2016 moss vale public school annual report · 2017. 5. 22. · page 4 of 20 moss vale public school...

Moss Vale Public SchoolAnnual Report

2016

2631

Printed on: 22 May, 2017 of 20 Moss Vale Public School 2631 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Moss Vale Public School as an account of the school'soperations and achievements throughout the year.

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

Meredith Hines

Relieving Principal

School contact details

Moss Vale Public SchoolBrowley StMoss Vale, 2577www.mossvale-p.schools.nsw.edu.aumossvale-p.School@det.nsw.edu.au4868 1866

Message from the Principal

2016 saw Moss Vale Public School embrace the second stage of our school's strategic plan 2015 – 2017. Through ourstrategic directions of Mindscape, Social Handprint and Ecological Footprint, students are being educated on how to takeresponsibility for their own learning, build their capacity to manage their emotional, mental and physical wellbeing and beempowered to create a sustainable future.

In implementing the school plan staff professional learning continues to be embraced and implemented in theclassrooms. This means that your children are receiving the best in modern, research based teaching and learningpractices. The care and devotion that is extended to every child ensures that their individual needs and interests arecatered for in a safe, nurturing and friendly learning environment.

Our students are passionate, motivated and eager to learn and participate in a range of educational, cultural, creativeand social opportunities provided to them at school. They are actively encouraged to demonstrate our core values ofrespect, responsibility and excellence, as we meet the challenges of preparing our young people to become active andinformed citizens of the 21st Century.

As a school we value the support of our parents, caregivers and community members, who encourage our students to dotheir best and reach their potential. Special mention must be made to our wonderful P&C members, led by our P&CPresident Tonia Krebs, who tirelessly work to provide additional resources that support us all.

Our community continues to be an integral part of our school's culture and we are fortunate to have such a dedicatedgroup of parents working in the best interest of our school. It is such a pleasure to be part of such a dynamic group ofstudents, parents, leaders and educators who continue to make Moss Vale Public School a place of respect,responsibility and excellence.


School background

School vision statement

Moss Vale Public School is committed to preparing students to become successful 21st Century learners and active andinformed citizens.

Our school commits to building an inclusive environment which promotes a sense of belonging, social cohesion andempathy for others.

We are committed to guiding students to value a sustainable life at school and in their community.

School context

Moss Vale Public School is a large semi–rural primary school located in the Southern Highlands of NSW. The schoolbelongs to the Wollondilly Network of Schools and is supported administratively by the Ultimo Area of the NSWDepartment of Education.

The school provides for students K – 6 and acts as a host school across the Highlands area for students with a range ofdisabilities who attend the school’s support units.

Moss Vale Public School students benefit from the inclusive and nurturing approach which develops personal growth,respect, tolerance and responsibility. Staff members are committed to educating the whole child to ensure successfullearning. High value is placed on the productive partnerships with parents and the community.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

The School Excellence Framework was used to inform, monitor and validate the progress and impact of our teaching andlearning practices. We reviewed the school plan to determine the elements of the School Excellence Framework that theplan most strongly addressed. Staff reflected on the progress being made across the school based on the expectationsidentified in the Framework. This provides an important overview to ensure our improvement efforts align with these highlevel expectations.

In the domain of Learning, our efforts have primarily focused on building the capacity of students to actively engage inlearning experiences at school and beyond the classroom, as well as to assume greater responsibility for their learningsuccess. School staff have engaged in professional learning opportunities embracing the Visible Learning pedagogy,with a particular focus on effective and immediate feedback in relation to the success criteria. Teachers haveincorporated Visible Learning and student feedback as a major component of their Professional Development Plans.Evidence of the impact of this has been a demonstrated understanding by students to provide feedback based on thesuccess criteria and articulate their achievements and strategies for improvement.

The school also values the importance of a comprehensive curriculum within the requirements of the NSW syllabusexpectations. Teachers continue to develop, refine and practice the changes in syllabus requirements and have workedhard on implementing the new History and Geography syllabuses into their classrooms. There is sound evidence thatschool plans support teachers to differentiate curriculum delivery to meet the needs of individual students. Thesuccessful Language, Learning and Literacy (L3) program provides students in K–2 with significant learning in readingand writing to achieve success. Our Targeting Early Numeracy (TEN) program for K–2 students provides importantmathematical strategies that can be used to solve a variety of problems.

