2018 goodooga central school annual report€¦ · plan2 data will be the best indicator for...

Goodooga Central SchoolAnnual Report

2018

2033

Printed on: 21 May, 2019 of 16 Goodooga Central School 2033 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Goodooga Central 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.

During 2018 we have worked very hard to plan with all of our stakeholders to create a learning environment that is bothstimulating and conducive to students learning to their maximum potential. Our successes in creating vocational journeysfor our students provide a strong foundation for the success of our whole school. Every student from Year 10 onwardshas a clear learning pathway into a vocation or into further tertiary studies. We have worked hard to link Gifted andTalented students into further learning through Video Conference with Aurora Secondary College.

This year, we have further developed our Journey to Respect gardens and have worked hard to incorporate the Journeyto Respect program throughout our whole school. This has lead to a deepening of student understanding of culture andconnectedness in our school community. Community events have brought community members to our school which hashad a positive effect upon community engagement.

Annie Downes

Principal

School contact details

Goodooga Central SchoolDoyle StGoodooga, 2831www.goodooga-c.schools.nsw.edu.augoodooga-c.school@det.nsw.edu.au6829 6257

Message from the Principal

At Goodooga Central School we pride ourselves on providing a vibrant learning environment where every student iscatered for on an individual basis. All students have Personal Learning Goals and all programs that are provided forstudents are underpinned by the Eight Ways of Learning. We have strong community input into our programs, ensuringthat Aboriginal culture and our local traditions are valued and respected. We strive to give every student the bestpossible education so that they can move forward into a successful life. Our Secondary programs are geared to ensurethat each child develops a career pathway early and work experience, Gifted and Talented programs and traineeshipsare sought to suit each child – following their personal career pathways. We are a part of the Northern Borders AccessProgram, working with Mungundi CS, Boggabilla CS and Collarenabri CS. We work as a team to provide the bestpossible exit outcomes for our students when they complete school, with many of our students seeking entrance toUniversity courses; TAFE courses; traineeships and apprenticeships.

Message from the students

At Goodooga Central School the teachers and tutors help us to strive for the best. We work hard so that we can have abright future. My school has given me the opportunity to complete a School Based Traineeship at the CommonwealthBank. As students, we know that our school cares deeply about offering all students career pathways and the bestpossible education. Our school embraces our culture and supports us in our cultural learning. We all feel lucky to be atour school as we have more opportunities and we are 'not just a number'.

Kesha Loughrey

School Captain

2018, 2019


Goodooga Central School


School background

School vision statement

At Goodooga Central School we will provide a dynamic, engaging and inclusive education for all students. We willensure all of our learners are able to strive for their personal best and reach their full potential.

Goodooga Central School will create proud, respectful, confident and creative individuals through catering fordifferentiated learning styles, a dynamic use of Aboriginal pedagogies and a holistic curriculum.

School context

Goodooga Central School is located in the Brewarrina Shire in the far north west of New South Wales. The schoolprovides a highly personalised learning environment to our 42 students who are studying from Kindergarten to Year 12.

98% of our students identify as being Aboriginal and the school strives to embrace the local Yuwaalaraay culture andlanguage. The school is committed to making transparent decisions in consultation with community members, particularlythrough the strong Aboriginal Education Consultative Group (AECG) and Community Working Party (CWP).

Goodooga Central School is a member of the Northern Borders Senior Access (NBSA) initiative which also incorporatesBoggabilla, Mungindi and Collarenebri Central Schools.

