2011 Annual School Report - Gordon West Public School

NSW Department of Education & Training 

2011 Annual School Report 

Gordon West Public School 

NSW Public Schools – Leading the way 

1

CONTENTS 

PRINCIPAL'S MESSAGE 

What another great year at Gordon West with so much happening 

at our “home away from home!” Every year Gordon 

West seems to become a more dynamic, enthusiastic, exciting 

centre of learning with more and more opportunities being 

provided for our students. 

As I have stated previously the challenge of course is to balance 

the extensive range of school activities being offered and 

continue to perform at the highest level in school, state and 

national tests in literacy, numeracy, technology and science. 

I have every confidence that we are up to the challenge. 

Our commitment to very high academic, sporting and cultural 

standards is being realised with wonderful results in the National 

Naplan literacy/numeracy tests. Gordon West was ranked 

19th overall of the 2070 NSW schools that completed the 2011 

Naplan tests in the Sydney Morning Herald’s ranking schedule. 

We have also successfully participated in district PSSA and an 

inspiring “Showcase at Gordon West” concert where the talents 

of our dance, drama and band programs were highlighted. 

The introduction of electronic whiteboards across all classes 

in the school, the installation of two interactive classrooms and 

the employment of specialist technology teachers certainly 

provides an extra dimension to the teaching/learning cycle 

across all key learning areas. 

Our Sustainability Environment program has been very successful 

in making the school community aware and proactive 

in caring for our environment. 

A very active and involved parent community continued to work 

closely with the school to provide the best possible opportunities 

and facilities for the children of Gordon West. 

The school is now totally air conditioned thanks to the FRASC 

and the Gordon West P&C. 

Thank you students, teachers and parents of Gordon West for 

your support over the past 12 months and for making Gordon 

West a great place to be. We look forward to an even bigger 

and better 2012. 

Jim Huckerby B.A. 

Principal 

. 

2

P&C MESSAGE 

The P&C had another very successful year. The "Five Year 

Business Plan for expenditure for the P&C" was updated in 

2011, with all parents invited to participate. Air-conditioning for 

the library, library staff room, and associated break-out room 

achieved highest priority for early 2012. Lights to illuminate the 

path to Pee Wee Park were also put on the 2012 agenda. The 

Plan also channels $5K into a "Special Education Program" 

in 2013, with staff to decide one area from science, music, 

drama, art or literature. The P&C again continued their commitment 

to the provision of the Special Needs Teachers at Gordon 

West, on an annual basis. 

The Fund Raising & Social Committee (FRASC), under the 

leadership of Mrs Megan Guenther, again performed well, despite 

the unfavourable economic climate. With $40K raised, 

and $15K expenses, the FRASC contributed $25K net to the 

P&C funds in 2011. 

The P&C continued to provide for the Canteen and sadly 

ended the year with the resignation of the Canteen Manager, 

Mrs Una Fong, after 8 years of exemplary management and 

service. The P&C was very sorry to see Mrs Fong's departure. 

The provision of the Clothing Pool was also overseen by the 

P&C. Mrs Kim McPartlin continued with her excellent management 

of the Clothing Pool, in this now salaried position. 

The P&C also continued to manage the delivery of Outside 

Of School Hours Care, in collaboration with the school. Communication 

with the school community, in reply to the annual 

School Survey, again involved the participation of the P&C 

Communications Officer. 

The P&C concluded the review of traffic in Kooyong Street after 

extensive research in 2010 and a two term trial of a voluntary 

"one-way" system during 2011. "West facing" parking remains 

prohibited on the northern kerb of Kooyong, due to council's 

compliance with parking laws. In reality, the voluntary system 

works well only with continual surveillance by P&C members, 

but deteriorates over time, especially on raining days. The P&C 

remains committed to advertising a voluntary "one-way" system 

in Bulletins once per term. Given that the P&C respects 

the interests of the residents of Kooyong Street, as much as 

it considers the wishes of the school parents, Kooyong Street 

cannot be designated an official one way street, and therefore, 

congestion is unfortunately expected into the future. 

The P&C at Gordon West continues to contribute substantially 

to a strong sense of school community and continues to contribute 

to improving the fantastic facilities of this great school. 

Parental involvement was encouraging throughout the year. 

The P&C looks forward to “fresh blood” in the Office Bearer 

positions in 2012. 

Alison Gray P&C President 

STUDENT REPRESENTATIVE'S 

MESSAGE 

This year 2011, has been a brilliant year for the student representative 

team. It has been an honour to be selected as school 

captains. We will always remember the things we did as the 

representatives. We know that we are ready for high school 

and we have so many skills that we have learned throughout 

primary school that we can use next year. 

One of the highlights of 2011 was going to Canberra and the 

snow with years five and six. We did so many activities like 

going to Questacon, Parliament House, Old Parliament House 

and playing in the snow at Mt Blue Cow. We also played many 

games throughout the year, which made our year the best 

ever. 

STUDENT REPRESENTATIVE 

COUNCIL 2010 

The 2011 SRC have had another successful year of fundraising, 

taking care of lost property and being involved in sharing 

ideas of the students with the Principal and the whole school. 

The SRC ran a Crazy Hair Day and Yellow Daffodil Day raising 

money for various charities including the Cancer Council. 

We really appreciated the school community’s generosity in 

supporting the 2011 charities. 

We would like to wish Rachel, Hamish and the prefects good 

luck for 2012 and hope they do a good job. 

Josh Phillips and Emma Watkins 

School Captains 2011 

3

SCHOOL CONTEXT 

Student information 

Student attendance is very good at Gordon West. All absences 

must be explained in writing. The school implements the 

Department of Education School Attendance Policy (2005). 

STUDENT ENROLMENT PROFILE 

2007 2008 2009 2010 2011 

Male 217 231 220 222 228 

Female 194 194 201 228 245 

Students 

500 

400 

300 

200 

100 

0 

Enrolments 

2007 2008 2009 2010 2011 

Year 

Male Female 

STUDENT ATTENDANCE PROFILE 

Year 2008 2009 2010 2011 

School K 95.9 95.9 96.2 

1 96.0 96.4 96.5 

2 96.8 95.8 95.6 

3 96.2 96.5 96.8 

4 97.0 96.5 96.3 

5 97.8 96.0 96.4 

6 96.7 97.0 96.5 

Total 96.1 96.6 96.3 96.3 

Region K 96.1 96.0 96.3 

1 95.6 95.8 95.7 

2 95.8 95.9 95.7 

3 95.8 96.1 96.0 

4 95.8 96.0 95.8 

5 96.0 96.1 95.9 

6 95.4 95.7 95.2 

Total 95.7 94.7 96.0 95.8 

State K 94.3 94.7 94.7 

1 93.7 94.2 94.2 

2 94.0 94.4 94.2 

3 94.1 94.5 94.4 

4 94.0 94.5 94.3 

5 94.0 94.4 94.2 

6 93.6 94.0 93.8 

Total 94.1 92.1 94.4 94.3 

CLASS SIZES 

The following table shows our class sizes as reported at the 

2011 annual class size audit. 

