wakehurst public school annual report · the annual report for 2015 is provided to the community of...

Wakehurst Public School Annual Report

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2015

Introduction The Annual Report for 2015 is provided to the community of Wakehurst Public School as an account of the school’s operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding.

Message from the Principal It was a great privilege to be Relieving Principal of Wakehurst Public School for the second semester of 2015 whilst Mrs Phillips undertook long service leave. The 2015 Annual School Report outlines many of the achievements throughout the year, with a number of new initiatives commencing in the latter half of 2015 that will continue to be developed in 2016. Students have made significant accomplishments in academic, sporting, performing arts, cultural and environmental pursuits in 2015, as detailed later in this report.

Wakehurst Public School enjoys dedication and commitment from staff, parents and the local community, who work together to provide a broad range of opportunities for students and create a friendly tone and cooperative spirit across the school.

The Parents and Citizens Association (P & C), led capably by Phoebe King, has once again provided considerable support to educational and extra-curricular programs operating across the school through very successful fundraising projects and events, with many parents devoting considerable time and effort, assisting in numerous roles across the school.

Staff members have engaged in some innovative and collaborative professional learning projects, visiting other educational settings to gather ideas, participating in sessions led by experts in specific fields and working in teams to implement new programs and syllabi. The ongoing focus of staff on improving student outcomes not only in academic areas but also in terms of social, emotional, cultural and physical development continues to be a strength of Wakehurst Public School.

Amber Gorrell

Relieving Principal

School background

School vision statement

Our school community promotes high expectations for academic and personal excellence. We are committed to the achievement of every student’s personal best through active learning across a diverse range of academic, cultural, physical and civic pursuits within a respectful, supportive yet challenging learning environment. Motivating and engaging our students to become lifelong, inquiring learners, confident decision makers, creative individuals and responsible, informed citizens through equity and excellence in education, we believe that we are preparing our young people to become fine upstanding, well rounded adults and leaders of the future. At Wakehurst Public School, all students are afforded opportunities to attain vital 21st century competencies which foster critical thinking, creativity, collaboration, effective communication and problem solving to equip them to be accountable, adaptive and independent in order to best succeed in our rapidly evolving world as valued citizens.

Our mission is: Personalised Learning for Life.

School context

Wakehurst Public School is one of five primary schools in the Forest area of Sydney’s Northern Beaches. Staff, students, parents and our wider community collaborate to share a school where students, staff and parents feel secure, happy to learn and interact successfully with others to achieve outstanding outcomes for all parties. A strength of Wakehurst is the partnership between parent and staff communities. Our active, enthusiastic P & C and School Council enjoy a harmonious relationship between school staff, regularly liaising with each other to achieve the best outcomes for all involved. Duffys Forest, an endangered ecological community on two sections of our attractive, spacious school site, is utilised as a rich, living resource to teach and foster sustainability to all students. Featured on the “Sustainable Schools” website, our school has been visited by the Minister for Education to promote Wakehurst Public School as an exemplar school to launch a pilot project for eleven other schools in NSW. Wakehurst Public School is a proud partner in the local Warringah Community of Schools consisting of nine primary schools, one school for specific purposes and three high schools. Professional learning; collegial support; courses for aspiring leaders, middle managers and beginning teachers; student enrichment and student leadership opportunities are extended to foster a collaborative, innovative learning network.

Self-assessment and school achievements

Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our school undertook self-assessment using the elements of the School Excellence Framework.

In regard to the learning elements, there has been a focus on a consistent approach to wellbeing where students have an understanding of clearly defined behavioural expectations and students are taught to accept responsibility for their own behaviours as appropriate to their age and level of understanding. The school has also analysed performance data and a range of other contextual information and is monitoring gaps in student learning to inform planning. Student reports contain detailed information about individual student learning achievement and areas for growth, which provide the basis for discussion with parents.

In regard to teaching elements, teachers have worked together on specific projects to improve practice across several curriculum areas. Processes are being developed to provide formal mentoring to improve teaching and leadership practice. Teachers share knowledge gained from targeted professional learning across their stages or across the whole staff. They work together to improve teaching and learning in their year groups, stages, faculties, or for particular student groups. Formal processes were developed for teachers to provide and receive constructive feedback. Assessment instruments are regularly used to help monitor student learning progress and identify skill gaps for improvement.

