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Macquarie Fields Public SchoolAnnual Report

2018

4064

Printed on: 23 June, 2019 of 19 Macquarie Fields Public School 4064 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Macquarie Fields Public School as an account of theschool'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 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.

School contact details

Macquarie Fields Public SchoolFields RdMacquarie Fields, 2564www.macfields-p.schools.nsw.edu.aumacfields-p.school@det.nsw.edu.au9605 1024

Message from the Principal

2018 has been another year full of learning for all members of our school community. Professional learning for teachersfocused on strong foundations in Literacy and Numeracy through quality explicit teaching catering for individual studentneeds. Future focused learning continues as a priority with teachers planning experiences that develop creative problemsolving skills. Staff, parents and students have been involved in creating sustainable life practices that enhance wellbeingand resilience.

I am so proud of our students and the success achieved academically, culturally and on the sporting field. We recognisethat each child is talented and we all need to encourage these gifts and celebrate success. Even though this school islarge in size every student is known and cared for through the dedication of all staff members including our office staff,school learning support officers and of course the teachers.

Parents of Macquarie Fields PS enhance the culture of our school by engaging with teachers to support the learning andwellbeing of the children. Parents who come to Parent Cafe help in many areas such as working bees, assisting withschool decision making and fundraising. Parents join with us in teaching children to be safe, kind, cooperative andrespectful.

I want to take this opportunity to thank students, teachers and parents for making my ten years at this amazing schoolthe best years of my career. I wish each of you great success in the future and I truly believe that the excellent reputationof this school is a credit to you all.

Mrs Kerrie Hayman

Principal


School background

School vision statement

At Macquarie Fields Public School we equip students with strong foundations in Literacy and Numeracy. As a wholeschool community we have a strong focus on developing our students as creative problem solvers and inspiring ourstudents to be successful learners within an ever changing, challenging world.

Students, staff and parents all aspire to reach their potential in an environment where everyone is valued and cared for.

School context

Macquarie Fields Public School is a multicultural school of approximately 970 students with a very positive image withinthe community. A dedicated staff comprising of both experienced and early career teachers maintain an inclusive andpositive school environment that supports the highest levels of learning. There is a school–wide culture of highexpectations, a shared sense of responsibility for student engagement, learning development and success. We want thevery best for our students and we work hard to support and develop self–motivated, confident and creative learners whohave the knowledge and skills for future success and positive well–being.

Our highly qualified teachers utilise teaching strategies which are innovative and evidence–based. Teachers, bothindividually and collectively, evaluate the effectiveness of their teaching practices and carefully analyse student learning,growth and outcomes in order to plan for the ongoing needs of every student. Teachers contribute to a collaborative andtransparent learning culture by regularly engaging in observation of each others teaching practice through the 'WatchingOthers Work' initiative.

From as early as Kindergarten, we embrace the knowledge, skills and experiences that our children bring with them toschool. We plan high quality learning opportunities for students that engage them in rich learning experiences where theyare certain of the goals that they are striving for in order to improve. Through the embedded practice of utilising formativeassessment, students develop the vital problem solving skills for now and into the future through differentiated teachingand learning experiences targeted to their individual needs. Through regular sharing of information about studentsprogress, our parents are encouraged as active participants in their children's education.

Technology is integrated throughout quality teaching and learning activities and there is a strong commitment from allstakeholders to collaboration, professional learning and continuous school improvement.

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.

Learning – Learning Culture: Sustaining and Growing; Wellbeing: Sustaining and Growing; Curriculum: Sustaining andGrowing; Assessment: Sustaining and Growing; Reporting: Excelling; Student Performance Measures: Delivering.

Teaching – Effective Classroom Practice: Delivering; Data Skills and Use: Delivering; Professional Standards:Sustaining and Growing; Learning and Development: Delivering.

Leading – Educational Leadership: Delivering; School Planning, Implementation and Reporting: Sustaining andGrowing; School Resources: Sustaining and Growing; Management Practices and Processes: Sustaining and Growing.

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

Creative, Informed & Effective Citizens – who capably solve problems.

Purpose

To provide opportunities for all students to develop and perfect their problem solving ability, using critical and creativethinking, to make informed decisions regarding the best tools, including technology, to maximise engaged learning.

Overall summary of progress

* Teachers trialling creative, problem solving strategies through STEAM and using Minds Wide Open resources.

* Number of parents accessing the school Facebook page has increased and most classes are successfully using parentcommunication apps, for example, SeeSaw, Class Dojo, Google Classroom etc.

* Colour Run held and funds raised were used to purchase iPads.

* Bring Your Own Device (BYOD) policy implemented in Stage 3.

* Key executive staff and Stage 2 staff engaged in Spirals training.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increased proportion of studentsachieving growth in their ability tosolve problems of an everydaynature judged by teacherinteraction and basic set problemsolving tasks. (Problem of theday/week, Mathematics,playground records observingconflicts, detention register.)

No additional resources Goals continuing in 2019.

Increased proportion of studentsachieving grade appropriate orabove critical and creativethinking on class tasks. (TellThem From Me survey)

No additional resources Goal changed for 2019.

