Coledale Public School Annual Report · Reporting. The wellbeing of students is a priority for all...

Coledale Public School Annual Report

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2015

Show Respect

Engaged in Learning

Act Responsibly

Introduction

The Annual Report for 2015 is provided to the community of Coledale PS as

an account of the school’s operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide

high quality educational opportunities for all students, as set out in the school

plan. It outlines the findings from self-assessment that reflect the impact of

key school strategies for improved learning and the benefit to all students

from the expenditure of resources, including equity funding.

Mrs Tanya Potter

Principal

School contact details:

Coledale Public School

699Lawrence Hargrave Drive

Coledale 2515

Website:www.coledale-p.schools.nsw.edu.au Email: [email protected]

02 4267 1885

Message from the Principal

Coledale Public School is a safe, happy learning environment where our confident and respectful learners enjoy playing and learning in our seaside setting. The school is proud of its community atmosphere and the supportive team spirit that our students exhibit towards each other. We are also proud of the positive feedback we regularly receive about our students when they are in the public arena. In particular we receive comments about our students’ behaviour, participation and enthusiasm. Teachers continue to enthusiastically pursue professional learning to better educate our students. I thank them all sincerely for their dedication and hard work.

2015 has been very productive and enriching with many highlights and successes to celebrate. The support and assistance of our parents and community is an essential component of our welcoming and productive school. The support and hard work of our Parents & Citizens has been much appreciated. I would like to thank President Lynn Tamsitt and the P & C executive for their support and hard work throughout 2015. I would also like to take the opportunity to thank all of the parent and community helpers who support our students every day.

The first year of implementing our 2015-2017 School Plan has seen positive changes occurring in our classrooms and school playground. There are many more milestones to be met as we strive to improve our standing against the School Excellence Framework. Together and in partnership we will strive to achieve our strategic directions to improve the outcomes for all but especially the educational outcomes of all our students.

Tanya Potter- Principal

Coledale Public School P&C Annual Report for 2015

I would like to begin this report by celebrating the input of local Parents into the community. Not only do people invest a lot of time in P&C activities but in other local activities such as the Surf Club (Coledale SLSC) and the Coledale Waves Football clubs as coaches, supporters and managers. I think that this is a very giving and inclusive community. This iteration of P&C wanted to follow a plan of activities especially supporting and building on activities that had been kicked off in previous years. We surveyed the Parent body to ensure that these goals fitted with the school community expectations. Supporting the Living Classroom Garden and Outdoor Kitchen certainly ranked highest for

Parents. Supporting music was also a high scorer coming in second. Another initiative was to leave the next, incoming 2016 P&C with some form of kitty which we decided should be around $20,000. The 2015 year really began with the Outdoor Kitchen grant of $25,000 presented to us nearly a year ago. We also attracted $2,970 from local organisations and businesses for the Outdoor Kitchen including from: Coledale SLSC, Paul Tardent, Policy Australia Pty Ltd, Karen Bohm, Calajade Roofing, Edentify and The Cleaning Pixies. We are very grateful for the donations from these parties and aim to build over the new year, currently negotiating with a Builder.

Great other fundraising activities over the year have included: School Disco, Muffin Break, Apres Ski night, Big Bash cricket and, of course, The Coledale Markets BBQ each month. Chantal Kershaw, Jen Pope, Pip Budgen and Angela Clough are to be thanked for all of their wonderful efforts in harnessing people, prizes and dollars for our school. With this money raised the P&C have supported the CHIME music program and the materials required by the garden and make-shift kitchen throughout the year. On that topic, the ‘Living Classroom’ Garden has won its third annual award from Wollongong City Council’s Rise & Shine awards. The 2015 Award was for Best ongoing Environmental initiatives. Joanne Chilton, Bec Stone, Annie McNamara and Beth Patterson have been driving this with obviously great success. Also we need to thank the couple who sell plants at the Coledale Markets who have supplied seedlings to us throughout the year. It should be noted that some clever arranging by Chantal Kershaw has enabled the kitchen teaching to be resourced by accumulated points at IGA Thirroul. Resources that did not come from the garden have come from IGA Thirroul at little or no cost to the school. This is a great thing for future sustainability of the program. The Canteen success is all down to Angela Clough. Going with our online Canteen has streamlined canteen operations and finances. There is great support from parent community volunteering to operate canteen once a week. We are continuing focus on improving “GREEN” wholefoods options that are locally produced/from school garden. In 2015 the Canteen proceeded with the implementation of the Fresh Tastes@School strategy and the NSW Healthy Canteen Strategy, following The Nutrition in Schools Policy.

