ARDROSS PRIMARY SCHOOL ANNUAL REPORT

Size: px
Start display at page:

Download "ARDROSS PRIMARY SCHOOL ANNUAL REPORT"

Transcription

1 ARDROSS PRIMARY SCHOOL ANNUAL REPORT 2010

2 2

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 %

58 58

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

61 61

2016 Annual Report 1

2016 Annual Report 1 2016 Annual Report 1 Messages from the Principal and School Board Chair. 3 School Context, Vision Statement, Purpose, Beliefs, Priority Areas and Enrolment Trends 4 School Performance and Student Achievement.

More information

A N N UA L SCHOOL R E POR T I NG 2

A N N UA L SCHOOL R E POR T I NG 2 A N N UA L SCHOOL R E POR T I NG 2 011 C AT H O L I C E D U C AT I O N, A RCH D I OCE S E O F B R I S B A N E School Name St Patrick's College Postal address 2-12 Church Street, GYMPIE 4570 Phone (07)

More information

2016 Annual Report to the School Community

2016 Annual Report to the School Community 2016 Annual Report to the School Community Toorak Primary School School Number: 3016 Name of School Principal: Name of School Council President: Date of Endorsement: Julie Manallack Michelle Osborne All

More information

Students of the week. Living & Learning Together. https://www.facebook.com/pages/thallon-state-school/

Students of the week. Living & Learning Together. https://www.facebook.com/pages/thallon-state-school/ Living & Learning Together Friday, 19th August 2016 Acting Principal Mr Ryan Trama Teachers Mrs Libby Johnson Mrs Louise Fulwood Mrs Annette McLean Student Support Teacher Mrs Louise Cowley Support Staff

More information

2009 Annual School Report Upper Orara Public School

2009 Annual School Report Upper Orara Public School NSW Department of Education & Training 2814 2009 Annual School Report Upper Orara Public School NSW Public Schools Leading the way Messages Principal's Message Upper Orara Public School is located in the

More information

2015 Annual Report to the School Community

2015 Annual Report to the School Community 2015 Annual Report to the School Community Narre Warren South P-12 College School Number: 8839 Name of School Principal: Rob Duncan Name of School Council President: Greg Bailey Date of Endorsement: 23/03/2016

More information

Annual School Report 2014 [school code] 4393

Annual School Report 2014 [school code] 4393 Carlingford West Public School Annual School Report 214 [school code] 4393 State DEC School Students School context statement Carlingford West Public School is a NSW Government Primary School (Kindergarten

More information

Annual School Report 2014 [school code] 1682

Annual School Report 2014 [school code] 1682 Cronulla Public School Annual School Report 2014 [school code] 1682 Principal s message This report gives information about the programs and performance of Cronulla Public School. It has been written for

More information

Lord Howe Island Central School Annual Report

Lord Howe Island Central School Annual Report Lord Howe Island Central School Annual Report 2015 1921 Introduction The Annual Report for 2015 is provided to the community of Lord Howe Island Central School as an account of the school s operations

More information

We endorse the aims and objectives of the primary curriculum for SPHE: To promote the personal development and well-being of the child

We endorse the aims and objectives of the primary curriculum for SPHE: To promote the personal development and well-being of the child for Holy Family N.S., Newport Holy Family N.S. aims to provide a comprehensive SPHE programme to all children in the school. It is recognised that parents play a huge part in the delivery of such a programme

More information

Aurora College Annual Report

Aurora College Annual Report Aurora College Annual Report 2015 8912 Introduction The Annual Report for 2015 is provided to the community of Aurora College as an account of the school s operations and achievements throughout the year.

