2018 barraba central school annual report€¦ · introduction the annual report for 2018 is...

Barraba Central SchoolAnnual Report

2018

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Printed on: 31 May, 2019 of 15 Barraba Central School 1140 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Barraba Central School as an account of the school'soperations and achievements throughout the year.

2018 was a foundation year for our new school plan. The Key focus in 2018 has been the introduction of PositiveBehaviour for Learning. The core values of Safe, Respectful, Learners and our mascot of Barra Bull have driven thewellbeing and learning focus for the school.

There has been many great achievements from outstanding HSC results, Regional and State sporting representation,and outstanding work in the classroom.

School is a detailed community all working together to ensure the best of educational and life experiences for thestudents from Kindergarten to Year 12. The beginning of the school experience is marked by Kindergarten Orientationand culminates in the Year 12 Farewell and as an adult I know that many of us reflect on our school experiences as agreat time of our life. Barraba Central is a great school and is an important centrepiece for the Barraba community. It isimportant to thank parents and carers for their contributions throughout the year together with our volunteer canteenworkers and many other volunteers around the school who generously donate their time. The P&C embodies this selflesscontribution facet and indeed many thanks to President Beck Groth and the rest of the P&C.

School provides students with the chance to express themselves academically and socially with the aim to develop intoworthwhile people. Our welfare system enables many of our students to undertake well deserved reward excursions asthe culmination of their endeavours. Our wellbeing system is constantly evolving and suffice to say it is a system thatrewards positive undertakings and endeavours.

Secondary schooling at Barraba presents diverse opportunities to not only enhance your education, but to also move inpositive directions that open up doors to career opportunities. As students get to the senior secondary they begin to havemore input into where they want their educational life to go. By late Stage 5 and in Stage 6 (years 10 to 12)students areoften beginning to embrace VET(Vocational Education and Training) as a means of branching into possible careerpathways e.g. primary industries; construction; metals and engineering and hospitality. Some students also undertakeSBATs (School based apprenticeship training) to further their career prospects. Indeed, Barraba Central offers manyopportunities for students. Students need to embrace these opportunities and realise that indeed education is preparingthem for life after school, and also that as students they must grab the opportunities presented.

One of the great things about secondary education is its inherent diversity of subjects, a diversity that is made morepronounced by the opportunity to select 3 elective subjects in years 9 and 10 (Stage 5)

Primary and Infants schooling provides the platform from which students prepare themselves not only high school, butultimately life itself. In the primary and infants areas good gains have been made in several areas. Early Action forSuccess has elevated literacy results in the infants – we are looking forward to that trend in the primary.

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.

Patrick Sullivan

Principal

School contact details

Barraba Central SchoolGotha StBarraba, 2347www.barraba-c.schools.nsw.edu.aubarraba-c.school@det.nsw.edu.au6782 1104


School background

School vision statement

Barraba Central School strives to create a fair and caring environment where all students participate actively and developtheir full potential both socially and academically. The school community works cooperatively to support the students todevelop into responsible and respectful individuals, who possess a high standard of integrity. We aim to foster a lifelonginterest in learning to ensure students become productive, confident and responsible with a strong sense of community.

School context

Barraba Central School is a split site central school located in the rural community of Barraba, 90 kilometres from themajor regional centre of Tamworth. Barraba is in an agricultural area that is dominated by cattle production and hashistorical connections to gold mining. The township of Barraba is located on the Fossickers Way. The school caters forstudents from K–12 and has a current enrolment of 187 students. It is staffed by 17 teachers and 6 administrative andsupport personnel. In 2018 the K–6 enrolments were 107 and 7–12 were 80. The school has 22 indigenous students.The school has a strong focus on quality teaching and learning and a consistent wellbeing system. Student performancein state assessment programs is generally below state average. The school relies on the strong participation of its parentorganisations to support the implementation of its quality programs.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

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

Each Strategic direction in our school Management plan has been mapped against the domains of the SchoolsExcellence Framework to assist our school in validating and monitoring our journey. In this way our school is alwaysstriving for excellence in all domains; time is dedicated to each whole school staff meeting as well as Staff Developmentdays to discuss the School Management plan, each strategic direction and ensuring we are meeting our milestonetargets using evidence and data.

