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Coleambally Central SchoolAnnual Report

2016

4348

Printed on: 5 May, 2017 of 25 Coleambally Central School 4348 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Coleambally as an account of the school's operations andachievements throughout the year.

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

Timothy Allen

Principal

School contact details

Coleambally Central SchoolKingfisher AveColeambally, 2707www.coleamball-c.schools.nsw.edu.aucoleamball-c.School@det.nsw.edu.au6954 4131

Message from the Principal

This year has been another exceptionally exciting one for Coleambally Central School. Our students have been affordedthe opportunity to participate in wide ranging academic, sporting, cultural and vocational opportunities to cater for diverseinterest and talents, testimony to the advantages of being part of the Coleambally Central School community.

Now at the end of the second year of our 2015–2017 school planning cycle, we have continued to reflect over the pasttwo years and adapt our school plan to emerging needs and priorities. This dynamic document continues to reflect ourcore aims to meet benchmarks in the areas of Leadership and Development, Quality Learning and Community andWellbeing.

We have made significant in roads in keeping with these strategic directions. This year we have again focused ondelivering quality learning via our sustained literacy focus and have continued to upskill our teachers and students forsuccess. As a result we have had students achieve excellent results in external assessments such as the Higher SchoolCertificate (HSC) and have seen more students in the top two HSC bands than in quite some years. Our use ofsignificant literacy strategies including the Literacy Continuum as a tool to communicate clear learning goals to students,to track and monitor student progress, to determine where to next in teaching and to strengthen literacy across all keylearning areas has seen and enormous improvement in teaching and learning.

We have much more work to do to implement the use of the continuum in depth across the school, but success isevident during this early stage. We will move toward involving the students more in the use of the continuum to guidetheir learning and to support parents to understand the use and value of this key learning tool. The A Learning andResponse Matrix (ALARM) continues to be utilised to support our HSC students to unpack key questions for success.We are currently involved in an ongoing numeracy project, across primary and secondary domains, in which our work willbe published for the benefit of teachers across the state.

A number of school initiatives are being developed to nurture the aspirations and wellbeing of both students andteachers. Positive Behaviour for Learning continues to be a successful focus, instilling the values of responsible, safeand respectful behaviour within our school community. A secondary wellbeing program has also targeted areas forstudent support, as identified by survey and system data, to provide our students with the skills and resources to promoteresilience and mindfulness and to seek help when appropriate. This initiative has been well received by our secondarystudents and will continue to be a valued school initiative into the future.

Leadership programs have flourished this year with Peer Support being introduced in the primary department and asignificant amount of our senior students participating in the Lions Youth of the Year program aimed at encouraging anddeveloping leadership in conjunction with other citizenship qualities.The extremely successful Duke of Edinburghprogram drew significant interest in 2016, encouraging our secondary students to achieve their personal best; becomeconnected to and actively engaged within their immediate community; learn to persevere and overcome barriers to


success; learn important life skills; and increase career opportunities.

Extra–Curricular success is also evidenced by the number of students who have represented our school at the regionaland state levels in their respective sporting fields such as Rugby League, AFL, Cricket, Swimming, Athletics and Chess,as well as in cultural and artistic events and competitions conducive to the development of a culture of sportsmanshipamongst students.

Meagan Crelley

2016 Principal

Message from the school community

2016 has once again proved to be a successful year for the P & C Association, due to the support and hard work of parents, teachers, the community, and our dedicated committee. This year saw some new members, and an electedexecutive committee consisting of: Dianne Roberts (President), Rae Collier (Vice–President), Colleen Mader(Secretary), and Monika Burgess (Treasurer). In September, Dianne Roberts regrettably stepped down as President,with myself taking up the position in the interim.

This year, the P & C has been extremely active and is always striving to provide support and contributions to the school’sresources. This year our fund–raising efforts have encompassed several events including:

• Annual Street Stall and Raffle • Mother’s Day and Father’s Day stalls • Christmas Raffle • The 5 cent challenge • Seed to Feed packs • Barbecue at the Taste Coly Festival

None of this would have been possible without the support of the Lions Club, Tim’s Meats and of course the fantasticefforts of parents, teachers and committee members. A special thank you also to Sharon Breed for her tireless energyas our fundraising icon, who is always willing to take on any task required to get the job done.

The P & C was once again able to provide funding support for projects, such as Reading Eggs and Mathletics for ourprimary students. Other resources for the school included the purchase of a new hot water urn in the canteen andsubsidies upon request for students who have represented the school at state level achievements. As always, we areproud of the students within our school and have acknowledged their achievements by providing the Year 12 farewellgifts at the formal, the academic and sporting awards and book prizes on presentation night, as well as supper at theend of the formalities.

I would also like to acknowledge the kind donation from the Teacher's, Townie's and Tradie's Games committee, offeredas a gesture of gratitude to the school for their use of school sporting equipment during the 2015 games.

The canteen has continued to be a very viable source of funds for the P & C and thanks must go to Alison Demamiel forher tireless work as our canteen supervisor and the volunteers who have donated their time over the year to assist her. Iwould further like to acknowledge the canteen for donating their efforts and skills to making the Year 12 Formal cake, forwhich the fee was donated back to the P& C to provide further resources within the school.

The year finished on a high point, with the P & C being successful in securing a large grant from the council. This willenable the the resurfacing of the basketball courts and new pathway. It is anticipated that work on these projects willbegin in early 2017. The committee is extremely grateful to Monika Burgess for the incredible amount of time and effortthat she has committed to ensuring the fruition of this grant, in addition to the many hours she dedicates to her treasuryrole for both the P& C and the Canteen finances.

Our school is one to be proud of, and I encourage everyone to take an active interest in our children's education. Wewelcome new members and new ideas, and look forward to a strong year in 2017.

Rae Collier

President


Message from the students

In 2016 two children from each Primary class were elected as Student Representative Council (SRC) members andtogether with the school captains and vice captains, this group of children worked hard to have a positive impact aroundthe school.

