Australian Science and Mathematics School · science and mathematics as the central disciplinary...

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A senior secondary school promoting

excellence in teaching and learning in

science and mathematics education

Contents

School Context/Vision/Mission ................................................................................................................. 1

Vision Statement .......................................................................................................................................................... 1

Mission Statement ....................................................................................................................................................... 2

Strategic Directions .............................................................................................................................................. 3

1. Curriculum Development, Pedagogy and Assessment ............................................................................ 3

2. Professional Development ............................................................................................................................... 11

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

4. Student Welfare & School Operations ......................................................................................................... 24

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

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

Enrolment ................................................................................................................................................................... 31

Attendance ................................................................................................................................................................. 36

Student Achievement ....................................................................................................................................... 38

Opinion Surveys .................................................................................................................................................... 48

Financial Reports ................................................................................................................................................. 59

Balance Sheet for 2008 ........................................................................................................................................... 59

Profit & Loss Statement for 2008 ....................................................................................................................... 60

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 2004-2007, the school also offered a full range of programs to students in year 12 and its enrolment grew to 260 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 the areas of nanotechnology, biotechnology, forensic science, satellite mathematics and photonics. In an endeavour to embody the new 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 2008, 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 2008 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 2008. 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 Thailand. International student enrolments grew in 2008 and the ASMS hosted several programs for international educators. 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.

In 2006 the ASMS was recognised by the

Organisation for Economic Co-operation &

Development as a model for school design.

On the right is the ASMS entry in the

Programme on Educational Building (PEB)

Compendium of Exemplary Educational

Facilities, 3rd Edition.

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 2008

Year 10 and 11 (SACE Stage 1)

Programs are provided for year 10 and 11 students through the ASMS Central Studies. 2007

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 was completed in 2008.

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

Semester 1 (2007) Semester 2 (2007)

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 Body in Question Communication Systems

A Technological World Sustainable Futures

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

Central Studies program:

Mathematics and Abstract Thinking: Patterns of Change

This unit focuses on the mathematical concept of function and it has been designed as a structured but flexible series of investigations which take the students through a journey of discovery in the areas of sequences and series, finite differences, and polynomial, exponential, logarithmic and periodic functions. The concepts, content, skills and processes, and perspectives to be encountered have been drawn from a number of SACE curriculum statements, the SACSA framework and a number of overseas mathematics curriculum guides. It is intended that many of the investigations will have their roots in “real world” problems, and the applicability of mathematics will be the main emphasis in the companion unit: Mathematics

and Abstract Thinking – Modeling Chance and Space. Numerous opportunities exist for cross-links to other disciplines and Central Studies offered at the ASMS.

In recognition of the potentially wide range of mathematical backgrounds and interests of the students at the ASMS, the unit plan has a core-option 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 of 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 analysing contemporary problems;

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

Students will 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 a range of assessment tasks in formats which include oral presentations, poster presentations, journal publications and project reports, as well as written submissions. Student learning will be assessed against the full range of outcomes in the SACE Stage 1 Mathematics Curriculum Statement. In addition the written investigation and project reports will be suitable for the SACE Writing Based Literacy Assessment. For the purposes of SACE credit for this unit, a student’s achievement will be determined by performance in at least four skills and applications tasks, two directed investigations and one project, although it is expected that all students will have more than this minimum number of assessment tasks in their portfolios.

Variety of Life

Variety of Life has been designed using selected concepts, content, skills, processes and perspectives applied in an interdisciplinary way using English, Group 2 subjects such as Physics, Chemistry and Biology and group 1 subjects such as Australian Studies, English and Philosophy. To what extent is the variety of life due to chance? is the fertile question driving the study.

The students will look at establishing their own understandings regarding variety of life in social and scientific systems. Fundamental science concepts such as cultural diversity, ecosystems, evolution, geological history, fossil records, introduced species and migration are studied. Skills of designing experiments, working collaboratively in groups and communicating knowledge in a variety of ways are developed through a range of teaching and learning activities such as laboratory experiences, group activities, critical reflections of text and multimedia activities. Students will demonstrate their creative skills by responding to the fertile question in a unique and imaginative way and hence participate in a philosophical discussion of a Science issue. Opportunities will be given to develop and demonstrate different perspectives related to Variety of Life.

It is intended that students will develop a deep understanding of these elements that can be transferred to a multitude of situations and applications. Many assessment tasks assess learning outcomes from both group 1 and group 2 subjects. There are a variety of presentation forms used within the assessment tasks.

Towards Nanotechnology

Towards Nanotechnology has been designed using selected concepts, content, skills, processes and perspectives from English, Chemistry, Physics, Australian Studies and Philosophy, applied in an interdisciplinary way. What is nanotechnology reality? is the fertile question driving the study.

This Central Study is divided into modules; Immersion, The Colour of Gold, Particle Interaction, Social Issues, Nano Innovation Expo and Measurement and Imaging. Students are exposed to the three components of science: fundamental, strategic and mandated science. Fundamental science concepts such as light, waves, electromagnetic radiation, electrostatics, chemical bonding, colloids and scientific notation are studied. Skills of accurate measurement, following procedures in practical work, imaging techniques, critical literacy and communicating knowledge in a variety of ways are developed. Students will demonstrate their creativity skills by designing an imaginary product using nanotechnology and hence participate in strategic science. Opportunities will be given to develop and demonstrate different perspectives related to nanotechnology. They will identify ethical issues and develop ethical arguments in relation to nanotechnological developments. This will enable them to develop skill related to mandated science. Within this nanotechnology context the students will also investigate the role of local, state and national governments and the power and function of language component of the English course will be studies.

It is intended that students will develop a deep understanding that can be transferred to a multitude of situations and applications. Many assessment tasks assess learning outcomes from two curriculum statements. There is a variety of presentation forms used within the assessment tasks.

Mathematics and Abstract Thinking: Modelling Chance and Space

This unit focuses on the development of student directed learning in mathematics and it has been designed as a structured set of activities which promote student inquiry in the areas of probability, statistics, geometry and measurement. The concepts, content, skills and processes, and perspectives to be encountered will draw from a number of SACE curriculum statements, the SACSA framework and student interest. It is assumed that almost all of the students will have already taken the companion unit Patterns of Change. 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 core-option structure which allows great diversity of 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 analysing contemporary problems;

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

Students will work individually and in small groups, with regular tutorials and some lectures as appropriate. They will work to a mutually agreed Individual Learning Plan. They will

demonstrate their learning via a range of assessment tasks in formats which include oral presentations, peer workshops, poster presentations, journal publications and project reports, as well as written submissions. Student learning will be assessed against the full range of outcomes in the SACE Stage 1 Mathematics Curriculum Statement. In addition the collaborative tasks will be suitable for assessment in Integrated Learning. For the purposes of SACE credit for this unit, a student’s achievement will be determined by performance in at least two skills and applications tasks, two directed investigations and one project, although it is expected that all students will have more than this minimum number of assessment tasks in their portfolios.

Biotechnology

Biotechnology has been designed using selected concepts, content, skills, processes and perspectives applied in an interdisciplinary way using English, Chemistry, Biology and Integrated Studies. Who benefits from Biotechnology is the fertile question driving the study and will be answered as an English task. The other English task allocated to this Central Study is a text response that is based on the film Gattaca.

Students are exposed to the three components of science: fundamental, strategic and mandated science. Fundamental science concepts such as the role of DNA in transmitting genetic information between generations, its role in protein synthesis, manipulation of DNA in genetic engineering, types of chemical reactions, changing rates of reactions, and fermentation will be studied. Skills of the following procedures in practical work such as DNA fingerprinting, transforming bacteria, observing different types of chemical reactions and changing their rates and designing extended experiments on fermentation will be developed. Students will study the role of strategic science through detailed studies of a number of biotechnology businesses. They will use media skills to demonstrate their research into a biotechnological business and to document the experiment they have designed. Students will identify social, economic and ethical issues in relation to biotechnological developments and look at the management of them. This will enable them to develop skills related to mandated science. The understandings of biotechnology businesses and the media tasks will be resulted as humanities based Integrated Studies unit. Together with Integrated Studies tasks from the other Central Study Earth and Cosmos one unit of Integrated Studies will be resulted.

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.

Earth and Cosmos

Earth and Cosmos 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 and group 1 subjects such as Geology, and Integrated Studies. The fertile question is ‘In what ways should we explore the cosmos?’

Students are exposed to the three components of science: fundamental, strategic and mandated science. The students will look at establishing their own understandings about Earth and the cosmos 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 associated with a semester long Inquiry Project. To support the students learning in the inquiry projects a series of core topics is studied that includes astrophysics, planetary dynamics, what on earth, scientific inquiry and cosmic culture. Opportunities will be given to develop and demonstrate different perspectives related to Earth and Cosmos.

It is intended that students will develop a deep understanding of these elements that can be transferred to a multitude of situations and applications. Many assessment tasks assess

learning outcomes from both group 1 and group 2 subjects. There are a variety of presentation forms used within the assessment tasks.

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 Senior Secondary Assessment Board of South Australia (SACE Board from mid 2008 onwards).


