Australian Science & Mathematics School...Australian Science & Mathematics School 2007 Annual Report 3 Strategic Directions 1. Curriculum Development, Pedagogy and Assessment The objective

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Australian Science & Mathematics School

2007 Annual Report

Table of Contents

School Context / Vision / Mission 1

Strategic Directions 3

Curriculum Development, Pedagogy and Assessment 3

Professional Development 11

International Programs 16

Student Welfare and School Operations 22

Governance and Partnerships 23

Staffing and Personnel 28

Enrolment 32

Attendance 35

Retention 36

Student Achievement 37

Opinion Surveys 46

Financial Reports 53

Glossary 55


2007 Annual Report 1

School Name: Australian Science and Mathematics School Location Number: 1800

School Context / Vision / Mission

Introduction

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 on the basis of their interest in science and mathematics. The ASMS is not an academically selective school.

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 2007, 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 2007 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 2007. 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, Thailand and Korea. International student enrolments grew in 2006 and the ASMS hosted two intensive programs for a total of 80 students from Korea and Japan. The ASMS is now a leading school in the international network of specialist science and mathematics schools.


2 2007 Annual Report

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 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.

Outcomes 2007

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. 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 Semester 3 (2008) Semester 4 (2008) Mathematics & Abstract Thinking Mathematics & Abstract Thinking Variety of Life Biotechnology Nanotechnology The Earth & Cosmos The following is a summary of the unique features of the curriculum provided through the Central Studies program: 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 - Modelling Chance and Space. 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 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.

Body in Question Body in Question has been designed using selected concepts, content, skills, processes and perspectives applied in an interdisciplinary way using English, group 2 subjects such as Physics, Mathematics, Chemistry and Biology and group 1 subjects such as Geography, and Australian Studies. The fertile question is ‘”How does the mind/brain, body and environment interaction influence health?” Students are exposed to the three components of science: fundamental, strategic and mandated science. Fundamental science includes concepts such as nature of disease causing organisms and the response of the human body to stresses. In the section, physics of the body in motion and the effect of physical activity on the body, students will investigate wave motion through practical activities and the biology of the senses. Strategic science is studied through a number of Australian and global human health issues. Students use media skills to demonstrate their research into the fertile question. They also discuss social, economic and ethical issues in relation to physiological, mental and immunological health as a means of developing skills related to mandated science. The English tasks allocated to this Central Study are text response based on a novel study, text production (expository), and a function and power of language study in the scientific genre. The students will look at establishing their own understandings about the body and mind in regards to social and scientific systems. Skills of inquiry, working collaboratively in groups and communicating knowledge in a variety of ways are developed through a range of teaching and learning activities. To support the students learning a series of core topics is studied that includes Physiology of the senses and nervous system, Biomechanics, and a



choice of interest topics in the area of health and technology. Opportunities for reflection on their learning will be given to students and they will demonstrate their understanding of the fertile question in a presentation at the end of the semester. It is intended that students will develop a deep understanding of these elements that can be transferred to a multitude of situations and applications. There is a variety of presentation forms used within the assessment tasks. Technological World Technological World has been designed using selected concepts, content, skills, processes, perspectives and attitudes applied in an interdisciplinary way using English, Chemistry, Physics, and History. Students will study in depth the chemistry of metals, the use of metals in architecture and the technologies related to these fields. The physics and technology concepts related to energy will be studied in relation to machines. Technohistory will use the skills of historians to look at the interaction between technological change and culture. The fertile question for this study is Is technological development the answer for human survival? Some tasks are designed so that students can use an enquiry methodology. There is a variety of presentation forms used within the assessment tasks. It is intended that students will develop deep understandings that can be transferred to a multitude of situations and applications. 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 2 skills and applications tasks, 2 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. Communication Systems Humans are compulsive communicators and have devised a myriad of ways to exchange information and ideas. We exchange, interpret, change, adapt, transform and/or control information and communications. Communications Systems has been designed around the modules Geographical Information Systems, Biochemical Communication, Visual Texts, Global Media and Electronic Communications. Students will investigate different forms of communication systems in order to answer the fertile question “Are we the controllers or are we the controlled?” Geographical Information Systems has a geography base on mapping skills and the use GIS software. Biochemical Communication has a chemistry focus which covers the key ideas of covalent bonding and the relationship between the structure and function of chemicals such as neurotransmitters and hormones. Electrical Communication has a physics focus where students take their knowledge and understanding of electrical circuits and components into the area of microprocessors. The English tasks investigate the multifaceted nature of communication. These include the production of audio and written texts, analysis of visual texts or a Shakespearean play and reflections on the impact of global media locally and internationally. Sustainable Futures The future of sustainability of the world is explored in concert with human systems and behaviour. The course is based around the fertile question “How can we think globally, act locally for sustainability?” There is an examination of the roles played by individuals and groups in communities in sustaining life. Topics of interest include population studies, food production, water availability and quality, waste management, environmental chemistry and bioremediation. Equilibrium of life is investigated through consideration of technologies that counter degradation and promote sustainable practices. Mathematical tools will be used to model and explore impacts on systems and the ideas of sustainability. Emphasis is placed on working together to envisage and manage just changes for future generations. The teaching and learning processes will enable the application of a diverse range of experiences and assessment tools. An inquiry project approach will enable emphasis on the achievement of defined learning outcomes and the flexibility to enable individual choice and specialisation, while encouraging critical thinking and analysis. Many opportunities are provided for students to connect the concepts across disciplines and communicate their learning and their achievement of learning outcomes. The range of learning opportunities which include an Earth Summit role play, student presentations, practical lab and field work, and creative language studies will provide for research and problem solving, while exploring historical, cultural, social and political



issues and their impact on the sustainability of life on Earth. Students will often work in groups to investigate authentic problems or issues and will communicate their learning and findings to the wider community. 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. Semester 1 (2007) Semester 2 (2007) Mathematics Mathematics Biology Biology Chemistry Chemistry Physics Physics English (ESL) English (ESL) History Geography Semester 3 (2008) Semester 4 (2008) Mathematics Mathematics Biology Biology Chemistry Chemistry Physics Physics English (ESL) English (ESL) Philosophy Integrated Learning Australian Studies In 2007 the ASMS also gained accreditation for the following individual subjects to cater for programs negotiated for special circumstances or specific student needs: Community Studies (3 variations), Work Education, Integrated Learning. University Studies University Studies is an enrichment and extension program conducted in a dedicated session on Thursday mornings. The aim of the University Studies program is to promote a high degree of interaction with Flinders University with short courses provided by university staff. Students have the opportunity to work in mentored projects using university facilities. The University Studies courses provided in 2007 were as follows: Topic FU staff ASMS staff Notes Finding a cure for cancer Cat Stone How can scientists use

tools of molecular biology to identify genes, develop functional foods and test for potential drugs etc.

Science presenter training

Investigator Centre staff

Simon Sypek, Andrew Stone, Sonya Paterson

Training to become (paid) specialist science presenters at the centre and the ASMS



Topic FU staff ASMS staff Notes Spells, Smells and Explosions

Brenton Banham

Neil Davis Challenging experiments modelled aspects of the first year FU chemistry course

Seven habits for successful people

Anthony Armstrong

A holistic personal philosophy for effective interpersonal skills

Web page upgrade Pauline Crawford Publishing effective materials for the ASMS

Wellbeing at the ASMS Kevin Nelson, Cat Stone, Simon Sypek, Jason Loke

Establishing priorities and developing plans to improve student wellbeing

Pod-casting and web animation

Thom Burns Use of Garage Band software

Itchy and Scratchy FU & FMC staff

Andrew Stone Human health and the effects of nasties in our waterways

Universal Sundial Manufacturing Co.

