2018 Minerva School Annual Report - Amazon S3 · meaningful classroom observation program is...

Minerva SchoolAnnual Report

2018

5616

Printed on: 17 May, 2019 of 14 Minerva School 5616 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Minerva School as an account of the school's operationsand achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

John Mazzitelli

Principal

School contact details

Minerva SchoolEton StSutherland, 2232www.minerva-s.schools.nsw.edu.auminerva-s.school@det.nsw.edu.au9521 3439

Message from the Principal

Throughout 2018 Minerva School has shown significant growth and progress in a number of areas. Students havedemonstrated a growing resilience and capacity for emotion regulation. Staff work collaboratively and across stages toengage in valuable professional learning and improved teaching practice. Our parent and wider community group haveworked well together in their fundraising efforts, volunteering and participation in school activities.

2018 has seen significant growth and expansion of our Learning for Life project: a research based, first of its kindprogram, which has integrated Occupational Therapy into a special school setting. This year the project has been deeplyembedded across the entire school, equipping students with a consistent approach and vocabulary to aid in coping withchallenging situations. Minerva School has continued to work closely with two other specialised schools, a group ofOccupational Therapists, the University of Technology research department, parents, staff and students. This project hasincorporated staff professional development, the production of individualised toolboxes and information sharing sessionswith the parent community. The project is a move away from the traditional therapist role in schools towards a studentcentred learning focus. Feedback, data and staff observations clearly indicate that students have developed their skills inemotion–regulation and are able to identify the triggers and coping strategies necessary to effectively deal withchallenging situations. The school–parent relations have been enhanced through providing parents with relevantinformation and strategies which can be utilised within the context of their home. The school has initiated and in 2019 willcontinue to develop the 'loan system' for the sensory tools. This system allows parents to loan equipment on a short termbasis to trial identified tools within the home. This link between home and school ensures consistency across bothcontexts. The program complements the schools three strategic directions and is enabling the collection and analysis ofdata which informs improvement measures and future directions.

2018 saw the initial stages of development for the refurbishment of the schools hall into a specialised Health and Fitnesscentre. This learning space provides a safe and well–equipped location for the delivery of the Learning for Life projectand PDHPE lessons and activities. 2019 will also see the continued focus on curriculum, teaching and learning programsand specifically a focus on Literacy. The school will see the introduction of an intensive reading program driven by theMinilit program. Two staff members received intensive professional development and training in order to support studentsthrough a 3 day a week rigorous and intensive program to develop their reading skills.

It is an absolute pleasure and honour being the Principal of such a cohesive and innovative educational community. 2018has been a productive and successful year and I look forward to 2019 and the opportunities that the year will bring. It ismy focus to support the Department of Education's priority in ensuring that every student at Minerva School is known,valued and cared for.


School background

School vision statement

At Minerva School we believe in an individualised, holistic and collaborative approach to education: with staff working inpartnership with parents, carers and professional service providers.

Minerva School aims to maximise positive student outcomes through a range of educational, sensory, social andemotional wellbeing programs, enabling our students to become successful members of the wider community andlife–long learners.

School context

Minerva School is a School for Specific Purposes located in Sutherland that services the complex learning and welfareneeds of up to 56 students from K–12. We provide specialist education for students with an intellectual disability, autismand other associated mental health support needs.

The school provides a modified K–6 program and 7–12 Life Skills curriculum. All students have individualisedlearning and support programs that are developed in collaboration with parents, carers and a range of health andvocational services to address students’ unique educational, social, emotional and sensory needs.

The specialised physical environment of the school supports the learning programs of students with learning areas suchas: the sensory garden, multi–sensory room, community vegetable garden, gymnasium, commercial kitchen andin–ground trampolines.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Throughout 2018 our executive team has met regularly to discuss the School Excellence Framework and its implicationsfor informing, monitoring and validating Minerva School's progress towards achieving the goals of our current SchoolPlan. We engaged with the School Excellence Framework self–assessment survey as a means of identifying our areasof strength and areas of further development. As part of this process executive staff have shared information with theteaching and support officers to engage in a holistic and collaborative approach to school evaluations. This has aided inpreparation for 2019 and the process of external validation.

