www.worawa.vic.edu.au
We believe in education, culture & wellbeing
Worawa Aboriginal College Ltd
Annual Report 2012
1. Executive Director Report
CommunityEngagementandAlliances CelebratingAboriginalCulture
2. Vision and Mission VisionStatement WorawaAboriginalCollegeStatementofIntent
3. Education Model and Initiatives
4. Academic Reference Group
5. Learning and Teaching PercentageofYear7and9StudentsReachingNational LiteracyandNumeracyBenchmarks StudentLearningOutcomesinStatewideTests andExaminations StudentAttendance StudentRatesofAttendance StudentRetention StudentSatisfaction Post-CollegePathways
6. Boarding
7. Student Health and Wellbeing
8. Leadership and Management WorkforceComposition ProfessionalLearning TeachersStandardsandQualifications TeacherSatisfaction StaffAttendanceReport StaffRetentionReport ParentSatisfaction
9. School Financial Activity
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9
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Contents
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EXECUTIVE DIRECTOR REPORT 1.
ThisreportoutlinestheoperationsofWorawaAboriginalCollegeforthe2012schoolyear.
WorawaAboriginalCollegeisVictoria’sonlyregisteredindependentAboriginalschool.AnAboriginalinitiative,FoundedbyAboriginalvisionaryHyllusMaris,Worawacommencedoperationin1983.TheCollegeissituatedon65hectaresofAboriginalland,governedbyanAboriginalBoardandmanagement.AboriginalfamilieschooseWorawaastheyseethevalueofbothanall-girlsboardingschoolandanAboriginalenvironment.WorawaistheonlyboardingschoolinAustraliathatcatersspecificallyforAboriginalgirls.
WorawawasestablishedasaresponsetotheneedsofAboriginalstudentsanddifficultiesthesestudentsexperiencewithinthemainstreameducationalsystem.
Worawaoffersaholisticeducationthroughanintegratededucation,cultureandwellbeingmodel.AboriginalvaluesunderpinthecurriculumandalloperationsoftheCollege.Anemphasisonsocialandemotionalwellbeinggivesstudentsanimprovedabilitytofocusontheireducation.
Worawaprovidesanappropriatemainstreameducationtoenablestudentstoattaintheconfidence,knowledge,skillsandattitudesnecessarytobecomefullycontributingmembersofAustraliansocietyandtoprovidestudentswithasenseoftheirAboriginalidentity,knowledgeoftheirhistory,confidenceintheirplaceasFirstAustralians;andtobuildtheirself-esteemasabasisforsuccessintheirchosenlifepursuits.
TheCollegeplacesparticularimportanceonstudentsdevelopingasenseofculturalidentityasabasisforself-respectandparticipationinsociety.Ourstudents’diverseculturalbackgroundsinfusetheCollege’steaching,learningandextra-curricularprograms.
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Wecommencedtheyearwith62studentsandwewereparticularlypleasedtowelcomebackreturningstudents–atributetothemandtheirfamiliesfortheircommitmenttoeducationandareflectionofthestrongpartnershipbetweentheWorawaschoolcommunity,Aboriginalcommunities,parentsandstudents.
TheannualSchool/CommunityForumheld10–11December,2012wasagreatsuccesswithanumberoffamiliesattending.TheForumwasfollowedbyourPresentationDaywhichcelebratedtheachievementsofourstudentsandfarewelltosomestudentswhorotatedoutofWorawa.WewerehonouredtohaveProfessorKerryArabenaasKeynoteSpeakerwhogavearousingmotivationalspeechtoourstudents.
TheWorawaArtsprogramgoesfromstrengthtostrength.Ahighlightof2012wastheStylin’UpFashionParadeheldinAugust.Stylin’Up’showcasedWorawastudentartworkdigitisedontofabriccreatingstunningfashionsmodelledbyourstudents.
DecembersawtheformalopeningoftheSandraBardasCreativeArtsCentre.ThebuildingwasmadepossiblethroughapartnershipbetweentheIndigenousLandCorporation,WorawaAboriginalCollege,TheBardasFoundationandFairerFutures.TheSandraBardasCreativeArtsCentrewasnamedafterthelateSandraBardasOAMwhoworkedalongsideAboriginalFounderHyllusMarisintheestablishmentofWorawa.
TheSandraBardasCreativeArtsCentreistheCollege’scultural‘hub’withadedicatedvisualartscentreandperformingartsspaceoverlookingTheDreamingTrail,aculturalspace.
TheofficialopeningceremonyoftheSandraBardasCreativeArtsCentre,attendedbyover200guests,commencedwithAboriginalculturalprotocolsofasmokingceremonyanddidgeridoo.DanielBrowning,PresenterandProducerofAwaye!,ABCRadioNational,officiated.ThebuildingwasformallydeclaredopenbyIndigenousLandCorporationDirectorGrahamAtkinsonassistedbyWorawaChairmanSeanArmisteadwitharibboncuttingceremonyandunveilingofaplaque.