In regard to leading elements, parents and community members have opportunities to engage in formal and informal roles within the school. Milestones were developed to guide the implementation of the School Plan and these milestones were communicated to all stakeholders. Monitoring, evaluation and review processes are embedded and undertaken regularly. Plans are underway to improve the flexibility of the library as a K-6 learning space, with ICT resources a key feature of teaching and learning programs. Various opportunities exist for staff, students and parents to offer feedback on school practices and procedures.

Our self-assessment process will further assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students.

Strategic Direction 1

Individualised Academic Excellence

Purpose

To develop creative, critical thinkers and effective problem solvers who strive to be active, connected learners and leaders by taking responsibility for their personalised learning. Students at Wakehurst Public School will be successful, confident and informed 21st century citizens who demonstrate independence, self-regulation and passion for lifelong learning.

Overall summary of progress

Differentiation and Visible Learning • Regularity of Learning and Support meetings increased to ensure student needs addressed in a timely

manner • Review of textbooks to strengthen differentiated programs • Staff professional learning on conceptual programming

Literacy and Numeracy Continuums and PLAN • Staff professional learning on PLAN software • Representatives from each stage attended sessions on numeracy continuum links with the

mathematics syllabus • Student data entered in line with end of year assessments

Extra-Curricular Activities • Chess Club established in Term 4 • Two drama groups rehearsed and performed at the Evening of Performing Arts • Achievements in extra-curricular activities were publicised through the newsletter and the school ‘app’

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years) Progress achieved this year

Growth for students in all aspects of literacy and numeracy is above DoE average in NAPLAN (National Assessment Program in Literacy and Numeracy) assessments.

Students achieved above DoE average growth in all aspects of literacy and numeracy

Staff representatives from each stage released to attend professional learning in literacy and numeracy programming

($10 352.77)

100% of students achieving cluster level benchmarks in literacy and numeracy using the Planning for Literacy and Numeracy (PLAN) tool.

Student data for PLAN entered as a benchmark for future years

Release provided for staff to plot data

Next steps

• All staff will enter PLAN data for all clusters on the continuum. • The modification of teaching and learning programs, as a result of a decrease in textbook use. • Staff will continue to attend professional learning sessions on programming and enrichment. • Enrichment groups will be offered in 2016.


Innovative, Collaborative, Evidence-based Teaching

Purpose

To promote, build and sustain an increasingly high standard of education through the reflection, evaluation and adaptation of teaching practices, within a culture of inspiring learning. Through targeted professional learning, staff will be equipped with explicit skills, knowledge and understanding of innovative 21st century teaching practices to motivate and challenge our students and teachers. We seek to ensure that every student’s learning, emotional and social needs are addressed through quality teaching and leadership practices.


Performance Development Framework • Staff professional learning on Performance and Development Framework • All staff completed individual Performance and Development Plans with professional goals and

evidence of progress towards them • Teachers undertook collegial lesson observations

21st Century Learning • Staff attendance at Teach Meet events on 21st Century learning • Staff professional learning on embedding iPads, video conferencing and online educational programs in

teaching and learning programs • ‘Reflector’ installed on all computers

Curriculum • Implementation of ‘Primary Connections’ resources to support science curriculum • Staff professional learning on science and history syllabus



Performance and Development Plans which demonstrate reflective practices to build professional capacity and confidence that are linked to the National Teaching Standards.

All staff have completed one Performance and Development Plan cycle, including an annual review of their plan

Teachers released to conduct collegial lesson observations

A clear, well sequenced whole school plan for curriculum delivery that incorporates the BOSTES syllabus documents and principles of conceptual planning.