More information

Plans for Pupil Premium Spending

Plans for Pupil Premium Spending Plans for Pupil Premium Spending September 2016 August 2017 Impact of Pupil Premium September 2015 August 2016 Mission Statement All Saints Multi Academy Trust, Birmingham God s Love in Action Our children

More information

Total amount of PPG expected for the year ,960. Objectives of spending PPG: In addition to the key principles, Oakdale Junior School:

Total amount of PPG expected for the year ,960. Objectives of spending PPG: In addition to the key principles, Oakdale Junior School: Total amount of PPG expected for the year 2015-16 138,960 Objectives of spending PPG: In addition to the key principles, Oakdale Junior School: Aims for all pupils to make at expected progress between

More information

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference. Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,

More information

TEAM-BUILDING GAMES, ACTIVITIES AND IDEAS

TEAM-BUILDING GAMES, ACTIVITIES AND IDEAS 1. Drop the Ball Time: 10 12 minutes Purpose: Cooperation and healthy competition Participants: Small groups Materials needed: Golf balls, straws, tape Each small group receives 12 straws and 18 inches

More information

NEWSLETTER NOVEMBER Imperial Road South, Guelph, Ontario, N1K 1Z4 Phone: (519) , Fax: (519) Attendance Line: (519)

NEWSLETTER NOVEMBER Imperial Road South, Guelph, Ontario, N1K 1Z4 Phone: (519) , Fax: (519) Attendance Line: (519) NEWSLETTER NOVEMBER 2012 287 Imperial Road South, Guelph, Ontario, N1K 1Z4 Phone: (519) 821-9160, Fax: (519) 821-5296 Attendance Line: (519) 821-9169 November News YEAR OF FAITH BEGAN ON OCTOBER 14 TH

More information

The Charter School East Dulwich

The Charter School East Dulwich Open Event Our vision, your school www.chartereastdulwich.org.uk @chartereast Agenda 1. Short-term considerations: growth, site 2. Longer-term considerations: vision, people 3. The TCSED approach to learning

More information

Cabramatta Public School Annual Report

Cabramatta Public School Annual Report Cabramatta Public School Annual Report 215 1472 Introduction The Annual Report for 215 is provided to the community of Cabramatta Public School as an account of the school s operations and achievements

More information

Executive Summary. Laurel County School District. Dr. Doug Bennett, Superintendent 718 N Main St London, KY

Executive Summary. Laurel County School District. Dr. Doug Bennett, Superintendent 718 N Main St London, KY Dr. Doug Bennett, Superintendent 718 N Main St London, KY 40741-1222 Document Generated On January 13, 2014 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable

More information

This document has been produced by:

This document has been produced by: year 6 This document has been produced by: The All Wales ESDGC Officer Group to support schools introducing the National Literacy and Numeracy Framework through ESDGC activities. With support from: Developing

More information

About our academy. Joining our community

About our academy. Joining our community Hethersett Academy is part of the Inspiration Trust, a not-for-profit charity whose mission is to transform the lives of young people in Norfolk and Suffolk through education. Led by nationally-recognised

More information

Chatswood Public School Annual School Report 2015

Chatswood Public School Annual School Report 2015 Chatswood Public School Annual School Report 2015 7409 Introduction The Annual Report for 2015 is provided to the community of Chatswood Public School as an account of the school s operations

More information

Annual School Report 2016 School Year

Annual School Report 2016 School Year Annual Report 2016 Year St John s Primary Mullumbimby 11 Murwillumbah Road PO Box 358, Mullumbimby NSW 2482 (02) 6684 2386 (02) 6684 3097 www.mbyplism.catholic.edu.au About this report. St John s Catholic

More information

Bomaderry High School Annual Report

Bomaderry High School Annual Report Bomaderry High School Annual Report 215 8448 Introduction The Annual Report for 215 is provided to the community of Bomaderry High School as an account of the school s operations and achievements throughout

More information

Valkyrie State School ANNUAL REPORT. Inspiring minds. Creating opportunities. Shaping Queensland s future.

Valkyrie State School ANNUAL REPORT. Inspiring minds. Creating opportunities. Shaping Queensland s future. Valkyrie State School ANNUAL REPORT 2016 Queensland State School Reporting Inspiring minds. Creating opportunities. Shaping Queensland s future. Every student succeeding. State Schools Strategy 2016-2020

More information

PE SPORT FUNDING AT IVY LANE SCHOOL September 2016 July 2017 A grant of 9,335 received EFFECTIVE USE OF FUNDING

PE SPORT FUNDING AT IVY LANE SCHOOL September 2016 July 2017 A grant of 9,335 received EFFECTIVE USE OF FUNDING PE SPORT FUNDING AT IVY LANE SCHOOL September 2016 July 2017 A grant of 9,335 received AREA OF FOCUS (Including the 7 key factors to be assess by Ofsted) INCREASED PARTICIPATION CURRICULUM Skill development