ThedevelopmentofthePolytechnicgroupofbuildingswasakeyfocusduring2012.ThebuildingsenabledthecommencementoftheCertificate1inRuralOperationsthroughourRTOpartnerHolmesglenTAFE.ConnectedtotheRuralOperationsProgramisthepartnershipwithHealesvilleSanctuaryandtheCollege’sRangerProgram.TheHealesvilleSanctuarypartnershipincludesaMemorandumofUnderstandingfortheuseof6hectaresofCollegepropertyfortheestablishmentofaKoalaFeedPlantation.WorawastudentsarealsoablegainvaluableworkexperienceworkingalongsidetheSanctuary’sAnimalKeepers.
During2012amajorfocuswasonpreparingforthecyclicalreviewoftheVictorianRegistrationandQualificationAuthority(VRQA).ThisinvolvedareviewoftheCollege’spoliciesandproceduresandschoolperformance.
During2012theCollegepreparedforits30thAnniversaryCelebrationstocoincidewiththehistoricalofficialopeningofWorawawhichtookplaceon19March,1983.AnniversarycelebrationsincludedproductionofaDVDtorecordtheWorawaJourney,preparationforaStudentReunionandanAboriginalEducationforum.
WORAWA ABORIGINAL COLLEGE | ANNUAL REPORT 2012 | EXECUTIVE DIRECTOR REPORT
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Throughout2012,theCollegepreparedforthenextstageofdevelopmentwhichconsistsof:
•ExtensionoftheexistingsciencebuildingtoincludeaLanguagesLearningCentre
•CompletionofthePolytechnicgroupofbuildings
•Refurbishmentofclassrooms
•Re-developmentofTheDreamingTrail–anoutdoorlearningcentreandculturalspace.
IwishtoacknowledgewithgratitudethecommitmentandsupportoftheCollegeExecutiveTeamandallstafffortheiroutstandingsupporttostudents.
IammostgratefultoallmembersoftheBoardofDirectorsundertheleadershipofMrSeanArmisteadfortheirdedicationandadvice.
IextendmyheartfeltthankstotheparentsofallofthegirlsthathavepresentedatWorawaandthankthemfortheirtrustinWorawaastheirschoolofchoice.
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CommunityengagementisanimportantaspectoftheWorawaprogramandisinitiatedandmaintainedinanumberofways.ThemajorityofDirectorsareengagedinIndigenouscommunityprogramsinvolvingeducation,employment,healthorcommunitydevelopment.
Relationshipswithstudents’homecommunitiesarevaluedandarecriticaltostudents’wellbeingandlearning.TheCollegeemphasisesbuildingrelationshipswithstudents’homecommunities.Strategiesincludevisitstoandfromcommunities,visitingartists,involvementofparents/familiesinschoolspecialeventsandinsomelearningareasandcommunicationthroughITsuchasSkype.
ThroughtheExecutiveDirector,Worawaisrepresentedonarangeofcommunitycommitteesandforums.
TheCollege’sannualSchool/CommunityForumisanimportanteventaimedatestablishingandmaintainingrelationshipswithparentsandcommunityrepresentativesandlearningtheaspirationstheyhavefortheirgirls.WorawaconductsanumberofartandcultureactivitiestowhichtheAboriginalandbroadercommunityareinvited.OurendofyearPresentationDayisanopendayforvisitorstocelebratetheachievementsofourstudentsandtovisitthelandthatonceformedpartoftheCoranderrkAboriginalStation.
TheCollege’sannualReconciliationSportsCarnivalinvolves12schoolsinsportingandculturalexchange.
Community Engagement and Alliances
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WorawaAboriginalCollegecontinuestohonourtheidealsofitsFounder,AboriginalvisionaryHyllusMaris.Speakingattheopeningofthecollegein1983,Hyllussaid:
...inthis,thefirstAboriginalschoolinVictoria,theeducationalcurriculumhasbeenspeciallydesignedtosuitAboriginalstudentstobringthemtotheirfullpotential…Aboriginalculturewillbeimpartednotonlyasaschoolsubjectineachclass’stimetablebutasanintegralpartofevery-daylifeattheschool…LivingcommunitiesandculturalidentityarecentraltoWorawa’sfocusuponAboriginalhistoriesandcultures.
TheWorawaWaypedagogymodelisbasedontheAboriginalvaluesofRelationship,Responsibility,RespectandRigourthatinformallaspectsofCollegeoperations.AboriginalspiritualbeliefsinrelationshiptolandandresponsibilityforCaringforCountryareexpressedincampuscareanddevelopment.Alongwiththecoreacademicprogram,emphasisisplacedonnurturingandcelebratingAboriginalcultureasacrucialaspectofstudentself-esteemandwellbeing.
