ANNUAL REPORT

2020

PRINCIPAL’S MESSAGE The 2020 Annual Report provides parents and members of the wider community with information about our school, its programs and students.

The report highlights our school’s strengths and also identifies areas for improvement through comments, graphical representation and analysis of student and school performance.

By the conclusion of 2020 we had completed our three-year School Planning cycle. A timeline for a new School Planning cycle and the corresponding self-assessment processes were approved by the School Board. The Board underwent a small turnover in membership in 2020 and this is positive for our Public School Review scheduled in Term 4, 2021.

Student enrolments were 596 in 2020. Historically, enrolments range between 575 and 600 students.

In 2020, we placed a focus on further enhancing school culture, connection and collaborative practices, and refreshing our school environment. Significant energy, resourcing and persistence improved many aspects of the internal and external look and feel of our school. This process included decluttering all areas, re-structuring the teaching and learning environment and creating new facilities and areas for staff and students. We now have a new school logo to match our vision of Connected, Engaged and Successful.

Hillarys Primary continues to provide outstanding teaching and learning experiences and activities for students. We celebrated many excellent achievements, both academic and non-academic in 2020. This included, but is not limited to, core learning area certificates, values certificates, academic scholarships, sporting achievements, citizenship acknowledgements and Arts awards. This is well-earned recognition for the efforts of all staff and parents, and our students.

The School Board and the P&C continue to provide much-needed assistance to the general operations of the school. The level of care, patience, support and understanding received by the school community during the COVID-19 lockdown was simply outstanding. Thank you.

I acknowledge and commend the hard work and dedication of the staff, teaching and non-teaching. Their efforts, combined with a proactive School Board and P&C, have had a positive impact on all students at Hillarys Primary.

We look forward to the Hillarys Primary Redevelopment Project which will see a new school built on the current site. This project is due to commence in Term 1, 2022.

Best regards and stay safe.

Trevor MitchellPRINCIPAL

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OVERVIEW OF HILLARYS PRIMARY SCHOOLHillarys Primary School serves the coastal suburb of Hillarys, 25 kilometres North-West of Perth. The school’s vision of Connected Community, Engaged Educators, Successful Students reflects a strong commitment to cooperation, effective pastoral care and student learning. Emphasis is placed on all students achieving their potential in a safe, supportive and inclusive learning environment where collaborative teaching is encouraged, and where significant opportunities for extension and challenge, as well as educational support, are provided.

A number of Pastoral Care initiatives operate throughout the school under the Be You banner, with a focus on values education throughout the school. Programs such as Mentoring and Buddies are valued by all, and our students continue to be strongly supported by our school staff and community. Although COVID-19 pandemic restrictions greatly affected daily life, we are grateful for the support we received from the school community during our endeavours to lessen the impact of reduced face-to-face teaching. As restrictions gradually lifted, we again appreciated our school community’s level of understanding and cooperation as we worked to keep everyone safe.

Currently, Hillarys operates a Languages program that offers students cultural and hands-on perspectives of both French and Japanese languages. Students from Gunma Kokusai Academy in Japan usually visit for two and a half weeks in Term Four, stay with Hillarys families, and attend class with their host buddies. This did not occur in 2020. Specialist teaching for Music includes instrumental music and choir, in addition to class lessons. The Physical Education program provides opportunities for individual and team representation in a variety of sports and our science program continues to support a strong STEM initiative throughout the school. Although some special programs and performances were cancelled in 2020, our Specialists are looking forward to providing opportunities and experiences beyond the curriculum once again in 2021.

The following features have earned the school a positive reputation in the local community. Some aspects were COVID-affected in 2020. The School Garden project includes hydroponics and aquaculture. Our kitchen garden

and the Pre-primary sensory garden receive positive support and recognition from the community, as well as through grants and publicity by sustainability organisations such as Wastewise and Waterwise.

The music program, with junior and senior choirs and a variety of instrumental options, adds an arts flavour to the school during assemblies. After-school concerts including One Big Voice and the WAGSM concert were cancelled in 2020.

School assemblies featuring each class in turn promote a happy, friendly environment. These assemblies showcase student involvement and demonstrate the results of our Speak Up program with its emphasis on public speaking, which is a strong feature of our English programs throughout the school. Assemblies were restricted to Semester Two.

Physical Education Programs, including a daily activity program, promote positive attitudes towards active lifestyles and fitness. In 2020, students were encouraged to participate in swimming, cross country, athletics, triathlon events and winter sporting carnivals, COVID permitting. The annual P&C organised Lapathon was cancelled.

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Each classroom has access to computers and iPads to support learning programs. Interactive whiteboards and data projectors are being replaced with interactive panels or smart TVs and a highly-motivating, integrated learning environment is evident throughout the school. An unexpected consequence of our continued advances in technology was the confident transition to distance learning during lockdown.

Extension and Challenge programs are offered to children with high ability, while students who are not achieving their potential are supported through individual and group learning programs.

STUDENT INFORMATIONOur enrolments during 2020 commenced with 572 children from Kindergarten to Year 6. This was 13 less than the previous year. Numbers throughout the year peaked at 596. Hillarys Primary School operates as a local intake school. There is usually a tendency towards transiency over the year, with 38 arrivals and 21 departures in 2019. In 2020, there were 21 arrivals and 67 departures.

ATTENDANCE

Student attendance 2017-19. Next update will be 2021. 2020 data COVID affected.Student Attendance

School Year School State Like Schools

2017 95.1% 92.7% 94.8%

2018 95.0% 92.6% 94.5%

2019 94.4% 91.6% 94.0%

The school’s attendance rate is commensurate with Like Schools and slightly better than the state average.

Recommendations – being mindful of COVID-19 restrictions Follow up letters and contact with parents of students with unexplained or frequent

absences Monitoring of students with frequent holiday absences. Use of School Psychologist to follow up high-risk students. Maintaining positive relationships, communication and support for families

experiencing difficulties with student attendance.

SECONDARY DESTINATIONS 2020 school destinations of the 2019 student cohortMale: 37 Female: 35 Total: 72

Destination Schools Male Female TOTAL

Duncraig Senior High School 26 28 54Belridge Secondary College 2 1 3St Mark’s Anglican Community School 2 1 3Kingsway Christian College 1 1 2Sacred Heart College 2 2Atwell College 1 1Belridge Secondary ESC 1 1Hale School 1 1John Curtin College of the Arts 1 1Lake Joondalup Baptist College 1 1Perth Modern School 1 1

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St Stephen’s School 1 1Woodvale Secondary College 1 1

SUSPENSION DATAYear Number of Suspensions Number of students Total Number of Days

2020 13 2 20

2019 7 4 10

2018 2 2 2

STAFFProfile of school staff

For 2020 the staff remained very stable with one new teaching appointment being made. Hillarys Primary School has a very professional and experienced staff. We have three Level 3 Teachers, three graduate teachers and 12 Senior Teachers.

