2013mchf.nsw.edu.au/wp-content/uploads/2012/08/final-school...today the congregation counts fifty...

Our Lady of Lebanon College “Know Love Serve”

Table of Contents

1. What we Believe Page 3

2. Message from Key College Bodies Page 5

3. College Identity Page 7

4. Professional Learning and Teacher Standards Page 9

5. Student Population Page 12

6. College Policies Page 15

7. Teaching and Learning Page 18

8. Respect Responsibility Page 20

9. Parent, Student and Teacher Satisfaction Page 20

10. School Results in State Wide Tests and Examinations 2013 Page 21

11. Financial Indicators for Year 2013 Page 29


WHAT WE BELIEVE

Maronite Sisters of the Holy Family

Historically the Maronite Sisters of the Holy Family was founded for the ministry of educating village girls.

Over time the Congregation focused on education, healthcare and social services. Situated in a country that

expresses boldly a pluralism of faiths, the Congregation from the very beginning made, ‘no distinction between

creeds and nationalities.’ They admitted to their schools and hospitals, Christians of Maronite, Orthodox and

Melkite backgrounds, as well as Muslims and Druze.

Today the Congregation counts fifty three institutions with the number of students estimated at 33,000.

Ministry that has developed alongside education and nursing include childcares, orphanages, boarding schools,

tertiary appointments, Christian media, hospitality, parish ministry, community service, houses of prayer and

students’ halls of residence. In 1968 the Sisters arrived in Sydney, Australia and have since then established

two K-12 Colleges, a childcare and a preschool, along with two Aged care facilities.

Maronite Catholic Ethos

Our Lady of Lebanon Maronite Catholic K-12 College is unique in that it was established in 1972 for students

of Australian-Lebanese background and Maronite Catholic faith. The Maronite Synod (2003-2006)

distinguished aspects of the Maronite Catholic Church as:

…firstly, an Antiochene Syriac Church, with a special liturgical heritage; secondly, a Chalcedonian Church;

thirdly, a Patriarchal Church with an ascetic and a monastic aspect; fourthly, a Church in full union with the

Apostolic Roman See; fifthly, a Church incarnated in her Lebanese and Eastern environment, and the Countries

of Expansion. The College, through the ministry of the Maronite Sisters of the Holy Family (MSHF) and its

staff, strive to instil in the students the teachings of Jesus and the Maronite tradition.

Emphasis is given to providing a strong Maronite Catholic Foundation. This is expressed through staff, students

and parents regularly worshiping and praying together, celebrating liturgy and Sacraments, in the Maronite

Catholic tradition. There is commitment to the Scriptural Word and emphasis on the working of the Holy Spirit

that nurtures each person’s spirituality.

Secondly emphasis is given to love and service of one another. All students are encouraged to see the best in

themselves and in one another and to achieve their full potential. The College Ethos can best be achieved in the

words of Saint Paul, ‘Whatever is true, whatever is honourable, whatever is just, whatever is pure, whatever is

pleasing, whatever is commendable, if there is any excellence and if there is anything worthy of praise, think

about these things’ (Phil 4:8).

The College is more than an educational institution; it is a community which promotes a sense of family among

the Sisters, staff, students, parents and friends. It emphasises values of treating all with dignity, service,

forgiveness and justice. Staff, students and parents are encouraged to grow in their relationship with God, in

Christ, and with Mary, the Mother of God as reflected in the College motto, ‘To know, love and serve.’


Mission Statement

Our Lady of Lebanon College in serving the educational needs of the Australian-Lebanese Maronites and the

broader community of Western Sydney seeks:

To build a College community in which the Gospel values of faith, justice and love are reflected in all aspects

of daily life.

To identify the unique needs of each student, so as to allow each child to develop to their fullest potential –

spiritually, academically, physically and socially.

To encourage each student to take pride in their identity as Australians of Lebanese background living in a

multicultural society.

To recognise and affirm the pre-eminent role of parents in the education of their children and encourage their

active involvement in the College community.

To live out the College motto of ‘To know, love and serve.’

College Outcomes

Our Lady of Lebanon College endeavours to deepen the faith of its students, to strengthen their hope, to extend

their love and friendship, and to develop in them a respect for all people through good manners, respect for

authority, and dedication to work. It is hoped that a student who has completed a major part of their education

at Our Lady of Lebanon College will become:

Disciples of Christ

Faithful to their Maronite Catholic upbringing

People of justice, service and love

Mature

Intellectually competent

Possessing necessary life skills

Physically adept

Each teacher brings to this task their own unique talents and background - educational, social and religious - as

well as a shared vision of the importance of the Catholic Education system.


MESSAGE FROM KEY COLLEGE BODIES

Principal’s Message

The 2013 year was a great experience for our College community. Embracing the theme of positive attitude,

our students performed well in all facets of College life.

This year we celebrated 40 years as Our Lady of Lebanon College with Masses, a dinner dance, activities and

guest speakers, as well as a rtip down memory lane, which was a regular insert in our fortnightly newsletter.

As of 2014 the College will be known as Maronite College of the Holy Family.

In 2013 we had the BOS inspection and the feedback was very positive, with the College accredited for the next

5 years.

Sr Marlene Chedid

PRINCIPAL

Message from the Parent Association

This year the PA contributed strongly to the College community, offering help not only to the Primary school

but we also to the High School. We created memories for ALL students within the College.

In every event the PA holds, our efforts are rewarded by the excitement and smiles of the children creating a

positive environment. The PA gives that special family contribution to the College which is valued and

recognised by all members of the Parents Association. We are more than just a fundraising committee and play

an important role in the College community. We contribute to creating positive memories and a positive

educational environment.