Dr Paul Calder, John Christie

Sonya Paterson Julie Perkins

Maths and manufacturing of a unique clock

CANDY Various Andy & Cat Stone Supporting research projects of significant learning with FU researchers

Software for maths Jo Kellaway Useful software training

Databases Sonya Paterson Skills training

Visual basic programming

Jo Kellaway Skills training

Drug Design Dr Ian Menz Judy Sara Molecular biology

Global Citizens Medal Graeme Oliver Personal & social development

Palaeontology Kerry-ann Grace Geology

A Chemist’s take on History

Brenton Banham

Simon Sypek A different take on practical chemistry

The Environment - Through Performance

Michael Fuller Jason Loke Exploration of sustainability (related to Sustainable Futures) through dance (Communication Systems)



Topic FU staff ASMS staff Notes ICT & engineering re computer games

Dr Shaowen Qin

Jo Kellaway Programming “gaming” from the point of view of the School of Informatics & Engineering

ESL Jean Clayton Support for ESL students

Aviation Rory Lane Basic concepts and physics of flight

Horticulture Neil Davis Research and publication

Get active Outdoors Simon Sypek Group fitness

Year 12 (SACE Stage 2)

Subjects offered at SACE Stage 2 in 2007 were similar to previous years with minor variations reflecting student choice and staff teaching capacity. Subjects offered were:

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

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 2007

The following projects merit special mention as significant curriculum innovations of 2007:

Aviation Pathways Program – An Aviation Pathways Program was established as a University Studies unit in the second half of 2007. This program gives students a unique opportunity to link study done at the ASMS with formal training for a pilot’s licence. The development of the Aviation Pathways Program was funded through a grant from the Inner South District School to Work Transition Program.

CANDY – CANDY was a colloquial name for a University Study program run by Cat and Andy Stone. The program focussed on mentoring students into long-term research studies alongside university researchers. In 2007 eighteen students were involved in eleven different research projects. The research projects produced high quality work that has been formally published and presented at international science fairs.

Capabilities in ePortfolios – This project developed a model for students to be able to record and report on their demonstration of capabilities through the use of ePortfolios. The project was funded by a SACSA Innovations Projects grant through DECS.

Extended Learning Initiative – The ASMS was a reference school for the development of a new compulsory subject for the future SACE, the ELI. Jayne Heath was funded to work as a consultant to this project through the future SACE office.

Personal Learning Plan – The ASMS was funded as a Phase 1 Pilot School for the development of the Personal Learning Plan – a compulsory unit of the future SACE to be introduced in 2009. The work done at the ASMS was seen as exemplary in informing the development of the PLP.



TechnoMuseum – The TechnoMuseum was a major public presentation activity of students relating to their work in the Central Study “A Technological World”. The display of student work in the TechnoMuseum was run as a public entry event in conjunction with the Australian Innovations Festival and received national publicity as such.

Just a few of the many wonderful presentations

by ASMS students for the TechnoMuseum as

part of the Central Study – A Technological

World



2. Professional Development

Established in 2003 the Australian Science and Mathematics School has consolidated a 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 and the Science and Maths strategy. This has been achieved by focussing Professional Learning activities on: the provision of in-service professional development in the contemporary 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 2007

Priority 1: Develop and enhance individual professional learning programs for all staff.

Outcomes:

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

EDSAS records of teacher professional learning show that:

2584 hours of Professional Learning were undertaken by 27 teaching staff;

95.7 hrs /staff member were committed to professional learning;

Activities involved included:

All DECS required courses;

Subject specific curriculum and pedagogical study/conferences;

On-line learning;

Developing capacity to facilitate the professional learning of other educators.

Post Graduate study

Priority 2: Engage staff in post graduate programs in collaboration with Flinders University.

Outcomes: 10 teachers continued higher level studies at Flinders University: Doctorate in Education 8 Masters in Education 1 Grad Certificate – Neuroscience 1



Priority 3: 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 2007 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 strategies that included:

Action Learning Projects. ASMS supporting DECS strategic directions for Science and Mathematics in SA.

Workshops Pedagogy, ICT, New Sciences

Seminars Reforming the Learning, Assessment as and in Learning

Professional Practice programs Teachers working alongside ASMS staff

Conference Presentations Specialist Schools Trust, Middle Years of Schooling, CONASTA, SASTA, MASA

Published articles

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

Maintenance of data base of Professional Development participants.

A total of 25 discrete activities were conducted over the year in addition to numerous visits by teachers as part of the Professional Practice Programs and Action Learning Projects.

Building New Sciences Workshop participants



Involvement in ASMS Workshops and Professional Practice activities:

Total Registrations Interstate & Overseas Participants Males 106 Victoria 98 Females 146 Tasmania 0 Total Registrations 252 Western Australia 0 Queensland 0 Educational Sector New South Wales 6 Government Schools 181 ACT 10 Independent Schools 17 United Kingdom 28 Catholic Education Schools 32 Total 142 Other Facilities 6 Total 236 Year Level Bands Curriculum Areas Primary 76 Maths 37 Secondary 148 Humanities 8 Senior Years 0 Design & Tech. 11 Middle Years 0 Sciences 46 Early Years 0 LOTE 1 General 5 English 8 Tertiary 0 Health & PE 11 Not recorded 23 SOSE 5 Total 252 Total 127 Position Principal 26 Deputy Principal 7 Assistant Principal 10 Coordinator 26 Teacher 56 Other 28 Not Recorded 99 Total 252

Priority 4: 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 a functional and supportive adjunct to the school’s PD programs. For example:

Specific curriculum materials, presentations, professional reading materials, and links to relevant educational sites also provided support for the PD program;

The school’s PD program was posted each term with details of all PD activities available to be accessed by teachers;

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.



Evaluation and Moving Forward As recorded above 252 educators, including 110 from S.A., were involved in formal PD programs promoted and conducted by and at the ASMS. In addition to these activities it is estimated that ASMS staff presented at conferences to over 1100 educators, comprising 420 from SA, 385 national representatives and 300 international participants. 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 2007. A further indicator of the reputation of the ASMS PD program is the number of staff who have, by invitation throughout 2007, spoken at national and international PD events, Analysis of participant reflection comments indicates the significant impact “in situ” has been change to an aspect of teaching practice and the sharing and use of materials and strategies developed through their involvement with the ASMS PD program. It will be interesting to develop strategies to quantify and refine this kind of response through consistent observation or a long term study. 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 made a big impression. Many participants reported they made significant shifts in their thinking related to practice and had plans to implement appropriate changes. Given that what L2L Maths presents is a significant shift, these changes would understandably take some time to become evident. This should also be a focus for follow up in 2008. As has been consistently demonstrated in the past, programs involving teaching teams have a greater chance of making an impact on return to their school. In 2007 the Victorian 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 under way in Victoria. The impact of the ASMS within SA is most measurable 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 & 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. Several schools and cluster groups have worked with ASMS intensively throughout 2007. Through the Building New Science and Action Learning Projects activities 18 school teams worked with ASMS staff to develop new approaches to teaching and learning based on ASMS concepts in their schools. Participant presentations and the production of teaching and learning materials were clear evidence of changes made to teacher practice and student learning as a result of involvement in these programs. Specific and noteworthy examples of the ASMS working with interstate school groups in 2007 include: Loddon Education cluster sent 10 groups of up to 10 teachers to spend three days

working through a negotiated program. Evaluation comments were very encouraging with highly positive reports of the impact their time with the ASMS had on their thinking about teaching & learning.



Erindale College, ACT, picked up on the MAT L2L work and are implementing their version in 2008.

Sydney Northern Shores cluster picked up the Techno Museum concept and ran with it across five campuses in 2007.

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 their schools. Plans for 2008 Finalise documentation of teaching and learning materials to assist in sharing ASMS

experiences with other educators. Participation in future SACE forums including focussed work groups associated with

Curriculum Writing, Framework Drafting, Performance Standards, Professional Development Extended Learning Initiatives and Personal Learning Plans.

In partnership with Flinders University Centre for Science Education in the 21st Century undertake project leadership of Industry Pathways Innovations Science Education.

Develop an on-line professional learning community as part of the ASMS Portal. This will provide an additional opportunity to support teachers as they attempt to implement new ideas developed while working with the ASMS.

Continue to strengthen long term relationships with schools focussed on professional learning.

Focus support for Action Research projects on Primary Schools. Support ASMS in undertaking leadership in PD facilitation. 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.



3. International Programs

The Australian Science and Mathematics School has continued to build on the International Programs Development Plan initiated in 2004. This report will make comment against each section of the Development Plan as has been the case for the previous two years.

Vision

The Australian Science and Mathematics School will be recognised internationally for its leadership of innovation and reform of learning and teaching in science and mathematics.

