Figure 1: school Logo
Mawson Primary School
Board Report
2014
Figure 1 Entrance to school
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Mawson Primary School Annual Board Report 2014
This report supports the work being done in the ACT Education and Training Directorate, as
outlined in the Strategic Plan 2014-2017 “Educational capital: Leading the Nation”. It
complies with reporting requirements detailed within the Education ACT 2004 and the
National Education Agreement.
Accessibility
The ACT Government is committed to making its information services, events and venues
accessible to as many people as possible.
If you have difficulty reading a standard document and would like to receive this publication
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If English is not your first language and you require the translating and interpreting service,
please telephone 13 14 50.
If you are deaf or hearing impaired and require the National Relay Service, please telephone
13 36 77.
© Australian Capital Territory, Canberra, 2014
Material in this publication may be reproduced provided due acknowledgement is made.
The school website is http://www.mawsonps.act.edu.au.
Inquiries about this publication should be directed to:
Mawson Primary School
Ainsworth St.
Mawson ACT 2607
General Inquiries:
Telephone (02) 6205 8033
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Mawson Primary School Annual Board Report 2014
About our school
School Board
As the chair of the Mawson Primary school board, I proud of the schools achievements over the last
five years. The school has continued to grow and is now one of the choice schools in the ACT. The
school provides an outstanding learning environment for the diverse range of students that are at
the school. The school enjoys above average NAPLAN results in year 5 and continues to delivery its
popular Mandarin Immersion Program. Parents, students and teachers stand side-by-side to ensure
the students receive the best schooling available. There is a very strong community feel to the
school and this is evident whenever there is a social function, such as the school disco, or open
school event, such as an assembly.
Introduction to School
Mawson Primary School was built in 1968 and is located in the Woden Valley. The school aims to
provide a dynamic learning environment that equips students to reach their potential in a safe,
supportive educational setting. In 2014, due to increased student numbers, two new classes were
formed in the primary school setting. The Mawson Preschool classes continued to be at capacity.
The acquisition of literacy and numeracy skills by all students continues to be the School’s top
priority.
Although the architecture of the main buildings is traditional in nature, this year there have been
renovations to upstairs classrooms, creating flexible learning spaces. The school is well equipped
with ICT resources including interactive whiteboards in all classrooms and class sets of IPads and
Mac books. The school’s website has been updated, in line with ETD directions.
The Mawson School Community values and celebrates the cultural diversity that our families bring to
the educational setting. The number of students at Mawson who have a language other than English
spoken at home has increased this year. The school celebrates the ongoing contributions that staff,
students, families and the wider community have made to make our school the dynamic learning
environment it is. Staff are dedicated to quality education and are professional in their interactions
with students and their families.
The Mandarin language Immersion Program continues to grow with two kindergarten one-day
classes 2014. Interest is high and the enrolment projections for families wanting their child to
participate in 2015 are very positive.
Mawson continues to work with other schools in the area, particularly Torrens, Farrer, Melrose High
and Canberra College. There have been several professional learning events undertaken, as well as
the South Weston Science Moderation sessions for teachers, Circle Speak, Technologies to assist
Struggling Readers and 21st Century Fluencies.
The before and afterschool care facilities continue to operate, as does the Chinese Australian Early
Childhood Centre, that is located within school grounds.
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Mawson Primary School Annual Board Report 2014
Student Information
Student enrolment
In 2014 there was a total of 295 students enrolled at this school.
Table: 2014 Student Enrolment Breakdown
Group
Number of Students
Male
140
Female
155
Indigenous
4
LBOTE
163
Source: Planning and Performance, August 2014
Student attendance
The following table identifies the attendance rate of students by year level during 2014.
Student attendance rate is the percentage of school days attended by students in each year
level at the school. Student attendance is measured over two school terms; that is from the
first day of the school year for students in term one to the last day of term two.
Table: 2014 Semester 1 attendance rates
Year Level
Attendance Rate %
K
90.9
1
94.0
2
94.9
3
92.1
4
94.3
5
95.7
6
91.1
Source: Planning and Performance, July 2014
Families are asked to ring or email the school when their child is absent. If this does not
happen a letter explaining the child’s absence is required. The school will contact the family
if a student is absent for more than a few days and no information has been received
explaining their child’s absence.
Staff Information
Teacher qualifications
All teachers meet the professional requirements for teaching in an ACT public school.
The proportion of teaching staff with certificates/degrees/diplomas and a postgraduate
qualification is shown below.
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Mawson Primary School Annual Board Report 2014
Table: 2014 Qualification of Teaching Staff
Qualifications
Teaching staff (%)
Certificate/Diploma/Degree
100
Postgraduate
21
Source: School Data, 2015
Workforce Composition
In 2014 the workforce composition of the school is highlighted in the following table. The
data is taken from the school’s verified August pay report. For reporting purposes It includes
all school staff including preschools if applicable, staff absent for a period of less than four
consecutive weeks, staff replacing staff absent for more than four consecutive weeks. It
does not include all casuals and staff who were not paid in this period and staff absent for a
period of four consecutive weeks or longer nor unfilled vacancies.
Table: 2014 Workforce Composition Numbers
Role
Total
Administrative Service Officers
4
General Service Officers & Equivalent
1
School Leader A
1
School Leader B
1
School Leader C
2
Teachers
13
TOTAL
22
Source: Workforce Management, August census 2014
Note: This table includes pre-school staffing
There were no Indigenous staff at this school in 2014.
Volunteers
A number of members of the school community were generous in volunteering their time to
support the school in 2014 through a range of activities that included in class support,
excursions, sports carnivals, P & C activities, School Board and other school events. The
estimated number of hours for 2014 is 1200 hours.
School Review and Development
In 2014, the ACT Education and Training Directorates Strategic Plan 2014-2017 provided the
framework and strategic direction for the school’s plan. This is supported by the School
Improvement in ACT Public Schools Directions 2010-2014 and the School Improvement
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Mawson Primary School Annual Board Report 2014
Framework which are the overarching documents providing support to achieve high
standards in student learning, innovation and best practice in ACT public schools.
All ACT public schools participate in a four year cycle of school review and development.
Schools take part in a continuous cycle of review comprising annual self assessments against
their school plans. In the fourth year schools undergo an external validation process. This
process provides an independent and unbiased assessment of the school’s progress towards
achieving system and school priorities.
