HELENSBURGH PUBLIC SCHOOL

Annual School Report 2013

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School context
Our students are drawn from the town of Helensburgh and surrounding areas of Stanwell Tops and Darkes Forest. Situated in the Northern Illawarra, but at the southern gateway to Sydney our students have the benefit of selecting secondary education from both the Illawarra and Southern Sydney suburbs. In 2013 the school population was 476, consisting of 228 boys and 248 girls.

journey which will see continued dedication into 2014. I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the schools achievements and areas for development. Christopher Connor

Principals message
2013 has been a year of considerable preparation for the implementation of the Australian Curriculum. Teachers worked throughout the year to develop their understanding of and skills in writing units for the new English syllabus. 2014 will see the full implementation of the English syllabus and preparation for the introduction of the new mathematics syllabus. The school in partnership with the community conducted a very successful walkathon, raising over $15000 for school resources. Our P & C worked alongside teachers and students in the production of outstanding artworks for our school Fibre Fest. The school introduced iPad technology across all classes Kinder to Year 2 with improved student engagement and opportunities to differentiate learning programs. The school is planning to widen the application of these learning tools across the whole school with the further extension of our wireless network. The school continues to support a diverse suite of programs that broadens our students educational experiences. Student successes across a range of activities on the sporting field, in the creative and performing arts, the environment and Lego robotics sets our school apart. Mrs Butterfield accepted a position as Assistant Principal at Miranda North Public School and Mrs Sida was successfully appointed as our Assistant Principal. Following our successful, but highly focused 125th celebrations last year, the school returned to the basics with a continued and determined focus on lifting student literacy and numeracy performances. This was only the beginning of the
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P & C message
We have had an exciting and very busy year filled with many achievements. Our P&C group have yet again helped in enhancing the learning of our children and supporting our dedicated teachers. This year we started a roll out of new canteen menus, sourced the CPR course and supported our childrens extra -curricular activities including sport and music. We also purchased sporting equipment to support healthy play in the playground, as well as other concrete classroom resources that make a difference to our childrens education. We have run valuable fundraising activities such as the Trivia night, Fathers Day and Mothers Day stalls and a variety of smaller activities. The efforts from our fundraising activities have supported many school initiatives. Our Fibre Fest show provided an outstanding display of the many talents of all of our children, and teachers as well! We provided input and reviewed the reporting from the school leaders, who make a difference to the quality of the education our children receive. Finally, we believe that the education of our students is a partnership between the school, students, teachers and parents. We are fortunate that our school is staffed with quality teachers, who with our help and support build excellence into the education of our children. Cassandra Szewcow P & C President 2013

Student representatives message

This year the Student Representative Council (SRC) consisted of thirteen class representatives from Year 2 to Year 6 and the eight prefects including the two school captains The SRC held the following fundraisers this year: A crazy sock day, which raised $391.40 for Assistance Dogs Australia, a footy colours day which raised $313.85 for World Vision and we raised $299.50 for the Koori Kids organisation by selling respect bands and NAIDOC packs. Thank you to all the students and teachers for their participation and generosity. In Term 3 the SRC helped organise the book week disco and in Term 4, along with the Sports Captains and Vice Captains and volunteers, we supervised outdoor activities at lunchtime. This was very popular and successful. The SRC also contributed to the purchase of equipment for these lunchtime play activities Looking to the future the SRC has requested the school purchase ipads for the senior school and upgrade the toys and games in the library. Both of these items are on the agenda for the school in 2014. We would like to thank all the members of the SRC for giving up their time during the year to help their fellow students. Congratulations on a successful year. Zoe & Slade School Captains

Student information
It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

Student Enrolment
Gender Male Female 2007 245 206 2008 256 218 2009 247 227 2010 239 223 2011 241 232 2012 228 249 2013 228 248

Enrolments
600 400 200 0 2007 2008 2009 2010 2011 2012 2013 Year Male Female

Total student enrolments from 2007 to 2013 have remained relatively unchanged.

