1

An Independent Public School

Annual Report 2016

Building well-rounded citizens with a passion for lifelong learning

2

3

CONTENTS

School Ethos 4

Principal’s Report 6

Community, Staff and Student Feedback 9

Curriculum, Assessment and Reporting 10

English 11

Mathematics 13

Humanities 15

Science 16

Health 17

Physical Education 18

The Arts: Music 20

The Arts: Visual Arts 21

Languages 22

Information, Communication and Technology 24

Kindergarten 25

Pre-primary 27

Student Services 30

Attendance 30

Financial Summary 31

4

5

Together we aspire, together we achieve

School Vision:

Building well rounded citizens with a passion for lifelong learning.

School Ethos and Values Statement

Twenty-first century Atwell students identify that as Australians we are members of a global community,

connected to the whole world by ties of culture, economics and politics, enhanced communication and

travel and a shared environment.

Enabling young people to participate in shaping a better shared future for the world is at the heart of

education at our school.

We believe in emphasising a unity and interdependence of human society, developing a sense of self and

appreciation of cultural diversity, affirmation of social justice and human rights, and building peace and

actions for a sustainable future in different times and places.

We promote an environment where students learn to take responsibility for their actions, respect and

value diversity, and see themselves as global citizens who can contribute to a more peaceful , just and

sustainable world.

Our learning program has;

an approach which takes into account the whole of human society and the environments in which

people live

an emphasis on the future, the dynamic nature of human society, and each person’s capacity to

choose and shape preferred futures

an opportunity to explore important themes such as change, interdependence, identity and

diversity, rights and responsibilities, peace building, poverty and wealth, sustainability and global

justice

a focus on cooperative learning and action, and shared responsibility

an emphasis on critical thinking and communication

an opportunity to develop positive and responsible values and attitudes, important skills and an

orientation to active participation.

6

Principal’s Report

The 2016 year has been a very productive and successful one with the high level of collaborative leadership

and teamwork shown by all staff to improve student learning. The team leader role continues to be the

driving force behind the planning and implementation of improvement strategies highlighted in our school

plans.

The school has been able to successfully plan using the one line budget which has ensured we continue to

be an efficient and effective school for our community. 2016 has been a year building on the schools

infrastructure to provide the best possible and safest learning environment we can. A wheel chair access

ramp was built with doors accessing the back of the stage in Mort Hall, parking bays constructed on

Mosedale Rd, landscaping and playground development as well as a video wall installed in the hall.

The School Business Plan 2016 – 2018 completed its first year of the cycle with a number of the key

improvement strategies listed for 2016 being addressed and reviewed. Below is an overview of some of

the strategies that were in focus throughout the year:

Focussed Literacy and Numeracy intervention, minimum of fifty per cent of teaching time allocated

to the two areas.

Year level data sets as one tool to monitor student achievement and assist teachers in the

planning, teaching process and catering for differentiation.

Continued integration of HASS and a focus on Health and Phys Ed as the roll out of phase 2 and 3 of

WA Curriculum progresses.

Continued to investigate best practice for monitoring student achievement and whole school self-

assessment practices for monitoring effectiveness of programs.

Year levels collaboratively planning utilising the WA Curriculum: emphasis – explicit teaching.

Student Services developed a formalised procedure for accessing support services.

PEAC Pilot at Atwell College for our Year 5, 6 PEAC students was a great success and will now be

extended to include PEAC students from the other schools in our CCEN zone from 2017.

The school behaviour management policy was reviewed and re constructed to include elements

from the Positive Behaviour Schools Program.

Habits of Mind values program became a whole school priority with all classes focussing on one

Habit of Mind (value) fortnightly. Councillors introducing each value at assemblies throughout the

year.

Continued the positive relationship with the Atwell P&C supporting their active involvement in

helping to provide resources for the school. The 2016 major fund raiser (Fun Run) was a huge

success enabling the school to purchase a new video wall for the Hall stage. We also need to

acknowledge the members of the School Board who maintained their great support to the school

community.

Maintain procedures for systematic repair/replacement of equipment and furniture including the

upgrade of student furniture throughout the school.

7

2016 was another special year for our departing Year Six students; they have many amazing memories to

take with them as they move on to the next stage of their life. Some of the unforgettable experiences:

Nanga Bush Camp, the variety of sporting events, Science Day at Atwell College, Activate Atwell morning

fitness, Atwell College Extension Programs and all the end of year events. We also acknowledge the

Student Councillors, Faction Captains, Subject Monitors and the Year Six group for having a go at student

leadership opportunities throughout the year, embracing the student leadership challenge that comes with

being the final year group in primary school and taking on the responsibility of being the best role model

they can for the younger students in the school.

With Mr Lee on leave for the greater part of 2016 the administration team was really well supported by

Kelly Garton, Nat Gibbs and Jeannette Howard who took on project roles during this time supporting the

deputies. Our Business managers Di Smith and Robyn Walpole were a huge support and their guidance was

really appreciated.

The School board and the P&C continued their positive support of the school. A total of $66 000 of

funding was transferred to the school to support the learning environment. An incredible amount of

money.

Tom Jones and Peter Gerrard would like to acknowledge the tremendous support of the deputies Claire

Zappa and Christie Toms as well as all staff during their time as acting Principals.

Tom Jones Peter Gerrard

8

Community, staff and student feedback

During 2015 the School Board conducted surveys for parents/carers, students and staff of the Atwell

Primary Independent Public School Community to guide the planning of our Business Plan for 2016-2018.

The surveys indicated a high level of satisfaction with the school and our school processes. The community,

staff and students will be invited to complete the survey in 2017 for the results to be published in the next

Annual Report.

Parent opinion

Staff opinion

9

Student opinion

Curriculum, Assessment and Reporting

In 2016, Atwell Primary Independent Public School staff implemented effective teaching and learning

programs in accordance to the Western Australian Curriculum in the areas of English, Mathematics,

Humanities and Social Sciences, Science, Health and Physical Education and The Arts (Visual and Music).

The Curriculum Framework guided the planning and delivery of Italian lessons for our Year 2 to 6 students.

A focus for 2016 was for teaching staff to familiarise themselves with the Humanities and Social Sciences

curriculum particularly in the areas of Civics and Citizenship and Economics.

Our teaching staff worked collaboratively in their year level teams to develop teaching and learning

experiences for the students across all curriculum areas. The year level approach to planning ensures the

cohort of students are accessing the same curriculum through a variety of learning experiences. Each year

level completed a range of assessments devised by the teaching teams that assessed the level of

understanding of the content covered. Cohort data is collected termly in the areas of English,

Mathematics, Humanities and Science. Teaching teams used the data collected from these assessments to

guide future planning and determine levels of achievement of individual students.