Our school continues to develop strategies to maximise student success in literacy and numeracy. External measuressuch as NAPLAN provide valuable evidence for teachers and the school community of successful learning and areas fordevelopment. The results from NAPLAN indicate that the school achieves value–added results and that the majority of


students are at or above the minimum standards on this external performance measure.

Our major focus in the domain of Teaching has been the development of a shared and deeper understanding ofPositive Behaviour for Learning (PBL). This includes a framework for student behaviour and self reflection, leading tostudent ownership of behaviours and responsible citizenship. Teachers and support staff have engaged in professionallearning around the Department of Education's Wellbeing Framework, Kids Matter and PBL. This has strengthenedteachers knowledge and deep understanding of the need to support students in managing their own emotional, mentaland physical wellbeing.

An important opportunity has been provided to staff in relation to planning, teaching and growing as a team in each of ourStages. Teaching practices have developed through the processes of the Professional Development Framework whichhas involved classroom observations, reflection and feedback.

In the domain of Leading our priorities have been to build the capacity of staff to embed quality teaching andprofessional practice across learning environments. The leadership team, consisting of the principal, two deputyprincipals and assistant principals continually strives to be up to date with current research on pedagogical practices inorder to share this knowledge with the teachers they supervise to ensure that students' needs are catered for and theyhave evidence of their impact on student achievement.

The consistency and effectiveness of implementation of our key strategic directions throughout the year has been due toa strong foundation of leadership capacity building across the school. This approach recognises that leadershipdevelopment is central to the achievement of school excellence. The leadership team has been successful in leading theinitiatives outlined in this report, building the capabilities of staff to create a dynamic learning culture.

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

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Mindscape – Building a learning culture based on quality teaching, visible learning and community engagement

Purpose

To build the capacity of students to actively engage in the learning experiences of school and beyond and to assumeresponsibility for their learning success.

Overall summary of progress

Our continued school wide focus on Professor John Hattie’s evidence based ‘Visible Learning’ pedagogy has enabledour teachers to critically reflect on their teaching practices and encourage students to take ownership of their learningjourney. Through professional learning sessions, teachers are now embedding learning intentions and success criteriainto their lessons. With continued professional learning, teachers are moving forward with a deeper understanding of'know thy impact' highlighting the collection and analysis of data to inform teaching practices for success. A whole schoolassessment schedule has been established so that all teachers from any stage have a deeper understanding of stageexpectations in regards to reporting on student outcomes.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Curriculum mapping toolsdemonstrate learning programsand teaching practices in ourschool effectively develop theknowledge, understanding andskills of students.

Teachers use the whole school assessmentschedule to regularly assess student outcomesacross all syllabus areas with an emphasis onplotting student achievement utilising the literacyand numeracy continuums. Teachers enter data forstudents K – 6 each term into the PLAN software.This data is analysed and action plans areformulated. Teaching and learning experiences arethen implemented to move students to the next‘cluster’ of learning.

Time • stage planning days • Moderating assessmentsamplesProfessional Learning • Quality evidencegathering • assessment 'as', 'for' and'of' learning

Students show higher thanexpected growth on internalschool performance measuresand the school achieves at orabove state average growth (70%in Years 3 – 5 in writing) onexternal performance measures.

Teachers have been collecting data to analyse andinform teacher directions.

Teachers are using work samples to informteaching directions.

Time • after school workshops •

50% of students in Years 3 and 5demonstrate proficiency in writingresults in NAPLAN and 70% ofstudents achieve at or abovestate average growth (Years 3 –5 in numeracy) in NAPLAN

Teachers have completed explicit professionallearning in writing over a one year period.

Teachers are continuing to focus on audience andpurpose for writing during writing opportunities.

Additional teacher support for students in Years 3 –6 has focused on the development of students’writing skills through the Learning and Supportprogram and is delivered as an in–classmodel delivered to small groups or one–on–one.

Additional in–class support for numeracy hasenabled students to have a better understanding oflearning and utilising mathematical strategies.Students are demonstrating that they are moreconfident in explaining their solution to amathematical real world problem.

Time • after school workshops • moderating writingsamplesProfessional Learning • Newman's Analysisrevisited

100% of Aboriginal studentsachieving minimum national

In class literacy and numeracy support forAboriginal students.

Utilidsing learning andsupport teachers





standards in literacy results inNAPLAN for Years 3 & 5 Development and monitoring of student PLP's.

Visible Learning strategies allow for moreownership of learning and differentiation to cater forstudent learing needs.

