2016 Roselea Public School Annual Report - Cloud Storage · PDF fileRoselea Public School Annual Report 2016 ... data and in K–2 conducted reading benchmark ... Along with this there

Roselea Public SchoolAnnual Report

2016

4294

Printed on: 4 May, 2017Page 1 of 20 Roselea Public School 4294 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Roselea Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Kerry Goldhagen

Principal

School contact details

Roselea Public SchoolNorth Rocks RdCarlingford, 2118www.roselea-p.schools.nsw.edu.auroselea-p.school@det.nsw.edu.au9871 1324


School background

School vision statement

Roselea Public School endeavours to inspire life long learning through a nurturing, innovative and inclusive environment.

School context

Roselea Public School is a K–6 primary school located in Carlingford, a north–western suburb of Sydney. The school hasa current enrolment of 329 students, which includes physical support class. The school is part of a multiculturalcommunity with approximately 58% of students coming from language backgrounds other than English. Many culturalgroups are represented in the school community with Mandarin, Cantonese and Korean being the largest languagegroups. Our school supports a number of students with disabilities, with a small number of students receiving fundingsupport to address their identified learning needs. The students who are enrolled in the physical support class are alsointegrated into mainstream classes across key learning areas. The school has a strong focus on student welfare to catereffectively for the diverse needs of our students.

The community is supportive of the school and there is an active P&C. The staff is committed to fostering innovation andimprovement in teaching and learning.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Strategic Direction 1

Under these domains for the school’s first strategic direction of ‘21st Century Learning,’ our school has been identified as‘delivering’ with the following progress achieved:

Learning: The implementation of the geography units focused on 21st Century pedagogical practices has seen improvedstudent engagement and learning with an integration of technology, library and information services.

Teaching: Staff have undertaken ongoing professional learning targeted to the school’s priorities and their professionalneeds around technology integration and project based learning, with additional support for beginning and early–careerteachers around the Learning to Learn framework.

Leading: Parents and community members have had the opportunity to engage in a wide range of school–relatedactivities, such as stage showcase days. The implementation of the strategic direction milestones has seen successfulresource allocation, professional learning and performance monitoring and reporting through the use of technology as ateaching, learning and communication tool.


Learning (sustaining and growing): Teachers are collaborating with their stage teams and other school personnel todevelop teaching and learning programs that are highly engaging and purposeful for all students. Teachers set up andmaintain positive classrooms that are conducive to student learning and achievement. In 2016 there has been anincrease in staff entering and analysing PLAN data effectively so that they can provide quality programs in numeracy andliteracy that display differentiation and meet the learning needs of individual students within the classroom. A greateremphasis was placed on the role of the Learning and Support Teacher in 2016 which led to an increase of studentsbeing identified with learning and behaviour needs which in turn led to teachers being able to cater for all the needs ofstudents in their class. Throughout the year an emphasis was placed on the continuing professional development of newcurriculum, especially geography, as well as developing skills and knowledge around English and history curriculums.

Teaching (delivering): Teachers staff have continued to use assessments and data to drive their teaching and learningand identify the importance of consistent teacher judgment when planning and setting goals for the school and theirstudents. In stage meetings teachers engaged in collaborative planning and reflection of teaching learning programs to


evaluate their practice and to plan for future teaching and learning experiences. Class teachers regularly entered PLANdata and in K–2 conducted reading benchmark assessments every term to monitor student progress and identify areasof need and improvement. The school executive revised and developed a schedule for teaching and learning programsto be submitted by the teaching staff to provide timely and effective feedback to improve if necessary teaching practice. All staff are encouraged to attend professional development courses according to their identified goals in their PDPs andschool strategic directions. All staff have the obligation and understanding that they actively share professional learningwith other staff at designated staff meetings. The school NAPLAN results were analysed by all staff with suggestionsgiven on how to improve the identified areas of weakness. Resources were purchased to help support the continuation ofliteracy programs within the school.

Leading (delivering): We have seen a number of staff members (in addition to the executive team) use their expertise toguide and mentor staff members in different areas. At Roselea we have experienced teachers and new graduates whoneed to be supported to develop their skills as teachers. Teachers feel comfortable and supported to give guidance andassistance when needed.