Each teaching team participated in Performance Management with their sub school leader where they self-

reflected against the AITSL Australian Professional Standards for Teachers. Each individual teacher shared

their strengths and future teaching aspirations. They were able to determine areas where they wanted to

further develop and organised to participate in teacher observation and reflection within and across the

school.

10

At Atwell Primary Independent Public School we report formally to parents through parent/teacher

interviews, termly test files/portfolios, the end of semester Department of Education of Western Australia

report and our open classroom Learning Journey in Term 3. When determining the level of individual

achievement in each Western Australian Curriculum area our staff moderate in their year level teams and

also use the School Curriculum and Standards Authority (SCSA) achievement standards to ensure the grade

allocation is consistent.

The Kindergarten staff used the Kindergarten Guidelines, Early Years Framework and National Quality

Standard to assist in their planning of the learning experiences. Each child had a portfolio that was sent

home twice a term to provide parents with a clear picture of the level of achievement of their child. All

Kindergarten children received a formal report at the end of each semester outlining their achievement of

the Kindergarten Guidelines.

As part of our commitment to further developing our understanding of the Western Australian Curriculum,

the staff of Atwell Primary Independent Public School engaged in professional learning and collaborative

meetings with staff from the Cockburn Central Education Network (CCEN) schools. This collegiate group

allows consistency in our knowledge and ability to teach in accordance with the Western Australian

Curriculum and develop a greater connection the transition to the local high schools.

English

The duration of 2016 has provided another eventful and exciting year. The English Curriculum Guide

continues to provide teachers with a pedagogical approach and curriculum support based on evidenced

based research in literacy. It provides a consistent and integrated approach across the school.

Seven Steps to Successful Writing

Teachers continue to find the structure and balance of the Literacy Block approach useful especially with

modelled, shared and guided reading. After assessing previous years’ data, this year we have had a school

wide focus on writing. Two staff members, including the English curriculum coordinator, engaged in

external professional learning in the Seven Steps to Successful Writing resource. Since then, they have

provided professional learning for the remaining teachers from K-6 and observation and reflection lessons

for interested teachers.

Teachers are now feeling more confident to implement this resource into their teaching and learning

programs. It promotes the ‘chunking’ of writing lessons using the following steps: planning; sizzling starts;

tightening tension; dynamic dialogue; show, don’t tell; ban the boring and exciting endings. This

framework works well with different genres including narrative, persuasive and informational texts.

Teachers from years 4 to 6 have found the resource very useful for engaging all students in writing,

including students who had previously shown signs of being disinterested. Teachers from years 1 to 3 have

been incorporating some of the steps into their writing programs and literacy blocks. Next year, the English

Curriculum team will support these teachers through the purchasing of the Seven Steps Early Years

resource. This consists of excellent teaching resources for students in the earlier years.

11

Peer observation and reflection has been used to provide teachers with the opportunity to observe and

reflect on their peers teaching strategies and to assist them with integrating useful strategies into their

own programs. The peer observation model will continue in 2017 with a focus on modelled, shared and

guided writing.

Teachers meet weekly in year level teams to discuss and implement common plans in English. Reading,

writing, grammar, spelling and speaking and listening programs help to make sure there is consistent

teaching and learning programs across the year levels.

NAPLAN

2016 NAPLAN reading results

indicated 60% of Year 3 students

achieved in Bands 5 and 6 which

was 7% above like schools and 15%

above WA public schools.

In Year 5, 68% of students achieved in

bands 6, 7 and 8, which was 3% above

like schools and 12% above WA Public

schools.

In Year 3 writing, 63% of students achieved band 5 or above. This was 10% above students in like schools

and 17% above WA Public schools. In Year 5, students measured in Bands 6-8 was 49% of the total. This

was 3% below like schools and 5% above WA Public schools. The lower comparison of year five students

achieving Bands 6-8 when compared to like schools reinforces Atwell Primary Independent Public School ’s

need to continue with professional learning in writing into 2017.

Other Assessment

To ensure we have reliable and valid student assessment across the school teachers engage in many

common assessment tasks. Students were assessed with On-Entry results, K-2 Literacy Tracker, PM

Benchmarks, Fontas and Pinnell, Burt Word Reading and Year level common assessment tasks in reading

comprehension, writing and spelling. Teachers spend time in year level meetings moderating student work

samples to help them with making consistent judgements across the year levels.

12

Teachers use data to cater for students through a case managed approach used to address students

learning needs in literacy. Students are identified and monitored. A differentiated curriculum is then

implemented that focuses on students’ needs and goals and flexible strategies are developed to help

students meet them. Students at educational risk achieving below or above the expected standard are also

catered for using the case management approach.

The Cockburn Central Education Network (CCEN) English provided a collegial

network of local schools with professional learning, collegial discussion,

collaborative planning and assessment moderation to ensure comparability of

teacher judgments across schools. Teachers in the English committee continue to

attend and contribute to meetings held at a variety of schools in the network.

Whole School Events

The celebration of literacy in whole school events is an integral part of Atwell

Primary Independent Public School. Again Book Week was a huge success that

was celebrated across the school. Other events that were celebrated included

National Simultaneous Story time, two Book Fairs and Decorate a Door.

Natalie Gibbs

Mathematics

2016 has been another successful year for Mathematics at Atwell Primary Independent Public School .

Implementation of the Western Australian Curriculum, Numeracy Block structure and the Concrete-

Pictorial-Abstract (CPA) approach is in place to support and guide staff in the teaching of Mathematics.

Atwell Primary has continued to strive for school improvement in 2016 through professional learning, staff

collaboration as well as observation and reflection opportunities. Assessment has informed teachers of

student progress and directed future planning and teaching.

Atwell Primary Independent Public School’s Numeracy Block approach has directed teachers from

Kindergarten to Year 6 in explicitly teaching CPA concepts and strategies for students. A major focus has

been on developing students’ repertoire of strategies to solve numeracy problems. Purchase of the PR1ME

Mathematics resources for 2016 has supported students in this strategy-based learning through the use of

the course and practice books as well as ICT resources and concrete materials.

All staff participated in numerous professional learning this year. This included professional learning in CPA

as well as analysis of Years 3, 5 and 7 NAPLAN data. Staff Development days allowed teachers and

Education Support staff to develop and maintain their understanding of the CPA approach and how to

effectively teach students to calculate problems and apply them to real life situations. Observation and

Reflection opportunities enabled staff to identify targeted professional development needs in numeracy to

13

ensure they were up-to-date with their current pedagogy and support other staff in improving their

understanding of numeracy teaching and learning.