The SRC introduced an organic recycling system during Terms 1 and 2. Each class collected their raw food scraps fromFruit Break and lunch, and put them into a class bucket. The class SRC members were responsible for taking thebuckets to the playground, where the senior students emptied them into the compost bin. The SRC members also helpedthe teachers by monitoring the playground for rubbish and asking classmates to help clean it up.

The school captains gave a regular report to the Primary Assembly on different issues raised at meetings and severalSRC members volunteered to help Mrs Tooth and the Landcare group, work in the school gardens. The SRC alsosuggested holding the Primary Talent Show, which turned out to be a great success.

These SRC members have been a valued group of students. They worked well together and attended meetingsresponsibly. They showed a great deal of thought and initiative in suggesting their ideas, which made our school a betterplace when those ideas were put into action.

In 2016 the secondary SRC had a very productive and successful year. Throughout the year the SRC had severalfundraising events, all of which have been a great success. These events included a Mufti Day held in Term 2, which raised $317 for Angel Flight. Term 3 saw the SRC holding another two fundraising events, these were a Super Hero andVillain Day which raised $272.10 for Bear Cottage (a children’s hospice) and the annual Footy Colours Day for FightCancer Foundation, which raised $224.

Another event the SRC were involved in was the ANZAC Day march, which saw a number of SRC members marchdown the main street of Coleambally. The SRC also consulted with the Positive Behaviour for Learning (PBL) committeeto discuss the movies to be shown for the PBL rewards day.

In a first for the secondary SRC, they organised and ran the 2017 school captain election and speeches, which turnedout to be a success.

The final event for the 2016 SRC was held in Term 3, where Year 7–10 SRC members travelled out to Tirkandi Inaburra,where we were given a tour of the facilities, enjoyed a supplied lunch and attended the student’s graduation.

2016 has been a great year for the SRC raising funds and we hope for another great year to come.

2016 Student Representative Council Members


School background

School vision statement

Coleambally Central School strives for excellence through our whole school focus on the delivery of high quality learningopportunities to improve student outcomes. We have an explicit improvement agenda targeting the foundations oflearning, literacy and numeracy, to support our students on their journey to become capable and confident 21st centurylearners. There is a genuine focus on supporting our teachers to thrive as practitioners and leaders to facilitate this sustainable improvement agenda. Our school is dedicated to the promotion of the core values of responsible andrespectful behaviour within in a safe and inclusive environment.

School context

Coleambally Central School is a vibrant K–12 rural school with approximately 260 students located in Wiradjuri country. It incorporates an Indigenous culture centre, Tirkandi Inaburra which may accommodate up to 14 Aboriginal males at onetime.

The school draws students from the townships of Coleambally and Darlington Point and from a large surrounding farmingarea. Approximately half the school student population is transported to the school location by school busses operatedout of Coleambally. The school site, which is situated adjacent to the Coleambally business district, is well suited to itsrequirements. Extensive, well–maintained grounds complement modern buildings.

There is strong community support available to the school. The school strives to position itself within the community as avital and viable community asset and a strong contributor to community values and ethos. The school caters for allstudents as individuals. We provide enrichment opportunities and inclusive integration programs. Students have accessto a comprehensive range of technological resources to support quality learning.

The school strives to meet the present and future needs of our students in partnership with our community. The schoolrecognises and rewards academic, sporting and cultural excellence within the school community.

Coleambally Central School strives to provide high quality educational programs characterised by effective teaching andlearning, a structured focus on professional learning to build teacher capacity in a caring environment.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

Learning

Self–assessment in the School Excellence Framework domain of Learning demonstrated that we are building thelearning capacity of students and this is an ongoing priority. Positive, respectful relationships are evident among studentsand staff, promoting student wellbeing and ensuring sound conditions for student learning. The core school valuesincluded in Coleambally Central School’s Positive Behaviour for Learning; Respectful, Safe, Responsible underpin thelearning culture of our school.

Across the school, students are engaged in classroom learning and have been responsive to the emphasis being placedon our Positive Behaviour for Learning values. A matrix of behaviour expectations has been created after consultationwith the school community and these will be supported by the introduction of a matrix of classroom learning behavioursto be implemented in 2017.

We can see from analysis of behaviour referral and suspension data that students are engaged in positive relationshipsat school. While we are seeing positive student engagement from Kindergarten through to Year 12, the school’s studentattendance rate has declined to below 90% and this will require a demonstrated commitment within the schoolcommunity to strengthen and deliver on school learning by increasing the rate of student attendance. In the playground,


student wellbeing and relationships are well supported. We have an executive presence in the playground and ourschool implements targeted interventions for students at risk.

Coleambally Central School understands that learning and engagement are related. Our 2015–2017 School Planexplicitly sets out priorities for improving both student and parent engagement and ensures staff are aware of theconnection between the two. The school actively reinforces high expectations by acknowledging attendance in schoolrun events, community engagement activities and academic, sporting and cultural achievements. Personal LearningPlans and Individual Learning Plans are in place for ‘at risk’ students and collaboratively reviewed each semester andmonitored to ensure students learning needs are being met. We are aiming to increase the number of VocationalEducation and Training (VET) subjects offered to students and are planning for Primary Industries to be offered in 2018.

Our commitment to providing extra–curricular learning opportunities that are significant, and which support studentdevelopment, is ongoing and we are committed to planning strategically to ensure that opportunities presented tostudents are strongly aligned with the school’s vision, values and priorities.

Transition has a major impact on student engagement, learning outcomes and parent engagement and as a result theschool has in place a 10 Week Kindergarten Transition Program in Term 4 and a Middle School Transition Program andParent Information Evening for students moving from Year 6 to Year 7.

Coleambally Central School has a philosophy of personalising learning for each of its students. The school has anInstructional Leader in Primary who provides support for teachers to adjust their teaching to meet the needs of theirstudents. The school also assists teachers to develop Personalised Learning Plans for all students as part of the SchoolPlan. These plans are collaboratively developed between students, teachers and parents.

