ARDROSS PRIMARY SCHOOL ANNUAL REPORT

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1 ARDROSS PRIMARY SCHOOL ANNUAL REPORT 2010

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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 10 English Learning Area 11 Reading 12 Writing 19 Spelling 24 Punctuation and Grammar 30 Mathematics Learning Area 34 Society & Environment Learning Area 43 Health And Physical Education Learning Area 45 Technology And Enterprise Learning Area 48 Science Learning Area 50 Arts Learning Area 54 Languages Other Than English Learning Area 58 (Japanese) Participation and Attendance 60 Community Survey 61 School Council Report 65 Priorities for Financial Report for Signatories School Council Chair / Principal 72 3

4 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! Ardross Primary School SCHOOL ANNUAL REPORT 2010 interschool level, participated in the School of Instrumental Music program learning the flute, clarinet, violin and double bass, as well as thirty six 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 2010 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. We celebrated winning the prestigious Western Australian Science School of the Year Award, carrying on from our efforts from 2009, were recognised for several awards in sustainability and health promotion and continued to achieve excellent academic results across the school. I hope you enjoy reading about our outstanding efforts in Eleven Year Seven students were offered places in the Gifted and Talented program for 2011 and thirty six students from years five to seven have been offered a place in the PEAC extension courses for As well as achieving high academic results our students participated in many sporting events at the school and 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 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. Ardross is a Local Intake School and as such has not been in a position to offer as many out of area placements due to enrolment pressures however with the Building the Education Revolution Funding the school has a purpose built art/craft and music facility, double classroom and environmental/science classroom ready for use in 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. In 2010 the school operated with: 13 Primary classes 346 students 2 Kindergarten classes 40 students 2 Pre-Primary classes 39 students Total of 425 students 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 5 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.

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. 6. Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options. 11. Students value and implement practices that promote personal growth and well being. 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. 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. 6

7 Highlights of 2010 There were a number of highlights in what was a very successful 2010 school year academically, behaviourally and in many sporting areas. The photos in this section are taken from the Presentation Night Celebration 2010 Power Point produced by Mr Hill. Further photos accompany most learning area reports. 7

8 A number of key initiatives continued in Examples of these initiatives include: Involvement in the Primary Science Project through Science Coordinator Mr Macmillan who was allocated 0.2FTE to raise the status of science teaching in our school and support the attainment of outcomes, which were supported by events such as the Sci -Tech Travelling Road Show, Whole School Science Activity Days, Involvement in the Air Watch and Weather Watch and winning the Western Australian Science School of the Year In 2011 the school will acquire an environment/science building as part of the Federal Building program. This facility will significantly enhance our Science teaching and learning program. The continuation of an active and enthusiastic Environmental Committee and Education Program, including the propagation of native plants, waste and energy audits, completion of stage 2 of the Waterwise garden including replacing existing reticulation with state of the art low use drip systems, composting, worm farms and vegetable gardens. In 2011 we will be involved in the River Rangers Cadet program and Dolphin Watch. Continuing the great work of the Health Promoting School Committee to direct initiatives in Health and Physical Education. Key initiatives have included various classroom based health initiatives and whole school projects or events such as a Kindy / Pre-Primary Athletics Fun Day, conducting Active After School physical activity sessions, a registered Asthma Friendly School, senior primary Drug Expo, Physical Education programme from years 1-7 and the continuation of Crunch & Sip sessions. Specialist Art, Music, LOTE and Physical Education teachers and associated programmes for students in Years 1-7. Continuation of the Learning Support Coordinator to support staff who are teaching student with special needs. Appointment of curriculum leaders to oversee learning areas across the school, monitoring and analysing programme effectiveness. Enrolment of International fee paying students to enhance our multicultural community. Continuation of the English as a Second Language program with a dedicated teacher shared with Applecross and Mount Pleasant Primaries. Continuation of the School Chaplaincy Program through Youth Care to enhance our Pastoral Care Program. 8

9 SPECIAL EVENTS AND INITIATIVES A number of exciting events have been conducted or continued this year that exemplify the support from the community and parent body of Ardross Primary School which reinforce learning and promote a positive atmosphere at the school. Examples include: Conducting another successful Lapathon Choir performances at concerts at Burswood Theatre, Winthrop Hall UWA and the St John of God Hospital. ANZAC Day Assembly and Music Assembly Class based assemblies School based carnivals in Athletics, Swimming and Cross Country. Interschool competitions in Netball, Soccer, Football, Athletics, Swimming and Cross Country. National Future Problem Solving Competition. Maths Olympiad Spring Dance Robotics Incursions of specialist teachers in Athletics and Dance Dad s Night at Pre-Primary Year 7 Camp to Dare Adventure Camp Dwellingup. Health initiatives such as Fruit & Veg Week, Crunch & Sip, Walk Safely to School Day, Ride to School Day, Biggest Breakfast, Biggest Walk Day Fitness Testing Fundraisers for charities such as Red Nose Day, Daffodil Day. Supporting a World Vision Child through school activities SGIO Waterwise garden project. Environmental excursions to farms around York to assist in revegetation of salt affected land. 9

