportunity to develop
their talents fully. The teaching staff is highly
experienced in meeting the needs of gifted
and talented girls.
To gain a position in Year 7 at the school,
students attempt the Selective High School
Placement Test in English, Mathematics,
writing and general ability. Moderated results
in English and Mathematics from a student’s
primary school are also considered.
•
In 2014, parents served on the Finance
Committee,
Years
7-11
Selection
Committees and staff selection panels.
•
The P&C funded learning resources for
faculties to the value of $9 983. The P&C
also funded the awards to students to the
value of $1860. These projects were funded
by all parents who contributed to the P&C’s
resources levy in 2014 and proceeds from
fund raising activities.
•
The P&C had a joint meeting at SGGHS
with Sydney Technical High School in May
which featured two guest speakers, Janet
McEwen and Traci Sii, senior youth workers
from Youth Zone. The presentation focused
on ‘Positive Aspects and Strategies for
Parents with Teenagers.’
•
In September, the P&C meeting had a
special guest speaker, Ms Anne Ross,
Director of NSW Public School, Georges
River Network. She spoke about the
selection panel for the Principal of
SGGHS. She also discussed the
procedures and time frame for the panel
and the need for both parent and
community representatives.
•
The P&C organised a Year 7 family
picnic, a Father Daughter Dinner and a
Multicultural Food Festival to bring the
community together.
•
The P&C held three fundraising BBQs at
Bunnings Warehouse Rockdale in May,
July and August.
•
The P&C also supported the China Music
Tour through fundraising activities
including a Bunnings BBQs, a Trivia Night
and seeking sponsorship.
•
The P&C and Mothers’ Committee
provided joint funding of $77 000 ($38 500
each) for the refurbishment of the Senior
and Junior girls toilets.
Enrolment in Years 8-12 inclusive is through
application to the school. All applications are
considered by a panel and offers are made
based on merit when a vacancy becomes
available.
Principal’s message
St George Girls High School is an
academically selective school which aims to
educate students to become independently
minded and socially responsible young
women of integrity. Each student, through the
fostering of individual talents and interests, is
encouraged to realise her potential and to
achieve success and fulfilment in a changing
world.
St George Girls High School creates a
supportive environment of high expectations
where the gifted girl can realise her full
potential to become a resilient, well-rounded
high achiever with a keen social conscience
and a desire to enrich and lead society in the
future.
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.
Graeme Ponder (Relieving Principal 2014)
1
•
The Mothers’ Committee provided funding
of $11 046 to meet annual requests from
each school Faculty in addition to $12 717
Special Faculty Funding for additional
classroom resources.
•
The Mothers’ Committee provided funding
for Academic, Subject and Community
Service Awards with each recipient
receiving a Co-op Bookshop voucher.
•
The Mothers’ Committee also provided
funding for embroidered blazers for the
new school Captain and Vice Captains, a
pewter key ring memento for each girl
finishing Year 12 and School badges
which were given to visiting schools on
the recent China Music Tour.
•
The Mothers’ Committee organised the
Annual Mother Daughter Dinner which
was attended by over 150 mothers and
daughters.
•
The Mothers’ Committee co-ordinated
volunteers to staff the uniform shop
under the direction of a Uniform Shop
Co-ordinator and managed the shop
finances.
•
The Mothers’ Committee provided
morning tea for Year 7 Orientation Day.
•
The P&C was addressed by guest
speakers including the Principal and
Deputy Principals. Other presenters in
2014 were Mr Stanger, Head Teacher
Science; Mr Bowen, Head Teacher Social
Science; Mr Moroney, from the English
faculty and Ms Lee, Teacher Librarian.
•
The Mothers’ Committee was addressed
by guest speakers including Mr Ponder,
Relieving Principal; Mr Howden, Head
Teacher Mathematics; Ms Wright, Drama;
Mr Turner, Head Teacher English;
Ms Murray, School Counsellor; Mr Scott,
Geography and Ms Ruck, Visual Arts.
Mother Daughter Dinner
Student Representative Council’s
message
The Student Representative Council is a
body of elected student leaders from each roll
call of each year who represent their cohort.
The SRC executive leads the Council, a team
of elected Year 11 leaders and together, they
meet to discuss ideas and issues within the
school and agree on ways to foster ideas and
combat issues.
The SRC have engaged in a number of
activities, aimed to raise awareness, help
fund charities, including various other events,
the proceeds of which went towards the
betterment of our school environment.
Amongst the charities were World’s Greatest
Shave and Malala Day Mufti. We raised
sufficient funds from the annual school
Walkathon event in Term 1 and profits from
other projects which allowed the SRC to
choose the 2014 school project: digital clocks
in the hall. Furthermore, in co-ordinance with
the Mother’s Committee, we worked on
repainting the toilets, installing hand dryers
and full length mirrors in both the Junior and
Senior bathrooms. As always, the SRC week
was a huge success, which followed our
supported school event, Wear It Purple Day,
hosted by Brenna Harding.
Being a part of the Student Representative
Council is a humbling position and the school
continues to flourish as each year dedicates
their efforts to making it better in many ways.
Henry Tam, President P&C
Lisa Tulau, President Mothers’ Committee
Louise Li, President SRC, 2014
2
Student information
Student attendance rates
100
Attendance rate
It is a requirement that the reporting of
information for all students be consistent with
privacy and personal information policies.
Student enrolment profile
In 2014, Year 7 students were enrolled from
80 primary schools. Thirty-five per cent of
Year 7 students were the only ones to enrol
from their particular school.
75
50
25
0
2008
2009
2010
2011
Year
2012
School
There was a total enrolment of 931 students.
This total is comprised of:
2013
2014
State DEC
Retention to Year 12
Years 7-10 – 150 students, total enrolment 600.
Retention rates at St George Girls have
remained high. Retention rates until this year
has been determined by the number of
St George students who sat for the School
Certificate and who continued to the Higher
School Certificate in the school. For 2014,
with the discontinuation of the School
Certificate the retention rate has been
determined on those students who sat for
NAPLAN in Year 9 and continued to the
Higher School Certificate. The retention rate
at St George is well above the state average.
Students who leave the school usually move
to other Selective High Schools.
Year 11 – 162 students
Year 12 – 169 students
Eighty-nine percent of students were from a
language background other than English
(LBOTE). The largest LBOTE background
groups are of Chinese background (60%),
Vietnamese
background
(16%)
Indian
background (8%) and Korean background (3%).
