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Outreach

NSW Evaluation Summary2014-15

Outreach

National Heart Foundation of Australia. Jump Rope for Heart Outreach, NSW Evaluation Summary, 2014-15. 2015

Acknowledgements

The report was prepared by Michelle Daley (Heart Foundation, NSW), based on findings from the 2014 Jump Rope for Heart Outreach program evaluation and 2015 Demonstration Skipping Team evaluation conducted by Margaret Scott, MCS Consultants Pty Ltd

Program implementation success was due largely to the efforts of Kane Radford, NSW Jump Rope for Heart Outreach Project Officer.

Thank you to Vicki Wade, Heart Foundation Cultural Lead, for her valuable support.

The Heart Foundation also wishes to thank:

Australian Olympian Stephanie Rice, whose donation from winning the TV competition Celebrity Apprentice funded implementation of the 2014 Jump Rope for Heart Outreach program

Mr Ian Sharp, whose generous donation funded implementation of the Outreach Demonstration Skipping Team pilot project

The 93 NSW schools who participated in Jump Rope for Heart Outreach in 2014 La Perouse Public School, and the inaugural Outreach Demonstration Skipping Team, the Deadly La Pa Skipping Crew

ISBN 978-1-74345-115-1.

Contents

04 The NSW Jump Rope for Heart Outreach Program

05 Program Objectives

05 2014 Program Implementation

07 2014 Program Evaluation

07 Program Outcomes

10 Ongoing Program Improvement

13 Case Study - the Deadly La Pa Skipping Crew

18 Conclusions

18 References

19 Appendix

4 NSW Jump Rope for Heart Outreach Program

The NSW Jump Rope for Heart Outreach Program

Many Australian children are at a significant risk of developing cardiovascular disease earlier in adult life, with one quarter of all school aged children overweight or obese, and only one in three meeting the current national guidelines of 60 minutes of physical activity a day1. Furthermore, Australian children generally have very low levels of Fundamental Movement Skill mastery2 (such as running, jumping, skipping, catching), which are the skills needed to successfully engage in sport and lifelong physical activity.

To help address this issue, the Heart Foundation Jump Rope for Heart (JRFH) program has been operating in schools across Australia for over three decades as both a fundraising activity and an important vehicle for raising children’s awareness of heart health and the importance of physical activity and healthy eating. The program is promoted as a fun, non-competitive skipping program and is based on the premise that being physically active is good for children’s cardiovascular health and fitness, develops movement skills, and has added personal and social skill benefits. Skipping is a culturally inclusive physical activity that is loved by children of all ages.

The Heart Foundation recognised however that many schools have not been able to participate in the JRFH program, due to barriers such as logistics or capacity to fundraise. This includes schools in many disadvantaged communities. Health equity is an important strategic goal for the Heart Foundation as children from disadvantaged backgrounds are at higher risk of developing heart and other chronic diseases later in life. Consequently, in 2013 the Heart Foundation NSW decided to extend the reach of the successful Jump Rope for Heart Program to NSW schools in disadvantaged communities, with a specific focus on remote, rural and regional communities and those with high Aboriginal and culturally diverse student populations. Named Jump Rope for Heart Outreach (JRFHO) this pilot program differed from the regular JRFH program, with participating schools not required to fundraise to receive free program resources and support. A generous donation from Australian Olympian Stephanie Rice funded implementation and evaluation of the 2014 program.

This report outlines a summary of the 2014 program evaluation, based on implementation in 93 NSW schools who met the program’s inclusion criteria. It also includes a case study of the Deadly La Pa Skipping Crew from La Perouse Public School in Sydney, who were the first Outreach Demonstration Skipping Team, to form after participation in the 2014 program.

The Jump Rope for Heart program has been operating in schools across Australia for over three decades as both a fundraising activity and an important vehicle for raising children’s awareness of heart health and the importance of physical activity and healthy eating.

