Eras in Education

EDUCATION WAS EVOLVING EVERYWHERE

A chronology of the history of Queensland Education is outlined on the Education Queensland website (LINK http://education.qld.gov.au/library/edhistory/state/chronology/1876.html) and gives a general listed overview of the movement and trends that affected Queensland schools over the decades.  Some of this material has been interspersed below along with memories and evidence of what teaching was like for North Pine/Petrie students specifically.

 

TEACHING CHILDREN FROM NORTH PINE TO PETRIE

A ‘ONE TEACHER SCHOOL’

As North Pine had developed a Provisional School system for their district (based on the social demographic of the time) it was a one teacher school for many years.

The Provisional system had certain requirements that were met either by the Department or the community: they were always one teacher schools; they were established by the Minister for Education for the temporary provision of primary instruction to children; the average attendance needed to be between 12 and 30 pupils or face possible closure; the buildings were provided by locals at their expense; they were built either on private land, Crown land or land vested in the Minister for Education; the school committees were responsible for the maintenance of the school.

 

The bush school was the focus of the local community. The establishment of a school was a major achievement by local communities and once established, often became the centre of the local area.

As the only public structure for miles around, the school was not only the centre for the education of country children but also the centre for social and community activities.

Source: http://education.qld.gov.au/library/edhistory/topics/oneteacher/role.html

 

From the Queensland Department of Education’s website (http://education.qld.gov.au/library/edhistory/topics/oneteacher/theteacher.html) regarding the role of a teacher in a ‘one teacher school’:

 

Provisional school teachers were generally unclassified, and received the lowest teacher salary. They required only a basic education, however occasionally a well-educated man or an educated lady forced to provide for herself, would join the provisional schools teaching service.

Provisional school teachers were not provided with a residence by the Department of Public Instruction.

Teachers in one teacher state schools were generally better qualified and may have been better paid. If they succeeded in the one teacher school there was a chance of promotion. The teacher had to be a competent teacher of all grades and an effective administrator.

The teacher was also expected to assume other roles including: local education expert; consultant; organiser of events; arbitrator of disputes; ‘odd jobs’ expert; community worker; farm worker.

 

Read more about the Head Teachers at North Pine School

 

PUPIL TEACHERS

A pupil-teacher scheme, under which the head teacher was responsible for the training of pupil-teachers, was introduced.

 

Read More About Pupil Teachers at North Pine School

 

As numbers in the community rose and enrolments increased the Head Teacher would ‘recruit’ a promising student to become a ‘pupil teacher’.  Essentially maintaining status as ‘one teacher school’, this system allowed for the teacher to get assistance.  As such the student would basically become ‘apprenticed’ as a junior teacher.

From the Queensland Department of Education’s website (http://education.qld.gov.au/library/edhistory/state/brief/primary-1860.html) regarding the role of a pupil teacher in a ‘one teacher school’:

 

The pupil-teacher system was a cheap form of recruitment, though perhaps a little hard on the pupils and teachers involved. Children as young as 14 were enlisted as apprentices, working as class teachers during the school day and receiving their teacher training before and after school.

 

ASSISTANT TEACHERS

 

Read more about the Assistant Teachers at North Pine School 

 

There isn’t a lot of information about the history of the ‘Assistant Teacher’, however it may be that they were introduced once a school was deemed a state school by the department.  Or that they evolved from the ‘pupil teacher’ system.  What could be found suggests that the assistant teacher worked in partnership with the head teachers.

From the Queensland Department of Education’s website (http://education.qld.gov.au/library/edhistory/topics/corporal/regulations.html) regarding the working environment for the teaching staff at the time:

 

“… school buildings usually consisted of one long room which resembled a hall. It was therefore possible for the head teacher to teach his own class and, at the same time, supervise the classes in charge of the less experienced assistant teachers and pupil teachers. The presence of this older head teacher often had a salutary effect on the conduct of the pupils.”

 

What is clear is that the Assistant Teacher was themselves a very important institution to the students and the school.  More often a woman, the assistant teacher would sometimes take the classes of the youngest students and it is shown that many of them were active in the community life of the school early on.  It would be easy to assume that as the times evolved and education methods and priorities shifted, their classroom role would have had to adapt and there would be more and more demands on their skills.

 

EARLY CONDITIONS FOR NORTH PINE PUPILS

The 1870s saw increased development in the North Pine region bringing more people to the rural area, including more families with children who needed to be educated and no doubt keep away from their parents while they worked with back-breaking toil to create life in a brutal environment.

It is hard to believe there were opponents to the national education system that was developing, with claims it was godless and heathen, hinting at a highly conservative and outspoken Christian element of society. (Source:1865 ‘The Courier.’, The Brisbane Courier (Qld.: 1864 – 1933), 27 May, p. 4, viewed 22 January, 2014, http://nla.gov.au/nla.news-article1272898).  Perhaps because previous to the government provided system of education, existing schools were largely church run.

By this time the Board of General Education had introduced a system known as the ‘Provisional School’:

 

“In 1869 the Board provided provisional schools. These represented one of the earliest efforts to tackle a perennial problem of Queensland education – how to provide basic education to a scattered population with a limited education budget. Because they could be opened with as few as 15 children (reduced later to 12), provisional schools were a means of providing education in areas where the expense of a full State school was unjustified, or where the local people were unable to raise the necessary contributions towards a State school. The local people were responsible for providing a suitable building, and provisional school buildings were often of a very low standard. Moreover, teachers’ salaries were low, and their standards of training correspondingly poor. As their name implies, provisional schools were intended as a temporary expedient which would eventually be replaced by standard State schools. Sometimes, when a locality prospered into a large, stable settlement, this happened; often, however, the provisional school withered away as population shifted, the gold played out or the railway moved further west.”

Source: The Board of General Education 1860 – 1875, Queensland Government, Department of Education, Training and Employment Library Services, http://education.qld.gov.au/library/edhistory/state/brief/primary-1860.html, viewed 22 January 2014.

 

This meant that there were a couple of pre-requisites before a small rural community were able to receive Government assistance to create a school.  There needed to be a minimum number of children requiring instruction and a motivated, generous community who were enthusiastic and persistent in providing the best environment possible for a teacher to work and gain results for their pupils.

 

1869 Provisional schools were introduced. The parents provided the building and often found the teacher. The Department paid the teacher’s salary.

Source: A chronology of education in Queensland: 1851 – 1875, Queensland Government, Department of Education, Training and Employment Library Services, http://education.qld.gov.au/library/edhistory/state/chronology/1851.html, viewed 22 January 2014.

 

On the 20^th April 1874, representatives of some of the prominent settlers in the area held a public meeting in North Pine with a mind to meeting this need, considering the advisability of taking immediate steps to form a provisional school at North Pine River.

However there was uniqueness about this river community, it existed on both banks of the Pine River.  With no bridge (only a ford) this posed a problem as crossing the river was very dangerous, particularly when there was a high tide or flooding.  Therefore if one side of the bank was chosen for the schoolhouse, children living on the opposite bank would be at high risk daily.

The solution proposed was to create a ‘half-time’ system where the school effectively split to meet the needs of the children and the teacher would spend half the day at one school on the south bank, then cross the river to the north for the afternoon session.  The Department granted permission for the idea to proceed; this was the first and only school of its kind and was openly considered an experiment.

 

TEACHING THE BASICS WITH THE BASICS

It was some time before the proposed system was fully operational, in the meantime school began in a small shack type dwelling on the south bank of the river until there was provision for a suitable building on the north bank.

Also at this time, Mr Edwin Willet was the local publican trading from the Holstery, which had taken over from ‘Murrumba’, as the coach stop and was to be credited as the first school teacher on record. [More on the Teachers page] [RESEARCH REQUIRED]

A special meeting was called to consider where and how to erect a small building suitable for a school on the north side of the river.

Funds and donations of building materials were required to be raised to build the north bank side of the school, however early times were difficult and donations were not as were hoped, so the original building was built for the basics.

North Pine Provisional School became operational on the south side of the Pine River in 1874 with enrolments of children with the surnames of many of the local streets, monuments and parks of Petrie and the surrounding suburbs.

 

 

INSPECTOR GIVES SCHOOL A LOW GRADE (1^ST REPORT SOUTH BANK)

The original schoolhouse was rudimentary.

The photos in the photo strip were taken in 1975 and show the shack in fairly preserved form from a number of angles.

Caption: Old North Pine Provisional School building on the Bray family’s former property at 895 Gympie Road, Lawnton, 1976. The building was said to be erected in 1871 as part of a complex of farm buildings constructed for the pioneering brothers, John and Richard Thomas, although an inspection report on a new south bank schoolhouse stated that the building was on the farm of W Jonas. It was used as a schoolhouse in 1874 and 1875. [A series of] photographs taken by John Armstrong and his students from the Brisbane College of Advanced Education. Selected photographs were used in the publication ‘The National Estate of Pine Rivers Shire: Historical Sites and Buildings’. Courtesy Moreton Bay Regional Council Digital Image Library.

 

On the 3^rd June 1874 a School Inspection Report as submitted to the Department was carried out on the first school-house situated on the south side of the Pine River [now where the Neighbourhood Centre is near the A J Wyllie Bridge].

This report painted a very dim picture of the original quality of the services that were arranged by the local community as the report outlined many problems and concerns.

It must have hit at the heart of the School Committee to read harshly worded comments from the Inspector such as:

 

“dark and gloomy”; “furniture found to be limited”; “no desks, no clock, no blackboard, and not even a shelf for the school material”; “furniture was wholly inadequate to even the crudest form of instruction – to write on paper the children kneel on the floor and support their copy books on the forms”; “school-room was very dirty”.

 

The teacher was not beyond reproach:

 

“school records were found to be very imperfectly kept, through ignorance of the proper method of keeping them, and there was no time-table”; “children were docile and their relations with their teacher genial; they were wholly unacquainted with any form of drill or orderly movement”.“The teacher is an intelligent and liberally educated man, but wholly unacquainted with the methods of modern school keeping. His earnestness combined with his intelligence gives promise of a better state of things at next inspection.”

 

However there were a couple of encouraging positives:

 

“well ventilated, with verandah facing the west”; “supply of material for teaching the children granted by the Board was found to be abundant”; “school was opened in April, and up to the time of inspection the attendance has been regular, the aggregate being 20”.

 

The Inspector also felt it important to remind the Department that this was the first stage of an ambitious plan:

 

“This school stands on the south side of the Pine River, within a quarter of a mile of the ford, and it is proposed to conduct it as a half-time school, in conjunction with a school on the north side of the river.”

 

Transcript of 1874 school inspection report:

[reveal heading=”%image% Click here to read transcript“]

PINE RIVER NORTH (PROVISIONAL)

Inspected 3^rd June

On roll: – Boys, 9; girls, 10; total, 19. Present: – Boys, 7; girls, 7; total 14

The apartment used as a school is a weather-board structure, shingled, and floored with sawn wood; well ventilated, with verandah facing the west; walls dark and gloomy; used as a place of worship occasionally by the Anglican communion. The furniture was found to be limited to six forms, a small table and a stool; there were no desks, no clock, no blackboard, and not even a shelf for the school material. The furniture was wholly inadequate to even the crudest form of instruction – to write on paper the children kneel on the floor and support their copy books on the forms. The supply of material for teaching the children granted by the Board was found to be abundant. The school records were found to be very imperfectly kept, through ignorance of the proper method of keeping them, and there was no time-table. The school-room was very dirty. The children were docile and their relations with their teacher genial; they were wholly unacquainted with any form of drill or orderly movement. The school was opened in April, and up to the time of inspection the attendance has been regular, the aggregate being 20. The teacher is an intelligent and liberally educated man, but wholly unacquainted with the methods of modern school keeping. His earnestness combined with his intelligence gives promise of a better state of things at next inspection. This school stands on the south side of the Pine River, within a quarter of a mile of the ford, and it is proposed to conduct it as a half-time school, in conjunction with a school on the north side of the river.

