school plan 2010 - ardross primary school · cycle of standardised testing 2008 - 2010 8 management...

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ARDROSS PRIMARY SCHOOL

SCHOOL PLAN

2010


CONTENTS

GLOSSARY 2

PRINCIPAL’S OVERVIEW 4

SCHOOL VISION

5

LEARNING OUTCOMES CORE SHARED VALUES PRIORITY FOCUS

5 6 6

CURRICULUM PRIORITIES

7

MANAGEMENT INFORMATION SYSTEM Cycle of Standardised Testing 2008 - 2010

8

MANAGEMENT INFORMATION SYSTEM Relationship to Learning Outcomes 2010

9

DOE STRATEGIC DIRECTIONS FOCUS 2010 Objective 1 – Raising Standards in Literacy and Numeracy. Objective 2 – Improving Student Behaviour and Attendance Objective 3 – Supporting Teachers and School Leaders Plan For Public School 2008 – 2011 Objective 6 – To Build Public Confidence in Our Schools

10

11

14

17

STRATEGIC PLAN Literacy

18

STRATEGIC PLAN Science

21

STRATEGIC PLAN Numeracy STRATEGIC PLAN ICT WHOLE SCHOOL SCOPE AND SEQUENCE

24

26

28

HIGHER ORDER THINKING SKILLS DRAFT BUDGET

SIGNATURE – SCHOOL COUNCIL REPRESENTATIVE

29

32

- PRINCIPAL


Glossary of Department of Education (DOE) Acronyms

ICT – Information and Communication Technology. OLO - Overarching Learning Outcomes. E- Learning - Electronic Learning. DOTT - Duties Other Than Teaching. HOTS - Higher Order Thinking Skills. SOCS - Schools Online Curriculum Support. SAER - Students at Educational Risk. TAGS - Talented and Gifted Students. ESL - English as a Second Language. NAPLAN – National Assessment Program in Literacy and Numeracy. SIS - Student Information System. DOE - Department of Education. ACHPER - Australian Council for Health, Physical Education and Recreation. MSE - Monitoring Standards in Education. S&E - Society and Environment. H&PE - Health and Physical Education. ICP - Investigation, Communication and Participation. BMIS - Behaviour Management in Schools. CF - Curriculum Framework. SOS - Student Outcome Statements. CIP - Curriculum Improvement Program. MIS - Management Information System. PEAC - Primary Extension and Challenge. PD- - Professional Development. LOTE - Languages Other Than English. LBOTE - Language Background Other Than English. FMIS - Financial Management in Schools. HRMIS - Human Resource Management in Schools. F.T.E - Full Time Equivalent Teaching Position.


PRINCIPAL’S OVERVIEW

PRINCIPAL’S OVERVIEW Dear Parents and Community Members. Ardross Primary School is proud of its tradition of serving the educational needs of students for over four decades, maintaining a commitment to achieving high standards of academic, social and sporting excellence. 2009 was year where we celebrated success across a variety of areas. Last year was the first year that an Australian Public school qualified for the International Future Problem Solving competition held in the USA in May where our student team, ably led by Ms Auriol Heary were placed third out of 55 international teams in the paper section and fourth in the action plan. Ardross Primary was also recognised as the Western Australian Science School of the Year at an awards ceremony in December as part of the Western Australian Education Awards. Our national testing results were outstanding in literacy, numeracy and science, we won state awards for Waste Management, recognising our innovative sustainability curriculum programs and Australian Health and Physical Education Awards. We can attribute our successful school to a number of key characteristics. These include;

• Outstanding commitment and professionalism of our staff who plan, implement and monitor quality teaching and learning programs, developed using the philosophy of developmental learning.

• Our belief that ; - All children can learn and succeed. - Children learn and develop at individual levels. - Learning experiences should connect with students’ existing knowledge, skills and values. - Learning experiences should respect and accommodate differences between learners. - The school and classroom setting should be safe and conducive to effective teaching and

learning. • The ongoing Professional Development of staff to engage in proven and new educational strategies. • The early identification and planning for students at educational risk along the academic continuum. • A supportive and interested community, who value education and work together to maintain a

positive and communicative learning school community.

These are just a few of the characteristics that make Ardross a successful educational community and a great place to be for staff, students and parents! The following document reflect our intentions for the 2010 school year, linking to the Department of Education and Training documents of “Class Rooms First” and “Focus 2010”, with a core focus on maintaining high standards in Literacy, Numeracy and Science using Higher Order Thinking Skills strategies. In 2010 Ardross Primary School continues with HOTS – Higher Order Thinking Skills! I thank the school community for their continued support in making Ardross such a vibrant and outstanding learning community. It is a privilege to be Principal of such an outstanding Public School and I look forward to another successful year in 2010. Regards Andrew Holmes Principal


VISION OF ARDROSS PRIMARY SCHOOL At Ardross Primary School we strive to support and develop enthusiastic students and instil in them a love of learning to help them reach their potential, both socially and academically, and embrace and adapt to a changing world. We aim to accomplish this through:- � supporting a dedicated and capable staff; � maintaining a welcoming and supportive school community; � developing a collaborative environment for all; � providing a diverse, inclusive and innovative curriculum; and � developing and maintaining contemporary resources and facilities.

LEARNING OUTCOMES – CURRICULUM FRAMEWORK

OVERARCHING LEARNING OUTCOMES:- 1 Students use language to understand, develop and communicate ideas and information and interact

with others.

2 Students select, integrate and apply numerical and spatial concepts and techniques

3 Students recognize when and what information is needed, locate and obtain it from a range of sources

and evaluate, use and share it with others.

4 Students select, use and adapt technologies.

5 Students describe and reason about patterns, structures and relationships in order to understand,

interpret, justify and make predictions.

6 Students visualise consequences, think laterally, recognise opportunity and potential and are prepared

to test options.

7 Students understand and appreciate the physical, biological and technological world and have

knowledge and skills to make decisions in relation to it.

8 Students understand their cultural, geographic and historical contexts and have knowledge, skills and

values necessary for active participation in Australian life.

9 Students interact with people and cultures other than their own and are equipped to contribute to the

global community.

10 Students participate in creative activity of their own and understand and engage with the artistic,

cultural and intellectual work of others.

11 Students value and implement practices that promote personal growth and well-being.

12 Students are self-motivated and confident in their approach to learning and are able to work

individually and collaboratively.

13 Students recognise that everyone has a right to feel valued and be safe, and in this regard, understand

their rights and obligations and behave responsibly.


CORE SHARED VALUES – CURRICULUM FRAMEWORK

1. A pursuit of knowledge and a commitment to achievement of potential 2. Self acceptance and respect of self 3. Respect and concern for others and their rights 4. Social and civic responsibility 5. Environmental responsibility

PRIORITY FOCUS

Outcome 1 - To maintain high standards of student achievement in all learning areas with a focus on literacy, numeracy and science development.