Goodooga Central School is served by approximately 16 teaching, administration and support staff. There is somestudent mobility, due to familial connections to nearby communities. The school is well–respected within the localcommunity and it serves a diverse community of low socio–economic circumstances. The school is active in theLightning Ridge hub, which comprises of one state primary school and two central schools. The school continues todeliver quality teaching and learning programs in a 21st century environment, in order to improve student outcomes inliteracy, numeracy and engagement. We also provide a broad range of activities from performing arts, cultural,leadership, sporting, environmental and academic pursuits. Our students are well behaved and are encouraged tobecome responsible citizens at school and in the wider community. It is the belief of parents and staff that our greateststrengths lie in having high expectations for our students. Goodooga Central School is characterised by motivated andenthusiastic students, highly qualified and dedicated staff, as well as fantastic parental and community support. We aimto offer the best education possible by providing a quality, comprehensive education in a caring environment, as westrive to educate the whole child. We maximise parent participation in the general life and management of the school. Wealso build links and promote partnerships within the wider school community, hence strengthening and increasingsupport and communication.

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.

We have actively analysed all aspects of our school, including programming, planning, welfare programs, communityengagement, environment, teaching and learning, leadership, learning goals, professional development and so forth. Wehave collected detailed analysis of data and surveys that have been conducted throughout the year. All of this workinforms our School Planning for 2019. From the work that we have conducted, we have decided to focus on healthyfoods and nutrition education for all of our students that may lead to a healthy eating program later in 2019, alongside apush in the area of STEAM, to inform and support future focussed learning in all classrooms. This will support our newlearning in the new Curriculum documents.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Excellence in teaching and learning

Purpose

At Goodooga Central School, we value teaching practice that is based on evidence that maximises learning growth andimprovement for all students. Every student is important. Our purpose is to create and grow a professional learningenvironment where the practice is based on evidence, innovation and evaluation, supported by explicit systems ofcollaboration and feedback. We will sustain our focus on the explicit teaching of literacy and numeracy across allsubjects and accurately assess and support our students in the coming years. We will plan for students' learning andwellbeing to ensure all are engaged in developing their skills as learners. All students have Individual Learning Plans ,so that they are challenged and continually improve, having strong literacy and numeracy skills across all subject areas.

Overall summary of progress

This year we have worked very hard to ensure that staff have relevant and achievable Personal ProfessionalDevelopment plans in place. We have tried very hard to support with staff training and development in their areas ofneed, by enabling staff to travel to training and development opportunities and by having opportunities on site. Our newteachers has been given many opportunities to attend professional learning and has been offered the opportunity toobserve and team teach with the teachers from Lightning Ridge CS.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Well–being programs and careerpathways will result in improvedattendance and improved positivedata. Our school will be aninclusive and safe schoolenvironment.

Staff completed their PDP's with their supervisors inWeek 9, Term 4 and they thought about their goalsfor 2019.

Enhance the capacity of teachersto undertake cyclic programmingin their teaching and learning,ensuring that ProfessionalDevelopment attached toteachers' PDPs support theireffectiveness in measuringstudent growth through internaland external assessmentmeasures.

$29000 to cover full year'straining for all staff in orderto enhance training in cyclicprogramming

PLAN2 is still unavailable for the Secondaryteachers. When this program is up and running, wewill teach the teachers the best way to record theirdata in PLAN2 – ensuring that all students areassessed on a five week cycle across our schoolfrom Kindergarten to Year 10.

All students will demonstrateabove median movement acrossthe learning progressions in bothliteracy and numeracy andteachers will accurately plotstudents on these progressions.

PLAN2 data will be the best indicator for outcomesin 2019.

All students will have andIndividual Education Plan that willfollow them through school fromKindergarten to Year 12. Theseplans will be modified as theyprogress through school, workingtowards a career pathwayoutcome in the latter years.

Staff must be taught how to transfer their traininginto the new site, to ensure that all PL that theyhave undertaken is noted for accreditation.

Next Steps


In the coming year, we will be working towards upskilling our staff in technology skills, so that we are able to access themany STEM programs that are available to us. We plan to make our Library into a technology hub for our school.



Community and Cultural Connections

Purpose

At Goodooga Central School, we value our collaborative school community partnerships. These create a culture ofcollective focus on student continuous improvement. Our purpose is to strengthen and build sustainable partnershipswhere students, parents, carers, teachers , non–teaching staff, leaders and communities in our Hub collaborate toenhance learning, and support continuous improvement across our school.