Our school has been identified as ‘delivering’ in the areas of learning, teaching and leading. We have made somepositive progress this year and continue to aim to be identified as a ‘sustaining and growing’ school in relation to theschool excellence framework.

Learning: Our teachers have shared information about learning development with parents who are engaged as activeparticipants in their child’s education. Teachers have helped students make successful transitions throughout the year.

Teaching: We always aim for students to engage with quality programs and become confident learners developingreflective practice. To meet this aim our staff has actively participated in professional learning activities to enhanceunderstanding of welfare and wellbeing programs including ‘Learning to Learn’ and KidsMatter. At Roselea Public Schoolwe actively engage with our parents/carers and strive to increase the knowledge and understanding of current practicesthat are designed to identify students’ skills, strengths and needs.

Leading: Our strategic directions could not have been achieved without effective leadership and management. Whilst thisis woven throughout our strategic directions it is also explicit in our planning and opportunities are provided to staff inleading roles to access quality training with time allocated to fulfil their leadership roles and obligations.

Our self–assessment process will assist the school to refine the strategic priorities in our school plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework



21st Century Learning

Purpose

To ensure students develop the skills, values and understandings necessary to be successful learners by building thecapabilities of staff to plan and deliver a curriculum that focuses on creativity, critical thinking, inquiry and collaboration.

Overall summary of progress

21st Century Pedagogy

A number of staff members undertook professional learning in the latest research supported pedagogies, including theInspire Innovate Conference and the Most Likely to Succeed internationally acclaimed teaching pedagogiesdocumentary. This has seen the development of stage unique geography units with a focus on backward planning andproject based learning. The results of this program were shared to the parent community in stage showcases.

21st Century Learning through Technology

This year saw the continued implementation of the stage 3 BYOD program with the further utilisation of iPads across theschool in classrooms K–6. Along with this there was the establishment of a K–2 tech club, lunch time coding sessionsand Stage 2 Digi Ed program. Teachers have undertaken extensive training in a number of educational applications andtools to ensure our students are engaged in a differentiated learning environment to set them up with the skills for theirfuture in the area of problem solving and ICT.

Learning to Learn Framework

With the framework being the underpinning of Roselea's programming and planning, new staff were trained in theassociated modules along with the updating of classroom resources to support the implementation of the program and21st Century skills, including the Habits of Mind and Thinker's Keys.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Increase in the percentage ofstudents engaging in 21Clearning technologies andpractices to attain expectededucational learning outcomes.

Students K–6 actively engaged in project basedlearning through the newNSW Geography syllabus,presenting stage unique showcases to thecommunity.

K–2 participated in tech club using LEGO Robotics.

Stage 3 students utilised BYOD program withschool hire devices.

3–6 students participated in elective lunch codingclub.

Stage 2 students attended Digi Ed excursion.

Stage 3 attended Cyberbullying safety talks with thePolice Youth Liaison Officer.

0.5 day per week technology coordinator.

Increase in the percentage ofteachers confident in utilisinginnovative learning practices andtechnologies to maximise 21Clearning opportunities for allstudents.

Staff undertook professional learning through theInspire Innovate Conference, 2016 LEAPConference, LMBR training, appy hour, MacICTCoding in the Classroom, MacICT Managing iPadswith Apple Configurator and Most Likely to Succeeddocumentary, reporting back to and upskilling allstaff.

Programs reflected the Learning to Learn

Inspire InnovateConference $450 + GST +2 days casual relief.

MacICT Coding in theClassroom $285 + GST + 1day casual relief.

MacICT Managing iPads





Increase in the percentage ofteachers confident in utilisinginnovative learning practices andtechnologies to maximise 21Clearning opportunities for allstudents.

Framework, inquiry based learning, backwardplanning and project based learning.

New staff upskilled in Learning to LearnFramework.

Learning to Learn resources updated/replaced in allclassrooms.

with Apple Configurator$285 incl. GST.

Electronic Sign Training 1day casual relief.

LEAP Conference $740incl. GST + 2 days casualrelief.