The School Excellence Framework provides a scaffold and aspirational targets on what we hope to achieve as a schoolcommunity in each of the domains. In the domain of learning our focus has been clearly on wellbeing, curriculum andlearning. The introduction of Positive Behaviour for Learning is allowing the school to nurture a new positive culture thathas clearly defined behavioural expectations and creates a positive teaching and learning environment within the wholeschool. This innovation involves all staff in the incorporation of PBL philosophies and resultant practices that reflect this.We are currently attempting to foster a culture that student engagement and learning are linked and that schoolprograms address the needs of identified student groups (eg: Aboriginal students, gifted students and students withdisability)No doubt this easily dovetails into the introduction of PBL.

Teachers are learning how to differentiate curriculum to meet the needs of individual students and there arepolicies,programs and processes to identify and address student learning needs. Teachers are increasing the involvingof students in their own learning and including parents in this process so they have a greater understanding of how bestto assist their child on their educational journey. In the domain of teaching our focus has been on QualityTeaching(Effective Classroom Practice), using data to inform their teaching and ensuring students' needs are beingmeet.

Teachers regularly use student performance data(e.g. NAPLAN) and other student feedback to evaluate theeffectiveness of their own teaching practices. Through the use of the Literacy and Numeracy continuums (PLAN)datainforms teacher where to next, through a particular focus on improved teaching methods in literacy and numeracy.Teachers have been undertaking professional learning activities focused on building teachers ' understandings ofeffective teaching strategies in these areas. Teachers K–12 have been working together to improve teaching andlearning in their year groups, stages, faculties, or for particular student groups. Executive have been ensuring thatmanagement practices are in place that foster a collegial atmosphere in which teachers personal learning plans reflectiontheir own abilities and areas of strength and weaknesses.This builds the capacity of teachers and ensures qualityteaching is taking place in every classroom.

Through lesson feedback,effective monitoring of programs,lesson plans and lesson observations, teachers have beenable to reflect and evaluate on current practices.A variety of assessment strategies are used regularly to help monitorstudent learning progress and to identify skill gaps for improvement in our primary school. These skills are beingdeveloped as a major focus in our secondary.In the domain of leading, our focus has been to progress leadership andmanagement practices and processes, as well as school planning,implementation and reporting.

Resources have been allocated to allow physical learning spaces to be used more flexibly and technology,such asI–Pads and laptops accessible to staff and students.In the secondary the computer lab in G Block has beenre–established so that in conjunction with the roll out laptops all students have more ready access to relevant computertechnology.

Our school leadership team attempts to communicate transparently about the school priorities and practices withcommunity included, therein helping to foster understanding of policies,processes and procedures within community.. Tothis end the relationship between P&C and leadership is very good thereby assisting the decision making process andrelevant communications. Staff, students, parents and the broader school community are encouraged andengaged,when possible,in the development of the vision, values and purpose for the school. The leadership team hasattempted to develop the clear processes and timelines to ensure that milestones are reached and that the school isworking towards the implementation of the school plan.

Another focus has been to get positive messages out to the community on the great things that are happening within ourschool. Through our transparent processes and practices the community is kept up to date with their child's education aswell as current issues within the school.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in the


For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Aspirationally Focused Learners through high expectations and leadership development

Purpose

The school has a demonstrated commitment that all students within the school community make progress. Learning isdriven through a strong partnership with parents and students that support collaborative learning in realising highexpectation for whole school improvement through evidence based practise.