Uniforms have again been run incredibly well with great effort provided by Michelle Morrison. Caps and hoodies have been added to the stock and products improved. Things that the P&C supported but didn’t necessarily fund:

Traffic lights and crossing installed successfully on Lawrence-Hargrave Drive;

Unexpected Magic success and cash contribution to the P&C;

The School Band; and

support to Tanya Stubble’s Family I would like to personally thank:

P&C members: Jen Pope (Secretary and Market BBQ Coordinator), Chantal Kershaw (Fundraising Committee), Angela Clough (Canteen and lots of fundraising involvement), Margie Rahmann (Outdoor Kitchen Project Manager), Andy Findlay (Treasurer and Outdoor Kitchen Project Manager), Beth Patterson (attending meetings, providing seedlings), Alison Merceica (Grant applications), Pip Budgen (raffle prizes) and anyone else who came along to the meetings or contributed to the email discussion throughout the year

CHIME, Band: Jane Fullerton-Smith

UNEXPECTED: too many to thank properly but special thanks to Alicia Battestini, Jane Fullerton-Smith, Donna Shingler, Jenni Keers, Lizzie Buckmaster-Dove, Priscilla Neilsson and Garbage Girl (whoever that was!)

General ongoing support from Coledale SLSC, Coledale RSL, Jim’s Accounting and Thirroul IGA

The Teachers and staff at CPS for always being there for us and for our kids. Extra helpers to renew the P&C team in 2016 would be great. Also, next year we are planning to divide the fundraising activities by years so more parents can get involved. Plus we would be really keen for new blood to come in to the P&C as we are losing some people due to students leaving Year 6. Lynn Tamsitt P&C President

S

Self-assessment and school achievementsand school achievements

This year, our school undertook self-assessment using the elements of the School Excellence Framework. During 2015, our staff at Coledale Public School used the School Excellence Framework as a tool to inform, monitor and evaluate our teaching practice. During Professional Learning sessions our staff, examined the School Plan 2015-17 to determine areas of strength and development as we continue our journey of excellence. Our self-assessment process will further assist the school to refine the strategic priorities in our School Plan leading to further improvements in the delivery of education to our students. Learning In the domain of Learning, our school has primarily focused on the elements of Wellbeing and Assessment and Reporting. The wellbeing of students is a priority for all members of the Coledale Public School community. This year, the school examined our current practices, school rules and updated our Student Welfare policy under the Positive Behaviour for Learning (PBL) program. We have identified our three core values – respect, engagement and responsibility after a thorough examination of data. We prepared a matrix of behaviours for each area of the school and revised our positive rewards program. These revised rules and policies will be launched at the start of the new school year. Explicit lessons will be taught to all students in relation to behaviour. It is hoped our PBL program will have a positive influence on students and the way they view their accountability in the learning process. Staff also spent considerable time in professional development sessions increasing their knowledge of the learning process. They completed three modules in the Higher Order Ways to Learn (HOW2Learn) program. Their increased knowledge of the learning process and change in strategies is contributing positively to our culture. In Assessment and Reporting staff used the continuum to plot students’ progress in literacy and numeracy. PLAN (Planning Literacy and Numeracy) reports were issued to parents in Term 1 and 3. The school engaged SENTRAL to

School vision statement

Coledale Public School learning community vision is that all members will be successful learners, confident and creative individuals and, active and informed citizens.

