BirdwoodHighSchoolNumber:770Partnership:TorrensValley

Nameofschoolprincipal:

Nameofgoverningcouncilchairperson:Dateofendorsement:

Ms. Heather Makris

Mrs. Amanda Schapel 10 February 2020

BirdwoodHighSchool2019annualreport

totheschoolcommunity

1 2019annualreporttothecommunity |BirdwoodHighSchool

Schoolcontextandhighlights

Birdwood High School is a vibrant community where students happily engage in learning in the beautiful Adelaide Hills region. Our school community endorsed Excellence, Creativity and Opportunity as core values underpinning our heritage motto ‘Labor Omnia Vincit’, Hard Work Conquers All.

The school’s vision and guiding statements drive decision making in the school. These statements are constantly re-evaluated and used to reflect the changing needs and circumstances of our students. These statements reflect our core and support us in ensuring that our decision-making is consistently ethical and reflects our guiding statements.

With the support of highly qualified educators, students are encouraged to think critically, communicate courageously and develop a deep respect for themselves as part of a broad, diverse community. Whatever they set their minds to. Students are encouraged to continuously reflect on themselves as learners as they engage in leadership roles and enjoy a broad range of cultural, international, sporting and innovative community learning experiences and projects.

At Birdwood, everything we do is for your child’s success and wellbeing and as such learning and teaching is our focus. Our contemporary curriculum and the capabilities, aim to provide opportunities, inspire and develop students’ skills in critical thinking, teamwork, cooperation and creativity in pursuit of excellence. Relationships between adults and students reflect the highest quality of care and encourage students to actively direct/drive and reflect upon their learning.

Birdwood High School has been carefully planned to promote the sense of belonging and continuously draws on its strong and rich history as it moves to develop and implement modern learning spaces and equipment. Physical facilities (have been expanded and improved), teaching and learning spaces and equipment is well maintained and fully support the school’s vision and sustainable learning programs.

2019 student enrolments were at 455 students inclusive of 3 international students enrolling to study from Japan and Germany. Our international relations were further strengthened by hosting 4 overseas study tours. Our school has embedded international and inter-cultural learning both inside and outside of the class. This is evidenced by their learning and interactions with each other and the wider community.

Governingcouncilreport

The staff and students at Birdwood High School are to be congratulated on their many academic, artistic, sporting and leadership achievements earned throughout the year. Our students receive a well-rounded education made possible through the wide choice of subjects and pathways. From core subjects; STEM thinking including WEM Boat and National Drone Challenges; Australian Rules Football Academy; Technology; Arts, Music, Agriculture to Youth Leadership, the opportunities for our students grow each year. The number of students completing VET subjects has increased significantly along with the courses that are offered; Certificate II in Construction, Café Barista, Certificate III Fitness, Certificate II Hospitality in additional to many other certificates offered in the partnership.

In 2019, the school engaged with Youth Opportunities to deliver in partnership the SACE accredited Personal Leadership Program. A 60-hour wellbeing and life skills training program that provides young people with the tools and skills to increase in confidence, self-worth, and motivation, helping them to build resilience and overcome adversity throughout their lives. Youth Opportunities awarded a BHS student a Scholarship under the YO Graduate Program that is aimed at helping students engaged in the program reach their full potential, through assistance towards schooling or future career and goals. The recipient of the fully funded award demonstrated continued effort and progress toward achieving their goal in the hospitality industry.

Governing Council would like to congratulate the staff and Year 12 students for their outstanding effort in achieving 100% SACE completion rate, which was above the state average. Students also attended Government House who were awarded Academic Merits in their subjects studied. We recognize the significant lift in academic achievement across the middle school in additional to increased number of students working with the staff on the continuous improvement journey.

Regular tasks of financial oversight; school planning; monitoring compliance obligations; and monitoring the achievement of performance objectives and fundraising are carried out efficiently and in a timely manner. In addition, time is set aside to address the strategic issues facing the school.

I would like to thank the members of Governing Council for being involved and helping guide the future of our children and thank the student leadership team for reporting in and working with us in guiding our school.

