2018 Chatham Public School Annual Report - Amazon S3 · red, yellow, green and blue against areas of The Visible Learner, Know thy Impact, ... – Explicit use of learning intentions

Chatham Public SchoolAnnual Report

2018

4014

Printed on: 1 May, 2019Page 1 of 17 Chatham Public School 4014 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Chatham Public School as an account of the school'soperations and achievements 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.

Matthew Royan

Principal

School contact details

Chatham Public SchoolChatham AveTaree, 2430www.chatham-p.schools.nsw.edu.auchatham-p.school@det.nsw.edu.au6551 1081


School background

School vision statement

Chatham Public School provides a quality teaching and learning environment. We have developed authenticpartnerships with our learning community to meet the academic, social, emotional and physical needs of our students.

Through student–centred learning, exemplary teaching and effective leadership we empower learners to becomesuccessful, confident, creative individuals and active informed citizens.

School context

Chatham Public School, founded in 1953 is situated in the large country town of Taree on the mid–north coast of NewSouth Wales. The school is equipped with large park–like playgrounds and comfortable classrooms equipped with thelatest technology. The school is within walking distance to Chatham High School, playing fields and the local aquaticcentre.

Chatham Public School has an enrolment of 270 students, including 90 Aboriginal students.

The school has a Family Occupation and Educational Index (FOEI) of 175 and attracts significant funding to enable staffto facilitate tailored and targeted teaching and learning programs for students.

The Early Action for Success program has been implemented from the start of the 2015 school year. Inclusion in thisprogram has resulted in a very positive impact on measurable achievement in student learning.

The school is held in high regard by its local community.

At Chatham Public School we:

–have a leadership team with high expectations to maintain a self–sustaining and self–improving community thatsupports the highest levels of learning

–have enthusiastic and dedicated staff who take responsibility and accountability for improving student outcomes.

– have exemplary learning and support staff who tailor programs to meet student needs

– support student development by celebrating student achievement across academic, sporting or cultural domains

– deliver differentiated teaching and learning programs to ensure that all students have access to the curriculum at theirinstructional level

– consult effectively with our community to continue to improve our school

– embrace new learning technologies and cater for the needs of the 21st Century learner

– work in partnership with our P&C and wider parent community to deliver high quality education in a consultative andcollaborative environment.

– work closely with the North Manning Learning Community and Taree AECG to put suitable programs in place for allstudents from all backgrounds across our network.

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.

In 2018, the school improvement committee in collaboration with teaching staff conducted ongoing evaluation and


collated evidence in relation to the impact of school programs and processes against the SEF. The team reviewed,discussed and validated evidence and data to make judgements about whether elements of the School ExcellenceFramework were at Working Towards, Delivering, Sustaining and Growing or Excelling.

The results of this process indicated that in the domain of Learning, our school was Delivering in the elements ofLearning Culture, Wellbeing, Curriculum, Reporting and Student performance measures.

In the element of Assessment our processes and evidence support a Sustaining and Growing judgement.

In the Teaching domain we determined the school is Delivering in the elements of Effective classroom practice and Dataskills and use.

In the elements of Professional standards and Learning and development the school on balance judgement wasdetermined as Sustaining and Growing.

In the Leading domain we determined the school is Sustaining and Growing in the elements of Educational leadership,School planning, implementation and reporting and School resources. In the element of Management practices andprocesses we determined our school is at Excelling.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

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

Student – Centred Learning

Purpose

Chatham Public School equips students with foundation skills inclusive of the ability to learn, adapt and be responsiblecitizens.

Teachers use information about individual students to plan for student learning and engagement and develop vital skillsfor flourishing now and in future years.

Teachers work in partnership with parents. All stakeholders support students at transition points enabling students tobecome informed contributors as citizens and leaders.

Overall summary of progress

School based and NAPLAN data provide a clear snapshot of student achievement. Trend data suggests thatperformance in Grammar and Punctuation, Numeracy, Reading and Writing is positive with Spelling being a possiblefocus for 2019.

Due to changes that have taken place in the Early Action for Success program the validity of data may be of concern. Itis likely that a review of the improvement measure will be required for the 2019 school year.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

At least 80% of tracked studentsdemonstrating expected growthacross National literacy andnumeracy progressions (NL&NP)relevant to expected timeframes.

Instructional Leader –$159000

The Early Action for Success initiative moved fromcontinuum to learning progressions.

This has had an impact on data collection practices.

Plan 2 data indicates the following achievementagainst benchmarks.