Most Likely to SucceedDVD $415 USD incl. P&H

Next Steps

Future directions for 2017 milestones

– Resource, professional reading, programming and planning sharing on school Google Drive

– Networking with local schools for observational visits and project sharing of current pedagogical practices

– Development of K–6 technology skills scope and sequence

– Review of the school BYOD policy

– Establishment of elective TPL group on ICT skills and applications for teaching

– Purchase of new ICT infrastructure to improve Wi–Fi strength and mirroring tool systems

– Whole school STEM project focus in line with Computer Science Education Week

– Professional learning for staff, parents and students on Office 365 and Google applications for shared programmingand learning

– Professional learning for staff on the Learning to Learn Framework, i.e. Bloom’s Taxonomy, multiple intelligences andThinker’s Keys



Quality Teaching

Purpose

To improve student achievement through quality teaching and learning in all curriculum areas.


All milestones are either on track or implementation delayed, with no milestones off track. Staff teaching programs reflectinnovative learning, with an increased emphasise on the use of PLAN data to differentiate student learning andachievement in literacy and numeracy. Inquiry based learning was encouraged through collaborative programming whenintroducing the new geography syllabus as well as continuing to incorporate open ended problems in all KLAs wherepossible. NAPLAN data is used effectively to inform teaching directions as teachers were guided through the analysingand reporting back of their findings. Teachers are making explicit links to the Quality Teaching framework in all keylearning areas.




Increase in the percentage ofstudents achieving at or aboveexpected stage outcomes in allkey learning areas.

Plan Data was regularly updated by all classteachers each term in Weeks 5 and 10 of everyterm 1 – 3and in Term 4 data entered in Week 8.

NAPLAN was analysed by staff and areas forimprovement identified.

Stage teams meet to develop assessment tasks forall KLA’s and discussed the results for consistentgrading.

$2000 for 4 teachers toattend TPL PLAN datacourse

All teachers make explicit links tothe Quality Teaching Frameworkin all key learning areas.

Scope and sequences were updated and thedevelopment of core programming folders on theshared teachers drive.

Geography syllabus successfully introduced to staffwith the development of units of work throughcollaboration in stage teams.

New scheme teachers and mentor were given extratime to meet and discuss teaching and learningprograms

Purchased guided readers to update resources inthe lower levels 1 – 10

Updated stage 2 resources

Purchased 2 new benchmarking kits

Resources were shown and explained to all staff sothat they can be used in classrooms.

3–6 guided readers $4116

EALD book club stage 3$1000

mentor funding

PM texts $11,000

Next Steps

– Continued refinement of geography units in collaboration with the mandatory implementation of the geography syllabusin 2017.

– Refine assessment and reporting timeline for Roselea Public School.


– Allow time in staff/stage meetings for reflection of student achievements through Consistent Teacher Judgement (CTJ).Focus area writing tasks and history/geography assessment tasks.

– Build and increase staff knowledge and capabilities in effectively incorporating PLAN data to drive teaching andlearning programs.



Inclusive and Cohesive Community

Purpose

To enhance student achievement through developing positive and productive relationships across the school community.


Staff Involvement

During 2016, staff were engaged in many activities that assisted in the creation of an inclusive and cohesive community.In addition to continuing organisational school activities such as parent interviews and reporting, staff introduced a‘Chinese Corner’ in the office to promote the schools community languages program. Staff also became familiar with theWellbeing Framework for Schools. Staff worked hard to connect with the community during the school fete.

Parental Engagement

Parents assisted in the creation of an inclusive and cohesive community through their support of many school eventsincluding the P&C body, fete committee, KidsMatter action team, play and chat group and use of class parents. The 50thAnniversary Community Garden was completed using the engraved pavers purchased by members of the community.

Positive Student Behaviour

2016 saw the successful introduction of a term principal’s morning tea for students who had received a principal’s megaaward throughout the term. Staff were surveyed about the strengths and weaknesses of the current student behaviouralsystems in the school in relation to the schools welfare policy. Staff were also re–introduced to the Learning to Learnprogram and new resources were created and distributed throughout the school. A games club was also introduced twolunch times a week to assist in the promotion of positive playground behaviour.




Increase in the percentage ofstudents, parents and staffengaging in the school’swellbeing programs.

School programs have continued to embedKidsMatter to enhance wellbeing.

Teachers participated in professional learning tore–introduce the ‘Learning to Learn’ program.

Strong communication between parents and theschool was enhanced through technology.

School enews app –$500/yr

Interview booking system$299/yr

Reporting system (Sentral)– $2000

Increase in the percentage ofstudents showing positive socialbehaviours for effective learning.

