2018 narrabeen north public school annual report · enable students to reach their full potential...

Narrabeen North Public SchoolAnnual Report

2018

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Printed on: 9 May, 2019 of 18 Narrabeen North Public School 3906 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Narrabeen North Public School as an account of theschool'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 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.

Ryan Shepheard

Principal

School contact details

Narrabeen North Public SchoolNamona StNORTH NARRABEEN, 2101www.narranorth-p.schools.nsw.edu.aunarranorth-p.school@det.nsw.edu.au9913 7928


School background

School vision statement

Narrabeen North Public School will establish a culture that promotes excellence, equality and high expectations toenable students to reach their full potential as global citizens in a happy and caring learning environment.

School context

At Narrabeen North Public School you will find happy and engaged students who enjoy being taught by teachers whodemonstrate a high level of care and interest in children as individuals, with an emphasis on their academic, social,physical and emotional wellbeing.

Our students are curious and compassionate, articulate and responsible, and display a strong sense of community withteachers and parents commenting on our students' maturity and passion for learning.

The school's priority is to see every child reach their potential through a culture that promotes excellence, equality andhigh expectations. The school is 'future focused' and we use critical thinking, problem–solving skills and technology toprepare students for a fast–changing and evolving world.

Students are well–prepared for the next step in their education as NNPS' strong links with senior schools on the NorthernBeaches, through the Peninsula Community of Schools, ensures a smooth transition to high school.

Students have many opportunities to grow and develop through a framework of teaching and learning, includingextra–curricular programs in sport, music, art, drama, dance, chess and environmental studies.

The school recognises the need for sustained positive approaches that include an appreciation for social attitudes andvalue–based education. The Positive Behaviours Engaging Learners (PBEL) is the basis for the policy with a strongfocus on the four school values: achievement, respect, responsibility and acceptance.

Our distinctive surroundings of natural bush land and extensive open space have made the 'outdoor classroom' a realityand our students frequently have the opportunity to initiate their own learning experiences and activities through theirconnection with nature.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Learning Domain

The school promotes a culture of high expectations for student learning in a supportive and inclusive environment. Eachstudent is encouraged to aspire and to achieve their personal best. The focus is on one year of progress for one year oflearning.

Throughout 2018 the school continued to focus on improving its delivery of a high quality curriculum that meets theindividual learning needs of students. This aligns with the Department of Education strategic goal: that every student isknown, valued and cared for.

A key focus area in the development of teaching and learning programs was the priority of effective differentiationthrough core and extended outcomes along with appropriate learning activities.

A team of staff members participated in a project that was supported by Manoj Chandra–Handa. Working collaborativelyto design units of work which integrated key principles of effective curriculum differentiation, the team co–designed,implemented and evaluated these units with students across stages.

The outstanding work of these colleagues was recognised with the school being invited to share the learning journeythrough the Department's online training resources.

Further work will focus on aligning formative assessment practices within the units of work. Based on NAPLAN results,the school is on track to meet the Premier's Priority of increasing the percentage of students within the top two bands.

Teaching Domain

The school's professional learning program delivered sessions to staff focused on writing, curriculum differentiation,problem solving and developing students' creative and critical thinking skills.

The executive team took an active role in building the professional capacity of teachers through active mentoring andstrategic planning.

Through the allocation of QTSS time each week, the executive team supported team members in working towardsachieving their performance development plan goals. A range of strategies were used including: team teaching, modeledlessons, lesson observations and programming time.

Following the implementation of this approach, a higher number of staff were supported in their professional growth,which included staff with a range of teaching experience.

Staff were also supported in the process of completing their Proficient accreditation requirements. All the executive teamundertook training in effective data analysis. The training focused on simple strategies that can be used to help guideinformed decision making when planning for student learning.

The aim is for teachers to use the data collected to help monitor student learning and understand the impact on studentgrowth.

Leading Domain

The school continues to build its community partnerships to strengthen and broaden the learning opportunities forstudents. The continued membership of the Peninsula Community of Schools provided a significant number ofeducational opportunities for staff and students. Staff accessed early career and combined primary school professionallearning sessions.

To further develop the executive team's ability to lead syllabus implementation, in line with NESA and DoE requirements,professional learning was led by Peter Lee to outline processes of current practice we could continue to enhance.

In 2019 we will improve our timetabling practices to ensure they align with NESA requirements, further develop our


scope and sequence documents and revise our program evaluation process.

A session was also led by Peter with staff on the registration requirements by NESA.

Building the instructional leadership practices of aspiring assistant principals was a focus for 2018. Six staff identified aninterest in undertaking the school–based leadership training led by the principal.