In2012studentinvolvementintheTechnologyEnhancedCurriculumProject(TECP)highlightedtheimportanceofcultureandfamilytothegirls–perhapsbestexpressedinthewordsofonestudentwhowrote:
“BeforethefirstBritishimmigrantsarrived,thiscountrywasamazing,natural,beautiful,alive,radiant,cultural,fullofpride,unpolluted,andmostofall,ourhome.Anditwillalwaysbeforaslongaswelive.Iimaginemyancestorstohavebeenindependent,beautiful,strongwilfulwarriorslikeproudAboriginalpeople.Iimaginetheywerefullofpride,happiness,courage,skilfulandmostofalltheybelievedintheircultureandidentity.Becauseourancestorsworkedsohardtokeepourlandandourculture,myancestorswereproudoftheirpastandwillbeproudofourfuture.
Celebrating Aboriginal Culture
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IfIcouldaskmyancestorsonethingitwouldbehowtoconnectwiththelandanditsbeauty,soIcanshareitwithmychildrenandtheirchildrenandtheirchildren’schildren.Iwouldlearnallthesecretsofthelandandwhatmakesitunique.Andlearnallthestoriesofourpeople.
IfIcouldteachnon-AboriginalAustraliansafewthings,Iwouldteachthemhowproudweallareofourcultureandidentity.Showthemthatwearefullofcourage,independenceandlove.Teachthemthatthisisourlandandweareconnectedtoit.BecauseIwantotherstoknowthatwewillneverleavethislandandthatwewillalwaysbeapartofit.
IfIcouldchangesomethingsforthefutureofmycommunityorfortherestofAustraliaitwouldberacism,violence,discriminationandmakepeoplethinkwearegoodenoughtomakealiving.Makethembelievethatwearenotstupidandthatwearenottobejudgedbythecolourofourskin.Iwouldmakethemknowthatweareproudofwhatweareandwhatwedo.Makethembelievethatwecandowhatanyotherhumanbeingcando.Idon’twantpeopletotakeonelookatusandthinkthatwearegoodfornothingpeople.
IfeelthatIshouldkeepmyculturestrong,beautifulandcontinuingforever.Iwanttoshowothersthebeautyofthelandandhowweareconnected.Howwearejustonebigfamilyandhowwiseweare.IfeelthatIshouldpassonthestoriesofmyancestorsandhowhardtheyfoughttokeepourculture.Idon’twantmyculturetofade,Iwantmychildrentolivetheircultureandbeproudofwhotheyare.”
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VISION AND MISSION
ForAboriginalAustralians,theeducationofourchildrenisfundamentaltoourfuture;tosustainandadvanceourancientandcontemporarycultures.
WorawaAboriginalCollegewillprovideaneducationbasedonthebestelementsofbothtraditionalAboriginalandcurrentAustralianeducation,aimingtoproduceanAboriginalpersonversedinhis/hertraditionsandproudofhis/heridentitywhohasthetoolsandnecessaryqualificationstocontributeeffectivelytotheAustraliancommunity.
‘Our children of today are our leaders of tomorrow’ (Pastor Sir Douglas Nicholls)
2.
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• Affirmingandfosteringstudents’prideintheirculturalidentity,knowledgeandrespectfortheirheritage,languagesandplaceaspartofthenation’sdiverseFirstAustralianpeoples
• Flourishinginabi-culturallearningenvironmentthatprovidespathwaysforlife-longlearning,participationandsuccessincross-culturallearningcontexts
• Masteryofcorelearningskills,knowledgeandunderstandings,withparticularemphasisupontheacquisitionanddevelopmentofessentialskillsinliteracyandnumeracy
• OfferingAboriginalcommunitiesandfamiliesaneducationchoicefortheiryoungwomentoparticipateinamainstreameducationopportunitytoachievetheirfullacademicandintellectualpotential
• PreparingandequippingyoungAboriginalwomenwithpositiveandoptimisticattitudesandthelifeskillsrequiredfortheirfuturesintheirhomecommunitiesandthewiderworld
• Nurturinganddevelopingstudents’creativityandself-expression,talentsandcapabilities,aswellastheirconfidenceandmotivationtostriveforexcellence
• Developingstudents’personalself-confidence,respect,responsibility,stamina,rigourandcommitmentinalltheirpursuits,whilealsoenablingandequippingthemformakingsignificantlifechoices
• Studentsbeingengaged,challengedandfulfilledthroughparticipatinginWorawa’stotaleducationprogramandopenandequippedtolinkwitheducationopportunitiesattheCollege’spartnerschools
• Developingandmaintaininggoodmoral,emotional,mentalandspiritualhealthandwell-beingaswellandphysicalfitness
• Developingmeaningful,respectfulandqualityrelationshipsbetweenstudentsandbetweenstudentsandstaff
• Providingstudentswithopportunitiesforpersonalisedlearningthroughnegotiationanddevelopmentofpersonalisedlearningplansrelatingtoacademic,social,culturalemotionalandphysicallearning
• SendingyoungAboriginalwomenoutintotheworldwithconfidenceinwhotheyare,wheretheywanttobeandwhattheycancontributetotheircommunitiesandtothewiderworld.
