H E L E N A C O L L E G EBringing out the best together

A N N U A L R E P O R T 2017

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I N T R O D U C T I O NThis document is the College’s annual report, including analysis of school performance thatmeets Commonwealth Government requirements. The Australian Education Act 2013,regulation 60, requires each school to publish an annual report on the Internet within six months after the end of a year that includes:

The information required under the Act is addressed in this Helena College Annual Report for 2017.

Item Information

A Contextual information about the school, including the characteristics of the students at the school

B Teacher standards and qualifications

C Workplace composition, including Aboriginal and Torres Strait Islander composition

D Student attendance at the school, including:(i) Attendance rates for each year of schooling; and(ii) A description of how non-attendance is managed by the school

E Student results in NAP annual assessments

F Parent, student and teacher satisfaction with the school, including (if applicable) data collected by the National School Opinion Survey

G School income broken down by funding source

H For a school that provides secondary education:(i) Senior secondary outcomes, including the percentage of Year 12 students

undertaking vocational training in a trade; and the percentage of Year 12 students attaining a Year 12 certificate or equivalent vocational education and training qualifications; and

(ii) Post-school destinations

Source: Australian Education Regulations 2013, Subdivision H.

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A Contextual information about the College

Helena College is a values-based school, independentof religious affiliation, catering for Kindergarten toYear 5 at our Darlington Campus and Years 6-12 at ourGlen Forrest Campus.

VISIONTo be a school where students are inspired to be the best they can be; where they areencouraged to develop confidence, ability andpassion to achieve their goals; and to have theskills and commitment to leave a positivefootprint on the world.

MISSIONTo educate and inspire students to be the bestthey can be by providing a balanced focus onwhole child development.To be a school where students, teachers andparents actively engage as partners in theeducational process.To be a school with high expectations oflearning and achievement by offering creative,engaging and challenging educationalexperiences in a nurturing environment.

VALUES• Integrity and responsibility• Inclusivity and participation• Caring and compassion• Respect for self, others and our surroundings

CurriculumWith a focus on whole person development theCollege offers an International Baccalaureate MiddleYears Programme for Middle School students in Years6-10, with a broad offering of Years 11-12 WACertificate of Education courses in Upper School. The Darlington Campus, with a focus on inquiry basedlearning, is a candidate school for the InternationalBaccalaureate Primary Years Programme.

International Baccalaureate® Mission StatementThe International Baccalaureate® aims to developinquiring, knowledgeable and caring young peoplewho help to create a better and more peaceful worldthrough intercultural understanding and respect.

To this end the organization works with schools,governments and international organizations todevelop challenging programmes of internationaleducation and rigorous assessment.

These programmes encouragestudents across the world tobecome active, compassionateand lifelong learners whounderstand that other people,with their differences, can also be right.

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Strategic PlanThe College Strategic plan, developed by Council inconjunction with the Executive team, reflects thefeedback from parents, members of staff andstudents on what they believe is core business forthe College, in particular, how can we continueto provide improved learning outcomes forthe students in our care. The Strategic plan defines theoverarching goals for theschool, providing directionin the five key domainsas seen in thediagram below.

Helena College © 2016

2. QUALITY TEACHING

3. QUA

LITY

LEA

RNING

4. EMPOWERED SCHOOL LEADERSHIP

5. TRANSPAREN

CY

AND LEADERSHIP

- analysing and applying data

- accountability for performance of

students1. M

EETING

STUDENT N

EED

- identifying and addressing

the learning and well being

needs of each student

Inquiry based programming and delivery.

Teacher development linked to National

Standards, targeted recruitment, Professional

Learning linked to whole school goals

Expert teaching team

Effective pedagogical practicesEarly Years Learning Framework, Inquiry based

pedagogy underpinned by the Australian Curriculum,

IB Learner Profile, Reflective practices -'learning

how to learn', broad range of WACE courses

A cultu

re that promotes learning

System

atic curric

ulum

delivery

Defined roles for Governance andManagement, Leadership growth

for students and staff

An explicit improvement agenda Targeted use of school resources

Action stemming from

evidence from

monitoring and tracking of educational,

financial, marketing and dem

ographic data

Analysis and discussion of data

Staff, students and parents working together to

ensure that students are safe, supported and

challenged in order to bring out their best

Different

iated

teachi

ng and

learn

ing

Schoo

l - com

munity partner

ships

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College Principal

Mens sana in corpore sano – or A healthy mind in ahealthy body - encapsulates the mission of HelenaCollege of whole person development. Through ourinquiry-based curriculum we aim to challenge the mindby encouraging creative thinking, fosteringcooperative learning and developing deepunderstandings. Our Physical Education, Food, Drama,Outdoor Education, sporting and campingprogrammes develop in students not only specificskills but also cooperation, resilience and anappreciation of the benefits of a healthy lifestyle.

The role of a school in a local community is multi-faceted; the primary purpose is to challenge and growthe minds and the bodies of the students in our care.In this way, the theme of the 2017 College yearbookReflections, ‘Growing through Challenge', isparticularly pertinent.

Growth in student learning outcomes are achievedwhen skilled teachers deliver high-quality programmesusing a teaching methodology strongly supported byevidence based educational theories. Throughout2017, teachers at the Darlington and Glen Forrestcampuses have worked hard to provide genuinelearning outcomes for the students in their care.

As a College, we believe strongly in the principles andpractices of the International Baccalaureate (IB). TheIB provides learning frameworks that allow students toconstruct understandings, develop positive learningattributes and apply knowledge in real-world contexts.

In June 2017, through a three day evaluation visit fromtwo representatives from the IB World Organisation,curriculum leaders were provided with precisefeedback on achievements made in implementation ofthe Middle Years Programme (MYP) plus valuableadvice regarding the next steps on the implementationcontinuum. The appointment of an experiencedPrimary Years Programme (PYP) coordinator at theDarlington campus provided great impetus to workingtowards the goal of the Darlington Campus attainingrecognition as an IB World school delivering the PYP.

There was further strengthening in 2017 of ourcommitment to providing a safe learning environmentfor our students. There were enhancements to‘Protective Behaviours’ teaching and learningprogrammes; to staff recruitment practices, inductionof new staff and training practices for existing staffmembers, especially in the detection and reporting ofgrooming practices. These initiatives have put theCollege at the forefront of Child Protectionrequirements.

Developments in Science, Technology, Engineeringand Mathematics (STEM) education are both growingand challenging our students. In 2017 there was strongprogress in the implementation of STEM relatedprogrammes in the College. Financial support fromparents through the two P&Fs resulted in the purchaseof STEM related resources at both campuses. Studentsat the Darlington Campus engaged in coding throughtimetabled lessons and the after-school CoderDojo.Middle School students were engaged in coding,robotics, programming, app design, building websites,digital citizenship and innovative thinking throughcollaborative problem solving. In this way, we arepreparing our students for future employmentopportunities that are yet to be developed.

