Plympton International College

Plympton International College

2020 annual report to the communityPlympton International College Number: 907

Partnership: West Torrens

School principal: Ms Linda Richardson

Governing council chair: Ms Samantha Malliotis

Date of endorsement: 17 December 2020

Signature

Context and highlightsPlympton International College is a fast growing and progressive learning community for Reception to Year 12 students with diverse cultural backgrounds from local and international communities. Enrolments have increased to currently 630 and are expected to rise significantly again next year to over 700 students. Our college is a caring and inclusive community with 41% of our students are from Non-English Speaking Backgrounds (NESB), 1.6% identify as Aboriginal and/or Torres Strait Islanders and 6.2% identified as students with a disability. As the first Bilingual school in South Australia, we are well positioned to be a Centre of Excellence in learning and language education by fostering intercultural understandings and global citizenship through our Bilingual partnerships and by upholding our college values of Excellence, Innovation, Respect and Responsibility.

Some of the highlights of 2020 have included:

- Professional learning for staff to enable them to deliver online learning through training and PLC's in Literacy, STEM, Bilingual and Wellbeing, increase in students/staff ICT capabilities evidenced by successful delivery of online learning due to COVID-19;- Piloting Brightpath writing and moderation tools;- Awards in Numerical Acumen Challenge;- Students participating in Flinders University Women in STEM workshops, Uni SA High-Achievers STEM workshops;- Planning for local governance of the Bilingual program and extending the Bilingual program;- SRC and Wellbeing Ambassadors Leadership including presenting to Governing Council and at staff meetings - also included video clips recognised and used by the Department for Education;- 100% R-6 completion of Premier's Reading Challenge, Book Week activities;- Celebrations/recognitions included Harmony Day, Remembrance Day, NAIDOC Week, Wear it Purple Day, Chinese New Year;- Community support with Governing Council and their relevant sub-committees such as grounds and facilities, fundraising, sports, finance;- Increased camp opportunities offered to students i.e. Year 5/6 to Finnis/Year 4 to Zoo Snooze- Successful delivery of on-line events such as Principal Tours, Assemblies and Awards and Graduation Events, End of Year Concert, Year 12 performances, Festival of Choir, Transition Induction meetings, Parent-Teacher Interviews/Conferences.

2020 has been the most unusual year of my life in that a pandemic COVID-19 would change how we interacted with one another throughout the year. Reports started to filter in from around the world before Term 1 even started and most of us really did not believe that we would be affected very much. That quickly changed for PIC, for our students, families & for Governing Council. In fact, after our AGM we were unable to meet face-to-face, apart from one meeting in Term 4, as every other meeting had to be run via WebEx online. It became a year of face masks, hand sanitiser & lock downs, we all learnt lessons in resilience and patience as events were cancelled both at school, work and in our personal lives. It seemed sometimes that the whole world had gone crazy but we worked together and I believe we are stronger for the experience. Fortunately early on before restrictions were put into place the school camps & sports day went ahead as planned and were very well received. We all hope that 2021 sees a return to the status quo and being able to once again have campus access and interactions on a face-to-face basis.

During Term 3 we went through the process of having to select the new R-12 principal role as Linda Richardson’s tenure had finished. I am happy to announce that Linda once again has had her contract renewed for a further 5 years. Well done to her and all the hard work she has put in to helping our College become a Centre of Excellence.

In 2021 our numbers will be up around 700 students – what a turn around from 5 years ago. We are a school of choice now, which I’m proud to be a part of. So thank you to all the staff, leadership, students, families & various committees that worked so hard in shaping PIC into being the continued success it is today.

We’re all looking forward to seeing the new Music/Drama suite and classrooms constructed in the New Year & start being used by our students. Watch out for future renovations earmarked around campus as well as the new indented parking scheme at Errington Reserve. We worked hard with West Torrens Council to express our concerns over student safety and they listened!

