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Best National Achievement
Charles Darwin University Senior Secondary, NT
Project Title: Retention and Success of Indigenous Northern Territory Certificate of Education (NTCE) students.
Located in Alice Springs, Charles Darwin University Senior Secondary is a tri-sector organisation comprising higher education, Vocational, Education and Training (VET) and Years 11 and 12. The average completion rate for the Northern Territory Certificate of Education (NTCE) for the whole school is 73%, but only about half of the Indigenous students completed Years 11 and 12, and only 9% completed the NTCE.
In order to improve retention rates for these Indigenous students and encourage successful outcomes in terms of completing the NTCE, the teachers developed and implemented professional development and performance management for Indigenous and non-indigenous staff.
Thanks to the determination and focus of Ms Jamieson and the leadership team, the project has had outstanding results in terms of learning outcomes for all students, with an average increase over the last two years of 7% in school NTCE completion rate.
For Indigenous students, the improvement has been much more dramatic: almost 80% of Indigenous students now see the value of remaining at school for Years 11 and 12, (up from just over 50%). An amazing 66% of Indigenous students, (up from 9%), completed their NTCE over the same two-year period (2002-2003).
The success of this significant project for Indigenous students is a fundamental, positive step in securing their future, as they move to further education and training, and employment.
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Outstanding National Achievement
Miami Cluster Of Schools, QLD
Project Title: Ensuring Futures for Students with Disabilities – The Journey from Training to Enterprise
Students at this Special Education Unit have benefited enormously from a review of vocational, education training (VET) for students with disabilities.
Three schools united to share funding, human and material resources, teacher expertise, programs and industry links to establish eight vocational training centres which would serve the three school campuses. These centres offered nationally accredited certificates in courses as varied as Childcare, Horticulture and Mechanics.
Outcomes for the Miami cluster of schools have been highly significant: seven of the eight proposed Vocational Training Centres are now operational, with the remaining centre set to commence this year. Fourteen teachers have gained further qualifications in VET.
Best of all, 66 students are a step ahead on their career pathway, being enrolled in either Certificate courses with Registered Training Organisations, or in preparatory training programs while they are completing their secondary education at school.
Hervey Bay Special School, QLD
Project Title: Neurotherapy – An approach to Autism: Neurofeedback treatment and brainwave conditioning is an approach to reducing the negative behaviours that impact on the learning of students with Autism
Hervey Bay Special School is committed to providing a functional curriculum designed to respond to the unique characteristics of 54 students with high support needs. Students with autism comprise 43% of total enrolments.
With this group in mind, a new project to investigate neurofeedback treatment and brainwave conditioning was developed to reduce the negative behaviours that impact on the learning of students with autism. This is the first time such a study has been tried in an Australian school. The whole school community and consultants, with expertise in neurotherapy, psychology, occupational therapy and speech therapy, have been involved.
Over the six months trial staff were trained in both technical aspects of the treatments and in data collection. Networks between staff and medical personnel were also established.
Four main areas of autistic behaviour were investigated: Communication, Social Skills, Sensory/Cognitive Awareness, and Health and Physical Behaviours. It was extremely encouraging that a reduction in negative behaviours across all four areas was recorded after treatment. The students’ cognitive skills and readiness to learn were also enhanced.
Berri Primary School, SA
Project Title: PROJECT LOOKOUT was created to look outside the school for expertise that could address the distinct needs for boys’ education. This was in response to the findings of our surveys. We worked with organisations and experts in their field from the community on programs that created ‘hands on’ learning and mentoring.
PROJECT LOOKOUT introduced two major programs to cater for the distinct needs of boys at Berri Primary School. One catered for boys who wanted to work collaboratively with others on a project. This resulted in a dramatic production “Boys Will Be Boys!” with the Riverland Youth Theatre.
The other program engaged boys who wanted “hands on” learning with activities taking place outside the normal classroom, under the guidance of skilled mentors.
