ARDROSS PRIMARY SCHOOL ANNUAL REPORT

Transcription

1 ARDROSS PRIMARY SCHOOL ANNUAL REPORT 2011

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3 Section Title Contents Page Contents 3 Preface 4 Vision of Ardross Primary School 5 Enrolment Data 5 Outcomes We Seek 5 Highlights of School Performance Information 9 English Learning Area 10 Reading 13 Writing 18 Spelling 21 Punctuation and Grammar 26 Mathematics Learning Area 29 Society & Environment Learning Area 36 Health And Physical Education Learning Area 43 Technology And Enterprise Learning Area 46 Science Learning Area 48 Arts Learning Area 54 Languages Other Than English Learning Area 58 (Japanese) Participation and Attendance 60 Community Survey 61 Financial Report for School Council Report 66 Priorities for Signatories School Board Chair / Principal 72 3

4 Ardross Primary School celebrated its 50 th Anniversary Year in 2011 as well as being successful in becoming an Independent Public School for The Annual Report provides parents and members of the wider community with information about Ardross Primary School s activities and student academic performance for Together with an analysis of student data across the eight curriculum areas, the annual report is a celebration of a years hard work by staff, students and community members in ensuring that our children receive the best possible learning opportunities and achieve to their potential. Motivate Educate Celebrate is our motto and was again at the forefront of our Teaching and Learning Programs in It was another outstanding year at Ardross Primary School! Eight Year Seven students were offered places in the extremely competitive Gifted and Talented programs for 2012, twenty four students from years five to seven accessed the PEAC extension program in 2011,while thirty three students have been offered a place in the PEAC courses for Ardross Primary School SCHOOL ANNUAL REPORT 2011 participated in many sporting events at the school and interschool level, participated in the School of Instrumental Music program learning the flute, clarinet, violin and double bass, as well as fifty four students in choir, contributed to the Fremantle Peel Art Blast Exhibition at the Fremantle Town Hall, and hosted students from Japan as part of a cultural program. To gain a comprehensive understanding of the academic and social performance of students within the school over 2011 the Annual Report should be read in conjunction with other published school documentation such as the School Plan, Student Reports and School Newsletters. I would like to sincerely thank the Learning Area Coordinators and specialist teachers who have assisted in the development and analysis of the Annual Report. Your efforts are greatly appreciated. I hope you enjoy reading about our outstanding efforts in 2011 as we embrace the Independent Public School initiative for the 2012 school year. As well as achieving outstanding academic results in the annual National Assessment Program in Literacy And Numeracy (NAPLAN) our students also Andrew Holmes PRINCIPAL 4

5 Vision of Ardross Primary School At Ardross Primary School we strive to support and develop enthusiastic students and instil in them a love of learning to help them reach their potential, both socially and academically, and embrace and adapt to a changing world. We aim to accomplish this through:- supporting a dedicated and capable staff; maintaining a welcoming and supportive school community; developing a collaborative environment for all; providing a diverse, inclusive and innovative curriculum; and developing and maintaining contemporary resources and facilities. School Enrolment Kindy Pre Primary Primary Total In 2011 the school operated with: 13 Primary classes 2 Kindy classes. 1 Kindy/Pre Primary class. 1 Pre-Primary class. Total of 425 students Enrolment Trend Ardross Primary School has enjoyed a steady increase in student enrolment since 2005 and particularly over the last 3 years. This is attributed to the increase in urban infill across the City of Melville, especially in the Ardross intake area, and also the close association with Applecross Senior High School, offering primary enrolment for siblings accessing the Gifted and Talented programs. Although Ardross receives many enquiries and applications for enrolments from outside of our intake area, as a Local Intake School Ardross has not been in a position to offer as many out of area placements due to increasing enrolment pressures. Outcomes We Seek Our school will develop in each child the essential knowledge, skills and values that will enable them to attain the outcomes required to become lifelong learners, achieve their potential and play an active part in civic and economic life. Our school will support children to achieve the following outcomes as contained in the Western Australian Curriculum Framework: 1. Students use language to understand, develop and communicate ideas and information, and interact with others. 2. Students select, integrate and apply numerical and spatial concepts and techniques. 5

6 3. Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others. 4. Students select, use and adapt technologies. 5. Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions. 12. Students are self motivated and confident in their approaches to learning and are able to work individually and collaboratively. 13. Students recognise that everyone has the right to feel valued and be safe, in this regard, understand their rights and obligations and behave responsibly. 6. Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options. 7. Students understand and appreciate the physical, biological and technological world and have the knowledge, skills and values to make decisions in relation to it. 8. Students understand their cultural, geographic and historical contexts and have knowledge, skills and values necessary for active participation in life in Australia. 9. Students interact with people and cultures other than their own and are equipped to contribute to the global economy. 10. Students participate in creative activity of their own and understand and engage with artistic, cultural and intellectual work of others. 11. Students value and implement practices that promote personal growth and well being. 6

7 Highlights of 2011 There were a number of highlights in what was a very successful 2011 school year academically, behaviourally and in many sporting areas. The photos in this section are taken from the Presentation Night Celebration 2011 Power Point produced by Mr Hill. Further photos accompany most learning area reports. 7

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9 School Performance Information STUDENT ACHIEVEMENT Results indicate that the students of Ardross Primary School are achieving well above the Australian Mean in all learning areas tested, with some excellent results achieved in Literacy and Numeracy. Of note is that offers for Academic Extension courses or scholarships were provided to students from Year 7, with 8 students accepted in specialist academic programmes identified through the gifted and talented programme. The school also had 28 students identified through PEAC testing (achieving in the top 5 % of state) in Years 5 7 who accessed extension programmes throughout the year. Student performance information has been collected using a variety of data tools across the eight learning areas. The main data tools have been; Student Report Data (Teacher Ratings) Semester II 2011compared to Semester II 2010 Comparing the number of A,B,C,D,E and no grade scores. National Assessment Program in Literacy and Numeracy (NAPLAN) Years 3,5 and 7. NAPLAN results in proficiency bands against like schools information. NAPLAN results relative assessment comparing results over time in Literacy and Numeracy. Easymark and MSE tests marked externally comparing Stanine results. Results in the Literacy and Numeracy area results are stratified into the following cohorts:- Gender Data Results for NAPLAN are stratified into boys and girls results. Results include the Australian mean, Ardross all student results, boys results and girls results. Cohorts have been compared using the NAPLAN score. A score of between NAPLAN represents approximately twelve months of development i.e. a + 30 NAPLAN score indicates the cohort is achieving around twelve months above the typical expectation, while a 30 would indicate the cohort is achieving around twelve months below the typical expectation. LBOTE / ESL / NESB Students from Non-English Speaking Backgrounds (NESB) English as a Second Language (ESL) or Language Background Other Than English (LBOTE). Cohorts have been compared using the NAPLAN score as outlined above. 9

10 Budget $5 500 ENGLISH LEARNING AREA Presented by Karen Treloar Ardross Primary: English Report, 2011 Entire budget has not been spent. Remaining money to purchase; the new spelling material for the Nation Curriculum Edition of Sound Waves (currently being produced) interactive white board materials Reading Box (new edition) reading books to restock the Reading Room when outdated material is cleared books at end of year sale price Purchases Novels Reading books School Magazines Fitzroy Readers Games Newspapers 2011 Focus Preparation for NAPLAN: term 1 and first 2 weeks of term 2, following DOE guidelines Introduction of Persuasive Writing genre for NAPLAN writing task Ensuring all staff could access DOE material and guidelines on expositions Locating online resources Teacher collaboration Identification of students at educational risk through data analysis (NAPLAN, Easy Mark and teacher judgements) Organisation of support for identified students by LSC small group lessons with Ms Riley in terms 2 and 3, and with Ms Ellery joining Ms Riley in term 4 Trialling Fitzroy Readers with weakest readers Commencement of the reading room clean out Reading Box Schemes continue to be an excellent resource, being used by most junior/middle classes. Newspapers continue to be well used in middle years Boy friendly books (eg Jac Power) purchased last year, have successfully enticed boys. Following Ian Lillico s recent talk on boys reading, the collection will be expanded. Reading Eggs online reading program for pre-primary and year 1 Spelling City website has been a great website and widely used by students in junior and middle primary. Whole school approach to spelling continues with all classes (except year 1) using Sound Waves. The yr 1 students use Sounds Right Reads Right. Next year, a National Sound Waves program is being introduced for F-6. As WA includes year 7 students in primary school, a review of the school spelling program will be needed. Victorian Magazines are a valuable resource providing material in line with the requirements of the National Curriculum. PEAC 9 out of 55 year 4 students were accepted into the PEAC course for Only students who scored in the top 2.5%in the state were accepted. 10