To monitor and evaluate progress on its Strategic Directions the school regularly analyses internal and external datasources such as PLAN and SMART data. The school uses this data to report back to parents on their child’s progress intwice yearly reports and during Personalised Learning Plan and parent interviews. As well as these data sources theschool has focused on improving its assessment practices utilising the support of the Instructional Leader and hasimplemented the use of ACER PAT Mathematics, PAT Reading Comprehension and PAT Vocabulary assessments forstudents K–10.

There is an increasing emphasis on monitoring students’ progress on the literacy and numeracy continuums. Themajority of the school’s K–2 students are making significant gains on these assessment tools. However, NAPLANperformance in Year 3 to Year 9 indicates that the school percentage of students reaching proficiency (top two bands) inNAPLAN is lower than the state average.

Teaching

Self–assessment in the School Excellence Framework domain of Teaching demonstrated that teachers’ regularly reviewand revise their programs and demonstrate that learning is planned and based on revisions of previous content.

An analysis of behaviour referrals indicates that there are minimal classroom disruptions and that teachers are runningwell managed learning environments.

As part of teaching and assessment for learning the ongoing and regular plotting of data is inbuilt into assessment. InK–6 Planning Literacy and Numeracy (PLAN) data is plotted, monitored and updated on a 5 weekly cycle, with planningfor implementation of this across Years 7–10 a priority. The school is able to use PLAN, SMART and Stage 6 ResourceAnalysis Package (RAP) data to identify the learning needs of its students and use it to create and monitor studentperformance. The school regularly monitors this data and uses it to adjust intervention support in its K–10 classroomsand to track the progress of school programs.

Strategically planned professional learning, targeting identified needs, and utilising the expertise of staff is an ongoingfocus, with the school self–funding a part–time K–6 Instructional Leader. In response to our NAPLAN trend data andstudent assessment results, primary staff are trained or are participating in ongoing professional development inLanguage, Learning and Literacy (L3) and Taking Off with Numeracy (TOWN) and implementing these strategies inprimary classrooms. The secondary focus in 2016 was on implementing the Secondary Learning Strategy (2LS) intosecondary classroom practice, with four members of staff attending training and then delivering this training to allsecondary staff members.

All staff at Coleambally Central School regularly collaborate to improve teaching practice, both within the school and withother schools. This occurs through systematically planned constructive feedback in the form of classroom observationsand links with other school networks, with leadership development and succession planning a focus.

Each teacher at Coleambally Central School has a Performance Development Plan (PDP). These are produced followingthe school’s processes for teacher professional development and goals align with priorities in the School Plan andsystem priorities. All Performance and Development Plans also align to the Australian Professional Standards forTeachers.


Leading

Self–assessment in the School Excellence Framework domain of Leading demonstrated that Coleambally Central Schoolplaces a great deal of focus on creating a collaborative and transparent link between school and community byencouraging parent engagement, with Community and Wellbeing a Strategic Direction in the 2015–2017 School Plan.To enhance the relationship between the community and the school the school holds a range of activities which engagethe community. Parents and the community are increasingly being connected by participating in Personalised LearningPlan conferences, school assemblies, Education Week open days, parent information evenings and regular schoolactivities.

The 2015–2017 School Plan was collaboratively developed with the school community. The community was consultedduring a series of meetings which were well attended and the plan’s progress is reported on in the Annual School Report.Parents are actively engaged in consultation processes to develop the school plan and school evaluation reviews andthere are opportunities for students and the community to provide constructive feedback on school practices throughsurveys, parent/teacher interviews and the use of the Tell Them from Me surveys.

The School Plan has milestones created to monitor and review its aims and aligns with system priorities, particularlyGreat Teaching Inspired Learning and the school is committed to the development of leadership skills in staff, with staffhaving purposeful leadership roles based on professional expertise. In 2016 two members of staff were identified andnominated to participate in a High Impact Leadership project in 2017.

The school is developing its ability to develop an evidence base, drawn from the collection and analysis of learning anddevelopment data to review performance annually and there is broad understanding of, and support for, schoolexpectations and aspirations for improving student learning across the school community.

Effective communication practices are embedded across the whole school as a way of engaging parents and community.The planned implementation of a Skoolbag ‘app’ demonstrates a consistent approach of effective communication toparents. The school’s vision and priorities are regularly communicated in the school newsletter and as a result, parentsare well informed and actively engaged in the school community.

The school actively develops and promotes links to our local and broader community to enhance both internal andexternal relationships. We have successfully fostered relations with other schools and work with a network of schools toprovide enrichment experiences for students, including Aspire Me Visual Arts, Music, Drama and STEM (Science,Technology, Engineering and Mathematics) workshops.

The school has been reviewing and implementing effective whole school administrative practices to support schooloperations and the teaching and learning activities of the school. This includes the current use of Sentral software andthe planned purchase of EDVAL timetabling software. The school has effective processes to ensure strategic financialmanagement is used to maximise resources available to implement the school plan. The school ensures that learningenvironments are used flexibly and this is supported by the recent upgrade to the public address system, data projectorand electronic screen installed in the Assembly Hall.

The school recognises that the school plan is a ‘living’ document and therefore should evolve as necessary as schoolpriorities and systems leadership change over time. School leadership has ensured the current school plan aligns to localand system priorities and is responsive to emerging needs.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Leadership and Development

Purpose

We aim to build strong, positive relationships to inspire a culture of collaboration, engaged professional learning andvisible leadership within our school community.

Overall summary of progress

Quality leadership and staff development is a priority at Coleambally Central School and in 2016 the school made steadyprogress towards achieving its improvement measures. An extensive professional learning program was implementedwith the aim of building teacher capacity and developing a culture of continuous school improvement.

Professional learning was led by our Executive Team, who led professional development across the school. Staff builttheir capacity to use the literacy and numeracy continuums and analyse internal and external student data to monitorstudent progress and this initiative will have a significant impact on student learning, particularly for equity groups, acrossall year groups in the school.

The school continued the implementation of explicit systems for collaboration, classroom observation, the modelling ofeffective practice and teacher feedback to drive improvement in teaching practice. Implementation of the Performanceand Development Framework, aligned to the Australian Professional Standards for Teachers, has seen an improvedfocus on quality teaching, professional development and knowledge of the teaching standards.