Through integration of the 8 Pathways of LearningProgram Aboriginal students are more engaged inthe curriculum.

School Learning supportofficers

Release from face to faceteaching time

Professional learning

95% of students in Stage 1achieving minimum expectationsin PLAN data

The development of teachers through L3professional learning has led to a stronger ability toaccurately measure student achievement utilisingPLAN data in the literacy and numeracycontinuums.

Time

Staff professional learning

Stage meetings

Release from face to faceteaching time

Next Steps

• Develop a deeper understanding of evidence and data collection (whole school, stage and class) in order to trackand monitor our impact on learning.

• Opportunities for professional development in collecting and analaysing quality evidence. • Understand the need to collect quality evidence and annotate samples. • Access to the school assessment schedule K–6. • Access to assessment ideas and documents for assessing learning for, of and as.



Social Handprint – Supporting students to be respectful and socially responsible citizens of the 21st Century

Purpose

To strengthen the capacity of students to manage their emotional, mental and physical wellbeing as responsible andproductive citizens who contribute positively to the life of the school and community.


Positive Behaviour for Learning (PBL) was implemented at our school through the establishment of a PBL team. Thisteam then provided professional learning to staff so that they had a deep understanding of the expectations associatedwith the initiative. The PBL team, in consultation with staff, students and parents established 3 core values, Respect,Responsibiity and Excellence which were then linked to the behavioural expectations for various playground areas. ThePBL team, again in consultation, developed a recognition system which highlighted the students demonstrating the 3values during class and break times.

A Kids Matter team was also established consisting of staff and parents in the interest of everyone's wellbeing. Staffmembers from the Kidsmatter team provided professional learning to staff about people's mental, physical and emotionalwellbeing and how this impacts on academic learning. The Kidsmatter team also provided staff with a variety of resouceswhich were uploaded onto the faculty drive for teachers to access. The concept of 'mindfulness' was also introduced tostaff and parents as a means to assist students with their behaviours.

The Live Life Well Team provided staff professional learning about nutrition and its importance to students. Furtherworkshops for parents will be delivered in 2017.




The school develops acomprehensive and inclusiveframework to support thecognitive, emotional, social,physical and spiritual wellbeing ofstudents, which measurablyimproves individual and collectivewellbeing.

PBL team in consultaiton with staff developed arecognition system based on the core values ofRespect, Responsibility and Excellence.

PBL team in consultation with staff developedbehavioural expectations for specific playgroundareas.

Time

Staff professional learning

Evidence collected andanalysed

The school works together withfamilies and professionals whoare involved in caring for theirstudents’ mental health andlearning.

The 5 social and emotional competencies handoutwas distributed to staff as a reminder of the 5 areas.Kids Matter items were permanently placed on theweekly communication meeting agenda.

Professional readings provided to staff.

Time

Professional learning forstaff and parents

External experts provideprofessional learning to staff

A variety of survey data indicatesthat students are resilient,engaged and responsiblecitizens.

Parents, students and staff complete a surveyabout their wellbeing.

Data analysed and an action plan created.

Time

Surveys completed by staff,students and parents

Data analysed

Future directions developed

Next Steps

• Positive Behaviour for Learning Signage displayed around the school. • Positive Behaviour for Learning weekly assembly, whole school.


• Development of a new referral form, aligned with Positive Behaivour for Learning. • Focus on fundamental movement skills for all students K–6. • Restorative practices implemented at Moss Vale Public School. • Understanding of the new guidelines for school canteens.



Ecolgical Footprint – Teaching and learning for a sustainable future

Purpose

To prepare and empower students to assume responsibility for creating and valuing a sustainable life at school and intheir community.


The school vegetable garden is now well established with all students K–6 accessing the garden in regards tosustainability practices, enviornmental education and various Key Learning Areas. Teachers have undergoneprofessional learning about the benefits of a school vegetable garden and many resources have been uploaded to thefaculty drive for teachers to use. Students have the opportunities to plant seeds, harvest and cook with the differentvegetables. All classes have a special green bucket for fruit and vegetable scraps which is then added to our compostbins. This in turn provides fertiliser for our plants.

Our Indigenous Garden has been finished with the completion of the last bridge. Students are embracing the area asboth a play space and a learning space. Many teachers use the garden for learning, particularly in regards to scienceand geography.




