8159
Willoughby Girls High School
Annual School Report
Messages
Principal’s message
P & C Message
Willoughby Girls High School (WGHS) continues
to live up to its banner, A Leader in Girls
Education, setting high standards for girls and
delivering excellence in student outcomes. In
2009 the school was the recipient of the
prestigious Director-General’s Award for School
Achievement for Leading Girls Education in
Academic Excellence.
Our WGHS P&C is small but active, and continues
to provide excellent sporting and music
opportunities for the girls, as well as providing
funding for technology, educational resources
and facilities, and grounds improvement projects.
Over 250 students now participate in one or
more of our four WGHS P&C Sporting Clubs:
netball, hockey, and touch football, which play in
local competitions, and the new Basketball Club.
The P&C Music Program has four ensembles,
Intermediate and Senior Concert Bands, a
Chamber Ensemble and Stage Ensemble, with
over 120 students involved in 2011. The P&C also
provides a Uniform Shop and joint Canteen with
the Primary School. Parent donations to P&C
enabled the school to purchase a range of
technology
items
including
interactive
whiteboards and lighting for the Drama Studio.
Donations were also used to fund a number of
grounds upgrades. The annual Year 7 Welcome
Evening, and Year 8 and 9 parent dinners were
held, as well as a well-attended parent
information seminar by KYDS on Communicating
with Teenagers. Together we have been able to
achieve a great deal during 2011.
In 2011 the school continued its strong
performance in the HSC, the highlight of which
was six girls placed eight times in the first ten in
the state in their courses. A student was placed
first in the state in the Information Processes and
Technology course, and another student achieved
places in three courses, Mathematics Extension 1
(4th), Mathematics Extension 2 (8th) and Chinese
Background Speakers (6th). The four other
positions were in Japanese Beginners (5th),
Society and Culture (5th), General Mathematics
(9th) and Business Services TAFE (9th). In 2011
over 30% of students gained an ATAR (Australian
Tertiary Admission Rank) of 90 or more and 85%
of students were offered university places. The
School Certificate results for Year 10, the last
cohort to sit the tests, were excellent.
Over 2011 the school continued to increase
student and staff access to technology, assisted
by generous P&C donations. Additional
interactive whiteboards, data projectors and
drop-down screens were installed, resulting in
90% of permanent classrooms now with these
facilities. A fourth Year 9 cohort was issued with
netbooks which continue to be well received by
students.
Mrs Steph Croft, President
Student representative’s message
Throughout 2011, the student body proved
themselves to be wonderful contributors to the
vibrancy and life of our school community. The
Student Representative Council (SRC) raised
funds for numerous causes, including $1,200 for
the UNICEF East Africa Drought Famine and the
Red Cross Japan Appeal. Through programs such
as Peer Support and the Year 7 Reading Program,
the senior students mentored and bonded with
the junior students contributing to a positive
school environment. Last year also saw the
introduction of House games, such as basketball
and touch football, to encourage House spirit all
year around. On Charities Day, the theme of
which was a “Blast from the past”, students ran
stalls,
activities,
games
and
mystery
entertainment to raise $6,700 for the United
Nations Commissioner for Refugees.
The school’s broad priorities for 2012-2014 are:
Student Attainment, Student Engagement and
Well Being, and Technology for Learning.
I would like to take this opportunity to thank
parents for their continuing and valued support
of the school, its programs and the staff.
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.
Ms Suzette Young
Bridget Geraghty, School Captain
1
their place in the extension classes based on their
performance. Other classes in Years 8–10 are
mixed ability, with the exception of mathematics.
Students requiring ESL assistance are placed in
classes for English. Acceleration may be available
for exceptionally talented students.
School context
Student information
It is a requirement that the reporting of
information for all students must be consistent
with privacy and personal information policies.
Retention to Year 12
Student enrolment profile
Gender
Male
Female
2007
0
841
2008
0
917
Retention to Year 12
2009
0
929
2010
0
931
2011
0
916
School
SEG
State
Student attendance profile
Post-school destinations
Student attendance rates
Of the Year 12 cohort, 92% were offered places in
full-time study at an Australian university or
private provider; 6% combined study at TAFE
with traineeships or apprenticeships and full-time
work; and 2% returned overseas.
100
Attendance rate
SC05SC06SC07SC08- SC09HSC07 HSC08 HSC09 HSC10 HSC11
71.2
77.9
83.6
87.2
83.1
71.4
72.6
72.0
75.4
75.5
60.8
60.3
61.0
62.7
64.4
75
50
25
Year 12 students undertaking vocational or
trade training
0
2008
2009
2010
2011
From the Year 12 cohort, 23% of students
undertook vocational training and were awarded
a minimum AQF Statement of Attainment
towards a Certificate III, in addition to an HSC.
Year
School
Region
State DEC
Management of non-attendance
Assistant Year Advisers monitor the rolls and
follow up with individual students and their
parents on a regular basis. Any cases of suspected
truancy are referred to the Deputy Principal for
follow-up via the School Discipline Policy. Cases
involving welfare concerns are referred to the
Year Adviser and Head Teacher Welfare. For
students whose attendance is below standard, an
SMS message service assists parents by giving
immediate daily feedback on non-attendance.
Year 12 students attaining HSC or equivalent
vocational educational qualification
Structure of classes
Staff establishment
The school operates an extension and parallel
class model throughout Years 7-10. To qualify for
a place in the Year 7 extension class, Year 6
students have the opportunity to sit a placement
test in the year prior to enrolment. Other Year 7
students are placed in classes of mixed ability.
