The University of Sydney sydney.edu.au
sydney.edu.au/wpo Annual Report 2018 02 8627 8515
Widening Participation and Outreach The University of Sydney WPO Annual Report 2018 sydney.edu.au Page 3 Page 4 The University of Sydney WPO Annual Report 2018 sydney.edu.au doing the best Ican I have how seen it’s to ensure [WPO’s] success, because because success, can change lives lives change can changed lives ... These programs “I’ll certainly be and change change and futures.” Chris Hayes MP MP future university at and make informed decisions about that future. equipped to identify and analyse their learning needs, interrogate a of learning as ameans of inquiry, through which young people are underrepresented university. at Our program aims to create ahabitus future for trajectory young people from backgrounds traditionally At Widening Participation and Outreach, we to seek change the Introduction it work? Is it really possible? Why this ambitious include: goal Does The questions I am asked about barrier. ATAR educational disadvantage and the those affected by either or both with our schools and students, andconnect then reconnect experience itself if we are to we provide must far outlive the The impact of the experience of rightful belonging university. at accompany it, and instil asense socio-cultural challenges that experience and the learning and exploring the impact of that balance the unknown experience, Our programming challenge is to their aspirations require raising. also patronisingly assumes that than anything, this type of program initiate about their futures. More they considerations complex the young people we work with and strengths and insights of the because it fails to recognise the education would be contrapositive simply raise aspirations for higher shows that aprogram seeking to future direction. Our experience self-determining and setting their people have when it comes to sophisticated thinking young time to take into account the The program has evolved over outputs. outputs. intersect with our outreach understand the barriers that for inquiry in 2018, to better also informed our foundations the University of Sydney has foundational statement about course of education …”.This pursuing aregular and liberal for dominions encouragement whatsoever, throughoutour any without distinctionsubjects, and denominations of our faithful states: “…hold forth to all classes The University of Sydney’s Charter of excellence? interspersed with our recognition precludes equity from being definition of excellence which aligning to administrate anarrow an example of structural barriers inBut response Iask, isn’t this our program is not working. schools we work with and conclude theat University of students from point to the low enrolment rates are one metric we measure, some When Imention that access rates frequently, are what the metrics? raising? And, perhaps most recruitment? Isn’t it just aspiration Isn’t it just marketing? Isn’t that is it necessary? Isn’t it too big?
Page 5 Introduction Page 6 The University of Sydney WPO Annual Report 2018 sydney.edu.au the University. the practice, research and policy at and contribute to acommunity of intersect with WPO’s practice doing so, we aim to leverage and participation and success. In equity, HEPPP evaluation, students’ initiatives in the areas of student extending into research and other access.tertiary We did this by Program (HEPPP) from mostly pre- Partnerships and Participation and focus of our Higher Education required to shift the imbalance We put in place the planning 41). page commissioned two papers (see the University. As partof this, we Family students’ experience of of equity cohorts and First in examining the intersectionality access barriers, which saw us also In 2018, we renewed our focus on research. and vision in other areas of education demonstrated innovation and that aligns with the University’s students underrepresented for have avision for increasing access economic disadvantage. We also impact of educational and socio- with it afuller recognition of the is dedicated to change that brings Participation and Outreach (WPO) the sake of work”. Widening or simply performing “work for like we are doing something” We are not dedicated to “looking first focus-group workshop. were invited to participate in the initiative and all universities in NSW and funded the study as a strategic Department of Education identified the University of Sydney. The NSW University of Canberra, and the Wollongong, of University the a cross-collaboration with byled Dr Samantha McMahon, is students and parents 2019–2021 between universities, regional of supportive communications Gap Year: Establishing new forms new research. Reinventing the allowed us to collaborate on Foundation Education Country and Training West Out and and partnerships with Education The scale of our regional footprint NAPLAN Program 28. on page for Preparation for Preparation phase of this evaluation of our (SSESW). You can read of the first of Education and Social Work McMahon in the Sydney School Outreach by –led Dr Samantha and Participation Widening of Change: Evaluating the Impact and research team of –Theory a longitudinal program evaluation To this end, we have established holders for the 2019 academic year. (TSF) Learning for Life Scholarship enrolments among The Smith Family increase in University of Sydne organisations. This saw a30% people supported through these opportunities for the young and resourced new educational Foundation Education Country FoundationEducation and the working with the Harding Miller Training West. Out We piloted Family and Education and partnerships with The Smith We increased our focus on the 2019. for submissions research Pool Priority National any on collaborate with other universities charter. We also to agreed Australasia (EPHEA) NSW chapter Education in Higher Practitioners the development of the Equity higher education, as well as to term vision for student equity in paper, Student Equity 2030: Along Education (NCSEHE) discussion Centre for Student Equity in Higher contributed to The National and HEPPP. As partof this, we collaboration on student equity impetus for cross-institutional The year 2018 also saw renewed y students, our documentary film, retitled by WMBB program, we continued with and the depth of impact of the parts of our work we can’t measure own experiences. To articulate the is tangible and meaningful to their opportunity to do so in away that to learn. They simply the need my view that all students want live story retelling. This confirmed mesmerised by the panellists and for many hours but were still students were tired after travelling can watch this 108. on page The in 2020. video: young people to our documentary Aboriginal and Torres Strait Islander responsescollective of over 170 (WMBB) Summer Program and the Wingara Mura –Bunga Barrabugu was witnessing opening night of our For me, aprogram highlight of 2018 My Story, My Future My Story, My Yarn-Up , to be released –you Sacred Heart Catholic Primary Cabramattaat Public School and us to students in Years 3and 5 Importantly, it also introduced level, was uplifting and motivating. the difference an at individual of our program and witnessing stories first-hand about the impact students’ Hearing volunteers. academics, student leaders and Sydney of University teachers, stakeholders, practitioners, equity to bring together our partners, report. This was an opportunity we featured in last year’s annual Education (NCSEHE) and who Centre for Student Equity in Higher who was profiled by The National and recent graduate Mitchell Ha, O’Brien, CEO, The Smith Family, University, MP Chris Hayes, Dr Lisa Policy and Quality, the at Academic Director, Education McCallum, Acting Registrar and Library in Cabramatta by Peter of our 2019 program Whitlam at Another highlight was the launch Outreach and Participation Widening Head, Mary TeagueMary report. and success stories of 2018 in this of the challenges, engagements You can read more about some reflection and renewal. as for partof need acollective and Partnerships Program (HEPPP) Participation Education Higher broadly the at successes of the stakeholders moretogether look to event highlighted the to bring need extended review. However, this funding challenges and subject to Our work is often beleaguered by Writers’ Festival Russ the Bus. Story appearance from the Sydney the launch, attending aspecial p School, Cabramatta, who were art of our program in actionat
Page 7 Introduction Page 8 The University of Sydney WPO Annual Report 2018 sydney.edu.au Page 9 Introduction Contents
5 Introduction 43 Strategic initiatives 94 Our Student Leader and Focus area spotlight Volunteering Program Programs Dannii’s story 12 About G r e g’s s t o r y
14 102 Press coverage What was new in 2018 51 Community Focus area spotlight 18 Programs 108 Watch us in action sydney.edu.au Widening Participation Robert’s story and Outreach engagement year-on-year 112 2018 Widening Participation 59 Enrichment and Outreach key Focus area spotlight performance indicators 22 Measuring the impact of Programs what we do Jennifer’s story (KPIs)
28 WPO Longitudinal Evaluation 73 Literacy 118 Financial report Focus area spotlight Programs 122 WPO organisational 38 Researcher biographies C a t h’s s t o r y structure Staff 41 Policy and research 85 STEM Focus area spotlight Programs 125 Partnerships Si m o n e’s s t o r y WPO Annual Report 2018 The University of Sydney Page 10 “I think since summer camp she’s had a lot more confidence. She’s a bit more assured as to who she is. This young woman is emerging. I’m a little bit stronger. This is where I want to go. I think having that vision … sounds corny, but mission, vision, and values. She’s establishing that permission statement in life I think. It’s that strong emerging young woman that’s come from summer camp … Finding who she is and I think the biggest thing is that she’s at summer camp, she’s accepted, she fits in, she’s welcomed, and she’s actually being asked her About opinion. Opinions matter to other people. That was definitely obvious.”
Parent WMBB Summer Program Page 11 About
Widening Participation What we do Our mission sydney.edu.au and Outreach We take a multifaceted approach To prepare, motivate and engage to increasing access, participation young people, with the support and success at the University for of their communities, to access, Widening Participation and underrepresented students, which participate and succeed in higher Outreach (WPO) seeks to positively includes: education. impact the educational trajectory -- offering unique curriculum- of young people underrepresented linked learning experiences Our vision in higher education, providing through our pre-tertiary University of Sydney Strategic Plan opportunities to enhance their educational outreach program 2016–2020 learning and build academic for young people, to improve capacity. We work with students educational outcomes, capacity We aim to create and sustain a from low socio-economic status and engagement with lifelong university in which, for the benefit (low-SES); Aboriginal and Torres learning of Australia and the wider world, Strait Islander; and rural, regional -- working to increase the the brightest and most promising and remote backgrounds. We also number and proportion of students, regardless of their work with stakeholders to inform underrepresented students at cultural or social background, can and promote equity research, the University of Sydney through thrive and realise their potential. and advocate for more inclusive highlighting and working to policies, pathways and practices remove contextual barriers Our values at the University of Sydney and -- Respect and Integrity
WPO Annual Report 2018 -- advocating for more inclusive through broader sector-wide equity-related policy, pathways -- Courage and Creativity engagement and collaboration. and practices at the University -- Inclusion and Diversity of Sydney -- Openness and Engagement -- contributing to and building a network of researchers at the University whose core research has focused on the impacts of educational disadvantage -- leading the development and direction of a Widening Participation Strategy for the University to extend beyond pre- tertiary outreach and access -- leveraging arts and NGO partnerships to maximise the reach, breadth and depth of
The University of Sydney engagements and cultural capital. Page 12 Our program 3. Inform collaborative models Our history Our program aims to: for experiential learning Since launching in 2009, WPO has with industry and partner 1. Increase access, participation engaged with more than 150,000 organisations. and success in higher education students, teachers and parents, for people from low socio- 4. Inform and promote research helping create a brighter future for economic status (low-SES); in education on widening many Australian students. Aboriginal and Torres Strait participation and equity Islander; and rural, regional and strategies. remote backgrounds. 5. Support University of Sydney 2. Engage and connect with graduate attributes through teachers, families and service learning, mentoring community influencers to foster and volunteering programs sustained change in beliefs with schools and communities, and attitudes about higher partners and faculties. education. About Page 13 What was new in 2018
It was a year of action, expansion, Strategic initiatives -- Formed a partnership with consolidation, advocacy, review the Harding Miller Education sydney.edu.au -- Commenced school-based and reflection for WPO. research for the WPO Foundation, who target girls Longitudinal Evaluation facing economic disadvantage, We turned our attention inwards (WPOLE) Project with the Sydney and provided them with access and sought to better understand School of Education and Social to our educational outreach some of the structural and Work, led by Dr Samantha program. This partnership saw context-specific barriers for McMahon. Details of the first 13 students supported by the underrepresented students, to year of findings can be found on Foundation attend Life at Sydney inform pathway reviews and a page 28. residential program. new whole-of-University strategy -- Renewed our focus on removing -- Expanded our Regional on the student experience. We some of the institutional Outreach to the far north coast, also expanded the reach of our barriers for underrepresented and showcased it through video program into new communities in students through commissioning documentaries where we heard regional NSW and western Sydney. several papers that focused from high school students, on admission pathways, the teachers and executives about Following is what was new in 2018. student experience, transitions their experience and the impact and support. These form part of our outreach. of an advocacy agenda for -- Placed more student leaders in more inclusive equity-related classrooms and expanded this policies, pathways and practices part of our program in several WPO Annual Report 2018 at the University of Sydney and ways. are detailed in the University’s -- All workshops were Access and Participation Plan reimagined to be presented 2018. We also sought to inform by student leaders, and were and contribute to a broader delivered both in metro sector-wide engagement and Sydney and regional areas. collaboration in student equity -- More pre-service teachers research and practice praxis. were engaged to give them See the full list on page 41. regular classroom teaching -- Re-established University experience in diverse school collaboration with Educational communities. Innovation and re-launched the -- We took student leaders back Widening Participation Network. to their hometown to be local -- Partnered with the University champions and role models of Western Sydney National for their school community Priorities Pool (NPP) and to authentically speak Commissioned Research about their university The University of Sydney project titled Individual-based experience. This was Socio-economic Disadvantage particularly successful in our Measure. regional hubs. -- Formed a partnership with the Country Education of Australia and sponsored their scholarship guide. Page 14 Community Enrichment -- Held the opening night event -- Expanded HSCram to Max -- Combined several Year 11 and at the WMBB Summer Program, Webber Library, Blacktown. 12 workshops to deliver half- presenting Indigenous leaders and mentors to students, -- Expanded HSCram, Study day academic and scholarship- providing first-person real- Centres and Parent and preparation workshops life accounts of personal Community Information Evening (i.e. Thinking Ahead and experiences. These authentic to Campbelltown Council SMASH Essay Writing package; original voices presented stories libraries: Ingleburn Library and Promote Yourself and HSC Exam that challenged Indigenous HJ Daley Library. Preparation package). stereotypes. Students heard -- Developed a new workshop for -- Held WPO’s first program launch from: Professor Lisa Jackson Year 11: Critical Thinking. at longstanding partner library Pulver (USYD, Deputy Vice- Whitlam Library, Cabramatta, -- Introduced SMASH Research as Chancellor, Indigenous Strategy with guest speakers Lisa part of the Year 12 Orientation and Services (DVC-ISS)), O’Brien, CEO of The Smith Week Experience. Professor Jaky Troy (USYD), Family, and Chris Hayes, MP. The -- Undertook a complete rebrand Joel Thompson (The Mindset launch engaged school careers of our digital outreach website Project), Jasmin Sheppard advisors, teachers and executive ASTAR, including the launch (Bangarra Dance Company) and staff; University of Sydney of Study Hacks and #All the Adam Hansen (presenter). Watch donors, alumni, academics feels, to encourage extended the My Story, My Future video on and professional staff; and engagement and refocus on page 108. government and partner study and academic resources, -- Expanded the WMBB to include organisation stakeholders. and content on the University students who attended the experience that isn’t readily STEM Spring Workshop. available at schools. -- Expanded Life at Sydney and -- Developed new video content Open Day to include a residential for ASTAR and University of component for our regional Sydney audiences, with a schools and NGO partners, The renewed focus on high school Smith Family, Harding Miller and University student stories to Education Foundation and explore the impact of our work Education Training Out West.
through personal narrative. What was new in 2018 -- Re-imagined the Wingara Mura – Bunga Barrabugu Summer Program to engage students in Years 10 to 12 and altered its delivery date to December to align with the school term. This led to the delivery of two Summer Programs in 2018. Page 15 Literacy STEM -- Supported teachers and students to participate in the sydney.edu.au -- Expanded the Year 12 Sydney -- Formed a partnership with Writers’ Festival Experience Australian Museum which Amgen Biotech Experience in from one to seven schools and allowed selected students in collaboration with the Faculty of Russ the Story Bus from 13 to 15 Year 5 and Year 9 to experience Science. primary schools. the Australian Museum Science -- Developed MadMaker Ignite, a -- Built on our partnership with Festival. robotics and programming taster Story Factory to establish -- Launched Maths Association session to be delivered before Craft of Writing, engaging 153 of NSW (MANSW) teacher the Madmaker Challenge to Year students. professional learning workshops 9 and Year 10 students. -- Partnered with Department of in the far north coast at Tweed English’s’ LINK Project to present River High School and LINK Writerly, an in-school Richmond River High School. creative writing workshop that -- Supported entry and travel to supports the development of the Science Teachers’ Workshop Year 11 students’ creative work, for 109 metro and regional and an on-campus experience (central west, south coast, day called LINK West for Year 10 central coast, mid-north coast students. and far north coast) high school -- Re-established literacy teachers.