Evidence exists which indicatesthat the school has a welldeveloped culture ofsustainability, with actions andoutcomes that reflect itsestablished vision and informfuture directions.

Students learn about sustainability practices andenvironmental education.

Guest speakers talk to the students about how wecan care and respect our environment.

Professional learning forstaff

Resources provided to stafffor implementation

Experts in sustainabiitypractices talk to staff andstudents

This school is a ‘community hub’for learning for sustainability.

Teachers connect and liaise with other schools to inregards to sustainability.

TIme

Networking with otherschools

A whole school approach is takento evaluating and reportingEcological Footprint Action (EFA)achievement. Results are used toinform future curriculum planning.

An Ecological Footprint team will be established toreport on any achievements in relation tosustainability practices and caring for theenvironment.

Team members will visit other schools for ideas.

Time

Professional learning

School visits

Next Steps

• Building a fence around the vegetable garden. • Planting of established fruit trees around the garden perimeter. • Creation of natural art sculptures to be placed in the various gardens. • Building a chicken coop. • Establish a Year 6 Sustainability Group. • Playscape Garden to begin. • Planting on the Year 1 bank to improve the overall look.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Students articulate a deeper knowledge andunderstanding of Aboriginal Culture.

$9 000.00

Low level adjustment for disability Students demonstrated much growththroughout the year. Students now have skillsin social interaction and their resilience hasimproved.

$11 500.00

Quality Teaching, SuccessfulStudents (QTSS)

All 2016 PDP's completed and uploaded toone drive on 365. Teachers appreciative ofthe time allocated to spend with their stagesupervisor.

$4000.00

Socio–economic background 80% of S1 students are at targeted cluster onthe Reading, Writing and Comprehensioncontinuums.

Speech therapy written report given to school.

$15 000.00

• Socio–economicbackground ($1 450.00)

Support for beginning teachers PDP's completed and goals achieved.Professional dialogue with supervisor verybenefical.

$3000.00


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 253 250 253 249

Girls 243 258 280 280

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.9 94.2 93.6 93.7

1 94 95 94.2 92.1

2 93.6 93.5 95 94.2

3 94.8 94.5 93.7 93.8

4 94.3 93.9 93.5 93.8

5 94.7 93.7 94.6 93.9

6 92.9 92.8 93.1 93.7

All Years 94.1 93.9 93.9 93.6

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

Through our school's newsletter and Parent/Teachermeetings, we ensure that parents view regularattendance at school as essential, if their child is tomaximise their learning potential. Parents and studentsare regularly informed of attendance requirements. Insupporting regular attendance of students, our schoolprovides a safe and caring teaching and learningenvironment which fosters each student's sense ofwellbeing and belonging to the school community. Byliaising with local pre–schools, we ensure children areenrolled if they are of compulsory school age.

The school maintains its attendance rolls, reflecting thehighest professional standards.

The school is proactive in communicating to parents theneed to promptly explain their child's absence withinseven days. Plans are developed to address the needsof students whose attendance is identified as being ofconcern, prior to referral to the Home School LiaisonOfficer.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Classroom Teacher(s) 25.29

Teacher of Reading Recovery 0.84

Learning and Support Teacher(s) 1.4

Teacher Librarian 1

School Counsellor 0

School Administration & SupportStaff

10.56

Other Positions 2.2

*Full Time Equivalent

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce.

One teacher in our school identifies as Aboriginal.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 20

Professional learning and teacher accreditation

Staff members at Moss Vale Public School continue todemonstrate that learning is a lifelong endeavour. Theschool is committed to providing quality learning anddevelopment opportunities for staff for the benefit ofstudent learning and wellbeing. Continual professionallearning of staff is seen as pivotal in order tosuccessfully implement quality teaching and relevant


educational practices.

In 2016 all staff participated in a wide range ofprofessional learning, with particular emphasis onProfessor John Hattie's effective and immediatefeedback, between teacher and student, student tostudent and student to teacher. Teachers alsodeveloped their understanding of the Department'sWellbeing Framework and Positive Behaviour forLearning.

Teachers focused on their understanding andimplementation of the new History and Geographysyllabuses which clearly promoted critical and creativethinking.

Staff Performance and Development Plans(PDP's) were implemented in consultation with theirsupervisors. Teachers carefully planned professionalgoals linked to the School Plan, a teaching standardand a personal choice. Professional learning wasdifferentiated with teachers accessing internal andexternal training to meet their identified needs.