As a member of the Cockburn Central Education Network (CCEN), Atwell Primary Independent Public

School has collaborated with schools within the network to provide a platform for teachers to discuss

planning, teaching, assessment, moderation of student work and resourcing. The sessions are highly

valuable in allowing teachers to increase their skills through professional learning and support from their

colleagues. The 2016 Mathematics Curriculum Team attended regular CCEN sessions on whole school

approaches in problem solving, resource sharing and differentiation for student learning.

Common Cohort Mathematics planning has continued to be reviewed to ensure the Western Australian

Curriculum is implemented so all students are exposed and explicitly taught content descriptors within the

curriculum. Year level teachers have worked closely to differentiate the mathematics programs within their

class so all students can access the curriculum and have their learning needs met. Differentiation for

student learning is analysed through individual work samples as well as class, year level and whole school

data collection to identify areas of strength and areas of need.

Assessment of student learning was completed by K-6 classroom teachers through year level common

assessment tasks. These tasks were collaboratively constructed and consistent across all classes within the

year level. Teachers used this data to engage in collegiate discussion around the curriculum and to further

identify areas of need for students. The results from these assessments were moderated by teachers and

used alongside the Assessment and Reporting Judging Standards to inform parents through formal

semester reports.

Results in the 2016 NAPLAN Numeracy Assessment indicate areas of student strength and areas of need in

Years 3, 5 and 7. Teachers critically examined the question responses to scaffold and extend students

learning for 2016 and 2017. The following information shows targets set for 2016 and the percentages of

students in bands 1-9 of the NAPLAN test , as well as a comparison to ‘like’ schools’ (schools with a similar

socio-economic index to Atwell).

Year 3

Target: 55% of Year 3 students to achieve in Bands 5 and 6 in Numeracy.

Outcome: 45% of Year 3 students achieving in band 5 or above in NAPLAN Numeracy. 6% above like

schools and 12% above state schools.

14

Year 5

Target 1: Increase by 4% the number of students that are in bands 4 and 5 in Year 3 making a 2 band

progress in Year 5 NAPLAN Numeracy.

Outcome: In 2014 79 % of students achieved in Band 4, 5 and 6.

In the stable cohort of 2016 68% of students achieved in Band 6, 7 and 8.

Target 2: Increase by 4% the number of students who achieve at or better than the Australian Schools

mean in Year 5 NAPLAN Numeracy compared to Year 3 2014.

Outcome: In 2014 58 % of students achieved at or better than the Australian Mean.

In the stable cohort of 2016 65% of students achieved at or better than the Australian Mean.

The On-Entry Assessment program in Pre-primary provides teachers with information about each child's

current skills and understandings to support the planning and delivery of targeted and intentional learning

programs, reflective of each child's needs and capabilities. The majority of students performed at or above

the expected level in numeracy. The results ranged from 0.4 to 1.6 with the expected result to be 1.0 for

students by the end of Pre-primary

89 students entered the University of New South Wales Mathematics Competition, which was open for all

Year 3-6 students and 12 of these students received a distinction and 1 a high distinction.

This year Atwell Primary Independent Public School ran After School Education Programs (ASEP) for

students in Years 1-3 during Terms 2 and Term 3. The focus was on Numero, a game for developing

numeracy concepts, problem-solving skills and mental computation.

Mathematics Awards for High Achieving and Most Improved students were presented at whole school

assemblies. Students received a certificate and prize to acknowledge their achievement. 100 Days of

School celebration was held again this year with each year level participating in a range of activities, games

or competitions.

Kathryn Meyer

15

Humanities and Social Sciences

The focus for the Humanities and Social Sciences Committee for all year levels in 2016 was the

implementation of the Western Australian Curriculum with a growing emphasis on developing Inquiry Skills

across the learning areas. In 2016, teachers began exploring and focusing on the development of Civics

and Citizenship and Economics and Business into the HASS curriculum. Teachers have been provided with

time and opportunities to engage in and navigate these areas as well as time to create overviews and

planning documents. These have been refined and are ready for full implementation and reporting in 2017.

In 2016, there was a significant focus on teachers linking the HASS curriculum to other learning areas

including Science, Literacy and Numeracy. Each year level reflected on the History and Social Sciences plans

and made relevant adjustments to improve the teaching and learning process of all descriptors and skills.

During each semester, teachers collaboratively planned and implemented common assessment tasks that

were moderated amongst year level teams. Teachers also met from across the network in Term 2 and

Term 3 to participate in the CCEN moderation day. This provided us with an opportunity to discuss the

learning process in our classrooms and share useful resources

Many year levels took part in excursions with a focus on History, Civics and Citizenship or the cross

curricular links including Sustainability, Aboriginal and Torres Strait Islander Histories and Cultures and

Australia’s engagement with Asia. The Year 1 classes participated in an environmental incursion which

focused on making recyclable paper. The Year 2 classes went to Kalamunda History Village which linked to

learning about the past and present. The Year 5 classes visited the Francis Burt Law Centre and the

Electoral Commission. This gave the knowledge they had gained through classroom experiences a real life

perspective.

Another outcome addressed during 2016 was that students continue to develop a positive attitude

towards caring for the environment. Teachers promoted sustainable practice with their students by

participating in the annual “Clean Up Atwell Day” to reflect upon the importance of keeping our school

clean and tidy and identify the common types of rubbish left around the school. We also celebrated

NAIDOC week with a special assembly where students conducted a ceremony of bearing the Aboriginal flag

and singing various Nyoongar songs. The Mooditj Mob from Wesley College put on an amazing

performance of drama, stories and the playing of the didgeridoo.

Narelle Wakeling

16

Science

Science continues to be an area of the curriculum that fascinates and stimulates Atwell Primary students

and 2016 was another highly successful year for the learning area. In addition to the excellent curriculum

that our teachers have developed our students have participated in a range of excursions, incursions,

school, network and national competitions.

Kindergarten

The students in our Kindergarten classes have worked throughout the year

on nurturing plants in their gardens. They have investigated the needs of

plants and how they grow. The have discovered the world around them by

exploring with their five senses. The Atwell Primary Independent Public

School Kindergarten curriculum has been developed from the Western

Australian Kindergarten Curriculum Guidelines.

