1. education
2. school

BOYARE PRIMARY SCHOOL
ANNUAL REPORT
2014
SCHOOL PURPOSE STATEMENT and VISION
Boyare Primary School aims to develop each child to the best of her/his potential;
academically, socially, emotionally and physically.
Our school community has a vision to embrace our motto, “Learning Together” by
developing independent learners with the skills and knowledge to become productive, happy
and fulfilled members of an ever changing world. Our school community is united in
teaching the values that enable our students to lead in the development of a harmonious and
inclusive, multicultural society.
Boyare Primary School is a Six Kinds of Best School
2014 Annual Report
SCHOOL COMMUNITY
Boyare Primary School, in the suburb of Mirrabooka, approximately 14 kilometres north east of the Perth CBD,
opened in 1991. Mirrabooka is an Aboriginal word which describes the constellation of the Southern Cross.
The student population is approximately 380 students. 75% of students have a language other than English as their
first language with over 50 different first languages identified. Arabic, Vietnamese, Macedonian and various Burmese
dialects are the major languages, besides English, spoken.
9% of the student population is indigenous.
First Languages of students enrolled at Boyare Primary School
Acholi
Cantonese
Filipino
Macedonian
Bemba
Tigrinya
Albanian
Chin
Hakha
Madi
Pashto
Tokelauan
Amharic
Chinese
Indian
Malay
Punjabi
Turkish
Arabic
Dari
Karen
Malayalam
Baluchi
Dinka
Khmer
Mandarin
Serbian
Urdu
Somali
Vietnamese
Bari
English
Kurdish
Nungar
Spanish
Bosnian
Eritrean
Lao
Oromo
Tagalog
Burmese
Ewe
Laos
Malagasy
Filipino
Cultural diversity is embraced and celebrated every day and through major events such as Harmony Day and
NAIDOC Week. Our motto, 'Learning Together,' captures the community focus of our school. We are committed to
building strong and positive partnerships with parents and local community.
A strong focus is placed on academic achievement with priorities in literacy and numeracy. EAL/D students are a
major consideration in all programs. Specialist EAL teachers support teaching programs and individual planning is
integral to the success of students at risk. Additional programs, including 'Breakfast Club,' 'After School Sports,'
Learning Club, Homework Club‟ BFNA (Better Futures for New Arrivals) are offered.
Boyare is a 'Six Kinds of Best School' and places emphasis on social learning and values education. Our Learning
Support Coordinator, Aboriginal and Islander Education Officer, School Chaplain and School Psychologist, along with
members of the leadership team, are important contributors to our strong Student Services Team.
Parent expectations, through the School Council and P&F Association, reflect a concern for the safety and well-being
of the students and a wish for the students to succeed in all areas of school life.
The P & F Association is run by a growing number of enthusiastic parents. The Council has parent and community
representatives, representing the parents, on the Council and are involved in the choice of school priorities, accepting
the school budget and other non-curriculum decisions.
Feedback is actively sought through the P&F and School Council on all school matters. This was the case when a
decision to modify the school sports uniform was adopted.
SCHOOL CHAPLAIN
Boyare Primary School provides a Chaplaincy service to the school community, funded both by the school and
federally, through “YouthCARE”.
2014 Annual Report
The Chaplain addresses social, emotional, mental and spiritual needs of staff, students and their families, working as
part of the student services team to:




Build relationships with students, families and staff.
Offer pastoral care
Be a mentor
Provide a link between school and community.
OPPORTUNITIES FOR STUDENTS AT BOYARE PRIMARY
Our students have had the opportunity to participate in a wide range of special programs. In 2014 these included:
Specialist Programs
 Visual Arts Specialist
 Languages Other Than English (Italian)
 PE Specialist
 0-4 Early Learning Program
Academic Extension
 P.E.A.C (Primary Extension and Challenge) is a district
program for selected students in Years 5 - 7.
 JETS is an extension program offered to students in Years 1 - 4.
Before / After School Programs
 Breakfast Club
 After school sport – 3 days per week.
 Smith Family Learning Club
 Homework Club
 Jump Jam
 Asetts – Better Futures for New Arrivals
Sporting Opportunities
 Lightning Carnivals
 In-term swimming lessons
 Sporting clinics
 After school sport program
 In-school coaching programs
 Interschool Cricket Competition
2014 Annual Report
Lunch Time Clubs
 Chess Club
 Craft Club
 Book Club
 Chic Club
 Garden Club
 Glee Club
Performing Arts
 Glee Club performances
 Fortnightly parent assemblies
 Music incursion programs
 JumpJam program
Highlights of 2014
Whole School Excursion
to Fremantle
Chess Competition
Whole school Kings Park Faction Carnival
excursion
Interschool Carnival
Swimming
Chick Club
Excursions and
Incursions
Lunchtime clubs
Homework Club
Literacy and Numeracy
Learning Club
Gardening Club
Speaking Competitio
Bookweek
Harmony Day
Breakfast Club
Disco
Interschool Sport
NAPLAN results
“Boyare’s Got Talent”
Boyare Primary School Website
In 2014 an updated website provided the school community with a valuable tool for staying informed and up
to date with relevant information about our school, our students, our programs and our achievements.
