‘Birrigai’ means ‘laughter’ in the language of the Ngunnawal peoples.

View of Birrigai Outdoor School from Gibraltar Peak 1

This report supports the work being done in the ACT Education and Training Directorate, as outlined in the Strategic Plan 2014-2017 “Educational capital: Leading the Nation”. It complies with reporting requirements detailed within the Education ACT 2004 and the National Education Agreement.

Accessibility The ACT Government is committed to making its information services, events and venues accessible to as many people as possible.

If you have difficulty reading a standard document and would like to receive this publication in an alternate format, such as large print and audio, please telephone (02) 6247 4580.

If English is not your first language and you require the translating and interpreting service, please telephone 13 14 50.

If you are deaf or hearing impaired and require the National Relay Service, please telephone 13 36 77.

© Australian Capital Territory, Canberra, 2014

Material in this publication may be reproduced provided due acknowledgement is made.

The school website is www.tidbinbilla.act.gov.au/birrigai

Inquiries about this publication should be directed to:

Birrigai Outdoor School RMB 142 Tidbinbilla Road Tharwa ACT 2620

General Inquiries:

Telephone: (02) 6205 6748 2

About our school Birrigai is a residential and day visit educational centre, deemed a ‘School in Special Circumstances’ under the ACT’s 2004 Education Act. The site is owned and managed by the ACT Territory and Municipal Services (TaMS) Directorate, following a formal amalgamation in July 2010.

Birrigai provides experiential learning opportunities in an outdoor setting for students from Pre-school to year 12. The school’s vision statement is ‘Educating for a sustainable future’ and it seeks to realise this vision through the development of curriculum-linked programs focused on environmental education, outdoor education and Australian history, including the history of Aboriginal and Torres Strait Islander peoples.

Birrigai programs enjoy the support of ACT and the wider region’s public, Independent and Catholic schools. In 2014, approximately 74 % per cent of all visitors came to the site to participate in educational programs.

Birrigai also provides accommodation and catering services to interstate schools visiting the national capital attractions – occasionally these schools elect to engage with Birrigai outdoor education offerings to enhance their visit to Canberra. Approximately 14% of visitors came from Interstate schools.

Birrigai teachers also provide adult team-building and leadership programs.

Student Information

Student enrolment Birrigai does not have enrolments of its own: instead, it receives groups of students from other schools wishing to engage with the Birrigai suite of educational programs and to use the camp facilities.

Staff Information

Teacher qualifications All teachers meet the professional requirements for teaching in an ACT public school.

The proportion of teaching staff with certificates/degrees/diplomas and a postgraduate qualification is shown below.

Table: 2014 Qualification of Teaching Staff Qualifications Teaching staff (%) Certificate/Diploma/Degree 100 Postgraduate 50 3

Source: School Data, 17.12.14

Workforce Composition In 2014 the workforce composition of the school is highlighted in the following table. The data is taken from the school’s verified August pay report. For reporting purposes it includes all school staff including preschools if applicable, staff absent for a period of less than four consecutive weeks, staff replacing staff absent for more than four consecutive weeks. It does not include all casuals and staff who were not paid in this period and staff absent for a period of four consecutive weeks or longer nor unfilled vacancies.

Table: 2014 Workforce Composition Numbers Role Total Territory and Municipal Services (TaMS) Administrative Officers 3 TaMS General Service Officers or Equivalent 5 FTE School Leader A 1 School Leader B 0 School Leader C 0 Teachers * 4.3 TOTAL 5.3 Source: Workforce Management, Birrigai principal 2014

Note: This table includes pre-school staffing

There are no indigenous teachers at this school.

Volunteers Birrigai benefitted from conservation volunteers Australia (CVA) during 2014. Territory and municipal services (TaMS) have an agreement with CVA to work at sites around the ACT. CVA brought ten people on three different days to beautify the gardens at Birrigai.

Visiting schools may bring volunteers as support personnel for their students while on camp.

School Review and Development In 2014, the ACT Education and Training Directorates Strategic Plan 2014-2017 provided the framework and strategic direction for the school’s plan. This is supported by the School Improvement in ACT Public Schools Directions 2010-2014 and the School Improvement Framework which are the overarching documents providing support to achieve high standards in student learning, innovation and best practice in ACT public schools.