School Learning Support Officers and SchoolAdministrative Staff maintained their currency duringthe year by attending relevant courses and connectingwith other support officers and administrative staffthrough network meetings. The areas of trainingprovided opportunities to develop and strengthen skillsand/or maintain certification.

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.

Income $

Balance brought forward 238 028.70

Global funds 424 542.67

Tied funds 333 472.15

School & community sources 110 587.56

Interest 5 477.48

Trust receipts 1 051.75

Canteen 0.00

Total income 1 113 160.31

Expenditure

Teaching & learning

Key learning areas 8 388.07

Excursions 48 786.28

Extracurricular dissections 75 642.37

Library 10 265.39

Training & development 6 575.42

Tied funds 321 776.71

Short term relief 118 882.62

Administration & office 64 417.93

School-operated canteen 0.00

Utilities 68 650.30

Maintenance 29 150.87

Trust accounts 1 346.74

Capital programs 2 200.00

Total expenditure 756 082.70

Balance carried forward 357 077.61

The information provided in the financial summaryincludes reporting from 1 December 2015 to 13October 2016.

This summary covers funds for operating costs anddoes not involve expenditure areas such as permanentsalaries, building and major maintenance.

A full copy of the school's 2016 financial statement istabled at the annual general meeting of the Moss ValeSchool Parents and Citizens Association. Furtherdetails concerning the statement can be obtained bycontacting the school.

The annual Voluntary School Conbtributions weredetermined in collaboration with the P&C Associationand were $35 per child and $55 per family.


2016 Actual ($)

Opening Balance 0.00

Revenue 418 224.46

(2a) Appropriation 364 602.61

(2b) Sale of Goods andServices

8 244.30

(2c) Grants and Contributions 45 115.98

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 261.57

Expenses -217 200.87

Recurrent Expenses -217 200.87

(3a) Employee Related -158 597.58

(3b) Operating Expenses -58 603.29

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

201 023.59

Balance Carried Forward 201 023.59

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 3 454 863.50

Base Per Capita 30 201.23

Base Location 6 523.67

Other Base 3 418 138.60

Equity Total 256 895.23

Equity Aboriginal 24 915.69

Equity Socio economic 46 039.31

Equity Language 0.00

Equity Disability 185 940.23

Targeted Total 1 220 200.74

Other Total 418 250.36

Grand Total 5 350 209.82

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

School performance

NAPLAN

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

The My School website provides detailed informationand data for literacy and numeracy testing. Click on thelink My School and insert the school name in the Find aschool and select GO to access the school data.


Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek opinions ofparents, students and teachers about the school. Thisyear students, teachers and parents participated in theTell Them From Me Survey.

Students

All students in Years 4, 5 and 6 completed the surveyon line. The majority of students agreed that they werehappy at school and felt they had friends they couldtrust and who helped them make positive choices. Moststudents found the classroom instructionwell–organised, with a clear purpose and they valuedthe immediate feedback to assist their learning.

Teachers

All staff members completed the survey online andvalued the collaboration with other staff to share ideasabout learning, assessment, success criteria and howto maintain student engagement. A strong culture forlearning was evident, through high expectations,learning intentions, success criteria and immediatefeedback.

Parents

Only a small percentage of parents completed the'Partners in Learning' survey. Their main concern wasabout communication and the avenues the school usesto communicate to its community.

The staff will continue to examine our currentrelationships and look at ways in which we canstrengthen our partnership with students, parents andthe local community. We have registered again toparticipate in the Tell Them From Me Surveys in 2017.This will provide the school with the comparativeinsights into student, teacher and parentperspectives on student engagement, wellbeing andsupport for learning. The data will also inform our futureschool planning.


Policy requirements

Aboriginal education

Moss Vale Public School is committed to improving theeducational outcomes and wellbeing of Aboriginal andTorres Strait Islander students so that they excel andachieve in every aspect of their education. Our schoolpromotes respect for the traditional culture of Aboriginalpeople by Acknowledging the traditional custodians ofthe land at important gatherings and extending thatrespect to Aboriginal people present at theseceremonies. Teachers also integrate Aboriginalperspectives across Key Learning Areas so studentscan develop a deep knowledge and appreciation ofAboriginal culture.

Further significance is promoted by the Aboriginal flagbeing flown at the front of the school and the TorresStrait Islander flag displayed in the school hall.