There is a lot to be thankful this year:

Firstly, the opportunity for members of different families to gather in the PA and to contribute to the place our

children spend most of their growing years in. We are given the opportunity to make memories that would

normally not be possible by the school alone. We are given the chance to show our children we care about their

education by being part of the College community.

We are also able to raise funds to help in providing educational equipment that meet the needs of all children at

the College.

If we take a closer look at what we provide as a team;

The PA as a team brings family into the school. As family we love, nurture and provide.

We show love by the sacrifices we do in our service throughout the year.

We nurture by the kindness we show to all children during our PA events.

We provide by giving back to the school all the rewards we gain at the end of each PA event.

So we have achieved much this year as a PA team. We worked hard to the very end to fulfil our promises.

When one couldn’t the other could, and this showed commitment of a team to carry on for one another.

Congratulations to all for the generosity of your time and understanding that the PA continues for the benefit of

the children at our College.

Katerina Najim

Chairperson 2013.


Student Representative Council (SRC)

The Student Representative Council (SRC) at Our Lady of Lebanon College involves commitment, teamwork

and enthusiasm. The members which consist of Years 11 and Year 6 students dedicate their time to organising

fundraisers for the College community, establish a positive College identity and further peer relationships,

while also targeting issues of concern.

The SRC addresses relevant issues and sets achievable goals, which support the College. This is achieved when

the SRC works as an advocate for the structures which need to be set in place to address the needs of the

College community.

The goals of the SRC include developing leadership skills, ensuring student questions are given a voice,

empowering students to contribute towards a positive College culture and strengthening the College community

through active participation. SRC Leadership involves communication, leadership, participation, responsibility

and advocacy. The SRC has worked to ensure that 2013 was another active year for the College community.

The Secondary SRC 2013 had a number of projects over the year including: Jersey day and Dress Up day.

Along with the College leaders, the SRC have helped organise the end of year Expo Extravaganza, as well as

combating bullying. They have through their leadership skills gained, prepared them to be model College

leaders for the following year.

The Primary School Student Representative Council worked tremendously hard in 2013 to promote the motto

of “To know, love and serve.” The SRC’s role had been to serve and assist the students, staff and executive in a

number of ways.

They were responsible for raising the flags every morning and afternoon, collecting and distributing lunch

orders, acting as positive role models for the younger students, assisting with bus duty and giving up their lunch

times to discuss events coming up.

In addition to these everyday tasks, the SRC and have assisted in numerous fund raising and awareness events

including: Rice Lunches in Term 1 aimed at developing empathy for children less fortunate than themselves;

OLOL Talent Quest in Term 2 highlighting talents of a number of primary students; Footy Colours day in Term

3 which was celebrated in conjunction to the National Footy Colours day raising funds for the Fight cancer

Foundation and finally a Nursing Home Visit in Term 4 which aimed at raising awareness of the importance of

healthy eating and bringing the Christmas spirit to the elderly. This year the SRC also organised their first

OLOL School Disco which raised money for many charities close to the schools heart as well as the SRC.


COLLEGE IDENTITY

History

Our Lady of Lebanon College was founded originally in 1973 by the Maronite Sisters of the Holy Family as an

infant’s/primary school to cater to the Maronite community in the Parramatta area. The Secondary department

of the College was not established until 1988. The foundation Principal of the College was Sr. Constance Bacha

who remained as Principal until 1995 when she was succeeded by Sr. Irene Boughosn. In her turn she was

succeeded as Principal in 2005 by Sr. Marlene Chedid. The College commenced with an enrolment of 153

students. The College first presented students for the HSC in 1991. Currently the College has enrolment of

around 1200 students.

Location

Centered in Harris Park the College draws its students from suburbs within a radius of 5 kilometers including

from areas Granville, Harris Park, Guildford, Merrylands and Parramatta. The majority of the students of the

College worship regularly with their families at Our Lady of Lebanon Church which is situated next to the

College in Harris Park.

Maronite Catholic Identity

The Maronite Catholic identity of OLOL College is manifested in many tangible ways. The College gathers as

a community for the celebration of the Mass at least four times throughout each term, particularly on major

feast days. Students are also given the opportunity to receive the sacrament of Reconciliation several times

during the year. The students are also provided with the opportunity to attend the Rosary and the Stations of the

Cross. In Year 3 students celebrate their First Reconciliation and their First Holy Communion.

In the Secondary and Primary each classroom has a sacred space around which daily classroom prayer is

focused. The College Chaplain occupies an important position within the staff structure of the College, both in

terms of the above activities as well as in terms of availability for pastoral care.

Part of the Catholic identity of the College is a concern for social justice. Students are given the opportunity to

contribute to specific causes throughout the year, namely Red Cross Blood Donation, The Cancer Council and

visits to the Children’s Westmead Hospital. There is also a St Vinnies group which support the Winter Appeal

and Christmas hamper appeal.

Programs and Activities Related to Pastoral Care

The College has a long-standing pastoral care program in place focusing on the development of each student.

This program is built on the development of positive relationships between all stakeholders at the College. The

College takes every opportunity to highlight the efforts of its students and in their achievements are viewed

with a great deal of pride. Teachers monitor the development of each student and any concerns are quickly

picked up and dealt with at a number of levels. Special programs such as Peer Support for Years 3 and 7,

Buddy systems between Kindergarten and Year 6, and leadership activities for Years 6, 10 and 12, provide

further opportunities for the pastoral care of the students.