Mawson Primary School will be validated in 2017. A copy of their most recent validation
report can be found on the school website.
School Satisfaction
Schools continually use a range of data collection tools to gain an understanding of the
satisfaction levels of their parents and carers, staff and students. In August/September 2014
the school undertook a survey to gain an understanding of school satisfaction at that time.
Staff, parents and students from year 5, and above, with the exception of students in special
schools, who were invited to take part in an online survey.
Overall Satisfaction
In 2014, 69 parents, 15 staff and 52 students responded to the survey. Where less than five
responses were received the results were not reported due to concerns about participant
privacy.
In 2014, 86% of parents and carers, 93% of staff, and 90% of students at this school
indicated they were satisfied with the education provided by the school.
As well in 2014, 14 national parent survey items and 12 national student survey items were
included in the surveys. These items were approved by the Standing Council on School
Education and Early Childhood (SCSEEC) for use from 2014. The following tables show the
percentage of parents and carers and students who agreed with each of the national items
at this school.
Table: Proportion of parents and carers in agreement with each national opinion item
Item
(%)
Teachers at this school expect my child to do his or her best.
94
Teachers at this school provide my child with useful feedback about his or her
school work.
84
Teachers at this school treat students fairly.
88
This school is well maintained.
76
My child feels safe at this school.
88
I can talk to my child’s teachers about my concerns.
97
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Mawson Primary School Annual Board Report 2014
Student behaviour is well managed at this school.
78
My child likes being at this school.
90
This school looks for ways to improve.
85
This school takes parents’ opinions seriously.
75
Teachers at this school motivate my child to learn.
90
My child is making good progress at this school.
83
My child's learning needs are being met at this school.
80
This school works with me to support my child's learning.
77
Source: 2014 School Satisfaction Surveys, September 2014
Table: Proportion of students in agreement with each national opinion item
Item
(%)
My teachers expect me to do my best.
98
My teachers provide me with useful feedback about my school work.
92
Teachers at my school treat students fairly.
84
My school is well maintained.
96
I feel safe at my school.
90
I can talk to my teachers about my concerns.
78
Student behaviour is well managed at my school.
80
I like being at my school.
86
My school looks for ways to improve.
90
My school takes students’ opinions seriously.
72
My teachers motivate me to learn.
92
My school gives me opportunities to do interesting things.
90
Source: 2014 School Satisfaction Surveys, September 2014
This information can be considered alongside information available on the My School website
(http://www.myschool.edu.au).
These results as well as the continual review of school performance contributed to the
evaluation of our school plan and the development of annual operating plans. The school
plan is available on the school website.
Professional Learning
Mawson Primary School maintains a strong commitment to a comprehensive and
differentiated professional learning program to maximize every teacher’s capacity to
improve learning outcomes for all students in their care. The professional learning
undertaken by staff is linked to the school plan and is targeted to the needs of the school.
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Mawson Primary School Annual Board Report 2014
Staff participated in the required Education and Training Directorate’s professional learning,
as well as school identified professional learning.
All teachers completed the required 20 hours of professional learning, as required by the
Teacher Quality Institute.
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Teaching ESL in Mainstream Classrooms
Circle Speak
Quality Learning Australia- System thinking and Tools
Quality Learning Australia –Leadership Capacity Building
David Hornsby- Phonics in Context
Dylan Williams and Formative Assessment
InTEACT Byte-Sized Workshop - Byte-Sized Digital Technologies
Oliver Library e-books training
ACEL Conference
Quality Teaching Rounds Facilitator Workshop
Looking at Classroom Practice
Coaching and Mentoring
Count Me in Too
Kidsmatter Component 2 & 3 and Bounce Back Resiliency program
Analysis of student data in literacy and numeracy
Using Inclusive Technologies to support students struggling with Literacy
Mandatory Reporting
Teaching to the Instructional Needs of Children with Reading Weakness: Theory and
Practice by Susan Galletly
ACT Asia Forum
Lee Crockett: 21st Century Fluencies: Global Digital Citizen Foundation
Learning and Assessment
Performance in literacy and numeracy
Early Years Assessment
Students in kindergarten undertake an on-entry assessment of their early reading and
numeracy skills using the Performance Indicators in Primary Schools (PIPS) program. Student
results are reported against five performance bands at the end of semester one and two.
The following table shows the comparison of the school against the ACT on raw scores in
reading and mathematics.
Table: Mawson Primary School PIPS 2014 mean raw scores
Test Domain School School ACT
Start
End Start
ACT
End
Reading
47
122
51
124
Mathematics
34
53
39
54
Source: Planning and Performance December 2014
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Mawson Primary School Annual Board Report 2014
The table above shows the lower start value for students at Mawson in Reading and
Mathematics compared to the ACT mean by 2 points in Reading and 4 points in
Mathematics. The value added to Mawson students was greater than the mean ACT growth.
In 2014 79 percent of students achieved expected progress or better in reading. Thirty
percent made better than expected growth. Eighty-three percent of students achieved
expected progress or better in maths. Thirty percent made better than expected growth.
NAPLAN Assessment
Students in years 3, 5, 7 and 9 in all ACT schools participated in the National Assessment
Program-Literacy and Numeracy (NAPLAN). This program assesses skills in reading, writing,
spelling and grammar and punctuation and numeracy.
In 2014, 3.40 % of year 3 students and 3.70 % of year 5 students were exempt from testing
based on nationally agreed criteria.
Results are not reported when there are fewer than five students with NAPLAN results. This
rule is applied to protect the privacy of students in small schools.
The following table shows the 2014 mean scores achieved by our students compared to the
ACT.
Table: Mawson Primary School 2014 NAPLAN Mean Scores
Test Domain
Year 3 School
Year 3 ACT
Year 5 School
Year 5 ACT
Reading
421
440
532
523
Writing
399
405
495
474
Spelling
397
413
508
502
Grammar & Punctuation
436
441
514
520
Numeracy
388
415
538
499
Source: Performance and Planning December 2014
The table above shows that Mawson Year 3 mean scores were below the ACT means in all 5
areas of NAPLAN testing. Further analysis of NAPLAN results show year 3 Girls were above
the ACT girls in Grammar and Punctuation by 31 points. Ninety one percent of students
achieved in the top and middle bands in reading; 91 percent in writing; 90 percent in
spelling; 95.5 percent in Grammar and Punctuation and 78 percent in Numeracy.
