NSW Department of Education & Training 8493
2010 Annual School Report
Airds High School
NSW Public Schools – Leading the way
The school fosters a strong sense of personal best
Our school at a glance in the classroom, on the sporting field and in the
cultural and performing arts.
Airds High School is a public comprehensive,
coeducational high school in the Campbelltown The school is part of the Priority Funded Schools
School Education Area. It is a school which offers Program (PFSP) and Priority Action Schools
every student a place to learn, lead and achieve Program (PASP) and has a 5 class support unit.
their personal best. This funding support will continue for 2011 and
2012. In 2011 Airds HS will become part of the
Students National Partnerships Low SES Communities.
Airds High school is renowned for its
Airds High school has an enrolment of organisational structure and focus, which strongly
approximately 500 students. It has a multicultural aligns school resources with clearly articulated
mix with 20% Aboriginal students, 32% Pacific values and learning platforms.
Islanders, and 54 cultures represented across the
school population. I certify that the information in this report is the
result of a rigorous school self-evaluation process
Staff and is a balanced and genuine account of the
school's achievements and areas for
All teaching staff meets the professional development.
requirements for teaching in NSW public schools.
The school has 49 permanent staff and 14
supplementary staff under the PSP, PAS and Principal
National Partnership programs.
P & C and/or School Council message
Significant programs and initiatives OUR P&C Association is comprised of a small but
Airds High is committed to improving the literacy growing and dedicated number of parents,
outcomes of students and thus Accelerated grandparents and community members, who
Literacy and Prioritising Grammar are major focus work to provide all students with increased
areas for staff Training and Development. educational opportunities and additional
Additional targeted stage classes also support the resources.
transition of students into high school and to Two major fundraising sources were the catering
work readiness. for school functions and a Trivia Night, which
involved considerable planning, shopping and
Student achievement in 2010 hours of canvassing local businesses.
Details concerning school performance on Staff truly appreciates the results and efforts of
external test measures (NAPLAN, ESSA, School catering and Trivia Night involves the whole
Certificate, Higher School Certificate) are school community who enjoy a sociable and
reported on further into the document. profitable evening.
P&C also supports and works with the SRC to
Messages assist in their fundraising, as well as organising
and operating the BBQ at the Athletics Carnival.
Principal’s message P&C members offer support at vaccination days,
Airds High School is committed to personal and providing reassurance for nervous students as
academic achievement and offers a broad well as cold drinks and ice blocks after the event.
academic and vocational curriculum. There is a On Parent/Teacher Evening P&C members assist
strong emphasis on effective leadership at all in distributing reports, directing parents to staff
levels including the classroom. Training and areas and refreshments.
development of all staff is seen as integral to
delivering high quality lessons to all students. P&C have instituted special memorial awards to
be presented to deserving students, recognising
their special qualities.
P&C supports and is consulted about new and family support. Referrals and connections
policies and changes to school organisation which with other services and stakeholders is an
are discussed at meetings. This results in the important aspect in this role. Some of the
wider community being accurately informed of programs I have supported include gardening
school matters. group, support unit girls & boys groups, sport
groups, study groups, parent courses, camps and
Our current President, Theresa Clark, has for
years made successful submissions for funding
which have enabled P&C to purchase equipment AHS is a caring school community with a strong
for catering and shelter for volunteers. This P&C involvement and a wonderful staff providing
equipment can also be utilised at other school great opportunities for students. It is a privilege,
events. for me, to be part of this team. I would like to
thank the whole school community for the
In 2010 she arranged for our parents to complete
continued support of the Pastoral Carer position
a 2 day First Aid Course with Surf Lifesaving NSW
at no cost. Some places in the course were
allocated to senior students and some staff.
There will be another course offered in 2011, Student representative’s message
enabling further school community members to The Student Representative Council (SRC) is
benefit from an Airds High School P&C initiative. comprised of the School Captains, Vice Captains,
Several parents also gave considerable time, on a Year Group Representatives, Support Unit
voluntary basis to be readers and writers for HSC Representatives, SRC Advisor (neutral member of
& SC exams for students who required special staff), Deputy Principal and Principal.
provisions. In 2010, the SRC held numerous fundraising
Robyn Culbert activities and raised money for nominated
charities. We held two discos; shaved and
CLO/Secretary P & C coloured hair in support of the Leukaemia
Foundation’s World’s Greatest Shave and gave up
Chaplaincy Program Report food for the World Vision 40 Hour Famine.
In 2011, we are nominating a ‘Charity of the
The position of Pastoral Carer at Airds High
Term. ’ This will involve 2-3 fundraising activities
School is funded by the Commonwealth
and the money raised will be donated to the
Department of Education Employment &
chosen charity. The SRC is also endeavouring to
Workplace Relations (DEEWR) under the National
introduce its own Welfare Days to enable the
School Chaplaincy Program (NSCP). The sponsor
representatives to further develop their
(employer) is GenR8 Ministries a combined
leadership skills, work together in a team
churches organisation responsible for
environment and network with other students.
administering the Federal Government funding.
The supervision of the Pastoral Carer is shared by
the School Principal and the Sponsor within School context
DEEWR guidelines. The program is available to
the whole school community as a voluntary Student information
option without any obligation to participate. My
background is from the welfare sector; I have It is a requirement that the reporting of
Diploma’s in Youth Work and Community Welfare information for all students must be consistent
Work and TAFE Teaching qualifications. with privacy and personal information policies.
My role at AHS is to provide welfare & pastoral Student enrolment profile
support to the school community and I focus on 2006 2007 2008 2009 2010
the needs of students, staff & families. The tasks Male 267 257 253 256 269
and issues can be very diverse within a school Female 252 253 236 225 212
that is central to the community, and this is
where early intervention can be achieved.
