2012 Annual School Report - Gordon West Public School

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ABORIGINAL EDUCATION Aboriginal Education remains an important part of the curriculum taught at Gordon West Public School. We aim to complement and reflect the elements of the Aboriginal Education and Training Policy including building increased knowledge and understanding of Aboriginal Australia. In 2012 K-6 students were provided with opportunities to develop deeper understandings of Aboriginal histories, cultures and languages through cross curriculum content including literature, Creative and Practical Arts and Human Society and its Environment. During Term 3 all children were provided with the opportunity to attend an Aboriginal and Torres Strait Islands cultural show. Songs and dances were performed by Ryka and Aka who demonstrated Australian native animal sounds with the didgeridoo and traditional Torres Strait Island dances. Children participated in movement and dance activities and dressed in traditional costumes and body paint. During weekly flag raising assemblies and other formal occasions staff and students were provided with opportunities to show respect for the Aboriginal community past and present through the Custodianship of Country Acknowledgement. MULTICULTURAL EDUCATION Multicultural Education is embraced in the school’s curriculum. ESL students are learners from language backgrounds other than English who are learning English as a second or additional language as well as developing literacy skills in English. They need to simultaneously learn English, learn in English and learn about English in order to successfully participate in informal social interactions as well as in more formal and academic contexts. ESL Students at Gordon West have a diverse range of backgrounds and English language learning needs as they commence school with varying levels of prior education and knowledge of English. intensive ESL support. Many of these students have recently arrived at the school. TECHNOLOGY Technology remains an integral part of the curriculum at Gordon West Public School. The school has a dedicated computer laboratory and each classroom has at least one additional PC for individual class use. The library is also well equipped to support technology at the school. All students have regular access to (ICT) through: • weekly, timetabled lessons in the computer laboratory with the specialist ICT teacher; • additional class time in the computer laboratory with their classroom teacher; • access to 32 PCs in the library; • use of computers in their own classrooms. All students have access to digital cameras, webcams, scanners and printers and a variety of software programs. The Gordon West Public School technology teaching and learning plan ensures skill development from Kindergarten through to Year 6. This plan covers the areas of word processing, use of databases and spreadsheets, multimedia applications, Internet usage and ethics of computer use. The integration of these skills into all KLAs has continued through collegial planning and programming. Technology is used to: • access the Internet for skill development, student inquiry and research across all KLAs (K-6); • create slide shows and PowerPoint presentations for Human Society and its Environment (HSIE), science and personal development, health and physical education (PD/H/PE) (1-6); • apply graphical representations for mathematics using spreadsheets (4-6); • reinforce number, space and measurement skills (K-3); • create and publish children’s writing using word processing skills (K-6); • create and manipulate images for Visual Art (K-6); • add recorded narrations, custom motion and transitions to imported images when presenting a display using Photostory (Yr4); • creatively utilise a Microsoft programming and game creation application, Kodu (Yr5) • support their curiosity and develop rational and creative thinking while ensuring any research was validated by proof when involved in an online environmental competition, Murder under the Microscope (Yr6); and • using software programs to design and create animations, movies and commercials (Yr6). The ESL program at Gordon West aims to meet the diverse needs of students at various stages of learning English. In 2012, ESL teachers conducted the ESL program 3 days each week collaborating with class teachers to ensure individual students were catered for. Currently the school has 160 students enrolled with a language background other than English, with the most common languages spoken being Mandarin and Korean. Twenty eight of these students are in the ESL program. Due to the number of new enrolments late in 2012, the school’s ESL allocation will increase in 2013. Twenty six of these students are Phase 1 students, needing 16
PROGRESS ON 2012 TARGETS Target 1 Numeracy K-6 Working Mathematically Students will increase their knowledge, skills and understanding to apply higher order thinking skills when working mathematically in numeracy using the five interrelated processes (questioning, applying strategies, communicating, reasoning and reflecting) Retain or increase the percentage of students in the higher bands in NAPLAN numeracy by maintaining expected growth from Year 3 to Year 5 at 75% (2011) and Year 5 to Year 7 at 72.5% (2011). Our achievements: Following the review of 2011 NAPLAN results, teachers at Gordon West identified a weakness in the ability of students to confidently approach and accurately complete questions which required the application of a range of mathematical concepts to higher order thinking, problem solving questions. Teachers developed a shared vision and understanding of the importance of the working mathematically processes to the teaching and learning