Gilgandra High School Annual Report · Introduction The Annual Report for€2016 is provided to the community of€Gilgandra High School€as an account of the school's operations

Gilgandra High SchoolAnnual Report

2016

8349

Printed on: 5 May, 2017Page 1 of 20 Gilgandra High School 8349 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Gilgandra High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Neal Reed

Principal

School contact details

Gilgandra High SchoolCourt StreetGilgandra, 2827www.gilgandra-h.schools.nsw.edu.augilgandra-h.School@det.nsw.edu.au6847 2276

Message from the Principal

Gilgandra High School is a well respected comprehensive school in a rural setting. It has a strong culture ofcommunity engagement, and a strong record of academic, social, cultural and wellbeing outcomes. Our teachers arecommitted to providing opportunities for students which extend beyond the classroom, enriching the culture of learningand deepening the understanding we have of our students.

In 2016 we made progress in developing our classroom practices to better reflect 21st century learning needs. Throughtailored support to staff and students we have also seen improvements in individual attendance, and as a result,enhanced learning outcomes.

I commend this report to you. I certify that the information provided in it is the result of a rigorous school self–assessmentand review process which provides a balanced and genuine account of the school's achievements and areas for furtherdevelopment.

Mr Neal Reed

Principal

Message from the school community

In 2016 the P&C inaugurated an award to encourage our students to reach out into the community of Gilgandra and givetheir time and energy to any of the vast array of organisations that need volunteers. This would give students theopportunity to offer their valuable services to our community.

During the year we received six very worthy nominations with each student displaying an eagerness to help out others.Each nominee received a certificate recognising their wonderful efforts.

At the Annual Presentation Day one of these nominees became the Inaugural winner of the Pat and Doug LummisVolunteer of the Year Award. The Award is so named to recognise the countless hours, over a period of almost sixtyyears that both Pat and Doug have freely given to our school and many other organisations in our community.

The P&C will be making a donation to the organisation, nominated by the winner, as another act of giving back to othersin the community.

Overall, this award embodies much of what our P&C is about – parents and community members giving their time andenergy to support, encourage, help out and grow our school.


By becoming an active participant in our P&C you are being a role model to our children, showing them how workingtogether can provide outstanding benefits to our community.

Once again this year the school canteen, run by the P&C, has provided great options for students. A big thank you toDamaris, our Canteen Supervisor who works tirelessly to improve and provide variety for staff and students of ourschool. Thank you to the volunteers who have worked with Damaris during the year, we could not do it without you.

In the later part of 2016 members of the department, staff and community interviewed applicants for the position ofPrincipal. Mr Neal Reed was chosen to lead our school for 2017 and beyond. Congratulations Neal, we know you havehigh expectations for all involved in our school and we look forward to helping you in your role as Principal.

Lastly, thank you to everyone involved in the P&C in 2016. You have all been valuable participants and I thank you foryour help and look forward to another meaningful year in 2017.

Mr Paul Alchin

P&C President


School background

School vision statement

All students will have positive learning outcomes in an environment that values lifelong learning and creates opportunitiesfor success. All students will access productive and fulfilling pathways to employment. All students will develop mental,emotional and physical resilience.

School context

Gilgandra High School, a comprehensive high school approximately 65Kms from Dubbo, is a respected and integral partof the local community. We have an enrolment in 2016 of 260 students, 200 in Years 7–10 and a senior school ofapproximately 60 students. The school enjoys a long and proud history of excellent outcomes in the academic, sportingand cultural fields of endeavour. Gilgandra High School prides itself on providing high quality education in a stimulating,inclusive and caring environment. The school also incorporates three support classes, catering for students with specialneeds. The school receives valuable input and support from all sectors of the local community, especially from parents,the Aboriginal community, business and service clubs, as well as from local government. Such community support is amajor feature of the school and further enhances the school's capacity to provide quality education to its students.Additionally, the school is characterised by a strong focus on quality teaching and high expectations of students andstaff.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading. The results of this process indicated that:

In the domain of Learning, our school is focused upon building a strong culture to engage and inspire students. Theimportance of nurturing student wellbeing has progressed through the expanded use of Sentral to monitor studentwelfare and to maintain productive communication between school and home. Our development of curriculum andlearning has expanded to more meaningfully include our partner primary schools and embed systems to supportstudents through this process. It is recognised that the key area for development is student performance measures,linking very strongly with school assessment practices.