Strategies include student contacts, staff liaison
Average attendance for all students declined in
2010 from 83.1 % in 2009 to 82.5% in 2010. It is
interesting to note that the decline occurred in
Year 7,8, 9, and improvements to attendance in
Years 10,11,12. Measures to address this junior
attendance issue in 2011 will be investigated.
The introduction of flexible learning time and
positive intervention programs should make an
impact on these figures.
The enrolment of boys has slightly increased each
Management of non-attendance
year for the past three years; however, the same
cannot be said about the girls with a 5% decrease Management of poor and non attenders presents
per year over the past couple of years. This is a a major challenge. Whilst students make every
reflection of the cohort of students arriving from attempt to arrive at school on time, many have
local primary schools. The total school population external carer commitments which inevitably
has stabilised with numbers hovering around 501, lead to lateness. In 2011 attendance
which is slightly up on previous years. management and associated initiatives as noted
above will be coordinated by a HT Engagement
Student attendance profile and Enrichment and aligned with Year Advisors
and closely monitored by DPs and the
administrative staff. Where necessary the local
HSLO will be engaged to assist in ensuring chronic
non-attenders are addressed and DET attendance
Structure of classes
Every attempt is made at Airds HS to ensure that
the placement of a student in a particular class is
ascertained on student ability, interest and/or
level of support required to ensure success of the
Year 2007 2008 2009 2010 student at all levels of schooling. As students
School 7 87.5 86.7 progress to stage 5, electives are undertaken
8 84.2 82.8
which provides opportunities for engagement
9 83.5 80.7
10 81.7 82.0
and extension. As a result student retention into
11 79.7 80.9 Yr 11, stage 6 has improved greatly in recent
12 83.0 83.0 years.
Total 84.9 88.8 83.1 82.5
Region 7 92.9 93.7
8 90.9 91.5
9 89.4 90.4
10 88.9 89.1 Retention to Year 12
11 89.6 89.6
12 89.6 90.0 SC04- SC05- SC06- SC07- SC08 -
HSC06 HSC07 HSC08 HSC09 HSC10
Total 90.3 90.7 90.1 90.7
School 50.0 46.5 45.0 60.0 54.8
State 7 92.3 92.6
SEG 53.3 56.6 52.9 52.7 58.1
8 90.0 90.5
9 88.8 89.1 State 61.1 60.8 60.3 61.0 62.7
10 88.7 88.3
11 89.4 89.1
12 89.4 89.8
Total 89.9 89.9 89.7 89.9
Year 12 students attaining HSC or equivalent
vocational educational qualification
The percentage of Year 12 students attaining HSC
or equivalent vocational educational qualification
in 2010 has also seen a pleasing upward trend
over recent years.
HSC Year 2007 2008 2009
True SC to HSC 53.1% 57.0% 65.8%
Post-school destinations HSC Awards 40 45 54
Out of the 63 students that attended school in
2010, 62 received a HSC. Staff information
1 student left and enrolled in TAFE
22 students are enrolled in a TAFE course
4 students are attending ‘Australian Careers Principal 1
Business College’. Deputy Principal(s) 1
Assistant Principal(s) 0
1 student is enrolled in the Army Head Teachers 1.2
1 student is enrolled in the NAVY. Classroom Teachers 27.5
Teacher of Emotional Disabilities 0
1 student has taken up a scholarship in Football. Teacher of Mild Intellectual Disabilities 5
Teacher of Reading Recovery 0
1 student is undertaking an online Psychology
Support Teacher Learning Assistance 1.8
course Teacher Librarian 1
5 students are attending University Teacher of ESL .2
10 students are working School Administrative & Support Staff 14.082
1 student gained an Electrical Apprenticeship Total 63.882
Year 12 students undertaking vocational or The National Education Agreement requires
schools to report on Indigenous composition of
The percentage of Year 12 students undertaking
Airds High School Indigenous workforce is
vocational or trade training or transitioning to
comprised of: an AEO; DP Aboriginal Ed for the
TAFE in 2010 has steadily increased.
‘Community of Schools’; a Teacher’s Aide Support
Transition to and a School Learning Support officer. The school
TAFE 2007 2008 2009 is also well supported by local Aboriginal workers
TAFE AQF III + and services.
(t+1) 10 9 12
% at TAFE AQF III 20.4% 22.5% 26.7%
Airds High school has had a substantial
changeover of staff in the past three years. In
fact, 60% of the staff have transferred, gained
promotion or retired since 2008. This has created
many challenges with all new staff being
graduates or re-trainees thus leadership density
across the school has been greatly depleted.
Certainly some positive aspect of this is their high School performance 2010
level of willingness and enthusiasm to make a
difference, their preparedness to adopt school
In 2010 the school was involved in a range of
practices and learn from T & D opportunities.
academic, cultural and sporting events that
Teacher qualifications assisted the development of individual student’s
skills and further developed our community of
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications % of staff Achievements
Degree or Diploma 100
Postgraduate 10 Sport
The year 2010 has been a busy year with many
Financial summary outstanding sporting achievements by many
students here at Airds High School.
This summary covers funds for operating costs
and does not involve expenditure areas such as We have had students represent Fisher zone,
permanent salaries, building and major Sydney South West and NSWs teams along with
maintenance. many participating in knockout teams and
demonstrating pride, commitment and team
Balance brought forward 692 078.30
Global funds 389 253.52
Tied funds 629 006.69 This year we have seen a change to the
School & community sources 63 422.46 organisation of sport. Years 7 to 11 will
Interest 38 590.56
participate in two periods per cycle of sport.
Trust receipts 77 321.19
Students will compete in round robin
Total income 1 889 672.72 competitions in a variety of sports across the
year. Some of the sports include: rounders, vidi
Expenditure ball, indoor soccer, volleyball and endzone
Teaching & learning vortex.