All ACT public schools participate in a four year cycle of school review and development. Schools take part in a continuous cycle of review comprising annual self assessments against their school plans. In the fourth year schools undergo an external validation process. This 4

process provides an independent and unbiased assessment of the school’s progress towards achieving system and school priorities.

Birrigai will be validated in 2017.

School Satisfaction Schools continually use a range of data collection tools to gain an understanding of the satisfaction levels of their parents and carers, staff and students.

Birrigai administers a feedback survey for every visiting group: this covers the levels of satisfaction regarding relevance, quality, and robustness of the educational experience to the school and students. It also seeks feedback on the quality of service generally at the site.

In 2014, Birrigai attained a 53% return rate of evaluation forms from visiting schools participating in education programs. Of the evaluations received, schools indicated 100% satisfaction (‘satisfied’, ‘highly satisfied’) rating for program content and student learning. Schools also indicated 100% agreement that their desired educational outcomes were met.

Examples of the desired educational aims of visiting schools are:

 For the children to visit an outdoor natural setting and to learn about animals and the environment  Teamwork, resilience and responsibility  To link our integrated unit to provide an authentic experience aligned with the curriculum  Discovering identity for our Indigenous students  Understanding and experience of goldfield life with real life experience and wonderful leadership from staff  Teamwork, new experiences in a safe and controlled environment  Better understanding of the diversity of life in the grasslands  Resilience, cohesion, challenge  Indigenous connections to the Australian curriculum  Strengthen inquiry into eco-systems  Teamwork, leadership, independence and stepping outside their comfort zones  Cooperative challenges, building lifetime experiences, self-management  How Indigenous peoples use the land  Students to investigate living things, look at how living things depend on one another 5

 We hope the students will have a chance to speak English, relate to each other and do something they haven’t done before.  Understand the life situation of an early settler A survey was sent to all Principals of ACT public schools. The purpose of the survey was to ask schools their reasons for choosing or not choosing, to come on camp at Birrigai.

The return rate of surveys was 45 percent. Of those surveys returned, 72 percent had attended Birrigai for camp, and 28 percent had not attended camp. Some schools had attended for day programs only.

Reasons outlined for attending Birrigai include:

 Great facilities  Close proximity to school  Excellent education and fun programs- range of opportunities  Staff professional and friendly, well organised  Quality programs linked to the Australian Curriculum  Opportunities to learn about Indigenous Australian culture  For sustainable environmental focus  To support a Directorate facility  Successful past experiences, high quality facilities, healthy food options and excellent resources  Flexible staff who support student need, especially students with a disability  A beautiful setting that all students should have the opportunity to benefit from Reasons outlined for not attending Birrigai include:

 Range of programs very restricted for students with a disability (wheelchair access)  Alternate venue offered a wider range of activities and more appealing to staff  Valued supervision support provided by staff at other camp venue  Lack of support from families for camp  Better facilities and programs on offer for students at Cooba  Distance and cost prohibitive  Far too expensive and no relevant programs  Go further afield for the Year 5 /6 camp, no Year 3 /4 camp  No programs of secondary appeal  Changed from camp to a day program only, at Birrigai  Limited resources and need value for money. 6

A student survey was developed and administered to 206 students in 2014. The results from this survey are outlined in the progress against school priorities reported in the annual operating plan, priority three below.

These results as well as the continual review of school performance contributed to the evaluation of our school plan and the development of annual operating plans. This plan is available on the school website at www.tidbinbilla.act.gov.au/birrigai/birrigaigovernance/

Professional Learning Teachers have participated in:  Playmeo ‘Inspire Your Group’  Use of iPads in an outdoor environment  ‘Live Your List’ leadership activities  Core Essentials coaching program- one teacher  Motor Coordination Difficulties- one teacher  Professional reading  Asbestos awareness  ATV Side by Side Vehicle training  ‘She Leads’ Conference  Ben Walden ‘Leadership on Stage’

Birrigai teachers are involved in rigorous training and practice to meet Australian Standards in the delivery of Low and High Ropes sessions, Abseil, Top Roping and Vertical Rescue.

