Kalgoorlie School of the Air

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1 Kalgoorlie School of the Air Annual Report 2014

2 The 2014 Annual School Report, along with the Schools Online information, provides parents and members of the wider community with information about the performance of Kalgoorlie School of the Air, as well as the events and activities the school has taken part in, in It also outlines the schools strengths and future directions we need to take for continued improvement. The information in this report has been used to assist us in whole school planning for 2015 and beyond. THE SCHOOL CONTEXT Kalgoorlie School of the Air provides education to geographically isolated primary school students and other qualifying students in the Goldfields and surrounding area of Western Australia. The school was established in 1962 and is still based in Kalgoorlie, although it has relocated to its present location in Boulder. At Kalgoorlie School of the Air, we are committed to providing a stimulating learning environment that is inclusive, motivational, supportive, caring and engaging for every student. The success of this school is due to the tremendous dedication and commitment of the staff, home tutors and students and the continued assistance of a very supportive and active parent body. The school facilities consist of three main buildings. The first is a heritage listed building, housing the administration offices, teachers shared office, Support Teacher of Learning s office, library, staffroom, dispatch room, studios, toilets and a kitchen. All the offices, the library and studios are equipped with computers which are fully networked. The multi-purpose schoolroom building comprises of a wet area classroom complete with a storeroom and kitchen. It is also a fully networked computer room with a smart board and data projector. This building is used for meetings, the professional development of staff and home tutors as well as in-school student visits, group and class activities. The third building houses a general store room, a garden store room and a garage for the school vehicle. The school gardens are secure, well maintained and very welcoming. The gazebo has been replaced with a new structure resembling the original one. The education program is delivered online via conferencing satellite technology (CENTRA) and by means of print materials which are sent out to the students. Home tutors (usually the students mothers) support and supervise the students. Teachers collaboratively and individually write programs based on the Australian Curriculum and the WA Curriculum Framework, which are designed to meet the needs of year groups and individual students. The student cohort in 2014 was mainly from families at pastoral holdings, roadhouses, smaller communities without a school and students who, due to medical reasons or learning difficulties, could not attend a mainstream school. Kalgoorlie School of the Air has an enthusiastic and effective parent body which demonstrates its support through participation in the School Council, P&C and ICPA. These groups of dedicated parents continue to work tirelessly to ensure that the children have access to the best facilities, programmes and school tours. This year the P&C helped fund the SOTA Muster Camp and air fares form Perth to Kalgoorlie for the Year Four to Year Seven students. These groups meet regularly either face to face or via CENTRA, for the benefit of all the students at the school.

3 ACADEMIC ACHIEVEMENT AND TEACHER JUDGEMENTS Detailed graded reports on sets of work submitted by students were provided by teachers on a regular basis every two to three weeks. A set of work would typically cover all Learning Areas as prescribed by the WA Department of Education and would require two or three weeks for the students to complete. The Phase One subjects of the Australian Curriculum were fully implemented in the teaching programs, assessment and reporting from Pre Primary to Year Seven in All other Learning Areas were implemented according the WA Curriculum Framework. The Early Childhood Learning programs were also planned and implemented according to the Early Years Learning Framework. Daily online lessons for all year groups covered all the learning areas and students attended French and Indonesian online lessons run by teachers at SIDE. Semester reports reflected an aggregate of the regular reporting to parents and tutors by teachers mentioned above. Teacher judgements compared favourably with the various standardised tests completed by students as well as with NAPLAN results. The school had specified targets within the School Development Plan and teachers worked in close partnership with the Support Teacher of Learning to assist students in attaining or exceeding school targets and curriculum outcomes. NAPLAN NAPLAN is a curriculum-based assessment that is criterion-referenced and tests the students knowledge and skills in numeracy, reading, spelling, grammar/punctuation and writing. NAPLAN testing commenced in 2008 and replaced the WALNA assessment. The national minimum standard (NMS) is the agreed standard of performance that professional educators across the nation deem to be the minimum level required for Year 3, 5, & 7 students to make adequate progress. The NAPLAN assessment materials are designed to measure the range of performance expected of Year 3, 5 and 7 students, including achievement of the NMS. The results from the NAPLAN program assist teachers to identify those students who would benefit from extension, as well as those students who need extra support in meeting the minimum expected standard. All the figures shown below come from Year 5 and 7 students who sat NAPLAN in These results reflect a very small student cohort on some year levels therefore, individual year levels cannot be reported on due to small student numbers making identification of individual students easy. In 2014, six students took part in the NAPLAN testing. The table below is a summary of all the year levels comparing the student achievement to the National Minimum Standard (NMS) Above At (NMS) Below Reading Writing Spelling Grammar & Punctuation Numeracy This table shows that 100% of students reached or exceeded the NMS in all areas tested.