Year overviews developed and planning for implementation of History and Geography syllabi commenced

Teachers released for stage planning days to develop programs for new History syllabus ($3 207.27)

Next steps

• Staff will trial units based on conceptual programming • Additional iPad resources to be purchased to enable more frequent use across K-6 • Stage teams to develop programs for new Geography syllabus and additional history programs

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Positive, Productive and Respectful Relationships

Purpose

To create an equitable, successful school community where students, staff and parents are engaged daily in nurturing positive, productive, respectful and sustainable relationships. Through clear communication, meaningful student wellbeing programs and genuinely respectful relationships among all school community members, a more inclusive, harmonious and dynamic school ethos will exist.


Communication • Implementation of school ‘app’ to provide additional means of communication with parents • Basic update of website and staff representatives trained in uploading information to website • Greater use of Department of Education email system to communicate staff information

Student Wellbeing • Introduction of Year 5 Leadership Development Program • Student sessions on Cybersafety • Staff familiarisation with Wellbeing Framework • Revision of ‘Bounce Back’ program to ensure consistent implementation • Executive team has been carefully monitoring student welfare incidences

Staff Wellbeing • Beginning teachers allocated a mentor to support their professional development • Planning commenced for development of induction program for new staff



Improved clear and timely communication with staff, students and the school community.

Increased communication platforms and use of instant means of distributing information

Improved staff communication through detailed meeting minutes emailed to all staff

Purchase of annual subscription for app

($390)

Teachers released to complete website training

($402)

A substantial decrease (up to 25%) in students warranting significant behavioural intervention involving Student Wellbeing Incident Sheets or Assistant Principals’ Journal Entries.

Executive team worked with groups of students across the school to lower the incidence of incidents

Teacher professional learning on proactive behaviour management and cybersafety

Next steps

• Review and rewrite Student Wellbeing policy to reflect new Wellbeing Framework • Continue update of website • Continue development of induction program for new staff and mentoring program for beginning

teachers

Next Steps

Key initiatives and other school focus areas

Key initiatives (annual) Impact achieved this year Resources (annual)

English language proficiency funding

Funded EAL/D support teacher half a day per week

• 19 students across K-6 had regular lessons with EAL/D teacher

• Students engaged in individual education programs specialising in the four macro-skills of English language learning: reading, writing, speaking and listening.

• All targeted students have progressed on the ESL scales, with improvement in their written work, reading, grammatical knowledge, language / vocabulary, socialisation and lesson engagement.

$9 177

Socio-economic funding

Funded SLSO support and student assistance

• Enhanced student access to supplementary curriculum experiences such as excursions and incursions

• Improved student engagement and participation in learning by providing opportunities for small group support within whole class lessons

$6 624

Low level adjustment for disability funding

Funded Literacy Support Teacher one day per week

• 13 Year 3 students and six Year 4 students received support

• Students worked in small groups or received one-to-one support where required

• Support program focused on reading, including word attack skills, comprehension, fluency and vocabulary development. Writing skills were also targeted.

$14 609

Support for beginning teachers

Funded professional learning and mentoring for two beginning teachers

• Beginning teachers participated in professional learning in areas such as proactive behaviour management, ICT, programming, literacy, fundamental movement skills and science.

• Both of the beginning teachers were part of collaborative learning projects based on implementing the science curriculum and embedding iPads in teaching and learning.

• Time was allocated for beginning teachers to work with mentor teachers.

$26 254.76

Quality Teaching, Successful Students

Funded participation of eight staff members in two collaborative professional learning projects

• Four staff members visited another school to observe science lessons using the Primary Connections program

• Two whole staff professional learning sessions on Science syllabus implementation were led by an expert teacher

• One staff member was released to mentor a group of teachers in embedding iPad applications in teaching and learning programs

0.15 staffing entitlement

Student information Student enrolment profile

Student enrolments have remained fairly consistent in the period since 2013 and it is anticipated 2016 enrolments will be of a similar level.

Student attendance profile

Student attendance rates for Wakehurst Public School have continued to be above Department of Education averages. Changes to attendance exemptions have seen a slight decrease in school attendance rates from 2014 to 2015. The school encourages full attendance and follows up any attendance concerns with parents and the Home School Liaison Officer.