PP – Year 2

Students in the Early Childhood Years at Atwell Primary Independent Public

School have engaged with an exciting Science curriculum developed in-line with

the revised Western Australian Curriculum: Science based on Version 8.1 of the

Australian Curriculum. The Pre-primary Science curriculum was enhanced with

stronger links to the literacy program. Students in Year 1 observed the external

features of a variety of animals during an enthralling excursion to Perth Zoo

during Term 1. Year 2 students made mixtures with their parents at our Learning

Journey in Term 3.

Year 3 – Year 6

Students in Year 3 visited Kings Park during Term 2 to view and

classify some of the amazing range of plants in the Botanic Gardens.

Our Year 4 students attended Scitech to discover more about how

living things interact with the environment. Students in Year 6 visited

Murdoch University for a Live and Explosive Science Show exploring

Chemical Science Concepts and visited Atwell College for a day of

learning activities making use of the fantastic facilities at our local

high school.

Whole School

Students from PP to Year 6 attended two Science Incursions during 2016. The first from the National

Theatre for Children, “The Treasure Trove of Conservation Cove”, illustrated Physical Science concepts

about sustainability while the second, “The Magical World of Crazy Science”, by Science Educator Richard

Scholes, stimulate interest in Science and astounded students and teachers with incredible

demonstrations.

We were pleased to hold the inaugural Atwell Science Fair, where students

from our school conducted their own Science investigations and presented

their findings to the school. With over 50 entries of exceptional quality and

17

high academic standard this event is going to become a firm fixture on the Atwell Calendar. Students from

our school also participated in the Cockburn Central Education Network Science Week Robo-Hero

Challenge in which they created robotic solutions to everyday problems.

Student Achievement

2016 was the first year that Atwell Primary Independent Public School has used the ACER PAT Science Test

to monitor student achievement in the learning area. Students in Years 4 and 6 took the test and

achievement matched the expected norms for Australian students. The test will be used in future to help

determine the learning needs of our students and improve achievement.

Some students also complete the University of New South Wales ICAS test in Science. Of the 73

participating students 37 received an award of Merit or higher with 12 receiving a Distinction or High

Distinction.

Future Directions

In 2017 the Science Curriculum Committee has planned for:

- the development of a whole-school approach to Science with a focus of Science Inquiry Skills

supported by the inception of an Atwell Science Guide

- a whole-school Science Fair to build on the success of this year’s event to encourage community

involvement in the school and stimulate interest in Science.

- a Science Day involving members of the wider community such as university staff, high school

teachers and parents where students in multi-age groups participate in a range of Science activities

- deeper integration of Science into other learning areas, in particular English and Technologies

- further data collection through extending the ACER PAT Science test to all students in Years 3 to 6

Andrew Upfold

Health

Atwell Primary Independent Public School’s Health curriculum is taught explicitly in health lessons,

integrated across the curriculum and reinforced by classroom teachers in their day-to-day teaching.

This year was the familiarisation phase of the Western Australian Health and Physical Education

Curriculum. Teaching teams explored the new content and classroom programs were updated. A CCEN

Health committee was established and provided professional learning and ongoing collaboration within

the Network in the area of Health.

18

A variety of focus areas provide the context for student engagement with the content. The focus areas are

mental health and wellbeing, relationships and sexuality, health benefits of physical activity, personal

safety, understanding the impacts of alcohol and other drugs, and food and nutrition. To support learning

across the Health curriculum a range of programs and initiatives are implemented, such as:

The BOUNCE BACK! Wellbeing & Resilience Program teaches students

to ‘bounce back’ after experiencing sadness, difficulties, frustrations

and hard times.

The Aussie Optimism program.

Department of Education Protective Behaviours Program .

Art Costa’s Habits of Mind, a set of 16 problem solving, life related

skills are integrated throughout our health programs.

Some senior and junior classes participated in ‘buddy classes’.

As well as the programs mentioned above, next year Atwell Primary Independent Public School will

become an Act-Belong-Commit school as a whole school approach to mental health promotion.

Students have benefited from a number of health promoting events which have been enjoyed throughout

the year, including:

Cycle safety incursion for Pre Primary – Year 1

First Aid training provided by St Johns for Years 1 – 6

Curtin University, Back Care incursion for Year 6 students

Our annual Atwell Be Active, Be Healthy Breakfast for Years

1 – 6 was another successful event with students enjoying

the exercise circuits, aerobics and a healthy breakfast

Our school Fun Run was also a highlight for students and

Staff.

We look forward to the following events in 2017:

The Constable Care Shows (Years 1 – 6) and Safety House (Pre Primary – Year 2)

Curtin University, Back Care incursion

Atwell Be Active, Be Healthy breakfast

Next year will be another busy and productive year as teaching teams implement the Western Australian

Health and Physical Education Curriculum and new programs and resources become available.

Gemma Pratomo

Physical Education

Atwell Primary Independent Public School students had a successful year competing in both Intraschool

and Interschool competitions. All students were engaged in a minimum of 2 hours of physical activity per

week. The programme was implemented by Bryden Smith and Joe McCarthy. Students were instructed and

assessed in compliance with the Western Australian Curriculum.

19

There was a focus on Fundamental Movement Skills for Pre-primary to Year 3 students. FMS targets the

locomotive (e.g. sprint and jump), balance (one foot balance) and ball skills (kicking and striking) that form

the basis of specific sporting skills.

The focus for years 4 to 6 was on game strategies and tactics where students were instructed to recognise

how to link their FMS abilities together during a game so their team to can keep possession, score a point

or run a batsman out. They were then given opportunities to practice their skills in modified games.

Atwell Primary Independent Public School is one of 8 schools in the Cockburn Central School Sports

Association who competed at several events over the course of the year. This year Atwell competed in the

A Division against three other schools at the Summer Interschool Carnival (1st Place), Winter Interschool

Carnival (Equal 1st Place) and the Interschool Athletics Carnival

(3rd Place). The Interschool Cross Country Carnival included all 8

schools as a gala event, with Atwell finishing 4th. Year 6 students

also competed successfully in the Interschool Flag-Belt Rugby

Carnival run by the Atwell College Rugby Program. All

participating students are recognised during school assemblies

and on the photo wall in the Undercover Area. Our high

achieving results can be attributed to the before school and

lunchtime training sessions run by Atwell Physical Education

staff for each of these Interschool events.

Intra-school competitions at Atwell involved the four factions

(McKenzie, Lillee, Elliott and Marsh) competing against each other

in a Cross Country Carnival and Athletics Carnivals (separated into

Kindy, Pre-primary to Year 2 and Year 3 to Year 6). All events went

ahead as planned and student participation was very high.