[/reveal]

 

SECOND INSPECTION – STANDARDS IMPROVE

The north section of the school was completed and opened at the commencement of the 1875 school year. The Department would refer to the south bank school as North Pine No. I (Provisional), while the north side school was referred to as North Pine No. II (Provisional).

While the south bank school was numbered 183 by the department, the north side school was numbered 183½. Eventually however, after the bridge over the river was completed the south bank school shut down and the north bank school reverted to the whole number of 183.

In August that year, the annual departmental inspection was carried out in both school sections over two days.

This report produced less detail about the pupil’s conditions however there was a marked change of tone and seemingly – improvement made.

Transcript of 1875 school inspection report:

[reveal heading=”%image% Click here to read transcript“]

18 & 19 August 1875

An inspector visited both half-time schools in August 1875 and completed reports on both.

NORTH PINE I. (PROVISIONAL).

Inspected 18 and 19 August.

Enrolled, 20; 9 boys and 11 girls. Present, 16; 7 boys and 9 girls.

The school is a weather board structure on the south side of the river, leased by the teacher along with the adjoining residence and premises and the farm on which they stand. The material organization is fairly satisfactory in the circumstances. The school has been open since April, 1874, and has been inspected once previously. The school hours are from half-past 8 to half-past 12, the teacher working in a school on the north side of the river during the afternoon. The teacher is earnest and not deficient in intelligence, but time and labour have been lost by excessive subdivision of classes. Allowing for the circumstances and class of school, moderate proficiency has been reached and progress has been made.

NORTH PINE II. (PROVISIONAL).

Inspected 18 and 19 August.

Enrolled, 14; 10 boys and 4 girls. Present 13; 9 boys and 4 girls.

This school is a new, neat slab building, erected by the inhabitants on a reserve on the north side of the river. It is very fairly furnished and provided with teaching material. This is the companion school to that on the south bank, and is conducted in the

afternoon by the same teacher, the school hours being from 2 to half-past 4, and often longer. The administration is much the same as in the other school, and displays the same prominent defect of excessive subdivision for the classes, especially of the first class. The attainments are very low, but the pupils have made some progress in the elements of the primary subjects. This school and its companion are the only half-time schools yet established in the Moreton district. In so far, therefore, they are an experiment. It will, however, take a longer time than they have yet existed to show whether such schools are likely to prove successful, and should, in certain circumstances, be supplied easily and cheaply, and no complaints are made of either the quantity or the quality of the instruction imparted.[/reveal]

The teacher again however, came under some scrutiny:

 

“The teacher is earnest and not deficient in intelligence, but time and labour have been lost by excessive subdivision of classes.”

On inspection of the new building provided on the north side of the river the Inspector had further remarks regarding the subdivision of classes, “especially of the first class”, and that the general attainment of students was “very low” but that “the pupils have made some progress in the elements of the primary subjects”.

The Inspector also elaborates further on the broader view taken of the experimental phase the school was in at the time:

 

“This school and its companion are the only half-time schools yet established in the Moreton district. In so far, therefore, they are an experiment. It will, however, take a longer time than they have yet existed to show whether such schools are likely to prove successful, and should, in certain circumstances, be supplied easily and cheaply, and no complaints are made of either the quantity or the quality of the instruction imparted.”

 

Meanwhile, other schools and the ‘system’ were evolving and growing all over Queensland:

 

1888 Primary schools and their administration were strongly criticised by a Royal Commission on the Civil Service.

 

1890 The first Arbor Day was held.

 

Read More About Arbour Days at North Pine/Petrie.

 

1891 An Instructress in Kindergarten was appointed to give teachers in infant grades in primary schools instruction in the new Froebellian methods.

 

1892 Arbor Day photograph taken on the grounds of North Pine State School.

 

 

1895 Drawing was introduced as a subject in primary schools. This subject was seen as a vital basis for technical education.

 

1898 State Education Amendment of 1897 was implemented, allowing the introduction of secondary-level subjects like Euclid, Algebra and Science in classes 5 and 6 of primary schools.

 

1901 Head Teacher R D Hunter and family depict life at the turn of the 19^th century.

 

 

1905 A new syllabus was introduced emphasising activity learning, practical work, correlation of subjects, and greater relevance to the daily lives of students. In the new scheme, the ‘whole child’ was the focus of education.

 

1906 School photos in front of the iconic ‘camphor laurels’.

 

 

1907 Continuation classes commenced. These classes provided vocationally oriented education in such areas as commerce, mining and agriculture. They were a link between the primary schools and technical colleges.

 

 

1910 The Education Act was amended to permit religious instruction in State school buildings during school hours.  An itinerant Teacher of Agriculture was appointed to encourage and improve elementary agricultural education.

 

1911 Religious instruction commenced.

 

1912 Compulsory medical and dental inspections were introduced in State schools.  The school leaving age was raised from 12 to 14 years.

 

1913 Christmas Picnic at North Pine State School photograph on iconic steps to the oldest building in the school.

 

 

 

1914 Secondary scholarships for two years at approved secondary schools were offered to all students who gained 50 per cent or more in the annual State Scholarship Examination. In previous years, a fixed number of scholarships had been awarded annually.

 

1915 A revised version of the 1905 syllabus was implemented. The basic aims and subject categories were not changed significantly.

 

1917 The first Rural School was opened at Nambour.

 

Read More About Rural and Domestic School

 

1923 The first special classes were provided for handicapped children.  The first domestic science railway carriage was provided for rural children.  The gradual phasing out of the Pupil Teacher system was begun.

 

Read More About Rural and Domestic School

Read More About Some of the Pupil Teachers at North Pine School

 

1925 The first manual arts railway carriage for rural children commenced operations.

 

Read More About Rural and Domestic School

 

1928 Intermediate schools were established.

 

1930 A new primary syllabus was introduced.  The structure of primary education was reorganised so that there was a preparatory Grade (1 ½ years) plus Grades 1 to 7, to replace the former system (Classes 1 to 6).

 

Read More About Prep to Preschool to Prep

 

 

1933 FANCY DRESS IS THE NORM

 

 

3 October 1933 (Tuesday)

CHILDREN’S BALL

NORTH PINE STATE SCHOOL

The annual plain and fancy dress, ball of the North Pine State School was held in the School of Arts, Petrie, on Saturday. The grand march was supervised by Miss E L Hawkins, assisted by Misses M Quirk, Alice Skinner, and M Brewer, Mr G F R Nicklin, M.L.A., and Mrs Nicklin Judged the costumes, the prizes being presented by Mr A D Hansen. The arrangements for the entertainment were carried out by a committee comprising Mrs A D Hansen (president), Miss E L Hawkins (honorary secretary). Mesdames W J Baldwin, Q White, O H Taylor, A E Buckley, H Dixon, A Skinner, J Skinner, J B Young, R Patterson. R Allsopp, P Houghton, J Mullins, R King, N M Cooke, H Stewart and Cherrie. Mrs A E Buckley provided the music, and Mr J R Young supervised the proceedings.

The prizes were awarded as follow: Girls, over 10 years: Joyce Skinner (Early Victorian). Boys: P Mullins (Herald). Girls, under 10: P Buckby (Early Victorian). Boys: Maurice Herman (Golliwog). Poster girls: Sylvia Herman (Whisky). Boys: V Herman (My Favourite Drink). Open, girls: Elspeth Afflick [sic] (Queen Elizabeth). Best pair, girls: M and G White (Spanish Couple). Boys: Colin and B Stewart (Gin). Under school age, girls: Audrey Hornibrook (Little Bo-peep). Boys: B Buckby (Soldier). Most original: J Houghton (Body Line Bowling).

Source: 1933 ‘CHILDREN’S BALL.’, The Courier-Mail (Brisbane, Qld. : 1933 – 1954), 3 October, p. 20, viewed 14 December, 2013, http://nla.gov.au/nla.news-article1125976

 

1935 Last year in which pupil teachers were employed.

 

Read More About Some of the Pupil Teachers at North Pine School

 

1936 School class photos in front of the windows.

 

 

1938 Amendments were made to the primary syllabus.  Preparatory Grade was increased to two years (Preps 1-4).

 

Read More About Prep to Preschool to Prep

 

1941 School class group photos on the high ground.

 

 

SCHOOL DURING WORLD WAR II

 

“It was just after I started there that Australia – Queensland especially, was threatened with the Japanese invasion.  All our schools were closed for a couple of months and all teachers north of Virginia and as far as Kallangur were advised to go to Virginia State School to work out a plan for evacuation if the necessity arose.  The able-bodied male teachers first took evacuation forms to all the families in their areas.  These they collected later and brought them to Virginia to be sorted out according to the desires expressed to them.  It was no easy proposition.

Then teaching life settled down to normal.  I forgot how many children were attending the school, but I think in the vicinity of fifty to sixty in six or eight classes.  As the war years continued, more children came and the numbers arose to nearly seventy.  We had a few hectic weeks then, as we were vitally short of seating room and desks – some children being obliged to sit on boxes.  However, more desks arrived and some children left for their real homes, and things improved.”

– Margaret A Zillman – Assistant Teacher, North Pine State School, 1941 – circa 1957

Source: Centenary Petrie State School 1874-1974: History of Petrie State School Formerly North Pine State School

 

“Back in the early 1940s it was apparently the rule that children had to have turned 5 before the 31^st December to enable them to start school the following year. My birthday was on the 14^th January so I turned 6 on 14^th January, 1942 and would normally have started school that year. However due to the war it had been decided that there would be no intake of new students at the beginning of 1942. Those children that would normally have started school that year were finally accepted mid-year – possibly June or July I cannot recall exactly. Thus I was 6½ before I finally started my schooling.

A little further downhill along the fence that separated the school from Mr. Hansen’s house yard was located a play shed. This was quite a large building with just a roof and upright posts, no walls, but it did have a bench as seating around all four sides. This formed a shady area to have lunch with the open area in the middle being somewhere to play when the weather was inclement. A bit further down the hill were the slit trenches where we would hide if the air-raid siren sounded. The main playground with the cricket pitch were further down the hill where the ground was more level.

Because of the ever-present danger of an air-raid with possibly bombs being dropped we all had a little bag around our necks containing some cotton-wool to put in our ears and a clothes peg to put in our mouths if we had to go to the slit trenches. The cotton wool would protect our eardrums and the peg would stop our biting our tongue in the event that a blast occurred nearby. I can recall only one occasion when a genuine air-raid was called (it subsequently turned out to be a false alarm) but we did have some practice runs from time to time. The slit trenches had been dug in a zig-zag pattern and had sandbags on the roof. This was unlike the trenches at Lawnton railway station which had no roof. They came in handy when playing hide-and-go-seek but somebody found a snake in one one day and they were then placed out of bounds!”

– Ken Mitchell, former student North Pine State School (now Petrie State School) 1942-1945, received via email 2014.

 

1943 The Hanlon Government decided to establish a State Preschool system, and began reserving suitable land. This policy was not fully implemented till 1973.

 

“My mother had been a student at NPSS from about 1898 and my 4 sisters and brother had all attended there for the first few years of their schooling. However as they became a little older they all transferred to Virginia State School as my parents felt that we would receive a better education at the larger school where the teachers only had one class to supervise. At the end of 1945 it was decided that I would do likewise so that was my last year at North Pine.”

– Ken Mitchell, former student North Pine State School (now Petrie State School) 1942-1945, received via email 2014.

 

 

A MODERN APPROACH TO TEACHING EMERGES

 

NO PERMANENT HEAD TEACHER FOR SOME TIME AT NORTH PINE

 

”After the school holidays when I returned for a while sorting out everything.  The very helpful person in the name of Mr Gus Gehrmann threw all his vigour and personality in getting Departmental relief.  The result was a relieving teacher who was told to remain until a new head arrived.  He was there about three weeks and then was ordered to return to his own school.  (The reason for his early return was to save paying him a Headteacher’s relieving salary.)  I had to take over for several days pending the arrival of the new head, Mr Malcolm Langusch.”

