Partners in Learning
Wanniassa School P-10
Board Report
2013
Figure 1 Wanniassa Pre School
Figure 2: Wanniassa Pre School & Koori Pre School
Figure 3: Wanniassa School Junior Campus Yrs K-6
Figure 4: Wanniassa Senior School Campus Yrs 7-10
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Annual School Board Report 2013
This report supports the work being done in the ACT Education and Training Directorate, as
outlined in the Strategic Plan 2010-2013 “Everyone Matters”. 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
in an alternate format, such as large print and audio, please telephone (02) 6247 4580.
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, 2013
Material in this publication may be reproduced provided due acknowledgement is made.
The school website is www.wans.act.edu.au
Inquiries about this publication should be directed to:
Wanniassa School Junior Campus
Sternberg Crescent
Wanniassa ACT 2903
or
Wanniassa School Senior Campus
Wheeler Crescent
Wanniassa ACT 2903
or
(02) 6205 6200
General Inquiries:
Telephone (02) 6205 7566
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Annual School Board Report 2013
About our school
Introduction to School
Wanniassa School offers all students an inclusive and comprehensive education program, with
a Preschool to Year 10 Australian Curriculum based on quality teaching strategies in a rich ICT
learning environment. We are a vibrant, sustainable and environmentally aware school where
relationship-building, positive values education and restorative justice practices predominate.
Our school's key values are respect, taking responsibility and resilience. The school has a strong
platform of developing life-long learning skills through innovative exhibitions programs, and
through work experience and vocational educational enterprises. We aim to develop successful
future pathways for every young person in partnership with families, business and the
community.
Our quality educational programs are aligned to the Australian Curriculum and designed to
meet the diverse needs of our students including those from a culturally and linguistically
different background, students who are Aboriginal & Torres Strait Islander (10% of the P-10
student population), and students with a disability or special need.
The student leadership teams on both campuses are exemplary, and we actively promote
values education and a service learning culture. Curriculum strengths include gifted and
talented programs, sport, hospitality, the creative arts and music and band, and Japanese is
taught on both campuses. 2013 successes include reaching the ACT Wakakirri final and
receiving Best School in Public and Best Public Speaking awards, KidsMatter national
recognition (following on from MindMatters national recognition in 2012), our Enrichment
Mathematics/English and Science programs, Big Picture real world learning, Canberra Institute
of Technology (CIT) culinary competition medals and our sustainability projects and sports
representation (zone, national and international).
Student Information
Student enrolment
In 2013 there were a total of 517 students enrolled at this school.
Table: 2013 Student Enrolment Breakdown
Group
Number of Students
Male
273
Female
244
Indigenous
83
LBOTE
81
Source: Performance and Planning
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Annual School Board Report 2013
2013 was the final year for students living in Kambah to have priority enrolment status at this
school (since the closure of Kambah High School in 2006). Enrolments on the senior campus
have now stabilised, and on the junior campus we are experiencing growth in preschool
numbers with a third preschool class being established in 2013.
Student attendance
The following table identifies the attendance rate of students by year level during 2013.
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: 2013 Attendance rates in Percentages
Year Level
Attendance Rate %
K
87.6
1
91.7
2
92.5
3
91.8
4
95.5
5
93.2
6
88.9
7
90.9
8
91.5
9
85.2
10
87.6
Source: Performance and Planning
An SMS absences system that assists students with better time management and
communication between parents/carers and the school, together with every-lesson roll
marking and an absence variations system to track fractional truancy enables the school to
effectively manage non-attendance. Attendance is recorded in MAZE and closely monitored by
the school leaders, year co-ordinators and classroom teachers, there is regular contact
between Pathways Tutors, classroom teachers and parents, and results are reported to parents
weekly. Tracking of Indigenous students is maintained on a database by the Indigenous
Education Officer. Absence data is sent home with term and semester reports and is given to
Pathways Tutor Group (PTG) teachers on a weekly basis to enable them to contact parents if a
particular student has been absent for 3 or more days. These measures have improved
students’ attendance overall, reduced the number of students late to class and met with
parents’ approval.
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Annual School Board Report 2013
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.
Table: 2013 Qualification of Teaching Staff in Percentages
Qualifications
% Teaching Staff
Certificate/Diploma/Degree
100
Postgraduate
50
Source: School Data
Workforce Composition
In 2013 the workforce composition of the school is highlighted in the following table.
Table: 2013 Workforce Composition Numbers
Role
Total
Administrative Service Officers
17
General Service Officers &
Equivalent
2
School Leader A
1
School Leader B
2
School Leader C
12
Teachers
36
TOTAL
Source: Workforce Management
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Note: This table includes pre-school staffing
There are two indigenous staff at this school.
Volunteers
It is estimated that the number of hours in which volunteers have worked in the school during
2013 is 5510 hours.
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Home Reading Scheme (At least 3 parents/day @ 1hr each (15hrs/wk)
Library shelving and book covering (at home and school)
Parent tutors/mentors including GetSmart and Ganbra tutorials
Transport to sporting fixtures for multiple teams on multiple days
Training sporting teams
Dance Festival, Wakakirri, Bands– transporting students
600 hrs
300 hrs
300 hrs
400 hrs
50 hrs
30 hrs
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Annual School Board Report 2013
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Canteen Committee and duties
1000 hrs
Preschool Parent Association and P&C Membership 25 hrs/ month
250 hrs
P&C Fundraising (estimate)
1500 hrs
Clothing pool 1 parent @ 2 hrs/week
80 hrs
Scripture Union Primary Age (SUPA) Club junior campus) & Breakfast Clubs
every week (both campuses)
250 hrs
School Board 5 parent/community members @ 2hrs/meeting
80 hrs
Work Experience transport @ 1 hr/day for 100 parents for 1 week
500 hrs
Banking 2 parents/week @ 1 hr each
80 hrs
Mountain Biking (Senior Campus)
50 hrs
Community Activities for Indigenous parents and community supporters
40 hrs
School Review and Development
In 2013, the ACT Education and Training Directorates Strategic Plan 2010-2013 provided the
framework and strategic direction for the school’s plan. This is supported by the School
Improvement in ACT Public Schools Directions 2010-2013 and the School Improvement
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.
Wanniassa School will be validated in 2016. A copy of the last 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 2013
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, took part in an online survey.
Overall Satisfaction
In 2013, 86% of parents and carers, 78% of staff, and 71% of students at this school indicated
they were satisfied or highly satisfied with the education provided by the school.
In 2013, 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 2013. The following tables show the percentage of parents
and carers and students who agreed with each of the national items.
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Annual School Board Report 2013
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.
93
Teachers at this school provide my child with useful feedback about his or her
school work.
86
Teachers at this school treat students fairly.
84
This school is well maintained.
91
My child feels safe at this school.
93
I can talk to my child’s teachers about my concerns.
95
Student behaviour is well managed at this school.
86
My child likes being at this school.
91
This school looks for ways to improve.
93
This school takes parents’ opinions seriously.
81
Teachers at this school motivate my child to learn.
91
My child is making good progress at this school.
93
My child's learning needs are being met at this school.
86
This school works with me to support my child's learning.
84
Source: 2013 School Satisfaction Surveys, August/September 2013
Table: Proportion of students in years 5 to 12 in agreement with each national opinion
item
Item
(%)
My teachers expect me to do my best.
94
My teachers provide me with useful feedback about my school work.
81
Teachers at my school treat students fairly.
66
My school is well maintained.
50
I feel safe at my school.
61
I can talk to my teachers about my concerns.
63
Student behaviour is well managed at my school.