In the domain of Learning, our efforts have concentrated on engaging students in meaningful and individualised learningprograms and experiences. We have planned collaboratively through case management and Individual Learning andSupport plan meetings to meet the complex well–being needs of our students. In 2017 the introduction of the researchbased project focused on student led learning called Learning for Life. This project works collaboratively with students,staff, parents and Occupational Therapists to integrate Occupational Therapy goals and strategies into and acrossschool, home and community environments. 2018 has seen students develop their capacity to use these strategies toself–regulate and cope with challenging situations, this has directly impacted on their access to the learning curriculumand therefore improved outcomes. It has also contributed to a dramatic reduction in suspension rates across 2018. Ourresearch partners, the University of Technology, Sydney have continued to collect and analyse data to informimprovement measures. Significantly, we have shown innovation and growth in this Learning domain and threeconsecutive self–assessment surveys have shown growth from Delivering in 2016 to Sustaining and Growing in 2017and achieving Excelling in 2018.

2019 will further consolidate the successes of 2018 through a specific focus on vocational education and opportunitiesfor students to attend TAFE. In 2018 a number of students attended and successfully completed certificates at UltimoTAFE (Computing and Engineering and the Automotive industries). These opportunities were also supported through asuccessful work experience program where students attended a range of workplaces and developed their skills andknowledge within the work force. This further developed the schools links with the community through opportunitieswhere students delivered pamphlets in the local community for local businesses. Minerva School continues to providestudents with flexible and meaningful learning opportunities to meet the required outcomes and students to achieve their


educational goals. With a positive learning culture, meaningful opportunities and dedicated staff the students at Minervawill continue to set and achieve their educational, behavioural and vocational goals.

In the domain of Teaching we continue to work towards improved practice and a supported, collegial culture in which ameaningful classroom observation program is embedded. Our teachers are supported to develop Performance andDevelopment Plans which are aligned with school focus areas and student learning needs. In the element of EffectiveClassroom Practice we have shown pleasing forward growth. The evaluation process has highlighted key areas of focusand achievement of Sustaining and Growing. In 2018 staff were actively involved in structured and strategic approachesto supervision and mentoring offered by the executive team. Regular and scheduled meetings have provided staff withsupport and focus on teaching and learning programs, accreditation, assessment and communications with the widercommunity. The established Scope and Sequence team will continue to develop processes and support for teachers toensure consistency with programming and ensuring all requirements are being met.

In the domain of Leading, this year has focused mainly in the area of school planning, implementation and reporting. Ourexecutive team are developing an understanding of what constitutes meaningful data collection and analysis. EachAssistant Principal has assumed responsibility for collecting data which will demonstrate achievement of ourcollaboratively developed school vision and strategic directions. 2018 has seen a specific focus on the Scope andSequence team and the development of consistent approaches to programming. The team have developed scope andsequences for each KLA and the school has engaged a colleague from another like–setting to assist in developingmeaningful and appropriate teaching and learning programs. This year the leadership team had a strong focus onsupporting staff through the accreditation process, NESA requirements, personal development plans (PDP's) andprofessional development to be undertaken in order to achieve goals established in their PDP's.

In the element of Management Practices and Processes we have made substantial progress, moving from Sustainingand Delivering in 2016 to Excelling in 2018 and this has been further enhanced through the cooperation anddevelopment of processes across the school within the administration, finance and leadership processes and practicesembedded across the entire school context. The school has embraced the new finance and HR SAP systems introducedacross all schools and staff have been supported through the required training to ensure a smooth transition to thesenew systems.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Learning for Life

Purpose

Our students are empowered to become successful citizens and lifelong learners.

Our purpose is to create a learning culture based on high expectations and continuity of learning, in which wedemonstrate a planned approach to wellbeing that supports individual needs and behaviour. Our curriculum is relevantand differentiated and we use assessment to monitor, plan and report on student learning.

Overall summary of progress

Minerva School provides our students opportunities to continue to be challenged and engaged through rigorous,individualised learning experiences. The Learning for Life Project has provided a foundation for students to regulate theiremotions and utilise sensory tools to deal with challenging scenarios. Minerva has shown great growth towardsimprovement in this area throughout 2018. Teachers have developed relevant and collaborative Learning Plans,informed by parents and therapists and have continued to provide meaningful teaching and learning programs whichdeeply integrate the sensory approach to behaviour modification. This year saw the roll–out of the Learning for Life fromthree pilot classes to the whole school. The project is a research based program providing integrated OccupationalTherapy services in a special school setting. The project aims to improve student capacity for self–regulation across thesettings of school, home and community; with staff, students, parents and therapists all contributing to specificmeasurable goals. Our research partner, the University of Technology Sydney is collecting and analysing data to informevaluation of improved student outcomes. The collection of data from students, teachers and the parent community hasshown a distinct improvement in the student's ability to regulate their emotions. Students are using the strategies, toolsand language on a daily basis. The up–skill of staff and providing students with alternative measures to regulate theiremotions has significantly contributed to a decline in the number of serious incidents and suspension throughout 2018.

