J J Cahill Memorial High School
Annual School Report 2014
[school code]
8263
Solicitors and South Sydney Juniors Football Club.
We also appreciate the continued support
provide by Botany Bay City Council. The school
relies on this support and very much appreciates
the generosity of its community.
School context
J J Cahill Memorial High School (JJCMHS) is a
comprehensive coeducational high school. Our
enrolments for 2013 were 375 on average
throughout the year. This total comprised of 197
students in Years 7 to 10 and 138 students in
Years 11 and 12 mainstream plus 40 students
enrolled in our support unit. The support unit
caters for students with mild and moderate
intellectual disabilities as well as students with
autism.
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.
Robyn Cowin
Our school serves a diverse community with
approximately 67% of our students coming from
language backgrounds other than English (LBOTE)
and representing 42 different cultural
backgrounds. The principal cultural groups are
Pacific communities, Greek and Turkish. Recent
enrolments indicate an increase of students of
Fillipino and Spanish background.
SRC report
In 2014, the Student Representative Council (SRC)
was actively involved in the student body. Its
members helped organise and run fundraisers for
the benefit of the school and its wider
community. The SRC members of 2014 worked
very hard and very close with Mr Mills, as the SRC
coordinator, in increasing the profile of the SRC.
Principal’s message
Our school is a dynamic, caring learning
community where students can achieve
according to their learning abilities, needs and
interests. It has a strong tradition in providing
quality education in a comprehensive,
multicultural community-based setting which
includes a support unit for students with
intellectual disabilities. Our school is proud of its
strongly inclusive practices ensuring students
with disabilities have equal opportunities and are
very much part of its fabric; likewise for students
from the various ethnic and religious
backgrounds.
One of the more notable events that the SRC
conducted in 2014 was the raising of funds and
awareness for Autism Spectrum Australia
(ASPECT) with a total of $350 raised by selling
raffle tickets to the school community with the
major prizes being a “Money Can’t Buy
Experience” from the South Sydney Rabbitohs, a
signed South Sydney Rabbitohs poster and
football and a Brisbane Broncos Player’s Game
Day Jersey. We thank each of the Football clubs
for their generous donations.
An emphasis on quality teaching and the effective
integration of technology in teaching and learning
is a significant aspect of our curriculum.
The SRC also held a barbeque at Mitre 10,
Alexandria. Many of the SRC members braved a
winter’s morning and contributed to the
organisation of the barbeque. Along with the
Mitre 10 event BBQ, staff members, SRC
members volunteered their time and contributed
to the running of a barbeque at Bunnings
Warehouse, Alexandria. Along with valuable
contributions from other organisations over
$3000 was generated to raise money for the
school’s new “Fab Lab” in the library
incorporating the use of a 3D printer.
Through strong academic, vocational and extracurricular programs, the school provides all
students with the foundations and skills to make
a successful transition from school to work via a
number of pathways. Our students come from
over forty different cultural backgrounds
incorporating a number of religious backgrounds
which the school caters for in the provision of
religious instruction.
The school continued to enjoy strong support
from local businesses and organisations in the
provision of bursaries – South Sydney Graphic
Arts Club, Mascot RSL Club, Redfern RSL Club,
Sydney Credit Union, Vizzone and Ruggero
Finally, I would like to thank all the members of
the 2014 SRC for their commitment and time
1
spent working hard to raise funds for their peers
and their school. I would also like to thank Ms
Gorman, Mr Mills and the staff of JJCMHS for
their support and mentoring of the SRC. Our
leadership skills have certainly developed
through the opportunities we have been
provided. I would also like to congratulate all the
newly elected member of the 2015 SRC.
due to the substantial difference of thirty
students between the departing Year 12 cohort
and the 2014 Year 7 intake.
Student attendance profile
Year
School
State
7
8
9
10
11
12
ALL
90.7
86.4
87.5
81.3
81.0
78.0
83.2
93.3
91.1
89.7
88.1
88.8
90.3
90.2
Dora Kelaiditis
2014 SRC President
Student attendance rates
Attendance rate
100
75
50
25
0
2008 2009 2010 2011 2012 2013 2014
Year
School
State DEC
The attendance rates for students of Years 7 to 9
increased from the rates of 2013. However the
attendance rates of students of Year 10 and
senior students declined. The school attendance
rates have been greatly impacted by seven
students who disengaged from school and
disconnected from support provided by the
school and DEC.
Tal Izenberg as Principal for a day.