WPO Annual Report 2018 engagement activities through -- Funded the Faculty of Science’s supported access to curricular- Mega Maths experience day for linked Seymour Centre theatre partner schools and Year 10 productions. students. -- Expanded Preparation for -- Created the Indigenous Science NAPLAN Program into 10 schools Workshop for Year 10 Wingara and reimagined it for a Year 9 Mura – Bunga Barrabugu cohort. Summer Program students. -- Brought teacher professional -- Presented the Exoplanets and learning to the central west, Deductive Reasoning Workshop south coast, central coast and at Year 12 Orientation Week far north coast as part of our Experience. regional outreach program with the Now See Hear Program. The University of Sydney Page 16 Page 17 What was new in 2018 Widening Participation and Outreach engagement year-on-year
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 sydney.edu.au Number of Student engagements 3920 5443 11,608 17,583 19,995 24,538 30,033 31,876 36,748 35,756 Parent engagements 12 776 408 493 549 333 371 449 449 304 School engagements 18 18 103 224 212 123 174 314 614 725 Teacher professional 73 228 213 434 142 212 186 454 366 502 learning Volunteer engagements and 0 2566 2617 2547 2967 4452 13,536 14,388 15,240 12,493 student leader (current University of Sydney enrolled students) WPO Annual Report 2018 The University of Sydney Page 18 Highlights from 2018
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Sydne y as their first preference for Semester 2 enrolment. of Sydne y of sity sity Unive r The Unive r The Page 19 A Pa ge A Pa ge A Pa ge A Pa ge Page 20 The University of Sydney WPO Annual Report 2018 sydney.edu.au Page 21 Highlights from 2018 Measuring the impact of what we do
What is the Higher It provides funding to The Partnerships secondary schools, Education Participation assist universities to component of HEPPP VET providers, other and Partnerships undertake activities and provides funding to universities, state and Program (HEPPP)? implement strategies universities to raise the territory governments, sydney.edu.au that improve access to aspirations and build the community groups and HEPPP aims to ensure undergraduate courses capacity of people from other stakeholders. that Australians from low- for people from low-SES low-SES backgrounds SES backgrounds who backgrounds, as well as to participate in higher Read more about HEPPP have the ability to study improving the retention education by developing at education.gov.au. at university have the and completion rates of activities in partnership opportunity to do so. those students. with primary and
Unlike many HEPPP programs, Courses at the University of How we measure the impact WPO explicitly focuses on Sydney have some of the highest of WPO’s academic capability academic enrichment (capacity ATAR requirements in Australia programs building) linked to literacy and it is important to understand and numeracy development. the structural frameworks and We measure the impact of our We combine this with unique inequalities that often impact academic capacity building experiences and 21st century students’ abilities to meet these programs in a number of ways. competencies to prepare students requirements. for university study. Working with the Centre for Through our work we seek to Social Impact, we developed the WPO Annual Report 2018 improve academic attainment and Theory of Change and a bank of by doing so broaden the pool of indicators for the WPO Longitudinal students eligible to access and be Evaluation Project (2018–2020). equipped with the skills to succeed These included quantitative at the University of Sydney. indicators, adjunct to creative qualitative indicators and focus group methodologies, such as: -- ATAR attainment of the seven partner schools in the project -- post-school destination survey data -- NAPLAN data.
You can read more about the WPO Longitudinal Evaluation (WPOLE) Project on page 28. The University of Sydney Page 22 Page 23 Measuring the impact of what we do Other quantitative data What have we learned? In 2019, we saw a 35% increase in students from partner schools To assess the contributory impact ATAR data shows students at WPO achieving scores in the 90+ ATAR of WPO programs on academic partner schools accomplish higher band. This happened at the same sydney.edu.au attainment and broader school levels of academic success than time the number of students improvement we analyse the students at non-partner SO1E achieving a 90+ ATAR band at non- following quantitative data year- schools. partner SO1E schools fell by 16%. on-year. This includes comparing: -- ATAR band performance This is a considerable achievement The graphs on the next page given we do not work with schools illustrate the ATAR bands and -- the number of University with a history of strong academic how students from WPO partner applications from partner performance. The median ATAR schools have performed compared schools in comparison to non- achievement of most schools we to students from non-partner SO1E partner SO1E schools work with is in the 50–60 band schools. -- the contextual landscape for range. partner and non-partner SO1E school overall engagement with higher education providers.
We obtain data from Institutional Analytics and Planning (IAP), University of Sydney, and the Commonwealth Department of Education for these purposes. WPO Annual Report 2018 The University of Sydney Page 24 Applicant ATAR bands from NSW WPO metro partner S01E schools
1600 +8% -8% 1400
1200
1000
800
1247 1346 1242 +28% -2% 600 +12% +9%
400 +35% +9%
423 200 416 342 373 330 305 181 123 134 0 2019 2019 2019 2019 2017 2017 2017 2017 2018 2018 2018 2018
0-69.95 70-79 80-89 90+
Applicant ATAR bands from NSW non-partner S01E schools
0%
3500 -11%
3000 Measuring the impact of what we do
2500
2000 +1% -1% 3237 3228 -4% 1500 2876 -9%
1000 +12% -16%
500 1079 1088 1047 975 934 854 388 434 365 0 2019 2019 2019 2019 2017 2017 2017 2017 2018 2018 2018 2018
0-69.95 70-79 80-89 90+ Page 25 All applicants and offers from NSW S01E non-partner schools and WPO metro S01E partner schools
10000 +18% sydney.edu.au
9000 -11% 8000 Non-partner offers
7000 0% -10% 6000 Non-partner applicants 5000 +37% -6% 4000
3000 WPO metro offers WPO metro applicants 2000 +13% 1000 -2%
0
2017 2018 2019
90+ ATAR applicants and offers from NSW S01E non-partner schools and WPO metro S01E partner schools
800 +35%
700 -9%
600 Non-partner offers
WPO Annual Report 2018 500 +12% -16% 400 Non-partner applicants
300 +27% +35% WPO metro offers 200 WPO metro applicants
100 +35% +19% 0
2017 2018 2019
80–89 ATAR applicants and offers from NSW S01E non-partner schools and WPO metro S01E partner schools
1800 +20% 1600 -7%
1400 Non-partner offers
1200
The University of Sydney -4% 1000 -9% Non-partner applicants 800 +33% +14% 600 WPO metro offers 400 WPO metro applicants 200 +12% +9% 0 Page 26 2017 2018 2019 Measuring access rates What these figures reveal -- The introduction of mathematics as a prerequisite for enrolment The percentage of students from Students enrolled in WPO metro in 59 degree programs at the low-SES postcodes enrolling in partner schools tend to engage University. courses at the University of Sydney more with higher education -- The functional application of the increased from 7.53% in 2015 to than those from non-partner University admission pathway for 9.83% in 2017. SO1E schools. They have also attracting students from low- consistently performed better SES backgrounds who score in Meanwhile, the numbers of academically, with higher levels of the higher ATAR bands. students from SO1E metropolitan ATAR attainment from 2017 to 2019. partner schools who listed the A University of Sydney-wide University of Sydney as their first However, there are broader strategy to overcome these preference increased from 344 in contextual factors that explain why obstacles has been proposed. This 2017 to 353 in 2018. students from partner schools are should lead to targets for access, not transitioning to the University participation and success of While this may not appear of Sydney in higher numbers students from underrepresented impressive at first glance, a closer despite increased academic backgrounds. examination reveals many positives. success. -- A trend towards decreasing University applications from university enrolments from students at WPO partner schools students attending SO1E increased by 11.2% from 2017 to schools at the same time as 2019. At the same time, there was the number of applications a 9.6% decrease in the number and offers is increasing. In a of students from SO1E schools competitive environment, this applying for university from 2017 shows the University must focus to 2018. on countering the decrease in converting these applications There was also a 44% increase and offers into enrolled in applications from students in students. the 90+ ATAR bands from WPO partner schools compared to a 16% decrease at non-partner SO1E schools. Measuring the impact of what we do Page 27 WPO Longitudinal Evaluation
So, does it really work? From May 2018, a team of A strengths-based and youth- A longitudinal evaluation researchers, led by Dr McMahon focused approach and innovative from the University of Sydney, use of visual methods, focus of the core Widening together with collaborators Dr groups and interviews characterise sydney.edu.au Participation and Outreach Meghan Stacey (the University of the approach of the evaluation programs at the University New South Wales) and Dr Nathan research team. This combination of Sydney. Berger (Western Sydney University) of methods is further supported are creatively investigating and by an additional component led mapping stories of short, medium by Dr Nathan Berger involving the Widening Participation and and long-term impact of HEPPP analysis of NAPLAN results over Outreach (WPO) at the University programs, in ways that extend time, which will complement the of Sydney have a longstanding beyond survey methodologies qualitative exploration of one of commitment to rigorous evaluative and students’ self-reported the Year 9 WPO activities selected practice to monitor and gauge the benefits. These include a focus on for evaluation, the Preparation for immediate experiences of students whether these engagements make NAPLAN Program. The research participating in the annual program lasting differences to students’ team has recruited seven WPO of educational outreach initiatives. experiences of school, the HSC partner high schools across greater However, to our knowledge no and post-school destinations. western Sydney to the study. third-party, longitudinal studies of HEPPP programs have been undertaken in Australia. WPO considers it essential that a rigorous evidence base can be built in order to understand the
WPO Annual Report 2018 implementation and impacts of HEPPP outreach programs. As such, WPO has invested in a large- scale evaluative project that aims to better understand what works in educational outreach. The University of Sydney Page 28 Table 1 – How does the research team evaluate the WPO core program?
Research component Evaluated by
1. Evaluation of the short-term impacts of core -- observing the activities WPO program activities for scholastic Years 9 -- collecting student work samples through 12, inclusive. -- conducting focus groups with high school students and university student volunteers (separately) -- interviewing teachers -- analysing publicly available NAPLAN data. This will take place during the delivery of WPO activities throughout 2018, 2019 and 2020.
2. Evaluation of the long-term impacts of core WPO Conducting annual focus groups with the same students in 2018 (Year program activities for students as they progress 9), 2019 (Year 10) and 2020 (Year 11). through Years 9, 10 and 11.
3. Evaluation of the long-term impacts of the A post-school destination survey (to measure who applied for, was program for students after they leave school. offered a place in and took up study at university, or other post-school destinations). This will take place in April 2019, 2020 and 2021.
