Tumbarumba High School 2019 Annual Report
8450
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Introduction
The Annual Report for 2019 is provided to the community of Tumbarumba High School as an account of the school's operations and achievements throughout the year.
It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding.
School contact details
Tumbarumba High School 101 Tooma Road Tumbarumba, 2653 www.tumbarumba-h.schools.nsw.edu.au [email protected] 6948 2500
Message from the principal
It is with tremendous pride that I present this report to acknowledge the achievements of Tumbarumba High School over the 2019 school year.
Our school's core business it to deliver quality education in a caring manner and, in doing so, provide positive and enriching experiences for all our students. We strive to provide our students with the confidence and academic foundations on which each student can achieve personal excellence and fulfilment. In 2019 Tumbarumba High School embraced its second year of its three (3) year school plan (2018–2020) which was underpinned by three (3) strategic directions, viz:
* Learning
* Teaching
* Leading
Once again, we worked in concert with students, parents and caregivers to support and guide students as they transitioned from Stage 5 to Stage 6 to ensure that subject choices complemented students' careers goals and ambitions. Our students' academic needs have been supported by the structured study periods undertaken by students in Years 7–10.
Student wellbeing has remained a central priority of the school community. We have utilised the professional services of our Year Advisors, Wellbeing Team and School Counsellor in conjunction with our Wellbeing Health In–Reach Nurse and other external providers to support students' emotional needs. Resilience Days and the provision of activities and programs targeting the needs of different year groups have been embedded in our school calendar with noted success.
We have worked collaboratively as a whole school to identify and address our students' writing skills. A whole–school commitment to an explicit planning, drafting, editing and publishing process has been implemented through professional learning to develop and improve students' writing skills. This initiative has been complemented by the school's purchase of additional lap top computers and charging facilities so that students can easily access computers to publish their written work.
Our school community and its Aboriginal students have been fortunate to nurture positive relationships with the Toomaroombah Kunama Namadgi Indigenous Corporation. Local elders have worked with our students to cultivate an awareness and appreciation of the Aboriginal culture. The school will continue to foster and consolidate relations with members of the local Aboriginal community and a staff member will be allocated responsibility to liaise between the school and the families of its Aboriginal students to ensure that engagement levels and learning are optimised.
I certify that the information in the report is the result of a rigorous self–evaluation process and is a balanced and genuine account of the school's achievements and areas for development.
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Mr Michael Blenkins
Relieving Principal
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School background
School vision statement
Tumbarumba High School sets high expectations for all of its students in their social, academic, sporting and personal lives. Our school community, and indeed the wider Tumbarumba community, values outstanding educational achievement. Our school is geared to prepare future citizens with the skills required to succeed in their post–school pursuits in the 21st century.
Our teaching and learning programs enable students to acquire the ability to think critically, apply knowledge to new situations, analyse information, comprehend new ideas, communicate, collaborate, solve problems and make informed decisions.
High academic and vocational aspirations for our students drive our school's vision – "Excellence and Opportunity for All" – and therefore underpin all aspects of our school management plan.
School context
Tumbarumba High School has a student population of approximately 190 students and is located in the foothills of the Snowy Mountains. Tumbarumba is a relatively isolated rural high school that services the secondary education needs of Tumbarumba and various outlying communities, including Laurel Hill, Rosewood, Tooma and Humula. The local economy is underpinned by the timber, viticulture, agriculture and tourism industries.
Fluctuations in our student numbers have made it essential for the school's management team to adopt a dynamic approach to providing a broad and sustainable educational experience for all of our students. In the period 2016–2019 our student population has increased by nearly 15%; however, the student population has demonstrated a tendency to fluctuate throughout the course of the school year. This trend has been especially noted in Years 11 and 12 as students have elected to transition to full–time employment in the local area.
Our academic achievement has shown steady improvement with more students benefiting from a high quality education at Tumbarumba High School.
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Self-assessment and school achievement
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 is a statement of what is valued as excellence for NSW public schools, both now and into the future. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.
Each year, we assess our practice against the Framework to inform our school plan and annual report.
