reporting and relate to the achievements and activities of 2006.

The Annual Goals Statement for 2006 is available on the college website.

The College weekly newsletter, the Verigram, is available on the website. Further details re curriculum offerings may also be gleaned from the same site.

A hardcopy of this report is available on request.. I encourage all members of the community to contact me if further details of any sections contained herein or college policies are required.

God’s Blessings Always

Margaret Lee

Principal 2007

In presenting my first Annual Report for San Sisto College I wish to acknowledge the outstanding efforts of principals and staff, students and parents of the 45 years of San Sisto history. The college to which I was appointed from 2007 shows much evidence of a well-loved, proudly appreciated haven of learning for young women. Our Catholic ethos is enriched by strong Dominican traditions and spirituality; our gardens have been designed and tendered with an obvious love of beauty; our parents and wider community are

active, welcoming, involved and highly valued. The staff are passionate about learning and they exude joy, enthusiasm and professionalism. The young women of San Sisto make it a real privilege to be their principal! I am most grateful for the welcome they have given me. Their pride in San Sisto is evident and contagious. Achievements in their studies, extra-curricular activities, vocational path-ways, sport and culture attest to the value of a college that specializes in the education of young women! Our “boutique” size is an added bonus!

The sections within this report meet with the requirements of government mandatory

M u s i c :

• College Bands and Choir S p o r t :

• Wednesday afternoon participation in inter-school sports

• Saturday Tennis (in the Catholic Schools Tennis Association)

• Training followed by breakfast in swimming, athletics and cross country

• Cheer Leading

S o c i a l j u s t i c e :

• St Vincent de Paul

• Justice Breakfast

• Rosies Street Ministry

• Amnesty International

• Raising funds for Dominican charities and ministries

• Ronald McDonald House L i t u r g y :

• Preparation for liturgies through song, dance and

performance

O t h e r :

• Magazine

• Year 8/12 Buddy system

• LINCS Program

• Trips to Japan and Italy

• Tournament of Minds

• House Celebrations S t u d e n t L e a d e r s h i p :

• College representation at functions

• Student Representative Council

i n t r o d u c t i o n C O L L E G E D E T A I L S

97 Mayfield Rd Carina Q 4152

Ph: 3900 9800 Fax: 3843 1921

Web: www.sansisto.catholic.edu.au

Enrolments: 454 Years 8—12

All girls college

Distinctive curriculum:

• Japanese and Italian are both offered from Years 8—12

• Well developed Vocational Pathways

programs articulating into industry • Integrated QCS training and

development from Year 8 • IC&LT Across the Curriculum • High academic expectations

(See web site for full details)

E x t r a c u r r i c u l a a c t i v i t i e s

T H E C O L L E G E A N N U A L R E P O R T 2 0 0 6

San Sisto College Women of Integrity Shaping the Future

Published June 2007

S T R A T E G I E S F O R

I N V O L V I N G P A R E N T S

• Active P & F Association • College Pastoral Board • Tuckshop Volunteers • Working Bees • Parent-Teacher-Student

Interviews • Parent Information

Evenings • Parent and Staff social

evening eg. Trivia Night • Parent Voice encouraged

through face-to-face discussions, email, phone

• Weekly newsletter (Verigram) to parents

• Parent support actively encouraged in sporting program (coaches, supporters)

• Parent Barbecue • Sports Carnivals and

Dances • Open Day • Graduation and Awards

Evenings

San Sisto has a number of pastoral care programs that enhance the life and social climate of our community. They include:

• a comprehensive personal development program that is tailor-made to address the needs of young women

• special events to enhance Spirit and Community (Big Sister/Little Sister, LINCS, House Liturgies and activities, College

Celebrations such as San Sisto Day and Dominican Heritage Day

• Guest speakers and special projects relating to current topics (eg Shiloh, Police, Self-Defence)

• Events to enhance the evangelizing mission of the community (eg. Year level education and fund-raising relating to chosen charities and causes)

• Activities that educate and encourage students to create and sustain positive relationships

• Active involvement of parents in grounds maintenance through Working Bees to enhance the physical environment that is enjoyed and appreciated by all

• A homeroom structure where long-term relationships are nurtured under the guidance of professional

Highest degrees held:

Masters degrees

Bachelor Degrees

Diplomas:

Total Master degrees:

Total Bachelor degrees:

Total Post Graduate Diplomas:

Total Grad. Certificates:

Total Certificates:

Other: Licentiate and other:

• Development of plan for Literacy Across the Curriculum

• Specific professional development relating to subject area expertise

• Promotion of study skills -engaged the services of external consultants

• Diversification in the delivery of Mathematics in the college

• Professional Develop-ment specific to the area of Religious Education

• Changes to the senior phase of learning and the introduction of the Queensland Certificate of Education