Literacy

Kinder – 57%

Year 1 – 50%

Year 2 – 75%

Numeracy

Kinder – 63%

Year 1 – 63%

Year 2 – 75%

Year 5 At or Above Expected growth. (Scout)

Grammar and Punctuation – 61.9%

Numeracy – 31%

Reading – 56.1%

Spelling – 45.2%

Writing – 35.7%Printed on: 1 May, 2019Page 5 of 17 Chatham Public School 4014 (2018)





Increase the proportion ofstudents in years 3, 5 and 7achieving in the top two NAPLANbands in reading and numeracybands by 8%.

3–6 Curriculum Leader –$60000

Reading Year 3 – 36%

Reading Year 5 – 19%

Numeracy Year 3 – 6%

Numeracy year 5 – 7%

Data unavailable for year 7 students.

In 2018, 90.6% of students achieved at or abovethe National Minimum Standard.

In the visible learning SchoolCapability Assessment reportprogress to be made of at leastone colour band in eachdetermined area. Colour scales ofred, yellow, green and blueagainst areas of The VisibleLearner, Know thy Impact,Inspired and passionateteachers and Effective feedback.

Next Steps

In the 2019 school year additional Learning and Support teachers will be employed (one per stage) with an explicit focuson differentiation and extension of students.

Visible learning training will commence for all staff, key outcomes from engagement with the program will be –

– To support all students to demonstrate at least one year of academic growth for every 12 months of learning.

– The acquisition of the future focused learning skills of critical thinking, creativity, communication and collaboration.

– Explicit use of learning intentions and success criteria by staff, students and parents to evidence learning progression.

– Use of formative assessment by staff to target specific areas of learning need across aspects of literacy and numeracy.

– Develop the use of explicit and targeted feedback to support students to better understand their learning pathway andsteps forward.

– Increased percentage of Aboriginal students in the top two bands through targeted interventions and evidencegathering.



Exemplary Teaching

Purpose

Teachers take personal responsibility for improving teaching practice to improve student learning. Allteachers demonstrate high levels of professionalism and commitment and deliver evidence based, engaging qualityteaching.

Teachers evaluate the effectiveness of their impact in relation to student engagement, learning growth and outcomesand observe and provide feedback on teaching practice to their peers.

Teachers take responsibility for student improvement and contribute to a transparent learning culture where all studentsare able to reach their potential.


All staff have engaged positively and constructively with the PDP process. Collaborative practice has led to sharedunderstandings and increased confidence in teacher judgement. Teachers self reflect against the AITSL framework andgive and seek feedback from peers and stakeholders. Staff have engaged and are in the process of embeddingextensive professional learning on the work of John Hattie (Visible Learning). The journey so far has enabled staff to beready for the next steps in learning to continue to improve teacher practice.





All teachers actively participate inschool based programs focusingon colleague observations andeffective practice to evaluate theeffectiveness of their teachingpractice and take sharedresponsibility and accountabilityfor student improvement andprogress.

Collaborative planning days

$10000

100% of teacher PDP's are based on the teachingstandards and have an explicit focus on effectivepractice.

All teachers have at least two formal observationscompleted using the AITSL observation format.

All teachers have had the opportunity to meet withsupervisors to discuss feedback around practice.

The quality teaching coding document has beenrevisited and executive staff completed qualityteaching rounds in readiness for rollout with teamsin 2019.

All teachers demonstrateimprovement in effective practiceagainst the skills matrix.

AITSL Professional practicelens

All teachers reflect upon their practice using theAITSL Teacher Self Assessment Tool and usefeedback to plan next steps for teacher learning.

Next Steps

Students

– Understand the purpose of assessment tasks, the success criteria and use teacher feedback to develop skills inLiteracy and Numeracy.

– Understand a growth mindset and it's importance in their learning journey.

Teachers

– Use formative and summative assessment data regularly to identify student achievement and progress in order toinform future directions, goals and most effective teaching methods to improve Literacy and Numeracy outcomes.

– Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.


– Receive feedback from students on their learning derived from assessments to inform further teaching.

– These strategies and practices will take place within the Quality Teaching Rounds initiative and Visible Learningframework to be continued throughout 2019.

Parents

– Have an understanding of how student learning progress and achievement is assessed and how this is used todetermine the next steps of learning.

– Increased understanding of school assessment processes and practices and their impact on student learning andachievement.



Effective Leadership

Purpose

School leaders serve as Instructional leaders to enable a self–sustaining and self–improving community that supports thehighest levels of learning through high expectations and a shared sense of responsibility for student engagement.