37
I like being at my school.
67
My school looks for ways to improve.
71
My school takes students’ opinions seriously.
53
My teachers motivate me to learn.
76
My school gives me opportunities to do interesting things.
79
Source: 2013 School Satisfaction Surveys, August/September 2013
This information can be considered alongside information available on the My School website
(http://www.myschool.edu.au).
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Annual School Board Report 2013
Further analysis of these results indicates that student overall satisfaction with Wanniassa
School is well above the state average and that Wanniassa School also exceeded the state
averages in all items except one.
The school implemented a new behaviour management policy in 2013 which was revised for
2014 and delivered in conjunction with an updated pastoral care program. This includes cyber
bullying informations session, increased parental involvement in discussions and agreements
about behaviour concerns and restorative conferences.
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 at www.wans.act.edu.au
Professional Learning
Teachers and non-teaching staff undertake a variety of professional learning that relates to
national, system and school priorities and is aligned with our school plan. Below is a sample of
seminars, workshops, conferences and other activities completed by Wanniassa School staff in
2014.
National Priorities:
National Curriculum and Assessment
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Australian Curriculum planning/ Understanding by Design units development and
Achievement Standards
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NAPLAN Workshop
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Curriculum Forum for coordinators
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Literacy and Numeracy Coordinators – Implementing the Australian Curriculum
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Teacher familiarisation event at Questacon Technology Learning Centre
Closing the Gap for Indigenous Students
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Dare to Lead conference (Feb)
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Galamban: Extraordinary Aboriginal Experiences program presented by Julie Freeman,
an elder from the Wreck Bay Aboriginal Community, Booderee National Park
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Aboriginal Cultural Education (TAFE)
National Standards Early Childhood
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Assessment & Reporting Review of Australian Curriculum and Early Years Learning
Framework (EYLF), rubrics
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National Quality Standards workshops
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Supporting Aboriginal and Autistic students with different learning styles
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Annual School Board Report 2013
System Priorities:
Building Teacher Capacity
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Quality Teacher Institue (TQI) - Progressing to full registration
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Arts Up Front Conference
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Leadership - Coaching for Effective Leadership
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First Aid training
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College Moderation Day observers
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Teacher familiarisation event at the new Questacon Technology Learning Centre
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English as a Second Language Moderation procedures
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Building Professional Capital
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Professional Practice Panels
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Mandatory Reporting
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Teacher/Librarian Workshop
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Learning Support Assistant Professional Learning workshops
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Tuggeranong Schools Network summit for secondary principals – Transforming
School Culture Melbourne
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Quality Learning Australia - using the tools
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Quality Teaching model – peer observations, instructional rounds
Knowing Students, Building School Culture and Wellbeing
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Respect Equity and Diversity Contact Officer (REDCO) training & Respectful
Relationships Conference
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Student Pathways Planning and transitions year 6 teachers + Pastoral Care Coordinator
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Trauma workshop
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Dyslexic awareness whole staff
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Strengthening Relationships Through Circle Time in the Classroom P-10
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Functional Behaviour Assessment workshops
Literacy & Numeracy
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Scaffolding Literacy workshop
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Dyslexia and Significant Reading Difficulties
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Write On
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Speech Difficulties – Implications for the Classroom
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Phonological Awareness in the Classroom
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Principles for Successful Spelling
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Numeracy Network meetings
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MoneySmart training
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Writers Notebook
School Priorities:
Personalising Learning
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Disability Education workshop
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Disability Standards and Differentiation
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Disability Education - Using iPads in the Classroom P-10
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21st Century Fluency Workshop
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Annual School Board Report 2013
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Project Based Learning Workshop (Sydney)
Creating Individual Learning plans (ILPs) in Accelerus
Big Picture Education Australia workshop in Launceston on Learning Through
Internships
BPEA National Symposium
Work Studies for the Australian Curriculum – course writing (Sydney)
Embedding Information Communication Technology (ICT) practices
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iPads in the Classroom
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ICT workshops
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ICT national conference EduTECH (Brisbane)
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Digital Backpack workshops
Community Partnerships
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Avanti Ride to School workshop
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MindMatters Dance and Drama Festival workshop
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TSNetwork Quality Learning Showcase School
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KidsMatter, MindMatters and StaffMatters Workshops
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Media training
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. The school’s kindergarten year group commenced the year below
the ACT raw schpre average but was above at the end of the year in both reading and maths.
Table: Wanniassa School PIPS 2013 mean raw scores
Test Domain School School ACT
Start
End Start
ACT
End
Reading
42
138
51
126
Mathematics
35
Source: CEM Centre
59
39
54
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Annual School Board Report 2013
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 2013, 0% of year 3, 0% of year 5, 3.9% of year 7 and 4.1% of year 9 students were exempt
from testing based on nationally agreed criteria.
The following table shows the 2013 mean scores achieved by our students compared to the
ACT.
Table: Wanniassa School 2013 NAPLAN Mean Scores
Test Domain
Year 3 Year Year 5 Year Year 7 Year 7 Year 9 Year 9
School 3 ACT School 5 ACT School ACT School ACT
Reading
457
444
510
520
543
562
585
601
Writing
420
423
473
487
508
527
512
570
Spelling
410
417
485
497
544
555
578
590
Grammar & Punctuation
453
445
527
516
519
552
577
596
Numeracy
426
415 496
Source: Performance and Planning December 2013
500
529
552
555
600
More detailed analysis of our school’s academic achievement, together with successful wholeschool programs and strategies that the school has implemented to improve student learning
outcomes in literacy and numeracy or will use in the future, are incorporated into the
information related to reporting against our progress against our priorities found later in the
report.
Some highlights:
Year 3:
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year 3 mean scores were above the Tuggeranong region for all test aspects and above
ACT for reading, grammar & punctuation and numeracy
in reading 59% of students were in the top 2 bands - bands 5 and 6 - and no students
were in lowest band
in writing 52% of students were in the top 2 bands and no students were in lowest band
in spelling 40.7% of students sit in top 2 bands and 7.4% of students were in the lowest
band
in grammar and punctuation 74% of students performed at the top 2 bands and no
students were in lowest band
in numeracy 74.5% of students performed in the top 2 bands and no students were in
lowest 2 bands
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Annual School Board Report 2013
Year 5:
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year 5 mean scores were above the Tuggeranong region in all test aspects and the ACT
in grammar and punctuation. Overall large percentages of students are showing growth
across the test aspects.
in reading 40.6% of students performed in the top 2 bands – bands 7 and 8 - an increase
of 21.4% from 2012
in writing 18.8% of students performed in the top 2 bands and 65.7% of students sit in
bands 5 and 6. 90% of students who sat the writing test showed growth– 72.4% at equal
to or more than expected growth
in spelling 25% of students performed in the top 2 bands (an increase of 5% from 2012).
56.3% of students sit in bands 5 and 6. 100% of students who sat this test have shown
growth – 65.5% at equal to or more than expected growth
in grammar and punctuation 56.2% of students performed in the top 2 bands – an
increase of 40.2% from 2012. 31.3% of students sit in bands 5 and 6. 97% of students
who sat this test have shown growth– 79.3% at equal to or more than expected growth
in numeracy 30.3% of students performed in the top 2 bands - an increase of 11.1%
from 2012. 54.5% of students sit in bands 5 and 6. 97% of students who sat this test
have shown growth – 63.3% at equal to or more than expected growth.