This year we have worked very hard to include our community in our school and increase community engagement. Wehave provided many activities and events where our community have joined us and have contributed to these days.Cultural events are regularly organised and students have recently been on gathering excursions to bring bush tuckerand medicine plants back to our school. Our language lessons have been most successful this year, with students fromKindergarten to Year 6 learning our local language.





Increase studentsatisfaction, indicating a positivesense of wellbeing andengagement in school life whilstenhancing communityinvolvement and engagementwith student learning.

Enhance and reinvigorate the PBL program in thecoming year. Utilise student surveys to glean newideas that support student engagement andwellbeing at school. Planning has commenced toorganise a School Reunion for ex–students to ourschool. Initial meetings have been set up and staffand community are planning to work together onthis venture.

All teachersdemonstrate evidence ofthe Aboriginal 8 Ways pedagogyin their programs.

Ongoing planning is underway to get further trainingfor Brospeak and Sistaspeak in our school. Thisprogram has stalled this year, due to theunavailability of the trainers. These programs willsupport the Journey to Respect program.

Staff, students and communityare displaying an awareness andan embedded approach to thelocal language and a strongcultural awareness of our localland and its occupants.

Our community are always invited and involved incommunity events in our school. We often displayour student learning with regards to language anddance. In the future we would like to get our girlsinvolved in the dance program.

Next Steps

We plan to hold more community meetings in the coming year, so that our community are able to contribute more to ourplanning and to assist with the organisation of events at our school. We would like to include more input in our schoolfrom our elders, so that all of the stories and knowledge is passed on to our students.



Purpose


Pre and post testing this year has been most instructive. We are still working towards developing our students in theirgrammar. punctuation and text formation. This will be a focus for 2019. Our Journey to Respect program will besupported by Sista and Brospeak programs. We have recently bought an new online student wellbeing package, whichwill be rolled into classrooms at the start of 2019.

We still have many issues with regards to properties and WHS issues. We are working with the Department to sort theseissues out. Our Tell them From Me surveys indicated that most students find school enjoyable and they indicate thatthere is little bullying in our school.

Our Secondary students work with one of our teachers, along with the playgroup and the pre–school. This group gettogether on Mondays. The teacher organises speakers and educators to work with the parents and students at theplaygroup – supporting them in early childhood issues and possible pitfalls. This has been a wonderful program and as aresult our Pre–school now works much closely with our school.

We have run comprehensive transition programs throughout our school. Our Pre–school transition program and our year6 to 7 program runs for two Terms. This has been highly successful this year.

Our Tell Them From Me surveys indicate that our school is travelling well and that few students have any issues withrelationships and bullying in our school.





PLAN2 has been introduced and embraced by ourPrimary school this year. It is not currentlyavailable for our Secondary students. We haveanalysed and utilised internal and external data thisyear, to inform our teaching and learning programs.Staff have all been trained in the new LearningProgressions throughout the year.

Our K–12 assessment protocol has beenimplemented successfully, providing importantinformation that has informed our teaching acrossthe school.

We have started planning for the coming year, to're–load' our PBL program. We have conductedend of year surveys across our school population,to harness more information for programs in thecoming year. This year the program has been asuccess, with few suspensions and the majority ofour students receiving attendance awards at theend of the year.

$27000 teacher salary forone day.

A teacher from our community is employed toensure that we have authentic communityengagement. She will set up connections betweenour school and the community, organising thehosting of health talks for young mums; barbeques;meetings with the elders; lunches for the elders andother significant events eg Indigenous Games.

Next Steps


We plan to enhance our PBL program in the coming year, with more of our staff being trained in PBL. We also plan tocontinue with our transition programs and further enhance these.

Next year, we will make a concerted effort to work more closely with Lightning Ridge Central School, so that we canaccess joint training and development opportunities and our new teacher is able to work with Lightning Ridge to havefurther mentoring and modelling days.