– Margaret A Zillman – Assistant Teacher, North Pine State School, 1941 – circa 1957

Source: Centenary Petrie State School 1874-1974: History of Petrie State School Formerly North Pine State School

 

“To the children who were in my class beginning in 1945 Prep One … I remember starting school, the little brown Bunnies on the glass windows of our classroom.

… I remember in our first days of school learning to count with sea shells, playing with plasticine, learning the Alphabet – A, a like an apple on a stalk, A says “Ah” … – all done in sing song voices.

Miss Zillman called us “Little People” and stood no nonsense.  The first poem I can remember learning was “Little Jicka Jicka”.  I can still feel the lump in my chest when reading “The Little Match Girl”, “The Soldier on the Bridge” and other sad reading book stories – not great for softies like me!”

– Janice Hall (nee Petrie), 1999 – Past Student, North Pine State School, 1945 – 1953

Source: Centenary Petrie State School 1874-1974: History of Petrie State School Formerly North Pine State School

 

1952 A new primary syllabus was introduced.  The class structure was changed to a Preparatory Grade (1 year) and Grades 1-8.

 

Read More About Prep to Preschool to Prep

 

1953 The Preparatory Grade was abolished.

 

Read More About Prep to Preschool to Prep

 

1950s Miss Zillman leaves a legacy at North Pine State School.

As the assistant teacher at North Pine state school from 1941 until the late 50s, Miss Margaret A Zillman was not only a force of discipline, but she was the mainstay of the school through much Head Teacher uncertainty.  Writing her memories in 1974 for the centenary she has fond recollections of the school community:

 

“I should like to say that many of the parents were most kind and helpful to me.  I would like to thank them for the help and happiness they gave me.  I would also like to thank the A.P.M. staff at that period for their kindness to me.  As for the children during that period – they were not angels – but I always felt they were ready to co-operate in getting their education and I have happy recollections of my teaching days with them.  Thank you boys and girls of that era.”

– Margaret A Zillman – Assistant Teacher, North Pine State School, 1941 – circa 1957 (???)

Source: Centenary Petrie State School 1874-1974: History of Petrie State School Formerly North Pine State School

 

 

During the 125 year commemoration, Mal Langusch (Head Teacher from 1951-1953) reminisced upon his appointment and the atmosphere in the upper echelon of the education department at the time:

 

“The decision to appoint me to North Pine was made under quite unusual circumstances.  … North Pine, being considered a most desirable appointment, attracted a stream of applicants, several of whom enlisted the help of politicians and others to lobby the Director General, all with “the right man for the post”.

With so many right men on offer a perplexed DG did the obvious thing he passed the buck to his minister, Hon George Devries who requested the personal files of the ten men, “most deserving” of the appointment.  He decided on me.

I was well received by the good folk of Petrie, who had been served by a succession of elderly Principals, many of whom did not enjoy very good health.  The result was a good deal of sick leave, sometimes leaving the assistant teacher to cope with the whole school.

I was thirty-one at the time, and in robust health.  This seemed to meet the parents’ expectations we can thank Mr Gus Gehrman for my appointment.  He had made overtures to the DG to appoint a young man, not likely to need frequent periods of sick leave.”

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, Petrie State School

 

He also noted the lack of materials for children at this time:

 

“In the all-important [sic] area of the teaching of reading, we were supplied with out-dated readers one per year.  The stories contained therein, would hardly encourage kids to read.  In spite of this we did produce many excellent readers, and I believe fewer problems.”

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, Petrie State School

 

 

RURUAL & DOMESTIC SCHOOL

 

Read More About Rural and Domestic School

 

Caption: Photographs showing the newly built Domestic Science and Manual Training Block.
The dirt road seen here is possibly Tandoor Drive.

Source: 1950. Petrie State School, Moreton Bay, July 1959,
Queensland State Archives (http://trove.nla.gov.au/work/177537652 & http://trove.nla.gov.au/work/177537651)

 

“Glenda Mohr was an only child, very quiet, neat, and wore her rich red hair in 2 plaits (most of us did in those days).  Glenda had beautiful dolls and toys, and sewed beautifully.  She was very popular on Domestic Science days with Miss Zillman, who was sometimes driven to distraction by girls who didn’t stitch too well!”

– Janice Hall (nee Petrie), 1999 – Past Student, North Pine State School, 1945 – 1953

Source: Centenary Petrie State School 1874-1974: History of Petrie State School Formerly North Pine State School

 

ca. 1923 – Mr Robert G. Chilcott

When I attended North Pine State School in the twenties, I was taught by Mr Chappel of whom I had a high regard.  Before I completed by primary education, my family moved to St. Lucia, but not wanting to change schools, I travelled on the West End Ferry and then on a tram to Central Station and from there to Petrie.  Once a week my class travelled to Caboolture for manual training.  I did this for nearly three years.

All the school knew Mr Chappel had a wonderful sense of humour.

Mr Chappel found that he was in constant need of new canes and when he asked the big boys to move the press, they heard the sound of something falling down behind it.  There were all the canes, three dozen of them.

The children of my class liked to hear Mr Chappel recite “The Owl Critic” to watch is beard move up and down and to listen to his lovely Welsh accent.

Source: Centenary Petrie State School 1874-1974: History of Petrie State School Formerly North Pine State School

 

1960 Additional classroom space for new era in teaching.

 

 

1963 At the end of the year, both Grades 7 and 8 transferred automatically to secondary school, becoming (in 1964) Grades 8 and 9 respectively.

 

1964 New primary and secondary syllabuses were introduced over the next five years.

 

1969 The first students to begin a three-year primary course of teacher education at teachers colleges were enrolled.

 

1970 New primary and secondary syllabuses were introduced over the next five years.  The first teacher-librarians were appointed.

 

Read More About the Library

 

1973 Provision of one-year State preschool education for four and five year olds commenced.  The first teacher aides were appointed.

 

Read More About Prep to Preschool to Prep

 

 

When writing for the Petrie Sate School Centenary publication, Ernest Edward Powell (Principal, 8 July 1969 – December 1974) spoke of the teaching environment in 1974 with his vision of the future:

 

“Hearkening back to earlier times, we find that a grounding in the so-called three R’s (reading, ‘riting, ‘rithmetic) was considered sufficient to guide one through life at a leisurely pace, but nowadays, in a world of sophisticated, complex living – accelerated by fast travel and computerised learning – we must be realistic enough to think in terms of the 21^st Century needs, and prepare our children to meet these requirements with confidence and self-reliance.

No longer is it sufficient to say – “what was good enough for us is good enough for our children”, so we must “get with it” and try to understand the point of view of the present age of youth.  Likewise, we teachers in the schools are more concerned with the individual as such, for we believe that every human being has an undoubted claim to our ministrations and guidance – irrespective of what place in life he or she is likely to fill.

Whilst our Centenary guests may enjoy their reminiscences of the horse and buggy days – the barn-like school buildings of slabs, bark and shingles, the dirt floors and dirtier slates, slit pen-nibs and paper darts – mainly, I venture to say, on account of the close friendships and good fellowship of their school mates, we must all feel a sense of pride and joy when we contemplate the great progress that has been made in all phases of educations up to the present day.

The school today is an integral part of the modern age, with its up-to-date equipment, electronic aids, expansive playing fields, carpeted floors, well stocked library, radio, TV and recording devices, as well as enlightened teachers and parents – so that we can truly say education has come a long way in the century we celebrate.”

– Ernest Edward Powell, Former Principal, 8 July 1969 – December 1974

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999

 

 

1981 The school year changed from three to four terms. Teachers attended three pupil free days per year.  An advisory committee on computer assisted learning was established.

 

Read More About Teaching Aids, School Equipment and Technology

 

1982 The Queensland Writing Project was introduced. The primary Science syllabus and sourcebooks for Years 1-5 were distributed.

For the first time in the school’s history, the school produced a ‘Parent Guide’ giving insight into the philosophy that had developed at the school thus far:

 

1982 PARENT GUIDE EXCERPT

SCHOOL POLICY

1.  THE AIM OF THE SCHOOL IS:

To provide an education for all children who pass through its environs, which will assist each one to develop towards achieving a happy, useful and purposeful social life, and foster his sense of pride in self, family and school thus laying the foundations for his taking a place as a progressive law abiding citizen of his district, State and Country.

2.  ATTITUDES

a. The teacher’s attitude towards the child will be directed to making him feel happy, at home, and wanted.  He will be shown that learning will come through experiences which are meaningful and for his own welfare.  Teacher endeavours are always positively directed towards assisting the development of the academic, social, moral and physical sides of a child’s education.

b. The child must actively participate in his own education if happiness and success are to be the products of experiences and creative experiences.

c. Good citizenship in the School emulates Good Citizenship in the Community at large and is based on the same concepts, namely: –

1.  Consideration for the rights of others.

2.  Willingness to accept responsibility.

.  Understanding of basic democratic process.

4.  Appreciation of beauty.

5.  A keen interest in the Arts, Sport, Hygiene and other phases of community life.

d.  The “tools of happy living” will of course, embrace all those subjects taught by the School in the form of Language Arts, Mathematics, Social Studies, Science, Art, Music, Hygiene, Courtesy, Sport.

Methods to Achieve Aim

a. Good Citizenship or School Tone based on trust and a friendly atmosphere between teacher and pupil will continue to be fostered.  Respect is a two-way affair and while a child must respect his teacher the school will also endeavour to build up the self-respect of each child.

b. Educational Visits when practicable will be employed to take children beyond the confines of the school to other aspects of community life such as – parliament, council meetings, courts, factories, historic places, art galleries and museums etc.

c. Sport Team Sports where team efforts achieve success will be indulged in to foster good sportsmanship and dependence on others.

d. Visitors will always be welcome at the school.  Professional people such as writers, actors, painters, musicians, photographers, who would like to talk to classes about their vocations will be more than welcome to contribute to the social education of each child.

Source: 1982 Petrie State School Parent Guide, From the Collection of Jean Charters.

 

1983 The implementation of the new primary Science syllabus continued.  A new method for teaching handwriting was adopted.

 

“Parent/teacher interviews occurred in all classes.”

– Peter J Boge, 1999 – Principal, 1 Jan 1983 – 31 Dec 1990.

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, pp46-49.

 

 

1984 A Technology Services Unit was established within the Department of Education.

 

Read More About Teaching Aids, School Equipment and Technology

 

1985 The use of technology to enhance distance education, work in schools and educational administration was supported.  The Department of Education developed a policy on the education of gifted children.

 

Read More About Teaching Aids, School Equipment and Technology

Read More About Gifted, Talented and Extension

 

Three years following the initial publication of the ‘Parent Guide’, the ‘Prospectus’ had evolved and began to reflect the revolution in teaching that was being planned and developed by the Education Department.  Notably, handwriting had been extensively revised during 1983-84 and by 1985 it was being implemented in the classrooms.

 

1985 PROSPECTUS

THE AIM OF PRIMARY EDUCATION

It is often said that the main aim of education is to prepare the child for complete living, developing in the child a gradually growing sense of responsibility as a complete citizen of the future.

How do you see education?  As Teachers, I believe we are really ‘People Makers’, responsible not only for the intellectual development of children, but for the total development of the child as a person.

Therefore the aims for this School should be:-

1. To seek the collaboration of child, parent, and teacher in an endeavour to rationalize the levels of expectation for the child’s attainment by all concerned, as a basis for a child’s security, confidence and happiness.

2. To develop a child’s awareness of himself as an individual; to encourage good health habits and to develop psychomotor skills and abilities.

3. To sponsor the growth of social adjustment, self-control, co-operation with others, respect for other people’s opinions; to encourage personal and social responsibility as pre-requisites for effective community membership.

4. To inculcate in children, the ‘social graces’, high standards of manners and other expectations, which facilitate harmonious relationships with others.

