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Heatherton & Wyndham Christian College | 1

Wyndham Christian Collegeheatherton Christian College

2019ANNUAL REPORT

www.hcc.vic.edu.au | www.wyndhamcc.vic.edu.au

LEARNING INTE G RIT Y V IS

ION

2 | Annual Report 2019

Table Of Contents

Heatherton Christian College | Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Wyndham Christian College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

2019 At A Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Executive Principal’s Report – Peter Cliffe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

HCC Head Of Campus Report – Phil Eastman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

WCC Head Of Campus Report – Jennifer Trodden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Infrastructure at WCC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Enactment of the College Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Staff Attendance | HCC & WCC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Staff Retention | HCC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Staff Retention | WCC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Teaching Qualifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Expenditure & Staff Participation in Professional Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

HCC Student Attendance 2019 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

WCC Student Attendance 2019 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

HCC NAPLAN Test Results 2019 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

WCC Student Progress and Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

WCC NAPLAN Test Results 2019 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

HCC Senior Secondary Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

HCC Student Awards 2019 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

WCC Student Awards 2019 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

HCC Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Approach to Teaching and Learning at WCC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Subject Offering at WCC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Cross-Curriculum Priorities at WCC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Gifted and Talented at WCC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Extracurricular Activities at HCC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Extracurricular Activities at WCC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Outdoor Learning at WCC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Student Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Parent Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Student Learning Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Student Wellbeing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Student Behaviour Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Value Added - Heatherton Christian College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Value Added - Wyndham Christian College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Facilities - Heatherton Christian College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Facilities - Wyndham Christian College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Master Plan for HCC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Master Plan for WCC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Parent, Student and Teacher Satisfaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

HCC Financial Report 2019 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

WCC Financial Report 2019 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

College Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43


Heatherton Christian College | BackgroundLocated in the South eastern suburbs of Melbourne, Heatherton Christian College was established in 1999 and is an independent, multi-denominational and multicultural Christian college that provides an education from Prep to Year 12 . Our current enrolment stands at around 375 students with plans for continued growth in the years to come .

Heatherton is an established College with high quality learning spaces and facilities, landscaped play areas and excellent sporting and recreational facilities . Our students are known for their positive, caring character and strong work ethic as they are encouraged to use their giftings and abilities to be people of positive influence in our world. The culture of the College is a very encouraging and supportive one where students can develop a strong sense of purpose through the varied experiences and innovative curriculum and learning programs provided, as well as, develop an individualised learning pathway through the middle and senior years of school - this includes subject offering combinations of onsite, offsite and remote subjects in VCE and VET .

Heatherton has a history of implementing innovative learning programs including the, ‘I Love Reading’ program in the Early Years, ‘Year in the Yard’ sustainability program in Grade 4, ‘Benson Bucks’ financial literacy program in Grades 5 and 6, our ‘Year of Challenge’ leadership and character program in Year 9 and fantastic Hospitality program and centre . The compulsory and elective programs, along with our camps, mission trips at Years 10 to 12, music and sport programs, all ensure students have ample opportunities to be challenged, engaged and growing in their faith, character and life skills .

Our students benefit from the smaller class sizes, engaging learning environment and positive relationships between students and with their teachers . Our team of dedicated Christian teachers and staff guide the learning process and are committed to developing the “whole child” - this means we develop our children spiritually, academically, emotionally, physically and socially . We work closely and constructively with our parents and families to reinforce our shared Christian values and biblical worldview .

Heatherton Christian College is well supported through our affiliation with Christian Schools Australia (CSA), the Association of Christian Schools International (ACSI) and Independent Schools Victoria (ISV). CSA is a network of faith-based schools, with more than 130 campuses Australia-wide . We also work closely with our ‘sister’ school in Wyndham Christian College and together, are part of the Christian Resource Ministry .

Wyndham Christian College

2019 Overview

2019 saw the official opening of Wyndham Christian College. Our theme for the first year was ‘Genesis’, inspired by Genesis 1:1 ‘In the beginning’ . We are grateful to God for the establishment of a selective entry Christian College in Wyndham Vale and the opportunity to share the love of Christ with all .

