NSW Department of Education & Training
NSW Public Schools – Leading the way
3442

‘The task of creating environments where all kids can experience the empower of their ideas requires unsettling not only our accepted organization of schooling and our unspoken and unacknowledged agreement about the purpose of schools, this will also mean calling into question our definitions of intelligence and the ways in which we judge each other.’
‘The Power of Their Ideas”
Deborah Meier
As a school community if we aspire towards gaining the respect of our students, we must first convince students that they are respected. We expect students to do their best. It is essential, however, that we ensure that each student (and their families) understands that we believe that every student CAN succeed and then go about the business of providing individual students with appropriate support and pressure to become successful within their own learning.
Learning is not an observer sport and at times it can get messy. All students must be given opportunities to participate, become active citizens. As a community we constantly need to consider the context of our school and develop
‘state of the art’ strategies that will maximise the opportunities for all of our students. It is paramount that we understanding the personal needs of our students and then adjust and broaden our assessment practice to allow for each student to demonstrate what they CAN do, and present their findings in a multitude of ways.
Change rarely offers a smooth journey. Conflict is the only certainty when effective and sustainable change is transpiring.
Our kids are worth it
Michelle Nicholson
Principal
Wilcannia Central School
1
The Wilcannia Student Representative Council
(SRC) of 2010 under the guidance of Miss Elise
Green was developed by secondary students who were interested in taking on a leadership role within the school and representing the school at a number of different events. The school selected
3 secondary students to participate in the
Western Region SRC camp at Lake Burrendong on the 31 st May-4 th June. At the camp the students worked with the students from Broken Hill High,
Coomealla High and Willyama High to form a
Student Action Team (SAT) and complete a project around the topic of healthy behaviours targeting binge drinking in our local communities.
To complete the project the students participated in numerous video conferences, carried out a survey within each school and created an antibinge drinking song that would form part of the promotional DVD. At the WEST changeover at
Kinchega National Park representatives from the
SAT team presented the DVD and a powerpoint presentation about the research devised as part of the project.
Wilcannia Central School is located in a small isolated country town on the western bank of the
Darling River. The Barrier Highway to Broken Hill and Cobar passes through the town. The school’s population of 138 students is 99% Indigenous.
Wilcannia has been identified by the Federal
Government as one of only two townships in
NSW attracting intense assistance through the
Remote Service Delivery initiative (FaHCSIA).
Our balanced curriculum focuses on literacy and numeracy, is supported by technology, and linked to the cultural heritage of the Paakantyi people.
Wilcannia Central School provides a broad curriculum embracing Preschool to Year 12.

Wilcannia’s only licensed, centre-based preschool is directed and staffed by Wilcannia Central
School. The Barlu Kurli Preschool curriculum is driven by the DET Early Years Learning
Framework. The WIlvandee Access Centre provides opportunities for our senior students to select a wide range of subjects and interact with students and teaching staff from Menindee and
Ivanhoe Central Schools.
Wilcannia Central School is supported by the
Priority Schools Program (PSP), Country Areas
Program (CAP) and Targeted Aboriginal funding
(Norta Norta and Aboriginal Language Program)
Low SES National Partnerships Funding, DEEWR
(Parent and Community Engagement) and
DEWHA (Language and Culture) funding to provide a coordinated and informed approached to student engagement and retention within the school.
The fourteen teaching staff is supported by ten support staff. 98% of the staff is New Scheme
Teachers.
Three Pods – Primary (P-4), Middle(5-8) and
Secondary(9-12) were established to focus on the learning needs of the students in their cohorts.
The Pod’s task is to ensure that curriculum, learning and student management are coherent and are aligned.
Over the past 12 months the school has been supported by a comprehensive evaluation process. This includes; DET (Program Review),
‘Dare to Lead’, The Regional Behaviour Team evaluations and a human resource technology audit. 94 key recommendations and many more aspects within the recommendations have been proposed and the school is working intensely with key stakeholders to implement the key recommendations.
During 2010 the school experienced some disruption due to the implementation of projects related to the Federal Building Education
Revolution program and an electrical fire tore through the school’s Administration Block during the early hours of the morning on the last weekend in May.
2
It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies
Note: Enrolments for central schools are for K-6.
2006 2007 2008 2009 2010
Male 33
Female 25
29
29
34
30
24
25
17
30
Note: Enrolment rates for central schools are for Years 7 to
12.
Secondary School Enrolments
100
50
0
2006 2007 2008 2009 2010
Female Male

