Australian Science and Mathematics School · 2016-11-15 · The Australian Science and Mathematics...

Australian Science and

Mathematics School

2009 Annual Report

A senior secondary school promoting

excellence in teaching and learning in

science and mathematics education

Contents

School Context/Vision/Mission ............................................................................................. 4

Vision Statement ................................................................................................................................. 5

Mission Statement .............................................................................................................................. 5

Strategic Directions ...................................................................................................................... 6

1. Curriculum Development, Pedagogy and Assessment ................................................................... 6

2. Professional Development ............................................................................................................ 14

3. International Programs ..................................................................................................................... 18

4. Student Welfare & School Operations .......................................................................................... 25

5. Governance & Partnerships .......................................................................................................... 26

Staffing and Personnel .............................................................................................................. 27

Student Achievement ................................................................... Error! Bookmark not defined.

Opinion Surveys ......................................................................................................................... 414

Financial Reports ...................................................................................................................... 633

Balance Sheet for 2009 ................................................................................................................... 633

Profit & Loss Statement for 2009.................................................................................................... 644

School Name: Australian Science and Mathematics School

Location Number: 1800

School Context/Vision/Mission The Australian Science and Mathematics School (ASMS) opened in 2003. Through its partnership with Flinders University, the ASMS is responsible for leadership of reform of science and mathematics education across South Australia. The school, located on the campus of Flinders University, operates in an innovative building that was recognised by the OECD in 2006 as a model for school design for the 21st century.

In 2003, the school had an initial enrolment of 165 students in years 10 and 11. Through the period 2004-2009, the school also offered a full range of programs to students in year 12 and its enrolment grew to 290 students, coming from all areas of SA and from a diversity of cultural, academic and socio-economic backgrounds. Students entering the ASMS do so because of their interest in science and mathematics. The ASMS is not an academically selective school. It is proving to be a school that generates academic success and a school that fosters fulfilment of potential for all its students.

The ASMS has developed an innovative and comprehensive, interdisciplinary curriculum with science and mathematics as the central disciplinary pillars. The school’s partnership with Flinders University has been the vehicle for the inclusion of leading edge science and mathematics into the curriculum and learning opportunities for students. ASMS students are engaging with science from areas such as nanotechnology, biotechnology, forensic science, satellite mathematics and photonics. In an endeavour to embody leading edge sciences which are at the heart of the new economy, the curriculum has also been shaped by the applications of science and mathematics in industry.

The reforming developments occurring at the ASMS are beginning to reach other schools and teachers through the school’s professional development and outreach programs. Throughout 2009, significant numbers of educators from other schools engaged with a range of professional learning programs conducted by the ASMS, including workshops on “new sciences” and action learning processes. Collaboration with science and mathematics teachers’ professional associations resulted in the ASMS hosting multiple workshops, seminars and conferences for teachers of science and mathematics.

The ASMS, as an innovative and reforming model of schooling, is attracting significant national and international attention from leading educators. Many educators from all Australian states and from overseas visited the ASMS in 2009 and its work was featured at a number of international education conferences and forums. It is highly regarded as an internationally recognised model of leading-edge “schooling” and its practice is influencing the design, development and transformation of schools in many countries.

Significant developments occurred with the ASMS international programs in 2009. ASMS staff participated in a significant number of international professional development programs, often making presentations and publishing their work. ASMS students participated in international science fairs in Japan and Canada and Singapore. International student enrolments grew in 2009. The ASMS is now a leading school in the international network of specialist science and mathematics schools.

Vision Statement The Australian Science and Mathematics School will be recognised for its leadership of

innovation and reform of learning and teaching in science and mathematics.

Mission Statement The Australian Science and Mathematics School will be a school that:

Responds to current and future interests and needs of its students to establish critical and transparent models of excellence in science and mathematics education

Provides a learning environment of leading edge and enterprise oriented science, mathematics and technology

Provides a learning culture for its students that derives from the learning culture of its staff, which in turn derives from their interaction with university and industry scientists and educators

Is an agency for change and enhancement of science and mathematics education for the state of South Australia and then nationally and internationally

Prepares young people to be creative, critical, informed and motivated contributors responding to professional, personal and social issues

Increases participation and success of senior secondary students in science, mathematics and related technologies and transforms students’ attitudes to science and mathematics as career paths.

Strategic Directions

1. Curriculum Development, Pedagogy and Assessment The primary curriculum objective of the ASMS is to develop and provide leading edge, enquiry

based, and interdisciplinary science and mathematics curriculum and assessment practices and

to explore and create new ways of teaching and learning for science and mathematics.

This is done in the context of providing an engaging, rigorous and appropriately credentialed

program for the enrolled cohort of students at the school.

Outcomes 2009

Year 10 and 11 (SACE Stage 1)

Programs are provided for year 10 and 11 students through the ASMS Central Studies. 2009

was the start of the third cycle of teaching the Central Studies in the form that was established

at the commencement of the school. This cycle will be completed in 2010.

The full program of Central Studies is listed in the following chart:

Semester 1 (2009) Semester 2 (2009)

Mathematics & Abstract Thinking Mathematics & Abstract Thinking

The Body in Question Communication Systems

A Technological World Sustainable Futures



Variety of Life Biotechnology

Nanotechnology The Earth & Cosmos

The following is a summary of the unique features of the curriculum provided through the

Central Studies program in 2009:

Mathematics and Abstract Thinking: Patterns of Change

This unit focuses on the mathematical concept of function and it has been designed as a constructivist investigatory journey of discovery in the areas of exponential and logarithmic functions, right angle trigonometry, including a discussion of vectors, and coordinate geometry. It is intended that students will use a variety of resources to develop an understanding of the concepts and that they can transfer their learning to investigations that have their roots in “real world” problems. Numerous opportunities exist for cross-links to other disciplines and Central Studies offered at ASMS. In recognition of the potentially wide range of mathematical backgrounds and interests of the students at ASMS, the unit plan has a layered structure which allows great diversity in student output while still ensuring a sound basis for further studies in mathematics, including the SACE Stage 2 mathematics courses. Goals for understanding in this study are that students develop:

skills and confidence in mathematical problem-solving in a wide range theoretical and applied contexts;

skills in abstract reasoning and the ability to communicate mathematical ideas and arguments;

an appreciation of the power of mathematics in modeling and analyzing contemporary problems;

an appreciation of social, cultural and historical issues in the development and application of mathematics.

The semester will begin with a 3 week immersion program where students are introduced to the flavor of the ASMS. Students will then work individually and in small groups, with regular tutorials and some lectures as appropriate. They will work to a mutually agreed Individual Learning Plan and will build a mathematics portfolio in which to display their achievements. They will demonstrate their learning via two assessment types. They will have two skills and applications tasks, taking the form of multi-part tests, and a folio of work consisting of a group project, an individual investigation and a learning journal.

Body in Question

Body in Question has been designed using selected concepts, content, skills, processes and

perspectives applied in an interdisciplinary way using English, group 2 subjects such as Physics,

Mathematics, Chemistry and Biology. The fertile question is ‘”How could I influence human

health?”

Students are exposed to the three components of science: fundamental, strategic and mandated

science. Fundamental science includes concepts such as nature of disease causing organisms

and the response of the human body to stresses. In the section, physics of the body in motion

and the effect of physical activity on the body, students will investigate wave motion through

practical activities and the biology of the senses. Strategic science is studied through a number

of Australian and global human health issues. Students use media skills to demonstrate and

share their research into the fertile question. They also discuss social, economic and ethical

issues in relation to physiological, social, mental and immunological health as a means of

developing skills related to mandated science.

The English tasks allocated to this Central Study are a text response based on a novel study, a

text response based on their FQ task, an oral presentation about the senses and two function

and power of language studies, one in the genre of a scientific magazine article, and one as a

scrapbook of reflections about their FQ.

The students will look at establishing their own understandings about the body and mind in

regards to social and scientific systems. Skills of inquiry, working collaboratively in groups and

communicating knowledge in a variety of ways are developed through a range of teaching and

learning activities. To support the students learning a series of core topics is studied that

includes Physiology of the senses and nervous system, Biomechanics, and a choice of interest

topics in the area of health and technology. Opportunities for reflection on their learning will be

given to students and they will demonstrate their understanding of the fertile question in a

presentation at the end of the semester.

It is intended that students will develop a deep understanding of these elements that can be

transferred to a multitude of situations and applications. There is a variety of presentation

forms used within the assessment tasks.

Technological World

Technological World has been designed using selected concepts, content, skills, processes,

perspectives and attitudes applied in an interdisciplinary way using English, Chemistry, Physics,

and History. Students will study in depth the chemical and physical properties of metallic and

polymer materials and how these materials can be used in engineering. The physics and

technology concepts related to energy will be studied using machines as the context. The

Techno-history module will use the skills of historians to explore the fertile question Why invent?

It is intended that students will develop deep understandings that can be transferred to a

multitude of situations and applications. This understanding is developed from field research,

practical challenges and experiments, internet simulations, literature searches and group

discussions. The major inquiry task is the choosing of an item of technology which is researched

and presented at a Techno-history Museum. Other assessment formats include tests, scientific

reports, and research assignments. Many opportunities are provided for students to connect the

concepts across disciplines and communicate their learning and their achievement of learning

outcomes.

Mathematics and Abstract Thinking: Modeling Chance and Space This unit focuses on the mathematical concept of space and significance and it has been designed as a constructivist investigatory journey of discovery in the areas of probability and statistics, polynomials and periodic phenomena. It is intended that students will use a variety of resources to develop an understanding of the concepts and that they can transfer their learning to investigations that have their roots in “real world” problems. Numerous opportunities exist for cross-links to other disciplines and Central Studies offered at ASMS. In recognition of the potentially wide range of mathematical backgrounds and interests of the students at ASMS, the unit plan has a layered structure which allows great diversity in student output while still ensuring a sound basis for further studies in mathematics, including the SACE Stage 2 mathematics courses. Goals for understanding in this study are that students develop:

skills and confidence in mathematical problem-solving in a wide range theoretical and applied contexts;

skills in abstract reasoning and the ability to communicate mathematical ideas and arguments;

an appreciation of the power of mathematics in modeling and analyzing contemporary problems;

an appreciation of social, cultural and historical issues in the development and application of mathematics.

Students will then work individually and in small groups, with regular tutorials and some lectures as appropriate. They will work to a mutually agreed Individual Learning Plan and will build a mathematics portfolio in which to display their achievements. They will demonstrate their learning via two assessment types. They will have two skills and applications tasks, taking the form of multi-part tests, and a folio of work consisting of a group project, an individual investigation and a learning journal.

Communication Systems

Humans are compulsive communicators and have devised a myriad of ways to exchange

information and ideas. We exchange, interpret, change, adapt, transform and/or control

information and communications. Communications Systems has been designed around the

modules Geographical Information Systems, Biochemical Communication, Visual Texts, Global

Media and Electronic Communications.

Students will investigate different forms of communication systems in order to answer the

fertile question “Are we the controllers or are we the controlled?”

Geographical Information Systems has a geography base on mapping skills and the use GIS

software. Biochemical Communication has a chemistry focus which covers the key ideas of

covalent bonding and the relationship between the structure and function of chemicals such as

neurotransmitters and hormones. Electrical Communication has a physics focus where students

take their knowledge and understanding of electrical circuits and components into the area of

microprocessors. Language in Performance focuses on a study of Macbeth and explores how

words on a page can come intensely alive in various forms of live performance. The module

Global Media explores how we communicate using digital media and how this enables

individuals to participate in the global community.

The teaching and learning processes will enable the application of a diverse range of

experiences and assessment tools. An inquiry project approach will enable emphasis on the

achievement of defined learning outcomes and the flexibility to enable individual choice and

specialisation, while encouraging critical thinking and analysis. Many opportunities are

provided for students to connect the concepts across disciplines and communicate their

learning and their achievement of learning outcomes.

Sustainable Futures

The future of sustainability of the world is explored in concert with human systems and

behavior. The course is based around the fertile question “How can we change a changing

world?” There is an examination of the roles played by individuals and groups in

communities in sustaining life. Topics of interest include population studies, water quality

and availability and environmental chemistry. Equilibrium of life is investigated through

consideration of technologies that counter degradation and promote sustainable

practices. Mathematical tools will be used to model and explore impacts on systems and the

ideas of sustainability. Emphasis is placed on working together to envisage and manage just

changes for future generations.

The teaching and learning processes will enable the application of a diverse range of

experiences and assessment tools. An inquiry project approach will enable emphasis on the

achievement of defined learning outcomes and the flexibility to enable individual choice and

specialisation, while encouraging critical thinking and analysis. Many opportunities are

provided for students to connect the concepts across disciplines and communicate their

learning and their achievement of learning outcomes.

The range of learning opportunities which include an Earth Summit role play, student

presentations, practical lab and field work, and creative language studies will provide for

research and problem solving, while exploring historical, cultural, social and political issues

and their impact on the sustainability of life on Earth. Students will often work in groups to

investigate authentic problems or issues and will communicate their learning and findings to

the wider community.