The outcomes of these two exciting initiatives were significant: a sustained partnership with an established community organisation that provides engaging and rewarding activities for all students; and the development of community mentors who share their time and expertise in activities such as gardening, camping, construction, fishing, and making and throwing boomerangs.
There has been a significant change in the attitude and aspirations of the boys at Berri Primary School. Attendance has improved. There are fewer behaviour problems and most boys are now enjoying school and achieving success.
PROJECT LOOKOUT has increased the boys’ physical skills, team work and self confidence, based on developing a sense of trust and respect for each other and for their mentors. Some entrenched community beliefs about male stereotypes were also dispelled. The depth and quality of teacher dialogue has also greatly improved through the professional development provided.
Cameron Park School, NSW
Project Title: Maximising Access and Participation for students with severe multiple disabilities.
Cameron Park School provides for the needs of over 30 severely disabled students. The school has an extended community that includes parents, group home carers, respite carers, therapists, health personnel and volunteers, and meets the daily challenge of access and participation through quality teaching practices that emphasise and promote individual ability.
Teaching staff were spending the greater part of their time engaged in student care routines, so the balance between care and education needed to be redressed.
Through consultation, analysis, review and discussion, appropriate outcomes across all KLAs were identified. Performance indicators led to the development of an explicit language for reporting the performance of severely disabled students and a programming format that facilitated reporting to parents.
Digital images were included in reporting, which clarified how the child was actively participating and achieving. The feedback from parents and carers has been positive, and communication between home and school was enhanced as parents used the new performance indicators to discuss their child’s progress.
St Mary’s Primary School Bowraville, NSW
Project Title: Together Everyone Achieves More Project – Collaboratively breaking down barriers to effective teaching and learning for Aboriginal Students.
Building positive relationships between parents, teachers and students has turned St Mary’s Primary School around. Success for this small school on the mid north coast of NSW, was built on restructuring and changing the school’s culture, engaging students and supporting their learning.
Experienced, enthusiastic and dedicated staff led by Ms Dal Santo sought opportunities to involve the students’ parents in school life. To support students’ learning, an intense literacy program was introduced and teachers reassessed the way they taught.
Classes appeared to function better as large family groups rather than traditionally structured classes. Students were encouraged to learn in their own ways and from each other, as much as from the teachers. A significant welfare program was introduced involving nutrition, an after-school homework centre and the services of a home-school liaison officer.
Students’ attendance and learning engagement has dramatically improved. Their progress and achievements have been documented on a CD-ROM.
Outstanding improvements were identified in the Numeracy Research Project, and results for literacy and numeracy are well above state and Indigenous means. Parents are increasingly willing to negotiate and be active decision makers in their children’s future, and there is strong support for and participation in the Parent Forum.
The involvement of parents of Indigenous students is a key outcome of the project. Younger siblings are now enthusiastically looking forward to entering the school. Professional development has helped teachers work as part of a skilled and strong team in a friendly environment, and teach a wider range of programs that are realistic and relevant.
Everyone is now regarded as a valuable member of the school community.
Algester Primary School, QLD
Project Title: Building a Collaborative Learning Community
In order to improve student outcomes at Algester Primary School, it was important to involve the whole school community in changing the school to meet the changing needs of students in our modern technological society.
Algester Primary wanted to become a collaborative learning community, where leadership and responsibility were shared, and where teachers used effective teaching and learning strategies to challenge and engage students through a curriculum that reflected the school’s vision and values.
The leadership and curriculum renewal program was initiated and led by Ms Kazakoff. Under her leadership, the school used current teaching and learning research; in depth analysis of school data; and external evaluation, to form the basis of a program for change. The program was described as “vibrant and exciting” by a visiting academic.
The whole community is supportive and satisfied with the changes in the teaching and learning at Algester Primary. The school has sustained results in literacy and numeracy that are above state averages - a significant achievement in view of the recent changes to the demographic mix of students.
More leaders have also emerged through the carefully nurtured school climate that encourages innovation and risk-taking. Supported by redefined and targeted professional development, teachers now work together in collaborative teams to improve and expand the curriculum and improve pedagogy. Enrolments have increased, and there has been a substantial drop in the number of students requiring additional support in reading, writing and numeracy. The school community is confident that student learning outcomes will continue to improve significantly.