10 School Performance Information STUDENT ACHIEVEMENT Results indicate that the children Ardross Primary School are achieving well above the state norm 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 11 students accepted in specialist academic programmes identified through the gifted and talented programme. The school also had 34 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 2010 compared to Semester II 2009 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. 10

11 ENGLISH LEARNING AREA Presented by Karen Treloar Teachers have utilised the Curriculum Framework and WA Student Outcome Statements as a basis for developing programs for, and assessment of, student performance in English. NAPLAN Testing Ardross Primary performed extremely well in 2010 NAPLAN testing for years 3, 5 and 7 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 17 students across years 3, 5 and 7 were At the National Minimum Standard or Below and have been identified by the Learning Support Coordinator to develop Individual Education Plans for Resources Most of the budget is spent, some money left to purchase items for next year (end of year book sales!) Bulk of money spent on class reading material, reading boxes (Blue and Green), subscriptions, consumables Reading Box Schemes continue to be an excellent resource, being used this term by most junior/middle classes. Newspapers continue to be well used in middle and upper years Purchased books have cross curricula approach, particularly with science. Boy friendly books continue to be purchased. They are being divided into sets to be distributed amongst junior/middle rooms to entice boys to read Visual aids (charts) to support explicit teaching of grammar and parts of speech have been bought and are displayed in classes. Whole school approach to spelling continues with upper classes using Sound Waves and the juniors using Sounds Right Reads Right. Next year a review of the spelling would assist in redefining its focus and direction Focus for 2011 Higher Order Thinking skills continue to be embedded in Literacy programs In term 1, teachers will use DOE material to prepare students for NAPLAN testing. Ensure all staff can locate and access online DOE literacy material. Ensure all staff can locate and access online Ardross Primary Literacy results Support for identified students to move them above the Minimum National Benchmark Continued focus on writing, in particular explicit teaching of weaker areas as identified in testing analysis using exposition writing. Continued focus on spelling with a whole school approach on phonemic, grapheme and explicit teaching of rules Combined maths/literacy activities, during National Literacy and Numeracy Week Whole school entry into Young Writers Competition through the Ed section of the West Australian. Continued support for teachers with planning and resources.. 11

12 RESULTS Student Report Data (Teacher Ratings) Semester II Semester II 2010 report data indicates that a total of 74 % of students displayed good achievement (48%) or excellent achievement (26%) in English, which is similar to the overall Semester II 2009 report data indicates that a total of 78% of students displayed good achievement (56%) or excellent achievement (22%) in English. 24% were rated as making some progress compared with 14% 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 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% 0 0 Student Report Data (Teacher Ratings) Semester II 2009 A - Excellent B- Good C-Some D-Limited No Grade Year 1 14 = 26% 30 = 56% 8 = 15% 0 2 = 3% Year 2 9 = 17% 36 = 69% 4 = 8% 1= 2% 2 = 4% Year 3 13 = 25 % 25 = 49 % 12 = 24% 0 1 = 2% Year4 7 = 13 % 31 = 57 % 14 = 26 % 1 = 2 % 1 = 2% Year 5 7 = 16 % 22 = 49 % 8 = 18 % % Year 6 10 = 23 % 31 = 70 % 3 = 7 % 0 0 Year 7 10 = 36 % 13 = 46 % 2 = 4 % 0 2 = 4 % 12

13 NAPLAN Scores Reading 2010 Standardised Report Data WA Literacy & Numeracy Testing (Years 3, 5 and 7) 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 3 and 7, and similar in Year 5. There was however an improvement in the boys performance from 2009 in reading against the national mean. 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, 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 Years 3 and 7 were significantly below the girls opening up a line of enquiry for future improvement. 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) NAPLAN- All Students 2009 Aust. Mean Ardross Ardross Ardross (All students) Boys Girls Year (+39) 429 (+19) 462 (+52) Year (+10) (+22) Year (+40) (+75) 13

14 LBOTE (Language Background Other Than English) 2010 Aust LBOTE Ardross LBOTE Comparative to State LBOTE 2009 State LBOTE Ardross LBOTE Comparative to State LBOTE Year Year Year Year Year Year NAPLAN Percentage of students in each Proficiency Band Year 3 Reading 59 % of Year 3 Ardross students achieved in the high bands 5 10, while only 11% achieved in the lower bands 1-2. This can be compared to like schools (60% and 7%) and state public schools (35% and 24%). 14