Our self–assessment process will assist the school to refine our school plan, leading to further improvements in the delivery 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/school–excellence
Self-assessment using the School Excellence Framework Elements 2019 School Assessment LEARNING: Learning Culture Delivering LEARNING: Wellbeing Delivering LEARNING: Curriculum Delivering LEARNING: Assessment Sustaining and Growing LEARNING: Reporting Sustaining and Growing LEARNING: Student performance measures Delivering TEACHING: Effective classroom practice Sustaining and Growing TEACHING: Data skills and use Sustaining and Growing TEACHING: Professional standards Sustaining and Growing TEACHING: Learning and development Sustaining and Growing LEADING: Educational leadership Sustaining and Growing LEADING: School planning, implementation and Sustaining and Growing reporting LEADING: School resources Sustaining and Growing LEADING: Management practices and processes Sustaining and Growing
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Strategic Direction 1
LEARNING
Purpose
To equip students from diverse backgrounds to become resilient, independent and adaptable learners, who are supported in a positive learning environment.
Improvement Measures
Increase the number of students who achieve Band 5 or 6 in HSC course achievement.
Improved levels of student well–being and engagement.
Increase in the proportion of students in the top two bands in NAPLAN (reading, writing and numbers, patterns and algebra).
Progress towards achieving improvement measures
Process 1: Connect with local industry to develop, implement, support and sustain vocational education programs.
Evaluation Funds Expended (Resources)
Evidence suggests a marked increase in Year 9 and 10 students accessing One day release for six (6) staff Work Experience programs (via block release and also one (1) day per week) in 2019. Charter of coach to transport students from Tumbarumba to Wagga Wagga All Year 10 students intending to undertake VET subjects in 2020 undertook (return) mandatory work experience placements in Term 4 2019 to ensure that they were deemed work ready and would therefore satisfy VET industry Funding Sources: placement obligations in 2020–2021. • Socio–economic background ($4100.00) All Year 10 students demonstrated an improved understanding of career options and study requirements after attending a mandatory Careers Expo. This experience and the associated workshop influenced and informed students' subject choices for Years 11 and 12.
Process 2: Strengthen a whole school integrated approach to student well–being in which all students can connect, succeed, thrive and learn.
Evaluation Funds Expended (Resources)
Resilience Days have been successfully embedded into the school calendar Staff Meetings; fortnightly Year to address the wellbeing needs of students in a pro–active and timely Meetings for students – Year Advisors manner. Where possible, external agencies have supported Year Advisors to coordinate; Resilience Days each and members of the school's Wellbeing Team to provide activities targeting term of 2019; school funds to students' needs (e.g. bullying, cyber–bullying, drug and alcohol abuse, self subsidise Interest Electives to esteem and anxiety issues, driver education programs) maximise student engagement and participation. School camps with a genuine wellbeing focus and our end–of–year Interest Electives program have fostered positive and supportive peer relationships Funding Sources: between students in and across year groups. • Socio–economic background ($7000.00) The school community has worked effectively to harness and utilise the expertise of external agencies to manage complex cases involving our students and their families.
Process 3: Use data and explicit feedback to monitor growth and identify gaps in student learning to inform planning for particular student groups and individual students.
Evaluation Funds Expended (Resources)
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Progress towards achieving improvement measures
The teaching staff have utilised RAP analysis to inform teaching and Regular and Extended Staff meetings; assessment practices in 2019. faculty meetings.
The school has embraced the Curiosity and Powerful Learning model to Funding Sources: develop and implement a whole–school explicit writing initiative which has • Socio–economic background been guided by literacy data derived from various sources, including ($22000.00) NAPLAN, RAP and HSC minimum standard testing.
SLSOs have accessed professional learning to equip them with the knowledge and skills to assist students with their drafting, editing and writing.
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Strategic Direction 2
TEACHING
Purpose
To affirm and sustain high quality teaching practices through a collaborative, supportive and engaging professional environment, where self–reflection and collegial collaboration instil a life–long love of learning and embody of our core values.
Improvement Measures
Increase in the use of evidence informed pedagogy by all teachers'.
Increase engagement and reflection with relevant professional learning to maximise impact.
Increased engagement with higher accreditation processes.
Progress towards achieving improvement measures
Process 1: The school develop, implement and review explicit systems to drive and sustain ongoing, school–wide improvement in teaching practice and student outcomes.
Evaluation Funds Expended (Resources)
Teachers from different KLAs utilised triad group structures and allocated Leadership and development Initiative meeting times to develop and reflect on their own teaching practices. (LDI) Days
Teachers in Strategic Direction Teams routinely met and sourced evidence Curiosity & Powerful Learning relevant to their team's Strategic Direction. Professional learning days – including travel and accommodation.
Funding Sources: • Quality Teaching, Successful Students (QTSS) ($35000.00)
Process 2: Deliver professional learning in evidence based practices to support reading and writing.