Year 7:
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growth comparison between 2012 and 2013 NAPLAN results for year 7 students show
that in reading the percentage of students in the top two bands was similar - there was
significant growth of students moving into bands 6 and 7, leaving no students in the
lowest band
slight improvements were made in writing, with only 12.5% of students falling into the
lowest band, down from 18.6% in 2012. Still we see this as an area for improvement
and as a result we have implemented literacy/writing sessions into the Senior School
timetable.
numeracy has shown solid improvement with 91% of students who sat the test showing
growth. It is to be noted that half of these students showed growth that was equal to or
greater than their expected growth
year 7 results across all tests show an increase in the difference between the school
mean and the Tuggeranong region mean compared to previous years. This is a
promising result and shows that our programs are having a positive outcome for our
students and school.
Year 9:
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significant improvement of 42.7 mean points was achieved in year 9 reading. This
improvement was a result of Wanniassa School being 23.8 mean points above the
Tuggeranong region in year 9 reading. NOTE: 2012 results showed that our school was
14.7 mean points below the Tuggeranong region.
2013 results show that there was a significant improvement in the percentage of
students who performed in the top two yrear 9 reading bands,( 22% of students in 2013
as opposed to 9.5% in the previous year)
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Annual School Board Report 2013
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results for writing in 2013 showed a decrease from that in the previous year. Similar
numbers of students are sitting in the lowest band, with 17 % sitting in the top two
bands. This continues to be an area of improvement for Wanniassa School.
numeracy results for year 9 students are similar to those of the past. However, 2013
results show that 80% of students who sat the test have shown growth in this area, 44%
of those at equal to or more than expected growth.
Performance in other areas of the curriculum
The strategic directions described in the School Plan are aligned with those in the Education &
Training Directorate’s and Tuggeranong Network’s Plans and the National Quality Standards
(preschool).
Teachers have developed curriculum, assessment rubrics aligned with national achievement
standards, Understanding by Design units of work and project-based learning modules for
every Key Learning Area, as required.
Our whole-school focus on personalising learning, enhancing student pathways and knowing
our students better (Tuggeranong Schools Network strategic priorities) has resulted in
significant curriculum achievements which are shared throughout this report, including in the
introduction.
Progress against School Priorities in 2013
Priority 1
Improve literacy and numeracy outcomes for all students
Targets
By 2013
 achieve the expected growth plus 4 mean points for students in years 3, 5, 7 and 9 in
reading, writing and numeracy
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Proportion of Aboriginal and Torres Strait Islander students making expected growth in
NAPLAN is better than the system growth for this cohort
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100% of kindergarten students make expected progress in reading and 85% in
mathematics
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80% of year K-6 students reach appropriate year level PM benchmark
School improvement domains covered with this priority
Learning and Teaching
Leading and Managing
Progress
The first of three major strategies against this priority was to further develop the whole school
approach to the teaching of literacy and numeracy through fostering a culture of professional
collaboration. Supporting professional learning, Professional Learning Committees (PLCs) and
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Annual School Board Report 2013
faculty teams, the executive team continued to ensure there was an ongoing focus on
instructional leadership and explicit teaching. Staff and team meetings regularly included
literacy & numeracy professional learning and reflections about pedagogy, supporting below
reading benchmark students and students in lower literacy and numeracy bands through
targeted intervention such as scaffolding literacy, online learning activities and a focus on
mental computations. Gifted and talented students were also proactively supported through
enrichment programs offered in mathematics, science and creative writing. Identifying and
elaborating on literacy and numeracy “moments” within the classroom across all Key Learning
Areas (KLAs) was widely practised. A review of Understanding by Design units of work
developed in core secondary subjects (English, Science, History and Geography) resulted in
more assessment items including a numeracy component. Other literacy & numeracy strategies
adopted included the following.
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In the early childhood years (P-2), students continued to access a range of interactive
resources such as Reading Eggs, Bug Club, Mathletics and Spellodrome as well as
number games, on iPads and interactive whiteboards.
Introduction of iPad technology for small groups, personalised learning and whole-class
literacy and numeracy activities. This strategy in particular resulted in increased student
motivation as evidenced by teacher observation and class participation data. Successful
online learning programs accessed included BugClub (a reading program), Mathletics
and Spellodrome and Into Science.
With the expertise of a specialist Literacy staff member, Scaffolding Literacy was
introduced to support small groups and individualised learning.
Consistent use of the K-6 Data Wall enabled reading benchmark data to clearly identify
the students who would benefit from targeted case management. Streaming of literacy
and numeracy groups enabled extension groups and the children at risk of not achieving
desirable learning outcomes to be supported at their point of need.
Having regular two-hour time blocks for both Literacy and Numeracy each day enabled
the K-6 teachers to work cooperatively on developing sequenced students’ reading and
writing activities, incorporating online learning practice and coordinating programs such
as Mental Computations, First Steps and Soundwaves Spelling.
NAPLAN preparation for students in grades 3, 5, 7 and 9 was carried out through a
series of trial tests in term 1. Results were recorded and teachers were made aware of
specific issues for groups of students / curriculum areas for further practice.
The Literacy & Numeracy Team (led by the Deputy Principals, Literacy & Numeracy
Coordinators and Literacy Field Officer) continued to build on the whole campus
approach to the teaching of literacy and numeracy across all year levels and curriculum
areas. This was further developed with short, targeted Professional Learning (PL)
sessions in weekly staff meetings, including SMART analysis, the use of the Wanniassa
Writing Handbook (introduced in 2011) to build common language about literacy
teaching and learning. Spelling PL was conducted for all senior campus staff, based on
the beliefs of the Scaffolding Literacy approach.
On the senior campus, pre and post testing of all students in years 7 – 9 was carried out
to determine levels across all literacy & numeracy aspects and in the later part of the
year the data was used to evaluate the effectiveness of programs in place. The
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Annual School Board Report 2013
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information was recorded in a school database which all teachers had access to for
curriculum planning.
A senior campus data wall for all students in years 7-10 was constructed, reflecting
results from Progressive Achievement Tests (PAT) reading and mental computation
tests. Whole campus and faculty discussions centred on the results of students were
used to guide planning and interventions.
The senior campus trialled a financial literacy program called MoneySmart, resulting in
Wanniassa School becoming a MoneySmart Teaching School for 2013 and receiving
positive feedback from Australian Securities & Investments Commission (ASIC). On the
junior campus, financial literacy and MoneySmart concepts were embedded in the
Managing Money unit of work that has been submitted for external accreditation.
Participation in extension activities such as the Rio Tinto Big Science competition and
creative writing and mathematical enquiry workshops provided enrichment for our
gifted & talented students in grades 4-10.
Numeracy skills sessions for targeted groups in years 7 & 8 focussed on NAPLAN
numeracy items identified by SMART data analysis as areas for improvement.
Mathletics was accessed by students K-10 via mathematics classes and Mental
Computations sessions were held for targeted students and groupings.
Embedding Personalised Learning Plans for year 9 as well as year 10 students in the Big
Picture Program, included essay writing, research skills and numeracy.
Secondary students were encouraged to access the weekly GetSmart program where
ANU students were mentors providing assistance with research projects, and essaywriting techniques.
Two Writers-in-Residence workshops for senior campus students from the Tuggeranong
Schools Network were held during the year, one at Birrigai and one at Wanniassa
School. Visitors included published Indigenous and local authors.
The second of the key strategies undertaken was to implement consistent assessment and
tracking practices across the school to inform teaching. An important ongoing focus for all
teachers was to improve their understanding of data analysis of NAPLAN, PIPS and schoolbased assessment in order to improve curriculum planning, use shared language about
assessment and more effectively track student progress. A data wall, already established in the
junior campus staff room and used to encourage ongoing professional discussions, was
similarly created in the senior campus staff room to record literacy and numeracy data for
secondary students. The school continued to refine assessment, reporting and moderation
processes and to further develop a bank of student work exemplars, learning journeys and Big
Picture portfolios. Professional learning to further improve assessment and reporting practice
was undertaken by our teachers at school and system workshops. Two school leaders received
advanced training in using Accelerus.