Sam MalliotisGoverning Council Chair

Governing council report

2020 Annual Report to the Community1 | Plympton International College

LITERACY- Implementation of Brightpath Program Narrative Scale at Year 3, 4 and 6, and in select classes at Year 7, 8 and 9- Pupil Free Day Training and Development programs in literacy continued to move staff towards common language and pedagogies, focusing on Reading strategies, Academic Vocabulary and ICT applications that support literacy learning in Semester 1, and on Writing strategies in Semester 2- Reading Culture continued to grow across the site through professional development, Book Week activities, Resource Centre initiatives and participation in Premier’s Reading Challenge R-9- Continued to review and update Whole-School Literacy Agreement with expanded focus on intervention strategies- Continued development of teacher capacity via in-school collaborative moderation Pupil Free Day- Macqlit Literacy Intervention program in primary and expanding into secondary- Maintain completion of SACE Stage 1 literacy requirement for all students

BILINGUALBilingual local management model was implemented, including establishment of - Newly designed timetable for Year 3 bilingual classes- Year 7 Immersion and language pathways - Community Engagement Committee- Plympton International College Bilingual School Policy- Year 7 Chinese Immersion and Chinese language curriculum documents (Semester 1) developed for implementation in 2021- Bilingual PLC group investigated in strategies to develop contemporary and consistent bilingual pedagogies to incorporate Chinese language and culture into various teaching and learning areas across R-12.- Chinese Literacy group investigated in strategies to develop a consistent approach in Chinese literacy teaching and learning across R- 12 to implement effective assessment practices and bilingual indicators.- Staff PD to develop a consistency in teaching Chinese character acquisition.

WELLBEINGWellbeing Data Review- Where to seek support workshops by Wellbeing Ambassadors – analysis of Wellbeing & Engagement data by students- Keys for Success lessons – Staff to be guided by Wellbeing & Engagement Data

STEM- Students continue to engage with Microsoft STEM Hack Challenges during their curriculum delivery at Year 8 & 9 – linked to Australian Curriculum- Connections with Flinders University Women in STEM Branching out program continues (2 in 2020 due to COVID)- Connections with the Uni SA Higher Level STEM Workshops continued (2 in 2020 due to COVID)- Teaching and non-teaching staff R-12 undertook PD in Arduino to enhance STEM curriculum build and delivery across R-12 into 2021 - Teaching staff engaged in Stanford University Mathematical Mindsets online training- Connections with University of South Australia Health and Medical Sciences Faculty continues to grow – planning document including update of MoU and 1/3 & 5 year plans under development- Students participated in the Women in STEM Branching Out Photographic Competition for the first time in 2020 – 12 entrants- Six students applied for the Space Industry Work Experience Program – 167 applicants for 23 positions – 2 student from our College were successful in applying- 1 student applied for and undertook a weeks work experience in the Operation Wallacea Science Internship via online platform from the United Kingdom studying aquatic life and coral reef life forms in the Caribbean.

Quality improvement planning


We have tracked and monitored our Aboriginal Learners (8 primary students and 4 secondary students) and provided additional support through our Aboriginal Education Worker. We have seen their confidence in public speaking increase through assemblies and videoclip presentations.

Additional support has included:

-Mentoring program for Year 10 ATSI students-AEW support for families leading to increased support for Transition points, engagement in sports, SAASTA involvement & Year 12 completion-Monitoring attendance with follow up support by providing ICT support - device acquisition and access through COVID shutdowns.-SSO Support to provide additional Senior Secondary literacy and numeracy support-Teacher support of Year 12 student applying for post-school University scholarships

Improvement: Aboriginal learners


Performance SummaryNAPLAN ProficiencyThe Department for Education Standard of Educational Achievement (SEA) is defined as children and young people progressing and achieving at or above their appropriate year level. For NAPLAN, this is students achieving in proficiency bands 1 or more above the national minimum standard for reading and numeracy. The graph below identifies the percentage of non-exempt students enrolled in the school at the time of NAPLAN testing, who have demonstrated achievement in NAPLAN proficiency bands at or above the SEA for reading and numeracy.

Reading

*NOTE: No NAPLAN testing was conducted in 2020.Data Source: Department for Education special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, August 2020.Reporting of data not provided when less than six students in the respective cohort. A blank graph may imply student count being less than six across all cohorts.


*NOTE: No NAPLAN testing was conducted in 2020.Data Source: Department for Education special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort. A blank graph may imply student count being less than six across all cohorts.

Numeracy

NAPLAN progressThe data below represents the growth of students from 2017 to 2020 in the NAPLAN test relative to students with the same original score, presented in quartiles.

