Palmerston Annual Report 2012 - Palmerston Girls Academy

2012 Annual ReportPalmerston Girls AcademySporting Chance AcademyDecember 2012

Sporting Chance AcademyAnnual ReportPalmerston Girls AcademyProvider:Location:Rosebery Middle School & Palmerston Senior CollegeDarwin, NTDecember 2012Inside photo:Students and staff at the Basketball Showcase Perth, 2012

A6. Case Studies Year 12 Student and Teacher TestimonyPGA is a place where I can gowhen I’m in need of help or needto study, or even if I just needsomeone to talk to. The GirlsAcademy helped me in staying inschool and passing my classes. Iwould have dropped out ofschool or failed without thesupport of the Girls Academy.Year 12 Student TestimonyThroughout my years in PGA andespecially in 2012, PGA has helpedmassively. If it wasn’t for them Iwould be out in the work forcealready.They have encouraged me sinceYear 10 to stay at school, they haveprovided me with all the help I canget. For example: after hours schoolhelp, speaking with andcommunicating with my teachers,proof reading my work, etc. Theyhave provided massive helpthroughout the years! I don’t think Iwould still be in school, I would haveleft already. I nearly did leave at thestart of Year 10 but Bo helped mewant to succeed and pass Year 12.They have rewarded me with a lot ofthings, camps, trips, food, education,laughter and even taken me toAmerica. They motivated me in everypossible way they can. Sleep over’s,to stay at school and finishing myschool work no matter what time it is.Year 12 Student TestimonyEnrolling in 2008 at Palmerston High School, graduatingfrom my primary school into a new, much larger school witha wider range of opportunities I was very intrigued andengaged well with the new surroundings and classes. Goingup in grades my work load became harder and althoughbeing harder there were also more assignments, essaysand tests.Struggling through the beginning months of Year Ten withtime management and meeting deadlines was a majorfactor that was affecting my grades. Although thePalmerston Girls Academy had become functional in theearly stages of 2010 and I was a member of the Academy Iwasn’t relying on their help due to not being familiar with thestaff and their methods.I quickly got influenced to start coming into the GirlsAcademy for help with my schooling, or any other aspectswhether it be about applying for jobs, problems at home orgenerally seeing how I am. I was influenced in a waybecause the friendly staff within the Girls Academy showedthey cared about me and my schooling needs. Academystaff provided regular check-ups in my classrooms ensuringI’m at school, in class and offering me one-on-oneassistance with my class work if I was struggling.The motivation the academy gives me, is knowing myachievements are always being recognized and if I amfalling behind there is always someone behind me to giveme the support to move forward, providing I’m still trying.Throughout the duration of 2010 to 2012 the academy hasprovided me with countless opportunities. Educationalassistance, group bonding outings, young leaders ‘LearnEarn Legend’ trip to Canberra, Year Twelve end of year tripand more. The young leaders trip opened my eyes to aworld of opportunitiesBy far the biggest struggles I have had to face throughoutmy schooling has been completing Year Twelve to gain myNTCET (Northern Territory Certificate of Education andTraining) and my ATAR score for university. Throughout YearTwelve is when I have become more involved within theacademy with weekly study groups, overnight studysleepovers and one on one help. With the completion ofYear Twelve and getting into the workforce was somethingthat made me strive through my studies. Knowing inadvance I wanted to work within the Airport the GirlsAcademy assisted me with gaining my RSA (Responsible©RM&LA Palmerston Girls Academy Service Annual of Alcohol), Report: December writing up 2012 a cover pg letter, 3 writing up aresume and the online application.Year 12 trips, day trips, camps andtaking us out to places make us wantto stay in school.The Girls Academy provides studycalendars, as well as helping youcreate study patterns to help youkeep organized and completeassignments by their due dates.