In the area of student management/welfare/discipline the College follows a program that tracks students

through their school career and to monitor their patterns of behavior, allowing appropriate intervention when


required. This program benefits greatly from the full time presence of a College Psychologist and Welfare

Coordinators.

The College fully supports and implements all aspects of the Child Protection Legislation. Structures and

policies are in place to maintain professional behaviour into the staff culture of the College. Pastoral Care issues are dealt with by the relevant Coordinators and Welfare Coordinator; Curriculum issues by

the relevant Studies Coordinators and Curriculum Coordinator. All issues requiring reference to a higher

authority are directed to the Deputy Principal Primary/Secondary or in the final analysis, by the College

Principal.

Religious Education

Religious education is a compulsory subject in the curriculum of O.L.O.L. College, reflecting the importance of

the religious dimension in the education of the students.

Students from K-6 follow the ‘Sharing Our Story’ document from the Diocese of Parramatta. Secondary use the

textbooks available from the Sydney Diocese, titled ‘To know, worship and love.’ The programs have been

modified to ensure that they reflect the specific Maronite ethos of the school.

Values education plays an important part in the curriculum life of the College. The work that is done in the

context of the Religious Education and Pastoral Care programs is reinforced by studies in Physical

Development Health Physical Education (P.D.H.P.E.) and English. In P.D.H.P.E. the emphasis is on the

development of a healthy lifestyle with Christian attitudes while in English, texts are selected which deal with

the major issues of the day and these are presented in an overtly Christian context.


PROFESSIONAL LEARNING AND TEACHER STANDARDS

Primary Qualification Number Qualified

Master of Teachings 4

Bachelor of Education 25

Bachelor of Teaching 4

Bachelor of Arts 10

Bachelor of Music 1

Bachelor of Commerce 1

Bachelor of Science 1

Bachelor of Early Childhood 1

Diploma of Religious Education 10

Diploma of Education 12

Diploma of Teaching 4

Diploma of Children’s Services 2

Grad Diploma –TESOL 2

Master of Educational Leadership 2

Master of Education (Librarianship) 1

Registered Psychologist 1

Secondary Qualification Number Qualified

Associate Diploma - Arts 2

Bachelor in Visual Arts 3

Bachelor of Applied Science 1

Bachelor of Arts 18

Bachelor of Communication Studies 1

Bachelor of Design (Graphic/Communication) 1

Bachelor of Design & Technology 1

Bachelor of Education/Teaching 23

Bachelor of Engineering 1

Bachelor of Music 1

Bachelor of Physical Education 1

Bachelor of Policing 1

Bachelor of Science 6

Bachelor of Theology 1

Certificate II in ESOL 1

Certificate in Education 1

Certificate IV in Design Fundamentals 1

Certificate IV Hospitality 2

Certificate IV in Training & Assessment 4

Certificate IV Upgrade Workshop VET Teachers 1

Degree in Primary Teaching 1

Diploma in Education/Teaching 8

Diploma in Civil Engineering 1

Doctor of Ministry 1

Graduate Diploma – Chemistry 1

Graduate Diploma Education 7

Graduate Diploma in Religious Education 1

Level 1 Construction Certificate 1

Master of Arts 1

Master of Business Administration 1

Master of Education 8

Master of Educational Leadership 1

Master of Music 1

Master of Teaching 2

Master of Theology 2

Training Certificate in Sciences 1


Teacher Qualification Number of staff

Teacher qualifications from a higher education institution within Australia or as

recognised by AEI-NOOSR*

92

Have qualifications as a graduate from a higher education institution within Australia or

within AEI-NOOSR guidelines but lacking formal teacher qualifications

0

Do not have qualifications as above but have relevant successful teaching experience or

appropriate knowledge relevant to their teaching

0

Australian Education International- National Office of Overseas Skills Recognition

Workforce Composition

Staff is made up of diverse cultural backgrounds with a percentage of staff being of Lebanese Maronite

heritage.

Number of Staff

Total Teaching Staff 92

Total Non-Teaching staff 26

Total 118

Professional Development

As educators we will always endeavour to improve our professional competency. Professional development is

also a requirement of the NSW Institute of Teachers:

“Professional development strengthens your knowledge base and supports your commitment to effective

classroom learning and communication. It allows you to build and refresh your skills on an ongoing basis and

participate actively in your career development. Quality professional development supports your accreditation

by giving you the opportunity to demonstrate professional learning through your classroom practise” (p5).

Teachers are encouraged to attend at least one off site formal professional development course which not only

enhances their currency and depth of learning area and pedagogical knowledge but also fosters an atmosphere

of skill sharing with teachers from other school systems.

NSW Institute of Teachers

Accreditation: Professional Development is a major component of the Professional Commitment domain which

highlights the ability to engage in personal and collegial professional learning including contributing to

professional communities. Beginning Teachers will keep a log of all professional development they have been

engaged in. This will be collected by their mentor for inclusion in the Accreditation report.

Maintenance of Accreditation: One hundred hours of continuing professional development are required during

each maintenance of accreditation period. (5 years FTE or 7 years P/T, temporary, casual). This comprises 50

hours of Institute registered professional development and 50 hours of teacher identified professional

development. The professional development must be recorded on the Institutes online data base which is

validated by the College.


Primary

Professional development has continued to focus on two areas. The first of these has been Information and

Communication Technologies. The College purchased a number of assistive technology devices which are

being used to cater for the individual needs of students with disabilities and special needs. The project was

funded through the MSSD program. Staff attended in services held by technological and educational specialist

to inform knowledge on their use and applications.