Over a series of sessions, including a full–day professional learning workshop, the staff gained a deeper understandingof instructional leadership practices. This included developing a greater understanding of personal qualities for effectiveleadership and the key role interpersonal skills play in working with others.

Through the support of the Parents and Citizens Association (P&C), additional funds were provided to expand resourcesfor school programs. A specific contribution enabled the school to provide an extra classroom teacher for 2018.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery 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

Innovative curriculum planning, delivery and assessment practices responsive in meeting student needs.

Purpose

The purpose is to ensure teachers have a very high level of pedagogical knowledge and skill in innovative curriculumplanning, delivery and assessment meeting the needs of students.

Teaching and learning programs embrace technology and ensure students are challenged and adjustments lead toimproved learning.

Whole school systematic and reliable assessment information is used to evaluate student learning, promoting changes inteaching and leading to measurable improvement.

Overall summary of progress

A major focus continued to be the successful implementation of conceptual–based programming in literacy. This formedthe basis for integrating quality differentiating principles which included core and extended outcomes.

Further professional learning supported staff in the curriculum areas of science and mathematics.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Teaching and learning programsreflect deep knowledge andunderstanding across thecurriculum and incorporate theprinciples of conceptualprogramming.

Science and technologysyllabus printing $357 exGST

2 x staff TPL Science andTechnology syllabustraining.

New science and technology syllabus training ledby an aspiring leader and another staff memberfocused on inquiry–based learning, scope andsequences and new primary connections units.

School–wide 'Leading Differentiated Learning'project K–6 undertaken.

Assessment is used flexibly andresponsibly and monitoredlongitudinally K–6 by all staff.

5 x staff TPL LeadingSchool–wide DifferentiatedLearning Term 2 session 1,full day

5 x staff TPL LeadingSchool–wide DifferentiatedLearning Term 3 session 2,half day.

4 x staff attended ManlyWest Progressions networkmeeting Term 3.

2 x staff TPL Literacy andNumeracy ProgressionsTerm 1.

Literacy and Numeracy Progressions TPL byLiteracy and Numeracy Strategy Advisor (LaNSA)provided a scaffold for building capacity in all staffaround the progressions.

This training helped staff understand studentdevelopment, monitor growth and inform teaching,learning, feedback and assessment.

In addition, the general capabilities of literacy andnumeracy impact learning across the key learningareas.

Assessment for, as and of learning embedded indifferentiated programming for English and maths.

80% or higher of school–basedTPL sessions focus on innovativecurriculum planning, delivery andassessment of all key learningareas.

7 x executive attended½ day compliancetraining Term 4, followed bywhole–staff TPL.

New science and technology units of workdeveloped collegially in Term 3 and trialled in Term4, incorporating inquiry–based questioning.

The Learning Progressions whole staff sessionsand eModules professional learning have providedskills in identifying programming to support studentgrowth and progress.

Compliance professional learning has enabled bestpractice structures to be embedded in scope and






80% or higher of school–basedTPL sessions focus on innovativecurriculum planning, delivery andassessment of all key learningareas.

sequences in key learning areas, commencing withscience and technology in Term 4.

Two staff members led Visual Arts TPL, deliveringOperation Art innovative curriculum.

NAPLAN results, across alldomains, show 65% or higher ofstudents making expected growthin Year 5.

3 x Executive staff attendedUsing Data WithConfidence TPL Term 4, fullday.

2 x Executive staff attendedEvaluation Essentials forSchool Leadership Term 4,full day.

Differentiated programs include conceptual modeland extended outcomes to target critical andcreative thinking extension tasks

Needs–based analysis of NAPLAN data usingSCOUT, excel and TEC models – English Team

Literacy and Numeracy Progressions training inconsistent teacher judgement of student worksamples to guide differentiated extension teachingand learning for student improvement

Increase the number of studentsin the top two NAPLAN bands by8% by 2019. (Premier's Priority)

The school is tracking positively to achieving thePremier's priority of increasing the percentage ofstudents achieving in the top two bands forNAPLAN. From 2015 to 2017 the increase hasbeen approximately 17%.

Next Steps

Science and Technology Syllabus • Development of K–6 scope and sequence. • Ongoing evaluation TPL units of work in 2019.