Key learning areas 76 326.96
Excursions 13 016.84
Extracurricular dissections 39 357.87 In week 5, all students were invited to participate
Library 0.00 in our school swimming carnival. The rain held off
Training & development SASS 636.47
and the sun came out to provide us with some
Tied funds 590 891.03
great weather. The students participated in a
Casual relief teachers 17 525.01
Administration & office 154 425.03
variety of swimming events throughout the day
School-operated canteen 0.00 including some fun novelty events. This year was
Utilities 136 161.33 a little different as it introduced safety wrist
Maintenance 71 089.16 bands, which allowed students to participate in a
Trust accounts 84 354.53 safe free time swim at the end of the day. The
Capital programs 21 065.60 majority of the students passed a number of
Total expenditure 1 204 849.83 swimming tests which permitted students to
Balance carried forward 684 822.89 swim anywhere in the outside pool.
Students who need to be congratulated are
Katelyn Ferderer who competed at the regional
swimming carnival producing some great results
and Aidan Ferderer who competed at the State
A full copy of the school’s 2010 financial Championships at Homebush.
statement is tabled at the annual general
meetings of the School Council and/or the parent
body. Further details concerning the statement Our School cross country was held during periods
can be obtained by contacting the school. 1 and 2. We had Katelyn Ferderer take out the
female race and Adam Akbas winning the males Rossalina Poaru-Tatira was successful at the
race. The following students were successful at Fisher Zone carnival playing outstanding and
Zone and competed at the regional cross country made the Sydney South West volleyball team.
championships. Katelyn Ferderer, Adam Akbas,
Jackie Faiaoga in year 10 also represented Sydney
Aidan Ferderer, Kimberley Gimbert, Zachary
South West at the State Volleyball
Jessen, Dylan Mahon, Leah Richardson, Emma
championships. Jackie played extremely well at
Nash, Mahdi Saleh and John Alley.
the Sydney South West championships. She is
Athletics Carnival without a doubt, one of the most promising
young players in NSW at the moment! Jackie was
The school’s athletics carnival was held on Friday
the first setter to be selected in the Open Trans
the 7th of May at Airds High School. It turned out
Tasman team, while still eligible for selection in
to be a beautiful warm day and many school
the State U16s team. She is also the first Airds
records were broken by gifted students.
female to be selected in any CHS team.
In week 3 of term 3 the Regional athletics carnival
was held at Campbelltown Stadium on the 4th
and 5th of August. The following students need to This year Aidan Ferderer’s achievements have
be congratulated on their performance and effort been outstanding in the swimming pool. He
at the carnival. Milly Turaganivolo, Ashleigh received Age Champion at the Fisher Zone
Vidovic-McCarthy, Alisha White, Iesha Wright, carnival where he won the 12 years boys 50m
Aidan Ferderer, Jason Phoumivong, Adam Akbas, freestyle, 100m freestyle, 200m freestyle, 100m
& John Alley. Our best performance came from backstroke, 100m Breaststroke and 100m
Elijah Sa in the 13 years boys’ Discus event where Butterfly. With these fantastic results Aidan was
he received third place and is a reserve for the off to the regional swimming carnival to be held
State Carnival to be held later this term. Well at Birrong swimming centre. I am very proud to
done to all the competitors. say that Aidan was successful here and made it to
the State Swimming Carnival to be held at
Homebush later that same term.
This year we have had many teams compete in
Fisher Zone Blues Presentation
the State wide knockout competition. Sports
have included soccer, touch, hockey, table tennis, On the 15th of September a selected number of
rugby league, tennis, basketball and volleyball. students represented Airds High School at the
Our most successful team was the female annual blue presentation which was held at
volleyball team who made it to the state finals. Ambarvale High School. The students were well
behaved and looked absolutely amazing in their
Sydney South West representation
school uniform. The following students were
The following students need to be congratulated successful in achieving year 12 recognition
on their continued participation and achievement awards.
The All Star Volleyball team received awards for
Tennis their outstanding achievement this year with
Congratulations to Saterlee Van Stralen who volleyball. The girls are the 5th best team in NSW.
represented Airds High School and Fisher Zone on What an achievement girls, we at Airds are very
the 12th of February at Panania for the Sydney proud of you all. The team consisted of: Serita Sa,
South West tennis trials. Saterlee played Mekita Loli, Rossalina Tatira Poaru, Talauula
outstanding on the day and was successful in Akeripa, Henrietta Nauer, Christina Sivao, Rachel
making the Sydney South West representative Manase.
side. The following students achieved their awards for
Volleyball their constant contribution to a number of
sporting teams and adventures across the school
Jared No in year 12 who represented Sydney year: Ross Leifi, Raven Nicholls and John Alley.
South West boys Volleyball team in March. This The following students received awards for
team was highly successful and won the NSW representing Fisher Zone in a variety of sports:
CHS State Championships.
Fisher Zone soccer Our final award went to Saterlee Van-Stralen who
made the Sydney South West team for tennis.
Saterlee is a gifted player who has worked well as
Ryen Edmond Hughes
a team leader to share and teach her knowledge
of the game to her knockout tennis team mates.
Fisher Zone volleyball
Rachel Manase Eat It Work It Move It Program
Henrietta Nauer Eat It Work It Move It (EWM) is now in its second
Jackie Faiaoga year of implementation into Airds High School.
We have continued to implement new and old
Rugby League strategies to improve and maintain students and
Raven Nicholls staff members overall health. This year (2010)
Sou Kamatu saw the official launch of EWM.
Ross Leifi We had a number of special guests that shared
Varu Varu their expertise in their chosen fields, many
Paul Vaai activities to inform Year 7 about healthy eating
habits and physical activity lessons to ensure
Fisher Zone Hockey team students were exercising on a regular basis.