Boyare Primary School prides itself in being a vibrant and stimulating learning environment catering to the
educational, social and emotional needs of our very multicultural community and there is always a lot
happening!
The Boyare Primary School Website, is available at http://boyareps.wa.edu.au/
2014 Annual Report
PRIMARY ATTENDANCE RATES 2014
Non - Aboriginal
Aboriginal
Total
School
Like
Schools
WA
Public
Schools
School
Like
Schools
WA
Public
Schools
School
Like
Schools
WA
Public
Schools
2012
92.5%
92.2%
93.3%
87.2%
84.1%
81.1%
92.0%
91.4%
92.3%
2013
92.9%
92.5%
93.7%
89.1%
83.7%
80.7%
92.5%
91.6%
92.6%
2014
92.7%
92.2%
93.2%
84.6%
79.5%
80.4%
91.7%
89.4%
92.1%
Aboriginal and Non Aboriginal
Attendance Category
At Risk
Regular
Indicated
Moderate
Severe
2012
70.3%
21.6%
5.8%
2.1%
2013
73.6%
18.0%
7.4%
0.8%
2014
76.6%
14.9%
6.5%
1.9%
WA Public
Schools 2014
75.0%
17.0%
6.0%
2.0%
By Attendance Category
Attendance % - Primary Year Levels
Y01
Y03
Y04
Y05
Y06
Y07
WA
Public
School
s
School
WA
Public
School
s
School
WA
Public
School
s
School
WA
Public
School
s
School
WA
Public
School
s
School
WA
Public
School
s
School
WA
Public
School
s
School
Attendane
Category
Y02
Regular
80%
75%
80%
76%
63%
77%
88%
76%
84%
77%
82%
76%
77%
72%
At Risk Indicated
16%
18%
15%
17%
26%
16%
3%
16%
9%
16%
18%
16%
13%
18%
At Risk Moderate
2%
6%
4%
5%
7%
5%
6%
5%
7%
5%
0%
5%
10%
7%
At Risk Severe
2%
2%
0%
2%
5%
2%
3%
2%
0%
2%
0%
2%
0%
3%
Attendance % - Primary Year Levels Semester 1, 2014
Regular attendance for all years except for year 3 was higher than for WA Public schools. Improving attendance and
decreasing the number of children arriving late to school was a major focus with very pleasing results. A number of
unavoidable staff changes in year 3 adversly affected attendance in this year level.
Aboriginal Attendance Rates
A focus on improving Aboriginal Attendance was very successful in 2014, assisted by the increasing the
FTE of an AIEO to monitor, encourage and work with families of poor attenders.
2014 Annual Report
BEHAVIOUR MANAGEMENT AND DISCIPLINE
Boyare Primary School places a particular emphasis on social learning and values education.
We aim to:
 Create a positive environment within the school and classroom so that the teachers and students can work
together in harmony.
 Create a caring school environment where the rights and responsibilities of the individual are recognized and
respected.
 Recognize those members of the school community whose exemplary behaviour promotes a positive and
caring school environment.
 Establish a set of rules that protect the rights of all individuals.
 Establish a clear set of consequences for individuals who do not accept their responsibilities and break rules,
so that they are encouraged to recognize and respect the rights of others.
 Establish procedures so that conflicts can be resolved in a positive non-violent manner. We do this by
reinforcing positive behaviour and achievement through methods such as winning faction rewards, weekly
ticket draws, major prize draw at the end of each semester, class rewards on a weekly basis for lining up, tidy
class and tidy bags, class Values Certificates etc.
In 2014 Boyare Primary continued to develop a number of strategies to improve classroom and playground
behaviour. The number of organised lunchtime activities continues to grow and develop. This structured
opportunity allows for students experiencing challenges on the playground to be under more direct
supervision.
Positive and Negative Behaviour Statistics
Year
Level
Whole
School
Positive Negative
Negative
1
2
0
1
3
1356
57
7
9
0
1
207
5
2
2
3
274
414
2
1
4
5
6
226
109
117
4
5
6
7
8
9
3
3
17
0
0
3
2
1
6
1
3
1
6
K
P
3
48 (1 S)
2
1
25
25
1
2
32 (1 S)
1
1
1
1
7
6
1
Key:
1 – Physical assault or intimidation of
2 – Verbal abuse or harassment of
3 – Physical assault or intimidation of other
4 – Verbal abuse or harassment of
5 – Wilful offence against
6 – Violation of school code of conduct, behaviour management plan,
7 – Substance
8 – Illegal substance
STUDENT SERVICES
Student Services Review 2014
Student Services Review
Student wellbeing continues to be a strong focus in the school and includes social, emotional, physical and
cognitive domains. The SAER team consisting of Deputies, School Psychologist, Chaplain and AIEO meet
fortnightly to discuss student wellbeing. Students are referred into the team by teachers through a process,
2014 Annual Report
where through collaborative problem solving a plan of action is formulated. Students continue to be
monitored and adjustments made accordingly.