Richardson Primary School, ACT
Project Title: e-Teaching: Improving Literacy and Numeracy Outcomes via the total immersion of Interactive Whiteboards within Classrooms
Situated in a socio-economically depressed area of Canberra, and designated as an educationally disadvantaged school, Richardson Primary has established a professional learning community of children, parents and teachers.
This school community is focussed on improving literacy and numeracy outcomes for all students through the introduction of information and communication technologies using interactive whiteboards (IWBs) into the curriculum. Pre-existing literacy and numeracy programs were used as the starting point, and through a process of continual discussion and reflection, teachers evolved a new pedagogy, e-Teaching, for the teaching of literacy and numeracy using IWBs.
Literacy and numeracy outcomes, particularly in the kindergarten, have been significantly enhanced. Students’ enthusiasm for IWBs reflect their increased engagement - “it’s cool” “it’s fun” “we can use it to watch videos, DVDs, TV or go to the Net”.
Attendance has improved greatly school-wide. Teachers have markedly enhanced their ICT skills and feel proud of their achievements, which have contributed a new rigour and validity to e-Teaching and provided “hot topics” for educational publications and conferences nationally and internationally.
Ballarat Secondary College, VIC
Project Title: Improving teaching and learning through collaborative learning partnerships
The aim of this project was to improve teaching and learning through collaborative learning partnerships. Teachers at the College aimed to improve students’ engagement in learning and build a culture of high expectations, raising literacy and numeracy levels and addressing absenteeism and retention.
Teachers worked together as Collaborative Learning Partners to develop a Teaching and Learning Framework based on their teaching experiences as well as current theoretical understandings.
Structures were created to help teachers work together, meet with others and share their learning. The quality of teaching improved, as did students’ learning outcomes. Teachers are developing their repertoire of teaching and learning strategies, planning and negotiating curriculum more effectively, and providing students with more informed feedback on their learning.
Lalor West Primary School, VIC
Project Title: Thinking For the Future
At Lalor West Primary School two thirds of the students come from non English speaking backgrounds. Many of their families are dealing with economic issues as well as family dislocation.
The growing enrolment of students from other countries challenged the teachers to ensure the teaching and learning programs helped all students develop the skills, understandings and attributes needed for a successful future.
Adapting to the needs of over 320 students from 23 broad multicultural groupings was addressed through comprehensive professional development for teachers in Pedagogy, Learning Styles, Multiple Intelligences and Thinking Curriculum.
Involvement in the Australian Government Enterprise Education Action Research Project, and the Quality in Schools Program (Business Excellence Australia) complemented this work. Students were also encouraged to contribute to establishing grade learning plans for 2004.
Surveys of students, parents and staff showed sustained improvement in all areas as an outcome of this project. Staff now learn from each other and surveys rate staff morale and professional growth and interaction as well above average. Students’ literacy and numeracy scores over the past three years have been consistently above state benchmarks.
Teaching and learning opportunities for students focus on developing the skills to enable them to take responsibility for their own learning. They now show much greater connection to school and have motivation to learn. Students now lead conferences with their parents and teachers, and develop portfolios to showcase their learning.
All members of the school community now rate Lalor West Primary School very highly.
Derwent Cluster Of Schools, TAS
Project Title: Real Learning/ Real Futures (RL/RF), a collaborative project by the ten secondary schools in the Derwent District to address the major issues of participation, attendance and retention.
Students in the Derwent Cluster of 12 high schools benefited greatly from a bit of “reality therapy” – involvement in real projects with real timelines and real outcomes. Teachers’ capacity to teach in a different way was the key to the success of this exciting initiative.
Led by Ms Addis, the Real Learning/Real Futures collaborative project meant students in Years 9 and 10 in the large network of high schools were offered a wide selection of learning activities, including Robotics, Bricklaying, Natural Therapies, and Aquaculture. In 2004, the number of projects available expanded to 16.