4. Evaluation of the impact of the program on Year Analysing the enrolment data for Year 11 and Year 12 subjects and ATAR 11 and Year 12 subject selection behaviour and achievements at participating schools for the years 2017 (pre-program), ATAR achievement. 2018, 2019 and 2020. WPO Longitudinal Evaluation Page 29 The component of the The Year 9 program consists of Features of the program research reported here. two separate workshop series: that students reported Preparation for NAPLAN (A1), a five-week program designed to as helpful in terms of sydney.edu.au The findings to date are interim, familiarise students with NAPLAN increased academic given that this is a longitudinal style questioning and examination capacity (skills and project over three years. The techniques; and Digital Narratives knowledge) and improved (A2), where Year 9 students ‘complete’ set of data we have understandings of collected in this reporting period compose and share their stories on is the set of Year 1 longitudinal a digital platform and some have university education. interviews that are part of the their work published on ASTAR.TV. suite of interviews designed to Data collected in the first year investigate the long-term impact The 2018 longitudinal interviews of longitudinal interviews with of the Year 9 program (component comprised a total of seven focus students included students’ 2 in Table 1). What we comment groups conducted at four different own offerings of descriptions of on in this report is therefore not a metropolitan school sites in knowledge and skills that they single snapshot, one-off evaluation greater Sydney. This methodology credited to their involvement in of any activity or program, but captured the views of 41 Year 9 the WPO program. Although we rather the first stage in the students and their experiences asked the students to reflect ongoing, longitudinal component of of the WPO Year 9 program. back on 2018 in terms of both the the project. The same students will Evaluation of the 2018 Year 9 Preparation for NAPLAN and Digital be interviewed again in 2019 and longitudinal interviews is reported Narratives programs, the students’ 2020 for this component of the below thematically, against talk often focused on Preparation research. the organising principles of the WPO Annual Report 2018 evaluation. for NAPLAN. The knowledge and skills students described included improved confidence and understanding of Year 9 NAPLAN content (literacy and numeracy):
“ For me it [the Preparation for NAPLAN Program] made me feel like a little bit more confident … And when we did do the actual one [NAPLAN] it was like a little easier, so that ... like it was good preparation.” The University of Sydney Page 30 “ I needed a confidence booster The value and the benefits of the “ And you’ve got two sets of, in Math so just being able to do learning design of these WPO like, help there [in the WPO basic questions and working my programs, which are peer-based programs] you’ve got the people way up [during the Preparation and led and supported by both that come visit you from the for NAPLAN Program] really university mentors and classroom actual program and you’ve got boosted my confidence.” teachers, was shown to have ‘stuck your class teacher.” with’ the students, over the year. “ It [the Preparation for NAPLAN These students’ comments speak Program] was helpful. It took a “ Yeah, cos I felt like with the to the benefit of the programs’ lot of stress off students to revise Digital Narrative [Program] collaborative approach, working back on last year.” I knew that … I’m not into art with WPO staff, university … But … I was working with volunteers, school personnel and Some of this stress relief was my friends … I found out that peers to build student knowledge attributed to the fact that the working together everyone could about what it means to attend program was made available during use their own skills and that it university and what skills and normal school hours. Students wasn’t as bad [as I thought].” educational milestones are helpful expressed that this added value in terms of ‘getting there’. to their education without taking “ Being able to talk to the person any additional time or resources that came and visited you to kind from their often complex lives of like give you an idea about what (e.g. caring for younger siblings, university life is like. I personally translating for family at various wanted to go to university appointments, daily extracurricular anyway, but just being able to like activities such as sports, music talk about it kind of like relieves lessons etc.). some of my fears about like university.” “ I would recommend [the program to my younger friends and “ Meeting with like some of the siblings] because … I know myself uni students helped like realise and … my younger siblings, we that uni, yeah sure it’s like a little don’t study at home … but if it’s at intimidating but it’s also like a school and everyone else is doing new environment, it’s almost, it and participating then I would like, exciting and just different obviously still do it.” things to like explore and WPO Longitudinal Evaluation discover.” Page 31 Did the program assist The questions in the interview Some of the similes and metaphors students to start to data that investigated how indicate students understanding students’ beliefs and identity link their learning as ongoing growth, articulate their own to their learning involved students with plant metaphors from the sydney.edu.au story around how beliefs looking at a bank of ‘metaphor cards proving popular. For example, and identity link to their cards’ (Northern Nevada Writing learning? Project, 2008). The metaphor “ I could say like I’m a plant though cards comprised 100 photographs cos I keep on growing with my of different objects (e.g. stapler, knowledge and knowing more This longitudinal data balloons, remote controls) or stuff every day.” demonstrated the students’ natural phenomena (e.g. clouds, capacity to articulate how their plants, animals). Students were Students’ similes and metaphors beliefs and identity link to their invited to use one of these images often clearly articulated learning. The intention of the to complete the sentence “When preferences regarding learning longitudinal design of the study is I’m learning I’m like a [selected modalities and practices. to discern whether these stories photo] because ...”. The similes change over extended engagement and metaphors featured in the “ I like the … I like the playing with the program (three years). The students’ responses reveal a cards cos like the size reminds of quotes from students we share variety of emerging learning like flash cards so I like to use … here are all from the first year of identities and practices. make flash cards with … when I longitudinal data. We acknowledge study … I’m a visual and hands- that this is ‘baseline’ data and that In this early stage of the WPO on learner so it helps me, like students’ learning identities by program (the program runs doing that helps me study better.” Year 9 are formed by many factors from Year 9 – Year 12), Year 9 WPO Annual Report 2018 other than the WPO program under students variously talked about “ I chose the platter with the evaluation. For this reason, we their learning in terms of growth, different types of fruit and like urge readers not to read ‘causality’ impermanence and learning food in a … the plastic food. And between program implementation ‘styles’. The similes and metaphors that was because I feel like I like and student learning identity data. also revealed students’ divergent to learn many different ways, We will have more scope to talk understandings of learning as like I don’t just use one method about WPO impact on these stories ‘absorption’ or ‘construction’ of learning, I like writing notes, if we see change in these students’ of knowledge. These emerging I like repeating it out to myself, I responses in 2019 and 2020 narratives of self as learner like using flash cards.” longitudinal interviews. could be leveraged to inform the design and delivery of future WPO program activities. The University of Sydney Page 32 “I needed a confidence booster in Math so just being able to do basic questions and working my way up [during the Preparation for NAPLAN Program]
really boosted my WPO Longitudinal Evaluation confidence.”
Student Year 9 Preparation for NAPLAN Page 33 Some of the similes and Interestingly, use of the sticky-tape “ I’m like a blender kind of because metaphors that indicate students metaphor was duplicated almost I don’t learn from one thing only understanding their learning as word for word at a different school I learn from a lot of different impermanent relate to duration, (School I), so this idea that learning people and how they explain I sydney.edu.au time and future. For example, some ‘fades’ or is less certain over time blend them all together and then I of the similes and metaphors below seems to be replicable across make my own notes on that.” picture understandings of personal contexts. Similes and metaphors learning ‘wearing off’, and learning also exposed dichotomous “ I feel like I’m a set of tools ‘coming and going’ over time. This understandings of learning as because I can, like, create like is an important understanding to ‘absorption’ and ‘construction’, new ideas and then I can form address if the program is to impact which positioned the students as them to like one, like, big one students’ conceptions of personal passive or active in their learning, overall.” educational futures. respectively. Some students positioned “ When I study, I think of myself “ I feel like a memory device, themselves as containers for like sticky tape, when you pull USB, because if I don’t store the passively receiving information it out it’s sticky, but if you leave information then I won’t know (the fridge and USB metaphors); it for a long time it doesn’t get for further in life, like tests and less often students positioned sticky as much. So, when I learn, stuff, but then like if you were a themselves as active ‘makers’ and it’s like things stick into the bit like corrupt and basically your ‘creators’ of their learning (the sticky tape. So … and if I don’t mind just goes blank then you blender and tool-set metaphors). know that … if I don’t learn when can’t like really like go good in Interestingly, the passive learner I’m small, then the sticky tape tests and stuff like that.” metaphors also speak to seemingly will lose stickiness so, yeah.” popular understandings that WPO Annual Report 2018 “ I think when I’m learning I feel learning is impermanent; the food “ [When I learn I am like] A cloud like I’m a fridge okay? I’ll tell in the fridge ‘runs out’, the data … it just gets around again you why. Because when you go sometimes corrupts. and it’s like ‘Ah yeah’! Like out … like let’s say your fridge sometimes you pay attention, is empty, it’s full of condiments Overall, this first year of sometimes you just go like and you can’t eat it, okay? And longitudinal data collection has ‘Yeah’.” that’s like your brain before you demonstrated students’ start learning. And then after understandings of personal learning “ Well I feel like I’m like a MP3 your grocery shopping, you put as likely to ‘wear off’ or ‘come recorder … Because I still have food inside, and that’s all the and go’ intermittently. Whilst knowledge, like I know … I know knowledge that’s in there that we acknowledge this is not stuff but sometimes MP3 you can eat. So, I think that I’m necessarily due to participation in players stuff up and the song able to … even though at the the program, these are important doesn’t always work.” time I have not that much … mis/understandings to note knowledge or food, I’m able to fill given the WPO core educational it and understand and learn and program aims to positively impact then it just fills.” students’ conceptions of personal
The University of Sydney educational futures. In this sense, this data could prove fertile ground for WPO to consider when designing and implementing their programs. Page 34 The importance of this preliminary Where to next? Notes finding and the methodological 1. Visual methods are used to success of using metaphor cards enhance interview and focus- to garner these understandings has The research team are currently group methods through use been recognised and the resulting finalising their evaluation of the of artefacts, photo elicitation, paper – “When I study I think of short-term impacts of the Year 9 metaphor cards, concept myself like sticky tape”: Metaphors Preparation for NAPLAN Program, mapping and, where students for learning and motivation in the analysing NAPLAN data, surveying elect, drawings. This generates evaluation of a university widening 2018 school leavers about their rich narrative and is inclusive participation program – has been post-school destinations, and of students from diverse accepted for presentation at analysis of 2017 and 2018 subject cultural and socio-economic the British Educational Research selection, ATAR results and backgrounds. The overall design Association conference, 10–12 NAPLAN data for participating of the longitudinal evaluation is September 2019. schools. The results of this in Table 1. current research are due to WPO 2. We acknowledge that students’ in July 2019. The second half of learning identities by Year 9 are 2019 is slated for completing formed by many factors other the evaluation of the short-term than the WPO program under impacts of the Year 10 Preparation evaluation and urge readers for Senior Study Program and the not to read ‘causality’ between Year 12 Enrichment programs, program implementation as well as the 2019 wave of and student learning identity longitudinal interviews. We look data. These self-reported forward to sharing all of this with statements about learning must you in the next WPO annual report. be interpreted as descriptive ‘baseline’ snapshots. Analysis of For further information regarding change over time and the ‘impact’ the longitudinal evaluation of of the program will become more the University of Sydney’s Widening accurate at the end of this year Participation and Outreach and next, when we will endeavour Program, please contact to interview the same students Dr Samantha McMahon. again and compare and contrast -- samantha.mcmahon@sydney. their interviews from 2018, 2019 edu.au and 2020. WPO Longitudinal Evaluation -- 02 8627 5137 Page 35 Page 36 The University of Sydney WPO Annual Report 2018 sydney.edu.au Page 37 WPO Longitudinal Evaluation Researcher biographies sydney.edu.au
Dr Samantha McMahon is an Dr Sheelagh Daniels-Mayes is a Professor Valerie Harwood educational sociologist. As the Kamilaroi woman originally from is Professor of Sociology and chief investigator of the WPO north-western NSW. She joined Anthropology of Education, Longitudinal Evaluation, Dr the Sydney School of Education Sydney School of Education and McMahon has created a rigorous and Social Work in 2017 as a Social Work, University of Sydney, research methodology that is Fellow in the Wingara Mura an Australian Research Council engaging for research participants, Leadership Program, and teaches Future Fellow, and an Honorary especially school students involved and researches in Aboriginal Professorial Fellow, Australian in the evaluation, and tailored education and Indigenous studies Health Services Research Institute especially to reveal young peoples’ and methodologies. Sheelagh has (AHSRI), University of Wollongong. perspectives in their engagement assisted in the development of Valerie’s research is centred with WPO programs. the research methodology, and on a social and cultural analysis provides ongoing support and of participation in educational monitoring of all aspects of the futures. evaluation. WPO Annual Report 2018
Dr Meghan Stacey is a lecturer in Professor Debra Hayes is Head Dr Nathan Berger is a Postdoctoral the sociology of education and of School at Sydney School of Research Fellow in Science, education policy in the School Education and Social Work and Technology, Engineering and of Education at the University of investigates the inequitable effects Mathematics (STEM) Education at New South Wales. Her expertise of schooling. As an extension of Western Sydney University (WSU). provides insight into how teachers her research interests, Dr Berger brings to the evaluation and the frameworks within which Professor Hayes’ participation skills in sophisticated techniques they operate interact with, and in this evaluation promotes for longitudinal data analysis, The University of Sydney may affect, the effectiveness of more equitable educational which forms an integral part of WPO programs. outcomes particularly for the research – determining if student participants involved engagement with WPO programs in this research, ensuring that has long-reaching effects on young opportunities to excel in schooling peoples’ aspirations, even after are provided to as many students students have completed their as possible. formal secondary school studies. Page 38 “When I study, I think of myself like sticky tape, when you pull it out it’s sticky, but if you leave it for a long time it doesn’t get sticky as much. So, when I learn, it’s like things stick into the sticky tape. So … and if I don’t know that … if I don’t learn when
I’m small, then the sticky WPOLE researcher biographies tape will lose stickiness so, yeah.”