Student attendance profile

Year K 1 2 3 4 5 6 Total K 1 2 3 4 5 6 Total K 1 2 3 4 5 6 Total 2008 2009 95.5 94.2 95.1 93.6 94.1 94.6 93.6 94.4 94.3 93.4 93.9 93.9 93.7 93.7 93.2 91.8 94.3 93.7 94.0 94.1 94.0 94.0 93.6 92.1 2010 95.4 94.7 94.9 95.1 95.3 94.2 94.7 94.9 94.5 93.9 94.0 94.3 93.9 93.8 93.6 94.0 94.7 94.2 94.4 94.5 94.5 94.4 94.0 94.4 2011 95.3 95.0 94.8 94.2 94.0 93.2 92.7 94.2 94.4 93.9 93.7 93.6 93.7 93.3 93.1 93.7 94.7 94.2 94.2 94.4 94.3 94.2 93.8 94.3 2012 95.5 95.0 93.9 95.9 94.5 94.7 93.9 94.8 94.3 94.0 93.9 94.0 93.9 93.7 93.4 93.9 94.3 93.9 94.2 94.4 94.3 94.2 93.8 94.2 2013 96.6 95.7 94.8 94.8 95.7 94.2 94.7 95.2 95.0 94.2 94.4 94.5 94.4 94.1 93.7 94.3 95.0 94.5 94.7 94.8 94.7 94.5 94.1 94.7

School

Students

94.0

Region

93.7

State DEC

94.1

Student attendance figures have improved when compared to previous years and remain above the state and region. The introduction of real time online student attendance software appears to have had a positive effect.
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Management of non-attendance
The school follows the NSW Department of Education and Communities policy on student attendance and follows up all non-attendance by students. Students who have a continued and persistent history of poor attendance are referred to the Home School Liaison Officer for intervention and support. In some cases the school will consult with parents and develop an Individual Attendance Plan for students who have continued attendance problems.

Workforce information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.

Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of financial summary Income Balance brought forward Global funds Tied funds School & community sources Interest Trust receipts Canteen Total income Expenditure Teaching & learning
Key learning areas Excursions Extracurricular dissections

Workforce composition
Position Principal Assistant Principal(s) Classroom Teacher(s) Teacher of Reading Recovery Learning and Support Teacher(s) Teacher Librarian School Counsellor School Administrative & Support Staff Total Number 1 4 15 0.5 1 1 1 3.432 27.932

30/11/2013 $ 187900.33 288690.40 154753.49 221033.42 7777.48 45993.15 0.00 906148.27

The Australian Education Regulation, 2013 requires schools to report on Aboriginal composition of their workforce. Presently, the school has two teachers on staff who have identified as Aboriginal.

Teacher qualifications
All teaching staff fulfill the professional requirements for teaching in NSW public schools.

Qualifications Degree or Diploma Postgraduate NSW Institute of Teachers Accreditation

% of staff 100% 35% 25%

Library Training & development Tied funds Casual relief teachers Administration & office School-operated canteen Utilities Maintenance Trust accounts Capital programs Total expenditure Balance carried forward

23163.19 53300.44 102114.81 6407.48 6867.90 143073.91 113048.98 77612.32 0.00 47598.58 12027.81 48541.32 20325.82 654082.56 252065.71

A full copy of the schools 2013 financial statement is tabled at the annual general meeting of the Parents and Citizens Association. Further details concerning the statement can be obtained by contacting the school.

School performance 2013

Average progress in Reading between Year 3 and 5
100

Academic achievements
NAPLAN
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. Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3) Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5) The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN). Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data.

Progress

50 0 2008-2010 2009-2011 2010-2012 2011-2013

School

State DEC

The school has made significant gains in the teaching of Reading. This has been reflected in the improved results identified as improved growth from Year 3 to Year 5. This can also be seen in the percentage of students who are achieving at or above minimum standards. Writing for Year 5 appears to be an area the school will continue to focus additional attention in 2014.

Percentage of Year 3 students achieving at or above minimum standard (exempt students excluded)

NAPLAN Year 3 - Literacy

Percentage in bands: Year 3 Reading 30 Percentage of students

Reading Writing Spelling Grammar & Punctuation Numeracy

100.0 98.6 98.6 98.6 97.3

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Percentage of Year 5 students achieving at or above minimum standard (exempt students excluded)

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Reading Writing Spelling Grammar & Punctuation Numeracy

95.8 79.2 91.7 94.4 91.7

0 1 2 3 Bands 4 5 6

Percentage in Bands School Average 2009-2013

Year 3 results in Reading reflect a marked improvement because of the schools strong commitment to early learning strategies that support individual learning.

