Annual Report 2016
“Bilingual education provides an excellent basis for children’s learning. It has great benefits for literary and numeracy development in English and in this case German, as well as for children’s understanding and experience of the world around them. The model of learning at the Deutsche Schule Melbourne is clearly defined, well developed and supported and serves as a great teaching model in Australia. The benefits of bilingualism to an individual and to society cannot be understated. Bilingual education of the kind provided at this school should be available to all school children in this country.” Professor John Hajek, University of Melbourne, School of Languages and Linguistics
Photography © Kima Guseva, Michelle Ferreira and the DSM Community b Deutsche Schule Melbourne
contents Benefits of a Bilingual Brain
4
Introduction 5 From the Principal
6
From the Chair
7
School Information
8
Our Students
8
Student Attendance
8
Student Satisfaction
9
Parent Satisfaction
9
Student Learning Outcomes
10
Our Teaching Staff
11
Our Board
12
Our Financials
13
Contact Information
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Deutsche Schule Melbourne 3
Benefits of a Bilingual Brain Advancing The Victorian Government’s Vision for Languages Education 2013–20251, Deutsche Schule Melbourne celebrates the benefits of a bilingual brain.
Rational consideration and strong thinking skills
Mathematical comprehension
Reading comprehension
Intercultural and communication skills
Logic-driven problem-solving and decision-making
A HEALTHY MIND: A multilingual brain is a resilient brain, helping to mitigate the risk of dementia.
ACADEMIC SUCCESS: Bilingual students tend to perform better in standardised tests.
FUTURE PROOFING: Bilingual adults are better equipped for a broader range of careers in an increasingly globalised economy.
COMMUNITY BUILDING: A multilingual community contributes to social cohesion and builds global citizenship.
Research reveals further hotspots of the bilingual brain: Broca area: Language processing linked to speech production Auditory cortex: Good hearing and auditory processing
Motor cortex: Movement control including the lips and mouth Wernicke’s area: Language comprehension and speech production
1 Source: www.education.vic.gov.au/languageseducation
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Deutsche Schule Melbourne (DSM)
Inspire
Nurture
Challenge
Deutsche Schule Melbourne (DSM) offers the highest standard of bilingual education for primary school children up to Year 6. Our celebrated curriculum derives from the enormously successful Canadian ‘Early Immersion Program’ and fulfils the highest education standards of both the Australian and German school systems.
At the heart of the bilingual and bicultural education of our students is a “one teacher, one language” approach in which classes are conducted in the teacher’s native language (German or English). Bilingual communication broadens the cultural perspectives of our students and inspires them to become creative and confident participants in the international community.
We have more than 80 students at our school, who represent eight nationalities and speak 13 different languages. To cater for the distinct learning requirements of our students, we have differentiated our methods and optimised the learning environment. Where necessary, we also provide remedial lessons to support the acquisition of both the German and English languages. This provides students who have few to no prior language skills with the opportunity to learn in a supported school environment.
Recognised and accredited by the German Federal Government as “Deutsche Auslandsschule” – a German School Abroad – DSM promotes an all-embracing cultural exchange, which offers students an easy transition into the education systems of both countries.
We model a holistic approach, nurturing every child by recognising their individuality, building their intercultural awareness and promoting respect for their fellow students and staff. It’s a positive school environment from which emerge confident personalities and active global citizens.
“In an increasingly globalised world it is imperative young people are equipped to compete in a global economy and participate in a global society. This will require not only knowledge of other languages but also the skills to excel in a highly connected world.” The Hon. Martin Dixon MP, Minister for Education, ‘Victoria as a Learning Community’ (November 2011).
We are among 140 schools accredited by the Central Agency for German Schools Abroad. Wir sind eine unabhängige Schule und gehören zum Verbund der 140 deutschen Auslandsschulen weltweit.
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A CONVERSATION WITH OUR PRINCIPAL:
Bernice Ressel What first drew you to DSM? I’ve been a bilingual education enthusiast since as far back as I can remember. I’m originally from Gelsenkirchen – a city in the state of North Rhine-Westphalia and Ruhr area of Germany, not far from the Dutch border. When I gained my qualifications in teaching (in both English and German) I was immediately keen to see the world and discover the joys of my chosen career. I have worked as far afield as Oxfordshire (secondary comprehensive school), Tokyo (Deutsche Schule), and Germany, finally landing here at Deutsche Schule Melbourne in September 2015. The small size and progressive approach of DSM really appealed to me, as much as the close-knit and collaborative community supporting it.