Reading

Numeracy

NAPLAN progression Year 3-5 Year 5-7 Year 7-9 State (average)Upper progress group 40% 45% 29% 25%

Middle progress group * 45% 54% 50%

Lower progress group * * 17% 25%

NAPLAN progression Year 3-5 Year 5-7 Year 7-9 State (average)Upper progress group * 30% 38% 25%

Middle progress group 60% 45% 51% 50%

Lower progress group * * * 25%

Data Source: Department for Education special extract from Data Reporting & Analytics Directorate, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort (shown with an asterisk). Due to rounding of percentages, data may not add up to 100%.

Data Source: Department for Education special extract from Data Reporting & Analytics Directorate, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort (shown with an asterisk). Due to rounding of percentages, data may not add up to 100%.


No. of students who sat the test^

No. of students achieving in the upper two bands

% of students achieving in the upper two bands**

Reading Numeracy Reading Numeracy Reading NumeracyYear 3 2019 20 20 13 9 65% 45%

Year 3 2017-2019 Average 19.3 19.3 7.7 5.0 40% 26%

Year 5 2019 24 24 10 3 42% 13%

Year 5 2017-2019 Average 20.0 20.0 7.0 3.7 35% 18%

Year 7 2019 33 33 12 8 36% 24%

Year 7 2017-2019 Average 31.7 31.7 7.7 9.0 24% 28%

Year 9 2019 67 67 8 10 12% 15%

Year 9 2017-2019 Average 51.0 51.0 6.7 7.3 13% 14%

This measure shows the number of non-exempt students enrolled at the time of NAPLAN testing who have demonstrated achievement in the relevant NAPLAN higher bands.

*NOTE: No NAPLAN testing was conducted in 2020.

Data Source: Department for Education special extract from NAPLAN SA TAA data holdings, August 2020.^includes absent and withdrawn students.*Reporting of data not provided when less than six students in the respective cohort.**Percentages have been rounded off to the nearest whole number.

NAPLAN upper two bands achievement


South Australian Certificate of Education - SACESACE Stage 2 Grades – Percentage of grades that are C- or above for attempted SACE subjects (SEA)

2017 2018 2019 202095% 96% 100% 100%

Data Source: SACE Schools Data reports, extracted February 2020*NOTE: Reporting of data not provided when less than six students in the respective cohort Data excludes non-A to E and Withdrawn Not Graded subject results.

SACE Stage 2 grade distributionGrade 2017 2018 2019 2020

A+ 1% 1% 0% 4%A 1% 2% 7% 8%A- 5% 8% 8% 11%B+ 9% 11% 17% 9%B 19% 15% 18% 13%B- 16% 8% 21% 16%C+ 20% 17% 14% 12%C 15% 24% 12% 19%C- 10% 10% 4% 8%D+ 1% 3% 0% 0%D 3% 0% 0% 0%D- 2% 1% 0% 0%E+ 0% 1% 0% 0%E 0% 0% 0% 0%E- 0% 0% 0% 0%N 0% 0% 0% 0%

Data Source: SACE Schools Data reports, extracted February 2020*NOTE: Reporting of data not provided when less than six students in the respective cohort. Due to rounding of percentages, data may not add up to 100%.

SACE Completion - Percentage of completers out of those students who had the potential to complete their SACE in October that year

2017 2018 2019 2020100% 92% 100% 100%

Data Source: SACE Schools Data reports, extracted February 2020*NOTE: Reporting of data not provided when less than six students in the respective cohort.

2017 2018 2019 2020Percentage of year 12 students attaining a year 12 certificate or equivalent VET qualification

81% 92% 100% 100%

Percentage of year 12 students undertaking vocational training or trade training

45% 58% 50% 29%


Academic school performance across R-12 continues to improve and once again in 2020 we have had some outstanding results;

Running Records - Reading:In Year 1, 85% of students reached the running record level of 13 and above, compared to 73% in the previous year. In year 2, 70% of students achieved the highest Level 27 - 31, compared to 50% in 2019. Our focus on reading and writing will continue in 2020 to maintain the high achievements. Intervention programs such as Mini-Lit/Multi-Lit and implementation of Initial-Lit to Reception/Year 1 students in 2021 which combined will continue to assist students' literacy development.

Year 1 Phonics Screening Test:2020 results for the phonics screening data of students achieving a grade of 31.8% up from 26.7% in 2019.

A-E Data: This is the first year of recording this data and 2020 data will now be used as baseline data for ensuing years:Year 1-6Compared with the West Torrens Partnership Data, the number of A/B's grades were higher than those achieved at Plympton International College, with a comparative high number of D-grades. Future data analysis will triangulate this grade data distribution alongside PAT-R/PAT-M data as there is a inconsistency in what these data sets are telling us with a focus of internal/external moderation in 2021.

