2017 wattawa heights public school annual report...wattawa heights public school annual report 2017...

Wattawa Heights Public SchoolAnnual Report

2017

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Printed on: 20 April, 2018 of 14 Wattawa Heights Public School 4059 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Wattawa Heights as an account of the school's operationsand 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.

Amanda Kowalczyk

Principal

School contact details

Wattawa Heights Public SchoolThe AvenueBankstown, 2200www.wattawahts-p.schools.nsw.edu.auwattawahts-p.School@det.nsw.edu.au9790 3948

Message from the Principal

2017 saw another year of opportunities and challenges for the community of Wattawa Heights School. It was a year tocontinue implementation, evaluate and fine tune all the great initiatives and practices introduced or developed over thepast few years.

I was lucky enough to be appointed as Principal at Wattawa Heights in Term 3. Mrs Nitsa Comninos had done a fantasticjob for the previous 12 months in the relieving principal role– thank you. I am so excited to be at Wattawa and to be theleader of this wonderful school community. I welcome all input from the community and value the partnerships that wewill continue to build over the coming years.

There is much to do at Wattawa to keep our students engaged, challenged and learning. With our amazing staff,students and families, I know we will continue down this path of excellence. Wattawa has very dedicated and passionatestaff who are always looking to improve practice and make things better for our kids. I know that even with some staffchanges that 2018 will be just as successful.

Congratulations to our students, our staff and all the educators and teachers we have worked with in 2017. It was anamazing year. I am so proud to be the principal of Wattawa Heights Public School.

Message from the students

2017 was a memorable year for the students at Wattawa with a number of opportunities and experiences that furtherenriched their schooling. These experiences included excursions, fundraisers, in school events and visits by specialguests. Students participated in a school wide Mindfulness program that focused on the development of breathingtechniques, stability and flexibility and this unique experience was well received by students across K–6. The school alsoheld a number of fundraisers throughout the year which aimed at raising awareness and support for many charities.Some of these charities included The Heart Foundation with the school getting involved in the Jump Rope ForHeart program and an annual clothing appeal collection for The Smith family was organised. Other major school eventsincluded a Giant Science program funded by Greater Western Sydney Giants, Kokoda Memorial Track excursionorganised by Bass Hill RSL. All stages enjoyed excursions to different venues.


School background

School vision statement

Wattawa Heights Public School’s vision is to engage students in deep learning and life skills to support their wellbeingand enable them to be literate participants and contributors to a global society.

School context

Wattawa Heights Public School provides a safe and positive environment for children to learn in a small school setting.Students are provided with a challenging curriculum emphasising literacy, numeracy and information technology withinwell–resourced classrooms. Our small size affords students numerous opportunities to be involved in performing arts,sport and enrichment and extension programs. Our diverse community (94% EALD population) values academicexcellence that recognises progress, effort and achievement, leading to lifelong learning. Our caring and experiencedteaching staff promote excellence in teaching through a commitment to continuous professional learning and strongemphasis on team learning. We believe in equity for all through a fair share, fair go, fair say and fair content. The wholeschool community values and respects individuals and their beliefs. Wattawa Heights' safe, happy and caringenvironment is nurtured by all in the school community and enhanced by community partnerships which support studentlearning. We have a small P&C organisation that actively supports the school.

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 theSchool Excellence Framework and participated in an external validation. The framework supports public schoolsthroughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the threedomains of Learning, Teaching and Leading. During the external validation process, an independent panel of peerprincipals considered our evidence and assessment of the school’s progress, aligned with the standards articulated inthe School Excellence Framework.

The results of this process indicated that in the School Excellence Framework domain of Learning: the school’sself–assessment is consistent with the evidence presented and is validated using the School Excellence Framework. Ourphilosophy is that students must be supported in cognitive, emotional, social and physical areas in order for them to learnsuccessfully. We continue to refine our planning and programming to reflect quality teaching and professional practice inevery learning environment. A strategic and planned approach to supporting these needs is achieved through ourstudent welfare and our learning and support team structures and processes. Over 40% of our student populationreceive some form of significant intervention throughout the year including specific learning support and mentoring.