Consultation with the school community and strategic and distributed leadership are cornerstones in the school’s journeyto school excellence.


In relation to the Leading domain of the School Excellence Framework the school community consultation groupdetermined that in the areas of Education leadership, School planning, implementation and reporting and Schoolresources that our school was Sustaining and Growing. In Management practices and processes it was determined thatour school was Excelling.





Improvement from Delivering toExcelling in the theme ofInstructional leadership within theleading domain of the SchoolExcellence Framework.

School ExcellenceFramework (SEF)

In the Leading: Educational Leadership domainunder the theme of Instructional leadership ourschool community consultation group determinedthat our school was Sustaining and Growing.

This judgement was supported by SEF reports andschool based and external data.

Performance Development Plansare strongly aligned with strategicdirections within the school planand are clearly related to theAustralian ProfessionalStandards for Teachers orAustralian Professional Standardfor Principals.

AITSL Teaching Standards 100% of Performance Development plans arealigned with the school plan and related to theAustralian Professional Standards.

Next Steps

Successful practices and processes currently in place will be continued as business as usual.

Engage our parents with student learning through building understanding around Visible learning concepts.

Parent and community engagement efforts will focus on developing understanding around assessment, learningintentions, success criteria and feedback to students.

Parent and community engagement programs such as PaTCH will be strengthened and continue to be a key componentof our school.

Practices and processes will be enhanced to be responsive to community feedback and promote ongoing schoolimprovement.

The rollout of digital parent engagement tools such as class Dojo, alongside regular events and strategies will continue tobe a focus.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $145,644 LaST Aboriginal position established. Internaldata re engagement and attendance targetgroup showed a 15% improvement..

LaST Aboriginal completed Stronger SmarterLeadership program and deliveredprofessional learning to all staff.

LaST Aboriginal embedded AboriginalEducation team within school and supportedthe development of daily culturally inclusivepractices in classrooms such as daily check incircles and goal setting.

LaST Aboriginal completed professionallearning with AP LaST to develop capacity todeliver individualised and small grouplearning experiences.

SLSO Aboriginal positions supported culturalexperiences such as dance, language,celebrations such as NAIDOC, Sorry Day andcommunity engagement in the day to day lifeof the school.

English language proficiency $10,250 2 Students were supported in their acquisitionof the English language over two terms by ateacher with expertise in this area.

Low level adjustment for disability $206,224 SLSO staff members working in and betweenclassrooms to support individual and smallgroup learning. The Learning Support teacherflexibly timetables support to addressfluctuating areas of need including newenrolments presenting with additional andcomplex needs.

Quality Teaching, SuccessfulStudents (QTSS)

$47,475 The QTSS teaching entitlement was used toprovide release time to executive staff toenhance professional practice with stageteams and across the school. The provision ofcollaborative planning opportunities for stageand curriculum teams has also beensupported.

Socio–economic background $523,637 SLSO / TUTOR program implemented in allclassrooms to support Literacy and Numeracygrowth/learning.

Creation of an Administration/Wellbeingexecutive role.

Creation of a Wellbeing space supported by atrained classroom teacher to support studentwellbeing and engagement.

Employment of a Youth Outreach Worker tosupport Student Wellbeing.

Contribution to completion of perimeterfencing project identified as a priority throughcommunity survey.

Purchase of additional resources across theKLAs including texts, technology, online


Socio–economic background $523,637 subscriptions and futures learning basedprograms.

School Engagement team used to enhanceeffective communication within a wholeschool engagement plan.

Support for beginning teachers $4164 The beginning teacher funding was used toallow identified staff an additional 2 hours perweek of release from face to face teachingincluding 1 hour per week with an agreedmentor colleague. Staff were supportedthrough the accreditation process by anassigned executive member with training andexpertise in the accreditation process.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 141 150 152 159

Girls 130 122 125 137

Chatham Public School has been experiencing steadyenrolment growth within the last four years. OurEnrolment policy is reviewed annually with set criteriaand buffers in place for students who live out of zone. Aplacement panel meets monthly to assess out of zoneapplications. 12 classes of mixed ability were formed in2018. A non–local enrolment policy review took place in2018. It is likely that 11 classes will be formed for the2019 school year.

Student attendance profile

School

Year 2015 2016 2017 2018

K 90.6 89.8 90.6 90.1

1 90.2 89.7 87.6 90

2 93.6 92.6 88.9 88.2

3 90.4 93.9 91.7 91.8

4 92.6 90.6 93.3 88.9

5 91.5 91.8 91.8 91.8

6 88.8 89.9 91.3 92

All Years 91.2 91.2 90.8 90.4

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

All Years 94 94 93.9 93.4

Management of non-attendance

Attendance is monitored using the LMBR system –parents of students late or not in attendance at10.00am daily receive an SMS text message forresponse to justify absences. The administration and

monitor partial attendance.