Workforce information Workforce composition

Position Number Principal 1

Assistant Principals 3 Classroom Teachers 12

ICT Teacher 1 Performing Arts teachers 2 Learning and Support Teacher 1

Teacher Librarian 1 Literacy Support Teachers 2 Teacher of ESL 1

School Counsellor 1 School Administrative & Support Staff 4 School Learning Support Officer 1

Total 30

Together with the Principal, Assistant Principals and classroom teachers, a number of skilled professionals are employed at the school including a Teacher Librarian, Learning and Support Teacher and RFF teachers in specialist areas. In 2015 a Literacy

Support Teacher was funded by the P & C for one day per week. The teaching staff is supported by a School Administrative Manager, School Administrative Officers, a School Learning Support Officer and a General Assistant. The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. There are currently no Indigenous staff members at Wakehurst Public School.

Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 14

Professional learning and teacher accreditation

All teaching and administrative staff participated in an extensive range of professional learning opportunities in 2015, financed by the Department of Education. The use of the professional learning budget is strategically planned by the executive staff who analyse the school’s management plan to link funds to the strategic directions of the school. The main areas of focus for professional learning in 2015 centred on: • student assessment using PLAN data • staff readiness for the implementation of the

History and Geography syllabi • continued implementation of the Science

syllabus using Primary Connections • introduction to conceptual programming • data management and ICT tools • implementation of the Performance and

Development Framework • collaborative professional learning sessions with

staff from across the Warringah Community of Schools

The total expenditure on teacher professional learning for 2015 was $19 426, with an average expenditure of approximately $1 144 per teacher. One teacher is working toward Accreditation at Proficient level with the Board of Studies Teaching and Education Standards and three were maintaining accreditation at Proficient level.

Gender 2009 2010 2011 2012 2013 2014 2015Male 164 176 183 196 211 213 230Female 154 158 146 153 167 171 159

Year 2010 2011 2012 2013 2014 2015K 96.9 96.3 96.7 97.5 97.1 95.61 96.0 95.5 96.6 97.3 96.9 96.12 96.1 96.4 96.2 96.8 97.0 94.63 96.3 96.0 97.0 97.4 97.7 96.84 95.2 96.2 96.8 96.7 97.3 95.15 96.3 95.7 95.6 95.6 97.6 95.96 96.4 95.6 94.0 95.4 96.8 96.7

Total 96.2 96.0 96.2 96.8 97.2 95.8K 94.7 94.7 94.3 95.0 95.2 94.41 94.2 94.2 93.9 94.5 94.7 93.82 94.4 94.2 94.2 94.7 94.9 94.03 94.5 94.4 94.4 94.8 95.0 94.14 94.5 94.3 94.3 94.7 94.9 94.05 94.4 94.2 94.2 94.5 94.8 94.06 94 93.8 93.8 94.1 94.2 93.5

Total 94.4 94.3 94.2 94.7 94.8 94.0

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Financial information Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

School performance ICAS In 2015, students in Years 3-6 could elect to participate in the Mathematics (38 participants), English (26), Science (22), Digital Technologies (24), Writing (15) and Spelling (24) tests.

Those students whose achievement was outstanding were rewarded with Certificates of Merit, Credit, Distinction and High Distinction. Nine students received Distinction level awards, 43 students received Credit awards and 15 students were awarded Merits.

NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

The results are provided in graphical form. Please note that state means and percentages are for Department of Education schools only. The SSG percentage refers to a Statistically Similar Group of schools.

NAPLAN - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

In 2015, 62 students in Year 3 at Wakehurst PS sat for the National Assessment Program in Literacy.

In Reading, students performed well above the state average with a greater percentage of students in the top band than the previous two years.

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Bands

Percentage in bands:Year 3 Reading

Percentage in BandsSchool Average 2011-2015SSG % in Bands 2015State DoE % in Bands 2015

Date of financial summary 30/11/2015

Income $

Balance brought forward 229 712.22 Global funds 224 663.02 Tied funds 131 186.47 School & community sources 248 466.33 Interest 6 435.62 Trust receipts 37 616.30 Canteen 0.00 Total income 878 079.96

Expenditure

Teaching & learning Key learning areas 102 121.57 Excursions 74 777.84 Extracurricular dissections 54 227.37

Library 10 020.73 Training & development 382.93 Tied funds 101 619.81 Casual relief teachers 89 985.48 Administration & office 57 415.78 School-operated canteen 0.00 Utilities 38 626.68 Maintenance 22 165.25 Trust accounts 37 589.89 Capital programs 32 774.00

Total expenditure 621 757.33

Balance carried forward 256 322.63 bl k

In Spelling, 61% of students were placed in the top two bands as compared to 47% of students in the state.