Worawa Aboriginal College Statement of Intent
Aboriginal College provides a holistic education and boarding experience for Aboriginal young women in the middle years of schooling (Years 7 – 10) with emphases upon:
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EDUCATION MODEL AND INITIATIVES
3.
FoundationaltotheWorawaeducationmodelistheintegrationofeducation,cultureandwellbeing.TosupportthedevelopmentandimplementationofitsprogramWorawahasinitiatedreferencegroupsofrelevantexpertstoguide,monitorandresourcethecomponentpartsoftheprogramensuringaholisticapproach.
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ACADEMIC REFERENCE GROUP 4.
TheWorawacurriculumstructureandstandardsissupportedthroughanexternalAcademicReferenceGroupwithawiderangeofcompetencies.EachmemberoftheGroupbringsparticularexpertisewhichcomplementsthecomponentpartsoftheWorawaModelofLearning.TheWARGmonitorstheimplementationoftheWorawaModelprovidingconstructivecriticismandpositivereinforcementwhenappropriate.In2012membersoftheWorawaAcademicReferenceGroup(WARG)included:
•PamRussell,HonoraryFellow,UniversityofMelbourne,(Chair)
•DrMauriHamilton,AustralianCatholicUniversity
•DrNeilHooley,VictoriaUniversity
•LindyJoubert,TheUniversityofMelbourneandDirector,UNESCOObservatory
•DrZaneMaRhea,MonashUniversity
•ProfessorDianneSiemon,RMIT
•GaryThomas,ExecutiveDirector,EquityandStudentSupportServicesatLaTrobeUniversity
•DrMarkRose;DeakinUniversity
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LEARNING AND TEACHING
Throughoutthe2012academicyear,WorawaAboriginalCollegeofferedadiverseandholisticeducationprogramtotheCollege’syoungAboriginalwomenfromculturallyandlinguisticallyrichcommunitiesinremote,ruralandurbanAustralia.
TheWorawaModelofLearningprovidesaframeworkfortheintegratedculture,wellbeingandacademicprogramofferedbytheCollege.TheoverarchingCollegethemeofCulturalConnectionsisreflectedinprogramsplannedineachofthefiveLearningCentresthroughouttheyear.TheWorawaCurriculumfollowsthroughafouryearcycle.TheAcademicProgramfor2012alignedwithYear1ofthecurriculumcycle.
AllLearningandTeachingprogramsaresupportedandguidedbytheworkoftheWorawaAcademicReferenceGroup(WARG).LearningCentres,togetherwiththeCultureCurriculumaimtoeducatethewholeperson–emotionally,socially,culturally,intellectuallyandphysically.UniquedesignallowstheCollegetoprovideculturallyappropriatematerialtostudentsineachLearningCentre.Thisensuresstudentslearnwithfamiliarmaterialwhichsupportsandenhancesthefirstcultureofthestudents,whilerigorouslyengagingtheminlearningwhichpreparesthemtoparticipatefullywithinAustraliansociety.
5.
KATHRYN GALE HEAD OF TEACHING AND LEARNING
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Eachterm,thefiveLearningCentresandPathwaysprogramsplanunitsofworkaroundtheTerm’sculturalfocus.Theseare:
Term 1–ConnectiontoCommunity Term 2 –ExplorationofPlace
Term 3–IdentityofSelfandOurEnvironment Term 4–CelebratingOurPast,and PlanningforOurFuture
FoundationaltotheWorawaModelistheWORAWAWAYSwhichprovides,withintheAboriginalValuesofrelationships,respect,responsibilityandrigour,apedagogicalapproachtoallprogramsandactivitiesundertakenwithintheCollegeandthebroadercommunity.
Highlightsfor2012ineachoftheLearningCentreswereasfollows.
Languages (including English)Worawastudentsrepresentover30differentAboriginallanguagegroups,withsomestudentsspeakingtwoandthreedifferentlanguages.Englishisthefirstlanguageforonlyasmallnumberofstudents,whilstitisthesecond,thirdoffourthlanguageforthemajorityofstudents.Therefore,allCollegeprogramsendeavourtorecogniseanddrawuponthestudents’languagestrengthswhenplanningtheEnglishlanguageprogram.Studentinvolvementinthe‘Stylin’up’fashionParade,affordedinparticular,theopportunityforEnglishclassestowriteinmanylanguages,abouttheprogress,preparationandthefinalShowevent.
Science and the EnvironmentAsmallnumberofkeenSciencestudentshadtheopportunitytojoinagroupofDeakinUniversitySciencestudentsonaScienceandEnvironmentCampintheOtwayRanges.Theyspentaweekexploringandidentifyingplantandanimalspecies.