Throughout the year EWM have been providing
students, staff and parents with school
Airds High School had two students who received newsletter updates that were informative
age champion across a variety of carnivals. Aidan towards their health and wellbeing.
Ferderer received Fisher Zone champion in 12 In term 3 we ran an indoor soccer competition to
year boys swimming and 12 year boys cross
increase the level of physical activity for both our
country. Adam Akbas also doubled up in the 16
staff and students. This was held three lunch
years boys’ age group in both cross country and
times a week due to the extensive number of
athletics. Well done boys, what an achievement.
teams competing. Well done to our Year 12 boys
The Zone Blues awards are the most prestigious who were the successful winners of the whole
awards of the presentation day and we were competition.
lucky enough to have 4 students accomplish
Year 8 students were involved in the EWM Gala
these outstanding results. day which seen them competing against schools
that were outside their zone. This was a great day
Our First student to achieve this award was Aidan
in which all Year 8 students competed to the best
Ferderer. He obtained his award for all his
of their abilities. Our Year 8 girl team went
excellent achievements in swimming this year
through the whole day undefeated which is a
where he reached the State Championships to be
held at Homebush in Term 1.
This year we have had a closer look at the
Our second student was Jared Noa who won the products that are sold in the canteen. We are in
Blues award for his participation in the Sydney the process of changing to a healthy canteen to
South West volleyball team. Jared’s team went improve our students as well as the staff’s eating
on to win the State championships. What a great habits here at school.
result Jared. Finally we wanted to educate our students on the
importance of a healthy breakfast and how that
Our next student was Jackie Faiaoga who won the would help them throughout each and every day.
Zone Blue’s award for volleyball. Jackie has So we held a healthy breakfast orienteering
played in the opens Trans Tasman team who course. This involved students running around
went to New Zealand and the U16’s NSW team the school answering question on nutrition and
who recently played in Canberra. the importance of a healthy breakfast. The three
winning teams were awarded with medals on
assembly and they were very excited with their ranging from Performance Band 1 (lowest) to
awards and success. Performance Band 6 (highest).
The Duke of Edinburgh Award Literacy – NAPLAN Year 7
The cohort that entered Yr 7 in 2010 recorded
The Duke of Edinburgh Award became
the following results: 18 % of our students
operational at Airds High School in 2010.
attained the lowest Band: Band 4 and a further
Students in Year 9 and 10 (aged 14 and over)
43% of our students achieved Band 5. Thus the
were able to pick the Duke of Edinburgh Award
Year 7 cohort for 2010 has 61% of its students in
program as their interest elective. The Award is a
the lowest two performing bands in ‘Reading’.
self-development program available to all young
This is a slight improvement on previous years ,
people. The Award is non-competitive and
but will present many challenges and a whole
encourages young people to set and achieve
school focus on basic skills in literacy should be
goals at a level appropriate to their needs.
maintained to address the specific skills that
There are four sections that must be completed individual students will be required to develop in
for a young person to qualify for an Award: order to move into the proficient bands and to
Volunteering, Skills, Physical Recreation and enhance their performance in 2011.
Adventurous Journeys. These activities provide
an opportunity for students to acquire and
develop skills and build initiative and self-esteem
which will help them become more confident and
contributing members of the community. The
Award is highly regarded by many employers.
Participants design their own program by
selecting activities they are interested in, setting
their own goals and striving to achieve their own
potential. The Award has three levels – Bronze,
Silver and Gold. Year 9 and 10 students will be
starting at the Bronze level.
In 2011, we hope to attract more students aged
14 years and over to explore their potential and
achieve success through access and participation
in The Duke of Edinburgh Award program.
In the National Assessment Program, the results
across the Years 3, 5, 7 and 9 literacy and
numeracy assessments are reported on a scale
from Band 1 to Band 10.
The achievement scale represents increasing
levels of skills and understandings demonstrated Numeracy – NAPLAN Year 7
in these assessments. It is pleasing to note that the cohort that entered
Yr 7: from Band 4 (lowest) to Band 9 (highest for Yr 7 in 2010 presented with a higher level of
Year 7) numeracy skills than previous years. Despite
having 47% of students in the lowest two bands,
Yr 9: from Band 5 (lowest) to Band 10 (highest for
there were a greater number of students in the
proficient to higher bands.
Average overall literacy growth in Year 7 was 67.4
In the School Certificate the performance of compared to a state wide average growth of 55.2.
students is reported in performance bands Overall boys performed better than girls
improving on average by 68.4 to 66.0.
Numeracy – NAPLAN Year 9
Literacy – NAPLAN Year 9
Students performed better in the Reading
component of the NAPLAN assessment than they
did in the Writing component. Overall average
growth in Reading was 32.5 compared to a state
wide improvement average of 35.1 In Writing a Progress in literacy
score of 18.7 was well below state average Year 7 Naplan results were slightly above the
growth of 29.4 These two components will be school average for recent years, though still well
addressed in 2011. below state average. Year 9 Naplan results were
very poor and against the trends of recent years.
There was low growth in all areas. A re-
assessment of writing strategies should be a
focus as the reluctance of this cohort to attempt
writing tasks in class has been noted by staff, and
could explain their aberrant result compared to
Progress in numeracy
Students undertaking the NAPLAN assessment in
Year 9 2010 have shown considerable
improvement in comparison to state growth. All
students (boys and girls) improved at Airds by
43.8 compared to a state average improvement
Specifically boys at Airds achieved an average
improvement of 69.9 compared to state average
improvement of 41.0. Girl’s improvement
averaged out at 49.8 compared to state average
School Certificate School Certificate relative performance
Year 10 School Certificate English results were comparison to Year 5 (value-adding)
pleasing. They continued the trend in recent
years of eliminating lower band results, although
not as many students achieved the highest bands.
