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(School to insert crestlogo, name of school or even a black and

     OUR LADY OF THE ROSARY

     KENSINGTON

     Annual Report to the Community

     2005

ABOUT THIS REPORT

    Our Lady of the Rosary Kensington school is registered by the Board of Studies (NSW) and managed by the Catholic Education Office, Sydney, the „approved authority‟ for the Registration System formed under Section 39 of the NSW Education Act 1990.

    The Annual Report to the School Community for this year provides the school community with fair, reliable and objective information about school performance measures and policies, as determined by the Minister for Education.

    The Report also outlines information about initiatives and developments of major interest and importance to the school community during the year, and the achievements arising from the implementation of the school‟s Annual Development Plan.

    Accordingly, the Report demonstrates accountability to regulatory bodies, the school community and the Catholic Education Office, Sydney.

    This Report complements and is supplementary to school newsletters, yearbooks and other regular communications. This report will now be sent to the school‟s Regional Consultant

    for validation with the requirements of the Education Act 1990 before being forwarded to the

    Board of Studies. The validated report will be available on the school‟s website early in the 2006 school year.

    The Regional Consultant also validates that the school has in place appropriate processes to ensure compliance with all NSW Board of Studies requirements for Registration and

    Accreditation.

The contents of this report will be discussed at the Advisory Council Meeting and at the

    Parents & Friends Meetings in February of next year.

    Further information about the school or this report may be obtained by contacting the school

    on 96633346 or by visiting the website at www.olr.kensington.syd.catholic.edu.au

     PRINCIPAL

     DATE

CATHOLIC LIFE AND RELIGIOUS EDUCATION

    Our Lady of the Rosary school was established in 1907 under the leadership of the Daughters of Our Lady of the Sacred Heart. In 2005 the OLSH traditions were strengthened and the OLR story continued through the establishment of a Prayer Garden; and naming the two campuses and our Colour Houses.

    The school remains closely linked to the Parish and shares responsibility for the Sacramental Programmes. Following the parent information sessions 40 children received the Sacrament of Reconciliation, 40 children received the Sacrament of the Eucharist and 32 children were Confirmed. There were also 5 children either Baptised or received into the Catholic church during the year.

    In keeping with the mission of the OLSH sisters, Our Lady of the Rosary has a firm commitment to service which is addressed through the Outreach Programme. This year the focus for support was to the Saint Vincent de Paul Winter and Christmas Appeals, The Heart Foundation, OLSH Overseas Aid, Life Start, Caritas, Tsunami Appeal, TEAR Australia and the El Salvador School Stationary Appeal. In addition to the food, clothes, blankets, stationary, educational games, books and resources the school and parent community donated $8594.

    This school follows the Archdiocesan Religious Education Curriculum and uses the student texts, To Know, Worship and Love, as authorised by the Archbishop of Sydney, Cardinal George Pell.

    The school developed a range of professional development opportunities that supported the implementation of the Religious Education Curriculum. Listed below are some highlights of the Religious Education Curriculum at OLR:

    ; Pre and Post testing ensured a more focussed RE programme.

    ; Student self assessments were introduced, but will need further development in 2006.

    ; The „Lived Response‟ component was developed further through the introduction of the

    Chevalier Award.

    ; Inclusion of open ended questioning in assessments.

    ; Trialled a variety of assessment formats and styles.

    ; Improved the presentation of Prayer Assemblies to include powerpoints and dramatisations of

    scripture.

    ; Sacred spaces and RE displays enhanced the teaching programme.

    ; Classes contributed regularly to the Parish Bulletin.

    ; Class RE Newsletters now available in the Parish Church.

Religious Education Year 6 All schools This school Target 2006

    Average score 73.1% 72.9% 70%

    There were eight sections to the Year Six Religious Education test. The sections of: Scripture, Church, Beliefs and Decision Making were the areas of strength with the school‟s average score higher than the Archdiocese. The sections: Liturgical Year, Sacraments and Saints are areas of weakness with the school‟s average score lower than the Archdiocese. These areas will naturally be a priority in 2006. In the section on Prayer the school‟s average score was equal to that of the Archdiocese.

