Kolbe Catholic College

School Performance Data 2017 Vision

To grow lifelong learners inspired by Jesus to help transform the world

Mission To build an authentic learning community that is rich in diverse opportunities

enriched by Catholic values

1. Contextual Information Kolbe Catholic College is a co-educational secondary college of over 1100 students from Year 7 to 12. Kolbe offers a holistic education, embracing the spiritual, religious, intellectual, physical, social and emotional development of all students, where relationships and learning are both important. The College promotes both Gifted and Talented programs, as well as literacy and numeracy support across all years, thereby catering for all students' individual needs. The student population is diverse and inclusive of our 30 Aboriginal students, 36 students with special needs and 46 students from Defence Force families.

Strong university entrance and vocational pathways are offered in the senior school. As a futures oriented school, we provide modern learning environments for students to engage with their learning. The College is committed to developing independent learning skills amongst students and strongly encourages the use of learning technologies in the classroom. The use of 1:1 mobile learning technologies operates throughout the College allowing access for students both at school and home. A broad range of extra-curricular activities including sport, music, drama, dance and a wide range of academic competitions and clubs, enhance the pastoral and educational programs offered. Inter-House sporting competitions, broad student leadership experiences both highlight the quality of pastoral care provided to students. A Christian Service Learning Program extends across all year levels, challenging students to focus on others rather than ‘self’. The model of schooling offered by the College, underpinned by Gospel values, encourages students to aspire to our College Motto - Courage, Faith, Excellence.

2. Teacher Standards and Qualifications The College employs 78 teaching staff. Collectively, the highest qualifications held by teachers and the members who hold these qualifications are:

• Doctorates: 1 • Masters: 12 • Graduate Diploma (or equiv): 27 • Honours: 0 • Bachelors: 37 • Diplomas: 1 • Certificates: 0

Specific details regarding individual staff personnel can be found on the College website. 3. Workforce Composition

Teaching No Male Indigenous No Female Indigenous 35 Male 43 Female

Non-Teaching No Male Indigenous One Female Indigenous 9 Male 34 Female

4. Student Attendance at School a. Attendance Profile Given the strong correlation between excellent attendance and successful academic performance, the College implemented a number of initiatives to promote the importance of attendance. An analysis of our student attendance records indicates that appropriately 71% of the school population had regular attendance (over 90% of time at school). In a 20 week semester this would equate to no more than ten days absent (or twenty half days), with any days over this figure incurring the title of ‘At Risk’. For this reason, the College actively discourages families from taking holidays in school time due to the generally detrimental influence this can have on student results. Whole School Attendance Regular Attendance - 91 -100% 71% At Risk - Indicated - 81 - 90% 22% At Risk - Moderate - 61 – 80% 5% At Risk – High - 0 – 60% 2%

Year Group Attendance

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Year7 Year8 Year9 Year10 Year11 Year12

ChartTitle

Regular AtRisk-Indicated AtRisk-Moderate AtRisk-High

Regular

Attendance

71%

AtRisk- Indicated

22%

AtRisk-

Moderate

5%

AtRisk-

High

2%

AttendancePercentage

RegularAttendance

AtRisk-Indicated

AtRisk-Moderate

AtRisk-High

b. Strategies for Managing Non-Attendance at School • Families who organise holidays during term time, receive a formal letter from the

Principal reinforcing the compulsory nature of school. • Attendance is closely monitored by the Head of Year. Students who are considered to

be at ‘moderate’ risk throughout the term receive a letter from the head of Year highlighting attendance concerns.

• For ongoing attendance issues, the Deputy Principal will meet with parents to address concerns. An action plan is formulated for each student focusing on improving attendance. A reward system is put in place when particular targets are achieved.

• Other strategies used include referral to College Counsellor, home visits and/or referral to an external agency.

• Students who achieve excellent attendance, receive a certificate a congratulatory letter from the Principal.

