2011 Annual School Report - Gordon West Public School
2011 Annual School Report - Gordon West Public School
2011 Annual School Report - Gordon West Public School
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NSW Department of Education & Training<br />
<strong>2011</strong> <strong>Annual</strong> <strong>School</strong> <strong>Report</strong><br />
<strong>Gordon</strong> <strong>West</strong> <strong>Public</strong> <strong>School</strong><br />
NSW <strong>Public</strong> <strong>School</strong>s – Leading the way<br />
1
CONTENTS<br />
PRINCIPAL'S MESSAGE<br />
What another great year at <strong>Gordon</strong> <strong>West</strong> with so much happening<br />
at our “home away from home!” Every year <strong>Gordon</strong><br />
<strong>West</strong> seems to become a more dynamic, enthusiastic, exciting<br />
centre of learning with more and more opportunities being<br />
provided for our students.<br />
As I have stated previously the challenge of course is to balance<br />
the extensive range of school activities being offered and<br />
continue to perform at the highest level in school, state and<br />
national tests in literacy, numeracy, technology and science.<br />
I have every confidence that we are up to the challenge.<br />
Our commitment to very high academic, sporting and cultural<br />
standards is being realised with wonderful results in the National<br />
Naplan literacy/numeracy tests. <strong>Gordon</strong> <strong>West</strong> was ranked<br />
19th overall of the 2070 NSW schools that completed the <strong>2011</strong><br />
Naplan tests in the Sydney Morning Herald’s ranking schedule.<br />
We have also successfully participated in district PSSA and an<br />
inspiring “Showcase at <strong>Gordon</strong> <strong>West</strong>” concert where the talents<br />
of our dance, drama and band programs were highlighted.<br />
The introduction of electronic whiteboards across all classes<br />
in the school, the installation of two interactive classrooms and<br />
the employment of specialist technology teachers certainly<br />
provides an extra dimension to the teaching/learning cycle<br />
across all key learning areas.<br />
Our Sustainability Environment program has been very successful<br />
in making the school community aware and proactive<br />
in caring for our environment.<br />
A very active and involved parent community continued to work<br />
closely with the school to provide the best possible opportunities<br />
and facilities for the children of <strong>Gordon</strong> <strong>West</strong>.<br />
The school is now totally air conditioned thanks to the FRASC<br />
and the <strong>Gordon</strong> <strong>West</strong> P&C.<br />
Thank you students, teachers and parents of <strong>Gordon</strong> <strong>West</strong> for<br />
your support over the past 12 months and for making <strong>Gordon</strong><br />
<strong>West</strong> a great place to be. We look forward to an even bigger<br />
and better 2012.<br />
Jim Huckerby B.A.<br />
Principal<br />
.<br />
2
P&C MESSAGE<br />
The P&C had another very successful year. The "Five Year<br />
Business Plan for expenditure for the P&C" was updated in<br />
<strong>2011</strong>, with all parents invited to participate. Air-conditioning for<br />
the library, library staff room, and associated break-out room<br />
achieved highest priority for early 2012. Lights to illuminate the<br />
path to Pee Wee Park were also put on the 2012 agenda. The<br />
Plan also channels $5K into a "Special Education Program"<br />
in 2013, with staff to decide one area from science, music,<br />
drama, art or literature. The P&C again continued their commitment<br />
to the provision of the Special Needs Teachers at <strong>Gordon</strong><br />
<strong>West</strong>, on an annual basis.<br />
The Fund Raising & Social Committee (FRASC), under the<br />
leadership of Mrs Megan Guenther, again performed well, despite<br />
the unfavourable economic climate. With $40K raised,<br />
and $15K expenses, the FRASC contributed $25K net to the<br />
P&C funds in <strong>2011</strong>.<br />
The P&C continued to provide for the Canteen and sadly<br />
ended the year with the resignation of the Canteen Manager,<br />
Mrs Una Fong, after 8 years of exemplary management and<br />
service. The P&C was very sorry to see Mrs Fong's departure.<br />
The provision of the Clothing Pool was also overseen by the<br />
P&C. Mrs Kim McPartlin continued with her excellent management<br />
of the Clothing Pool, in this now salaried position.<br />
The P&C also continued to manage the delivery of Outside<br />
Of <strong>School</strong> Hours Care, in collaboration with the school. Communication<br />
with the school community, in reply to the annual<br />
<strong>School</strong> Survey, again involved the participation of the P&C<br />
Communications Officer.<br />
The P&C concluded the review of traffic in Kooyong Street after<br />
extensive research in 2010 and a two term trial of a voluntary<br />
"one-way" system during <strong>2011</strong>. "<strong>West</strong> facing" parking remains<br />
prohibited on the northern kerb of Kooyong, due to council's<br />
compliance with parking laws. In reality, the voluntary system<br />
works well only with continual surveillance by P&C members,<br />
but deteriorates over time, especially on raining days. The P&C<br />
remains committed to advertising a voluntary "one-way" system<br />
in Bulletins once per term. Given that the P&C respects<br />
the interests of the residents of Kooyong Street, as much as<br />
it considers the wishes of the school parents, Kooyong Street<br />
cannot be designated an official one way street, and therefore,<br />
congestion is unfortunately expected into the future.<br />
The P&C at <strong>Gordon</strong> <strong>West</strong> continues to contribute substantially<br />
to a strong sense of school community and continues to contribute<br />
to improving the fantastic facilities of this great school.<br />
Parental involvement was encouraging throughout the year.<br />
The P&C looks forward to “fresh blood” in the Office Bearer<br />
positions in 2012.<br />
Alison Gray P&C President<br />
STUDENT REPRESENTATIVE'S<br />
MESSAGE<br />
This year <strong>2011</strong>, has been a brilliant year for the student representative<br />
team. It has been an honour to be selected as school<br />
captains. We will always remember the things we did as the<br />
representatives. We know that we are ready for high school<br />
and we have so many skills that we have learned throughout<br />
primary school that we can use next year.<br />
One of the highlights of <strong>2011</strong> was going to Canberra and the<br />
snow with years five and six. We did so many activities like<br />
going to Questacon, Parliament House, Old Parliament House<br />
and playing in the snow at Mt Blue Cow. We also played many<br />
games throughout the year, which made our year the best<br />
ever.<br />
STUDENT REPRESENTATIVE<br />
COUNCIL 2010<br />
The <strong>2011</strong> SRC have had another successful year of fundraising,<br />
taking care of lost property and being involved in sharing<br />
ideas of the students with the Principal and the whole school.<br />
The SRC ran a Crazy Hair Day and Yellow Daffodil Day raising<br />
money for various charities including the Cancer Council.<br />
We really appreciated the school community’s generosity in<br />
supporting the <strong>2011</strong> charities.<br />
We would like to wish Rachel, Hamish and the prefects good<br />
luck for 2012 and hope they do a good job.<br />
Josh Phillips and Emma Watkins<br />
<strong>School</strong> Captains <strong>2011</strong><br />
3
SCHOOL CONTEXT<br />
Student information<br />
Student attendance is very good at <strong>Gordon</strong> <strong>West</strong>. All absences<br />
must be explained in writing. The school implements the<br />
Department of Education <strong>School</strong> Attendance Policy (2005).<br />
STUDENT ENROLMENT PROFILE<br />
2007 2008 2009 2010 <strong>2011</strong><br />
Male 217 231 220 222 228<br />
Female 194 194 201 228 245<br />
Students<br />
500<br />
400<br />
300<br />
200<br />
100<br />
0<br />
Enrolments<br />
2007 2008 2009 2010 <strong>2011</strong><br />
Year<br />
Male Female<br />
STUDENT ATTENDANCE PROFILE<br />
Year 2008 2009 2010 <strong>2011</strong><br />
<strong>School</strong> K 95.9 95.9 96.2<br />
1 96.0 96.4 96.5<br />
2 96.8 95.8 95.6<br />
3 96.2 96.5 96.8<br />
4 97.0 96.5 96.3<br />
5 97.8 96.0 96.4<br />
6 96.7 97.0 96.5<br />
Total 96.1 96.6 96.3 96.3<br />
Region K 96.1 96.0 96.3<br />
1 95.6 95.8 95.7<br />
2 95.8 95.9 95.7<br />
3 95.8 96.1 96.0<br />
4 95.8 96.0 95.8<br />
5 96.0 96.1 95.9<br />
6 95.4 95.7 95.2<br />
Total 95.7 94.7 96.0 95.8<br />
State K 94.3 94.7 94.7<br />
1 93.7 94.2 94.2<br />
2 94.0 94.4 94.2<br />
3 94.1 94.5 94.4<br />
4 94.0 94.5 94.3<br />
5 94.0 94.4 94.2<br />
6 93.6 94.0 93.8<br />
Total 94.1 92.1 94.4 94.3<br />
CLASS SIZES<br />
The following table shows our class sizes as reported at the<br />
<strong>2011</strong> annual class size audit.<br />
Roll Class/Year Total/Year Total in Class<br />
KL K 17 17<br />
KP K 18 18<br />
KS K 18 18<br />
KT K 18 18<br />
1/2P 1 10 22<br />
1C 1 21 21<br />
1L 1 20 20<br />
1M 1 21 21<br />
1/2P 2 12 22<br />
2M 2 25 25<br />
2S 2 25 25<br />
3B 3 27 27<br />
3D 3 27 27<br />