Growth was marginally lower than the average of
recent years; however, the gap between the
performances of the cohort in English compared
to other subjects increased. Approximately two-
thirds of the cohort had English as their best
subject and for 96% it was one of their two best
The Mathematics results for 2010 for School
Certificate showed a reduction in the lowest
band, Band 1. Therefore, a greater number of
students performed in Band 2 and 3. Much
greater focus was given to the Literacy and
Numeracy skills this year. Also, the introduction
of Mathletics and 3 weeks of intense School
Certificate exam style/past paper questions:
should see an even improvement in results.
The Science results saw two students achieve
Band 5 and over 60% of students attaining Bands Higher School Certificate
3, 4. Great improvements were made in the
lowest bands with no students represented in
Band 1 and only 17% of students in Band 2.
The HSIE faculty delivers the two mandatory
courses of Australian History and Australian
Geography. The Australian History course results
for 2010 were lower than for other years as the
exam demands sophisticated skills in source and
question analysis and written responses.
Successful historical writing expects students to
understand what brought about or followed from
events through time and the multiple causes
leading to events. Much greater focus is currently
being given to the literacy skills that support
success in writing responses to History questions.
The Accelerated Literacy pedagogy together with
appropriate streamlining of some content areas
will improve test results to previous levels.
Student interest in Australian History is lower
than for Australian Geography but it is hoped that
improved literacy skills will boost engagement
the extremely poor attendance of the group.
Advance English results were comparable to
recent years and similar school groups, with a
number of students unlucky to miss out on a
higher band by one or two marks. Overall
Advanced English was the strongest HSC subject.
The results for General Mathematics HSC were
consistent as compared to the last year: showing
a slight improvement in the higher bands.
However, 2 unit Mathematics was very
disappointing, which was below state average.
The numbers of students who sat their HSC in
science courses increased from previous years. In
Biology 25% of students achieved a Band 3, 4 or
5. There has been a noticeable positive upward
movement of students from the lowest bands to
the middle bands.
Small numbers of students studied Chemistry and
Physics making comparisons to state
performance almost superfluous. It is pleasing to
Higher School Certificate relative note that physics was back in the curriculum mix.
performance comparison to School The Australian Geography results continue to be
Certificate (value-adding) more satisfactory than Australian History results
as the initiatives stated above have been trialed
in this course. Our students are genuinely
interested in geographic issues, particularly those
related to the local area, and this allows students
to be deeply engaged with course content and
achieve success. Practical field work and our
school’s participation in Georges River research
studies further support student learning. In
recent years, teachers have prioritised supporting
the particular literacy requirements of geographic
written responses and this has had some success.
The senior Geography course is now a very
popular choice for students who enjoy the mix of
skills and knowledge and practical work that it
The Commonwealth Government sets minimum
standards for reading, writing, grammar and
punctuation, spelling and numeracy for years 7
The performance of the students in our school in
the National Assessment Program – Literacy and
HSC results in English Standard were below the Numeracy is compared to these minimum
average in recent years, though English continued standards. The percentages of our students
to be one of the cohort’s strongest subjects. The achieving at or above these standards are
poor performance of the cohort overall reflects reported below.
Percentage of Year 7 students in our school additional learning needs and coordinate whole
achieving at or above the minimum standard in school enrichment initiatives.
The employment of School Support Learning
Minimum Standard Information Officers to provide Literacy and Numeracy
Percentage of Year 7 students achieving at
support to Year 7-9 students who are priority 1 &
or above minimum standard 2 students in school based data. The use of STLA’s
Reading 81.9 to provide programming support and team
Writing 77.1 teaching to improve the literacy and numeracy
Spelling 75.7 outcomes of students.
Punctuation and grammar 61.4 PAS/PSP also provided for:
An Enrichment Program – Law firms Encouraging
and Assisting Promising Students (LEAPS)
Percentage of Year 9 students in our school program - 18 Targeted Year 9 Students are
achieving at or above the minimum standard in mentored by a practicing lawyer and go on
2010 fortnightly excursions to their workplace in the
city. The target group incorporates students from
Percentage of Year 9 students achieving at across the learning spectrum, including extension
or above minimum standard and at risk students.
PSP also funded an after school homework centre
Spelling 67.6 to allow students to get tutoring after school with
Punctuation and grammar 64.8 their homework and assessment tasks and give
Numeracy 73.2 them access to computers/internet and printers.
It was staffed with a variety of teachers from
different KLA’s. This has increased the submission
Significant programs and initiatives rate of assessment tasks across all KLA’s. As part
of the school’s enrolment process students are
Priority Action Schools /Priority also identified as to who requires homework
Funded Schools Programs support and parents are encouraged to sign off
attendance at the homework centre as part of
In 2010 PSP and PAS funded a range of programs
designed to improve student and community the enrolment process.
literacy, numeracy and engagement in school. PAS funding was used so that a full time teacher
The PAS program allowed for the employment of could be timetabled to supervise senior students
a Deputy Principal and two Head Teachers. in the senior study. This means that there are no
free periods for senior students, they have ready
Deputy Principal - Teaching and Learning with an access to computers and printers for their
aim to improve student engagement in learning, assessment tasks and there is close monitoring of
higher expectations and improved learning attendance and work completed. The teacher is
outcomes in the classroom. The role will be to also responsible for the development of study
oversee and implement whole school teaching resources and organising study seminars for all
and learning with a focus on literacy, numeracy & senior students.
