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Annual Report 2020

Published by epreece, 2021-06-29 01:44:34

Description: Annual Report 2020

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Annual Report 2020

SCECGS Redlands Limited – Annual Report 2020 Contents Report Area 1: A Message from Key School Bodies 2 Report Area 2: Contextual Information about the School 6 Report Area 3: Student Outcomes in Standardised National Literacy and Numeracy Testing: 6 Report Area 4: Student Outcomes (ROSA & HSC/IB) 6 Report Area 5: Teacher Professional Learning, Accreditation and Qualifications 8 Report Area 6: Workforce Composition (Including Aboriginal and Torres Strait Islander Staff) 9 Report Area 7: Student Attendance and Retention Rates and Post-School Destinations in Secondary Schools 10 Report Area 8: Enrolment Policies 12 Report Area 9: School Policies 13 Report Area 10: Key Priority Areas for Improvement and Achievements 14 Report Area 11: Initiatives Promoting Respect and Responsibility 16 Report Area 12: Parent, Student and Teacher Satisfaction 17 Report Area 13: Summary of Financial Information 18 Appendix: Curricular/Cocurricular Achievements and Events 20 Donors 24 The Board 26 Governance 27 1

Report Area 1: A Message from Key School Bodies A Message from the Board Glenda McLoughlin While grappling with new pandemic driven teaching parameters in 2020, the School was also engaged in a number of regular Chair accreditation reviews which required substantial input from staff. SCECGS Redlands Limited In April, Redlands House received the highest possible rating of “Exceeding National Quality Standards” in all seven areas of quality As our School year started in 2020, staff, students and families of as assessed by the Australian Children’s Education and Care Quality Redlands were full of optimism for the year ahead. We welcomed Authority. Over a six month period the International Baccalaureate our new Principal, Mr Stephen Webber, looked forward to the Organisation reviewed our accreditation to deliver the IB Diploma completion of Stage 1 of the Senior Campus Master Plan and had Programme. This is an intensive review program conducted every many exciting planned activities to look forward to. Only two days five years, which Redlands passed with flying colours in September. after the beginning of the school year, a global health emergency was declared throwing many of our plans into disarray. We rapidly Redlands further strengthened our commitment to being a school learnt how a once in a century pandemic would disrupt our lives of choice for the very best teachers. We continued our engagement and force us to respond to and manage great uncertainties. with the Harvard Cultures of Thinking approach, with teacher training programs being run across the School. This year we were pleased to The Redlands spirit shone through this year with resilience and become an endorsed NESA provider of Registered Professional fortitude. What an adaptable, thoughtful and supportive Development Courses – our first step in bringing much of our teacher community Redlands is. In this extraordinary year, the primary training in-house. We recognise that the best judges of the quality of focus of the School Board and Management has been on a teacher are often the students themselves and this year Redlands keeping our students, staff and community safe from the implemented the Student Voice Survey, designed by the Australian threat of COVID-19. Yet, much has been achieved in 2020. Council for Educational Research. The results of this research have provided valuable feedback to staff on their teaching practice and Thank You and Welcome to Mr Webber learning environments. Much of the credit for Redlands managing to navigate this momentous Student Achievements year must go to our Principal, Mr Webber. It is a challenge to cross a continent to take up another leadership role in a new school in a new Despite the disruptions this year, the Class of 2020 achieved many city. But it’s especially so in a year when a pandemic has disrupted outstanding academic, performing and sporting feats throughout so many aspects of normal life. Mr Webber has been a steady and the year. The 161 members of the Class of 2020 achieved excellent experienced Principal in this difficult year and on behalf of the Board results in their HSC and IB examinations and we wish them the very I thank him for his outstanding leadership in 2020. best in their future endeavours. 2020 Achievements Highlights from the 2020 academic year include: Students, teachers, staff and family members should be incredibly • 11 students achieved an ATAR of 99 or more proud of the way they worked together to make sure that we came • 37 students achieved an ATAR of 95 or more through this year safely. The students were brilliant in their switch • 63 students achieved an ATAR of 90 or more to Remote Learning and willingly took up the challenge of remote • Leopold Colin, Chloe Laverty and Aayushi Singh achieved top classes via video conference in Term 2. honours, each with an ATAR of 99.75 • Yuanqiu (Casey) He achieved First in Course for HSC Chinese I pay tribute to our ICT and digital teaching and learning teams who in Context helped the whole School manage the pivot to Remote Learning. • 163 HSC Band 6s/IB Grades 7/A were awarded This was an enormous task that was managed in an exceptionally • 26 HSC students were listed on the HSC Honour Roll professional manner. The demands on our ICT team came on top of • 17 IB students achieved IB Distinctions completing another major project - the successful introduction of a • 10 students were nominated and 2 students were selected new online Student Information System in January. for HSC Showcases for their major works. Our talented teachers and staff continued to provide a world class We are also proud of the many achievements of our students education to our students. They also found opportunities, despite across sport, performing arts and other cocurricular activities. pandemic constraints, to undertake many cocurricular, sporting and artistic endeavours that are such a strong feature of Redlands. Campus Improvements Parent Teacher interviews were held online as well as virtual assemblies and chapel services. Music, drama, art and dance tuition moved One of the major milestones of 2020 was the delivery of our online. Efforts to maintain physical activity were enthusiastically magnificent new building on the Senior Campus, the Redlands embraced, with a virtual cross country carnival held and online Learning Hub. This was officially opened by Premier Gladys morning fitness classes run by staff. A highly successful virtual Berejiklian in late November, having been available for student debate between Redlands and Pymble Ladies College led to ISDA use from July when face-to-face teaching resumed. The Redlands and FED debating moving online for a period of time. Learning Hub provides 38 large, modern and flexible classrooms with state of the art audio-visual technology and individual and This was a significant extra workload for teachers and staff. group breakout spaces. Each of the five levels of the Learning Hub They embraced the opportunity to continue to educate the minds has a specialist pedagogical focus as follows: Level 1-Visual Arts and fire the imaginations of our young people. Above everything else, and Innovative Design, Level 2-English, Level 3-Mathematics, Level they all worked to keep our students safe while in our charge, 4-Social Sciences and the Level 5 Rooftop Garden available for and we thank them for their dedication. outdoor experiential learning. The large open garden area in front of the Learning Hub has been named the Fahl garden in honour of the Fahl family who played a critical role in securing the future of our School over 40 years ago. The final stage of the current Senior Campus building program is the construction of a road from Winnie Street to Military Road which will provide a bus drop off and pick up point for the Senior Campus. Many parents funded family plaques in this building and on behalf of the School, I’d like to thank all members of our community who made donations to help deliver the Redlands Learning Hub. 2

A range of further campus improvements were completed during Mr Stephen Blaxland has made a permanent mark on Redlands the year, including refurbishment of part of the Humphery Building through his chairmanship of our Physical Resources Group Committee. on the Senior Campus to provide new rooms for the Health Centre, He has overseen transformative building programs on the Junior Careers Office and Learning Plus team, as well as a number of Campus, the development of the Senior Campus Master Plan and upgraded classrooms. The Junior Campus and Preparatory School oversight of the construction of the Redlands Learning Hub and also benefited from various upgrades to facilities. John Roberts Music Centre. We thank Colleen and Stephen for their outstanding contributions to our School. With the completion of Stage 1 of the Senior Campus Master Plan and the acquisition of a number of properties adjacent to the Responding to COVID-19 Senior Campus, the Board is now revisiting the current Senior Campus Master Plan to adapt it for the School’s expanded footprint While all of our families faced great uncertainty in 2020, some and to ensure that planned facilities align with the strategic goals faced financial disruption to their work and businesses. Throughout of the School. At the same time, the Board and Management have the year, the School Board put targeted strategies in place to support commenced a review of facilities on the Junior Campus and High families who faced unexpected financial strains because of Country Campus to develop long term plans for their ongoing COVID-19. This meant that a significant number of students were upgrade and improvement. able to continue their education at Redlands throughout the year. The Board took the decision later in the year to provide broader As planned, it has been necessary for the School to enter into a loan support to all families by freezing school fees for 2021. into order to finance part of the cost of the Learning Hub. The members of the Finance and Audit Committee conducted Thank You detailed due diligence on the terms of the borrowings as well as considering the 10 year financial forecast for the School. This The Board deeply appreciates the efforts of all staff over the past loan facility is planned to be largely paid down in 2021. Thanks to year. Mrs Breckenridge, Mr Guha, Mr Corcoran, Mr Bentley and the support of School parents, Redlands is in a strong financial Mr Weatherstone – thank you for your fine work and commitment position and will be able to meet all of its financial commitments, to Redlands during 2020. In particular, thank you to Ms McGarry despite the pandemic, while planning for future developments for her outstanding contribution to Redlands over many years. at the School. As Ms McGarry leaves us to be Head of Frensham Schools, we welcome Mr Corcoran in the role of Deputy Principal and Expansion of Redlands Scholarship Offering congratulate him on his appointment. The Board would like to thank all the members of the Redlands Finally, thank you to all the members of the Redlands community community who donated to the Dr Peter Lennox means-tested for your continued support of our School. scholarship appeal in 2020. This scholarship has been awarded to a student who commenced in Year 7 in 2021. Our goal is to continue to offer further means-tested scholarships to talented students who would otherwise not be able to attend a school like Redlands. With this goal in mind, we are honouring a much loved teacher at our School who made a huge contribution over her 23 years at Redlands - Belinda Oxley - with the establishment of a new means-tested scholarship. The Board The Directors of the Redlands Board gave generously of their time and expertise to support the governance of our School and I thank them all for the time that they have volunteered in the service of Redlands. This year, we welcomed three new Directors to the Redlands Board. Mr Grahame Petersen brings extensive experience in finance, having served as member of the Executive Committee of the Commonwealth Bank for many years. Grahame also Chairs the Redlands Foundation Advisory Committee which has been critical in helping to fund the construction of the Redlands Learning Hub, as well as expanding the capacity of the Scholarship Trust. Ms Paddy Carney brings deep experience in accounting and risk management through her role as a senior partner at PWC, where she is a member of the Global Board of the PWC network and chairs the Risk, Quality and Public Interest Committees. Paddy has been appointed as Chair of the Redlands Risk Committee. Professor Glenn Wightwick joined the Board midway through the year and fulfills the role of our Board educational specialist. As Deputy Vice-Chancellor and Vice-President (Innovation and Enterprise) of the University of Technology, Glenn brings valued insights from the tertiary education sector and well as unique perspectives on the future world of work. All new Directors are parents of students in the Junior or Secondary Schools. This year two long serving directors retired: Mrs Colleen Godsell and Mr Stephen Blaxland. Colleen served on the Redlands Board for 13 years. She has been a passionate supporter of our High Country Campus and a voice for the importance of service to those less fortunate in our community. 3