11 NAPLAN NAPLAN results for Ardross Primary years 3, 5 and 7 were very good in Amongst Like Schools, Ardross scored highly with 3 green flags in the English area; yr 5 Spelling, yr 7 Reading and Punctuation and Grammar. No areas were red flagged. From the data, areas within 1 standard deviation of expected outcome include yr 3 and yr 7 Writing, and Yr 5 Reading. These will become the focus for improvement. In all areas, Writing, Reading, Spelling, Grammar and Punctuation, Ardross Primary Mean was higher than both the All Australian Schools and All WA Schools Mean (Refer to tables for data summary) Issues The Reading Room remains a problem area. Due to lack of time, the clearing out process is extremely slow. Focus for 2012 Continue to embed Higher Order Thinking Skills into Literacy programs Staff to use DET guidelines for NAPLAN testing Continue to provide support to staff to access online DET literacy material. Continued support and development of strategies and resources to teach persuasive writing (current genre for NAPLAN testing) Focus on oral work to develop persuasive writing k-7 Support for identified students At and Below National Benchmark Implementation of changes to Sound Waves program. New National Edition of Sound Waves is for years K- 6. Year 7 students in most states are not in primary school; however WA yr 7 students will be catered for with online material plus the purchase of selected resources. All staff to register for online resources and scope and sequence. All classrooms to have updated materials and resources. Australian Curriculum: ensure all staff can access Highlight to all staff the quality of Victorian magazines Ian Lillico s talk to staff highlighted the importance of fiction texts for boys. As part of PD next year, staff to be reminded of importance of making time to read to students. Discuss purchase of talking books to use with listening posts. Purchases of literary texts to include Australian literature, including traditional and Indigenous literature as outlined in Australian Curriculum Provide opportunities for students to write prose and poetry for competitions 11

12 Student Report Data (Teacher Ratings) Semester II 2011 Semester II 2011report data indicates that a total of 71% of students displayed Excellent achievement (21%) or Good achievement (50%) in English, which is similar to the overall Semester II 2010 report data indicating that a total of 74% of students displayed or Excellent achievement (26%) good Achievement (48%) in English. 24% were rated as making some progress compared with 24% of students in Following the same cohort of students from it is evident that there is a degree of consistency between staff from year level to year level. Overall the percentage of students achieving Good to Excellent and Limited to Some has remained relatively consistent across the school with teacher ratings consistent with National testing results in Literacy indicating that between 70% and 80% of students achieve above the 50 th percentile. Student Report Data (Teacher Ratings) Semester II 2011 A - Excellent B- Good C-Some D-Limited E-Very No Grade Low Year 1 5 = 13% 27 = 69% 6 = 15% 1 = 2% 0 0 Year 2 7 = 18% 16 = 42% 13 = 34% 1 = 3% 0 1 = 3% Year 3 12 = 23 % 26 = 49 % 13 = 24% 1 = 2% 0 1 = 2% Year4 15 = 23 % 20 = 42 % 9 = 27 % = 2% Year 5 15 = 18 % 21 = 53 % 9 = 29 % = 0 Year 6 11 = 20 % 29 = 48 % 22 = 28 % = 4% Year 7 12 = 35 % 22 = 50 % 10 = 11% =0 Student Report Data (Teacher Ratings) Semester II 2010 A - Excellent B- Good C-Some D-Limited E-Very No Grade Low Year 1 8 = 22% 21 = 58% 7 = 20% 0 = 0% 0 0 Year 2 14 = 25% 17 = 30% 25 = 43% = 2% Year 3 15 = 25 % 31 = 52 % 12 = 20% 2 = 3% 0 0 Year4 18 = 37 % 20 = 42 % 9 = 19 % = 2% Year 5 10 = 18 % 29 = 53 % 16 = 29 % Year 6 9 = 20 % 22 = 48 % 13 = 28 % = 4% Year 7 16 = 35 % 23 = 50 % 5 = 11% 2 = 4%

13 NAPLAN Scores Reading 2011 Ratings of student performance for each of the years tested (3, 5 and 7) were above the national average, with girls performing significantly better in Years 5 and 7, while boys outperformed the girls in Year 3. The number of students that achieved above the minimum benchmark and achievement target was higher than the national mean in all cohorts. The vast majority of students achieved the benchmark in the tests and significantly more students (between 70% - 80%) achieved the Western Australian Achievement Target which is set at about 50% of students in the state achieving. Student cohorts (Girls, Boys and LBOTE) performed significantly better than the Australian mean result, where a score of difference (shown in brackets), approximately equates to a year s development, however boys performance in reading in Year 7 was significantly below the girls opening up a line of enquiry for future improvement. NAPLAN- All Students 2011 Aust. Mean Ardross Ardross Ardross (All students) Boys Girls Year (+52) 478 (+62) 457 (+41) Year (+34) 514 (+26 ) 528 (+40) Year (+51) 579 (+39) 605 (+65) NAPLAN- All Students 2010 Aust. Mean Ardross Ardross Ardross (All students) Boys Girls Year (+23) 416 (+2) 461 (+47) Year (+24) 508 (+21 ) 516 (+29) Year (+55) 586 (+40) 613 (+67) LBOTE (Language Background Other Than English) 2010 Aust Ardross Comparative 2011 Aust Ardross Comparative Mean LBOTE LBOTE Mean LBOTE LBOTE Year Year Year Year Year Year

14 NAPLAN Percentage of students in each Proficiency Band Year 3,5,7 Reading Year 3 70% of students in the upper bands 5 / 6 compared to 59% in 2010 and 56% in Like Schools. 0% of students inn the lower bands 1 / 2 compared to 11% in 2010 and 8 % in Like Schools. Year 5 46% of students in the upper bands 7 / 8 compared to 40% in 2010 and 51% in Like Schools. 5% of students inn the lower bands 3 / 4 compared to 8% in 2010 and 7% in Like Schools. Year 7 59% of students in the upper bands 8 / 9 compared to 69% in 2010 and 48% in Like Schools. 7% of students inn the lower bands 4 /54 compared to 2% in 2010 and 6% in Like Schools. 14

15 Data indicates that students in Year 5 performed slightly below like schools, however there is an upward trend. Year 3 and 7 students performed above like schools 15

16 The relative assessment data for 3 over time demonstrates that students are performing within the required range, with a significant upward movement in Year 5 relative assessment has shown a slight decrease from the 2009 cohort of students. Year 7 Relative assessment data indicates a continued upward trend in reading and a significant increase from the same cohort of students as Year 5 s in 2009 indicating value adding to student performance. Standardised Report Data Reading (Years 1, 2, 4 and 6) Stanine results from tests conducted in Reading of students in Years 1,2, 4 and 6 indicate a sound level of achievement across the year levels with a stanine average of 5.9, in comparison to the norm of 5.0. Our students are consistently achieving stanines 6, 7, 8 and 9 at levels above the state average. The table below indicates the Stanine Level compared to the Academic Achievement Level. Stanine Explanation 1 lowest 4% Extremely Poor achievement level 2 next 7% Well Below Average Lowest 25% of population 3 next 12% Below Average 4 next 17% Low Average 5 middle 20% = Average average achievement Middle 50% of population 6 next 17% High Average 7 next 12% Above Average 8 next 7% Well Above Average 9 top 4% achievement Outstanding Highest 25% of population level Average Stanine: School and State - Reading 16

17 58 % (112) students in years 1,2,4 and 6 achieved stanine 6 or above indicating above average achievement in reading. Students scoring stanines 1,2,3 12% (23 students) below average have been identified by the LSC and teachers have been consulted in developing strategies for 2012 to improve their performance. These results will be analysed in Year 3,5,7 NAPLAN

18 Data indicates that the boys and girls achieve on a comparable level, however 3 more girls are represented in stanine 2 (2 boys, 5 girls) indicating below average performance, while 10 more boys are represented in the highest stanine (4 girls, 14 boys) indicating outstanding performance. WRITING RESULTS Teachers were able to provide students with a range of writing opportunities across the various genres of writing, accessed through the use of writing frameworks and practices. Standardised Report Data NAPLAN Literacy & Numeracy Testing (Years 3,5 and 7) Ratings of student performance for each of the years tested (3, 5 and 7) were significantly above the Australian Mean in all cohorts of boys, girls and LBOTE, with girls performing significantly better than boys in year 3,5 and 7 which is a line of enquiry and teaching focus for NAPLAN - All Students 2011 Aust Ardross (All students) Ardross Boys Ardross Girls Year (+22) 429 (+13) 449 (+33) Year (+36) 496 (+16) 535 (+52) Year (+46) 560 (+31) 593 (+64) NAPLAN - All Students 2010 Aust Ardross Ardross Ardross (All students) Boys Girls Year (+5) 410 (- 9) 439 (+19) Year (+27) 515 (+30) 511 (+26) Year (+43) 559 (+26) 590 (+57) 18