Primary Attendance 2010
Primary school attendance growth patterns -
2007-2008(.5%), 2008-2009 (-9.8%) and 2009-
2010 (20.4%)
Note: Attendance rates for central schools are for K-6.
School
4
5
6
1
2
3
K
Year 2007 2008 2009
79.2
81.3
72.6
66.8
67.7
60.3
63.4
2010
64.7
68.5
68.5
73.3
74.7
85.0
64.5
Region
3
4
5
1
2
Total
K
6
Total
State DET K
1
2
66.3
92.0
65.8
92.2
64.4
92.6
92.1
92.3
92.2
92.4
92.3
92.2
89.9
94.3
93.7
94.0
71.3
92.6
92.3
92.3
92.4
92.4
92.4
92.2
92.4
94.7
94.2
94.4
5
6
3
4
94.1
94.0
94.0
93.6
94.5
94.5
94.4
94.0
Total 94.0
94.1
92.1
94.4
Secondary Attendance 2010
Secondary school attendance growth patterns -
2007- 2008 (-9.1%) 2008-2009(2.5) 2009-
2010(20.4%)
Note: Enrolment rates for central schools are for Years 7 to
12.
Year 2007 2008 2009 2010
School 7
8
9
10
11
12
Total
Region 7
8
9
10
11
State 7
8
12
Total
9
10
11
12
Total
65.9
88.0
89.9
61.6
87.7
89.9
87.2
85.5
86.4
87.0
87.4
87.0
92.3
90.0
75.8
65.8
58.7
45.2
91.4
0.0
61.7
90.0
88.8
88.7
89.4
89.4
89.7
88.1
86.3
85.5
86.8
88.8
87.6
92.6
90.5
59.8
67.0
64.1
65.1
84.7
88.8
66.1
90.2
89.1
88.3
89.1
89.8
89.9
3
Students are encouraged to attend school on a regular basis. The school provides a weekly newsletter that constantly provides information and encouragement. Parents are advised of the legal requirements around attendance and are encouraged to provide the school with explanations of a student absence.
A bus picks students up each morning from their house and delivers them home each afternoon, ensuring that students have a reliable, safe method of getting to and from school.
The school welfare structure incorporates a
“Behaviour and Attendance Points” system, which is based on behaviour, attendance and progress. Within the Primary area students work towards Reward Days each semester and the secondary students accumulate “Wilcannia
Dollars” and exchange these for a range of merchandise during a monthly auction where students bid on the goods that they would like to own.
The Department’s Home School Liaison Officer
(HSLO) also visits parents, explaining the process that the Department must put in place for students who are non-attendees.
Some students within the school were placed on
Attendance Improvement Programs, which are initiated and monitored by District Office.

In March 2003 the Government announced its commitment to publish primary class sizes in annual school reports in order to provide parents with as much local information as possible.
The following table shows our class sizes as reported at the 2010 class size audit conducted on Wednesday 17 March 2010.
Note: Class size data are as provided by schools in the annual class size audit.
Primary Pod Sizes 2010 teacher
Dove
Inwood
Garkut total stage
Pre
K-3
3-4 girls
14
10
8
32
6
7 boys
8
22 total
22
16
15
54
Middle School Pod Sizes 2010 teacher
Green
Barrett
Griffin total stage
5-8
5-8
5-8
9
4 girls
11
24 boys
7
6
11
24
Secondary Pod sizes 2010 teacher stage girls secondary 9 secondary 10 secondary 11 secondary 12 total
3
1
3
3
10 boys
1
1
1
8
11 total
4
2
4
11
21 total
18
15
15
48
4