This year we ensured Personal Learning Pathways(PLP) were developed in partnership with parents,students and the class teacher. These planswere designed to improve educational outcomes andincrease the participation of Aboriginal students, as wellas provide support, guidance and monitoring forstudent success.

The Norta Norta program provided targeted support forAboriginal students to accelerate their achievement.Through individual and small group intervention inliteracy and numeracy, students demonstrated animprovement in their learning outcomes.

Multicultural and anti-racism education

Moss Vale Public School implements a culturallyinclusive curriculum which reflects the cultural, linguisticand religious diversity of our society. Theseexperiences will allow students to successfully take partin a rapidly changing world where cross–culturalunderstanding and intercultural communications areessential.

Teaching and learning programs foster students'understanding of culture, cultural diversity, racism andactive citizenship. Staff, students, parents andcommunity members have worked hard to create aharmonious, tolerant and welcoming schoolenvironment.

Moss Vale Public School celebrates diversity andproudly recognises and celebrates Harmony Day everyyear, using the opportunity to engage in discussionsabout our nations history and character.

Anti–racism initiatives are addressed through classstrategies, with the assistance of our schoolAnti–Racism Contact Officer (ARCO). This officer alsoassists staff, students and parents who havecompliants regarding racism and facilitates thecomplaints handling process.

Other school programs

Creative Arts has been a focus within our school andall students K–6 were provided with numerousopportunities throughout the year to perform in front ofan audience.

Southern Stars

28 students from our school performed dance routinesin the 2016 Southern Stars spectacular at theWollongong Entertainment Centre. The dance teamcombined with students from across NSW. The MossVale Southern Stars Dance Group were also asked toperform at the Campbelltown Events Cinema for theWollondilly Principal Network Awards.

Festival of Instrumental Music

The Festival of Instrumental Music held at the SydneyOpera House saw 21 of our students perform in thecombined recorder and string ensemble MimosaConcert. This Department of Arts initiative has been amemorable learning experience for all studentsinvolved.

Education Week Concert 2016

During Education Week, students from Years 3 – 6participated in a celebration of Public School Educationin a performance at Moss Vale High School. The MossVale Public School Festival of Instrumental RecorderEnsemble, String Ensemble, Southern Stars Dancersand the Training and Concert Bands joined in a night ofmusical entertainment, showcasing the musicalopportunities available at our school.

School Choir Performances

Students in Years 3 & 4 had the opportunity toparticipate in a Stage 2 Choir. The choir successfullyperformed at the Education Week concert and ourschool’s Presentation Assembly. The School ChristmasChoir performed for senior citizens at Harbison Homesand joined the community for the Carols by Candlelightconcert in Leighton Gardens, Moss Vale.

School Band Performances

The Moss Vale Public School Band had a verysuccessful year forming a training and concert band. The two bands consisted of 67 students led by JacobNicholas from Bandemonium. The band performedconfidently, musically and most importantly, with astrong sense of ensemble at our school fete, BowralTulip Time Festival and at the local community’s ‘Carolsin the Park’. The Moss Vale Public School ConcertBand joined students from across the Highlands andperformed at a combined band performance held at theMittagong RSL.

Count Us In

Moss Vale Public School enthusiastically participated inthe ‘Count Us In’ singing initiative and joined studentsfrom across Australia celebrating and promoting music.


Inspire Day

The majority of Stage 3 students participated in ‘InspireDay 2016’. Inspire Day is an award winning initiativepartly funded by the NSW Arts Unit and the Moss ValeCommunity of Schools. It is designed to give primaryschool students a ‘taste’ of the Creative Arts programsthey will experience in the coming years and acts as aneffective transition program. The day saw staff andstudents from Moss Vale High School’s Creative andPerforming Arts (CAPA) Department team up withStage 3 students from Moss Vale Public School, AvocaPublic School and Penrose Public School. Studentswere broken up into groups that included Drama,Choral Singing, Dance, Creative Art and Drumming.Workshops were held in the morning and the dayculminated with a gala performance of the workscreated by the students. Inspire Day has once againproven to be both highly engaging and richly rewardingfor all staff and students

Premier's Reading Challenge

The Premier's Reading Challenge is an initiative of theNSW State Government with Dymocks Children'sCharities and Microsoft. The challenge aims toencourage students to develp a love of reading and toread more widely. The majority of students from MossVale Public School participated in the challenge andreceived a certificate, as well as having their namepublished on an Honour Roll.

