NSW Department of Education & Training
2010 Annual School Report
Wilcannia Central School
NSW Public Schools – Leading the way
3442
Principal’s message
Student representative’s message
The Wilcannia Student Representative Council
(SRC) of 2010 under the guidance of Miss Elise
Green was developed by secondary students who
were interested in taking on a leadership role
within the school and representing the school at
a number of different events. The school selected
3 secondary students to participate in the
Western Region SRC camp at Lake Burrendong on
the 31st May-4th June. At the camp the students
worked with the students from Broken Hill High,
Coomealla High and Willyama High to form a
Student Action Team (SAT) and complete a
project around the topic of healthy behaviours
targeting binge drinking in our local communities.
To complete the project the students participated
in numerous video conferences, carried out a
survey within each school and created an antibinge drinking song that would form part of the
promotional DVD. At the WEST changeover at
Kinchega National Park representatives from the
SAT team presented the DVD and a powerpoint
presentation about the research devised as part
of the project.
‘The task of creating environments where all kids can
experience the empower of their ideas requires
unsettling not only our accepted organization of
schooling and our unspoken and unacknowledged
agreement about the purpose of schools, this will
also mean calling into question our definitions of
intelligence and the ways in which we judge each
other.’
‘The Power of Their Ideas”
Deborah Meier
As a school community if we aspire towards
gaining the respect of our students, we must first
convince students that they are respected. We
expect students to do their best. It is essential,
however, that we ensure that each student (and
their families) understands that we believe that
every student CAN succeed and then go about
the business of providing individual students with
appropriate support and pressure to become
successful within their own learning.
Learning is not an observer sport and at times it
can get messy. All students must be given
opportunities to participate, become active
citizens. As a community we constantly need to
consider the context of our school and develop
‘state of the art’ strategies that will maximise the
opportunities for all of our students. It is
paramount that we understanding the personal
needs of our students and then adjust and
broaden our assessment practice to allow for
each student to demonstrate what they CAN do,
and present their findings in a multitude of ways.
School Context
Wilcannia Central School is located in a small
isolated country town on the western bank of the
Darling River. The Barrier Highway to Broken Hill
and Cobar passes through the town. The school’s
population of 138 students is 99% Indigenous.
Wilcannia has been identified by the Federal
Government as one of only two townships in
NSW attracting intense assistance through the
Remote Service Delivery initiative (FaHCSIA).
Change rarely offers a smooth journey. Conflict is
the only certainty when effective and sustainable
change is transpiring.
Our balanced curriculum focuses on literacy and
numeracy, is supported by technology, and linked
to the cultural heritage of the Paakantyi people.
Wilcannia Central School provides a broad
curriculum embracing Preschool to Year 12.
Our kids are worth it
Michelle Nicholson
Principal
Wilcannia Central School
1
Wilcannia’s only licensed, centre-based preschool
is directed and staffed by Wilcannia Central
School. The Barlu Kurli Preschool curriculum is
driven by the DET Early Years Learning
Framework. The WIlvandee Access Centre
provides opportunities for our senior students to
select a wide range of subjects and interact with
students and teaching staff from Menindee and
Ivanhoe Central Schools.
Student information
It is a requirement that the reporting of information for all
students must be consistent with privacy and personal
information policies
Student enrolment profile
Student enrolments, as a total, have
increased across every year with growth
patterns of 2007-2008 (3%),2008-2009 (4.9%)
and 2009-2010 (9.3%)
Wilcannia Central School is supported by the