SCHOOL CURRICULUM

    This school follows the Board of Studies syllabus for each course offered (as required for Registration and Accreditation under the Education Act 1990) and implements the curriculum requirements of the Catholic Education Office.

    In order to keep abreast of current practices and implement an effective and efficient Primary Curriculum the OLR

    Executive Team has created a support structure called Management Teams. The Management Teams are formed each year on the basis of our priorities emanating from the Strategic Management Plan and subsequent Annual Plans. The teams for 2005 were: Special Needs, Information Technology, Literacy, Numeracy and Programming and Assessment. Each team writes its own Annual Plan, implements a variety of professional development opportunities for the whole staff, is responsible for tracking students‟ learning and reporting back to the whole staff. All minutes and documentation are housed in a special folder which is stored in the Principal‟s Office. Below is listed some of the teams‟ major undertakings, achievements and recommendations for 2006:

    ; Analysis of student performance data to inform teaching practice was the main focus of the Management

    Teams.

    ; Designed and implemented a „Class Analysis‟ programming proforma to support the identification of

    student learning needs and the subsequent documentation of specific teaching and assessment strategies.

    ; Programme differentiation was explored through staff meetings, Advisor support, professional readings,

    inservices and Programme Conferences. As a result models such as Blooms Taxonomy and De Bono‟s

    Thinking Hats are being reflected in class programmes to meet the needs of the ESL, Special Needs and

    Gifted children.

    ; Cooperative planning was refined in Term Four following the inservicing during the year on programme

    differentiation. All teachers, including the Resource Teachers are now operating from the same

    philosophy.

    ; The Programming and Assessment Management Team trialled a variety of Programme Conferences to

    encourage professional sharing and dialogue. Stage meetings proved to be most successful as teachers

    shared programming and assessment ideas relevant to the needs of their children.

    ; An „Assessment Statement of Practice‟ has been developed following the review in Terms Two and Four

    of the current assessment strategies.

    ; The Numeracy Block is embedded within the teaching practices.

    ; Tracking of Numeracy development has been improved with the introduction of pre/post testing in all

    content areas. An end of year exit test for all grades has also been introduced.

    ; The Numeracy Management Team is investigating a range of models of benchmarking with the view to

    introducing a standard model in 2006.

    ; School based „BST Intervention‟ programming strategies for Literacy and Numeracy have been

    incorporated into all class programmes.

    ; The Literacy Team has continued to track the Reading, Writing and Spelling benchmarks. In 2006 a new

    process to monitor the students‟ Comprehension will be introduced.

    ; The introduction of Myinternet has supported the integration of ICT across the curriculum. Property

    Management is occurring where most Year 3 to 6 teachers are creating, updating, removing and deleting

    properties for their students in relation to the unit/topic being taught. Kinder to Year 2 classes have

    properties allocated to their desktops which they explore.

    ; Development of a „hand over‟ process for implementation 2005-2006 will strengthen the analysis and use

    of assessment data.

    ; An Enrichment Programme was developed to meet the needs of specific children. This initiative evolved

    throughout the year as different children were identified and various programmes were trialled, for

    example the JASON project and Sculpture by the Sea.

SCHOOL PERFORMANCE IN STATEWIDE TESTS

    Students in Year 3 and Year 5 participated in the Basic Skills Test. The purpose of this test is to provide information to parents and teachers about the achievements of students in aspects of Literacy and aspects of Numeracy. The test provides a measure of the students‟ performance against established standards and against other students in the state. This gives an indication of areas of strength and areas for improvement. Each year the results are analysed by the school to inform teaching practice, with a view to improving student performance. The following tables report on the percentage of students in our school in the top three (3) skill bands. From 2005 the Literacy results include the Primary Writing Assessment results, this was not the case in previous years.

Literacy 2005

% of students in bands State This school Target 2006