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In 2017 the College made a transition from atraditional woodwork facility and associated teachingand learning programme to a purpose-built DesignTechnology centre. This new facility allowed thebroadening of senior course offerings to incorporatestudies in applied STEM thinking. Both Engineeringand Dimensional Design were placed on the timetablein Term Four for Year 11 students and there was strongstudent uptake in each. These courses provided directopportunities for students to apply understandings ofthe design cycle and the development of manual skills,along with specific knowledge gained in mathematics,science and the arts. The introduction of these coursesand our formative work in STEM related thinkingmarks a significant growth point for the College. I lookforward to seeing the work produced by our studentsin future years.

In 2017 the College again provided opportunities forstudents to experience education beyond theclassroom. Through camps at all year levels, fromKindy to Year 12, students have opportunities todevelop self-management skills, cooperation, socialskills, perseverance and resilience. This uniquecamping programme contributes to the intent ofwhole person development.

Many Helena College students had the opportunity tofurther their education both interstate and overseas.

Senior Politics and Law students spent time inCanberra and our Francophiles basked in the culture,food, history and language on the tour to France. Latein the year, an adventurous group of twelve students,two teachers and one World Challenge leader spent amonth in Tanzania culminating in a climb of MountKilimanjaro. The students also undertook a serviceproject in a local community.

The end of a school year brings with it inevitable staffchanges. At the end of 2017 at the Glen ForrestCampus, music teacher Simon Grayston left to take upa teaching position in Canberra. As well, three longserving members of staff concluded their educationalcareers and headed for well-earned retirements. Wewish Winston Okkers, Chris Pervan and Julie Carltonwell for life beyond school.

As a community, we can be very proud of theachievements of 2017. We have challenged ourstudents and whilst we have grown in so many areas,we have not lost sight of our core mission: to provide arich programme of study for our students in anenvironment where children have opportunities todevelop Mens sana in corpore sano, a healthy mind in ahealthy body.

Ian Lyons, College Principal

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College CouncilWhat an amazing year it has been, full of changes andchallenges for Helena College and its community. Theongoing economic downturn in Western Australia hascontinued to make times tough for everyone and theCouncil acknowledges the pressure this has placed onmany families. In response, the College governanceand management teams have worked hard during theyear to be financially diligent while maintaining thedelivery of high quality education for our students.

On Council this year, we have also had some changeswith three members stepping down. I’d like topersonally recognise the efforts and passion of theoutgoing Chair, Peter Hall who gave 10 years ofdedicated service to the College before resigning inNovember 2017 due to a move to Queensland for anew job. Peter was a dynamic leader and through hisguidance the College has made big gains in the areasof risk management, teacher quality and strategicplanning. He brought a lot of energy to his role asChair of Council and has taken us forward tosuccessfully tackle many challenges along the way.

Council also said farewell to David Earnshaw, ColinTriscari and Natalie Astle. David served on Councilsince 2011 providing legal advice to the College Councilwith an incisive wit and willingness to cut through tothe substance of the issues. Colin brought acommendable sense of rigour and unwaveringcommitment to the Council and to the FinanceCommittee putting the College on firm foundations.Natalie was on Council from 2013 and broughtsubstantial knowledge and experience from herongoing career in education. The College Councilexpresses sincere thanks for the enormouscontribution and service they have given to HelenaCollege.

For myself as the new Chair of Council, I feel humbledto follow in Peter’s footsteps and to take on themantle to lead the College Council. However, I knowthat I can do this with confidence due to thefoundations that have been established and the greatleadership team that is in place to continue the workto bring out the best in our students together.

We live in a new era of constant and rapid change intechnologies, society and our environment. It isdifficult to imagine what our future will look like inten, twenty or even fifty years’ time. As a schoolpreparing students for this unknown yet excitingfuture, we must work together to ensure they haveconfidence, capabilities and passion to pursue theirgoals, be adaptable to change and thrive. This is ourmission.

A central focus for Council in 2018 will be to set freshstrategic directions for the school to ensure weemerge from the hard times well positioned to dealwith the challenges and make the most of theopportunities. Council looks forward to workingclosely with the leadership team and appreciates thededication of the staff as we guide Helena College intoa bright and successful future.

Nathan Johnston, Chair of Council

COLLEGE COUNCIL MEMBERSHelena College Council Inc. is responsible forgovernance at the Darlington and Glen ForrestCampuses. Council members are appointed for theirprofessional knowledge and expertise and passion forhigh quality education.

At the conclusion of 2017, the Helena College Councilwas comprised of the following members, whowillingly give of their time to oversee all aspects of theschool including the development and implementationof the strategic plan, reviewing and monitoring wholeof school finances and strategic risks.

Chair of Council Nathan Johnston

Deputy Chair of Council MacKenzie Reed

Council members Rob Masetti, Lara Sappal, Fiona Haynes, Melissa Strutt

Ex-Officio membersCollege Principal Ian Lyons

Business Manager Michael Papali

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In 2017 we had yet anotheractive, beneficial and pleasingyear at the Darlington Campus. In addition to the delivery of ourquality teaching and learningprogrammes, as a staff wecontinued our work towards

aiming to achieve the authorisation of theInternational Baccalaureate (IB) Primary YearsProgramme (PYP). We recognise that our studentsare the most valuable but also the most potentiallyvulnerable members of our community, and as such,we continued with our commitment to teaching ourstudents practical and easy-to-understand personalsafety strategies with the aim of keeping our studentssafe. Namely, protective behaviours whichencompasses the following two themes: ‘We all havethe right to feel safe at all times’ and, ‘We can talk withsomeone about anything, no matter what it is’.

Our ongoing responsibility to meet the diversecurriculum needs of all students again saw fantasticwork from our Academic Support team and teachers. A variety of assessments are utilised in theidentification of students with learning needs, whichin turn determine particular programmes that will beoffered to our classes. The programmes includeindividual, small group and home specific learningplans. These initiatives may be carried out within theclassroom setting as well as in a withdrawal-typesituation.

The Darlington Campus camps programme continuesto be both well-supported and beneficial to thedevelopment of our students. Our programmecommences in Pre-primary with a one-night sleepoverat the College through to Year 5, whereby studentsspend three nights at Ern Halliday Recreation Camp inHillarys. There are numerous benefits to childrenattending a camp including being around positive rolemodels, learning appropriate risk taking, learningcreativity in a camp setting and, some may say themost important, parents get a breather!

Our hard-working and supportive Parents’ and Friends’Association (P&F) again coordinated and held a range

of successful events, particularly supporting ourCollege through friend and fund-raising occasions.Significant money was allocated and spent in 2017,seeing the resurfacing and line-marking of our sportscourt.