In Grammar and Punctuation, students performed above the state average and at a level comparable with the SSG.

In Writing, a greater percentage of students achieved in the top two bands than the previous two years.

In 2015, 49 students in Year 5 at Wakehurst PS sat for the National Assessment program in Literacy.

In Reading, students performed well above state average and a greater percentage of students achieved in the top band than the previous year.

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Percentage in bands:Year 3 Spelling


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Percentage in bands:Year 3 Grammar & Punctuation


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Percentage in bands:Year 5 Reading


In Spelling, 45% of students achieved in the top two bands compared to 40% of students in the state.

In Grammar and Punctuation, students performed above the state average although results were slightly down on school results from previous years.

In Writing, a greater percentage of students achieved in the top two bands than in 2014.

In 2015, 46 out of 49 students were matched from Year 3 to Year 5 for growth data.

In Reading, 72% of students achieved at or above the expected growth level.

In Spelling, 61% of students achieved at or above expected growth.

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Percentage in bands:Year 5 Spelling


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Percentage in bands:Year 5 Writing


In Grammar and Punctuation, 74% of students achieved at or above expected growth.

In Writing, 67% of students achieved at or above expected growth.

NAPLAN - Numeracy

In 2015, 62 students in Year 3 at Wakehurst PS sat for the National Assessment Program in Numeracy

A greater percentage of students achieved in the top two bands than both the state and SSG averages.

In 2015, 48 students in Year 5 at Wakehurst PS sat for the National Assessment Program in Numeracy.

55% of students achieved in the top two band levels, as compared to 31% in the state and 44% in the similar school group.

In 2015, 45 out of 48 students were matched from Year 3 to Year 5 for growth data.

In Numeracy, 71% of students achieved at or above the expected growth level.

The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.

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Percentage in bands:Year 3 Numeracy


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Average progress in Numeracy between Year 3 and 5

School SSG State DoE

http://www.myschool.edu.au/

Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.

Students in Years 2-6 completed a student survey about learning at Wakehurst Public School. The student survey responses indicated that 88% of students feel that the school always has good equipment that helps them to learn and 80% of students believe the school expects them to do their best. 75% of the students believe that viewing samples of their work over time helps them to see how they have improved.

All parents were given the opportunity to participate in an online ‘Tell Them From Me’ survey during second semester. There were only 57 respondents in total, with their responses being converted into measures out of ten (with 0 indicating strong disagreement and 10 indicating strong agreement). The responses received suggested that parents feel welcome when they visit Wakehurst Public School (7.7) and are well informed about school activities (7.8). Parents also felt the school supports positive behaviour (7.3) and that the students feel safe at school (7.9). There was lower agreement that parents are informed about both positive and negative behaviour of their children (5.3) and that staff create opportunities for students learning at a slower pace (5.0).

Staff were interviewed individually in the first few weeks of Term 3 to discuss what they valued most about Wakehurst Public School and what they felt could be more satisfactory. The majority of responses indicated the support and cooperation of staff, parents and community and the positive feeling created from this; the size of the school; and the specialist programs such as ICT and Environmental Education were highly valued. Areas staff identified for improvement included communication across the school; mentoring of new staff; and more differentiated programs for students. Some adjustments and developments occurred during Semester 2 to begin addressing these areas.