Three teachers hold Cert IV High Ropes, Low Ropes and Abseil (natural and artificial surface)

Three teachers hold Top Rope qualifications.

One teacher holds Cert III High Ropes, Abseil (natural and artificial surface) and Top Rope.

All classroom teachers participate in learning and mentoring to:

 Review and develop educational programs  Review and develop effective teaching strategies  Maintain currency in vertical rescue  Mentor a teacher new to Birrigai, program content and beginning high ropes competencies  Write risk assessments with the new format designed by Outdoor Education teachers, and  Maintain current first aid certification.

Progress against School Priorities in 2014 7

Priority 1 Improve design and delivery of specific programs.

Targets 100% of the identified Birrigai programs listed are reviewed by teachers.  Sustainability program  Early Settlers and Gold Simulation programs  Explorers Walk a component of the Early Settlers program.  Adventure programs.  Wetland programs  Overnight camping out program.

Directorate Priority Areas covered with this priority Quality Learning- Australian curriculum

Progress Sustainability Program: An introduction using ICT has been developed and not all teachers have had the opportunity to present it to groups. Further work is planned to design separate introductions for different year groups, and to refine how to present the sustainability program for improved student learning. Early Settlers and Gold Simulation programs:

Introductions using ICT have been developed for both of these programs. All resources required to present these programs to ensure historical accuracy have been sourced, organised and incorporated into the program. A new map was developed and trialled with Year 3 students to allow for improved student learning.

Explorers Walk:

All teachers include Aboriginal and Torres Strait Islander peoples perspectives in the Explorers Walk, gained from the reference book ‘Burke and Wills’. Further work this year will focus on sharing knowledge from the Indigenous Australian rangers at Tidbinbilla. This will be highly valuable in providing a local context of Aboriginal and Torres Strait Islander perspectives.

Team Initiatives:

All teachers have included elements of new initiatives in their team building programs. The professional learning in this area was highly valued by teachers. No new team initiatives in the designated area were developed or built. This will be evaluated in 2015.

Wetland programs: 8

The possibility of delivering wetland programs at numerous sites across the ACT was investigated, including the Jerrabomberra Wetlands site. This site was deemed unsuitable. Other sites were not considered ideal by client groups.

Overnight Camping Program:

An overnight camping program was not developed. The existing resources for such a program were deemed unusable and were retired. A cost analysis of running such programs needs to be considered.

Priority 2 Update risk assessments for each activity offered at Birrigai

Target 100 percent of Birrigai risk assessments will align with current ETD requirements.

Directorate Priority Areas covered with this priority High expectations, High performance, - Safe and Supportive Schools.

Progress All risk assessments except one have been reviewed using the new format. 100 percent of risk assessments have been uploaded to the website, of which 78 percent use the new format. The remaining 22 percent will be reviewed this year, to ensure that all risk assessments use the standard format.

Priority 3 Increase student participation: obtain feedback from visiting students.

Target 100 percent of programs will be evaluated using student and staff feedback.

Directorate Priority Areas covered with this priority High Expectations, High Performance- Engaging schools

Progress We did not manage to obtain feedback from 100 percent of programs. A student survey was developed using the iPad application ‘?naire’. There were 206 respondents between years one and six for some questions and fewer for others. There were no respondents for year six and above. To conduct this survey we require more iPad devices to circulate in the limited time available to administer the survey. This will be a focus for 2015.

Students rate the camp experience very highly and also believe they learn while being on camp. The table below outlines percentage of responses to questions listed in the left column. Of the 206 respondents, students rated the following as high or above: 9

Table: Percentage of Students satisfied with their camp experience Question: Percentage (%) I learned a lot 84 I enjoyed the camp 94 Birrigai teachers did a great job 98 Instructions were clear 93 Rate your overall experience 99 Source: Birrigai data, December 2014

Students rate the activities very highly, with the crate climb activity and Early Settlers simulation rating the highest.