Peer Support was successfully implemented across the K–6 Primary classrooms, with further planning to embed thePeer Support program into the future.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Primary Peer Support leadersundergo peer support training in2016. Primary Peer Support Program initiated Term 2 2016.

In 2016 trained Peer Support Leaders and staffand successfully implemented Primary PeerSupport K–6.

100% of Executive are leadingprofessional learning across theschool to improve studentlearning outcomes.

In 2016 an extensive weekly professional learningprogram was developed. Executive staff wereresponsible for the delivery of quality professionallearning sessions.

$53,939 – ProfessionalLearning

Next Steps

• Peer Support will be further embedded in the school culture K–12, with the focus being informed from datacollections based on wellbeing surveys.

• An additional member of the primary faculty will be trained in Peer Support. • Professional learning in 2017 will be focused on developing staff skills in understanding and implementing the

Numeracy Continuum and developing a deep knowledge of assessment and reporting of student performance. • Two members of staff, one Primary and one Secondary, will participate in a High Impact Leadership Project. • The use of continuum data in secondary teaching and learning programs will be embedded. • Staff will continue to refine their Performance Development Plans to ensure they align to the school plan and the

Australian Professional Standards for Teachers. • A thorough Situational Analysis of school and student performance data will be created to guide planning

processes for the 2018–20 School Plan.



Quality Learning

Purpose

We aspire to create dynamic learning environments to provide engaging, high quality and inclusive learning opportunitiessupporting staff and students to grow as lifelong learners.


In 2016 Coleambally Central School further developed staff knowledge around the area of Quality Learning, withextensive professional learning to build staff capacity in the area of quality learning.

Primary continuum data was monitored and updated every 5 weeks to inform teaching and planning for learning. TheInstructional Leader assisted with the coordination and identification of literacy and numeracy achievement in Primarythrough the use of data analysis and appropriate interventions for targeted students.

Professional learning for Stage 6 secondary staff focused on implementing A Learning and Response Matrix (ALARM)strategies for Stage 6 students, with a whole secondary focus on the implementation and embedding of the SecondaryLearning Strategy (2LS) across secondary faculties within teaching and learning.

In addition, all necessary Personalised Learning Plans (PLP’s) and Individual Learning Plans (ILP’s) were created and/orupdated where necessary to meet the learning needs of all identified students.




Increase number of students inthe top 2 bands of NAPLAN by8% (2019) via explicit literacysupport initiatives.

Student improvement of 1 clusterminimum after one mapping cycleacross aspects of the LiteracyContinuum.

33% of Year 3 students reached 'proficiency' inNAPLAN (top two bands) in reading and 22% innumeracy.

25% of Year 5 students reached 'proficiency' inNAPLAN (top two bands) in reading.

20% of Year 7 students reached 'proficiency' inNAPLAN (top two bands) in reading and 21% innumeracy.

31% of Year 9 students reached 'proficiency' inNAPLAN (top two bands) in reading.

Staff have identified students who need to haveadditional support to reach proficient level inNAPLAN.

All K–6 students K–6 plotted on the literacycontinuum and Planning Literacy and Numeracy(PLAN) software.

Staff professional learning in Language, Learningand Literacy (L3) and the Secondary learningStrategy (2LS).

$6,896 – K–6 Literacy andNumeracy Programs.

$3,013 – ImprovingNumeracy Outcomes

$3,009 – Learning andSupport Flexible


Student learning and assessmentdata is evident in 100% ofteaching and learning programs.

Increased use of ALARM inStage 6 across all subjects.

The implementation of an accountability program,with staff collecting and recording relevant dataused to inform teaching and learning programs.Checklists confirm data usage and signed off bysupervisor.

Analysis of SMART data to inform teaching andlearning.






Student learning and assessmentdata is evident in 100% ofteaching and learning programs.

Increased use of ALARM inStage 6 across all subjects.

50% of Stage 6 Biology students achieved a Band 5or higher result.

Personalised Learning Plans andIndividual Learning Plans arecollaboratively reviewed eachsemester and monitored toensure students learning needsare being met.

Personalised Learning Plans and IndividualLearning Plans have beencollaboratively completed. A synopsis was providedto staff to assist with making appropriate learningadjustments.


Next Steps

• In 2017 we will continue to focus on the Middle Years Program to assist students in developing the skills to achieveproficiency (top two bands) in NAPLAN.

• Analysis of literacy and numeracy PLAN data to create targeted interventions for K – 6 students. • All Year 7 – 10 students plotted on Planning Literacy and Numeracy (PLAN) software. • The Secondary Learning Strategy (2LS) will be further embedded across Years 7–12. • Point, Explain, Evidence, Link (PEEL) will be embedded into Stage 3 to Stage 5 student learning. • The use of A Learning and Response Matrix (ALARM) in Stage 6 will be further developed. • The school will plan the implementation of Vocational Education and Training (VET) studies in Primary Industries

to be offered to students in 2018. • The school will evaluate Personalised Learning Plan and Individual Learning Plan processes as part of the

2018–20 school planning process. • A part time teacher will be employed to mentor Stage 6 students through their Higher School Certificate studies.



Community and Wellbeing

Purpose

We foster productive and meaningful schoolcommunity partnerships to nurture wellbeing. We strive to maintain a safeandsupportive learning environment for all stakeholders.


Coleambally Central School places a high priority on student and community wellbeing and is implementing processes toaddress both school and individual needs, with interactions focused on the learning and wellbeing of students, havinghigh expectations of both student learning and behaviours and on continually improving the school’s ability to meet theneeds of all students.

The school has made significant progress in developing a strong whole school student wellbeing program, informed byregular data collection. This data was gathered by surveying the whole school community, including the use of Tell Themfrom Me and MindMatters surveys and Positive Behaviour for Learning and Sentral data.

Our focus in 2016 was on educating students, staff and the broader school community to understand the behaviours,attitudes and expectations that enhance wellbeing and lead to improved student outcomes and developing andimplementing a secondary wellbeing program delivered during year group meetings.