School context

Coledale Public School is situated in the Dharawal nation and pays respect to the Wodi Wodi people, the traditional custodians of the land on which the school is located. Our school is positioned between the escarpment and the sea which allows us to create direct links between our environment and our classroom programs. The school has a long association with the Coledale community with its motto ‘Learn to Live’. Currently Coledale PS has six classes and is classed a P5 school with a teaching Principal. Our school has steadily grown over the last four years as many families have moved to the area. Coledale Public School proudly delivers quality Public Education for the children of families in the coastal community of Coledale in the northern suburbs of Wollongong. Student attendance continues to be high, reflecting ongoing positive student participation in school activities. We have dedicated teaching staff who provide innovative opportunities that challenge and motivate our students to achieve wonderful results. At the same time providing a caring and safe environment. Our school community is very active and informed, with the P&C providing strong financial support for a variety of curriculum programs. We are a proud member of the Seacliff Community of Schools. Our curriculum provision is enhanced as we deliver joint programs, share educational opportunities and participate in professional development activities.

Self-assessment using the School Excellence Framework

provide an online solution for teachers to use when preparing reports for students and maintenance of organisational, welfare and behaviour records. All staff were involved in professional learning to support the transition towards the new electronic format. As a result a revised reporting format was issued for all students at the end of Semester Two. A survey was sent to parents and those returned indicated that over 91% of the parents found them very informative. Teaching In the domain of Teaching, our focus has been on the elements of Effective Classroom Practice and Collaborative Practice. Our staff focused on Mathematics and completed professional learning with the TEN and TOWN programs. We also moved towards inquiry based mathematics, where students enjoyed learning the fundamentals and then utilising their knowledge to complete investigations. Our teachers now differentiate their lessons to cater for each students’ particular needs. The students enjoyed the ‘fun’ aspects of their learning and that learning was purposeful and relevant for them. Staff are continuing to align teaching and learning with the new syllabus in the key learning areas. Throughout the year staff also developed integrated units of work. Teachers also explored the many different ways they could provide constructive feedback to their students. We identified ways our practice could be improved especially in relation to formative assessment, this will continue to be a focus next year. Leading In the domain of Leading, our school has focused on the element of Resources and Management Practices and Processes. This year, a number of improvements have been made to the school including the installation of an automated bell system and purchasing an online reporting and administration program SENTRAL. As well, additional iPads, a laptop for the office and additional classroom resources to support Maths, Science and Literacy were purchased. As a school community we have also been busy fundraising and placing a lot of dedication into securing funds to enable our school to build a kitchen large enough to hold a class. This will be an ongoing project for 2016 and will be a worthwhile project as it will be a multi-purpose room.

This new method of school planning and assessing our school achievements has had a substantial, positive impact on our school. Details of our achievements in 2015 and next steps in 2016 are outlined on the following pages. Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students.

Strategic Direction 1

CHALLENGE – Successful learners

Purpose

To challenge our staff to nurture, guide, inspire and challenge our students on their journey to excellence. Our teachers will have a thorough understanding of the syllabus and will use individual students’ capabilities and needs to plan for students’ learning. Our students will strive to be the best they can be. Their learning will be engaging through the use of authentic and rich tasks. They will be challenged, confident, creative and connected to their learning.

Overall summary of progress

In 2015 staff were involved in professional learning in the area of Mathematics and L3. All staff completed the TOWN program and the K-2 staff further developed their knowledge and implementation of TEN. The teaching and learning of maths also became inquiry based. Staff collaboratively planned and reflected on their practice. They spent time creating integrated units of work together. Reviewed our scope and sequence and adjusted to incorporate the new syllabuses. We also evaluated data from assessments to identify strengths and weaknesses. Teachers used this information to inform their teaching practice. Targeted students were further supported in their learning through the use of Reading Recovery, parent administered Multilit, SLSO, LAST and parent helpers. Teachers also supported students with the use of flexibly groupings and individualised programs. Staff visited Lurnea PS and on our Staff Development Day and listened to the Instructional Leader discuss their transformational change of learning. This inspired them to make adjustments in their own classrooms to make assessment and learning visible, concepts we will expand on next year.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

Curriculum Strengthen literacy and numeracy results with particular emphasis on increasing representation in top two bands in NAPLAN.