Professional development ensured the up-skilling of teachers and adult mentors in project-based learning and online learning programs. These are conducted through an eLearning Network.
An evaluation by the Dusseldorp Skills Forum in 2003 reported widespread school community support for the project. Results include improved student attendance, increased participation and greater retention rates for all schools in the cluster.
Ocean Grove Primary School, VIC
Project Title: Developing connected and resilient students through linking the Performing Arts and Student Welfare initiatives in a Health Promoting School.
Nine years ago Ocean Grove Primary School was the first school in Victoria to introduce the concept of the Health Promoting School. A review of existing Health Promoting policies and practices revealed a need to both strengthen this area and provide a fresh approach to student and school community welfare.
The performing Arts Co-ordinator, Ms Lander, took the lead in developing new curriculum units. The “You Can Do It” student welfare program was implemented school-wide, and a mural depicting the program’s foundations was designed and painted by a group of parents and students.
A school culture was developed which supported change by promoting safety and permitting some risk taking. The school connected with the community through joint projects, such as drama and music performance and inviting guest speakers from the community who specialise in student wellbeing.
Importantly, the school successfully linked Performing Arts with student welfare to create a unique model which engaged the students and connected them with their school community. This innovation improved students’ resilience and provided positive social outcomes. There was a significant decrease in incidents involving bullying and harassment, while several students with challenging behaviours were completely “turned around”. There were significant increases in “connectedness” to school and motivation to learn, particularly amongst the boys.
Students mentor younger students under a “buddy” system: Year 6 boys teach computer skills to kindergarten during lunchtimes. Staff create opportunities for students who “don’t fit in” to feel valued - excellent ”roadies” for the school band have been identified and stage hands make props for concerts in a lunchtime art club. Being part of these innovative Performing Arts activities has developed life long skills in team work, conflict resolution, sensitivity to the needs of others, and organisational skills.
Brookvale Public School, NSW
Project Title: Our Caring School – Changing bullying behaviour through Peer Mediation
Changing bullying behaviour through peer mediation was the aim of a Brookvale Public School’s project, led by Mr Taylor. The Student Welfare team developed teaching kits for all classes, which contained instructions, worksheets, posters, computer software and books. Staff have regular training and parents are informed of developments through the school newsletter and relevant meetings.
The students now have a better awareness of bullying behaviours and are able to place greater value on the feelings of others.
There has been a significant reduction in bullying as children have begun to negotiate and solve their own problems. Year 6 students’ self esteem and co-operation has improved, and classrooms are happy, co-operative learning environments. Academic performance on standardised tests has also improved, and community recognition of the program’s success is evident from comments in the local press and through increased enrolments.
Gray Primary School, NT
Project Title: Leading for Learning: developing communities of learners for school improvement.
With about half of its students experiencing cultural and socio-economic disadvantage, Gray Primary School, about 20 kilometres south of Darwin, seized the opportunity offered by large scale staff changes to create pedagogical change and renewal to improve students’ learning outcomes.
The school’s use of The Appreciative Inquiry Model underpins all change management processes at the school. The school has also implemented Protocols and Productive Pedagogies to create a common language for teachers to critically reflect on their practice in a safe and supportive way. This has developed the creation of a safe and supportive learning environment which encourages all students to succeed and improves their learning outcomes.
Leadership of the school has been extended to include more of the staff, and the school enlisted community support to implement a new, collaborative vision and strategic plan.
The school will continue to build the leadership capacity of staff and continue to promote dispersal of leadership and succession planning. It will support and encourage further risk taking by staff and students to sustain the momentum for pedagogical reform. Every opportunity will be taken to share practice with the community and system.
Northern Beaches Secondary College, NSW
Project Title: Senior curriculum delivery – equity, choice and access project
Equity, choice and access in the delivery of curriculum for 1,500 senior students was the project undertaken at Northern Beaches Secondary College, a large, multi-campus secondary school in Sydney. With senior students on all five campuses, the challenge was to ensure that every student had equal access to the shared curriculum. This task was tackled by representative working parties. The College Administration undertook a concurrent project which enabled the evaluation of the key elements of the shared senior curriculum.