Overall summary of progress

With the introduction of positive behaviour for learning, the school is starting to change the culture around learning. Thedevelopment of Be Everyone, Everywhere, Everytime, expectations Has been driving culture of high expectations.Initiatives like "Milkshakes with the Principal" at the Primary and "Barra Barbecues" in secondary school have seen thestudents striving to be Safe Respectful Learners.

The school continued to evaluate the senior curriculum by visiting similar Schools across the region. We investigated thecompressed curriculum model and a different curriculum model at Kandos. This discussion is were also held with theRural and Remote Directorate on the curriculum models that could best meet the needs of our students.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• the development and use ofPBL matrix, for shared andclassroom space. • accurate recording ofincidences and timely followupusing Sentral. • improved engagement and ontask behaviours. (on taskanalysis) • improve school based andstate based assessmentprocedures. • reduced impact of negative onstudent learning

Release time for productionof videos to support theimplicit PBL lessons.

Continued funding of BBQand other incentives topromote studentengagement

Meeting times forprofessional discussions toimplement changes in wellbeing structures from K–12

Excellent adoption of PBL incentives to recognisestudent achievement in all school settings

Excellent video resources created to support PBLlessons

Development of new well being structure to be inline with PBL incentives now incorporated torecognise student achievements.

Next Steps

Positive Behaviour for Learning will continue to be a strong focus for the school in 2019. The school will move fromteaching the everyone, everywhere, everytime Expectations to more data driven targeted lessons.

The curriculum initiatives will continue, by keeping a close eye on developments within the department, that may supportour students better. The key driving factor in school will be that all students when they leave Barraba Central School areready for either the workforce or further studies. It is key that the secondary curriculum is sustainable into the future.



Explicit teaching driven through high quality professional learning

Purpose

The school will have well developed evidenced based programs, assessments process and practices that are regularlymonitored and driven by individual student learning needs.


Learning intentions and success criteria will begin to be implemented by staffing 2019.

Collaborative practices have been driven by Early Action for Success (EAfS) and the beginning teachers supportpractices. EAfS has targeted K–2 with significant training and development, class observations and mentoring. The dataanalysis from 2018 showed all 80% of k–2 meeting benchmarks.

Explicit teaching of the positive behaviour for learning lessons K–12 on the shared values of Safe Respectful Learnershave been implemented , reflecting effective staff training on the tenets of positive behaviour for learning.





• Staff involvement in teachercollaboration will showimprovement in teachersatisfaction surveys and intheDomain of Teaching, theschool will move from Deliveringto Sustaining & Growing in theelement of Effective ClassroomPractice in theSchoolSelf–assessment

$20 000 Continuation of L3 training and use of LearningProgressions

Continued training for K–2 staff for L3

• Improvement in the valueadded data from year 5 to 7,progressing to being inline withthe value added data for otheryears.

$2 000 Development of programming to cater for individuallearning needs in line with new syllabusimplementation K–12

• All staff K–8 proficient inmapping Literacy and Numeracytargets to progressions usingPLAN2.

Continuation of L3 trainingand use of LearningProgressions

Continued training for K–2staff for L3

• Improved literacy outcomes for all students K–2 • K–2 Data entry on learning progressions.

Next Steps

2019 will see staff begin to implement visible learning. Professional development afternoons will be targeted aroundLearning Intentions, Success Criteria and formative assessment.

Early Action for Success will to continue a key initiative in 2019. The Plan2 tool will be implemented and evaluated Ink–2. Work on the literacy and numeracy progressions will be professionally developed throughout the primary school,leading into Year 7 and 8 in 2020.



Leading through High Expectations and Community Partnerships

Purpose

To build a professional learning community working collaboratively to realise high expectation for whole schoolimprovement through evidence based practise.


The school has pushed and developed a wide range of community engagement projects during 2018. The schoolembraced community involvement K–12. The school strived to build an effective, collaborative learning community thatengaged parents, carers and the wider community.