Numeracy results have improved as shown by plotting the students on the numeracy continuum. As a result of the implementation of L3 (Kindergarten) our students achieved an increase in their reading levels with 80% of students reading Level 15 or greater. Year 5 results showed an increase in the top two bands in all areas except writing.

$ 8154

Teacher Professional Learning

Personalised Learning 80% of students achieve stage/grade expectations as evidenced by our PLAN data across K-6.

- Implementation of Multilit program - Implementation of L3 in Kindergarten. - Implementation of TOWN and TEN. - 83% of students reached grade expectations.

$2 718

Teacher Professional Learning

Next steps

Assessment for learning to be evidenced in all classrooms through the use of formative and summative assessment. Further growth in the number of students being represented in the top two bands of NAPLAN. Commence L3 for Stage 1 and continue with L3 Kindergarten. Focus on Reading strategies to be used in Years 3-6. A phonics based spelling approach and writing skills will be a focus for all. Continue to implement TOWN and TEN as well as the differentiated lessons to develop each individual student at their point of need.


CREATE – confident and creative individuals.

Purpose

Create a positive school culture that contributes to improved student outcomes. This will be done by developing an inclusive well-being framework which will support the cognitive, emotional, social, physical and spiritual development of all. Creating clearly defined behavioural expectations will improve our already positive teaching and learning environment. Relevant school data will be used to guide decision making. Our students will be given opportunities to display their confidence and creativity through the curriculum and extracurricular activities.


We began implementing the evidenced based Positive Behaviour for Learning program. Throughout the year we analysed data in regards to behaviour and surveyed various members of our school community. This resulted in the development of a matrix, designing of mascots and signs to support our chosen values. A team based approach was taken with staff, students and parents contributing to the development of our framework. Our Student Welfare policy was updated and the Thirroul Men’s Shed made a valuable contribution with the construction of a ‘friendship seat’. Throughout the year curriculum and learning were central to all the opportunities we provided to the students. Extra-curricular activities included our school performance, Unexpected Magic, the Seacliff Community of School activities, Premier events and sporting activities Students displayed their creativity and confidence in all these events. Staff completed professional learning with the program How2Learn. This professional learning inspired teachers to examine their practices and in turn support students to develop habits that will support life-long learning.




50 % decrease in referred behaviour choices made by students as reported by teaching staff to executive. At least 95% of students gain bronze certificates and there is an increase in the number of students who reach Silver and Gold.

Student Welfare Policy reviewed and updated to include the focus values.

Students aware of the expected behaviour to allow positive changes to learning for all.

Increased number of students achieving silver and gold.

$1812

Student Welfare

Evidence of assessment actively utilised in all classrooms to guide teaching and learning programs.

Learning and curriculum relevance considered for all learning activities.

First three modules presented to other staff in the How2Learn professional learning program.

Formative assessment discussions, visits and professional learning.

$3624

Beginning Teacher Funds

Next steps

Launch our PBL program, display signs and ensure systems are in place for recording of incidences.

Ensure teachers are teaching the explicit lessons about behaviours.

Regularly update in staff meetings, assemblies and newsletter the consistent language that should be used.

Students encouraged to respond positively and maintain the high standard that is expected of them.

Complete further modules of the professional learning How2Learn and implement new strategies.

Assessment procedure used in the classrooms will involve students taking greater ownership of their

learning.


CONNECT – active and informed decisions

Purpose

As active and informed citizens, our students will act with moral integrity and with ethical understanding when dealing with others. As responsible global and local citizens, they will strive for the common good, in particular sustaining and improving natural and social environments. The school will embed explicit systems for collaboration and communication between our school community and wider connections. Processes that support and clearly articulate the need, reasoning and vision will be essential if all members of the learning community are to work successfully and move forward in the same direction together.