Improved learning outcomes and opportunities for senior students have resulted from the new model of senior curriculum delivery. This resulted in the development and effective implementation of a broad, genuinely co-ordinated and shared senior curriculum, equally accessed by students across five campuses. It incorporates common documentation and a common application process for all students, a co-ordinated and supported procedure for careers guidance and an efficient means of transport between campuses.
There has been an increase of 36% in enrolments in Year 11, fewer Year 11 students are finding it necessary to change subjects at the beginning of the year, and fewer students are leaving school in Year11, indicating that they are more engaged by a curriculum that meets their needs.
Students are achieving improved outcomes, with 97% of students achieving results that are equivalent or better in shared classes compared to their other subjects. There has also been a significant increase in subject choice for students at all campuses, and access to new VET courses at the Senior Campus. Co-ordinated delivery has enabled the College to support subjects like Dance, Engineering Studies and Chinese previously not available when schools operated as stand alone entities.
Co-ordinated timetable lines with key lesson start and finish times allow students to select shared courses. Students have expressed strong satisfaction with the increased choice and access afforded by the shared curriculum through the take-up rate, which has increased from 16 classes in 2002 to 70 classes in 2004.
Davoren Park Primary School, SA
Project Title: Engaging all learners through student initiated curriculum in the “Theme Room”, which covers all learning styles and curriculum areas.
Many of the students at Davoren Park Primary School need extra support to ensure a good start to their education. Set in the Junior Primary area, the focus of the project was to strengthen students’ speaking, listening, questioning and writing skills. Teachers underwent intensive training and development in these areas to ensure they had the practical strategies and resources required to meet the students’ needs.
The ‘Theme Room’ was developed to provide meaningful play based experiences and learning activities. Students are empowered by being able to negotiate their own topics and activities in the room and the variety each term is a key element in keeping the students enthusiastic and motivated about their learning. Teachers are also able to focus on what and how students learn best.
The selection of “Around the World” as a theme particularly strengthened school and community bonds with many community members encouraged to share their international heritage and culture with the children.
Overall there have been significant improvements in speaking, listening, reading and writing skills. Students are more enthusiastic about their learning, are able to work collaboratively and are developing the skills to succeed – organisation, confidence and persistence. Many parents are also changing their attitude towards school and becoming much more involved in their children’s education.
Palmerston District Primary School, ACT
Project Title: Strengthening Literacy in the Early Years
Strengthening literacy in the early years was the aim of the project undertaken by Palmerston District Primary School. A team of energetic teachers led by Ms Bennett worked together to develop and provide three levels of support: one-on-one (Reading Recovery); intervention (Reading Groups); and a program of improved literacy strategies in mainstream classes.
The school now buzzes with energy and commitment to reading and literacy.
All students in the Reading Recovery group reached the benchmark for their year, as did 90% of children in Reading Groups. An online literacy monitoring system provides instant information to teachers and parents on children’s progress. The professional learning of teachers has been strengthened and parents now have access to practical strategies to help their children with reading through workshops, as well as through printed and online material.
Buranda State School, QLD
Project Title: Learning to Think: Philosophy in the Classroom.
At Buranda State School the need to lift academic results was a high priority. Ms Hinton gained the school community support for the introduction of Philosophy into all classes with the aim of teaching the students to think clearly and confidently.
As a result of this innovative project, significant and measurable improvements have occurred in the students’ learning outcomes. They now achieve results well above state and national means. The social behaviour of the students has also improved to the extent that there is now little or no bullying at the school and student enrolments have quadrupled.
Interstate and international workshops and conferences have provided professional development opportunities for the principal and several teachers. The school has developed an extensive range of professional development activities, which are widely available to other schools. With the support of the Australian Government Quality Teacher Program, an online course and accompanying video have also been developed to allow teachers in remote areas to access professional training and development.
Marsden State School, QLD
Project Title: Creating Communities of Professional Practice: Improving Leading, Teaching and Learning.