5. To foster habits of industry and perseverance in the acquisition of knowledge based on understanding and application in basic subject areas of language, mathematics, social studies, and science through activities and experiences based on the varied interests and aptitudes of individual children.

6. To teach thoroughly information retrieval procedures, note taking, organizing, and reporting skills so that a child can effectively investigate his area of interest and express himself clearly, precisely and concisely.

7. To teach a child the basic strategies of problem solving considered in a broad sense, and to give him the confidence to explore, expand and adapt these procedures to his own needs.

8. To encourage expression, through music, art, physical education, movement, speaking and writing and to develop an appreciation for the works of people talented in these fields.

9. To help a child to become self-directing in his education with a spirit of enquiry tempered by a sense of doubt that will later develop into a critical faculty.

 

THE PRIMARY HANDWRITING CURRICULUM PROJECT

THE BEGINNER’S ALPHABET

 

QUEENSLAND MODERN CURSIVE

Since 1983 teachers and children at Petrie and several other Queensland schools have been working with a new sloped printscript for beginning writers which leads directly to a simplified, sloped modern cursive script.

The scripts shown above have now been adopted by the Queensland Department of Education, with year one children in all schools using the beginner’s alphabet in 1985.

More information on the reasons for the change are available upon request.

In 1985, generally speaking, all children in years 1-5 at Petrie will be using the new style of handwriting.

 Source: 1985 Petrie State School Prospectus, From the Collection of Jean Charters.

 

1986 The age of first attendance at primary school increased. Children had to turn five years by 31 January to be eligible for enrolment in Year One.  A preschool to Year 10 (P-10) syllabus framework was developed.

 

Read More About Prep to Preschool to Prep

 

1987 Children had to turn five years by 31 December to be eligible for enrolment in Year One in the following year.

 

1988 The use of computers and information technology in schools was given a high priority.

 

Read More About Teaching Aids, School Equipment and Technology

 

 “Education Department was talking of Advisory Councils, and new Budget and School Development Plan processes.”

– Peter J Boge, 1999 – Principal, 1 Jan 1983 – 31 Dec 1990.

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, pp46-49.

 

1989 By the close of the 1980s school was a completely evolved system in comparison to the beginning of the decade.  An academic and research based approach steered education of primary students to a more complex mode of delivery.  Technology had become available and previous ideas were being reviewed and new systems implemented.  This however, was just the beginning of a further development of teaching requirments, goals, outcomes and expectations that would continue into the 1990s and continue to culminate into the Millennium.

 

“School was talking about “mission statements”, Project Participation seminar and “Working Together” Kit, Electronic learning centre funded ($11555).”

– Peter J Boge, 1999 – Principal, 1 Jan 1983 – 31 Dec 1990.

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, pp46-49.

 

The Prospectus of this year still reflected that of the 1985 Prospectus, however there was some further elaboration regarding the evolving curriculum model:

 

1989 PROSPECTUS EXCERPTS

THE AIM OF PRIMARY EDUCATION

It is the aim of the Petrie State Primary School to provide each child with the knowledge, skills and values to permit him/her to experience personal fulfilment while at school; to be good citizens and to make worthwhile contributions to society in the future.  These skills are identified as:-

1. Leadership.

2. Responsibility.

3. Respect for self and others.

4. Respect for property and the environment.

5. Skills of communication.

6. Literacy and numeracy.

SCHOOL GOALS

Social Goal:  To develop attitudes of cooperation and tolerance in the school community and to extend these to the outside community.

Intellectual Goal: To develop each child to his/her intellectual potential while maintaining a wholesome attitude to life and learning.

Physical Goal: To develop a healthy mind in a healthy body.

CURRICULUM

We are bound as a Queensland State Primary School to develop teaching units in the spirit of the P-10 Curriculum Framework which has and ‘over-riding concern for continuity in children’s school experiences’.

It is stated in the P-10 Curriculum Framework document that current priorities are the:-

– Development of functional competencies;

– Development of capacities for critical thinking;

– Familiarity with technological change;

– Provision of equal educational opportunity for all;

– Enhancement of individual strengths and interests; and

– Reassessment of priorities in ensure curriculum continuity.

Concept development is important.  The school as part of the local community should be stressed with the local environment utilised as a focus for teaching concepts in a number of areas including science, social education, etc.

Process approaches to such subjects as Mathematics, Writing and Science are to be fostered at Petrie.  Individual differences should be catered for through the use of a variety of teaching and learning strategies.

Children should be taught to accept and come to terms with technological change by the development of appropriate coping skills.

The aims of the P-10 Curriculum as stated in the P-10 document are to:-

– develop the intellectual, social, emotional and physical capacities of individual children;

– develop children’s understanding of social customs, institutions and practices;

– introduce children to the different skills of knowledge which are personally beneficial and necessary for effective participation of society;

– equip children with ways of learning which will enable them to function competently in society; and

– promote children’s moral and spiritual growth.

 

THE PRIMARY HANDWRITING CURRICULUM PROJECT

Since 1983 teachers and children at Petrie and several other Queensland schools have been working with a new sloped printscript for beginning writers which leads directly to a simplified, sloped modern cursive script.

The scripts shown have now been adopted by the Queensland Department of Education with year one children in all schools using the beginner’s alphabet since 1985.

More information on the reasons for the change is available upon request.

Source: 1989 Petrie State School Prospectus, From the Collection of Jean Charters.

 

At the very end of 1989, a survey was distributed to the Petrie primary community seeking responses for the ‘Towards a School Development Plan’, a committee would be formed the following year to steer this planning process:

 

1989 – 17 AUGUST – PETRIE LOG 89/14

TOWARDS A SCHOOL DEVELOPMENT PLAN FOR PETRIE STATE PRIMARY SCHOOL surveys were distributed.

Source: ‘Petrie Log’ Newsletter, Issue 89/14, 17 August 1989, From the Collection of Jean Charters.

 

1990-91 A new English Language Arts Syllabus was introduced.  Priority was given to expanding languages other than English (LOTE).

 

Read More About Arts, Culture and Community

 

Following the survey distributed to the community in 1989, a committee was formed to steer the School Development Plan.

 

“School Development Plan Committee in place.”

– Peter J Boge, 1999 – Principal, 1 Jan 1983 – 31 Dec 1990.

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, pp46-49.

 

1991-92 Phasing out of corporal punishment commenced.  Social justice strategies covering gender equity, Aboriginal and Torres Strait Islander and early childhood education were endorsed.

 

Read More About Discipline, Rules and Behavioural Management

 

It was possibly the social justice strategies that had been endorsed by the Education Department covering gender equity, Aboriginal and Torres Strait Islander policies and early childhood education that another committee was formed in 1991 named the ‘Human Relationships Education Committee’.

 

“24^th February [1991] saw the first meeting of the Human Relationships Education Committee.  New English Language Arts Syllabus launched.”

– David Stephenson, 1999 – Principal, 1 Jan 1991 – 2007

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, pp50-53.

 

1992 ‘The Department’ was increasingly placing the onus on primary schools to add to their curriculum, increase the awareness of social issues, review their own processes and improve their overall performance in areas including literacy and numeracy and foreign language studies.

 

Read More About LOTE – Languages Other Than English

 

It is also under the pressure of the ‘Economic Recession‘ of the early 1990s that education was becoming a focus as there was a perceived loss of confidence in the basic standards being offered through the existing education system.

It is the first time a ‘National Approach’ to education is discussed.

 

Department sets priorities for 1992-94:  Improve student achievement in Literacy & Numeracy – Integrate LOTE into years 6-8 – Integrate Information Technology for learning into Educational Programs.

Education Department states that LOTE programs for all children Years 1 to 8 by year 2000 – survey from parents indicated that 85% would prefer that their child learn another language.

Petrie State School undertakes a Collaborative School Review.

Performance standards brochure produced by the Department.

Regional Director indicates that: – effects of economic recession – loss of confidence by public, business and industry with the standard of basic education being provided – far more national approach to what is being taught in schools.

– David Stephenson, 1999 – Principal, 1 Jan 1991 – 2007

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, pp50-53.

 

1992-93 The Computers in Schools Project provided some students with access to computers.

 

Read More About Teaching Aids, School Equipment and Technology

 

1993 Furthering the progress of the previous five or so years of planning, the implementation of many new policies and ideologies were hastily being applied to the Petrie State School learning environment.  This seemed to be a time where there was fervour for political correction and new committees to implement new standards including gender equity, dress standards, sexual harassment and grievances as well as inclusivity.

Teachers were asserting their rites to more planning time due to their increased professional commitments and as strikes by teachers became regular, the introduction of non-contact pupil free days ensured teachers were able to be better organised in delivering the outcomes to children that were expected of them.

 

“Inclusive Curriculum has major focus.”

“School Development Committee established.”

“Two extra Pupil Free Days gazetted.”

“Professor Roger Scott (Director General) rejects the notion of the ranking of the “best” schools (as presented by Courier Mail 9^th March) it only presents certain information about the overall performance of students – not schools.”

“29^th April Open meeting focused on School Development Plan.”

“Parents encouraged by the Minister to get involved in Education.”

“Teachers strike for 1 hour per week for non-contact time.”

“Department Policy Statement published regarding Dress Standards for students.”

“Policy on Gender Equality to ensure equal access to all sports.”

“Sexual Harassment Policy and Grievance Procedures – Sexual Harassment Referral Officers in schools by end of 1994.”

– David Stephenson, 1999 – Principal, 1 Jan 1991 – 2007

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, pp50-53.

 

1994-95 The report, ‘Shaping the Future’ was endorsed and resulted in curriculum reforms. The report emphasised the early identification and remediation of literacy and numeracy difficulties and the assessment of the attainments of students at various stages to ensure standards were maintained.  Accordingly, the Year 2 Diagnostic Net and Year 6 Test were developed and introduced for trials in all state schools in 1995.  Corporal punishment was abolished.

 

Read More About Special Education Program

Read More About Discipline, Rules and Behavioural Management

 

1994 Parents were now being encouraged to help out in the learning process at school, perhaps to surreptitiously plug a widening gap in providing extra support to students who might be struggling with the extra workloads the new curriculum placed on them.

Teachers were increasingly under pressure in the classroom.  As a consequence of the ‘Shaping the Future’ report’s focus on the early identification of children with difficulties in literacy and numeracy, the development and introduction of trials of the year 2 ‘Diagnostic Net’ and ‘Year 6 Test’ (literacy and numeracy) were implemented.   These tests aimed to identify the most vulnerable children, but conversely the children also achieving at a high level for their age.

With the formal abolition of Corporal Punishment, new strategies for managing anti-social behaviour were being developed and implemented at school level.

Also at this time, the States and Territories were working more closely together to produce a ‘curriculum statement’ that would bind them together ideologically.  This focussed on broad learning areas, now referred to as ‘Key Learning Areas’, such as English, Science, Studies of Society, Health and Physical Education, Languages Other Than English, Mathematics, Technology and The Arts.

 

1994 – 120^th Celebration Year

“Parents Assisting Learning Program (PALS) begins.”

“‘Shaping the Future’ – Review of the Queensland School Curriculum.”

“Presentation of ‘School Behaviour Management’ presentation Wednesday May 18.”

“Parents asked to respond to the ‘Shaping the Future’ (Wilshire Report).”

“States & Territories worked together to produce curriculum statement covering a number of broad areas of learning.  Referred to as the Key Learning Areas – They are English, Science, Studies of Society, Health & Physical Education, Languages Other Than English, Mathematics, Technology and The Arts.”

– David Stephenson, 1999 – Principal, 1 Jan 1991 – 2007

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, pp50-53.

 

Despite all that was happening behind the scenes in education in Queensland and at Petrie State School, the Prospectus of 1994 did not reflect this evolution to a large degree.  In fact, it had not seen any major changes with regards to teaching at Petrie since 1989.

Curriculum information however, had become much more minimalized with the uncertainty of its direction at the time.  The Handwriting program was now not a new phenomenon and had also been removed.

