2 0 1 0 A N N U A L R E P O R T - The Forest High School

TheForest2 0 1 0 A N N U A L R E P O R T

Individual achievements at the State carnivalinclude Patrick Frith winning the 400 metres,Maddie Jones second in the 200m, and BradArenelli came 11 th in the 100m. At the All SchoolsCarnival Patrick came third in the 400metres.Percentage of students500Percentage of students in bands:Year 7 writing4 5 6 7 8 9BandPercentage in band 2010School average 2008 - 2010SSG average 201050Percentage of students in bands:Year 7 spellingAcademicIn the National Assessment Program, the resultsacross the Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scalefrom Band 1 to Band 10.The achievement scale represents increasinglevels of skills and understandings demonstratedin these assessments.Percentage of students04 5 6 7 8 9BandPercentage in band 2010School average 2008 - 2010SSG average 2010Yr 7: from Band 4 (lowest) to Band 9 (highest forYear 7)Yr 9: from Band 5 (lowest) to Band 10 (highest forYear 9)and/orIn the School Certificate the performance ofstudents is reported in performance bandsranging from Performance Band 1 (lowest) toPerformance Band 6 (highest).Literacy – NAPLAN Year 7The total cohort achieved above the state averagein all four literacy categories: reading, writing,spelling and grammar and punctuation. 65% ofthe students were placed in the top three bandscompared with 53% for the state.Percentage of students403020100Percentage of students in bands:Year 7 grammar and punctuation4 5 6 7 8 9BandPercentage in band 2010School average 2008 - 2010SSG average 2010State average 2010Percentage of students40200Percentage of students in bands:Year 7 reading4 5 6 7 8 9BandPercentage in band 2010School average 2008 - 2010SSG average 2010State average 20108

Numeracy – NAPLAN Year 787% of students were placed in Band 6 or abovein numeracy. 32% of students placed in the toptwo bands compared to 31% in the state.Percentage of students403020100Percentage of students in bands:Year 7 numeracy4 5 6 7 8 9BandPercentage of students35302520151050Percentage of students in bands:Year 9 spelling5 6 7 8 9 10BandPercentage in band 2010School average 2008 - 2010SSG average 2010State average 2010Percentage in band 2010School average 2008 - 2010SSG average 2010State average 201040Percentage of students in bands:Year 9 grammar and punctuationLiteracy – NAPLAN Year 9The Year 9 students performed above stateaverage in the top three bands in all four literacycategories. The Forest High School outperformedthe comprehensive state schools in Band 10 in allfour areas of testing.40Percentage of students in bands:Year 9 readingPercentage of students30201005 6 7 8 9 10BandPercentage in band 2010School average 2008 - 2010SSG average 2010State average 2010Percentage of students30201005 6 7 8 9 10BandPercentage in band 2010School average 2008 - 2010SSG average 2010State average 2010Percentage of students302520151050Percentage of students in bands:Year 9 writing5 6 7 8 9 10BandPercentage in band 2010School average 2008 - 2010SSG average 2010State average 2010Numeracy – NAPLAN Year 966% of students achieved in the top three bandsfor numeracy compared to 54% in the state. 37%of all students were in the top two bandscompared to 27% in the state.9

Percentage of students4030201005 6 7 8 9 10BandPercentage in band 2010School average 2008 - 2010SSG average 2010State average 2010School CertificatePercentage of students in bands:Year 9 numeracyIn the School Certificate five subjects wereexternally examined and the results reported in 6performance levels for English Literacy,Mathematics, Science, Australian History – Civicsand Citizenship, Australian Geography – Civicsand Citizenship.The percentage of students in English,Mathematics and Science who scored in the toptwo bands was above state average. In AustralianHistory and Geography the percentage ofstudents in the top three bands was above stateaverage.Percentage of students6050403020100Percentage of students inperformance bands:School Certificate English-literacy1 2 3 4 5 6Performance bandPercentage in band 2010School Average 2006 - 2010SSG average 2010State average 2010Percentage of studentsPercentage of studentsPercentage of students6040200504030201006040200Percentage of students inperformance bands:School Certificate Science1 2 3 4 5 6Performance bandPercentage in band 2010School Average 2006 - 2010SSG average 2010State average 2010Percentage of students inperformance bands: Australian History,Civics and Citizenship1 2 3 4 5 6Performance bandPercentage in band 2010School Average 2006 - 2010SSG average 2010State average 2010Percentage of students in performancebands: Australian Geography, Civics andCitizenship1 2 3 4 5 6Performance bandPercentage in band 2010School Average 2006 - 2010SSG average 2010Percentage of students403020100Percentage of students inperformance bands:School Certificate Mathematics1 2 3 4 5 6Performance bandPercentage in band 2010School Average 2006 - 2010SSG average 2010State average 2010Percentage of students100500Percentage of students in performanceband: Computer SkillsCND C HCPerformance bandPercentage in Band 2010School Average 2006 - 2010SSG average 201010