Students were actively engaged in learning andwellbeing pathways developed according to theirlearning needs.

Subsidise excursions $800

Next Steps

– KidsMatter will continue to be a school focus throughout 2017. The school will assess the need for further staff trainingin aspects of this framework. The school website, use of Enews and the Chinese corner will continue in the future. Staffwill focus on the training of the KidsMatter action team members and the introduction of parent sessions on specifictopics.

– 2017 is not a fete year at Roselea so parental engagement will continue in other ways such as assistance withadditional extra–curricula activities including a sports afternoon and/or movie night. There will also be an assessment ofways parents can assist teachers in the later years of primary school.

– The consolidation of the principal’s mega award morning tea will occur in 2017 and there will be a focus of one habit ofmind per week and the explicit teaching of the school rules. The current school welfare policy was reviewed in 2016 andthroughout 2017 it will be further updated to include more elements from the Student Wellbeing framework.



Key Initiatives Impact achieved this year Resources (annual)

English language proficiency Purchase of literacy resources to furthersupport EAL/D students through the homereading program and literacy groups

Purchase of reading assessment resources,e.g. PM Benchmarking kits, supportedconsistent teacher assessment K–6.

Integration of technology to enhance learningoutcomes.

Flexible funding

Purchase of computinghardware $13495

Teaching resources $2273

Purchase of Readingbenchmark kits and readingmaterials

$5116

Low level adjustment for disability Targeted support for students who have beenidentified as needing adjustments to theirlearning programs.

To meet particular learning needs additionalSLSO support for students was implemented,for those students who do not receivedesignated learning support funding. TheSLSOs support was utilised by drawing up atimetable that allowed us to support a numberof students. The SLSOs met with the classteachers and LaST to design programs thataddressed the needs of each student theywere supporting. In 2016 all students whoreceived additional support achieved theirdesired goals and class teachers were veryappreciative of the support.

Flexible funding

SLSO staffing support$10980

Quality Teaching, SuccessfulStudents (QTSS)

Additional staffing resources allocation toensure that all primary students benefit fromhigh quality teaching and learning practicesthat better meet the full range of studentneeds.

Our QTSS staff allocation for 2016 was usedto build and develop our Stage 1 teachersknowledge and confidence in using 21stCentury learning tools with a focus onrobotics. After surveying staff on their use ofICT skills and tools and the resources withinthe school we found that equipment was notbeing utilised effectively.

Through team teaching experiences and theuse of staff expertise a program wasdeveloped to enhance 21st century pedagogyin the stage 1 team and to build collaboration,communication and creativity skills in ourstudents.

The program itself ran across terms 2 and 3with pre–planning and preparing of resourcesin term 1 and evaluation in term 4. All stage 1teachers were involved in the planning of theproject and during stage meetings weestablished the logistics and organisation. Alesson plan was written and supplied to allteachers.

Lesson 1: Team teaching with the ‘expert ‘delivering and the class teacher assisting.Lesson 2: Reverse of lesson 1 and lesson 3

0.12FTE staffing allocation


Quality Teaching, SuccessfulStudents (QTSS)

the class teacher was independent and, ifrequired, called upon the ‘expert’.

The program was very successful with allteachers reporting that their students weremotivated and engaged during the lessonscommunicating in their groups and solvingproblems themselves as they arose. Allteachers developed skills and confidence torun future lessons on their own using theresources within the school. Our expertenjoyed sharing her knowledge and observingthe students develop the confidence in usingthe equipment as well as interacting positivelywithin their groups to create creatures thatwere programmed to perform actions.

0.12FTE staffing allocation

Socio–economic background Financial subsidies for families experiencingfinancial hardship to enable all students tofully participate in all aspects of school life –e.g. excursions, uniforms, etc.

Flexible funding

Subsidies forextra–curricular activities$2399

Student assistance $927

Additional teacher relief

Support for beginning teachers We had one teacher who received funds intheir inaugural year and another teacher whoreceived funding for their second year. Ourbeginning teachers were allocated extra RFFduring the week to assist in their weeklyplanning and general running of a class.Teachers were also allocated a day eachsemester to assist with report writing andentering of data. The teachers both attendedprofessional learning courses in areas theyare interested in as well as courses thatassisted in their personal growth andknowledge of the teaching profession. Bothteachers reported back to staff and sharedwhat they had gained from the courses. Oneteacher completed their accreditation andsubmitted it to NESA for final approval. Bothteachers networked with teacher colleaguesand liaised regularly with a teacher mentor.

