2016 mount victoria public school annual report · mount victoria public school annual report 2016...

Mount Victoria Public SchoolAnnual Report

2016

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Printed on: 3 May, 2017 of 15 Mount Victoria Public School 2652 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Mount Victoria 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.

Moira McNair

Principal

School contact details

Mount Victoria Public SchoolGreat Western HwyMount Victoria, 2786www.mtvictoria-p.schools.nsw.edu.aumtvictoria-p.School@det.nsw.edu.au4787 1255

Message from the Principal

It has been a wonderful year, with our work towards cooperation and collaboration further building our school into aproactive and positive community of learning.

The staff, students and community members have been engaged in a variety of worthwhile experiences. I thankeveryone involved in the planning and execution of these events as it is through their efforts that our students excel.

Term One saw the introduction of our lovely new teacher Miss Williams and four small, fantastic classes. We held Meetthe Teacher events and our Term Brochures updated families on what was happening in the classroom. Some studentsattended the Regional Swimming Carnival – great work Ellie and Thalia. Year Six had a “Sneak Peak” at Katoomba HighSchool. Assemblies were hosted by all classes. Harmony Day celebrated diversity and tolerance. The Playgroundcommittee was formed and began planning ideas. Staff were trained in Kidsmatter – recognising mental health concernsin children. Purple Day developed an understanding of Epilepsy. Teachers participated in a Gymnastics TrainingSession. There was a fantastic Working Bee organised by our P&C. Our Bird Garden was started with beautiful flowerspainted by our students. Victoria’s Vegies was rejuvenated thanks to wonderful work by lovely volunteers. New chickenswere donated by community members and named by our children!!

In Term Two ANZAC Day commemorations with the community saw our school leaders read and lay a wreath. StageThree's debating team enjoyed competing against other Blue Mountains schools. We held our School Cross Country andSchool Photos. The Community First Aid Course saw 20 staff and community members join for training. A SportingSchools Grant gave us access to the Basketball Sports Clinic. Years Three and Five participated in NAPLAN. Somestudents went to District cross–country. K/1 had an excursion to Mt Victoria Museum. We participated in ICAS Spellingand Digital Technologies. Our fantastic play Goldilocks and the Three Bears was staged. Stage Two and Threeparticipated in a NAIDOC video conference and to complete the term we enjoyed our Winter Disco.

At the beginning of Term Three, Stage Three visited State Parliament via video–conference. The Nationally ConsistentCollection of Data was completed. Our senior choir rehearsed at Katoomba Public School for the Choir festival. YearTwo and Stage Three met author Jackie French at Blackheath Public School. The International Competitions andAssessments were held in English and Maths. We hosted the Eat to Beat it Workshop for Parents. Our annual AthleticsCarnival was held at Lithgow. Years 2/3/4 visited the Australiana Pioneer Village In Wilberforce. Our students competedin the Basketball Gala day at Katoomba Aquatic Centre. In Science Week the robots came !! The students receivedexpert tennis training from Tracey with Hot Hits Tennis. The Stage Three students attended the Milo Cricket Day atKatoomba Falls Oval. We celebrated BOOKWEEK with a fantastic Parade and Book Fair. A Shared Reading Sessionwith the whole school and an Illustrator visit (Michel and 5/6) were also great parts of our Book Week program. The P&CFather’s Day stall was successful – great work Vanessa on the amazing seedlings and cards!! Kindergarten Orientationstarted and we welcomed our beautiful new students. The Election BBQ was held – well done P&C on another success!!Changeover to LMBR occurred – congratulations to our hardworking School Administration Manager Amanda.


Professional Learning for Staff took place in ARCO training, Coding and Chrome books, Geography, Health Conferenceand of course LMBR. The Stage Two and Three students attended the Newcombe Ball Day with our UBMLC schools.We were represented by four students at the Spelling Bee Challenge hosted by Faulconbridge Public School. Finally theSRC involved the whole school in the creation of our rainbow fence.

