Annual Report 2015

Australian Science and Mathematics School

Annual Report

2015

Annual Report 2015

Page 1

1. CONTEXT

School Name: Australian Science and Mathematics School

School Number: 1800

Principal: Susan Hyde Partnership Marion Inland

The Australian Science and Mathematics School (ASMS) is a senior secondary school (year 10 – 12) promoting excellence in teaching and learning in science and mathematics education. The ASMS is recognized for its leadership of innovation and reform of learning and teaching in STEM. ASMS opened in 2003 as a partnership between Flinders University and the Education Department. The school is on the grounds of Flinders University. Purpose built, the school has an ICT open and flexible learning environment. The ASMS is constantly in the process of creating a learning environment for the future. We aim to prepare young people with a passion for study in STEM, to be self-directed learners, creative, critical, informed and motivated contributors, be it professional, personal or social issues. The ASMS also provides professional development for educators. Students study a two year cycle in the innovative interdisciplinary studies before undertaking year 12 subjects required for university entrance. The ASMS Strategic Plan 2014-2023 is a milestone in the evolution of the school. The Strategic Directions are Co-Design Learning Programs, Capabilities and Dispositions, Partnerships to Extend Learning and Impact and Influence.

2. REPORT FROM GOVERNING COUNCIL

ASMS Innovation Space

The ASMS Innovation Space program was finalised at the end of 2015. This project was a significant

Governing Council endeavour, designed to bring 21C technology into the ASMS curriculum. The

Director, Dr Sivam Krish reported the outcomes to Governing Council in October. Feresh Agahi

Pizarro has been appointed to develop the Studio 5/6 as a space for students to explore, tinker and

make things. A spin off from the Innovation Space and the developing Ideation Centre is the interest

in Entrepreneurial activities and thinking skills. These capabilities are also being explored in the new

Central Study, Concept to Creation, designed under the leadership of Dr Andy Stone.

DECD Partnerships Development.

The DECD has grouped schools together so that they can collaborate to improve achievement. The

ASMS is associated with two of these partnerships, The Fleurieu and Marion Inland Partnerships. Our

influence has brought professional development in the STEM for leaders in both partnerships.

In the Fleurieu the ASMS led an inquiry process, exploring the microscopic world, using the 60X phone cameras. The result was a poster presentation by 14 schools and preschools across the partnership. The ASMS has also participated in the Numeracy Task Group. The ASMS supported the Numeracy focus in the Marion Inland Partnership.

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ASMS Governing Council Strategic Plan 2014 - 2023 Strategic Direction 1: Choose A Curriculum For The Future 2015 achievements:

10 students undertook Choose Your Own STEM Adventure. This involved co-designing individual curriculum and assessment for accreditation at SACE Stage 1. Evaluation shows this was highly valued by students and that expected learning outcomes were exceeded.

16 year 11 students completed year 12 studies. Students were very engaged. Concerns were raised by staff as students were not able to fully participate in central studies in some instances. A new model of co-design is being developed based on Special Interest Groups.

20 year 10 students completed year 11 studies. Students were mostly engaged. This process will continue in 2016.

15 year 11 students completed co-designed Maths Pathways. This process will continue in 2016.

All students had opportunities for co-design through central studies that incorporated co-design as a standard feature in aspects of their development and delivery. Student feedback is very positive and we are working to further embed this in our 2016 curriculum.

10 students completed bespoke work experience related to their studies (generally Adventure Space, Student Inquiry Project or Research Project). Student feedback was very positive and learning outcomes were very positive.

2016

Consolidation and expansion of Choose Your Own STEM Adventure to 25 students

Consolidation and expansion of Maths Co-design to 25 students

Consolidation and expansion of work experience to 20 students

Consolidation of year 11 students undertaking year 12 studies

Establishment of Special Interest Groups in Maths/Physics and Biology/Psychology

Trial co-design options for students undertaking the PATE (to be fully active in 2018) Strategic Direction 2; Choose Innovative Pathways to get results. Progress towards embedding the development of the AC capabilities into the teaching and learning program.

Each term has a capabilities focus in Learning Studies this is introduced on Mondays as ePortfolio/capabilities focus day. There are currently more significant links to capabilities through the Learning Studies curriculum than other Central Studies.

Progress is being made to document the capabilities that may be developed through the learning and assessment program using the EduTec UbD process across all Central Studies.