Formal procedures undertaken to implement consistency of assessment practice included the
following.
 The completion of scope and sequence curriculum documents for English, Maths,
History, Science and Geography. Preparations for Health and Physical Education,
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Annual School Board Report 2013
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Japanese, Technology and Arts KLA documentation continued. Year-long assessment
rubrics based on the achievement standards and aligned to the Australian Curriculum,
where possible, were developed.
Teachers were given planning days and PL sessions to ensure curriculum documentation
was aligned to the Achievement Standards.
Assessment data (K-10) was collected on spreadsheets for longitudinal tracking
purposes. NAPLAN and A-E data was used to monitor growth in academic progress and
showed an increase in the number of students reaching Achievement Standard C.
Student work exemplars were collected for moderation purposes.
Quality Learning Tools incorporated, eg capacity matrices developed to enable students
to accurately assess their own progress.
Pre- and post-tests established literacy and numeracy levels.
Refining assessment and moderation procedures (P-10).
The third improvement strategy undertaken was to improve learning and decrease the
achievement gap for Aboriginal and Torres Strait Islander students. In 2013 especially pleasing
was the participation and active involvement by all who attended the Ganbra Smart Kids
Tutorial program (K-6), a homework club for primary-aged students continued to provide extra
literacy and numeracy skills acquisition support to our Aboriginal and Torres Strait Islander
students.
The combined attendance data (P-10) continues to show that overall attendance for Aboriginal
and Torres Strait Islander students at this school is at 91-94% (varying across campuses and
between terms). We identified a very small percentage of non attending students/families and
have worked with the students and their families accordingly.
A range of important cultural activities, as well as vocational opportunities targeting Indigenous
students, were implemented in order to create an inclusive school climate and value the
cultural knowledge and background that Aboriginal and Torres Strait Islander students bring to
school. Activities such as the following had a significant impact on Aboriginal and Torres Strait
Islander students’ and families’ attitudes to school and in turn encouraged better attendance.
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Koori Kids Dance Club with Amy Minchin, from the National Aboriginal and Islander
Skills Development Association (NAISDA) Dance College.
Didjeridoo group on the Junior campus each Thursday morning.
National Sorry Day Bridge Walk, Friday 24 May, a community event coordinated by
Winnunga Nimmityjah.
Visiting Artist, Annette Shea, working with Ganbra Smart Kids Tutorial Program.
Achievement centre staff and students assisting Koori Preschool to establish native
garden and paint/decorate with Indigenous art.
Indigenous Girls’ Art Group on Tuesdays.
Bushtucker garden implemented with Greening Australia Indigenous restoration officer,
Adam Shipp.
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Annual School Board Report 2013
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National Aborigines and Islanders Day Observance Committee (NAIDOC) week
performance by Fred Reid and film screening of The Sapphires for a family fun night.
Year 7 & 8 students viewing the play ‘My Girragundji’, an adaptation of a novel by Boori
Monty Pryor and Meme McDonald, at Erindale Theatre.
Participation in ACT Burroinjin competitions.
Indigenous Literacy Foundation fundraising day – painting our own stories.
Real Institute working with Indigenous students on connecting them to traineeships and
Australian School Based Apprenticeships (ASBAs).
Indigenous student from the Australian National University (ANU) school of music
mentoring year 9/10 music students.
2013 ACT & Region Indigenous Employment Education and Training Expo .
Aboriginal and Torres Strait Islander students are achieving better than system growth in
NAPLAN from year 3 to 5. Due to the small number of Indigenous students sitting NAPLAN we
cannot report against the target of achieving better than system growth in NAPLAN for
Indigenous students from year 5 to 7 and from year 7 to 9 in literacy and numeracy.
NAPLAN, PIPS and PM Reading Benchmarks
NAPLAN targets were met, when considering the confidence intervals, for reading and
numeracy with the exception of year 3 reading which was statistically above the target when
considering the confidence intervals. No target was set for Writing by the Directorate in 2013.
This is shown in the table below.
Table: NAPLAN 2013 MEANS
Year
Reading Target
Reading Actual
Numeracy Actual
457.3
Numeracy
Target
420±24
3
397±32
5
489±26
509.8
488±24
487.3
7
532±14
542.8
524±16
529.4
9
575±18
584.6.9
566±14
554.8
425.7
Source: Performance and Planning and SMART data
Table: Percentage Achieving Progress in PIPS
Progress
Reading 2012 Reading 2013
Maths 2012
Maths 2013
Better than Expected
66
62
69
72
Average
34
37
24
25
Less than Expected
0
0
7
3
Source: PIPS CEM Centre Data Report (Please note that due to rounding not all percentages
will add up to 100)
There has been an increase in the percentage of students achieving better than expected
growth in maths and all students achieved average or better than expected progress in reading,
which is similar to 2013. Both targets were reached.
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Annual School Board Report 2013
In relation to our targets for students reaching year standard PM benchmark, the table below
shows that students in years K-3 reached the target of 80% achieving appropriate year level PM
benchmark. Students who were not achieving required benchmark levels were given one-onone support or small group sessions. In K-3 Guided Reading was timetabled and Scaffolding
Literacy sessions were introduced. The latter will be extended to year 4-6 sessions in 2014.
Table: Percentage of students achieving relevant year level PM Reading Benchmark
Year
Year level Benchmark Target
No. of students
% achieving
BenchmarkActual
81%
K
5-8
32
1
11-17
28
82%
2
18-24
28
83%
3
23-28
29
80%
4
28-30
25
60%
5
30+
31
64%
6
30+
26
70%
Priority 2
Strengthen curriculum practices
Targets
By 2013

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100% of curriculum documents are aligned to the Australian Curriculum as practicable
and include ATSI perspectives
A two percentage point increase in percentage from the 2012 results of teaching staff
agreeing:
o there are processes in place to support their practice
o the use of learning technologies is an integral part of learning and teaching
School improvement domains covered with this priority
Learning and Teaching
Leading and Managing
Student Engagement
Progress
The first strategy actioned against this priority was to continue to develop the capacity of staff
to deliver relevant curriculum as required of the Australian Curriculum, Early Years Learning
Framework and Big Picture design principles. Completing the Scope & Sequence for all
Australian Curriculum subject areas, Early Years Learning Framework (EYLF) units, and aligning
Big Picture units of work with the Australian Curriculum were important steps undertaken. By
undertaking relevant curriculum PL and many attending professional association workshops
throughout the year, teachers improved their understanding of the Australian Curriculum as
the foundation for high quality teaching to meet the needs of all students, and they
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Annual School Board Report 2013
increasingly accessed newly developed online curriculum resources (developed by Scootle,
Australian Institue for Teaching and School Leaders). Professional Learning records were
maintained during the year by all P-10 staff. Teachers completed curriculum PL in week 0 of
term 1 (late January), in after-school sessions and on weekends or in stand-down (5th day), as
required.
Major components of professional discussions with School Leader Cs (SLCs) during the year
(beginning, mid-cycle and summative) included:
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setting the strategic priorities
sharing professional practice and building deeper understanding of the Quality Teaching
model
explicit teaching of Key Learning Areas using the Quality Teaching model.