4 In 2015, addressing the Individual Education Plans of students who do not achieve the NMS and maintaining good achievement and progress across the five areas by all students, is a priority for the school. A Whole School Priority in 2015 will be targeting Numeracy, Writing and Phonics. ON ENTRY ASSESSMENT All Pre-Primary students took part in the On Entry Assessments in Literacy and Numeracy. Student results were then compared against a set of norms and informed the priority areas when planning the Early Childhood programmes and Individual Education Programmes for students. CIS REPORTING All students made progress and most students made significant progress from the end of Semester One to the end of Semester Two. COMMUNITY SATISFACTION The school community is encouraged to give regular feedback on the school s performance, either written, verbal and by means of a survey. Our survey of parents and tutors who attended our annual Home Tutor Seminar in 2014 indicated satisfaction with the staff, the education programs, progress at the school and the support offered by the school in verbal and written feedback to the principal. An online survey later in the year indicated a high level of satisfaction from parents and staff with the school s leadership, performance, support offered by teachers and administrative staff at all levels and the quality of the programmes which teachers are implementing. ATTITUDE, BEHAVIOUR, EFFORT AND VALUES Teacher visits to students at their homes, camps and online lessons with students enable staff to engage with parents, tutors and students and to report on positive attitudes and excellent behaviour. STUDENT ATTENDANCE In Distance Education, student attendance is measured by the participation in online lessons and the submission of work. Records of attendance are kept. The school was not part of the compulsory student attendance audit in 2014 as the audit software was not designed to include Distance Education. SCHOOL PRIORITIES 2014 English The Australian curriculum was implemented by teachers in full (planning, teaching activities, assessment and reporting). Teachers attended professional development and various teacher resources were purchased.

5 1. Reading, Viewing, Speaking and Listening Weekly online reading sessions where students were divided into ability and interest groups were taken by the teachers to ensure sustained development in this area for Year 3 7. Individual online reading lessons for Kindergarten to Year 2 students. Use of different strategies across all year levels - different types of texts, guided reading, modelled and shared reading, independent reading. SAER (Students at Educational Risk) are closely monitored and have personalised Reading and Writing programmes developed and coordinated by the STL (Support Teacher of Learning) in collaboration with the class teacher. Students are encouraged to read daily for pleasure and this is a daily activity at camp for all students. Explicit teaching of various reading strategies. Focus on listening and speaking during camps, home visits and online lessons. Development of oral language and vocabulary targeted during online lessons as well as vocabulary extension during writing tasks. Teachers developed of a Whole School Reading Genre Map based on the Australian Curriculum to be fully implemented in 2015 (Kindergarten to Year 7) 2. Spelling and Writing Air lessons taken by teachers targeted skills in writing across genres for all year levels (Y1 Y7). Teachers developed a Whole School Writing Genre Map based on the Australian Curriculum to be fully implemented in 2015 (Kindergarten to Year 7) Jolly Phonics and Jolly grammar is followed as a whole school programme (Preprimary to Year 4) and supplemented by teachers where needed for individual students (support or extension). All teachers attended a full day of professional learning on Jolly Phonics and Jolly Grammar Air lessons complement the Jolly Phonics program for the Kindergarten and Preprimary students Explicit teaching of writing in various genres as stipulated in the Australian Curriculum for English across all year levels. SAER (Students at Educational Risk) are closely monitored and have personalised spelling, reading and writing programmes developed by teachers in collaboration with the STL and coordinated by STL. Explicit teaching of spelling rules. Use of ICT to enhance for all students in their daily program including various applications targeting writing, spelling and extension of vocabulary. Mathematics The Australian Curriculum and Early Years Framework was fully implemented by teachers (planning, teaching activities, assessment and reporting). All teachers and Principal attended professional development in this Learning Area and various teacher and student resources were purchased. Use of Mathletics books and web-based activities. Purchase of various resources including Paul Swan games / activities, assessments, wall charts, manipulatives etc. Upgraded Maths kits that are sent out to all students according to the year groups. Modelling numeracy activities at Home Tutor Seminar, on visits, on CENTRA and regular phone contact with home tutors and students.