Outcome 2 - To deliver learning experiences that are outcomes focused and responsive to student needs. Outcome 3 - To provide a safe, caring and inclusive school community. Outcome 4 - To create classroom environments in which students effectively learn based on “The Thinking Classroom” strategy developed by Herbert, Frangenheim and Alford. .

Actions to achieve the priority focus: To support staff to ensure that they effectively:

• Plan, teach, assess and report using the Curriculum Framework, On Line syllabus material and Curriculum Manager.

• Collaborative planning sessions timetabled in Phases of Schooling: - collaborative DOTT - funded time for Learning Area Coordinators – Science , English, Maths, S&E, H & PE, IT

• Moderation sessions: Making Consistent Judgments: - staff meetings and collaborative sessions.

• Whole-school focus on Overarching Learning Outcomes (OLO’s) No’s 1,2,3,4,6&7. • Professional Learning Programme delivered on HOTS – Higher Order Thinking Skills. • The “Principles of Teaching Learning and Assessment” of the Curriculum Framework are in practice

in each classroom. • Effective ICT systems and teaching/learning strategies (SOCS – School on line curriculum support)

are in place in all classrooms to ensure that students can “follow” their learning interests and learning styles, take greater responsibility for their learning and support the Inquiry Approach to learning.

• SAER and TAGS students are identified by each classroom teacher with support from the Learning Support Coordinator through a variety of tools - ie Literacy / Numeracy Net, ESL band scales, NAPLAN, teacher judgements and that these tools are used as a basis to determine in-classroom strategies to support the classroom teacher to address student needs.

• Performance Management is aligned to the Priority Focus areas. • Whole-School Data is gathered to provide evidence as to how effectively we are addressing the

priority focus with a continued focus on improvement.


Priorities in previous years at Ardross Primary School

These areas have seen a priority focus in finance, human resource deployment and teaching emphasis for the designated years due to a detailed school improvement cycle embedded in the school.

2004 2005 2006 2007 2008 2009 2010

Learning Styles – Gender Focus

Spelling

Science

Literacy

English

Writing – Characterisation and Plot Development

Spelling in the Context of Writing

English

Writing in Context Characterisation and Plot

Development

Spelling in the Context of writing – Punctuation

and Grammar

English Writing

Paragraphing Vocabulary

Characterisation

Society &

Environment

Maths

(Number)

Maths

(Measurement)

Numeracy

Science

Investigating Scientifically Earth and Beyond Life and Living

Science

Investigating Scientifically

Natural and Processed Materials

Energy and Change

Science

Investigating Scientifically Earth and Beyond Life and Living Developing the Enquiry Approach

Health & Well Being

Health &

Well Being

Spelling

(in Writing)

Science

Mathematics

Space: Represent shape and

spatial ideas: Language for position

and direction. Maps and plans using

scale. Features and models of

3D shapes/objects Translations, reflection and rotation of shape. Reflection and rotation

symmetry.

Pre Algebra Patterns and

generalisations

Mathematics

To use higher order thinking skills as an

integral component of maths planning and

activities.

. CURRICULUM PRIORITIES


MANAGEMENT INFORMATION SYSTEM Standardised Testing & Other Assessment Tools 2008 –

2010 Year 2008 2009 2010 K Literacy Net Assessment Tool

Numeracy Net Assessment Tool First Steps Continua Kindy Profile

Kindy Profile Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) Portfolio Work Samples

Kindy Profile Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) Portfolio Work Samples

PP Literacy Net Assessment Tool Numeracy Net Assessment Tool First Steps Continua Pre Primary Profile

PP Profile Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) Portfolio Work Samples

PP Profile Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) Portfolio Work Samples

Year 1

Literacy Net Assessment Tool. Numeracy Net Assessment Tool Standardised Test Reading Standardised Test Mathematics

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Reading Standardised Test Mathematics

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Reading Standardised Test Mathematics

Year 2

Literacy Net Assessment Tool. Numeracy Net Assessment Tool Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics

Year 3

Literacy Net Assessment Tool Numeracy Net Assessment Tool NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling MSE Science – Investigating Scientifically, Earth and Beyond MSE S&E - ICP, Place and Space, Culture

Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling NAPLAN Punctuation and Grammar

Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling NAPLAN Punctuation and Grammar

Year 4

Literacy Net Assessment Tool. Numeracy Net Assessment Tool Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics MSE Science – Investigating Scientifically, Earth and Beyond MSE S&E - ICP, Place and Space, Culture ACHPER Fitness Test

Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics ACHPER Fitness Test MSE Science - Investigating Scientifically, Natural and Processed Materials MSE S&E - Resources

Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics ACHPER Fitness Test

Year 5

Literacy Net Assessment Tool Numeracy Net Assessment Tool NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling MSE Science – Investigating Scientifically, Earth and Beyond MSE S&E - ICP, Place and Space, Culture ACHPER Fitness Test

Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling NAPLAN Punctuation and Grammar ACHPER Fitness Test National Science Test MSE - Resources

Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling NAPLAN Punctuation and Grammar ACHPER Fitness Test National Science Test

Year 6

Literacy Net Assessment Tool. Numeracy Net Assessment Tool Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics MSE Science – Investigating Scientifically, Earth and Beyond MSE S&E - ICP, Place and Space, Culture ACHPER Fitness Test

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics MSE Science – Investigating Scientifically, Natural and Processed Materials MSE S&E - ICP, Resources ACHPER Fitness Test

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics ACHPER Fitness Test

Year 7

Literacy Net Assessment Tool Numeracy Net Assessment Tool NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling MSE Science – Investigating Scientifically, Earth and Beyond MSE S&E - ICP, Place and Space, Culture ACHPER Fitness Test

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling NAPLAN Punctuation and Grammar National Science Test MSE S&E - ICP, Resources ACHPER Fitness Test

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling NAPLAN Punctuation and Grammar National Science Test

These assessment tools are used to gather information across the year levels and learning areas to assist in the school review cycle.


MANAGEMENT INFORMATION SYSTEM Relationship to Learning Outcomes

Area Tool Students When English

Reading Spelling Writing Literacy

Teacher Judgements Reports

Literacy Net (SAER)

NAPLAN (Reading, Writing , Spelling, Punctuation and Grammar)

Standardised Test –Writing Standardised Test – Reading Standardised Test - Spelling

PEAC Testing

Band Scales

1-7

PP- 7

Yr 3,5&7

Yr 2,4,6 Yr 1,2,4, & 6 Yr 2,4, & 6

Yr 4

ESL Students

Term II & IV Term II & IV Term II Term III Term III Term II & IV

Numeracy

Working Mathematically Number

Measurement Space

Chance & Data


Numeracy Net (SAER)

NAPLAN (numeracy)

Standardised Tests

Number Space

Measurement Chance and Data

PEAC Testing

Yr 1-7

PP- 7

Yr 3,5&7

Yr 1,2,4, & 6

Yr 4

Term II & IV Term II & IV Term II Term III Term III

Technology & Enterprise


1-7

Term II & IV

Science Teacher Judgements Reports

National Tests

1-7

Yr 5/ 7

Term II & IV Term III

S & E Teacher Judgements Reports

1-7

Term II & IV

LOTE Teacher Judgements Reports

3-7

Term II & IV

Arts


1-7

Term II & IV

Health & PE Teacher Judgements Reports

ACHPER Fitness Test

K-7

Yrs 4 - 7

Term II & IV Term I & IV

Attendance

Class Attendance Rolls Schools Online

K-7 Terms I -IV

Behaviour

BMIS Records K-7 Terms I - IV

The assessment tools are used at different times of the year depending on the teaching focus for the term.