They have also been a great help to myself asthe girls teacher by;• Communication about the work they havecompleted while in PGA• Communication on where the girls are in theirassignment and if they are on task, anyquestions that they girl may have and theyare unsure of how to answer• Additional support in the classroom• Constant updates on progress• Communication so they are aware of the workthe girls should be completing.Teacher Testimony(Rosebery Middle School)The PGA is a really effectivecombination, responsible for thedevelopment of real pride in being anIndigenous girl at Rosebery MiddleSchool (RMS).When I first started as a Relief Teacherin 2011 at RMS (the commencementyear) I came across small groups ofindigenous girls especially in the Year 8group that sat together and would tellme they were the black kids. I tried hardto build self-esteem in the groups andbuild their self-confidence and sense ofbelonging whenever I would take theirclasses as a Relief Teacher.The PGA was the start of the great turn around with these students and the PGA Staffleading by example and setting up a space in the school that the Indigenous girls couldinstantly recognize as theirs and feel comfortable, accepted and secure in their culture.The smiles on their faces and the pride in being Indigenous was immediate and so wastheir improved performance and engagement in the classroom. The introduction of theinstantly recognizable uniforms also gave the girls so much pride in their Identity andtheir place in the school.The PGA gave me something to talk to the girls about and a support system that I couldutilize to support my teaching. I could refer to the PGA for the best way to support eachand every student. PGA ensures teachers are kept informed on what the PGA girls areachieving in sport and this allows teachers to build on these successes andachievements in the classroom lessons with positive reinforcement.Even today I congratulated some Year 7 students on their good work and theirimmediate response was to “please send an email to PGA they will be so proud of us.”This is just so important in the classroom as they are focused on their learning tasks andas a teacher I can focus on teaching and not on behavior management.The PGA provides the students with a support where they know someone is interestedin their performance at school and actually cares for their future. Too many of thestudents do not have a stable home life and may not be living with their immediate familyand the PGA substitutes for this and keeps them focused on learning. PGA takes on thesubstitute family role to a degree in school and works through issues with the girls in aculturally appropriate way that ensures their identity and place in RMS is strengthened.Some senior girls declare they don’t need PGA now as they are grown up. This iswonderful that they have developed sufficient confidence to be secure in a normalclassroom. However these senior Indigenous students still know that the PGA is therefor support if there are issues. There is a saying used by Adult Educators “When thetraining is over and the job is done they will say, ‘we did it all ourselves without the helpof anyone.’”©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 5

PGAA place of securityA place of Indigenous belongingA place where support for Indigenous culture and lifestyle andacceptance is number oneA place that values Indigenous beliefs and behaviorsA place to tease and makes jokes with each other free from putdownsA place where you can be accepted into a family atmosphereA place where you have someone to take your side whentalking to teachersA place where when the whole world is collapsing around youthere are people who careA place where you can talk and talk and talk and someonerespects and listens to your point of viewA place that is safe, secure and happy where you can go whenyou need a break from the classroomA place where teachers can learn about Indigenous ways oflearning better to assist their studentsA place that links PGA’s in many schools and shares ideas oneffective programs for the studentsA place where you can walk in, breathe easy and say I am homeamong my own culture and have a good laugh.This is the sign of agood educator whereyour students havenot recognized thepart you played intheir success. This isthe way PGA workswith their studentsletting them discovertheir way but guidingthem quietly frombehind and leadingwhen needed butPGA will not get allthe credit theydeserve as the girlswill feel they made itthemselves.Academy TeacherTeacher TestimonyThroughout the year it has been pleasing to see the positive growth of students that arepart of PGA. The girls clearly feel a sense of belonging and accomplishment throughtheir participation in competitions, trainings, programs and leadership amongst peers.They wear their PGA uniforms with pride and know that they are held accountable fortheir actions in a supportive and fair manner. Within classes, members are enthusiasticabout their involvement in PGA and foster positive relationships amongst their peers andwith teachers.It has been extremely beneficial for the girls to willingly complete their class assignmentsand set tasks in the PGA room as they are supervised by the PGA leaders, thereforeachieving their own academic goals as well. It is evident that students feel PGA is a saferetreat where they are welcomed and fostered especially by the leaders, whom the girlsgreatly admire and respect.©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 6