Evaluation Funds Expended (Resources)
Evidence of a noted improvement in students' writing skills resulting from the For all items – per teacher – time to adoption of a whole–school approach to the planning, drafting, editing and scan, collate, redact, annotate, SEF publishing process. link, and upload.
Teaching staff in all KLA have undertaken professional learning linked to the Funding Sources: writing and editing process. This initiative has been guided by school–based • Socio–economic background professional learning and has been guided by authentic data derived from ($2500.00) teacher observations, NAPLAN, HSC minimum standards results and RAP analysis of 2018–19 HSC results.
Process 3: Teachers demonstrate a sophisticated understanding and use of student assessment and data to inform future teaching and learning (eg value–added, growth, improvement, statistical consistency significance).
Evaluation Funds Expended (Resources)
Teachers of all HSC classes analysed HSC results using NESA's RAP to For all items – per teacher – time to access data and therefore inform teaching practice and guide professional scan, collate, redact, annotate, SEF learning. link, and upload plus...
The Learning & Support Team and the school's Learning and Support Teacher provide the teaching staff with a thorough analysis of NAPLAN data.
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Progress towards achieving improvement measures
Interventions to support student learning were identified from this process. Students were supported in their learning through remedial DEAR and other LST interventions.
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Strategic Direction 3
LEADING
Purpose
To develop and nurture whole–school leadership strategies that support a culture of courageous collaboration, innovation, high expectations and community engagement.
Improvement Measures
Improved active involvement in networks and partnerships which will improve teaching and learning.
Increase of staff seeking higher accreditation.
Increase of staff gaining experience in higher duty roles and leadership roles within the school community.
Progress towards achieving improvement measures
Process 1: Sustain a culture of effective evidence based teaching and continuous improvement and achieve growth in learning for every student.
Evaluation Funds Expended (Resources)
The school has effectively used professional learning sessions to ensure that Casual relief to support planning and staff are able to access, interpret and analyse data – such as HSC minimum testing of students. standards testing, NAPLAN and YARK – to drive and embed improvements in student learning. Funding Sources: • Low level adjustment for disability Access to casual teachers has impacted on this Strategic Direction's effective ($2500.00) implementation in 2019.
The school will undertake professional learning and then access PATR testing to streamline the data collection and analysis process to inform teacher judgement in 2020.
Process 2: Establish and sustain networks with community of schools, external agencies and industries to provide opportunities for engagement and leadership in all facets of schooling.
Evaluation Funds Expended (Resources)
Professional links between the executive teachers in the school were Casual relief and travel to school in developed. Support networks were fostered to aid teachers with the Hunter Region to examine change accreditation process management practices and how improvements to students' learning experiences have been introduced and embedded.
Funding Sources: • Quality Teaching, Successful Students (QTSS) ($3850.00)
Process 3: Identify, develop and mentor our future leaders to ensure they have acquired the necessary skills to undertake roles and/or seek higher accreditation.
Evaluation Funds Expended (Resources)
Four (4) teaching staff have successfully completed the 2019 Leadership Funding Sources: Develop Initiative (LDI) and were deemed exemplary candidates based on • Various ($22000.00) their inquiry project targeting writing through a whole–school strategy at Tumbarumba High School. The teachers undertaking the LDI used extended staff meetings and other forums to effectively up–skill teaching staff and
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Progress towards achieving improvement measures
SLSOs within the school. The school community has effectively adopted a uniform approach to teaching and embedding the writing process and an explicit editing code has been adopted.
The school has provided opportunities for executive and classroom teachers to undertake higher duties for extended periods in 2019 and therefore develop their leadership skills in an authentic school context.
Other teaching staff have undertaken the challenge of seeking higher accreditation which has facilitated networking opportunities with other educational leaders and insightful visits to high performing schools in the Hunter Region.
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Key Initiatives Resources (annual) Impact achieved this year
Aboriginal background loading SLSOs allocated to More students have proudly identified as Aboriginal students in Aboriginal and have participated in the 2019 mainstream classes. Proud and Deadly program. Students, their parents and teaching staff have proudly Financial support with represented the school community and its excursions, uniforms and Aboriginal students at the Wagga Wagga other school–related costs. Proud and Deadly Awards Ceremony.
Funding Sources: Aboriginal students were supported in their • Aboriginal background learning by SLSOs. loading ($35 184.00) Aboriginal students were supported in their VET work placements by SLSOs.
Aboriginal students were able to access post–school programs, including the program run by the University of Sydney in 2019.