5NSW Evaluation Summary 2014-15 heartfoundation.org.au

Program Objectives

The objectives of the program were to:

→ increase student participation in skipping, as a form of regular physical activity

→ increase students age appropriate skipping skill proficiency → increase students knowledge of physical activity and

healthy eating → increase teacher confidence to instruct students in

skipping skills → support schools to integrate the program and its resources

into the existing curriculum and school timetable → sustain ongoing program implementation and interest,

through annual evaluation and quality improvement.

2014 Program Implementation

The Jump Rope for Heart Outreach Program was progressively implemented in 93 NSW schools (mostly primary schools) in 2014, reaching almost one third of NSW schools who met the inclusion criteria. There was a specific focus on reaching schools with high Aboriginal student populations, including engaging schools from the NSW Education

Figure 1: Location of Participating Schools in 2014

“Students loved the visit and it has made such a wonderful improvement in our school. We still skip each and everyday”(survey respondent)


and Communities Connected Communities strategy3. The participating schools were located in metropolitan, rural and regional settings across NSW, with some very small schools in isolated locations (see Figure 1 and Appendix). The school sizes ranged from five to 355 students. An estimated 52 schools had identified Aboriginal students with 11 having more than 30 Aboriginal students, five with between 10 - 30 and the remainder less than 10 Aboriginal students.

Figure 2: Jump Rope for Heart Outreach Program Components

“The skipping fitted in perfectly...it was the central focus of our fitness program” (school principal)

There was a specific focus on reaching schools with high Aboriginal student populations, including engaging schools from the NSW Education and Communities Connected Communities strategy3


Program Components

Figure 2 illustrates the program components. The program included:

→ a school visit and skills workshop conducted by the JRFHO Project Officer, with ongoing implementation support via phone and email

→ a free resource kit for participating schools comprising skipping ropes, Teachers Manual, skipping skills cards and a music CD

→ school-lead classroom and skipping activities over 4-6 weeks, ideally culminating in a themed ‘Heart Day’ event that involved the broader school community

→ formal evaluation, including a self-report teacher survey and interviews with a sample of schools.

2014 Program Evaluation

An independent evaluation of the program was undertaken to determine the effectiveness, appropriateness and benefits for the participating schools and students, and to inform ongoing program quality and sustainability.

The evaluation questions were:

→ how much activity did the program undertake? → how well was the program implemented/

delivered by the Heart Foundation? → how well was the program implemented by schools? → what impacts and benefits were there for schools,

students, and school communities? → what improvements could be made to the

program and its mode of delivery? → how can the program be sustained locally?

Data was collected through a confidential online teacher survey and interviews with a small number of school principals/ program coordinators and the JRFHO Project Officer. The online survey assessed the programs impact on student levels of physical activity and awareness of health and fitness; benefits to students, teachers and the broader school community; integration of the Program into the school curriculum; satisfaction with the Program delivery and resources; and suggestions for improvement. There were 46 survey responses, representing almost 50% of participating schools.

Program Outcomes

Survey results indicated that the delivery of the program by the Heart Foundation was a positive experience for participating schools (98% of survey respondents rated their experience as

Survey results indicated that the delivery of the program by the Heart Foundation was a positive experience for participating schools (98% of survey respondents rated their experience as excellent or very good).


excellent or very good). There was a consistent response from schools that program delivery and resource quality was of a very high standard (see Table 1 below). Survey comments highlighted strong engagement of the students as a result of the skill and enthusiasm of the JRFHO Project Officer, enjoyment of the activities, and the quality of the information and resources, all of which were reinforced interview responses. Program resources were well used and rated as high quality, and were readily integrated into the school curriculum, enhancing existing school health and fitness activities. Teachers found theTeachers Manual a useful and flexible resource that generally linked to the curriculum and was easy to follow. Other support material was found to be beneficial for instruction and motivation. Responses indicated that the resources continued to be used beyond the timeframe of the project.