Students needing English as a second language
(ESL) assistance are grouped to enable access by
ESL teachers. In Years 8-10, the extension class
model allows for student expertise in English,
mathematics, science, history and geography to
be recognised in separate classes. Students earn
Position
Principal
Deputy Principal(s)
Head Teachers
Classroom Teachers
Teachers of ESL
Teacher Librarian
Careers Teacher
Support Teacher Learning Assistance
Counsellor
School Administrative & Support Staff
Total
Of the Year 12 cohort of 143 students who sat
the HSC, 143 gained their HSC.
Staff information
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies.
2
Number
1
2
10
44
3
1
1
0.2
0.5
12.5
75.2
The Indigenous composition of the school
workforce is 0%.
School performance 2011
Staff retention
Achievements
The retention rate for the staff is 91%.
Over the course of 2011 the following student
achievements were the highlights.
Teacher qualifications
Academic and general highlights
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
A student was placed fourth in the state in
Extension I Mathematics.
A student was placed ninth in the state in
General Mathematics.
A student was placed eighth in the state in
Extension 2 Mathematics.
Australian
Mathematics
Competition
students were awarded four High
Distinctions, 14 Distinctions and 53 Credits.
University of New South Wales Mathematics
Competition students were awarded two
High Distinctions, 20 Distinctions and 47
Credits.
A Year 12 student won the University of NSW
university medal for achieving first in the
NSW Mathematics Competition.
Anzac Day was a successful event which
included a multimedia presentation, and
speeches based on the experiences of war.
Year 7 students participated in Medieval Day
which showcased the performers ‘Living
History Australia’.
Year 9 and 10 students participated in
performances on World War One and the
Vietnam War which explored relevant
political and social issues of the periods.
Twenty five Year 11 History students
attended an overseas excursion to Rome,
Pompeii, Herculaneum, France and Belgium.
This excursion complemented senior History
students in their HSC core studies of Pompeii
in Ancient History and World War One in
Modern History and Drama study of Greek
Theatre.
A Society and Culture student was placed
fifth in the state.
In Year 12 Society and Culture one student
was awarded a High Distinction for her
Personal Interest Project and another student
gained a Distinction by the Society and
Culture Association. This placed these
students amongst the top thirty in the state.
The Duke of Edinburgh program ran with
around 40 participants in both Bronze and
% of staff
76%
24%
Financial summary
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
Date of financial summary:
Income
30/11/2011
$
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
911110.00
496281.00
149890.00
798923.00
54188.00
119894.00
0.00
2530286.00
Expenditure
Teaching & learning
Key l ea rni ng a rea s
Excurs i ons
Extra curri cul a r di s s ecti ons
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
177853.00
178046.00
224153.00
25152.00
1339.00
136048.00
119788.00
220395.00
0.00
135316.00
72804.00
115364.00
181957.00
1588215.00
942071.00
A full copy of the school’s 2011 financial
statement is tabled at the annual general
meetings of the parent body. Further details
concerning the statement can be obtained by
contacting the school.
3
Silver award level. Girls were trained in first
aid, equipment, and navigation and camp
craft. Ten students achieved a Silver award.
In the International Competitions for Schools
(ICAS) Science competition students achieved
two High Distinctions (top 1% of state), 14
Distinctions and 56 Credits.
In the Royal Australian Chemical Institute
Chemistry Quiz, six students achieved High
Distinctions,
six
students
achieved
Distinctions and ten students achieved
Credits.
A student was within 1% and three students
within 4%, of achieving perfect scores in the
Titration Competition in Chemistry.
A student was placed first in the state for
Information Processes and Technology.
Students competed in the ICAS Computing
Skills Competition with one student achieving
a High Distinction placing her in the top 1% of
the state, and 13% achieving Distinctions and
29% Credits.
A Year 11 student was chosen to attend the
National Computer Science Summer School
at Sydney University.
Geography and Personal Development, and
Health and Physical Education (PDHPE)
students participated in two residential
excursions, Year 10 to Port Stephens and Year
8 to the Snowy Mountains.
Year 9 Geography students conducted
fieldwork in Pyrmont and The Rocks.
A Year 12 Textiles and Design student had her
major work selected for the Texstyle
exhibition, the best of HSC works.
The annual Fashion Parade saw 150 students
model their work to an appreciative evening
audience of over 300 people.
Year 9 Textiles Technology students and Year
11 Textiles and Design students participated
in a rendering and fashion illustration
workshop run by the Whitehouse School of
fashion.
In the University of New South Wales
Competitions, students gained seven High
Distinctions in the Writing Competition and
18 students gained a Distinction. In the
English Competition, three students gained
High Distinctions and seven students gained
Distinctions.
Nine Year 10 students achieved High
Distinctions and another five achieved
Distinctions in the ACER Languages
Certificates Tests.
Nine Year 11 students were awarded High
Distinctions and another four students were
awarded Distinctions in the ACER Languages
Certificates Tests.
One Year 12 student achieved a Distinction in
the ACER Languages Certificates Tests.
Year 7 students attended a Japanese
Discovery Day excursion at Macquarie
University as part of the joint program
between the school and the university.
Eleven Year 9 students achieved High
Distinctions and five gained Distinctions in
the ACER Languages Certificates Tests.
The new look School Magazine In Search of
Wisdom was produced with the assistance of
a student editorial team.
Arts highlights
Students from Year 8 -12 acted, sang, danced
and worked backstage in the major school
production, A Midsummer Night’s Dream.
Students from Years 7-10 entered short films
in the second WGHS film competition, “Up,
Up and Away”. The winning entry was from a
Year 9 student.
Year 9 and 10 English classes competed in an
interschool Theatresports competition with
the Year 10 team competing in the semifinals.
