worawa aboriginal college ltd annual...

www.worawa.vic.edu.au

We believe in education, culture & wellbeing

Worawa Aboriginal College Ltd

Annual Report 2012

1. Executive Director Report

CommunityEngagementandAlliances CelebratingAboriginalCulture

2. Vision and Mission VisionStatement WorawaAboriginalCollegeStatementofIntent

3. Education Model and Initiatives

4. Academic Reference Group

5. Learning and Teaching PercentageofYear7and9StudentsReachingNational LiteracyandNumeracyBenchmarks StudentLearningOutcomesinStatewideTests andExaminations StudentAttendance StudentRatesofAttendance StudentRetention StudentSatisfaction Post-CollegePathways

6. Boarding

7. Student Health and Wellbeing

8. Leadership and Management WorkforceComposition ProfessionalLearning TeachersStandardsandQualifications TeacherSatisfaction StaffAttendanceReport StaffRetentionReport ParentSatisfaction

9. School Financial Activity

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Contents

We believe in education, culture, wellbeing & you

EXECUTIVE DIRECTOR REPORT 1.

ThisreportoutlinestheoperationsofWorawaAboriginalCollegeforthe2012schoolyear.

WorawaAboriginalCollegeisVictoria’sonlyregisteredindependentAboriginalschool.AnAboriginalinitiative,FoundedbyAboriginalvisionaryHyllusMaris,Worawacommencedoperationin1983.TheCollegeissituatedon65hectaresofAboriginalland,governedbyanAboriginalBoardandmanagement.AboriginalfamilieschooseWorawaastheyseethevalueofbothanall-girlsboardingschoolandanAboriginalenvironment.WorawaistheonlyboardingschoolinAustraliathatcatersspecificallyforAboriginalgirls.

WorawawasestablishedasaresponsetotheneedsofAboriginalstudentsanddifficultiesthesestudentsexperiencewithinthemainstreameducationalsystem.

Worawaoffersaholisticeducationthroughanintegratededucation,cultureandwellbeingmodel.AboriginalvaluesunderpinthecurriculumandalloperationsoftheCollege.Anemphasisonsocialandemotionalwellbeinggivesstudentsanimprovedabilitytofocusontheireducation.

Worawaprovidesanappropriatemainstreameducationtoenablestudentstoattaintheconfidence,knowledge,skillsandattitudesnecessarytobecomefullycontributingmembersofAustraliansocietyandtoprovidestudentswithasenseoftheirAboriginalidentity,knowledgeoftheirhistory,confidenceintheirplaceasFirstAustralians;andtobuildtheirself-esteemasabasisforsuccessintheirchosenlifepursuits.

TheCollegeplacesparticularimportanceonstudentsdevelopingasenseofculturalidentityasabasisforself-respectandparticipationinsociety.Ourstudents’diverseculturalbackgroundsinfusetheCollege’steaching,learningandextra-curricularprograms.

We believe in education, culture, wellbeing & you 3

Wecommencedtheyearwith62studentsandwewereparticularlypleasedtowelcomebackreturningstudents–atributetothemandtheirfamiliesfortheircommitmenttoeducationandareflectionofthestrongpartnershipbetweentheWorawaschoolcommunity,Aboriginalcommunities,parentsandstudents.

TheannualSchool/CommunityForumheld10–11December,2012wasagreatsuccesswithanumberoffamiliesattending.TheForumwasfollowedbyourPresentationDaywhichcelebratedtheachievementsofourstudentsandfarewelltosomestudentswhorotatedoutofWorawa.WewerehonouredtohaveProfessorKerryArabenaasKeynoteSpeakerwhogavearousingmotivationalspeechtoourstudents.

TheWorawaArtsprogramgoesfromstrengthtostrength.Ahighlightof2012wastheStylin’UpFashionParadeheldinAugust.Stylin’Up’showcasedWorawastudentartworkdigitisedontofabriccreatingstunningfashionsmodelledbyourstudents.

DecembersawtheformalopeningoftheSandraBardasCreativeArtsCentre.ThebuildingwasmadepossiblethroughapartnershipbetweentheIndigenousLandCorporation,WorawaAboriginalCollege,TheBardasFoundationandFairerFutures.TheSandraBardasCreativeArtsCentrewasnamedafterthelateSandraBardasOAMwhoworkedalongsideAboriginalFounderHyllusMarisintheestablishmentofWorawa.

TheSandraBardasCreativeArtsCentreistheCollege’scultural‘hub’withadedicatedvisualartscentreandperformingartsspaceoverlookingTheDreamingTrail,aculturalspace.

TheofficialopeningceremonyoftheSandraBardasCreativeArtsCentre,attendedbyover200guests,commencedwithAboriginalculturalprotocolsofasmokingceremonyanddidgeridoo.DanielBrowning,PresenterandProducerofAwaye!,ABCRadioNational,officiated.ThebuildingwasformallydeclaredopenbyIndigenousLandCorporationDirectorGrahamAtkinsonassistedbyWorawaChairmanSeanArmisteadwitharibboncuttingceremonyandunveilingofaplaque.

