annual report secondary template 2018

SCHOOL REGISTRATION NUMBER: 1605

ANNUAL REPORT TO THE SCHOOL

COMMUNITY

2019

ST. MARY OF THE ANGELS SECONDARY COLLEGE NATHALIA

ST MARY OF THE ANGELS NATHALIA

2019 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

Contact Details ............................................................................................................................................ 2

Minimum Standards Attestation ................................................................................................................ 2

Our College Vision ...................................................................................................................................... 3

College Overview ......................................................................................................................................... 4

Principal’s Report ........................................................................................................................................ 5

Church Authority Report ............................................................................................................................ 7

College Board Report .................................................................................................................................. 8

Education in Faith ....................................................................................................................................... 9

Learning & Teaching .................................................................................................................................11

Student Wellbeing ...................................................................................................................................119

Child Safe Standards ................................................................................................................................23

Leadership & Management .......................................................................................................................24

College Community ...................................................................................................................................26

School Performance Data Summary .......................................................................................................28



Contact Details

ADDRESS Chapel Street (PO Box 141) NATHALIA VIC 3638

PRINCIPAL Matt Carver

PARISH PRIEST Fr Michael Grace

SCHOOL BOARD CHAIR Mrs Nicole Walpole

TELEPHONE (03) 5866 2222

EMAIL [email protected]

WEBSITE www.smotanathalia.catholic.edu.au

E NUMBER E3042

Minimum Standards Attestation

I, Matt Carver, attest that St. Mary of the Angels Secondary College is compliant with:

• All of the requirements for the minimum standards and other requirements for the

registration of schools as specified in the Education and Training Reform Act 2006

(Vic) and the Education and Training Reform Regulations 2017 (Vic), except where the

school has been granted an exemption from any of these requirements by the VRQA

• Australian Government accountability requirements related to the 2019 school year

under the Australian Education Act 2013 (Cth) and the Australian Education

Regulations 2013 (Cth)

• The Child Safe Standards prescribed in Ministerial Order No.870 – Child Safe

Standards, Managing Risk of Child Abuse in School.

1st May 2020



Our College Vision

IDENTITY STATEMENT We are a Franciscan educational community; hope-filled, merciful, and joyous.

VISION STATEMENT Jesus calls us with joy to be a learning community where;

We are conscious that all of our actions must be guided by the mercy of God.

We live in right relationship with the earth and all God’s creation.

Purposeful learning and teaching allows every student to be engaged with intellectual, ethical and spiritual richness.

We develop leaders who strive to build a just world taking care of the tradition, the spirit and the story of all Australians.

Each individual is valued and recognised in a safe, accepting and inclusive learning environment.

GRADUATE OUTCOMES At St Mary of the Angels College we aspire for our students to be;

Witnesses to the good news of Jesus Christ.

Active, engaged and socially responsible participants in a diverse and evolving world.

Visionary thinkers who are passionate about life-long learning.

On a journey of self-discovery, through service and love of others.



College Overview

St Mary of the Angels Secondary College is a vibrant community of approximately 600 students. The College is situated in the northern Goulburn Valley of Victoria, between the Murray River Port of Echuca and the townships of Shepparton and Kyabram. St Mary of the Angels is a Catholic Secondary College that caters for the educational needs of students from Years 7 – 12.

When the College was built in 1961, it was originally staffed by the Sisters of the “Franciscan Missionaries of the Divine Motherhood” (FMDM). The College maintains strong links with the FMDM sisters and their work in overseas communities, helping to relieve the suffering of those most in need. The College identifies strongly with the FMDM Franciscan ethos of ‘justice, peace and integrity of creation in a spirit of gratitude and joy.’

The College’s Governance structure consists of the Canonical Administrator, Fr Michael Grace and Principal, Mr Matt Carver, who oversees the College on Fr Michael’s behalf. The Canonical Administrator and the Principal are assisted by an Advisory Board that is made up of parent representation from across our diverse College community. The College Board is the ‘strategic’ arm of the College and works to ensure that the College is moving in a positive, educationally and financially sound direction. The College is a major employer in the town and immediate district, employing approximately 80 people. Our staff include teachers, administration staff, career guidance and wellbeing staff, grounds and maintenance staff and bus drivers. The College has its own bus system which allows ease of access to students from our more remote communities.

As a Catholic community we celebrate our story through whole community celebrations of the Eucharist at key times during the year, including Easter. The feast of St. Francis of Assisi and the commencement of the academic year. We live our faith through our commitment to supporting the Catholic charity Caritas through fundraising and generally raising awareness about the situation of those who have less access to opportunity and the means to survival than we do. This dovetails with our commitment to Social Justice, which is one of the core beliefs of Catholic Social Teaching. Students are offered the opportunity to attend a Social Justice Camp and join our Social Justice Team at the College. Our Year 9 aboriginal immersion program focuses on ‘service’ to several remote aboriginal communities. Our staff work out in the wider College community one day per year in a volunteer capacity to support those in need. This day is called our Community Outreach Day.

The College offers a broad curriculum and consciously works to develop a strong sense of connectedness and community within the College. We achieve this through the provision of extracurricular opportunities, a strong pastoral care structure and positive learning experiences for students. We are a College that offers a variety of educational pathways for our students that includes extensive VCE offerings (over 55 sequences at Year 11 and 12), VCAL (Victorian Certificate of Applied Learning) and VET (Vocation Education Training) subjects. We have a dedicated Year 9 program that has a strong aboriginal focus and the opportunity for a student immersion experience in the Kimberley, Central Australia, Lake Mungo, Darwin or Melbourne.

For those students with an interest in music, choir or drama there are opportunities to join our choir, our College production or engage in private music tuition. Our College debating teams do very well in competitions, and as students progress through the years at the College they may elect to join one of these teams. Our association with School Sports Victoria means that students are able to compete against other schools in a large variety of sports including golf, football, netball, tennis and soccer to name a few.

The College strives to ensure that all students are offered maximum opportunities to grow and develop so that they can achieve their individual best in a faith filled and supportive community.



