________________________________________________________________________________________

GIHS Annual Report 2016 1

GLENUNGA INTERNATIONAL HIGH SCHOOL

Annual Report 2018

Department for Education T/A South Australian Government Schools CRICOS Provider No. 00018A

GIHS Annual Report 2018 2

CONTENTS

SECTION 1 CONTEXT .............................................................................................. 3

1.1 INTRODUCTION .................................................................................... 3

1.2 GOVERNING COUNCIL’S REPORT ..................................................... 3

SECTION 2 STRATEGIC DIRECTIONS .................................................................. 4

SECTION 3 REQUIRED DATA ANALYSIS .............................................................. 5

3.1 ENROLMENTS ...................................................................................... 5 3.1.1 BEHAVIOUR MANAGEMENT ............................................................... 6 3.1.2 ATTENDANCE / ABSENCES ................................................................ 6 3.1.3 DESTINATIONS ..................................................................................... 7

3.2 PERFORMANCE SUMMARY ................................................................ 8 3.2.1 NAPLAN PROFICIENCY ....................................................................... 8 3.2.2 INTERNATIONAL BACCALAUREATE (IB) ACHIEVEMENT DATA ...... 9

3.2.3 SACE ACHIEVEMENT DATA ............................................................... .9 3.2.4 ENGLISH LANGUAGE PLUS OUTCOMES......................................... 11

SECTION 4 CLIENT OPINION SUMMARY ............................................................. 11

SECTION 5 STAFF INFORMATION ....................................................................... 12

5.1 TEACHER QUALIFICATIONS ............................................................. 12

5.2 TEACHING STAFF COMPOSITION & RETENTION ........................... 12

5.3 DfE RELEVANT HISTORY SCREENING ........................................... 12

GIHS Annual Report 2018 3

SECTION 1 CONTEXT

1.1 INTRODUCTION

Glenunga offers specialist programs for the International Baccalaureate Diploma and students with high intellectual potential (IGNITE). Our student enrolment was 1681 students from 78 different countries and 94 cultural backgrounds. An additional 78 fee paying students were involved in our international program.

Our international focus permeates our culture, curriculum and Student Life programs. In 2018 our school was involved in a very successful Council of International Schools (CIS) Accreditation Visit: the outcome was that we were approved for accreditation at world class level.

In 2016 all teachers agreed to implement in all classes the Glenunga Framework for 21st Century Teaching and Learning developed by leaders and teachers. This implementation continued to be a focus in 2018. Our commitment to 21st century learning can also be seen in our increasing personalisation of learning; in our collaborative staff professional learning every week; in our partnership with students to share responsibility for learning; in our faculty and cross-faculty teams focussed on pedagogical improvement; in all students using Virtual Learning Environments and a range of digital platforms; and in our Parent Portal delivering real time information about each student's attendance, assessment tasks, homework, achievements and progress.

Glenunga has been nominated as being one of the nation’s leading schools in terms of its academic achievements and its use of technology to deliver 21st century personalised learning. This continued growth in effective use of technology is a tribute to our staff and students as well as the support from our families.

An important improvement driver has been our ongoing work with our partners from Flinders University and UniSA using data from the annual Student Survey to continually improve classroom practice. Student leaders have worked with our university partners and reported the findings to staff and Governing Council. We have also worked with Flinders University on 'unhelpful perfectionism' and with Adelaide University on the e-challenge.