Classroom teachers and executive regularly andsensitively, make contact with parents to inquire aboutthe wellbeing of students when absent for 2 days ormore without explanation.

Parents are contacted by formal letter for explanationabout unusual patterns of partial leave as required.

The school utilises the Home School Liaison Officer(HSLO) and Aboriginal School Liaison Officer (ASLO)both of whom support students and their families whenattendance is causing concern. The school regularlymonitors attendance and has specific strategies inplace for when student attendance falls below 85%.

Attendance reward days and continued focus on thedelivery of student centred, differentiated and engagingteaching and learning programs continue to be keystrategies in promoting attendance.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 9.82

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1.4

Teacher Librarian 0.6

School Counsellor 1

School Administration and SupportStaff

2.72

*Full Time Equivalent

In 2018 there were two classroom teachers and twoSchool Learning Support Officers (SLSO) identifying asAboriginal employed at Chatham Public School.

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 accreditationPrinted on: 1 May, 2019Page 12 of 17 Chatham Public School 4014 (2018)

In 2018 1 permanent staff member gained BOSTESaccreditation at the Proficient Level. 1 permanent and 1temporary / casual staff member completed theirmaintenance of accreditation at Proficient Level. Theprocess included face to face meetings with a mentor,lesson observations and lesson demonstrations.

All teaching staff have participated in the PDP process,establishing individual and shared goals andcompleting 2 observation lessons reviewed by peersand supervising staff.

Other school based mandatory professional learningundertaken by all staff included CPR, Anaphylaxis,Code of Conduct, Child Protection, Emergency Careand Fraud and Corruption.

All staff have met their Working With Children Checkrequirements as at February 2019.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 473,460

Revenue 3,700,669

Appropriation 3,609,439

Sale of Goods and Services 1,356

Grants and Contributions 86,835

Gain and Loss 0

Other Revenue 0

Investment Income 3,039

Expenses -3,865,300

Recurrent Expenses -3,865,300

Employee Related -3,352,298

Operating Expenses -513,002

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-164,631

Balance Carried Forward 308,829

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

A significant perimeter fencing project took place in2018. Funds were expended from accrued School andCommunity funds.

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

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 2,029,194

Base Per Capita 53,563

Base Location 2,465

Other Base 1,973,165

Equity Total 875,504

Equity Aboriginal 145,644

Equity Socio economic 523,637

Equity Language 0

Equity Disability 206,224

Targeted Total 153,318

Other Total 373,305

Grand Total 3,431,321

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

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.

Chatham Public School has analysed the NAPLANLiteracy data and identified areas of strength, areas forimprovement have also been identified and form thefoundation for the schools strategic planning.

Trend data for literacy in year 3 and 5 exceeded that ofthe similar school group in all areas with the exceptionof spelling. Spelling will be a program focus in 2019.

Chatham Public School has analysed the NAPLANNumeracy data and identified areas of strength, areasfor improvement have also been identified and form thefoundation for the schools strategic planning.

Trend data for numeracy in year 3 and 5 exceeded thatof the similar school group. The appointment of alearning support teacher per stage and the QuickSmartprogram implementation will be strategies employed tosupport further improvement in numeracy in 2019.


The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

As part of the Premiers Priorities we are required toreport on student performance for the top two NAPLAN

bands in Reading and Numeracy.

In Year 3 Reading 2018, 36% of students were placedin the top two bands. 18% of Aboriginal students wereplaced in the top two bands.

In Year 3 Numeracy 2018, 6% of students were placedin the top two bands. 0% of Aboriginal students wereplaced in the top two bands.

In Year 5 Reading 2018, 18% of students were placedin the top two bands. 14% of Aboriginal students wereplaced in the top two bands.

In Year 5 Numeracy 2018, 7 % of students were placedin the top two bands. 0% of Aboriginal students wereplaced in the top two bands.

The Premier's Priority Average for Reading andNumeracy as published in Scout reports is 16.17%.

The 2018 average of students in top two bands overtime as published in Scout reports is 27.38%.

Parent/caregiver, student, teachersatisfaction

In 2018, the school sought the opinions ofparents/carers, students and teachers about the school.

A selection of their responses is presented below.

