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Australian Science and

Mathematics School

2010 Annual Report

A senior secondary school promoting

excellence in teaching and learning in

science and mathematics education

Contents School Context ........................................................................................................................................ 2

Vision Statement ................................................................................................................................. 3

Mission Statement .............................................................................................................................. 3

Strategic Directions ................................................................................................................................. 4

Strategic Foundations ......................................................................................................................... 5

Cohesive Culture ................................................................................................................................. 6

Learning Community ........................................................................................................................... 7

Professional Supports ......................................................................................................................... 8

Staffing and Personnel .......................................................................................................................... 10

Student Achievement ........................................................................................................................... 18

Opinion Surveys .................................................................................................................................... 24

Financial Reports ................................................................................................................................... 31

Balance Sheet for 2010 ..................................................................................................................... 31

Profit & Loss Statement for 2010...................................................................................................... 32

School Name: Australian Science and Mathematics School

Location Number: 1800

School Context/Vision/Mission The Australian Science and Mathematics School (ASMS) opened in 2003. Through its

partnership with Flinders University, the ASMS is responsible for leadership for the reform of

science and mathematics education across South Australia. The school, located on the campus of

Flinders University, operates in an innovative building that was recognised by the OECD in 2006

as a model for school design for the 21st century.

In 2003, the school had an initial enrolment of 165 students in years 10 and 11. Since 2004, the

school has offered a full range of programs to students in year 12. By 2010 the enrolment grew

to 340 (number includes 15 international students), coming from all areas of SA and from a

diversity of cultural, academic and socio-economic backgrounds. Students enrol at the ASMS

because they are interested in science and mathematics. The ASMS is not an academically

selective school. It is proving to be a school that generates academic success and a school that

fosters fulfilment of potential for all its students.

The ASMS has developed an innovative interdisciplinary inquiry based curriculum with science

and mathematics as the central disciplinary pillars. The school’s partnership with Flinders

University has been the vehicle for the inclusion of leading edge science and mathematics into

the curriculum and learning opportunities for students. ASMS students are engaging with the

new sciences such as nanotechnology, biotechnology, sustainable futures, communication

systems, satellite mathematics and photonics. In an endeavour to embody leading edge sciences

which are at the heart of the new economy, the curriculum has also been shaped by the

applications of science and mathematics in industry.

The innovation occurring at the ASMS are beginning to reach other schools and teachers

through the school’s professional development and outreach programs. Throughout 2010, over

1300 educators engaged with a range of professional learning programs conducted by the ASMS.

For example, the ASMS has designed and is leading the profession development for the

Advanced Technologies Industry Pathways Project Schools that will involve teachers from about

20 schools for the next three years. Collaboration with science and mathematics teachers’

professional associations resulted in the ASMS hosting multiple workshops, seminars and

conferences for teachers of science and mathematics related to the implementation of the

Australian Curriculum.

The ASMS, as an innovative model of schooling, attracts significant national and international

attention from leading educators. Amongst the 1300 educators that were involved in ASMS

professional learning activities in 2010 were those from all Australian states and from overseas.

In addition its work was featured at a number of international education conferences and

forums. It is highly regarded as an internationally recognised model of innovative learning

environment and its practice is influencing the design, development and transformation of

schools in many countries.

Significant developments occurred with the ASMS international programs in 2010. ASMS staff

participated in a significant number of international professional development programs, often

making presentations and publishing their work. ASMS hosted the 6th International Students

Science Fair hosting 131 students, teachers and principals from 23 schools and 14 nations.

ASMS students also participated in international science fairs in Japan and Canada and

Singapore. The ASMS is now a leading school in the international network of specialist science

and mathematics schools.

Other highlights include

NAB Schools First Award as the result of our collaboration with industry partners in the development of Adventures in Architecture and Paramedic Pathways.

$1M grant for the Avionics program from the federal government’s Trade Training Centres in Secondary Schools program. This has resulted in a Synthetic Flight Simulator installed in the new Avionics Studio in the Sturt Buildings next to the ASMS.

Many activities that students were involved in including the National Youth Science Forums, Youth ANZASS, Debating Club, a range of academic competitions and Community Service activities.

Vision Statement The Australian Science and Mathematics School is recognised for its leadership of innovation

and reform of learning and teaching in science and mathematics.

Mission Statement The Australian Science and Mathematics School:

• Responds to current and future interests and needs of its students to establish

critical and transparent models of excellence in science and mathematics education

• Provides a learning environment of leading edge and enterprise oriented science,

mathematics and technology

• Provides a learning culture for its students that derives from the learning culture of

its staff, which in turn derives from their interaction with university and industry

scientists and educators

• Is an agency for change and enhancement of science and mathematics education for

the state of South Australia and then nationally and internationally

• Prepares young people to be creative, critical, informed and motivated contributors

responding to professional, personal and social issues

• Increases participation and success of senior secondary students in science,

mathematics and related technologies and transforms students’ attitudes to science

and mathematics as career paths.

Strategic Directions

Strategic Foundations The ASMS is a public senior secondary school with a special focus on science and mathematics

education. The school exists in partnership with Flinders University to engage in development

and research to transform science and mathematics education in South Australia, nationally and

internationally.

Aim:

The ASMS continues to build programs and practices that provide leadership for innovation in

science and mathematics education.

Key Indicators:

Implementation of a distributive leadership strategy in the school. Achieved.