ThedevelopmentofthePolytechnicgroupofbuildingswasakeyfocusduring2012.ThebuildingsenabledthecommencementoftheCertificate1inRuralOperationsthroughourRTOpartnerHolmesglenTAFE.ConnectedtotheRuralOperationsProgramisthepartnershipwithHealesvilleSanctuaryandtheCollege’sRangerProgram.TheHealesvilleSanctuarypartnershipincludesaMemorandumofUnderstandingfortheuseof6hectaresofCollegepropertyfortheestablishmentofaKoalaFeedPlantation.WorawastudentsarealsoablegainvaluableworkexperienceworkingalongsidetheSanctuary’sAnimalKeepers.

During2012amajorfocuswasonpreparingforthecyclicalreviewoftheVictorianRegistrationandQualificationAuthority(VRQA).ThisinvolvedareviewoftheCollege’spoliciesandproceduresandschoolperformance.

During2012theCollegepreparedforits30thAnniversaryCelebrationstocoincidewiththehistoricalofficialopeningofWorawawhichtookplaceon19March,1983.AnniversarycelebrationsincludedproductionofaDVDtorecordtheWorawaJourney,preparationforaStudentReunionandanAboriginalEducationforum.

WORAWA ABORIGINAL COLLEGE | ANNUAL REPORT 2012 | EXECUTIVE DIRECTOR REPORT


Throughout2012,theCollegepreparedforthenextstageofdevelopmentwhichconsistsof:

•ExtensionoftheexistingsciencebuildingtoincludeaLanguagesLearningCentre

•CompletionofthePolytechnicgroupofbuildings

•Refurbishmentofclassrooms

•Re-developmentofTheDreamingTrail–anoutdoorlearningcentreandculturalspace.

IwishtoacknowledgewithgratitudethecommitmentandsupportoftheCollegeExecutiveTeamandallstafffortheiroutstandingsupporttostudents.

IammostgratefultoallmembersoftheBoardofDirectorsundertheleadershipofMrSeanArmisteadfortheirdedicationandadvice.

IextendmyheartfeltthankstotheparentsofallofthegirlsthathavepresentedatWorawaandthankthemfortheirtrustinWorawaastheirschoolofchoice.



CommunityengagementisanimportantaspectoftheWorawaprogramandisinitiatedandmaintainedinanumberofways.ThemajorityofDirectorsareengagedinIndigenouscommunityprogramsinvolvingeducation,employment,healthorcommunitydevelopment.

Relationshipswithstudents’homecommunitiesarevaluedandarecriticaltostudents’wellbeingandlearning.TheCollegeemphasisesbuildingrelationshipswithstudents’homecommunities.Strategiesincludevisitstoandfromcommunities,visitingartists,involvementofparents/familiesinschoolspecialeventsandinsomelearningareasandcommunicationthroughITsuchasSkype.

ThroughtheExecutiveDirector,Worawaisrepresentedonarangeofcommunitycommitteesandforums.

TheCollege’sannualSchool/CommunityForumisanimportanteventaimedatestablishingandmaintainingrelationshipswithparentsandcommunityrepresentativesandlearningtheaspirationstheyhavefortheirgirls.WorawaconductsanumberofartandcultureactivitiestowhichtheAboriginalandbroadercommunityareinvited.OurendofyearPresentationDayisanopendayforvisitorstocelebratetheachievementsofourstudentsandtovisitthelandthatonceformedpartoftheCoranderrkAboriginalStation.

TheCollege’sannualReconciliationSportsCarnivalinvolves12schoolsinsportingandculturalexchange.

Community Engagement and Alliances



WorawaAboriginalCollegecontinuestohonourtheidealsofitsFounder,AboriginalvisionaryHyllusMaris.Speakingattheopeningofthecollegein1983,Hyllussaid:

...inthis,thefirstAboriginalschoolinVictoria,theeducationalcurriculumhasbeenspeciallydesignedtosuitAboriginalstudentstobringthemtotheirfullpotential…Aboriginalculturewillbeimpartednotonlyasaschoolsubjectineachclass’stimetablebutasanintegralpartofevery-daylifeattheschool…LivingcommunitiesandculturalidentityarecentraltoWorawa’sfocusuponAboriginalhistoriesandcultures.

TheWorawaWaypedagogymodelisbasedontheAboriginalvaluesofRelationship,Responsibility,RespectandRigourthatinformallaspectsofCollegeoperations.AboriginalspiritualbeliefsinrelationshiptolandandresponsibilityforCaringforCountryareexpressedincampuscareanddevelopment.Alongwiththecoreacademicprogram,emphasisisplacedonnurturingandcelebratingAboriginalcultureasacrucialaspectofstudentself-esteemandwellbeing.