Marsden Primary School is one of seven primary schools, which together with three high schools and a university, comprise the Logan Education Alliance. This organisation works to co-operatively and collaboratively to improve teacher education and professional development.
Marsden Primary School, with its commitment to improving students’ learning outcomes, teacher quality and school leadership, has developed a reciprocal partnership with Griffith University.
Outcomes achieved through this effective partnership include shared expertise on a variety of topics, such as classroom-based action research and evidence-based pedagogy, the production of educational resources, and teacher development through mentoring relationships.
Expert knowledge and best practice are recognised at this school. This has led to increased professionalism, enhanced teacher confidence and a deeper awareness of the positive impact teacher learning has on student learning. Long-lasting professional relationships have been fostered whilst pedagogy and skills are continually being renewed as best practice is shared.
Granville Boys High School, NSW
Project Title: Creating a Significant Partnership between a High School and its Community
With 92% of students from Non English Speaking Backgrounds, Granville Boys’ High school has a strong emphasis on improving student literacy. Parent involvement is seen as critical to the school’s success in achieving this.
To help parents support their children at school and become more involved, Community Liaison Officers were employed to communicate with parents in their native language. They acted as “honest brokers” between the school and the parents to explain how people were feeling or suggestions for actions to be taken. Slowly parents were introduced to new challenges through literacy, numeracy and technology classes and it was explained to them how this would benefit their child’s education. Parents were empowered to get more involved with the school.
The project has resulted in outstanding parental support and participation. Parents have enrolled in literacy and technology classes, with waiting lists for the next class. They have also been trained as Readers and Writers for students with special needs. Over 65 parents now attend P&C meetings, with more fathers now coming to the meetings. Parents are now confident to question school policies and attend parent teacher reporting sessions.
“Our parents are now making their presence felt and their opinions known,” said Ms Lyris. Parents and staff usually work together to make important decisions and the boys no longer control all the interactions between school and home by being the only ones to explain and interpret. A true partnership in education!
Wodonga Cluster Of Schools, VIC
Project Title: Building resilience to enhance relationships and learning.
Three schools, Wodonga Primary School, Mitchell Secondary College, and Wodonga West Secondary College, in country Victoria have combined to improve the performance of a wide range of students in all Key Learning Areas through building positive relationships underpinned by student engagement and resilience.
An Active Learning Centre was established which students from all the schools attended, and a Student Engagement Officer was employed to work with students where attendance was an issue. Professional Development for teachers included workshops conducted by a clinical psychologist and family therapist (Resilience and Academic Success), and an academic and educational researcher (Classroom Management and Relationships).
Staff evaluations showed improvements in relationships with students; an understanding of student behaviour and needs and of their own management styles; and strategies for establishing consistent management of students in the classroom. All of these understandings and strategies have led to improvements in staff-student relationships, which have in turn influenced student engagement in learning. Teachers’ expertise has enabled them to develop programs based on resilience and incorporate them into the curriculum.
Charters Towers State High School, QLD
Project Title: A restructure of the middle school curriculum and development of teaching teams to support beginning teachers and to maximise student learning outcomes.
In order to maximize students’ learning outcomes and address student disengagement in the middle years, Years 8 and 9, of schooling, Charters Towers State High School embarked on an extensive improvement program.
Issues of staff retention and support were also of concern. The curriculum needed to offer intellectual challenge, critical thinking, problem based learning, and connection to the students’ cultural background and areas of work, citizenship and community life.
The curriculum was enhanced by consolidation of the New Basics and Rich Tasks elements, as well as the revision and improvement of the existing transition program for students moving from primary, Year 7, to high school, Year 8. Significantly, there has already been a 10% improvement in students’ results in the first semester, with further improvement indicated.
There is evidence of significant change in the school, with teachers increasing their collaborative practices, working in teams across curriculum areas and drawing on a range of skills among other school staff. They are now taking more responsibility for curriculum planning and are supported by professional development and sharing across schools. This is facilitated by being a founding partner of a consortium of state schools (“the Alliance”) in the town.
