8263
J J CAHILL MEMORIAL HIGH SCHOOL
ANNUAL SCHOOL REPORT
2013
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
P & C message
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.
Increasing numbers of student enrolments are
of Chinese and Spanish background.
The JJCMHS P&C committee has had a busy
year working together with the students, staff
and our school’s local community. Our main
goal for 2013 was to continue to raise funds for
the school outdoor learning centre. BBQs were
held during the elections and the ‘Big Night Out’
evening, each of which was a great success.
We also raised funds by selling pavers for the
walkway entry and stage area of the outdoor
learning centre.
Principal’s message
The P&C would like to extend a big thank you
for the support of our local companies and
community. Without their support our events
would not have been as successful. Our
appreciation goes to: C&C Chickens, Mascot
Charcoal Chickens, City of Botany Bay Council,
KEL Logistics P/L, G-rant, Mascot Dental, KFC,
Orica, Vondoo Hair, Graphic Arts Club,
Australia Post, Paul’s Variety, Coles, Big W,
Candy Store and, of course, everyone who
helped and contributed towards our fundraising.
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.
To the parents/guardians, the committee would
like to thank you for your support throughout the
year and hope your support continues in 2014.
We encourage you all to join the P&C
committee. We hold four meetings a year, and
we would like new faces to come along and
support us in our new goals for JJCMHS
students and staff.
An emphasis on quality teaching and the
effective integration of technology in teaching
and learning is a significant aspect of our
curriculum.
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.
A big thank you is extended to the executive
committee of the P&C: Mara Kelaiditis, Chris
Kelaiditis, Helen Baziotis and Dimi Karonis.
Congratulations to the outgoing Year 12
students for being great role models and for
supporting their local high school. The P&C
committee members wish them every success
and hope they all continue on course with their
chosen career path and achieve their future
goals.
The school continued to enjoy strong support
from local businesses and organisations in the
provision of bursaries – South Sydney Graphic
Arts Club, Sydney Credit Union, DHL, Abbott
Australasia, Redfern RSL, Vizzone and
Ruggero Solicitors and South Sydney Juniors
Football Club. Other supporters are noted in the
P&C report. The school relies on this support
Lily Bull
P&C President
Student representative’s message
The Student Representative Council (SRC) is a
peer elected group which represents the
students of JJCMHS. Key issues concerning
Page 1
students’ welfare, school issues and events are
discussed and debated and if required,
determinations acted upon. It was a busy year
for the SRC. The school leaders, Gregory
Patakos and Princess Sengco, led the
representatives from each year group.
also the encouragement and support the
audience gave each of the performers.
Students were involved in a range of school
initiatives including fundraising for the school,
charity foundations and organisations. SRC
members represent the student body on
committees including uniform, canteen and
Work, Health and Safety (WHS) and Finance.
In 2013 SRC leaders introduced breakfast club
to their list of responsibilities. Year 10 SRC
leaders attended the regional zone meetings
where they met and learnt from other SRC
leaders in the region.
SRC President
Looking towards 2014, the SRC will continue to
provide best quality representation to JJCMHS.
Victoria Kavafolau
Student information
It is a requirement that the reporting of
information for all students be consistent with
privacy and personal information policies.
Student enrolment profile
Enrolments
500
The SRC are responsible for student lockers
and help to regulate the success of the system.
Students
400
300
Elem Guler represented the school at State
level SRC as a member of the SRC Conference
Working Party. This role involved attending
meaningful and challenging workshops and
meeting influential people including Ela Gandhi.
The SRC had nominees for the UBS Young
Women’s Leadership Academy and the NSW
United Nations Youth School leaders.
200
100
0
2007 2008 2009 2010 2011 2012 2013
Year
Male
Female
Opportunities to experience leadership is
enhanced with the ongoing support of our local
council and State Member of Parliament
through their sponsorship of students at
National Young Leaders Day and the
prestigious YMCA Youth Parliament. Both
programs promote youth led advocacy,
community leadership and parliamentary
education. Year 11 students attended the
Global Leaders Convention and during
education week, Yusuf Nayir represented our
school accepting the invitation to work
alongside the School Education Director, Mr
Gavin Patterson, for the day and Year 12
students attended the Secondary School
Student Leadership Program held at NSW
Government House.
As the graph shows, enrolments have
fluctuated mildly between 365 and 400 since
2007. The gender mix remains relatively even.
There are slightly more girls in the mainstream
classes and more boys in our support unit
classes.
The SRC led the fundraising and support of
charities including Genes for Jeans, Salvation
Army, Door Knock appeal, ‘Fun Hair Day’, for
Stewart House and Legacy. Whilst the SRC
conduct events as fund raisers, there are times
when the impact of wearing a symbol or colour
to show support, is greater. Purple day focused
on the issues of anti-homophobia and R U ok
day addressed the issues of bullying.
The school experienced a slight increase of
1.7% in the attendance rate for 2013 from the
previous year. Five of the six cohorts at the
school showed an increase. This is testimony to
the efforts of the staff, namely the welfare team,
for the regular monitoring and immediae
consultation with parents and caregivers of
those students whose attendance required
intervention. Students of Year 7 had a collective
attendance rate of 90.8%.
