2016 macquarie fields public school annual report...introduction the annual report for 2016 is...

Macquarie Fields Public SchoolAnnual Report

2016

4064

Printed on: 25 May, 2017 of 24 Macquarie Fields Public School 4064 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Macquarie Fields Public School as an account of theschool's operations and achievements throughout the year. It provides a detailed account of the progress the school hasmade to provide high quality educational opportunities for all students, as set out in the school plan. It outlines thefindings from self–assessment that reflect the impact of key school strategies for improved learning and the benefit to allstudents from the expenditure of resources, including equity funding.

Mrs Kerrie Hayman

Principal

School contact details

Macquarie Fields Public SchoolFields RdMacquarie Fields, 2564www.macfields-p.schools.nsw.edu.aumacfields-p.School@det.nsw.edu.au9605 1024

Message from the Principal

I have much pleasure in presenting the 2016 Macquarie Fields Public School Annual School Report.

At our school we are all committed to providing quality education within a strong community environment. The reportexemplifies the strong focus our school provides for students to achieve their personal best. Our core business is toensure students develop skills and attitudes that will stay with them in their future lives as responsible adults.

The emphasis this year was on Literacy, Numeracy and developing skills for future learning including collaboration,communication, problem solving and creative use of technology. Developing students ability to become self–directedlearners has been encouraged in the L3 program K–2, SOLE (Self–Organised Learning Environments) and STEAM(Science, Technology, Engineering, Art and Mathematics) in classes K–6. All classes use learning intentions andsuccess criteria so that students can assess their own learning and set learning goals. We provide many opportunities forour students to develop their talents, not only academically, but in sport and the arts. Achievements in these areas will behighlighted in this report. School level evaluation and reflection on current programs and practice form the essence of acommitment to continual improvement at Macquarie Fields Public School. The 2016 Annual School Report details thisevaluation, identifies our strategic directions for the future, recognises our achievements and provides an overall profileof the school learning community.

I certify that the information in this report is the result of a rigorous school self evaluation process and is a balanced andgenuine account of the school’s achievements and areas for development.

Kerrie Hayman


School background

School vision statement

Students, staff and parents – a community of life–long learners!

Our School vision statement is reflected in our motto of 'Let Us Excel' by students, staff and parents working together asa whole school community to do everything we can to provide the very best education for every student.

School context

Macquarie Fields Public School stands by its motto of 'Let Us Excel' by providing quality academic, cultural and sportingprograms. The school serves an area of residential land featuring both public and private housing. It has an enrolment of906 students with a diverse range of backgrounds; 70% from non–English speaking backgrounds and 31 Aboriginal orTorres Strait Islander students. The school was founded in 1957, with 277 students and the first Principal: CharlesWalker, is remembered for his commitment to fostering a school culture of acceptance of the multicultural background ofall students in the school. This important philosophy continues today, despite the rapid growth in school population,particularly over the previous five years. The school demographic has also changed with an increasing studentpopulation whose parents originate from India and Bangladesh.

The school community is very diverse with many of the parent/carers being professionals with qualifications fromoverseas, but currently employed in blue collar occupations. The community is very supportive and despite the largestudent population, there is very much a 'small school feel'. The school has a positive image within the community.

A dedicated staff comprising of both experienced and early career teachers, work towards innovative curriculum,differentiated program implementation and integrated technology to prioritise and develop 21st century learningcapabilities in all students and ensure that student–centred learning permeates across the school K–6. The whole schoolis committed to all students achieving success through the implementation of explicit teaching and learning programs,underpinned by effective and diverse student well being practices. Technology is embedded in quality teaching &learning activities and there is a strong commitment to collaboration, professional learning and continuous schoolimprovement. Student achievement in most areas of literacy and numeracy has steadily improved over the past 6–10years with our school either at or above Regional and State averages in NAPLAN results. A comprehensive curriculum isoffered to all students and explicit quality programs and intervention programs are delivered to meet individual studentneeds.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

In 2016, Macquarie Fields Public School undertook self–assessment using the School Excellence Framework. Theframework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of highquality practice across the three domains of Learning, Teaching and Leading.

The Learning Elements include: Learning, Culture, Well Being, Curriculum and Learning, Assessment and Reporting andStudent Performance Measures. In 2016, MFPS was sustaining and growing in the Learning Elements. This is evidentthrough: a school wide responsibility for student learning and success, high levels of student, staff and growingcommunity engagement, largely positive, respectful relationships, productive learning environments, effective curriculumprograms and teaching practices supporting students' learning, significant extra–curricular learning opportunities andextensive, effective use of student assessment data to monitor and plan for student learning.

Planning in 2017 will focus on: further development in achieving value–added results for all students, including equitystudents and improved student well being.

The Teaching Elements include: Effective Classroom Practice, Data Skills and Use, Collaborative Practice, Learning andDevelopment and Professional Standards. In 2016, MFPS was sustaining and growing in the Teaching Elements. This isevident through: teacher sharing of expertise in evidence–based teaching strategies: improved performance anddevelopment of all teachers' respective career stages, including early career teachers, through targeted, differentiatedprofessional learning; teacher collaboration within and across stages to support differentiation and consistent teacherjudgement; use of formative assessment to determine teaching directions, school performance and effectiveness andschool leaders modelling effective, evidence–based practice.

Planning in 2017 will focus on: more sophisticated understanding and use of student assessment and data concepts (eg.value–added and statistical significance) and use of data to drive strategic school improvement.

The Leading Elements include: Leadership, School Planning, Implementation and Reporting, School Resources, andManagement Practices and Processes. In 2016, MFPS was sustaining and growing in the Leading Elements. This isevident through: the use of evidence–based pedagogy driving school planning to deliver ongoing improvements, sharedschool wide responsibility and effective use of collaborative feedback and reflection to build capacity, promote learning,innovation and leadership, to drive whole–school improvement, optimal use of school facilities and long–term futureplanning.

Planning in 2017 will focus on: continuing to develop productive, external relationships, (eg. Macquarie Fields HighSchool) to improve educational opportunities; and strengthening parental engagement.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the high quality delivery of education to our students.

For more information about the School ExcellenceFramework: http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Dynamic, quality learning environments with effective assessment.

