DEutsche schule melbourne

Deutsche Schule Melbourne
2013 Annual Report
Contents
Chairman’s Introduction
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3
Members of the Board
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4
Foreword from the Head Teacher
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5
Teaching Staff
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7
School Information
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8
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10
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13
School Activities
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14
Events
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18
Commonwealth Reporting Requirements….........................................................................................
20
Key Students Outcomes
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Student Body
…..............................................................................................
Student Attendance
…..............................................................................................
Student Learning Outcomes ….......................................................................................
20
20
20
21
Professional Engagement
…..............................................................................................
Staff Employment
…..............................................................................................
Workforce Composition …..............................................................................................
Australian Professional Standards ..................... .........................................................
Staff Attendance
…..............................................................................................
Staff Retention
…..............................................................................................
Teacher Qualifications …..............................................................................................
Teacher Professional Development
…....................................................................
Teacher Satisfaction
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21
21
22
22
22
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23
23
Parent Satisfaction
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23
Key Financial Outcomes
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24
Contact Information
…..............................................................................................
26
Vision & Philosophy
History
Concept
Bilingual Program
Curriculum Structure
2
DEUTSCHE SCHULE MELBOURNE
Chairman’s Introduction
Chairman’s Introduction
“ … the school has firmed up its reputation as
a provider of excellent bilingual education for
local and expatriate families alike.”
Florian Dehne
Chairman of the Board
I have great pleasure in presenting the Annual Report of Deutsche
Schule Melbourne for the 2013 school year. It aims at sharing key
information about the school's development, activities and
performance in key areas including student outcomes, staff
engagement and finances.
whiteboards and are air-conditioned, which directly benefits
the learning environment for the students.
•
Following a review of the opportunities to expand learning
through the use of computers in the classroom, we
Deutsche Schule Melbourne is a growing German-English bilingual
have introduced iPads, which are used in classes individually
school in North Fitzroy. 2013 marked our sixth operating year. We are
or in conjunction with the electronic whiteboars.
delighted to see how the school has firmed up its reputation as a
provider of excellent bilingual education for local and expatriate
families alike. This has translated into further growth in enrolment
interest. Particularly, local families that do not speak German at home
are increasingly attracted by the bilingual environment and the
opportunities for their children it opens up.
Introduction of iPads as learning tools
•
Growth of teaching spaces
In line with the growth of the school, we have added an
additional classroom to cater for the growing student
numbers. Work towards a dedicated room for individual
music instruction has also commenced.
Each year, the school operationally progresses in a range of
Educating children in a bilingual and bicultural setting and growing a
dimensions. Key highlights for 2013 include:
school is a joint effort. I would like to thank and congratulate
•
Successful growth of the teaching team
Four excellent teachers have joined our teaching team,
including two who re-located from Germany and Austria.
•
Improvement of infrastructure
With the support of the German government, we have seen
everybody involved, my fellow members of the board, the staff, the
parents and the wider community, for their continued efforts in the
advancement of Deutsche Schule Melbourne in 2013.
Florian Dehne
Chairman of the Board
the infrastructure improving substantially, bringing
the infrastructure closer to the standard at comparable
schools. All classrooms are now equipped with electronic
DEUTSCHE SCHULE MELBOURNE 3
Members of the Board
Evelyn Douglas
Evelyn’s role on the board is to advise on educational issues
such as curriculum and pedagogy. She has over thirty years of
Chairman
teaching experience in German and English in secondary
Florian Dehne
Victoria and Tasmania. She has co-authored the Australian
Florian is Chairman of the board and one of the founding
factors that determine the success of schools. She completed
members of the school. He led the start-up of the school and
her master's thesis on the establishment and organisational
has since focused on school development and governance.
model of Deutsche Schule Melbourne.
schools in both the government and non-government systems in
Report of "Why not the best schools?", a study identifying
He is also a member of the HR committee. Florian has a
background in management
consulting
and corporate
Martina Korff
strategy.
Martina is the board member responsible for HR and personnel
Secretary
management and heads the HR committee. In her role, she is
Collin Hamilton
in Germany and Australia in the area of HR transformation and
Collin is the secretary of the board. He is passionate about
the staff review process at DSM.
able to draw from her expertise in personnel management both
systems implementations. She has introduced and implemented
championing continuous improvement at Deutsche Schule
Melbourne. Throughout his career, he has had extensive
experience working with a variety of Manufacturing and
Financial Services Companies in the areas of strategy
Melissa has joined the board in 2013 heading the fundraising
development,
and events committee. She brings extensive experience in event
corporate
functional
review,
business
improvement and process excellence.
Treasurer
management and has launched the ‘DSM Weihnachtsmarkt’
(DSM Christmas market) in 2012. The event has been so
successful that it is now an annual fixture on the schools event
calendar! With her flair and motivation, Melissa has recruited
Peter Wabenhorst
many new parents into the DSM events committee.
Peter is the school's treasurer. He also represents the
Andrew Margetts
German Lutheran Trinity Church (Dreifaltigkeitsgemeinde) on
the DSM board. Peter has had a very successful career in
Andrew is the board member responsible for buildings and
senior management with multinational companies. He has
grounds. Andrew brings practical experience to the board. He
also had many years of experience working as a board
advises the school in terms of building expansion and co-
member for not-for-profit organisations, including Deutsche
ordinates classroom renovations and operational maintenance
Schule Mumbai.
tasks such as the quarterly Working Bees.
Members
Associate Members
Bernd Kalinna
Volker Ankenbrand
Bernd's focus on the DSM board is in the area of marketing.
Professionally, he is Associate Professor for Parasitology at
the Faculty of Veterinary Science at the University of
Melbourne. He is also the chief editor of one of the leading
international scientific journals in his field and has substantial
experience in marketing and graphic design.
