2017 hamilton north public school annual report · introduction the annual report for€2017 is...

Hamilton North Public SchoolAnnual Report

2017

3897

Printed on: 11 May, 2018 of 14 Hamilton North Public School 3897 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Hamilton North as an account of the school's operationsand achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Kelly Deakin

Principal

School contact details

Hamilton North Public SchoolJackson StBroadmeadow, 2292www.hamiltonn-p.schools.nsw.edu.auhamiltonn-p.school@det.nsw.edu.au4969 3695


School background

School vision statement

Hamilton North Public School community strives to continue our positive culture of BTBTYCB: Be the best that you canbe. Teachers, parents and members of our community work together to provide the highest quality teaching and learningby engaging in practices that: communicate high expectations for student achievement; ensure targeted teacherprofessional learning; promote school and community pride and engagement; foster positive self–esteem andconfidence; facilitate student engagement through innovative practice; provide opportunities for all; and, foster ourstrong, positive relationship with parents and our community. This vision will ensure that all members of the HamiltonNorth Public School learning community can BTBTYCB!

School context

Hamilton North Public School strives to equip each and every student to be the best that they can be. Our many andvaried activities provide our students with a diverse and dynamic education that extends beyond literacy and numeracy.

We have 7 classes from Kindergarten through to Year 6. Our student numbers have consistently grown to the point thatwe have filled all available classroom space. Our enrolment policy reflects that of the DEC to ensure a fair andtransparent application process for out of zone families is in place.. We currently have 4% of students identifying asAboriginal or Torres Strait Islander with a further 10% of students coming from families with a non–English speakingbackground.

We are located in Broadmeadow, an inner–city suburb of Newcastle. We are surrounded by small businesses, industry,parks and major sporting venues.

We have very high expectations for supporting individual student achievement. This is met through the delivery of qualityteacher professional learning based on latest best practice initiatives introduced by the Department of Education andCommunities and directions identified in our school plan. Previously our focus in our school plan has been heavilyfocused on literacy, numeracy and technology resulting in quality programming and differentiated lessons to meet theneeds of all students as well as the significant increase of technology devices and teacher skills for teaching technologyin classrooms. We are committed in continuing to improve student skills and knowledge in these areas as this wasidentified in our evaluation process as needing further attention.

Our school community has a strong focus on environmental education with well–established practices in place such as asustainable market garden, caring for chickens and selling their eggs, recycling monitors to focus on energy saving andworm farms. We also have a strong focus on promoting active lifestyles which is reflected in school programs such asJogging Club, our school fun run and our comprehensive PE and Friday sport program forK–6. We participate in localsporting competitions after school (basketball and touch football) with our next area of focus being healthy eating throughthe Live Life Well initiative.

School maintenance is an area that we would like to focus on to ensure a pleasant, safe and comfortable learningenvironment. With all current classrooms in use we have limited additional learning spaces and are investigating optionsto create these additional spaces to facilitate small group and independent learning opportunities. Feedback fromstudents and parents indicate dissatisfaction with our school toilets which we will be upgrading. Parents, staff and localbusinesses have also expressed concern at the lack of a pedestrian crossing at our school entrance, the lack of rear tocurb parking requirements in Jackson Lane which runs alongside our school fence and the 80km/hr speed limit that is inplace for Griffiths Rd despite being along our school boundaries as well as being the road that the majority of our in–zonefamilies from Hamilton North must cross.

Our whole school term focus areas in CAPA, public speaking, maths and spelling really facilitate the improvement ofstudent learning in these areas as teachers commit to preparing students in developing necessary skills and knowledgeauthentically. Our success in these areas can be validated in our outstanding NAPLAN results, both zone and regionalpublic speaking champions in some stage categories, Operation Art recognition for three students and two studentsprogressing to vocal auditions for Star Struck.

Based on our evaluations of our previous plan and surveys/feedback of teachers, students and parents, as well as newstrategic planning directions we are planning to more significantly embed; collaboration particularly between stagecolleagues, innovation through21st century learning initially focusing on Science and Technology, .and raisingexpectations for embedding quality teaching and learning across all key learning areas.

Self-assessment and school achievement

Self-assessment using the School Excellence FrameworkPrinted on: 11 May, 2018 of 14 Hamilton North Public School 3897 (2017)

This year, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated that Hamilton North Public School is excelling in the areas of Collaboration andWellbeing; sustaining and growing in the areas of Learning Culture, Curriculum and Learning, Student Performance,Learning and Development, Professional Standards, Leadership, School Planning, Implementation and Reporting; and,delivering in the areas of Effective Classroom Practice, Data Skills and Use, School Resources and ManagementPractices and Processes.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Building Capacity and Supporting Leadership

Purpose

To improve the capacity of every teacher in line with; Great Teaching: Inspired Learning, the Australian TeachingStandards and targeted professional learning.