Additional teacher RFF$867

Course fees $2082

Teacher Professional Learning Professional learning is an essential aspect ofa teacher’s continued development. Usingthe Department of Education online systemMyPL, our teachers maintain/track and recordtheir professional learning both in and out ofschool. Staff qualifications in the mandatoryareas (e.g. anaphylaxis, first aid, CPR,asthma) are all tracked and recorded on thissystem.

Linked to the Roselea PS Strategic 5P plan,professional learning throughout the year wasdesigned to meet both personal anddepartmental priorities. Utilising schooldevelopment days and planned, purposedesigned weekly afternoon sessions, a widevariety of teaching and learning priorities wereaccessed.

Below is a sample of some of some activities

Course fees $2593

Casual relief $10145


Teacher Professional Learning undertaken by some staff throughout 2016:

Introduction to the Literacy Continuum K–10and PLAN software; Introduction to theLiteracy Continuum K–10 and PLAN software;Orientation day for Principals and Supervisorsnew to Community Languages; Buildingcapabilities of school executive; AP DuralPrincipal Network meetings; Building/teachingresilience; Learning to write imaginative,persuasive and informative texts; Appleconfigurator 2; ASD (Understanding AutismSpectrum Disorders); Innovate Inspire–PeerSupport Australia; CommunityLanguages induction program; MakingChinese language learnable; LEAPconference – Lead Now for the Future; Mentaltoughness and positive teacher ID; Emotionalwellbeing in the workplace; Visionimpairment; Coding in the classroom;Effective classroom management; OnlineChild Protection update

Our staff development days and weeklymeetings this year saw all teachersparticipating in the following professionallearning experiences:

Term 1 ; Code of Conduct; Child Protectionupdate; grade meetings; PDPdevelopment/goal setting; milestone tracking;learning & support training; The WellbeingFramework for Schools; geography syllabusIntroduction; course feedback

Term 2 – Geography unit planning; NCCDevidence collection; milestone tracking;Learning to Learn; using PLAN; coursesharing; peer support training; roll markingtraining; report writing

Term 3 – CPR training; KidsMatter Training;LMBR introduction; ‘Most Likely to Succeed’documentary; course feedback; milestoneplanning; Google classroom; appy hoursharing

Term 4 – NAPLAN evaluation; report writing;Milestone evaluation; goal evaluations andplanning for 2017

Course fees $2593

Casual relief $10145


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 149 150 170 175

Girls 171 156 159 168

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.4 96.2 94.9 96.4

1 96.1 96.2 95.4 96.5

2 97.6 95.6 94.8 95.5

3 95.5 97.2 96.1 96.3

4 97.3 95.9 94.9 97

5 96.6 94.5 96 97.2

6 96.2 94.5 95.5 95.6

All Years 96.4 95.6 95.4 96.3

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 5

Classroom Teacher(s) 13.87

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.8

Teacher of ESL 1.2

School Administration & SupportStaff

4.32

Other Positions 1.12

*Full Time Equivalent

No staff members identified as being Aboriginal orTorres Strait Islander background.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 15

Professional learning and teacher accreditation

(See also 'Self assessment and school achievement')

One teacher achieved accreditation at proficient levelduring 2016.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

The information provided in the financial summaryincludes reporting from 1 December 2015 to 8 June2016.


Income $

Balance brought forward 128 137.43

Global funds 182 548.96

Tied funds 142 601.14

School & community sources 118 418.91

Interest 2 133.14

Trust receipts 22 398.18

Canteen 0.00

Total income 596 237.76

Expenditure

Teaching & learning

Key learning areas 38 445.08

Excursions 8 904.55

Extracurricular dissections 24 714.50

Library 1 512.75

Training & development 1 026.72

Tied funds 119 307.44

Short term relief 37 484.04

Administration & office 42 188.99

School-operated canteen 0.00

Utilities 38 904.06

Maintenance 17 651.04

Trust accounts 23 024.83

Capital programs 0.00

Total expenditure 353 164.00

Balance carried forward 243 073.76

The information provided in the financial summaryincludes reporting from 9 June 2016 to 31 December2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 545 350.87

(2a) Appropriation 470 070.66

(2b) Sale of Goods andServices

5 233.36

(2c) Grants and Contributions 69 063.31

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 983.54

Expenses -397 337.61

Recurrent Expenses -397 337.61

(3a) Employee Related -195 470.60

(3b) Operating Expenses -201 867.01

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

148 013.26

Balance Carried Forward 148 013.26

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.


