School No. 2082

Annual Report 2016

KVS Annual Report 2016

2

Contextual Information

Koonwarra Village School (KVS) opened its doors on 13th February, 2012 in the former Koonwarra

Primary School buildings – 20-26 Koala Drive, Koonwarra. The school is an Independent primary

school offering enrolment for children in Foundation-Grade 6.

Profile of the Student Body

At the time of the Federal 2016 School Census, 16 boys and 29 girls were enrolled at the school.

None of the 45 students had Language Backgrounds Other Than English, were indigenous or had a

disability.

In 2016, the school’s Socio-Economic Score remained at 94. This score is calculated from the

residential addresses of KVS students which corresponds to a per-capita funding amount of 58.7% of

the average Government School’s recurrent cost figure.

0

2

4

6

8

10

12

Foundation Grade 1 Grade2 Grade3 Grade4 Grade5 Grade6

Boys

Girls

KVS Annual Report 2016

3

Koonwarra Village School Board

It gives me great pleasure to report on the work of the KVS Board for the 2016 Annual Report.

The role of the Board is one of strategic direction, policy review/development, oversight and acts as a

liaison between leadership, staff and parents/community members. The board is governed by a Board

Governance Charter and informed by the constitution of the school. We have also used the guiding

standards for governing by Australian Schools Board template to undertake a range of self-

assessment exercises to improve and guide the work of the board over time.

Over the past year we have reviewed or developed the following policies:

• Enrolment policy

• School fees policy

• Concerns and complaints policy

• Behaviour management policy

• Student welfare policy

• Bullying and Harassment policy

• Mandatory reporting policy

• Critical incident policy

• Board charter

• Reporting policy

Along with this, we have refined the organisational charts for staff and the board, and contributed to

the development of a parent handbook.

We meet eight times each year; each meeting is determined by an agenda and recorded through

minutes. Reports are provided by the School Coordinator and the Leader of Teaching and Learning.

While the work of the board is primarily policy driven, these reports give insight into operational

matters that inform our decisions. Documents, briefing papers and other materials for each meeting

are expertly prepared by both Fiona McKenzie and Philippa Lloyd, and for this I thank them both.

Last year we started developing a more mature and sophisticated strategic plan which will inform the

direction and priorities of the KVS over the coming years which was welcomed by our board

members.

In 2016 our KVS board members included Fiona McKenzie, Alyson Skinner, Moragh Mackay, Rebecca

Cooke, George Dimitropoulos, Alan Tough and Rachel Carruthers, all of whom bring a wealth of

personal and professional experience to the table to inform the work of the board. During this year,

we accepted Alan Tough’s resignation and Moragh Mackay took a leave of absence. I would like to

acknowledge the significant contribution that Alan made to the KVS board during his term.

It is wonderful to see the achievements of KVS detailed in our annual report and it continues to be a

pleasure to contribute to such a wonderful and inspiring independent school.

Alyson Skinner, KVS Chairperson

KVS Annual Report 2016

4

Program Highlights

Koonwarra Village School uses the Victorian Curriculum as the basis of its academic program. The

school’s Philosophy and Guiding Principles outline the broader framework in which teaching and

learning occurs.

The Village School Curriculum is a series of additional programs & elements integrated across all the

features of school life and overviewed on our website

Learning Contracts

At the heart of our teaching and learning

model is a comprehensive (KVS-created)

framework that allows incremental

development of the skills and attributes

to become an Effective Learner.

Learning Contracts provide a

framework for teaching and learning at

KVS. The intention is to support

children to become independent

learners and effective time managers.

Contracts include a range of core

numeracy and literacy tasks that can be undertaken by each child independently. The Foundation

level contracts are simple in nature and aim to develop children’s awareness of their ability to make

choices which lead to success. As the children’s skills develop, the complexity of the contract increases

and they begin to share the decision making with their mentor about the order and timing of their

work tasks (Guided Contracts). Over time, the level of guidance from the mentor reduces until

children are working as Autonomous Learners.

Learning Contracts integrate

into a structured daily

timetable which includes

periods of small group direct

instruction, whole group

activities and community

service tasks. Sample

contracts and the contract

pathway are on our website.

KVS Annual Report 2016

5

Nature Journaling

Nature Journaling is the regular recording of observations, perception, and feelings about the natural

world from first-hand experience. It can be done in a variety of ways, including written prose or

poetry, drawing or painting, photographs, tape recordings or musical notation. A nature journal

primarily records these responses and reflections. The intention for including regular nature

journaling sessions in our program is to expose children to the value of the connection between

people and their environment. We have found that it also helps to develop stillness in the children as

they tune in to the sounds, sights and smells of nature.