The Department of Education has the following focus areas for 2010 which intrinsically link to our strategic and operational plans that follow. Objective 1 . Raising standards in literacy and numeracy

• Use student achievement data to inform both whole school planning and teaching strategies. • Focus on essential literacy and numeracy skills assessed in NAPLAN, especially numeracy. • Strengthen the teaching of phonics as part of literacy tuition.

• Design specific interventions for those students falling below national minimum standards and as a means of closing the achievement gap between Aboriginal and non-Aboriginal students. Objective 2. Improving student behaviour and attendance

• Implement a whole school approach including specific interventions for students with attendance or behaviour issues.

• Provide support for teachers in classroom management skills and the management of students with disruptive behaviours.

Objective 3. Supporting teachers and school leaders

• Use online resources to plan teaching and learning programs, and help teachers with assessment including the allocation of A to E grades.

• Support teachers to implement the new Curriculum, Assessment and Reporting Policy Objective 4. Providing greater flexibility and diversity in schooling

• Use increased flexibility to better match school programs to student needs. • Maximise flexibility and innovative capacity through collaboration with other schools. • Demonstrate accountability through sound use of performance information.

Objective 5. Early childhood development and learning

• Administer on-entry assessment and use student results to shape learning programs. • Apply the findings of the review of educational practice in Kindergarten, Pre-primary and

Year 1. • Implement, where identified, the increase from 11 to 15 hours a week Kindergarten provision. • Support families of young Aboriginal children entering the school system to increase

attendance and participation.

FOCUS 2010 – DEPARTMENT INITIATIVES


Objective 1 . Raising standards in literacy and numeracy Objective 2. Improving student behaviour and attendance Key Area of Objective

Key Outcomes Strategies for 2008-2010

Students at Educational Risk Policy Implementation

Ardross Primary School implements policies and guidelines to address the needs of individuals and groups of students at educational risk. The school uses a range of valid and reliable information to identify individuals and groups of students at educational risk, to develop intervention strategies.

Update and review SAER Policy to track students’ performances in Standardised tests. TAGS policy outlining staff responsibilities in catering for gifted and talented students. Professional development for staff on the development of Individual and Group Education Plans. Review process for development of Individual Education Plans to ensure better targeting. Application of monitoring and assessment tools to gather effective student data in relation to students at educational risk. Access District Office, professional advice (Student Services Agreement, provision of School Psychologist). Early childhood staff to use Early Childhood Profile as an assessment tool to determine needs of students to provide focus with planning for progress. Learning Support Coordinator to focus on whole school needs and support staff at the classroom level.

Retention and Participation

Ardross effectively provides positive learning experiences for all students including those that experience difficulties with learning, using a variety of strategies.

Monitoring of attendance to be undertaken to identify any students at risk. BMIS records to be used as a key indicator of engaged students. Support sought to assist students and staff to best develop programmes to meet student needs with time allocated to those children that are identified on the Risk Register. Review of SAER processes Review use of support allocation, with the consideration of intervention for target areas. Media Liaison / School Promotion position created as part of Level 3 duties.

Gifted and Talented Students

Gifted and talented students have access to an appropriate range of educational extension opportunities across the curriculum in school and district programs provided within existing resources.

Ardross Primary School participates in Fremantle District Gifted and Talented program. (PEAC) Identification of TAGS through PEAC testing and survey and teacher information. Students who are gifted and talented and not achieving to their potential to be considered within the SAER framework. Staff to be provided with PD to cater for gifted and talented students - HOTS. Teachers to provide experiences within class to extend students. Peripatetic music offered to gifted music students.


Improve targeting of students for TAGS group. Develop innovative strategies that will lead to enhanced student outcomes. School to be involved in extension activities such as international communication between schools, Futures Problem Solving, Westpac Maths, Maths Olympiad etc.

Behaviour Management

Ardross Primary School has a behaviour management policy, structure and practices that provide a supportive environment to improve educational outcomes for students.

Consistent implementation of BMIS policy ( revised 2008) . Whole School Friendly Schools programme promoted and implemented throughout classes in order to promote the development of appropriate interpersonal skills. Whole School Bullying policy implemented. BMIS is linked to identification of students at risk. Parents to be informed of School BMIS, Bullying and Friendly Schools strategies in the information booklet and school newsletters.

Education Support

Schools provide for students with disabilities according to current Departmental policy and guidelines in the context of the School Education Act.

Learning Support Coordinator (0.4) appointed to support teachers with program implementation of children with special needs. Support sought for school through Schools Plus for Teacher Education Assistant time or Teacher preparation time. Education Assistants utilised to support the teacher with the educational programme of students with disabilities. Access support from specialists (e.g. Centre for Inclusive Schooling) on how to best cater for the needs of identified students with disabilities. Allocation of Education Assistant on Playground Duty each recess and lunch time to assist with supervision of children with special needs.

Learning Styles and Gender

Schools develop policies and practices that address gender issues for boys and girls.

Develop MIS that identifies any difference in performance of boys and girls. Develop database for SAER. Staff continue to implement strategies to support boys in education. Improve and review all strategies used to address poor progress.

Health and Well Being

Health and well being of school members is promoted

Health and Well being a whole school focus.


and enhanced. The school community’s understanding of health issues is enhanced. The range, quality and effectiveness of strategies to promote health and well-being, and prevent social and emotional difficulties in the school community are monitored for effectiveness. The needs of students with health issues are recognised and supported.

Continued work of Health Promoting School Committee to undertake key initiatives ie Crunch and Sip. Employment of a Chaplain 2 days per week to enhance pastoral Care Health Promoting Schools Committee to support representation from Canteen in order to support development of a healthy canteen menu. Physical Education Specialist Programme in Years 1-7 to better meet the physical needs of students and to encourage students to develop a healthy, active lifestyle. Physical activity modelled by staff. Whole school morning fitness timetabled. Athletics Carnival to be participative. Regularly update student health records, action plans and asthma records.

Cultural Diversity Ardross Primary School provides students with a safe and culturally and linguistically diverse learning environment. Ardross Primary School to implement relevant areas of the Department’s Aboriginal Education Operational Plan. There is a continuous improvement of all learning outcomes for all culturally and linguistically diverse groups.