15 40% of Ardross students achieved in the high bands 7-10, while 18% of students achieved in the lower bands 1-4. This can be compared to like schools (45% and 12%) and state public schools (23% and 31%). 69% of Ardross students achieved in the higher bands 8 10, while 2% of students achieved in the lower band 1 4. This can be compared to like schools (53% and 6%) and state public schools (27% and 22%). This is significantly above the expected result. 15

16 Data indicates that students in Years 3 and 5 performed slightly below like schools, however there was an improvement in Year 5 from Year 7 students performed above like schools 16

17 The relative assessment data for Year 3 demonstrate that students are performing within the required range, however reading results in 2011 will need to be investigated if a downward trend continues over the two year period. Year 5 relative assessment has shown considerable improvement from the 2009 cohort of students and a slight increase in performance from the same cohort as Year 3 s in 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 2008 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 0f 6.0, 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 17

18 Average Stanine: School and State - Reading 71 % (144) 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 (20 students) below average have been identified by the LSC and teachers have been consulted in developing strategies for 2011 to improve their performance. Data indicates that the boys and girls achieve on a comparable level, however 3 more boys are represented in stanine 2 (4 boys, 1 girl) indicating below average performance, while 5 more girls are represented in the highest stanine (19 girls, 14 boys) indicating outstanding performance. 18

19 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 state average in all cohorts of boys, girls and LBOTE, except Year 3 boys who were below the Australian mean by 9 NAPLAN s, with girls performing significantly better than boys in year 7 which is a line of enquiry and teaching focus for 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) NAPLAN - All Students 2009 Aust Mean Ardross Ardross Ardross (All students) Boys Girls Year (+36) 417 (+11) 454 (+48) Year (+35) 507 (+26) 428 (+47) Year (+56) 576 (+43) 597 (+64) LBOTE (Language Background Other Than English) 2009 Aust Ardross LBOTE Comparative to Aust LBOTE 2010 Aust Ardross LBOTE Comparative to Aust LBOTE Year Year Year Year Year Year

20 44% 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 (56% and 3%) and all WA public schools (33% and 13%). 31% of students achieved in the higher bands 7-10, while 2% achieved in the lower bands 1-4. This can be compared to like schools (35% and 8%) and all WA public schools (17% and 26%). 20

21 54% of students achieved in the higher bands 8-10, while 12% achieved in the lower bands 1-5. This can be compared to like schools (43% and 8%) and all WA public schools (25% and 21%). Data indicates that Year 3 students are performing slightly below that of like schools, with Years 5 and 7 students achieving above the results of like schools. 21

22 The relative assessment data for Year 3 demonstrate that students are performing within the required range, however writing results in 2011 will need to be investigated if a downward trend continues over the two year period. Year 5 relative assessment has shown considerable improvement from the 2009 cohort of students and a significant improvement from the same cohort of students as Year 3 s in 2008 indicating significant value adding form Year 3-5. Year 7 relative assessment data indicates a significant downward trend in writing. This indicates that the students who were tested in 2008 in Year 5 achieved significantly lower results than expected. This is due to the nature of the NAPLAN test which cannot truly indicate the growth of students who initially test in Years 3 or 5 at or near the ceiling of the test. Although this result looks like it requires more investigation and could be considered extremely poor, Year 7 students still performed above like schools and as indicated above 54% of students achieved in the higher bands 8-10, while 12% achieved in the lower bands 1-5. This can be compared to like schools (43% and 8%) and all WA public schools (25% and 21%). 22

23 Standardised Report Data Writing (Years 2,4 and 6) Writing performance is measured in bands and compared to the NAPLAN scores which have been standardised for each year level. The students in Years 2, 4 and 6 performances indicate a sound level of achievement across the year levels with Year 2 and 4 cohorts being above the National average, while the year 6 students were slightly below the National average band. Year 6 students falling behind in writing were identified in Year 5 and have been provided with targeted support in There performance will be monitored in

24 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. Girls did not out perform the boys by as much as in LBOTE students continued to achieve outstanding results in spelling. NAPLAN - All Students 2010 National 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) NAPLAN- All Students 2009 National Ardross Ardross Ardross (All students) Boys Girls Year (+37) 418 (+13) 459 (+54) Year (+14) 499 (+11) 507 (+19) Year (+62) 578 (+38) 616 (+76) 24

25 LBOTE 2009 National LBOTE Ardross LBOTE Comparative to National LBOTE 2010 National LBOTE Ardross LBOTE Comparative to National LBOTE Year Year Year Year Year Year % of students achieved the higher bands 5-10, while 10% achieved the lower bands 1-2. This can be compared to like schools (48% and 8%) and all WA public schools (30% and 24%). 25