Lockleys North Primary School, SA
Project Title: Improving student well-being and reducing harassment and bullying
At Lockleys North Primary School the need to improve student well-being was identified as part of the whole-school process of developing values, vision and priorities.
To enhance student well-being and reduce the incidence of harassment, a Quality Improvement Team representing staff, students and parents led all processes.
The incidence of harassment in the playground, which was identified by students as the place where harassment and bullying was most likely to occur, was dramatically reduced over a one year time-span, and the school can now confidently assert that the school is bully-free.
The project has been very successful, the general well-being of the students has been improved; fewer students reported being lonely, teased, excluded or intimidated by other children.
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Highly Commended
Kempsey West Public School
Kempsey West Public School been highly commended for its Positive Playground Program. The program has had a significant impact and increased the engagement of students in the classroom. School attendance has increased and the behaviour in the playground has greatly improved.
Rutherglen Primary School
Rutherglen Primary School has been highly commended for its work in improving engagement in the middle years, by changing negative attitudes to education and learning. The new teaching approach relies on continually reflecting on what is working well and making changes as appropriate. It has resulted in improved academic achievement, self-esteem and attitude to school among the students.
Middle Swan Primary School
Middle Swan Primary School has been highly commended for its project on values education. The school has established a shared set of values and incorprated values education principles into school documentation. Parents were involved in understanding how values relate to the activities of the school. As a result, there has been an increase in student achievement and a decrease in student suspensions.
North Ainslie Primary School
North Ainslie Primary School has been highly commended for creating a safe school environment. Following instances of violence and bullying in the playground the school community adopted new practices to provide the school with clear guidelines and common expectations. There has been a significant and positive change in the playground which is now safer and friendlier to students, teachers and parents.
Kawana Waters State High School
With a focus on student welfare, Kawana Waters State High School established a new program to assess student well-being and the identification of key student issues. Many students had reported feeling unhappy and unsafe at school. However, Kawana Waters now has higher enrolements and student performance and behaviour have improved.
Belmore South Public School
Belmore South Public School undertook an award winning project aimed at improving the learning opportunities for its students and staff. The school is in a socio-economically disadvantaged area and 98% of the students at Belmore South Primary School are from a non-English speaking background.
As a result of the project, students have become more motivated learners and have a greater sense of self-worth, while staff are more engaged in their own professional development.
Munno Para Primary School
Munno Para Primary School has been highly commended for its strong focus on suitable physical activities for its students. This has led to significant learning improvements, both in the class and the schoolyard. Many students have developed greater self-esteem and strong connections have been made with the local community.
Yarra Junction Primary School
Yarra Junction Primary School has been highly commended for its Read to Succeed Program to improve literacy for its students. The program has significantly changed the reading habits of students and the level of parent engagement in their children’s reading. This has resulted in improved learning for most students.
Clontarf Beach State High School
Clontarf Beach State High School has been highly commended for successfully providing all students with multiple pathways to work and study. As a result, the school community now values vocational education and training pathways as much as academic pathways.
Mooloolaba State School
Mooloolaba State School has improved student achievement and motivation through the Arts. A team of staff developed a new curriculum using dance, drama, media, music and visual arts. Students showed improvement in artistic ability and greater motivation and improvement in numeracy and literacy. The school is now sharing its work locally and I other education districts.
Tom Price Senior High School
Tom Price Senior High School has been highly commended for its project linking the school with local organisations and businesses As a result of the links formed students can identify clear pathways from school to work, attendance has improved and the school enjoys a higher profile within the community.
Templeton Primary School
Templeton Primary School has been highly commended for its values program. The implementation of the values program has resulted in a greater sense of school unity, increased enrolments and improved student social interaction and social competence both in the classroom and in the playground.
Callington Kindergarten
Callington Kindergarten has been highly commended for its Project Learning – Literacy, Numeracy and Multiculturalism implemented in partnership with the Monarto Zoological Park. The children have participated in research activities which have led in increased confidence in speaking, writing, numeracy and drawing.