More information

THE ALTON SCHOOL GUIDE TO SPORT

THE ALTON SCHOOL GUIDE TO SPORT THE ALTON SCHOOL GUIDE TO SPORT Index Page Number: 2 Welcome from the Director of Sport 3 The PE Department 4 Life skills learnt from sport 5 Lifelong participation in sport 6 Parent guidelines at sporting

More information

Mathematics subject curriculum

Mathematics subject curriculum Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June

More information

Wellness Committee Action Plan. Developed in compliance with the Child Nutrition and Women, Infant and Child (WIC) Reauthorization Act of 2004

Wellness Committee Action Plan. Developed in compliance with the Child Nutrition and Women, Infant and Child (WIC) Reauthorization Act of 2004 Wellness Committee Action Plan Developed in compliance with the Child Nutrition and Women, Infant and Child (WIC) Reauthorization Act of 2004 PREAMBLE Overweight children and adolescents have become a

More information

St Matthew s RC High School

St Matthew s RC High School St Matthew s RC High School Teacher of Mathematics with TLR Application Pack - 1 - Appointment of Teacher of Mathematics The Governors are keen to invite applications from successful and enthusiastic qualified

More information

Brisbane Central State School Queensland State School Reporting 2013 School Annual Report

Brisbane Central State School Queensland State School Reporting 2013 School Annual Report T DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Brisbane Central State School Queensland State School Reporting 2013 School Annual Report YPEOVER TO INSERT SCHOOL NAME Postal address Rogers Street Spring

More information

International School of Kigali, Rwanda

International School of Kigali, Rwanda International School of Kigali, Rwanda Engaging Individuals Encouraging Success Enriching Global Citizens Parent Guide to the Grade 3 Curriculum International School of Kigali, Rwanda Guiding Statements

More information

Head of Maths Application Pack

Head of Maths Application Pack Head of Maths Application Pack Application Forms Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website: www.furzeplatt.com Tel: 01628 625308 Fax: 01628 782257 Head of Maths

More information

Jigsaw- Yellow- Red White- Grey- Orange- Brown- Gold- Blue- Green Pink

Jigsaw- Yellow- Red White- Grey- Orange- Brown- Gold- Blue- Green Pink Jigsaw- For autism awareness Silver- For dyslexia awareness Yellow- Support for the army Red HIV/AIDS awareness symbolizing passion, a heart and love White- Raises awareness for the right to life Grey-

More information

2018 ELO Handbook Year 7

2018 ELO Handbook Year 7 2018 ELO Handbook Year 7 CARE COURTESY COOPERATION CHALLENGE COMMITMENT Dear Parents/Guardians In preparation for the 2018 school year we are beginning the selection process for the Enhanced Learning Opportunities

More information

Teacher of Art & Design (Maternity Cover)

Teacher of Art & Design (Maternity Cover) Teacher of Art & Design (Maternity Cover) Closing date: Monday 27th November 2017 Application Pack Click for Website Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website:

More information

The Waldegrave Trust Waldegrave School, Fifth Cross Road, Twickenham, TW2 5LH TEL: , FAX:

The Waldegrave Trust Waldegrave School, Fifth Cross Road, Twickenham, TW2 5LH TEL: , FAX: The Waldegrave Trust Waldegrave School, Fifth Cross Road, Twickenham, TW2 5LH TEL: 020 8894 3244, FAX: 020 8893 3670 May 2015 Dear Applicant Finance Assistant Permanent Contract, 12 hours per week, term

More information

Willoughby Girls High School Annual Report

Willoughby Girls High School Annual Report Willoughby Girls High School Annual Report 2015 8159 Introduction The Annual Report for 2015 is provided to the community of Willoughby Girls High School as an account of the school s operations and achievements

More information

Belmont Public School Annual Report

Belmont Public School Annual Report Belmont Public School Annual Report 2015 1183 Introduction The Annual Report for 2015 is provided to the community of Belmont Public School as an account of the school s operations and achievements throughout

More information

Teacher of English. MPS/UPS Information for Applicants

Teacher of English. MPS/UPS Information for Applicants Teacher of English MPS/UPS Information for Applicants Start date : Easter or September 2018 Weavers Academy Striving for success, focusing on learning Dear Applicant Thank you for showing an interest in

More information

Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program

Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program Alignment of s to the Scope and Sequence of Math-U-See Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The Math-U-See levels do not address

More information

Fisk Street Primary School

Fisk Street Primary School Fisk Street Primary School Literacy at Fisk Street Primary School is made up of the following components: Speaking and Listening Reading Writing Spelling Grammar Handwriting The Australian Curriculum specifies

More information

We seek to be: A vibrant, excellent place of learning at the heart of our Christian community.