Fewer numbers of respondents (between 39 and 108) rated the following as high or above:

Table: Percentage of Students satisfied with their camp experience Question: Percentage (%) Rate the food 78 The kitchen staff did a great job 87 I had enough to eat 94 Rate the web of life activity 94 Rate the Early Settlers simulation 100 Rate the bushwalk 86 Rate the campfires and damper bake 93 Rate the giant swing 97 Rate the crate climb 100 Rate the team rescue 92 Rate the team initiatives 92 Source: Birrigai data, December 2014 Students articulated what they learned in the table below: What did you learn that you didn’t know before? I learnt about science and animals Things about corroboree frogs That some bugs live in the water How many different types of soil there is I did not know that Birrigai meant laughter I did not know about the Birrigai rock shelter I learnt that lots of animals depend on one other animal How to make a tent Stuff That I can do more than I thought I could I learnt about golden spiders I learned how to climb ropes safely Cooking damper on a stick Banana bugs can lay eggs 10

Gold is roughly twenty times heavier than a 750ml water bottle Birrigai is really spiritual How to work together How kangaroos stand up to foxes Some things about being brave Source: Birrigai data, December 2014 Students articulated how they felt about the camp experience overall, with most comments extremely positive:

I absolutely loved it! The beds were good, I didn’t want to come but it was fun I had a great time with my friends and learning new things Camp has made my dreams come true, I always wanted to do the activities I enjoyed this because it seemed very real If I could do one activity only, I would do the giant swing It had cool activities that was fun and you also learnt a lot Blankets were horrible I really liked how all the instructors at Birrigai because they were so comforting and really nice to us and made me and my friends feel really welcome. I loved my visit to Birrigai. Camp may be a bit scary but it is awesome This is the best camp ever so far in my life The giant swing is the most awesome thing in the world!!!!! I screamed my head off. The food was OK and the bushwalk was OK but ………. Everything else was awesome! I loved it!!!!!! Thanks for having me!!!!!!!!!!!!!!!!!! Source: Birrigai data, December 2014 11

Financial Summary Birrigai finances are the responsibility of the Business Manager Parks and City Services and are reportable to Territory and Municipal Services Directorate. The Memorandum of Understanding (MOU) between ETD and TaMS outlines that Birrigai will be receive an annual budget for education resource requirements. The budget is approved by the Birrigai School Board and endorsed by the Business Manager, Parks and City Services.

The amount set for the 2013– 2014 financial year was $9.500. The expenditure of this money has been reported to the Birrigai School Board.

The amount set for the 2014 – 2015 financial year is $9.500

Professional learning The average expenditure at the school level per fulltime equivalent teacher on professional learning was $1166. 12

Endorsement Page I declare that the Birrigai School Board has operated in accordance with the provisions of the Education Act 2004 including the following sections

39 (4) The school board must give effect to the chief executive’s directions. 44 (2) The chief executive must end the appointment of a member of the school board of a public school, other than the principal of the school if- a) The member is absent from 3 consecutive meetings of the board without reasonable excuse or leave given by the board or b) Contravenes section 49 (disclosure of interests by members of school boards) without reasonable excuse. 46 The members of the school board of a public school must, whenever is necessary, nominate a member of the board as a member of any selection panel established by the chief executive to make recommendations to the chief executive about the appointment of the principal to the school. 47 (2) However, the school board must meet at least four times a year. 48 (10) The school board must keep minutes of its meeting. 49 Disclosure of interests by members of school boards. 49 (3) The disclosure must be reported in the school board’s minutes and, unless the board otherwise decides, the member (The first member) must not- a) be present when the board considers the issue or b) take part in any decision of the board on the issue. 49 (5) Within 14 days after the end of each financial year, the chairperson of the school board must give the chief executive a statement of any disclosure of interest under this section in relation to the school board during the financial year.

MEMBERS OF THE SCHOOL BOARD

Tidbinbilla General Manager Vacant ETD representative Stephen Gwilliam Appointed member John Flett Principals’ representative Anne Simpson Birrigai staff member Robert Wright Tidbinbilla staff member Scott Ryan Board Chair: John Flett Principal: Karen de Gans

I certify that to the best of my knowledge and belief the data and information reported in this Annual School Board Report represents an accurate record of the school’s operations in 2014. Principal Signature: Karen de Gans Date: 13 March 2015 13

I approve the report, prepared in accordance with the provision of the Education Act, section 52.

Board Chair Signature: John Flett Date: 13 March 2015