Key Professional Learning in 2006:

• Promoting a professional discussion on the role of differentiated curriculum

• Use of Technology

• Integrating technology into the curriculum e.g.podcasting

• First Aid Training for all staff

S o c i a l C l i m a t e a n d P a s t o r a l C a r e

S t a f f q u a l i f i c a t i o n s

P a g e 2

— P R O F E S S I O N A L E N G A G E M E N T — T E A C H E R P R O F E S S I O N A L L E A R N I N G

Expenditure on professional development of staff (via School Renewal Funding) $ 48 975

S a n S i s t o C o l l e g e

7/36

27/36

2/36

7

37

36

3

5

4

Percentage of total

19.5%

75.0%

5.5%

S t a f f A t t e n d a n c e

Average staff attendance for the school based on unplanned absences of sick and emergent leave for periods of up to 5 days: 97.24

S t a f f R e t e n t i o n

The proportion of paid permanent teaching staff retained from the previous school year: 94.5%

and progressive year level co-ordinators

• Parent Information Evenings to foster partnership in a learning community

• For the maximization of learning needs and social development class sizes are consistently reviewed

• We have a functioning flag-pole and fly the Australian flag

• The college displays the National Safe Schools Framework Poster and the Values for Australian Schooling Poster.

• The college provides within the curriculum two hours of physical activity each week for junior secondary students.

• Student learning outcomes are reported on twice yearly against a five point scale

• A student’s achievement in relation to the cohort is available on request

• The college has examined the National Safe Schools Frame-work and taken action as required.

• The college implements the Interstate Student Data Transfer Note (ISDTN) and would respond to requests when made.

College progress in respect to the Strategic Renewal Plan is monitored and reported upon annually.

Each year, the Annual Goals, and from 2007 the Strategic Renewal Plan, is posted on the college website.

The Brisbane Catholic Education Strategic Renewal Framework informs the development of the college plans.

These plans and strategies are developed in consultation with the college community, the staff, P&F Association and the College Board.

K e y S t u d e n t O u t c o m e s

C o m m o n w e a l t h R e g u l a t o r y R e q u i r e m e n t s

V a l u e - A d d e d — A n n u a l G o a l s & S t r a t e g i c

R e n e w a l P l a n

P a g e 3 P u b l i s h e d J u n e 2 0 0 7

A v e r a g e S t u d e n t A t t e n d a n c e R a t e : 9 1 %

P a r e n t , t e a c h e r & s t u d e n t

S a t i s f a c t i o n

San Sisto College enjoys a positive reputation and high satisfaction level within its community as noted by:

• Relative ease with which students are placed in trainee-ships, work placements, industries and employment

• Growth in enrolments

• Good numbers at college functions (Parent Information nights, Trivia Night, Awards Night, Curriculum Evenings, Working Bees, Parent –Teacher Interviews)

• Frequently stated pride in school

• Connectedness amongst and with past-pupils

Student Leadership Program Students in industry

Student involvement in development of College

values

Peer tutoring

T H E C O L L E G E A N N U A L R E P O R T 2 0 0 6

D e s c r i p t o r s 2 0 0 3 2 0 0 4 2 0 0 5 2 0 0 6

Total number of s tudents completing Year 12 73 66 49 76

Breadth of Curri culum San Sisto College covers 13 of the possible 16 curriculum areas. Marine Studies, Industrial Technology and Agriculture are not included.

13 13 13 11

Total Senior Certificates Awarded 73 66 49 76

Percentage of Students with a Senior Certificate and either OP eligibility or at least one VET qual ification

100 100 100 100

Number of Certi ficates of Post-Compulsory School Education awarded: A student is eligible to receive the CPCSE if the student has 12 years of schooling and has an impairment or learning difficulty that is not due to socioeconomic, cultural and/or linguistic factors

0 0 0 0

OP-eligible and no VET certificate OP-eligible students choose 6 subjects for study. Students must complete 5 OP subjects over 4 semesters (20 Weighted Semester Units) to be eligible for an OP

40 43 27 40

OP-eligible and one or more VET qual ifications Students in this category would have chosen a Vocational Education subject as their sixth subject

12 9 5 17

OP-ineligible and no VET qual ifications 0 0 0 0

OP-ineligible and one or more VET qual ifications 21 14 17 19

Number of s tudents completing one or more VET c ompetencies 36 25 22 36

Number of VET qual ifications awarded 111 89 80 93

Percentage of OP-eligible students with an OP 1-15 77 81 69 70

Percentage of students with a Senior Certificate and one or more VET qualifications