We will continue to work with the PLAN2 data and place the year 7 to 10 children on this continuum as it comes out fromthe Department.

We will continue to have conversations with the Department about issues around our school, so that we have a safe andcomfortable learning environment that all of our community can be proud of.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading This year, we have spentour Aboriginal Backgroundloading on the employmentof our Aboriginal SLSOsand have used the moneyto provide communityengagement opportunitiesfor our school.

Our students have benefited greatly from thisinitiative, as they are mindful of theirattendance (most students are related to theSLSOs); and they attend to all of theirclasses, knowing that the SLSOs are there tohelp them when they need support.

We have hosted community barbeques;cultural days; celebrations and excursions, sothat Aboriginal culture is valued and shared.This exchange of learning is essential for ourchildren so that they know that their culture issignificant and important.

English language proficiency We strive to embraceAboriginal English in ouroral communication withour students, however, wework hard to teach thestudents English languageproficiency.

The focus on student literacy learning thisyear has seen higher classroom expectationsin all Key learning areas. Extensive work hasbeen done with students in the areas of textwriting, grammar and punctuation. Cherie andDonna have been an invaluable resource toour school. They have developed ourstudent's confidence and skill base in writingand reading across our school. This work willbe continued in 2019.

Low level adjustment for disability We utilise SLSO support aswell as employing extrateachers to support ourstudents who needadjustments to ensure thatthey succeed in learning.

This year has seen many new programsbeing introduced to our students. We havebeen utilising new reading and phonicsprograms and have been supporting ourstudents in text writing. The decision to focuson these areas was attained from analysis ofour student learning results. We realised thatthese were specific areas of need across ourschool. We targeted specific students todevelop and enhance their learning. Thisprogram has been a success this year, as wehave improved outcomes in student learning.

Quality Teaching, SuccessfulStudents (QTSS)

We plan to use this moneyto give teachers releasetime, to further plan for theirstudents, ensuring thatoutcomes are targeted andspecific.

This small amount of money was utilised tosupport teachers while on ProfessionalDevelopment – unfortunately we don't haveenough casual teachers to give staff time offto plan.

Socio–economic background Continuation of utilisation of$64 770 flexible fundingfrom Low Socio Economicfunding.

The majority of our RAM funding goes toemploying staff members to support ourstudents and the programs that we put intoplace for our students. The impact of havingour SLSOs from our local community is huge.These staff members are also related to manyof the students. They ensure that studentscome to school and they contributeenormously to the classroom environment, bysupporting our students in their learning.

Support for beginning teachers Ongoing staff developmentas well as extra releasetime to support newlearning.

Ongoing mentoring and modelling has takenplace. TPL has been offered and taken up byour new teacher. It has been very difficult togive her time to go to Lightning Ridge thisyear for whole days, as we have only onecasual teacher (who is already on atemporary contract for most of the week).


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 15 16 17 13

Girls 16 21 26 16

Goodooga Central School maintains a transientenrolment profile, with many of our students movingbetween family members in different communities. Wehave 97.7% Indigenous students in our school.

Student attendance profile

School

Year 2015 2016 2017 2018

K 94 91.5 91.5 94.2

1 85.5 83.5 89 83

2 89.2 83.5 85.4 89.8

3 89.4 93.3 80.7 85.5

4 90.4 84.3 81.7 81.3

5 88.8 85.3 89.6 82

6 95.8 91.8 90.2 94.9

7 87.4 88.2 89.6 95.9

8 100 84.7 92.3 93.5

9 78.5 71.8 78.8 79.1

10 91.6 69.8 78 76.6

11 86.1 80 76.8 88.6

12 80.6 82.9 57.9

All Years 89 85.6 85 86.2

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

7 92.7 92.8 92.7 91.8

8 90.6 90.5 90.5 89.3

9 89.3 89.1 89.1 87.7

10 87.7 87.6 87.3 86.1

11 88.2 88.2 88.2 86.6

12 90.1 90.1 89

All Years 92.4 92.3 92.3 91.5

Management of non-attendance

Our attendance profile is maintained at a high level,due to the vigilance of our staff in reporting absences.Each day we make phone calls to families whenchildren are away from school. We also drive to familyhomes, when there are concerns. If students leave ourcommunity and are not enrolled in other schools, wecontact the Engagement team and put in a missingperson report. Our community knows that attendance


is important at our school.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 0 100