Purpose

To provide consistent, innovative, sustainable programs and use formative assessment practices to equip students withthe necessary literacy and numeracy skills to be confident, successful learners who take ownership of their learning.

Overall summary of progress

Formative Assessment and Learning Intentions: Staff participate in Watching Others Work (WOW) to developpedagogical practice in formative assessment and the specific language used. K to 4 staff use 'Bump it Up' walls toassist students to set learning goals and 'Walls that teach' to display evidence of success criteria. Staff collaborativelyshare formative assessment strategies in team meetings and on ‘The Wall’ in the staff room. An open door policy isdeveloped, with sharing of ideas across the school.

Engaged and Accomplished Community of Learners: Kinder/Stage 1 teachers continue L3 training. Years 3–6teachers continue Focus On Reading (FOR) training. All staff participate in WOW time. Full integration of the NSWNational Curriculum in well–developed programs. Assessment processes identify, monitor and address student learningneeds, with a developing understanding of how to differentiate for all learners.

Differentiated Learning and Support: Develop opportunities for teachers to work collaboratively to assist each other tomeet individual student needs and to maintain consistent teacher judgement. Teachers analyse student assessmentdata, both independently and in teams, looking at student achievements and gaps to inform their planning.

Effective School Programs, Education Innovation and Curriculum Resourcing: Teachers use students performancedata, self reflection and feedback to evaluate the effectiveness of their teaching practice, whole school programs andinitiatives. Evaluative processes are embedded and routinely exercised.

Evidence Seeking Knowledge Generation: Supervisors collect, analyse and report on Stage data to monitor studentsprogress, school performance and to review and redevelop programs and practices in line with syllabus expectations andrelevant, research–based pedagogy.

Culture of Collaboration/Connectedness: Effective transition programs implemented with pre–school and high school.Student academic and welfare needs tracked electronically using the new LMBR system. Teachers share students'successes and learning goals with parents through technology and online communication as well as face to facecommunication.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

100% of student achievementsare tracked along the Literacyand Numeracy continuum andupdated at least each term usingPLAN software.

100% of teachers are using and updating PLANdata at least once a Term. K–2 teachers updateevery 5 weeks, (as these students work towardsmore finite, short term goals). Baseline PLAN datafrom 2016 transfers to every new class teacher in2017.

No Cost

100% of teachers participate inprofessional learning aroundFormative Assessment andLearning Success Criteria andincorporate this pedagogy intotheir classroom.

LISC used in all classrooms to support studentlearning. 100% of all teachers have developed theircapacity in understanding how to use assessmentfor, as and of learning to determine teachingdirections, effectiveness and school performancelevels.

No Cost

Sustain student growth inNAPLAN by over 60% betweenYears 3, 5 and 7 with a focus onthe lowest and highest performingstudents.

Average scaled score growth from 3 to 5 and 5 to 7was consistently, significantly better than Stateaverages. In all areas, except one, both groupsexceeded 60% growth. In Reading, 3 to 5 growthwas 82.5%. In Spelling, 3 to 5 growth was 83.7%. In Grammar and Punctuation, 3 to 5 growth

No Cost





Sustain student growth inNAPLAN by over 60% betweenYears 3, 5 and 7 with a focus onthe lowest and highest performingstudents.

was 80.6%. In Maths, 3 to 5 growth was 95.1% and5 to 7 growth was 72.8%. Greater than expectedgrowth was noted in both the highest and lowestperforming students.

At least 70% of all student'sachieve personal growth inschool–based assessments atthe completion of each year inMaths and English, utlisingprograms such as L3, Focus onReading, TEN and differentiatedstrategies to support all studentsachieving their potential.

School–based data indicates that greater than 70%of students achieved personal growth in schoolbased assessment at the completion of the year inMaths and English. This is supported by theNAPLAN results as well.

PL release 6 days $2100

WOW release 4 days$1400.

Resources $1000.

At least 60% of students in allgrades are achieving their gradeappropriate cluster in ReadingTexts and Comprehension.

Stage supervisors reported at least 60% of studentsachieved or exceeded their grade appropriatecluster in Reading and Comprehension.

L3 K and S1 Professionallearning $20 000.

90% of students are achieving ator above minimum standard in allareas of NAPLAN with greaterthan 45% of students achievingproficiency.

More than 90% of students achieved at or aboveminimum standard in all areas of NAPLAN in Years3, 5 and 7. In Year 3, we exceeded our targets with61% of students achieving proficiency in Spelling,45% of students achieved proficiency in Grammarand Punctuation, close to 45% achieved proficiencyin Reading and Writing. In Year 5, 45% achievedproficiency in Spelling and close to 45% achievedproficiency in Grammar and Punctuation. Whilstless than 45% of students achieved proficiency inYear 5 and Year 7, they were in line with orexceeded State proficiency levels in all areas,except for Year 7 Writing.

10 casual days $3500 forWOW.

Next Steps

In 2017, Macquarie Fields Public School (MFPS) will continue using Language, Learning and Literacy (L3) for K–2students and Reading Recovery (Year 1 students) to facilitate high quality literacy development in all K–2 students. AllK–2 staff will commence or continue training in L3 Kindergarten and L3 Stage One, with a majority of staff fully trained. In Years 3 to 6, MFPS will continue to use Focus On Reading (FOR) to facilitate high quality literacy development in all 3– 6 students. All 3– 6 staff will commence or continue training in FOR, with a majority of staff commencing initial training.Both FOR and L3 philosophies support the development of 21st century learning in our students. All student progress inliteracy will continue to be mapped against the Literacy Continuum using PLAN, every 5 weeks, and analysis of this dataused to assist student achievement of individual milestones of progress in literacy acquisition.

IN 2017, MFPS will continue to use TEN in K–2 to facilitate high quality mathematics development, utilising hands on andproblem solving approaches to all aspects of mathematics learning. In Years 3–6, teachers will continue to embedproblem solving and capably differentiate learning to facilitate high quality Mathematics skill and understanding in allstudents and address all aspects of the Mathematics syllabus. Two teams of Year 6 extension students will participate inMathematics Olympiad.

NAPLAN data for students in Year 3, 5 and 7 will also be analysed to strategically review progress in Literacy andNumeracy. Year 2 – 6 students will participate in PAT tests for Vocab, Comprehension and Numeracy in Term 1 andTerm 4 to assist teacher assessment of students growth across the year in these areas, (value–added data) as well asanalysing school based and ongoing classroom assessment across the year.