Overall summary of progress

All staff responded positively in feedback regarding our strategies to support the effective implementation of GreatTeaching; Inspired Learning. Significant professional learning and growth occurred as a result of the rigorous PDPprocess with targeted support provided to each teacher through professional learning around the use of the AustralianTeaching Standards, ongoing reflection of and participation in the teacher observation and feedback process andencouraging teachers to engage in our strategic directions through taking on leadership responsibility.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% of teachers are using theAustralian Teaching Standards asa reference to identify 3 goals forPLPs including 1 leadership goal.

100%of class teachers participatein classroom observations andfeedback.

100%of staff have increasedlogging PL on MyPL.

All staff know our three strategicdirections and use these to guidegoal choice for PDPs.

$2000 teacher release forclass observations andfeedback

All class teachers are referring to the Standards todevelop relevant performance and developmentgoals. 90% of teachers included a leadership goalsfor reasons including leadership aspiration and apassion for their nominated leadership area.

All teachers participated in classroom observationsonce throughout the year with 75% of teachersidentifying that this process greatly improved theirteaching practice. Staff feedback highlights theneed to shift our mindset to feel comfortable inaccepting feedback based on our own practice asthis is where true professional development withoccur.

The MyPL target was not able to be achieved dueto ongoing MyPL issues although all staff will beusing MyPL once these issues are resolved.

100% of class teachers were aware of our strategicdirections and our major processes for each. Allteachers incorporated at least one goal that alignedwith one or more process.

Next Steps

Reflection and feedback for this strategic direction shows that further consideration of the teacher observation andfeedback process needs to take place. While overall understanding about the purpose of the process is moving in theright direction, some are still hesitant to give colleagues rich feedback of their practice. A recommendation has been tointroduce Quality Teaching Rounds in 2018.



Quality Teaching and Learning

Purpose

To improve student learning outcomes through consistent, quality pedagogy and the implementation of; innovative andeffective teaching/learning programs, the Quality Teaching Framework, and as a result of stage and whole staffcollaboration.






•Yearly expected growth plus 5%in ATSI students shown based onLit and Num diagnosticassessments – K–6 Assessmentrecords •95%of students achieving at orabove expected level ofachievement in PMbenchmarking (Focus onReading measure) •90%students participating inNAPLAN Numeracy 2017 areachieving at or above level ofachievement (TENs cohorts) •100%of teachers demonstratingrelevant programs (FoR, TENS)and QT are embedded effectivelyin T&L programs – programevaluation sheets •100%teachers indicate increasedknowledge and skills in targetedareas of PL –Guskey, surveyand audit •100%of students indicateincreased knowledge and skills intechnology – technology pre andpost survey •100%teachers collaborate withstage colleagues to improvestudent learning outcomes–stage meeting minutes, •Assessment and reporting ofstudents K–6 is consistent acrossclasses – K–6 assessment data,PLAN •Students targeted for PeerTeaching expected growth + 5%

$3000 TEN training andresources. A change ofstaff meant that additionalteachers had to be trainedthis year.

$5000 PLAN colleaguerelease for plotting studentson the Literacy andNumeracy continuums.

$8000 Peer Teaching fortargeted support of Stage 2students in Literacy andNumeracy.

Analysis of NAPLAN numeracy data showed thatboth year 3 and year 5 did not achieve ouranticipated target of 90%. The percentage wassignificantly lower. Whole staff reflection as to whyis inconclusive as internal numeracy assessmentdata showed much higher achievement than theNAPLAN data.

All teachers demonstrated that they are embeddingidentified programs (TEN and FoR) in their teachingand learning programs. In addition, all Guskeyevaluations demonstrated that 100% of teachersincreased their knowledge and skills in the areasfocused on (TEN and FoR) after each designatedprofessional learning opportunity.

We were not able to effectively assess thepercentage of students who had increased theirknowledge and skills in technology due to ourtechnology coordinator being promoted out of theschool half way through the year.

Our collaboration process was highly effective withstaff feedback and executive monitoring of stagemeeting minutes showing that colleagues engagedin a rigorous and authentic process of consistentteacher judgement.

All teachers engaged successfully in collaborativePLAN student plotting which resulted in improvedconsistency for student assessment and reporting.