3H 3 27 27<br />
4D 4 31 31<br />
4T 4 30 30<br />
5G 5 33 33<br />
5W 5 32 32<br />
6D 6 30 30<br />
6E 6 29 29<br />
Attendance rate<br />
100<br />
75<br />
50<br />
25<br />
0<br />
Student attendance rates<br />
2008 2009 2010 <strong>2011</strong><br />
Year<br />
<strong>School</strong> Region State DEC<br />
4
STAFF INFORMATION<br />
It is a requirement that the reporting of information<br />
for all staff must be consistent with privacy<br />
and personal information policies.<br />
Position<br />
Number<br />
Principal 1<br />
Assistant Principal(s) 4<br />
Classroom Teachers 16<br />
Teacher of Emotional<br />
0<br />
Disabilities<br />
Teacher of Mild<br />
0<br />
Intellectual Disabilities<br />
Teacher of Reading<br />
0<br />
Recovery<br />
Support Teacher<br />
2<br />
Learning Assistance<br />
Teacher Librarian 1<br />
Teacher of ESL 1<br />
Counsellor 1<br />
<strong>School</strong> Administrative<br />
& Support Staff<br />
4<br />
(SASS)<br />
Total 30<br />
There are no indigenous members of the <strong>Gordon</strong> <strong>West</strong> staff.<br />
Teacher Retention<br />
Staff retention remains high at <strong>Gordon</strong> <strong>West</strong>. The school retained<br />
all staff from 2010. However over the course of the year,<br />
one teacher went on extended leave prior to resigning from<br />
the Department. At the end of <strong>2011</strong> two teachers announced<br />
their pending retirement and one teacher took a year's leave<br />
without pay.<br />
FINANCIAL SUMMARY<br />
This summary covers funds for operating costs and does not<br />
involve expenditure areas such as permanent salaries, building<br />
and major maintenance.<br />
Date of financial summary: 30/11/2010<br />
Income $<br />
Balance brought forward 140 592.50<br />
Global funds 215 471.53<br />
Tied funds 31 827.35<br />
<strong>School</strong> & community sources 308 232.22<br />
Interest 7 295.01<br />
Trust receipts 15 095.95<br />
Canteen 0.00<br />
Total income 718 514.56<br />
Expenditure<br />
Teaching & learning<br />
Key learning areas 126 788.63<br />
Excursions 67 306.98<br />
Extracurricular dissections 105 475.54<br />
Library 9 949.66<br />
Training & development 1 092.04<br />
Tied funds 24 903.36<br />
Casual relief teachers 52 809.80<br />
retained all staff from 2009. However<br />
Administration & office 62 765.06<br />
<strong>School</strong>-operated canteen 0.00<br />
Utilities 48 220.84<br />
Maintenance 37 639.88<br />
Trust accounts 14 282.01<br />
Capital programs 32 975.00<br />
Total expenditure 584 208.80<br />
Balance carried forward 134 305.76<br />
Teacher qualifications<br />
All teaching staff meet the professional requirements for<br />
teaching in NSW public schools.<br />
Qualifications<br />
% of staff<br />
Degree or Diploma 90%<br />
Postgraduate 10%<br />
A full copy of the school’s <strong>2011</strong> financial statement is tabled<br />
at the annual general meeting of the P&C. Further details<br />
concerning the statement can be obtained by contacting the<br />
school.<br />
5
SCHOOL PERFORMANCE<br />
<strong>2011</strong><br />
ACHIEVEMENTS<br />
CREATIVE ARTS<br />
The school continues to emphasise and excel in the creative<br />
arts.<br />
Visual arts continues to be a priority at <strong>Gordon</strong> <strong>West</strong> <strong>Public</strong><br />
<strong>School</strong> with learning experiences embedded in the COGs<br />
(Connected Outcome Groups) units used across the school<br />
together with a variety of techniques taught for expressive artworks<br />
K-6.<br />
Dance and Drama components of the creative arts syllabus<br />
are integrated in COGs units developed by the Department of<br />
Education and Training across all classes K-6.<br />
Music and performing arts groups continued in Years 3, 4, 5<br />
and 6. These rotating groups provide a variety of enrichment<br />
activities and learning experiences for students.<br />
Creative arts and music appreciation continued in Years K-2.<br />
All students K-6 engaged in a variety of dance programs<br />
throughout the year. Students from Year 1- 6 benefited from<br />
the expertise of a professional dance teacher.<br />
The <strong>Gordon</strong> <strong>West</strong> <strong>School</strong> Choir<br />
In <strong>2011</strong> <strong>Gordon</strong> <strong>West</strong> choristers had the opportunity to be part<br />
of 4 different choirs including the Ryde Spectacular Choir, the<br />
Festival Choir, the Opera House Choir and the Senior Concert<br />
Choir.<br />
The Opera House Choir consisting of 36 Year 6 students,<br />
performed beautifully at the Sydney Opera House in the Bennelong<br />
Concert during Term 3 after successfully auditioning to<br />
be part of a massed choir of 700 students from across New<br />
South Wales.<br />
The Festival Choir consisting of 30 Year 4 students, performed<br />
with a massed choir of 400 public school students at the<br />
Festival of Children’s Music at the Concourse Concert Hall,<br />
Chatswood in October.<br />
The Ryde Spectacular Choir performed at the Sydney Opera<br />
House in Term 4 as part of a group of 600 students from<br />
schools in the Ryde district.<br />
All choirs performed at our annual Showcase performance,<br />
entertaining the <strong>Gordon</strong> <strong>West</strong> community with a compilation of<br />
exciting and challenging material from the Ryde Spectacular,<br />
Festival and Opera House choir repertoires. All students have<br />
displayed superb musicianship throughout the year and have<br />
been fantastic musical ambassadors for <strong>Gordon</strong> <strong>West</strong> <strong>Public</strong><br />
<strong>School</strong>.<br />
The <strong>Gordon</strong> <strong>West</strong> Bands<br />
The <strong>Gordon</strong> <strong>West</strong> Band Programme <strong>2011</strong> involved 120 students,<br />
3 conductors, 13 tutors and 2 parent volunteers. <strong>2011</strong><br />
was the inaugural year for a dedicated jazz band under the<br />
guidance of Peter Walmsley OAM. Two training bands and<br />
Concert Band 1 and 2 were also tutored.<br />
During Term 2 the band performed at the Yamaha Band Festival.<br />
This festival encourages all band members to strive to be<br />
their best. The students were rewarded with gold and silver<br />
awards. The annual band breakfast and lunchtime concerts<br />
and a performance by the jazz band to open our Showcase on<br />
Open Day were highlights of Term 3.<br />
During Term 4 a band intensive was held for all bands with the<br />
year culminating with a great end of year concert held under<br />
the COLA.<br />
Catherine Walmsley<br />
Director of Bands<br />
The <strong>Gordon</strong> <strong>West</strong> Senior Dance Group<br />
In <strong>2011</strong>, 22 dancers from Year 6 were selected to represent<br />
<strong>Gordon</strong> <strong>West</strong> in dance. Under the expert tuition of 2 teachers<br />
and a professional dance teacher the group learnt a fabulous<br />
dance choreographed to the music “Disco Inferno”.<br />
At the end of Term 2 the group danced in 3 performances<br />
in the Metropolitan North Dance Festival at Glen St Theatre.<br />
This was a terrific opportunity for them to experience dancing<br />
in a professional situation with students from other schools.<br />
The dance group also performed in the <strong>Gordon</strong> <strong>West</strong> Showcase.<br />
The group’s final performance was in the Ryde <strong>School</strong>s<br />
Spectacular at The Sydney Opera House.<br />
6
Rugby Union<br />
Children in Years 3 and 4 and Years 5 and 6 fielded three<br />
teams in a Rugby Union Gala Day organised by the ARU<br />
North Sydney Development Team at Cliff Oval. The Junior A<br />
and Senior A teams won their respective divisions and the Senior<br />
B team were runners up.<br />
Touch Football<br />
Two senior teams were entered in the inaugural PSSA Touch<br />
Football competition with the Senior Girls winning their division.<br />
Intra <strong>School</strong> Sport<br />
The intra school sporting programs had another successful<br />
year with the emphasis being placed on a balanced sports<br />
program.<br />
SPORTS<br />
The school entered teams in the Ku-ring-gai Primary <strong>School</strong>s’<br />
Sports Association (PSSA).<br />
Soccer<br />
Both the Junior A and B teams and Senior team played in the<br />
Division 1 competition with all three teams playing in their respective<br />
Grand Finals. The Junior A team and the Senior team<br />
became Premiers.<br />
Snowsport<br />
Two children represented the school at the Northern NSW Interschools<br />
Snowsports Championships.<br />
Tennis<br />
Over one hundred children received private coaching from<br />
Tennis Advantage, our resident tennis professionals. Children<br />
were sent to the Kuringai Zone tennis trials with two children<br />
progressing to Area. Teams of children competed in the Northern<br />
Suburbs Tennis Association Primary <strong>School</strong>s Challenge<br />
with one <strong>Gordon</strong> <strong>West</strong> team winning the masters challenge.<br />
Cricket<br />
Both Junior and Senior teams played in the Division 1 competition.<br />
One girl became a member of the NSWPSSA Girls<br />
State Cricket team.<br />
Netball<br />
Three of our eight teams reached the Grand Finals with the<br />