Employment 0 0 0

TAFE entry 0 0 0

University Entry 0 0 0

Other 0 0 0

Unknown 0 0 0

Our Year 12 student this year has completed aCertificate II in Business Services; Certificate II inRetail; Certificate II Vocational Skills and Pathways anda Certificate II in Beauty Therapy from Dubbo TAFE.She has completed these courses through our school.

Year 12 vocational or trade training

Our current Year 11/12 student is studying a CertificateII in Business; a Certificate II in Retail and hascompleted a Certificate II in Vocational Skills andPathways and is currently in her final year as a traineewith the Commonwealth Bank.

Year 12 attaining HSC or equivalent

Our Year 12 student completed the Higher SchoolCertificate this year.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 1

Head Teacher(s) 1

Classroom Teacher(s) 4

Learning and Support Teacher(s) 0.3

Teacher Librarian 0.38

School Administration and SupportStaff

4.84

Other Positions 0.1

*Full Time Equivalent

68% of our staff onsite at our school are of Indigenousbackgrounds.

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 0

Professional learning and teacher accreditation

All staff have paid their fees for Teacher Accreditation.As the system does not automatically transfer ourtranscripts across to this new system, we will betraining staff in the use of this system on our 2019 StaffDevelopment Day. Our Beginning Teacher has beenattending Professional Development in Dubbo and hasbeen attending Video Conferences to support herlearning. She is keen to work with the teachers fromLightning Ridge Central School in the coming year –observing lessons and team teaching with them. Wehave spent much of the year mentoring her in theclassroom.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.


2018 Actual ($)

Opening Balance 164,614

Revenue 2,122,154

Appropriation 2,044,469

Sale of Goods and Services 4,129

Grants and Contributions 72,475

Gain and Loss 0

Other Revenue 0

Investment Income 1,081

Expenses -2,029,597

Recurrent Expenses -2,029,597

Employee Related -1,875,492

Operating Expenses -154,105

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

92,557

Balance Carried Forward 257,171

This year we have been working hard to improve ourschool grounds and our classrooms. We have spent agreat deal of money on our Woodwork/Art room, so thatthis room complies with all of the Department'sregulations and there are appropriate machines for ourstudents to use in their classes. We have also spentover $26 000 on the installation of Solar Panels tooffset our power bills – unfortunately these have notbeen connected yet.

The majority of our finances have been spent onHuman Resources, ensuring that our students areIndividually catered for with regards to their learningand their Personal Learning Plans.

Financial summary equity funding

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

2018 Actual ($)

Base Total 1,166,202

Base Per Capita 8,315

Base Location 40,116

Other Base 1,117,771

Equity Total 279,572

Equity Aboriginal 150,336

Equity Socio economic 85,593

Equity Language 0

Equity Disability 43,643

Targeted Total 12,798

Other Total 515,576

Grand Total 1,974,148

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

Enrolments have halved since 2011. There is a clearcohort effect on the % of students in the Top 2 bandswith the overall trend increasing.

The % of students at or above NMS has risen from<60% in 2009 to >80% in 2018. A great result.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

All of our students in Years 3 and 5 scored at or abovethe minimum standards in most strands of Literacy with


the exception of Grammar and Punctuation, with somestudents scoring below this standard. Due to this areabeing a concern across all grades, we have made it afocus for the remainder of 2018 and is in our SchoolPlan for 2019. There has been a greater focus on textwriting, spelling, reading and writing in all faculties as aresult of the results of the Secondary student results inLiteracy.