School Certificate relativeperformance comparison to Year 5(value-adding)In five out of six courses which were externallyexamined, significant positive growth wasrecorded. The overall improvement in the school’sresults is impressive.10090807060504030Ancient HistorySchool 2010 School 2006 - 2010BiologyBusiness StudiesEnglish(Standard)English(Advanced)English as aSecond Language10090807060504030School 2010 School 2006 - 2010SSG 2010 State 2010GeneralMathematicsMathematicsModern HistoryMusic 1PersonalDevelopment,Health and …PhysicsRelative growth2.01.51.00.50.0-0.5-1.0-1.5School Certificate: Relative growth from Year5 (value-added)EnglishMathematicsSchool 2010ScienceHigher School CertificateThe school had candidates in 32 Higher SchoolCertificate courses. In 50% of courses, studentsachieved results above the state average. It isdifficult to establish significant trend data in anumber of subjects. This is due to small classcandidatures of less than ten students. Pleasenote the graphs only show subjects with 10 ormore students. There were a number of subjectsnot listed where the data was above or equal thestate average.AHC&CSchool Average 2006 - 2010SSG Average 2010AGC&CComputer skills10090807060504030School 2010 School 2006 - 2010SSG 2010 State 2010Society and CultureVisual ArtsEntertainmentIndustryExaminationHospitalityExaminationHigher School Certificate relativeperformance comparison to SchoolCertificate (value-adding)The following graph demonstrates that studentsas a group are achieving significant positivegrowth (value-adding) from Year 10 to Year 12.The results reveal that students performing in thetop band have a growth of almost 6 points andstudents in the middle band have a growth ofalmost 7 points, which is significantly above the11

statistically similar school group and a noteworthyimprovement for the school.8.06.04.02.00.0Average HSC Relative Performance fromYear 10 (value-added)Minimum standardsLow Middle HighSchool, 2010School Average 2006 - 2010SSG average 2010The Commonwealth Government sets minimumstandards for reading, writing, grammar andpunctuation, spelling and numeracy for years 3, 5,7 and 9.The performance of the students in our school inthe National Assessment Program – Literacy andNumeracy is compared to these minimumstandards. The percentages of our studentsachieving at or above these standards arereported below.Percentage of Year 7 students in ourschool achieving at or above the minimumstandard in 2010Percentage of Year 7 students achieving ator above minimum standardReading 96.8Writing 96.7Spelling 95.1Punctuation and grammar 92.7Numeracy 99.2Percentage of Year 9 students in ourschool achieving at or above the minimumstandard in 2010Percentage of Year 9 students achieving ator above minimum standardReading 96.8Writing 94.8Spelling 92.9Punctuation and grammar 94.8Numeracy 99.3Significant programs andinitiativesAboriginal educationThere were significant achievements in AboriginalEducation at The Forest High School in 2010. AnAboriginal Education Team was formed under theleadership of Deputy Principal, Shane Molony. Heworked with the Aboriginal Education Team on anumber of initiatives to support Aboriginaleducation.Firstly the team met on a number of occasions toplan the implementation of the AboriginalEducation Training Policy at The Forest, and thenall teachers from the Forest Learning Communityof schools reviewed the Aboriginal EducationTraining Policy on the Community of Schools StaffDevelopment Day 19 th July 2010 led by AboriginalEducation Consultants, Ray McMinn and DavidLardner. Faculty and Stage groups then workedtogether to develop a scope and sequence ofAboriginal Educational content in syllabuses andprograms. The final session focused on planningfor the inclusion of Aboriginal perspectives in allKLA programs.To further raise awareness and promoteunderstanding of indigenous culture amongststudents, two Forest High students went onexchange to Brewarrina in the Septemberholidays as part of the Warringah Council SisterCities program with Brewarrina