The executive started the development of process and procedures to improve the effective running of the school. Theimplementation of a number of key process has improve the operation of the school.





increased engagement of parentsand the wider community atschool events andextra–curricular activities baselinedata from 2018.

$5600 Restarting the Friends on Friday program withRichardson House.

Introduction of the school values of Safe,Respectful, Learners.

Engagement of Centacare to deliver a Resilienceprogram to K–6.

Further development of the Aquaponics Programwith links to the Ebor hatchery and the Narrabri fishfarm.

All school based positions haveclear and transparent jobdescriptions.

$1500 Extended executive professional Developmentmeetings have been implemented during 2018.Executive role statements are being developed.

Whole School Learning and Support meetings wereimplemented.

Improvement in Destinationoutcomes for students whenfinishing schooling in Stage 5 and6

$2000 Links with Opportunity Hub and Job Link Plusestablished.

Strong support for School Based Traineeshipscontinuing.

80% of students attaining their HSC in 2018 aregaining entry to University.

Self evaluation against thedomain ofLeading is validated asexcelling in elements of highexpectation and communityengagement.

Continued development in 2019

Next Steps

During 2019 the school will target specific process and procedures so that we can enhance the effective operation of theschool.


The school will build upon the strong foundation established in 2018 and seek further opportunities to enhance theexisting relationship established with parents, carers and the wider community


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $37 478 All students K – 6 have a PLP and eachteacher has had an interview with parents andis continuing to improving their literacy andnumeracy skills. Employment of aides totarget/assist students has been proven to bea useful way at bolstering and improvingstudent skills. All students are tracked andmonitored every 5 weeks to ensure thatstudents/parents know their rate of progress.

The secondary Learning and SupportTeacher has also ensured PLPs for relevantsecondary students. Partnerships have beenestablished with the Opportunity Hub insupporting Aboriginal students.

Additional Learning and Support time hasbeen purchased to support Aboriginalstudents with these funds.

Quality Teaching, SuccessfulStudents (QTSS)

$17 803 Barraba Central School has benefited fromthe ongoing QTSS initiative which hasprovided an additional staffing resourceallocation to improve the quality of teaching inevery classroom. This staffing allocation hasbeen used to create collaborative practicesacross the school to allow teachers to jointlyplan and observe each others' lessonsestablish mentoring practices within theschool to provide constructive feedback toindividual teachers on lessondelivery,programming, assessment andclassroom management.

Lesson observations and feedback byExecutive have assisted in inculcating QTSSvalues and perspectives into the teachingmethodologies adopted by staff.

Socio–economic background $216 358 • L3 and Ten training has been completed byall infant staff and they have been trained inongoing professional learning(OPL).programs • Aides used to assist students in L3 and Tenprograms. • Parent information and relationship buildingdays, such as orientation days,subjectselection sessions & transition • Revamping of the school Newsletter. • Technology made affordable for allSecondary students.–laptop devices readilyutilised. • End of year showcase concert showing theongoing development of the primary musicprogram. • Secondary music students incorporated intosecondary assemblies. • Provision of numerous excursions acrossthe school.–sport and curriculum based* KLAclassroom resources and improvements inclassroom environments–tied in to ongoingschool beautification program at both sites. • Allowing uniforms to be purchased toenhance student self esteem and their senseof belonging.


Socio–economic background $216 358 • Guest speakers have come to the school tospeak about nutrition and parent classes. • Early starters transition teacher and alsoadditional staffing .i.e. aides.

Support for beginning teachers $26 000 Under the Great Teaching, InspiredLearningall beginning permanent andtemporary beginning teachers at BCS hadaccess to a strong induction process, atrained mentor,reduced teaching load andgreater opportunity to collaborate with otherteachers.

Reduced face to face teaching load andtarget professional development have beenkey features.