Table 1. Survey responses rating program resources and support

Excellent Very good Satisfactory Poor Total

Teachers’ Manual(n)

56%24

42%18

2.3%1

0%0 43

Support from the Heart Foundation Project Officer 72%

3128%12

0%0

0%0 43

Other Heart Foundation resources and support (CD, posters, etc.)

57%24

43%18

0%0

0%0 42

There were some helpful suggestions for improving the Teachers Manual, including receiving it earlier in the year, including more printable activities and stronger alignment of classroom activities to the stages of the NSW curriculum. Supplementary supports such as providing links to video demonstrations of skipping skills, web-based resources and portable skills activity cards were also suggested, and have since been developed.

School Based Implementation

The program was very well implemented by schools overall. The extent of engagement and commitment to implementation appeared to be influenced by a number of factors, including committed teachers and a committed school culture, having other programs that could be built on, degree of remoteness and school size. Survey responses indicated that the majority of schools (80%) involved in the program held up to 10 skipping activities throughout the formal program timeframe, with some schools holding more than 20 activities. Comments indicated that where higher numbers of skipping activities were held, schools had incorporated the program into the sports curriculum or were training for a special skipping event.

There was strong integration of the Program into the schools curriculum with 57% of respondents reporting

Teachers found the Teachers Manual a useful and flexible resource that generally linked to the curriculum and was easy to follow. Other support material was found to be beneficial for instruction and motivation.


‘a lot’ of integration and 41% reporting ‘a little’ (Figure 3). Comments indicated that this was due to using the Program as a regular sports session integrated into fitness and the existing Personal Development Health and Physical Education (PD.H.PE) program. It was less evident whether the Program was integrated across Key Learning Areas, as suggested in the accompanying Teachers Manual.

Figure 3. Level of Integration into the School Curriculum

0% 10% 20% 30% 40% 50% 60%

Not at all

A little

A lot

A variety of school based initiatives were undertaken as a direct result of participating in the program including:

→ holding a Heart Day to raise awareness or a Red Day with all students wearing red

→ holding a ‘skip off’ event; inviting parents to an afternoon of skipping and afternoon tea with students; showcases for parents during Education Week

→ supplying skipping ropes and making these available for use in the playground during break times

→ regular inclusion of skipping in the Physical Education program or sport activities

→ raising community awareness of the program and heart health through the school newsletter.

Program Benefits

There were observable increases reported in children’s physical activity both during and after the implementation of the Program (Figure 4). During the Program ‘a lot’ was reported by 43% and ‘a little’ reported by 54% of respondents though there was some drop off reported after the program concluded.


Figure 4. Changes in Children’s Physical Activity during the Program

0% 10% 20% 30% 40% 50% 60%

Not at all

A little

A lot

There was consistency from respondents regarding other benefits they perceived for students involved in the program, including:

→ improved self-esteem and confidence from practicing and achieving different skipping skills

→ increased cardio-activity, fitness and movement skills → increased awareness of healthy living, including

the importance of fitness and healthy eating → increased cooperative, shared play and social skills.

There was significant appreciation of offering the program to smaller, remote schools that typically have very limited access to additional resources. The presence and skill of the JRFHO Project Officer was singled out as a key success element, and travelling to remote schools was highlighted as a very effective form of engagement, particularly for schools with less access to external programs and expertise.

All respondent teachers reported an increase in confidence to instruct skipping skills (39% reported ‘a lot’ and 61% reported ‘a little’). Importantly, the majority of participating schools (87%) indicated that they planned to implement the program again, indicating a high potential for sustainability and future growth.

Ongoing Program Improvement

School reported challenges to program implementation included: ensuring safe skipping methods; catering for a wide range of ages and abilities; and finding time for the program in a term crowded with activities. These challenges were addressed in a range of ways, such as: ongoing coaching on safe skipping methods; getting older students to assist younger students; and when older students were concerned with ‘failing’ in front of others, instructing them away from others or as part of a group.