Shire Council. Thecouncils agreed that in order to develop a greaterunderstanding of the issues facing both the beachand bush communities, a youth exchange, whereyoung people meet, form friendships and learnabout each other’s communities would bebeneficial. Young people must apply for theprogram and go through a selection process to bechosen for the exchange. We were extremelyproud that two of our students successfullyapplied for the exchange and were selected fromquite a few applicants to be Warringah’s YouthAmbassadors 2010. The boys presented somehighlights of their trip to the whole school. Theycommunicated how this trip changed the way theysee the outback, Aboriginal culture and Aboriginalaffairs.The Forest High School is committed tocontinuing a wide range of whole school andspecific programs that develop and enhancestudents’ knowledge and understanding ofAboriginal culture and history. In 2011 theAboriginal Education Team will be focusing ondeveloping links with the local AECG.Multicultural educationIn 2010 30% of the student population was from aLanguage Background other than English. The12

number of overseas students has remainedsteady over the past two years with 54 studentsbeing enrolled in 2010 at The Forest High School.The majority of our overseas students come fromChina and Korea; however, we also have studentsfrom other countries such as Thailand, Germany,Brazil, and France.Orientation programs were held for overseas andinternational students. These included a welcomedinner and an international students’ lunch.Students are mentored by teachers and formerstudents. An International Student Coordinatorand two ESL teachers are available to supportstudents from overseas.A multicultural perspective is incorporated inteaching and learning programs in all KeyLearning Areas. In addition the school offersFrench, German and Japanese and providesopportunities for students to maintain theirlanguage study through Open High School or theSaturday School of Community Languages.Overseas students bring a rich culture to TheForest High School. Students are able toappreciate the diversity that makes up our nation.This diversity is celebrated at The Forest HighSchool in our Harmony Day activities in term oneand our Multicultural Day in term four. All year 7students have also had multiculturalismembedded in their enrichment program wherethey are able to research the lives of youngpeople around the world and compare themselvesto the plight of others. An atmosphere of toleranceand acceptance is highly valued amongst allcreating a harmonious learning environment.Respect and responsibilityIn 2010 the school maintained a focus on thethree core behavioural expectations developed bythe school community in 2009. These valuesunderpin our implementation of PositiveBehaviour Engaging Learners (PBEL), aframework that provides students and staff at TheForest High School with a positive and proactivesystem for defining, teaching and supportingappropriate student behaviours.These core behavioural expectations are taught toall students through formal social skills instruction.These expectations are applied across all areas ofthe school. They are; RESPECT,RESPONSIBILITY and PERSONAL BEST. Inunderstanding what these expectations are, howthey apply to all areas of the school, and the clearconsequences of not following these ‘rules’,students gradually learn to regulate their ownbehaviours. In order to reinforce positivebehaviours, students are rewarded regularly andacknowledged through the school merit systemsand assemblies.Ongoing support from an external ‘Coach’ensures teachers at our school continue to beassisted throughout the process so that they learnhow to intervene effectively to manage behavioursin both classroom and non-classroomenvironments. Data has been collected andanalysed regularly so that systems change can bemade when necessary.The Student Representative Council has played akey role in PBEL by performing on assembliesand leading orientation and classroom activities toensure that all students understand theexpectations. The whole school is now focusingon classroom systems and creating a positivelearning environment in all classrooms.In addition to PBEL the school promotes respectand responsibility through a number of activities.Students participated in Clean Up Australia Dayand ANZAC and remembrance celebrations andin the “Australia My Country” competition. TheYear 7 enrichment program includes a learningskills module which covers goal setting,developing study schedules, note-making andcritical literacy. All Year 11 students undertake theHSC “All