Senior 4 team becoming Zone Premiers. One child represented<br />
our zone at the Area Carnival.<br />
Modball<br />
The Junior and Senior teams played in the Division 1 competition<br />
with the Junior team progressing to the Semi Finals.<br />
Swimming<br />
Our team finished 5th in the overall point score at the Zone<br />
Carnival. Two students represented our zone at the Area Carnival.<br />
Cross Country<br />
Our school team participated in the Zone Cross Country Carnival<br />
at St Ives Showground. Three children progressed to the<br />
Sydney North Area Carnival at Gosford, with one student progressing<br />
to the State Carnival.<br />
Athletics<br />
Our school finished 5th in the overall point score at the Zone<br />
Carnival. Fourteen children progressed to the Area Carnival at<br />
Homebush. Two children progressed to the NSWPSSA State<br />
Championships.<br />
Rugby League<br />
Children in Years 2-4 participated in clinics run by the ARL<br />
Development Team and over 30 children completed the Kids<br />
to Kangaroos Coaching Clinic.<br />
7
ACADEMIC<br />
In the National Assessment Program, the results across years 3, 5, 7 and 9 literacy and numeracy assessments are reported on<br />
a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understanding demonstrated in<br />
the assessments. Year 3 students can achieve to Band 6, while Year 5 students can attain to Band 8. The Commonwealth Government<br />
sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.<br />
The performance of our students is compared to a National Minimum Standard (NMS). The percentages of our students at or<br />
above these standards are reported below.<br />
Year 3 NAPLAN - Reading<br />
<strong>School</strong> SSG State DEC<br />
Average score, <strong>2011</strong> 517.3 467.9 415.6<br />
Skill Band Distribution<br />
Band 1 2 3 4 5 6<br />
Number in Band 0 0 3 9 13 50<br />
Percentage in Band 0.0 0.0 4.0 12.0 17.3 66.7<br />
<strong>School</strong> Average 2008-<strong>2011</strong> 0.4 1.1 6.8 16.2 26.7 48.9<br />
SSG % in Band <strong>2011</strong> 1.1 4.0 9.2 17.2 20.9 47.6<br />
State DEC % in Band <strong>2011</strong> 4.6 12.2 19.4 21.1 16.6 26.2<br />
Year 3 NAPLAN - Writing<br />
<strong>School</strong> SSG State DEC<br />
Average score, <strong>2011</strong> 485.6 455.3 422.4<br />
Skill Band Distribution<br />
Band 1 2 3 4 5 6<br />
Number in Band 0 0 0 3 38 35<br />
Percentage in Band 0.0 0.0 0.0 3.9 50.0 46.1<br />
SSG % in Band <strong>2011</strong> 0.5 2.1 5.7 15.5 45.7 30.5<br />
State DEC % in Band <strong>2011</strong> 2.5 5.0 14.4 21.7 40.7 15.8<br />
70<br />
Percentage in bands:<br />
Year 3 Reading<br />
60<br />
Percentage in bands:<br />
Year 3 Writing<br />
Percentage of students<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
Percentage of students<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
1 2 3 4 5 6<br />
Bands<br />
Percentage in Band<br />
<strong>School</strong> Average 2008-<strong>2011</strong><br />
SSG % in Band <strong>2011</strong><br />
State DEC % in Band <strong>2011</strong><br />
0<br />
1 2 3 4 5 6<br />
Bands<br />
Percentage in Band<br />
SSG % in Band <strong>2011</strong><br />
State DEC % in Band <strong>2011</strong><br />
8
Year 3 NAPLAN - Spelling<br />
<strong>School</strong> SSG State DEC<br />
Average score, <strong>2011</strong> 489.1 461.0 415.5<br />
Skill Band Distribution<br />
Band 1 2 3 4 5 6<br />
Number in Band 0 0 1 9 26 40<br />
Percentage in Band 0.0 0.0 1.3 11.8 34.2 52.6<br />
<strong>School</strong> Average 2008-<strong>2011</strong> 0.0 0.0 0.0 3.7 21.6 29.9<br />
SSG % in Band <strong>2011</strong> 0.9 2.6 9.9 15.9 28.0 42.6<br />
State DEC % in Band <strong>2011</strong> 4.4 7.9 19.4 20.3 24.8 23.1<br />
Year 3 NAPLAN - Grammar and Punctuation<br />
<strong>School</strong> SSG State DEC<br />
Average score, <strong>2011</strong> 530.7 481.8 422.9<br />
Skill Band Distribution<br />
Band 1 2 3 4 5 6<br />
Number in Band 0 0 3 5 10 58<br />
Percentage in Band 0.0 0.0 3.9 6.6 13.2 76.3<br />
<strong>School</strong> Average 2008-<strong>2011</strong> 0.0 0.4 4.9 9.7 21.6 29.9<br />
SSG % in Band <strong>2011</strong> 1.3 2.0 7.1 18.4 23.7 47.5<br />
State DEC % in Band <strong>2011</strong> 5.6 7.8 16.2 24.2 20.7 25.5<br />
60<br />
Percentage in bands:<br />
Year 3 Spelling<br />
100<br />
Percentage in bands:<br />
Year 3 Grammar & Punctuation<br />
Percentage of students<br />
50<br />
40<br />
30<br />
20<br />
10<br />
Percentage of students<br />
80<br />
60<br />
40<br />
20<br />
0<br />
1 2 3 4 5 6<br />
Bands<br />
Percentage in Band<br />
<strong>School</strong> Average 2008-<strong>2011</strong><br />
SSG % in Band <strong>2011</strong><br />
State DEC % in Band <strong>2011</strong><br />
0<br />
1 2 3 4 5 6<br />
Bands<br />
Percentage in Band<br />
<strong>School</strong> Average 2008-<strong>2011</strong><br />
SSG % in Band <strong>2011</strong><br />
State DEC % in Band <strong>2011</strong><br />
NOTE: SSG = Statistically Similar Group<br />
The 'Percentage in Band' and '<strong>School</strong> Average' columns are not shown if results are available for less than 10<br />
students.<br />
State average band distributions do not include students who were exempted from the tests.<br />
9
Year 3 NAPLAN - Numeracy numeracy<br />
<strong>School</strong> SSG State DEC<br />
Average score, <strong>2011</strong> 483.8 445.0 400.9<br />
\ Skill Band Distribution<br />
Band 1 2 3 4 5 6<br />
Number in Band 0 1 2 11 21 40<br />
Percentage in Band 0.0 1.3 2.7 14.7 28.0 53.3<br />
<strong>School</strong> Average 2008-<strong>2011</strong> 0.0 1.1 7.5 17.7 30.5 43.2<br />
SSG % in Band <strong>2011</strong> 0.9 4.5 11.3 23.6 27.2 32.5<br />
State DEC % in Band <strong>2011</strong> 3.5 13.6 20.8 25.7 20.0 16.4<br />
60<br />
Percentage in bands:<br />
Year 3 Numeracy<br />
Percentage of students<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
1 2 3 4 5 6<br />
Bands<br />
Percentage in Band<br />
<strong>School</strong> Average 2008-<strong>2011</strong><br />
SSG % in Band <strong>2011</strong><br />
State DEC % in Band <strong>2011</strong><br />
10
Year 5 NAPLAN - Reading<br />
<strong>School</strong> SSG State DEC<br />
Average score, <strong>2011</strong> 550.6 546.2 489.0<br />
Skill Band Distribution<br />
Band 3 4 5 6 7 8<br />
Number in Band 1 1 8 9 22 21<br />
Percentage in Band 1.6 1.6 12.9 14.5 35.5 33.9<br />
<strong>School</strong> Average 2008-<strong>2011</strong> 0.5 2.3 18.2 19.5 32.3 27.3<br />
SSG % in Band <strong>2011</strong> 1.3 3.1 15.4 20.8 26.9 32.6<br />
State DEC % in Band <strong>2011</strong> 8.8 12.6 27.0 19.9 17.5 14.3<br />
Year 5 NAPLAN - Writing<br />
<strong>School</strong> SSG State DEC<br />
Average score, <strong>2011</strong> 520.2 525.2 486.6<br />
Skill Band Distribution<br />
Band 3 4 5 6 7 8<br />
Number in Band 0 0 13 29 16 4<br />
Percentage in Band 0.0 0.0 21.0 46.8 25.8 6.5<br />
SSG % in Band <strong>2011</strong> 1.1 2.8 19.8 31.5 25.3 19.5<br />
State DEC % in Band <strong>2011</strong> 5.6 8.4 32.7 29.2 15.7 8.4<br />
40<br />
Percentage in bands:<br />
Year 5 Reading<br />
50<br />
Percentage in bands:<br />
Year 5 Writing<br />
Percentage of students<br />
30<br />
20<br />
10<br />
Percentage of students<br />
40<br />
30<br />
20<br />
10<br />
0<br />
3 4 5 6 7 8<br />
Bands<br />
Percentage in Band<br />
<strong>School</strong> Average 2008-<strong>2011</strong><br />
SSG % in Band <strong>2011</strong><br />
State DEC % in Band <strong>2011</strong><br />
0<br />
3 4 5 6 7 8<br />
Bands<br />
Percentage in Band<br />
SSG % in Band <strong>2011</strong><br />
State DEC % in Band <strong>2011</strong><br />
NOTE: SSG = Statistically Similar Group<br />
The 'Percentage in Band' and '<strong>School</strong> Average' columns are not shown if results are available for less than 10<br />
students.<br />
State average band distributions do not include students who were exempted from the tests.<br />
11
Year 5 NAPLAN - Spelling<br />
\<br />
<strong>School</strong> SSG State DEC<br />
Average score, <strong>2011</strong> 548.9 538.0 493.7<br />
Skill Band Distribution<br />
Band 3 4 5 6 7 8<br />
Number in Band 0 1 6 14 25 16<br />
Percentage in Band 0.0 1.6 9.7 22.6 40.3 25.8<br />
<strong>School</strong> Average 2008-<strong>2011</strong> 0.5 2.3 10.9 20.5 37.7 28.2<br />
SSG % in Band <strong>2011</strong> 0.7 3.1 13.8 26.0 29.6 26.9<br />
State DEC % in Band <strong>2011</strong> 5.8 10.1 25.2 25.7 20.2 13.1<br />
Year 5 NAPLAN - Grammar and Punctuation<br />
<strong>School</strong> SSG State DEC<br />
Average score, <strong>2011</strong> 590.1 558.6 500.7<br />
Skill Band Distribution<br />
Band 3 4 5 6 7 8<br />
Number in Band 1 0 LSGs (Like 2 <strong>School</strong> Groups) 9 are schools 23from a similar 27socio<br />
Percentage in Band 1.6 0.0 economic 3.2area.<br />
14.5 37.1 43.5<br />
<strong>School</strong> Average 2008-<strong>2011</strong> 0.5 0.5 6.8 15.0 35.5 41.8<br />
SSG % in Band <strong>2011</strong> 1.3 2.7 11.2 20.2 33.4 31.3<br />
State DEC % in Band <strong>2011</strong> 8.0 10.0 22.1 22.4 22.6 14.8<br />
50<br />
Percentage in bands:<br />
Year 5 Spelling<br />
50<br />
Percentage in bands:<br />
Year 5 Grammar & Punctuation<br />
Percentage of students<br />
40<br />
30<br />
20<br />
10<br />
Percentage of students<br />
40<br />
30<br />
20<br />
10<br />
0<br />
3 4 5 6 7 8<br />
Bands<br />
Percentage in Band<br />