Priority Schools Program (PSP), Country Areas
Program (CAP) and Targeted Aboriginal funding
(Norta Norta and Aboriginal Language Program)
Low SES National Partnerships Funding, DEEWR
(Parent and Community Engagement) and
DEWHA (Language and Culture) funding to
provide a coordinated and informed approached
to student engagement and retention within the
school.
Primary Students 2010
Note: Enrolments for central schools are for K-6.
Male
Female
2006
33
25
2007
29
29
2008
34
30
2009
24
25
2010
17
30
The fourteen teaching staff is supported by ten
support staff. 98% of the staff is New Scheme
Teachers.
Three Pods – Primary (P-4), Middle(5-8) and
Secondary(9-12) were established to focus on the
learning needs of the students in their cohorts.
The Pod’s task is to ensure that curriculum,
learning and student management are coherent
and are aligned.
Over the past 12 months the school has been
supported by a comprehensive evaluation
process. This includes; DET (Program Review),
‘Dare to Lead’, The Regional Behaviour Team
evaluations and a human resource technology
audit. 94 key recommendations and many more
aspects within the recommendations have been
proposed and the school is working intensely
with key stakeholders to implement the key
recommendations.
Secondary Students 2010
Note: Enrolment rates for central schools are for Years 7 to
12.
Students
100
During 2010 the school experienced some
disruption due to the implementation of projects
related to the Federal Building Education
Revolution program and an electrical fire tore
through the school’s Administration Block during
the early hours of the morning on the last
weekend in May.
Secondary School Enrolments
50
0
2006
2007
2008
Female
2
2009
Male
2010
Management of non-attendance
Student attendance profile
Students are encouraged to attend school on a
regular basis. The school provides a weekly
newsletter that constantly provides information
and encouragement. Parents are advised of the
legal requirements around attendance and are
encouraged to provide the school with
explanations of a student absence.
Primary Attendance 2010
Primary school attendance growth patterns 2007-2008(.5%), 2008-2009 (-9.8%) and 20092010 (20.4%)
Note: Attendance rates for central schools are for K-6.
Year
K
1
2
3
4
5
6
Total
Region
K
1
2
3
4
5
6
Total
State DET K
1
2
3
4
5
6
Total
2007
2008
School
66.3
65.8
92.0
92.2
94.0
94.1
2009
79.2
81.3
72.6
66.8
67.7
60.3
63.4
64.4
92.6
92.1
92.3
92.2
92.4
92.3
92.2
89.9
94.3
93.7
94.0
94.1
94.0
94.0
93.6
92.1
A bus picks students up each morning from their
house and delivers them home each afternoon,
ensuring that students have a reliable, safe
method of getting to and from school.
2010
64.7
68.5
68.5
73.3
74.7
85.0
64.5
71.3
92.6
92.3
92.3
92.4
92.4
92.4
92.2
92.4
94.7
94.2
94.4
94.5
94.5
94.4
94.0
94.4
The school welfare structure incorporates a
“Behaviour and Attendance Points” system,
which is based on behaviour, attendance and
progress. Within the Primary area students work
towards Reward Days each semester and the
secondary students accumulate “Wilcannia
Dollars” and exchange these for a range of
merchandise during a monthly auction where
students bid on the goods that they would like to
own.
The Department’s Home School Liaison Officer
(HSLO) also visits parents, explaining the process
that the Department must put in place for
students who are non-attendees.
Some students within the school were placed on
Attendance Improvement Programs, which are
initiated and monitored by District Office.
Secondary Attendance 2010
Secondary school attendance growth patterns 2007- 2008 (-9.1%) 2008-2009(2.5) 20092010(20.4%)
Note: Enrolment rates for central schools are for Years 7 to
12.
Year
School 7
8
9
10
11
12
Total
Region 7
8
9
10
11
12
Total
State
7
8
9
10
11
12
Total
2007
2008
65.9
61.6
88.0
87.7
89.9
89.9
2009
75.8
65.8
58.7
45.2
91.4
0.0
61.7
90.0
87.2
85.5
86.4
87.0
87.4
87.0
92.3
90.0
88.8
88.7
89.4
89.4
89.7
2010
59.8
67.0
64.1
65.1
84.7
88.8
66.1
90.2
88.1
86.3
85.5
86.8
88.8
87.6
92.6
90.5
89.1
88.3
89.1
89.8
89.9
Wilcannia Central School Healthy Food
Program
3
Class sizes
Student Retention
In March 2003 the Government announced its
commitment to publish primary class sizes in
annual school reports in order to provide parents
with as much local information as possible.