Part B:Academy ActivitiesB1. Key ActivitiesAll Activities Listed Below were conducted to Improve Educational Outcomes forIndigenous GirlsActivityDate ofActivityHrsperweekNo ofstudentswhoparticipatedAchieved Outcome(how did it achieve theSCP objective?)Nestle Challenge 9-11/8 68 46 Focussed on Team work,leadership, health andwellbeing, culturaltraditions & education,self belief, outdoorrecreation.A1; A2; A3; A5; A6; A7;A8; A9; A10; A12Mother/DaughterNutritional Program21.8.2012 6.5 7 Focussed on health andwellbeing,communication,teamwork, familyengagement andsupport, nutritionaleducation.A2; A3; A6; A7; A9; A12Netball CompetitionMondaysWednesdays2228 Incentive for attendanceand behaviour, physicalactivity.A2; A3; A6; A7; A9; A12Indigenous GirlsBasketball Competition9.11.2012 7 18 Incentive for attendanceand behaviour, healthand wellbeing.A2; A3; A6; A7; A9; A12©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 7

100% Attendance Dinner 25.9.20128.11.20122264Incentive/Reward forattendance throughouteach term.A1, A4, A5, A6, A8,Sports Ready AFL Cup 13, 20, 27/8 8 hrs& 3/9 total20 Incentive/Reward forAttendance at school andTraining.A2; A3; A6; A7; A9; A12Ryco AFL Cup 6-7/9 12 10 Incentive/Reward forAttendance at school andTraining.A2; A3; A6; A7; A9; A12Sports TrainingTuesdays &T h u r s d a y sTerm 3 partTerm 43 33 Used as a tool forcommitment, respect fortheir team mates and notrain, no play policy.A2; A3; A6; A7; A9; A12Year 12 End of Year Trip 25/9 – 1/10 24x7 7 Incentive/Reward forcompleting Year 12.A1, A4, A5, A6, A8,Rugby 7’s (PSC) 12/9/2012 7 8 Incentive for attendanceand behaviour, healthand wellbeing.A2; A3; A6; A7; A9; A12©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 8

Year 12 study sleepovers 16/8/201228/8/20123/9/201213/9/201240 7 Tool use to engage year12’s to focus only onschool work andcompleting assignmentswithout the worry ofoutside distractions.A1; A5; A6; A7; A8; A9;A10; A11Study Sessions (RMS) Wednesdays 1.5 13 Designed to encouragestudents to catch up onoutstanding work with thehelp of School Teachers.A1; A5; A6; A7; A8; A9;A10; A11Basketball Teachers VStudents (RMS)Wednesdays 35mins15 Used as a goodbehaviour tool.A2; A3; A6; A7; A9; A12Year 7 Enrichment Wednesdays 50min30 Contact time with PGAmembers focussing onteam work, leadership,culture, outstanding workand goal setting.A1; A5; A6; A7; A8; A9;A10; A11Year 8 Enrichment Fridays 50min9 Contact time with PGAmembers focussing onteam work, leadership,culture, outstanding workand goal setting.A1; A5; A6; A7; A8; A9;A10; A11©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 9

Year 9 Enrichment Thursdays 50 12 Contact time with PGAmembers focussing onteam work, leadership,culture, outstanding workand goal setting.A1; A5; A6; A7; A8; A9;A10; A11High AttendanceExcursions25.9.201212.11.20124.12.20122221015TBAIncentive/Reward forattendance throughouteach term.A1, A4, A5, A6, A8, A9,A10; A12Nestle Nutrition Programs and ChallengesRenee Enman Manager Nestle Australia Indigenous Programs(second from right) with the Nestle Nutritionist and Rosebery students©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 10

Academy HighlightsSemester OneAFLNTThe highlights for semester one would have definitely been the girls being crownedchampions of the Inaugural AFLNT under 16 girl’s competition. Since this, there hasbeen a major change in the girl’s attitude towards school and attendance, the girls thatwere involved in the team have set really good example and standards for themselvesand younger and new PGA members.©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 11