Percentage in bands: Year 3 Spelling 40 Percentage of students Percentage of students 1 2 3 Bands 4 5 6 40

Percentage in bands: Year 3 Grammar & Punctuation

30

30

20

20

10

10

0 1 2 3 Bands 4 5 6

Percentage in Bands School Average 2009-2013

Percentage in Bands School Average 2009-2013

Student results in Spelling indicate an improvement for students performing in the top two bands and a decline in the number of students in the bottom two bands.
Percentage in bands: Year 3 Writing 50 Percentage of students 40

More students are achieving excellent results at the top levels of Grammar and Punctuation for Year 3.

NAPLAN Year 3 Numeracy

Percentage in bands: Year 3 Numeracy 40

30 Percentage of students 20 10 0 1 2 3 Bands 4 5 6 30

20

10

Percentage in Bands School Average 2011-2013

0 1 2 3 Bands 4 5 6

Year 3 students are performing well in Writing although students performing at the lower levels will require additional support.

Percentage in Bands School Average 2009-2013

A strong result in Numeracy concentrated in the middle bands.

NAPLAN Year 5 - Literacy

Percentage in bands: Year 5 Reading 30 Percentage of students Percentage of students 60 50 40 30 20 10 0 3 4 5 Bands 6 7 8 3 4 5 Bands 6 7 8 Percentage in bands: Year 5 Writing

20

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Percentage in Bands School Average 2009-2013

Percentage in Bands School Average 2011-2013

This graph indicates results well below Year 5 average performance.

Percentage in bands: Year 5 Spelling 30 Percentage of students

This further identifies Writing as a focus area for school improvement.

Percentage in bands: Year 5 Grammar & Punctuation 40 Percentage of students

30

20

20

10

10

0 3 4 5 Bands 6 7 8

0 3 4 5 Bands 6 7 8

Percentage in Bands School Average 2009-2013

Percentage in Bands School Average 2009-2013

This graphs shows results in Spelling within Year 5 average performance.

Results in Grammar and Punctuation show a concentration of student performance in the middle bands and an underperformance in the top bands.

NAPLAN Year 5 Numeracy

Percentage in bands: Year 5 Numeracy 50 Percentage of students 40 30 20 10 0 3 4 5 Bands 6 7 8

Percentage in Bands School Average 2009-2013

Other achievements LEGO Robotics Team

Our school Lego Robotics team came second in the FIRST (For Inspiration and Recognition of Science and Technology) Lego League National Championships at Macquarie University. The team impressed the judges in all four disciplines and scored their highest ever competition score in the robot challenge and winning the trophy for their research project. As a result of their outstanding achievement the team have been invited to compete in the European Invitational Tournament in Pamplona Spain next May. This is a great reward for the hours of hard work these children have put in over the past few months.

Results in Numeracy show an over concentration of students in the bottom two bands and an under representation of students in the top two bands.

Other school based assessments

Targeting Early Numeracy (TEN)

Helensburgh Public School has continued to implement the Targeting Early Numeracy (TEN) Program throughout the course of the year. Twelve classes from K-2 participated in the program which provided targeted students with differentiated learning plans in numeracy. At the beginning of Term one 22% of students were identified from K-2 as achieving below expected minimum targets and formed the target groups. Short, focussed, frequent activities were implemented to explicitly teach the students. Data was collected every five weeks and used to monitor student progress and drive the teaching and learning occurring in each classroom. At the end of Term Four 4% of students from K-2 remained as targeted.

Year 2 Results

Significant programs and initiatives Environmental Enrichment Class

Throughout Term 4, the Environmental Enrichment class engaged in weekly workshops, with a focus on sustainability. The term began with an excursion to the Youth Eco Summit at Newington Armory. Here they engaged with the sustainability achievements and practices showcased. School workshops during the term included; mobile phone dissection and analysis, building and testing a solar oven, creating and testing circuits, testing soil samples for ph and composition, making seed bombs, gardening, testing and comparing of energy forms, and creating a musical recycling rap. During Term 3, Stage 2 and Stage 3 students participated in our mathematics enrichment afternoon sessions. These lessons aimed to engage and enrich our targeted Gifted and Talented mathematics students in a range of hands on and problem solving activities. The program culminated in a problem solving mathematics activity day ran by Bulli HS year 10 leaders and incorporating students from Austinmer PS from our Seacliff Community of Schools alliance. This program was a very successful and will be extended next year to involve other Northern Illawarra schools.