What is your vision of academic success for your students? I’m pleased to say that we are well on our way to realising our vision for the academic success of our students. This is largely due to the commitment of a highly qualified staff, whose lessons provide every student with the opportunity and means to reach their individual potential personally and academically. While we strive for high academic outcomes, we also want to make learning enjoyable and fun for the students. I work as hard as I can to be there for all our students, as well as our staff and the parents, but it is certainly a collaborative effort. In term 3 this year, we invested considerable time in articulating this vision and shaping our mission and the values underpinning everything we do. From this work, we identified three core foci: to inspire, nurture and challenge our students to become creative and confident participants in the global community.
How important is it to engage parents? The engagement of parents is equally critical to the achievement of our school vision and values. The school provides students with the environment to live and learn two cultures. But it is ultimately the parents who motivate the children to join us and who support them to practice what they learn beyond the school gates.
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This year we were very pleased to support the establishment of a DSM Parent Association (PA), which ensures a more active and constructive role for parents in the school. Parent class representatives bring their year-level perspectives to discussions and initiatives driven by the PA, whose purpose is to encourage and support a positive and productive school culture and create a vibrant and inclusive school community. My staff and I welcome this latest collaboration with parents and look forward to the positive communication and educational outcomes it will undoubtedly bring.
How important is it to engage the community? The success of our school lies in its membership of both local and German-speaking communities, and what better way to encourage our students to join the global citizenry than by nurturing our own community. We are proud of the strong relationships we have forged with our students’ families, but we are just as energised by our engagement with the broader community, which is invited to a variety of cultural activities throughout the school year. Highlights from 2016 have included our annual DSM Carnival, the “WoW Yarra” program (Walk and Wheels Once a Week), and our parents’ Australia vs. Germany friendly soccer match. But perhaps most popular is the DSM Christmas Market, which this year saw more than 40 stallholders attract 3,000 visitors and an entertainment program featuring a parent music troupe and student buskers.
What were a few of your highlights from 2016? I was thrilled this year with our DSD students, who successfully passed the first DSD I exam to be facilitated at the school. These are school alumni, who return to undertake the accredited German Language Certificate, Deutsches Sprachdiplom (DSD). All our 2015 graduates (Year 6) returned in 2016 to take part in the program, joining 65,000 participants worldwide who continue to develop their advanced German language skills. Another highlight this year was the expansion of our transition program for Foundation students coming from the kindergarten program at Froebel Bilingual Early Learning Centre, co-located on the Fitzroy campus. The transition program was increased to four-to-six lessons, further enabling students to meet their new teachers, familiarise themselves with their new environment and ease their way into the first day of school. Other notable events this year included our continuing relationship with the Wurundjeri Tribe Land Council, and the performance of ‘Welcome to Country’ by Wurundjeri Elders at our Christmas Market. We were also pleased to receive a very positive visit from the inspectors of the Association of German Schools Abroad. Both events reinforce DSM’s cultural strength and diversity, positioning us powerfully for future growth.
A CONVERSATION WITH OUR chair: Florian Dehne What inspired you to create DSM? Originally from Hannover, Germany, I moved to Australia with my wife, Averil, in 2000. After just two years, we decided to move here permanently. When our first child was born so were our ambitions to nurture our family’s German-Australian identity. It was around this time that the then principal of the German International School in Sydney came to talk to members of the German-Australian community in Melbourne. He spoke passionately about the benefits of a bilingual education for both the children and the community. His ideas resonated strongly with me and the seed was sewn for Deutsche Schule Melbourne. We opened the school in 2008 with teaching staff, board members and volunteers working together to establish and develop school operations. The role of the Board and my role as Chair have evolved substantially since then. Now we function as a governance board, which sets strategy and facilitates a clear vision for the school. I have worked for many years as a strategic consultant so I also enjoy acting as a coach and confidant to the School Principal and key staff.