Student Year 9 Preparation for NAPLAN Page 39 Page 40 The University of Sydney WPO Annual Report 2018 sydney.edu.au little intimidating but things to like explore almost, like,almost, exciting like realise that uni, “Meeting with, like, yeah sure it’s like a it’s also like anew and just different and discover and environment, it’s students helped helped students some of the uni whatnot.” Year 9Preparation for NAPLAN Student Policy and research
WPO advocates for and works alongside researchers by providing information about our outreach program to help inform larger University-wide policy work. Related papers published in 2018 include:
Commonwealth government First in family Responses to the NCSEHE external program reporting student experiences, transitions discussion paper Student equity and support 2030: a long term vision for Higher Education Participation The University of Sydney student equity in higher education and Partnerships Program – May 2018 The University of Sydney participation component 2017 October 2018 report Mathematics prerequisites Department of Education and The University of Sydney Response to Labor to help all Training July 2018 Australians get the chance to study May 2018 at uni Equity and inclusion – college The University of Sydney Indigenous Student Success collaboration September 2018 Program – 2017 performance The University of Sydney report December 2018 Research The University of Sydney August 2018 Interim report of the Transition, WPO LEP Advising and Careers (TAC) The University of Sydney Compact agreement – equity steering group 2018-2020 report The University of Sydney The University of Sydney August 2018 Reinventing the Gap Year: July 2018 Establishing new forms of External higher education policy supportive communications Access and participation plan and projects between universities, regional The University of Sydney students and parents
May 2018 University of Sydney submission The University of Sydney and NSW Policy and research to the Council of International Department of Education University of Sydney annual report Education’s Consultation Paper: December 2018 WPO content (pages 12,19 and 20) Growing international education in The University of Sydney regional Australia, December 2018 Competitive grant from New South February 2018 EOI: Labor government Wales Department of Education, commitment to boost equity led by Samantha McMahon Internal University of Sydney and participation in Australia’s The University of Sydney reports and review universities December 2018 December 2018 Access and participation National Priority Pool admissions pathways and support More support for regional students commissioned research in for students from low-SES Ministers for the Department of partnership with Western Sydney backgrounds (internal) Education and Training University The University of Sydney November 2018 The University of Sydney
June 2018 December 2018 Page 41 Page 42 The University of Sydney WPO Annual Report 2018 sydney.edu.au Strategic initiatives
We are committed to innovative, strategic initiatives that extend the depth and impact of our program. This allows us to be responsive to changes in educational contexts and new opportunities to work with young people, their schools and communities. Strategic initiatives Page 43 Focus area spotlight: Strategic initiatives
Data shows that students in Our regional roadshows are a key Below are some early indications regional and rural areas not only part of our regional program. While of the success of our regional sydney.edu.au have lower rates of completion only in their second year we view engagement. when it comes to high school, but them as a long-term commitment -- In 2018 we ran five roadshows they are also far less likely to go to to regional NSW. We have ongoing to the central coast, south university than their counterparts relationships with 30 schools in coast, central west and two in the city. the NSW central west, central to our new hub, the far north coast and south coast. Our aim coast. These roadshows saw us A NSW Department of Education is to increase engagement with visit 2554 students, with 5524 report on regional transitions the University of Sydney with both engagements across 26 schools, to university found that 40% of students and teachers and to a 21% increase in student regional students who achieved an positively contribute to and impact engagement numbers from 2017. ATAR of over 75 in NSW did not go innovative approaches to teaching -- 49 of the 129 students who on to university. There are many and learning, cultural competence, attended Life at Sydney in complex reasons behind students’ leadership and transformation 2018 were from regional decision making, including barriers amongst teachers and principals in communities, engaged through like cost, not knowing what to regional schools. Education and Training Out study, being the first in their family West, The Smith Family, and to go to university, and insecurity In 2018 we expanded our regional school communities on the NSW about leaving family and friends. roadshows into several new far north coast. schools in these existing areas, -- 35 out of 60 teachers attending
WPO Annual Report 2018 Our regional program seeks to as well as the far north coast and the Science Teachers Workshop address this by running academic Tweed region of NSW. in 2018 came from 13 of our capacity building programs in regional partner schools across regional schools, hosting on- Through our footprint in regional the south coast, central west, campus residential programs, areas we have also embarked central coast, and far north offering teacher professional upon a two-year research project, coast. learning and school leadership Reinventing the Gap Year, led development through our Leading by Dr Samantha McMahon at -- 47 teachers from schools around Excellence Program for principals, the University of Sydney. This the far north coast attended and forming partnerships with research is being undertaken in MANSW Teacher Professional regionally focused and located collaboration with the University Development sessions in 2018, organisations, such as Education of Canberra and University of held in our new far north coast and Training Out West and Country Wollongong, plus the CEF, and is regional hub at Tweed River High Education Foundation. Like us, funded by the NSW Department of School and the Rivers Secondary these partner organisations aim to Education. College, Kadina campus. improve the educational outcomes -- Six regional secondary school for young people in regional and principals attended Leading remote communities. Excellence professional learning The University of Sydney sessions in 2018. Page 44 -- In 2018, 68 teachers from Transition to university “ I think it was really helpful to regional schools were engaged -- 29 of the 42 students who talk about our goals and the in Now See Hear professional participated in the 2018 Bunga future because it is inspiring and learning at host schools in Barrabugu Winter program encouraging to know more about regional areas, including received a university offer, with how to achieve our goals. I also Ulladulla High School, Kurri 14 of these students receiving found the essay stuff really useful Kurri High School, the Rivers an offer from the University of and it will definitely help me in Secondary College, Kadina Sydney. Ten of these students the future.” campus and Tweed River High are currently enrolled. Student School. -- 15 students engaged through our South Coast Roadshow -- 9 teachers from the central regional partner organisation coast and central west regional Education and Training Out “ I have more knowledge on paths hubs attended the STEM teacher West attended the Open Day outside of high school and I feel I enrichment academy in 2018. residential program in 2018, will have a plan after school.” -- Wingara Mura – Bunga and three have enrolled at the Student Barrabugu Program. University of Sydney in 2019. North Coast Roadshow -- 35 of the 40 student -- In 2018 we were the primary “ It assisted with essay writing, applications from WPO sponsor of the Student specifically tips with structuring engaged schools for the 2018 Scholarship Guide published by paragraphs. It was also just good December WMBB Summer the CEF, promoting Cadigal, E12 to know there’s so many financial Program were from 13 admissions pathways and other assistance options for uni.” regional partner schools, up scholarship opportunities at the from 10 student applications University of Sydney. Twenty- Student North Coast Roadshow from four partner schools three CEF scholars enrolled at for the January 2018 WMBB the University of Sydney in 2018 “ Very relaxed atmosphere, a lot of Summer program. and 19 students in 2019. student involvement, however -- 42 of the 329 students no pressure on students. Very Schools visited for the first time attending the two 2018 WMBB relevant to students – young in 2018 Summer Programs were from presenters connected well with WPO engaged schools. -- Far north coast: students through personal
-- Four of 41 students attending -- the Rivers Secondary College: stories.” Strategic initiatives the Bunga Barrabugu Winter Kadina High Campus, Lismore Teacher Program in 2018 were from High Campus, Richmond River Central Coast Roadshow four of our regional partner High Campus schools. -- Alstonville High School -- South Grafton High School -- Grafton High School -- Banora Point High School -- Murwillumbah High School -- Tweed River High School -- Central west -- Narromine High School -- South coast -- Moruya High School Page 45 2018 programs – Strategic initiatives sydney.edu.au Title Year Number Number Student of students of schools engagements
Central Coast Roadshow 10-12 591 5 1463
Central West Roadshow 10-12 732 8 1198
North Coast Roadshow 1 10-12 284 3 734
North Coast Roadshow 2 10-12 707 6 1698
South Coast Roadshow 10-12 240 4 431
Leading Excellence Teachers 7 7 42
STEM Teacher Enrichment Academy Teachers 57 10 57 WPO Annual Report 2018 The University of Sydney Page 46 “Many, many thanks to all involved in inspiring, motivating and just making our students think. I’m sure each will take away something from the sessions. I appreciate this exposure to a ‘city’ uni and its students. It makes things seem actually real Strategic initiatives and achievable for our regional students.”
Teacher Regional Roadshow Page 47 Greg’s story sydney.edu.au
Principal I lead the college management team at the Rivers Secondary College in northern NSW. We have three Greg Smith is the Executive campuses: Kadina High Campus, Lismore High Principal of the Rivers Secondary Campus and the Richmond River High Campus. Each College, which spans three campus has its own principal, and I’m the executive campuses at Lismore in the principal, looking after approximately 700 students northern rivers area of NSW. He’s and 170 teaching staff. experienced the impact WPO programs can have first-hand – and I first became involved with WPO in 2017 after being watched his staff and students do invited to their Leading Excellence Program, a the same as the Regional Roadshow professional learning program for principals run at expansion toured his school the University of Sydney. We spent two wonderful campuses in 2018. days working with University staff on building school cultures that focus on excellence, and the role WPO Annual Report 2018 of leadership in creating transformative learning environments for students. I came away with a different perspective on leadership and leading learning within a school.
I was so inspired by what I learnt there. It was so beneficial that I liaised with a number of staff at the University to see if they were available for our NSW Secondary Principals’ Council Conference. We had three staff from the University attend and it was very warmly received.
In 2018 WPO brought their regional roadshow to our campuses in Lismore for the first time. These types of events are so important for regional schools and their communities.
The University of Sydney For many reasons there’s been a decline in the proportion of regional and remote students attending university. We know that relocation of rural students is a key barrier to them accessing tertiary education. Page 48 Obviously there’s the tyranny of distance, being in and Stage 6 and into those important senior school a regional area, and this affects both teachers and years. We wouldn’t have the opportunity to do it students. Schools in regional areas can face barriers without this type of support from WPO in place. in terms of preparing students for the HSC and moving or transitioning to pathways to university. Our teachers are also reaping the rewards. Most of the professional learning opportunities for teachers There’s often a lower level of school attainment in are only available in metropolitan areas – this regional secondary schools and a narrower range of includes up-to-date information about changes in future job opportunities in regional areas. There are the curriculum and changes in teaching strategies or also lower levels of family participation in tertiary ideas around teaching strategies. WPO provided us education, therefore reduced expectations and with a valuable opportunity to upskill the teachers understanding of the advantages it brings. right here in Lismore.
Students in regional areas are sometimes limited in In 2018 our staff were able to attend professional what they can access in terms of extra support for learning workshops that WPO and the Maths preparing for the senior years of high school. But Association of NSW brought here, plus a digital they’re also limited in envisaging the possibilities and storytelling program called Now See Hear offered in scope of what might be possible for future education. conjunction with the Sydney Story Factory. Having WPO steps into this gap, and their regional roadshow these programs delivered here in Lismore and us has widened the horizons and dreams of many of our being able to host them is wonderful. students through the courses like Year 10 Preparation for Senior Study, Year 11 Smash Essay and Year 11 WPO also offered supported entry and travel to the Thinking Ahead. Science Teachers’ Workshop for our teachers. I’ve been amazed at the support that WPO’s program is The programs run by WPO provide regional and providing for our teachers and I know our teachers Strategic initiatives rural students with genuine skills and help them are very thankful for the opportunities that WPO and develop an increased understanding of the value of Sydney University are providing to them, particularly extracurricular involvement. They also encourage in Stage 6. Being able to provide opportunities for students to engage in reflective practice, enabling a large number of our staff to attend professional them to better evaluate future options that are learning workshops in Sydney around the new Year available to them. 12 syllabi is a great advantage to those teachers who wouldn’t otherwise be able to access that sort of I’ve been so impressed by the breadth of opportunity professional learning. which this roadshow program has brought to Lismore. It provides the opportunity for Years 10 and 11 WPO’s programs have offered amazing benefits to me students to increase their understanding of the skills personally, as well as to the students and teachers of and metacognition that they need to improve their the Rivers Secondary College. learning. It helps them enormously going from Stage 5 Page 49 Page 50 The University of Sydney WPO Annual Report 2018 sydney.edu.au Community
We are committed to supporting young people, schools and their communities through programs that equip students for higher education. We work collaboratively with partners who share our belief in lifelong learning and the value of higher education. Community Page 51 Focus area spotlight: Community
Family members are key influencers Study Centres was established in “ It’s giving our child the sense that in students’ decision making and 2010, but in 2018 we ran it for the this is the beginning. It is time sydney.edu.au play an important role in their first time at the HJ Daley Library in to start preparing and tonight children’s learning, educational Campbelltown throughout terms is the first of that. Tonight also trajectory, and career choices. 2 and 3. We also expanded our gives our child the sense that Because of this, one of our key successful Parent and Community we are going to do this together aims is to engage and connect Information Evening to Greg – we are here for support. The with families through community Percival Library, Campbelltown. In information was great knowledge organisations to foster a sustained 2018, for the first time, we ran our and also reassurance on how the change in beliefs, attitudes and HSCram sessions at Max Webber ATAR works and entry into uni.” understandings about the benefits Library in Blacktown and HJ Daley Parent of higher education. Library in Campbelltown, allowing Parent and Community Information us to reinforce our school-based Evening Through our community program through library outreach focus area, we actively build in all of our partner school “ The info night will allow a growth partnerships with community geographical hubs. in the understanding I have on and industry organisations. These my senior years of high school community organisations include “ I have been able to correct and uni. I hope that I can use this local government area (LGA) mistakes and am confident that info to influence better choices libraries. Libraries are vital to this will help in future study and for my future and out career path any community, but particularly the HSC. The student leader was to create the best possible chance
WPO Annual Report 2018 in low-SES areas, where they great! So helpful!” of achieving my goals in life.” provide resources like internet Student Student access, technology, and books Study Centre Parent and Community Information that may not be available at home Evening and act as a key meeting place “ I believe this HSCram event “ I’m so glad to have attended this for community-based programs, will have a positive effect on my info evening. The information information retrieval and study. overall HSC performance as provided will help my son choose this program has helped me feel the correct subjects in Year 11 We have established strong more relaxed and confident in my towards his planned course in relationships with LGA libraries own abilities. In addition, it has uni in the future. The staff are in Fairfield/Cabramatta and inspired me to be more organised friendly and informative.” Liverpool. and prepared for the upcoming HSC in two weeks time.” Parent Drawing on the success of these Parent and Community Information Student Evening library relationships, in 2018 we HSCram partnered with two other library organisations in western Sydney for the first time: Campbelltown City The University of Sydney Library and Blacktown City Library. We ran three outreach programs through our library partnerships: HSCram, Study Centres and Parent and Community Information Evening. Page 52 Community
Image: Graffiti Tunnel, The University of Sydney Page 53 2018 programs – Community sydney.edu.au Title Year Number of Number of Student students schools engagements
HSCram 12 163 61 489
Parent and Community Information Evening Parents, 10-12 147 22 294
Study Centre 7-12 109 34 210
HSCram Parent and Community Study Centres Information Evening -- Blacktown: -- Campbelltown: -- Campbelltown: 32 students, 71 parents, 61 students, 17 schools 34 students, 16 volunteers -- Campbelltown: 3 teachers -- Liverpool: 36 students, -- Cabramatta: 48 students, 14 schools 33 parents, 22 volunteers -- Cabramatta: 9 students,
WPO Annual Report 2018 69 students, 2 teachers 18 schools -- Liverpool: 26 students, 20 schools The University of Sydney Page 54 “I’d like to thank the library and the University for this wonderful initiative. My daughter and her friend attended [Study Centre] for the first time last night. They were both raving about how amazing it was!! They learned a lot.
I’m sure this will be Community a positive change in their schooling.”
Parent Study Centres Page 55 Robert’s story sydney.edu.au
Student University was always on my mind. My family are very proud and supportive of me being the first one to go Robert Tran comes from Canley to university. Vale in western Sydney. In high school he attended the HSCram I’m in my second year of a Bachelor of Engineering program run by WPO at his local with honours, majoring in civil engineering. When I was library. Robert is currently in younger I really liked building things and I also wanted his second year of a Bachelor of to do something with my career that was tangible, Engineering and volunteers with with results I could see. I can directly see the impact WPO. I have in the world if I become an engineer, and once I finish uni I want to work with an engineering firm, on construction projects.