The distributive leadership strategy documents the way that leadership is practiced in the school and a key concept and set of practices that underpins the ASMS innovation. Rather than leadership being enacted in a hierarchical and mechanistic manner, the model documents the flow of ideas, information and decisions through the various groups that meet to address the core business of the school. These groups include the Teaching and Learning Teams, Learning Cultures, Learning Futures, Working Groups, Action Research Groups and the Leadership Steering House. The latter group coordinates the interdependencies of system. The Leadership Team regularly monitors and refines the work of the system so that the outcomes of this organic system for decision forming, taking and making are built into the progress of the school. Examples of the outcomes that have already been identified are

1 Arising from an action research groups An improved induction program for new students in MAT (Mathematics and Abstract

Thinking) Further actions research to document the intervention methodologies to support self-

directed learning in MAT. The 2011 Research Agenda “Supporting Self-directed learners” documenting the

development of self-directed learning and the effectiveness of the PLP. Literacy Action Plan

2 Arising from Learning Cultures Group Improved tracking of interventions to support students with special learning needs.

Review and implement appropriate restructuring of ASMS/Flinders University partnership arrangement, especially committee operations. In Progress.

The review of the partnership was initiated by the ASMS Governing Council in 2009. A consultant reviewed the partnership and as a result a document to guide further development adopted.

Evidence of alternative pathway opportunities and credential opportunities in curriculum development for the New SACE. In Progress

Two Stage 2 Scientific Studies, one in Avionics and the other Human Performance were accredited for 2011.

The enrolment of 13 year 12 students into the 2011 first year science and mathematics courses and to be counted for SACE and ATAR accreditation was negotiated.

Action Plan for seeking accreditation as a Thinking Skills school was developed.

Cohesive Culture The ASMS engages and educates a diverse group of students, irrespective of social, cultural or

educational background, around their common interest in science and mathematics. Social

cohesion of the school community, where individuality and collaboration are equally valued, is

the hallmark of life at the ASMS. Fulfilment of each student’s potential is a focus.

Aim:

All students and staff who attend the ASMS feel secure and valued as members of the school

community.

Key Indicators:

The ACER Student Life Survey is reported on page The results show a high level of satisfaction

of students across the categories measured by the survey.

The process to support students with special learning and emotional needs is improved. Achieved.

The working group redeveloped the process to support students according to their needs and

collected information and progress using an electronic form. Effectiveness of the support will be

developed in 2011 and be used as base line data.

A data base of student leadership programs established. Achieved.

Base line data will be reported for 2011. The activities of students were regularly reported in

the ASMS newsletter.

Increased parents access to the ASMS portal. In progress.

Base line data for parent access to the portal is 23% of parents (September 2010). Strategies to

improve this rate have been designed for implementation in 2011.

Learning Community The ASMS community has an unrelenting focus on generating learning. Its focus is on fulfilling

the potential of its students through engaging each student in planning, reviewing, reflecting

and re-shaping their learning. With special attention given to rigorous, leading edge science and

mathematics, inquiry, collaboration, problem solving and authentic assessment drive the

teaching and learning activities. Students engage with a comprehensive curriculum, presented

through an interdisciplinary framework by multi-disciplinary teams of educators.

The ASMS continually updates it pedagogical and operational practices with students, teachers

and parents by integrating innovative ICT and multiple technologies into the curriculum,

teaching and administrative practices.

Aim:

ASMS will provide an environment of leading edge and enterprise oriented science and

mathematics, teaching and learning

Key Indicators:

Central Studies program redeveloped and accredited by SACE Board of South Australia. Achieved.

Semester 1 (2011) Semester 2(2011)

Mathematics (10 Points) Mathematics (10 Points)

Scientific Studies, Body in Question (10 Points) Scientific Studies, Communication Systems (10 Points)

Scientific Studies, Technological World (10 Points)

Scientific Studies, Sustainable Futures (10 Points)

English /ESL (10 Points) English /ESL (10 Points)

Cross Disciplinary Studies (10 Points) Integrated Learning/Research Project (10 Points)

Personal Learning Plans (10 Points)

Semester 3 (2012) Semester 4 (2012) Mathematics (10 Points) Mathematics (10 Points) Scientific Studies, Biodiversity (10 Points) Scientific Studies, Biotechnology (10 Points) Scientific Studies, Nanotechnology (10 Points) Scientific Studies, Earth & Cosmos (10 Points) English /ESL (10 Points) English /ESL (10 Points) Philosophy (10 Points) Integrated Learning/Research Project (10

Points) Personal Learning Plan (10 Points)

ASMS assessment practices aligned with SACE policy. Achieved. The assessment moderation of all SACE Stage 1 subjects was successful. Learning and Assessment Plans for all SACE Stage 1 and 2 subjects were approved for

implementation in 2011. Teaching and Learning Teams scheduled and undertook assessment moderation

processes in all SACE Stage 1 subjects. All assessment rubrics for SACE Stage 1 and 2 subjects were redeveloped in line with

SACE requirements.

Milestones for development of avionics program within Southern Adelaide Trade Training Centre. Achieved.

The equipment was ordered in late November 2010. The SACE Stage 2 Scientific Studies, Avionics, was written and approved ready for implementation in 2011.

Professional Supports The ASMS maintains an unrelenting focus on the professional learning of all staff to strengthen

valued outcomes for all learners. Professional learning takes many forms, is deeply embedded in

the daily activities of staff and is the key driver of innovation, development and transformation

in science and mathematics education at the ASMS. Informing professional practice with

educators across SA, nationally and internationally is a priority for the ASMS. The ASMS strives

to continuously improve its capacity for innovation and the provision of a high quality

educational environment. As a school we recognize the importance of health and well being of

all staff in achieving our goals.

Aim:

Professional learning at the ASMS aims to support student learning, teacher learning, policy

learning and through our partnership with Flinders University, teacher-educator research.

Key Indicators:

Every ASMS staff member has a regularly reviewed Individual Professional Learning Plan (IPD) focused on identified goals linked to the school’s Strategic Plan. In 2010 all staff members met as part of IPD Team each term to support each other in developing, reporting on progress and reviewing their professional learning goals.