Roll Class/Year Total/Year Total in Class 

KL K 17 17 

KP K 18 18 

KS K 18 18 

KT K 18 18 

1/2P 1 10 22 

1C 1 21 21 

1L 1 20 20 

1M 1 21 21 

1/2P 2 12 22 

2M 2 25 25 

2S 2 25 25 

3B 3 27 27 

3D 3 27 27 

3H 3 27 27 

4D 4 31 31 

4T 4 30 30 

5G 5 33 33 

5W 5 32 32 

6D 6 30 30 

6E 6 29 29 

Attendance rate 

100 

75 

50 

25 

0 

Student attendance rates 

2008 2009 2010 2011 

Year 

School Region State DEC 

4

STAFF INFORMATION 

It is a requirement that the reporting of information 

for all staff must be consistent with privacy 

and personal information policies. 

Position 

Number 

Principal 1 

Assistant Principal(s) 4 

Classroom Teachers 16 

Teacher of Emotional 

0 

Disabilities 

Teacher of Mild 

0 

Intellectual Disabilities 

Teacher of Reading 

0 

Recovery 

Support Teacher 

2 

Learning Assistance 

Teacher Librarian 1 

Teacher of ESL 1 

Counsellor 1 

School Administrative 

& Support Staff 

4 

(SASS) 

Total 30 

There are no indigenous members of the Gordon West staff. 

Teacher Retention 

Staff retention remains high at Gordon West. The school retained 

all staff from 2010. However over the course of the year, 

one teacher went on extended leave prior to resigning from 

the Department. At the end of 2011 two teachers announced 

their pending retirement and one teacher took a year's leave 

without pay. 

FINANCIAL SUMMARY 

This summary covers funds for operating costs and does not 

involve expenditure areas such as permanent salaries, building 

and major maintenance. 

Date of financial summary: 30/11/2010 

Income $ 

Balance brought forward 140 592.50 

Global funds 215 471.53 

Tied funds 31 827.35 

School & community sources 308 232.22 

Interest 7 295.01 

Trust receipts 15 095.95 

Canteen 0.00 

Total income 718 514.56 

Expenditure 

Teaching & learning 

Key learning areas 126 788.63 

Excursions 67 306.98 

Extracurricular dissections 105 475.54 

Library 9 949.66 

Training & development 1 092.04 

Tied funds 24 903.36 

Casual relief teachers 52 809.80 

retained all staff from 2009. However 

Administration & office 62 765.06 

School-operated canteen 0.00 

Utilities 48 220.84 

Maintenance 37 639.88 

Trust accounts 14 282.01 

Capital programs 32 975.00 

Total expenditure 584 208.80 

Balance carried forward 134 305.76 

Teacher qualifications 

All teaching staff meet the professional requirements for 

teaching in NSW public schools. 

Qualifications 

% of staff 

Degree or Diploma 90% 

Postgraduate 10% 

A full copy of the school’s 2011 financial statement is tabled 

at the annual general meeting of the P&C. Further details 

concerning the statement can be obtained by contacting the 

school. 

5

SCHOOL PERFORMANCE 

2011 

ACHIEVEMENTS 

CREATIVE ARTS 

The school continues to emphasise and excel in the creative 

arts. 

Visual arts continues to be a priority at Gordon West Public 

School with learning experiences embedded in the COGs 

(Connected Outcome Groups) units used across the school 

together with a variety of techniques taught for expressive artworks 

K-6. 

Dance and Drama components of the creative arts syllabus 

are integrated in COGs units developed by the Department of 

Education and Training across all classes K-6. 

Music and performing arts groups continued in Years 3, 4, 5 

and 6. These rotating groups provide a variety of enrichment 

activities and learning experiences for students. 

Creative arts and music appreciation continued in Years K-2. 

All students K-6 engaged in a variety of dance programs 

throughout the year. Students from Year 1- 6 benefited from 

the expertise of a professional dance teacher. 

The Gordon West School Choir 

In 2011 Gordon West choristers had the opportunity to be part 

of 4 different choirs including the Ryde Spectacular Choir, the 

Festival Choir, the Opera House Choir and the Senior Concert 

Choir. 

The Opera House Choir consisting of 36 Year 6 students, 

performed beautifully at the Sydney Opera House in the Bennelong 

Concert during Term 3 after successfully auditioning to 

be part of a massed choir of 700 students from across New 

South Wales. 

The Festival Choir consisting of 30 Year 4 students, performed 

with a massed choir of 400 public school students at the 

Festival of Children’s Music at the Concourse Concert Hall, 

Chatswood in October. 

The Ryde Spectacular Choir performed at the Sydney Opera 

House in Term 4 as part of a group of 600 students from 

schools in the Ryde district. 

All choirs performed at our annual Showcase performance, 

entertaining the Gordon West community with a compilation of 

exciting and challenging material from the Ryde Spectacular, 

Festival and Opera House choir repertoires. All students have 

displayed superb musicianship throughout the year and have 

been fantastic musical ambassadors for Gordon West Public 

School. 

The Gordon West Bands 

The Gordon West Band Programme 2011 involved 120 students, 

3 conductors, 13 tutors and 2 parent volunteers. 2011 

was the inaugural year for a dedicated jazz band under the 

guidance of Peter Walmsley OAM. Two training bands and 

Concert Band 1 and 2 were also tutored. 

During Term 2 the band performed at the Yamaha Band Festival. 

This festival encourages all band members to strive to be 

their best. The students were rewarded with gold and silver 

awards. The annual band breakfast and lunchtime concerts 

and a performance by the jazz band to open our Showcase on 

Open Day were highlights of Term 3. 

During Term 4 a band intensive was held for all bands with the 

year culminating with a great end of year concert held under 

the COLA. 

Catherine Walmsley 

Director of Bands 

The Gordon West Senior Dance Group 

In 2011, 22 dancers from Year 6 were selected to represent 

Gordon West in dance. Under the expert tuition of 2 teachers 

and a professional dance teacher the group learnt a fabulous 

dance choreographed to the music “Disco Inferno”. 