Funding for Professional Development was also provided through Rewards for Great Teachers Initiative

(RFGTI) and the Australian Government Quality Teacher Program (AGQTP). The work undertaken focused

on both Literacy and Numeracy.

Listed below are the main courses attended by Primary staff in 2013

RIDBC Improving the Outcomes of Hearing Impaired Students; CEC Information Forum National Partnerships

DET: K-6 PDHPE; Innovative Education and Training: Beginning Teacher Workshop; Education Events:

Understanding Autism; Apple store, Castle Towers, Castle Hill iPads; PETAA I- Touch ad I- learn Literacy

Seasons for Growth Training Course; TAA Multimedia; TAA ESL Support; DET PDH/PE Conference; CEC

Network meeting; BOS New Syllabus Implementation; AIS Introduction to circle solutions; UWS Curriculum

Differentiation; School law: Legal Wise Seminars; TTA Curriculum Differentiation; AIS Making the most of

reading Groups; AIS Using Interactive Whiteboards in Literacy; AIS Musical Intelligence; RIDBC Improving

Outcomes for students with hearing difficulties-; BOS Planning and Programming for the New Curriculum –

English; AIS Teaching Struggling Students in Maths; AIS WHS Consultation; CPL teaching Students with

Special Needs; Beginning Teachers Workshop; AIS Planning and programming for the New maths Syllabus;

Dynamic Web Training: Word 2010

All these courses are shared with colleagues during Staff meetings.

Secondary

Teachers in the Secondary attended a wide range of inservice courses throughout the year. Additional inservice

courses were provided in the areas of pastoral care and student management. The majority of these courses

were provided either by the Association of Independent Schools as well as many subject associations. These

inservices were linked as far as possible to the various requirements of the NSW Institute of Teachers

Listed below are the main In-service Course Providers for the Secondary:

PDSSSC, Catholic Education Office, Catholic Education Commission, English Teacher’s Association, NSW

Department of Education and Communities, Dynamic Learning Group, NSW Police Force, Board of Studies,

School Library Association, History Teachers Association, Department of Education & Training, Association

of Science Education Technicians, Australian Communications & Media Authority, Teacher Training Australia,

Association of Independent Schools, Peer Support Australia, PD4Maths, , Catholic Secondary Schools

Association, Science Laboratory Assistants Metropolitan Network.

Many of the same curriculum issues mentioned above were also addressed in staff meetings and on Staff

Development Days. A significant amount of time was devoted to the introduction of a new computer-generated

reporting system, ensuring that it was brought into line with the new standards and outcomes – based approach

to assessment.


Whole Staff Professional Development

Our Lady of Lebanon College is committed to ensuring a safe and healthy working and learning environment

for staff, students and visitors to our school. In order to achieve this Our Lady of Lebanon College complies

with the requirements of the Work Health and Safety Act 2011 and the Work Health and Safety Regulations

2011 all relevant codes of practice.

As part of the Our Lady of Lebanon College WH&S policy the College has systems in place and delegates

responsibilities to:

● ensure the College is equipped and maintained to provide for all employees’ health and safety while they are

at work.

● ensure that the College has appropriate consultation mechanisms in place.

To this end the College engages CHUBB Australasia to provide onsite FBEP Emergency Procedures training.

In 2013 WHS committee and Administration staff received Fire Warden training. As well as this a selection of

Administration staff received Fire Extinguisher training. This training ensured that staff are equipped with the

practical ability to fulfil their ‘Employees Responsibilities’ stated in the College WH&S policy. All staff

completed three WHS e-Learning modules: WHS Induction; Risk management and Emergency Procedures.

In the area of Student well-being Allen’s Training provided an Emergency Care course to all staff and First Aid

training to selected staff. Staff also engaged in Asthma training and an EdMed PD provided by Westmead

Hospital.

The whole staff furthered their professional learning through a Staff Development day focusing on Child

Protection.

Staff enhanced their spiritual focus during a staff reflection day lead by Fr Greg Homeming Theme: Deepening

our Spirituality.

STUDENT POPULATION

Student Enrolments

In July 2013 there were 689 enrolled in the Primary and 490 enrolled in the Secondary department. There were

28 classes from K-6 and 22 Homeroom Groups from 7 to 12. The number of girls and boys is identified in the

table below.

Stage 1 2 3 4 5 6

Year K 1 2 3 4 5 6 7 8 9 10 11 12 TOTAL

Girls 67 51 53 45 48 50 49 54 39 42 57 38 32 625

Boys 47 41 52 49 52 45 40 41 39 43 46 29 30 554

TOTAL 114 92 105 94 100 95 89 95 78 85 103 67 62 1179

The majority of the students at the College attend from Kindergarten to Year 12. There are some new

enrolments from other schools in both the Primary and Secondary and there are regular, but small, numbers of

new enrolments from overseas, mainly Lebanon.


Retention Rates

A comparison between the numbers of students sitting for the SC and HSC over the years provides some

indication of the College retention rates.

Year 2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001

HSC 71 79 90 68 81 82 77 67 74 62 52 54

SC N/A 81 82 89 102 80 95 104 93 86 87 71

Student Attendance and Management of Non Attendance

Grade Period Absences

1/1/2013-31/12/2013

Kindergarten 1250

Year 1 1076

Year 2 1084

Year 3 1013

Year 4 977

Year 5 898

Year 6 786

Year 7 1157

Year 8 1010

Year 9 1275

Year 10 1705

Year 11 1092

Year 12 714

Non-attendance

All non-attendance by students is viewed as critical when it begins to impact on the learning, health and well-

being outcomes of students. This includes both explained and unexplained absences. As such, the College has

stringent protocols in place to investigate and assess concerns for ongoing absences, unexplained absences, and

punctuality.