Our main focus was to provide the students in Years 3-6 with experiences in the kitchen and garden. Our program was modified to allow for smaller class sizes as the lessons are very practical. The students enjoyed the activities and started to take greater ownership of our school garden. Our Kitchen/Garden committee spent time planning and developing plans to build a larger space. This will be an ongoing project next year. Students K-6 also spent time examining environmental issues through their units of work in Science. A successful Science day was held and as part of our Scientists in Schools program an Astronomy Night was held. Our staff developed their own Performance and Development Plans and worked towards achieving their personal goals. They did this in a personal way and were supported with discussions and professional learning sessions. Our school communication was also reviewed and underwent some changes. A new automated bell system and communication system was installed in the school. This gave us a safer school as now all rooms could be informed when we had WHS safety warnings. Our school newsletter also was updated and needs further refinement in terms of our website and badging.




Environmental Awareness Our Year 3-6 students will show an increase in their ability to successfully work in teams to maintain and utilise the garden for their learning and engagement.

Kitchen / Garden program administered with Years 3-6.

Successful Science Day held and astronomy night.

Primary Connection units purchased and resource boxes to support implementation.

Kitchen/Build project

$5 091

P&C + Equity funding

Communication and Collaboration 100% of staff will have aspirational Performance and Development Plans in place and they will be actively engaging in their development

Automated /communication system installed in school.

Sentral purchased and implemented across some aspects of administration, well-being and communication.

PDP were in place for individual teachers.

School communication examined.

$11 870

TPL + School Maintenance + Student Welfare

Next steps

Expand our Kitchen / Garden program to include the K-2 students through our class buddy program. Our Kitchen Build project will also be a focus to fulfil our goal of building another learning space. Staff will expand on their PDP’s and will collaboratively participate in a more dynamic process.

Our school communication will be reviewed and undergo some changes both internally and to the wider community.

Next

optional reporting requirements

Key initiatives and other school focus areas

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background funding

PLP’s for all students. PLAN tracking of student data. SLSO support provided for the students. NAPLAN analysis of achievement. Gurawanda Award for one student. Reconciliation Week morning tea at the Novatel, Koori Kids Day at the Opera House with the Bangarra Dance Troup. Celebration of NAIDOC Day as a whole school event.

$ 3260

English language proficiency funding No funding received. $ 0

Targeted students support for refugees and new arrivals

No funding received. $ 0

Socio-economic funding

School Learning Support assistance given to small groups of targeted students. Purchasing of iPads and Multilit resources to support individual learning.

Kitchen / Garden program.

Funding support for students to attend field trips to enhance learning.

$3456

Low level adjustment for disability funding

All students requiring adjustments and learning support are catered for within class programs, Reading Recovery and parent supported Multilit. School Learning Support officer to support targeted students.

$5248

Support for beginning teachers

Two beginning teachers – one second year and one first. Both received additional Release from Face to Face, Peer Coaching and mentor to embed professional practice. TPL provided in a number of areas to support staff members,

$ 13 127

$ 4 020

Other school focus areas Impact achieved this year Resources (annual)

Literacy and Numeracy L3 training for Kindergarten teachers.

Purchasing resources for literacy and numeracy.

$ 8274

Teacher Professional Learning Professional learning for teachers in TOWN, TEN, L3, Leadership, Assessment practices and How2Learn.

$ 14 188

tudent information

It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

Student attendance profile

Workforce information

Reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1.0

Assistant Principal(s) 1.0

Classroom Teacher(s) 4.0

Teacher of Reading Recovery 0

Learning and Support Teacher(s) 0.08

Teacher Librarian 0.4

School Counsellor 0.1

School Administrative & Support Staff 1.606

Primary Teacher RFF 0.252

Primary Part-Time Teacher 0.3

QTSS 0.05

Total 8.788

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. In 2015 Coledale PS had no identified Aboriginal staff members

Teacher qualifications (mandatory)

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 0

Professional learning and teacher accreditation

Our dedicated teaching team at Coledale P.S. engage in targeted professional learning to keep abreast of the latest in learning theory and practice. Collegiality and collaboration is the key to a consistent whole school approach to student success. Every teacher has developed a Professional Development Plan, with goal setting aligned to the Standards and to the School Plan.