4
Melissa Rogerson
DEUTSCHE SCHULE MELBOURNE
Volker represents the St Christophorus church on the board. He
is Chairman of St Christophorus Parish Council. Volker's
background is in technical consulting. He works at CSC
specialising in the implementation and operations of SAP
systems.
Foreword from the Head Teacher
“Another successful and exciting year at DSM
has passed. I am very proud of the additional
positive changes the school has implemented to
further improve our program, our facilities and
the DSM teaching team. A good sign that DSM
is growing!”
Sandra Worrow
Head Teacher
It is always a great pleasure to welcome new students and
enriches learning through the integration of more physical activity
families to our school at the beginning of the school year. But it
and motion into the learning process. It was not very hard to
gives me even greater pleasure to see the constantly increasing
convince the Year 4 and 5 students to move upstairs into the
number of families of non-German speaking background who
brand new classroom! Furthermore all classrooms have been
make the conscious decision to offer their child a bilingual
fitted with interactive whiteboards, an improvement that our
education and therefore choose DSM as their school. DSM has
teachers enjoy just as much as our students. While DSM’s
established itself in the market as an excellent choice for bilingual
program will continue to have a strong focus on traditional
learning and has sparked interest in more and more local parents
communication and interaction, it is nice to have the benefits of
and students.
interactive teaching and learning available.
To continue quality education for a growing number of students,
As in previous years, plenty of wonderful events have been added
DSM has also added to its teaching team last year. Sadly we had
to DSM’s educational program. Traditional events such as the
to farewell some familiar faces at the end of 2012. But we were
Athletics Day, Jump Rope for Heart Day, German-Australian
very excited to welcome four wonderful new teachers into our
Soccer Match, Christmas Market and of course our legendary
team in the beginning of 2013. They have all shown exceptional
October Fete brought the school and wider community together to
commitment, dedication and team spirit and have brought
celebrate.
valuable ideas and expertise into our school. I am also very
grateful for the addition to the leadership team with the
I am looking back on the school’s achievements in 2013 with
appointment of a Deputy Head Teacher who did a fantastic job
great pride and contentment and am looking forward to another
while I was on maternity leave.
successful year.
DSM’s facilities have also grown. The school has moved into the
Sandra Worrow
second story of the building and opened an additional classroom
Head Teacher
upstairs. This classroom has been furnished and equipped in line
with the “Bewegte Schule” (School in Motion) concept which
5 DEUTSCHE SCHULE MELBOURNE
Athletics Day
6 DEUTSCHE SCHULE MELBOURNE
Teaching Staff
Sandra Worrow
Head Teacher
Mary Gallivan
Class Teacher G4/5
Katja de la Rosa
Specialist Teacher
Deputy Head Teacher/Class Teacher G2/3
Nina Havenga
Class Teacher GF
Susanne Hildebrand Belinda Kemmer
Specialist Teacher
Christina Remshardt
Specialist Teacher
Imke Blasius
Leon Gabler
Class Teacher G1
Specialist Teacher
Lena McCowan
Specialist Teacher
Helen Gosteli
Specialist Teacher
Myriam Bourdon
Specialist Teacher
DEUTSCHE SCHULE MELBOURNE 7
School Information
Vision & Philosophy
History
Our vision for children at the Deutsche Schule Melbourne is to
The school was founded out of an initiative of Klaus Steinmetz,
live and learn two cultures, preparing students at the school to
the Principal of the German International School in Sydney in
become involved citizens of an increasingly global world. The
2004, and the Consul General of the Federal Republic of
school offers a German-English primary program with a strong
Germany in Melbourne Thomas Kessler.
language focus to provide students with superior language
abilities, nurturing confidence in their communication skills in
One year later, in 2005, Deutsche Schule Melbourne was
different cultures in Australia and abroad.
incorporated as a not-for-profit association. During the first year,
much of the work focused on establishing the association’s
The
school
caters
for
families
with
German
language
constitution,
and
understanding
parents’
needs
and
connections, as well as those English-speaking families
characteristics of the market for German-English bilingual
interested in providing their children with the opportunity to learn
education. Further steps included establishing a vision and
an additional language to a high proficiency level. Through its
educational model for the school and commencing the search for
bilingual and bicultural educational model, the DSM provides a
a site. Partnership agreements with the German-Lutheran Trinity
framework for academic success, while allowing children to
Church East Melbourne as well as the German-Catholic St.
experience a sense of identity and belonging.
Christophorus Parish were established. They provided stability
and start-up funding for the new school.
The school’s holistic approach nurtures and celebrates each
child’s individuality, embraces different backgrounds and builds
The school opened its doors for operation in January 2008. By
intercultural awareness and respect for others. A vibrant,
the end of 2009, DSM was officially recognised as a "Deutsche
encouraging and caring environment provides a foundation for
Auslandsschule" (German School Abroad) by the German
the children to develop confident personalities that allow them to
Federal Government. In 2010, DSM achieved full primary school
become responsible members of local and global communities.
registration with the VRQA for grade levels Preparatory to Grade
6. The following year, the school started a co-operation with the
Our school environment assists children to grow into balanced
Froebel Childcare Group who plan to open a bilingual childcare
and confident individuals who are able to take responsibility for
centre in co-location with Deutsche Schule Melbourne.
themselves and others. Being able to communicate in two
mother-tongues enables them to perceive the world from a
In 2013, Deutsche Schule Melbourne completed its sixth
range of cultural perspectives. It assists them in developing a
operating year with 58 students from grade level Foundation to
global view on life and appreciating cultural diversity.
Grade 5.
This is fostered by the school being an integral part of both local
and German-speaking communities. With its strong sense of
community among the students’ families and its cultural
activities inviting the wider community to take part in the
school’s life, the DSM is more than an educational institution.