Special Recognitions

1) Communication Systems

The Techno-history Museum is the special public presentation activity for students as a part

of the Central Study Technological World. The Techno-history Museum received special

recognition by being a registered public event for both History Week and the Australian

Innovations Festival 2009. The public display of student work on Friday 29th May was

promoted in the event materials for both History Week and the Australian Innovations

Festival and attracted a significant audience into the school.

2) Sustainable Futures

The Central Study unit in Sustainable Futures has previously been recognized by receiving

awards from the Commonwealth Association of Science, Technology and Mathematics

Educators (2006/7) and the United Nations World Environment Day Education Award

(2008). In 2009 the curriculum innovation of the Sustainable Futures course was

recognized through an invitation for a report of the course to be published in the journal

Green Teacher: Education for Planet Earth, one of the major teacher journals on education for

sustainability published in North America. Cat Stone and Andy Stone co-authored the article

under the heading “Sustainable Futures: An Interdisciplinary Unit at the Australian Science

and Mathematics School” published in the Spring 2010 issue of the journal.

3) English Literature

Students at the ASMS engage in studies of English literature through their work in the

interdisciplinary Central Studies program. The study of poetry is a fundamental part of this

study of literature. The quality of the program of English within and interdisciplinary

curriculum and of the work that the students do was recognized by its publication in the

book Challenging the Divide written by Australian educator Erica Jolly. In this book Erica

dedicated a whole chapter to the interdisciplinary approach to the teaching of English at the

ASMS and included the poems of ten ASMS students in the publication.

SACE Accreditation

The work undertaken by students in the Central Studies is mapped against, and formally accredited through, the following SACE Stage 1 subjects through the authority of the SACE Board. The chart below details the pattern of resulting used for the period 2008-09.


Mathematics Mathematics

Biology Biology

Chemistry Contemporary Issues and Science

Physics Physics

English (ESL) English (ESL)

Philosophy Integrated Learning

Australian Studies Media Studies


Mathematics Mathematics

Biology Biology

Chemistry Chemistry

Physics Physics

English (ESL) English (ESL)

History Geography

This pattern of accreditation will change under the new SACE. There is a separate section reporting on developments being undertaken in this regard.

University Studies

University Studies is an enrichment and extension program conducted in a dedicated session on Thursday mornings. The aim of the University Studies program is to promote a high degree of interaction with Flinders University with short courses provided by university staff. Students have the opportunity to work in mentored projects using university facilities. The University Studies courses provided in 200 are presented below.

Term 1

Toward Self Directed Learning Cryptography Science Faces the Music Cut to the Quick Cyberlingo Finding a Cure for Cancer Independent Research Projects Electronics ESL

Science and Art Global Enterprise Challenge Italian Culture Art, Design, Digital images and other magic Video Demonstration Production Team Web authoring for beginners

Term 2 Befuddled Brains and Optical Illusions Independent Research Projects Electronics ESL Science and Art Puzzles

Biodiversity Video Demonstration Production Team Japanese SA youth environment conference 2009 Global Enterprise Challenge Viva Italia Student Film Competitions

Term 3 Environmental Forensic Analysis Brown Red Wine Biomimicry Science and Art Electronics

ESL Physics Engineering & Racing Boats Animation for the Web Third Cup of Tea So you think you can dance

Term 4 Communicating Biology

Adventures in architecture

Video Productions

Biomimicry

Designing drugs Science and Art

So you think you can dance Nanotechnology at the Cutting Edge

ASMS Leaders of Tomorrow

Aviation

Electronics

Year 12 (SACE Stage 2)

Subjects offered at SACE Stage 2 in 2009 were similar to previous years with minor variations reflecting student choice and staff teaching capacity. Subjects offered were:

Australian and International Politics, Biology, Chemistry, English Communications, English Studies, English as a Second Language Studies, Extension Studies, Geography Studies, Information Technology Studies, Mathematics Applications, Mathematical Methods, Media Production and Analysis, Specialist Mathematics, Mathematical Studies, Physics, Psychology.

English as a Second Language was taught as a Stage 2 subject for the first time in 2008 and, as was expected, demand for ESL in 2009 was such that the subject was taught in its own right and appears established as a “permanent” component in the Stage 2 offerings.

Whilst this is a small range of subject offerings it caters adequately for student choice especially when it is augmented with offerings at Alliance Schools. As has been the case in most years almost 80% of year 12 students studied a combination of at least three science/mathematics subjects in 2009.

Curriculum Innovations 2009

The most significant curriculum development at the ASMS in 2009 was the introduction of the New SACE. This involved the implementation of the Year 10 SACE component, the Personal Learning Plan, and continued preparation for the full SACE Stage 1 program in 2010. This latter task involved considerable consideration of ways in which the ASMS could meet the challenges, recorded in the 2008 Annual Report, posed by the New SACE.

Work undertaken by key curriculum leaders and monitored by the Teaching and Learning Leadership Group developed thoroughly documented models of programs for the Central Studies units in Biodiversity and Nanotechnology in an interdisciplinary mode reflecting the aims and intentions of the ASMS in a way that was intended to be compliant with the curriculum requirements of the new SACE. Ultimately this model was rejected by the SACE Board, essentially on the grounds that the SACE system was not set up to provide results for students in 15 credit point subjects as required by the ASMS. After this advice from the SACE Board the ASMS adapted its curriculum model to be one based on the Scientific Studies subject outlines of the SACE. This program of subjects appropriate to the new SACE is summarised as follows:

Semester 1 (2010) Semester 2 (2010) Mathematics (10 Points) Mathematics (10 Points) Scientific Studies – Biodiversity (20 Points) Scientific Studies – Biotechnology (20 Points) Scientific Studies – Nanotechnology (20 Points) Scientific Studies – Earth and Cosmos (10 Points) English /ESL (10 Points) English /ESL (10 Points) Philosophy (10 Points) Integrated Learning/Research Project (10 Points) Personal Learning Plans (10 Points) Semester 3 (2011) Semester 4 (2011) Mathematics (10 Points) Mathematics (10 Points)

Scientific Studies – Body in Question (20 Points) Scientific Studies – Communication Systems (20 Points) Scientific Studies – Technological World (20 Points) Scientific Studies – Sustainable Futures (10 Points) English /ESL (10 Points) English /ESL (10 Points) History (10 Points) Integrated Learning/Research Project (10 Points) Personal Learning Plans (10 Points)

This pattern of subjects in the new SACE provides the following positive outcomes: there is an established pathway providing the opportunity for all students to gain the

necessary results in English and Mathematics that are essential for the literacy and numeracy requirements of the new SACE

The ASMS is introducing a new course called the “Special Inquiry Project” that is based on the subject outlines for Integrated Learning and the Research Project of the SACE. The “Special Inquiry Project” will be a part of the Central Studies program in the second semester of each year. This course will continue the ASMS focus on inquiry based learning for its students and give all students the opportunity to prepare for and achieve the SACE Research project requirements in a flexible manner.

There is a significant concern arising from this pattern of subjects and the way they must be

resulted in the new SACE. A number of aspects of the new SACE mean that the overall teaching

program in the Central Studies becomes more fragmented and less interdisciplinary than was

previously the case. The ASMS will continue to work on this matter with the aim of have the

truly interdisciplinary programs of the school recognised in their own right in the SACE.

2. Professional Development The ASMS has continued to consolidate its reputation locally, nationally and internationally, for the quality and scope of achievements in pedagogy and curriculum development and design. In particular the school has a strong reputation for its role in supporting the professional learning activities of educators and for its work in informing key DECS initiatives including future SACE, the Science and Maths strategy, Primary Connections and Trade Schools initiative.

This has been achieved by focussing Professional Learning activities on:

the provision of in-service professional development in the new sciences, curriculum development and teaching and learning;

fostering improvement, innovation and reform in science and mathematics teaching;

immersing ASMS staff in professional learning as part of their daily work;

developing and implementing evaluation processes that provide quality information about professional development within the ASMS and professional development provided by the ASMS

Priorities and Outcomes for 2009

Key Priority 1: Further develop the on-line professional learning community as part of the ASMS Portal building on the 2008 trial.

The Building New Sciences PD Program involved participants in the development of an interactive on-line learning community. This will strengthen support for teachers participating in the PD program as they attempt to implement new ideas related to the teaching of developed nanotechnology, while working with the ASMS.

Key Priority 2: Focus on establishing long term relationships with schools focussed on professional learning linked to science and maths education.

Twenty eight teachers from eight schools participated in a series of five professional learning workshops and were supported with between workshops site visits and on-line support.

Key Priority 3: Focus support for Action Research projects on Primary Schools, linking to the Science Starters program.

Due to lack of staff expertise this program did not run in 2009. However ASMS is facilitating the Leadership Learning Program as part of the DECS Primary Maths & Science Strategy working with primary school leaders from across the state in 2010. Work in developing this program began in term 4 2009.

Key Priority 4: Support ASMS staff in undertaking leadership in PD facilitation.

Ongoing support provided to ASMS staff to fulfil their roles in leading PD programs included four staff involved in post graduate studies; twelve staff supported to present at state, national or international PD activities; five staff facilitating Curriculum Studies unit for Flinders University School of Ed 4th year students; two staff mentoring early years teachers in science & maths; four staff supported as active members of teacher association PD Reference Groups; staff supporting 26 student teachers in their practicum experiences in schools; hosting visiting educators in Central Studies and Tutor Group sessions and thus engaging in discussions that require staff to draw on their understanding of the teaching and learning approaches used at the ASMS;

These aims were addressed through a variety of programs that included:

Engaging students in Maths 14 teachers participated in an activity based workshops full day program.

Workshops Pedagogy, ICT, New Sciences, each program ran across multi days and made strong links to teacher’s current work in their schools

Seminars School Design for 21st Century Teaching & Learning, Developing Thinking Skills in Science Classrooms, Teaching for Personalising Learning.

Leadership & Learning Technologies with DECS,

Professional Practice programs Teachers working alongside ASMS staff

Conference Presentations SASTA, MASA, SASPA, ASPA, CEGSA, Flinders University Science Teachers Forum, Australian Science Fair Mahidol Japan, Specialist Schools Trust Birmingham, National Council for School Developers, US

Teaching & Learning materials Posted on the ASMS Portal and accessed as part Of several of the PD programs

Use of on-line survey tool to gather evaluation data.

Maintenance of data base of Professional Development participants

A total of 64 discrete activities were conducted throughout the year, several ran over an extended period of time, in addition to numerous visits by teachers as part of the Professional Practice Programs and Action Learning Projects. Several of these programs involved ASMS staff contributing at a system level with insight gained through their work at the ASMS informing work in South Australia associated with future SACE, DECS Science & Maths Strategy, and at a national level through ASISTM and Academy of Science curriculum development.

Key Priority 5: Update documentation of teaching and learning materials to assist in sharing ASMS experiences with other educators.

Educators from across the state, nation and the globe have been provided with access to ASMS teaching and learning materials as part of the professional learning program. Importantly this access is part of a professional learning experience that engages the participants in discussions aimed to support them in seeing applications for their school or education context.

Key Priority 6: Establish a network of schools interested in learning from each other as they attempt to implement key changes in teaching practice as a strategy to increase student engagement in Science and Mathematics.

ASMS staff worked with Christies Beach High School in developing programs for Sustainability Education and working with the support of the iNET RATL program. Staff focused on supporting each other to collect meaningful data to inform their practice. Other programs included Building New Science, New SACE Forums & Trials, collaborative work with Erindale College ACT Maths teachers and Professional Practicum’s. Several ASMS staff have been active member of a national network of schools exploring the use of on-line environments to support student engagement and learning this included meeting in on-line activities, face to face and video conferencing links.

Key Priority 7: Strengthen ASMS partnership with Flinders University in the provision of high quality professional learning programs for staff from both institutions as well as other educators.

FU staff were key partners in a number of Professional Learning programs including BNS and numerous conference presentations. A review was undertaken by Flinders University ASMS into the partnership arrangements of the two organisations. Recommendations from this extensive

review are currently being reported to the VC Flinders University for action as deemed appropriate. This will impact on the capacity of the two organisations to work in partnership.

Key Priority 8: Continued participation in future SACE forums including focus trials associated with Cross Disciplinary Studies, Performance Standards, the Research Project and Personal Learning Plans.

ASMS staff were active members of a number of New SACE Forums and trials. The work of the ASMS informed these discussions and trials and ensured ASMS staff were prepared for implementation in 2010.

Key Priority 9: Pursue working in partnership with Flinders University Centre for Science Education in the 21st Century in the Future SACE School to Work Innovation Project: Mathematics & Sciences

This did not occur.

Key Priority 10: Explore facilitating joint PD activities with SASTA and MASA, including Middle Years Science and Maths Conference, Research Projects: linking into Science/Maths.

With the growing pressure on schools to prepare for New SACE implementation it was decided to hold off on these activities until 2010 when it would be determined whether there was a need for this kind of professional learning support for teachers.