Attendance MonitoringThe PGA have seen significant changes in attendance throughout the semester andhighlighted through the attendance and achievement boards. These boards arevisually displayed in the academy to show PGA members where they are at with theirattendance, behaviour, schoolwork and attitude and what areas they are reallyexcelling at and what areas need improving.The attendance boards allow the staff and students to monitor and track attendance andin intervene where required. The boards acts as an incentive for achieving the Academyattendance targets and the Academy girls recognise that keeping attendance highlyvisual in the Academy helps them to keep on track.Semester TwoThere have been a number of highlights for semester two such as the Nestle Challenge,crowned champions of the NT Rugby 7’s championships, Year 12 End of Year Trip andthe Year 9 End of year reward trip.Nestle ChallengeThe Nestle challenge focussed on students getting back to culture and understandingthe importance indigenous women play in their communities. For some of the girls thishad been their first time camping in the bush, eating bush tucker and interacting withother Indigenous students from other parts of the country. It was a great time whereIndigenous girls didn’t feel intimidated, and feeling strong and proud about themselvesand their culture amongst their own people.©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 12

NT Rugby 7’sThe Rugby 7’s championship was a proud moment for the PGA Girls, not only winningthe tournament but being undefeated and having the highest amount of girls selected forthe Northern Territory team to compete in the Inaugural National Under 18’s Rugby 7’schampionships in the Gold Coast.From this tournament, one of ourown, Danielle Smith, was selectedto Represent Australia at the YouthOlympics next year in Sydney. Thisis the 2 nd year in a row that thegirls have held their title.Year 12 End of Year TripThis year the Year 12 girls workedextremely hard to pass theirsubjects and gain their NorthernTerritory Certificate of Education orcomplete Year 12. By achieving success the PGA rewarded them with a trip to Sydney.This trip was very successful as they were able to attend the Deadly Awards Ceremony(awards that recognise elite Indigenous people in their chosen field) which gave them asense of pride,climbing theSydney HarbourBridge (a numberof girls have afear for heights)which helpedwith confidenceand team workbuilding,attending theNational RugbyLeague GrandFinal and visitingthe NationalCentre forIndigenousExcellence(NCIE).©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 13

Academy Ambassadors:L - Cheyenne Chong, Bianca Stokes with Melinda Taylor PGA Development Officer PSC (centre)Rosebery Future Leaders:R - Tia Paterson, Wynona Barlow with Frances Clarke PGA Development Officer RMS (centre)Best Attendance: Pauline Papajua Yr 7Wykeema Banderson Yr 8Clarissa Carter Yr 9Kayla Drysdale Yr 10Shay Warburton Yr 11Kaila Wilbraham Yr 12Best Academic: Pauline Papajua Yr 7Jaymee – Lee Thomas Yr 8Kitana Mullins Yr 9Cheyenne Chong Yr 10Sebina Hayes Yr 11Kaila Wilbraham Yr 12Best and Fairest:Wykeema Banderson (Rosebery)Danielle Smith (Palmerston)Ricky Grace Outstanding Academic:Kaila Wilbraham (Rosebery)Kitana Mullins (Palmerston)Special Mentions:Jade QuakawootJade FejoShay WarburtonBianca StokesJaylene LedwidgeRicki Lee MaySasha QuakawootKerryann PryorPeggy TomGabiel Wasaga-SokiLateesha CoombesTani Turner©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 15

B2. Contact HoursOn average the amount of hours that staff would have contact with academy studentswould vary depending on what activities take place during that week. PGA could havearound 20 hours per week minimum to approximately 30-35 hours maximum on a busyweek. A busy week would include student drop in, after school work, training, sport, anyrewards excursions, informal mentoring and contact outside of working hours and localsporting or community events.B3. Post-Schooling OptionsOne on OnePGA Staff set up one on one days with all Year 12 students to work out what they wereintending on doing in 2013 in terms of getting a job, further study etc. This is to ensurethey had goals set in mind and knew what path they needed to take to make thishappen. PGA Staff would assist them in job searching, resume writing, gainingcertificates (Eg: RSA, First Aid), research on universities and other courses.Aboriginal Employment Strategy & GTNT (Group Training Northern Territory)Both the above employment and training organisations conducted information sessionsto the PGA students about post schooling options, traineeships apprenticeships and jobsfor 2013. Information provided was about actual positions and the pathways theyneeded to take to apply and gain employment with certain companies. They provided onthe spot applications and employment opportunities for the girls. PGA networksconstantly with these two organisations and receives weekly emails about employmentopportunities for students which is then passed on to the Year 12’s and displayed on our“Employment Opportunities Board”.ADF Recruitment of Women StrategyIn Term 4 PGA was approached by the Defence Force Recruiting Department to attendan information session about recruitment and working within the Australian DefenceForce.Six (6) out of our seven (7) Year12 attended this informationsessions which held at ascreening of the Twilight Saga:Braking Dawn – Part 2 movie.Most of the girls were veryinterested in this opportunity andthe Academy staff have organisedfor ADF Recruitment to hold aninformation session at PSC.©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 16