2007: There were no Year 11 or Year 12
students

2008: There were no Year 11 or Year 12
students and 9 year 10 students
The following table shows our class sizes as
reported at the 2010 class size audit conducted
on Wednesday 17 March 2010.

2009: There were 2 students in Year 11
and 4 year 10 students

2010: There were 2 students in Year 12, 3
students in year 11 and 11 students
enrolled in year 10
Note: Class size data are as provided by schools in the
annual class size audit.
Primary Pod Sizes 2010
Proportion Staying On (SC to HSC)
teacher
stage
girls
boys
total
Dove
Pre
14
8
22
Inwood
K-3
10
6
16
Garkut
3-4
8
7
15
32
22
54
total
70
60
50
40
30
20
10
0
SC04HSC06
Middle School Pod Sizes 2010
School
teacher
stage
girls
boys
total
Green
5-8
11
7
18
Barrett
5-8
9
6
15
Griffin
5-8
4
11
15
24
24
48
total
SC05HSC07
SC06HSC08
SEG
SC07HSC09
SC08 HSC10
State
The above data shows retention rates 2008 to
2009 of 22% in the year 10 to year 11 cohort
The data below shows retention rates 2009 to
2010 of 30% in the year 10 to year 11 cohort and
100% retention in the year 11 to year 12 cohort
Post-school destinations
Secondary Pod sizes 2010
teacher
stage
girls
boys
total
secondary
9
3
1
4
secondary
10
3
8
11
secondary
11
3
1
4
secondary
12
1
1
2
10
11
21
total
Both Year 12 students who competed the
HSC during 2010 are now employed
Year 12 students attaining HSC or equivalent
vocational educational qualification
In 2010 100% of year 12 students achieved
competency in a Certificate 2 Vocational course,
as well as completing school-based traineeships.
100% of year 12 students also completed their
HSC in 2010.
4
Staff information
Financial summary
It is a requirement that the reporting of information for all
staff must be consistent with privacy and personal
information policies.
This summary covers funds for operating costs and does not
involve expenditure areas such as permanent salaries,
building and major maintenance.
During 2010 a Head Teacher Middle School
position was created using National Partnerships
funding. The position of School Administration
Officer at the school is shared. .8 of the position
is located at another school. The school houses
the Technology Support Officer (Laptops for
Learning) who divides his time between Ivanhoe
and Wilcannia Central School. The Paakantyi
Language Coordinator for the Region works from
an office at the school.
Date of financial summary:
Income
Wilcannia Central school has 3 Aboriginal
Education Officers, two for secondary and one for
preschool. Two Aboriginal teachers, one full time
and one temporary, were employed at the school
during 2010.
Expenditure
Teaching & learning
Position
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Key l ea rni ng a rea s
Excurs i ons
Extra curri cul a r di s s ecti ons
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
Number
Principal
Deputy Principal(s)
Assistant Principal(s)
Head Teachers
Classroom Teachers
Teacher of Emotional Disabilities
Teacher of Mild Intellectual Disabilities
Teacher of Reading Recovery
Support Teacher Learning Assistance
Teacher Librarian
Teacher of ESL
Counsellor
School Administrative & Support Staff
1
1
1.3
11
1
164640.57
231521.49
458516.08
15146.18
12123.13
2393.32
12708.15
897048.92
23910.33
2601.71
17345.52
4831.00
2229.65
287674.10
1186.40
62801.85
31492.21
46529.77
75280.09
2710.53
26656.54
585249.70
311799.22
A full copy of the school’s 2010 financial statement is tabled
at the annual general meetings of the School Council and/or
the parent body. Further details concerning the statement
can be obtained by contacting the school.
.1
10
Staff retention
85% of staff who were at the school during 2009
were retained in 2010
Teacher qualifications
All teaching staff meets the professional requirements for
teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
30/11/2010
$
% of staff
89%
11%
5
School performance 2010
The Primary Pod have formed a Singing Group.
Each semester students from K-4 participated in a
singing tour. Teachers were extremely proud of
the group and noticed an increase in the self
confidence of each student. The first tour was
around Wilcannia and students performed at St.
Therese’s, the Preschool and at the Remote
Service Delivery document signing. The second
tour was in Broken Hill where the students
performed at Shorty O’Neill Retirement Village.
The students were amazing and were
congratulated by many people for their
outstanding performances. The singing group
were invited to sing at different venues including
the opening of CentaCare.
Arts
The school has a multiliterate focus and is
philosophically aligned to offering a broad
curriculum and assessment base which provides
students with opportunities for personal meaning
making within their preferred learning mode. A
range of staff professional learning opportunities
and student workshops have been held during
2010 to support this. The school hosted the
Wakakirri Film Festival during 2010. We are
currently seeking funding for a Digital Workshop
for early 2011 and the school has assigned funds
to allocate and resource a film making studio
space for 2011. The community has expressed an
interest in documenting oral and visual histories.