Enrolments
1200
Students
1000
800
Retention to Year 12 (SC to HSC / Year 9 NAPLAN to HSC)
600
100.0
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
400
200
0
2008
2009
2010
2011
2012
2013
2014
Year
Male
Female
SC06-HSC08
SC07-HSC09
SC08-HSC10
SC09-HSC11
School
SC10-HSC12
SC11-HSC13
NAPLAN 11HSC14
State
Student attendance profile
Student attendance from 2008 to 2014 was
significantly above Region and State
averages.
Contact
is
made
with
parents/caregivers via SMS messaging in the
event of non-attendance. Leave must be
applied for in writing to the Principal.
Post-school destinations
Graduates of 2014 will attend 13 universities
throughout Australia and overseas. The
University of New South Wales was the most
popular with 48%, University of Sydney 30%,
University of Technology (Sydney) 11%. Other
students accepted offers to Macquarie
University, University of Western Sydney,
University of Wollongong, Australian National
University,
University
of
Queensland,
University of Tasmania and Griffith University.
One student will be attending Oxford
University (UK) and another to Pearson The
3
New University of Design (New York). One
student gained entrance to the Whitehouse
Institute of Design and another to Ultimo
TAFE.
Workforce composition
Position
Commerce/Business/Economics/Actuarial were
chosen
by
32%,
Engineering/Science
(Advanced
Science,
Vision,
Biotech,
Mathematics)/IT by 15%, Arts, Social Science,
International Studies/Media, Communication,
Criminology by 12%, Applied Science (Speech,
OT, Radiography, Exercise Physiology),
Nutrition and Dietetics by 12%, Combined Law
by 10%, Education/Psychology/Social Work by
7%, Design/Fine Arts/Architecture by 5%, Allied
Health (Nursing, Optometry, Pharmacy, Oral
Health) by 4%, Medicine/Medical Science by
3%. Other areas chosen by graduates were
Music, Agriculture and Library Information
Services.
Number
Principal
1
Deputy Principal(s)
2
Head Teachers
10
Classroom Teachers
54.1
Teacher Librarian
1
Careers Adviser
1
Counsellor
0.6
School administrative and
support staff (SASS)
Total
11.4
81.1
The experience level amongst teaching staff
is varied, ranging from beginning teachers to
staff with extensive experience.
Of these, 77 students chose combined or
double degrees.
The Australian Education Regulation, 2014
requires schools to report on Aboriginal
composition of their workforce.
Eighteen students have accepted scholarships
or cadetships. These included Sydney Scholars
Chancellor Award, USYD, Sydney Scholars,
Robert Maple Brown Bursary (USYD), V. John
Plummer Scholarship (USYD), Cadetship
ADFA – Electrical Engineering, UNSW Scientia
Scholarship, UNSW Co-op Scholarship –
Business,
Baden
Wales
Scholarship,
St George Leagues Club, Co-op Scholarship
UNSW – Accounting & Business Management,
Co-op Scholarship UNSW – Marketing,
Cadetship - McBurney & Partners, Cadetship –
Ferrier Hodgson.
In 2014, no indigenous staff members were
employed by the school.
Teacher qualifications
All teaching staff met the professional
requirements for teaching in NSW public
schools.
Qualifications
Degree or Diploma
Postgraduate
Workforce information
Professional learning
accreditation
It is a requirement that the reporting of
information for all staff must be consistent
with privacy and personal information
policies.
% of staff
100
26
and
teacher
Professional learning continued to be an
important priority for the school in 2014. Tied
professional learning funds from the
department
were
supplemented
with
significant additional expenditure from the
school. In total, $40 113 was expended on
professional learning in 2014.
The Head Teacher Administration, Ms Oyston,
was appointed as Deputy Principal at North
Sydney Girls High School through the merit
selection process.
In 2014, there were a number of retirements;
the Principal, Ms Knott, the Head Teacher
Mathematics, the Head Teacher PD/H/PE, a
PD/H/PE teacher and two teachers of History.
These vacancies were filled through the merit
selection process. The Head Teacher
PD/H/PE has not been replaced, pending the
decision on the formation of a Creative and
Performing Arts faculty for 2015.
The major categories of expenditure were:
•
•
•
•
•
•
•
4
New Australian Curriculum
Beginning Teachers
ICT Integration
Quality Teaching
Syllabus Implementation
Teacher Career Development
Student Welfare
Over the course of the year all school staff
participated in staff development days. These
days focused on:
Financial summary
This summary covers funds for operating
costs and does not involve expenditure areas
such as permanent salaries, building and
major maintenance.
• Mandatory Department training e.g. child
protection, emergency care, fire and
evacuation procedures.
• Australian Curriculum implementation –
the major focus of the year.
• ICT faculty audit
• Ethics – Andrew Crosbie
Once again in 2014, considerable support
was provided to individual teachers wishing to
develop their professional expertise in areas
such as curriculum knowledge, pedagogical
skills, leadership and attendance at courses
on
seeking
accreditation
for
Highly
Accomplished or Lead Teacher. Training in
ICT continued throughout the year with staff
receiving training on the implementation and
use an integrated software package for
administration, role marking and reports. This
will further be extended in 2015 with the
inclusion of the welfare module.
Date of financial summary
30/11/2014
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Expenditure
Teaching & learning
$
240865.94
546348.15
186768.11
1346818.17
14698.78
118940.05
0.00
2454439.20
Key learning areas
Excursions
Extracurricular dissections
457102.81
557942.72
164233.99
19303.57
40113.76
142476.90
126959.00
220865.45
0.00
112421.18
49172.44
114434.11
75000
2080025.93
374413.27
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
Beginning Teachers
In 2014, 3 beginning teachers and 1 teacher
in their 2nd year commenced at the school.
Through funding provided under the Great
Teaching, Inspired Learning, they were
assigned a mentor and strategies were put in
place to provide a reduced teaching load and
facilitate professional learning,
lesson
observation, and mentor meetings to provide
quality
ongoing
feedback
on
their
performance. Release time, equivalent to 2
hours per week for beginning teachers and 1
hour per week for the mentor, was provided
for beginning teachers in their first year.
Beginning teachers were actively involved in
curriculum days, mentoring days and
professional development
activities to
enhance and provide support in their first
year of teaching. Beginning teachers
participated
in
GAT
training
days,
conferences and subject specific curriculum
days, programming days and specific
beginning teacher programs.
A full copy of the school’s 2014 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.
Swimming Carnival 2014
5
School performance 2014
Academic achievements
NAPLAN
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.
All students in Years 7 and 9 are achieving at
or above the minimum standard in all areas in
the NAPLAN testing as indicted in the tables
below.
Percentage of Year 7 students achieving at or
above minimum standard (exempt students
included)
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
Athletics Carnival 2014
NAPLAN Year 7 – Literacy
100.0
(including Reading, Writing, Spelling and
Grammar and Punctuation)
100.0
100.0
The Year 7 results in all areas of Literacy are
significantly well above the state average for
DEC schools. Spelling, Grammar and
Punctuation are above those of other
selective high schools while Reading and
Writing results are slightly lower.