6 Explicit teaching of mathematical concepts. Online mathematic lessons addressing areas which need extra attention in various Year groups. Use of ipad applications targeting mathematic skills. SAER (Students at Educational Risk) are closely monitored and have personalised maths programmes developed by teachers in collaboration with the STL and coordinated by STL. Individual online lessons taken by teachers and the STL with SAER students as part of their IEPs. Science The Science programs based on the Australian Curriculum were refined and further developed. Science was taught across the school (kindergarten to Year 7) by a science specialist teacher. Various teacher and student resources and consumables were purchased. History Teachers further refined their programs (which are based on the Australian Curriculum). All teachers attended professional development in planning, assessing and reporting in the Learning Area. Various teacher and student resources were purchased. Geography Teachers have started to prepare and implement programs for Geography according to the Australian Curriculum. Various teacher and student resources were purchased. Early Childhood On Entry Assessment informed the planning for each individual Pre Primary student. Various standardised testing and teacher observations. Early Years Framework was followed. Focused on structured play at camps and on home visits. Focused on the development of language skills. Jolly Phonics programme was followed. Interactive programmes ICT such as Reading Eggs was used in conjunction with the phonics programme. Focused on using concrete materials in Mathematics. Mathletics was used from Pre Primary upwards and supplemented where needed. A consultant teacher was employed to write an ECE program for the school, focusing on Kindergarten and Pre Primary across all Learning Areas. Physical Education and Health Camps and Seminars incorporated movement skills activities for students and Tutors. At Sports Camp, swimming lessons were taken in 8 sessions and various other activities focused on students in teams and developing participation strategies. Structured quarterly programmes were sent out for students to complete at home with their home tutors. At Muster Camp the year 4 7 students attended a whole day of sports development in four different sport types and competed in an athletics carnival. The school implemented You Can Do It school as of 2014 with a strong whole school as well as all classroom approach. Parents and Tutors as well as staff will be up-skilled during the Home Tutor Seminar in Term 1, Week The You can Do It programme formed part of the assessment of the Health strand.

7 ICT Students, teachers and tutors are employing a wide range of hardware and software to develop and complete relevant online learning experiences. Cameras, computer software and hardware, ipads, webcams etc. are used by all Kindergarten to Year 7 students and teachers to enhance relevant learning experiences and add to the flexibility of how students can access information in an electronic format. Applications are continually updated and incorporated into the student s daily program across learning areas. HIGHLIGHTS OF THE SCHOOL YEAR TERM 1 A very successful Home Tutor Seminar where teachers, tutors and parents gave feedback on the 2013 programme and discussed the 2014 programme. Teachers explained what they would like to see from students and how to implement certain programmes. Students were actively engaged in face to face class sessions with their teachers and completed standardised tests where needed. Tutors and parents also attended professional development sessions on Mathletics and the You can Do It Program. TERM 2 During Term 2, many home visits took place where teachers were on the road visiting their students at their locations (up to three days at times). Visits are a priority each term to allow the teachers to form close bonds with their students and their families, to observe students at work in the classroom, model strategies for teaching to tutors and spend quality after hour time with their students, exploring their environment and hobbies. TERM 3 The week long Sports Camp where all the students and teachers come together at the Goldfields Camp School in Kalgoorlie is always a highlight. The focus in 2014 was swimming, team games and netball skills. Our students entered photographs of their stations and surrounds into the Kaz Collins School of the Air Photo Competition sponsored by Rangelands NRM. Many of our students were awarded Highly Commended and Commended places in various categories. TERM 4 Students in Year 4 to Year 7 ended the year by attending SOTA Muster, a camp with the other Western Australia Schools of the Air students. During this camp, students experienced a wide range of excursions and activities. These ranged from developing skills in various sports to drama and art activities. All Learning Areas were represented with activities during the nine days and a Sports Carnival was held. The Kindergarten to Year 3 students had a two day camp in Kalgoorlie where parents were upskilled in instructional play, the language expectations in the English Curriculum in an ECE

8 setting and the teaching of mathematics using concrete objects and games. Students were actively busy with their teachers in a range of activities. The year ended with the much anticipated morning of awards, BBQ lunch and a fond farewell to our graduating Year 7 students. SCHOOL BUDGET AND ANNUAL ACCOUNTS FOR 2014 E. Jansen van Vuuren Principal Kalgoorlie School of the Air.

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