Key Priority 11: ASMS staff involvement in the DECS eTeacher Project, developing on-line teaching materials to support Science & Maths learning in senior secondary schooling.

Three ASMS staff were actively involved in the DECS eTeacher Project. They were able to develop innovative on-line learning materials for secondary science and maths which have proved valuable for the project and two of the staff have been asked to continue their work in 2010.

Key Priority 12: Strengthen ASMS international reputation for offering quality PD programs in science and maths education.

The ASMS has continued to be a preferred school site visit for international educators with five groups spending 3 or more days working in the school. The ASMS was asked to coordinate a week program for a group of 12 school leaders from the UK focusing on Sustainable Futures education. This program was highly successful with a strong network of educators continuing to work together on their leadership. Two teachers from Denmark spent 4 weeks at the ASMS working alongside teachers sharing ideas and approaches to teaching and learning in innovative environments. The ASMS continued to participate in international science and mathematics forums through on-line communities and through active participation in global education forums raising awareness of the work of the school in transforming teaching and learning of science and mathematics education. Key networks have included: UK Specialist Schools Trust, iNET, International School Science Fairs and the National Council for School Developers.

Evaluation and Moving Forward

As recorded above 443 educators, including 261 from SA, were involved in formal PD programs promoted and conducted by and at the ASMS. Notably the majority of the SA participants were involved in long-term programs running over multiple days and supported with an action research approach. In addition to these activities it is estimated that ASMS staff presented at conferences to over 1000 educators, individual on-line conference participation and authorship of published articles, which are not able to be readily quantified, were contributing and important elements of the ASMS PD Program in 2009.

A further indicator of the recognition of the value of the ASMS PD program is the number of staff who by invitation throughout 2009, have spoken at national and international PD events.

Analysis of ASMS PD participant reflection comments continues to indicate the value of being “in situ” in contributing to teachers changing an aspect of their practice and the sharing and use of materials and strategies developed through their involvement with the ASMS PD program. Change in teacher practice has been most apparent in the Building New Science programs.

As has been consistently demonstrated in the past, PD programs involving teaching teams have a greater chance of making an impact on return to their school. Again in 2009 school teams that included members of their school/cluster leadership, reported high levels of relevance and significant impact on the way they are planning for the reform. The BNS, Action Learning and Professional Practicum programs are illustrations of this principle.

The impact of the ASMS within SA continues to be significant in the work done at a system level. Strategies such as future SACE, DECS Science & Maths Strategic Plan, and ASISTM have been significant in their impact on many schools and teachers. This work is at the core of the reformation of schooling and should be recognised as an ongoing important part of ASMS PD activity. On a national level work undertaken for the Academy of Science: Science by Doing by three ASMS staff continued to involve them in national leadership in science curriculum and pedagogy development.

Several schools and cluster groups worked with ASMS intensively throughout 2009. Participant presentations and the production of teaching and learning materials which were posted to the on-line BNS Portal were clear evidence of changes made to teacher practice and student learning as a result of involvement in these programs. The ASMS also played a key role in developing networks of schools involved in these programs with educators from across the state, nation and on an international level

Noteworthy examples of the ASMS working with international school groups in 2009 include:

LECT and Specialist Schools Trust programs with 40 teachers from across the United Kingdom participating in multi-day programs at the ASMS,

Teacher exchange programs involving four practitioners working at the ASMS over several weeks each,

Invitations to speak at international professional development events including conference for Specialist Schools & Academy Trust annual conference in Birmingham with over 2000 participants. Of note also is the invitation for our Principal, Jim Davies, to be involved in programs such as the International Confederation of Principal’s conference in Singapore and for our Deputy Principal Graeme Oliver and Assistant Principal Jayne Heath to speak at the Global Conference for School and University partnerships in Copenhagen, Denmark.

These groups sought out the ASMS based on the reputation of the school to offer quality PD programs to meet their agenda for significant change in teaching and learning approaches.

3. International Programs

The Australian Science and Mathematics School has continued to build on the International

Programs Development Plan initiated in 2004. This report will make comment against each

section of the Development Plan as has been the case for the previous two years.

Vision

The Australian Science and Mathematics School will be recognised internationally for its

leadership of innovation and reform of learning and teaching in science and mathematics.

GOAL 1 – School Profile

The ASMS will have a clearly recognisable profile in relevant international forums that identifies

the unique features of the ASMS (leading edge school for reform and innovation in mathematics

and science education, unique learning environment, unique learning program, unique

ASMS/FUSA partnership).

The ASMS has achieved this goal with a clearly recognisable profile in a range of international

forums. International visitors to the ASMS, international forums in which ASMS staff have

actively participated and the identification with and access to the ASMS by international

students have all continued to contribute to the creation and expansion of this profile.

ASMS Staff involvement in International conferences:

In 2009 four ASMS staff participated in three different international programs in United States

of America and Singapore. Participating staff were involved as keynote presenters and guest

speakers at these international conferences.

“Problem Based Learning Design Institute” Boston, Massachusetts, USA “National School Development Council Annual Summer Conference”, Aurora, Illinois, USA “International Students Science Fair, 2009” Singapore

Additional staff were also involved in student focussed international programs. (See Outbound

Programs for details).

A further indicator of the international profile of the ASMS comes from the “Cluster Maps” data

that tracks visits to the ASMS website. This shows 2,703 visits from international locations for

the period August 2009 to 29 May 2010. These came from 82 different countries. The highest

proportion of visits came from the United States, Korea, Germany, Japan, United Kingdom and

Canada.

Planning the International Students Science Fair 2010

The International Students Science Fair (ISSF) is the largest event of its type in the Asia-Pacific

region (and possibly in the world). The ASMS was a founding member of the ISSF network and

is regarded as the leader for innovation in this network.

The ASMS will be the host school for the ISSF in 2010 set for September 13 - 17. This is a major

event that will involve up to 100 international guests (students and staff) attending the week-

long event at the ASMS. Planning for ISSF 2010 is already under way and this will become a

major project management activity for key people at the school over the twelve months of lead

in time.

GOAL 2 – Promotions Strategy

The ASMS will establish processes to support a range of promotional activities, in particular; IES

acting for ASMS, ASMS/FUSA joint promotions, AEI acting for ASMS, Education Adelaide acting for

ASMS, ASMS using its website for promoting international connections.

International Accreditation

The Australian Science and Mathematics School undertook the procedure to gain accreditation

as a registered provider of international programs through the second half of 2007. The school

was awarded the Certificate of Educational Services for Overseas Students (ESOS) Accreditation

Recognition in February 2008. This certificate is awarded by International Education Services of

Department of Education and Children’s Services in compliance with the national requirements

of the ESOS Act. The accreditation, while valid to 2013, is subject to annual audit reviews. In

2009 the ASMs successfully completed the Stage 4 audit process with more “Best Practice –

Commendations” than any other school. International Education Services would like to use the

ASMS for the National Accreditation Audit.

GOAL 3 – Student Programs

The ASMS will establish structures and processes that support the following range of international

student programs; High School Program, Study Abroad Program, Short Term Visits Program,

Special Events Programs, Student Exchanges.

During 2009 the school consolidated the gains in International Student programs made in 2008.

Incoming Programs

Individual Student Programs: The ASMS had 26 full fee paying students on either Study Abroad

or High School Graduation programs in 2009. These students were enrolled for periods from

two months to three years and came from Germany, Taiwan, Hong Kong, Japan, Korea, Vietnam

and China.

It is good to note that enrolments in graduate programs (although all from the Asian region) do

come reasonably evenly from a spread of five different countries.

While it is also pleasing to note the significant growth in study abroad program students during

2008/2009 it is a concern that all of these students come from one source country – Germany.

We should work with IES to diversify this background, looking specifically to Brazil and other

possible European countries.

There is a significant trend of German students on Study Abroad programs extending their

study time with the ASMS to complete the year 12, SACE certificate.

I wish to re-iterate an ongoing concern about the quality of home-stay accommodation for study

abroad and graduate program students. In 2009 we had a problem with 9 out of 26

international students requesting a change in their home-stay accommodation.

International Group Tours: In 2009 due to the “swine flu epidemic” the ASMS only hosted

one international study activity involving 17 students from three countries and 5 students

from an interstate school. Planned International Study Tours for students from

Ritsumeikan and Koshikawa were cancelled

International Study Tours to ASMS

International Science Fair – June 2009

Scientists Working to Save the Environment

The ASMS hosted its annual Science Fair “Scientists Working to Save the Environment” from

22 to 26 June 2009. Twenty two students and five support staff attended from Mahidol

Wittayanusorn School, Thailand, Manitoba Life Sciences, Canada, Erindale College, Canberra

and a select group of Korean students who came with an entourage film crew.

The students enjoyed a week of laboratory and field experiences as well as cultural activities.

The ASMS, in conjunction with Flinders University, developed an extensive program for

students looking at environmental issues such as guided environment awareness walks around

the grounds of the university.

0

5

10

15

20

25

30

ASMS International Students

Graduate

Study abroad

Total International Students2009

Projected Total of Students

Students heard from a number of respected South Australian leaders in the field and then

applied their new knowledge in laboratory settings. Highlights of “Scientists Working to Save

the Environment” included:

Official opening by Professor Chris Daniels, Professor of Urban Ecology, Uni SA

Keynote presentation (1) “Global Warming – What’s the Story” by (Dr Jochen Kaempf, Senior Lecturer of Oceanography, Ocean and Climate Science, Flinders University)

Student workshop presentations

Keynote speaker Assoc. Professor Dr. John Tibby, Geographical and Environmental Studies, University of Adelaide

Environmental engineering challenge activities

Enviro-Ethics: “Saving the Planet – at what Cost?”

Cultural tour to Cleland wildlife Park and Mt. Lofty Botanical Gardens

For the International Science Fair the ASMS continued the publication of a journal of student

scientific research. The journal comprised 10 articles, 7 contributed by international students

participating in the fair, 1 by Erindale College, Canberra and 2 by ASMS students.

Outgoing Programs

The ASMS organised four international study tours for its students in 2009. This participation

consolidated the developing relationship with the host organisations and further strengthened

the potential for ongoing inbound and outbound opportunities.

International Study Tours from ASMS

1. International Students Science Fair (ISSF), May 2009

A group travelled to Singapore to participate in the International Students Science Fair (ISSF)

2009 hosted by the National Junior College, Singapore.

The ASMS delegation was specially invited international guests to the fair. Three ASMS students and three staff support attended the fair in preparation for the ASMS hosting the event in 2010. The ISSF is the major event of its type in the world. The ASMS students participated in the ISSF

by making seminar and poster presentations of their work, being involved in high level science

workshops and by engaging in a program of social and cultural activities. They also had the

opportunity to discuss the very varied research of the other students.

The work presented by the ASMS students was of outstanding quality and was recognised as

being equal to the work presented by students from the leading science academy schools

around the world.

2. Singapore International Science Challenge (SISC), May 2009

A group travelled to Singapore International Science Challenge (SISC) 2009 hosted by the

National Junior College, Singapore.

The ASMS delegation was specially invited international guests to the challenge. Three ASMS

students competed against students from around the world and demonstrated their creativity

and scientific skills through a multi-disciplinary scientific challenge. This was combined with

several cultural activities.

3. Manitoba Life Science Project, Winnipeg, Canada, September 2009

Three students and one support staff participated in the Bio-Innovation Week, Winnipeg,

Manitoba conducted in conjunction with Fort Richmond District School in Winnipeg, Canada.

The program included

Lecture on Public Health at the National Microbiology Laboratory in Winnipeg Tour of the University of Winnipeg – Genomic Centre for Cancer Research and the

Faculty of Pharmacy Laboratory workshop – identification source of infection using the ELISA technique Tour of the University of Manitoba – Department of Agriculture Workshops at the Richardson Centre for Functional Foods and Nutraceuticals Visit to St Leon and the wind turbines Visit to a Hutterite community Visit to Oak Hammond Marsh Interpretive Centre and observation of migrating geese Student presentations on issues surrounding sustainability and disease, based on

activities experienced during the week

The group also participated in a cultural experience visiting:

Head Smashed In Buffalo Jump study tour – including a visit to Nanton Aviation museum, Head Smashed In Buffalo Jump Interpretive Centre, Okotoks giant rock site

Drumheller Badlands Study Tour – including a visit to the Royal Tyrrell Dinosaur Museum

4. Ritsumeikan Super Science Fair (RSSF), Japan, October 2009

Six students and one support staff from the ASMS participated in the RSSF 2009 hosted by the

Ritsumeikan High School, Kyoto, Japan for a 5 day period. Three days of cultural touring

(including visiting the Hiroshima Peace Museum) were undertaken once the fair formalities

were completed.

Students presented scientific findings via formal presentations and poster display exhibitions.

Students also presented a cultural presentation for the closing ceremony.