At the end of Term 2 the group danced in 3 performances 

in the Metropolitan North Dance Festival at Glen St Theatre. 

This was a terrific opportunity for them to experience dancing 

in a professional situation with students from other schools. 

The dance group also performed in the Gordon West Showcase. 

The group’s final performance was in the Ryde Schools 

Spectacular at The Sydney Opera House. 

6

Rugby Union 

Children in Years 3 and 4 and Years 5 and 6 fielded three 

teams in a Rugby Union Gala Day organised by the ARU 

North Sydney Development Team at Cliff Oval. The Junior A 

and Senior A teams won their respective divisions and the Senior 

B team were runners up. 

Touch Football 

Two senior teams were entered in the inaugural PSSA Touch 

Football competition with the Senior Girls winning their division. 

Intra School Sport 

The intra school sporting programs had another successful 

year with the emphasis being placed on a balanced sports 

program. 

SPORTS 

The school entered teams in the Ku-ring-gai Primary Schools’ 

Sports Association (PSSA). 

Soccer 

Both the Junior A and B teams and Senior team played in the 

Division 1 competition with all three teams playing in their respective 

Grand Finals. The Junior A team and the Senior team 

became Premiers. 

Snowsport 

Two children represented the school at the Northern NSW Interschools 

Snowsports Championships. 

Tennis 

Over one hundred children received private coaching from 

Tennis Advantage, our resident tennis professionals. Children 

were sent to the Kuringai Zone tennis trials with two children 

progressing to Area. Teams of children competed in the Northern 

Suburbs Tennis Association Primary Schools Challenge 

with one Gordon West team winning the masters challenge. 

Cricket 

Both Junior and Senior teams played in the Division 1 competition. 

One girl became a member of the NSWPSSA Girls 

State Cricket team. 

Netball 

Three of our eight teams reached the Grand Finals with the 

Senior 4 team becoming Zone Premiers. One child represented 

our zone at the Area Carnival. 

Modball 

The Junior and Senior teams played in the Division 1 competition 

with the Junior team progressing to the Semi Finals. 

Swimming 

Our team finished 5th in the overall point score at the Zone 

Carnival. Two students represented our zone at the Area Carnival. 

Cross Country 

Our school team participated in the Zone Cross Country Carnival 

at St Ives Showground. Three children progressed to the 

Sydney North Area Carnival at Gosford, with one student progressing 

to the State Carnival. 

Athletics 

Our school finished 5th in the overall point score at the Zone 

Carnival. Fourteen children progressed to the Area Carnival at 

Homebush. Two children progressed to the NSWPSSA State 

Championships. 

Rugby League 

Children in Years 2-4 participated in clinics run by the ARL 

Development Team and over 30 children completed the Kids 

to Kangaroos Coaching Clinic. 

7

ACADEMIC 

In the National Assessment Program, the results across years 3, 5, 7 and 9 literacy and numeracy assessments are reported on 

a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understanding demonstrated in 

the assessments. Year 3 students can achieve to Band 6, while Year 5 students can attain to Band 8. The Commonwealth Government 

sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9. 

The performance of our students is compared to a National Minimum Standard (NMS). The percentages of our students at or 

above these standards are reported below. 

Year 3 NAPLAN - Reading 

School SSG State DEC 

Average score, 2011 517.3 467.9 415.6 

Skill Band Distribution 

Band 1 2 3 4 5 6 

Number in Band 0 0 3 9 13 50 

Percentage in Band 0.0 0.0 4.0 12.0 17.3 66.7 

School Average 2008-2011 0.4 1.1 6.8 16.2 26.7 48.9 

SSG % in Band 2011 1.1 4.0 9.2 17.2 20.9 47.6 

State DEC % in Band 2011 4.6 12.2 19.4 21.1 16.6 26.2 

Year 3 NAPLAN - Writing 




Band 1 2 3 4 5 6 





70 

Percentage in bands: 

Year 3 Reading 

60 


Year 3 Writing 

Percentage of students 

60 

50 

40 

30 

20 

10 


50 

40 

30 

20 

10 

0 

1 2 3 4 5 6 

Bands 

Percentage in Band 

School Average 2008-2011 

SSG % in Band 2011 

State DEC % in Band 2011 

0 

1 2 3 4 5 6 

Bands 




8

Year 3 NAPLAN - Spelling 




Band 1 2 3 4 5 6 






Year 3 NAPLAN - Grammar and Punctuation 




Band 1 2 3 4 5 6 






60 


Year 3 Spelling 

100 


Year 3 Grammar & Punctuation 


50 

40 

30 

20 

10 


80 

60 

40 

20 

0 

1 2 3 4 5 6 

Bands 





0 

1 2 3 4 5 6 

Bands 





NOTE: SSG = Statistically Similar Group 

The 'Percentage in Band' and 'School Average' columns are not shown if results are available for less than 10 

students. 

State average band distributions do not include students who were exempted from the tests. 

9

Year 3 NAPLAN - Numeracy numeracy 



\ Skill Band Distribution 

Band 1 2 3 4 5 6 






60 


Year 3 Numeracy 


50 

40 

30 

20 

10 

0 

1 2 3 4 5 6 

Bands 





10

Year 5 NAPLAN - Reading 




Band 3 4 5 6 7 8 






Year 5 NAPLAN - Writing 




Band 3 4 5 6 7 8 





40 


Year 5 Reading 

50 


Year 5 Writing 


30 

20 

10 


40 

30 

20 

10 

0 

3 4 5 6 7 8 

Bands 





0 

3 4 5 6 7 8 

Bands 




NOTE: SSG = Statistically Similar Group 

The 'Percentage in Band' and 'School Average' columns are not shown if results are available for less than 10 

students. 

State average band distributions do not include students who were exempted from the tests. 

11

Year 5 NAPLAN - Spelling 

\ 




Band 3 4 5 6 7 8 






Year 5 NAPLAN - Grammar and Punctuation 




Band 3 4 5 6 7 8 

Number in Band 1 0 LSGs (Like 2 School Groups) 9 are schools 23from a similar 27socio 

Percentage in Band 1.6 0.0 economic 3.2area. 

