2017 burringbar public school annual report€¦ · cooking classes twice a term which has been a...

Burringbar Public SchoolAnnual Report

2017

1449

Printed on: 9 April, 2018 of 15 Burringbar Public School 1449 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Burringbar Public School as an account of the school'soperations and achievements throughout the year.

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

Peter Halloran

Principal

School contact details

Burringbar Public School59 Burringbar RoadBurringbar, 2483www.burringbar-p.schools.nsw.edu.auburringbar-p.School@det.nsw.edu.au6677 1469

Message from the Principal

Burringbar Public School has continued to evolve in 2017 and I am very proud of the achievements this year.

We have continued to focus on a rich curriculum offering lots of different opportunities for students. It has beenwonderful to see our students engaged in different activities that they wouldn’t necessarily get an opportunity to have inanother school.

A huge highlight was the Market Day Celebrations which was a fantastic experience for all students. It was wonderful tosee students define their business and work hard to see it come to fruition. The products were simply amazing, thestudents were extremely creative and the event was well supported by the community.

Project Based Learning has been something all students have been heavily involved in this year. Students have beengiven opportunities to be given a project and work towards completing it in their own unique way. It’s also an opportunityfor students to develop what we call Future Focussed skills – developing team work, creativity, problem solving,entrepreneurialship, empathy, leadership, communication and so on.

The introduction of our school garden has been amazing. We thank the amazing parents who have helped to drive thisproject. Without their help and support this project would simply have not got off the ground. We have managed to havecooking classes twice a term which has been a great opportunity to trial healthy food and see the process from thegarden to the plate.

The inclusion this year of robotics has been highly successful. It has been wonderful to see the engagement of studentsin building and making their robots. Problem solving and team work has been a huge aspect of this program and it hasbeen fantastic to see students thriving in this area.

This year the school presentation at the Stewart House Concert was a massive success with students presenting anamazing item. The introduction of African drumming was hugely engaging for students and another fantastic opportunity.

Other activities that occurred this year have included the Byron Bay Writer's Festival, Young Leader's Day in Brisbane,STEM Day, Multicultural Day, CAPA Day, Easter Hat Parade and excursions to Tallebudgera, Murwillumbah, and FingalHead Public School. We also had students participate in the Les Peterkin Art Competition, Interschool Public SpeakingCompetition, MS Readathon and the Write On National Writing Competition.

In the sporting arena our school has continued to excel. We had lots of students participate in carnivals including atDistrict and Far North Coast in Athletics. In hockey and soccer our students reached the North Coast Finals and wentvery close to making it through to the next round.


Ensuring our students have a quality curriculum has also been a huge focus. In K/1 our teacher has been involved in L3for Literacy development. This is a new program offered through the Department of Education where students work withtheir teacher in groups of 3 students ensuring the teacher is always assessing where students are at and what they needto know next in their learning pathway. It is very individualised and has gained some great results in reading and writing.

Our teams continue to work in teams in the S8 (a community of 8 small schools) coming together regularly to plan workand learn from each other. We continue to provide quality Professional Learning as a community of schools ensuring weare harnessing the power of collaboration.

This year as well in response to feedback from students we have totally redesigned our school library. We have newshelving and a more open plan. We have purchased many new books and have created an inviting and exciting spacefor kids to read. We want our students to be stimulated by reading and that is why we started the Reading For LifeProgram. Across the board we have seen a huge increase in daily reading and after it's first year of introduction 78% ofstudents said they are reading more authors than they were previously. Congratulations students.

Finally a huge thanks goes to everyone who makes our school a great place to be. Thanks to our wonderful staff whohave worked tirelessly this year to ensure great opportunities for our students. Thanks to our parent body who continueto support in big and small ways and finally thanks to our wonderful students who make it a great place to be each day.


School background

School vision statement

Our school provides opportunities for students to be effective problem solvers and grow in resilience enabling them to beself–driven in their learning in order to become exemplary local and global citizens of the future. We are firm believersthat "Opportunities at School = Opportunities in Life".