A hint of the new-age ethos of inclusivity and effectiveness was alluded to by informing parents of a co-dependant environment between the student and the teacher to enhance and encourage learning goals.

 

1994 PROSPECTUS

THE AIM OF PRIMARY EDUCATION

It is the aim of the Petrie State Primary School to provide each child with the knowledge, skills and values to permit him/her to experience personal fulfilment while at school; to be good citizens and to make worthwhile contributions to society in the future.  These skills are identified as:-

1. Leadership

2. Responsibility.

3. Respect for self and others.

4. Respect for property and the environment.

5. Skills of communication.

6. Literacy and numeracy.

SCHOOL GOALS

Social Goal:  To develop attitudes of cooperation and tolerance in the school community and to extend these to the outside community.

Intellectual Goal: To develop each child to his/her intellectual potential while maintaining a wholesome attitude to life and learning.

Physical Goal: To develop a healthy mind in a healthy body.

CURRICULUM

We are bound as a Queensland State Primary School to develop teaching units in the spirit of the P-12 Curriculum Framework which has and over-riding concern for continuity in children’s school experiences in all subjects.

STATEMENT OF VALUES AND BELIEFS

1. Children’s learning is enhanced when they:

– have positive self-esteem

– have some control over their learning, can progress at their own rate, and see purpose in what they do.

– are provided with appropriate opportunities to work alone, with a partner, and as a member of a group.

– are able to share their successes with peers, parents and teachers.

2. Teachers’ effectiveness is enhanced when they:

– demonstrate that they are learners too.

– share ideas, resources, discuss issues, and work as a team.

– generate a climate where children are encouraged to achieve, to take risks, and to help each other.

– have a sound, up-to-date knowledge of the curriculum and processes.

– have the cooperation and support of Parents and Community.

 Source: 1994 Petrie State School Prospectus, From the Collection of Jean Charters.

 

1995-96 Trials of the Year 2 Diagnostic Net and the Year 6 literacy and numeracy tests commenced. Individual reports were prepared for parents on the Year 2 Diagnostic Net and Year 6 literacy and numeracy tests as well as on Student Performance Standards in maths for students in Years 3-8.  One hour of non-contact time was introduced for primary and special education teachers.  A range of behaviour management strategies were implemented in schools.

 

Read More About Discipline, Rules and Behavioural Management

 

1995 Increased scrutiny of literacy and numeracy outcomes for students, and the constant pressure for schools to develop high achieving benchmarks in these areas, prompted the introduction of a ‘net’ test to gauge how successful these outcomes were across the state.  Trials began in Queensland Schools testing in year 2 (the ‘Diagnostic Net’ – to) and year 6 (literacy and numeracy) as had been developed and trialled earlier, and were now being used in the classrooms.

A new Core Curriculum was produced based on the 8 key learning areas (English, Science, Studies of Society, Health & Physical Education, Languages Other Than English, Mathematics, Technology and The Arts) developed a few years earlier in collaboration with the other states and territories.

Also, moderation for ‘Student Performance Standards’ in 3 difference strands of Mathematics for years 3 to 7 was introduced.

 

“Year 2 Diagnostic Net and Year 6 Tests introduced initiatives from ‘Shaping the Future’.”

“Core Curriculum produced based on the eight key learning areas.”

“Moderation for ‘Student Performance Standards’ in 3 strands of Mathematics (years 3-7).”

– David Stephenson, 1999 – Principal, 1 Jan 1991 – 2007

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, pp50-53.

 

With all this upheaval, re-direction and change, the Prospectus developed for the beginning of the 1995 school year was seemingly longer than before.  Notably, ‘Pupil Free Days’ were clearly announced as a day for staff training and development.  These were a successful outcome of the industrial action taken in the years earlier.

 

THE SCHOOL YEAR 1995

Pupil Free Days may follow the end of each vacation period.  That is the Monday that is timetabled for Training and Development of staff.

THE AIM OF PRIMARY EDUCATION

It is the aim of the Petrie State Primary School to provide each child with the knowledge, skills and values to permit him/her to experience personal fulfilment while at school; to be good citizens and to make worthwhile contributions to society in the future.  These skills are identified as:-

1. Leadership

2. Responsibility.

3. Respect for self and others.

4. Respect for property and the environment.

5. Skills of communication.

6. Literacy and numeracy.

SCHOOL GOALS

Social Goal:  To develop attitudes of cooperation and tolerance in the school community and to extend these to the outside community.

Intellectual Goal: To develop each child to his/her intellectual potential while maintaining a wholesome attitude to life and learning.

Physical Goal: To develop a healthy mind in a healthy body.

CURRICULUM

We are bound as a Queensland State Primary School to develop teaching units in the spirit of the P-12 Curriculum Framework which has and over-riding concern for continuity in children’s school experiences in all subjects.

SUPPORTIVE SCHOOL ENVIRONMENT

1994 has seen the preparation of Petrie State School Behaviour Management Program.  A great deal of time and thorough collaboration of all stake holders has been spent on the program by the Behaviour Management Committee.

At Petrie State School we believe in the following Rights and Responsibilities of all personnel connected with the school. Students are also very much aware that there are consequences if rules are broken.  They make the choice.

 

[reveal heading=”%image% Click here to Read the Rights and Responsibilities“]

 

BEHAVIOUR MANAGEMENT

RIGHTS AND RESPONSIBILITIES

STUDENTS

RIGHTS

1. To learn in a positive, non-threatening environment.

2. To be respected.

3. To be safe.

4. To be able to appropriately express my opinions.

5. To access appropriate school facilities.

6. To know and to understand the consequences of my actions.

7. To learn to make my own decisions.

8. To feel accepted.

RESPONSIBILITIES

1. It is my responsibility to work diligently, to be cooperative and to participate without interfering with the learning of others.

2. It is my responsibility to treat others with respect and courtesy.

3. It is my responsibility to act in a manner which does not threaten others or their property.

4. It is my responsibility to listen, to respect other’s viewpoint and not to put others down.

5. It is my responsibility to care for equipment and to share resources.

6. I must take responsibility for my actions and accept the consequences of my behaviour.

7. I must make others fell accepted at school.

TEACHERS

RIGHTS

1. To be treated with respect, courtesy and fairness.

2. To have privacy, personal safety and security of property.

3. To facilitate learning without harassment.

4. To expect the full support of the total school community.

5. To be kept informed of the specific needs of the students.

RESPONSIBILITIES

1. To demonstrate respect, courtesy and fairness.

2. To act in a manner which promotes the privacy and safety of all people and the security of their property.

3. To manage students who inhibit the process of learning / to develop rules which are consistent with this policy.

4. To provide a supportive and encouraging learning environment / act as an appropriate role model for all students / be punctual and prepared to teach all students / set clear guide-lines and expectations for all students.

5. To respect the privacy of students.

PRINCIPAL / DEPUTY

RIGHTS

1. To be treated with respect, courtesy and fairness.

2. To have privacy, personal safety and security of possessions.

3. To expect the full support of the school community.

4. To be informed by members of the school community of any problems, difficulties or concerns.

5. To be able to manage students who inhibit the effective functioning of the school.

RESPONSIBILITIES

1. To demonstrate respect, courtesy and fairness.

2. To act in a manner which promotes the privacy and personal safety of all people, and the security of their property.

3. To provide consistency of management in developing a supportive school environment by:

– ensuring that all members of the school community take responsibility for their various roles within the school

– setting clear goals for the direction of the school

– providing a support mechanism as appropriate to the circumstances

– acting as an appropriate academic and social model

4. To liaise within the school community.

5. To facilitate the effective functioning of the school through the consistent implementation of the Behaviour Management Policy.

PARENTS

RIGHTS

1. To receive and offer information about their child’s education and behaviour.

2. To expect consistent behaviour management throughout the school.

3. To receive respect and support from the school community in their role as parents.

RESPONSIBILITIES

1. To monitor their child’s progress and to negotiate, develop and support strategies which will benefit the child.

2. To support the goals of the school.

3. To advise the school of information relating to the well-being of their child.

NON-TEACHING STAFF

RIGHTS

1. To be treated with respect, courtesy and fairness.

2. To have privacy, personal safety and security of property.

3. To fulfil their duties without harassment.

4. To expect the full support of the school community.

RESPONSIBILITIES

1. To demonstrate respect, courtesy and fairness.

2. To act in a manner which promotes the privacy and personal safety of all people, and the security of their property.

3. To consistently implement the Behaviour Management Policy.

4. To communicate areas of concern to the appropriate person.

CLEANERS

RIGHTS

1. To be treated with respect, courtesy and fairness by others.

2. To have privacy, personal safety and security of possessions.

3. To fulfil their duties without harassment.

RESPONSIBILITIES

1. To demonstrate respect, courtesy and fairness for others.

2. To act in a manner which promotes safety of all people and the security of their property.

3. To communicate areas of concern to the appropriate person.

STATEMENT OF VALUES AND BELIEFS

1. Children’s learning is enhanced when they:

– have positive self-esteem

– have some control over their learning, can progress at their own rate, and see purpose in what they do.

– are provided with appropriate opportunities to work alone, with a partner, and as a member of a group.

– are able to share their successes with peers, parents and teachers.

2. Teachers’ effectiveness is enhanced when they:

– demonstrate that they are learners too.

– share ideas, resources, discuss issues, and work as a team.

– generate a climate where children are encouraged to achieve, to take risks, and to help each other.

– have a sound, up-to-date knowledge of the curriculum and processes.

– have the cooperation and support of Parents and Community.

[/reveal]

Source: 1995 Petrie State School Prospectus, from the collection of Jean Charters.

 

The school newsletter in March of 1995 discussed with parents the new reforms, as there were so many there was quite a list:

 

1995 – 30 MARCH – PETRIE LOG 04/95

CURRICULUM REVIEW:

Queensland Curriculum Review was the most comprehensive study ever conducted into the curriculum and provided the foundation of ‘Shaping the Future’ of Queensland Education.

1800 Public responses were submitted to the review and the Government implemented a number of changes as a result.  Non state schools were not obligated to implement them however many expressed interest.

Major new emphases were now on literacy and numeracy.

425 new teachers were employed across Queensland to aid in literacy and numeracy skills.

A new diagnostic net for year 2 was introduced to identify those with literacy and/or numeracy problems.

A state-wide test for year six was implemented to check their progress half-way through their schooling.

A new Core Curriculum was developed.

A new system of reporting to parents of their child’s progress in each subject area was implemented state-wide.

Important advances were developed in specialised areas such as behaviour management, gifted and talented children, Aboriginal and Torres Strait Islander children and disabled children.

Greater emphasis was placed on preparing children for the workplace.

For the first time ever in Queensland a core curriculum was introduced based broadly on the eight key learning areas that had been identified by all Australian States.  These were English, Mathematics, Science, The Arts, Health & Physical Education, Technology, Studies of Society and Environment and Languages Other Than English (LOTE).

The core curriculum containing these eight key learning areas was the framework for a mandatory curriculum for Years 1-8 in all state schools.

Life skills were also added to the curriculum as mandatory.

A core curriculum was considered important for primary and junior secondary schools to make sure that students have access to a broad and balanced education to maximise their options for their future.

Families who relocated to different school would now benefit from little disruption to their child’s education as the key learning areas were mandated across Queensland.

New syllabuses were developed in each of the key learning areas and were also standardised state-wide.  More than 100 educational advisers and 88 coordinators of the key learning areas were to provide intensive support for the implementation of each syllabus.

Source: ‘Petrie Log’ Newsletter, Issue 04/09, 30 March 1990, from the collection of Jean Charters.

 

1996-97 The ‘Computers in schools’ project was completed.  A further commitment was given to the adoption of technology with the proposed ‘Schooling 2001’ project over 1997-2000. The ‘Reading Recovery Program’ designed to support students in Years 2 and 3 was implemented.

