Aberfoyle Park High School 1673

Annual Report 2009

Provider Name: Department of Education & Children’s Services T/A South Australian Government Schools CRICOS Provider No. 00018A

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ANNUAL REPORT VERIFICATION This annual report provides the community and the Chief Executive, Department of Education and Children’s Services with important information on aspects of the operation of our school. Copies of the report will be made available to:

The Chief Executive

The school community

All members of the Governing Council

The District Director

The annual report is one significant way in which our school meets accountability requirements. This report is signed below by the Principal and the Chairperson of the Governing Council to signify that it represents an accurate account of the operations of the school and that it complies with the requirements for the preparation of annual reports. ALLAN PHELPS Principal HEATHER JESSHOPE Chairperson, Governing Council

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CONTENTS

1. MESSAGE FROM THE PRINCIPAL 3

2. 2009 YEAR AT A GLANCE 6

3. CONTEXT Student Cohort 7 Local Community 7 Enrolments 8 Attendance 9 Progression Ratios 10 Retention 11 Destination 12

4. HUMAN RESOURCES / WORKFORCE PLANNING Roles of Executive Members and Leadership Team 13 Staff Context 14

Attendance 15 Retention 16 Qualifications 16 Professional Learning 16

5. GOVERNING COUNCIL Council members 19

6. SITE LEARNING PLAN PRIORITY ~ ACHIEVEMENT Student Achievement 24 SACE 29 VET 33 2009 VET Projections 33

7. SITE LEARNING PLAN PRIORITY ~ WELL BEING Parent Satisfaction 35 Student Satisfaction 35 Well Being Committee Report 38

8. VALUE ADDED INITIATIVES AND PROGRAMS Information and Communications Technology 41 IGNITE 41 Visual and Performing Arts 42 Learning Support Unit 44 International 45 Christian Pastoral Support 45

9. FINANCIAL INFORMATION Overview 47 Performance Summaries 47 Financial Reports

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1. MESSAGE FROM THE PRINCIPAL The challenges and opportunities for APHS made for an exciting and productive 2009. It is significant that as a school community we continued to develop and work on our school priorities in line with the site learning plan. The unexpected departure of the former Principal, Wendy Teasdale Smith in January 2009 resulted in a reworking of the Executive Team and as Principal I acknowledged their commitment and effort and achievements as we continued to lead improvements across the school. Our priorities of: Improving student achievement Improving student wellbeing

remain current and relevant to our community and were a focus for our work in 2009. Our developmental priorities as part of a three year plan structured in 2007: Information Technology Ignite Visual and Performing Arts

were revisited and refined for 2009 and assisted in maintaining a focus to provide our school with a signature or identity. Greater emphasis was placed on targeted resource allocation of time, staffing and monies into these specific areas. Grant Sheridan, Visual and Performing Arts Coordinator again improved an already exemplary program of Arts performance and exhibition. He and his team deserve the highest praise for their outstanding work. Such quality performances and exhibitions enable students to experience the real world of the Arts and this clearly improves their skills and abilities. In addition such work showcases and markets our school. It is significant that our partnership with Bitondi Printmakers has been strengthened and our Art exhibitions continue to show quality work with two Year 12 pieces selected for the SACE Board Art Show. Dance and Drama continue to thrive with many students choosing the subject and the performances highlighting quality work by students and staff alike. Music continues to be a quality program which requires much work to organise and more time has been allocated to the Arts program for 2010. The Music concerts throughout the year were excellent with the highlight being the Elder Hall showcase which was a collaborative event involving primary schools and other secondary school students. Ignite as a focus for the school continues to develop although it must be acknowledged that student numbers in this area must be monitored closely. The program of training for staff and curriculum development has continued with a range of new projects and revised field trips introduced to deepen and enhance the learning of these students. It is also significant that strategies utilised with the Ignite students are being more effectively shared across the school. There are moves to ensure that all students have opportunity to gain access to the field trip experiences in the future. Lindsay Ingham’s leadership in this area has ensured that a rigorous focus on student achievement has been maintained. Information Technology, with a clear focus on teaching and learning, was again a major focus and highlight of the year. Assistant Principal, Steven Knipe, and his team are to be commended for the leadership, careful planning, constructively linked training and development which typified their work. It is significant that we have used DER funds to upgrade laboratories (to be completed early 2010) giving students quicker access to a greater range of programs. In addition a planned roll out of laptops to staff has been accompanied by strategic in-service sessions on such programs as key note as well as applications such as Moodle. This has ensured that these laptops were first used for teaching purposes and not administrative ones. That the program is seen as ‘cutting edge’ is shown by staff use of the machines and the numerous visits from schools across the nation to study our program. Staff were also in-serviced in electronic rolls and data entry which has ensured that records are current, and has reduced double handling of data, which has enabled some effective redeployment of SSO duties.

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Throughout 2009 APHS continued to pursue business partnerships which would enhance teaching and learning. Although the Raytheon Australia agreement had been announced in 2008, it took a great deal of work by the team to finalise the necessary agreements. This agreement, which has Ignite as a focus, has enabled us to refine aspects of the Mathematics and Science curriculum, access expertise from Raytheon Australia and put forward critical problem solving activities for students. In 2010 this program will be expanded, as will teacher inservice. The funding provided by Raytheon Australia has allowed us to purchase laptop computers for those Ignite students in Year 9 in 2009, and in 2010 the new Year 9 students will receive their computers early in the year. Further business arrangements were negotiated, one of which will ensure quality wireless access across the school and another which will provide technical expertise to support our use of Apple computers. The work of our Executive team and the support of the Governing Council has been invaluable in ensuring that these arrangements were finalised. Efforts to improve student achievement included refocussing our goals in order to understand what constitutes student achievement. Coordinators and their teams worked through moderation processes to improve our assessment practices in Years 8, 9 and 10. In addition it is pleasing to report that new subjects introduced for 2009 were fully subscribed and students were successful in each of these subjects, which included Doorways to Construction, Integrated Studies PE and Sports studies at Years 9 and 10. Our Doorways to Construction course has been accredited and Merv Neighbour must be acknowledged for his work in this area. In addition, as part of the Trade School application, we have been successful in gaining monies to purpose-build a facility for the course as well as upgrade equipment. In 2010 a Home Maintenance course will be implemented as an introduction to the Doorways Course. In 2010 the focus will be on New SACE implementation and increasing the capacity of the school to deliver VET courses For several years use of the on line tool for gaining feedback has been a cause for concern. Once again only a small number of parents responded and although the student response was less problematic than in 2008 the process remains an issue. The 21 parent responses may not be representative of the parent body and is not a statistically valid sample (Approximately 50+ responses would provide a statistically valid sample). Issues raised include some concerns about the clarity of communication about the learning program and each child’s progress and encouraging parental involvement in the school community life. Interestingly this parent opinion survey highlighted the significant strength of the school in providing information about other support agencies which is some reflection of our value of care and compassion in action. In addition the clear message that the school is about consistent and sustainable improvement has resonated with this small parent survey group. Student feedback (69 students) was pleasingly positive, although once again the need to ensure that learning is interesting and relevant has been highlighted. Two apparent challenges from the students involve the cleanliness and care taken of the school which they regard as poor and interestingly their assessment that students are not well behaved at the school. The former challenges us as a school community to put in place programs of collective responsibility and to formalise community service as well as revise our asset management plan. The latter comment about student behaviour is in apparent contrast to the staff opinion that there is strong support for student behaviour management and it may be that students are indicating that they want stronger stances taken in the classroom before behaviour becomes Year Level Leadership or executive level matter. Following through with our restorative justice approach must be seen as a priority. It is also obvious that strengthening student voice must continue to be a priority. A staff feedback exercise completed at Staff Forum during term 2 indicated that more than half of the staff thought the school tone was good and that the transition from one Executive team to the next had been smooth and effective. The Psychological Health survey conducted in term 4 indicated generally positive results, but with indications that more work needs to be done in the areas of decision making to clarify processes and ensure that opportunities for participation are made obvious. This latter point has been a cause for concern for a number of years. Staff responses to the staff survey were only 15 but

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highlighted the strength of a safe, positive, and clear learning environment and the positive organisation of the year. The active and professional Governing Council strongly supported our school improvement actions. A range of new members was encouraging and their participation in committees including uniform and curriculum was highly valued. Heather Jesshope in her first year as Chair is to be commended for her excellent commitment to effective leadership and management of the council and her attendance at many school events was appreciated. Greg Dawe as Chair of Finance has brought a range of business experiences to this leadership position. To promote and present our school effectively we continued our program of significant re-badging of our school. Our involvement with business and with international schools as well as the information received from parents and students indicated that it was time for improvement in this area. Accordingly our presentation brochures, signage, and uniform have been reviewed and further improvements are planned. The uniform committee revamped the uniform and the sample products indicate that this will be a significant improvement. It has been well accepted by most students. It is significant that we hosted an Aforia about school marketing during the year attended by Principals from across the nation and indeed across the world. They attended our site for two days of workshops about how to promote schools. This event showcased the great work done already here and provided a range of ideas which will be implemented next year. 2010 will be an exciting year as Liz Mead begins her tenure as Principal. The implementation of New SACE, expansion of VET courses and the strengthening of business and collegiate partnerships will be critical to our work. Ensuring that all students attain their personal best and are successful,l strong and ethical citizens remains the essential focus of our work. Allan Phelps Principal

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2. 2009 YEAR AT A GLANCE Highlights of the Year

There were a multitude of highlights in 2009 for the students, staff and parents of Aberfoyle Park High School. Below is a selection of these highlights which involved a diverse range of groups and individuals within the school. • 17 students from Kokusai Joho High School, Japan visited in March • Year 10 Work Experience week in May • 5 students graduated in the 2008 VET Certificate III in Christian Ministry, (1st public school from

which students have graduated) • Open Night – 18th March - where we showcased our school to the wider community • Visit in March from Okayama Ryukoku High School, Japan reps, a teacher from New Zealand, and a

group from the Hunter Valley Economic Development Board • Many students participated in various sporting events as follows:

* Athletics Carnival which was held at SANTOS Stadium on March 12 * SSSSA Swimming Carnival on February 25 * SSSSA Athletics Carnival on April 8 * 100km Relay on July 24 * Rugby League Grand Final on September 5 * Ekiden Relay on October 16

• Melissa Crawley awarded Premier’s ANZAC Spirit Award at Government House

• At the end of Term 1 a Commemoration and Service Assembly was held focussing on ANZAC Day

• Mr Grant Sheridan, Visual & Performing Arts Coordinator was awarded the highly prestigious position of Associate Representative Music Composer at the Australian Music Centre

• Mr Leigh Charlesworth was appointed Coach of the State U18 Rugby League side

• 7 students received awards for the City of Onkaparinga Youth Recognition Awards in March