English language proficiency LST and SLSO support Additional funds will be allocated to this area afforded to EALD students in 2020 as the needs of the identified students in the school community. far excelled the funds provided under this program. Funding Sources: • English language proficiency ($939.00)
Low level adjustment for disability LaST expertise and Success has been noted with students in this planning time; additional performance area. Evidence of growth in SLSOs employed and 2019 NAPLAN data and student engagement. allocated to support Students requiring low–level adjustment to students with their identified their learning programs have enjoyed success learning needs. The school in both core and elective subjects. had also employed a male SLSO to work with disengaged boys in an effort to boost their rate of school attendance.
Funding Sources: • Low level adjustment for disability ($108 437.00)
Socio–economic background SLSO time allocated to Students' socio–economic needs are students. addressed in a sensitive and timely manner which enables them to access learning School uniform purchases experiences and extra–curricular activities at and payment plans. Tumbarumba High School.
EDMODO purchased by the school to enhance the learning experiences of students in Years 11 and 12.
Funding Sources: • Socio–economic background ($135 708.00)
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Student information
Student enrolment profile Enrolments Students 2016 2017 2018 2019 Boys 78 84 90 99 Girls 86 95 99 93
Student attendance profile School Year 2016 2017 2018 2019 7 91 91.1 92 87.7 8 85.7 91.1 83.8 88.5 9 90.7 88 87.6 83.5 10 86.7 89 85.5 83.7 11 86.1 86.3 88 81.1 12 76.2 88.9 89.2 79.1 All Years 87.3 89.3 87.8 84.3 State DoE Year 2016 2017 2018 2019 7 92.8 92.7 91.8 91.2 8 90.5 90.5 89.3 88.6 9 89.1 89.1 87.7 87.2 10 87.6 87.3 86.1 85.5 11 88.2 88.2 86.6 86.6 12 90.1 90.1 89 88.6 All Years 89.7 89.6 88.4 88
Management of non-attendance
Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not at school they miss important opportunities to learn, build friendships and develop their skills through play. Regular attendance at school is a shared responsibility between schools and parents. By working together we can have a positive effect on supporting our children and young people to regularly attend school.
Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place to record attendance and follow up student absences promptly. They are guided by the School Attendance policy which details the management of non–attendance.
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Post school destinations Proportion of students moving into post- Year 10 % Year 11 % Year 12 % school education, training or employment Seeking Employment NA NA 6 Employment 14 16 45 TAFE entry NA 11 10 University Entry NA NA 16 Other NA NA 6 Unknown 11 11 13
Year 12 students undertaking vocational or trade training
78.13% of Year 12 students at Tumbarumba High School undertook vocational education and training in 2019.
Year 12 students attaining HSC or equivalent vocational education qualification
86.7% of all Year 12 students at Tumbarumba High School expected to complete Year 12 in 2019 received a Higher School Certificate or equivalent vocational education and training qualification.
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Workforce information
Workforce composition Position FTE* Principal(s) 1 Deputy Principal(s) 1 Head Teacher(s) 4 Classroom Teacher(s) 15.4 Learning and Support Teacher(s) 0.7 Teacher Librarian 1 School Counsellor 1 School Administration and Support Staff 6.78 Other Positions 1
*Full Time Equivalent
Aboriginal and Torres Strait Islander workforce composition
The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employees through the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safe workplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.
Workforce ATSI Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2 School Support 3.30% 7.20% Teachers 3.30% 2.90%
Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector's salary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginal employees in the sector is expected to reach 3.3%. Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. These statistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than 100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.
Teacher qualifications
All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Education approval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, and hold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.
Professional learning and teacher accreditation
Professional learning is core to enabling staff to improve their practice.
Professional learning includes five student–free School Development Days and induction programs for staff new to our school and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line with school and departmental priorities.
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Financial information
Financial summary
The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. The Principal is responsible for the financial management of the school and ensuring all school funds are managed in line with Department policy requirements.
2019 Actual ($) Opening Balance 468,908 Revenue 4,450,618 Appropriation 4,273,435 Sale of Goods and Services 83,397 Grants and contributions 87,604 Investment income 5,373 Other revenue 809 Expenses -4,200,937 Employee related -3,721,739 Operating expenses -479,199 Surplus / deficit for the year 249,681
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.
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Financial summary - Equity loadings
The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.
2019 Approved SBA ($) Targeted Total 316,362 Equity Total 280,268 Equity - Aboriginal 35,184 Equity - Socio-economic 135,708 Equity - Language 939 Equity - Disability 108,437 Base Total 3,273,333 Base - Per Capita 45,604 Base - Location 75,251 Base - Other 3,152,477 Other Total 260,857 Grand Total 4,130,819
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.