19 LBOTE (Language Background Other Than English) 2010 Aust Mean Ardross LBOTE Compara tive to Aust 2011 Aust Mean Ardross LBOTE Comparative to Aust LBOTE LBOTE Year Year Year Year Year Year Year 3 68% of students in the upper bands 5 / 6 compared to 44% in 2010 and 57% in Like Schools. 4% of students inn the lower bands 1 / 2 compared to 11% in 2010 and 3 % in Like Schools. Year 5 48% of students in the upper bands 7 / 8 compared to 31% in 2010 and 39% in Like Schools. 2% of students inn the lower bands 3 / 4 compared to 2% in 2010 and 6% in Like Schools. Year 7 46% of students in the upper bands 8 / 9 compared to 54% in 2010 and 42% in Like Schools. 5% of students inn the lower bands 4 /54 compared to 12% in 2010 and 9% in Like Schools. 19

20 Data indicates that Year 3,5 and 7 students are performing slightly above that of like schools. The relative assessment data for Year 3 demonstrates that students are performing within the required range, with the downward trend arrested from 2009, Year 5 relative assessment has shown considerable improvement from the 2009 cohort of students as Year 3 s indicating significant value adding form Year 3-5. Year 7 relative assessment data indicates a significant downward trend has been rectified from 2010, with the same cohort of students tested in Year showing a slight continual improvement. 20

21 SPELLING RESULTS Standardised Data National Literacy & Numeracy Testing ( Spelling Years 3,5 and 7) Ratings of student performance in each cohort for each of the years tested (3, 5 and 7) showed that results were above the National average. The girls continue to out perform the boys across all year levels tested with year 5 having the biggest difference. LBOTE students continued to achieve outstanding results in spelling. NAPLAN - All Students 2011 Aust Mean Ardross Ardross Ardross (All students) Boys Girls Year (+52) 456 (+50) 460 (+54) Year (+70) 529 (+45) 572 (+88) Year (+41) 575 (+37) 585 (+47) NAPLAN - All Students 2010 Aust Mean Ardross Ardross Ardross (All students) Boys Girls Year (+32) 425 (+26) 438 (+39) Year (+24) 498 (+11) 531 (+44) Year (+40) 572 (+25) 595 (+50) 21

22 LBOTE 2011 Aust Mean Ardross LBOTE Comparative to Aust 2010 Aust Mean Ardross LBOTE Comparative to Aust Year Year Year Year Year Year Year 3 72% of students in the upper bands 5 / 6 compared to 48% in 2010 and 54% in Like Schools. 2% of students inn the lower bands 1 / 2 compared to 10% in 2010 and 5 % in Like Schools. Year 5 57% of students in the upper bands 7 / 8 compared to 35% in 2010 and 40% in Like Schools. 5% of students inn the lower bands 3 / 4 compared to 11% in 2010 and 7% in Like Schools. Year 7 54% of students in the upper bands 8 / 9 compared to 48% in 2010 and 43% in Like Schools. 7% of students inn the lower bands 4 /54 compared to 9% in 2010 and 9% in Like Schools. 22

23 Data indicates that Year 3, 5 and 7 students are performing above like schools in spelling, with a significant difference in Year 5. This led to Year 5 spelling being Green Flagged in

24 The relative assessment data for Year 3 demonstrate that students are performing within the required range, with an upward trend developing. Year 5 relative assessment has shown considerable improvement from the 2009 Year 3 cohort of students and a very high performance level significantly above expected. Year 7 relative assessment has shown considerable improvement from the 2009 Year 5 cohort of students and a high performance level. Standardised Report Data Spelling (Years 1, 2, 4 and 6) The table below indicates the Stanine Level compared to the Academic Achievement Level. Stanine Explanation 1 lowest 4% achievement level Extremely Poor 2 next 7% Well Below Average Lowest 25% of population 3 next 12% Below Average 4 next 17% Low Average 5 middle 20% = average Average achievement Middle 50% of population 6 next 17% High Average 7 next 12% Above Average 8 next 7% Well Above Average Highest 25% of population 9 top 4% achievement level Outstanding 24

25 Stanine results from tests conducted in spelling of students in Years 2, 4 and 6 indicate a sound level of achievement across the year levels with a stanine average of 6.2, in comparison to the norm of 5.0. Our students are consistently achieving stanines 6, 7, 8 and 9 at levels above the state average. This skews our graph to the right, demonstrating above average achievement. 62 % (97) students in years 1,2,4 and 6 achieved stanine 6 or above indicating above average achievement in reading. Students scoring stanines 1,2,3-13% (21 students) below average have been identified by the LSC and teachers have been consulted in developing strategies for 2012 to improve their performance. These results will be analysed in Year 3,5,7 NAPLAN

26 Standardised Data National Literacy & Numeracy Testing (Punctuation and Grammar, Years 3, 5 and 7) Ratings of student performance in each cohort for each of the years tested (3, 5 and 7) showed that results were above the National average. Although the girls continue to out perform the boys across all year levels tested with year 5 having the biggest difference, there was significant improvement from the 2009 boys cohort. LBOTE students continued to achieve outstanding results in punctuation and grammar. NAPLAN - All Students 2011 Aust Mean Ardross Ardross Ardross Ardross (All students) Boys Girls LBOTE Year (+68) 482 (+60) 499 (+77) 497 (+75) Year (+67) 570 (+70) 565 (+65) 595 (+95) Year (+40) 555 (+22) 596 (+63) 575 (+42) NAPLAN - All Students 2010 Aust Mean Ardross Ardross Ardross (All students) Boys Girls Year (+45) 451 (+34) 474 (+60) Year (+34) 514 (+14) 565 (+65) Year (+54) 582 (+47) 594 (+59) 26

27 71% of students achieved in the higher bands 5-10, while 10% of students achieved in the lower bands 1-2. This can be compared to like schools (65% and 8%) and all WA public schools (41% and 26%). 53% of students achieved in the higher bands 7-10, while 10% of students achieved in the lower bands 1-4. This can be compared to like schools (53% and 7%) and all WA public schools (31% and 28%). 46% of students achieved in the higher bands 8-10, while 7% of students achieved in the lower bands 1-5. This can be compared to like schools (37% and 10%) and all WA public schools (21% and 27%). 27

28 Data indicates that students in Year 3, 5 and 7 achieved results above like schools in punctuation and grammar with Year 7 students achieving the best results. The relative assessment data for Year 3 demonstrate that students are performing within the required range, with an improved performance similar to Year 5 relative assessment has shown a slight improvement from the 2009 Year 3 cohort of students. Year 7 relative assessment data indicates significant improvement to the Year 5 cohort in This led to the Year 7 Punctuation and Grammar to be Green flagged. 28

29 MATHEMATICS LEARNING AREA- Presented by Auriol Heary Changes in the delivery of the maths programme at Ardross reflect maths concepts addressed in research papers, particularly those related to the use of manipulatives and online learning. Purchases for 2011 have focussed on providing the manipulatives needed for several classes to work on activities simultaneously and for classes to keep basic kits, for example, money over longer periods of time. Teacher Assistants were also provided with a container which contained basic items such as fraction block, calculator, clock and etc. This could be used with students with special needs or small focus groups requiring extra assistance. Maths Monitors were introduced and have been successful. Using Maths Monitors to both collect and return maths equipment facilitates both the use of manipulatives in the classroom and work in areas such as space and measurement. Developing containers for key areas, for example, time, was completed this year as was the preparation of maths games and problem solving activities for all year levels. Achievement: Students have been moved along the continuum in all areas giving us fewer students in low level of achievement and greater numbers in good and high level of achievement. Small focus groups were developed to help students experiencing difficulty with a particular concept, for example fractions and those who may take a little longer to learn a concept and were at risk of missing key maths concepts. These have proved successful and contributed to the general movement from low to moderate achievement. Improvement has been maintained. Problem solving/word problems was identified as an issue in 2007, addressed and showed improved in This continued in 2011 with several concepts being green flagged, for example, solving word problem using fractions. Issues were identified, with four concepts being red flagged in Measurement, Chance and Data in Year 5, Naplan These areas were addressed and successfully completed by the same cohort Naplan No concepts were red flagged and one was green flagged. Many opportunities for students to apply maths knowledge in the real world have been provided, for example, during River Ranger and astronomy related activities. Links with other areas of the curriculum, for example, science, have been identified and included in planning. Areas co-ordinators have met to discuss possible links and future directions Maths Olympiad and Australian Maths competition results continue to reflect high levels of maths achievement. 1 student was in the top 2% of maths students in our region and a further 3 were in the top 15% in the Australian Maths Competition. Two students scored a total of 21/25 across the five Maths Olympiad Competition papers. Challenges Space has continue to improve with more green flags being achieved, however, some aspects of space, particularly those related to recognising nets, calculating angles and finding co-ordinates still need to be addressed. Finding locations on a grid was red flagged in all year levels and needs to be addressed, particularly in relation to street maps. Auriol Heary Maths Co-ordinator 29