<strong>School</strong> Average 2008-<strong>2011</strong><br />
SSG % in Band <strong>2011</strong><br />
State DEC % in Band <strong>2011</strong><br />
0<br />
3 4 5 6 7 8<br />
Bands<br />
Percentage in Band<br />
<strong>School</strong> Average 2008-<strong>2011</strong><br />
SSG % in Band <strong>2011</strong><br />
State DEC % in Band <strong>2011</strong><br />
12
Year 5 NAPLAN - Numeracy<br />
<strong>School</strong> SSG State DEC<br />
Average score, <strong>2011</strong> 562.8 554.7 495.9<br />
Skill Band Distribution<br />
Band 3 4 5 6 7 8<br />
Number in Band 0 1 3 17 11 29<br />
Percentage in Band 0.0 1.6 4.9 27.9 18.0 47.5<br />
<strong>School</strong> Average 2008-<strong>2011</strong> 0.0 2.3 8.2 24.2 29.2 36.1<br />
SSG % in Band <strong>2011</strong> 0.8 2.7 13.6 27.5 19.8 35.6<br />
State DEC % in Band <strong>2011</strong> 5.0 11.3 28.8 27.6 12.4 14.8<br />
50<br />
Percentage in bands:<br />
Year 5 Numeracy<br />
Percentage of students<br />
40<br />
30<br />
20<br />
10<br />
0<br />
3 4 5 6 7 8<br />
Bands<br />
Percentage in Band<br />
<strong>School</strong> Average 2008-<strong>2011</strong><br />
SSG % in Band <strong>2011</strong><br />
State DEC % in Band <strong>2011</strong><br />
Learn and Advance<br />
13
Average progress in Reading<br />
between Year 3 and 5*<br />
2008-2010 2009-<strong>2011</strong><br />
<strong>School</strong> 90.0 85.4<br />
SSG \<br />
88.0 76.3<br />
State DEC 83.7 74.0<br />
Average progress in Spelling<br />
between Year 3 and 5*<br />
2008-2010 2009-<strong>2011</strong><br />
<strong>School</strong> 95.9 75.8<br />
SSG 82.8 73.4<br />
State DEC 84.5 75.4<br />
Average progress in Reading between<br />
Year 3 and 5<br />
Average progress in Spelling between<br />
Year 3 and 5<br />
100<br />
150<br />
Progress<br />
80<br />
60<br />
40<br />
20<br />
0<br />
2008-2010 2009-<strong>2011</strong><br />
<strong>School</strong> SSG State DEC<br />
Progress<br />
100<br />
50<br />
0<br />
2008-2010 2009-<strong>2011</strong><br />
<strong>School</strong> SSG State DEC<br />
Average progress in Numeracy<br />
between Year 3 and 5*<br />
2008-2010 2009-<strong>2011</strong><br />
<strong>School</strong> 104.8 100.1<br />
SSG 97.0 104.6<br />
State DEC 89.6 95.8<br />
Average progress in Grammar and<br />
Punctuation between Year 3 and 5*<br />
2008-2010 2009-<strong>2011</strong><br />
<strong>School</strong> 72.6 91.8<br />
SSG 100.6 90.0<br />
State DEC 96.6 82.7<br />
Average progress in Numeracy between<br />
Year 3 and 5<br />
150<br />
150<br />
Average progress in Grammar &<br />
Punctuation between Year 3 and 5<br />
Progress<br />
100<br />
50<br />
Progress<br />
100<br />
50<br />
0<br />
2008-2010 2009-<strong>2011</strong><br />
0<br />
2008-2010 2009-<strong>2011</strong><br />
<strong>School</strong> SSG State DEC<br />
<strong>School</strong> SSG State DEC<br />
* Average progress data is for matched students<br />
from within the school.<br />
Note: Average progress for Writing 2009-<strong>2011</strong> is not<br />
displayed due to the change in the Writing scale<br />
from Narrative to Persuasive.<br />
14
National Benchmarks<br />
The Commonwealth Government sets minimum desirable<br />
standards for reading, writing and numeracy at particular ages.<br />
These are referred to as national benchmarks.<br />
Percentage of Year 3 students achieving at or<br />
above minimum standard<br />
(exempt students included)<br />
Reading 100.0<br />
Writing 100.0<br />
Spelling 100.0<br />
Grammar and Punctuation 100.0<br />
Numeracy 100.0<br />
Percentage of Year 5 students achieving at or<br />
above minimum standard<br />
(exempt students included)<br />
Reading 98.4<br />
Writing 100.0<br />
Spelling 100.0<br />
Grammar and Punctuation 98.4<br />
Numeracy 100.0<br />
15
SIGNIFICANT PROGRAMS AND<br />
INITIATIVES<br />
• participation in an overnight Year 4 visit to the Sydney Academy<br />
of Sport;<br />
• participation in a Year 5 & 6 excursion to Canberra and the<br />
Snowy Mountains;<br />
• participation and high level of achievement of senior students<br />
in the University of NSW Science and Computer competitions;<br />
• participation and high level of achievement in district, state<br />
and national competitions, including Australian <strong>School</strong>s English<br />
and Mathematics competitions and the Maths Olympiad;<br />
• celebration of Book Week with author visits in July;<br />
• Year 4 venturing to Blackbutt Creek to learn about Aboriginal<br />
culture and history with an educational officer from the Aboriginal<br />
Heritage Office;<br />
• selected Year 6 students attended the <strong>2011</strong> <strong>Public</strong> Speaking<br />
Competition organised by the N.S.W Premier’s Office;<br />
• Year 3 travelled to Kurnell to learn about where Captain Cook<br />
landed in Australia;<br />
• Year 1 went on an excursion to Long Reef as part of Year 1’s<br />
HSIE unit on Shelter;<br />
• Kindergarten to Year 2 visited the Australian Museum;<br />
• a continuing high profile for the Student Representative Council<br />
(SRC) in fundraising for Stewart House, Cancer Council ,<br />
and by fostering leadership and peer support;<br />
• full school participation in the celebration of <strong>Public</strong> Education<br />
Day;<br />
• Year 6 competed in the <strong>2011</strong> Children’s Book Council of Australia<br />
N.S.W branch on Screen Competition with 3 groups of<br />
Year 6 students nominated as shortlisted finalists;<br />
• presentation of a Performing Arts Showcase during Education<br />
Week where every child in the school was involved in this<br />
wonderful display of performing arts;<br />
• as part of the Creative and Performing Arts program, The<br />
Ceroc and Modern Jive Dance Company worked with children<br />
from Years 1-6;<br />
• continuation of the very successful school reunion celebration<br />
for children completing their year 12 in <strong>2011</strong> who attended<br />
<strong>Gordon</strong> <strong>West</strong> <strong>Public</strong> <strong>School</strong>;<br />
• implementation of our ever popular Easter Hat Parade, where<br />
a fabulous collection of hats, baskets, sandwich boards and<br />
masks were on display for the very large number of parents<br />
and grandparents in attendance;<br />
• continuation of our very successful Grandparent’s Day where<br />
many grandparents visited the school;<br />
• celebration of Harmony Day by children participating in a variety<br />
of activities and culminating in a whole school assembly;<br />
and<br />
• Year 6 participated in Murder under the Microscope an exciting<br />
online environment project.<br />
ABORIGINAL EDUCATION<br />
Aboriginal Education remains an integral part of the curriculum<br />
at <strong>Gordon</strong> <strong>West</strong> <strong>Public</strong> <strong>School</strong>. We aim to complement and<br />
reflect the elements of the Aboriginal Education and Training<br />
Policy including building increased knowledge and understanding<br />
of Aboriginal Australia.<br />
In <strong>2011</strong> K-6 students were provided with opportunities to develop<br />
deeper understandings of Aboriginal histories, cultures<br />
and languages through cross curriculum content including literature,<br />
Creative and Practical Arts and Human Society and its<br />
Environment. In support of the Aboriginal education outcomes<br />
included in the HSIE syllabus, Year 4 students attended an excursion<br />
to Blackbutts Reserve with an educational officer from<br />
the Aboriginal Heritage Office to learn about local Aboriginal<br />
culture and history including tools and the use of endemic plant<br />
for food and medicine.<br />
During weekly flag raising assemblies and other formal occasions<br />
staff and students were provided with opportunities to<br />
show respect for the Aboriginal community past and present<br />
through the Custodianship of Country Acknowledgement.<br />
MULTICULTURAL EDUCATION<br />
Multicultural Education is embraced in the school’s curriculum.<br />
Students whose first language is not English may require<br />
assistance in improving their English level. The English as a<br />
Second Language (ESL) program is aimed at developing students’<br />
English language competence to a level where they can<br />
participate fully at school and complete the required learning<br />
outcomes.<br />
The program is delivered in various ways to meet the different<br />
needs of students at various stages of learning English.<br />
An ESL teacher conducts this program 2 days per week and<br />
collaborates with class teachers to cater for individual student<br />
requirements. Thirty three students were enrolled in the ESL<br />
program in <strong>2011</strong>.<br />
DEBATING<br />
A hardworking debating team represented <strong>Gordon</strong> <strong>West</strong> <strong>Public</strong><br />
<strong>School</strong> in <strong>2011</strong>. The team consisted of 6 students from Stage 3.<br />
The competition was demanding. The team learnt a lot about<br />
debating and were presented with some challenging topics,<br />
having to work hard as a team to formulate their case for each<br />
debate.<br />
The children are to be commended on their ability to work collaboratively<br />
to discuss ideas, agree on what they consider to<br />
be strong, supportive ideas for their debate and their positive<br />