School context

Burringbar Public School is situated in the Burringbar Valley 16 kilometres south of Murwillumbah. At present there are57 students in 3 multi–age classes. The school provides a dynamic and caring educational environment through qualityteaching and learning practices within a varied and balanced curriculum. The school maintains a culture of continuousimprovement and is committed to visible and transparent collaborative decision making. We work with a community ofschools together collaborating to provide many wonderful opportunities for students and teachers. The school has beenpart of the community for 120 years and is actively involved in many community events throughout the year. Sport andthe Arts have been a strong focus in the community where we continue to offer a variety of different opportunities to allstudents. All students are supported to develop themselves as learners through a whole school focus on Project BasedLearning. Students are encouraged to be in control of the learning driven by their interests and passions. Thecontinuous improvement of student learning outcomes is the central focus of all school business.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading

In the area of Learning we have progressed in many areas. In Learning Culture we developed the Reading For LifeProgram where students had to read consistently over the year to get four Reading Awards. We found that 83% saidthey were reading more as a direct result of the Reading For Life Program. We continue to develop strong relationshipswith our students where 100% of students said that they had a sense of belonging. In 2018 we will be working with theStronger Minds Program that identifies 24 unique strengths. The students gain an understanding of the strengthsthrough the program and then look to identify them in themselves and others. Our school continued to implement aschool wide approach to the collection of data. This year our RAM was used to provide an extra half hour of release forstaff to ensure they were differentiating in the classroom and having accurate assessment data. After implementing theschool–wide assessment program 100% of teachers had their assessment data up to date throughout the year. Thehighest response our teachers gave themselves in the Tell Them From Me Surveys was that data was impacting on theirteaching.

In the area of Teaching we utilised our funding to support teacher planning and data collection. We met half a day aweek with one teacher at a time in 5 week blocks to reflect on student data and plan and implement effective classroomlessons and units of work. Teachers had opportunities to reflect on student performance and achievement and discussteaching structures and approaches through a coaching model. The community of schools team leader approachcontinued to support staff. Staff met in stage groups with their team leaders this year to plan and implement effectivelessons. Our school was involved with the L3 program this year where high quality professional learning was deliveredto our K/1 teacher and she was given effective feedback on her teaching.

In the area of Leading, we have worked hard to set up leadership structures across our S8 Community of Schools. Wehad three leaders successfully guide stage groups this year. Many different focuses were driven by each Team Leaderwith real collaboration amongst staff occurring. In the latest Tell Them From Me surveys, our school scored a 8.7 out of10 for ensuring parents feel welcomed when they enter the school. Time was taken through school surveys to identifyneeds for our school. In preparation for the next school plan our school worked with staff, students and parents toensure collaboration with key stakeholders in the development of the school directions. In 2018, the S8 Community ofSchools has employed a Professional Learning Coach to work with staff delivering high quality professional learningaround evidence based practices.


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

For more information about the School Excellence Framework:

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


Strategic Direction 1

Develop strong foundations in curriculum and assessment

Purpose

To develop consistent, quality educational practices and student achievement driven by assessment evidence in line withthe NSW syllabus for the Australian Curriculum. To ensure that learning and assessment are personalised anddifferentiated for every student.

Overall summary of progress

Mentoring and coaching occurred with classroom teachers where staff were given half a day a week to work with theschool Principal in five week blocks. The main areas of focus included the reflection on class/school data, discussingwhole class structures to support effective teaching and the implementation of effective classroom planning. Thesesessions were extremely effective where teachers have rated school leaders as an 8.5 out of 10 for helping to improveteaching. 2016 student surveys indicated that they did not feel our library was an engaging or inviting space andanecdotal evidence suggested students were disengaging with reading. Due to this we decided to redesign the library tomake it more inviting. We also created and implemented the Reading For Life Program to help encourage students toread more regularly. Due to this 78% of students indicated they were reading different authors and 83% of studentsindicated they were reading more as a result of the Reading For Life Program. In our K/1 class we implemented the L3program with end of year data suggesting that students have achieved appropriate benchmarks and anecdotallyindividual students have performed very well. Class teacher is extremely happy with the Professional Learning andongoing feedback offered to daily teaching.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Staff coaching will impact onteaching and students will bemore engaged in learning