Our students have also distinguished themselves in state and national competitions. In the Oliphant Science Awards a Glenunga student won the conveted Oliphant Trophy and 13 others were prize winners. For eChallenge two teams of students won awards: Leaver and Son Ecouragement Award and Day at Microsoft Award. For ICAS Awards: in Maths 5 students won medals and 120 students were award winners; in Science 3 students won medals and 43 students were award winners; and in Digital Technologies 13 students were award winners. Other outstanding results were achieved in: the Australian Maths Competition; Australian History Competition; Year 8 SA debating championship; SA Junior Chess League; Open Boys and Girls Knockout Badminton; Open Girls Indoor Soccer; Year 8/9 Boys KO Indoor Soccer; Open Boys Knockout Table Tennis; Year 8/9 Boys Knockout Table Tennis; Open Boys and Girls Knockout Volleyball; the Southern Zone Open Girls Soccer. We also have many state representative athletes. After finishing as a finalist for Bond University Film & Television Awards in 2017, Glenunga students won Best Cinematography at the 2018 Awards whilst also being shortlisted for the People’s Choice and Dean’s Choice awards.

1.2 GOVERNING COUNCIL’S REPORT

Governing Council members are characterised by a common commitment to the GIHS values and drive to be the best 21st century school it can be defined in terms of its students’ learning and wellbeing outcomes. The membership’s diversity of skills, cultures, experience and talents provide a base to allow for rigorous analysis and robust debate.

The Governing Council (GC) and the subcommittee agendas are always interesting and ensure that 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.

2018 Highlights

Governance: The budget for the year was again on target and balanced.

Student Wellbeing: the GC has supported initiatives to assist students, parents and teachers including hosting well attended well being sessions for parents.

Community Engagement: the GC increased the number of community members involved in GC committees and activities including the Council of International Schools’ Accreditation review and Meet the Principal breakfasts.

GIHS Annual Report 2018 4

Project GRO (Glenunga Resourcing Options): Review and analysis of the Stage 1 Project along with improvements and modifications were completed in 2018. This included negotiations with Department for Education regarding project management for Stage 2, planned to be implemented in 2019.

CIS Accreditation: the GC and community members were actively involved in the evaluation team visit in October 2018.

GC supported the Value of International Mindedness in particular through its involvement with Globeshakers Week and the Humans of Glenunga Project.

21st Century Teaching and Learning: this continues to be the top strategic priority for the GC for 2018 and into the future. This is already showing positive results: in academic performance as all students move closer to achieving their personal best, and in all aspects of school life including wellbeing. The GC has input in planning and is regularly briefed by the Principal on progress with implementation.

Our People We are willingly supported by a large and active group of people from our community who contributed to our school functions such as World Teachers’ Day, Celebration assemblies, Year 12 Graduation, Wellbeing Week, Globeshakers Week, Humans of Glenunga, Information Nights, Year 8 Shared Dinner, Council of International Schools (CIS) visit and fundraising events. We thank everyone involved.

The Council recognises our talented and diverse staff. Our teachers are to be congratulated for maintaining a high level of performance and simultaneously embracing significant change.

In addition to the staff of the school, I would like to thank:

the members of the Governing Council

our Principal Wendy Johnson, Deputy Principal Jeremy Cogan, and Business Manager Stephen Milliken

our staff representatives Gennaro Marino, Joan McInnes and Nick Fowler.

I would particularly like to recognise the leadership, dedication, wisdom and drive of George Beltchev who led and guided our GC for the past two years and very sadly died in December. George had a clear vision for the Foundation and Project GRO as well as unwavering commitment to the school’s pursuit of 21st century learning and teaching. We will miss his leadership and his friendship very much.

The Governing Council enjoys rigorous debate which could not have taken place without the energy, insight and generosity of George, Jeanette Miller (Deputy Chairperson/Communications), Michael Ketses (Treasurer), Christine Favre (Community Engagement Committee), Stacy Pickett (Finance), Richard Wallace (Finance), Fabienne Reilly (Project GRO), Angela FitzHenry (Community Engagement Committee, Project GRO, Finance), Kay Johnston (Community Engagement Committee Co-chair), Janet Chau, (Community Member, Community Engagement Committee), Kartik Shah (Community Member, Project GRO), Nam Nguyen (Community Member, Community Engagement Committee), Paul Rolan (Community Member, Community Engagement Committee) and our Head Prefects Artin Arjomandi and Thea Martin as well as Prefect Vasilia Ketses.