attitude and encouragement of fellow teammates.<br />
16
TECHNOLOGY<br />
With the increase in classes at <strong>Gordon</strong> <strong>West</strong> in <strong>2011</strong> there was<br />
a need to increase the Computer timetable from two to three<br />
days. Mr Graeme Coates took up the extra one day position.<br />
Mr Coates has many years experience in this field and has<br />
brought with him a wealth of expertise which has enriched the<br />
ICT program.<br />
Kindergarten, Year 1 and Year 2 attend lessons each week<br />
whilst Years 3, 4, 5 and 6 continue to attend once a term for<br />
5 weeks for a longer period of time. At <strong>Gordon</strong> <strong>West</strong> the ICT<br />
program is fully integrated into the school’s teaching and learning<br />
program. We believe ICT can have a positive outcome on<br />
student learning and understanding and that it can assist in<br />
student motivation and engagement.<br />
In <strong>2011</strong>, students from Kindergarten from to Year 6 learnt, reviewed<br />
or extended their skills using the Microsoft Office package.<br />
Activities included word processing, spreadsheets and<br />
presentations using PowerPoint and writing booklets, posters<br />
and calendars using Microsoft Publisher. Several grades enjoyed<br />
designing multimedia projects using MovieMaker and<br />
Photostory whilst others explored programs such as Google<br />
Earth, Kidspiration and Kidpix. Students from Years 3 to 6<br />
learnt how to manipulate photographs in a variety of ways using<br />
Photoshop.<br />
Year 6 entered a few competitions this year with the highlight<br />
being the “Picture Book” competition run by the CBCA. Three<br />
groups were chosen as finalists and together with Mrs Pickup,<br />
Miss Papic and several parents, attended the presentation<br />
at the Teachers’ Federation Auditorium in Surry Hills. <strong>Gordon</strong><br />
<strong>West</strong>'s The Bush Jumper came in 3rd, The Gobbling Tree 4th<br />
and Max 5th. The seniors participated in Google’s design competition<br />
‘Doodle 4 Google’ where young people from across<br />
Australia were invited to design their own doodle based on<br />
this year’s theme ‘My Future Australia’. The best doodles were<br />
voted on by the public and one winner had the honour of having<br />
their doodle displayed on the Google Australia homepage<br />
for a day. Our students came up with some excellent designs.<br />
Year 6 also entered Murder Under the Microscope, an interactive<br />
environmental online competition developed by the Department<br />
of Education and were successful in correctly solving the<br />
ficticous eco crime.<br />
With an extra “lab” of computers available in the library this<br />
year, students also had the opportunity to extend their research<br />
skills using a variety of different search engines.<br />
PROGRESS ON <strong>2011</strong> TARGETS<br />
Target 1<br />
Numeracy K-6 Space and Geometry – 2 and 3 Dimensional<br />
Space<br />
To increase student capacity to identify, describe and manipulate,<br />
using mathematical language, 2D and 3D space.<br />
Our achievements include:<br />
After the review of 2010 NAPLAN results, teachers at <strong>Gordon</strong><br />
<strong>West</strong> identified a weakness in the area of Space and Geometry,<br />
2D and 3D space for both Years 3 and 5. There was a<br />
decrease in the percentage of students in band 6 (Year 3) and<br />
band 8 (Year 5). Teachers began with the review of outcome<br />
statements to develop a shared vision and understanding of<br />
the skills of this curriculum area. A pre test was implemented<br />
which consisted of 2D and 3D space questions from past NA-<br />
PLAN papers (Years 2-6) and practical lessons (K-1). In stage<br />
groups, teachers analysed results and identified concepts requiring<br />
development.<br />
Two members of staff attended a DET inservice which provided<br />
schools with practical lesson plans and resources across the<br />
K-6 Space and Geometry continuum. Teachers collaboratively<br />
planned practical lessons with a focus on real life applications<br />
based on pre test data. Using ‘Teaching Space and Geometry<br />
K-6’ teachers designed explicit teaching and learning activities<br />
to improve students ability to identify, describe and manipulate<br />
using mathematical language in the areas of 2D and 3D space.<br />
A resource kit was compiled for use in the future.<br />
Late in Term 3, teachers conducted assessments including post<br />
testing (Years 2-6) and teacher observation (K-6). The results<br />
of these tests were compared with pre test data to ascertain the<br />
effectiveness of the intervention. The statistical data highlighted<br />
success of the intervention program. Through the collegial<br />
sharing of data, teachers reflected on the broad applications of<br />
this skill base across all key learning areas. They recognised<br />
the importance of consistent and frequent exposure in a variety<br />
of contexts to ensure students attain a thorough understanding<br />
of these often abstract concepts. Teachers commented that it<br />
was imperative to provide students with a variety of opportunities<br />
to touch, feel and manipulate shapes and objects in order<br />
to fully understand their properties. While appropriate resources<br />
took time to plan and organise, teachers remarked that the<br />
practical lessons were well received by students and encouraged<br />
positive mathematical language exchange.<br />
Target 2<br />
Literacy K-6 Writing – Persuasive Text<br />
To improve student knowledge, skills and understandings of<br />
persuasive texts.<br />
Our achievements include:<br />
Following 2010 NAPLAN analysis with K-6 staff, Michelle Mawer,<br />
DET English consultant visited <strong>Gordon</strong> <strong>West</strong> PS in Term 1 to<br />
discuss purposes of persuasive text, elements of persuasion,<br />
language devices and grammatical elements to achieve success<br />
when working with this text type. Staff found the discussion<br />
on the dissection of NAPLAN marking guide particularly<br />
useful.<br />
Through modelling of persuasive written and spoken texts using<br />
previous BST and ELLA marking guides, teachers provided<br />
students with a range of interesting and challenging work<br />
samples to motivate and introduce them to what delineates an<br />
effective, sustained argument.<br />
Teachers collected examples of persuasive text used in advertisements<br />
and newspaper articles, critiqued peer work samples<br />
and gave students opportunities to evaluate or give judgments<br />
through explicit spoken and written learning activities.<br />
Staff were encouraged to attend various professional learning<br />
opportunities to improve their knowledge and skills in teaching<br />
persuasive text. In Terms 2 and 3, <strong>Gordon</strong> <strong>West</strong> K-6 staff<br />
were inserviced by experienced teachers who informed them<br />
about available resources including websites and publications.<br />
Successful teaching and learning strategies were also shared.<br />
In Term 3, 2 members of staff attended the Northern Sydney<br />
Regional debating inservice which highlighted the link between<br />
persuasive text and debating.<br />
17
Following this professional learning, <strong>Gordon</strong> <strong>West</strong> staff were<br />
educated about the PEEL method and the progression from<br />
Stage 2 comparison style topics to Stage 3 political / change<br />
debates. Year 1 teachers provided students with opportunities<br />
to practise their ability to support an opinion or point of<br />
view and shared work samples with the K-6 staff. As part of<br />
the <strong>2011</strong> Turramurra Learning Community project, Year 4 students<br />
completed reflective journals, encouraging the use of<br />
persuasive language devices following play building experiences<br />
in drama.<br />
Target 3<br />
Literacy Target <strong>2011</strong> – Eco-garden Literacy<br />
Program K-2<br />
To expand and incorporate all aspects of literacy K-2 into<br />
teaching and learning programs using the eco garden as<br />
a learnscape by developing a teaching resource bank for<br />
spoken and written texts to improve student literacy learning<br />
outcomes.<br />
Our achievements include:<br />
The Literacy target’s K-2 focus was to expand and incorporate<br />
all aspects of the literacy K-2 into the teaching and learning<br />
programs using the eco-garden as a learnscape by developing<br />
a teaching resource bank for spoken and written texts to<br />
improve student literacy outcomes.<br />
At combined stage meetings K-2 teachers determined the<br />
English syllabus outcomes which would be addressed through<br />
interaction in and with the eco-garden. K-2 teachers brainstormed<br />
relevant literacy teaching and learning activities<br />
based on the Quality Teaching Framework. Following these<br />
initial discussions two K-2 teachers attended a professional<br />
development course at the Botanical Gardens and returned to<br />
share their knowledge with colleagues. At subsequent stage<br />
and grade meetings and across stage levels K-2 student work<br />
samples were shared and discussed to show the progression<br />