Schools offered practical suggestions for enhancing program resources and support, including earlier resource availability, connecting smaller schools with each other


and offering follow up visits where possible. In response, some new resources have been developed, including:

→ portable skipping skills cards → a periodic newsletter → a dedicated program web page, with access to videos

of skipping skills and other program resources

Potential areas of need include development of other strategies to sustain skipping activities across the school year. The establishment of an Outreach Skipping Demonstration Team (see case study) or an ongoing student skipping club could be explored, where feasible.

“one student in our school who prior to the program said “can’t do that” became a very good skipper. His confidence and his ability to have a go improved immensely!”(survey respondent)

Schools offered practical suggestions for enhancing program resources and support, including earlier resource availability, connecting smaller schools with each other and offering follow up visits where possible

heartfoundation.org.au 13NSW Evaluation Summary 2014-15

CASE STUDY: Outreach Demonstration Skipping Team Project The Deadly La Pa Skipping Crew

What was the objective?

Skipping is a culturally inclusive activity and a component of Traditional Indigenous Games, such as Brambahl. To further engage Aboriginal children and communities in the Outreach Program, establishment of an inaugural Outreach Demonstration Skipping Team was made possible by a specific grant from an individual Heart Foundation donor. The objective was to recruit up to 20 Aboriginal students from a school that had previously participated in the program, to form a team. The team would then be coached to perform a skipping routine and host peer to peer skipping workshops in regional schools with significantly large Aboriginal student populations.

The purpose of the initiative was to promote health and wellbeing for the participating students and to promote health and physical activity and inspire their peers, especially other Aboriginal children, at the schools visited. Anticipated outcomes from skipping team participation were increased levels of physical activity and skipping skills, enhanced self-esteem and leadership skills; and increased knowledge of heart healthy behaviours. The establishment of the team also focussed on developing personal and social skills, such as cooperation, teamwork, self-control, patience and persistence.

What was the process?

The Deadly La Pa Skipping Crew was established at La Perouse Public School in Term 1, 2015 after initial engagement activity during term 4, 2014. There were 13 students recruited for the team including both boys and girls, across year’s three to six. Although there was an explicit focus on engaging Aboriginal students, membership was open to the broader student population, in line with the school’s inclusive approach.

An intensive training program was commenced in early February with twice weekly lunchtime training and skill development sessions. Led by the JRFHO Project Officer and La Perouse Public School Coordinating Teacher, training involved learning a variety of skipping skills to music including individual, partner and group skills, and gradually building these into a choreographed routine. Early in the teams’ development, a one day intensive skipping workshop was held with a specialist skipping coach to refine and develop specific skipping skills and choreography ahead of planned performances in regional NSW public schools.

A formal launch was held on 4 March 2015 at La Perouse Public school, where the team name and members were announced and students were presented with their team uniform, a special skipping rope in Aboriginal colours and overnight travel bag.

“In the workshops it was good to show other kids tricks, and to be leaders and instructors” (student)

Led by the JRFHO Project Officer and La Perouse Public School Coordinating Teacher, training involved learning a variety of skipping skills to music including individual, partner and group skills, and gradually building these into a choreographed routine.


To enhance sustainability and to facilitate wider uptake of the Outreach Program and Skipping Team concept among other schools, a DVD/Video, website and sample coaching plan were produced in parallel with the establishment of the skipping team. The DVD captures the story of the Deadly La Pa Skipping Crew and their performance in regional NSW. It also provides a general introduction to the Outreach program and includes instructional clips of the students demonstrating skipping skills. It can be viewed at www.heartfoundation.org.au/JRFHOutreach

After three months of dedicated training, the team embarked on a coach trip to central west NSW during Heart Week from 3-5 May 2015, accompanied by four staff and the DVD film crew. They performed their routine and led two skipping workshops for students at Coonamble Public School and followed this up with two performances and two workshops at Dubbo West Primary School the next day. It was a busy schedule, as they also did a live interview with Koori Radio.

