futures - st andrew's school · 2018-07-05 · science week: future town 27 music 28 sport 30...

St Andrew’s School 2017 Annual Report

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St Andrew’s School Annual Report 2017

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School History 3 Strategic Plan 4Our Vision 2018 5Our Values - Our Goals 5Chairperson’s Report 6Principal’s Report 8Financial Results 10Reports from School Community 12Foundation Board Report 14Old Scholars’ Association Report 15Parents’ Association Report 16NAPLAN Test Results 2017 17School Community Profile 18Early Learning Centre 19New Early Learning Centre Opens 20Quality Assessment & Moderation Practices 22Co-curricular Languages 24Primary Years Programme 26Science Week: Future Town 27Music 28Sport 30Visual Arts at St Andrew’s 33Staff Professional Learning 34Teaching Staff 35

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St Andrew’s School Formal Group 1917, 67 years after the School was first opened.

St Andrew’s School was established by St Andrew’s Church to provide an education for the children of Walkerville, teaching the principles of the Anglican Church.

The original sandstone building opened on 18 September 1850.

In 1978, the School was gifted by St Andrew’s Church to the body known as St Andrew’s School Incorporated.

Throughout its history, St Andrew’s School has been uncompromisingly committed to the pursuit of excellence in teaching and learning, and in the creation of a safe and nurturing family environment.

Ties of tradition and affection have been maintained over the years, with the School and Church continuing to work in close harmony.

In 2017, we began our 167th academic year.

St Andrew’s School History


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Work on the School’s Strategic Plan has continued to be a priority in 2017; the following actions have been taken to achieve our goals. 2017 concludes our current Strategic Plan.

Strategic Plan

We will develop sustainable business practices, prepared for capital opportunities.

Ensuring the effectiveness of the Board is maximised by a review of governance practices and relationships with key stakeholders.

Inspired & Committed PeopleProviding our teachers and leaders with high quality professional development to ensure they are able to deliver a relevant and engaging world class curriculum (including the National Curriculum) which supports all students’ learning.

Providing teachers with appropriate performance management feedback which includes reference to the National Professional Standards.

Supporting teachers to develop and be challenged in their classroom practice by a performance development program of assessment and building capability, skill and expertise.

Celebrating and Embracing our CommunityEnsuring we have an active and engaged community supporting the School.

Promoting events and occasions that bring the community together.

As part of the consultation process throughout the development of the Strategic Plan for 2018-2022, the philosophy was created and presented to the school community at the end of 2017.

Our PhilosophyGive us a child and we will prepare them for the world.

We exist because we believe the first years of a child’s formal education are the most important.

We don’t exist to be childcare in classrooms. We don’t exist to fund a higher profile secondary school. We are independent and make our own decisions.

That’s what primary means to us. It’s not a marker of time. It’s our responsibility. And we’ve been doing it since 1850.

Primary school is where the seeds are sown. Primary school is where the foundation is laid. Primary school is where the neurons begin to fire and wire.

It’s not just in the areas of alphabet and arithmetic. But in curious inquiry. In collaborative spirit. And in determined intent.

How do we know this?

When we see an old scholar, whether they’re sixteen or sixty, there’s just something about them. A confidence in their walk. A kindness in their smile. A fire in their eyes.

It’s just a certain something. A St Andrew’s something.

We are St Andrew’s. Australia’s leading specialist early years and primary school.

It is our privilege to grow what you have already made.

At St Andrew’s, primary is not just a word. It’s a philosophy.

It’s called primary school for a reason.

Life story starts here.

For most schools, primary means the beginning. For us, it means most important.

Our Vision 2018

Our Purpose(Why we exist)To continue the rich tradition of excellence in independent specialist primary education that prepares children for success in life.

Our ValuesIntegrityWe value and respect the contribution of all members of our community in determining our success.

InclusivityWe nurture everyone in our School and encourage them to achieve their potential within a global context.

CreativityWe believe in innovation and continual evolution to be the best school we can be.

Celebrating SuccessWe value the recognition, success and pride of our achievements (by the whole community).

Our GoalsLearners and LearningDelivering outstanding teaching and learning.

PeopleInspired and committed people.

Celebrating and Embracing our CommunitySt Andrew’s School will be a community that is recognised as inclusive, connected and creative.

Sustainable FutureTo ensure a strong and viable future from an environmental, social and financial perspective.

Our Mission(What we do)St Andrew’s offers early years and primary education for families seeking an exceptional independent, co-educational school with Anglican values.

Our Vision(What we aspire to be)St Andrew’s is Australia’s leading specialist primary school, inspiring children to be collaborators and innovators, making meaningful contributions to their diverse communities.

Learners & Learning Delivering Outstanding Teaching and Learning

Improving the learning spaces to best meet the needs of the curriculum.

Ensuring all aspects of the curriculum are reviewed, optimised and documented

as part of the School’s quality assurance and accountability

processes.

Ensuring technology, learning spaces and curriculum are integrated to maximise the learning potential of all students.

Maintaining high expectations of our learners within a positive learning environment using data.

Building a culture of “inquiry and higher order thinking” that is grounded in action-based research at both a teacher and student level.

Sustainable

FutureWe will continue to strengthen our financial position ensuring that our resources are used in the most effective way.


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It is once again my honour - on behalf of the St Andrew’s School Board - to provide a report on the 2017 year. This is my fifth year as Chair of the School and it will also be my last as I hand over to a new Chair in 2018.

Accordingly, I felt it was also appropriate to briefly reflect on some of the more significant outcomes from the last five years including:

| the acquisition and redevelopment of St Andrew’s Lane (next to the Gym)

| the acquisition, closure and redevelopment of George Street

| the redevelopment of the Kiss & Drop area at the rear of St Andrew’s Parish

| the construction of the School’s state of the art new Early Learning Centre

| continued financial sustainability – with the School returning surpluses in each of the last five years – these surpluses being reinvested into the School’s facilities

| consistency in total enrolment numbers, with small reductions in Years 5-7 being offset against increases in ELC to Year 4.

2017 has once again been a busy year dominated by the conclusion of the 2013-2017 Strategic Plan and the development of the School’s new Strategic Plan (2018-2022). The new strategic plan involved extensive engagement and consultation with the entire School community.

Once again responsible financial management has been achieved, ensuring the School remains in a strong financial position, whilst keeping School fee increases to an absolute minimum and ensuring continued and sustainable investment in our teaching staff and facilities. I am confident that as I hand over the reins to a new Chair that the School is in as strong a state as it has been in many decades.

However, the School is nothing without its brilliant students and it is my pleasure once again, on behalf of the School Board, to congratulate the St Andrew’s Graduating Class of 2017. Our Year 7 students should all take pride in how far they have come and should have faith in how far they can go. We wish our graduating class all the best in their future education, endeavours and careers. We encourage them to maintain contact with the School and their fellow St Andrew’s schoolmates at all times into the future and to be very proud that they are St Andrew’s old scholars.