Cognitive Domain - Teachers develop documented plans to address the learning needs of individual and
groups of students, all differentiations are discussed with parents and their support requested. The school
psychologist may run cognitive assessments on identified students to assist in identify areas of need. The
school has run an after school Homework club under National Partnership which has seen two groups fill to
capacity. The Smith Family has run an after school Learning Club for Year 2 students focussing on Literacy
which has seen a marked improvement in Burt Reading scores. Attendance statistics are also discussed and
actions decided upon to follow the Department process. At this point often home issues are often raised as
parent contact is usually initiated. When suitable the Chaplain may be of assistance or further referral to
services such as Family Support – Mercycare may be appropriate. Early Childhood continues to be a focus
for early identification particularly in speech and referrals made to the Child Development Centre and when
appropriate the Language Development Centre. ASeTTS (Association for Services to Torture and Trauma
Survivors ) ran the FLAP (Fun Learning Activities Program) in Term 1, proven to be a valuable program for
these students and has resulted in the introduction of BFNA.
Social/ Emotional Domain – Our values program „Six Kind of Best,‟ is promoted throughout the school.
IBMP (Individual behaviour Management Plan) and Risk Management Plans are developed in collaboration
with teachers and the Admin Team. Clubs such as Chic, Games, Boyare‟s Got Talent and Glee promote selfesteem and positive assertiveness. The Psychologist and chaplain have run small and individual sessions
with identified students to discuss specific social issues. The AIEO has also been involved in sessions with
specific students to discuss issues. Underpinning these sessions is resiliency and positive actions. It has been
identified that a whole school program (Providing Alternative Thinking Strategies- PATHS) to promoting
resiliency to be introduced in 2015 starting with early childhood then increasing to Year 2/3/4 and finally
Year 5/6, would ensure a consistent approach.
PPP (Positive Parenting Program) was undertaken again in 2014 and while numbers are still small an
increase was noted. ASeTTS have provided the Better Futures for New Arrivals which involves working
with the families and students, This has proven to be insightful for us to understand the background of some
of the students in our school.
We have a close working relationship with WAIDE, SSEND, Therapy Focus, DSC and the Centre for
Cerebral Palsy to ensure inclusiveness of our students with Disabilities. We hold regular case conferences
with all stakeholders to review and update documented plans. Transition to High School has featured
strongly this year as we needed to take into account language barriers.
Aboriginal Education
NAPLAN 2014 showed;
Year 3
All 4 students tested in numeracy were above or at the National Minimum Standard (NMS).
In reading 3 students were at the NMS and one was below.
Year 5
In numeracy 2 of the 5 syudents tested were above NMS, 1 was at and 2 below.
In reading 2 of the five students tested were above NMS and 3 below.
2014 Annual Report
The progress made by students in reading is pleasing and shows students are maintaining an expected level
of progress.
Year 7
In numeracy 2 of the 4 students tested were above NMS and two were at.
In reading 1 of the 4 students tested was above NMS, 1 was at and 2 below.
The same number of students have made low moderate and very high progress in numeracy and the same
number have made very low, low and moderate in literacy.
Our AIEO was employed under the Nation Partnership program to work with Aboriginal parents to improve
attendance. This in turn improve educational outcomes for students. As noted in our attendance data we have
no Aboriginal students in the severe category. This has been achieved due to our AIEO monitoring,
recording and following up with parents on a daily basis. She has done this in a community minded manner
to ensure lines of communication remain open.
Aboriginal students have been targeted in a new synthetic phonics program which supports a small group of
students twice a week and is facilitated by our AIEO.
Behaviour
“Focus on the white square”; it is often necessary to get student behaviour in perspective in order to maintain
a positive atmosphere in the class.
Behaviour is about emotions and associated traits: confidence, self-esteem, peer relationships, acceptance,
empathy, belonging… and all the opposites. Crucially this is for the teacher and students.
2014 Annual Report
Recorded school behaviours
Assembly star
Negative behaviour
Assembly stars are awarded to students who are following our values program „The Six Kind of Best‟. They
are rewarded for good work and attitude under, „The Learning Kind‟ and, „The Achieving Kind.‟ Their
positive behaviour is acknowledged under „Kind to Others‟ and „The Community Kind.‟ We ask students to
be environmentally aware and reward them under „Kind to the Environment‟ value. Underpinning our values
program is to be „Kind to Yourself‟ by being proud of what you do. Values such as making good choices
learn and grow, be positive and stand up for yourself are promoted. Names of students who receive an
assembly star are put into a fortnightly draw at assembly to receive a prize, raising the profile of our values
program in the school community.