• 19 musicians participated in the ‘Generations in Jazz’ competition in May

• Dance and Drama Productions were held in June, October and November

• International students enjoyed an Australian ‘Christmas in July’ dinner • IGNITE students visited Whyalla and Roxby

Downs, Kangaroo Island and Canberra • Students exhibited their talents at the SALA Art

Exhibition in August • 3 students were awarded prizes in The

Advertiser Young Writers’ Awards • 38 students attend the SACE Ski Trip in term 3 • 3 students received awards (1 Prize, Prudence

Award and 2 Distinctions) for their achievements in the Australian Mathematics Competition

• Our music students excelled at the annual Music Showcase which was held at Elder Hall on 23rd September

• Ashlea Henley (year 12 student), was awarded the prestigious Student Citizenship Award by the Order of Australia Association in September. Only 10 awards were presented in South Australia

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3. CONTEXT Aberfoyle Park High School is a very large secondary school, which was opened in 1984. The school is located adjacent to key community services and shares the use of a number of facilities, including a large gymnasium, library, tennis courts and an additional oval. It is a special interest IGNITE school, selecting students from across the state. Student Cohort At the beginning of 2009, there were 1139 students in years 8 – 12. There were 98 teaching and support staff. In 2009, the students enrolled at Aberfoyle Park High School came from about 930 different families. Among them were approximately 15.8% School Card Holders. The Learning Support Unit provides support for 71 NEP students and students at risk. The range of services provided by the LSU has expanded and a number of programs initiated to address the changing needs within the school and in response to LANS results, school assessments and concerns in relation to student learning outcomes. These programs include the Future Leaders program, “Duke of Edinburgh Award” participation, cross-age and peer tutoring, Literacy Intervention (LIFT) program, in-class support and staff in servicing and on line resources. In 2009 143 students were born overseas, 84 from United Kingdom and Europe, 12 from Asia, 4 from Africa and 1 from New Zealand. In 2009 there were 7 Aboriginal students.

In addition to the students from the local area, approximately 23 students joined the school as part of the international program. The majority of students were from Japan, Hong Kong, Germany and Norway.

In addition to these international students, the school hosted a group of 17 students for a study tour from Kokusai Joho High School from Japan in March. Planned study tour visits by Nishinomiya High School in August and Ritsumeikan Junior High School in November were unfortunately cancelled due to the swine flu.

2009 was the eleventh year of the State-funded IGNITE program at APHS. Over 260 students in the school are identified as IGNITE. 55 students were selected in 2009 for the year 8 IGNITE classes through local and state wide testing. APHS students came from approximately 12 feeder primary schools, with only one or two being larger than 300 students. The schools range from a large shared campus of government, Catholic and Uniting schools to small rural schools, such as Clarendon and Kangarilla.

Local Community APHS is in the City of Onkaparinga, which is South Australia’s largest local government entity, encompassing an area of approximately 518 square kms and with a population of approximately 150,000. The school age population makes up a higher proportion of the community than the average for the Adelaide Division. In comparison with the Adelaide Division, Aboriginal people are under represented in Aberfoyle Park, as are people born overseas. Attendance of parents and community members at School Council and other school events such as BBQs, parent-teacher evenings, parents and friends workshops, open nights, curriculum information and career nights, was very positive during 2008.

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Enrolments Student Enrolments (FTE) by year level 2007-2009

Enrolments are quite steady but it must be noted that there are significantly fewer year 7 students in our zone. However, we are enrolling a greater percentage of students from within zone. It should also be acknowledged that the numbers of Students with Disabilities is significant and increasing. This means that care must be taken to ensure that the outstanding work of our Learning Support Unit is not compromised in any way and that adequate resourcing is made available.

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Attendance Student Attendance Semester 1 2009

Student attendance is generally sound but work needs to be done to reduce the drop in attendance from Year 8 to Year 9. In 2009 we reviewed our processes for monitoring attendance in senior school and 2010 will test the effectiveness of these modifications to our process. It is significant that there has been a reduction in unauthorized absences which was a focus for our attendance improvement plan.

Suspension and Exclusion data indicates some reduction in suspensions. This may be due to the strengthening of our restorative justice approach across the school. While boys’ suspensions have reduced they still account for more than double the number of girls suspended. Boy’s focused programs must be a priority for 2010 and a trial in term 4, 2009 of a program led by Leigh Charlesworth showed that these students, all of whom were facing suspension, reduced their behavioural incidents during that period.

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Progression Ratios Apparent progression Ratios by Year Level 2006 -2009

2006/2007 2006/2007

2006/2007

2007/2008

2007/2008

2007/2008

2008/2009

2008/2009

2008/2009

Year Level

School Region DECS School Region DECS School Region DECS

08 to 09

100.0 101.1 100.9 100.9 100.9 100.6 101.7 100.1 99.9

09 to 10

103.0 103.6 101.3 104.7 103.3 99.9 99.8 106.2 102.0

10 to 11

90.3 101.3 101.9 89.0 102.7 99.5 89.2 105.9 107.1

11 to 12

77.0 74.8 76.3 85.8 74.4 75.2 81.2 80.5 79.4

The progression ratios are at or above region figures and DECS figures for Years 08/09, and 11/12. Disappointing reductions at Year 09/10 need some attention and while 10/11 is relatively stable, it remains a cause of concern that our school is below DECS and regional figures.

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Retention

Year Level

Type 2007 2007 2007 2008 2008 2008 2009 2009 2009

Year Level

Type School Region DECS School Region DECS School Region DECS

Year 8 to 12

Full-time

60.4 68.2 64.0 68.6 68.4 64.7 63.0 76.5 69.1

Year 8 to 12

FTE 71.1 78.0 74.5 79.2 77.2 75.3 74.5 86.0 79.5

Year 8 to 12

Persons

75.4 83.7 83.4 83.1 82.5 84.6 82.2 91.4 89.2

Year 8 to 10

Full-time

103.0 103.9 100.4 104.7 104.2 100.7 100.4 107.2 102.5

Year 8 to 10

FTE 103.0 104.0 100.7 104.7 104.5 100.8 100.7 107.2 102.6

Year 8 to 10

Persons

103.0 104.0 100.8 104.7 104.8 100.9 102.2 107.2 102.6

Year 9 to 12

Full-time

61.1 68.7 64.9 68.6 68.3 65.2 63.0 76.2 69.5

Year 9 to 12

FTE 72.0 78.6 75.5 79.2 77.0 75.9 74.5 85.7 80.0

Year 9 to 12

Persons

76.9 84.3 84.5 83.5 82.3 85.2 82.2 91.0 89.6

Year 10 to 12

Full-time

61.9 66.5 65.7 67.2 66.9 66.0 61.2 73.6 68.9

Year 10 to 12

FTE 72.9 75.8 76.1 77.5 75.3 76.7 72.3 82.7 79.0

Year 10 to 12

Persons

77.9 81.2 85.0 81.1 80.4 86.0 79.7 87.9 88.4

Retention remains a focus for the school. The fact that students move to private schools and to other DECS schools, specifically ASMS at years 9 and 10 is a cause for concern. It is significant that students choose to leave APHS in some instances but maintain study in one subject which is often music. This situation needs further investigation.

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Destination Intended destinations by reason 2005 - 2007 2005 2005 2005 2006 2006 2006 2007 2007 2009 2009 School School DECS School School DECS School School School SchoolLeave Reason No % % No % % No % No % Employment 41 10.1% 5.4% 44 11.5% 5.2% 53 15.7% 54 16% Interstate/Overseas 40 9.9% 8.3% 33 8.6% 8.5% 31 9.2% 31 9.6% Other 6 1.5% 2.6% 6 1.6% 2.3% 3 0.9% 6 1.9% Seeking Employment 62 15.3% 4.3% 56 14.6% 4.0% 44 13.1% 26 8.0% Tertiary/TAFE/Training 159 39.3% 6.3% 169 44.0% 5.8% 136 40.4% 1118 36.8 Transfer to Non-Govt Schl

15 3.7% 9.0% 16 4.2% 9.3% 16 4.7% 14 4.4%

Transfer to SA Govt School

50 12.3% 47.8% 49 12.8% 48.2% 45 13.4% 52 16.2%

Unknown 32 7.9% 15.8% 11 2.9% 16.6% 9 2.7% 20 6.2% Unknown (TG - Not Found)

0.7%

Total 405 384 337 321 100%

Our Destination data shows a gradual increase in numbers leaving the school into paid employment with a similar decrease in numbers going on to Tertiary training of any kind. One pleasing aspect is the marked decrease in numbers leaving the school to “seek employment” since students in this category often become unemployed. Other small increases are with students transferring to other government schools and in the “unknown” category where no information was obtained. The aim in 2010 is to continue to improve monitoring in this area. In particular we would like to ascertain, for those gaining employment, the sustainability of their work and whether full or part-time.

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4. HUMAN RESOURCES/WORKFORCE PLANNING

Roles and Responsibilities

EXECUTIVE 2009

PRINCIPAL ALLAN PHELPS Educational Leadership, Work Cover, Annual Report, Staffing, Governing Council, Finance, Uniform, Leadership Team, IT Leadership Joint Use Arrangement, PAC, OHS & W, Media/Community/School off-site DECS Liaison, Security, School Promotions, School Improvement.

DEPUTY PRINCIPAL JENNY JOHNS

Personnel, Middle School Leader (Year 8 & 9) Middle School Student Services, Year 7 – 8 Transition, Student Wellbeing 8 – 12 and associated policies. PLP Year 8

ASSISTANT PRINCIPAL Year 11 & 12

NEIL HENDRY Senior School Leader (Yrs 11 & 12), Senior School Student Services, New SACE, Performance Management, T & D, Assets, Attendance 11-12, Staff Induction, Handbook, Week 0, AST, International, ESL Leadership

ASSISTANT PRINCIPAL Year 8 & 9

DAVID EYRE

Support for Whole School Behaviour Management, Personnel, Whole School Curriculum, Reporting & Timetabling, Assessment, Census, Subject Counselling, Curriculum Projects, Staffing Management, Support with Year 8 Leadership

ASSISTANT PRINCIPAL Year 10 IGNITE

LINDSAY INGHAM Languages, Ignite, Aust Maths & Science School, Public Relations, Attendance year 10, PLP year 10

ASSISTANT PRINCIPAL Learning Technologies

STEVEN KNIPE Information Technology, Info Tech Plan, Infrastructure Network & Resources, School Website & Emails, Technical Studies, PLP Year 9, Welfare – attendance 9, Tech and Computing Areas Supervision.

