Mosman High School Annual Report

Transcription

1 Mosman High School Annual Report

2 Introduction The Annual Report for 2016 is provided to the community of Mosman High School as an account of the school s operations and achievements throughout the year. It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. Susan Wyatt Principal School contact details: Mosman High School (MHS) 769 Military Road Mosman mosman-h.school@det.nsw.edu.au Message from the Principal Mosman High School is proud of its outstanding academic record and its recognition as a centre of excellence in senior studies. This reflects the quality of the curricular and extracurricular activities offered and the exemplary achievements of its students and staff. The year 2016 continued this tradition of excellence in academic achievement, the performing arts, sport, vocational education and welfare. Mosman High School aims to develop independent, resourceful and tolerant young men and women, equipped with the personal, social, academic and technological skills necessary in a changing world. Mosman High School is a comprehensive, co-educational secondary school located in the middle of Mosman shopping village. The school continues to run programs for exceptional students with talent in visual arts, drama, music, some sports and languages as well as academic ability. The school s mission statement A school community fostering creativity, individuality and leadership while striving for excellence in teaching and learning reflects an ethos and tradition that provides students with an education for life, in a caring and supportive environment. The school s reputation is well established as providing opportunities for students to seek excellence and achieve their personal best in a wide range of programs. The school enjoys enthusiastic parent and community support through its Parents and Citizens Association (P&C) and subsidiary committees. I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school's achievements and areas for development. Susan Wyatt

3 School background School vision statement We see our mission as 'Education for Life' and we believe that we assist students to progressively accept more responsibility for self-discipline, to develop self-respect, to contribute to the community, to develop a love of learning and to strive for excellence. We believe that students are individuals with rights and responsibilities and offer an environment that reflects our society and better prepares students for their future lives. Our Mission Statement reflects our vision - 'A school community fostering creativity, individuality and leadership while striving for excellence in teaching and learning.' School context Mosman High School is a comprehensive, coeducational secondary school of over 1000 students with an outstanding reputation for academic achievement and success in the creative and performing arts. The school is conveniently located on Sydney's lower North Shore, in the business and shopping district of Mosman - a harbourside suburb just five kilometres from the heart of Sydney, near Balmoral Beach and the famous Taronga Park Zoo, with easy access to bus and ferries. The school has a high community profile and is proud of the very active involvement of its parents and the community. Self-assessment and school achievements Self-assessment using the School Excellence Framework In 2016, our school undertook self-assessment using the elements of the School Excellence Framework. Learning Mosman High School has a well-developed learning culture where students, staff and parents have a shared understanding for student success based on positive, respectful relationships. Wellbeing of students is at the forefront of the learning community with strong and effective Learning and Support and Welfare teams. The P&C provided financial support so that the School had full-time counsellor in semester 1, 2016 and in semester 2 the school entitlement changed to provide a full-time counsellor. Building on the work of Jenny Gore and Quality Teaching, the school formed a partnership with Melbourne University, John Hattie and the Corwin Group to focus on Visible Learning including differentiation of learning and provision of individualised feedback. Almost 50% of teaching staff worked with the UNSW GERRIC Centre to obtain Certificates of Gifted learning. Mosman High belongs to the Harbourside Community of Schools (CoS) as well as the Lower North Shore CoS and has strong links with the local community including the Municipal Council, Rotary, HMAS Penguin and more. Our focus on cross-curricular Project Based Learning (PBL) is expanding with Year 8 participating in the unit Sustainability linked to the school s Enviro Week. The number of extra-curricular opportunities continues to expand and includes Duke of Edinburgh, debating, chess club, programming clubs as well as in sport and performance. MHS staff uses data from a range of external measures including NAPLAN, HSC, TIMMS and the TTFM (Tell Them From Me) survey to evaluate teaching practice and improve individual student performance. This data informs planning to support the learning of individual students as well as groups. The School focus on feedback extends from teacher feedback to individual students in the classroom, to specific and detailed feedback through the School s reporting process. NAPLAN and HSC data infer that MHS is a high achieving school with excellent valueadded results for all three ability groups. A focus for 2017 in Stages 4 and 5 will be on writing and the development of more cross-curricular units of work. Teaching Teaching and learning programs are regularly revised and teachers use performance data and student feedback to modify their practice. A focus for staff is on feedback and particularly formative feedback. This will continue in A focus for 2016 was assessment for, as and of learning in the classroom. This focus will also continue for Analysis of student data from a number of sources is presented and discussed