Effective use of visiting ESL teacher and Education Assistants to support ESL students in the achievement of outcomes. Review service to improve target support provided. ESL staff to work with teachers in collaboratively planning for the needs of ESL students. Update the register of students from various cultures/ESL backgrounds. School MIS to reflect the cohort of students from ESL/LBOTE.

LOTE specialist teacher to program from years 1 – 7 . Focus on Japanese culture. Aboriginal studies reflected in the teaching and learning programs developed in the Society & Environment Learning Area and implemented across the school by Deputy Principal. Cultural diversity of the school to be celebrated, including the implementation of events such as cultural days and Harmony Day. Enrol international students where appropriate.


Objective 3. Supporting teachers and school leaders Key Area of Objective Key Outcomes Strategies for 2008-2010 Outcomes Focussed Approach to Curriculum Development

Ardross Primary School integrates the Curriculum Framework with school and DET initiatives School Curriculum is consistent with the Curriculum Framework. Ardross Primary School assessment and reporting is consistent with DET Curriculum Assessment & Reporting Policy & Guidelines.

Professional Development of teachers to continue with the use of the Curriculum Framework. Teachers to be provided with opportunities to develop collaborative teaching and learning programs to improve outcomes. MIS to reflect focus on outcomes based learning with teacher judgement and outcomes based assessment tools used to determine student achievement and influence planning at all levels. Staff to be provided with support in implementing the Curriculum Guides, progress maps and on line syllabus material. Ongoing review of school assessment and reporting practices.

Literacy and Numeracy

Ardross Primary School addresses the need for identifying starting points and continual improvement of literacy and numeracy outcomes for all students. 80% of students above National Achievement Targets (50th Percentile)

Teachers ongoing Professional Development in teaching practice –Higher Order Thinking Skills (HOTS). Teachers continuously improve understanding through Professional Development on the C.F and attain skills in assessing and planning for students’ achievement of literacy and numeracy outcomes. Appoint Curriculum Leaders specifically for support of teachers in Mathematics / English. Provide relief time. Teachers follow literacy overviews in reading, writing, speaking and listening and viewing. Teachers to implement spelling policy and process. Teacher judgements, moderation and external data provide information on literacy and numeracy standards as part of the MIS. (i.e. NAPLAN Data) Target groups developed for Talented and Gifted strategies both at school and with PEAC Ongoing review of SAER processes, with an individual profile card developed to track students academic and social development throughout the years of schooling.


Innovation

Ardross Primary School recognises the need for innovation in developing programmes of excellence and promotes these to the school community.

Teachers encouraged to use innovative approaches to student learning to engage students especially IT. Use of student centred learning approaches encouraged and supported. Involvement in the Future Problem Solving Competition Staff use HOTS

Improved Learning and Teaching Through Technology

Ardross Primary School effectively utilises Learning Technologies in curriculum delivery

Appointment of an E-Learning Coordinator (0.3) to continue coordination of staff development and continue staff Professional Development in the integration of technologies and SOCS. (Refer to Learning Technologies Plan) Plan developed for ongoing refreshment of ICT resources, utilising the ICT annual grants. Staff to be trained in using the School Information System (SIS) for Curriculum Planning and Reporting. Review of website to include details from administration and classes.

Early Childhood Education

Ardross Primary School to effectively implement the Department’s policy for early childhood education.

Extensive review of pedagogy in relation to Literacy & Numeracy. Develop strategies to effectively communicate with parents, in particular enrolment processes. Inform parents of the programme structure and differences between early childhood and other phases of learning. Timetable common release time for K – 2 staff to allow for collaboration. Learning Support Coordinator to focus on literacy development in the years K-3. Include use of individual Early Childhood student profile screening tool.

Middle Years of Schooling & Transition

Ardross Primary School actively seeks and implements best practice in teaching and learning in response to the needs of the middle years (Yrs.5 +) of schooling.

Establish closer links with local High School through local cell meetings and liaison between Yr 5/6/7 teachers and High School. Develop processes for feeder primary schools and teachers from High School to collaborate on moderation of student assessment in Maths and English.


Key Area of Objective


Leadership

Leadership skills are developed and supported among leaders and aspiring leaders.

Opportunity offered to teachers to develop leadership role within the school. Five curriculum leadership positions, with allocated administration time for school management, Professional Development of staff, collaborative planning and implementation of system initiatives. Promotion of leadership and aspirant courses to staff. Survey of stakeholders to encompass perceptions of the leadership skills displayed by Administration and Curriculum leaders. Principal to attend WA Primary Principals’ Conference and seek sessions related to enhancing leadership.

Staff Management Effective Performance management is in place for all staff. Staff recognised for effective performance. Staff Performance is managed effectively. Ardross PS actively seeks and implements successful practice in teaching and learning in response to the needs of their school community..

Implementation of Performance Management Policy. Provision of professional development to all staff. Review of Non Teaching Performance Management and allocation of supervisory roles. Encouragement and acknowledgment of staff in the development of innovative practices. Encourage collaborative planning pedagogy for the achievement of an outcomes focussed curriculum. Facilitate with collaborative DOTT time and Professional Development. Promote examples of innovation to staff through School Development sessions for sharing good practice.

Professional Development of staff

Professional Development is linked to performance management agreements

Curriculum Leaders and Administration staff to provide ongoing support and leadership to staff. Leaders allocated in the key priority areas E-Learning; Science, Mathematics, Literacy, S&E and Health and Physical Education. Flexible days to be allocated to salary pool for teachers to access as negotiated with their line manager.


This priority has been developed from the Plan for Public Schools 2008 – 2011 and outlines our strategies to address objective 6.

Objective 6: To build public confidence in our schools. Key Area of Objective


Gaining support and trust from the School Community

Opportunity for community involvement in school decision making and sharing of resources is evident

Consistent promotion of the School Vision via school newsletter, assemblies, public meetings, P&C and School Council. Maintain effective links with the Parents and Citizens Association and School Council through regular meetings, e-mail and discussions. Promote and support the continuation of class contacts (parents) and the continuation of a contacts booklet to enable effective networking and support for parents. Parents invited to attend sessions after school assemblies to discuss issues with the Principal, to enable another avenue for discussion and consultation with the community. Maintain effective links with Applecross SHS for the sharing of resources and expertise. Seek sponsorship support for key projects around the school through the Sponsorship Program.

Customer Focus Ardross Primary School is welcoming, with responsive and courteous staff. District and Schools provide efficient and effective support to the Minister and the Office of the Director General. The community is informed on developments in curriculum, student support and school operations.

Development of an effective website, to enable access for students, staff and community. Administration responds appropriately to inquiries, concerns, complaints or requests in line with the school policy, which is communicated to parents via the Parent Information Booklet.

Finance & Administration

Ardross Primary School operates its financial management systems in accordance with DET policies and practices. Ardross Primary School manages DET’s physical resources effectively and efficiently to support student learning.