70
60
50
40
30
20
10
0
Negative Behaviours Recorded in 2014
number of students
Most of the behaviours recorded are on the playground and result in a Resolution Room referral. We are
targeting repeat offenders. Of the 66 recorded assault and intimidation violations most were one student
hitting another for various reasons. In the Resolution Room we use the “Stop Think Do” process where
students are counselled and think of alternate actions, which they record on a proforma during lunch time
detention. They are then given the opportunity to practice what they have written. We note that while the
number of offences in these categories has not changed significantly from last year the number repeat
offenders has reduced.
The number of suspensions in 2014 is 3.
Students displaying positive behaviours on the playground are rewarded with a token which they post in
their faction container and each week the winning faction is rewards with an extra 10 minute at lunch time.
Students are very excited when winners are announced at mini assembly.
We acknowledge we need to improve recording our classroom office referral system, with teachers filling in
referral forms which can be entered on Integris at a later time. Staff requested a review of our whole
approach to classroom management which was completed at the end of year ready to implement in 2015.
To support our focus on good behaviour, students who have not been suspended are invited to an end of
semester Disco. This is run by the school chaplain and supported by staff and is a highlight of the school
year.
2014 Annual Report
NATIONAL PARTNERSHIP
In 2014 Boyare received the final year funding under the National Partnership, Low SES School
Communities Plan. National Partnership funding allocation for 2014 was $297 004.
Initiatives implemented under this plan were highly successful. The following are some of the key
strategies able to be initiated through National Partnership Funding.
Key Improvement Strategy 1
Providing Innovative and Tailored Learning Experiences
Provide a range of language experience opportunities for students through planned incursions and
excursions.
Experiential Learning Program.
EAL/D students at Boyare often lack fundamental experiences on which to develop oral language, the
foundation of Literacy skills and English acquisition. Many students do not have experiences we often take
for granted that all students have. E.g. many students have never been to the beach, the city, travelled on a
train, etc. To address this, one of the major aims of our National Partnership plan was to provide a no/low
cost, tailored experiential learning program, based around excursions, incursions, clubs and activities to
increase experiences on which to base language development. Parents are encouraged to attend the
excursions and in 2014, our whole school excursions saw between 40 - 60 parents attend each excursion.
This enabled the oral language inspired from the excursion to continue at home with parent/child interaction.
Children‟s base of experiences and knowledge of their world, on which to develop Literacy skills and further
English acquisition has been dramatically increased due to a broadening of experiences through the
numerous subsidized incursions and excursions and a variety of club activities during lunchtimes. The
number of excursions has increased from under 10 per year in 2008 to greater than 40 in the years from 2012
- 2014.
In 2014 smaller class sizes through additional teacher FTE has enabled teachers to better monitor and
prevent misbehaviour and time off task in class. This has resulted in fewer Administration referrals from
class time.
Key Improvement Strategy 3
Productive school and home/community relationships and partnerships
Increased Parent and Community Involvement
2014 Annual Report
Early childhood (0-4) programs to improve student readiness for the formal years of schooling (KRA 6).
The increase in parent awareness of school activities and functions increased over 2012 and 2013 and
remained stable throughout 2014. Over 50 parents attended each assembly in 2014, up from approximately
12 - 15 in 2009.
The increases of recent years in parent numbers at P&F meetings, Open Nights, school performances and
major activities e.g. Harmony Day, etc maintained throughout 2014.
Strategy 2
External partnerships and access to extended services
Boyare Primary School has continued to develop a major partnership with The Smith Family who have
supported the school‟s P&F with Community Assistance Funding and have a representative on the School
Council. In 2014 the Smith Family have been involved in programs such as FLAP (Fun Learning After
School Program) and in 2014 will Partner the school in “Cultural Cooking Classes for Parents” and,
“Lifelong Learning Club,” after school classes which focus on Literacy. The Smith Family assisted at school
P&F meetings, Harmony Day performances, Let‟s Count for Early Learning etc. during 2014.
The 0-4 Learning Program commenced with 6 children in 2011 and grew to over 25 in 2013, requiring a
second class to begin operation. This class was collapsed during winter as numbers dropped but the numbers
remained at a healthy 14 – 18 children per session in 2014. The 0-4 program enabled early intervention to
occur with future Boyare students.
Key Improvement Strategy 4
Strengthened school accountability.
Continued funding of an extra 0.2 FTE School psychologist has enabled the school to utilise the expertise
and knowledge of the Psychologist. In 2014 the school psychologist maintained the increased number of
student guidance interactions, assisted with consultancy advice on behaviour management programs,
implemented a number of Social Skills programs, worked with staff to address bullying, surveyed staff and
set up a Mentoring Program.
