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Dear Parents,
The other members of the Auburn North staff and I hope you and your families are well.
As you know Auburn North Public School is one of the ten NSW primary and high school ambassador schools. You may have read the article about NSW ambassador schools that was published in last Sunday’s Sydney Morning Herald newspaper.
The article stated the ambassador schools program “ … zeroed in on NAPLAN, HSC and other data to pinpoint schools where students showed significant improvement, and examined the secrets to the schools’ success.”
The article explained that a team of university researchers from UNSW, the University of Canberra and Charles Sturt University spent just over a year studying the schools, observing classrooms and surveying teachers and students.”
Last year one of the researchers spent a full school week at Auburn North. The researcher analysed Auburn North data, observed lessons, and interviewed all members of the school executive team, and met with groups of teachers, students, and parents.
The article focused on the recent release of the final research paper. The research revealed the 10 main Key Practices that stood out across the 10 NSW high-achieving schools that have greatest impact on improving student wellbeing and learning outcomes.
The 10 Key Practices were:
- Data-informed practice
- Explicit teaching
- High expectations
- Instructional support and leadership
- Classroom management
- Whole school vision/approaches
- Positive teacher/student relationships
- Focus on wellbeing
- Teacher and student agency
- Growth orientation
Lead researcher Kim Beswick, head of the School of Education at UNSW, said “The success of ambassador schools lies not simply on the use of these practices but in their combined and sustained use across the school and over time. The expectation that every student could – and would – achieve was conveyed through appropriately challenging work and systematic encouragement and support for students and their families.”
Beswick said “Auburn North runs like a clock. Academic success is expected of every child, and their focus on explicit teaching is super strong. A common thread across all the school was this combined focus on high academic expectations and wellbeing.”
The article included the following information about OUR school:
“Twice a month at Auburn North Public School hundreds of parents assemble in the library for hour-long workshops (Parents as Partners in Learning) that cover what their children are learning in daily maths and literacy lessons. It has become a hallmark initiative at the primary school, one that principal Mark Harris said he wishes was available when his own children were in their early primary years.
‘It helps parents know exactly how they can help children with schoolwork at home,’ Harris explains, now in his 25th year as principal. ‘We really give them an inside look at what’s happening in the classroom.’
Harris said one of the reasons Auburn North was so enthusiastic about participating in the ambassador schools program was to learn from other NSW public schools.
Along with the parent engagement sessions, Harris said there are myriad other programs at the school including Harmony House, a community-based initiative where parents join free sport, English, maths, cooking and computer classes each week.
‘We are also very strong in terms of explicit instruction, the use of data, and high expectations. I believe you must have strong routines which underpins classroom management,’ he said.
Students at the school achieve well above average results in reading, writing, spelling, grammar, and numeracy in year 3 NAPLAN, when compared with students with a similar background. Year 3 to year 5 growth has frequently been in the top two per cent of state for all areas of literacy and in numeracy.
The school also has fortnightly leadership development programs, while assistant principals spend time in class, demonstrating and working with small groups of children, he said.
But Harris said one of the most important drivers for improvement at Auburn North has been engaging external consultants every two years to examine how the school is performing.
‘We’ve had at least seven external reviews, each with a particular focus, whether that is school leadership, level of challenge in maths or quality of instruction.’”
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Parents,
While we are proud that our school was selected as an ambassador school and that it has been acknowledged we have developed and implemented all 10 Key Practices, the work doesn’t stop here.
Our school’s motto is “FORWARD”. This means we must always be moving forward and improving. If we are satisfied with where we are and remain static, then other schools will move past and beyond our school’s teaching and learning practices and outcomes.
We care too much for your children and our students to let that happen.
Next year we are going to develop and implement an exciting PROJECT and evaluation process in relation to each of the 10 Key Practices.
In 2024, the school executive leadership team will analyse school and state (eg NAPLAN) data, will survey students, teachers, and parents, and meet groups of students, teachers, and parents to RATE the relative strength of each practice in our school.
This information will identify which practices we need to really focus on further developing in the future.
We look forward to you participating in this very important 2024 project.
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CLASS REPORTS
We would like to thank Ms Chan the 5C students, and Mrs Smith and her EALD students for the following class reports.
Mark Harris
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5C have had a wonderful Term 4 so far, trying to make as many memories that we hope to cherish as the end of the year approaches. In addition to the amazing learning in Literacy and Numeracy, we have been creating music on Garage Band, using the moon as inspiration. This has been great fun for the students in 5C!
Literacy
This term Year 5 have been focusing on debating, a very exciting unit where students are involved with public speaking. Students have been learning about digital defence, which not only allows students to be more informed about their online safety, but it allows them to have rich discussions about using online platforms responsibly.