I thank Libby Blake who retires from the School Board this year at the end of her tenure. Libby is an external independent Board member with a great deal of experience in marketing and the education sector. To volunteer her time to the School over the last two years is an extraordinary effort; the School is indebted.

I would also like to congratulate Kiran Hiriyanna and Marcus Catchpole for their reappointments to the Board for a further term commencing next year.

Chairperson’s ReportI thank the Parents’ Association for yet another outstanding year of contributing to the School both socially and financially. Particular recognition to Elizabeth Zikos, President of the Parents’ Association, for all of her, and her committees’ and volunteers’ efforts.

The Parents’ Association, whilst largely unheralded, contributes enormously to the culture and sense of inclusion at St Andrew’s School.

I would also like to thank Kristian Downing as Chair of the St Andrew’s Foundation Board and all of the Foundation Board members, along with Karin Dunsford, Director of Development, for all of their significant efforts and fundraising throughout the year and in particular with the continued success of the Long Sunday Lunch.

I would like to make particular mention and thank our Principal, Deb Dalwood, for her continued dedication to and leadership of the School. Deb is a highly experienced educator and has the objective of making St Andrew’s Australia’s leading specialist early years and primary school. I would also like to thank Alan Williams and the finance team, all of the outstanding St Andrew’s teachers, support staff, volunteers and many others who contribute to the School. Their commitment and enthusiasm throughout the year has been amazing, and truly makes St Andrew’s the great School that it is.

Lastly, but not least, I would like to thank my fellow Board members for their support and continued dedication to the Board and St Andrew’s School, including Deputy Chair, Kristian Downing, Kiran Hiriyanna, Libby Blake, Megan Field, Angus Netting and Marcus Catchpole.

Finally, on behalf of the School Board I thank the entire St Andrew’s community for your continued support of the School and especially for your contribution to the drafting of the Strategic Plan which was completed this year. The Strategic Plan is ambitious and I am certain that together we can look forward to the future of the School with enthusiasm and confidence - beyond 2020.

It has been a pleasure to serve our wonderful School since I joined the Board as Chair at the end of 2012. I would like to thank my fellow Board members (past and present) for all of their hard work and my family for their support.

We currently have a very strong Board and I am very confident that the School remains in safe hands and is well positioned for the future.

Garry WinterChairman St Andrew’s School Board


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Principal’s ReportThroughout 2017 our students have continued to achieve their best and explore new opportunities both individually and collectively. They have produced remarkable results in a wide range of curricular and co-curricular activities and we have recognised and celebrated their endeavours, efforts and achievements. The sense of belonging and desire to learn can be felt as you enter those big blue gates.St Andrew’s has continued to gain success in so many ways, through external measures such as NAPLAN growth, ICAS tests, Oliphant Science awards, Tournament of Minds, the da Vinci Decathlon, sporting wins and Music exams, to name just a few.

Professional development for staff this year has included an in-depth study of assessment. All teachers have completed a 10-unit course looking at the purpose of assessment, the moderation of assessment, thus giving a shared understanding of setting assessment tasks. The next step is the discernment and understanding of the outcomes of the assessment and then finally, how it informs classroom practice further. Other staff learning topics have included:

| using data in a holistic way to track and analyse progress; this is reviewed regularly so that classroom lessons are designed to meet each child’s learning needs, thus helping to tailor learning for individuals, something at which St Andrew’s excels.

| focus on inquiry and higher order thinking that is grounded in action-based research at both a teacher and student level.

Additionally, each year we ensure all aspects of the curriculum are reviewed, optimised and documented as part of the School’s quality assurance and accountability processes.

The Leadership Team have worked with Harvard’s Project Zero team on Cultures of Thinking.

A highlight of the year was our Reconciliation Assembly where each of the classes made a promise to take action that would support the reconciliation process. The students have engaged and been inspired to contribute to true reconciliation through showing respect for Aboriginal and Torres Strait Islander heritage and valuing justice and equity for all Australians.

We were delighted with the completion of the new ELC Habich rooms and the Habich refurbishment. The joy and smiles on the children’s faces tell the whole story of how these facilities have enhanced learning with natural light, varied learning spaces and shared community piazzas once again reflecting the Reggio Emilia philosophy.

collaboratively with both peers and staff. We will keep in touch with you through our Old Scholars’ Association and watch with interest all that you achieve.

To those staff leaving our community we acknowledge their valuable contribution to the education of our students and wish them every success for the future: Sarah Willmot, Annabel Burrell, Charlotte Teague, Shreeni Randeniya, Sharon Zhuang, Daniel Hannigan, Jack Yang, Catherine Davies and Kate Golding. This year has certainly been the year of maternity leave with five teachers taking leave with the birth of their first children.

It is timely to mention Kathryn Howie who has completed 30 years of dedicated service at St Andrew’s.

I offer gratitude to the many volunteers of the School, there are too many to individually name but their efforts make St Andrew’s the School that it is, and that we cherish, and add to our community in such a positive way.

A key group in this area is the Parents’ Association led by Elizabeth Zikos; we appreciate the time given by Liz and the committee to the School. Their work for the School as friends and fundraisers is invaluable; thank you.

I thank the St Andrew’s Foundation Board, for their support during the year, especially the Chair, Kristian Downing. We have seen the results of generous donations with the new ELC and refurbishment of Habich and know that generations to come will be touched by the generosity of everyone’s gifts. The Master Plan Stages 2 and 3 are on the horizon and so we will continue to look to our community for support especially for Capital Works into the future.

The Old Scholars led by George Demourtzidis, have worked to keep our past students in touch

with the School of today and each other. We have held four decade reunions this year 2007, 1997, 1987, 1967 and a 5 year reunion (class of 2012), all of which were very successful. A 51st year reunion was also held for those at School in 1966. We enjoy having the parents and students attend both the 5 and 10 year reunions. Each reminisced about St Andrew’s being the best foundation they could have wished for; the parents enjoy remaining part of the community and catching up with each other as much as the students do.

I offer my heartfelt gratitude to the Leadership Team: Nick Steel, Natalie Jonas, Alicia Flowers, Heather Wood, Cathie Egarr, Karin Dunsford and Alan Williams. I especially thank Jo Sanders and the Administration Services Team who support us all every day.

I also publicly thank the School Board for their enthusiasm and dedication to the School. On behalf of the School, I particularly acknowledge Garry Winter who leads the Board in the role of Chair with a deep sense of care and commitment. We especially acknowledge Libby Blake who retires after serving the School as a Board member for two years of service. Libby offered insights, wisdom and guidance to the Board and its subcommittees particularly in the area of Marketing.

Deb DalwoodPrincipal

I would particularly like to acknowledge the Year 7 class of 2017 as they graduate this year and continue their journey. I loved the invitation to the Year 7 graduation dinner and social and so I am just going to reiterate those words to wish you well, Year 7 students as you move into secondary school.