Post Term 3 2015 studentfeedback surveys indicate asignificant proportion ofparticipants feel the school istaking more effective measures tosupport their Wellbeing needs inthe areas of advocacy, bullyingand teacher expectations.

Tell Them from Me and MindMatters survey dataindicates there have been improvements in the areaof advocacy and teacher expectations.

The school's Anti–Bullying policy was reviewed andupdated. An extensive Anti–Bullying program wasdeveloped and implemented.

$0 – Tell Them fromMe and MindMatterssurveys

100% of Positive Behaviour forLearning Milestones are meteach term.

Evaluation of meeting Positive Behaviour forLearning (PBL) milestones data demonstrated thefollowing results in the areas below: • Reward Recognition Program – 75% • Lesson Plans for Teaching Expectations – 68% • Implementation Plan – 69% • Evaluation – 69% • Data Entry and Analysis – 38% • Procedures for Dealing with Discipline – 36% • Overall Benchmark of Quality PBL score – 52%.

$3,522 – Awards and Prizes

A current Wellbeing andDiscipline Policy is developedand approved after staff andcommunity consultation (Term 42016 – Term 1 2017).

The Wellbeing and Discipline Policy will continue tobe developed and aligned to Positive Behaviour forLearning.

N/A

School success is celebrated andpublicised frequently usingimproved mediums, forexample Skoolbag appand business district displays.

School success was publicised to the communityvia newsletter and noticeboard.

$3,522 – Awards and Prizes


Next Steps

• The school will continue to collect and monitor student feedback from Tell Them from Me and MindMatterssurveys.

• A Positive Behaviour for Learning Matrix for the classroom will be developed and implemented, with thedevelopment of milestones to track the growth and achievement of Positive Behaviour for Learning.

• A Student Wellbeing and Discipline Policy will be developed, aligned to the department's Student WellbeingFramework and Positive Behaviour for Learning Programs, in consultation with the school community.

• The school will continue to celebrate school successes with the community via improvements in our website andthe development of an assembly schedule.

• A Skoolbag 'app' will be purchased and implemented that will facilitate instantaneous school communicationthrough a smartphone application.

• Preparation of a 2017 budget aligning low socio–economic and Aboriginal background funding for ongoing studentassistance for school programs and improving student engagement.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading • 90% of Aboriginal students supportedthrough the implementation of PersonalisedLearning Plans. • Personalised adjustments and strategieswere implemented to improve studentattendance, participation and engagement inlearning. • Provision of School Learning and SupportOfficers in classrooms. • Continued integration of Aboriginalperspectives into existing classroomprograms.

$20,851 – Aboriginalbackground funding

Low level adjustment for disability • All students provided with appropriateadjustments for learning growth andsuccess,with an Individual Learning Planand/or interventions K–12 where required. • All students requiring adjustments identifiedin Nationally Consistent Collection of Data onSchool Students with Disability (NCCD). • Individual Learning Plans and StudentHealthcare Plans implemented incollaboration with parents and carers toreflect needs for specific students. • K–6 and 7–12 Learning and Support Teamsheld fortnightly meetings to discuss theeffectiveness of classroom organisation,school policies and enhance student’s accessto specialist teachers, sources of knowledge,individual connections and educational andcommunity services. • School Learning Support Officers supportindividual students in literacy and numeracyand access to a wider range of curriculumlearning experiences.

0.80 – Staffing entitlement

$23,985 – Flexible funding

Quality Teaching, SuccessfulStudents (QTSS)

Additional staffing from Quality Teaching,Successful Students for teacher release wasutilised to enable Primary executive to provideadditional support and mentoring to BeginningTeachers and staff through professionaldevelopment and in class support.

0.088 – Staffing entitlement

Socio–economic background • Reduced impact of low socio–economicstatus on students from equity groups withinthe school by enabling them to have accessto quality teaching and learning andlow–cost,highly accessible learningexperiences to improve student’s academicand social outcomes. • Improved the quality of teaching andlearning with staff professional learning. • Improving students’ access to a widerrange of curriculum learning experiences, withadditional programs in Music, Drama,Science, Technology and STEM. • Supported students’ access to a widerrange of curriculum learning experiences,including excursions to Canberra, theRiverina Environmental Education Centre andsport. • Improving partnerships between the school,parents and carers by developing asustained, positive and inclusive school

$30,355 – Flexible LowSocio–economicbackground funding


Socio–economic background culture. • Raising the expectations of students,parents, carers and the school community byfocusing on the school values of beingRespectful; Safe; Responsible learners.

$30,355 – Flexible LowSocio–economicbackground funding

Support for beginning teachers Additional funding for Beginning Teacherswas utilised to employ casual staff to enablebeginning teachers to have an additional 2hours Release from Face to Face teaching(RFF) each week. In addition the funding wasalso used to enable members of the schoolexecutive release to provide additionalsupport and mentoring to BeginningTeachers.

$25,369 – BeginningTeacher Support funding


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 145 151 137 125

Girls 105 117 129 116

Enrolments K–12 have decreased significantly over thelast 2 years due to employment opportunitiesdecreasing and transient families.

Student attendance profile

School

Year 2013 2014 2015 2016

K 93.9 92.8 94.1 92.2

1 95.6 92.2 91.9 92.5

2 96.2 94 95.1 90.4

3 93.1 95.6 91.4 92.3

4 95.6 92.9 93.7 89.6

5 96.1 95.4 96.2 93.7

6 93.2 96.1 92.6 94.5

7 92.4 92.1 94.8 86.6

8 91.9 90.5 83.8 90.3

9 87.5 91.3 87 83.5

10 88.3 87.8 91.3 85.3

11 88.6 89.7 86.4 86.7

12 89 88.8 86.9 94.1

All Years 92 91.9 90.8 89.5

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 92.7 93 92.3 92.3

Management of non-attendance

School attendance is monitored daily and recordedelectronically. The school continues to focus onreinforcing the importance of regular attendance and inaccordance with departmental procedures, studentattendance is monitored through regular examination ofclass rolls. However, student attendance rates havebeen falling and are now below the state average andbelow 90%.