Mathematics Mathematics

Biology Biology

Chemistry Chemistry

Physics Physics

English (ESL) English (ESL)

History Geography



Biology Biology

Chemistry Contemporary Issues and Science

Physics Physics


Philosophy Integrated Learning

Australian Studies Media Studies



Biology Biology

Chemistry Chemistry

Physics Physics


History Geography

Two variations to the subject resulting pattern from previous years were used in semester 2, 2008. Contemporary Issues and Science was resulted as a subject for the first time. This enabled a more flexible approach to be used in the way in which the major scientific research project that the students undertake in Earth and Cosmos was implemented. Integrated Learning was used as a subject framework to model the developmental work the ASMS was doing in relation to the Personal Learning Plan and enabled the accreditation of a SACE unit for work the students do around the development of ePortfolios and Learning Conversations.

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. A list of the University Studies courses provided in 2008 are presented below.

Applied Tech Robotics Aviation CANDY ESL

Science and Art Brainstorm Digital Media Get Active Outdoors

Artificial Intelligence Digital Movies Green Energy Indigenuity

Optical Illusions Science Fair Teaching Climate Change Visual basic

Web Page Production Filmisms Archaeology ASMS Yearbook

Exercise Physiology Philosophy Problem Solving Racing Boats

Writing Workshop Student Film Cryptography Cyberlingo

Natural History Tours Drug Design Caveman To Chemistry Sturt Desert Peas

7 Habits of Effective People Spatial Investigations Global Enterprise Challenge

Year 12 (SACE Stage 2)

Subjects offered at SACE Stage 2 in 2008 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, 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. As only five students took the subject it was taught by Jean Clayton in conjunction with her English Communications class. This was a demanding arrangement, but it is likely that there will be sufficient demand from 2009 onwards to have ESL running as a class in its own right at Stage 2.

Whilst this is a small range of subject offerings it caters adequately for student choice, with almost 80% of year 12 students studying a combination of at least three science/mathematics subjects.

Curriculum Innovations 2008

The ASMS was involved in major curriculum innovation and development in three main fields during 2008; New SACE, National Curriculum, Trade Training Centres.

New SACE

The New SACE is being implemented in all schools across South Australia in three phases commencing in 2009. In 2009 all students at year 10 level will be required to complete the Personal Learning Plan. In 2010 all program offered at Stage 1 (year 11) will be through the New SACE and in 2011 all programs offered at Stage 2 (year 12) will be in the New SACE. This means that students graduating in 2011 will be the New SACE generation.

A summary of the key elements of the New SACE and the main implication for students is presented in the document The new SACE: Information for Year 10 students. This document is available at http://www.ssabsa.sa.edu.au/newsace/subject.htm .

Staff of the ASMS have provided significant levels of input into the development of the New SACE and the preparation of implementation strategies for the New SACE in a range of ways.

Pilot project – the Personal Learning Plan Project manager – Graeme Oliver Lead teachers –Kevin Nelson & Thom Burns

http://www.ssabsa.sa.edu.au/newsace/subject.htm

The ASMS participated in forums shaping the development of the PLP, trialled the implementation of the PLP at the school, provided an extensive report to the future SACE office on the PLP trial and conducted five workshops for groups of teachers from around the state to support the implementation of the PLP in the New SACE.

Feedback to New SACE curriculum documentation development Project manager - Graeme Oliver Contributing teachers – Jim Davies, Jayne Heath, Peter van der Zwaag, Pauline Crawford, Thom Burns, Kevin Nelson, Terry O’Reilly, Jo Kellaway, Judy Sara, Lyn Jefferies, Jason Loke, Andrew Stone, Simon Sypek, Neil Davis, Tania Nethercote, Cat Stone, Doug Medwell, Alan Laslett, Lisa Pope, Will Hallwas.

The ASMS provided extensive feedback through the processes that were established during the development of revised curriculum documentation for the New SACE. In particular, the ASMS provided written responses to the following documents; Cross-disciplinary Studies, Personal Learning Plan, English Pathways and Literacy focus, English, English Communications, Geography, Media Studies, Mathematics Pathways and Numeracy focus, Mathematics (Methods, Specialist, Studies), Agriculture and Horticulture, Biology, Chemistry, Psychology, Scientific Studies, and the Research Project.

Advisory roles to new SACE working parties A number of ASMS staff participated in the working parties that operated throughout 2008 to manage the development of the curriculum documents for the New SACE

Cross-disciplinary Studies – Judy Sara, Thom Burns, Jayne Heath Personal Learning Plan – Graeme Oliver & Kevin Nelson Geography – Lisa Pope Media Studies – Thom Burns Mathematics – Jo Kellaway Agriculture and Horticulture – Lyn Jefferies Chemistry – Neil Davis Psychology – Lyn Jefferies & Andrew Stone Scientific Studies – Judy Sara & Lyn Jefferies Research Project – Jayne Heath

The ASMS also had significant involvement in a range of committees across DECS and other government departments that all had a focus on elements of the development and implementation of the New SACE such as the work of Graeme Oliver on the SASPA Curriculum Committee, New SACE Principals Partnership Strategy Group & Inner South District future SACE reference group and Jayne Heath on the Extended Learning Initiative Consultation Group.

National Curriculum

The proposal to develop a national curriculum for Australia was implemented by the National Curriculum Board during 2008 through a process that involved the release of a series of “framing” papers for each of the declared subject areas (English, Science, Mathematics, History) and for an overarching framework. The ASMS provided specific feedback to each of the English, Science and Mathematics papers through the on-line forums conducted and ASMS staff were selected to participate in the national workshops to respond to the Science paper (Jim Davies, Judy Sara and Lyn Jefferies), Mathematics paper (Peter van der Zwaag) and English paper (Graeme Oliver).

The ASMS will work to maintain a significant connection with the next phase of the national curriculum development process across 2009/10, particularly to provide the expertise that the

ASMS has in promoting innovative and engaging curriculum development in the problematic areas of senior science and mathematics.

Information about the national curriculum can be found at http://www.ncb.org.au/default.asp .

The ASMS also made a major contribution to national curriculum development through the work of Judy Sara and Lyn Jefferies as curriculum writers for the Science by Doing project of the Australian Academy of Science. Judy and Lyn both worked 0.5 time as curriculum writers for this project from August 2007 to June 2008. Their work was highly regarded for its combination of innovation in views of new approaches to science education and its attention to detail in presenting top quality products for use by teachers in middle school science programs across Australia. The work of Judy and Lyn on this project is now published online at http://www.ecampus.com.au/ .

Trade Training Centre

The ASMS sought to build on its emerging interest and expertise in the aviation/avionics areas by submitting a proposal to establish an Avionics Trade Training Centre at the school through the Federal Government funding program. The application was successful and the school has been awarded funding of approximately $820,000 to develop a Trade Training Centre to specifically provide training programs for Aircraft Maintenance Engineer (Avionics) and Aircraft Maintenance Engineer (Mechanical) at Certificate IV level. A preliminary report on the nature and scope of this project was provided in the school newsletter edition 3, 2009, http://www.asms.sa.edu.au/news/Newsletters/Issue%203%20270309.pdf .

Concluding Comments

The ASMS will have to address major challenges in 2009 in preparation for the implementation of the New SACE at Stage 1 in 2010. The program of study that has been developed at the ASMS as the Central Studies program does not map easily into the currently prepared subjects for the New SACE or the completion requirements students must address in the New SACE. It is currently difficult to see an opportunity to continue to present the interdisciplinary curriculum presented at Stage 1 at the ASMS in the New SACE. The major concerns exist around the following points:

How to satisfy the requirement for students to meet the literacy achievement standard of the New SACE which is interpreted as the successful completion of two subject units of English at Stage 1 when the ASMS has a focus on teaching English in an interdisciplinary manner across all of the Central Studies.

That the requirement for students to meet the numeracy achievement standard of the New SACE which is interpreted as the successful completion of one subject unit of Mathematics at Stage 1will narrow the focus and opportunities for innovation presented in the ASMS Central Studies of Mathematics and Abstract Thinking.

That the Stage 1 completion requirements for students to achieve 100 points effectively removes one subject from the range of study that students will undertake at Stage 1. This presents the strong possibility that the significant humanities flavour (philosophy, history, geography, media studies) that permeates the science based Central Studies will be lost. Such a situation would seriously compromise the true interdisciplinary nature of the ASMS curriculum.

http://www.ncb.org.au/default.asp

http://www.ecampus.com.au/

http://www.asms.sa.edu.au/news/Newsletters/Issue%203%20270309.pdf

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 2008

Priority 1: Develop and enhance professional learning programs for all staff at the ASMS.

Outcomes:

All staff developed individual learning programs in collaboration with small peer groups supported by a mentor. Time was set aside each term to share ideas, reflect on progress and to provide support where required.

EDSAS records of teacher professional learning show that:

over 1160 hours of Professional Learning were undertaken by teaching staff;

Activities involved included:

o All DECS required courses;

o Subject specific curriculum and pedagogical study conferences;

o Involvement in collaborative curriculum development and reflections on teaching approaches;

o Involvement in future SACE focused sessions;

o Developing capacity to facilitate the professional learning of other educators;

o Post Graduate study

Priority 2: Further develop and facilitate professional development programs for science and mathematics teachers from other schools.