SECTION 2 STRATEGIC DIRECTIONS

IMPROVEMENT PLANNING AND OUTCOMES 1. High Quality Teaching and Learning Outcomes

Improved pedagogy has been progressed as follows: the GIHS Pedagogical Framework Essential Practices consistently guide teacher understanding of high quality teaching and learning. Reflective Practice time enables teachers to collaboratively plan, develop, assess and moderate learning and task design using student feedback, peer observations and student achievement data to inform improvement.

Developing continuums to describe the 21st Century skills known as the 4C’s – creativity, critical thinking, collaboration and communication that teachers need to develop with students. Using this tool to capture growth in learning.

Partnering with Professor Jong Zhao on Transforming Schools project and establishing the student led 21st Century Learner Council.

Refined Program X 21st century learner strand.

Early Career Teachers receiving specific coaching to implement the Pedagogical Framework.

Maths and English teachers retaining students in the NAPLAN Higher Bands from Year 7 to 9 and results to ensure these students are achieving their personal best.

GIHS Annual Report 2018 5

Articulating school’s view of STEM – implement 2019.

Providing professional learning for staff in Dylan Wiliam’s Formative Assessment Strategies. Appointing new leaders in Innovation and Entrepreneurial Thinking and Data-based Improvement.

2. Wellbeing and Learner Support Outcomes

Continued to implement the Student Wellbeing Framework and refined Program X Wellbeing strand.

'How Emotion Works' - 52 staff completed - positive feedback.

Non Home Group teachers trained in the Wellbeing Framework and Program X Wellbeing strand.

Communication strategy implemented including weekly social media updates and SchoolTV.

Unhelpful Perfectionism Program implemented with two IGNITE Groups with Flinders University.

“Chilled Out Program” - reduction in total anxiety scores and developed confidence in working with others. Year 9/10 Mentoring Program - improved confidence, self-esteem, and empathy. 70% students - improved attendance and increased GPA.

The Wellbeing Council designed and delivered 2018 Wellbeing Week. Worked on reducing the stigma associated with mental health. Provided feedback regarding Program X curriculum development.

Student Life: 65% of students involved; 11 new Clubs; 36 external organisations.

3. International Mindedness Outcomes

The Pillars of International Mindedness embedded in all curriculum areas (one task per semester) and identified in Teaching and Learning Cycles.

International Mindedness featured as a key strand of Program X.

#Globeshakers Week was reconceptualised with Year 11 students leading Year 8, 9 and 10 students in Experiences of Empathy.

The CIS full team evaluation visit, coupled with the harmonised External School Review (ESR) was a successful celebration of the school’s successes against international standards.