Four Wanniassa School teachers developed national curriculum for two Australian Curriculum
areas, Civics & Citizenship and Work Study, to the acclaim and praise of Australia Curriculum,
Assessment and Reporting Authority (ACARA) managers who also visited the school to observe
how well the relevant modules had been piloted in English and Big Picture classes.
Classroom teachers further developed Understanding by Design units (UbDs) of work for their
respective curriculum areas. Cross curriculum priorities including improving literacy &
numeracy, embedding information technology and incorporating Aboriginal & Torres Strait
Islander curriculum perspectives were included in all UbDs that were written and implemented
in 2013. Teachers also developed enrichment programs, eg in mathematics, science,
information technology, creative writing and financial literacy. A number of teachers
responded to the challenge of improving cross-school collaboration by engaging students from
different age-groups, eg year 9 students worked with year 5 students on a science unit, year
2/3 students and year 9 & 10 food studies students collaborated in learning activities, and Big
Picture students observed early childhood learning behaviours of preschool children.
The use the Quality Teaching model to deliver curriculum, resulted in increased lesson
observations by school leaders and colleagues as well as the sharing of personal reflections.
School leaders provided formal and informal feedback to their teachers, encourage discussion
about quality student work and high expectations, and respond to needs to provide
differentiation, personalisation and support strategies to enhance student learning outcomes.
New educators shared their Professional Standards evidence (soon to be required by all
registered teachers) with their supervisors, and many teachers shared professional practice,
resources and useful teaching strategies in team, faculty and staff meetings.
PL sessions were held during staff meetings where staff from each KLA shared best practice
pedagogy, lesson plans and resources. These presentations referenced aspects of the Quality
Teaching model that were used in the design and delivery of curriculum and assessment.
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Annual School Board Report 2013
Teachers adopted strategies to consistently provide students from preschool to year 10 with
meaningful, engaging and relevant learning experiences through focused instruction,
differentiation, individualisation and personalised learning opportunities including online
learning (Edmodo, Mathletics, Into Science, Reading Eggs). Where possible, they sought to
connect students to their interests and prior knowledge (using the Quality Teaching model lens
and Learning Committees). Learning opportunities were intentionally designed to develop skills
such as critical thinking, problem solving, teamwork, and data analysis in real world contexts.
Improving consistency of Professional Pathways planning and aligning system and school
priorities were the first steps undertaken. Professional Learning records were maintained
during the year by all P-10 staff. Teacher completed PL was in week 0 of term 1 (late January),
in after-school PL sessions and on weekends or in stand-down (5th day), as required. Setting the
strategic priorities, individual goal-setting and building understanding of the Quality Teaching
model and explicit teaching in Key Learning Areas were key components of the professional
discussions with SLCs during the year (beginning, mid-cycle and summative).
A second strategy, Align school assessment processes and practices to system and national
requirements, was led by the deputy principals and SLCs for Assessment & Reporting. Teachers
attended relevant curriculum and assessment PL throughout the year and further developed
rubrics and their understandings about national achievement standards. Reporting practices on
the junior campus – for preschool and K-6 classes – were reviewed and improvements
implemented. Understanding by Design units of work were adjusted to ensure that
achievement standards and general capabilities were incorporated across the school. Work
commenced on developing an Individual Learning Plan reporting system to ensure students
with Individual learning Plans (ILPs) are accurately assessed and tracked K-10. Three staff
members were trained and subsequently led PL training for other staff.
Teacher Professional Pathways Plans were aligned to improve curriculum development, pedagogy
and assessment practices, including moderation & reporting. Professional practice was also aligned
with Tuggeranong Schools Network (TSNetwork) priorities, namely personalising learning, student
pathways, knowing students better and promoting our school within the Wanniassa cluster of
schools and in the TSNetwork. The widespread use of Quality Learning tools by our teachers was
showcased at a TSNetwork expo in term 3.
Curriculum audits during the year confirmed that Scope & Sequence documents were aligned
to the Australian Curriculum for English, Mathematics, Science, History and Geography, and all
curriculum areas developed documentation and assessment rubrics.
Professional learning teams were given time to address the implementation of the Australian
Curriculum and to design curriculum documents and plan pedagogical practice around the
Quality Teaching model and Quality Tools. Staff engaging in these teams discussed these in
detail and used SLC and School Leader B (SLB) expertise to further clarify concepts and build
capacity of staff in their understanding and application of these school priorities.
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Annual School Board Report 2013
Our third strategy embedding ICT into teaching and learning practice to support the multimodal delivery of the curriculum, received further impetus through the purchase of additional
iPads for use by all students P-10, specifically in the preschool and junior campus classes, but
also on the senior campus in the Learning Support Unit and Learning Support Centre,
respectively. Students accessed SchoolsNet, Edmodo and online learning resources. A year 7
science class was engaged in using iPads as their primary learning tool. This involved the
recording and analysis of experimental data using various iPad apps, completing teacher
developed work via Edmodo on the iPad and using the Creative Bookbuilder app to present a
portfolio of work as their final assessment. Students have had considerable access to a wide
range of ICT resources including; SmartBoards, iPads, computer labs, laptops and projectors.
Students have had a large focus on the use of ICT during assessment tasks throughout all KLAs.
They have used Excel, Word, Prezi, PowerPoint for example. Many staff attended the ICT PL
sessions throughout the year – focusing on the staff and student ICT survey results.
The staff and student ICT results showed some increase in the opinions of staff and students
regarding the use of ICT in our classrooms. In particular students felt that they had a significant
access to ICT at Wanniassa and staff felt supported in the use of ICT in their planning and
classes. Students and staff linked with parents, staff, other schools and the Network Leader
through the use of Edmodo. This also allowed students to be extended in Mathematics and
Japanese in particular. Wanniassa School trialled the use of the Digital Backpack from the
Directorate and provided feedback about its use. This will be continued in 2014.
These actions within our strategies at the end of 2013 resulted in:


100% of curriculum documents are aligned to the Australian Curriculum as practicable
and include Aborignial and Torres Strait Islander perspectives
Teaching staff satisfaction related to:
o there are processes in place to support their practice was 86%, a decline of two
percentage points from 2012
o the use of learning technologies is an integral part of learning and teaching was
72% compared to 88% in 2012 and therefore we did not meet our target.
The school will continue to work in these areas.
Priority 3
Continue to build a positive school climate and culture of learning
Targets
By 2013


Increased attendance rates of Aboriginal & Torres Strait islander students by 10
percentage compared to 2012
Student satisfaction related to:
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Annual School Board Report 2013


o satisfied with the education provided by the school increases by five percentage
points from 81 percent (2012 figure) to 86 percent
o feeling safe at school increases from 76 percent (2012 figure) to 80 percent
o they have opportunities to participate in decision making at the school increases
from 67 percent (2012 figure) to 72 percent
Achieve 70% of students agreeing the school motivates them to learn
Achieve 70% of students agreeing the school takes students opinions seriously
School improvement domains covered with this priority
Learning and Teaching, Leading and Managing, Student Engagement, Community Engagement
Progress
An important first strategy within this priority was to further develop personalised learning
opportunities for all students. Student pathways plans, survey data and exit surveys by year 6
& 10 students provided substantial evidence that learning journeys for students from preschool
to year 6, roundtables for 7-8 students, exhibitions for 9-10 students were valuable
experiences that demonstrated personalized learning outcomes in tangible ways to parents
and panels.
Students in years 9 and 10 have the opportunity to enrol in a personalized learning program
based on the Big Picture design principles: one student at a time in a community of learners,
cross-curriculum program design, social and emotional development and real world learning
(LTI – Learning through Internship and service learning).