100% of Stage 2 and 3 classesembedding problem solvingactivities regularly, across theday, in a variety of learning areas.

100% of Early Stage 1 and Stage1 classes embedding problemsolving activities regularly, acrossthe day, in a variety of learningareas including L3 self directedlearning.

No additional resources. Majority of teachers embedding problem solvingconsistently in some area, such as mathematics.Moving forward to broader understanding andapplication of problem solving skills across allKLAs.

Increased evidence of innovativepractices K–6 with studentscreating using technology acrossall areas of learning. (Teacherprograms, Students worksamples and conversationacross all stages)

$5,000 from ProfessionalLearning funds. MindsWide Open PL, FutureFocused Learning focusgroup, Apple teachingcourse and STILE.

Different innovative practices trialled across allstages.

Staff regularly attend PL No additional resources. Goals continuing in 2019.Printed on: 23 June, 2019 of 19 Macquarie Fields Public School 4064 (2018)





sessions, discuss technologyskills and problem solvingchallenges in formal settings. (PLattendence register, stagemeeting minutes)

Goals continuing in 2019.

Next Steps

* Implement Learning Challenge outline for gradual whole school implementation.

* Problem Solving team developed.

* Problem solving ideas shown to stages to incorporate into classrooms.

* Teacher professional learning needs evaluated and professional learning made available.

* Purchase new technology resources including coding resources and resources for the new science and technologysyllabus.



Confident, Continuous, Engaged Learners – who are challenged to ensure strong literacy and numeracy foundations.

Purpose

To engage and challenge our students through research–based, consistent, innovative and sustainable programs andpractices to develop strong literacy and numeracy foundations.


• Trained seven new teachers in Language, Learning and Literacy (L3) and seven OPL teachers in L3 pedagogy. • Trained a team of teachers in Learning Progressions. • Relocated the K–2 reading resources into a new purpose built storage area. • Completed a stocktake and purchased new K–2 reading resources. • Collaborative planning of IEPs and PLPs conducted by teachers, students and parents to support student learning

in English and mathematics. • All K–3 class teachers and support staff were trained in TEN and all 4–6 class teachers and support staff were

trained in the Building Blocks and two modules of the Resolve Program. • K–3 staff completed 6 hours each of lesson study. • Purchase of new mathematics resources to support the teaching of mathematics. • Kindergarten staff trained in the new Best Start (PLAN 2) in preparation for the assessment of 2019 kindergarten

students. • Staff connected with NOII NSW (Network of Inquiry and Innovation) and were involved in professional learning to

support the teaching of English. • Targeted staff were trained in Spirals of Inquiry and conducted a spiral on current practice in Year 2 and Stage 2.





Increased proportion (35% ormore) of students achieving at orabove grade appropriateexpectations in Literacyresults. Increased number ofstudents performing in the toptwo bands in NAPLAN forliteracy, including a higherproportion of ATSI students.

$10,000 spent on K–2reading resources, 4teachers trained as TENtrainers, 2 teachers trainedas Building Blocks Trainers.with casual costs coveringteachers.


Increased proportion (35% ormore) of students achieving at orabove grade appropriateexpectations in Numeracy. (eg.SENA, PAT, ICAS). Increasednumber of students performing inthe top two bands in NAPLAN fornumeracy, including a higherproportion of ATSI students.

$35,000 trainingprofessional learning costsand two teachers to betrained as a trainer.


Staff sharing exemplary teachingpractice within and beyond ourschool to maximise studentengagement and learning.

No additional cost Goals continuing in 2019.

Increased parent engagementwith school experiences andteaching and learning programs(eg. through workshops and ourwebsite) to promote student

Budget put aside for ParentCafe morning teas.Workshops run by staffmembers and 2 hours perweek covering one staff







engagement and learning. member to be off class.Free apps used forhome/schoolcommunication.


Next Steps

• Train up new staff members in TEN or Building Blocks. • Update resources to accommodate increased student population. • Expanding mathematics resources to complement our existing programs in mathematics. • All staff will trial the use of the Learning Progressions and PLAN 2. • Purchasing new resources K–6 to support the teaching of English. • Staff involved in professional learning and Spirals of Inquiry to improve teaching capacity and student outcomes in

English and mathematics. • Targeted staff involved in professional learning to address specific needs in English and mathematics. • Classrooms display evidence of the embedded use of formative assessment strategies in English and

mathematics.



Successful, Resilient, Happy, Healthy Learners – all stakeholders thriving in a supportive environment.

Purpose

To enhance and support the ability of staff, students and parents to adopt a growth mindset to cope with and adapt tonew situations and challenges with resilience, confidence and optimism, using a variety of positive well–being practices.


• All staff participated in the NESLI Wellbeing Toolkit completing 5 modules with pre and post evaluations. • Tell Them from Me survey was completed with students. • Kindness club was initiated. • Staff wellbeing initiatives were completed for example, the 'Thank you wall'. • Parent Cafe worked throughout the year on a number of school projects and were involved in numerous

workshops including, 'How to help your child with maths' (K–2 ) and (3–6), Women's Health, Life Education, Stileand STEM, NAPLAN, Wakakirri and Literacy programs.