Y9 reading results are trending up since 2015 but it ismorethan one standard deviation away from the mean, in2018*(unlike the otheryears[3,5,7], all within one standard deviation of theState mean).

80% of students in Years 3, 5, 7 and 9 performed at orabove the minimum standards expected for students intheir year in Numeracy. We were most pleased bythese results. In Numeracy, however, we will continueto support Literacy strategies and reading skills whilstconsolidating already acquired skills and focussing onnew learning.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

Goodooga Central School has an enrolment of over97% Indigenous students. We work hard to raise thelevels of attainment in all of our students, with IndividualEducation Plans being written for all students, targetingthe areas of need. With this in mind, Y5–Y7 ValueAdded is on a steady rise since 2011 and is above the'average' school since 2013. The pattern is steady andthe 2018 result cannot be stated as statistically differentto the previous years. There appears to be increasingnumbers of students sitting the test in the later years(making the estimated mean more reliable – but thenumbers are low). Y7–Y9 Value Added is steady andis above the 'average' school in the last two years.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest). As we only have one student, this data is notappropriate to display.

We had only one student sit and attain her HSC thisyear. Her results were sound. Along with her HSC, sheattained a Certificate II in Business Studies as well as aCertificate II in Beauty Therapy. Alongside our HSCsubjects, we support our students, who are notfocussing on an ATAR for University, by offering themsubjects and skills in the areas that they are keen topursue a career in.

Parent/caregiver, student, teachersatisfaction

Parents and carers were surveyed throughout the year.Some believed that there still needed to be morecommunity engagement in our school, however, mostof the respondents believed that our school providedmany opportunities and events for communityengagement. Many parent and carers requested thatthey be invited to more community meetings in theupcoming year. They are keen to have a committee towork on a Goodooga Central School Reunion for paststudents. Plans are being made for this meeting earlyin 2019.

Student responses indicate that our students feel wellsupported at our school and data indicates thatstudents in our school are 8% less likely to be bulliedthan students in a similar sized school. 26% of ourPrimary students are aspiring to attend University whenthey finish school. 83% of our students believe that theteachers have high expectations of their work in theclassrooms.

Teachers feel that they are well supported in their workand that their professional learning and PersonalLearning Plans are of great importance to boththemselves; the students and the school.

Policy requirements

Aboriginal education

Aboriginal education is a part of our every day life. Wehave at least one Aboriginal staff member in everyclassroom throughout the day. We use the 8 Wayspedagogy throughout all of our programming and all ofour staff are trained in this way of teaching andlearning. Each week, one of our Aboriginal EducationOfficers teaches the Journey to Respect program inboth our Secondary and Primary classrooms. Ourstudents learn the Yuwaalaray Local Elders are ofteninvited to our school for meals, offering stories andknowledge to our Secondary students. We have manycommunity events, where we invite our parents, carersand community members into our school to share theday with our students. These events include: opendays; barbeques; Yarn Ups; Hat parades; celebrations;fund raising; information evenings; sporting days;AECG meetings; community meetings; Play Group anddiscos. We also host the annual Indigenous Games atour school. In the past year, we hosted over 500students at our school – with over 150 staying throughthe entire week (learning about local culture and visitinglocal Indigenous sites). This is a mammoth undertakingby our school. We all work together as a big team(students, teachers, AEOs SLSOs, GAs and officestaff) to ensure that this is a highly successful week.We hold regular AECG meetings, so that any issuespertaining to our school and the education of ourstudents is raised and addressed.

Multicultural and anti-racism education


Multicultural and anti–racism education factors in allprograms across our school. This year we had amulticultural food day during Harmony Day and invitedour community to attend this day. We had a wonderfulcelebration. In the lead up to this day, our studentslearned about people and cultures from all over theworld. Racism is often discussed in our classrooms, assome students suffer from this when they leave ourcommunity. Our students are aware of racism and theyall are given strategies to deal with this issue.


2018 goodooga central school annual report€¦ · plan2 data will be the best indicator for...

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