Year 5 means at Mawson were above the ACT mean in four areas of NAPLAN testing:
reading, spelling, writing and numeracy. Further analysis of the NAPLAN results show Year 5
girls were above their ACT counterparts in reading. Boys were above their ACT counterparts
in grammar and punctuation. Worthy of note is the year 5 boys’ numeracy mean was 64
points above the ACT while the girls were 27 points above the ACT mean.
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Mawson Primary School Annual Board Report 2014
Growth measurements are the average difference between year 3 and year 5 results for all
students. This indicates whether the programs put in place at Mawson are adding value to
the students understanding and application of concepts. The Mawson year 5 growth was
above the ACT growth in reading (30 points) spelling, writing and numeracy (44 points). The
school is confident that the programs, First Steps Reading, Magic matrix spelling and Go
Maths are supporting the learning of the students.
Performance in other areas of the curriculum
Gifted and Talented Education
An identification process was undertaken in term 3 that involved parent, teacher, and peer
information, as well as PAT Maths and PAT Science assessments. A number of students in
year 3-6 commenced math and science programs in Term 4. All students in kindergarten to
year 5 were assessed in late term 4, to provide information for class teachers on which
students need differentiation of the curriculum content in 2015.
Sustainability education and practices
The Environmental Centre continues to be the centre of the School’s sustainable practices.
The weekly Greenies program sees two students from each class meet with a specialist
teacher to discuss best practices at the school and areas for improvement. The installation
of solar panels in 2013 has provided funds for the school to target future energy
conservation practices.
In recognition of the work that has been done by the school on sustainable practices,
Mawson was asked to host the ACT Kids Teaching Kids conference. A number of primary
schools and one high school attended and this very successful event gave our Year 5/6 Eco
Leaders the opportunity to lead other students and schools on real life issues.
Kids Teaching Kids is a national initiative that promotes positive wellbeing and helps build
resilience in young people.
The Eco Leader program at Mawson also featured in an edition of the ACT Smart Schools
(Australian Sustainable Schools Initiative)
In the Performing Arts area the school participated in two Limelight events. Limelight is an
initiative of the Education and Training Directorate and aims to highlight the talent that
exists in our public schools. The year 3-6 choir performed in the combined choir and a group
of 5/6 students created a short film titled Kindness. This film received an award and was the
only primary entry screened at the National Sound and Film Archives. The choir also
participated in the Australia- Count Us In production at New Parliament House.
The school continues to provide guitar lessons for year 3-6 students, as well as the
Instrumental Music program’s recorder band for 4/5 students.
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Mawson Primary School Annual Board Report 2014
Leadership Opportunities
Leadership opportunities for our year 5/6 students included attendance at National Day of
Action against bullying. Students also attended Minister Burch’s ACT Student Congress
where one of our students was elected to the 2015 executive committee responsible for
reporting the ideas formulated at congress to the Minister.
Mandarin language learning
The learning of Mandarin language and Chinese culture continues to be a priority with an
increase in the number of students enrolled in the one or two day programs. In 2014 our
student once again successfully participated in the China -Australia Friendship Association’s
Panda Competition, with seven winners.
In November students from year 3-6 participated inn the Taipei Cultural and Education
Office’s Mandarin Speaking Competition with two winners in each if yers 3-6 categories.
The year 3 and 4 Mandarin Immersion Program students performed at the ceremony held at
Hedley Beare Centre for Teaching and Learning.
The annual China Day in October was again a success with invited guests and our families
joining students and teachers to celebrate Mandarin Language learning at our school.
The school also hosted students and teachers from schools in Singapore and Taiwan, as part
of our language programs and recognition internationally of Mawson Primary School’s
unique bilingual language programs.
Science
Primary Connections units are taught at Mawson Primary School. These were developed by
the Academy of Science, in consultation with teachers across Australia. The units are aligned
with the Australian Science Curriculum at each year level. The school participates in the
annual ACT Science Educator’s Science Fair for preschool to year 12 student and community
groups. As part of National Science Week in August, the school held the annual Family
Science Night. This event was well attended by families from preschool through to year 6
with several senior students assisting with activities.
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Mawson Primary School Annual Board Report 2014
Public Speaking
Our school continues to participate in the annual ACT Rostrum competition with students in
Years 3-6 participating at school level. This year one of the year 4 students was successful in
making the semi finals. As an indication of the quality of his speech, he was asked to attend
the finals as a guest speaker.
Sports activities
To compliment the school’s Physical Education and Health programs there have been
several skills sessions during the year in netball, hockey, AFL and basketball.
In term 4, 112 students participated in the 10-day Swim and Survive program that was
partially funded by ETD.
Students in Years 3-6 attended 3-day camps in 2014. Year 3 students went to Birrigai and
year 4-6 students went to Cooba. Student support funding was available for any family in
need of financial support for their child to attend these camps.
Cluster RAP
The review of the Woden Cluster School’s Reconciliation Action Plan, developed through
consultation with the Indigenous families at Mawson, Torrens, Farrer, Melrose High and
Canberra College, was to take place this year. Due changes at principal and leadership level
in several of these schools the review did not occur. The plan will be reviewed in 2015.
Progress against School Priorities in 2014
Priority 1
To provide a strong contemporary education to support the learning of all students.
Target/s
By the end of 2014:
o Education and Training Directorate (ETD) targets for 2014 in NAPLAN testing are
achieved.
o 80 per cent of LBOTE students achieve in the top two bands of NAPLAN Reading in years
3 and 5.
o Five per cent increase, on 2013 results, of students achieving expected of growth or
better in PIPS Reading and a two per cent increase in Numeracy
o 84 per cent of parents indicate they agree/strongly agree that computer technology is
an integral part of learning and teaching at my child’s school. And 95 per cent of
students indicate they agree/strongly agree that at this school I have access to
equipment such as computers, Internet and digital cameras.
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Mawson Primary School Annual Board Report 2014
o ‘Meeting National Quality Standard’ rating achieved
School improvement domain/s covered with this priority
Quality Learning, Inspirational teaching and leadership, High expectations, High
performance.
Progress
In 2014 embedding differentiation into all classrooms was one of the strategies to achieve
the priority.