In2012studentinvolvementintheTechnologyEnhancedCurriculumProject(TECP)highlightedtheimportanceofcultureandfamilytothegirls–perhapsbestexpressedinthewordsofonestudentwhowrote:

“BeforethefirstBritishimmigrantsarrived,thiscountrywasamazing,natural,beautiful,alive,radiant,cultural,fullofpride,unpolluted,andmostofall,ourhome.Anditwillalwaysbeforaslongaswelive.Iimaginemyancestorstohavebeenindependent,beautiful,strongwilfulwarriorslikeproudAboriginalpeople.Iimaginetheywerefullofpride,happiness,courage,skilfulandmostofalltheybelievedintheircultureandidentity.Becauseourancestorsworkedsohardtokeepourlandandourculture,myancestorswereproudoftheirpastandwillbeproudofourfuture.

Celebrating Aboriginal Culture



IfIcouldaskmyancestorsonethingitwouldbehowtoconnectwiththelandanditsbeauty,soIcanshareitwithmychildrenandtheirchildrenandtheirchildren’schildren.Iwouldlearnallthesecretsofthelandandwhatmakesitunique.Andlearnallthestoriesofourpeople.

IfIcouldteachnon-AboriginalAustraliansafewthings,Iwouldteachthemhowproudweallareofourcultureandidentity.Showthemthatwearefullofcourage,independenceandlove.Teachthemthatthisisourlandandweareconnectedtoit.BecauseIwantotherstoknowthatwewillneverleavethislandandthatwewillalwaysbeapartofit.

IfIcouldchangesomethingsforthefutureofmycommunityorfortherestofAustraliaitwouldberacism,violence,discriminationandmakepeoplethinkwearegoodenoughtomakealiving.Makethembelievethatwearenotstupidandthatwearenottobejudgedbythecolourofourskin.Iwouldmakethemknowthatweareproudofwhatweareandwhatwedo.Makethembelievethatwecandowhatanyotherhumanbeingcando.Idon’twantpeopletotakeonelookatusandthinkthatwearegoodfornothingpeople.

IfeelthatIshouldkeepmyculturestrong,beautifulandcontinuingforever.Iwanttoshowothersthebeautyofthelandandhowweareconnected.Howwearejustonebigfamilyandhowwiseweare.IfeelthatIshouldpassonthestoriesofmyancestorsandhowhardtheyfoughttokeepourculture.Idon’twantmyculturetofade,Iwantmychildrentolivetheircultureandbeproudofwhotheyare.”



VISION AND MISSION

ForAboriginalAustralians,theeducationofourchildrenisfundamentaltoourfuture;tosustainandadvanceourancientandcontemporarycultures.

WorawaAboriginalCollegewillprovideaneducationbasedonthebestelementsofbothtraditionalAboriginalandcurrentAustralianeducation,aimingtoproduceanAboriginalpersonversedinhis/hertraditionsandproudofhis/heridentitywhohasthetoolsandnecessaryqualificationstocontributeeffectivelytotheAustraliancommunity.

‘Our children of today are our leaders of tomorrow’ (Pastor Sir Douglas Nicholls)

2.


• Affirmingandfosteringstudents’prideintheirculturalidentity,knowledgeandrespectfortheirheritage,languagesandplaceaspartofthenation’sdiverseFirstAustralianpeoples

• Flourishinginabi-culturallearningenvironmentthatprovidespathwaysforlife-longlearning,participationandsuccessincross-culturallearningcontexts

• Masteryofcorelearningskills,knowledgeandunderstandings,withparticularemphasisupontheacquisitionanddevelopmentofessentialskillsinliteracyandnumeracy

• OfferingAboriginalcommunitiesandfamiliesaneducationchoicefortheiryoungwomentoparticipateinamainstreameducationopportunitytoachievetheirfullacademicandintellectualpotential

• PreparingandequippingyoungAboriginalwomenwithpositiveandoptimisticattitudesandthelifeskillsrequiredfortheirfuturesintheirhomecommunitiesandthewiderworld

• Nurturinganddevelopingstudents’creativityandself-expression,talentsandcapabilities,aswellastheirconfidenceandmotivationtostriveforexcellence

• Developingstudents’personalself-confidence,respect,responsibility,stamina,rigourandcommitmentinalltheirpursuits,whilealsoenablingandequippingthemformakingsignificantlifechoices

• Studentsbeingengaged,challengedandfulfilledthroughparticipatinginWorawa’stotaleducationprogramandopenandequippedtolinkwitheducationopportunitiesattheCollege’spartnerschools

• Developingandmaintaininggoodmoral,emotional,mentalandspiritualhealthandwell-beingaswellandphysicalfitness

• Developingmeaningful,respectfulandqualityrelationshipsbetweenstudentsandbetweenstudentsandstaff

• Providingstudentswithopportunitiesforpersonalisedlearningthroughnegotiationanddevelopmentofpersonalisedlearningplansrelatingtoacademic,social,culturalemotionalandphysicallearning

• SendingyoungAboriginalwomenoutintotheworldwithconfidenceinwhotheyare,wheretheywanttobeandwhattheycancontributetotheircommunitiesandtothewiderworld.