Further, collaboration with other relevantfaculties at other schools was encouraged asa didactic tool.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 92 93 89 86

Girls 87 96 84 86

At present, Barraba Central School is experiencing aslight downturn in numbers as compared to theprevious three years. With the impact of the droughtaffecting the enrolment and future trends unfortunatelyindicates that the slight downturn will continue.

Student attendance profile

School

Year 2015 2016 2017 2018

K 86.1 90.6 89.7 92.3

1 88.5 90.6 91.9 83.8

2 88.6 85.2 93.6 90.7

3 89 90.6 88.2 88.7

4 89.7 88 93 79.2

5 89 85.8 87.8 92.4

6 93.6 86.7 82.9 80.9

7 89.9 86.6 89.9 80.5

8 87.5 84.5 88 76.1

9 81.3 79.1 77.6 84.5

10 92 79 80.5 67.6

11 87.9 86.8 85.1 75.1

12 90.5 87.1 81.9 68.3

All Years 88.9 86.4 87.2 82.4

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

7 92.7 92.8 92.7 91.8

8 90.6 90.5 90.5 89.3

9 89.3 89.1 89.1 87.7

10 87.7 87.6 87.3 86.1

11 88.2 88.2 88.2 86.6

12 89.9 90.1 90.1 89

All Years 92.3 92.3 92.3 91.5

Management of non-attendance

The school has a comprehensive attendance policy andprocedures which ensures student attendance isregularly monitored, analysed and evaluated. Theschool community value the importance of attendanceand there is a shared school–wide responsibility topromote ongoing improvement. Student learning andwell–being are intentionally supported throughmeaningful involvement of parents, families, staff


andinter–agencies. This personalised approach alongwith classroom practice which is safe, accepting,inclusive,caring and respectful, is embedded in ourpositive attendance culture.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 0 0

Employment 0 0 20

TAFE entry 0 0 0

University Entry 0 0 80

Other 0 0 0

Unknown 0 0 0

Year 12 attaining HSC or equivalent

All Year 12 students in 2018 achieve a HSC.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Assistant Principal(s) 2

Head Teacher(s) 2

Classroom Teacher(s) 9.58

Teacher of Reading Recovery 0.21

Learning and Support Teacher(s) 0.9

Teacher Librarian 0.6

School Administration and SupportStaff

6.29

Other Positions 0.1

*Full Time Equivalent

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

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 0

Professional learning and teacher accreditation

In 2018 all teachers are accredited against theNSW Education Standards Authority. The accreditationrequires teachers to maintain registered andnon–registered hours of professional learning over aperiod of 5 years. In Barraba Central SchoolProfessionalDevelopment Plan are completed by individual staffmembers aligning to departmental reforms andexpectation of curriculum implementation. Teachersneed to set professional goals and outline how thesesgoals will be met and monitored. teachers need tounderstand that evidences needs to support theirlearning when the implementation, review and annualreview stages occur. Their evidence must align to theagainst the continuum of the Australian TeachingStandards.

Financial information

Financial summary

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


2018 Actual ($)

Opening Balance 713,646

Revenue 3,489,630

Appropriation 3,425,065

Sale of Goods and Services 1,780

Grants and Contributions 55,422

Gain and Loss 0

Other Revenue 780

Investment Income 6,583

Expenses -3,384,833

Recurrent Expenses -3,384,833

Employee Related -3,058,288

Operating Expenses -326,546

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

104,797

Balance Carried Forward 818,443

The leadership team effectively allocates operationalfunds and plans processes to address school strategicdirections and meets identified improvement priorities.

Financial summary equity funding

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

2018 Actual ($)

Base Total 2,560,314

Base Per Capita 33,414

Base Location 74,371

Other Base 2,452,529

Equity Total 384,021

Equity Aboriginal 37,478

Equity Socio economic 216,358

Equity Language 0

Equity Disability 130,185

Targeted Total 94,567

Other Total 240,288

Grand Total 3,279,190

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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

School performance

NAPLAN

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

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

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

In years 3,5,7, and 9 Literacy, students were well belowstate average and were represented in bands 1 to 9.Nevertheless, in terms of value adding our school isvalue –adding higher than that of the state and sincevalue adding is the best true indicator of an individual'sprogress the school has made worthwhile progress.