In Term Four the Upper Blue Mountains Choral Festival was attended by our Senior Choir who participated with pride.We welcomed our newest community members at our Kinder Orientation. ARCO Training was attended by Ms Bateman.The Sporting Schools grant allowed us to provide a whole school Gymnastics Program. The K/1 Aboriginal Cultural FieldTrip visited a sacred site in Faulconbridge. Stage Three enjoyed our major excursion to Canberra. Katoomba HighSchool held extra Transition Days for our students. The 5/6 Aboriginal Culture Field Trip visited Mount York. Ourprospective Captain's speeches and voting resulted in big congratulations to Ellie, Robert, Ella and Audrey. Our seniorsplayed in the Upper Blue Mountains Soccer Gala Day at Pitt Park. Staff hosted a very successful CommunityCollaboration Project. Together we celebrated our student's achievements at Presentation Day. Fun was had at theAquatic Fun Day leading into Swim Scheme. Finally, to thank our wonderful community makers we hosted a VolunteerMorning Tea.

Our school is a place where we act responsibly, we show respect and we love learning. Thank you all for your ongoingsupport of your child’s education. Together we can make Mount Victoria an even greater school.

Moira McNair

Principal

Mount Victoria Public School

Message from the students

We feel very privileged to have been your School Captains for 2016.

It certainly has been a busy year for our students, teachers, staff and our community and we have had so manywonderful opportunities and experiences.

We came together to celebrate Harmony Day in March, where students and staff brightened the entry of our school withchalk messages and drawings of diversity, love and tolerance. Year 6 had their first ‘sneak peek’ at Katoomba HighSchool in preparation for next year. The SRC organised a ‘Purple Day’ to raise awareness of epilepsy. The entire schoolwore purple and donated a gold coin to raise money. In Term One we were also very excited to begin work on our birdgarden! Beautiful wooden flowers were painted by our students and the design and planning of the garden was begun byStage 3 students. New chickens were donated to the school by our community and each class had the chance to namethem!

In Term 2, our new Stage 3 debating team attended training at Katoomba Public School. The team went on to debatestrongly against other school teams throughout Term 2, learning new skills and techniques along the way. The schoolCross Country was held this term, with our new kindys participating for the first time. Everyone had a great day! Year 3and 5 participated inNAPLAN testing and a number of students sat for Spelling and Digital Technologies ICASAssessments. K/1 students had their first excursion of the year, to Mount Victoria Museum, where they had a fascinatingtime exploring the interesting historical items on display. Stage 2 and 3 joined an interactive classroom lesson forNAIDOC week. Students were taken through activities looking at aboriginal symbolism and had an opportunity to createtheir own flag. Term 2 ended with a Winter Disco and of course our school extravaganza ‘Goldilocks and the ThreeBears’, where every student showed the hard work they had been doing all term in drama with Mrs Molla.

Term 3 started with our School Athletics carnival at Lithgow. We were joined by our friends at Megalong School andeveryone had a great day. This term Year 2, 3 and 4 went on a heritage excursion to Australiana Pioneer Village wherethey made their own butter, pumped water and had a glimpse back in time to early Australia. Year 2 and Stage 3 went toBlackheath Public School to hear author Jackie French speak and Stage 3 also had a visit from illustrator Michel Streich.The whole school participated in a shared reading session during Book Week, as well as a fabulous book parade andfair. For the first time we also had 4 students compete in the Premier’s Spelling Bee held at Faulconbridge Public Schooland were invaded by robots during our Science Week activities!

The Upper Blue Mountains Music Festival kicked off Term 4 with the choir representing our school beautifully at eachperformance. Our new kindy students for 2017 got to know the school with regular visits this term. K/1 spent a great dayout at Faulconbridge, looking at significant aboriginal sites and learning about our local history. Stage 3 spent a similarday in Week 6 at Mount York, where they enjoyed a fantastic talk about aboriginal culture and a great bushwalk. In Week


4, Stage 3 spent three fabulous days in Canberra, visiting Parliament House, the Institute of Sport, Questacon and manyother great places. Students and teachers are fortunate to end the year with some fun in the sun with our whole schoolAquatic Fun Day tomorrow and Swimming Scheme starting next week!

