List of Tables List of Figures 1. PROJECT SUMMARY (Conditions of Grant, clause 2.2(a)-(e) of Part A) Objectives Indicate the extent to which the Project Objectives specified in clause 3 of Part A of the Conditions of Grant were met. Where obligations established in the Conditions of Grant were not met, please identify these and provide an explanation of circumstances and consequences. Table 1: Project objectives IDENTIFIED OBJECTIVE EXTENT TO WHICH THE OBJECTIVE WAS MET Address the gap in the awareness of low SES students of the importance of studying STEM (Science, Technology, Engineering and Mathematics) subjects in order to maintain or expand their future career options 1644 students participated in activities with 1066 students completing a survey to determine the impact and effectiveness of the activities. After participating, 97% of students agreed that maths is important in many careers, and 93% of students agreed that maths can be used to solve problems throughout life. 65% of students reported a positive change in their attitudes towards maths. Design and trial innovative activities for early secondary school students that will link numeracy skills development to exciting career options Two activities were developed and refined for early secondary school students, with the importance of numeracy and STEM skills being embedded throughout. These two activities were very positively received by schools, and bookings have been made to run these activities again in 2017 as part of the core Aspire program. Inspire and encourage low SES students to study mathematics and other STEM subjects, by identifying the pathways university study provides to future careers Careers resources were embedded in both activities and all supplementary resources. 22 university graduates completed a career profile, used to illustrate career pathways to students.
59% of the students surveyed indicated a desire to study at university. Project Activities, Milestones and Key Performance Indicators A detailed statement outlining the project activities, milestones and KPI’s is attached (Appendix 1). Some project highlights are included below: Table 2: Project activities, milestones and KPIs TIMEFRAME PLANNED ACTIVITIES AND MILESTONES PROJECT ACTIVITIES AND MILESTONES COMPLETED IDENTIFIED KEY PERFORMANCE INDICATORS KEY PERFORMANCE INDICATORS OUTCOME End February 2016 - Establish project reference group - Project plan endorsed by reference group - Reference group established - Project plan endorsed by reference group - 1st reference group meeting held with representation from the School of Mathematics, Faculty of Education, UWA Careers Centre, and at least 1 school representative - Project officially launched by the Hon. Julie Bishop MP - Meeting held and guidance received by members of the group, including representatives from the School of Mathematics, Faculty of Education, UWA Careers Centre and Girrawheen Senior High School End June 2016 - Development of numeracy themed workshops for use during school visits - Activities and accompanying resources developed and trialled - Careers in Maths resource developed, including profiles from across the sector - Workshop and resources developed - Workshops trialled in classrooms - Career resources developed, including graduate profiles - 2 workshops developed including the lesson plans, activity details and accompanying resources - Careers in Maths resource developed - Year 7 and 8 activity and resource development completed - Career resources developed and embedded into workshops and resources
I am authorised by the university to sign this Declaration on its behalf, and to the best of my knowledge, the information that I have provided in the Final Report and Acquittal Report for the HEPPP 2015 National Priorities Pool project Adding to the Pipeline: Improving Numeracy Skills and Career Outcomes for Low Socio-Economic Status (SES) Students is true, correct and accurate in all particulars. I understand that: The provision of false or misleading information or the making of false or misleading statements to the Commonwealth is a serious offence under the Criminal Code Act 1995 (Cth). If any actual or potential conflict of interest arises, I must notify the Commonwealth immediately in writing of the facts giving rise to the actual or potential conflict of interest and to take such steps as the Commonwealth may require so as to resolve or otherwise deal with any conflict of interest that may arise. I agree to publication of the Final Report on the Department of Education and Training website, once accepted by the department. Title Professor Name Dawn Freshwater Position Chief Executive Officer (Vice-Chancellor) Signature Appendix 1 Project Activities, Milestones and Key Performance Indicators Table 4: Project activities, milestones and KPIs (expanded) TIME FRAME PLANNED ACTIVITIES AND MILESTONES PROJECT ACTIVITIES AND MILESTONES COMPLETED IDENTIFIED KEY PERFORMANCE INDICATORS KEY PERFORMANCE INDICATORS OUTCOME End December 2015 - Recruitment of project staff - Project plan developed - Establish governance structure - Plan scoping exercise by inviting teachers and students from current equity partner schools to attend an on-campus event in January - Staff recruited - Project plan developed - Project reference group established - Scoping exercise completed - Staff contracted - Complete project plan - Project reference group convened - Teachers and students invited and commitment gained for on-campus numeracy themed event to be held in January - Project officer and support staff recruited and orientation completed - Project plan completed - Membership of the Project reference group confirmed - Details for the maths summer school confirmed