Staff retention rate for 2019

Staff Retention DataTotal teaching staff 37

Teaching staff retained from previous year 33

Staff Retention Rate 89%

Staff professional learning

Teachers and Education Assistants participated in numerous professional learning sessions during the year. COVID-19 restrictions meant that network meetings were cancelled and most PL was accessed onsite or online. Learning hubs were formed and PL was staff-generated. Content included, but was not limited to:

ClassDojo

Connect

OneNote

Diana Rigg - new resources

Mathletics

Reading Eggs

Seven Steps for Writing

Programs to support online learning

STEM

SoundWaves

Creaney PEAC - questioning techniques

Literacy Pro

Zones of Regulation

Autism - Sonya Moyle

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School culture, collaboration and collaborative leadership

In 2021 we will revert to a more formalised approach, with applications for PL being submitted and centrally maintained, networking restored, and offsite opportunities accessed.

REVIEW OF STUDENT ACHIEVEMENTThe school collects information relating to student performance from a variety of system, standardised and teacher assessments. For students in Years 1-6 this includes NAPLAN and school-based standardised testing in Reading Comprehension, Spelling, Mathematics, Grammar and Punctuation. School-based NAPLAN, using previous years’ test papers and usually only conducted with Years 2, 4 and 6, was extended to include Years 3 and 5 when NAPLAN Online was cancelled due to COVID-19.

In the Early Years all Pre-Primary students are assessed through the On-Entry assessments in Oral Language, Reading, Writing and Numeracy, as well as school-based assessments including ACER testing, and PLD spelling and decoding assessments. This diagnostic information is used by all teachers when planning for intervention and extension, and underpins the continuous improvement expectations of all teaching programs. Information received through this testing is collated and used for planning for school improvement and student transition.

Meeting 2018-2020 Business Plan Targets NB Cancellation of NAPLAN due to the COVID-19 pandemic.

ENGLISHWriting:

Increase the number of Year 3 students in Band 5 or above. Increase the number of Year 5 students in the top 20% of students in Year 5. To be equal or greater as compared to network schools in the On Entry Assessment.

Reading: Increase the percentage of Year 3 and 5 students in the top 80% in Reading. Increase the percentage of student progress in the moderate to very high categories in

Reading from On-Entry to Year 3.

MATHEMATICS To increase the number of Year 3 students to Band 5 or above in NAPLAN Numeracy.  To increase the number of Year 5 students to Band 7 or above in NAPLAN Numeracy. Increase the percentage of student progress in the moderate to very high categories in

Numeracy from On-Entry to Year 3.

CRITICAL AND CREATIVE THINKING Develop a school wide culture of critical and creative thinking. Increase the engagement of students in higher order learning. Evidenced through AGAT

testing of a random sample of students from Year 2 – 6. Increase the knowledge and application of teachers to plan and teach a broad range of thinking processes.

WELLBEING Raise the percentage of students who achieve “consistently‟ or “often‟ in the resilience

areas of the ABE in formal semester reports. Effectively trial and use varied assessment data to monitor wellbeing programs.

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Student Achievement NAPLAN 2020 NAPLAN testing for Years 3 and 5 usually takes place in all schools in May. This did not occur in 2020 due to the COVID pandemic, so we were not provided with the usual NAPLAN Data. Instead, we used the 2018 and 2019 NAPLAN papers for in-school testing of our Year 2-6 students in Spelling, Grammar and Punctuation, Reading and Numeracy. In previous years, this strategy was reserved for Off Years Testing in Years 2, 4 and 6. Years 3 and 5 had already been exposed to the 2018 paper test as Years 2 and 4, so they were given the 2019 papers. Their results appear below. Although comparisons could not be made with like schools, and face-to-face teaching had been disrupted, the test results provided us with some useful data for forward planning. Comparison of Hillarys PS student results to Australian Schools’ average

Reading Spelling Grammar and Punctuation Numeracy

Year 3Hillarys students 446 423 427 409Australian Average 432 419 440 408

Year 5Hillarys students 514 527 513 527Australian Average 506 501 499 496

In 2021, it is recommended that we resume Off Years testing with Years 2, 4 and 6 in conjunction with the Online NAPLAN tests for Years 3 and 5.

STANDARDISED TESTINGPre-Primary On-Entry AssessmentAll Pre-primary students were assessed in Term 1 in both Literacy and Numeracy. In 2020 no Term 4 testing was conducted because repeating the Module 1 testing, when we are unable to access the next module in PP, would provide limited comparative data. Testing of the 2020 PP students will occur again in 2021 when the students enter Year 1 and are able to access Module 2. It is hoped that this will provide data that should give a more comprehensive overview of student achievement over the PP year. Only selected Year 1 students in 2021 will attempt the Module 2 numeracy assessments as the average results achieved by PP students in Term 1 and Term 4 (PAT assessments) demonstrate students attaining scaled scores at the higher end of the achievement scale Student enrolment in our two PP classes over the year remained at around 60 students, including two Special Needs students.

Attainment Level Literacy Numeracy

58 - 60 students Reading Speaking & ListeningTerm 1 Term 1

Above 80% 4 7 2260% - 79% 18 18 2840% - 59% 27 19 720% - 39% 9 12 0Less than 20% 3 1

Attainment Level WritingTerm 1

Above 16 07

12-15 38-11 34 - 7 29Less than 3 23

Analysis of Standardised Testing Data Standardised testing was administered early in Term Four for students from PP-6. Year levels completed a variety of assessments including PAT Reading Comprehension, Grammar and Punctuation, Written Spelling and Maths. These tests are from the Australian Council for Educational Research (ACER). PAT tests are normed to Australian Curriculum year level expectations. It is to be noted that not all year levels were assessed in ALL of these tests.

This is the first year that we have included Vocabulary, and the ACER General Abilities Test (AGAT). The AGAT has previously been used with a random sample of students, or with individual students where there has been a discrepancy between perceived ability and actual performance.

Results (in percentages - above, at, or below expected year level) indicate that the majority of students are achieving at or above year level expectations in most areas. This has not changed since the previous year.

