Parents – Board Meeting 3 March 2009

Agenda Introduction and Welcome Principal’s Briefing Board Performance Government Funding HASG Foundation Leadership Mentoring program Co-curricular Activities/HSC Curriculum Family – School Partnership Q&A – Suggestion Box

Introduction and Welcome

Principal’s Briefing

Board Performance

Government Funding

HASG Foundation

Leadership Mentoring program

Co-curricular Activities/HSC Curriculum

Family – School Partnership

Q&A – Suggestion Box

Principal’s Briefing Two main focus areas at HASG in 2009 : Numeracy & Literacy Student Wellbeing 2008 student achievements NAPLAN results place HASG students above national averages in overall literacy and numeracy 100% of year 3 students in top 3 bands in numeracy and literacy 25% of HASG year 12 students attained Distinguished Achievement (Band 6) results in the HSC in 2008 and were listed on the Honour Roll 100% of HASG year 12 students in HSC Mathematics Extension 1(3 units) and Legal Studies achieved results in the top 2 bands 80% of HASG year 12 students applying for university admission were offered first round places in their course of choice.

Two main focus areas at HASG in 2009 :

Numeracy & Literacy

Student Wellbeing

2008 student achievements

NAPLAN results place HASG students above national averages in overall literacy and numeracy

100% of year 3 students in top 3 bands in numeracy and literacy

25% of HASG year 12 students attained Distinguished Achievement (Band 6) results in the HSC in 2008 and were listed on the Honour Roll

100% of HASG year 12 students in HSC Mathematics Extension 1(3 units) and Legal Studies achieved results in the top 2 bands

80% of HASG year 12 students applying for university admission were offered first round places in their course of choice.

Board Performance Following feedback from 2008 Parent Survey Board has introduced performance scorecard, categories include improving: Parent involvement Community involvement Achieving academic excellence Leadership Effective Promotion and communication Improve Board accountability Increasing College enrolments Financial Management

Following feedback from 2008 Parent Survey Board has introduced

performance scorecard, categories include improving:

Parent involvement

Community involvement

Achieving academic excellence

Leadership

Effective Promotion and communication

Improve Board accountability

Increasing College enrolments

Financial Management

Board Performance Improved communication including Board profiles on website, regular media releases on College performance. 70% increase year on year enrolments, with 30 new students in 2009. Board members undertaken formal Governance training from the Australian Independent schools. New sewage system installed. Revamp of Administration and improved service. Announced and developed HASG Foundation and scholarships. Differentiation Program from years K to 12. New and improved canteen menu under new supervision. Increasing feeder schools to boost enrolments (in progress). Increased effort to maintain students transferring from primary to secondary school (half a dozen students departed between 2008-09). Establishing Board relationships with other independent schools (in progress).

Improved communication including Board profiles on website, regular media releases on College performance.

70% increase year on year enrolments, with 30 new students in 2009.

Board members undertaken formal Governance training from the Australian Independent schools.

New sewage system installed.

Revamp of Administration and improved service.

Announced and developed HASG Foundation and scholarships.

Differentiation Program from years K to 12.

New and improved canteen menu under new supervision.

Increasing feeder schools to boost enrolments (in progress).

Increased effort to maintain students transferring from primary to secondary school (half a dozen students departed between 2008-09).

Establishing Board relationships with other independent schools (in progress).

Board Plans Wish list for parents committee, home room mums, parents, students and benefactors, who wish to sponsor a project from the wish list and make it come through. Day Care or Pre School within the HASG.(Seeking interest from benefactors) Performance review plan for every employee in the school for every year, starting from 2009. Disabled access to the second floor for the high school complex. Email address for Board of Directors on the HASG website. Family – School Partnership

Wish list for parents committee, home room mums, parents, students and benefactors, who wish to sponsor a project from the wish list and make it come through.

Day Care or Pre School within the HASG.(Seeking interest from benefactors)

Performance review plan for every employee in the school for every year, starting from 2009.

Disabled access to the second floor for the high school complex.

Email address for Board of Directors on the HASG website.

Family – School Partnership

Vice/Associate Principal Advertised position which closed 27 February New position to assist in managing College operations incl teaching & non teaching staff, academic excellence and discipline Strong candidates received, interview process underway View to announce the position late March/early April

Advertised position which closed 27 February

New position to assist in managing College operations incl teaching & non teaching staff, academic excellence and discipline

Strong candidates received, interview process underway

View to announce the position late March/early April

Government funding Successful in our funding appeal to government (funding period 2005-2008) As part of stimulus package, government announced Building the Education Revolution (BER) The Australian Independent Schools (AIS) would have access to $418.6 million to be divided amongst 440 member schools (including HASG) We anticipate to receive portion of funding towards College building and maintenance projects. HASG has been advised of its funding levels for 2009-2012, we may decide to appeal this decision.