Develop pedagogical content knowledge. The IPD Plans provided the opportunity for staff to focus on the currency of their knowledge and practice and support them in staying at the leading edge of teaching and learning.

Skill development. The IPD Plans recognise the essential work of Technical & School

Support Officers in the ASMS achieving its vision and mission.

Action Research Project. Staff were all involved in researching an aspect of their practice

that related to supporting the ASMS Strategic Plan priorities. They documented their

progress and reported at agreed times during their AR Project. Staff shared their

research with key groups in the school where it was deemed their work had the most

relevance and potential for action

Build leadership capacity. The distributive leadership approach established at the ASMS is supported by staff participation in activities focused on increasing their knowledge, skills and capacity to lead

Publish, present and/or share your experiences and practices at the ASMS with educators. ASMS staff presented at 13 state conferences, 4 international conferences and ran workshops and seminars enabling staff to reflect on and share their work as well as give a public profile for the ASMS work in science and mathematics teaching and learning and senior secondary schooling. ASMS staff facilitated Flinders University undergraduate topic “Curriculum Studies” for twenty three 3rd and 4th year science and mathematics undergraduate teachers.

All staff are engaged in Action Research with key findings of their research informing staff practice

and school policy and procedures development

Of note in 2010,

staff action research related to Tutor Group led to changes in the program and improved support for students new to the school as part of a restructuring of the induction program.

Action Research related to the MAT program has resulted in the development of a school-wide research agenda based on gathering data on ASMS approaches to supporting self-directed learners.

Recommendations evolving from AR on ESL learner support to up-skill staff in providing support for NESB students has resulted in plans for 14 staff to undertake Teaching English to Students in the Mainstream Course (TESMC).

Two ASMS staff presented their AR at a Southern DECS Literacy forum as well as three staff presenting at the annual Flinders University Education Research Conference.

Staff are engaged with the Performance Appraisal process based on evidence of the impact of their

professional learning on their practice,

All staff in Coordinator 3 level positions were involved in formal discussions related to their performance with the Principal and/or Assistant Principal Professional Learning.

Three staff were successful in coming off probationary status, with two ensuring change of SA Teacher Registration Board status from Probationary to Full Registration.

Two contract teachers received Contract Teacher Reports

Seven ASMS staff provided appraisal reports on undergraduate teachers. 1

1 staff trialled on-line survey tools to gather feedback on their practice from students with this work leading to the development of a bank of questions ready for staff to use in this process in the future and their input into the review of the Performance Appraisal process.

ASMS facilitated outreach Professional Learning programs

The ASMS facilitated a variety of professional learning programs in 2010 and involved over

1300 educators from across South Australia, Australia and the world, with 79 schools engaging

in longer term professional learning program. These programs included

a series of workshops as the PD component supporting the Advanced Technologies

Industry Program

professional development to contribute to the implementation of the Australian

Curriculum

Working with Illinois Maths & Science Academy, the ASMS Problem Based Learning

(PBL) designed a professional development program ran in conjunction with the ASMS

International Students Science Fair. The group included four DECS schools and two

interstate science focused schools involving 18 educators in total.

seminars for international and interstate educators

professional practicums with teachers spending time in the ASMS working alongside

teachers and leaders,

conference presentations,

undergraduate teacher education courses and practicums,

mentoring of new science and mathematics teachers and workshops.

Staffing and Personnel Staff Retention: (2009 – 2010)

Perm Temp Total

No. of teaching staff employed during 2010 school year 31 8 39

No of above staff employed at school during 2009 school year 24 3 27

Staff Retention over the two years. 77.42% 37.5% 69.23%

New staff appointed for 2010 included 1 graduate appointment making a total of 5 over the past 3 years.

Staff Academic Qualifications

Workforce Qualifications

Qualification No. % of staff

Degree 3 9%

Degree & Diploma 7 21%

Double Degree 6 18%

Higher Degree 17 52%

Higher Degrees are defined as Masters and Ph D. Level degrees. Of the 17 staff in this category (12 in 2009) 5 hold Doctorates and 12 hold Masters. With this level of qualification this school would be one of the most highly qualified in the state.

High levels of involvement in school based and personal professional development activities ensure the staff as a whole model the concept of lifelong learners and promote the value of relevant education and qualifications. As an example the majority of Masters Qualifications have been achieved while the teachers involved were working in this school.

Workforce Composition

Total workforce (Persons) 45

Leadership Teaching Support

M F Total M F Total M F Total

No. 13 13 26 4 5 9 4 6 10

% 28.9% 28.9% 57.8% 8.8% 11.1% 19.9% 8.8% 13.3% 22.1%%

NB no ATSI

Enrolment Student Enrolments (FTE) by year level 2008 - 2010

Year

Level

2008 2009 2010 Change

M F T M F T M F T 08 - 09 09 - 10

Year 10 51.7 23.0 74.7 67.4 26.9 94.3 75.8 45.0 120.8 19.6 26.5

Year 11 68.8 28.0 96.8 66.0 36.0 102.0 71.0 34.0 105.0 5.2 3.0

Year 12 39.8 36.8 76.6 66.2 26.6 92.8 68.1 29.7 97.8 16.2 5.0

Total 160.3 87.8 248.1 199.6 89.5 289.1 214.9 108.7 323.6 41.0 34.5

As the school reaches capacity the increase in enrolment will cease. The 2010 cohort of Yr10

students are the first to be informed of the ASMS in a letter in the Yr7 students’ information

package for Yr8 entry. Each student was invited to register interest and those who submitted a

letter (up to 1000 each year) has been contacted at least 3 times in the following years.