When I was in high school I attended the HSCram WPO Annual Report 2018 program run by WPO at my local library in western Sydney. That was my first interaction with WPO – it was very positive, everyone I met there was nice, and they knew what they were talking about. It really helped me.
I found out about the E12 Scheme through my year advisor and WPO. Through E12 I could get in to the course I wanted with an early conditional offer, a lower ATAR cut off and a scholarship. It made me start to really consider the University of Sydney.
Half of the kids at my school didn’t go to uni, and those who did went to other universities. I think there can be a stigma behind Sydney Uni – it feels pretentious or unreachable for some people. But I didn’t find it this way. The University of Sydney Page 56 But it was quite a big change coming from a school I’ve been volunteering with WPO because I like to in western Sydney to the University of Sydney. It help other people out, and I always wanted to help was negative at first but as time passed it became out people younger than me. I didn’t get that much positive. I didn’t really have anyone I could talk to or of a heads up on what was going to come at uni, and make friends with at first, because my friends from how to have a good work ethic, so I wanted to pass high school went to other universities, or did other that on and help those wanting to go to university. things. But after attending some tutorials and lectures Volunteering for the study centres was great because I made some friends, and I also made connections the students really wanted my help. I feel like a via WPO. have a sense of fulfilment and I can give back to the community. Community Page 57 Page 58 The University of Sydney WPO Annual Report 2018 sydney.edu.au Enrichment
Our Enrichment program develops 21st century competencies in students to prepare them for higher education. This range of skills includes: problem solving, critical thinking, communication (multi-literacies), IT skills (digital literacy), social skills and team work, resilience, self and social awareness, respectful relationships, innovation and enterprise, intercultural understanding/ global mindset, and self efficacy. And our innovative on-campus experiences equip students with valuable information and insights to inform their decision making about their educational futures. Enrichment Page 59 Focus area spotlight: Enrichment
If you’ve never even seen a Students residing in regional and These programs ensured that university campus yourself, or remote areas find it harder than more students could participate in sydney.edu.au known someone who attended any other group to imagine and residential programs and were run university and succeeded, the visualise going to university, so the in collaboration with our partner gap in knowledge and experience residential programs we run are organisations, Education and of what to expect and an core to our work. They mirror as Training Out West, The Smith Family understanding of what university closely as possible what it is like and The Harding Miller Education may entail is often too difficult to to study and live on campus, and Foundation. bridge for many students. are intended for students from regional and remote areas, and These immersive residential Our Enrichment program aims to as part of a targeted enrichment campus experiences help students make studying at the University of program for Aboriginal and Torres understand what university life Sydney a concrete reality for young Strait Islander students nationally. might be like and determine what people from our partner schools are the core skills that they need in metro western Sydney and our The largest of these residential to develop to make that future regional hubs in NSW. We do this programs has been the Wingara a reality. They also aim to build by developing some of the critical Mura – Bunga Barrabugu (WMBB) students’ capacity in articulating academic skills that prepare them Summer and Winter Programs. Now their strengths and achievements for university. We also provide in its sixth year, it is the University’s in preparation for admissions them with key early transition flagship program for Aboriginal and pathways and scholarship information and support, to better Torres Strait Islander high school applications to support study at
WPO Annual Report 2018 prepare students to successfully students who apply to take part in the University of Sydney. engage with the University, well in a week-long residential program advance of their enrolment. designed to immerse students in Many participants had never university, better understand how been to a university before or It is not as simple as including their study choices could influence met university students, and the information and workshops on their future, and make connections evaluation data showed that these faculty and academic content, with like-minded peers who experiences were highly valued by admissions pathways, scholarships, are also exploring what their students and that they positively accommodation and Student educational journey and future impacted and influenced their Support Services. Instead we might look like. decisions to attend university. seek to build experience of the University explicitly around real-life Based on the success of this on- on-campus events. For example, campus experience program, Years 11 and 12 students attend in 2018 we ran two large-scale Welcome Week which is the residential programs, Open Day University’s orientation program for Residential and Life at Sydney. commencing students, one or two years prior to potentially enrolling. The University of Sydney Knowing what to expect and being familiar with the campus supports and contributes to a powerful sense of belonging. Page 60 “ I love the hands-on activities, “ Having the opportunity to it really showed what uni life is engage with uni students and about and what you do in these see available accommodation courses” opportunities has helped me Student visualise me actually attending WMBB the University of Sydney.” Student “ I have been doing this program Open Day for three years now, it is the main driver in my academic “ Fantastic motivator for uni achievement …” – the course has helped them Student understand uni and given them WMBB confidence to believe they could get there. The session that “ By providing me with explored strengths, interests information about the options and motivations was very useful available at university, Open Day for reinforcing or challenging has made me reconsider tertiary students’ tertiary and career education as a pathway for my plans. They found it beneficial. future” Thank you for involving Harding Miller Education Foundation Student Open Day students in this fantastic program.” Teacher Life at Sydney Enrichment Page 61 Page 62 The University of Sydney WPO Annual Report 2018 sydney.edu.au “I have been doing this program for three years now, it is the main driver in my academic achievement …” Enrichment
Student WMBB Page 63 2018 programs – Enrichment
Title Year Number of Number of Student students schools engagements sydney.edu.au ASTAR.TV 7-9 104,505 0 122,603
Bunga Barrabugu Winter Program 12 41 35 533
HSC Preparation Scholarship Session 12 36 7 36
Life at Sydney 11 126 65 756
Open Day residential 12 37 0 148
Open Day workshops 10-12 805 4 805
Preparation for NAPLAN 9 1212 10 5468
Preparation for Senior Study 10 426 12 1704
Promote Yourself and HSC Exam Preparation 12 857 23 1671
Thinking Ahead and Smash Essay 11 785 16 1570
Wingara Mura – Bunga Barrabugu Summer Program 10-12 163 96 1630 (Dec) WPO Annual Report 2018
Wingara Mura – Bunga Barrabugu Summer Program 10-12 166 141 996 (Jan)
Year 12 Orientation Week experience 12 175 7 525
Preparation for NAPLAN professional learning Teachers 149 10 149
-- 50 Education and Training Out -- Three Learning for Life -- A total of 26 Learning for Life West students enrolled at a students from The Smith Family students from The Smith Family university in 2019, three of these graduated from the University of have enrolled at the University at the University of Sydney. A Sydney in 2018. Of the remaining of Sydney since 2017. further 27 students elected to 2018 cohort, 95% (22) students -- Through the Harding Miller take a gap year and intend to are resuming their courses in Education Foundation, two out enrol at university in 2020.* 2019. There was also a 30% of 10 of their scholarship holders increase in Learning for Life who enrolled at university in student enrolment in 2019.* 2019, enrolled at the University The University of Sydney of Sydney
Page 64 *as of Semester 1 “It helps to bridge the gap of how I see myself going from high school to uni.” Enrichment
Student Bunga Barrabugu Winter Program Page 65 Page 66 The University of Sydney WPO Annual Report 2018 sydney.edu.au Page 67 Enrichment Jennifer’s story sydney.edu.au
Student I completed my first year at the University of Sydney in 2018. I’m studying a Bachelor of Commerce, majoring Jennifer Spence is from central in business law and politics. In Semester 1 I had it all western NSW, and currently in planned out and I was going to do accounting but her second year of a Bachelor of I changed my mind when I started studying it. Now Commerce, majoring in business I’m studying business. Just being on campus can make law and politics at the University you change your mind. It’s common to change your of Sydney. She attended several mind in first year. programs run by WPO during high school and has worked with WPO I’m from Dubbo in central western NSW, and went as a volunteer and student leader. to high school there. I’m the first in my family from Dubbo to go to university.
My mum was a little bit hesitant about me moving WPO Annual Report 2018 away to the city. My family have been supportive, but most of my friends are still in Dubbo. There is a campus for another university in Dubbo but they only offer a handful of degrees in fields that didn’t interest me.
I first came into contact with the University of Sydney in high school, through WPO. There were a bunch of roadshows that came to Dubbo and in Year 11 I came down to the city for the Life at Sydney Program with WPO. They also brought us down again for Open Day. This meant I was very familiar with the University before I came here, which helped me enormously. It was one of the reasons I chose to study here. It was less unknown, I knew where things were and how it worked.
Education and Training Out West, who partner with
The University of Sydney WPO, also had a huge impact on my decision to come to university. The Education and Training Out West staff did so much to make me aware of options for going to university. And Widening Participation Outreach and Education and Training Out West helped me with applying for scholarships and early entry – I didn’t know about it. They both helped a lot with making me aware of what was available. Page 68 The hardest part of coming to Sydney to go to university is that it’s very expensive to live in the city. As a result of the advice and support I received from Widening Participation Outreach and Education and Training Out West, I am fortunate to have two scholarships that help enormously. Honestly, I wouldn’t be here if I wasn’t getting this financial aid. It helps tremendously. I applied for many universities but one of the other reasons I came here was because of the two scholarships, which made it financially viable for me. Enrichment Page 69 Page 70 The University of Sydney WPO Annual Report 2018 sydney.edu.au Page 71 Enrichment Page 72 The University of Sydney WPO Annual Report 2018 sydney.edu.au Literacy
Our programs support enhanced literacy outcomes for students through innovative, creative and curriculum-linked writing workshops. Literacy Page 73 Focus area spotlight: Literacy
English and English literacy are We provide a range of innovative We also refocused our Preparation core components of the NSW HSC. curriculum-linked programs for for NAPLAN Program to be sydney.edu.au Each student must complete two schools that build student and delivered for Year 9, rather than units of English to achieve an HSC, teacher capacity in the teaching Year 7. NAPLAN results in Year 9 are making English the only mandatory and learning of literacy. We indicative of the progress a student subject to count towards an ATAR. emphasise the necessity and has made and offer an opportunity importance of literacy competence for high schools to reflect on The NSW English syllabus but also seek to position English their literacy and numeracy encourages students to think in students’ minds as an exciting, teaching, whereas NAPLAN in Year creatively and critically. The challenging, meaningful and critical 7 is indicative of the learning and communication and written skills tool for self-expression. teaching that has generally already gained through studying English taken place in Stage 1–3 in primary are also essential for academic Through opportunities like schools. While we recognise success at school, university the Sydney Writers’ Festival that NAPLAN represents only a and beyond. Competent literacy Experience, we aim to extend and snapshot of student learning, our skills are required for all areas expand students’ understanding Preparation for NAPLAN Program of study, and enable students to by allowing students to experience was developed to assist students be independent, self-reflective first-hand a broad range of in learning how to study for, and learners, which is crucial for literature and perspectives. confidently complete, standardised success at university. tests. These are essential skills as In 2018 we ran two new literacy students move through secondary
WPO Annual Report 2018 Because of this, Literacy is one programs in conjunction with schooling and complete senior of Widening Participation and the Department of English: LINK examinations such as the HSC. Outreach’s key priority areas West and LINK Writerly. The Link NAPLAN also allows our longitudinal in our 2016–2020 strategy and Project works with our partner evaluation researchers to analyse educational outreach program. high schools to enhance English large quantitative data sets that teaching, bring the humanities to provide us with an indication of life and demystify university study how this program intersects with in the process. The Link Project students’ academic performance. develops students’ critical and creative capacities by enhancing their engagement with texts and textual cultures. Participating students work closely with staff and students from the Department of English across a series of dynamic workshops designed to enrich and enliven their studies in literature, drama, screen studies The University of Sydney and creative writing. Page 74 In 2018 we also continued to draw “ Today’s experience gave me a “ Now See Hear was a thoroughly on the success of our teacher grasp on university life and it was enjoyable professional learning professional learning programs enjoyable, [which] will play as a opportunity and one of the in the English syllabus for Years motivating factor for my future most beneficial I have attended. 7–12. Accompanying the in-class learning.” The presenter was extremely Preparation for NAPLAN Pprogram Student engaging and knowledgeable. We was a professional learning LINK West will definitely be implementing component. We also ran the Now digital storytelling at our school See Hear and Digital Narrative “ I would love to adapt these now that we feel confident in programs, and in both, teachers activities to the classroom, ways it can be used through a received training in Information students need this kind of direct range of strategies.” Computer Technologies as assistance, as it helps break the Teacher mandated by the Stage 4–6 monotony of school.” Now See Hear syllabus. Teacher LINK West Literacy Page 75 2018 programs – Literacy
Title Year Number of Number of Student students schools engagements sydney.edu.au Craft of Writing 11/12 153 2 306
Digital Narrative 9 261 10 1566
HSC symposium series 11/12 124 7 124
LINK West 10–12 344 10 688
LINK Writerly 11 30 2 120
Photofaction 8 50 3 100
Russ the Story Bus 3/4 1078 15 1078
Seymour Centre "Suitcase Stories" 6 153 6 153
Seymour Centre "The Season" 11/12 96 6 96
Seymour Centre "Which Way Home" 9–12 91 5 91
Sydney Writers’ Festival Experience 12 49 7 147
WPO Annual Report 2018 Digital Narrative professional learning Teachers 13 10 13
Now See Hear professional learning Teachers 70 31 70 The University of Sydney Page 76 “Today’s experience gave me a grasp on university life and it was enjoyable, [which] will play as a motivating factor for my future learning.” Literacy
Student LINK West Page 77 Cath’s story sydney.edu.au
Partner I’m the co-founder of Story Factory. We are a not- -for-profit organisation, and we run free creative Cath Keenan is the Co-founder writing courses. Our aim is to build literacy skills, and Executive Director of Story confidence with language and show students that their Factory, a not-for-profit creative story is worth telling and that people will listen to it. writing centre for marginalised young people aged seven to 17. We were delighted when WPO approached us to Story Factory are partners with become partners. They came to us because they liked WPO and have collaborated on the way we used different formats of storytelling to several programs including Photo engage students in narrative-driven literacy programs. Faction, Courtroom Slam, and professional learning programs for Our partnership with WPO works so well because teachers. there are obvious synergies between our audiences, our values and our aims. WPO Annual Report 2018
Story Factory works exclusively with the same young people that WPO is trying to reach – those students who are often seen as marginalised or disadvantaged. We both want to show these students what they are capable of.
Our partnership with WPO has introduced us to many schools in western Sydney. As we expand our work in that area, we hope we can continue working with some of them in the long term.