The assessment tasks that the Central Studies teaching teams have developed help students collect evidence of the development of the capabilities by identifying these on the marking rubric. The ePortfolio is very useful in helping students collate their evidence. There is still a need to do some more PD with staff about how they can facilitate development of ePortfolio. Learning Studies teachers need to consider how the ePortfolio is used more actively within the school to make it more meaningful. For example, use of the ePortfolio for Learning Conversations, supporting applications for University Extension Studies, Choose your own adventure, Subject choice selections e.g. BIQ modules, Year 12 subject selections. To explore this more fully, there needs to be a whole school approach.

Identify capabilities for each session rather than just for module. Next steps Identification of key tasks in each Central Studies due BEFORE the end of term so that the student’s reflections can be included in their ePortfolio and used in their Learning Conversation. The aim of this process is to strengthen the connection of the development of the capabilities with their learning in the Central Studies. The ePortfolio should have evidence beyond these tasks and include other learning in and out of the school. Ideas for future development

School wide strategy for further development and use of ePortfolio

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Term 3 Learning Conversations focused on students’ evidence and development of the Capabilities

Reporting on capabilities in the written reports

More PD for staff about supporting students to develop their ePortfolio and understanding what evidence for each capability can look like.

Open badges (such as those awarded in some MOOCs and games) PATE There are four candidates in the program this year wishing to enter: - Nursing – 3 SACE subjects and Certificate 3 in Health Services - Creative Writing – 3 SACE subjects and a creative writing portfolio - Education (Primary) – 4 SACE subjects with ASMS Science outreach activities - Health Sciences – 4 SACE subjects – precluded subject combination of two Scientific Studies Strategic Direction 3, Choose to be connected to Community, Industry and International Partners. The partnership group focused on building connections with scientists and industry to support the following categories. 83 people on the mentoring list 9 Guest Speakers 7 Involved in Exhibition Judging. 9 supporting student projects and year 12 research project students. 6 Scientists supporting field work activities 5 scientists supporting work placements 1 Scientist working with students in the Wiki Science Project. Strategic Direction 4; Choose Professional Impact and Influence. ASMS has continued to have significant impact and influence on education on a state, national and international level. During 2015, 18 ASMS staff have been involved in facilitating & supporting the professional learning for over 2263 educators totaling 1075 hours in preparation and facilitation time. Significantly ASMS has been approached by DECD to lead several long term programs linked to regional and systems level initiatives. Australian Institute for Teaching & School Leadership (AITSL) Learning Frontiers program affords ASMS the opportunity to showcase our work on a statewide, national and international platform. Fundamental to this work has been the professional learning of ASMS staff. The Tues afternoon professional learning program continues to provide essential support for ASMS staff to deepen their knowledge & practice which enables them to work on our innovative approaches to teaching and learning. ASMS staff are using online data-base to collect and collate professional learning data. This includes data related to their personal professional learning and linked to performance development and appraisal process as well as data related to ASMS facilitated professional learning programs. ASMS staff recorded 2160 hours of professional learning, including 1040 out of school hours linked to ASMS Strategic Plan and the Australian Professional Standards for Teachers and role specific activities for non-teaching staff.

3. 2015 HIGHLIGHTS

The year of 2015 began with the most students and teachers in the building since the school opened. We stretched the limits of our beloved open spaces and the size of classes and learning studies groups. It all worked out OK, in fact, pretty good! First up was “Meet the Learning Studies Teacher” evening; oh yes, that was another change, used to be called Tutor Group. The program took a while to get the hang of, however, after a bit of effort the Triple M program on Fridays became a great success.

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Choose you own adventure was better than ever this year in Adventure Space. Activities such as Maths Club, which went from 6 students to over 40 students by the end of the year. As usual the innovators were seriously playing in the Innovation Space, model airplanes were being constructed in Studio 10 assisted by the guys from the Model Airplane Club, computer games were being designed under the guidance of Trystan Perry, music being played, robots were being designed, science in the arts was blooming, and more.. This is the year that we started getting serious about encouraging Girls in STEM activities, like robotics, activities at Tonsley, programming, FabLabbing at Lauriston Girls and meeting the Politicians in Canberra. Science Alive was a biggy. Thousands of children enjoyed the ASMS activities like making slime, building things, having a go on the flight simulator, trying to reach their best on the vertical jump. After that we had our own International Science Fair with 49 students and 16 teachers from 10 nations in the building with the central studies students. The sad thing about the year is that our loved teacher Kate Smith passed away after a long illness. Her students and alumni did her proud at her funeral. Vale Kathryn Eileen Smith. Well done to all staff, students and parents for supporting our school.