Ongoing compliance with FMIS. School assets listed and maintained through use of appropriate reserves. Use of School Information System for finance management. School manages faults and maintenance as per DET requirements. Appointment of a Finance Committee, with staff and parent representation.


STRATEGIC PLAN 2010 Literacy

Overall Objective:

High standards of Student Achievement: Academic and Social Funding Source

Summary

Key Focus Writing School Budget $5400 (Junior focus- paragraphing, vocabulary, characterisation) Salary Reserve $1440 Other Coordinators Karen Treloar / Cath Riley

TOTAL $6840

Objective Outcomes Strategies

How will we affect outcomes? Resources &

Funding What resources

are required to

achieve outcomes?

Personnel Who will

coordinate this?

Targets Performance Information

Raising Standards in Literacy & Numeracy

1. Use student achievement data to inform both whole school planning and teaching strategies.

Teaching staff locate and access EARS (Education Assessment Reporting System), MSE and NAPLAN results. Whole school Literacy planning and teaching strategies are guided by analysed data and teacher based assessments. Higher order thinking strategies embedded in planning. Children At Risk are identified and have IEPs.

Teachers supported to locate and use Education Assessment Reporting System (EARS) Whole school approach to Literacy planning, developing strategies incorporating higher order thinking skills. Teachers of like school phases collaborate to plan teaching and learning programs Identify children at or below National Minimum Standard. Each student will have a monitored IEP.

Collaboration time for staff. Frangenheim resources and support DET exemplars Time for teachers to plan IEPs

-Learning Area Coordinators -Admin Staff -Teachers LSC Classroom teachers

All Teaching staff locate and use data to assist with planning. All teachers develop strategies incorporating Higher Order Thinking Skills Improve the results of children with identified weaknesses

Performance Management Audit of HOTS scope and Sequence across Year Levels Teacher assessment Reporting

STRATEGIC PLANS 2010


2. Focus on essential literacy skills assessed in NAPLAN

Continue to improve results in NAPLAN, -reading, writing, spelling and language conventions Students continue to improve results in the Writing (narrative) component of NAPLAN � Narrative form � Development of characterisation and setting � Vocabulary development � Sentence structure � Consistent use of correct punctuation � Paragraphing

Staff to access DET Literacy Planner as an additional resource to assist in preparing students for NAPLAN in Reading, Writing, Spelling and Language Conventions during term 1, prior to testing in Term 2 Reading skills will be developed across a range of texts and learning areas. -Recent purchases of material with science links -Reading Boxes Blue and Green First Steps Resource Books Refer to 2009 Writing Narrative Marking Guide Focus on areas of writing as identified in analysis of 2009 NAPLAN data. -vocabulary -paragraphing -characterisation Promote daily reading, particularly for boys, with boy friendly reading material

DET Literacy and Numeracy 2010 Planner on Portal K-10 Syllabus Purchase new selection of books for class/home with a focus on material to engage boys and stimulate reading for enjoyment. First Steps: Spelling Resource Book Collaborative time for teachers in like phases of schooling to develop strategies and a collection of websites to be used with interactive white boards, computers and OTLS

Learning Area Coordinators Admin Staff Teachers Literacy coordinator

Improve NAPLAN and MSE results. Integrate reading material with other learning areas eg reading/ science/ maths/ health

NAPLAN and MSE results

3. Strengthen the teaching of phonics as part of the literacy program.

Teachers continue with phonemic awareness, particularly in the junior primary area and with older less able readers. Teachers continue to explicitly and systematically teach phonics. Students develop strategies to spell words correctly

Whole School Spelling plan (Review in 2010) Explicit Teaching in Phonemic awareness -- focus on teaching blending and segmentation. Incorporate ICT Systematic phonic development Incorporate explicit activities into OTLS for home access

Spelling Information Pack: compiled by the Learning Difficulties Team, Centre for Inclusive Schooling Source a database of interactive sites

Literacy coordinator E-Learning Coordinator

Improvement in the results of NAPLAN and MSE testing

NAPLAN and NMSE results Teacher reporting


Teachers use on line resources when planning programs. Improvement in the results of NAPLAN and MSE testing.

‘Spelling City’ to assist with learning of words Baseline spelling testing at the beginning of each year? - to be discussed by staff Select a vocabulary list for uniform testing Eg Oxford, Salisbury

“Spelling City” (ear phones) Text- ‘Reads Writes Sounds Right’ for years 1&2 Text /Program for 3-7 ‘Sound Waves’

4. Design and implement specific interventions for those students falling below national minimum standards

Improved results for identified students at or below national minimum standards and as identified by classroom teachers. All identified students to have support time.

Target: students who were at or below the national minimum standard Reading- 8 students in year 5 (2009)

- 4 students in year 3 (2009) Spelling – 6 students in year 5 (2009) Time and support from LSC for all classroom teachers to write and implement IEPs. All identified students to have support. Best approach to be discussed by staff. Provide a variety of learning tasks to engage students, use on-line resources and software. Literacy Net/ Specific Standardised Testing .

Literacy coordinator, LSC Class teachers Support teachers Selected materials to address weaknesses Collection of resources to be developed

Literacy Coordinator Committee Class teachers E-Learning coordinator

Improved NAPLAN and MSE results.

NAPLAN and MSE results. Teacher assessments Standardised Tests

WWhhoollee SScchhooooll SScciieennccee PPllaann 22001100


VViissiioonn Develop young people’s science

capabilities and understanding of the natural and physical worlds

Understand how humans affect the natural and physical worlds in which we live

Science processes are used to pose questions, gather information and form scientific understandings

Science is an effective context for integrated literacy and numeracy

strategies

SSyyllllaabbuuss aanndd OOSSFF

PPrriimmaarryy CCoonnnneeccttiioonnss PPrriinncciipplleess Students supported and challenged to develop deep levels of thinking Science is linked with students lives, perspectives and interests Learning connects with communities and practice beyond the classroom The learning environment promotes independence and collaboration Assessment practices are an integral part of science and learning

SScciieennccee LLiinnkkss wwii tthh LLii tteerraaccyy

Science journals Word walls Discussions Reports, recounts, procedures Labelled diagrams Interpreting graphs Reading science based stories

IInnvveesstt iiggaatt iinngg AApppprrooaacchh

Planning Conducting Processing Data Evaluating

CCooooppeerraatt iivvee LLeeaarrnniinngg

SSttrraatteeggiieess Examples :- Cooperative learning teams Being partners Taking turns Techniques to represent ideas such as TWLH charts, placemats, concept maps, etc

EEmmbbeeddddeedd AAsssseessssmmeenntt aanndd QQuueesstt iioonniinngg Diagnostic Formative Summative

TTeeaacchh uussiinngg tthhee

55 EE’’ss MMooddeell

Engage Explore Explain Elaborate Evaluate

MCJ Moderation Grades A-E

Teacher Judgements Formal Reports

National Testing MSE Science 5&7

System and School Data (WAMSE)