How do you cultivate effective school leadership? It has been important to us to find people that bring the right combination of capability, motivation and also cultural fit to the school leadership. That really applies to both the Board and the leadership staff. Everyone has the best interests of the school in mind and modestly performs his or her role with passion, thoughtfulness and respect. The result is a positive and productive team committed to establishing the right priorities for the school and ensuring we maintain our focus along the way.
What are your ambitions for the students of DSM? Since opening in 2008, the school’s vision has been to expand from kindergarten and primary schooling to secondary education. The journey so far for our students takes them from the early learning centre, run by our partner Froebel, through the primary years to grade 6. After that, many of our students move to a local secondary school, and most also continue their German studies through DSM’s advanced German Language Certificate program (DSD). This is designed to help them with VCE German and acquisition of the DSD2, which is the German language qualification required to study at a German university. We are keen to progress the establishment of a DSM secondary school, the design and development of which were the subjects of serious consideration this year. Our intention is to offer the GIB (often called German IB) as the leaving certificate. This is a special form of the International Baccalaureate, which is also approved by the German Government as a leaving certificate equivalent to the Abitur. Its ethos and structure align closely with DSM’s vision and bilingual profile. While the introduction of the secondary school will take some time, we have already made progress by seeking German Government approval to proceed, while also engaging key stakeholders and continuing with our planning.
What were a few of your highlights from 2016? 2016 was in many ways the first ‘normal’ year in the best possible sense. We had a full-time principal and experienced senior team running the operations of the school. The board started to re-orientate itself from its previous, hands-on role to a much more governance-focused entity, which felt great.
This continual professionalisation of the school leadership is resulting in great success in terms of enrolments, student numbers and educational program improvements. We have also started to become more active with the wider network of German International schools. This year I met with my peers, the Chairs of other German international schools, at a regional conference in Singapore. We were among an assembly of Board Chairs, Principals and Business Managers of German Schools Abroad in the South Asia region, discussing ideas of successful and futureorientated school management for German Schools Abroad.
What can we look forward to? As a school, DSM is in a very good position. The school’s educational outcomes are great and our children continue to enjoy coming to school every day. We are growing and expecting to continue to grow. And with that growth comes the opportunity to broaden our offer and ensure the school will become even more capable of addressing individual student needs. For the community, a key focus will be the preparation of the 10-year anniversary in 2018. We will be working on a book that documents our history in an engaging way and I am sure there will be some memorable celebrations to propel us forward.
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FOR THE RECORD (reporting requirements):
Our Students
At Deutsche Schule Melbourne we celebrate the diversity of our student population by nurturing their individuality and promoting intercultural awareness and respect for others. DSM by numbers:
8
81 students
nationalities
(Primary to Grade 6)
Swiss: 2 (2.5%)
13 languages
English, German, Swiss German, French Polish, Hungarian, Turkish, Russian, Arabic, Urdu, Chinese, Korean and Irish
Other: 3 (4%)
Austrian: 2 (2.5%) Australian & German (dual): 13 (16%)
German: 5 (6%)
Bilingual: 35 (43%) Primary language of our students
Nationality of our students
German: 11 (14%) Australian: 56 (69%)
Student attendance
2016 Student Attendance
Approximately 81 students attend DSM each day. Attendance is recorded twice daily by teaching staff in morning and afternoon classes.
Year
In an effort to support students and mitigate absenteeism this year, DSM introduced flexible school start times three days per week. ‘Lernzeit’ works similarly to a homework club, giving students the opportunity to make use of school staff and facilities from 8:45 to 9:00am on given days. The program has been particularly well received by students from non-English and non-German speaking backgrounds, who benefit from targeted homework and learning assistance.
95%
Year 1
93%
Year 2
96%
Year 3
94%
Year 4
96%
Year 5
98%
Year 6 (Average)
We welcome families of all nationalities. Wir heißen Familien aller Nationen willkommen.
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Total
Foundation
95% (95%)
English: 35 (43%)
Student satisfaction
Parent satisfaction
While DSM does not formally measure student satisfaction, we do gauge student wellbeing on a daily basis. More specifically, in 2016, the school conducted a creative project in which students across mixed aged groups collectively identified and developed a set of values to underpin their daily school experience. These included respect, honesty, tolerance, patience, trust and kindness.