Worawa Aboriginal College Statement of Intent

Aboriginal College provides a holistic education and boarding experience for Aboriginal young women in the middle years of schooling (Years 7 – 10) with emphases upon:

WORAWA ABORIGINAL COLLEGE | ANNUAL REPORT 2012 | VISION AND MISSION


EDUCATION MODEL AND INITIATIVES

3.

FoundationaltotheWorawaeducationmodelistheintegrationofeducation,cultureandwellbeing.TosupportthedevelopmentandimplementationofitsprogramWorawahasinitiatedreferencegroupsofrelevantexpertstoguide,monitorandresourcethecomponentpartsoftheprogramensuringaholisticapproach.


ACADEMIC REFERENCE GROUP 4.

TheWorawacurriculumstructureandstandardsissupportedthroughanexternalAcademicReferenceGroupwithawiderangeofcompetencies.EachmemberoftheGroupbringsparticularexpertisewhichcomplementsthecomponentpartsoftheWorawaModelofLearning.TheWARGmonitorstheimplementationoftheWorawaModelprovidingconstructivecriticismandpositivereinforcementwhenappropriate.In2012membersoftheWorawaAcademicReferenceGroup(WARG)included:

•PamRussell,HonoraryFellow,UniversityofMelbourne,(Chair)

•DrMauriHamilton,AustralianCatholicUniversity

•DrNeilHooley,VictoriaUniversity

•LindyJoubert,TheUniversityofMelbourneandDirector,UNESCOObservatory

•DrZaneMaRhea,MonashUniversity

•ProfessorDianneSiemon,RMIT

•GaryThomas,ExecutiveDirector,EquityandStudentSupportServicesatLaTrobeUniversity

•DrMarkRose;DeakinUniversity


LEARNING AND TEACHING

Throughoutthe2012academicyear,WorawaAboriginalCollegeofferedadiverseandholisticeducationprogramtotheCollege’syoungAboriginalwomenfromculturallyandlinguisticallyrichcommunitiesinremote,ruralandurbanAustralia.

TheWorawaModelofLearningprovidesaframeworkfortheintegratedculture,wellbeingandacademicprogramofferedbytheCollege.TheoverarchingCollegethemeofCulturalConnectionsisreflectedinprogramsplannedineachofthefiveLearningCentresthroughouttheyear.TheWorawaCurriculumfollowsthroughafouryearcycle.TheAcademicProgramfor2012alignedwithYear1ofthecurriculumcycle.

AllLearningandTeachingprogramsaresupportedandguidedbytheworkoftheWorawaAcademicReferenceGroup(WARG).LearningCentres,togetherwiththeCultureCurriculumaimtoeducatethewholeperson–emotionally,socially,culturally,intellectuallyandphysically.UniquedesignallowstheCollegetoprovideculturallyappropriatematerialtostudentsineachLearningCentre.Thisensuresstudentslearnwithfamiliarmaterialwhichsupportsandenhancesthefirstcultureofthestudents,whilerigorouslyengagingtheminlearningwhichpreparesthemtoparticipatefullywithinAustraliansociety.

5.

KATHRYN GALE HEAD OF TEACHING AND LEARNING


Eachterm,thefiveLearningCentresandPathwaysprogramsplanunitsofworkaroundtheTerm’sculturalfocus.Theseare:

Term 1–ConnectiontoCommunity Term 2 –ExplorationofPlace

Term 3–IdentityofSelfandOurEnvironment Term 4–CelebratingOurPast,and PlanningforOurFuture

FoundationaltotheWorawaModelistheWORAWAWAYSwhichprovides,withintheAboriginalValuesofrelationships,respect,responsibilityandrigour,apedagogicalapproachtoallprogramsandactivitiesundertakenwithintheCollegeandthebroadercommunity.

Highlightsfor2012ineachoftheLearningCentreswereasfollows.

Languages (including English)Worawastudentsrepresentover30differentAboriginallanguagegroups,withsomestudentsspeakingtwoandthreedifferentlanguages.Englishisthefirstlanguageforonlyasmallnumberofstudents,whilstitisthesecond,thirdoffourthlanguageforthemajorityofstudents.Therefore,allCollegeprogramsendeavourtorecogniseanddrawuponthestudents’languagestrengthswhenplanningtheEnglishlanguageprogram.Studentinvolvementinthe‘Stylin’up’fashionParade,affordedinparticular,theopportunityforEnglishclassestowriteinmanylanguages,abouttheprogress,preparationandthefinalShowevent.