PPrr iioorr ii tt iieess Focus 2010 priority- Use online resources

to plan science programs, help teachers use A-E grades in science, use new CAR policy

Collaborate with other schools through Primary Science Project

Teacher support Sound pedagogy/ Cross Curriculum Student engagement in science Development of scientific literacy Resource development Team approach-efficient teaching ICT reflects educational soundness in

science teaching Connection to the community Semester 1- E&B Semester 2- L&L

LLeeaaddeerrsshhiipp,, CCooll llaabboorraatt iioonn aanndd PPrrooffeessssiioonnaall LLeeaarrnniinngg � Ardross is a Primary Science Project participant - SST � Leadership in science is a collaborative process � Teachers resourced to build the understandings and competencies required for best practice – PL � Respond to system data in teaching � Primary Connections and its principles are promoted in the school � Science pedagogical development is shared with staff � Partnerships are developed for improved student outcomes—network with other schools � Involvement in national curriculum (ACARA Trial)

PC units’ content areas N&PM, E&C, E&B, L&L with teachers adapting according to their availability, own teaching needs and style using related resources


STRATEGIC PLAN 2010 : SCIENCE

Overall Objective:


Summary

Key Focus Student engagement in science and development of enquiry skills School Budget $2000 Salary Reserve $14400 (PSP) Other Coordinators Lindsay Macmillan

TOTAL $16440

Focus 2010

Objective

Outcomes Strategies How will we affect outcomes?

Resources & Funding

What resources are required to achieve

outcomes?

Personnel Who will

coordinate this?


Raising Standards in Science 1. Use student achievement data to inform both whole school planning and teaching strategies.

Improve young peoples’ science capabilities.

Integrate development of graphing skills into maths with an emphasis on understanding bar graphs, line graphs, pie charts and graphing conventions. Students are taught how to read the results of records. Give students exercise on taking data from graphs and interpreting patterns.

Classroom resource books defining graph types and when used.

• $ 250 Science Enquiry Games

• $ 300 Previous Naplan tests Maths and science.

Heary/ Macmillan Classroom teachers/ Admin

Students and teachers understand the difference between discreet and continuous data, and the need for labelling axes and titles. Graphing problems become a regular part of math’s activity in classrooms.

Professional discussion in Performance Management. Results in Chance and Data compared to science data.

2. Literacy and numeracy skills are key elements in science. WAMSE assessment data in science is used to inform planning.

Increased time spent on science learning area as a result of implications in national curriculum, and to achieve better understanding of the ‘big ideas’ in science using literacy and numeracy to develop science literacy.

Allocate increased classroom time to science in year 7. Cross curriculum teaching should be used in the learning approach. Health Ed, S&E and maths time may be more effectively used to compliment development of science content. Teachers use opportunities in cross curriculum approaches for teaching of science.

Science based reading texts Materials relating to general capabilities in science and cross curriculum (eg. Health, S&E)

• $400

Science Support Teacher/ Literacy, Maths, S&E, Health Coordinators.

Increase the bank of science based literacy texts, particularly about major science discoveries and scientists. Students achieve better depth of understanding in science.

Survey of time spent on science teaching

3. Teachers look at assessment in science as part of the teaching process.

Moderation is used within school for internal consistency.

Moderation practices developed and student exemplars are used to improve science teaching. SAIS resources accessed by teachers.

SAIS and ACARA Scope and Sequence with special access to support materials. Teachers looking at student work in detail.

Participants in ACARA Trial

Accuracy in reporting processes for science.

School performance information


4. Interventions for students identified as needing support.

We address assessment as an integral part in identifying students that need help.

What are we doing to help identified students improve? Perhaps a maths/ science group and support teacher to take these kids for individual instruction? Teachers recognise that sometimes an activity doesn’t lend itself to getting a range of grade levels. Use SAIS, NAPLAN, science exemplars and annotations to help guide assessment and identify areas for student improvement.

Direct practical support for identified students in literacy, numeracy and science skills.

• Admin to consider carefully the possibility of a support teacher for small group support in years 5 and 7

(NAPLAN years)

Deputy principal/ Learning support coordinator.

Students identified as below national standard improve to the minimum national standard.

Performance of students at risk in science (literacy and numeracy) increases over time.

5. Students have opportunities to engage with and increase understanding of scientific concepts.

Depth of understanding in content areas.

Students study fewer but more fundamental concepts (big ideas), seeking understandings from multiple sources and hands on investigations. They communicate findings about investigations in science journals. Possibly phase in separation techniques (E&B); structure and function of some human body systems in science teaching (L&L and Health)

Build on Primary Connections resources and PSP support materials

• $200

Science Support Teacher

Teachers focussing on gaining higher experience in using Primary Connections.

Performance Management discussions and agreed targets.

6. Encourage the need for evidence informed decision making (Science as a Human Endeavour)

Students identifying the historical aspects of science

Look at the great discoveries in science and the importance of observing and recording data to support big ideas (eg. the Earth was once thought to be centre of the universe). Integration to S&E and History of science discoveries.

ICT support for cross curriculum in science.

ICT Support Teacher - Glenn Hill

Each student looks at a historical discovery in science and how the evidence was compiled to prove it. Each student has a dedicated science folder in their My Documents.

PowerPoint presentations, reports evident in student’s computer files. Teachers and students set a basic list of tasks to be completed and use OTLS to assess.

Support Teachers and School Leaders 1. Use on-line resources to plan teaching and learning programs, and help teachers with assessment including the allocation of A-E grades. 2. Support teachers to implement the new CAR policy.

Provide feedback on the functionality, accessibility and usefulness of the on-line curriculum.

Teachers of Pre Primary, years 2, 4, 5 and 7 produce learning programs based on what they are provided with from ACARA (national curriculum draft) with access to support materials for the scope and sequence. They provide work samples and give formal feedback on line. Recognition to participating teachers is acknowledged.

ACARA /school

Science Support Teacher

Provide input into development of national curriculum

Complete tasks agreed for ACARA.


STRATEGIC PLAN 2010 Mathematics

Overall Objective:


Summary

Key Focus To use higher order thinking skills as an integral component of maths planning and activities. School Budget $7000 Salary Reserve $1440 Other Coordinators Auriol Heary

TOTAL $8440

Objective Outcomes Strategies

How will we affect outcomes? Resources &

Funding What resources are required to achieve

outcomes?

Personnel Who will

coordinate this?


Raising Standards in Literacy & Numeracy

Use student achievement data to inform both whole school planning and teaching strategies

Data will be analysed. Panning will refer to data.

Whole school approach will facilitate continuity of programme. Links with high order thinking skills.