2007: There were no Year 11 or Year 12 students

2008: There were no Year 11 or Year 12 students and 9 year 10 students

2009: There were 2 students in Year 11 and 4 year 10 students

2010: There were 2 students in Year 12, 3 students in year 11 and 11 students enrolled in year 10
Proportion Staying On (SC to HSC)
40
30
20
10
0
70
60
50
SC04-
HSC06
SC05-
HSC07
SC06-
HSC08
SC07-
HSC09
SC08 -
HSC10
School SEG State
The above data shows retention rates 2008 to
2009 of 22% in the year 10 to year 11 cohort
The data below shows retention rates 2009 to
2010 of 30% in the year 10 to year 11 cohort and
100% retention in the year 11 to year 12 cohort
In 2010 100% of year 12 students achieved competency in a Certificate 2 Vocational course, as well as completing school-based traineeships.
100% of year 12 students also completed their
HSC in 2010.

It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
During 2010 a Head Teacher Middle School position was created using National Partnerships funding. The position of School Administration
Officer at the school is shared. .8 of the position is located at another school. The school houses the Technology Support Officer (Laptops for
Learning) who divides his time between Ivanhoe and Wilcannia Central School. The Paakantyi
Language Coordinator for the Region works from an office at the school.
Wilcannia Central school has 3 Aboriginal
Education Officers, two for secondary and one for preschool. Two Aboriginal teachers, one full time and one temporary, were employed at the school during 2010.
Position
Principal
Deputy Principal(s)
Assistant Principal(s)
Head Teachers
Classroom Teachers
Teacher of Emotional Disabilities
Teacher of Mild Intellectual Disabilities
Teacher of Reading Recovery
Support Teacher Learning Assistance
Teacher Librarian
Teacher of ESL
Counsellor
School Administrative & Support Staff
Number
.1
10
1
1
1
1.3
11
85% of staff who were at the school during 2009 were retained in 2010
All teaching staff meets the professional requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
% of staff
89%
11%
5
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of financial summary:
Income
30/11/2010
$
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Expenditure
Teaching & learning
Key l ea rni ng a rea s
Excurs i ons
Extra curri cul a r di s s ecti ons
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
164640.57
231521.49
458516.08
15146.18
12123.13
2393.32
12708.15
897048.92
23910.33
2601.71
17345.52
4831.00
2229.65
287674.10
1186.40
62801.85
31492.21
46529.77
75280.09
2710.53
26656.54
585249.70
311799.22
A full copy of the school’s 2010 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