Amanda Schapel Chairperson, Birdwood High School

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Improvementplanning-reviewandevaluate

Birdwood High’s academic achievements have continued to excel over the past 5 years as we continue our pedagogical improvement commitment. There is clear designation for overseeing and supporting school wide curriculum planning, implementation and review, creating a strong framework for review, change and improvement that is driven by data and educational best practice.

Our Site Improvement Plan coupled with our Strategic Directions makes certain our roles and responsibilities across the school are clear and unambiguous, supporting access for students and families, and is reflected in policies and practices across the school. All teachers continue to implement our contemporary 21st Century Teaching and Learning curriculum.

Our commitment can also be seen in our increasing Virtual Learning Environments of learning and digital platforms such as the Parent Portal delivering real time information about each student's attendance, assessment tasks, homework, achievements and progress. The progress reports provide a mid term snapshot of progress and opportunities to work in partnership in supporting students to evidence their personal best.

NAPLAN and SACE had notable improvements with students attending Government House for the SACE Ceremony. Staff celebrated the success of students through Celebration Assemblies each term. Professional learning and training is prioritized, targeted, well resourced, and aligned with our Site Improvement Plan.

An important improvement driver has been our ongoing work with our Adelaide Hills Partnership and our commitment to work with key subject teacher consultants and universities in addition to drawing on our local industry and business partners from the field. The Collaborative Moderation day gave rise to staff reviewing and implementing improved pedagogical practices and building on curriculum knowledge. This had impact on our student learning outcomes. Ongoing assessment procedures monitor the extent to which each student is benefit from school procedures, informing student, school and parent decisions about individual programs and future pathways.

Our collaborative staff professional learning, and students sharing responsibility for learning STEM and Science research was supported by the launch of our 2.5 million Innovative Learning Centre in March. We have a dedicated STEM line from Years8-10, giving rise to the opportunity to explore in depth what it means to be a STEM thinker. Projects have included building modern cars and problem solving challenges based on construction and electronics as well as programming of robots involved in building the WEM boat Challenge. Coding opportunities assisted in the drone flying and participating in the Stem Nation Drone Challenge.

National Science Week provided the platform to arrange events and evening Science shows, daily science quiz, rocket launching challenges as well as Forensic Science Interactive Presentations and an evening Fauna park walk involving observing the Moon through our telescope.

The quality of communication between the school, and home enhances the education of our students. Our parents are enthusiastic and welcome partners in student learning and well being. Our community focus permeates our culture, curriculum and Student Life programs. In 2019 our school launched our Australian Rules Football Academy for years 8-10 with a pathway into Elite Sports in years 11 and 12.

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PerformanceSummary

NAPLANProficiencyTheDepartmentforEducationStandardofEducationalAchievement(SEA)isdefinedaschildrenandyoungpeopleprogressingandachievingatorabovetheirappropriateyearlevel.ForNAPLAN,thisisstudentsachievinginproficiencybands1ormoreabovethenationalminimumstandardforreadingandnumeracy.Thegraphbelowidentifiesthepercentageofnon-exemptstudentsenrolledintheschoolatthetimeofNAPLANtesting,whohavedemonstratedachievementinNAPLANproficiencybandsatorabovetheSEAforreadingandnumeracy.

Reading

DataSource:DepartmentforEducationspecialextractfromNationalAssessmentProgramLiteracyandNumeracy(NAPLAN)SATAAdataholdings,August2019.*NOTE:Reportingofdatanotprovidedwhenlessthansixstudentsintherespectivecohort.Ablankgraphmayimplystudentcountbeinglessthansixacrossallcohorts.

Numeracy

DataSource:DepartmentforEducationspecialextractfromNationalAssessmentProgramLiteracyandNumeracy(NAPLAN)SATAAdataholdings,August2019.*NOTE:Reportingofdatanotprovidedwhenlessthansixstudentsintherespectivecohort.Ablankgraphmayimplystudentcountbeinglessthansixacrossallcohorts.

4 2019annualreporttothecommunity |BirdwoodHighSchool

NAPLANprogress

Thedatabelowrepresentsthegrowthofstudentsfrom2017to2019intheNAPLANtestrelativetostudentswiththesameoriginalscore,presentedinquartiles.