Congratulations!Today is your day.You’re off to great places!You’re off and away!You have brains in your head.You have feet in your shoes.You can steer yourself any direction you choose.You’re on your own. And you know what you know.And YOU are the guy who’ll decide where to go.

In student leadership, the effort of Hudson Merchant and Amolika Bhatia as School Captains supported by the Prefects and House Captains has been exemplary. All Year 7 students have had input to various aspects of service leadership this year including Soup Kitchen, Cooking, Fitness, Junior Primary Science Assistance, Drama Support, School Tours, Sports Carnival and at the Anglican Schools’ Cathedral Service. These are an opportunity to serve the School and the wider community and to work

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Financial Results

Value - Property, Plant and Equipment

Staff Costs vs Increase in Income

Our income streams are constant and in accordance with the St Andrew’s School continuity and planning processes.

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Staffing costs are in line with other Independent Schools.

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Income Streams

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Other 5% 4% 4% 4% 3%

Trading Sales 4% 2% 2% 3% 2%

Co-curricular 7% 8% 7% 7% 6%

Grants 18% 17% 18% 17% 17%

Fixed Charges 9% 9% 9% 9% 9%

Net Basic Fees 57% 60% 60% 60% 63%

Staff costs as a % of Total Income Increase in Income

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During the year, St Andrew’s engaged an external facilitator to undertake a strategic engagement process in which all members of our community were invited to participate. Our students, parents, staff, old scholars and wider community contributed to an extensive consultation process which provided valuable feedback about where our School excels and which aspects should be addressed to position our School for the future.

Parent Feedback A Parent Survey was not conducted in 2017, as St Andrew’s School surveys are conducted biennially.

The Principal, Deputies and Staff are available through appointments, Parent/Teacher Interviews and informal meetings to the School Community and this assists in gauging the current climate and trends.

St Andrew’s aim is to have the community fully informed and to provide an understanding of what we do; we are always looking to improve what St Andrew’s has to offer.

Staff FeedbackTeacher satisfaction is determined through informal conversations and staff meetings. Anecdotal feedback indicates St Andrew’s staff enjoy working at the School and the collegial support and opportunities this provides is valued.

Student FeedbackDuring 2017 the Principal met with all Year 7 students, over a shared lunch, to discuss their progress, their goals for the year and their ambitions. The students spoke of the positive relationship between students and staff at St Andrew’s, the engaging learning environment and the opportunities afforded to them during their time at School. Students highlighted camps, leadership lessons, concerts and Sports Day as activities they most enjoyed.

When asked about their thoughts on good teaching and learning, the students valued their teachers’ impact and their ability to provide hands-on, in depth and diverse learning experiences, in a supportive and understanding environment.

An exit survey was also conducted with the Year 7 students and the overall response was very positive, following are some of the comments from the survey.

Deb DalwoodPrincipal

Reports from

School Community

Question: What would you never want to see change at St Andrew’s?

St Andrew’s, just keep on doing what you are doing; it’s great so keep up the good work!

We have supportive teachers and a happy School environment.

Everybody knows everybody and it feels welcoming and safe, like a big family.

Our teachers are the best.

We love 7ville!

Challenge Week is a great activity that helps us to learn about ourselves.

St Andrew’s is welcoming and inclusive.

Question: What advice would you give to the Year 7 students of next year?

Participate in lots of activities, give everything a go and try new things.

Challenge Week encourages us to try our best and to get along with others.

Try your best and be the best version of yourself and keep smiling.

Try your best even if you aren’t the best.

Remember everything you learn from being at St Andrew’s.

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Report from

Foundation BoardThis year the Foundation welcomed old scholar Andrew Sullivan as a new member to our Board and farewelled Dr Luan Huynh, who retired.

The Board continues to show great enthusiasm and members have contributed greatly, working with Director of Development Karin Dunsford, to create a number of events aimed at celebrating and promoting the Foundation.

We started the school year with the opening of the new ELC building, much to the excitement of staff, parents and students alike. The Mayor of Walkerville officially opened the building, which is Stage 1 of the School’s exciting and ambitious Master Plan, which has been partly funded by the Foundation’s Master Plan Capital Campaign.

We are grateful to the past and current parents who were key donors to this project. They have been acknowledged with a wall of tumbling gold, silver and bronze leaves with the names of the old scholars in each donor family. Thanks again to Andrew Mintz and Henry Botha who so willingly chaired the Master Plan fundraising campaign with great success. Our volunteers and donors are much appreciated

and are important to the work of the Foundation and to the future of our School.

Our annual Cocktail event was held at the magnificent Chloe’s Restaurant as guests of past parent, Nick Papazahariakis. Our guest speaker, old scholar Ashton Papazahariakis (Year 7 2005) spoke candidly and passionately about the significant impact that St Andrew’s had on his early life and his future successes. Ashton, who studied Law in Adelaide and is now working in the Department of Foreign Affairs in Canberra, is also a budding entrepreneur, photographer and philanthropist. Recently, Ashton and four friends completed the 16,000 km Mongolian Rally from Europe to Asia across 19 countries. On this gruelling journey, he forged life-long friendships documented with stunning photos, and raised over $10,000 for Mission Australia.

On 19 November the Foundation hosted its fourth, hugely successful Long Sunday Lunch. Guests enjoyed the comfort and superb views of the magnificent Ian McLachlan Room at the world-famous Adelaide Oval. With the theme of Jingle and Mingle, Christmas was in the air. In what was a new team for the event, Ruby Cornish from the ABC was our gracious emcee while Richard Hayward, from Klemich Real Estate and also a past parent of the School, presided over our live auction.

At the Lunch the President of the Parents’ Association, Elizabeth Zikos, presented a cheque towards the Foundation Fundraising Campaign for the School’s Master Plan, taking us closer to the $1 million target.

My sincere thanks to those families who have donated so generously to the future of the School.

Kristian Downing Foundation Chair

Reunions are a highlight of the year for the old scholars of St Andrew’s School, providing the opportunity for past students to re-connect with their school friends, teachers and also their School.

The year began with the Year 7 students from 2016 invited to their very first reunion for an afternoon tea and presentation of their old scholar membership certificates and badges. The Old Scholars’ President, George Demourtzidis, welcomed them to the Association as life members and encouraged them to stay in touch until their next reunion, five years away.

The Five Year Reunion, convened by past parents, Mary Trimble, Suzie Taylor, Christine Edwards, Catherine Turnbull and Jane Richards, brings back the old scholars who are completing Year 12. The young old scholars and their parents shared news over a brunch in the Hall and reminisced as they toured the campus and their Year 7 classrooms. The Ten Year Reunion for old scholars who finished in 2007 was also attended by parents who were thrilled to catch up on the careers and news of the old scholars. Alli Proudman and her daughter Jess were wonderful convenors. The anniversary cake was cut with a big wish for everyone by past Deputy Principal, Mrs Dorian Black, Jess Proudman and Lucy Jones. It was a delight to the past students to have so many of their teachers come along as well.