A slight increase of fifteen enrolments occurred
from 2012 to 2013 and averaged at 375
students. The increase was mainly evident in
the enrolment of senior students. Students
leaving were either transferring to a school
closer to a new residence or were entering the
workforce, TAFE or a special educational
program.
Student attendance profile
Big Night Out revives the school spirit every
year and reminds everyone that we are truly
part of the ‘JJ’ family. It was great to see such
confidence and talent in all the performers but
Page 2
TAFE, of which six have secured an
apprenticeship
or
traineeship.
Fourteen
students have secured full-time employment.
Twenty two have secured part time employment
either to support their studies or as an entry to
other opportunities. Eleven students have
pursued further study or employment related to
Vocational Education and Training (VET)
courses studied for the HSC.
Student attendance rates
Attendance rate
100
75
50
25
0
Year 12 students undertaking vocational
or trade training
2008 2009 2010 2011 2012 2013
Year
School
In 2013, 42.6% of Year 12 students undertook a
vocational education course or trade training.
This
statistic
reinforces
the
school’s
commitment to provide a diverse curriculum
satisfying student ability, needs, interest and
individual pathways.
Student retention
Although the student retention rate from Year
10 to Year 12 declined, the school’s rate is still
above state average and those of other schools
in our education group. Students who left the
school chose to study a specific course aligned
to their interest via TAFE.
Year 12 students attaining HSC or
equivalent
Vocational
educational
qualification
Just under 89% of students completed the Year
12 curriculum with the attainment of the HSC.
Retention to Year 12 (SC to HSC)
100.0
Workforce information
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies.
50.0
0.0
SC06-HSC08 SC08-HSC10 SC10-HSC12
School
SEG
Management of non-attendance
The Welfare Coordinator in conjunction with the
Deputy Principal and the Home School Liaison
Officer worked with parents to support students
whose attendance was cause for concern.
The welfare team also implemented school
strategies to address student absence. Such
strategies
included
attendance
reviews,
interviews and the monitoring of student
attendance plans. The school relied on staff to
manage and monitor both absences and late
arrival to school.
Position
Number
Principal
1
Deputy Principal(s)
1
Head Teachers
6
Classroom Teacher(s)
21.2
Teacher of Mild Intellectual Disabilities
1
Teacher of Moderate Intellectual Disabilities
2
Teacher of students with Autism
1
Learning and Support Teacher(s)
Disabilities
DDDisabilitiesDisDisabilities
Teacher Librarian
1.4
Teacher of Careers
1
Teacher of ESL
0.6
School Counsellor
1
1
School Administrative & Support Staff
10.4
Total
48.2
The school is aware that the collective
attendance rate is greatly effected by a small
number of students who distance themselves
from attending school and have subsequently
been referred for regional support within the
Department of Education and Communities
(DEC).
The substantive teacher librarian continued his
secondment at DEC office and the school
appointed another to relieve in the role for
2013. A special education teacher commenced
his appointment to the profession and another
teacher was appointed as PDHPE teacher. One
head teacher continued to relieve as deputy
principal at a local high school. Two classroom
teachers took extended leave for most of 2013.
This was followed with one of these teachers
Post-school destinations
Fifty nine students completed the Higher School
Certificate studies in 2013. Of those, twenty two
are attending university, ten are attending
Page 3
A full copy of the school’s 2013 financial
statement is tabled at the annual general
meetings of the School’s P&C Association.
announcing her retirement while the other
teacher took leave without pay.
Workforce composition
Further details concerning the statement can be
obtained by contacting the school. NB Training
and Development sits under the ‘Ties Funds’
umbrella due to its funding source.
The Australian Education Regulation, 2013
requires schools to report on Aboriginal
composition of their workforce.
The National Education Agreement requires
schools to report on Indigenous composition of
their workforce. JJCMHS has one permanent
member of staff who identified as Indigenous.
School performance 2013
Academic achievements
Teacher qualifications
NAPLAN
All teaching staff meet the professional
requirements for teaching in NSW public
schools.
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.
Qualifications
Degree or Diploma
Postgraduate
NSW Institute of Teachers
Accreditation
The achievement scale represents increasing
levels
of
skills
and
understandings
demonstrated in these assessments.
% of staff
64.3
35.7
24
Year 7: from Band 4 (lowest) to Band 9 (highest
for Year 7)
Financial summary
Date of financial summary
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Expenditure
Teaching & learning
Key learning areas
Excursions
Extracurricular dissections
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
Year 9: from Band 5 (lowest) to Band 10
(highest for Year 9)
The My School website provides detailed
information and data for national literacy and
numeracy testing (NAPLAN).
30/11/2013
$
475 896.12
327 856.43
215 582.33
247 686.46
19 285.39
34 044.50
0.00
1 320 351.23
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.
NAPLAN Year 7 - Literacy
In Reading, 83% of students were assessed as
being at or above the National Minimum
Standard (NMS). Over 15% of students entered
Year 7 achieving in the top bands in reading.