All teachers completed either the Teaching ESL students in mainstream classrooms (TESMC)
course or the ESL in the Mainstream for the Early Learner Program conducted in term 1 and
2 of this year. Teachers are using the annotated EALD content descriptions and the EALD
learning progression descriptions on the ACARA website when planning. A school process
for the new EALD enrolment and IEC students has been developed. This has streamlined and
strengthened the transition process for students and their families.
Targeted support to identified students following collection and analysis of census and
student achievement data was provided. Classroom teachers conducted the EALD writing
assessment and moderated the students’ work. Teachers collected reading and speaking
data and analysed it with the writing results for census. The learning support team also used
the data to identify students requiring targeted interventions in their learning. The EALD
specialist teacher developed a short guide for relief teachers to assist them in achieving the
school’s commitment to valuing and supporting our EALD student population. On a weekly
basis, during term three every teacher contributed one successful teaching strategy that
supported the EALD students in their class. These were collected in the staff meeting
minutes.
The Language Proficiency Rating (LPR) as defined by ACARA and the ACT ETD, to reflect a
students’ competency along the EAL/D learning progression, in the four areas of language:
Listening, Speaking, Reading and Writing. The scale ranges from 0-5, and is divided into the
following stages: Beginning English (LPR 0<1), Emerging English (LPR 1<2), Developing
English (LPR 2<3) and Consolidating English (LPR 3<4). An LPR of 4 is considered to be at the
level of an average native English speaker in that area of language.
In 2014 baseline data was gathered on the language proficiency of the EAL/D students in
these four areas of language learning: listening, speaking, reading and writing to assist
classroom teachers to meet the needs of each of their EALD students. Determining the most
meaningful way to track and evaluate their progress will be a priority for 2015.
It is important to note that it takes at least 7 years for a student who is new to learning
English to reach the level of a native English speaker. Furthermore, additional language skills
are not acquired at the same rate or at the same time; rather, they occur in a specific order:
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Mawson Primary School Annual Board Report 2014
first listening, then speaking, then reading, then writing. A good analogy to draw might be a
developmental one: first sitting, then crawling, then walking, then running.
Personalised Learning
The objective of the personalised learning program was to follow the SAMR (substitute,
augment, modify and redefine) model, which suggests there is a continuum of usefulness
and value of using technology apps, and a higher educational value is placed on modification
and redefinition. The intention of the Mawson program was to change the way teaching
occurs by significantly redesigning the delivery of current tasks and creating new tasks that
students could complete using new technologies.
Personalised learning involves the use of technology and augmentative and alternative
communication systems to provide alternative opportunities for students to represent their
learning and opportunities for the student to work at a faster pace (acceleration,
compacting), at greater breadth (enrichment) and in more depth (extension). This program
is about changing cognitive behaviour so students can learn in an easier, faster and more
technology orientated way, reflecting the world we live in. Mobile gadgets are the future
and we are training the students to use them instinctively so their brains are ready for what
lies ahead.
The purchase of iPads for the year 5/6 classrooms was completed in term one. Processes
were developed and students inducted for the sharing of the 32 iPads among 60 students
and the charging of the iPads. In 2014 the teachers identified and trialled apps suitable for
teaching the Australian Curriculum.
Year 5/6 began 2014 to participated in a personalised learning program. Over 60 students
with 32 iPads and 17 Macbooks were involved and iPads were shared by pairing a year 5
student with a year 6 student. This meant lessons planned in curriculum areas taught by
year level such as History, Science and Geography had access to the equipment.
Students also used the iPads to for drill activities such as tables, grammar and punctuation.
They photographed or filmed learning and annotated these for their electronic portfolios.
This promoted self-reflection on the learning processes and assisted in imbedding the
learning to long-term memory.
Students use the iPads to research etymology for spelling activities and to research
predetermined History websites in inquiry learning sessions. On accessing websites,
students have been taught to use the reader to turn off the advertisements and distracting
text. Students use the online Socrative for formative and summative assessment. Students
use the A to Z app to find literal definitions of mathematical concepts. Students access the
activities set for them by the teacher in the apps Mathletics and Studyladder.
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Mawson Primary School Annual Board Report 2014
Students have accessed e-books with content based on the Australian History Curriculum
that were designed by the year 5/6 teacher. Students also used the technology to access the
school library to search for resources for project work and to borrow and read e-books.
Students with specific learning difficulties have been trialling the use of text to speech
software. Another app that students are using is Aurasma, which uses a QR reader to embed
information through a film into a static poster.
Teachers had to rethink their pedagogy to engage students and enhance learning. Two
teachers were successful in their application to the Apple Primary Sharing of Practice
inaugural workshop. Integrating iPads into the curriculum by developing courses using the
iTunes U application was the focus of this professional learning. Each of the two teachers
wrote a curriculum-based course that were then validated by Apple and The Australian
Curriculum and Research Authority (ACARA). These courses are available to the all teachers
and students in the world, via the Mawson Primary school iTunes U site.
The student satisfaction survey results indicate students at Mawson are satisfied with the
availability and use of ICT equipment.
Table: Percentage of students who are satisfied with the level of access to equipment
2014 Students satisfaction
Survey
I have access to equipment such
as computers, internet and
digital cameras
Mawson Primary School
ACT P-6 Schools
%
%
92
83
Source: ETD 2014
Due to changes in teaching staff, the action research could not be implemented as planned.
However two teachers were invited to attend the Sharing Primary Practice Project hosted by
Apple. These teachers created two courses using iTunes U app. These courses are now
published on the schools iTunes U site and included in the Australian Curriculum room. One
hundred percent of students in year 5/6 classes have indicated they prefer the use of
personal devices to research concepts and practise skills. The teachers have observed that
learning activities are completed by 95 percent of the students and the quality of the work
has improved.
Data
The second key improvement strategy was to embed school wide analysis and discussion of
data to support student learning. Teachers test and record results using Grade expert in the
following tests – PM Benchmarks, South Australian Spelling. PAT Science, PAT Maths, First
Steps Writing and Moderation Task. The results are entered in week nine of each term and
anlaysed by the special needs coordinator and executive teachers for identification of
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Mawson Primary School Annual Board Report 2014
students who need extra support. All teachers indicated they use the results from system
testing and system processes to inform their planning.