100.0
100.0
Percentage of Year 9 students achieving at or
above minimum standard (exempt students
included)
100.0
Percentage in bands:
Year 7 Reading
100.0
100.0
70
100.0
60
Percentage of students
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
100.0
The My School website provides detailed
information and data for national literacy and
numeracy testing (NAPLAN).
Click on the link http://www.myschool.edu.au
and enter the school name in the Find a
School and select GO to access the school
data.
50
40
30
20
10
0
4
5
6
Bands
7
8
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
6
9
Percentage in bands:
Year 7 Grammar & Punctuation
Percentage in bands:
Year 7 Writing
80
40
Percentage of students
Percentage of students
50
30
20
10
70
60
50
40
30
20
10
0
0
4
5
6
Bands
7
8
4
9
6
Bands
7
8
9
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
Percentage in Bands
School Average 2011-2014
SSG % in Band 2014
State DEC % in Band 2014
NAPLAN Year 7 – Numeracy
Percentage in bands:
Year 7 Spelling
The numeracy results continue to be
outstanding with 92% of students achieving
the top band, as compared to 88% in other
selective schools, and significantly well above
the DEC school average of 13.9%. All Year 7
students achieved in the top two bands.
100
80
60
40
Percentage in bands:
Year 7 Numeracy
20
100
0
4
5
6
Bands
7
8
Percentage of students
Percentage of students
5
9
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
80
60
40
20
0
4
5
6
Bands
7
8
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
Year 11 Drama students
7
9
NAPLAN Year 9 – Literacy
(including Reading, Writing, Spelling and
Percentage in bands:
Year 9 Spelling
Grammar and Punctuation)
80
Percentage of students
The Year 9 results in all areas of Literacy are
significantly well above the state average for
DEC schools. Reading and spelling are
specifically pleasing, showing results above
other selective high schools. Writing is above
the results and those of other selective high
schools while Grammar and Punctuation is
slightly below those of other selective high
schools.
70
60
50
40
30
20
10
0
Percentage in bands:
Year 9 Writing
5
Percentage of students
60
7
Bands
8
9
10
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
50
40
30
20
Percentage in bands:
Year 9 Grammar & Punctuation
10
60
0
6
7
Bands
8
9
10
Percentage of students
5
Percentage in Bands
School Average 2011-2014
SSG % in Band 2014
State DEC % in Band 2014
Percentage in bands:
Year 9 Reading
50
40
30
20
10
0
5
60
Percentage of students
6
6
7
Bands
8
9
10
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
50
40
30
20
NAPLAN Year 9 – Numeracy
10
The numeracy results continue to be
outstanding with 93% of students achieving
the top band, as compared to 88% in other
selective schools, and is significantly well
above the DEC state average of 13.3%.
98.7% of Year 9 students achieved in the top
two bands.
0
5
6
7
Bands
8
9
10
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
8
The school’s 2014 HSC results were most
pleasing once again. The dux was Aimy Yan,
who attained the highest ATAR rank of 99.95.
Two other students received an ATAR of 99.9.
The following students were named in the top
achievers list for the 2014 HSC:
• Katherine Guo: 5th in state for Japanese
continuers, 3rd in state for Japanese
extension.
• Shirley Lin: 5th in state for Mathematics
Extension 1.
• Angela Liu: 4th in state for Japanese
Continuers.
• Aimy Yan: 5th in state for Chemistry, 8th in
state for Mathematics Extension.
• Isabella Yan: 4th in state for Geography,
5th in state for Physics.
Thirteen students were named as top allrounders for achieving the top band in 10 or
more units at the HSC. They were Katherine
Guo, Sharon Ying Yi Ho, Helen Jin, Shirley
Lin, Silvia Suet Yee Lin, Sarah Lombardi,
Lucy Nguyen, Isabella Thuy-Linh V Pham,
Suvini Nisansa Suriyarachchi, Debbie Tran,
Aimy Yan, Isabella Yan, and Carmen Zhu.
Twenty three students achieved outstanding
performances at the 2014 Higher School
Certificate, ranking in the top 2% of HSC
candidates, achieving an ATAR of greater
than 97.8.
The
following
graphs
indicate
the
performance of HSC candidates in each
subject in 2014. These are compared to the
school’s performance in the last five years,
the school’s performance against selective
schools and the school’s performance against
state performance. Only subjects with ten or
more candidates are recorded.
For subjects with less than 10 candidates, the
following results were achieved:
• Drama – 100% of candidates achieved
Bands 5 and 6 compared to 42% state
wide.
• Food Technology – 100% of candidates
achieved Band 5 or 6 compared to 28.5%
state wide.
• French Continuers – 100% of candidates
achieved Band 5 or 6 compared to 65.5%
state wide.
• French extension – 100% of candidates
achieved band E3 compared to 55.5%
state wide.
• Japanese Extension – 85.7% achieved
Band E4 compared to 29.3% state wide.
• Latin continuers – 66.6% achieved Band
5 or 6 compared to 74% state wide.
Percentage in bands:
Year 9 Numeracy
Percentage of students
100
80
60
40
20
0
5
6
7
Bands
8
9
10
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
Year 12 2014 Drama students performing
Higher School Certificate (HSC)
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).
The school evaluates its HSC performance in
Term 1 of the year following the exams using
and uses the packages available including to
us to analyse our performance. BOSTES
software enables us to look at item analysis
for individual HSC questions. This analysis is
shared with our community so that it is
explicit what is required to do well in the HSC.
The graphs indicate the results in subjects
where there are ten or more candidates from
the school.