McKenzie was victorious in the Cross Country and 3-6 Carnival,

with Marsh winning the Spirit Shield. Students attended extra

training sessions for these competitions both before school and

during Friday sport to compliment the instruction they received

during Physical Education lessons.

Several outside providers were utilised by the school to assist

in the delivery of specific skills to our students. Atwell College

students were invited to coach our Netball and Touch Rugby

teams and Lacrosse WA ran clinics that assisted our

Interschool teams in preparing for competition. There was

also an afterschool sporting program run by Atwell staff in

both Term 2 and Term 3 that had students from Years 4 to 6

compete once a week in modified games.

Atwell Physical Education staff participated in a number of

Professional Learning experiences as a team and as part of

20

the Cockburn Central Education Network. These experiences included further instruction on the Western

Australian Curriculum, integration of IT into Physical Education lessons, SMART goal setting and SEN

reporting practice. We in the Physical Education department are looking forward to another successful

year in 2017.

Bryden Smith

Music

The Music program encourages students to explore and experiment with a variety of instruments while

constantly improving and learning the skills in order to empower students to become their own musicians.

The program gives opportunities for students to; analyse, improvise, play, compose, perform, sing, write,

listen, read and think musically. The program is designed to excite and stimulate the senses while guiding

students to reach their musical potential.

The focus for Music across the upper year levels in Semester 1 was learning the skills to be able to read and

perform music on a tuned instrument, including their voice. There was a strong drumming focus allowing

students to explore and read new rhythms, while creating whole class ensembles and individual challenges

using new sounds and beats. Students in the lower year levels listened to and learned a repertoire of short

songs to discover and/or continue their learning of instruments, rhythm names, dynamics and other basic

music theory.

In Semester 2, all students continued their learning with the Kodaly methods deepening and strengthening

their understanding of pitch, melody, rhythm and tonality. Senior students can confidently demonstrate

their understanding through sight reading unknown pieces. They sing and identify correct pitch and rhythm

from staff notation. They also have progressed to playing and singing six pitch pieces, without support and

have a variety of rhythms that they can identify. To help encourage instrumental ability and to broaden

music knowledge, senior students have eagerly begun to play all the instruments in the music room,

including ukulele, keyboard and guitar. Junior students used a variety of Orff and Kodaly strategies when

learning music literacy and photo/video diaries in each class to help students assess and continue their

progress. The students enjoy composing and listening to all the new and interesting sounds while making

use of percussion instruments in each lesson. All year levels also had the opportunity to explore music

technology with the use of laptops and iPads, using online programs and applications like Garageband and

other music apps to help practice music skills. Music monitors and Choir Captains were also continued this

year, enabling these students to gain valuable experience in supporting staff and their peers.

The School of Instrumental Music Program (SIM) continued again this year with four areas: guitar, brass,

flute and clarinet. We have been lucky enough to have the same teachers as last year allowing our students

continued positive success. These students perform twice throughout the year at school assemblies,

allowing students to get a taste of live instrument performance. The Atwell Area Band also gives SIM

21

students in Year 6 the opportunity to practice and perform on a larger scale with students from six other

schools in the local area during Term 4.

A group of talented students, known as the “Instrumental Group”, practice and accompany the school for

the singing of the national anthem. They perform in small groups or individually using guitars, flutes,

keyboards, brass instruments and violin.

Kirby Schell

Visual Arts

The beginning of 2016 saw the Art monitors embark on a mural

project for the Kindergarten area. The underwater scene

includes clay work and colourful images of marine life and was

well received with enthusiasm by the Kindy children.

The theme for 2016 CCEN Atwell Zone Exhibition was

‘Environment’. The intention was that as many students as

possible were included in the exhibition, and like last year, it

proved to be very successful. Of particular note was the installation ‘Just another Face in the Wall’ which

attracted a lot of admiration. The installation was designed by the Year 5 and Year 6 students using tin cans

and papier–mâché. While the tins vary slightly in size and shape each students work is uniquely different.

Year 6 also made papier–mâché barnacles inspired by the works of Andy Goldsworthy. Choosing various

items and materials they created a totally unique piece of art incorporating the barnacles they had made.

Year 3’s art works were inspired by the British artist David Hockney. The Year 3 students painted on

recycled apple cartons. The bumpy surface lent itself nicely to winding roads often found in his landscape

scenes of rural England. Influenced by one of Australia’s leading artists of the 20th century, Sir Sidney

Nolan, the Year 4 students depicted Ned Kelly, the bushranger and outlaw, again on apple cartons.

Year 1 and 2 students worked on a papier–mâché project and used textiles to decorate their final product.

They also experimented with oil pastels and watercolours, learning how to blend. Students have also

engaged in 3D construction using modelling clay.

The Art room continues to have an ‘open door’ policy where students who

enjoy art can finish their work off quietly as long as they take full

responsibility for packing their work away and tidying up before the bell

goes for class.

22

Learning Journey proved to be very popular with a high volume of parents and grandparents enjoying the

Art on display. The Art Monitors were a tremendous help, retrieving portfolios for parents to view upon

request. Art was also displayed in classrooms so that every child had the opportunity to display a piece of

work.

In 2017 the Atwell Zone Exhibition will be held in August and the theme is ‘A Tale to Tell’. Focusing on

narrative art the theme lends itself to working collaboratively with classroom teachers and their literacy

programs. Planning is already underway for this exhibition and it is hoped it will be a highlight of next

year’s calendar.

Emma Daley

Languages

The overall aim of the Italian program is to enable students to understand the lifelong advantages to

learning another language including cognitive, social, economic and health benefits. Continuously

improving students’ awareness and use of their listening, responding and speaking in Italian remained the

primary focus of the Language program at Atwell Primary Independent Public School.

This rigorous and inclusive program had direct links to NAPLAN as well as a generic literacy focus. Everyday

language was encouraged and used as much as possible in and out of the classroom.

Years Two to Six students attended a weekly one hour lesson of Italian. Each student was responsible for

completing their fortnightly checklist to gauge what they had learned and notice any gaps in their learning

they could improve on.

To enable students to demonstrate awareness of cultural diversity and practices in the Italian–speaking

communities, all students were involved in some form of cultural and geographical learning about Italy.

This included mapping, famous historical celebrations, events and famous people.

Lower primary students revised topics from the previous year and were engaged in topics on number

counting to 100 and basic conversational questions. Vocabulary related to feelings, names, ages, places of

living, family, pets, colours, classroom objects were studied. They also learned definite and indefinite

articles and the main differences between feminine, masculine, singular and plural nouns and adjectives.