In the domain of Teaching, our teachers identified that Gilgandra High School is delivering in the areas of data skills anduse, collaborative practice, and professional standards. Areas identified as requiring more immediate intervention includelearning and development and effective classroom practice. Gilgandra High School staff certainly use planning processin the teaching process, as well as engaging regularly and thoughtfully with professional learning, however deeperanalysis and reflection was an area for improvement.

In the domain of Leading, our teachers identified that Gilgandra High School to be delivering on our journey toexcellence. Leadership, planning, resourcing and management practices and processes were judged to be at the'delivering' stage. These areas, among the others highlighted above, still require further development and refinement tostrengthen our capacity to deliver quality outcomes to our students and school community.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Student Learning and Engagement

Purpose

Students learn to be literate, numerate, creative and active members of the school community. Classrooms are engagingplaces of learning where students engage with practices, including digital technologies, which deepen their thinking in anenvironment of high expectations. Programs are differentiated and incorporate explicit strategies which are accessible,engaging and challenging for all students.

Overall summary of progress

We planned to improve the teaching and learning environment of the school and move towards increasingly collaborativeand student centred learning spaces. The initial trial of re–fitting classrooms to better reflect the needs of collaborativelearners in a 21st century context was successful, with student and staff feedback supporting an expansion of theinitiative.

We planned to improve the communication of school–based professional learning, and this was achieved. A coherentschedule was developed to focus on the needs of the staff; this was linked to timetabled professional learning for thestaff on a fortnightly basis. The evaluation of the initiative of timetabled professional learning teams indicated that thestructure was not successful, however will be improved in 2017 to include staff voice in the choice of targeted projects.Faculty meetings, however, will be timetabled for each faculty in 2017.

We planned to develop the capacity of staff to analyse and be informed by student achievement data. The professionallearning teams were successful in developing this cross–KLA narrative, however were subject to variances of staffattendance due to variations of school routines. In 2017 faculty meetings will be used to better target and develop staffcapacity to analyse, and be informed by, KLA relevant data.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Growth in NAPLAN data fromyear 7 to year 9 and HSCvalue–added data is above thatof similar schools and showscontinual improvement.

There has been an improvement in our year 7 & 9student’s NAPLAN writing results. Our Aboriginalstudents have shown greater improvement than ournon–aboriginal students in writing, numeracy,number, patterns and algebra as well as data,measurement, space and geometry – up to 6.1%improvement since 2012. Students arebenchmarked and compared twice per year in thejunior years.

LaST – $23,700

Classroom Resources –$1500

Student attendance and retentionis consistent with that of similarschools, shows continualimprovement, and is consistentbetween Aboriginal andnon–Aboriginal students.

In 2016 we improved our overall attendanceby 0.4% with an increase of 2.6% for Aboriginalstudents. This was evident in 4 of the 6 years forboth boys and girls. Similarly, this was the casefor non–ATSI students. 80% of studentsmaintained an attendance rate at or above 85%,with 64% at or above 90%. Developing engaginglearning spaces continued to be a priority, withmore rooms to be upgraded in 2017.

Individual StudentFunding – $57, 725 (Years11 and 12); $17, 734 (Years7 – 10)

Post–school destination surveysindicate over 90% of graduates,within three months of schoolgraduation, are enrolled in furthereducation or are employed.

GilgandraHigh School has continued to have anoutstanding rate for transition from school to eitheremployment or further education. At the conclusionof 2016 at least 88% of graduates are enrolled infurther education or are employed.

Next Steps

* Continue to expand the implementation of upgraded learning spaces across the school.


* Continue the rollout of professional learning as well as the critical evaluation of assessment data. This will involve thedelivery of professional learning which encompasses the '2LS' program (Secondary Learning Strategy) and acorresponding program of professional learning delivered by Head Teachers to their staff in KLAs.