Successful in our funding appeal to government (funding period 2005-2008)

As part of stimulus package, government announced Building the Education Revolution (BER)

The Australian Independent Schools (AIS) would have access to $418.6 million to be divided amongst 440 member schools (including HASG)

We anticipate to receive portion of funding towards College building and maintenance projects.

HASG has been advised of its funding levels for 2009-2012, we may decide to appeal this decision.

HASG Foundation Launch 2 May 2009

“ Yeretz” Academy HASG Leadership & Mentoring Program The aim of the mentoring program is to foster the growth and development of our maturing students, and to learn and benefit from the experience of accomplished leaders, who have succeeded in business, politics, sport, academia, the arts, or through personal adversity. 2009 participants to include: Lisa Carapiet -

The aim of the mentoring program is to foster the growth and development of our maturing students, and to learn and benefit from the experience of accomplished leaders, who have succeeded in business, politics, sport, academia, the arts, or through personal adversity. 2009 participants to include:

Lisa Carapiet -

Primary Co-curricular Activities Chess Competitions Armenian Cultural Studies afternoons Cross Faculty Competitions (e.g Maths, English, Science) Maths Olympiad Debating Team Choir Harmony Days - “tolerance, understanding and acceptance”. A cross cultural perspective involving interaction with other schools Recorder Group Premier’s Reading Challenge Gala days-international schools-German/Japanese

Chess Competitions

Armenian Cultural Studies afternoons

Cross Faculty Competitions (e.g Maths, English, Science)

Maths Olympiad

Debating Team

Choir

Harmony Days - “tolerance, understanding and acceptance”. A cross cultural perspective involving interaction with other schools

Recorder Group

Premier’s Reading Challenge

Gala days-international schools-German/Japanese

Differentiation Students learn in different ways and at different paces therefore it is necessary to differentiate in the classroom. Differentiation allows students to: Work towards the standard required of them, at their own pace, as well as be extended (when they have achieved the standard) by moving on with their learning. Cover the content in a way that suits their learning level. Demonstrate their knowledge and skills in a way that suits their learning level.

Students learn in different ways and at different paces therefore it is necessary to differentiate in the classroom.

Differentiation allows students to:

Work towards the standard required of them, at their own pace, as well as be extended (when they have achieved the standard) by moving on with their learning.

Cover the content in a way that suits their learning level.

Demonstrate their knowledge and skills in a way that suits their learning level.

Differentiation Differentiation has been widely studied and various systems are recognised and implemented world-wide. Our college consults several models, but mainly incorporates ‘Bloom’s Taxonomy’ into differentiation activities. A summary of the skills in Bloom’s Taxonomy.

Differentiation has been widely studied and various systems are recognised and implemented world-wide. Our college consults several models, but mainly incorporates ‘Bloom’s Taxonomy’ into differentiation activities.

A summary of the skills in Bloom’s Taxonomy.

Bloom’s Taxonomy A simple example of how it could be used in a lesson based on ‘Goldilocks’ Remember : Describe where Goldilocks lived. Understand : Summarize what the Goldilocks story was about. Apply : Construct a theory as to why Goldilocks went into the house. Analyze : Differentiate between how Goldilocks reacted and how you would react in each story event. Evaluate : Assess whether or not you think this really happened to Goldilocks. Create : Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.

A simple example of how it could be used in a lesson based on ‘Goldilocks’

Remember : Describe where Goldilocks lived.

Understand : Summarize what the Goldilocks story was about.

Apply : Construct a theory as to why Goldilocks went into the house.

Analyze : Differentiate between how Goldilocks reacted and how you would react in each story event.

Evaluate : Assess whether or not you think this really happened to Goldilocks.

Create : Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.

Differentiation Differentiation is used within the classroom as well as in homework tasks. Teachers may also vary the amount of work and/or standard of work required on a task, as a means of differentiation. Techniques used to help implement differentiation: Group Work Choice

Differentiation is used within the classroom as well as in homework tasks. Teachers may also vary the amount of work and/or standard of work required on a task, as a means of differentiation.