Upper primary students participated in oral and written tasks

providing them with opportunities to recognise the diversity of

language systems through writing (spelling, punctuation, use of

pronouns, verb groups and conjugation, use of conjunctions, and

letter writing formats). Some of the topics covered for the year

included: classroom and everyday language, greetings, asking and

answering questions in regards to names, feelings, age, place of

living, describing oneself, clothing, birthday, time, cost, family,

pets, nationality, likes and dislikes, numbers 1-1000, noun and adjective rules: gender and number

agreements. Participation and demonstration of sound viewing, reading and writing skills using varied

genres of text type such as postcards, letters and dialogues were also required.

23

The ‘Learning Journey’ in Semester 2 proved successful again with students and family members entering

the Italian classroom to view and share students’ array of work.

Years 3 to 6 paying students participated in the WA State Championships

online World Language Perfect competition held over a week in the

month of May. Students competed in a range of Italian topics which

tested their listening, reading and spelling skills. Out of a total of 102

schools competing in Italian in Western Australia, Atwell Primary

Independent Public School came in 3rd place (just behind Penhros and

Aquinas).

All students also took part in the Year of the Pulses competition run by the Italo-Australian Welfare and

Cultural Centre. Discussions and posters ranged from knowledge of pulses, lupins, chickpeas and lentils,

their importance and how various countries used these in their local dishes.

A Year 6 student from Atwell Primary was the overall winner for that year level out of all the schools

partaking in Western Australia and three upper primary students were awarded merit certificates for

submitting entries reflecting a very high standard of work.

With the upcoming implementation of the new mandated Western Australian Curriculum for Languages

due to start in 2018 with the Year 3 cohort, I was privileged to be part of the Key Language Leaders

initiative and the School Curriculum and Standards Authority focusing on the familiarisation period to get

to know the new curriculum and Judging Standards materials available to support teachers in their

assessment of student achievement.

Future Directions:

Continue to develop skills, understanding and use of all three outcomes: Listening, Responding and

Speaking (LRS), Viewing, Reading and Responding (VRR) and Writing (W).

Continue to participate in professional learning for the mandated implementation of the Western

Australian Curriculum for Languages starting in 2018 for the Year 3 cohort in order to smoothly

transition to the new curriculum.

Continued use of ICT using the interactive whiteboard in the classroom throughout the year to view

various documentaries and interactive tasks as a class to enhance discussions. The use of library

computers once a term to use ‘languages online’ to consolidate student understanding.

Ongoing participation in future language competitions for students to use, test, consolidate and

further improve their knowledge of Italian.

Virginie Van Der Merwe

24

Information, Communication and Technology

During the 2016 school year Atwell Primary Independent Public School continued its commitment to

enhance student learning through the integration of learning technologies into the curriculum by

maintaining and expanding the resources available to staff and students, providing professional learning

opportunities and supporting staff and students in their use of ICT.

The school’s commitment to maintaining up to date technology continued with the purchase of a number

of desktop computers, notebooks and chromebooks. The notebook trolleys continued to be upgraded with

64 notebooks available for student use and 10 for short term loan by teachers. A further 15 desktop

computers were replaced in the library with notebooks giving students greater freedom and workspace. A

video wall was purchased for Mort Hall to better cater for assemblies, presentations, professional learning

and graduation.

Atwell Primary Independent Public School’s mobile learning program continued with the purchase of extra

iPads. The school is now running 146 iPads and these are in constant, heavy use across the school. There

are two sets of 32 iPads for whole-class use, two sets of 10 iPads for small group work and a set of 10 iPads

to support SAER and EAL students. Sets of 6 iPads with charging cubes have been placed in each

Kindergarten and Pre-primary class. A set of 32 Microsoft Surfaces are available for middle and upper

primary student use and two sets of 32 Chromebooks for use by Year 6 classes with a further set of 32 for

Year 4 and 5 use. Currently there are 372 mobile devices available.

The ICT team at Atwell worked with teachers throughout the year to support their use of ICT. Teacher

confidence is one of the most important factors in using ICT in schools and the support they receive is

invaluable in their development of innovative teacher and learning programs for their students.

The Atwell Primary Independent Public School commitment to the CCEN ICT group continued in 2016 and

we provided a venue for interested teachers and administrators in the network to discuss learning

technology in their schools. The group again made use of Connect to share resources and expertise in

2016.

The school is progressing in its implementation of the Department of Education’s Connect platform. A

number of senior classes made use of Connect and Department of Education assigned email addresses, to

participate in innovative learning activities for students, while staff have made use of Connect

Communities to participate in professional learning and engage with the CCEN. Further professional

learning on Connect will be provided throughout 2017 in order to take full advantage of the site.

To complement our subscription to the online video service, Clickview, the school has extended its

subscriptions to Ziptales and Mathletics and Skoolbo which students use both in class and at home.

The role of the school website has continued to expand in 2016. The website is a repository of information

about Atwell Primary Independent Public School, its programs, procedures and general news and

achievements. It is anticipated that the role of the website will grow further in the 2017 school year. The

extra time given to the ICT & Resources Officer has proved very beneficial and will look to extending the

25

role further in 2017. Using Mail Chimp parents continue to receive weekly emails linking to important parts

of the site and also to the school newsletter and Principal’s Update.

Future Directions

further expand the role of the school website in providing access to information for community

members

expand the role of Connect and student email in learning programs

explore the use of Google’s productivity apps: Docs, Slides and Sheets

provide further professional learning on the effective integration of ICT into the curriculum, including

the ICT general capability

use Australian Communication and Media Authority resources to engage students in online safety

learning

create a forum for teachers to share and discuss ICT integration and the ICT general capability

maintain and continue development of the school network and devices

Extend the ICT & Resources Officer role to 5 days

Incorporate/ integrate the use of Digital Technologies into the curriculum areas

Prepare the school for Naplan online

Peter Gerrard

Kindergarten

In 2016, Atwell Primary Independent Public School Kindergarten

commenced its third year back on the Primary School site. Two

classrooms were increased to three due to increasing numbers of

students and also enrolments of ‘out of area’ students who failed

to get a place at their local intake school. Kindergarten operated

with an average of 112 students divided into six kindergarten

groups. Six teachers and ten education assistants working with

the students throughout the week were able to deliver an

effective curriculum catering for the individual needs of the

students.

Kindergarten planning once again observed the Early Years Learning Framework, The National Quality

Standard and the Kindergarten Curriculum Guidelines. Reporting to parents continued very much the same

as 2015 with Portfolios going home at least twice per term along with a student report each semester.