WORAWA ABORIGINAL COLLEGE | ANNUAL REPORT 2012 | LEARNING AND TEACHING
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MathsReal-lifeMathswasthefocusforeachtermin2012,includingtheMathsincooking,textiledesign,Indigenousgardensandtheseasons.InTerm3,theCollegehostedtheMakeitCountresearchprogramMathsCamp,whenstudentsandteachersfromlocalschoolsspentadaylearningfromAboriginalEducationMathseducators.TheWorawastudentslearnedtoappreciatethat‘mathsisevery-where’.
Arts (including Visual Arts, Music, Drama, Media & ICT)TheVisualArtsprogramculminatedinanimpressivedisplayofstudentworkatPresentationDayinDecember.Thestudentworkwassoadmired,thatmanyguestsontheDaypurchasedpiecesofartworkorjewellery.TheCollegecontinuedtoofferrichexperiencesinTheArtswithvisitsfromIlbijeriIndigenousTheatreCompanyandDeborahCheethamfromtheWilinCentreforIndigenousArtsatVCA(VictorianCollegeoftheArts).
Health and Sport WorawaCollegeonceagainhostedtheverysuccessfulReconciliationDaySportsCarnivalforourpartnerschools.SupportfromtheDavidWirrpandaFoundationallowedforstudentstoengageinmanydifferentsportswithcompetitionsinlocalleaguesactivelycontested.TheAnnualoutdooractivitiesCampatPhillipIsland,supportedthroughtheYCWCo-operativeMovementinVictoria,wasonceagainverysuccessful.
WORAWA ABORIGINAL COLLEGE | ANNUAL REPORT 2012 | LEARNING AND TEACHING
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Percentage of Year 7 and 9 Students reaching National Literacy and Numeracy Benchmarks
WORAWA ABORIGINAL COLLEGE | ANNUAL REPORT 2012 | LEARNING AND TEACHING
SUBJECT YEAR LEVEL 2011 2012
Reading 7 60% 43%
9 20% 25%
Writing 7 14% 29%
9 10% 33%
Spelling 7 14% 43%
9 30% 58%
GrammarandPunctuation 7 43% 43%
9 20% 33%
Maths 7 37% 57%
9 60% 25%
Transitions and PathwaysWorawaCollegecontinuedthrough2012todeveloptheYarraValleyPolytechnicfacilitytoprovidelocalYear9and10MiddleSchoolstudentswithopportunitiestoaccessskilledtraininginawell-equippedfacility.
HealesvilleSanctuarycontinuedtoprovideopportunitiesforWorawaCollegestudentstoengageinworkexperienceinNaturalResourceandAnimalManagementundertheCadetRangerprogram.Suchexperiencesprovideforpotentialpathwaystofurtherstudiesandeventualemployment.
SeniorstudentswereofferedsignificantleadershipdevelopmentopportunitiesinthePathwaystoWomanhoodProgramthroughplanningandorganisingtheCollege‘Stylin’Up’FashionParadeinTerm3.
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Student Learning Outcomes in Statewide Tests and Examinations
WORAWA ABORIGINAL COLLEGE | ANNUAL REPORT 2012 | LEARNING AND TEACHING
2011
Reading Persuasive Writing Spelling Grammar &
Punctuation Numeracy
Year 7
409 356 415 386 415369-449 311-401 373-457 341-431 379-451
ALL540
ALL529
ALL538
ALL532
ALL545
Year 9
471 434 492 437 468441-501 394-474 459-525 403-471 442-494
ALL580
ALL566
ALL581
ALL572
ALL583
2012
Reading Persuasive Writing Spelling Grammar &
Punctuation Numeracy
Year 7
457 317 370 411 418410-504 272-362 328-412 366-456 384-452
ALL542
ALL518
ALL543
ALL546
ALL538
Year 9
429 373 425 441 481396-462 329-417 389-461 404-478 453-509
ALL575
ALL554
ALL577
ALL573
ALL584
2010
Reading Narrative Writing Spelling Grammar &
Punctuation Numeracy
Year 7
- - 480 364 442430-530 311-417 400-484
SIM417
410-425
ALL546
SIM361
353-370
ALL533
SIM421
414-429
ALL545
SIM375
366-384
ALL535
SIM429
421-437
ALL548
Year 9
- - -
SIM451
443-458
ALL574
SIM372
362-381
ALL568
SIM461
453-469
ALL579
SIM418
410-427
ALL579
SIM468
460-475
ALL585
Selectedschool’saverageis: substantially above above close to below substantially belowtheseschools’average.