Student information
Post-school destinations
It is a requirement that the reporting of
information for all students be consistent with
privacy and personal information policies.
Post-school
destinations
Year 10
%
Year 11
%
Year 12
%
Student enrolment profile
seeking
employment
0
0
0
employment
0
0
50%
400
TAFE entry
0
0
21%
200
university entry
N/A
N/A
25%
other
3%
0
4%
unknown
13%
3%
0
Enrolments
Students
600
0
2008 2009 2010 2011 2012 2013 2014
Year
Male
Female
Fifty four students completed the Higher School
Certificate studies in 2014. Of those, 16 are
attending university, eight are attending TAFE,
four have secured an apprenticeship or
As the graph shows, enrolments have fluctuated
mildly between 365 and 400 since 2008. The
enrolment number for 2014 saw a drop of 20
male students and 35 female students. A
contributing factor of the decline in enrolments is
2
traineeship, 15 have full-time employment, and
12 have secured part-time employment.
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Year 12 students undertaking vocational or
trade training
Qualifications
Degree or Diploma
Postgraduate
In 2014, thrirty two Year 12 students studied
school VET Courses with four studying more than
one VET Framework. Nine students sat the HSC
examination and achieved their best results in
the HSC in their particular framework validating
the strong delivery of VET in this school.
Professional
accreditation
learning
and
teacher
Professional learning was driven by the Reading
and Comprehension focus of the National
Partnerships project. This saw an increased
integration of professional learning into the life of
the school through Literacy Buddies, including
lesson observations, the Professional Reading
Group and professional learning sessions during
School Development Days. All teaching staff
participated in these professional learning
activities and opportunities. These included
professional learning in Positive Behaviour for
Learning (PBL) and planning for the new national
curriculum in specific subject areas. School and
Administration Staff (SASS) also attended
external professional learning.
Year 12 students attaining HSC or equivalent
Vocational educational qualification
Ninety three percent of Year 12 students
completed the HSC or gained an equivalent
vocational educational qualification in 2014.
Workforce information
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies.
The year saw improved structures to support
teachers seeking and maintaining their
accreditation with BOSTES. Regular meetings
took place throughout each term where staff
could share best practice, accreditation report
samples and provide support for each other.
These meetings were valuable for all involved and
will continue into 2015. In all, three teachers
submitted applications for accreditation at the
level of Proficient Teacher.
Workforce composition
Position
Principal
Deputy Principal
Head Teachers
Classroom Teacher(s)
Learning and Support Teacher(s)
Support Teachers
Teacher Careers
Teacher Librarian
Teacher of ESL
School Counsellor
School Administrative and Support Staff
Total
% of staff
64%
36%
Number
1
1
6
19
1.4
4
1
1
0.8
1
11
47.2
Beginning Teachers
In 2014, there were two permanent full time staff
with beginning teacher status. However, a
number of other teachers also worked to
document their teaching practice in order to
submit accreditation portfolios. Support was also
provided to each beginning teacher with a
reduction of teaching lessons and time made
available to work with their assigned mentor on
programing and strategies to improve
professional capacity.
The Australian Education Regulation, 2014
requires schools to report on Aboriginal
composition of their workforce. JJCMHS had one
teacher and one administrative staff member
employed full time who each identified with an
indigenous background.
Teacher qualifications
3
A full copy of the school’s
statement is tabled at the
meeting of the School P&C.
concerning the statement can
contacting the school.
Financial summary
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
Date of financial summary
Income
School performance 2014
30/11/2014
The school is delighted to report on the following
achievements for 2014.
$
Balance brought forward
650,306.80
Global funds
357,509.18
Academic achievements
Tied funds
333,474.01
NAPLAN
School & community sources
238,332.43
Interest
20,859.86
Trust receipts
18,945.85
Canteen
Total income
2014 financial
annual general
Further details
be obtained by
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.
0.00
1,619,428.13
Expenditure
Key learning areas
82,672.08
The My School website provides detailed
information and data for national literacy and
numeracy testing (NAPLAN).
Excursions
18,771.60
Alternatively:
Extracurricular dissections
43,623.10
NAPLAN Year 7 - Literacy (including Reading,
Writing, Spelling and Grammar and
Punctuation)
Teaching & learning
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
4,346.66
973.02
Percentage in bands:
Year 7 Reading
205,541.68
50
60,963.18
135,750.29
Percentage of students
Library
0.00
Utilities
132,559.42
Maintenance
105,527.43
Trust accounts
20,111.64
Capital programs
153,286.26
Total expenditure
964,126.36
Balance carried forward
655,301.77
40
30
20
10
0
4
4
5
6
Bands
7
8
9
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
In Reading, 69% of Year 7 students were assessed
as at or above National Minimum Standards
(NMS). Ten percent of students entering Year 7 in
2014 achieved in the top bands for literacy and
21% in the top bands for spelling. Student growth
is an important measure in the NAPLAN data.