We work with one school in western Sydney where of the 360 sets of parents, just three have been to university. When young people don’t know anyone who’s been to university, they really don’t know it’s an option. The University of Sydney Page 78 The idea of opening up the world of university to In 2019 we are going to run some big workshops on them is really appealing to us. WPO and Story Factory a new unit for the HSC called Craft of Writing. This is both share a great belief that these kids are capable a brand new syllabus area that teachers and students of so much and if you make explicit the paths that are have not seen before, so we’re getting in early to available to them they will walk down them. help them.
Writing is a basic skill for whatever you are going to WPO and Story Factory have been working together do at university. You need to be able to write clearly for over three years now and our partnership has and express yourself. It’s a creative art as well as a certainly helped us reach many more students than practical skill, and we are developing the creative we otherwise would have. On a practical level it’s side of it. The world is changing quickly and young been huge for us because it allows us to run more people need to be creative and adaptable thinkers. workshops with young people who could really benefit Writing is also about being able to problem solve. And from our programs. telling stories about the world is a fundamental way of understanding it, and your place within it. What’s nice is our partnership has extended beyond the work we do with WPO. The relationship with WPO We have partnered with WPO to run Photo Faction, has inspired students we wouldn’t have otherwise which is a series of school workshops led by Story reached to join other programs we run too. Factory and the Australian Centre for Photography. It’s an inter-school program that helps young people learn to tell stories in pictures and words. It’s been lovely to be able to do this program – it really develops their creativity plus the kids really enjoy it. But they are also building the key problem solving and analytical skills that they absolutely need to do well at Literacy school and go on to university – or any other career.
We contribute to WPO’s professional learning programs for teachers – to build their capacity to do interesting and instructive programs with their students. And we’ve partnered with WPO to run storytelling units with Indigenous students from all around the state. Page 79 Page 80 The University of Sydney WPO Annual Report 2018 sydney.edu.au Page 81 Literacy Page 82 The University of Sydney WPO Annual Report 2018 sydney.edu.au “Education is the foundation of thriving and succeeding. The WMBB program gives students the opportunity to envision themselves at university. It gave me an opportunity to meet Indigenous uni students, who became my mentors when I began uni. The program builds confidence and proves Literacy that uni is an option for all.”
Georgia WMBB Alumni and University of Sydney Graduate Page 83 Page 84 The University of Sydney WPO Annual Report 2018 sydney.edu.au STEM
STEM stands for science, technology, engineering and mathematics. Where these disciplines meet art and design it is known as STEAM. The integration of these subjects drives innovation and creative thinking through an interdisciplinary approach to learning and teaching. STEM Page 85 Focus area spotlight: STEM
STEM stands for science, “ In the opening session “ It got them excited about technology, engineering and ‘Mathematics Everywhere’, the studying science and choosing sydney.edu.au mathematics. It’s a growing field, presenter did an incredible job science subjects for the HSC.” permeating every part of modern engaging students with activities Teacher life, and is crucial to Australia’s to their level that were extended Year 9 Spectacular Science future as a creative and critical- later.” thinking country. While the gender Teacher “ The session was relevant, inequalities in STEM fields are well Mega Maths Day practical, and engaging.” known, inequalities lie elsewhere, Teacher with fewer students from low- “ This challenged my brain and MANSW Teacher Professional SES, regional and remote, and made me more open-minded Development Aboriginal and Torres Strait Islander on how I viewed things. Now I backgrounds enrolling in university love looking at insects and body “ I’m so much more informed and STEM courses. parts!” better prepared. Required skills Student and knowledge were developed This is one of the reasons why Mega Maths Day throughout the day which will STEM education is one of WPO’s greatly assist in implementing key priorities under our 2016–2020 “ It helped me understand the new Chemistry syllabus.” strategy. the advantages of attending Teacher university. I feel more motivated Science Teachers Workshop Another reason is the University’s as I have learnt many things that
WPO Annual Report 2018 introduction of mathematics can benefit [me] in my future “ Great to form links with prerequisites for entry into 57 learning.” other teachers and university degrees in 2019 such as Bachelor Student connections to know how to of Science and Bachelor of Year 9 Spectacular Science better prepare students for uni Commerce. Additionally, there life.” are many school teachers who Teacher are teaching STEM subjects but Science Teachers Workshop have not formally trained in these disciplines, creating a vital need for professional learning opportunities in STEM related subjects.
We aim to provide programs for schools and their communities that build student and teacher capacity in the learning and teaching of STEM. We do this by providing a range of curriculum-linked The University of Sydney programs with a focus on STEM and experiential learning utilising the specialist environments and resources available at the University of Sydney. Page 86 Page 87 STEM 2018 programs – STEM
Title Year Number of Number of Student students schools engagements sydney.edu.au Amgen Biotech Experience 11/12 449 3 2694
Australian Museum’s Science Festival High School 9 355 9 1065
Australian Museum’s Science Festival Primary School 5 452 8 1356
B.Inspiring 11/12 76 5 76
iScience 9 165 9 660
Kickstart Science 12 321 13 321
Madmaker Challenge 9/10 176 4 1056
MadMaker Ignite workshops 9/10 76 3 76
Mega Maths 10 155 6 465
Spectacular Science 9 176 8 528
STEM Spring Workshop 11 2 2 14
WPO Annual Report 2018 Amgen Biotech Experience professional learning Teachers 9 3 27
Madmaker professional learning Teachers 41 9 41
Maths Association New South Wales professional Teachers 47 17 47 learning
Science Teachers Workshop Teachers 109 22 109 The University of Sydney Page 88 “It showed me a pathway that I didn’t realise was there. It holds lots of possibility for me and will assist me in STEM years to come.”
Student Spring STEM (Exoplanets, General Study Skills, Thinking Ahead) Page 89 Simone’s story sydney.edu.au
Student I am from Wauchope on the mid-north coast of NSW. I completed Year 12 at Port Macquarie in 2018 and I’m Simone Ducker is from the mid- about to start uni in 2019. north coast of NSW and began a Bachelor of Civil Engineering and I come from a large family, and none of my siblings Architecture at the University of have gone onto university straight from school. But Sydney in 2019. She is a Wingara one of my older sisters is studying at uni now, as a Mura – Bunga Barrabugu alumni, mature-entry student. She was the first person to get and also completed the Bunga me thinking about it, and she always encouraged me Barrabugu STEM Spring Workshop to consider uni. and the Indigenous Australian Engineering Summer School at the Originally the University of Sydney wasn’t on my radar University of Sydney. – Sydney is a big city and I thought I wouldn’t want to come here. But when I was in Year 10 the Indigenous WPO Annual Report 2018 Officer at my school told me about the Indigenous Australian Engineering Summer School (IAESS) with the University of Sydney, and I was lucky enough to do that program. WPO sponsors some students to attend the workshop.
The Engineering Summer School really changed my mind, and made me want to go to the University of Sydney. I found out about the Bachelor of Civil Engineering and Architecture degree I am going to study through the Engineering Summer School. Originally I was interested in design and architecture, but I also liked maths and science – they’re my passions. At the Engineering Summer School I realised I could study them all in the one degree, it sounded perfect.
The University of Sydney In Year 11 I also went to the Bunga Barrabugu STEM Spring Workshop, which is part of the WPO STEMeX initiative, and run by the Faculty of Engineering. It reinforced everything I’d discovered about the University of Sydney, and I found out even more through hands-on activities, info and study sessions. Page 90 Then right before my trial exams in Year 12 I was My family have always been supportive, but it’s a invited to attend Bunga Barrabugu (BB) Winter big step to move away from home and go to the city Program at the University of Sydney. It was really from a small country town where everyone knows helpful. It gave me a lot of resources to study for my everyone. There’s a lot of responsibility involved and trial exams. It reminded me why I was studying and I’m definitely very nervous. But through the WPO what the end goal was, and allowed me to become programs I made a lot of connections and a lot of more familiar with the University campus and the them are going to the University of Sydney so I feel way life is at uni, which was really helpful. It was also better because I know some people. I’ll also be going great to meet some of the people – the University to college, and there’s good support there. staff and support workers. In the future I’d like to do an internship while I’m Through the support I received on the WPO studying, and get experience and learn from people programs I found out that I was eligible for the already in the field. I want to work in an engineering Educational Access Scheme (EAS) and it allowed me and design firm. There’s a little part of me that wants to get into my course. Through the programs I also to open my own firm down the track, or work for a discovered that as an Indigenous student there’s a few years and come back and be a professor at the whole heap of support available which makes my University. move to Sydney so much easier. I did the Cadigal Program and I was lucky to receive a scholarship.
If I hadn’t done the engineering and BB programs I wouldn’t have known how much support there is for regional students moving away from home. Some kids think that if their whole family has been in a country town their whole lives, that they will STEM be too. They don’t know what else is available as they haven’t seen it. I was really lucky and fortunate enough to go on these programs and see it, and know that I could do it too – it became more of a reality. Page 91 Page 92 The University of Sydney WPO Annual Report 2018 sydney.edu.au Page 93 STEM Our Student Leader and Volunteering Program
Through our Student Leader and Our Student Leader and In 2018 we extended our Student Volunteering Program, we work Volunteering Program aims to Leader and Volunteering Program with current University of Sydney foster the qualities of the Sydney by: students to facilitate learning graduate under the University -- renewing our focus to place sydney.edu.au engagements, powerfully role of Sydney Strategic Plan 2016– more student leaders in model student success, share 2020, providing foundations for classrooms to deliver our core narratives of University experiences leadership and opportunities for enrichment programs: Promote and advocate for the opportunities students to engage with diverse Yourself, Thinking Ahead, higher education can bring. communities. SMASH Essay and HSC Exam Preparation. We have 90 University of Sydney We provide comprehensive training -- promoting a shift in student students who work with us. Many and development opportunities for leaders and volunteers of our student leaders begin with our volunteers and student leaders developing and communicating us as volunteers and transition into to contribute to their development their personal narrative to build paid roles as student leaders. of graduate attributes including: a connection with young people. -- critical thinking and problem We select our student leaders to solving Meeting and interacting with meet the needs of our specific -- oral and written communication current University of Sydney programs and the young people we skills student leaders and volunteers is work with, and aim to engage as for some young people their only many current University students -- information and digital literacy contact with someone who attends who are from underrepresented skills university. backgrounds to authentically speak -- inventiveness of their experience in transitioning -- cultural competence
WPO Annual Report 2018 These interactions with University to University. When in regional -- integrated professional, ethical students can have a profoundly schools, we try, where possible, and personal identity positive effect, especially if there’s to send student leaders who -- influence. an alignment between what the come from those regional areas, university student is studying, and demonstrating to high school In turn the program provides the high school student’s interests. students an immediate connection University of Sydney students with to the University of Sydney, and the opportunity to deepen their a University success story. Our expertise and develop skills in real- selection criteria also includes world situations and experiences, knowledge and understanding of extending their studies into the expectations of University, practice, and making a positive course progression and academic contribution to the broader success. community. The University of Sydney Page 94 2018 engagements
89 student leaders worked on the following programs resulting in 3138 engagements: -- Regional Roadshows (central west, south coast, central coast, far north coast) -- Thinking Ahead and SMASH Essay bundle -- Promote Yourself and HSC Exam Preparation bundle -- HSCram -- Parent and Community Information Evening -- Sydney Writers’ Festival Experience -- Year 12 Orientation Week -- Preparation for Senior Study -- Life at Sydney -- LINK West -- Mega Maths -- Open Day residential -- Open Day workshops -- Craft of Writing/Critical Thinking -- Wingara Mura – Bunga Barrabugu Summer Program -- Bunga Barrabugu Winter Program
-- Spectacular Science Our Student Leader and Volunteering Program
123 volunteers worked on the following programs resulting in 430 engagements: -- Preparation for NAPLAN -- Digital Narrative -- Study Centres Page 95 Dannii’s story sydney.edu.au
Student I’m in my second year of a Bachelor of Arts and Bachelor of Advanced Studies (International and Dannii Hudec is in her second year Global Studies). of a Bachelor of Arts and Bachelor of Advanced Studies (International I’m from western Sydney and attended Liverpool Girls and Global Studies) at the High School. There are two other people from my University of Sydney. She attended school who also came to the University but we don’t several programs run by WPO at see a lot of each other as we’re studying different her high school in western Sydney courses. Most people who went to uni from my school and has worked with WPO as a went to other universities, closer to home. volunteer and student leader. I first came into contact with WPO at my high school when we did their Digital Narrative program. Later on WPO came back for presentations on different WPO Annual Report 2018 pathways and entry to uni and scholarships. I also saw them offering tutoring at Liverpool Library.
After hearing about the different entry pathways from WPO, I applied for the E12 scholarship, and was lucky enough to get it. It helped a lot in making me financially secure, so I could buy stuff for uni – books, travel cards, a laptop, to set me up. I was working in retail and paying bills for my family, but E12 allowed me to have enough money for things I needed at uni.
My family were really excited when I got into university. My older brother and sister also went to the University of Sydney and my mum was always promoting tertiary education. They studied different things to me, but my siblings have helped me in knowing where things are, with the logistics and the
The University of Sydney environment at University and they encouraged me to join clubs and really make the most of it. It helped knowing they’d been here and done it. Page 96 Starting first semester last year was a bit hectic The work WPO does really helps foster a supportive because I didn’t know what I was getting myself into. environment for students, and they are a fantastic I knew it was going to be different to high school network for students. The help they offer is non- but I didn’t know what to do and I was really feeling pressured, it’s open and understanding. And it really my way. The way the classes work is so different. In works because instead of the teachers you have second semester I got better at time management students. That takes away the barrier and the age and how to organise my timetables. In my course gap, which matters to a lot of students. It’s more everyone is doing something different, so it was hard welcoming. They’re providing resources by students, to make friends – there were different people in each for students. It empowers students to make a positive class. But as time went on I wasn’t so shy, and it got a change. It won’t affect everyone but if the students lot better. really want to do it, it’s there, and it really empowers them. I decided to volunteer with WPO because I really liked how they presented themselves and were so open to Working with WPO as a volunteer and now student different people and their aspirations. I also wanted leader I benefit from a sense of giving back. I really to give back to my community. I knew first-hand what enjoy helping the community and being a supportive it was like to be in Year 12 and feel clueless, and I also role model. It’s very rewarding, to see you help knew from my own experience that you don’t always someone feel at ease with their future. The work I do want to ask the teachers all your questions. It helps with WPO has also helped me with my presentation if you can talk to someone who went through the skills and interpersonal skills. I was a bit shy before process and is closer in age to you. but I feel more confident, more myself and more at ease now. I also feel more comfortable pushing my I know how stressful the HSC can be – sometimes comfort zone. you just need to relax, because it’s not the end of the world and there are other pathways. Talking to other I don’t yet know exactly what I want to do when I Our Student Leader and Volunteering Program students who had been there and done it helped me graduate. I might do a masters and become a a lot. You need to focus on being the best you can be, diplomat, or do an internship with an NGO, or the UN, but not overdo it. and go from there. Page 97 Page 98 The University of Sydney WPO Annual Report 2018 sydney.edu.au “WPO provides the vehicle for our families to grow in confidence that a university education is a realistic option for them. For many of these families, their boy is the first in their household to access university. The pride that this engenders, seeing bright young people access and Our Student Leader and Volunteering Program succeed, is what makes this program worthy.”