In 2016, students visited both the Koonwarra Nature Reserve and Nirvana Park concentrating on

patterns in nature and making patterns for relaxation and focus. This was followed by investigating

change in the landscape from one side of South Gippsland to the other. Triskels ventured to the

Lyrebird Walk in Mirboo North where they looked at the changes fire, forestry and farming have made

to the bushland. Fungi was in abundance as the groups explored the coral fern gully walk sketching

snapshots of interesting sites along the way.

A highlight of this year’s program was the Inverloch coast explored with Mike Cleeland from the

Bunurong Environment Centre. Mike had the group enthralled as they imagined themselves standing

125 million years ago in the middle of a freezing river of the sub Antarctic forest. The budding

palaeontologists had an amazing time investigating the signs of dinosaur times that suddenly

appeared everywhere as soon as we had our eyes tuned in!

Personal Learning Projects (PLPs)

The children had ongoing

opportunities to sign up for a wide

range of electives as part of the

KVS Personal Learning Project

program. 2016 included an

extensive list of PLP’s including

Quilling, an art form that involves

the use of strips of paper that are rolled, shaped, and glued

together to create decorative designs. Card-making was followed

by Jewellery-making & wire work. Softies, designing and then stitching together felt objects was

KVS Annual Report 2016

6

popular and design skills were further utilised in the Upcycling PLP where op-shop clothing items

were given a new lease of life.

Early in the year there was a Group Facilitation PLP. At KVS, students

facilitate morning meetings and weekly Parliament sessions. As

facilitators, these students need to call on a wide range of skills, from

problem solving and decision making, to group management and

communication. The PLP concentrated on building skills in voice

control, public speaking, maintaining focus, body language and

following procedures.

The Horse Care PLP was very

popular and an opportunity for

many of the Triskel students

to learn about grooming, hoof

care, herd behaviour, catching

and leading, as well as riding

horses.

Later in the year as our

asphalt was reclaimed

and restored as part of

the building project and

students keenly signed

up for the skating PLP

held at Leongatha and

Inverloch Skate Parks.

One Act Play Festival

Twenty Triskel students performed in the school’s

entry in the Youth Section of the One Act Play

Festival in Foster. They worked extremely hard on

the play, “Perfectly Normal”, including a two day

intensive camp during the cycle break. The play was

written by Mat Blackwell, Dan Rosen and Sarah

Maclean, and featured a reality based tv show built on the premise; Can Machines

Think? The students were outstanding, and the audience response to the play was

fantastic!

KVS Annual Report 2016

7

We won Most

Outstanding Prodution

for the youth section and

an excellence award for

communicating a

significant message.

Azari and Maeve won

Adjudicator’s Choice

Awards for their dynamic and incredible performances, and

Mila also received a special mention for voice projection. The One Act Play provides such a fantastic

opportunity for students to develop their confidence in performing in front of an audience.

Kitchen Garden

KVS’s extensive kitchen garden has continued to thrive in

2016. During the year, we employed a dedicated Kitchen

Garden Mentor and have developed a KVS kitchen garden

curriculum that incorporates the Victorian Curriculum and the

KVS philosophy. It involves garden and kitchen activities for

all the year levels and builds on the skills and knowledge

acquired in the previous year.

Resource Smart

The ResourceSmart Schools initiative is delivered by Sustainability Victoria in partnership with the

Department of Education and Training. Schools work their way through five modules to take action

towards minimising waste, saving energy and water, promoting biodiversity and reducing greenhouse

gas emissions. The ongoing monitoring of our actions works towards both saving the school money

and lessening our demand for natural resources.

KVS Annual Report 2016

8

KVS’s involvement in ResourceSmart Schools is

showing great results, helping the school

document and display our achievements in

resource efficiency. Over the past 12 months, the

school has achieved a 35% reduction in energy use

per student. We were also a finalist for the Energy

Primary School of the Year. Whilst we didn’t win, students enjoyed

attending the awards ceremony and the activities that Melbourne

Museum and IMAX had to offer.

In May around 20 teachers, including

KVS staff, took part in a workshop at

Koonwarra Hall to update their modules in the Resource Smart Aussi

Vic Program. The day included a visit to KVS to see how we have

used our energy grant money and the ways we integrate

sustainability in our curriculum.