In a significant move, 2017 marked the commencementof an additional Year 5 class at the Darlington Campus.From all accounts, the students had a terrific year,settling into Helena traditions as well as creating theirown. It was a wonderful time as existing studentsshowcased and welcomed new classmates, and we allbecame quickly accustomed to having a large numberof student leaders on school grounds. When the yearended, for the Year 5 students there was a mixture ofboth sadness and excitement as they moved fromfamiliar surroundings to the excitement of the GlenForrest Campus. The Class of 2017 was an outstandinggroup and we wish the students all the very best fortheir continuing educational journey.

At the conclusion of the academic year, we bidfarewell to Ms Victoria McPherson. For twelve months,Tory took on the role of PYP Coordinator and a sharedYear 1 classroom teacher. We thank her for her richknowledge of the IB as well as the time taken todiscuss the PYP with our staff. We wish Tory well in her future endeavours as she has returned toMelbourne to be closer to her family.

Lastly, I would like to thank the staff and parent body for their partnership, commitment and efforts towardsmaking Helena College such a caring, engaging andthriving learning environment. It continues to be a joy to hold the privileged position of Head of Junior Schoolhere at Helena. On behalf of the College, I would also liketo congratulate all of our students on a commendableyear and wish them much success and progress in 2018. I look forward to working in close partnership with ourcommunity members and continuing to make HelenaCollege the best that it can be.

Alone we can do so little; Together we can do so much. HELEN KELLER

Greg Miller, Head of Junior School

Darlington Campus K-5

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College key development aims 2017

WHOLE SCHOOL:• Ongoing support for the emotional, intellectual, physical and cyber welfare of all students.• Implement a purposeful and coordinated Protective Behaviours programme for students and staff.• Ongoing identification and intervention for individual student learning needs.• Ongoing development of student numeracy and literacy skills, including the use of Information,

Computing and Technology (ICT).• Ongoing monitoring of College funding, budgets and expenditure.• Policy development, revision and implementation across the College.

DARLINGTON CAMPUS:• Imbed practices and processes of the International Baccalaureate Primary Years Programme (IB PYP).• Use targeted testing data to inform teachers of specific learning needs of each child. • Develop teacher quality (as per the AITSL Standards) via the cyclic Teacher Development Programme (TDP).• Implement targeted marketing and enrolment strategies for the Darlington Campus.• Facilitate a challenging camping programme linked to the College’s curriculum and pastoral programme.• Implement a concept-based Mathematics programme. • Implement student keyboarding and coding skills – embedded within the regular computing lesson programme. • Facilitate events that focus on the Science learning area to encourage an interest in science. • Implement learning experiences to foster engagement and learning in STEM related curriculums. • Attend to, monitor, review and act upon the ongoing requirements of the National Quality Standards (NQS) in

Early Childhood Education and Care and School Aged Care.

GLEN FORREST CAMPUS:• Ensure differentiated planning and delivery of lessons. • Provide stand-alone and embedded training in Protective Behaviours for students, staff and parents.• Meet the learning / enrichment needs of students requiring additional learning support.• Implement programmes and courses to foster learning in STEM related curriculums.• Transition from an MDT learning space to an integrated Design Technology facility.• Develop teacher quality (as per the AITSL Standards) via the cyclic Teacher Development Programme (TDP).• Prepare for and undertake external evaluation of MYP at the Glen Forrest Campus.• Review the Years 6-12 camping programme.• Explore options to extend VET offerings for students in Years 11-12.• Support teachers in the application of Student Tracking of National and school-based performance data. • Train key staff in monitoring bushfires in preparation for possible evacuation. • Undertake critical incident response training for Executive staff members.

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Values-based programmes and eventsWHOLE SCHOOLANZAC Assembly and Sustainability Assembly forYears 1-12; Helena Walk involving Pre-primary to Year12; Australia’s Biggest Morning Tea, fundraising eventfor the Cancer Council for families from bothcampuses and the wider community.

DARLINGTON CAMPUS• Protective Behaviours Programme integrated

into the curriculum from Kindergarten through to Year 5.

• The Second Step Programme is a school-wide classroom based curriculum that teaches students vital social-emotional skills, such as crucial skills forlearning, empathy, emotion management and peaceful problem solving.

• Help Increase the Peace Project (HIPP)experiential workshops are offered, covering activities that address affirmation, communication,co-operation, community building and conflict resolution. Workshops are a mixture of seriousness and fun directed at a Years 4-5 level.

• Year 5 House Captains and Ministers Leadership Programmes allows students to take on leadership roles, be role models for their fellow students and to carry out tasks and responsibilities which build strength and spirit.

• The Aussie of the Month Programme for Years 3-5 both recognises and acknowledges students of high character, making this an ideal ‘stepping stone’prior to the House Captain positions.

• Honour Awards are presented at assemblies recognising student effort.

GLEN FORREST CAMPUSThrough 2017, students at the Glen Forrest Campusplanned and attended regular assemblies focused onhighlighting values, culture and well-being through arange of themes including leadership, compassion,responsibility, participation, integrity, teamwork,resilience and exam preparation. At each assembly,Director’s Awards were presented to individualstudents to acknowledge student effort andachievement both at school and in the widercommunity.

Whilst many of the assemblies included guest speakers from the wider community, it was thestudents themselves who provided the majority of the content including musical performances andreflections on particular school-based experiencessuch as camps and study trips. These opportunitiesalso provided the students with valuable experience in speaking and performance before an audience.

Student Council (Years 6-12) Student Council 2017 had a very energetic andproductive year. Our main goal was to solidify andexpand upon the friendly school community at Helena,and in the wider community. We achieved this bystaying true to our motto, ‘Charity starts at home’,which led to the creation of multiple socials, casualdress days and dodgeball competitions that raisedthousands of dollars.

A huge success for this year was our successful talentshow. We can gladly say that we created a ‘Night at theopera’ themed show, which raised over $700 towardsour main charity, Helping Minds. We would like toapplaud all the Student Councillors for all their hardwork behind the scenes that made the show. Thankyou too, to our judges for coming down to critique andentertain for the evening, and to the talentedperformers who made the night.

Our Superhero vs. Villains and ‘80s themed socialswere a huge success, raising over $1,700. We hosted aprofessional photo booth so everyone could have theirphoto taken, sold drinks and lollies, had a DJ play andhosted dance-offs, with the winners receiving prizes.The profits went towards our current projects and forstudent council projects into the future.

We ran multiple casual dress days, raising over $5000for a variety of local charities and organisations, suchas Foodbank WA, Headspace and Parkerville Children'sHome.

Another huge success was the competition for thedesign of environmentally friendly posters, which nowadorn rubbish bins at both Darlington and GFCcampuses. The competition was proudly sponsored byStudent Council, which also selected the winners.