However, the number of students entering Year
7 in 2013 in band 4 and below the NMS for
reading increased slightly.
73 058.98
5 327.39
44 862.54
2 747.53
0.00
143 151.06
60 311.56
92 934.57
0.00
115 401.33
86 287.32
45 962.15
0.00
670 044.43
650 306.80
In Spelling and Grammar and Punctuation there
was a significant improvement in the band
achievement. Band 7 results remained the
same but fewer results in the lower bands and
an increase of 16% of allocation of bands 8 and
9 were distributed to Year 7 students of
JJCMHS in 2013.
Across all areas of Literacy, students in Year 7
in 2013 achieved growth above the state
average. This bodes well for the future
academic performance of these students as
they continue their education at JJCMHS.
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
Page 4
students achieving in the top two bands. In the
Literacy areas of Reading and Grammar and
Punctuation, Year 9 students achieved growth
above the state average.
Percentage in bands:
Year 7 Reading
35
30
Percentage in bands:
Year 9 Reading
25
20
35
15
Percentage of students
Percentage of students
40
10
5
0
4
5
6
Bands
7
8
9
Percentage in Bands
School Average 2009-2013
30
25
20
15
10
5
0
5
NAPLAN Year 7 - Numeracy
In Numeracy, 83% of students entered high
school at or above the National Minimum
Standards. Year 7 students had also achieved
average growth significantly above the state
average in numeracy since they were last
tested in Year 5, which promises well for their
future academic performance.
7
Bands
8
9
10
Percentage in Bands
School Average 2009-2013
NAPLAN Year 9 – Numeracy
Overall Year 9 Numeracy results saw a
weakening of achievement in this area of
NAPLAN. The percentage of students achieving
in the top two bands saw only a small decrease,
however, the percentage of students below
National Minimum Standards increased.
Percentage in bands:
Year 7 Numeracy
45
40
35
30
25
20
15
10
5
0
Percentage in bands:
Year 9 Numeracy
4
5
Percentage in Bands
6
Bands
7
8
Percentage of students
Percentage of students
6
9
School Average 2009-2013
45
40
35
30
25
20
15
10
5
0
5
NAPLAN Year 9 - Literacy
6
7
Bands
8
9
Percentage in Bands
The results achieved in Reading were pleasing
with 83% of students assessed as being at or
above the National Minimum Standard. There
was a marked increase in the percentage of
School Average 2009-2013
Page 5
10
Higher School Certificate (HSC)
Record of School Achievement (RoSA)
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).
Sixty-five students satisfied the mandatory
requirements as determined by the Board of
Studies and attained the stage 5 RoSA in 2013.
Other achievements
School Average 2009-2013
Biology
Drama
Arts
School 2013
The year 2013 was vibrant and productive for
the Creative and Performing Arts. The school
saw the rise of new events where the fields of
drama, music and art combined to display the
creative achievements of students. One such
event was the annual J J Cahill Memorial High
School Exhibition at the George Hanna
Memorial Museum where students from the
Visual Arts and Photographic and Digital Media
courses showcased their work. The exhibition
was warmly opened by Botany Bay City Council
Deputy Mayor, George Glinatsis, and supported
by the talents of JJCMHS Music and Hospitality
students. The exhibition provided an ideal
opportunity for JJCMHS to strengthen
community ties.
School 2013
General Mathematics
English (Advanced)
English (Standard)
Business Studies
100
90
80
70
60
50
40
30
20
10
0
Visual Arts students from Year 10 and the
support unit classes, SU1 and SU3, participated
in the World's Biggest Classroom Exhibition.
Submitting three colourful projects, these
students had their work displayed in locations
throughout Sydney. HSC Visual Arts students
witnessed their Bodies of Work in an exhibition
space being warmly received by community,
family and friends alongside outstanding music
performances by the HSC music students at an
inaugural HSC Visual Arts Exhibition and Music
Performance night. Another highlight was the
senior Visual Arts students attending a day at
University of New Sputh Wales (UNSW)
facilitated by ASPIRE, in partnership with the
College of Fine Arts (COFA).
School Average 2009-2013
It was also another big year for music at
JJCMHS. Thanks to funding support from the
Graphics Arts Club, the school was able to form
the inaugural J J Cahill MHS Big Band. This
ensemble presents a great opportunity to
interact with primary schools and expose
students to new instruments, styles and genres.
Throughout the year numerous students from
all grades performed for the school community.
Some highlights included senior music recitals,
Year 10’s production of The Sapphires for
NAIDOC and the annual Big Night Out. This
event has continued to grow, showcasing more
and more students every year. This year also
marked the first senior music camp in
Katoomba. Here students collaborated with an
Indigenous performing group and worked
intensively on developing original compositions.
It is hoped that this relationship will continue
Visual Arts
Studies of Religion II
Personal Development,
Health and Physical
Education
Mathematics
100
90
80
70
60
50
40
30
20
10
0
The HSC results of 2013 show Year 12
collectively gained just under 30% of results in
bands 4, 5 and 6. The courses of Biology,
English Standard , Mathematics and PDHPE
improved their mean course mark from previous
years by at least 2%. English Advanced and
Studies of Religion equaled the mean course
mark of previous years.