Principal’s Report

There are times at the College when l reflect on the year and wonder where the time has gone. 2019 was certainly no exception to this thought. I also have a sense of wonder and accomplishment about the many achievements and milestones we have celebrated. St Mary of the Angels College is a unique and inspiring place made up of many remarkable people. Firstly, thank you to Fr Michael Grace for providing our community with outstanding spiritual and pastoral support. Fr Michael has been an active member of our College community, celebrating College and Year level Masses, and providing guidance and support to many College and Parish based committees. Thank you, also, to Bishop Leslie Tomlinson DD for the many years of pastoral support and service he has provided the College. It was always an honour and our privilege to welcome Bishop Les into the College community for Mass, Building Blessings and significant anniversaries. In October, Bishop Les retired as the Bishop of Sandhurst, and we wish him well as he enters the next phase of his life and ministry. We look forward to welcoming into our community the new Bishop of Sandhurst, Most Reverend Shane Mackinlay. Thank you also to the College Executive Team; Mrs Bev Thorp, Mr Tim Campbell and Mr Chris Dainton, for their service and leadership of our College. Our College is very fortunate to be led by an Executive Team that sincerely has the staff, students and families at the centre of all of their work and decision-making. At the conclusion of last year, we bid farewell to Tim, who provided exemplary service in the area of student wellbeing and development, particularly student leadership, for our College community during the last five years. Tim will be sadly missed but we wish him well as he begins a new challenge at St Joseph's College, Echuca. Further to this, thank you to Sophie Morris, Rosie Arnel, Vincent Barca and Kye Roberts for providing outstanding service in the role of College Leaders this year. Sophie, Rosie, Vince and Kye have been fine ambassadors of the College and I wish them well in their future endeavours. Congratulations to the cast and crew of the brilliant College Production of 'Hairspray’. Our annual production is always a highlight on the calendar and this year was no exception. I am always amazed at the confidence, dedication and sheer talent of our staff and students. However, I am most satisfied with their love and enthusiasm for the performing arts. In 2020, I look forward to our College Production of ‘Calamity Jane’. A further highlight of our College year was the continued implementation of our SPARK values. We have continued to embrace the core values of S – Safe, P – Purposeful, A – Accepting, R – Resilient and K – Kind. The development of these social values has reformed the way we relate to each other, treat each other, and conduct our business on a day to day basis. We also emphasized the values of Resilience and Purposefulness. In the middle of the year, we were fortunate to work with 'The Resilience Project' to reinforce these values at the College. The student and staff presentations, followed by the parent information night, certainly gave us a different perspective on the decisions we make and how we go about our daily business. SPARK continues to be central to the culture at the College and I look forward to continuing our relationship with ‘The Resilience Project’. Thank you, also, to our parents, guardians and families who trust us with the care of their children daily. Our College Board, led by Mrs Nicole Walpole, provides outstanding support and vision to the College, which has allowed us to achieve many of our strategic goals. I would also like to acknowledge the contribution of Mr David Booth, who in March, 2019 retired from the position of College Board Chairperson. David held the position for many years and his commitment to the betterment of our College



was clearly endorsed when he continued in the role after his own children had graduated. Thank you, David, for your contribution to the College. Thank you also to Nicole for your vision and service to our Community throughout 2019. The Leadership of our College Board remains in good hands. In conclusion, I look forward to 2020 with vigour and passion. The constant energy, enthusiasm and busyness of our College community keeps us invigorated and committed. Our community, which spans many kilometres is vibrant, life-giving and unique all at the same time. Our task of providing Catholic Education in the spirit of St Francis of Assisi to approximately 600 students from across five parishes and over 20 communities is richly rewarding and provides us with a deep sense of satisfaction. Our work is important because the students in our care are vitally important.

With Peace and Goodwill, Matt Carver

Principal



Church Authority Report

Over many years, our Catholic schools have reflected Gospel values and St. Mary of the Angels College has enabled many young people to capture the spirit of St. Francis. Once again as Canonical Administrator, I congratulate both staff and students for their dedication and willingness to contribute. Many of us have observed that nowadays Catholic schools have higher levels of parental and community involvement, higher standards of discipline and greater emphasis on academic performance. By enforcing a more disciplined classroom environment, having higher expectations, engaging parents and community as well as being more cost-effective, these are the reasons why Catholic schools have produced many wonderful outcomes. As 2020 has shown, our College has attracted 630 students. We pray that their families will lovingly support them, that those of us present at the College Board AGM will wisely guide them and that all those in leadership positions in Catholic Education will accept the huge responsibility given to us.

We remain united in the spirit of St. Francis.

Fr. Michael Grace



College Board Report

I am pleased to present my School Board Chairpersons report for 2019. St Mary of the Angels Secondary College continues to offer a very high quality, diverse curriculum to accommodate our approximately 600 students from our large catchment area. This is largely achievable thanks to our one of a kind bus system, which was again upgraded this year with the purchase of another bus. This year we farewelled our board member of 3 years, Julie Cobbledick from Sandhurst Catholic Education Office. Thank you for the outstanding support, guidance and professional development you have provided our College and in turn our College Executive Team. The exceptional leadership of our Executive Team, lead by our Principal Matt Carver, and comprising of Bev Thorp, Tim Campbell and Chris Dainton ensures our College continues to be an outstanding place of learning and development. Matt, I have greatly appreciated your time and support this year in undertaking my first year as College Board Chair. Our regular conversations have highlighted your passion and commitment to students and staff development and wellbeing at the College. We also farewelled Tim Campbell, and wish him all the best at St Joseph’s College, Echuca. Teaching staff and teaching support staff, thank you for another year fostering the aspirations and talents of our students in the diverse curriculum offered at the College. As educators you contribute to the ongoing development of the College as a faith enriched community, while nurturing our students to grow and develop to reach their full potential.

Our Canonical Administrator, Fr Michael Grace continues to be an active member of our College community and Board, providing spiritual and pastoral guidance and support. Thank you, Fr. Michael for strengthening our faith during College Masses, and enlightening us with your stories and humour.

2019 saw another pilgrimage to Assisi by parishioners, past students, friends and staff from within and outside the Sandhurst Diocese. Chris Dainton is to be commended in his role as leader on this journey, guiding us as we followed in the footsteps of St Francis and St Clare. An enriching faith exploration and educational experience that will stay with me forever. In continuing our St Francis theme it was very fitting that we opened our Franciscan Garden, thanks to the generosity of the estate of Fr. Chris Reay, enabling us to support the charism of our two schools.

Our Business Manager Philip Davis continues in his role of checks and balances, ensuring our College finances and assets are in the best possible position now and into the future. Philip you are to be commended on your thorough reporting at Finance committee meetings and at Board level. To Andrea Dobson in your role as the Board’s Admin Officer and supporting Matt as Principal, I have seen first-hand how valuable you are behind the scenes work is to ensuring our Board communication needs are met. And once again many thanks to Loula Oliver for her commitment and dedication to the Parents and Friends Group for their fundraising activities.

In conclusion, thank you to my fellow board members for your commitment to ensuring St Mary of the Angels Secondary College continues to expand and evolve with the ever changing needs of our children and the world we live in today. Your time is greatly appreciated and ensures the future prosperity of our College.