Other creative arts initiatives that occurred
during 2010 include the Sharing Stories
workshops where students and community
contributed in the construction of a children’s
story book that will be launched in Wilcannia
during June 2011. The inaugural Deadly Drama
event unearthed a swag of talent and will
become a regular event at the school. Students
from the Middle Pod attended the “Flying Fruit
Fly Circus” workshops in Broken Hill and returned
with much enthusiasm and respect for the
performers.
In 2010 the Bell Shakespeare Company visited to
perform parts of Othello for the students and to
run drama exercises that help students to
understand and appreciate Shakespeare. In the
lead up to the performance, year nine and ten
English students studied the play and created
their own animated scenes using Xtranormal.
These activities helped students to study themes
of Love and Jealousy, as well as to develop an
understanding of racism in a historical context.
Students also improved their literacy skills
through the reading and scripting of the play.
The school successfully accessed the PaCE (Parent
and Community Engagement) funding through a
grant application to DEEWR. This Project provides
opportunities, through art based workshops for
parents and students to interact less formally
within the school.
Students from across the school participated in
the Special Forever competition and two of our
students had work chosen for the Special Forever
publication. Our students participated in the
search for artworks for the DET Cultural Calendar
and one of our students was selected to
represent the Aboriginal Community of NSW
featuring on January 2011.
Facilitation workshops in the Art Shed with
visiting artists , provide opportunities for staff to
interact with parents outside of the ‘formal’
processes of the school and provide
opportunities for Personal Learning Plans to be
constructed and maintained.
Regular opportunities are provided for parents
and caregivers to engage in a dialogue with
executive and teaching staff from the school,
building confidence and positive interaction
between the stakeholders.
6
Sport
Academic
We can be proud of the sportsmanship and the
school spirit that is displayed by our students.
Due to our grass roots Country Rugby League
(CRL) development program, which develops
skills as well as fitness through Rugby League, we
have seen a higher percentage of our students
qualify for the zone and the regional
representation. Congratulations to Phillip Hunter
who travelled to Fiji during the year to represent
the Western Region in Rugby League and to
Ethan Whyman and Victor Ward for representing
our school so well in the annual Ronny Gibbs
Rugby League knock-out in Bourke.
In the National Assessment Program, the results
across the Years 3, 5, 7 and 9 literacy and
numeracy assessments are reported on a scale
from Band 1 to Band 10.
The achievement scale represents increasing
levels of skills and understandings demonstrated
in these assessments.
Yr 3: from Band 1 (lowest) to Band 6 (highest for
Year 3)
Yr 5: from Band 3 (lowest) to Band 8 (highest for
Year 5)
Yr 7: from Band 4 (lowest) to Band 9 (highest for
Year 7)
Yr 9: from Band 5 (lowest) to Band 10 (highest for
Year 9)
Our students have also participated in the Golden
Circle cross country fundraiser, which successfully
raised funds for new sports equipment for
primary school students.
In the School Certificate the performance of
students is reported in performance bands
ranging from Performance Band 1 (lowest) to
Performance Band 6 (highest).
Wilcannia
Central
School
students
enthusiastically participated in skill development
clinics run by local and regional sporting
organisations. We appreciate the efforts of the
development officers in their various roles.
During 2010 a community Basketball competition
was held at the school hall every Tuesday evening
with 40-50 community members and their
children attended the sessions. Many thanks to
our parents and teachers for assisting with
transport and support for our students.
Literacy – NAPLAN Year 3
2010 data demonstrates Wilcannia Central School
results are 49% below the state average and 40%
below the state Aboriginal results when
measured against reading levels.
2010 writing results demonstrate Wilcannia
Central School results are 58.8% below the state
average and 53% below the state Aboriginal
results when measured against writing levels
Numeracy – NAPLAN Year 3
2010 data demonstrates that Wilcannia Central
School Students results are 30% below the state
average and 18% below state Aboriginal results
Literacy – NAPLAN Year 5
2010 data demonstrates WCS results are 28%
below the state average and 18% below state
Aboriginal results when measured against
reading levels
2010 writing results demonstrate WCS results are
39.5% below the state average and 32.2% below
the state aboriginal results when measured
against writing levels.
Sport and Recreation Swimming Lessons
7
Numeracy – NAPLAN Year 5
2010 writing results demonstrate WCS results are
34.7% below state average and 26.3% below the
state Aboriginal results when measured against
writing levels.
2010 data demonstrates WCS results are 29%