SIM Schoolsservingstudentsfrom statisticallysimilarbackgrounds
ALL Australianschools’average
Studentpopulationbelow reportingthreshold
Yearlevelnottested 409369-449
SIM475
ALL420
465-485
How to interpret this chart
Selectedaverage
Colourshowsiftheselectedschool’saverageisaboveorbelowstatisticallysimilarschool’saverage
Colourshowsiftheselectedschool’saverageisaboveorbelowtheAustralianschool’saverage
Marginoferrorat90%levelofconfidence
Average&marginoferrorat90%
Australianschool’saverage
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Themajorityofstudentscomefromregionalandremotelocationswherethey,forthemostparthavehadafracturededucationalexperience.Theentrenchedlowsocioeconomicstatusoffamilies,poorhealth,family/communitydysfunctionandlackofrolemodelscontributetothechallengeoffulltimeattendanceatschool.AgainstthisbackdropWorawaoperatesinaculturalcontextthatacknowledgestheculturalobligationsthatstudentshaveformattersofculturalimportancesuchas‘sorrybusiness’(funeralsandmourning).Attendanceratesareaffectedbytheseconvergingfactors.
Worawaactivelyencouragesparent/familyinvolvementintheeducationoftheiryoungwomenandgirls.TheCollege’sSchoolCommunityMemorandumofUnderstandingsetsoutthesharedresponsibilityoftheLegalGuardianandtheSchool.Parent/familyinvolvementisfacilitatedthroughtelephonecontact,Skypeandschoolvisits.
Student Attendance
Student Retention
Student Rates of Attendance
WORAWA ABORIGINAL COLLEGE | ANNUAL REPORT 2012 | LEARNING AND TEACHING
2012 Attendance Rates
Year7 89%
Year8 84%
Year9 90%
Year10 86%
Whole of school 88%
2012 Retention Rates
Year7toYear8 100%
Year8toYear9 93%
Year9toYear10 80%
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AformalprocessofStudentSatisfactionwasundertakenduringtheyear,throughtheIndependentSchoolsVictoriaLEAD(Listen,Evaluate,Act,Deliver)surveys.
Theobjectiveofthesurveyistolearnstudentopinionandlistentotheirrecommendations,toidentifystrengthsandweaknessestoimprovethequalityofeducationprovided.
Theareasconsideredwereacademicprogram,learningoutcomes,pastoralcare,personaldevelopment/leadership,disciplineandsafety,resources,schoolethosandvalues,peerrelationshipsandtransition,academicrigour,teacherknowledge,teacherpracticeandteacher/studentrapport.
Thesurveyresultsshowedahighlevelofsatisfactionacrosstheareasconsidered,andwhileitindicatedareasforimprovement,overallstudentsatisfactionwashigherthantheaverageoverallstudentsatisfactionofthe40schoolsand8,741studentssurveyed.
SurveyswereundertakeninrelationtostudentsatisfactionoftheboardingaspectoftheCollegeduringtheyear.ThesesurveyswereperformedbyAboriginalHostelsLimitedasaconditionoffunding.ResultsmaybeobtainablefromAboriginalHostelsLimited.
Student Satisfaction
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AsaCollegeforthemiddleyearsofschooling,Worawaaimstobuildafirmfoundationforfurtherlearningpathwaysforallstudents,thusassistingthemtoreachtheirpersonallearninggoalsandtheaspirationsoftheirparentsandcommunities.Withthisendinmind,theCollegeiscontinuingtobuildrelationshipswithexternalorganisationsandpartnerschoolstogivestudentseveryopportunityforasmoothandmeaningfultransitionpost-Worawa.
ThroughourregularsharedprogramswithpartnerschoolsinMelbourne,studentshavetheopportunitytoexplorethepossibilityofaYears11&12educationexperienceinamainstreamsecondaryschool.TheCollegealsomaintainslinksandbuildsrelationshipswithschoolsinthestudents’homecommunitiestoensurethestudents’smoothtransitiontocompletetheirsenioryearsofschoolingintheirhomecommunitiesortheworldofworkinacommunitysetting.
Throughourpartnershipswithlocalandothercommunityorganisations,studentsexperiencetheworld-of-workandhaveopportunitiestoengageinCertificatecourses;someofwhicharetailoredtothestudents’specificneedsandinterests.Forexample,somestudentsareengagedwithregularworkexperienceatthelocalHealesvilleSanctuary.
EachstudentengageswiththeCollege’sCareersandPathwaysprogramwhichintroducesthemtothepossibilitiesavailableforfurthereducationorworkopportunities.ManyoftheCollege’sdepartingstudentsgoontofurtherstudiesinHighSchools,CollegesorTAFEinstitutionsinMelbourneorinthehomecommunities/towns,orintojobsintheircommunities.
Polytechnic
InSemester2theCollegeintroducedtheCertificateIIinRuralOperationsundertheauspiceofHolmesglenTAFE.Severalstudentssuccessfullycompletedthefirstthreemodulesfromthefifteenmodulecourse.
ThePolytechnic‘RuralOperations’courseismadeupofunitsthatpathwayintoTourism,Parks,ConservationandLandManagementandalsofitwiththeWorawaWorkexperienceprogramatHealesvilleSanctuary.