Past students, Marko Draca and Athena Ginos, were most enthusiastic in locating their class mates for the Twenty Year Reunion held at the School. All enjoyed the replay of their Year 4 Musical, It’s Cool in the Furnace, while sharing a casual dinner together. At the Forty Year Reunion, old scholars from 1977 were surprised and delighted to be greeted by some of their teachers, Peter Smith, Lyn Richards and Laurelie Briggs. Dr Richard Fleming and Simone Roberts (nee Johnson) were excited that their school friend, Giles Bettison travelled from New Orleans and James Clegg from Western Australia for the milestone event.

In June, all old scholars were invited to an evening of Disco Bingo organised by the committee. Guests came dressed in the theme with lots of sequins, colour and bling in their outfits. It was a night of fun as the old scholar tables competed for the bingo prizes. A highlight was guests trying to open the lock with the one lucky key to win a television, the first prize in the raffle.

The teachers and staff were very proud of the Year 12 (Year 7 in 2011) students’ performance in their examinations. Eight students from various secondary schools were presented with Merit Awards for their outstanding achievements. The Principal sent a letter of congratulations to the students on behalf of their primary school teachers. The community is always pleased to hear about our old scholars’ successes after their school days and they are encouraged to stay in touch through the Old Scholars’ Association.

George DemourtzidisPresident (Year 7, 1995)

Report from

Old Scholars’ Association

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The Second Hand Uniform Shop is growing every year and its success is all thanks to the generous donations of uniforms by the school community with a reduction in consignment stock. Many thanks to Jerusha Howes, Kelly Dennis, Kate Craig, Sarah Rasheed and volunteers who managed our shop in 2017, gave up their valuable time, provided a great service and assisted it bringing in approximate revenue of $20,000 for the Parents’ Association. The House Shirt initiative has added another dimension to the Shop.

As a result of our fundraising activities, the Parents’ Association in 2017 made contributions of $15,000 to the School’s new Master Plan. A further $15,000 was given to contribute to the upgrade of play spaces for our students in both Junior and Upper Primary. We also donated $3,000 to Science STEM equipment to enhance the educational experience of our students. We have also pledged money toward the purchase of basketball rings and sports equipment for the Upper Primary area.

I would like to thank our Principal Deb Dalwood for her leadership and hard work over the year, supported by Nick Steel, Natalie Jonas, Alicia Flowers and Heather Wood. Thank you to Karin Dunsford and Suzette Black from the Development Office and the administrative staff and teachers of St Andrew’s School for their help and support

throughout the year. I couldn’t have carried out my role without the support of Garry Winter and the School Board and Kristian Downing and the Foundation Board who both continue to ensure the school provides the best education for our students.

I extend my many thanks to all of our dedicated Parents’ Association event managers, regular helpers and the broader

community of parents at St Andrews’ School. Thank you to the Executive Team during 2017, Jane Webb (Vice President), Julie Allen (Secretary), Sarah Rasheed (Treasurer) and Kelly Dennis (Class Rep Co-ordinator).

Lastly, I would like to acknowledge the support of the broader school community which contributes to the success of this great school.

Elizabeth ZikosPresident

Parents’ Association

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In analysing the 2017 NAPLAN Results on a year level and whole school basis it can be seen that the average scores for each component of the test at each of the target year levels generally sit in the long term historical trend of being 10 to 20% above the state average.

The Year 7 results were particularly strong with the St Andrew’s average score exceeding the National Year 9 averages in all five components of the test.

In Year 5 a similar pattern emerges with the St Andrew’s average score exceeding the National Year 7 averages in all five components of the test.

The Year 3 results were also strong with the St Andrew’s average exceeding the State Year 5 average in Grammar and tracking closely to the Year 5 State averages in the other four components of the test.

NAPLAN Test Results 2017

It has been a great pleasure and honour to lead the Parents’ Association over the last 12 months.

We certainly have had another very busy and rewarding year.

Second Hand Uniform Shop

Casual Clothes Day

Annual Movie Night –“Paddington”

Junior Primary Grandparents’ Day

Mother’s Day Stall

Ladies Night Out

Upper Primary Grandparents’ Day

Father’s Day Breakfast

School Disco

Junior Primary Sports Day

Upper Primary Sports Day

International Teachers’ Day

Entertainment Book Fundraiser

Christmas Card Fundraiser

Friends in Time Book

House Shirts

Set up for Autumn and Spring Music Recitals

Set up for Cabaret Night

Report from

The past year has seen us involved in a myriad of activities, both small and large, including:

Year 3 Spelling Grammar &Punctuation Writing Reading Numeracy

St Andrew’s Average - Bands 5 6 5 6 5

St Andrew’s Average - Score 460.8 496.2 436.7 486.1 461.1

State Average - Score 404.5 420.3 391.3 416.7 390.9

St Andrew’s - % Above State Average 13.9 18.1 11.6 16.7 18.0

National Average - Score 416.2 439.3 413.6 431.3 409.4

St Andrew’s - % Above National 10.7 13.0 5.6 12.7 12.6

Year 3 Year 5

Year 7

Grammar & Punctuation

Spelling Writing Reading Numeracy

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550

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Grammar & Punctuation

Spelling Writing Reading Numeracy Grammar & Punctuation

Spelling Writing Reading Numeracy

St Andrew’s National St Andrew’s National

St Andrew’s National

Year 5 Spelling Grammar &Punctuation Writing Reading Numeracy


St Andrew’s Average - Score 552.3 577.6 515.9 586.5 577.1

State Average - Score 490.6 487.9 455.5 494.1 476.9


National Average - Score 500.9 499.3 472.5 505.6 493.8


Year 7 Spelling Grammar &Punctuation

PersuasiveWriting Reading Numeracy


St Andrew’s Average - Score 587.3 605.4 577 623.8 624.7

State Average - Score 545 538.8 510.3 542.4 544.1


National Average - Score 549.6 541.6 513 544.7 553.8


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Early Learning CentreEarly Years: ELC - ReceptionOpportunities can arise when changes occur and we embraced this with positive energy and thoughtful consideration. Our Music Specialist Program, led by Mrs Sharyn Iadanza, extended to cater for our 3 year-old children in weekly formal lessons and our Art Specialist Program continued to support all our ELC children with flexible, rotating lessons in order to maximise the children’s participation in Specialist Art lessons. We also enjoyed a strengthened partnership between ELC and Reception which provided additional transitioning benefits for the ELC children continuing on to Reception and between all teachers involved in the Early Years.

39 ELC children were part of our biggest Mid-Year Reception intake and enjoyed the seamless transition from Habich ELC to Habich Reception – with the movement to Reception only a matter of metres away and in the same building as their Specialist Music lessons and ELC rooms. All these provisions are intentional and support children’s sense of belonging and security as they move and transition between different areas of the School. The position of Director of ELC also changed to support the continuity of our Early Years Education to include Reception as part of the Head of Early Years position.