2016 Actual ($)

Base Total 2 327 079.69

Base Per Capita 17 899.54

Base Location 0.00

Other Base 2 309 180.15

Equity Total 229 749.34

Equity Aboriginal 0.00

Equity Socio economic 7 788.23

Equity Language 143 619.57

Equity Disability 78 341.53

Targeted Total 264 439.95

Other Total 469 411.42

Grand Total 3 290 680.41

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

Year 3 Literacy

Overall, our Year 3 students performed well with aslight drop in some areas compared to previous years.In 2017 there will be an emphasis placed on teachinginferential comprehension to build up the students' skillsin this area.

Year 5 Literacy

Our Year 5 students performed well in Literacy andshowed steady gains between Year 3 and Year 5NAPLAN tests. The group of students who performedsignificantly higher were our EAL/D students. With onestudent growing by 240 points in reading. 73% of allstudents achieved at or above expected growth. Ourarea for improvement in reading is inferentialcomprehension.



Year 3 Numeracy

Overall the 2016 Numeracy results in NAPLAN show ahigher percentage of our students achieving Band 6than in previous years. Fewer students were placed inBands 4 & 5. Roselea continues to perform very welland above state expectations in all areas.

Year 5 Numeracy

Our Year 5 students continue to out perform the stateexpectations in numeracy with a large percentagefalling in Bands 7 & 8. Students performed well inquestions based on measurement strands as well as innumber, particularly fractions and decimals. It wasevident that the areas the students performed lower inwere areas of maths that have only just beenintroduced into the new syllabus for stage 3.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

Premier's priorities: Improving education results

59.9% of Year 3 students achieved in bands 5 and 6 forreading while 60.8% of the Year 3 students achievedresults in bands 5 and 6 for numeracy.

60.6% of Year 5 students achieved in bands 7 and 8 forreading while 51.5% of Year % students achievedresults in bands 7 and 8 for numeracy.

Parent/caregiver, student, teachersatisfaction

In 2016, the school sought the opinions of parents,teachers and students about the range of additionalactivities and programs the school provides. Themajority of parents were very pleased with the range ofactivities the school provides to students and would likethe school to continue current operations. Students andteachers indicated that some activities would be morehighly valued if they occurred in the school duringalternate years.

Teachers show a passion for teaching through theirparticipation and support of many school eventsincluding the school fete, Chelsea fair, sport–a–thon,jump rope for heart and education week.

Anecdotal discussions with the community indicate the

following as current school strengths: Parents feelwelcomed at the school and informed about their child’sprogress; Roselea is an inclusive school and thesupport unit assists to create this positive tone; ongoingteacher commitment to students through involvement inmany programs; catering for a range of studentinterests including sporting and the arts; parents findthe newsletter and use of the school e–news appbeneficial.

The following were identified as areas for development:increase P&C numbers; evaluate school events toincrease time available for key learning areas.

Policy requirements

Aboriginal education

Roselea has an ongoing commitment to providingprograms that develop an understanding and respect ofboth traditional and contemporary Aboriginal culture.One of Roselea’s students identifies as beingAboriginal.

Each year, Aboriginal perspectives are incorporatedinto units of work in key learning areas fromKindergarten to Year 6. The students learn aboutAboriginal cultural days of significance, Aboriginalhistory and culture through whole school and classactivities.

In 2016, in English, students learnt about theimportance of storytelling in Indigenous culture bylistening to, reading and viewing both Dreaming storiesand modern Aboriginal literature. The senior studentsread informative texts about Sorry Day and Aboriginalperspectives related to the government including theMabo decision.