The Year 7-10 Drama Ensemble entered
pieces in the Sydney Eisteddfod with one
group receiving a highly commended for their
performance of a scripted play.
Year 10 students devised and performed a
melodrama for the school’s Open Night.
Year 10 English classes competed in an intraclass Theatresports competition.
Students from Year 7-11 competed in the
Premier’s Debating Challenge. The Year 10
team was undefeated and competed in the
zone finals.
Students participated in a variety of public
speaking competitions with a Year 9 student
speaking in the final of the Legacy
competition.
A group of Year 9 ESL students participated in
a creative writing workshop at the State
Library.
4
Vocal Ensemble and the Stage Band all
performed at the Cameraygal Festival in Lane
Cove Plaza.
The Chamber Ensemble performed at the Eve
Vonwiller Youth Art Awards.
Five HSC Music students performed for
parents and friends at the Year 12
Performance Night.
Four local Primary School ensembles joined
the Senior Concert Band, Intermediate
Concert Band, Stage Band and Chamber
Ensemble in the inaugural WGHS Combined
Primary Schools Music Showcase.
The School Music Spectacular showcased
more than 100 students, including the Senior
and Junior Vocal Ensembles, Chamber
Ensemble, Stage Band, Senior and
Intermediate Concert Bands, Orchestra, and a
variety of solo and small ensemble acts.
Year 12 ESL students ran a literacy and
numeracy mentoring program during
lunchtimes with junior students.
Nine Year 12 Visual Arts students had their
HSC Bodies of Work selected for exhibition in
Smart Expressions, Willoughby City Council’s
exhibition of outstanding HSC artworks from
the local area schools.
Visual Arts and Photographic and Digital
Media (PDM) students exhibited their work at
the Annual Willoughby Girls High Arts Show,
where winners of the Year 10 Portrait Prize
and the Year 9 Landscape Drawing Prize were
recognised.
Three Year 12 girls had their HSC visual arts
bodies of works nominated for possible
inclusion in ArtExpress, the best of HSC
works.
The Senior Concert Band, Intermediate
Concert Band, Chamber Ensemble, Senior
Vocal Ensemble and Stage Band performed in
the North Shore Music Spectacular at
Chatswood RSL. The Senior Vocal Ensemble,
Chamber Ensemble and Stage Band were
selected for the final.
The Senior Concert Band, Intermediate
Concert Band, Chamber Ensemble and Stage
Band performed in the Yamaha Festival. The
Senior Concert Band and Stage Band received
Gold Awards. The Intermediate Concert Band
and the Chamber Ensemble received Silvers.
The Senior Concert Band and Intermediate
Concert Band competed in NSW School Band
Festival. The Senior Concert Band received a
Gold Award and the Intermediate Band
received a Silver Award.
The Senior Vocal Ensemble and the Chamber
Ensemble performed solo items, and the
Junior Vocal Ensemble joined the choir, in the
Arts North Music Festival, Sydney Town Hall.
The Stage Band provided the music for the
major school production of A Midsummer
Night’s Dream.
The Senior Concert Band was selected to
perform in the Opera House Concert Hall for
the Primary Festival Series.
Thirteen students were selected for State
Music Camps over the July vacation.
The Stage Band performed at the Castle Cove
Jazz Festival.
The Senior Concert Band, Intermediate
Concert Band, Chamber Ensemble, Senior
Sport highlights
Five girls competed at the NSW Combined
High Schools (CHS) Athletics Championships.
Three girls competed at the NSW CHS Cross
Country Championships.
Nine girls competed at the NSW CHS
Swimming Championships.
Two girls competed at the NSW All Schools
Swimming Championships.
Six girls competed at the National All Schools
Athletics.
Two girls competed at the National All School
Swimming.
In the Sydney North Area carnivals, 14
students participated in swimming, 17 in
athletics and 17 in cross country.
First place was gained in the Zone Grade
Sports Competition in 15 years and under
Netball, Open Netball and open Volleyball.
Three students competed in the Sydney
North Regional Teams for tennis, hockey and
trampolining with the Tennis Team placed
second in the state.
A student received the Pierre de Coubertin
Award which recognizes sporting power and
exemplary sportsmanship.
Nineteen teams competed in the Northern
Suburbs Netball Association Competition.
Fourteen teams reached the final series of
the competition. First place was gained by
four teams and second place by three teams.
5
Nine teams were entered in the Sydney
Indoor Hockey Association Competition,
Northern School Division. Two teams
competed in the finals and one team was
entered in the Women’s Hockey Competition.
Four teams were entered in the Northern
Suburbs School Girls Competition for Touch
Football. Two of the teams competed in the
finals and the juniors won their division with
one student named the player of the series.
Outside of school competitions, four girls
distinguished themselves at international and
national levels in swimming (Commonwealth
Youth Olympics, placed first in four events),
fencing (ranked number one in Australia) and
acrobatics (two division winners).
Year 7 NAPLAN Spelling
School
578.1
Average score, 2011
SSG
569.6
State DEC
539.8
Skill Band Distribution
Band
4
5
6
7
8
9
Number in Band
0
8
20
52
37
33
Percentage in Bands
0.0
5.3
13.3
34.7
24.7
22.0
School Average 2008-2011
0.8
4.0
15.7
24.6
34.7
20.3
SSG % in Band 2011
2.1
6.5
16.4
29.6
27.7
17.8
State DEC % in Band 2011
7.1
12.9
23.1
26.7
18.6
11.6
Year 7 NAPLAN Grammar and Punctuation
School
SSG
Average score, 2011
578.8
563.4
State DEC
526.8
Skill Band Distribution
Academic
Band
4
5
6
7
8
9
Number in Band
2
5
35
37
39
32
Percentage in Bands
1.3
3.3
23.3
24.7
26.0
21.3
School Average 2008-2011
1.3
4.3
16.9
25.2
27.6
24.6
SSG % in Band 2011
State DEC % in Band 2011
2.2
9.7
6.5
15.7
25.3
30.4
25.7
19.2
26.4
16.5
13.8
8.6
Progress in literacy
In the National Assessment Program, the results
across the Years 3, 5, 7 and 9 literacy and
numeracy assessments are reported on a scale
from Band 1 to Band 10. The achievement scale
represents increasing levels of skills and
understandings
demonstrated
in
these
assessments.