SCHOOL ADMIN OFFICER

CAROLYN VOWELS SSO Personnel, Staffing, Line Management, Canteen, Financial Management, Keys, Grounds & Facilities, Assets, Security, OHS&W

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COORDINATORS 2009

ROGER BLACKWELL (Terms 1 & 2) Retired

ENGLISH/LITERACY /ESL

Literacy Across School, ESL, English Building/Area Supervision

CHRISTOPHER ELDRIDGE Terms 3 & 4)

ENGLISH/LITERACY /ESL

Literacy Across School, ESL, English Building/Area Supervision

SIMON ILLINGWORTH

HEALTH/PE Management & Camps, Sports Coord, PE Building/Area Supvn, Year 9 YLL

DAPHNE WHITE HOME ECONOMICS/HEALTH

Home Ec Building Supervision Year 11 & 12 Assistant Year Level Leader, OHS & W

DONNA RIORDAN MATHEMATICS Attendance & Engagement, Maths Building/Area Supervision

GRANT SHERIDAN

MUSIC, DANCE, DRAMA, VISUAL ARTS/MEDIA/DESIGN

Instrumental Music, Special Music Program, Public Performances and Promotion, Music, Dance, Drama and Visual Arts Area Supervision

JULIE MORGON HUB LIBRARY City of Onkaparinga/School library services

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LYNNE WEBSTER SACE Datex, Senior Study Centre, Exams, SSABSA liaison

RUSSELL JOHNS SCIENCE/IGNITE Year 12 Management, Student Teachers, Science Lab/Area supervision

CLAIRE FORSYTH SOCIETY & ENVIRONMENT

S & E building supervision

KATHERINE FISHER

SPECIAL EDUCATION/STAR

LAP program, Active 8, Students at Risk, Students with Disabilities

HARIJS STURITIS STUDENT COUNSELLOR & VET COORDINATOR

Enrolments, Course Selection Process, Post-School Pathways, Transition, Portfolio / Pathways Plan, Work Experience /Education, Business Ed, Futures Connect

LYNDA SIMONS TIMETABLE Timetable Construction, Staffing and Maintenance, EDSAS/Datex support, Student Reporting, Daily Operations

EMILY PAECH Terms 1 & 2 DEB NIVEN Terms 3 & 4

STUDENT COUNSELLOR

Enrolments, STAR Program, Student Services

STAFF CONTEXT Attendance Of the 86 teaching staff who were employed for more than one term during 2009 the average absences taken as sick leave (absences of less than five continuous days) was 2.54% of total working days, this was marginally down on 2008 (2.62%). A total of 484.5 days were taken due to sickness, this was an increase from 2008 (446.9) and 138.5 days due to carers leave, parenting or special leave, compared to 101.3 days in 2008.

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Retention Of the 86 teaching staff employed for more than one term in 2009 we retained 92.75% of permanent staff and 64.71% of temporary staff from 2008. Total staff retention was 82.21%. Qualifications for staff employed in 2009

QUALIFICATION NUMBER % Doctoral Masters Degree Bachelor Honours Degree Bachelor Degree Advanced Diploma Diploma Graduate Diploma Graduate Certificate

0 1 2

49 -

19 29 5

0 1.3 2.5 62 -

24 36.7 6.3

All teachers hold qualifications required for teaching registration in South Australia. At APHS we are fortunate to have several teachers with two or more qualifications in education.

Professional Learning In 2009, the major focus has been around implementing the future SACE. The majority of teachers have accessed training run by the SACE Board. In addition, selected staff have attended training in the management of the PLP and the Research Project. As an outcome, completion of Learning Plans for all Stage 1 subjects being offered was well advanced by the end of the year. In 2010, additional funding has been supplied so that teachers can continue to access more training in future SACE implementation. All teaching staff attended two whole day T&D programs, one in June and another in August. The focus of these days was, again, the future SACE and also IT training. Funding for T&D came from the site budgets and grants from DECS. Throughout 2009 there was significant emphasis on Learning Technologies training for staff in line with the related Site Learning Plan goal. This was critical given the implications of DER funding and the rollout of laptops to Ignite students. Steven Knipe and his team worked to deliver the training in a range of ways including face to face, paper and on line delivery. The program involved freeing teachers during their non instruction time to work through Learning technology tools and their application to teaching and learning. The school acknowledges the outstanding work of Michael Cowling whose expertise and quality assurance processes ensured the programs success. Feedback from staff was extremely positive and over 60% of the staff were involved in this program. In addition the use of teacher mentors and ‘champions’ and our Intel trained staff ensured that more staff effectively utilised ICT in the classroom. Moodle allowed students and staff 24/7 access to curriculum in some subjects. In addition training in administrative tools has allowed more efficient recording of data around attendance and student behaviour management. There can be no doubt that there has been a significant improvement in this area of school operations. Ignite as focus for the school continued with a significant training program, including a program over several weeks, delivered to our staff by Leslie Henderson and Jane Jarvis from the Flinders University School of Education on Gifted and Talented Education Methodologies. Three staff members attended Habits of the Mind training and Ignite teachers also experienced Six Sigma training. Human Resource/Workforce The major school priorities of ICT, Ignite, Visual and Performing Arts continue to play an important and central position in the nature and focus of our teaching and leadership positions within the school. APHS has a plan to reduce the number of contract positions. The school worked hard to ensure that positions in critical areas of need were made permanent. One such example is in Technical Studies where, after several years of contract positions, we were able to gain 3 permanent teachers in that area. This forms a strong foundation for future development, which is critical as the school moves to develop areas such as Doorways to Construction and courses appropriate to our new status as an Advanced Technologies school.

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Following on from work done in 2008/9 we strengthened strategies for explicitly allocating time resources to our developmental priorities and linked these to student outcome measures. The issue of succession planning must remain high on the priority list as there a number of long serving staff members whose tenure concludes in the next two years, and also a number of staff who may choose to retire in the near future. Executive Leadership positions The school faced a challenge in the short term as the following Executive staff left Aberfoyle Park High School before the commencement of the 2009 school year • Ms Wendy Teasdale Smith – Principal • Ms Alice George – Assistant Principal Ignite • Mr Tony George – Assistant Principal Senior School These changes provided a challenge to the Executive team which, however, ensured that the transition was managed smoothly. The community was assured that the developmental plans were strong and curriculum delivery continued to improve. Neil Hendry, Assistant Principal senior school (5 year tenure) joined the team, as did Lindsay Ingham Assistant Principal Ignite Promotions, and David Eyre Assistant Principal Curriculum, both of whom were appointed for one year. Jenny Johns was the Deputy for the year moving from an Assistant Principal position. It is a credit to the team that despite the many changes of personnel essential creative and innovative work continued to improve student achievement and wellbeing throughout the year. The process of selecting a new Principal was managed by Regional Office and although expected to be finalised by mid year the final selection process concluded in term 4 with Ms Liz Mead appointed to the school at PC08 level. The following staff have been appointed for 2010: Coordinator positions which have been filled for terms of 5 years. Coordinator – Physical Education/Health and Sports Program Dale Hoffmann Dale comes to APHS with a wealth of experience including his work at Murray Bridge High School. He won the position which became available when Simon Illingworth, former HPE Coordinator, won a Coordinator position at Willunga High School. Coordinator - Society and Environment/Business Education Claire Forsyth Claire has been a valued teacher and leader at APHS for some years and has won the position commencing in 2010 after acting in the position for some time. Coordinator - English/ESL Sherleena Chetty Sherleena is an experienced teacher who has been at APHS for some years and has had leadership experience in the South African education system prior to coming to Australia. Teaching positions In 2009, as in 2008 the major human resources challenge we continue to face as a school is to maintain the high quality and experienced staff profile we have enjoyed for many years. It is also very important for the continued growth and development of the school that teachers have the necessary skills sets to support school priorities and fit into the culture of our site. Once again this year we have spent some time and effort in ensuring that teaching staff, in particular, reflect and support our ongoing school developmental priorities. As a school we also have a number of school specialities not explicitly listed as priorities, but nonetheless, are important to maintain the level and extent of our extra curricular program, such as sports, special education and students at risk initiatives. New Appointments – Apart from these leadership positions we have had a number of new staff appointed to 10 year positions at the school. Whilst the focus of these positions also link strongly to our school’s

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ongoing strategic directions they also address some of the issues related to succession planning around, in particular, our senior school classes. These positions include

• Ibrahim Ibrahim – Technology Studies • Russell Brown – Technology Studies • John Westphalen – Technical Studies • Nina Mlynowskyj – English • Angie Mellors – Home Economics • Kim Cooney – Mathematics • Ruth Daniell - Library

Contract positions For a variety of reasons, the school has carried a disproportionately high number/percentage of staff in contract or temporary positions for some years. The state average for contract positions is approximately 11%. This has been our target over the last two years – in 2009 we have reached this target and we intend to maintain the percentage of staff appointed to these positions at this level for 2010 and beyond. There are particular human resources needs that we hope to address by the appointment of specific contract staff including Reliefs Manager and Year Level Managers. It is important that we continue to work to reduce the number of contract staff while maintaining flexibility of placement. It is of concern that some school positions such as Year Level Leadership are filled by contract staff as this poses continuity issues each year and it is pleasing that for 2010 these positions are filled by permanent staff which should result in greater continuity.

Human Resources – Workforce Planning Challenges Across the state the profile of the teaching force is referred to as “ageing”. The information for 2008 remains as for 2009 and confirms that as a school this is continues to be a reality for us. Few of our teachers are under 30 years of age, with the most over 50 years old. There are considerable strengths associated with this staff profile, including the fact that we have staff taking senior school classes, in particular, who have many years of experience. On the down side the age profile of our staff resulted in issues we have had to manage this year with a number of our key staff falling ill and needing extended periods of time away from school on sick leave. It also means that in any one given year we can have a number of staff retire leaving “holes” hard to fill. This trend will continue to be experienced over the next five years and will provide workforce planning issues especially in regards to sustainability of courses.

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GOVERNING COUNCIL Council Members PARENT & COMMUNITY MEMBERS

Inger Bertram I joined the APHS Governing council in 2009. During 2009 I have also been a representative on the Curriculum and leadership, and uniform committees. I work part time as a registered midwife, and have 2 children attending APHS, yrs 8 and 11, and 2 at the Hub Primary. I joined the council to contribute more actively towards the school, and the wider school community. I have found being a member of the school council enables me to provide insight to others on many

school issues, whilst reinforcing to my children that I value and am interested in their education.

Chris Copley I am married to Joan, have two children, Caitlin in year 10 and Jenny in year 7. I enjoy motor racing and house renovations and an occasional glass of good quality red wine. I am employed by United Water as a Plant Supervisor at Happy Valley Water Treatment Plant.

I joined the APHS governing council as I have always had a keen interest in my children's education. I believe a good partnership between staff, students and parents is important and being a member of the council allows me to be part of the decision making process.

Joan Copley I joined the APHS governing council this year and have been a member of the uniform committee since 2007. It has been an interesting and rewarding experience seeing the new uniform evolve for the 2010 school year. I am married to Chris and have two gorgeous daughters- Caitie, 15, who is in the Ignite program and is currently in Year 10; and Jenny, 12, who will commence her secondary schooling at APHS in 2010. I enjoy scrap-booking and various crafts and enjoy escaping to Victor Harbor whenever possible for some R&R. We are a close family and my husband and I have always had a keen interest in

our girl's education. I believe that being part of the governing council keeps me informed about what is happening at APHS. I also enjoy being part of a team working together to make this great school even better through effective governance.