4 with the executive and all teachers at MHS. This forms the basis for subject and whole school improvement. Models of good differentiation of student learning are shared between faculties as are templates for individual student feedback, with the mathematics faculty still leading in this area. Professional Learning based on the GERRIC model has underpinned teachers approach to program writing and teaching in the classroom. A strong approach to collaboration within and between faculties as well as across Communities of Schools has been established providing mentoring and support. Professional Learning for staff is underpinned by the School Plan and the individual personal goals of the teaching staff. Teachers actively share professional learning within their faculty and to staff across the whole school. A recent focus at MHS has been the use of workshops particularly on SDDs where teacher experts share their knowledge and skills with other teachers. MHS has collaborated with the Lower North Shore Community of Schools (LNSCoS) to develop a shared program for supporting Beginning Teachers. This supplements existing school based induction programs. This CoS PL program was extended in 2016 to include early career teachers and teachers applying for HAT and LEAD accreditation, with Nadene Kennedy supporting the teachers applying for HAT and LEAD. All teachers were trained in the Professional Standards in 2016 with David Gault from BOSTES providing a detailed presentation. In 2017 these PL and induction programs will continue as will the partnership with Melbourne University and the John Hattie group focusing on Visible Learning and effective feedback. Leading Teachers have and are encouraged to have purposeful leadership roles based on their expertise and interest. MHS has strong support within its parent and wider community. Apart from a very active P&C, there are a number of parent committees supporting areas of parent interest including music, drama, welfare, art, science and technology, sport and the environment. These parent groups work with staff to facilitate opportunities for students. The school has established strong and reciprocal relationships with a number of universities including Sydney University as well as local organisations including Mosman Council, Mosman RSL, the Mosman Daily and charities including Legacy, The Salvation Army, Cancer Council to name a few. The School Plan is a reflection of the views of all stakeholders in the Mosman community and is regularly tuned to reflect evolving school development. MHS is recognised in the community for its success in student learning and leadership, its strong focus on student wellbeing and ethos directed to continual improvement based on diverse feedback. Teaching staff at MHS are extremely capable and recognised for the quality of their teaching practice. With the support of the school community a number of innovative 21 st century refurbishments have taken place to improve student learning and engagement including in mathematics classrooms, the school playground and in 2016/7 the library and the school administration area. The Mosman Community College uses the school facilities throughout school terms and a number of local sporting groups use the schools facilities after hours. MHS students and staff participate in local community functions including performing for Mosman senior citizens at their monthly luncheons, providing musical ensembles for Rotary functions and other events in the community, producing art work for NAIDOC week that is exhibited in the Mosman gallery, participating in local sporting events and leading the community in environmental issues. Mr Peter Papilos Head Teacher English was awarded the Mosman Rotary Pride of Workmanship and Mr Clint Johnson received an award from the Australian College of Educators. In 2016 as part of the Lower North Shore Community of Schools a group of teachers began accreditation to achieve Highly Accomplished and LEAD under the mentorship of Nadene Kennedy. This program will continue in Our self-assessment process will further assist the school to refine the strategic priorities in our School Plan leading to further improvements in the delivery of education to our students.

5 Strategic Direction 1 Purpose World class global learners, with twenty-first century skills and real world connections both locally and internationally Our focus is on learning in a global context. With expanded language options, increasing sister schools, international teacher exchange, ICT connected learning; Professional Learning identifies world s best practice and embeds this into teaching and learning, enhancing student engagement Overall summary of progress MHS community is on track in Strategic Direction 1 as indicated in the Progress achieved this year below there have been significant achievements. Progress towards achieving improvement measures Resources (annual) Improvement measure ( achieved over 3 years) Progress achieved this year <$> Increasing the provision of Languages offered to students and their success in studying languages Strengthening and expanding our sister schools and Community of Schools relationships Developing another PBL unit for Stage 5 on Crime Facilitating digital communication between MHS and overseas sister schools Forming a sister school relationship with a school with a significant Indigenous population The number of students studying languages increased in 2016 as did the number of languages offered through Stages 4-6. The 2016 HSC results had an increased number of students in the top ten in the state in Japanese, German and Indonesian The Lower North Shore Community of Schools of which Mosman HS is a member continued to expand the diversity of programs offered including Stage 4/5 debating and developing a HAT/LEAD network This focus changed in 2017 to programming and planning for an istem elective in Years 9 and 10. This elective will be introduced in 2017 Teachers at Mosman High and Jingshan High school now use Wii chat to plan lessons and exchange. The Confucius classroom has been used to establish video links with schools in China to share lessons The MHS principal attempted to establish a relationship with Bourke High School through mentoring two executive staff from Bourke seeking LEAD accreditation. This type of link needs to be further developed and expanded. $10285 $2375 $3416 $ 7132 $ 1000 Next steps In 2017, MHS will continue to develop, expand and achieve Strategic Direction 1. Improvement measures will include: Strengthening and expanding our Community of Schools relationships Developing further cross-curricular PBL units for Stage 5 on Crime and evaluate stage 4 Sustainability