Nevertheless, in terms of value adding our school isvalue –adding higher than that of the state and sincevalue adding is the best true indicator of an individual'sprogress the school has made worthwhile progress.

Priorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bands

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest). Our HSC Students achieved outstandingresults which enabled 80% gaining entry intoUniversity. The band 6 results in Industrial Arts and theEnglish standard results are a testament to the hardwork of their teachers.


Subject School2018

SchoolAverage

2014-2018

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school .In2017 the responses from TTRFM(Tell Them From Me)Data were somewhat inadequate from the communityreflecting that this form of data collection if notreplaced, needs supplanting by other more effectiveways of gathering meaningful responses. As aprecursor to the formal introduction of PBL(PositiveBehaviour for Learning) parent/staff surveys wereutilised that concentrated their questions on what arethe essential values that Barraba Central School shouldinculcate. Parents were asked :what we can do better;the positives; how we make the school a great place;what should be our core values. To summarise parentsthought that we were doing a good job, but neededmore strategies re the removal of disruptive students;that our positives were our teachers, our response toparents and the atmosphere; that more interaction withparents and the continued school beautificationprogram would make the school a great place; corevalues should be respect, honesty and pride in thatorder. Staff views were that we could communicatebetter; that the positives were the facilities and that staffgo the extra mile; that improved communication,ongoing beautification and PBL introduction with thecore values of safe, respectful, learners.

Policy requirements

Aboriginal education

The Aboriginal Education Policy has been implementedat Barraba Central School. The whole school undertook an Aboriginal Education Enrichment and CulturalDay as part of NAIDOC Week Reconciliation. Thisinitiative involved guests from regional office and use ofthe local aboriginal community. At Barraba CentralSchool there is also comprehensive integration ofAboriginal perspectives in Primary Stages 2 and 3 andin Secondary Stages 4 and 5 particularly inHistory(Myall creek awareness and excursion), English(Aboriginal poems and writing) and Geographyprograms. The outcomes of these programs have beento further educate all students about Aboriginal history,culture and current Aboriginal Australia.Communicationabout Aboriginal Education and Equity programs hasbeen effective within the school. The emphasis hasbeen to ensure that Aboriginal students achieveeducational outcomes that are comparable to theircohort in NSW. At Barraba Central School we havealso targeted resources and training throug hEquityPrograms, Aboriginal Cultural enrichment days andother KLA funds to promote effective teaching ofAboriginal perspectives, culture and content in subjectsin all KLAs.

Multicultural and anti-racism education

Multicultural Education and Anti–racism BarrabaCentral School actively promotes adherence to both thefollowing policies in this area: Cultural Diversity andCommunity Relations Policy; Anti–Racism Policy.

At BCS our school practices ensure an inclusive schoolcommunity for all and a racism–free learning andworking environment. At Barraba Central School wehave a nominated Anti–racism contact officer. Throughteaching across all the KLAs teachers ensure thedevelopment and understanding of cultural, linguisticand religious differences and we explicitly teach aboutracism and discrimination.

The core values of the school were clarified throughoutthe year as part of the school planning process and theimplementation of the Values in EducationPolicy.Central values included: social equity and equalopportunity, promotion of tolerance, fosteringteamwork/sportsmanship and rejecting racism andprejudice. A range of strategies were adopted toenhance the education of students in a culturallydiverse society.Lessons were also taught integratingsimilar concepts as part of the general awarenessraising process.A highlight of the year was theincorporation of a wholeschool Harmony Day,characterised by a wide range of activities highlightingmulticulturalism.


2018 barraba central school annual report€¦ · introduction the annual report for 2018 is...

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