$6000 for staff to enrol andattend training in earlylearning program L3

$13267 for an upgrade ofstudent library andopportunities for greaterstudent engagement

$2500 for teacher coachingand mentoring

78% of students said they are reading differentauthors and 83% of students said they are readingat the same or more as a direct result of theReading For Life program. Staff surveys oncoaching session indicated an average between4–5 out of 5 for the impact coaching sessions arehaving on teaching.

Implementation of assessmentdata

$10000 in total for staff toupdate assessmentregularly and plan fordifferentiation

Teacher programs and staff interviews indicatedteachers were differentiating in the classroom. Teacher assessment was consistently up to dateand impacting on teaching. The highest result inthe Tell the From Me Surveys showed staff useassessment tasks to inform teaching. Teachersgave themselves a 10 out of 10 in this area.

Next Steps

Coaching and mentoring will continue in 2018 as it has been hugely successful. We will continue to work with staff toensure we reflect on student data when planning and implementing effective classroom units of work. The L3 programfor our K/1 class will also continue where our class teacher will have access to class visits and termly opportunities forprofessional learning. A school evaluation of the Reading For Life Program will occur early in 2018. From this evaluationwe will make decisions about how we might adapt it to ensure students are readers for life.



Create a high–performing and dynamic 21st century learning environment

Purpose

Develop deep thinking, innovative resourceful and creative life–long learners who ably make sense of theirworld.Through collaboration, communication and the ability to plan activities independently, students will be equipped toachieve their personal goals and lead successful lives in the 21st century


All students in 2017 engaged in units of work involving robotics. Students worked in teams to design and build robots fora specific purpose. It was highly engaging and students developed skills in creativity and problem solving.

Project Based Learning has been a vehicle this year to ensure our students are involved in deep, rich authentictasks that are purposeful for students. Students were given opportunities to engage in exciting and interesting units ofwork like our extremely successful Market Day where students were required to create a product and bring it to market. Throughout the year staff were given opportunities to access professional learning and were given time to plan andimplement units of work. Staff meetings enabled class teachers to track curriculum content covered in units of work. Ourstudents were extremely engaged in these units of work with many students developing future focussed skills includingcollaboration, leadership, teamwork, digital literacy and problem solving.





Staff surveys indicating a changein teaching impacting on learning.

$500 for Project BasedLearning Project

Staff have implemented a variety of Project BasedLearning units of work.

Evidence of programs integratingtechnology and implementingfuture focussed pedagogy in theclassroom

Professional Learning inProject Based Learning$3500

Surveys of students after Project Based LearningUnits show an increase in problem solving,creativity, collaboration and student engagement

Next Steps

As an S8 community of schools we will work in teams to plan and implement effective teaching and learning involvingProject Based Learning and Robotics. In 2018 we will work towards analysing student progress towards future focussedskills. We will utilise effective professional learning through our Professional Learning Coordinator with a focus onevidence based practices.



Strengthen teaching and leadership capacity

Purpose

To lead learning by guiding self–reflection,self–improvement and development of quality teaching and leadershippractices.To create an innovative culture of challenge and support, enabling effective teaching that promotesenthusiastic,independent learners, committed to life long learning.