Arts
The school has a multiliterate focus and is philosophically aligned to offering a broad curriculum and assessment base which provides students with opportunities for personal meaning making within their preferred learning mode. A range of staff professional learning opportunities and student workshops have been held during
2010 to support this. The school hosted the
Wakakirri Film Festival during 2010. We are currently seeking funding for a Digital Workshop for early 2011 and the school has assigned funds to allocate and resource a film making studio space for 2011. The community has expressed an interest in documenting oral and visual histories.
In 2010 the Bell Shakespeare Company visited to perform parts of Othello for the students and to run drama exercises that help students to understand and appreciate Shakespeare. In the lead up to the performance, year nine and ten
English students studied the play and created their own animated scenes using Xtranormal.
These activities helped students to study themes of Love and Jealousy, as well as to develop an understanding of racism in a historical context.
Students also improved their literacy skills through the reading and scripting of the play.
The school successfully accessed the PaCE (Parent and Community Engagement) funding through a grant application to DEEWR. This Project provides opportunities, through art based workshops for parents and students to interact less formally within the school.
Facilitation workshops in the Art Shed with visiting artists , provide opportunities for staff to interact with parents outside of the ‘formal’ processes of the school and provide opportunities for Personal Learning Plans to be constructed and maintained.
Regular opportunities are provided for parents and caregivers to engage in a dialogue with executive and teaching staff from the school, building confidence and positive interaction between the stakeholders.
6
The Primary Pod have formed a Singing Group.
Each semester students from K-4 participated in a singing tour. Teachers were extremely proud of the group and noticed an increase in the self confidence of each student. The first tour was around Wilcannia and students performed at St.
Therese’s, the Preschool and at the Remote
Service Delivery document signing. The second tour was in Broken Hill where the students performed at Shorty O’Neill Retirement Village.
The students were amazing and were congratulated by many people for their outstanding performances. The singing group were invited to sing at different venues including the opening of CentaCare.
Other creative arts initiatives that occurred during 2010 include the Sharing Stories workshops where students and community contributed in the construction of a children’s story book that will be launched in Wilcannia during June 2011. The inaugural Deadly Drama event unearthed a swag of talent and will become a regular event at the school. Students from the Middle Pod attended the “Flying Fruit
Fly Circus” workshops in Broken Hill and returned with much enthusiasm and respect for the performers.
Students from across the school participated in the Special Forever competition and two of our students had work chosen for the Special Forever publication. Our students participated in the search for artworks for the DET Cultural Calendar and one of our students was selected to represent the Aboriginal Community of NSW featuring on January 2011.

Sport
We can be proud of the sportsmanship and the school spirit that is displayed by our students.
Due to our grass roots Country Rugby League
(CRL) development program, which develops skills as well as fitness through Rugby League, we have seen a higher percentage of our students qualify for the zone and the regional representation. Congratulations to Phillip Hunter who travelled to Fiji during the year to represent the Western Region in Rugby League and to
Ethan Whyman and Victor Ward for representing our school so well in the annual Ronny Gibbs
Rugby League knock-out in Bourke.
Our students have also participated in the Golden
Circle cross country fundraiser, which successfully raised funds for new sports equipment for primary school students.
Wilcannia Central School students enthusiastically participated in skill development clinics run by local and regional sporting organisations. We appreciate the efforts of the development officers in their various roles.
During 2010 a community Basketball competition was held at the school hall every Tuesday evening with 40-50 community members and their children attended the sessions. Many thanks to our parents and teachers for assisting with transport and support for our students.
7
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.
The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
Yr 3: from Band 1 (lowest) to Band 6 (highest for
Year 3)
Yr 5: from Band 3 (lowest) to Band 8 (highest for
Year 5)
Yr 7: from Band 4 (lowest) to Band 9 (highest for
Year 7)
Yr 9: from Band 5 (lowest) to Band 10 (highest for
Year 9)
In the School Certificate the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to
Performance Band 6 (highest).
2010 data demonstrates Wilcannia Central School results are 49% below the state average and 40% below the state Aboriginal results when measured against reading levels.
2010 writing results demonstrate Wilcannia
Central School results are 58.8% below the state average and 53% below the state Aboriginal results when measured against writing levels
2010 data demonstrates that Wilcannia Central
School Students results are 30% below the state average and 18% below state Aboriginal results
2010 data demonstrates WCS results are 28% below the state average and 18% below state
Aboriginal results when measured against reading levels
2010 writing results demonstrate WCS results are
39.5% below the state average and 32.2% below the state aboriginal results when measured against writing levels.

2010 data demonstrates WCS results are 29% below the state average and 19% below state
Aboriginal results.
All year 7 students have improved by 60 scale scores from 2009 data in the test aspect of
Spelling
Percentage of students in bands:
Year 7 spelling
50
45
40
35
30
25
20
15
10
5
0
4 5 6
Band
7 8 9
Percentage in band 2010
School average 2008 - 2010
SSG average 2010
State average 2010
Year 7 are 40 scale scores above the state average growth in the test aspect of Reading
Percentage of students in bands:
Year 7 reading
70
60
50
40
30
20
10
0
4 5 6
Band
7 8 9
Percentage in band 2010
School average 2008 - 2010
SSG average 2010
State average 2010
8
2010 writing results demonstrate WCS results are
34.7% below state average and 26.3% below the state Aboriginal results when measured against writing levels.
90
80
70
60
50
40
30
20
10
0
Percentage of students in bands:
Year 7 writing
4 5 6
Band
7 8 9
Percentage in band 2010
School average 2008 -
2010
Percentage of students in bands:
Year 7 grammar and punctuation
80
70
60
50
40
30
20
10
0
4 5 6
Band
7 8
Percentage in band 2010
School average 2008 - 2010
SSG average 2010
State average 2010
9