in writing and the development and interpretation of visual literacy.<br />
During Term 2 student work samples were also presented<br />
at a K-6 staff meeting for broader professional learning.<br />
Students and K -2 teachers were involved in planting, maintaining,<br />
observing, recording and utilising the eco garden as<br />
a tool for real and relevant learning beyond the classroom in<br />
the outdoor environment. Teaching and learning programs incorporated<br />
many learning experiences in the eco garden as a<br />
stimulus for literacy learning including talking and listening, visual<br />
literacy and writing of various text types including description,<br />
recount, persuasive text, narrative and poetry. Student<br />
work samples demonstrated enhanced vocabulary and an<br />
increased understanding and interpretation of visual literacy.<br />
The Quality Teaching dimensions of Intellectual Quality, Quality<br />
Learning Environment and Significance were embedded in<br />
the teaching and learning programs.<br />
Teachers and students further developed their communication<br />
skills of questioning, reasoning, and critical thinking through<br />
the various opportunities to share dialogue about the literacy<br />
outcomes. These experiences contributed to the development<br />
of rubrics for the assessment of persuasive texts.<br />
Target 4<br />
Literacy through Drama – Turramurra Learning<br />
Community Project <strong>2011</strong><br />
Using the dramatic skills (playbuilding) taught, students will<br />
develop deep knowledge and deep understanding of the<br />
concept focus and use drama to further develop their literacy<br />
skills.<br />
Our achievements include:<br />
The focus of the <strong>2011</strong> Turramurra Learning Community project<br />
was to use drama strategies to enhance student’s English and<br />
literacy outcomes. The program focused on the professional<br />
learning of primary teachers to enhance the creative and literacy<br />
processes of their students through the use of educational<br />
drama as the medium for improving students’ English<br />
and literacy outcomes.<br />
In Term 1, <strong>2011</strong> Year 4 teachers at <strong>Gordon</strong> <strong>West</strong> identified<br />
relevant literacy outcomes derived from current state syllabus<br />
documents and an analysis of the students’ needs. The syllabus<br />
outcomes selected included students undertaking and<br />
sustaining roles in a variety of drama forms to express meaning<br />
in a wide range of imagined situations, performing in improvisations,<br />
incorporating elements of drama (focus, space,<br />
character, mood, movement, dramatic tension) and vocal<br />
skills, creating meaning for an audience and reflecting on and<br />
discussing the effectiveness of their own work and the work of<br />
others. Participating teachers identified that Year 4 students<br />
could benefit from improvement in their expressive oral language<br />
skills, their understanding and use of expressive and<br />
descriptive language, their confidence in writing texts and their<br />
capacity to develop the use of imagery and the elaboration of<br />
ideas in their persuasive and descriptive writing.<br />
The program was attended by <strong>Gordon</strong> <strong>West</strong> Year 4 teachers<br />
and students throughout <strong>2011</strong>. With the professional assistance<br />
from Turramurra High <strong>School</strong>’s drama department,<br />
relevant drama strategies and authentic literary texts were<br />
incorporated into a series of drama lessons. Through these<br />
transformative learning opportunities the students engaged<br />
in curriculum and educational experiences that promoted creativity,<br />
innovation, cultural appreciation and personal values.<br />
The <strong>2011</strong> Turramurra Learning Community project culminated<br />
in Term 4 with a collaborative workshop presented and coordinated<br />
by Year 9 Turramurra High <strong>School</strong> drama students.<br />
The <strong>Gordon</strong> <strong>West</strong> teachers were very positive about the professional<br />
learning and the improved student literacy outcomes<br />
of their students involved in the program. The teachers reported<br />
a growth in confidence, understanding and expertise in<br />
using drama strategies in their programming and recognised<br />
that many of the learning activities undertaken corresponded<br />
closely with important life skills including persistence, listening<br />
with understanding and empathy, metacognition, striving<br />
for accuracy, questioning and problem posing, finding humour,<br />
taking responsible risks and creating, imagining and innovating.<br />
Through drama exercises students were encouraged to<br />
be active rather than passive learners. They demonstrated<br />
increased levels of attention, retention and enjoyment in the<br />
act of learning through drama. Following each drama session,<br />
students wrote reflection journal entries and pieces of<br />
persuasive and descriptive writing. They learnt to draft, revise,<br />
proofread and published well structured texts based on these<br />
creative experiences and showed development in their literacy<br />
skills in terms of their ideas, audience and written language<br />
features.<br />
18
KEY EVALUATIONS<br />
It is a requirement for all NSW public schools to conduct at<br />
least two annual evaluations – one related to educational and<br />
management practice and the other related to curriculum. The<br />
school has adopted a cyclical approach to the evaluation of the<br />
six areas of education and management practices to ensure<br />
that it operates at a highly efficient level.<br />
Educational and Management<br />
Practice<br />
Culture<br />
Background<br />
Enhancing the quality of the school’s management practices<br />
and improving the learning outcomes of all students are key<br />
educational objectives.<br />
The survey tool <strong>School</strong>Map, developed by the Department of<br />
Education and Training (DET) was used to collect information.<br />
The primary purpose of the <strong>School</strong>Map best practice statements<br />
is to provide a framework for analysis of the operation<br />
of schools in six key areas. The statements are based on the<br />
findings of research and the views of a wide cross section of<br />
teachers, parents and students about current practices and<br />
potential best practice in schools.<br />
<strong>School</strong>Map best practice statements were used to evaluate<br />
school management at <strong>Gordon</strong> <strong>West</strong> with regard to school improvement<br />
performance, major and minor changes to school<br />
programs, monitoring and evaluation of programs, student and<br />
staff welfare, teacher professional development, school organisation,<br />
financial management and communication.<br />
Responses were collated under strongly agree, agree, neutral,<br />
disagree and strongly disagree.<br />
The <strong>School</strong>Map evaluation instrument was used to evaluate<br />
whether:<br />
1. The school is continually looking at ways to improve its performance.<br />
2. The school continually makes minor changes to its programs<br />
to improve what it does.<br />
3. The school makes major changes from time to time to improve<br />
what it does.<br />
4. The school regularly measures the success of its programs.<br />
5. The educational needs of all students are met by the school.<br />
6. The school care about the students and the discipline is fair.<br />
7. The staff at the school are valued and supported.<br />
8. Teachers undertake extra training to improve their classroom<br />
teaching.<br />
9. The school is well organised.<br />
10. The allocation of money and other resources is managed<br />
effectively.<br />
Findings and Conclusions<br />
Staff<br />
The school set preliminary targets before administering the<br />
tests. The school expectation was that at least 80% of teachers<br />
would respond ‘Strongly Agree’ or ‘Agree’ to the statements<br />
in the area of <strong>School</strong> Management.<br />
The staff response to the best practice statements was over<br />
80% for eight of the ten statements with responses to Question<br />
3 and 8 at 75%. These statements related to major change<br />
(Question 3) and systematically planned professional development<br />
(Question 8).<br />
Parents<br />
A total of 89 parents responded to the <strong>School</strong>Map best practice<br />
survey. Parent responses were very positive. Responses<br />
of strongly agree/agree were selected for 8 of the 10 statements<br />
with each of these receiving over 80% combined. The 2<br />
statements which rated less positively were “The educational<br />
needs of all students are met by the school” (56%) and “The<br />
school makes major changes from time to time to improve<br />
what it does.” (57%)<br />
Some parents surveyed believe the school could further improve<br />
in the area of meeting the needs of all students. Currently<br />
the school employs a specialist learning support teacher<br />
and three learning support teachers’ aides to work closely with<br />
our students who require additional assistance. The $30,000<br />
received annually from the <strong>Gordon</strong> <strong>West</strong> Parents and Citizens<br />