SECTION 3 REQUIRED DATA ANALYSIS

3.1 ENROLMENTS

Student Enrolments (FTE) by year level 2016 – 2018

Year Level 2016 2017 2018 Change

M F T F M T M F T 2016 - 2017 2017 - 2018

Year 8 188 143 331 198 172 370 182 164 346 39 -24

Year 9 185 167 352 171 130 301 189 160 349 -51 48

Year 10 198 179 377 209 184 393 195 166 361 16 -32

Year 11 201.8 158.8 360.6 174 170 344 194 167 361 -16.6 17

Year 12 152.4 158.2 310.6 190 153 343 168 174 342 32.4 -1

Total 925.2 806 1731.2 925.2 806 1751 928 831 1759 19.8 8

GIHS Annual Report 2018 6

Student Enrolment Specific Populations (FTE) 2016 – 2018

Student 2016 2017 2018 Change

Group F M T M F T M F T 2016-2017 2017-2018

ATSI 4 2 6 2 2 4 3 3 6 1 2

NESB 461 408.4 824.4 618.4 599.7 1218.1 669 596 1265 393.7 46.9

EALD 406.5 302.3 708.8 541.8 486 1027.8 574 504 1078 319 50.2

Disabilities 18 3 21 23 4.6 27.6 25 9 34 6.6 6.4

School Card 86.8 85.2 172 76.8 69.55 146.35 102 103 205 -25.65 58.65

3.1.1 BEHAVIOUR MANAGEMENT

The school's focus on Values (particularly Harmony) coupled with a coaching model has seen behaviour incidents remain low. 26 (1.4%) individual students were externally suspended in 2018 for a total of 43 incidents. 16 incidents were where behaviour did not adhere to the school Values. These numbers indicated only a small proportion of students acted in a manner that led to significant behavioural consequences. These results are strong evidence that our focus is highly effective across the school.

3.1.2 ATTENDANCE / ABSENCES

Year Level 2016 2017 2018 Change

School DECD School DfE School

DfE not

provided by DfE in

2018

2016-2017 2017-2018

Year 8 95.4 90.3 92.7 88.9 93.8 -2.7 1.1

Year 9 94.5 88.1 92.0 86.6 92.6 -2.5 0.6

Year 10 93 87.6 92.9 86.6 93.8 -0.1 0.9

Year 11 93.8 88.1 93.9 88.8 93.9 0.1 0

Year 12 93.5 89.4 94.9 90.3 92.7 1.4 -2.2

Total All Year Levels 94.2 90.7 93.5 90.7 93.4 -0.7 0.1

Home Group Teachers, Sub School Teams and Executive Leaders monitored attendance every three weeks. Intervention programs were implemented when necessary including working with families to personalise intervention. Parents accessed the Parent Portal in Daymap to view their student’s attendance in real time. SMS messages were sent when students were not in class. 'U' attendance reduced to 0%.

GIHS Annual Report 2018 7

3.1.3 DESTINATIONS

University 2016 2017 2018

Adelaide University 49% 48% 51%

University South Australia

28.% 22% 29%

Flinders University 23% 30% 20%

Note: The data only relates to students studying in South Australia

68% of the 346 Year 12 graduates have confirmed tertiary enrolments in South Australia. The remaining 32% are intending to work or study abroad. Employment shifted from 3.1% in 2017 to 3.43% in 2018. Adelaide University remained the priority destination for our graduates. Medicine and other Health Sciences, including Nursing and Midwifery took 20.61% of the cohort in comparison to 26.4% in 2017. Engineering/Construction is a consistent choice for graduates at 5.14% in 2018. Graduate choices for institutions have been consistent since 2012. In 2018 University of Adelaide attracted 51% of the cohort’s course selections, the University of South Australia and Flinders University course selections were 29% and 20% respectively.