my own work” modules. The purpose ofthe program is to address areas of concern suchas plagiarism and copyright. PBEL and theschool’s expectations have been incorporated intothe school diary and use of the diary isincorporated into the Year 7 study skills module.Connected learningThere was continued focus on upgrading theschool’s technology infrastructure in 2010.Thirteen interactive whiteboards were purchasedso that all teachers would have access to an IWBin close proximity to their classrooms. The trainingof all teachers in use of the DER laptopscontinued with head teachers attending regionalleadership conferences and all teachersaccessing resources on the Department’s intranet.Training of teachers and students in use of theschool’s connected classroom continued with the13

oom increasingly being used by classroomteachers and students for a wide variety ofpurposes including teacher professional learning,virtual excursions and video conferencing withother schools, universities and educationalorganisations such as museums.The skills and perspectives acquired will then beapplied through a school service project towardsthe end of Year 9 culminating in a widercommunity service project in Year 10.The three year program is ongoing with Year 8 in2011 undertaking the global citizenship programwhile Year 9 will continue with the globalleadership modules.Progress on 2010 targetsTarget 1. Quality teachingOther programsHigh ResolvesDuring 2010 the High Resolves Initiativecommenced at The Forest High School. Designedfor students in Years 8 to 10 the initiative seeks tomotivate high school students to view themselvesas purposeful global citizens and to acquire themindset and capacities they will need to lead theircommunities and the world to a brighter future.Facing the increasingly complex challenges of ourworld the program seeks to build a critical mass oftoday’s youth to develop the desire, the skills, thecreativity and the confidence to act with solidarityin the collective interest of humanity; somethingthat previous generations have consistently failedto accomplish.The High Resolve Initiative consists of two majorprograms that build on each other. Year 8 thisyear experienced two full day modules dealingwith Collective Identity and Justice. CollectiveIdentity, using a range of interactive simulations,role playing exercises and small groupdiscussions focussed on establishing the fact thatwe are a single global civilisation. Justiceemphasised fairness in our world, especially in thedistribution of wealth and poverty and washighlighted by a dinner reflecting the harshrealities of food distribution on our planet today.In 2011 and 2012 the program will continue forselected and interested students in Years 9 and10. Modules will deal with the development ofconflict resolution skills and collective action,achieving cooperation by resolving the tensionbetween self and collective interest. Leadershipstudies designed to broaden perspectives onleadership and society will also be undertaken.In 2010 rich differentiated assessment tasks thatincluded quality criteria were developed for Stage4 in all Key Learning Areas (KLAs). In developingthese tasks teachers focused on what studentswere required to do and the explicit teachingstrategies necessary to ensure students could dotasks successfully. Our achievements include:Outcomes:workshops for all teachers focused onquality criteria and the development ofrich tasksan enrichment program was implementedfor Year 7 studentsauthentic rich assessment tasks for Stage4 were developed for each KLAnew teaching strategies were evident inclassrooms overall student achievement inassessment tasks improvedTarget 2. Improve students’ numeracyIn 2010 there was a focus on developingstrategies to achieve this target. Ourachievements include:analysis of NAPLAN, School Certificateand Higher School Certificate data toimprove tracking of student progress andascertain areas needing improvement aswell as areas of growth and value adding;the development of strategies to improvestudents’ results in NAPLAN - 16 studentsparticipated in the Quicksmart programand showed significant improvement intheir recall of basic number factsmeasured by pre and post PAT tests;the development of strategies to improvestudents’ results in Year 10 mathematics;the implementation of new programs inmathematics 7 – 9;the development of differentiated richtasks for Stage 4 mathematics, whichinclude quality criteria and incorporateexplicit teaching strategies.14