Studentswereinvolvedinpropagatingarangeofindigenousplantswiththeintentiontopotup,plantoutorsellon.ActivitiescoveredincludedOH&Spractices,pottingupplants,propagatingplants,tendingnurseryplantsandlearninglocalaspectsofAboriginalculture.
Post-College Pathways
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BOARDING6.
Kim Walters HEAD OF BOARDING
OurresidentialteamismadeupofstaffwithexperienceandqualificationsinbothYouthWorkandEducation.Emphasiscontinuestobeplacedontheprovisionofhighqualityandrelevantprofessionaldevelopmenttoenablestafftomeetthecomplexemotionalandsocialneedsofourstudents.WecontinuetooperateamonthlyPeerSupportprogramwithexternalprofessionalswhoprovidesecondaryconsultationstostaff.
Professionaldevelopmentin2012included:
•YarningUpWithTraumaUnits1and2
•ReportWriting
•Safetalk:SuicideAwareness
•CPR&Anaphylaxistraining
•RestorativePractice
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Theboardingresidencesareacomfortingenvironmentforstudentswheretheyexperienceacombinationofsufficienttimeandspacefortheirpersonalneedsandalsotimespentincommunityactivities.Studentsreceiveguidanceinarangeoflifeskillsintheareasofrelationships,respect,responsibilityandrigour.Theseallowthemtocareforthemselvesandtogrowinconfidenceandresilience.Themeetingofthestudents’physicalandemotionalneedsallowsthemtofocusontheirlearningwhileatschool.
Weeklyhousemeetingsareheldinwhichaspectsofindividualandcommunallivingskillsarediscussedandthegirlsareadvised,correctedandaffirmedasappropriate.MealtimesprovideadailyopportunityforwholeschoolinteractionandthemenuhasbeendevelopedinconsultationwithdieticiansfromDeakinUniversity.
Studentsareactivelyengagedinteamsportsincludingbasketball,softballandnetball,allofwhomcompeteinlocalleagues.Theseteamsareallcoachedbyexperts.
Weekendactivitiesincludeshopping,attendingthecinema,participationinfestivalevents,avarietyofrecreationalactivitiesaswellasonsitesporting,recreationalandcraftactivities.EffortsarealsomadewithintheresidentialprogramtoengagethestudentswithIndigenousculturalactivitiessuchasmusicfestivals,artexhibitionsandotheractivitiesthatexposethemtonewexperiences.
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STUDENT HEALTH AND WELLBEING
2012wasabusy,butproductiveyearfortheHealthandWellbeingteamatWorawaCollege.ThehealthneedsofthestudentsatWorawaCollegecanbecomplexattimesandaholisticapproachisvitalinmeetingtheseneeds.TheWellbeingteamatWorawa(WellbeingCo-ordinator,RegisterednurseandSchoolPsychologist)weresupportedinprovidingthecareneededforstudentsbyavarietyofexternalproviders.TheseincludedaweeklyGPClinic(ValleyPrimaryHealthCentre),visitsfromoptometristsfromTheAustralianCollegeofOptometry;dentalcarefromRangesCommunityHealthinLilydale;audiologytesting;ongoingimmunisationprogram(YarraRangesCouncil);individualandgrouppsychologicalsupport,educationandprofessionaldevelopmentforstaff(MedicareLocal;EACH;ECASA;BerryStreet;EasternHealth).
During2012theFirstAidroomreceivedamuchneededrenovationandadditionofspecialisedequipmentthroughgenerousphilanthropicsupport.Thisgreatlyenhancedtheprovisionoftopqualitymedicalcareforthestudents.
7.
Joylene Woodward COLLEGE NURSE
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LEADERSHIP AND MANAGEMENT8.
Professional Learning
Worawahasanemphasisonprofessionallearningforallstaffandconductsprofessionallearningprogramsatthecommencementandconclusionofeachterm.Inadditiontoin-houseprofessionallearningactivities,staffarereleasedforprofessionaldevelopmentactivitiesprovidedthroughaffiliateorganisations.
TheCollegegratefullyacknowledgesthesupportitreceivesfromIndependentSchoolsVictoria,EasternHealth,BerryStreet,ECASA,EACHandMedicareLocalinprovidingnumerousprofessionaldevelopmentprogramsandsupportonagratisbasis.
Duringtheyear$9,652wasspentonstaffprofessionallearning.