30 Student Report Data (Teacher Ratings) Semester II Semester II report data indicates that a total of 71 % of students displayed excellent achievement (28%) or good achievement (43%) in Mathematics, which is similar to the overall ratings in 2010 (75% - 33% Excellent and 42% Good.) 23% of students were rated as making some progress, compared with 22% in 2010 while 4% as making limited progress and 2 % received no grade (due to arriving at school late in the year). Student Report Data (Teacher Ratings) Semester II 2011 A - B- Good C-Some D-Limited E Very No Grade Excellent Low Year 1 8 = 21 % 27 = 69 % 3 = 7% 1 = 3% 0 0 Year 2 13 = 34% 13 = 34% 11 = 29% = 3% Year 3 14 = 26 % 22 = 42 % 14 = 26 % 1 = 2 % 0 2 = 4% Year4 15 = 23 % 32 = 50 % 12 = 19 % 3 = 5% 0 2 = 3% Year 5 19 = 41 % 16 = 34 % 8 = 17 % 2 = 4% 0 2 = 4% Year 6 12 = 19 % 20 = 32 % 27 = 43 % 4 = 6% 0 0 Year 7 14 = 29 % 19 = 40 % 10 = 21 % 3 = 6% 0 2 = 4% Student Report Data (Teacher Ratings) Semester II 2010 A - B- Good C-Some D-Limited E Very No Grade Excellent Low Year 1 17 = 47 % 12 = 33 % 7 = 20% Year 2 13 = 23% 22 = 39% 21 = 36% = 2% Year 3 17 = 28 % 29 = 48 % 11 = 19 % 3 = 5 % 0 0 Year4 16 = 33 % 19 = 40 % 12 = 25 % = 2% Year 5 17 = 31 % 24 = 44 % 13 = 23 % 1 = 2% 0 0 Year 6 13 = 29 % 19 = 40 % 12 = 25 % = 6% Year 7 20 = 43 % 23 = 50 % 3 = 6 %

31 Standardised Testing Results National Literacy & Numeracy Test Standardised testing was conducted in Numeracy for all students in Years 3,5 and 7. Ratings of student performance for Years 3, 5 and 7 were higher than the Australian Schools Average. Results of boys and girls indicate no substantial difference in their results. LBOTE students out performed the National average, significantly in Year 7. NAPLAN- All Students 2011 Aust Mean Ardross (All students) Ardross Boys Ardross Girls Year ( +47 ) 457 ( +59 ) 429 ( +31 ) Year ( +71 ) 553 ( +65 ) 564 (+76 ) Year ( +59 ) 583 ( +38 ) 599 ( +54 ) NAPLAN- All Students 2010 Aust Mean Ardross (All students) Ardross Boys Ardross Girls Year ( +29 ) 418 ( +23 ) 432 ( +37 ) Year ( +36 ) 525 ( +37 ) 523 (+35 ) Year ( +60 ) 606 ( +58 ) 609 ( +61 ) LBOTE 2011 Aust Mean Ardross LBOTE Comparative Aust LBOTE 2010 Aust Mean Ardross LBOTE Comparative Aust LBOTE Year Year Year Year Year Year

32 46% of students achieved in the higher bands 5-10, while 11% achieved in the lower bands 1-2. This can be compared to like schools (51% and 7%) and all WA public schools (28% and 23%) 51% of students achieved in the higher bands 7-10, while 13% achieved in the lower bands 1-4. This can be compared to like schools (44% and 6%) and all WA public schools (21% and 25%) 63% of students achieved in the higher bands 8-10, while 2% achieved in the lower bands 1-5. This can be compared to like schools (54% and 6%) and all WA public schools (26% and 20%) 32

33 Data indicates that students in Year 3 and 5 achieved significantly higher than like schools, with Year 7 students achieving similar to like school, however improved significantly from Year Year 5 and 7 students achieved significant improvement from 2009 and were Green Flagged in

34 The relative assessment based on the predicted mean with Year 5 achievement 2011 compared to their Year 3 achievement from 2009 indicates that the students have performed above expected. The relative assessment based on the predicted mean with Year 7 achievement 2011 compared to their Year 5 achievement from 2009 indicates that the students have performed above expected. Standardised Report Data Testing (Years 1, 2, 4 & 6) Stanine Explanation 1 lowest 4% achievement level Extremely Poor 2 next 7% Well Below Average 3 next 12% Below Average 4 next 17% Low Average 5 middle 20% = average Average achievement 6 next 17% High Average 7 next 12% Above Average 8 next 7% Well Above Average 9 top 4% achievement level Outstanding Lowest 25% of population Middle 50% of population Highest 25% of population 34

35 The Ezy Mark standardised test results indicate that our students perform significantly better than the state with our average stanine performance of 6.2 compared to % of students performed in the lower stanines 1,2,3 and have been identified where appropriate for intervention strategies in % of students performed in the average range stanines 4,5,6. 46% of students performed in the above average range to outstanding in stanines 7,8,9. 35

36 SOCIETY & ENVIRONMENT LEARNING AREA Presented by Fiona Schaper The focus for Society and Environment this year was: Semester 1 - Resources Semester 2 - Time Continuity and Change (History National Curriculum) With ICP, Civics, Aboriginal and sustainability education being integrated throughout the year. Resources Topics/skills covered include: K-Reducing Waste PPA PPB-Recycling Year 1/2-Needs/wants, food as a resource and where it comes from, natural/man made materials, types of materials Years 1, 1/2, 2, 2/3, 3 and 3/4 trialled the new Keep Australia Beautiful Litter Program Year 4- Environmental issues affecting the Swan River system and effects on dolphin ecosystem. Power Down Incursion. Mapping of Natural Resources in Australia. Natural Disasters Year 5/6-research projects of Australian resources Year 6/7 research projects and presentations on sustainable energy sources. Environmental issues/solutions to address environmental problems. Time, Continuity and Change(History National Curriculum) On the PD day of term 3 all teaching staff had their first look at the new National Curriculum in History and have used this as their S&E program of work for semester 2. Topics/skills covered include: K- Self / families (changes since being a baby) 50 th birthday celebration PPA- Personal history timeline (past, present, future) PPB - Changes from being a baby 50 th birthday celebration Year 1- Comparing school life now with parents/grandparents. Timelines of child s development. Year 2- Timeline of inventions over the last 50years. Comparing school life/toys Year 3- the research of historical buildings in Perth and timelines of vehicles of transport in Australia since Colonisation Year 4- timelines of the journey of the first fleet. Research about the decades Current 36

37 events of 2011 timeline. Year 5- research of British colonisation Year 6- research and videos about Australian Federation Year 7- Introduction of agriculture and its impact on significant human change (Nomadic to villages) Australian history Events, people, places and how these have affected our lives today Ancient Rome-bartering, business, agriculture, government A set of history programs for year levels 2 to 5 has been compiled. Aboriginal Education The teaching of Aboriginal education in year 1 and year 1/2 has been provided by our Deputy Mrs Catherine Bishop. Mrs Bishop also mentors other teachers with Aboriginal Education. Topics/skills covered include: K-Aboriginal dreamtime stories about Australian animals. Celebration of ancestry of children in class PPA/PPB-Aboriginal art and dreamtime stories Year 1- Aboriginal words/animals, body parts, animal tracks. Visit from Aboriginal elder Mrs Josie Boyle-sand stories and aboriginal drawing. Year 2 Aboriginal use of Swan River, Yagan and wireless Hill stories Year 3- pictorial recount of the dreamtime story The Carers of Everything (about Swan River) Year 4- effects of British colonisation on the Australian Aboriginal people. Noongar seasons Year 6/7- Early Aboriginal hunting/agriculture. Aboriginal astronomy -Early settlement of Europeans-the impact on Aboriginal life and culture 37