Hillarys Primary School Student Standardised Testing Results for 2020 – PAT Tests

Stanine Number of students Reading

Written Spellin

g

Grammar Punctuatio

nMaths Vocabulary AGAT

Pre-primary7 and above

58 Students27% 60%

4 to 6 57% 40%3 and below 16% 0% Year 17 and above

63 students14% 43%

4 to 6 51% 57%3 and below 35% 0% Year 27 and above

87 students30% 28% 28%

4 to 6 52% 62% 64%3 and below 18% 10% 8% Year 37 and above

88 students23% 24% 49% 31% 46% 25%

4 to 6 56% 66% 45% 64% 42% 60%3 and below 21% 10% 6% 5% 12% 15% Year 47 and above

78 students35% 21% 34% 36% 45% 43%

4 to 6 47% 72% 62% 57% 48% 48%3 and below 18% 7% 4% 7% 7% 9%

Year 57 and above

89 students39% 25% 33% 37% 37% 44%

4 to 6 51% 70% 58% 54% 55% 50%

3 and below 11% 5% 9% 9% 8% 6% Year 67 and above

66 students40% 33% 31% 44% 38% 47%

4 to 6 50% 62% 58% 48% 56% 43%3 and below 10% 5% 11% 8% 6% 10%

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Writing results were reflected in a different scale showing a group mean. Both PP classes introduced the Seven Steps writing program in 2020 to supplement the oral narratives program already in place in each class. It is expected that the Module 2 writing assessment will indicate improved results due to increased student engagement throughout the year. Writing has been adopted as a priority area throughout the school for 2021 for all year levels.

LEARNING AREAS MATHSIn 2020, Hillarys Primary School continued its whole school approach to the teaching of Mathematics using the Signposts Texts as a resource aligned to support the implementation of the Australian Curriculum. This allowed us to have a consistent and collaborative plan in all year levels using the Signposts Teacher’s Manual, together with explicit teaching and common language usage. The Year 2-6 students used their text books as consumables, whilst the PP and Year 1s used it as an interactive using the IWBs as their main teaching tool. The texts were supported by using a wide range of resources across the school with a continuing emphasis on hands-on activities and the use of ICT where appropriate and available. With the financial support of the P&C, Mathletics was implemented for P-6 and Mathseeds for K. This was a valuable home learning tool during COVID-19 when the students were provided with the distance learning package. It was also used effectively to consolidate concepts taught in class throughout the year. It allowed for differentiation across the year levels.

Problem-solving remained a focus in 2020. In order to incorporate more critical and creative thinking in Mathematics, our common assessment task in each year level was open-ended and catered for a wider range of answers. Assessment was graded using rubrics. The new version of the New Wave Mental Mathematics text, which was used in Years 2-6, contained daily problem-solving questions. Year 1 students successfully used the Signpost Mentals 1 book for the first time. Results for our top-end students who competed in the Australian Mathematics Competition were higher than in previous years, which is a positive sign that problem-solving strategies are being embedded. Further consolidation and improving of problem-solving skills is still needed and thus will remain a focus in 2021. The Maths Team will provide the Problem-solving Scope and Sequence Strategies to encourage a common language and approach throughout the school.

This was the third year of our focus on improving basic facts knowledge across the school. Students in Years 1-6 competed in the weekly Maths Challenge every Friday after recess. There has been an improvement across all year levels in individual results, class averages and highest year scores. We continued to acknowledge the most improved and high achiever students with weekly certificates and overall top achievers were awarded at the conclusion of each term. Whole class improvement certificates, as recognition for increases in their class average from the previous term, were continued. The Maths Challenge will continue in 2021 and will be reviewed at the end of the year. All year levels between 1 and 6 used a mental mathematics text to support a growth of knowledge of a wide range of facts across all strands of Mathematics.

Due to COVID-19 restrictions, NAPLAN was cancelled. The school collected data through testing packages based on NAPLAN style questions for Years 2-6. Results indicate that we dropped the number of students in the top two bands in Year 3. This may have been affected by using a paper test which limited the ability of the more able students to tackle questions at the higher level that the online test allows. The Year 5s showed an increase in the number of students in the top two bands, a positive trend over the past three years. ACER PAT Testing was also completed during Semester 2.

The 2020 Operational Plan was based on the 2018-2020 Business Plan targets. The 2021 Operational Plan will aim to continue to build on this positive progress. Our focus in 2021 will continue to be basic fact knowledge and problem-solving skills. 9

ENGLISHThe English Team met on a regular basis and is seen to be a highly functioning team. Following the recommendation to have increased representation from all year levels, a staff member from K-6 was present at each meeting. This representation continued to enhance decision making processes and improved the communication links across the school. Some collaborative meetings were unable to be scheduled due to COVID-19 restrictions, however the cohesive and collaborative nature of the team was still very visible throughout. Excellent communication between team members was imperative to its success. Increased emphasis on feedback processes and collection of data was placed on each year level representative and the meeting minutes were available to all staff via email. Improved access to resources and documents on the Shared drive (in preparation for the arrival of new staff members and the review of the Business Plan) was successfully implemented. The strength of the English team was evident throughout regular reviews of the English Operational Plan. Targets, strategies and milestones were constantly being reviewed and consistent reflection supported agreed focus areas for curriculum implementation. Our planning processes were consultative, inclusive and coherent. Whole school plans were highly evident and reflected accurate beliefs and teaching practices. A whole school approach to English has always been promoted within our school and continued to be a high priority.

Built in practices ensured data was analysed and targeted action implemented. Positive progress toward achieving our targets was highly visible. Although formal Year 3 and 5 NAPLAN testing was deferred and our testing regime interrupted, overviews of alternative testing methods, results, summaries of achievement and student progress were published and available for review and discussion. Off Years NAPLAN testing in Years 2, 4 and 6 was extended to include Years 3 and 5, and provided staff with in-depth analysis of individual, class, year level and cohort performances. Targeted action to improve practice was highly visible. Extensive review of PAT tests and reporting data determined focus areas for improvement and these have been addressed in the English Operational Plan for 2021. Extensive individual data records and spreadsheets have been circulated to staff, and are an essential component of the class transition documents.