5. Senior Secondary Outcomes

a. Percentage of Year 12 students undertaking vocational training or training in a trade 84% of Year 12 students.

b. Percentage of Year 12 students who attained a Year 12 certificate or equivalent 95.8% of the 2017 Year 12 students achieved the Western Australian Certificate of Education.

6. NAPLAN Information National Comparisons Year 9

Category Year 9 2017 Reading All Australian Schools Mean : 580.8 School Mean: 591.6 99.5% achieved at or above the national minimum standard Writing All Australian Schools Mean : 551.9 School Mean: 567.2 89.3% achieved at or above the national minimum standard Spelling All Australian Schools Mean : 581.5 School Mean : 581.9 94.6% achieved at or above the national minimum standard Grammar & Punctuation All Australian Schools Mean : 574.1 School Mean: 576.8 94.02% achieved at or above the national minimum standard Numeracy All Australian Schools Mean : 592.0 School Mean: 598.5 100% achieved at or above the national minimum standard

National Comparisons Year 7

Category Year 7 2017 Numeracy All Australian Schools Mean : 553.8 School Mean: 543.5 97.2% achieved at or above the national minimum standard Writing All Australian Schools Mean : 513 School Mean: 499.6 91.5% achieved at or above the national minimum standard Spelling All Australian Schools Mean : 549.6 School Mean : 546.1 94.8% achieved at or above the national minimum standard Grammar & Punctuation All Australian Schools Mean : 541.6 School Mean: 539.5 91.5% achieved at or above the national minimum standard Reading All Australian Schools Mean : 553.8 School Mean: 543.5 97.1% achieved at or above the national minimum standard

NAPLAN Comparison 2015 to 2017 The following graphs compare NAPLAN results for Reading, Spelling, Grammar and Punctuation, Writing and Numeracy between Year 7 2015 and Year 9 2017.

7. Parents, Student and Teacher Satisfaction

Parents

Parents contributed to College goals through assisting in the supervision of senior school examinations, involvement on the College Board of Management and Parents and Friends Association, participation in the Uniform Shop, volunteering at sporting events and camps, attendance at College Masses and assemblies. Parents have also been encouraged to use email to contact teachers and the College portals to check on student educational programs as well as student academic progress. Enrolments continue to be strong and all students, both new and existing are invited for enrolment interview with the Principal or a member of the College Executive. Feedback at sibling interview is extremely positive and recognizes the importance of partnership between families and school. One indication of the support of parents for the College is the extensive enrolment wait lists in Years 7, 8, 9 and 10.

Students

Students have a strong pride in the College, and are encouraged to take up a number of leadership opportunities available across all years. Students often volunteer to assist in the Walsh Learning Centre, ICT department and as tour guides for major College events. They actively promote the ethos of the College in the community in a number of ways including on work placements, Christian Service Learning Programs and in their part-time employment. Senior students are appreciative of the ‘extra’ support and guidance offered to them by staff, as is evidenced by their response to activities, like the after school study club. Students from the College are highly sought after by local employers.

A survey completed by Year 12 students at the end of 2017 indicated students overall appreciation for all they had achieved in their time at the College.

Teachers

Teachers have a high level of commitment to the College and its goals, as indicated by the percentage of Year 12 students who gained their first preference at University and TAFE, and the myriad of activities they are involved in outside of the classroom. They always endeavour to provide the best possible teaching and learning programs for the students. There is a strong sense of collaboration amongst all teachers that provides individualised support when required, excellent pastoral care and active professional involvement in subject associations. Teachers are actively engaged in professional learning addressing various aspects of student learning and achievement.

A strong sense of community prevails within the College and there is widespread support between colleagues. A strong growth model exists with the staff through collaboration and sharing learning practice.