In 2014, National Partnership funding resourced increased support through additional AIEO, Ethnic EA, and
school Chaplain time which enabled students at risk to be better monitored, assessed and addressed.
An abundance of special interest clubs during lunch breaks has given added interest to students as well as
reducing the number of students in the general playground, resulting in fewer Green Slips. (Playground
misdemeanour referral)
2014 Annual Report
STUDENT PERFORMANCE SUMMARY
Data from a number of sources including SPMS online and school based data including, Progress Maps,
Behaviour Management and Attendance were analysed at various times in 2014, by Admin team, Student
Services team and teaching staff, and collaborative discussions have occurred at an administrative, teacher
and community level. The school has again made extensive use of the National Assessment Program Literacy and
Numeracy (NAPLAN) The school now uses NAPLAN testing to validate teacher judgements about student
performance. The data has been able to inform, support and confirm teacher identification of “at risk” children.
2014 Annual Report
LITERACY AND NUMERACY SUMMARY
Comparative Performance Summary
NAPLAN Comparative Performance for Year 3
Perform.
Year 3
2009
2010
2011
2012
2013
2014
Numeracy
2
2
2
2
2
2
Reading
2
2
2
3
3
2
Writing
2
2
1
2
2
1
Spelling
2
2
2
2
2
2
Grammar &
Punctuation
2
2
2
2
2
2
NAPLAN Comparative Performance for Year 5
Perform.
Year 5
2009
2010
2011
2012
2013
2014
Numeracy
2
2
2
2
2
2
Reading
2
3
2
3
2
2
Writing
2
2
2
2
2
2
Spelling
2
2
2
2
2
1
Grammar &
Punctuation
2
2
2
2
2
2
NAPLAN Comparative Performance for Year 7
Perform.
Year 7
2009
2010
2011
2012
2013
2014
Numeracy
1
2
2
2
2
2
Reading
2
2
3
1
2
2
Writing
2
2
3
2
2
2
Spelling
2
2
2
2
2
2
Grammar &
Punctuation
2
2
2
2
2
2
1
2
3
Above Expected more than one standard deviation above the predicted
Expected within one standard deviation of the predicted school mean
Above Expected more than one standard deviation below the predicted school
No data available or number of students is less than 6
2014 Annual Report
Literacy
Aspects of the Literacy plan that were successfully
implemented in 2014 include:
Literacy block implemented across the school
Use of common set of editing conventions, across the
whole school
Collaborative planning with school support staff
All students identified as „at risk‟ had a Documented
Plan outlining intervention strategies and a teacherparent conference. Those documents were then updated
to include the child‟s achievement of the outlined
outcomes in term 4
All students mapped onto the Australian Curriculum
Moderation of work samples and grades, using
exemplars
Online Pre-Primary Entry Interview Assessment completed and data used to validate teacher assessments
Whole school approach to spelling
Areas of concern that were addressed in 2014:
Spelling: The whole school spelling list set, from PP to year 7, was implemented across the school in 2013.
The Year 3 list was revised and edited to have a specific focus to each list. For 2015, the lists for PP and
2014 Annual Report
Year 1 will need to be revised to align to the Jolly Phonics Program that was implemented in 2014. Overall,
the feedback from the staff was positive.
Resource Room: Texts were bought aimed to support the implementation of the Australian Curriculum with
a specific focus on the middle to upper age groups, with science, history and geography themes. Also, texts
were bought for the same age groups in an attempt to diversify the reading material and engage the students
in reading. The range of texts includes; graphic novels, picture books, novels, comic books and books
produced by children. The full set of Springboard Reading Series was purchased to support the difficulties
experienced in comprehension throughout the school.
Oral Language: An emphasis remained on the oral language development across the school, through
activities such as; whole school excursions, speaking competition, spelling competition and incursions.
Australian Curriculum: The Australian Curriculum English was implemented across the school. The
checklists were reviewed and several alternatives for monitoring progress were trialled from which it was
decided to run the TRACKERS English in 2015. A large focus of the Literacy Plan was to collect baseline
data across the school to map the students against the new curriculum. This will continue in 2015 with the
aid of the TRACKERS program.
NUMERACY
Maths Review
School results were positive from NAPLAN, teacher assessments and grading, in both comparison of
achievement against like schools and progress against like, WA and Australian schools.
In 2014 high priority was placed on developing whole school assessment tools to gather quality data for
tracking progress across the year, particularly focusing on the trajectories of Addition/Subtraction,
Multiplication/Division, Counting and Place Value. These assessments included the, “1 Minute Test,”
Number Grids and Numeracy checklists.
As the year progressed the school replaced the school constructed checklists with the Teacher Development
School tracking program, “Maths Tracker.” All staff received Professional Learning in the use of this whole
school tracking system and began entering data onto the program in Semester 2. This will continue to be
developed in 2015 as the whole schools Mathematics tracking and monitoring system.