Through community consultation, the identification of potential students, analysis of OLSAT
testing in Kindergarten to Year 5 and PAT Maths and PAT Science data, Science and
Mathematics Gifted and Talented Programs for year 3 to year 6 students were
implemented. This data will also be used as the baseline information for the expansion of
programs in 2015.
Curriculum Alignment
The third key improvement strategy was to ensure the delivery of the curriculum aligned to
system and national requirements. Teaching an explicit program that contains phonemic
awareness, phonics, fluency, comprehension and vocabulary components is paramount to
success in reading. With many new educators in the P - 2 Team in 2014 a scope and
sequence document to guide teachers planning and the teaching of reading was important.
The Australian Curriculum was a good starting point for this, although not detailed enough
to guide teachers step by step.
In collaboration with a speech pathologist and field officer from Namadgi School the P – 2
Executive Teacher embarked on producing a highly detailed document that scoped the
Australian Curriculum and the skills specifically needed to teach reading in a sequenced,
structured manner for years K -2.
The scope and sequence will be trailed in 2015 and used in combination with Susan
Galletly's resources, the Oxford Word List, and the online resource Letters and Sounds.
Other measures taken to improve the explicit teaching of reading included:
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Aligning the teaching of phonics and phonemic awareness with the “David Hornsby”
approach of teaching graphemes and phonics through picture books
P - 2 Executive Teacher modeling and co-planning guided reading lessons
Three teachers attended the Susan Galletly’s Professional Learning which focused on
teaching children with reading difficulties
Teacher sharing information and resources from the professional learning
Integrating Susan Galletly's ideas into Guided Reading activities.
Although having a whole school literacy block is challenged by the timetable of the
Mandarin Immersion Program, teachers continue to implement a daily literacy block based
on the learning needs of the students.
The P - 2 teacher’s programs articulate the teaching of phonics and phonemic awareness
and the year 3 to 6 teachers use phonics and phonemic awareness within their spelling
program, when there is an identified need. The support teahcer is using a multi-sensory
phonic program with students challenged by dyslexia.
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Mawson Primary School Annual Board Report 2014
Coaching and Mentoring
The fourth key improvement strategy was to support student outcomes in literacy and
numeracy through capacity building of teachers through coaching and mentoring. All staff
participated confidently in the Quality Teaching rounds and teachers facilitating the rounds
received professional learning. Within teams the capacity of teachers to use Go Maths
program was developed. 2014 was the first year trialling the student workbook and there
has been a positive response from teachers in years 1 to 6. The Kindergarten teachers prefer
to use the teacher resource and supplement it with Count Me in Too learning activities.
Teacher programs reflect the high proportion of teachers who are differentiating in
Mathematics. All teachers have accessed the South Weston Network writing guide for
moderation of tasks and the South Weston reading guide for analysis of PM Benchmark
results. As part of our commitment to improving the skills of our teachers the K-2 Team
began Count Me in Too Training (CMIT) this year. The Kindergarten to Year 2 Executive
Teacher liaised with the CMIT facilitator to tailor the program to the specific needs of the K2 Team including considering their preferred learning styles. The program involved the K-2
Team in watching modelled lessons, studying the theory behind the CMIT approach and
planning using CMIT strategies. Gathering and analysing data using SENA testing was also
investigated. The CMIT training will be completed in 2015 and will become the basis of the
way the K-2 Team plan, assess and teach mathematics to further improve student learning
outcomes.
The table below shows proportion of students achieving expected PM Benchmark results in
reading. Reading development will continue to be a focus in the 2015 Annual Operating
Plan.
Table: Percentage of students who at or above the end of year PM Reading Benchmark in
2014
PM Benchmark
Level
Percentage of
students achieving
benchmark
Kinder
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
%
%
%
%
%
%
%
69
60
78
72
87
71
90
Source: Mawson Primary School: 2014
The progression towards achieving targets set in the Annual Operating Plan is explained
below. The target relating to achieving the 2014 Education and Training Directorate (ETD)
targets were achieved in 3 out of 4 domains. The targets were achieved in year 3 and 5
reading and year 5 numeracy.
17
Mawson Primary School Annual Board Report 2014
Table: ETD Targets for Mawson Primary School
Domain
ETD Targets
Actual Results
3
Reading
453 ± 38
421.1
3
Numeracy
433 ± 34
388.1
5
Reading
513 ± 32
532.2
5
Numeracy
505 ± 30
538.4
School Year
Source: ETD 2014
Table: Percentage of LBOTE students achieving in the top two bands of NAPLAN Reading in
years 3 and 5 in 2014
SchoolYear
Reading %
3
25
5
33.3
Source: ETD Data 2014
In year 5 8 students were identified as LBOTE. Of these 8 students only 3 had been at
Mawson for year 3.
The school’s EALD student population has increased in 2014 and 150 (50%) of students were
identified as EALD.
Table: Percentage of students achieving expected growth or better in PIPS Reading and
Numeracy in 2013 and 2014
Year
Reading %
Numeracy %
2013
73
89
2014
79
83
Source: ETD Data 2014
The target of a five per cent increase of students achieving expected growth or better in
PIPS Reading was achieved. In 2015 it is expected that, as a result of the Count Me in Too
professional learning undertaken in 2014, there will be further improvements in student
outcomes in Numeracy.
Table: Parent Satisfaction Survey: 2014
18
Mawson Primary School Annual Board Report 2014
Item
Computer technology is an integral
part of learning and teaching at my
child’s school
Mawson PS
Mawson PS
All P-6 Schools
2013
2014
2014
%
%
%
84
82
81
Mawson PS
Mawson PS
All P-6 Schools
2013
2014
2014
%
%
%
100
93
92
Source: ETD Satisfaction Surveys 2014
Table: Student Satisfaction Survey: 2014
Item
At this school I have access to
equipment such as computers,
internet and digital cameras
Source: ETD Satisfaction Surveys 2014
The Mawson Parent survey results are positive when compared to the mean score of All ACT
P – 6 schools, (2013 – 74% and 2014 – 74%). The target of 84 per cent of parents indicating
they agree/strongly agree that computer technology is an integral part of learning and
teaching at my child’s school was not achieved. The school will continue to investigate ways
to inform the school community on what is happening in this area.
The Mawson student results are positive when compared to the mean score of All ACT P – 6
schools, (2013 – 83% and 2014 – 86%). The target of 95 per cent of students indicating they
agree/strongly agree that at this school I have access to equipment such as computers,
internet and digital cameras was not achieved.