Always,46%

Mostly,42%

Sometimes,10%

Rarely,2%

TheteachingstaffattheCollegehelpedmetoachievemy

potential

Always

Mostly

Sometimes

Rarely

Always

56%

Mostly

34%

Sometimes

8%

Rarely

2%

StaffwerewillingtohelpmewheneverIaskedfor

assistance

Always

Mostly

Sometimes

Rarely

8. Post School Destinations The graph below provides a summary of post school destinations offered to the 2016 cohort.

9. School Income 2017 Actual Income

University,

65.00%

Employment,

12.00%

TAFE/Training

Providers,5.00%

GapYear,

7.00%

Other,6.00%

Apprenticeships,

5.00%

Traineeships,1.00%

Other,

12.00%

PostSchoolDestinations

University Employment TAFE/TrainingProviders

GapYear Other Apprenticeships

Traineeships

25%

1%

22%

51%

1%

SchoolIncome

FeesandLevies

OtherIncome

StateGovernmentGrants

AustralianGovernmentGrants

TradingIncome

2018 Provisional Income

2018 Provisional Expenditure

20%

22%

53%

2%

3%

0%

ProjectedIncome2018

Students

StateGovernmentGrants

AustralianGovernmentGrants

TradingActivities

Capital-BuildingLevy

SundryIncome

74%

5%

8%

9%

2% 2%

ProjectedExpenditure2018

SalariesandOncosts

TeachingResources

OperatingCosts

Financial(Lease/Loans/CEWA

Levies)

GeneralAdministration

Expenses

TradingExpenses

10. Board Chair Report

As another year sails by I can’t help but think of where the time is going. With a daughter just finishing her Kolbe experience, and Year 12 exams, it seems 2017 will be over and another year beginning. The College administration, under the guidance of Principal Robyn Miller, continues to strive for excellent and reinforce the position of the College as the best school in the Rockingham area and surrounding districts. Again the College has been blessed with a wide array of outstanding achievements by both students and staff over the year and reinforces the success of Kolbe and as educational, spiritual and community hub. In relation to my fellow Board Members whose time commitments to the College are all volunteer hours I would like to say thank you. The 2016/17 Board Members are as follows-: Craig Lorimer (Vice Chairperson) Richard Beal (Chair Finance Committee) Linda Bryant Michael Gresham Libby Soderholm Geoffrey Vincent (P&F Representative) The Board always places the strategic need of the College as the highest priority during relevant discussions and decisions and special mention and thanks must go to the Principal, Robyn Miller and Director Finance, Ray Thickett (Board Executive Officer) for their support. The strong relationship that is built between the Board and Administration is reflective of shared information and trust both of which are high at Kolbe. The Board supports the Colleges Vision: ‘To grow lifelong learners inspired by Jesus to help transform the world’ and the Mission: ‘To build an authentic learning community that is rich in diverse opportunities founded on Catholic values’ whilst keeping the school motto of ‘Courage, Faith & Excellent’ in our decision making framework. I would like to acknowledge the Parents and Friends Committee who always work hard to improve the facilities and programs at the College and provide relevant operational feedback to the Board. Thanks must go to the parents who support the College to deliver an encouraging and nurturing environment and I would add ‘well done’ to all the students who continue to display integrity throughout the community. Finally and very importantly I would like to wish the Year 12 students all the very best for your future endeavours and I hope you leave Kolbe with fond and long lasting memories. In the words of B. B. King, “The beautiful thing about learning is that no one can take it away from you”. Michael Holland Board Chair

11. School Improvement Plan

2017 School Improvement Plan

Vision To grow lifelong learners inspired by Jesus to help transform the world Mission To build an authentic learning community that is rich in diverse opportunities enriched by Catholic values

System Strategic

Outcomes (LEAD)

Strategic Plan Link

(KOLBE Touchstones)

SMART Goals (Specific,

Measurable, Achievable,

Result Oriented, Timed)

Actions/ Strategies

(How will we do it?)

Responsibility and Timeline

(Who will lead/drive this?

When will the action be done?)

Resources (How will we utilize

our human and financial resources)

QCS Compone

nt Link

Success Indicators

(How we will know we

have been successful)

Learning 1. Enhance student achievement and well being

Learning To create personalised learning and classrooms

By the end of 2017, all teaching staff will have used data such as the Personalised Learning Cards, to better design inclusive quality learning experiences for at least one class.