Ultimately, the school provides students with the environment to
live and learn two cultures.
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DEUTSCHE SCHULE MELBOURNE
Introduction of iPads
DEUTSCHE SCHULE MELBOURNE 9
Concept
Deutsche Schule Melbourne to involve children from Englishspeaking home backgrounds with students from Germanspeaking backgrounds. As such, the bilingual program functions
Deutsche Schule Melbourne prepares its students to become
as:
involved citizens of an increasingly global world. The school is
an integrated ‘Begegnungsschule’ where students from different
language
and
cultural
backgrounds
meet
and
o
an enrichment program, which aims to provide an
opportunity for monolingual English children to grow up
interact,
bilingually, bi-literally and biculturally; and
exchanging the best of both cultures.
o
a group-maintenance program, in which the languages
German and English are the languages of instruction. Teaching
and
is based on a ‘one teacher – one language’ principle, in which
backgrounds are preserved and enhanced.
teachers conduct classes in their native language, be it German
or English. All teachers are bilingual. The curriculum of
Deutsche Schule Melbourne fulfills the requirements of both the
Australian Curriculum in Victoria (AusVELS) and Thüringen
curriculum of Germany. This will assist students who need to
transfer to another Victorian school or a German school.
cultures of
children from
German-speaking
Education through German starts in Foundation and is
conducted by fluent bilingual speakers of German and English.
During the first year of primary school, 85% of instruction is
provided in German and 15% through the medium of English.
Children acquire their literacy skills in both English and German.
The amount of time taught in German drops gradually and
reaches 50% by the end of primary school.
Bilingual Program
Deutsche Schule Melbourne answers the Victorian Department
of Education and Training’s (DET) call for schools that ‘prepare
the students of tomorrow to operate effectively for this culturally
diverse and multilingual future.’ (DET, 2002: 6)
As indicated in the ‘Languages for Victoria’s Future’ report
(DET, 2002), both speaking another language and developing
an in-depth understanding of cultural differences are essential
for participation in the workforce and society of both today and
the future:
‘In the future, students will live and work in an increasingly
The results of numerous studies evaluating early immersion
shrinking world. They may need to interact regularly with people
programs (Barik & Swain, 1978; Bialystok, 2001; Edwards,
from other countries, including online. Therefore, students will
Doutriaux, McCarrey & Fu, 1976; Genesee, 1979, 1984;
need both languages other than English as well as the
Genesee, Paradis & Crago 2004; Scott, 1973. Swain & Lapkin,
intercultural skills to deal respectfully and effectively with
1982; Vignola & Wesche, 1991) can be summarised as follows:
others.’
o
There is no lag in comprehension and expression skills
Immersion
in either of the languages taught at early immersion
The bilingual program of Deutsche Schule Melbourne is based
in English writing skills of first year university students
on the Canadian early immersion model, which was developed
who have been educated in an early immersion
specifically for dominant English speakers in Canada interested
program and those who attended mainstream English
in speaking French as an additional mother-tongue (Hamers &
monolingual schools.
Blanc, 2000).
Similar to two-way bilingual immersion programs implemented
in the USA, the Canadian model has been adapted for
10 DEUTSCHE SCHULE MELBOURNE
bilingual schools. There are no significant differences
o
Children learning a second language in an immersion
similarities and differences between the languages will further
environment have consistently been shown to perform
strengthen their literacy development in both languages.
better in the second language than children learning a
o
second language in traditional foreign language
The choice of the language medium through which literacy
programs.
should be achieved is a primary issue in multicultural and
Compared to native-speakers of the second language
multilingual educational settings (Hamer & Blanc, 2000) and
(i.e. children who have grown up speaking the target
decisions should be based on constellation of target language
language from birth), the immersion children score
(Döpke, 2004).
comparably for oral and written comprehension but not
in tests of written and oral expression skills. A
In the case of English and German, the two languages
reduction in teaching in the second language reduces
complement each other in the process of learning to read and
proficiency in this language but does not enhance skills
write. Learning to read in English is relatively difficult because
in English.
the same sound can be represented in a number of different
ways. However, in German, there is a clearer relationship
between letters and sounds, making it much easier for the
The bilingual program and literacy
beginning reader to understand the concept of letters
representing sound on the page (Döpke, 2004). It is precisely
this concept that is then transferred to other languages and
Literacy is a widely recognised instrument for changing the
learning to read the more transparent orthographic system of
individual’s perception and organization of cognition and is a
German will support learning to read in English. Proof of this
prerequisite for all functional education and societies at large
comes from a range of studies showing that the more
(Hamers & Blanc, 2000). Its development is strongly associated
transparent the orthographic system of a language is, the more
with both academic and social success (Ogbu, 1988).
easily literacy is acquired. The comparison of German and
English in this respect was studied by Frith, Wimmer & Landerl
Research has clearly shown that literacy can be acquired in
(1998) and Wimmer & Goswani (1994) (for a full summary of
more than one language (DET, 2002). Learning another
studies on this topic see Bialystok, 2001:171-173).
language enhances the development of specific literary skills,
and bilingual children are more able to decode language, make
Such an approach to literacy meets the needs of all children,
comparisons between languages and ascertain how language
regardless of their language backgrounds. Contrary to popular
works (DET, 2002). Moreover the conceptual aspects of literacy
belief, it has been shown that those children who stem from
and most of the technical skills acquired in one language are
mixed-lingual families as well as monolingual children who have
directly transferable to another (Cummins & Swain, 1986) so
already developed language as a cognitive tool easily acquire
that acquiring literacy in two or more languages is by no means
new language and literacy skills simultaneously (Hamers &
a double workload.