A further indication of student fulfilment is parent satisfaction, which is why DSM conducts a survey each year to encourage appraisal of various aspects of the school from parents.
Again this year our students enjoyed interaction with Kaya, a qualified school therapy dog, who offers relaxation (for hyperactive students), reading support, social interaction and emotional support. For those students who have chosen to engage with Kaya, the benefits have been immense.
Building on last year’s results, the 2016 parent survey revealed a high and increasing degree of satisfaction with the way the school is being run and our approach to teaching. Ratings were particularly strong for the bilingual program, our teacher skills, the mutual respect evident among students, individual student progress and, most importantly, student enjoyment of the school.
Bilingual students see the world from a range of cultural perspectives. Zwei Muttersprachen eröffnen den SchülerInnen die Möglichkeit, die Welt aus verschiedenen kulturellen Perspektiven wahrzunehmen.
Parent satisfaction survey highlights:
High & increased degree of parent satisfaction overall 100% of parents indicated that their child enjoys going to school Strong parent ratings in key areas: bilingual program; teacher skills; respect among students; individual student progress In response to concerns raised around library assets, DSM invested in new software and books for the library, with extended opening hours and more resources allocated for 2017. DSM is committed to better engaging and meeting the needs of parents across all year levels. In addition to community events, such as the ‘WoW Yarra’ (Walk and Wheels Once a Week) program and the Australia vs. Germany ‘Parents’ Friendly Soccer Match’ , DSM has this year facilitated the establishment of a Parent Association (PA). The PA aims to promote constructive parent involvement in ‘school life’ and to foster positive communication and educational outcomes between teachers, parents and students.
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Student learning outcomes
Deutsche Schule Melbourne continues to build a reputation around the academic excellence and personal development of its students. NAPLAN results In addition to language proficiency, DSM upholds skills in general literacy and numeracy as integral to its education model. All students in years 3 and 5 undertake the annual national literacy and numeracy (NAPLAN) tests, which indicate student competency in these particular areas.
While the NAPLAN results do not show the full scope of our student achievements, they do indicate that almost all DSM students are performing consistently above the national minimum standards in literacy and numeracy. This is despite receiving a different level of English literacy tuition than students in the mainstream.
YEAR 3 results 2016: Grammar & YEAR 3 Reading Writing Spelling Punctuation
Numeracy
DSM
435 458 413
444
439
National Average
426
436
402
421
420
YEAR 3 comparative results 2014 – 2016: YEAR 3
Nat. Min. Std
2014
2015
2016
Reading
Above 83% 100% 88% At - - 13% Below 17% - -
Writing
Above 83% 100% 100% At 17% - Below - - -
Spelling
Above 67% 100% 100% At 17% - Below 17% - -
Grammar & Punctuation
Above 100% 100% 100% At - - Below - - -
Numeracy
Above 100% 100% 100% At - - Below - - -
Participating Students
6 9
8
LBOTE* 1 6 3 *LBOTE – Language Background Other Than English
**LBOTE – Language Background Other Than English
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Thanks to our high educational standards, our graduates have the best chance of success at secondary and tertiary schools around the world. Aufgrund unseres hohen Qualitätsanpruches besitzen unsere AbsolventInnen die besten Grundvoraussetzungen weiterführende Schulen und Hochschulen auf der ganzen Welt zu besuchen.
While there were four Year 5 students who sat the NAPLAN tests in 2016, their scaled results are not disclosed in this report because the reporting threshold requires a minimum five students for the National Assessment Program.
Our Teaching Staff
DSM boasts a dedicated and professional staff, charged with inspiring, nurturing and challenging both the student cohort and each other. All our teachers are highly motivated and continue to fulfill their coordinating roles exceptionally. Staff and qualifications Staff Lead Teaching
Position
Bernice Ressel Principal Christina Remshardt Deputy Principal
Teaching Leon Gabler (SC: Subject Mandana Vogt Coordinator) Annette Buchholz Alanna King Lena McCowan Mary Gallivan Lidija Tkalcec Jasmine Chan
Yr 1, SC: IT Yr 2, SC: German & Arts SC: Mathematics, Integrated Studies SC: French SC: Ethics Yrs 5/6, SC: Sports Foundation Year, SC: Resiliency Yr 3/4, SC: English, Library
Total No.