With a proactive examination of best practice, staff continued to review pedagogy and approaches to teaching Writing through the ‘Seven Steps to Writing’ program. It is agreed that this new initiative is highly successful in changing student attitudes and responses to writing tasks. Interruptions to both staff professional development and student learning opportunities due to COVID restrictions were detrimental to the full implementation of this new initiative and further application will be a high priority. Previously conducted workshops have provided good grounding for some staff, and the sharing of skills, knowledge and expertise through a peer mentor support approach will be encouraged to assist new staff, Pre-primary and Year 1 and 2 teachers throughout 2021. Annual purchase of online resources for this program, together with professional learning and the consolidation of effective, motivating tasks and strategies to improve student performance, is ongoing. Informed decisions regarding future directions in Writing and general trends is supported by a wide range of individual, group and whole school data. The acquisition and consolidation of typing and word processing skills was, and continues to be, a key focus for success in Writing. Key strategies have been highlighted in the 2021 English, ICT, and Critical and Creative Thinking Operational plans for future improvement. Knowledge of writing frameworks and assessment tasks is a key component of our planning and assessment outlines, so common assessment tasks and moderation activities are agreed upon and mandated within HPS Self-assessment Schedule. Year level feedback and rigorous collaborative discussions, sharing of ideas, plans and assessment procedures combined with the use of exemplars is positively received by teachers and enables them to competently and confidently report to parents against achievement standards. It is anticipated that staff will combine with other schools in the Duncraig Partnership in Term 1 2021 for moderation tasks in Writing.10

Results indicated improved progress in Spelling, and data provided from the PAT Vocabulary testing showed positive improvements in application and understanding, although ‘spelling in context’ needs to be a continued focus for some cohorts. As aligned with the Operational Plan, specific individuals, cohorts and bands of students were targeted for intervention and support following testing regimes. Our whole school plan underpins the implementation of PLD explicit teaching and a phonological approach for K-PP, combined with the Soundwaves program for Year 1-6. Specific testing will be conducted within the first few weeks of Term 1 2021 and will provide a positive medium for identifying further areas of concern and focus. Punctuation and Grammar testing results were once again very strong and confirm a positive growth in student understanding of terms and grammatical vocabulary. Whole school editing plans and an agreed focus on explicit teaching of frameworks are imperative to our success. A uniform vocabulary, classroom resources and consistent strategies throughout the school are the continued key elements of our approach at HPS.

As aligned with the whole school focus on Critical and Creative Thinking, questioning types and techniques will be highlighted throughout reading lessons and a continued emphasis on inferential comprehension skills will be implemented. A shared approach to explicit teaching of comprehension strategies plays an integral role in addressing comprehension levels. With an identified need to address higher order thinking skills, critical thinking and inferential questions and responses, the English Team endorses and supports the Literacy Pro Reading program through Scholastic Learning Zone. All Literacy Pro and Springboard into Comprehension resources are now up to date for both home based and classroom comprehension activities. The English Team initiated increased testing regimes and mandated a whole school approach to the implementation of these schemes in 2021. Further professional learning for staff on ‘Effective Questioning Techniques’ is planned for the near future and the assistance of our district PEAC support team will be utilised in catering for differentiated learning needs.

A uniform and consistent vocabulary, resources and strategies is a key element of our approach at HPS. Building repairs, block movements and COVID online learning, introduced some challenges with regard to auditing and location of shared English resources. Requests for resources now occurs at the year level and is presented to the English team according to identified needs. This has presented some challenges and it is anticipated that funding will need to be allocated to this area in the near future, in order to improve student access, update supplies and repair resources. Through the distributed leadership model, year level leaders will have increased responsibilities for efficient flow of information, collection of data and maintenance of resources in 2021. The majority of our budgeting allocation has been required to supplement online programs and apps for student and parent use. With the additional support of the P&C, we have been able to provide access to a wide variety of digital forums including Reading Eggs, Scholastic Learning Zone Literacy Pro, Soundwaves and Seven Steps to Writing. Our goal to provide staff and students with increased access to home support materials has been achieved, and participation levels are rigorously examined. Data has been collected on student progress and staff use of these online materials. The ability to sustain licences for both staff and students will need to be discussed in depth prior to next year’s budget submission. Digital reading forums and online learning programs and apps are currently being examined under the Third Party requirements but it is anticipated that all programs will be approved and able to go ahead.

Increasing the availability of promotional events within our community enhanced and enriched student skills whilst also promoting quality literature. Positive responses from students, staff and the community to National Simultaneous Story Time and Book Week events has endorsed their inclusion on the school calendar on an annual basis. With increased responsibility being placed on the English Team for these events, (given the reduced staffing allocation to Library roles and responsibilities) specific allocation of 11

bookings and other associated tasks will need to be discussed prior to the next series of events. The maintenance and upgrade of Literacy Pro readers and library displays and resources will also be challenging. It is anticipated that this will be addressed at the commencement of 2021 and roles and responsibilities clarified. The library has always been identified as a positive and rewarding venue for students to visit and for promoting literature and it is hoped that recent adjustments will not hinder the achievement of our improvement targets in English.

Built in practices to ensure routine use of relevant data, analysis and diagnosis of the impact of teaching continue to expand. The results of testing are compiled and feedback is provided to staff in a variety of forums. Staff review, analysis and comparisons encourage targeted action and improved practice. In addition to compilation of individual progress records, staff complete a variety of generic English feedback and data collection activities to identify trends and patterns across the school. Priorities for whole school initiatives and plans are based on this evidence. All feedback is recorded and examined by the English Team and focus areas for improvement are identified. Annual English Team analysis and reports are completed and a collective responsibility for forward planning is evident. Collaborative findings and recommendations are presented and discussed by staff and used to develop informed teaching decisions and future directions. Evidence of the above will be collated and substantiated in the School Review documentation for 2021. The Whole School Literacy Plan and Assessment Schedule is kept up-to-date to enable consistency in planning, policies and practice. An English Overview highlighting focus areas, term testing, common assessment tasks and requirements has now been designed and published.

A gradual release model provides students with clear guidelines and expectations of ‘Speak Up’ at HPS. The ‘Speak Up’ program provides a supervised forum for developing public speaking ability. Outlines and resources are available to all staff and opportunities for participation in external competitions and events is facilitated throughout the year. Feedback from the school community is always encouraging and supportive. The advancement of skills and student confidence in this area is highly evident within assemblies and school events. The Handwriting ‘Scope and Sequence’ outlines correct handwriting and presentation techniques as modelled and implemented throughout the school. Emphasis on correct writing tools and presentation techniques in junior grades ensures continued consistency and uniformity. Access to suitable interactive boards and demonstration tools however (within some junior levels) will be essential for the modelling of correct handwriting and interactive activities. Alternative resources will need to be sought and purchased for 2021 and we look forward to working alongside the ICT Team to quickly address these concerns.

The English Team is confident of its success and impact throughout the school. The team has set clear aspirations and focuses on improvement (every child, every classroom, every day) and has taken positive action to strengthen support for teaching and learning excellence. We look forward to the positive confirmation of this hard work and commitment through the School Review process in 2021.