Blanc, 2000). Monolingual children who have not developed the
cognitive functions of language in English must acquire the
Being able to read is a very important factor in the long-term
primary
maintenance of a second language (Döpke, 2004). Children
simultaneously with the literacy skills. The challenge is,
develop more confidence in the language if they are able to use
however, no greater than that faced by monolingual children
it in an age-appropriate manner and after the preschool years,
schooled in their mother tongue and who have little or no meta-
reading is the most effective tool in furthering language
cognitive abilities in their language. Such children must develop
development (Döpke, 2004).
a cognitive understanding of language concurrent to acquiring
communicative
skills
in
literacy skills (Hamers & Blanc, 2000).
As explained above, at Deutsche School Melbourne literacy is
taught in both German and English. This parallel approach to
literacy will resemble many of the children's experiences with
learning to talk the two languages at home. Consciousness of
11
DEUTSCHE SCHULE MELBOURNE
German
and
English
Academic achievement
Total immersion children score as highly as monolingual
children in mainstream schools on tests of mathematics and
science, despite the fact that they receive their instruction in a
second language.
With increasing years of schooling, students in immersion
programs tend to surpass students in programs on IQ
measures, indicating that level of language ability in two
languages has a positive effect on IQ values.
In Year F-6, Mathematics, the Arts and Ethics/Religious
Education provide initially monolingual children or children who
only speak a little German a primary opportunity for second
language enrichment.
Domain
Languages of Instruction
Year F
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Literacy
German
English
German
English
German
English
German
English
German
English
German
English
German
English
Mathematics
German
German
German
German
German
German
German
Integrated Studies (the
Humanities, Science,
History, Civics and
Citizenship)
You Can Do It Program
German
German
German
German
English
German
English
English
English
German
German
German
German
German
English
English
The Arts
German
German
German
German
German
German
German
Health and Physical
Education
Religious Education
German
German
German
English
English
English
English
German
German
German
German
German
German
German
Ethics
German
German
German
German
German
German
German
French
-
-
-
-
-
French
French
12 DEUTSCHE SCHULE MELBOURNE
Curriculum Structure
In accordance with the Australian Curriculum for Victoira
(AusVELS), Deutsche Schule Melbourne identifies three core
Strand/Domain
Dimension
Standards
and interrelated strands for the Foundation to Year 6 curriculum.
Each strand has a number of domains which describe the
Personal and Social Learning
essential knowledge, skills and behaviours students need to
prepare for further education, work and life. The domains
include the standards, organised by dimension, by which
student achievement and progress is measured.
Health and PE and Civics and Citizenship have been moved
from ‘Personal and Social Learning’ to ‘Discipline-based
Learning’, Religious Education and Ethics have been added to
Interpersonal
Development
•
•
Building social relationships
Working in teams
Level 1
Personal Learning
•
•
The individual learner
Managing personal learning
Level 3
Discipline-based Learning
The Arts
•
•
Creating and making
Exploring and responding
Level 1
Civics and Citizenship
•
Civics knowledge and
understanding
Community engagement
Level 3
•
•
•
•
Reading
Writing
Speaking and Listening
Reflect upon Language,
Language Use
and Language Learning
Level 1
•
Humanities knowledge and
understanding
Humanities skills
Level 3
Economics knowledge and
understanding
Economics reasoning and
interpretation
Level 4
Geographical knowledge and
understanding
Geospatial skills
Level 4
Historical knowledge and
understanding
Historical reasoning and
interpretation
Level 4
Level 4
•
Communicating in a language
other than English or German
Increasing intercultural
knowledge and language
awareness
Mathematics
•
•
•
•
•
Number
Space
Measurement, chance and data
Structure
Working mathematically
Level 1
Science
•
Science knowledge and
understanding
Science at work
Level 3
the ‘Discipline-based Learning’, Languages (French) has been
added to the ‘Discipline-based Learning’ at Year 5 and will be
taught following the Thüringen curriculum.
•
Language and Literacy
Discipline-based Learning areas are the core learning areas
with specific times devoted to their teaching in the study
timetable. Interdisciplinary and Personal and Social Learning
are integral to the teaching and assessment of all discipline-
The Humanities
based learning areas and, as such, are not given specific study
time in the timetable.
•
The Humanities
-Economics
•
•
An integrated approach to learning is followed at Deutsche
Schule Melbourne. Students are able to transfer and apply their
learning outcomes from one subject into other subjects as well
as into their whole learning experience.
The Humanities
- Geography
•
•
The Humanities
- History
•
•
LOTE
Strand/Domain
Dimension
•
Standards
Interdisciplinary Learning
Level 4
•
Listening, viewing and
responding
Presenting
Design, Creativity and
Technology
•
•
•
Investigating and designing
Producing
Analysing and evaluating
Level 3
Information and
Communications
Technology (ICT)
•
•
•
ICT for visualising thinking
ICT for creating
ICT for communicating
Level 2
Communication
•
•
Level 4
Health and Physical
Education
•
•
Movement and physical activity
Health knowledge and
promotion
Level 1
Religious Education OR
Ethics
•
•
•
Self competency
Social competency
Subject knowledge
Approach to learning
Level 4
•
•
DEUTSCHE SCHULE MELBOURNE 13
School Activities
Students’ learning experiences are greatly enriched with hands-
Reading tasks can be completed at the desk, in a cushioned
on on experiments, by experiences outside the confines of a
reading corner or by lying down. Short dynamic breaks are
classroom setting and by sharing these experiences with fellow
offered during classes, where students can be physically active
students, friends and families. Excursions offer opportunities for
in a brief exercise that stimulates the brain and body.
students to reflect on what they have learned and to gain an
Classes no longer need to be confined to classrooms. Where
understanding how concepts and ideas are applied in everyday
practicable students may use the outdoors for learning.
life.