Support to PSC Information SessionsPGA worked very closely with the school to ensure students were starting to exploretheir options post school. The staff have supported the exploration of post schoolingoptions through ongoing communication with the school’s careers team, supporting thecareers team when requirements were due for students work in relation to post schooloptions, attending all career expo’s, conducting post schooling information sessions andundertaking University visits.PGA Employment BoardSince 2011, PGA have been frequently using the “Notice and Employment/Training”board. The purpose of the board is to inform students of employment and trainingopportunities. A number of employment agencies, training centre and other educationinstitutions vacant positions for full time/part time employment, Apprenticeships,Traineeships, School based traineeships and further education and trainingopportunities are regularly posted on this board.B4. Academic support for studentsNumber of students Literacy(L) Numeracy (N) Type of support (egprofessional tutors, one toone mentoring, homeworkhelp program)Rosebery Middle School - 6 5 7 Quicksmart Program – Group 33 3 Itchy Feet Academy(Homework Centre)12 12 PGA Study Sessions2 2 ESL ClassesPalmerston Senior College 35 35 One to One mentoring PGAStaff©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 17

B5. Significant VariationsSTAFF MOVING LOCATIONS OR LEAVINGThis year has been slightly disrupted in terms of staff taking leave and leaving theprogram. It’s meant that staff from PSC had to relocate to Rosebery which disruptsrelationship building and mentoring patterns at both schools. It’s also difficult in terms ofcertain staff working with certain students especially Year 12 students, and maintainingconsistency of contact. While this is a challenge through good planning we have beenable to overcome these issues.At times it can prove challenging for temporary students (students only at the school fora short time) to be able to build relationships knowing that their time with PGA waslimited.TRANSPORTAs this is the third year the program has been running, both PSC and RMS Academiesare struggling when it comes to transporting students to and from school, excursions,sporting events, remote camps, etc. A bus is desperately needed for this academy as weknow school attendances would rise if students that live far from school and have noaccess to transport other than buses would highly benefit from having this serviceavailable and Palmerston Girls Academy would able to be involved in a lot more duringand after school activities.RMLA has submitted an application for funding to the Aboriginal Benefit Fund to securea bus for the Academy. This application still sits with the ABF.Post- School Options OfficerAt the start of Term 2, the Northern Territory Department of Education employed a parttime Employment Officer for all Senior Girls Academies in the Darwin and PalmerstonRegion. This has had a positive impact on linking the girls to employment options asthey transition to the workplace.B 6. Amendments for 2013There are a number of amendments the PGA will be making in 2013 as a result of whatwe have learnt in 2012.Rewards and IncentivesWe have decided when it comes to rewards and incentives that we are going to usequality over quantity, by making excursion/sporting trips bigger and better but havingless of them.Aligning Staff to Year GroupsPGA will also be assigning certain staff members to certain year levels. Each year levelwill have an allocated staff member who will be the sole focus for the year.The nominated staff member will be the contact point for communications with students,their teachers and also parents in regards to everything to do with their education.©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 18