To help further Helena’s sense of community spirit, wehosted two dodgeball competitions throughout theyear. These encouraged students from Years 6-12 tocome down to the gym for a fun game of dodgeball,which proved to be a lot of fun indeed.

2017 has been a very inspiring year for the GlenForrest Campus Student Council. We would like tothank Mrs Ferreira and Mrs Wood for their continuous,whole-hearted and selfless support for the studentbody. Thank you as well to the whole Helenacommunity - students, teachers, parents and friends -for your involvement in our Student Council.

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Community ServiceDARLINGTON CAMPUSThe Darlington Campus, in collaboration with theParents’ and Friends’ Association, supported severallocal worthy organisations. This was achieved throughdonations and fundraising events, and communityparticipation. A portion of the takings from the annualBush Dance supported the tremendous efforts of theAustralian Red Cross and donations for Christmas carepack also supported local families at both theParkerville Home (Children and Youth Care) andKoolkuna (Domestic and Family Violence Services).The students were also rewarded with a visit from FatCat having raised a significant amount of money forTelethon during their annual Lapathon event.

GLEN FORREST CAMPUSYears 6-9 IB Middle Years Programme Service and ActionAs part of the IB MYP, students in Years 6-9 are required tocomplete Service and Action activities and projects. Theseare unpaid and voluntary exchanges that support the local,national or global community and have learning benefitsfor the students. All students completed the minimum fivehours and many more logged far in excess with somerecording over 50 hours of service in the community.

Year 10 Community ServiceAs part of their Vocational Education course, Year 10students complete a community service componentrequiring 15 hours of service, which also meets thenumber of hours required for the Duke of Edinburgh’sAward (Bronze level). The International BaccalaureateMiddle Years Programme also encourages all students toparticipate in community service to develop leadershipskills, social responsibility and citizenship.

These programmes allow students to participate in anactivity that will help make their local or globalcommunity a better place. Participants learn more aboutcommunity service, their local area and its needs whilegaining valuable skills and experience in developing aproject, which may include personal initiative.

Book Project at the Moorditj Noongar CommunityCollege - students from both Colleges workedtogether to create a dual-language book suitable forstudents in Pre-primary or Year 1 classes. The finishedproduct was a set of professionally produced picturebooks that have been gifted back to the MoorditjCollege.

Darlington Reserve Rehabilitation Project – studentsworked with volunteers from the Friends of DarlingtonStation (FODS) in the rehabilitation of a stationreserve in Darlington. They created a new pathway,painted bench seating, wheelbarrowed and spreadmulch along verges, removed weeds and plantednative plant seedlings indigenous to the area. Studentsalso helped to restore the McDonald Steps.

Uthando Dolls Project - This is the fifth year ourstudents have made dolls for children of KwaZulu-Natal in South Africa who have been affected by theHIV and AIDS pandemic. Uthando means love and thedolls are for children who have lost a parent or parentsto AIDS.

Worn Out Worn Art Project – students createdcostumes from recycled materials which weremodelled in a parade at the Darlington Arts Festival.

Thank you to Ms Nyaree Blakeney for her coordinationand organisation of the various projects. Without herassistance, this important school programme wouldnot have run so smoothly.

Craig Hillman, Year 10 Community Service Coordinator

WORLD CHALLENGEHelena College students share a commitment to assistin community projects both in the local area and in theglobal community. This philosophy will continue to bedeveloped in future years. In 2017 a group of studentsparticipated in a World Challenge expedition toTanzania where they undertook a community serviceproject in a local school, utilising funds they had raisedprior to their departure.

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2017 STUDENT COUNCIL

YEAR 6 YEAR 7 YEAR 8 Shae Johnson Kiera Joseph Will Friedrichs Luis Parkinson Liam Marriott Kiah Watson Xavier Wright Mackenzie Thomas Riley Wittber

YEAR 9 YEAR 10 YEAR 11Chelsea Crew Aylwin Fomenko Rosie AtkinsonJosh Edwards Logan McNeil Harley DaseyThomas Lowry Kate Smith Gaby DavyJacob Smith Manon Mason

YEAR 12Euan Gleeson-Brown Head BoyBriana Rasmussen Head GirlMadelyn CranenburghZac GallagherMereki WingardRebecca Zardins

College events and activities 2017

DC: Darlington Campus • GFC: Glen Forrest Campus

Academic support programmes DC/GFC

After School Sports Programmes GFC

Alliance Francaise competition GFC

Assemblies - general DC/GFC

Assemblies – Whole School DC/GFC(ANZAC and Sustainability)

Awards Night for Years 6-11 students GFC

Book Fair DC

Bush Dance DC

Camps from Pre-primary-Year 12 DC/GFC

Casual dress days - fundraising projects DC/GFC

Children’s Book Week celebrations DC/GFC

Christmas Market & Carols Evening DC

Clubs – Cards, Drama, Gaming, Robotics, Media GFC

Community fundraising events DC/GFC

Darlington Arts Festival performances DC/GFC

Disco DC

Drama, Media and Film Showcase GFC

Drama productions for Middle School and Years 11-12 GFC

Duke of Edinburgh’s Award expeditions (Y9-10) GFC

Family Fun Afternoons – DC/GFCsporting events for all ages

Electives Programme Showcases – DCArts, Drama and Music

Helena Walk - community event DC/GFC

House Captains and Ministers Programmes – DCLeadership Development (Year 5)

House Captains programme (Year 11) GFC

Inter-house and Inter-school carnivals for DC/GFCswimming, athletics, cross-country, lightning and music

International Baccalaureate Middle Years GFCProgramme parent evenings

International Baccalaureate Middle Years GFCProgramme personal project exhibition

International Baccalaureate Primary Years DCProgramme parent evenings

Language Ambassador Leadership Programme DC/GFC

Language World Perfect Championships GFC

Lapathon Fundraiser for Telethon DC

Laptop evenings for new parents GFC

Life drawing evening classes GFC

Mothers’ Day, Fathers’ Day, Grandparents’ events DC

Middle School socials GFC

Music camp, instrumental development programmes, GFCconcerts and Inter-house Music Carnival

National competitions for History, Geography and GFCMathematics

National Youth Science Forum GFC

New parents’ P&F welcome morning teas DC/GFC

Old Helenians – alumni reunions GFC

Opti-MINDS and da Vinci Decathlon DC/GFCenrichment activities

Orientation days for incoming students DC/GFC

Outdoor Education excursions and camps GFC

P&F Association Meetings (twice per term) DC/GFC

P&F Biggest Morning Tea for Cancer Council DC/GFC

Parent-teacher evenings and afternoons DC/GFC

Peer Support Programme - leadership GFCdevelopment (Year 10)