Numeracy – NAPLAN Year 7
2010 data demonstrates that Wilcannia Central
School results are 21% below the state average and 10% below state Aboriginal results
Percentage of students in bands:
Year 7 numeracy
40
30
20
10
0
90
80
70
60
50
4 5 6
Band
7 8 9
Percentage in band 2010
School average 2008 - 2010
SSG average 2010
State average 2010
Literacy – NAPLAN Year 9
2008 data demonstrates WCS results are 26% below the state average and 17% below state
Aboriginal results.
2009 data demonstrates WCS results are 33.6% below the state average and 26% below state
Aboriginal results.
2010 data demonstrates WCS results are 21% below the state average and 13% below state
Aboriginal results when measured against reading levels.
2010 writing results demonstrate WCS results are
36.2% below the state average and 26.7% below the state aboriginal results when measured against writing levels.
Numeracy – NAPLAN Year 9
2008 data demonstrates WCS results are 17% below the state average and 7% below state
Aboriginal results.
2009 data demonstrates WCS results are 22% below the state average and 13% below state
Aboriginal results.
2010 data demonstrates WCS results are 22% below the state average and 12% below state
Aboriginal results.
9

The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.
The performance of the students in our school in the
National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.
Percentage of Year 3 students in our school achieving at or above the minimum standard in
2010
Percentage of Year 3 students achieving at or above minimum standard
Reading
Writing
Spelling
Punctuation and grammar
Numeracy
43
43
56
11
50
Percentage of Year 5 students in our school achieving at or above the minimum standard in
2010
Percentage of Year 5 students achieving at or above minimum standard
Reading
Writing
25
0
Spelling
Punctuation and grammar
Numeracy
50
25
25
Percentage of Year 7 students in our school achieving at or above the minimum standard in
2010
Percentage of Year 7 students achieving at or above minimum standard
Reading 81.8
Writing
Spelling
Punctuation and grammar
Numeracy
20.0
60.0
40.0
77.8
Percentage of Year 9 students in our school achieving at or above the minimum standard in
2010
Percentage of Year 9 students achieving at or above minimum standard
Reading
Writing
Spelling
Punctuation and grammar
Numeracy
12.5
0.0
33.3
22.2
33.3
10
In 2010 Tyson Yunkaporta provided training in the 8-Ways Aboriginal Learning approach. Staff worked with Tyson to incorporate Aboriginal ways of learning into the teaching programs.
Allan Hall (Indigenous Engagement and Quality
Teaching Consultant) also visited to speak to staff about Aboriginal Education and to provide advice and training in delivering quality education to
Aboriginal students.
The school ran NAIDOC week celebrations incorporating Aboriginal foods and games, and supported by the study of Aboriginal history and culture in the classroom. During NAIDOC week students put together a book with Murray
Butcher, telling a traditional Paakantyi story.
The School Participated in Wakakirri, a cultural film event. They created a short film that told a traditional Aboriginal story from the area, with assistance from Murray Butcher.
The filming connected student’s Indigenous culture with learning about literacy and filmmaking.
Funding was successfully accessed through the
AETD for the Aboriginal Languages Program and funding on behalf of the Paarkantji Language
Circle to create a regional resource. The funding for the position of Language and Cultural
Facilitator was provided by DEWHA Indigenous
Arts, Culture and Heritage Program. This position will be an additional resource for the school and the region and is currently being advertised.
In 2010, the school participated in Harmony Day.
The school incorporated ideas about diversity, friendship, sharing, and respect into lessons throughout the week, and created posters and artworks reinforcing these ideas. On Harmony
Day each class cooked a dish from a different part of the world, which were then shared by the whole school.