Approximately 48% of students achieved greater
than or expected growth in Reading, which is an
improvement of more than 10% from 2013.
Strong figures for students with greater than or
expected growth across all areas is an
encouragement for future success.
Literacy, the percentage of students who
achieved greater or equal to expected growth
was higher than or equal to results achieved by
JJCMHS since 2010 (where comparisons are
available). Across all measurable areas of literacy,
the percentage of students with such growth
also significantly increased since this group of
students was assessed in Year 7.
Percentage in bands:
Year 9 Reading
Percentage of students
50
NAPLAN Year 7 – Numeracy
Percentage in bands:
Year 7 Numeracy
Percentage of students
40
30
40
30
20
10
0
20
5
10
6
7
Bands
8
9
10
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
0
5
6
Bands
7
8
NAPLAN Year 9 - Numeracy
9
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
Percentage in bands:
Year 9 Numeracy
60
Percentage of students
4
The percentage of students entering Year 7 who
performed in the top two bands remained steady
at 7%. Sixty percent of students were assessed as
at or above the National Minimum Standard. In
the area of student growth, almost 48% of
students achieved greater than or expected
growth in Numeracy since their last NAPLAN test
in Year 5.
40
20
0
5
NAPLAN Year 9 - Literacy (including Reading,
Writing, Spelling and Grammar and
Punctuation)
6
7
Bands
8
9
10
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
A significant improvement was seen in the area
of Numeracy with 92% of students assessed as at
or above National Minimum Standards. There
were very pleasing figures in student growth with
67% achieving greater or equal to expected
The results in Reading were pleasing, with 81% of
students assessed as at or above National
Minimum Standards in Reading. While these
figures were not repeated in other areas of
5
growth in Numeracy, the highest in the last 5
years. The percentage of students achieving such
growth also saw an increase since this cohort was
last assessed in Year 7.
data, while the English Advanced average
increased by 2.3 points. A significant increase of
6.4 points occurred in the subject of Society and
Culture. 31% of the students in this course
achieved a band 5. The school average for the
course of Music 1 remained above state average
by 2 points.
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).
School 2014
SSG 2014
Other achievements
The school obtained a band 6 in the course of
Modern Greek Continuers which was studied
through OTEN. A total of 14 band 5s were
achieved across 5 HSC subjects. This represents
6% of all bands and 58 band 4s (22.5%) were
obtained by the HSC cohort. Collectively, 65% of
all achieved bands were placed in the top four
HSC bands.
School Average 2010-2014
State DEC 2014
100
90
80
70
60
50
40
30
20
10
0
School 2014
SSG 2014
Music 1
Mathematics General 2
English (Advanced)
English (Standard)
Drama
Design and Technology
Significant programs and initiatives –
Policy and equity funding
Aboriginal education
The year saw our indigenous students partake in
a variety of programs and activities. Years 9, 10,
11 and 12 students took part in the AIME
leadership program where they visited the
University of Sydney on multiple occasions. Here
they engaged in activities that enhanced their
leadership skills, connectedness to their culture
and application towards their school work. Years
7 and 8 students engaged in an AIME experience
to give them an insight to their involvement in a
future program.
School Average 2010-2014
State DEC 2014
The School’s relationship with Souths Cares
continued through their School to Work program.
As a successful Year 12 graduate, Caine Wallace
received a certificate and gifts from Souths Cares
at their annual graduation ceremony. Students in
Years 10, 11 and 12 partake in this program
which helps students transition through to the
workforce, TAFE or University.
Information and Digital
Technology Examination
Society and Culture
Personal Development,
Health and Physical
Education
100
90
80
70
60
50
40
30
20
10
0
NAIDOC day was a success with the school being
able to celebrate indigenous culture. An assembly
was held where guest speakers Rhys Wesser and
Tanisha Stanton shared their story about where
Students studying the English Standard course
obtained an improvement of 4 points from the
previous five year collection of school average
6
they came from and their successful careers to
date. This was followed by festivities which
included indigenous games, music and food and
reinforced the important place indigenous
culture has within our school.