Outcomes:

State-wide activities of the ASMS professional development strategy in 2008 aimed to:

Share research and development in new approaches to science and mathematics curriculum, teaching and learning;

Provide system wide leadership for, and implementation of, programs to support reform of science and mathematics education;

Establish and support key networks in education, industry and other organisations;

Promote the work of the ASMS with teachers and education leaders;

Support teachers in developing new approaches to their teaching;

Involve teachers in reflecting on the impact of their practice on student learning;

Improve monitoring strategies to ensure data on the quality and effectiveness of Professional Development activities is collected and analysed.

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

Engaging students in Maths 31 teachers participated in an activity based workshops full day program.

Practical ideas for 21st Century 35 primary school teachers worked across Science Classrooms these multi-day activity based workshops.

Action Learning Projects. ASMS supporting DECS strategic directions for Science and Mathematics in SA in 5 schools, involving 7 teachers.

ASISTM Projects At Distance Control working with 3 schools, involving 4 teachers.

Climate Change working with 5 schools, involving 10 teachers.

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.

Co-hosting with ACEL Digital Kids, Masterclass

Leadership & Learning Technologies with DECS,

David Hopkins “Your 21st Century School” in association with iNET

Professional Practice programs Teachers working alongside ASMS staff

Conference Presentations SASTA, MASA, SASPA, International Middle Years Conf, CEGSA, Flinders University Science Teachers Forum, Science Fair Mahidol Japan, Specialist Schools Trust Birmingham, Designing schools for 21st C: Think Tank held in Michigan, USA.

Published articles EQ Journal

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 59 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. This represents a significant rise from the 25 run in 2007. 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.

Including conference presentations over 1100 educators have directly connected with the work of the ASMS through participation in an ASMS facilitated professional learning activity.

Participation numbers in ASMS PD Program (excluding conference presentations)

Participant’s position/role

Number of Participants numbers

Education Sector (Excluding international)

Number of Participant’s numbers

Principal 16 Government Schools 143

Deputy Principal 11 Catholic Schools 47

Assistant Principal 35 Independent Schools 17

Coordinator 42 Other/Uni 5

Teacher 256

Other 13 Year Level bands Participant Numbers

Not indicated 70 Primary 58

Secondary 220

Curriculum Areas Participant Numbers Middle Years 55

Maths 41 Tertiary 13

Sciences 91 Not indicated 89

Design & Technology 18

English 20 Interstate & international PD Programs

Participant Numbers

Humanities 8 Victoria 46

LOTE 3 New South Wales 15

Health & PE 8 ACT 56

SOSE 5 Western Australia 6

Other 63 Queensland 2

Not indicated 53 UK 40

Denmark 2

Thailand 2

Japan 1

Singapore 6

Saudi Arabia 6

Priority 3: Further develop the ASMS website as a supportive adjunct to the professional development programs supported by the ASMS

Outcomes:

Specific curriculum materials, links and information about relevant PD activities made the ASMS Portal a functional and supportive adjunct to the school’s PD programs. For example:

As part of the Building New Sciences: Biotechnology program participants had access to the Central Study Biotechnology Portal materials being developed and used by ASMS students & staff. Participants were also able to share their curriculum and teaching materials development with each other in their specially designed Collaborative Classroom. Flinders

University, CSIRO and Plant Genomics staff involved in the workshop sessions were able to offer comment on materials and ideas as they were being developed through the Portal;

Pre-service teachers were provided with access to the relevant Portal areas to enable them to prepare for their Practicum, in addition they had access to ready-made, current teaching materials;

Professional Practicum participants were provided with access to the sections of the Portal most relevant to their context.

Curriculum materials, presentations, professional reading materials, and links to relevant educational sites were provided on the school’s website;

The school’s PD program was posted each semester with details of all PD activities available;

Contact details and academic qualifications for key ASMS staff in relation to the overall PD program as well as specific activities related to facilitating PD activities.

Priority 4: Engage staff in post graduate programs in collaboration with Flinders University.

Outcomes:

Ten teachers continued higher level studies at Flinders University:

Doctorate in Education 7

Masters in Education 1

Graduate Certificate 2

One School Support officer is completing his final year in pre-service teacher training at Flinders University

Priority 5: Further develop professional development activities offered in partnership with Flinders University

Working with FU staff from School of Education, School of Biological Sciences, School of Computer Science, Engineering and Mathematics and the Flinders University Centre for Science in the 21st Century has provided many professional learning opportunities for ASMS staff and teachers involved in several of the ASMS PD Programs.

In January in association Flinders University, the ASMS facilitated the DEST Science Summer School for Teachers which involved over 300 primary and secondary school science teachers from around Australia in a 10 day professional development program. The Summer School was held at the ASMS, six ASMS staff participated as workshop facilitators and presenters, and 15 students assisted in day to day management. In addition four key ASMS staff were involved in the Summer School Management Groups providing valuable insight into science teacher professional learning needs along with identifying key South Australian practitioners to run workshops and seminars as part of the program and ensuring ASMS facilities were available as needed. This event marked a significant milestone as the ASMS was acknowledged nationally as a quality professional development provider and innovative science education facility.

The Building New Sciences into the Curriculum for Schools program was offered for a second time in 2008. Changes were made to the format in response to the evaluation of the 2007 program including a focus on one new science rather than trying to provide a variety and a focus on secondary school science. Biotechnology was a popular choice as many schools reported either an aspect in their curriculum already and/or interest in expanding into other year levels. Eight school teams totalling 18 teachers were involved in the program

which ran for five days. Five Flinders University scientists made presentations and several offered workshops as part of the program. Teachers completed the program by posting teaching and learning materials on the shared Portal making their work available to all involved.

ASMS staff worked with 15 pre-service teachers during 2008. As an additional feature to support their learning during the practicum the Assistant Principal Professional Development facilitated regular debriefing sessions to assist undergraduates in their practicum and covered such issues as curriculum frameworks, senior secondary schooling assessment, school structures and decision making, and the significance of school’s Strategic Plan. All pre-service teachers were involved in ASMS Professional development activities including participation in the Professor David Hopkins Schooling for the 21st Century Seminar.

First, second and fourth year undergraduate Flinders University Education students participated in information sessions aimed at providing an opportunity for students to gain some insight into innovative developments in senior secondary schooling.

ASMS staff worked with a Flinders University School of Education staff member in planning one of the assessment pieces for the third year topic, Curriculum Studies. This provided participants with the opportunity to consider teaching approaches that would engage students in inquiry, making connections to a contemporary world issue.

Working with Flinders University Centre for Science in the 21st Century, staff from the ASMS worked with teachers from three secondary schools as part of the Future SACE School to Work Innovation Project: Mathematics & Sciences project.

As part of the ASMS University Studies curriculum, teachers continued to work with Flinders University staff in planning and teaching eight week units for the year 10 and 11 students. This partnership is seen by staff from both institutions as a valuable professional learning activity as well as an extension of learning opportunities for students. The ASMS/FU Core Group plays a lead role in facilitating this program, meeting monthly to ensure relevant, quality programs are offered. Interestingly, staff from other Schools within the university are now becoming involved as evidence of the strengthening partnership between the two organisations. Fourteen Flinders University staff were involved in 2008, and thirteen new University Studies were offered to students.

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 2008.

A further indicator of the recognition of the value of the ASMS PD program is the number of staff who by invitation throughout 2008, 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. In working with Erindale College, ACT and several SA schools it has been possible to monitor the sustainability of such innovations. This will continue to be an important aspect of the evaluation of the ASMS PD programs. Change in teacher practice has been most apparent in the Action Learning and Building New Science programs. It should also be noted that the L2L Maths

has continued to make a big impression. Given that what L2L Maths presents is a significant shift in pedagogy, these changes understandably take some time to become evident. This was a focus for follow up in 2008 with the ASMS and Erindale College maintaining contact during 2008 providing opportunities to support each other as we embarked on leading innovative Maths pedagogy. ASMS staff were also involved the DECS L2L Project as active contributors to the development of the L2L Learning Compass.

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 2008 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, ASISTM and Professional Practicum programs are illustrations of this principle.

The impact of the ASMS within SA is also 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 two ASMS staff involved them in national leadership in science curriculum and pedagogy development.

Several schools and cluster groups worked with ASMS intensively throughout 2008. Through the Building New Science, DECS Action Learning Projects, & ASISTM activities 21 school teams worked with ASMS staff to develop new approaches to teaching and learning in their schools. Participant presentations and the production of teaching and learning materials which were posted to the on-line BNS Portal and the ASISTM Wiki 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 2008 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 400 science teachers in Thailand on the topic of inquiry based learning, and the 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 Designing Schools for the 21st Century: Think Tank held in Michigan USA, and for our Deputy Graeme Oliver, to speak at the International Science School’s Consortium on Deep Learning in Science held in Mahidol, Thailand.

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.

Plans for 2009

Further develop the on-line professional learning community as part of the ASMS Portal building on the 2008 trial. This will strengthen support for teachers participating in PD programs as they attempt to implement new ideas developed while working with the ASMS.

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

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

Support ASMS staff in undertaking leadership in PD facilitation.