Page 6
with many more camps earmarked for the
future. It was pleasing to see our HSC students
excel with the Music class scoring well above
the state average. Particular congratulations
must be extended to Hepisipa Tafokitau, who
was a high achiever and will continue her music
studies at a tertiary level.
Sport Champions for 2013
Senior Male Champion – Johnny Falealili
Senior Female Champion – Brianna Seers
Junior Male Champion – Eslam Bakr
Junior Female Champion – Litia Togoloa
The year saw the expansion of the Drama
program with courses through Years 9 to 12.
Stage 5 students continued to explore a variety
of dramatic forms and styles. In 2013, all HSC
students enrolled in the course presented a 6 to
8 minute monologue as well as a 12 minute
Group Devised Performance. These successful
projects were the product of tremendous
dedication and hard work by the students that
often took place outside of regular class hours.
The opportunity to view these performances
was most beneficial to our Preliminary Drama
class which, earlier in the year, left its own mark
in producing the first ever play at JJCMHS,
Michael Gow’s iconic Australian play Away.
Further to performance, students were
expected to participate in a variety of creative
projects including set design, costume design,
promotion and direction. This was a rewarding
process for all involved and will surely be the
start of an annual tradition at the school.
Significant programs and initiatives
Aboriginal education
In 2013, JJCMHS continued its engagement
with WEAVE and Links to Learning. The
students engaged in a range of activities,
developing their understanding of respect and
culture. This included a camp in Term 2, which
was thoroughly enjoyed by all who attended. A
number of students also participated in the
running and organization of the school’s
NAIDOC day formal assembly.
Sport
Sport Highlights for 2013
JJCMHS Junior girls Oztag Team were
runners-up of the Sydney East Zone Junior
Grade sport competition.
The school also connected with the AIME
mentoring program. This involved Years 9 and
10 students, each linking with a mentor who
assisted them with their connection to further
studies. The Years 11 and 12 students were
taught ways to improve their leadership skills as
well as how to make a smooth transition to post
school employment and/or study.
JJCMHS Junior boys Futsal Team were
runners-up of the Sydney East Zone Junior
Grade sport competition.
JJCMHS had a number of individual students in
sporting representative teams and events:
Swimming
JJCMHS students were also engaged with
Souths Cares towards the end of 2013. This
provided our senior Indigenous students with
opportunities in the work force and University
by offering a 'School to Work Program'
throughout the HSC. Teika Charles of Year 7
was recognised for her excellent transition to
high school with the 2013 Deadly Kids Doing
Well Award.
Brianna Seers (Sydney East Region)
Athletics
Jordan Paea (Sydney East Region and State)
Brianna Seers (Sydney East Region)
Loa Polamalu (Sydney East Region)
Lusa Polamalu (Sydney East Region)
The Year 11 Music class was also fortunate to
participate in a range of workshops with an
Indigenous performance group from the Blue
Mountains. This included participation in a
whole day excursion and a three day camp.
During this time the performance group shared
traditional songs and dances with the students
and collaborated on a new co-composition.
Cross Country
Pembe Sevgin (Sydney East Region)
Brianna Seers (Sydney East Region)
Rugby Union
Johnny Falealili (Sydney East Region)
Page 7
A number of activities and programs were
organised for all Year groups, with the aim to
facilitate student personal development
Multicultural education
Multicultural education continued as an
important part of the school culture in 2013.
Multicultural perspectives are incorporated into
every aspect of school life. Events which took
place celebrating culture beyond the classroom
included the NAIDOC Day presentation and
activities plus a number of assembly
performances of contemporary Indigenous
music. In addition, the annual Big Night Out
once again included dance performances by
some of our Islander students.
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.
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. Years 7 and 8
students also participated in a Girls / Boys
program in which students and, in particular,
the boys, looked at gender specific issues such
as
masculine
identity
and
respectful
relationships. Outside providers presented a
day of interactive activities for the students.
Through teaching and learning activities across
the school, students consistently consider
different cultural perspectives and engage in
learning about a range of cultures. From
developing an understanding of the artistic and
musical expression of different cultural groups,
to considering how different cultures are
represented in texts and much more,
multicultural education is a major theme of the
educational experience of students at JJCMHS.
Students in Years 7 to 10 also participated in
Anti-Harassment Training as well as a Cyber
Bullying presentation by Susan McLean, one of
Australia’s foremost experts in the area of cyber
safety and digital citizenship. Students of Year
6 at our surrounding public schools were also
invited to attend this session with our Year 7
students. Years 8 to 10 had a separate session
geared more towards their social interaction via
technology.
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.
In August the school was presented an
impressive and unique gift by former Federal
Member of Parliament Honourable Peter
Garrett. The Hansard is a record of speeches,
debates and actions which occurred in the
sitting of parliament during the years of Mr
Garrett’s tenure. This significant document will
be proudly housed in the school Library.
Welfare
JJCMHS has a strong welfare team which
consists of the Deputy Principal, Welfare
Coordinator, Year Advisers and the school
counsellor.