Policy requirements

Aboriginal education

The study of Aboriginal culture and society is embedded across all key learning areas. During Term 4, two staff members attended a course on the 8

Ways Aboriginal Pedagogy, which is a framework that allows teachers to include Aboriginal perspectives by using Aboriginal learning techniques. In this way, focus can remain on core curriculum content while embedding Aboriginal perspectives in every lesson. This knowledge will be shared with other staff as part of professional learning and to promote quality teaching. In recognition of NAIDOC Week, Years 3-6 participated in a series of Video Conferences/ Virtual Excursions. The Year 3 workshop - ‘Create your own Australian Flag’ and Year 4 workshop – ‘Create an Indigenous Totem’, were both hosted by the Australian Museum. Years 5 and 6 participated in ‘The Origins and Meaning of NAIDOC’ workshop hosted by the NAIDOC Koori Classroom located at Olympic Park. Programs are currently being designed to incorporate the new History syllabus. Specific outcomes within these programs are designed to educate all students about Aboriginal histories, cultures, perspectives and current Aboriginal Australia. Also as a sign of respect, our students commence all assemblies with the traditional Acknowledgement of Country.

Multicultural Education and Anti-Racism

We promote a harmonious school community, where mutual support and appreciation of individual differences are integral to all we do. This year cultural diversity was celebrated through various whole school and community activities including Harmony Day. We have programs in place and resources allocated to meet the needs of students learning English as an additional language or dialect (EAL/D). Our EAL/D teacher supports small groups of students within and beyond the classroom. Anti-Racism is an important perspective, which is reinforced during class lessons. We promote positive intercultural relationships and have a trained Anti-Racism Contact Officer (ARCO) on staff.

Other school programs

Library In 2015, Wakehurst Public School began the process of providing a library equipped for the education

needs of the 21st Century learner. The library’s ability to provide access to information is continually improving with the use of laptops and Wi-Fi. The addition of a book visualiser has enhanced the teaching of visual literacy. With the help of the P& C we are transforming the library into a vibrant, well- organised learning hub. The importance of building an information literate school community is strongly supported by close collaboration between teachers and the teacher librarian in programming and purchasing resources to support the new curriculum. Community members also demonstrate their support by donating many books to the school during Book Week. This year, Wakehurst PS students participated in the National Simultaneous Storytime. The children enjoyed listening to the story, The Brothers Quibble by Aaron Blabey. It was read by an estimated 500,000 children across Australia as part of the National Simultaneous Storytime. To promote wider reading of quality texts throughout the year, students participated in the Premier’s Reading Challenge with 299 students completing the challenge. They also joined in the KOALA Awards (Kids Own Australian Literature Awards) by voting for books that have most inspired, amused, terrified, enlightened or engaged them. To introduce new Australian literature to the students the library program revolved around the Children’s Book Council of Australia (CBCA) Book Week Theme ‘Books Light Up Our World’ and the CBCA shortlisted books. The Stage 3 students were introduced to the books and authors in the ‘Younger Readers’ section. The Stage 2 students read the books in the Picture Books section, and Stage 1 students read books from the ‘Early Childhood’ section, with a high emphasis on visual literacy. They all became judges and voted, building their critiquing skills. To help promote the Book Week theme of ‘Books Light Up Our World’ we ran a competition for the children. They were asked to make a short 1-2 minute video clip or take a photo based on the Book Week theme. This proved a great success. To celebrate Book Week WPS held a Book Character Parade and had visiting performance, ‘Shine a Light’. The library also held its annual Book Fair which saw many members of the school community purchase books and donate books to the school library. These

events help to promote the importance of libraries and to foster a reading culture in the community. To further nurture students’ love of reading, a small group of library monitors went to a special Book Week lunch organised by the Northern Beaches branch of the Children’s Book Council of Australia. The event took place at the International College of Management at Manly. The children had the chance to meet their favourite authors and hear how they came up with their ideas for their books. Each table of students was seated with an author or illustrator, with Wakehurst students being allocated Jess Black, author of the popular ‘Bindi’ series. Throughout the year all classes had library lessons on the Information Skills Process. They learned how to locate information using the Library Enquiry and how to select appropriate information using these books. These information literacy skills and enjoyment of reading are essential in helping our students become lifelong learners.