We seek to be: A vibrant, excellent place of learning at the heart of our Christian community. Homework Policy Our Vision (What we seek to be) We seek to be: A vibrant, excellent place of learning at the heart of our Christian community. Our Mission (What we seek to do) We are committed to providing

More information

Putnoe Primary School

Putnoe Primary School School report Putnoe Primary School Church Lane, Bedford, MK41 0DH Inspection dates 20 21 May 2015 Overall effectiveness Previous inspection: Outstanding 1 This inspection: Good 2 Leadership and management

More information

Year 3 at Leighton. Autumn Term - Ancient Britain, from Stone Age to Iron Age. Spring Term Ancient Egypt Summer Term The World Cup

Year 3 at Leighton. Autumn Term - Ancient Britain, from Stone Age to Iron Age. Spring Term Ancient Egypt Summer Term The World Cup Year 3 at Leighton In Year 3 at Leighton children learn to work with greater independence, building on the key skills taught in Key Stage 1. Learning is exciting, varied and hands-on whenever possible,

More information

Peterborough Eco Framework

Peterborough Eco Framework We would expect you to carry out an review at the start of each year to allow you to assess what progress has been made and decide which area or areas you would like to focus on. It is up to you how you

More information

Mathematics process categories

Mathematics process categories Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts

More information

Teacher of Psychology and Health and Social Care

Teacher of Psychology and Health and Social Care EGGBUCKLAND COMMUNITY COLLEGE T H E P E R F E C T E N V I RO N M E N T Teacher of Psychology and Health and Social Care Candidate Information L E A R N I N G C A R I N G AC H I E V I N G Dear Colleague

More information

Pockets are an award to recognise student achievement and quality participation in a range of school endeavours.

Pockets are an award to recognise student achievement and quality participation in a range of school endeavours. 1 Pockets Policy Pockets are an award to recognise student achievement and quality participation in a range of school endeavours. 1. Pockets will be awarded by the Executive Principal on the recommendation

More information

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field. 1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it

More information

2016 School Performance Information

2016 School Performance Information 2016 School Performance Information Under the Australian Government funding requirements and in line with the schools Assistance Act 2008, La Salle College is required to publish specific information via

More information

Head of Music Job Description. TLR 2c

Head of Music Job Description. TLR 2c Head of Music Job Description TLR 2c This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained

More information

University of Plymouth. Community Engagement Strategy

University of Plymouth. Community Engagement Strategy University of Plymouth Community Engagement Strategy 2009 2012 The University is at the top spot in the national People and Planet green university league table. The Active in Communities project has run

More information

UK Residential Summer Camps English Summer School London Day Camps 3-17 year olds. The summer of your life...

UK Residential Summer Camps English Summer School London Day Camps 3-17 year olds. The summer of your life... 2018 UK Residential Summer Camps English Summer School London Day Camps 3-17 year olds The summer of your life... Indirizzo Inghilterra A Message from the Team 2018 promises to be another action packed,

More information

Work Placement Programme. Learn English in the heart of Ireland. Shannon Academy of English.