*Curriculum Leaders to meet to so that common tasks can be ascertained and included in activities. *$500 for consumables, eg craft papers, foam

* Learning Area Co-ordinators * School *Admin Staff

*Incorporate numeracy skills cross curricula * Link numeracy and literacy materials

An improvement in data and working mathematically results for related question in Reading and Science.

Focus on essential numeracy skills assessed in NAPLAN

Naplan and Easymark results will improve 1 stanine in each year level.

* Purchase related materials * All staff to follow Department recommended timetable in the lead up to Naplan * Extra focus to be placed on areas of weakness in 2009.

* Naplan related BLMs $300

Auriol

Improved Naplan and Easymark results by 1 stanine

Naplan and Easymark results

Design and implement specific interventions for those students falling below national minimum standards

Improved results for those falling below or are close to the benchmark

Use recent maths theory and understanding to design and implement intervention programmes

*Use small maths activity packs * Facilitate students’ access to smart Kiddies and other concept reinforcing programmes * Provide extra basic maths sheets to be used at home * Complete a parent flyer that helps parents to understand how they can help

* Auriol * Maths Committee * Class teachers

* Improved Naplan and Easymark results. * Increased student confidence in attempting maths challenges

Naplan and Easymark results.

Design and implement To minimise gaps in * Support programme: Use a support teacher * Support teacher * Auriol Fewer children with Teacher evaluations


specific interventions for those students who generally achieve in maths but are having problems with a particular concept.

maths knowledge developing

who completes “one on one” activities and prepares extra work for students who are having trouble with a particular concept, eg, multiplying a whole number by a decimal number. This is not design for those experiencing general maths difficulties. * Students to be class teacher selected and to attend only the number of lessons necessary to facilitate concept development.

* Activities not used in the general classroom programme $300

* Class teachers * Support Teacher

gaps in their knowledge

Standardised testing

Keep up with current and future maths education ideas/techniques

Provide teachers with a consistent source of new ideas and information.

* Join maths associations/magazines * World of Maths Day

$100 World of Maths Day – cost per child

Auriol 100 % of staff have access to current and future maths related ideas and techniques

Evidenced in class activities

Continue to develop tubs

Provide teachers with easy to access, target related tubs that contain everything needed

Use Learning area Co-ordinator time to prepare tubs using areas of weakness found in whole school testing and teacher suggestions. Time and money to be the first ones completed. Scale and ratio activities to be investigated.

$1 000 Auriol Time and money tubs competed by term 2. Ratio and scale ideas to be sourced by term 2.

Children to be using kits to demonstrate knowledge


STRATEGIC PLAN 2010 ICT

Overall Objective:


Summary

Priority To use higher order thinking skills as an integral component of ICT planning and activities. School Budget $2000 Salary Reserve Other $36519 (Reserve) Coordinators Glenn Hill $14225 - Lease

TOTAL $16225

Focus 2010

Objective

Outcomes Strategies How will we affect outcomes?

Resources & Funding

What resources are required to achieve

outcomes?

Personnel Who will

coordinate this?


Support Teachers and School Leaders 1. Use on-line resources to plan teaching and learning programs., and help teachers with assessment including the allocation of A-E grades. 2. Support teachers to implement the new CAR policy.

2.1 Teachers utilise ICT's as a method of reporting to parents 2.2 Teachers continue to showcase the integration of ICT's into the curriculum 2.3Teachers continue to develop new strategies in pedagogy to integrate ICT's

2.1 Teachers to report using ICT infrastructure 2.2 Develop a web site using Sponsor-ed to showcase class work. 2.3 Inviting other school personnel to

view pedagogical change and integration of ICT's.

2.4 Use of SIS for assessment and

reporting, planning and administration.

2.5 E-Learning Coordinator to be a resource available to teachers and collaborative groups for planning and resourcing.

Collaborative timetabling. SIS CDs for data storage

Teachers Teachers Admin Admin Admin

100% of staff using SIS for reporting. *85 % of parents report satisfaction with the use of ICT. 80%of teachers report confidence in utilising ICT for use in an integrated curriculum 100% of staff using SIS

Performance Management Parent survey Performance Mgmt


2.6 Identify teachers throughout the year to attend relevant professional courses and other schools to share relevant ICT examples. 2.7 Purchase of resources to compliment the needs of the CIP program including installation of interactive whiteboards and mimios. Investigate the lease of a bank of laptop computers. 2.8 Provision of computers for 2nd year

of 4 year lease/purchase 2.9 Support from District Office consultants or expert peers to support the implementation of SIS. 2.10 School participates in SOCS training. E-Learning coordinator and 3 staff members identified to facilitate programme across phases of schooling.

$16080

$14225 lease

Curric Leader Teachers Contact with other schools


K-7 HIGHER ORDER THINKING TOOLS – SCOPE & SEQUENCE Ardross Primary School 2010. Developed by Marisa Ph oebe and Raye Feldman

K-1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 & 7 Review K-1 tools

and introduce the following:

Review K-2 tools and introduce the following:




Round robin p.118 Alpha Ladder p.186 Y Chart p.122 Cause & Effect Maps p.70

Double Bubble p.66 Icon Prompt p.156 KWL p.106 RAS Alert p.110

Concept Map p.74 Silent Card Shuffle p.87 Y Chart p.122 Human Continuum p.182

POE- Predict Observe Explain P127 Judge Jury p.162 Fish Bone Diagram p.178 T Charts p.98

PCQ- Pro’s Cons & Questions p.148 SWOT Analysis p.94 Elimination Draw p.78 Extent Barometer p.174

Decision Making Matrix p.90 1:4:C:R p.130 Jigsaw p.152 Word Association p.166 Metaphors p.134

At each stage the children should be familiar and confident with the previous level. The strategies mentioned are the new strategies to be introduced. It is an expectation that the strategies from previous years continue to be used as and where appropriate.

In 2009 the school embarked on a professional learning program to develop higher order thinking skills across the curriculum, to assist extending our high level students. The scope and sequence above outlines the minimum “thinking tools” to be explicitly taught at each year level. The page numbers against each thinking tool represent the page number in the Teachers Compendium for ease of teacher planning.