Year 7-12:English - Years 8 - 10 50% or more of the students achieved an A/B grade across the year with less than 10% achieving D/E grades.Mathematics - Years 7 - 9 50% or more of the students achieved an A/B grade across the year with less than 10% achieving D/E grades.This is the first year of using these data sets to ensure our moderation processes are on track we will focus greater PD emphasis in 2021 on internal/external moderation.Mathematics data appears to be skewed in semester II and subsequent improved support mechanisms will be proposed for Semester II in 2021 at Year 10.

SACE results:SACE completion rate for 2020 is 100%. 100% of students striving for an ATAR achieved this.

Stage I:92% of Stage I students achieved a C-grade and/or above, which has increased from 89% on the previous year. 19.3% of students achieved in the A-band; 33% in the B-band; 39% in the C-band with just 7% in the D-band and/or lower.

Stage II:Significant improvement continues in Stage II results overall - particularly in the A and B-bands with 61% of students achieving in these bands as compared with 46% in 2018. 23% in the A-band compared with 15% in 2019. Six students received ATAR equivalent over 90, with a top result of 98.85. No D/E-grades were recorded. Two students received Merit scores, 5 students received A results out of 24 students striving to achieve an ATAR.

Assessment for Moderation purposes all remained the same demonstrating that our staff are working and assessing consistently and within SACE guidelines.

School performance comment


We continue to implement proactive strategies to ensure high levels of positive student behaviour and engagement. These include setting class agreements at the beginning of each term and weekly social skills program for all students.

Students suspended has decreased from 9.8% in 2016 to 2.0% in 2020, as compared to the DfE suspension rate of 5.1%.Students excluded has decreased from 0.9% in 2016 to 0.1% in 2020, as compared to the DfE exclusion rate of 0.4%.Student take homes have also decreased from 4.7% in 2016 to 0.1% in 2020, compared to the DfE take home rate of 2.9%.

Behaviour support comment

Year level 2017 2018 2019 2020

Reception 93.9% 91.8% 93.6% 87.4%

Year 1 90.8% 92.5% 99.3% 88.7%

Year 2 90.0% 91.5% 93.2% 85.4%

Year 3 92.7% 91.7% 94.6% 86.1%

Year 4 94.6% 88.1% 94.8% 85.2%

Year 5 87.8% 93.0% 94.5% 89.4%

Year 6 92.2% 92.2% 97.9% 86.9%

Year 7 90.7% 92.8% 96.4% 87.0%

Primary Other N/A 100.0% N/A 100.0%

Year 8 90.9% 92.2% 94.2% 87.9%

Year 9 92.8% 87.1% 95.2% 88.8%

Year 10 88.1% 91.9% 93.9% 88.3%

Year 11 86.7% 88.0% 92.2% 90.2%

Year 12 89.9% 87.5% 96.8% 90.5%

Secondary Other 100.0% 92.0% 100.0% 100.0%

Total 90.5% 90.5% 95.0% 88.1%

Attendance

Data Source: Site Performance Reporting System (SPER), Semester 1 attendance.NOTE: A blank cell indicates there were no students enrolled.

Attendance commentOur attendance rate this year was below previous years due to COVID-19 and some students who have been unable to return to Australia. In collaboration with the Department for Education Attendance Officer, our two Wellbeing Coordinators have been able to support families. Students were supported with their online learning through regular contact by teachers and SSOs and with the provision of ICT resources.


Relevant history screeningThe following processes are in place to ensure compliance with Department for Education requirements: • DCSI/WWCC clearances are sighted and recorded in EDSAS for all staff and volunteers• DCSI/WWCC clearances are sighted for all contractors and workers attending the site to work withstudents.

Intended destination

Data Source: Education Department School Administration System (EDSAS) Data extract Term 3 2020.

Leave Reason Number %Employment 1 0.8%Interstate/Overseas 58 45.0%Other 2 1.6%Seeking Employment 0 NATertiary/TAFE/Training 1 0.8%Transfer to Non-Govt School 6 4.7%Transfer to SA Govt School 29 22.5%Unknown 32 24.8%Unknown (TG - Not Found) 0 NA

Client opinion summaryStudent Survey: Wellbeing & Engagement Collection Summary 2020Some key points included:• Important adult at school 74%• High academic self concept 72%• 85% had breakfast• Emotional engagement with teachers 77%There was an increase from 2016 – 2020 for students in regard to their satisfaction with life, connectivenesswith school and school belonging.