Student Perspectives

In April 2018, 107 students in grades 4–6 participatedin the Tell Them From Me Survey. Their thoughts andopinions on a range of school related issues weresought. A summary of the results averaged across the3 grades follows.

The following results exceeded NSW GovernmentNorms.

– 98% of Students value schooling outcomes

– 87% of Students display positive behaviour at school

– 78% (matched State norm) of Students are interestedand motivated

– 89% of students display effort and are intellectuallyengaged

– 98% of Aboriginal students stated that they felt goodabout their culture

In the areas of quality instruction, positive teacher –student relations, positive learning climate andexpectations for success, school means were notsignificantly different from NSW Government Norms.

Teacher Perspectives

In October 2018, 15 teachers at Chatham PublicSchool participated in the Focus on Learning Self


Evaluation Survey. Responses from the 'Likert' scalehave been converted to a 10 point scale.

The school mean exceeded the NSW GovernmentNorm in all of the 'Eight Drivers of Student Learning'inclusive of Leadership, Parent Involvement, InclusiveSchool, Technology, Teaching Strategies, Data InformsPractice, Learning Culture and Collaboration.

A summary of results is below.

– I work with school leaders to create a safe andorderly environment. 8.5/10

– I talk with other teachers about strategies thatincrease student engagement. 8.8/10

– I set high expectations for student learning. 8.8/10

– My assessments help me understand where studentsare having difficulty. 8.2/10

– Students receive feedback on their work that bringsthem closer to achieving their goals. 8.3/10

– Students have opportunities to use computers orother interactive technology for describing relationshipsamong ideas or concepts. 7.7/10

– I establish clear expectations for student behaviour.9.0/10

– Parents understand the expectations for students inmy class. 8.4/10

In the Four Dimensions of Classroom and SchoolPractices, Challenging and Visible Goals, OvercomingObstacles to Learning and Quality Feedback andPlanned Learning Opportunities Chatham PublicSchool exceeded all NSW Government Norms.

Parent / Care Provider Perspectives

Each year we survey our parents and care providers toseek their view and opinions of our school. A snapshotof data collected from the Tell Them From Me ParentSurvey (10 respondents) is included below.

The results of the 'Likert' scale are not significantlydifferent from NSW Government Norms with theexception of Safety at School. The location of theschool between two busy roads with low fencing hadbeen an identified safety concern raised by parents fora number of years. During 2018 the school undertook asignificant perimeter fencing project to address thisconcern.

– I feel welcome when I visit the school. 8.2/10

– Reports on my child's progress are written in terms Iunderstand. 8.1/10

– Encourage child to do well at school. 8.5/10

– Teachers show an interest in my child's learning.7.5/10

– My child is clear about the rules for school behaviour.8.8/10

– My child feels safe going to and from school. 7.8/10

– Teachers help students build positive friendships.6.8/10

Feedback from the School Visitors book indicates thatthe school community values their positive interactionswith the school and are thankful for being included intheir children's learning.

A focus for 2019 will be further engagement of parentand care providers in learning by engagement in theVisible learning program.

Policy requirements

Aboriginal education

Chatham Public School received AboriginalBackground funding in 2018. The Aboriginal EducationTeam planned the following initiatives to maximisestudent learning outcomes for Aboriginal students.

– Employment of Learning and Support Teacher(Aboriginal) 2 days per week.

– Employment of two Aboriginal Student LearningSupport Officers 5 days per week to support learningneeds in the classroom.

– Dedicated learning experiences and celebration forNAIDOC.

– 'Our Words Our Stories' and Lego program fortargeted students.

– Collaboration with Taree AECG re events and culturalprogram to be taught to students.

– Aboriginal Education Team meetings are held twice aterm to inform Aboriginal Education within the school.

Multicultural and anti-racism education

Students in all classes learn about Australia anddifferent cultures by exploring:

– Cultural backgrounds

– Diversity of groups and communities

– Cultural Unity

– Languages and Community

– Belief Systems

These are integrated across the Key Learning Areas.Current issues, significant events and celebrations areacknowledged and incorporated into student learningexperiences. We continue to identify and explorecultural diversity through all aspects of the curriculum.


Attitudes and knowledge to build an inclusive schoolenvironment will be fostered.

The school has a trained Anti–Racism Contact Officer(ARCO) whose primary role is to be a point of contactfor students, staff and parents when racism relatedissues arise. In 2018 there were 0 reports made to theARCO.


Documents

2018 Chatham Public School Annual Report - Amazon S3 · red, yellow, green and blue against areas of The Visible Learner, Know thy Impact, ... – Explicit use of learning intentions