Techniques used to help implement differentiation:

Group Work

Choice

High School Co-curricular Activities & Leadership Opportunities Cross Faculty Competitions (Maths, English, Science, Bus.Studies) Harmony Days - “tolerance, understanding and acceptance”. A cross cultural perspective involving interaction with other schools Gala days-international schools-German/Japanese Mentoring Program All HSC students have also been provided with a staff member/mentor as part of our commitment to help and nurture them Public Speaking Essay Writing Competitions (Stage 5+6) Student Representative Council is involved in charity functions (Red Cross & other fundraising events) and they will develop the College Year Book for 2009 School Captains/Vice Captains represent our College at events organised by State Parliament and the member for Pittwater.

Cross Faculty Competitions (Maths, English, Science, Bus.Studies)

Harmony Days - “tolerance, understanding and acceptance”. A cross cultural perspective involving interaction with other schools

Gala days-international schools-German/Japanese

Mentoring Program

All HSC students have also been provided with a staff member/mentor as part of our commitment to help and nurture them

Public Speaking

Essay Writing Competitions (Stage 5+6)

Student Representative Council is involved in charity functions (Red Cross & other fundraising events) and they will develop the College Year Book for 2009

School Captains/Vice Captains represent our College at events organised by State Parliament and the member for Pittwater.

High School Curriculum New curriculum in the High School for 2008/9 Italian (Year 7+8) Ceramics (Year 9+10) Physical Activity and Sports Studies (PASS) (Year 9+10) Elective History (Year 9+10) Society and Culture (Year 11+12) English Extension 1 (Year 11)

New curriculum in the High School for 2008/9

Italian (Year 7+8)

Ceramics (Year 9+10)

Physical Activity and Sports Studies (PASS) (Year 9+10)

Elective History (Year 9+10)

Society and Culture (Year 11+12)

English Extension 1 (Year 11)

HSC Curriculum Armenian English Standard English Advanced General Mathematics Mathematics Mathematics Ext 1 Biology Business Studies Legal Studies Society and Culture Personal Development and Health (PDH) Visual Arts Industrial Technology Information, Processes and Technology Modern History (re-introduced in 2009)

Armenian

English Standard

English Advanced

General Mathematics

Mathematics

Mathematics Ext 1

Biology

Business Studies

Legal Studies

Society and Culture

Personal Development and Health (PDH)

Visual Arts

Industrial Technology

Information, Processes and Technology

Modern History (re-introduced in 2009)

HSC Curriculum Additional courses currently being undertaken by our students externally in 2009: Dance Textiles and Design Business Services Multimedia French Beginners Modern History Exploring Early Childhood Physics

Additional courses currently being undertaken by our students externally in 2009:

Dance

Textiles and Design

Business Services

Multimedia

French Beginners

Modern History

Exploring Early Childhood

Physics

The HASG College 2009 Family – School Partnership Our Vision Our families and the school work together as partners in the education of our children and our young people. “ Our School, Our Future” Introduction What are family-school partnerships? Collaborative relationships Activities involving school staff, parents and other family members Effective partnerships based on mutual trust and respect Shared responsibility

Our Vision

Our families and the school work together as partners in the education of our children and our young people.

“ Our School, Our Future”

Introduction

What are family-school partnerships?

Collaborative relationships

Activities involving school staff, parents and other family members

Effective partnerships based on mutual trust and respect

Shared responsibility

The HASG College 2009 Family – School Partnership Introduction Why are family-school partnerships important? Families are the first educators of their children and they continue to influence their children’s learning and development. Families trust schools to provide educational foundations for their children’s future. Schools recognise the primary role of the family in education. This is why it is important for our families and the College to work together in partnership. Effective schools have high levels of parental and community involvement. This involvement is strongly related to improved student learning, attendance and behaviour. Family involvement can have a major impact on student learning.

Introduction

Why are family-school partnerships important?

Families are the first educators of their children and they continue to influence their children’s learning and development.

Families trust schools to provide educational foundations for their children’s future.

Schools recognise the primary role of the family in education.

This is why it is important for our families and the College to work together in partnership.

Effective schools have high levels of parental and community involvement. This involvement is strongly related to improved student learning, attendance and behaviour. Family involvement can have a major impact on student learning.

Principles which underpin effective Family-School Partnerships All families and schools want the best for their children. All children have the right to the opportunity to reach their full potential. Families are the first and continuing educators of their children. Effective schools provide a nurturing and supportive learning environment. Families and schools value quality teaching and respect teachers’ professional expertise. Families and schools value the diversity of families and use this as a resource for building partnerships and communities. Partnerships are based on mutual responsibility, respect and trust. Leadership is critical to building, maintaining and renewing partnerships. Partnerships improve student motivation and learning. Partnerships strengthen the connections between schools and their communities.

All families and schools want the best for their children.

All children have the right to the opportunity to reach their full potential.

Families are the first and continuing educators of their children.