9
HSC: Course Summary Table
School School SSG State DEC
Course
2014 Average 2014
2014
71.4
Chemistry
86.2
83.4
84.2
75.4
Economics
English
(Advanced)
English
Extension 1
English
Extension 2
86.4
84.8
83.0
75.2
Geography
Information
Processes and
Technology
Legal Studies
Mathematics
General 2
Mathematics
Mathematics
Extension 1
Mathematics
Extension 2
Modern
History
History
Extension
Music 2
Personal
Development,
Health and
Physical
Education
Physics
Textiles and
Design
Visual Arts
Japanese
Continuers
87.2
87.3
85.5
80.1
85.0
87.5
85.1
82.9
83.8
84.0
83.4
77.0
87.0
87.4
83.6
68.4
87.7
89.0
87.0
72.1
90.4
87.8
86.9
70.4
87.5
87.5
82.7
65.5
88.1
86.4
86.6
77.3
86.3
86.8
85.8
81.8
83.9
86.1
86.2
82.8
85.6
86.7
85.7
72.2
84.3
82.2
83.7
77.3
87.1
89.0
89.7
86.7
88.5
88.8
85.6
71.1
82.5
82.4
82.2
73.2
89.1
90.8
90.9
74.0
88.5
89.4
88.4
76.4
88.9
88.9
86.0
81.0
HSC Body of Works
School 2014
School Average 2010-2014
SSG 2014
State DEC 2014
100
90
80
70
60
50
40
30
20
10
0
English (Advanced)
85.8
School 2014
School Average 2010-2014
SSG 2014
State DEC 2014
100
90
80
70
60
50
40
30
20
10
0
10
Mathematics General 2
88.5
Economics
88.2
Legal Studies
70.2
Chemistry
84.2
Information Processes and
Technology
84.8
Business Studies
84.0
Geography
69.1
Biology
84.7
English Extension 2
87.2
Ancient History
86.8
Biology
Business
Studies
English Extension 1
Ancient
History
School 2014
SSG 2014
School Average 2010-2014
State DEC 2014
HSC: Relative performance from NAPLAN
Year 9 (Cohort Progress)
7
100
Relative performance
90
80
70
60
50
40
30
20
6
5
4
3
2
1
0
10
Music 2
History Extension
Modern History
Mathematics Extension 2
Mathematics Extension 1
Mathematics
0
Low
School 2014
Middle
High
SSG Average 2014
Other achievements in the Arts,
Sport and other school Programs
Arts
School 2014
SSG 2014
The Performing Arts Music ensembles
program continues to grow with nearly 300
students participating. The main performing
ensembles include the concert band,
intermediate band, orchestra, stage band,
vocal ensemble and A Cappella Plus. There
are also a number of smaller ensembles
including the saxophone ensemble, advanced
and intermediate percussion ensembles, flute
ensemble, senior string quartet and junior
string quartet. These ensembles perform
throughout the year at school and community
events and competitions with outstanding
success.
School Average 2010-2014
State DEC 2014
100
90
80
70
60
50
40
30
20
10
Japanese Continuers
Visual Arts
Textiles and Design
Physics
Personal Development,
Health and Physical
Education
0
The SGGHS Concert Band with Jason Noble
(Conductor of the New York Symphonic Wind
Ensemble)
Year 7 Art works
11
•
The concert band, orchestra, stage band
and advanced percussion ensemble
were selected to represent the Sydney
Region in a tour of China.
•
The vocal ensemble was selected to
perform at ‘In Concert’ at the Sydney
Town Hall.
Year 10 and 11 elective art students attended
a two day enrichment residency at Bundanon
where they participated in workshops
conducted by artists.
Year 12 Drama student, Brenna Harding,
gained a leading role in the Sydney Theatre
Company’s play ‘Jumpy’.
Annie Li received a nomination for ONSTAGE
for her monologue ‘The Weight of Culture’.
Massed Choir and Organ in Sydney Town Hall
•
The concert band, stage band and
intermediate band received gold and
silver awards in the Engadine Bandfest.
•
The stage band, concert band,
A Cappella Plus and the advanced
percussion ensemble competed in the
Sydney Eisteddfod with the advanced
percussion ensemble being Highly
Commended.
•
Rebecca Qu was one of only two
Australian finalists to compete at the
Beijing ‘Water Cube Cup’ overseas
Chinese Youth singing competition.
•
Students also showcased their talents at
the Gala Music Night, the Summer
Festival of Music, Year 12 Soiree and on
occasions such as Speech Day and
Education Week.
•
Individual students participated in the NSW
Public Schools Performing Ensembles, the
Schools Spectacular, the NSW Performing
Arts Unit – ‘Choral Festival’.
Christiane Haitidis of Year 10 successfully
auditioned for the 2014 NSW Drama
Ensemble. Mabel Li of Year 11 was part of
the elite NSW Senior Drama Ensemble. Also
Luce Neilson successfully auditioned for the
Year 7 State Ensemble.
Textiles and Design students exhibited their
work at the annual evening fashion show,
‘Inspired’. Miela Malyon won the ‘Fire and Ice’
design challenge. Sidney Tulau and Melissa
Ren of Year 11 Textiles and Design were
both awarded a holiday workshop donated by
the Whitehouse Institute of Design.
Sophie Lin was nominated for both
ARTEXPRESS and ARTRULES, at the
Hazelhurst Gallery, for her HSC body of work
which consisted of seven paintings, titled ‘404
Not Found’.
Sophie Lin’s paintings ‘404 Not Found’
12
Competitions
Students are instructed in the skills by
professional coaches and develop the
knowledge related to the sport. Students are
encouraged and given the opportunity to
participate in numerous team and individual
regional and zone competitions. This
approach has proved very successful with the
following achievements.
Language Perfect
•
•
•
Isabella Lee of Year 9 was awarded an
elite certificate and was placed in the top
0.2% of 300 000 competitors in the world
championships.
Isabella Lee and Zoe Li of Year 9 were
awarded an elite certificate in the NSW
competition.
In the NSW state competition, the Year 9
French class was ranked 1st and the Year
10 French class was ranked 2nd.
•
St George won the Zone Cross Country
Carnival and Swimming Carnival.
Representatives of the school also
participated in the Athletics Carnival.
Many students also represented the
school at regional level with several
progressing to state.
•
Zone sporting blues were awarded to
Greta Hayes for Hockey and Cross
Country. Greta also received a Regional
Blue for Cross Country and a CHS Blue
for Hockey.
•
Year 9 students instructed Year 7
students in lifesaving. Senior students
assisted as coaches of the many sporting
events. Students in Years 9 and 10
assisted as officials at school, zone and
regional carnivals.
•
St George Girls won the National
Secondary School Girls Chess Champion
at the 2014 Australian Schools Teams
Championships held in Adelaide. Team
members were Shirley Gu (current
Australian senior girls champion), Theresa
Gu (current Australian Junior girls
champion, Clarise Koh (Australian
representative to the 2014 World Youth
Championships), Eleni Siafakas and
Jessica Liew.
Isabella Lee
Westpac Mathematics
In 2014, 572 students participated at the
levels of Junior, Intermediate and Senior.
Students gained:
• 10 High Distinctions
• 128 Distinctions
• 377 Credits
Mathematics Challenge
This competition is run by the Australian
Mathematics Trust and involves challenges in
independent problem solving over a six week
period.
Students gained:
• 15 High Distinctions
• 11 Distinctions
Big Science competition
All Year 7 students participated in this
competition with four students gaining High
Distinctions.