Camps

Throughout the year there are a number of camping excursions to support personal learning projects

as well as developing student’s independence, confidence and resilience. Our camps continue to be as

diverse as the interests of the students and this year included

snorkeling, surfing, caving and an endurance walk at Wilson’s

Promontory. Our Grade 6 students celebrate their final year together

by choosing a destination for their camp and contribute by fundraising

in advance. This year they chose to explore parts of Melbourne.

KVS Annual Report 2016

9

An annual event that kicks-off

each year is the larger

community Family Camp

(FAMP). All students, their

parents and siblings get

together for 2-3 days for a mix

of structured activities and

connection as a community. In

2016, FAMP was held at the Powlett River Caravan Park.

Playgroup & Foundation Transition Group

Held each Friday morning,

the KVS playgroup allows

families who are planning on

joining the KVS community

to become familiar with each

other, the school’s philosophy

and routines. Elizabeth

Collins facilitated the

program at Nirvana Park,

Koonwarra.

2016 Graduates

We had five students

graduate in 2016.

Students have moved to

Mary Mackillop

Secondary College in

Leongatha, Wonthaggi

High School & Newhaven

College.

We sent them off with a

rousing Graduation

Ceremony and dinner at

Koonwarra Village

School.

KVS Annual Report 2016

10

Buildings & Grounds

KVS was successful in sourcing capital works funding for a significant refurbishment and construction

project. The project activities commenced late 2015 and the majority of works were completed by

early July 2016. Our students and staff managed the disruption really well and we are thrilled with the

new spaces and facilities.

The concept designs were developed by Mike Wanstall and considered the blending of old and new

spaces whilst retaining the essence of a Village School at the core. Isley Sutherland from IS

Architecture further developed the concept designs to the next stage of working drawings and

oversaw the building project with TS Constructions.

The works included an addition to the existing classroom of the

Foundation-Grade 1, construction of a new amenities block,

refurbishment of an existing shed to provide an indoor multi-

purpose space, refurbished disabled and staff toilet and teacher

resource storage, performance stage with capacity for the

audience to be located inside or outside the multipurpose

space, decking to provide outside learning areas, linked travel

between buildings and consistent level access to all buildings

and amenities, pergola and roofing for decking to provide

weather protection for outside learning areas and covered travel between buildings and amenities.

We celebrated the new facilities with a Mid-Winter Gathering of our community.

KVS Annual Report 2016

11

Staff

Five teachers were employed for classroom duties in 2016. Sarah Maclean (B.Sci, Grad. Dip. Ed.

(Primary)) worked part-time with children in the Grade 2-6 group, Hadassah Wanstall (B. Arts, Grad.

Dip. Ed. (Secondary)) worked full-time with children in Foundation-Grade 1. Daniel Rosen (B. Arts,

Grad Dip. Ed. (Primary)) held the role of specialist teacher, working across the school in PE,

Humanities and ICT. Marni Speed (B. Applied Scie, Grad. Dip. Ed. (Secondary)) held the role of

specialist teacher, working across the school in Science and Nature Journaling and Brad Kiljlstra-

Shone (B. Sci, Grad. Dip. Ed. (Secondary)) joined us during the year as a specialist teacher focused

across the whole school on our Kitchen Garden program.

Children in both classes were supported during the year by classroom assistants – Dinah Brownfield

and Jay Thomson. Fiona McKenzie (B.Com, Grad. Dip. Ed. (Primary)) was responsible for

administration activities and facilities and was assisted by Philippa Lloyd, Belinda Boase and Shannon

KVS Annual Report 2016

12

Letcher. The kitchen was coordinated by Nalin Arileo for the first half of the year and Kylie Box for the

remainder of 2016 and Elizabeth Collins coordinated the KVS playgroup.

None of the staff identified themselves as being of Aboriginal or Torres Strait Islander descent

.

L-R: Back Row, Nalin Arileo, Daniel Rosen, Jay Thomson, Dinah Brownfield

Front Row, Hadassah Wanstall, Elizabeth Collins, Sarah Maclean, Fiona McKenzie

Koonwarra Village School website

Our website underwent a

significant refresh during 2016

and now includes a lot more

information about our school

program for families

considering enrolling their

children at KVS. We also have a

dedicated section with

information for our enrolled

families including a very

comprehensive Parent

Handbook to assist with

orienting families into the KVS

school life.