14.5 37.1 43.5 




50 


Year 5 Spelling 

50 


Year 5 Grammar & Punctuation 


40 

30 

20 

10 


40 

30 

20 

10 

0 

3 4 5 6 7 8 

Bands 





0 

3 4 5 6 7 8 

Bands 





12

Year 5 NAPLAN - Numeracy 




Band 3 4 5 6 7 8 






50 


Year 5 Numeracy 


40 

30 

20 

10 

0 

3 4 5 6 7 8 

Bands 





Learn and Advance 

13

Average progress in Reading 

between Year 3 and 5* 

2008-2010 2009-2011 

School 90.0 85.4 

SSG \ 

88.0 76.3 

State DEC 83.7 74.0 

Average progress in Spelling 


2008-2010 2009-2011 


SSG 82.8 73.4 


Average progress in Reading between 

Year 3 and 5 

Average progress in Spelling between 

Year 3 and 5 

100 

150 

Progress 

80 

60 

40 

20 

0 

2008-2010 2009-2011 


Progress 

100 

50 

0 

2008-2010 2009-2011 


Average progress in Numeracy 


2008-2010 2009-2011 


SSG 97.0 104.6 


Average progress in Grammar and 

Punctuation between Year 3 and 5* 

2008-2010 2009-2011 


SSG 100.6 90.0 


Average progress in Numeracy between 

Year 3 and 5 

150 

150 

Average progress in Grammar & 

Punctuation between Year 3 and 5 

Progress 

100 

50 

Progress 

100 

50 

0 

2008-2010 2009-2011 

0 

2008-2010 2009-2011 



* Average progress data is for matched students 

from within the school. 

Note: Average progress for Writing 2009-2011 is not 

displayed due to the change in the Writing scale 

from Narrative to Persuasive. 

14

National Benchmarks 

The Commonwealth Government sets minimum desirable 

standards for reading, writing and numeracy at particular ages. 

These are referred to as national benchmarks. 

Percentage of Year 3 students achieving at or 

above minimum standard 

(exempt students included) 

Reading 100.0 

Writing 100.0 

Spelling 100.0 

Grammar and Punctuation 100.0 

Numeracy 100.0 

Percentage of Year 5 students achieving at or 

above minimum standard 

(exempt students included) 

Reading 98.4 

Writing 100.0 

Spelling 100.0 

Grammar and Punctuation 98.4 

Numeracy 100.0 

15

SIGNIFICANT PROGRAMS AND 

INITIATIVES 

• participation in an overnight Year 4 visit to the Sydney Academy 

of Sport; 

• participation in a Year 5 & 6 excursion to Canberra and the 

Snowy Mountains; 

• participation and high level of achievement of senior students 

in the University of NSW Science and Computer competitions; 

• participation and high level of achievement in district, state 

and national competitions, including Australian Schools English 

and Mathematics competitions and the Maths Olympiad; 

• celebration of Book Week with author visits in July; 

• Year 4 venturing to Blackbutt Creek to learn about Aboriginal 

culture and history with an educational officer from the Aboriginal 

Heritage Office; 

• selected Year 6 students attended the 2011 Public Speaking 

Competition organised by the N.S.W Premier’s Office; 

• Year 3 travelled to Kurnell to learn about where Captain Cook 

landed in Australia; 

• Year 1 went on an excursion to Long Reef as part of Year 1’s 

HSIE unit on Shelter; 

• Kindergarten to Year 2 visited the Australian Museum; 

• a continuing high profile for the Student Representative Council 

(SRC) in fundraising for Stewart House, Cancer Council , 

and by fostering leadership and peer support; 

• full school participation in the celebration of Public Education 

Day; 

• Year 6 competed in the 2011 Children’s Book Council of Australia 

N.S.W branch on Screen Competition with 3 groups of 

Year 6 students nominated as shortlisted finalists; 

• presentation of a Performing Arts Showcase during Education 

Week where every child in the school was involved in this 

wonderful display of performing arts; 

• as part of the Creative and Performing Arts program, The 

Ceroc and Modern Jive Dance Company worked with children 

from Years 1-6; 

• continuation of the very successful school reunion celebration 

for children completing their year 12 in 2011 who attended 

Gordon West Public School; 

• implementation of our ever popular Easter Hat Parade, where 

a fabulous collection of hats, baskets, sandwich boards and 

masks were on display for the very large number of parents 

and grandparents in attendance; 

• continuation of our very successful Grandparent’s Day where 

many grandparents visited the school; 

• celebration of Harmony Day by children participating in a variety 

of activities and culminating in a whole school assembly; 

and 

• Year 6 participated in Murder under the Microscope an exciting 

online environment project. 

ABORIGINAL EDUCATION 

Aboriginal Education remains an integral part of the curriculum 

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 2011 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. In support of the Aboriginal education outcomes 

included in the HSIE syllabus, Year 4 students attended an excursion 

to Blackbutts Reserve with an educational officer from 

the Aboriginal Heritage Office to learn about local Aboriginal 

culture and history including tools and the use of endemic plant 

for food and medicine. 

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. 

Students whose first language is not English may require 

assistance in improving their English level. The English as a 

Second Language (ESL) program is aimed at developing students’ 

English language competence to a level where they can 

participate fully at school and complete the required learning 

outcomes. 

The program is delivered in various ways to meet the different 

needs of students at various stages of learning English. 

An ESL teacher conducts this program 2 days per week and 

collaborates with class teachers to cater for individual student 

requirements. Thirty three students were enrolled in the ESL 

program in 2011. 

DEBATING 

A hardworking debating team represented Gordon West Public 

School in 2011. The team consisted of 6 students from Stage 3. 

The competition was demanding. The team learnt a lot about 

debating and were presented with some challenging topics, 

having to work hard as a team to formulate their case for each 

debate. 

The children are to be commended on their ability to work collaboratively 

to discuss ideas, agree on what they consider to 

be strong, supportive ideas for their debate and their positive 

attitude and encouragement of fellow teammates. 

16

TECHNOLOGY 

With the increase in classes at Gordon West in 2011 there was 

a need to increase the Computer timetable from two to three 

days. Mr Graeme Coates took up the extra one day position. 

Mr Coates has many years experience in this field and has 

brought with him a wealth of expertise which has enriched the 

ICT program. 

Kindergarten, Year 1 and Year 2 attend lessons each week 

whilst Years 3, 4, 5 and 6 continue to attend once a term for 

5 weeks for a longer period of time. At Gordon West the ICT 

program is fully integrated into the school’s teaching and learning 

program. We believe ICT can have a positive outcome on 

student learning and understanding and that it can assist in 

student motivation and engagement. 

In 2011, students from Kindergarten from to Year 6 learnt, reviewed 

or extended their skills using the Microsoft Office package. 