Throughout 2016, the Cockburn Central Education Network

continued to offer opportunities for Kindergarten staff to

participate in professional development at several schools within

the Cockburn district of schools. Atwell Kindergarten was well

represented at these sessions with teachers and education

assistants in attendance.

26

In the normal tradition, the school year commenced with a Parent Information Session hosted by the

Kindergarten teachers; the purpose of which was to briefly outline the Kindergarten curriculum and explain

the routines, expectations for students and parents, and to explain the methods of operation in each

classroom.

The school nurse commenced annual hearing and vision checks early in Term 2 and assisted teachers with

referrals to child development specialists as required. She also provided professional learning to educate

staff members on Anaphylaxis and Epilepsy.

The School Plan for 2016 included an extension to the Kindergarten sand pit which was completed early in

the year. A deputy and one of the teachers contributed to this space by making portable sinks that could

be attached to a water supply, making the area very attractive to the children and a valuable aid to their

learning. They also constructed an Australian Habitat that houses a collection of Australian native animal

figurines, in line with our class names, and a ‘barbecue’ area. A little fairy garden is also gradually

emerging under one of the trees. The next step for the outdoor classroom will be to enhance the ‘mud’

kitchen by installing workbenches near the sinks and a small performing stage. An application for funding

for this venture has been made to the Finance Committee and the P&C.

In 2016, much of the Kindergarten budget was used to buy science resources and a big ticket item, a giant

light cube. Some large spinning toys were purchased as recommended by an occupational therapist to

promote development of balance and coordination in children. Other major purchases included new role

play centre equipment, wooden jigsaw puzzles and a sit on excavator for the sand pit.

Traditional and community events that took place in 2016 included Harmony Day on which students and

teachers celebrated the cultural background/history of each Kindergarten student and their families,

Easter celebrations with a secret visit from the Easter Bunny, followed closely by our Mother’s Day

Afternoon Teas early in Term 2.

Other events throughout the year included Father’s Evening, Pirate Day, and Book Week Dress-Up and

Parade. Kindergarten students also attend St John’s Ambulance sessions aimed to teach the students basic

first aid. This was backed up by a volunteer parent who, as a paramedic, brought his ambulance to Kindy

to show to the children.

Environmental learning continued in the use of our Kindergarten Garden beds that were allocated to each

Kindy class. We participated in the Clean Up Atwell day by conducting an emu stalk in the play areas and

consistently taught the children which items can be put into the classroom paper recycling boxes.

The annual Kindergarten Fun Sports Carnival was also held in

the Kindergarten playground with help from Mr Jones, Miss

Zappa and the year six faction captains. As usual, the events

took on the early childhood theme of nursery rhymes and

traditional tales, and were backed up by a selection of music

that added to the carnival atmosphere. Once again the

27

parent “Roll Out the Barrel” relay proved to be a popular and exciting finale.

In November, the annual intake meeting for the 2017 kindergarten intake took place in the school hall.

The school Principal, Kindergarten teachers, Curriculum Deputy, P&C president, Chaplain, school nurse,

and the manager of the out of school hours care facility, provided information on school and Kindergarten

procedures, routines, expectations for students, Early Childhood curriculum and other facilities offered at

the school.

Later in November, the new Kindergarten children and their parents were offered an opportunity to

experience Kindergarten for the afternoon. This was the third time the event had been held at the school

and it was very well attended by the families and gave the teachers an opportunity to meet their new

students and their parents in an informal setting.

As the end of the year approached, the Kindergarten teachers liaised with the Pre-

primary teachers to organise an afternoon for students to visit the Pre-primary

centre. The afternoon was designed to assist students with their transition from

Kindergarten to Pre-primary. Each Kindergarten class visited a classroom to

familiarise the students with the Pre-primary environment, playground and

routines.

In Term 4 the students participated in weekly music and dance rehearsals as they

prepared for an end of year performance for their families. The Kindergarten year

concluded with parents and families attending the performance by the children,

followed by a presentation ceremony in the Kindergarten classrooms. The children were then awarded

certificates and presented with books to signify completion of their Kindergarten year. Finally,

Kindergarten staff, parents and children enjoyed a celebratory party to say their final goodbyes for the

year.

Dawn Woodfin

Pre-primary

In 2016, 98 students attended Atwell Pre-primary. Teachers used the Western Australian Curriculum to

plan learning programs in English, Mathematics, Science, Humanities, Health and Physical Education and

the Arts. To assist with planning in English they also used First Steps Reading, Key Links for Writing and

Phonics International together with Letters and Sounds for a synthetic approach to teaching phonics. To

assist with Mathematical understanding they referred to First Steps

and the Concrete, Pictorial and Abstract approach (CPA). Teachers

used the Music Room program to teach students early concepts of

music including the elements of beat, pitch, fast and slow, loud and

soft. Students were then able to practise these concepts through

listening, singing, playing and moving.

To support early planning staff used the On-entry Assessment as a

data gathering tool to help identify and prioritise early intervention

28

needs for students at educational risk. Classroom programs were then differentiated to guarantee all

students were catered for with learning activities at their ability level.

A daily Fundamental Movement Skills (FMS) program was run each morning to teach skills of physical

activity. Students participated in structured activities to focus on the development of skills in body

management, locomotion and object control. Students engaged in games to promote cooperation with

other students in partner, small and large group situations.

Reporting to Parents

Pre-primary teachers report to their families in a number of ways. Early in Term 1 an information session is

held to explain each classroom’s procedures and Pre-primary learning programs for 2016.

Following the On-Entry Assessment a report in English and Mathematics together with some strategies to

assist students learning is given to each family.

During each term common assessment tasks are conducted in all learning areas. These tasks are developed

by the teaching team and following moderation are placed into a Pre-primary Assessment Portfolio which

goes home at the end of each term.

At the end of each semester teachers complete an online report with the WA Education Department.

In Term 3 families are invited to attend an open night, Atwell Primary Independent Public School Learning

Journey, to share and celebrate their child’s learning.

Homework Programs

Students took home:

Weekly - a picture book: to help develop early literacy skills and comprehension; and a library book: to

encourage reading for pleasure.

Nightly - high frequency word lists containing 100 words for mastery as listed by the WA Department of

Education. Small readers were also sent home, aimed at improving student’s fluency, decoding skills and

high frequency word reading.

Events

To promote the value and fun of reading Pre-Primaries participated in the annual Book Week Parade

where students dressed as characters from a shared class book and decorated a poster for their classroom

door. They joined with over 500 000 children at over 3 100 locations across Australia to enjoy The National

Simultaneous Story-time book for 2016 ‘I Got This Hat’ by Jol and Kate Temple.