Effective schools provide a nurturing and supportive learning environment.

Families and schools value quality teaching and respect teachers’ professional expertise.

Families and schools value the diversity of families and use this as a resource for building partnerships and communities.

Partnerships are based on mutual responsibility, respect and trust.

Leadership is critical to building, maintaining and renewing partnerships.

Partnerships improve student motivation and learning.

Partnerships strengthen the connections between schools and their communities.

Key Dimensions of Family-School Partnerships The Family-School Partnerships Framework identifies these dimensions as guidelines for planning partnership activities: Communication Connecting Learning at Home and at School Building Community and Identity Campus Infrastructure & Maintenance Participating

The Family-School Partnerships Framework identifies these dimensions as guidelines for planning partnership activities:

Communication

Connecting Learning at Home and at School

Building Community and Identity

Campus Infrastructure & Maintenance

Participating

Communication Effective communication through a multi dimensional, two-way exchange between the family and the school, providing an opportunity for the community, families and the school to learn about each other. Activities: Review the newsletter for relevance, ease of language and scope to provide feedback. Work with the school to develop/finalise Parent Handbook. Increase the use of and continue to develop our Website (empower a few students to add stories/video clips and other areas of interest) Work with SRC (and student Year book Committee) to publish 2009 Year Book. Public & Community Relations (media releases / community media) Active participation in promoting College Enrolments

Effective communication through a multi dimensional, two-way exchange between the family and the school, providing an opportunity for the community, families and the school to learn about each other.

Activities:

Review the newsletter for relevance, ease of language and scope to provide feedback.

Work with the school to develop/finalise Parent Handbook.

Increase the use of and continue to develop our Website (empower a few students to add stories/video clips and other areas of interest)

Work with SRC (and student Year book Committee) to publish 2009 Year Book.

Public & Community Relations (media releases / community media)

Active participation in promoting College Enrolments

Connecting Learning at Home and at School This key dimension emphasises: The understanding of the overlap between the home and school environments; The connection between successful partnerships and the child’s learning, including the importance of high expectations from both teachers and parents to the child’s success at school Families and schools working together to create positive attitudes to learning in each child Ensuring families are informed about and understand their child’s progress Parents working with teachers in the educational decision-making process for their individual child.

This key dimension emphasises:

The understanding of the overlap between the home and school environments;

The connection between successful partnerships and the child’s learning, including the importance of high expectations from both teachers and parents to the child’s success at school

Families and schools working together to create positive attitudes to learning in each child

Ensuring families are informed about and understand their child’s progress

Parents working with teachers in the educational decision-making process for their individual child.

Connecting Learning at Home and at School Examples of Activities: Family Math Nights: In term 1, Primary Class Teachers will be hosting Family Maths Nights where families are invited to the classroom and parents are informed about the current teaching and learning of mathematics. The aim of these nights is to improve student engagement, enhance the consistency of teaching techniques between home and school and at the same time increase parental support and “role-modelling”. Parents engage in “hands-on” activities with their children and on the final evening actually present the activities to the class. Volunteer Parent Workshop – Literacy Focus: Primary School Parents will be invited to a Workshop where they will receive training in basic classroom skills, special literacy programs and familiarisation with existing classroom resources, so that they can more effectively assist teachers by working along side them to achieve set objectives.

Examples of Activities:

Family Math Nights: In term 1, Primary Class Teachers will be hosting Family Maths Nights where families are invited to the classroom and parents are informed about the current teaching and learning of mathematics. The aim of these nights is to improve student engagement, enhance the consistency of teaching techniques between home and school and at the same time increase parental support and “role-modelling”. Parents engage in “hands-on” activities with their children and on the final evening actually present the activities to the class.

Volunteer Parent Workshop – Literacy Focus: Primary School Parents will be invited to a Workshop where they will receive training in basic classroom skills, special literacy programs and familiarisation with existing classroom resources, so that they can more effectively assist teachers by working along side them to achieve set objectives.

Building Community and Identity This key dimension emphasises activities that improve the quality of life in a community while honouring the culture, traditions, values and relationships in that community. The work of schools includes aspects of the social, emotional, moral and spiritual development of young people. Schools can act as a focal point for communities to come together and engage in capacity-building. Activities: Work with Armenian Community Organisations (opportunities for Partnerships, Awards and International Leadership Programs/Camps) Build our school as a community focal point – promote activities with local schools and other Armenian schools & Clubs

This key dimension emphasises activities that improve the quality of life in a community while honouring the culture, traditions, values and relationships in that community. The work of schools includes aspects of the social, emotional, moral and spiritual development of young people. Schools can act as a focal point for communities to come together and engage in capacity-building.