The results of this process indicated that in the School Excellence Framework domain of Teaching: the school’sself–assessment is consistent with the evidence presented in 4 element/s and is validated using the School ExcellenceFramework. In the element of Effective Classroom Practice the evidence presented indicates the school is operating atthe Delivering stage. We pride ourselves on our collaborative practices that allow us to review and revise teaching andlearning programs. Teachers work in collaborative stage groups where they engage in frequent, ongoing formal andinformal conversations about pedagogy and teaching practice. During these professional development opportunities theyanalyse student data in order to understand the learning needs of students. We utilise interventionist staff strategically towork with small groups of students to bridge the gaps in their learning.

The results of this process indicated that in the School Excellence Framework domain of Leading: the school’sself–assessment is consistent with the evidence presented and is validated using the School Excellence Framework. Ourmain focus has been on the leadership team making deliberate and strategic use of its partnerships and relationships toaccess resources in order for us to improve student outcomes. We have strong links to the University of Sydney throughour Compass program. As a school we recognise that leadership development is central to school capacity building andwe continue to mentor and provide experiences for staff who are aspiring school leaders through distributed leadershipopportunities.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery 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

Embedding Deep Personalised Learning

Purpose

To develop a current and sophisticated pedagogy for teachers with a repertoire of teaching strategies that will facilitatedeep learning for all students through differentiated programs informed by authentic assessment.

Overall summary of progress

Teachers in K–2 consolidated their learning or participated in training in L3 Early Stage 1 or L3 Stage 1 to further developand refine both their teaching pedagogy and practice. Support provided for colleagues within the school to select and useICT with effective teaching strategies to expand learning opportunities and content knowledge for all students. PLANdata updated and collected K–2 every 5 weeks and used to determine student levels of achievement and anyinterventions and professional learning required. Students were able to demonstrate growth in literacy and numeracy andmeet individual targets for achievement. Two targeted support classes were formed to accommodate and better meet theneeds of an increasing number of students identified with social and emotional needs. Second Chance Learningcontinued, targeting small groups of Stage 2 students who require additional support to meet benchmark targets alignedto the Literacy and Numeracy Continuum.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

All students will demonstrategrowth in literacy and numeracyand meet individual targets forachievement

$90000 to fund anadditional teacher K–2 fortargeted support.

Successfully collected and analysed 3–6 studentdata from tracking sheets to inform teaching andlearning. Early Action for Success strategies sharedwith staff K–6 and data days consistently held.

All teachers will demonstrateimproved skills in differentiatingthe curriculum and meeting thelanguage needs of all students.

$19,000 to supportprofessional learning$91,800 to fund anadditional teacher 3–6 fortargeted support.

Teachers have demonstrated some expertise indifferentiating programs.

Next Steps

The process of differentiating instruction remains a focus area to help meet specific student need– Language, Learningand Literacy (L3) is one way that we do this successfully.

A further focus on embedding EALD scales and progressions will be developed and implemented in order to meetsignificant student need.

A move to implementing Spirals of Inquiry will allow staff to get to know students and how they learn better as well asreflecting on teaching and pedagogical practices.

Explicit and differentiated teaching and learning programs will be embedded across the whole school.



Providing Powerful 21st Century Learning Experiences

Purpose

For teachers and students to jointly discover, create and use knowledge in the real world enabled by pervasive digitalaccess. Thereby deeply engaging students in learning that is connected to their interests and aspirations.


Evaluation of open plan classrooms, flexible learning spaces and inquiry based learning. Monitor the use andincorporation of the ICT scope and sequence and technology across all KLA’s K–6 through class sharing of effectivelearning. Review of all ICT equipment and plan and budget for future purchases and replacement of currenttechnologies. Further PL on STEM, coding and Microsoft Suite. Introduction of Seesaw as an online digital portfolioacross all stages. Further professional learning on formative assessment techniques, use of effective feedback andexplicit teaching across all KLA’s.