6 Facilitating digital communication between MHS and overseas sister schools Developing a focus on Visible Learning for all students with regular executive demonstrations of best practice Encourage all teachers to take responsibility for their accreditation and their professional learning based on Australian Teaching Standards Ms Hirata and Mosman students visiting our sister school in Japan Above - Deputy Secretary Greg Prior presenting International Student Tzi Quan Ma

7 Strategic Direction 2 Purpose High quality teaching and learning with a focus on literacy, numeracy, student well-being and student engagement Annual Professional Learning plans reflect analysis of data and direct staff learning in pedagogy with a focus on the Quality Teaching framework, literacy and numeracy as well as specific areas in wellbeing including issues of student anxiety, student transition, risk taking behaviours and student engagement Overall summary of progress Strategic Direction 2 is at the core of everything that happens at MHS. High Quality Teaching and learning will always be a focus area and one that will be continually improved and evolve based on data, feedback and improved pedagogy. Progress towards achieving improvement measures Resources (annual) Improvement measure (achieved over 3 years) Progress achieved this year <$> The Stage 4 and 5 Head Teachers working with the Middle School Team to explore and adopt strategies to improve student engagement and focus on learning Employing the study skills team Elevate to work with students to address specific areas A continued whole school focus on writing and on the aspect of numeracy space, measurement, geometry Professional Learning being specifically related to PDP goals which are underpinned by the school plan Best practice models of feedback that are shared between faculties, All MHS teachers were trained by the John Hattie group (through Corwin) in the fundamentals of Visible Learning. This PL day was shared with Harbourside CoS. All HTs then received two whole training in nleading Visible Learning in their faculties. This will continue in 2017 such that evidence of students being able to articulate their learning and how to approach challenges will be documented A consistent program was put in place so that Years 7, 9, 11 and 12 experienced age and stage appropriate training in study skills. This will continue in In Term 4 a literacy centre was established to support Year 8 students identified through NAPLAN as having specific literacy needs. This program will continue in The mathematics faculty continued the numeracy centre and working with faculties. Y6 students with learning or specific welfare needs were supported through visits and shared personnel to ensure their transition to high school went smoothly. Interviews with each Year 10 and 11 student took place with careers adviser, executive and parents improving transition and over 90% of Y12 received first round university offers A number of faculties developed various feedback models with the maths faculty leading the way. In staff meetings and SDD workshops these models were shared and contextualised. $49497 $10981 $ $4053 $4824

8 Next steps In 2017, MHS will continue to develop, improve and achieve in the areas outlined in Strategic Direction 2. Further Improvement measures will include: The Stage 4 and 5 Head Teachers working with the Middle School Team to explore and adopt strategies to improve student engagement and focus on learning Employing the study skills team Elevate to work with students to address specific areas including: how to study, development of a study timetable, how to maintain motivation Maintaining a continued whole school focus on writing Maintaining a continued whole school focus on the aspect of numeracy space, measurement, geometry Professional Learning being specifically related to PDP goals which are underpinned by the School Plan and Australian Teaching Standards Best practice models of feedback (Visible Learning) will be used collaboratively and shared between faculties Collaborate with Wellbeing Teams to engage outside agencies to promote student health Junior Jazz Band after winning the Sydney Eisteddfod and senior drama ensemble performed at the State Festival e HT Au t Y7 JJ Junior Jazz Band i Special Art students at Mosman Art gale