GOAL 1 – School Profile

The ASMS will have a clearly recognisable profile in relevant international forums that identifies the unique features of the ASMS (leading edge school for reform and innovation in mathematics and science education, unique learning environment, unique learning program, unique ASMS/FUSA partnership).

The ASMS has achieved this goal with a clearly recognisable profile in a range of international forums. International visitors to the ASMS, international forums in which ASMS staff have actively participated and the identification with and access to the ASMS by international students have all continued to contribute to the creation and expansion of this profile.

ASMS Staff involvement in International conferences:

In 2007 2 ASMS staff participated in 3 different international programs in China, Thailand and Korea. Participating staff were involved as guest speakers at these international conferences. iNet International Conference, Beijing, China Mahidol Wittayanusorn Conference workshop – Curriculum Revision 2nd Apec forum for gifted in Science

Additional staff were also involved in student focussed international programs. (See Outbound Programs for details).

GOAL 2 – Marketing Strategy

The ASMS will establish processes to support a range of promotional activities, in particular; ASMS doing co-marketing, IES acting for ASMS, ASMS/FUSA joint marketing, AEI acting for ASMS, Education Adelaide acting for ASMS.

In 2007 work was completed on the production of new print materials with a focus on translations into Japanese, Korean, Chinese, Spanish and German.

2007 saw a significant growth in the number of German students to come to the ASMS for Study Abroad Programs.

International Accreditation

The Australian Science and Mathematics School undertook the procedure to gain accreditation as a registered provider of international programs through the second half of 2007. The school was awarded the Certificate of Educational Services for Overseas Students (ESOS) Accreditation Recognition in February 2008. This certificate is awarded by International Education Services of Department of Education and Children’s Services in



compliance with the national requirements of the ESOS Act. The accreditation while valid to 2013, is subject to annual audit reviews. Special recognition must go to Ms Julie Cassidy for her work in ensuring this accreditation process could be undertaken efficiently and effectively.

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 2007 the school consolidated the gains in International Student programs made in 2006.

Incoming Programs

Individual Student Programs: The ASMS had 21 full fee paying students on either Study Abroad or High School Graduation programs in 2007. These students were enrolled for periods from five months to three years and came from Germany, Thailand, Hong Kong, Japan, Korea 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.

International Group Tours: In 2007 the ASMS organised and hosted three international study activities involving 74 students from four countries.

International Study Tours to ASMS

eScience Study Tour –January 2007 Korea Science Academy

42 students and six support staff organised through the Kyungnam Institute of the Gifted Education in Science and the Institute for Scientifically Able Youth from the Republic of Korea attended a study tour at the ASMS from 10 to 28 January 2007. This was a challenging event for the ASMS to undertake as it was only the second time the school had organised an extended holiday time activity for students and it was a week longer than last year’s tour. The teaching program was coordinated by Simon Sypek with an emphasis on practical engagement in science activities. This hands-on approach was considered important as the



students were of upper primary and middle school age. The program for the students was run in conjunction with Banksia Park International High School who provided the Australian culture component of the program.

International Science Fair – June 2007 Scientists Working to Save the Environment

The ASMS hosted its annual Science Fair “Scientists working to Save the Environment” from 18 to 22 June 2007. Fifteen students and six support staff attended from Ritsumeikan High School, Japan, Mahidol Wittayanusorn School, Thailand and Manitoba Life Sciences, Canada. 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 “Scientists working to Save the Environment” included:

A keynote lecture from Dr Jochen Kaempf, Senior Lecturer of Oceanography, Ocean and Climate Science, Flinders University on “Global Warming – What’s the Story”.

A perspective of environmental issues - “An Inconvenient Truth” – Commentary by Mark Parnell, MLC, Greens member of the Legislative council of South Australia

Student Research and Role-play Activity - Enviro-Ethics

Field Trips to the Aldinga Eco Village, Starfish Hill Wind Farm, Warrawong Sanctuary and Cleland wildlife Park

A keynote lecture on “Nuclear Energy – Power of the Future?” from Associate Professor Joe Shapter, School of Chemistry, Physics and Earth Sciences, Flinders University and Associate Professor Ian Hunt, Department of Philosophy, School of Humanities, Flinders University.

Ritsumeikan Senior High School Visit – July 2007

Nine students and one support staff from the Ritsumeikan High School of Kyoto, Japan attended the ASMS from 23 July to 11 August 2007. The students integrated with the ASMS students following buddies to each of their study classes. All students and Miss Nanako Takeda enjoyed a homestay experience whist studying at the ASMS. Some cultural experiences included visits to Warrawong Sanctuary & Wildlife Park, the Whispering Wall, the Gorge Wildlife Park and an Aussie BBQ at the ASMS.

Outgoing Programs

The ASMS organised three international study tours for its students in 2007. 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

Guided Tour of China, April 2007

In conjunction with DECS - International Education Services, 2 ASMS students travelled to China to participate in a learning tour. The tour visited schools and historic sites such as the Great Wall of China, the Forbidden City and the Temple of Heaven. The tour is credited as a SACE unit.

Singapore International Science Challenge, May 2007

A group travelled to Singapore to participate in the Singapore International Science Challenge (SISC) 2007 hosted by the National Junior College, Singapore. The ASMS delegation were specially invited international guests to the challenge. Three students were involved in educational activities with a focus on cutting edge science research. This was combined with several cultural activities. ASMS teacher, Catherine Stone was involved in professional development activities and sharing with regards to inquiry learning in secondary science education.

1.5°C Down Green Camp Arctic Adventure, July 2007

An ASMS student was selected to represent Australia in the 1.5° C Down Green Camp in Longyearbyen, Norway hosted by Korea Science Foundation, Korea Polar Research Institute (KOPRI), Korea Broadcasting system (KBS), Korean Federation for Environmental Movement. The sponsors for the camp were The British Council of Korea and the British Embassy. The Arctic Adventure consisted of a six day visit to Longyearbyen, Norway, one of the northernmost settlements in the world. Included were four days at Green Camp, Ny-Alesund, an International Arctic Environmental Research Facility and a one day workshop in London including a visit to BedZED, the Beddington Zero Energy Development settlement the largest carbon-neutral eco-community in the United Kingdom. Selected teenagers from the 9 countries attended the environmental education program called “Green Camp”, which was held at ‘the Natural Environment Research Council’s Arctic Station’ and the Beddington Zero Energy Development in U.K. They had hands-on experience during the camp; observing an iceberg melting, investigating the Arctic vegetation change, and experiencing alternative lifestyles for energy saving. As a final step of the camp, they established and proclaimed “Protocol 1.5°C Down”, a set of rules to save the Earth by embracing all of the small activities they can do in their everyday lives.

International Students Science Fair (ISSF) August, 2007

4 students and 1 support staff from the ASMS participated in the ISSF 2007 hosted by the city Montessori School, Lucknow, India. Over three hundred international and national students and teachers from over 60 schools and 21 countries participated in this outstanding activity. It was the largest event of its type in the Asia- Pacific region. The ASMS students shared the results of the scientific research they undertook under the mentorship of Associate Professor Karen Reynolds of Flinders



University. They also had the opportunity to discuss the very varied research of the other students. The students were very successful and won a commendation for their seminar presentation. Making good use of their film making expertise ASMS students gave an outstanding and very different presentation. The students produced a poster describing the learning environment of the ASMS. This was a stimulus for further discussion with other teachers and students who were fascinated with the different learning and teaching that occurs at the ASMS.

Rits Super Science Fair, October 2007

8 students and 2 support staff participated in the Super Science Fair hosted by Ritsumeikan Senior High School, Kyoto, Japan. ASMS students made two presentations at the science fair and had five posters on display. All were of excellent quality. The travel group participated in a range of social and cultural activities with staff and students from the other participating schools. This helped establish sound relationships for further international sharing projects. This forms the basis of the ASMS hosting ongoing student and educator visit programs for 2008 and beyond. An opportunity for the students to undertake a home stay experience gave them a greater insight into another culture.

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 2007. 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 2007 the ASMS hosted the following specific international professional visits to the school: Seven Directors General & Assistant Minister

of Education from the Saudi Arabian Ministry of Education.

Four members of the senior teaching staff from National Junior College, Singapore.

Five Senior Educator Position Personnel from the U.K.

Ten teachers with a science education leadership focus from the London area, U.K.

Three Leadership personnel from Cramlington, U.K. Ten teachers from King David Schools, U.K.