Politics and Law trip to Canberra GFC

Reading Club GFC

Reflections yearbook creative writing DC/GFCand photography competitions

Rehabilitation planting programmes in the GFClocal community

Senior Ball for Years 11-12 students GFC

Ski trip GFC

Staff professional development conference DC/GFC

Student Council - Leadership Forum GFC

Student exchange programmes GFC

Students-in-Residence programmes GFC(Balinese students)

Swimming lessons DC/GFC

Titration Stakes Competition (Year 12 Chemistry) GFC

Visual arts exhibitions for graduation GFCand awards night

Volunteers’ morning tea DC

Wakakirri and One Big Voice performances DC/GFC

Water fun days DC

World Teachers’ Day celebrations DC/GFC

Year 5 and Year 12 graduation/celebration DC/GFCevenings

Year 5 in Action – open morning DC

Year 6 leadership programme GFC

Years 8-9 rich tasks GFC

Year 10 community service programme GFC

Year 10 river cruise GFC

Year 10 work experience programme GFC

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College CommunityCollege VolunteersHelena College has a significant number of parents,grandparents and friends who give their time to assistin myriad ways. This includes time spent helping in theclassrooms and the canteens at both campuses, aswell as in the libraries and at the Uniform Shop.Helpers are also enthusiastic supporters of the Collegeat sporting events including the Inter-house carnivals.They spend time coaching and umpiring in support ofour sporting teams. In whatever form, this voluntaryassistance is an invaluable adjunct to the provision ofservices for our community and the College isappreciative of their support.

Helena Sporting & Cultural Association (HSCA)The Sporting and Cultural Association exists to providesupport for various sporting and cultural groups in ourcommunity. The main emphasis and support continuesto be for netball and basketball. Additional communitygroups are encouraged to become involved in 2018.For further information view the minutes of theHS&CA AGM Minutes on the College website.

Old HeleniansThe Old Helenians alumni community continues togrow with ten and twenty year reunions held in 2017.These occasions provided an excellent opportunity forOld Helenians to re-connect with their peers and withstaff from their time at the College. The reunions werewell attended and supported by alumni and ex-staff.The Helena Connection newsletter in Decembercontinues to provide an engaging link between theCollege and ex-students. The Old Helenians’ Facebookpage remains a strong connection platform used bymany alumni (currently 1096 members) to stay intouch with the College and each other.Sue Wallace, Alumni Officer

P&FThe Parents’ & Friends’ Associations are voluntaryorganisations whose aims focus on making a positivecontribution to the students and their experience ofCollege life:

• fostering close communication between parents, guardians, other citizens and teachers, for the benefit of the students.

• providing facilities and amenities for the students at the College through fundraising.

• making a contribution to, and fostering community interest in, the educational work of the College.

The Parents’ and Friends’ Associations at bothcampuses had another busy year in 2017, with moredetails in their relevant reports that follow.

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Darlington Campus Parents’ and Friends’Association 2017

It has been a rewarding and productive year for the DCP&F in 2017. We have a talented executive team –Robyn Smart, Linda Roberts and Quentin Bailey – anddedicated Year Level Representatives. The P&F’senergy and commitment has maintained a strong andpositive community among families and staff.

The P&F has hosted annual events like the Bush Danceto welcome a new school year, World Teachers’ Day toshow our heartfelt gratitude to our dedicated schoolstaff, and we ended the year with our festiveChristmas Market and Carols Evening.

In May, the combined P&Fs held the Biggest MorningTea at Houghton’s Winery and despite lower numbersthis year we raised $6,200 for the Cancer Council.Those who came enjoyed a far more relaxed pace thisyear. They gave generously and were rewarded withfabulous auction and raffle prizes galore.

Our end of Term Two disco was held in the eveningmuch to the children’s delight. While students andteachers danced and sang in the hall, parents andsiblings enjoyed the coffee van and movies in thelibrary. Thank you to our school staff who helped runthis event.

As 2017 marks the 50th anniversary of Telethon, theP&F voted unanimously to donate the proceeds fromour annual Lapathon to this worthy cause. To coincidewith the Lapathon, we also held a highly successfulSecondhand Toy Sale.

Financially, we have supported the DC extracurricularclubs with cash and have pledged to fully fund theupgrade to the mixed-use courts over the summer break.

Finally, the Executive is thrilled to have completed ournew Constitution as we have been operating fromRules written in 1993.

My sincere thanks go to the numerous parent helpersand children who have supported these events byattending and also by tirelessly volunteering time andenergy to make them a success. Also, a huge thankyou to the teachers and staff at both campuses whosesupport and assistance has been invaluable,particularly Geoff Cook, Community Relations and theadmin teams.

Michelle Watson, Darlington Campus P&F President

Glen Forrest Campus Parents’ and Friends’Association 2017

I would like to start by thanking Amanda Marriott(Secretary) and Yvonne Chow (Treasurer) for theirsupport and to David Watson for stepping into the roleof Vice President.

We have enjoyed our continued close workingrelationship with the Darlington Campus P&F withshared events proving to be very popular.

The last term of 2017 saw the executive and meetingattendees undertake some facilitated sessions on thedevelopment of a 2-3 year plan. This involvedgenerating ideas to achieve the objectives of theconstitution, gathering information from other partiesand collating it, then developing a plan to bring to thefirst meeting in 2018. We would not have been able toundertake this without the help of parent Joyce Lewis-Affleck, who has ensured we approach this in acollaborative manner.

The second-hand uniform stall was again well receivedwith money raised funding our membership of the buyand sell website, Sustainable School Shop. Thanks toJanette Huston for coordinating this event.

Special guest speakers at the P&F meetings haveincluded Christian Hansen, Head of Department – Arts,Craig Hillman, Director of Upper School, Joe Kendall,Head of Department – Physical & Health Educationand Laura Wright, English Teacher. We will continuewith these informative sessions in the coming year.

We were pleased to facilitate a successful applicationfor $30,000 in community funding from the newlyelected state government. This grant will help pay forcricket nets on the oval, with construction likely totake place over the summer break. We have also beenworking in collaboration with the College, StudentCouncil and Old Helenians in fundraising towards solarpanels at the College. Initially, this project started as arequest from Year 12 Student Councillor RebeccaZardins for the P&F to assist with a joint fundraisingevent. This has now progressed to being a jointinitiative and we look forward to some great events in2018.

Thank you to all the volunteers, students, parents andteachers, who have helped out in any way. Your timeand commitment has not gone unnoticed.

Karen Lawson, Glen Forrest Campus P&F President

13

B Teacher standards and qualifications

For a complete listing of teacher qualifications, pleaserefer to the 2017 Parent Handbooks for the Darlingtonand Glen Forrest Campuses.

Expenditure and teacher participation inprofessional developmentMembers of the teaching and non-teaching staffcontinue to engage in a wide variety of professionaldevelopment activities. The ongoing professionallearning of all staff was supported by the Council witha strong allocation of funds from the tuition budgettowards staff professional learning in 2017. This iscomprised of professional development specific toeach campus, as well as professional development infirst aid and the annual staff conference.