across all mathematical strands. To increase staff confidence, knowledge and skills in the teaching of working mathematically processes, Maths committee members prepared professional learning experiences for K-6 staff, addressing each of the five processes of working mathematically. Committee members were encouraged to partner with a colleague from a different Stage in order to facilitate awareness of outcomes and indicators appropriate to the various Stages. Presentations on Applying Strategies, Questioning, Communicating, Reasoning and Reflecting occurred during Semester 2 staff meetings. Initial discussion focused on approaches presently used K to 6 to teach the working mathematically processes and the positive and negative attributes of these current teacher practices. Research completed by George Pólya, a professor of mathematics, noted for his work in mathematics education (Pólya’s ‘Four Stages to Solve Problems’) was introduced to teachers to broaden their knowledge. DET Curriculum Support documents highlighting effective teaching strategies were explored, with teachers identifying and collating a list of successful strategies to use in maths lessons. During the presentation on ‘Questioning’, the distinction between open and closed questioning was discussed. This led to the introduction of Australian educator, Anne Newman’s Prompts (1977). Newman devised five basic steps and a set of questions to ask students whilst they are engaged in solving mathematical problems in order to establish where and why problems occur. The findings which showed that students need to be able to read and comprehend 90% of the question resonated strongly with the staff. The final staff presentation introduced maths journal writing as a valid, effective teaching tool. Staff were highly motivated by this innovative approach. They expressed a strong interest in embedding this tool into classroom practice in 2013. Staff identified the following aspects of the target as requiring further development in 2013: - identification and collating of Stage appropriate mathematical terminology for these processes across all strands; - implementation of more open, flexible approaches to problem solving lessons; - increased opportunities for teacher modeling of the selection of the most efficient strategies; and - engagement of students in meaningful dialogue with their peers using language and strategies specific to the task. To empower staff to implement these strategies thoroughly, the processes of working mathematically will form the basis of the Numeracy Target for 2013. Target 2 Literacy K-6 Writing – Persuasive Text Students will continue to increase their knowledge, skills and understanding of persuasive texts, building on their existing comprehension and abilities. Kindergarten to Year 2 teachers will be using Best Start Software to plot students on the continuum. Retain or increase the percentage of students in the higher bands in NAPLAN Writing, by maintaining Year 3 % age proficiency at 96% (2011) and increasing Year 5 % age proficiency above 32% (2011) Our achievements: Following intervention and the post test assessments, the teachers’ responses highlighted the need for further development in the higher order skills of persuasive writing. These include Audience Awareness, Text Structure, Ideas and Persuasive Devices. While students are currently exposed to these aspects of persuasive writing, further development is required. In Stage 1, ‘Ideas’ was identified as the category as the area where students best performed. While they were able to form an opinion on a topic and formulate simple sentences, they had difficulty elaborating their ideas to persuade the audience. Students also require greater awareness of the topic in order to clearly distinguish fact from opinion. Students required greater exposure to persuasive devices, in particular using correct modality and writing complex sentences. In Stage 2, ‘Conventions’ and ‘Text Structure’ were identified as the categories where students best performed. Students had a good understanding of grammatical structures and correct use of basic punctuation. Students consistently demonstrated a sound knowledge of appropriate text structure, successfully using a teacher provided scaffold to present their ideas. Post tests highlighted the need to further develop a deeper knowledge of the theme and topic enabling them to fully address and support their position. Further to this, students require exposure to appropriate vocabulary to support their argument with greater impact. Stage 2 teachers identified ‘Audience’ as an area requiring further development. To better involve the audience, future student learning needs to focus on providing teaching and learning activities enabling students to select deliberate language choices and persuasive techniques that both support their argument and engages and persuades the reader. In Stage 3, ‘Text Structure’ and ‘Conventions’ were again identified as strengths, with the majority of students having a good understanding of correct punctuation and grammar. While some persuasive devices were successfully employed, rhetorical questions and modality required further development. The higher order skills need growth including the ability to establish a strong credible voice and influence the reader by using precise and sustained language choices and persuasive techniques. 17
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Page 3 and 4: P&C MESSAGE Gordon West P&C has had
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Page 21 and 22: School Life Student Survey My teach
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2012 Annual School Report - Gordon West Public School

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