The school continues to work towards achieving the target of ‘Meeting National Quality
Standard’ rating “Achieved” but has not been formally reviewed in 2014.
In 2015, to continue to provide a strong contemporary education to support the learning of
all students, the operational plan will address differentiation, formative assessment, literacy
coaching, 21st Century Fluencies and the Principals as Literacy Leaders initiative.
19
Mawson Primary School Annual Board Report 2014
Priority 2
To build a contemporary Mandarin Immersion Program that delivers students that are
proficient in Mandarin speaking, reading and writing.
Target/s
By the end of 2014:
o 70% of year 5 and year 6 students are achieving at the Australian Curriculum
achievement standards in Chinese language for year 7 and 8 respectively
o Collect baseline assessment data for reading proficiency benchmark level in Mandarin
characters for each year level
o Collect baseline data on A to E achievement grades in Mandarin language
School improvement domain/s covered with this priority
Quality Learning, Inspirational teaching and leadership, High expectations, High
performance.
Progress
The first key improvement strategy was to develop a systematic and coherent immersion
curriculum in Mandarin. This has been achieved by developing a scope and sequence based
on the Australian Curriculum for Chinese language. From this a levelled Mandarin reading
proficiency assessment will be developed in 2015 based on the identification of vocabulary
to be taught at each year level this year. Reading material to match the vocabulary has been
sourced. From K - 2 Chinese made Easy is being adopted as a resource and Ni Hao is used in
years 3 to 6. The school is waiting on the work samples for the Australian Curriculum for
Chinese language to develop an assessment tool. Information sessions on the curriculum
have been conducted for the P-6 parents. End of year student reports have been developed
based on the Australian Curriculum for Chinese language. All teachers of Mandarin language
have used the new reports and implemented the curriculum. Parents have been kept
informed through a parent information session and on display are copies of the curriculum,
scope and sequence and year level topics.
The second key improvement strategy was to develop a culture of data use to inform
Mandarin teaching. This will continue in 2015 when the reading proficiency assessment is
developed and implemented to collect data on students’ ability.
The progression towards achieving targets set in the Annual Operating Plan is explained
below. One out of the three targets was achieved. Based on the year 5 MIP reports 80% of
year 5 students have achieved fifty percent of the year 6 and 7 standard for Chinese
language of the Australian Curriculum.
Based on the year 6 MIP reports 70 percent of year 6 students have achieved fifty percent of
the year 7 and 8 respectively standard for Chinese language of the Australian Curriculum.
20
Mawson Primary School Annual Board Report 2014
Baseline assessment data for reading proficiency benchmark level in Mandarin characters
for each year level was not collected. A Mandarin Reading Program that reflects the scope
and sequence Mandarin language program is being sourced and will be adapted to meet the
school’s requirements. Baseline data of A to E results in Mandarin for the end of year report
is as follows in the table.
Table: Mandarin Language A to E Results in End of Year Reports to Parents 2014
A
B
C
D
E
%
%
%
%
%
1
29
29
38
5
0
2
17
25
58
0
0
3
42
37
21
0
0
4
24
14
57
5
0
5
10
80
10
0
0
6
42
58
0
0
0
Year
Source: Mawson Primary School 2014
The table indicates that 95 percent of all students enrolled in the Mandarin Immersion
Program achieved the respective standard for Chinese language based on the Australian
Curriculum. In 2015 the school will focus on developing work samples and proficiency tests
in speaking, reading and writing of characters.
Priority 3
Enhance the school’s environment and culture to ensure the safety and wellbeing of all
students
Target/s
By the end of 2014:

93% of parent indicate they agree or strongly agree with the survey item My child
feels safe at this school

95% of students indicate they agree or strongly agree with the survey item I feel safe
at school

Increase of one percentage point of student attendance by year level

Less than 1 per cent of students suspended during the year

Achievement of the National Quality Standard rating in NQS 2 and NQS 3
21
Mawson Primary School Annual Board Report 2014
School improvement domain/s covered with this priority
Inspirational teaching and leadership: High expectations, High performance: Connecting with
Families and the Community.
Progress
The first key improvement strategy was to embed a safe schools curriculum across the
school.
Kidsmatter is a national mental health, promotion, prevention and early intervention
initiative. All teachers undertook professional learning in components 2 and 3. The Student
Representative Council has finalised design work for games to be painted on the school’s
asphalt areas, to increase the range of activities available during lunch and recess breaks,
promoting cooperation and team work. Due to the resurfacing of this area the design work
has been delayed until the start of 2015.
Kidsmatter information was included in the school’s newsletter.
Selected students in year 5 and 6 attended the Minister’s Student Congress held in term 2.
Our students met with other ACT public school student leaders and the ACT Minister for
Education and Training. The overall aim of the Congress is to give students a voice in their
education and to provide their point of view directly to the Minister. One of year 6 students
was elected to the 2015 executive, which report to the Minister the ideas that are
formulated at the Congress.
The leadership skills of the year 5 and 6 students were strengthened by the
implementation of the Young Leaders Program by Michael Grose. This program focuses on
delivering leadership behaviours such as presentations skills, teamwork, responsibility and
organisation.
To assist with communication of school events the school commenced the use of an app
named Skoolbag. One hundred and thirty-five families have subscribed to this app.
Teachers trailed the implementation of 'Bounce Back' as the school wide approach to
teaching values, resilience and social and emotional wellbeing of students. Bounceback is
now the school’s accepted program for the delivery of social skills, including resiliency.
The second key improvement strategy was to embed positive behaviour management
processes and practices. An experienced teacher led the staff in professional learning in
restorative practices during staff meetings. This teacher provided teaching staff with posters
and cards to use on the playground to encourage and support staff to engage in restorative
practice.
Student behaviour management slips are used to track student behaviour on the
playground for communication between executive and teachers on playground duty. This
information was recorded to ensure follow up action occurred as well as a record when
communicating with parents about their child’s progress at school. The school classroom
management protocols continued to be used and new educators and relief staff were
inducted into the process at the beginning of the year. Relief staff were supported by
22
Mawson Primary School Annual Board Report 2014
providing written documentation of school management processes in the “Class Information
folders”.
The medical slips were revised and given to all teachers. This slip lists the health reasons for
the student being out of class when they come to the Front Office for assistance.