38 Sustainability Education The teaching of sustainability education is embedded in our curriculum at Ardross Primary especially in Science and Society and Environment. Sustainability education has been greatly assisted by our Deputy Mrs Catherine Bishop. A former parent Mr Bruce Ivers assists us with the propagation and planting around the school and in the community. Topics/skills covered include: *River Ranger program-whole school program looking at issues of our river system and planning initiatives to address factors such as littering and revegetation. Excursions include: Room 2 Preston Point made River Health Posters as a followup activity(distributed to river cafes and general public) Year 5 Beverly/York/Avon River taken with Brentwood Primary school students Year 2 Deep Water Point Aboriginal trading games Year 6/7 Testing H2O water testing at CREEC Planting sedges at Deep Water Point-our Adopt a Spot area from Melville City Council *Grew Dieback resistant jarrahs for Wireless Hill grew plant Templetonia(Cocky bush) and planted on camp at Lake Richmond *Cottesloe shore to scarp studies *Djarlgarra Yarning/ weaving/fish Traps, Stone Axes and Boomerangs *Links with Princes Cre@tive School-comparing Tangerang and Perth cities and Cisadane and Swan Rivers *Catchment studies- Incursion -Amy Kruper from SERCUL with catchment model * Keep Australia Beautiful staff PD and Litter program years 1-3 *Hot Rocks program with Applecross Senior High School *Local native plant propagation and planting in the Waterwise Garden and on farms *Kitchen Gardens- additional vegetable tubs were purchased and the following planting occurred this year Year 1-beans Year 2/3-lettuce and beetroot Year 3 - cucumbers Year 3/4- capsicum, fruit trees and the establishment of an olfactory garden Year 5/6-strawberries and they set up a how to make a vegetable tub display for the 50 th School Anniversary *Weatherwatch - This year year 3/4 were the weather monitors. They recorded maximum, minimum and rainfall for the Channel 7 weatherwatch program in terms 1,2and 3. *Reptile/snake man visit by Kindy Dad Mr Daws *Frog Bog- Year 4/5 researched frogs and built a frog bog in the new environmental centre. Frog soundscapes in music with Lynda Pateman *Orangatang study and visit by specialist Mr Leif Cocks 38

39 *Birdbath birdbath installed. Bird watching and recording of different birds in the playground with Noongar names *Bushland Mural by Year 2 to 5 students and Angela Rossen Artist in Residence *AQWA visit How rubbish effects aquatic animals *Noongar Seasons tubs for Waterwise garden *Water management- focusing on not wasting water *Junior Dolphin watch teachers and students *Piney Lakes visit Bush Tucker tour/habitats/aboriginal seasons/climate trail *Waste Wise activities Rubbish Audit and assemble item by room 8 *Whole School Waterwise Garden Planting *REmida workshop for staff *REmida scarecrow placement in vegetable garden 39

40 Noongar Program at CREEC. Beetroot harvested at school. Aussie of the Month Winner River Rangers at Deep Water Point Companion Planting. Swan River Trust Awards. Beetroot Harvested Used in the Canteen Worm farm Preparaton. 40

41 Student Report Data (Teacher Ratings) Semester II report data indicates that a total of 72% of students, 20 % Excellent and 52% Good in Society and Environment compared with 83 % of students who displayed excellent achievement (23%) or good achievement (60%) in % of students were rated as making some progress, compared with 16% in 2010, 2% as making limited progress and 3% who received no grade. All year levels achieved very high results, which indicate the high level of academic achievement of our students validated by the Year 5 and 7 WAMSE testing. Semester II 2011 A - Excellent B- Good C-Some D-Limited E-Very Low No Grade Year 1 6 = 15 % 23 = 59 % 10 = 26% Year 2 5 = 13 % 21 = 55 % 10 = 26% 1 = 3% 0 1 = 3% Year 3 9 = 17 % 31 = 58 % 12 = 23 % = 2% Year4 11 = 17 % 38 = 59 % 10 = 16 % 3 = 5% 0 2 = 3% Year 5 15 = 32 % 25 = 53 % 5 = 11 % = 4% Year 6 13 = 21 % 22 = 35 % 23 = 36 % 3 = 5% 0 2 = 3% Year 7 11 = 23 % 22 = 46 % 13 = 27 % = 4% Semester II 2010 A - Excellent B- Good C-Some D-Limited E-Very Low No Grade Year 1 6 = 17 % 28 = 78 % 2 = 5% Year 2 8 = 14 % 27 = 47 % 21 = 36% = 3 % Year 3 17 = 28 % 33 = 55 % 7 = 12 % 3 = 5% 0 0 Year4 8 = 17 % 33 = 69 % 6 = 12 % = 2% Year 5 18 = 33 % 29 = 53 % 8 = 14 % Year 6 6 = 13 % 31 = 67 % 7 = 15 % = 5% Year 7 17 = 37 % 22 = 48 % 7 = 15 %

42 Students in Year 5/7 sat the State wide WAMSE assessment in August. 30% of students in Year 5 were in the top 25% of students which slightly lower than like schools (47%), while 34% of Year 7 students were in the top 25% which is similar to like schools (39%). Only 5% of Year 5 students were in the bottom 25%, and 5% of Year 7 students. There are a large percentage of students in Year 5 and 7 in the middle 60% - (66% Yr 5, 61% Yr 7). Our school targets for students achieving above the WAMSE Test Standard is between 70%-80%. In 2011 Year 5 students achieved 75% while Year 7 achieved 78%. 42

43 HEALTH AND PHYSICAL EDUCATION LEARNING AREA Ardross Primary continues to comply with the mandatory 2 hours of activity per week requirement. An audit carried out in fourth term indicated that the children where actively participating in this programme in a number of different ways, these included 20 minute daily fitness sessions a minimum of three times per week, dance practice, SEPEP Training sessions, swimming lessons and much more. Significant funds were once again allocated to this area for the purchase of equipment which ensured that children were provided with a range of stimulating and varied types of equipment to assist in delivering programmes that would provide for the children the appropriate amount of activity time. The sports equipment borrowing system has continued with children continuing to have access to equipment before school and at recess and lunchtimes, encouraging them to participate in physical activity. A physical education specialist was appointed for 0.6 FTE to cover Years 1-7.The focus in the junior grades was on the development of fundamental movement skills, with Mrs Alison Davies offering a range of skill based sessions aimed at equipping children with the fundamental skills needed to participate in games and modified sports. In the upper grades the programme centred on game skills and teamwork, complementing the Friday sport and interschool competitions. The Kindergarten and Pre-Primary focus area has also been the development of key fundamental movement skills such as running, hopping, throwing, catching, striking and kicking. All class teachers and the Principal have been involved in weekly sports sessions that support the learning developed in specialist lesson times and encourage children to develop healthy, active lifestyles. Key elements of the Physical Education Programme have been: Continuation of a Phys Ed specialist for Years 1-7. In term swimming lessons culminating in a swimming carnival. Movement and game skill development (All Staff) Dance YrP-3 & 5-7 (Staff and Specialist instructors) Athletics K-7 (Staff and Specialist instructors) Active After School Sports Programme Morning Fitness (3x20min sessions) Carnivals The school has participated in a number of carnivals both at school level and interschool level performing very well in each of these. Students in Years 5, 6 and 7 continued to participate in regular interschool sport in the sports of soccer, football, netball and modcrosse. The Ardross Primary Early Childhood staff ran the seventh Kindy & Pre Primary Athletics Fun Day. The well organised and dedicated Early Childhood Team once again ensured the day was a huge success. This carnival has been a welcome addition to the sporting calendar and is a day that all the community and children look forward to with great enthusiasm. 43

44 Carnivals that were conducted in 2011 were: Swimming (School and Interschool) Athletics (School and Interschool) Early Childhood Sports Fun Day (Kindy & Pre Primary) Cross Country (School and Interschool) Lightning Carnival Netball, Football and Soccer (Interschool) Interschool Netball, Football,Soccer and Modcrosse (Interschool) Health Programme All classes from K-7 have continued to focus on the development of Interpersonal skills as part of the Friendly Schools approach to develop children s skills and assist in reducing the incidence of bullying reported at school. This programme has been implemented to support the school s behaviour management and development policy which was reviewed by the School Council in Health continues to play a big role at Ardross Primary School and has resulted in students developing excellent understandings of current health issues as well as the skills and attitudes needed to maintain healthy active lifestyles. Students have participated in a broad range of activities throughout the year to maximise their potential to lead healthy active lifestyles. Some of the Health Initiatives students participated in throughout 2011 include: 1. Outcomes Focused Drug and Road Aware Education Programme; Challenges and Choices K- 3 & 4-7- an innovative student centred program coordinated by the classroom teacher. 2. Friendly Schools Friendly Families an integrated student centred program designed to equip students with strategies and skills required to make and maintain friendships as well as build resilience 3. Walk There Today Whole School Big Breakfast children from Pre Primary to Year Seven were given an opportunity during Fruit & Veg week to participate in Walk There Today initiative which encourages children to walk to school as opposed to having their parents drive them. As a reward the children where provided with a free healthy breakfast the whole school Big Breakfast. Children ordered their breakfast from a range of healthy choices and a great day was had by all. 4. Crunch & Sip: the school has been a Crunch and Sip school since the initiative was implemented in This is a five to ten minute break scheduled into the afternoon session where children are encouraged to snack on fresh fruit or vegetables and to drink water. Research clearly indicates that this break is extremely beneficial in recharging children with the energy needed to complete the days learning successfully. 44