Nicole Walpole - St Mary of the Angels, Board Chair



Education in Faith

Our Opening College Mass was again a wonderful way to start the year in prayer and in conjunction with our friends at St Francis Primary School. The Mass was based on our 2019 College theme- Jesus calls us with joy to be a learning community where all of our actions are guided by the mercy of God. Readings, music and symbols were used to introduce this theme to our College community and we thank Father Michael Grace for his leadership in faith for this Mass and for the leadership that he brings to our College.

Action and mercy were on display as our College once again threw its support heavily behind Caritas’ Project Compassion. Mrs. Ruth Bakogianis and Social Justice student leaders Sophi Bury and Sophie McCracken injected a great deal of energy into the entire College community and we thank them for their leadership in 2019.

The Enhancing Catholic Schools Identity survey was conducted by our wider College community during term one. This survey only comes around every few years and at the end of 2019 we will use the data to inform the future planning for our Religious Education classes and Catholic Identity programs within the College. Thank you to everyone who took the time to fill out this important survey.

The end to Term one for myself and twenty-four other College representatives was spent on an amazing pilgrimage experience to Rome and Assisi. I cannot speak highly enough of the experience personally and feel so very grateful for the opportunity to have walked in the footsteps of Saints Francis and Clare. I am pleased to note that our commitment to the pilgrim program will continue into the future.

Our College Mass in Term two honoured the importance of National Reconciliation Week in Australia and centered around the theme of truth, courage and unity.

Due to late rain, the Mass was forced into The Franciscan Centre, but to the credit of all involved, the meaning and significance of the day was not lost. Aunty Greta and Colin Walker opened proceedings with a smoking ceremony and it is wonderful to witness the relationship that the College has fostered with our local Aboriginal leaders.

It was exciting to witness the upgrade of the facilities in our Church in Term two, and I’m pleased to say that we now have four new split system AC/heat units, a new sound system and audio visual set up. This upgrade will allow for smoother operations in the Church, benefitting the students from St Francis Primary School, St Mary of the Angels College and the local parishioners as their place of worship.

I would like to acknowledge the Parish Pastoral Council under the guidance of Ms. Sally Clifton and Fr Michael for the work that has been put into the planning and implementation of the new equipment.

Term three saw the final Mass celebrated by our current Bishop Leslie Tomlinson at Sacred Heart Cathedral in Bendigo. We wish Les well in the next phase of his ministry and thank him for his support and guidance within our diocese and as a regular attendee of our College gatherings. I would in turn like to congratulate and welcome Bishop Shane Mackinlay to the diocese. We look forward to working with Bishop Shane in the new year.

Ablaze 2 was organised again in 2019 by the CEO Sandhurst and offered students a wonderful opportunity to celebrate their faith in a relaxed and joy-filled atmosphere. The venue was changed from Mercy



Stadium to Eastbank Theatre this year and the professionalism and quality of this second event was excellent. Father Rob Galea once again delighted our students with his engaging take on our Catholic faith and even played a couple of new songs from his new album.

Sam Clear spoke about his amazing global journey and inspired students to work outside their comfort zones and to develop their resilience.

The last day of Term three was a true celebration of our Catholic faith and our Franciscan charism. Our Feast Day Mass at the Nathalia Community Centre was presided over by guest Priest, Fr Joe Taylor from St Brendan’s Parish in Shepparton. It was a pleasure to welcome Fr Joe and we thank him deeply for joining our community for what was a beautiful Mass.

Our Feast Day Mass takes inspiration from the life and works of St Francis of Assisi and it was wonderful to see this represented in a stunning piece of artwork from Year 10 student Lilly Osborne. Lilly designed and crafted her work in Mr. Smith’s Metal Design class and the Francis in nature statue will find its way into our College grounds shortly.

Two olive trees were also blessed during our Mass and these trees will eventually be planted in our new Franciscan garden that is situated between St Francis Primary School and St Mary of the Angels College. A huge amount of work has already gone into the garden and I cannot wait to see the finished product and enjoy, like Francis did, the serenity and beauty of a little spot in Gods’ Creation.

Term four is marked by two amazing celebrations of faith for our College Community including our Celebration Mass and Graduation Mass. Both events were marked with beautiful music, a sense of unity, joy and peace as well as a strong connection to our 2019 theme that speaks of the importance of mercy. We have much to be proud of at St Mary of the Angels College and together we shall continue to be men and women like Francis and Clare.

God Bless Chris Dainton Deputy Principal - Catholic Identity



Learning & Teaching

St Mary of the Angels is proud of the strength of its core curriculum and is pleased to be able to offer students a broad range of electives from which to choose. Students increasingly have the responsibility of selecting their course of studies as they move through the school. Such choices are made in consultation with parents, their Learning Advisors, the Assistant to the Principal - Learning and Teaching, the Senior School Leader and the Careers/Pathways Team.

Year 7

Core Subjects: Religious Education, Integrated English/Humanities, Mathematics, Health & Physical Education, Science and Languages – Italian.

All Year 7 students participate in the electives listed below:

Arts – Art, Drama Music

Technology – Foods, Wood/Plastics, Agriculture / Textiles, ICT

Personal Development – Cyber Safety, Respectful Relationships

Year 8

Core Subjects: Religious Education, English, Mathematics, Health & Physical Education, Science, Humanities and Languages - Italian. Year 8 students study two Arts and Technology electives each semester from the selected studies list below. Year 8 Selected Studies – list of studies offered in 2020 It’s a Wrap Dance Creative Foods Plastics Woodwork Small Engines CAD CAM Computers Metal Robotics and Electronics Fabric and Fashion Art Patchwork Horticulture Ceramics Painting Sculpture Drawing Drama Music Design & Create Outdoor Living

Year 9

Core Subjects: Religious Education, English, Mathematics, Science, Humanities and Health & Physical Education. Students in Year 9 will study three electives in each semester from the list below. Year 9 Selected Studies – list of studies offered in 2020 Read, Steady, Cook Get on your Bike Digital Technology Art Good Food Fast Drawing Painting Patchwork Plastics / Music Furniture Making Photography Metal Forensics Outdoor Adventures World Adventurers Karts Fun through Fitness Robotics Fabric and fashion CAD CAM Sculpture Languages – Italian Languages Dance Drama History’s Mysteries Prepare for the Workplace Small Engines Making History Horticulture and Sustainability Design & Create Outdoor Living



Year 10

In Year 10, we offer both the standard Year 10 curriculum, and an Applied Learning Pathway option for some students. In the standard Year 10 program, all students undertake the following core subjects: Religious Education, English, Mathematics, Science and Humanities for both semesters 1 and 2. Students will also study three electives each semester from the selected studies listed below.