Students develop as collaborative, communicative and creative learners and problem solvers.

Purpose

To provide opportunities for all students to think deeply as innovative and creative learners who make sense of theirworld through collaboration, communication, problem solving and creative use of technology.


Engaged and accomplished community of learners: Active partnerships developed between staff to shareinformation on future learning techniques. All classes actively involved in developing future learning skillsof collaboration, communication, problem solving and creativity through SOLE, L3 and project–based learning.

Effective Use of Technology to Drive Connectedness: Classes utilise available technology in classrooms and the labto develop research and technology skills. Teachers share technology expertise to improve students learning, tappinginto student and teacher expertise.

Educational Innovation and Curriculum Resourcing: Mentoring and coaching support to improve teacher capacityand share innovative practice. Trial involvement in STEAM with teachers volunteering to implement STEAM in specificclasses from Years 1 to 6.

Connecting Learning at Home and School: Trial involvement in the innovative use of technologies to establish andmaintain more effective sharing and regular communication with parents as partners in their child's education throughprograms such as ClassDojo, Seesaw app, SchoolParents and the school website.




100% of student achievement istracked along the Technologycontinuum each term. 100% ofstudents using XO and/or otherdevices on a dailybasis. Tablets/iPads in Stage 3classes T4, 2015 (6 perclass). 100% of teachers tocomplete professional learning ofXO use and any othertechnological devices within theschool for classroom use.

Staff input individual student data on the facultydrive to track student achievement along thetechnology continuum. 100% of students withaccess to a class XO computer for daily use.Teacher collaboration and sharing of expertiseenables the effective and embedded use of the XOcomputers in the classroom.

Computer coordinator tiedfunds $26482

100% of Stage 2 and 3 classesusing SOLE on a regularbasis. 100% of teaching stafftrained in SOLE practices by T4,2017.

100% of students developing future learning skillsof collaboration, communication, problem solvingand creativity, through SOLE, PBL, STEAM and L3.

No Cost

100% of ES1 and Stage 1classes implementing L3philosophies and practices.

80% of Kindergarten students meeting or exceedingL3K end of year expectations. 80% of Stage Onestudents meeting or exceeding L3 Stage One endof year expectations. 100% of K–2 teachers trainingor trained in L3 by the end of 2017. Shared practicefor Writing and the associated pedagogy, allowing asmooth transition from Stage One to Stage Two.

L3 training costs: $15350

50% or more of the parent bodysubscribed to school social mediaand/or email distribution lists.

276 parents have joined Schoolparents by Dec2016. Most parents using Seesaw from the classesinvolved in the Seessaw trial. Most parents usingClassDojo to communicate about student learning

Maintenance andadministration of websiteand Schoolparents iscovered through Computer





50% or more of the parent bodysubscribed to school social mediaand/or email distribution lists.

in the classes trialling ClassDojo. 480 parents arereceiving an electronic version of the newsletter.Website usage data is reviewed regularly to notethe effectiveness of the website.

Coordinator funds.

Feedback provided for staff andstudents helps to driveimprovement in learning.

Feedback provided to students is linked to the LISCand focused on students achieving the nextmilestone in their learning. Mentoring/coachingfeedback is written, based on negotiated successcriteria and a future direction goal is collaborativelydecided based on personal reflection and feedbackfrom the mentor/coach's observations andevidence.

No cost

Next Steps

All classes K–6 will continue to implement self organised learning environments (SOLE) and Project Based Learning(PBL) through FOR, L3 and other Learning Areas to facilitate future learning skills of collaboration, communication,problem solving and creativity.

The continued update and use of Technology as an integral tool for teaching across all classes K–6 initiating the use ofBYOD, with a trial involving Stage 3. Greater use of the existing technologies within the school and upgrades to wirelessconnectivity and technology access across the school. initiating the use of a class set of iPads in Stage 1 and 2.

The expanding trial of the use of technology to bridge the gap between home and school and enable bettercommunication of student learning with parents using programs such as ClassDojo, SeeSaw, School Website andSchoolparents. Adjustments made to the school newsletter to communicate more effectively with parents and make itmore student–centred.

A vast, comprehensive range of extracurricular activities will be offered to students across all Learning Areas, to facilitatethe development of the 'whole' child. Activities including such opportunities as; Wakakirri, Tournament of the Minds,Recorder, Violin, Ukelele, Choir, Debating and Public Speaking, Visual Arts, Maths Olympiad, Sporting Teams andIndividual Sporting Events and many more.

A focus on the development of the well–being of the whole school; students, staff, leaders, parents and community willsee initiatives developed through the implementation of Positive Behaviour for Learning (PBfL) across the school. Suchinitiatives include: behaviour matrix for classsroom and playground, new signage in the playground, explicit teaching ofSocial and Emotional Learning (SEL), Focus groups for playground support, extension and expansion of Parent Cafe tostrengthen community voice and participation, greater home/school communication. Staff well–being initiatives such asYoga and mindfulness.



High quality pedagogy and leadership capacity enhanced in all staff.

Purpose

To work collaboratively as a learning community where knowledge and experience are shared, using the AustralianProfessional Standards to improve pedagogy, develop leadership capacity and improve student outcomes.


Organisation and Systems Innovation: Teachers identify areas for further professional learning. Classroomobservations occur in WOW time and with supervisor. Explicit, relevant, written feedback is provided based on thenegotiated success criteria, lesson focus and evidence observed. Planned professional learning addresses bothpersonal and school priorities.

School Learning Alliances: Proactive alliances to promote student learning are built with the Glenfield Community ofSchools and local businesses. Local businesses continue to support school projects.

Teacher Quality: Planned PL sessions across the year aimed at supporting new teachers to achieve accreditation at theProficient level. Self reflection journals, pedagogical discussion, explicit feedback, demonstration teaching andmentoring/coaching sessions guide teachers to improve their teaching practice.

Executive Leadership Pathways: Aspiring leaders are guided through accreditation at Highly Accomplished and/orLead level. PDP's reflect relevant, targeted goal setting to develop leadership skills. Formal mentoring /coaching supportis provided to aspiring leaders.