St Mary's Primary School, Hampton
St Mary's Primary School, Hampton has been rewarded for its achievement in Whole School Literacy Improvement. Through Ms Doolan’s leadership and vision, St Mary’s academic performance, reputation and enrolment has improved. Ms Doolan’s implementation of the Victorian Catholic Education Office’s Literacy Success Strategy (CLaSS) has led to increased standards of literacy. Consultation and professional development also contributed to the cultural change required. The school now plans to allocate more time to the CLaSS and to review and consolidate best literacy practice.
Yirara College
Yirara College has been rewarded for achievement in Indigenous Literacy. Yirara College is an Indigenous boarding school located in an urban setting. After identifying significant gaps in students’ English literacy skills, a new “scaffolding” approach was researched, key staff observed and were trained in the scaffolding approach and the approach was implemented. Over time, Yirara College have extended the program throughout the school by tailoring the use of the program to best suit the school’s needs. The explicit teaching of contextualised literacy in the classroom has increased and students are engaging with more age-appropriate texts.
Highly Commended National School Improvement by a School, $10,000
Wooranna Park Primary School
Wooranna Park Primary School has been highly commended for its focus on science and technology. The school established a three room science and technology centre with two digital and video suites. This learning environment has encouraged students to work more closely with their teachers. As a result, students see more purpose in learning and are more excited about being at school.
Calamvale Community College
Calamvale Community College has been highly commended for the development of an educational precinct where students can learn at their own pace in flexible groups and be well prepared for life. This has led to a documented improvement in student learning and enrolments have increased. Feedback from parents has been extremely positive.
Croydon High School
Croydon High School has been highly commended for its project that aims to improve the health of students and provide advice on careers in the health sector. As a result of this project, students are now able to make healthy lifestyle choices and the school has clearly laid out pathways for careers in the health sector.
Banksia Park International High School
Banksia Park International High School has been highly commended for its achievement in civics and citizenship. Since becoming an international school in 2000, its curriculum has been expanded to include educationally innovative international perspectives.
Bishop Druitt College
Bishop Druitt College has ben highly commended for successfully implementing a number of strategies that have improved students’ writing skills as measured by external tests and attitudinal changes.
St Margaret’s Anglican School
St Margaret’s Anglican School has been highly commended for its project to improve school effectiveness through shared values, vision and goals. This has led to improved student learning and behaviour, positive changes to culture and climate within the school and increased collaboration between staff, students and parents.
Claremont College
Claremont College worked to address poor retention of students from Year 10 to year 11. The school set up an alternative learning program at an annexe outside school for students and built networks with local business. The prgram has been integrated into the local community and 77% of its ex-students either have jobs or have returned to school.
Jewells Primary School
Jewells Primary School is known for the diverse range of programs it offers to its students. The school saw a need to further develop its cultural and arts programs. Students participated in a range of new arts programs and teacher confidence in teaching arts was increased. Boys in particular have increased participation in arts activities including dance.
Fawkner Secondary College
Fawkner Secondary College has been highly commended for its innovative Year 7 program which emphasises the unique learning style of each student while improving literacy and numeracy. The structure of the curriculum has been changed to enable students to apply their learning across a range of subjects and demonstrate achievement in a number of ways including in writing, art and performance. As a result, students are more engaged in schooling.
Mirani State High School
Mirani State High School has been highly commended for its innovative middle schooling approaches. Improved teaching at the school has resulted in supportive classrooms, smoother transition from primary to secondary school, improved student-teacher relationships and better student results in literacy.
St Mel’s Primary School
St Mel’s Primary School, Campsie, has been highly commended for the development of a data base to assist teachers in the teaching of mathematics. This has enabled teachers to improve their teaching practices and students have made significant progress in the learning of mathematics.
Chisholm Junior School - Upper Coomera State College
Chisholm Junior School - Upper Coomera State College has been highly commended for its achievement in improving children’s reading, writing and numeracy performance through in-depth professional development for teachers and a rigorous curriculum.