Peter Wade Principal, Patrician Brothers College Page 99 Page 100 The University of Sydney WPO Annual Report 2018 sydney.edu.au Page 101 Our Student Leader and Volunteering Program Press coverage
WMBB radio coverage
ABC Radio
Koori Radio sydney.edu.au 2MCE Orange
WMBB TV coverage
ABC TV: ABC News Breakfast, 7pm News syndicated across commercial and breakfast news
Social media WPO Annual Report 2018 The University of Sydney Page 102 WPO coverage
Campbelltown- The Riot ACT Central Western Daily, Orange Macarthur Advertiser, Canberra scientist is 2018 Study help is available Sydney Senior Australian of the Year 26 January 2018 HSC help for teenagers 21 January 2018 19 January 2018 Press coverage
Fairfield Advance, Sydney Fairfield City Champion, The Australian, Higher Ed Brief Taste of uni life after Year 12 Sydney Scholarship guide 5 February 2018 A glimpse of uni 21 March 2018 7 March 2018 Page 103 sydney.edu.au
The Australian The Northern Star, The Courier Mail Teacher’s talent Wooed Lismore (Syndicated across students back to maths Striving for their best Fairfax) 30 August 2018 27 April 2018 Australian of the Year Award finalists: who will win in 2018 4 December 2018 WPO Annual Report 2018
South West Voice Daily Telegraph The University of Sydney, News Sydney University joins Teacher Eddie Woo Time on-campus key forces with libraries to in running for $1.2m to boosting Indigenous help our students education prize participation
The University of Sydney 2 May 2018 7 August 2018 31 August 2018 Page 104 Get Regional and Get Education Thousands of scholarships to make the impossible possible for country students 31 August 2018 Press coverage Page 105 WMBB Summer and Winter programs
This is a selection of the press coverage WPO programs received during 2018. sydney.edu.au
University of Sydney News Forbes Advocate, Forbes Koori Mail and Opinions Summer session helps Connections made On-campus exam set path at summer school preparation for Year 12 31 January 2018 7 February 2018
WPO Annual Report 2018 Indigenous students 23 January 2018 The University of Sydney Camden-Narellan Advertiser Kalgoorlie Miner Koori Mail and Campbelltown-Macarthur Student gets taste of uni life Summer school shows Advertiser 5 February 2018 its success Raby teen has a taste of 6 December 2018 university life as part of Indigenous student program 31 January 2018 Page 106 Koori Mail Koori Mail South Coast Register Winter program helps students Students follow the dream New pathways ahead get on top to Sydney 31 Janyary 2018 25 July 2018 14 November 2018 Press coverage
Daily Liberal, Dubbo Milton Ulladulla Times Milton Ulladulla Times Mikaela Tattersall given Students inspired by summer Sydney University preview of University of Sydney uni program program inspires Ulladulla through summer program 16 January 2019 students 6 December 2018 23 January 2018 Page 107 Watch us in action
Video content we developed in 2018 sydney.edu.au WPO Annual Report 2018 WMBB 2018 hype reel youtube.com/ watch?v=VWBJlsaq2fM
WMBB 2018: Opening Night Hannah: Inspired to be a Rikisha: Closing the gap youtube.com/ paramedic youtube.com/ watch?v=HTSsxj0TClo&t= youtube.com/ watch?v=roCFPd2uUyc The University of Sydney watch?v=8KjqJ5wmjhQ Page 108 Mikaela: Dedicated to animals Adam Hansen: Past, present, Widening Participation and youtube.com/ future Outreach 2019 Program launch watch?v=4eq0dund4wE youtube.com/ youtube.com/ watch?v=8YYGaJHUq3w watch?v=zjQ9R-IJNQ0
Central Coast Roadshow North Coast Roadshow South Coast Roadshow youtube.com/ youtube.com/ youtube.com/ watch?v=lkS2--9gcdM&t watch?v=vmalJ8jVVjk watch?v=i3Ax005uHSU&t= Watch us in action
Central West Roadshow Kawana: Falling in love with Rebecca: Passion for dance youtube.com/ science youtube.com/ watch?v=0vIlSUOJi7E&t= youtube.com/ watch?v=WWEfy__6mr8&t=1s watch?v=qVxHTFS-iKA&t= Page 109 sydney.edu.au
Lana: Her pursuit for language Byiringiro: Budding sports star Bunga Barrabugu Winter Program youtube.com/ youtube.com/ highlights watch?v=hXFJIPF1eHc watch?v=IRF9lIowreg youtube.com/ watch?v=SLqiU9Q9adY
WPO Annual Report 2018 Amar: Skateboarding pro Imogen: Inspired by speech David: Future astrophysicist youtube.com/ pathology youtube.com/ watch?v=yPX7ty8kTBI&t= youtube.com/ watch?v=XwGQwW4Tci4&t= watch?v=LaUxpVZJODg
Elaine tells all Dana moves to Sydney Elle’s passion for education youtube.com/ youtube.com/ youtube.com/ watch?v=dSWiEIaipew&t= watch?v=DGNrKXl33WQ&t= watch?v=6JRAREaIlD0 The University of Sydney Page 110 Mitchell: First in family to go Daly shines bright Jaeda reaches for the sky to uni youtube.com/ youtube.com/ youtube.com/ watch?v=tlcdbWhvV1Q&t= watch?v=6ZUPX85KyAE&t= watch?v=QIDI4sBAty4&t=
Ziggy Ramo youtube.com/ watch?v=dS6g9k2zr6g Watch us in action
Overstressed: Amelia The 2018 Wingara Mura – Bunga Barrabugu Summer Program youtube.com/ youtube.com/ watch?v=GB3aAUbC4xM watch?v=Mvlp8NHMab4 Page 111 2018 Widening Participation and Outreach key performance indicators (KPIs)
Key performance indicator 2018 outcome Target met
1.1 Increase UAC preferences for identified cohorts sydney.edu.au Increased diversity of programs New programs in 2018 include: -- Year 11 Craft of Writing (presented by Story Factory) -- Year 10 LINK West and Year 11 LINK Writerly (run by the Department of English LINK project) -- Year 9 Mega Maths -- My Story, My Future Aboriginal and Torres Strait Islander panel event -- Increased professional learning programs (see 3.2) -- Expanded regional suite of programs including Self Discovery workshop.
Integration of Promote Yourself Promote Yourself workshop integrated with Year 12 HSC Exam workshops and strategically increase Preparation, 1671 student engagements, an increase of 40% from identified schools 2017–18.
Increased number of students There was an 11.2% increase in UAC applications from WPO partner from partner schools/communities schools from 2017. There was a 29.1% increase in offers to UAC accessing and participating in higher applicants at WPO partner schools from 2017. education *data source: Institutional Analytics and Planning (IAP) based on UAC data, See statement of impact for further University of Sydney. information
WPO Annual Report 2018 1.2 Increase overall engagement numbers for Years 10, 11 and 12
Expanded scope of engagement New and expanded enrichment experiences in 2018 include: in the Years 10, 11 and 12 space for -- expanded regional roadshows reaching 2315 students additional enrichment experiences -- LINK West (Year 10) -- LINK Writerly (Year 11) -- Craft of Writing/Critical Thinking (Year 11) -- Year 9 Preparation for NAPLAN -- Life at Sydney residential program (Year 11).
Increased collaborations on program New: delivery -- Australian Museum -- Mathematical Association of NSW -- The Link Project. Increased: -- Story Factory The University of Sydney -- Sydney writers’ festival -- Seymour Centre.
Achieved In progress
Page 112 Not achieved Key performance indicator 2018 outcome Target met Key performance indicator 2018 outcome Target met
1.1 Increase UAC preferences for identified cohorts Increased reach and impact of digital Shifted focus in 2018 to increase digital multimedia resources across platforms to support senior schools workshops. engagement Increased diversity of programs New programs in 2018 include: -- ASTAR intergrated into all study and scholarship-based workshops. See 2.2 for further engagement data -- Year 11 Craft of Writing (presented by Story Factory) -- My Story, My Future multimedia integration. -- Year 10 LINK West and Year 11 LINK Writerly (run by the Department -- Increase in student users of the ASTAR.TV Subject Finder App to 1514 of English LINK project) (Years 10 and 11). -- Year 9 Mega Maths 1.3 Audience growth and access across all platforms (outreach and recruitment, campus engagements, digital engagements) -- My Story, My Future Aboriginal and Torres Strait Islander panel event
-- Increased professional learning programs (see 3.2) Expanded low-intensity school model Continued delivery of low-intensity model to: -- Expanded regional suite of programs including Self Discovery -- 20 metro primary schools workshop. -- 69 metro high schools Integration of Promote Yourself Promote Yourself workshop integrated with Year 12 HSC Exam -- 57 regional schools. workshops and strategically increase Preparation, 1671 student engagements, an increase of 40% from identified schools 2017–18. New community partnerships New: activated and excelling: including -- Harding Miller Education Foundation Increased number of students There was an 11.2% increase in UAC applications from WPO partner councils, libraries, and non- from partner schools/communities schools from 2017. There was a 29.1% increase in offers to UAC government organisations -- Country Education Foundation Australia accessing and participating in higher applicants at WPO partner schools from 2017. -- Blacktown Libraries education *data source: Institutional Analytics and Planning (IAP) based on UAC data, See statement of impact for further University of Sydney. -- Campbelltown Libraries. information Increased and existing:
1.2 Increase overall engagement numbers for Years 10, 11 and 12 -- Whitlam Library -- Liverpool City Library Expanded scope of engagement New and expanded enrichment experiences in 2018 include: in the Years 10, 11 and 12 space for -- Education and Training Out West -- expanded regional roadshows reaching 2315 students additional enrichment experiences -- The Smith Family. -- LINK West (Year 10) -- LINK Writerly (Year 11) Increased campus engagements from 9299 student engagements, an 83% increase from 2017. identified cohorts through widening -- Craft of Writing/Critical Thinking (Year 11) participation initiatives -- Year 9 Preparation for NAPLAN Increased page views per month Shifted focus to encourage users to read more content stories per -- Life at Sydney residential program (Year 11). (by 1400) visit. In 2018 this increased to 1.17 page views per user (see 2.2). KPIs
Increased collaborations on program New: 2.1 Increase reach and access to senior program Years 10, 11 and 12 delivery -- Australian Museum Increased engagement numbers and First preferences from WPO schools to the University of Sydney -- Mathematical Association of NSW UAC preference data remained relatively stable, with a minor increase from 2017 to -- The Link Project. 2018 and an expected similar number for 2019 when Semester 2 preferences are counted. This can be viewed as maintaining current Increased: levels of engagement as there were two barriers that could have -- Story Factory potentially impacted first preferences: a new curriculum now extending the undergraduate degree to 4 years (with Advanced -- Sydney writers’ festival Studies); and the introduction of mathematics pre-requisites in 2019. -- Seymour Centre. *IAP Page 113 Key performance indicator 2018 outcome Target met
2.2 Significant digital audience development sydney.edu.au Increased web traffic Shifted focus to encourage users to read more content stories per visit. In 2018 this increased to 1.17 page views per user (see 1.3).
Increased social-media activation: -- Instagram followers: 7634 likes, shares and interaction on -- Facebook followers: 3279 ASTAR
Increased student submissions 55 student submissions in 2018, a 33% decrease from 2017. N/A *Shifted focus away from ASTAR student story submissions. ASTAR now predominatly focuses on accessible academic resources and sharing authentic Unversity students' personal narratives.
Studiosity usage 775 students from around 300 high schools engaged in sessions totalling 160,400 minutes. 427 Aboriginal and Torres Strait Islander students accessed the service in 2018, an increase of 40% from 2017.
2.3 Increase teacher and school staff participation in professional learning and development
Increased access to professional Increase in professional learning opportunities for teachers from 11 in learning opportunities for teachers 2017 to 20 in 2018. and school staff from identified schools
Increased participation of teacher 331 teachers and school staff participated in professional learning, a WPO Annual Report 2018 and school staff 17% increase on 2017 participation levels (see 3.2).
2.4 Provide curriculum-based programs with a focus on literacy and STEM
Qualitative evaluation data from Commenced Longitudinal Evaluation Project with seven participating program participants that measures schools. capacity development in literacy and Implemented WPO Theory of Change informed evaluation framework STEM and associated indicators. Delivered extensive STEMeX program to Aboriginal and Torres Strait Islander students in metro and regional NSW.
Improved resources available to Enagagment of Senior Science Communicator. support schools and communities Delivery of maths (MANSW), science (Science Teachers Workshop) in the provision of programs that and literacy (Digital Narratives) professional learning to metropolitan increase capacity in literacy and and regional schools. STEM The University of Sydney Page 114 Key performance indicator 2018 outcome Target met
3.1 Improve access to identified underrepresented groups at the University of Sydney
Increased applications through In 2019, the University of Sydney made more offers to UAC applicants alternative pathways and increased at WPO Metro partner schools compared to other institutions (41.7% access from school partner students of offers compared to 27.8%). In 2018 there was an overall 17.3% increase of offers to UAC applicants at WPO metro partner schools and schools engaged in our regional program, compared to 2017.