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

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. Working with the support of the RATL program begin with Aberfoyle Park High School in a joint PD Day program focusing on Assessment for Learning, and Christies Beach High School in developing programs for Sustainability Education.

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.

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

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

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

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

Strengthen ASMS international reputation for offering quality PD programs in science and maths education.

3. International Programs The ASMS 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 2008 four ASMS staff participated in four different international programs in Thailand, England and Canada. Participating staff were involved as keynote presenters and guest speakers at these international conferences.

“Innovators in Science Education”, supported by AEI, Bangkok, Thailand

iNet International Conference, Birmingham, England

16th National Conference of the specialist Schools and Academies Trust, Birmingham, England

‘Choose the Future’ Education for Sustainable Development Conference, Winnipeg, Canada

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 1,827 visits from international locations for the period August 2008 to March 2009. These came from 58 different countries. The highest proportion of visits came from the United States, United Kingdom, Korea, Germany and Hong Kong.

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 13 -17 September. This is a major event that will involve up to 300 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 ASMS 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 DECS in compliance with the national requirements of the ESOS Act. The accreditation, while valid to 2013, is subject to annual audit reviews. The first site audit will be conducted in 2009.

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 2008 the school consolidated the gains in International Student programs made in 2007.

Incoming Programs

Individual Student Programs: The ASMS had 23 full fee paying students on either Study Abroad or High School Graduation programs in 2008. These students were enrolled for periods from five months to three years and came from Germany, Thailand, Hong Kong, Japan, Korea, Vietnam and China.

These numbers still fall short of initial projections and continued efforts will need to be made to attract a consistently appropriate level of international involvement.

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 2007/2008 it is a concern that all of these students come from one source country – Germany.

05

101520253035

Num

ber

of S

tudents

ASMS International Students

Graduate

Study abroad

Total International Students 2008Projected Total of Students

We should work with IES to diversify this background, looking specifically to Brazil and other possible European countries.

I wish to raise an emerging concern about the quality of home-stay accommodation for study abroad and graduate program students. In 2008 almost one-third of international students requested a change in their home-stay accommodation. Such a process is a significant trauma for the students and can have a negative impact on their school work. Since home-stay placements are the responsibility of IES it is important that IES work to ensure a quality management process around home-stay accommodation to ensure the overall quality control of study abroad and graduate study programs.

International Study Tours to ASMS

International Science Fair – June 2008 – Bio-Innovation Week

The ASMS hosted its annual Science Fair “Bio-Innovation Week” from 23 to 27 June 2008. Twenty six students and seven support staff attended from Ritsumeikan High School, Japan, Mahidol Wittayanusorn School, Thailand, Manitoba Life Sciences, Canada, Korea Science Academy and National University Singapore High School. In 2008 for the first time we had nine students and four support staff participate in the ASMS Science Fair from two Australian schools, Erindale College, Canberra and Como Secondary College, Perth.

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 water quality, energy use and habitat conservation.

Students heard from a number of respected South Australian leaders in the field and then applied their new knowledge in laboratory settings. Highlights of “Bio-Innovation Week” included:

Keynote presentation (1) “Latest innovations in Bio-Medical Engineering research and development”, Professor Karen Reynolds, Flinders Medical Centre.

Keynote presentation (2) “Bio-innovation, nutigenomics and healthy lifestyles” Michelle Zucker, CSIRO

Student workshop presentations

BioInnovation research laboratory projects.

“Gene Ethics” dealing with ethical issues in medical innovations – student workshop

Cultural tour to Warrawong Native Fauna Reserve and Mt Lofty Botanical Gardens

“Chemical Murder Mystery”— hands on laboratory session with Stewart Walker, Senior Lecturer in Forensic and Analytical Chemistry, Flinders University

For International Science fair the ASMS initiated the publication of a journal of student scientific research. The journal comprised 11 articles, 7 contributed by international students participating in the fair, and 4 by ASMS student.

Ritsumeikan Senior High School Visit – July 2008

Four students and one support staff from the Ritsumeikan High School of Kyoto, Japan attended the ASMS from 23 July to 11 August 2008. The students integrated with the ASMS students following buddies to each of their study classes. All students and Mr Sadayuki Inoue enjoyed a home-stay experience whist studying at the ASMS. The tour included a cultural tour to Victor Harbor and Urrimbirra Wildlife Park, a tour of Flinders Medical

Centre, discovering the city of Adelaide, Science Alive Expo at Wayville and a cultural exchange dinner which included all international students and home-stay families.

Outgoing Programs

The ASMS organised three international study tours for its students in 2008. 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. Singapore International Mathematics Challenge (SIMC), May 2008

A group travelled to Singapore to participate in the Singapore International Mathematics Challenge (SIMC) 2008 hosted by the National University of Singapore High School, 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 mathematical skills through a mathematical modelling challenge. This was combined with several cultural activities.

ASMS teacher, Jason Loke was involved in symposiums, workshops and sharing with regards to inquiry learning in secondary mathematics education.

2. International IT Gifted Youth Camp, Korea, July 2008

Two ASMS students accompanied by Graeme Oliver participated in the Third International IT Gifted Youth Camp held at the Information and Communications University, Daejeon, Korea.

The students were among the highest performing students in the activities of the camp, and demonstrated high level interpersonal and leadership attributes through their work. Each student was a group leader and each of their groups was a first prize winner in one of the IT software engineering challenges of the camp.

Deputy Principal Graeme Oliver also met with parents of current ASMS international students, CEO Kokos International Agency and other educational contacts during his time in Korea.

3. International Students Science Fair (ISSF), Japan, October 2008

Seven students and one teacher from the ASMS participated in the ISSF 2008 hosted by the Ritsumeikan High School, Kyoto, Japan. The ASMS team was also supplemented by two students from Erindale College attending as a part of the team.

In 2008, 320 international and national students and 80 teachers from 17 different countries participated in this outstanding activity. 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.

Mr Graeme Oliver made a presentation about the ASMS to a forum of international teachers.

The ASMS was successful in its negotiation to host the ISSF in Adelaide in 2010.

4. Manitoba Life Science Project

It is disappointing to report that there were insufficient student numbers for the school to be able to send a study tour group to the Manitoba Life Sciences Projects conducted in conjunction with Fort Richmond District School in Winnipeg, Canada. In the planning we also explored the possibility of sharing this trip with students from Erindale College in the ACT. Two students from Erindale were willing to participate in the trip, but this still did not provide a viable group size. We acknowledge that the cost per student of around $4,000 is the main inhibitor in getting the critical student numbers, but we will continue to explore options to conduct this trip on a regular basis. The Manitoba Life Sciences project is a very significant partner for the ASMS and we want to maintain a mutually reciprocated relationship.

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 2008. 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 of Sinclair Knight Merz (SKM). Such activities were very worthwhile in building relationships with agencies that can provide ongoing professional learning partnerships with the ASMS.

In 2008 the ASMS hosted the following specific international professional visits to the school:

21 teachers & school leaders - Isle of Wight & Barnet, United Kingdom

7 teachers, Primary, secondary & school assistants - Isles of Scilly, United Kingdom

5 teachers - Our Lady of Lourdes London, England

5 teachers - South Camden community School, England

Thomas Grum –Københavns VUC, Denmark for an 11 Day Teacher Exchange

Stig Pedersen - Københavns VUC, Denmark for an 11 Day Teacher Exchange

Taweesak Kaewsang –Assumption College Samutprakarn, Thailand for a three week teaching training 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 Wittayanusorn 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)

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 which will affect our 2009 Year 10 students.

Strengthening and enhancing communication between school, 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 Scholaris portal. The progress of this initiative will be monitored and reported on through an action research project undertaken by ICT staff.

The ICT access for students and parents will be further enhanced when effective security protocols are in place to allow access to up to date student results in current assessment tasks..

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

o Student committees (further refreshed and subject to ongoing review for 2009 after reduced participation by the Year 12 group during 2008)

The Service Club conducted a number of programs but there continued to be a decrease in student participation.

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 held early in term one, this year for the first time at the Somerton Surf Life Saving Club.

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 2008 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 & Flinders

University Representative: Prof Martin Westwell

Principal: Jim Davies

Student Representative: Selina Akhtar

Staff Representative: Lisa Pope

Treasurer: Marion Haines

Parent Representatives: Helen Songer, Gaylene Tootell, Cathy Andrews,

Caroline MacKenzie.

Community Representative: Assoc. Prof. Debra Panizzon

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

Endorsing implementation of the ASMS Foundation.

Endorsing the ICT Strategic Plan 2008 – 2011.

Increasing the legally recoverable Materials and Services Fees applicable at ASMS.

Endorsing the ASMS submission to establish a Trade Training Centre in collaboration with Blackwood, Seaview and Aberfoyle Park High Schools.

Continued the award of Bursaries to ASMS students accepted into courses at Flinders University. Council awarded three Bursaries in 2008.

Staffing and Personnel Teacher Retention, Qualifications and Attendance.

The importance of staff stability, longevity and satisfaction to a school’s culture and productivity is well documented and is a major contributor to that 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. Although both these criteria are addressed and despite the apparent advantages of teaching at the ASMS the school does experience difficulties in attracting larger fields for many advertised positions.