We have maintained and embedded our school wide focus on student well–being and positive behaviour. Our SRC GoodChoice of the Week is directly connected to our PBL school expectations and there is a whole school approach to relatedteaching and learning each week. Our Parent Coffee and Chat sessions have grown in popularity as a means ofinforming and supporting parents with topics of interest such as social and emotional development, sensory regulationand mental health support issues. Data has shown an increase in attendance and sense of satisfaction from the parentcommunity in their direct involvement in the project.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increased student engagement inhigh interest learning programs inliteracy and numeracy anddemonstrated progress alonglearning continuums.

Increased student capacity toself–regulate against 2017baseline data.

EBS4 (student management)shows reduction in negativebehaviour incident reports andincrease in positive incidentsreports.

$14,000 for teacher relief toenable time off class forcollaboration, projectresearch and developmentof teaching and learningresources. $1,500 forresources. Total = $15,500funded by SSP QualityTeaching support allocationSchools Plus funding tosupport: UTS research anddata collection, purchase ofresources & PL, OT salaryChaplaincy funding. FlexibleWellbeing funding. RAMfunding

Literacy and numeracy scope and sequenceembedded across the whole school. Literacyresources have been purchased to support staff indelivering the new units of work. All staff were givena days release from face to face teaching to planand prepare units for term 4. After taking stafffeedback on board it was decided that staff wouldhave two options when planning units for theirteaching programs. Staff could use either programbuilder or the school develop planning tool, bothoption ensure that all NESA requirement will bemet. Staff were given professional development inusing both the school developed planning tool andusing program builder. Eternal PD in using programbuilder has sought and is still in planning for early2019. As we chose to delay the delivering ofinformation and implementation of the literacy andnumeracy progressions and focus one qualityteaching and learning programs, little evidence hasbeen collect as to student progress against theliteracy and numeracy progressions.

Classroom Observation data for targeted students'Printed on: 17 May, 2019 of 14 Minerva School 5616 (2018)





Increased student engagement inhigh interest learning programs inliteracy and numeracy anddemonstrated progress alonglearning continuums.

Increased student capacity toself–regulate against 2017baseline data.

EBS4 (student management)shows reduction in negativebehaviour incident reports andincrease in positive incidentsreports.

has been collected and analysed for possible timesof the day or triggers for individual students. Allclassrooms has 'Zones of Regulation' visuals andstudent toolboxes on display with 3–5 sensoryregulation tools for each student to choose from orbe given when a sensory break is required.Teacher journals and individual student reportsreflect the self–regulation strategies that are inplace.. Videos of students have been taken to showthe progress of the Learning for Life Project so farwith students verbalising what zone they are in andhow they are feeling. UTS findings of the project sofar have been included.

Wellbeing Framework self–assessment tool – wholestaff activity. SEF. MindMatters survey resultsanalysed. PBL audit results analysed. Chaplaindelivers girls and boys group covering key areas ofsocial and behavioural developments. The fundinghas been extended for 2019 and an additional 4years. Karla has had a significant positive impact onthe entire student cohort.

Next Steps

Scope and sequences to be developed for high–interest, age appropriate Literacy and Numeracy work across Stages.Introduction of an intensive reading program (Minilit) where students are withdrawn from class to engage in aone–to–one intensive program with a trained staff member.

Learning for Life project to be further developed and the establishment of the Health and Fitness centre to be utilised todeliver the project.

Tell Them From Me survey to provide feedback and forward directions.



Transforming Teaching and Leading

Purpose

Quality teachers and leaders facilitate improved student outcomes.

Our purpose is to create a supportive professional environment which inspires improved practice underpinned bycollaboration, relevant professional learning and distributed leadership.