Activities:

Work with Armenian Community Organisations (opportunities for Partnerships, Awards and International Leadership Programs/Camps)

Build our school as a community focal point – promote activities with local schools and other Armenian schools & Clubs

Campus Infrastructure & Maintenance Embracing the strength of the community and school families to maximise use of grounds and maintain existing buildings and landscaping. Activities: Work with James to complete a review of grounds and prepare list of opportunities for R&M. Organise 2 weekend family “Working Bees” to tackle items on list. First Working Bee for 2009 – Saturday 28 March. Redevelop Soccer Field and look into potential uses for the field and basketball courts in our local community. Temporary/portable soccer goals for Primary School use. Assess College infrastructure needs for the coming years.

Embracing the strength of the community and school families to maximise use of grounds and maintain existing buildings and landscaping.

Activities:

Work with James to complete a review of grounds and prepare list of opportunities for R&M.

Organise 2 weekend family “Working Bees” to tackle items on list. First Working Bee for 2009 – Saturday 28 March.

Redevelop Soccer Field and look into potential uses for the field and basketball courts in our local community.

Temporary/portable soccer goals for Primary School use.

Assess College infrastructure needs for the coming years.

Participation Schedule & Levy Activity Terms 1 & 2 Terms 3 & 4 Parent’s Committee (2 per half year) Class Parent Representative (2 per half year) Member of Parents’ Committee Sub-Committee Weekend Working Bee Reading (see Mrs Watson) Library Assistance Member of Partnership Action Team (2 per half year) Family Math Night - attendance Volunteer Training Workshop – attendance Canteen Assistance Excursion Assistance Total (2 ticks per half year)

Parent’s Committee Roles & Responsibilities: Events/Fundraising Annual Ball – This year’s event is scheduled for 2 May 2009 “Black & White Ball” at the Grand Royale in Granville Mothers’ Day Fathers’ Day – Latin Night Hosted by Year 1 Parents Annual Carnival/Fete Carols by Candlelight – in conjunction with College Staff. Class Parent Representative Liaison Implement more unified/structured/consistent approach Canteen Representation on the Canteen Working Group

Roles & Responsibilities:

Events/Fundraising

Annual Ball – This year’s event is scheduled for 2 May 2009 “Black & White Ball” at the Grand Royale in Granville

Mothers’ Day

Fathers’ Day – Latin Night Hosted by Year 1 Parents

Annual Carnival/Fete

Carols by Candlelight – in conjunction with College Staff.

Class Parent Representative Liaison

Implement more unified/structured/consistent approach

Canteen

Representation on the Canteen Working Group

Canteen Working Group Roles & Responsibilities: Provide opportunities for parents to become involved in the canteen, eg Roster System, Baking Groups, Buying Groups (bulk purchasing) etc; In conjunction with Class Parent Representatives, encourage the organisation of special recess breakfasts In conjunction with the ‘Buildings & Maintenance Action Team’ give the canteen a facelift and look at updating equipment; Ensure that the canteen is operating in line with all standards and health regulations; Set up systems and procedures for all operations – purchasing, financial, etc;

Roles & Responsibilities:

Provide opportunities for parents to become involved in the canteen, eg Roster System, Baking Groups, Buying Groups (bulk purchasing) etc;

In conjunction with Class Parent Representatives, encourage the organisation of special recess breakfasts

In conjunction with the ‘Buildings & Maintenance Action Team’ give the canteen a facelift and look at updating equipment;

Ensure that the canteen is operating in line with all standards and health regulations;

Set up systems and procedures for all operations – purchasing, financial, etc;

Class Parent Representative Role & Responsibilities: Represents Class at Parents’ Committee meetings Supports Parents Committee events and initiatives Liaison between class parents and class teachers Builds college community spirit inclusively – eg class picnics, new student orientation etc

Role & Responsibilities:

Represents Class at Parents’ Committee meetings

Supports Parents Committee events and initiatives

Liaison between class parents and class teachers

Builds college community spirit inclusively – eg class picnics, new student orientation etc

Parental Involvement Parental Involvement Opportunities: Family – School Partnership Action Teams: Communication Connecting Learning at Home and at School Building Community and Identity Campus Infrastructure & Maintenance Parent’s Committee Canteen Working Group Class Parent Representative

Parental Involvement Opportunities:

Family – School Partnership Action Teams:

Communication

Connecting Learning at Home and at School

Building Community and Identity

Campus Infrastructure & Maintenance

Parent’s Committee

Canteen Working Group

Class Parent Representative

Questions & Answer Session