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 monitor student
attendance and late arrivals, ensuring
appropriate systems and strategies are
implemented to improve rates.
A Study Skills Day was organised for Year 12
students prior to their Trial HSC Exams. Issues
such as stress management, time management
and effective study skills were addressed by the
Page 8
Counsellor and assisted by other Counsellors
from this region.
enterprises and through partnerships with local
community groups which provide quality,
approved work placement opportunities.
Three students from Years 8 and 9 were
chosen to attend Stewart House which was a
fantastic opportunity for those selected.
In 2013, fifty seven Year 11 and Year 12
students studied school VET Courses with eight
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.
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.
All fifty seven students satisfied the Board of
Studies mandated requirements of a VET
course with the completion of formal work
placement at various sites in the local area.
These sites included cafés, hotels, local
builders, tradespeople, retail business and
office based businesses, all serving to
strengthening links with the local community.
Placement providers continue to be very
supportive, understanding and encouraging of
the students of JJCMHS, especially of the
needs of students who have been integrated
from the Support unit into VET.
Student leadership
The school conducted a range of leadership
programs including SRC and school functions
for students to enhance their leadership
qualities.
The SRC are always consulted before school
initiatives are implemented. In turn they
communicate information to their peers in year
meetings seeking feedback from the student
body.
In 2013 students were involved in and led: anti
– bullying projects, peer support leader
workshops, performing specific roles at school
events performances, leading teams in sporting
events, fundraising events, participation in the
young leaders conference, involvement in
committees reviewing school uniform, selecting
the Canteen operator and school finance.
The school community will continue to work in
partnership with local community groups in
providing work placement opportunities which
are valued, appropriate and safe, to provide
real industry experience to enhance the delivery
of VET.
Such programs helped to develop leadership
qualities, personal initiative, confidence levels,
organisational, communication and public
speaking skills.
Early in 2013, JJCMHS was selected to
participate in the Improving Literacy and
Numeracy National Partnership. This saw the
school receive additional funding to support the
improvement of reading comprehension
outcomes for all students, with a particular
focus on Years 7 and 8.
National partnerships and
Commonwealth initiatives
Throughout the year the SRC and selected or
volunteer students work with local service
organisations such as the Lions Club and
Rotary to deliver charitable projects.
significant
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. To this end,
a range of strategies was put in place to
support staff. These included:
Vocational Education and Training
In 2013 three Vocational Educational &
Training,
(VET)
framework
courses
Construction Pathways, Hospitality (Food and
Beverage), Retail Services and Information and
Digital Media Technology were offered for
students in Year 11 and Year 12.
 Literacy Buddies – All teaching staff formed
buddy pairs that met fortnightly to discuss,
plan and evaluate literacy strategies for
immediate use in the classroom. Additional
funding tied to the reading project enabled
teachers to be released from a lesson to
facilitate buddy meetings.
The VET team consists of the VET coordinator,
Head Teacher TAS, Careers Adviser and VET
teachers who all maintain focus on keeping the
high standard in School Management, Learning
and Assessment and Workplace Learning in
meeting the compliance requirements for the
delivery of VET in schools. There are five
trained teachers of VET courses at JJCMHS
who all strive to maintain strong school links
with both local and broader business
 Professional Reading Group – Research has
shown that engagement with professional
readings and in dialogue about teaching
practice is of significant benefit. To facilitate
Page 9
this, a Professional Reading Group was
formed. Much like a book group, teachers
were provided with a reading once a
fortnight and met to discuss this over lunch,
building professional relationships and
further supporting the teaching of literacy in
the classroom.
School planning 2012 - 2014
Progress in 2013
As 2013 was the second year of a three year
strategic management plan, teams of staff
continued to work with each other to address
targets of each priority area. The following
targets have been identified as key examples of
progress during 2013.
 TAP into meaning – Towards the end of
2013, teachers were introduced to the
mnemonic ‘TAP into meaning’. This guides
staff and students as they approach a new
text and stands for:
School priority 1
Literacy and Numeracy
T – Title (What does the title say?)
Outcomes for 2012–2014
A – Anticipate (What do you think the text
will be about?)
 Increased levels of overall literacy and
numeracy achievement for all students.
P – Purpose (Why is the text being read?)
 Increased percentage of Aboriginal students
achieving above expected growth in reading
2013.
It is anticipated that this mnemonic will gain
momentum and be a significant support for
staff and students in the classroom in 2014
and beyond.
Target
 An increase of 2% of Year 7 and Year 9
students achieving Literacy and Numeracy
National Benchmarks at or above proficiency
levels, in successive calendar years.
Through the impact of the staff literacy buddies,
students were exposed to a greater level of
explicit literacy teaching across all KLAs. In
addition to this, from the beginning of Term 3 all
students in Years 7 and 8 participated in a new
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. The English faculty
looks forward to continuing to develop and
implement this program in 2014 and beyond.
Evidence of progress towards outcomes in
2013:
 8% increase of students achieving bands
7,8, and 9 in Year 7 numeracy from the
previous year with a significant decrease of
students in the three lower bands.