Book Week Character Day Student Representative Council The Student Representative Council (SRC) consists of 12 students - 2 representatives from each year level 2-6. SRC representatives are the voice of the student body, with elections taking place each semester. Ideas put forward by grades are taken to SRC meetings for discussion. SRC representatives help make decisions about upcoming events, organise charity fundraising initiatives and forward suggestions from students to the principal on ways to improve the school. This year the SRC have worked together in conjunction with their peers to accomplish the following achievements: • Organising and running a successful Harmony

Day celebration, where money was raised for

Stewart House through the sale of various novelty items and orange jelly.

• Organising a ‘Super Hero Day’ to raise money for Bear Cottage. The students brought in a gold coin donation to dress as their favourite super hero and a drawing competition was held. The day was enjoyed by both students and staff.

• Establishing the need for a Chess Club through consultation with their peers. This commenced in term 4 for students in Years 2 and 3 and will be offered to a wider group in 2016.

Environmental Education Environmental education and sustainability are ongoing priorities. Across the school, students studied the booklet - Duffys Forest Plants at Wakehurst Public School to help them understand the importance of the remaining small areas of the Duffys Forest endangered ecological community within the school grounds. Classes walked through the bushland and used booklet activities to learn about plants indigenous to the area and our responsibility towards the environment. Fifty Green Team members were privileged to attend the Warringah Council’s Duffys Forest production at Glen Street theatre. The 92 strong Green Team, made up of keen students from Years 3-6 and eager Green Team Cadets from Year 2, continued to tend the school vegetable patches. School-grown produce was picked, cooked and eaten by enthusiastic students. Profit from the sale of our produce was used to continue purchasing seedlings and garden supplies. A survey of staff members’ and students’ favourite fruit was conducted and results were creatively displayed to raise awareness of healthy eating. Posters were created for Fruit and Veg Month.

Fruit Survey Display

Valuable assistance at working bees from parents, staff, students and community members helped maintain and improve our attractive school grounds. Edible plants continued to thrive in the bush tucker and story pole garden. Enquiries were received from other schools interested in visiting and discussing this initiative. Composting and recycling systems continued successfully as classes continued to take responsibility for rethinking, reducing, reusing and recycling.

Green Team leaders – tasting tomatoes

Sporting Achievements Throughout 2015, all Wakehurst students have had the opportunity to participate in a variety of sporting experiences. Programs across the school cater for all abilities in competitive and non-competitive sports, promoting enjoyment of sport and a healthy lifestyle, encouraging teamwork and enhancing physical fitness. This year, all students in K-6 successfully completed the Premier’s Sporting Challenge. Some highlights across the school included K-2 Sportspro Gymnastics Program (Term 3), Year 2 Special Swimming School (Term 2) and Year 3-6 House Sport Program (Terms 1 - 4). The Term 1 lessons from ‘Sport in Schools Australia’ program for all 3-6 students provided exciting, innovative lessons and activities that develop the students’ fundamental movement skills and their skills in working as a team. Successful carnivals included Year 2 (8 year olds) to Year 6 in Swimming and Cross Country and Kindergarten to Year 6 in Athletics.

Wakehurst competed against nine other schools in the Warringah Zone Swimming, Cross Country and Athletics Carnivals with results as follows;

Zone Carnival Result Zone Reps Swimming 10th 1

Cross Country 3rd 5 Athletics 8th 2

In the Warringah Zone PSSA teams’ weekly competition, Wakehurst fielded teams in softball, t-ball, cricket, netball and soccer. The following teams were very successful in their respective competitions; • Junior A Boys T-Ball Premiers • Junior B Boys T-ball Premiers • Senior A Girls Softball Premiers • Junior A Netball Premiers • Junior A Boys T-Ball Premiers • Junior B Boys T-Ball Premiers

• Junior B Girls T-Ball Runners Up • Junior B Netball Runners Up • Junior Boys Soccer Runners Up • Senior Boys Soccer Runners Up • Junior Girls cricket Runners Up • Junior Girls Cricket Runners Up • Senior A Boys Softball Runners Up • Junior A Girls T-Ball Runners Up

Wakehurst students were also selected to represent Warringah Zone in AFL, cricket, basketball, rugby league, touch football, football and tennis. 3 boys successfully went on to represent Sydney North in the sports of basketball (Bailey Earle), football (Dylan Bradstreet) and softball (Jacob Wander).