Teaching staff
10
Qualifications
Master degrees Bachelor degrees
7 3
Casual Relief Anne MacVean Pia Demasi Monika Ortloff
Casual relief teacher Casual relief teacher Casual relief teacher
Teacher attendance
Teacher satisfaction
The staff attendance rate incorporates full-time and part-time attendance as a percentage of the staff member’s total committed time.
Teacher satisfaction at DSM is continuously measured in the context of the established annual review cycle, which focuses on detailed leadership feedback, personal and role-based goal setting for the next year and peer reviews.
The DSM staff attendance rate for 2016 was 98.57% (compared to 98.14% in 2015). Teacher retention There was relatively little movement among teaching staff at DSM in 2016. The school farewelled three staff, of which one resigned, one contract was completed and one returned to Germany. At the same time we welcomed back one staff member returning from parental leave and received two new teachers to the school.
In 2016, the staff annual review revealed that all staff members are happy with their working environment and grateful for the extensive opportunities provided for their professional development. Deutsche Schule Melbourne is committed to professional development and continuous learning to: enhance personal and work performance, improve student
Teaching Staff Composition* Capacity Total Full-time 5 Part-time 5 Casual (relief)
3
Instrumental Instructor
1
*No Aboriginal or Torres Strait Islander staff
learning outcomes, maintain effective work relations and career development, and build organisational capability. This year a total of $20,928 was committed to professional development activities (internal and external), compared to $10,894 in 2015. This included twice-yearly programs for the School Principal and Business Manager via the Central Agency for Schools Abroad.
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Our Board
Deutsche Schule Melbourne proudly attributes its overall governance and performance to its Board, which oversees the school management team. Most board members are elected representatives of the school association, which has more than 180 members. There are also representatives of the German-Lutheran Trinity Church and the German-Catholic St. Christophorus Church.
Florian Dehne (Chair) Co-founder DSM, Strategy Director, SEEK
Paul Monkus Finance Manager, SEEK Learning
Ai-Lyn Tang Head of Strategy, Outware Mobile
Penny Fairbank Science Engagement & Philanthropy Manager, University of Melbourne
Volker Ankenbrand Technical Consultant, Church of St. Christophorus
Eleanor Williams Asst. Director, Centre for Evaluation & Research, Dept. Health & Human Services (Vic)
Paul Southwick Journalist, Chartered Accountant, Pilot
We value RESPECT, TRUST, KINDNESS, HONESTY and PATIENCE. Unser Handeln basiert auf den Gundprinzipien RESPEKT, VERTRAUEN, FREUNDLICHKEIT, EHRLICHKEIT und GEDULD.
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Bernd Kalinna Master of Teaching (Secondary); PhD, Doctor of Science; Classroom Teacher, Altona P-9 College; Classroom Teacher, Geckos Community School; Honorary Associate Professor, School of Applied Sciences, RMIT University
Our Financials For year ended 31 December 2016 Revenues Fees, Charges & Parent Contributions
2016 2015 1,022,199
837,459
Other Private Income
143,663
148,294
Gov Grants – Australian
447,558
375,116
Gov Grants – Victorian
43,898
38,889
Gov Grants – German
55,849
53,761
Private Capital Income
3,000
12,693
1,716,165
1,466,211
Total Income Expenses
2016 2015
Salaries & Employment Expenses
837,472
748,064
Office & Administrative Expenses
219,608
203,329
Building & Caretaking
198,203
190,652
Interest Depreciation & Amortisation Total Expenses
–
–
143,233
98,426
1,398,516
1,240,470
We have a small but strong international community within which school life takes shape. In gemeinsamer Interaktion gestalten wir den Schulalltag innerhalb unserer kleinen, aber starken und internationalen Gemeinschaft.
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Contact Information 96 Barkly Street North Fitzroy VIC 3068 Australia Telephone +61 3 9489 9364 Email info@dsm.org.au dsm.org.au
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