Target 3. Improve students’ literacyIn 2010 there was a whole school focus on theexplicit teaching of literacy in order to improvestudents’ results in the NAPLAN and SchoolCertificate. Our achievements include:analysis of NAPLAN, School Certificateand Higher School Certificate data toimprove tracking of student progress andascertain areas needing improvement aswell as areas of growth and value addingoverall improved NAPLAN results inliteracyoverall improved School Certificate resultsin all subjectsteachers utilising a diverse range of richliteracy tasks and scaffolds.Target 4. Positive Behaviour Engaging LearnersConsolidate implementation of Positive BehaviourEngaging Learners whole school (PBEL). Ourachievements included PBEL lessons developed forimplementation in 2011 increased numbers of students beingrecognised for positive behaviours expectations are displayed in allclassrooms and non-classroom settings Increased SRC involvement in teachingand promoting expectations duringlessons, assemblies and on playground.PBEL lessons were incorporated into theorientation and camp activities for all Year 7students.Key evaluationsIt is a requirement for all NSW public schools toconduct at least two annual evaluations – onerelated to educational and management practiceand the other related to curriculum. In 2010 ourschool carried out evaluations ofEducational and management practiceTeacher Assessment and Review Schedule(TARS) and Executive Assessment andReview Schedule (EARS)BackgroundManagement practices were reviewed and a newStaff Handbook was developed in 2010 to ensurethat updated policies and procedures wereeffectively implemented. This was aligned with theDepartment’s revised TARS and EARSprocesses.Findings and conclusionsEffective Teacher Assessment and Review andExecutive Assessment and Review ScheduleProcedures aligned to DET policy wereimplemented. These included close monitoring ofprograms and registration. Preliminary and HigherSchool Certificate monitoring procedures werealso reviewed and improved.The Executive reviewed and evaluated schoolpolicies and procedures. A consistent format wasimplemented to conform to the school’s keymessages and corporate branding.Future directionsNew procedures were implemented in 2010 andthese will be reviewed on an ongoing basis.These will include improved procedures formonitoring the School Certificate and NAPLAN.Homework Policy and Study Skills ProgramBackgroundIn 2010 there was an identified need to reviewThe Forest High School Homework Policy andStudy Skills Program. This involved a survey of120 students and consultation with staff andparents.Findings and conclusionsTeachers identified a need to put into placestrategies to encourage home study. The staff didrecognise a need for change in some areas suchas: communication, differentiated programming,resources and support.A number of parents expressed concern about theamount and quality of homework that was beinggiven. Parents wanted clearer communicationfrom teachers as to the expectations forcompletion of homework and amount of homestudy students should be undertaking on a dailybasis.The results of the student survey indicated that93% of students had a quiet place to study and todo their homework and that the computer wastheir main source of research. Only 38% ofstudents used texts other than the computer tocomplete their research and or homework.77% of students surveyed were involved inactivities outside of school. Whilst we encouragestudents to be engaged in extracurricular activitiesthe survey did reveal that 62% of the students15

surveyed did not plan in advance specific timesfor their homework or study.The majority of students surveyed spent betweenone to three hours a week on homework duringthe school week and one to three hours during theweekend. The students believed that this wasadequate time to complete all set work and to beable to still engage in their outside schoolactivities.Very few students engaged in revision of classwork, unless their teachers instructed them to doso. They also rarely compared notes with theirpeers or engaged in peer tutoring. It was alsonoted that only 14% of students used their schooldiary. The survey also showed that students rarelythought about why they want to learn, how theylearn, how they can motivate themselves to learn,or how to set clear goals.Future directionsThe knowledge gained from the student surveywas shared with the staff and provided valuabledata to reassess The Forest High SchoolHomework and Study Skills Program. It alsoprovided valuable information that helped withevaluating the Year 7 Enrichment Program.The school’s Homework Policy has been revisedas a result of this research. It is accessible