Learning in the workplace/community is an integral part of the Big Picture design. A Work
Studies trial allowed the Big Picture program to backward map the work components in the
Australian Curriculum and to plan a two-year approach for the two years of Big Picture (9&10).
The Australian Curriculum Assessment and Reporting Authority (ACARA) Manager of
Curriculum and the Vocational Education and Training (VET) coordinator in the Education &
Training Directorate visited the school and reviewed the Work Study Australian Curriculum
units of work being piloted for ACARA, both in the Big Picture program and in mainstream year
10 English classes in preparation for work experience placements in term 3.
The successful trial resulted in mainstream students receiving better work skills preparation
and the Big Picture Program students being able to gain credit for the large amount of ‘real
world’ work they do through Learning Through Internships. In addition, every year 9 Big Picture
student received some workplace or community organization contact, ranging from regular one
or two days per week, to a week in the work place, to shadow days, to supported visits, to
attendance at courses.
A second strategy was to strengthen the partnership across the two campuses and the wider
community. Wanniassa School worked proactively to strengthen partnerships across the two
campuses of Wanniassa School and continued to grow cross-campus activities and
opportunities, in line with the 2012 Validation Report. In addition, we focused on improving P-
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Annual School Board Report 2013
K, 6-7 and 10-11 transitions, developing an inquiry skills continuum for the primary and middle
years to support the Big Picture initiative and more deeply embedding ICT into teaching and
learning to support the multi-modal delivery of the curriculum and personalized learning.
Examples of successful shared outcomes, developing leadership skills, relationship-building and
growing partnerships across the school include the following.
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Year 5 students spent time working with a year 9 science class. In semester 1, the year 9
students exhibited their chemistry projects to the younger students. In term 3 the year
9 class shared with year 5 students how to dissect a sheep’s brain.
A senior campus maths teacher taught mental computations to year 6 students, a PE
teacher interacted with junior campus students to strengthen transition relationships
and also joined in the Baroinjin day and cluster gala day of sports.
The senior campus Endeavour 9/10 class made weekly visits to the junior campus. Year
1/2 students were taught new games to play outside, practised
soccer/basketball/skipping skills, did fine motor/craft type activities and played maths
games. Return visits to the senior campus engaged the younger students in making a
chocolate slice for Father’s Day, playing ball games in the gym and having a sausage
sizzle to celebrate end of year/end of semester, including games in the hall which the
students really enjoyed.
Kindergarten students visited the senior campus’s Hospitality Class for lessons on
hygiene, practising their cooking mixing, measuring and constructing skills, using great
oral language and cooking. Senior Campus students arranged an Easter egg hunt for the
younger students to enjoy.
In Japanese, year 7 & 8 students visited the junior campus to see the hinamatsuri (Doll’s
festival) display that was on loan from the Japanese Embassy.
The use of Edmodo has allowed the senior campus to create better links with parents
and staff. Parents can see what assessment students have due as well as which classes
they are doing well in. They can view grades as well as reminders and comments from
staff and other students.
Activities that supported the transition of prospective students from preschool to primary
school, primary school to high school and high school to college and further training were a
priority in 2013 and continuous throughout the year. In addition, Mathematics Enrichment
Workshops and a Creative Writing Workshop with an Indigenous author were initiated by
Wanniassa School staff to engage keen mathematics and English students from across the
Tuggeranong Network through enrichment experiences.
The Wanniassa Enrichment Mathematics (WEM) Program was initiated to boost the profile of
mathematics at the school, to link in with the Annual Operating Plan (AOP) and Network plan,
and to provide personalisation for extension students in mathematics. The WEM Program had
2 components: the online weekly challenge questions and the 2-day problem solving and
mathematics workshops held in term 4. Over 80 students (60 online and 20 additional face to
face) from across the Tuggeranong Network in years 4-10 participated. The program allowed
students to work together across different schools and year groups. The reports back from
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Annual School Board Report 2013
students were overwhelmingly positive and requests have been received for the program to be
extended in 2014.
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The WEM program also included school visits once a week to Wanniassa Hills Primary
School. The level of participation was extremely high at this school and many students
who struggled to participate online still attended and reported that they enjoyed the
sessions. This has also allowed staff to build relationships with our feeder schools to
encourage students to view Wanniassa Senior Campus as their local high school of
choice in the future.
JC and SC Staff presented at the ICT PL sessions. For junior and senior campus teachers,
opportunities were given each term to extend their ICT skills beyond their specific
classrooms needs. Seeing how others were using ICT was enlightening for many
teachers.
High school students from the Tuggeranong Network participated in a two day intensive
writing program in term 4, hosted by Wanniassa School. A book of the outstanding
writing produced during the two days will be compiled and distributed to the students
and schools.
The program was based on the novella Jali Boy written by a young writer called Rick
Macourt. Rick who currently works as a diplomat in the Department of Foreign Affairs
and Trade (DFAT) in Canberra explained to the students how he came to write the book
based on his own life. He was very entertaining and the students responded to his sense
of humour, as well as to the cultural, philosophical and personal ideas in Jali Boy. The
students also wrote stories and poems on themes of their own choosing.
Primary students in years 4, 5 and 6 from Monash Primary School, Wanniassa Hills
Primary School and Wanniassa School junior campus were invited to attend a series of
enrichment workshops on the senior campus. These workshops focused on building
and extending skill and knowledge in a particular area of interest to the student, with
classes offered in creative writing, music, art, science, maths and woodwork.
A third approach, to continue to embed wellbeing and social and emotional skilling centred
on developing a positive school climate, where student agency is valued, mutual respect is
evident and parents are welcomed. Together, with the important work being undertaken to
enhance the school’s physical environment and to support learning through the creation of
flexible spaces, the wellbeing approach is creating an environment where all students have the
opportunity to feel safe and develop a strong identity with the school and its community.
Progress against this priority is steady. All senior campus students participated in The 5 Ways to
Wellbeing program – 5 ways to better days, through Pathways Tutor Groups (PTGs), and
Friendly Schools Plus was delivered to Years 7-9, also through PTGs.
Participation in academic competitions such as the Australian Mathematics Trust, and Rio Tinto
Big Science competitions, the da Vinci Decathlon and the Tournament of the Minds is
encouraged, and subsidized financially by the school. Mountain-biking and competitive rides
have grown in popularity and are supported by students from both campuses, including
students with a disability. Talented sports students represented the school, Tuggeranong, the
ACT and Australia in a wide range of sports. A team of Hospitality students from Wanniassa
24
Annual School Board Report 2013
School again won silver and bronze medals at the Canberra Institute of Technology (CIT)
Culinary competition, while within the school a year 10 student emerged as the triumphant
2013 Wanniassa MasterChef. A range of camps, excursions and other activities also contributed
significantly to student wellbeing. The years 5/6 Camp Cooba, year 7 Stanwell Tops camp, a
year 4 Birrigai camp and several Endeavour overnight bush walks were all well attended and
enjoyed by our students.
The Youth Support Worker encouraged student participation in a range of activities designed to
build on and validate student interests and a sense of belonging to school. In 2013, these
included:
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recess and lunchtime Drop-in and weekly Breakfast Club
Get Smart, an ANU students-run homework group in the library
Big Picture LTI support
programs such as Trading Card Games Group and Environmental Art
Graphic Novels Group
Circus Warehouse was introduced
Aspire Girls group sponsored by Young Women’s Christian Association (YWCA)
student referrals and connections with community agencies and families
various workshops such as drumming, cyber-bullying and respectful relationships.