The Applied Learning Pathway is an alternate, applied learning opportunity for students who prefer a more hands-on supported learning style and may lead to either the completion of VCAL (Victorian Certificate of Applied Learning) or VCE (Victorian Certificate of Education) during Years 11 and 12. Students will participate in normal differentiated Year 10 English and Maths classes and will also select two elective studies per semester with the rest of the Year 10 group. Students will spend one day per week in either work placement or completing a VET (Vocational Education Training) study. These students will be supported by the Program Leader and will work closely with our Pathways staff to support transition into the workplace. The remainder of the week will involve students in Project Based Learning and Community Service giving students the opportunity to directly apply their learning to areas of interest and relevance.

Year 10 students are encouraged to consider doing a VCE study or Vocational Education and Training (VET) Course in Year 10. Given appropriate advice, these options can cater to students’ individual needs. The process for selecting and accessing these options is outlined to students and parents in Term 3.

Careers, pathways, the workplace and work experience are integral elements of study for all students throughout the year as a whole.

Year 10 Electives offered in 2020 Art 3D Design & Build (Metal) Foods of the World VCE Drama Chefs Apprentice Sports Science Fit to Lead Journalism Karts – Metal Design & Build (Wood) Have a Voice Photography Build (Plastics) Music VCE Subjects Geography extension Mythology & Monsters Design & Build (Metal) Systems Engineering Physical Education Advanced Agriculture & Horticulture VCE Outdoor and Environmental Studies Physics/Chemistry/Mathematics Extension VET Subjects including: Automotive Building/Construction Electrical Engineering Hairdressing Hospitality Music VCE Years 11 & 12 A comprehensive range of subjects is offered at VCE level. These including the following: Art Business Management Biology Chemistry English Legal Studies Literature History Physical Education Media Sociology Psychology Systems Engineering Food Studies Physics Geography Drama General Maths Maths Methods Further Maths Specialist Maths Religion in Society Outdoor and Environmental Studies Design & Technology – Wood & Textiles Health & Human Development



VCE classes are offered in conjunction with the Natalia Secondary College. A small number of select subjects are offered through the Distance Education Centre of Victoria. These subjects are studied via correspondence, with a nominated supporting teacher. Shared Provision St Mary of the Angels Secondary College has contributed to and benefited from a unique partnership model of education since 1978.

In addition to forging partnerships with a range of community, sporting and cultural groups within the local region and indeed further afield through the College’s Year 9 immersion program, St Mary of the Angels is an active participant in a local education network of primary and secondary schools. This network is known as the Nathalia Learning Community.

Most notably, the College’s partnership with the Nathalia Secondary College has enabled a broadening of the VCE curriculum both in terms of the range and number of classes it can offer students.

More recently, the opening of the Trade Training Centres has expanded VET options for our students. We currently offer a range of VET (Vocation Education Training) subjects offered across St Mary of the Angels, Nathalia Secondary College and St Augustine’s, Kyabram.

These partnerships have and remain vital for their contribution to the quality and range of education options we can offer students, which are comparable to schools much larger than ourselves. Vocational Education & Training (VET) Vocational Education & Training (VET) focuses on providing students with the opportunity to acquire specific workplace training in a hands on based approach to learning. VET subjects are nationally accredited and are therefore recognised across Australia. In order to ‘pass’ or receive ‘competency’ in a VET subject, students must complete a series of units or modules to the required standard. All VET subjects have an Occupational Health and Safety component to them. The connection between the skills gained in the work shop or ‘prac’ situation can be very appealing for some students. A student may complete a VET subject whilst completing their VCE and/or VCAL.

If ‘competency’ is achieved, VCE/VET will contribute towards a ‘satisfactory’ completion of VCE studies. Competency in a VET subject can also lead to further training at TAFE. VCE/VET programs that have Units 3 & 4 can be included in the calculation of the ATAR. To obtain an ATAR score, the VCE/VET subject must be one where a scored assessment is available and an external exam is completed. More information is available from the Careers/Pathways Leader. (VET will incur additional fees) Australian School-Based Apprenticeships and Traineeships A School- based Apprenticeship or Traineeship is when you combine paid work, schooling and training to receive a qualification that is recognised Australia wide. Apprentices and trainees generally learn industry skills by combining on-the-job paid work with training at a TAFE institute or other provider.

The training is for a vocational qualification at Certificate II, III or IV level.

School-based Apprenticeships and Traineeships can count towards completion of students’ VCE or VCAL. This works in the same way that VCE/VET programs do by giving credit as Units 1 – 4 or a s block credit. School-based Apprenticeship or traineeship programs usually contribute to the ATAR in the same way that VCE/VET programs do.



VET Studies offered in 2020 Agriculture / Horticulture Allied Health Animal Studies Automotive Aviation Beauty Services Building/Construction Business Children’s Services Computers: CISCO Community Services Creative Industries (Media) Design electrical Electro-Technology Engineering Equine Furnishing (Cabinet Making) Hairdressing Horticulture Hospitality Music Industry Foundation Plumbing Retail Sport & Recreation

The VET studies in BOLD are offered as part of our Trade Training Centre Consortium with Nathalia Secondary College and St. Augustine’s College Kyabram. Electric and Engineering are offered in Kyabram (transport provided), the others are offered in Nathalia. More information is available from the Pathways Team.

VCE/VET Program with a Study Score VCE/VET programs are vocational training programs approved by the VCAA. VCE/VET programs lead to nationally recognised qualifications, thereby offering students the opportunity to gain both the VCE and a nationally portable VET qualification. Selected VCE/VET programs offer scored assessment for Units 3 and 4.

The study score can contribute directly to the ATAR as one of the student’s primary four scaled studies or as the fifth or sixth study.

Where a student does not wish to receive a study score or any grade for a VCE/VET program, that student does not have to undertake the examination.

The following VCE/VET programs have a study score available to students undertaking the relevant Units 3 and 4 sequence: Business Community Services Dance Engineering Studies ElectroTechnology (to be renamed Integrated Technologies) Equine Industry Financial Services Furnishing Hospitality Interactive Digital Media Information Technology Laboratory Skills Music Industry Sport and Recreation

VCAL The Victorian Certificate of Applied Learning (VCAL) is an alternative pathway to the VCE at Years 11 and 12. Its focus is on hands-on, experiential and applied learning and is therefore, a popular choice for students who enjoy this style of learning. Students who study the VCAL are likely to go on to complete further training at a TAFE institute, doing an apprenticeship or traineeship or seeking employment after secondary College. Some universities will consider students who have completed Senior VCAL.