In 2015 Coledale P.S. had two identified Beginning Teachers. One is striving to achieve accreditation at Proficient. Two teachers were previously accredited at proficient and the remaining staff are pre 2004.

Bulli Public School received a Teacher Professional Learning allocation of $7652 from the Department. The school supplemented this amount by adding over $20 000 from its annual budget. This supplementation degoing

commitment to, and high prioformation

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

Our balance carried forward includes Tied Integration Support, unpaid casual salaries & unpaid invoices. It also includes $20,000 for our new Kitchen and $40,000 for major asset replacement. This gives a true rollover figure of $38,023.33

Gender 2009 2010 2011 2012 2013 2014 2015

Male 31 34 37 55 58 66 68

Female 45 54 50 61 62 69 71

Student Enrolment

Year 2010 2011 2012 2013 2014 2015

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K 96.1 95.8 95.5 95.4 96.0 94.6

1 93.5 97.0 95.1 95.7 97.3 95.9

2 94.3 93.7 96.4 95.0 94.0 95.8

3 95.3 92.7 95.1 95.6 95.3 96.0

4 95.8 95.7 95.1 95.1 95.7 94.1

5 92.6 92.5 95.5 95.3 94.1 95.4

6 93.8 92.6 95.7 93.7 95.3 95.3

Total 94.7 94.6 95.5 95.2 95.5 95.3

Stat

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K 94.7 94.7 94.3 95.0 95.2 94.4

1 94.2 94.2 93.9 94.5 94.7 93.8

2 94.4 94.2 94.2 94.7 94.9 94.0

3 94.5 94.4 94.4 94.8 95.0 94.1

4 94.5 94.3 94.3 94.7 94.9 94.0

5 94.4 94.2 94.2 94.5 94.8 94.0

6 94 93.8 93.8 94.1 94.2 93.5

Total 94.4 94.3 94.2 94.7 94.8 94.0

Date of financial summary 30/11/2015

Income $

Balance brought forward 114709.92

Global funds 132520.24

Tied funds 64836.04

School & community sources 83399.93

Interest 3378.27

Trust receipts 3149.50

Canteen

Total income 401993.90

Expenditure

Teaching & learning

Key learning areas 39064.85

Excursions 24937.68

Extracurricular dissections 42127.18

Library 2354.12

Training & development 9002.83

Tied funds 58612.38

Casual relief teachers 14486.54

Administration & office 32971.57

School-operated canteen 0.00

Utilities 12702.20

Maintenance 19449.37

Trust accounts 3116.27

Capital programs 0.00

Total expenditure 258824.99

Balance carried forward 143168.91

School perf

NAPLAN

In the National Assessment Program, the results across the 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 understandings demonstrated in these assessments.

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Bands

Percentage in bands: Year 3 Reading

Percentage in Bands

School Average 2011-2015

SSG % in Bands 2015

State DoE % in Bands 2015

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Percentage in bands: Year 3 Writing

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SSG % in Bands 2015


NAPLAN YEAR 5

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Percentage in bands: Year 3 Spelling

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Percentage in bands: Year 3 Grammar & Punctuation

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Percentage in bands: Year 3 Numeracy

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Percentage in bands: Year 5 Reading

Percentage in Bands


SSG % in Bands 2015


Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.

In 2015, the school sought the opinions of parents, students and teachers about the school. We used the Tell Them From Me surveys. Responses are out of 10 and the figures stated are the average scores.

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Percentage in bands: Year 5 Writing

Percentage in Bands


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Percentage in bands: Year 5 Spelling

Percentage in Bands


SSG % in Bands 2015


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Percentage in bands: Year 5 Grammar & Punctuation

Percentage in Bands


SSG % in Bands 2015


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Percentage in bands: Year 5 Numeracy

Percentage in Bands


SSG % in Bands 2015


Some of the responses are presented below.