Activities included word processing, spreadsheets and 

presentations using PowerPoint and writing booklets, posters 

and calendars using Microsoft Publisher. Several grades enjoyed 

designing multimedia projects using MovieMaker and 

Photostory whilst others explored programs such as Google 

Earth, Kidspiration and Kidpix. Students from Years 3 to 6 

learnt how to manipulate photographs in a variety of ways using 

Photoshop. 

Year 6 entered a few competitions this year with the highlight 

being the “Picture Book” competition run by the CBCA. Three 

groups were chosen as finalists and together with Mrs Pickup, 

Miss Papic and several parents, attended the presentation 

at the Teachers’ Federation Auditorium in Surry Hills. Gordon 

West's The Bush Jumper came in 3rd, The Gobbling Tree 4th 

and Max 5th. The seniors participated in Google’s design competition 

‘Doodle 4 Google’ where young people from across 

Australia were invited to design their own doodle based on 

this year’s theme ‘My Future Australia’. The best doodles were 

voted on by the public and one winner had the honour of having 

their doodle displayed on the Google Australia homepage 

for a day. Our students came up with some excellent designs. 

Year 6 also entered Murder Under the Microscope, an interactive 

environmental online competition developed by the Department 

of Education and were successful in correctly solving the 

ficticous eco crime. 

With an extra “lab” of computers available in the library this 

year, students also had the opportunity to extend their research 

skills using a variety of different search engines. 

PROGRESS ON 2011 TARGETS 

Target 1 

Numeracy K-6 Space and Geometry – 2 and 3 Dimensional 

Space 

To increase student capacity to identify, describe and manipulate, 

using mathematical language, 2D and 3D space. 

Our achievements include: 

After the review of 2010 NAPLAN results, teachers at Gordon 

West identified a weakness in the area of Space and Geometry, 

2D and 3D space for both Years 3 and 5. There was a 

decrease in the percentage of students in band 6 (Year 3) and 

band 8 (Year 5). Teachers began with the review of outcome 

statements to develop a shared vision and understanding of 

the skills of this curriculum area. A pre test was implemented 

which consisted of 2D and 3D space questions from past NA- 

PLAN papers (Years 2-6) and practical lessons (K-1). In stage 

groups, teachers analysed results and identified concepts requiring 

development. 

Two members of staff attended a DET inservice which provided 

schools with practical lesson plans and resources across the 

K-6 Space and Geometry continuum. Teachers collaboratively 

planned practical lessons with a focus on real life applications 

based on pre test data. Using ‘Teaching Space and Geometry 

K-6’ teachers designed explicit teaching and learning activities 

to improve students ability to identify, describe and manipulate 

using mathematical language in the areas of 2D and 3D space. 

A resource kit was compiled for use in the future. 

Late in Term 3, teachers conducted assessments including post 

testing (Years 2-6) and teacher observation (K-6). The results 

of these tests were compared with pre test data to ascertain the 

effectiveness of the intervention. The statistical data highlighted 

success of the intervention program. Through the collegial 

sharing of data, teachers reflected on the broad applications of 

this skill base across all key learning areas. They recognised 

the importance of consistent and frequent exposure in a variety 

of contexts to ensure students attain a thorough understanding 

of these often abstract concepts. Teachers commented that it 

was imperative to provide students with a variety of opportunities 

to touch, feel and manipulate shapes and objects in order 

to fully understand their properties. While appropriate resources 

took time to plan and organise, teachers remarked that the 

practical lessons were well received by students and encouraged 

positive mathematical language exchange. 

Target 2 

Literacy K-6 Writing – Persuasive Text 

To improve student knowledge, skills and understandings of 

persuasive texts. 


Following 2010 NAPLAN analysis with K-6 staff, Michelle Mawer, 

DET English consultant visited Gordon West PS in Term 1 to 

discuss purposes of persuasive text, elements of persuasion, 

language devices and grammatical elements to achieve success 

when working with this text type. Staff found the discussion 

on the dissection of NAPLAN marking guide particularly 

useful. 

Through modelling of persuasive written and spoken texts using 

previous BST and ELLA marking guides, teachers provided 

students with a range of interesting and challenging work 

samples to motivate and introduce them to what delineates an 

effective, sustained argument. 

Teachers collected examples of persuasive text used in advertisements 

and newspaper articles, critiqued peer work samples 

and gave students opportunities to evaluate or give judgments 

through explicit spoken and written learning activities. 

Staff were encouraged to attend various professional learning 

opportunities to improve their knowledge and skills in teaching 

persuasive text. In Terms 2 and 3, Gordon West K-6 staff 

were inserviced by experienced teachers who informed them 

about available resources including websites and publications. 

Successful teaching and learning strategies were also shared. 

In Term 3, 2 members of staff attended the Northern Sydney 

Regional debating inservice which highlighted the link between 

persuasive text and debating. 

17

Following this professional learning, Gordon West staff were 

educated about the PEEL method and the progression from 

Stage 2 comparison style topics to Stage 3 political / change 

debates. Year 1 teachers provided students with opportunities 

to practise their ability to support an opinion or point of 

view and shared work samples with the K-6 staff. As part of 

the 2011 Turramurra Learning Community project, Year 4 students 

completed reflective journals, encouraging the use of 

persuasive language devices following play building experiences 

in drama. 

Target 3 

Literacy Target 2011 – Eco-garden Literacy 

Program K-2 

To expand and incorporate all aspects of literacy K-2 into 

teaching and learning programs using the eco garden as 

a learnscape by developing a teaching resource bank for 

spoken and written texts to improve student literacy learning 

outcomes. 


The Literacy target’s K-2 focus was to expand and incorporate 

all aspects of the literacy K-2 into the teaching and learning 

programs using the eco-garden as a learnscape by developing 

a teaching resource bank for spoken and written texts to 

improve student literacy outcomes. 

At combined stage meetings K-2 teachers determined the 

English syllabus outcomes which would be addressed through 

interaction in and with the eco-garden. K-2 teachers brainstormed 

relevant literacy teaching and learning activities 

based on the Quality Teaching Framework. Following these 

initial discussions two K-2 teachers attended a professional 

development course at the Botanical Gardens and returned to 

share their knowledge with colleagues. At subsequent stage 

and grade meetings and across stage levels K-2 student work 

samples were shared and discussed to show the progression 

in writing and the development and interpretation of visual literacy. 

During Term 2 student work samples were also presented 

at a K-6 staff meeting for broader professional learning. 