So that is just a taster of the many wonderful events Mount Victoria Public School has been involved in this year.

Thank you for the opportunity to be your School Captains for 2016.

Indigo and Alex


School background

School vision statement

Mount Victoria Public School is a small and happy school which values relationships.

Our learning place fosters the growth of responsible, creative and caring people.

We actively seek community involvement and through building these connections we aim to be responsive andsupportive of each individual’s needs.

School context

Mount Victoria Public School is a small school situated at the western extremity of the Blue Mountains. The school iscommitted to quality teaching and learning programs for students who are drawn from the small local village, and thesurrounding semi–rural areas.

There are 57 families with a total of 78 students enrolled for 2016. Six students are identified as Aboriginal. Schoolstructure consists of 4 classes with a teaching Principal, 3 full–time teachers, and a full time School AdministrationManager. Enrolments are remaining reasonably steady.

MVPS is a member of the Upper Blue Mountains Learning Community. We provide Quality Teaching in all areas andhave a strong and successful focus on Literacy, Numeracy, the integration of Technology into teaching and learningprograms and student welfare.

Our school motto "Together in Harmony "reinforces the importance of home/school partnerships in developing the wholechild.

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. Staff were asked to considerthe practices and processes in place at our school which were evidence of the descriptors. 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.

Learning

In the domain of Learning our efforts have primarily focused on differentiation and developing strong knowledge ofcurriculum to meet the learning needs of all students. Our whole school focus on the well–being of our students is part ofour planned approach to meet the needs of our students cognitively, emotionally, socially, physically and spiritually. Inthe areas of Curriculum and Learning we are Sustaining and Growing. In Learning Culture we are Delivering. We areWorking towards Delivering in Assessment and Reporting and Student Performance measures.

Teaching

In the area of Learning and Development we are Sustaining and Growing with our strong focus on Teachers proactivelyengaging in the planning of their professional Learning, and the impact this has on our school as a whole. We areDelivering in the areas of Effective Classroom Practice, Collaborative Practice and Professional Standards. With a


continued focus on developing our skills at assessment data we are Working towards Delivering in Data Skills and Use.

Leading

In this domain school performance has improved in Leading Management and Processes (Delivering) and SchoolResources (Sustaining and Growing). We are Delivering in Leadership and Working towards Delivering in the area ofSchool Planning, Implementation and Reporting.

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


Strategic Direction 1

Child centred practices across the whole school community

Purpose

To implement whole school collaborative practices which fosters confident and successful learners who are engaged andself regulated. Social and emotional development is developed amongst the whole school community.

Overall summary of progress

The whole school collaborative practices has seen a positive increase in staff programming and differentiating theirprograms to meet the needs of the students in their care. IEP's were developed for all students with academic and social,physical or behavioural needs. with teachers ensuring additional Student Learning Support Officers delivered relevantand engaging individual and group learning experiences. The BOUNCE message has resonated across the school withthe explicit teaching of the key messages occurring from Kindergarten through to Year Six. Our school newsletter alsodelivered the message of resilience to our community. The Professional Learning completed in 2015 allowed all Staff tocomplete a whole school data capture on both the Literacy and Numeracy continuums by the end of Term Four. Acomposite of this PLAN data alongside NAPLAN levels and the internal Literacy assessment schedule built up a"Feedback Foundation" to track student achievement across the school years.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

growth for all students in allaspects of Numeracy andLiteracy from Year 3 to Year 5 inNAPLAN results

There was Student growth for some 50% ofstudents in Year 5 .

LaST allocation utilised ( 1day a week) to support allteachers through mentoringand release

100% of staff using PLAN Datafor all students and this isreflected in their programming

Whole student population achievement on Plandata Feedback foundation.

QTSS release utilised aswell as LaST release andsupport (1 day a week )

Full Implementation ofBounceBack program throughout K–6

Clear teaching of BOUNCE message across theschool.