* Develop staff capacity to benchmark students, incorporating strong use of formative assessment.

* Continue with programs such as Careers Day, TAFE expo, transition from school to work, accessing the Aspireprogram and the project officers based at Gilgandra High School, early entry to university, study skills days and utilisingtraineeships to enhance opportunities for students at Gilgandra High School.



School Learning and Leadership

Purpose

Positive, respectful, collegial and supportive relationships underpin the ethos of the school community. Teachers worktogether to develop their capacity to design, assess and evaluate evidence of school improvement. Staff have access tohigh quality, evidence based professional learning. Teachers collaborate to develop their teaching practice and measuredevelopment using professional standards and the School Excellence Framework.


We planned to broaden and develop the capacity of students to lead groups as diverse as the SRC and Junior AECG.

The SRC continues to attract leaders of the highest calibre. The SRC presidents – our captains – have met with thesenior executive to discuss the school and its evolution. The continued leadership development of the SRC and JuniorAECG resulted in these teams leading the implementation of the school's Open Day for 2016. The SRC and JuniorAECG have also taken on active roles at whole school events.

We planned to strengthen school–wide support structures for the implementation of the Performance Development Plansfor staff. Goal setting was linked to the teaching standards and professional development requests were explicitly linkedto the school plan and PDP goals.

We planned to move the school toward greater use of software to improve time management and communication. Thiswas led by the relieving Deputy Principal; both the implementation of the Edval software and the broadening use ofSentral across the school resulted in greater transparency of decision making and provided staff with increasedconfidence in regards to the smooth running of the school and any associated work–load implications. The use of Edvaland Sentral will continue to be embedded in 2017.




Staff and students reportcontinued improvements to thequantity and quality of feedbackdesigned to improveperformance.

Staff undertook professional learning from BOSTESin regards to Assessment Best Practice. As a resultof this training, assessment schedules andassessment tasks were reviewed, resulting in astronger whole of school approach to studentassessment practices.

NESA (BOSTES at the timeof the delivery ofprofessional learning) paidfor at a system level.

Teachers have individualprofessional learning plansaligned with the ProfessionalStandards for Teachers andconsistent with the Performanceand Development Framework.

The alignment of PDPs to the Teaching Standardsprovided staff with the language of growth andreflection. The whole of school approach to theprocess (including a central file for all staff) hasallowed beginning teachers to access greatersupport from mentors within the school as well asfrom targeted professional learning to encourageinnovation in the classroom. Greater than 85% ofstaff have aligned their PDP to the TeachingStandards and this reflects the commitment toGreat Teaching and Inspired Learning, andimproving outcomes for students. Also linked to theidentified needs of staff was specific training inNon–violent Crisis Intervention techniques for allstaff.

Professional Learning –$27, 940

All Head Teachers meetdeadlines in regards to checkingprograms, administrative andcompliance matters and providingfeedback to staff.

The Gilgandra High School Executive, in responseto the 2015 external evaluation of the school'ssystems and practices, ensured individual andwhole of school administration practices wererefined. This included a significant increase in theuse of digital communication technologies such as





All Head Teachers meetdeadlines in regards to checkingprograms, administrative andcompliance matters and providingfeedback to staff.

Sentral, it included scheduled meetings of HeadTeachers with the Principal in terms 1, 2 and 4 toreview programs and faculty administrationpractices, and it included addressing feedback fromparents and community in a quick and timelymanner when dealing with concerns raised by theparent or broader community. A documentedsystem of phone calls received was implemented toensure communication within the school wasenhanced.

Next Steps

* Embedding student voice within whole school decision making to better ensure the growth of this aspect of the schoollearning culture.

* More effectively linking the development of the school based professional learning program with PDPs from staff so thatthe demands of accreditation, and those seeking higher levels of accreditation, are more effectively met.

* Embedding and aligning the implementation of the school's wellbeing systems and frameworks to leadership teamswithin the school in order to build capacity and expand the support networks for students within the school.