The VCAL gives students:

practical work-related experience

employability skills

literacy and numeracy skills

personal skills that are important to life and work.

VCAL has three levels: Foundation, Intermediate and Senior. Students start at a level that matches their needs and abilities.



The VCAL program at St Mary of the Angels incorporates community partnerships as a requirement of the students Personal Development component. The initiation and development of strong links with organisations such as Nathalia RSL, Nathalia Mens Shed, St Francis and Nathalia PS, Nathalia Hospital and the GRAIN Store. These organisations provide great opportunities for St Mary of the Angels VCAL students to experience real life hands-on learning applications.

Students are also participating in gaining accreditation in Public Safety (basic firefighting), Barista and Food Handling Certificates, Responsible Serving of Alcohol and First Aid. This will enable the VCAL students to be work ready for either part time or future full time employment. VCAL is an excellent pathway for students who learn in a hands on environment.

Learning Advisor Program The Learning Advisor Program involves regular three-way reporting and communication between students, parents and Learning Advisors. This program will deepen the relationships between the three key stakeholders in education: the students, the parents and the College. It will focus on the academic, extracurricular and social needs of each student.

Parents are invited to contact the Learning Advisor/Home Room Teacher at any time for an interview to discuss your child’s progress or any other aspect of College life.

Students will be allocated a Learning Advisor at the start of Term 1 and introductory communication will follow soon after.

Excursions Excursions are viewed as an important aspect of our curriculum. They are designed to enhance the teaching/learning experiences of the classroom. Excursions undertaken by students include camps, retreats, and visits to educational centres, career centres, environmental walks and sporting events. Parents are notified in advance regarding all excursions and all excursions are appropriately supervised.

Student Leaderships The College provides opportunities for student leadership throughout all year levels. These leadership opportunities include Student Representative Council (S.R.C), Bus Captains, House Leaders, Social Justice Leaders, College Leaders, Arts Leaders, YEMP Mentors and Junior Shire Council members.

The development of leadership skills is emphasised through leadership camps and organisational planning. These leaders are the voice of our students and play a vital role in the life of the College. They should always show pride and respect for the College and its community through modelling Gospel values.

Social Justice Group “Justice Matters” is the name of the St Mary of the Angels Social Justice Group. The name represents our acknowledgement of the importance of social justice and highlights our purpose – to inform, discuss and act on social justice issues and matters. Through meetings and activities we raise awareness (for ourselves and the College Community) of social injustice issues and, where appropriate, raise money to help organisations, such as Caritas, in their work for a more just world.

Academic Competitions and Activities Students have the opportunity to participate in national English, Maths, Science, Humanities and Information Technology competitions as an extension of the work they undertake at St Mary of the Angels.

A number of our students participate in Science Summer Schools conducted at various universities.



Physical Education and Sport Sporting activities are conducted both within the College and on an interschool basis. The College competes against other secondary schools in swimming, cross-country, athletics and winter sports. It also has teams that compete in various netball, football and athletic carnivals. Extended state- wide competitions and carnivals are made available for students. Canoeing, cycling, bush walking, recreational sports and snow skiing are incorporated into the regular Physical Education and Outdoor Recreation programs.

Public Speaking and Debating We provide a range of extracurricular opportunities across all year levels for students to be involved in public speaking and debating at St Mary of the Angels. These include: Lions Youth of the Year and the Legacy Junior Speaking Award.

Music and Performing Arts Classroom music is part of the core curriculum for students at Year 7 and an elective at Years 8 – 10, depending on student classes. The College organises private tuition for students – single or combined sessions for guitar, drums, keyboard, saxophone and vocals. Students who undertake these activities are withdrawn from classes on a rotational basis and instrumental work is in small groups of 3 or 4. The College has a choir and all students are encouraged to participate. The College Choir participates in a variety of events within the local community.

Dance and Drama The College provides the opportunity for students to perform in drama and dance activities. The current focus is on a College production each year. These performances bring the whole College community together and involve all students who wish to participate.

Last year’s College Drama Production was “Hairspray”, where by students from across the year levels had an opportunity to participate either on stage or behind the scenes.

Franciscan Student Leadership Secondary Program As a Franciscan school, St Mary of the Angels College embraces the teachings and charism of St Francis of Assisi. St Francis was a leader of his time and even today his leadership qualities are still relevant.

In Mark’s Gospel, Jesus said “whoever wishes to be the greatest among you must be the least” and “I came not to be served, but to serve.” St. Francis showed this servant attitude of Christ in his own life, serving others in a spirit of caring and compassion. Both Jesus and Francis show us that leaders are to be servants to those they lead, putting what is good for others ahead of themselves. Being a leader is not easy, and even Francis had to learn some skills to help him become an effective leader of his group of friars.

What will the program provide?

The Franciscan Student Leadership Program is an opportunity for students in Years 10 & 11 at St Mary of the Angels to strengthen their leadership skills and seek to build on their leadership potential with the opportunity to make a tangible difference to our College and the local community, just as St Francis did.

Students will be exposed to leadership styles, areas of strength, meeting processes and protocols whilst building their capacity to be a leader in a variety of settings. They will also have the opportunity to learn from other dedicated leaders, both from inside and outside the College, in order to further embrace the positives as well as the challenges faced with leadership.

During the program students will be encouraged to step outside their comfort zones and become involved in new and different activities, including public speaking, running meetings and learning how to be a good ambassador. Their journey will provide them with a strong sight, not only into the College and the wider community, but also themselves through the personal reflection.



Year 7 NAPLAN Results 2017 - 2019

Above NMS At NMS Below NMS

2017 2018 2019 2017 2018 2019 2017 2018 2019

Reading 82 85 83 13 14 12 6 1 5

Grammar & Punctuation 80 78 77 10 14 16 11 8 8

Writing 58 60 65 28 30 22 15 10 12

Spelling 83 78 79 13 15 13 4 7 8

Numeracy 94 84 90 5 14 7 1 2 3

Year 9 NAPLAN Results 2017 - 2019

Above NMS (%) At NMS (%) Below NMS (%)

2017 2018 2019

2017

2018 2019 2017 2018 2019

Reading 71 85 83 22 14 12 7 1 5

Grammar &

Punctuation

67 78 77 24 14 16 9 8 8

Writing 60 60 65 20 30 22 20 10 12

Spelling 64 78 79 22 15 13 13 7 8

Numeracy 86 84 90 14 14 7 0 2 3



Year 7 NAPLAN results have remained relatively constant for all dimensions from 2017-2019. In particular

it is pleasing to note that the high levels of students above the national minimum standard (NMS) in

numeracy has remained at this level for the three years and that the scores for writing have been steadily

increasing. Most other dimensions have remained stable over this time in terms of students above the

national minimum standard.