Darlington Campus staff professional development 2017Professional development provides staff memberswith opportunities to learn and revise current skills, aswell as acquire and keep up to date with new/recenteducational developments and endeavours.

The professional development undertakings byDarlington Campus staff in 2017 were both wide andvaried and included:

• AISWA Briefing the Board conference• Inquiry based learning • Early Childhood Network meetings• Extending Mathematical Understanding (EMU)

training and network meetings • National Quality Standards (NQS) workshop • Implementation of the Western Australian

Curriculum seminar • Reading Recovery (RR) network meetings• Jolly Phonics training• On Entry Assessment Programme teacher training • Primary Arts Networking Day • Diabetes training• General first aid training • Protective Behaviours workshop

International Baccalaureate Primary YearsProgramme (IB PYP) 2017 In 2017, Victoria McPherson was appointed as PYPcoordinator, bringing rich and deep knowledge of theIB PYP. Darlington Campus staff benefited greatly fromthe skills Ms McPherson brought in further expandingtheir understanding and inquiry pedagogy of the PYP.This was predominantly achieved through regularcollaborative (a signature of PYP philosophy) meetingsheld with the PYP Coordinator and relevant classroomteachers. Other professional learning includedcombined workshops as part of the weekly staffmeetings and regular leadership team meetings.

Ms McPherson placed particular focus on visiblelearning being evident in all classroom learning spacesas a ‘living’ PYP environment. As a staff, we workedtowards the following: • An inquiry board that showed the transdisciplinary

theme, central idea, concepts, lines of inquiry and

the learning profile focus for that particular Unit of Inquiry

• Teacher questions that facilitated students to create their own questions that connect to the central idea and drive the inquiry e.g. the ’Wonder Wall’ which values and demonstrates student inquiry.

• Evidence of PYP teacher documents showing planning, differentiation, student learning growth and reporting

• Evidence of students actively engaged in cooperative learning environments where they construct their learning with and from each other

We look forward to our ongoing journey, and learning,in 2018 with our newly appointed PYP Leader, SarahRiddoch.

Glen Forrest Campus staff professionaldevelopment 2017 • Arts: AISWA Assessment and Reporting• Arts: ATOM WA Annual PD• Arts: Consensus Moderation - General Y12 Design

Graphics; General Y11 Design Graphics• Arts: 2017 Creatac Symposium – Forming and

Deforming• Arts: General Y12 Design Graphics – Consensus

Moderation• Arts: Improving Performance Workshop – Design• Arts: Improving Performance Workshop – Music• Arts: Murdoch University PD• Arts: Music – ATAR Performance Exam Marking

Meeting• Arts: Music – Consensus Moderation Year 12 General • Arts: Music in the Environment• Arts: Resilient Teachers, Resilient Schools• Arts: Secondary Arts Network Meeting• Arts: Secondary Drama Network Day• Arts: Teaching and Learning with Creativity Tools

from Adobe• Arts: Understanding Copyright• Arts: WA Spring into Kodaly • Arts: Youth Mental Health First Aid• Design & Technologies: Address Adult Language,

Literacy and Numeracy • Design & Technologies: Design and Develop Assessment • Design & Technologies: Fusion 360 Course• Design & Technologies: VET Teacher Annual Conference• Executive/Council: AISWA Briefing the Board

Conference

14

• Executive: AISWA Legal Seminar • Executive: Building Resilience and Preventing

Radicalisation to Violent Extremism• Executive: Child Sexual Abuse Prevention• Executive: Curriculum WACE Update – AISWA• Executive: Diploma of Commerce – Information

Session - TAFE• Executive: Update on State and Federal

Regulations, Arrangements and Funding• English: Professional Learning - Literature• English: Years 11-12 ATAR English 2018 Planning Day• English: Years 11-12 ATAR Literature 2018/19

Planning Day• Humanities: 2017 GAWA Annual Secondary Conference• Humanities: IB Workshop MYP• Humanities: Take a Look at What’s Happening in

the Geography Classroom• Languages: MLTWA AGM • Languages: AIM Workshop• Languages: Balai Bahasa AGM• Languages: Creating and Translating – WILTA Berita

Jumat Workshop• Languages: Language Perfect Training• Languages: Second Languages Eligibility Appeals

Meeting• Languages: PYP Scope & Sequence Planning Day • Languages: SCSA CAC Indonesian Meeting• Languages – Teacher/Examiner Forum• Languages: TOFA Conference• Languages: WALTA – How do you effectively teach? • Languages: WILTA – What can you do for

Languages Week? • Languages: Years 11-12 ATAR Languages

Collaboration Days (French)• Maths: Consensus Moderation – General Year 12

Mathematics Essentials • Maths: Maths Convention• Maths: Maths Methods PD Module• Maths: STEM Education Conference• Physical & Health Education: ACHPER Conference• Physical & Health Education: Aquatic Trainer• Physical & Health Education: Consensus Moderation –

General Year 12 Physical Education Studies

• Physical & Health Education: New & Inexperienced Teachers of WACE HPE courses

• Physical & Health Education: Talking Drugs – Safer Teens

• Executive: Curriculum WACE Update - AISWA• Science: Dr Jane Goodall • Science: Judging Panel - Prime Minister’s Prizes for

Science Teacher• Science: STWA Future Science Conference• Teacher Development: Z-Day Further Understanding of

Sustainability as a Related Concept and Social Change• Technology: Consensus Moderation – General Year

12 Materials Design and Technology Wood• Technology: Master of Educational Leadership

Graduation • Technology: 21st Century Learning Design Workshop

Staffing in 2017In 2017 there were seven new staff at the Glen ForrestCampus and two new staff members at the DarlingtonCampus. All settled in quickly to the College and soonformed good working relationships with parents,students and colleagues.

Staff retention over 2017 was once again stable. Overthe course of the year, there were five departuresfrom the teaching staff – Adrianne Evans (Media andFilm), Simon Grayston (Music), Winston Okkers(Materials, Design and Technology), Chris Pervan(Outdoor Education), Angela Radalj (English). As well,long-time Community Relations Manager Julie Carltonretired at the end of 2017.

At the Darlington Campus there were just two staffdepartures, Victoria MacPherson IB PYP Coordinatorand Year 1 Teacher (shared teaching role) and FrankieWallace, Canteen Manager.

We thank all of our leaving staff for their valuedcontributions to the College and sincerely wish themthe very best in their future endeavours.

Ian Lyons, College Principal and Greg Miller, Head of Junior School

15

C Workforce composition

80 per cent of teaching staff have attained or exceeded the top teaching level ie 8 years of teaching experience.