A number of whole school projects were implemented to increase the profile of mathematics including
“100 Days of Maths,” „The Million Bottle Tops Project,” and “Maths in the Workplace.” “Mathletics.”
Continued to be used to varying degrees by classes and at home by students.
Implementation of the Australian Curriculum, Mathematics, continued to become embedded in school and
classroom planning. Teachers were encouraged to make use of reflective journals in mathematics and ability
in oral counting became a focus in 0-4 Early Learning Program.
Numeracy capes, awarded at assembly, continued to be used as a reward for effort and achievement in Early
Childhood mathematics.
Results:
NAPLAN was used to assaess achievement, validate teacher judgements and inform planning, with no
surprising or unexpected results. (refer to annual report section, “Literacy and Numeracy Summary.”
Comparatively, our students scored at expected level in years 3, 5 and 7.
Boyare Primary School scored fewer students at or below National Minimum Standard than like schools in
Year 3, (31% Boyare -36% Like Schools) Year 5 (38% Boyare -43% Like Schools) and Year 7. (28%
Boyare -45% Like Schools)
2014 Annual Report
Progress from Year 3 (2012) to Year 5 (2014) and Year 5 (2012) to Year 7 (2014) was greater than Like
Schools, WA Public Schools and All Australian Schools.
SCIENCE
LEARNING AREA: SCIENCE – REVIEW AND REFLECTION 2014
Major Learning Outcomes: Students investigate to answer questions about the natural and technological
world, using reflection and analysis to prepare a plan; to collect, process and interpret data; to communicate
conclusions; and to evaluate their plan, procedures and findings.
Operational Plan.
All of the strategies were implemented.
The highlights were:
1. Primary Connections science equipment – updated and added to.
2. Presentation of a science award at assemblies.
3. Classes accessed the SciTech laboratory workshops.
4. A group of Year 6‟s and 7‟s attended the Mirrabooka High School‟s Science Competition and
Boyare students performed well, finishing amongst the top placegetters.
What data has been collected in 2014.
The staff reviewed the Science learning area after the first semester reporting period and discussed areas of difficulty
and resources that would be useful.
2014 Annual Report
Semester 1 – 2014 -Science overview.
Year
1
2
3
4
5
6
7
A
0
0
0
0
0
0
0
B
0
0
1
2
6
9
0
C
30
34
24
15
31
21
16
D
19
11
12
13
16
3
12
E
0
0
0
0
0
0
1
Total
49
45
37
30
53
33
29
Semester one grades indicate that most of our students are achieving C and D grades with a few students achieving a B
grade in the middle and senior classes. Our aim is to improve this data with fewer students achieving a D grade after
the Semester one reporting period in 2015.
AREAS OF DIFFICULTY
Below is a summary of feedback by the staff on areas of difficulty in the Science learning area.
 Representing data – tables and graphs.
 Science terminology
 Not confident with predicting, planning or conducting experiments.
 Unable to complete or understand „fair tests‟ independently.
 Science inquiry skill tasks.
RESOURCES THAT WOULD BE USEFUL.
Below is a summary of teacher feedback.
 Adam/Aliyah to explain terminology in Arabic- link to science word wall.
 Large, laminated posters related to topics
 Thermometers of same design and construction.
 Helium balloons.
 Life and Living blow up bugs.
 More Magnifying glasses.
 Big books on topics
PLANNING 2015
 Continue to add to resources – update Primary Connections as required.
 Continue to access Mirrabooka Science Laboratory and SciTech laboratory.
 Access suitable incursions if they become available.
2014 Annual Report
SOCIETY AND ENVIRONMENT
LEARNING AREA: SOCIETY AND ENVIRONMENT AND HISTORY 2014 - REVIEW AND
REFLECTION
MAJOR LEARNING OUTCOMES:
1. Students investigate the ways people interact with each other and with their environment in order to implement
social change.
2. Students understand their cultural, geographic and historical contexts and have the knowledge, skills and values
necessary for active participation for life in Australia.
3. Students have an awareness of Australian history and develop historical skills.
Operational Plan
All strategies were implemented.
The highlights were:
1. A successful Harmony Day.
2. A successful NAIDOC Incursion
3. Implementing the new AC History curriculum
4. Caring for the environment (Six Kinds of Best) and Sustainability programs. Maintaining the “Waterwise” and
“Wastewise” programs and the Community Garden.
5. Preparing for the AC Geography draft curriculum.
Nothing was added to the plan.
What data has been collected in 2014.
The staff reviewed the learning areas after the first semester reporting period and discussed areas of difficulty and
resources that would be useful.