Tacos and Churros. Thank you to our Year 11
students who dressed up as senoras and
senoritas and the famous Spanish artist Frida
Kahlo. We also thank Manuel (Senora Perez’s
brother-in-law) who came to serve churros out of
the kindness of his heart. We really appreciate his
generosity.
Multicultural education and anti-racism
With a wide range of cultures represented in our
school community, multicultural education is an
integral part of the everyday educational
experience at JJCMHS. Through teaching and
learning activities across the school, students
explore different cultural perspectives and
engage in learning about a range of cultures.
Extracurricular events within the life of the school
also celebrate the cultural diversity of our school.
The event highlighted the passion and energy
Senora Perez has for her Spanish culture to the JJ
family and the support she received from the
students of our school.
In 2014, Harmony Day was a huge success.
Students from Eastlakes and Mascot Public
Schools joined us to celebrate the day and hear
Widyan Al-Ubudy, an SBS Television cadet, share
with us her experiences as a refugee on her quest
for immigration and settlement in Australia. After
our formal assembly, the day continued with the
school community enjoying food and music from
different cultures. Later in the year, NAIDOC Day
recognised and celebrated the contributions of
Aboriginal and Torres Strait Islanders to our
school and wider community.
Aboriginal background
The school engaged a student Learning Support
officer who worked with the indigenous students.
Assistance with student assignments, additional
time focused on numeracy skills plus assistance
and support in class was provided. For some
students the development of literacy skills via the
strategies of the MultiLit program was effective.
These modes of assistance helped develop
student knowledge, understanding and skills in all
the core subjects as well as elective subjects.
Learning support was provided via class
withdrawal and in class support.
The Learning and Support Teachers (LaST) have
been involved in the development of individual
learning plans in consultation with parents and
other support agencies to discuss and implement
modifications for improved learning. A positive
change in student attendance, confidence and
engagement with learning is evident from this
support.
In May the school came together after the
excitement of the FIFA world Cup and Cinco De
Mayo (Mexican Independence Day) a Fiesta was
held to celebrate all that represents the great
country of Spain. LoTE teacher, Senora Perez led
the spirit and experience of the celebration of
Cinco De Mayo and everyone involved enjoyed
7
Funds were allocated to assist families with the
payment of school fees. The school also assisted
with the payment of school excursions and the
Years 7 and 8 three day camp. This support
enabled students to experience these learning
opportunities and further engage with the
curriculum.
Funds were allocated to provide for the catering
of the successful NAIDOC day celebrations
involving our local partner Primary schools and
the community.
Library
During 2014 the library continued to function as
the hub of information in the school providing
students and teachers with access to essential
resources. Student borrowing rates continued to
exemplify the school’s focus on literacy as well as
strategic partnerships between the library and
the English faculty through structured reading
programs. Inquiry and project based tasks have
ensured students are involved in genuine learning
experiences that develop real world skills and
promote lifelong learning.
Socio-economic background
JJCMHS received funding to support the
education of students from disadvantaged socioeconomic background. The allocation of funds to
purchase resources and implement strategies is
explained below.
Engagement of a teacher to enable an additional
Year 7 class in the 2014 school curriculum.
Payment of $490 for the annual subscription of
an online Study skills program.
Staff and community members worked together
throughout 2014 to inaugurate the creation of
the JJ Cahill Maker space with a 3D printer as its
centrepiece. This development will ensure the
creativity, ingenuity and practical skills within the
student body are harnessed and nurtured to
create the innovators of tomorrow.
During 2014 an online study skills program was
implemented for all students of Years 7-12. This
course involved all students to participate in a
program of approximately nine lessons
throughout the year on a wide range of learning
issues. The program included resources and
activities to enhance student awareness of their
learning and skills for independent work.
The library team would like to acknowledge the
contributions of all staff, students, parents and
community members in fundraising efforts as
well as donations from local businesses including
McDonalds, Bunnings and Officeworks the
continued functioning and expansion of the
library. A final thank you must also go to
volunteer Reece Dunlop-Finch for his continued
hard work and dedication.
Payment of $3650 on the annual subscription of
ClickView, an online educational video library.
The school spent $ 3049 on the purchase of
school uniform and payment of school fees to
those students who applied for such provision.
Funds were allocated for the purchase of text
books, teaching materials and resources to help
faculties with the implementation and delivery of
the new curriculum.
Welfare
JJCMHS has a strong welfare team which consists
of the Deputy Principal, Welfare Coordinator,
Year Advisers and the school counsellor.