GOAL 4 – Professional Programs

The ASMS will establish structures and processes that support the following range of international

professional programs; Short Term Visits and Study Tour Programs, Professional Learning at the

ASMS Programs, ASMS Professional Learning Programs delivered off-shore., joint ASMS/FUSA

programs delivered locally and off-shore, teacher exchanges.

The ASMS accommodated a significant number of international professional learning programs

in 2009. Most of these were single day observation visits to the ASMS by groups of educators

who were in Adelaide as part of more extensive study programs. These groups were organised

through local bodies such as the South Australian Centre for Leaders in Education and the Basic

Education Assistance for Mindanao project. Such activities were very worthwhile in building

relationships with agencies that can provide ongoing professional learning partnerships with

the ASMS.

In 2009 the ASMS hosted the following specific international professional visits to the school:

Hanoi Department of Education & Training Program for Leaders 2009 – 15 participants for a one day ASMS one day

Zhao Yong – Chinese Principal’s Work Shadowing Program at ASMS for 5 days

Lene Jensen –Københavns VUC, Denmark for an 26 Day Teacher Exchange

Hanne-Grethe Kristensen –Københavns VUC, Denmark for a 26 Day Teacher Exchange

Sebastian Rasmuson - Københavns VUC, Denmark accompanied his mother Hanne-Grethe Kristensen for an 26 work experience program

GOAL 5 – International Networks

The ASMS will establish its role in a range of international science and mathematics education

networks such as the Asia-Pacific Super Science Schools Network (to be established), the South

East Asian Mathematics Education Cooperative (membership to be sought), the International

Network for Educational Transformation of the Specialist Schools Trust (membership to be

sought), and key Special School Partnerships such as the Illinois Maths Science Academy,

Mahidol High School and Ritsumeikan Senior High School.

Partnerships

The Australian Science and Mathematics School has formed partnership agreements with the

following international organisations:

Ritsumeikan Junior & Senior High School, Kyoto, Japan Mahidol Wittaynusorn School, Nakhon Pathom, Thailand Korea Science Academy, Busan, South Korea Changzhou International College, Changzhou, P.R. China Manitoba Life Sciences Project (Pembitrails) Winnipeg, Manitoba, Canada iNet, United Kingdom Kyungnam Institute of the Gifted Education in Science (KIGES), Masan, Republic of Korea Institute for Scientifically Able Youth (ISAY), Republic of Korea (Kyungwon University) Middle School Associated with Shandong University Københavns Voksenuddannelsescenter, Københavns, Denmark

4. Student Welfare & School Operations School Operations: School organisation and management was enhanced in a number of ways:

The ICT based timetabling package, Timetabler, continued to be used as the basis for curriculum delivery. The Scholaris portal draws on this data to provide up to date information linking students, staff and space. This information also allows 24/7 access to a student’s timetable and learning materials via the portal. All but a handful of students were able to enrol in their first choice subjects at Year 12.

All student assessment data from Central Studies continues to be recorded in an augmented central database which is used to provide frequent feedback to tutors and to curriculum planning and writing teams.

ASMS students continued to access Flinders University Libraries outside school hours, and access to ASMS ICT facilities was improved. Access to the ASMS building and resources was modified slightly to meet student early arrival patterns between 7:45 am and 4:55 pm., again providing excellent access for students. The Sturt Library is available for study beyond these times.

Student counselling services were further developed through the formal Tutor Group program and through the extension of counselling in the areas of work experience and careers information. The strength of the Tutor Group program as a means of supporting and monitoring each student’s progress was clearly apparent. This program made significant contributions to the development of each student’s personal learning plan and meta-cognitive skills as well as providing special support for students with specific learning difficulties. Students were able to earn a SACE Stage One credit for their participation in this program. This program forms an established and solid foundation for requirements in the new SACE.

Strengthening and enhancing communication between ASMS, student and family remain a focus of attention with families being provided with 24/7 password access to information about student work and school activities via the portal.

Students continued to enjoy a range of opportunities for extra and co-curricular activities, including:

o Extensive opportunities for competitive sport through the Southern Zone Inter-school sporting programs.

o Program of lunch-time sporting activities, enthusiastically managed, supported and accessed by staff and students.

o Access to the extensive opportunities offered by university clubs through ASMS students’ honorary membership of the Flinders University Sports Association.

o School Activities Day

University Studies and Enrichment Activities on Thursdays continued to provide opportunities for students to develop new skills and ideas as well as providing pathways to industry projects and further opportunities. Many new units were developed leading to the largest ranges of choices ever achieved.

All Central Studies students were again entered in the UNSW Science, Maths and English competitions. As well as providing excellent exam practice these tests provide detailed and intellectually rigorous feedback for students with respect to strengths and weaknesses in related areas.

The school provided numerous other opportunities for all Year 10 and 11 students to participate in competitions, overseas study tours, local science and maths fairs and activities and other state wide student events.

Year 12 students contributed to the successful organisation of the Year 12 Seminar Day.

5. Governance & Partnerships Governing Council – Composition and Activities:

Our objective is to develop a school governance structure that optimises the school’s autonomy and supports the ongoing development of its partnership with Flinders University, DECS, industry and the community

Outcomes:

The establishment of the ASMS, in partnership with Flinders University was initially guided by a Memorandum of Understanding between the Minister of Education & Children’s Services and Flinders University. A second Memorandum of Understanding between the Minister of Education & Children’s Services and Flinders University was signed in June 2004 to provide a framework for ongoing operation and governance of the school and its partnership with the university.

The ASMS Governing Council constitution was adopted at a general meeting of the school community in February 2004 and the first Australian Science & Mathematics School Governing Council was subsequently elected.

Russell Cowley was elected as Chair of the ASMS Governing Council for 2009 and the council met on 8 occasions throughout the year.

The full membership of the ASMS Governing Council 2008 was:

Chair: Russell Cowley

Deputy Chair Janet Lyons

Secretary Yvette Finae

Treasurer: Helen Songer

Principal: Jim Davies

Student Representative: Adil Quaayum

Staff Representative: Lisa Pope

Parent Representatives: Gaylene Tootell, Graham Bridgland.

Community Representative: Assoc. Prof. Debra Panizzon

Governing Council’s activities and business throughout the year included;

Initiating a review of governance and interactions between the school and Flinders University.

Seeking a review of DECS Transport Policy as it impacts on ASMS students.

Applying for a Parents in Education grant to support the roll out of parent involvement in Portal Access.

Supporting a successful submission for BER funding to replace floor covering.

Supporting an unsuccessful submission for NSP funding to modify studios 5/6 and 7/8.

Hosting a parent’s social night on 31 March.

Staffing and Personnel Teacher Retention, Qualifications and Attendance.

Any school’s culture and productivity is affected by the complementary influences of maintaining existing staff with their understanding of and loyalty towards the school, and new staff who come with new ideas, challenge existing practices and contribute to on-going regeneration of the school’s culture. The important element, however, is getting the correct balance of stability and change to ensure the school’s culture and productivity maintains an optimum level to maximize the school’s ability to fulfill its obligations to students, parents and DECS.

The nature of the ASMS as a Specialist School with a significant national and international presence requires that the school is not only accorded certain advantages in attracting and retaining staff but also fulfills its obligations in recruiting and training young teachers alongside experienced practitioners.

The specialist nature of the school, opportunities for personal and professional development and the appointment, generally, to at least Coordinator 1 level are attractions that now seem to be attracting increasingly larger fields for positions at the ASMS.

Staff Retention: (2008 – 2009)

Perm Temp Total

No. of teaching staff employed during 2009 school year 28 6 34

No of above staff employed at school during 2008 school year 24 4 28

Staff Retention over the two years. 85.71% 66.67% 82.35%

The school started the 2009 year with a manageable level of permanent staff retention (85.71%) This was in contrast to the 92.59% level of retention in 2008 which allowed only 2 new permanent staff to commence but was a significant improvement on the historical low level of 69% in 2007.

The 2 graduate appointments of 2008 were made permanent in 2009 and 2 new graduates were appointed at the start of 2009.

Staff Longevity at ASMS

Years employed

at ASMS

Perm

Staff

Temp

Staff

<1 Year 5 2

>1 and < 2 3 2

>2 and < 3 5 2

>3 and < 4 1 0

>4 and < 5 2 0

>5 and < 6 4 0

>6 and <7 8 0

With a core of 14 out of 34 staff having been in the school for between 4 and 7 years the ASMS is

well placed to take advantage of the continuity provided by practitioners experienced in the

culture and ethos of the school and combine it well with the now more graduated flow of new

staff. Advantages of smaller numbers of new staff are seen in the intense nature of induction

programs and the level of personal support given to teachers new to the school as well as those

new to the profession.

Staff Academic Qualifications

Although most staff are already well qualified on arrival many of them, as can be seen by the section on Professional Development, have committed themselves to long term, continuous self improvement through formal study or the school’s own Professional and Personal Development programs.

2009 Staff Member Academic Qualification

Anesbury, Tatiana B. Ed. Dip. T.

Burns, Thom BA, Dip Ed, M Ed

Cassidy, Julie Support Staff

Clayton, Jean B.A. Grad Dip Ed., Grad Dip (TESOC), Grad Dip (Multi

Culturalism)

Coleman, Alicia B.Ed, B. Marine Biology

Crawford, Pauline B Ed, M Ed

Davies, Jim B Ag Sc, Dip Ed, M Sc

Davis, Neil Dip Ed, PhD, Bus Cert (Acc)

Doecke, Daniel Cert IV in Christian Ministry

Eddy, Mary-Anne Support Staff

Grace, Kerry-ann B. Ed.

Hallwas, Will B. Ed.

Heath, Jayne B Ed, Cert IV Workplace, Dip T, Grad Cert, M Ed

Ibrahim, Azer B. Sc/Ed. Grad. Dip Spec. Ed.

Inglis, Deborah Administrative Assistant, Reception

Jamieson, Matthew B Sc (Biochem & Physiology), B Sc Physiology (Hons), M

Philosophy in Exercise Physiology

Jefferies, Lyn B Ag Sc, Dip Ed, Grad Cert Gifted Educ, M Ed, Cert IV

Assess & Workplace Training

Jones, Merralyn Support Staff

Kellaway, Jodi B Sc (MS), Dip Ed, Grad Cert (Prof Learning), M Ed

Koubis, Nancy Support Staff

Laslett, Alan B.A. Dip. T Sec. M.Ed.

Loke, Jason B. Ed. (Sec Sci)

Luesby, Antony Support Staff

Medwell, Doug B Sc, Dip Ed

Mignone, Anne. B.A. B.Sc. Grad. Dip. Ed.

Nelson, Kevin B Ec, Dip Ed Secondary, Grad Dip Ed, M Ed

Nethercote, Tania B.App. Sc. Dip. Ed. Grad Dip App Comp M. Ed.

Nixon, Stephen B Tech (El Eng), Grad Dip Ed

Oliver, Graeme B Arts, Grad Dip T, Grad Cert (Prof Learning)

O’Connor, David B. Sc.(Hons) B.A. B. Ed. Ph. D.

O’Reilly, Terry B.A. Dip. Ed.

Osmond, Craig Dip Information Technology, Certified Netware Engineer,

Microsoft Certified Professional

Paterson, Sonya B Ed Secondary Maths & Science, Grad Cert Gifted

Education

Perkins, Julie Dip Accounting, Dip Frontline Management, Cert IV

Assessment & Workplace Training, Cert IV Management

Pope, Lisa B. A. B. Ed.

Sara, Judy B. Sc. Dip. Ed. M. Ed.

Secara, Alina B. Ed.

Stone, Andrew B Biotech (Hons), Grad Dip Ed, PhD Health Sciences, Grad

Cert (Prof Learning), Grad Cert (Neuroscience)

Stone, Catherine B Sc (Biology), B Nursing, B Ed (Hons)

Trembath, David B. Sc. B. Ed. Grad Dip Comp Sci.

van der Zwaag, Peter B Sc Hons, Dip Ed, Grad Dip T.

Workforce Qualifications

Qualification No. % of staff Male %of Staff Female % of staff

Degree 4 12.9% 2 6.5% 2 6.5%

Degree & Diploma 9 29% 6 19% 3 9.5%

Double Degree 5 16% 1 3.2% 4 12.8%

Higher Degree 13 42% 8 26% 5 16%

Higher Degrees in the context of the ASMS are defined as Masters and Ph D. Level degrees. Of the 12 staff in this category 3 hold Doctorates and 10 Masters. With this level of qualification across the board and no teaching member holding less than a degree this school would be one of the most highly qualified in the state.

There are two factors promoting this situation. Highly capable, well qualified teachers are attracted to the challenges of the ASMS and are exactly the teachers the school needs to fulfil its charter. Once in the school teachers are encouraged to undertake further study especially in areas that relate to their teaching or to foci of the school. The majority of Masters Qualifications have been achieved while the teachers involved were working in this school.