Learning Progressions • Literacy Team using SCOUT data and gathering survey results for a needs analysis of literacy progressions

sub–element of grammar. • LaNSA to provide 2018 follow–up session TPL session on the progressions with a grammar focus and links to

syllabus outcomes. Use PLAN 2 training site. • Stage teams analyse writing samples and record initial observations on PLAN 2. • Classroom teachers target teaching and learning to student needs. • Classroom teachers collect further writing samples from grammar tasks designed by the stage team to monitor

student progress and record updated observations in PLAN 2. • Additional expert presenter to focus TPL on embedding grammar in programming. • Programs reference relevant literacy progressions indicators from the grammar sub–element that support syllabus

outcomes and differentiated tasks. • Term 2 professional learning on numeracy progressions in targeted area.

PDHPE • Preparation for 2020 implementation. • Staff members allocated TPL in new syllabus Term 1 or 2. • Whole staff TPL Term 3. • Trial units Term 4. • Establish scope and sequence document.

CAPA • Familiarisation with new syllabus as information becomes available.



Preparing students to be creative, critical and innovative thinkers by embedding modern learning fluencies.

Purpose

The purpose is to create a culture where both teachers and students are seen as learners who focus on nurturingcuriosity and creativity. Opportunities are provided to develop problem solving skills for real audiences and purposes.

The school provides enriched educational programs involving the ability to think creatively, work collaboratively andindependently to solve problems and to apply new skills to real world situations.


The strategic direction team focused on successfully integrating critical and creative thinking into KLA programs,specifically science.

Teachers designed, implemented and evaluated units of work which set a real–life context for student learning andresulted in high–quality celebrations of student learning. These included a Kindergarten/Year 5 self–guided school tourusing QR codes and a promotional video highlighting the school's environmental practices.

Teachers showcased their learning through sharing their journey with staff and parents.





Student work samples across allKLAs demonstrate creative andcritical thinking which includes theability to apply internalisedproblem solving steps.

Creating QR codes, use of green screen,informative writing coming to life, collaborativeplanning and designing, open–ended questioning.

"The Brain is Awesome" unit received with positivityand enthusiasm.

Teachers have observed lessons as a model toincorporate back into their classrooms. Teacher andstudents have been utilising ipads, green screentechnology, internet, crunch cards, programmingguidance and 'Minds Wide Open' resources.

Assessments include complexproblems, open–ended tasks andmodern learning fluencies,allowing students' to reflect theirability to work collaboratively.

The increase of student engagement was evident inall lessons taught K–6.

Student voice and choice in learning has made theproblem solving real word as well as relevant.

The team has all been engaged and supportive andhave enjoyed evaluating teaching practice as it hashad to shift their delivery.

The need for a common language and process wasevident as well as the need to let students evolvewith their own discoveries.

The implementation has increased the ability toreach to a diverse range of learning styles. It isallowing students to increase their risk taking intheir learning.

Opportunities are given tostudents to deliver their solutionsto problems and present these to

3 staff attended 'MindsWide Open' training.

Teacher and students have been utilising ipads,green screen technology, internet, crunch cards,programing guidance and minds wide open






authentic audiences. resources.

Students have presented findings and final productsto real audiences with parents and communitymembers being invited to come and view our work.We will also be utilising these QR codes andinformation videos at our Kindergarten informationnight.

Next Steps

Whole–School Professional Learning • All staff attend a professional learning day in the key principles of critical and creative thinking – Minds Wide Open. • Time allocated for staff to integrate key principles into teaching and learning programs.



Enhanced wellbeing and positive relationships for the whole–school community.

Purpose

The purpose is to create positive, respectful relationships amongst students, staff and parents where optimal conditionsfor student learning are achieved across the school.

The school will implement evidence–based practices that promote improvements in students' physical and emotionalwellbeing and increased engagement.

Each student will develop the tools to become a confident, resilient citizen through the development of a positivemindset.

Through working collaboratively, students, staff and parents will develop an inclusive and respectful school culture whereindividual differences are valued and celebrated.


A major focus this year was to revise and update the school's anti–bullying plan and bully busting contract for students.

The updated plan is displayed on the school's website.

At the beginning of the school year, students will be explicitly taught the skills of respecting others and taking a strongstance against bullying. Children will be asked to sign the bully busting contract.





School policies in anti–bullyingand PBEL reflect current needs ofall stakeholders.

Bully busting contract created.

Anti–bullying code reviewed by staff.

Anti–bullying posters created and distributed.

Reviewed NNPS anti–bullying policy, and gatheredstaff input via TPL for the new DepartmentAnti–Bullying Plan.

100% of classrooms reflectschool values and promote anenvironment of personal best andrespectful relationships.

Stage expectations reviewed and distributed to allclassroom teachers by executive.

PBEL posters distributed to ensure consistencyacross classrooms.

Increased parental involvement inall aspects of school life includingclassroom programs and P&Cevents.