in addition to a similar amount funded by the school makes<br />
the Learning Support program the most financially resourced<br />
of all the school programs. Currently this additional learning<br />
support focuses on improving student literacy skills. With the<br />
need to maximise the use of these available funds, the school<br />
prioritises students who need support in literacy as developing<br />
a student’s reading comprehension skills is beneficial to progressing<br />
their proficiency in both literacy and numeracy.<br />
The school’s vision is “to be seen as a school of excellence,<br />
with a definite purpose and direction” and continues to excel<br />
academically, on the sporting field and in cultural pursuits. Our<br />
achievements are in part due to the strong, ongoing efficient<br />
and effective management of the school. While this stability<br />
and success creates little necessity to make major management<br />
changes, <strong>Gordon</strong> <strong>West</strong> is always looking at ways to improve<br />
and refine its existing organisational processes.<br />
Students<br />
A total of 120 students from Year 5 and 6 were surveyed.<br />
Overall the survey results indicated that the students at <strong>Gordon</strong><br />
<strong>West</strong> were generally positive to the school’s management<br />
practices. The responses relating to the allocation of finances,<br />
student welfare and major school change were statements<br />
scoring 60%. The remaining seven statement responses<br />
scored over 75%.<br />
Future Directions<br />
The evaluation of survey results identified certain areas for future<br />
development including the need for the school to:<br />
• Greater involvement by staff in the decision making and leadership<br />
roles.<br />
• Ensure all staff update their professional learning plans annually,<br />
and<br />
• Investigate implementing additional communication strategies<br />
and refining existing practices.<br />
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Curriculum<br />
Literacy – Writing and Improving<br />
Student Learning<br />
Background<br />
During Terms 2 to 4 <strong>2011</strong>, Year 3, 4 and 5 teachers developed<br />
an action learning project based on current educational research<br />
identifying the major influences that lead to improved<br />
student learning.<br />
Participant teachers commenced the project by reading an<br />
extract from Professor John Hattie’s paper, “Teachers Make<br />
a Difference -What is the research evidence?” and discussed<br />
the research findings. Teachers viewed and discussed the<br />
dimensions identified in the research that distinguish the difference<br />
between expert and experienced teachers. The three<br />
dimensions that Hattie’s research concluded most effectively<br />
separated expert from experienced teachers were challenge,<br />
deep representation and monitoring /feedback.<br />
Findings and Conclusions<br />
Teachers closely reviewed the research and identified how<br />
these most effective teaching strategies could be directly<br />
implemented in their classrooms. A series of writing lessons<br />
focusing on descriptive writing techniques were chosen by<br />
teacher consensus as a focus area for the project. Teachers<br />
used these lessons to practise a range of teaching strategies<br />
and investigate which were the most effective in leading to improved<br />
student learning and engagement and the most manageable,<br />
practical and realistic to implement in the classroom.<br />
Teachers incorporated scaffolded or tiered lesson activities<br />
with a range of challenges built into the task to meet the scope<br />
of student abilities and provided a range of modelled, independent<br />
and guided small group activities. Through negotiation<br />
with students, highly explicit lesson criteria was identified<br />
and presented to the students at the beginning of each writing<br />
lesson and reinforced throughout the lesson. These specific<br />
statements about the quality of work required of students became<br />
clear reference points for the students to develop and<br />
check their own work. Teachers devised a simple system of<br />
assessing student’s work during development as well as on<br />
completion of the task. This was aimed at giving the students<br />
more immediate, meaningful feedback. To assist students to<br />
develop skills in self evaluation, written work samples that illustrated<br />
high quality work were viewed and discussed. Students<br />
evaluated these as part of their learning process.<br />
An improvement in the level of student on task behaviour was<br />
observed and noted by teachers. They identified a substantial<br />
improvement from the pre assessment task level. Students’<br />
improved on task behaviour in group activities included contributing<br />
to group tasks, helping peers and raising questions.<br />
In Term 4 participating teachers presented their finding<br />
and shared their experiences. Teachers shared student<br />
work samples from the action learning experience and<br />
their thoughts about the effectiveness of the teaching<br />
strategies employed.<br />
Future Directions<br />
Teachers have and will continue to reflect on the benefits and<br />
challenges of the project. They will encourage the wider use<br />
of the positive practices realised and incorporate the best<br />
of these ideas into plans for future students’ learning K to 6<br />
across all Key Learning Areas.<br />
<strong>School</strong> General Satisfaction Survey<br />
2010<br />
Every year a sample of families are surveyed in relation to<br />
general school satisfaction. Survey results and follow up strategies/plans<br />
are reported in the school’s fortnightly newsletter.<br />
A total of 100 parents were invited to respond to the <strong>School</strong><br />
Satisfaction Survey with 94% completing all questions. The<br />
survey consisted of a set of 14 statements and 2 questions<br />
which required a written response.<br />
The following statements were presented for response:<br />
1. My child is happy and enjoys being at school.<br />
2. As a parent/guardian I feel welcome at the school.<br />
3. The school encourages students to achieve their best.<br />
4. The school is a caring and nurturing place.<br />
5. The school facilities are clean and well maintained.<br />
6. The office staff are approachable and helpful.<br />
7. The schools processes and procedures address staff welfare<br />
needs.<br />
8. The school values parents' opinions.<br />
9. There are effective lines of communication between home<br />
and school.<br />
10. There are always opportunities to raise concerns or issues<br />
about my child's schooling.<br />
11. I receive helpful information about my child's progress and<br />
achievement.<br />
12. I am comfortable approaching my child's teacher to talk<br />
about his/her progress.<br />
13. The resources and facilities at the school are sufficient to<br />
meet my child's learning needs.<br />
14. Overall I am satisfied with my child's academic progress.<br />
Responses were collated under strongly agree, agree, neutral,<br />
disagree and strongly disagree.<br />
The feedback was extremely positive with responses of<br />
strongly agree and agree selected for 11 of the 14 statements<br />
over 80%. The 3 statements which rated less positively were<br />
“There are effective lines of communication between home<br />
and school (76%), “The school values parents' opinions”<br />
(73%) and “I receive helpful information about my child's progress<br />
and achievement.” (69%)<br />
The following questions were asked:<br />
1. What could the school do better?<br />
2. What is the school doing well?<br />
In reply to the question “What could the school do better?”<br />
a number of parents indicated the need to improve school/<br />
parent communication regarding upcoming school events and<br />
activities. Increased prior knowledge of events could better<br />
assist forward family planning.<br />
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To address this concern the office staff regularly update the<br />
school’s website under the banner “Term Calendar” which<br />
not only indicates the date on which an event will be held but<br />
contains hyperlinks to further information and the prerequisite<br />
permission notes. The school newsletter, titled The Bulletin<br />
is printed and distributed fortnightly on a Thursday with the<br />
aim to comprehensively inform parents on a range of educational<br />
and organisational matters. In February 2010 an online<br />
version of The Bulletin was attached to the school’s website<br />
allowing for greater access by busy parents. This feature is<br />
proving more popular with an ever increasing volume of families<br />
requesting direct emailing of the Bulletin in <strong>2011</strong>.<br />
Another area of parent concern raised in the responses was<br />
the adverse condition of the children’s toilets with particular<br />
reference to odour and lack of soap. These issues have been<br />
attended to with the installation of deodorisers and soap dispensers.<br />
The school, in conjunction with Transfield the DET<br />
cleaning contractors, will continue to monitor and improve the<br />
hygiene and presentation of these high traffic areas of the<br />