26 35% of students achieved in the higher bands 7-10, while 11% of students achieved in the lower bands 1-4.This can be compared to like schools (41% and 10%) and all WA public schools (23% and 26%). 48% of students achieved in the higher bands 8-10, while 9% of students achieved in the lower bands 1-5. This can be compared to like schools (48% and 6%) and all WA public schools (26% and 22%). 26

27 Data indicates that Year 3, 5 and 7 students are performing at or above like schools in spelling. 27

28 The relative assessment data for Year 3 demonstrate that students are performing within the required range, with the performance similar to Year 5 relative assessment has shown considerable improvement from the 2009 cohort of students and a significant improvement from the same cohort of students who were Year 3 in Year 7 relative assessment data indicates a significant downward trend in spelling. This indicates that the students who were tested in 2008 in Year 5 achieved significantly lower results than expected in Year 7. This is due to the nature of the NAPLAN test which cannot truly indicate the growth of students who initially test in Years 3 or 5 at or near the ceiling of the test. Although this result looks like it requires more investigation and could be considered extremely poor, Year 7 students still performed above like schools as indicated above with 48% of students achieving in the higher bands 8-10, while 9% of students achieved in the lower bands 1-5. This can be compared to like schools (48% and 6%) and all WA public schools (26% and 22%). 28

29 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 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 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 6.0, 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. 29

30 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 2010 National 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) NAPLAN- All Students 2009 National Ardross Ardross Ardross (All students) Boys Girls Year (+44) 437 (+16) 486 (+65) Year (+5) 493 (-9) 524 (+22) Year (+52) 539 (-1) 622 (+86) 30

31 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%). 31

32 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%). 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. 32

33 The relative assessment data for Year 3 demonstrate that students are performing within the required range, with the performance similar to Year 5 relative assessment has shown considerable improvement from the 2009 cohort of students and an upward trend from 2008 when these students were Year 3. Year 7 relative assessment data indicates a slight downward trend in punctuation and grammar. This indicates that the students who were tested in 2008 in Year 5 achieved significantly lower results than expected in Year 7. This is due to the nature of the NAPLAN test which cannot truly indicate the growth of students who initially test in Years 3 or 5 at or near the ceiling of the test. Although this result looks like it could require more investigation and could be considered poor, 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%). 33

34 MATHEMATICS LEARNING AREA- Presented by Auriol Heary Teachers have utilised the Curriculum Framework and WA Student Outcome Statements, as well as First Steps Guides, as a basis for addressing student needs in Mathematics. Extension programs have been offered, in particular the Maths Olympiad and Westpac Maths programs in Year 6 and 7 1. Motivated and Engaged Students Students will work consistently in enhancing their outcome levels in all aspects. Measuring light readings Measuring distance travelled in 3 sec Standardised testing: Areas of strength identified using the 2010 NAPLAN and Easymark results are: Year 3: Recognising expansion of 3 digit number Identify division as the operation to solve a problem Calculates a total using tallying Reads a key time on analogue clocks Year 7: Multiplies a decimal number by 10 Identifies a common multiple Relates a fraction to a row in a table Completes an inequality Completes a number sentence Extends a pattern to find a specific term Estimates the total mass Identifies best unit to measure volume Interprets data in a complex graph Compares information in different types of graphs Calculates perimeter of triangle Symmetry 34

35 Scale Areas of weakness identified using the 2010 results were targeted. Identified areas were: Year 3: Application of operations to word problems Using informal units to calculate Year 5: Reasons to find a perimeter of composite shape Identify complex symmetrical design Year 7 Multiply a decimal number by 200 Applies knowledge of common problems to solve a fraction Reasons and interprets a remainder to solve a problem Calculates difference in time across time zones Compares lengths presented in different units Calculates angle corresponding to revolution Irregular prisms Intervention programmes: The NAPLAN preparation programme as suggested by the Education Department was followed by all classes All classes were linked to Smart Kiddies School House linked in all classes Continued to add to the number of online activities Purchased series that can run through all year levels. Containers targeting areas of weakness completed Kinetics programme introduced Cambridge Maths introduced The Maths Olympiad programme was run in Years 6 and 7. In 2010, 5 groups were run with the 5 th group being set up specifically for gifted maths students for whom English is a second language. This gave them the opportunity to develop the maths language needed to complete maths activities at their level. 1 Year 2 student and 5 Year 4 students identified as being gifted in maths were invited to participate in a separate programme run at the same time as the Year 6/7 programme. 35