Visiting delegation from the Saudi

Arabian Ministry of Education



Twelve members – Thailand Delegation. Soontorn Pornjumroen – Head of Chemistry at Mahidol Wittayanusorn School, Thailand

for a three week teaching experience placement.

GOAL 5 – International Networks

The ASMS will establish its role in a range of international science and mathematics education networks such as the Asia-Pacific Super Science Schools Network (to be established), the South East Asian Mathematics Education Cooperative (membership to be sought), the International Network for Educational Transformation of the Specialist Schools Trust (membership to be sought), and key Special School Partnerships such as the Illinois Maths Science Academy, Mahidol High School and Ritsumeikan Senior High School.

Partnerships

The Australian Science and Mathematics School has formed partnership agreements with the following international organisations: Ritsumeikan Junior & Senior High School, Kyoto, Japan Mahidol Wittaynusorn School, Nakhon Pathom, Thailand Korea Science Academy, Busan, South Korea Changzhou International College, Changzhou, P.R. China Manitoba Life Sciences Project (Pembitrails) Winnipeg, Manitoba, Canada iNet, United Kingdom Kyungnam Institute of the Gifted Education in Science (KIGES), Masan, Republic of Korea Institute for Scientifically Able Youth (ISAY), Republic of Korea



4. Student Welfare & School Operations

School Operations: School organisation and management was enhanced in a number of ways:

There was further development of an ICT based timetabling package, giving 24/7 access to a student’s timetable and facilitating 100% of Year 12 students obtaining their first choice subjects in the final timetable.

All student assessment data from Central Studies was recorded in an augmented central database used to provide more frequent feedback to tutors.

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 continued between 8:00 am to 5:25 pm., providing excellent access for students with a further change to 7:45 am to 4:55 pm implemented for 2008 to reflect the greater numbers of students arriving at school early.

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 is clearly apparent and was further consolidated, particularly in relation to the development of each student’s personal learning plan and meta-cognitive skills development 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.

Strengthening and enhancing communication between school, student and family remain a focus of attention.

The ICT access for students and parents was enhanced by the introduction of a new portal which will be significantly developed during 2008 and beyond.

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

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

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

Access to the extensive opportunities through ASMS students’ honorary membership of the Flinders University Sports Association.

School Activities Day

Student committees (refreshed for 2008 after reduced participation by the Year 12 group during 2007)

Service Club conducted a number of programs but there was 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. Several new units were developed including one in Aviation.

The school provided numerous 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.



5. Governance & Partnerships

Governing Council – Composition and Activities:

Our objective was to develop a school governance structure that optimised the school’s autonomy and supported 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. David Smythe was elected as Chair of the ASMS Governing Council for 2007 and the council met on 8 occasions throughout the year. The full membership of the ASMS Governing Council 2007 was:

Chair: David Smyth

Deputy Chair & Flinders University Representative: Prof Joan Cooper *

Principal: Jim Davies

Student Representative: Rotating representation from three students

Staff Representative: Kevin Nelson

Treasurer: Peter Lomman

Parent Representatives: David Smyth, Helene Hipp, Linda Millar, Cathy Andrews, Angelika Hislop, Caroline MacKenzie.

Community Representative: No appointment

* Professor Cooper resigned in April due to a move to New South Wales. No replacement appointment was made. Governing Council’s activities and business throughout the year included; Implementation of the external review and evaluation of school activities approved in

2006.

Supporting development of formal “Destination Data” process to track ASMS graduates.

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

Formalised school support for VET courses undertaken by ASMS students with criteria for funding established.

Continued the award of Bursaries to ASMS students accepted into courses at Flinders University. Council awarded four Bursaries in 2007.



Partnerships and Activities Given the nature of, and expectations on, the Australian Science and Mathematics School it is inevitable that there will be the need for, and particular value in, extensive, on-going partnerships with organisations and institutions with similar aims and objectives. Organisations with which the ASMS had active partnerships in 2007 are: Adelaide Biplanes, Aldinga Airfield Changzhou International School, Changzhou, China * Flinders University Korea Science Academy * Mahidol Wittayanusom School – Bangkok, Thailand * Ritsumeikan Senior and Junior High School, Kyoto, Japan * SiMERR SA and SiMERR National Specialist Schools and Academies Trust (iNet) England * UniSA University of New England Various government and non-government schools in SA and interstate Australian Academy of Science

* Information about these partnerships is detailed in the International Programs section of this report. Specific partnership activities: Science Education Centre for the 21st Century – Flinders University

Program and Outcomes:

ASMS programs will be significantly complemented through the establishment of the Science Education Centre for the 21st Century in a partnership project with Flinders University. The Centre will work across all sectors of education (secondary, vocational and higher education), business, key industries and government with the primary focus on science, engineering and technology. Its primary aim is to advance the State’s objectives for science, technology and education and become an internationally known centre of excellence. Its specific objectives are: To increase the numbers of people in South Australia with the necessary knowledge,

skills and capabilities to meet workforce needs in the science and technology-oriented occupations and industries;

To enhance scientific and technological capacity within industry and the community; To encourage innovation and an entrepreneurial approach in students that will lead to

new commercial initiatives; To raise levels of scientific and technological literacy and interest in the population

generally; and To help build the culture of creativity and innovation in the State.

Flinders University has a successful record of course innovation and delivering quality education across all disciplines and is developing new approaches to teaching and learning in mathematics, science and technology in partnership with the ASMS.



The Centre will establish links with a range of external national and international groups and organisations working in science education and will participate in relevant South Australian, national and international projects and other initiatives in the science education field. It is not intended that the Centre would become a provider of education and training itself, but act as a catalyst and a resource for the educational sector, through its location at Flinders and through its connections with the ASMS, schools and universities. The ASMS will be a major conduit between the Centre and DECS and other DECS schools.

Science Summer School for teachers – Flinders University and University of New England


For two weeks in January 2008 the ASMS was the national centre for the Federally funded Science Summer School for teachers. 200 high performing science teachers from all states engaged in a quality PD program, largely organised and staffed by ASMS staff.

Aboriginal Summer School for Excellence in Technology and Science – SiMERR SA, Flinders University and UniSA


The Aboriginal Summer School for Excellence in Technology and Science (ASSETS) was conducted at the ASMS in January 2008 after extensive planning through 2007. It was a 10 day Residential School for 24 of the best and brightest Year 10 Indigenous students from around Australia. Students from Mackay in the north east, to Mount Gambier in the south, Karratha in the north west and many places in between, had the opportunity to work with practicing scientists and others in problem-based learning in the areas of Health Sciences, Environmental Sciences and Technology. They also had a cultural and personal development program designed to assist their development as individuals, and as members of their communities. Everyone involved is proud of the achievements of ASSETS08. The feedback from students and staff has been very positive and we look forward to the students’ continuing engagement with, and success in, studies that include science, mathematics and technology.

ASISTM grants for research in science education and application – Flinders University and various schools


The ASMS, in partnership with Flinders University, has taken a leadership role developing initial submissions for funding two key projects through the Australian Governments ASISTM grants process. Using grey water in aquaponic systems: This project brings together primary, secondary and tertiary students under the guidance of leading scientists and industry partners to investigate the potential for water resource management through a novel investigative approach to agriculture and aquaculture. Students from primary schools will be involved in the more simple aspects of the project, such as estimating household grey water production. Secondary schools students will be



involved in the design, construction and assessment of microbiological and chemical monitoring equipment. Academic staff and graduate and undergraduate students from the Departments of Environmental Health and Biology, Flinders University, members of the Australian Institute of Environmental Health, industry partners and teachers will provide expert guidance and technical support. Science research: models for secondary student’s engagement.

This project’s central purpose is to develop, and engage secondary students in, science research activities. The project aims to establish models for conducting science research with students that is mentored through association with university scientists and early career researchers. It aims to develop sustainable models for conducting rigorous science research in secondary science programs and provide experiences for secondary students in the career pathways available in science research.

The project will involve science research staff from Flinders University and teachers and students from four schools with secondary enrolments. Different models of engaging schools and students in research activities will be developed.

The key outcome of the project will be the development of sustainable models for conducting university mentored student science research in future years.