4. SITE IMPROVEMENT PLANNING AND TARGETS

The Site Improvement Plan focused on improving attendance across the school and improving achievement in year 10 and the SACE. Improving Attendance; the data provided in 2015 by the DECD Business Intelligence Unit does not correlate with the data provided from ACARA or from the SPERS. The leadership and support staff worked with teachers to improve the collection of reasons for non-attendance from parents. Please refer to Table in 6.1 showing that the attendance meets the state target and is above state average in year 12.

2015 ASMS Central Studies; raising achievement.

The school seeks to increase grade level achievement in the year 10/11 interdisciplinary central

studies. As you can see, the Grade Point Average has increased across three years.

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Strategies to increase the GPA included a strengthened non-submission of assignments, teaching

practices designed to individualise and track the progress of each student and increased

communication with parents. .

Whilst the GPA has improved, the gender differences are variable and have seemed to stabilise in

2015. We would need to explore these issues further over a longer period of time. Nevertheless the

confidence and grade levels of the girls in the Maths central study has prompted the construction of

female only maths classes for 2016. We are collecting data about the progress of the female classes

so that we can assess the effectiveness of this strategy.

4.2 Better Schools Funding

The better schools funding was used to employ tutors to support identified students.

5. STUDENT ACHIEVEMENT

2015 Year 12 results.

Bill Voss is the 2015 DUX with a perfect ATAR score of 99.95. Bill was awarded merits in Specialist

Mathematics and Chemistry.

Year 13 student Zahra Ataie Ashtiani also scored 99.95. Zahra was awarded merits in Chemistry and

Biology which adds to her 2014 merits in Mathematical Studies and Physics.

Calvin Fancett at 99.55 and Jen Su at 99.25 also scored over 99 and was awarded a merit in Biology.

22% of students achieved an ATAR over 90.

15 subject merits were awarded including to Vedas Das (year 11) for Research Project and Dannielle

Schwarz in Scientific Studies (Human Performance).

103 students received an ATAR. 9 students were offered places at a university during the 2015

school year through their achievement in the SAT or UniTest.

One student was accepted on the results of her portfolio.

13 ASMS Students studied 11 different first year university units in semester1 and 2 receiving 14 High

Distinctions, 7 Distinctions and 4 Credits. These results do count for the ATAR however their results

are not included in the SACE data.

Post Destination of Graduates

The Flinders University is able to track the offers made to our students. Once the students accept

offers then these data become confidential.

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The university offers made to ASMS students since 2005 can be seen in the table below. The

destination of our graduating students has changed across the years. Since 2010, acceptance of

offers from Flinders University have increased from 16 in 2010 to 45 in 2016. The Flinders University

is now becoming a first choice for our students.

Agriculture, Environmental and Related Studies

Education

Engineering and Related Technologies

Health

Information Technology

Management and Commerce

Natural and Physical Sciences

Society and Culture

3

19

40

49

21

17

106

51

Of interest is the number of ASMS students studying the core STEM Year 12 subjects is increasing

over time. This is very important considering the focus on STEM in year 12 across the nation. The

following table demonstrates this increase and includes the enrolment of the 2016 year 12 students.

Year Biology Chemistry Maths Studies Physics Specialist

Maths

2014 39 40 38 31 14

2015 41 50 63 50 28

2016 64 57 68 55 35

Stage 2 School Grade Distribution (Five Number Summary)

This time series report provides school level information on the minimum, first quartile, median, third quartile and maximum grade attained for this year. What is not captured in this data is the 13 ASMS 2015 Year 12 Students who studied 11 different first year university units in semester 1 and 2 receiving 14 High Distinctions, 7 Distinctions and 4 Credits.