36 Student Results Analysing the NAPLAN results, there was an improvement in results in Year 5 and 7 with more students being in the top 20% and fewer in the bottom 20%. Percentage of Students Top Year 7 Year 7 Year 5 Year 5 Year 3 Year 3 Ardross Expected Ardross Expected Ardross Expected % 20% 45% 20% 29% 20% % 20% 22% 20% 48% 20% % 20% 15% 20% 12% 20% Percentage of Students - Bottom Year 7 Year 7 Year 5 Year 5 Year 3 Year 3 Ardross Expected Ardross Expected Ardross Expected % 20% 13% 20% 11% 20% % 20% 15% 20% 19% 20% % 20% 3% 20% 6% 20% Algebra / pre algebra: All bar one algebra / pre algebra question in Yr 3, 5 and 7 were at least at expected level, with most being above and some being green flagged as well above expected level. Number patterns, identified in 2009 as a weakness was flagged as green in 2010 in Year 7. Using informal unit to measure was identified as a common area of concern for Years 3 and 5 but using standard units of measure was at level. Interpreting data is still weaker than other areas with all Year 3 and 5 students but is now an area of strength in Year 7. Using knowledge of operations to solve word problems needs to be addressed Things that will be considered for 2011 Adding informal measurement container to the container programme Renew membership of maths magazines/associations Continue to link maths with reading interpretation Continue the link between measurement and science Renew membership for Peter Noland website access for interested staff Investigate the use of support teacher time to target groups of children with specific weaknesses. This programme to be accessed by students in the middle group who have missed a particular concept rather than students who have a general weakness in maths. Whole school activity e.g., Maths Day during Numeracy & Literacy week. 36

37 Work towards moving more of the middle group into the next stanine by running standardised testing preparation as a two year programme with the 2 nd year being a year of revision. Breaking concepts into component parts and focussing explicit teaching on each component may address specific gaps, e.g. time zones. Two year programming targeting application of maths concepts starting in 2008 with Year 6 and continuing this year with Year 6/7 resulted in a greater number of students receiving high distinction and distinction in the Australian Maths Competition. Two students received a high distinction and 5 a distinction. Student Report Data (Teacher Ratings) Semester II Semester II report data indicates that a total of 75 % of students displayed good achievement (42%) or excellent achievement (33%) in Mathematics, which is similar to the overall ratings in 2009 (82% - 28% Excellent and 54% Good.) 22% of students were rated as making some progress, 0% 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 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 % Student Report Data (Teacher Ratings) Semester II 2009 A - Excellent B- Good C-Some D-Limited No Grade Year 1 18 = 33 % 24 = 44 % 10 = 19% 1 = 2% 1 = 2 % Year 2 12 = 23% 31 = 59% 6 = 12% 1 = 2 % 2 = 4 % Year 3 14 = 27 % 24 = 47 % 12 = 24 % 0 1 = 2 % Year4 10 = 19 % 35 = 64 % 7 = 13 % 1 = 2 % 1 = 2 % Year 5 7 = 16 % 28 = 62 % 8 = 18 % 0 2 = 4 % Year 6 14 = 32 % 27 = 61 % 3 = 7 % 0 0 Year 7 13 = 46 % 13 = 46 % 2 = 8 %

38 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 2010 National Ardross (All students) Ardross Boys Ardross Girls Year ( +29 ) 418 ( +23 ) 432 ( +37 ) Year ( +35 ) 525 ( +36 ) 523 (+34 ) Year ( +60 ) 606 ( +58 ) 609 ( +61 ) NAPLAN- All Students 2009 National Ardross (All students) Ardross Boys Ardross Girls Year ( +43 ) 423 ( +28 ) 449 ( +54 ) Year ( +5 ) 499 ( +11 ) 485 ( - 3 ) Year ( +45 ) 557 ( +13 ) 610 ( +76 ) LBOTE 2009 National Ardross LBOTE Comparative to State LBOTE 2010 National Ardross LBOTE Comparative to State LBOTE Year Year Year Year Year Year

39 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%) 39

40 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%) Data indicates that students in Year 3 and 5 achieved results close to like schools, with Year 7 students achieving the best results compared to like schools, being slightly above the average. 40

41 The relative assessment based on the predicted mean with Year 5 achievement 2010 compared to their Year 3 achievement from 2008 indicates that the students have performed as predicted. The relative assessment based on the predicted mean with Year 7 achievement 2010 compared to their Year 5 achievement from 2008 indicates that the students have performed as predicted and sit slightly above the predicted achievement. 41

42 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 Stanine results from tests conducted in Maths of students in Years 1, 2, 4 and 6 were similar to the results achieved in 2008 and Our students perform better than the state average in all yyear levels with our whole school graph skewed to the right, indicating high achievement from stanines 6 9 compared to the state. 42