A Message from the Principal Stephen Webber 2020 MEd, BSc, GradDipEd, The strong academic culture of the School, with its focus on the MACE, MACEL Harvard Project Zero program, was another aspect that attracted me to Redlands. Our new Head of Teaching and Learning Matthew Bentley 2020 was certainly a year like no other in my time in education, and has continued to drive our focus on a Culture of Thinking and it has as I reflected on what we have experienced this year together, a key been pleasing to see staff embrace professional development word that kept coming to mind was Hope. opportunities and lead a range of workshops during the year. In my individual staff interviews it quickly became apparent that staff collaborate The very act of education is intrinsically linked to Hope – we educate pedagogically and seek opportunities to learn from colleagues. our future generations of young people with the expectation that they will go on to live purposeful, meaningful and successful lives, Staff who have an open, inquiring mind, who seek to improve their having developed a wide range of skills and attributes that will help professional practice are attracted to work at Redlands. I believe guide them along the way. this is one of the key reasons why the staff managed the transition to Remote Learning so well during the year. We were definitely well Our History positioned with our technology resources and staff in ICT eLearning roles; however, the key aspect was the positive culture of our staff, One of the many things that drew me to want to join the Redlands who embraced the challenge and worked tirelessly together to move community was our inspiring history, and the Hope that is evident to online teaching and learning. throughout the various stages of our development and growth to the School we are today. I sincerely thank the whole team of staff who made this possible. It was certainly a very challenging time but the sense of community Miss Liggins’ and Miss Arnold’s vision and drive to open the School and unity in the School shone throughout. I particularly thank Chair for Girls in 1884 was no doubt an act of Hope, along with Miss Roseby of the Board Glenda McLoughlin, and all Directors for their dedication leading the School through two world wars and a recession, including to the School and unwavering support, to the Critical Incident the period of the Spanish Flu epidemic, which resonates today. Management Team who have met a record number of times, our incredible team of staff and all parents and carers for their constructive, A new beginning again for the School as part of the SCEGGS group from thoughtful and reflective feedback, which was greatly appreciated. 1946 and then in 1976, when our parent community, led by modern founders Messrs Roberts, Lang and Adams, fought to save the School, I congratulate our Class of 2020 for their application to their studies there was no doubt a large amount of Hope and courage evident in driving and their excellent results in the Higher School Certificate and their vision for the future of the School. Their belief in the School and their International Baccalaureate exams, during this year of challenge determination and drive set an incredible foundation. and uncertainty. 11 students achieved an ATAR of 99 or more, 18 students achieved an ATAR of 98 or more and the Class of 2020 Looking ahead to the future and responding to change is part of received 97 Early University Early Offers. More detailed academic our DNA, with the move to coeducation, the purchase of the former results are provided on the following pages of this Annual Report. Cremorne Girls High School as the site for our stunning Junior Campus, the early adoption of the IB Diploma Programme, and the establishment Our Community of Winter School at the High Country Campus, all examples of this proactive approach. I was conscious of Hope being such an important factor for us all during this time of heightened uncertainty. There were so many Coeducation instances of people encouraging and looking out for each other and a focus on gratitude for the small things that we often take for granted. I had researched the fascinating history of Redlands when leading With a year full of moving event schedules and changes to our my previous school through their transition to become fully programs, I particularly thank all members of the RPFA for their coeducational. Having read widely and covered the full range of wonderful support, for creatively seeking ways for the community research into single sex and coeducational schools, I became very to connect and for keeping spirits high when times were tough. passionate about the benefits of coeducation. I especially thank Michelle Tea in her significant role as President of the RPFA. I also thank all members of the Foundation Advisory Committee One of the things that struck me very early in time at Redlands was for their ongoing support of the School and for their creative ideas of how positive the relationships were between students and between how to connect with the community during this extraordinary year. staff and students. There is a very natural, inclusive and welcoming feel to the School. The genuine friendships and respect that I have Our Staff observed this year between our Year 12 students has been inspiring and I know that they are well-prepared to embrace their lives Earlier in the year we celebrated with Deputy Principal Sarah McGarry beyond our gates. There is a significant benefit for our students, on her appointment to Head of Frensham Schools from the start having learned, led and grown together with both genders. of 2021. We are very happy for Sarah and her appointment certainly reflects on the preparation she has had in her role at Redlands. At times, I smile when I hear people roll out of some of the unsupported Having said this, she will certainly be missed and I thank her most educational myths, such as boys are better in coeducation and girls warmly on the extensive contribution she has made to the School in single sex, or girls do better in maths and science in single sex during her eight years as Deputy Principal. She is universally respected schools, or boys and girls need to be in separate classes, none of and her incredible leadership during the year is just another example which are supported by the meta-analysis of global research in the of the dedication and commitment she has shown to the School. field. There is as much, if not more, variation of personal attributes I thank her very much for the personal support she has provided to me and learning styles within a gender as there is between different in my first year at Redlands and I wish her every success at Frensham. genders. I also acknowledge the outstanding leadership that Sean Corcoran As we look to a future unknown, we would be doing a disservice to has provided in his role as Head of Secondary School and look either gender to limit their experience of the other in their education. forward to him extending his influence across all sections of the School, as he takes on the role of Deputy Principal in 2021. To other staff leaving at the end of 2020, thank you for your extensive contribution to the School and to our entire team of passionate staff, I thank you for your warm welcome this year, your generosity of spirit and for openly sharing your wisdom and knowledge of the School. Our Future Throughout this year I have greatly appreciated the sense of Hope and optimism that has pervaded the School. Whilst recognising and addressing the various challenges and staying focused on our students’ current needs, we remained positive and confident about our future together. 4

My thanks to all who contributed to our A Message from the Secondary School Captains strategic planning survey which reinforced the importance of a focus on innovative and Isabel Simpson contemporary educational practices, which James Reid will enable our students to be life-ready at every stage of their education. 2020 certainly has been a strange year, one that will go down in the history books. But when we reflect upon the past year, amongst all the craziness, we are amazed by the people within We are all very aware of the rapid pace of this community and the way they have supported each other and stood together every change and must remain agile and responsive single day. to developing in our students the skills that When we started this year, we set a direction, the 2020 Redlands Vision. A vision which they will need to thrive in the future. we hoped would set both our attitudes and actions. Positivity, Courage and Celebration. Simplistic in its words, but it embodies all that we hoped for the students, staff and broader With the increasing impact of Artificial community of Redlands. Intelligence and future demand for people Positivity was our favourite of the words and formed a key part of our mindset both at the who are able to create, problem-solve and outset and as we continually tackled this challenging year. Amongst the dramas of COVID-19, critically think, it will no doubt become it would have been easy for the school community to resign to a defeated existence of increasingly important for people to be able cancelled events and isolation. But Redlands did not give in so easily! To our delight, the to create their own value and employment. positive energy of our community has shone its brightest over the last year. Students and staff have gone above and beyond to spread positive spirit across the School with a variety We need to support our students to develop of sports, arts and everyday activities. The incredible enthusiasm that members of the these entrepreneurial skills that will enable school community have taken in enjoying the ‘small moments’ of the year has made our final them to add value, create new opportunities year at Redlands so special, and we thank each and every member of our community for the and employment for themselves and others, efforts you have made to stay positive and happy this year. whilst also remaining true to our values and If there is anything that we have learned from this year, it’s that these small moments of their interconnectedness to people globally. positivity, whether that be a smile in the corridor, a conversation at lunch, sport training or a rehearsal, are the most valuable of all. So, whilst we will hopefully be able to return to We are proud to be non-selective in our the ‘big moments’ soon, we encourage everyone to never let these small things disappear, enrolment and embrace the challenge of because, as we have quoted before, ‘sometimes the smallest things take up the most room providing a range of pathways and curricular in your heart’ - Winnie The Pooh. and cocurricular options for our students. Our second word for the year was courage. Courage is having the humility to put yourself out The challenge is to ensure we live our Vision there, to give something a go, even if it lies outside of your strengths or comfort zones. In the for each individual student and support them words of T.S. Eliot ‘Only those who risk going too far can possibly find out how far one can to grow and flourish at every stage of their go’. Redlands thrives on its culture of participation and involvement throughout the school, development through the School. which builds spirit and community. We have felt so privileged to be a part of this during our time at Redlands. We encourage all Redlands students to continue to show courage in their This requires a determination to have a positive daily pursuits, to lead the way by putting themselves out there so that others may give it a impact on the health and wellbeing of our go, too. students, as they grapple with discovering Last, but by no means least, was celebration. The word Celebration allowed us to include all who they are, their gifts and talents, and the connotations of community, unity and togetherness that we feel so strongly about. After their purpose and direction. all, there is a lot to celebrate here at Redlands. It was amazing to see our Year Group, the cohort of 2020, come together over the last year, starting with our amazing Year 11 Camp at We must take a holistic view and broaden the Jindabyne and the following Leadership days and culminating in the Formal and Valedictory. way we measure individual student progress Through thick and thin, and a once in a lifetime global pandemic, we have made it. We stand over time. We are already making significant united, ready to tackle any challenges that lie ahead, and we have never been happier to progress in this area through our Secondary have such an outstanding, diversely talented bunch of friends around us. We are proud School Data Project and we look forward to of the work that everyone has put into this year and the achievements accomplished, not sharing more on this in the future. just of our year, but the whole school. As we get older, we can feel the bonds of the whole student body coming together and the friendships formed in all different Year Groups. One of the striking examples of the School One special way to celebrate our community is in the Class of 2020 Legacy Gift. Despite taking an innovative and proactive approach everything that this year prevented from happening, the graduating Class of 2020 worked was in the Year 9 Midawarr Indigenous Cultural together to raise money for a ping pong table and for the means tested scholarship, which Immersion program in November. Once it will allow a student who would otherwise not have the opportunity to be part of our became clear we could not take our Year 9 community, the chance to join in our celebration. With gifts from Dr Lennox, parents, friends students to Arnhem Land as planned, it would and money raised from the sale of their portrait tea towel, they were able to raise close to have been an easy option to cancel the program. $20,000 this year. That is certainly something to celebrate. However, our staff, in partnership with Culture In both small and big achievements happening every day for individuals in our school, College, saw it as an opportunity to create a encouragement of each other and acknowledging each other’s strengths can grow the meaningful, virtual learning program and bonds of our school closer together. We have a very special, welcoming community. include partnership with local First Nations Together, we can get through whatever challenges and excitement the year ahead brings. leaders. The result was a highly successful It’s been an amazing six years and we cannot thank everybody enough for what they’ve pilot program that could potentially enable the done for us. The teachers, support staff, parents, younger students and, most importantly, Yolgnu people to broaden the reach of their our peers from the Class of 2020 have made this year memorable for all the right reasons. cultural education programs. Whatever road lies ahead, for us and you, whatever unknowns cross your path, keep on travelling. We can’t wait to see where you go. And remember, “It never hurts to keep looking The School is immersed in a can-do enterprising for sunshine”. spirit, which has enabled us to respond to challenges and convey hope and optimism throughout our fascinating history. We are well placed to embrace our future together and whilst change and uncertainty will be prevalent, I am confident that our school community will thrive. At the end of a memorable year, I give thanks for the strength of our school community and the connections that bind us together. The future that lies ahead is full of promise and expectation. 5

Report Area 2 Contextual Information about the School Redlands is a leading contemporary and innovative coeducational and encouraging environment. Leadership, teamwork, a positive school inspiring students from Preschool to Year 12 to adapt, create attitude, a growth mindset and resilience are important elements and thrive in our global community. We provide an extensive range of our program for schoolwide wellbeing. of academic, sporting, creative arts, outdoor education, leadership and service opportunities designed to inspire academic excellence Our vibrant and dynamic coeducational learning environment and confidence for life. encourages mutual respect between girls and boys and develops emotional intelligence, maturity and inclusiveness – critical Established in 1884 in the Anglican tradition, our rich and balanced attributes for contemporary life. This environment prepares our education program aims to develop well-rounded, confident and students for a modern society which values gender equity and compassionate young people who are encouraged to let their lights reflects the post-school coeducational setting in all areas of future shine brightly – at school and beyond. life. The Redlands Learning Platform, which guides our teaching and Redlands is an international school for Australian families and an learning, is based on current research developments in educational Australian school for international families. We have students from theory and practice from Harvard University. This school-wide 51 different countries, representing 15% of the cohort, with the contemporary approach to teaching and learning develops skills of main home countries being the USA, UK, Canada, France, Germany, deep understanding, critical thinking, problem solving, creativity the Netherlands, Denmark, China, Japan, South Africa and New and collaboration. Zealand. Redlands is a warm and welcoming community that values and celebrates the diversity of our local and global network. Due Our students enjoy strong results in both the International to COVID-19 restrictions only 3% of our graduating class pursued Baccalaureate Diploma Programme (IB) and NSW Higher School tertiary study and post-school opportunities internationally. Our Certificate (HSC). This choice of HSC or IB offers students the international Alumni chapters continue to grow and strengthen flexibility to develop their individual pathway to academic success. year on year through increased activity and engagement. We have offered the IB Diploma Programme for more than 30 years and approximately half of our senior students study this We offer an extensive range of cocurricular sporting, performing programme, guided by trained IB teachers. arts, service learning and social engagement activities, providing students with the opportunity to explore new experiences and A developmentally structured system of student wellbeing develop personal interests and passions. Highlights include the throughout the School aims to provide support and encouragement comprehensive Snowsports and Sailing programs, a Ballet & Dance for each student. Class teachers (Primary) and Tutors (Secondary) Academy and a term-long residential Winter School at the High take a holistic view of the students in their care and seek to ensure Country Campus in Jindabyne, which unfortunately was unable that every student feels valued. Academic, social and emotional to run in 2020 due to the COVID-19 pandemic. progress is monitored, and the program aims to contribute to a safe Report Area 3 Student Outcomes in Standardised National Literacy and Numeracy Testing Due to the COVID-19 pandemic, NAPLAN testing was not held in 2020. Report Area 4 Student Outcomes (ROSA & HSC/IB) Record of School Achievement The School did not have any students that required the award of a Record of School Achievement in 2020. Senior Secondary Outcomes In 2020, 161 students completed their Senior Secondary education For the IB, 41 students (52%) were IB Top Grade Achievers, earning at Redlands with 82 students (51%) undertaking the NSW Higher a Grade 7 on one of their subjects or an A in either their Extended School Certificate and 79 students (49%) undertaking the IB Essay or Theory of Knowledge. Diploma Programme. Redlands students continue to enjoy strong results across both programs with an overall median ATAR of During 2020, eight Year 12 students undertook vocational training 85.85. or training in a trade and attained an equivalent vocational education and training qualification. For the HSC, 26 students (32%) qualified for the Distinguished Achievers List, earning a Band 6 or E4 in at least one of their The Class of 2020 received 97 University Early Offers prior to subjects. achieving their HSC or IB results (an exceptionally high number), with many others later taking up their first preferences for university admission of other post school pathway. 2020 HSC and IB Highlights • 1 student achieved HSC First in Course (Chinese in Context) • 10 students nominated for HSC Showcases – SHAPE (Textiles • 11 students 99+ ATAR and Design; Design and Technology), CALLBACK (Dance), • 18 students 98+ ATAR ARTEXPRESS (Visual Arts) and ONSTAGE (Drama) • 37 students 95+ ATAR • 2 students selected for HSC Showcases – SHAPE • 63 students 90+ ATAR (Textiles and Design) and ONSTAGE (Drama) • 104 students 80+ ATAR • 17 students were awarded IB Distinctions for earning 40+ points (out of 45) in the IB 6