Work Placement Programme. Learn English in the heart of Ireland. Shannon Academy of English. Placement Programme Learn English in the heart of Ireland www.shannonacademy.com Shannon Academy of English Welcome Located in Athlone in Co. Westmeath in the heart of Ireland, the Shannon Academy of English

More information

Welcome Prep

Welcome Prep Welcome Prep 2017 2016 THE YEAR AHEAD Welcome to Prep at Cornish College. This is where the chaos and MAGIC happens! Thanks so much for coming tonight I will explain the routines of our class and chat

More information

KENT COLLEGE INDEPENDENT DAY AND BOARDING SCHOOL FOR GIRLS 3-18 KENT COLLEGE PEMBURY. Assistant Housemistress September 2017 or January 2018

KENT COLLEGE INDEPENDENT DAY AND BOARDING SCHOOL FOR GIRLS 3-18 KENT COLLEGE PEMBURY. Assistant Housemistress September 2017 or January 2018 KENT COLLEGE INDEPENDENT DAY AND BOARDING SCHOOL FOR GIRLS 3-18 KENT COLLEGE PEMBURY Assistant Housemistress September 2017 or January 2018 Background Founded in Folkestone in 1886, Kent College is an

More information

Politics and Society Curriculum Specification

Politics and Society Curriculum Specification Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction

More information

Amiens Whistler Principal s News

Amiens Whistler Principal s News Amiens State School 1337 Amiens Rd, Amiens Q 4380 Email: the.principal@amiensss.eq.edu.au Newsletter Date Term 4 Week 7 2016 15 November 2016 Amiens Whistler Principal s News We are into the last 4 weeks

More information

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a

More information

Spiritual Works of Mercy

Spiritual Works of Mercy St. James Catholic School Living Out The Weekly News Spiritual Works of Mercy School Goals from Mrs. Smith Volume 13 October 29, 2015 Now that we are in to 2 nd quarter, I believe that I have a very good

More information

Executive Summary. Lincoln Middle Academy of Excellence

Executive Summary. Lincoln Middle Academy of Excellence Forrest City School District Mrs. Shirley Taylor, Principal 149 Water Street Forrest City, AR 72335 Document Generated On February 26, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2

More information

EXPERIENCE UGA Outstanding Process Improvement: Increase Service to Students

EXPERIENCE UGA Outstanding Process Improvement: Increase Service to Students EXPERIENCE UGA Outstanding Process Improvement: Increase Service to Students What is Experience UGA? Experience UGA is a program of the UGA Office of Service-Learning (OSL), in partnership with the College

More information

QUEENSLAND SCHOOL REPORTING Downlands College Annual School Report 2016

QUEENSLAND SCHOOL REPORTING Downlands College Annual School Report 2016 Principal s Foreword QUEENSLAND SCHOOL REPORTING Downlands College Annual School Report 2016 Introduction This report outlines only the fundamental outcomes for Downlands College in 2016. It includes enrolments,

More information

St Matthew s RC High School, Nuthurst Road, Moston, Manchester, M40 0EW

St Matthew s RC High School, Nuthurst Road, Moston, Manchester, M40 0EW Department for Education Telephone: 0161 817 2204 Fax: 0161 372 9991 INSPECTION REPORT Email: education@dioceseofsalford.org.uk St Matthew s RC High School, Nuthurst Road, Moston, Manchester, M40 0EW Inspection

More information

The School Report Express. FYI Picayune

The School Report Express. FYI Picayune The School Report Express The Standard For School Information Nationwide The 100% independently compiled information in this report is designed to help parents identify school districts that meet their

More information

FARLINGAYE HIGH SCHOOL

FARLINGAYE HIGH SCHOOL FARLINGAYE HIGH SCHOOL Maths, Computing & Arts Specialist School Teacher of English INFORMATION FOR APPLICANTS FULL TIME TEACHER OF ENGLISH (MPR) The English Faculty The English Faculty at Farlingaye High

More information

Executive Summary. Saint Francis Xavier

Executive Summary. Saint Francis Xavier Diocese of Baton Rouge Ms. Paula K Fabre, Principal 1150 S 12th St Baton Rouge, LA 70802-4905 Document Generated On December 18, 2015 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's

More information

Clark Lane Middle School

Clark Lane Middle School 152-51 STRATEGIC SCHOOL PROFILE 2010-11 Middle and Junior High School Edition Clark Lane Middle School Waterford School District MICHAEL LOVETERE, Principal LYNN M. LYNCH, Asst. Principal Telephone: (860)

More information

Centre for Excellence Elite Sports Program

Centre for Excellence Elite Sports Program Centre for Excellence Elite Sports Program CASUARINA SENIOR COLLEGE ELITE SPORTS PROGRAM Casuarina Senior College has an established Centre for Excellence The program is an opportunity for passionate,