Gender Balance

Male : Female Ratios by Year Level

Yr.

Level

2008 2009 2010

Yr 10 52:23 1: 0.44 68:27 1:0.4 76:45 1: 0.6

Yr 11 69:28 1:0.41 66:36 1:0.5 71:34 1:0.48

Yr 12 40:37 1:0.93 67:27 1:0.40 69:30 1:0.43

Overall 161:88 1:0.55 201:90 1:0.44 215:109 1:0.51

There was a noticeable increase in the ratio of females at Year 10 in 2010 and the 2011 Yr 10

enrolment has achieved near parity at M:F – 52:48%.

System of Origin of new ASMS student enrolments in 2010

The % of students coming from DECS and non-government school is stable.

School of Origin of ASMS Students in 2010

Students come from about 45 different schools.

2007 2008 2009 2010

System of Origin No % No % No % N0 %

DECS Public

Schools

81 64.8% 59 55.6% 81 62.7% 109 65.6%

Non Government

Schools

28 22.4% 35 33% 34 26.3% 39 23.5%

Other

(International +)

16 12.8% 12 11.4% 14 10.9% 18 10.8%

DECS Sthn Region

2010

1411:1411 1:1

1480:1528 1:1.03

1147:1285 1:1.12

4038:4224 1:1.04

System 2007 2008 2009 2010

DECS Public Schools 33 32 27 28

Non Govt Schools 16 14 17 19

Specific Compositions of ASMS Enrolments (All enrolments)

This data is expressed and graphed with each specific population expressed as a percentage of total enrolments. In 2009 there was a marked increase in the number of NESB and ESL students implying increasing complexity.

Specific Populations as % of total enrolment

Specific

Populations

2008 2009 2010

No % No % No %

ATSI 6 2.4 4 1.4 4 1.2

NESB 44 17.7 71 24.5 80 24.7

ESL 34 13.7 68 23.5 77 23.8

Disabilities 7 2.8 6 2.1 7 2.2

School Card 42 16.9 49 17.0 56 17.3

Total

Enrolment

248 53.5 289 68.5 324 69.2

The school has got more complex un regards to those students from a non English speaking

background and those requiring support for their English language skills.

Cultural Background of ASMS students in 2010 - 276 students from 47 countries In 2010 it was decided to gain a more comprehensive picture of the true cultural background of ASMS students by including the country of birth of their parents. This revealed an interesting picture that showed of 324 students 276 of them were either born overseas or had at least one of their parents born overseas. This equates to 85.2% of the student population falling into this category. Of these, 73 students were born overseas themselves with 22 of them being either short term or long term fee paying international students.

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ATSI NESB ESL Disabilities School Card

2008

2009

2010

This mix of cultures, which has been a consistent feature of life at the ASMS, has no doubt contributed to the attitudes revealed in the ACER School Life Survey that has Social Integration factors at a very positive 90%.

Geographic location of ASMS students As was noted in the data in relation to schools of origin of ASMS students enrolments at this school come from many parts of South Australia. Given the nature of the school this is not unexpected and some of the consequences of this have been noted elsewhere. What this demographic data does confirm is that the ASMS is a school for South Australia. Although, predictably and historically, the bulk of enrolments are centred in the south (Aberfoyle Pk, Flagstaff Hill, Hallett Cove and Morphett Vale) students come on a daily basis from as far north as Salisbury Heights, east from Mt Barker and from south of Strathalbyn. Daily journeys such as these emphasise the appeal the school has on the broader stage and the commitment made by students to attend on a daily basis.

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AUST SCIENCE & MATHS

Students

15 to 2010 to 155 to 103 to 52 to 31 to 2

MOUNT LOFTY RANGES

ADELAIDE METROPOLITAN

AUST SCIENCE & MATHS

Fire Ban District

Mt Loft RangesAdelaide Metropolitan

Suburb

Flagstaff HillHallett CoveAberfoyle PkMorphett ValeMitchell PkWoodcroftHappy ValleySheidow PkBlackw oodMclaren ValeBellevue HeightsCoromandel ValleySeaview Dow nsTrott PkBedford ParkHaw thorndeneNorth PlymptonOther (< 5)

Total

Total

20181514111088776666555

182

339

REGION FIRE BAN DISTRICT

SummaryMost of the students enrolled at Aust Sc and Maths live inthe Southern Adelaide region.The north w estern part of the region is in the Adelaide Metropolitanf ire ban district, and the south eastern part is in the Mt Lofty f ire bandistrict.

Aust Science and MathsStudent address distribution as at Feb 2010

Attendance Student Term 2 Attendance Rates by Year Level: 2006 - 2010 Year Level 2006 2007 2008 2009 2010

Year 10 92.9% 92.6% 93.2% 93.6% 93.9%

Year 11 91.4% 91% 92.6% 93.3% 91.6%

Year 12 95.7% 93.9% 96.1% 97.1% 96.6%

Attendance rates are high and above state average.

878889909192939495969798

2006 2007 2008 2009 2010

Year 10

Year 11

Year 12

Retention

As DECS measures retention rate from year 8-12, the ASMS is not eligible to be included in the

state wide data collection.

Progression Ratios by Year level 2006/2007 – 2009/2010 All Students

Year Level 2006/2007 2007/2008 2008/2009 2009/2010

10 to 11 155.3% 121.2% 136.5% 111.3%

DECS 101.3% 99.5% 107.1% 111.0%

11 to 12 98.6% 76.8% 95.9% 95.9%

DECS 74.8% 75.2% 79.4% 77.9%

In general terms the declining progression ratio reflects the growth of the school. As the school

reaches capacity less students will be able to enrol in year 11 and 12.