Attendance is closely monitored with follow up lettersand phone calls to parents. Students with significantattendance issues are referred to the school's LearningSupport Teams, where they are monitored and referredto the Home School Liaison Officer (HSLO) whennecessary. The school actively seeks explanation for allabsences and implements strategies to supportattendance.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

11

Employment 11 16 29

TAFE entry 12 7

University Entry 43

Other 7

Unknown 21

Year 12 vocational or trade training

In 2016 we had a number of students involved withvocational training through classes in BusinessServices and Information and Digital technologies thatwere offered on site. Individual students alsocompleted Animal Studies by distance education and aSchool Based Traineeship in Children's Services.

Coleambally Central School also worked in conjunctionwith Western Riverina Community College to providestudents aged fifteen and above the opportunity toparticipate in a Pathways to Employment course inwhich participants gained Senior First Aid, White Cardand Food Handling qualifications.

Year 12 attaining HSC or equivalent

100% of 2016 Year 12 students achieved the award ofthe Higher School Certificate.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 2

Head Teacher(s) 4

Classroom Teacher(s) 12.21

Teacher of Reading Recovery 0

Learning and Support Teacher(s) 0.8

Teacher Librarian 0.8

School Administration & SupportStaff

8.59

Other Positions 4.2

*Full Time Equivalent

Reporting of information for all staff must be consistentwith privacy and personal information policies.Coleambally Central School is supported by qualityteaching staff as well as a number of temporary andcasual teachers. School Learning Support Officers workwith students, providing support in classrooms and onindividual programs and the general/farm assistantmaintains the high standard of the school facilities.Coleambally Central School has 3% of staff whoidentify as Aboriginal.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 16

Professional learning and teacher accreditation

Coleambally Central School is committed to theongoing professional development of all staff.Professional learning is aligned to our schoolimprovement measures and focuses on our strategicdirections of Leadership and Development; QualityLearning; and Community and Wellbeing. Priorities forprofessional learning are in line with the 2015–17School Plan and state priorities.

Professional learning funds were expended onindividual staff professional development identifiedwithin both the School Plan and staff Performance


Development Plans, while additional funds were spenton executive professional development. Support staffalso had access to professional learning opportunitiesas appropriate to their needs.

As well as three Staff Development Days at thebeginning of Terms 1, 2 and 3, all staff also participatedin whole school professional learning scheduled inWeek 3, 6 and 9 of every term based on the use offormative assessment, the literacy and numeracycontinuums and the use of data to drive teaching andlearning and improve student and school performance.

Professional learning and additional school funds wereutilised for staff to attend professional learning in theSecondary Learning Strategy (2LS), Language,Learning and Literacy (L3), Improving NumeracyOutcomes and Science, Technology, Engineering, andMathematics (STEM). In addition staff also participatedin professional learning to support a number of studentwellbeing initiatives and leadership development.

All permanent, temporary and casual staff alsoparticipated in the Performance DevelopmentFramework process, with a Performance DevelopmentPlan (PDP) that aligned to the school plan, systempriorities and the Australian Professional Standards forTeachers. All pre–2004 staff are actively participating inthe accreditation process for pre–2004 teachers to beaccredited at ‘Proficient’ by 2018, while a number ofBeginning Teachers are completing teacheraccreditation requirements.

All staff also completed mandatory trainingrequirements in Code of Conduct, Anaphylaxis,Emergency Care, Child Protection andCardio–Pulmonary Resuscitation (CPR) when required.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30 November 2016 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 280 962.26

Global funds 432 594.37

Tied funds 137 066.87

School & community sources 85 779.73

Interest 6 486.30

Trust receipts 70 702.51

Canteen 0.00

Total income 1 013 592.04

Expenditure

Teaching & learning

Key learning areas 82 065.89

Excursions 26 801.09

Extracurricular dissections 46 713.53

Library 12 315.28

Training & development 758.06

Tied funds 173 089.70

Short term relief 103 761.14

Administration & office 80 255.17

School-operated canteen 0.00

Utilities 52 775.93

Maintenance 76 968.58

Trust accounts 19 955.32

Capital programs 39 648.60

Total expenditure 715 108.29

Balance carried forward 298 483.75

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

School performance

NAPLAN

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


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.>


Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest).

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. In2016 the school community participated in Tell Themfrom Me and MindMatters surveys. These onlinesurvey systems assisted the school to capture theviews of students, parents and staff.

Primary Year 4–6 Students

The student survey measures indicators based on themost recent research on school and classroomeffectiveness. This report provides highlights based ondata from students in this school that participated in thesurvey in 2016. Their responses are presented below. • Students play sport at school – 83% of students in

the school had a high rate of participation inschool sports.

• Students take part in art, drama, or music groupsand/or extracurricular school activities – 79% ofstudents had a high rate of participation inextracurricular activities.

• Students feel accepted and valued by their peersand by others at their school – 82% of studentshad a high sense of belonging.

• Students have friends at school they can trust andwho encourage them to make positive choices –78% of students felt they had positiverelationships.

• Students believe that education will benefit thempersonally and economically, and will have astrong bearing on their future – 98% of studentsvalued school outcomes.

• Students do homework for their classes with apositive attitude and in a timely manner – only49% of students had positive homeworkbehaviours.

• Students that do not get in trouble at school fordisruptive or inappropriate behaviour – 71% ofstudents felt they had positive behaviours and didnot get in trouble at school.

• Students are interested and motivated in theirlearning – 84% of students were interested andmotivated.

• Students try hard to succeed in their learning–83% of students tried hard to succeed in theirlearning.

• Students feel challenged in their English andMathematics classes and feel confident of theirskills in these subjects – 55% of students in theschool had scores that placed them in thedesirable quadrant with high skills and highchallenge; 20% of students were confident of theirskills but did not find classes challenging and 16%of students were not confident of their skills andfound English or Mathematics challenging.

• Effective Learning Time – Important concepts aretaught well, class time is used efficiently, andhomework and evaluations support classobjectives. Students rated Effective ClassroomLearning Time 8.7 out of 10; the NSW norm forthese years is 8.2.