Clean Up Australia Day

All students support Clean Up Australia Day. Classesassembled under the COLA for an information talk.Following this, students went to areas of the playgroundthat were allocated to their stage and cleaned up theplayground. A rubbish audit was conducted.Interestingly, there was not a lot of rubbish found!However, the audit revealed that the rubbish consistedmostly of food wrappers and empty poppers, with mostrubbish being collected from the top playground andCOLA areas. Students were asked to think about howthey can continue to ensure that we maintain a cleanplayground. Suggestions included making sure that allstudents sit to eat and that they ensure all rubbish isput in the nearest bin.

ANZAC Day Ceremonies

Our students joined other community groups to marchwith the returned service men and women as wecommemorated this special event.

Anzac Day was commemorated by the staff, studentsand families of Moss Vale Public School through aformal assembly. School leaders shared readings theyhad written and the Stage 2 choir sang "Abide WithMe". We were fortunate enough to have a guestspeaker Mr Bob McLaren address the school about theimportance and meaning of ANZAC day. It was a verymoving ceremony.

Remembrance Day

Students gathered under the COLA to acknowledgeRemembrance Day. The school was led by Year 6students who spoke about the sacrifice Australians hadmade in all wars. Year 3 and 4 students led the schoolin singing the hymn ‘Abide with Me’ and other studentsread poems and stories about Remembrance Day.

ICAS– International Competitions and Assessment

This year students in Years 2 – 6 were provided theopportunity to participate in the InternationalCompetitions and Assessments for Schools (ICAS)program. These assessments are independent skillsbased assessments with a strong competition element.The assessments cover subject areas including DigitalTechnology, English, Maths, Science, Spelling andWriting. Congratulations to all students who entered thecompetitions for their willingness to have a go and alsoto recognise those who achieved at a high level.

K–6 Grandparents Day

Moss Vale Public School celebrated Grandparents Dayon Friday 28 October 2016. This special day was anopportunity to acknowledge the efforts and devotion ofgrandparents in their many roles of caring andsupporting their grandchildren. It was wonderful to seeso many grandparents in attendance, with manytravelling great distances to be a part of our schoolcelebration.

Academically Gifted Class

Two Moss Vale Public School students have attendedthe Academically Gifted (AG) class at Bowral PublicSchool each Tuesday throughout the year. The classheld a ‘Night of the Notables Expo’ to showcase theirlearning. Our students Esther Rough andAnnabelle Brennan were asked to research a ‘notable’in depth and then present their interesting facts in acreative way.

Annabel’s project was based on Dame Joan Hammondand her amazing musical life and golf career. Estherresearched the famous children’s author Mr RoaldDahl. Both students dressed in character and boughttheir notables to life. All audience members wereextremely impressed with their high quality engagingpresentations.

Tournament of the Minds

For the very first time Moss Vale Public School entered2 teams of 7 into the Tournament of the MindsChallenge at the University of Wollongong in August.Students worked together in teams to solve ademanding, open – ended science and technologychallenge that they had prepared over a six weekperiod that also had to meet a specific criteria. Theyhad 10 minutes to present their solution to a panel ofjudges and audience members. The teams alsoparticipated in an unseen ‘spontaneous’ challenge onTournament Day. Both our teams demonstrated theirproblem solving and creative skills by thinking outsidethe box. The students did our school proud and manyof them are looking forward to participating again.


Achievement in Sport

Students from K–6 were involved in a variety ofsporting experiences during 2016, including PhysicalDevelopment, Health and Physical Education lessons,the Fundamental Movement Skills program and thePremier’s Sporting Challenge.

Sports Carnivals and Primary School SportsAssociation (PSSA) Participation

Students from Years 2 – 6 participated in 3 majorcarnivals: swimming, cross country and athletics.Kindergarten and Year 1 children also attended theschool sports carnivals, participating in modified events.These carnivals were well supported by our parentcommunity who assisted with organisation at eachcarnival. Parents also ran a canteen at both our schooland district athletics carnivals.

The school’s competitive swimming carnival was heldat Bowral Swimming Centre with over 70 studentscompeting. Many students went on to represent theschool at the district PSSA swimming carnival.

All students K–6 participated in the school athleticscarnival which was held at Eridge Park, Burradoo. Approximately 40 students advanced to the DistrictAthletics Carnival and some went on tofurther represent Wingecarribee PSSA at the regionalathletics carnival.