Improved student behaviourindicated through a reduction inthe negative behaviour datacollected each term in Sentral.Positive student well–beingindicated through Tell Them FromMe survey data.

$10,000 Sentral third partysoftware used formonitoring attendance andbehaviour as well ascommunication.


Increased number of staffexpressing positive well–being atwork and using innovativeinitiatives to ensure positivemental health and well–being.

$6,205 Nesli wellbeingtoolkit for staff.


Increased parent participation inauthentic school events indicativeof high parent satisfaction withour school.

$500 for parents to attendCoS parent conference.One and a half days perweek ensuring timely schoolcommunications throughFacebook, schoolnewsletter and website.


Next Steps

• Introduce Positive Behaviour for Learning (PBL) across the school. • Initiate a junior AECG for our Aboriginal and Torres Strait Islander students. • Continue to reinforce mindfulness strategies with the staff. • Continue to develop the Kindness Club initiatives. • Improved signage and communication between home and school in line with PBL messages, via website,

newsletter, Seesaw/Dojo apps and school signage.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $28,289 We employed an Aboriginal creative arts anddance teacher, through the CampbelltownOpportunity Hub. ATSI students met weeklyand were involved in Sista Speak, Bro Speak,Yarn Up and Aboriginal dance and culturelessons. We ran a fortnight focus on ATSIstories and storytelling through the Libraryand employed ATSI storytellers andcompleted ATSI artworks.

English language proficiency $45,824 Along with the 2.2 of staffing allocation,(representing two full time teachers and a parttime teacher) we bought an additional twodays per week to increase time supportingstudents in class.

Low level adjustment for disability $102,065 With a staffing allocation of one full timeteacher and 1 part time teacher the flexiblefunds were used to engage school learningsupport officers in classrooms.

Quality Teaching, SuccessfulStudents (QTSS)

$166,060 The Assistance Principals for each stage oryear team were released one day per week tosupport teachers and students.

Socio–economic background $137,483 Additional professional learning in evidencebased projects were funded through this andto support these projects SLSOs wereemployed.

Support for beginning teachers $68,594 Beginning teachers were supported throughadditional release from face to face andthrough Beginning Teacher Days of targetedprofessional learning one day per term.

Targeted student support forrefugees and new arrivals

$3,605 Working with the class teacher, the EAL/Dteacher devised an individual education plan(IEP) to target each student's learning needs.This was reviewed twice a term and updatedto adjust the level of support required.Additional SLSO staff were employed tosupport student learning. A personalisedreport each semester communicated thestudent's progress with their parents.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 410 442 458 448

Girls 443 464 487 503

Since 2015, Macquarie Fields Public School hascontinued to increase student enrolment. 2018 hasseen only a slight increase in numbers from 2017 andthe number of classes maintained the same at 37classes. There were slightly more girls than boysenrolled in 2018.

Student attendance profile

School

Year 2015 2016 2017 2018

K 93.5 93.7 92.8 93.5

1 91.3 93.4 93.2 92.3

2 92.2 93.5 93.3 93

3 92.4 93.9 92.3 92.6

4 93 92.4 93.6 92.6

5 93.8 93.8 92.6 92.8

6 93.4 94.2 91.8 92.2

All Years 92.7 93.5 92.8 92.7

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Our students attendance is regularly monitored. Allattendance concerns were followed up in a timelymanner by the class teacher. When there wereincidences of poor attendance, the classroom teacher,executive teacher and Deputy Principal workedtogether in communication with parents to improveattendance patterns. The Deputy Principal works

fortnightly with the HSLO, to monitor attendanceclosely. Three students were placed on the HSLO caseload to monitor and assist these students to regainregular school attendance. All students improved theirattendance rate as a result of the programimplemented. A number of our students have familyliving overseas and they take their children out ofschool to travel overseas in the first/last two to threeweeks of school. This negatively affects our attendancerates, bringing them slightly lower than the Stateaverage.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Classroom Teacher(s) 36.83

Teacher of Reading Recovery 1.16

Learning and Support Teacher(s) 1.6

Teacher Librarian 1.4

Teacher ESL 2.2

School Administration and SupportStaff

5.87

*Full Time Equivalent

There are three out of fifty–three teachers who are fromAboriginal or Torres Strait Islander background andworking at Macquarie Fields Public School. Theseteachers have adopted an active role in supportingATSI students in their learning and school attendance,supporting ATSI families, as well as promoting anunderstanding of Aboriginal and Torres Strait Islanderculture with non–Indigenous teachers and students. In2018, we had an Aboriginal graduate teacher appointedto the 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

There are four career stages of the AustralianProfessional Standards for Teachers representing acontinuum of increasing expertise, skill and scope ofpractice – Graduate, Proficient, Highly Accomplishedand Lead Teacher. All teachers are required to achieveand maintain accreditation at the Proficient Teacherlevel. The individual teacher makes the decision as towhether they will undertake accreditation as a HighlyAccomplished Teacher or Lead Teacher. Teachersalign their PDP goals to the Australian ProfessionalStandards for Teachers.