* Embedding systems which support collaborative practices between staff, including peer to peer observations andfeedback.



Community, Culture and Values

Purpose

Staff are culturally aware and respectful of the needs and aspirations of all members of the school community. Thevalues of the school, encompassed in our Positive Behaviour for Learning framework of being Safe, RespectfulAchievers, provide avenues to support the cognitive, emotional, social, physical and spiritual wellbeing of students andstaff. All stakeholders value collaborative practices conducted in an environment which commits to a regular review ofperformance and practice, ensuring the commitment to whole school improvement is embedded.


We planned to develop the collective understanding of the School Excellence Framework (SEF) with staff throughregular reflection and engagement with the elements. This was embedded within the school's weekly professionallearning structure and was invaluable in developing the leadership capacity of section leaders as well as theunderstanding of the SEF paradigm. The program of reflection and evidence recording will continue in 2017.

We planned to implement processes to enhance student and community voice in decision making. For this to occur, astructure of fortnightly year meetings was implemented – the emphasis for student learning was PBL (Positive Behaviourfor Learning) focussed, however the mechanisms to hear from students was not as developed as it could have been.This will be further developed in 2017 through the use and coordination of Survey Monkey using the school's iPads aswell as computer resources.

We planned to develop the network between Gilgandra High School and our local partner primary schools through a'Careers Expo'. We were successful in receiving $6,300 funding to support the initiative; over 20 business houses andorganisations were in attendance and the initiative helped to contribute to a positive transition program for our partnerprimary schools in to high school – 92% of students from our partner primary schools transitioned to Gilgandra HighSchool. Other examples of initiatives which we used as engagement opportunities for the school and the widercommunity included our annual school production, the local radio and a weekly program of communication, our schoolFacebook page, our interview program for Year 6 in to 7 students as well as the development of a school brochure fordistribution at targeted points of transition – day care centres, partner primary schools and local government services.The brochure development will be completed early in 2017.




Teaching staff have completedappropriate cultural awarenesstraining (including the 8 WaysPedagogy) involving members ofthe local Aboriginal community.Junior AECG and Ab Ed Team isestablished and operational.

Staff engaged in professional learning to supporttheir growth and understanding of the 8 WaysPedagogy, led by staff from district office. Inaddition, the National Aboriginal Sporting ChanceAcademy (NASCA) worked with a targeted group ofAboriginal students to help improve social andeducational outcomes for these students. InOctober of Term 4 the cross–curricular (COGS)learning day was held at The Pines. The JuniorAECG became a stronger avenue of student voicewithin the school, leading aspects of NAIDOCweek, and the Ab Ed Team was resurrected withmembership encompassing all KLAs.

8 Ways Pedagogy trainingfunded at a system level.

NASCA – see KeyInitiatives AboriginalBackground funding.

Revised school website andeffective electroniccommunications platform isestablished and operational.

Media Officer appointed, working one day per weekin close association with the Principal. This hasresulted in excellent media coverage andassociated community engagement. The success ofthe initiative will result in the position being fundedin 2017.

$7722

Public performances andexhibitions are conductedinvolving successful collaboration

Gilgandra High School increased and improved itslevel of community engagement. We were ourannual School Production included students from

$6,300





between students, staff andcommunity members.

our partner primary schools, student artwork wascurated at the local Cooee Heritage Centre, and theCareers Expo enhanced the transitionexperience of students from our partner primaryschools to Gilgandra High School.

Active participation by studentson major committees within theschool to inform decisions occurson a regular basis.

The SRC and Junior AECG were active voices inwhole of school discussions around improvement.Year 12 fundraising for the local community wasongoing throughout the year.

$7762

Next Steps

* Embed systems and practices to support the early transition of students from partner primary schools to Gilgandra HighSchool, including the use of Stage 4 learning hubs to share best practice between school sites.

* Revise the Respectful Achievers Program (RAP) to more explicitly reflect the Quality Teaching Framework, WellbeingFramework and Quality Learning and Assessment documents; develop the initiative to more effectively encompass theprospect of a Stage 4 Middle School transition program.