Non–Teaching Professional Learning: All staff complete relevant compliance training and Professional Learning inLMBR. Effective, supported transition from Oasis to LMBR systems for finance, student welfare, attendance and recordkeeping.




Individual Performance andDevelopment Plans (PDP’s) areimplemented to improvepedagogy. All staff demonstrateresponsibility for their ownprofessional learning.

100% of staff achieving milestones in their PDP's.PL organised to address PDP and school targets.PDP and school targets align for all staff.

No Cost

All teachers undertakingaccreditation successfullycomplete and maintain theprocess.

5 teachers accredited at Proficient level in 2016.

19 teachers maintaining accreditation at Proficientlevel.

No cost to school.

Aspiring leaders are mentoredand have opportunities to lead orsupport school programs whichaddress criteria at the HighlyAccomplished or Lead level ofaccreditation.

2 Teachers commence accreditation at HighlyAccomplished or Lead level. A school supportgroup was established. They accept greaterleadership responsibility and have a greater impacton school programs and pedagogy.

No cost

Non–teaching staff successfullyimplement new systems acrossthe school.

Non teaching staff are training in the new LMBRsystem to allow for an effective, supported transitionfrom Oasis to LMBR systems for finance, studentwelfare, attendance and record keeping.

No Cost

Next Steps

In 2017, MFPS has an L3 Lead Trainer, L3 Kindergarten Trainer and L3 Stage One Trainer on staff, as one teacher will


commence training as an L3 Kindergarten Trainer. One teacher will commence training as a Reading Recovery Tutorand one teacher will commence training as a Reading Recovery Teacher.

All staff, including non–teaching staff, will develop a PDP to align personal and whole school goals and improve teachercapacity and practice. In 2017, all teachers will be working towards or maintaining their accreditation at Proficient, HighlyAccomplished or Lead level depending on the stage of their career.

Aspiring leaders are mentored and supported in their new responsibilities and PDP goals reflect a Highly accomplishedor Lead level of accreditation in the targeted areas.

Continue to pursue proactive alliances to promote student learning with the Glenfield Community of Schools and localbusinesses. Greater collaboration with Macquarie Fields High School, supporting students on work experience andtapping into the Future Teachers Program.

Support for the administration staff, and additional staff being employed, is organised as learning the new systemsmeans a decline in work output and a backlog of jobs. Smooth transition from Oasis to LMBR systems for finance,student welfare, attendance and record keeping.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Aboriginal and TS Islander students weresupported in a number of ways to achievetheir Personal Learning Plan (PLP) goals for2016. The speech therapy program which ran4 times a week for 30 weeks enabled growthin literacy acquisition. SLSO's supportedstudent growth in literacy and mathematicsskills. Once a fortnight, Stage 2 and 3students worked through targeted personaldevelopment and anger managementstrategies, drawing on external support.

$21, 386 ATSI SLSO

2hrs x 4 days for SpeechTherapy program.

English language proficiency Targeted students included those who live inAustralia, but had not yet acquired English.Program delivery occurred in individual andsmall group withdrawal lessons. As studentsacquired proficiency in the English language,they continued to receive support in class.Withdrawal programs were formulated tocomplement and consolidate relevantcurriculum content. Most students receivedsupport throughout the year for an average of9 hours per week in total. This was madepossible due to additional New ArrivalFunding which was received in Term 2. At theend of each semester parents received areport detailing their children’s progress withreference to the Continuum, ESL Scales andthe EAL/D Learning Progression. EAL/Dteachers undertook regular professionaldevelopment which enabled them to reflect ontheir teaching practise and refine their skillsthroughout the year.

$102, 021 was spent onSLSO's to provide support.

$24, 775 Team teaching/inclass support

Low level adjustment for disability SLSO's worked across the school in 2016providing support for students with aconfirmed disability. They assisted teachersto make the necessary accommodations tolearning to fully engage and develop thesestudents. SLSO's also worked across theschool in 2016 providing support for theenrichment students and working intensivelywith LaST students involved in withdrawalprograms to achieve goals set on theIndividual Education Plans (IEP's). A numberof Intervention classes were formed withstudents with high needs in literacy andnumeracy and these classes were supportedwith an SLSO working with the classroomteacher.

$142, 829

Quality Teaching, SuccessfulStudents (QTSS)

These funds enabled all teachers to beinvolved in the WOW (Watching Others Work)program to enable the sharing of teachingexpertise and resources. It helped to promotegreater collaboration of ideas, programmingand assessment strategies. It also supportedteachers in providing effective and timelyfeedback about the implementation offormative assessment tools and assessmentstarategies.

$65, 514

Socio–economic background These funds were used on Educator Impactto release Executive Teachers from theirclass to work with their stage team ofteachers. Sometimes the executive teacher

$65, 954


Socio–economic background would work side by side with the teacher,demonstrating best practice. Sometimes theywould work on analysing data, programmingand assessment ideas and strategies.Mentoring and coaching others, built teachercapacity and enabled improved studentlearning results.

$65, 954

Support for beginning teachers Beginning teachers at MFPS in 2016 werepart of a beginning teacher network whichwas involved in additional and targetedProfessional Learning before and after schoolevery Thursdays of every term. Beginningteachers also worked closely with theirSupervisors with opportunities provided forthe teachers to watch others teach andreceive mentoring and coaching advice andfeedback in the classroom to enhance theirteaching practice. All beginning teachers kepta learning journal of ther professional learningto develop their self–efficacy and selfreflection.

$37, 795

Targeted student support forrefugees and new arrivals

During 2016, a total of 10 students from allstages were identified as new arrivals toAustralia. Students were assessed on arrivalusing a kit designed for this purpose byEAL/D teachers. Following the identification ofstudents’ learning needs, individualisedprograms were devised in conjunction withclass teachers.

$986


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 357 380 410 442

Girls 390 423 443 464

Macquarie Fields Public School has been steadilygrowing in population over the past five years, growingapproximately two classes from 2015 to 2016. Therewere 36 classes from Kindergarten to Year 6 in 2016.Students cultural and religious backgrounds are diverseand the student population has 70% of students fromnon–English speaking backgrounds.