on theschool’s website and gives parents and students aclear indication of the types of homework andrevision students should be undertaking as well asrecommended hours of study for each year group.The Year 7 Study Skills Program was revised toalign it with the skills and knowledge required fordifferent subject areas. An ICT component wasincorporated into the Year 7 Enrichment Programto ensure that all students have the technologyskills needed to achieve syllabus outcomes in allKey Learning Areas.CurriculumMathematicsBackgroundDuring 2010 The Mathematics and ScienceDepartments underwent faculty reviews as part ofthe whole school staff review process. A sampleof students from all years was surveyed resultingin the following conclusions:The results of the Mathematics survey can beseen below:The results of the student survey clearly showedthat the students saw our teachers as,“professional, caring, approachable and friendly”with “high levels of knowledge.” They also statedthat the staff are always willing to promote thefaculty within the school and community. Stafflesson preparation and specific lesson contentwas also held in high regards. Existing resourceswere seen as being well utilised, however,students believed that more technology resourceswere needed and that classroom facilities neededupdating. Meaningful homework with feedbackwas also an area that students believed could beimproved in the junior classes.The results of the staff survey clearly showedthat the faculties showed collegial support foreach other, however, there was a need to put intoplace a strategy to help the more inexperiencedstaff members. It was also noted that there was ‘astrong sense of welfare” for the students and thateffective classroom teaching was occurring withinthe classrooms. The staff did recognise a need forchange in some areas such as: communication,differentiated programming, resources andleadership.Future DirectionsIt was evident that the staff felt that they had highexpectations of its students and a central focus onteaching and learning. As a result of thesesurveys and the faculty review the following areaswere seen as the faculty’s goals for 2009/10:SciencePurchase of new resources, particularly interms of technologyCommunication (regular faculty meetingswith agenda and minutes typed up andacted upon)Staff support (teacher professional learningopportunities, modelling best practice, peerteaching and support) Staff identified theneed for more professional learning inareas of differentiation, GATS and LifeSkillsCourseSignificant staff changes have occurred in theScience KLA during 2010. At the conclusion ofTerm 1 Mr Joe Lizzio retired and has since beenreplaced by Ms Hannah Wiltshire. As part of thereview process student surveys were completedand these surveys clearly demonstrated that thestudents saw the Science staff as, “possessingextensive knowledge and a friendly approach”.The Science assistant was held in very highregard by students and staff. Existing resourceswere seen as being well utilized; however,students believed that more technology resourceswere needed and that classroom facilities relatingto practical lessons and experiments neededupdating.16

The results of the staff survey clearly showedthat the faculty showed collegial support,however, there was a need to put into place astrategy to help inexperienced staff membersadjust to the culture of the school. The staff didrecognise a need for change in some areas suchas: programming and current resources.OutcomesAs a result of these surveys and the faculty reviewthe following areas were seen as the faculty’sgoals for 2010:Trial of e-text books as texts are asignificant cost to the faculty budgetReplacement and updating of data loggersincluded in 2011 budgetProgramming reviewed and a shift awayfrom booklet style programs for juniorclassesResources (each subject to prioritiesresources needed for 2011 budget)Communication (regular faculty meetingswith agenda and minutes typed up andacted upon)Staff support (teacher professional learningopportunities, modelling best practice, peerteaching and support).Parent, student, and teachersatisfactionIn 2010 the school sought the opinions of parents,students and teachers about the school.The responses are presented below.A focus group of parents were issued with theDepartment’s Parent Satisfaction Survey. Themajority of parents agreed that the school wasattractive and well-resourced; however, a numberof parents disagreed based on the need forrefurbishment in several areas of the school. Allparents agreed or strongly agreed that the schoolis connected