Year 9 has seen a general upward trend of the number of students above the national minimum standard

for all dimensions of the NAPLAN assessments. A particular success story is reading, grammar and

punctuation, and spelling, with all dimensions showing an increase of over 10% in the past 3 years. The

number of students below the national minimum standard has dropped in all dimensions, with the

exception of a small increase in numeracy.

In part these results can be attributed to the increased professional learning around data literacy. Staff,

particularly in the Maths and English domains have been upskilled in how to access, interpret and use

various forms of data to differentiate student classes and meet students at point of need. This has resulted

in large pedagogical changes in the Maths domain and English domain in the last two years, leading to a

more differentiated curriculum for students at the College.

Bev Thorp

Assistant to the Principal – Learning & Teaching



Student Wellbeing

Goals & Intended Outcomes

1. Refine our approach to: • Pastoral care • Student leadership • Student management • Wellbeing of students, staff and parents / community

2. School wide positive behaviour framework (SPARK) - focus on Purposeful & Resilience.

3. Improve student engagement and aspiration.

Achievements

The continuation and refinement of SPARK (SWPBS) across the wider community has had a positive impact in many areas. The values of Safe, Purposeful, Accepting, Resilient and Kind have all been maintained, however for 2019 specific emphasis was placed on Purposeful and Resilience. Teaching staff were further upskilled in these areas by way of Professional Learning (PL) delivery at staff meetings, SPARK team initiatives/activities for staff and students, SPARK themed lessons and the Resilience Project program. This has seen the further development of common practice around School Wide Positive Behaviour for all community members and is further becoming an integral part of our day to day life at St Mary of the Angels. The ongoing delivery of PL and the development of consistent practice around SWPBS has seen decreases in undesirable behaviour across the College and a positive wellbeing culture emerge.

As a College we have aimed to further increase the links between the Pastoral/Wellbeing and Learning and Teaching spheres of education. Research has shown that these two aspects are inextricably linked. In 2019, the College began the process of our Learning Leader and SPARK Leader working together on Purposeful and Resilience. The approach resulted in the coordination staff and student development sessions based on purposeful teaching and learning. Staff completed sessions on purposeful use of feedback and produced a feedback policy at School level and Domain level. The purposeful feedback focus was then tied in to resilience by focussing on the self-regulation level of feedback. Training students to regulate their own learning through self-assessment, peer assessment and ‘knowing what to do when they don’t know what to do’.

Finally, through the development a teacher toolkit of learning and behaviour support strategies, the College is well placed to continue this crucial work into the future.

To further emphasise the Resilience aspect of SPARK, the College employed the services of The Resilience Project, an organisation that engages organisations with their mental health and wellbeing, delivering strategies to help improve various communities across Australia. Martin Heppel attended the College and spoke to parents, staff and students about the importance of well-being. In engaging presentations to these groups, he particularly focussed on the importance of gratitude, empathy and mindfulness and strategies that people can use to improve these. All the work completed by The Resilience Project is researched based and comes with a personal touch, with Martin telling stories from his own personal experiences that he hopes can have an impact on people across the College community.

The College gathered a wide range of data and information that has been used by various teams to help develop skills in the areas of mindfulness, gratitude and empathy. The College community has



completed activities in community time, as part of staff meetings and every day activities that have been incorporated into various aspects of the SPARK program in 2019 as a result of the work from the Resilience Project.

As a community in 2019, we have aimed to further strengthen relationships with our students, staff and parents, continuing to review and refine our approach when concerns may arise, particularly with regard to student learning and wellbeing. At St Mary of the Angels we aim to support our community holistically, nurturing the physical, mental, emotional, social and spiritual dimensions of health, with the aim of promoting a balance between these aspects. A student that is well balanced with their overall health, is likely to achieve their fullest potential in all aspects of life. We aim to support our community through developing strong positive relationships with all members. This is maintained by ensuring that clear and efficient communication is occurring and the best possible resources, information and support is provided.

We have worked hard at continuing to foster a sense of parental engagement at St Mary of the Angels, given our students travel from as far away as Finley and Cobram to attend our school. We hold Learning Advisor evenings in Barooga, as well as Nathalia, and we hold our Information Evenings in Tocumwal, Numurkah, Cobram and Nathalia. We schedule numerous evenings where parents are welcomed to the school – such as the Year Level Welcome Evenings, Information Evenings, the Year 9 Immersion Presentation Evenings, and musical/drama performances.

PAM – The “parent access module” – the online portal for our student management system continued to evolve giving parents greater access to their child’s progress. This has complemented our Learning Advisor System and given parents access to their child’s homework, work requirements, grades and LA interview bookings. Along with this, in 2019 PAM was also upgraded to allow the communication of excursion details, receive permissions and update medical information online. This new platform has streamlined these processes at school and at home for our community, relieving stress and anxiety all round.

Pastoral Wellbeing has continued to be a cornerstone of what we do well at St Mary of the Angels. Families and students have been able to access counselling and wellbeing services through the Wellbeing Team who have also acted as a referral service for families with complex needs who need further assistance.

We have continued having success with a number of social and emotional programs such as “Key’s Please” as well as ongoing workshops by our wellbeing staff delivered across all year levels.

A key emerging issue is online safety; often parents are neither trained nor adequately informed about the issues surrounding the misuse of technology. They are frequently at a loss to quickly resolve a social media issue, generally causing stress for parents and children alike. The ongoing provision of a specific counselling service has been a very effective measure readily accessed and trusted by students. This issue has confronted many schools and is a problem demanding increasing time, management and resources. The continuation of School TV (linked to the College website) has helped provide a suitable resource to both students and families with regard to these concerns, along with many other concerns related to wellbeing. School TV continues to be a huge success in providing support to our community.

The College has continued to provide our newest community members in Year 7 with support around the appropriate use of technology. As students are provided with a device, the college educates students on how best to use them. Initially students are inducted around how their device functions and throughout the course of the year undertake a termly elective subject based around education and harm minimisation, with regard to the appropriate use of Technology. This program continues to develop and has been well received.



Pastoral Wellbeing is an integral part of our Student Management System. After entering the system, students are case managed by their Learning Advisor and Year Level Team Leader. The Wellbeing Team meets regularly to provide support and a more cohesive and managerial approach. This system continued to function well, with positive feedback received from staff, parents and students. SPARK has continued to impact this area in a positive way.