Girls Senior A Softball Team Debating Our Year 6 Debating Team participated in four debates through the Premier’s Debating Challenge.

Throughout the challenge the team worked on developing their skills across all areas of debating. Of their 4 debates, they won 2. A group of interested Year 5 students attended the Northern Sydney Regional Debating Camp. This experience enabled the students to develop their public speaking skills and their knowledge of the structure of preparing a successful debate. Premier’s Spelling Bee Years 3-6 have been involved in activities to encourage all students to engage with spelling and to promote improved literacy through enhanced spelling skills. In preparation for the 2015 Premier’s Spelling Bee, each class held spelling challenges to find their best spellers. Students then competed again in stage levels to find our school champions. Josh Bewley and Peter Bennett, from Stage 2, and Grace Drury and Rosita Faeghi, from Stage 3, went on to competently represent our school at the Regional Final at Curl Curl North Public School in the last week of Term 3.

Public Speaking Competition Every student from Kindergarten to Year 6 participated in the 2015 Wakehurst Public School Public Speaking Competition. Speeches were of an extremely high standard and children from each class progressed through to their grade final. Grade winners each delivered their speeches at the school’s Evening of Performing Arts. Two Year 6 students were also chosen to represent Wakehurst Public School at the annual Rotary Public Speaking Competition.

Extension & Enrichment Eight students from Year 6 were selected to participate in the Balgowlah Extension Studies Program. The students produced some exciting work by exploring their boundless imaginations and using their creative energy. Another eight students from Year 5 attended the Davidson High School Enrichment Program. This program successfully challenged the students, promoting critical thinking skills through hands-on problem solving activities. Selected Stage 2 students were involved in the annual enrichment day for local schools. The activities Stage 2 students participated in included; Lego (We Do Robotics), ICT (iMovie making), ICT (SCRATCH), Visual Arts, Drama, Science (Electrifying Electronics), Music (Choir), Mathematics (Amazing Race), Debating, Science (Marvellous Materials) and

an Italian session. The day was extremely rewarding for all students. Band Over 55 students participated in the band program in 2015. All band students benefited greatly from the intensive training experience at Band Camp. Both bands received the highest honour of a Gold Award in the NSW School Band Festival at the University of NSW in August. Our Concert Band also received a commendation at the Ryde Eisteddfod. Other performance opportunities for band members were Band Solo Nights, Education Week, the Evening of Performing Arts, Grandparent’s Day, Warringah Mall’s Schools Spectacular and the End of Year Concert.

Concert Band performing at Warringah Mall

Choir In August, students in the school choir had the opportunity to perform at Sydney Town Hall as part of the Arts Alive Combined Primary Schools Choir. Throughout the year, the choir have rehearsed weekly and worked very hard to learn the 10 songs performed on the evening. It was a wonderful performance and a fabulous opportunity for these students. The Wakehurst choir also performed at various daytime school events and the annual Evening of Performing Arts at The Forest High School. Music Count Us In All students K-6 took part for the 5th year in ‘Music Count Us In’, an initiative aimed at celebrating the benefits of music education in schools across Australia. On Thursday 29th October Wakehurst students joined half a million other school children in joyously singing this year’s song, ‘Gold’ simultaneously, as well as revisiting past years’ songs for enjoyment. Dance This year, our Performance Dance Group (comprising 24 students from Years 3-6) performed ‘Danse Macabre’ at the Sydney North Dance Festival and at our Evening of Performing Arts. Members were

selected early in Term 1 and then rehearsed twice weekly through Terms 1 and 2. Five students in Year 6 and one student in Year 4 attended the 2015 Sydney North Junior Dance Workshops. Lara Panetta (Yr 6) was selected as a member of the Sydney North Junior Dance Ensemble.

2015 Dance Group

School contact details:

Wakehurst Public School

Glen St

Belrose 2085

www.wakehurst.nsw.edu.au

[email protected]

9451 1812

http://www.wakehurst.nsw.edu.au/

mailto:[email protected]

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