Establishment of a two year scope and sequencein relation to BOUNCE BACK program

Teacher ProfessionalLearning funding $1000 (2casual days)

Next Steps

Staff to extend understanding and use of Formative assessment within Literacy and Numeracy.

Extension of Incursion program encompassing more music and connected classroom/video conferencing activities.

Bounce Back programmed activities within class timetables.

Involvement of students in feedback sessions extended.

Direct correlation of assessment data to classroom programming across the school.

Rubrics utilised as part of Feedback process

Staff, Parents and Students introduced to Three Way conferencing model



Collaborative, Positive culture of Staff engagement and Professional learning.

Purpose

To build systems and structures that foster collaborative practices. To foster a positive staff culture which leads toincreased staff engagement and professional growth. To promote and engage in professional learning which developsquality teaching practice.


Staff have developed a strong collaborative practice which has moved through logistical planning of whole school eventsthrough to collaboration on programming and sharing of best practice models and pedagogies. Additional support in thecollection of resources saw our Mathematics games resource library expanded across all the stages – this has seen anincrease in hands on and concrete learning in mathematics. Staff also were fully involved in the Performance andDevelopment Plan process with responsibility, proactivity and creativity encouraged to assist them reach their goals.




100% staff involvement inPerformance and DevelopmentPlan

All staff were involved in a Full cycle of thePerformance and Development Plan over 2016. The development of IT skills across all staff was afocus for our staff. Additional areas focused uponwere collaborative practices and communication,Behaviour Management and Aboriginal education.

Computer Allocationresource to support releasefor 6 days across year ($3000). Additional Staffcompetency sharing duringLearning and Support Teammeetings . External DigitalLearning Tools $2400 –Literacy and NumeracyFunding $2080 – Schooland Community Funds $320

100% staff completion ofrecommended new syllabusBoard of Studies training in newsyllabus areas

All staff completed the mandated GeographyImplementation professional Learning. Staff chosea Geography Unit and trialled it within their ownclasses. The History Syllabus was fullyimplemented in 2016.

Staff collaboration timeduring allocatedprofessional learningsessions after school.Staff Training completedoutside of allocatedProfessional learningsessions in lieu of final Twodays school in Decemberas per School developmentDay Deviation Policy. OtherProfessional Learning wasconducted during theschool designatedProfessional LearningMeetings.

Next Steps

Staff morale system implemented

Whole Staff review of NESTA Syllabus Draft

Staff allocated budget for Professional Learning

IT collaboration sessions scheduled and minuted to develop whole school capacity



Strong involvement in the Upper Blue Mountains Community of Schools.

Purpose

To build a strongrelationship with the Upper Blue Mountains, through sharing professionallearning, resources, expertise,mentoring and support, building the capacity ofour school community to meet the needs of students, staff and parents.


Staff were actively involved in all the available opportunities provided by our Upper Blue Mountains Learning Community.The students were able to access all the sporting opportunities provided as well as the academic and social opportunitiesavailable. There is a strengthening of Principal commitment across the Learning Community towards combined andcollaborative professional development and mentoring.




Every teacher is actively involvedin a collegial relationship acrossour Learning Community.

There has been some collegial networking set upwith staff recognising the breadth of expertise withinour neighbouring community of schools. Staffutilise Social media forums to share expertise andprofessional dialogue.

Staff attended forums inpersonal time.

100% staff participation inUBMLC combined Professionallearning day and selectedcombined learning opportunities.

All staff attended the combined staff developmentday in Term Two. The Principal provided additionaltraining to other schools in relation to SelectionPanel Processes.

Staff attended StaffDevelopment days onallocated ProfessionalLearning Days.

Next Steps

Staff to proactively establish collegial visit

Seek further opportunities for our students in the areas of performance – eg our choir visiting aged care facilities

Update staff familiarity with Components 1–4 of KidsMatter


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Aboriginal background funding to strengthensupport for Aboriginal students in theclassroom.