The Primary and Secondary Welfare Coordinators ensure that absences and non-attendances are monitored and

followed through.

Before referring to the Welfare Coordinators the following steps are undertaken:

Class teacher notifies the Welfare Coordinator of students whose attendance is of concern.

Concern for Absence Letter sent home requesting the parent contact the Class Teacher.

If absence is still a concern then a formal meeting is arranged with the Welfare Coordinator and Class Teacher.

Following these steps, if the absence is still a concern then an Official Warning Letter is issued.

The Welfare Coordinators will review each case and report to the College Psychologist if a Community

Services referral becomes necessary. If the College has followed through with the questions above and there is

no reasonable explanation or relevant documentation provided, a notification will be made to Community

Services and they will advise the College on the appropriate action necessary.


Year 12 Attainment

Total Cohort

Boys Girls Total Number

30 32 62

Universities

Name of university Boys Girls Total

University of Sydney 2 2 4

University of New South Wales 1 - 1

University of Technology Sydney (UTS) 2 5 7

Macquarie University - 1 1

University of Western Sydney 7 8 15

Australian Catholic University (ACU) 2 1 3

Southern Cross University - 1 1

TOTAL 14 18 32

Percentage of the Total Students 22.58% 29.03% 51.61%

Colleges

Name of College Boys Girls Total

Australian Institute of Fitness 1 - 1

Bedford College - 3 3

Australian Academy of Beauty and Spa Therapy

College - 1 1

Australian Careers Business College (ACBC) 2 - 2

William Blue College 1 - 1

Australian Business Academy 1 2 3

TOTAL 5 6 11

Percentage of the Students 8.06% 9.68% 17.74%

Tafe

Name of Tafe Boys Girls Total

Granville Tafe 3 4 7

Bankstown Tafe 1 - 1

Ultimo Tafe - 1 1

Meadowbank Tafe - 1 1

TOTAL 4 6 10

Percentage of the Students 6.45% 9.68% 16.13%


GAP Year

Girls Boys TOTAL

2 2

Percentage of the Students 3.22%

No information from 7 students - 11.29%

COLLEGE POLICIES

ENROLMENT POLICY

Parents who intend to enroll their children at the College are asked to make an appointment to see the Principal.

Students wishing to enroll are asked to bring with them their Birth, Baptismal/Confirmation and Immunisation

certificates, passports or visas if relevant as well as copies of their most recent reports from their current school

and their Naplan results.

The study of Arabic is compulsory up to Year 8, this is made clear to all prospective students when they apply

for enrolment. The Maronite Catholic Religious Ethos is emphasised at the point of enrolment; the College has

enrolment preference for Maronite Catholics, members of the Orthodox faith and Melkites; non-Catholics are

accepted if there are enrolment vacancies.

Primary

During Kinder Orientation the students will undergo a series of basic assessments in literacy and numeracy to

provide teachers with information to cater for the individual needs of the children when they begin school.

Secondary

Continuity of schooling is encouraged and as such the vast majority of the Secondary students have been at the

College since Kindergarten, the enrolment policy for the Secondary is relatively straightforward:

Year 6 is asked to indicate enrolment options for the following year; the parameters for the number of students

to be accepted into Year 7 are between 85 and 110. Those students deemed to be ‘at-risk’ in terms of behaviour

and attitude are counseled during Year 6 with the College reserving the right to withhold Secondary enrolment

offers. In term 3, all Year 6 students receiving an enrolment offer undergo an enrolment interview with their

parents conducted by a member of a staff, where a contract is signed.

Based on the expressed options from current Year 6 students, the College then determines the number of places

available for outside enrolments for the following year. These outside applications are processed with emphasis

being placed on Naplan results and reports and recommendations from other schools. In receiving an enrolment

offer they undergo an enrolment interview with their parents conducted by the Principal and Secondary

Leadership Team.

Applications for enrolment other than for Year 7 are determined by such factors as the availability of space,

academic ability, NAPLAN results and references concerning behavior.

Enrolments at Stage 6 are determined by existing vacancies, results in NAPLAN and references concerning

behavior.

.


STUDENT DEVELOPMENT POLICY

Our Lady of Lebanon College aims to foster and encourage in our students a deep commitment to personal

prayer, love and respect for the Mass and the Sacraments, and faithfulness to the Catholic Church and the

teachings. We hope and encourage that this life of faith will manifest itself in works of justice, charity and

service towards all those they meet and in the community in which they live.

In such a context it is hoped that a student who has completed a major part of his or her education at Our Lady

of Lebanon College will develop their potential to have:

A good Christian Spirit

Honesty and courtesy

Respect and tolerance of themselves and others

Commitment to justice

Intellectual competency

National pride in Australia and their parents homeland

Student Welfare

The word ‘development’ implies a ‘gradual growth’ and it is the aim of the Student Development Policy to

provide the students of the College with as many opportunities as possible to move towards the realisation of

their potential in the areas of academic, sport, culture, social awareness and behaviour.

The College recognises the prime importance of the role of parent’s in the education of their children. Therefore

it is essential that at all stages of the Student Development Policy, effective communication be maintained with

parents.

The Student Welfare Policy includes:

Safe and Supportive Environment

Discipline and Merit

Leadership Opportunities

Support Services

Student-Centred Programs

Uniform

Discipline

The basis of a good discipline structure in any College is the self-disciplined student. At OLOL College we

recognise that the essential ingredients of a good discipline system are clear expectations, consistent application

of consequences, early intervention and developing positive patterns of behaviour. These elements must also be

grounded in love and affection.