1. Meet with staff to gather feedback and elaborate on the information within the personal learning card. Feedback was used to improve the functionality of the card. 2. Teacher then selects one class to focus on using the Personalised Learning Card data. 2.Once identified, teachers will then look for ways to use the information to adapt

Timeline: Staff need to work through the process and report back by the beginning of Term 4. Responsible: Innovation team in collaboration with Heads of Learning and teaching staff.

Personalised Learning Card for students located on SEQTA Collaboration and use of Max Time

Education - Differentiated Teaching and Learning

Feedback from staff re personal learning cards

System Strategic

Outcomes (LEAD)

Strategic Plan Link

(KOLBE Touchstones)

SMART Goals (Specific,

Measurable, Achievable,

Result Oriented, Timed)

Actions/ Strategies

(How will we do it?)

Responsibility and Timeline

(Who will lead/drive this?

When will the action be done?)

Resources (How will we utilize

our human and financial resources)

QCS Compone

nt Link

Success Indicators

(How we will know we

have been successful)

and personalise learning experiences. 3. In learning areas reflect on the value of the personal learning card data and the progress of key students.

Progress and Review of

Goals

Staff have used the personalised learning cards in the following ways throughout 2017. ● Careers - We use them when determining possible interests in employment or career paths ● RE - uses this to gain a picture of the child - their performance and educational needs, but more as a case-by-case use. Has seen some changes to the way

assessments are written. RE class time has been used to collect the data. ● Design and Technology - Department discussions about what has worked & not work with particular groups & individuals ● HASS - Launched PLC with classes, so we had good understanding of the importance and use of this tool. Continual discussion of developing a better

understanding of the kids to improve the culture and effectiveness of the classroom. ● Science - Yr 10 streaming to accommodate for different levels. Yr 8/9 tasks are able to accommodate for within levels within the one task - scaffolding improving. ● English - have built some familiarity with the PLC’s, however this engagement came around the midway mark of the year, so their application tended to be swamped

by curriculum demands. We will need to deploy them as part of a more comprehensive handover and take up of new classes at the end of 2017 and the beginning of the 2018

● DigiTech - The spreadsheet tracker for students in certificate courses become a great communication tool to use with students and parents/guardians to ensure all students could achieve competency despite outstanding work. It allowed us to focus our time on the students that needed it most and prompted the process to follow up with parents to guarantee their support.

● Maths - Our pathways continue to cater for different ability levels. Within these classes a number of our staff are using the PLCs to personalise student learning. In particular, staff have used the PLCs to better understand student perspectives.

● Visual Art - Use of TA and ILP’s for the practical subject allows for catering to different students levels and abilities. ● LOTE - PLC, TA, end of semester survey, individual interviews, class discussion about course content & correspondence with parents. All of them organically

worked well to provide quality languages learning.

Learning 1. Enhance student achievement and well being

Learning To create personalised learning and classrooms

To administer a range of testing programs (PAT R, M, G, P) to Year 7 students at the commencement of 2017 so as to make data available and actively use it to inform practice.

1. Implement testing in Term 1. 2. Literacy and Numeracy Coordinators analyse data to identify degrees of intervention required. 3. Results of testing is shared with Year 7

Timeline: Testing commences Term 1 and post testing in Term 4 Responsible: Literacy and Numeracy Coordinators in collaboration with Head of Year and Deputy Principal 7 to 9.

Access to testing materials Time allocation for coordinators Opportunities to brainstorm and share strategies - Max Time

Education - Differentiated Teaching and Learning

Post testing of students using (PAT R, M, G, P) NAPLAN comparisons Year 5 to 7, as well as NAPLAN from Year 7 to 9

System Strategic

Outcomes (LEAD)

Strategic Plan Link

(KOLBE Touchstones)

SMART Goals (Specific,

Measurable, Achievable,

Result Oriented, Timed)

Actions/ Strategies

(How will we do it?)