HaSS (Humanities and Social Sciences)In 2020 Hillarys Primary School teaching staff implemented and reported on HaSS in accordance with SCSA curriculum outline. Collaboration between year level teachers has continued this year with an emphasis on Indigenous culture. The planning, teaching, assessment cycle was guided by the HaSS whole school planning overview document which contains all four aspects to ensure curriculum coverage. Kindergarten to Year 2 HaSS was planned, taught and assessed in Geography and History, Years 3-4 in Geography, History and Civics and Citizenship, and Years 5-6 in Geography, Economics and Business, History, and Civics and Citizenship.

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The COVID-19 pandemic affected face-to-face teaching, however students were provided with an at-home learning program through interactive online resources. Within this process, staff have continued to use readily available resources and the HaSS committee investigated and created new resources. All staff were provided with a licence for the website “Inquisitive” which included access for all students in the school. We maintained our subscription to “History Mysteries” for Years 1-6. Some staff also personally purchased Ready Ed Publications. Many staff incorporated HaSS into the other curriculum areas such as Reading and Writing. To date, there are no departmental assessment tools available in HaSS. However, year levels were asked to use an “Inquisitive” common assessment task to moderate and report. Community involvement has been limited due to COVID-19. Teachers have used alternative methods and technology to include the value of our community members. Year 5 students had a visit from the Red Cross to talk about asylum seekers and both Year 5 and 6 had lessons with the Commonwealth Bank as part of Economics and Business. As a Waterwise school we were fortunate to have an Indigenous guest speaker informing upper year levels about Indigenous culture and languages.

NAIDOC Week was held in Term Four this year. Each year level provided learning experiences for students to develop their knowledge and understanding of Indigenous culture. The HaSS team provided posters displaying Noongar language for every class and ensured resources were made available for staff. With the assistance of a PALS grant, the school was able to have an Indigenous group present small workshops for the lower primary years. The whole school participated in the Koorlong – Noongar Songs in Schools project. Songbooks and CDs were purchased for each teaching block and, through the music program, Aboriginal songs were taught. A Noongar Elder was invited to open our assembly with a “Welcome to Country.” Some classes have introduced an indigenous vocabulary and constructed their own “Acknowledgment of Country.”

Our school focus for HaSS in 2021 will be to focus on Critical and Creative Thinking Strategies throughout HaSS learning experiences. These skills are vital and will assist children to become successful learners in the 21st century. We will continue to embed and develop the Indigenous cultural awareness throughout the school.

LANGUAGES: JapaneseIn 2020, 168 students in Years 5 and 6 continued with Japanese as studied in previous years. Topics covered this year include:

Introducing myself Classroom language, school subjects and school life Daily Routines Planning an outing and social events Meals, mealtime etiquette and shopping for food Planning a “virtual” trip to Japan with a presentation on a visit to one city.

COVID-19 restrictions impacted the annual visit from Gunma Kokusai Academy from Japan as they were unable to visit, and excursions and incursions were also impacted. A hiragana recognition competition, similar the school-wide Maths competition, was conducted with Year 6 in Terms Two and Three. Year 5 participated in a state-wide calligraphy competition and one Hillarys student was the overall winner in her category.The students of Hillarys Primary School prefer a hands-on approach to language learningand are generally positive in their approach. As in other learning areas, there is a widerange of achievement and effort. The emphasis is on an outcomes approach with studentsapplying language in realistic contexts such as role plays and presentations. Culturalawareness is a major part of the programme.

In 2020, Languages classes have been held in the students’ own classrooms. Class

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teachers support the Japanese and French programmes in various ways, from integratingThe Arts, HaSS and Technology topics to showing an interest in what the students havebeen learning. The strong support teachers at Hillarys give to the Japanese and Frenchprograms is fundamental to the overall positive approach that most students show.

LANGUAGES: FrenchApproximately 250 students from Years 2-4 have been studying French as part of the Languages program. For Year 2s, this year was their first experience of French, while Years 3 and 4 were able to build on their prior knowledge, having been introduced to the language in 2019.

Over the course of the year, the students have taken part in a wide variety of learning experiences that involve writing, reading and speaking in French, including paired and group activities, games and problem-solving. Where possible, French has been integrated with other areas of the curriculum, particularly through HaSS, Music, Health and Physical Education. Some of the topic areas covered this year have been:

Greetings Classroom Instructions Classroom Objects Days of the Week Hobbies Tour de France Playground Games Around the School Places in France Remembrance Day Food.

In 2020, there has been a focus on enhancing the children’s understanding of the benefits associated with learning a new language, which has in turn provided additional motivation for students. Some of these benefits include:

Enhancing literacy skills such as reading, writing and comprehension. Thinking critically to solve problems and take on challenges. Communicating with people from different parts of the world. Improving travel experiences in future. Being appealing to potential employers who seek bilingual staff to work with people

across the world.

The students at Hillarys Primary display a positive attitude to their Languages programme, and are enthusiastic about sharing their learning with others. They have been given opportunities to build confidence through listening and talking, and have been able to develop social skills by working closely with peers. It has been wonderful to see many of our students use French greetings towards staff and fellow children across the school, and perfectly demonstrates the enthusiasm the pupils have shown this year towards developing new skills.

In celebration of this year’s Cultural Day, the students took part in a Boules competition. Everyone thoroughly enjoyed the event and demonstrated wonderful sportsmanship as they represented their factions in a tournament.

The staff at Hillarys Primary School have been highly supportive of the Languages program. Crucially, many staff take steps to incorporate French into their classroom interactions, often greeting the students in French and referring to some of the vocabulary used in recent French lessons, particularly in relation to classroom objects. This is hugely beneficial for the pupils, for are being exposed to the language on a daily basis in addition to their scheduled

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curricular time each week. Staff are also keen to enhance their own knowledge of French language and culture, and enjoy learning new words and phrases each week.

STEM (Science, Technology, Engineering, Maths)

Business Plan Targets: Increase the engagement of students in higher order learning using AGAT as a baseline. Increase the knowledge and application of teachers to plan and teach students a broad

range of thinking processes.

Focus 2020: Provide every student with a pathway to a successful future. (Engage all students in STEM)

SCIENCE During 2020 students from P-6 studied Western Australian Curriculum Science content

including:o Biological Scienceso Chemical Scienceso Physical Scienceso Earth and Space Scienceso Science Inquiry Skillso Science as a Human Endeavour

Reporting to parents in Semester Two was under the broader scope of one grade for Science.

Science Budget was spent on ongoing consumables for everyday teaching and learning. Purchased START (Science Teaching Assessment and Recording Tracker) to begin use

in 2021. Synergy Schools Solar Challenge and Woodside STEM in Schools programs cancelled

due to COVID restrictions. Year 5 and 6 students continued CSIRO online program Stile. Performance Achievement Testing (PAT) Science with Year 3 to 6 online.