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.9 94.9 93.5 93.7

1 94.1 95.6 91.3 93.4

2 95.2 93.2 92.2 93.5

3 95.1 94.8 92.4 93.9

4 94.9 94.8 93 92.4

5 94.1 95.4 93.8 93.8

6 94.2 93.7 93.4 94.2

All Years 94.7 94.7 92.7 93.5

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Management of non-attendance

All attendance concerns were followed up in a timelymanner. The Deputy Principals and the Principal liaiseregularly with our schools HSLO, scheduling fortnightlymeetings to monitor attendance closely. 2 studentswere put on to the HSLO case load to monitor andassist these students to regain regular school

attendance.

Class sizes

Class Total

K SUMMER 20

K SAIL 21

K MASCOT 20

K WINNERS 20

K KAYAK 20

K VICTORY 18

K BULLSEYE 21

1 BATON 24

1 JAVELIN 23

1 HURDLES 23

1 COURAGE 22

1 CHAMPION 24

1/2 GHANA 24

2 SILVER 25

2 GOLD 22

2 AUSTRIA 23

2/3KINETIC 25

2 ATHLETES 22

2 SYDNEY 24

3 GOAL 32

3 DIVING 28

3/4 WATER 30

3/4 JUDO 26

3 MEDALS 29

4 MUSCLES 29

4 BOLT 30

4 OLYMPICS 31

5 SURF 27

5 SPRINTER 28

5 FLAME 27

5/6 CHEER 27

5 TARGET 32

6 GOULD 32

6 EVENT 29

6 BASEBALL 30

Workforce information


Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Classroom Teacher(s) 33.05

Teacher of Reading Recovery 1.16

Learning and Support Teacher(s) 1.4

Teacher Librarian 1.4

Teacher of ESL 1.8

School Administration & SupportStaff

5.17

Other Positions 0

*Full Time Equivalent

There are three out of fifty–five teachers who are fromAboriginal background working at Macquarie FieldsPublic School. These teachers have adopted an activerole in supporting ATSI students in their learning andschool attendance, as well as non– indigenousteachers.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 78

Postgraduate degree 22

Professional learning and teacher accreditation

There are four career stages of the AustralianProfessional Standards for Teachers representing acontinuum of increasing expertise, skill and scope ofpractice – Graduate, Proficient, Highly Accomplishedand Lead Teacher. All teachers are required to achieveaccreditation at the Proficient Teacher level. Theindividual teacher makes the decision as to whetherthey will undertake accreditation as a HighlyAccomplished Teacher or Lead Teacher.

At Macquarie Fields Public School in 2016, therewere 5 new career teachers accredited at GraduateTeacher level. There was 1 teacher working towardsachieving accreditation at the Proficient Teacher level.There were 19 teachers maintaining accreditation at the

Proficient Teacher level. There was 1 teacher workingtowards accreditation at the Highly AccomplishedTeacher level. There was 1 teacher working towardsaccreditation at the Lead Teacher level. There were 28experienced teachers who were not undertakingaccreditation at this stage.

Financial information (for schoolsusing OASIS for the whole year)

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

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

2016 Actual ($)

Opening Balance 0.00

Revenue 424 950.37

(2a) Appropriation 349 506.42

(2b) Sale of Goods andServices

746.81

(2c) Grants and Contributions 74 470.23

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 226.91

Expenses -314 493.86

Recurrent Expenses -314 493.86

(3a) Employee Related -167 418.93

(3b) Operating Expenses -147 074.93

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

110 456.51

Balance Carried Forward 110 456.51


There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

Financial summary equity funding

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

2016 Actual ($)

Base Total 5 345 689.97

Base Per Capita 45 942.82

Base Location 0.00

Other Base 5 299 747.15

Equity Total 508 875.38

Equity Aboriginal 26 166.08

Equity Socio economic 65 953.53

Equity Language 208 412.54

Equity Disability 208 343.23

Targeted Total 33 292.61

Other Total 124 426.12

Grand Total 6 012 284.07

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

Financial information (for schoolsfully deployed to SAP/SALM)

2016 Actual ($)

Opening Balance 0.00

Revenue 424 950.37

(2a) Appropriation 349 506.42

(2b) Sale of Goods andServices

746.81

(2c) Grants and Contributions 74 470.23

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 226.91

Expenses -314 493.86

Recurrent Expenses -314 493.86

(3a) Employee Related -167 418.93

(3b) Operating Expenses -147 074.93

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

110 456.51

Balance Carried Forward 110 456.51

Financial summary equity funding

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

2016 Actual ($)

Base Total 5 345 689.97

Base Per Capita 45 942.82

Base Location 0.00

Other Base 5 299 747.15

Equity Total 508 875.38

Equity Aboriginal 26 166.08

Equity Socio economic 65 953.53

Equity Language 208 412.54

Equity Disability 208 343.23

Targeted Total 33 292.61

Other Total 124 426.12

Grand Total 6 012 284.07

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/or


community groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

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


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert Macquarie Fields Public School in the Find aschool and select GO to access the school data.


Parent/caregiver, student, teachersatisfaction

Tell Them From Me: Student Survey

Each year the teachers and students in Years 4–6answer two on–line surveys that ask questions abouttheir schooling and their perceived participation inschool life. The surveys are administered in May andOctober. The aim is to see if the student’s engagementin learning and their learning habits change throughoutthe period and how the school population compares toschools within the state of NSW. Gender and agecomparisons can be made as well so that the teacherscan make decisions about what may be done tomaximise the learning opportunities and the feeling ofbelonging at school. This year’s survey revealed thefollowing facts: • Students at this school had a higher rate of

participation in school activities than those of thestate (Sports 91%–83%)

• Students had a higher rate of participation inextra–curricular activities than those of the state(57%–55% for boys and 67%–45% for girls).

• Students feel a positive sense of belonging toschool in Grades 5 and 6, more than those ofGrade 4. These figures were between 3 and 6percentage points above those of the state.

• Homework was viewed more positively bystudents in Year 4 than those in Year 5 and 6.

• Behaviour of students at school was viewed asbeing very positive and showed as 10% higherthat the state averages. These figures were truefor all three grades.

• Effective Learning Time, Relevance and Rigourwere three factors that were close (slightly above)to state average figures.

• Particularly pleasing was the fact that thepercentage of students who feel they have beenbullied at school was significantly below the stateaverages for all grades. (Up to 24% less bullying)

• Most students feel that they have a positiverelationship with their teachers which calculatedat 85% across the grades. The state average was84%.