HSC/IB Percentage of Students in the Top Two Bands Higher School Certificate Top 2 Bands International Baccalaureate Top 2 Bands Course Name # of Bands 5 & 6 (%) Course Name # of Bands 6 & 7 (%) Students Redlands State Students Redlands Global Ancient History Group 1 Biology 5 20 33 English Language & Literature 79 81 39 Business Studies 16 44 31 Group 2 Chemistry 29 54 35 French B 10 90 53 Chinese Continuers 6 33 43 Spanish B 20 25 61 Chinese in Context 2 100 76 German B 1 100 46 Dance 2 100 89 Japanese B 8 38 62 Design & Technology 4 75 58 Madarin B 10 70 92 Drama 11 55 47 Latin 5 100 74 Economics 17 83 47 French Ab Initio 9 56 42 English Standard 9 33 51 Spanish Ab Initio 17 59 57 English Advanced 27 0 11 Group 3 English Ext. 1 54 56 63 Business Management 28 82 25 English Ext. 2 9 89 91 Economics 24 42 49 French Continuers 3 100 82 Geography 26 54 50 Geography 2 0 64 History 21 29 11 Information Processes & Technology 13 77 41 Group 4 Italian Continuers* 17 53 32 Biology 33 52 19 Japanese Continuers* 1 100 58 Chemistry 22 59 40 Korean Beginners* 2 0 56 Physics 17 59 32 Legal Studies* 1 100 43 Environmental Systems & Societies 12 42 12 Japanese and Literature* 2 50 39 Computer Science 11 36 24 Mathematics Standard 1 100 57 Group 5 Mathematics 40 38 25 Mathematics 49 49 25 Mathematics Ext. 1 23 48 52 Mathematical Studies 30 40 14 Mathematics Ext. 2 12 70 74 Group 6 Modern History 5 60 84 Dance 5 100 86 History Ext.1 21 65 37 Music 5 60 53 Music 1 7 86 76 Theatre 13 100 63 Music 2 8 100 64 Visual Arts 18 44 25 Music Ext. 1 2 100 88 PDHPE 2 100 97 Physics 24 25 34 Science Ext. 1 16 25 40 Spanish Continuers 10 70 73 Software Design and Development* 2 100 51 Textiles & Design 1 0 37 Visual Arts 16 69 57 TVET Subjects 19 100 65 Automotive* Construction* 1 0 10 Entertainment* 1 100 30 Events* 3 67 42 3 33 18 Notes: Extension 1 Bands E4 and E3 are included as Bands 6 and 5 above. * Courses studied externally 7

Report Area 5 Teacher Professional Learning, Accreditation and Qualifications Professional Learning Group level to set team goals. Due to the restrictions of face-to- face learning that were implemented as a result of COVID-19, the Redlands places significant value in providing high quality majority of teacher professional learning, including that of external professional learning opportunities to support the growth and providers, was successfully delivered online. development of all its teaching staff. To target the aim of lifting student and teacher performance, the School annually sets In December 2019, Redlands was awarded the status of an whole-school professional learning goals aligned with the Strategic endorsed provider of NESA School-Based Registered Professional Plan. In 2020, leading a culture of thinking and developing staff Development at Proficient Teacher level. Consequently, the understanding of social and emotional learning for students were School was able to deliver 18 courses as School-Based Registered the identified school-wide goals. These goals, in conjunction with Professional Development directly to its teaching staff. the individual needs of staff, were used by teachers to set goals for their annual Professional Growth Plans and at a Departmental/Year NESA Registered Professional Learning delivered by Redlands No. of staff participating Bright Ideas! Celebrating a Culture of Thinking and Classroom Practice Celebrating Technology at Redlands via iLearn 129 Designing Remote Learning Tasks - Supporting Teachers with Developing their ICT Skills 76 Educating for Creativity and Wellbeing 15 Google Classroom Quizzes - Supporting Teachers with Developing their ICT Skills 143 IB Languages: How to Prepare our Students for the Final Examinations 6 ICT General Capability and ICT Skills Reflection 8 Implementing Effective Teaching Strategies in the Remote Teaching and Learning Environment 44 K-6 Curriculum Professional Learning Teams 138 Open to Learning Conversations 39 Professional care without personal cost for leaders: Building staff resilience through authoritative leadership 22 Sharing Teaching Practices and Developing Effective Strategies to use in a Remote Teaching and Learning Environment 53 Supporting whole school wellbeing K-6 133 Using Blogs in Seesaw - Supporting Teachers with Developing their ICT Skills 43 Using Flipgrid - Supporting Teachers with Developing their ICT Skills 9 Using the Skills in Seesaw K-2 21 Wellbeing and Social and Emotional Learning 14 Zoom Breakout Rooms - Supporting Teachers with Developing their ICT Skills 48 19 In total, the school provided eight professional learning days to • Mapping of the K-6 Curriculum teaching staff throughout the year. In January, the delivery of • Teacher-led workshops targeted professional learning included academic, pastoral and • First Aid and CPR training leadership courses offered specifically to its Executive, Deans and • Emergency response training Middle Leaders. Throughout the year, dedicated on-site professional • Critical Thinking and Classroom Practice, delivered by Dr Peter Ellerton learning for teaching staff included: (University of Queensland) • Educating for Creativity and Wellbeing, In addition to the professional learning delivered on-site, the following table provides examples of the off-site and online virtual professional delivered by Professor Erica McWilliam learning undertaken by teaching staff. • Primary Spelling, delivered by AIS NSW Classification of Professional Learning Activity No. of staff participating Child Protection Creating Cultures of Thinking and Visible Thinking (provided by the Harvard Graduate School of Education) 11 Curriculum specific 21 Early Childhood Literacy 18 Information and Learning Technologies 6 International Baccalaureate (IB) workshops 13 Learning Support 16 Mental Health Wellbeing of Young People 8 Pre-School specific 13 Teacher Accreditation processes 8 University provided short courses 7 12 8

Teacher accreditation Number of teachers Level of accreditation 6 Conditional 9 Provisional 161 Proficient Teacher 0 Highly Accomplished Teacher (voluntary accreditation) 0 Lead Teacher (voluntary accreditation) Teacher qualifications Category Number of teachers i. Teachers having teacher education qualifications from a higher education institution within Australia or as 176 recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or 0 ii.Teachers having a bachelor’s degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications, Report Area 6 Workforce Composition (Including Aboriginal and Torres Strait Islander Staff) SScchhoooloStlaSfft2a0f2f02020 176 166 Teaching Staff 128 Full-time equivalent teaching staff 110 Non-teaching staff Full-time equivalent non-teaching staff 9

Report Area 7 Student Attendance and Retention Rates and Post-School Destinations in Secondary Schools Student Attendance 2020 • A poor or unsatisfactory record of student attendance and or lateness is followed up with the student and parents/ Year Level Attendance Rate % carers by the Dean of Students and/or Head of Section with appropriate action undertaken Kindergarten 92 • Parents/carers are required to sign students out at the Year 1 91 relevant School Reception (Preparatory or Junior School) Year 2 93 before leaving campus for an approved absence during Year 3 94 the day and to sign them in upon returning to school from Year 4 96 an approved absence during the day Year 5 94 • Requests for term-time leave are to be sent by parents/ Year 6 94 carers to the Head of Section well in advance of the Year 7 94 requested absence Year 8 93 • It is only in exceptional circumstances (eg. family Year 9 93 emergencies) where term-time leave is approved by the Year 10 88 Head of Section Year 11 92 Year 12 78 Implementation: Secondary School (7-12) Total K-12 93 Register of Daily Attendance 93% of students attended school on average each school day in 2020. This was the same as the average 2019 attendance, • A register of daily attendance is maintained by the despite the effects of the COVID-19 pandemic and the move Secondary School Administration Assistant in Engage and to remote schooling for late Term 1 and early Term 2. includes the following information: Student Attendance Policy o Daily attendance and absences, using appropriate codes and Procedures o All other absences o The reason for any absence Implementation: Primary School (K-6) o Appropriate documentation explaining the reason for any absence, when necessary Register of Daily Attendance • The register of daily attendance is retained for a period of seven (7) years after the last entry was made • A register of daily attendance is taken by the class teacher and maintained by the School Administration Offices in Monitoring and Following Up Attendance Engage and includes the following information: • Each teacher is responsible for recording the attendance of o Daily attendance and absences, using appropriate codes students in their class in each lesson via Engage o All other absences • If the attendance has not been completed by the end of the o The reason for any absence lesson, a reminder email is sent to the teacher at the o Appropriate documentation explaining the reason for any conclusion of the lesson to complete the roll absence • If a roll has not been completed by a teacher by the end of • The register of daily attendance is retained for a period the day, a reminder email is sent to the teacher at 4.00pm of seven (7) years after the last entry was made • A report is sent to the Head of Secondary School at 4.00pm to follow up with any teachers who have not marked the Monitoring and Following Up Attendance attendance for a lesson that day • An explanation for any student absence from school is • Each class teacher is responsible for recording the emailed through by parents or carers to Secondary School attendance of students in their class before 8.30am every Absences and kept on file; the reason for the absence is morning via Engage then recorded in Engage using the appropriate codes • If the attendance has not been completed by 8.30am, • If a student is absent from school for more than three a reminder email is sent to the teacher (3) days because of illness/sickness, a medical certificate is • A daily automated absence report is created by the School required to verify their absence Office at 9.00am noting each absent student’s name, class • An SMS is sent to parents by 11.00am of any students who and reason for absence have unexplained absences for that day • An explanation for any student absence from School is • If there is no response from the parent, a follow up email emailed through by parents/carers to the class teacher and is sent to the parent by the Secondary School a designated School Absences email address with the Administration Assistant reason for the absence recorded in Engage using the • If there is no response from the parent from this email, a appropriate codes follow up phone call is made by the relevant Year Advisor • An SMS is sent to parents at 9.30am of any students who • Students arriving to School after the commencement of the have unexplained absences for that day academic day are to report to the Secondary School Office • If there is no response from the parent/carer, a follow up to sign in to School phone call is made by the School Administration office • If an explanation for the lateness has not been provided in • Students arriving to School after the commencement of the writing by parents to the Secondary School Office, the academic day are to report to the School Office to sign in to lateness and the reason will be recorded in Engage as School with their parent/carer unexplained • A ‘Student Absence Engage’ report is sent to Year Advisors the following day to monitor and follow up any unexplained period absences and lateness • A ‘Weekly Attendance Overview per Year Group’ Engage report is sent to each Year Advisor on Monday morning to follow up with weekly student absences and lateness 10