The advantages of the specialist nature of the school, opportunities for personal and professional development and the appointment, generally, to at least Coordinator 1 level do not seem to be sufficient.

Factors limiting the size of fields could include trepidation on the part of potential applicants, humanities teachers suspecting their fields may not be so valued and teachers who do not support the ethos and culture of the school.

The positive side of this is that the school has then been able to keep experienced, productive teachers who have made, and continue to make valuable contributions to the life of the school.

Staff Retention: (2007 – 2008)

Perm Temp Total

No. of teaching staff employed during 2008 school year 27 6 33

No of above staff employed at school during 2007 school year 25 2 27

Staff Retention over the two years. 92.59% 33.33% 81.82%

The school started the 2008 year with the highest level of permanent staff retention (92.59%) since the school began. This was in stark contrast to the situation in 2007 which had a low of 69%. Because of the relatively low number of new staff the process of induction into the unique culture of the school was more easily and more productively managed, from both the school’s point of view and that of the new staff.

Of the new staff appointed in 2008 2 were University Graduates who embraced the opportunity to teach here and while learning and developing as young professionals made significant contributions to the life of the school.

Staff Longevity at ASMS

Years employed

at ASMS

Perm

Staff

Temp

Staff

Comment

<1 Year 4 4 # See note below.

>1 and < 2 6 2 Continuity of employment for temporary teachers is a

positive development.

>2 and < 3 1 0

>3 and < 4 2 0

>4 and < 5 4 0

>5 and < 6 10 0 These 10 teachers were all foundations members in

2003. Their commitment, loyalty, ability to win back

their positions and their continued and consistent

contributions to the school have been documented and

acknowledged.

Number of new staff each year at ASMS

Year Perm Temp Comment

2008 4 4

2007 9 4

2006 3 2

2005 2 5

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.

2008 Staff Member Academic Qualification

Armstrong, Anthony B Sc, Dip Ed

Burns, Thom BA, Dip Ed, M Ed

Cassidy, Julie -

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 -

Eliseo-Shen, Sylvia B.Ed. M. 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 Spc. Ed.

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

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

Koubis, Nancy -

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

Loke, Jason B. Ed. (Sec Sci)

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

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

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

O’Reilly, Terry B.A. Dip. Ed.

Osmond, Craig

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

Silvestri, Vito

Smith, Debbie

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)

Sypek, Simon B Ed Sec Science, Grad Cert (Prof Learning)

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

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

Staff Attendances

Staff absentee rates due to illness at the ASMS in 2008 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 18.5 33.0 27.5 34.0 113.0

Total available working days 1881.0 1605.0 1530.0 1525.0 6541.0

% of working days as paid sick leave 0.98% 2.06% 1.80% 2.23% 1.73%

Days Absent – Other approved reasons 175.0 153.5 67 66 461.5

% of working days as approved leave 9.0% 9.53% 4.4% 4.4% 7.1%

Days absent for other approved reasons in 2008 was significantly greater than in 2007. At time

of writing it was impossible to identify why. Further research to be undertaken.

Enrolment

Student Enrolments (FTE) by year level 2006 - 2008

Total enrolments in 2008 were marginally down, 8.7 FTE, in comparison with 2007.

The significant increase in enrolments in 2007 was not replicated in 2008 with all year levels showing a small decline in the total. The notable statistic, however, is the increase from 80 year 10s in 2007 to 97 year 11s in 2008. This progression in numbers also occurred at the same levels in 2006/2007 and could be indicative of a preference of students to make the transition to a new school at year 11 rather than at year 10 and /or by the increasing number of International Students who have enrolled for SACE rather than start at year 10.

Despite this increase in numbers at year 11, overall numbers as noted above still decreased. This was caused by a loss of 23 students, 23% of the year11 cohort, who did not return for year12. Some exploration of this development would appear warranted.

Gender Balance: Despite the encouraging development of the Year 10 enrolments in 2006 (1:1 and maintained to year 12 in 2008) the male/female enrolment ratio continues to exhibit a significant imbalance. Year 10 2008 2.25:1 and year 11 2008 2.5:1. An analysis of the 2006 year 10 cohort examining school of origin trends and other social links may provide some useful information to drive future strategies in relation to recruitment.

System of Origin of ASMS student enrolments in 2008

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

DECS Public

Schools

81 64.8% 59 55.6%

Non Government

Schools

28 22.4% 35 33%

Other

(International +)

16 12.8% 12 11.4%

Student enrolments from Non Government Schools in 2008 increased both in absolute numbers and as a percentage of total enrolments. In 2007 the relevant figure was 22.4% which was significantly below all previous years which had hovered around 35%. The reasons for this reversal are not immediately obvious and are undoubtedly more to do with the reasons for the initial drop in 2007 which clearly no longer applied in 2008.

School of Origin of ASMS Students in 2008

System 2006 2007 2008

DECS Public

Schools

32 33 32

Non Govt Schools 34 16 14

In 2008 new students at the ASMS came from 46 different schools, 32 DECS Public Schools and 14 Non Government Schools. Although the number of students from Non Government Schools increased, the number of schools from which they came decreased with more than 50% of the schools having multiple enrolments. Sacred Heart Middle School, Tatachilla Lutheran College, Cabra Dominican College, and Cardijn College provided 57% these enrolments.

0123456789

102008 New Enrolments - Non Government Schools

Enrolments from DECS Public Schools in the south continued to dominate these enrolments but schools of origin continue to be from all parts of metropolitan Adelaide. 5 students from 5 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. The ASMS will take steps in 2009 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

0

1

2

3

4

5

6

7

2008 New Enrolments - DECS Public Schools

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)

STUDENT ENROLMENTS SPECIFIC POPULATIONS (PERSONS) 2006 - 2008

2006 2007 2008 Change Change

M F Total M F Total M F Total 2006-2007 2007-2008

ATSI 2 0 2 2 2 4 2 4 6 2 2

NESB 28 22 50 29 17 46 27 17 44 -4 -2

ESL 20 16 36 15 9 24 23 11 34 -12 10

Disabilities 3 1 4 6 1 7 7 0 7 3 0

School Card 14 10 24 23 14 37 33 9 42 13 5

There has been a noticeable increase in the number of ATSI students enrolled at the ASMS. In the absence of specific programs to boost this number anecdotal evidence suggests the decision to attend the ASMS has consistently been the result of a recommendation by a teacher in the individual school. Strategies to build contacts with teachers in schools with significant ATSI students could well prove useful. Contacts made through the ASSETS (Aboriginal Summer School for Excellence in Science and Technology) program in 2007/8 and the forthcoming program in 2009 should also be exploited.

A consistent increase in the number of School Card students has also been noted over the last 3 years. This could reflect either or both a broadening of the demographic of the student base and/or the impact of the emerging economic situation.

The number of ESL students has fluctuated over the last 3 years and in large measure is a direct result of the variations in International student enrolments.

Cultural Background of ASMS students

In 2007 62 students enrolled in the school had a cultural background in 31 different cultures. In 2008 88 students represented 32 cultures. In comparison with 2007 there were eight new cultures represented with seven from 2007 not represented.

1

8

61

10

2

1

113

42

3

11

5

8

2

2

12

1

12

11

1 1

8

42

1

2008 Cultural Background - 88 students from 32 cultures Bangladesh

ChinaEnglandFijiGermanyGreeceHong KongIndiaIndonesiaIranKorea, SouthNew ZealandNetherlandsNorthern IrelandPakistanPhilippinesPolandRussian FederationSouth AfricaSaudi ArabiaScotlandSovakiaSri LankaSudanSyriaTaiwanThailandUkraineUnited KingdomUnited StatesVietnamYugoslavia

Data represents students who were born overseas or have at least one parent born overseas. Some students have parents from two cultures, in this case only one culture has been included. .

Attendance Student Term 2 Attendance Rates by year level 2006 – 2008

All year levels showed an increase in attendance rates over those of 2007. Attendance rates in

2008 were in fact the highest since the first year of the school’s operation. All year levels are

significantly above both District and State averages. This is an expected outcome given the high

level of engagement students at the ASMS ~have with their learning programs.

Retention

Apparent Progression Ratios by Year level 2005/6 – 2007/8

Retention and Progression ratios 10 -11 clearly reflect both a high level of retention of year10 students and the influx of new students enrolling to undertake their SACE years at the ASMS. The progression ratios over the years are variable. Continued monitoring of the school’s retention rates, particularly year 11 to 12 is recommended.

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.

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 2008 the six Central Studies were:

Toward Nano-Technology Variety of Life

Mathematics and Abstract Thinking1 Earth and Cosmos

Biotechnology Mathematics and Abstract Thinking 2

Semester 1.