Willoughby Girls High School Year 7 students
performed well above state averages in all
literacy areas. In reading, 50% of students
achieved at Bands 8 or 9, compared to 26%
across the state. In writing, 43% of students
achieved at Bands 8 or 9, compared to 20%
across the state. In spelling, 47% of students
achieved at Bands 8 or 9, compared to 30%
across the state. In grammar and punctuation,
47% of students achieved at Bands 8 or 9,
compared to 25% across the state. Overall, most
of these results are approximately double the
percentages for Bands 8 or 9 at state level.
Yr 7: from Band 4 (lowest) to Band 9 (highest for
Year 7)
Yr 9: from Band 5 (lowest) to Band 10 (highest for
Year 9)
Literacy – NAPLAN Year 7
Numeracy – NAPLAN Year 7
Year 7 NAPLAN Reading
Average score, 2011
School
579.5
SSG
569.1
State DEC
533.3
Year 7 NAPLAN Numeracy
Band
4
5
6
7
8
9
Number in Band
2
13
20
40
39
35
Percentage in Bands
1.3
8.7
13.4
26.8
26.2
23.5
School Average 2008-2011
1.4
4.8
14.7
25.1
29.1
24.8
Note:
Average score, 2011
paste tables and
graphs into ASR
Highlight table
or Band Distribution
Skill
graph
Band
Paste
Number in Band
Metafile) Percentage in Bands
SSG % in Band 2011
1.1
8.0
19.5
28.0
27.7
15.7
School Average 2008-2011
State DEC % in Band 2011
4.9
20.1
27.1
21.6
16.8
9.6
Skill Band Distribution
Year 7 NAPLAN Writing
Average score, 2011
School
566.0
SSG
552.0
4
5
6
7
8
9
2
12
29
43
42
22
Percentage in Bands
1.3
8.0
19.3
28.7
28.0
14.7
SSG % in Band 2011
2.2
10.9
23.7
28.8
23.2
11.1
State DEC % in Band 2011
9.3
23.0
27.4
20.1
13.2
7.0
State DEC
540.3
4
5
6
7
8
9
1
5
27
42
27
47
0.7
3.4
18.1
28.2
18.1
31.5
0.2
2.9
12.5
27.0
24.0
33.4
SSG % in Band 2011
1.1
6.7
17.5
25.6
21.4
27.6
State DEC % in Band 2011
5.5
19.8
25.6
22.1
12.5
14.4
Willoughby Girls High School Year 7 students
performed well above the state average in
numeracy with 50% of students achieving a Band
8 or 9, compared to 27% across the state. This
result is almost double the percentages for Bands
8 or 9 at state level.
Skill Band Distribution
Number in Band
SSG
585.1
Progress in numeracy
State DEC
514.9
Band
School
592.0
6
results are double the percentages for Bands 9 or
10 at state level.
Literacy – NAPLAN Year 9
Year 9 NAPLAN Reading
School
620.1
Average score, 2011
SSG
604.6
State DEC
573.2
Numeracy – NAPLAN Year 9
Skill Band Distribution
Band
5
6
7
8
9
10
Number in Band
3
12
29
40
33
30
Percentage in Bands
2.0
8.2
19.7
27.2
22.4
20.4
School Average 2008-2011
2.0
9.2
16.2
29.0
29.0
14.6
SSG % in Band 2011
3.0
11.1
22.5
29.5
22.3
11.6
State DEC % in Band 2011
8.7
22.1
25.9
22.5
13.1
7.7
Year 9 NAPLAN Numeracy
Average score, 2011
School
605.6
SSG
592.4
State DEC
547.2
Skill Band Distribution
Band
5
6
7
8
9
10
Number in Band
9
17
30
44
19
28
Percentage in Bands
6.1
11.6
20.4
29.9
12.9
19.0
SSG % in Band 2011
7.8
14.0
20.4
26.9
17.5
13.4
State DEC % in Band 2011
22.0
21.2
20.2
19.1
9.6
8.1
School
634.2
SSG
611.4
State DEC
581.5
Band
5
6
7
8
9
Number in Band
2
5
19
40
32
10
48
Percentage in Bands
1.4
3.4
13.0
27.4
21.9
32.9
School Average 2008-2011
1.3
3.8
11.7
27.6
25.3
30.3
SSG % in Band 2011
1.9
8.6
18.8
25.1
25.0
20.7
State DEC % in Band 2011
7.1
23.3
26.4
18.9
12.7
11.7
Progress in numeracy
Willoughby Girls High School Year 9 students
performed well above the state average in
numeracy with 55% of students achieving a Band
9 or 10, compared to 24% across the state. This
result is over double the percentages for Bands 9
or 10 at state level.
Year 9 NAPLAN Spelling
Average score, 2011
SSG
625.6
Skill Band Distribution
Year 9 NAPLAN Writing
Average score, 2011
School
650.2
State DEC
581.2
.