Student Achievement

Years 10 and 11

Curriculum content and delivery at years 10 and 11 is based on a focussed interdisciplinary approach to teaching and learning. The organisation of the Central Studies, the core of the curriculum, provides opportunities for personal choice and in depth studies in the school, university, workplace and community. All Year 10 and 11 students undertake the Central Studies curriculum gaining a strong foundation in Science and Mathematics in readiness for year 12 studies. Although focussing on Mathematics and Science the approach is interdisciplinary and incorporates key learnings from other curriculum areas.

With the introduction of the new SACE in 2010 the way that students are assessed has changed. Because the ASMS used a different scale before the introduction of this new SACE assessment regime, baseline achievement data is established in 2010 and will inform future developments in teaching and learning in Years 10 and 11.

In 2010 Central Studies units were defined for both SACE and School purposes and constructed as 10 or 20 point subjects to meet SACE Stage 1 requirements. To meet SACE requirements achievement was recorded as A, B, C, D, E or P (Pending) instead of the descriptors (Beginning to Exemplary) that were previously used. These grades are now used for non-SACE students (year 10) as well..

For school purposes achievements can be recorded as “SACE” which provides data necessary for Year 11 Stage 1 results and “All” which includes both Year 10 and Year 11 and will be used in the comparison of student outcomes on a yearly basis.

Semester 1 ASMS Subject Name SACE Designation SACE Points

ESL/English ESL/English 10

Towards Nanotechnology Scientific Studies 20

Biodiversity Scientific Studies 20

MAT Mathematical Studies 10

Semester 2 ESL/English ESL/English 10

Special Inquiry Project Integrated Learning 10

Biotechnology Scientific Studies 10

Earth and Cosmos Scientific Studies 10

MAT Mathematical Studies 10

As a consequence of the changes mentioned above results for Year 10 and 11 students in 2010 will be recorded in a different format to previous years. This data will now provide the benchmarks against which future achievement will be measured and used to inform curriculum and pedagogical directions for the school.

In both Semesters students had the choice of ESL or English depending on their eligibility to undertake ESL.

In Semester 1 Towards Nanotechnology and Biodiversity were both worth 20 SACE points due to the level of demand posed by the subject. For some students this proved a significant challenge and this situation will not be repeated in future years.

Semester 1 2010

Semester 2 2010

Given the changes to SACE requirements and the different way in which results have been recorded there is little value in attempting to draw any conclusions from this data in relation to

A B C D E P

MAT 11% 21% 34% 22% 9% 4%

Biodiversity 22% 43% 28% 6% 1% 0%

Towards Nanotechnology 9% 30% 41% 15% 4% 0%

English 24% 37% 25% 6% 3% 4%

ESL 17% 52% 26% 4% 0% 0%

0%

10%

20%

30%

40%

50%

60%

Semester 1 Grade Summary

A B C D E P

MAT 12% 26% 52% 7% 3% 0%

Astrophysics 13% 22% 35% 22% 9% 0%

Dynamic Planets 20% 39% 28% 13% 0% 0%

Biotechnology 10% 25% 30% 24% 11% 0%

Special Inquiry Project 32% 36% 25% 4% 3% 0%

English 23% 46% 24% 3% 3% 1%

ESL 14% 45% 31% 7% 0% 3%

0%

10%

20%

30%

40%

50%

60%

Semester 2 Grade Summary

previous years. It is intended that this data will provide the benchmark against which future outcomes will be measured.

SACE Stage 1 Results

Avergae passing grades have remained failry stable over the years and compare well with state and like schools.

SACE Stage 1 Personal Learning Plan

The grade distribution for the PLP is markedly different from those of like schools and the state.

Students at the ASMS complete their PLP over two years rather than in one or two semester as

students in most other schools. The rubric specifies a high level of reflection, personal

connection with the SACE capabilities and the ability to organise thinking about career

aspirations and school achievement. ASMS students have excelled.

Stage 2 School Average Achievement score by Year (2006– 2010)

Year ASMS State

2006 13.43 13.54

2007 12.96 13.55

2008 13.43 13.61

2009 12.27 13.63

2010 12.94 13.66

Over past 5 years the School Average Stage 2 Achievement Score shows a slight downward trend

Stage 2 Grade Distributions 2010 Grade School State

A 12.9% 20.9%

B 34.2% 35.1%

C 33.2% 28.2%

D 13.1% 10.3%

E 5.9% 4.9%

The great majority of subjects undertaken by students at the ASMS fall into the category of those generally regarded as “harder” with a consequent impact on outcomes. This includes Physics, Chemistry and the higher order Mathematics subjects. The grade distribution being to the left of the state average may reflect the smaller and harder range of subjects studied by our students. Stage 2 Merit Awards

Two students achieved Merit Awards: Zehao Dong (2) Specialist Maths; Physics Tobias Loeffler (1) Psychology

SACE Completion by Year (2006 – 2010)

From 2005 to 2008 the ASMS demonstrated high levels of SACE completion above the state

average. 2009 saw a significant fall in the level of SACE completion, an outcome attributed to the

higher level of underperforming students. SACE completion levels improved in 2010 but are still

below the State average.

2011 will see the first Year 12 group to complete the New SACE.

School Average Tertiary Admission Rank

The average ATAR of ASMS students has remained steady over the past 5 years. .

Year ASMS State

2006 75.17 70.56

2007 72.57 70.88

2008 75.23 71.74

2009 71.73 71.83

2010 75.33 72.19

Year ASMS % State %

2006 86.2 81.2

2007 83.8 80.9

2008 82.1 81.2

2009 65.6 80.6

2010 78.7 80.8

Enrolment at SA Universities This data shows the number of students who took up their enrolment in the three SA universities. An upward trend in the enrolment at our partner Flinders University is evident. University 2005 2006 2007 2008 2009 2010 2011

Flinders 10 21 33 33 40 30 36

Adelaide 22 26 30 27 30 26 35

UniSA 4 23 16 10 4 15 15

Source, Flinders University Areas of Study chosen

Consistent with outcomes of previous years, courses reflecting the focus areas of the ASMS attracted 76% of the 2010 graduates.