Respect and responsibility
An evaluation was conducted during 2010 by the Dare to Lead organization and
Professional Development was conducted around the Dignity and Respect Charter to ensure that all members of the school community are treated with dignity and respect. Further professional development will occur during 2011. As part of the
Wilvandee access program, year 10 and 12 students participated in the crossroads program at Menindee. This program focuses on life skills such as road safety, health, drug education, and dealing with stress. The students travelled to
Menindee for a 3 day camp to participate in the program.
National partnership programs
The school is funded through the National
Partnerships (Low SES) After completion of the situational Analysis it was determined that the funding would be designated to the employment of a Head Teacher – Middle School and the employment of .6 for the Aboriginal Community
Engagement Officer. (.4 is funded through AETD for this Position)Funding has also been assigned to increase the Technology capacity within the school.
In 2010, students at Wilcannia used video conferencing and internet access to connect with learning opportunities. Year 11 and 12 used video conferencing and Distance Ed to increase their access to a range of subjects. They also used Moodles and Wiki’s to develop digital literacy and link with students in other parts of the state.
Country Area Program (CAP) funding was used to put in place a positive behaviour program, incorporating the Wilcannia Dollars. Through this program, students earn Wilcannia Dollars through attendance, participation and behaviour.
They are then able to use that money to purchase items at an auction each term.
CAP funding was also used in the Secondary Pod and Middle School Pod to subsidise the cost of a trip to the Gold Coast and Mid North Coast.
Students in year nine and ten who had demonstrated attendance, behaviour and participation travelled to the Gold Coast. While there, they visited theme parks and cultural exhibits, linking to Science, PDHPE, History,
Maths and English. The Middle School Pod, who had been studying rainforests travelled to the
Environmental Centre at the Mid North Coast.
The Primary Pod travelled to Dubbo to experience the animals and educational programs offered at the Dubbo Zoo.
In Term 2 Rewards Days were introduced to encourage and reward consistent appropriate behaviour with primary students. At the end of each term those students who had maintained good behaviour throughout the term were treated to a special day in Broken Hill where they played at the Cubbyhouse Indoor Playground and had lunch at McDonalds. These days were thoroughly enjoyed by everyone and provided an important opportunity to strengthen the rapport between students and teachers.
Students used the Video conferencing facilities to link with Indigenous students in other schools and share stories, dances and film. In the Primary school, students used the facilities to go on an
Antartic adventure.
Regional CAP Initiative funding provided opportunities for our students to participate in the ‘Brains Alive”, and the Astronomy Star
Watching workshops.
Students in years 9 and 10 also used their laptops to link into online games, activities, stories and lessons. They created podcasts, short films, websites, and posters using the digital technology.
11
Priority School Program (PSP) provided opportunities for students from across the school to access literacy and numeracy programs that have led to improved outcomes for our students.
The Mathletics program is widely used by all students. The purchase of improved technology that provided opportunities for students to

develop visual literacy skills has provided opportunities that were previously not possible.
Some funding was allocated to the equipment for the film-making studio.
Australian Government – Building the Education
Revolution – Primary Schools for the 21 st
Century
The school had a full upgrade for our Primary Pod classroom during term 3 2010, new carpet and furniture and classrooms painted through. In addition to this two large Outdoor Learning Areas
(COLA) were constructed within the ground to improve the conditions for our students.
include:-
Safe Families (Wilcannia) – Breakaway Program
Mission Australia – Music Program – 2010-2011
Maari Ma – Primary Cooking Program, Dental
Centacare – support for parents and students
Rural Health (University of Sydney) – health checks for students
Middle School – NSW Mid North Coast –
Rainforests and Coastal Excursion
Healthy Food Program
A Healthy Food Program replaces a canteen at the school. Students can access breakfast, recess
(fresh fruit) and a hot lunch for $2.50 per day.
Students and staff sit together for 30 minutes to eat lunch. This is followed by 30 minutes of free time where students usually participate in group play. Lunch has become a social event since the introduction of the program.
12
Target 1
For all students in years K-4 to grow at least 10
Reading Recovery levels by the end of 2010.
Our achievements include:

Working towards -74% of students from
K-4 grew 5-7 reading levels. 26% of students grew only 1-3 levels
Target 2
To improve 2009 attendance rates by 15% (from
60% to 85% in K-6 and from 61% to 76% in years
7-10).
Our achievements include:


Working towards – our attendance for K-
6 during 2010 improved to 71%

Working towards – our attendance for years 7-10 reached 66%
Target 3
By 2010 all New Scheme teachers will have gained accreditation with the NSW Institute of
Teachers.
Our achievements include:

All New Scheme Teachers at Wilcannia
Central School achieved accreditation to
Professional Competence with the NSW
Institute of Teachers during 2010
It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum.
A Review of Wilcannia Central School was undertaken in the week of the 23 rd of August
2010 and focussed on:

The process and practices that impact on decision making,

The processes and practices that impact on school culture,

The processes and practices that impact on staff welfare
Mr Rob Lewis, leader of the Review team conducted a meeting on Monday 20 th
September at Wilcannia Central School, with staff and invited community members to brief them on the review findings.
The School Review Report contained 15 recommendations under the headings Model of
Education; Regional Focus; Leadership and
Management; Teaching and Learning; Student
Welfare; and Staff Welfare.
As a result of the review Western Region identified Wilcannia Central School as a “Regional
Focus School” and provides refocussed support to the principal, staff, community and students in a coordinated and strategic manner implementing contextually appropriate programs, in particular student wellbeing, attendance and behaviour management.
13
Achievements so far:
Educational and Management Practice

A process has been implemented to map all of the recommendations of the review and a timeline established.

In conjunction with the Regional
Behaviour team an explicit all school behaviour management strategy has been established

The Learning Support Team has been established and Regional Learning
Support Team helping to build capacity of the school based team.

Millennium software has been installed to secure student data and record daily events
Curriculum

Teams are making collaborative decisions on planning, implementing and evaluating for action in teaching and learning programs

Increased participation and improved outcomes for Vocational Education qualifications

During 2010 the school ran a series of community
forums to provide opportunities for the community to contribute to e.g. school policy, curriculum. The community were asked to consider the role that the school plays within the community and what that should look like now and in two and five years from now. This information has been built into the school plan and situational analysis.
National Partnership - Situational Analysis
In conducting this revised school situational analysis, the following phases were followed to draw conclusions, make recommendations and refine strategies linked to the six Reforms of the
Low SES School Communities National
Partnership.
1.
planning the process
2.
collecting data

3.
analysing data
4.
communication of findings, recommendations and strategies.
In 2010 the school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
Dare to Lead was invited to complete an external, independent review of Indigenous
Education in the school
Dare to Lead conducted extensive surveys of the
Wilcannia Central School and wider community during May 2010. The review team consisted of
Mr Mark Crouch and Mr Ian Nebauer (Dare to
Lead New South Wales State Coordinators). The school arranged invitations to a range of
Indigenous students and community members to participate in interviews. A sampling of non–
Indigenous students and staff were also interviewed.
Dare to Lead is a project run by Principals
Australia Inc and funded by the Commonwealth
Department of Education, Employment and
Workplace Relations(DEEWR). The project provides support for Principals endeavouring to improve learning outcomes for Aboriginal and
Torres Strait Islander students and to improve the curriculum across all schools about traditional and contemporary history and culture.
The Snapshot of Indigenous Education conducted at Wilcannia Central School included interviews with staff, Indigenous and non-Indigenous students, Aboriginal and non-Aboriginal parents,
Indigenous employees and school executive. A brief school data review was also completed. The question sets were recommended by Dare to
Lead staff and have been used successfully in other settings.
The following findings regarding parents and community were formulated from this data.