Teachers have currently been trialing new wellbeing resources and the Wellbeing Ambassadors presented to the year 5/6s twice throughout the year with one focusing on bullying.

Emotional engagement with teachers and the non-concern (students experienced high wellbeing) about bullying is a highlight from the overall collection data. Another positive is that there has been an increase in the expectations for success. Music, Art & Sports participation has dropped and there has been an increase in worries & sadness. This decline could also be due to the stress due to COVID-19 & the struggle many students have faced at this time.

Staff Survey:40 staff members completed the Perspective Survey showing an improvement in engagement and school climate since data collection from 2018.

Parent Survey:178 parents completed the School Parent Engagement Survey. Some key points included:82% agree/strongly agreed that "teachers and students treat each other with respect each other at this school"79% agree/strong agreed that "the school communicates effectively with me”.66% agree/strongly agree that "they have useful discussions about my child’s learning”.42% agree/strongly agree that "the school provides me with useful tips on how to help students learn at home".74 parents thought that their child would take a University pathway, 28 Vocational Educational or Training (including traineeship or apprenticeship), 36 parents said a combination of University and VET, 9 stated that their child will go straight into employment, 74 said it is too early to say.


All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of QualificationsBachelor Degrees or Diplomas 79Post Graduate Qualifications 34

Please note: Staff who have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

Workforce composition including Indigenous staff

Teaching Staff Non-Teaching StaffIndigenous Non-Indigenous Indigenous Non-Indigenous

Full-Time Equivalents 0.0 43.9 0.0 13.9Persons 0 50 0 18

Data Source: Department for Education HR Management Reporting System, extracted Term 3 2020 .

Data Source: Department for Education HR Management Reporting System, extracted Term 3 2020 .

Qualifications held by the teaching workforce and workforce composition

Funding Source AmountGrants: State $6,255,601Grants: Commonwealth $7,400Parent Contributions $534,051Fund Raising $5,765Other $28,327

Financial statement

Data Source: Education Department School Administration System (EDSAS).


2020 School Annual Report: Tier 2 Funding Report*

Tier 2 funding section

Tier 2 category (where applicable to the site)

Briefly describe how the 2020 funding was used to improve the relevant Standard of Educational Achievement (SEA) outcomes

Outcomes achieved or progress made towards these outcomes

Improved wellbeing and engagement SSO support in class; lunch time activities. Students engaging in positive behaviours and improved social skills.

Targeted funding for individual students

Improved outcomes for students with an additional language or dialect

Smaller classes across R-12; SSO support intervention and Hindi classes and Chinese language additional learning support.

Improvement in EALD language levels and literacy results.

Inclusive Education Support Program SSO support, PD for R - 12 staff, tracking and monitoring student achievement. Progress evident in personalised (OCOP) programs, assessment and reporting.

Targeted funding for groups of students

Improved outcomes for - rural & isolated students- Aboriginal students- numeracy and literacy including earlyyears support

First language maintenance & developmentStudents taking alternative pathwaysIESP support

Additional support for Aborginal studentsQuicksmart Numeracy and Literacy intervention programmesHindi first language maintenance and development learning program for studentsSSO support 1:1, small group activitiesIncreased FLO programs and alternative pathways including Relationships Australia Marion, White Lion Port Adelaide

Increased attendance and engagement for Aboriginal studentsImproved numeracy and literacy as evident in Quicksmart resultsIncreased pathways for FLO students

Program funding for all students

Australian Curriculum Release time for PD and Moderation sessions internally and with other schools. Increased consistency in assessment and shared best practice.

Aboriginal languages programs Initiatives

Mentoring and coaching identified studentsLiteracy and Numeracy intervention where neededSSO and AEW support time.

Improved engagement and learning achievement

Better schools funding Resources and SSO support time provided to students with additional needsSSO time to support students who need additional literacy and numeracy development.

Increase student engagement, literacy and numeracy development and wellbeing

Other discretionary funding

Specialist school reporting (as required)

N/A N/A

*Tier 2 funding provides additional resources to support students who are unlikely to obtain the desired outcomes without further support.

Improved outcomes for gifted students Implementation of lunchtime activities, STEM excursions and programs High results in Maths/STEM competitionsParticipation in Children's University

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