The third key improvement strategy is to ensure the physical environment was appropriate
for the services to be provided, thus meeting the National Quality Framework requirements.
During 2014 the Preschool has undergone many improvements to their outdoor teaching
environment. These improvements include:






Erection of a children's play fort and bridge
Establishment of flower and vegetable gardens
Creation of a fairy garden including mushroom furniture
Creation of a Dinosaur land
Creating and hanging tree danglers
Improving the concrete floor in the shed to eliminate trip hazards.
On surveying the parents about their thoughts on the improvements made to the Preschool
outdoor environment 100% of them indicated that they were happy with the improvements
that have been achieved and felt that their child had directly benefited from them.
The progressions towards achieving the targets set in the Annual Operating Plan for priority
3 are explained below. The target relating to parent and student perceptions on feeling safe
at school are shown in the table below.
Table: Parent Satisfaction Survey 2014
Item
Mawson PS 2014 %
PARENT SURVEY: My child feels safe at this school
88
STUDENT SURVEY: I feel safe at school
90
Source: ETD Satisfaction Surveys 2014
Parent indicating they agree or strongly agree that their child feels safe at school fell short
of the target by 5 percent. Students indicating they agree or strongly agree with the survey
item I feel safe at school fell short of the target by 5 percent.
The table below refers to the target to increase in student attendance from 2013. This was
achieved in kinder, year 2 and year 5.
23
Mawson Primary School Annual Board Report 2014
Table: 2013 and 2014 Semester 1 attendance rates
Year level
K
1
2
3
4
5
6
Attendance Rate in 2013
%
90.3
94.0
91.9
93.4
97.1
93.9
95.6
Attendance Rate in 2014
%
90.9
94.0
94.9
92.1
94.3
95.7
91.1
Source: Planning and Performance, July 2013 and 2014
The target of less than 1 per cent of students suspended during the year as achieved.
The school is working towards achieving the target of ‘Meeting National Quality Standard’
rating “Achieved” in NQS 2 and NQS 3 but has not been formally accessed in 2014.
Preschool Unit- Quality Improvement
The National Quality Framework which has been agreed by the Council of Australian
Governments (COAG) has put in place a new National Quality Standard to ensure high
quality and consistent early childhood education and care across Australia. The National
Quality Standard assists the school in identifying preschool unit strengths, and areas that
require improvement. The school has identified the following preschool unit strengths using
the National Quality Standard. Areas for improvement will be identified in the School’s
Operating Plan.
Education program and practice
The Mawson Preschool has two classes and is fully amalgamated with the Mawson Primary
School and is a vital step in the children’s formal education, building on their prior
knowledge and understanding of the world around them. Mawson Preschool provides an
engaging child centred learning environment that promotes inclusivity and respect in all
relationships. Working with families and the wider community, the staff endeavour to build
in children a sense of belonging, confidence, independence and having fun while learning.
The Early Years Learning Framework is evident in teacher planning and the five learning
outcomes are incorporated in a range of indoor and outdoor, play based activities that
identify learning intentions, teaching elements and differentiated programs for children
requiring additional support or interventions.
Weekly programs are displayed for families to refer to. There is regular communication with
families and parents on their child’s strengths, interests and needs.
Preschool teachers attend all staff meetings and Preschool to Year 2 team meetings. The
team meetings provide opportunities for the preschool and kindergarten teachers to discuss
24
Mawson Primary School Annual Board Report 2014
transition strategies, as well as early year learning opportunities. One of the kindergarten
teachers works in the preschool one day a week, strengthening the connections children
have between the two settings.
During the year the preschool children have access to the school library, hall and
Environmental Centre and gardens. The children and their families were able to participate
in the annual Family Science Night and had a winning entry in the ACT Science Educators’
annual Science Fair.
In term 4, as part if the transition process to Kindergarten, the annual buddy program with
year 5 students was successfully completed. The preschool children also attended primary
school assemblies, sports days, fund raising activities and social events, including school
discos and family nights, such as the Family Science Night and Community BBQ.
This year the preschool has introduced Mandarin language learning on a weekly basis, with
a 30 minutes session for both groups. These sessions are delivered by a Mandarin Language
teacher from the primary setting.
Children’s health and safety
All relevant Occupational Health and Safety procedures are followed. Staff completed
anaphylaxis and asthma training in January, before the commencement of the new school
year. There has been a review and strengthening of the procedures and policies in place,
including the compliance around Fall zones. The executive teacher liaised with ETD on the
safety standards specified by NQF for the playground area of the newly constructed outside
fort.
Physical activity, healthy eating and hygiene practices are promoted. Mawson Preschool and
Primary School are nut free sites. There are hand-washing instructions prominently
displayed and paper towel provided. There is a designated fruit break time and water
available at all times. Children wear hats when outside, in line with Sun smart guidelines.
Medical alerts are updated when needed and medical plans displayed and understood. The
first aid kit is readily available, with a process in place for recording any first aid
requirements in the preschool day.
Relationships with children
Positive relationships between the teachers and assistants and the children are essential for
the child to achieve success in their learning. Staff are professional and conscientious in
supporting children to feel secure, confident and included in preschool life. All children are
encouraged to participate in activities that support the acquisition of initial reading, writing
and numeracy skills, with a strong focus on oral language development.
The preschool teacher continues to work with the school counsellor and executive teacher
on the transition to Kindergarten of any child who has been identified as in need of
25
Mawson Primary School Annual Board Report 2014
additional support during the transition process or into their first year of primary school.
Strategies to support children at home in their learning have been shared with families
during the year.
A book that describes what is happening in the preschool, including excursions and special
events is displayed at the entry to the preschool room.
Staffing arrangements
The children attend 30 hours of preschool per fortnight, alternating two and three day
weeks. There is a full time preschool teacher and assistant, who are permanent officers of
ETD. To meet the release entitlements and daily lunch breaks of these staff, an early
childhood qualified teacher from the primary setting (Kindergarten) works in the Preschool
one day a week. The P-2 executive teacher, who has the necessary qualifications, also
provided release when necessary.
The preschool and kindergarten teachers have a strong connection, with the preschool
teacher and assistant being an integral part if the early childhood team. They meet
collaboratively to plan events, share knowledge on educational directions and discuss
matters that are relevant to early childhood learning.