All students will have improvedunderstanding and skills inutilising 21C technologies toengage in and obtain expectededucational learning outcomes.

$35000 Teaching and learning programs allow students tocontribute to the how, when and where the learningtakes place. Classrooms have been upgraded toallow for open learning environments, incorporating21st century learning experiences to take place inamore collaborative space.

All teachers will have improvedknowledge and skills in utilising21C technologies to engagestudents and to support learning.

$35000 A range of technologies, such as iPads, Infinity Onedevices and spheros were purchased for use in theclassrooms. Through on going professionallearning, all staff are authentically incorporatingtechnology into class programs. Teachers andstudents have improved understanding and skills inutilising technology to engage in and supportimproved educational learning outcomes.

Next Steps

Teachers work in collaborative stage groups during Spirals of Inquiry where they engage in frequent, ongoing formal andinformal conversations about pedagogy and teaching practice. During these professional development opportunities theyanalyse student data in order to understand the learning needs of students. We utilise interventionist staff strategically towork with small groups of students to bridge the gaps in their learning.

Assessment rubrics and tracking documents will be developed and utilised school wide



Nurturing Positive Respectful Relationships

Purpose

To improve students’ wellbeing through social and emotional learning (including evidence–based social and emotionallearning programs), working authentically with parents, carers and families and supporting students who may beexperiencing mental health difficulties.


KidsMatter Component 4 (Helping children with Mental Health Difficulties) completed by team and delivered to staff.Breaking the Silence training completed by all staff, making us a White Ribbon school. Students participated inBankstown Youth Development Program and produced another video promoting the values of respect towards women.The Positive Behaviour for Learning (PBL) team completed further training. PBL lessons were developed across K–6,with explicit teaching of acceptable behaviour and school values. Workshops organised through Creating Links forparents and community. Creating Links also held a "CoolKids" program at the school targeting Stage Three students withanxiety. This involves trained psychologists working with small groups of students. Participating in "R You Ok" dayactivities to boost confidence and meaningful relationships.





Increase in the number ofrespectful interactions amongstudents, parents and teachers.

$12000 The KidsMatter school plan has been developedand a scope and sequence for teaching socialemotional learning was implemented into everyclassroom. Purchases resources utilised tosupplement the SEL program.

Increase number of students andfamilies accessing support fromschool and community services

$2900 Liaison with outside agencies has enabled familiesto link up to support with professionals in the areaof children's mental health and well being.

Next Steps

Workshops held for parents on ways to support children's learning, mental health and well being.

Positive Communication strategy to build brand awareness and update the community including Parent Café/ communityspace.

Staff are mentored and networked professionals

Students are involved in leadership opportunities and engaged in school wide wellbeing practices


Key Initiatives Resources (annual) Impact achieved this year

Socio–economic background $305519 – teacher release(Interventionists),professional learning andresourcing

Additional teaching staff allocated to supportthe EAfS program K–2. High standards andschool learning priorities were strengthenedthrough targeted professional learning. Future focused learning contined to be apriority across the school through theincorporation of authentic ICT tasks in allKLA’s.

English language proficiency $169158– EALD teachingstaff and resourcing

In class support with writing strategies linkingvocabulary to success.

Low level adjustment for disability $170835– Learning andSupport Teachers andSchool Learning SupportOfficers

Building teacher capacity on an individualisedbasis to improve all aspects of teaching andlearning and thereby improve studentoutcomes.

Supporting teachers in classrooms withstudents with disabilities or high learningneeds.

Quality Teaching, SuccessfulStudents (QTSS)

$19299– teacher andexecutive release

Provide guidance and support to complete thePDP process; support the achievement ofestablished performance goals, supportcareer aspirations including maintenance ofaccreditation at proficient and supportingthose working towards gaining accreditationat proficient develop leadership skills toadvance the implementation of the schoolplan and its goals and to build successionplanning.