End January 2016 - Facilitate on-campus event for students to scope ways in which the project can complement and support schools in numeracy education, and investigate connections to career development - Evaluation strategy developed - 2 on-campus numeracy events held - Evaluation strategy developed - 40 secondary school students to participate in an numeracy themed activity and complete baseline survey - Teachers from current partner schools participate in a focus group - Evaluation strategy developed including templates and a schedule for implementation - 21 students attended a week long numeracy summer school held during the school holidays, coordinated in partnership with Girrawheen Summer School (January) - 21 Kiara College students attended STEM themed workshops focussed on chemistry and numeracy (March) - 1st focus group meeting held with 3 teachers - Evaluation methodology outlined in project plan and approved by reference group End February 2016 - Establish project reference group - Project plan endorsed by reference group - Work commences on resource development - Reference group established - Project plan endorsed by reference group - Workshop development commenced with guidance from reference group - 1st reference group meeting held with representation from the School of Mathematics, Faculty of Education, UWA Careers Centre, and at least 1 school representative - Agreement on project plan - 1st reference group meeting held and guidance received by members of the group - Members of reference group includes representatives from the School of Mathematics, Faculty of Education, UWA Careers Centre and Girrawheen Senior High School - Project plan approved - Project officially launched by the Hon. Julie Bishop MP End April 2016 - Volunteer presenters recruited from current university students - Evaluation strategy developed - Project reference group reviews progress - Recruitment of 5 volunteer presenters - Evaluation strategy developed - Progress reviewed and endorsed by reference group - 20 volunteer presenters recruited - Evaluation strategy finalised - Endorsement of progress by reference group - 5 volunteer presenters recruited (see issues outlined above) - Evaluation strategy finalised - Progress reviewed and endorsed by reference group
End June 2016 - Development of numeracy themed workshops for use during school visits - Activities and accompanying resources developed and trialled - Training program developed for student presenters - Careers in Maths resource developed, including profiles from across the sector - Workshop and resources developed - Workshops trialled in classrooms - Training program for student presenters developed and implemented - Career resources developed, including graduate profiles - 2 workshops developed including the lesson plans, activity details and accompanying resources - Volunteer presenter training program developed and training commenced - Careers in Maths resource developed - Year 7 and 8 activity and resource development completed - Volunteer training session held with 3 university students - Career resources developed and embedded into workshops and resources End July 2016 - Numeracy workshops trialled in classrooms and activities/resources reviewed by participating teachers - Volunteer presenters trained on workshop delivery - Project reference group reviews progress Workshops refined after teacher feedback received in classroom trials Volunteer presenters trained in workshops Progress reviewed by project reference group 20 volunteer presenters trained Endorsement of progress by reference group Volunteer recruitment strategy reviewed, a further 4 volunteers commenced training (see issues outlined above) Progress reviewed and endorsed by reference group End November 2016 - Numeracy workshops facilitated by volunteer presenters in participating schools throughout Perth and in selected regional Western Australia - Activity resources distributed to maths teachers - Resources disseminated through equity practitioner channels nationally - Professional development workshop facilitated with representatives from partner schools - Evaluation strategy implemented and data collected - Workshop delivery assisted by a total of 4 volunteer presenters in both Perth and regional Western Australia - Activity resources distributed to maths teachers present during workshops - Dissemination of resources through equity practitioner channels postponed until 2017 (see challenges above) - Professional development workshops facilitated by a Professor from the UWA Graduate School of Education - Data collected through student and teacher surveys - 20 volunteer presenters engaged in delivery of school workshops - 40 school workshops held and 1000 students engaged - 20 resource packs distributed to teachers in participating schools (metropolitan and regional) - Professional development workshop facilitated with 15 representatives from partner schools - Data collected to measure the effectiveness of the workshops and resources developed - 4 volunteers assisted in delivery of 17 workshops (see issues outlined above) - 70 workshops held, engaging 1602 students. - 31 resource packs comprising activity extension resources and numeracy teaching resources assembled; 13 resource packs distributed in 2016, the remainder to be distributed in 2017. - 3 professional learning workshops facilitated with 30 representatives from partner schools in the Mid West - 1066 post-activity surveys completed by students