* School / community / parent / student communication to be enhanced through the continuation of the Publicity Officerrole, as well as developing Executive accountability for the creation and distribution of positive media to the localnewspaper and school newsletter.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading The services of the National AboriginalSporting Chance Academy (NASCA) wereemployed to support engagement andattendance strategies for Aboriginal students.With 63 Indigenous students enrolled atGilgandra High School, 29 students took partin the initiative. Comparatively, theattendance rate of all Indigenous secondarystudents at Gilgandra High School stands at81% whilst attendance for those students inthe program averages at 88%. Studentsurveys in regards to the impact of theAcademy on their individual growth and senseof belonging did not correlate with theaverages, nor does the data highlight thechallenges faced with the implementation ofthe Academy in the school. As a result, alocally developed support network will bedeveloped for 2017.

NASCA – $4800

AEO – $68,368

NAIDOC – $1500

Low level adjustment for disability Gilgandra High School was successful in itsapplication to receive a third support class.This expansion attracted a Head Teacher(Special Education) and will further facilitatethe smooth running of student casemanagement and specialised support. MrsDiane Irvin, the Learning and SupportTeacher, played a pivotal role in securing theestablishment of the third support class, aresult of the nurturing and enhancement ofrelationships with our partner primary schools.The Learning and Support Team structureswere strengthened with the expansion of rolesand responsibilities to include a Core andNon–Core group; this has allowed thefacilitation of targeted support from keypersonnel within the school including YearAdvisors, Careers Advisor, Learning andSupport Teacher, Aboriginal EducationOfficer, School Counsellor and interagencysupport such as Barnardos and GilgandraYouth Services. The advent of individualisedstudent case management has helped toimprove the partnership between families,students and teachers and, as a result,improve the smooth running of the school.Additionally, Multilit has been a significantstrategy to improve the literacy outcomes ofstudents with low levels of reading.

LaST – $122,425 (with 0.2allocation to the DeputyPrincipal to support studentwellbeing)

Teacher Aides – $77,440

Socio–economic background The Multilit initiative, supervised by the LaSTand staffed by an SLSO has been a greatsuccess and has produced some excellentlearning outcomes for students. The impact ofthis initiative can be seen in improved resultsin reading comprehension as well as strongattendance figures for targeted students.Additionally, the funding of staff to ensurebreadth of curriculum continues to be animportant driver of student achievement.

Teacher Aides – $71,700

Curriculum Supplement –$91,820

Support for beginning teachers Targeted professional learning for BeginningTeachers was supported by the PDP process.Specifically, three beginning teachers weresuccessful in their application for the

$11,930


Support for beginning teachers Advanced Leadership Program (ALP) runthrough Monash University. Significantly,those members of staff have each putthemselves forward for leadership positions inthe school for 2017. Additionally, support forthe other beginning teachers has centred onclassroom management, lesson design andenhancing collegial networks.

$11,930


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 159 133 128 122

Girls 166 152 136 131

Student attendance profile

School

Year 2013 2014 2015 2016

7 91.4 94.9 94.6 92.1

8 91.2 89.6 90.7 87.7

9 85.7 89.2 87 89.9

10 88.9 82.7 85.9 81.9

11 86.4 87.2 82 87.9

12 90.1 94.5 92 92.2

All Years 88.9 88.9 87.9 88.6

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

15 20 6

Employment 5 4 20

TAFE entry 6 0 5

University Entry 0 0 60

Other 6 7 3

Unknown 4 4 6

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Head Teacher(s) 5

Classroom Teacher(s) 13

Learning and Support Teacher(s) 1.2

Teacher Librarian 1

School Counsellor 1

School Administration & SupportStaff

8.78

Other Positions 6

*Full Time Equivalent

Gilgandra High School has one teacher who identifiesas Aboriginal and one Aboriginal Education Officer.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 19

Professional learning and teacher accreditation

Professional learning was keyed to the school'splanning targets for 2016, including mandatory childprotection training, the implementation of the NationalCurriculum, and effective Assessment strategies. A wellorchestrated program of delivering teacher–centredprofessional learning which enhanced the staff'sunderstanding and implementation of the 8–WaysPedagogy, Non–Violent Crisis Intervention, StudentWellbeing as well as Board of Studies deliveredassessment requirements occurred.