Responsibility and Timeline

(Who will lead/drive this?

When will the action be done?)

Resources (How will we utilize

our human and financial resources)

QCS Compone

nt Link

Success Indicators

(How we will know we

have been successful)

Teaching and Learning Team. 4.For each identified student the coordinators complete a ‘gap’ analysis and develop intensive strategies to address the gap in their learning. 5. Support for other students ranges from in class assistance, occasional withdrawal to before and after school support in the Zone.

Progress and Review of

Goals

There was significant growth in students who struggle academically, due to the intensive work of the Literacy Team and those who volunteered the time before and after school. Significant literacy gaps were identified with specific students at the beginning of 2017 and these were addressed over the course of 2017. The tracking of NAPLAN results from Year 7 to Year 9 continues to show an improvement across all areas.

Learning 1. Enhance student achievement and well being

Learning Continue to foster a love of learning

Use data from testing, identify gifted and talented students for involvement in extension program

1. Implement testing in Term 1. 2. Identify 7, 8 and 9 students and invite students to apply for the extension program 3. Provide opportunities for students to access authentic extension programs, such as OPTIMINDS, da Vinci Challenge, etc.

Timeline: Identification occurs at the commencement of the year and programs run throughout the academic year Responsible: Gifted and Talented Coordinator and Deputy Year 7 to 9.

Access to testing materials Time allocation for coordinator Funding for participation in programs

Education - Extension of gifted and talented students

Gather feedback from students involved in the programs - visual video, survey, anecdotal evidence.

System Strategic

Outcomes (LEAD)

Strategic Plan Link

(KOLBE Touchstones)

SMART Goals (Specific,

Measurable, Achievable,

Result Oriented, Timed)

Actions/ Strategies

(How will we do it?)

Responsibility and Timeline

(Who will lead/drive this?

When will the action be done?)

Resources (How will we utilize

our human and financial resources)

QCS Compone

nt Link

Success Indicators

(How we will know we

have been successful)

Progress and Review of

Goals

Feedback from Students 2017 Through participation in various activities, students gained a great deal - critical thinking skills, working collaboratively with their peers, deeper thinking skills. Students participated in the OptiMinds competition and the Year 8 group for Literature made it through to the finals in Brisbane.

Engagement Kinship Building Resilience and Self Compassion

To develop programs that enhance the building resilience and self compassion in our students so that they can achieve their potential in the face of challenges.

1. Charge the student leaders to weave a message of resilience and compassion in their assembly addresses to all students. 2. Ask the PF to offer two workshops in 2017 that support parents in building the capacity and resilience and self compassion in their children. 3. To review all year level retreat programs and strengthen the focus on resilience within those programs Thematic Pastoral Care Program

Timeline: Student addresses to commence in Term 1 and continue throughout the year. PF to offer guest speakers in Term 1 and Term 3 Pastoral Care Team conducted a review in readiness for 2017 Responsible: Heads of Years / Deputy Principals, Staff Ministry Team and Principal

Student Ministry Resources College Counsellors Funding of programs and the development of programs Promotion of PF Events

Students Pastoral Care of Students

Feedback from counsellors on individual students who are experiencing social emotional challenges. Feedback from students about student addresses and retreat programs. Anecdotal evidence from Heads of Year about student needs. Feedback from parents who attend evenings.

Progress and Review of

Goals

The following has been undertaken throughout 2017: ● Student leaders have ran with the theme of mental health. Leaders camp, assemblies, posters, specific events eg RU OK? day. ● Brad Hogg presentation funded by the PF was a great way to engage students and their parents around the topic of resilience. ● Counsellors sat with each Year 7 class and discussed the role of the counsellors and discussed handling the struggles of their lives. ● Year 9 and Year 11 students heard from Brant Garvey on the need to be challenged, resiliency and overcoming adversity. A great presentation to have before

exams ● Year 9 students participated in the ‘Armed for Life’ sessions on Retreat on resilience, teamwork, individual motivation etc.