Reading

NAPLANprogression Year7-9 State(average)

Upperprogressgroup 16% 25%

Middleprogressgroup 54% 50%

Lowerprogressgroup 29% 25%

DataSource:DepartmentforEducationspecialextractfromDataReporting&AnalyticsDirectorate,August2019.*NOTE:Reportingofdatanotprovidedwhenlessthansixstudentsintherespectivecohort(shownwithanasterisk).Duetoroundingofpercentages,datamaynotaddupto100%.

Numeracy

NAPLANprogression Year7-9 State(average)Upperprogressgroup 24% 25%

Middleprogressgroup 57% 50%

Lowerprogressgroup 18% 25%

DataSource:DepartmentforEducationspecialextractfromDataReporting&AnalyticsDirectorate,August2019.*NOTE:Reportingofdatanotprovidedwhenlessthansixstudentsintherespectivecohort(shownwithanasterisk).Duetoroundingofpercentages,datamaynotaddupto100%.

NAPLANuppertwobandsachievementThismeasureshowsthenumberofnon-exemptstudentsenrolledatthetimeofNAPLANtestingwhohavedemonstratedachievementintherelevantNAPLANhigherbands.

No.ofstudentswhosatthetest^

No.ofstudentsachievingintheuppertwobands

%ofstudentsachievingintheuppertwobands**

Reading Numeracy Reading Numeracy Reading NumeracyYear92019 94 95 8 10 9% 11%

Year92017-19average 82.7 83.0 9.3 8.3 11% 10%DataSource:DepartmentforEducationspecialextractfromNAPLANSATAAdataholdings,August2019.^includesabsentandwithdrawnstudents.*Reportingofdatanotprovidedwhenlessthansixstudentsintherespectivecohort.**Percentageshavebeenroundedofftothenearestwholenumber.

5 2019annualreporttothecommunity |BirdwoodHighSchool

SouthAustralianCertificateofEducation-SACESACEStage2grades–percentageofgradesthatareC-oraboveforattemptedSACEsubjects(SEA)

2016 2017 2018 201993% 96% 96% 100%

DataSource:SACESchoolsDatareports,extractedFebruary2019.*NOTE:Reportingofdatanotprovidedwhenlessthansixstudentsintherespectivecohort.Dataexcludesnon-AtoEandWithdrawnNotGradedsubjectresults.

SACEStage2gradedistribution

Grade 2016 2017 2018 2019A+ 1% 0% 1% 3% A 2% 4% 6% 8%

A- 5% 5% 9% 10%

B+ 10% 8% 12% 12% B 20% 21% 13% 14%

B- 15% 18% 16% 11%

C+ 16% 16% 15% 18%

C 14% 15% 20% 17% C- 9% 9% 6% 6%

D+ 2% 3% 3% 1% D 2% 1% 0% 0% D- 1% 0% 1% 0%

E+ 2% 0% 0% 0% E 0% 0% 0% 0%

E- 0% 0% 0% 0% N 0% 0% 0% 0%

DataSource:SACESchoolsDatareports,extractedFebruary2019.*NOTE:Reportingofdatanotprovidedwhenlessthansixstudentsintherespectivecohort.Duetoroundingofpercentages,datamaynotaddupto100%.

SACEcompletion-percentageofcompletersoutofthosestudentswhohadthepotentialtocompletetheirSACEinOctoberthatyear

2016 2017 2018 201992% 98% 98% 100%

DataSource:SACESchoolsDatareports,extractedFebruary2019.*NOTE:Reportingofdatanotprovidedwhenlessthansixstudentsintherespectivecohort.

2016 2017 2018 2019Percentageofyear12studentsundertakingvocationaltrainingortradetraining 60% 68% 57% 56%

Percentageofyear12studentsattainingayear12certificateorequivalentVETqualification 57% 65% 50% 54%

6 2019annualreporttothecommunity |BirdwoodHighSchool

Schoolperformancecomment

Results have improved across the Australian Curriculum and the South Australian Certificate for Education because there is clear designation for planning, designing, developing, articulating, implementing and reviewing curriculum across the school. Significant investment provided professional learning ensuring that teaching strategies and support resources for the taught curriculum allowed all students to be successful. Classroom strategies reflected and accommodated broad comprehensive pedagogy and targeted intervention as needed, personalizing the learning for the diverse range of students. 1:1 support was provided for a number of students, contributing positively to AC and SACE subject completion and access for student post school opportunities. This also allowed students with learning challenges to be successful and for every student to achieve their personal potential.