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Stage 2 School Grade Distribution (Five Number Summary)

5.2 Senior Secondary

Students in Yr 12 Undertaking Vocational or Trade Training 15 students completed the SACE which included Vocational Training. Students in Yr 12 Attaining a Yr 12 Certificate or Equivalent VET Qualification 2%

A+

A

A-

B+

B

B-

C+

C

C-

D

+

D

D-

E+

E

E-

N

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6. STUDENT DATA

6.1 Attendance

Table 1: Attendance by Year Level

Attendance by Year Level % Attendance

2013 2014 2015

Year 10 92.8 93.4 93.8

Year 11 89.4 89.9 92.7

Year 12 95.8 95.2 96.0

Total All Year Levels 92.7 92.4 94.1

Total ACARA 1 TO 10 92.8 93.4 93.8

6.2 Destination

(2015 data is not available at the time of writing the report.)

Leave Reason 2014

School Index DECD

No % % %

Employment 1 0.8% 1.9% 2.9%

Interstate/Overseas 8 6.1% 11.3% 9.5%

Other 2 1.5% 0.7% 1.4%

Seeking Employment 1 0.8% 1.7% 3.8%

Tertiary/TAFE/Training 4 3.1% 5.1% 3.6%

Transfer to Non-Govt Schl 7 5.3% 12.4% 9.8%

Transfer to SA Govt Schl 19 14.5% 47.3% 48.8%

Unknown 89 67.9% 19.7% 20.3%

Unknown (TG - Not Found) 0.0%

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7. CLIENT OPINION

72% of staff responded to the Psychological Heath Survey showing a high level of protective support for various factors that arise from staff interactions.

% No

Opinion

5 4 3 2 1

26% 43% 19% 9% 3%

33% 58% 6% 3% 0%

42% 42% 7% 6% 3%

19% 50% 19% 6% 5%

23% 51% 19% 5% 3%

Appraisal and Recognition 28% 48% 13% 7% 4%

34% 53% 6% 6% 2%

19% 44% 28% 0% 8%

19% 44% 15% 17% 4%

13% 44% 21% 19% 3%

% Negative

Response

2015 Responses 36 responses from 50 staff

Protective Factor Risk Factor

% Positive

Response

Supportive Leadership

Role Clarity

Co-worker Interaction

Participative Decision Making

Goal Alignment

Employee Development

Work Demands

Individual Morale/Distress

Group Morale/Distress ACER School Life Questionnaire. The ASMS has participated in the ACER School Life Questionnaire since 2003 when the school opened. Students report a high level of satisfaction with school life and their teachers compared with the national average (based on responses from year 9 students.)

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Further information about the school can be found at My School website http://www.myschool.edu.au/

8. ACCOUNTABILITY

8.1 Behaviour Management

The ASMS has very low levels of behavior management. Two suspensions were recorded in 2015 and two cases of bullying.

8.2 Relevant History Screening

The Business Manager manages the screening process for volunteers, tutors, university personnel that work directly with our students. The Screening Audit conducted on 17 February 2015 reported that ‘site records for criminal history screenings are well maintained’.

8.3 HUMAN RESOURCES - Workforce Data

Teacher Qualifications

Workforce Composition

Workforce

Composition

Teaching Staff Non-Teaching Staff

Indigenous Non

Indigenous

Indigenous Non

Indigenous Full-time Equivalents 0.00 35.10 0.00 11.13

Persons 0 39 0 12

Qualification Level

Number of

Qualifications

Bachelor Degrees or

Diplomas

71

Post Graduate Qualifications

65

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9. FINANCIAL STATEMENT

Profit & Loss Statement for 2015 REVENUE Total for GRANTS: DECD 2852 Total for GLOBAL BUDGET REVENUE 5875418 Total for COMMONWEALTH GOVERNMENT GRANTS 1500

Total for PARENT CONTRIBUTION REVENUE 487502 Total for OTHER OPERATING REVENUE 165912 Total Revenue 6533184 EXPENDITURE Total for SUPPLIES AND SERVICES 765658 Total for GLOBAL BUDGET EXPENSES 5362044 Total for FACILITIES AND UTILITIES EXPENSES 159477 Total for FINANCIAL EXPENSES 1913 Total for EMPLOYEE EXPENSES 186159 Total for OTHER OPERATING EXPENSES 28051 Total for PARENT CONTRIBUTION EXPENSES 91794 Total for DEPRECIATION AND AMORTISATION 61359 Total for NON-OPERATING EXPENSES 1808 Total Expenditure 6658263 Surplus or (Deficit) funds (125079)