History semester 1 2014 overview
Year
1
2
3
4
5
6
7
A
0
0
0
0
0
0
0
B
0
0
0
1
6
5
3
C
24
12
25
16
34
20
15
D
16
0
12
13
12
7
10
E
0
0
0
0
0
0
1
B
0
0
1
1
1
2
2
C
40
33
27
17
41
27
15
D
9
10
8
12
12
4
11
E
0
1
0
0
0
0
0
Total
40
12
37
30
52
32
29
S & E semester 1 2014 overview
Year
1
2
3
4
5
6
7
A
0
0
0
0
0
0
0
Total
49
41
36
30
54
33
28
Semester one grades indicate that most of our students are achieving C and D grades with a few students
achieving a B grade in the middle and senior classes. Our aim is to improve this data with fewer students
achieving a D grade after the Semester one reporting period in 2015. As the History content is sequential
students should have some prior knowledge as they move up a year level.
AREAS OF DIFFICULTY
Below is a summary of feedback by the staff on areas of difficulty in the AC History learning area.
 Lack of interest in content.
 Difficulty remembering and understanding terminology.
 Research is difficult due to reading skills / texts are generally at a higher level.
2014 Annual Report




Chronology is difficult – terms present, past and future – confusing for younger students.
Understanding timelines.
Narrative skills
Understanding that things change over time.
RESOURCES THAT WOULD BE USEFUL.
Below is a summary of teacher feedback.
 Reliable websites listed on shared drive.
 Books with lower level words and pictures.
 Books that give simple explanations.
 School owned historical objects, photos and documents from the past.
 Age appropriate narratives about the past.
 More copies of “My Place”. ABC DVD‟s
 Charts depicting Timelines.
 Grandparents‟ day in Term 4.
 Charts depicting changes.
PLANNING 2015
Purchase resources that will support teachers Historical objects, documents, photos.
 Gratnell trays and shelving to maintain resources.
 Add to websites for Geography and History.
 Increase copies of “My Place” DVD‟s
 Organise a Grandparents‟ Day for Term 4.
 Sources books and charts that are age appropriate and suitable for History and Geography.
 Maintain Harmony Day and NAIDOC Week celebrations.
 Maintain sustainability programs.
 Sources DVD‟s that are age appropriate and suitable.
THE ARTS 2014
We started the year working with colour and made really colourful pennants for Harmony Day.
Boyare Primary offered specialist programs in Visual Arts during 2014. Visual Arts was run 5 days a week.



We are gradually up skilling the students and many are showing signs of being able to adapt skills
from one discipline to another. This is a major goal.
We know this by observation, records from activities and by the improved standard of most
children‟s pieces.
We can now celebrate because most students have improved the quality of their work.
2014 Annual Report
Students have worked throughout the year to keep improving skills and applying them to a variety of
different activities. Teachers have asked for topics to be covered and as far as possible they have been
incorporated into the Art Program.
Students from Year One to Year Seven have worked with colour and pattern, collage and drawing, painting
and paper sculpture, as well as clay
Whole school excursions were followed up with relevant activities where possible. Our T &E extension to
the arts included space stations and students constructed boats and terrace houses after our Fremantle Trip.
The school improvement activity; a painted pot wall, is very colourful and should make a great show when
planted.
We participated in a competition through the city of Wanneroo with Room 12 to decorate a tree with
recycling.
2014 was an unusual year with 2 graduating classes. Most graduating students managed to complete their
decorations and clay activities successfully, although a focus on effective use of time was necessary.
In the visual arts, there has been a range of children‟s colourful artworks and displays throughout the school,
showcasing arts integration across the curriculum. Special projects to support Harmony Day, Book Week
and the Boyare Speaking Competition were admired by parents and visitors to the school.
The Art specialist conducted two successful PD days with teachers from other schools with positive
feedback and some really interesting new products which could be used sparingly with selected classes.
It has been a comprehensive and varied year for The Arts at Boyare in 2014.
LANGUAGES OTHER THAN ENGLISH
Boyare Primary School teaches Italian as our LOTE language, but many students have found the activities
and structure of lessons challenging at times. Many students do not have English as their first language, so
learning a new language presented many challenges.
ENGLISH AS A SECOND LANGUAGE
The focus of the EAL/D Cell program in 2014 has been to improve the oral and written competencies of the
EAL/D students across all curriculum areas. The group accessing the services of the EAL/D teachers and
EAL/D education assistants are:
 Students born in Australia whose first language is one other than
English.
 Newly arrived students and students exiting IEC.
 Parents of the above students.
 Teachers who have these students in their classes.
The purpose of the EAL/D program at Boyare is to address the needs of
such students.
9. HEALTH AND PHYSICAL EDUCATION
The school Health and Physical Education Program focuses on students
 knowing and understanding health and physical activity concepts that enable informed decisions for
a healthy, active lifestyle;
 exhibiting attitudes and values that promote personal, family and community health, and
participation in physical activity; and,
 demonstrating the movement skills and strategies for confident participation in physical activity.
During the year the school participated in a number of interschool events that included:
 Winter sport interschool events
 Lightning Carnivals
 Interschool and exhibition cricket
2014 Annual Report
10. LEARNING WITH ICT (LWICT)
In 2014 the school continued to make Ipad use a priority. Wifi was installed in the 2 purpose built Pre-primary classes,
Teaching Block 1 and Teaching Block 2 in preparation for increased Ipad purchas and use.