Andrea Coulson I am an IT Project Manager with a software development company and have a husband James and 2 children – Emily a 2009 year 8 Ignite student and Harry who is in year 5 at Flagstaff Hill. I joined the high school Governing Council having been on various Governing Councils for the last 9 years when the children were in kindergarten and primary school and am currently the Chair of Governing Council at Flagstaff Hill. I have always been actively involved in community organisations and because I work full time, find being a member of the school council, a great way to

understand what is happening at the school, get to know the teaching staff and other parents and to take part in my children’s education. I’d definitely recommend the experience to other parents. It is not an onerous task. In my odd spare moments I enjoy shopping (who doesn’t!), wineries and spending time with friends and family.

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Greg Daw Our family comprises my wife Jan and children Brittany at Aberfoyle and Olivia at Braeview Primary. I am employed as a Finance & Business Manager in a Government agency. I have been involved in school Governing Councils since our children commenced school, nine years ago. My tenure at a previous school has included 2 years as Chairperson and one as Treasurer. I am currently the Treasurer at APHS. Education plays a major part in our children's growth and development and as a parent I am committed in supporting my children to achieve the best they can. I see that my involvement on Governing Council allows me to have a greater understanding of the educational system and an assurance that the programs and school goverance are appropriate to support the needs of our children. It also allows

me in a small way to a contribution back to the school and community. Robert DeJonge I am a Councillor of the City of Onkaparinga. I have three young children who are aged 3, 2 and 1. I have been on the Governing Council for three years. I attended APHS for five years and was a past Student Representative Council President in 1990. I own Dukes Real Estate in Blackwood and play competitive tennis.

Cheryl Hamilton I am married and I have two boys. My youngest is Nathanael, who will starting year 7 in 2010 at Happy Valley Primary School, and Zacharia who started at APHS in 2009. I am an SSO and I have been supporting primary school students at the Hub Primary School for the last 5 years. I first became interested in the Governance of schools, when my children started at Happy Valley PS. I wanted to know more about the primary school and how I could help. I have been a part of the Governing Council there, ever since. In doing this I have been able to show my children that school is

important, and that I am interested in their education. I joined Governing Council at APHS at the start of 2009 when the words ‘high school’ came into our lives. Again, it is a great opportunity to get to know the school leadership and staff and to be able to LEARN what goes on behind the scenes in a large High School. I appreciate the opportunity given to me that enables me to have my say and to have my vote on things that make a difference at Aberfoyle Park High School.

Heather Jesshope I have been a member of Governing Council since 2006 and Chairperson since the beginning of 2009. I enjoy being a member of Council as it enables me to be actively involved in school life, to get to know the leadership team and staff members, and to participate in planning/decision making that impacts on the learning opportunities for all students. My girls are Louise in Year 11 and Alison in Year 9. I work part time as an Occupational Therapist and my husband Kevin is a Computer Programmer. I also do

some voluntary work as a Regional Coordinator for Operation Christmas Child. My other interests include photography, travelling, scrapbooking and quilting, and I'm an active member of Aberfoyle Park Baptist Church.

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Richard Keane As a teacher I have been involved with secondary schools for over two decades and I have seen the significant role that a Governing Council can have. I joined the team for two extremely important reasons – one called Peter and the other called Laura. I want my children to get the best possible educational opportunities in a safe and caring environment. It is also a fantastic way of finding out what is happening at Aberfoyle Park High School. The responsibility and workload of being on the Council is not demanding and I enjoy the contact with other interested and supportive parents.

Gay Lee I am married with four children; the second of whom, Simon, is attending APHS in a year 9 IGNITE class. I enjoy playing music, reading, motor racing and riding my scooter. I have been a full-time mum for 18 years and have recently been through radical breast cancer surgery and treatment. This has helped me focus on the importance of supporting my children. I joined Council because I believe in being involved in my children’s education as an extension of their upbringing and I believe it is important to have an input as a parent. It is also a good way to find out what is happening in the school and to support the staff. I am also a member

of the Curriculum sub-committee which gives an excellent understanding into what is actually being taught. Council has been a very informative and enjoyable experience which I would recommend to all parents.

Mark Noble I have been on the Aberfoyle Park High School Governing Council for the past 6 years. I have three sons, two who have completed their secondary education at APHS and my third son is currently in Year 10. I sought to join the Council as I was interested in contributing to the wider school community and being involved in Council is a positive channel to enable that to happen. I have been working in vocational education and training for the past 21 years; 17 of those with TAFE and the past 4 years with a private training organisation. I wanted to offer this experience and expertise to the school and saw an opportunity

to do this through the Governing Council. I am very interested in the training and development of our young people and see it as essential to provide them with quality training and education, to develop and expand their skills and to prepare them for working life. In my roles as a school councillor, I have been a representative on the curriculum and finance committees and currently I participate in the canteen committee. In my spare time I find myself somewhere between the lens of a camera and the shovel (and weeds) of my garden.

Evert Regter I was brought up in a household that championed the Australian notion of a fair go for everyone. It accompanied a fundamental belief that reward should flow from effort and that the more you put inot something the more you are likely to get back. Over time I have drawn on these values, in conjunction with my wife Christine, to raise two wonderful children, Nathan aged eleven, and Lucy who is fifteen and who attends APHS in Year 10. Despite time restraints of work and family, I do find time to pursue some of my own interests like the odd game of golf, the garden, music, and perusing things of interest on the web. I also have some shared interests with the family like cooking, swimming, holidays at Port Vincent and snow

skiing. In my work as a nurse within the area of mental health I have gained an understanding of the importance of healthy families that are able to support each other, developing a milieu in which

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individuals prosper and grow. This support for us extends to one of the reasons I joined the Governing Council at my daughters’ school. Role modelling the importance of my children’s educational enterprise relates directly to better outcomes within a set of desirable social norms. Hence my goals as a member of Council is to help maintain an egalitarian resource that is delivered in a supportive manner in achieving best outcomes for students, and from which the broader community benefits. Geoff Rohrlach

For several years I attended Happy Valley Council meetings and was successful in obtaining more support for the Kangarilla Country Fire Service volunteers, of which I was a former Captain. I have lived in Kangarilla district for almost 53 years on a farming property. I joined the Kangarilla Primary School Council of which I still belong to, and have enjoyed in participating in Fund Raising Activities, Working Bees, Sports Days, etc. I have closely followed my children’s schooling now my two oldest attend Aberfoyle Park High School, I find that being on the School Council helps to give a good insight on what is happening at the school and this

information can only help my children since I believe it reinforces to them that I am interested in what is happening at their school, and therefore interested in their education.

Bob Such MP Bob Such MP is the Member for Fisher. Bob has three adult sons. Bob has been on the APHS Governing Council since 1990, as well as the Reynella East High School Governing Council. He is a former Chairman of the Coromandel Primary School Council. Prior to entering politics Bob was a Lecturer and Researcher (Politics, Economics and Environmental Studies) at what is now the University of South Australia and prior to that he was a farm worker and primary school teacher. Bob's hobbies include history, reading, conservation, cycling, bushwalking,

gardening/horticulture, and community activities.

Pat Varcoe I am a single parent and in 2009 my three children have attended Aberfoyle Park High School in Years 8, 10 and 12. My eldest started at APHS whilst she was still in Year 7 to study Year 8 Ignite maths. It proved to be a great transition for her to High School and partly met her need to be extended whilst not missing out on the important Year 7. Since then I have been exposed to some of the many facets of life at APHS as all of my children are involved in different aspects of the school. I joined the Governing Council in 2009 after attending my first meeting. I was interested in joining because I wanted to be able to continue to be involved in my

children’s schooling, and there aren’t the opportunities to do that at High School as much as when they were at Primary School. I now work full time as an Administrative/Finance Officer in a small not for profit organisation so don’t have the time during the day to spend at school, but can get out at night to attend meetings. I am honoured to have the opportunity to be a member of the Governing Council and Finance Committee, and I aim to play a small part in helping the school to continue to provide the best possible schooling for all of our students using the resources available in an efficient manner. If I had any spare time to myself I would like to spend it walking, reading, going to the movies, spending time with family and friends, completing Su Do Ku puzzles, and sitting in the garden contemplating life.

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STAFF MEMBERS Narelle Bennett Occupation; Home Economics Teacher at APHS for 9 years. Family: I am married with two children. My husband works as a manager in IT in a semi-government organisation. My daughter has completed a degree in Planning and Management and is working with a large retail company. My son is working in traffic management. Having been a member of Westbourne Park Primary School Council for the 11 years that my children attended that school I am fully aware of the importance of the

Governing Council in a school. As a teacher representative on Council I can see clearly how the school operates and how the school uses its resources and facilities. The Governing Council is a dynamic place where parents, teachers, students and the community have a voice as to the direction of the school. It is important that teachers are a part of this process. I am a member of the Uniform Committee and help organise the Year 12 Valedictory. I help organise and run the Staff Association at APHS. I am also on the Executive Committee of the Home Economics Institute of Australia (HEIA-SA) where I hold the position of President. HEIA advocates on behalf of Home Economists working as teachers, in industry and in the public sector. It looks to educate and improve knowledge of the importance of nutrition and the development of the whole person. I am also a committee member of ETSA Contax Netball Club where I look after equipment and allocate umpires. We are a large Club with over 350 players. As a result I spend a great deal of my free time at Netball. I lead a full life and enjoy the company of friends and family, entertaining and travelling.

Kathy Russell Occupation: Receptionist/Telephonist, Aberfoyle Park High School Family: Married with three children who are all in employment. I began on School Council at the beginning of my employment at APHS in November 1997. At the time my eldest child was attending APHS, but the main reason was that it was a requirement of my role as Parent Liaison Officer (which involved holding meetings with interested parents and discussing issues relevant to them), and then to

give feedback to Council from those meetings. I have been on the Uniform Committee from the time I started on Council. I enjoy various craft activities. Over the years I have made the odd bridesmaid and formal dresses, and have made many garments for both myself, and my two daughters. I really love gardening and caring for my newly planted rose garden. I am also an active member of the Christadelphian Church, Halifax Street in the city where my husband has been secretary for the past 18 years, and keeps us very busy. I have enjoyed being on the School/Governing Council over the years. I strongly recommend it to any parents who are interested in what happens ‘behind the scenes’ of a large vibrant school, and the amount of work that goes into making our school a great learning environment for our children both now and in the future.