Respecting DiversityTeachers are always researching ways to acquire new knowledge and create supportive learning environments, both physically and cognitively. In 2017, six of our ELC teachers participated in a semester of learning the Chinese Mandarin language, in response to supporting our Mandarin speaking children and gaining a deeper cultural awareness. We also benefited from having several staff who speak an additional language including Spanish, Singhalese, Mandarin, French and Italian.

It is very common for our ELC children to be learning basic words and songs, with fluent articulation, through exposure to these languages. Additionally, our Step Ahead Program allows our older ELC children to participate in the Early Learning Languages Australia (ELLA) Program and supports their next step of learning Italian as part of our School Curriculum in Reception.

Cathie EgarrHead of Early Years

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School Community Profile

Reception 96.4%Year 1 91.3%Year 2 92.5%Year 3 95.3%Year 4 91.7%Year 5 93.6%Year 6 94.4%Year 7 92.6%Average for attendance 94.0%

LanguagesLanguages, other than English, spoken by students and their parents include:

AkanAlbanianArabicCantoneseCantonese & MandarinCebuanoChineseDinkaDutchFrenchGreekHindiIndonesianItalianJapaneseKannadaKoreanMandarinMarathiPersian (excluding Dari)

PolishPortuguesePunjabiRomanianRussianSerbianShanghainese /MandaShonaSinhaleseSlovakSpanishTagalogTaiwanese & ChineseTamilTeluguTeochewThaiVietnamese

Student EnrolmentsBased on the 2017 Census return, the number of students enrolled at St Andrew’s as at August 2017 was 485 (including 129 children enrolled in the Early Learning Centre), compared with 469 in 2016 and 504 in 2015. These figures include full fee paying overseas students.

Student Attendance The average student attendance rate for 2017 was 94.0%, compared with 94.2% in 2016. A significant number of absentees at St Andrew’s are due to family holidays. Absentees are recorded daily and, where a class teacher becomes concerned about an individual student’s attendance, the matter is discussed with parents.

Habich ELCIn 2017 we opened our new Habich Early Learning Centre. In response to increased enrolments in recent years and in support of the needs of our School community, the new ELC provided the School with an opportunity to create two new rooms and extend our enrolment for children from 3 years of age.

Our existing ELC catered for children from 3 to approximately 4 and a half years of age in 2017, while our Habich ELC incorporated our new Step Ahead Program. This targeted program supported children in the 6-12 months prior to starting their formal schooling in Reception.

Our ELC numbers rose to over 140 children accessing our curriculum, maximising flexibility for families in their choice of the number of days, and on what days, their child could attend.

As part of our Step Ahead Program, children were also invited to increase their days, in preparation for their

Reception start.

The new Habich building, incorporating the new ELC and Reception space was officially opened by Mayor Raymond Grigg, Town of Walkerville and dedicated by The Right Reverend Dr Tim Harris, on 17 February 2017. Our Welcome Drinks for the whole School community was celebrated on this evening with the School

community, including past families and donors, enjoying

the opportunity to look through the architecturally designed spaces of our Early Years Education, ELC and Reception.

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“Clearly, St Andrew’s is progressive, strategic and committed to ensuring children get the best start in life when it comes to learning and development.”Mayor of Walkerville

A vision for a 21st century, student-centred, world class learning environment influenced the design of the new St Andrew’s Early Learning Centre which was officially opened on Friday 17 February 2017 at a twilight ceremony. The extended ELC completed Stage I of the new Master Plan for the School which had been launched the previous year. All three stages of the development of the St Andrew’s campus have been designed to enhance the teaching pedagogy practised by our knowledgeable and highly trained teachers.

Continuing St Andrew’s leading reputation in early childhood education, the new centre which has been built adjacent to the Habich building, connects the ELC with the Reception years, for transition to formal schooling. The centre is comprised of two early learning studio spaces for the increased demand for families wanting to enrol. The furnishings are exceptional and support the Reggio Emilia philosophy of St Andrew’s ELC.

The central piazza is full of light with an expanse of window to

New Early Learning Centre Opens

connect the inside to the outside world of trees and sky. There is a vibrancy and sense of adventure created by the displays and little nooks for reading and imaginative play. The home rooms offer child-size tables and chairs and educational furniture to encourage discovery and learning in a safe and stimulating environment. The atelier (art room) is a delight for children with all the colours and textures of paints and crafty bits to develop creativity and self-awareness. The dedicated atelier space and the central piazza are features that mirror the existing ELC.

The outdoor play spaces are landscaped for children’s creative exploration and include a staged area as well as sand and water play areas. Stepping stones, grasses and water provide a fascinating range of opportunities for learning through play.

The transition into Reception is seamless with those classrooms positioned side by side to the new ELC. The Habich building has been renovated to include six Reception classrooms with learning spaces that are dynamic, interdependent and adaptable. The staff and students are very excited about the new central collaborative piazza, kitchen and new bathrooms. The new ELC and Reception classrooms are all light-filled and very welcoming, making a world-class centre for our young learners. The opening of the new centre now allows the School to be able to offer places to boys and girls from the age of three years.

This is the first step in our students’ educational journey and from then on it continues with the same sense of purpose, joy and excellence through to Year 7, with many milestones along the way to provide positive reinforcement of personal growth and development.

The new Early Learning Centre was officially opened by the Mayor of Walkerville, Mr Raymond Grigg and blessed by The Right Reverend Dr Tim Harris, Administrator of the Anglican Diocese of Adelaide. A delightful part of the ceremony was the cutting of the ribbon by the Head of Early Years, Cathie Egarr, with a massive pair of scissors! The Mayor complimented the School leaders and Board, the architects, builders, Foundation and all the staff and families for their contribution to the project: “Thanks to your vision, energy and commitment, generations of children at St Andrew’s will benefit from a strong learning foundation on which to build their future. No school, or parent for that matter, could give their child a more important gift.”

The Foundation Chairman, Kristian Downing, also thanked all of the donors to the Master Plan Fundraising Campaign and acknowledged the leadership of the two Chairmen, Andrew Mintz and Henry Botha. A cascade of metal engraved leaves on the exterior wall of the ELC recognises the contribution of key donors with the names of the old scholars in the family.

The official opening concluded with visitors and St Andrew’s families touring the impressive facilities of the new early learning centre. “If only I were a student again”, was the most overheard comment during the tours! The AISSA Early Childhood Consultant later wrote, “It is an event such as this one that truly reflects the enormous support and commitment from community and I felt this was most evident on the night. I was thrilled to be part of the celebration and to tour the amazing building.”

Karin DunsfordDirector of Development


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In alignment with the Australian Professional Standards for Teachers, teachers at St Andrew’s have particularly focused on Standard 5.1 (assess student learning) and Standard 5.3 (make consistent and comparable

judgements).