Aboriginal students were supported throughthe employment of Student Learning SupportOfficers.

Mount Victoria Public School has promotedAboriginal subject matter and perspectives.Students were engaged in Incursions withAboriginal culture and history as a focus.

• Aboriginal backgroundloading ($2 222.64)

Low level adjustment for disability Executive /Staff review of plans and programimplementation and support.

Personalised Learning and Support Programsprovided to support individual students withLiteracy and Numeracy skill development. Student Learning Support Officer employedto implement Individual Education programswhich has increased the levels of students’participation and engagement in learning.

• Low level adjustment fordisability ($6 299.00)

Quality Teaching, SuccessfulStudents (QTSS)

Staff release to facilitate whole studentpopulation achievement on PLAN data andFeedback foundation.

QTSS 0.058 staffingallocation • Quality Teaching,Successful Students(QTSS) ($3 061.00)

Socio–economic background Mount Victoria Public School utilised thefunding to access a Dance/Drama teacher toenhance the educational experience of ourstudents. The culmination of both programsinto a whole school performancestrengthened partnerships between theschool, our families and the community.

• Socio–economicbackground ($6 309.00)

Community Consultation Funding Principal Attended Community ConsultationMasterclass to upskill on variety of strategiesto best expand communication andconsultation process within the school

• Community ConsultationFunding $3772.19This funding will continue into 2017.


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 36 37 33 37

Girls 44 38 43 47

Student attendance profile

School

Year 2013 2014 2015 2016

K 93.4 93.9 93.8 92.5

1 93.1 92.3 90.2 90.1

2 97.3 92.8 90.9 88

3 90.4 94.7 90.2 87.9

4 90.8 92.6 93.1 92.3

5 94.5 95.1 88.7 93.3

6 88.3 94.8 92.8 92.9

All Years 92.5 93.8 91.3 90.6

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

Workforce information

Workforce composition

Position FTE*

Principal 1

Classroom Teacher(s) 3.34

Learning and Support Teacher(s) 0.2

Teacher Librarian 0.2

School Administration & SupportStaff

1.41

Other Positions 0.03

*Full Time Equivalent

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

Professional learning and teacher accreditation

The staff at Mount Victoria Public School participated ina range of professional learning activities designed tobuild whole staff capacity in relation to strong androbust teaching and learning practices within ourschool. Professional learning planning became acollaborative exercise with staff encouraged to beinvolved in the development of their professionallearning Plans to support professional competence andexpertise. Mount Victoria Public School moved into thenew Financial and Administration structures in 2016.

In 2016 Mount Victoria Public School saw one teachergain accreditation at Proficient Level. Additionalprofessional learning included the following: BusinessIntelligence for Schools, Child Protection Update, Codeof Conduct Update, CPR/Anaphylaxis training,KidsMatter Component Four – Helping Children withMental Health, Adobe Connect – Geography K–10Syllabus Implementation, Dyslexia Workshop, Trainingin Gundungurra Resources, Google Apps for theclassroom, Strategic Financial Management, PDP andStaffing Agreement training, Mathematics – BuildingBlocks for Numeracy, Mathematics AssessmentStrategies, Health Conference Day , ARCO Training,Spelling Professional Development, ConsultativeDecision Making Class, Stronger Families AllianceMeetings, Principal Network meetings, Upper BlueMountains Principal meetings, VAILD Science on–lineassessment training, Debating Supervisor training,LMBR training and School financial managementtraining.