Some Arts and Business courses may also include some science/maths focus such as design or accounting.

Area of study

Science

Engineering

Business

Technology

Arts

Health

Area of study %

Science 29.6%

Engineering 15.5%

Technology 12.7%

Health 18.3%

Business 14.1%

Arts 9.8%

Opinion Surveys DECS Surveys

Each year the Department of Education and Children’s’ Services conducts standardized online

surveys to ascertain the opinions of parents, teachers and students towards a range of school

related issues. Four general headings are replicated in each survey the specific questions are

focused on the issues of most concern to the target group. The data is collated, graphed and

provided by DECS to schools.

Parent Survey Statistical Summary

% Positive

Responses

by year

Quality of

Teaching and

Learning

Support of

Learning

Relationships

and

Communication

Leadership

and Decision

making

Yearly

Average

Overall

2010 86.2% <-> 96% ˄ 90.1% ˄ 73.1% ˄ 86.35% ˄

2009 87% 89.1% 78.86% 74.6% 82.39%

2008 80.67% 85.5% 84% 62.3% 78.1%

2007 83.77% 80.75% 77.07% 62.2% 75.94%

2006 86.7% 90.1% 76.15% 59.5% 78.11%

Positive Responses are defined as Agree or Strongly Agree responses for this analysis.

Comment:

The general overall upward trend of positive responses was continued in 2010 with both “Support for Learning” and “Relationships and Communication” showing a significant increase and being the main drivers for this increase. Data in the table below provides some insight into the patterns of responses.

2010 Area % of Responses above

State Average

% of Responses at

State Average

% of Responses

below State Average

Quality of Teaching

and Learning 88.9% ˄ 11.1% ˅ 0.0% ˅

Support of Learning

83.3% 16.7% 0.0%

Relationships and

Communication

46.2% 46.2% 7.6%

Leadership and

Decision making

50% 30% 20%

What is evident from this data is that in areas where the parents are more likely to be involved and certainly directly interested, ie the learning program of their child, their progress and the influence of the teachers they tend to be more interested and informed and as a consequence

are more positive with levels of agreement markedly above state wide levels. Given that parents have supported their children to come to the ASMS for the specialist learning programs this is not surprising. In areas where parents do tend to be more removed, less involved and frequently less knowledgeable about the running of the school they tend to be more cautious and respond to the “middle line”. This situation is exacerbated by the two significant factors in relation to the nature of this school. The ASMS does not have a defined community base and students come from families spread throughout Adelaide and parts of the country. Quality of Teaching and Learning

Nine specific items were surveyed in this section. 9 received positive agreement levels greater than 90% with 5 achieving 100%. All 9 were significantly more positive than the state average. The item “My child’s teachers clearly inform me about the learning program” continues to be the weakest in this section, at 82%. Interestingly responses to this item have risen from 50% to 71% and 82% in 3 consecutive years. This response is consistent with that to the item in relation to “information about my child’s progress and achievement” in the section on Relationships and Communication which, at 82%, is also in line with the state average.

Support of Learning

In 2009 4 of the 12 items surveyed in this section had a level of positive responses above the state average, in 2010 this had jumped to 10 out of 12. 11 of the 12 returned positive responses above 90% with 4 achieving 100%. The single item below 90% was in relation to knowledge about support agencies in the community and even at 88% was above the state average.

The weakest response in both 2008 and 2009 related to confidence that a child would receive support for any special needs. This item has shown consistent improvement in all 3 years from 59%, to 78% and in 2010 94%. It would appear that the additional resources committed in 2009 and 2010 to this aspect of teaching and learning have paid dividends, at least in the eyes of the parents.

Relationships and Communication

With 13 items surveyed 9 had positive responses >90% with 6 items rating above the state average. Item 12, however, “I am encouraged to be involved in the school in all kinds of ways” scored 69% and was the single item below the state average. This has been a consistent position for this item although, in concert with responses across the board, it has also shown an improvement. As has been the case in the past the explanation for this appears to relate more to issues of formal involvement given that other responses make it clear that parents see the school and staff as communicative and willing to react to approaches made by parents.

Leadership and Decision Making

As has been the case in the past this aspect of school operations appears to be the least well performed. 2010, however, continued the improvement evident in 2009 with 5 of the 10 items responding above the state average and 4 of the 10 responding above 90%. Although 85% of respondents agreed that they “have the opportunity to participate in decisions about their children’s education” only 43% agreed they were able to be ‘involved in the development of school plans”. It would appear that parents see the former as the very personal subject choice type influence and the latter as the “big picture” items which few choose to be involved with. Overall parents are satisfied with the organizational management and educational leadership within the school.

Analysis Summary

Educational programs at the school, the way they are delivered and the positive relationship between teachers and students continue to rate highly with parents at the ASMS and across the board received record high approval ratings in 2010.

Consistent with findings from previous years there are still some reservations about specific aspects of parental opportunities to be involved in the decision making and planning processes. Overall, however, the management and direction of the school enjoy a high level of parental approval.

The school portal, designed to provide parents with internet access to information about the school and their child’s progress, was in full operation throughout 2010. Over 100 families made multiple logons to access information. With the system now fully operating there will be a focused attempt to obtain relevant data in relation to the use and effectiveness of the system in 2011.