The peer teaching initiative did achieve of havingidentified students achieve expected growth.






in NAPLAN 2016 – SMART Analysis of NAPLAN numeracy data showed thatboth year 3 and year 5 did not achieve ouranticipated target of 90%. The percentage wassignificantly lower. Whole staff reflection as to whyis inconclusive as internal numeracy assessmentdata showed much higher achievement than theNAPLAN data.

All teachers demonstrated that they are embeddingidentified programs (TEN and FoR) in their teachingand learning programs. In addition, all Guskeyevaluations demonstrated that 100% of teachersincreased their knowledge and skills in the areasfocused on (TEN and FoR) after each designatedprofessional learning opportunity.

We were not able to effectively assess thepercentage of students who had increased theirknowledge and skills in technology due to ourtechnology coordinator being promoted out of theschool half way through the year.

Our collaboration process was highly effective withstaff feedback and executive monitoring of stagemeeting minutes showing that colleagues engagedin a rigorous and authentic process of consistentteacher judgement.

All teachers engaged successfully in collaborativePLAN student plotting which resulted in improvedconsistency for student assessment and reporting.

The peer teaching initiative did achieve of havingidentified students achieve expected growth.

Next Steps

The main areas to focus on are continuing to address our assessment processes and improving student skills,knowledge and growth in numeracy. Anticipated strategies based on external validation findings and school planevaluation include the development of a K–6 assessment policy including student feedback and a specific whole schoolfocus on numeracy including a review of current practice.



Systems and Processes

Purpose

To embed new systems of communication based on needs specific to our context and to review current organisationaland communication systems to ensure quality processes are in place.






100% of identified students willhave ILPs that are developedcollaboratively and implementedby CTs – programs/LST minutes

Reviewed, refined and newlyintroduced communication andorganisation processes haveresulted in high student, parentand teacher satisfaction –surveys, Google DOCs tracking,and feedback (P&C minutes)

90% of in–zone students attendCCWTC in Yr 7 – EOIpercentages (yearly comparison)

Reports and plans demonstratecontinued efficiency ofimplementation for maintenance,upgrades/modifications and WHS(reports, DEC timeframe forWHS, e–safety custom reports formandatory online learning, WHSchecklist)

$4000 staff release forteachers to attend two ILPmeetings per year.

All identified students have ILPs that are developedin consultation with parents. Although this processis costly staff and parent feedback clearly supportthe effectiveness in promoting a team approach thatsupports student progress.

Communication and organisation systems havebeen successfully reviewed and improved with ourSkoolbag app and FaceBook page reaching a wideparent audience consistently.

85% of in–zone students chose to attend CallaghanWaratah which is close to achieving our 90%target. Much progress in facilitating a positiveperception of the high school has been made withsome out of zone students choosing to attend aswell.

Next Steps

Continue to work in partnership with Callaghan Waratah to facilitate positive perceptions of our local high school andsupport students in an effective transition to high school.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $4423–

Teacher release for classteachers to attend PLPmeetings.

NAIDOC Week – buying inexpertise for K–6 activities

Literacy resources

100% of Aboriginal students, teachers andparents participated in the PLP process.

Our whole school community benefitted fromrich learning experiences on NAIDOC daywhich included local history, literacy andnumeracy experiences and the involvement ofmany Aboriginal students from our local highschool, Callaghan Waratah Campus. Thefeedback from students and parentshighlighted the increased understanding ofAboriginal perspectives and an appreciationfor the innovation in hunting tools.

Low level adjustment for disability $62317

Peer teaching initiative

Additional SLSO time toimplement learning andpositive behaviour supportprograms

Teacher release to developwhole school positivebehaviour programs, parentinformation sessions andK–6 units of work/scopeand sequence.

Resources – posters,photocopying of units,programs, informationpackages for parents.

100% ranked the peer teaching initiative asthe most effective in supporting identifiedstudents in improving their literacy andnumeracy skills. Student results in NAPLANwere significantly higher in literacy. Discussion about addressing numeracyresulted in an agreement to review ournumeracy programs and implementation in2018.

The additional SLSO time provided additionalnecessary monitoring of specific students tosupport their successful participation in schoollife. The broader impact is that teachers weremore able to focus on the learning of allstudents due to having the additional supportof an SLSO.

The introduction and organisation of ourwhole school behaviour strategies has laidthe foundation for an ongoing focus on thisbecoming embedded in our daily practice andaccessible for students, teachers and parentsto positively impact student wellbeing.

Quality Teaching, SuccessfulStudents (QTSS)

$12494

Executive and teacherrelease to support thequality implementation ofteaching and learning andschool focus areas.