Skill Band Distribution
Band
5
6
7
8
9
Number in Band
3
3
27
35
50
29
Percentage in Bands
2.0
2.0
18.4
23.8
34.0
19.7
School Average 2008-2011
2.0
4.1
15.7
24.5
32.4
21.3
SSG % in Band 2011
3.1
8.0
20.0
30.4
27.4
11.1
State DEC % in Band 2011
8.6
15.2
25.0
26.2
17.4
7.6
Year 9 NAPLAN Grammar and Punctuation
School
SSG
Average score, 2011
620.7
601.6
10
School Certificate
The school’s outstanding performance in the
2011
School
Certificate
English-literacy,
mathematics, science, history, geography and
computing skills tests is described below.
State DEC
564.4
Performance
in
English-literacy
was
outstanding and well above the state
percentages for Bands 5 (mark 80-89) and 6
(mark 90-100), the highest achievement
bands. 15.56% of students achieved Band 6
compared to 5.02% across the state; that is,
over three times the state percentage.
55.68% of students achieved Band 5
compared to 33.91% across the state.
Overall, 71.24% of students achieved Band 5
or 6 compared to 38.93% across the state.
Skill Band Distribution
Band
5
6
7
8
9
Number in Band
3
13
22
52
40
10
17
Percentage in Bands
2.0
8.8
15.0
35.4
27.2
11.6
School Average 2008-2011
1.5
6.9
17.3
29.5
23.9
20.9
SSG % in Band 2011
State DEC % in Band 2011
4.5
13.6
8.5
17.7
21.5
25.6
38.5
27.3
19.5
10.7
7.5
5.1
Progress in literacy
Willoughby Girls High School Year 9 students
performed well above state averages in all
literacy areas. In reading, 43% of students
achieved at Band 9 or 10, compared to 21%
across the state. In writing, 32% of students
achieved at band 9 or 10, compared to 18%
across the state. In spelling, 54% of students
achieved at Bands 9 or 10, compared to 25%
across the state. In grammar and punctuation,
39% of students achieved at Bands 9 or 10,
compared to 16% across the state. Overall, these
Performance in mathematics was excellent.
20.58% of students achieved Band 6
compared to 8.89% across the state; that is,
well over double the state percentage.
29.41% of students achieved Band 5
compared to 17.15% across the state.
Overall, 49.99% of students achieved Band 5
or 6 compared to 26.04% across the state.
Performance in science was excellent. 20.35%
of students were placed in Band 6 compared
7
to the state percentage of 8.97%; that is, well
over double the state percentage. 38.32% of
students achieved Band 5 compared to
24.71% across the state.
Percentage of students in performance
bands: School Certificate Mathematics
40
Percentage of students
Performance in history was excellent with
11.97% of students achieving Band 6
compared to 5.32% across the state; that is,
over double the state percentage. 49.1% of
students achieved Band 5 compared to
21.26% across the state.
Performance in geography was outstanding
with 18.56% of students achieving Band 6
compared to 5.29% across the state; that is,
well over three times the state percentage.
37.12% of students achieved Band 5
compared to 19.78% across the state.
20
10
0
1
2
3
Bands
4
5
6
Percentage in Bands
School Average 2007-2011
SSG % in Band 2011
State DEC % in Band 2011
Performance in computing skills was
outstanding with 82.03% of students
achieving at the highly competent level
compared to 52.47% across the state.
Percentage of students in performance
bands: School Certificate Science
Implications for the school and faculties include
the following.
Percentage of students
50
In history, although results were well
above state percentages, more students
could be performing at the highest level.
Percentage of students in performance
bands: School Certificate English
40
30
20
10
0
1
60
Percentage of students
30
2
3
Bands
4
5
Percentage in Bands
School Average 2007-2011
SSG % in Band 2011
State DEC % in Band 2011
50
40
30
20
10
0
1
2
3
Bands
4
5
6
Percentage in Bands
School Average 2007-2011
SSG % in Band 2011
State DEC % in Band 2011
8
6
Percentage of students in performance
bands: Computer Skills
90
80
50
Percentage of students
Percentage of students
Percentage of students in performance
bands: Australian History, Civics and
Citizenship
60
40
30
20
10
60
50
40
30
20
10
0
0
1
2
3
Bands
4
5
6
CND
Percentage in Bands
School Average 2007-2011
SSG % in Band 2011
State DEC % in Band 2011
Data supplied to schools allows the comparison
of student performance in the Year 5 Basic Skills
Test with performance in the School Certificate
Tests. Schools can then determine if students
have shown improvement from Year 5 to Year 10
relative to the performance of other schools in
the public education system. In the School
Certificate, 108 of the school’s students were
matched from a total of 167 sitting the external
tests.
20
10
0
2
3
Bands
4
HC
School Certificate relative performance
comparison to Year 5 (value-adding)
30
1
C
Bands
Percentage in Bands
School Average 2007-2011
SSG % in Band 2011
State DEC % in Band 2011
Percentage of students in performance
bands: Australian Geography, Civics and
Citizenship
40
Percentage of students
70
5
6
This value added data indicates the following.
Percentage in Bands
School Average 2007-2011
SSG % in Band 2011
State DEC % in Band 2011
The school has added value to students in
English-literacy,
mathematics,
science,
history, geography and computing skills.
In history and geography students have
shown outstanding improvement. In English,
mathematics, science and computing skills
students
have
shown
excellent
improvement.
General analysis of school-based
Certificate grades indicates the following
School
Students performed very well in English,
mathematics, science, geography, history,
commerce,
Japanese,
design
and
technology, information software and
9
technology, music, PDHPE, photographic and
digital media, and visual arts.
design and development, French beginners,
Japanese beginners and society and culture
(all greater than 10% above state mean),
achieved outstanding results.