Grant Sheridan I am married, with two teenage children; both of whom attend a state secondary school. I began my music training at the age of fourteen and after finishing a Bachelor of Arts degree at the University of Adelaide, completed an Honours degree in Musicology. I have worked in many capacities as a musician, performer, teacher, conductor and composer. In 1985 I completed a Graduate Diploma in Education and have successfully taught in both the private and public sector. I currently hold the position of Arts Coordinator at Aberfoyle Park High School. As a member of the Governing Council, I hope to be able to contribute

effectively at a whole school level in the further development of Aberfoyle Park High School as a leading state secondary school, through the provision of effective governance.

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6. SITE LEARNING PLAN PRIORITY - ACHIEVEMENT

During 2009, the school’s executive, Year 8 to 12 student services, and all learning areas implemented and strengthened strategies to improve student achievement. These strategies included:

Ongoing visits from officers from the SACE Board who assisted executive to interpret data and plan specific strategies as well as focussing on the development of a sustainable and successful PLP.

Specific training and development sessions focussing on developing leadership capacity for executive and leadership/curriculum group.

A seminar with a motivational speaker held in early term 1 for year 12 students. Further refinement of our improved course counselling process with specific teacher

recommendation and parent involvement. Increased use of prompt data to inform Year level leaders as they monitored student progress and

attendance, increased contact with parents occurred with improved student achievement and attendance as a result.

Introduction of laptops for teachers with administrative functions such as attendance and student behaviour management.

Lunchtime and holiday tuition for senior maths and chemistry students. Increased ‘celebrating success’ assemblies especially at each year level to ensure that success in

all its forms is highlighted and rewarded. Expanded and enhanced musical options and performances Greater emphasis on displaying and presenting student art to the broader school community e.g.

SALA, Year 12 Art Show included Media and Photography. Continued Student involvement in the Siemens Science Experience, Use of new comprehensive diary, incorporating student designed cover with contents linked to the

Steps to Success program. Careful monitoring of new courses to cater more effectively for a wide range of students including:

Doorways to Construction, Rugby, PE Integrated Studies and Sports Studies all of which were fully subscribed and student successes were significant

Strengthening our links with the collaborative Trade School with view to expanding our VET offerings in 2011 and improving facilites with a successful grant application.

The Extended Home Group program titled “Steps2Success” was planned in 2008 and implemented in 2009. This comprises two 50 minute lessons per week in Home Group and is a vehicle for delivering a range of curriculum including the PLP which will be delivered through Years 8 – 10 as the new SACE comes on board.

Ongoing development of work with the School Values through Steps2Success program. Strengthening of Restorative Justice as an underpinning strategy for Student Behaviour

Management.

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Student Achievement

Students, whose progress caused concern, were interviewed and supported by year level coordinators, student counsellors and assistant and deputy principals. Teachers regularly provided students with feedback on progress in a variety of ways, such as comments on draft work, formal assessment of written and oral tasks and test results. At the end of each term, a report for each learning area was written. These were compiled and provided to students and their parents. A specific interview night for parents of Year 12 students was held in week 5 of term 1. This proved to be highly successful in terms of attendance and follow-up. Two additional parent-teacher interview nights were held. Year 8 – 10 Achievement The following table shows that the A/B range has remained fairly constant. Although not shown the figures for 2006 and 2005 show a greater percentage of A grades and it is significant that more attention was paid to SACSA from 2006 onwards. What is clear is that boys score fewer A grades and more C and D grades than girls and it is important that this issue is addressed, as this plays out in the senior years results. Once again there is evidence that girls are achieving better results than boys. Boys score fewer A grades and more D grades than girls. We have made efforts throughout 2009 to adjust our curriculum offerings and focus on pedagogy as it applies to boys with a view to improving the results for boys. High achievement will continue to be our focus for 2010 and we will be using our experience within the Ignite program to foster improvement across the school.

Year 9 Literacy and Numeracy Tests In 2009 our students undertook the NAPLAN testing process. This test recognises the importance that school’s place on being able to effectively read and write and work mathematically. These tests provide significant information about the effectiveness of our programs and also determine the intervention strategies which are put in place to support students who are below the benchmark. In addition, investigations of the questions our students did well or poorly in can lead to adjustments to our teaching programs. This is something that will be specifically addressed in 2010. The comparison of levels between APHS and the State are contained in the following graphs. These graphic results indicate that our students are strong in all categories. This indicates that our strong teaching methodologies in middle school continue to support the outstanding work done by our feeder primary schools. In addition it is a testament to our intervention programs with students who struggle in these areas, especially the work done by our learning support staff. It is important to note that every student enrolled in Year 9 who was below the benchmark was already being supported by the learning support staff. It is pleasing that all students who did not achieve benchmarks were already being supported as were a significant number who barely achieved benchmarks. This is a testament to our school’s intervention

GRADE MALE FEMALE ALL STUDENTS 2009 2008 2007 2009 2008 2007 2009 2008 2007

A 20% 19% 19% 32% 31% 33% 25% 25% 28% B 36% 36% 35% 39% 37% 36% 38% 37% 34% C 31% 30% 30% 22% 23% 22% 27% 26% 26% D 9% 10% 11% 5% 6% 6% 7% 8% 8% E 4% 5% 5% 2% 3% 3% 3% 4% 4% 100% 100% 100% 100% 100% 100% 100% 100% 100%

                   

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programs and reflects the excellent work of Katherine Fisher, Learning Support Coordinator, and her team in ensuring adequate and focussed support for students. The availability of the NAPLAN data as it is linked to SACSA outcomes has been a valuable tool and the school has begun work with Area of Study Coordinators to identify specific areas where SACSA outcomes are not strong and work to review courses and methodologies as appropriate. This work will continue in 2010.

Numeracy

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

Prof Band 5% Prof Band 6% Prof Band 7% Prof Band 8% Prof Band 9% Prof Band 10%

Numeracy APHSNumeracy State

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Prof Band 5% Prof Band 6% Prof Band 7% Prof Band 8% Prof Band 9% Prof Band 10%

Punctuation and Grammer APHSPunctuation and Grammer State

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0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Prof Band 5% Prof Band 6% Prof Band 7% Prof Band 8% Prof Band 9% Prof Band 10%

Reading APHSReading State

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

Prof Band 5% Prof Band 6% Prof Band 7% Prof Band 8% Prof Band 9% Prof Band 10%

Spelling APHSSpelling State

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0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

Prof Band 5% Prof Band 6% Prof Band 7% Prof Band 8% Prof Band 9% Prof Band 10%

Writing APHSWriting State

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SACE

Year 12 Results Top Student: Sally Langhans, TER 99.40%, 1 20, 4 As 18 students scored a TER above 90 18 students scored a TER above 80 This is similar to last year. Merit Students: 11 merits and 1 outstanding achievement (Community Studies) achieved by 11

students. Daniel Clarke, 2 merits (Business & Personal Document) A Grade Students A total of 136 A grades achieved 2 students with 5 A grades 7 students with 4 A grades 10 students with 3 A grades 18 students with 2 A grades 32 students with 1 A grade Subject Summary Highlights

Subject Total Students Merits As Bs Business Documents 11 1 7 2 Nutrition 29 4 3 9 Physics 27 1 10 9 Spanish 5 1 0 2 Tourism 37 4 11 9 Health, Recreation & Community 3 1

Outstanding Achievement

2009 had a smaller cohort than in 2008 (155 students against 174 in 2008) hence the reduced numbers. However the % are similar. There were 155 students identified by the SACE Board as potential completers. Of these only 20 failed to complete their SACE this year. Six have returned in 2010.

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SACE Stage 1 data

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Stage 2 data – Learning Area data and Like Schools average grade distribution

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SACE Stage 2 data Among the SACE Stage 2 achievements were 10 scores of 20/20 and 1 Outstanding Achievement in Community Studies. This is similar in % terms to 2008. The following table shows the % of grades achieved in comparison to the overall state achievement. The % in brackets comes from 2008. There has been a decrease in the number of A grades.

APHS % STATE % A (17-20) 17.1 (23.0) 20.5 B (14-16) 35.6 (33.6) 35.3 C (11-13) 30.6 (30.7) 28.0 D (8-10) 12.0 (8.4) 10.9 E (3-7) 4.7 (4.0) 5.2 RNM 0.0 -

SACE Completion 87% of students who could complete the SACE did so in 2009.

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VET

VET ACHIEVEMENT In 2009 APHS students continued to have a high rate of participation in VET courses with 135 senior students successfully undertaking VET in a variety of ways. These included courses offered at school and through TAFE, the Southern Adelaide and Fleurieu Trade School, and through private providers. 47 students completed certificate or short courses at TAFE colleges and private providers. These involved · 2 students in Certificate 1 Retail · 6 students in part Certificate 1 Hair & Beauty · 3 students in Certificate 1 Hospitality · 1 student in Certificate 2 Hospitality · 2 students in General Construction · 2 students in Lets Make Up · 2 students in Electro-technology · 1 student in Certificate II Automotive · 2 students in Certificate 1 Furnishing · 1 student in Certificate 2 Make up · 1 student in Certificate 2 Animal Studies · 1 student in Certificate 1 Multimedia · 1 student in Certificate 1 General Construction - Plumbing · 4 in Bar and Waiting · 7 students in Certificate 2 Christian Ministries 1 student in part-certificate in Graphic Design – Drawing Visualisation 5 students in Intro to Trades 2 students in Intro to Community Services 1 student in part Certificate 2 in Accounting 2 students in Certificate 1 Hair and Beauty In 2009 part Certificate 2 in Live Theatre and Events was again offered through the Southern Adelaide and Fleurieu Trade School. Doorways to Construction was offered for the first time at Aberfoyle Park High School under an arrangement with the Construction Industry Training Board. 18 students were involved in courses provided through the Southern Adelaide and Fleurieu Trade School. These included: · 2 students in Certificate 1 Electro-technology · 2 students in Certificate I General Construction - Plumbing · 3 students in Community Services · 5 students in Live Theatre and Events · 2 students in part Certificate 1 Hospitality · 1 student in Certificate I Multimedia · 3 students in Certificate 1 Sport and Recreation 48 students have been involved in School Based Apprenticeships. The majority have been in the fields of Retail and Hospitality, however there has been increased interest in other fields with the Apprenticeship Broker brokering traineeships in Graphic Design, Photography, Child Care, Business and Pharmacy Operations. 2010 VET Projections There are currently 10 students enrolled in Southern Adelaide and Fleurieu Trade School courses for 2010. This number is likely to increase with late enrolments in 2009 and in Semester 2 courses for 2010 in Hospitality and Live Production, Theatre and Events.

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The Apprenticeship Broker has met with 25 students who have expressed an interest in undertaking school based apprenticeships for 2010 and 7 students are negotiating VET in Schools part-time TAFE placements for 2010. Doorways to Construction has again been offered as a Stage 1 subject for 2010 and 22 students have chosen to study it. Home Maintenance has been offered as a subject at Year 10 for 2010. A further 4 students have enrolled in TAFE to undertake Certificate 1 in General Construction, and a VISA Agreement is in place for the delivery of Certificate 1 Furnishing in 2010. This year a teacher has undertaken the training required to deliver Community Service training packages and will undertake further training during 2010 to deliver certificate courses in Community Services in 2011.