Students and K -2 teachers were involved in planting, maintaining, 

observing, recording and utilising the eco garden as 

a tool for real and relevant learning beyond the classroom in 

the outdoor environment. Teaching and learning programs incorporated 

many learning experiences in the eco garden as a 

stimulus for literacy learning including talking and listening, visual 

literacy and writing of various text types including description, 

recount, persuasive text, narrative and poetry. Student 

work samples demonstrated enhanced vocabulary and an 

increased understanding and interpretation of visual literacy. 

The Quality Teaching dimensions of Intellectual Quality, Quality 

Learning Environment and Significance were embedded in 

the teaching and learning programs. 

Teachers and students further developed their communication 

skills of questioning, reasoning, and critical thinking through 

the various opportunities to share dialogue about the literacy 

outcomes. These experiences contributed to the development 

of rubrics for the assessment of persuasive texts. 

Target 4 

Literacy through Drama – Turramurra Learning 

Community Project 2011 

Using the dramatic skills (playbuilding) taught, students will 

develop deep knowledge and deep understanding of the 

concept focus and use drama to further develop their literacy 

skills. 


The focus of the 2011 Turramurra Learning Community project 

was to use drama strategies to enhance student’s English and 

literacy outcomes. The program focused on the professional 

learning of primary teachers to enhance the creative and literacy 

processes of their students through the use of educational 

drama as the medium for improving students’ English 

and literacy outcomes. 

In Term 1, 2011 Year 4 teachers at Gordon West identified 

relevant literacy outcomes derived from current state syllabus 

documents and an analysis of the students’ needs. The syllabus 

outcomes selected included students undertaking and 

sustaining roles in a variety of drama forms to express meaning 

in a wide range of imagined situations, performing in improvisations, 

incorporating elements of drama (focus, space, 

character, mood, movement, dramatic tension) and vocal 

skills, creating meaning for an audience and reflecting on and 

discussing the effectiveness of their own work and the work of 

others. Participating teachers identified that Year 4 students 

could benefit from improvement in their expressive oral language 

skills, their understanding and use of expressive and 

descriptive language, their confidence in writing texts and their 

capacity to develop the use of imagery and the elaboration of 

ideas in their persuasive and descriptive writing. 

The program was attended by Gordon West Year 4 teachers 

and students throughout 2011. With the professional assistance 

from Turramurra High School’s drama department, 

relevant drama strategies and authentic literary texts were 

incorporated into a series of drama lessons. Through these 

transformative learning opportunities the students engaged 

in curriculum and educational experiences that promoted creativity, 

innovation, cultural appreciation and personal values. 

The 2011 Turramurra Learning Community project culminated 

in Term 4 with a collaborative workshop presented and coordinated 

by Year 9 Turramurra High School drama students. 

The Gordon West teachers were very positive about the professional 

learning and the improved student literacy outcomes 

of their students involved in the program. The teachers reported 

a growth in confidence, understanding and expertise in 

using drama strategies in their programming and recognised 

that many of the learning activities undertaken corresponded 

closely with important life skills including persistence, listening 

with understanding and empathy, metacognition, striving 

for accuracy, questioning and problem posing, finding humour, 

taking responsible risks and creating, imagining and innovating. 

Through drama exercises students were encouraged to 

be active rather than passive learners. They demonstrated 

increased levels of attention, retention and enjoyment in the 

act of learning through drama. Following each drama session, 

students wrote reflection journal entries and pieces of 

persuasive and descriptive writing. They learnt to draft, revise, 

proofread and published well structured texts based on these 

creative experiences and showed development in their literacy 

skills in terms of their ideas, audience and written language 

features. 

18

KEY EVALUATIONS 

It is a requirement for all NSW public schools to conduct at 

least two annual evaluations – one related to educational and 

management practice and the other related to curriculum. The 

school has adopted a cyclical approach to the evaluation of the 

six areas of education and management practices to ensure 

that it operates at a highly efficient level. 

Educational and Management 

Practice 

Culture 

Background 

Enhancing the quality of the school’s management practices 

and improving the learning outcomes of all students are key 

educational objectives. 

The survey tool SchoolMap, developed by the Department of 

Education and Training (DET) was used to collect information. 

The primary purpose of the SchoolMap best practice statements 

is to provide a framework for analysis of the operation 

of schools in six key areas. The statements are based on the 

findings of research and the views of a wide cross section of 

teachers, parents and students about current practices and 

potential best practice in schools. 

SchoolMap best practice statements were used to evaluate 

school management at Gordon West with regard to school improvement 

performance, major and minor changes to school 

programs, monitoring and evaluation of programs, student and 

staff welfare, teacher professional development, school organisation, 

financial management and communication. 

Responses were collated under strongly agree, agree, neutral, 

disagree and strongly disagree. 

The SchoolMap evaluation instrument was used to evaluate 

whether: 

1. The school is continually looking at ways to improve its performance. 

2. The school continually makes minor changes to its programs 

to improve what it does. 

3. The school makes major changes from time to time to improve 

what it does. 

4. The school regularly measures the success of its programs. 

5. The educational needs of all students are met by the school. 

6. The school care about the students and the discipline is fair. 

7. The staff at the school are valued and supported. 

8. Teachers undertake extra training to improve their classroom 

teaching. 

9. The school is well organised. 

10. The allocation of money and other resources is managed 

effectively. 

Findings and Conclusions 

Staff 

The school set preliminary targets before administering the 

tests. The school expectation was that at least 80% of teachers 

would respond ‘Strongly Agree’ or ‘Agree’ to the statements 

in the area of School Management. 

The staff response to the best practice statements was over 

80% for eight of the ten statements with responses to Question 

3 and 8 at 75%. These statements related to major change 

(Question 3) and systematically planned professional development 

(Question 8). 

Parents 

A total of 89 parents responded to the SchoolMap best practice 

survey. Parent responses were very positive. Responses 

of strongly agree/agree were selected for 8 of the 10 statements 

with each of these receiving over 80% combined. The 2 

statements which rated less positively were “The educational 

needs of all students are met by the school” (56%) and “The 

school makes major changes from time to time to improve 

what it does.” (57%) 

Some parents surveyed believe the school could further improve 

in the area of meeting the needs of all students. Currently 

the school employs a specialist learning support teacher 

and three learning support teachers’ aides to work closely with 

our students who require additional assistance. The $30,000 

received annually from the Gordon West Parents and Citizens 

in addition to a similar amount funded by the school makes 

the Learning Support program the most financially resourced 

of all the school programs. Currently this additional learning 

support focuses on improving student literacy skills. With the 

need to maximise the use of these available funds, the school 

prioritises students who need support in literacy as developing 

a student’s reading comprehension skills is beneficial to progressing 

their proficiency in both literacy and numeracy. 