45 Skills for Physical Activity Semester II report data indicates that 71% of students were rated by teachers as making Excellent (21 %) or Good (50%) progress. This compares to 77% of students in % of students were making Some progress compared with 20% in Semester II 2011 A - Excellent B- Good C-Some D-Limited E-Very Low No Grade Year 1 7 = 18 % 22 = 56 % 10 = 26% Year 2 9 = 24 % 18 = 47 % 10 = 25 % = 2 % Year 3 9 = 16 % 26 = 49 % 18 = 34 % Year4 16 = 25 % 26 = 41 % 19 = 29 % = 5% Year 5 8 = 17 % 28 = 60 % 10 = 21 % 0 1 = 2 % Year 6 17= 27 % 26 = 41 % 18 = 29% = 3% Year 7 11 = 23 % 27 = 56 % 10 = 21 % Semester II 2010 A - Excellent B- Good C-Some D-Limited E-Very Low No Grade Year 1 9 = 25 % 17 = 47 % 8 = 22% 2 = 6% 0 0 Year 2 14 = 25 % 30 = 53 % 11 = 18 % 1 = 2% 0 1 = 2 % Year 3 17 = 29 % 32 = 53 % 11 = 18 % Year4 12 = 25 % 26 = 54 % 9 = 19 % = 2% Year 5 16 = 29 % 23 = 42 % 14 = 25 % 1 = 2% 0 1 = 4 % Year 6 14= 30 % 17 = 38 % 14 = 30% = 2% Year 7 14 = 30 % 26 = 57 % 5 = 11 % = 2% Swimming Cross Country 45

46 TECHNOLOGY AND ENTERPRISE LEARNING AREA Presented by Glenn Hill Program Information Classes have been involved in a range of Technology and Enterprise activities this year. Students from across the year levels have been involved in activities and projects requiring the process of design, make and appraise. This has resulted in enhancing understanding of the Technology and Enterprise Learning Area Students utilise Learning Technologies to access information in a range of cross curricula tasks. E- Learning has been a focus area again in 2011, with the aim of building on the skills and knowledge that students have developed in the previous years through the increased access to Information and Communications Technologies. The availability of a large number of computers with access to the internet, a designated computer laboratory with 32 Laptop computers, the installation of interactive whiteboards across the school, as well as access to digital still and video cameras has been of substantial benefit in the developing students confidence and competence in utilising learning technologies. The provision of 1.5 days time to the E-Learning Coordinator from the school staffing has continued the support professional development that staff has received to properly utilise the available technology in developing learning activities to meet student needs. Information retrieval and application has been undertaken in class through the use of the Internet as well as through classroom and library based research, which is linked to themes and topics of relevance through activities such as web-quests. Many staff members have continued to base their programmes around Literature and have successfully linked Learning Technologies into these programmes. Year 6/7 students were involved in the Sci Tech Robotics program culminating in the Robotics competition held in August. The school also developed a new website located at through SponsorEd. Staff and students regularly updated classroom information A large number of students from Years 1-7 developed their own electronic portfolio CD displaying work that was completed during the year and included in it digital photographs and video that featured themselves. 46

47 Student Report Data (Teacher Ratings) Semester II 2011 An analysis of our reports across the school reveals that 81% of the students received an evaluation by their teachers of being either Excellent (18%) or Good (63%) this compares with 89% in % achieved some progress, while 1% limited or were not graded. This was consistent with 2010 data. A B- Good C-Some D-Limited E-Very No Grade Excellent Low Year 1 5 = 13 % 33 = 85 % 1 = Year 2 7 = 18 % 19 = 50 % 11 = 29% = 3% Year 3 6 = 11 % 32 = 60 % 14 = 26 % = 3% Year 4 11= 17 % 40 = 63 % 9 = 14% 2 = 3% 0 2 = 3% Year 5 11 = 23 % 31 = 66 % 3 = 6 % = 4% Year 6 11 = 18 % 34 = 54 % 16 = 25% = 3% Year 7 11 = 23 % 29 = 60 % 6 = 13% = 4% Semester II 2010 A Excellent B- Good C-Some D-Limited E-Very Low No Grade Year 1 9 = 25 % 27 = 75 % Year 2 8 = 14 % 31 = 54 % 17 = 30% = 2 % Year 3 17 = 28 % 34 = 57 % 9 = 15 % Year 4 8 = 17 % 38 = 79 % 1 = 2% = 2% Year 5 8 = 15 % 40 = 73 % 7 = 13 % Year 6 5 = 11 % 36 = 78 % 3 = 7% = 4% Year 7 17 = 37 % 26 = 57 % 3 = 6%

48 SCIENCE LEARNING AREA Presented by Lindsay Macmillan Introduction to Aust Curriculum (Science) At the beginning of 2011 school year, teachers at Ardross were given the background to reasons for the development of the Australian Curriculum. It will eventually be the basis of planning, teaching and assessment in all the subject areas. This will mean a major adjustment to the way teachers plan the delivery of learning and assessment in science. The general feeling in using a sequential, year by year approach defining content is well accepted by teachers. The school science plan links sustainability projects and connects these to science, especially in covering content in Biological Science and the new area of Science as a Human Endeavour. Catherine Bishop s sustainability programs have been a major driver in this area and enhanced science learning outcomes for students across the school. On-Line Curriculum The Australian Curriculum is primarily electronic and layered. It requires the ability of teachers to navigate a system of filters on the website to find the framework and content of learning programs in all subject areas. Teachers are face to face with their students every day and the time required for paradigm shifts using new curriculum and on-line resources is not factored into change. All staff will need to gain familiarity with the standards set in the new curriculum. It will take time, expense and great effort by staff as they have little scope to rearrange their own schedules, deal with aspects involved in running classrooms and meet their many changing demands. Input into science teaching will be balanced by teachers according to their priorities in completing the wide range of tasks needed in school operations. Student Progress The process of change to a new system will challenge all schools in WA. Grade levels are changing as the process of consultation and action research is included in ACARA (Australian Curriculum and Reporting Authority) directions. New achievement standards will affect WA significantly in the planning of learning activities and assessment in science. The road ahead will be interesting to say the least. Staff are steadily developing understanding of the extent of difference between existing curriculum and its achievement standards. New Buildings The new buildings at every school have been a great asset to education in Australia and only came about because of the global downturn. We utilised the Enviro-Room/ Science Room for a dual role, which is reflected in our School Plan. The school s learning programs in science are already being enhanced using this resource. Science classes are much easier to undertake in a room that is clear, has a storeroom and provides basic needs such as taps and a sink for cleaning up. 48

49 New Science / Environmental Room Cross Sectoral Cooperation All areas of schooling, including DoE (WA Dept of Education), AISWA (Association of Independent Schools of WA), and Catholic Education are involved in developing an approach to using the Australian Curriculum. The Cross Sectoral Project is to help teachers to work out what is different from their current practices in all settings. Aligning the curriculum across sectors is a major task for education authorities. Linking Science with Sustainability Programs At Ardross, preparing for the new strand of Science as a Human Endeavour has been done by linking the strategic plans in both Science and Sustainability. Increasing the diversity of plants around the school and at Deep Water Point has been undertaken with outcomes of the science curriculum in mind. This is expanding to include the diversity of animals native to local habitats by studying wetland s life. Understanding of Scientific Concepts Two main content areas have been covered in 2011 Natural and Processed Materials (Chemistry) and Energy and Change (Physical Science). Throughout the year teachers have been engaged in delivering a more sequenced set of knowledge aiming at more fundamental ideas in these areas. Teachers continue to use the Primary Connections as the mainstay of their programs. There is more awareness of the need to cover all the science content areas by using opportunities to integrate across subjects such as maths, S&E, Technology and Health. Next year we may look at concentrating on one content area per term instead of one per semester. The whole school organisation for next year could take into account the directions of the Australian Curriculum and what it will mean for classrooms. 49