43 SOCIETY & ENVIRONMENT LEARNING AREA Presented by Fiona Schaper Program Information It was another exciting year in S&E as we consolidated our outstanding efforts of We continued our focus on sustainability across the school where teachers used a variety of interesting themes to integrate S & E across the curriculum including Waterwise, Wastewise and Air Watch. The Deputy Principal also supported teachers across the school in Aboriginal Education, providing lessons using the Aboriginal Curriculum and support materials. Through the tireless work of the Environmental Committee we continued our Waterwise Garden Project at the front of the school, replacing 1000m2 of lawn with Waterwise native plants propagated at school, replaced our reticulation system with a low drip Tiran system, completely replaced our reticulation controller with a state of the art system which allows for each station to water independently of each other based on the moisture measured in the soil, propagated over 4000 native trees and shrubs which were donated to wheat belt farms, Al Richardson Reserve and our own garden, continued with our worm farms and garden beds and fostered closer relationships with Brentwood Primary School, Alcoa, and Friends of Wireless Hill will see the Environmental program develop as we move into our new building funded through the Federal Government Stimulus package as Ardross Primary will be involved in a pilot cadet program, River Rangers, working with the Swan River Trust to ensure the health and wellbeing of the Swan River for generations to come. Student Report Data (Teacher Ratings) Semester II report data indicates that a total of 83 % (89%in 2009) of students displayed good achievement (60%) or excellent achievement (23%) in Society and Environment. 16% of students were rated as making some progress and 1% as making limited progress. All year levels achieved very high results, which indicate the high level of academic achievement of our students. 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 %

44 Semester II 2009 A - Excellent B- Good C-Some D-Limited E-Very Low No Grade Year 1 11= 20 % 32 = 59 % 10 = = 2 % Year 2 10 = 19 % 36 = 69 % 4 = 8% = 4 % Year 3 10 = 20 % 38 = 75 % 2 = 4 % = 2 % Year4 11 = 20 % 36 = 67 % 5 = 9 % 1 = 2 % 0 1 = 2 % Year 5 11 = 24 % 28 = 62 % 5 = 11 % = 2 % Year 6 9 = 20 % 34 = 77 % 1 = 3 % Year 7 10 = 36 % 15 = 54 % 3 = 10% Students in Year 5/7 sat the State wide WAMSE assessment in August. 46% of students in Year 5 were in the top 25% of students which is very similar to like schools, while 63% of Year 7 students were in the top 25% which is substantially better than like schools. Only 12% Of Year 5 students were in the bottom 25%, and 3% of Year 7 students. Our school targets for students achieving above the WAMSE Test Standard is between 70%-80%. In 2010 Year 5 students achieved 65% while Year 7 achieved 83%. 44

45 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 Miss 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) 45

46 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 sixth 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. Carnivals that were conducted in 2010 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 2010 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 Years One to 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. 46

47 Skills for Physical Activity Semester II report data indicates that 77% of students were rated by teachers as making good (49 %) or excellent (23%) progress. 20% of students were making some progress with 1% making limited progress or no grade. Semester II 2009 report data indicates that 86% of students were rated by teachers as making good (86 %) or excellent (24 %) progress.12% of students were making some progress with 1% making limited progress. 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% Semester II 2009 A - Excellent B- Good C-Some D-Limited E-Very Low No Grade Year 1 5 = 9 % 42 = 78 % 7 = 13% Year 2 9 = 18 % 34 = 65 % 8 = 15 % = 2 % Year 3 8 = 15 % 40 = 77 % 1 = 2 % 1 = 2 % 0 2 = 4 % Year4 16 = 30 % 27 =50 % 9 = 16 % 1 = 2 % 0 1 = 2 % Year 5 13 = 30 % 24 = 53 % 6 = 13 % = 4 % Year 6 13= 29 % 27 = 60 % 4 = 9% 1 = 2 % 0 0 Year 7 10 = 36 % 14 = 50 % 4 = 14 %

48 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 2010, 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, 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. Ardross students were successful in winning the best new school award for their perseverance when faced with difficulties during the competition. 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. 48

49 Student Report Data (Teacher Ratings) Semester II 2010 An analysis of our reports across the school reveals that 89% of the students received an evaluation by their teachers of being either good (68%) or excellent (21%) in Technology Process and 11% achieved either some, limited or were not graded. This was consistent with 2009 data. A - B- Good C-Some D-Limited E-Very No Grade Excellent Low 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% Student Report Data (Teacher Ratings) Semester II 2009 A - B- Good C-Some D-Limited E-Very No Grade Excellent Low Year 1 12 = 22 % 33 = 61 % 8 = 15% = 2 % Year 2 13 = 25 % 36 = 70 % 1 = 2 % = 3 % Year 3 11 = 22 % 33 = 65 % 6 = 11 % = 2 % Year 4 12 = 22 % 38 = 70 % 3 = = 2% Year 5 9 = 20 % 28 = 62 % 7 = 16 % = 2 % Year 6 9 = 20 % 33 = 76 % 2 = 4% Year 7 10 = 38 % 16 = 57 % 2 = 5% An analysis of our reports across the school reveals that 90% of the students received an evaluation by their teachers of being either good (66 %) or excellent (24 %) in Technology Process and 10% achieved either some, limited or were not graded. 49