Staff Survey

Statistical Summary

% Positive

Responses

by year

Quality of

Teaching and

Learning

Support of

Learning

Relationships

and

Communication

Leadership

and Decision

making

Yearly

Average

Overall

2010 88.4% <-> 94.4% ˄ 91.7% ˄ 86% ˅ 90.1% ˄

2009 85.9% 84.3% 89.4% 81.3% 85.25%

2008 92% 89.1% 88.9% 85.4% 88.85%

2007 93.8% 95.5% 93.5% 93.4% 94.1%

2006 80.24% 80.96% 82.26% 91.9% 83.84%

Positive responses are defined as Strongly Agree or Agree responses for this analysis

In comparison to last year when only 10 staff responded (<30%) this year there were 27 respondents (82%). This will provide more representative data.

Comment:

Although there have been two minor blips in the outcomes over the last 5 years the data in the

table above shows consistently high levels of satisfaction among the staff as a whole with their

working environment and the outcomes as they perceive them.

Student Survey

ACER School Life Questionnaire

Experiences at school and the social conversations they generate are significant factors in how students view and respond to their life at school. Given the explosion of electronic social networking it is apparent that such conversations, and thus influence, have become increasingly prevalent.

Because these experiences form a major part of their life for that period of time resultant attitudes inevitably affect their approach to schooling and therefore can be expected to influence the pattern and effectiveness of their learning. Data in relation to the quantum or to change in attitudes over time can be used to inform planning or to validate strategies already implemented.

2010 is the 7th year the ASMS has commissioned the ACER to undertake the School Life Questionnaire with a significant cohort of students. In previous years over 200 students have participated. In the last 2 years it has become an on line process with 168 participating in 2009 across all year levels and 140 in 2010. To ensure a better representation across all year levels and thus greater continuity for comparison it would seem worth considering conducting this survey as a more structured Tutor Group activity.

The questions, which are consistent each year, are formulated to enable the school to access and analyse information related to:

The school’s social environment

The aims of the school and its particular emphasis and ethos

The extent to which the aims of the school are recognized and accepted by students

The school’s organizational structures and how they impact on student experiences

The effectiveness of policies related to curriculum, teaching practices, assessment, programs and organisation.

Areas Surveyed

General aspects of school life:

General Satisfaction (Positive Affect): reflects favourable feelings about school as a whole;

Negative Affect: reflects negative feelings about school, eg. “school is a place where I feel upset”

Specific aspects of school life:

Teachers: reflects the adequacy of the interaction between teachers and students;

Relevance: reflects belief in the relevance of schooling for the future;

Success: reflects belief in ability to succeed at school;

Status: reflects perception of how others in the school regard the individual;

Social integration; reflects ability to understand and get on with others.

When considering statements students were asked to respond at one of four levels:

Strongly Disagree: Mostly Disagree: Mostly Agree: Strongly Agree.

For the purposes of analysis Mostly Agree and Strongly Agree are combined to provide percentage positive agreement for each item surveyed.

Percentage Agreement on Items by Year Level (2010), by All 2006 – 2010(inc), and

National 2010 (** NW represents Nationwide outcomes for each of the items listed.)

Items Percentage Agreement

Year

10

Year

11

Year

12

All N.W. **

All ASMS 2006 - 2009

2010 2010 2010 2010 2010 2009 2008 2007 2006

General

Satisfaction Items

83 85 65 82 ˄ 68 84 78 78.1 78.2

Teacher Items 85 88 77 85 <-> 74 88 87 86.4 85.7

Relevance Items 87 90 71 87 <-> 80 86 85 84.0 85.0

Success Items 82 84 68 81 <-> 81 85 81 76.5 80.9

Status Items 74 79 68 75 <-> 70 78 75 72.3 74.3

Social Integration

Items

91 89 85 90 ˄ 83 90 89 84.7 86.2

Negative Affect

Items

29 20 29 25 <-> 23 28 27 27.2 22.7

Average of positive

Affect Items

83.3

<->

76 85.2 82.5 80.3 81.71

Since only 16 Yr. 12 students responded to the survey their data needs to be treated with a degree of caution. In previous years they have been within the average across the school. The impact of this can be seen in the fact for the first time since this questionnaire has been conducted the majority of items attracted positive agreement less than the “Nationwide” average. The only exception was in the Social Integration items where ASMS returns were significantly higher than the “Nationwide” average.

The year 10 and 11 cohorts returned similar levels of agreement in the Positive Affect items. Year 10s, however, returned 45% higher agreement with Negative Affect items than the Year 11s driven mainly by a sense of “feeling restless” and “feeling worried”

In an interesting and positive outcome across all year levels feelings of depression and loneliness were by far the lowest of the Negative Affect factors acknowledged by students. This is validated by the very high Agreement levels attributed to Social Integration items that averaged 90% agreement. Specific items that scored well (Above 90%) include “Other students are very friendly”, “Other students accept me as I am” and “I learn to get along with other people.” By comparison the “Nationwide” figure is 83%

In terms of the fundamental activities of the school Relevance Items and Teacher Items both rated particularly highly on average across all year levels, 87% and 85% respectively compared to “Nationwide” figures of 80% and 74%. Specific Relevance Items include such things as “The things I learn are important to me”, I acquire skills that will be of use to me” and “The work I do is good preparation for the future”. Of particular note is the huge 19% gap between the ASMS results and the Nationwide average in the response to “I do work that really interests me”.

Specific Teacher Items that scored highly were “Teachers treat me fairly in class”, “Teachers help me to do my best” and “Teachers are fair and just”. These results mirror outcomes in 2008 and 2009 and validate the work done by the school and staff to model and apply high end, effective teaching strategies and well developed interpersonal processes in a welcoming and open physical environment.