 

Read More About Teaching Aids, School Equipment and Technology

 

1996 Parents were increasingly becoming ‘in-serviced’ and given formal teaching instructions when they signed up for the ‘Support-A-Reader’ program.  Parents worked individually with children who had been identified as needing additional assistance to reach the standards demanded of them for the age.

 

“Support-A-Reader program introduced – parents in-serviced.”

– David Stephenson, 1999 – Principal, 1 Jan 1991 – 2007

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, pp50-53.

 

As the planning projections were now looking to the end of the 20^th Century, our teachers were facing the prospect of teaching children for careers that yet did not exist.

 

“Change tells us that: – 60% of the children in year 3 this year will enter careers that do not exist now, involving technology that has yet to be invented.  When our Year 2 students enter Year 12 the body of knowledge will have doubled four times since 1988.  A week day edition of the New York Times contains more information than the average person came across in a lifetime in the 17^th Century.  Today’s engineers find that half of their knowledge is obsolete within 5 years.  Students leaving school today can expect to have 6-10 changes in jobs, to spend time unemployed and to be involved in formal education throughout their lifetimes.”

David Stephenson, 1999 – Principal, 1 Jan 1991 – 2007

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, pp50-53.

 

1997 The following year, more programs and changes were introduced to school life at Petrie.  Full time teachers were appointed for Music and HPE, ‘Support-A-Writer’ began, the Extension Program [LINK] was trialled.  The ‘Leading Schools’ program was launched by the Education Department and consequently voted against by the Petrie School Community.  The school submitted a proposal to join ‘Leading Schools Phase II’, however this application was not accepted by the Department.  Another survey was introduced to the students and the community and technological changes were happening with the school being added to the electronic State Security system and school photos being taken in digital format for the first time.

 

“Full time Music and Physical Education teachers appointed.”

“Leading Schools program launched.”

“Preschool moves to a full day program.”

“Support-A-Writer program introduced.”

“Trial of Extension Program.”

“School put onto Sate Security (Electronic System).”

“Digital School photographs taken for first time.”

“Staff and community do not vote in favour of Petrie going on Leading School Program.”

“School Opinion Survey introduced to involve students and community members.”

“School submits proposal to join Leading Schools Phase II – Application not accepted by Education Queensland.”

– David Stephenson, 1999 – Principal, 1 Jan 1991 – 2007

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, pp50-53.

 

1998-99 The Schooling 2000 project upgraded school computer facilities and the IT skills of teachers.  New literacy and numeracy tests for Year 3 and 5 students in all states and territories began against agreed benchmarks.  New Preschool Guidelines were implemented.

 

Read More About Teaching Aids, School Equipment and Technology

 

1988 At Petrie State School anti-bullying became the focus of the Behavioural Management policy.  Japanese (Languages Other Than English) was introduced into year 5 and so was a new test, year 6 no longer were tested.

In line with the ‘Schooling 2000’ project the school opened their Technology Lab.

 

“Behaviour Management focus on anti-bullying program.”

“LOTE introduced into year 5.”

“Year 5 Test introduced, Year 6 Test no longer administered.”

“School is now in the Murrumba Downs district.”

“Technology Lab opens.”

“Consultation begins regarding the future pathway for School Based Management.”

“Trial school for the new Studies in Society & Environment Curriculum.”

– David Stephenson, 1999 – Principal, 1 Jan 1991 – 2007

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, pp50-53.

 

1999 An inaugural Year 7 test was held.

Following the abolition of the Year 6 test and introduction of a Year 5 test the previous year, a test for Year 7’s was introduced.

 

“Year 5 Testing continues and Year 7 Testing introduced.”

“First Annual School Report produced.”

“School & Community chose Enhanced Option 1 for School Based Management.”

– David Stephenson, 1999 – Principal, 1 Jan 1991 – 2007

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, pp50-53.

 

1999 was Petrie State School’s 125^th Anniversary.  The Principal at the time reminisced on the vast change that he had witnessed over the previous decade:

 

“Travelling over the last nine years through the Petrie Log & Petrie Rumblings has brought to light the fact that many major changes have occurred in such a short period of time.  From the 19 students first entering the Australian Maths Competition to the hundreds of students entering not only the National Maths competitions but having a go at the Science, English and Technology competitions also.  However some things are a little slow in evolving.  The two most revisited items in the newsletters over the last nine years have been Head Lice and Road Safety around the school!

As a community we consistently recognise the cultural, sporting and academic achievements of our students and the contributions the staff make to the enhancement of the students’ learning.  As we enter the new millennium our challenges are going to be greater as we move from classroom to global learning.  The students of the 90s are different from the students of the 70s and 80s.  The needs are different, their life style is different, and the way they learn is different.  Our challenge as staff and parents is to equip the students of the future for the future.  I have enjoyed my position as Principal at Petrie State School both professionally and personally over the last nine years and look forward to retaining and extending friendships in the years to come.”

– David Stephenson, 1999 – Principal, 1 Jan 1991 – 2007

Source: Commemorating 125 Years of Service: Petrie Sate School 1874 – 1999, pp50-53.

 

21^ST CENTURY TEACHING

 

2001 Contrary to some expectations, the clocks kept ticking when the Millennium rolled in and so did Educational reforms …

This excerpt from the Prospectus of 2001, seems to concisely summarise the massive revolution that education had evolved to since the 1970s and 1980s:

 

2001 PROSPECTUS EXCERPTS

CURRICULUM FRAMEWORK

Philosophy: Our school provides an inclusive curriculum catering for the needs of the individual student.  The focus of the teaching and learning process is to enhance the outcomes of all students.

Structure: Our classes are structured in a traditional manner, that is, one teacher per class.  Students are organised in year level groups and we have approximately three classes per year level and two preschool groups.  Each class offers a comprehensive program across the eight key learning areas.  Students with special needs are catered for with the assistance of learning support teachers, advisory visiting teachers, volunteer reading and learning assistance tutors and outside agencies.

Programs: All core subjects are taught by classroom teachers.  Significant financial resources have been invested in the organisation of the reading resources so that teacher and student access to the resources is maximised.  Mathematics resources are significant and easily accessible to classroom teachers.  Implementation of the new science syllabus progressed throughout 2000.  Technology classes continue to enhance the skills of all students and specialist teachers continue to provide excellent school based tuition.  The vast majority of students participate in an interdenominational religious education program.  The school has a Supportive School Environment Policy including a Behaviour Management policy which is constantly under review.  Students with Learning Difficulties are catered for by the classroom teacher, learning support teachers and para-professionals.  An intervention program operates for student identified in the Year 2 Diagnostic Net and the Year 5 Test.  Ascertainment processes are implemented for identified students.

Source: 2001 Petrie State School Prospectus, From the Collection of Jean Charters.

 

2012 NAPLAN (National Literacy and Numeracy Test For Year 3, 5, 7 and 9)

 

“In a couple of weeks students in Years 3, 5 and 7 will sit the NAPLAN tests for Literacy and Numeracy.  All students in these year levels are expected to sit the tests, unless they are exempt or withdrawn by parents/carers. Results from these tests provide important information about children’s progress in literacy and numeracy. Classroom teachers have been working hard to prepare students and provide plenty of practice opportunities. This year the NAPLAN test dates are Tuesday 15 May, Wednesday 16 May, and Thursday 17 May. Attendance on test days is important. Parents can help by ensuring students are well rested and have had a good breakfast on test days.

Teachers have also been working hard to implement the Australian Curriculum in English, Mathematics and Science. Petrie, along with the majority of schools in Queensland, has been basing these Learning Areas on units of work developed by the Department of Education and Training. Students have been involved in rich and engaging learning experiences. In many cases though, the standard required by the new curriculum has been challenging. This is something being experienced by students right across Queensland. We are fortunate to have dedicated and caring teachers who continually strive to find ways to support the students in their classes.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 06/12, 26 April 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2012 The Australian Curriculum Takes Over

 

“After implementing two C2C (Curriculum into the Classroom) units based on the Australian curriculum we are becoming increasingly familiar with the new English, Maths and Science curriculum and have begun implementing unit 3. The units recommend the use of many online resources and we are fortunate that each classroom has an Interactive Whiteboard so that we can select for our students the most useful and engaging resources from those offered. In addition our teachers will continue to tailor the units to make better use of our existing hard copy resources such as those found in our Reading room and the manipulative resources stored in our Maths room.

As well as exercising their professional judgment as to how best to use the C2C material our teachers are attending a number of professional development workshops. Last week we participated in another module in the twelve hour First Steps in Reading course which is a comprehensive series of workshops designed to deepen the understanding of the explicit teaching of reading and further build on the considerable repertoire of strategies that each teacher calls upon in their daily teaching. In coming weeks we will also be attending Spelling workshops and additional training in First Steps in Measurement.”

– Coral Foster, Curriculum Co-ordinator

Source: ‘Petrie Log’ Newsletter, 06/12, 26 April 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2012 NAPLAN Can Be Stressful

 

“Next week students in years 3, 5 and 7 will complete NAPLAN. This is the National Assessment Program for Literacy and Numeracy, and it is designed to assess the literacy and numeracy skills of all students in these year levels across Australia. The tests will be conducted on Tuesday, Wednesday and Thursday of next week. Classroom teachers have worked hard to prepare students and provide plenty of practice opportunities. Attendance on test days is important. Parents can help by ensuring students are well rested and have had a good breakfast on test days. More information about NAPLAN for parents can be accessed at http://www.nap.edu.au/_Documents/PDF/NAPLAN_2012_Parents_Brochure.pdf  The P&C will be providing fruit and milo for students involved each morning before the tests. Thank you to these wonderful volunteers.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 07/12, 10 May 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2012 Professional Development for Teachers

 

“Teachers spent two and a half hours after school on Wednesday in professional development on the teaching of reading. This is part of a series of approximately 12 hours we have undertaken to improve the way we teach reading, and ultimately improve student outcomes in reading. I would like to recognise the commitment our teachers have to focusing on and improving student outcomes. We are very fortunate to have such dedicated teachers.”

– Kerry Lofgren, Former Acting Principal (Acting), January 2012-June 2013

Source: ‘Petrie Log’ Newsletter, 07/12, 10 May 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2012 NAPLAN Is Nigh

 

“Next Tuesday, Wednesday and Thursday our students will join with more than two hundred thousand students across Queensland to take part in National Literacy and Numeracy tests. While it is important that students perform at their best, it is also important that students are not unduly stressed.  Here are some general tips for beating test nerves:

Get at least eight hours sleep.

Take time out from test preparation to do something relaxing and enjoyable.

Exercise and eat healthy meals regularly.

If feeling anxious, take a few moments to breathe deeply.”

– Kerry Lofgren, Former Acting Principal (Acting), January 2012-June 2013

Source: ‘Petrie Log’ Newsletter, 07/12, 10 May 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2012 NAPLAN Thankyou

 

“Students in Year 3, 5, and 7 completed NAPLAN tests last week. These tests can be quite confronting if students are not well versed in testing conditions or techniques. Our students were well prepared for the tests and I look forward to sharing the results later in the year. Thank you to staff for your work in the classroom and to Mrs Greenland for your leadership in this process.”

– Kerry Lofgren, Former Acting Principal (Acting), January 2012-June 2013

Source: ‘Petrie Log’ Newsletter, 08/12, 24 May 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2012 NAPLAN Congratulations

 

“Last week students in Years 3, 5 & 7 undertook the NAPLAN tests along with all other students in these year levels across Australia. I would like to congratulate our students for the way they participated, and acknowledge the efforts of our dedicated teachers to prepare students for NAPLAN. Thank you also to the P&C and parent volunteers who kindly provided and served fruit and Milo for these students on the mornings of the tests.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 08/12, 24 May 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2012 Reports and the Australian Curriculum

 

“Teachers are beginning to prepare for reporting to parents about student progress for Semester 1. Reporting is done through the use of a 5-point scale. Student achievement is judged against a set of consistent standards, or criteria. A “C” for Years 4-7, or a “Sound” for Years 1-3, means that the student has met the appropriate standard for that year level. It does not mean that the student is in the middle of the class, as it may have done when parents attended school. “C, or “Sound” students are doing everything that is required at their year level. “B’ and “A” level students are working beyond the requirements for their year level.