Science and the EnvironmentAsmallnumberofkeenSciencestudentshadtheopportunitytojoinagroupofDeakinUniversitySciencestudentsonaScienceandEnvironmentCampintheOtwayRanges.Theyspentaweekexploringandidentifyingplantandanimalspecies.

WORAWA ABORIGINAL COLLEGE | ANNUAL REPORT 2012 | LEARNING AND TEACHING


MathsReal-lifeMathswasthefocusforeachtermin2012,includingtheMathsincooking,textiledesign,Indigenousgardensandtheseasons.InTerm3,theCollegehostedtheMakeitCountresearchprogramMathsCamp,whenstudentsandteachersfromlocalschoolsspentadaylearningfromAboriginalEducationMathseducators.TheWorawastudentslearnedtoappreciatethat‘mathsisevery-where’.

Arts (including Visual Arts, Music, Drama, Media & ICT)TheVisualArtsprogramculminatedinanimpressivedisplayofstudentworkatPresentationDayinDecember.Thestudentworkwassoadmired,thatmanyguestsontheDaypurchasedpiecesofartworkorjewellery.TheCollegecontinuedtoofferrichexperiencesinTheArtswithvisitsfromIlbijeriIndigenousTheatreCompanyandDeborahCheethamfromtheWilinCentreforIndigenousArtsatVCA(VictorianCollegeoftheArts).

Health and Sport WorawaCollegeonceagainhostedtheverysuccessfulReconciliationDaySportsCarnivalforourpartnerschools.SupportfromtheDavidWirrpandaFoundationallowedforstudentstoengageinmanydifferentsportswithcompetitionsinlocalleaguesactivelycontested.TheAnnualoutdooractivitiesCampatPhillipIsland,supportedthroughtheYCWCo-operativeMovementinVictoria,wasonceagainverysuccessful.



Percentage of Year 7 and 9 Students reaching National Literacy and Numeracy Benchmarks


SUBJECT YEAR LEVEL 2011 2012

Reading 7 60% 43%

9 20% 25%

Writing 7 14% 29%

9 10% 33%

Spelling 7 14% 43%

9 30% 58%

GrammarandPunctuation 7 43% 43%

9 20% 33%

Maths 7 37% 57%

9 60% 25%

Transitions and PathwaysWorawaCollegecontinuedthrough2012todeveloptheYarraValleyPolytechnicfacilitytoprovidelocalYear9and10MiddleSchoolstudentswithopportunitiestoaccessskilledtraininginawell-equippedfacility.

HealesvilleSanctuarycontinuedtoprovideopportunitiesforWorawaCollegestudentstoengageinworkexperienceinNaturalResourceandAnimalManagementundertheCadetRangerprogram.Suchexperiencesprovideforpotentialpathwaystofurtherstudiesandeventualemployment.

SeniorstudentswereofferedsignificantleadershipdevelopmentopportunitiesinthePathwaystoWomanhoodProgramthroughplanningandorganisingtheCollege‘Stylin’Up’FashionParadeinTerm3.


Student Learning Outcomes in Statewide Tests and Examinations


2011

Reading Persuasive Writing Spelling Grammar &

Punctuation Numeracy

Year 7

409 356 415 386 415369-449 311-401 373-457 341-431 379-451

ALL540

ALL529

ALL538

ALL532

ALL545

Year 9

471 434 492 437 468441-501 394-474 459-525 403-471 442-494

ALL580

ALL566

ALL581

ALL572

ALL583

2012

Reading Persuasive Writing Spelling Grammar &


Year 7

457 317 370 411 418410-504 272-362 328-412 366-456 384-452

ALL542

ALL518

ALL543

ALL546

ALL538

Year 9

429 373 425 441 481396-462 329-417 389-461 404-478 453-509

ALL575

ALL554

ALL577

ALL573

ALL584

2010

Reading Narrative Writing Spelling Grammar &


Year 7

- - 480 364 442430-530 311-417 400-484

SIM417

410-425

ALL546

SIM361

353-370

ALL533

SIM421

414-429

ALL545

SIM375

366-384

ALL535

SIM429

421-437

ALL548

Year 9

- - -

SIM451

443-458

ALL574

SIM372

362-381

ALL568

SIM461

453-469

ALL579

SIM418

410-427

ALL579

SIM468

460-475

ALL585

Selectedschool’saverageis: substantially above above close to below substantially belowtheseschools’average.