Consistently since 2005 and including 2010 the lowest level of agreement at all 3 year levels was in relation to Status Items. Consistent with previous outcomes the lowest scores were returned by “People look up to me” and “I know people think a lot of me.” At the same time the highest score by far was in relation to “I am treated with respect by other students.” The fact that students feel they are treated with respect by other students is a consistent outcome of the rhetoric and activities of the whole teaching program at the ASMS. That, however, still leaves scope for work to be done to address the low score areas, possibly by helping students to define for themselves how to understand these feelings.

Outcomes consistent with all previous questionnaires are strong Positive Affect items that are significantly higher than the “Nationwide” combined with a higher level of agreement with the Negative Affect items. As was the case with the Year 10 cohort these results are largely driven by the “I feel restless” and “I feel worried” items.

Percentage Agreement on Items by Gender 2010 - 2006

Items

Percentage Agreement

2010 2009 2008 2007 2006

M F M F M F M F M F

General Satis. Items

77

<> 91 ˄ 83 84 79 75 77.2 79.5 73.1 87.2

Teacher Items 83

<>

90

<>

85 92 86 88 86.3 86.2 84.1 88.6

Relevance Items 85 ˄ 89

<>

84 90 85 84 82.4 86.9 81.8 90.7

Success Items 77 ˅ 89 ˄ 82 91 80 81 74.5 81.0 79.2 84.1

Status Items 75

<>

75

<>

76 82 75 74 74.2 69.2 73.4 76.0

Social

Integration Items

89

<->

90

<>

89 93 88 91 85.9 82.2 84.5 89.3

Negative Affect

Items 27 ˄ 22 ˅ 24 31 26.4 27.9 25.0 18.5 23 27

Since 2004 females have generally recorded more favourable views of school life than have males. In 2009 this was particularly marked with females being more positive in all items with a massive 5.5% average positive response over the males. In 2010 this differential had grown to 6.33%. The fact that there are more males than females in the student body with a consequent impact on averages highlights this variation.

The one area where male and female attitudes are congruent is in Status Items. Given the general trend of adolescent attitudes, however, it is not surprising that within these items there are two where a significant disparity exists. People look up to me was agreed with by 72% of

males and only 60% of females while I feel proud of myself was agreed with by 83% of females and 69% of males.

Comparison with National Sample

As part of this survey ACER collected data from 13,000 year 9 students and used this data for comparison purposes.

ASMS students responded more favourably overall than the national sample in all the Positive Affect Items groups and in 31 of 35 (91%) specific items. As was the case in 2008 and 2009, General Satisfaction Items and Teacher Items returned the biggest differentials over the “Nationwide” average at 14% and 11% respectively.

Despite a few areas for examination as mentioned in this analysis it is quite clear that the ASMS has achieved an outstandingly positive response from the students across the in all year levels.

Financial Reports

Balance Sheet for 2010

Assets Total for CASH (CURRENT) 88297.41 Total for INVESTMENTS (CURRENT) 254649.44 Total for RECEIVABLES (CURRENT) 56585.90 Total for GLOBAL BUDGET ASSETS 10556.40 Total for OTHER ASSETS (CURRENT) 616.65 Total for FURNITURE AND EQUIPMENT (NON-CURRENT)

141348.57

Total for COMPUTING AND COMMUNICATIONS (NON-CURRENT

41260.64

Total for OTHER ASSETS (NON-CURRENT) 59881.26

------------------ Total Assets 632083.47

========== Liabilities Total for PAYABLES (CURRENT) 3957.66 Total for OTHER LIABILITIES (CURRENT) 53753.11 Total for OTHER LIABILITIES (NON-CURRENT) 880.00 Equity Total for SCHOOL EQUITY 573492.70

------------------ Total Liabilities and Equity 632083.47

==========

Profit & Loss Statement for 2010

Total for GRANTS: DECS 3869838.14 Total for OTHER STATE GOVERNMENT GRANTS 0.00 Total for COMMONWEALTH GOVERNMENT GRANTS 298840.88 Total for PARENT CONTRIBUTION REVENUE 369662.94 Total for OTHER OPERATING REVENUE 203982.18 Total Revenue 5038493.93 Total for SUPPLIES AND SERVICES 698729.33 Total for GLOBAL BUDGET EXPENSES 3917367.07 Total for FACILITIES AND UTILITIES EXPENSES 92001.93 Total for FINANCIAL EXPENSES 805.48 Total for EMPLOYEE EXPENSES 97152.45 Total for OTHER OPERATING EXPENSES 26363.96 Total for PARENT CONTRIBUTION EXPENSES 43205.71 Total for DEPRECIATION AND AMORTISATION 56083.09 Total Expenses 4931709.02 Surplus or (Deficit) funds 106784.91

2010 Commitments Report Tied Grants $99126 Non-School Funds $6958

Notes Tied Grants includes money held for specific projects which have not been fully expended. Non-School Funds is money held by the school on behalf of other groups eg Old Scholars, Staff

Fund and Service Club.

A detailed financial report is available from the school.

A u s t r a l i a n S c i e n c e & M a t h e m a t i c s S c h o o l

C / - F l i n d e r s U n i v e r s i t y

S t u r t R o a d

B e d f o r d P a r k S A 5 0 4 2

P h o n e : + 6 1 8 8 2 0 1 5 6 8 6

F a x : + 6 1 8 8 2 0 1 5 6 8 5

a s m s @ f l i n d e r s . e d u . a u

w w w . a s m s . s a . e d u . a u

S o u t h A u s t r a l i a n D e p a r t m e n t o f E d u c a t i o n a n d C h i l d r e n ’ s S e r v i c e s t r a d i n g a s S o u t h

A u s t r a l i a n G o v e r n m e n t S c h o o l s , C R I C O S P r o v i d e r n u m b e r 0 0 0 1 8 A .

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