• Relevance – Students find classroom instructionrelevant to their everyday lives. Students ratedRelevance 8.9 out of 10; the NSW norm for theseyears is 7.9.

• Rigour – Students find the classroom instructionis well–organised, with a clear purpose, and withimmediate and appropriate feedback that helpsthem learn. Students rated Rigour 8.6 out of 10;the NSW norm for these years is 8.2.

• Advocacy at school – Students feel they havesomeone at school who consistently providesencouragement and can be turned to for advice.Students rated Advocacy at school 7.7 out of 10;the NSW norm for these years is 7.6.

• Positive teacher–student relations – Students feelteachers are responsive to their needs, andencourage independence with a democraticapproach. Positive teacher–student relations wererated 8.9 out of 10; the NSW norm for these yearsis 8.4.

• Positive Learning Climate – There are clear rulesand expectations for classroom behaviour.Students understand these and teachers maintainhigh expectations that they be followed. Studentsrated Disciplinary Climate of the Classroom 6.4out of 10; the NSW norm for these years is 7.2.

• Expectations for success – The school staffemphasises academic skills and hold highexpectations for all students to succeed. Students


rated Teachers' Expectations for AcademicSuccess 8.7 out of 10; the NSW norm for theseyears is 8.7.

• Students were asked: "When I finish high school, Iexpect to go to University." – 48% of studentsStrongly Agree and 21% Agree with thisstatement. Only 17% of students Disagree orStrongly Disagree with this statement.

Secondary Year 7–10 and Year 12 Students • Students play sports with an instructor at school,

other than in a gym class – 56% of students had ahigh rate of Participation in Sports.

• Students take part in art, drama, or music groups;extracurricular school activities; or a schoolcommittee – 16% of students had a high rate ofParticipation in Extracurricular activities.

• Students feel accepted and valued by their peersand by others at their school – 63% of studentshad a high sense of belonging.

• Students have friends at school they can trust andwho encourage them to make positive choices –72% of students had positive relationships.

• Students believe that education will benefit thempersonally and economically, and will have astrong bearing on their future – 80% of studentsvalued School Outcomes.

• Students skip classes or miss days at schoolwithout a reason, or arrive late for school orclasses – The Student Truancy Rate was 7%.

• Students do homework for their classes with apositive attitude and in a timely manner – 40% ofstudents had positive homework behaviours.

• Students that do not get in trouble at school fordisruptive or inappropriate behaviour – 85% ofstudents had positive behaviour.

• Students are intellectually engaged and findlearning interesting, enjoyable, and relevant –53% of students are intellectually engaged.

• Students are interested and motivated in theirlearning – 33% of students were interested andmotivated.

• Students try hard to succeed in their learning –64% of students tried hard to succeed.

• Students feel challenged in their English, Mathsand Science classes and feel confident of theirskills in these subjects – 26% of students in theschool had scores that placed them in thedesirable quadrant with high skills and highchallenge, 6% of students were confident of theirskills but did not find classes challenging and 59%of students were not confident of their skills andfound English, Maths or science challenging.

• Students feel good most of the time – 47% ofstudents had high levels of optimism, 26% ofstudents had medium levels of optimism and 24%of students had low levels of optimism.

• Students are mostly happy with their life – 38% ofstudents had high levels of happiness, 33% ofstudents had medium levels of happiness and26% of students had low levels of happiness.

• Students feel they can do well in their school work– 58% of students had high levels of academicself–concept and 11% of students had low levelsof academic self–concept.

• Effective Classroom Learning Time – Importantconcepts are taught well, class time is used

efficiently, and homework and evaluations supportclass objectives. Students rated EffectiveClassroom Learning Time 6.9 out of 10; the NSWGovt norm for these years is 6.6.

• Relevance – Students find classroom instructionrelevant to their everyday lives. Students ratedRelevance 6.1 out of 10; the NSW Govt norm forthese years is 5.9.

• Rigour – Students find the classroom instructionis well–organised, with a clear purpose, and withimmediate and appropriate feedback that helpsthem learn. Students rated Rigour 6.2 out of 10;the NSW Govt norm for these years is 6.1.

• Advocacy at School – Students feel they havesomeone at school who consistently providesencouragement and can be turned to for advice.Students rated advocacy at school 7.6 out of 10.

• Positive Teacher/Student relationships – Studentsfeel teachers are responsive to their needs, andencourage independence with a democraticapproach. Positive Teacher/Student Relationswere rated 6.4 out of 10; the NSW Govt norm forthese years is 6.1.

• Positive Learning Climate – There are clear rulesand expectations for classroom behaviour.Students understand these and teachers maintainhigh expectations that they be followed. Studentsrated Disciplinary Climate of the Classroom 6 outof 10; the NSW Govt norm for these years is 6.1.

• Expectations for Success – The school staffemphasises academic skills and hold highexpectations for all students to succeed. Studentsrated Teachers' Expectations for AcademicSuccess 7.2 out of 10; the NSW Govt norm forthese years is 7.3.

• Advocacy Outside of School – Students feel theyhave someone at home or in their community whoconsistently provides encouragement and can beturned to for advice. Students rated Advocacyoutside School 5 out of 10; the NSW Govt normfor these years is 5.3.

• Students plan to finish high school – 78% ofstudents in this school had aspirations forfinishing High School; the NSW Govt norm forthese years is 85%.

• Students plan to finish high school, andafterwards pursue a trade or apprenticeshipprogram – 48% of students in this school plannedto pursue a trade or apprenticeship program; theNSW Govt norm for these years is 37%.

• Students plan to pursue a university education –57% of students in this school had aspirations forpursuing a university education; the NSW Govtnorm for these years is 67%.

Parent and Community Members

Parents and community members were surveyed usingthe MindMatters survey. This survey tool allowed theschool to ask parents and families questions aboutstudent wellbeing, the school environment and parentengagement. The data is used to measure schoolprogress and identify areas of need. The schoolreceived limited responses (nineteen) and these arepresented below. • I am aware the school is implementing

MindMatters to promote positive mental health


and wellbeing – Completely 50%, Quite 40%. • I am aware of the school’s policies and practices

to support student mental health and wellbeing –Completely 10%, Quite 20%, A Little 40%, Not atAll 30%.