System Strategic

Outcomes (LEAD)

Strategic Plan Link

(KOLBE Touchstones)

SMART Goals (Specific,

Measurable, Achievable,

Result Oriented, Timed)

Actions/ Strategies

(How will we do it?)

Responsibility and Timeline

(Who will lead/drive this?

When will the action be done?)

Resources (How will we utilize

our human and financial resources)

QCS Compone

nt Link

Success Indicators

(How we will know we

have been successful)

● Year 11 and 12) students heard from the RAC who provided skills visit/presentation on Safe Driving Skills. Year 11 focus: Impact of Alcohol, Texting at the Wheel, Responsibility behind the wheel.

● Through the Extended PC program: Year Level themes include: Resiliency, Study Skills, Stress management, Peer Support, Need to ask for help, ● Year 10 students heard from Jonathon Beninca from ‘The Right Track’ whose message was about owning one’s mistakes and bouncing back from bad decisions. ● Year 10 heard from Amy Coombe who spoke about her life story and how she used her own lessons in resilience to overcome depression, an eating disorder and

other mental health illnesses. ● Year 10 students heard from Paul Litherland on social media footprints and being aware of the consequences of not thinking about what they’re posting. Touched

on resilience regarding dealing with the consequences of one’s actions. ● Year 7 and Year 9 students heard the Butterfly Foundation talk ● Year 8 Retreat program- Hero Within. ● Year 8 Innov8tor days- builds in resilience- “stickwithitness” (flexible and accurate thinking, optimism, self regulation skills) ● Year 8 Extended PC- Study Skills, mental well being, Bullying)

Kinship Building Resilience and Self Compassion

To develop programs that enhance the building resilience and self compassion in our staff so that they can thrive in their profession.

1. Brendan Spillane running workshops with middle leaders based on the question “What does resilience look like for teachers and leaders? 2. Working with the counselling team to run workshops in Max Time pop-ups on three focus areas - * Am I Resilient? * How can I build my Resiliency? * Helping students become resilient? 3. Continue to grow activities for staff collegiality

Timeline: Brendan Spillane workshop occurs in Term 1 Counselling team throughout the year Social Activities through the year Responsible: Vice- Principal School Counsellors Executive Team

Funding and time allocation for Spillane workshop Building of new staffroom Development of pop-up sessions

Analysis of staff absenteeism Greater attendance at staff functions. Anecdotal evidence from team leaders about staff morale.

Progress and Review of

Goals

Professional Learning for staff on the skills of resilience - ie the breakdown into individual skills - Empathy, Impulse, Self Efficacy, Optimism, The building and growth of leaders through participation in the Brendan Spillane professional development program. Leaders were all asked to set a professional leadership goal to work toward over the course of the year. At the conclusion of the year all leaders had to present what they had learned about themselves as a leader. Through leaders

System Strategic

Outcomes (LEAD)

Strategic Plan Link

(KOLBE Touchstones)

SMART Goals (Specific,

Measurable, Achievable,

Result Oriented, Timed)

Actions/ Strategies

(How will we do it?)

Responsibility and Timeline

(Who will lead/drive this?

When will the action be done?)

Resources (How will we utilize

our human and financial resources)

QCS Compone

nt Link

Success Indicators

(How we will know we

have been successful)

developing their leadership goals, there is a natural flow on to how they lead their teams.

2. Increase student and staff engagement in their own learning and faith formation

Ownership Continue to foster a love of teaching Share our leadership practices

To implement an extended after school meeting structure that supports the professional growth of teachers.

The Continuation and Growth of Max Time- Staff will be required to attend collaborative learning opportunities at least four times a term. These sessions will afford staff the opportunity to develop materials and resources for teaching and learning. ‘Drop in’ professional development opportunities will also be offered during this time.