Assessment PracticesAll St Andrew’s teachers have undertaken a 40 hour

professional development course conducted by the Institute of Educational Assessors (IEA).

IEA Vision: To improve student learning outcomes by providing educators with exemplary learning

opportunities to develop their expertise in educational assessment.

At St Andrew’s, we believe that:

| the person closest to the learner is best placed to judge student learning

| teachers are both the designers of learning activities and designers of assessments

| teachers have a professional responsibility to give students the best opportunity to

demonstrate their learning.

Our teachers have engaged in high quality professional learning that has included:

| Principles of assessment

| Assessment literacy

| Validity and reliability of assessments

| Assessment of learning; assessment for learning; assessment as learning

| Constructing assessments and assessment design

| Differentiated assessment

| Assessment criteria

| Making judgements that are valid, reliable, comparable and consistent

| Analysing and interpreting data

| Effective feedback

| Models of moderation and moderation protocols.

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Moderation PracticesAs part of developing and demonstrating understanding of assessment moderation, a group of St Andrew’s teachers, from different age sectors, have been involved in a Cross-School Moderation Project, led by AISSA Educational Consultants, which includes:

| Working with teachers from others schools to participate in assessment moderation activities to support consistent and comparable judgements of student learning

| Developing an in-school professional team centred on building teacher capacity

| Collaboratively interrogating evidence to validate conclusions about student learning

| Making statements about evidence used to match the Australian Curriculum achievement standards

| Increasing the validity and reliability of reporting against curriculum and standards

| Further developing knowledge, skills and understanding of assessment task and rubric design

| Planning on how to lead assessment moderation professional development within our School.

During 2018, teachers will be regularly involved in using the professional development days to improve task and rubric design followed by moderation meetings.

Heather Wood Acting Deputy Principal - Learning and Teaching

“Conversations about students’ work have the potential to expand teachers’ opportunity to learn, to cultivate a professional community that is both willing and able to inquire into practice, and to focus school-based teacher conversations directly on the improvement of teaching and learning.” Littie et al, 2003

“Information about learner progress and achievement must be grounded in and informed by the rich judgements of teachers, the curriculum (including achievement standards) and their learners who they work with every day.” Boomer, 1991

“The fundamental purpose of assessment in education is to establish and understand where learners are in an aspect of their learning at the time of the assessment.” Masters, 2014

“The most powerful single approach to improving student achievement is focusing on the minute-to-minute and day-to-day assessment to adjust teaching to meet student needs.” William, 2006

“… many instructional decisions are determined by teachers’ subjective judgement of their students’ achievement. The ability to accurately gauge student outcomes is therefore one of the key characteristics of a good teacher.” Sudkamp, Kaiser and Moller, 2013

Quality Assessment & ModerationPractices


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The co-curricular program at St Andrew’s has a rich tradition of supplementing the School curriculum by enabling students to select activities that extend or enhance their day to day learning.This is achieved by offering electives before and after school in regular sessions with either a member of the St Andrew’s teaching staff or qualified external instructors. The activities on offer include options within the domains of physical activity, music, technology, visual and performing arts, academic challenges and languages.

During 2016 the Curriculum Language Program was reviewed and a decision was made to make the transition point from Italian to Mandarin to Year 4 as well as increase the curriculum allocation to two hours per week for Year 3 (Italian) and Year 6 (Mandarin). The recommendations of this review were implemented with success in 2017.

The co-curricular options for languages were also expanded in 2017. While Mandarin has been offered as a co-curricular language option for many years, 2017 saw the introduction of Greek and Hindi language classes. These classes were offered after school and sought to give the students an exposure to the language as well as aspects of the Greek and Indian culture and history.

The after school language lessons provide a starting point for many students and serve as a base for further intensive language learning either within the curriculum or in other settings. Some students who attend the lessons begin with pre-existing language skills, and due to the skill and knowledge of our tutors they are able to cater for both beginners and work on extending the grammar and vocabulary of the students who have already learned some of the language in another setting.

One of the great aspects of these programs is that the initial focus is on key common phrases which are taught in a conversational way. This enables students to quite quickly develop the skills to greet their family in the language of their parents or grandparents. However, lessons are not restricted to those from the relevant cultural group and some students take the lessons just to broaden their language and cultural learning.

One of the greatest challenges for the School is finding the right tutors. We have been so fortunate that we have been able to find qualified teachers who identify with the educational style and methods of St Andrew’s and are native speakers of the languages they teach.

Thanks must go to Mrs Yu Qin who takes the co-curricular Mandarin lessons in addition to the Mandarin Curriculum program in Years 4 to 7. Yu has been at the School for many years and is passionate about the language and culture of her home country.

Dr Rajni Madan was recommended to us by a parent and implemented the Hindi language program in a very short time. Rajni has a wealth of experience in many education settings and is very keen for students to develop high quality Hindi language skills.

Miss Athina Tsipra is part of our ELC team and has reinstated the Greek program after a few years of dormancy. Athina knows many of the younger students well and is able to present language lessons in an engaging and creative way.

We will continue to offer languages as part of our co-curricular program as we believe that a School must have a global focus for our students to succeed in the 21st Century. Exposure to languages and cultures other than our own is an important part of our students being able to develop a global mindset.

Nick Steel Deputy Principal - Administration

Co-curricular Languages

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The Primary Years Programme (PYP) prepares St Andrew’s students to become active, caring, lifelong learners who demonstrate respect for themselves and others and have the capacity to participate in the world around them. It focuses on the development of the whole child.

The PYP curriculum framework has five essential elements — the knowledge, concepts, skills, attitudes, and action that young students need to equip them for successful lives, both now and in the future.

At St Andrew’s, we work with the five elements to construct a rigorous and challenging primary curriculum for international education.

Our students learn how to think for themselves and take responsibility for their own learning through an inquiry- led approach.

Being part of the International Baccalaureate (IB) community takes dedication and commitment to meet rigorous quality assurance requirements. A regular cycle of support and evaluation ensures the highest quality assurance and St Andrew’s will undergo a PYP Evaluation in October 2018.

Primary Years ProgrammeInternational Baccalaureate

ManageBacManageBac is the leading online planning platform for the IB continuum and during this year, St Andrew’s teachers have been exploring this tool when planning units of inquiry. This platform allows our staff to plan collaboratively and allows us to better analyse our School PYP curriculum for coverage and connections. In 2018, we will continue to develop expertise in using the system.

Preparing for the Enhanced PYPTowards the end of 2017, communication was received from the International Baccalaureate Organisation about enhancements to the Primary Years Programme that will be officially launched in 2018. These enhancements have been designed to reflect pedagogical thinking and to explore the reciprocal relationship between the learner, learning and teaching and the learning community.