Our school Chaplain works alongside the school executive to support and promote student
well-being and our values program. She runs a well organised program out of ‘The Link’,
modelling organisation and respectfulness to all students and staff. This involves inclusivity
within the programs where students are able to put into practise supportive scenarios like
buddying younger students. This is displayed through the successful implementation of:
breakfast club (weekly), link activities (recesses and lunchtimes), delivery of programs for social
support (organising meals for families in need through liaising with local church) and support of
staff through positive relationships.
Specific continuing actions have further developed a positive school culture. Wanniassa School
staff have worked hard to establish Early Childhood KidsMatter, KidsMatter and MindMatters
philosophy and best practice throughout the school (P-10). In 2012 the senior campus received
national recognition as a MindMatters school, and in 2013 the junior campus also received
national KidsMatterPrimary recognition, the first ACT primary school to do so. During ACT
Mental Health Week in October 2013, Wanniassa School junior campus also received the
“Promotion, Prevention and Early Intervention Award” in recognition of the implementation of
our KidsMatterPrimary program. Junior campus students in years 4 to 6 participated in the
2013 ACT Wakakirri competition reached the finals and were again awarded the Best School in
Public and Best Public Speaking awards. It is noteworthy that Wanniassa School has won both
of these awards consistently in every Wakakirri competition the school has entered, an
outstanding result.
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Annual School Board Report 2013
Student voice is an important component of student wellbeing and connectedness to school – a
significant protective factor. Two year 10 students were trained as Affirm Mental Health
Ambassadors through the Affirm Mental Health initiative, three year 9 students undertook the
MindMatters Student Empowerment workshop and then led Wanniassa School’s entry in the
2013 MindMatters Drama Festival. Student leaders have begun the revitalisation of the
Student representative Council (SRC) and have plans leading in to 2014. Three Big Picture
students were invited to Parliament House to meet with Minister Garrett to explain the Big
Picture approach. Two senior students represented Wanniassa School at the Minister’s Student
Congress and have begun work with the new student leaders for 2014 to bring issues back to
the student body. Junior campus student representatives participate in decision-making at
weekly SRC meetings. The Values program continues to grow on the junior campus to support
student wellbeing. A resource folder containing Values lessons for each year group has been
produced and in 2014 these will be aligned to the Australian Curriculum.
The 5 Ways to Wellbeing (or 5 Ways to Better Days) campaign began in 2013 with plans to build
and continue into 2014, to familiarise the whole student body with wellbeing strategies.
Students from both campuses participated in many fundraising activities for external
organisations, as well as fundraising for school facilities such as junior campus playground
equipment.
Our progress against this priority is related to our identified targets and detailed below.



Attendance of Aboriginal and Torres Strait Islander students attending school increased
from 91% in 2013 to 95% in 2014.
Achievement of Aboriginal and Torres Strait Islander students on the senior campus
shows that more than 70% of grades at C grade or above
Student satisfaction related to:
a. satisfied with the education provided by the school decreased from 86% to 71%
b. feeling safe at school decreased from 76% (2012 figure) to 61%
c. they have opportunities to participate in decision making at the school increases
from 67 percent (2012 figure) to 72 percent
d. 76% of students agreed the school motivates them to learn, above our target of
70%.
e. 53% of students agreed the school takes students opinions seriously, 13
percentage points below our target
In 2014 the school will focus on these areas and work closely with our Student Council.
Wanniassa School will be using the Australian National University (ANU) school climate survey
tool to measure school climate from 2014 onwards. We used this tool as a trial school with the
ANU in previous years and were able to measure growth in student identification and
connection with school and corresponding improvements in academic attainment.
26
Annual School Board Report 2013
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
Wanniassa Preschool has had a successful year with 3 mainstream groups and the Koori
Preschool group operating smoothly. This model uses the available classroom space to its full
capacity. Preschool enrolment numbers have remained steady throughout the year with each
group nearly at the full enrolment number of 22.
The educational program has included many visits this year, enhancing children’s learning. We
have included Hatching Chicks in our unit on Living Things, a visit from the NoWaste team as
part of our Recycling UBD, a visit from a paramedic, a visit from the Rural Fire Service and the
Bus Wash excursion when focusing on community workers, a visit from Duncan Smith focusing
on Aboriginal culture and performances by Jack and Molly and Pirate Pete as part of our music
and performing arts program.
The children have had input into the educational program by contributing their ideas about
what they would like to learn to regular Learning Committee meetings. Their ideas are
incorporated into weekly planning giving them a sense of agency. Staff have implemented
expeditionary learning that was a focus of one of the school professional learning sessions.
Children drafted their work, met as a group to evaluate each draft and then redrafted and met
again for further group appraisal. The finished product was presented as an assembly item
with the help of the year 5 buddies. The children have also worked in groups to produce mind
maps, beginning with prior knowledge about a topic and then developing the map as new
knowledge is acquired.
Literacy and numeracy plans have been developed by staff each term and these lessons are
incorporated into the program on a daily basis. ICT resources are used to support the literacy
and numeracy programs including maths, word and letter recognition games, stories and the
ReadingEggs program on the Interactive White Board (IWB), computers and I pads. Literacy
and numeracy work samples are featured in the children’s portfolios.
The children’s sense of belonging within the school community has been enhanced through
regular library visits, lunch orders from the school canteen and our transition program which
includes the year 5 Buddy program, visits to Red Unit and a recess canteen visit. The preschool
children have also participated in special assemblies for book week and the year 5 assembly
where they presented an item. We have started the enrolment process for new 2014 children,
27
Annual School Board Report 2013
holding an information night for families and a stay and play afternoon. The stay and play
afternoon gives the children an idea of what preschool is like and an opportunity to meet staff.
Many families use this visit as a talking point throughout the holidays, in preparation for the
beginning of the school year.
The preschool team has been developing a scope and sequence document throughout 2013,
outlining the implementation of the EYLF and including suggested curriculum content. Staff
have also reviewed the report format, incorporating EYLF outcomes and including sections for
children’s reflection on their own learning.
Children’s health and safety
Throughout the year there have been many initiatives focusing on children’s health and safety.
A health expo was held where families could find out about a range of local services available
to them. An ACT Health Dental Therapist provided dental checks for children at the preschool
and these were accessed by a large number of our families. Constable Kenny Koala visited
twice during the year giving important messages about road safety and about staying safe
when out and about in the community. Staff have written and implemented a UBD focusing on
Healthy Choices which was supported by a visit from a Heart Foundation Kids at Play
representative who involved the children in a range of active games, providing staff with ideas
to use within the preschool program. Children have been learning about hygiene and the
importance of hand washing on arrival at preschool, before eating and after toileting.
Some of the preschool students this year have medical conditions that impact on their
education and ILPs have been developed with input from families and medical personnel to
address their particular needs.
As part of our work towards meeting the National Quality Standards, staff have been reviewing
and rewriting procedures. These include a toileting and nappy changing procedure, a toilet
training procedure, supervision procedures, equipment cleaning schedules, administration of
medication procedures and a procedure for daily playground safety checks. We have also
implemented the use of a student movement sheet for students arriving late or leaving early.
This requires parents and caregivers to sign children in and out.
All staff and students have participated in fire drills and lockdown drills and have an awareness
of what needs to be done in these situations. All staff have completed an update of Mandatory
Reporting professional learning.