9 Strategic Direction 3 Pedagogy that contains a diverse, inclusive and challenging curriculum, assessment for, as and of learning with a focus on individualised student learning Purpose Differentiation of teaching practice, learning and assessment, enhances individual student engagement; as does a diverse curriculum that is contextual, rigorous and flexible. The Quality Teaching framework is the pedagogical basis that facilitates teaching practice to support individual student learning Overall summary of progress In 2016, there was a whole school focus on providing a differentiated curriculum to students in the classroom that best catered for individual learning needs, using the Visible Learning approach all teachers were trained by the John Hattie team and almost 50% of the staff were trained by the UNSW GERRIC team on programming for and understanding the learning needs of gifted students. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year <$> A whole school approach to improving the outcomes of academically talented students particularly in Stage 6 Continuation of Professional Learning to support enhanced use of differentiation of learning in the classroom, and expanding its use to assessment practice in assessment Using data to monitor value-added both of groups and individual students Continued collaboration between the executive to ensure subject related feedback is authentic and student specific and used Almost 50% of teachers took part in a month of GERRIC training presented by UNSW. Teachers took the skills for challenging academically able students and program writing in three levels back to their faculties. Teachers used RAP and SMART data to analyse HSC data to move students to higher Bands. The Hattie team from Melbourne University presented to all staff on the Foundation Visible Learning Day to explain - what is a visible learner to show how to support students through differentiation in both teaching and assessment. The executive then had two further days with the team to develop strategies to lead visible learning in their faculties. In 2017 this professional learning will continue with a SDD focusing on feedback and assessment for learning. Value-added data from SMART as well as the Tell Them From Me was analysed and this then informed the professional learning of teachers and their practice in the classroom to ensure improvement in three levels of ability. The two PL days with the executive and the Visible Learning team developed shared understanding and strategies to provide student feedback including feedback sheets, traffic lights and short surveys using Google docs. $3183 $4920 $2375 $3576

10 by individual teachers Providing Professional Learning with a focus on formative assessment (for, as) and teachers making this part of their PDPs A number of staff meetings and workshops on professional Learning days focused on formative assessment and many staff included this in their Performance Development Plan (PDP). nil Next steps In 2016, there will be an expansion of Project Based Learning and cross-curricular units of work. This will be particularly focused on Stage 5. Other strategies to ensure improvement in Strategic Direction 3 include: A whole school approach to improving the outcomes of academically talented students particularly in Stage 6 Continuation of Professional Learning to support three levels of differentiation of pedagogy and assessment Increased use of formative assessment in lessons to inform individual student learning Using data to monitor value-added both of groups and individual students Increased use of diverse feedback strategies to improve the learning process for students The junior debating team with Ms Painter Mosman High Futsal teams N

11 Key initiatives and other school focus areas Key initiatives (annual) Impact achieved this year Resources (annual) Aboriginal background funding In 2016 no identified Aboriginal students attended Mosman High. N/A N/A English language proficiency funding The number of ESL students is declining as International Students cannot find accommodation in the catchment area. Targeted students support for refugees and new arrivals MHS has no refugee students While we still have ESL teacher support small classes are run from Y9 to Y12. ESL students in Stage 4 are supported by withdrawal working individually and in small groups with ESL teachers. N/A $94000 N/A Socio-economic funding A limited number of students and their families qualify for SE funding Low level adjustment for disability funding MHS has students identified with a range of disabilities, from hearing impairment, autism spectrum disorders, anxiety disorder and high needs students. All students identified with a disability have an Individual Learning Plan and some receive SLSO support Support for beginning teachers NSW DoE has provided generous funding to New Scheme teachers in their first year. This funding supports their induction as well as specific PL and days used for writing programs and reports Families upon request and provision of appropriate documents receive support with school contributions and excursion costs. Students with disability funding are identified. Students teachers meet to discuss consistent support. SLSO time allocated to students. Monitoring of individual students through LaST. Life skills and transition planning organised for high needs students. Planning and support for hearing impaired. Update or writing of Learning Plans with parent involvement. MHS induction program commenced with school experts speaking to new teachers on a range of contextual and systems practice topics. LNSCoS induction for Beginning Teachers commenced after Principal meeting in term 1 with a retired expert. Full Day induction for Beginning Teachers each term took place mentored by experts. $12019 $98890 $53627