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 73 725.98

Global funds 88 958.16

Tied funds 96 611.66

School & community sources 35 403.29

Interest 1 332.44

Trust receipts 2 914.30

Canteen 0.00

Total income 298 945.83

Expenditure

Teaching & learning

Key learning areas 16 560.51

Excursions 3 316.77

Extracurricular dissections 18 112.69

Library 531.46

Training & development 1 930.73

Tied funds 61 322.38

Short term relief 8 765.27

Administration & office 26 351.83

School-operated canteen 0.00

Utilities 13 298.48

Maintenance 12 288.58

Trust accounts 2 734.55

Capital programs 0.00

Total expenditure 165 213.25

Balance carried forward 133 732.58

The information provided in the financial summaryincludes reporting from 5 September to 31 December2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 149 849.02

(2a) Appropriation 137 504.77

(2b) Sale of Goods andServices

0.00

(2c) Grants and Contributions 12 077.60

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 266.65

Expenses -95 052.90

Recurrent Expenses -95 052.90

(3a) Employee Related -61 382.56

(3b) Operating Expenses -33 670.34

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

54 796.12

Balance Carried Forward 54 796.12

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 693 187.07

Base Per Capita 4 102.89

Base Location 3 287.52

Other Base 685 796.66

Equity Total 35 235.27

Equity Aboriginal 2 222.64

Equity Socio economic 6 309.46

Equity Language 0.00

Equity Disability 26 703.18

Targeted Total 37 070.01

Other Total 4 167.63

Grand Total 769 659.98

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 detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.>

Parent/caregiver, student, teachersatisfaction

In 2016 we sought the opinions of parents and students(Years 3–6) about the school in relation to SchoolCulture and Teaching.

Student Community

Over 40 students responded with the following results:

There were 90% and over of students who felt "almost

always" and "usually" that:

School Culture • The school knows about its families and

community in which it serves • I am proud of my school • The school encourages students to achieve their

best • The school caters for the learning needs of all

studentsTeaching • What I am asked to learn is important

Parent Community

There were 17 responses from the Parent Community.88% and over of parents responded "almost always"and "usually" that:

School Culture • The school knows about its families and

community in which it serves • The students are the school's main concern • I am proud of my child's school (94%) • The school encourages new students and their

families to be involved in school activities • The school appreciates having my child as a

student • The school caters for the learning needs of all

students (94%) • The school is continually finding ways to improve

what it doesTeaching • Teachers provide class activities that are

interesting and appropriate to children's needsand abilities

• Teachers know what students can do and whatthey need to learn

• My teacher keeps records of student progress • Parents and students understand how learning is

assessedStaff Community

The Staff review focused on our capacity to provideclear information about student achievement throughthe school's reporting process. This was identified asan area of need. Teaching Staff also reviewed the wayswe praise and apply consistent behaviour expectationsthroughout the school. Teachers and SASS staff werepositive in their responses to positive school cultureand collaboration.

Policy requirements

Aboriginal education

At Mount Victoria Public School teaching programs andexperiences target the inclusion of Aboriginalperspectives and content across subjects and KeyLearning Areas. Additional incursions with communitymembers gave our students personal involvement withAboriginal culture and experiences.

Our Kindergarten and Year One Students and our


Stage Three Students attended Aboriginal Culturalexcursions with Chris Tobin at Faulconbridge andMount York. These field trips extended the studentsknowledge of local aboriginal culture and sacred sites.

In 2016 the school adopted the Grey Kangaroo Totem.A parent carved a Grey Kangaroo as our totem. OurAboriginal Education Coordinator Ms Bateman beganworking towards a school totem ceremony with twolocal Aboriginal elders.

Multicultural and anti-racism education

Multicultural perspectives are embedded in teachingand learning programs across the school. Activitiessuch as Harmony Day celebrate the diversity of cultureat Mount Victoria Public School. Students are engagedin the study of an Asian Country as well as weeklyJapanese programs. The school has developed Historyteaching programs that ensure multiculturalperspectives are explored and appreciation of culturalheritage encouraged.

Other school programs

Sport

MVPS have had an absolutely brilliant year in Sport!

Term One Started with our swimmers doing a great jobat the Regional Swimming Carnival. All of our studentshad the opportunity to learn new skills with a four weekin school cricket clinic. For the first time at MountVictoria Public School, a volleyball clinic was also heldfor the last five weeks of Term One. Both cricket andvolleyball were possible after successful grants weresecured under the Federal Government SportingSchools funding program. The students really excelledunder the direction of expert coaches.