In 2018, there were 8 teachers newly accredited at theProficient Teacher level and 6 more working towardsachieving accreditation at Proficient level. There were53 teachers maintaining accreditation at the ProficientTeacher level. There were 2 teachers working towardsaccreditation at the Highly Accomplished Teacher leveland 1 teacher working towards accreditation at theLead Teacher level.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 184,393

Revenue 7,834,127

Appropriation 7,271,743

Sale of Goods and Services 228,555

Grants and Contributions 329,000

Gain and Loss 0

Other Revenue 0

Investment Income 4,828

Expenses -7,531,473

Recurrent Expenses -7,531,473

Employee Related -6,607,700

Operating Expenses -923,773

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

302,654

Balance Carried Forward 487,047

Our school budgets according to the Department ofEducation guidelines. Following the second year of thedeployment to the LMBR financial system, newbudgeting processes and tools are being learnt andapplied to budgeting and financial managementprocesses. The Principal sets an annual school budgetin line with the school plan, the learning needspresented by our students and NSW Department ofEducation priorities to maximise student achievementand effective school operations. School finances aremanaged with due diligence and appropriate financialresponsibility. The budget is monitored by the Principal,the Deputy Principal and School AdministrationManager (SAM) and adjusted where necessary, on aregular basis.

Financial summary equity funding

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

2018 Actual ($)

Base Total 5,970,573

Base Per Capita 182,734

Base Location 0

Other Base 5,787,839

Equity Total 709,291

Equity Aboriginal 28,289

Equity Socio economic 137,483

Equity Language 274,873

Equity Disability 268,646

Targeted Total 14,355

Other Total 292,526

Grand Total 6,986,745

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 these


assessments.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Literacy NAPLAN Performance.

In 2018, students showed growth in Literacy (includingReading, Writing, Spelling, and Grammar andPunctuation).

Year 3 results: A consistent approach to teachingLiteracy in the K–2 area using the Spelling Masteryprogram and Language, Learning and Literacy (L3)pedagogy, supported by the Reading Recoveryprogram for students in Year 1, and quality teaching inYear 3, has resulted in excellent results in Year 3NAPLAN, out–performing state averages in all aspectsof Literacy. 32% of students achieved in Band 6 forgrammar and punctuation, 53% of our studentsachieved in Bands 5 and 6 for reading, 41% of studentsachieved results in Band 6 for spelling and studentsachieved strong results in writing, with 21% achievingresults in Band 6.

Year 5 results: Whilst our students have achievedstrong personal growth, our results are affected by thewithdrawal of 14 of our highest performing studentswho leave our school at the end of Year 4 to attend anOpportunity Class at another school. This especiallyaffects the number of students achieving in the top twobands in NAPLAN. 25% of students achieved in Bands7 and 8 for grammar and punctuation, 22% achievedBands 7 and 8 for reading, 41% achieved Bands 7 and8 for spelling and 65% of our students achieved at orabove expected growth in writing.


Numeracy NAPLAN Performance

Our NAPLAN Numeracy results for our school werestrong once again.

Year 3 results: With a consistent approach to teachingNumeracy in K–3, we improved our performance inNumeracy with 48% of our students achieving in Bands

5 and 6 for Numeracy, with 26% achieving Band 6.

Year 5 results: Whilst our students have achievedstrong personal growth, our results are affected by thewithdrawal of 14 of our highest performing studentswho leave our school at the end of Year 4 to attend anOpportunity Class at another school. This especiallyaffects the number of students achieving in the top twobands in NAPLAN. 29% of our students achievedBands 7 and 8 for Numeracy.


The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

Premier's Priorities: Improving education resultsand State Priorities: Better services – ImprovingAboriginal education outcomes for students in thetop two NAPLAN bands. 27% of our Aboriginalstudents achieved results in the top two bands forreading and numeracy.

Parent/caregiver, student, teachersatisfaction

Parent and Caregiver Report

Some of the highlights of 2018 were captured throughparent satisfaction interviews conducted in ParentCafé with approximately 20 parents fromvarying cultural backgrounds and with students inclasses K–6. Here is a summary of the answers to our2 questions;

Macquarie Fields Public School is a great schoolbecause . . . • our children are happy and challenged at school • lots of extra–curricular activities • dedicated and caring teachers • excellent academic results • parents are welcomed into the school • the school grounds are well maintained • the learning is differentiated • teachers know and care for our children • lots of opportunities for students provided by the

school • great school communication.

Macquarie Fields Public School would be evenbetter if . . . • there were more anti–bullying programs • continue to improve the school grounds –

particularly the entrance to the school • more play equipment for the students in their

break times • upgrade the student toilets • there was an Opportunity Class at the school.