We have been writing debates as a class in preparation for a mock debate against other peers in Year 5. In addition to writing debates, we have been learning how to be a good public speaker. Using the SPACES model (Stance, Pause, Articulation, Clarity, Expression and Sign Language), students have been practising with their peers and taking on feedback to improve.
This debating unit perfectly aligns with the upcoming leadership speeches which a few students in 5C will be participating in!
Numeracy
This term in maths, 5C are revising the fundamental Maths skills specifically in Represents Numbers, Additive Relations, Multiplicative Relations and Representing Quantity Fractions. This week, we have been learning about length. During our lessons, we calculated perimeter, measured items in the classroom using centimeters and meters and drew rectangles using chalk. We have also been learning about fractions. To help us visualise what unit fractions look like, play dough was used to support our learning. Students in 5C have been challenged in applying these skills in real life contexts. 5C have shown great dedication in using their Mathematical thinking in all Numeracy lessons. All students should be very proud of their achievements.
We are looking forward to the rest of the term!
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Class Report: EAL/D
The students in this EALD class have worked so hard this year and they have come so far in learning English as an additional language. They have worked hard together as a team every day to achieve their dreams.
Literacy
This term in writing, students have learnt how to plan and write an exposition that included a statement of position and persuasive devices. They have been developing their writing skills by producing writing samples that included an introduction, body and conclusion.
In the following weeks, EALD students will pull apart commercials and advertisements to discover how the media can be persuasive when advertising products.
Oral Language
We will end the term with public speaking by way of forming debating teams, that I am sure the students will enjoy.
It is a great advantage to have a second language, and I have on many occasions, reminded students to never to lose their native language for this reason.
| KH | Ali Almas | For working hard during maths lessons to form equal groups from a collection of objects. Well done! | ||||||||
| KH | Muhmmad Ertaza | For approaching all learning activities with outstanding focus and trying his best at all times. | ||||||||
| KH | Aaron | For always having a positive attitude towards his learning and consistently presenting his work to a high standard. | ||||||||
| KM | Neda | For showing character by not giving up when learning to make and describe groups in maths lessons. | ||||||||
| KM | Sulaiman | For using teacher feedback to improve his writing. | ||||||||
| KS | Hussain | For working successfully in mathematics when learning to share objects equally. | ||||||||
| KS | Aisha | For demonstrating excellent focus and dedication towards all areas of learning. | ||||||||
| KS | Hibba | For working successfully in mathematics when learning to take away objects from a collection. | ||||||||
| KW | Luqman | For contributing meaningful ideas to class discussions. | ||||||||
| KW | Aiza | For being a thoughtful and cheerful friend who always shows kindness to her peers. | ||||||||
| KW | Afnan | For listening to and responding to feedback to improve her writing. | ||||||||
| KZ | Hajra | For showing courage and bravery when exploring the fire truck, spraying a hose and asking questions to the firefighters during our Fire Brigade Incursion. | ||||||||
| KZ | Elenaz | For demonstrating excellent focus and determination during supported reading lessons when learning to blend words. Keep it up! | ||||||||
| KZ | Khidr | For demonstrating creativity and determination when writing interesting sentences that include pronouns, a conjunction and a question. | ||||||||
| 1C | Mosawer | For always trying his best during writing lessons and challenging himself to exceed his potential. | ||||||||
| 1C | Razia | For showing all of the ANPS values on our excursion to Sydney Zoo. | ||||||||
| 1M | Zoya | For actively participating in classroom discussions and respectfully sharing her insights with her peers. | ||||||||
| 1M | Hassan | For showing the 21st century learning skill of collaboration by working effectively as part of a team. | ||||||||
| 1M | Nusaybah | For showing the values of kindness and friendship by always offering a hand to a peer in need. | ||||||||
| 1P | Zeynah | For kindness and care when interacting with all students and teachers, all of the time. A delight to be around! | ||||||||
| 1P | Asher Narshing | For displaying resilience and character when problem solving inside and outside the classroom. | ||||||||
| 1R | Asia | For always displaying all the ANPS values both in the classroom and on the playground. | ||||||||
| 1R | Jasper | For being a dedicated learner and an exceptional role model to his peers. | ||||||||
| 2B | Huma | For demonstrating excellent focus and effort towards all areas of learning. | ||||||||
| 2B | Suleiman | For consistently demonstrating the ANPS values of respect and honesty. | ||||||||
| 2B | Sameeha Nada | For demonstrating excellent critical thinking skills when using centimetres to measure objects from around the classroom. | ||||||||