The school’s vision is “to be seen as a school of excellence, 

with a definite purpose and direction” and continues to excel 

academically, on the sporting field and in cultural pursuits. Our 

achievements are in part due to the strong, ongoing efficient 

and effective management of the school. While this stability 

and success creates little necessity to make major management 

changes, Gordon West is always looking at ways to improve 

and refine its existing organisational processes. 

Students 

A total of 120 students from Year 5 and 6 were surveyed. 

Overall the survey results indicated that the students at Gordon 

West were generally positive to the school’s management 

practices. The responses relating to the allocation of finances, 

student welfare and major school change were statements 

scoring 60%. The remaining seven statement responses 

scored over 75%. 

Future Directions 

The evaluation of survey results identified certain areas for future 

development including the need for the school to: 

• Greater involvement by staff in the decision making and leadership 

roles. 

• Ensure all staff update their professional learning plans annually, 

and 

• Investigate implementing additional communication strategies 

and refining existing practices. 

19

Curriculum 

Literacy – Writing and Improving 

Student Learning 

Background 

During Terms 2 to 4 2011, Year 3, 4 and 5 teachers developed 

an action learning project based on current educational research 

identifying the major influences that lead to improved 

student learning. 

Participant teachers commenced the project by reading an 

extract from Professor John Hattie’s paper, “Teachers Make 

a Difference -What is the research evidence?” and discussed 

the research findings. Teachers viewed and discussed the 

dimensions identified in the research that distinguish the difference 

between expert and experienced teachers. The three 

dimensions that Hattie’s research concluded most effectively 

separated expert from experienced teachers were challenge, 

deep representation and monitoring /feedback. 

Findings and Conclusions 

Teachers closely reviewed the research and identified how 

these most effective teaching strategies could be directly 

implemented in their classrooms. A series of writing lessons 

focusing on descriptive writing techniques were chosen by 

teacher consensus as a focus area for the project. Teachers 

used these lessons to practise a range of teaching strategies 

and investigate which were the most effective in leading to improved 

student learning and engagement and the most manageable, 

practical and realistic to implement in the classroom. 

Teachers incorporated scaffolded or tiered lesson activities 

with a range of challenges built into the task to meet the scope 

of student abilities and provided a range of modelled, independent 

and guided small group activities. Through negotiation 

with students, highly explicit lesson criteria was identified 

and presented to the students at the beginning of each writing 

lesson and reinforced throughout the lesson. These specific 

statements about the quality of work required of students became 

clear reference points for the students to develop and 

check their own work. Teachers devised a simple system of 

assessing student’s work during development as well as on 

completion of the task. This was aimed at giving the students 

more immediate, meaningful feedback. To assist students to 

develop skills in self evaluation, written work samples that illustrated 

high quality work were viewed and discussed. Students 

evaluated these as part of their learning process. 

An improvement in the level of student on task behaviour was 

observed and noted by teachers. They identified a substantial 

improvement from the pre assessment task level. Students’ 

improved on task behaviour in group activities included contributing 

to group tasks, helping peers and raising questions. 

In Term 4 participating teachers presented their finding 

and shared their experiences. Teachers shared student 

work samples from the action learning experience and 

their thoughts about the effectiveness of the teaching 

strategies employed. 


Teachers have and will continue to reflect on the benefits and 

challenges of the project. They will encourage the wider use 

of the positive practices realised and incorporate the best 

of these ideas into plans for future students’ learning K to 6 

across all Key Learning Areas. 

School General Satisfaction Survey 

2010 

Every year a sample of families are surveyed in relation to 

general school satisfaction. Survey results and follow up strategies/plans 

are reported in the school’s fortnightly newsletter. 

A total of 100 parents were invited to respond to the School 

Satisfaction Survey with 94% completing all questions. The 

survey consisted of a set of 14 statements and 2 questions 

which required a written response. 

The following statements were presented for response: 

1. My child is happy and enjoys being at school. 

2. As a parent/guardian I feel welcome at the school. 

3. The school encourages students to achieve their best. 

4. The school is a caring and nurturing place. 

5. The school facilities are clean and well maintained. 

6. The office staff are approachable and helpful. 

7. The schools processes and procedures address staff welfare 

needs. 

8. The school values parents' opinions. 

9. There are effective lines of communication between home 

and school. 

10. There are always opportunities to raise concerns or issues 

about my child's schooling. 

11. I receive helpful information about my child's progress and 

achievement. 

12. I am comfortable approaching my child's teacher to talk 

about his/her progress. 

13. The resources and facilities at the school are sufficient to 

meet my child's learning needs. 

14. Overall I am satisfied with my child's academic progress. 

Responses were collated under strongly agree, agree, neutral, 

disagree and strongly disagree. 

The feedback was extremely positive with responses of 

strongly agree and agree selected for 11 of the 14 statements 

over 80%. The 3 statements which rated less positively were 

“There are effective lines of communication between home 

and school (76%), “The school values parents' opinions” 

(73%) and “I receive helpful information about my child's progress 

and achievement.” (69%) 

The following questions were asked: 

1. What could the school do better? 

2. What is the school doing well? 

In reply to the question “What could the school do better?” 

a number of parents indicated the need to improve school/ 

parent communication regarding upcoming school events and 

activities. Increased prior knowledge of events could better 

assist forward family planning. 

22

To address this concern the office staff regularly update the 

school’s website under the banner “Term Calendar” which 

not only indicates the date on which an event will be held but 

contains hyperlinks to further information and the prerequisite 

permission notes. The school newsletter, titled The Bulletin 

is printed and distributed fortnightly on a Thursday with the 

aim to comprehensively inform parents on a range of educational 

and organisational matters. In February 2010 an online 

version of The Bulletin was attached to the school’s website 

allowing for greater access by busy parents. This feature is 

proving more popular with an ever increasing volume of families 

requesting direct emailing of the Bulletin in 2011. 

Another area of parent concern raised in the responses was 

the adverse condition of the children’s toilets with particular 

reference to odour and lack of soap. These issues have been 

attended to with the installation of deodorisers and soap dispensers. 

The school, in conjunction with Transfield the DET 

cleaning contractors, will continue to monitor and improve the 

hygiene and presentation of these high traffic areas of the 

school. The school has been allocated an additional 8 hours 

of cleaning for 2012, a proportion of which will concentrate on 

cleaning toilets. 