Early Action For Success $124310– Deputy PrincipalInstructional Leader

Data days provided collaborative discussionsaround student success through an analysisof student engagement, learning growth andachievement of outcomes, evaluation of theeffectiveness of teacher practice and futureplanning based on evidence.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 149 139 153 144

Girls 110 107 121 110

Student enrolment fluctuates across years. There is ahigh mobility rate with no pattern apparent.

Student attendance profile

School

Year 2014 2015 2016 2017

K 95 94.1 93.7 92.7

1 93.4 94.1 92.9 93.6

2 93.4 94.5 95.3 92.4

3 93.4 91.9 94.1 93.4

4 95.6 93.1 92.2 91

5 94.4 91.7 91.5 90.3

6 94.3 93 92 90.3

All Years 94.2 93.1 93.1 91.9

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

Wattawa Heights Public School is proactive inmanaging students whose attendance is of concern.Together with the Home School Liaison Officer (HSLO)students are identified whose attendance is notreaching the expected benchmark. These students aremonitored closely through: • Weekly attendance report to the Assistant

Principal • Discussions at Executive and Stage Meetings • Consistent communication with parents by

notification letter, telephone or interview • Adherence to HSLO procedures • Meetings between the HSLO, Assistant Principal

and Parents to discuss areas of concern andways the school can support improvedattendance.

Attendance at Wattawa Heights is impacted byconsistent overseas holidays being taken by familiesduring the school term. 100% attendance isencouraged and in 2018 we will implement recognitionto students in the form of positive rewards.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 9.45

Teacher of Reading Recovery 0.32

Learning & Support Teacher(s) 1.2

Teacher Librarian 0.6

Teacher of ESL 1.4

School Counsellor 0

School Administration & SupportStaff

2.52

Other Positions 1

*Full Time Equivalent

There were no indigenous staff members at WattawaHeights PS in 2017.

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 50

Professional learning and teacher accreditation

Both the teaching and administrative staff at WattawaHeights Public School participated in a number of


professional learning activities designed to build thecapability– of early career teachers, current teachers,aspiring and current school leaders, to achieve some ofour key priorities as set out in our School Plan. Teacherquality is the single largest indicator of student successand therefore improving the capacity of teachers is apriority.

The main areas of professional learning in 2017 were inthe area of KidsMatter Primary, Language, Learning,Literacy (L3) for Early Stage 1 and Stage 1 and PositiveBehaviour for Learning (PBL) These programs requiredteachers to attend regular professional learningsessions and apply their learning within theclassroom. L3 also required teachers to assessachievement within a 5weekly cycle.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 284,762

Revenue 2,977,265

Appropriation 2,894,732

Sale of Goods and Services 10,358

Grants and Contributions 69,199

Gain and Loss 0

Other Revenue 0

Investment Income 2,977

Expenses -2,913,305

Recurrent Expenses -2,913,305

Employee Related -2,588,248

Operating Expenses -325,058

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

63,960

Balance Carried Forward 348,722

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 1,922,888

Base Per Capita 41,874

Base Location 0

Other Base 1,881,014

Equity Total 645,513

Equity Aboriginal 0

Equity Socio economic 305,519

Equity Language 169,158

Equity Disability 170,835

Targeted Total 11,362

Other Total 279,402

Grand Total 2,859,165

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

School-based assessment

Kindergarten

46% are on track or beyond in Reading Texts

39% are on track or beyond in Comprehension

46% are on track or beyond in Writing

100% are on track or beyond in Numeracy

Year 1





Year 2






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

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. In2017 we completed the ‘Tell Them from Me’ surveysand the ‘Excellence in School Customer Service 360Reflection Tool’. These surveys capture the views ofstudents, parents and teachers.

Sixty–Four students in Years 4, 5 and 6 completed thesurvey on their levels of engagement in learning. 85%of students felt a sense of belonging at school, 97%valued schooling, 89% and 88% were interested andmotivated in their learning. 97% of students believethat schooling is useful in their everyday life and willhave a strong bearing on their future. 89% of studentshave friends at school they can trust who encouragethem to make positive choices.