3.2 Increase teacher capacity to engage in programs and support student learning Increase number of students participating in university outreach programs
Increased professional learning Increase in professional learning opportunities for teachers from 11 in offerings and teacher participation 2017 to 20 in 2018. 331 teachers and school staff participated in professional learning, a 17% increase on 2017 participation levels (see 2.3).
Maintaining directory of University- Directory of outreach programs available on WPO website. wide school outreach
Improved access to University-wide Increased Life at Sydney participants from 69 in 2017 to 126 in 2018. programs for identified cohorts Increased Open Day residential program from 28 in 2017 to 37 in 2018. Participants for these programs were drawn from partner organisations Education and Training Out West, The Smith Family and Harding Miller Education Foundation and WPO's regionally engaged schools.
3.3 Promote University-wide recognition for excellence in diversity and inclusion
Establish widening participation in Established WPO Longitudinal Evaluation Project research team to professional development travel build on research capabilities at the University. grants scheme 2018 focus was to establish our Widening Participation Network to be best able to promote travel grants in 2019.
Publication of research papers and Two papers developed focusing on first in family low-SES student conference presentations experience, pending publication. KPIs Page 115 Key performance indicator 2018 outcome Target met
3.4 Continue implementation and expansion of the Wingara Mura – Bunga Barrabugu strategy. Contribute to first-family and low-SES transition initiatives sydney.edu.au
Growth in student participation rates 100% of Education and Training Out West Open Day participants from identified cohorts received early conditional offers.
Improvements in student completion Student participation rate is aligned with the rate of access at Sydney rates from identified cohorts and increased slightly in 2019. The attainment rate increased in 2017 from 2016 by approximately 0.5% (2018 data not available at time of report.) *IAP
Increased staff and student Staff attended professional learning experience, Garma. satisfaction from participation in new opportunities
3.5 Expand number of trained volunteers to deliver programs Promote access to training for all University volunteers
University transcript recognition Initiated development of a WPO student leader/volunteer participation record capturing core competencies developed as part of a structured leadership development continuum.
Increased number of trained 123 student volunteers in 2018, compared to 193 in 2017. volunteers in delivering programs* *Partner-centred primary program in 2018 reduced volunteer resource requirements. WPO Annual Report 2018
Improvements in graduate outcomes Enacted WPO Theory of Change to measure the benefits of and increased student satisfaction engagement for University of Sydney students. Student focus from volunteer learning and group embedded as core data collection activity of the 2018–2020 development opportunities longitudinal research project. The 2018 Access and Participation Plan includes analysis of graduate outcomes of students from identified cohorts.
3.6-3.7 Expand the development of service learning in low-SES schools in collaboration with faculties at the University
Increased number of students who Continued service learning component of Preparation for Senior undertake experiential learning Study by engaging pre-service English teachers. The program engaged opportunities through WPO 52 University students. supported service learning programs in low-SES schools
Increased number of service learning Engaged more pre-service teachers as student leaders to increase programs in low-SES schools student access to teaching opportunities prior to graduation.
Create a directory of University of Complete.
The University of Sydney Sydney service learning opportunities
Improved graduate outcomes Analysis of completion rates, graduate destinations for target cohorts embedded as part of 2018 Access and Particpation Plan. Page 116 Key performance indicator 2018 outcome Target met
4.1 Develop a focused approach to partnership engagement
Improvement in the number and Continued to build community partners and develop new quality of industry and community relationships. Commenced new partnership with Harding Miller partners committed to WPO strategy Education Foundation. and outcomes
4.2 Increase targeted partnerships with links to programs and student outcomes
Audit existing partnerships and Implemented standardised partnership instruments with leading arts create a standardised approach for and community organisations that support Widening Participation sustainable partnership engagement and Outreach 2016–2020 strategy and University of Sydney 2018 Access and Participation Plan.
4.3 Implement a significant stakeholder income model that promotes the importance of WPO programs
Establish competitive donor strategy Strengthened connections with Division of Alumni and Development with the Alumni and Development and collaborated to consolidate presentation materials for team prospective donors.
Increased donations and sponsorship New donor secured for regional educational outreach program. contributions Increased individual donations for student academic enrichment programs. KPIs Page 117 Financial report
Income and Expenditure (I & E) Statement Year to Date (YTD) 2018 Government
Prior year ($) Actual ($) sydney.edu.au Revenue Grants excluding research 2,423,612 2,295,831 Other income 201,205 (14,119) Internal income 20,606 (99,251) Total revenue 2,645,423 2,182,461
Expenses: employee benefits Academic salary costs 73 0 Part-time teaching costs 4149 5192 General salary costs 749,210 641,598 Casual salary costs 314,667 220,325 Overtime costs 14,495 23,540 Annual leave 4678 33,068 Total employee benefits 1,087,272 923,723
Expenses: non-salary Employee-related costs 241,191 113,988 Consumables 13,575 3837 Repairs and maintenance 2182 1149 WPO Annual Report 2018 Equipment purchases and leases <$10,000 96,701 112,035 Utilities and communications 73,648 85,281 Consultants and contractors 569,068 422,435 Grants contributed by external organisations 42,993 0 Insurance, legal, motor, administration 362,080 292,667 Student, printing, library 156,254 227,307 Commercial business expenses 460 443 Total non-salary expenses 1,558,152 1,259,142
Total expenses 2,645,424 2,182,865
OPERATING MARGIN (1) (404)
NET OPERATING MARGIN 0 (404) Net operating margin as a % of total revenue 0.0% 0.0%
NET FINANCIAL PERFORMANCE 0 (404) The University of Sydney Accumulations Carry forward (previous year) (17,247) 0 CLOSING BALANCE (17,247) (404)
RESERVES 0 0 Page 118 I & E Statement YTD 2018 Wingara Mura – Bunga Barrabugu strategic funding (DVCISS) – local implementation plan
Prior year ($) Actual ($)
Revenue Internal income 0 44,991 Internal program income 651,620 593,975 Total revenue 715,368 638,966
Expenses: employee benefits
Academic salary costs 0 0
Part-time teaching costs 2513 0
General salary costs 286,869 179,069
Casual salary costs 53,782 48,205
Overtime costs 1711 20,298
Annual leave 9457 9142
Total employee benefits 354,332 256,714
Expenses: non-salary Employee-related costs 33,277 97,921 Consumables 338 690 Equipment purchases and leases <$10,000 0 4994 Utilities and communications 191,741 3891 Consultants and contractors 4485 28,594
Insurance, legal, motor, admin 60,773 145,956
Student, printing, library 6677 64,809
Total non-salary expenses 297,291 346,855
Total expenses 651,623 603,569 Financial report OPERATING MARGIN (3) 35,397
NET OPERATING MARGIN (3) 35,397 Net operating margin as a % of total revenue (0.0%) 5.5%
NET FINANCIAL PERFORMANCE (3) 35,397
Accumulations Carry forward (previous year) 0 (2529) CLOSING BALANCE 0 32,868
RESERVES 0 0 Page 119 I & E Statement YTD 2018 In-support program
Prior year ($) Actual ($) sydney.edu.au Revenue Internal income 470,517 787,200 Internal program income 11,418 0 Total revenue 481,935 787,200
Expenses: employee benefits Part-time teaching costs 0 1460 General salary costs 61,628 78,027 Casual salary costs 30,778 171,107 Overtime costs 0 8249 Annual leave 0 510 Total employee benefits 92,406 259,353
Expenses: non-salary Employee-related costs 1724 13,589 Consumables 746 2465 Repairs and maintenance 0 278 Equipment purchase and leases <$10,000 0 4938
WPO Annual Report 2018 Utilities and communications 3000 30,281 Consultants and contractors 40,610 130,984 Insurance, legal, motor, admin 204,392 12,038 Student, printing, library 139,057 333,258 Total non-salary expenses 389,529 527,831
Total expenses 481,935 787,184
OPERATING MARGIN 0 16
NET OPERATING MARGIN 0 16 Net operating margin as a % of total revenue 0.0% 0.0%
NET FINANCIAL PERFORMANCE 0 16
Accumulations
Carry forward (previous year) 0 0
CLOSING BALANCE 0 16 The University of Sydney
RESERVES 0 0 Page 120 I & E Statement YTD 2018 I & E Statement YTD 2018 University funded Early offer Year 12 (E12) donor relations
Prior year ($) Actual ($) Prior year ($) Actual ($)
Revenue Revenue Internal income 0 0 Investment income 1406 1784
Total revenue 0 0 Donations and bequests 15,000 97,810 Total revenue 16,406 99,594 Expenses: employee benefits Part-time teaching costs 0 17,497 Expenses: employee benefits General salary costs 157,683 449,698 Total employee benefits 0 0 Casual salary costs 10,345 41,813 Expenses: non-salary Overtime costs 0 8928 Consultants and contractors (4000) 0 Annual leave 158 4202 Insurance, legal, motor, Total employee benefits 168,186 522,138 6000 0 administration Student, printing, library 45,000 38,550 Expenses: non-salary 47,000 38,550 Employee-related costs 10,971 7344 Total non-salary expenses Consumables 307 1881 Total expenses 47,000 38,550 Repairs and maintenance 155 0 Equipment purchases and OPERATING MARGIN (30,594) 61,044 4915 3155 leases <$10,000 Utilities and NET OPERATING MARGIN (30,594) 61,044 23,468 17,464 communications Net operating margin as a % (186.5%) 61.3% Consultants and contractors 89,669 80,522 of total revenue Insurance, legal, motor, 112,032 6345 NET FINANCIAL administration (30,594) 61,044 PERFORMANCE Student, printing, library 181,700 (58,298) Commercial business 18 0 Accumulations expenses Carry forward (prior year) 128,846 98,253 Total non-salary expenses 423,235 58,413 CLOSING BALANCE 98,252 159,297
Total expenses 591,421 580,552 RESERVES 0 0 Financial report OPERATING MARGIN (591,421) (580,551)
NET OPERATING MARGIN (591,421) (580,) Net operating margin as a % 0.0% 0.0% of total revenue
NET FINANCIAL (591,421) (580,551) PERFORMANCE
Accumulations Carry forward (previous year) 0 0 CLOSING BALANCE (591,421) (580,551)
RESERVES 0 0 Page 121 WPO organisational structure
Mary Teague Head, Widening Participation and Outreach sydney.edu.au Josephine Wilson Katy Head Katy Head* Michelle Stanhope* Manager, Engagements Manager, Widening and Partnerships Participation and Outreach
Kristy Harris Joana Richter Caitlin Pyle Adam Charlotte Victoria Caitlin Pyle* Coordinator, Operations Hansen Fletcher Loy Senior Project Education Support Indigenous Senior Science Senior Officer, Events Program and Manager Consultant Communicator Schools Partnerships (Contractor) Faculty of Outreach Science Officer
Esther Ella Shane Rhiannon Allan WPO Annual Report 2018 Robertshawe McDermott Cubis Schools Digital Student ASTAR Lead Outreach Content and Volunteering Contributor Officer Communications & Leadership (Contractor) Officer Officer
Jane Britton Schools Josh Matheson Matty Williams Bethel Worku Outreach Project Officer, Photographer Administration Officer Events (Contractor) and Partnerships (0.4) Assistant
Emily Herdman Harry Simpson Rafaela Kristy O’Neill Project Officer, Videographer Pandolfini Schools Events (WMBB (Contractor) Administration Outreach Contract) Assistant Officer (0.6) The University of Sydney Courtney Brown Sarah Holt Events and Forster Volunteering Schools Assistant Outreach Assistant
Page 122 *maternity leave cover Our staff
Media, communications and events WPO staff contractors
Mary Teague Josephine Wilson Katy Head Kristy Harris Adam Hansen
Joana Richter Caitlin Pyle Charlotte Victoria Loy Emily Herdman Fletcher
Josh Matheson Esther Ella McDermott Rhiannon Allan Harry Simpson Robertshawe Staff
Matty Williams Jane Britton Kristy O’Neill Courtney Brown Sarah Holt Forster
Shane Cubis Bethel Worku Rafaela Pandolfini Page 123 Page 124 The University of Sydney WPO Annual Report 2018 sydney.edu.au Partnerships
2018 internal partners 2018 community partners
Internal partners Amgen Biotech Experience with Education Development Center ARC Centre of Excellence for the History of Emotions Division of Natural Sciences STEM Teacher Enrichment Academy The LINK Project
Faculties and schools Faculty of Arts and Social Sciences Faculty of Health Sciences Faculty of Medicine and Health Fisher Library Sydney College of the Arts Sydney Conservatorium of Music Sydney Dental School Sydney Law School Sydney Pharmacy School Sydney School of Architecture, Design and Planning Sydney School of Education and Social Work Sydney University Law Society Sydney University Museums The University of Sydney Business School
Divisions and professional service units Partnerships Deputy Vice Chancellor – Indigenous Support Services Deputy Vice Chancellor – External Relations Deputy Vice Chancellor – Education Yoorang Goorang Mana Yura Learning Innovation Student Support Services Government Relations Marketing and Communications Undergraduate Recruitment Page 125 Page 126 The University of Sydney WPO Annual Report 2018 sydney.edu.au Page 127 Partnerships sydney.edu.au WPO Annual Report 2018
Widening Participation and Outreach Administrative enquiries Level 4 Jane Foss Russell G02 [email protected] The University of Sydney NSW 2006 02 8627 8515 02 8627 8515 02 8627 8518 (fax) [email protected] sydney.edu.au/wpo
The University of Sydney Acknowledgement of country: We acknowledge the traditional owners of lands and waters throughout Australia and we pay our respects to elders past, present and future throughout this vast country. We also acknowledge that we are on the land of the Gadigal people of the Eora nation.
Produced by Widening Participation and Outreach (WPO), the University of Sydney, July 2019. The University reserves the right to make alterations to any information contained within this publication without notice.
Cover image: Internal images taken by Matty Williams and Camille Nuttall.
CRICOS 00026A Image courtesy of the artist and Roslyn Oxley9 Gallery, Sydney.