All students K – 6 participated in the school crosscountry carnival, with 50 students advancing to theDistrict PSSA Cross Country.

Our school competed in NSW Primary PSSA knockoutcompetitions for rugby league, netball, soccer,basketball and cricket.

Throughout the year, several students attended districtand regional trials with a number of students gainingselection in district representative teams in a range ofsports.

Sporting Gala Days

Our Stage 2 and 3 students attended local gala daysfor AFL, soccer, League Tag, and cricket. Participationwas open to all Stage 2 and 3 students. In rugbyleague, we entered teams in the Hindmarsh and NobleCup, played as a 7 players a side competition.

Premier’s Sporting Challenge

Active lifestyles were promoted in 2016 with our schoolagain participating in the Premier’s Sporting Challenge.Students logged their physical activity over a 10 weekperiod and classes were involved in discussions andlessons focusing on the importance of healthy livingand lifestyle choices. Extra sports equipment was madeavailable at both break times for students to use. Focuswas also placed throughout the year on commitment tofair play and the importance of participation. At the endof term 4 individual achievement certificates werepresented to each student. The Premier’s SportingChallenge Medal was presented to Alliyah King De–

Wit from Year 6 for her commitment and application toall school sporting activities. Our whole school waspresented with a ‘Gold Award’ for our excellence inphysical activity.

Our school sporting programs have been highlysupported by the depth of skill in our staff and theparent body, who have made themselves available tocoach teams and provide transport, where possible.Staff members have also been willing to engage inprofessional learning opportunities to build theircapacity to deliver sporting programs for our students.

Dream Cricket

Many students from our Year 3 – 6 Support classesattended the Dream Cricket Day at Bradman Oval.Students had the opportunity to interact with otherstudents from Support units across the region, as wellas develop their cricket skills.

Excursions

Stage 3 students from our school undertook aneducational excursion to the national capital. Duringthis excursion they participated in a variety ofeducational programmes focused on Australia’s history,culture, heritage and democracy. The studentsparticipated in a guided tour of the Australian WarMemorial, with a focus on the Gallipoli landings by theANZACs. This also included watching an amazingrecreation of the Australian Air Force’s first battles overEurope. Stage 3 followed their HSIE learning programof Australian Democracy with a visit to the ElectoralEducation Office to understand more about theAustralian Constitution, our levels of government andthe Australian system of preferential voting. Studentsactively participated in their own elections and usedtheir knowledge of the voting system to find a winner!The third element of the excursion was a visit toParliament House, including a tour of both the Senateand The House of Representatives. This tourconcluded with our students taking on the role of theparliament as they passed their own mock bills into law.The ‘hands–on’ nature of the activities conducted ateach location saw our students gain a very deepunderstanding of important aspects of our society.

Stage 3 also set off for their overnight camp to endTerm 3. It was Moss Vale Public School’s firstexcursion to the Great Aussie Bush Camp and wedidn’t know what to expect. We were greeted by ourcamp counsellors and everyone was allocated a bunkin the camp tents. We were put into activity groups andset off for some exciting adventures. During the day allof the groups participated in activities such as the GiantSwing, Flying Fox and High Ropes course. Theseactivities were complimented with team work gamesbased on raft building and canoeing. We even hadtime to try archery and a low ropes course. All studentsand teachers thoroughly enjoyed the experience.

Stage 2 had the opportunity to visit the JapaneseGardens at Campbelltown as part of their Geographyunit. Students were given the opportunity to participatein a clay making workshop and a tea ceremony. Theyalso enjoyed a tour of the gardens, sketching their


favourite part. Seiko, a Japanese tutor, demonstrated atraditional tea ceremony which the children thenemulated. A fantastic day was had by all students!

Stage One visited the Wollongong Science Centre inNovmenber. Students were engaged in 3 activities.One of the activities involved using the hands–ondiscovery stations at the Centre. The second activitywas a show called “All Mixed Up” where students wereshown reactions from different materials mixed togetherwhich complemented their Science unit. The thirdactivity was a visit to the Planetarium where studentswere shown star constellations and a video aboutspace and the planets.

Kindergarten students travelled to the National Zoo andAquarium in Canberra to have a first hand look at someof the animals they had been studying in class.Students were provided with the opportunity to feedand touch some of the animals and reptiles who livethere. It was a wonderful learning opportunity forstudents.


2016 moss vale public school annual report · 2017. 5. 22. · page 4 of 20 moss vale public school...

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