Workforce Composition

Total workforce (Persons) 41

Leadership Teaching Support

No. 26 5 10

% 63.3% 12.2% 24.5%

The unusually high percentage of Leadership positions is explained by the nature of the ASMS and its brief for significant involvement in design and development of teaching and learning strategies and the conduct of intensive Professional Development programs. The expectation

that all teachers will be involved in these activities means that, with the exception of contract teachers and graduate teachers, all teachers are appointed at Coordinator 1 level or above.

Gender breakdown of workforce

Leadership Teaching Support

M F Total M F Total M F Total

No. 14 12 26 2 3 5 4 6 10

% 34.1% 29.2% 63.3% 4.9% 7.3% 12.2% 9.8% 14.7% 24.5%

Summary.

Across the board female members of staff are well represented in terms of total numbers, those

with higher end qualifications (DD & HD) and in leadership positions.

Staff Attendances

Staff absentee rates due to “incidental” illness at the ASMS in 2009 averaged less than 1 day per teacher per term. Such low absenteeism in any organisation is a general reflection not only of the physical health of the staff members but also of the morale in the school and the commitment to the school.

Absences Term 1 Term 2 Term 3 Term 4 Total

Days Absent – Paid & Unpaid Sick Leave

Less than 5 continuous calendar days

17.5 30.0 32.5 22.0 102.0

Total available working days 1624.5.0 1512.0 1565.0 1515.0 6216.5

% of working days as paid & unpaid sick

leave

1.08% 1.98% 2.08% 1.45% 1.64%

Days Absent – All sick leave 69.5 30.0 37.5 63.5 200.5

% of working days as paid & unpaid sick

leave

4.28% 1.98% 2.40% 4.19% 3.23%

It is interesting that longer term illnesses occurred almost exclusively in terms 1 and 4 while, as

could have been predicted, the shorter term “cold and run down” type illnesses predominated in

terms 2 and 3.

Enrolment

Student Enrolments (FTE) by year level 2007 - 2009

Total enrolments in 2009 were up significantly over 2008 figures with an increase of 41.0 FTE The significant increase at Yr 10 level indicates the school’s promotional strategies are bearing fruit. Exposure at promotions such as Science Alive, active pursuit of media attention for special events, personalised Open Nights and interactive observation days have all played their part in promoting the school. However, from data collected at Open Nights it appears that one of the most effective promotional tools available to the school is word of mouth advertising. Exit surveys at Open Nights in 2008 show that 52% of visitors heard about the school from a friend while 23% saw it in the media (Print or web)

Notable trends in terms of attraction and retention occurred in the transition from 2008 to 2009. 2007 – 2008: 79.9 Yr 10s → 96.8 Yr11s: Retention/Attraction rate of 121% 2008 – 2009: 74.7 Yr 10s → 102.0 Yr 11s Retention/Attraction rate of 136%% 2007 – 2008: 100 Yr 11s →76 Yr 12s Retention/Attraction rate of 76%% 2008 – 2009: 97 Yr11s →93 Yr 12s Retention/Attraction rate of 96%

At both Yr 11 and Yr 12 the retention/attraction rate for the start of the 2009 school year was significantly higher than it had been for 2008 thus providing further evidence that promotional strategies in place are starting to have an impact.

Gender Balance: The almost equal gender balance of the 2006 Yr 10 cohort has not been replicated at any other year level or in any other school year. In 2009 the male:female ratios show disappointing reading in the context of attempting to achieve gender balance at the ASMS.

Year Level

2007 2008 2009 Change

M F T M F T M F T 07 - 08 08 - 09

Year 10 54.9 25 79.9 51.7 23.0 74.7 67.4 26.9 94.3 -5.2 19.6

Year 11 51 48.7 99.7 68.8 28.0 96.8 66.0 36.0 102.0 -2.9 5.2

Year 12 51.6 25.6 77.2 39.8 36.8 76.6 66.2 26.6 92.8 -0.6 16.2

Total 157.5 99.3 256.8 160.3 87.8 248.1 199.6 89.5 269.1 -8.7 41.0

GENDER RATIOS Male: Female 2009

Yr 10 67.4:26.9 1:2.5

Yr 11 66:36 1:1.8

Yr 12 66.2:26.6 1:2.5

Overall 199.6:89.5 1:2.3

System of Origin of new ASMS student enrolments in 2009

Student enrolments from Non Government Schools in 2009, in absolute terms, decreased by 1 enrolment in comparison with numbers in 2008. As a percentage of enrolments, however, there was a significant decrease due to the much larger cohort arriving from DECS schools. Historically this percentage has generally been at about this level except in 2007 when the intake dropped to 22.4%. The return to these levels for 2 consecutive years suggests 2007 was an aberrant year, the causes of which have not been identified.

School of Origin of ASMS Students in 2009

System of Origin No in 2007 % in 2007 No in 2008 % in 2008 No in 2009 % in 2009

DECS Public

Schools

81 64.8% 59 55.6% 81 62.7%

Non Government

Schools

28 22.4% 35 33% 34 26.3%

Other

(International +)

16 12.8% 12 11.4% 14 10.9%

System 2007 2008 2009

DECS Public Schools 33 32 27

Non Govt Schools 16 14 17

2009 New Enrolments from Non Government Schools

In 2009 new students at the ASMS came from 44 different schools, 27 DECS Public Schools and 17 Non Govt Schools. Although the number of students from NGS s stayed almost the same the number of schools from which they came increased with multiple enrolments coming from only 41% of schools, in comparison to >50% in 2008. As was the case in 2008 Cabra Dominican College, Cardijn College, Tatachilla Lutheran College, and Sacred Heart Middle School provided the bulk of these enrolments. Enrolments from SHMS, however, dropped from 9 in 2009 to only 3 in 2010.

2009 New Enrolments from DECS Public Schools

4 4

1 1 1 1

4

1

3

1 1 1 1

2

4

1

3

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

DECS Public Schools in the south contributed 61 of the 81 new enrolments in 2009 with students coming from 13 schools south of Anzac Highway/Cross Road. Blackwood HS and William Light R-12 School continued to provide significant enrolments to the ASMS. In 2009 students came from as far north as Golden Grove and Valley View High Schools to attend. 4 students from 4 schools in rural South Australia also enrolled but country students continue to be under represented at the ASMS. As has been the case in the past factors such as costs, availability of boarding facilities and limited scholarships continue to be issues for such students. In 2009 the first steps were taken to establish a foundation to help alleviate these problems. Demographics of ASMS Enrolments

Region Students

Eastern Adelaide 11

Northern Adelaide 8

Southern Adelaide 227

Western Adelaide 27

Adelaide Hills 11

Fleurieu and KI 6

Murray and Mallee 1

Data showing residential location of ASMS students

confirms the dominance of enrolments from the

Southern Adelaide Region. Issues mentioned above are

clearly limiting factors in terms of equity and access for

students across the various regions. These are issues

that need to be addressed in a forum wider than the

ASMS if the school is to provide to more students the

learning experiences its charter demands.

0 5 10

kilometres

2

41

8

AUST SCIENCE & MATHS

FLEURIEU AND KANGAROO ISLAND

NORTHERN ADELAIDE

WESTERN ADELAIDE

ADELAIDE HILLS

4

1

1

1

1

21

1

1

1

1

3

1

1

4

1

1

1

1

3

1

1

1

1

2

1

3

1

1

21

1

1

2

1

2

2

1

3

3

1

19 6

1

1

1

1

1

1

1

1

2

2

6

1

4

1

17

1

1

1

1

1

3

2

2

2

1

4

1

1

1

1

1

5

2

2

1

1

2

3

1

4

2

2

9

2

1

3 1

2

1

1

4

1

1

2

2

1

2

9

1

11

16

4

2

1

1

5

1

EASTERN ADELAIDE

SOUTHERN ADELAIDE

Australian Science and Mathematics SchoolStudent address distribution as at Feb 2009

123457

11

Region

Eastern AdelaideNorthern AdelaideSouthern AdelaideWestern AdelaideAdelaide HillsFleurieu and KIMurray and Malleena

Total

Students

118

2272711611

292

Students

10 to 215 to 104321

Specific Compositions of ASMS Enrolments (All enrolments)

Most significant changes in specific populations have occurred in enrolments identified as NESB and ESL. Increases of 61% and 100% respectively of 2008 figures reflect not only the increasing number of international students enrolled at ASMS but also the increasingly diverse cultural backgrounds as indicated by the next data set.

Since 2007 there has been a gradual increase in the percentage of enrolments who are School Card designated. 2007 – 14.3%: 2008 – 16.9%: 2009 – 18.2%. This no doubt reflects not only the inclusivity that is viewed as a significant plank of the school’s philosophy but also validates student responses that regularly comment on the level of acceptance across the board by their peers. Cultural Background of ASMS students in 2009: 100 students from 42 cultures

1 1

3 8 1 1

6

4

3

3

6

1 2

3

1 5

2 1

1

4

1

5 3

2

9

12

3

3

3

1

1 1

1

4

1 1 3 2

2

1 1

6

Belgium Bulgaria

Cambodia China

Croatia Cyprus

England Eritrea

Fiji Former Yugoslavia

Germany Greece

Hong Kong India

Indonesia Iran

Iraq Italy

Korea, North Korea, South

Lebanon Malaysia

Netherlands Pakistan

Philippines Poland

Russian Federation Sauid Arabia

Scotland Slovakia

South Africa Spain

Sri Lanka Sudan

Seden Switzerland

Taiwan Tunisia

Turkey Ukraine

United Kingdom Vietnam

Data includes students who were born overseas or have at least one parent born overseas. Some students represent more than one culture, this information has been included.

STUDENT ENROLMENTS SPECIFIC POPULATIONS (PERSONS) 2007 - 2009

2007 2008 2009 Change Change

M F Total M F Total M F Total 2007-2008 2008-2009

ATSI 2 2 4 2 4 6 2 2 4 2 -2

NESB 29 17 46 27 17 44 52 19 71 -2 27

ESL 15 9 24 23 11 34 48 20 68 10 34

Disabilities 6 1 7 7 0 7 6 0 6 0 -1

School Card 23 14 37 33 9 42 39 10 49 5 7

In 2007 62 students represented 31 different cultures; in 2008 88 represented 32 cultures while in 2009 100 students represented 42 different cultures. In 2009 there were 16 new cultures represented that were not evident in 2008 with 5 present in 2008 not evident in 2009. This increasingly multicultural trend within the ASMS is a mirror of Australian society in general and validates the school as a place of learning for people of all cultures and backgrounds linked with a common passion for Science, Technology and Mathematics. There are, however, 2 impacts that have been noted. Anecdotally students have commented to teachers what a great place this is to learn because of all the different people students are able to interact with. There has also been a curriculum impact with teachers factoring in ESL issues with their teaching methodologies and the fact that in 2009 the school had SACE Stage 1 ESL as a subject.

Attendance Student Term 2 Attendance Rates by year level 2007 – 2009

At the time of writing this report data on student attendance for 2009 was not available. Given the consistently high level of attendance in the past 3 years, as demonstrated by the data above, it is reasonable to assume that the same level of student commitment would have continued throughout 2009. An examination of absentee data in EDSAS confirmed this assumption. During 2009 the school implemented the use of Scholaris, a new attendance recording program. Although the teething problems involved have not necessarily improved accuracy in transfer of data to EDSAS the program has improved outcomes in 2 areas. Parents now have earlier notification of students’ absences through access to the data in the school’s portal and the use of the class rolls facility allows close tracking by the school of student inter-day attendance patterns. Available data for 2009 suggests the high level of attendance of previous years has been maintained.

Retention

Progression Ratios by Year level 2006/7 – 2008/2009 All Students

Year Level 2006 to 2007 2007 to 2008 2008 to 2009

10 to 11 156.3 121.2 136.5

DECS 101.9 99.5 107.1

11 to 12 98.6 76.8 95.9

DECS 76.3 75.2 79.4

Progression ratios by Year Level 2006/7 – 2008/9 All students

As has been the case in the past Retention and Progression ratios 10 -11 clearly reflect both a high level of retention of Yr10 students and the influx of new students enrolling to undertake their SACE years at the ASMS. Some of these students have been International students while others are students from schools in SA who have chosen to complete their SACE here. Given this consistent pattern it would be instructive to undertake a research project to see if there are any differences in outcomes for students who enter the SACE years having had a full year of exposure to the integrated curriculum and learning methodologies. In each of the last 3 years, Progression ratios at this level have been significantly above those levels for all DECS schools. In common with most schools the Progression levels from Yr 11 to Yr 12 are less than 100%. Apart from the anomaly of 76.8% in 2008 all other years have seen a Progression rate in the 90s, again well above the figures across DECS schools as a whole.