At Our Lady of Lebanon College, all misconduct, breaches of College rules, and violations of the law are

investigated, followed-up, and acted upon.

In all dealings with student discipline, the College will follow procedural fairness, conducted in a manner

ensuring fair practice and equity, respect to all parties, and due observance of confidentiality.

Students are encouraged to identify their behaviour as being purposeful, self-evaluate the ways they are meeting

their needs and to choose appropriate behaviours that meet their needs in the most positive way for themselves

and all members of the College community.


As students develop these skills, they become more and more self-disciplined. Their behaviour is motivated

internally and they need fewer external sanctions to meet the high standards of behaviour expected at the

College.

Students are encouraged to develop self-discipline where behaviour is self-evaluated in reference to our College

values of integrity, hope, justice, dignity and respect.

Bullying

At Our Lady of Lebanon, all those responsible in the educational setting will work towards preventing bullying

through a range of strategies that may include:

The development and monitoring of the school culture to ensure it is based on mutual trust and respect;

The implementation of specific policies and procedures that are appropriate to the developmental stages

of students i.e. Student Development Policy;

Training programs and professional development for members of the College community;

Regular monitoring and review of the College’s anti-bullying policies and procedures;

College-based activities where the Maronite Catholic values of the individual and community are

affirmed and personal qualities such as compassion, kindness, respect and tolerance are fostered and

modelled by staff and students;

The promotion and implementation of values-based curriculum options;

The provision of the PDHPE and Religion Education Syllabus coverage to ensure the teaching of all

essential ‘learn about’ and ‘learn to’ units of work that may relate to bullying behaviours;

School-based programs and activities (such as the Peer Support Program, Kindy Buddies program,

Playground Angels, the Transition Program, Anti-Bullying Awareness Week and the Pastoral Care

Program) that promote the skills of communicating, leadership, decision-making, interacting, planning,

conflict resolution and problem-solving for students;

‘Moral education’ in the context of religious education, liturgies, reconciliation and assemblies where

the value of the individual is affirmed and the importance of qualities such as love, reconciliation and

social justice are encouraged;

Raising awareness of the importance of punctuality to class, active supervision and the need to

challenge unacceptable behaviour;

Appropriate provision of counselling and/or other support services;

Provision of support for parent/guardians through information seminars, support networks, etc;

Encouraging reporting of bullying incidents.

COMPLAINTS AND GRIEVANCE POLICY

Our Lady of Lebanon College is committed to developing an educational and organisational culture based on

mutual trust and respect. We are committed to providing a safe and supportive work and learning environment

for all employees and students.

We acknowledge that, employees, students and parents may sometimes have a complaint about a decision,

behaviour, act or omission that they feel is unacceptable. While most issues can be resolved through direct

discussion with the parties, there may be instances in which this is not possible. The Grievance and Complaint

policy provides a process for those receiving services from Our Lady of Lebanon College to raise concerns or

complaints.

The preferred method of dealing with complaints is on a personal, face-to-face basis after sufficient time has

elapsed for all aspects of the problem to be thoroughly investigated. There is a firm commitment by the College

to pursue all matters to an appropriate conclusion. Complaints from whatever source – parents, students, and


the general public – are dealt with at the most appropriate level in line with the procedures outlined in the

College Complaints & Grievance Policy.

TEACHING AND LEARNING ANNUAL SCHOOL PRIORITIES

This year the College celebrated its Ruby Jubilee and as we reflected on our achievements we were in awe of

the changes our College has seen over the last 40 Years. A relevant education needs to respond to changing

times. The College is driven by a commitment to innovation to make this possible.

Policies

College policies were updated and staff in serviced on OH&S, Child Protection and Risk Management.

ICT policies were established which protect the community and encourage appropriate use of technology.

ICT

Teachers continued to develop their skills in the integration of Interactive whiteboards in pedagogy. The

additional investment in iPads bought assistive technologies to students with additional needs.

Teacher Professional Development

Quality practises have come to fruition as a result of teachers undertaking structured professional development

to support learning.

Teacher Collaboration

The practise of ongoing teacher collaboration in the form of collegial observations and team teaching have

allowed for the demonstration and sharing of competent teaching practices. Teachers have been able to evaluate

their own practice against standards to ensure they have the capacity to effectively monitor, evaluate and plan

for learning.

There has been a greater degree of shared responsibility and collaboration which has resulted in staff learning

from their colleagues, sharing strengths as well as opening discussion for joint problem solving.

Teacher Performance and Development

The College, through its engagement with the Australian Teacher Performance and Development Framework

(AITSL) has worked to establish a culture of performance and development. The development and

implementation of a teacher appraisal process has enabled teachers to reflect and assess their own practice and

have responded positively to feedback.

Curriculum Development

Quality learning has been supported by differentiated curriculum development, data analysis which informed

planning and a reduction of student teacher ratios.

Learning is more relevant to students as it has enabled teachers to use information about students’ knowledge,

understanding and skills to inform their teaching.

Collection of assessment data has enabled teachers to assess student achievement against set criteria over a

period of time. This has allowed teachers to set future learning goals


School Determined Improvement Targets

Policies

Establishing best practice in all College programs, policies and procedures.

Ensuring up-to-date policies and procedures in OH&S, Child Protection and Risk Management.

Embedding into common practice ICT policies which protect the community and encourage appropriate use of

technology.

Addressing and minimising environmental impact through awareness, recycling

Modelling financial scenarios to take account of government funding and alternative funding sources.