This means that few students achieve an “A” or a “B”. Students who receive a “C” are where they should be, and this is to be celebrated.

The Australian Curriculum (English, Mathematics and Science), includes achievement standards to guide teachers in making their judgements about student work. It is worth keeping in mind that these are end-of-year standards, and that we are now preparing for mid-year reporting. Students who achieve a “D” at this stage of the year may well be on target to achieve a “C” by the end of the year. Parents are encouraged to speak to their child’s teacher if they have questions about reporting.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 08/12, 24 May 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2012 Quadrennial School Review and Teaching and Learning Audit

 

“Earlier this year I informed you that there would be a number of reviews undertaken this year. I was informed late last term that we will not be required to participate in a Teaching and Learning Audit or Quadrennial School Review this year. It has been deemed more appropriate to leave these two major reviews until a principal is permanently appointed in 2013.”

– Kerry Lofgren, Former Acting Principal (Acting), January 2012-June 2013

Source: ‘Petrie Log’ Newsletter, 12/12, 26 July 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2012 School Annual Report

 

“Our School Annual Report for the 2011 school year is available on the website. The publishing of the report on the web by 30 June each year is a legislative requirement. I welcome your feedback on the report. Ifyou are unable to access the internet to download a copy, please contact the office and one can be provided to you.”

– Kerry Lofgren, Former Acting Principal (Acting), January 2012-June 2013

Source: ‘Petrie Log’ Newsletter, 13/12, 9 August 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2012 School Satisfaction Survey

 

“Each year, the Department of Education undertakes a survey of parents/caregivers and students to gauge their satisfaction with important aspects of schooling. Participants are selected using a formula provided to schools. Survey forms will be sent home next week to those parents/caregivers who are selected to participate. Surveys may be completed on the forms and returned to school, or they may be completed online by following the instructions on the form. Please remember to return survey forms, or to complete the survey online by Thursday 23 August. The results will help the school to evaluate and reflect on how well our school is going, and to identify areas for future development. It will help us to make the school a better place for your child/ren. Students in Years 5 and 7 will complete student surveys next week.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 13/12, 9 August 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

“Each year, the Department of Education, Training and Employment (DETE) undertakes a survey of parents/caregivers and students to gauge their satisfaction with important aspects of schooling. Parents who were selected to participate in this survey were given a questionnaire which they could complete either online or using the form provided. The survey is due to be completed by this week. Later in the year, our school will receive a report outlining the results of the survey which will help the school to evaluate and to reflect on how well we are going, and to identify areas for future development. If you received a survey, please complete the questionnaire and return it to school by tomorrow, or complete the online survey and help us to make the school a better place for your child/ren.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 14/12, 23 August 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2012 The Australian Curriculum – History

 

“Petrie State School teachers will begin teaching the History component of the Australian Curriculum in 2013. The rationale and aims of the History have been included this week.  Further information updates will be provided later this year. You can find out more at http://www.australiancurriculum.edu.au/History

Rationale

History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day. History, as a discipline, has its own methods and procedures which make it different from other ways of understanding human experience. The study of history is based on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages thinking about human values, including present and future challenges. The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively.

The curriculum generally takes a world history approach within which the history of Australia is taught. It does this in order to equip students for the world (local, regional and global) in which they live. An understanding of world history enhances students’ appreciation of Australian history. It enables them to develop an understanding of the past and present experiences of Aboriginal and Torres Strait Islander peoples, their identity and the continuing value of their culture. It also helps students to appreciate Australia’s distinctive path of social, economic and political development, its position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding is essential for informed and active participation in Australia’s diverse society.

Aims

The Australian Curriculum: History aims to ensure that students develop:

Interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens

Knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society

Understanding and use of historical concepts, such as evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability

Capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication.”

– Coral Foster, Curriculum Co-ordinator

Source: ‘Petrie Log’ Newsletter, 15/12, 06 September 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2012 NAPLAN Test Results

 

“Students in Years 3, 5 and 7 will bring their NAPLAN tests results home shortly. At the time of writing they have not arrived at the school so I am unable to say which day they will be sent home. If parents have any questions about the test results they should feel free to approach their child’s teacher. I will provide information to the school community after the holidays about the performance of Petrie State School in the 2012 tests after I have had a chance to view them.”

– Kerry Lofgren, Former Acting Principal (Acting), January 2012-June 2013

Source: ‘Petrie Log’ Newsletter, 16/12, 20 September 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

“Reports for students who participated in the NAPLAN tests earlier this year should arrive at the school this week, or by the first week after the holidays. NAPLAN results provide an important measure of how all Australian students are performing in literacy and numeracy. Individual student performance on each test is shown on national achievement scales from Year 3 to Year 9. Six bands are reported for each year level. The second bottom band at each year level will represent the national minimum standard for students at that year level. The performance of individual students can be compared to the average performance of all students in Australia.

NAPLAN results can be used in a number of ways. Students and parents may use individual results to discuss achievements and progress with teachers. Teachers will use these results along with other classroom data to help them better identify students who require greater challenges or additional support. The school will use results to identify strengths and weaknesses in teaching programs and to set goals in literacy and numeracy. Education Queensland will use results to review programs and support offered to schools.

It is important to understand that these tests are one of a number of measures the school uses to monitor student achievement. Parents are encouraged to take the time to understand what the report says about their child’s achievement. Parents should contact their child’s teacher if they have any questions about their child’s report.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 16/12, 20 September 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

“NAPLAN reports for students in Years 3, 5 and 7 were sent home on the last day of Term 3. These reports provide parents with information about their child’s achievement. Parents are encouraged to take the time to understand what the report says about their child, and should contact the child’s teacher if they have any questions. At school we use NAPLAN results in conjunction with other data we collect to monitor student progress and inform out teaching programs.” – Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 17/12, 11 October 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2012 NAPLAN National Minimum Standards

 

“The second lowest band on the achievement scale represents the national minimum standard expected of students at each year level. Students whose results are in the minimum standard band have typically demonstrated only the basic elements of literacy and numeracy for the year level.

Students whose results are in the lowest band for the year level have not achieved the national minimum standard for that year, and need focused intervention and additional support to help them achieve the skills they require to progress in schooling.”

 “For each year level, the national minimum standard is located on the common underlying scale at the following national achievement bands:

The graphs below compare our school results with the results of the nation in the areas of Reading and Numeracy. The idea is to have fewer students than national results in the lower bands and more students than the national results in the middle to upper bands.”

 

 

“If you would like more information about the NAPLAN tests and reports, the website www.naplan.edu.au has a range of resources available to parents.

Our reading, writing, spelling, grammar and punctuation, and numeracy results are also available via the My School website at http://www.myschool.edu.au/. 

To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.”

“Where it says ‘Search by school name’, type in the name of the school whose NAPLAN results you wish to view, and select <GO>’.  

Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being able to access NAPLAN data.

Source: ‘Petrie Log’ Newsletter, 19/12, 8 November 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

“This is a very busy term for the school. Teachers are preparing to write student reports. Planning is underway for next year. We continue to work hard implementing the Australian Curriculum in all year levels for English, Maths and Science; and we are preparing to implement History next year.”

– Kerry Lofgren, Former Acting Principal (Acting), January 2012-June 2013

Source: ‘Petrie Log’ Newsletter, 19/12, 8 November 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2012 Australian Curriculum for English, Maths and Science

 

“Curriculum planning, delivery, assessment and reporting in Queensland schools is currently based on the Australian Curriculum for English, Mathematics and Science; and Essential Learnings for all other Key Learning Areas. Please contact your child’s teacher if you have any questions about the curriculum for your child’s year level.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 21/12, 10 December 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 Quadriennial School Review

 

“In 2013, as part of a school review process we will celebrate the past four years of student achievement, student, staff and parent opinion on school operations and look to the next four years with a vision of what we want Petrie to look like, feel like and sound like. By building on the wonderful work previously undertaken, we aim to be reflective on the past and visionaries of a prosperous future for our wonderful school.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 01/13, 31 January 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 School’s Annual Implementation Plan (AIP)

 

Each year schools are required to complete an Annual Implementation Plan (AIP). The Petrie State School AIP and associated budget was developed earlier this year in consultation with school staff and the P&C Association. The AIP states key priorities, strategies and targets that meet school needs and departmental requirements. Below is a list of our key priorities. I intend to share some of the targets we are aiming for in the next newsletter. The whole document is available on request. Please email me if you require further details.

School and community partnerships

Getting Ready for Secondary School (Year 7 into high school in 2015)

Promote positive school-community partnership and open communication within the school community

Initiate a parent forum to facilitate parental involvement with strategic direction

School curriculum

Implement the Australian Curriculum

Continuous improvement in Literacy and Numeracy for all students with a key focus on Reading

Teaching and Learning Audit (This will occur in Term 3. I will provide more information in future newsletters)

Teaching practice

Develop and enact a pedagogical (teaching and learning) framework

Support teachers to differentiate and make appropriate adjustments to meet the learning needs of all students

Transfer the learning from First Steps (Number, Reading and Measurement) professional development to practice to ensure consistency across all classrooms. (This professional development occurred in 2011 and 2012)

Principal leadership and school capability

Implement the Developing Performance Framework for all staff

A strong focus on strengthening and building teacher capability to achieve pedagogical (teaching and learning) excellence and consistency across all classrooms.

– Kerry Lofgren, Former Acting Principal (Acting), January 2012-June 2013

Source: ‘Petrie Log’ Newsletter, 06/13, 02 May 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 NAPLAN – National Testing For Years 3, 5 And 7

 

From Tuesday 14 May to Thursday 16 May our students will join with more than two hundred thousand students across Queensland to take part in National Literacy and Numeracy tests. While it is important that students perform at their best, it is also important that students are not unduly stressed.  Here are some general tips for beating test nerves:

Get at least eight hours sleep.

Take time out from test preparation to do something relaxing and enjoyable.

Exercise and eat healthy meals regularly.

If feeling anxious, take a few moments to breathe deeply.

– Kerry Lofgren, Former Acting Principal (Acting), January 2012-June 2013

Source: ‘Petrie Log’ Newsletter, 06/13, 02 May 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

“In a couple of weeks students in Years 3, 5 and 7 will sit the NAPLAN tests for Literacy and Numeracy.  All students in these year levels are expected to sit the tests, unless they are exempt or withdrawn by parents/carers. Results from these tests provide important information about children’s progress in literacy and numeracy. Classroom teachers have been working hard to prepare students and provide plenty of practice opportunities. This year the NAPLAN test dates are Tuesday 14th May, Wednesday 15th May, and Thursday 16th May. Attendance on test days is important. Parents can help by ensuring students are well rested and have had a good breakfast on test days.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 06/13, 02 May 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

“This week students in Years 3, 5 and 7 will participate in NAPLAN tests. These tests will be conducted on Tuesday, Wednesday and Thursday of this week. Classroom teachers have worked hard to prepare students and provide plenty of practice opportunities. Attendance on test days is important. Parents can help by ensuring students are well rested and have had a good breakfast on test days.

The P&C will be providing fruit and milo for students involved each morning before the tests. Thank you to these wonderful volunteers. Parents of Year 3, 5 and 7 students should have received an information brochure about NAPLAN last week. If you did not receive this brochure, it can be accessed at http://www.nap.edu.au/_Documents/PDF/NAPLAN_2013_Parents_Brochure.pdf”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 07/13, 15 May 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 Year Seven Set To Move to High School In 2014

 

YEAR 6-7 STUDENTS IN 2014

“Next year will be the last year that Year 7 is offered at primary schools in Queensland. With Year 6 students and Year 7 students participating in their final year of primary school, a number of changes will be put in place to ensure all of these students have the opportunity to experience the full suite of activities throughout 2014.