Michael Papali, Business Manager

Workforce composition

Full-time

Part-time

Total number of staff

Teaching staff

Indigenous Non-indigenous Indigenous Non-indigenous

Non-teaching staff

510

0

0

0

24

21 26

72 50

D Student attendance

Attendance across the Darlington Campus year levels was:Pre-primary 92.99 per centYear 1 94.79 per centYear 2 93.56 per centYear 3 95.62 per centYear 4 93.02 per centYear 5 95.63 per cent

The attendance of all Helena College Darlington Campus students for the2017 school year averaged 94.27 per cent.

Attendance across the Glen Forrest Campus year levels was: Year 6 94.4 per centYear 7 94.85 per centYear 8 93.86 per centYear 9 94.14 per centYear 10 94.82 per centYear 11 94.03 per centYear 12 94.29 per cent

The attendance of all Helena College Glen Forrest Campus students for the2017 school year averaged 94.34 per cent.

SEQTA statistics were provided by Justin Hall, ICT Manager

16

COLLEGE ATTENDANCE MANAGEMENTThe Glen Forrest Campus Deputy Principal - Operations and the Head of Junior School were responsible for allstudent attendance management in 2017. Both campuses use the SEQTA administration system for attendancemanagement.

Darlington Campus Student Attendance Process• Class teachers check attendance twice per day at the start of school and after lunch (students are marked

either present, absent or late to class).• Students arriving late to school are required to be signed in at administration by the parent/caregiver.• Students departing school during the day are required to be signed out by their parent/caregiver at

administration.• Students attending sick bay are signed in/out at administration.• Student records are updated by attendance officers as from the time of sign in/out.

Greg Miller, Head of Junior School

Glen Forrest Campus Student Attendance Process• Homeroom teachers check attendance during homeroom from 8.40am-8.55am.• Class teachers mark the roll in the first 10 minutes of each lesson during the day ie either present,

absent or late to class.• Students arriving late to school are required to sign in at administration.• Students departing school during the day are required to sign out at administration.• Students attending sick bay are signed in/out at administration.• Student records are updated by attendance officers as from the time of sign in/out.

Attendance officers ensure that every effort is made to find out the whereabouts of each student markedabsent. The process is as follows:• Reconcile emails and phone calls received regarding daily absences.• Contact parents by phone or SMS to advise student is not at school (if no notice has been received).• Call emergency contacts.• Ask siblings and friends at school.• Inform Deputy Principal - Operations if student whereabouts cannot be confirmed.• Contact police (if required).

Justin Pitt, Deputy Principal - Operations

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E Students’ results in NAP annual assessments

NAPLAN 2017NAPLAN data is one of many indicators used by schools to align and compare student performance acrossstates and sectors in the areas of literacy and numeracy. This data is also used to monitor academic growth forstudents between year levels, providing teachers and curriculum leaders with information about teaching andlearning programmes. At Helena College, NAPLAN data is used, along with PAT reading comprehension,Australian General Ability Test (AGAT) and school based subject data, to provide information about studentlearning needs and programme effectiveness.

Table One: Comparison of scores in each domain of the NAPLAN showing Helena College, Western Australiaand Australia by Year.

The data provided in Table One allows a comparison of student performance of Helena College year groupsagainst similar aged students in the state/nation (WA/Australia) across all NAPLAN strands. • Year 3 Helena students performed well above their cohort across WA / Australia in all areas.• Year 5 Helena students performed above their cohort across WA / Australia in all areas.• Year 7 Helena students performed above their cohort across WA / Australia in all areas.• Year 9 Helena students performed above their cohort across WA / Australia in all areas.

The consistent results across all five NAPLAN strands of assessment through four year levels is noteworthy.NAPLAN data enables the College to monitor changes in student performance for a given cohort across a twoyear period, providing insight into the ‘value adding’ of the College programmes.

Topic Helena WA AUS Helena WA AUS Helena WA AUS Helena WA AUS

Reading 466 420 431 554 499 506 589 537 545 616 583 581

Writing 448 409 414 504 469 473 543 508 513 589 555 552

Spelling 432 408 416 530 498 501 562 547 550 599 584 581

Numeracy 447 402 409 551 489 494 578 551 554 607 595 592

Grammar andPunctuation

489 428 439 550 493 499 558 537 542 600 571 574

Year 3 Year 5 Year 7 Year 9

TABLE ONE

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TABLE TWO

Proportion of Year 3, 5, 7 and 9 students at or above benchmarks

Reading Writing Spelling Grammar and NumeracyPunctuation

Year 3 100% (97%*) 100% (97%) 100% (93%) 100% (93%) 100% (95%)

Year 5 100% (98%) 100% (100%) 100% (93%) 100% (93%) 100% (96%)

Year 7 100% (96%) 97% (89%) 99% (90%) 95% (91%) 100% (93%)

Year 9 99% (94%) 91% (78%) 97% (91%) 98% (88%) 100% (95%)

*Proportion of students clearly above national benchmarks is indicated in brackets.

TABLE THREE

Table Two provides such a two year comparison, taking the NAPLAN results of Helena students from Year 7(2015) and now Year 9 (2017), and comparing those results with their state and national cohort. The resultsshow growth for the Helena students in each of the NAPLAN strands of assessment. It can be seen that performance difference per strand, the Helena College cohort from Year 7 to Year 9 exceedsthe state and national difference values in all strands.

Table Three provides schools information to identify students who may have special learning needs in specificstrands. Benchmark data is used to confirm school-based student subject performance data. Students indicatedas ‘below benchmark’ are monitored closely by members of the Student Services Team with most of thestudents following a learning plan and, where appropriate, an independent education programme.

Greg Miller, Head of Junior SchoolBob Simpson, Deputy Principal - Curriculum

Topic Helena WA AUS

Reading 43 42 33

Writing 54 49 41

Spelling 45 42 34

Grammar and Punctuation 36 34 33

Numeracy 59 57 49

Total value adding +237 +224 +190

19

F Community satisfaction with the school

Once again in 2017, families and students were invitedto provide feedback about their time at HelenaCollege. Online surveys canvassed students andfamilies exiting the College, including the 2017 Year 12graduates. The surveys asked families and students tooffer feedback on College programmes, includingcamps; procedures including communications;interactions with staff. Respondents were asked toprovide constructive criticism as well as suggestedimprovements.

New Families Survey (Glen Forrest Campus)There were 28 respondents to the survey sent to 2017new families at the Glen Forrest Campus, covering newstudents in all year levels (6-12).