8
The school is supportive of a consistent welfare
and behaviour system where staff members
provide for the care and specialised needs of
students. The welfare team monitors student
attendance and late arrivals, ensuring
appropriate systems and strategies are
implemented to improve rates.
Counsellor, assisted by other Counsellors from
this region.
Year Advisers also conducted interviews with
their respective cohorts with regards to academic
reports allowing for discussion and reflection on
their achievements, application, strengths,
weaknesses and goal setting for the future.
A number of activities and programs were
organised for all Year groups, with the aim to
facilitate student personal development.
Fortnightly Year meetings were organised in the
school timetable. This provided an opportunity
for students to share and discuss issues specific
to their year group such as goal setting,
application, bullying, attendance, study skills,
stress management and leadership skills thus
developing stronger bonds and friendships.
Learning and Support
The Learning Support Team continues to work to
support students who require additional support
to engage in teaching and learning activities. This
involves a range of support options which
include: support in the classroom, individualised
programs and withdrawal. Learning and Support
staff work regularly with teachers to develop
their skills in making modifications and adaptions
to curriculum, curriculum delivery and
assessment.
All Year 10 students undertook a two day Peer
Support training workshop. Peer Leaders were
identified during this training and selected Peer
leaders assisted Year 7 during Orientation Day as
well as in their transition to high school. The
transition of Year 7 was further enhanced by an
intensive orientation program.
Making Up for Lost Time in Literacy (MULTILit)
Program was introduced in 2014. This program,
designed by staff at Macquarie University is a
one-to-one program where students work with a
tutor to improve the accuracy and proficiency of
their reading. This has been of great benefit to
targeted students demonstrating improvements
in not only their reading but also their
participation in class.
A select group of Year 9 students engaged with
the RAISE program as provided by UNSW. Each
student was assigned a mentor whom they met
on a weekly basis over a ten week period. The
program assisted students identify with the
importance of education and to develop ways of
engaging with school and learning, with a focus
on setting and committing to achieving personal
goals.
Special Education
The Special Education Faculty at JJCMHS
supported 41 students with special needs in
2014. The Special Education staff includes four
teachers and four Student Learning Support
Officers (SLSOs) who are highly committed to
provide all students with the best possible
learning opportunities. Through the development
and implementation of specific teaching and
learning programs, students are able to access
the Life Skills Curriculum, elective classes taught
by mainstream teachers as well as a number of
post-school options which will allow them to
make a successful transition to adulthood and the
world of further education, training or work.
Year 10 were also given the opportunity to once
again participate in the LOVE BITES sexual assault
and domestic violence prevention program. Year
11 students participated in a very successful
Crossroads Program at the end of their
Preliminary studies.
A day was devoted to Year 12 students in Term 1
providing strategies and support with issues such
as stress management, time management and
effective study skills being addressed by the
9
In 2014, six students of the Support Unit (SU)
completed and achieved Life Skills HSC, six
students achieved Preliminary Life Skills HSC and
have continued onto their HSC at the
commencement of Term 4.
Six students
attempted a ROSA for stage 5 Life Skills. Five
students attained a ROSA for Life Skills and one
student left before attaining the ROSA to return
to his country of birth.
The SU faculty has collaboratively evaluated and
revised all teaching and learning programs and
have reflected on their current practice and
reflected on NAPLAN results. It was evident that
one Year 7 student and four Year 9 students
performed above expectation and demonstrated
considerable personal growth.
The SU faculty considered broader implications of
the new syllabus in English, Mathematics,
Science, History Life Skills and implemented
teaching strategies to support the new syllabus.
An integral part of teaching and learning at
JJCMHS is the inclusion of students to access
educational resources which cater for individual
learning, vocational and academic needs.
Examples of successful inclusion practices
include:
Creative and Performing Arts
It was another strong year for the Creative and
Performing Arts at JJ Cahill Memorial HS.
The Visual Arts and Photography departments
continued to flourish and provide our students
with creative opportunities and activities to
develop their artistic voices. Students attended a
range of art based excursions, starting with Years
11 and 12 attending Art Express at the AGNSW,
followed by the Sydney Biennale taking them
from the MCA to Cockatoo Island and, finally, an
interactive
incursion
with
contemporary
Australian artist, Wendy Sharpe, allowing
students to converse with her while she worked
in her Sydney studio via video link. Years 9 and 12
also attended the annual Sculptures by the Sea
exhibition and attended an excursion to Bondi
beach. To finish an eventful year, all Year 8
students attended the amazing Pop Art exhibition
at the AGNSW.