below the state average and 19% below state
Aboriginal results.
Literacy – NAPLAN Year 7
All year 7 students have improved by 60 scale
scores from 2009 data in the test aspect of
Spelling
Percentage of students
Percentage of students in bands:
Year 7 writing
Percentage of students in bands:
Year 7 spelling
50
45
Percentage of students
40
35
30
25
90
80
70
60
50
40
30
20
10
0
4
5
20
6
7
Band
8
9
15
10
Percentage in band 2010
5
0
4
5
6
7
8
School average 2008 2010
9
Band
Percentage in band 2010
School average 2008 - 2010
SSG average 2010
State average 2010
Percentage of students in bands:
Year 7 grammar and punctuation
Year 7 are 40 scale scores above the state
average growth in the test aspect of Reading
80
Percentage of students
70
Percentage of students in bands:
Year 7 reading
Percentage of students
70
60
50
40
60
50
40
30
20
10
0
4
5
6
7
8
30
Band
20
Percentage in band 2010
10
School average 2008 - 2010
0
4
5
6
7
8
SSG average 2010
9
State average 2010
Band
Percentage in band 2010
School average 2008 - 2010
SSG average 2010
State average 2010
8
9
Numeracy – NAPLAN Year 7
Progress in literacy
2010 data demonstrates that Wilcannia Central
School results are 21% below the state average
and 10% below state Aboriginal results
Percentage of students in bands:
Year 7 numeracy
90
Percentage of students
80
70
60
50
40
30
20
10
0
4
5
6
7
8
9
Band
Percentage in band 2010
School average 2008 - 2010
SSG average 2010
State average 2010
Literacy – NAPLAN Year 9
2008 data demonstrates WCS results are 26%
below the state average and 17% below state
Aboriginal results.
2009 data demonstrates WCS results are 33.6%
below the state average and 26% below state
Aboriginal results.
2010 data demonstrates WCS results are 21%
below the state average and 13% below state
Aboriginal results when measured against
reading levels.
Progress in numeracy
2010 writing results demonstrate WCS results are
36.2% below the state average and 26.7% below
the state aboriginal results when measured
against writing levels.
Numeracy – NAPLAN Year 9
2008 data demonstrates WCS results are 17%
below the state average and 7% below state
Aboriginal results.
2009 data demonstrates WCS results are 22%
below the state average and 13% below state
Aboriginal results.
2010 data demonstrates WCS results are 22%
below the state average and 12% below state
Aboriginal results.
9
Minimum standards
Significant programs and initiatives
The Commonwealth Government sets minimum standards
for reading, writing, grammar and punctuation, spelling and
numeracy for years 3, 5, 7 and 9.
Aboriginal education
In 2010 Tyson Yunkaporta provided training in
the 8-Ways Aboriginal Learning approach. Staff
worked with Tyson to incorporate Aboriginal
ways of learning into the teaching programs.
The performance of the students in our school in the
National Assessment Program – Literacy and Numeracy is
compared to these minimum standards. The percentages of
our students achieving at or above these standards are
reported below.
Allan Hall (Indigenous Engagement and Quality
Teaching Consultant) also visited to speak to staff
about Aboriginal Education and to provide advice
and training in delivering quality education to
Aboriginal students.
Percentage of Year 3 students in our school
achieving at or above the minimum standard in
2010
Percentage of Year 3 students achieving at
or above minimum standard
Reading
43
Writing
43
Spelling
56
Punctuation and grammar
11
Numeracy
50
The school ran NAIDOC week celebrations
incorporating Aboriginal foods and games, and
supported by the study of Aboriginal history and
culture in the classroom. During NAIDOC week
students put together a book with Murray
Butcher, telling a traditional Paakantyi story.
Percentage of Year 5 students in our school
achieving at or above the minimum standard in
2010
The School Participated in Wakakirri, a cultural
film event. They created a short film that told a
traditional Aboriginal story from the area, with
assistance from Murray Butcher.
Percentage of Year 5 students achieving at
or above minimum standard
Reading
25
Writing
0
Spelling
50
Punctuation and grammar
25
Numeracy
25
The filming connected student’s Indigenous
culture with learning about literacy and filmmaking.
Percentage of Year 7 students in our school
achieving at or above the minimum standard in
2010
Funding was successfully accessed through the
AETD for the Aboriginal Languages Program and
funding on behalf of the Paarkantji Language
Circle to create a regional resource. The funding
for the position of Language and Cultural
Facilitator was provided by DEWHA Indigenous
Arts, Culture and Heritage Program. This position
will be an additional resource for the school and
the region and is currently being advertised.
Percentage of Year 7 students achieving
at or above minimum standard
Reading
81.8
Writing
20.0
Spelling
60.0
Punctuation and grammar
40.0
Numeracy
77.8
Percentage of Year 9 students in our school
achieving at or above the minimum standard in
2010
Multicultural education
In 2010, the school participated in Harmony Day.
The school incorporated ideas about diversity,
friendship, sharing, and respect into lessons
throughout the week, and created posters and