SIM Schoolsservingstudentsfrom statisticallysimilarbackgrounds

ALL Australianschools’average

Studentpopulationbelow reportingthreshold

Yearlevelnottested 409369-449

SIM475

ALL420

465-485

How to interpret this chart

Selectedaverage

Colourshowsiftheselectedschool’saverageisaboveorbelowstatisticallysimilarschool’saverage

Colourshowsiftheselectedschool’saverageisaboveorbelowtheAustralianschool’saverage

Marginoferrorat90%levelofconfidence

Average&marginoferrorat90%

Australianschool’saverage


Themajorityofstudentscomefromregionalandremotelocationswherethey,forthemostparthavehadafracturededucationalexperience.Theentrenchedlowsocioeconomicstatusoffamilies,poorhealth,family/communitydysfunctionandlackofrolemodelscontributetothechallengeoffulltimeattendanceatschool.AgainstthisbackdropWorawaoperatesinaculturalcontextthatacknowledgestheculturalobligationsthatstudentshaveformattersofculturalimportancesuchas‘sorrybusiness’(funeralsandmourning).Attendanceratesareaffectedbytheseconvergingfactors.

Worawaactivelyencouragesparent/familyinvolvementintheeducationoftheiryoungwomenandgirls.TheCollege’sSchoolCommunityMemorandumofUnderstandingsetsoutthesharedresponsibilityoftheLegalGuardianandtheSchool.Parent/familyinvolvementisfacilitatedthroughtelephonecontact,Skypeandschoolvisits.

Student Attendance

Student Retention

Student Rates of Attendance


2012 Attendance Rates

Year7 89%

Year8 84%

Year9 90%

Year10 86%

Whole of school 88%

2012 Retention Rates

Year7toYear8 100%

Year8toYear9 93%

Year9toYear10 80%


AformalprocessofStudentSatisfactionwasundertakenduringtheyear,throughtheIndependentSchoolsVictoriaLEAD(Listen,Evaluate,Act,Deliver)surveys.

Theobjectiveofthesurveyistolearnstudentopinionandlistentotheirrecommendations,toidentifystrengthsandweaknessestoimprovethequalityofeducationprovided.

Theareasconsideredwereacademicprogram,learningoutcomes,pastoralcare,personaldevelopment/leadership,disciplineandsafety,resources,schoolethosandvalues,peerrelationshipsandtransition,academicrigour,teacherknowledge,teacherpracticeandteacher/studentrapport.

Thesurveyresultsshowedahighlevelofsatisfactionacrosstheareasconsidered,andwhileitindicatedareasforimprovement,overallstudentsatisfactionwashigherthantheaverageoverallstudentsatisfactionofthe40schoolsand8,741studentssurveyed.

SurveyswereundertakeninrelationtostudentsatisfactionoftheboardingaspectoftheCollegeduringtheyear.ThesesurveyswereperformedbyAboriginalHostelsLimitedasaconditionoffunding.ResultsmaybeobtainablefromAboriginalHostelsLimited.

Student Satisfaction



AsaCollegeforthemiddleyearsofschooling,Worawaaimstobuildafirmfoundationforfurtherlearningpathwaysforallstudents,thusassistingthemtoreachtheirpersonallearninggoalsandtheaspirationsoftheirparentsandcommunities.Withthisendinmind,theCollegeiscontinuingtobuildrelationshipswithexternalorganisationsandpartnerschoolstogivestudentseveryopportunityforasmoothandmeaningfultransitionpost-Worawa.

ThroughourregularsharedprogramswithpartnerschoolsinMelbourne,studentshavetheopportunitytoexplorethepossibilityofaYears11&12educationexperienceinamainstreamsecondaryschool.TheCollegealsomaintainslinksandbuildsrelationshipswithschoolsinthestudents’homecommunitiestoensurethestudents’smoothtransitiontocompletetheirsenioryearsofschoolingintheirhomecommunitiesortheworldofworkinacommunitysetting.

Throughourpartnershipswithlocalandothercommunityorganisations,studentsexperiencetheworld-of-workandhaveopportunitiestoengageinCertificatecourses;someofwhicharetailoredtothestudents’specificneedsandinterests.Forexample,somestudentsareengagedwithregularworkexperienceatthelocalHealesvilleSanctuary.

EachstudentengageswiththeCollege’sCareersandPathwaysprogramwhichintroducesthemtothepossibilitiesavailableforfurthereducationorworkopportunities.ManyoftheCollege’sdepartingstudentsgoontofurtherstudiesinHighSchools,CollegesorTAFEinstitutionsinMelbourneorinthehomecommunities/towns,orintojobsintheircommunities.

Polytechnic

InSemester2theCollegeintroducedtheCertificateIIinRuralOperationsundertheauspiceofHolmesglenTAFE.Severalstudentssuccessfullycompletedthefirstthreemodulesfromthefifteenmodulecourse.

ThePolytechnic‘RuralOperations’courseismadeupofunitsthatpathwayintoTourism,Parks,ConservationandLandManagementandalsofitwiththeWorawaWorkexperienceprogramatHealesvilleSanctuary.