From the perspective of the ASMS the success of each of these partnerships rests heavily on the commitment, enthusiasm and expertise of staff at the school who willingly commit to the programs on the expectation of better learning outcomes for students, and on demonstrated improvement to their own practices which they readily share with others.

Development and Implementation of Aviation Curriculum – Adelaide Biplanes


Three curriculum units were developed that enabled students to gain an understanding of the theory of aspects of practical flight and equip them to undertake practical instruction. There was also the opportunity to undertake workplace training at the Aldinga Airfield as part of the Introduction to Aerodynamics unit. By agreement with Adelaide Biplanes successful completion of the units will count towards a Restricted Pilots Licence qualification for those who are able to take it further. This partnership was also supported by DECS funding through the innovative curriculum initiative of the Futures Connect project.



Science by Doing – Australian Academy of Science


The Science by Doing pilot program is funded by the Department of Education, Employment and Workplace Relations and managed by the Australian Academy of Science. It is a creative web-based, inquiry-based program designed to promote active learning and stimulate student interest. The ASMS contracted with the Australian Academy of Science to write one of the initial units of work for Science by Doing. ASMS staff members Lyn Jefferies and Judy Sara were assigned to this task and wrote the unit “Moving Together”. The ASMS staff will facilitate the Science by Doing Pilot Program in all states of Australia. The pilot aims to involve teachers of junior secondary science in professional learning to enable them to: create and participate in a network of science professional learning communities across

Australia to enable the effective sharing of knowledge, ideas and teaching strategies between teachers

incorporate inquiry-based learning and teaching strategies into their science programs across an increasing number of schools and classes

develop leadership skills and take ownership of the “Science by Doing” approach to science education.



Staffing and Personnel

Teacher Retention, Qualifications and Attendance The quality and longevity of staff at a school site is a major contributor to the success of that school in meeting its obligations to all its clients: students, parents and DECS. The ASMS enjoys certain advantages in this respect with the opportunity to attract highly qualified and enthusiastic teachers as a consequence of the nature of the school, the self development opportunities available and, for most, the benefits of appointment to at least Coordinator 1 status. Staff Retention: (2006 – 2007)

Perm Temp Total No. of teaching staff employed during 2007 school year 26 4 30 No. of above staff employed at school during 2006 school year 18 1 19 Staff Retention over the two years 69.23% 25.00% 63.33% No. of teaching staff who left the school during 2006 school year

3 4 7

The fact that eight permanent teachers did not continue with appointments into 2007 at the school was the result of a variety of factors including retirement, promotion and transfers to other sites or systems. An average 63% retention rate for a school such as the ASMS with intensive requirements for induction and adaptation into the culture of the school deserves attention. In part, it is the consequence of significant numbers of staff being appointed to short tenures (3 years) in the school’s first 2 years of existence. The school and DECS need to explore options and opportunities to raise this retention rate. This issue is highlighted by the appointment of 11 new staff (36%) for the start of the 2007 school year. Having said this, the school acknowledges the value and necessity of a process of renewal but would like to see this implemented in a more consistent and gradual manner. As the table below shows, with 4, 2 and 1 new staff coming on board in 2004, ‘05 and ‘06 respectively compared with 9 in 2007 there were greater opportunities for induction and integration into the unique learning environments that compose this school.



Staff Longevity at ASMS

Years employed at ASMS

Perm. Staff

Temp Staff

Comment

Less than 1 year 9 4 See note below # More than 1 year less than 2 years

1 0

More than 2 years less than 3 years

2 0


4 0


10 0 These 10 staff were all foundation staff in 2003. Their loyalty, continuity in their role and contributions to the school have been significant factors in the development and success of the ASMS.

# Although the school has a well developed and appropriate Induction Program the unique nature of this site demands an intensive and elongated program. With such a relatively large number and limited time significant impacts on existing staff, the new teachers themselves and the students were noted. Staff Academic Qualifications

Although the majority of staff appointed to this school are already well qualified and/or experienced the school has an expectation of continuous development and, as is shown in the section on Professional Development activities and achievements many staff take up opportunities to improve their formal qualifications.

2007 Staff Member Academic Qualification

Armstrong, Anthony B Sc, Dip Ed

Bastin, Fern B.Sc (Hons), Dip. Ed. Cert II (I.T.)

Burns, Thom BA, Dip Ed, M Ed

Cassidy, Julie -

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

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 -

Grace, Kerry-ann B. Ed. (Sec. Ma)

Hallwas, Will B. Ed.

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

Hollidge, Oksana B.A. Dip Ed. (Sec)

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 -

Lane, Rory Ph.D. B.Sc (Hons) Grad. Dip. Ed

Loke, Jason B. Ed. (Sec Sci)

Medwell, Doug B Sc, Dip Ed

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

Nemorin, Paul -

Nethercote, Tania B App. Sc. Dip. Ed. Grad Dip (App Com), 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

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)

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

Staff Attendance

Staff absentee rates due to illness and other approved reasons at the ASMS in 2007 averaged approximately ½ day per term for each staff member. Apart from suggesting the staff enjoyed a reasonably healthy year this data helps to confirm the high morale and commitment to the school that is exhibited at this site.

Absences Term 1 Term 2 Term 3 Term 4 Total Days absent – Paid sick leave 17.0 14.0 16.0 12.0 59.0 Days Absent – Unpaid sick leave 0.0 0.0 0.0 0.0 0.0 Days Absent – Other approved reasons

1.0 4.0 16.5 56.0 77.5

Total Available working days 1,566.0 1,399.5 1,352.0 1,405.0 5,722.5 % of working days as paid sick leave 1.09% 1.00% 1.18% 0.85% 1.03% % of working days as paid and unpaid sick leave

1.09% 1.00% 1.18% 0.85% 1.03%

Note:



The 56 days recorded as “Other” leave in Term 4 was for a teacher who took a term’s

maternity leave. Although not recorded in these statistics the majority of teacher absences from school,

not from duty, that required cover at school, were linked to professional activities with students, with teachers from other schools, or involvement with conferences nationally and internationally.



Enrolment

Total enrolments in 2007 were up by 34 in comparison with 2006 figures. Increased enrolments at years 10 and 11 were the result of effective promotional campaigns at the Royal Adelaide Show and Science Alive combined with word of mouth promotions, media coverage detailing student achievements and visits to the school. The male/female enrolment ratio continued a significant imbalance (2:1) at Years 10 and 12 whereas the Year 11 figure (1:1) maintained the trend this cohort established at Year 10 in 2006. (The school will continue to focus on a range of activities designed to attract increasing numbers of girls to the ASMS. System of Origin of ASMS student enrolments in 2007.

System of Origin No. 2007 % 2007 DECS Public Schools 81 64.8% Non Government Schools 28 22.4% Other (International +) 16 12.8%

(+ refers to interstate and overseas as opposed to International students) The percentage of systemic enrolments for 2007 shows an 11.3% fall in enrolments from Non- Govt schools with a marginal increase of 2.0% from sources other than Govt Schools.



School of Origin of ASMS Students in 2007 In 2007 new students at the ASMS who enrolled from within South Australia came from 49 different schools: 33 Government Schools and 16 Non Government schools. This data shows a decline in the number of Non Government schools from which students enrolled at the ASMS, from 34 schools in 2006 to 16 in 2007.

System 2006 2007 Govt Schools 32 33 Non Govt. Schools 34 16

As can be seen 41 (50.6%) of enrolments that originated in Government Schools came from six schools in the South, relatively adjacent to the ASMS and each with multiple enrolments (5 – 10) The 2007 new enrolments included students from only seven schools north of Anzac Highway and six in the country. With the exception of one school (Seaton High School) each of these was a single enrolment from that school. Issues of transport and accommodation have had an obvious influence as has the reduced availability of scholarships to support travel and accommodation. There is an emerging pattern of friendship groups of students enrolling from the same school. This development clearly illustrates the importance students place on their social integration in the schooling context.

2007 New Enrolments - Govt Schools - 81 students from 33 schools

8

1 1

6

2

3

1 1 1 1

7

2 2

1

5

1 1 1 1 1

2

1

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10

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4

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The pattern of the majority of new enrolments coming from southern metropolitan schools is repeated in the data from the non-government sector. Of the 16 schools that provided new enrolments in 2007 only six had more than one student come to the ASMS. Specific Compositions of ASMS Enrolments

Over the period 2005 – 2007 there has been a small decline in the number of NESB students and a more noticeable decline in ESL eligible students. The number of school card students has no particular trend and is subject to fluctuations associated with school card administrative procedures.