In creative arts, students learnt about the importance ofart, dance and music in Aboriginal culture throughperformances of traditional Torres Strait Island songs'Taba Naba' and 'Innanay' and a readers theatre with amusical soundscape that was adapted from Indigenousliterature 'The Lost Girl' by Ambellin Kwaymullina.

In history, stage 1 students studied family and culturalcelebrations which included Aboriginal celebrationssuch as the Barunga and Garma festivals. The stage 2students explored the nature and consequence ofcontact between Aboriginal and/or Torres StraitIslander peoples and early traders, explorers andsettlers. Some classes learnt about IndigenousANZACS.

In mathematics and geography, students studied theuse of symbols in Aboriginal art as part of their study ofmapping.

Stage 1 students travelled to the Blue MountainsNational Park, to explore the beauty of the naturallandscape through bushlands, tall eucalypt forest, bywaterfalls, majestic sandstone cliffs and canyons. Theylearnt about traditional and contemporary Aboriginalculture and the importance of sustainability and theenvironment to Aboriginal people with Aboriginal


rangers. The rangers showed artefacts, playedtraditional music, told stories and pointed out bushtucker and bush medicine during the bushwalk. Thisexciting excursion supported the geography, history,mathematics and science and technology syllabuses.

On National Close the Gap Day, students dressed incolours of the Aboriginal Flag. They made anddecorated red, yellow and black bunting flags with theirbuddy classes; each flag carrying a message offriendship. The flags decorated the hall and the schooloffice to raise awareness of the need to improveIndigenous Health and Education and to welcomevisiting Indigenous performers.

The Indigenous performers 'Western Creation' visitedour school later in the year. Students were enthralledby their engaging, interactive performance whichsupported our curriculum by introducing indigenoushistory and culture through traditional music and dance.

During NAIDOC week, the Roselea SRC gave apower–point presentation to the whole school to teachthe students about Indigenous song lines which aremaps of land, sea and country that lead to shelter,waterholes and food. The students sang the AustralianNational Anthem in the Dharawal language.

Students continued to develop an understanding ofracism and the importance of the promotion of fairnessand tolerance by hearing about the work of AdamGoodes, Greg Inglis and Jessica Mauboy.

The library has continued this year to purchase manybooks that support the English syllabuscross–curriculum priority of Aboriginal and Torres StraitIslander histories and cultures.

As a mark of respect, The Darug people areacknowledged at every school assembly and schoolevent.

Multicultural and anti-racism education

Roselea Public School places significant emphasis onthe delivery of programs which promote multiculturalperspectives across the curriculum. A highlight of ourcalendar every year is Harmony Day.

Harmony Day has become one of the most popularevents on the Roselea Public School calendar. Thetheme for Harmony Day each year is for students towear the colour orange or their traditional culturalclothing. It is a day of cultural respect for everyone whocalls Australia home – from the traditional owners ofthis land to those who have come from many countriesaround the world. By participating in Harmony Dayactivities, the students learn and understand how allAustralians from diverse backgrounds equally belong tothis nation and enrich it. This is especially importantconsidering the cultural diversity of students at ourschool. Almost 58% of Roselea Public School studentsare from a Non–English Speaking Background.

The library recognises that our students come from avariety of backgrounds and supports this by purchasing

books that emphasise the themes of multiculturalismand Asian engagement. In addition, the stage 3 team,in consultation with the teacher librarian and the EAL/Dteacher, have purchased books with ethnical andintercultural understanding.

The Mandarin program at Roselea Public school aimsto help students gain access to the language andChinese culture. This year the Mandarin teacher hadorganised cultural dancing and singing, an excursion tothe Chinese Garden of Friendship and China Town,assembly items for special events such as ChineseNew Year and special staff morning teas.

Stage 2, as part of their geography unit, investigatedAustralia’s neighbouring countries and their diversecharacteristics. The Asia multicultural component wasfurther explored in stage 3 with students in groupsmaking their own short films and documentaries on thevarious cultures which were shared to all stage 3students and their families at a viewing in the hall.

Additionally, reading texts such as the White AustraliaPolicy and picture books such as Ahn Doh's LittleRefugee, etc. focused on readings to do with migrationand multiculturalism.


Documents

2016 Roselea Public School Annual Report - Cloud Storage · PDF fileRoselea Public School Annual Report 2016 ... data and in K–2 conducted reading benchmark ... Along with this there