There were many opportunities to strengthen leadership at every level. School Leaders attended the Halogen LeadersConference and reflected on their own strengths and abilities. School leaders worked towards goals based around anenvironmental theme where students organised recycling across the school and created an exciting movie to promoterecycling. This year two classroom teachers at Burringbar Public School were stage leaders. They had opportunities towork with staff across our S8 community of schools in teams to share innovations and create interesting units of work. The school principal attended the Principal Induction held in Sydney and had opportunities to develop skills in leadershipwith an assigned Principal mentor. Regular opportunities throughout the year were given for the school principal to workwith a mentor to work in areas of need. Regular opportunities were provided by Principal for teachers to work onprogress towards their Personal Development Plan. Principal met with staff each term to discuss their progress wherethey had to identify changes they would make in the next 7 and 30 days.





S8 group collectively meet on aregular basis to collegiallystrengthen and enhancepedagogical practices.

$2000 for staff to meet inteams and workcollaboratively with oneanother

Feedback from S8 survey indicates all staff arebenefiting from the collaboration amongst thecommunity of schools.

100% of staff share theirexpertise and best practiceacross KLA’s and within the S8group and the broader learningcommunity

$4000 for team leaders toorganise opportunities forteachers to meet andcollaborate.

Staff sharing across our community of schools hascontinued to improve. Teacher surveys indicatestaff have benefited from a collaborative approachused within the S8 structure.

Staff indicate a positive impact ontheir leadership through a varietyof opportunities to developleadership skills.

Professional Learning inleadership $5000.

Staff surveys indicate that our staff has benefitedgreatly from the involvement in professionallearning in leadership.

Next Steps

Student leaders will continue to work with Principal towards school goals and priorities. Teachers will continue to havean opportunity to develop leadership skills in a team environment as part of the S8 team groups. The school principalhas already begun his involvement in the Flourish Program with a focus on well–being. He will take ideas from FlourishProgram and share ideas on wellbeing with staff during weekly staff meetings.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $4337 Students in all classes had access to ateacher's aide who worked with students toassist them in learning within the classroom. Funding was used to employAboriginal performers to share theirknowledge of the Aboriginal culture.

Low level adjustment for disability $26513 A teacher's aide was employed to work withstudents in areas of need particularly in thearea of spelling.

Quality Teaching, SuccessfulStudents (QTSS)

0.048 FTE Staff were involved in weekly coachingmentoring sessions in Terms 2 and 3. Staffindicated each sessions to be extremelybeneficial to teaching in the classroom givingsessions either a 4 or 5 out of 5.

Socio–economic background $25001 A teacher's aide was employed to work withstudents to assist them in their daily learning. The school also purchased $10000 worth ofreaders for classrooms. This has helped topromote reading through our Reading For LifeProgram.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 44 38 37 40

Girls 21 28 27 27

Student attendance profile

School

Year 2014 2015 2016 2017

K 95.3 94.5 91.1 91.1

1 97.8 90.8 92.7 95.1

2 94.7 95.6 91.6 93.9

3 95.4 95.5 92 95.5

4 93.4 92.4 95 92.8

5 95 92.2 94 95.5

6 91.6 91.6 94.6 93.2

All Years 94.4 92.8 93.1 93.8

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

A school approach to managing school attendance wasdeveloped this year. A document was developedclearly outlining the role of the class teacher and schoolprincipal. Every week during Learning and Supportmeetings our staff review the attendance of students intheir class. Class data is discussed and individualstudents are reviewed looking at patterns in late or nonattendance. Student attendance is regularly discussedin classes and information around parentalresponsibilities is included in fortnightly newsletters.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 0

Head Teacher(s) 0

Classroom Teacher(s) 2.34

Teacher of Reading Recovery 0.21

Learning & Support Teacher(s) 0.2

Teacher Librarian 0.2

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

1.51

Other Positions 0

*Full Time Equivalent

At Burringbar Public School we access a variety ofdifferent Aboriginal community members within theschool. There are currently no Aboriginal employeesworking at Burringbar Public School.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 0