Progression ratios by Year Level 2006/7 – 2008/9 Gender Comparisons

Year Level 2006 to 2007 2007 to 2008 2008 to 2009

10 to 11 (M) 161.9 125.3 127.7

10 to 11 (F) 148.9 112.0 156.5

11 to 12 (M) 100.6 78.0 96.2

11 to 12 (F) 94.8 75.6 95

As has already been highlighted the Male:Female ratio at the school is still significantly canted in favour of the males. In terms of retention rates this pattern of behaviour continues unabated except in 2008/9 when the level of retention of females, Yr10 to Yr11 is a staggering 156.5. At the year 11 to 12 interface the comparisons are much closer, no doubt influenced by the fact that there will be fewer new enrolments who would probably reflect the M:F imbalance. Over the past 3 years the gap between males and females in Retention rates has consistently closed until in 2008/9 they were almost equal. Progression ratios by Year Level 2006/7 – 2008/9 Gender Comparisons

0

20

40

60

80

100

120

140

160

180

10 to 11 (M) 10 to 11 (F) 11 to 12 (M) 11 to 12 (F)

2006 to 2007

2007 to 2008

2008 to 2009

Student Achievement

Years 10 and 11

The organisation of curriculum content and delivery, a focussed interdisciplinary approach to teaching and learning for years 10 and 11 students, means that student achievement is most effectively assessed and reported concurrently and with little immediate reflection of achievement in relation to SACE requirements.

The Central Studies provide opportunities for personal choice and in depth studies in the school, university, workplace and community. All Year 10 and 11 students undertake the Central Studies curriculum gaining a strong foundation in Science and Mathematics in readiness for year 12 studies. Although focussing on Mathematics and Science the approach is interdisciplinary and incorporates key learnings from other curriculum areas.

Each of the Central Studies, as reported below, is consistent with the requirements of SACE and SACSA thus ensuring that students have the opportunity to achieve the standards required of senior school students. With the implementation of the New SACE from 2010 this will be the last year in which we can assess and report these studies in this way.

Reporting achievement in Central Studies is done against the rubric supplied to students and parents and is quite detailed in explaining the relevant levels of achievement. In all cases the following codes are used.

B: Beginning: shows very little or no evidence of relevant knowledge, skills and understanding

D: Developing: shows some evidence of knowledge, skills and understandings relevant to the task, but at an incomplete or basic level for the aims of the task

P: Proficient: shows evidence of accurate knowledge, skills and understandings relevant to the task, but at a minimal level of detail

A: Accomplished: shows clear and accurate knowledge, skills and understandings relevant to the task and provides substantial supporting evidence

E: Exemplary: shows well-developed understanding of knowledge, skills and understandings relevant to the task and the ability to apply this in a detailed and complex manner

In addition:

NA: Not Assessed: this task may not have been applicable to the individual learning plan of a student or class; or it was not assessed for an acceptable reason

NC: Not Completed: this task was begun but the student did not complete the assessment requirements for the task

NP: Not Presented: the student did not present the task for assessment by the due date and/or did not negotiate an extension

ABS: Absent: the student was absent for an acceptable reason during the time set for the assessment item

In 2009 the 6 Central Studies were:

Semester 1 Semester 2


The Body in Question Communication Systems

A Technological World Sustainable Futures

Mathematics and Abstract Thinking

Results for all students (10, 11) in MAT Semester 1 2009

The Body in Question

Results for all students (10, 11) in BIQ Semester 1 2009

A Technological World

Results

% of

results

E 448 20%

A 684 30%

P 590 26%

D 180 8%

B 128 6%

NC 56 2%

NP 98 4%

ABS 59 3%

NA 46 2%

2289 100%

Results

% of

results

E 384 22%

A 569 32%

P 496 28%

D 125 7%

B 51 3%

NC 23 1%

NP 59 3%

ABS 16 1%

NA 54 3%

1777 100%

Results for all students (10, 11) in TEW Semester 1 2009

mester 2

Communication Systems

Results for all students (10, 11) in COS Semester 2 2009

Mathematics and Abstract Thinking

Results for all students (10, 11) in MAT Semester 2 2009

Sustainable Futures

Results

% of

results

E 1155 27%

A 1198 28%

P 1000 23%

D 326 7%

B 102 2%

NC 28 1%

NP 185 4%

ABS 233 5%

NA 111 3%

4338 100%

Results

% of

results

E 606 15%

A 988 25%

P 1127 29%

D 418 11%

B 266 7%

NC 92 2%

NP 244 6%

ABS 72 2%

NA 100 3%

3913 100%

Results

% of

results

E 183 19%

A 215 22%

P 245 25%

D 127 13%

B 94 10%

NC 0 0%

NP 44 5%

ABS 14 1%

NA 54 5%

976 100%

Results for all students (10, 11) in SUF Semester 2 2009

Comparisons of achievement in 2009 with outcomes in 2008 show a consistent improvement when looking at the two top outcomes, Accomplished and Exemplary, the bottom two outcomes, Beginning and Developing, and the “No result” category, Not Completed and Not Presented.

E & A D & B NC & NP

2008 41.2% 22% 6.5%

2009 49.2% 13.8% 5.5%

Across the board in 2009 there was a significant increase in the percentage of students achieving at the higher levels over results in 2008. Similarly there was a 9% decrease in the percentage of students performing at the lowest levels. There was also, over the 2008 > 2009 period a fall of 1% in students not handing up work for assessment.

Because there are only 2 Central Studies common to each year, Mathematics and Abstract Thinking (Sem. 1 and Sem. 2) the factors driving this increase may not be easily identifiable. What is clear, however, is that although there was an improvement across the board, student achievement in Mathematics and Abstract Thinking improved from 25% achieving E or A to 47.5% with that achievement. Non MAT studies improved from 44% to 50%.

Following a review of the MAT courses in 2008 teachers involved implemented the use of a greater range of assessment instruments and approaches that enabled students to better and more consistently demonstrate their understandings. The consequences of this can be seen in the significant improvement in student outcomes.

Stage 1 SACE Results

The structure and delivery of Years 10 and 11 curricula at the ASMS enable students to achieve SACE accreditation for all studies undertaken. Until 2008 Year 10 students were encouraged to work at levels that provided them with SACE accreditation. In 2008 and 2009 this practice was curtailed to ensure appropriate focus on SACE outcomes at Yr 11. In 2009 the new SACE unit

Personal Learning Plan was commenced by all Year 10 and Yr 11 students. At the ASMS this unit will be taken over 2 years to enable students to gain accreditation at the end of Yr 11 for this compulsory unit in the new SACE.

Results

% of

results

E 1155 27%

A 1198 28%

P 1000 23%

D 326 7%

B 102 2%

NC 28 1%

NP 185 4%

ABS 233 5%

NA 111 3%

4338 100%

The following data provides an overview of SACE Stage 1 offerings in 2009.

Male Female Total

No of subjects studied 10 11 11

No of Stage 1 Enrolments 860 466 1326

No of students involved 101 52 153

Of 197 students in Yrs 10 and 11 153 enrolled for 1 or more SACE subjects in 2009. This continues the trend begun in 2008 of limiting the number of units available for Yr 10 students and focussing their attention on SACE in Yrs 11 and 12

Summary of Stage 1 results in 2009

Students SA RA RNM

Male 700 135 24

Female 401 60 4

Total 1101 195 28

In 2009 83% of all Stage 1 units attempted by students were rewarded with a “Satisfactory Achievement” grading. Only 2% of subjects undertaken resulted in a “Requirements Not Met” outcome.

At these level Females make up 31% of the student cohort yet accounted for 36% of SA results, 31% of RA results and only 17% of RNM results.

2009 has been very much a transition year as the school and the system prepare for the New SACE to be implemented in 2010. The ASMS been to the forefront in activities to develop, trial and evaluate elements of the New SACE and we are confident the Staff and students will have the necessary understandings and experience to make the process a success.

Stage 1 SACE Pattern Completion by Year

Year %

School

% Like

Schools

%

State

2005 58.6 50.2 64.0

2006 67.6 57.5 66.5

2007 69.8 59.0 67.2

2008 69.4 66.1 66.2

2009 79.8 62.6 55.3

This data shows the percentage of students eligible to complete the Stage 1 pattern who were successful. With a 79.8% success rate 2009 was by far the most successful year in the school’s history. Part of the reason for this is seen as tightening the process of enabling Yr 10 students to work at SACE units and focussing the attention of Yr 11 students on the need to satisfy SACE requirements. In contrast with the experience of the ASMS like schools showed a 4% drop in the percentage of students completing Stage 1 requirements and across the state as a whole there was an 11% fall.

SACE Stage 2

Data in this section refers to Stage 2 achievement and is sourced from SACE Board (Previously

SSABSA) publications. The data is presented with averaged data for the state as a whole and for

“Like Schools.” The ASMS, more so than most schools, finds the concept of “like schools” not

useful given the lack of a clearly identifiable catchment area and the influence of the nature of

enrolments and the enrolment process into the school. All comparisons for the purposes of this

report are done therefore against state data.

Stage 2 Achievement Scores 2009

Score ASMS State

1 - 5 4.9% 2.6%

6 - 10 25% 13.6%

11 9.1% 7.5%

12 8.6% 9.6%

13 12.9% 10.9%

14 9.6% 12.1%

15 10.9% 12.3%

16 6.1% 10.9%

17 5.3% 9.0%

18 4.3% 6.4%

19 2.5% 3.8%

20 1.0% 1.3%

% of total scores in this range On these data the ASMS appears to perform below the average for the state in the context of having more achievement scores below 11 than the state average and fewer achievement scores above the average above 13. This data, however, needs to be treated with caution for a number of reasons:

1. The relatively small size of the ASMS Yr12 cohort means that while percentage outcomes appear significant the number of students involved is quite small.

2. The great majority of subjects undertaken by students at the ASMS fall into the category of those generally regarded as “harder” with a consequent impact on outcomes.

3. The ASMS is not a school that focuses on “elite” students. The school reflects a cross section of students in terms of their academic ability but characterised by an interest and passion for science and mathematics that does not always translate into higher achievement in assessment.

School Average Achievement score by Year

Year ASMS State

2004 13.35 13.49

2005 13.75 13.58

2006 13.43 13.54

2007 12.96 13.55

2008 13.43 13.61

2009 12.27 13.63

In 2009 the school’s average achievement score, while on the surface disappointing in comparison with other years, was not surprising. This Yr 12 cohort was characterised as having a number of exceptionally capable students, as evidenced by the number who achieved overall scores in excess of 85, and a significant “bulge” of students who consistently achieved in the mid to lower ranges. In this context it is still appropriate to recognise that the ASMS does not enrol students on a merit based selection process and that students at the ASMS have a higher “take up” rate of subjects such as Physics (50%), Chemistry (60%) and a significant Mathematics course (80%)

Stage 2 Grade Distributions 2009 Grade School State

A 13.1% 20.5%

B 26.5% 35.3%

C 30.6% 28.0%

D 18.4% 10.9%

E 11.4% 5.2%

Total Results 396 69568

Total Students 91 17211

This data and related graphics reinforce the comments on the previous data. What this also shows, however, is that the ASMS has a greater percentage of its students undertaking the full Stage 2 work load of 5 subjects in comparison with the average across the state. Stage 2 Subject “A” Grades In 2009 22 students achieved “A” grades in one or more subjects while 14 subjects taken by ASMS students gained a total of 61 “A” grade results. A Grades Students A Grades Subject 5 3 12 Physics 4 3 9 Maths Studies 3 4 8 Chemistry 2 6 7 Maths Specialist 1 6 6 English Comms Stage 2 Merit Awards

Three students achieved Merit Awards: Ayub Zuhair Qassim (2) Mathematical Studies; Physics Yeekyeong Kwon (1) Physics Julia Lilywhite (1) Physics

Stage 2 Mean Scores by Learning Areas

The data below refers to subjects taught at the ASMS.

“Mean Ach Score This” means the average score achieved by students in this subject.

“Mean Ach Score Other” means the average score achieved by these students in their

other subjects collectively.

Subject No of

students

Mean Ach.

Score This

Mean Ach

Score Other

Difference

Vocational Studies A 2 13.00 2.00 11.00

Vocational Studies A 3 13.33 9.67 3.66

English Communications 1 11.00 7.67 3.33

Extension Studies A 2 13.50 11.50 2.00

Media Studies 19 12.74 10.93 1.81

Physics 52 13.70 12.49 1.21

Biology 29 12.69 11.61 1.08

English Communications 29 12.93 12.16 0.77

Geography 18 12.94 12.30 0.64

Psychology 36 11.94 11.38 0-56

Aust and International Politics 18 12.06 11.74 0.32

English as Second Language 8 12.75 13.83 -1.08

Chemistry 53 11.81 12.99 -1.18

Mathematical Studies 56 11.88 13.12 -1.24

Mathematical Methods 9 8.89 10.19 -1.3

English Studies 27 10.57 11.93 -1.36

Specialist Mathematics 31 12.35 13.92 -1.57

Extension Studies B 3 8.67 10.90 -2.23

When analysing this data it is generally accepted that a difference of >2 between the Mean Score

for a subject and the mean score for those students’ other subjects, is a cause of some concern.

There are several significant points that stand out from this data.

For those 5 individual subjects where the differential is greater than 2 the class sizes

were small and this, combined with the nature of these subjects, suggests that specific

curriculum arrangements had been made for these students. This is supported by the

relatively low level of achievement in other subjects which was not replicated by

students from other subject areas.