artworks reinforcing these ideas. On Harmony
Day each class cooked a dish from a different part
of the world, which were then shared by the
whole school.
Percentage of Year 9 students achieving at
or above minimum standard
Reading
Writing
Spelling
Punctuation and grammar
Numeracy
12.5
0.0
33.3
22.2
33.3
10
Respect and responsibility
Other programs
An evaluation was conducted during 2010
by the Dare to Lead organization and
Professional Development was conduct ed
around the Dignity and Respect Charter to
ensure that all members of the school
community are treated with dignity and
respect. Further professional development
will occur during 2011. As part of the
Wilvandee access program, year 10 and 12
students participated in the crossroads
program at Menindee. This program
focuses on life skills such as road safety,
health, drug education, and dealing with
stress.
The students travelled to
Menindee for a 3 day camp to participate
in the program.
Country Area Program (CAP) funding was used to
put in place a positive behaviour program,
incorporating the Wilcannia Dollars. Through this
program, students earn Wilcannia Dollars
through attendance, participation and behaviour.
They are then able to use that money to purchase
items at an auction each term.
CAP funding was also used in the Secondary Pod
and Middle School Pod to subsidise the cost of a
trip to the Gold Coast and Mid North Coast.
Students in year nine and ten who had
demonstrated attendance, behaviour and
participation travelled to the Gold Coast. While
there, they visited theme parks and cultural
exhibits, linking to Science, PDHPE, History,
Maths and English. The Middle School Pod, who
had been studying rainforests travelled to the
Environmental Centre at the Mid North Coast.
The Primary Pod travelled to Dubbo to
experience the animals and educational programs
offered at the Dubbo Zoo.
National partnership programs
The school is funded through the National
Partnerships (Low SES) After completion of the
situational Analysis it was determined that the
funding would be designated to the employment
of a Head Teacher – Middle School and the
employment of .6 for the Aboriginal Community
Engagement Officer. (.4 is funded through AETD
for this Position)Funding has also been assigned
to increase the Technology capacity within the
school.
In Term 2 Rewards Days were introduced to
encourage and reward consistent appropriate
behaviour with primary students. At the end of
each term those students who had maintained
good behaviour throughout the term were
treated to a special day in Broken Hill where they
played at the Cubbyhouse Indoor Playground and
had lunch at McDonalds. These days were
thoroughly enjoyed by everyone and provided an
important opportunity to strengthen the rapport
between students and teachers.
Connected learning
In 2010, students at Wilcannia used video
conferencing and internet access to connect with
learning opportunities. Year 11 and 12 used
video conferencing and Distance Ed to increase
their access to a range of subjects. They also
used Moodles and Wiki’s to develop digital
literacy and link with students in other parts of
the state.
Regional CAP Initiative funding provided
opportunities for our students to participate in
the ‘Brains Alive”, and the Astronomy Star
Watching workshops.
Students used the Video conferencing facilities to
link with Indigenous students in other schools
and share stories, dances and film. In the Primary
school, students used the facilities to go on an
Antartic adventure.
Priority School Program (PSP) provided
opportunities for students from across the school
to access literacy and numeracy programs that
have led to improved outcomes for our students.
The Mathletics program is widely used by all
students. The purchase of improved technology
that provided opportunities for students to
Students in years 9 and 10 also used their laptops
to link into online games, activities, stories and
lessons. They created podcasts, short films,
websites, and posters using the digital
technology.
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develop visual literacy skills has provided
opportunities that were previously not possible.
Some funding was allocated to the equipment for
the film-making studio.
Australian Government – Building the Education
Revolution – Primary Schools for the 21st
Century
The school had a full upgrade for our Primary Pod
classroom during term 3 2010, new carpet and
furniture and classrooms painted through. In
addition to this two large Outdoor Learning Areas
(COLA) were constructed within the ground to
improve the conditions for our students.
Agency Based Programs
include:Safe Families (Wilcannia) – Breakaway Program
Mission Australia – Music Program – 2010-2011
Maari Ma – Primary Cooking Program, Dental
Centacare – support for parents and students
Rural Health (University of Sydney) – health
checks for students
Middle School – NSW Mid North Coast –
Rainforests and Coastal Excursion
Mutawintji Middle School Excursion
Progress on 2010 target
Target 1
For all students in years K-4 to grow at least 10
Reading Recovery levels by the end of 2010.
Our achievements include:

Healthy Food Program
A Healthy Food Program replaces a canteen at
the school. Students can access breakfast, recess
(fresh fruit) and a hot lunch for $2.50 per day.
Students and staff sit together for 30 minutes to
eat lunch. This is followed by 30 minutes of free
time where students usually participate in group
play. Lunch has become a social event since the
introduction of the program.
Working towards -74% of students from
K-4 grew 5-7 reading levels. 26% of
students grew only 1-3 levels
Target 2
To improve 2009 attendance rates by 15% (from
60% to 85% in K-6 and from 61% to 76% in years
7-10).
Our achievements include:
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
Working towards – our attendance for K6 during 2010 improved to 71%
Achievements so far:

Working towards – our attendance for
years 7-10 reached 66%
Educational and Management Practice

A process has been implemented to map
all of the recommendations of the review
and a timeline established.

In conjunction with the Regional
Behaviour team an explicit all school
behaviour management strategy has
been established

The Learning Support Team has been
established and Regional Learning
Support Team helping to build capacity of
the school based team.

Millennium software has been installed
to secure student data and record daily
events
Target 3
By 2010 all New Scheme teachers will have
gained accreditation with the NSW Institute of
Teachers.
Our achievements include:

All New Scheme Teachers at Wilcannia
Central School achieved accreditation to
Professional Competence with the NSW
Institute of Teachers during 2010
Key evaluations
It is a requirement for all NSW public schools to
conduct at least two annual evaluations – one
related to educational and management practice
and the other related to curriculum.
Curriculum
A Review of Wilcannia Central School was
undertaken in the week of the 23rd of August
2010 and focussed on:
 The process and practices that impact on
decision making,
 The processes and practices that impact
on school culture,
 The processes and practices that impact
on staff welfare

Teams are making collaborative decisions
on
planning,
implementing
and
evaluating for action in teaching and
learning programs

Increased participation and improved
outcomes for Vocational Education
qualifications

Other evaluations
Mr Rob Lewis, leader of the Review team
conducted a meeting on Monday 20th
September at Wilcannia Central School, with staff
and invited community members to brief them
on the review findings.
During 2010 the school ran a series of community
forums to provide opportunities for the
community to contribute to e.g. school policy,
curriculum. The community were asked to
consider the role that the school plays within the
community and what that should look like now
and in two and five years from now. This
information has been built into the school plan
and situational analysis.
The School Review Report contained 15
recommendations under the headings Model of
Education; Regional Focus; Leadership and
Management; Teaching and Learning; Student
Welfare; and Staff Welfare.
National Partnership - Situational Analysis
In conducting this revised school situational
analysis, the following phases were followed to
draw conclusions, make recommendations and
refine strategies linked to the six Reforms of the
Low SES School Communities National
Partnership.
As a result of the review Western Region
identified Wilcannia Central School as a “Regional
Focus School” and provides refocussed
support to the principal, staff, community and
students in a coordinated and strategic manner
implementing contextually appropriate programs,
in particular student wellbeing, attendance and
behaviour management.
1. planning the process
2. collecting data
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3. analysing data
feel comfortable in the sharing of
cultural understanding relative to school
processes
4. communication of findings,
recommendations and strategies.
In 2010 the school sought the opinions of
parents, students and teachers about the school.

The Paakantyi language needs to be
wrapped into the curriculum and
connected to the community.

Teaching staff are not inducted into the
Wilcannia community and do not have
an understanding of the community.