KVS Annual Report 2016

13

Australasian Democratic Education Community Conference

Koonwarra Village School hosted the Australasian Democratic Education Community (ADEC)

Conference in September 2016. Aimed at anyone involved, or interested in, alternative democratic

models of education. Program highlights included presentations by our mentors on Learning

Contracts, how to meet the needs in a group, neuroplasticity and growth mindset, how to start a

school, home-schooling and tales of democratic education from around the world. The program also

had plenty of time allocated to workshops and discussion topics that conference attendees nominated

when they arrived.

Community Feedback

Parents and students have various forums in which to feedback their level of satisfaction on the

programs and operations of the school. The weekly whole school parliament allows students the

opportunity to input suggestions into the development of school activities and programs.

In June and December, parents were involved in formal meetings (20 minutes) with a panel of staff

members to discuss their child’s academic performance. This is also an opportunity for staff to receive

parents’ response to the semester’s activities. A presentation night is held in conjunction with the

distribution of Triskel students’ written reports. The activities on the night showcase learning

KVS Annual Report 2016

14

activities from the curriculum areas of Art, Science, ICT, PE and our Kitchen Garden program. The aim

of the evening is to give families a more experiential understanding of the skills their children have

developed during the semester. For Sun Room students, a presentation afternoon was held on the

last Friday of each cycle where children presented their work as a group and then showed their

parents their portfolios which include photos and work samples and teaching information including

the learning intention and skill development for each child.

Teachers maintain regular contact with parents via email, phone calls or direct contact after school

throughout the school year to ensure the flow of information between home and school is timely and

frequent.

The first Friday of each school cycle a whole school parent meeting is held to cover a range of topics

and for parents to feedback any queries or concerns.

An Effective Learning Information Session was held in the Triskel Space. There were about 15 Sun

Room and Triskelion parents in attendance. We began the afternoon with a discussion of what an

Effective Learner looks like, including growth mindset and executive skills. The contract pathway

across the school was then presented, and finally we discussed the strategies that were in place to

support all students to develop their effective learning skills. It was a great afternoon and allowed the

parents an insight and understanding to the thought and consideration that goes into developing our

programs.

Staff Feedback

All teaching staff participated in a Professional Conversation during the year which provides a formal

opportunity to provide feedback to the School Coordinator and Leader of Teaching and Learning

about any aspect of their work experience.

Mentors discussed issues such as work-life balance, timing and number of planning days during the

year and contributed to the design and fit-out of new buildings and existing workspaces.

For the first time in 2016 a Staffing Questionnaire was distributed which enabled Mentors to directly

state their preferred teaching levels, learning areas and days of work. This information was used to

prepare the timetable and spread of teaching responsibilities in 2017.

KVS Annual Report 2016

15

Student attendance

The average attendance rate of all full-time students who were enrolled at KVS for the whole year was

93%, which is the same level as the previous year. Some students were absent for longer than usual

periods of time due to overseas and domestic travel and with a small cohort of students this can affect

the overall percentage.

When a child is absent, parents are expected to notify a staff member by phone call, email, text

message or direct contact. If no contact has been received from parents, and a child is away for more

than one day, staff make contact with the parents to determine the cause of the absence.

Student Outcomes

Written reports relating to student academic progress were provided to parents in June and

December, covering all learning areas as well as Self-Directed Learning and Social and Emotional

Learning. These reports were accompanied by a parent/teacher/student meetings, scheduled for all

families.

NAPLAN testing

Student Participation Withdrawn from Test

Grade 3 62% 38%

Grade 5 100% 0%

0

10

20

30

40

50

60

70

80

90

100

grade 1 grade 2 grade 3 grade 4 grade 5 grade 6

Boys

Girls

KVS Annual Report 2016

16

All students in eligible grade levels were prepared for the testing in the weeks prior to NAPLAN which

was conducted in May, 2016.

According to the MySchool Website the small number of participants means that results in some

achievement bands fall below the reporting threshold therefore no comparative data is available for

comparison with previous years testing. KVS will continue to support NAPLAN and other types of

outcomes testing to ensure student achievement in all areas of the curriculum.

Income by Funding Source

$517,500 of funding was received as a Commonwealth government capital works grant for our Capital

works project

$151,070

$428,431

$128,027

$12,868

2016 Income

Tuition Fees (21%)

Commonwealth Govt.Recurrent (60%)

State Govt. Recurrent (18%)

Other (2%)