The majority of subjects with a –ve differential are amongst those traditionally classified

as the “harder” subjects.

Across the board the high level of correlation between subjects points to a uniform level

of teaching and learning practices across the school highlighting the degree to which

teacher commitment helps drive the will to achieve amongst the students.

Stage 2 SACE Achievement Across Grade Bands

Stage 2 studies contribute the final units towards students completing their SACE. As well as

counting towards tertiary entrance requirements outcomes at Stage 2 are also categorised to

meet SACE requirements. The table below summarises achievements across the Grade Bands.

RNM

0 - 2

E

3 - 7

D

8 - 10

C

11 - 13

B

14 -16

A

17 - 19

Merit

20

Total

Male 3 30 58 91 81 28 2 293

Female 1 11 15 30 24 20 2 103

Total 4 41 73 121 105 48 4 396

9.56

Male % 1.02 10.24 19.80 31.06 27.65 9.56 0.68 100

Female% 0.97 10.68 14.56 29.13 23.30 19.42 1.94 100

Total % 1.01 10.35 18.43 30.56 26.52 12.12 1.01 100

SACE Completion

In 2004, the first year of SACE completion at the ASMS, the school performed marginally below

the state average in terms of the % of eligible students who successfully completed the SACE. In

the 4 years following the school outperformed the state average by a considerable, but closing,

margin. Results in 2009 saw a significant fall in the success rate in comparison both with the

Year ASMS % State %

2004 75.9 78.6

2005 87.9 79.8

2006 86.2 81.2

2007 83.8 80.9

2008 82.1 81.2

2009 65.6 80.6

school’s earlier record and with the state average. This fall is at odds with the level of

completion of Stage 1 in 2008 where the school enjoyed the highest % of Stage 1 pattern

completion in its history. This is explained in part by the fact that many students achieved this

through Years 10 and 11 but were not able to maintain the pace into Yr 12.

Number of years to complete SACE

Because of the school’s flexible approach to student learning the majority of students completed their SACE over a 3 year period. This resulted from the school’s ability to provide students with access to SACE units in Yr 10 with still 2 more years to go before completing Yr12.

School Average Tertiary Entrance Rank

The data above shows that between 2004 and 2007 the differential between the State Average TER and the ASMS Average TER was gradually shrinking, from 14% above the state average to 2.4% in 2007. 2008 has seen a reversal of this trend with a 4.9% differential established. In 2009, in common with all other Yr 12 data, the Average Tertiary Entrance Rank dipped below the state average. Reasons for this have been explored in the context of other data. It is useful to

Year No. ASMS State

2004 45 80.5 70.6

2005 84 77.48 71.54

2006 69 75.17 70.56

2007 60 72.57 70.88

2008 66 75.23 71.74

2009 59 71.73 71.83

note that a -1.36 differential in the Average achievement score has translated into only a -0.1 differential in the Average TER. This is explained by the number of subjects taken by ASMS students that enjoy a statistical upward moderation for the purposes of the TER.

ASMS Graduates Tertiary Offers (For 2009)

SATAC Choice earned:

“Other” in the data table above refers to those students who changed their SATAC choice after results were published. Whether this was to seek a higher option because of better than expected results or a change to a more realistic option is not known at this stage.

In 2009 56% of eligible Year 12/13 students achieved their 1st or 2nd course choice for Tertiary Study. This is a significant fall from results above 80% for the last few years. Whether this was the result of students being overly ambitious in their choice of courses or not performing to the level anticipated will need to be looked in the course of 2010.

Tertiary Institution attending

58 students from the 2008 cohort entered one of the 4 main tertiary institutions. The 2009 cohort delivered 56 students into 5 tertiary institutions. Although the absolute figures were almost identical the distribution across the institutions changed quite markedly.

University # %

Flinders 23 41

Adelaide 16 29

UniSA 9 16

Other Uni 1 2

TAFE 7 12

SATAC choice won

Choice # %

1 24 42

2 8 14

3 7 12

4 4 7

5 3 5

6 3 5

Other (7) 8 14

There was a fall of 9% in the number of students attending Flinders University There was a fall of 9% in the number of students attending Adelaide University There was a rise of 14% in the number of students attending UniSA There was a rise of 3% in the number of students attending TAFE colleges

Despite these movements the relative popularity of the main institutions was the same as last year with Flinders University, for the second consecutive year maintaining its role as the preferred destination.

Student access to tertiary courses is an accurate reflection of student TER achievement. Courses at Flinders and Adelaide, normally the more difficult to access, were taken up by students in the relatively small but capable “top end” of achievers.

Given the close relationship between this school and Flinders University it is pleasing and appropriate that Flinders has maintained its recently won role as the tertiary institution of choice by students at the ASMS.

Areas of Study chosen

Tertiary courses reflecting the focus areas of the ASMS attracted 90% of the 2009 graduates. Data from previous graduates who went into Arts courses reveals the continued influence of the ASMS in that many of the courses such as Media Studies had a significant technology bias.

Area of study # %

Science 17 43%

Engineering 14 26%

Business 6 13%

Technology 5 8%

Arts 10 7%

Services 4 3%

Opinion Surveys

DECS Surveys

Each year the Department of Education and Children’s’ Services conducts standardized surveys

to ascertain the opinions of parents, teachers and students towards a range of school related

issues. While the four general headings are replicated in each survey the specific questions are

focused on the issues of most concern to the target group.

The data is collated and graphed by DECS and, once provided to schools, it is expected it will be

analysed in the local context and, where necessary appropriate remedial or consolidation

strategies put in place.

Response summaries are colour coded to identify where each school’s response is comparable

to, above or below the average agreement across the state.

Parent Survey

Statistical Summary

% Positive

Responses

by year

Quality of

Teaching and

Learning

Support of

Learning

Relationships

and

Communication

Leadership

and Decision

making

Yearly

Average

Overall

2009 87% 89.1% 78.86% 74.6% 82.39%

2008 80.67% 85.5% 84% 62.3% 78.1%

2007 83.77% 80.75% 77.07% 62.2% 75.94%

2006 86.7% 90.1% 76.15% 59.5% 78.11%

Positive Responses are defined as Agree or Strongly Agree responses for this analysis.

Comment:

An analysis of responses over the last 4 years shows a general maintenance of the overall upward trend of responses with the exception of Relationships and Communication. This area attracted an historical high in 2008 but in 2009 retreated to levels common over the last few years. Responses to the Quality of Teaching and Learning recovered to earlier levels with more than 50% of specific items rating above the state average. The most dramatic improvement is evident in the Leadership and Decision responses with an increase of 12% in positive responses. Most significantly, whereas in 2008 there were 4 survey items showing positive response levels below the state average in 2009 there were none and 4 items responding above the state average. On several very positive notes:

Of the 44 items surveyed 15, or 34%, had positive responses above the state average.

Of the total of 1352 responses only 41, or 3%, were in the Disagree or Strongly Disagree category.

Quality of Teaching and Learning

Nine specific items were surveyed in this section. 7 received positive responses from > 85% of respondents with 4 rating >805 and one achieving 100%. The item “My child’s teachers clearly inform me about the learning program” is still seen as the weakest in this section even though positive responses have risen over the last year from 50% to 71%, a result more consistent than has been the case in the past with the very positive responses related to communication in relation to students’ progress and achievement where there is a perceived high level of communication.

Support of Learning

4 of the 12 items surveyed in this section had a level of positive responses above the state average with 6 overall achieving >90% positive responses. Unlike 2008 there were no items that could be described as concerning. The weakest response in 2008, related to confidence that a child would receive support for any special needs scored an impressive 78% up from 59%. Although this could relate to a small number of students it undoubtedly flows from the additional resources that were able to be committed in 2009 to this aspect of teaching and learning.

Relationships and Communication

With 13 items surveyed 7 had positive responses >90% with 2 items rating above the state average. Item 12, however, “I am encouraged to be involved in the school in all kinds of ways” scored only 56% and was the single item below the state average. Examined in context this response appears to relate more too formal involvement given that other responses make it clear that parents see the school and staff as communicative and willing to react to approaches made by parents.

Leadership and Decision Making

Although this aspect of school operations appears to be the least well performed, in 2009 the parents surveyed reported a significant improvement in their satisfaction with the way in which the school is run. Unlike 2008 there were 4 specific items that scored above the state average. All 4 related to the overall leadership, management and organisation of the school. Less well performing items in this section related to opportunities for parents to be involved in decision making activities.

Analysis Summary

Parental support for the educational programs at the school and the way they are delivered shows continued high levels of approval from parents as does the very positive relationship between their children and the teachers at the school.

While there are some reservations about specific aspects of parental opportunities to be involved in the decision making and planning processes the overall management and direction of the school enjoy a high level of parental approval.

The use of the school portal during 2009 to provide parents with internet access to information about the school and their child’s progress continues to be developed. It is anticipated that aspects of concern over levels of communication will be examined and addressed over the next 12 months.

Staff Survey

Statistical Summary

% Positive

Responses

by year

Quality of

Teaching and

Learning

Support of

Learning

Relationships

and

Communication

Leadership

and Decision

making

Yearly

Average

Overall

2009 85.9% 84.3% 89.4% 81.3% 85.25%

2008 92% 89.1% 88.9% 85.4% 88.85%

2007 93.8% 95.5% 93.5% 93.4% 94.1%

2006 80.24% 80.96% 82.26% 91.9% 83.84%

Positive responses are defined as Strongly Agree or Agree responses for this analysis

A note of caution needs to be made when analyzing this data in that the teacher cohort at the ASMS is relatively small (32 persons) with only 10 respondents. Consequently 1 or 2 responses can have what appears to be a significant impact on outcomes. This applies not only to data for the current year but also when making comparisons with previous years’ data.

Comment:

As has been the case in past years the data in this survey provides empirical evidence of the positive feeling that is generated within the staff and across the school. This sense of professional and personal satisfaction is undoubtedly underwritten by two factors:

The opportunities enjoyed by the staff to practice their profession in a positive and unique learning environment;

The ability, indeed expectation, to pursue interesting and exciting personal professional development activities.

Quality of Teaching and Learning.

Unlike the 2008 survey none of the specific items rated returned an agreement rating >90% No items rated above the state average and item 1 “Learning programs at this school are responsive to student needs” at 70% agreement rated below the state average.

One explanation for this could well be that teachers at the ASMS set particularly high standards for themselves and their colleagues.

Support of Learning

Four items surveyed returned positive responses above the state average. All except 1 item (See below) returned positive response scores >80%

Data for 2009 in relation to student behaviour management strategies continues the high level of approval that became evident in the last survey of teachers. The coaching and mentor role of the Tutor Group teachers, public, appropriate and transparent follow up and the maintenance of case management of students at risk have all contributed.

Consistent with previous surveys the item, “Our school’s programs provide for the needs of every student,” again scored weakest in this aspect of school life. Given the regular appearance of this issue it is important that the explanation is discussed at staff level and, in particular, communicated to new staff. Essentially it is that those students whose needs are perceived not to be met are those who do not necessarily have a particular focus on Mathematics and Science and suggest to teachers that their wider interests are not catered for within the school.


Two of 19 items surveyed returned positive response rates above the state average. 8 items returned positive responses >90% and 7 of the remainder posted responses >80%. As was the case in 2008 25% of the staff feel neutral about their encouragement to discuss and share teaching methods and strategies with other teachers. A similar number were neutral about being able to freely express opinions or concerns to other staff. While this only represents a very small number in absolute terms its persistence is surprising and somewhat disconcerting given the focus of the school on the development of new curricula and teaching methodologies.


The downward trend of approval in this area continued in 2009 although it is clear that low scores in 2 items largely acted to lower the final number. There is, however, still one area of concern in that 30% of respondents did not agree that their “Professional needs and interests are met by the professional development provided by this school.

Analysis Summary

In 2009 the only response in all surveys, Parents, Staff and Students, recorded as below the state average was the response to professional development programs in the school. Conversely only 6 items recorded above state average responses. (7 in 2008, 18 in 2007). Despite the specific items commented on above the overall picture painted by staff respondents is one of a body of professional, committed teachers who generally value their colleagues and the environment in which they work.

Student Surveys

Two student surveys will be reported on in this section, each of which will provide different perspectives on the school, its ethos and operations.

1. The DECS student survey examining the same issues from a student perspective as have already been explored from Teacher and Parent perspectives.

2. The ACER School Life Questionnaire which explores student attitudes to school.

Student Survey

Statistical Summary

% Positive

Responses

by year

Quality of

Teaching and

Learning

Support of

Learning

Relationships

and

Communication

Leadership

and Decision

making

Yearly

Average

Overall

2009 80.1% 88.9% 83.9% 86% 84.7%

2008 88.75% 92.1% 88.9% 87.5% 89.3%

2007 76.37% 86.2% 83.4% 89% 83.7%

2006 DATA NOT AVAILABLE

Positive Responses are defined as Agree or Strongly Agree responses for this analysis.