Recess time is important. The school offers a variety of play and
Student Wellbeing
sports equipment that provides physical stimulus, develops
‘Bewegte Schule’ (School in Motion)
break time.
Deutsche Schule Melbourne has launched the ‘Bewegte
Schule” (school in motion) concept with the opening of the
classroom of Grade 4/5 at the start of 2013.
The ‘Bewegte Schule’ concept was established in the 1980s by
Swiss Urs Illi with the notion that students spend too much time
sitting in class. Young people need movement to optimise their
learning experience. Three schools of thought support the
concept. Firstly cognition takes place through the senses. The
more the senses are involved in learning, the better information
can be received, processed and retained, resulting in an overall
better learning outcome. Secondly from a medical point of view
gross motor skills and encourages students to be active during
You Can Do It!
Deutsche Schule Melbourne has participated for a number of
years in the You Can Do It program – Australia’s leading social
and emotional learning program for student achievement and
wellbeing. The program seeks to build social, emotional and
motivational capacity in young people to strengthen overall
resiliency.
The core purpose is the development of young people’s social
and emotional capabilities, including:
Confidence - Confidence means…
many young people are not moving enough leading to posture
and health problems. Finally schools are not only about
learning, but should be stimulating - a place a where people live
and have experiences. To achieve this, schools should be
designed to provide an attractive workspace for young people they should like to spend time at school!
Feeling I can do it.
Confidence also means not being afraid to make mistakes or to
try something new.
Confidence also means standing up tall and speaking with a
clear voice.
Volker Vertrauen
Persistence - Persistence means…
The concept can be implemented in many ways inside and
outside of the classroom. Deutsche Schule Melbourne has
invested in furnishings that allow students to easily move their
tables and chairs into different modular configurations for
various types of work tasks (class work, group work and
individual work). The tables are height adjustable, which means
students can work in a sitting or standing position. Likewise the
Trying hard and not giving up when something feels like it’s too
hard to do.
Augusta Ausdauer
Organisation - Organisation means…
Setting a goal to do my best in my schoolwork, planning my
time so that I’m not rushed, and having all my supplies ready.
Olivia Organisation
new chairs are all ergonomic, height adjustable, and can be
rotated and wheeled to different locations for dynamic sitting.
Movement is incorporated in class time by delivering content in
ways that encourage students to move in the classroom.
14 DEUTSCHE SCHULE MELBOURNE
Getting Along - Getting along means…
Getting along well with classmates and adults, including those
who are different, working well with my classmates, solving
problems with classmates without fighting, and following
important school rules, and helping to make my school a better
place to live and learn.
Micha Miteinander Auskommen
Resilience - Resilience means…
When faced with difficult and challenging situations and people,
being able to
1)
Stop getting extremely angry, down, or worried
2)
Controlling my behaviour when I am very upset (not
fighting, not running away)
3)
Calming down within a reasonable period of time
4)
Bouncing back to work and play.
Ina Innere Stärke
Language & Literacy
Book Week
During the cold days of winter, the students at Deutsche Schule
Melbourne celebrated book week from 19-23 August. Each
class had its own focus and participated in storytime activities
Central to the development of these five Key Foundations is
during snack breaks. The week ended with a dress-up party,
instilling in children 12 Habits of the Mind, including:
where students and teachers came dressed to school as their
favourite book characters.
1. Accepting Myself
2. Taking Risks
3. Being Independent
4. I Can Do It!
5. Giving Effort
6. Working Tough
7. Setting Goals
8. Planning My Time
9. Being Tolerant of Others
10. Thinking First
11. Playing by the Rules
12. Social Responsibility
Included in the core purpose is the elimination of social and
emotional difficulties and disabilities (‘Blockers’) that constitute
Author Sabine Nielsen visited the school and participated in
some interactive reading activities with all classes.
‘Lesenacht’ (Story Night)
A special treat for the Grade 2/3 students was ‘Lesenacht’.
Their first ever sleepover was a special one – story night at
DSM! Students came to school with their sleeping bags, their
favourite books and of course their torches!
barriers to children’s learning and wellbeing:
Feeling very angry – Misbehaving
Being intolerant, acting without thinking, social irresponsibility
Wütende Waltraud
Not paying attention – Disturbing others
Having no goals, I can’t do it, giving up, self-downing
Udo Unfug
Procrastination
I can’t be bothered, planning time poorly, needing to be perfect,
needing approval
Fauler Frank
Feeling very worried
Needing to be perfect, needing approval, I can’t be bothered
Besorgter Bill
Feeling very down
Selfdowning, I can’t do it, giving up
Traurige Telse
A special night-time play in the park was a source of much
Students are reminded and encouraged in school to use the
pyjamas, got cozy in their sleeping bags and enjoyed listening
values of the 12 habits of the mind in daily circumstances.
to each other’s bedtime stories over a hot chocolate with
Central to the program is the encouragement of prevention,
marshmallows.
excitement. Upon their return the students got into their
promotion and intervention efforts at school, at home and in the
community, and building on the capabilities of adults to achieve
positive outcomes in young people.
DEUTSCHE SCHULE MELBOURNE 15
Health & Physical Education
Athletics Day
could complete, compare these to actual achievement, set team
goals for their houses, calculate team efforts and meters run
and show their findings in graphical charts!
Most children ran between 10–13 laps and some even 18 laps.
Deutsche Schule Melbourne organised its second Athletics Day
at the George Knott Athletics Field in Clifton Hill.
House teams ran between 200 to just under 300 laps and with
four teams achieved nearly a thousand laps for the whole
school – what an effort!
The day was held as an Olympiad in which students could strive
for their personal best and team effort. Students were
competing in the disciplines of 400m sprint, long jump, high
jump, shot put and discus.