 Significant increase of students achieving
highest two bands in Year 7 NAPLAN results
for literacy with 9.6% in reading, 7.5% in
spelling and 10.7% in grammar and
punctuation
In 2014, JJCMHS will continue to access
additional funds to support the improvement of
reading comprehension skills as a part of the
National Partnership.
 62% of students either met or increased their
growth in reading.
 Students in Year 9 identified as Indigenous
have achieved 3% above state average in
band 8 for writing and 22% in band 7 for
grammar and punctuation.
School planning and evaluation
2012 - 2014
School evaluation processes
Strategies to achieve these outcomes in
2014
NSW public schools conduct evaluations to
support the effective implementation of the
school plan. The processes used include:
 Professional development for all teachers in
data analysis as well as the specific strategy
of writing skills. This is embedded into the
Year 9 curriculum.
 The survey of staff, students and parents to
reflect upon school practice.
 The analysis of data to evaluate student
performance in assessment and measure
effectiveness of teaching programs.
 SUPER 6 reading and comprehension
program in stage 4 to provide a targeted
approach for students to scaffold and
structure text.
 A school development day devoted to the
enhancement of teaching strategies and
Page
10
 Student volunteering program participants to
increase by 50% over the three years.
resources providing further links with literacy
and numeracy strategies in all faculty
teaching programs.
Evidence of progress towards outcomes in
2013:
 Learning and Support Teachers (LaSTs)
provide intensive literacy skills for students
reaching levels below national benchmarks.
 A reduction of 37% in student behaviour
referrals and a reduction of 48% in the
number of detentions issued to students
since 2012.
 Provide PL on developing scaffolds with
quality assessment and feedback using
explicit and systematic teaching across all
KLAs.
 Higher exposure and connection of students
with welfare based workshops, developing
resilience,
connections,
personal
management strategies and links to learning.
 Specific pedagogical strategies for literacy
and numeracy presented to all staff at staff
meetings and school development days in
addition to the professional learning and
training days.
 Higher engagement of Year 11 students as
evidenced by a decrease in N Award
warning letters issued and behavior
referrals.
 Development of a whole school literacy
buddies program. This entails structured
time of relief for staff to exchange
professional dialogue, resources and
pedagogy with a colleague.
 Introduction of a more traditional means of
student
recognition
with
incremental
certificates. In addition, weekly random
draws with prizes presented to students who
submit their merits.
School priority 2
 Continue to develop links with local Primary
schools for effective links between learning
outcomes.
Engagement and Attainment
Outcomes for 2012–2014
 Student achievement is supported by strong
welfare programs.
 Increasing the audience at school events
such as Open Night, school assemblies,
graduations, information evenings, parent
teacher evenings, Big Night Out, Harmony
Day and Presentation Day.
 Improved social and emotional wellbeing of
all students.
 Students’ courses of study in Stage 6 match
their capabilities.
Strategies to achieve these outcomes in
2014:
 Increased parent/carer involvement in school
life and supporting student learning.
 Active involvement of and with
community and business groups.
 Strong linkage programs to build
partnerships with primary schools.
 A comprehensive program supporting
student subject selection. Presentations of
course criteria and a series of interviews with
the Year 10 Adviser and executive staff
supporting the appropriate choice of subjects
aligned with realistic future pathways.
local
on
 Establishment of a school program of whole
school events for effective organisation and
promotion of the school. The program will
also allow the school to involve important
members of the community, families, local
support groups, students and staff of local
public schools, representatives of local
council and Members of Parliament.
Targets
 Implementation of a revised student welfare
program and discipline system to engage
students in school life and reduce behaviour
referrals by 10% in each year (30% over a 3
year period).
 Increase in attendance rate by 10% across
the three years.
 Establish structured program of workshops
and student support service activities in
development of stronger ties with community
providers of student wellbeing.
 Formal and informal program of events to be
established over the three years for parents,
carers, community groups and businesses to
be involved with the school.
 Coordination with The University of New
South Wales’ ASPIRE to provide students
from a range of years with a university
experience and provision of mentoring for
better
application
to
studies
and
achievement of personal goals.
 Linkages program negotiated in 2012 and
fully implemented in collaboration with staff
of local primary schools in 2013.
Page
11
 Conducting a Year 12 Study and Wellbeing
Day featuring past students and school
leaders addressing issues and accessing
support from local school counsellors to
provide
a realistic experience of how
students manage the pressures of the HSC,
self and time management and steps to gain
university admission.
Strategies to achieve these outcomes in
2014:
 Teachers across all Key Learning Areas
(KLAs) provide meaningful feedback and
allow for differentiation through specific KLA
scaffolding
and
articulated
criteria.
Differentiation is very much entrenched in
the teaching practices of teachers at the
school.
 Continue to support HSC students with the
Educational Access Scheme (EAS) critical to
helping disadvantaged students make the
most of their HSC results.
 The use of collected work samples by the
students and for the students to demonstrate
expectations
in
assessments.
The
development of an assessment bank for
students, providing a valuable diagnostic tool
for teachers.
 Hosting a community BBQ at the school.
 Promotion of the school P&C for increased
parent involvement and attendance at P&C
meetings and events.