The school provided staff training and
Head Teacher Curriculum - to coordinate whole development in Accelerated Literacy. This has
school numeracy and literacy plan and staff allowed staff to be supported in their
professional learning in the area of Numeracy development and implementation of more
and Literacy to ensure the explicit teaching of explicit and dynamic approaches to the teaching
literacy and numeracy. of literacy in their subject area. All staff
Head Teacher – Engagement and Enrichment To completed 36 hours of accredited training by
facilitate effective learning support strategies for Accelerated Literacy tutors based in the school.
targeted student groups and individuals with This will ensure the Whole School Writing
Strategy focused on the writing of different text
types across different KLA’s, will continue to be insight into the potential for dance and
successful. Accelerated Literacy develops performance to develop bodies and minds!
background and conceptual knowledge, spelling
Staff from NSW University Nura Gili Indigenous
strategies, an understanding of language features
Centre visited the school to encourage our senior
and the joint deconstruction and modeling of
students to access the vast Winter School
texts, thus improving the outcome of student
Program at the university. Students were able to
live on campus for the school holidays and
experience the real life of a university student
and some of the range of courses that are
Aboriginal Education offered.
Airds High School continues to maintain positive Year 7 & 8 Indigenous students continued to
and productive working relationships with work with the Work Ventures program IKINNECT.
Campbelltown Art Gallery, the Aboriginal They are involved with after school activities and
Employment Service, Tharawal Aboriginal excursions focused on strengthening student
Corporation, Work Ventures and AMP and the engagement with their cultures and with the
University of Western Sydney. Our students school environment. The students are also able
benefit from the passion and expertise that these to access extra literacy and numeracy support at
institutions provide in the form of further study school, both in their classes and in withdrawal
opportunities and mentoring. mode with a specialist tutor.
Year 10 students experienced many visits to UWS A major presentation by South Western Sydney
campus as well as other campuses. They had Local Health network for showcasing careers in
guest lecturers to demystify the world of tertiary health for our Aboriginal students occurred in our
education and mentors to support them school hall and every individual accessed this
throughout the whole process. The mentors and valuable opportunity. Questions were answered
the Airds High School Creative and Performing Art for many about the traineeships and jobs
Faculty worked closely to facilitate the available and the possibilities for school leavers.
production of art works that students created to Areas of Nursing, Mental Health, Trades and
acknowledge their heritage and personal Ambulance Services were examined and most
journeys. students came away with very positive ideas for
Year 10 students were also highly successful in
their applications for Department of Housing Multicultural education
Scholarships. These funds allow students to In 2010 the school continued to develop
support their school activities and strive for their opportunities for our students to explore and
personal best in all areas. celebrate the cultural diversity which is very
Stage 6 students continued to succeed with their much the fabric of our school community. The
traineeships with the AES in the local area. Both ‘Culture of the Term’ ceremonies highlighted the
Year 11 and Year 12 students managed their time diversity of our school population and developed
and personal agendas to attend workplaces each awareness amongst all members of the school
week and participate as genuine members of community the need to be tolerant and treat all
workforce teams. Some students have now people with respect and dignity. These events are
moved to full time employment with their a highlight on our school calendar.
traineeship employers. Our students were invited to several local schools
Our dancers and performers continued to work to help them celebrate Harmony Day by
with the local Art Gallery and participated in the providing performances of dance, singing and
annual Campbelltown Art Gallery/NAISDA traditional music.
project. Two of our senior students participated A number of parents participated in a Macarthur
in a major performance work at the Eveleigh Rail Schools Leadership Conference for parents of
performance space. The girls were hosted in the various cultural backgrounds. Our students were
city and worked with people from all over the also involved in this event as performers and
state, an experience that gave them deeper caterers.
PBL Report (School Values) Links to Learning 2010
In 2010, the entire school community revamped The Links to Learning Program is run at Airds High
the PBL (Positive Behaviour for Learning) matrix. School by Macarthur Diversity Services. This
Students, parents and staff were given the program is based on students who come from
opportunity to contribute their ideas towards our culturally and linguistically diverse backgrounds
new matrix – the platform of expectations for all (CALD). This program uses strategies to re-engage
staff, students, parents and community members and motivate young people to reach their full
of Airds High School. The finalised matrix is: potential both academically and personally.
There are 16 students in the Links to Learning
program which takes place every Tuesday periods
We are SAFE Listen carefully and follow 1-5 throughout terms 1-4. The program has four
when we: instructions themes:
Are in the right place at the Term 1 – Teamwork and Communication
Term 2 - Tolerance and Respect
appropriately Term 3 – Change
Say “no” to bullying and Term 4 – The Future and Me
harassment Along with the themes above the students in this
program also attend four excursions and go on
We are Bring equipment and are one camp in order to complete the program.
when we: Excursions: Sydney Jewish Museum, Wooglemai,
Accept the challenge and Powerhouse Featherdale and Powerhouse.
‘have a go’
Vocational Education Program 2010
Strive to do our personal
Senior students are encouraged to undertake
Vocational Education and Training (VET) courses
Co-operate and work well both here at school and at TAFE (TVET). These
with others courses give them the opportunity to gain dual
accreditation: an industry recognised
We are Care for others and the qualification and a HSC, thus increasing their
RESPECTFUL environment employment opportunities.
Use manners and In 2010 we had a total of 59 senior students
appropriate language studying VET courses at school and 35 students at
TAFE. Of these, 11 students studied two VET
Value other cultures
courses at school and 9 students studied a VET
Take pride in ourselves, course at school and one at TAFE. This high
school and community participation rate highlights the popularity of
such “hands-on” courses.
Executive staff also modified the Consequences
At school, students in Year 11 opted to study
Chart and School Welfare and Discipline Policy in
Certificate II Hospitality Kitchen Operations
line with the new matrix.