Parents participated in a survey identifying theirrelationship between the school and the community. Ona scale of 1 to 10 parents rated the school 8 inproviding a welcoming environment, being able tospeak to their child’s teacher, being kept informedabout school activities and that information provided bythe school is clear and easy to understand. Theyresponded that children were encouraged to do their

best at school and were provided with a safe and happyenvironment in which to learn.

Teachers felt that the school leadership group createda safe and orderly school environment and encouragedthe staff to work collaboratively to increase levels ofstudent engagement. Teachers identified that studentsare given appropriate learning goals and are givenmany opportunities and great feedback in order tomove towards achieving these goals. Students withvarious individual learning needs are successfullycatered for in all classrooms using a variety ofstrategies and learning opportunities in order tosucceed. Teachers feel confident that the school is ableto provide for the learning needs of the students.

A school that delivers positive experiences to all stakeholders is one where good customer service facilitateshigh quality teaching and learning. The Excellence inSchool Service 360 Reflection was used to measure ifthe school communicates effectively, commits tocustomer service, work collaboratively and hasconsistency and vision in planning. Staff and parentscompleted the survey. On a scale of 1 to 3 where 1 isthat the school sometimes meets communityexpectations and 3 is when the school exceedscommunity expectations, survey results showed thatthe school exceeded community expectations foreffective communication with high levels of student,staff and community engagement; that the schoolresponds and behaves professionally in managingdifficult situations; that staff work together todemonstrate positive team behaviours by beingcollaborative and cooperative encouraging the schoolcommunity to do the same.

Policy requirements

Aboriginal education

Our school aims to educate all students aboutAboriginal Australia and to promote the educationalachievements of Aboriginal students. When we havestudents who identify as Aboriginal, the needs of thesestudents are met through programs with an emphasison the skills of listening, observing, imitating andsharing that are important to Aboriginal students.

NAIDOC Week was marked with an aboriginalperformance “Let’s Bridge the Gap” by Fred Reid. Theaim of this performance was to bring about a better


understanding of Aboriginal people and their culture. Fred, with the help of his son, delivered his message ina fun and positive way. His deep respect andknowledge of culture, along with his gentle, humorousrapport with students, made for a very enrichingexperience.

Multicultural and anti-racism education

Wattawa Heights is a culturally diverse population, with94% of our students coming from an English asAnother Language or Dialect (EAL/D) background.

The community and student population celebratescultural diversity and works together with the commonvalue of providing the best education for all children.Cultural richness and understanding is enhancedthrough cross–curricula programs which develop theknowledge, skills and attitudes of all students.

The year commenced with a celebration of our diverseschool population, with a Welcome BBQ organised forall members of the Wattawa Heights community. Thisevent allowed for a building of positive relationshipsbetween parents, students and staff at the school

Easter was celebrated with students and thecommunity with an Easter Hat parade. Students worehats or masks, or made artwork.

Harmony Day was celebrated with our community.Teachers and students wore orange clothes as asymbol of harmony, and a deeper understanding of thesignificance of harmony in the community was gainedthrough a variety of fun and educational experiences inclassrooms.

Staff and the students themselves promote positiverelationships towards each other, respecting andacknowledging all school members regardless of theircultural background.

Other school programs

Second Chance Literacy Program

Twenty–one students participated in Wattawa Height’sSecond Chance Literacy Program for students in StageTwo and Stage Three in 2017. Seven studentsparticipated in Semester One and 15 students inSemester Two with one student participating in bothsemesters. The students worked in small groups of 4–7students in a separate room for two to three lessonsper week. All students had been identified by their classteachers as working below stage expectation andbelow their potential in both reading and writing. Theprimary focus was to increase comprehension throughexplicit teaching of the “Super Six” strategies using avariety of instructional level texts including The SchoolMagazine, Guided reading books and The CrinklingNewspaper. Explicit teaching of appropriate worddecoding or word knowledge was also included. Allstudents successfully increased their independentreading level and eight students significantly increasedtheir comprehension results.