 A more streamlined and consistent approach
by the whole school with assessment
procedures, proformas, templates and
defined guidelines, including marking criteria
across all stages to better prepare student
awareness for the rigors of the HSC.
School priority 3
Curriculum and Assessment
Outcomes for 2012–2014
 Low achieving students
through quality teaching.
are
 Ensure consistent pedagogy with a thorough
review and evaluation of courses which
implement the new National Curriculum in
2014.
supported
 HSC results reflect meaningful learning for
students of all abilities.
 A school culture of high expectations for all
reflected by behaviour, attendance, conduct,
school
representation,
personal
organisation, application, teaching and
learning and achievement.
School priority 4
Leadership and management
Outcomes for 2012–2014
 Increase in leadership capacity across the
school – both staff and students.
Targets
 Structured
professional
learning
for
executive, aspiring leaders and new scheme
teachers.
 Professional Learning focus on pedagogy,
effective
assessment
feedback
and
differentiating the curriculum and delivery to
meet diverse learning needs and maintain
high expectations.
Targets
 Increased number of teachers leading
workshops in quality teaching strategies,
curriculum change, policy change and
systems management.
 HSC results show an increase in valueadded by 5% each year.
 All Year groups to have a formal assessment
program with defined consistent guidelines
consistent with practice for Stage 6.
 Aspiring leaders have developed strong CVs
through TARS, EARS and PL workshops
and other opportunities.
Evidence of progress towards outcomes in
2013:
 Increase of 10% in number of staff
volunteering for positions of leadership or
other responsibilities.
 A high number of students, twenty two,
gaining university admission for 2014.
 Student leadership opportunities increased
with focus on skills development.
 Professional learning for staff in which they
acquire skills and with the development of
differentiated learning as outlined in faculty
teaching programs.
Evidence of progress towards outcomes in
2013:
 Structure of marking criteria and assessment
guidelines in assessment tasks provided and
issued to students across all stages.
 Development of a leadership development
program for Year 11 students.
Page
12
 Increase in number of students who have
volunteered and participated in the
organization and fulfilled a role in a whole
school event, continuing mantra of ‘done by
the students for the students’.
professional development sessions. On these
days, teaching staff participated in professional
learning which addressed the school priority
areas, including pedagogy to support the needs
of all students and student welfare systems
within the school. A particular focus in 2013
has been the support and acquisition of
strategies and resources addressing the
National Curriculum. Feedback on School
Development Days from staff involved was very
positive.
 Further publish role statements of positions
to enhance the understanding of staff
fulfilling the requirements and performance
of specific roles in the school.
 Increased number of staff who lead
professional Learning (PL) activities and
presentations to staff.
Parent/caregiver, student, and teacher
satisfaction
 Promotion of professional reading and
invitation to staff to join in professional
dialogue of those readings on a fortnightly
basis.
In 2013, the school sought the opinions of
students and teachers about the school.
Their responses are presented below for the
following reviews.
 Increased number of staff leading teams and
committees specifically focusing strategies
and
targets
for
strategic
school
management.
Program evaluations
Background – Learning Support team
Strategies to achieve these outcomes in
2014:
An evaluation was conducted during Term Four
of 2013 of the school’s Learning Support Team
(LST). The school worked with the regional
Learning and Support Teacher (LaST)
consultant, Corinne Feldman, to conduct a
review of the Learning Support Team practices.
 Promotion of professional readings and
materials available to staff.
 Continue to nurture student leadership
capability in the form of SRC, public
speaking, running of school assemblies, and
nomination of students to participate in
whole school representation.
Findings and conclusions
The results of a teacher survey showed
classroom teachers have a good working
relationship with each of the Learning and
Support
Teachers
(LaSTs).
Feedback
illustrated the appreciation of professional
guidance by the LaSTs with learning assistance
in the classroom and to share pedagogy. Ninety
percent of teachers indicated they like the level
of assistance provided by the LaST in the
classroom and further support in the form of
teaching materials and resources. The LaSTs
have
successfully
supported
staff
understanding of student learning needs,
demonstrating strategies to successfully
implement pedagogy and presenting specific
information regarding student abilities.
 Development of a student leadership
development program outlining targets,
actions and areas of responsibility which
students can fulfill.
Professional learning
Our main priority for professional learning in
2013 was to support teacher quality in line with
the school priority areas. Of particular focus
were Quality Teaching and meeting the needs
of all students to encourage student
achievement. The integration of Information
Computer Technology in the curriculum
continued to be a priority for professional
development.
Future directions
There were 47 recorded formal professional
events in 2013 which attracted teacher relief or
course costs. Staff were also released, or
received the support of their colleagues to do
training on school site. A wide range of teaching
staff with different levels of experience
attended
these
events.
School
and
Administration Staff (SASS) also attended
external professional learning activities.
 Develop a file for each student detailing a
summary of needs development, learning
support, results and student work samples.
 Use of data to drive specific curriculum
support for students when designing IEPs.