Timeline - This will be held over the course of the 2017 year Responsible - Max Steering Committee (elected by staff)

Max Time Philosophy

Education - A Culture that Promotes Learning

Feedback from staff at the completion of 2017

Progress and Review of

Goals

Max Time Showcase 2017 This video showcases the professional learning that took place as part of Max Time. It provided an opportunity for the sharing of learning and the work that had been undertaken over the course of the year.

Accountability 1. Increase understanding of our individual and collective responsibility for Catholic Education’s mission

Environment Create vibrant learning spaces

Strive to create vibrant learning spaces within the College in terms of a room’s physical layout and the activities that occur within.

1. Seek PF funding to furnish two classrooms in a way that encourages futuristic learning. 2. With the completion of Block 3 refurbishment - including the learning studios and special needs sensory room -

Timeline - Launch and the beginning of the year. Ongoing throughout the course of the year Responsible - Heads of Year and Executive

PF Funding Time Allocation for research. Capital Development Funding Access of Directors of Innovation and Director Learning Technologies

Education - A Culture that Promotes Learning

Utilisation of the new Walsh Learning Centre and the Special Needs Centre Teacher demand to book into the two refurbished studios

System Strategic

Outcomes (LEAD)

Strategic Plan Link

(KOLBE Touchstones)

SMART Goals (Specific,

Measurable, Achievable,

Result Oriented, Timed)

Actions/ Strategies

(How will we do it?)

Responsibility and Timeline

(Who will lead/drive this?

When will the action be done?)

Resources (How will we utilize

our human and financial resources)

QCS Compone

nt Link

Success Indicators

(How we will know we

have been successful)

ensure the physical space in furnished is such a way that invites creative learning. 3. Research elements and furnishings required for these spaces. 4. Continued growth in Google Sites

Observation of less traditional classroom set ups upon walking around the College.

Progress and Review of

Goal

Over the course of 2017, the new Walsh Learning Centre was built. While some consideration was given to the refurbishment of two classrooms, it was decided that the energy be better placed into furnishing the classrooms coming on line as part of the new Walsh Learning Centre. Four classrooms were furnished to support contemporary learning pedagogies. Special thought and consideration was also given to the furnishing of the WLC, so as to best support collaborative learning along with independent learning. Here is an article that explains philosophy behind the new learning centre.

Discipleship 1. Enhance opportunities for personal faith development

Believing Encounter Jesus everyday

To afford students the opportunity to embrace individual differences through the support of vulnerable students within the College, eg special needs, indigenous students, ADF students, Bushranger students.

1. Create opportunities for students to engage with those who have special needs to offer them friendship and support, such as assisting students at recess and lunchtime in place of his EAs. Student leaders will be called upon to model this for other students. 2. Creation of House banners that honour and celebrate our connections to the indigenous community

Timeline - at the commencement of the year and ongoing Responsible - Executive and Director of Ministry, Head of Special Needs, Aboriginal Liaison Officer

Funding for Indigenous graphic artist Student Council Meetings

Observing students interacting with vulnerable students. Feedback from Head of Special Needs and ALO Attendance of vulnerable students.

System Strategic

Outcomes (LEAD)

Strategic Plan Link

(KOLBE Touchstones)

SMART Goals (Specific,

Measurable, Achievable,

Result Oriented, Timed)

Actions/ Strategies

(How will we do it?)

Responsibility and Timeline

(Who will lead/drive this?

When will the action be done?)

Resources (How will we utilize

our human and financial resources)

QCS Compone

nt Link

Success Indicators

(How we will know we

have been successful)

Progress and Review of

Goal

● Throughout the course of 2017, student leaders volunteered their lunch breaks to spend time with students with special needs. This will require further work in 2018 to ensure a more inclusive environment. In 2017 a new Learning Support Centre was built. This consists of first class facilities with a kitchen, laundry, reflection room and learning spaces.

● An iBook was created so as to connect each of our Houses with Indigenous Seasons. New banners will be made into the future so that the Aboriginal season is

reflected in the banner. On the whole our Aboriginal students are embraced by the community and for students new to the College are supported and welcomed into the community.