12 Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. Student enrolment profile The annual enrolment growth from 2010 has been 4.1% this higher in comparison with our Similar School Group which has an enrolment growth of 0.7%. Students Boys Girls Student attendance profile The student attendance from was 92% which is similar to previous years. The graph below shows how attendance at Mosman compares to all government schools based on the last two years data. School Year All years DoE Year All years Retention Year 10 to Year 12 The retention rate at Mosman High is the same as that of Similar School Groups and is 83%. This indicates that 83% of Year 10 went on to complete their HSC at Mosman High. Post-school destinations Proportion of students moving into post-school education, training or employment Year 10 % Year 11 seeking employment employment TAFE entry university entry other unknown % Year 12 Of the small number of students who left school prior to completing their HSC in 2016, most went to study at TAFE in a full-time capacity. Of the remainder the students either travelled to live or return overseas with families or to live interstate or to attend another school. Year 12 students undertaking vocational or trade training The percentage of Year 12 students undertaking vocational or trade training in 2016 at Mosman High was 2.5%. The vast majority follow a university pathway with 94% eligible for an ATAR. Year 12 students attaining HSC or equivalent vocational educational qualification (mandatory) Of the HSC cohort for % successfully attained their HSC or a VET certificate. %

13 Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition Position Number Principal 1 Deputy Principal(s) 2 Assistant Principal(s) N/A Head Teacher(s) 11 Classroom Teacher(s) 59.8 Teacher of Reading Recovery N/A Learning and Support Teacher(s) 0.6 Teacher Librarian 1 Teacher of ESL 1.2 School Counsellor 1 School Administrative & Support Staff Other positions (STLH) 1 Total The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. There was no Indigenous staff at MHS. Teacher qualifications All teaching staff meets the professional requirements for teaching in NSW public schools. Qualifications Undergraduate degree or diploma 100 Postgraduate degree 5 % of staff Professional learning and teacher accreditation In 2016, $50736 was spent on Professional Learning including Teacher Accreditation. The Professional Learning of staff is aligned to the goals in staff s Performance Development Plans with a particular focus on curriculum differentiation, student engagement and the Quality Teaching Framework. Financial information Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. A full copy of the school s 2016 financial statement is tabled at the annual general meeting of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school. Date of financial summary 30/11/2016 Income $ Balance brought forward Global funds Tied funds School & community sources Interest Trust receipts Canteen 0.00 Total income Expenditure Teaching & learning Key learning areas Excursions Extracurricular dissections Library Training & development Tied funds Casual relief teachers Administration & office School-operated canteen 0.00 Utilities Maintenance Trust accounts Capital programs Total expenditure Balance carried forward School performance NAPLAN 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 in these assessments. The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data. NAPLAN - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation) Year 7 NAPLAN results were above the state average for all areas and above the Like School Group average for most areas. Reading continues to be an extremely strong area for both Years 7 and 9 and in reading and grammar 100% of our students were above the minimum standard. The literacy results for Year 7, 2015 were equivalent to those of 2015 and The fine results for Year 7 and 9 were generally consistent for both boys and girls, which is very pleasing however girls performed slightly better in literacy and boys slightly better in