school. The school has been allocated an additional 8 hours<br />
of cleaning for 2012, a proportion of which will concentrate on<br />
cleaning toilets.<br />
It was pleasing to read the responses to the question "What is<br />
the school doing well?” with an overwhelming number of comments<br />
expressing the supportive, caring environment created<br />
at <strong>Gordon</strong> <strong>West</strong> and the dedication of the teaching staff to<br />
providing high quality teaching.<br />
Comments relating to positive aspects of the school included<br />
the wide range of high quality, extracurricular activities offered<br />
to students, the strong, friendly community focus and the provision<br />
of quality teaching and learning resources.<br />
<strong>Gordon</strong> <strong>West</strong> will continue to improve all aspects of school<br />
management and aim to address the concerns raised by the<br />
school community.<br />
Future Directions<br />
The evaluation of survey results identified certain areas for<br />
future development including the need for the school to:<br />
• Ensure the fortnightly Bulletin newsletter contains all the relevant<br />
information parents need to keep them up to date with<br />
major and minor changes to school programs and procedures<br />
with plenty of notice given for school events.<br />
• Continue to monitor and improve the hygiene and presentation<br />
of all school amenities.<br />
The school communications committee will follow up all suggestions<br />
during 2012 and report their findings to the school<br />
community.<br />
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<strong>School</strong> Development<br />
2012-2014<br />
<strong>Gordon</strong> <strong>West</strong> <strong>Public</strong> <strong>School</strong> continues to have a long term<br />
strategic management plan with a 3 year horizon in addition<br />
to shorter term strategic goals of a 1 year horizon.<br />
The purpose of the <strong>Gordon</strong> <strong>West</strong> <strong>School</strong> Management<br />
Plan is to:<br />
Professional Learning<br />
To ensure continual professional growth, all teachers participated<br />
in training and development based on their individual<br />
needs, as well as school and systemic priorities.<br />
Individual plans for training and development were negotiated<br />
with supervisors.<br />
In <strong>2011</strong> a school priority was to further improve individual<br />
Professional Learning Plans encompassing the key focus<br />
areas of Quality Teaching, Gifted and Talented Education,<br />
Connected Learning, The Australian Curriculum and Leadership<br />
to enhance teacher quality and student learning outcomes<br />
in our school. The success of this project has led to<br />
the continued development of the individual Professional<br />
Learning Plans with all staff in 2012.<br />
The budget for teacher professional learning in <strong>2011</strong> was<br />
$14,298.80<br />
• develop efficient and effective administrative and organisation<br />
policies;<br />
• develop educative policies to support relevant and challenging<br />
learning programs;<br />
• monitor and upgrade resources to support teaching/<br />
learning programs;<br />
• promote professional growth and development of all<br />
teaching staff K-6;<br />
• monitor and reflect on changing trends in education and<br />
adjust planning accordingly; and<br />
• provide for longer term school strategic direction. (3 year<br />
horizon 2012- 2014)<br />
Longer term school strategic directions are closely aligned<br />
with school targets through identified needs based on<br />
analysis of student performance and evaluations in consultation<br />
with the <strong>School</strong> Self Evaluation Committee.<br />
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SCHOOL PLANNING 2012-2014<br />
<strong>School</strong> Priority 1 - Literacy<br />
Outcome for 2012 – 2014<br />
To improve student knowledge, skills and understanding<br />
in literacy.<br />
2012 Target to achieve this outcome include:<br />
• Retain or increase the percentage of students in the higher<br />
bands in NAPLAN Writing, with Year 3 students meeting or<br />
exceeding the Year 3 2009-11 average of 89.6% and the<br />
Year 5 students meeting or exceeding the Year 5 2009-11<br />
average of 48.6%.<br />
Strategies to achieve these targets include:<br />
• review the teaching and evaluation of writing K -6 with particular<br />
focus on the specific writing criteria of persuasive texts<br />
and implementing explicit teaching of a range of spoken and<br />
written persuasive texts;<br />
• establish a school benchmark in persuasive writing;<br />
• analyse school benchmarking results collected biannually<br />
Yr K -6 (T1 and T3) and NAPLAN data to identify specific<br />
areas of student need and tailor programs to address these<br />
requirements;<br />
• identify and promote the collaborative use of appropriate<br />
teaching resources relevant to the target;<br />
• continue the Best Start program in Kindergarten;<br />
• use Best Start Software to plot K-2 students on Literacy<br />
Continuum for reading and writing;<br />
• introduce the Literacy Continuum for Assessment and Planning<br />
(K-6) and<br />
• commence the L3 program for students in Kindergarten.<br />
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<strong>School</strong> Priority 2 - Numeracy<br />
Outcome for 2012 – 2014<br />
To improve student knowledge, skills and understanding<br />
in numeracy.<br />
2012 Target to achieve this outcome include:<br />
• Retain or increase the percentage of students in the higher<br />
bands in NAPLAN numeracy with Year 3 students meeting<br />
or exceeding the Year 3 2009-11 average of 74.0% and<br />
Year 5 meeting or exceeding the Year 5 2009-11 average<br />
of 68.0%<br />
Strategies to achieve these targets include:<br />
• analyse NAPLAN data to identify specific areas of student<br />
need and tailor programs to address these requirements;<br />
• analyse pre and post school based K-6 assessments in<br />
number where students apply higher order thinking skills<br />
and processes when working mathematically to solve word<br />
problems involving a minimum of two of the four operations;<br />
• development of quality K-6 teaching and learning programs<br />
that investigate a range of interrelated working<br />
mathematically processes (questioning, applying strategies,<br />
communicating, reasoning and reflecting) across all<br />
strands of mathematics when developing new concepts<br />
and skills, when consolidating ideas and when applying<br />
mathematics to a range of activities including real life situations;<br />
• introduce class assessment journals (Yr 3-6) where students<br />
explain and justify their chosen strategies for solving<br />
tasks;<br />
• review the teaching and evaluation of working mathematically<br />
K -6 with particular focus on implementation of explicit<br />
teaching skills that relate to working mathematically;<br />
• identify and promote the collaborative use of appropriate<br />
teaching resources relevant to the target and<br />
• collegially share student work samples and effective<br />
teaching strategies in staff and stage meetings.<br />
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<strong>School</strong> Priority 3 - Quality Teaching<br />
Outcome for 2012 – 2014<br />
To improve student performance by increasing<br />
teacher confidence, knowledge and skills<br />
in providing teaching and learning experiences<br />
that include all elements of the Quality Teaching<br />
Framework.<br />
2012 Targets to achieve this outcome include:<br />
• embed the Quality Teaching Framework in all learning<br />
and teaching practices and<br />
• develop students to become better self-regulated learners<br />
by providing differentiated curriculum provisions and<br />
options for all students.<br />
Strategies to achieve these targets include:<br />
• foster and implement Quality Teaching elements in all<br />
classrooms;<br />
• share effective teaching strategies to differentiate in staff<br />
and stage meetings and<br />
• modify the curriculum, teaching structures, and teaching<br />
practices in combination to ensure that instruction is relevant,<br />
flexible and responsive to individual student needs<br />
with particular focus on Literacy and Numeracy outcomes.<br />
ABOUT THIS REPORT<br />
In preparing this report information has been gathered<br />
from evaluations conducted during the year, in addition to<br />
the analysis of other information relating to school practice<br />
and student learning outcomes.<br />
The report encompasses the work of a number of school/<br />
parent sub committees.<br />
Mr Huckerby<br />
Principal<br />
SCHOOL CONTACT INFORMATION<br />
<strong>Gordon</strong> <strong>West</strong> <strong>Public</strong> <strong>School</strong><br />
Ryde Rd Pymble NSW 2073<br />
(02) 9498 4644<br />
(02) 9498 4436 (fax)<br />
gordonwest-p.school@det.nsw.edu.au<br />
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<strong>Gordon</strong> <strong>West</strong> <strong>Public</strong> <strong>School</strong>, Ryde Rd, Pymble NSW 2073 Phone: (02) 9498 4644 Fax: (02) 9498 4436 Email: gordonwest-p.school@det.nsw.edu.au<br />
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