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School performance - NAPLAN
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to the online test, with some schools participating in NAPLAN on paper and others online. Results for both online and paper formats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such as comparisons to previous NAPLAN results or to results for students who did the assessment in a different format – should be treated with care.
Literacy and Numeracy Graphs
Band 4 5 6 7 8 9 Percentage of students 6.9 13.8 31.0 27.6 17.2 3.4 School avg 2017-2019 12.5 15.6 31.3 27.1 12.5 1
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Band 4 5 6 7 8 9 Percentage of students 0.0 13.8 27.6 48.3 10.3 0.0 School avg 2017-2019 6.2 14.4 41.2 28.9 9.3 0
Band 4 5 6 7 8 9 Percentage of students 10.3 10.3 37.9 31.0 10.3 0.0 School avg 2017-2019 15.6 20.8 28.1 18.8 16.7 0
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Band 4 5 6 7 8 9 Percentage of students 0.0 25.0 60.7 10.7 3.6 0.0 School avg 2017-2019 14.9 37.2 36.2 9.6 2.1 0
Band 5 6 7 8 9 10 Percentage of students 13.8 31.0 34.5 17.2 3.4 0.0 School avg 2017-2019 23.3 26.7 28.9 15.6 5.6 0
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Band 5 6 7 8 9 10 Percentage of students 3.6 28.6 35.7 17.9 7.1 7.1 School avg 2017-2019 8.8 26.4 29.7 22 8.8 4.4
Band 5 6 7 8 9 10 Percentage of students 10.3 17.2 58.6 10.3 3.4 0.0 School avg 2017-2019 18.9 22.2 37.8 12.2 8.9 0
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Band 5 6 7 8 9 10 Percentage of students 22.2 29.6 22.2 22.2 3.7 0.0 School avg 2017-2019 36.8 28.7 19.5 12.6 2.3 0
Band 4 5 6 7 8 9 Percentage of students 3.4 10.3 27.6 34.5 24.1 0.0 School avg 2017-2019 6.3 13.7 35.8 33.7 8.4 2.1
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Band 5 6 7 8 9 10 Percentage of students 0.0 24.0 44.0 24.0 8.0 0.0 School avg 2017-2019 2.3 27.6 43.7 20.7 4.6 1.1
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School performance - HSC
The performance of students in the HSC is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).
The information in this report must be consistent with privacy and personal information policies. Where there are fewer than 10 students in a course or subject, summary statistics or graphical representation of student performance is not available.
School Average Subject School 2019 SSSG State 2015-2019 Ancient History 55.3 62.1 69.9 60.8 English (Standard) 64.6 63.7 67.3 63.6 Mathematics Standard 2 64.3 62.3 67.7 64.3
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Parent/caregiver, student, teacher satisfaction
In 2019, Tumbarumba High School participated in the Tell Them From Me survey. The students also undertook various school–based surveys to ascertain students' view on various issues such as wellbeing. While the completion rate of parent surveys was low, there was a number of positive and negative comments for the school to reflect and act on in the 2020 school year. The school was pleased to note an increased number of parents and caregivers accessing the parent–teacher meetings so that students' learning needs could be addressed in a collaborative fashion. Parent felt that the school identified and rewarded positive behaviour. parents also agreed that the students at Tumbarumba High School were afforded many opportunities to participate in academic, social and sporting pursuits.
As was consistent with our data from 2018, it was revealed that the rate of student participation in school sports exceeds the NSW Government Norm. Data analysis has indicated that more than 40% of students surveyed perceive writing as an important skill for their career path. the issue of low–level bullying was also flagged through the survey process. The broad issue of bullying within the context of the school, through social media and in the wider community, will continue to be the focus of Resilience Days, guest speakers – such as the Police Liaison Officer – and specific programs delivered as part of the curriculum in the junior and senior schools.
Overall, data and feedback from students, parents and Year Advisors affirmed that students believe that Tumbarumba High School affords a positive learning environment.
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Policy requirements
Aboriginal Education Policy
The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy should underpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.
Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group, Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high expectations.
Anti-Racism Policy
All teachers are responsible for supporting students to develop an understanding of racism and discrimination and the impact these may have on individuals and the broader community. Principals are responsible for examining school practices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officer who is trained to respond to concerns in relation to racism.
Multicultural Education Policy
Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds through their teaching and learning programs. Principals are responsible for ensuring that school policies, programs and practices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities that enable all students to achieve equitable education and social outcomes.
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