Optimising enrolments to meet demographic demands and enhance future financial viability.

Curriculum Development

Adopting a common learning framework and an integrated curriculum which enhances student learning.

Promote scholarships that cover tuition fees for high achieving students in Year 6 and high school.

Maintain a clear and beneficial transition programme for students in Years 5-6 into the Secondary

Maintain the student leadership model to enhance leadership skills and give a greater voice to students in the

College.

Continued promotion of the Arabic language, Lebanese culture and values, and Maronite faith.

Ensure future facilities meet College needs, including new playgrounds and classrooms and continual updating

of speciality rooms including hospitality room.

ICT

Providing technologies which support learning and encourage student engagement.

Resourcing College technology needs through SMART Boards, ipads, laptops etc.

Collaboration

Ensuring effective and efficient communication between members of the College community.

Formation processes which continually move community members towards a greater understanding and

engagement with the College ethos.

Ensuring staff work with a K-12 perspective and collaborate where possible

Recruitment processes which include a focus on the capacity of individuals to align with College values and

mission statement.

Establishing networking with Alumni, Parent’s Association and other College organisations.

Continue to strengthen relationship with OLOL Parish and benefit from the Community and Parish Centre.

Develop a directory of Parents’ occupations and skills that can help build and develop the College.

Teacher Performance and Development

Resourcing teachers to engage with and deliver the new Australian curriculum

Providing Professional Learning Training and Development programs which enhance efficient uses of

technology, common approaches to teaching and learning, and quality delivery of courses.

Assisting staff to manage work/life balance and adopting employment relations practices which enhance staff

wellbeing and engagement.

Maintaining quality, stable staffing aligned with emerging needs

Programs which encourage the development of leadership skills and ensure smooth succession of leadership.

Annual staff appraisals in order to assess accomplishment and possibilities.


RESPECT AND RESPONSIBILITY

The College participates in a number of initiatives in order to promote respect and responsibility.

In the Primary Department respect and responsibility are promoted through participation in the Protective

Behaviours Program as well as activities which are aimed at dealing with Bullying. Students’ participation in

these activities help to foster healthy self-esteem and the confidence it takes for them to be active in ensuring

their own safety. Additionally, students are taught to feel empathy for those who are being mistreated in

classrooms and on the playground. As a College we aim to make each student responsible for their own actions

and to assist others who may need our help.

Harmony Day at Our Lady of Lebanon College celebrates diversity. It provides an opportunity for our students

to celebrate the diverse multicultural society in which they live, to affirm common values of respect and

goodwill towards fellow Australians of all backgrounds, and to say ‘no’ to racism.

Our students participate in specific based class activities which promote the idea that living in harmony means

that every person living in Australia has the opportunity to enjoy a safe and happy life.

Participation in class activities during National Safe Schools Week culminates in the students receiving a ‘Safe

School Certificate’ reinforcing the concept that safe schools are an individual as well as community

responsibility.

The K-6 and 7-12 College SRC program has a commitment to involvement in community service activities.

Each term the primary SRC choose a community charity which they support with a fundraising activity as well

as promoting an awareness of the integral community work their chosen charity supports.

In the Secondary students are involved in a wide range of activities around the theme of ‘social awareness’ and

it is in dealing with the underprivileged in our society that the students learn valuable lessons about respect and

responsibility.

PARENT, STUDENT AND TEACHER SATISFACTION

Satisfaction for parents is measured by the support that they offer throughout the year in terms of their

participation in a number of activities as well as their involvement with parent-teacher meetings. Parents further

support the College by their continuation of enrolment with their children. Where there are matters of concern it

is the policy of the College to deal with these matters promptly and directly and while the outcome might not

always be to everyone’s satisfaction, at least the parents know that the issue has been dealt with.

Both staff and students have various forums in which to express their concerns and the Executive of the College

is always open to both of these groups in terms of communication.

Also, the evaluations, both verbal and written of meetings or events demonstrate the level of parent and teacher

satisfaction with the College’s policies and procedures.

A fortnightly newsletter is issued to parents to keep them informed of the many happenings in College life.

A Parent-Teacher time is allocated each year at the end of the 1st semester exams, in order for discussions to

occur.


SCHOOL RESULTS IN STATE WIDE TESTS AND EXAMINATIONS 2013

NAPLAN Results

The Our Lady of Lebanon Cohort – Number of students is listed below.

YEAR BOYS GIRLS TOTAL

3 48 44 92

5 44 50 94

7 41 55 96

9 43 42 85

The OLOL cohort consists 98% LBOTE students.

The NAPLAN results are reported in 10 bands, the bands for each cohort have been summarised and compared

to the State in the table below.

YEAR 3

Reading

% in Skills band 3, 4, 5and 6 State – 88%

% in Skills band 3, 4, 5 and 6 College – 91%

Writing


% in Skills band 3, 4, 5 and 6 College – 94.6%

Spelling



Grammar and Punctuation



Numeracy

% in Skills band 3, 4, 5 and 6 State – 89%


Data, Measurement, Space and Geometry



Number, Patterns and Algebra



YEAR 5

Reading



Writing



Spelling






Numeracy









% in Skills band 5, 6, 7 and 8 College –75%

YEAR 7

Reading



Writing



Spelling






Numeracy









YEAR 9

Reading



Writing



Spelling






Numeracy







% in Skills band 7, 8, 9 and 10 6 State – 72%



Summary of Results: 2013

Year 3: LITERACY

READING WRITING SPELLING GRAMMAR &

PUNCTUAION

Areas of strength: No identified

areas of strength stated

Areas of need:

Summarises the main

purpose of a text

Interprets the portrayal of

characters

Interprets the meaning of

onomatopoeic word

Applied Comprehension:

Interprets the reason for

a character's reaction in a

narrative text.