Comment

In 2008 39 of 47 (83%) items surveyed returned a positive response level above the state average. In 2009 this figure was 33 of 47 or 70%. All 4 areas showed a decline from the standards of 2008. No item recorded a below average response.

Quality of Teaching and Learning

50% of items surveyed had positive responses >80% but unlike 2008 there were no responses with >90%agreement. For the second consecutive year one of the highest scoring items was “I know how I am doing and how I can improve.” This response by students is an affirmation of the school’s approach to transparent, effective communication strategies using the high level of technology available to the school. A number of students made it clear in anecdotal form that it is difficult to generalize as in: “some of my teacher explained stuff well but some just make things to complicated.”

Support of Learning

Of the 18 items surveyed, 12 recorded positive responses > 90% and 14 recorded responses above the state average.

As in the past two years, despite showing significant improvement, the weakest responses were to the statement “The way teachers manage the class helps me to learn”. Neither responses to other items nor anecdotal comments in the survey provide information about why this is felt. Some investigation may be useful. Items related to motivation to do well and high expectations by the school consistently returned high scores giving emphasis to the positive ethos that is so evident in the school.


Responses to the 17 items surveyed here ranged from highs of 98% to mediocre low 60s and in one case a 58%. In 2008 the lowest scoring item was “In my school we learn about different cultures”. In 2009, although not the lowest it returned only 69%. In some ways this is a surprising response given the number of International Students attending, the range of cultural backgrounds (42) represented in the school and the number of international exchanges that take place.

In 2007 and again in 2009 the lowest scoring item in any of the surveys was the 58% agreement with “My teachers regularly discuss my progress with me”. Although there was an improvement in 2008 (82%) this level of inconsistency needs some investigation. The resurgence in 2008 was attributed to the trial of the PLP in the Tutor Group program. If this was the case it appears that it has not been sustained.


All 4 items recorded above state average positive responses. In 2007 20% of respondents did not agree that the school was well organized. In 2008 only 9% held this view. In 2009 no students disagreed with the statement. The use of the school portal and the greater use of and familiarity with electronic management systems has helped to consolidate this positive aspect of student life at ASMS.

Analysis Summary

All areas surveyed showed a decline in levels of agreement from 2008. With the exception of one area, “Leadership and Decision Making,” 2008 was a watershed year with very high levels of agreement. That level of success was attributed to the “effort to induct new students into the culture and ethos of the school through the Tutor Group Program and their consequent understanding of the very different nature of the school and the way it is organised.” A re-examination of those processes for 2009 may appear warranted.

ACER School Life Questionnaire

Rationale: As well as being a major topic of conversation for students their attitudes to their school are important for several. Their experiences at school form a major part of their life experience for that period of time and this, in and of itself, is important. Equally as importantly their attitudes affect their approach to their schooling and therefore can be expected to influence the pattern and effectiveness of their learning.

For six years now the ASMS has commissioned the ACER to undertake the School Life Questionnaire with a significant cohort of students. In previous years over 200 students have participated. In 2009 the questionnaire was conducted on-line with 168 students participating. (61 Yr10, 67 Yr11, and 37 Yr12 3 did not identify year level) .

The questions are formulated to enable the school to collect, access and analyse information related to:

The school’s social environment

The aims of the school and its particular emphasis and ethos

The extent to which the aims of the school are recognized by the students

The school’s organizational structures and how they impact on student experiences

The effectiveness of policies related to curriculum, teaching practices, assessment, programs and organisation.

Areas Surveyed

General aspects of school life:

General Satisfaction: reflects favourable feelings about school as a whole;

Negative Affect: reflects negative feelings about school, eg. “school is a place where I feel upset”

Specific aspects of school life:

Teachers: reflects the adequacy of the interaction between teachers and students;

Relevance: reflects belief in the relevance of schooling for the future;

Success: reflects belief in ability to succeed at school;

Status: reflects perception of how others in the school regard the individual;

Social integration; reflects ability to understand and get on with others.

When considering statements students were asked to respond at one of four levels:

Strongly Disagree: Mostly Disagree: Mostly Agree: Strongly Agree.

For the purposes of analysis Mostly Agree and Strongly Agree are combined to provide percentage positive agreement for each item surveyed.

Percentage Agreement on Items by Year Level (2009) and by All 2005 – 2009(inc)

Items

Percentage Agreement

Year

10

Year

11

Year

12

All

2009 2009 2009 2009 2008 2007 2006 2005

General Satisfaction

Items

82 86 83 84 78 78.1 78.2 72.0

Teacher Items 87 88 88 88 87 86.4 85.7 82.0

Relevance Items 84 86 90 86 85 84.0 85.0 76.0

Success Items 85 87 82 85 81 76.5 80.9 76.0

Status Items 79 79 75 78 75 72.3 74.3 71.0

Social Integration

Items

93 89 88 90 89 84.7 86.2 87.0

Negative Affect

Items

30 26 30 28 27 27.2 22.7 25.0

Average of positive Effect Items 85.2 82.5 80.3 81.71 77.3

The year 12 cohort in 2009 established themselves through the previous 2 questionnaires as being the least positive in agreeing with Positive Affect items. Although they were the most positive group in terms of “Relevance Items” in all other items they remained the least positive with the differential between the average for all items and the Year 12 average being 0.9. The school consistently acknowledged that this cohort of students was the most disparate and was aware of the need to build cohesiveness and awareness. In the longer term there seems to have been some success with the gap between this group and the others slowly closing. Regardless of this, however, it is still significant that the results in all areas are markedly better than the national average. Clearly what is seen in the context of the ASMS as “not quite good enough” is actually outstanding on the national stage. Conversely, however, their agreement with the “Negative Affect Items” was significantly higher than the national average.

As was the case in 2008 the two highest rating items on average at all year levels related to “Teacher Items” and “Social Integration Items”. Specific items that returned the highest level of agreement were “Teachers treat me fairly in class” and Teachers are fair and just.” Similarly Social Integration items that were most positively agreed with were “Other students are very friendly” and “I get on well with other students in my class”. These responses suggest that how they are viewed, and treated, as individuals is important to them and supports the concept of education as a social as well as an intellectual activity. This would also seem to validate the physical environment of the school and the interpersonal processes that have been established.

Consistently since 2005 and including 2009 the lowest level of agreement at all 3 year levels was in relation to Status Items. Again, within this group, by far the lowest scores were returned by “People look up to me” and “I know people think a lot of me.” At the same time the highest score by far was in relation to “I am treated with respect by other students.” While the first two undoubtedly have some elements of adolescent self doubt the fact that almost all respondents

felt they were treated with respect affirms the rhetoric and the modelling that is part and parcel of life at the ASMS.

Despite the consistent returns across the board that have all Positive Affect items returning significantly higher responses than the national average the Negative Affect responses also have a much higher level of agreement than the National Average. Specific items that attracted attention were “I feel restless” and “I feel worried.” There appears to be scope in this context for follow-up work by Counsellors and Tutor Groups teachers to validate these responses and assess the causes if appropriate.

When all the Positive Affect Items are combined and averaged the 2009 cohort has the highest level of favourable responses of the 5 recorded years, and markedly higher than in 2008. This result maintains the upward trend that has been evident throughout this period. In 2009 the main drivers for the increase were “General Satisfaction Items” eg. I feel proud to be a student and I like learning and “Success Items” eg I know I can do well enough to be successful and I always achieve a satisfactory standard in my work. Once again it can be argued that these outcomes validate the philosophy and ethos of the ASMS.

Percentage Agreement on Items by Gender 2008 - 2004

Items

Percentage Agreement

Males Female

2009 2008 2007 2006 2005 2009 2008 2007 2006 2005

General

Satisfaction

Items

83 79 77.2 73.1 69 84 75 79.5 87.2 78

Teacher Items 85 86 86.3 84.1 79 92 88 86.2 88.6 89

Relevance Items 84 85 82.4 81.8 73 90 84 86.9 90.7 84

Success Items 82 80 74.5 79.2 73 91 81 81.0 84.1 84

Status Items 76 75 74.2 73.4 69 82 74 69.2 76.0 75

Social

Integration Items

89 88 85.9 84.5 86 93 91 82.2 89.3 91

Negative Affect

Items

28 24 26.4 25.0 23 29 31 27.9 18.5 27

In 2004, 2005 and 2006 students at the ASMS conformed to the general pattern of females recording more favourable views of school life than males. In each of 2007 and 2008 females were more favourably disposed in only 3 of the Items. In 2009 the pendulum swung back markedly to the females being more positive in all items with a massive 5.5% average positive response over the males. The relatively volatile nature of these responses indicates the influence of teachers, student cohorts and immediate experiences as being drivers in shaping student attitudes.

Of equal interest is the fact that in only 1 of the past 6 years (2004 – 2009 inc.) have males returned greater levels of agreement than females in Negative Affect Items. It should also be

noted that the percentage agreements with Negative Affect Items for both males and females is higher than the national average for each gender.

Comparison with National Sample

As part of this survey ACER collected data from 13,000 year 9 students and used this data for comparison purposes.

ASMS students responded more favourably overall than the national sample in General Satisfaction with school life and Teacher items, as they did in 2008.

On Relevance items Year 12 students responded more favourably while Years 10 and 11 were comparable with the national sample. Again this was a replication of the 2008 outcomes.

On Success items Years 10 and 12 were comparable to the national sample with the Year 11 scores being higher.

Summary

Overall the results of the ACER School Life Questionnaire provide validation for the educational philosophies, pedagogical approaches, social inclusion strategies and the physical and emotional environments that have been developed over the last 5 years. This analysis suggests there are some areas where some investigation and appropriate responses could bear fruit in the longer term.

It is, however, quite clear that the ASMS has achieved an outstandingly positive response from the students across the board.

Financial Reports

Balance Sheet for 2009

Assets Total for CASH (CURRENT) 83178.30 Total for INVESTMENTS (CURRENT) 183725.05 Total for RECEIVABLES (CURRENT) 23634.50 Total for GLOBAL BUDGET ASSETS 40036.89 Total for OTHER ASSETS (CURRENT) 600.00 Total for FURNITURE AND EQUIPMENT (NON-CURRENT)

104137.02

Total for COMPUTING AND COMMUNICATIONS (NON-CURRENT

3497.07

Total for OTHER ASSETS (NON-CURRENT) 62756.37

------------------ Total Assets 501565.20

========== Liabilities Total for PAYABLES (CURRENT) 10646.24 Total for OTHER LIABILITIES (CURRENT) 24211.17 Equity Total for SCHOOL EQUITY 466707.79

------------------ Total Liabilities and Equity 501565.20

==========

Profit & Loss Statement for 2009

Total for GRANTS: DECS 3606195.56 Total for OTHER STATE GOVERNMENT GRANTS 0.00 Total for COMMONWEALTH GOVERNMENT GRANTS 252847.72

Total for PARENT CONTRIBUTION REVENUE 451994.56 Total for OTHER OPERATING REVENUE 183315.64 Total for NON-OPERATING REVENUE 0.00 Total Revenue 4494353.48 Total for SUPPLIES AND SERVICES 782673.64 Total for GLOBAL BUDGET EXPENSES 3394280.71 Total for FACILITIES AND UTILITIES EXPENSES 204313.36 Total for FINANCIAL EXPENSES 1096.34 Total for EMPLOYEE EXPENSES 61825.99 Total for OTHER OPERATING EXPENSES 23786.04 Total for PARENT CONTRIBUTION EXPENSES 79591.68 Total for DEPRECIATION AND AMORTISATION 42026.69 Total for NON OPERATING EXPENSES 6159.33 Total Expenses 4595753.78 Surplus or (Deficit) funds 101400.30

2009 Commitments Report Tied Grants $109568 Non-School Funds $3473.82 Notes Tied Grants includes money held for specific projects which have not been fully expended; these include curriculum grants, scholarship money. Non-School Funds is money held by the school on behalf of other groups eg Old Scholars, Staff

Fund and Service Club.

A detailed financial report is available from the school.

A u s t r a l i a n S c i e n c e & M a t h e m a t i c s S c h o o l

C / - F l i n d e r s U n i v e r s i t y

S t u r t R o a d

B e d f o r d P a r k S A 5 0 4 2

P h o n e : + 6 1 8 8 2 0 1 5 6 8 6

F a x : + 6 1 8 8 2 0 1 5 6 8 5

a s m s @ f l i n d e r s . e d u . a u

w w w . a s m s . s a . e d u . a u

S o u t h A u s t r a l i a n D e p a r t m e n t o f E d u c a t i o n a n d C h i l d r e n ’ s S e r v i c e s t r a d i n g a s S o u t h

A u s t r a l i a n G o v e r n m e n t S c h o o l s , C R I C O S P r o v i d e r n u m b e r 0 0 0 1 8 A .

Australian Science and Mathematics School · 2016-11-15 · The Australian Science and Mathematics...

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Transcript of Australian Science and Mathematics School · 2016-11-15 · The Australian Science and Mathematics...