Sport
St George Girls High School sport program
operates on the integration model where
students experience a number of sports.
St George Girls National Secondary School
Girls Chess Champion team
13
Respect and responsibility
religious backgrounds. The curriculum within
each key learning area encourages students
to be proud of their heritage and accepting of
other cultures.
The culture at St George Girls is marked by
respectful relationships, with each individual
taking responsibility for her own actions.
Many activities within the school foster civic
responsibility and give students the
opportunity to contribute to their local
community and wider society. Some of the
projects
undertaken
in
2014
which
demonstrated the values of respect and
responsibility included:
•
Forty students participating in the blood
donation program at either the Miranda
or the mobile unit.
•
Students raised $11 000 for World Vision
by participating in the Forty Hour Famine.
•
The Amnesty Club raised money for The
Oak Tree Foundation’s ‘Live Below the
Line’ Challenge, living on $10 or less a
day for five days. Amnesty also held a
bake sale and sold ribbons for White
Ribbon Day, to help eradicate violence
against women.
•
A student volunteer program continued in
2014 which saw students volunteering in
various capacities in local community
organisations including
pre-schools,
aged care facilities and local church
groups. Senior students continued their
homework help centre for local primary
schools at Kogarah Library after school.
•
Over 33 students volunteered their time
as school library monitors, supporting
other students by sharing their knowledge
and developing great teamwork skills.
•
Special assemblies were held to mark
occasions such as ANZAC Day and
NAIDOC Week.
•
The student welfare team consists of the
Head Teacher Welfare and a Year Adviser
for each cohort. Each Deputy Principal is
responsible for the welfare of alternate
years. This team meets regularly to
discuss individual or group welfare issues.
•
Student achievement is recognised
through acknowledgement at school
assemblies and the presentation of merit,
participation and school service awards.
School service is acknowledged through
the presentation of Dragon Badges.
•
In 2014, 703 Principal’s Certificates and
66 Principal’s Gold Certificates were
awarded. 568 Dragon Badges were
awarded and 35 Super Dragon Badges
were awarded for service to the school. At
Speech Day and the Year 12 Graduation
Ceremony, approximately 475 awards
were presented to students for academic
excellence, citizenship and sporting
achievements.
•
Year 7 participated in the Peer Support
Program in Term 1 in which specially
trained Year 11 students work with small
groups of Year 7 students to assist in their
orientation. Student evaluation of the
program was very positive. The program
was well received with 98% of students
reporting that they had enjoyed being part
of Peer Support and 96% reporting they
found the sessions useful and informative.
Student Welfare
The school’s welfare policy aims to provide
effective learning within a secure and
supportive environment. There is a strong
school-wide commitment to ensure that, for
all students, school is a happy, positive and
fulfilling experience. The school has high and
clearly stated expectations of students which
are articulated in the school’s Code of
Conduct. Staff work closely with parents and
caregivers to ensure the welfare needed of
each student are met.
The school provides a harmonious environment
which is accepting and supportive of students
from a variety of socio-economic, cultural and
Peer support activity
14
•
•
•
•
•
•
Each Year 7 student was closely
monitored by teachers to ensure that they
were coping with the time-management,
study and organisational demands of a
selective school. A small number of
students, who were identified as having
difficulties, were given extra support from
the welfare team.
Year 7 participated in a study skills
program in Term 2 to assist them in
understanding their own learning style
and to equip them with study strategies.
The Peer Support Program continued to
provide support to new Year 11
enrolments. Four current Year 11
students led a group of 19 new students.
Sessions designed to orientate the new
students included a meeting with the
school counsellor and teacher librarian,
working on study timetables and stress
management and a welcome lunch to
assist them in adjusting to their new school
and the demands of a selective context.
Welfare reports are regularly uploaded to
the intranet, improving accessibility for all
staff
whilst
maintaining
student
confidentiality.
Year 10 attended ‘The Winning Edge’
day, presented by a criminal psychologist
and former policeman. This day provided
students with strategies to keep safe as
well as best practice to deal with a
potentially unsafe situation.
The Year 9 camp, held at Stanwell Tops
conference Centre in May, is pivotal in
enhancing teamwork and cooperation
skills and friendships through challenges
and a range of specialised programs,
including study skills.
Year 9 camp activities
•
Camp program
Camps give students the opportunity to
develop friendships, build team skills, take
risks, and to challenge them physically and
mentally in a safe environment.
• Year 7 camp, held at Vision Valley, is vital
in developing friendships building on
relationships that have been established
through the transition and Peer support
program. For some Year 7 students, this
is their first time away from the family unit.
Year 11 students participated in a camp at
Narrabeen Sports and Recreation Centre.
Specialised programs in team building
activities and study skills, along with the
mandatory personal development, health
and physical education (PDHPE) program,
‘Crossroads’, was delivered.
Year 11 camp activities
•
Year 7 camp activities
15
Music
camp
was
attended
by
approximately 90 students for three days
at Stanwell Tops conference centre.
Duke of Edinburgh program
astronomy club, the film club, the NSW
Schools
Titration
Competition,
the
Mathematical Olympiads, the State Dance and
Drama Festivals and the Tournament of Minds
Regional Competition.
The Duke of Edinburgh program is offered to
students over the age of 16. The scheme
promotes physical challenge, leadership
skills, organisation, initiative and the
experience of other communities through its
volunteering component. It is an extremely
valuable and very highly regarded program.
The scheme is organised so that students
start by achieving their Bronze and then
progress to Silver and then Gold. To achieve
at any of these levels requires a significant
amount of commitment. In 2014, 37 students
were completing the Gold, 30 students in the
Silver and 58 students in the Bronze. The
camps and hikes were held in Glenworth
Valley, Heathcote and Shoalhaven River
areas. Thank you to the teachers who have
dedicated their time to this program; Mr Davis,
Mr Cowper, Mrs Macready, Mr Walters,
Ms Hamilton, Ms Mileski and Ms Thodey.
Student Leadership
Opportunities exist for students to develop
their leadership potential through the prefect
system in Year 12 and the Student
Representative Council (SRC) which has
representatives from Year 7 to Year 12.
Students in Year 11 serve on the SRC
executive.
Gifted and Talented Education
The curriculum at St George Girls High
School is differentiated to meet the needs of
gifted and talented girls. Students follow an
academic pattern of study which equips them
for further study at university upon
graduation.
St George Girls High School follows the
Renzulli Enrichment Model for Gifted and
Talented Education. This model includes
general interest and exploratory activities and
group training and skills development in the
classroom as well as individual and small
group investigation of real problems outside
the classroom.