to its community and welcomesparental involvement. The majority of parentsagreed or strongly agreed that parents areencouraged to contact the school to discussconcerns; however, one parent somewhatdisagreed. All the parents agreed that the schoolis friendly, tolerant and accepting of all students.All parents agreed or strongly agreed thatstudents are the school’s main concern.In relation to the school’s programs, the majorityof parents agreed or strongly agreed that theschool has supportive welfare programs, fairdiscipline, offers challenging programs, maintainsa focus on literacy and numeracy promotes corevalues and promotes the uniform policy. Parentsalso agreed that a wide range of extracurricularprograms are available and that the schoolpromotes a healthy lifestyle. Some parentsbelieved the newsletter needed improving and afew concerns were expressed regarding access tocomputers and strong technology programs.The opinions of both staff and students in regardsto implementation of Positive Behaviour EngagingLearners (PBEL) were canvassed throughcompletion of the Benchmarks of Quality forSchool-wide Positive Behaviour Support. Therating forms are scored by the regional consultantwho then completes a Team Summary recordingareas of discrepancy, strength and weakness.The results of the 2010 rating forms showedsignificant increases in comparison with theresults collated in 2009. Teachers and studentsexpressed a belief that the school-wideexpectations were clearly defined and theydemonstrated knowledge of the expectations.There was still a need to explicitly teach theexpectations; however, people were aware thatthis would occur in 2011. The majority ofrespondents were aware of the ongoing rewardsystem for rewarding positive behaviours and thatthere was a system for responding to behaviouralviolations and that monitoring and effectivedecision making regularly occurred. Both staff andstudents believed that behavioural violations weregenerally being managed and that the level ofdistrict support was extremely high.Professional learningThe professional learning targets as set out in theSchool Plan (2009 – 2011) include: enhancingteacher professional learning in Quality Teachingand Assessment; increasing the integration oftechnology into classroom practice; continuedimplementation of Positive Behaviour EngagingLearners; and provision of professional learningfor all staff in the incorporation of literacy andnumeracy and Aboriginal Education initiatives intoprograms and teaching practices. These targetswere supported by the attendance of staff atProfessional Development courses throughout theyear and by the Professional Developmentsessions held on School Development Days andat staff meetings.The first School Development Day focused on thedevelopment of rich tasks and quality assessmentcriteria. Dr. David Smith from Sydney Universityprovided the keynote and then worked withfaculties. Each faculty was led by a Head Teacherand supported by the Senior Executive. Thesecond School Development Day was a combinedprofessional learning seminar on the AboriginalEducation and Training Policy and itsimplementation across the curriculum within theForest Learning Community. Ray McMinn andDave Lardner from the Northern Sydney Regional17

Office addressed teachers and parents from thecommunity of schools.The first of the two staff development days inDecember focused on the development of a wholeschool approach to teaching writing. The first daywas led by Dr. David Smith with faculty teamsworking on Stage 4 tasks that incorporatedprocedural writing. The focus on writing willcontinue in 2011 on the second staff developmentday in Term 2. The last day focused on implementPositive Behaviour for Learning (PBEL) intoclassroom systems. Catherine Moran fromNorthern Sydney Regional Office led the firstsession.A team of teachers including Senior Executiveand Executive Teachers undertook facilitatortraining in order to deliver training in TeamLeadership for School Improvement for all staff.The school executive then completed the NSWDET Analytical framework for effective leadershipand school improvement in literacy and numeracy.The results of that analysis provided the rationalefor the whole school focus on writing and willassist with school planning for 2011 and the nextthree year School Plan 2012 – 2014.The school expended an additional $5,000 onteacher professional development in 2010. Theaverage expenditure per teacher on professionallearning was $750, with additional money beingexpended on beginning teachers and use of theDigital Education Revolution (DER) laptops.Professional