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7. SITE LEARNING PLAN PRIORITY – WELL BEING Parent Survey Only 21 parents responded to the survey which is not a statistically valid sample. The online survey method is not achieving the results we would expect and in 2010 APHS will need to investigate other methods of getting sufficient numbers of parent responses to this survey to ensure that valid data can be used for school planning. Student Satisfaction Survey Responses Student Opinion - Support of Learning

Strongly Strongly No. Statement Disagre

e Disagre

e Neutral Agree Agree Responses

1 My teachers give me extra help when I need it. 1% 6% 23% 58% 12% 69

2 I really want to learn at my school. 0% 6% 18% 41% 35% 68

3 The ways my teachers manage the class helps me to learn. 1% 12% 48% 30% 9% 69

4 The library/resource centre has lots of resources. 1% 3% 10% 45% 40% 67

5 Students know how they are expected to behave at school. 7% 13% 20% 46% 13% 69

6 My teachers expect me to do as well as I can. 0% 1% 7% 48% 43% 69

7 If I am having difficulty learning something, my teachers always 1% 13% 26% 46% 13% 69 help. 8 Staff would take good care of me if I was hurt or sick at school. 0% 3% 15% 45% 36% 66

9 My school is clean. 9% 32% 38% 20% 1% 69

10 This school encourages students to have a sense of pride in 1% 6% 16% 56% 21% 68 their achievement. 11 Everyone takes good care of the school. 13% 48% 25% 14% 0% 69

12 Students at this school are encouraged to achieve to the best 1% 1% 12% 62% 24% 68 of their ability. 13 I use a variety of interesting learning materials. 2% 11% 23% 55% 9% 65 14 There is someone at school that I can talk to if I have problems. 0% 6% 15% 48% 31% 67

15 I feel safe at this school. 0% 3% 33% 41% 23% 69

16 Students at this school are well behaved. 7% 43% 34% 16% 0% 68

17 My school is always well looked after. 3% 23% 42% 30% 1% 69

18 There is lots to do at school during recess and lunch time. 12% 28% 26% 28% 7% 69

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Upgrading of school facilities is underway which may address some student concern about the state of the school. It is recognised that more work needs to be put into developing a collaborative culture around care and responsibility for the school facilities and ownership of the issue by the school community. In addition this highlights the continual need to focus on engaging curriculum. The significant proportion of students who believe that students are not well behaved is concerning and needs to be investigated further as staff are strongly supportive of the school’s level of support for behaviour management. (See staff survey results.) Survey Responses Student Opinion - Relationships and Communication

Strongly Strongly No. Statement Disagre

e Disagre

e Neutral Agree Agree Responses

1 I get on well with others at my school. 0% 3% 10% 59% 28% 68

2 Students at my school are friendly. 1% 6% 24% 59% 10% 68

3 My school reports are accurate. 0% 11% 17% 58% 14% 65

4 I get excited about the work I do. 9% 19% 46% 22% 4% 68

5 It is easy to make friends in this school. 1% 0% 16% 76% 6% 68

6 I really like to go to school each day. 9% 18% 49% 25% 0% 68

7 I know how well I am doing in class. 0% 8% 27% 55% 11% 66

8 My teachers regularly discuss my progress with me. 4% 36% 37% 21% 1% 67

9 I can easily talk to my teachers or other adults at school when I 2% 11% 32% 44% 12% 66 need to. 10 Students get along with each other pretty well at my school. 0% 6% 34% 55% 5% 65 11 Students from all backgrounds and cultures are treated fairly at 3% 8% 14% 59% 16% 63 this school. 12 In my school, we learn about different cultures. 0% 14% 29% 48% 9% 66

13 I am happy to be at this school. 2% 2% 27% 53% 17% 66

14 Students are encouraged to participate in school events. 1% 6% 13% 66% 13% 67

15 I get information about what is going on in the school. 0% 6% 28% 49% 18% 68

16 I like trying new things. 3% 7% 16% 60% 13% 67

17 I like to help others. 0% 1% 13% 62% 24% 68

The supportive nature of the school is highlighted here but the issue of engaging lessons and critical focussed feedback is also raised as a concern.

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Survey Responses Staff Opinion - Support of Learning The data which gives rise to investigation here is that students have reported students as poorly behaved in a friendly environment whereas staff have quite strongly and consistently indicated strong support for student behaviour management with a real perception of a safe and secure environment for students.

Survey Responses Staff Opinion - Leadership and Decision Making

Strongly Strongly No. Statement Disagre

e Disagre

e Neutral Agree Agree Responses

1 Staff are supported by the school in the management of 0% 6% 0% 31% 63% 16 students' behaviour. 2 This school has high educational expectations of the students. 0% 6% 6% 25% 63% 16

3 Students at this school are encouraged to achieve to the best 0% 6% 6% 31% 56% 16 of their ability. 4 Teachers at this school care about how their students are 0% 6% 0% 31% 63% 16 going. 5 Our school environment is focussed on learning. 0% 6% 6% 44% 44% 16

6 Teachers here have high learning expectations for all students. 0% 13% 6% 38% 44% 16

7 Our school's programs provide for the needs of every student. 0% 33% 7% 53% 7% 15

8 Teachers at this school use strategies which enable students 0% 13% 13% 60% 13% 15 to be life-long learners. 9 This school provides a safe and secure environment. 0% 0% 0% 38% 63% 16

10 This school provides good management of students' injuries 0% 0% 6% 25% 69% 16 and illnesses. 11 Discipline problems at our school are handled fairly. 0% 0% 13% 31% 56% 16

12 Our school has effective procedures to address bullying and 0% 0% 20% 33% 47% 15 harassment issues. 13 This school encourages students to have a sense of pride in 0% 6% 6% 31% 56% 16 their achievement. 14 There are effective student behaviour management 0% 0% 19% 25% 56% 16 procedures in the school.

38

No. Statement

Strongly Disagre

e Disagre

e Neutral Agree

Strongly Agree Responses

1 Staff are encouraged to pursue professional development. 0% 0% 0% 33% 67% 15

2 This school is well organised this year. 0% 13% 7% 47% 33% 15

3 I have appropriate opportunities to be involved in decision making.

0% 13% 20% 33% 33% 15

4 My professional needs and interests are met by the professional development provided by this school.

0% 7% 27% 40% 27% 15

5 I am happy with the quality of feedback I receive on my work performance.

0% 7% 20% 53% 20% 15

6 Parents have the opportunity to participate in decisions about their children's education.

0% 0% 8% 85% 8% 13

7 There is supportive leadership in this school. 7% 0% 13% 47% 33% 15

The feedback about this area of school life is pleasing given the significant changes the school faced throughout the year. It is also clear that as a school community we had highlighted the need to improve the decision making process in 2010. (No3.)

2009 Well Being Committee Report

The year began with the news that Wendy Teasdale-Smith would not be returning as Principal of APHS. The appointment of Allan Phelps as Principal, whilst the process of selecting the new Principal occurred, and the prompt re-establishment of our experienced Executive team, ensured a smooth start to the year. Stability of personnel and knowledge of the school and its processes and policies allowed the school to keep moving forward, and for staff to feel comfortable with the leadership team, allowing them to get on with their core business, that of teaching. One of our biggest initiatives introduced this year has been the introduction of the “Steps 2 Success” (S2S) Program. This has grown over the last few years from the occasional extended home group session, to a weekly half hour session, to the format adopted in 2009. The S2S program was allocated 2 lessons a week (100 mins in total) for the delivery of our pastoral care program by the home group teachers. The focus for this development has been to allow for home group teachers to develop better relationships with their cohort. Research shows that when productive relationships are established, student wellbeing and connectedness to school increases and learning and behaviour outcomes improve. The S2S program for Years 8–10 included the delivery of the Personal Learning Plan (PLP) which was reported on at the end of each assessment period. Feedback from staff at the end of Term 1 highlighted the positives and negatives and from this, additional time was provided for staff to develop the program at each year level and also for the in-servicing of staff prior to its delivery. Each year level had a focus relevant to the needs and developmental stage of its students, but common to all were

39

personal development, interdependence, communication, the world of work and course/career planning. The “Child Protection Curriculum” was also delivered through the S2S program. In order to support whole school agreements around behaviour and work ethic, a series of posters was introduced at the start of the year. These posters highlighted reasonable expectations of both staff and students and focussed on such things as punctuality, organisation and work ethic. In addition posters were also placed in every room in the school stating our school values. These posters allowed staff, in conversations with students or each other, to ask the simple questions: “is what you are doing in line with our school values of respect, care & compassion and honesty?” Furthermore the conversation then includes the “it’s reasonable to expect” posters and discussions about whole school agreements eg “it is reasonable to expect you to be on time for class”. These posters have provided staff with a “script” in their interactions with others (staff, students and parents) thus providing a common language across the school. “Restorative Justice” posters have also been provided (one per room) which give staff an identified common process/steps to follow when relationships have broken down. All these posters have assisted in helping staff in their interactions with others and have helped ensure that we are all “on the same page”. Another new initiative in 2009 has been the introduction of a new style of diary. This diary has been a useful tool for our S2S program as it contains a wealth of useful information (eg organisational tips, relationship advice, study skills etc). It is also very useful in all subject areas as it contains times tables, common spelling words and grammatical reminders, amongst other things. Also included in the diary was “The APHS Student Charter” and a proactive policy for prevention of, and dealing with, bullying and harassment. During 2009 the “Wellbeing Team” had personnel changes. Emily Paech (Student counsellor) took accouchement leave and was replaced by Deb Niven (ex Urrbrae HS). Joanna Hubbard (CPSW) moved onto a different position with the church and Pam Roeger was appointed in her place. Myra Wilson was appointed Aboriginal Community Education Officer (ACEO – position formerly known as AEW).

Deb Niven quickly immersed herself in the role, running proactive programs eg “True Colours”(Yr 8 girls self esteem development program) and Big Brother/Big Sister (peer support program), supporting students with personal matters and assisting students with course and career planning. She has worked with the SRC to review their purpose and processes and by late Term 3 a “new look” SRC emerged. They now appear to be more focussed, target orientated and the new structure should ensure that they now more fully represent the student body.

Pam Roeger has worked proactively to get to know the students and to allow opportunity for them to meet and find out about her. Having a background in outdoor education and sport, she has seen that the extra-curricula offerings are an excellent forum for meeting and working with students. Pam has also had a key role in the “Labs ‘N Life” program which was introduced to APHS in Term 3.

