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

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