• A poor or unsatisfactory record of student attendance and/ • Students are to sign out before leaving, and sign in upon or lateness is followed up with the student and parents by return, at the Secondary School Office for an approved the Year Advisor, Dean of Students and/or Head of absence during the day Secondary School as appropriate and appropriate action is • Requests for leave are to be sent by parents to Secondary taken School Absence [email protected] well in • A record of poor or unsatisfactory attendance for an advance of the requested absence individual student is recorded on Engage and in their • It is only in exceptional circumstances (eg. family individual student file emergencies, special activities, etc) where term-time leave • Any student who needs to leave School during the day for is approved an approved absence (i.e. a medical appointment) must first have a written request submitted to the Secondary School Office Retention of Year 10 to Year 12 Year Compared Year 10 Year 12 Retained Apparent Actual State State 169* 162* 152 96% 90% 90 90 2018 to 2020 8*0Enrolment nu8m0 bers are taken on the Commonwealth census date each year – August 2020 Redlands Redlands 70 70 Both the apparent and actual retention rates are fluctuating. This is largely due to the international nature of the student cohort. 136.09% of the S6c0hool population is on a business or student visa. Therefore, there can be some variation in student numbers over all age groups annually. 1750students le5f0t the School between Year 10 2018 and Year 12 2020. However, 10 new students subsequently enrolled in Years 10 and 11, either as new arrivals in Sydney or transferring students from other schools. 40 40 P3o0 st Sch3o0 ol Destinations Of the graduating class of 2020, 82% continued to Australian Universities, 4% continued to TAFE, 3% continued to a Private Tertiary Co20llege, anoth2e0r 3% to an overseas University, 1 student enrolled in the Australian Defence Force Academy and 8% elected to take a 1G0ap Year. Th1e0 portion of students continuing to overseas Universities was down from the previous year (6% of the 2019 Year 12 cohort) due to the COVID-19 pandemic. Top 30% Top 30%Top 20% Top 20%Top 10% Top 10%Top 5% Top 5%Top 2% Top 2%Top 1% Top 1% Redlands Year 12 2020 University Offers Redlands Year 12 Course Types Sydney Sydney Business/CommeBrucseiness/Commerce 4% 4% UNSW UNSW Science/MedicineScience/Medicine 14%18% 14% 18% UTS UTS 12% 1192%% 19% Arts Arts 3% 3% Law/PPE Law/PPE 7% ANU ANU 3% 3% 16% 16% Macquarie Macquarie 3% 3% Media/CommuniMcaetdioian/sCommunications 19% Melbourne Melbourne 3% 3% Visual Arts/DesigVnisual Arts/Design Ot7h%er AustralianOther OAuvsetrrsa5el%aiasn 5% 12% Engineering Engineering Other Overseas Other C1o2m%puter SciencCeo/ImT puter Science/IT 5% 5% Psychology Psychology Creative IntelligeCnrceeative Intelligence 19% 6% 6% 9% 9S%ports Science/MSapnoargtsemSceiennt ce/Management Music Music 19% 19% 7% 7% 9% Other Other 7% 9% 7% Redlands 2020 HSC and IB Top Achievers 11

Report Area 8 Enrolment Policies Purpose The School has an absolute discretion in determining the weight of each of the factors it takes into account in determining whether Redlands (the School) is committed to providing an effective, to offer a place for the student. efficient and transparent enrolment process that satisfies the needs of students, parents and the School. This policy explains The formal points of entry are Preschool, Kindergarten, Year 3, how the School’s enrolment process is implemented to ensure all Year 5 and Year 7. Students may be admitted in non-intake Year relevant legislative and regulatory requirements are met. Groups provided a place is available. Policy Statement Redlands welcomes the enrolment of Full Fee Paying Overseas Students (FFPOS), subject to relevant visa and immigration The School’s website provides information relating to the guidelines. More information on the process for international enrolment process including tours of the School, Open Mornings, student enrolments can be found on the School’s external international enrolments, fees and scholarships. website. To apply for a place at Redlands, parents/carers first complete Students with Disabilities will be enrolled along with all other an Online Enrolment Enquiry to receive the Prospectus and eligible children as outlined in the enrolments procedures an Application for Enrolment. Upon receipt of the completed and subject to the Disability Discrimination Act 1992. Parents/ Application Form and Fee, the applicant’s name will be added to Guardians are required to provide information relevant to any the Waiting List of applicants seeking entry to the School in the special needs an applicant may have at the time of application calendar year and Year Group designated. An Acknowledgement and prior to enrolment in accordance with School Policy. of Application will be emailed to confirm placement on this Failure to disclose any special needs may lead to cancellation Waiting List. Please note that placement on the Waiting List does of the application and/or enrolment. not guarantee the applicant being offered enrolment. The School’s Conditions of Enrolment (Conditions) can be found Invitations to interview for a place at Redlands are issued as on the external website. The Conditions of Enrolment are agreed places become available, up to 24 months before the scheduled to by parents when they accept an offer of a place for a child at start date, in the order in which applications are received. the School and made available to all parents through the parent Interviews are conducted by the designated Section Head or portal, Redlands Pulse. The Conditions of Enrolment detail all their delegates. Places of enrolment are offered subject to the prerequisites for continued enrolment including, but not limited application, interview and the following priorities: families already to, payment of fees, academic expectations, attendance and connected to the school through the current enrolment of a behaviour. sibling of the applicant and/or if either parent is a member of staff or former Redlands student. The School may also take into consideration gender balance when considering applications for enrolment, to ensure there is an appropriate balance of male and female students. 12

Report Area 9 School Policies Redlands aims to provide a supportive, caring and safe • Child Protection Policy (Available in Staff Handbook) environment which: • Behavioural Rules and Expectations (Available in Student Planner and Parent Portal) • minimises risk of harm and ensures students feel secure • Anti-Bullying Policy (Available in Student Planner and Parent • allows students to be nurtured as they learn Portal) • supports the physical, social, academic, spiritual and emotional • ICT Responsible Use Guidelines (Available in Student Planner, development of students Parent Portal and Staff Handbook) • recognises the diversity within the School community • provides student welfare policies and programs that develop Complaints and Grievances a sense of self-worth and foster personal development and growth. The School’s policy for dealing with complaints and grievances includes processes for raising and responding to matters of Changes Made in 2020 concern identified by parents and/or students. These processes incorporate principles of procedural fairness and provide School policy is reviewed as part of the School’s policy review members of the community with the opportunity to raise their cycle and, as appropriate, in light of legislative changes or other concerns and have them dealt with in a supportive, co-operative, factors. Accordingly, the ICT Responsible User Guidelines – timely, fair and confidential manner. Secondary School were updated in September 2020. Student Welfare The School has a comprehensive policy suite encompassing student welfare, including: • Student Discipline Policy (Available in Staff Handbook and Parent Portal) Summary of Relevant Policies Policy/Document Title Summary of Policy Changes in 2020 Access to full text None Child Protection The safety, protection and welfare of students is the responsibility of all The full text of the Child Policy staff members and encompasses a duty of care to ensure that reasonable Protection Policy can be steps are taken to prevent harm to students which could reasonably have accessed through the Staff been foreseen and obligations under child protection legislation. Handbook. Employee Code of All employees have a duty of care to students to take all reasonable steps None The full text of the Conduct to protect them from risks of harm that can be reasonably predicted. The Employee Code of Conduct Employee Code of Conduct provides expectations of employee behaviour. can be accessed through the Staff Handbook. Rules and It is a condition of enrolment in the School that the behavioural rules and None Expectations expectations specifically relating to safety, respect and learning are The full text of the Student adhered to by all students across the School. Rules and Expectations can be accessed through the ICT Responsible User The ICT policy provides clear guidelines to our students for the safe, Secondary School Parent Portal and Guidelines ethical, responsible and appropriate use of technology while at school. updated Student Planner. September 2020. The full text of the ICT Anti-Bullying The School seeks to be an inclusive community for learning, in which all None Responsible User Guidelines members, students and staff, should expect to be treated with respect. Guidelines can be accessed The School is committed to providing a safe and secure community for all through the Parent Portal Student Discipline of its members and will therefore not tolerate any action that undermines and Student Planner. Policy a person’s rights in relation to this. The School will take whatever steps are necessary to prevent, or intervene against, such behaviour. The full text of the Complaints Handling Anti-Bullying Guidelines can Policy The School aims to provide an engaged learning community in which None be accessed through the students acknowledge their responsibility to manage their behaviour Parent Portal and Student whilst respecting the rights of others to teach and learn within a safe and Planner. supportive environment. The School acknowledges and applies the fundamental principles of procedural fairness and unbiased decision The full text of the Student making when considering and applying disciplinary measures. The School Discipline Policy can be strives to work in partnership with parents and carers, balancing punitive accessed through the and educative responses, to issues of student behaviour. The School’s Parent Portal and Staff approach explicitly excludes and prohibits the use of corporal punishment Handbook. in disciplining students. The full text of the Student The School’s policy for dealing with complaints includes processes for None Discipline Policy can be raising and responding to matters of concern identified by parents and/or accessed through the students. These processes incorporate principles of procedural fairness School’s website, Parent and provide members of the community with the opportunity to raise Portal and Staff Handbook. their concerns and have them dealt with in a supportive, co-operative, timely, fair and confidential manner. 13

Report Area 10 Key Priority Areas for Improvement and Achievements The School’s vision for the future is articulated in the Redlands Strategic Design (2019- 2023). The Redlands Strategic Design outlines strategic priorities and measurements to achieve the priorities over the duration of the strategic plan. The following information details some key priorities and actions in 2020 along with achievements in the key domains of Educational Offerings; Student Care; People and Culture; Community; and Sustainability. Educational Offerings Comments on Achievement 2020 Priority Areas • Professional Learning session by Dr Peter Ellerton to staff on critical Embed and make sustainable a strong and effective culture of thinking and thinking learning across the School • 33 teacher groups volunteered to present workshops in teacher led Ensure the current educational programs align with students' needs and are conference, “Bright Ideas”, many on a culture of thinking directed to preparing students to be life-ready • Report language reviewed for consistency across K-12 Use meaningful data to inform and improve student learning outcomes • Opportunities for further alignment of Learning Platform with collectively and individually assessments identified • Year 7-12 Curriculum initial review completed, recommendations reviewed and working party formed • Academic Writing (K-6) & Spelling (K-6) project teams formed and recommendations made • Detailed analysis of 2019 academic results and Year 12 Exit Survey with strategies for improvement enacted • Trial of Data Project successfully commenced in Secondary School Student Care Comments on Achievement 2020 Priority Areas • 2020 student transition survey data for Years 7 and 11 evaluated and Review and revise the transition program across the three Sections of the used to guide 2021 transition processes School • Relevant parent handbooks updated Articulate and pursue a whole school Redlands Wellbeing Platform • SEL scope and sequence refined for pastoral program and presented Expand classroom teachers' professional learning in regard to student care to staff and support • Current wellbeing benchmark data reviewed and alternatives investigated • Gap analysis of student wellbeing professional learning needs for staff conducted and priorities identified • Key pastoral care staff attend Mental Health First Aid Training • Focus on individual staff having wellbeing Professional Growth Plan (PGP) goals alongside academic PGP goals People and Culture Comments on Achievement 2020 Priority Areas • Student Voice feedback survey conducted for all teachers from all Attract, recruit, develop and retain exceptional staff classes (Years 5-12) and data reviewed with Subject/Year Coordinator for improvement strategies Have all teachers knowledgeably, consistently and purposefully using the strategies within the Redlands Learning Platform to provide quality learning • Half of middle and senior leaders across whole school partook in opportunities Voice Project’s 360 Review (second half in 2021) Promote and monitor the Redlands culture and climate, providing a safe and secure learning environment based upon supportive relationships • Updated Support and Operational Staff Professional Growth Plans implemented • Updated mentoring system for new teachers put in place • Evaluation of 2019 feedback from all stakeholders on implementation of Learning Platform reviewed and strategies enacted • 2019 Perspectives Survey data shared back to staff and key actions undertaken • Staff wellbeing program developed and implemented (eg. Staff Wellness Week) • Employee Engagement Survey for all staff conducted in late 2020 for 2021 review 14

Community Comments on Achievement 2020 Priority Areas • Implementation of Foundation Relationship Management tool Expand local and international community network and engagement • Identification and confirmation of 2022 International Reunion locations Expand strategic relationships with community partners • Service Learning review conducted and recommendations presented to Executive • Online Year 9 Arnhem Land cultural immersion program successfully trialled and on country program to be trialled in 2021 • Partnership programs with Macquarie University further explored Sustainability Comments on Achievement 2020 Priority Areas • Learning Hub successfully opened on Senior Campus • Establishment of 10 year maintenance plan for all School facilities Continue to improve school facilities to foster contemporary student-centered, collaborative learning Continue to include environmental responsibility as a guiding principle for • Sustainability Policy created and endorsed by Board development of facilities • Community engagement strategy for sustainability developed Improve the efficiency of systems and processes to allow greater focus on • Implement new School Information System (Engage) student experiences and learning outcomes • Implement new Human Resources Information System (PeopleStreme) 15