 Five students attended a TAFE course ensuring
students became independent through
effective means of transition and program of
travel training.
 Six students accessed mainstream sport in
Years 9 to 11.
 Twelve students from IM/IO classes accessed
mainstream elective classes and two students
with Autism accessed mainstream classes as
negotiated as part of their individual
education plans.
 Students in Years 7 and 8 SU participated in
“learn to swim“ program conducted for the
whole school.
 Three Year 9 students, three Year 10 students,
one Year 11 student and two Year 12 students
were part of a supervised work crew at Coles
Eastgardens during Terms 2 and 3.
The Link Support program allowed one of our IO
(Intellectually Moderate diagnosis) students to
attend a regular period of vocational experience.
Our students attended The Windgap Foundation
located in Eastlakes and one student attended
work placements each week in transition to work
programs for post school.
Twelve students attended a work placement
Wednesday or Friday during Terms 2 and 3 with
the support of a Job Coach and a Support Teacher
Transition.
10
During the year students were also able to attend
our Art Club on Wednesday afternoons, providing
them with the time, resources and space to
further develop their skills. Our talented Visual
Arts and Photography students were again given
the opportunity to put their skills on show at JJ’s
annual Visual Arts and Photography Exhibition at
Mascot Library, with many students and their
families, JJCMHS staff, members of the local
government and community in attendance,
making this event such a positive experience for
all involved. Students were able to see their work
in a professional setting, allowing them to take
pride in their work and to give them the
confidence to continue to cultivate their abilities
further. It is wonderful to see our local
community supporting our students like this,
along with our fantastic JJ musicians and
hospitality students who provided entertainment
and gourmet refreshments on our opening night.
build confidence and performance skills. Once
again, music formed the core component of the
sixth edition of the Big Night Out. With over 500
tickets sold, the concert has come to typify the
School’s ethos and helps showcase our collective
spirit to the broader community. Following the
success of the 2013 Aboriginal Music Camp,
students performed for NAIDOC events within
the school and the broader community. The 2014
Year 11 cohort were fortunate enough to be
invited back to participate in another cultural
workshop and camp. As this strong relationship
continues to be forged, it is anticipated that more
students will be exposed to learning about and
experiencing the music of our first peoples. HSC
results were once again very strong with a large
Music 1 cohort competing strongly against the
DEC average. Two members of this class were
successful in their tertiary auditions and will
continue seek to pursue music as a viable career
path.
Other significant initiatives
National Partnership
In 2014, JJCMHS continued to participate in the
Improving Literacy and Numeracy National
Partnership. The school received additional
funding to support the improvement of reading
comprehension outcomes for all students, with a
particular focus on Years 7, 8 and 9.
Continuing from 2013, the goals of our Reading
project were to improve students’ literacy skills in
the areas of reading and comprehension and to
improve teachers’ skills in the teaching of literacy
through a whole school approach.
Our Music Program continued to expand into
new areas in 2014. The JJCMHS Big Band,
established with the support of the South Sydney
Graphic Arts Club, performed at numerous events
and has now firmly entrenched itself into the
cultural fabric of the school. This ensemble along
with multiple choirs and cultural performance
groups continued to provide the school with a
dynamic and diverse co-curricular program. With
a significant rise in senior music classes, more
performance evenings were held across the
school year. These recitals have helped provide
many more students with the opportunity to
Strategies to support staff in the development of
their
skills
in
teaching
reading
and
comprehension continued from those instituted
in 2013. These included:

Literacy Buddies – All teaching staff
formed or maintained buddy pairs/small groups
that met fortnightly to discuss, plan and evaluate
literacy strategies for immediate use in the
classroom. Additional funding tied to the reading
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project enabled teachers to be released from a
lesson to facilitate buddy meetings. Lesson
observations can be an informative professional
learning practice and these buddy pairs/groups
participated in regular observations to provide
feedback and support in the teaching of reading
and comprehension skills. Staff evaluations
reflected the positive engagement of staff in this
professional learning activity.
School planning
2012—2014
and
evaluation
School evaluation processes
NSW public schools conduct evaluations to
support the effective implementation of the
school plan. The processes used include the
collection of data, evidence of implementation in
school practice, staff feedback and interviews.

Professional Reading Group – To facilitate
regular engagement in professional reading and
dialogue the Professional Reading Group was
continued in 2014. Teachers were provided with
a reading on a regular basis and met to discuss
this
over
lunch,
building
professional
relationships and further supporting the teaching
of literacy in the classroom.