Additionally, Gilgandra High School has: engaged staffwith the Performance and Development Framework tofacilitate the setting of professional goals to guideprofessional learning; utilised the Performance andDevelopment Framework to strengthen collegial andreflective practice via lesson observations andfeedback which are linked to the Australia ProfessionalStandards for Teachers; provided opportunities for HSCmarking; facilitated staff who have attendedprofessional learning courses to share knowledge and


skills gained with colleagues; supported professionallearning for staff to ensure that they are qualified toteach VET subjects; and continued to enhance linkswith TAFE and local employers.

To support beginning teachers, relevant teachersundertook a school induction process; informationbooklets were given to beginning teachers whichincluded key aspects of school life (Health and Safety,Lockdown/Evacuation procedures, systems andprocesses which facilitate the smooth running of theschool); supervisors were identified in each faculty toprovide ongoing monitoring/assistance and support;The Performance and Development Framework guidedthe setting of professional goals and learning plans aswell as lesson observations and feedback aligned tothe Australia Professional Standards for Teachers;support was provided in regards to the annotation ofevidence and identifying standard descriptors.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30th November 2016 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 626 171.79

Global funds 432 796.54

Tied funds 350 966.23

School & community sources 67 645.26

Interest 14 291.85

Trust receipts 24 983.20

Canteen 0.00

Total income 1 516 854.87

Expenditure

Teaching & learning

Key learning areas 57 972.72

Excursions 25 636.23

Extracurricular dissections 16 483.45

Library 5 442.27

Training & development 1 656.23

Tied funds 396 326.15

Short term relief 41 908.66

Administration & office 69 812.98

School-operated canteen 0.00

Utilities 91 948.11

Maintenance 67 502.85

Trust accounts 17 668.16

Capital programs 0.00

Total expenditure 792 357.81

Balance carried forward 724 497.06

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skills and understandings demonstrated in these assessments.

NAPLAN – Literacy (including Reading, Writing,Spelling and Grammar and Punctuation).



NAPLAN – Numeracy


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

Mandatory reporting requirements in accordance withthe Premier's Priorities: Improving education resultsand State Priorities: Better services – ImprovingAboriginal education outcomes.

The progress achieved by Aboriginal students inrelation to Reading, Writing, Grammar and Punctuationand Numeracy is listed below:

* Reading – Year 7 2015, 18.8% of Aboriginal studentsplaced in the top 3 bands, in 2016 15.4% of Aboriginalstudents placed in the top 3 bands.

* Reading – Year 9 2015, 21.4% of Aboriginal studentsplaced in the top 3 bands, in 2016 10% of Aboriginalstudents placed in the top 3 bands.

* Writing – Year 7 2015, 12.6% of Aboriginal studentsplaced in the top 3 bands, in 2016 21.4% of Aboriginalstudents placed in the top 3 bands.

* Writing – Year 9 2015, 15.4% of Aboriginal studentsplaced in the top 3 bands, in 2016 11.1% of Aboriginalstudents placed in the top 3 bands.

* Grammar and Punctuation – Year 7 2015, 12.6% ofAboriginal students placed in the top 3 bands, in 201614.3% of Aboriginal students placed in the top 3 bands.

* Grammar and Punctuation – Year 9 2015, 14.3% ofAboriginal students placed in the top 3 bands, in 2016no Aboriginal student achieved this measure.

* Numeracy – Year 7 2015, 6.3% of Aboriginal studentsplaced in the top 3 bands, in 2016 35.7% of Aboriginalstudents placed in the top 3 bands.

* Numeracy – Year 9 2015, 23.1% of Aboriginalstudents placed in the top 3 bands, in 2016 11.1% ofAboriginal students placed in the top 3 bands.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest).


Policy requirements

Aboriginal education

Gilgandra High School is committed to improving theeducational outcomes and wellbeing of Aboriginalstudents so that they excel and achieve in every aspectof their education and training.