Report Area 11 Initiatives Promoting Respect and Responsibility The School’s vision is to inspire girls and boys to achieve life- Secondary School readiness and to let their light shine, through the provision of a world recognised, contemporary education. In the Secondary School, regular student-led assemblies by Prefects and other Year 12 student leaders continue to be With Respect and Responsibility comprising two of the School’s six a hallmark of Redlands and provide a valuable opportunity explicitly stated Values, there are frequent and ongoing messages to enhance student voice and participation, giving students and reminders to students and families of the significance of an opportunity to take on additional responsibility and to these values in both our School and the wider society. demonstrate their leadership skills. In 2020, many of these assemblies successfully moved online both during remote This focus takes various forms, including: schooling and when students returned to campus. • School newsletter and Assembly reference to respect Student leadership is also promoted throughout the Secondary and responsibility with concrete examples of student School through the Student Representative Council (SRC) in actions demonstrating these values Years 7-10; a Peer Support Program where student leaders from • Individual class and Year Group opportunities for students Year 11 assist and support Year 7 students; and Year 12 students to understand and demonstrate responsibility taking on the responsibility of leadership through becoming • Student leadership in all classes and with various groups Prefects, Activity Captains or School-Wide Leaders and Captains. throughout the School Through these leadership opportunities, students work alongside • Student-led service learning initiatives, environmental their peers and teachers to improve the school environment, awareness and school action to enhance a positive and supportive climate, to identify areas • Speakers from external organisations engaged to promote for improvement and, where appropriate, to drive initiatives to how students can illustrate respect and responsibility support these areas. Prep and Junior School A new Prefect leadership model was instituted in Term 4 2020. In this model, all Year 12 students have the opportunity to On the Junior Campus, there are numerous initiatives that further opt in to be considered for a School Prefect position over the the values of respect and responsibility through building social duration of Year 12. Any student who opts in to be considered and emotional skills, building connections between older and for School Prefect has the opportunity to take on the leadership younger students and enhancing student ownership and agency. responsibilities of a School Prefect over their final year of School, such as on campus duties and assisting in events and assemblies. Some of these include: Then, towards the end of Year 12, final School Prefects will be confirmed based on their merit and meeting published • Re-implementing the Positive Behaviour for Learning criteria. This model better exemplifies the School’s value of Framework (PBL) to ensure a whole campus, consistent “Responsibility” by allowing all students the opportunity to take approach to student wellbeing on the responsibilities of leadership in their final year of schooling • Individual class and Year Group opportunities for students and be judged by their actions over the course of the year. to understand and demonstrate respect and responsibility through the PBL Framework Pastoral Programs were reviewed in 2020 with a focus on finding • Playground Behaviour Expectations signage displayed opportunities to embed the CASEL Framework for Social and around the campus and classrooms Emotional Learning in these programs. Regular Tutor Group • Instituting “Take 3 Reflections” as a consequence of activities were developed to help build respect for fellow students repeated negative behaviour and the wider School, develop responsible decision making in • Wellbeing Junior Campus initiatives, including Friendship students and support students through the various challenges Club they may face. • Professional Learning on Zones of Regulation resources for K-6 staff A highlight of the year was the Year 9 Midawarr Program. While • Big Brother/Big Sister Mentoring program the students were unable to travel on country to Arnhem Land • P-6 Buddy Class system due to COVID-19, they were still able to enjoy a profound cultural • P-6 Buddy Picnic Day initiated to increase connections for immersion experience facilitated by Culture College. Students students across P-6 connected with both the local indigenous community, as well as • Implementing the CASEL Framework for Social and the Yolngu community of Arnhem Land via Zoom, though a range Emotional Learning and embedding it across KLAs and of authentic activities including dancing, ochre painting and eating Circle Time/Restorative pastoral programs. bush tucker along with gaining a deep understanding of Yolngu language, Yolngu culture and learning about the Yolngu laws and There have also been increased opportunities for student voice, customs. including: Despite the challenges posed by COVID-19, service learning • Student leadership opportunities in all classes and existing programs continued to be embedded throughout all pastoral Student Representative Council (SRC) meetings in Years 3-6 programs and provided opportunities for students to further • Junior & Prep Christmas Card Art Competition for Anglicare develop respect and responsibility. The year started with the • Student-led assemblies to enhance student agency and Prefects organising various initiatives to support communities participation across K-6 affected by the bushfires. The focus on the environment was • Community awareness projects including Harmony Week, once again illustrated through students’ participation in Clean Up Heritage Week and National Reconciliation Week Australia Day and the installation of new recycling bins around the • Student led fundraising activities for charitable Senior Campus. Students continued to regularly volunteer at the organisations across K-6 including Cancer Council and Bougainvillea Retirement Village (in person and then online) and Melanoma Awareness Day, Bandaged Bear Day, Jeans for support the Matthew Talbot Hostel through regularly volunteering Genes Day, NAIDOC Week and the National Day Against to assist with meals in Term 1 and through a donation drive at the Bullying end of the year. Other fundraising or donation efforts included • Incursions including speakers from Senior Campus and ones for Taldumande Youth Services for homeless children; the Alumni who are invited to speak at assemblies and publicly Salvation Army Oasis program for homeless youth; Jeans for recognise students who have demonstrated respect and Genes Day to support children with genetic diseases; the Mother’s responsibility Day Classic for breast cancer research; and Canteen National Bandana Day for young people affected by cancer. Mental health also continued to be a focus area for the school with involvement in events such as RUOK Day. 16

Report Area 12 Parent, Student and Teacher Satisfaction Parent Satisfaction Student Satisfaction Despite the challenges of not being able to meet in person for Student voice is highly valued at Redlands, and students of all much of the year, many parents continued to involve themselves ages have regular formal and informal opportunities to provide in the School through the parent association and through the their feedback and suggestions. many ‘Friends of Groups’ focusing on specific activities. Meetings Heads of each Section meet regularly with the student leaders of these groups, along with the Redlands Parents and Friends in each area of the School, providing an open channel of Association (RPFA), provide regular forums for “Questions & communication of concerns or issues in both directions. The Answers” about school issues. Events hosted by the Redlands Student Representative Council and Peer Support representatives Foundation also provide parents with the opportunity to provide provide other opportunities for the sharing of information and feedback about the School and learn more about future plans. ideas about improvement. Members of the Executive attend almost all school functions and activities. This provides another avenue of regular, informal Students are encouraged to raise concerns about others’ feedback and support for students, parents and staff. During wellbeing with the School’s pastoral staff, our Year Advisors remote schooling because of COVID-19, the different sections held (Secondary School) and Year Coordinators (Primary) in particular, regular parent webinars via Zoom to keep the parent community and they can also make a wellbeing report via a dedicated email informed and connected. In addition, parent surveys on remote address to our counsellors. At Redlands, an environment of learning were also held during this time, and the feedback from proactive, pro-social support is fostered. Redlands students parents was overwhelmingly positive on how the school handled continue to report that the School’s pro-social behaviour the move to remote teaching and learning in Terms 1 and 2. expectations and consequences alongside anti-bullying policies are effective. Staff Satisfaction Students are regularly surveyed throughout the year, both Staff surveys are a regular part of the Redlands staff consultation informally and formally, so that the School can effectively respond process. Surveys are conducted upon induction, at the time of to their feedback. Some of the formal surveys conducted in 2020 staff leaving the organisation, after various events and on an were: annual basis with all staff addressing particular topics. • Year 10 and Year 12 School Effectiveness Surveys There is a formal induction program for new teachers, and all • Remote Teaching and Learning Surveys in Junior and new staff meet with the Principal, Deputy Principal, their Head Secondary School of Section or their Executive line manager within their first two • Transition Surveys in Year 7 and Year 11 terms of working at the School, to discuss how they are settling • Year 12 Exit Survey in, as well as highlighting any challenges from their perspective. This is in addition to a comprehensive staff development From these surveys, students reported some of the following: program where Teaching and Support and Operational staff are working with their direct supervisor to continuously improve • They had very positive feedback on the School’s move to their practice and performance. All departing staff are invited to remote teaching and learning attend an exit interview and/or complete an online exit survey. • They are overwhelmingly positive about the coeducational The survey results showed that the majority of staff felt valued learning environment and learning with students from as an employee, felt free to express their views openly and would international backgrounds recommend the organisation as an employer to colleagues. In • They are positive about the safe and supportive learning addition, in 2020 the new Principal held individual meetings environment and their relationships with students and staff with each staff member to meet them in person and hear their • They are positive about how they learn from technology perspectives about the School. at the School • They feel well supported with their transition into Year 7 Finally, staff across the school were invited to give formal and into Year 11 feedback through the Employee Engagement Survey run by Voice Project which was held in Term 4. This survey was previously In addition, for the first time all Redlands students from Years 5-12 held in 2018; in 2020 there was a 79% participation rate by staff, participated in a Student Voice Survey where they gave individual compared to a 55% participation rate in 2018. Pleasingly, almost feedback on each of their teachers across 20 different areas. This all of the practices assessed in the survey achieved noticeable feedback data was reviewed by teachers with their Subject/Year improvement since 2018. Areas that improved significantly from Coordinator and then used by each individual classroom teacher the last survey included Staff Wellbeing (+22%), Staff Support to reflect on their practice and develop improvement goals. There When Commencing Employment (20%), Safeguarding/Risk was a positive response to the Student Voice Survey from both Reporting (+16%) and Leadership (+11%). As a result of such teachers and students. Some of the whole school feedback was improvement, leadership emerged as a strength compared to that teachers’ strengths were managing classroom activities and other independent schools. developing teaching strategies, while an area for growth was further engaging students in the learning. Overall, the results indicate that staff have high levels of engagement (87% and 5% above the Independent Schools Whole School Strategic Planning Survey benchmark) with 94% of staff reporting they enjoy the work they do and 95% believing in the values and ethos of Redlands. All stakeholders in the school community (students, staff, Most staff report they would advocate for Redlands as a good parents and the Board) gave feedback through a formal place to work (86% and 15% above the Independent Schools Strategic Planning survey on past, present and future Redlands benchmark), as well. The vast majority of staff would recommend performance and plans. This survey was conducted as part Redlands to prospective parents and students (91% and 16% of the School’s five-year strategic planning process and the above the Independent Schools benchmark) and feel the future feedback from these stakeholders in this survey was important of the school is positive (94% and 11% above the Independent in informing the direction of early strategic planning with the Schools benchmark). In addition, staff perceptions of the School’s Executive and the Board at the end of 2020. In addition, the progress were high (83% and 10% above the Independent Schools Principal ran focus group meetings with groups of staff in benchmark) with most staff seeing Redlands as innovative Semester 2 to gather further input and feedback on the (79% and 12% above the Independent Schools benchmark). direction of the strategic plan. 17