Professional learning and teacher accreditation

Structures within our school have been set up tosupport teachers with logging of accredited andnon–accredited hours. Teachers have been providedwith professional learning to ensure they have a clearunderstanding of their requirements under the newteacher accreditation process. With the appointment ofa Professional Learning Coach in 2018 new processesfor logging of professional learning will continue tosupport teachers in the accreditation process.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information


The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

Receipts $

Balance brought forward 66,737

Global funds 103,880

Tied funds 85,400

School & community sources 15,122

Interest 935

Trust receipts 2,000

Canteen 0

Total Receipts 207,337

Payments

Teaching & learning

Key Learning Areas 30,078

Excursions 2,836

Extracurricular dissections 7,095

Library 12,367

Training & Development 785

Tied Funds Payments 52,512

Short Term Relief 8,986

Administration & Office 13,145

Canteen Payments 0

Utilities 9,806

Maintenance 5,864

Trust Payments 2,000

Capital Programs 0

Total Payments 145,474

Balance carried forward 128,600

The information provided in the financial summaryincludes reporting from 30th December 2016 to 31December 2017.

2017 Actual ($)

Opening Balance 0

Revenue 142,171

Appropriation 128,600

Sale of Goods and Services 0

Grants and Contributions 13,479

Gain and Loss 0

Other Revenue 0

Investment Income 92

Expenses -72,413

Recurrent Expenses -72,413

Employee Related -40,170

Operating Expenses -32,243

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

69,758

Balance Carried Forward 69,758

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

Financial summary equity funding

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


2017 Actual ($)

Base Total 601,925

Base Per Capita 9,781

Base Location 5,062

Other Base 587,082

Equity Total 55,851

Equity Aboriginal 4,337

Equity Socio economic 25,001

Equity Language 0

Equity Disability 26,513

Targeted Total 39,910

Other Total 26,507

Grand Total 724,193

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

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

The results for our Year 3 students are as follows. InWriting we had no students in the bottom two bands forwriting and only 8% of students in the bottom twobands for spelling. In Reading we had 58.4% ofstudents in the top two bands and in spelling we had41.7% of students in the top 2 bands.

The results for our Year 5 students are asfollows. There was no one at or below NationalMinimum Standards in spelling and writing. No studentwas below National Minimum standards for reading orgrammar and punctuation. 62.5% of students were inthe top 3 bands for reading. 100% of students were inbands 5 and 6 for writing.

There were many fantastic areas of success this year inNAPLAN. Moving forward there will be a continualfocus at Burringbar Public School on ensuring a greaterproportion of students are in the top two bands.


The results for Year 3 in Numeracy are as follows. There were no students in Band 1. 74.9% of studentswere in the top three bands.

The results for Year 5 in Numeracy were as follows. There were no students at or below National Minimumstandards. 25% of our students were in the top 2bands for Numeracy. 62.5% of students were in

the top 3 bands for Numeracy.

There were many fantastic areas of success this year inNAPLAN. Moving forward there will be a continualfocus at Burringbar Public School on ensuring a greaterproportion of students are moved into the top twobands.

Percentage in Bands:Year 3 - Numeracy

Band 1 2 3 4 5 6

Percentage of students 0.0 16.7 8.3 33.3 33.3 8.3

School avg 2015-2017 0.0 5.6 2.8 11.1 11.1 2.8

Percentage in Bands:Year 5 - Numeracy

Band 3 4 5 6 7 8

Percentage of students 0.0 0.0 0.0 0.0 0.0 0.0

School avg 2015-2017 2.6 2.6 7.7 15.4 2.6 2.6

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.>

Burringbar Public School is committed to theimprovement of education for all Aboriginal students. Inaccordance with the Premier's Priorities: Improvingeducation results and State priorities: Better Services –Improving Aboriginal outcomes our results are asfollows. In 2017 our NAPLAN results indicate we had100% of our Aboriginal students in the top 2 bands forReading and Writing and 100% of our students inbands 4 for Numeracy and Language conventions.