Studentswereinvolvedinpropagatingarangeofindigenousplantswiththeintentiontopotup,plantoutorsellon.ActivitiescoveredincludedOH&Spractices,pottingupplants,propagatingplants,tendingnurseryplantsandlearninglocalaspectsofAboriginalculture.

Post-College Pathways



BOARDING6.

Kim Walters HEAD OF BOARDING

OurresidentialteamismadeupofstaffwithexperienceandqualificationsinbothYouthWorkandEducation.Emphasiscontinuestobeplacedontheprovisionofhighqualityandrelevantprofessionaldevelopmenttoenablestafftomeetthecomplexemotionalandsocialneedsofourstudents.WecontinuetooperateamonthlyPeerSupportprogramwithexternalprofessionalswhoprovidesecondaryconsultationstostaff.

Professionaldevelopmentin2012included:

•YarningUpWithTraumaUnits1and2

•ReportWriting

•Safetalk:SuicideAwareness

•CPR&Anaphylaxistraining

•RestorativePractice


Theboardingresidencesareacomfortingenvironmentforstudentswheretheyexperienceacombinationofsufficienttimeandspacefortheirpersonalneedsandalsotimespentincommunityactivities.Studentsreceiveguidanceinarangeoflifeskillsintheareasofrelationships,respect,responsibilityandrigour.Theseallowthemtocareforthemselvesandtogrowinconfidenceandresilience.Themeetingofthestudents’physicalandemotionalneedsallowsthemtofocusontheirlearningwhileatschool.

Weeklyhousemeetingsareheldinwhichaspectsofindividualandcommunallivingskillsarediscussedandthegirlsareadvised,correctedandaffirmedasappropriate.MealtimesprovideadailyopportunityforwholeschoolinteractionandthemenuhasbeendevelopedinconsultationwithdieticiansfromDeakinUniversity.

Studentsareactivelyengagedinteamsportsincludingbasketball,softballandnetball,allofwhomcompeteinlocalleagues.Theseteamsareallcoachedbyexperts.

Weekendactivitiesincludeshopping,attendingthecinema,participationinfestivalevents,avarietyofrecreationalactivitiesaswellasonsitesporting,recreationalandcraftactivities.EffortsarealsomadewithintheresidentialprogramtoengagethestudentswithIndigenousculturalactivitiessuchasmusicfestivals,artexhibitionsandotheractivitiesthatexposethemtonewexperiences.



STUDENT HEALTH AND WELLBEING

2012wasabusy,butproductiveyearfortheHealthandWellbeingteamatWorawaCollege.ThehealthneedsofthestudentsatWorawaCollegecanbecomplexattimesandaholisticapproachisvitalinmeetingtheseneeds.TheWellbeingteamatWorawa(WellbeingCo-ordinator,RegisterednurseandSchoolPsychologist)weresupportedinprovidingthecareneededforstudentsbyavarietyofexternalproviders.TheseincludedaweeklyGPClinic(ValleyPrimaryHealthCentre),visitsfromoptometristsfromTheAustralianCollegeofOptometry;dentalcarefromRangesCommunityHealthinLilydale;audiologytesting;ongoingimmunisationprogram(YarraRangesCouncil);individualandgrouppsychologicalsupport,educationandprofessionaldevelopmentforstaff(MedicareLocal;EACH;ECASA;BerryStreet;EasternHealth).

During2012theFirstAidroomreceivedamuchneededrenovationandadditionofspecialisedequipmentthroughgenerousphilanthropicsupport.Thisgreatlyenhancedtheprovisionoftopqualitymedicalcareforthestudents.

7.

Joylene Woodward COLLEGE NURSE


LEADERSHIP AND MANAGEMENT8.

Professional Learning

Worawahasanemphasisonprofessionallearningforallstaffandconductsprofessionallearningprogramsatthecommencementandconclusionofeachterm.Inadditiontoin-houseprofessionallearningactivities,staffarereleasedforprofessionaldevelopmentactivitiesprovidedthroughaffiliateorganisations.

TheCollegegratefullyacknowledgesthesupportitreceivesfromIndependentSchoolsVictoria,EasternHealth,BerryStreet,ECASA,EACHandMedicareLocalinprovidingnumerousprofessionaldevelopmentprogramsandsupportonagratisbasis.

Duringtheyear$9,652wasspentonstaffprofessionallearning.