Under the motto of the school’s You Can Do It program,
everyone was a winner on the day and students were fabulous
at encouraging their peers and teams in their sporting efforts.
Lots of prizes were won on the day, not only for sporting events,
but also for team spirit, encouragement and support and giving
it a go. After all, it’s not about the winning student, but about
everybody giving their best effort!
Cricket
The school ran a special Cricket clinic for the first time. The
program was run by Cricket Victoria and students had a chance
to learn the skills from specialist cricket coaches. Students from
Grade 4/5 were later in the year invited to enter an inter-school
round robin cricket competition to represent Deutsche Schule
Melbourne. Although the school didn’t win the competition, it
was a fun day for all and everybody enjoyed the buzz of the day
and the chance to play against students from other schools in a
very Australian sport.
Tennis
Deutsche Schule Melbourne has become an official Tennis
Australia National School Partnership Program (NSPP) school –
one of 500 schools nationally selected!
As part of the program, the school got tennis equipment and
coaching for students. The program was so successful that the
program extended for two terms and students had the
opportunity to enroll in tennis lessons during their lunch breaks.
The Arts
Walkathon
Also in its second was the school Walkathon event. Already a
great success in its first year, parents sprung into action to help
organize another one. Primarily a fundraiser for a much-needed
sports ground, students seek sponsorships for every lap
Claude Monet Project
Students were engaged in a Claude Monet Project during the
year. They learned about the French painter and his art works
as an example of French Impressionism and got to do their own
impressionist art work on canvas!
completed.
The project ended with an excursion to the National Gallery of
Teachers cleverly used the event to instill some mathematical
thinking! Students needed to estimate the number of laps they
16 DEUTSCHE SCHULE MELBOURNE
Victoria, where the students saw the Monet’s Garden exhibition
and attended a workshop.
Claude Monet workshop
Events
Oktoberfete
Deutsche Schule Melbourne prides itself on the commumity
events it organises. The school recognises the importance of
students, families and the wider German-Australian community
to network, catch up and get together, and places a key focus
on facilitating some community events every year. Events are
Traditionally in September Deutsche Schule Melbourne hosts its
annual Fundraiser the Oktoberfete. A day of plenty of activities
for the little ones, German food and drink, music and
entertainment, the day has something for everyone!
designed to be enjoyable for everyone: the organisers and coordinators, participants young and old, students, families and
friends of the school. Mostly accompanied with live music and
traditional food, they are about having a good time and
celebrating our culture and diversity.
Carnival
As part of the welcoming festivities for new families at the
school, Deutsche Schule Melbourne celebrates Carnival in
February each year. The Carnival is organised by parents.
Everybody is invited – provided in proper attire - to join the
festivities. Traditionally after school, parents and students mix
and mingle to get to know each other, join in some karaoke and
dances and enjoy some traditional snacks together.
The day has been a success since the beginning and now even
has it’s own facebook page, ‘Oktoberfete – Deutsche Schule
Soccer Match
Melbourne’.
On Queen’s Birthday Saturday Deutsche Schule Melbourne has
Christmas Market
the opportunity to use the Richmond Soccer Clubs (originally
German soccer club) soccer pitch for a serious game of soccer!
In the parent-friendly Australia vs Germany match off,
Now in its second year, the Deutsche Schule Melbourne
community members has the chance to show their true colours.
Christmas market has already become a noteworthy event
Originally a day out for soccer enthusiasts, there is plenty to see
where one’s Christmas shopping can be organised, whilst
and enjoy for the growing numbers of supporters!
enjoying a Glühwein and some German food with friends.
18 DEUTSCHE SCHULE MELBOURNE
Carnival at DSM
DEUTSCHE SCHULE MELBOURNE 19
Commonwealth
Student Language
Background
Reporting Requirements
6%
36%
Key Student Outcomes
German
25%
Bilingual G/E
33%
English
Other
Student Body
Deutsche Schule Melbourne has a diverse student body. The
Deutsche Schule Melbourne welcomes all students in the
students numbers ranged from 50 to 55 students in 2013.
Foundation Year without prior knowledge of the German
language.
The majority of students are locals, with the remainder being
families staying in Australia temporarily for work purposes
(expats).
Student Attendance
Student Nationalities
Absences at the school have slightly decreased in comparison
to previous years. They were mainly attributed to students
travelling overseas, particularly for the European summer
(June/July). These require a formal application, which has to be
assessed and approved by the Head Teacher.
22%
Residents
78%
Overall student attendance for 2013 was 95.3% (2012: 95.6%).
Expats
Student attendance broken down by year level and sex is
summarised below. The school did not have any Aboriginal or
Torres Strait Islander students.
Many families interested in the English-German bilingual
primary school model are families with some German
connections (eg. father/mother or grandparents being of
German
background).
Other
families
have
no
German
connections, but have a strong interest in bilingual education in
an early immersion setting. Enrolments in this category continue
to increase with 14 in 2013 having no prior German connection
(25% of the student body).
This is reflected in the languages students speak at home. A
quarter of students speak German at home, 37% speak English
at home and a third are bilingual and speak German and
English at home.
20 DEUTSCHE SCHULE MELBOURNE
Year level
Female students
Male students
Total
Year F
94.9%
95.5%
95.2%
Year 1
92.5%
93.0%
92.7%
Year 2
93.5%
95.6%
94.3%
Year 3
92.1%
94.2%
92.9%
Year 4
93.4%
n/a
93.4%
Year 5
89.1%
93.1%
91.3%
Year 6
n/a
n/a
n/a
Student Learning Outcomes
We are delighted that all students reached results significantly
above the National Minimum Standard in the domains of Writing
The National Assessment Program – Literacy and Numeracy
and Mathematics.