School Certificate: Relative performance from
Year 5 (value-added)
8
Three students were placed on the all-round
Excellence merit list for achieving 90 or more
in ten units of study.
Listings of 132 students occurred in the
Board of Studies Distinguished Achievers List
for having a mark of 90 or more in an HSC
course. These covered a diversity of subjects.
Courses with three or more listings for
having a mark of 90 or more were ancient
history, design and technology, English
advanced, English as a second language,
legal
studies,
general
mathematics,
mathematics, mathematics extension 1,
mathematics extension 2, modern history,
physics, society and culture, visual arts,
Chinese background speakers and Japanese
beginners.
4
2
Computer Skills
AGC&C
AHC&C
Science
Mathematics
0
English
Percentage of students
6
School 2011
School Average 2007-2011
SSG Average 2011
Higher School Certificate
Sixty five students scored 90 or more in one,
or more than one, of their courses.
Overall the results were excellent. A summary of
the school’s performance in courses is noted in
the information and graphs below.
According to feedback from Year 12
students, approximately 30% of the 2011
year group achieved an ATAR of 90 or more,
with 99.85 as the top index.
Students performed better than the state
mean in English extension 1, English
extension 2, English advanced, English
standard and English as a second language;
that is, all HSC English course results were
above state averages. The best results
occurred in English standard (11.33% above
the state mean), English advanced (6.44%
above the state mean), English as a second
language (8.11% above the state mean) and
English extension 2 (4.06% above the state
mean).
School 2011
School Average 2007-2011
SSG 2011
State 2011
100
90
80
70
60
50
40
Of the 37 courses attempted by WGHS
students, 34 of these courses had means
above the state mean. Exceptional results
were achieved by students in ancient
history, biology, community and family
studies, design and technology, English
advanced, English as a second language,
food technology, information processes and
technology, legal studies, modern history,
physics, Chinese background speakers,
Japanese continuers and hospitality. Results
in these courses were all more than 5%
above the state mean. Students in English
standard, general mathematics, software
30
20
10
0
Drama
Community and Family
Studies
Design and Technology
Textiles and Design
Information Processes and
Technology
Japanese Beginners
10
School 2011
School Average 2007-2011
SSG 2011
State 2011
School 2011
SSG 2011
50
40
40
30
30
20
20
10
10
0
0
30
20
20
10
10
0
0
Mathematics Extension 1
40
30
Legal Studies
50
40
School Average 2007-2011
State 2011
English (Standard)
Mathematics
Society and Culture
60
50
English (Advanced)
70
60
Economics
80
70
Chemistry
90
80
Biology
100
90
Mathematics Extension 2
100
Ancient History
School 2011
SSG 2011
General Mathematics
School Average 2007-2011
State 2011
English as a Second
Language
Modern History
School 2011
SSG 2011
Visual Arts
60
50
Business Studies
70
60
Chinese Background
Speakers
80
70
Physics
90
80
Food Technology
100
90
Personal Development,
Health and Physical
Education
100
School Average 2007-2011
State 2011
Higher
School
Certificate
performance
comparison
to
Certificate (value-adding)
relative
School
Data supplied to schools allows the comparison
of student performance in the Year 10 School
Certificate Tests with performance in the Year 12
Higher School Certificate Examinations. Schools
can then determine if students have shown
improvement from Year 10 to Year 12 relative to
11
the performance of other schools in the public
education system.
HSC: Relative performance from Year 10
(value-added)
25
Percentage of students
The data indicates the following.
In all courses combined, WGHS total average
value added was 7.97 overall.
In the English courses, the total average
value added was 6.39.
In the mathematics courses, the total
average value added was 8.02.
20
15
10
5
0
Since Year 10, students have made
significant progress as reflected by the value
added data for English standard, English
advanced,
general
mathematics,
mathematics, biology, physics, ancient
history, business studies, economics, legal
studies, history extension, society and
culture, Chinese background speakers,
French beginners, Japanese beginners,
Japanese continuers, design and technology,
food technology, information processes and
technology,
software
design
and
development, hospitality, music 2, music
extension, visual arts and community and
family studies.
Low
Middle
High
School 2011
School Average 2007-2011
SSG Average 2011
Minimum standards
The Commonwealth Government sets minimum
standards for reading, writing, grammar and
punctuation, spelling and numeracy for Years 3,
5, 7 and 9.
The performance of the students in our school in
the National Assessment Program – Literacy and
Numeracy is compared to these minimum
standards. The percentages of our students
achieving at or above these standards are
reported below.
Analysis of relative performance between courses
within the school indicates the following.
Students in English advanced, biology, legal
studies, general mathematics, mathematics
extension 1, mathematics extension 2,
Chinese background speakers, Japanese
beginners, design and technology and
society and culture scored higher average
marks in these courses than compared to
their average marks in their other courses
making up their HSC units.
Minimum Standards data
Percentage of Year 7 students achieving at or
above minimum standard (exempt students
included)
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
Implications for the school and faculties include
the following.
Student placement and progress in all HSC
courses continues to require monitoring to
ensure that these courses meet the needs
and abilities of the students choosing them.
This is especially important in English and
mathematics where courses of varying
degrees of difficulty are offered.
98.7
98.7
100.0
98.7
99.3
Percentage of Year 9 students achieving at or
above minimum standard (exempt students
included)
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
Value added data indicates that the school
should continue its efforts to stretch the
performance of all students, especially those
in the higher achieving categories.