Towards Nano-Technology

Variety of Life

0%

5%

10%

15%

20%

25%

E A P D B NC NP ABS NA

Results for all students (10/11) in TNT, sem 1, 2008

Results

% of

results

E 591 20%

A 631 21%

P 654 22%

D 302 10%

B 296 10%

NC 25 1%

NP 139 5%

ABS 84 3%

NA 254 9%

2976 100%

0%

5%

10%

15%

20%

25%

30%


Results for all students (10,11) in VOL, sem 1, 2008

Results

% of

results

E 533 23%

A 588 25%

P 543 23%

D 212 9%

B 94 4%

NC 99 4%

NP 93 4%

ABS 106 5%

NA 56 2%

2324 100%

Mathematics and Abstract Thinking

Semester 2

Earth and Cosmos

Earth and Cosmos

Biotechnology

0%

5%

10%

15%

20%

25%


Results for all students (10,11) in MAT, sem 1, 2008

Results

% of

results

E 111 10%

A 171 16%

P 235 22%

D 197 18%

B 220 20%

NC 4 0%

NP 50 5%

ABS 14 1%

NA 82 8%

1084 100%

0%

5%

10%

15%

20%

25%

30%


Results for all students (10,11) in EAC, sem 2, 2008

Results

% of

results

E 458 22%

A 472 22%

P 521 25%

D 239 11%

B 98 5%

NC 45 2%

NP 160 8%

ABS 32 2%

NA 75 4%

2100 100%

0%

5%

10%

15%

20%

25%

30%


Results for all students (10,11) in BTY, sem 2, 2008

Results

% of

results

E 358 16%

A 642 28%

P 616 27%

D 245 11%

B 137 6%

NC 63 3%

NP 81 4%

ABS 42 2%

NA 110 5%

2294 100%

Mathematics and Abstract Thinking

At the completion of each semester course staff involved are expected to conduct an interactive review of the course with their students. Given the variation in the spread of achievement across various subjects it would seem advisable to investigate the value of conducting at least one common review looking at the nature and frequency of assessment tasks and the consequent spread of results. Aspects of particular interest include the consistently lower level of achievement (E, A and P) in the MATS courses as compared with the other four and the rate of “Not Completed” in some courses, (3 – 4%) in contrast with MATS (0%)

School SACE Data

SACE Stage 1

The structure and delivery of Years 10 and 11 curricula at the ASMS enable students to achieve SACE accreditation for all studies undertaken. In the past, Year 10 students were encouraged to work at levels that provided them with SACE accreditation. Unexpected consequences such as students working on the assumption they had sufficient SACE units by Year 11 and a diminution in effort led to a re-think of this approach in 2007. In 2008 the number of SACE level units undertaken by year 10 students was significantly less than previously.

Students at Year 12, most of whom are working towards admission to tertiary institutions, (see earlier data) follow a more traditional track with SACE completion, Stage 2 units and their TER being the focus of their studies.

0%

5%

10%

15%

20%

25%

30%


Results for all students (10,11) in MAT, sem 2, 2008

Results

% of

results

E 186 14%

A 277 20%

P 369 27%

D 216 16%

B 164 12%

NC 5 0%

NP 41 3%

ABS 3 0%

NA 111 8%

1372 100%

This data shows the SACE achievement of all students in years 10 and 11. When compared with the data in the next graph, showing just Year 11 students, we can see that only 5 Year 10 students did not achieve any SACE entitlements. 13 Year 10 students achieved SA in 6 or more SACE units while 2 students achieved in 13 units. The intention in 2008 was to avoid too many Year 10 students having multiple SACE units and then, in part, reducing incentives to achieve in Year 11. Although it is clear from previous years’ data that some Year 10 students achieved many SACE units, in 2007 there were still 27 who achieved none. In 2008 a more measured and controlled approach, with a focus on at least an SA in Australian Studies, resulted in fewer students with many and fewer students, 5 as mentioned above, achieving none.

0

5

10

15

20

25

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

No. of stage 1 SA results for all students (10/11) in 2008

# of SA No.

0 5

1 16

2 11

3 17

4 14

5 7

6 9

7 4

8 7

9 10

10 12

11 8

12 9

13 13

14 22

164

0

5

10

15

20

25

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

No. of stage 1 SA results for Year 11 students only in 2008

# SA No.

0 0

1 1

2 1

3 3

4 6

5 3

6 4

7 3

8 5

9 9

10 10

11 8

12 9

13 11

14 22

95

Of 95 year 11 students in 2008 only 42 achieved the required 12 SACE units in the one year. As the next graph shows, however, only an additional 6 students had the requisite 12 units for SACE when their credits from Year 10 in 2007 are factored in. On the surface this data could be disturbing but a number of students will have achieved SACE units through studies at other schools where students access subjects not offered at the ASMS.

Clearly there is some concern that a number of students are not on track to achieve their SACE in 2 years. Notwithstanding there are some students with credits from other schools there still appears to be too many students in this category. The following graph provides composite data on the percentage of students who have completed the Stage 1 pattern at the end of 2008.

SACE Stage 2

Data in this section is sourced from the SSABSA publication “School Data – Australian Science

and Mathematics School”. Data and graphs are provided by SSABSA without any commentary.

The data is also 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.

0

2

4

6

8

10

12

14

16

18

20

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Total No. of stage 1 SA results for Year 11's at ASMS by end of 2008 (Includes credit from 2007 studies)

# SA Total No

0 0

1 1

2 1

3 3

4 6

5 3

6 4

7 2

8 6

9 7

10 9

11 7

12 9

13 5

14 19

15 3

16 2

17 1

18 3

19 4

95

SACE Completion

Number of years to complete SACE

As is the case with other SACE related data it appears that the differential between State data and ASMS data in relation to SACE completion is gradually trending lower. From the high of 2005 with a differential of 8.1% the school’s SACE completion rate is a bare 0.9% above the state average. Over this period of time the state average has varied by 2.6% while the ASMS has come in over a 12% range.

In 2008 the majority of students completed their SACE over a 3 year period. Given the approach to SACE units mentioned above this will continue to be the case although the limitations of access to SACE units at Year 10 will result in no students having the excessive numbers of units that have been observed in the past.

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

School Average Achievement score

From 2004 to 2008, with the exception of 2007, the school’s Year 12 average achievement score has remained relatively stable. In only 1 of these years, however, has the school’s outcomes exceeded that for the state as a whole. In this context it needs to be acknowledged that these figures represent data averaged across all schools and all students. Students at the ASMS have a higher “take up” rate of subjects such Physics (50%), Chemistry (60%) and a significant Mathematics course (80%)

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. The fact that this data is “at odds” with the detail of the “School Average Achievement Score” is explained by the number of subjects taken by ASMS students that enjoy a statistical upward moderation for the purposes of the TER.

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

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

ASMS Graduates Tertiary Offers (For 2009)

SATAC Choice earned:

In 2008 82% of eligible Year 12/13 students achieved their 1st or 2nd course choice for Tertiary Study. This was comparable with the 83% in 2007 but still below the high of 91% achieved by the 2006 cohort of students.

Tertiary Institution attending

For the first time in the admittedly brief history of the school more students have accepted offers to attend Flinders University than Adelaide University. Given the close relationship between the two institutions this is a pleasing and appropriate development.

University # %

Flinders 30 52%

Adelaide 22 38%

UniSA 1 2%

TAFE 5 9%

Preference offered

1

2

3

4

5

6

SATAC choice won(as at

March 13 SATAC offers)

Choice # %

1 42 69%

2 8 13%

3 7 11%

4 1 2%

5 2 3%

6 1 2%

Tertiary institution chosen

Flinders

Adelaide

UniSA

TAFE

Areas of Study chosen

Tertiary courses reflecting the focus areas of the ASMS attracted 92% of the 2008 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 chosen

Science

Engineering

Business

Technology

Arts

Education

Area of study # %

Science 26 43%

Engineering 16 26%

Business 8 13%

Technology 5 8%

Arts 4 7%

Education 2 3%

Opinion Surveys

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

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 3 years shows average positive responses dropped in 2007 but recovered to the former healthy level in 2008. Specifically, positive responses to Quality of Teaching and Learning has shown a consistent downward trend whereas Relationships and Communications and Leadership and Decision Making, areas that have drawn questioning comment in the past, have trended upwards. The latter area, however, is still lagging considerably with 4 of the 10 items surveyed showing responses below the state average. Improvement in this area could be boosted by a concentrated analysis of the responses with some follow-up work to confirm possible findings. In particular the provision of parent access to the School Portal was completed for the commencement of term 4. An Action Research Project has already been planned to collect and assess data on this activity in 2009.

On several very positive notes:

Of the 44 items surveyed 14, or 32%, had positive responses above the state average.

Of the total of 934 responses only 43, or 4.6%, were in the Disagree or Strongly Disagree category.

Quality of Teaching and Learning

Nine specific items were surveyed in this section. 4 received positive responses from > 85% of respondents while 3 had “Strongly Agree responses from > 55% of respondents. The only item that raises some concern relates to “My child’s teachers clearly inform me about the learning program” with only 50% of respondents relating to this positively. Note that this is quite different to 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

5 of the 12 items surveyed in this section had a level of positive responses above the state average with each of them receiving >90% positive responses. Two of them, “Students know how they are expected to behave at school” and “Overall I am satisfied with the management of facilities at the school” earned 100% approval from respondents. The weakest positive response, 59%, related to confidence that a child would receive support for any special needs.