This initiative ensured that executive staff hadtime to develop effective strategies to supportteachers in delivering quality teaching andlearning for every student. Key focus areaswere the teacher observation process,learning support team, maths championshipand public speaking and debating.

Socio–economic background $16002

ILP meetings

PLAN peer colleaguerelease

Individual learning plan meetings occurredtwice to collaboratively plan with parents andthen review student goal achievement. Allstaff and parents acknowledged theimportance of these meetings to ensure aconsistent and relevant support framework forstudents with an additional and/or complexneed. These meetings often resulted in morespecific strategies being implemented.

PLAN colleague release was recognised by100% of staff as providing consistentopportunities for colleagues to engage inconsistent teacher judgement about cohortprogress and to share strategies andrecommendation to support targeted teachingand learning based on the outcomes of this


Socio–economic background $16002

ILP meetings

PLAN peer colleaguerelease

process.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 94 90 78 79

Girls 84 77 87 84

Student enrolment for 2017: 164. This comprises 7mainstream classes K–6 with 4% Aboriginal studentsand 6% English Second Language students.

Student attendance profile

School

Year 2014 2015 2016 2017

K 97.3 98.1 94.4 96.7

1 96 96.4 95.9 94.5

2 94.9 94.6 96.1 97.8

3 96 92.3 94.6 96.5

4 94.2 94.4 91.9 96.9

5 94.6 93.2 94.6 92.1

6 93.9 91.6 93.6 95.8

All Years 95.4 94.3 94.4 95.8

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

Hamilton North Public School staff work collaborativelywith parents and carers to facilitate consistent schoolattendance. We achieved an overall attendance of94.5%. Strategies to promote high student attendanceinclude a whole staff review of the attendance policyand procedures to ensure teachers have a thoroughunderstanding and are aware of their responsibilities. Student attendance is monitored with consistentattendance issues addressed by teachercommunication which is then escalated to executive

intervention. A review of our attendance policy isconducted each year.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 2

Head Teacher(s) 0

Classroom Teacher(s) 5.72

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.5

Teacher Librarian 0.4

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

1.92

Other Positions 0

*Full Time Equivalent

Aboriginal composition of workforce: 6%.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 0

Professional learning and teacher accreditation

All teachers at Hamilton North Public School engage inweekly professional learning based on our strategicdirections from our school plan and identified contextand staff need to develop skills and knowledge. Mainprofessional learning included Focus on Reading,Critical and Creative Thinking and Targeted EarlyNumeracy.

One teacher completed and achieved accreditation atproficient with three other staff having already achievedproficient accreditation. An additional two teachers areworking through the process with completion expected


in 2018. All other teachers are pre 2004 teachers andwill become accredited at proficient in 2018.

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 71,618

Revenue 1,555,884

Appropriation 1,454,929

Sale of Goods and Services 13,230

Grants and Contributions 86,130

Gain and Loss 0

Other Revenue 0

Investment Income 1,595

Expenses -1,545,341

Recurrent Expenses -1,545,341

Employee Related -1,373,715

Operating Expenses -171,626

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

10,542

Balance Carried Forward 82,160

n 2017, Hamilton North Public School key staffcontinued training in the SAP finance system. Moneyspent throughout the year was as a result of keylearning area resourcing, particularly in the area ofScience and Technology, numeracy and literacyresources to support the quality implementation of K–2and K–6 programs. Funds were set aside forupgrading our playground fixed equipment andcontinuing to upgrade flexible learning space furnitureand ICT devices as part of our plan to movecomprehensively to future–focused learning.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 1,292,809

Base Per Capita 25,216

Base Location 0

Other Base 1,267,593

Equity Total 82,741

Equity Aboriginal 4,423

Equity Socio economic 16,002

Equity Language 0

Equity Disability 62,317

Targeted Total 35,365

Other Total 14,920

Grand Total 1,425,835

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

Grammar and Punctuation

Year 3 – 69% in the top two bands.


Reading


Year 5– 40% in the top two bands.

Spelling



Writing



Year 5 – 16% in the top two bands. 23% in band 6.

Writing will be addressed within our student feedbackfocus beginning in 2018.