| 2L | Syed Muhammad | For demonstrating critical thinking skills when describing the time to a quarter past the hour. | ||||||||
| 2L | Joanna | For consistently demonstrating a focused approach to her learning. | ||||||||
| 2L | Fathima Inaba | For being a dedicated learner and always trying her very best to achieve her learning goals. | ||||||||
| 2L | Usaila | For using critical thinking skills during math lessons to solve challenging questions. | ||||||||
| 2M | Tassawar | For showing resilience in the classroom and on the playground when things get tricky. | ||||||||
| 2M | Shahed | For demonstrating critical thinking skills when using a variety of strategies to solve word-based math problems. | ||||||||
| 2M | Aliza | For demonstrating character in maths lesson when learning how to measure length using centimetres. | ||||||||
| 2O | Musa | For demonstrating excellent communication skills when discussing how many faces, sides and vertices each 3D object has. | ||||||||
| 2O | Aleena | For consistently demonstrating the ANPS value of kindness to her teachers and her peers. | ||||||||
| 2O | Manar | For consistently demonstrating the ANPS value of responsibility and for being a great role model for her peers. | ||||||||
| 2W | Zahra | For showing perseverance and determination when using Word processing skills to type texts on a computer. | ||||||||
| 2W | Hamna | For approaching all learning activities with a positive attitude. | ||||||||
| 2W | Deeba | For showing critical thinking when learning to place numbers in ascending and descending order. | ||||||||
| 3CD | Omar | For consistently demonstrating a focused approach to her learning. | ||||||||
| 3CD | Muhammad | For being a kind and thoughtful class member who is always willing to help his teachers and peers. | ||||||||
| 3CD | Ammar Sajjad | For demonstrating the ANPS values of kindness and friendship towards all his classmates. | ||||||||
| 3CD | Elyas | For applying constructive feedback in math lessons in order to meet the learning goal. | ||||||||
| 3H | Mohammed Ibraheem | For demonstrating the ANPS values of kindness and friendship towards all his classmates. | ||||||||
| 3H | Sahana | For completing all learning tasks to a high standard. | ||||||||
| 3P | Muhammad Murtadha | For always striving to achieve the learning goal in all areas of his learning. Well done! | ||||||||
| 3P | Hassan | For selecting strategies flexibly to solve addition and subtraction problems of up to 3 digits. | ||||||||
| 3P | Aleena | For always showing great resilience when approaching new learning, and working hard to understand new concepts. Well done! | ||||||||
| 4/3L | Riyadh | For demonstrating respect and kindness by always remembering to use his manners. | ||||||||
| 4/3L | Zainab Mahmood | For being a reliable and responsible member of 4/3L by completing all tasks carefully. | ||||||||
| 4/3L | Astin | For showing kindness and friendship to his peers by always listening to their class contributions. | ||||||||
| 4C | Mikail | For consistently demonstrating the ANPS values of respect and honesty. | ||||||||
| 4HO | Behishta | For demonstrating characteristics of fortitude and determination when approaching all areas of her learning. | ||||||||
| 4HO | Benny Tak Wing | For an outstanding and organised persuasive text, that included high-modality words, rhetorical questions and a rebuttal paragraph. | ||||||||
| 4HO | Rashad | For always being a role model for his peers. Great work! | ||||||||
| 5C | Mustafa | For showing critical thinking when interpreting units of measure in mass. | ||||||||
| 5C | Hamza | For showing a strong understanding of a text by using his background knowledge to make an inference. | ||||||||
| 5C | Mahdi | For taking on peer feedback to improve his presentation skills by using gestures when presenting a speech. | ||||||||
| 5N | Ishac | For showing critical thinking when learning to place numbers in ascending and descending order. | ||||||||
| 5N | Ishac | For showing critical thinking when learning to place numbers in ascending and descending order. | ||||||||
| 5N | Imadh | For showing confidence and clear communication during our grade debate on behalf of 5N. | ||||||||
| 5N | Doyle | For showing critical thinking and determination when comprehending a text. Well done! | ||||||||
| 5W | Obi | For always being a kind and respectful role model to his peers. | ||||||||
| 5W | Aminah | For showing confidence and bravery when debating on behalf of 5W. | ||||||||
| 6E | Elish | For being a kind, generous and helpful member of our 6E class. | ||||||||
| 6E | Nudhar | For displaying a consistently high level of application in all class tasks. | ||||||||
| 6H | Sara | For displaying the 21st century learning skill of creativity when composing a narrative. | ||||||||
| 6H | Usman | For showing character and critical thinking when analysing events in the text 'Holes' during the Year 6 novel study. | ||||||||
| 6V | Farrukh | For writing a highly engaging narrative that includes excellent characterisation and language features. | ||||||||
| 6V | Abdullah | For demonstrating character by seeking and applying teacher feedback to achieve the learning goal in writing. | ||||||||
| 6V | Bilal | For consistently demonstrating all of the school values in the classroom and on the playground. | ||||||||