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98.0
93.9
98.0
98.0
98.6
Respect and Responsibility
Significant programs and initiatives
The anti-bullying play 'Verbal Combat' was
presented to Year 7 during Term 1. An antibullying program was taught to all Year 7 in
PDHPE lessons and Year 7 experienced a play
which focused on cyber bullying and the
effects that it has on individuals.
Year 8 students participated in a one day
'Mpower Girls' program aimed at building
self-esteem and resilience.
Year 8 undertook a 'Let's Fight It Together'
program aimed at preventing cyber bullying.
The Butterfly Foundation presented to Year 9
students on self-esteem and body image.
Year 10 students were provided with a
welfare session focusing on motivation and
stress management.
Following the training of all Year 9 in Peer
Support at the end of 2010, selected students
acted as Peer Support Leaders for Year 7.
Local police liaison officers presented
information through lectures to year groups
on various topics including the consequences
of cyber bullying and risky behaviour.
Units of work incorporating resilience were
studied by all students in Years 7 to 10 as part
of the PDHPE program.
Aboriginal education
The Aboriginal Education Policy continues to be
implemented with faculties incorporating
relevant subject matter and appropriate teaching
and learning strategies into their programs.
During the 2011 School Multicultural Day
celebration, the indigenous culture was
celebrated with a variety of events. Year 7 Visual
Arts students exhibited creative art works,
inspired by traditional Aboriginal stories. The TAS
Faculty organised an Aboriginal Bush BBQ with
kangaroo sausages and a range of Aboriginal bush
inspired foods for staff and students to sample.
The PDHPE Faculty incorporates a number of
traditional indigenous sports and games into their
program. The Aboriginal acknowledgment of
country continues to be included at all formal
assemblies.
Multicultural education
Willoughby Girls High School exemplifies strong
tolerance and rich diversity. Students interact
daily with others from a multiplicity of
backgrounds, cultures and beliefs while
respecting individual differences and customs.
Harmony Day, celebrated in March, allows for
students to express their own sense of harmony
through various forms of art, music, drama or
sport. The theme for 2011 was “Everyone
Belongs”. Through a presentation at an assembly,
students from different cultural backgrounds
expressed their sense of belonging as part of the
school and wider community.
Progress on 2011 targets
Target 1: To enhance the performance of
high achieving students
Our achievements include:
preparing and implementing individual
learning plans for identified students; and
noting degrees of improved performance.
On the annual school Multicultural Day a
selection of Aboriginal Australian, Chinese,
French, Greek, Indian, Italian, Japanese and
Turkish food was offered to both staff and
students. Many students and teachers dressed in
their national costumes. Games played by people
from around the world were tried by many
students and teachers, whilst Bollywood
performers entertained the whole school. An
Aboriginal art exhibition was held to celebrate
the Australian indigenous culture. Year 7 students
also entered a poster competition as part of the
celebrations.
Target 2: To enhance learning through
increased access to technology
Our achievements include:
consolidating the inclusion of computing skills
into Year 10 units of work across the
curriculum; and
improved performance in the computing
skills test in the School Certificate by 9%
compared to 2010.
Target 3: To implement welfare programs
Our achievements include:
maintained high attendance; and
restructured the school’s intranet.
13
These three broad priorities form the basis of the
school plan for the next three years.
Key evaluations
It is a requirement for all NSW public schools to
conduct at least two annual evaluations – one
related to educational and management practice
and the other related to curriculum. In 2011 our
school carried out evaluations of the school’s
priorities over 2009-2011, and of the Technology
and Applied Studies and Social Science faculties.
Curriculum
Faculty Reviews
Background
The school has conducted faculty evaluations
each year led by head teachers and the deputy
principals and overseen by the Principal. The aim
of the evaluations is to provide feedback to the
head teacher and staff on the effective and
efficient operation of the faculty, to support their
efforts to enhance student outcomes and to
acknowledge the achievements of the faculty.
Educational and management practice
School Priorities 2009-2011 and 2012-2014
Background
In preparation for planning for 2012-2014, the
school’s priorities for 2009-2011 were evaluated.
Areas included literacy, numeracy, academic
achievement, student welfare, technology and
facilities. Input into future directions was also
sought. Parents and students were surveyed via
surveymonkey, and teachers participated in
discussion groups. The evaluation and planning
consultation was led by the Principal.
English Faculty
Findings and conclusions
The English faculty is a well organised unit,
meeting all mandated requirements.
The teachers are professional and
enthusiastic. Students indicated that teachers
had a good knowledge of their subject and
were passionate about teaching it.
Staff coordinate a number of extracurricular
activities eg Debating, Public Speaking, Short
Film Festival, Drama Club, School Magazine.
The faculty presents highly regarded Drama
performances during Open Night and an
outstanding major production every two
years.
Faculty teaching programs are reviewed and
updated regularly.
Teachers are responsive to the needs of
individual students in their care. Students in
all years felt that the teachers related well to
students
and
were
available
and
approachable if a problem occurred.
There is excellent communication and liaison
between the STLA and faculty staff.
Quality assessment practices are evident,
clearly communicated and constantly refined.
A range of assessment strategies is used in
Years 7-10. Tasks are clear and well
explained.
Analysis of SC and HSC results occurs. Results
are of a high standard.
The English faculty makes good use of the
refurbished teaching spaces. A number of the
rooms have been updated with suitable
Findings and conclusions
While the parent response was small, overall
80% of parents were highly satisfied or
satisfied. Parents were particularly pleased
with academic achievement, numeracy, and
literacy.
In terms of future planning there were no
clear patterns that could be drawn from the
sample.
While the student response was small, overall
students felt positive about the school and
themselves in relation to the priority areas.
Some students indicated that they would like
better use made of computers in the
classroom and the toilets to be more
hygienic.