School planning 2012-2014:
School priority 1
Literacy and Numeracy
Outcomes from 2012–2014
 Increased levels of overall literacy and
numeracy achievement for all students.
 Increased percentage of Aboriginal students
achieving above expected growth in reading.
In addition, staff were trained in Seven Literacy
Strategies that Work. The outcome of discussions
in the Professional Reading Group, all staff were
trained in Seven Literacy Strategies that Work –
Read-Alouds, K-W-L charts, Graphic Organisers,
Vocabulary Instruction, Writing to Learn,
Structured Note-taking and Reciprocal Teaching.
These strategies provided staff with common
language and methods for teaching reading and
comprehension and provided consistency for
students.
Evidence of achievement of outcomes in 2014:
 Increased number of students achieving at or
above expected growth in NAPLAN.
 Implementation of literacy and numeracy
outcomes and strategies is evident in faculty
programs.
 Average scaled score growth figure of
Aboriginal students was 2.5 times higher than
DEC and State figures.
Through staff literacy buddies and the Seven
Literacy Strategies the Work, students were
exposed to a greater level of explicit literacy
teaching across all KLAs. In addition to this, all
students in Years 7 and 8 participated in a regular
reading program in English lessons. In this
program students read a range of text types and
developed a range of reading comprehension
skills. Their reading comprehension skills were
measured using a program called CARS and
STARS, and the initial results are promising.
Strategies to achieve these outcomes in 2014
 School based strategies specifically supporting
teaching of literacy and student learning.
 A focus on numeracy on a school development
day particularly the pedagogy and tracking of
the effective delivery of numeracy outcomes.
 Consistent and explicit use of data to inform
teaching and learning programs
 Implementation of Writing program designed
to increase fluency in writing and develop a
capacity to engage in sustained writing.
The staff of JJCMHS move into 2015 with wellestablished practices in the teaching of reading
and comprehension.
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 Strong linkage programs to build
partnerships with primary schools.
School priority 2
Engagement and Attainment – Quality Teaching
on
Evidence of progress towards outcomes in 2014:
Outcomes from 2012–2014
 Increased frequency of interaction between
school and local Primary schools.
 Increased use by web users of school website
to gain information of school.
 Increased number of acceptances of
University offers for Year 12 students
benefiting from Educational Access Scheme
incentives.
 Acceptance of invitation by local partner
schools to attend and participate in school
events.
Strategies to achieve these outcomes in 2014:
 Introduction of an organised program of
Discovery day lessons with students of local
Primary schools.
 Invitation and interaction of students and
teachers of local Primary schools at whole
school events, such as Big Night Out and
Harmony day.
 Launch of social media interface to heighten
communication with parents and promotion
of school events. i.e JJCMHS Facebook page,
more detailed subject specific information on
school website.
 Student achievement is supported by strong
welfare programs.
 Improved support of social and emotional
wellbeing of all students.
 Students’ courses of study in Stage 6 match
their capabilities.
Evidence of progress towards outcomes in 2014:
 Decreased number of referrals of students
after their participation in welfare programs.
 Increased connection and application with
learning by junior students.
 Engagement of identified students with
learning and support personnel.
Strategies to achieve these outcomes in 2014:
 Implementation of a structured program of
student wellbeing encouraging a connection
with education through such programs as
Links to Learning, Weave, RAISE.
 Implementation of a program to provide
information including one-on-one interviews
with students for Yr11 subject selection.
 Schedule of meetings between Year Advisor
and students reflecting on academic
achievement and academic goals.
 Conscious effort by staff to recognise positive
behaviours with increased distribution of
student merits and strategies of positive
reinforcement.
School priority 4
Curriculum and Assessment
Outcomes from 2012–2014
 Low achieving students are supported
through quality teaching.
 HSC results reflect meaningful learning for
students of all abilities.
 A school culture of high expectations for all.
School priority 3
Engagement and Attainment – Community
Engagement
Outcomes from 2012–2014
Evidence of progress towards outcomes in 2014:
 Increased parent/carer involvement in school
life and supporting student learning.
 Active involvement of and with local
community and business groups.
 Increased student awareness of task criteria
and requirements for completion.
 All assessment tasks linked to curriculum
based learning outcomes.
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 Assessment tasks of junior school to reflect
the same format of senior school across all
KLAs.