Staff Professional Learning has continued to be rigorous and aligned with PDP goals and School focus areas throughout2018. Professional Development sessions have seen staff learning and sharing information collegially to developknowledge, understanding and confidence. These sessions have resulted in building staff capacity to present learningopportunities for our students in areas such as: integrated technology for classroom learning; sustainable gardening andenvironmental practices and integrated Occupational Therapy across school and home contexts. Staff have alsoengaged with inter–school collaboration to develop knowledge and understanding of best practice in preparation for theestablishment of our new K–2 class. Staff have actively participated in professional development through twilightsessions delivered by a behaviour expert focusing on behaviour management, brain development and trauma informedapproaches. These sessions have enabled staff to develop their understanding and skills directly related to behaviourmanagement in specific settings and then translate these ideas into their practice. Staff evaluations and feedback acrossboth school settings showed that 94% of staff found the sessions engaging, relevant and beneficial to their practice.Professional learning has extended beyond the context of Minerva whereby staff have visited other contexts such asEducation Training Units within Juvenile Justice centres, expertise of staff from other schools utilised to support theScope and Sequence team in developing high quality sequences, programs and assessment schedules.

Our classroom observation program continues to develop a coaching approach to improving teacher practice within asupportive and respectful culture. The feedback and professional dialogue has been a critical component of this effectivestrategy.





Increased use of evidence–informed pedagogy by allteachers.

80% of staff attend integrated OTPL and demonstrate improvedconfidence in using strategies.

Improved culture of collaborationand team efficacy.

A shared understanding of the importance of andknowledge around quality programing and planningis growing among staff. Newly adopted consistencyin planning across the whole school will provide andsolid base to grow a shared understanding ofquality teaching in literacy and numeracy and ademonstrated willingness to trial and adopt newstrategies in classrooms for 2019.

Assessment and tracking of student progressdelayed due to the delay in literacy and numeracyprogressions implementation. Staff are focusedand overwhelmed with developing qualityprogramming and planning for literacy andnumeracy. We have also been delayed inimplementing evidence informed strategies toimprove literacy and numeracy outcomes acrossthe school. 2019 will see the introduction of atargeted and intensive reading program. Thisspecific need has been identified by the staff andparent community. Two staff members will betrained in Multilit and the program will be deliveredthree days a week.

There is a deep understanding and culture acrossthe school directly related to the Zones of regulationand related sensory tools. The project has been






Increased use of evidence–informed pedagogy by allteachers.

80% of staff attend integrated OTPL and demonstrate improvedconfidence in using strategies.

Improved culture of collaborationand team efficacy.

rolled out across the whole school and there hasbeen significant improvement in students ability tocope with challenging situations. Analysis ofsuspension data has seen a distinct reduction insuspensions throughout 2018 with the lowestnumber over the last 5 years. Professional dialogueamongst staff has covered the impact of the projectand students ability to use the specific vocabularyand strategies offered in the project.

Staff have been provided with opportunities toprogram with their colleagues, conductobservations, share resources and complete thehandover process. This approach has created aculture of collaboration and peer support. Theseopportunities also provided staff with valuableinformation on student achievements, needs andcritical information to ensure that the new teacherwould be able to program and provide opportunitiesthat would cater for their individual needs. Staffcompleted and shared the handover document.

Next Steps

Leadership capacity across the school will be developed through the implementation of a Distributed Leadership model:teachers will lead focus teams to develop quality, best practice learning programs for students. Each term will havedesignated supervision meetings with particular focus on teaching and learning programs, NESA requirements,accreditation, improved practice and collaborative approaches to delivering individualised educational programs.Classroom observation will focus on teacher–nominated areas for improved practice.

Staff will actively contribute to the monitoring and planning of their own PL – accreditation/maintenance hours etc. 2019will see further twilight sessions focusing on trauma informed approaches, MAPA training, effective use and integration ofSTEM and effective classroom practice.

Continued opportunities to relieve in higher duties and leadership roles will support staff capacity to achieve theirprofessional goals and ambitions.



Connecting our Community

Purpose

Minerva School is a valued part of our local community.

Our purpose is to build and increase community engagement by developing authentic support networks, real–lifetransition pathways and positive collaboration with a focus on inclusion.


Minerva has made significant progress this year and our focus on parents as partners has resulted in an active, cohesiveschool community culture. We have continued to work collaboratively with parents, families and therapists in developingmeaningful and measurable Individual Learning Plan goals. Our students and families work together with staff tomaximise student work experience and community access opportunities. We have continued our work and focus onpositive behaviour expectations and emotional strength and resilience, with programs such as PBL and Mind Mattersnow embedded in whole school practice. Our community has been extensively involved this year with significant supportof the Learning for Life project. There has been a continued rise in numbers attending the coffee and chat sessions. Thisyear has seen an outstanding number of parents who have attended our KLA/open classroom days and participated inlessons such as the "only one me" literacy and creative arts project.. Our common purpose is evident across home,school and community.