Parents:

8.8 Parents feel welcome at the school

8.3 Parents feel informed.

8.1 Parents feel the school supports learning.

Students:

8.3 Receive quality instruction

8.8 Positive teacher student relations

9.0 Expectations for success

Staff:

- 8.6 a positive learning culture

- 8.8 technology availability

- 8.3 inclusive school

olicy requirements

Aboriginal education

Throughout 2015 a diverse range of educational activities were utilized to promote an awareness of Aboriginal culture and history to our students. The school values, respects, and is inclusive of Aboriginal culture and practices.

Personalised Learning Plans continue to be developed in consultation with our Aboriginal students, parents and class teachers.

This year our Aboriginal students were able to attend a Community of Schools excursion to the Opera House to watch the Bangarra Dance Troup Some represented our school at the Reconciliation morning tea at the Novotel in Wollongong and Yve gained achievement recognition at the regional

Garruwanda Aboriginal awards.

Coledale PS students were pleased to participate in our combined Seacliff Community of Schools combined Education Week celebrations. Each grade from ten schools spent the day travelling by bus to visit a nominated school where they participated in learning about Aboriginal culture through playing traditional Aboriginal games (Yulunga Games), enjoying a free lunch and mixing with students from other schools. Our school hosted the Year 3 students.

We created a new garden dedicated to Indigenous plants and placed a sign created by Bulli HS to identify it as being on Dharawal land.

With the continued release of NSW Department of Education syllabus documents this year, our staff continually program new curriculum that is inclusive

of Aboriginal perspectives. Each stage has accessed new resources and literature to create programs that support our students in understanding more accurate and culturally respectful education.

Multicultural Education and Anti-racism

Our students are aware of other cultures and are respectful of others. In our educational studies many discussions are held about other cultures and our students have an awareness of others.

Each year our school acknowledges Harmony Day with whole school activities being completed in Peer groupings.

Other school programs

Targeted Early Numeracy – TEN K - 2 TEN is an intervention program for K – 2 that ensures all students are targeted with activities which seek to support their progress through the learning stages from emergent (Kindergarten) to facile learners by the end of Year 2. Activities are differentiated to accommodate each students’ learning stage and builds on their skills as they demonstrate success. Teachers were trained in TEN during 2014/15 with class demonstrations focussing of a variety of mathematic concepts. Differentiation of activities would be developed based on student need. Resources were created to support the TEN implementation. Taking Off With Numeracy – TOWN TOWN training was conducted as part of the small schools initiative with Otford Public School. Teachers were taken through a series of modules which focussed on the Place Value Framework and the Multiplication and Division Framework. Each of these frameworks explicitly describes the students learning requirements and needs. Differentiated activities are designed to accommodate all learning needs of the class. TOWN particularly targets students who have difficulty understanding place value. It utilises frequent opportunities to practice skills in order to develop fluency and understanding, a focus on small chunks of knowledge (concepts) and develops a deep understanding of concepts one at a time that build upon each other. This in conjunction with

short focussed frequent lessons meets the needs of students within the whole class setting. Parent Information Sessions Parents information session were held at the school to inform parents of the new Mathematics curriculum and what these changes mean for their children in the maths classroom. Parents engaged in theoretical work as well as the hands on activities that their children enjoy in the classroom. Differentiation of activities were discussed so that parents understood how all learning needs could be catered for by the teacher and how these activities assist students to progress through the learning stages from perceptual to facile. Sport Coledale children love their sport and fitness. Every lunchtime you will find many children involved in active games. During the first term of 2015 many of our senior children were kept busy trying out for district teams in various sports. A few children were successful in representing the district with two girls, Charlotte Park and Lilly Sellers representing the South Coast region in soccer and netball. Congratulations girls on your great achievement. Rielly O’Mara, Leena Mattock and Wilkie Dove did well at the District Cross Country, gaining selection in the North Wollongong team to tackle the infamous Cambewarra Mountain Circuit. Each term we enter as many terms as possible in local PSSA competitions. Three children advanced to the regional athletics championships held in Canberra. They were Rielly O’Mara the 8oo metres, Alyssa Abbott in the long jump and Flynn O’Mara in the 100 metres sprint. Sports We successfully applied for Sporting School grants last year and were able to fund Athletics Term 2, AFL in Term 3 and Cricket in Term 4. Giving the children a little taste of these sports, improving their skills and being physically active