Teacher Reports

Early Stage 1 Report

Early Stage 1 students have had an amazing year bothsocially and academically. We finished the year with 6classes and 127 students. The students are well ontheir way to becoming life long learners. At the start ofthe year the students in kindergarten were partneredwith Year 6 students in the playground to help them todevelop their social skills. These buddies bond with thekindergarten students and become a friend and mentorthroughout the whole year. Kindergarten students werevery excited to visit Healthy Harold in the Life Educationvan to learn about healthy eating in Term 1. In Term 3all kindergarten students had the opportunity to visit thefarm to support their learning in our HSIE unit. A newexcursion was developed supporting our learning aboutthe environment and all kindergarten studentsparticipated by going to a Teddy Bear's Picnic in theRoyal National Park. This was a really successful dayand we hope to make it a yearly event. All kindergartenstudents also participated in the K–2 Athletics Carnivalwhich involved rotating through fun sporting activitieswhich developed their fitness and sporting skills. InTerm 4 every kindergarten student also participated inour end of year party day where we enjoyed water playprovided by the company 'Games to U', had a picniclunch together, followed by a disco to put our danceskills into practice. Gold Reward Day was also held toreward all kindergarten students who showedexemplary learning and social behaviour throughout thewhole year. In Early Stage 1 the Language, Learning,Literacy (L3) Literacy program is in its 8th year ofimplementation. All kindergarten staff have completedeither their first year, second (OPL) year or areconsolidating their L3 teaching. We continue to assessand enter data every 5 weeks as this enables us toalways know where our students are and what we needto do to move them along. The Targeted EarlyNumeracy program (TEN) is in its 7th year ofimplementation and all kindergarten teachers havebeen involved in explicit TEN training sessions this yearto ensure we are using the same language and toensure the students gain the skills needed to fullyaccess the mathematics curriculum. The kindergartenteam are very excited about the growth in literacy andnumeracy and the social and emotional development ofEarly Stage 1 this year. We are proudly sending thestudents off to Year 1 ready for another full year oflearning.

Stage 1 Report


Stage 1 had a wonderful year of learning with enjoyableand interesting activities and excursions thatcomplemented the learning achieved in class. In Term1, Year 2 visited the Camden Show. At the showstudents were given the opportunity to experience farmlife and see machines used in the past and were able tocompare them to the present. Students enjoyedwatching sheep dog demonstrations, wood choppingshows, pig and horse racing and how to ensure we livesustainably. At the end of Term 1, students made anddecorated Easter Hats in class and paraded them atthe K–2 Easter Hat Parade. The Easter Bunny made aspecial appearance and delighted the crowd. One ofour school's major fundraisers for the year was thewalkathon/ colour run. Students collected sponsorshipand walked around the walking track culminating inbeing splashed with colourful dye at the finish line. Thisevent promoted the importance of a healthy and activelifestyle whilst raising valuable funds for our school. Thestudents who raised the most money per stage wonthemselves an iPad. Students visited the CampbelltownBike Education Centre. On this excursion, studentslearnt about bike and pedestrian safety in a simulatedroad situation complete with real traffic lights and signs.Students were given the opportunity to ride a bike andlearn how to care for and maintain bikes and how toensure they are kept safe when riding a bike. This wasa very worthwhile and enjoyable excursion.Responsible Pet Care visited Stage 1 teaching childrenappropriate ways to respond to a dog and learning howto approach a dog safely. In Term 3, studentsparticipated in the K–2 Athletics Carnival. Each studentparticipated in a number of fun activities which aimed todevelop fundamental movement skills and fitness.Education Open Day in August was valuable as manyparents and grandparents came to see the learninghappening across the school. Children showcased theirclassrooms and thoroughly enjoyed their parentsvisiting their classrooms. The next major fundraiseroccurred in Term 3. The mini fete was a fantasticcommunity event bringing students, teachers,parents/carers and the wider community together toraise valuable funds for our school. Students lovedparticipating in this exciting day. In Term 4 studentstravelled by bus, visiting The Royal Botanical Gardensas part of the unit of work they were studying ingeography. Looking at many of Sydney's tourist iconsas well as Aboriginal culture. In Term 4, towards theend of the year, students were rewarded with twospecial days. Gold reward day was held at school toacknowledge all of the students who had achieved agold award this year. They were treated to water playon a giant jumping castle and an ice–cream. Classparty day ran across two days for Stage 1. Studentsparticipated in a number of activities ran by 'Games2U'.Students also celebrated their year of learning with adisco, pizza party and a movie.

Stage 2 Report

Stage 2 students have had a successful year withgrowth in learning in both literacy and numeracy withopportunities to develop into creative problem solvers.Early in the year, the students visited Healthy Harold inthe Life Education program, learning all about cybersafety. The students were able to participate in

activities and ask questions in a comfortable learningenvironment. They all enjoyed meeting Harold andparticipating in games and interactive group activities.In August, 111 students and 6 teachers attended theBroken Bay Sport and Recreation Camp on thebeautiful Hawkesbury River for a three day/two nightcamp. After a bus and ferry ride, the students were veryexcited to find their rooms, unpack and begin the funactivities. Many experienced landscapes that they hadnever seen before. Many took part in activities that theywould not normally do. Students participated inactivities such as; archery, orienteering, a marine walk,the zip line, fishing and a number of fun free timeactivities. The students were extremely well behavedand developed important social skills. Stage 2 alsoenjoyed the Athletics Carnival, Cross Country Carnivaland the Swimming Carnival with many students goingon to compete at the Zone and Regional levels.Seventy two Year 4 students sat the Opportunity Classtest earlier in the year, 10 students were offeredplacement and 8 accepted their placement for 2019.Four students were on the reserve list. At the end of theyear, the students were rewarded with two specialdays. Gold Reward Day was held at school toacknowledge all of the students who had achieved agold award this year. They were treated to a fun daywith inflatables, water slides, pizza and a drink. Partyday this year saw Stage 2 have lots of fun with'Games2U' and a class party including pizzas andmovie time. A fun time was had by all students andteachers.