(NAPLAN) tests are conducted for all students in Australia in
Years 3, 5, 7 and 9. All students in the same year level are
assessed on the same test items in the assessment domains of
Reading, Writing, Language Conventions (Spelling, Grammar
and Punctuation) and Numeracy.
Professional Engagement
Staff Employment
NAPLAN results are reported using five national achievement
scales, one each for each of the NAPLAN assessment domains.
Deutsche Schule Melbourne is delighted to have attracted
Each scale consists of 10 bands, which represent the increasing
further highly motivated bilingual teachers to join the team in
complexity of the skills and understandings assessed by
2013. For the first time a Deputy Head Teacher has been
NAPLAN. Six of these bands are used for reporting student
employed to support the Head Teacher in daily operations. In
performance in each year level.
addition two new full-time teachers were recruited as class
teachers in our growing school. A further two staff members
National minimum standards for literacy and numeracy are
were recruited as specialist teachers in part-time employment.
defined by a particular band as follows:
The school has received partial financial assistance by the
•
Federal Republic of Germany in the recruitment of one teacher
For Year 5 the minimum standard is Band 4
in 2013.
In 2013, 6 students in Year 5 sat the tests (the reporting
threshold being a minimum of 5 students per year level for
NAPLAN purposes. Three students sat the NAPLAN tests in
Workforce Composition
Year 3 and therefore the results are not published.
In Year 5 six students of DSM participated in the tests, of which
3 students have a language background other than English
(LBOTE). The results are summarised in the table below.
In total the school employed 10 teachers, of which four were
full-time teachers and six part-time teachers. A total of 6.2 fulltime-equivalent (FTE) teachers were employed during the year.
Teachers were employed in the positions of Head Teacher,
Grammar &
Deputy Head Teacher, Class Teachers and Specialist Teachers
Band Level
Reading
Writing
Spelling
Punctuation
Numeracy
8
-
-
-
-
1
7
2
-
1
2
1
6
-
2
2
1
2
A total of 17 interns, student teachers from Germany, assisted
5
1
4
2
-
2
class teachers during the year for the duration of one term each
4
3
-
1
2
-
as part of the school’s internship program.
3
-
-
-
1
-
2
-
-
-
-
-
A part-time Business Manager and part-time Admissions Co-
1
-
-
-
-
-
ordinator were employed in administration which accounted for
Total Students
6
6
6
6
6
1.2 FTE.
LBOTE Students
3
3
3
3
3
50%
100%
83%
50%
100%
50%
0%
17%
33%
0%
0%
0%
0%
17%
0%
and Casual Relief Teachers.
Students above
Standard
Students at
Standard
Student below
Standard
DEUTSCHE SCHULE MELBOURNE 21
Australian Professional Standards
Teacher Qualifications
The Australian Professional Standards for Teachers comprise
Teacher Qualifications have been compiled for full-time and
seven standards which outline what teachers should know and
part-time teachers in the form of a head count. Emergency relief
be able to do. The Standards are grouped into three domains of
teachers have not been included for this purpose. The table
teaching: Professional Knowledge, Professional Practice and
includes one qualification per teacher only. Where a teacher
Professional Engagement. Within each Standard, focus areas
has multiple qualifications, the highest qualification has been
provide further illustration of teaching knowledge, practice and
listed.
professional engagement. These are then separated into
descriptors at four professional career stages: Graduate,
Teacher Qualifications
Proficient, Highly Accomplished and Lead.
Doctorates
-
Master Degrees
6
Bachelors (Hons.) Degrees
1
Bachelor Degrees
2
Post-Graduate Diplomas
1
Graduate Certificates
-
Deutsche Schule Melbourne currently employs teachers in the
following career stages:
Lead Teachers
2
Certificates
Highly Accomplished Teachers
0
TOTAL
Proficient Teachers
6
Graduate Teachers
2
10
Teacher Professional Development
Deutsche Schule is committed to professional development and
Staff Attendance
continuous learning. The purpose of professional learning is to
enhance personal and work performance, to improve student
The staff attendance rate defines the attendance of full-time and
learning outcomes, to maintain effective work relations and
part-time staff as a percentage of the staff member’s committed
develop career paths and organizational capability.
time. The rate is compromised by
staff member staking
personal leave. Participation in professional development is
Professional development in 2013 was undertaken in the areas
classified as in attendance.
of:
o
Australian Curriculum (Maths & Science)
Deutsche Schule Melbourne’s staff attendance rate for 2013
o
Numeracy Network
was 99.3% (compared to 99.5% in 2012).
o
Reading Comprehension
o
Feuerstein Enrichment Program
o
BME Behaviour Management
o
Get your life back
o
Kathy Walker Pla- based Learning
o
Yoga for Kids
o
Zart Art
o
Learning with iPads
o
Leading in Action
o
School Law Seminar
o
Demystifying Risk Management
o
First Aid, CPR and Anaphylaxis
Staff Retention
In 2013 one teaching staff member left Deutsche Schule
Melbourne to return overseas. This position was replaced by a
new teacher.
A total of $7,744 was expended in 2013 on professional
development compared to $6,186 in 2012.
22 DEUTSCHE SCHULE MELBOURNE
Teacher Satisfaction
The school continued the staff performance review cycle with all
teachers. Performance reviews offer teachers and school
leaders the opportunity to provide feedback to staff members. It
further
allows
staff
members
to
reflect
on
their
own
performance, articulate their own wishes to further engage and
develop within the school and set personal goals for the future.
Staff satisfaction and wellbeing are important to Deutsche
Schule Melbourne. As a young school the need for engaged
teachers and future leaders at the school is all important. It is
important to carefully monitor and guide teachers to fulfil their
professional ambitions in a safe and secure setting.
Generally there has been high satisfaction amongst teachers in
regards to opportunities offered and team morale and the
school
as
an
organisation.