What were the outcomes?

A process evaluation, comprising field notes, interviews with key teachers, the JRFHO Project Officer, and ‘yarn-ups’ with team members was undertaken from March-June 2015 to assess:

→ how much activity was undertaken in the establishment of the Outreach Demonstration Skipping Team?

→ what were the benefits and outcomes for the students in the team, and the schools visited?

→ what worked well and what were the challenges in implementation?

→ how could the Skipping Team initiative be improved and sustained locally?

Although the number of responses was small, qualitative feedback indicates benefits for the participating team members and for students in the schools visited during the regional tour. The following desired outcomes were achieved:

→ increased levels of physical activity and skipping skill mastery among team members

→ increased knowledge and awareness of heart health, nutrition and physical activity

→ development of enhanced self-esteem, self-confidence, social and leadership skills

→ benefits for other school students from viewing the skipping performances and participating in workshops, especially Aboriginal students role modelling for other Aboriginal students.

All 13 students in the team remained committed throughout, with consistency in participation. Team members undertook up to 35 hours of skipping training, with an additional 10 hours skipping and leading workshops during the regional tour. Additionally, many team members practiced their skipping during other lunch times and out of school hours. Skipping skill development across the team was to a high

“Learning new tricks made me more confident, after being very nervous at first” (student)

The profile of the school was enhanced through the performances, the DVD and media coverage, with positive benefits from the Aboriginal cultural focus, which was relevant and appropriate for the program.

heartfoundation.org.au 15NSW Evaluation Summary 2014-15

level, suitable for performing. The profile of the school was enhanced through the performances, the DVD and media coverage, with positive benefits from the Aboriginal cultural focus, which was relevant and appropriate for the program. Through the ‘yarn up’ discussion, the students in the team reported benefitting in a range of ways, including:

→ feeling healthier through the regular exercise in training and performance

→ mastering new skipping skills and routines, thereby building confidence and pride

→ experiencing fun and excitement through group activities → building a sense of team spirit through learning to work as a

team, co-operate with, encourage and support each other → building social skills, positive behavior,

and making new friends.

The regional trip was a major highlight, especially for those who had not previously travelled, and most students agreed that they intended to keep skipping. Being role models and demonstrating to other students was particularly affirming, leading to pride and a great sense of accomplishment.

Staff involved with the team noted similar benefits, and also commented on the development of students’ patience and perseverance. This improved as the weeks went on, and as students realised they ‘could do it’, they felt a sense of accomplishment. Staff also noted significant social skill development, including learning to listen, co-operate, control personal behaviour and share. There was observable pride in the success of the school demonstrations and promoting a healthy and active lifestyle to other communities.

What worked well?

The close relationship that was developed between La Perouse Public School and the JRFHO Project Officer through weekly contact, together with the schools commitment, was integral to success in establishing the team and embarking on the regional tour. This regular presence also built trust with the students. The promise of a regional tour gave the team a purpose and goal, as well as providing the opportunity to develop leadership skills. Ongoing commitment and engagement of the school’s Principal, Coordinating Teacher and Aboriginal Education Officer was vital, while community and family support and enthusiasm for the project and the tour was valuable.

Student commitment to the team was impressive and they were motivated and willing to give up their own time to train, knowing they would be representing both the Heart Foundation and their school. The one day intensive training workshop, facilitated by the expert skipping coach, was observed to change the dynamic of the team and their approach. They learned new skills and were able to see that they could develop to a higher level. Provision of branded equipment and uniforms was important in galvanising team spirit and enthusiasm. The involvement of the School’s Aboriginal Education Officer was key to some team members being

“The La Pa kids really stepped up teaching other kids – it worked really well” (teacher)

...as students realised they ‘could do it’, they felt a sense of accomplishment. Staff also noted significant social skill development, including learning to listen, co-operate, control personal behaviour and share.


able to travel without their parents/carers for the first time. The Aboriginal cultural focus also provided the opportunity for Aboriginal students in particular to take pride and be role models, engaging in a culturally relevant physical activity.