Identifies reason for a

character's action

Identifies the main theme of

a narrative text

Identifies layout features in

advertisement

Interpret advertisement to

identify author

Locates directly stated

information

Identifies a rhetorical device

Infers information from

answer in interview

Identifies reason for a

character's action

Areas of strength:

No information provided in

SMART data provided by

ACARA.

Areas of need:



ACARA.

Areas of strength:

Spells "yellow, leaf, bear,

popular".

Identifies error and spells

"white, movement,

healthy, battery, daily".

Areas of need:

No identified areas of

need stated

Areas of strength:

Identifies correct

placement

for apostrophe

Identifies correct use of

speech marks

Identifies correct

pronoun

Areas of need:


capital letters

Identifies punctuation

for

indirect speech

Identifies correct

auxiliary

verb

Year 3: NUMERACY

NUMERACY Data, Measurement, Space and

Geometry


Areas of strength:

2D: symmetrical shapes

Add and Sub: subtract 29

from 43

Areas of need:

Whole Nos: interpret 'more'

and 'fewer'

Areas of strength:

No identified areas of strength stated

Areas of need:

3D: name cylinder

3D: edges on a prism

Chance: chance language/

most likely

Length: estimate pencil

length

Areas of strength: No identified

areas of strength stated

Areas of need:

Frac and Dec: one-quarter of

whole


Year 5: LITERACY

READING WRITING SPELLING GRAMMAR &

PUNCTUAION

Areas of strength:

No identified areas of strength

stated

Areas of need:

Identifies the purpose of a

Photograph

Interprets the meaning of

onomatopoeic word

Interprets a character's

reaction

Identifies the reason for

character's action

Identifies underlying theme

of narrative text

Identifies the speaker in a

poem

Identifies character in a

poem

Infers reason for an

emotional response

Recognises characters'

common motivations

Locates a stated detail

Infer benefit of actions in

information text

Identifies main purpose of a

movie review

Interprets idiomatic language

Interprets the purpose of an

exclamation mark

Identifies appropriate

placement of a review

Areas of strength:



ACARA.

Areas of need:



ACARA.

Areas of strength:

Spells "blood, neatly,

chocolate, thirsty, sample,

loose, reliable, stretch,

groceries, anticipate"

Identifies error and spells

"waited, wonderful,

boxes, daily, average,

brief, desperate,

citizenship"

Areas of need:

No identified areas of

need stated

Areas of strength:

Identifies sentence with

correct use of verb tense

Areas of need:

Identifies correct

indefinite

article


past tense


brackets

Identifies the correct use

of

contraction


capital letters

Identifies correct

possessive

pronoun

Identifies first event in a

Series

Year 5: NUMERACY

NUMERACY Data, Measurement, Space and

Geometry


Areas of strength:

Add and Sub: subtract four digit

numbers

Areas of need:

Add and Sub: 4-digit nos/

multi-step

Mult and Div: maximum buy

Mult and Div: solve word

Problem

Areas of strength:

2D: estimate 45 degrees

Areas of need:

Data: tally chart

Data: column graph with two

data sets

Data: column graph with two

data sets

Time: find the date 2 weeks before

Time: elapsed time

3D: side view of model

Areas of strength:

No identified areas of strength

stated

Areas of need:

P and A: repeating pattern

Frac and Dec: largest

fraction shaded

Frac and Dec: estimate 1/3

of large number

Frac and Dec: working

Backwards


3D: determine how many

edges of a prism

Position: estimate curved

distance on map

Chance: chance language/

most likely

2D: quarter turn

2D: reflect complex image

2D: symmetrical shapes

Length: perimeter/composite

Shape

HIGHER SCHOOL CERTIFICATE RESULTS 2013

ANCIENT HISTORY, ARABIC, BIOLOGY, BUSINESS STUDIES, CHEMISTRY, CFS


DRAMA, ECONOMICS, ENGLISH STANDARD, ENGLISH ADVANCED, GENERAL MATHEMATICS,

GEOGRAPHY

HOSPITALITY, IPT, LEGAL STUDIES, MATHEMATICS 2U, PHYSICS


RETAIL SERVICES, SENIOR SCIENCE, SOR I, SOR II, TEXTILES, VISUAL ARTS

GRADE ANALYSIS – RoSA (Yr. 10) 2013

ARABIC, AUSTRALIAN GEOGRAPHY, AUSTRALIAN HISTORY, COMMERCE


DRAMA, ENGLISH, FOOD TECHNOLOGY, IT TIMBER

IST, PDHPE, SCIENCE, TEXTILES TECHNOLOGY, VISUAL ARTS


FINANCIAL INDICATORS FOR YEAR 2013

School Fees and other levies

13%

Commonwealth Grant 58%

State Grant 22%

Interest and Other Income

4%

Capital Grants 3%

Maronite College of the Holy Family - Parramatta Formerly Our Lady of Lebanon College

Recurrent and Capital Income for Financial Year 2013

Salaries and Stipends

81% Capital Expenses

0%

Teaching Expenses

5%

Interest Expenses

1%

Operations 13%

Maronite College of the Holy Family - Parramatta Formerly Our Lady of Lebanon College - Parramatta

Operating and Capital Expenses for Year 2013

2013mchf.nsw.edu.au/wp-content/uploads/2012/08/final-school...today the congregation counts fifty...

Documents