Myra Wilson, appointed late in Term 3 for one term, has been quietly working with our Aboriginal students and their families. The SRC in 2009 have organised and run a “Cycling Challenge” for primary school students and 2 “Wellbeing Days”, one for Year 8 students in Term 2 and one for Year 9 students in Term 4. The SRC Wellbeing Committee created a day of activities, learning and teamwork. Activities included “Life Be In It” games, Red Cross “Save-A-Mate” program, activities run by Mission Australia’s Southern Outreach Team (SORT), introduction to Sean Covey’s “7 Habits for Highly Effective Teens”, SAPOL discussing safe partying and SHINE SA an information session, as well as a range of other activities and provision of nutritional healthy food. The SRC have 4 sub committees: Wellbeing, Student Voice, Environment and Fundraising which, since the re-structuring, are now starting to work more inclusively with the student cohort and make an impact. The Environment Committee attended a “Wipe Out Waste” state wide workshop and Student Voice attended a National Young Leadership Conference. Fundraising group raised funds for flood victims, The Samoan Crisis, sponsorship of a World Vision Child and Breast Cancer Research

40

Our Transition program developed further in 2009. The aim was two fold: To allay any fears students may have in moving to high school, help them familiarise themselves not only with the layout of the school but with its processes and routines and in addition promote the school to students so that they may see APHS as their preferred school. As such, all Yr 6/7 classes from our zoned primary schools were invited for “A Taste of Secondary School”. Feedback from these days was extremely positive and comments from the excited students and their teachers at the end of each visit, suggest that many of the community “myths” have been silenced. Each “day” saw the students having a mixture of subjects and teachers as well as some time with their Yr 6/7 teacher in the “Glass classroom”. APHS staff and students assisted with this program and we believe it will help in making transition to high school as seamless as possible. Student engagement continued to be the focus through a range of programs. A number of students were identified as requiring an alternative educational program in 2009. These students were offered “Flexible Learning Options” (FLO), ie support funds were allocated to provide alternative offerings, aimed at keeping these students engaged in education and to assist in moving them into vocational pathways. Some of these programs were on site whilst others were off campus. In term 4 an alternative program aimed at keeping students connected to school was introduced once a week. Named “Target Work” – the immediate outcomes have vindicated the staffing allocation. Many of the students are now in negotiation with an apprenticeship broker and their future looks very promising for 2010. Students with either a learning disability or learning difficulty continued to have support and advocacy provided by the Learning Support team. In addition, a “Games Club” was offered at recess and lunchtimes to provide students with a safe, supportive, social setting. The benefits of the Games Club have been many fold, some intentional and others incidental eg development of appropriate social skills that assist students to make and keep new friends. Learning Support continue to offer the “Active 8 “ program and received funding earlier this year for an additional 2 year program. Through Active 8 the students participate in the “Duke of Edinburgh” program. Ignite students have also taken up the “Duke of Edinburgh” challenge and will continue to work towards their bronze award in 2010. Commitment to wellbeing will continue to be documented and actioned through the Site Learning Plan. The Wellbeing Committee is keen to make further improvements around embedding school values at the heart of all school activities. They want to continue to build and maintain relationships between staff, students and families and to further develop the SRC as a legitimate voice in the school.

41

8. VALUE ADDED INITIATIVES AND PROGRAMS

Information and Communications Technology Our development priority around ICT states that we will work to ensure that ‘APHS is known locally, nationally and internationally for the creative, innovative and cutting edge work occurring in IT’. The work during 2009 continued to strengthen the schools’ reputation in ICT. The Digital Education Revolution (DER) has seen two significant changes at the school. As part of the second round of DER the school received 269 machines, 69 machines were replacements for our aging machines and have been used to revitalise Media, Music and Computer Suite 3. The remaining 200 machines will be used to upgrade all existing computer facilities, including Art and Technical Studies, as well as 50 laptops. The machines are a combination of HP Desktops, iMacs and MacBooks. Also as part of the DER the school received an audit of its network infrastructure, and highlights additional funding we will receive so the school will be able to cater for a wireless environment with a ratio of one computer for every student. A more focussed Professional Development in ICT has occurred throughout the year and has seen teachers, who have received a laptop as part of the “expression of interest” initiative, attend a lesson a week during their non instruction time. Of the 80 staff who have laptops, 30 staff have been regular attendees to the sessions run by Michael Cowling, the schools ICT Mentor. To make the lessons for the teachers interesting, Michael models a range of teaching methodologies, offering participants a variety of choices from self directed handouts and podcasts to show and tell. After an extra six months our laptop pilot program has moved to its next stage which will see students have the option to take a laptop home, and have access to it 24/7. On 25 November the school launched its One2One Learning Initiative. Families of the Year 9 Ignite program were given the opportunity to have a Macbook for home and school use. IGNITE At the start of 2009 there were 267 Ignite students at the school, in two home groups at each year level from 8 to 12. During the year several new students have been added to the Ignite cohort. Some 12-15 staff took part in four 2-hour training sessions on gifted education, delivered by Lesley Henderson and Dr. Jane Jarvis, both from Flinders University. Some parents attended this course as well. Three teachers participated in a ‘Habits of Mind’ conference over four days in August. Ignite camps continue to be a highlight, and this was verified in a recent survey of Ignite students from years 8 – 11. Year 8 students travel to Kangaroo Island to study diversification, tourism and the effects of the Soldier Settlers Scheme. In Canberra,Year 9 students focus on Federation, science and work at the Australian War Memorial. This year there was a new camp for Year 10 students, in lieu of the well established Flinders Ranges camp. This trip took students to Roxby Downs, Andamooka, Woomera and the Iron Triangle, to study the effect of mining and associated industries on the environment. The partnership with Raytheon Australia is now well established. Lindsay Ingham (AP Ignite) has been working with RA to develop aptitude tests for potential apprentice technicians as part of a Premier’s Industry Award. Raytheon have run a 300 minute unit of study with Year 9 students, demonstrating how ‘6 Sigma’ is used to solve problems. The scenario involved APHS students planning a rescue of astronauts stranded on the Moon. Ignite students have continued to excel in national competitions in maths, science and English, as well as featuring prominently in debating teams and the Young Writer’s Competition.

42

Visual and Performing Arts Aberfoyle Park High School has a leading Visual and Performing Arts program. In the Visual Arts regular exhibitions and participation in community events were once again the norm in 2009 and the school maintained and built upon its successful partnership with Bittondi Printmakers which supports curriculum delivery. Additionally the Visual Arts continued to collaborate with the Onkaparinga Council and participated in a range of competitions. The Visual Arts Faculty presented a highly successful exhibition for the SALA Festival. Drama and Dance formed an integral part of the program and regular successful performances were held in community theatres and the school. These were met with general acclaim. Information Technology was used at a high level in Drama, Dance, Movie Making, Design and Media, frequently to industry standards. Our students’ achievements in the area of technology in the Arts continued to be acknowledged state-wide. The computing facilities in the Visual Arts and Media areas were updated. A comprehensive Music program was once again offered in 2009. • Years 8 – 11: A choice of full year and semester courses was offered • Year 12 Students chose and achieved significant success from courses in: • Musicianship • Solo Performance • Performance Special Study • Ensemble • Composing & Arranging

Students were able to participate in a broad range of both instrumental and vocal ensembles. The Music Department gave regular public performances throughout the year in a range of locations including the Adelaide Festival Centre, Elder Hall, Rundle Mall and St Augustines Church, Unley. Other performances included: • School Music Nights • A highly successful Music Tour to Mount Gambier for the 2009 James Morrison “Generations in

Jazz” • Assessment Concerts for SACE Stages I and II • Community Event • International Fete de Musique in collaboration with Alliance Francaise • Primary school concerts

Information Technology was used as a tool in composing, arranging, research, written projects, theory development and aural development. The computing facility in the Performing Arts area was updated. LEARNING SUPPORT PROGRAM The Learning Support Program provides a range of services and programs to assist students with disabilities and those with learning difficulties including: • Support Studies • Literacy Intervention (LIFT) & Numeracy Support (NIFTE) • Staff Training and Development and on line resources. • Active 8 Future Leaders program and Duke of Edinburgh Award

participation.

43

Support Studies There are 7 lines of Support Studies offered with sessions available every lesson of the week. Staff teaching these subjects have extensive Special Education experience and this has added to the efficiency of this program. Learning Support Staff monitor the progress of designated students by providing direct support through Support Studies classes, resources and giving information to staff in relation to Students with Disabilities (70+) or specific learning difficulties (25+). Support Studies is a course offered to students with significant needs who attend four lessons per week to receive intensive support. A team-teaching methodology is employed to work with individuals or small groups. Students are assisted across all curriculum areas and also supported by staff to participate in the diverse extra curricular activities including: camps, excursions, clubs, work experience, Duke of Ed. and a range of VET & transition pathways. The LS staff also monitor progress and provide indirect support through resources and information given to staff in relation to of 90 + students with specific learning difficulties. Increasing numbers of Students with Disabilities and Complexity: There has been a significant increase in the number of students enrolling at APHS who are eligible to access the Learning Support Program. The number of students with more complex needs, resourced as ‘D’ level, needing modification across all curriculum areas, has dramatically increased over the last five years. The number of students with Autism Spectrum Disorders has also shown a significant increase. See graphs. This reflects the success of a number of programs run by the Learning Support Staff and has led to increasing numbers of enrolments. All students with a disability are placed in mainstream classes with appropriate curriculum modification and resourcing. The inclusive practices implemented by the school have been recognised over the years through a number of state and national awards.