The Deadly La Pa Skipping Crew was very well received at the regional schools in Dubbo West and Coonamble, both of which had been visited by the JRFHO Project Officer previously during the Outreach Program in 2014. There was enthusiastic and high level participation by students and Coonamble Public School has since established a skipping club.

What were the challenges?

The main challenge was the resource intensity for both the Heart Foundation and the school, over a relatively short timeframe, and highlights the need to consider a sustainable approach ongoing. Establishing and training the skipping team was time intensive for both the Heart Foundation and the La Perouse School Coordinator and involved multiple lunch breaks and other personal time. Students also needed to commit significant time to the team, especially in the lead up to the regional trip. On reflection, the scheduling for the regional trip was ambitious and exhausting for the team, and some needed recovery time upon their return. Managing the DVD filming schedule among other activities was also challenging and distracting at times, although it did create extra interest and excitement for the students and the outcome was great. Considerable flexibility and good will was required from the school, to accommodate the launch, training, filming, trip planning, rehearsals and other team activities.

Where to next?

The DVD has been sent to all Outreach eligible schools in NSW, with a link to the supporting web based resources. Consideration of a more sustainable model for future school (or other service) engagement and skipping team establishment is underway. Subject to interest and funding, an ongoing central support role for the Heart Foundation is still required to help the establishment of more skipping teams, and to support their maintenance and purpose. The usefulness and effectiveness of the Outreach DVD and web resources and the role these may play over the longer term in supporting skipping teams is being explored. Some options for further consideration include:

→ investigating interest in the inclusion of a skipping team or club program in existing school sports programs or extracurricular activities, especially as an extension activity to JRFHO program participation

→ exploring links with other health, physical activity and recreational programs and activities, such as those offered by After School Care Services

→ hosting a regional workshop for skill development for students and professional development of teachers/coaches

→ holding a showcase event day for Outreach Skipping Teams, with teams performing for each other

→ establishing an annual Outreach Skipping Team awards program.

“There were moments of delight – the tension at the launch – pride in pulling it off” (teacher)

Establishing and training the skipping team was time intensive for both the Heart Foundation and the La Perouse School Coordinator and involved multiple lunch breaks and other personal time. Students also needed to commit significant time to the team, especially in the lead up to the regional trip.


Conclusions

In summary, evaluation of the 2014 Jump Rope for Heart Outreach program indicates that it was an excellent program that was delivered very effectively, and in a way that facilitated integration into the NSW school curriculum. The program delivered a range of benefits including teacher reported increases in physical activity and movement skills related to skipping. Other reported benefits included improved student self-esteem, self-confidence and greater cooperative, shared play. Additional benefits for the school included high quality program resources, flexible delivery with clear curriculum links, and increased teacher confidence to implement a physical activity program. These findings indicate the potential for sustained program implementation to deliver longer term physical activity outcomes for children in disadvantaged areas.

The quality of the program resources, flexibility in delivery and the support role of the Jump Rope for Heart Outreach Project Officer were key components of effective local implementation. The program was accessible to more isolated and disadvantaged school communities and impacted positively on the school community. The 2014 program implementation has provided a solid foundation to build on and extend the reach and effectiveness of the Jump Rope for Heart Outreach program in priority communities. Establishing school skipping teams and fostering regional networks could also be explored as mechanisms for extending and sustaining local programs.

References1 Australian Bureau of Statistics. National Health

Survey. 2007/2008 (4364.0) May 2009.2 Rudd, J. Can’t throw, can’t catch: Australian kids are losing

that sporting edge. s.l. : The Conversation, 29 January 2015. http://theconversation.com/cant-throw-cant-catch-australian-kids-are-losing-that-sporting-edge-36822.