Strategies to achieve these outcomes in 2014:
 Publication of assessment tracking sheets to
students of all year groups.
 Increased integration of ICT in assessment
tasks.
Teacher survey – Focus on Learning
The school participated in the Tell Them From Me
(TTFM) Focus on Learning survey. The survey
asked questions relating to school learning
culture, use of data to inform practice,
technology, inclusivity, parent involvement,
teaching strategies, school executive and
collaboration. A total of 36 members staff
representing 80% of the whole staff participated
in the survey.
The following is a summary of the collected staff
response:
 A positive attitude of teachers is displayed
with school learning culture (8 out of 10)
 Staff set high expectations providing
constructive written feedback, detailing areas
for improvement.
 Staff discuss with students their learning goals
and help to break down the barriers to
learning.
 A consistent practice among staff of multiple
teaching strategies implemented in singular
lessons and across consecutive lessons
 The use of technology by teachers is common
to assist with the organisation, analysis,
research, completion and presentation of
learning and subject matter.
 Staff members believe we are an inclusive
school which supports and integrates students
with learning needs in the classroom.
 Students with special learning needs receive
meaningful work which is targeted to their
level of development. (8.6/10)
 Staff indicated they access assistance from the
school Learning and Support team to modify
learning and assessment tasks.
 Staff express they would like more direction
from school executive with improved
resources and technological infrastructure to
facilitate learning.
 Staff members are appreciative of collegial
support and shared dialogue regarding
learning and educational issues.
 Staff are appreciative of the school executive
to set learning goals, and mentor with
professional development.
School priority 5
Leadership and Management
Outcomes from 2012–2014
 Increase in leadership capacity across the
school – both staff and students.
 Structured professional learning for executive,
aspiring leaders and new scheme teachers.
Evidence of progress towards outcomes in 2014:
 Increased number of acceptances of
University offers for Year 12 students
 Increased number of staff volunteering or
expressing interest to fulfil a whole school
role.
 Increased profile of SRC in school
communication and events.
 Increased staff involvement in professional
learning and support.
 Involvement of staff with collegial support
with pedagogy and literacy.
Strategies to achieve these outcomes in 2014:
 Articulation of specific roles to each year
group of SRC.
 Establishment of induction program for newly
appointed staff to school.
 Establishment of professional buddies
program of lesson observations and
professional conversations.
Parent/caregiver,
student,
teacher satisfaction
and
In 2014, the school sought the opinions of
parents, students and teachers about the school.
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Student survey - Combined Year 9 and 10
elective line
published on the school’s website from the
beginning of Term 2 2015.
The school introduced an elective line of five
courses combining students of Years 9 and 10 in
the same classes. Students involved in these
classes were surveyed and provided the following
feedback.
The three strategic directions established in
consultation with the school community are:
 Student learning
 Staff professional development
 School promotion and enhancing community
engagement
Of those students surveyed, 90% said after an
initial settling-in period the organisation was a
good and worthwhile experience. Although the
younger Year 9 students were initially
apprehensive to contribute to group discussions
they said there was benefit of having older
students in the classroom and learned from the
shared insight of older students.
About this report
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
Nearly all students (98%) said their learning did
benefit from having a different cohort of students
in the classroom (the lone respondent expressing
no benefit in their learning conceded their
preference for an independent learning
environment did influence the response).
Robyn Cowin –Principal
John Mifsud – Deputy Principal
David Gracie – Head Teacher
Margaret Hallahan – Head Teacher
Deb Stathis – Head Teacher
Cameron Sutton – Head Teacher
David Topping – Head Teacher
Nathan Potter – Careers Advisor
Staff teaching the elective courses expressed,
apart from the need to be mindful of providing
encouragement to Year 9 students that their
contributions would be valued by the class, they
did not need to change their approach to the
group and the students settled well into the class
easily being able to form groups in practical
activities.
School contact information
J J Cahill Memorial High School
Sutherland St Mascot NSW 2233
Ph: 9669 5118
Fax: 9667 4902
During the second year of such implementation
students will be asked for any perceived
difference in their experience of being in an
elective class as the older group relating to group
dynamics and accommodation of different
learning styles.
Email: jjcahill-h.school@det.nsw.edu.au
Web: www.jjcahill-h.schools.nsw.edu.au
School Code: 8263
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:
Future Directions
2015-2017 School Plan
NSW DEC is implementing a new school planning
process for 2015-17. The new plan will be
http://www.schools.nsw.edu.au/learning/emsad/
asr/index.php
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