Teachers surveyed about parental involvement,data collected to inform planning for 2019.

Information about wellbeing team included in schoolnewsletter.

Students demonstrate the skills tobe respectful, resilient andconfident citizens.

Student created anti–bullying posters distributedacross the school.

All classroom teachers spend 10 minutes eachmonth discussing the value of the month – what it isand what I looks like at NNPS.


Next Steps

Whole–School

* Professional learning for staff in supporting students in the digital age delivered by Dr. Kristy Goodwin.

* Wellbeing focus for staff and students – mindfulness and anti–bullying.

* Review school policy areas: social media and PBEL.

Community Engagement

* 'Keeping Children Safe Online' parent forum delivered by Dr. Kristy Goodwin.

* Building relationships between students and community organisations.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $6,144 Funding was used to support the learningneeds of Aboriginal students. This includedusing funds to promote attendance ofstudents at the Peninsular Community ofSchools NAIDOC event.

English language proficiency $67,368 A teacher was employed three days perweek(0.6) to support students fromnon–English speaking backgrounds. Lessonsincluded in class and withdrawal support.

Low level adjustment for disability $117,706 The funds supported the DoE allocation of aLearning and Support Teacher three and ahalf day per week (0.7).

Flexible funding was used in conjunction withintegration funding to implement programsdelivered by School Learning SupportOfficers.

Quality Teaching, SuccessfulStudents (QTSS)

$116,815 Weekly time allocated to assistant principalsto support colleagues towards achieving PDPgoals.

Strategies included mentoring, team teaching,lesson observations and programmingsupport.

Socio–economic background $19,222

• Socio–economicbackground ($4 805.50)

To enable students to fully participate inprograms delivered by the school, funds wereused to assist families requiring financialassistance.

Support for beginning teachers $59,308 Beginning teachers were allocated weeklytime on the RFF roster to support theirprofessional development. This included timeto work with either the assistant principal onPDP goals.

Time was also allocated for beginningteachers to work with a colleague twice a yearduring the formal assessment and reportingprocess.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 345 352 364 381

Girls 251 278 301 316

Student attendance profile

School

Year 2015 2016 2017 2018

K 96.9 96.2 95.8 95.4

1 95.3 95.7 95.2 94.2

2 94.7 95.4 95.7 94.6

3 95.5 94.2 94.4 95.4

4 93.9 95.1 94.8 94.6

5 95 94.7 93.8 94

6 93.4 94.5 93.2 93.2

All Years 95 95.2 94.8 94.6

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Student attendance is initially monitored and recordedby classroom teachers. Attendance data is recorded inSentral and transferred to EBS4.

Any issues related to student attendance are supportedby the Learning and Support Team.

Attendance reports are reviewed fortnightly by theprincipal with any non–attendance issues monitoredand followed up with parents.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 27.58

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.7

Teacher Librarian 1.2

School Administration and SupportStaff

4.47

*Full Time Equivalent

The current indigenous composition of Narrabeen Northstaff is 2%.

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 10

Professional learning and teacher accreditation

The school's professional learning funding was closelyaligned with the strategic plan so that desired outcomesassociated with each target were closely monitored andevaluated.

The main areas of expenditure were in: Australiancurriculum syllabus implementation, qualityteaching,literacy and numeracy, leadership and careerdevelopment and differentiated learning. Staff alsocompleted mandatory training in child protection, codeof conduct, anaphylaxis and CPR.

The school received a notional budget from theDepartment of Education. The school allocatedadditional funding to supplement these original DoEfunds.

At a whole–school level significant professional learningfunds were used to support the continuedimplementation of the 'Seven Steps to Writing Success'program and the understanding of effectivedifferentiation strategies in mathematics.

Every teacher in the school accessed professional


learning opportunities during the year. Theseopportunities included weekly sessions onsite, externalcourses and other professional learning activitiesthrough the Peninsula Community of Schools.

As part of the teacher accreditation process, staff thatcommenced teaching after October 2004 are requiredto be accredited. From 2018 all staff will need tomaintain a standard of accreditation at the proficientlevel.

After initial completion of the accreditation process staffmust maintain 100 hours of professional learning over 5years. To support this process, school–basedprofessional learning has been aligned to the nationalteaching standards.

Four staff worked towards achieving their accreditationand were supported through this process by executiveteachers and a teacher mentor. Two staff were alsorequired to complete their cycle of maintenance ofaccreditation.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 834,267

Revenue 6,007,908

Appropriation 5,323,654

Sale of Goods and Services 5,523

Grants and Contributions 664,376

Gain and Loss 0

Other Revenue 300

Investment Income 14,055

Expenses -5,514,497

Recurrent Expenses -5,514,497

Employee Related -4,772,071

Operating Expenses -742,426

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

493,411

Balance Carried Forward 1,327,678

The financial management of the school is managed by

the Principal and School Administration Manager.