3 NSW Education & Communities: www.dec.nsw.gov.au/about-the-department/our-reforms/connected-communities

“Continue the Outreach Program… people living in remote areas have higher rates of preventable diseases... any program which provides students with an opportunity to learn about the benefits of a healthy lifestyle will have lasting benefits” (survey respondent)


Appendix

Participating Schools in the 2014 Jump Rope for Heart Outreach Program

Barmedman Public SchoolBaryulgil Public SchoolBellimbopinni Public SchoolBibbenluke Public SchoolBoggabilla Central SchoolBonshaw Public SchoolBourke Public SchoolBrewarrina Central SchoolBurke Ward Public SchoolCanowindra Public SchoolCapertee Public SchoolChandler Public SchoolChullora Public SchoolCoolongolook Public SchoolCoonamble Public SchoolCopmanhurst Public SchoolCorindi Public SchoolCowper Public SchoolCrowdy Head Public SchoolCurlewis Public SchoolDalgety Public SchoolDalton Public SchoolDeepwater Public SchoolDoonside Public SchoolDubbo West Public SchoolDundurrabin Public SchoolEbor Public SchoolEdward Public SchoolElands Public SchoolEmmaville Central SchoolEnngonia Public SchoolFairfax Public SchoolFern Bay Public SchoolGilgai Public SchoolGoodooga Public SchoolGoolma Public SchoolGoolmangar Public SchoolGoonengerry Public SchoolGranville South Public SchoolGravesend Public SchoolGreen Hill Public SchoolGwabegar Public SchoolHargraves Public SchoolHermidale Public SchoolHernani Public SchoolJerangle Public SchoolKinchela Public School

Kingswood Park Public SchoolLa Perouse Public SchoolLansdowne Public SchoolLansvale East Public SchoolLong Flat Public SchoolLowanna Public SchoolMain Arm Public SchoolMedlow Public SchoolMillfield Public SchoolMoorland Public SchoolMumbil Public SchoolNangus Public SchoolNimmitabel Public SchoolNumeralla Public SchoolOrama Public SchoolPenrose Public SchoolPlattsburg Public SchoolPlunkett St Public SchoolRailway Town Public SchoolRaleigh Public SchoolRappville Public SchoolRed Range Public SchoolRiverstone Public SchoolRollands Plains Upper Public SchoolRugby Public SchoolSpencer Public SchoolTabulam Public SchoolTambar Springs Public SchoolToomelah Public SchoolTucabia Public SchoolTuntable Creek Public SchoolTyalgum Public SchoolUlan Public SchoolUpper Coopers Creek Public SchoolUpper Lansdowne Public SchoolWalgett Community Primary SchoolWallendbeen Public SchoolWamoon Public SchoolWanaaring Public SchoolWarilla Public SchoolWattle Flat Public SchoolWeilmoringle Public SchoolWhian Whian Public SchoolWhite Cliffs Public SchoolWiangaree Public SchoolWollar Public School

Australian Capital TerritoryCanberraUnit 1, Level 1, 17–23 Townshend StreetPhillip ACT 2606T: (02) 6282 5744 New South WalesSydneyLevel 3, 80 William StreetSydney NSW 2011T: (02) 9219 2444 Northern TerritoryDarwinDarwin Central OfficesLevel 3, 21 Knuckey StreetDarwin NT 0800T: (08) 8982 2700 QueenslandBrisbane557 Gregory TerraceFortitude Valley QLD 4006T: (07) 3872 2500

South AustraliaAdelaide155–159 Hutt StreetAdelaide SA 5000T: (08) 8224 2888 TasmaniaHobartLevel 1, 89 Brisbane StreetHobart TAS 7000T: (03) 6224 2722 VictoriaMelbourneLevel 12, 500 Collins StreetMelbourne VIC 3000T: (03) 9329 8511 Western AustraliaPerth334 Rokeby RoadSubiaco WA 6008T: (08) 9388 3343

For heart health information 1300 36 27 87www.heartfoundation.org.au

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