Professional
development
opportunities were actively sought and provided stimulus to
teachers. Further
improvement of
the
facilities
and
IT
infrastructure has been welcomed. Internal communication
amongst teachers has been increased via the distribution of
Weekly Notes from school leaders, a more frequent meeting
schedule and more frequent feedback from school leaders.
Parent Satisfaction
Parents are confident that their children feel safe at school and
enjoy coming to school. They are satisfied with the bilingual
program and the progress their children have made.
Parents noted the warm and welcoming atmosphere of the
school and positively commented on the infrastructure of new
classroom in the new building. Parents valued the improved
communication between teachers and parents. They appreciate
the possible level of involvement the school offers parents and
generally like to contribute to school life in different ways.
Suggested areas for improvement included the review of the
swimming program in its current format and the wish for an
extension to the library space and book selection, in particular
for older grade levels. Parents are eagerly awaiting the
construction of the new sports ground, which will also provide
more outdoor play space for students during recess times.
DEUTSCHE SCHULE MELBOURNE 23
Key Financial
Financial Performance
Outcomes
Income
Deutsche Schule Melbourne generated total operating
income of $1,026,974 in 2013 (2012: $813,914). Tuition fees
Enrolments
Student numbers have been steady over the course of the
year. 2013 started with 55 students being enrolled at the
school and ended with a total of 58 students.
and charges increased as expected in line with student
numbers and amounted to $553,655 or 53.9% of total
income. Enrolment and application fees increased due to
realised enrolments for 2014 and 2015. Fundraising efforts
and donations during the year generated an additional
$48,980. A further capital donation of $10,280 was made to
Students were taught in four classes, of which two classes
the school’s building fund.
were composite classes (Year 2/3 and Year 4/5 composites).
The school was able to apply successfully for two grants
totaling $93,070 from the German Government in 2013. The
Financial Position
grants were purpose bound and funded 50% of the
acquisition costs of the school’s air conditioning, electronic
whiteboard purchases and classroom fit-out. The balance of
Total assets of the school have continued to increase in 2013
funds was applied to the costs of employing teaching staff.
to $1,240,204 (2012: $849,396) due to an increase in the
school’s cash balances and an increase in fixed net assets of
$56,685.
Support from the Australian Government and Victorian
Government is adjusted annually and aligned to student
enrolment numbers.
Bank account balances as at December 31 (balance date)
are always at their peak due to tuition fee payments received
around year-end for the following school year (and financial
year).
Fixed asset investments during the 2013 financial year
included the installation of air-conditioning in all classrooms,
the fit-out of all classrooms with electronic whiteboards and
furniture acquisition for a newly refurbished classroom.
School fees received in advance for the 2014 income year
are recorded as current liabilities. As tuition is being provided
to students, this liability is gradually discharged. These
amounted total fees paid in advance of $364,104 at 31
December 2013.
A summary breakdown of main income sources in $ is listed
Bond payments upon enrolment of $2,000 per family are
on the next page. A detailed Financial Report can be
recorded as holding deposits in non-current liabilities. These
obtained from the school office.
are refunded to families once the last family member leaves
the school.
24 DEUTSCHE SCHULE MELBOURNE
Revenues
2013
2012
$
$
Expenses
2013
2012
$
$
Fees, Charges & Parent Contributions
553,656
460,805
Salaries & Employment Expenses
508,329
393,004
Other Private Income
121,820
105,942
Office & Administrative Expenses
144,920
107,849
Government Grants – Germany
93,070
-
Buildings & Caretaking
111,079
77,132
Government Grants – Australian
210,590
190,010
Government Grants – Victorian
37,558
43,194
Private Capital Income
10,280
9,095
-
4,868
Government Capital Grants – Australian
Government Capital Grants – Victorian
Total Income
-
-
1,026,974
813,914
-
(13,963)
1,026,974
809,046
Less: Capital Grants
Operating Income
Interest
Depreciation & Amortisation
Total Expenses
-
977
61,845
51,579
826,173
630,494
Summary
Deutsche Schule Melbourne has achieved profit of $200,801
in the 2013 school year.
Expenses
The results have been influenced by the receipt of two grants
from the German Government to the total value of $93,070
The school’s largest expense items are salaries and
and donations to the value of $20,380, both of which have
employment-related costs. They amounted to $508,329 in
significantly aided the profit result.
2013, representing 62% of total expenses (ration unchanged
A copy of the 2013 Audited Financial Reports can be
from 2012: 62%).
requested by contacting the Business Manager.
The office and administrative expenses include such items as
text
books,
stationery
and
materials,
extra-curricular
programs, general office expenses and catering. With a total
of $144,920 they have increased from 17% in 2012 to 18% in
2013, but have generally grown in line with overall school
growth.
Building and caretaking expenses include rental payments,
outgoings, cleaning and maintenance costs. They have
slightly increased to 13% of overall costs (2012: 12%).
The school had no further interest expenses during the year
and has been able to temporarily deposit some funds into
Term Deposit accounts for which the school has received
interest.
Depreciation
and
amortization
expenses
have slightly
increased by $10,266 in line with new acquisitions of assets.
Overall this contributes to 7% of total costs (2012: 8%).
DEUTSCHE SCHULE MELBOURNE 25
Contact Information
Chairman of the Board
Address
Mr Florian Dehne
96 Barkly Street
North Fitzroy VIC 3068
Head Teacher
Australia
Mrs Sandra Worrow
Telephone
Deputy Head Teacher
+61 3 9489 9364
Ms Christina Remshardt
Email
Business Manager
info@dsm.org.au
Mrs Barbara Walsh
Web
dsm.org.au
Photography
Mrs Eva Rugel
evarugelphotography.com
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26 DEUTSCHE SCHULE MELBOURNE