Relationships with children
All children are settled within the preschool environment and appear to feel a sense of
belonging. Their ideas are valued and incorporated into the program through Learning
Committee meetings. The Playing and Learning to Socialise program was completed with the
children during terms 1 and 2, focusing on social and emotional development. Following the
Principals as Literacy Leaders (PALS) program we began using the Super Friends strategies from
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Annual School Board Report 2013
the http://csefel.vanderbilt.edu website in order to encourage children to use appropriate
social skills. The school values program has been running during terms 3 and 4. Some
preschool staff attended professional learning on helping children deal with trauma in which
the idea of co-regulation is highlighted. Strategies to assist children with emotional regulation
were presented and have built on skills that educators already have in this area. Another point
highlighted in this professional learning was the importance of strong, positive relationships to
form the base of behaviour management. All staff at preschool develop these strong
relationships with children and use respectful and calm conversations when faced with
behaviour management issues.
Collaborative partnerships with families
Early in the year staff reviewed the KidsMatter action plan for component 1, building a sense of
community. Goals addressed in this plan were to enhance the transition program for children
moving onto school in 2014, to involve families from all backgrounds in the program, to
continue to offer opportunities for family involvement and to follow up feedback from the
enrolment process survey. Actions from this plan have been successfully implemented.
Suggested changes to the enrolment process have been made including the use of a sound
system at the information night, an earlier invitation to the stay and play afternoon so that
families could arrange to attend and a review of the confidential questionnaire and interview
sheets so that parents did not feel that they were repeating themselves. Many opportunities
for families to participate have been offered including the formation of the 2013 Parent
Association and regular meetings, individual interviews at the beginning of the year , a
welcome to Koori Preschool morning tea, community breakfasts, a Bunnings BBQ, an Easter
raffle, the climbathon and multicultural lunch, the bush garden working bee and the
Decoration and Giving mornings. All events have been well attended.
Parents have been kept informed of their children’s progress through daily opportunities to talk
informally with staff, interviews early in term 3 to discuss children’s achievements and
progress, Learning Journeys and reports at the end of semesters 1 and 2.
Parents have had opportunities to contribute to preschool decision making through the
enrolment survey and the hot dotting exercise on Learning Journey days asking for feedback on
the effectiveness of Learning committees, Family books and communication with staff. They
have also provided feedback on a new initiative in which we are planning to create two photo
books, one to provide information to families about how they can become involved in the
preschool community and the second about the educational program and philosophy.
We have applied for a Preschool Matters grant to fund this initiative. These books will be
displayed outside each classroom and will be an ongoing resource for families in future years.
We are seeking parent’s ideas and input so that we can ensure the information presented is
useful and relevant to our community.
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Annual School Board Report 2013
Staffing arrangements
The preschool year has been a successful one with a strong team of educators working
together with 4 groups of children. A Learning Support Assistant (LSA) has been appointed to
the Koori Preschool position. An induction folder has been developed for new staff so that
they can begin to become aware of the preschool philosophy and other expectations within the
working environment. All preschool staff are involved in weekly staff meetings where day to
day matters are discussed, professional learning is sometimes offered and where reflection and
professional discussions take place on a range of issues. Teachers attend regular staff meetings
at the junior campus or with the whole school and team and unit meetings on alternate weeks.
All teachers hold Early Childhood qualifications and all Learning Support Asststants hold or are
working towards a Certificate 3 or equivalent. All staff hold current Working with Vulnerable
People cards.
Leadership and management
Wanniassa Preschool has a strong staff team and continuity of educators. This team works
collaboratively with the whole school. Members of the JC team and the preschool team have
worked together to present feedback from professional learning to the Early Childhood team
this year. Professional learning opportunities are provided for all team members at weekly
preschool staff meetings and there have been many opportunities to discuss procedures under
review this year. A “Go To” folder has been developed and extra information is continually
added. Staff are aware that this is the place to look for information about policies and
procedures pertaining to preschool. This year the Parent Information Pack has been reviewed
and updated and each pack now includes a Wanniassa School prospectus informing families
about the programs on offer throughout the school.
All preschool teachers have been involved in reviewing the Quality Improvement Plan for the
preschool and have reflected on current practices to come up with further priorities for the
2013/14 plan. Teachers have also engaged in reflection and professional improvements
through the completion of the professional pathways process and through regular attendance
at Early Childhood network meetings. One of the teachers has successfully completed her
probationary year.
Physical environment
The children have been engaged in learning programs focusing on the environment. They have
completed a unit on recycling and have been involved in planting and caring for the vegetable
garden. A new bush garden has been developed this year with assistance from Rotary and
Greening Australia. This garden features native plants and 3 new seating areas created with
tree stumps. A zebra crossing has also been painted on one of the pathways. The children
utilise these new spaces in a variety of ways and readily incorporate them into their play.
A variety of new resources have been purchased through the Earn and Learn program and
through Parent Association fundraising efforts. Some of the new materials replace older
equipment and some are new resources purchased to provide new challenges with the
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Annual School Board Report 2013
classroom and outdoor environment. Some resources have been purchased to support
particular students within the classroom including a slope board and a posture cushion.
We have been fortunate in the opportunity to use different spaces within the school after two
unforeseen incidents made our classrooms unusable. There have been many other occasions
when we have utilised the library, computer lab and playground areas at the junior campus.
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Annual School Board Report 2013
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.
Professional learning
The average expenditure at the school level
per fulltime equivalent teacher on
professional learning was $ 320.00
Voluntary contributions
This school received $13854.09 in voluntary
contributions in 2013. 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 2013.
Financial Summary
31-Dec-13
INCOME
Self management funds
Voluntary contributions
Contributions & donations
Subject contributions
External income (including community
use)
Proceeds from sale of assets
Bank Interest
TOTAL INCOME
758,362.94
13,854.09
490
20,977.27
17,488.43
0
14389.48
825562.21
EXPENDITURE
Utilities and general overheads
Cleaning
Security
Maintenance
Mandatory Maintenance
Administration
264,865.01
181,161.09
2,962.14
131,363.21
0
19,123.82
Staffing
28,192.93
5,395.47
0
51,851.50
55,983.09
13649.51
754547.77
71014.44
Communication
Assets
Leases
General office expenditure
Educational
Subject consumables
TOTAL EXPENDITURE
OPERATING RESULT
Actual Accumulated Funds
Outstanding commitments (minus)
BALANCE
93,668.19
4,292.41
160390.22
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Annual School Board Report 2013
Reserves
Name
Purpose
Amount
Expected
Completion
Landscaping
To enhance the appearance of the School & to $6,698.77
purchase a ride on mower to enable us to
keep the mowing costs down
2016
Sustainability
Waste Watch/Water Watch Programs
$5,000
2018
$7,396.25
2018
$30,000
2018
Facilities upgrade Enhancing the appearance of the school and
improving the environment for our students
$36,732
2018
IT Renewal
JC Lab replacement as other IT as required
33,000
2018
Trades Training
Trades Training is new and there will be many
unexpected expenses of items that will
require purchasing
23,700
2018
Resources to update our lighting
Compensation
Claims
HR to maintain Educational Programs
Shade Structure
We have very limited shade structure & would
like to provide students with alternate shade
areas
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Annual School Board Report 2013
Endorsement Page
I declare that the Wanniassa 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:
Community Representative
Teacher Representative
Student Representative:
Board Chair:
Principal:
Perry Jolley
Julie Brahe
Nick Bond
Jasmine Edwards
Perry Jolley
Karin Nagorcka
Rebecca Logue
John Collard
Estelle Gillingham
Natalie Guilfoyle
Lorraine Inglis
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
this year.
Principal Signature: _________________________
Date: 28 March 2014
I approve the report, prepared in accordance with the provision of the Education Act,
section 52.
Board Chair Signature: __________________________
Date: 28 March 2014