Report Area 13 Summary of Financial Information Brad Weatherstone Operational expenses increased by 6.9% in 2020 to $53.0M. This was primarily attributable to higher payroll expenses, MBA, MComm, BEcon, FCPA, plus increased costs of cleaning, remote learning and other FGIA FCIS, GAICD costs related to COVID-19. Chief Financial Officer Capital Expenditure of $25.5M during 2020 included $21.9M for The reportable income including Government recurrent per capitalisation of expenses related to the Senior Campus Master capita funding for the year ended 31 December 2020 was $61.0M Plan Learning Hub project. Other significant investments made before income from revaluation of properties. School income during 2020 were the continued implementation of a new School was 3.9% lower than in 2019 due to the impacts of COVID-19 on Information System of $0.8M as well as other upgrades to ICT extra-curricular events and the cancellation of Winter School infrastructure and the acquisition of various furnitures at High Country Campus. and fixtures. The School achieved a very solid performance in 2020 and Maintaining diligent financial management will be important continues to recognise the importance of further action required in the coming years, as the School focuses on the five strategic to effectively manage increasing pressure on School revenue drivers within the 2025 Strategic Plan. and expenses. Income 2020 ($MI)ncome 2020 70 91.3% 91.2% ($M) 2019 2019 2020 60 70 Inco(m$Me )20202200 2019 50 60 2020 91.3% 91.2% 70 91.3% 91.2% 60 Income 2020 50 ($M) 40 50 2019 30 70 40 91.3% 91.2% 40 2020 60 20 30 30 10 50 20 8.4%20 8.5% 0.3% 0.3% 40 10 Gove1r0nmen8t .G4r%ants 8.5% Other Capita0l.I3n%co8m.4e% 0.3% 8.5% 0.3% 0.3% 30 Fees and Private Income (Donations)* 20 Fees and Private Incom*eExcludes dGonoavtFeioernnessm*tEaoexncntlduhtdePGeRrsriadevodnanlttasetnioIdnnsscFotoomtuhneedRaedtilOoanntdhSsecFhro(DGuoCnoloaadnvparasteitihtoiroaninpnlSmsIcFn)h*ueconnoladtmrsGheirpaFnutnsd Other Capital Income (Donations)* 8.4% 8.5% * Excludes dona0ti.o3n%s to the Redla0nd.3s %Foundation S*cEhxocllaurdsehsipdFounnadtions to the Redlands Foundation Scholarship Fund 10 OperaFteiensganEdxPprievantedIintcuomree 2020 Government Grants CapitaOlthEexrpCaepnitdalitInucroeme2020 Oper($aMtin) g Expenditure 202O0 peratin*gExcEluxdeps deonnadtiointsutoCrt(aheDe(po$R2nieMatd0tlaai2o)nlnd0Ess)F*xoupnedantiodniStcuhorlaersh2ip0Fu2n0d ($M) ($M) 2019 Capital Expenditure 2020 2019 ($M) ($M) 40 68.2% 2020 204109 2020 2019 2019 70.7% 2019 35 40 O70p.7e%rating6E8.x(2$p%Men) d43it50ure 2020 203250 4C0apital Expenditure20220020 204200 2020 30 35 68.23%0 70.7% 35 ($M) 35 25 30 70.7% 68.2% 30 31.8% 2019 25 30 2019 30 20 40 25 29.32%5 29.3% 2020 20 40 25 2020 25 15 35 20 31.8% 15 35 20 29.3% 31.8% 20 20 10 30 15 15 10 30 15 15 5 25 10 10 31.8% 5 25 10 10 Non-Sa5la2r9y.E3x%penses 5 20 5 20 5 15Salaries and Related Costs 15 Capital Expenditure 10 Salaries and Related Costs NonS-aSlaalraireys EaxnpdeRnesleasted Costs 10 Non-SalarCyaEpxiptaelnEsxepsenditure Capital Expenditure C5apital Expenditure 2020 (%) How We Are5Funded 2020(%) SCalaarpieistaa3nl%dERxeplateend dCoitsutsre 202N0o(n%-CSa)alapriytEaxlpeEnxspesenditurHeo2w02W0e(%A)reCFaupintadl Eexdpe2n0di2tu0r(e%H)ow We Are Funded 2020(%) 6% 3% 18% 3% CapRietcaul rErxepnetn/6d%Ciatupirtea2l I0n2c0o(m%e) 6% 18% Recur1r8e%nt/ Capital Expenditure How We Are Funded 2020(%) 3% 18% 32% 09%1%6% 82% 82% 91% 82% 91% 46% Land and Information Furniture and Equity Borrowings and 22% Buildings Equipment Technology91% Information oth8e2r%liabilities Borrowings and Technology other liabilities Land and Information FEuqBLruaunniipildtdmuianrenegndsat nd EquFiutyrniture and Borrowings and Equity Buildings Technology Equipment other liabilities LFaeensd&aPnrdivate CInofmomrmonawtieoanlth FSutartneitRuerceurarenndt Other Capital IncomEequit y Borrowings and Salaries & Related Non-Salary Capital BInucioldminegs RTeeccuhrnreonltoGgryants EGqruaniptsment (Donations) other liabilities Costs Expenses Expenditure 18

Appendix 19

Curricular/Cocurricular Achievements and Events English Drama Mosman Youth Awards in Literature HSC • 1 Senior Girl won the Junior Prose category • 4 students were nominated and 1 student was selected for • 1 Junior Boy was runner up in the Year 7-9 Poetry category ONSTAGE Whitlam Institute’s What Matters Competition HSC Drama/IB Theatre Showcase (Video) • 1 Junior Girl was runner up in the Year 5/6 category Year 11 Drama - Frantic (Video) Book Week Year 10 Drama - Connections - Theatre of the Absurd Radio Plays Premier’s Reading Challenge (Audio Performances) Year 9 Drama - Headlines (Video) Mathematics Year 8 Drama - Australian Landscapes (Video) Australian Mathematics Competition Music • 6 High Distinctions, 26 Distinctions, 71 Credits ICAS Competition HSC/IB Music Showcase (Livestreamed) • 5 High Distinctions, 39 Distinctions, 51 Credits AMEB Exams • 1 High Distinction, 2 A+ Honours and 9 A Honours - Piano, Science/Technology Clarinet, Saxophone, Musicianship, Theory of Music St Cecilia’s Exams ICAS Competition • 2 High Distinctions and 1 Distinction - Violin, Cello • 1 Senior Boy won a medal for achieving the top score in his year level Dance BREBAS Australia (CSIRO) • 7 Senior students received High Distinctions in HSC Computational Thinking • 1 student was nominated for CALLBACK National Science Week RAD Exams Year 8/10 Science Symposiums • Senior - 43 students awarded, 11 Distinctions Year 7/8 STEAM Projects • Grades Class Awards - 68 students awarded (Class Awards Junior School STEAM Week given due to COVID-19) Prep School STEAM Days Asian Grand Prix Australian Regional Competition Redlands House Kaleidoscope Science • 1 Junior Boy won a Gold medal • 1 Senior Boy won a Silver medal Debating Isobel Anderson Awards • 1 Senior Girl qualified for the Finals and 1 Senior Girl qualified SDN Competition for the Semi Finals • 2 Year 8 teams and Primary B team were runners up in the Joan and Monica Halliday Awards Grand Final • 1 Junior Boy qualified for the Finals Year 7/8 House Debating Competitions Victorian Ballet Students vs Teachers Great Debate • 1 Senior Girl was accepted for the production of Beauty and the Beast Languages Dance Life Unite Nationals • 1 Senior Boy won Overall Tap Genre and placed 1st in Teen Tap Solo Language Perfect Championships Extreme Eisteddfod • Redlands Junior Spanish students placed 1st in Australia and 1st • 1 Senior Girl placed 1st in U15 Tap Duo, 2nd in U15 Tap, 3rd in in the world - 23 Credit, 17 Bronze, 5 Silver, 8 Gold, 6 Emerald and U15 Jazz 2 Elite Certificates • 1 Senior Girl placed 3rd in Open Jazz Chinese Bridge (Hanyu) Competition • 1 Senior Girl won the NSW competition, was runner up in the Australian National competition and was selected for the Australian team to compete in the Global Finals Visual Arts HSC • 2 students were nominated for ARTEXPRESS HSC Art Exhibition (Virtual) IB Art Exhibition (Virtual) Next Gen Redlands x Dominik Mersch Gallery Exhibition Innovative Design/Textiles HSC • 2 students were nominated and 1 student was selected for Shape HSC Design and Technology Exhibition (Video) HSC Textiles and Design Exhibition (Video) 20

Major Events Service Leadership Matthew Talbot Hostel Breast Cancer Research Burn Bright Prefects’ Leadership Training Mother’s Day Classic Fun Run and Walk (Virtual) Peer Support Leadership Program Salvation Army Clothing Collection Student Representative Council Anglicare Toys ‘n’ Tucker Appeal Yale Young Global Scholars Program CanTeen UN International Women’s Day Kids Cancer Project NSW Schools Constitutional Convention Westmead Children’s Hospital National Reconciliation Week CMRI – Jeans for Genes Day NAIDOC Week Beyond Blue National Careers Week RUOK Mental Health Support Spirit Week Headspace Duke of Edinburgh Taldumande Youth Refuge Melanoma Institute Performing Arts NSW Bushfires Clean Up Australia Gala Arts Festival (Video) ANZAC Day Services (Video, Zoom) Dance on Film Remembrance Day The Sleeping Beauty and Jazz/Contemporary Showcase (Video) Just Dance House Competition (Video) Vocal Competition Instrumental Competition Composition Competition Years 8-10 Music Elective Soirees (Livestreamed) Rock in the Garden Drama and Theatre Competition (Video) Shakespeare Festival (Video) Theatresports Competition Soirees (Video) Senior Musical Theatre The Lion, The Witch and The Mean Girls, Not Another Teen Musical Junior Musical Theatre Disneytopia, Lights! Camera! Splat!, Spaced Out!, Audition Audacity Prep Musical Theatre Sunny Bears of Peace, Storybook, Year 2’s Wondrous Zoo Senior Acting Self Devised Duologues, Scenes, Laugh Out Loud Junior Acting The Day the Crayons Quit, Bad Fairy, Why I Didn’t Do My Homework, Compass, Cabbage Patch War Prep Acting Food! Food! Food!, Brainstorm!, Stanley and the Sea Monster Private Tuition Soiree 221

Sport Achievements Athletics Cross Country • 1 Senior Girl placed 6th in the U18 3000m at the NSW Junior • Secondary School House Cross Country Challenge (Virtual) Championships and was selected for the NSW team • Junior School House Cross Country Carnival • 1 Senior Boy placed 3rd in U17 Boys 400m and 1 Senior Boy and his • 1 Senior Girl placed 6th in U18 Girls 3km at the NSW Championships team placed 4th in the 4 x 100m Relay at the Regional Little Athletics and qualified for the Nationals Track and Field Championships • Junior School Athletics Carnival: 3 records broken Hockey - Senior Girls Relay team - U12 Boys Discus • 1 Senior Boy was selected for the U18 NSW AAP Mens squad and - U11 Boys Long Jump the U15 NSW team • Prep Games Day • 4 Senior Girls were selected for the ISA 16/U team • Redlands House Sports Day • 1 Senior Girl was selected for the Sydney Metro Academy AFL Netball • Junior Girls and Junior Boys teams qualified for the Regional • Yr 9B and 7C teams won the NSNA Grand Finals Finals of the Paul Kelly Cup • Yr 8C team was runner up in the NSNA Grand Finals Basketball Rowing • Girls 1sts, Boys 17A, 15A, 15C and 15D teams won the ISA NSW Championships Grand Finals • Senior Boys 1st Quad won Silver • Girls teams won the ISA Girls Basketball Shield • U16 Boys Double won Silver • 13 teams contested the ISA Grand Finals • Girls 1st Quad placed 4th • 5 Senior Girls and 1 Senior Boy were selected for ISA teams • Girls 1sts were 2nd ranked Independent School team in NSW Independent School Rowing Championships • 1 Junior Boy was selected for the NSWCIS team Gold Basketball NSW Development Programs • School Girl Yr 10 Coxed Quad • 2 Senior Girls were selected for the State Performance Program • School Boy Yr 10 Coxed Quad • 2 Senior Girls were selected for the Developing Athlete Program • School Girl Yr 9 Coxed Quad • 2 Senior Girls were selected for Hoopfest • School Boy Yr 8 Single Scull • 2 Senior Girls were selected for D-league Silver • School Girl Coxed Quad A Final • School Girl Double Scull • School Boy Double Scull • School Girl Yr 11 Single Scull • School Girl Yr 10 Coxed Quad • School Girl Yr 9 Coxed Quad Bronze • School Girl Coxed Quad B Final • School Boy Coxed Quad B Final • School Boy Coxed Quad C Final • School Girl Yr 10 Coxed Quad • School Boy Yr 10 Double Scull • School Boy Yr 9 Single Scull • School Boy Yr 9 Double Scull • School Girl Yr 8 Coxed Quad • School Boy Yr 8 Coxed Quad Riverview Gold Cup Gold • School Girl Coxed Quad • Girls Yr 10 Quad • Girls Yr 9 3rd Crew • Boys Yr 9 3rd Crew Bronze • Girls Yr 8 2nd Crew Sailing • 1 Senior Boy was selected by the Royal Sydney Yacht Squadron for the U25 International Youth Match Racing team to compete in two international regattas in Sydney and New Zealand • 1 Senior Girl was selected for the SailGP Inspire Program,achieving 2nd place at the end of the series • Redlands Girls team placed 2nd in the SheSails Team Racing Regatta 212

Snowsports Touch Football • 1 Senior Boy was selected for the Australian Mogul Ski team to • 6 teams contested the Semi Finals train for selection for the 2022 Winter Olympic Games, and was • 2 Senior Girls were selected for the ISA Open Merit team awarded a NSWIS scholarship for 2020/21. He also placed 1st in • 5 Senior Girls represented Norths at the NSW Cup U17, 4th in Open Single Moguls at the Rocky Mountain Development • 4 Senior Girls and 5 Senior Boys were selected for Norths State Series; and 20th in the Single Moguls,16th in the Dual Moguls at Cup teams the US Selection Trials • 7 Senior Girls were selected for the Norths 16/18 Development • 1 Senior Girl won 3 Gold medals in the Rocky Mountain Snowboard team Cross Series in the USA and qualified for the USASA Nationals Waterpolo Swimming • 1 Senior Boy was selected for the ISA U17 team to compete in the NSWCIS Trials • 7 records were broken at the Redlands Carnival in Girls Senior 200m Individual Medley, Girls Senior 100m Freestyle, Girls U17 Acrobatics 50m Backstroke, Girls U17 50m Butterfly, Girls and Boys Champion of Champions 50m Freestyle, Junior Girls 4 x 50m Freestyle Relay • 1 Senior Girl was selected to represent Australia at the • Redlands team achieved 14 Top 3 places at the ISA Carnival with FIAC Flanders International Acrobatic Cup in Belgium 2 1st, 5 2nd and 7 3rd places • 6 Senior students were selected for the ISA Merit team Beach Volleyball • 1 Senior Girl was selected to compete at the NSW Open Championships • 26 Junior students represented Redlands at HICES and 6 were • 1 Senior Girl was selected for the NSW Junior squad and selected for the HICES team to compete at NSWCIS with her partner, won Gold in the U18 Girls at the Australian • 1 Junior Girl was selected to represent CIS at NSW All Schools Junior Championships Equestrian Tennis • Senior Girl was awarded CDI-Y Freestyle Champion and CDI-Y Point Score Reserve Champion at the Willinga Park Dressage • 2 Senior students were selected for ISA Open teams to represent by the Sea competition ISA at the NSWCIS Trials • 2 Senior Boys were selected for the ISA team for two representative Judo matches against CAS and GPS • Teams 1, 7, 9 and 20 won the Term 1 Tournament • 1 Junior Boy won a Gold medal at Canberra International, • Teams 1, 3, 8 and 25 won the NSTA Finals a Gold medal at Budokan Tournament and a Bronze medal • Teams 7, 23 and 28 were runners up in the NSTA Finals at Sydney International; and was selected for the NSW team to compete at the Australian Championships 23