Course No. of

Students Course

No. of

Students

Architecture 7 Law 23

Arts 9 Medical Science 21

Business

Commerce/Economics 32 Medicine 5

Computer Science 4 Nursing 6

Continuing Study 8 Overseas Study 4

Education 10 Other 50

Engineering 33 Pharmacy 3

GAP 7 Physiotherapy 1

Health Science 25 Psychological Science 15

IT 6 Science 22

International Studies 3 Still Investigating 28

Journalism 1 Visual Arts/

Design/Media 25

Course No. of

Students Course

No. of Students

Architecture 1.14% 4 Information Technology/Computer Science/Maths 3.14%

11

Arts 3.14% 11 International Relations 0.29% 1

Aviation 0.57% 2 Languages 0.57% 2

Business / Commerce 3.71% 13 Law 3.43% 12

Creative Arts 2% 7 Medicine/Medical Science 6.86% 24

Criminology 1.14% 4 Nursing/Midwifery 2.29% 8

Dentistry 1.14% 4 Music 0.57% 2

Design/Media 1.43% 5 Other 2.29% 8

Economics 0.57% 2 Pharmacy 1.14% 4

Education 2.29% 8 Physiotherapy 2.29% 8

Electrical 0.86% 3 Psychology 2.29% 8

Employment 3.43% 12 Science 2% 7

Engineering/Construction 5.14% 18 Social Work 0.57% 2

Forensic Science 0.29% 1 Speech Pathology 0.29% 1

Game Design/Production 0.57% 2 Still Investigating 28.29% 99

Gap Year 3.43% 12 Study 3.43% 12

Health & Medical Science 9.43% 33

GIHS Annual Report 2018 8

3.2 PERFORMANCE SUMMARY

3.2.1 NAPLAN PROFICIENCY (National Assessment Program: Literacy and Numeracy)

Data Source: Dept. for Education special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, August 2018. *NOTE: Reporting of data not provided when less than six students in the respective cohort. A blank graph may imply student count being less than six across all cohorts.

358 Year 9 students (compared with 326 in 2017) sat for the NAPLAN Test and performed above state and national averages in all areas. Glenunga Mean Scores Compared to National, DfE and Index Schools Mean Scores (2018)

Spelling Grammar Writing Reading Numeracy

Glenunga 625.8 643.6 608.4 627.5 659.3

National 583.3 578.0 542.3 593.8 595.6

DfE 568.2 563.1 515.0 569.1 574.8

Index School 598.4 599.8 558.4 600.1 612.3

Mean Scores (2011 – 2018) Mean scores are the average raw scores achieved by cohorts of Year 9 students over the last six years. Mean scores provide a way of comparing successive cohorts over time and can be used as benchmarks to be achieved.

Year Spelling Grammar Writing Reading Numeracy

GIHS 2012 627.3 639.1 625.1 633.9 662.4

GIHS 2013 633.3 647.9 612.3 634.5 666.1

GIHS 2014 640.2 638.6 614.0 638.0 648.3

GIHS 2015 636.6 628.5 598.4 632.0 656.0

GIHS 2016 639.9 640.2 600.3 636.9 658

GIHS 2017 637.3 646.4 606.4 630.6 646.5

GIHS 2018 625.8 643.6 608.4 627.5 659.3

NAPLAN Progression Growth Rate of Students from Year 7 to Year 9: The following table shows the growth rate that students have made in reading and numeracy since their NAPLAN assessment in Year 7. Typically, schools expect cohorts to have 25% of students in the lower group meaning a lower than expected rate of progress, 50% of students in the middle group demonstrating the expected rate, and 25% of students in the upper group meaning a higher rate of growth than normal ie schools expect an approximate 25–50–25 split. Our school is value-adding which is demonstrated by a 13-51-38 split in Reading and 19-43-38 in Numeracy.

Grouping Reading

2018 Reading

2017 Reading

2016 Reading

2015

Reading 2014

Numeracy 2018

Numeracy 2017

Numeracy 2016

Numeracy 2015

Numeracy 2014

Lower 25% 13% 11% 12% 12% 9% 19% 20% 13% 12% 16%

Middle 50% 51% 49% 50% 50% 46% 43% 47% 46% 50% 49%

Upper 25% 38% 40% 38% 38% 45% 38% 34% 41% 38% 35%

GIHS Annual Report 2018 9

3.2.2 INTERNATIONAL BACCALAUREATE (IB) ACHIEVEMENT DATA

2015 2016 2017 2018

TOTAL CANDIDATES 76 64 84 75

DISTINCTIONS

(40+/45) 16

20% 14

22% 20

24% 18

24%

MERITS (7/7) 44 STUDENTS

86 MERITS 40 STUDENTS

86 MERITS 48 STUDENTS 105 MERITS

38 STUDENTS 91 MERITS

AVERAGE ATAR 96 96 93 92

AVERAGE IB SCORE 36 36 35 35

4 students achieved 43 out of 45 points which is an ATAR of 99.8. The percentage of students with Distinctions was the same as in 2017 and 9% higher than in 2016 and 4% highter than 2015. The average score in the IB Diploma was 35 points. During the period of this data, the average score varies by only one point.