Aboriginal education
In 2013 teachers continued to embed Aboriginal perspectives into the Key Learning Areas. During the year our school sought to strengthen connections with the Aboriginal community in a number of ways. At the start of the year Aboriginal and Torres Strait Islander students collaborated with their parents / carers and their class teachers to write a personal learning plan. This was undertaken to strengthen the home / school partnership and to help teachers design learning paths that increase student engagement and participation in the curriculum. Our annual Indigenous Day was held in Term 2 for all students K-6. Teachers engaged students in a variety of fascinating lessons designed to promote understanding of Aboriginal culture. A set of Aboriginal resources was purchased for the Library and these inspiring books were utilised for the first time on Indigenous Day. Our teachers are always seeking to improve their knowledge of Aboriginal culture. One of our teachers graduated from Sydney University in 2013 with a Masters of Indigenous Language Education. School staff completed the second module of a training program titled No Gaps No Excuses. This program will help school staff develop insights and understanding surrounding aboriginal culture and the type of teaching practices that would best promote student engagement in the curriculum amongst Aboriginal communities.

Multicultural education
This year the school maintained its commitment to incorporating multicultural activities and educational experiences across the school through the teaching of culturally relevant Connected Outcomes units. Harmony Day was a focal point for classes in Stage 2, where students were invited to share their cultural heritage and culinary delights with their peers. Classes in Stage 2 also focussed on Multicultural Australia as one of their Connected Outcomes units with an intensive study of texts related to refugees and the challenges of settling into a new country.

Creative Arts
Creative Arts continues to be a significant component in our students educational experiences. Students participated in and showcased a variety of performing arts activities throughout the year. Students had opportunities to perform and exhibit both at school and in the community. Our Visual Arts room was renovated in 2013 and used by keen students and teachers. It was wonderful to see the room filled with new and varied artworks every week from our students and the doors open for display during Education week. Students artworks were carefully selected by classroom teachers to be exhibited in the Operation Art competition. Students produced four artworks using a variety of media and stimulus, and this allowed teachers to select four different artworks for Operation Art 2012. These artworks added colour and creativity to the art display at the Armory Gallery, Sydney Olympic Park, during September and October. Our visual arts enrichment classes began during Term 2 which involved students from Years 3 to 6. The program was extremely successful with completed artworks being displayed during Education Week and Grandparents Day, in the library and Visual Arts room. The students enjoyed having the art teachers from Bulli High school come to teach them for an 8 week art program. This featured some specific techniques such as screen and block printing, lino printing, charcoal design - all relating to specific artist through time. The students also participated in an art excursion to Hazelhurst art gallery and an art workshop on an identified artist.

School Band
The Helensburgh Public School Band re-formed in June 2007 after receiving a Government Grant to purchase musical instruments. For more than 6 years we have been building the band at Helensburgh Public School. The band is comprised of over 60 students playing 13 different types of instruments. It is fun and the students are really playing music! Helensburgh Public School Band has been recognised in the community and has been asked to play the opening music brackets for various community events, such as Buzz in the Burgh, the Helensburgh Country Fair, Santa Is Coming To Town and the Festival of Flight. This year the band took part in the Wollongong Combined Schools Instrumental Festival and won a silver award at Engadine Musics BandFest. We performed at Grandparents Day and school assemblies. A number of students from the Helensburgh Band took part in the Illawarra and South East Region Junior Band (ISER), which commenced with a three day/two night band camp in May. Some of our students are currently taking part in ensembles at the Wollongong Conservatorium. Next year we are hoping to have some of our students represent the school at the ISER Music Camp in Term 4. 2013 was a busy year for the instrumental musicians at Helensburgh Public School and 2014 will be even busier.

School Art Show

Our 2013 Fibre FEST Art Show was a great chance to see the wonderful displays of Helensburgh children's art works and enjoy the company of other Helensburgh families for a special evening. The excellent and varied entries in the children's art competition were a highlight with many children entering their work and winning a prize for their extra efforts. The P & C created and wholeheartedly supported this special event. Teachers and students worked really hard to produce their art works to display and our P & C and parent helpers worked tirelessly to put the art show together.