An important focus is agency. Agency is the power to take meaningful and intentional action, and acknowledges the rights and responsibilities of the individual, supporting voice, choice and ownership for everyone in the learning community. Agency is present when students partner with teachers and members of the learning community to take charge of what, where, why, with whom and when they learn. This provides opportunities to demonstrate and reflect on knowledge, approaches to learning and attributes of the learner profile. At St Andrew’s, we welcome this focus as it aligns with our Strategic Plan and the work we have been involved in with Professor Yong Zhao who challenges us to examine where we give students autonomy.

Heather WoodActing Deputy Principal - Learning and Teaching

National Science Week is an annual festival of science that takes place in August each year.

This celebration aims to raise the profile and increase the public understanding and public appreciation of science, innovation, engineering and technology and their role in maintaining and improving our society, economy and environment. It provides an opportunity to acknowledge the contributions of Australian scientists to the world of knowledge. It also aims to encourage an interest in science pursuits among the general public and to encourage younger people to become fascinated by the world in which we live.

At St Andrew’s, we embraced the theme for 2017, Future Earth, by involving the whole School in a project to raise awareness of sustainability science and encourage positive actions that make a direct contribution to the Earth becoming more sustainable.

Our project was called Future Town, with each year level given a part of a community to design and asked if they could solve future problems and consider sustainability.

Science Week: Future TownELC: Sharing their Sustainability Project

Reception/Year 1: Housing Facilities

Year 2: Education Facilities

Year 3: Health Facilities

Year 4: Shopping Facilities

Year 5/6: Entertainment and Recreation Facilities

Year 7: Transport Facilities

The Future Town project had a clear connection to one of the six transdisciplinary themes of the PYP, Sharing the Planet. This transdisciplinary theme is described as: an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities.

Sharing the learning was an important part of Science Week and with the help of the Year 7 leaders, the School’s ideas were presented in the Future Town Exhibition in the School Hall. Each year level was allocated an area to display their ideas, plans and models.

We look forward to the learning opportunities that will arise from the Science Week theme for 2018, Game Changers and Change Makers.

Heather WoodActing Deputy Principal – Learning and Teaching

“This project taught me about buildings and working together. We might see our ideas in the future.”William

“I thought about buildings and vehicles being powered by natural resources like rain and dust. They could even be run by garbage.”Owen

“I learnt that the window of the living room has to always be on the north side so that the people inside get lots of sun.”Eli

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It is inspiring to look back on another amazing year of creating and sharing music at St Andrew’s. Performance opportunities have been numerous and varied. We have had the Year 4 Musical, Autumn and Spring Music Recitals, String In, An Evening with Strings, Bands Cabaret, Junior and Upper Primary Grandparents’ Days, Learning Journeys, St Andrew’s in Concert, Junior Primary Carols, Assembly performances and of course, Speech Night.

Instrumental Music The culture of music at St Andrew’s continues to be strong, with nearly 80% of students enrolled in vocal or instrumental tuition. Over 100 students participated in AMEB exams with outstanding results in grades Preliminary to Grade 7. Instruments offered include recorder, flute, clarinet, saxophone, trumpet, trombone, percussion, acoustic guitar, electric guitar, electric bass, violin, viola, cello, double bass, piano and voice.

Ensemble ProgramThe Ensemble Program included 28 different ensembles and choirs including four student-initiated Rock Bands, Concert Bands, Stage Band, Guitar, Woodwind and Percussion

Ensembles. These all performed at our annual Bands Cabaret. The String Orchestras, smaller string ensembles and soloists performed at An Evening with Strings. Choirs, along with the Senior Ensembles, feature at St Andrew’s in Concert and Speech Night.Parent support for music through home practice, and attendance at rehearsals and events, is something we know we can rely on in the music department and we value and appreciate all that our music parents do.

Choral ProgramAll year levels from Reception to Year 4 participate in weekly choir rehearsals. Students in Year 5 participate in weekly choir rehearsals in Semester 2, in preparation for the major performances. All students in Years 5, 6 and 7 have the opportunity to participate in the Senior Concert Choir. Students specialising in voice tuition are invited to audition for the Senior Vocal Ensemble, our premier performing choir.

Classroom Music The Junior Primary music classroom was an exciting place to be under the guidance and inspiration of Catherine Davies. The Junior Primary curriculum presents elements of music such as beat, pitch, duration, dynamics, tempo and form. Students move, sing and play on the many tuned and untuned instruments available, and also create their own instruments using everyday materials. In the Upper Primary music classroom, guided by Anna Coppens and Simon Varga, you will find composers, performers, musical directors and sound engineers in the making. The curriculum explores many different genres, world music, and timbre through the instruments of the orchestra, composition and performance, providing a rich variety of musical experiences.

Handbell RingingWe are very lucky at St Andrew’s to have Ali O’Connell leading our Bells Program. Students involved in these groups constantly learn new techniques and methods from Ali’s experience from international tours and symposiums.

Year 2 Recorder ProgramAll students in Year 2 have the opportunity to experience the Instrumental Music journey through tuition on the recorder. Led by Don Whiffen, students work in groups of three each week to hone their recorder skills and to prepare for Assembly performances. Students learn the rudiments of music notation, breath control, articulation and ensemble performance.

Year 3 String ProgramThe Year 3 String Program, coordinated by Catherine Davies, offered all students in Year 3 the opportunity to try a string instrument.

St Andrew’s students enjoy many opportunities for performance in Music.

These included violin, viola, cello and double bass. Building on the skills acquired in the Year 2 Recorder Program, students learned the rudimentary techniques of playing a string instrument with and without the bow, reading music notation and performing as a group. Students participated in individual lessons for one term, and then performed at a special Assembly.

Year 4 Musical – Alice in WonderlandStudents in Year 4 went above and beyond expectations with their outstanding performances of Alice in Wonderland. These talented and hard-working students took us on a magical journey through Wonderland. Characters including Cheshire Cat, Alice (x3!), White Rabbit, Mad Hatter, March Hare, Tweedle Dee and Tweedle Dum, King and Queen of Hearts, Royal Cardsmen, Crazy Door Knob, Door Mouse, Caterpillar, Mathilda, Dodo Bird, Flowers, Cactus and Shrub sang and danced and made us laugh until our sides hurt.

Anna CoppensDirector of Music

Music

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Sport

Sport is an important part of school life at St Andrew’s School.

Major sporting events for 2017 were the Sports Days for students in all year levels and the Swimming Carnival.

The Cross Country Day, year level camps, Junior Primary Sports Day, Interschool Swimming, Athletics and the ‘Run around Australia-Fitness game’ provided opportunities for all students to experience challenges at their own level. It is at these times when we feel that our students are provided with experiences to develop resilience, self-belief and work towards developing higher levels of physical literacy.

Students continue to have the opportunity to participate in Interschool Sports Programs and in 2017 we fielded 28 teams and offered 11 different sports in weekly competition.