ARDROSS PRIMARY SCHOOL 2010 Draft Budget

Estimated Revenue Contingencies Estimated Revenue Salary Pool Code Description Amount Description Amount

C2005 School Grant 81,618 Administration Support 1,150

C1002 Primary Contributions 16,800 Performance Management 2,500

C1003 Pre-Primary Contributions 1,680 CLP

C1004 Kindy Contributions 1,920 Flexible FTE

Student Funded Activities - Learning Support 14,000

Special Purpose Grants 74,075 Primary Science 14,000

Other Revenue 34,500 SSPRA 5,920

YYYY Estimated Carry Over 53,812 School Grant 20,000

Total Contingencies 264,405 Total Salary Pool 57,570

Total Revenue Available 321,975 Total Revenue Available

Committed Contingencies Committed Salaries

D1305 Electricity 16,200 Administration Support 1,150

D1410 Gas 2,400 Performance Management 2,500

D1455 Water 29,900 CLP D1475 Rubbish Removal 3,240 Learning Support 14,000 D1605 Faults Management 18,000 Primary Science 14,000

D1105 Master Rental Agreement (Comp) 23,000 Flexible 20,000

SSPRA 5,920

Total Committed Contingencies 92,740 Total Committed Salaries 57,570

Balance Contingencies Available 171,665 Balance Salaries Available -

Balance Funds Available 171,665 Balance Funds Available

Difference 0

0

-

Totals 260,422 171,665 171,665 0


Code Description

2009 YTD

Actual 2009

Budget 2010 Contingencies

Budget D1005 Public Relations 2,160 2,500 2,500 D1010 Miscellaneous 449 560 500 D1015 Advertising/Promotion 885 820 1,000 D1020 Photocopy Paper 3,571 4,500 4,500 D1025 Stationery & Office Supplies 2,143 2,000 2,000 D1030 Records Management 0 500 550 D1085 Entertainment (FBT) - Employees 0 D1084 Cash Shortages 0 D1086 Entertainment - Non Employees 0 D1087 Bank Fees & Charges 882 1,000 1,000 D1088 BAS ATO Correction 0 D1089 Audit Compliance Costs 0 D1091 Courier/Freight 100 D1155 Postage 140 150 150 D1505 Gardening 3,296 3,500 3,500 D1510 Cleaning 5,946 6,000 6,000 D1515 Retrofit Pool 1,888 1,888 0 D1610 Maintenance Equip/App 500 500 500 D1615 Computer Repair 0 500 500 D1620 Grounds Improvement 3,498 3,650 2,000 D1625 Photocopier Service Agreement 4,830 5,500 5,500 D1635 Minor Works 1,689 2,000 2,000 D1735 Building Additions/Improv 0 D2485 Library Collection 0 D2605 Student Council 600 1,000 1,000 D2610 Concert & Presentations 326 1,500 1,500 D2615 Hygiene Grant - PP 71 75 75 D2620 Subsidised Student Activities 0 D2625 Chaplain 1,204 1,480 1,500 D2630 Medical 94 500 500 D2705 Staff Development 4,636 5,000 5,000 D2855 Kilometreage 0 200 0 D3405 Library 6,164 6,289 6,275 D3410 Library Automation 1,177 1,195 1,195 D3510 Fundraising Expenditure Input Taxed 2,326 0 0 D4602 Primary Vol Cont - Refund 0 D4603 PP Vol Cont - Refund 0 D4604 Kindergarten Vol Cont - Refund 0 D4607 Pers Items & Other Services Refund 0 D4808 Facilities Hire - Refund of Revenue 0 D4901 Year 7 Activities 320 1,056 1,000 D4902 Graduation T Shirts 0 D4999 GST Rounding 0 D5005 English 3,890 5,000 5,400 D5010 Frangenheim 1,948 3,000 2,000 D5015 Oral Language 500 500 D5105 Mathematics 7,087 7,087 7,000 D5205 Society & Environment 903 1,500 1,500 D5305 Science 1,821 2,405 2,000 D5405 Technology & Enterprise 994 1,000 1,000 D5410 Internet 1,142 1,150 1,000 D5505 LOTE - Japanese 914 1,081 1,000 D5605 Physical Education 4,350 4,819 4,000 D5610 Health Promoting Schl Projects 1,485 1,550 1,000 D5615 PE/Sport Carnivals 1,456 1,250 1,500 D5620 Health Dept 0 D5705 Music 3,388 3,700 3,500 D5710 Art & Craft 4,687 4,500 4,500


D5715 Instrumental Music 900 1,025 0 D6005 ECE 5,973 6,526 4,800 D6105 Teaching Resources 5,517 7,000 6,000 D6110 ICT Consumables 2,039 2,000 2,000 D6115 Atlas & Consumables 0 450 1,500 D6120 Room 1 Allowance () 171 200 200 D6125 Room 2 Allowance (AH) 123 200 200 D6130 Room 3 Allowance (LP) 205 200 200 D6135 Room 4 Allowance (LM) 0 200 200 D6140 Room 5 Allowance (GH) 0 200 200 D6145 Room 6 Allowance (KT) 199 200 200 D6150 Room 7 Allowance (CR/FS) 171 200 200 D6155 Room 8 Allowance (KF) 135 200 200 D6160 Room 9 Allowance (TH/DE) 148 200 200 D6165 Room 10 Allowance (DH) 111 200 200 D6170 Room 11/12 Allowance (SC) 363 400 300 D6175 Room 13 Allowance (JL) 173 200 200 D6180 Room 15A Allowance (LD) 780 800 200 D6185 Room 15B Allowance () 200 D6190 Room 16 Allowance (HB/LF) 352 200 300 D6195 Room 17 Allowance (MP/RF) 198 200 200 D6200 Room 18 Allowance () 200 D6205 MIS and set costs 2,583 2,196 2,800

D6210 Student Awards: Behaviour Management 1,254 5,177 3,500

D6215 AASC Program 2,878 5,090 0 D6220 SAER 589 1,000 1,000 D6225 Future Problem Solving 39,557 39,557 1,000

D6230 Waterwise Grant 2,981 6,000 3,000 2009 balance

D6235 Energy Smart Grant 0 D6240 Wastewise Grant 2,000 2,000 0

D6245 Healthways Grant (Art) 1,861 2,500 639 2009 balance

D6250 Community Arts Grant 6,136 7,650 1,500 2009 balance

D6255 Academic Excellence 25 305 2,305 D6305 ESL 475 500 500 D6605 Year 7 Camp 5,735 6,801 1,000 D6610 Inc/Exc & Sport Fees 10,408 11,884 0 D6615 In Term Swimming 12,989 13,260 0 D6620 Swimming Carnival 1,223 1,223 0 D6625 Ed Gym/Dance 3,588 6,376 0 D8905 Salary Pool Payments (SSPRA) 15,000 17,800 10,000 D9505 Minor Works Reserve Transfer 11,000 11,000 0 D9510 Admin Upgrade Reserve Tfr 3,000 D9515 Major Project Reserve 27,612 27,612 0 D9605 Music Resource Res Tfr 1,000 D9610 ECE Resource Res Tfr 0

D9615 Computer Equipment Resource Res Tfr 3,607 3,607 5,000

D9620 Furn & Fittings Resource Res Tfr 4,000 4,000 4,000 D9625 Plant & Equip Resource Res Tfr 4,500 4,500 1,000 D9630 Library Automation Res Tfr 500 D9905 Photocopier Reserve Transfer 0

ZZZZ Unallocated 45,625 25,776

2009 Totals 260,422 338,869 171,665

Unallocated as a % of Total Funds Available 8 %


The School Plan has been presented to, and endorsed by the 2010 School Council. Signed Andrew Holmes __________________. Principal Mark Downey ___________________ School Council Chair Date ________.