Relationships and Communication

Of the 4 major areas examined this area demonstrated the greatest improvement over 2007 and built on a slight improvement over 2006. With 13 items surveyed 3 had positive responses above the state average and 10 had positive responses from > 80% of respondents. All respondents agreed that the school’s inclusivity ensured that “Students from all backgrounds and cultures are treated fairly at this school”

Leadership and Decision Making

As has been the case for the last 3 years this, on the surface, is the least well performed aspect of school operations in the eyes of the parents. Of the 10 items surveyed 4 had responses below the state average with positive responses ranging from 34% to 45%. These specific concerns however, which relate to perceived limitations in parental opportunities to be involved in school decision making and planning processes, do not detract from the overall approval of the way in which the school is run. 86% of respondents said they have confidence in how the school is run and are satisfied with the school’s planning.

Analysis Summary

As has been the case over the last few years there continues to be a high level of parental support and approval for the educational programs offered by the school and the way they are delivered. From the parents’ point of view relationships between teachers and students remain a highlight of their child’s educational program.

In 2007 parent concerns centered around access to, or provision of, information from the school. In term 2 2008 a group of parents was given access to the school portal as a trial. Parents were able to log on to the ASMS portal via the internet and access information about student timetables, attendance and workload, as well as view school notices and the school calendar. As a consequence of positive feedback all parents of Yrs 10 and 11 students were given password access for term 4. Anecdotal evidence suggests that some parents are keen to develop close communication with the school using the portal while other parents rely on the student to be highly independent. Use of the school portal is now the subject of an Action Research project in 2009.

Given the timing of both this survey and the access to the portal it could reasonably be concluded that the portal is seen by the parents as a positive and significant step in opening communications with the school.

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

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%

A note of caution needs to be made when analyzing this data in that the teacher cohort at the ASMS is relatively small with only 17 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. This is particularly relevant given that positive responses are down in all areas in comparison with 2007.

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.

Six of the nine specific items surveyed returned an agreement rating >93% with the remainder all >88%. None of these items, however, rated above the state average!

There was disagreement by only 1 teacher in 1 item, “Learning Programs in this school respond to the range of students’ abilities”. This is an item that has shown significant improvement over the last 2 surveys (’06 & 07) and reflect the application and development of student personal learning plans. The one teacher, however, still felt strongly enough to make a specific comment: The interdisciplinary curriculum and collaborative planning enriches student learning. We are working on differentiation of input and assessment to better cater for student needs, but we need to work on this much more to cater for the extreme ends of the ability range.

Support of Learning

Three items surveyed returned positive responses above the state average. All except 1 item (See below) returned positive response scores >88%

In 2007 data in relation to 4 items related to student Behavior Management were commented on for the significant improvement made after evident staff dissatisfaction in 2006. This improvement was consolidated in 2008 with those 4 items receiving >88% positive responses. 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.

One item does stand out as a concern for 41% of teachers. “Our school’s programs provide for the needs of every student” On the surface this appears to contradict the item mentioned above in relation to Learning Programs. The explanation, however, is that those students whose needs are perceived not to be met are those who do not necessarily have a singular focus on Maths and Science and feel that their wider interests are not catered for within the school. Data to support this interpretation came from the ASMS “Destination Data” questionnaire of previous graduates of the ASMS.


Three of 19 items surveyed returned positive response rates above the state average. With the exception of 1 item all responses were in the range of 82% to 94% positive. The 1 item identified shows 25% of the staff feeling neutral about their encouragement to discuss and share teaching methods and strategies with other teachers. This is surprising and somewhat

disconcerting given the focus of the school on the development of new curricula and teaching methodologies.


In 2007 it was noted that significant improvements in this area had been achieved through improved transparency in the roles and responsibilities of the leadership structure and changes to the support offered to staff in the Tutor Group program. Although, overall, there has been a slight retreat from the highs of 2007 only 4 of the items have 1 respondent in disagreement and in 6 of the 7 items between 1 and 3 respondents remained neutral. Given the small cohort this had superficially significant impacts on the final data scores.

Analysis Summary

In 2008 no responses were recorded as below the state average. On the other side of the ledger only 7 items (18 in 2007) recorded above state average responses. Overall, however, the data reflects a cohort committed to the school, supported by the leadership and valuing the opportunities provided in this environment.

Student Surveys

Three 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.

3. The ASMS Graduate Destination Data questionnaire completed by graduates over the last 4 years exploring their attitudes to the ASMS, in what ways the school influenced them, their achievements to date and what contributions the ASMS made to their success or otherwise.

DECS 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

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

Comment

39 of 47 (83%) items surveyed returned a positive response level above the state average. Three of the four sections show an improvement over 2007 results and the one that did not still has all 4 items surveyed above the state average. No item recorded a below average response.

Quality of Teaching and Learning

All items surveyed had positive responses >86%. As was the case in 2007 the two highest scoring items, each > 91%, were “My class activities are interesting and help me learn” and “I know how I am doing and how I can improve.” This response by students is an affirmation of the school’s approach to fulfilling its charter in relation to curriculum development, enhanced pedagogical approaches and student focused learning. Not surprisingly one student felt compelled to pen a cautionary note: “The quality of teaching and learning changes depending on which teacher/subject you are talking about. It is hard to generalize”

Support of Learning

Of the 18 items surveyed, 14 recorded positive responses > 90% and 14, with only 1 overlap, recorded responses above the state average.

In 2007 only 4% of respondents strongly agreed that “The way teachers manage the class helps me to learn”. In 2008 this returned a 64% response. There are undoubtedly a number of factors involved in this change. However, given the continued improvement of responses to behavior management across the school it would seem reasonable to conclude that the flow on to individual teachers has been positive with accordingly positive outcomes.


Of the 17 items surveyed 14 recorded above state average responses. None were below average with the lowest being 78% for “In my school we learn about different cultures”. In some ways this is a surprising response given the number of International Students attending and the number of international exchanges that take place.

In 2007 the lowest scoring item in any of the surveys was the 58% agreement with “My teachers regularly discuss my progress with me”. When combined with the item “My teachers know what I can do and how to help me” from Quality of Teaching and Learning (63%) this caused some concerns. In 2008 both these items have shown significant resurgence to 82% and 87% respectively. The school focus on student Personal Learning Plans developed in close consultation with Tutor Group teachers has undoubtedly contributed to this change.


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. The fact that 2008 saw the consolidation of a number of organizational strategies related to electronic management systems and staff and students became more familiar would explain this improvement.

Analysis Summary

There were no items that recorded below average responses. The lowest positive rating for any item was 78%. This general improvement over 2007 reflects 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.

ACER School Life Questionnaire

For five years now the ASMS has commissioned the ACER to undertake the School Life Questionnaire with a significant cohort of students. In 2008 223 students (71 Yr10, 86 Yr11, and 66 Yr12) participated in the activity to ascertain student attitudes to school.

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.

Students were asked to respond at 4 levels to statements made:

Strongly Disagree: Disagree: Agree: Strongly Agree.

Percentage Agreement on Items by Year Level (2008) and by All 2005 – 2008(inc)

Items

Percentage Agreement

Year

10

Year

11

Year

12

All

2008 2008 2008 2008 2007 2006 2005

General Satisfaction

Items

77 75 84 78 78.1 78.2 72.0

Teacher Items 86 84 92 87 86.4 85.7 82.0

Relevance Items 84 83 88 85 84.0 85.0 76.0

Success Items 79 78 86 81 76.5 80.9 76.0

Status Items 74 70 82 75 72.3 74.3 71.0

Social Integration

Items

89 86 94 89 84.7 86.2 87.0

Negative Affect Items 21 26 33 27 27.2 22.7 25.0

Average of positive Effect Items 82.5 80.3 81.71 77.3

Year 12 students in 2008 maintained their position as the most contented cohort by returning consistently higher levels of agreement with Positive Affect items than both other year levels. Conversely, they also had the highest level of agreement with the Negative Affect items in 2008 whereas in 2007 as Year 11 students they registered the lowest level of agreement. General agreement within the school is that this group exhibited a strong sense of cohesiveness and support with a strong and capable core that took with it the remainder of the group. At the same time they were a group that was involved in a number of school based initiatives that encouraged critical thinking and articulation of ideas.

Year 11 students in 2008 also maintained the position established in 2006 of being the least positive in agreeing with Positive Affect items. Comment was made on this group in 2007 with recognition that some follow up work may be warranted. In 2007 the differential between the combined average for all items and the Year 11 average was 1.7. In 2008 this figure blew out to 3.2. This is a group seen by the school as being the most disparate with a need for further work to promote cohesiveness and awareness. Having said this, however, it must be noted that the results are still significantly better than the national figures.

Across the board the two highest rating items at all year levels were Teacher Items and Social Integration Items. This outcome validates the school foci of excellence in teaching and learning and an inclusive environment.

The lowest level of agreement at all 3 year levels was in relation to Status Items. Within this group, by far the lowest scores were ascribed to “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.

When all the Positive Affect Items are combined and averaged the 2008 cohort has the highest level of favourable responses of the 4 recorded years, and significantly higher than in 2007. The main drivers for this difference are Success Items and Social Integration Items with each recording an increase of 5% points.

