2011 Annual School Report - Gordon West Public School

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.
Our achievements include:
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