Teachers are experienced in the delivery of
units of work which encourage higher-order
thinking and students are required to
demonstrate
deep
knowledge
and
understanding in their learning. Students are
encouraged to see knowledge as problematic
and explicit quality criteria are evident in
assessment tasks.
•
The SRC’s major projects for 2014 were
the purchase of hand dryers and mirrors
for the junior and senior toilets. They also
funded the two electronic digital clocks in
the hall. These projects were funded by
student sponsorship from the walkathon,
as well as other SRC fundraisers
throughout the year.
•
The SRC executive and School Captains
met regularly with the Principal to discuss
student issues and to plan future
initiatives.
•
The prefect system enables Year 12
students to become socially responsible
leaders in the school. Fifteen prefects are
elected by their peers and act as role
models for the student body. They
represent the school in the broader
community, assist in the running of school
activities and functions and cater for and
represent the opinions of Year 12 students.
•
Students participated in a number of
district, regional and state leadership
initiatives.
The school is committed to developing the
leadership skills of students and will continue
to provide all students with the opportunity to
take up leadership positions within the school
and in the wider community.
Apart from classroom activities and research
tasks, students’ talents are fostered in cocurricular activities in the arts, sport, academic
competitions
and
student
leadership.
Opportunities to develop students’ talents
beyond the curriculum are offered as cocurricular activities. In 2014 these included;
the chess club, the Enviro Club, debating and
public speaking, Mock Trial, Model United
Nations, The Da Vinci Decathlon, the
Young Woman of the Year 2014 –
Lakshmi Logathassan, School Captain 2012
16
•
Year 10 attended the Western Sydney
Careers
Expo at
Olympic
Park
Homebush.
•
Year 11 and 12 students attended the
Sydney Boys/Sydney Girls/St George
Girls Tertiary Careers Expo.
•
Excursions were organised to meet the
individual career needs of senior
students. Some examples of events
attended in 2014 were: UNSW Network
School’s Program, offering opportunities
such as A Day at UNSW, Medicine
Information Evening, Global Business
Leaders
Challenge,
Scholarship
Information Evening, Law Mini-Model UN
Workshop, Actuaries in the Real World
Workshops, UNSW Campus tour,
Science Information Day, Child Health
Careers Day, Microsoft Girl’s IT Event,
BiG Day, Aspiring Business Leaders
Program, Uni in a Day, UTS Women in
Engineering Hands on Day, USYD Life at
Sydney and B-Inspiring
Business
Conference and Leadership Seminar,
Footpath to Finance and the annual Law
Outreach Program.
•
Students in Years 9-12 had the opportunity
to apply for a Tax File Number through
school.
•
Students and staff participated in the
School to Work Program, which focused
on employment related skills developed in
the KLAs and through work experience.
Year 10 students documented these skills
through use of the School To Work
resources.
Brenna Harding receiving the
Marie Bashir Peace Award
Careers Education
A full-time careers adviser conducts a career
education program for Years 9-12, including
weekly classes for Year 10 students. In 2014,
the following activities were organised for the
students:
•
Lunchtime careers seminars and mini
careers markets were offered by
university, private colleges and industry to
provide information about study options,
application procedures, scholarships,
accounting, engineering and business
cadetships, study techniques, GAP year,
entry to medicine and health sciences
(UMAT & STAT testing) and ADFA. The
seminars provided senior students with
specific information to assist them in their
transition to tertiary study. Presenters this
year were University of Sydney, University
of NSW, University of Technology –
Sydney and the University of Notre Dame.
•
Ex-St Georgians returned to school to
share their knowledge and experiences
in a variety of occupational areas with
current Year 12 students.
•
Careers newsletters and messages were
emailed via the DEC portal to students
and staff within the school community.
The Careers newsletters were also
accessible to the school community on
the St George Girls High School intranet.
•
Year
10 students learned from
experiential activities, including work
experience, excursions, careers expo
and mock employment interviews as well
as weekly career education classes.
Students at Fire and Rescue
17
•
•
All Year 12 students were surveyed in
relation to their career goals and given
the opportunity for one to one career
counselling sessions to assist with their
transition to tertiary study.
•
Paper recycling collection of all roll call
classrooms continued.
•
Year 12 students took advantage of
application and interview coaching,
teacher, Careers Adviser and Year
Adviser
written
statements
and
processing of applications through the
school to help them apply for
scholarships, cadetships, selective entry
courses, overseas universities and
special entry schemes for tertiary study.
The school’s Veggie and Herb Garden
continued to supply the TAS faculty with
fresh herbs and produce for practical
classes. The Gardening Club sold dried
lavender bags, dried chilli bags and
handmade gift cards for Mothers’ Day
and on Green Day.
•
The Enviro Club purchased Rosemary
plants to create a garden near the
Gymnasium to supply rosemary for the
school and community on Anzac Days.
•
Fifty students successfully operated the
three worm farms, collecting scraps from
staffrooms and the canteen to feed the
worm farms and thus supplying the
school with worm fertiliser. Excess
fertiliser was bottled and sold to families
with funds raised used to expand
operations.
•
Senior students participated in a five day
residential at Wollemi run by the Wild
Mob.
•
The Enviro Club ran a monthly photo
competition, with winners receiving a
canteen voucher. All entries were then
judged in the People’s Choice Award,
with the winner receiving a voucher to
participate in a Taronga Zoo workshop.
•
Students from Years 11 and 12 took part
in the Community Volunteer Program.
Student involvement included tutoring at
local libraries, volunteering at a variety of
organisations,
including
hospitals,
nursing homes, churches, veterinary
hospitals, St Vincent de Paul, the
Downing Centre and childcare centres.
•
Students in Years 9 and 10 continue to be
involved in the NSW Premier’s Student
Volunteer Program. Students participating
undertake a minimum of 20 hours of
volunteer activities over the period of
enrolment. The program rewards students
with certificates, reflecting responsibility
and a willingness to selflessly give to the
community.
•
The Career Resource Centre provided
students with up-to-date information and
resources on careers events.
•
The Enviro Club continued to educate
the school about reducing water and
electricity usage.
•
Year 10 students took part in activities
from ‘The Real Game Series’ during
career education lessons.
•
The 6th Annual Green Day was a huge
success, with visiting presenters running
workshops across a range of topics.
Students ran workshops and stalls at
lunchtime, gardened throughout the day,
participated in bush care and held a
celebratory BBQ.
Environmental Education for Sustainability
Over 200 students were involved in
Environmental projects throughout 2014.
Successes included:
•
Students participated in paper recycling,
worm farms, and gardening club and
actively participated in Clean up Australia
Day and Earth Hour.
•
Articles appeared each month in the
School Gazette under ‘Green Corner’.
•
A fundraiser was held to continue our
sponsorship of Rose the koala and her
baby, Willow.