To celebrate learning in Health and Physical education – being healthy, safe and active the students helped

prepare healthy food for their recess and lunch and then went to Jungle Gym where they had exclusive use

of the gym floor for an action packed session to improve agility, coordination and confidence on

specialised equipment.

29

They participated in four incursions. Constable Care visited with a puppet show to teach about road safety

and Aboriginal dancers performed during NAIDOC Week. St John’s Ambulance visited to talk to us about

safety in the home. In Science Week we were invited to attend an incursion presented by Richard Scholes,

The Magical World of Crazy Science.

A Mother’s Day afternoon tea and a Father’s Day breakfast were held to celebrate these special occasions

and were attended by more than 90% of our families. These events allowed the students to share and

celebrate their learning with their families, many of whom do not get to regularly visit Pre-primary. Family

members had with an opportunity to interact with their child, staff and one another in an informal

environment.

During the year Atwell Pre-primary students partook in some special day

celebrations. During Harmony Week every child made and decorated a salt

dough hand and then gathered together in the Pre-primary yard to discuss

and celebrate diversity. More than 100 hands were displayed on our fence

for the day and many positive comments from the community were

received.

During November, they joined over 600,000 students from more than 2,500 schools to celebrate music and

sang the same song, on the same day, at the same time.

Each class presented items at assembly in the Mort Hall. These assemblies were well-

attended by family members and many positive comments were made by staff,

children and parents.

A hugely anticipated event for all classes in 2016 was the 100th day of school. Children

began counting each school day on their first day of Pre-primary and celebrated the

100th day by dressing up as a 100 year old and having a variety of fun activities to

count to 100! This Maths initiative helps students

to understand large numbers and the passage of

time.

To celebrate our super year of learning we held the annual Super

Hero Day where students were invited to dress up as a super hero and

share in activities for super learners.

Pre-primary students, once again, participated in the Junior Sports

Carnival. The day was a huge success with all students and families enjoying the fun and games.

Towards the end of 2016 students were involved in a transition program to Year One, where they had the

opportunity to meet the Year One teachers and participate in a play session.

Students ended the year on a high, with each class connecting with the whole school at the Presentation

Assembly where a book was presented to an individual student from each class.

Sue Hole

30

Student Services

Student Services at Atwell Primary Independent Public School is an integral part of supporting students and

their families by fostering the development of a child’s academic, social and emotional and/or physical

health. The Student Services Team consists of two Deputy Principals, School Chaplain, School Psychologist,

Community Health Nurse and EALD teacher. The team work in partnership with the teaching staff to

develop documented plans that cater for the individual needs of students. They meet and communicate

regularly with teachers, parents, caregivers, therapists and other outside agencies such as the Department

of Child Protection and Family Support to assist in the management of documented plans.

The Student Services team strives to meet the goals established for each year. They include:

Ongoing focus on early identification and intervention

Supporting staff with planning and implementing documented plans that outline the learning

adjustments being made to cater for a child’s ability

Collection of data and the upkeep of records

Establishing and maintaining positive partnerships with all stakeholders

Maintaining a sound understanding of the Disability Resourcing System

Establish, improve and maintain partnerships with outside agencies (e.g. NDIS My Way, CPFS, private

therapists etc.)

Atwell Primary Independent Public School and Fremantle Child Development Service/Child and Adolescent

Community Health have maintained our partnership in providing an additional site for children in our

network to access targeted health services and therapy sessions. The Child and Adolescent Community

Health provide Allied Health Services such Speech Pathology, Occupational Therapy, Physiotherapy, Clinical

Psychology and Social Work. The individual and group therapy sessions are targeted to meet the needs of

the individuals attending.

Attendance

Atwell Primary Independent Public School has maintained high expectations for student attendance. Our

staff monitor this closely to ensure all students are accessing the opportunities school provides through

their teaching and learning programs. We maintain high attendance rates and this will be an ongoing focus

for 2017.

31

1 34,533.00$ 34,725.50$

2 151,046.00$ 150,950.24$

3 -$ -$

4 66,460.00$ 66,459.59$

5 6,005.00$ 6,010.79$

6 -$ -$

7 825.00$ 825.00$

8 -$ -$

9 -$ -$

10 386,692.00$ 386,711.97$

11 60,123.00$ 60,123.00$

705,684.00$ 705,806.09$

281,894.00$ 281,894.15$

987,578.00$ 987,700.24$

Locally Generated Revenue258,146.12$

DoE Grants -$

Other Govt Grants 825.00$

Other 386,711.97$

Transfers 60,123.00$

705,806.09$

1 30,890.08$ 22,619.85$

2 -$ -$

3 146,500.00$ 113,157.82$

4 96,806.88$ 82,568.99$

5 90,146.00$ 60,737.15$

6 149,053.00$ 124,789.92$

7 261,175.05$ 232,155.00$

8 26,067.81$ 18,408.85$

9 13,851.00$ 13,620.05$

10 0.50-$ -$

11 7,445.05$ 4,427.79$

12 87,903.69$ 87,904.00$

909,838.06$ 760,389.42$

Bank Balance 656,747.17$ Made up of: -$

1 General Fund Balance 227,310.82$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 431,650.40$ 5 Suspense Accounts 2,611.95$ 6 Cash Advances -$ 7 Tax Position 4,826.00-$

656,747.17$ Total Bank Balance

Cash Position as at:

Other

Transfers to Reserves

Total

Assets and Resources

Education Services

Other Specific Programs

Salary Pool Payments to Central Office

Budget ActualExpenditure

Trading Activities

Administration

Leases

Utilities

Repairs/Maintenance/Grounds

Capital Works

Financial Summary as at

Actual

6 January 2017

Total Funds Available

Internal Transfers

BudgetRevenue - Cash

Trading Activities

Other

Opening Balance

Voluntary Contributions

Charges and Fees

Government Allowances

P&C Contributions

Commonwealth Govt Grants

Fundraising/Donations/Sponsorships

DoE Grants

Other State Govt Grants

Total

0

50

100

150

200

250

300

350

400

450

$000

Revenue Source

Revenue - Budget vs Actual

Budget Actual

Locally Generated Revenue

37%

DoE Grants0%

Other Govt Grants0%

Other 55%

Transfers8%

Current Year Actual Revenue Sources

-50

0

50

100

150

200

250

300

$000

Expenditure Purpose

Expenditure - Budget vs Actual

Budget Actual

10

60

110

160

210

260

310

360

410

460

$000

Cash Position

Insert your School Logo Here or Delete if not

required

Financial Report