(commercial cookery strand), Certificate II Metals
National Partnership Low SES Communities and Engineering and Certificate III Information
Programs Technology. Year 12 students continued their
studies in Certificate II Hospitality Kitchen
This will commence in 2011. A report relating to
Operations (commercial cookery strand) and
the situational analysis appears later in the report
Certificate II Construction. Students must
under key evaluations.
complete 70 hours of mandatory work placement
over the 2 years of the course.
The 2009 Year 9 Work Education class began the Technology
Certificate II Retail Services course in year 10,
2010. This course is an early commencement of Airds High School has embraced technology and
Stage 6 VET course in Stage 5. This means that has made great progress in this area. The school
the by the end of Year 11 in 2011, these students installed 17 Interactive White Boards (IWB) at the
will complete one full HSC and VET subject. end of 2010 which increased the total of IWB’s to
33, which are being widely used in the delivery of
All school based VET courses are taught by our
quality lessons in a range of subjects. As part of
staff, who are accredited to teach VET subjects at
the BER Science Laboratory install the school
school. This accreditation is a very stringent
received another Interactive Classroom this has
process, including appropriate training, industry
given the school a second video conferencing
experience and Certificate IV in Workplace
facility and provided another Interactive white
assessment. Due to changes to the training
board. To coincide with the install of this
package in Hospitality, the Hospitality trained
technology a number of staff have been trained
teachers have had to undergo further training
and will be continued to be trained in the use of
and assessment in 2010 to meet the new
Interactive White Boards.
The Digital Education Revolution continues with
35 students studied at TAFE in subjects such as
Year 9 students receiving their laptops in June. As
Accounting, Animal Care, Automotive -
part of this process Year 9 students participated
Airbrushing, Automotive - Detailing / Dismantling,
in workshops for the Educational use of the
Children’s Services, Construction, Hairdressing,
laptops. The purpose of these workshops was to
Primary Industries - Horticulture and Retail
ensure that students are using the laptops to
Services. The courses range from 120 hours over
their full potential to access technology for use in
1 year, 240 hours over 2 years and for some
courses (Skills Pathway for Youth), 240 hours
over 1 year. Students studying Construction or As part of the Digital Education Revolution
Retail Services at TAFE must complete 70 hours Program all Year 10 students’ laptops received an
of work placement over the duration of the upgrade. This is an important process as it
course. provides students with the latest software and
with fixes to known problems on the laptops. The
One student in Year 12 completed a School Based
School also received another 14 teacher laptops
Traineeship in Business Services and a Year 11
for use in the classroom to enhance teaching and
Student began a School Based Traineeship in
learning. The training of Faculty Technology
Business Services both as part of the Aboriginal
Coordinators continued this allowed those that
Education Strategy. One Year 10 student
were trained to act as facilitators of technology
commenced a School Based Apprenticeship in
information to the rest of the staff. An outcome
Automotive. Students who do a School Based
of this training has been the development of Year
Traineeship / Apprenticeship must study the
9 & 10 units of work for each KLA.
appropriate VET course and complete 100 days of
paid work per year with an employer who will The Digital Education Revolution Program
take them on as a trainee or apprentice. completed Phase 2 of the wireless infrastructure
early in Term 2 to support the student laptops.
2009 saw the completion of the refurbishments
This has given all classrooms a wireless network
of the kitchen for Hospitality classes. The
for students and staff to access with their
Hospitality kitchen has been classified by the RTO
laptops. This enables students and teachers to
as a Category ‘A’ Kitchen, allowing our trained
access the technology for use in lessons.
Hospitality staff to teach the Certificate II
Hospitality Kitchen Operations course in 2010. Two Parent Technology Workshops were
Ambarvale High School Year 12 Hospitality conducted in Term 3. The parents learnt how
students have used our kitchens for a practical technology was used in the high school; useful
assessment task to ensure they have had access websites to assist with their children’s learning
to the appropriate commercial equipment in a and also developed some technology skills
class situation. We envisage that other local high themselves.
schools may also utilise our kitchens in 2011. The Digital citizenship program was introduced in
Term 4 this is part of the Digital Education begun attending this year, making our current
Revolution NSW. The program contains lessons enrolment at 22 students.
on aspects of digital citizenship and a Mystery
Matters interactive game on social networking
for students. It also includes resources for Best Buddies is a program that aims to create
parents on digital citizenship and how they can long lasting friendships between mainstream and
support children at home. There are also links to support students. This program is highly
relevant videos and online resources to support successful in breaking through the social barriers
positive digital citizenship which are of interest to and nurturing budding friendships. The program
anyone. also gives the student access to leadership roles
and allows the students to be in the fore front in
Students will learn about: staying safe and
running Best Buddies meetings and organising
healthy while using digital technologies;
fundraising events. 2010 was a busy year filled
appropriate and inappropriate online behaviour;
with regular Best Buddies meetings and
and being a positive contributor in an online
friendship updates, fundraising and excursions.
The buddy pairs organized and ran a successful
iKINNECT sausage sizzle, a chocolate drive and a guessing
competition. It was great seeing all the buddy
The iKINNECT Program is a pilot project, funded pairs supporting each other and working so well
by AMP Foundation, aiming to develop a holistic together throughout all these events.
framework that improves education and
Many solid friendships were created with buddy
employment outcomes for Indigenous youth
pairs regularly meeting up inside and outside of
identified ‘at risk’. The program offers school and
school to spend time socially and support one
non-school based activities that work to enhance
another throughout the school year. It was
the educational outcomes and achievements of
fantastic to see at the beginning of 2011 to see so
Indigenous students at Airds High School. The
many of last year’s pairs had continued to work
Program commenced in May 2009, in partnership
on their friendships over the school break and
with Airds High School and a number of
had returned to the program for another year as
community based partnerships.
well as some new faces who are keen in getting
2010 was a great year for iKINNECT and its involved. This year is panning out to be another
participants. The program is in a constant state of busy year with students attending the Best
change and last year was no different. The tuition Buddies Conference in term one, followed by
of participants moved from external sessions to events planning and Best Buddies pairing
in class assistance alleviating issues of meetings.
participants missing class therefore maximising
their time in school. The after school program on Progress on 2010 targets
Tuesday and Thursday afternoons, was quite
productive. Participants visited the Botanical Target 1
Gardens and took part in cultural talks and walks, To improve the Literacy and Numeracy outcomes
learning about the seasons and how everything is for all students
connected. The participants then created a mural
depicting what they had learnt about the seasons Strategies to achieve this target include:
and displayed it for the parents at the end of year Continue with whole school literacy and
barbeque. Participants also took part in a number numeracy days.
of IT, art and culture, cooking activities and
excursions. Staff development in Accelerated Literacy
and NAPLAN marking.