(My child’s) transition to Helena College has beenvery smooth and she has settled very quickly andwell. It is a credit to the thought and effort that hasgone into establishing the way that new studentsare introduced to the school. (Year 6 parent)

There is a very visible team approach. It is veryclear that everyone is on the same page and thereis such a positive and friendly atmosphere ateverything that I have attended. (Year 6 parent)

So glad we made the decision to change schools.(Year 10 parent)

I really enjoyed meeting the Teachers at parent-teacher meetings, it was great to get an idea ofhow my daughter was progressing and how she isduring class. (Year 12 parent)

Whilst much of the feedback was positive there wassome constructive criticism, which offered theopportunity to review existing practices. Whereappropriate and practicable, this has led to changes.

Year 5 parents exit surveyAt the conclusion of Year 5 2017, the parents wereasked about their experience as their children exitedthe Darlington Campus (Kindy to Year 5) for Year 6 atthe Glen Forrest Campus in 2018. There were 33respondents to the survey.

The fact that (my child) wants to be a schoolteacher is a reflection of the positive experienceshe has had. (Year 5 parent)

DC campus has brought out the best in (my child)as a student, daughter and a young citizen. (Year 5 parent)

We drive an hour to school and another hour homefrom school every day and have been doing this forthe last nine years (with another seven years tocome). Going to Helena has been a great choice forus and although it is difficult at times we wouldmake the same choice again. (Year 5 parent)

Year 5 parents rated their five main reasons forchoosing Helena College:

• Reputation in the community• Small size of school• Continuation to Glen Forrest Campus

for Years 6-12• Ethos and values of the College• Independent school.

20

Year 12 parents and students exit surveysAt the end of Year 12, the graduating students andtheir parents are sent a survey asking them to reflecton their time at Helena College. For some families, thisrepresents the culmination of 13 years of schoolingwith the College, beginning in Kindergarten.

In 2017, there were 50 responses to the parent surveyand 88 responses to the student survey.

The school helped me grow as a person throughboth negative and positive experiences making me into a more rounded and resilient person. (Year 12 student)

I would like to thank the teachers who haveinspired me in and out of my classes to truly beinterested in what I am learning. (Year 12 student)

The camps programme is key. It builds theirindependence, puts them in positions to extendphysically and emotionally, and encourages thebuilding of relationships between teachers andother students that you don't get in a class-roomsituation. (Year 12 parent)

From the beginning they taught independence andresponsibility. (Year 12 parent)

My daughter was, more or less, allowed to beherself and making her realise, through the IBprogramme that she is accountable for her ownactions and decisions, has helped her become whoshe is meant to be. (Year 12 parent)

Year 12 parents rated their five main reasons forchoosing Helena College:

• Ethos and values• Safe environment• Reputation in the community• Small size of school• Non-denominational

As well, families, students and visitors to the Collegeprovide feedback on a variety of events throughoutthe year, including campus tours for prospectivefamilies.

Sherene StrahanCommunity Relations Manager

21

Helena College Income 2017

Tuition fees (56.6%) $9,268,516.00

Federal government grants (28.3%) $4,644,034.00

State government grants (13.0%) $2,123,363.00

Miscellaneous grants (0.4%) $64,751.00

Other income (1.5%) $242,801.00

Interest (0.2%) $28,788.00

Donations (0.1%) $15,586.00

TOTAL INCOME $16,387,839.00

Helena College Expenditure 2017

Tuition salaries (56%) $9,028,307.00

Tuition costs (8%) $1,324,653.00

Administration salaries (14%) $2,324,477.00

Administration costs (20%) $3,269,771.00

Other costs (2%) $259,662.00

TOTAL EXPENDITURE $16,206,870.00

G College income and expenditure by funding source

Financial data provided by Michael Papali, Business Manager

H Senior secondary outcomes

Of the eighty-four enrolled Year 12 students, all but one were successful in achieving their WACE. Soundperformances were achieved by both university bound and non-university bound students with a highproportion receiving offers for their first choice of post-secondary destinations.

ATAR 99.95 - 97.6 97.6 - 91.0 91.0 - 79.6 79.6 - 65 less than 65

Student % 3.0% 16.4% (19.4%) 22.4% (41.7%) 32.3% (74.5%) 25.4% (100%)

2017 2016 2015 2014 2013

No. of students (with ATAR) 67 60 66 48 72

School mean ATAR 73.4 74.5 80.6 70.4 77.3

School median ATAR 77.5 78.0 81.5 71.7 79.6

State median ATAR 82.5 82.0 80.2 79.0 79.1

Table One below provides a five-year statistical comparison of the Year 12 cohort performance in WACEexaminations.

Table Two shows the percentage of 2017 ATAR students within prescribed bands of ATAR.

22

Federal government grants State government grantsTuition fees

Other income Interest DonationsMiscellaneous Grants

Tuition costs Administrative salariesTuition salaries

Other costsAdministration costs

POST-SECONDARY DESTINATIONSPost-secondary destination informationwas collated for 92 per cent of the 2017cohort of graduating students. Sevenstudents were unable to be contacted for information on their post- schooldestination. Of the 77 students whosedestinations are known: • 62.33 per cent are enrolled in, or

deferred enrolment at, university* *See ‘Breakdown by university’ table

• 20.78 per cent are working full-time

• 6.49 per cent are studying at TAFE or with a Registered Training Organisation (RTO)

• 5.2 per cent are in apprenticeships or traineeships

• 5.2 per cent are working part-time, and not studying

Where are they now?

Breakdown by university

Sue Wallace, Alumni Officer

Destination Students

University 48

TAFE/Registered Training Organisations 5

Apprenticeships/Traineeships 4

Working full-time 16

Working part-time (not studying) 4

University Students

Curtin University 18 (1 deferred)

University of Western Australia 10

Edith Cowan University 9 (1 deferred)

Murdoch University 6

WA Academy of Performing Arts 3

Interstate Universities 2

H E L E N A C O L L E G EBringing out the best together

HelenaCollegePerth

2017 ATAR

10 - 1515 - 20

20 - 25

25 - 30

30 - 35

35 - 40

40 - 45

45 - 50

50 - 55

55- 60

60 - 65

65 - 7070 - 75

75 - 80

80 - 85

85 - 90

90 - 95

ATAR Range95 - 99.99

18.0

16.0

14.0

12.0

10.0

8.0

6.0

4.0

2.0

0.0

Relative percentage

This academic performance is pleasing in the light of Helena’s enrolment policy where students are notselected on academic ability; financial resources areavailable for all students and not directed toacademic scholarships for the elite few. Also, Helena has consistently maintained a policy of not excluding students from selecting universitybound programmes of study.

From the 2017 Year 12 cohort, seven students wereawarded Certificates of Distinction and fifteenstudents received Certificates of Merit from theSchool Curriculum and Standards Authority basedon the grades they achieved across Years 11 and 12.

Ian Lyons, College Principal

The graph below provides a visual representation of the distribution of ATARs across the 60 studentsundertaking an ATAR programme of study in 2017.

23

Telephone: 9299 6626 • www.helenacollege.wa.edu.au