Donors The following is a list of the names of families, friends and Kieran, Scott & Melanie Alumni who financially supported the means-tested Redlands Kim / Lim, Cesilia & Han Foundation Scholarship and New Learning Hub during 2020. Koster, Simone & Timothy Krapovnitskiy / Krapovnitskaya, Evgeny & Natalia Their generosity is appreciated and on behalf of the School Kumpulainen, Roger & Helen community we thank you sincerely for your support. Lam / Yuan, Pok & Fang The following list of donors excludes a number of generous Laverty, Jonathan & Julia donors who have asked to remain anonymous. Lee / Suan, Mark & Sharon Li / Wang, Ren & Moting New Patrons Lin / Wang, Jun & Lijun Liu / Li, Bo & Jing Jackson, Andrew & Jennifer Liu / Zheng, Sarah & Zhong Lofthouse / Gordon, Helen & Luke New Governors Louis, Justin & Rosanna Lu / Chen, Ming Hua & Xiu Xia Belinda Seaton (Class of 1974) MacLochlainn / Glass, Philip & Elissa Kieran, Scott & Melanie Markman / Macdonald, Wayne & Sally McLaughlin, Glenn & Marzena Scholarship Fund Mohl / Soriot, Mikhail & Aurelie Monsees / Gatti, Jens & Elena Atkins, Edward Murphy / Gawthorne, Dean & Julie Banfield, Stephen & Susan Natilli, Stephen & Susan Bardwell, Maitland & Amanda Nicoletti, Vincent & Lidia Berbic, Nedim & Marina Northam, Rebecca & Robert Blackstock, Fergus & Helena Norwood, Paul Bolte / Allen, Michelle & David Ooi / Wong, Yvonne & Andrew Bootes, Alan & Maria-Helena Peters, Wayne & Jane Bourne, Matthew & Emma Petersen, Grahame & Martina Burton / Stillone, Christopher & Anna Maria Pienaar, Willem & Ashley Bush, Paul & Catriona Psaroulis, Louie & Vivienne Cadman, Duane & Jennie Quinn / Calvert, Adam & Susan Casimaty, Dana & Peter Rathbone, Paul & Sarah Chan, Derek & Laura Rawlinson, Duncan & Caroline Cicchini / Baggett Cicchini, Ferdinando & Emily Ressas / Saticieli, Nazmi & Dilek Cohen, Darren & Smaryn Richards, Hugh & Melissa Courtaigne / Op Sao, Nicolas & Maly Robertson / van Bavel, Duncan & Julie Cragun, Eliza & Wiley Rothwell, James & Rebeccah Craig, Blake & Suzanne Russo, Joseph & Elizabeth Davila / Angus, Iris & Troy Ryan / Andrews, Travis & Kathryn Dawson-Damer, Henry & Alexandra Ryan, Joshua & Elizabeth De Menezes Lima, Guilherme Sano, Takashi & Sonoko Dubowsky / Sykes, Eric & Louise Santos Inacio / Pedro Inacio, Jason & Susy Durrant, Suzanne & Kristen Scattini, Monique & Damian Eabry, Michael & Crista Scotting / Cheeseman, Andrew & Elizabeth Elzinga, Jelle & Stephanie Selley, Roslyn Farrant, William & Georgina Shatilov / Shatilova, Andrey & Nataliya Feller, Frerk-Malte & Dinah Smiles / Colvin, Robyn & John Fitzhenry, Adam & Erin Smith / Kinsela, Murray & Maria Ford, Kenrick & Kylie Smith / Witherington, Oliver & Beverley Fu / Zhang, Yuchun & Fiona Smith, Andrew & Jessica Gait, David & Rebecca Stapleton / Haynes, Kylie & David Galvin, Carolyn & Richard Stewart, Debra Garvey / Lee-Joe, Robert & Jaclyn Sun / Zhan, Jianya & Quan Gasmus / Davis, Oliver & Geraldine Szeto / Chung, Stuart & Eng Eng Golowenko / Connors, Anthony & Lisa Talebi / Irani, Ashkan & Nazanin Green, Alexander & Kristina Tebbutt, Peter & Penelope Grinham, Angus & Catherine Tham / Maxwell, Jane & Philip Gyoshev / Bumbarova, Vasil & Denitsa Theisen, Jeppe & Kristina Harrop, Alison Thomas / Carney, Richard & Patricia He / Hua, Jianfeng & Xia Tobin, Andrew & Samantha Heard / Jarvinen, David & Justine Voyce / Snedden, Christopher & Angela Heron, Wesley Wang / Liu, Hao & Yue Hopkins / Harrington, Mark & Alexandra Wang / Pan, Rongming & Miaomiao Howard / McLachlan, Jeffrey & Sarah Wang, Guangyu & Aileen Howard, David & Jennifer Watt / Zielinski, Christopher & Fiona Howe, Roger & Bera Whitford, Brett Hsu / Lo, Albert & Jie-Yin Williams / Gardner, Christopher & Felicity Huang, Philip & Lucienne Wong / Wang, Ngai & Xiao Humphreys / Naylor, Michael & Nadia Young / Johnson, Christopher & Sonia Jackson, Jennifer & Andrew Yu / Liu, Feng & Meixing Jane, Caroline & Richard Zhong / Oxley, Claire & Bryce Jeffery-Bilich, Simon & Tamsin Jennings, Adam & Deborah Jiang / Liu, Fan & Sifei Kennedy / Williams, Scott & Kate Ker / Huang, Bob & Sze Huei 24

Building Fund Madden / Harnett, Liam & Dannielle Mahon / Hatton-Mahon, Colin & Jennifer Baker / James, Graeme & Bronwyn Maxwell / Tham, Philip & Jane Banfield, Stephen & Susan McGarry, Sarah Bardwell, Maitland & Amanda McKay, Robert & Catherine Bootes, Alan & Maria-Helena McLaughlin, Glenn & Marzena Bourne, Matthew & Emma Mohl / Soriot, Mikhail & Aurelie Burton / Stillone, Christopher & Anna Maria Monsees / Gatti, Jens & Elena Bush, Paul & Catriona Murphy / Gawthorne, Dean & Julie Byrne, Fabian & Tracey Murray, Crispin & Kate Cadman, Duane & Jennie Natilli, Stephen & Susan Casimaty, Dana & Peter Nicoletti, Vincent & Lidia Chan, Derek & Laura Norwood, Paul Cicchini / Baggett Cicchini, Ferdinando & Emily Petersen, Grahame & Martina Coburn, Lindsay & Vibha Pienaar, Willem & Ashley Cohen, Darren & Smaryn Price / Vyas-Price, Jonathan & Beejal Courtaigne / Op Sao, Nicolas & Maly Psaroulis, Louie & Vivienne Craig, Blake & Suzanne Rawlinson, Duncan & Caroline Cunningham, Douglas & Jay Ressas / Saticieli, Nazmi & Dilek Dawson-Damer / Grant, Edward & Joanne Richards, Hugh & Melissa Dawson-Damer, Henry & Alexandra Roger, Philippe & Samantha De Menezes Lima, Guilherme Rothwell, James & Rebeccah Du / Zhou, Xiguo & Yan Russo, Joseph & Elizabeth Dubowsky / Sykes, Eric & Louise Ryan / Andrews, Travis & Kathryn Elzinga, Jelle & Stephanie Ryan, Joshua & Elizabeth Feller, Frerk-Malte & Dinah Sano, Takashi & Sonoko Fitzhenry, Adam & Erin Santos Inacio / Pedro Inacio, Jason & Susy Ford, Kenrick & Kylie Saraf, Manish & Preeta Fu / Zhang, Yuchun & Fiona Scattini, Monique & Damian Gait, David & Rebecca Scotting / Cheeseman, Andrew & Elizabeth Ganter / Dixon, Richard & Katherine Sellar, Jonathon & Susan Garvey / Lee-Joe, Robert & Jaclyn Shatilov / Shatilova, Andrey & Nataliya Gasmus / Davis, Oliver & Geraldine Smiles / Colvin, Robyn & John Gibbs / Pageau, Nicholas & Nancie Smith / Witherington, Oliver & Beverley Golowenko / Connors, Anthony & Lisa Smith, Andrew & Jessica Goodsall, Andrew & Kate Soste, Clinton & Seema Grinham, Angus & Catherine Stapleton / Haynes, Kylie & David Gupta, Rajeev & Leena Stibbard, Paul & Jessica Gyoshev / Bumbarova, Vasil & Denitsa Sun / Zhan, Jianya & Quan Halliday, Jaquelin & Matthew Szeto / Chung, Stuart & Eng Eng He / Hua, Jianfeng & Xia Talebi / Irani, Ashkan & Nazanin Heller / Robb, Josh & Kylie Tea, Michelle Heron, Wesley Tebbutt, Peter & Penelope Hopkins / Harrington, Mark & Alexandra Theisen, Jeppe & Kristina Howard / McLachlan, Jeffrey & Sarah Thomas / Carney, Richard & Patricia Howard, David & Jennifer Tobin, Andrew & Samantha Hsu / Lo, Albert & Jie-Yin Voyce / Snedden, Christopher & Angela Huang, Philip & Lucienne Wang / Liu, Hao & Yue Hudson, Robert & Vanessa Wang / Pan, Rongming & Miaomiao Humphreys / Naylor, Michael & Nadia Wang, Guangyu & Aileen Ijjasz / Deng, Ede & Fei Watt / Zielinski, Christopher & Fiona Jackson, Jennifer & Andrew Williams / Gardner, Christopher & Felicity Jeffery-Bilich, Simon & Tamsin Wong / Wang, Ngai & Xiao Jennings, Adam & Deborah Yu / Liu, Feng & Meixing Jiang / Liu, Fan & Sifei Zhang / Yang, Shi Yong & Ming Kennedy / Williams, Scott & Kate Zhong, Claire Ker / Huang, Bob & Sze Huei Zhou / Chen, Selina Xiaoyang & Chun-Chung Kim / Lim, Cesilia & Han Krapovnitskiy / Krapovnitskaya, Evgeny & Natalia Alumni Kumpulainen, Roger & Helen Laliberte, Peter & Ena Alver Hunstead, Margaret Lam / Yuan, Pok & Fang Jane, Caroline Leach, Christopher & Christine Hollings, Wendy Lee / Suan, Mark & Sharon Lennox, Peter & Sandra Li / Wang, Ren & Moting Mors, Marie Louise Lin / Wang, Jun & Lijun Mulligan, Tracy Liu / Li, Bo & Jing Ryrie, Elizabeth Liu / Zheng, Sarah & Zhong Ryrie, Thomas Lobo / Staley, Leroy & Mayumi Seaton, Belinda Lofthouse / Gordon, Helen & Luke Louis, Justin & Rosanna 25 Lu / Chen, Ming Hua & Xiu Xia MacLochlainn / Glass, Philip & Elissa