learning for teaching staff in 2010was 5 days. This includes the SchoolDevelopment Days, which were Day 1 of Terms 1,2 and 3 and the last two days of Term 4.School development 2009 –2011Targets for 2011Target 1.To increase the percentage of students achievingexpected growth in literacy in NAPLAN andreduce gender differences in Bands 5 and 6 andimprove the valued added growth in the SchoolCertificate and the Higher School Certificate.There will be a whole school focus on improvingstudents’ literacy skills in Stages 4 – 6.Strategies to achieve this target include: Analysis of NAPLAN data to identify areas ofneed and areas of growth Review of KLA programs, selection andimplementation of a range of literacystrategies into units of work Implementation of monitoring folders for useby all Preliminary and HSC teachers Review of assessment tasks for Years 10, 11and 12 as part of EARS and TARS.Our success will be measured by: Teachers using a diverse range of rich literacytasks and scaffolds. Improved student achievement in response toliteracy assessment tasks KLA programs embed a range of QTstrategies and there is evidence of itemanalysis of NAPLAN reflected in teaching andlearning programs High professional discourse on QTobservable and evident in faculty meetingminutes.Target 2.To increase the percentage of students achievingexpected growth in NAPLAN and improve studentachievement in response to written assessmenttasks.There will be a whole school focus on improvingstudents’ writing skills in NAPLAN.Strategies to achieve this target include: Whole school focus on explicit teaching ofwritten types of texts through: Executive workshops led by an academicmentor Faculty team workshops led by Executiveand expert teachers Staff Development Day for all staff withacademic mentor. Focus on planning and implementingteaching and learning strategies forpersuasive writing in the English KLA Strengthened focus on writing forassessment, developing quality criteriaand providing quality feedback.Our success will be measured by: New teaching strategies evident inclassrooms A high degree of staff engagement inprofessional learning activities Evidence of professional learning skills inKLA programs Staff survey results indicating greaterawareness of and use of explicit teachingstrategies18

Target 3.Focus group discussion with studentsindicating enhancement of qualityassessment for learning feedback.To increase the percentage of students achievingexpected growth in numeracy in NAPLAN andreduce gender differences and improve thevalued added growth in the School Certificate andthe Higher School Certificate.There will be a whole school focus on improvingstudents’ numeracy skills in Stages 4 – 6.Strategies to achieve this target include: Analysis of NAPLAN and SC and HSC datato identify areas of need and areas of growth Participation in the Quicksmart program Review of KLA programs, selection andimplementation of a range of numeracystrategies into units of work Implementation of monitoring folders for useby all Preliminary and HSC teachers Review of assessment tasks for Years 10, 11and 12 as part of EARS and TARS.Our success will be measured by: Teachers using a diverse range of richnumeracy tasks and scaffolds Evidence of monitoring folders used andaccessed by staff Evidence in teaching and learning programsof explicit numeracy strategies Evidence of implementation, monitoringand evaluation of QuickSmart inExecutive Meeting Minutes.Mrs L TownMrs J PowerMrs R KrilichMrs V GlassMr C HawkinsMr C MansellCallum BedosAmy PowerSchool contact informationThe Forest High SchoolHead Teacher EnglishHead Teacher PDHPEHead Teacher SciencePresident P&C AssociationPresident School CouncilCareers AdvisorSchool CaptainSchool Captain135 Frenchs Forest Road, Frenchs ForestPhone: 9451 5111Fax: 9975 3293Email: theforest-h.admin@det.nsw.edu.auWeb: www.theforest-h.schools.nsw.edu.auSchool Code: 8372Parents can find out more information aboutAnnual School Reports, how to interpretinformation in the reports and have theopportunity to provide feedback about thesereports at:http://www.schools.nsw.edu.au/asrAbout this reportIn preparing this report, the self-evaluationcommittee has gathered information fromevaluations conducted during the year andanalysed other information about the school'spractices and student learning outcomes. Theself-evaluation committee and school planningcommittee have determined targets for theschool's future development.Ms R McDowallMr S MolonyMrs J DeanMr K StapletonMr D SizelandPrincipalDeputy PrincipalDeputy PrincipalHead Teacher HSIEHead Teacher Maths19