Kitchen Garden This year our garden program took on a new look with our school joining the Stephanie Alexander Kitchen Garden Program. The garden is well established and the plants are growing well. Mrs Joanne Chilton was overseeing the garden aspect of the project while the Years 3-6 teachers manage the kitchen activities. In this way, groups are smaller, ensuring children have more active roles to play, minimising any safety concerns. Our generous P&C continues to fund our program, with many P&C members giving many hours to ensure our new kitchen becomes a viable reality. It really will be a community effort. The Stephanie Alexander Kitchen Garden project is an important part of our future direction. Our program covers so many curriculum areas from units of work in science, life cycles, healthy eating to lifelong skills and leadership. It truly is a worthwhile program. We again entered the Wollongong City Council Rise and Shine awards and were awarded the Best Ongoing School Initiative. A great achievement once again!

Science Our school held an enjoyable hands on Science Day during Term 3. Throughout the day the children rotated in mixed groups K-2 and 3-6, investigating light, heat and rocks. Everyone had a terrific day, actively involved in hands on activities. Scientific investigations of this nature always ensure there is plenty of active participation, discussion, theories put forward and plenty of positive feedback from the children involved.

Harmony Day 21st March 2015 Harmony Day was celebrated with Senior’s Week this year with our wonderful grandparents visiting the school to join in the activities. Student groups rotated around Creative Arts activities which embraced international cultures. Music, dance, drama, crafts and rain-stick making were the order of the day. As an additional treat, grandparents shared stories of the “good old days” much to the delight of the students. NAIDOC Week NAIDOC Week was celebrated with cultural activities of Aboriginal people. At Coledale, student leadership was the focus, with our wonderful Year 6 students leading their K – 5 group through the school. Aboriginal cultural activities were enjoyed as students demonstrated their skills of Respect, Responsibility and Resilience. As part of the Seacliff Community of Schools, Coledale, also, participated in Aboriginal sporting activities, sharing the day with students within their own grade from across many schools.

Garuwanda – Northern Illawarra Aboriginal Education Consultative Group Garuwanda means aspirations and dreams. All schools within the northern Illawarra are invited to nominate Aboriginal and Torres Strait students who are demonstrating high quality learning, sporting achievements and leadership. This year, Yve from Year 2 was nominated to represent Coledale Public School. A presentation of nominated students was held at the Aboriginal Cultural Centre in Wollongong. This gave Yve the opportunity to meet with the Director of Wollongong North and mingle with other achieving Aboriginal students from neighbouring Primary and High schools. Seacliff Community of Schools Debating This year our debating team consisted of nine students. Each student participated in researching, fact checking, writing and editing the debating position. Coledale Public School won each of the three heats against Scarborough, Helensburgh and Otford to become eligible to represent the northern schools of the Seacliff Community of Schools against Austinmer Public School at Waniora Public School in the finals. Each heat was closely contested with an equally close final where Coledale successfully argued their way to the winning post. Congratulations to the team who consisted of Czarina, Lachlan, Luke, Clara, Charlotte, Maya, Janae, Lilly and Leena.

Thank you for taking the time to read the Coledale Public School Annual Report and share in the celebration of our achievements in 2015. Tanya Potter - Principal

Coledale Public School Annual Report · Reporting. The wellbeing of students is a priority for all...

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Transcript of Coledale Public School Annual Report · Reporting. The wellbeing of students is a priority for all...