Percentage Agreement on Items by Gender 2008 - 2004

Items

Percentage Agreement

Males Female

2008 2007 2006 2005 2004 2008 2007 2006 2005 2004

General

Satisfaction

Items

79 77.2 73.1 69 71.92 75 79.5 87.2 78 83.88

Teacher Items 86 86.3 84.1 79 80.82 88 86.2 88.6 89 91.72

Relevance Items 85 82.4 81.8 73 82.57 84 86.9 90.7 84 83.67

Success Items 80 74.5 79.2 73 79.45 81 81.0 84.1 84 83.98

Status Items 75 74.2 73.4 69 71.40 74 69.2 76.0 75 73.00

Social

Integration

Items

88 85.9 84.5 86 87.18 91 82.2 89.3 91 92.10

Negative Affect

Items

24 26.4 25.0 23 17.38 31 27.9 18.5 27 19.23

In 2004, 2005 and 2006 students at the ASMS conformed to the general pattern of girls recording more favourable views of school life than boys. In each of 2007 and 2008 girls were more favourably disposed in 3 of the Items. In 2007 it was General Satisfaction, Relevance and Success while in 2008 it was Teachers, Success, and Social Integration. Outcomes of this nature highlight the influence of immediate experiences in terms of teachers, and student cohorts in shaping student attitudes.

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. On Relevance items Year 12 students responded more favourably while Years 10 and 11 were comparable with the national sample. On Success items Years 10 and 11 were lower than the national sample and the Year 12 overall scores were higher.

Evidence from these survey results highlight the Year 12 2008 cohort, throughout their time at the ASMS and in comparison with National Samples, as being a particularly positive and receptive group of students.

The ASMS Graduate Destination Data questionnaire

The ASMS Graduate Destination Data questionnaire was sent to 306 students who had graduated from the ASMS ie had finished Year 12 at the ASMS. 84 students responded on-line with half of them coming from the 2005 Year 12 cohort. The table below shows the number and % of each year’s students who were responded to the questionnaire.

Year Cohort Size Respondents % of Cohort %of Respondents

2004 49 16 33% 19%

2005 92 42 47% 50%

2006 72 25 34% 30%

2007 62 1 1.6% 1%

Because these respondents had spent some time away from the school before completing the questionnaire it is believed they will have a balance and clearly retrospective view of their time at the ASMS.

Snapshot data:

94% of respondents undertook tertiary study after leaving the ASMS:

44% at Adelaide University

31% at Flinders University

16% at Uni SA

9% at TAFE

Courses studied:

Science (Various) 19

Engineering (Various) 17

Health (Various) 13

Computing (Various) 8

Economics/Business 8

Performing Arts 4

Law 3

Education 3

Arts 2

Trade 1

77% of respondents reported studying a course closely related to the focus of the ASMS. Even those in the Performing Arts had a strong leaning towards the media and technology in the make-up of their courses.

Comment

The rate of student uptake of tertiary studies courses is exceptional and validates the pedagogical and curriculum approaches taken at the ASMS. Given the close and continuous links between the ASMS and Flinders University it is surprising, even disappointing, that student preferences are directed to Adelaide University. Some investigation of the factors involved in this trend would be of interest to various faculties within Flinders University.

Students who changed ambitions for the future while at the ASMS

50 of 84 (60%) said YES they had changed their ideas of what they might do after attending the ASMS.

Of these:

6% - “Teachers encouraged them to pursue more challenging options”

52%- “Experiences at ASMS alerted them to new options.”

6% “Grades encouraged then to extend their options”

10% “Recognised expectations were unrealistic”

26% “Gave reasons in text format”

The telling statistic here is the impact of experiences at the ASMS which clearly provided expanded horizons of what was possible in various university and career options for students.

Influence of the ASMS on student learning.

A series of 11 questions asked students to quantify the influence particular aspects of studying at the ASMS had on their learning.

The responses were Strongly Agree, Agree, Unsure, Disagree, Strongly Disagree

For the purposes of summarising the responses in a manageable format they have been combined in the following table to positive, 0, negative. Responses are indicated as a % of total of respondents to each question.

To what extent do you agree that each of the following aspects of studying

at the ASMS were positive influences on your learning?

ASPECT +ve 0 -ve

Interdisciplinary study approach 77.5% 15.5% 7%

Time management skills 77.5% 13% 9.5%

Understanding your best learning style 71.4% 21.4% 7.2%

Working collaboratively * 83.3% 13.1% 3.6%

High expectations 70.2% 20.2% 9.6%

Developing a Personal Learning Plan # 41.7% 26.2% 32.1%

Quality teaching 82.1% 11.9% 6.0%

Acceptance into the school community * 86.9% 10.7% 2.4%

Note and e-file organisation # 39.2% 39.3% 21.5%

Experience in a university environment 80.7% 14.5% 4.8%

Opportunity to self direct learning * 85.5% 12.1% 2.4%

Summary

Of the 11 individual items there are 3 stand out positives and 2 areas for investigation. The remainder reflect very solid approval ratings between 71% and 82%.

The 3 positives (*) reflect very much the core ethos of the school, the creation of an inclusive, cohesive learning environment and significant involvement by the students in their own learning programs.

The 2 areas of concern (#) can be explained by the fact that the 2 programs mentioned were very much in their infancy over these years, staff were not fully “up to speed” and students saw little immediate relevance in these activities. Surveys conducted within the school in 2008 do not reflect these same attitudes.

A further series of 8 questions asked students to quantify the influence particular features of studying at the ASMS had on their learning.

Responses were managed in the same way as the responses above.

To what extent do you agree that each of the following features of the ASMS were positive influences on your learning?

FEATURE +ve 0 -ve

The teachers * 91.6% 7.2% 1.2%

Tutor Group program # 48.8% 28.6% 22.6%

Access to high end technology * 94% 1.2% 4.8%

Access to International Programs # 47.6% 31% 21.4%

Studying in a Specialist School 77.4% 8.3% 14.3%

Curriculum and subject options 71.1% 10.8% 18.1%

Working with motivated students 84.3% 9.7% 6.0%

Working in a positive environment * 88.1% 9.5% 2.4%

Summary

Of the 11 individual items there are 3 stand out positives (*) and 2 areas for investigation (#)

2 features, Studying in a Specialist School and Curriculum and subject options reflect a level of ambivalence across the survey cohort that could warrant further investigation, especially the attitude towards the curriculum options which is central to student learning.

Given the nature of the school, the process by which teachers are selected and the measure of support provided to teachers for involvement in Professional Learning and other activities as well as the previous response about the nature of the school community, the 3 stand out positives should have been expected. Indeed, specific surveys conducted each year, already reported on above, validate these responses on a consistent basis.

For many students the Access to International Programs will likely have had only an incidental impact on them through their involvement with, or observation of, incoming international students. For many of them overseas travel could well not be an option.

Concerns about the Tutor Group program mirror the attitudes of students in other schools to programs that variously come under the banner of Pastoral Care. This is a challenge that is affected not only by the students but also by many staff who often struggle with the demands of these kinds of programs. It is no coincidence that the 2 issues that raised concern in the previous table were integral to the Tutor Group program.

Financial Reports

Balance Sheet for 2008

Assets Total for CASH (CURRENT) 1348.19 Total for INVESTMENTS (CURRENT) 300106.84 Total for RECEIVABLES (CURRENT) 34161.26 Total for GLOBAL BUDGET ASSETS 20492.63 Total for OTHER ASSETS (CURRENT) 3920.98 Total for FURNITURE AND EQUIPMENT (NON-CURRENT)

122623.42

Total for COMPUTING AND COMMUNICATIONS (NON-CURRENT

10267.2

Total for OTHER ASSETS (NON-CURRENT) 85685.86

------------------ Total Assets 578606.38

========== Liabilities Total for PAYABLES (CURRENT) 6181.75 Total for OTHER LIABILITIES (CURRENT) 4316.54 Equity Total for SCHOOL EQUITY 568108.09

------------------ Total Liabilities and Equity 578606.38

==========

Profit & Loss Statement for 2008

Total for GRANTS: DECS 3523787.05 Total for OTHER STATE GOVERNMENT GRANTS 31740 Total for COMMONWEALTH GOVERNMENT GRANTS 269195.98

Total for PARENT CONTRIBUTION REVENUE 320573.30 Total for OTHER OPERATING REVENUE 255421.44 Total for NON-OPERATING REVENUE 1214.11 Total Revenue 4401931.88 Total for SUPPLIES AND SERVICES 757126.04 Total for GLOBAL BUDGET EXPENSES 3262250.82 Total for FACILITIES AND UTILITIES EXPENSES 86014.57 Total for FINANCIAL EXPENSES 870.45 Total for EMPLOYEE EXPENSES 34611.72 Total for OTHER OPERATING EXPENSES 17581.58 Total for PARENT CONTRIBUTION EXPENSES 74216.28 Total for DEPRECIATION AND AMORTISATION 45295.09 Total Expenses 4277966.55 Surplus or (Deficit) funds 123965.33

2008 Commitments Report Tied Grants $100012.45 Non-School Funds $2860.45 Notes Tied Grants includes money held for specific projects which have not been fully expended, these include SiMERR and ASISTM projects, a number of curriculum grants and 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 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 .

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