Parent/caregiver, student, teachersatisfaction

This year our school participated in the Tell Them FromMe Survey. Our school performed above the stateaverage in all elements of the survey for parents. Overwhelmingly it appears our parents/community areextremely happy with Burringbar Public School acrossa range of areas. The highest rating our school gainedwas an 8.7 for feeling welcomed. Parents indicatedthat we are doing well at communicating with parentsensuring they are contacted if their child's behaviour isunsatisfactory. Our school scored very highly in thearea of supporting student learning where teachersencourage students and have high expectations forthem to succeed. Parents indicated our schoolsupports positive school behaviour where parents gavea 9.1 that their children are clear about rules for schoolbehaviour. Our school score indicated that we are aninclusive school ensuring extra support is provided


where needed and all staff include students in allplanned activities. Our school scored a 6.9 for ensuringparent support at home where our average score of5.8 was given for ensuring any challenges at schoolhave been discussed at home. Further work in thisarea will continue with the new Stronger MindsProgram. We will be working with parents to identifystrengths of their children and what they can do tosupport them.

This year in the Tell Them From Me Survey ourstudents indicated that 100% of students had a senseof belonging. Students also indicated that 89% ofstudents tried hard to succeed in their learning and96% of students believed that students do not get intotrouble for disruptive or inappropriate behaviour. Students also indicated that concepts are taught welland classroom instruction is well organised with a clearpurpose and effective feedback given. This year 80%of students indicated they are interested andmotivated in their learning. This will continue to be afocus for Burringbar Public School with a strong focuson quality teaching and deep rich learning.

This year in the Tell Them From Me Survey forteachers staff indicated that they apply challenginglearning goals, link concepts with previous work anddiscuss ways students can seek help that will improvetheir learning. In 2018, with a focus on evidencebased practices that work Burringbar Public will focuson effective and explicit feedback to students. Staffhave indicated that Burringbar is an inclusive schoolwhere students with special needs are catered for andclear expectations for classroom behaviour arereinforced. This year we implemented a school wideprogram for student assessment and teachers gavethemselves a 10 for ensuing results from formalassessment tasks to inform their teaching. Althoughwe have worked hard to ensure collaboration within theS8 community of schools structure has occurred itappears that this is still an area of need and willcontinue to be a focus in 2018.

Policy requirements

Aboriginal education

Burringbar continues to focus on Aboriginal Education. As part of new weekly Learning and Support meetingsindividual Aboriginal students are discussed at everymeeting. We reflect on data and discuss individualprogress towards set goals. Extra support in class isutilised through our funding and students haveopportunities for assistance based on a needs basis. Promoting Aboriginal culture is a huge focus forBurringbar Public School. This year as one of our staffdevelopment days we were involved in a Aboriginalcultural day where staff learnt about local Aboriginalculture. Throughout the year our students have hadaccess to many Aboriginal cultural experiences. Students as part of their HSIE unit of work went toFingal Head to work with local Aboriginal leaders tolearn about Aboriginal Culture. In Term 3 a localAboriginal group came to our school to work with ourstudents engaging them in local Aboriginal stories,

music and dance.

Multicultural and anti-racism education

This year Harmony Day was a huge success. Wehad grandparents work with students to reflect ondifferences in values from when they were young.

Throughout the year our students have had access tomany Multicultural experiences. We have had visitorscome into our school and provide new learning. AJapanese group visited our school and worked withstudents in the areas of art and music sharing theirexperiences of the cultural differences from Japan. Wealso had an African drumming teacher work withstudents to teach drumming with students whilst heshared cultural understandings of traditional Africanculture. Students also had many opportunities to beimmersed in Australian Aboriginal culture with a varietyof different Aboriginal cultural groups working withstudents in the school.

Burringbar Public School helps educate students inanti–racism through targeted classroom lessons. Thisyear our school focussed on Friendship skills thatenable students to have respect for others and assiststhem to improve their ability to interact positively withone another.


2017 burringbar public school annual report€¦ · cooking classes twice a term which has been a...

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