St Mary of the Angels College has celebrated again many positive outcomes and successes in 2019. We are all very privileged to be a part of such a positive and uplifting environment where parents feel included, students feel engaged and staff members feel supported.

VALUE ADDED

Choir & School Band Public Speaking / Debating / Rotary & Debating Assoc. of Victoria ICAS Competitions Music (private tuition) Lunchtime Sporting Competitions Interschool Sports Competitions Social Justice opportunities College Production / Performance Combined Schools Social – St Mary of the Angels & Nathalia Secondary College Moira Shire Junior Council Sporting teams SRC Themed Week – Health Week, English Week, Science Week etc. Franciscan Student Leadership Program Homework club

STUDENT SATISFACTION

Student voice meetings are held once a term with students from all year levels that form the Student Representative Council. Students have the opportunity to provide feedback about the school, staff and learning. Students have the freedom to discuss issues about the school and look for ways to improve our overall school performance. This information is also presented to our teaching staff.

Overall student satisfaction is high with the students often commenting on the great opportunities that are available. Student safety is of paramount importance at St Mary of the Angels and is seen to be at an excellent standard.



STUDENT ATTENDANCE

The College has continued to follow up Non-attendance in the following way:

Non attendance is followed up by an SMS each morning to the parent. In the case of repeat non-attendance, the child’s Homeroom teacher or Learner advisor makes contact with home, usually by phone call. In rare cases the Wellbeing Team is used to encourage/support students to return to school, and rarer still, for students who have disengaged from school, St Mary of the Angels College works in consultation with the Catholic Education Office (Diocese of Sandhurst).

The College follows the “Implementing reforms to attendance and enrolment” flow chart as a way to monitor, promote and report attendance. Some staff members have also completed Professional Development provided by the CEO (e.g. School Refusal workshop – Dr Michael Gordon).



Child Safe Standards

Goals and Intended Outcomes

Child Safe Standards Action Plan

Leadership

Child Safe Policies and responsibilities are tabled at leadership and wellbeing meetings and discussed - How can we minimise risk in all that we do with our students?

Review of Child Safe Risk Assessment for all excursion and incursion activities

Maintenance of the WWCC register for all visitors and volunteers

New staff induction program include analysis of our Child Safe Policies and procedures

Ensure that all new staff members are thoroughly checked via child safe questionnaire with referee checks

Mandatory Reporting online module completed in Term 1 for all staff

All applications for incursions and excursions are carefully planned and checked with a child safe lens

Induction/re teach the changes in legislation to all staff

Board meeting dedicated to discussion of Child Safe at St Mary of the Angels College and ongoing updates

Website updated with St Mary of the Angels College Child Safe Policies and Statement

Staff

All staff are explicitly explained the Child Safe Policies and their obligations as a teacher/staff member via allocated staff meeting – Term 1

Regular child safe information is placed on the Child Safe wall near the staffroom

Staff are trained in how to complete Child Safe risk assessments for excursion and incursion applications

Staff are briefed that any guest speaker or visitor to the College must have a valid WWCC or VIT

Health Education staff explicitly teach students child safe content across Year 7 – 10 classes. They use the Resilience, Rights & Respectful Relationships (RRRR) Teaching for social and emotional learning and respectful relationships

Students

Throughout Health Education classes students engage in the Child Safe content across Year 7 – 10 classes. They use the Resilience, Rights & Respectful Relationships (RRRR) Teaching for social and emotional learning and respectful relationships

Presentation to Senior students on the changes in legislation and their rights and responsibilities.

Child Safe Posters are placed in every classroom to remind them of our child safe commitment

Parents

Parents have access to our Child Safe Policies via the school website

Our Child Safe Statement is on SIMON, PAM and newsletters



Leadership & Management

Cossi Area Cossi Statement Intention Statement Strategic Intentions

Catholic Identity

2020

Students, families and

staff inspired by the

Catholic story. Living

justly to make a

difference in the world

in the spirit of Jesus.

To provide opportunities for

members of our community to

live the Good News

1. Continue to re-contextualize our Catholic and Franciscan story

2. Planned response to our ECSIP data

Continue to enhance the Spirituality of both staff and

students in varying contexts

Stewardship of creation

Aboriginal Spirituality

Youth Ministry

RE Curriculum

Pastoral Wellbeing

2018

Fostering healthy, safe

and hope-filled

communities

committed to the

dignity of each person.

To support and guide our

students in all aspects of their life

so that they may achieve and

exceed their potential.

1. Review and refine our approach to:

Pastoral care

Student leadership

Behavior management

Wellbeing of students

Wellbeing of staff and parents / community

2. Staff and Student relationships (LA Program)

3. Improve student engagement and aspiration

Learning & Teaching

2019

Liberated learners

relating, engaging,

inquiring, persevering,

challenging, reflecting

and learning from each

other.

To provide relevant, responsive

and challenging learning

opportunities for all members of

our college community.

1. Ongoing development of collaborative planning, delivery and

assessment of co-constructed curriculum programs.

2. Encourage opportunity for staff to enhance professional growth

through peer observation and review practices.

3. Foster consistent and evidence informed contemporary pedagogical

approaches to support individual student needs and pathways.

4. Build culture of engagement in purposeful learning.

Finance & Resources

2018

Just and Faithful

Stewards resourcing,

building partnerships

and advocating for the

community.

Responsible stewardship to

enhance the College

infrastructure that allows our

community to grow and flourish

1. Ensure appropriate financial & infrastructural provision for students

both now and into the future

2. Implementation of upgraded budget and finance procedures in line

with ICON and the financial viability of the College.

Leadership

2017

Prophetic leaders who

are courageous,

inclusive,

countercultural,

authentic, and hope-

filled!

Leadership that allows both staff

and students to realise their

leadership potential through

collaboration and teamwork.

1. Ensure organisational efficiency and accountability in regard to our non-

teaching staff.

2. Continue to build the capacity of all College leaders

3. Continue to develop Student Leadership opportunities

4. Build community with all College partners – local, national and

abroad.

5. Implement and enact the Child Safe Standards - policies, protocols

and procedures.