14 numeracy which is consistent with like schools and state data. Writing for Year 7 was weaker and remedial strategies will need to be discussed with feeder primary schools as well as all teaching staff. Literacy results for Year 9 were very pleasing where Mosman students were again ranked highly in reading, spelling and punctuation and grammar. However writing again is an area for focus in NAPLAN - Numeracy Year 7 NAPLAN results were above the state average for all areas with 75% of students in the top three bands in numeracy compared with 30% of the state. Boys were somewhat stronger than girls, with more boys in the top two bands. In Year 7 all students achieved at or above the average in numeracy with many students in the top two bands and very few in the lower bands. The growth of Year 9 students in numeracy compared with their Year 7 results was outstanding with data showing significant value-added with this group. Data, measurement, space and geometry is an area that could be targeted for improvement for Year 7 but evidenced considerable improvement in Year 9. Higher School Certificate (HSC) In the Higher School Certificate, the performance of students is reported in bands ranging from Band 1 (lowest) to Band 6 (highest). 94% of students were eligible for an ATAR. 61% of HSC students had at least two results in the top two bands compared to 53% of the SSG. 90% of students received a first round university offer. 95% of subjects had at least one student who achieved Band 6; with outstanding results in English and mathematics as well as visual art, legal studies, modern history and drama. Isobel Milne was ranked third in the state in English Extension 2 with 50/50 and many students achieved at the highest level including in Languages and Industrial Technology multimedia. Fourteen students in drama, music, dance, industrial technology and visual art had their major works nominated while Tian Zordan had his visual art major work displayed at the Armory and Alexander Jones performed his major work at the Opera House. Parent/caregiver, student, teacher satisfaction In 2016, the school sought the opinions of parents, students and teachers about the school. The outcomes of a variety of surveys used to measure satisfaction levels amongst parents, teachers and students indicated that the Mosman High community value the academic achievement of students and the culture of the school. Students and parents participated in the Aspirations survey and interviews conducted by the University of Newcastle. The data from this longitudinal survey has been carefully analysed b y research staff and a report provided to ensure continued improvement of practice. The parent Wellbeing committee again surveyed all Mosman High parents to identify the perceived welfare needs of students. The results of this survey were provided to all parents and teachers. The Student Representative Council surveyed all students via Edmodo to identify student needs and concerns. All staff, parents and students were surveyed regarding t h e s u c c e s s o f c h a n g e s t o school structures and the arrangement of sport to be implemented in Areas of perceived strength identified by the school community included: continuously excellent academic results, a strong welfare program and recognising and celebrating achievement and meeting the needs of students. The Tell Them From Me survey identified students concerns and ideas about teaching at their school. Policy requirements Aboriginal education Mosman High School continues to incorporate Aboriginal perspectives into programs and teaching, that align with syllabus directives. Any Aboriginal student is provided with an Individual Learning Plan, a Head Teacher mentor and external support. The

15 2008 Aboriginal Education and Training Policy continues to inform teachers in their teaching practice. Multicultural Education and Anti-racism MHS has 30% of students who have families with a primary Language Other Than English (LOTE). In 2016 full-time ESL support was provided to students. ESL classes continued in Years 9-12 and extra support was provided for ESL students in Years 7 and 8 on an individual basis. MHS has a school antiracism officer (ARCO). This officer publicizes to the school community her role and availability. The number of incidents involving racism is negligible at MHS. Other school programs Student Leadership The Student Representative Council (SRC) gives a voice to the students in the school. Students are represented on a number of school committees and provide valuable input into school decision making. Throughout 2016 the SRC presidents have represented the school both at school and community events. The SRC presidents are Brendan Nyholm, Seamus Clark, Kayla Dervish, and Melissa Thompson. Each SRC president is responsible for a junior year group attending year assemblies and communicating SRC initiatives. The presidents also coordinated the SRC elections in term 4. Each week the SRC leadership team meet with the principal to discuss issues that may arise and participate in school planning. For the first time in 2016 the school held a SRC Presentation parent ceremony which was very well received. This and the digital promotion located in the canteen continue to raise the profile of student leadership. A focus of the SRC for 2016 has been developing the leadership skills of students in diverse areas. This was very evident when the student Environment team coordinated a number of successful projects including making a film about the Manly Penguin for Taronga Zoo. Furthermore, the SRC have also regularly held bar-b-cues with a focus on fund-raising for a number of different charities. Our Year 9 Peer Support leaders worked with new Year 7 to ensure their transition to high school went smoothly. Year 10 displayed outstanding leadership as House Captains supporting all junior years in the three sports carnivals. Achievements in the Leadership, Arts, Sport and STEM Leadership The Student Representative Council is the leadership body within the school and has representatives from every year. For the first time in 2016, the SRC leadership team organized a Presentation Ceremony. This was well received by the community and will be a feature of future years. Lulu Alvarez Mon Y12, was chosen as a UN ambassador to East Timor Zeyi Yang (Y12, 2015) was awarded an International Student academic achievement award Melissa Thompson, Shamus Clarke, Kayla Dervish and Brendan Nyholm were voted SRC leaders for 2016/2017 Author Jaclyn Moriaty visited our Sirius Library Brendan Nyholm, Isabella Harding, Josh Danaee, Gordon Dreyer and Conor Deane achieved their silver Duke of Edinburgh awards Sasha Sturrock-Ahmad, Jacinta Grady, Roland Lo Lu, Oliver McCrossen, Sophie David, Alexander Berglind, India Rowe and Jessica David all received their bronze DoE awards Ms Hirata, Mr Gahan and eleven Japanese language students visited our sister school Semboku in Japan Mr Mew, careers adviser lead our first every Careers Expo to great success Mr Papilos was awarded the Mosman Rotary Pride of Workmanship