• I believe good mental health and wellbeing isimportant for student learning and achievement –Completely 100%.

• My child has a strong sense of belonging andconnection to this school – Completely 30%,Quite 20%, A Little 40%, Not at All 10%.

• The school deals effectively with bullying andharassment problems – Completely 0%, Quite44%, A Little 22%, Not at All 33%.

• I feel welcomed when I visit the school –Completely 20%, Quite 30%, A Little 10%, Not atAll 40%.

• My child feels safe at this school – Completely40%, Quite 20%, A Little 40%, Not at All 0%.

• The school offers a range of opportunities forstaff, parents and students to come together andget to know each other – Completely 0%, Quite20%, A Little 40%, Not at All 40%.

• My views and questions are listened to and takenseriously by the school – Completely 20%, Quite30%, A Little 10%, Not at All 40%.

• I have opportunities to contribute to schoolplanning and decision–making – Completely 20%,Quite 30%, A Little 30%, Not at All 20%.

• I am aware of programs the school is running forstudents to develop skills to manage stress andbe resilient – Completely 30%, Quite 10%, A Little30%, Not at All 30%.

• The school provides my child with opportunities totake on new or different types of challenges tobuild their confidence – Completely 30%, Quite20%, A Little 30%, Not at All 20%.

• I receive information about my child’s wellbeingas part of the school’s regular reporting processes– Completely 10%, Quite 20%, A Little 20%, Notat All 50%.

• I receive useful information about adolescentdevelopment and youth mental health from theschool – Completely 10%, Quite 10%, A Little30%, Not at All 50%.

• I would be comfortable seeking advice from theschool if worried about my child’s emotionalwellbeing – Completely 30%, Quite 20%, A Little10%, Not at All 40%.

• I am confident staff would talk to me if they wereworried about my child’s emotional wellbeing –Completely 50%, Quite 0%, A Little 20%, Not atAll 30%.

• I know who I can contact at the school if I havequestions or want advice about my child’swellbeing – Completely 50%, Quite 0%, A Little20%, Not at All 30%.

• I am confident staff would help a student ifworried about their emotional wellbeing –Completely 40%, Quite 20%, A Little 20%, Not atAll 20%.

• My child knows which staff they can talk to ifdistressed and wanting help – Completely 40%,Quite 10%, A Little 40%, Not at All 10%.

• I am confident my child would talk to school staff ifdistressed and wanting help – Completely 10%,

Quite 40%, A Little 30%, Not at All 20%. • The school helps individual students and families

to access local services and supports when theyare experiencing difficulties – Completely 0%,Quite 40%, A Little 40%, Not at All 20%.

Policy requirements

Aboriginal education

Coleambally Central School is the education providerfor the Tirkandi Inaburra Cultural and DevelopmentCentre, an Aboriginal community run centre offeringAboriginal boys aged 12–15 a culturally–basedresidential program aimed at strengthening the boys’cultural identity, self–esteem and resilience. Progress isbeing made in improving collaborative practicesbetween Coleambally Central School staff and themanagement at Tirkandi Inaburra, streamlining andbringing efficacy processes to ensure successfulteaching, learning and wellbeing outcomes for thestudents and staff at Tirkandi Inaburra.

In 2016 members of the Coleambally Central SchoolStudent Representative Council attended end of termgraduation ceremonies at Tirkandi Inaburra,acknowledging the achievements of Aboriginal studentsand the historical significance of Australia’s Aboriginalpeople and their enormous contribution to our cultureand history. These days provided the opportunity forstudents to engage in learning about Aboriginal people,sharing an inspiring day with the students at TirkandiInaburra and an appreciation of the uniqueness of ourcountry’s heritage.

The school received additional equity funding forAboriginal students from the Resource Allocation Model(RAM) in 2016. Teaching programs and activities wereimplemented that effectively developed and sustained apositive and inclusive school culture. Support wasprovided to Aboriginal students to improve outcomes inliteracy and numeracy and improve studentengagement. School Learning Support Officers wereutilised to support Aboriginal students in classrooms,focusing on explicit, data driven literacy and numeracyprograms and Aboriginal students were provided withongoing access to the school's Learning Centre. Inaddition, Primary Year 6 students participated in ‘Moveit Mob Style’ Aboriginal Dance and Hip HopWorkshops.

Equity funding was also used to support our Aboriginalstudents in improving learning outcomes by supportingappropriate staff in creating and updating PersonalisedLearning Plans and other relevant management plansto encourage and sustain success both inside andoutside of the classroom. Productive opportunities forcollaboration between parents and school stakeholdershave also been improved.

Coleambally Central School acknowledges the centralrole of education as a cornerstone in the production ofa democratic, equitable and just society that valuesAustralia’s Indigenous culture as a key part of ournation’s history, present and future.


Multicultural and anti-racism education

Coleambally Central School actively encouragesrespect for all cultures, integrating multiculturalperspectives into teaching and learning programsacross all key learning areas at both the class andwhole school level. Anti–racism initiatives areembedded into class and stage programs across theschool and a member of staff is a designatedAnti–racism Contact Officer (ARCO). Our StudentRepresentative Council continues to assist our schoolcommunity in the development of a deeperunderstanding of difference, diversity andmulticulturalism.

In 2016 Primary students were engaged in activities onthe study of Japan and the incorporation of multiculturalactivities in Creative Arts and Dance. In Term 3students were visited by a local family who gave apresentation on what it is like to live and go to school inJapan. During Creative Arts and Dance activitiesstudents participated in lessons on learning Polynesiansongs and Latin dances.

Secondary students participated in Food Technologyactivities that incorporated multicultural perspectivesand the relationship between food, culture and tradition.Students were exposed to a wide variety of recipes anddishes, highlighting the incredible variety of herbs,spices, fruits and vegetables and how ways of foodpreparation and service have enriched our food andculture.


2016 coleambally central school annual report€¦ · and state levels in their respective sporting...

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