PGA found this year, that working closely with teachers and parents really makes adifference when trying to get the best outcomes for the student, so this will be a massiveimplementation in 2013. While each year will have a teacher contact point, all staff willcontinue to be available to students and involved in program delivery.Cultural FocusPGA also wants to put a focus on cultural knowledge and pride within in our studentswhich we believe will give them the confidence and self-belief to achieve whatever theywant.SportSport has always played a major part within the academy, so our focus will stay stronglyon this as it is a great tool for incentive based programs.B7. Community EngagementNational Youth WeekIn Term 2 PGA Rosebery were involved in the Couch Surfing Race” which was a part ofthe Palmerston National Youth week activities. The “Couch Surfing Race” was acommunity activity to promote the National Youth Homelessness Matters Day 2012 andto raise community awareness about youth homelessness and to celebrate theresilience of young people who are at risk of experience homelessness.PGA was heavily represented by the students and staff of Rosebery PGA. Eight (8)teams participated in the “Couch Surfing Race” with PGA doing extremely well byreceiving runners up. All eight (8) teams were also in the running for the “BestDecorated Couch award” in which PGA were the outright winners.SEC ClassesPGA has participated in running thePSC Special Education CentrePhysical activity day’s, which occurevery Wednesday for one hour.Members from PGA would use this aseither their community engagement forcommunity studies or just to volunteer.©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 19

Students create physical activities that would be suitable for kids with major physical andlearning disabilities and instruct the activity in ways that could be understood. There arearound 50 participating students each week together with staff members from SEC.As we have members within SEC this gave them and our mainstream student’sopportunities to learn from each other and communicate on different levels. Both groupsthoroughly enjoyed these sessions.Clean Up Australia DayOn the 14th of September the Palmerston Girls Academy Year 8 enrichment class (12Students) took pride in their school by offering to do a cleanup Australia Day atRosebery Middle School. The girls started from the PGA room and walked around thewhole school and as far as the oval for the whole 50 minutes of their lesson. This was agreat learning curve for the students as they learned to take more pride in themselvesand how they present themselves and their school. The activity also enabled the girls ofthe Academy to be great examples to their peers and the wider community. The girlswere able to collect 12 mesh bags full of recyclable goods and waste and were correctlydisposed of within the school recyclable system. The Clean up concluded with a shortdiscussion on taking pride in the things you do?Nestle ChallengeThe Nestle Challenge focused onstudents getting back to culture andunderstanding the importanceIndigenous women play in theircommunities. For some of the girls thishad been their first time camping in thebush, eating bush tucker and interactingwith other Indigenous students fromother parts of the country. It was a greattime where Indigenous girls didn’t feelintimidated, and feeling strong andproud about themselves and theirculture amongst their own people.Palmerston Girls Academy PrimarySchool VisitsPGA joined up with Rosebery MiddleSchool to introduce potential Year 6students from surrounding schools tothe Palmerston Girls Academy.PGA students from RMS had theopportunity to talk to Year 6 studentsabout the Palmerston Girls Academy,what activities we do and what supportPGA offer to girls that are involved in theAcademy. They also spoke about the©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 20

expectations of being apart of the Academy and what it took to be a member and to staya member.After the Year 6 from the surrounding schools visited Rosebery Middle School and thePGA, PGA staff and current members visited the surrounding schools to talk in moredetail with the girls and what to expect when coming to Rosebery next year on apersonal level. The students that represented the Palmerston Girls Academy spoke verywell and were very informative about what it takes to be a member of the Academy.Part C:GovernanceC1.Academy StaffAcademy StaffBo de la Cruz and Mel Taylor (PSC Campus) and FrancesFatnowna (Rosebery MS)(Missing from photo are Symone Bell and Candice McKenzie)Name Position Full time Indigenous (Y/ WWCC*(Y/N)N)(Y/N)Bo de la Cruz Program Manager Y Y YSymone Bell Development Officer Y Y YMelinda Taylor Development Officer Y N YFrances Fatnowna Development Officer Y Y YCandice McKenzie Development Officer Y Y YDelsey Ah Wang (Semester 1) Development Officer Y Y YLateesha Jeffrey (Semester 1) Development Officer Y Y Y*Working With Children Check (current)C2. Advisory CommitteeProvider staff School staff CommunityrepsBusiness &/or sportsbody repsStudentsRicky Grace Jenny Nash Pauline Tewhata NatalieBanksDanielleSmithTerry Boland Deanna Romain Randall Cook JadeQuakawootTotal Indigenousreps10©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 21