Student Achievement Test 1 - Y3 Test 2 - Y4 Test 3 - Y5 Test 4 - Y6Stanine 5 and above 61% 60% 63% 72%Stanine 4 and below 39% 40% 37% 28%

Lower number of students achieving Stanine 5 and above in Years 4 and 5 compared to 2019. Possible cause - disruption of teaching due to COVID and classroom movement disruptions.

Year 6 had an increased number of students achieving Stanine 5 and above compared to 2019.

STEM / Digital Technologies Technology Vision - Capacity updated

o iPad device numbers in classrooms now have 1:1 access between 3 adjoining rooms.o All C Block IWBs replaced with TVs. o Science IWB replaced with TV and Apple TV device.o B4 IWB replaced with Interactive Panel.

Whole school use of Class Dojo for student digital portfolios. Teacher PL provided. All students educated on rules for iPad use. Less iPad damage and troubleshooting

compared to previous years.

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Year 6 class trialled One Note and use of Office 365 Office 365 used by most Year 3-6 classes. Purchased OSMO Awbie for coding in junior years. Solution Fluency not introduced, too many other things going on, didn’t want to increase

teacher workload. Digital Technology robotics equipment sorted, but not yet correctly stored due to difficulties

with library storage area.

Achievements and Celebrations Year 3-6 Forensic Science Incursion. National Science Week celebrated across the school with various activities, including buddy

class experiments.

Future Directions in 2021 Build School ICT capacity via Technology Vision - Capacity 2021. Build Student ICT capacity with Tech Captains and continued use of Class Dojo. Build Teacher ICT capacity with enhanced distributive leadership and participation in

Microsoft School Transformation Program. Embed Science Inquiry Skills deeper in Science curriculum via explicit teaching.

HEALTH and PHYSICAL EDUCATIONThroughout 2020, Hillarys PS students’ health and wellbeing has been supported by the Health and Physical Education programs within the school. Although there were disruptions to schooling experienced as a result of the COVID pandemic, the students were able to participate in a modified range of programs. In general, a Physical Education program has continued weekly throughout the year for all students from Pre-primary to Year 6. Kindergarten has its own stand-alone program. The focus of the program moves from the development and consolidation of fundamental movement skills in the junior years, to an increase in overall fitness and improved fundamental movement and game skills as the students move into the middle and senior years. Students have had the opportunity to participate and display good sportsmanship in a variety of school, and a slightly reduced range of interschool, activities.

These have included: In-school swimming lessons available for PP to Year 6 After-school swim training in Term One for interested Year 4-6 students. This was

interrupted by COVID and the interschool carnival was cancelled. Cross country training and participation in school faction event. The interschool event

was cancelled. A small number of the most talented runners competed at the State School competition.

Marathon Club for interested students on Wednesday mornings Athletics training including jumps, throws, running skills, and ball skills in team games Interschool Lightning Carnival in Term Two was cancelled Combined Athletics Carnival for PP to Year 6 District Interschool Athletics Carnival for qualified students from Years 1-6 Interschool Tennis Competition in Term Four for selected Year 3-6 students Learn to Surf day available for Year 6 Sporting Schools funding was received for funding of coaching in gymnastics in Term

Two (as the program was cancelled the funds were able to be spent on general equipment for the sporting program) and tennis in Term 4

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Hillarys PS have achieved very well in the reduced district competition including first overall in both the jumps and throws and athletic carnivals, and a very close second place in the interschool tennis competition.

The Health & Physical Education subject team has continued to refine the whole school Health and Wellbeing plan (developed in previous years with funding through SDERA) to provide teachers with a workable document, with accompanying resources, that streamlines a range of overlapping programs into one cohesive program. This document includes sections on Resilience, Protective Behaviours, Drug Education, Growing and Developing Healthy Relationships (GDHR) and Social and Emotional Learning. Although the document provides the staff with a comprehensive Health program to follow at each year level, it continues to remain flexible to enable any modifications that may be required for future cohorts.

Following last year’s very successful trial of the Phys Zen program of movement, meditation and mindfulness, all students from PP to Year 6 participated in a 5-week series. Once again, the student and teacher response to the program has been extremely positive and it has been agreed that the program will continue across the whole school in 2021.

All classes from Kindergarten to Year 6 once again participated enthusiastically in the whole school “Outdoor Classroom Day” during Term 4. Teachers conducted a range of learning activities in an outdoor environment across the day.

THE ARTSAlthough slightly thwarted by COVID-19, 2020 has been another successful year in The Arts. There was a focus on Drama in Semester One and Music in Semester Two. Classroom teachers had the responsibility of monitoring Visual Arts and Media Arts. Dance was covered incidentally in class, Phys. Ed. and Music.

The Junior Choir and the Senior Choir have continued to rehearse before school. Unfortunately, due to COVID-19, many of the public performances we usually do were cancelled. Term 3 got us all on track again and we were asked to sing in a video link performance for the Mayoral Prayer Breakfast 2020. This was soon followed by a Music Assembly in which both choirs performed, along with the IMSS students, ukulele group and the Hillarys Rock Band.

A highlight at Hillarys is always the Hillarys Talent Showcase and this year was held in Term 4. It showcases the well-known talents we have in our school but also provides a forum for some of the lesser known talents to shine. Many forms of the Arts are presented including Dance, Instrumental, Vocal and Drama. The auditions provide a great deal of entertainment and it is always a difficult exercise for the Talent Show Committee to determine who the finalists will be. The Finals is a fantastic event that the whole school and some of the community attends.

We have a ukulele group that the students can attend before school. The Uke Group is for anyone with previous experience. The ukulele group also performed at several assemblies, providing much entertainment.

The IMSS program continued this year with guitar and flute. The students also performed at several assemblies and other events throughout the year. We offer flute and guitar to Year 5s and Year 6s.

Also this year a select group of musicians get together every Friday before school and jam! Our rock group has two guitars, a bass, drums and keyboard. This group has performed at the Music Assembly and also played at the end-of-year Christmas Concert to a very appreciative audience.17

The end-of-year Christmas Concert this year had the theme “Australian Spirit”. Each year group performed a song or item with an Australian theme or message. We had several groups singing in Noongah. One group sang with Auslan hand signs. The choir and the rock band performed and the Teachers’ Choir also entertained the audience. It was a fantastic evening.

Students at Hillarys are exposed to approximately 50 minutes of Drama and Music per week. In Semester Two, all students from Years 4 to 6 have the opportunity to learn an instrument - usually the ukulele, guitar, recorder or keyboard. They are taught the basics on this instrument and are able to experience the joy of playing in a group situation. Many students continue on in their own time with a private music teacher, based on the introduction at school. Because of the popularity of the ukulele, I will possibly be introducing it in class time to the Year 3s in 2021. I will also be teaching Music in Semesters One and Two next year.