Staff collaboration through our PLC's has resulted in the development of shared resources for staff and students for the successful completion of the Research Project, Numeracy and Literacy. Results indicate that this has valuable in improving results in both the upper and lower grade bands. Current research has been routinely used to inform professional learning, improving results in all grade bands.

SACE DATA o 100% of students achieved their SACE resulting above State average o 'A' and A+ with merit grades increased significantly from 14% to 21% o Decreased in D and E grades reflected our drive to ensure all students work towards achieving C grade or better o 100% of students successfully completed the SACE compulsory subjects; Stage 1 Literacy, Numeracy and Stage 2 Research Project o PLP completion increased from 86% in 2018 to 98% in 2019 with a 100% goal set for 2020.

NAPLAN 9% of students achieved in upper two bands in Reading and 11% in Numeracy. 8 students did not remain in Numeracy higher bands. 8 students did not remain in the Reading higher bands. However many of these students were still successful in English and Mathematics.

In 2020 there will be a stronger focus on support strategies and refining existing structures to amplify our focus on literacy and numeracy through the personalised tutorial and POD coaching model that continues to drive students achieving their personal best.

The school has continued its focus on a Central Moderation process with the Adelaide Hills Secondary Schools in the Adelaide Hills. The ongoing professional development learning continues to build on current capacity ranging from task design to differentiated learning to inform practice and discuss the level of achievement at the A-E bands.

7 2019annualreporttothecommunity |BirdwoodHighSchool

Actively supportive academic and advisory programs resulted in increased attendance rate further evidencing research about the links between student attendance and achievement. Sub School Teams and Executive Leaders monitored attendance reviews fortnightly. Intervention strategies were drawn from the revised state 'Attendance Policy' 2019. Staff also sought advice from our department support services as we continued to work with families to personalise programs as part of our return to school processes.

Parents accessed Daymap to view their student’s attendance in real time and SMS messages were sent when students were absent. Exemptions and VET attendance are counted as absences, which skews the data from 92%.

Attendance

Yearlevel 2016 2017 2018 2019

Year8 90.4% 91.8% 91.2% 89.2%

Year9 88.0% 87.7% 89.6% 87.2%

Year10 85.3% 80.4% 84.7% 87.1%

Year11 84.3% 83.0% 83.2% 85.6%

Year12 86.1% 81.7% 87.5% 86.6%

Secondaryother 52.7% 81.8% 66.8%

Total 86.6% 84.8% 87.2% 86.7%DataSource:SitePerformanceReportingSystem(SPER),Semester1attendance.Note:Ablankcellindicatestherewerenostudentsenrolled.

Attendancecomment

8 2019annualreporttothecommunity |BirdwoodHighSchool

Staff have worked to develop consistency in ensuring a focus on our Values coupled with a coaching model ensuring the opportunity for all students to access the learning, and for teachers to be able to deliver the teaching and learning programs. Partnerships with parents and families have been developed and harnessed to support behavior that promotes success. The number of suspensions increased slightly resulting from a 'zero tolerance of Bullying and harassment'. A number of students, whose inappropriate behavior affected the good order of the school, were suspended. These results are strong evidence that our focus is highly effective across the school.

Behavioursupportcomment

Clientopinionsummary

In the School Opinion surveys 72 parents responded to the survey. The 2018 results were rated on a 5 for strongly agree to 1 for a strongly disagree. The lowest recorded score was 3.6 ‘My child’s learning needs are being met at the school’ with the highest rating at 4.3 to Teachers at this school expect my child to do his or her best to be inclusive. Our team members have worked alongside our parent, student and local community to listen and work together on our journey from a good to great school.

We were pleased to have received consistent ratings in all areas in 2019. Feedback received at events such as acquaintance, parent/ student/ teacher conferences, career and course counselling nights rated highly. The highest rating feedback included “The school is well maintained and my child feels safe at the school” and I can talk to my child’s teachers and leadership about my concerns and this school looks for ways to improve.