2007 New Enrolments - Non-Govt Schools - 28 students from 16 schools

1

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2

1 1 1 1

2

1 1

5

1

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4

0

1

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4

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Cultural Background of ASMS students

Although there is significant diversity in the cultural backgrounds of ASMS students the school continues to be under-represented by ATSI students. It is hoped the ASSETS (Aboriginal Summer School for Excellence in Technology and Science) program run at the ASMS in January 2008 along with publicity and promotions will have an impact in 2009.

Attendance

All year levels showed a small decline in attendance rates compared with the same year level in 2006. Despite this all attendance rates are above both District and State averages.

Cultural Background - 62 students from 31 cultures

1 1 11

1

4

1

1

6

4

1

1

1

1

2

1

34

2

7

1

2

1

3

1

1

1

2

2

31

Arabic

Bangladesh

Bosnia-Herzegovina

Brazil

Bulgaria

China

Cyprus

Fiji

Germany

Greece

Hong Kong

India

Iran

Italy

Korea, South

Macau

Malaysia

Netherlands

Philippines

Poland

Portugal

Russian Federation

Saudi Arabia

Slovakia

South Africa

Sri Lanka

Syria

Thailand

United Kingdom

Vietnam

YugoslaviaData 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. If both were included there would be an additional 7 cultures.

China

Germany

Greece

Korea, South

MalaysiaNetherlands

Philippines

Poland

Russian

Federation

Slovakia

Thailand

United Kingdom

Vietnam



Retention

Retention and Progression ratios 10 – 11 show an understandable and generally predictable inflow of students enrolling at the ASMS to commence and complete their SACE. This is also reflected in the very high retention from Year 11 – Year 12 with 2006 – 2007 showing an apparent retention rate of 98.6, at least 20% above both District and State averages.



Student Achievement Years 10 and 11 Because of the preferred organisation of curriculum content and delivery at the ASMS Year 10 and 11 student achievement is reported concurrently and does not, in the first instance, reflect achievement in relation to SACE requirements. 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 2007 the six Central Studies were: Body in Question Sustainable Futures Technological World Communication Systems Mathematics and Abstract Thinking 1 and 2



Semester 1 Body In Question

Technological World

Maths and Abstract Thinking

Results for all students (10/11) inj BIQ, sem 1, 2007

0%

5%

10%

15%

20%

25%

30%

E A P D B NC NP ABS NA

Results

% o

f re

su

lts

Results for all students (10/11) in TEW, sem 1, 2007

0%

5%

10%

15%

20%

25%

30%


Results

% o

f re

su

lts

Results for all students (10/11) in MAT, sem 1, 2007

0%

5%

10%

15%

20%

25%

30%


Results

% o

f re

sult

s

Grade No of results % of results E 596 24% A 622 25% P 489 19% D 157 6% B 193 8%

NC 59 2% NP 193 8%

ABS 81 3% NA 130 5%

Grade No of results % of results E 412 20% A 531 26% P 474 23% D 196 9% 75 4%

NC 22 1% NP 148 7%

ABS 64 3% NA 153 7%


NC 0 0% NP 16 2%

ABS 0 0% NA 28 4%



Semester 2 Sustainable Futures

Communication Systems

Maths and Abstract Thinking

On the surface these results suggest it is harder to achieve higher grades in MAT than it is in the other integrated subjects. This outcome reflects the different nature of the assessment processes and the fact that these units are the only ones where specific subject (Maths) skills

Results for all students (10/11) in SUF, sem 2, 2007

0%

5%

10%

15%

20%

25%

30%


Results

% o

f re

su

lts

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

0%

5%

10%

15%

20%

25%


Results

% o

f re

su

lts

Results for all students (10/11), MAT sem 2, 2007

0%

5%

10%

15%

20%

25%

30%


Results

% o

f re

su

lts


NC 83 3% NP 72 2%

ABS 147 5% NA 390 13%


NC 42 2% NP 232 10%

ABS 64 3% NA 117 5%


NC 9 1% NP 27 3%

ABS 7 1% NA 44 5%



are isolated and used and are not supported by skills from a range of subject areas as is the case elsewhere. School SACE Data SACE Stage 1 One of the unique features of the Years 10 and 11 curricula at the ASMS is that students have the opportunity to achieve SACE accreditation for all studies undertaken. Students at Year 10 can opt to work at levels that provide SACE units or to complete them at a non SACE level and achieve accreditation as per the levels detailed previously. As a consequence many students by the end of Year 11 have a significant number of SACE Stage 1 units well beyond requirements. Students at Year 12, most of whom are working towards admission to tertiary institutions, follow a more traditional track with SACE completion, especially in relation to Stage 2 units, in conjunction with a TER being the focus of their studies. Stage 1 data for the ASMS will inevitably be somewhat skewed by the fact that students at Year 10 can access credits for SACE completion as an opportunity provided by the curriculum organisation at this school. SACE Achievement Years 10 and 11 students 2007

No. of stage 1 SA results for all students (10/11) in 2007

0

5

10

15

20

25

30

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

No. of SA results

No

. o

f stu

den

ts

No of SA No of

Students

0 27 1 17 2 16 3 13 4 7 5 8 6 11 7 6 8 12 9 10

10 7 11 11 12 16 13 18



SACE Achievement at SA level for students completing Year 11 in 2007

70% of students completing Year 11 in 2007 had between 12 and 35 SACE units, many of which would have been completed in 2006 as Year 10 students. The challenge for the school is to develop a balance between achieving a number of SA outcomes and maintaining the quality of work required over the three years to achieve optimum outcomes at Year 12.

Pattern completion in the first year of the school’s operation was at the lowest point given that only Year 11s would have been eligible to complete the Stage 1 pattern. Since then the results have trended upward, reflecting the opportunity provided to students to complete Stage 1 requirements over two years.

No of Stage 1 SA results for students completing Year 11

0

5

10

15

20

25

30

0-3 4-7 8-11 12-15 16-19 20-23 24-27 28-31 32-35

Number of SA results

No

of

stu

de

nts

Year ASMS %

State %

2003 38.7 65.4 2004 67.6 64.6 2005 58.6 64.0 2006 67.6 66.5 2007 69.8 67.2

No of SA No of

students

0-3 3 4-7 9

8-11 15 12-15 27 16-19 14 20-23 10 24-27 11 28-31 2 32-35 1



SACE Stage 2

In the context of the ASMS the concept of “Like Schools” is a somewhat meaningless comparison hence in this section any analysis will be done in comparison with the State results. Even then, as has already been noted the concept of “average” loses some meaning when analysis of the subject patterns at the ASMS reveals a much higher rate of take-up of the academic subjects in Mathematics and the Sciences.

SACE completion for students at the ASMS for the last three years is demonstrably above the state average. In part this can be attributed to the fact that most students are able to access SACE units from Year 10 and, as the second graph shows, a significant % of our students

Year ASMS %

State %

2003 0 77.3 2004 75.9 78.6 2005 87.9 79.8 2006 86.2 81.2 2007 83.8 80.9



achieve SACE over three years through a process that makes the first two years less stressful in this context.

In all four years that the school has presented Year 12 students their average achievement score has remained relatively stable and generally close to the state average. It should be noted, however, that the “state average” student does not undertake Physics, Maths and/or Chemistry. At the ASMS 80% of students take a significant Maths course, 50% take Physics and 60% take Chemistry. When we add to this the fact that the ASMS is not academically selective it is clear that outcomes can be seen to be more than satisfactory.

Year ASMS State

2003 18 13.34 2004 13.35 13.49 2005 13.75 13.58 2006 13.43 13.54 2007 12.96 13.55

Year ASMS State

2003 0 70.37 2004 80.5 70.6 2005 77.48 71.54 2006 75.17 70.56 2007 72.57 70.88



In the years for which data has been collected for the ASMS the state average has maintained a relatively stable level. Over the same time span, as with other Year 12 indicators, the TER results have remained above the state average. Of 63 students eligible for a TER three achieved a TER greater than 95, an additional 13 achieved between 85 and 95, while only five were restricted to a TER below 50. ASMS 2007 Graduates Tertiary Offers (For 2008) SATAC Choice won

In 2006 91% of ASMS eligible Year 12 students achieved their 1st or 2nd course choice for Tertiary Study. In 2007, 83% achieved their first or second choice. Tertiary Institution attending

It is worth noting that, despite the ongoing close relationship between ASMS and Flinders University, 2007 is the first year that more ASMS graduates have accepted to Flinders than to Adelaide.