16 Mr Johnson received an Australian College of Educators award Emma Lloyd, Checker McCarthy and Mrs carmel Burns featured in costume at the Warringah Remembers event hosted by the honourable Tony Abbott MC Hedy Hagans (below)was Dux of the two week course with the Australian Air Force Cadets Matilda Meikle Y7 received a highly commended prize in the Henry Lawson Festival of Arts Verse and Short Story competition All Year 10 were trained in the Peer Support leadership program The Arts Success in the creative and performing arts continues to be a feature at Mosman High, and many students have been involved in the diverse programs offered by the school. Akoosticum, Go for Gold and Time to Shine concerts were all a great success. The Annual Art Exhibition and Design and Technology Exhibition were a celebration of student and staff achievement. The musical trip to Tamworth was a memorable experience and valued by music students. Roxy Sauermann (Y12) was nominated for OnStage (2016) Mosman High junior jazz band achieved first place in the Sydney Eisteddfod Four HSC students works were held over for Art Express and Tian Zordan s work was selected to be shown at the Armory Conor Deane, Lucy Stone and Lola Trajkovitch performed at the state drama festival Gabrielle Ahn and Alexander Jones (Y12) had their music 1 and 2 performances nominated for HSC Encore and Alex was selected to perform at the Opera House James McIntyre (Y12) had his Industrial Technology major work held over for Intech Three HSC dance students had their performances and choreography selected with a total of five nominations Two of our dance ensembles were selected for the North Shore Dance Festival as well as performing in School s Spectacular Harmony Lovegrove (Y10) was again selected as a featured artist in Schools Spectacular Both junior and senior Jazz Bands performed at the Manly Jazz Festival Other achievements in the Arts include: Year 9-11 art students travelled to Fowlers Gap, near Broken Hill for a week of immersion in painting, drawing and sculpting with guest artist Hayden Wilson, then presented their work in an Art Exhibition Ben Brown, well-known artist and ex-school captain opened the annual art exhibition

17 Three drama ensembles performed in the Arts North Drama Festival Year 10 drama performed Ruby Moon in the performance space Carols in the Cola was again well received in the community Harmony Lovegrove (Y9) and Taj Ralph (Y9) were selected in the Talent Development Program Harmony Lovegrove performed in Cats and later in the year with the Wiggles Mosfest film festival took place in September with Julian Kopkas being awarded for Best Film Mosman Council and Mosman Rotary Club invited our school Jazz Band to play at numerous community events Gus Brown Y7 and Ebony Toke Y9 won prizes in the Mosman Youth Art prize Junior choir performed at Sydney Town Hall as part of the Arts North Music Festival Grandparents Day featured the incredible Year 7 talent Students were successful in the senior and junior section of the Mosman Youth Art Awards Two successful music workshops was held for all ensemble students Ben Mackie and Juliette Davis were selected into the state junior wind ensemble program Music Committee parents organised a fabulous Jazz Night featuring tutors and students at the Mosman Returned servicemen s Club Year 7 SpArt visited Art Gallery NSW, MCA, and Brett Whitely studio Encore Ensembles in Term 3, was a concert showcasing our ensembles Mosman High hosted and had work selected for the NSW ANZAC Art awards Y7-12 drama performed over the year at numerous performance nights and soirees Y11 Entertainment students completed work placement at the Easter Show as part of their Certificate II in Live Production Year 7 Special Art completed individual ceramic works for Naidoc Week Sport An excellent year in sport reflects the enthusiasm of staff and students. All carnivals; Swimming, Cross- Country and Athletics were very well attended and produced outstanding results. All representative teams wear a sports uniform in the school colours with funding for the uniforms provided by the school and the P&C sports committee. There were many highlights in the 2016 sporting calendar including the Sports Awards Ceremony where sporting blues were presented as were awards for sporting leadership. Bryanne Crabb, who has represented Australia in women s tennis even playing as a partner to Sam Stosur at Wimbledon, provided an inspirational address where her focus was on personal best. Some of the achievements in sport include: An innovative program for students gifted in basketball, Futsal, dance, tennis and table tennis was expanded and consolidated MHS becomes one of two Crossfit schools in Australia Ex-student Lisa Darmanin won a silver medal at the Rio Olympics competing in the Nacra 17 mixed multi-hull Manon Lim was voted Mosman Daily s Junior Sports Star and represented Australia in Turkey in archery

18 GAT basketball team under the guidance of Luke Cooper (ex-sydney Kings) travelled to Melbourne and competed in the Nationals PDHPE teachers won the prestigious Premier s Sporting Grant of $1511 Erin McKinnon was selected as the Sportswoman and Benjamin Jerome (below) Sportsman of 2016 respectively MHS girls basketball team competed in the cross-sectoral Sydney Basketball competition GAT futsal under Danny Beauchamp (who has represented Australia) played in the Northern Beaches futsal competition Boys volleyball team competed in the state competition and Liam Simes Y12 represented NSW in volleyball in Adelaide The following students were age swimming age champions Harry Wood, Angelina Pona, Alexander McNicol, Ella Egan, Rose Richardson, Edward Richards, Amelie Hartley, Roland Lo Lu, Marie Doyle Erin McKinnon (below) represented NSW AFL at the National Championships in Canberra and was selected to pay in the first women s AFL competition playing for the GWS Giants. Erin also won the prestigious Pierre de Coubertin award The following students were cross-country age champions - Jay Gisbey-Hayes, Aurelia Collins, Rory Martin, Olivia Mitchell, Jack Collins, Sarah Danaee, Benjamin Jerome, Sophia Dougall, Pieter Bas Dalebout, Evie Maslen, Jack Staniforth Mosman High entered nine teams in the Manly Warringah basketball competitions and had training sessions with the Sydney Kings Lara Unkovitch is part of the tennis NSW GATS program and is ranked in the top 200 of Australian women tennis players Girls KO tennis team (below) were ranked third in the state The following students were athletics age champions Jay Gisbey-Hayes, Gabrielle Drage, James Wojciechowski, Olivia Mitchell, Brandon Reddy, Sarah Danaee, Benjamin Jerome, Kasinda Faase, David Ustimenko, Evie Maslen, Joshua Simpson, Ella Bennett Students achieved Mosman Blues in many sports: Benjamin Jerome basketball, Manon Lim archery, Erin McKinnon AFL & volleyball, Oliver Evans - volleyball, Lara Unkovitch tennis, Jake Meyer ice dancing

19 Year 7 participated in Sydney North Gala day Girls Under 14 futsal team made it to the quarter finals in the state competition Jake Meyer (Year 10 ) represented Australia in ice dancing. Senior girls and Girls U15 basketball teams had considerable success in the Knock Out competition Ben Jerome was selected into the U16 NSW Metro basketball team The athletics carnival took place at Narrabeen Institute of sport Bella Astill (Y8) competed in basketball in U 14 National Championship Duke of Edinburgh continued to expand with students achieving at bronze, silver and gold levels STEM (science technology engineering maths) MHS has a strong focus on STEM with electives in Stage 5 including Beyond Visible, engineering and the newly developed istem providing opportunities for students. Science in a Lunchtime coordinated by the P&C science and technology committee, occurs twice a term and internationally renowned scientists present their research to students. Three coding clubs operate during lunch and after school with one having a Girls in STEM focus. Success in STEM includes: Declan and Callum Predavec winning the NSW istem award for their HiViz bike and representing NSW at the national competition James McIntyre being place seventh in the state in HSC IT multimedia Callum and Declan Predavec achieved second and third placein the 9-10 division of the Young ICT Explorers award MHS environment group produced a film to support protection of the Manly penguins, they also helped tag bandicoots and North Head and cleaned local beaches Teachers Jessica McCarthy and Phil Walker joining the NSW istem educators network promoting best practiceistem in schools Expanding the use of EDMODO for all students and staff as a digital learning platform MHS teachers were trained in Google docs The Bring Your Own Device (BYOD) program is expanded to all year groups Mr Walker presented to teachers across NSW on multimedia skills. He also has established MHS green room Science in a lunchtime presented many famous scientists including Professor Veena Sahajwalla, Lisa Harvey Smith, Josien de Bie GAT table tennis continued to flourish in the state table tennis championships

20 A 2016 visual collage 7Yellow students with Dr Karl Duke of Edinburgh Bronze Award Practice Adventure Journey April 2016