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2019

Child Safe Standards and Mandatory Reporting

First Aid

Asthma, Anaphylaxis and Epilepsy updates

Updates on curriculum content and delivery

Student learning conferences

VCE and VCAL Leaders updates

NAPLAN updates

Processes for feedback to students

Staff and student wellbeing awareness

College Positive Behaviour Framework development

Nationally Consistent Collection of Data (NCCD) processes

Middle Leaders development program

NUMBER OF TEACHERS WHO PARTICIPATED IN PL in 2019 50

AVERAGE EXPENDITURE PER TEACHER FOR PL $924.00

TEACHER SATISFACTION

Teacher satisfaction is measured through Insight SRC surveys with the four key pillars of Empathy, Clarity, Engagement and Learning. These pillars reflect the key behaviours that contribute to staff well-being, motivation and performance. Teacher satisfaction at St Mary of the Angels remains above average with all indicators falling in the upper middle 50% of all Victorian schools although demonstrating a slight decrease from previous years. Compared to Victorian Secondary schools, St Mary of the Angles measures strongly with all indicators sitting in the top 25% of Victorian Secondary Schools. Only the Learning Pillar (87.9%), described as how staff members feel their efforts are recognised and developed through appropriate learning and development opportunities, falls below 90%. The strongest key pillar at 95.8% is Empathy which reflects the extent to which leaders understand the needs of staff members. Clarity (a sense of purpose and understanding what is expected of them) and Engagement (collaboration, shared planning, understanding and alignment of team goals) sit at 94.8 and 93.6% respectively.



College Community

VALUE ADDED

The College continues to benefit from its involvement with the Trade Training Consortium, so that students at the College have seven VET Certificates to choose to study between the three partner schools.

The College also continues its partnership with the local RSL sub branch and this partnership forms part of our VCAL studies at Years 11 and 12; students participate in the local ANZAC Day services and organised Remembrance Day services, plus they tend the memorial garden at the RSL, which was planned and developed by our VCAL students.

Our students continue to participate in cattle and sheep showing at the Royal Melbourne Show and local equestrian competitions. Both our Cattle and Sheep Team and Equestrian Team provide great opportunities for students with an interest in this specific field.

The College has a Careers and Pathways team that works to support students as they choose subjects for their senior years at the College and as they explore future opportunities. Part of the work that the team engages in, is to take students to careers days and open days at tertiary institutions. Discussions about possible future pathways and careers commences at year 9, with the Pathways Team working through a program with these students. The College has a strong work placement/experience program. Each year all students are ‘placed’ across the state.

The College runs a ‘late bus’ service on a Wednesday afternoon to allow students the opportunity to remain at the College and participate in either rehearsals for the College’s Production, to train with a school sporting team or to participate in ‘Homework Club’.

The College offers support for students studying VCE subjects or a foreign language via Victorian school of Languages (VSL).

Students are strongly encouraged to participate in social justice activities through participation in the winter sleep out, the Social Justice Team, Social Justice Camp and other activities associated with Caritas and other support agencies.

Our Year 9 students participate in a year-long aboriginal education and immersion program across a number of different locations in Australia.

Leadership opportunities for students at the College exist through participation in the Moira Shire Junior Council, the Country Education Project Rural Ambassadors Program and at College level. These being, College Student Leaders, Performing Arts Leaders, the Student Representative Council, House Leaders and Bus Captains. This year we also conducted the inaugural Franciscan Student Leadership Program.

There are opportunities for students to participate in public speaking; the College participates in the Rotary Debating and Debating Association of Victoria programs.

Through our association with SSV – School Sports Victoria, students can participate in a variety of competitive team and individual sports.

We provide opportunities for parents to participate in the life of the College through our Parent

Forums, Learning Walks, VET Hospitality Dinners, Parents’ Association and formal College

functions. Our College Board also plays a significant role in the life of the College.



PARENT SATISFACTION

In 2019 the College again collected data and feedback from our community regarding the cultural

performance of the College. In particular, some of this data and feedback was collected from our

parents, guardians and care givers.

Generally speaking, the College community are very happy and satisfied with the performance of

the College. The data from the Insight SRC Cultural Survey in most areas ranked the College in the

top 25% of secondary colleges in Victoria.

The factors surveyed that contributed to this outstanding result were:

Community Engagement Learning Opportunities Staff Engagement Student Engagement Peer Relations Student Behaviour

This cultural data helps inform our practices, procedures and processes moving forward.



School Performance Data Summary

E3042 St Mary of the Angels College, Nathalia

PROPORTION OF STUDENTS MEETING THE MINIMUM STANDARDS

NAPLAN TESTS 2017

%

2018

%

2017 - 2018 Changes

%

2019

%

2018 -

2019 Changes %

YR 07 Grammar & Punctuation 89.3 91.9 2.6 92.4 0.5

YR 07 Numeracy 99.1 98.0 -1.1 96.9 -1.1

YR 07 Reading 94.1 99.0 4.9 95.5 -3.5

YR 07 Spelling 95.9 92.9 -3.0 91.7 -1.2

YR 07 Writing 85.4 89.8 4.4 87.7 -2.1

YR 09 Grammar & Punctuation 91.1 89.8 -1.3 88.6 -1.2

YR 09 Numeracy 100.0 97.9 -2.1 99.0 1.1

YR 09 Reading 93.3 97.9 4.6 86.4 -11.5

YR 09 Spelling 86.7 80.6 -6.1 91.4 10.8

YR 09 Writing 80.0 81.4 1.4 87.4 6.0

YEARS 9 - 12 STUDENT RETENTION RATE

Years 9 to 12 Student Retention Rate 87.8%

AVERAGE STUDENT ATTENDANCE RATE BY YEAR

LEVEL %

Y07 90.2

Y08 89.2

Y09 88.6

Y10 86.7

Overall average attendance 88.7



TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 88.8%

ALLSTAFF RETENTION RATE

Staff Retention Rate 88.8%

TEACHER QUALIFICATIONS

Doctorate 0.0%

Masters 6.0%

Graduate 30.0%

Graduate Certificate 2.0%

Bachelor Degree 56.0%

Advanced Diploma 14.0%

No Qualifications Listed 30.0%

STAFF COMPOSITION

Principal Class (Headcount) 4

Teaching Staff (Headcount) 53

Teaching Staff (FTE) 48.6

Non-Teaching Staff (Headcount) 38

Non-Teaching Staff (FTE) 31.1

Indigenous Teaching Staff (Headcount) 2

MEDIAN NAPLAN RESULTS FOR YEAR 9

Year 9 Grammar & Punctuation 562.6

Year 9 Numeracy 576.7

Year 9 Reading 568.0

Year 9 Spelling 565.8

Year 9 Writing 547.4

SENIOR SECONDARY OUTCOMES

VCE Median Score 29

VCE Completion Rate 98%

VCAL Completion Rate 92%



POST-SCHOOL DESTINATIONS AS AT 2019

Tertiary Study 31.0%

TAFE / VET 19.0%

Apprenticeship / Traineeship 19.0%

Deferred 19.0%

Employment 8.0%

Other - The category of Other includes both students Looking for Work and those classed as Other 3.0%

annual report secondary template 2018

Documents