The Parent and Community Engagement
program built developed through Arts

based learning is highly valued and
productive.
Their responses are presented below.
Dare to Lead was invited to complete an
external, independent review of Indigenous
Education in the school
Dare to Lead conducted extensive surveys of the
Wilcannia Central School and wider community
during May 2010. The review team consisted of
Mr Mark Crouch and Mr Ian Nebauer (Dare to
Lead New South Wales State Coordinators). The
school arranged invitations to a range of
Indigenous students and community members to
participate in interviews. A sampling of non–
Indigenous students and staff were also
interviewed.
Professional learning
The ICT survey and report undertaken by the
Connected Learning Coach highlights that
teaching staff are unsure how to design and
assess ICT programs into their classroom and
sharing of information is not evident.
Professional Development (PD) expenditure
clearly identifies that there is a disproportionate
level of funds being expensed on travel and
accommodation (due to distances being travelled
to attend PD) which is severely limiting
improvement potential for teacher development.
Dare to Lead is a project run by Principals
Australia Inc and funded by the Commonwealth
Department of Education, Employment and
Workplace Relations(DEEWR). The project
provides support for Principals endeavouring to
improve learning outcomes for Aboriginal and
Torres Strait Islander students and to improve the
curriculum across all schools about traditional
and contemporary history and culture.
The data also links to the Teacher Assessment
Review process where Professional Development
is not explicitly linked to student learning and is
accessed in a haphazard methodology. There is
no structured method of the PD learning then
flowing through the school.
School development 2009 – 2011
The Snapshot of Indigenous Education conducted
at Wilcannia Central School included interviews
with staff, Indigenous and non-Indigenous
students, Aboriginal and non-Aboriginal parents,
Indigenous employees and school executive. A
brief school data review was also completed. The
question sets were recommended by Dare to
Lead staff and have been used successfully in
other settings.
Targets for 2011
Target 1
Raise student ability in reading to have all
students K-3 performing at chronological age
level in 2011
Strategies to achieve this target include:
The following findings regarding parents and
community were formulated from this data.

The school does not have an Aboriginal
Education Team.

No appropriate area is provided within
the school for community members to

provide additional classroom support for all
students that have been identified as having
special learning needs and receive
integration funding
Our success will be measured by:
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

Target 4
student programs will be modified to meet
student needs based on the identified issues
from the assessment results
Increase secondary attendance rates from 66%
to 75%
additional students learning support officers
will be employed and given appropriate
training through integration funding.
Strategies to achieve this target include:

Select and implement one strategy from the
review that focuses on student engagement
and retention
Target 2

Provide healthy food options for all students
All students (Yr 3/5/7/9) to achieve expected
growth in reading based on NAPLAN in 2011
Our success will be measured by:
Strategies to achieve this target include:

train staff in use of SMART data to analyse
student performance in Literacy and
Numeracy

1 key finding will be identified and
implementation commenced before the end
of Term 1

Students will attend school regularly and
participate in the food program with the
support of parents/community
Our success will be measured by:

teaching programs will reflect modification
based on SMART data analysis

2011 NAPLAN results will show a decreased
gap in reading when WCS is measured
against state averages

Target 5
Increase student completion rates of school
certificate in 2010 from 33% to 66% in 2011
Strategies to achieve this target include:
Target 3

Using the students will identified learning
support needs as the first priority and in
consultation with appropriate staff and
community members systematically
develop IEPs and PLPs

Relevant excursions and learning
opportunities are implemented to
broaden student learning experiences
Reduce the gap in numeracy achievement
between Wilcannia Central School students and
all state students in 2011
Strategies to achieve this target include:

A numeracy assessment package will be
developed by key staff members and
assessment of all identified learning support
students will be undertaken in term 1 2011

Utilise Mathletics across the school in a
structured and cohesive manner and
encourage students to participate in virtual
maths competitions across the world.
Our success will be measured by:
Our success will be measured by:

Teaching programs will reflect modification
based on SMART data analysis

100% of maths classes will incorporate
Mathletics into minimum of 1 hour of class
time per week by term 4 2011

Enter text here
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
IEPS and PLPs for targeted
completed by end T1 2011

Students develop more independence in
their learning aiming higher in their
educational achievement and strengthen
their connections with learning at a personal
level
students
About this report
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
Michelle Nicholson
Principal
Murray Butcher
Paakantyi Language &
Cultural Coordinator
Natalie Johnson
Assistant Principal
Keith Whitbourne
Head Teacher Secondary
Jodi Vallak
Head Teacher Middle
School
Amie Walsh
Head Teacher Mentor
School contact information
Wilcannia Central School
Barrier Highway, Wilcannia 2836
Ph: (08) 8091 5801
Fax: (08)8091 5206
Email: [email protected]
Web: www.wilcannia-c.schools.nsw.edu.au
School Code: 3442
Parents can find out more information about
Annual School Reports, how to interpret
information in the reports and have the
opportunity to provide feedback about these
reports at:
http://www.schools.nsw.edu.
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