50 Professional Development Planting the Seeds of Science Kate Mathis and Blythe Maley Know Your Science Cath Riley and Marita Putland Scitech Teacher Drop In Sessions Lindsay Macmillan and Kate Mathis Cross Sectoral Project Lindsay Macmillan Links to the Australian Curriculum All staff onsite PD Resources Our school has been an early starter in implementation of new Australian Curriculum in science. The Primary Science Project and Primary Connections developed by Australian Academy of Science has been of great value in raising the profile of science teaching. Federal funding for Primary Connections was axed then reinstated for because of its obvious value to science education. The whole program must now be aligned with the new AC. We are continuing to buy new PC units as they become available to support the science literacy approach to science and in-depth learning. Other up to date resources have been acquired through the professional development (listed above) undertaken by teachers and their own research into the material available in the library and on the internet. The main resources have been put onto the Science Resource File we maintain on our own school system. Scitech has been a valuable resource and would be worthy of some recognition from the school community for its value. During term 4 we had a DIY (Do It Yourself) kit containing a set of investigations for Light and Sound. It was widely used in the upper primary and well received by students. This resource enhanced the delivery of curriculum content in understanding of energy. 50

51 During 2012 we have booked Life On the Ice and the Scitech Science Exhibits for Science Week. With upper primary in 2012 plans are being made for year 7 Robotics Study, Astrofest/ Building a radio telescope (Auriol Heary). These activities are listed as possible expenditure for next year. 51

52 Student Report Data (Teacher Ratings) Semester II 2011 An analysis of our reports throughout the school reveals that 77% of the students received an evaluation by their teachers of being either Excellent (20%) or Good (57%) in Science. This compares with 83% in 2010, 22% Excellent and 61% Good. 23 % achieved Some or Limited progress compared to %17 in A - Excellent B- Good C-Some D-Limited E-Very Low No Grade Year 1 7 = 18% 25 = 64% 7 = 18% Year 2 7 = 19% 19 = 50% 11 = 29 % = 2% Year 3 8 = 15% 33 = 62 % 10 = 19 % 1 = 2% 0 1 = 2% Year 4 15 = 24% 36 = 56 % 11 = 17 % = 3% Year 5 14 = 31% 27 = 57 % 4 = 8% = 4% Year 6 11 = 17% 34 = 54 % 15= 24 % 2 = 3% 0 1 = 2% Year 7 9 = 19% 26 = 54% 10 = 21% 1 = 2% 0 2 = 4% Student Report Data (Teacher Ratings) Semester II 2010 A - Excellent B- Good C-Some D-Limited E-Very Low No Grade Year 1 7 = 19% 28 = 78 % 1 = 3% Year 2 10 = 18 % 30 = 52 % 15 = 26 % 1=2% 0 1 = 2% Year 3 20 = 33 % 30 = 50 % 10 = 17 % Year 4 8 = 17 % 33 = 69 % 6 = 12 % = 2 % Year 5 9 = 16 % 34 = 62 % 11 = 20 % 1 = 2% 0 0 Year 6 6 = 13 % 30 = 65 % 8 = 17 % = 5% Year 7 19 = 41 % 23 = 50% 3 = 7% 1 = 2%

53 The state WAMSE test results show that 43% of Year 5 students were in the top 25% compared 46% in like schools, while 10% were in the bottom 25% compared to 4% in like schools. The state WAMSE test results show that 39% of Year 7 students were in the top 25% compared 45% in like schools, while 5% were in the bottom 25% compared to 5% in like schools. Our school targets for students achieving above the WAMSE Test Standard is between 70%-80%. In 2011 Year 5 students achieved 75% while Year 7 achieved 78%. 53

54 ARTS LEARNING AREA Music Presented by Lynda Pateman Ardross Primary School conducts a quality music program, with the employment of a 0.6FTE (three days per week) Music Specialist who conducts sessions with Years 1-7 each week and the kindergarten and pre primary students informally. In 2011 the school was fortunate to have new music facilities built as part of the Building the Education Revolution Federal Government Building Program. This general music program focuses on the development of musical literacy from an early age, providing the pre-requisite skills to enable students to flourish in future years in playing, appreciating and developing music. Students from Years 3-7 were also offered music lessons in keyboards and band instruments such as trumpets, trombones and saxophones through Music Corp. Additional opportunities are also made available to selected students in the learning of a musical instrument through the program offered by the School of Instrumental Music. A large number of students access specialist teaching in learning the following instruments that are offered: Cello Viola Violin Double Bass Clarinet Students in middle and upper primary school years also have the opportunity to join the School Choir and school band. In 2011 music students had the opportunity to be involved in a variety of performances. School Assemblies WA Government Schools Music Society Concert at Burswood Theatre Winthrop Hall Primary Schools Massed Choir Concert Garden City Christmas Concert St Ives and Murdoch Hospital performance. 54

55 Student Report Data (Teacher Ratings) Semester II 2011 An analysis of our reports throughout the school reveals that 77 % of the students received Excellent (23%) or Good (54%) evaluation by the music specialist teacher. This is compared to 85% in % Excellent and 73% Good. 20 % achieved Some progress while 3%, limited progress or no grade compared to 15% in A - Excellent B- Good C-Some D- Limited E Very Low No Grade Year 1 13 = 34 % 20 = 51 % 6 = 15% Year 2 9 = 24 % 21 = 55 % 7 = 19 % = 2 % Year 3 14 = 26 % 31 = 59 % 7 = 13 % 1 = 2% 0 0 Year 4 12 = 19 % 37 = 58 % 12 = 19 % = 4% Year 5 11 = 24 % 24 = 51 % 10 = 21 % 1 = 2 % 0 1 = 2 % Year 6 14= 22 % 31 = 49 % 17 = 27% = 2 % Year 7 5 = 10 % 31 = 65 % 11 = 23 % = 2 % Student Report Data (Teacher Ratings) Semester II 2010 A - Excellent B- Good C-Some D- Limited E Very Low No Grade Year 1 6 = 17 % 30 = 83 % Year 2 7 = 12 % 42 = 74 % 7 = 12 % = 2 % Year 3 7 = 12 % 46 = 76 % 6 = 10 % = 2 % Year 4 5 = 11 % 37 = 77 % 4 = 8 % 1 = 2 % 0 1 = 2% Year 5 9 = 16 % 33 = 60 % 11 = 20 % 1 = 2 % 0 1 = 2 % Year 6 2 = 5 % 31 = 67 % 9 = 19% 3 = 7 % 0 1 = 2 % Year 7 4 = 9 % 34 = 74 % 6 = 13 % 1 = 2 % 0 1 = 2 % The School Choir Singing at the 50 Th Anniversary Celebration 55

56 Visual Art Program Information Presented by Sue Warren 2011 saw the continuation of a 0.6 FTE Art Specialist Teacher ( three days per week) to work with children across the Years 1-7, undertaking a range of art experiences linked to themes that were reinforced in the general classes. Art has been of a high standard and students have been involved in a range of Art and Craft experiences and work is exhibited as often as possible. Like the music program, art was fortunate to have a brand new facility available for use in Key features of the program have included: Displays of theme based class work Multicultural Day art displays Safety Poster of art work for IFAP Calendar Japanese art and craft Art display at Art Blast Peace Posters for Rotary Banners for the 50 th Anniversary. Art work was also displayed in the front foyer on a regular basis, with a variety of exceptional pieces chosen to exhibit in our new Art Display Cabinet. An Artist in Residence Program with Angela Rossen was also conducted, with students involved in designing and painting a huge environmental mural from Woodlands to Wetlands incorporating local flora and fauna from Wireless Hill to the Swan River. 56

57 Student Report Data (Teacher Ratings) Semester II 2011 An analysis of our reports throughout the school reveals that 66 % of the students received an evaluation by the art specialist teacher of being either Excellent (14%) or Good (52%) in art. This is compared to 85% of students in % Excellent and 73% Good. 32% achieved Some progress while 2% received either limited or no grade. This compared to 15% in A - B- Good C-Some D- E Very No Grade Excellent Limited Low Year 1 6 = 15 % 27 = 70 % 6 = 15 % Year 2 7 = 18 % 17 = 45 % 13 = 34 % = 3 % Year 3 9 = 17 % 29 = 55 % 13 = 24 % 1=2% 0 1 = 2% Year 4 6 = 9 % 31 = 48 % 25 = 39 % = 4 % Year 5 10 = 21 % 23 = 49 % 12 = 26 % = 4% Year 6 7 = 11 % 32 = 51 % 23 = 37% = 2% Year 7 4 = 8 % 21 = 44 % 23 = 48 % Student Report Data (Teacher Ratings) Semester II 2010 A - B- Good C-Some D- E Very No Grade Excellent Limited Low Year 1 3 = 8 % 31 = 86 % 2 = 6 % Year 2 9 = 16 % 37 = 65 % 10 = 19 % = 2 % Year 3 6 = 10 % 43 = 72 % 11 = 18 % Year 4 6 = 13 % 36 = 75 % 5 = 10 % = 2 % Year 5 6 = 11 % 41 = 75 % 8 = 14 % Year 6 3 = 6 % 25 = 55 % 17 = 37% 1 = 2 % 0 0 Year 7 5 = 11 % 32 = 70 % 8 = 17 % 1 = 2 %