2007

graduates SATAC Offer won

1

2

3

4

5

6

Choice of tertiary institution

Flinders

Adelaide

UniSA

TAFE

Choice No of

students % of

students

1 31 63% 2 10 20% 3 3 6% 4 4 8% 5 1 2% 6 0 0%

Tertiary Institution

No of students

% of students

Flinders 22 45% Adelaide 21 43%

UniSA 4 8% TAFE 2 4%



Area of study chosen

As would be expected for graduates from the ASMS 82% of students have entered tertiary courses reflective of the focus of this school. That 16% of students have entered Arts related courses also make a comment about the holistic approach the school makes to each student’s education.

Area of study chosen

Science

Engineering

Business

Technology

Arts

Education

Area of study No of

students % of

students

Science 25 51% Engineering 7 14%

Business 5 10% Technology 3 6%

Arts 8 16% Education 1 2%



Opinion Surveys

Parent Survey

Statistical Summary

Focus of Survey

Quality of Teaching & Learning

Support of Learning

Relationships and Communication

Leadership and Decision Making

% Positive Responses

83.77% 80.75% 77.07% 62.2%

“% Responses” refers to Agree or Strongly Agree responses. Comment: The raw data indicates that, although the percentage positive responses is down in comparison with the 2006 responses, there is still a high level of approval and support for the school’s standards and achievements in relation to the Quality of Teaching and Learning and in Support for Learning. Although there has been some improvement in the level of positive responses over 2006 figures in both Relationships and Communications and Leadership and Decision Making there are still areas of concern to some parents with five of the 23 items in these two categories below the state average for that item. Quality of Teaching and Learning: Of the nine specific items surveyed six had a positive response from > 85% of respondents. Three items, all related to teachers’ approaches to students, were noted as clearly above the state average responses for those items. These items reflect teacher enthusiasm, expectations and commitment to the students. Support of Learning: Of the 12 specific items surveyed five had a positive response from > 85% of respondents. No items showed below average levels of agreement. Relationships and Communication: Of the 13 specific items surveyed two, I feel welcome at this school and Students from all backgrounds and cultures are treated fairly at this school, had a 100% approval response. Two items, I receive helpful information about my child’s progress and achievement and I am encouraged to be involved in the school in all kinds of ways, indicate below average levels of approval. The latter item was also a concern in 2006. Leadership and Decision Making: Items dealing with educational leadership, planning and school management attracted consistently positive responses. Respondents, however, expressed concerns/dissatisfaction with their level of involvement in the school’s educational programs, development of school plans and decision making, a repeat of the situation in 2006.



Analysis Summary Across the board there is a high level of parental approval for the educational programs offered by the school, the way they are delivered and the relationship between students and teachers. Areas of concern to parents are focussed on issues involving communication between the school and parents. The school is aware of these issues and understands that part of the problem revolves around the level of dispersion of families across a relatively large area. (See data relating to enrolment patterns). To improve parent access to the information they require, the school has developed a portal where relevant information can be accessed. It is also in the process of providing parents with on-line access to up-to-date information about their children’s progress and achievements. The school acknowledges that a significant and on-going campaign will need to be implemented to ensure parents are aware of these facilities. Staff Survey

Statistical Summary

Focus of Survey


Support of Learning




93.8% 95.5% 93.5% 93.4%

“% Responses” refers to Agree or Strongly Agree responses. Comment: The significantly high level of positive responses reflects the positive tone and high morale exhibited by the staff at the ASMS. Staff involvement in a range of activities and programs, including PD opportunities, international professional learning, extra- curricular activities with students, promotional events for the school, school planning and decision making is enthusiastic and wide spread. Quality of Teaching and Learning: Six of the nine specific items returned an agreement rating of >95% with the remainder >80%. The standout variation from 2006 is the 100% agreement (64% Strongly Agree) that Learning programs are responsive to student needs. In 2006 22% of staff returned a neutral response and the majority of the remainder only an “Agree” response. This change is due to ongoing development of the Tutor Group Program and, in particular, a greater emphasis on the application of each student’s personal learning plan. Support of Learning: In 2006 four related specific items in this section attracted between 26% and 41% No Opinion or Negative responses. In 2007 these items, Staff are supported by the school in the management of student behaviour; Discipline problems at our school are handled fairly; Our school has effective procedures to address bullying and harassment issues; and There are effective student behaviour management procedures in this school received 96% – 100%



positive responses. This significant turnaround can be attributed to the development of the coaching and mentor role of the tutor teachers and an increased focus on case management of students at risk. Responses to inappropriate behaviour have been much more public with appropriate and transparent follow-up. Relationships and Communication: 14 of 19 items in this section recorded positive responses at > 90% and all responses were >80%. This data supports the earlier statement describing the high morale of the staff and the positive tone exhibited in the school. Leadership and Decision Making: All items in this section recorded positive responses > 87% with only 1 below 90% and five of the seven showing above average returns. This outcome demonstrates strong support for the leadership and decision making structures and personnel in the school and an acknowledgment of the opportunities afforded to staff. In 2006 37% of respondents had No Opinion on or Disagreed with the specific item I have appropriate opportunities to be involved in decision making. In 2007 only one respondent disagreed, two were neutral and the remaining 20 were positive in their responses. This change can be attributed to the provision of improved clarity of roles and responsibilities within the school’s distributed leadership structure and enhancing involvement in the development and delivery of the Tutor Group Program. Analysis Summary In 2007 there was only one item that was recorded as below the state average in staff responses. 18 of the 48 remaining responses recorded as above average and all results demonstrate the existence of a staff body that is committed to the school, feels supported by the leadership and values the opportunities and challenges offered here. This is best summed up by one respondent’s statement: “This is an exciting school. I really look forward to coming to work and take lots of work home related to school development”! Student Survey Although the ACER Student Survey has been analysed elsewhere in this report it is thought that the data here is also relevant in that it considers the same areas as have been responded to by staff and parents.

Focus of Survey


Support of Learning




76.37% 86.2% 83.4% 89%

“% Responses” refers to Agree or Strongly Agree responses. Comment: 66% of responses to all items reflected above average positive response by students at the ASMS. No item returned a below average positive response level. Quality of Teaching and Learning: No items recorded below average responses. The two highest “scoring” responses, each >88% reflected the focus of the school and are a pleasing affirmation. “My class activities are



interesting and help me learn” and “I know how I am doing and how I can improve” reflect the school’s charter to develop and enhance teaching and learning strategies and to empower students to take control of their own learning. Support of Learning: 11 of 18 items in this section recorded as above average. 100% responses referred to students feeling safe and being encouraged to achieve to the best of their ability. Two areas where students expressed some concern are: The way teachers manage the class helps me to learn. Only 4% of responses “Strongly

Agreed” with the statement with 37% neutral or disagreeing. It is thought this response may be attributable to difficulties students have in interpreting what “the class” means in the ASMS context where students do not experience their learning in the more conventional single class, single teacher, single subject model.

“There is lots to do at school during recess and lunch time” Despite the fact that a great deal of effort is put into organised lunch time activities which, by and large, have been very successful, students do need to recognise that being empowered to take control of their learning can reasonably also involve other aspects of school life. The school plans to further develop opportunities for extra-curricular activities in 2008, including trialling student leadership of activities through the Tutor Group program.

Relationships and Communication: 12 of 17 items in this section recorded above average agreement responses. None were below average. However, the lowest scoring item in any of the surveys conducted for the school is the 58% agreement with the statement “My teachers regularly discuss my progress with me.” This response resonates with an associated item in the section Quality of Teaching and Learning, “My teachers know what I can do and how to help me” which attracted only a 63% agreement response. Some investigation in 2008 of this attitude by students could prove to be useful. Leadership and Decision Making: Responses to items in this section reveal a particularly positive perception amongst the students about the organisation and leadership in this school. Three of the four items rated above the average with a 92% agreement rating. The fact that 20% of respondents ie five of 25 did not agree that the school is well organised is perhaps a result of a sequence of changes to the school’s electronic learning management system as it makes a transition to an upgraded platform. Analysis Summary No items in any section recorded a below average agreement response. Some responses at the lower end of the scale can be explained by students coming to grips with the very different nature of the school, the way it is organised and the stated and very public expectations of both staff and students.