Increased parent attendance atassemblies, presentations, OpenDays and information sessions(up 20% from 2017 baselinedata)

Increased parent involvementand attendance at Learning forLife information sessions from2017 data.

Increased parent use of ClassDojo communication tool from2017 data.

School fundsToolboxes Sensoryresources Schools Plusfunds

Data collated and analysed: UTS data about parentinvolvement; attendance data shows an increase;Class Dojo more widely used; anecdotal feedbackcaptured via emails, conversations and photos.Presentation day well attended by the parent andwider community including director, local memberdelegate and supporting community organisations(Lions club)

Parent survey has been sent home and analysedasking the question –Are the strategies beingutilised across the school and home?

Analysed data on student use from internal andexternal sources – school data, home information.UTS data Student behavioural data.

We have seen a significant increase in teacherconfidence in the use of class dojo. The number ofpost have increased from 2017. Teachers andParents are using the messaging applicationdevelop effective and timely communicationsbetween home and school. Class dojo hasfacilitated an increase in positive interactions withinour school community evident through the increasein views, "likes" and comments on posts.. Parentscommunicated through learning for life surveys thatthey would appreciate an increase in informationsharing and education through electronic means tosupport the chat sessions. This will be included inthe 2019 goals and has been discussed wit the OT.

Next Steps


School will continue to offer, support and encourage opportunities for parent/family involvement with school programs,such as: Parent Coffee and Chat sessions, Open KLA Mornings each term, Parent Resource Room available each week;information and learning sessions each term.

School communication will be timely and effective, with electronic delivery of newsletters, updated school website andincreased parent uptake of the Class Dojo communication tool.


Key Initiatives Resources (annual) Impact achieved this year

Quality Teaching, SuccessfulStudents (QTSS)

$6351 QTSS funding see evaluation as part of strategic direction 2.

Socio–economic background $19831 RAMSocio–economic

see evaluation as part of strategic directions1, 2 and 3

Support for beginning teachers


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 44 39 34 33

Girls 2 2 2 4

Minerva School is a K–12 setting catering for studentsacross all stages.

Year 12 vocational or trade training

In 2018 a number of students were provided with anopportunity to attend and successfully completed aTAFE program conducted at the Ultimo campus. Thestudents were actively engaged in the YouthEngagement Strategy (YES program) specifically theAutomotive Industry (panel repair and spray painting)certificate and the Electronics and Engineering(computer repairs) certificate.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 5.73

Teacher Librarian 0.4

School Administration and SupportStaff

10.42

Other Positions 0.2

*Full Time Equivalent

There are no staff identified as Aboriginal or TorresStrait Islander

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 64

Professional learning and teacher accreditation

All teaching staff are accredited with NESA asProficient and are all continuing to work towardsmaintaining their status by engaging in a range ofrelevant professional learning courses and recordingtheir hours via the ETams system. All staff receivedintensive training and professional developmentfocused on NESA requirements and use of the ETamssystem.

In 2018 staff engaged with professional learning inareas of: CPR/Anaphylaxis; Occupational Therapytraining; behaviour management; trauma informedapproaches; PDHPE courses; leadership opportunities;cross–context experiences working with fellowcolleagues from other schools; literacy and numeracyprogressions; beginning teachers; Midazolam trainingand many other training opportunities. A key focus forstaff at Minerva school is to uphold a collaborativeapproach where staff share knowledge andexperiences with each other through formal staffmeetings post a professional development experience.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 385,263

Revenue 2,468,208

Appropriation 2,343,330

Sale of Goods and Services -20

Grants and Contributions 120,797

Gain and Loss 0

Other Revenue 0

Investment Income 4,101

Expenses -2,206,035

Recurrent Expenses -2,206,035

Employee Related -2,084,691

Operating Expenses -121,344

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

262,173

Balance Carried Forward 647,436


The table represents the financial summary for 2018.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2018 Actual ($)

Base Total 514,781

Base Per Capita 20,698

Base Location 0

Other Base 494,083

Equity Total 21,465

Equity Aboriginal 1,634

Equity Socio economic 19,831

Equity Language 0

Equity Disability 0

Targeted Total 1,549,943

Other Total 41,839

Grand Total 2,128,027

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

Parent/caregiver, student, teachersatisfaction

Throughout 2018 the school sought feedback andopinions from parents, teachers and students acrossseveral different areas.