45 35 45 47

Number of s tudents completing or continuing a school-based apprenticeship or traineeship

8 14 11 12

Percentage of QTAC applicants receiving an offer 100

Y e a r s t u d e n t s s t a r t e d i n Y e a r 8

Y e a r 8 E n r o l m e n t

Y e a r s t u d e n t s i n c o l u m n 1 c o m p l e t e Y e a r 1 2

Y e a r 1 2 e n r o l m e n t (compared to the num-ber of students who started in 1998)

Y e a r 8 — 1 2 A p p a r e n t R e t e n t i o n R a t e (Percentage of Yr 8 enrol-ments that complete Year 12)

1998 68 2002 68 100% 1999 81 2003 73 90.1%

2000 71 2004 66 93%

2001 56 2005 49 88%

2002 89 2006 76

A P P A R E N T R E T E N T I O N R A T E S

Kira Vardanaga Yr 12 2006 receives QUT

Vice Chancellor’s Award

Purpose of Study The purpose of the Next Step Report is to inform the school community of the destinations of students from this school who completed Year 12 in 2005. Source of information The report is based on the findings of the Queensland Government Next Step destination survey, which targeted all students who completed Year 12 and gained a Senior Certificate or Certificate of Post-Compulsory School Education in 2005, whether they attended a Government, Catholic or independ-ent school, or a TAFE secondary college. The Office of the Government Statistician conducted the survey between 27 March and 8 May 2006, approximately six months after the young people left school. Responses were predominantly collected via computer aided telephone interview with a paper-based survey collected from a

small number of students for whom telephone details were not available. The survey results were analysed and reported on by the Centre for Post-compulsory Educa-tion and Lifelong Learning at the University of Melbourne. Care should be taken in publicly using figures of fewer than 3 responses or percentages based on fewer than 3 responses. 87.8% of year 12s 2005 completed the survey. Summary of Results In 2006, 72.1 per cent of young people who completed their Year 12 at San Sisto College in 2005 continued in some recognised form of education and training in the year after they left school. The most common study destination was university (39.5 per cent). The combined VET study destinations accounted for 32.6 per cent of respondents, including 23.3 per cent in

campus-based VET programs, with 20.9 per cent of Year 12 completers entering programs at Certificate IV level or higher. 9.3 per cent commenced employment-based training, all as apprentices. In addition to the above study destinations, a further 7.0 per cent of respondents from this school deferred a tertiary offer in 2006 (deferrers are shown in the diagram below in their actual current destination). 27.9 per cent did not enter post-school education or training, and were either em-ployed (23.3 percent), seeking work (2.3 per cent) or neither studying nor in the labour force (2.3 per cent). There is a range of differences between and within school, regional and statewide destina-tions. Care should be taken when interpreting comparative data as the findings may relate to groups of different sizes.

S u m m a r y o f F i n d i n g s O f N e x t S t e p S u r v e y 2 0 0 6

D e s t i n a t i o n s o f Y e a r 1 2 s 2 0 0 5

P a g e 5 S a n S i s t o C o l l e g e

Definitions of main destinations All respondents were categorised into their main destination, be it study or work, as outlined in Table 2. Students (in university or VET) were assigned to the study categories regardless of their labour force status. Main Destination Categorisations, Next Step 2006 Higher Education University (degree)* Respondents studying at degree level. VET categories VET Cert IV+* Respondents studying Certificate IV, Diploma or Advanced Diploma (excluding apprentices and trainees). VET Cert III* Respondents studying Certificate III (excluding apprentices and trainees). VET Cert I-II/other* Respondents studying Certificate I or II (excluding apprentices and trainees). This category also includes respondents in an “unspecified” VET certificate, or in other basic courses (e.g. Year 12, bridging course,etc.) and with an unknown course level. Apprentice Working and in employment-based apprenticeship. Trainee Working and in employment-based traineeship. No further education and training Working full-time~ Working full-time (35 hours or more per week) and not in a study or training destination. This includes people with part- time or casual jobs that total 35 hours or more. Working part-time~ Working part-time or casual (fewer than 35 hours per week) and not in a study or training destination. Seeking work Looking for work and not in a study or training destination Not studying and not in the labour force Not in study or training, not working and not looking for work. *Some respondents also in the labour market ~ABS Classification Main destinations of Year 12 completers Destination No. %

University (degree) 17 39.5

VET Cert IV+ 9 20.9

VET Cert III 1 2.3

Apprentice 4 9.3

Working FT 4 9.3

Working PT 6 14.0

Seeking work 1 2.3

Not studying/NILF 1 2.3

Total VET 14 32.6

Total 43 100

Main destinations of Year 12 completers