Targeted Support Program

In 2016 a Targeted Support program was establishedfor an identified group of Stage Three boys who werewithdrawn daily from 9am until 12 noon. In 2017 theprogram was adjusted after reviewing 2016 stafffeedback and evaluation. Two support classes wereformed and students were specifically selected basedon their academic, social and emotional needs. Theaim of the classes was to support the student'sindividual learning needs by placing them in a smallerclass setting with students who were performing at thesame academic level and have wellbeing concerns. Alllessons were differentiated and scaffolds provided tosupport the students with their academic, social andemotional learning. The teaching and learningprograms focused on Literacy and Numeracy as well asproviding students with explicit teaching around conflictresolution and social skills following the school’sPositive Behaviour for Learning program. Datacollected from the Targeted Support program showedan increase in Literacy and Numeracy outcomes for allstudents as well as a reduction in negative incidentsamongst the group.

White Ribbon

In 2016 our school was nominated to participate inBankstown Youth Development Program’s Respectprogram. The RESPECT project focuses on earlyintervention in regards to DV (Domestic Violence). Theboys produced a video that was launched at a WhiteRibbon Assembly and Breakfast and which attracted alarge section of the community as well our FederalMember for Bankstown, Jason Clare and AndrewO’Keefe from Weekend Sunrise. BYDS continued towork with another group in 2017 and the boys wereinvited to ANZ Stadium where spectators viewed the2016 video. Both videos have been uploaded ontoYoutube and have been viewed over 4500 times.Wattawa Heights Public school is continuing theprogram in 2018 and is committed to advocating for the


violence cases in our community.

KidsMatter

The Kids Matter team completed their training withComponent 4 (Helping studentswith mental healthdifficulties). Teachers continued to explicitly teachSocialand Emotional Lessons using the Bounce Backprogram.

Positive Behaviour for Learning (PBL)

In order to relaunch Positive Behaviour for Learning(PBL), a team of teachers attendedtraining and formedan action team. This program addresses the academicandsocial needs of every student to support them to besuccessful. It is based onthe belief that positivebehaviour needs to be taught. The schoolthendeveloped a matrix of skills that were explicitlytaught and establish positiveexpectations. Theseexplicit lessons were distributed to all teachers andweretaught in the classroom. This program will continuein 2018.

The English as a Second Language/Dialect (EALD)Program was designed to cater for the explicitlanguage demands of the curriculum. To cater for allstudents’ needs the mode of delivery was teamteaching with a focus on speaking and listening leadingto guided writing.

Community Language programs in Arabic andVietnamese improved students’ language skills in theirhome language. All Kindergarten students attended thelessons in Arabic.

Harmony Day

Harmony day is on March 21st every year toacknowledge and celebrate Australia’s culturaldiversity. The main message of Harmony Day is‘everyone belongs’ and on this day students atWattawa Heights wore the colour orange. Orange is thecolour that represents Harmony Day as it traditionallysignifies social communication and meaningfulconversations. At Wattawa Heights Public SchoolHarmony Day was celebrated throughout Week 9 ofTerm One. Each class prepared an item to share withthe school at assembly which parents also attended.These items were presented by the SRC’s of eachclass. Some of the class creations included paintings ofa belonging tree, where student’s handprintsrepresented working together to belong. Students wrotea response to the book Whoever You Are by Mem Foxon how even though we are all different we are still thesame on the inside. Student’s also created Harmonyshields.

Professional learning

Teachers participated in professional learningprograms. The most significant programs in 2017 wereLanguage, Learning, Literacy (L3) for Kindergarten andStage 1. This professional development requiresteachers to attend regular professional learningsessions and apply their learning within the classroom.They also require teachers to assess achievement

within a 5 weekly cycle.

Early Action for Success

The Instructional Leader works closely with K– 2 teamsto analyse student achievement data and focus onmore effective teaching strategies. Regular andfocussed data analysis allows for teachers to know theirstudents better and to collaborate for improvedinstruction and additional support as required.


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