Staff responsible for curriculum areas are responsiblefor managing their allocated budget expenditure.

Assistant principals work in collaboration with theirteams to prioritise spending of allocated stage literacyand numeracy funds. The expenditure of funds shoulddirectly link to purchase resources which supportstudent learning and school and stage goals.

Financial summary equity funding

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

2018 Actual ($)

Base Total 4,596,726

Base Per Capita 128,591

Base Location 0

Other Base 4,468,135

Equity Total 210,439

Equity Aboriginal 6,144

Equity Socio economic 19,222

Equity Language 67,368

Equity Disability 117,706

Targeted Total 47,303

Other Total 162,593

Grand Total 5,017,061

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Please see the graphs which outline the school results.


Please see the graphs which outline the school results.


The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

The school is tracking positively to achieving thePremier's priority of increasing the percentage ofstudents achieving in the top two bands for NAPLAN.From 2015 to 2017 the increase has beenapproximately 17%.

The performance of indigenous students are monitoredwith a particular focus on growth between Years 3 and5.

Parent/caregiver, student, teachersatisfaction

In 2018 the school prioritised the use of QualityTeaching Successful Students (QTSS) funding to buildthe capacity of teachers through effective strategicplanning focused on teachers' PerformanceDevelopment Plan (PDP) goals. This was led by theschool executive.

Executive team and staff surveys identified thefollowing effective strategies for improving teachingpractice. • Team teaching • Lesson observations – observing quality practice

of others • Mentoring by supervisor • Focused programming time • PDP review

In the preceding year, the school engaged in anextensive range of surveys to gauge the satisfaction ofparent/caregivers and students on areas for improvingthe school's performance.

Based on the feedback, in 2018 the following aspectsof the school's performance and programs wereenhanced: • Increased opportunity for Stage 3 students to be

involved in an eight week coding program. • Music program extended with Year 2 students

participating in a recorder group which performedat the Opera House.

• Enhanced parent communication through theschool app.

• Improved school facilities eg. air conditioning andoutdoor learning areas

• Review and updated anti–bullying policy.

Policy requirements

Aboriginal education

This year our PCS NAIDOC festival celebrated with twoexciting cultural events enjoyed by a growing number ofstudents and our community.

Firstly the PCS NAIDOC Art Exhibition was held atWarriewood Square on Thursday 21 June, whichshowcased five artworks from NNPS students and aYear 6 canvas.

On Thursday 27 September, our students had theopportunity to participate in the annual PCS'Celebration of Aboriginal Culture Sleep Out' at WheelerHeights Public School. It was an enjoyable andvaluable experience for all and a chance to make newfriends from other PCS schools. Throughout theevening students participated in a variety of activities tocelebrate Aboriginal culture. Highlights includedAboriginal games and Aboriginal dancing. Studentsalso created a collaborative piece of artwork, took partin a smoking ceremony and heard traditional Aboriginalstories.

In the evening students and families participated in atraditional yarning circle followed by a sleep out.Students then rose bright and early to pack up theirtents and have a fresh damper and jam for breakfast. Itwas a lovely night for all those involved.

Multicultural and anti-racism education

Staff continued to teach multicultural perspectivesintegrated into the curriculum with a focus ondeveloping an understanding and respect for the manycultures that make up our school and wider community.

Multicultural diversity was celebrated both within theclassroom programs and through involvement withwhole school events.

Narrabeen North students again participated in theMulticultural Perspectives Public Speaking Competition.


For 23 years now the competition has beenencouraging primary school students to explore ideasof multiculturalism in Australia, as well as giving them aplace to practise their public speaking skills andimprove their confidence.

This competition provided an excellent opportunity forour students in Years 3 to 6 to improve theircommunication skills through listening to other students'ideas and receiving feedback from class teachers.

Well done to Michelle D, Jonah M, Mia M and JasmineL–M who represented our school at the regionalfinals.The Student Representative Council (SRC) wasinstrumental in promoting Harmony Day at our schoolto celebrate Australia's cultural diversity.

The SRC encouraged us all to celebrate our culturaldiversity. By choosing to be involved in this day, theypromoted inclusiveness, respect and a sense ofbelonging for everyone and it was a day for all studentsto embrace cultural diversity and to share what we havein common.


2018 narrabeen north public school annual report · enable students to reach their full potential...

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