50 SCIENCE LEARNING AREA - Presented by Lindsay Macmillan School Council Report, Science: Semester 1, 2010 Curriculum development in science continues this year with a new whole school science plan for 2010 giving our overall goals as well as another plan with specific strategies completed by the coordinator. Most classrooms are using Primary Connections and beginning to incorporate elements of the new Australian Curriculum into their science. Teachers have been provided with Information Sheets describing key features of K-10 draft and how it is similar to and different from state and Territory curricula. Earth and Beyond was the whole school focus for Semester 1. Teachers were provided with science learning programs to help encourage sequential content in the year levels, save time and give a smooth start in for ICT has been utilised in teaching the Earth and Beyond strand in science with Smartboards being used as an additional teaching tool. Examples of Science activities Semester 1 Classroom programs in Earth and Beyond including study of earthquakes and volcanoes, Sun Earth and Moon concepts (using Primary Connections ranging from years 2-5), Pre-Primary Farm visit (organiser- Helen Brown), Roto-copters (Years 2 and 5-Blythe Maley), The Frogman (organiser-catherine Bishop for years 1,3,4&5), Robotics (Room 2), Fossils with Julia Ferguson from Scitech (organiser-auriol Heary for years 1-5), again Julia Ferguson with Rock studies for all year 6/7s and Science Expo planned for term 3 by Auriol Heary. Life and Living will be the focus for semester 2. Some topics to be suggested will be studies of Iconic Species e.g. Whale sharks, elephants, orang-utans; WA Biodiversity raise awareness of our unique environment in WA e.g. Western Shield Program (baiting introduced species); Climate change the science behind extinction which looks at changes in habitat e.g. threats to wetlands (90% of wetlands around Perth are filled in); Greenhouse gases (one cow 700 litres of methane/day). Sustainability programs are going ahead with Catherine Bishop s leadership. These programs are being used to compliment the curriculum. Increasing students knowledge of local plants and animals and Aboriginal names and usage will be areas to work on. We are considering the best way to use the new science building in A brainstorm of possibilities in how we organise and use the science lab is planned as part of a consultative process to make the best use of this important new resource. This is including ideas for the best use of the adjacent areas e.g. environmental projects such as the wetland habitat. The analysis of MSE testing from 2009 in science (years 4 and 6) was presented at the School Review early term 2. The District Director was positive about the science committee s comments and possibilities for improvement. Using curriculum that more clearly and accurately defines content and how this might help address an improvement in Science Understandings was discussed at some length. 50

51 WAMSE Science testing will go ahead this year (term 3). This is state-wide for years 5 and 7. Implementation of the Australian Curriculum is planned for The final version won t be published until term 3. Examples of issues for WA include yr 7 s and multi-aged classes being used in Primary school; using curriculum that identifies specific year level content; and achievement standards that are pitched high. Change Management for science will include; Moving forward with the Australian Curriculum in science Looking at essential content more critically Increasing hours spent on science Summary We have cooperation and shared partnerships in developing the practical aspects of science teaching at Ardross There is improved awareness and better sequencing of content in science across the school We will experience big challenges in getting alignment with the Australian Curriculum Ardross has attracted interest in its school based planning of science Investment in science education is important for Australia s future. Student Report Data (Teacher Ratings) Semester II 2010 An analysis of our reports throughout the school reveals that 83% of the students received an evaluation by their teachers of being either good (61%) or excellent (22%) in Science and 17% achieved either some, limited or no grade. This is consistent with 2009 results. A - Excellent B- Good C-Some D-Limited E-Very Low No Year 1 7 = 19% 28 = 78 % 1 = 3% Grade 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% 0 0 Student Report Data (Teacher Ratings) Semester II 2009 An analysis of our reports throughout the school reveals that 83% of the students received an evaluation by their teachers of being either good (63%) or excellent (20 %) in Science and 17% achieved either some, limited or no grade. A - Excellent B- Good C-Some D-Limited E-Very Low No Grade Year 1 13 = 24% 30 = 56 % 10 = 19% = 2 % Year 2 8 = 15 % 34 = 65 % 8 = 15 % 1=2% 0 1 = 2% Year 3 7 = 14 % 35 = 69 % 8 = 16 % = 2 % Year 4 7 = 13 % 37 = 69 % 9 = 17 % = 2 % Year 5 3 = 7 % 28 = 62 % 12 = 27 % = 4 % Year 6 10 = 23 % 32 = 73 % 2 = 4 % Year 7 12 = 43 % 13 = 46 % 3 = 11 %