3.2.3 SACE ACHIEVEMENT DATA 321 Year 12 students comprised 246 SACE and 75 IB Diploma.

SACE Completion - Percentage of completers out of those students who had the potential to complete their SACE that year.

2016 2017 2018

100% 98% 98% Data Source: SACE Schools Data reports, extracted February 2018. *NOTE: Reporting of data not provided when less than six students in the respective cohort.

SACE Stage 2 Grades – Percentage of grades that are C- or above for attempted SACE subjects (SEA). 2016 2017 2018

98.6% 99% 98.4% Data Source: SACE Schools Data reports, extracted February 2018. *NOTE: Reporting of data not provided when less than six students in the respective cohort.

GIHS Annual Report 2018 10

SACE Stage 2 Grade Distribution

Grades 2015 2016 2017 2018

A+ 5.99% 7.29% 5.97% 7.06%

A 12.45% 15.86% 13.02% 14.51%

A- 14.07% 16.88% 15.75% 16.33%

B+ 13.97% 15.86% 17.08% 14.12%

B 15.49% 15.27% 14.68% 15.54%

B- 15.4% 12.55% 13.43% 12.05%

C+ 10.55% 8.91% 11.03% 9.19%

C 8.27% 3.9% 5.22% 6.5%

C- 2.38% 2.04% 2.57% 3.09%

D+ 0.57% 0.76% 0.83% 0.87%

D 0.38% 0.42% 0.17% 0.39%

D- 0.19% 0.08% 0.17% 0.32%

E+ 0.19% 0.17% 0% 0%

E 0.1% 0% 0.08% 0%

E- 0% 0% 0% 0%

N 0% 0% 0% 0% Data Source: SACE Schools Data reports, extracted February 2018. *NOTE: Reporting of data not provided when less than six students in the respective cohort. Due to rounding of

percentages, data may not add up to 100%.

COMPARISON OF THE NUMBER AND PERCENTAGE OF SACE GRADES ‘A’ TO ‘E’ RESULTS 2015 to 2018

GRADES SCHOOL 2015

SCHOOL 2016

SCHOOL 2017

SCHOOL 2018

NUMBER PERCENTAGE NUMBER PERCENTAGE NUMBER PERCENTAGE NUMBER PERCENTAGE

A 342 33% 488 40% 419 35% 478 38% B 472 45% 525 44% 545 45% 526 42% C 223 21% 195 15% 227 19% 237 19% D 12 1% 16 1.26% 14 1.2% 20 1.6% E 3 0.3% 2 0.17% 1 0.1% 0 0%

TOTAL 1052 1226 1206 1261

GIHS Annual Report 2018 11

The percentage of SACE A grades increased from 2017 to 2018. This was the second highest percentage of A grades for the period 2015 to 2018. B grades dropped from 2017 and 2016. C grades were the same as in 2017 but higher than in 2016. D grades increased and there were no E grades in 2018. VOCATIONAL EDUCATION AND TRAINING (VET)

2016 2017 2018

Percentage of Year 12 students undertaking Vocational Training or

Trade Training 4.8% 11.1% 15%

Percentage of Year 12 students attaining a Year 12 certificate or

equivalent VET qualification 3.5% 8.3% 12.3%

3.2.4 ENGLISH LANGUAGE PLUS OUTCOMES

2018 Level

Growth

Year 8 Students: 35 Classes: 2

Year 9 Students: 27 Classes: 2

Year 10 Students: 32 Classes: 2

8-10 ELP Students: 94 Classes: 6

-1 0 0 0 0

±0 0 0 0 0

+1 17 (49%) 6 (22%) 9 (28%) 32 (34%)

+2 12 (34%) 14 (52%) 15 (47%) 41 (44%)

+3 6 (17%) 7 (26%) 8 (25%) 21 (22%)

In Years 8 to 10 34% of students taking English Language Plus improved by one level, while 44% improved by 2 levels and 22% by 3 levels. The goal of increasing students’ literacy levels is being steadily progressed.