The Board Glenda McLoughlin Kylie Binnekamp Grahame Petersen BEc, MBA, FAICD BBus (UTS), DipLaw (LPAB), BA, Grad Dip SIA, FAICD, FINSIA Appointed October 2016 GradDip Legal Practice Appointed March 2020 Chair Appointed May 2017 Glenda is a Company Director and former Kylie is currently a Company Director and Practice Grahame has 35 years’ experience in the banker and Chief Financial Officer. She has one Manager for a private medical practice. She has financial services industry, with senior child currently attending Redlands. She is a over 13 years legal experience practising as a executive experience in banking, strategy, member of the Finance and Audit, Nominations solicitor. Kylie has one child currently attending risk management, investment, technology and Governance and Physical Resources Group Redlands and one who graduated in 2019. She and cultural change. He has been a director Committees. Glenda previously held senior was Chair of the Marketing Committee, a member of a number of financial services companies roles in investment banks Barclays Capital, of the Chaplaincy Committee and a Board since 1999, is currently a Director of Mary Morgan Stanley and Credit Suisse. Prior to her Appointee to the Redlands Parents and Friends MacKillop Today and is engaged in coaching banking career she was a consultant with Price Association during 2020. Kylie’s aim is to serve and community roles. Grahame has three Waterhouse and NERA (London). She has been the Redlands community. children currently attending Redlands and a founding director and board Chair of two ASX during 2020 was a member of the Finance listed energy companies. Glenda’s focus is on Stephen Blaxland and Audit Committee and Chair of the ensuring Redlands has a strong operating and Foundation Advisory Committee. financial capability to deliver a world class BArch (Hons), AIA , RIBA, Expert ducational experience to its students. Witness John Pradel Appointed May 2010 Peter Gold Retired December 2020 BArch, JP Appointed September 2018 B Comm Stephen is an Architect and founding Director Appointed April 2017 of BN Group, with over 25 years’ experience. Deputy Chair Stephen is an expert in Master planning, his areas of professional expertise include: strategic Peter is a Managing Director of Archer Capital - urban analysis; satisfying commercial, social and John is a registered Architect and the Director a private equity investment company of which environmental outcomes; and establishing of a Company of Architects. He has one child he was a founding team member in 1997. After innovative design solutions. He acts as an currently attending Redlands. During 2020 taking majority ownership positions in businesses, expert witness for Urban and Mixed-use issues. John was a member of the Physical Resources his company establishes and executes focused Stephen has had two children attend Redlands. strategic plans that have achieved outstanding During 2020 he was Chair of the Physical Group Committee. outcomes. He is also a significant shareholder Resources Group Committee. and Chairman of Future Super, and an active Anna Reed-Stephenson investor and supporter of other climate impact businesses and projects. Previous roles include MBA, BA investment banking experience with Morgan Appointed June 2018 Stanley in New York, and he has qualified as an Associate of the Institute of Actuaries of Patricia (Paddy) Carney Australia. He has two children currently attending Redlands, and during 2020 he was Chair of the BSc, CA Finance and Audit Committee. Peter’s goal for Redlands is to achieve widespread recognition Appointed August 2020 as a differentiated and innovating provider of coeducation in NSW. Paddy is a senior partner at PWC Australia. Anna is an IT Executive with over 20 years’ She has nearly 30 years’ experience providing experience across multiple IT disciplines and Jane Anderson assurance services and related services to listed industries. During 2020 she was Chair of the companies, private companies and multi-nationals ICT Governance Committee, a member of the MMgmt, PGDip Bank in the UK, Australia and Asia-Pacific. She has Physical Resources Group Committee and a Appointed May 2018 extensive director experience, has been a member member of the Chaplaincy Committee. Anna of the Global Board of the PWC network since has a passion for working with youth to recognise 2017 and is currently a Trustee of the Museum of how they can use their individual talents to Applied Arts and Sciences and a Director of the serve their communities. Sydney Festival. She has two children currently attending Redlands and is Chair of the Risk Rev Timothy St Quintin Oversight Committee and a member of the Finance and Audit Committee. BD (Hons), BSc (Hons), AdvDipGov, DipPersMan Jane is currently an Executive General Manager, Colleen Godsell AM Appointed August 2017 Corporate Affairs for an insurance company. She has more than 20 years’ corporate affairs JP Tim is the Rector of St Peter’s Anglican Church, experience in financial services including Cremorne, having previously served as the insurance, banking, superannuation and Appointed April 2008 Senior Associate Minister in the parish of asset management. She has two children St Stephen’s Willoughby. Tim brings leadership, currently attending Redlands. During 2020 Retired July 2020 resource management and strategic planning Jane was Chair of the Nominations and experience from his parish roles, and from Governance Committee, Chair of the Risk Colleen is a Company Director with a background having been an Army Officer for 15 years prior Oversight Committee and a member in the not-for-profit sector and the Department to entering full-time ministry. He continues to of the Marketing Committee. of State & Regional Development. She has had serve in the military, now as a chaplain in the three children attend Redlands. During 2020 Army Reserve. In 2020 Tim was Chair of the Colleen was a member of the Physical Chaplaincy Committee and a member of the Resources Group and ICT Governance Risk Oversight Committee. He is keen to Committees. Colleen is dedicated to building continue to build on the character, education strong partnerships between home and school and community strengths of Redlands. that will foster leadership and excellence in students and staff alike. 26

Professor Glenn Wightwick Michael Winram BSc, FTSE BAppFinn, LLB, AMusA Appointed May 2019 Appointed April 2020 Glenn is the Deputy Vice-Chancellor of Innovation Michael is an environmental lawyer and a partner and Enterprise at the University of Technology in an independent Australian law firm. He has Sydney. He has worked in research and innovation had 19 years’ legal experience in public law, in higher education for seven years and has more environmental law, climate change law, planning than 30 years’ experience in information technology. and land access law. Michael is also the Chairman He has two children currently attending Redlands of the Horizons Family Law Centre, which and one child who graduated in 2020. Glenn is a provides free legal support to those who don’t member of the Physical Resources Group qualify for legal aid, and yet still cannot afford a Committee and is keen to support the development lawyer. During 2020 Michael was a member of of innovation and entrepreneurship at Redlands. the Risk Oversight and Nominations and Governance Committees. Michael’s goal for Redlands is to create an environment where each student truly can let their light shine. Governance The Principal is responsible for the day-to-day management of the School. SCECGS Redlands Limited School Governance Statement The Board has established the following standing Committees: SCECGS Redlands Limited operates as a public company limited • Nominations and Governance by guarantee. • Finance and Audit • Risk Oversight; and Members do not have an economic interest in the assets or operating • Physical Resources. surplus of the company or the School and are not entitled to any dividends or other payments. Any surplus must be applied for the Additional Board Committees and Working Groups are established benefit of the School. from time to time. During 2020 the Board had in place ICT, Marketing and Chaplaincy Committees. The operation of the School is overseen by a Board of Directors who do this in accordance with the purposes and objectives of the School The Board uses its best endeavours to familiarise itself with issues as set out in the Memorandum and Articles of Association. of concern to stakeholders. In doing so, the Board regularly evaluates economic, social, reputational and regulatory issues and changes The role of the Board is to effectively represent and promote the that may affect the development of the School or the interests of interests of the School with a view to adding long term value to the stakeholders. School as an educational enterprise. The Board is structured to add value The Board operates within a highly regulated environment and complies with governance requirements of the following: Under the Memorandum and Articles of Association of the School, the Board comprises four to six Directors who are elected by the • The Corporations Act 2001 members of SCECGS Redlands Limited, up to four Directors who are • The NSW Education Standards Authority (NESA) nominated by the Board and four Directors who are nominated by • The Australian Charities and Not-for-Profits Commission (ACNC) Act Sydney Diocesan Services. Directors are proposed who have the ability to make a contribution to the School through their experience, The following provides a summary overview of the approach to qualifications, talents and commitment to the School. corporate governance taken by the Board. The maximum number of Board members is twelve who are all The Board has established sound foundations for non-executives. All elective and SDS appointed Directors hold office School Governance and Management oversight initially for three years. Elective Directors retire by rotation in accordance with the School’s Constitution. It is not generally expected The Board has adopted a Board Charter which describes the role of that a Director would hold office for more than ten years or be the Board, Board procedures, the role of the Chair and Deputy Chair nominated for more than three consecutive terms, whichever is and the functions of Board Committees. the longer. Each triennium, the Board appoints a Chair and Deputy Chair from among the Directors. The Board is responsible for setting and reviewing the strategic direction of the School, as well as monitoring the implementation of Board Directors receive no remuneration for their services, but that strategy by management. The Board is responsible for: may be reimbursed for reasonable expenses (other than time) such as special travel, conferences and accommodation specifically for School • the appointment and removal of the Principal; business. The School provides Directors with indemnity and insurance • establishing policies that seek to strengthen the School; cover to the extent permitted by the Corporations Act. • monitoring the performance of the Principal; • reviewing and protecting the School’s reputation; The Board normally holds meetings in each month of the year except • protecting the School’s financial position; outside of school term times and may hold additional meetings as the • ensuring that the School’s financial statements are true occasion requires. and fair and conform with the law; • ensuring that the School adheres to high standards of ethical and corporate behaviour; and • ensuring that the School has appropriate risk management and regulatory compliance policies in place. 27

The Board is comprised entirely of Independent Non-Executive The Board promotes ethical and responsible Directors who, together with management, have the appropriate decision-making balance of skills, knowledge, experience and independence to meet the obligations of the Company. During 2020, the Board In forming its decisions, the Board aims to make sensible business comprised twelve Directors, whose biographical details can be and school decisions, to contribute to the purpose of the School, to found on the previous pages. apply sound practical sense and to adhere to high ethical standards which are aligned to the School’s values. New Directors have the benefit of an induction program aimed at deepening their understanding of the School and the environment To inform this decision making, the Board has adopted a formal code in which the School operates. of conduct which sets out expectations with respect to acting with reasonable care and diligence, behaviour, confidentiality, the interests All Directors are entitled to obtain independent professional advice of stakeholders, independence of judgement and acting honestly and relating to the affairs of the School or their responsibilities as a fairly in the best interests of the School. In addition, the Board has Director, provided that the expense is reasonable and the Director adopted policies with respect to the following areas: has received written approval of this expense from the Chair. • conflicts of interest Each year the Board critically evaluates its own performance, • notification of related party transactions and every second year the performance of individual Directors is • delegations evaluated by an external expert. • confidentiality • whistleblowing. Director skills, experience and attributes The Board safeguards the integrity of the The Redlands Board and its Nomination and Governance Committee corporate financial reporting work to ensure that the composition of the Redlands Board has the right balance necessary to fulfil its responsibilities. A Finance and Audit Committee reports to the Board. The committee regularly examines and makes recommendations to the Board The Board aspires to reflect the community that we serve and regarding: aims to be diverse in terms of gender, personal and professional skills. The Board aims to comprise Directors with a balance of • approval of annual budgets experience and expertise to administer an independent School • financial risk management policies such as Redlands. All Directors are expected to comply with the • processes, frameworks and insurances School’s Code of Conduct and to be considered a “fit and proper” • compliance with financial risk policies person able to comply with their responsibilities as Responsible • accounting principles in the School’s accounts; and Persons under the Education Act NSW (1990). • the appointment of the external auditor and any internal audit activity. The Board skills matrix identifies the skills and experience that the Board needs to ensure effective governance of the School and to The Finance and Audit Committee consists of not more than five assist the School in developing strategies to respond to its changing members, one of whom is the Board Chair. external environment. Thetableandchartsbelow reflect theBoard composition of 12 Directors as at 31 December 2020. Board Composition Corporate Governance/Director Experience 8 Board Tenure The Director has extensive experience (at least 5 years) as a company director with other organisations and/or is a member of the Australian Institute of Company Directors or Governance Institute 6 Strategy/Commercial Experience 5 1 0-3 Years 1 Experience in strategy development and implementation and/or consultant experience and/or specific 47 3-6 Years 47 strategy qualification 6 6-10 Years 4 Financial Expertise Extensive experience in the finance sector with the capability to evaluate financial statements and 2 understand corporate finance, internal controls and experience probing the adequacy of financial 0-3 Years controls and/or specific qualification 3-6 Years Risk Management /Legal Experience 96-10 Years Experience with an external organisation in risk management and probing the adequacy of financial 8 and risk controls and/or reviewing legal contracts and insurances and/or specific qualification 1 Property Experience Gender Diversity Experience in the design, approvals, construction or governance oversight of major construction projects and/or specific qualification Female 1 Male Technology 47 5 7 Experience and expertise in the development, selection and implementation of technology and innovation and responding to digital disruption and/or specific qualification 1 Operational Workplace Expertise Extensive operational experience in complex workplace environments in human resources, HS&E, sustainability, marketing, stakeholder relations, communications or operations leader4ship roles 7 Global Perspectives Experience of living and/or working internationally for at least one year Experienced Educationalist Cl 13 of the Company’s constitution calls the Board to endeavour to appoint as a Nominee Director as experienced educationalist 28

Female Male 57 29

Redlands, Sydney Church of England Coeducational Grammar School 272 Military Road, Cremorne, NSW 2090 P: 02 9909 3133 Operated by SCECGS Redlands Limited ABN 96 001 336 269 CRICOS Provider Code: 00713M

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