Number of Learning Support Students - A Level

05

101520253035

2005 2006 2007 2008 2009

Year

No.

of S

tude

nts

Number of Learning Support Students - D Level

0

10

20

30

40

50

2005 2006 2007 2008 2009

Year

No.

of S

tude

nts

Autism Spectrum Disorder / Asperger Syndrome

0

5

10

15

20

25

2005 2006 2007 2008 2009*

Series1

44

Recently Katherine Fisher the Learning Support Coordinator was recognised for her excellence in Teacher Leadership in the Australian Awards for Teaching Excellence. Katherine was presented with her award in a ceremony at Parliament House in October 2009. This award recognised Katherine’s vision, dedication and determination that have made a significant difference in the lives of many young people, particularly those with a disability. Her ability to expand educational opportunities for these students and mentor other professionals both within the school and across the state, has

led to more inclusive cultures within a number of school communities. LIFT-Literacy in Focus Teaching (60+) & NIFTE- Numeracy in Focus Teaching Ed. (20+) APHS has offered a LIFT programme for a number of years to students identified as needing assistance with literacy skills. They are identified through teacher, parent, student requests, as well as in reference to LANS test results. Students identified with specific literacy and/or numeracy needs are directly supported through short term intervention programs. The NIFTE program targets students identified with numeracy difficulties who are supported in the development of a range of mathematical skills and knowledge. The focus is on improving: basic mathematical skills, organisation, problem solving and giving assistance with subject work. Both these programs assist students to assess their needs in a practical and positive manner. Students are able to acknowledge their strengths and build on them while learning strategies that will benefit their literacy development and their learning in general. Games Club Students who access LSU for support can come into the Learning Support Area at recess & lunchtime. They eat their lunch, play games, access computers & socialise with peers. This also ensures they have a safe & supportive environment for break times. Approx 30-45 students attend each session. Staff Training and Development and on line resources Learning Support Staff have continued to develop on line resources for staff, providing a range of information specific to the individual students and disabilities/ learning difficulties. Hard copies of information is disseminated in staff information folders to ensure up to date methodologies are employed by all staff in ensuring the inclusion of students with disabilities. On line resources, training and development opportunities are accessed by staff to increase knowledge and skill in relation about specific disabilities and learning difficulties, in addition acquiring information about individual students. LS Staff have also been involved with the modelling of good practice to a number of interstate and overseas teachers and principals who have visited the school. Positive Partnership Project Staff have been involved in Australia wide training and development program for school staff to increase knowledge and processes in relation to students with Autism Spectrum Disorders. APHS specifically has focused on the development of more inclusive practices for students in a mainstream setting, specific methodologies and the effective dissemination of information. APHS staff have provided professional development for a range of school staff from

45

secondary schools in both metropolitan and country locations, including Kangaroo Island, personnel from district support agencies and central office. Active 8 Future Leaders program (30+ students) and Duke of Edinburgh Award (40+) The Active 8 Future Leaders Program is a two-year course that features a range of adventurous outdoor activities, community service and leadership development. These students work towards the completion of their Duke of Edinburgh Bronze and Silver Awards. These awards have four sections: Personal skills development, physical recreation, community service and adventurous journeys. These awards are internationally recognised and assist student in challenging themselves and using the skills / experiences learnt through Active 8. Participants have been involved in community service, working in conjunction and with the support of Guides and Scouts Australia, Office for Youth and the Duke of Ed. Coordinators. International

Aberfoyle Park High School participates in an active international programme which provides our local students, staff and community with the opportunity to understand other cultures and to better understand and participate as members of our local community. We host international students, both short term and long term as well as short term visits of up to 14 days from international school groups. Our international students have the advantage of a co-educational environment, and a dedicated and caring staff team that has an appreciation of learning principles, student achievement and student well being.

Many of our international students come from China, Japan, Korea, Brazil and Germany and have a limited command of English. An ISEC (Intensive Secondary English Course) program is delivered in different academic areas, after which students move into mainstream classes with local students while continuing to study an ESL course (English as a Second Language). Students from short term visiting schools stay with “home stay” families to experience life in an Australian home. This program is managed by Aberfoyle Park High School. The program includes English classes, participation in mainstream lessons and excursions in the Adelaide area. The program has been acknowledged and recognised by visiting schools for its quality and success. Long term students may stay for up to five years in order to complete secondary studies in Adelaide and then have the opportunity to enter Tertiary studies. Their homestay is coordinated by International Education Services and is supported by the school. For further information on homestay services go to www.internationalstudents.sa.edu.au. In 2009 we hosted one visiting school from Japan for a short term visit. Students from Kokusai Joho High School in Niigata came in term one. In 2009 we had long term international students from Japan, China, Hong Kong, Papua New Guinea and Malaysia. Many of these students started with our ISEC program and have now moved to our mainstream and ESL programs while some have entered directly into the mainstream. As well, we had other International students from Germany, Austria, USA and Japan on shorter Study Abroad programs. At Aberfoyle Park High School we continue to work to make improvements to the program to ensure there are positive outcomes for the wellbeing and academic achievements of our international students. Christian Pastoral Support Program During Term 2, 2009 we sadly farewelled Joanna Hubbard and warmly welcomed Pam Roeger. Joanna’s involvement in school life has been extensive. Her support for camping activities, involvement in excursions, support for Students with Disabilities through Games Club and her positive commitment to the True Colours program have been greatly valued. She worked with all staff in a quiet thoughtful manner and her calm, personalised focus contributes strongly to school culture. Her work out of regular hours with her prayer group was valued by those who participated. She modelled the tolerance and

46

calmness which we value in our school community. She also supported staff members in their individual times of need through personal support counselling. Through her innovative approach Joanna has piloted and established the VET course in Christian Ministry: ‘Vetamorphous’ (APHS is the first DECS school to be involved), hosted an official arm of World Vision known as ‘Vision Generation’(again APHS was the first high school in SA to be involved) and instigated a range of other projects eg the ‘Elisha Projekt’ (a life skills and direction program). Following on from last year’s ‘Hunger Banquet’ and ‘Day of Silence’, Joanna facilitated “Slum Survivor”, whereby students experienced for 24 hours, the conditions, inhumanity and starvation that over a quarter of the world’s population deal with every day. This expanded students’ knowledge of and commitment to improving the human condition across the world. Joanna’s work was recognised by local politicians including our Federal Member for Mayo, Jamie Briggs and luminaries such as Tim Costello. Her quiet approach empowers others especially the “quiet voices” in our school community. Her work was a bridge between the school and the local churches which strengthened that vital sense of community. We congratulate Joanna on her new appointments and wish her well as Pastor for Community Care, as Director of Marion Life Community Services and as Director of Metamorphous for DECS. As one door closes another opens. In term 3 we welcomed Pam Roeger who was appointed after a rigorous selection process coordinated by the Schools Ministry Group. In her main role of supporting the school in its aim to be a safe and supportive learning environment, Pam has worked hard to develop relationships with students, staff and the wider community. She has assisted in a range of programs including “Labs ‘n’ Life” (a program for students who have experienced severe trauma), “True Colours”, the Christian group, SRC/ Student Action Teams, assemblies, the surfing program, and has been very visible and involved in lunchtime activities / sports, the yard and working with Home Groups through the S2S program. Pam is now planning and organising some new initiatives for 2010, including the running of a more structured lunch time program and improving connections between the school and the local churches, which will strengthen our sense of community.

47

APHS FUNDS AVAILABLE

$-$200,000$400,000$600,000$800,000

$1,000,000$1,200,000$1,400,000$1,600,000

Janu

ary

Februa

ryMarc

hApri

lMay

June Ju

ly

Augus

t

Septem

ber

Octobe

r

Novem

ber

Decem

ber

APHS Reserve Budget Actual

9. FINANCIAL REPORT

YEAR SUMMARY The 2009 school financial year has seen Aberfoyle High School (APHS) retain its continued stable financial position during what was expected to be a difficult year in terms of the school achieving budget outcomes, especially with school site & general revenues. APHS has been able to weather the implementation of DECS policy measures in relation to the public disclosure of the legislated secondary school fee against the APHS invoiced materials and services charge, and the schools music program and subsequent introduction of the Ensemble Participation Fee. The APHS materials and services charge has always included a marginal published amount above the legislated annual fee. However from 2009 the difference is publicised as a voluntary contribution to the school, that is necessary if the school is to achieve the expected high level of educational programs offered. However, plaudits must go to our school community for continuing to support the school with the majority accepting to pay the full amount including the voluntary component, plus continuing to enrol students in what is recognised as one of the best musical programs on offer in state public schools. Additionally, the school finally realised its ambitious private partnership arrangement with Raytheon Australia. A major contribution to the schools One-2-One computer program resulted from the signing of the Memorandum of Understanding, and payment of $150,000 for the first of three instalments to purchase laptop computers for the IGNITE program. This is a significant result and a first for public school education in SA. Former Principal Wendy Teasdale-Smith, Deputy Allan Phelps and Steven Knipe are to be congratulated for the creation and implementation of this initiative. The school was also successful in gaining a first round allocation of Building the Education Revolution (BER) funding of $200,000 which will be used to construct shade/rain shelters, assist with environmental sustainability measures and upgrade school assets. 1. FINANCIAL PERFORMANCE 2009

1.1. Funds Balance Available Funds available represent the balance of funds (cash & investments) after all expenses, liabilities and realised commitments have been accounted for. The 2009 budget programmed a balance for the year to break even inclusive of the APHS cash reserve of $100k. The actual End of Year position resulted in a funds available balance of approx $927k, inclusive of cash ($115k), SASIF investment account ($818k), liabilities & commitments. This favorable position will be applied to the 2010 budget strategy, with a focus on student resources, ICT and school refurbishment. 1.2. Fees Collection As highlighted previously, the APHS community has an excellent record for payment of school fees, including annual materials and services charges, music program, school camp and other ancillary charges requested. As at the end of year, the recoverable regulated materials and services fees receipted was $231,340 against a budget of $232,582, which represents a 99.46% recovery to date. This is an excellent result which demonstrates the school community’s commitment to supporting the educational programs offered at APHS.

48

APHS Expenditure (% budget spent)

0%20%40%60%80%

100%120%140%160%180%

Arts

Busines

s Stud

ies

Cross C

urricu

lum

English

Health

& PE

Lang

uage

s Othe

r Tha

n Eng

lish

Mathem

atics

Other C

ur Progra

ms

Specia

l Cur

Program

s

Science

Techno

logy

Society

& Env

iron

Other P

rogram

s

Specia

l Sch

ool P

rojects

Genera

l Sch

ool P

rogram

s

Manage

ment

Total E

xpen

diture

Expenditure Categories

Percentage of Site Funded Curriculum Expend

21%

1%

12%

3%

11%1%2%3%

30%

5%

7%4%0%0%

ArtsBusiness StudiesCross CurriculumEnglishHealth & PELOTEMathematicsOther Cur ProgramsSpecial Cur ProgramsScienceTechnologySociety & Environment

The outstanding amounts will be processed in accordance with the APHS debt collection policy. A total of $5,772.41 in unpaid fees remains outstanding. Additionally, the ‘voluntary’ amount receipted for 2009 was $59,694. This has been used as a contribution towards additional curriculum based programs throughout the year. 1.3. Operating Position For the 2009 school financial year the school expended close to 100% of its total budget allocation of $9.265 million. This did include non-budgeted expenditure on items such as the additional ICT however this was offset by under expenditure mainly in Special Curriculum programs and facilities. Operating revenues exceeded budget due mainly to the Raytheon, BER and voluntary materials and services payments, as well as increased receipts for the schools International Program.

In net terms, the school’s actual revenue less expenditure resulted in an operating surplus of $376k. There is an amount of existing commitments totalling approx $80k that reduces this surplus.

A review of current 2010 budget allocations will be made through the Finance Committee to access opportunities for additional expenditure in key areas, an emphasis already placed on student resources, ICT and improvements to facilities.

2. ACKNOWLEDGEMENTS Along with my personal thanks, Governing Council and Finance Committee recognition must go to the schools Finance Officer, Jen Lelievre and School Administration Officer, Carolyn Vowels for their continued outstanding contribution in ensuring the school’s finances are of a high standard, accurately accounted for and satisfactorily meet external audit compliance. I would also like to thank the finance committee and school leadership group for there contribution throughout the year. Greg Daw Treasurer APHS Governing Council