Boys Sport | Mixed Basketball A (White and Blue), C (White and Blue)

| Cricket A (White)

| Hockey (Mixed)

| Modified Soccer (White and Blue)

| Soccer A

| Softball (Years 5 to 7)

| Volleyball (Years 6 and 7)

| T-Ball (Years 3 to 7)

| Tennis A1, A2, B (White), C (White)

| Modified AFL Football (Years 2 and 3)

Girls Sport| Mixed Basketball A (White and Blue), C (White and Blue)

| Netball (Years 4, 5, 6 and 7)

| Soccer (Years 5 and 6)

| T-Ball (Years 3, 4 and 5)

| Tennis (Years 4, 5, 6 and 7)

| Softball (Years 5 and 6)

| Netball Skills (Year 2)

Students performed extremely well in the various levels of competition available to primary students, 15 students gained North Adelaide representation at District Level. Our ‘Deb Aston Award for Excellence and Commitment to Sport’ was awarded to Alexander Sobieraj. He demonstrated excellence in a number of different sports. Alexander showed a strong sense of being a role model for his younger peers and always demonstrated great sports-personship.

Theo MylonasCo-ordinator of Sport and PE

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Art Is… Exhibition

This year heralded the St Andrew’s School 2017 2nd Biennial Art Is… Exhibition which saw all children from ELC to Year 7 display either individual or collaborative works of art. This was the second show of its kind, following the 2015 Exhibition of the same name. This year’s exhibit continued on with ideas generated from the original show. The children delved further into the question, What is Art? By exploring the various lines of inquiry that our Art units generated, the students made some valuable discoveries. Whilst developing skills in painting, drawing, sculpture, construction, collage and printmaking the students were challenged to question their understanding of art and its place in society. Through some of their units the students discovered that art is community, art is a reflection of culture and art is a perspective or point of view. To some of our younger students art is about play, about themselves and about honouring friends and family. Art is about memory, about colour, pattern and texture. Art is about making, creating and appreciating.

The Year 7 students discovered how art could be an expression of feelings. One of our Year 7 students, Yit Huan had this to say about his emotional portraits:

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Visual Arts at St Andrew’s

“I have expressed the emotion anger through art in lots of different ways. One of the ways was making the hair spiked up like a volcano, bubbling up ready to explode. Another way was to point the eyebrows down towards the nose, that makes the effect of anger.”

Even our very young students had insightful theories about art. Josie from Reception had this to say about her art experiences:

“Art is a kind of exploring you make in your mind to express what you are feeling and thinking.”

What was collectively discovered and was evident through the work displayed at the Exhibition was that art is broad reaching and means different things to different individuals.

The opening night was a great success with the Exhibition being officially opened by guest speaker, Matt Stuckey. His speech was an inspiration, drawing from his years as a mural artist and designer. Matt was involved in the creation of a local optimism campaign called Positive Signs and is currently a designer at Makers Empire, a company that creates curriculum-based 3D printing and design programs for primary aged children.

Matt spoke of a future where children will require design thinking to succeed in our ever-changing world. A future where observation, creativity, empathy, collaboration and exploration are key. These are the qualities that we aim to nurture through our Visual Arts program at St Andrew’s.

Through art children have the chance to develop cognitive and creative skills, develop openness and tolerance through multicultural and historic perspectives and strengthen their imaginations. Art education increases student problem-solving and critical thinking skills, resulting in enhanced school performance and preparation for eventual employment.

Most importantly art can give students a greater understanding of themselves and their place in the world.

Catherine Puckridge and Mieke DavisArt Teachers

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| Kevin Hannah Workshop - Vision 2020

| Learning Difficulties, Executive Functioning

| Literacy and Learning in Reception

| Managing Children’s Behaviour in Schools

| Mandarin Course for Beginners

| Mental Health and Wellbeing Conference 2017

| Mental Health in the Workplace Business Breakfast

| Multi Lit Workshop

| RAP Workshop

| Relief Printmaking Workshop

| Rudolph Otto Group - Languages

| School Law: Duty Under the Microscope

| Shared Conversations with the Waldorf School

| Speech and Language - Exploring Strategies

| STEM and Digital Technologies Workshop

| Supporting Young Readers Before and After They Are Reading

| The Power of Words

| Tony Atwood - Minds and Hearts

| Van Gogh Exhibition Program

| Whose Afraid of Aboriginal Art

| Why Doesn’t Learning Stick?

| Writers Notebook Mini Course

| Writing Masterclass with Alan Wright

Teaching Staff

Teacher Qualifications

Graduate Diploma Education 6

Graduate Diploma 3

Masters Education 6

Masters 6

Ed/Tech Diploma 22

Bachelor of Education (Hons) 9

Bachelor of Education/Teaching 30

Bachelor of Music 13

Bachelor of Music (Hons) 2

Others 23

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The total expenditure on professional learning for the 50 staff involved in external professional development in 2017 was $24,784, an average of $496 for each staff member.

International Baccalaureate training in which staff participated included:

| Induction for New Teachers to the PYP

| Making the PYP Happen in the Classroom

All teachers satisfied the requirements of teacher registration, including completing child protection training and having conducted a criminal history check.

| A Trip Around the World

| Aboriginal Ways of Being, Doing and Learning

| AHRI (Australian Human Resources Institute) State Conference - May and November

| Assessment for Educators Course

| Bookmaking Masterclass with Matt Glover

| Building Trusting Relationships

| Chinese Cultural Awareness Workshop

| CLTFA National Conference 2017

| Come and Do: Differentiate a Unit of Work for Gifted Learners

| Critical and Creative Thinking

| Cross School Moderation Project

| Cross School Moderation Project - Work Sample Mathematics

| Cultures of Thinking Program – Ron Ritchhart

| Developing Essential Blending Skills

| Educate SA Conference

| F-2 Maths

| Fringe Benefits Tax 2017

| Flinders University and Autism SA Scholarship 2017

| Giftedness in Early Childhood

| Growth Mindset - More Than Just Trying Harder

| IEA Assessment Conference 2017

| Introduction to Bookmaking with 3-8 Year Olds

| IPSHA Professional Development for Senior Leaders

| Jolly Phonics

Staff Professional Learning

Teacher AttendanceTeaching staff attendance for 2017 was 95.3285%.

Teacher RetentionOf the 42 Reception to Year 7 teaching staff employed in 2017, three have taken maternity leave, five have taken long service leave and three teachers left the School at the end of 2017.

In our Early Learning Centre, 22 staff are employed.

Director of Music, Co-ordinator of Bands, Co-ordinator of Strings and 17 instrumental music teachers are employed, as well as a Co-ordinator of Sport and a PE staff member.

A School Counsellor and specialist subject teachers are employed teaching Art, ICT, Library, Mandarin, Italian and providing Learning Support.

St Andrew’s specialist staff coach tennis, classical dance, modern dance, gymnastics, Mind Lab and chess in our Co-curricular program.


36 standrews.sa.edu.au22 Smith Street Walkerville South Australia 5081. Telephone. (08) 8168 5555

futures - st andrew's school · 2018-07-05 · science week: future town 27 music 28 sport 30...

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