30 more Ipads were purchased for use in the early childhood classrooms.
27 student computers were replaced with new computers and 8 computers were purchased for the administration area.
The school network was upgraded to SOEv4 during 2014.
Boyare Primary School
Financial Summary as at
31 December 2014
Revenue - Cash
1
2
3
4
5
6
7
8
9
10
11
Budget
Voluntary Contributions
Charges and Fees
Government Allowances
P&C Contributions
Fundraising/Donations/Sponsorships
DoE Grants
Other State Govt Grants
Commonwealth Govt Grants
Trading Activities
Other
Internal Transfers
Total
Opening Balance
Total Funds Available
$
$
$
$
$
$
$
$
$
$
$
$
$
$
8,105.00
45,189.00
14,249.00
519,854.00
3,693.00
9,822.00
13,923.00
15,167.00
630,002.00
86,517.00
716,519.00
Actual
$
$
$
$
$
$
$
$
$
$
$
$
$
$
Revenue - Budget vs Actual
8,105.00
45,189.41
14,249.16
519,853.85
3,693.16
9,822.00
13,844.84
15,167.27
629,924.69
86,517.19
716,441.88
$000
Other
2%
Actual
600
500
400
300
Current Year Actual Revenue Sources
Other Govt Grants
2%
Budget
200
Locally Generated
Revenue
11%
Transfers
2%
100
0
DoE Grants
83%
Revenue Source
Expenditure
1
2
3
4
5
6
7
8
9
10
11
12
Budget
Administration
Leases
Utilities
Repairs/Maintenance/Grounds
Building Fabric and Infrastructure
Assets and Resources
Education Services
Other Specific Programs
Trading Activities
Salary Pool Payments to Central Office
Other
Transfers to Reserves
Actual
$
$
$
$
$
$
$
$
$
$
$
$
20,589.00
70,713.00
100,612.00
6,400.00
48,325.00
129,743.00
132,629.00
150,000.00
27,317.00
-
$
$
$
$
$
$
$
$
$
$
$
$
19,497.69
70,713.39
99,032.21
6,167.27
46,603.35
105,930.30
116,649.41
150,000.00
26,109.88
-
Total $
686,328.00
$
640,703.50
$000
Expenditure - Budget vs Actual
Budget
Actual
160
140
120
100
80
60
40
20
0
Cash Position
$000
80
70
60
Expenditure Purpose
50
40
30
20
10
Cash Position as at:
Bank Balance
Made up of:
1 General Fund Balance
2 Deductible Gift Funds
3 Trust Funds
4 Reserves
5 Suspense Accounts
6 Cash Advances
7 Tax Position
Total Bank Balance
$
$
$
$
$
$
$
$
-$
$
139,620.17
75,738.38
72,008.53
82.26
8,209.00
139,620.17
2014 Annual Report
SURVEYS
During 2014, student, staff and parent survey were administered.
Although the school provided assistance with interpreters, online access and provided constant reminders,
only 13 parent surveys were completed: too small a sample to use. The poor completion appears to be due to
1. Lack of English by the majority of parents.
2. Lack of home access to internet.
3. Verbal feedback from parents that they are happy so did not need to do the survey.
In 2015, paper copy surveys will be used and the data inputted by a school officer.
Staff Survey
Results from the Staff Survey were very positive with all categories except one scoring between agree and
strongly agree.
The categories scoring most favourably were;
1. Teachers at this school expect students to do their best
2. This school looks for ways to improve.
3. Students like being at this school and
4. Teachers at this school motivate students to learn
The only category scoring below “4” was
1. This school is well maintained.
2. Staff discussion indicated that the main concern was minor works such as painting of doors.
2014 Annual Report
Student Survey
Results from the Student Survey were very positive with all categories except one scoring between agree and
strongly agree.
The categories scoring most favourably were;
1. Teachers at this school expect me to do my best
2. My school looks for ways to improve.
3. My school gives me opportunities to do interesting
4. My teachers motivate me to learn.
The category least favourably rated was
1. Student behaviour is well managed at my school.
Staff found it difficult to understand the thinking behind this rating, however students were aware of the
behaviour of a very challenging student, who, staff believe, was managed effectively, however from a
students perspective, his behaviour, although effectively managed, may have influenced children‟s rating in
this category.
Conclusion
2014 was a successful year ensuring Boyare Primary School continues to successfully address the
Department‟s Strategic Plan for Government Schools‟ priorities in
 building a positive, safe, inclusive and success orientated learning environment to enable BPS
students to be successful students,

presenting as a distinctive, quality school,

building our capacity in leadership, pedagogy and Curriculum delivery

being recognised as a capable, compliant, innovative and responsible educational organisation.