SECTION 4. CLIENT OPINION SUMMARY The school has used the Council of International Schools (CIS) Community Survey as an indication of its progress. This survey is being used by schools around the world and it will be able to be benchmarked from 2019 onwards. This perception data engaged multiple constituents; students, teachers, Governing Council members, parents/caregivers, ancillary staff and alumni. The data drew responses on every aspect of the school. 84.7% of respondents strongly agreed/agreed that the following aspects were highly supported and met students’ needs: The use of Information Technology to enhance learning.

The challenge expected of our students.

The support students received academically.

The curriculum meets students’ needs.

Additional information gives a picture of parents’ view of the school’s provision for student learning needs. 93.1% strongly agreed/agreed that my child’s learning needs are supported by the school. 91.4% strongly agreed/agreed that my child is engaged in learning.

97.1% strongly agreed/agreed that their child is safe at school.

95.2% strongly agreed/agreed that the school promotes a supportive environment for students’ learning and well-being.

GIHS Annual Report 2018 12

Student responses were also very positive as this snapshot shows:

89.1% strongly agreed/agreed that the school takes account of my learning needs.

93% strongly agreed/agreed that they understand their expected learning outcomes.

88.3% strongly agreed/agreed that they know where to go for support for learning. The school included in the CIS Community Survey customised statements that were designed to enable us to gauge our progress in the key developmental areas, particularly related to our strategic priorities of 21st Century Learning, International Mindedness and Wellbeing. The level of positive responses was affirming, indicating the degree to which our community embraced critical aspects of our culture, teaching, learning and wellbeing. The Accreditation Team recommended that our school continues to accelerate the implementation of the Pedagogical Framework, the Wellbeing Framework, and the Pillars of International Mindedness as well as implementing professional learning associated with gifted and special needs students. Governing Council has been asked to review our Guiding Statements and to monitor progress with their Action Plan outcomes. Transition from school to work and study needs increased support. Constituent responses were extremely positive. Of note is the reference to the school’s focus on providing high quality service to students, staff and families recorded at 99.5% Agreed/Strongly Agreed by Teachers and Support Staff. Students identified that the school has a focus on wellbeing with 94% Agreed/Strongly agreed. Another highlight was 100% Teachers Agreed/Strongly Agreed that they obtain feedback from students on the effectiveness of their teaching strategies and modify their practice accordingly. 89.2% of students Agreed that they are seeing this practice occurring in their classes, which is very exciting given it is a new process for most teachers. We will undertake the survey in 2019 and track response trends.

SECTION 5 STAFF INFORMATION

5.1 TEACHER QUALIFICATIONS All teaching staff are registered teachers with the SA Teachers Registration Board, and have met all mandatory requirements. Recently the school has been seeking high quality early career teachers to diversify its workforce. Qualifications are summarised as follows:

Qualification Level Number of Qualifications

Bachelor Degrees or Diplomas 232

Post Graduate Qualifications 126

Data Source: Data Source: Dept. for Education HR Management Reporting System, extracted Term 3 2018. Please note: Staff who have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

5.2 TEACHING STAFF COMPOSITION AND RETENTION Workforce Composition including Indigenous staff

Workforce Composition

Teaching Staff Non-Teaching Staff

Indigenous Non Indigenous Indigenous Non Indigenous

FTE 0 114.0 0 29.3

Persons 0 121 0 31

Data Source: Data Source: Dept. for Education HR Management Reporting System, extracted Term 3 2018.

5.3 DfE RELEVANT HISTORY SCREENING Criminal history screenings are maintained as per DfE requirements. DCSI screening applications have included Sports Coaches, Student Life Volunteers, guest speakers and Study Tour Homestay Families. Colour coordinated records are maintained and reviewed both electronically in the secure GIHS drive and also in secure files for access by the relevant personnel. Volunteers have been added to the confidential record system and are supported by a structured induction process.