This year the participants are continuing on with
their various IT, art, culture and cooking activities, Delivery of weekly timetabled numeracy
with the addition of planting and tending to their and Literacy workshops with a specific
own vegetable gardens and creating their own KLA focus.
indigenous t-shirt designs. There have been 6 Maintain the Transition Program’ with
new indigenous students from year 7 that have feeder primary schools – middle school
initiative with focus on stage 2/3 Literacy engagement and enrichment activities to ensure
and numeracy skills. that students had a say in their learning and drew
relevance from the curriculum.
Our achievements include:
Parent, student, and teacher satisfaction
- Continued value added in external
testing. As part of the 2010 situational analysis the school
undertook a number of surveys to gage student,
- Improved delivery of Literacy and
parent and teacher satisfaction. Generally the
Numeracy within KLAs across the school.
findings were very positive, with improved
- Increased student engagement in Stage 4 communication being the major area to address
and Stage 5. between the school and the broader community.
Target 2 Future directions
To improve student engagement and retention. The school will implement its recommendations
as per school management plan and complete a
Strategies to achieve this target include:
situational analysis and evaluation of the
Improve quality of lesson delivery effectiveness of the 2010 recommendations. This
through improved teacher pedagogy. will enable the school to refine its program
Creation of a broader curriculum to meet delivery and effectiveness.
the needs of a diverse range of student Curriculum
ability and interest.
As part of the SA, a Stage 4 and 5 transition
Maintenance of a range of support classes will be developed as part of the
structures for students at risk. engagement and enrichment component of the
National Partnerships Low SES Communities.
Our achievements include:
They will support both transitioning into high
- Increased student attendance and school Stage 4, and ‘School to Work’ program
participation in classroom learning. requirements for Stage 5.
- Retention of students from stage 5 to 6. Professional learning
- Greater number of students accessing Professional Learning at Airds High School is
student support systems. coordinated by a team who survey staff
professional learning needs then develop a plan
Key evaluations in align with school direction that caters for these
needs and assists in meeting the school targets.
It is a requirement for all NSW public schools to
In 2010 the Professional Learning Team
conduct at least two annual evaluations – one
implemented a revised structure that closely
related to educational and management practice
coordinated the Staff meeting structure and the
and the other related to curriculum. In 2010 our
format of the Strategic committees. In 2011,
school carried out evaluations of our whole
further refinement of the structures will be
school through the National Partnerships Low SES
undertaken with the focus of the strategic
Communities situational analysis requirements.
committees being on PBL, Literacy and
Background Numeracy. Whole school training will also be
The school undertook a situational analysis (SA) undertaken in Accelerated Literacy and
in 2010 for the preparation of involvement in the Prioritising Grammar.
National Partnerships Low SES Communities
program commencing in 2011.
School Development 2009 – 2011
Findings and conclusions
Continued training for all staff in Accelerated
The situational analysis reaffirmed the need for Literacy, Prioritising Grammar and lesson delivery
the school to continue to address literacy and and coding based on the Quality Teaching
numeracy development and supplement this Framework will be fundamental to enhancing
learning with a number of support structures and staff effectiveness in the classroom.
Targets for 2011 committee have determined targets for the
school's future development.
Mrs Catherine Angel: HT HSIE, ASTI program
To improve student literacy and numeracy coordinator
outcomes in 2011 with a focus on:
Ms Vicki Williamson: School Council
Ms Robyn Culbert: CLO/ P&C secretary
Proficient standards; and
Mr Sam Rossete: Sport Organiser
Attendance through engagement
Mr Michael Adams: HT English
Strategies to achieve this target include:
Mr John Kennedy: DP
Whole school writing strategy led by
Teaching & Learning faculty Mr Jeff Miezio: PASP DP
Mr Stephen McGuire: DP
Whole school T & D in Accelerated
Literacy and Prioritising Grammar Mr Maxwell Foord: Principal
Online student newsletter
School contact information
Continuation of using NAPLAN data to
Airds High School
identify students requiring additional
literacy and numeracy support Briar Road, Airds, 2560
Maintenance of ‘Counting On’ program Ph: 0246255811
School’s Gifted and Talented Strategy Fax: 0246264374
Increased use of ICT in the classroom Email: email@example.com
Target 2 Web: airds-h.schools.nsw.edu.au
To improve student engagement and School Code: 8493
enrichment: Parents can find out more information about
Strategies to achieve this target include: Annual School Reports, how to interpret
information in the reports and have the
Development of a Stage 4 class to assist in opportunity to provide feedback about these
transition to high school. reports at:
Development of a Stage 5 school to work http://www.schools.nsw.edu.au/asr
Parents can find out more information about
Provision of a broader curriculum including Annual School Reports, how to interpret
interest electives. information in the reports and have the
Greater provision of and access to VET and opportunity to provide feedback about these
TAFE courses. reports at: http://www.schools.nsw.edu.au/asr
HT Engagement and Enrichment to
coordinate recognition and attendance.
About this report
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning