2009 Annual School Report Conservatorium High School

Transcription

1 NSW Department of Education & Training Annual School Report Conservatorium High School NSW Public Schools Leading the way

2 Our school at a glance Students Of the 147 students attending the school in 29, 72 were in the junior school and 75 in the senior school. The student population was 5% male, 5% female, with over 52% of students coming from non-english speaking background. This ethnic diversity reflects that of wider Sydney. The enthusiasm, dedication, work ethic and capabilities of our students are reflected in their academic results and musical achievements. Staff In 29 the school had 28 staff, of whom six were executive staff and six administrative staff. All academic staff met the professional requirements for teaching in NSW public schools. In addition to the music faculty, the school s principal and deputy principal also have postgraduate qualifications in music/education and they actively participated in the music program. The school employed 138 tutors from the Sydney Conservatorium of Music to teach primary and secondary instrumental studies, musicology, composition and chamber music. Significant programs and initiatives The school is the secondary arm of the Conservatorium of Music. As in previous years, it continued to provide students with an extensive program of educational enrichment throughout 29: Choral and Orchestral Program engages the entire school in an hour & half of vocal work every week. Choral repertoire for all-of-school concerts is usually performed from memory. Chamber Music Program develops students ensemble skills through a wide variety of judiciously chosen, graded repertoire studied under the expert guidance of professional musicians. Ensembles Program affords students of orchestral instruments the opportunity to study and perform repertoire scored for medium-sized instrumental choirs. Sight-Reading and Accompaniment Program addresses the importance of all students acquiring functional keyboard skills Performance Workshop Program combines performance, critical listening and instruction in aspects of performing-arts health care. It affords students the opportunity to perform before their peers, to develop critical-appraisal skills and to practise pre-concert positive thinking and relaxation techniques. Year 12 students at the House concerts Student achievement in 29 Literacy NAPLAN years 7 and 9 Between 8 and 1% of Yr 7 students were in the top two bands of all components of Literacy in NAPLAN. Approximately 85% of Yr 9 students were in the top three bands of all components of Literacy in NAPLAN. Numeracy NAPLAN years 7 and 9 1% of Yr 7 students were in the top two bands of Numeracy in NAPLAN. Over 9% of Yr 9 students were in the top three bands of Numeracy in NAPLAN. School Certificate The results (detailed below) reveal that the Year 1 cohort achieved results similar to those in the LSG and above the state average in the School Certificate. Higher School Certificate HSC results in 29 (detailed below) indicate the continued improvement in achievement of students in the school. One of our students came first in the state in Music Extension. The Conservatorium High School was ranked eighth in the state in Mathematics, eleventh in the state in English Advanced and eighteenth in NSW overall for its HSC results. Messages Principal's message The consolidation and refocused clarity of purpose that characterised the 28 academic year paid dividends handsomely in 29. The school s HSC results were outstanding; once again, the Conservatorium High achieved the State s top result in Music. While the public naturally expects of the State s only specialist music school that it should achieve consistently top results in music, this school believes it is no 2

3 less a legitimate expectation that highly talented music students should be top-achievers in subjects other than music. It is this belief that informed our decision to revise the school timetable in order that academic classes are not interrupted by students leaving to have their instrumental lessons. Those lessons with Sydney Conservatorium of Music tutors now take place at lunchtime, and before and after school. In keeping with long established traditions, many of the graduates of the class of 29 have chosen to continue their music studies with the Sydney Conservatorium of Music, the tertiary arm of the State s music conservatory. A number of graduates, however, secured offers of lucrative scholarships to study at such prestigious music institutions as the Juilliard School, New York, Royal Academy, London, and the Royal Northern College, Manchester. Also an established tradition and lively part of musical life of the Conservatorium, are the opportunities afforded Conservatorium High students to attend and participate in master classes with visiting overseas artists. In 29 the distinguished virtuoso cellist, Steven Isserlis, generously gave of his time to present a thoroughly engaging class before a capacity audience. He captivated students and audience alike with his wit and musical insights, and capped off the occasion with an unforgettable impromptu performance. Negotiations between the Conservatorium s secondary and tertiary arms moved closer to a formal memorandum of understanding. The Conservatorium s joint Open Day, the first for many years, was an enormous success. Somewhere between two and three thousand people poured through the Con taking an interest in every aspect of the school s activities, academic and musical. To cope with the heightened interest in the Conservatorium High and ever-increasing numbers of applicants, the school has instituted a mid-year round of auditions and workshops. Dr Robert Curry P&C message The school was actively supported by the P&C throughout 29. The P&C donated a total of $16, to the school. These funds were used to purchase a Cor Anglais for $8,5 and to meet the shortfall in funding costs of covering an extra house adviser for 28, 29 and 21 ($7,5) The P&C's total profit for the year ending 31st December 29 was $ This amount was slightly down from 28 due to some previous fundraising opportunities having been scaled down or disappearing. P&C have accumulated funds carried forward to 21 year of $ which includes uniform inventory of $66 7. Igor Koudashev P&C president 29 Student representative's message Steven Isserlis masterclass The concert life of the school continued to present to the public performances of high educational and artistic quality. In addition to the all-of-school term orchestral concerts and House Concerts, the Conservatorium High collaborated with Sydney Youth Orchestras to offer students a range of new performance opportunities. Our partnership has resulted in the establishment of TangoOZ, Australia s first tango orchestra. Thanks to the support of the Argentine Consulate, TangoOZ enjoys the status of associate of the Orquesta Escuela de Tango, Buenos Aires. The Conservatorium High School Community, encompassed within students, parents, and teachers, is formed from a unique group of individuals, bound together through varying diverse opinions, views and ideas. The common denominator and goal maintained throughout these variables is the ongoing endeavour to make the Con High an even greater environment for all who are involved. 29 saw this goal once again aimed for, with the results that, many changes affecting both parents, teachers and students, were put into effect. A major change for the students came in the form of the house concerts being relocated to the latter half of the year. In a bid to lessen the stress of Year 12s workload the beloved House Concerts found themselves a new home. Whilst the change seemed abrupt at the time, students learnt to embrace the situation showing their resilient Con High spirit. This change also called for the school leaders to be elected earlier in the year at the end of Term 3. This changing of the guard from the 29 graduates at this time, slightly earlier than 3

4 they originally expected enabled them to proudly pass the baton to the future leaders of the school whilst they were still completing their education. In addition, in relation to the Houses, the distinction between the positions of House Captain and Vice- Captain was abolished resulting in the two leaders being now of equal status. This was evident through the change of the title. House spirit was to be shown through the introduction of the House jerseys as the official school jersey. More evidence, if it is needed, that the Con High really is an ever changing environment! A highlight of the school year, as it is every year, was the much anticipated chamber music concert at the beautifully archaic Government House. With the wonderful music equal in beauty to the setting, this ambience was dampened by the sad announcement that the Chamber music director Mr Matthew Ridley would be leaving the Con High Community. A wonderful mentor, director, and musician, Mr Ridley was a true inspiration and will be missed greatly by all. An item from the House Concerts As the Con High moves into the future, the year of 29 can be seen as a time of change, success, failures, and most importantly, a time in the Con High s history to learn from. Rosie Gallagher, School Vice Captain School context Student information It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies. Student enrolment profile Over the last few years the school has moved closer to its 22 enrolment, closer to 15 students. The school has a better gender balance than over the last four years. Students come from across wider Sydney from as far west as the Blue Mountains, from as far south as Sutherland and as far north as Berowra. Student Enrolment Male Female Student attendance profile Attendance at the Conservatorium High School remains consistently high. The electronic swipeon attendance system that has been in use for the last four years saves valuable class time, reinforces student responsibility and facilitates accurate record-keeping. The comprehensive music program keeps all students fully engaged and further enhances the excellent attendance rate. It is not unusual for Conservatorium High students, many of whom are outstanding instrumentalists, to be offered valuable performance opportunities during the school year some of which take place outside the metropolitan area and interstate. Absences occasioned by such extra-curricular activities register undifferentiated in the attendance statistics. School Attendance Year School Total Region Total State Total

5 School Attendance Yr School Region State Management of non-attendance The school runs three differentiated systems to manage student non-attendance. The first is a system of remedial responses to unexplained lateness/fractional truancy. The second is the DET SMSpresso attendance-management system; the third is the SAMS [Student Attendance Management System] which employs swipe-cards and allows generation of formal absence notifications. Retention to Year 12 Conservatorium High School has a very high retention rate from year 1 through to the HSC as is evident in the table below. SC3- SC4- SC5- SC6- SC7 - HSC5 HSC6 HSC7 HSC8 HSC9 School SEG State Post-school destinations 1% of Yr 12 students at the Con High in 29 achieved an HSC. The table below indicates the percentage of students going into different degree courses. Type of Course % Music Degree 5% Science/Engineering Degree 16% Business/Management Degree 7% Arts Degree 7% Law Degree 7% Economics Degree 7% Medicine Degree 3% Architecture Degree 3% This information is based on preliminary data from students and the University Admissions Centre. Performance of a Yr 12 Composition at Composers Day Staff information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies. Staff establishment Position Number Principal 1 Deputy Principal(s) 1 Head Teachers 4 Classroom Teachers 14 Teacher Librarian 1 Counsellor 1 School Administrative & Support Staff (SASS) 6 Total 28 The National Education Agreement requires schools to report on Indigenous composition of their workforce. There are no members of Conservatorium High School staff who have identified as being of Aboriginal or Torres Strait Islander descent. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Degree or Diploma 1% Postgraduate 42% Doctoral 1% Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. 5

6 Date of financial summary: /11/29 Income $ Balance brought forward Global funds Tied funds School & community sources Interest Trust receipts Canteen. Total income Expenditure Teaching & learning Key learning areas Excursions Extracurricular dissections Library Training & development 21. Tied funds Casual relief teachers Administration & office School-operated canteen. Utilities Maintenance Trust accounts Capital programs Total expenditure Balance carried forward A full copy of the school's 29 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school. School performance 29 Achievements Music The consistently high standard and challenging nature of the repertoire presented in the school s concert series is the most obvious feature of the Conservatorium High School s concert performances. Choral and Orchestral Concerts The year began with a bang as the school hosted a visit by the Golden Sails Wind Orchestra from Beijing Middle School No. 2 at the end of the first week of Term 1. Students from both schools combined in a concert that was conducted by David Stanhope performing his Petite Suite Française. The combined wind orchestras were joined by our string players in a performance of an arrangement of the traditional Chinese melody Jasmine. The composer was also travelling with the Golden Sails Wind Orchestra. The House Concerts were presented twice this year as part of an initiative to move the House Concerts to Term 4 each year. This decision was made primarily for educational reasons and will be evaluated at the end of 21. The first set of House Concerts in March and the second set in December again provided a valuable opportunity for self-directed learning. House Captains and their Year 12 colleagues took over teaching the junior students. The Year 12 students (and the Year 11 students for the December concerts) impressed staff with their teamwork and spirit of cooperation, notwithstanding the competitive nature of the activity. The Mid-Year Concerts in June were planned by ex-student Graham Abbott who, unfortunately, was unable to conduct due to severe illness. However at the last minute it was directed by exstudent Paul Terracini and Jeff Willey. Mr. Willey conducted the whole school in performances of Mendelssohn s Psalm 98 and two songs by Australian composer Stephen Leek. Mr. Terracini conducted the school orchestra in excerpts from Bizet s Carmen Suites, Tchaikovsky s Eugene Onegin Polonaise, Stravinsky s Circus Polka and Handel s Overture to Athalia. Paul Terracini returned to the school in September to conduct our Annual Concert. He led the high school orchestra in Verdi s Overture to La Forza del Destino followed by an exciting performance of Sculthorpe s Kakadu, with the composer present in the audience as part of his 8th birthday celebrations. Year 12 students were well represented with Xu-Lian Tjhin, Rosie Gallagher and Remona Zheng being soloists in the first movement of Bach s Brandenburg Concerto No. 5. School Captain Ian Wildsmith was the soloist in Mozart s Horn Concerto No. 4-1 st movement. After interval the whole school performed most of Beethoven s Mass in C, Op. 86 with invited soloists provided by the Vocal Unit of the SCM. A Con High Orchestra at the Lunchtime Concerts Chamber Concerts The school s chamber music concerts continue to 6

7 develop an audience following of music lovers who appreciate the opportunity to hear students performing repertoire for small ensembles, both chamber music standards and also some unusual fare. The final chamber music concert in the ballroom of Government House is always a memorable celebration of student talent. Academic In the National Assessment program, results for Years 3, 5, 7 and 9 are reported in a scale which ranges from Band 1 (lowest) to Band 1 (highest). This scale reflects increasing sophistication in students level of skills and understanding. Year 7 results range from Band 4 (lowest) to Band 9 (highest for Year 7). Year 9 results range from Band 5 (lowest) to Band 1 (highest). The School Certificate performance bands for Year 1 range from Band 1 (lowest) to Band 6 (highest). LITERACY NAPLAN Year 7 Year 7 NAPLAN Spelling Average mark, Band Number in band Percentage in band State average Year 7 NAPLAN Grammar and Punctuation Average mark, Band Number in band Percentage in band State average Year 7 NAPLAN Spelling Average mark, Band Number in band Percentage in band School average State average Year 7 NAPLAN Writing Progress in Literacy The Literacy results for Year 7 Conservatorium students were outstanding, with 1% of students scoring the highest possible Band 9. The school achieved results dramatically higher than both the Like School Group (LSG - a group of schools sharing similar characteristics) and the state average, which it surpassed by more than 75%. In Writing, there was more of a range of achievement, leading the school to focus on strategies and skills for creative writing for this cohort in 21. Our aim is to challenge students in the frequency and sophistication of their creative writing. The school achieved 33% in the top Band 9 compared to the LSG average of 19%, and 44% in Band 8 compared to the LSG average of 24%. Our aim is to challenge students in the frequency and sophistication of their creative writing. We have incorporated essay writing as a component of examinations in all years. In Spelling, 1% of students were in the highest Bands 8 or 9, compared to 52% in the LSG and % in the state. Similarly, 89% of Conservatorium students achieved a Band 9 in Grammar and punctuation compared to 33% in the LSG and 14.5% in the state Year 7 NAPLAN Numeracy Average mark, Band Number in band Percentage in band School average State average Progress in Numeracy Year 7 NAPLAN All Year 7 Conservatorium students achieved very strong results which were significantly higher than the average for both LSG and the state. 1% of students received Band 8 or 9 in Numeracy, compared to 56% in the LSG and 28% in the state. Year 7 NAPLAN Reading Average mark, Band Number in band 29 9 Percentage in band School average State average

8 Literacy NAPLAN Year 9 in bands: Year 9 reading in bands: Year 9 writing Band Band Percentage in band 29 Percentage in band 29 State average 29 State average 29 in bands: Year 9 spelling in bands: Year 9 grammar and punctuation Band Band Percentage in band 29 Percentage in band 29 State average 29 State average 29 8

9 Year 9 NAPLAN Reading Average mark, Band Number in band Percentage in band State average Year 9 NAPLAN Writing Average mark, Year 9 NAPLAN Numeracy Average mark, Band Number in band Percentage in band State average Progress in Numeracy In Year 9 Numeracy 48% of students achieved in the top skill band compared to % in LSG and 11% of students in NSW. Band Number in band Percentage in band State average in bands: Year 9 numeracy Year 9 NAPLAN Spelling Average mark, Band Number in band Percentage in band State average Year 9 NAPLAN Grammar and Punctuation Average mark, Band Number in band Percentage in band State average Band Percentage in band 29 State average 29 School Certificate The following results reveal that the Year 1 cohort achieved results similar to those in the LSG and above the state average in the School Certificate. English Progress in Literacy Conservatorium students also received outstanding results in Year 9 Literacy. In this cohort, 6% of students achieved in the top two bands compared to 22% in the state and 42 % in the LSG. Although there was a wide range of achievement in Writing, nevertheless 76 % of students achieved in the top two bands compared to 36% in the LSG and 17% in the state. The school achieved significantly higher results in Spelling, Grammar and punctuation than those in the LSG and was well above the state average. Our aim is to address individual weaknesses in some aspects of Literacy and extend all students by offering stimulating and complex texts and challenging questions. Frequent extended writing in a variety of forms, with an emphasis on essay writing and creative writing, is emphasised to improve students literacy skills in performance bands: School Certificate English-literacy Performance band Percentage in band 29 School Average State average 29

10 Mathematics Computer Skills Science in performance bands: School Certificate Mathematics Performance band Percentage in band 29 School Average State average in performance band: Computer Skills Competence Not Demonstrated Competent Performance band Percentage in Band 29 School Average State average 29 Highly Competent Science Australian History, Civics and Citizenship 6 in performance bands: School Certificate Science 7 in performance bands: Australian History, Civics and Citizenship Performance band Performance band Percentage in band 29 School Average State average 29 Percentage in band 29 School Average State average 29 1

11 in performance bands: Australian Geography, Civics and Citizenship Performance band Computer Skills Average mark Performance Band Distribution Performance band Competence Not Highly Competent Demonstrated Competent Number in band 29 Percentage in Band School Average State average Australian Geography, Civics and Citizenship Average mark Performance band distribution Performance band Number in band Percentage in band School Average State average Percentage in band 29 School Average State average 29 English Average mark Performance band distribution Performance band Number in band Percentage in band School Average State average Mathematics Average mark Performance band distribution Performance band Number in band Percentage in band School Average State average Science Average mark Performance band distribution Performance band Number in band Percentage in band School Average State average Australian History, Civics and Citizenship Average mark Performance band distribution Performance band Number in band Percentage in band School Average State average Junior Visual Arts students represent their environment Year 1 students achieved results higher than the LSG and the state average in English. 82% of students achieved in the top two bands compared to 57% in the LSG and 35% in the state. The average mark In Mathematics was above the state and in Science was equivalent to the LSG average. Through increasing the sophistication of assignments, improving the skills of interpretation and extending knowledge in Geography and History through research and connectivity, our aim is to improve results in Australian History, Geography, Civics and Citizenship. The location of the school, close to Parliament House and historic areas of Sydney such as The Rocks, encourages students interest and engagement in HSIE through excursions, study days and real experiences of democracy in action. Computer Skills Students were highly competent in their use of computer skills, with 81.5% achieving in the top band. Students study ICT as an integrated part of all key learning areas and 54% of classrooms contained Smartboards by the end of 29. Professional development of staff during 29 concentrated on improving the use and integration of computer skills in classroom learning with an 11

12 aim to improving the independent learning skills of students and their research ability. Despite the usual strong achievements of the school in adding value to students performance compared with LSG schools in most years, the results for the 29 cohort reveal areas needing improvement. Some of these issues with student engagement will be addressed by refinements in the learning programs for Year 11 in 21. Related issues will be addressed by the school s development of Individual Learning Plans in 21. Biology students study the diversity of life on a day trip to the rock pools on the Northern Beaches The Tug-Of-War ; one of the House based, fun events at the Annual Athletics Carnival Higher School Certificate Last year the students of the Conservatorium High School achieved outstanding results in the Higher School Certificate and reflected the school s commitment to achieving standards of excellence. HSC results in 29 continued the rising level of achievement of students in the school. One of our students came first in the state in Music Extension. The Conservatorium High School was ranked eighth in the state in Mathematics, eleventh in the state in English Advanced and eighteenth in NSW overall for its HSC results. The school significantly improved its performance in English Advanced relative to its past performance and achieved higher than average results compared to those in LSG schools. The school also greatly improved its results in Music 2, Music Extension and Mathematics, which were significantly higher than the results in LSG schools, and results improved in English Extension. Dux of the school, James Davidson, received an ATAR of 99.45; 4% of our students received an ATAR over 9. Ninety-seven per cent of our students achieved in the top two bands for Music Extension (1%), for Latin Continuers (1%), for Spanish Continuers (1%) and for Biology. Results were higher than the state average in: English Advanced, ESL, General Mathematics, Mathematics, Mathematics Extension 1 and 2, Music 2 and Music Extension, Biology, Chemistry, Visual Arts, French Continuers, German Beginners, Latin Continuers and Spanish Continuers School 29 School LSG 29 State 29 English Extension 2 General Mathematics Mathematics Mathematics Extension 1 Mathematics Extension 2 Modern History 12

13 Higher School relative performance comparison to School Certificate (Value-adding) Average HSC Relative Performance from Year 1 (value-added) Minimum standards The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling an numeracy for Years 3, 5, 7 and 9. The performance of the students in our school in the national assessment program literacy and numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below. Minimum Standard Information Percentage of Year 7 students achieving at and above minimum standard Reading 1. Writing 1. Spelling 1. Punctuation and grammar 1. Numeracy 1. Low Middle School, 29 School Average High Part of a Year 12 Visual Arts HSC body of work The graph above indicates that students improved their relative performance since Year 1. Students in the middle performance bands gained in particular and the school is improving its value adding compared to its past performance. Percentage of Year 9 students achieving at and above minimum standard Reading 1. Writing 96. Spelling 1. Punctuation and grammar 1. Numeracy 1. Significant programs and initiatives The most significant individual program undertaken at Conservatorium High School is (not surprisingly) the Music Program. This has been outlined in the opening pages. Aboriginal education Class programs in various KLAs educate students in Aboriginal history and culture consistent with the Aboriginal Education Policy of the DET. Significant work is undertaken in Stage 4 and 5 History and Geography. Moreover, every student in the school attends the Co-curricular program Meet the Music which this year presented a contemporary composition by Aboriginal performer/composer William Barton. Through analysis of both Barton s work and Kakadu by Australian composer Peter Sculthorpe, students gained in-depth familiarity with the salient features of art music that draws inspiration from Aboriginal music. 13

14 Our student who identifies as being of Aboriginal descent actively promoted her Aboriginality to the school and the wider community. She delivers the Acknowledgement of Country and acts as a role model for indigenous and non-indigenous student alike. Her achievements were recognised at the Deadly Awards. Multicultural education The nature of multiculturalism in contemporary society was recognised through curriculum programs, musical undertakings and the active promotion of an inclusive, racism free learning environment. Our whole school performs music in a variety of languages and is engaged (across the curriculum) in exploring cultural contexts of the variety of music we study. We hosted a Cultural Exchange with the Golden Sails Wind Orchestra from Beijing Middle School No. 2 in Term 1 and a delegation of Chinese Educators later in the year. The school was involved in several charities and undertook Daffodil Day, The World s Biggest Morning Tea, fundraising for breast cancer research, fundraising for childhood leukaemia and fund raising for World Vision. As part of mandatory DET requirements the school had our Yr 11 cohort undertake the Crossroads Program through professionals running camps at Sydney Sports Academy, Narrabeen and also Driver Education programs. Other programs Performance Workshop The school runs a Peer Review type program that is based around developing resilience and the ability to provide and receive constructive criticism from peer groups. Performance Workshop, is particular to the Conservatorium High School and is delivered both as part of the Board Endorsed Course in Music Performance and the standard PDHPE course. Students learn methods of ameliorating performance anxiety and repetitive muscle use tension, as well as methods of developing and maintaining focus in stressful situations. Part of the program is also dedicated to the Alexander Technique, maximising the benefits of correct posture and movement and hopefully minimising the likelihood of repetitive strain injury. These methods and techniques are then applied in the other stream of the program whereby students perform music for their teachers and peers and a peer review system is applied with students (and teachers) providing constructive criticism for each other s performances. Progress on 29 targets Yr 7 students visiting the Chinese Gardens as part of their study of Chinese Respect and responsibility The school conducted a team-building and leadership program specifically designed to meet the needs of the House Captains and to build teams across the school. It emphasised effective teamwork and the art of communication and it explored the impact these skills have on managing and empowering the team. Target 1 Student Engagement and Retention Our achievements include: formation of a welfare renewal team to review and consolidate policy documentation in light of community input developed survey questions for all stakeholders regarding shortcomings of existing welfare & discipline policies House Advisors interviewed all senior students to ascertain what additional academic support they might need 14

15 Target 2 Connected Learning Our achievements include: in conjunction with BER laptop roll-out, staff training conducted on integration of laptops and connected-classroom technology Science faculty employed connected classroom technology to participate in virtual lessons with Sydney Region in the Tall Poppy program support the roll-out of laptop to all Yr9 students Target 3 Consolidate the outcomes of the 27 Program Review: #6 enhance the relationship between the Conservatorium High School and the Sydney Conservatorium of Music [University of Sydney] Our achievements include: Outstanding results in HSC in music and maths CHS and SCM presented joint Open Day further enhanced CHS and SCM relationship through three-day colloquium hosted by outside convenor, productive working relationship between CHS executive and SCM.resulted in in-principle agreement on optimising use of Conservatorium facilities Part of the Con High Orchestra Key evaluations It is a requirement for all NSW public schools to conduct at least two annual evaluations one related to educational and management practice and the other related to curriculum. In 29 our school carried out evaluations of Quality Teaching Principles and Practices and a section of the Music Curriculum Educational and management practice Teaching Quality Teaching Principles and Practice Background To ensure the continual improvement of teaching principles and practice in line with DET s Quality Teaching in NSW public schools policy staff were surveyed to determine their understanding of principles of Quality Teaching and their practical application of those principles. Findings and conclusions 1% of staff are aware of the principles of QT. 75% of staff frequently employs the principles of QT in classroom practice. 25% of staff sometimes employs the principles of QT in classroom practice. 25% of staff said that all of their students are actively engaged in the learning process. 75% of staff said that most of their students were actively engaged in the learning process. 47% of staff said they always use a range of higher order questioning techniques in lessons. 33% of staff said they mostly use a range of higher order questioning techniques in lessons. 2% of staff said they occasionally use a range of higher order questioning techniques in lessons. 5% of staff said they always explain the connectedness between meta language used in their subject and other contexts. 33% of staff said they mostly explain the connectedness between meta language used in their subject and other contexts. 17% of staff said they rarely or never explain the connectedness between meta language used in their subject and other contexts. Future directions The school, through focussed Teacher Professional Learning, will endeavour to enhance the staff use of QT principles in their classroom practice, better engage their students in the learning process, more frequently use higher order questioning techniques and explain the connectedness of their subject to other contexts. 15

16 Year 7 Visual Arts Masks Curriculum Music Program Music Theory and Aural Skills Background Anecdotal evidence had been gathered over the preceding two years that indicated some students in each year group were under-achieving in the Music Program in their music theory and aural skills components. Examination and informal test results were scrutinised to find any patterns in achievement that should be addressed to improve student outcomes not only in the theory components but across the music curriculum. Findings and conclusions It was apparent that two groups of students in each year group were not value adding in the areas of Music Theory and Aural Skills. Those students coming in to the school with a demonstrably high level of theoretical understanding and aural skill and those students who came into the school with a comparatively low level of theoretical understanding and aural skill were not improving at the same rate as those students in the middle of each group. Furthermore, there was significant overlap across year groups. Future directions Planning for the 21 timetable will ensure all junior Music classes run at the same time to facilitate Ability Groupings across years 7 to 1 and all senior Music classes run at the same time to facilitate Ability Groupings across years 11 and 12. These Ability Groupings will be used in the components of Music Theory/Harmony and Aural Skills. Parent, student, and teacher satisfaction In 29 the school sought the opinions of parents, students and teachers about the school. Through P&C surveys, students surveys and focus groups we have gathered varied responses to the question of satisfaction with the school. While some senior students and their parents have stated their concern with the rapid and considerable change in management and educational practices in the school, some were pleased with the resulting improvement in educational and musical standards achieved as a result. Students, parents and teachers were surveyed to determine opinions about nutrition and the foodstuffs available at the Con High canteen. Subsequently we have re-negotiated the Menu and pricing for the service provided by the University of Sydney Union to ensure our alignment with the DET Healthy Eating policy. Professional learning The school s major priorities and strategies for teacher professional learning are centred on Quality Teaching, Gifted and Talented Education and the use of ICT. Other areas include Beginning Teacher, Literacy and Numeracy, Career Development, Syllabus Implementation and Welfare and Equity. 19 of our 24 teaching staff undertook TPL in 29 1 staff undertook TPL in Quality Teaching in diverse areas including; a Preliminary course in Physics workshop, Languages Conferences, English Teachers Association Conference, STA NSW Meet the Markers workshops, and an Incorporating Yoga into PDHPE workshop. 4 staff undertook TPL in Gifted and Talented Education at the GATS Conference and the Certificate of Gifted Education (ongoing). 3 staff undertook TPL in ICT including using the new operating systems, L4L and SBSR training. 2 staff undertook TPL as Beginning Teachers to prepare for their Teacher s Institute accreditation. 6 staff undertook TPL for their Career Development. An average of $333.2 was spent on each member of the teaching staff on TPL in 29 Staff Development Days The whole staff was involved in School Development Days in Terms 1, 2, 3 and 4. Training was in the following areas: Student Welfare Emergency Care & CPR Updates, Enhancing our school Culture; Behaviour, Teaching and Learning. Mandatory Child Protection Update; Keeping Them Safe Welfare & Discipline Policy Survey drafting Technology Update RISC, Connected Classroom DER The Digital Education Revolution 16

17 Reporting Developing outcomes for reporting in every subject Developing processes to deliver cross curriculum content? Defining Key Competencies Pre-Testing, Strategic Planning Planning Workshop Quality Teaching One element from each of the 3 Dimensions. Registration & Programming School development Targets for 21 The school targets are closely aligned with the Office of Schools Plan and Regional targets to enhance Literacy, Numeracy, Student Engagement and Retention, Connected Learning, Teacher Quality and Aboriginal Education and Training. Target 1 Student Engagement and Retention Enhancing Student Engagement is a priority at the Conservatorium High School for it goes to the core of the challenge that music students face: balancing the demands of the curriculum with the demands of developing their musical abilities. Strategies to achieve this target include: Update our Welfare & Discipline Policy to better support student wellbeing and participation Strengthening partnerships with students and parents to ensure that students remain engaged with the music education program and work effectively towards realising the program s goals Develop individualized learning plans to better support student learning Improve our electronic data gathering systems to ensure accuracy of attendance data Streamline communication protocols with Sydney Conservatorium of Music tutors to facilitate speedier sharing and cross-checking of attendance records Our success will be measured by: Outstanding results in both scholastic and musical endeavours Higher level of satisfaction with the welfare and discipline strategies as measured by Zoomerang survey Improved attendance and fewer partial absences Improved efficiency and greater accuracy in collation of lesson attendance data Target 2 Connected Learning Enhancing the use of technology in classroom practice will improve student learning across the curriculum. Strategies to achieve this target include: Installation of more Interactive White Boards and purchase of dedicated laptops for their use Build a new school website that provides an interactive virtual learning environment such as MOODLE Targeted professional learning for staff to enhance their skills with technology in teaching and learning Our success will be measured by: Greater integration of Interactive White Boards into everyday classroom practice Incorporation of more advanced technology components in assessment tasks, both in teacher delivery and student submission Evidence of deeper understanding and use of technology in the classroom Target 3 Teacher Quality Teacher Quality is at the heart of quality education. By assisting staff through facilitating both long-term and short-term study, training and professional learning we will improve the quality of teaching that occurs at Conservatorium High School. Strategies to achieve this target include: Ongoing assistance of staff undertaking post graduate study in relevant fields Re-invigorating the CHS Targeted Professional Learning Committee [TPL] to improve management processes and increase uptake of relevant professional learning opportunities Ensuring regular Staff Development Days and Staff Meetings have a sequenced program of 17

18 activities focussed on developing ICT skills and Cross-Faculty rich tasks Our success will be measured by: Staff undertaking and/or completing post graduate study in relevant fields Closer alignment of TPL with expressed goals of the school Incremental development of ICT skills and increased frequency of rich tasks across the curriculum Target 4 Aboriginal Education Implement relevant components of DET Aboriginal Education and Training Policy (28): Education about Aboriginal Australia for all students Strategies to achieve this target include: Develop cross-faculty rich tasks that highlight Aboriginal culture Heighten awareness of the historical connections between Conservatorium precinct and Aboriginal culture. Our success will be measured by demonstrated understanding on part of students and staff of the contribution of Aboriginal culture and history to contemporary Australian music 18

19 About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development. Robert Curry Principal Ian Barker Deputy Principal Kate Kell HT Teaching & Learning Jeff Willey HT Music Ceridwen Lee HT English/History Igor Kudashev P&C President Rosie Gallagher School Vice Captain School contact information Conservatorium High School Macquarie Street, Sydney, NSW 2 Ph: Fax: conservat-h@det.nsw.edu.au Web: School Code: 8147 Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at: 19