Green Day 2014
18
syllabus places emphasis on both
traditional and contemporary Aboriginal
art forms.
Significant programs and initiatives
– policy and equity funding
Aboriginal education
•
Aboriginal perspectives form a significant part
of the curriculum across all Key Learning
Areas, ensuring that all students are
educated about Aboriginal history, culture
and contemporary issues.
•
•
Stage 5 History examines the changing
rights and freedoms of Aboriginal
peoples, including the study of the stolen
generation, land rights, suffrage and
reconciliation.
Stage 4 Geography studies the origins of
the continent from an Aboriginal and
geographical perspective.
•
English and Drama students study plays
such as ‘Box the Pony’, ‘Seven Stages of
Grieving’ and indigenous poetry which
invite students to view the world from an
Aboriginal perspective. Year 11 study
‘First Australian’, and ‘Who do You Think
You Are’ as part of the unit, Representing
Indigenous History.
•
In Food Technology, students have the
opportunity to study, prepare and taste
traditional Aboriginal food.
•
Acknowledgement and respects are paid
to the traditional custodians of the land at
school
assemblies
and
important
ceremonies such as speech day.
•
A special assembly was held to mark
Reconciliation Week.
•
•
Multicultural education and anti-racism
Stage 4 History examines significant
features of Aboriginal cultures prior to
colonisation
and
the
impact
of
colonisation on indigenous peoples.
•
In PDHPE, Stage 6 students examine
Aboriginal and Torres Strait Islander
health issues. Stage 5 students experience
Aboriginal dance. The PDHPE faculty
delivered an indigenous games unit.
Stage 5 and 6 Music students study the
traditional and popular music of
Aboriginal cultures through the topics of
Australian music, popular music and
music of a culture. Through engagement
in
performance,
composition
and
listening activities, students develop an
appreciation and understanding of the
dynamic nature of Aboriginal cultures.
•
Multicultural perspectives are incorporated
into teaching and learning programs.
•
A trained staff member is an Anti-Racism
Contact Officer and is available for
students and staff should the issue of
racism arise.
•
All Year 9 students participated in the
St George District’s Mosaic Writing Project
in collaboration with the University of
NSW. The project enabled students to
explore, through writing, their own cultural
heritage and their place in a multicultural
society.
•
In Visual Arts, students study art from a
wide range of cultures including Asian,
Oceanic, African, Islamic and Aboriginal
art forms.
•
All students in Years 7 and 8 study at
least one foreign language. The school’s
languages program encourages students
to study and engage with other cultures
and to develop an appreciation of other
cultures.
•
Interpreters in our main community
language are provided for important
parent meetings such as parent-teacher
interviews and Year 10 and 11 subject
selection evenings.
•
The school community celebrates our
cultural diversity at the Parents and
Citizens’ Multicultural Food Festival which
is held annually, prior to the Summer
Festival of Music.
Ethics and Values program
Dr Andrew Crosbie (ethics and values
specialist) gave an initial address to staff
about the program, with the staff agreeing to
implement the program with the student
leadership groups. The SRC and prefects
spent a day working collaboratively in
intergrade groups in a series of workshops.
The day was called “Who we are at
In Visual Arts, students examine in depth
the cultural, historical and political forces
which have shaped the art making of
Aboriginal and Torres Strait Islander
peoples. In particular, the Stage 6
19
St George”. The aim of the day was to reflect
on school culture from the students' viewpoint
and to propose future directions. The results
of the day were collated by Dr Crosbie as an
initial data gathering phase for the school
plan and as part of a larger project to be run
with the whole school community.
School planning 2012 – 2014:
School priority 1
Implementation
Curriculum
of
the
Australian
Outcomes from 2012 – 2014
Sister School – China Tour
The Australian curriculum is well resourced
and delivered according to appropriate
timelines.
In September, 44 students and 4 staff left on
a music/cultural tour to China. The tour group
engaged in a cultural exchange with three
local schools, performing at local venues and
visiting significant cultural sites in Shanghai,
Nanjing and Beijing. In Shanghai, they visited
our sister school, Shanghai Middle University
School, with the intention of fostering an
ongoing relationship. Ms Oyston signed a
Memorandum of Understanding with our
sister school on behalf of St George Girls
High School. Currently, the school is
organising a return visit and some
collaborative curriculum projects for 2015.
Evidence of achievement of outcomes in
2014:
•
Successful implementation of English,
History, Mathematics and Science in
Years 7 and 9.
•
Faculty
evaluation
of
assessments and resources.
•
All other faculties are aware of
implementation time-lines of syllabus
documents.
programs,
Strategies to achieve these outcomes in
2014
Music/Cultural China tour group
School planning
2012 – 2014
•
Faculties undertook program development
and assessment task development
through curriculum development days.
•
Continued substantive conversations with
professional associations, ACARA and
BOSTES.
•
School Development Days were used to
evaluate
and
revise
programs
implemented in Years 7 and 9.
•
Resourcing for
implementation
Curriculum.
and evaluation
School evaluation processes
NSW public schools conduct evaluations to
support the effective implementation of the
school plan. The processes used include:
•
Analysis of comparative
NAPLAN and HSC results.
•
Parent, student, staff and focus group
surveys and ongoing consultation.
•
data
the
of
next
the
stage of
Australian
School priority 2
Integration of technology in teaching
and learning
from
Outcomes from 2012 – 2014
Program documentation and work
samples presented as evidence in TARS
and EARS process.
20
•
Teachers are confident in their capacity to
integrate technology in the classroom.
•
Students effectively and confidently use
technology in the classroom.
Evidence of progress towards outcomes
in 2014:
•
ICT skills mapped in KLAs.
•
Evaluation of the BYOD program –
students regularly using their device to
support learning.
•
Staff effectively using tablets in teaching
and learning and administration.
Strategies to achieve these outcomes in
2014:
•
Staff professional learning sessions and
collegial sharing of strategies and skills.
•
Continual updates at training
development staff meetings.
•
Continual use of staff expertise to lead
and train other staff on School
Development Days.
Providing release time for program writing
and resource development.
•
All staff issued with tablets and laptops.
•
Implementation of the BYOD program for
students.
•
New scheme teachers are supported and
developed in their early career phase.
•
Three New Scheme teachers met the
Professional Competence standard.
•
Staff applying for and gaining substantive
leadership positions within the school and
in other schools.
Strategies to achieve these outcomes in
2014:
•
Mentoring of staff by the leadership team.