Percentage in Bands:Year 3 - Grammar & Punctuation

Band 1 2 3 4 5 6

Percentage of students 0.0 13.0 4.4 13.0 26.1 43.5

School avg 2015-2017 0.0 6.2 8.4 22.4 24.0 39.0

Percentage in Bands:Year 3 - Reading

Band 1 2 3 4 5 6


School avg 2015-2017 1.5 1.5 17.1 23.3 17.5 39.0

Percentage in Bands:Year 3 - Spelling

Band 1 2 3 4 5 6


School avg 2015-2017 2.9 7.5 14.9 27.2 20.8 26.8

Percentage in Bands:Year 3 - Writing

Band 1 2 3 4 5 6


School avg 2015-2017 1.5 1.5 21.5 24.4 34.0 17.2

Percentage in Bands:Year 5 - Grammar & Punctuation

Band 3 4 5 6 7 8


School avg 2015-2017 3.6 10.9 14.7 19.9 22.3 28.7

Percentage in Bands:Year 5 - Reading

Band 3 4 5 6 7 8


School avg 2015-2017 1.2 6.8 16.3 24.8 23.0 27.9

Percentage in Bands:Year 5 - Spelling

Band 3 4 5 6 7 8


School avg 2015-2017 3.7 9.7 18.6 23.5 32.4 12.2

Percentage in Bands:Year 5 - Writing

Band 3 4 5 6 7 8


School avg 2015-2017 4.9 7.5 30.9 40.4 11.3 5.1

Year 3 – 26% in top two bands.

Year 5 – 19% in top two bands.

Numeracy will be a major focus of our next school planwith a review of practice beginning the process. Despite a consistent K–2 focus on effectivelyimplementing the Targeting Early Numeracy programour external data (NAPLAN) has not reflected ourinternal data collection results.

Percentage in Bands:Year 3 - Numeracy

Band 1 2 3 4 5 6


School avg 2015-2017 1.5 6.3 27.4 24.7 11.2 28.9

Percentage in Bands:Year 5 - Numeracy

Band 4 5 6 7 8

Percentage of students 12.5 43.8 25.0 12.5 6.3

School avg 2015-2017 7.9 25.5 33.7 10.5 22.3

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.>

Premier's Priorities: Improving education results andState Priorities: Better services –

Improving Aboriginal education outcomes:

Year 3 Numeracy – Band 6, 50%, and Band 3, 50% (2students overall); Year 5 Numeracy – Band 5, 100% (1student)

Year 3 Reading – Band 6, 50%, and Band 3, 50% (2students overall); Year 5, Band 7, 100% (1 student)


Examination of this data has supported earlier learningsupport strategies of providing additional learningsupport for one student in year 3 for both reading andnumber. All Aboriginal students have a PLP which isdeveloped and reviewed in consultation with parentsand carers. This process will become even morerigorous in 2018 with program evidence required indemonstrating purposeful links to teaching and learningand student improvement.

Students in the top 2 bands:

Please refer to the data for percentages of students inthe top 2 bands. Hamilton North achieved highpercentages particularly in Grammar and Punctuationand Reading. Resuts in spelling were also quite strongwith year 3 performing particularly well. Numeracy isan area of focus due to underperforming both in year 3and year 5 in the NAPLAN test. Internal school resultsshow higher student achievement of key concepts. Allclasses K–2 participate in Targeted EarlyNumeracy activities consistently.

Parent/caregiver, student, teachersatisfaction

100% of staff noted that ongoing and targetedprofessional learning opportunities positively impactedon their teaching and learning. They would like to seemore literacy resources, specifically guided readers andhome reading libraries, purchased to support literacyprograms.

Parent and student surveys indicated overwhelminglytheir high satisfaction with the quality and interpersonalstrength of staff and their appreciation of our positiveand inclusive school culture. Areas noted fordevelopment based on feedback are; that moreplayground equipment is needed to cater for olderstudents, our canteen needs to be open on more daysto support working families, and parents would like tosee more consistency of teachers. This is due to atemporary teacher being replaced by a permanentteacher in Term 4 and also a teacher moving into ahigher duties position at another school. This feedbackhas all been considered carefully with appropriatestrategies being undertaken and planned for.

Our parent feedback is from a small percentage offamilies. We are exploring options to increase parentfeedback in 2018.

Policy requirements

Aboriginal education

Hamilton North Aboriginal students all have a PDPwhich is developed, implemented and reviewedcollaboratively between the Learning SupportCoordinator, teachers, parents and students. In 2017,all students and teachers participated in NAIDOC weekactivities. This day was developed in consultation withCallaghan Waratah Aboriginal students and staff. These highly talented and motivated high school

students mentored and led many academic and culturalactivities to support our objective of embeddingAboriginal perspectives and supporting Hamilton NorthAboriginal students.

Multicultural and anti-racism education

Multicultural and anti–racism education is embeddedacross K–6 in key learning areas.


2017 hamilton north public school annual report · introduction the annual report for€2017 is...

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