The school does not have an Aboriginal
Education Team.

No appropriate area is provided within the school for community members to
14 feel comfortable in the sharing of cultural understanding relative to school processes

The Paakantyi language needs to be wrapped into the curriculum and connected to the community.

Teaching staff are not inducted into the
Wilcannia community and do not have an understanding of the community.

The Parent and Community Engagement program built developed through Arts
 based learning is highly valued and productive.
Professional learning
The ICT survey and report undertaken by the
Connected Learning Coach highlights that teaching staff are unsure how to design and assess ICT programs into their classroom and sharing of information is not evident.
Professional Development (PD) expenditure clearly identifies that there is a disproportionate level of funds being expensed on travel and accommodation (due to distances being travelled to attend PD) which is severely limiting improvement potential for teacher development.
The data also links to the Teacher Assessment
Review process where Professional Development is not explicitly linked to student learning and is accessed in a haphazard methodology. There is no structured method of the PD learning then flowing through the school.
Raise student ability in reading to have all students K-3 performing at chronological age level in 2011
Strategies to achieve this target include:
 provide additional classroom support for all students that have been identified as having special learning needs and receive integration funding
Our success will be measured by:

 student programs will be modified to meet student needs based on the identified issues from the assessment results
 additional students learning support officers will be employed and given appropriate training through integration funding.
All students (Yr 3/5/7/9) to achieve expected growth in reading based on NAPLAN in 2011
Strategies to achieve this target include:
 train staff in use of SMART data to analyse student performance in Literacy and
Numeracy
Our success will be measured by:
 teaching programs will reflect modification based on SMART data analysis

2011 NAPLAN results will show a decreased gap in reading when WCS is measured against state averages
Reduce the gap in numeracy achievement between Wilcannia Central School students and all state students in 2011
Strategies to achieve this target include:

A numeracy assessment package will be developed by key staff members and assessment of all identified learning support students will be undertaken in term 1 2011

Utilise Mathletics across the school in a structured and cohesive manner and encourage students to participate in virtual maths competitions across the world.
Our success will be measured by:

Teaching programs will reflect modification based on SMART data analysis

100% of maths classes will incorporate
Mathletics into minimum of 1 hour of class time per week by term 4 2011

Enter text here
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Increase secondary attendance rates from 66%
to 75%
Strategies to achieve this target include:

Select and implement one strategy from the review that focuses on student engagement and retention

Provide healthy food options for all students
Our success will be measured by:

1 key finding will be identified and implementation commenced before the end of Term 1

Students will attend school regularly and participate in the food program with the support of parents/community

Increase student completion rates of school
certificate in 2010 from 33% to 66% in 2011
Strategies to achieve this target include:

Using the students will identified learning support needs as the first priority and in consultation with appropriate staff and community members systematically develop IEPs and PLPs

Relevant excursions and learning opportunities are implemented to broaden student learning experiences
Our success will be measured by:

IEPS and PLPs for targeted students completed by end T1 2011

Students develop more independence in their learning aiming higher in their educational achievement and strengthen their connections with learning at a personal level

Amie Walsh
In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.
Michelle Nicholson Principal
Murray Butcher Paakantyi Language &
Cultural Coordinator
Natalie Johnson
Keith Whitbourne
Jodi Vallak
Assistant Principal
Head Teacher Secondary
Head Teacher Middle
School
Head Teacher Mentor
Wilcannia Central School
Barrier Highway, Wilcannia 2836
Ph: (08) 8091 5801
Fax: (08)8091 5206
Email: Wilcannia-c@det.nsw.edu.au
Web: www.wilcannia-c.schools.nsw.edu.au
School Code: 3442
Parents can find out more information about
Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at:
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