School planning and evaluation 20122014

School evaluation processes
NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include: Staff and community annual review of School Plan outcomes and targets School based assessment strategies that reflect markers and benchmarks related to the learning continuums Extensive student tracking and recording student progress online using EduPro software External assessment including NAPLAN and other standardized tests

Strategies to achieve these outcomes in 2014 Utilise Professional learning, the continuum, L3, aspects of Accelerated Literacy, interactive read a louds, Seven Super Sentences and Key into Comprehension to explicitly focus on reading and comprehension. Whole school writing project in Term 1 with the introduction of the English syllabus. Focus on explicit teaching of writing at whole text, paragraph, sentence and vocabulary knowledge Continue to implement and revise with new staff in Early Arithmatic Strategies, across all stages, with focus on Numeracy Continuum that will increase teachers capacity to identify and address students numeracy learning needs. Purchasing mathematics resources that support the new Mathematics K-10 syllabus, rich problem solving tasks using Newmans analysis, student-centred learning reflection/thinking tools and ICT integration.

School planning 20122014: progress in 2013

School priority 1 Improved student outcomes in Literacy and Numeracy Outcomes from 20122014
Increased Literacy and achievement for all students Numeracy

School priority 2 Continued Improve curriculum delivery and assessment strategies to lift student outcomes Outcomes from 20122014
Prepare for the introduction of the new NSW Syllabuses(Australian Curriculum) Improved curriculum delivery through the application of Learning Continuums Redefine and construct a new School Assessment Framework and Schedule Increase the level of online assessment strategies across all KLAs

Build literacy and numeracy achievement for Aboriginal students to match NonAboriginal students Strengthen teacher capacity to improve students learning outcomes

Evidence of progress towards outcomes in 2013: In Reading, increased the % of Year 3 students achieving NAPLAN proficiency level to 54% from 42% in 2012 In Spelling the % of Year 5 students achieving NAPLAN proficiency level was 24% compared to 26% in 2012 Increase the % of Year 2 students achieving the 8th Cluster or above to 80% - achieved 78%.

Evidence of progress towards outcomes in 2013: Review of spelling undertaken with improved spelling results across the school; Introduction of the modules for the new NSW Syllabuses provided for all teaching staff; Student progress now mapped against the Years K 10 Learning Continuums; All teaching staff recording assessment data on student files in EduPro.

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Strategies to achieve these outcomes in 2014: Review and analyse the usefulness of school tracking. Develop school wide systems to collect information about students achievements in English and Mathematics and shared between teachers. Share accurate student performance data between teachers to target teaching.- track achievements, inform teaching practice, identify learning gaps and target those students or groups requiring further attention and support Provide teacher professional learning opportunities to use and analyse student data, including NAPLAN and Best Start to cater to student needs Literacy and numeracy learning is linked to the continuums, data walls and differentiated activities planned to address student needs

Respect and Responsibility

Helensburgh Public School students have participated in many events and opportunities which have enabled them to develop and demonstrate the qualities of respect and responsibility. Throughout 2013 the students have: Capably represented the student body through the Students Representative Council. Been involved in the K-6 Peer Support Program. Participated in Kindergarten and Year Six Buddy program. Participated in ANZAC Day service with visits from war veterans and distinguished guests. Captains and Prefects attended the Helensburgh ANZAC Day Dawn Service. NAIDOC Day whole school program of activities and incursion. Environmental activities liaising with an environmental scientist and the Green Team consisting of volunteer parents as well as retired former teachers. This included students conducting a waste audit. Contributed to our annual Grandparents Day through performing in a concert and participating in visits to classrooms and student led conferences with their guests. Stage One participated in a Pet Education incursions.

Professional learning
In 2013, $23004.97 was spent on the professional development of teachers. $20885.97 of this money was spent on training related to the implementation of the Australian Curriculum. The remainder of the funds were spent on supplying casual teachers to replace teachers when attending courses and conferences related to the implementation of the new NSW English Syllabus, ICT/Technology, Quality teaching, Best Start, Student Welfare and career development conferences.

Professional Pre-service Experience

Providing in-school training for university students completing their Education degree is a fundamental part of their preparation for entering the teaching profession. As in previous years, Helensburgh Public School hosted pre-service teachers from the University of Wollongong. The school hosted pre-service teachers in the first year of their degree, mentored pre-service teachers in the third year of their degree and facilitated interns in the vital fourth year of their degree. The University of Wollongong appreciates the professional manner that pre-service teachers are welcomed and mentored at our school.
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Participated in the anti-bullying incursion Excuse me I was here first. Overnight camps and excursions. Senior students also undertake many responsibilities across the whole school including managing sports rooms, sand pit management, taking responsibility for playground equipment by monitoring, collecting and delivering the equipment during breaks, assisting in the canteen, running school assemblies and more. Stage Three were also involved in a High School Transition program throughout terms 2, 3 and 4 which enabled them to practise and develop vital responsibilities in preparation for high school such as following a time table and taking responsibility for their own belongings and movement around the school.