Stage 3 Report

Stage 3 consists of 8 classes in 2018. Two Year 5classes, three 5/6 Classes and three Year 6 classes.The student cohort has been steady in their progresstowards their personal goals. The behaviour of moststudents is exemplary with very few Stage 3 studentshaving to attend detention during the year and manyreceiving their Silver and /or Gold Awards and theirMedallions. A large number of our Year 6 students (20for Year 7 2019) have been chosen to attend selectivehigh schools next year. Many of the Year 5 students(45) will sit selective high school testing next March.This year has seen the Stage 3 students involved inmany varied activities both at school and in thecommunity. Some of the activities included: HarmonyDay, Life Education, Walkathon/Colour Run, ANZACService, Gala Day Sport, Mini Fete, Cross CountryCarnival, Athletics Carnival, Swimming Carnival,Remembrance Day, Pre–leaders Course, PrefectElections, Grandparents Day, Movie Night, The Big Digexcursion, Koomurri Incursion, Ambassador Program,'In the Picture' program, Break the Cycle, ICASCompetitions, 'Legally Blonde' high schoolperformance, Education Open Day, Tournament of theMinds, Maths Olympiad, Canberra and Snow Trip, Year6 excursion to the city, High School Art Exhibition,Public Speaking Competitions, 'Think You Know'program, Transition to High School, Hands–on HighSchool, Presentation Day, Year 6 Farewell, Party Day,Gold Reward Day and Carols by Candlelight. Manystudents starred in their own class items duringassembly time on Wednesdays. The stage has beenwell represented by our Year 6 leadership team (15


students) who have done an excellent job keeping theofficial duties running smoothly especially assembliesand playground equipment.

Policy requirements

Aboriginal education

In 2018 we had 34 students identify as Aboriginal orTorres Strait Islander. This year the Aboriginal andnon–Aboriginal students have participated in manyspecial events throughout the year to celebrate ourIndigenous culture. Personalised Learning Pathwayswere developed with the students, parents andclassroom teachers at our Term 1 event 'Meet our Mob'where Aboriginal students and their families camealong to an afternoon BBQ organised by the teachersand students. Teachers, students and their familieswere able to socialise and form bonds important inworking together to achieve the individual goals ofstudents. Throughout the year we participated inworkshops with Miss Fox and Miss Jarjas where thestudents learnt about the importance of their Aboriginalculture through dreaming stories, song, dance, outdoorgames and art. The students engaged in sessionswhere they bonded with one another, formedfriendships and learnt the significance of being proud ofwho they are. Miss Fox and Miss Jarjas have instilledthe values of self–worth, pride and resilience amongstthe students. Uncle Josh taught the students newdances this year. The students have performed at otherschool and special events in our community includingNAIDOC week, grandparent's day and showcase night.The boys participated in 'Bro Speak' with Uncle Joshand as part of this program every boy received adidgeridoo. Some of the boys have even had theopportunity to perform with their didgeridoo. In Term 3,Rachel from Opportunity Hub ran 'Sista Speak' with theYear 5 and 6 girls. This was a program that empoweredthe young girls to appreciate their Aboriginal cultureand instil within them a positive outlook and thesuccess of positive relationships. In Term 4, Rachel rana transition to high school program to help our Year 6students prepare for high school. She is preparing thestudents with many coping mechanisms as well aspositive aspects and opportunities that students shouldtake advantage of. Our Year 6 Aboriginal boys attendeda Heath, Sport and Wellbeing Camp in Appin with otherstudents from our community. Miss Fox formed a'Deadly Choir' where students learnt traditional songs toperform. As well, the 'Deadly Girls Lyre Bird' singinggroup was formed. An Aboriginal garden has beenplanted for the students to have as their sacred space.Throughout Term 4, the students planted, watered anddesigned this sacred area. We are so proud of ourIndigenous students at Macquarie Fields and we willcontinue to provide opportunities for our students tohelp them reach their cultural, academic and socialgoals at our school. The Aboriginal students havedemonstrated success, determination and pride thisyear.

Multicultural and anti-racism education

To develop multicultural education, we use specialistteachers to target and support students from languagebackgrounds other than English in order to support theirlearning. We embrace multicultural perspectives andendeavour to incorporate these perspectives across alllearning areas. We celebrate multiculturalism throughour day to day teaching, our inclusivity of all cultureswithin our school and through our annual Harmony Dayevent in Term 1. On this day, students participate in aparade representing their country of origin. Culturalheritage is valued through wearing traditional clothesand marching with their country's flag. Other studentsperform in items reflecting their cultural heritagethrough dance and song. Parents celebrate the daywith us and enjoy opportunities for cultural exchange.Another way that we support cultural exchange andinclusivity is through our weekly 'Parent Café'.This is where parents are invited to meet with othersand learn aspects of school processes and curriculum,including classroom visits. They are also encouraged toask questions, in a informal setting, to build greaterunderstanding and increase parent engagement andparticipation. Anti–racism education was supportedthrough our wellbeing procedures ensuring that allstudents were treated fairly and equitably regardless ofrace, cultural or religious background. Special days, likeHarmony Day, support our anti–racism policy, as theysupport a culture of inclusivity across the school.