• Positive Learning Climate (74% school vs 74%school) and Expectations for Success weregauged by the survey at 86% school vs 83%state.

Generally, the figures received from these “Tell ThemFrom Me” surveys are positive reflections of our schoolculture. The challenge is to keep the students engagedwith class programs that cater for all students and keepthem motivated to reach their learning potential whilstfeeling positively connected to the teachers, peers andschool community. N. Tasker.

Early Stage 1 Information for 2016

L3 is in its 6th year of implementation at MFPS. All K–2staff will be trained by 2017. PLAN is in its 7th year ofuse and TEN is in its 5th year of implementation. Theseprogram have seen great improvements in vocabulary,reading levels and EAS. We will continue to use the L3

program, shaping it to meet our schools needs andcontext. Our strong focus on TEN will continue and befurther supported by additional drill activities beingdeveloped i.e. 2D shapes. PLAN data continues to beentered every 5 weeks by all teachers to ensure thatour classroom teachers are always focusing on “whereto next?” We have continued 'Explicitly teaching aPhonemic Awareness' program in Kindergarten and wewill continually evaluate the program and makechanges where needed. We updated the KindergartenMathematics program this year and ensured that eachweek’s lessons have Notebook files and aredifferentiated to meet the needs of all students. Next isto look at the TEN activities in our Maths Program andensure they are sequential, explicit and differentiated.

PLAN Reading Results: 73% achieving Cluster 4 orabove. PLAN Writing Results: 60% achieving Cluster 4or above. PLAN Early Arithmetic Strategies results:40% Figurative and 43% Counting on and Back.

Stage 1 Information for 2016

Stage 1 students have had an enjoyable, interestingyear of activities and excursions that complemented thelearning done in class. In Term 1, students had theopportunity to learn about money when they were partof the StartSmart program hosted by theCommonwealth Bank. In Term 2, students were able toparticipate in weekly Gymnastics lessons, developingtheir fitness, balance and coordination. All students hadthe opportunity to visit Harold in the Life Education vanto learn about healthy eating and living. The termended with a visit from the Snake Tales show wherestudents learnt about reptiles. Term 3 saw Stage 1students visiting the Campbelltown Bike EducationCentre. Here students learnt about road safety and hadthe opportunity to ride bikes in a simulated roadsituations, complete with real traffic signs and trafficlights. This was a very worthwhile and enjoyableexcursion. Term 3 also saw Stage 1 studentsparticipating in the K–2 Athletics Carnival. Each studentparticipated in a number of fun activities whichdeveloped their skills in sport and their fitness. Alongwith the rest of the school, students had the opportunityto attend a talk/show by the visiting childrens’ authorMichael Salmon. Finally, in a busy third term, studentshad the wonderful experience of attending aperformance at the high school of both their string bandand the concert band. It was very good to see ourschool’s recorder group participating in this concert aswell. In Term 4, Year 2 students participated in theannual Swimming Carnival, having the opportunity tocompete in races or just to have fun at the water park. Itwas a good opportunity for the Year 2 students tospend time with the primary students who will be theirpeers in 2017. In this term, students also visited theGeorges River Environmental Education Centre andSimmo’s Beach where they participated in hands–onactivities related to the unit of work ‘Wet and DryEnvironments”. In Term 4 also, students watched thevisiting performance, “You can do it too”. Thisperformance, part of the annual party day, focused onamazing juggling feats while promoting a positive“Have–a–go” message. Students also had classparties as a relaxing end to a year of hard work.


Stage 2 Information for 2016

Stage 2 students have had a successful year oflearning and social development.Early in the year thestudents visited Healthy Harold in the Life EducationProgram, learning all about healthy living and drugsafety. The students were able to participate inactivities and ask questions in a comfortable learningenvironment. They all enjoyed meeting Harold andparticipating in games, interactive group activities andcompleting the Life Education book in class as a followup. In September 108 Stage 2 students attended theTeen Range at Cobbitty for a three day two night camp.After a short bus ride the students were very excited tofind their rooms, unpack and begin the fun activities.Many experienced landscapes that they had neverseen before. Many took part in activities that they wouldnot normally do. Students participated in activities suchas; archery, cross–country navigation, hiking, rockclimbing, the giant swing, building a camp fire, cookingdamper and a number of fun free time activities. Thestudents were extremely well behaved and developedimportant social skills.In October a number of studentsparticipated in Swimming Scheme, a national programdesigned to increase water safety awareness, lifesaving and swimming skills. The program ran for twoweeks and the students enjoyed learning newskills.Thirty Year 4 students sat the Opportunity ClassTest earlier in the year, 10 students were offeredplacement and 8 accepted their placement for 2016. 6students were on the reserve list. At the end of the yearthe students were rewarded with two special days. GoldReward Day was held at school to acknowledge all ofthe students who had achieved a gold award this year.They were treated to a fun day with inflatables, waterslides, pizzas and a drink. Party day this year sawStage 2 watch the movie Sing at Dumaresq StreetCinema, class party including pizzas and a funafternoon of sport and water activities. A fun time washad by all students and teachers included.

Stage Three Information for 2016

Stage Three consisted of 8 classes in 2016. Four Year5 classes, one Year 4/5/6 class and three Year 6classes. The student cohort has been steady in theirprogress towards their personal goals. The behaviourof most students is exemplary with very few StageThree students having to attend detention during theyear and many receiving their Silver or Gold Awardsand Medallions. A large number of our year 6 students(18 for Year 7 2017) have been chosen to attendselective High Schools next year. Many of the Year 5students (42) will sit selective HS testing next March.