Leadership and management
In 2014 there has been an increase in the number of preschool children transitioning to the
primary school setting.
The current philosophy was re written in term 2 and implemented. It has been monitored
for the remainder of the year to ensure that the practices in action reflect the philosophy.
The P – 2 executive teacher worked collaboratively with the teachers, assistant and LSA on
the delivery of the program and goal setting. The preschool teachers, assistant and LSA met
each week to plan and discuss children’s needs. The preschool teacher participated in the
professional learning undertaken by the primary school. The teacher also attended some
professional learning designed specifically for preschools on elements of the Early Years
Learning Framework and the National Quality Standards Framework. There were also
several cluster schools and Network school sharing best practice events.
Where needed, the preschool team consulted with ETD officers and outside agencies to
ensure that students with an identified learning need were given support in better access
the preschool program.
Physical environment
The preschool audit of the grounds and room showed the shed’s foundations needed
reinforcement. The drain has also been repositioned to reduce pooling of water and sand.
The fall zones have been checked and they comply with the appropriate regulations.
26
Mawson Primary School Annual Board Report 2014
The compliance checklist is displayed in a folder that is located near the main entrance and
is easy to access. On a daily basis the Preschool assistant works through the checklist before
the students arrive.
There is scope for the combination of inside and outside activities in the physical
environment – this has been investigated to better match the preschool’s philosophy.
Separate inside and outside activities at definitive times were timetabled to allow maximum
access. The preschool teacher, assistant and executive teacher attended professional
learning on improving the use of outside learning areas.
There have been working bees by preschool families including the installation of garden
beds and a wooden fort.
The outside areas are well resourced and appealing to students with the introduction of a
fairy garden, a dinosaur area and two new gardens.
A play-based model/program has been designed and implemented. There is a focus on
every student at least once a week. Children reflect on their inside play interests with the
teacher and this reflection becomes the focus of the child’s individualised learning program.
Collaborative partnerships with families and communities
Relationships with families and the community are open and welcoming. The Mawson
Preschool P & C prepares regular newsletters each term. The parent information booklet
has been updated so that families have current information on how the preschool operates
and how they can help their child achieve success at preschool. Information about
community services and resources is also available. Families are encouraged to provide
feedback through the communication book and talking with teachers enabling them to
participate in their child’s preschool experiences.
The preschool ‘s written reports were reviewed to ensure that information on the child’s
interest and areas for development were identified.
27
Mawson Primary School Annual Board Report 2014
Financial Summary
The school has provided the Directorate with an end of year financial statement that was
approved by the school board. Further details concerning the statement can be obtained by
contacting the school.
The following summary covers use of funds for operating
costs and does not include expenditure in areas such as
permanent salaries, buildings and major maintenance.
Financial Summary
31-Dec-14
INCOME
Self management funds
Voluntary contributions
Professional learning
Contributions & donations
The average expenditure at the school level per fulltime
equivalent teacher on professional learning was $958.00.
Subject contributions
External income (including
community use)
Proceeds from sale of assets
Voluntary contributions
Bank Interest
This school received $10,795.00 in voluntary
contributions in 2014. These funds were used to support
the general operations of the school. The spending of
voluntary contributions is in line with the approved
budget for 2014.
TOTAL INCOME
Name and purpose
Utilities and general overheads
Cleaning
Security
Maintenance
Expected
Completion
Communication
Assets
Leases
General office expenditure
Shade Cover for K-2
playground equipment
$15,000.
Est by mid
2015
Educational
2015
School Improvement 2014 $20,000.
refurbishment of
classrooms- painting and
carpentry.
Ongoing 2015
Carpets 2014 $20,000.
Replacement of classroom
flooring in lower building.
2015
Furniture 2014 –
increased student
numbers needing
classroom furniture.
2015
$10,000.
14073.34
0
14184.25
79291.75
0
14647.71
22622.17
Subject consumables
TOTAL EXPENDITURE
OPERATING RESULT
MIP 2014 – Teacher salary $30,000.
to support the Mandarin
language immersion
programs
69384.9
65060.59
2212.54
51108.46
Mandatory Maintenance
Staffing
Amount
11090.97
0
8736.34
328157.32
EXPENDITURE
Administration
Reserves
292321.86
10795
5313.15
0
Actual Accumulated Funds
Outstanding commitments (minus)
BALANCE
332585.71
-4428.39
116750.53
7100.5
105221.64
28
Mawson Primary School Annual Board Report 2014
Endorsement Page
I declare that the Mawson Primary School Board has operated in accordance with the
provisions of the Education Act 2004 including the following sections.
39 (4) The school board must give effect to the chief executive’s directions.
44 (2) The chief executive must end the appointment of a member of the school board of a
public school, other than the principal of the school ifa) The member is absent from 3 consecutive meetings of the board without reasonable
excuse or leave given by the board or
b) Contravenes section 49 (disclosure of interests by members of school boards)
without reasonable excuse.
46
47 (2)
The members of the school board of a public school must, whenever is necessary,
nominate a member of the board as a member of any selection panel established by
the chief executive to make recommendations to the chief executive about the
appointment of the principal to the school.
However, the school board must meet at least four times a year.
48 (10) The school board must keep minutes of its meeting.
49
Disclosure of interests by members of school boards.
49 (3) The disclosure must be reported in the school board’s minutes and, unless the board
otherwise decides, the member (The first member) must nota) be present when the board considers the issue or
b) take part in any decision of the board on the issue.
49 (5) Within 14 days after the end of each financial year, the chairperson of the school
board must give the chief executive a statement of any disclosure of interest under this
section in relation to the school board during the financial year.
MEMBERS OF THE SCHOOL BOARD
Parent Representative:
Scott Gurney
Community Representative NIL
Teacher Representatives
Stacey Meyer
Student Representative:
Board Chair:
Principal:
Aleisha Broadhead
Andrew Pritchard
Nicole Forbutt (Semester 1)
Claire Kerswell (Semester 2)
Not Applicable
Scott Gurney
Amanda Andrews
I certify that to the best of my knowledge and belief the data and information reported in
this Annual School Board Report represents an accurate record of the school’s operations in
2014.
Principal Signature: _________________________
Date: _____________
I approve the report, prepared in accordance with the provision of the ACT Education Act,
section 52.
Board Chair Signature: __________________________
Date: ____________