Other school programs

Highlights of the year include:

ICAS University Competitions

Students from Macquarie Fields Public School enteredall six of the 2018 International Competitions andAssessments (ICAS). The results achieved were verypleasing and were an improvement on previous years.These included: • English Assessment – 198 students participated

with 10 students receiving distinctions, 41receiving credit and 21 receiving merit.

• Writing Assessment – 104 students participatedwith 2 students receiving distinctions, 29 receivingcredits and 7 students receiving merit.

• Spelling Assessment – 185 students participatedwith 3 students receiving a high distinction, 16students receiving distinctions, 56 receivingcredits and 17 students receiving a merit award.

• Mathematics Assessment – 217 studentsparticipated with 4 students receiving a highdistinction, 19 receiving distinctions, 60 receivingcredits and 18 receiving merit awards.

• Science Assessment – 154 students participatedwith 16 students receiving a distinction, 29receiving credits and 10 students receiving meritawards.

• Computer Skills Assessment – 95 studentsparticipated with 9 student receiving distinction,18 receiving credits and 6 students receivingmerit awards.


Parent Cafe

Parent Cafe is a successful initiative which providesparents and community members with a platform toexpress their ideas, concerns and needs. The goals ofParent Cafe are to promote inclusivity of all culturesrepresented at Macquarie Fields and keep the parentsinformed regarding matters of importance to them. It isa place where friendships are formed andcommunication is facilitated in an informal setting. Inthis way attendees are able to engage with the schoolcommunity and find out more about their child'slearning environment. The success of Parent Cafe canbe attributed to the friendly, informal setting in whicheveryone is made to feel welcome. Opportunities tobuild community spirit have led to the development offriendships which overcome cultural barriers. Parentsfeel that they can approach teachers with theirquestions and concerns with the assurance that theywill be heard. As a result of feedback provided byparents, we have been able to identify focus areas for2019. During 2018, we have addressed a variety oftopics through presentations given by members of ourstaff, covering the English and mathematics curriculum,NAPLAN, STILE, reading and number strategies andhow parents can support their children's learning athome. We have visited classrooms and held Q and Asessions to educate parents on our future focussedlearning approaches. We also completed a schoolbeautification project – creating tyre gardens aroundthe demountable buildings. Parents have also workedon making classroom resources and book covering. Allinterested parents are very welcome to come to ourwell–supported Parent Cafe, to be held everyWednesday morning in the staff room from 9:20am to10:20am in 2019.

Choir

In 2018, students were able to participate in the K–2Choir (infants) or the 3–6 Choir (primary). Choir wasrun weekly to develop vocal skills and singing in unison.The students were able to participate in choir to buildtheir interest and skill, in addition to fostering newfriendships. Throughout the year, the studentscontinued to demonstrate their eagerness to participatein choir practise and performances. On all occasionsthe students excelled in their positive behaviour and theway in which they represented the school. Their effortsare to be commended. It has been a pleasure workingwith the choir and we hope to see familiar and newfaces next year! • 3–6 Choir The primary choir participated and

performed in various events, including the ANZACDay Ceremony, Grandparent's Day, HarmonyDay, Presentation Day and Carols by Candlelight.

• K–2 Choir Students in the K–2 choir have showndedication and enthusiasm in their approach tobeing an active member of the team, regularlyattending practise and showing willingness toperform. The K–2 choir were able to showcasetheir skills at events such as; stage assemblies,Grandparent's Day, Presentation Day and Carolsby Candlelight. It is wonderful to see our youngerstudents enjoy performing in front of our widercommunity, parents, teachers and fellow

students.Wakakirri

Macquarie Fields Public School was a proud participantof Wakakirri 2018, making it the fifth year the schoolhas been involved in the competition. Wakakirri is anational story dance competition where studentsdevelop and share a story through the use of dance,drama, visual art and music. Students compete againstother schools in their region, state and across Australiafor the chance to win the National Story of the YearAward. Following our successful participation inWakakirri in previous years, students were enthusiasticto join this wonderful experience again. Over 90students from years three to six were selected toparticipate in this event. Following three terms ofrehearsals, students competed in the Primary SchoolStory Dance competition held at the WollongongEntertainment Centre in August this year. Studentsperformed their item 'News Flies' which explored therapid spread of negative messages in the media overtime. Through different news mediums, the storyfocused on negative messages and encouragedmaking a stand by delivering positive messages to theworld. This year over 10 members of our school staffalong with participating students were involved in theWakakirri process, from developing the creative ideabehind our story to making fabulous props andcostumes as well as attending rehearsals andsupporting us on the big day. Our school communityreally worked well together to make this a fantastic andmemorable event for everyone involved. Ourperformance on the night impressed the judges and asa result we received the Best Drama Story State Awardas well as other performance awards including:Excellent Group Acting, Excellent Group Dance,Excellent Theme/Concept, Excellent Soundtrack Mix,Best Direction Overall and Creative Use of theSignature Item.