•
Providing opportunities through EOI for
leadership positions.
and
• Orientation Day – December 2013
99% Satisfied/Highly Satisfied
• Enrolment Day – Day 1 2014
98% Satisfied/Highly Satisfied
• Parent Information Evening and Tour
98% Satisfied/Highly Satisfied
• Peer Support Program – Term 1 2014
96% Satisfied/Highly Satisfied
• P&C Family Picnic – March 2014
97% Satisfied/Highly Satisfied
• Year 7 Camp – March 2014
100% Satisfied/Highly Satisfied
• Friendliness, Helpfulness, Approachability of
Staff
98% Satisfied/Highly Satisfied
• Welfare Support Provided
99% Satisfied/Highly Satisfied
• Satisfaction with the Transition Process
98% Satisfied/Highly Satisfied
• Level of Communication e.g. gazette,
website, parent meetings
99% Satisfied/Highly Satisfied
Evidence of progress towards outcomes
in 2014:
Increased number of staff applying for
relieving positions through the EOI
process.
Staff attending professional learning
sessions
on
becoming
Highly
Accomplished and Lead Teacher.
Parents of Year 7 students were surveyed
regarding their levels of satisfaction with the
transition programs provided to assist
students to adapt to the selective high school
setting. The survey asked parents to rate
their satisfaction with many aspects of our
orientation and transition program. As the
responses
show,
parents
were
overwhelmingly satisfied or highly satisfied
with all aspects of the program.
by
•
•
Parent satisfaction
Outcomes from 2012 – 2014
Continued success experienced
teachers applying for promotion.
Providing new scheme teachers with
support to meet the standards for
Professional Competence.
Their responses are presented below.
and
•
•
In 2014, the school sought the opinions of
parents, students and teachers about the
school.
School priority 3
Leadership
development
succession planning
Providing advice and guidance for staff
when applying for positions, including CV
writing and mock interviews.
Parent/caregiver,
student,
teacher satisfaction
and
•
•
21
Student satisfaction
Since 2004, an exit survey has been
administered to Year 12 students. The table
below shows the percentage of student
agreement with the statement, comparing the
responses from 2004 with those in 2014.
Statement
I was satisfied with the subjects
I chose.
I felt challenged and
intellectually stimulated.
When making subject choices I
was given good advice.
I acted on the advice I was
given.
I have deep knowledge and
understanding of my subjects.
I have been supported as a
learner.
The school’s merit system
appropriately rewards
students.
The dragon badge system
rewards community service.
I have had the opportunity to
develop my talents.
I have been exposed to a wide
variety of learning experiences.
I am a confident and critical
user of technology.
I am proud to have attended
St George.
I have been assisted with
personal problems.
I have received helpful and
constructive feedback in my
reports.
I have been well prepared to
achieve my best in the HSC.
I have positive and happy
memories of my time here.
I have been encouraged to
achieve my personal best.
Diverse cultures were valued
at St George.
Year 9 camp activities
Staff satisfaction
Staff were surveyed about their satisfaction
with various aspects of working at St George.
The following table shows the percentage of
staff agreement with the statement, comparing
responses from 2007, when the survey was
first administered, with those in 2014.
Statement
I feel that I am given
opportunities to continually
develop my skills.
I feel that I am given
opportunities to contribute my
skills to my faculty and/or the
school.
I feel that I am listened to if I
voice concerns or suggest
improvements.
I feel that I am part of a team
which works together in a
supportive climate.
I feel there is an opportunity for
open communication in staff
meetings.
I feel that my efforts are
acknowledged and valued by
the school.
I feel that our high
expectations of staff
performance are frequently
realised.
I feel that the work I do is
important and makes a
difference to students.
I feel that I am given the
opportunity to have input into
important decisions that affect
me.
I feel that my work is
professionally fulfilling.
2007
2014
92%
99%
96%
99%
84%
98%
94%
99%
88%
93%
90%
100%
100%
99%
99%
98%
86%
91%
98%
100%
22
2004
2014
76%
89%
89%
99%
45%
88%
50%
78%
68%
99%
86%
96%
39%
71%
61%
79%
63%
83%
68%
91%
75%
90%
95%
97%
57%
77%
62%
91%
66%
93%
95%
99%
70%
97%
83%
94%
to develop and refine the 5P’s for each
strategic direction over the two day
conference. The draft school plan was
presented to the P&C, staff, Prefects and
SRC for further input prior to its publication.
The school has developed three strategic
directions - Quality Teaching and Learning,
Quality Systems and Quality Relationships.
Future Directions
2015 – 2017 School Plan
NSW DEC is implementing a new school
planning process for 2015 – 2017. The new
plan will be published on the school’s website
from the beginning of Term 2 2015.
The planning process for the 2015 – 2017
school plan began with the Term 4 School
Development Day in 2014. The staff worked
in faculty groups to identify the key priority
areas that the new school plan could focus
on. The new Principal was appointed in the
final weeks of 2014 to commence duty at the
start of 2015. The school community felt it
was necessary to allow the new Principal to
develop the new school plan in line with their
vision and ideas around how the school
planning process should be carried out. A
school forum was held on Thursday 26th
February where a total of 73 parents,
students and staff attended to work through a
2 hour collaborative planning session led by
the new school Principal.
Betty Romeo – Principal 2015
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 committees have determined targets
for the school’s future development.
Betty Romeo, Principal 2015
Graeme Ponder, Principal (Relieving 2014)
Henry Tam, President, Parents & Citizens’
Association
Lisa Tulau, President, Mothers’ Committee
Louise Li, President, SRC
Eight groups were created that contained a
cross section of students, staff and parents.
Throughout the forum the groups worked
through a series of activities to define a
school vision statement, determine the areas
of development as well as brainstorm ideas
on how to improve and develop the school
over the next three years. At the conclusion
of each activity, every group had the
opportunity to present and feedback to the
forum so all ideas and areas were clearly
understood and heard. At the conclusion of
the forum, those in attendance were given
five dots to vote on the areas and strategies
most important to them.
School contact information
St George Girls High School
Victoria Street
Kogarah
Ph: 9587 5902
Fax: 9553 8043
Email: stgeorgegi-h.school@det.nsw.edu.au
Web: www.sgghs.com.au
School Code: 8136
The forum data was collated and added to
the feedback provided from the staff following
the School Development Day in Term 4. This
data was presented to the staff and to the
P&C. From this data collective priorities from
the school community were able to be clearly
identified.
Parents can find more information about
Annual School Reports, how to interpret
information in the report and have the
opportunity to provide feedback about the
report at:
http://www.schools.nsw.edu.au/learning/emsa
d/asr/index.php
A two day executive conference was
organised to allow the executive team to use
the data to refine the vision statement,
determine and define the strategic directions
and to draft a school plan in line with the new
DEC requirements ready for community input.
The executive worked on a rotational model
23