Bo de la Cruz Anna Sebbens SusanConsidineMelinda Taylor Lorraine EvansFrancis ClarkeSymone BellCandice McKenzieDelsey Ah Wang8 4 1 2 2 Totals 10C3. Advisory Committee Meeting ScheduleThere were SEVEN Advisory Committee Meetings conducted in 2012.Advisory Committee Meeting 1Advisory Committee Meeting 2Advisory Committee Meeting 3Advisory Committee Meeting 4Advisory Committee Meeting 5Advisory Committee Meeting 6Advisory Committee Meeting 7Monday 13 FebruaryTuesday 20 MarchMonday 30 AprilMonday 18 JuneTuesday 14 AugustMonday 22 OctoberTuesday 27 NovemberC4. Minutes of the Advisory Committee MeetingsMinutes were taken for these meetings and are included as Attachment A.©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 22

Part D:AdministrationIncome and expenditure statement 1 January 2012 to 1 December 2012Australian Association for the Development of Role Models& Leaders Inc T/A Palmerston Girls Academy, NTIncome and Expenses ReportFor the period 1 January 2012 to 31 December 2012Budget for 1 January to31 December 2012$Total$Difference$INCOME (GST excl.)Source of fundsDEEWR Fund $ 257,000 $ 257,000 $ -Palmerston High School Contributions $ 197,000 $ 197,000 $ -Private Sector Sponsorship $ 171,000 $ 129,623 $ (41,377)TOTAL INCOME $ 625,000 $ 583,623 $ (41,377)EXPENDITURE (GST excl.)Salaries $ 207,333 $ 319,591 $ 112,258Contingencies $ 153,833 $ 105,258 $ (48,575)Administration $ 137,167 $ 134,093 $ (3,074)Equipment $ 53,667 $ 28,527 $ (25,140)Total Expenditures $ 552,000 $ 587,469 $ 35,469TOTAL EXPENDITURE $ 552,000 $ 587,469 $ 35,469SURPLUS / (DEFICIT) $ 73,000 $ (3,847) $ (76,847)©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 23

Australian Association for the Development of Role Models& Leaders Inc T/A Palmerston Girls Academy, NTPart BPartner funding including in-kind supportIncome from partner funding / In-kind support (GST excl) to 31 December 2012Funding partner name: NESTLETotal incomeType of Funding: CASH $ 71,818If in-kind, please state type of support:Funding partner name: NESTLE IN KINDType of Funding: IN KIND $ 50,000If in-kind, please state type of support:NUTRITIONAL GIVEAWAYS, TRAINING & STAFFING ASSISTANCEFunding partner name: NORTHERN LAND COUNCILType of Funding: IN KIND $ 909If in-kind, please state type of support: FOR PGA GIRLS TO ATTEND AFL DEVELOPMENT CAMPFunding partner name: PALMERSTON CITY COUNCILType of Funding: IN KIND $ 1,364If in-kind, please state type of support: PGA AFL UNDER 16 GIRLS TEAM EXPENSESFunding partner name: GEOFF BARKER & ASSOCIATESType of Funding: IN KIND $ 227If in-kind, please state type of support: PGA NETBALL TEAMFunding partner name: AFLNTType of Funding: IN KIND $ 582If in-kind, please state type of support: FOR AFL JUMPERS (HALF)Funding partner name: PALMERSTON HIGH SCHOOLType of Funding: CASH $ 154,000If in-kind, please state type of support:Funding partner name: TARGETType of Funding: CASH $ 4,473If in-kind, please state type of support: FOR AFL JUMPERS (HALF)Funding partner name: DONATION GEOFF BARKERType of Funding: CASH $ 250If in-kind, please state type of support: PROVIDE USAGE OF SCHOOL FACILITIESFunding partner name: PALMERSTON HIGH SCHOOLType of Funding: IN KIND $ 43,000If in-kind, please state type of support: PROVIDE USAGE OF SCHOOL FACILITIESTotal income from partner funding $ 326,623©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 24

D2.Report noted by Advisory Committee members: YESThis report including Attachment A was submitted by:Ricky Grace, CEODecember 1, 2012©RM&LA Palmerston Girls Academy Annual Report: December 2012 pg 25