Background - Curriculum
The school investigated an alternative
curriculum model and devoted attention to the
3+3 model as implemented already by several
schools. Essentially the 3+3 model requires
Teaching and SASS personnel also attended
School Development Days. These days
included mandatory training as well as
Page
13
senior students to study the Preliminary and
HSC course for three subjects in a twelve
month period in common classes. The
subsequent three courses are studied in the
next twelve months to satisfy the HSC
requirements of the Board of Studies. This is
organised with a compressed timetable where
the frequency of classes is doubled allowing the
course to be completed in half the time.
Schools have actioned a roll-over of academic
year for students from Years 7 to 11 in
November, instead of a roll over at the end of
each calendar year. The school organised for a
Principal from a school implementing this model
to speak to staff presenting his recent
experience of implementation. Time was also
devoted at a school development day to consult
further with staff and a Plus, Minus Interesting
(PMI) survey was collated and questions noted
to seek further clarification. A steering
committee was formed, with a sub- committee
drawn from that group to visit and approach
schools already implementing such a model.
students and to offer wider subject choice and a
broad curriculum to all students.
Parent, student, and teacher
satisfaction
In 2013 the school participated in the Tell Them
From Me (TTFM) survey. This survey collated
responses of students from the state in relation
to social, emotional, academic factors as well
as values, drivers and demographic impacts
upon student outcomes. The survey has been
used by the school to provide further
information of student welfare and personal
needs impacting on their education. In addition,
the survey results alerted school executive to
allocate and provide resources catering for the
specific support needs of students.
Findings and conclusions
Most of the feedback from students showed a
higher and more favourable response than the
results obtained by students across the state.
Approximately 64% of students had a high
sense of belonging to the school with a state
mean of 61%. Seventy four percent of students
indicating they have positive relationships at
school with people they trust and who
encourage them with advice and to make
positive choices.
Findings and conclusions
The model allows for increased choice of
subject selection for students with larger class
sizes. The staff expressed the following issues:

Tight schedules for student major works,
but this can averted with more double
lessons offered on the school timetable.

Wider subject choice available for senior
students, and in turn, extra-curricular
opportunities and increase in subjects
offered to other Year groups.

The negative impact that student absences
and
students
attending
excursions,
sporting events and work placement can
have
upon
learning and
meeting
mandatory course requirements.

The pressure impacting upon students with
low literacy levels or students with learning
needs with a more intensive timetable and
increase in the frequency of classes.

Each senior student completing the HSC
with twelve units rather than the minimum
of ten units.
 Eighty percent of students said they value
school outcomes and believe education and
school experiences will benefit them in the
future. This is compared to 73% of students
in the state. Just under 80% of students felt
they had positive behaviours at school.
 Students expressed they felt comfortable
and engaged in their learning in the
classroom and feel supported with the
strategies employed by the school
supporting their learning.
 Sixty two percent of students said they used
the time available for learning effectively in
the classroom and 54% of students said they
receive encouragement and support at home
to succeed in their education.
 Seventeen percent of students identified with
emotions of stress and/or anxiety and 20%
identified with levels of depression. Both
these results are reflective of state mean.
The rate of students identifying these signs
increases with age.
Future directions
The school will continue to look at the benefits
this model can offer our students throughout
2014. The committee will also investigate other
curriculum options, either aligned with the 3+3
model or alternative models. In 2014 the school
will introduce a vertical curriculum for Years 9
and 10 on one elective line. This allowed the
school to cater for the learning needs of
 Approximately eighty percent of students
reported that the school provides them with
a lot of individual support with post school
options, future courses and career
pathways.
Page
14
Future directions
About this report
The school will use the data from the TTFM
survey to:
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.
 Reflect on school welfare strategies
supporting student development and to
identify signs and manage levels of stress
and anxiety.
 Evaluate school and faculty practice to
further understand reasons only 56% of
students consider the classroom as a
positive learning climate with clear rules and
expectations.
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
staff and school planning committee have
determined targets for the school's future
development.
 Increase the level of student expectations
and personal standard of academic success.
Inform student body that the actual rate of
students who finish high school at JJCMHS
matches that of the state retention. This will
commence with a presentation at a formal
school assembly explaining the reality that
nearly 90% of students actually complete
their education with a HSC attainment at
JJCMHS.
Robyn Cowin
- Principal
John Mifsud
- Deputy Principal
Margaret Hallahan, - Executive
David Gracie,
Megan Griffith,
 Increase the level of engagement of
students in Year 9 and Year 11 with study
skills and meaningful social engagement
programs.
Debra Stathis,
Cameron Sutton,
David Topping
Loukia Panayiotou - Welfare Coordinator in 2013
Trudy Gorman
- SRC Coordinator
Rosemary Byrne
- LAST
Nathan Potter
- Careers Teacher/
Sport Organiser
Lily Bull
- P&C President
Victoria Kavafolau
- SRC President
School contact information
J J Cahill Memorial High School
Corner of Sutherland and Coward Streets
Rosebery 2018
Ph: (02) 9669 5118
Fax: (02) 9667 4902
Email: jjcahill-h.school@det.nsw.edu.au
Web: www.jjcahill-h.school@det.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:
https://detwww.det.nsw.edu.au/highperformance/annual-school-reports
Page
15