Parents were surveyed and consulted about focusareas for future development online survey tools, aswell as via a number of internal surveys which askedfor feedback about mental health and well–being andour school Discipline Policy. All feedback received wasoverwhelmingly positive, indicating a high rate ofsatisfaction with current school directions and focusareas. Over previous years one area which was seen toneed further development was the introduction of moreinteractive communication tools, such as Facebook orClass Dojo. 2018 has seen the extensive use of theClass Dojo program to effectively communicate with theparent community.

Staff have given ongoing and informed feedback viaaudits and internal surveys about our teaching and

learning programs and this has resulted in future focusareas and been embedded deeply in our 2018–2020School Plan.

Our students have been surveyed and have voted toelect their new school council representatives and theyare all demonstrating an improved understanding ofschool wide behavioural expectations.

A priority at Minerva School is to work closely with theparent community and ensure they are provided ith arange of opportunities to provide constructive feedback.These include: surveys conducted throughout theLearning for Life project, dialogue held during coffeeand chat sessions, dialogue with parents informallyduring whole school events and formal meetings (ILP)and the Tell Them From Me survey.

Policy requirements

Aboriginal education

Aboriginal Education is deeply embedded within theteaching and learning programs of all teaching staff atMinerva School. Students are provided withopportunities to develop their knowledge of the culture,language and traditions of the Indigenous people.Students participated in a number of activities andlessons to support the celebrations during NAIDOCweek. One of the high school students attended andreceived an award at the 'deadly kids award' ceremonyfor their hard work and commitment to their education.At weekly assemblies students are provided with anacknowledgement to country as part of the ceremony.

Multicultural and anti-racism education

In 2018 staff were provided with an opportunity toengage in professional training with a focus ontolerance, diversity and respect. These concepts weretranslated into meaningful lessons for the students.Each year the school celebrates Harmony Day andengages students, staff and parents in a daycelebrating diversity. The school has a trained AntiRacism Contact Officer (ARCO) who is a contact pointregarding any multicultural and racism issues. Thistraining will be extended to all the staff for the followingyear.

Other school programs

Tertiary experiences

This year has seen a strong focus on providingstudents with opportunities to extend their learningbeyond the context of Minerva School. Students wereenrolled and supported through a number ofexperiences at Ultimo TAFE. The school formed closerelations with the coordinator of the Youth EngagementStrategy (YES) programs to provide our students withan insight into tertiary education and practical andhands on experiences. The successful completion ofthe related certificates has provided a foundation forstudents to further extend their education through


enrolment into Certificate 2 and 3 courses to becompleted in 2019.

Library

The library at Minerva school is an integral part of thelearning experiences for all students. The Oliver systemis a Web based learning, teaching, information andlibrary management tool that continues to enrich anddrive the library program. During 2018, 30 studentscompleted their Premiers Reading Challenge. 12Platinum awards, 1 Gold and 17 completed certificates.The school embraced the Book Week celebrations andwitnessed students and staff dressing up for the theme'Find your Treasure.' Many pirates took part withparents in a treasure hunt. Wider community andparent involvement is highly valued at Minerva schooland ensured an enjoyable and valuable experience forall involved. As part of this experience Story Line Inc.presented 'Find Your Treasure' with Storyteller andpuppeteer Lilli Rodrigues Pang and music therapist AnnLehmann–Kuit. Students took part in a musical storyadventure – looking for treasure in unlikely places. Theperformance provided opportunities for hands onparticipation and whole school involvement.

Work experience

Providing students with a flexible and individualisededucation is a key focus at Minerva school. Thestructure of the workplace learning program continuesto be reviewed and flexible enough to meet the everchanging needs of our students. A continued focus onindividualising the workplace learning experiences ofstudents ensures that students' workplace learningskills are maximized. Minerva's own Kitchen Gardenwas a great resource for the whole school to access,for cross curricula activities including work skills.Vegetables were sold to parents during the year.Students were also provided with opportunities tocomplete work experience at Civic Industries & IDF forsupported work placements. A specific and tailoredexperience was organised for a select group ofstudents to develop their skills in travelling while usingOpal cards. Three students participated in supportedwork placements with CDSWEP (Combined schoolsdistrict supported work experience program) attendingWestfield Miranda food court, Coles Parkside Plaza atMiranda, Lark Ellen Aged care facility. One studentundertook independent work placements at GymeaNursery and Plug & Play an electronic repair store. Thework experiences provided cater for students interests,level of skill and focus on individual goals establishedthrough the Individual Learning Plan (ILP) meetingsconducted at the beginning of the year in–conjunctionwith parents/carers.


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