More information

Kuper Academy. Elementary Leadership & Teambuilding Camps

Kuper Academy. Elementary Leadership & Teambuilding Camps Kuper Academy Elementary Leadership & Teambuilding Camps Kuper Academy has always been a leader in providing coeducational field experiences for young people, and Kuper actively promotes educational excursions,

More information

POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013

POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 Contents Page 1. Introduction and Rationale 3 1.1 Qualification Title and Codes 3 1.2 Rationale 3 1.3 Structure of the Qualification

More information

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty and a building block of

More information

HOLLAND ELEMENTARY SCHOOL PARENT/TEACHER ORGANIZATION

HOLLAND ELEMENTARY SCHOOL PARENT/TEACHER ORGANIZATION HOLLAND ELEMENTARY SCHOOL PARENT/TEACHER ORGANIZATION 2010-2011 Welcome to the 2010-2011 school year! We look forward to meeting our new Holland Elementary families and seeing our existing families. We

More information

Eastbury Primary School

Eastbury Primary School Eastbury Primary School Dawson Avenue, Barking, IG11 9QQ Inspection dates 26 27 September 2012 Overall effectiveness Previous inspection: Satisfactory 3 This inspection: Requires improvement 3 Achievement

More information

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE

More information

Mother s Day Reflection. When God created mothers, He made two loving arms To cradle us and shelter us From any worldly harm.

Mother s Day Reflection. When God created mothers, He made two loving arms To cradle us and shelter us From any worldly harm. ST KIERAN S CATHOLIC PRIMARY SCHOOL COMMUNITY NEWSLETTER Term 2 Week 4 We nurture the faith and wellbeing of our school community, inspiring minds through the joy of learning DATES FOR YOUR DIARY May 15-

More information

Woodhouse Primary School Sports Spending

Woodhouse Primary School Sports Spending Woodhouse Primary School Sports Spending 2016-17 PE and Sports Grant 2016-2017 The government is providing additional funding of 150 million per annum to improve provision of physical education (PE) and

More information

Postal address c/- Post Office Palm Island Phone (07) Fax (07)

Postal address c/- Post Office Palm Island Phone (07) Fax (07) Bwgcolman Community School Queensland State School Reporting 2015 School Annual Report Postal address c/- Post Office Palm Island 4816 Phone (07) 4770 0333 Fax (07) 4770 0300 Email Webpages Contact person

More information

St Michael s Catholic Primary School

St Michael s Catholic Primary School St Michael s Catholic Primary School Inspection report Unique Reference Number 10477 Local Authority Wolverhampton Inspection number 77076 Inspection dates 19 20 September 2011 Reporting inspector Sharona

More information

The International Baccalaureate Diploma Programme at Carey

The International Baccalaureate Diploma Programme at Carey The International Baccalaureate Diploma Programme at Carey Contents ONNECT What is the IB? 2 How is the IB course structured? 3 The IB Learner Profile 4-5 What subjects does Carey offer? 6 The IB Diploma

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course

More information

RESPECT, EQUALITY, COURAGE, KINDNESS

RESPECT, EQUALITY, COURAGE, KINDNESS Friday 6 th October Chilton Primary School Newsletter 3 One Childhood, One Chance - Together we make a difference Dear Parents and Carers, Thank you to everyone who made a food donation for our harvest

More information

Lincoln School Kathmandu, Nepal

Lincoln School Kathmandu, Nepal ISS Administrative Searches is pleased to announce Lincoln School Kathmandu, Nepal Seeks Elementary Principal Application Deadline: October 30, 2017 Visit the ISS Administrative Searches webpage to view

More information

Takari Primary School 2016 Annual School Report

Takari Primary School 2016 Annual School Report Takari Primary School 2016 Annual School Report 5 Rickman St, Balcatta, WA 6021 Tel: 9349 5607 Fax: 9345 1660 PRINCIPAL S MESSAGE It gives me great pleasure to present the Takari Primary School 2016 Annual

More information

Curriculum Guide 7 th Grade

Curriculum Guide 7 th Grade Curriculum Guide 7 th Grade Kesling Middle School LaPorte Community School Corporation Mr. G. William Wilmsen, Principal Telephone (219) 362-7507 Mr. Mark Fridenmaker, Assistant Principal Fax (219) 324-5712