Public Speaking

In 2018, students participated in the Department'sMulticultural Public Speaking Competition and theUltimo Public Speaking Competition. Students in eachclass prepared, practised and presented speeches ontopics relating to Multiculturalism during Term 1 and oftheir own choice in Term 3. During Term 2, fourstudents were selected to represent the school at theMulticultural Public Speaking Competition Zone Final.In Term 4, one child from each stage was chosen tocompete at the Ultimo Public Speaking CompetitionArea Final. During both competitions, these studentswere remarkable when presenting their speeches onstage and showed exemplary behaviour at all times.

Debating

2018 saw our school once again enter the Premier'sDebating Challenge. Our two hard–working teams tookto the skills of debating very quickly and representedthe school with great commitment, passion andintegrity. The 'Sydney Schools' team used 2018 as alearning curve to improve on their vocal skills, structureof arguments and elements of persuasion. OurPremier's Debating Challenge teams competed against


some high quality opposition in their zone, arguingsome very challenging topics. A huge congratulations isextended to our Monarchs team, who were the winnersof our Zone and were narrowly defeated in the regionalquarter final. The personal growth in structure ofarguments, vocal skills and team organisation is to becommended. The Skippers team are to also becongratulated for their efforts; their overall developmentin debating skills is to be commended. With anotheryear of experience in learning the complexities ofdebating and the rigours of a structured competition,2019 looms as another exciting year with an eagerinterest from Year 4 and 5 students who wish to be partof the amazing debating team programs.

Recorder

The Recorder Ensemble has been performing for thepast nine years and currently consists of a core oftwenty students ranging from Year 3 to 6. This groupcurrently consists of Descant, Alto–Treble, Tenor,Soprano and Treble–Bass players. Many of thestudents can play more than one type of recorder whichrequires them being able to use both F and C fingering.At the conclusion of Term 2 more than twenty fivestudents joined the Beginner Recorder Group. Thisensemble performed a variety of musical pieces at thefollowing in–school events this year; PerformanceNight, Carols by Candlelight and Presentation Day. Forthe eighth year we also attended the 'Festival ofInstrumental Music' with twelve students playingDescant, Alto–Treble, Tenor or Bass recorders. Theseconcerts are held over four nights allowing childrenfrom 179 primary schools to perform together atSydney's most prestigious venue, the Opera House.This year we were involved in the opening piece of theprogram 'York March' by Ludwig van Beethoven, thesecond item 'March Past of the Kitchen Utensils' byRalph Vaughan Williams and the concluding itemcommissioned for the concert, 'Pagodas by theHeavenly Lake' by Stephen Chin which combined withthe string players totalled over 900 young musiciansperforming together. Heading into next year anapplication for the Festival of Instrumental Music 2019has already been entered and organisation has begunfor a musical experience excursion.

Sport

During 2018 students have achieved great success inall areas. Students have again participated in theSwimming, Athletics and Cross Country Carnivals,Active After School Programs, Swimming Scheme, thePremier's Sporting Challenge, K–2 Athletics Carnivaland for the second year, the Colour Run fundraiser.November 2018 saw students from Years 2 to 5,participate in the Swimming Carnival at MacquarieFields Leisure Centre. Twelve students qualified torepresent our school at the zone carnival with 7 goingthrough to represent the Fields Zone at the SydneySouth West Carnival. One student was named the 11Years Girl Champion for the Fields Zone and wentthrough to represent Sydney South West at the Statecarnival. Our school's Cross Country Carnival was heldin April with all primary students competing. Forty eightstudents were sent to the zone carnival with 11

students qualifying to represent the Fields Zone at theSSW Carnival. Our Athletics Carnival in May sawstudents again use the facilities available atCampbelltown Athletics Stadium. Excellentsportsmanship and participation was shown from allwho attended the carnival and 53 students qualified toattend the zone carnival. At this event, MacquarieFields were the overall winners of the Athletics Carnivalout of the 17 schools in the Fields Zone. During PSSAGala Days we entered numerous teams across sportssuch as; Ultimate Frisbee, Cricket, Oz Tag, T–Ball,Softball, Newcombe Ball, Rugby League, Soccer, AFL,Netball and Tennis. Outstanding effort andsportsmanship were shown by all students. Weexperienced huge success with Boys and Girls T–Ball,Girls Softball, Senior Rugby League and SeniorUltimate Frisbee, all taking out the championship fortheir respective tournaments. During 2018, some of ourelite sporting students were selected to trial for FieldsZone representative teams with a large number ofstudents being selected across the sports AFL, Boysand Girls Soccer, Netball, Rugby League, Softball,Cricket and Touch Football. These studentsrepresented the Fields Zone in carnivals, competingagainst other zones in the region. 2018 was a fantasticyear in sport, with a large number of individual andteam success. A special mention goes to one of ourYear 6 students who was named Sportsperson of theYear for the Fields Zone.


2018 macquarie fields public school annual report › doe-nsw... · students performing in the top...

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