This year has seen the Stage Three students involvedin many varied activities both at school and in thecommunity. Some of the activities included: Gala DaySport, Year 6 Farewell, Cross Country Carnival,Athletics Carnival, Swimming Carnival, Harmony Day,Anzac Service, Remembrance Day, NumberCrunchers, Bathurst Excursion, Powerhouse Play,Treehouse Production, Break the Cycle, ICASCompetitions, Snake Tails Show, Education Day, ArtCanvas Projects, Year 6 Excursion to the City, Public

Speaking Competitions, Mini Fete, Pre LeadersCourse, Swimming Scheme, Aussie Bush Camp,Prefect Elections, Grandparents Day, Movie Night, HighSchool Art Exhibition, Transition to High School andGold Reward Day. Many students starred in their ownclass items during Assembly time on Thursdays. TheStage has been able represented by our Year 6leadership team (12 students) who have done anexcellent job keeping the official duties runningsmoothly especially assemblies and playgroundequipment. Neil Tasker

Policy requirements

Aboriginal education

In 2016, Aboriginal and Torres Strait Islander studentswere supported through a program run at the school byteachers of Aboriginal background and other interestedteachers. Students met fortnightly, for one hour in theafternoon to share, discuss and be involved in culturalexperiences. All students involved received a NAIDOCpack containing a bracelet, pencil case and pencils.'Meet our Mobs' morning tea was provided for parentsof Aboriginal and Torres Strait Islander students.Students engaged in excursions to Sackville Street PSfor a COS cultural event and incursions including:Snake Tails, Elder Art Exhibition from CasulaPowerhouse and an Elder Visit to talk about theartworks on loan from the Powerhouse. A number ofcultural workshops were also conducted across theyear by Opportunity Hub and Health Solutions. A grantwas received to build an Aboriginal garden which thestudents and volunteers worked on.

Multicultural and anti-racism education

To develop Multicultural education at our school, weutilised specialist support teachers to target studentsfrom language backgrounds other than English andsupport their learning. We embrace multiculturalperspectives and endeavour to incorporate theseperspectives across all learning areas. We celebratemulticulturalism through our annual Harmony Dayevent. On this day, students participate in a paraderepresenting their country of origin, through wearingtraditional clothes and marching with their countriesflag. Other students perform in items reflecting theircultural heritage. Parents are invited to celebrate theday with us and enjoy opportunities for culturalexchange. Another way that we support culturalexchange and inclusivity is through our Parent Café.This is where parents are invited to meet with othersand learn aspects of school processes and curriculum,including classroom visits. They are also encouraged toask questions in a informal setting to build greaterunderstanding and increase parent engagement andparticipation. These days support our anti–racism policysupporting a culture of inclusivity across the school.Anti–racism education was supported through our wellbeing policy ensuring that all students were treatedfairly and equitably regardless of race or religiousbackground.


Other school programs

Parent Café Report

Parent Café is a successful initiative which providesparents and community members with a platform toexpress their ideas, concerns and needs. The goals ofParent Café are to promote inclusivity of all culturesrepresented at Macquarie Fields and keep theminformed regarding matters of importance to them. It isa place where friendships are formed andcommunication facilitated in an informal setting. In thisway attendees are able to engage with the schoolcommunity and find out more about their child’slearning environment.

During 2016 we have addressed a variety of topicsthrough presentations given by members of our staff.We have had meetings covering the English andMathematics Curriculum, NAPLAN, SOLE, reading andnumber strategies and how parents can support theirchildren’s learning. These meetings have been wellattended.

The success of Parent Café can be attributed to thefriendly, informal setting in which everyone is made tofeel welcome. Opportunities to build community spirithave led to the development of friendships whichovercome cultural barriers. Parents feel that they canapproach teachers with their questions and concernswith the assurance that they will be heard.

As a result of feedback provided by parents, we havebeen able to identify focus areas for 2017. These willinclude more information sessions on curriculum,technology and social–emotional learning (the SELProgram). Keeping parents well informed on issuesrelevant to them will continue to be a priority in 2017.

Sharon Tyler and Radhika Dutta

2016 International Competitions and Assessments(ICAS).

Students from Macquarie Fields Public School enteredall six of the 2016 International Competitions andAssessments (ICAS). Year 2 are able to enterMathematics, English, Science and for the first timethey were able to participate in the Spelling exam. Theresults achieved were very pleasing and were animprovement on previous years. These included:

English Exam: 172 students participated with 1 studentreceiving a High Distinction, 11 students receivingDistinctions, 30 receiving Credits and 17 studentsreceiving Merit;

Writing Exam: 77 students participated with 1 studentreceiving High Distinction, 1 student receivingDistinction, 11 receiving Credits and 8 studentsreceiving Merit.

Spelling Exam: 156 students participated with 2students receiving a High Distinction, 12 students

receiving Distinctions, 44 receiving Credits and 20students receiving a Merit award.

Mathematics Exam: 203 students participated with 2students receiving High Distinction, 13 receivingDistinctions, 39 receiving Credits and 25 studentsreceiving Merit awards.

Science Exam: 126 students participated with 7students receiving Distinctions, 16 receiving Creditsand 13 students receiving Merit awards.

Digital Technology: 77 students participated with 3students receiving Distinctions, 17 receiving Creditsand 10 students receiving Merit awards.

Self Organised Learning Environment (SOLE)

SOLE has been running for nearly two and a half yearsin the school. Teachers from grades 2–6 are trained inthe techniques of helping children to learn new ways toresearch information and to work cooperatively ingroups. Students answer big questions which are setby the teachers designed to cover a range of content.The use of portable technology is often essential andhelps students filter information. The younger gradesare teaching children the skills of enquiry learningwhich leads into SOLE in the later grades. 95% ofteachers at Macquarie Fields report that SOLE iseffective in helping students improve their cooperativehabits, become more resilient, self–reliant, flexible andcommunicative in their groups. Many of the teachershave built in hands–on problem solving activities whichhelp motivate students. These activities are oftentermed STEAM (Science Technology, Engineering, ArtMathematics). In the coming years the school aims tokeep teachers trained in SOLE teaching techniquesand to maintain the bank of portable technologydevices so that these activities can operate smoothly.Teachers are also encouraged to use STEAM whereappropriate to help maintain student motivation, leadingto students who are able to operate well using the skillsexpected of future learners. By Neil Tasker.

Reading Recovery 2016

Reading Recovery is a research–based earlyintervention program designed to reduce literacy failurefor students in Year One. Reading Recovery identifiesstudents experiencing reading and writing difficultiesafter their first year of school. It aims to acceleratestudent progress by providing intensive one–to–oneteaching for 30 minutes per day (for a maximum of 20weeks), supplementary to ongoing literacy activities intheir classroom. The goal is for students to fullyparticipate in the classroom program along with theiraverage peers. Reading Recovery is based on atheory of learning that makes explicit the complexitiesof students’ literacy behaviours while relying onobservational and interactive teaching skills.In 2016, 26Year 1 students were selected to participate in theReading Recovery Program. Three Reading Recoveryteachers worked one–to–one with these studentsresulting in 25 of these students successfullycompleting the program with one student being referredto the Support Team. The progress of these studentswill be monitored for a further two years of their school


life.