Gilgandra High School is committed to increasingknowledge and understanding of the histories, culturesand experiences of Aboriginal and Torres StraitIslander peoples and the First peoples of Australia, andthis is reflected in our educational programs. Theseinclude the Junior AECG, which is an integral part ofthe school's Student Representative Council, theWestern Sydney University excursion, NASCA,Bangarra Dance, the teaching of Wiradjuri language,sporting trips, school based traineeships, 8 WaysPedagogy in teaching and learning programs as well asour continued engagement with NAIDOC Weekcelebrations.

The strength, diversity, ownership and richness ofAboriginal cultures and Custodianship of Country arerespected, valued and promoted at Gilgandra HighSchool. The teaching of the Wiradjuri languagecontinues to be an important option in Year 7 LOTE(Languages Other Than English) program. Theenthusiastic cohort consists of both Aboriginal andnon–Aboriginal students. The school is very proud ofthe resurrection of the Aboriginal Education Committee,co–chaired by our Aboriginal Education Officer, MsKimm Naden, and our relieving Head Teacher HSIE MrDylan Smith.

Issues affecting Aboriginal students are addressedthrough collaborative decision making with Aboriginalparents, caregivers, families and their communities,and our AECG.

The commitments we make to Aboriginal students andtheir parents and carers affirms the inherent right ofthose students to fair, equitable, culturally inclusive andsignificant educational opportunities so that all studentsobtain a high quality education as a platform forenriching their life chances and achieving their personalbest. This includes developing a strong understandingof the past and connection to culture, and this year 'ThePines' cross KLA initiative received strong and positivemedia coverage because of the inherent link with eldersand the Stage 4 students of Gilgandra High School.

In 2016, Aboriginal students at Gilgandra High Schoolhave been the beneficiaries of the Individual StudentFunding program, ably led by Mrs Pat Wilson, andadditional Aboriginal funding. Many of our Aboriginalstudents excel at school, however many also fall in tothe lower bands of achievement in state–wide testinglike NAPLAN. The development of student specificPLPs for Aboriginal students has allowed GilgandraHigh School to make inroads in to developing strongerhome – school partnerships.

Multicultural and anti-racism education

Gilgandra High School's teaching and learningprograms are culturally inclusive. They foster theunderstanding of all students as to what constitutesculture, cultural diversity and good citizenship in ademocratic, multicultural society.

The school has one trained Anti–Racism ContactOfficer (ARCO) but such is the positive nature of theschool culture, they are rarely called upon. Examples ofstrategies which enhance our school culture include:

* NAIDOC week activities involving the Aboriginalcommunity and promoting all students' appreciation ofour history and heritage. The Wiradjuri LOTE studentsand Junior AECG representatives contributedsignificantly to the running of the NAIDOC dinner whichwas attended by staff, members of community and bysupport organisations including the local council andBarnardos;

* Studies of diverse cultures and customs in History,Geography and through the study of literature andmedia;

* The LOTE program in Year 7, including Wiradjuri andFrench, has enriched the learning outcomes forstudents, and in particular for our Aboriginalstudents, enriching their cultural voice;

* Studies of customs, food and dress in courses suchas Music, Food Technology and Textiles Technology.Activities to study cultural diversity are incorporated intoexcursions to Sydney and other locations;

* Inclusive teaching practices which recognise andvalue the backgrounds and cultures of all students and


promote an open mindset towards different cultures,religion and worldviews.

Other school programs

Student Leadership

Our combined Student Representative Council andJunior AECG were inducted in early Term One. As wellas fundraising and engaging with community initiatives,our student leaders planned, organised and ran theschool's Open Day to showcase what the school has tooffer. The Open Day organisation highlighted thestudent's capacity to work as a team, communicateeffectively, and harness the skills of timing, attention todetail and peer feedback.