Hillarys PS supports a very healthy Arts program. We have many supportive staff members and a wonderful community base. The students at Hillarys are all very keen on music and I envisage that this program will keep on expanding and improving.

WELLBEINGWellbeing for staff, students and parents was a priority for Hillarys PS throughout 2020. Due to the stress and anxiety that resulted from the COVID-19 pandemic that affected all members of our school community we recognised the need for strong wellbeing programs to be in place to address the increased mental health concerns that occurred.

Initiatives and changes implemented in from 2018 and throughout 2019 were continued to ensure the positive support and integration of cultural and behavioural practices throughout the school community in 2020.

Be You has continued to be implemented as the overarching framework for our whole school Health and Wellbeing programs. This program promotes the recognition of the mental health of students, staff and the wider community being a vital component of academic learning, engagement and wellbeing.

Support for students, staff and parents in 2020 was a key focus of our wellbeing initiative and was visible throughout the school particularly during the early stages of our COVID response. As the staff continued everyday attendance during the lockdown with increased levels of anxiety being exhibited the staff Wellbeing committee (Wellbeing Warriors) provided increased scaffolding for the wellbeing and health of staff throughout this period and continuing for the remainder of the year. Weekly Good New Habits were shared with all staff, and Pilates (Term 4) and staff events and activities were regular features of the school calendar. Regular catch ups and team meetings were in place to support staff – all in socially distanced formats of course.

The Wellbeing Operational Plan once again included the integration of aspects of the Health and Phys Ed Scope and Sequence as well as Sustainability, Nature Play and other Pastoral Care initiatives. The Wellbeing Team is incorporated into the Health Committee with representatives on the committee from every year level.

A recommendation for 2021 is that the operational plan is separated into two plans with a Phys Ed and a Health/ Wellbeing plan to allow scope in the respective focus areas.Support was given to staff to initiate contact with parents especially during the COVID restrictions that required students and parents to remain at home, as the lack of face-to-face contact was a cause of concern to many parents and students. This was addressed by staff making contact with families on a weekly basis, via phone or email.

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Once students returned to the school site but parents still unable to enter, staff endeavoured to reassure parents by greeting and farewelling students each day as they arrived and left the school grounds. A positive result of this is the demonstrated increased resilience and independence of students (particularly in the early years) and the ability of staff to build increased positive relationships with students and parents at handovers.

Ongoing intervention has continued to be offered to students at risk through programs such as EdConnect mentoring (Term 3 and 4 only), lunchtime Library activities, and the Kitchen Garden Project. These programs have assisted identified students with school engagement issues, especially those who may be experiencing some mental health challenges. The initiative of a Sustainability Team (teacher and EAs) who have been provided with class release time to work with students who access these programs has been acknowledged as a key component of the success of the programs and will continue in 2021.

This year is the third year of our three baseline data gathering surveys undertaken through the Wellbeing and Engagement Census (SA Govt). This year students from Years 4, 5 and 6 participated in the survey in Term 3. The presentation of the data and comparisons against like schools and last year’s data have provided us with the opportunity to review the success of programs that are running in the school. This engagement in the survey will continue into2021 with the results providing a longitudinal analysis of our students’ engagement in their schooling. Key staff attended data presentations and have presented the results of this longitudinal data to our school community. Data is also obtained from a differing range of sources including EdConnect surveys (mentoring data), Sensory Room use, Integris data (Attendance and Behaviour), student surveys and standardised student achievement data.

In Semester Two, with support through a PALS grant, we undertook whole school activities and incursions which focused on cultural and environmental topics such integration of Indigenous language, music and culture. These initiatives provided our students with increased knowledge and participation in NAIDOC Week observations, assemblies and the Outdoor Classroom Day.

As a staff, we reviewed and finalised our Bullying Policy which now forms a part of our Positive Behaviour Support Policy. A Preventing and Managing Bullying brochure is to be shared with our parent community and addressed in classroom activities that reflect the school vision of ‘Connected Community, Engaged Educators and Successful Students’.

SUSTAINABILITYAlthough the smooth running of our Sustainability Program was impacted in 2020, we still managed to achieve a great deal. Garden projects became a major focus, particularly throughout the period when shared cooking activities were put on hold. Our vegetable gardens, all prepared and cared for by our HPS students, were very productive. Successful crops of garlic, basil, leek and broccoli were some of the highlights.  

A new quiet study and meeting area was created on the north side of the Library, thanks to the efforts of a group of Year 6s. This area incorporated artistic retaining, seating and pathway features, as well as new plantings including native and non-native species, and flowering plants. 

A second study and meeting area was built on the south side of the Library. This garden included an outdoor recycled pallet seating and table, a pond feature and surrounding garden. Another group of Year 6 students participated in the planning of the site as well as demolition of the existing brick wall, construction of the study features and the installation of new decorative plants. 

Cooking sessions resumed in Term 2, with a majority of the Year 6 cohort volunteering to assist with the program, as in previous years. Numerous students from younger years were 19

nominated by their classroom teachers throughout the year. These students included those with special needs or those who would benefit from opportunities to build friendships, engage in vigorous outdoor activities or follow a particular passion for sustainability and outdoor-based activities.  

We continued to recycle paper, batteries, plastics, printer cartridges, and fruit and vegetable waste. Our chicken enclosure was a popular place for children to visit, particularly those who needed a safe place to form new friendships or seek some calming respite from playground dramas.   

Although we are about to undergo some physical changes at HPS, our Earthlings Sustainability Program will continue to grow, impacting positively on our students as well as the wider Hillarys community.   