ACER Student Survey 199 students (71 Year 10; 80 Year 11; 48 Year 12) participated in the ACER School Life Questionnaire to ascertain student attitudes to school. In particular this instrument is designed 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 Exploration of the extent to which the aims of the school are recognised by students The school’s organisational structures and how they impact on student experiences Assessing 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 Effect: 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 four levels to statements made: Strongly Disagree: Disagree: Agree: Strongly Agree. Percentage Agreement on Items by Year Level 2007 and by All 2007 / 2006 / 2005 /2004

Items

Percentage Agreement Year

10 Year

11 Year

12 All

2007 2007 2007 2007 2006 2005 2004 General Satisfaction Items

74.6 78.8 82.3 78.1 78.2 72.0 73.13

Teacher Items 87.0 85.1 87.4 86.4 85.7 82.0 85.12 Relevance Items 84.8 85.2 80.8 84.0 85.0 76.0 81.82 Success Items 73.9 80.7 73.4 76.5 80.9 76.0 78.63 Status Items 68.7 75.0 73.4 72.3 74.3 71.0 70.93 Social Integration Items

82.7 86.7 84.3 84.7 86.2 87.0 89.14

Negative Affect Items 27.6 25.8 28.9 27.2 22.7 25.0 23.26 Average of positive Effect Items 80.3 81.71 77.3 79.79

In 2007 Year 12 students, who as Year 11s in 2006 recorded less favourable views on all items other than status, recorded less favourable responses on all items except General Satisfaction and Teachers and agreed most with the Negative Affect items.



By contrast, Year 11s in 2007 had the most favourable views in all other items and the least level of agreement with the Negative Affect items. This cohort as Year 10s in 2006 recorded most favourable views about General satisfaction and Success items which in 2007 they rated 2nd and 1st respectively. This volatility in the various Items confirms that the “nature” of the cohort and their experiences are both factors affecting their responses. An interesting, and potentially informative line to pursue in 2008 will be the responses of the 2006 Year 10s who did not record most favourably in any item and were 2nd in agreement on Negative Affect Items. Despite this they did record average percentage agreement over 80% on items about Teachers, Relevance and Social Integration. When all responses to Positive Affect Items are combined and averaged the 2007 cohort recorded less favourable responses than the high point of the 2006 cohort. The main driver of this difference appears to be Success Items which rated 4% less than in 2006. In 2007 only the Year 11 students reflected the 2006 levels in 2007 and while female students reflected the 2006 levels male students were well below the average. Percentage Agreement on Items by Gender 2007 / 2006 / 2005 / 2004

Items

Percentage Agreement Males Female

2007 2006 2005 2004 2007 2006 2005 2004 General Satisfaction Items

77.2 73.1 69 71.92 79.5 87.2 78 83.88

Teacher Items 86.3 84.1 79 80.82 86.2 88.6 89 91.72 Relevance Items 82.4 81.8 73 82.57 86.9 90.7 84 83.67 Success Items 74.5 79.2 73 79.45 81.0 84.1 84 83.98 Status Items 74.2 73.4 69 71.40 69.2 76.0 75 73.00 Social Integration Items

85.9 84.5 86 87.18 82.2 89.3 91 92.10

Negative Affect Items 26.4 25.0 23 17.38 27.9 18.5 27 19.23 In 2006 girls at ASMS recorded more favourable views than boys on all aspects of school life and revealed less negative feelings about school life. This pattern is a consistent finding of the ACER School Life Questionnaire and has been consistent throughout all three years of the ACER Survey at ASMS. In 2007, however, girls recorded more favourable responses only in items related to General Satisfaction, Relevance, and Success and agreed more with Negative Affect items. In all aspects of school life surveyed the girls recorded a decline in favourable responses of between 2.4% and 7.7% while their agreement with Negative affect Items rose 9.4% Boys in 2007 showed an increase in favourable agreement in 5 of the aspects of between 0.6% and 4.1%. The school is aware of this and while there will be no particular focus on gender based activities there will be a renewed emphasis on the Tutor Group program, transition activities



and on-going programs, including enhanced ESL programs, to facilitate all students integrating into the culture of the ASMS. Comparison with national sample. ACER undertook a comparison of ASMS responses with those of 13,000 Year 9 students across Australia, On items of General Satisfaction with school life ASMS students responded considerably more favourably than the national sample with Years 10 and 11 students also having higher favourable responses to the Relevance Items. Year 12 ASMS students “reported more favourable views than the national sample on items like acquiring skills that will be of use and doing work that really interests me.” All year levels were more favourable on the item I can do well enough to be successful.



Financial Reports

BALANCE SHEET FOR 2007

Assets Total for CASH (CURRENT) 28281.98 Total for INVESTMENTS (CURRENT) 29308.15 Total for RECEIVABLES (CURRENT) 119476.11 Total for GLOBAL BUDGET ASSETS 42930.18 Total for FURNITURE AND EQUIPMENT (NON-CURRENT) 133384.68 Total for COMPUTING AND COMMUNICATIONS (NON-CURRENT 8470.87 Total for OTHER ASSETS (NON-CURRENT) 108142.86 ------------------- Total Assets 469994.83 =========== Liabilities Total for PAYABLES (CURRENT) 11039.01 Total for OTHER LIABILITIES (CURRENT) 14813.06 Equity Total for SCHOOL EQUITY 444142.76 ------------------- Total Liabilities and Equity 469994.83 ===========



PROFIT AND LOSS STATEMENT FOR 2007

Total for GRANTS : DECS 3126844.95 Total for OTHER STATE GOVERNMENT GRANTS 30260 Total for COMMONWEALTH GOVERNMENT GRANTS 1296.47 Total for PARENT CONTRIBUTION REVENUE 331094.73 Total for OTHER OPERATING REVENUE 464333.44 Total for NON-OPERATING REVENUE -55 Total Revenue 3953774.59 Total for SUPPLIES AND SERVICES 946802.66 Total for GLOBAL BUDGET EXPENSES 2853712.96 Total for FACILITIES AND UTILITIES EXPENSES 65380.87 Total for FINANCIAL EXPENSES 1022.53 Total for EMPLOYEE EXPENSES 37263.75 Total for OTHER OPERATING EXPENSES 33940.79 Total for PARENT CONTRIBUTION EXPENSES 79561.32 Total for DEPRECIATION AND AMORTISATION 50850.20 Total Expenses 4068535.08 Surplus or (Deficit) funds -114760.49

2007 Commitments Report Tied Grants $102330.00 Non-School Funds $1945.43 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.



Glossary

ACER Australian Council for Educational Research

AEI Australian Education International

ASISTM Australian School Innovation in Science, Technology & Mathematics

ASSETS Aboriginal Summer Schools for Excellence in Technology & Science

ATSI Aboriginal & Torres Strait Islander

CONASTA Conference of the Australian Science Teachers Association

DECS Department of Education & Children’s Services

ELI Extended Learning Initiative

ESL English as a Second Language

ESOS Educational Services for Overseas Students

FMC Flinders Medical Centre

FTE Full Time Equivalent

FUSA Flinders University of South Australia

ICT Information & Communication Technology

IES International Education Services

iNet International Networking for Educational Transformation

L2L Learning to Learn

MASA The Mathematical Association of South Australia

NESB Non-English Speaking Background

PLP Personal Learning Plan

SACE South Australian Certificate of Excellence

SACSA South Australian Curriculum Standards & Accountability

SASTA South Australia Science Teachers Association

SiMERR Science, Information & Communication Technology & Mathematics Education for Rural & Regional Australia

TER Tertiary Entrance Rank

VET Vocational Education & Training

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South Australian Department of Education and Children’s Services trading as South Australian Government Schools, CRICOS Provider number 00018A

Documents

Australian Science & Mathematics School...Australian Science & Mathematics School 2007 Annual Report 3 Strategic Directions 1. Curriculum Development, Pedagogy and Assessment The objective