Recorder 2016

The Macquarie Fields P.S. Recorder Ensemble hasbeen performing for the past seven years and currentlyconsists of a core of twenty–three pupils ranging fromYear 3 to 6. This group currently consists of Descant,Alto–Treble, Tenor, Sopranino and Treble–Bassplayers. Many of the pupils can play more than onekind of recorder which requires being able to use both Fand C fingering. At the conclusion of Term 3 more thantwenty students joined the Beginner Recorder Groupwith Victor Musgrave.This Ensemble performed at thefollowing in school events this year Grandparent’s Day,Kindergarten Orientation and Presentation Day with avariety of musical pieces. They also performed at Firein the Fields Concert held at James Meehan HighSchool and were invited to play in a concert atMacquarie Fields High School for our Stage 1 students.For the sixth year we also attended the ‘Festival ofInstrumental Music’ with nineteen students playingDescant. Alto–Treble, Tenor or Bass recorders. Theseconcerts are held over four nights allowing childrenfrom 179 primary schools to perform together atSydney’s most prestigious venue; we attended thesecond night of the concerts. This year the openingpiece of the program ‘York March’ by Ludwig vanBeethoven, the second item ‘March Past of the KitchenUtensils’ by Ralph Vaughan Williams and theconcluding item commissioned for the concert was‘Pagodas by the Heavenly Lake’ by Stephen Chinwhich combined with the string players totalled over900 young musicians performing together.One studentthis year attended the Recorder Camp conducted overthe last weekend in April. This is an intensive weekendof learning and performing a variety of new pieces forthe concert that is held at the end of the camp. Thisstudent (Nikki Amos) also participated in the NSWPublic Schools China Tour in September. Touring andperforming in Shanghai, Nanjing, Zhengzhou,Dengfeng and Beijing.To widen the students’ musicalexperiences Mr Musgrave and Mrs Powell organisedthe students who participate in music as an extracurriculum activity to attend a Sydney SymphonyPrimary Concert, Jazzing Around.

Heading into next year an application for the Festival ofInstrumental Music 2017 has already been entered andorganisation has begun for a musical experienceexcursion.

Sustainability

Our school has a wonderful group of students who takecare of the school environment on a weekly basis. Theenvironmental committee consist of students fromKindergarten to Year 6. The environmental committeecontinued to look after all the gardens around theschool. In addition, the students looked after the fivevegetable gardens behind the Stage 2 classrooms.Students planted, watered, harvested and soldproduce. The profits they made went back into thegardens to buy more plants, equipment andresources.The environmental committee continued toencourage classes to reduce waste by recycling andcomposting fruit scraps. The introduction of Nude food

helped reduce the waste around the school.The schoolreceived a grant to build an Indigenous garden to helpdevelop students understanding of the Indigenousculture. With assistance from the leaders andIndigenous students, a native garden was designedand built in Area B.

Swimming Scheme

Funded by the Department of Education, the annualSchool Swimming and Water Safety Program focuseson introducing non–swimmers to learn–to–swimlessons, improve the strokes of beginning swimmersand convey to all participants the importance of watersafety. Organised across four sessions, 228 studentswere given expert daily tuition over a two week period.Most students improved in water confidence, thedistance that they could swim independently as well asacquiring essential strategies for aquatic survival. MrsFalconer.

Wakakirri 2016

This year students were given the opportunity toparticipate in Wakakirri for the third year in a row.Wakakirri is a national story dance competition wherestudents develop and share a story through the use ofdance, drama, visual art and music. Students competeagainst other schools in their Region, State and acrossAustralia for the chance to win the National Story of theYear Award. Following our successful participation inWakakirri in previous years, students were enthusiasticto join this wonderful experience again. Over 80students from Grades 3 to 6 were selected toparticipate in this event. Following three terms ofrehearsals, students competed in the Primary SchoolWakakirri Story Dance competition held at theWollongong Entertainment Centre in August, 2016.Students performed their item ‘A Night at the Gallery’which told the story of a young girl who went to visit theart gallery with her family, and was taken on afantastical, imaginary journey though the world of art bya star from the famous painting ‘Starry Starry Night’ byVincent van Gogh. This year, over 20 members of ourschool staff, along with over 80 participating students,were involved in the Wakakirri production; fromdeveloping the creative idea behind our story, tomaking fabulous props and costumes, as well asattending rehearsals and supporting us on theperformance day. Our school community really workedwell together to make this a fantastic and memorableevent for everyone involved. Our performance on thenight impressed the judge and we were awarded acertificate for ‘Most Creative Use of the Signature Item’along with performance awards for teamwork, concept,and cast/ensemble.

Debating and Public Speaking

Macquarie Fields Public School students havecontinued to work well in their debating. We had a largenumber of interested students and were able to formfour teams to participate in the Premier’s DebatingChallenge and the South West Sydney SchoolsDebating Challenge. The students have shown a highlevel of commitment by attending practice regularly aswell as striving to improve their skills by listening to


feedback and completing homework tasks. Theirbehaviour during visits to other schools is to becommended as they always displayed respect andcare. The teams performed well against theiropponents, expressing very thoughtful arguments andchallenging rebuttals. Macquarie Fields Public Schoolhad several wins and the Kangaroos team reached thefinals in our region. The Year 5 students have alreadycommitted themselves to debating for next year and arelooking forward to taking up the challenge against newstudents in 2017.

Choir

In 2016 students from Macquarie Fields Public Schoolcontinued to work well in the choir. We had a largenumber of 54 students participating in our choir atvarious stages throughout the year. The students sangat the ANZAC Day Ceremony, Harmony Day,Presentation Day and Fire in the Fields. Theirbehaviour and dedication to their performances is to becommended. The existing students in choir havealready shown a commitment to choir for next year andare looking to encourage others to join this wonderfulexperience.


2016 macquarie fields public school annual report...introduction the annual report for 2016 is...

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