Workforce Composition
STAFFNon Indigenous Indigenous
Male Female Male Female
TeachingStaffFT 1 5 0 0
TeachingStaffPT 0 3 0 0
BoardingStaffFT 1 4 0 1
BoardingStaffPT 0 7 0 0
Admin&SupportFT 3 2 0 0
Admin&SupportPT 1 3 0 0
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AllstaffholdregistrationwiththeVictorianInstituteofTeaching.In2012theacademicqualificationsheldbystaffincluded:
•BachelorofTeaching •BachelorofArts
•BachelorofScience •BachelorofLaws
•MasterofScience •MasterofArtsinwriting
•DiplomaofEducation •GraduateDiplomainEducation(Primary)
•GraduateDiplomainEducation(Secondary) •GraduateDiplomainPerformingArts
AformalprocessofStaffSatisfactionwasundertakenduringtheyear,throughtheIndependentSchoolsVictoriaLEAD(Listen,Evaluate,Act,Deliver)surveys.Asschooleffectivenessandstudentachievementdependsonmaintainingandenhancingstaffwellbeing,thepurposeofthesurveywastoidentifywhatconstitutesstaffsatisfactionandtogatherstaffperceptionsofCollegeeffectiveness,teachingandworkplaceissues.
ThesurveyresultshaveassistedtheCollegeinidentifyingbestpracticeineducationandhaveprovidedareasoffocusthatwillimproveoveralloperation.
TheHeadofTeachingandLearningisamemberoftheCollegeExecutive,whichallowsissuesthatrelatetoteachersatisfactiontobediscussedonaweeklybasis,withrefinementtoprocessinkeepingwiththeCollege’smodelofcontinuousimprovement.
Allstaffattendanceratein2012was98.13%
Teachingstaffretentionfrom2011to2012was75%
Boardingstaffretentionfrom2011to2012was56%
Teachers Standards and Qualifications
Teacher Satisfaction
Staff Attendance Report
Staff Retention Report
WORAWA ABORIGINAL COLLEGE | ANNUAL REPORT 2012 | LEADERSHIP AND MANAGEMENT
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AformalprocessofParentSatisfactionwasundertakenduringtheyear,throughtheIndependentSchoolsVictoriaLEAD(Listen,Evaluate,Act,Deliver)surveys.
TheobjectiveofthesurveyistoassisttheCollegehaveabetterunderstandingofwhatparentsthinkaboutthequalityoftheirchild’sschooling.Enhancingparentalsatisfactionbyremedyingareasofconcerncanleadtoimprovementsinschooleffectiveness,studentachievement,thecultureandphilosophyoftheCollege,leadership,studentbehaviourandwelfareandmanagementofissuessuchasbullyingandharassment.
Thesurveyresultsshowedahighlevelofsatisfactionacrossthedomainsofqualityofteaching,academicprogram,learningoutcomes,pastoralcare,disciplineandsafety,parentalinvolvement,resources,yeartransition,overallsatisfactionandrecommendationstoothers.Alldomainsshowedahigherlevelofsatisfactionthantheaverageresponsesofthe29schoolsand6,300parentssurveyed.
Inaddition,theCollegehascontinuedit’sSchoolCommunityForumforteachersandthecarers/parents/familiesofstudents.Theforumcontinuestoprovidevalueintermsofinsightintotheneedsofstudents,parentsandcommunitiesandinforminginitiativesimplementedbytheCollege.Informalandanecdotalreportsfromfamiliesandagenciesarepositive.
Parent Satisfaction
WORAWA ABORIGINAL COLLEGE | ANNUAL REPORT 2012 | LEADERSHIP AND MANAGEMENT
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SCHOOL FINANCIAL ACTIVITY9.
InformationrepresentingfinancialactivitytakenfromtheDepartmentofEducation,EmploymentandWorkplaceRelations(DEEWR)FinancialQuestionnaireandexternalauditedreports.
RECURRENT INCOME (TUITION AND BOARDING)
Schoolfees 300
Abstudyallowances 1,250,203
PrivateIncome 490,514
Stategovernmentrecurrentgrants 340,678
Commonwealthgovernmentrecurrentgrants 848,805
Total Recurrent Income 2,930,500
RECURRENT EXPENDITURE
Salariesandrelatedexpenses 1,664,772
Non-salaryexpenses 1,075,327
Total Recurrent Expenditure 2,740,099
CAPITAL INCOME AND EXPENDITURE
CommonwealthGovernmentCapitalGrants 793,750
OtherCapitalincome 181,854
Total Capital Income 975,604
Total Capital Expenditure 1,260,565
LOANS (FOR CAPITAL PURPOSES)
Opening Balance 25,943
Closing Balance 54,769
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Worawa honours the vision of Hyllus Maris, Founder of Worawa Aboriginal College in 1983.
‘in this, the first Aboriginal school in Victoria, the educational curriculum
has been specially designed to suit Aboriginal students to bring them to
their full potential …Formal studies at secondary level will include English,
Mathematics, Science, Current Affairs, History, Geography, Languages,
Domestic Science, Business Management, Art/Craft, Music and Physical
Education …Aboriginal culture will be imparted not only as a school subject in
each class’s timetable but as an integral part of everyday life at the school…’
Hyllus Maris, 1983
Worawa Aboriginal College
Phone:0359624344|Email:[email protected]|ABN:18371286615visitworawa.vic.edu.au
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