It was pleasing to read the responses to the question "What is 

the school doing well?” with an overwhelming number of comments 

expressing the supportive, caring environment created 

at Gordon West and the dedication of the teaching staff to 

providing high quality teaching. 

Comments relating to positive aspects of the school included 

the wide range of high quality, extracurricular activities offered 

to students, the strong, friendly community focus and the provision 

of quality teaching and learning resources. 

Gordon West will continue to improve all aspects of school 

management and aim to address the concerns raised by the 

school community. 


The evaluation of survey results identified certain areas for 

future development including the need for the school to: 

• Ensure the fortnightly Bulletin newsletter contains all the relevant 

information parents need to keep them up to date with 

major and minor changes to school programs and procedures 

with plenty of notice given for school events. 

• Continue to monitor and improve the hygiene and presentation 

of all school amenities. 

The school communications committee will follow up all suggestions 

during 2012 and report their findings to the school 

community. 

23

School Development 

2012-2014 

Gordon West Public School continues to have a long term 

strategic management plan with a 3 year horizon in addition 

to shorter term strategic goals of a 1 year horizon. 

The purpose of the Gordon West School Management 

Plan is to: 

Professional Learning 

To ensure continual professional growth, all teachers participated 

in training and development based on their individual 

needs, as well as school and systemic priorities. 

Individual plans for training and development were negotiated 

with supervisors. 

In 2011 a school priority was to further improve individual 

Professional Learning Plans encompassing the key focus 

areas of Quality Teaching, Gifted and Talented Education, 

Connected Learning, The Australian Curriculum and Leadership 

to enhance teacher quality and student learning outcomes 

in our school. The success of this project has led to 

the continued development of the individual Professional 

Learning Plans with all staff in 2012. 

The budget for teacher professional learning in 2011 was 

$14,298.80 

• develop efficient and effective administrative and organisation 

policies; 

• develop educative policies to support relevant and challenging 

learning programs; 

• monitor and upgrade resources to support teaching/ 

learning programs; 

• promote professional growth and development of all 

teaching staff K-6; 

• monitor and reflect on changing trends in education and 

adjust planning accordingly; and 

• provide for longer term school strategic direction. (3 year 

horizon 2012- 2014) 

Longer term school strategic directions are closely aligned 

with school targets through identified needs based on 

analysis of student performance and evaluations in consultation 

with the School Self Evaluation Committee. 

24

SCHOOL PLANNING 2012-2014 

School Priority 1 - Literacy 

Outcome for 2012 – 2014 

To improve student knowledge, skills and understanding 

in literacy. 

2012 Target to achieve this outcome include: 

• Retain or increase the percentage of students in the higher 

bands in NAPLAN Writing, with Year 3 students meeting or 

exceeding the Year 3 2009-11 average of 89.6% and the 

Year 5 students meeting or exceeding the Year 5 2009-11 

average of 48.6%. 

Strategies to achieve these targets include: 

• review the teaching and evaluation of writing K -6 with particular 

focus on the specific writing criteria of persuasive texts 

and implementing explicit teaching of a range of spoken and 

written persuasive texts; 

• establish a school benchmark in persuasive writing; 

• analyse school benchmarking results collected biannually 

Yr K -6 (T1 and T3) and NAPLAN data to identify specific 

areas of student need and tailor programs to address these 

requirements; 

• identify and promote the collaborative use of appropriate 

teaching resources relevant to the target; 

• continue the Best Start program in Kindergarten; 

• use Best Start Software to plot K-2 students on Literacy 

Continuum for reading and writing; 

• introduce the Literacy Continuum for Assessment and Planning 

(K-6) and 

• commence the L3 program for students in Kindergarten. 

25

School Priority 2 - Numeracy 


To improve student knowledge, skills and understanding 

in numeracy. 

2012 Target to achieve this outcome include: 

• Retain or increase the percentage of students in the higher 

bands in NAPLAN numeracy with Year 3 students meeting 

or exceeding the Year 3 2009-11 average of 74.0% and 

Year 5 meeting or exceeding the Year 5 2009-11 average 

of 68.0% 


• analyse NAPLAN data to identify specific areas of student 

need and tailor programs to address these requirements; 

• analyse pre and post school based K-6 assessments in 

number where students apply higher order thinking skills 

and processes when working mathematically to solve word 

problems involving a minimum of two of the four operations; 

• development of quality K-6 teaching and learning programs 

that investigate a range of interrelated working 

mathematically processes (questioning, applying strategies, 

communicating, reasoning and reflecting) across all 

strands of mathematics when developing new concepts 

and skills, when consolidating ideas and when applying 

mathematics to a range of activities including real life situations; 

• introduce class assessment journals (Yr 3-6) where students 

explain and justify their chosen strategies for solving 

tasks; 

• review the teaching and evaluation of working mathematically 

K -6 with particular focus on implementation of explicit 

teaching skills that relate to working mathematically; 

• identify and promote the collaborative use of appropriate 

teaching resources relevant to the target and 

• collegially share student work samples and effective 

teaching strategies in staff and stage meetings. 

26

School Priority 3 - Quality Teaching 


To improve student performance by increasing 

teacher confidence, knowledge and skills 

in providing teaching and learning experiences 

that include all elements of the Quality Teaching 

Framework. 

2012 Targets to achieve this outcome include: 

• embed the Quality Teaching Framework in all learning 

and teaching practices and 

• develop students to become better self-regulated learners 

by providing differentiated curriculum provisions and 

options for all students. 


• foster and implement Quality Teaching elements in all 

classrooms; 

• share effective teaching strategies to differentiate in staff 

and stage meetings and 

• modify the curriculum, teaching structures, and teaching 

practices in combination to ensure that instruction is relevant, 

flexible and responsive to individual student needs 

with particular focus on Literacy and Numeracy outcomes. 

ABOUT THIS REPORT 

In preparing this report information has been gathered 

from evaluations conducted during the year, in addition to 

the analysis of other information relating to school practice 

and student learning outcomes. 

The report encompasses the work of a number of school/ 

parent sub committees. 

Mr Huckerby 

Principal 

SCHOOL CONTACT INFORMATION 

Gordon West Public School 

Ryde Rd Pymble NSW 2073 

(02) 9498 4644 

(02) 9498 4436 (fax) 

gordonwest-p.school@det.nsw.edu.au 

27

Gordon West Public School, Ryde Rd, Pymble NSW 2073 Phone: (02) 9498 4644 Fax: (02) 9498 4436 Email: gordonwest-p.school@det.nsw.edu.au 

28

2011 Annual School Report - Gordon West Public School

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