Workforce Composition

STAFFNon Indigenous Indigenous

Male Female Male Female

TeachingStaffFT 1 5 0 0

TeachingStaffPT 0 3 0 0

BoardingStaffFT 1 4 0 1

BoardingStaffPT 0 7 0 0

Admin&SupportFT 3 2 0 0

Admin&SupportPT 1 3 0 0


AllstaffholdregistrationwiththeVictorianInstituteofTeaching.In2012theacademicqualificationsheldbystaffincluded:

•BachelorofTeaching •BachelorofArts

•BachelorofScience •BachelorofLaws

•MasterofScience •MasterofArtsinwriting

•DiplomaofEducation •GraduateDiplomainEducation(Primary)

•GraduateDiplomainEducation(Secondary) •GraduateDiplomainPerformingArts

AformalprocessofStaffSatisfactionwasundertakenduringtheyear,throughtheIndependentSchoolsVictoriaLEAD(Listen,Evaluate,Act,Deliver)surveys.Asschooleffectivenessandstudentachievementdependsonmaintainingandenhancingstaffwellbeing,thepurposeofthesurveywastoidentifywhatconstitutesstaffsatisfactionandtogatherstaffperceptionsofCollegeeffectiveness,teachingandworkplaceissues.

ThesurveyresultshaveassistedtheCollegeinidentifyingbestpracticeineducationandhaveprovidedareasoffocusthatwillimproveoveralloperation.

TheHeadofTeachingandLearningisamemberoftheCollegeExecutive,whichallowsissuesthatrelatetoteachersatisfactiontobediscussedonaweeklybasis,withrefinementtoprocessinkeepingwiththeCollege’smodelofcontinuousimprovement.

Allstaffattendanceratein2012was98.13%

Teachingstaffretentionfrom2011to2012was75%

Boardingstaffretentionfrom2011to2012was56%

Teachers Standards and Qualifications

Teacher Satisfaction

Staff Attendance Report

Staff Retention Report

WORAWA ABORIGINAL COLLEGE | ANNUAL REPORT 2012 | LEADERSHIP AND MANAGEMENT


AformalprocessofParentSatisfactionwasundertakenduringtheyear,throughtheIndependentSchoolsVictoriaLEAD(Listen,Evaluate,Act,Deliver)surveys.

TheobjectiveofthesurveyistoassisttheCollegehaveabetterunderstandingofwhatparentsthinkaboutthequalityoftheirchild’sschooling.Enhancingparentalsatisfactionbyremedyingareasofconcerncanleadtoimprovementsinschooleffectiveness,studentachievement,thecultureandphilosophyoftheCollege,leadership,studentbehaviourandwelfareandmanagementofissuessuchasbullyingandharassment.

Thesurveyresultsshowedahighlevelofsatisfactionacrossthedomainsofqualityofteaching,academicprogram,learningoutcomes,pastoralcare,disciplineandsafety,parentalinvolvement,resources,yeartransition,overallsatisfactionandrecommendationstoothers.Alldomainsshowedahigherlevelofsatisfactionthantheaverageresponsesofthe29schoolsand6,300parentssurveyed.

Inaddition,theCollegehascontinuedit’sSchoolCommunityForumforteachersandthecarers/parents/familiesofstudents.Theforumcontinuestoprovidevalueintermsofinsightintotheneedsofstudents,parentsandcommunitiesandinforminginitiativesimplementedbytheCollege.Informalandanecdotalreportsfromfamiliesandagenciesarepositive.

Parent Satisfaction

WORAWA ABORIGINAL COLLEGE | ANNUAL REPORT 2012 | LEADERSHIP AND MANAGEMENT


SCHOOL FINANCIAL ACTIVITY9.

InformationrepresentingfinancialactivitytakenfromtheDepartmentofEducation,EmploymentandWorkplaceRelations(DEEWR)FinancialQuestionnaireandexternalauditedreports.

RECURRENT INCOME (TUITION AND BOARDING)

Schoolfees 300

Abstudyallowances 1,250,203

PrivateIncome 490,514

Stategovernmentrecurrentgrants 340,678

Commonwealthgovernmentrecurrentgrants 848,805

Total Recurrent Income 2,930,500

RECURRENT EXPENDITURE

Salariesandrelatedexpenses 1,664,772

Non-salaryexpenses 1,075,327

Total Recurrent Expenditure 2,740,099

CAPITAL INCOME AND EXPENDITURE

CommonwealthGovernmentCapitalGrants 793,750

OtherCapitalincome 181,854

Total Capital Income 975,604

Total Capital Expenditure 1,260,565

LOANS (FOR CAPITAL PURPOSES)

Opening Balance 25,943

Closing Balance 54,769


Worawa honours the vision of Hyllus Maris, Founder of Worawa Aboriginal College in 1983.

‘in this, the first Aboriginal school in Victoria, the educational curriculum

has been specially designed to suit Aboriginal students to bring them to

their full potential …Formal studies at secondary level will include English,

Mathematics, Science, Current Affairs, History, Geography, Languages,

Domestic Science, Business Management, Art/Craft, Music and Physical

Education …Aboriginal culture will be imparted not only as a school subject in

each class’s timetable but as an integral part of everyday life at the school…’

Hyllus Maris, 1983

Worawa Aboriginal College

Phone:0359624344|Email:[email protected]|ABN:18371286615visitworawa.vic.edu.au

We believe in education, culture & wellbeing

worawa aboriginal college ltd annual...

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