HIGHLIGHTS OF THE SCHOOL YEAR 2020

ACADEMIC PROGRAMSPrograms Gifted and Talented – PEAC/EYE Program Japanese French Speak Up Better Beginning Readings packs to all K students STEM Incursion - Woodside Forensic Science AMT Australian Maths Competitions APSMO Maths Olympiad Water Corp - Indigenous Perspectives

Specialists Music Specialists: PP-6 Physical Education Specialist: PP-6 Science Specialist PP-6 Languages Specialist: Japanese Year 5-6 Language Specialist: French Year 2-4 Instrumental Music School Services (IMSS): Yr 5-6

Sustainability Projects Natureplay areas Recycling activities Kindergarten garden Pre-Primary sensory garden School garden School kitchen

Special Assemblies/Days Book Week - dress up and incursion Science Week Choir Assemblies - Semester Two only Class Assemblies - Semester Two only Remembrance Day - poppy display National Simultaneous Storytime Noongar Songs in Schools project Outdoor Classroom Day

The Arts Family Christmas Concert Arty Pants – after school art classes

PASTORAL CARE PROGRAMSPrograms You Can Do It Values Program Circle Time Program/Reflective Circles

PASTORAL CARE PROGRAMS cont’dAffiliations Asthma Friendly School SunSmart School Wastewise School Waterwise School Be You School

PHYSICAL Programs Daily fitness EduGym Surfing Phys Zen

Clinics Soccer Clinic Tennis Softcrosse Football

Events Athletics Carnival Interschool Athletics Carnival Sports HPS Cross Country Interschool Cross Country State Cross Country In school beach swimming In school swimming Craigie Leisure Centre Schools tennis competition

Camps Year 6 Camp (3 days)

COMMUNITYParents &Citizens (P&C) Canteen Online Canteen Lunch Ordering

Parents Assist in the canteen P&C Year Level Representatives Scholastic Book Club School Banking program

Community

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Right thinking Program 4 Zones of Regulation Mentoring Program Year 6 Peer Mediators training Gardening projects Be You School Kitchen

Support EdConnect Case conferences Student Acknowledgements Buddies

School Photos Parent Information Evening

Extra-Curricular ARTY PANTS – After School art classes. Young Engineers program Camp Australia - Before and After School Care Afterschool Sports Activity program Hillarys Netball Club Karate Marathon Club Choir

FINANCE

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ABBREVIATIONS GLOSSARY22

1 22,972.00$ 23,398.10$ 2 87,720.00$ 92,519.59$ 3 29,842.00$ 29,841.49$ 4 23,518.00$ 24,203.48$ 5 -$ -$ 6 -$ -$ 7 1,088.00$ 1,102.00$ 8 5,090.00$ 7,040.68$ 9 68,332.00$ 68,332.00$

10 -$ -$ 11 Farm Revenue (Ag and Farm Schools only) -$ -$ 12 -$ -$

238,562.00$ 246,437.34$ 248,567.35$ 248,567.35$

Student Centred Funding 84,020.00$ 87,920.00$ 571,149.35$ 582,924.69$

-$ -$ 571,149.35$ 582,924.69$

Locally Raised Funds169,962.66$ Student Centred Funding87,920.00$ Other Govt Grants1,102.00$ Other 7,040.68$ Transfers from Reserves68,332.00$

334,357.34$

1 27,768.00$ 29,275.79$ 2 -$ -$ 3 134,626.00$ 133,695.53$ 4 250,613.18$ 224,823.92$ 5 112,674.00$ 124,880.10$ 6 3,464.00$ 5,183.46$ 7 -$ -$ 8 4.00$ 4.64$ 9 1,085.00$ 1,085.00$

10 -$ -$ 11 -$ -$ 12 Farm Operations (Ag and Farm Schools only) -$ -$ 13 Farm Revenue to CO (Ag and Farm Schools only) -$ -$ 14 Camp School Fees to CO (Camp Schools only) -$ -$

530,234.18$ 518,948.44$ -$ -$

530,234.18$ 518,948.44$ 40,915.17$

Bank Balance 150,487.42$ Made up of: -$

1 General Fund Balance 63,976.25$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 93,750.78$ 5 Suspense Accounts 1,400.39$ 6 Cash Advances -$ 7 Tax Position (8,640.00)$

150,487.42$ Total Bank Balance

Cash Position as at:

Residential Boarding Fees to CO (Ag Colleges only)

Cash Budget Variance

Total Forecast Salary ExpenditureTotal Expenditure

Total Goods and Services Expenditure

Other Expenditure

Buildings, Property and EquipmentCurriculum and Student Services

Total Salary AllocationTotal Funds Available

ActualBudget

Residential Operations

Total Locally Raised Funds

Fundraising/Donations/Sponsorships

Opening Balance

Total Cash Funds Available

Camp School Fees (Camp Schools only)

Expenditure - Cash and Salary

Payment to CO, Regional Offi ce and Other Schools

AdministrationLease PaymentsUtilities, Facilities and Maintenance

Professional DevelopmentTransfer to Reserve

Transfer from Reserve or DGRResidential Accommodation

Other State Govt/Local Govt RevenuesRevenue from Co, Regional Offi ce and Other Schools

Hillarys Primary SchoolFinancial Summary as at

Actual

31 December 2020

Other Revenues

Commonwealth Govt Revenues

BudgetRevenue - Cash & Salary Allocation

Voluntary ContributionsCharges and FeesFees from Facilities Hire

0

10

20

30

40

50

60

70

80

90

100

$000

Revenue Source

Locally Generated Revenue - Budget vs Actual

Budget Actual

Locally Raised Funds51%

Student Centred Funding

26%

Other Govt Grants0%

Other 2%

Transfers from Reserves

21%

Current Year Actual CashSources

0

50

100

150

200

250

300

$000

Expenditure Purpose

Goods and Services Expenditure - Budget vs Actual

Budget Actual

10

30

50

70

90

110

$000Cash Position

Insert your School Logo Here or Delete if not

required

ABE Attitude, Behaviour, Effort (in formal student report)

ACER Australian Council for Educational Research

AGAT ACER General Abilities Tests

CHAT Changing Health Acting Together (evidence-based, whole-school approach developed by SDERA

CSIRO Commonwealth Scientific and Industrial Research Organisation

DT Digital Technologies

EYE Early Years Extension

FASD Foetal Alcohol Spectrum Disorder

GDHR Growing and Developing Healthy Relationships

HaSS Humanities and Social Sciences

Hillarys PS Hillarys Primary School

HPS Hillarys Primary School

ICT Information and Communication Technology

IMSS Instrumental Music School Services

IWB Interactive whiteboard

K-6 Kindergarten to Year 6

MTS Mathematics Today Series (Now MTSonline or K7Maths)

NAIDOC National Aborigines and Islanders Day Observance Committee

NAPLAN National Assessment Program – Literacy and Numeracy

P&C Parents and Citizens

PALS Partnership, Acceptance, Learning, Sharing (Department initiative to encourage reconciliation

PAT Progressive Achievement Test

PEAC Primary Extension and Challenge

PLD Promoting Literacy Development

SDERA School Drug Education and Drug Aware

SEL Social and Emotional Learning

STEM Science, Technology, Engineering and Mathematics

TRBWA Teachers Registration Board of Western Australia

TSI Technology Saturation Initiative

WAGSMS West Australian Government Schools Music Society

The Hillarys Primary School 2020 Annual Report has been viewed and signed off for publishing by the Hillarys Primary School Board. March 30, 2021.

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