52 The state WAMSE test results show that 40% of Year 5 students were in the top 25% compared 42% in like schools, while 10% were in the bottom 25% compared to 6% in like schools. The state WAMSE test results show that 43% of Year 7 students were in the top 25% compared 41% in like schools, while 3% were in the bottom 25% compared to 6% in like schools.. 52

53 Our school targets for students achieving above the WAMSE Test Standard is between 70%-80%. In 2010 Year 5 students achieved 69% while Year 7 achieved 93%. 53

54 ARTS LEARNING AREA - 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. 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 2010 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. Next Year will see the music program operate out of our new music room with brand new facilities to enhance our current program. 54

55 Student Report Data (Teacher Ratings) Semester II 2010 An analysis of our reports throughout the school reveals that 85 % of the students received Excellent (12%) or Good (73%) evaluation by the music specialist teacher. 15 % achieved some progress, limited progress or no grade. 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 % Student Report Data (Teacher Ratings) Semester II 2009 An analysis of our reports throughout the school reveals that 88 % of the students received Excellent (13%) or Good (75%) evaluation by the music specialist teacher. 12 % achieved some progress or no grade allocation. 55

56 A - Excellent B- Good C-Some D- Limited E Very Low No Grade Year 1 9 = 17 % 37 = 69 % 7 = 12 % = 2 % Year 2 4 = 7 % 46 = 89 % 1 = 2 % = 2 % Year 3 12 = 24 % 35 = 70 % 2 = 4 % = 4 % Year 4 7 = 13 % 40 = 74 % 6 = 11 % = 2 % Year 5 3 = 7 % 39 = 87 % 1 =2 `0 0 2 = 4 % Year 6 5 = 11 % 36 = 82 % 3 = 7% Year 7 3 = 11 % 15 = 54 % 9 = 32 % = 3 % Year 7 10 = 4 % 28 = 67 % 4 = 9 % Visual Art Program Information Presented by Sue Warren 2010 saw 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. 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 56

57 Student Report Data (Teacher Ratings) Semester II 2010 An analysis of our reports throughout the school reveals that 85 % of the students received an evaluation by the art specialist teacher of being either good (73 %) or excellent (12%) in art. 15% achieved some, limited or no grade. 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 % 0 0 Student Report Data (Teacher Ratings) Semester II 2009 An analysis of our reports throughout the school reveals that 83 % of the students received an evaluation by the art specialist teacher of being either good (64 %) or excellent (19%) in art and 17% achieved some progress or received a no grade. A - Excellent B- Good C-Some D-Limited E Very Low No Grade Year 1 10 = 18 % 27 = 50 % 16 = 30 % = 2 % Year 2 14 = 27 % 32 = 62 % 4 = 7 % = 4 % Year 3 10 = 20 % 36 = 71 % 4 = 7 % = 2 % Year 4 8 = 15 % 35 = 65 % 10 = 18 % = 2 % Year 5 5 = 11 % 32 = 72 % 6 = 13% = 4 % Year 6 10 = 23 % 32 = 73 % 2 = 4% Year 7 5 = 18 % 16 = 57 % 7 = 25 %

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59 LANGUAGES OTHER THAN ENGLISH (LOTE) LEARNING AREA (JAPANESE) Presented by Hisayo Rego The students from Year 1 to Year 7 in Ardross study Japanese as a LOTE program. Mrs Rego works 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 different culture in Japan 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 The students from Year 5 to 7 had the opportunity to participate in the annual Don Don Meki Meki Kana Competition sponsored by The Japan Foundation. 59

60 Student Report Data (Teacher Ratings) Semester II 2010 ( LOTE is only reported on for students in Years 3-7) Teacher ratings in LOTE indicate 73 % of students achieving good levels; (47 %) good achievement, (26 %) excellent. 23% of students demonstrated some progress or were not assigned a grade. A - Excellent B- Good C-Some D- Limited E - Fail No Grade 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 % Student Report Data (Teacher Ratings) Semester II 2009 ( LOTE is only reported on for students in Years 3-7) Teacher ratings in LOTE indicate 96 % of students achieving good levels (70%) excellent, (26 %) good, achievement being attained by students. A - B- Good C-Some D-Limited E Very No Grade Excellent Low Year 3 9 = 17 % 41 = 81 % = 2% Year 4 10 =19 % 42 = 77 % = 4 % Year 5 12 = 27 % 31 = 69 % = 4 % Year 6 18 = `42 % 25 = 56 % = 2 % Year 7 7 = 25 % 19 = 69 % 1 =3% = 3 % 60

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