Teachers felt that they had made a significant
contribution to the success of the 2009-2011
school plan and indicated support for the
priorities for the next three years.
Future directions
Following the consultation process, the priorities
for 2012-2014 are:
Student Attainment
Student Engagement and Well Being
Technology for Learning
14
technology including data projectors,
interactive whiteboards and computers.
Staff are making increasing demands on the
technology available within the faculty
In 2011, two staff members were Year
Advisers and one staff member an Assistant
Year Adviser, reflecting their commitment to
supporting students in all areas of their
school experience.
Moodle, video conferencing and smart
boards.
All students indicated that the faculty
teachers have a good knowledge of their
subject area and were passionate about
teaching it.
Staff hold positions of Year Advisers and SRC
coordinator reflecting a commitment to the
overall welfare of the students.
Future directions
Future directions
Course outlines are to be issued to students
at the commencement of each year.
Teaching and learning programs which
enhance skills in creative writing are to be
developed across Years 7 to 10.
Staff participation in quality professional
development opportunities is to be
encouraged.
New textbooks need to be purchased for
Years 9 and 10 Food Technology.
Staff participation in more professional
development relating to teaching and
learning and technology is to be encouraged.
More updated senior Design and Technology
resources such as 3D digital printing, a laser
cutting device and thermoplastic moulding
equipment will be investigated.
Installation of a webcam into a kitchen will be
pursued, to enable students to view teacher
demonstrations more easily.
Technology and Applied Studies Faculty
Findings and conclusions
The TAS faculty is well organised and well
regarded across the school for their
participation and the high quality work
produced.
The teachers are professional, enthusiastic
and approachable; they know their subject
matter, relate well to the students and are
passionate about what they teach.
There is a strong collegiality among staff
members and this is evident by a willingness
to share ideas, time, resources and
professional learning experiences and advice.
The faculty has a strong profile within the
community through events such as Open
Night displays and the Fashion Parade.
Quality assessment practices are evident,
clearly communicated and constantly
evaluated and refined. Lessons are taught
using a variety of strategies and meaningful
resources are used. Activities are well
explained and students experienced success
in their learning.
Students had mixed views on homework and
assignments. Teachers are devising ways to
ensure students have a better understanding
that TAS work is not always about practical.
Thorough analysis of the HSC results occurs.
Rooms have been updated and the staff are
increasing their use of technology, including
Parent, student, and teacher
satisfaction
In 2011 the school sought the opinions of
parents, students and teachers about the school.
Their responses are included in the Key
Evaluations on pages 14 and 15.
Professional learning
Teaching and learning including student
attainment, welfare and technology were the
focus of professional learning activities
participated in by teachers in 2011. Teachers
attended over two hundred professional learning
activities, many of which were conducted outside
of normal school hours. Most of these activities
were in the areas of syllabus implementation,
beginning teachers, technology, literacy, quality
teaching and welfare and leadership. In
particular, the professional learning on school
development days focused on student high
achievers, the use of data to develop individual
student learning plans, student welfare including
resilience and cyber safety, and technology. The
total expenditure on professional learning in
2011 was $51,508 with an average of
approximately $919 per teacher.
15
surveying students on cyber safety.
School planning 2012—2014
The school planning policy provides direction for
the preparation and implementation of school
plans including the identification of priority areas,
intended outcomes and targets that are
consistent with the NSW State Plan and the
Department’s planning documents.
School priority 3: Technology for
Learning
School priority 1: Student Attainment
2012 Targets to achieve this outcome include:
Increase student access to technology out of
class time by 50%.
Increase access to and improve level of
students’ skill in technology to enrich learning
in the junior school.
Outcomes for 2012–2014
Increased student access to technology to
improve skills to enrich learning
Outcomes for 2012–2014
Improved
learning
outcomes
for
underachieving performers.
Improved performance and participation in
HSC courses.
Improved student literacy and numeracy
performance.
Strategies to achieve these targets include:
providing extra access to computer room at
lunchtime;
rolling out netbooks; and
incorporating technology into units of work.
2012 Targets to achieve this outcome include:
Improve ranks and comments compared to
previous year’s progress reports.
Improve HSC results and course participation
in targeted areas.
Increase number of students achieving
literacy and numeracy proficiency.
About this report
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
Strategies to achieve these targets include:
analysing and interpreting data provided by
the Department;
implementing individual learning plans;
integrating persuasive writing tasks and
strategies into programs; and
practising numeracy skills and peer tutoring.
Mrs C Blomfield, Head teacher TAS
Ms S Brown, Head Teacher English
Mrs P Clarry, Parent Representative
Mr S Leavers, Deputy Principal
Mrs J Watts, Deputy Principal
Ms S Young, Principal
School priority 2: Student
Engagement and Well Being
Outcomes for 2012–2014
School contact information
Increased student leadership roles.
Improved attendance.
Improved student understanding of cyber
safety.
Willoughby Girls High School
151 Mowbray Road Willoughby NSW 2068
Ph: 9958 4141
Fax: 9967 2174
Email: [email protected]
Web: www.wghs.nsw.edu.au
School Code: 8159
2012 Targets to achieve this outcome include:
Increase student participation in the SRC by
100% and introduce recycling program.
Reduce absenteeism by 5%.
Increase understanding and appropriate
behaviours around cyber safety.
Parents can find out more information about Annual
School Reports, how to interpret information in the
reports and have the opportunity to provide feedback
about these reports at:
Strategies to achieve these targets include:
electing one student leader per home room,
and collecting of paper by SRC and Prefects;
organising meetings with year groups; and
http://www.schools.nsw.edu.au/asr
16
17