In 2020 and as part of our External School Review we will be seeking feedback from our school community and our partners as we continue our improvement towards our Vision of delivering a world class education system.

Parents and students have responded positively regarding the joint ICT Connectivity Pilot project with Telstra. The initiative has seen our students engage in the learning increasing access to resources that were limited due to connectivity and bandwidth for our township. Parents have provided the school with constructive feedback as we continue to refine our 21st Century pedagogy delivery approaches. The school increased the number of computers installed and the regional hub located on our site bringing immediate resources and solutions. Student feedback has been notable with regard to customer service delivery received via the Learning Hub.

Our International students learning program feedback via our Governing Council evidenced the program continued to flourish with student study tours, visiting international teachers from Thailand and long term international students from Germany and Japan. Members of our community have voiced their support to continue our international relations and for reciprocal visits to take place to further support international mindedness across our international partnership and communities. The Europe Trip planning has commenced for 2020.

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Birdwood High School continues to fulfill screening requirements for staff, students, volunteers, Bus drivers, Governing Council members and private providers. We have continued to recruit families to support the International Programs and have provided training for our staff to ensure all screening obligations have been met. Criminal history screenings are maintained as per Department for Education requirements. Working with Children Check screening applications were introduced in June 2018 including for Study Tour Homestay Families. These records are maintained and reviewed both electronically and hard copy.

Intendeddestination

School

LeaveReason Number %

Employment 16 12.6%

Interstate/Overseas 4 3.1%Other 2 1.6%

SeekingEmployment 20 15.7%

Tertiary/TAFE/Training 22 17.3%

TransfertoNon-GovtSchool 6 4.7%

TransfertoSAGovtSchool 29 22.8%

Unknown 28 22.0%

Unknown(TG-NotFound) 0 NA

DataSource:EducationDepartmentSchoolAdministrationSystem(EDSAS)DataextractTerm32019.

Relevanthistoryscreening

10 2019annualreporttothecommunity |BirdwoodHighSchool

Qualificationsheldbytheteachingworkforceandworkforcecomposition

AllteachersatthisschoolarequalifiedandregisteredwiththeSATeachersRegistrationBoard.

QualificationLevel NumberofQualifications

BachelorDegreesorDiplomas 50

PostGraduateQualifications 27

DataSource:DepartmentforEducationHRManagementReportingSystem,extractedTerm32019.

Pleasenote:Staffwhohavemorethan1qualificationwillbecountedmorethanonceintheabovequalificationtable.Thereforethetotalnumberofstaffbyqualificationtypemaybemorethanthetotalnumberofteachingstaff.

WorkforcecompositionincludingIndigenousstaff

TeachingStaff Non-TeachingStaff

Indigenous Non-Indigenous Indigenous Non-Indigenous

Full-TimeEquivalents 0.0 33.7 0.0 9.4

Persons 0 35 0 10

DataSource:DepartmentforEducationHRManagementReportingSystem,extractedTerm32019.

Financialstatement

FundingSource AmountGrants:State 5 231 295

Grants:Commonwealth 0

ParentContributions 265 366

FundRaising 3 863

Other 266 049 DataSource:EducationDepartmentSchoolAdministrationSystem(EDSAS).

2019 school annual report: Tier 2 funding report*

Tier 2 funding section

Tier 2 category (where applicable to the site)

Briefly describe how the 2019 funding was used to improve the relevant Standard of Educational Achievement (SEA) outcomes

Outcomes achieved or progress made towards these outcomes

Improved behaviour management and engagement

Targeted funding for individual students

Improved outcomes for students with an additional language or dialect

Improved outcomes for students with disabilities

Targeted funding for groups of students

Improved outcomes for • rural and isolated students• Aboriginal students• numeracy and literacy

including early years supportFirst language maintenance and developmentStudents taking alternative pathways Learning difficulties grant

Australian Curriculum

Aboriginal languages programs initiatives

Better schools funding

Other discretionary funding

Specialist school reporting (as required)

Improved outcomes for gifted students

Primary school counsellor (if applicable)

*Tier 2 funding provides additional resources to support students who are unlikely to obtain the desired outcomes without further support.

Program funding for all students