58 LANGUAGES OTHER THAN ENGLISH (LOTE) LEARNING AREA (JAPANESE) The students from Year 3 to Year 7 in Ardross study Japanese as a LOTE program. Mrs Rego worked 0.47 FTE (Wed, Thurs PM, Fri). Our goal is to be able to Communicate effectively in Japanese. This includes developing four basic communication skills reading, writing, listening and speaking. We also offer a lot of opportunities for the students to develop their cultural understanding of Japan and their own cultural awareness. At Ardross the Year 1 and 2 students learn about the Aboriginal Culture with Mrs Bishop, as has been mentioned iin the Society and Environment report previously, through a variety of hands on activities. Year 3 and Year 4 students have an intensive hiragana learning program as learning the alphabet is a necessary part of learning the language as well as a prerequisite to apply for the Japanese Academic Extension Program at some senior high schools. This is a good time for their language developmental stage. The students from Year 5 to Year 7 gradually move and develop a more communicative usage of Japanese according to their progress and needs. Students were involved in a range of language and cultural activities during 2011 as well as several students being involved in the Language Hub extension program offered through Applecross Senior High School. The school also hosted!2 Japanese Students as part of a Homestay program with Gold Tours in August. This complimented our language program, as well as providing the Japanese Students an opportunity to be immersed in our school program. Japanese Students and their Homestay Buddies

59 Student Report Data (Teacher Ratings) Semester II 2011 ( LOTE is only reported on for students in Years 3-7) Teacher ratings in LOTE indicate 78 % of students achieving Excellent levels (20%) or Good achievement (58%), as given by the Japanese Specialist Teacher. This compares to 73% - 26% Excellent and 47% Good in % of students demonstrated some progress while a large number of Year 4 students were not assigned a grade due to missing lessons. This compares with 23% in A - B- C- D- E Very No Grade Excellent Good Some Limited Low Year 3 4 = 8% 48 = 90% 1 =2% Year 4 7 = 11% 34 = 53% 8 = 13 % = 23 % Year 5 11 = 24% 24 = 51% 10 = 21 % = 4% Year 6 14 = 22% 34 = 54% 13 = 21 % = 3% Year 7 17 = 35% 20 = 42% 10 = = 2 % Student Report Data (Teacher Ratings) Semester II 2010 ( LOTE is only reported on for students in Years 3-7) A B- C- D- E Very No Grade Excellent Good Some Limited low Year 3 8 = 13 % 24 = 40 % 27 =45 % = 2 % Year 4 12 = 25 % 28 = 58 % 7 = 15 % = 2 % Year 5 19 = 35 % 19 = 35 % 17 = 30 % Year 6 8 = 17 % 28 = 61 % 10 = 22 % Year 7 18 = 39 % 18 = 39 % 9 = = 2 % 59

60 Student attendance rates continue to be high with 94.9% regular attendance. Attendance is monitored by classroom teachers and the Deputy Principal. Many of our absences are for extended over seas holidays. 60

61 Community Survey A community satisfaction survey was conducted in October 2010 to gauge satisfaction in the areas of Academic, Teaching and Learning, Values and Culture, Communication and Leadership, Community, Tradition and Reputation and Curriculum and Extra Curricula Activities. As the graphs indicate, overall satisfaction with all operations of the school is high with approximately 90% of the 40 respondents agreeing or strongly agreeing with the survey questions for each area. The next community survey is due to be implemented in Term (SD- Strongly Disagree, D- Disagree, A- Agree, SA Strongly Agree, U Unable to Comment) 89% agree or strongly agree that Ardross Primary School achieves high academic standards. 94% of respondents agree or strongly agree that Ardross Primary promotes positive values and culture. 61

62 84% of respondents agree or strongly agree that Ardross Primary has appropriate and well manage behaviour management processes. 12% were unable to comment. On further investigation the high number of respondents unable to comment were kindergarten and pre primary families. 92% of respondents agree or strongly agree that Ardross Primary delivers a relevant, high quality Teaching and Learning program, providing all students with authentic learning opportunities. 62

63 93% of respondents agree or strongly agree that there is open and honest communication and positive leadership demonstrated across the school. 93% of respondents agree or strongly agree that Ardross Primary actively involves and values the community in the educational program. 63

64 74% of respondents agree or strongly agree that Ardross Primary offers appropriate and adequate curriculum choice and extra curricula activities. 19% were unable to comment due to not being involved in the formal curriculum until Year 1. 92% of respondents agree or strongly agree that Ardross Primary has developed a strong reputation for academic performance, student behaviour, sporting and creative arts performance. 64

65 Insert your School Logo Here or Delete if not required Ardross Primary School Financial Summary as at 22 February 2012 Revenue - Cash 1 Voluntary Contributions $ 22, $ 22, Charges and Fees $ 108, $ 108, Government Allowances $ - $ - 4 P&C Contributions $ 29, $ 29, Fundraising/Donations/Sponsorships $ 10, $ 10, DoE Grants $ 219, $ 219, Other State Govt Grants $ 19, $ 19, Commonwealth Govt Grants $ 6, $ 6, Trading Activities $ $ Other $ 16, $ 16, Internal Transfers $ 46, $ 46, Total $ 480, $ 480, Opening Balance $ 32, $ 32, Total Funds Available $ 513, $ 513, Locally Gen $ 171, Other DoE Grants $ 219, % Other Govt $ 26, Other $ 16, Transfers $ 46, $ 480, Other Govt Grants 6% Budget Current Year Actual Revenue Sources Transfers 10% Locally Generated Revenue 36% DoE Grants 45% Actual $ Revenue - Budget vs Actual Budget Voluntary Contributions Charges and Fees Government Allowances P&C Contributions Fundraising/Donations/Sponsorships DoE Grants Other State Govt Grants Commonwealth Govt Grants Trading Activities Other Internal Transfers Revenue Source Actual Expenditure 1 Administration $ 19, $ 17, Leases $ 17, $ 16, Utilities $ 62, $ 58, Repairs/Maintenance/Grounds $ 81, $ 79, Capital Works $ 20, $ 19, Assets and Resources $ 21, $ 21, Education Services $ 138, $ 128, Other Specific Programs $ 50, $ 40, Trading Activities $ $ Salary Pool Payments to Central Office $ 28, $ 22, Other $ 10, $ 8, Transfers to Reserves $ 26, $ 26, Total Budget Actual $ 475, $ 439, $ Expenditure - Budget vs Actual Budget Actual $ Cash Position 0 Administration Leases Utilities Repairs/Maintenance/Grounds Capital Works Assets and Resources Education Services Other Specific Programs Trading Activities Transfers to Reserves Salary Pool Payments to Central Office Other Expenditure Purpose General Fund Balance Deductible Gift Funds Trust Funds Asset Replacement Reserves Suspense Accounts Cash Advances Tax Position Cash Position as at: Bank Balance $ 140, Made up of: $ - 1 General Fund Balance $ 73, Deductible Gift Funds $ - 3 Trust Funds $ - 4 Asset Replacement Reserves $ 53, Suspense Accounts $ 19, Cash Advances $ - 7 Tax Position -$ 6, Total Bank Balance $ 140,

66 Ardross Primary School Council Report was in many respects an extraordinary year for the Ardross Primary School. This annual report is delivered in the context of the Ardross Primary School Council s powers and duties as expressed in its Terms of Reference. The Ardross Primary School Council consists of eleven (11) members, ten (10) of whom are elected as follows - 5 parents (Frank Zenke, Jeff Major, Haw Hwa Tang, Digby Claydon and Mark Downey - 1 parent nominated by the P&C (Dr Bruce Willett) - 4 Teachers (Raylene Feldman, Bob Parker, Denise Harman, Isabel Mangion-Campbell) Non-elected - Principal Andrew Holmes A Chairperson is selected for the Council from amongst its members annually. This year the Chair was Mark Downey. The role of the Council is : (a) to take part i. in establishing and reviewing from time to time the school's objectives, priorities and general policy directions; ii. in the planning of financial arrangements necessary to fund those objectives, priorities and directions; iii. in evaluating the school's performance in achieving them; and iv. formulating codes of conduct for students at the school (b) to promote the school in the Community; (c) to take part in formulating codes of conduct for students at the school; (d) to determine, in consultation with students, their parents and staff of the school, a dress code for students when they are attending or representing the school. (e) to approve : i. any charges or contributions ii. the costs to be paid for participation in an extra cost optional component of the school s educational programme. iii. The items that are to be supplied to a student for the student s personal use in the school s educational programme iv. Any agreement or arrangement for advertising or sponsorship entered into by the principal. 66