More information

The Ontario Curriculum

The Ontario Curriculum The Ontario Curriculum GRADE 1 checklist format compiled by: The Canadian Homeschooler using the current Ontario Curriculum Content Introduction... Page 3 Mathematics... Page 4 Language Arts... Page 9

More information

Synthesis Essay: The 7 Habits of a Highly Effective Teacher: What Graduate School Has Taught Me By: Kamille Samborski

Synthesis Essay: The 7 Habits of a Highly Effective Teacher: What Graduate School Has Taught Me By: Kamille Samborski Synthesis Essay: The 7 Habits of a Highly Effective Teacher: What Graduate School Has Taught Me By: Kamille Samborski When I accepted a position at my current school in August of 2012, I was introduced

More information

SAMPLE PAPER SYLLABUS

SAMPLE PAPER SYLLABUS SOF INTERNATIONAL ENGLISH OLYMPIAD SAMPLE PAPER SYLLABUS 2017-18 Total Questions : 35 Section (1) Word and Structure Knowledge PATTERN & MARKING SCHEME (2) Reading (3) Spoken and Written Expression (4)

More information

HEAD OF GIRLS BOARDING

HEAD OF GIRLS BOARDING HEAD OF GIRLS BOARDING Information for candidates Required for January 2018 The closing date for applications is Wednesday 5 th July 2017. Interviews will take place from Monday 10 th July 2017. THE SCHOOL

More information

SCHOOL ASSESSED COURSEWORK SCHEDULE UNIT 3 SEMESTER ONE 2017

SCHOOL ASSESSED COURSEWORK SCHEDULE UNIT 3 SEMESTER ONE 2017 TERM 1 1 2/2-3/2 2/2 Blast Off Week (altered day) House Assembly - Freeman & Wilcock Advisor Meetings - Mackay & King House Assembly - Mackay & King Advisor Meetings - Freeman & Wilcock 2 6/2-10/2 3 13/2-17/2

More information

DIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS

DIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS DIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS St. Boniface Catholic College Boniface Lane Plymouth Devon PL5 3AG URN 113558 Head Teacher: Mr Frank Ashcroft Chair of Governors:

More information

Swinburne University of Technology 2020 Plan

Swinburne University of Technology 2020 Plan Swinburne University of Technology 2020 Plan science technology innovation Swinburne University of Technology 2020 Plan Embracing change This is an exciting time for Swinburne. Tertiary education is undergoing

More information

LITERACY ACROSS THE CURRICULUM POLICY

LITERACY ACROSS THE CURRICULUM POLICY "Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community

More information

STELLA MARIS PARISH SCHOOL NEWSLETTER

STELLA MARIS PARISH SCHOOL NEWSLETTER STELLA MARIS PARISH SCHOOL NEWSLETTER Coming Events: Friday, 8 September Hip Hop Showcase 9am Monday, September 11 School Board Tuesday, 12 September P&F Meeting 7pm ALL WELCOME Thursday, 14 September

More information

Year 11 GCSE Information Evening

Year 11 GCSE Information Evening Year 11 GCSE Information Evening Key Staff Miss N Wilkes Year 11 Leader Mr J Cooney Key Stage 4 Leader Mrs S Warburton Deputy Headteacher Mr K Sewell- Davies Maths Department Leader Mrs C Taylor English

More information

Earl Grey School. February, 2016

Earl Grey School. February, 2016 Earl Grey Phone 204-474-1441 Earl Grey Web Site: www.winnipegsd.ca/schools/earlgrey Earl Grey School February, 2016 Dear Parents/Guardians, Just a reminder to any parents interested in attending our Gr.

More information

Cooper Upper Elementary School

Cooper Upper Elementary School LIVONIA PUBLIC SCHOOLS www.livoniapublicschools.org/cooper 213-214 BOARD OF EDUCATION 213-14 Mark Johnson, President Colleen Burton, Vice President Dianne Laura, Secretary Tammy Bonifield, Trustee Dan

More information

Newlands Girls School

Newlands Girls School School report Newlands Girls School Farm Road, Maidenhead, Berkshire, SL6 5JB Inspection dates 02-03 October 2012 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Achievement of

More information

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained

More information