Careers Program

Careers Education is an integral part of the school'slearning culture.Our Careers Advisor, Miss HayleyFord, developed an outreach program to enhanceCareers Education in 2016. She and her teamcoordinated Gilgandra High School students, andstudents from our partner primary schools, to attend theinaugural Careers Expo. With over 20 businesses andservices (from Gilgandra and Dubbo) in attendance, aswell as guest speaker Michael Jeh, students had ahands–on experience of opportunities available to themwithin the district. The initiative was very well receivedamongst students and the local community.Additionally, through networking with high schools, amore effective transition program for Stage 5 studentsin to Stage 6 was developed which included theone–on–one counselling of students in regards tosubject selection and career pathways.

Sport

Students competed in three interschool competitionevents. We were victorious in this year's Single Cup, anannual meeting held by three high schools on theCastlereagh River, held in 2016 at Gilgandra HighSchool; the annual sports meeting between NarromineHigh School and Gilgandra High School saw ourstudents victors; and a team of students playing rugbyleague and netball successfully competed in the RonnyGibbs event at Bourke. In addition, students fromGilgandra High School also represented our school atdistrict or state level in athletics, swimming, hockey,basketball and rugby league.

Achievements in the Arts and Design

In 2016, our school production 'Olivia' was an acrossfaculty collaboration involving students from Drama,Music, Art and IT (sound and lighting). It proved anexcellent opportunity to engage students, developtalents, showcase skills and enhanceschool/community relations through the involvement ofstudents from our partner primary schools.

The annual DAME (Drama, Art and Music Education)Awards evening showcased and acknowledged studentperformance skills in Drama, Voice, Music and Art. Thenight, hosted by STAR FMs 'Jase and Julz' proved an

outstanding success, with guest speaker Mr Rob Smithoutlining his passion for photography. Additionally, MrSmith hosted sessions with our students as well as withthe Gilgandra Photography Club in the library, outliningdigital photography and the skills required for the art.

The annual Public Speaking competition attractedstudents Years 7 – 12. The final is held on an eveningin Term 4 and parents and staff are invited to attend. Alocal business person and keen supporter of the schoolwas one of three adjudicators for the 2016 competitionwhich was won by Emma Skewes.

Students were also availed of the opportunity toparticipate in Dance at school. Within the realms ofconnection to culture, Aboriginal girls also developedtheir own dance group and performed during NAIDOCWeek as well as school assemblies. This was a newlevel of enrichment for students at Gilgandra HighSchool.

In addition, Year 12 students in Mr Woollams' Metaland Engineering course placed within the top 10% ofthe state in this HSC course.

Agriculture

Led by Mrs Teresa Standing, students were providedwith a range of opportunities in junior judging andparading. Our association with steer shows and sheepcontinued, with Gilgandra High School being awarded'Champion School' at the All Breeds Heifer Show.

Partnerships with local studs/breeders and the schoolhave enabled students to gain knowledge on grooming,handling and showing the animals at a variety ofshows. Student successes have been important for thestudents, the school and the farming enterprises whichsupport the program.

Enrichment Learning

For the first time in the school's history we entered in tothe Tournament of Minds competition. Led by MissBreanna Patton from the English Department, twoteams competed at Bathurst and challenged theirunderstanding of team work and critical thinking.Additionally, students also competed at the Scienceand Engineering Challenge as well as in the ICASEnglish, Maths and Science competitions. Suchinvolvement with student enrichment has increasinglybecome a part of the school narrative in 2016.

Rural Fire Service Cadet Initiative

A collaboration between Gilgandra High School and theGilgandra Rural Fire Service Brigade, eight studentsfrom Gilgandra High School engaged with the RuralFire Service Cadet program in 2016. The initiativedeveloped leadership capabilities within the students byencouraging team work, critical thinking,communication and problem solving. The studentsconcluded their cadetship by progressing to the StateChampionships which were held in Narrabri. Studentswere able to implement their new skills in a competitiveand supportive environment and placed 8th in the stateat the conclusion of the competition. Six of the eight


students have continued their involvement with thelocal Rural Fire Service Brigade.


Documents

Gilgandra High School Annual Report · Introduction The Annual Report for€2016 is provided to the community of€Gilgandra High School€as an account of the school's operations