Term Two kicked off with our Cross Country Carnivalwith every student giving it their best on our challengingtrack. The District Cross Country event at BlackheathMemorial Park was also well attended by our studentsand parents. It was a fun day for all. The whole schoolparticipated in a five week Basketball workshop,followed by a chance to learn Hockey skills in a coursethat ran for four weeks. Both of these sports workshopswere once again possible due to the successfulsecuring of the nationally funded Sporting Schoolsprogram.

Term Three was our busiest term, starting with thehugely successful Athletics carnival at our new venue inLithgow. The day was fun and enjoyable for all, withevery student from K–6 competing in several events.Thank you to all family members who helped on theday. Stage Three students had a great time competingagainst other schools at the Basketball Gala Day heldat Katoomba Aquatic Centre in week four and the MiloCup Cricket event in week five. Many students fromYears 3–6 also enjoyed participating in the NewcombeBall competition at Leura Public School. Years 3–6also had a great time with our Hot Hits Tennis program

where students continued to develop their coordinationand precision skills.

Throughout Term Four our students continued toengage fully in sport with a gymnastics program beingrun throughout this term by Miss Scott. Students fromYear Five and Six also attended the first Upper BlueMountains Soccer Gala Day held at Pitt Park. It was ahuge success and I was particularly impressed withhow wonderfully our students worked together as ateam.

The year culminated in a fun filled aquatic gala day atBlackheath pool, followed by our two week swimmingscheme program at Katoomba Aquatic Centre.

What a wonderful year it has been to watch all ourstudent's sporting skills develop and I have no doubtthat 2017 will provide even more opportunities for ourstudents to keep active and have fun playing a widerange of sports.

House Cup results 2016: Merigang – 260 Gudamang– 254 Dyara – 239 Bundaluk – 237

Nadine Bateman – Sports Coordinator

School Representative Council

The SRC’s focus is about student participation, theirmeaningful involvement in school decision making andthe development of leadership skills. Classrepresentatives from each year are elected in ademocratic process by their peers. By empoweringstudents to feel that they can contribute in the decisionmaking process we hope to foster a culture wherestudents care about their school and what happens init. In 2016 the SRC held a number of events to raiseawareness and funds for causes the student councilidentified as having value to our community. Thefollowing activities were initiatives from our SRC:

Purple Day – a gold coin donation from students whowore purple to school on the day. The $90 raised wasin support of Epilepsy Action Australia.

Easter hundred chart guessing competition.

Easter colouring–in competition.

Biggest Morning Tea – another successful fundraiserfor Cancer Council of Australia. We raised $293.60

Winter Disco

Friendship Fence – students were given the opportunityto help celebrate our diversity by painting a paling onthe fence a rainbow colour of their choice.

Andrew Rochford – School Representative CouncilCoordinator

Environmental education and sustainability

Over 2016 we saw a rejuvenation of the vegetablegarden with volunteer parents and our Stage Oneteacher leading the environmental initiatives. The Bird


garden has been started with an area set aside fornative gardens and bird habitat. The Bird Gardenconstruction is being supported by funds from “As theSmoke Clears” – a visual history of the Bushfires of2013. This long term project is extending into2017–2018.

Achievement in the Arts

In 2016 all the students at Mount Victoria Public wereinvolved in a Visiting Artist program with a local potter.Our Artwork was displayed at the Lithgow Show withmany student's entries recognised for commendationby the judges. The Artfest held at Wentworth FallsPublic School and the Blackheath Flower Show alsoprovided an opportunity to showcase our creativeartwork. A whole school Gala production of 'Goldilocksand the Three Bears' was produced by our localDrama/ Dance teacher Mrs Molla. All students wereinvolved in the presentation of this wonderful play. OurSenior choir attended the Upper Blue Mountains ChoralFestival held at Katoomba High School – a lovelycelebration of the hard work of Mr Connor and all thestudents over the year.

Japanese

In 2016 all the students at Mount Victoria PublicSchool continued instruction in Japanese. We hadSensei Jun facilitating basic language skills andJapanese writing.


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