Recommendations for improvement were: Air conditioners an important component in class productivity and amenity Student Academic Reports: 54% of respondents said they were mostly happy about how the school communicate their childs abilities Time poor parents hard to catch up with teachers Assemblies and important events always on Thursdays-limiting those who work that day

From the recommendations we will: Endeavour to have most classes air conditioned Technology Committee to run training sessions for parents on the how we are implementing educational programs to use on the ipads Ask the P and C for funding to resource texts/maths equipment to support new syllabus Provide information sessions for parents on the change in the English syllabus being introduced this year Review structure of reports Investigate holding important school events on different days of week Overall positive feedback was received.

Parent/caregiver, student, and teacher satisfaction

In 2013, the school sought the opinions of parents, students and teachers about the school. Strengths that were identified were: Excellent teaching Approachable, committed, knowledgeable and caring staff Positive values and welfare programs Inclusive, welcoming sense of community Pride in the school grounds Strong approval for more maths and reading materials to implement the new syllabus

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Program evaluations Australian Curriculum new NSW English Syllabus

Background With the introduction of the new English K-10 our syllabus implementation team attended several professional training sessions that have enabled them to lead the staff in a number of professional development sessions. These sessions were designed to educate the staff on the content of the new syllabus, changes from the previous syllabus and how to plan and write units of work using the new syllabus. Staff were very excited by the changes addressing 21st century learners. Findings and conclusions As a result of this staff have started writing English units of work, ready for the commencement of the 2014 year. Two members of staff have also been involved in working on an integrated unit of work with other staff from our community of schools group after they were successful in receiving a grant to be involved in this project. Future directions In 2014 the staff will be involved in a similar journey to become ready to implement the new Mathematics K-10 syllabus. A number of staff have already been involved in professional development sessions delivered via the internet in preparation for this.

Introduction of iPad technology

Background Our school has had a strong emphasis on the application of technology to support and extend learning, particularly with the use of our iMacs and MacBook Pros. The iPad was a step forward to make learning even more relevant and engaging. The portability and flexibility of iPads made them an ideal device for students to develop their 21st Century skills and use them to create, demonstrate, collaborate and publish. IPads were introduced to Kinder and Stage 1 classes, sharing sets of iPads between two classes. Creating digital and multimodal texts is an important component of the new syllabuses created for the Australian Curriculum and the iPad appeared to be an ideal tool to assist in the creation of these texts. Findings and Conclusions IPads provided an opportunity for students to consolidate concepts already taught in Literacy and Numeracy. For students to be engaged in their learning using Literacy and numeracy apps, it was essential that they be provided with explicit goals. A variety of iPads apps enabled the students to create presentations in multimedia formats i.e. text, audio, video, animations and images. Students also had to collaborate with others in using the iPad; depending on the app used and the learning task. The iPads also proved a highly engaging tool for the students to use and its intuitive interface made it an easy tool for the students to master. Teachers commented that iPads enhanced the learning experience for students and allowed for independent and group tasks on a rotational basis. Future Directions Due to the successful trial of iPads in Kinder and Stage 1 classes, iPads will be rolled out to Years 36. Teachers will continue to source and review apps they believe will enhance the learning experiences of their students. Teachers have been responsible for day to day management of ipads and for their successful ongoing management this will need to continue.

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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. Bronwyn Jeffree Margaret Badham Megan Sida Jenny Stillwell Sandy Szewcow Cindy Carter Chris Connor Assistant Principal Assistant Principal Assistant Principal Assistant Principal Parent Representative Staff Representative Principal

School contact information

Helensburgh Public School 11 Fletcher Street, Helensburgh NSW 2508 Ph: 02 42941050 Fax: 02 42943676 Email: helensburg-p.school@det.nsw.edu.au Web: www.helensburgh-ps.com/ School Code: 2153 Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at: https://detwww.det.nsw.edu.au/highperformance/annual-school-reports

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