All Year 6 and Year 7 students will be eligible to apply to be a Student Leader, i.e. School Captain, House Captain, Music Captain and Student Councillor. The most likely scenario will be a Year 6 captain (boy and girl) and a Year 7 captain (boy and girl) in the various categories with the number of student councillor positions flexible and dependent on applicants.”

– Kerry Lofgren, Former Acting Principal (Acting), January 2012-June 2013

Source: ‘Petrie Log’ Newsletter, 08/13, 29 May 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 Parent Forum for Better Communication All ‘Round

 

“Thank you to the 18 parent forum reps who attended the inaugural parent forum on Friday 17 May. At the forum I outlined expectations for parent forum reps as well as talking through the Annual Implementation Plan (AIP) and school performance targets in some detail. Shortly the names of parent forum reps will be displayed in classrooms and on the website and suggestion boxes will be created for classrooms. I encourage parents to communicate any questions or suggestions to their parent forum reps so that these items may be added to our next meeting agenda.”

– Kerry Lofgren, Former Acting Principal (Acting), January 2012-June 2013

Source: ‘Petrie Log’ Newsletter, 08/13, 29 May 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 Reporting On a 5-Point Scale

 

“Teachers are currently preparing reports for parents about student progress for Semester 1. Reporting is done through the use of a 5-point scale. This year there are a couple of changes to the way we are required to report to parents. Reports for students in Year 3 will use an A-E scale to address student achievement. Previously, this scale was used for students in Years 4-7. The scale used for reporting on students in Years 1-2 will remain unchanged. And for the first time, parents of Prep students will also be receiving a written report.

Student achievement is judged against a set of consistent standards, or criteria. A “C” for Years 3-7, or a “Sound” for Years 1-2, means that the student has met the appropriate standard for that year level. It does not mean that the student is in the middle of the class, as it may have done when parents attended school. “C”, or “Sound” students are doing everything that is required at their year level. “B’ and “A” (or “High” and “Very High”) level students are working beyond the requirements for their year level.

This means that few students achieve an “A” or a “B” (or a “Very High” or a “High”). Students who receive a “C” (or a “Sound”) are where they should be, and this is to be celebrated.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 08/13, 29 May 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 Australian Curriculum for History Introduced

 

“This year, the Australian Curriculum for History has been introduced. This replaces part of what previously was covered in SOSE (Studies of Society and the Environment). Other aspects of SOSE are still being taught. Some year levels have covered the History component in Semester 1, others will cover it in Semester 2. Semester 1 reports will reflect this. If your child’s report does not address History this semester, it will in Semester 2.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 08/13, 29 May 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 Report Cards for Prep Pupils Introduced

 

“The following scale will be used in Prep for reporting on student achievement in the Australian Curriculum subject areas of English, Mathematics, Science and History:

Becoming Aware (BA)
Exploring (EX)
Working With (WW)
Making Connections (MC)
Applying (AP)

The expected end-of-year standard for Prep is “Working With” (WW). As with other year levels, students who achieve “Exploring” (EX) at this stage of the year may well be on target to achieve “Working With” (WW) by the end of the year.

Prep teachers will use comments only to report on other areas of the Prep curriculum (Social and Personal Learning, Health and Physical Learning; and Active Learning Processes).

Parents are encouraged to speak to their child’s teacher if they have questions about reporting.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 08/13, 29 May 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 Annual School Opinion Survey

 

“The annual School Opinion Survey will be occurring in our school over the next two weeks, and will obtain opinion information from samples of parents/caregivers and students and all school staff. All survey participants are encouraged to complete their survey to ensure that their opinion is included in our schools’ reports, which we will receive later this year. The reports will help our school and Education Queensland to further understand how to better meet the needs of our community.

The Parent/Caregiver Survey will be sent home to families by the end of this week. Participants are randomly selected using a formula provided to schools. The survey can be completed either online or using the paper form provided. Parents are requested to return completed survey forms, or to complete the survey online by Friday, 2 August. Selected students will complete their survey online at school and all school staff will be provided with access details to complete their survey online. Survey queries can be directed to the school on 3285 0333.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 11/13, 24 July 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 Big Boost for Teaching

 

Great teachers = Great results

Great teachers = Great results is the Queensland Government’s five-year, $537 million action plan to make our state’s education system even better.

It will:

– support teachers with mentoring, training and resources

– reward outstanding teachers with career opportunities and scholarships

– strengthen state school discipline

– allow schools to have more say in how they are run because each school community knows what’s best for Queensland kids.

The plan will lift standards of teaching and give schools more flexibility to get on with the job with a range of research-based initiatives to help your child get a great education, no matter where you live.

There will be new ways of measuring and rewarding high performances among our teachers, as well as strengthened discipline and streamlined processes for suspensions and exclusions.

For more information: www.qld.gov.au/greatteachers

Source: ‘Petrie Log’ Newsletter, 11/13, 24 July 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 Teaching and Learning Audit 2/3 September

 

“Just to let you know, Petrie State School will be undergoing a Teaching and Learning Audit on the 2 and 3 of September. The last Audit in Teaching and Learning for Petrie State School was in 2010 and so this is a great time for our school to obtain valuable feedback about our core business. My goal here at Petrie is to continue to create a culture of high expectations, provide clarity about what teachers are to teach and students are to learn, establish a strong professional learning community for our staff and to improve teaching practices. All schools in Education Queensland go through this Audit process and to me, this is a “gift” for our school. The key commendations (what is working well) and the recommendations (what needs to improve) are the valuable things based on research that enables us to set our key priorities for improvement. More information about the Audit will be disseminated over the coming weeks. Staff, parents and students will be interviewed and spoken to by the Auditor on these two days in September and if you would like more information about this, please give me a call at school.”

– John Bray, Principal

Source: ‘Petrie Log’ Newsletter, 12/13, 7 August 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 School Satisfaction Survey

 

“Each year, the Department of Education undertakes a survey of parents/caregivers and students to gauge their satisfaction with important aspects of schooling. Participants have already received survey forms. Surveys may be competed on the forms and returned to school, or they may be completed online by following the instructions on the form. Please remember to return survey forms, or to complete the survey online by the end of this week. Results will help the school to evaluate and reflect on how well the school is going, and to identify areas for future development. It will help us to make the school a better place for your child/ren. Students in Years 5 and 6 have also completed surveys.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 12/13, 7 August 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 Teaching and Learning Audit 2 and 3 September

 

“On Monday and Tuesday 2, 3 September our school will undergo a Teaching and Learning Audit. Education Queensland conducts Teaching and Learning Audits in all Queensland state schools. The last time Petrie State School was audited in Teaching and Learning was in 2010. The process for the audit involves a Departmental officer who is an “off-line” Principal, who works with the school community over two days. The Audit framework uses an evidenced based research process using eight domains. The focus of the Framework is not on everything that effective schools do, but on those school practices that appear to be most directly related to school-wide improvements in teaching and learning.  

A detailed written report is provided to the school community on completion of the Audit and I will be sharing this. The report will be an important component in our next Quadrennial School Review (QSR) which will begin later this term. The QSR for Petrie is a fantastic opportunity for all of us to review what we have done in the last four years; what has worked and why, what has not worked and why and what we are going to do for the next four years. I will share more information in the coming weeks once the QSR team is formulated that will include members from staff, students, parents and community members.”

– John Bray, Principal

Source: ‘Petrie Log’ Newsletter, 13/13, 21 August 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 Teaching and Learning Audit

 

“Over Monday and Tuesday this week, we have had the pleasure of Mrs Bert Barbe in our school conducting a Teaching and Learning Audit. Bert visited all the classrooms and spoke to teachers, teacher aides, students, parents and the administration team.  The Teaching and Learning Audit is mandatory for all state schools in Queensland and is constructed around evidence based research provided in eight domains of school improvement.

Bert has provided a draft interim report to me and I am pleased to say that we have improved in all domains since the school’s last Audit in 2010.  This improvement is the result of the explicit improvement agenda that has been implemented across our school. Once I have the final report of commendations, affirmations and recommendations (which will be sent to me in four weeks),  I will place this on our school website for public display.

We are also aware of areas for improvement, such as consistency in behaviour management and this will be an area we will work on over the coming years.  As Principal, I am so pleased to be a member of such a dedicated and hardworking team of staff, and of course for the great support of our P&C. It takes an interdependent approach to education in our schools with joint responsibility between staff and parents. Also, I believe we can engage our local industries and businesses in support for our students. I am looking forward now to developing our next four year improvement strategy.”

– John Bray, Principal

Source: ‘Petrie Log’ Newsletter, 14/13, 2 September 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 Five Areas of Focus for School Plan

 

“The five focus areas of our School Plan must align with our Department of Education, Training and Employment Strategic Plan. These five focus areas are: Empowerment (local decision making), Successful Learners (improved outcomes for all students), Engaged Partners (students, parents, carers, the community and industry involved in decision making), High Standards (safe and inclusive learning and working environments) and Great People (professional and dedicated teachers).  These focus areas will enable us as a school community to align as part of the larger system of state education and continue to improve for all for our students. We all have a responsibility with this and I look forward to the work.”

– John Bray, Principal

Source: ‘Petrie Log’ Newsletter, 15/13, 18 September 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 NAPLAN Reports

 

“Reports for students who participated in the NAPLAN tests earlier this year should arrive at the school this week, or by the first week after the holidays. NAPLAN results provide an important measure of how all Australian students are performing in literacy and numeracy. Teachers will use these results along with other classroom data to help them better identify students who require greater challenges or additional support. The school will use results to identify strengths and weaknesses in teaching programs and to set goals in literacy and numeracy. It is important to understand that these tests are one of a number of measures the school uses to monitor student achievement. Parents are encouraged to take the time to understand what the report says about their child’s achievement. Parents should contact their child’s teacher if they have any questions about their child’s report.”

– Linley Greenland, Deputy Principal

Source: ‘Petrie Log’ Newsletter, 15/13, 18 September 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 Quadrennial School Review

 

“The feedback from the school community surveys has been tabulated and the data has been analysed.  This data will be used to help us design the school strategic plan for the next four years for our school. It is very clear from all sectors in our school community, that parents, students and staff all agree on three main skills/attributes about what students need to leave our school – these are social skills, confidence and a positive attitude. We can continue to achieve this through our implementation of what we teach and how we teach it.

Research from across the world is clear that the key indicator for student success is the teacher.  Does this mean that myself and my teachers need to become “social entrepreneurs”? Absolutely, and we need to do this with a high degree of integrity, skill and with academic rigour through high expectations for our students in partnership with our school community – note I did not say “of” our students. By using the term “for”, this means that together we all have a responsibility to ensure that we are working together to ensure that every day, in every classroom, every student is learning and achieving. This is our ongoing vision.”

– John Bray, Principal

Source: ‘Petrie Log’ Newsletter, 17/13, 30 October 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014

 

2013 Maths Is Taught Differently Now

 

“I have had feedback from many parents that they would like help with knowing what they can do to support their child from home. One area that parents are especially keen to find out more about is the “new Australian Maths Curriculum”.  I have had people say to me, “it’s not taught how I learnt”. “Everything is different; the way you add now is not what I learnt”.   This is especially true and it is so important to see what and why maths has changed in teaching and learning.  For this reason, recently Kathy Elder (one of our brilliant year 1/2 teachers) and I attended a workshop on designing workshops for parents on the new Australian Maths Curriculum.   It is interesting that many simple assumptions are made in the teaching and learning of maths.  Why do so many of us have a negative memory of maths at school?  Do you?  We certainly don’t want this for our students.  Together we can explore the ways maths should be taught and learn some very simple yet fun ways of learning maths with your child.

Early next year, Kathy and I will begin a series of parent workshops in maths that will be another way that we can all work together in this shared partnership in your child’s education.  We can do this together.”

– John Bray, Principal

Source: ‘Petrie Log’ Newsletter, 18/13, 13 November 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014