“Be strong and courageous because you will lead these people to inherit the land, I swore to their ancestors to give them”Joshua 1:6 (NIV)


Background Information

Situated in Wyndham Vale, a growth corridor in Melbourne’s west, Wyndham Christian College (WCC) is a unique P-12 campus of Heatherton Christian College . Our College opened in February 2019, catering for 100 students from Prep to Grade 4 . In response to huge community interest, the College will add one grade each year while also growing the number of classes and students within each year level .

Student enrolment numbers have doubled for 2020 and we expect to see this trend continue over the coming years . We are looking forward to providing secondary education in 2022 and will add new buildings each year to the 30-acre property, until we have reached 1450 students from Prep to Year 12 . In the coming years, Wyndham Christian College will invest in state-of-the art classrooms, technology, a performing arts theatre, a library, beautiful natural play spaces and ample sporting facilities including ovals, outdoor courts and a multi-court indoor stadium .

Our teaching philosophy is based upon five biblical foundations. These five areas stretch beyond academic achievement and encompass the qualities required to be a successful and compassionate human . Students are challenged to grow academically, emotionally, spiritually, physically and socially so that they may reach their full potential and positively influence the world around them. We value student wellbeing so we work tirelessly to provide a safe and secure environment in which students can explore, take calculated risks and thrive . Our College works actively with parents and students to embrace racial, religious, ethnic and language differences as we believe that the celebration of diversity enhances belonging and, therefore, educational effectiveness .

Wyndham Christian College is committed to employing Christian teachers who have strong interpersonal skills and the ability to tailor their teaching to suit the needs of every learner . We provide opportunities for gifted learners while also providing support for those in need. We know that a ‘one size fits all’ approach does not work, so providing multiple learning pathways to achieve success is of the utmost importance to us . In the future our College will offer VCE and VET units, as well as, the opportunity to complete practical work experience in line with student interests .

We pride ourselves in our ability to build constructive relationships with students . We encourage the development of positive relationships across the College amongst parents, students and teachers . We recognise that relational proximity is a major factor in promoting academic excellence, as well as, enhancing student wellbeing . Time and time again, during College tours, parents remark that there is a caring, peaceful atmosphere . People sense that every student is respected and valued .

Wyndham Christian College is well supported, we are affiliated with Christian Schools Australia (CSA). CSA is a network of faith-based schools, with more than 130 campuses Australia-wide. CSA is affiliated with a global network, the Association of Christian Schools International (ACSI). The key mission of ACSI is to strengthen thousands of Christian schools across the globe. We are also an independent College represented by Independent Schools Victoria (ISV). Wyndham Christian College is also strengthened and supported by Heatherton Christian College, our founding College . Both Heatherton and Wyndham have a shared mission and vision statement . We are grateful to God for the opportunity to share high quality Christian education with the Western suburbs of Melbourne .


2019 At A Glance

Heatherton Christian College

Year Levels Prep - Year 12

Total student enrolment: 367 (August 2019)

Primary: 176 (88 males, 88 females)

Secondary: 191 (108 males, 83 females)

JANUARY• First day of school Prep-Year 12

FEBRUARY

MARCH

APRIL

MAY

JUNE

• Parent Information Evening• Gravitate Camp• Heatheron CC Induction Service & morning tea• PFA Community Dinner

• Responsible Pet Education• School Photo Day• Sean W . Smith Concert

• Year 11 English Excursion Immigration Museum• Primary First Aid Course• VCE Rally Day• National Day of Action Against Bullying• PFA Trivia Night• Harmony Day • VCE Music Excursion Top Class Southbank• Year 9 WASP Camp

• Early Years First Aid Course• Japanese Student Study Tour• Parent Teacher Interviews• Primary House Tabloid Sports

• Grade 5/6 Camp• Maths CAT Competition

• Year 10 History Excursion Holocaust Museum• Missions Day

• Year 7/8 Camp• VCE Studio Art Excursion Top Arts Exhibition• VCE Careers Expo• CSEN Swimming Champions Carnival MSAC• VCE Gravitate Camp• Wellbeing Week• Year 9 Law & Parliament Excursion Magistrate’s Court• Mums & Sons Dinner

• NAPLAN• Autumn Concert• VCE Rally Day• Year 7/8 Outdoor Ed Excursions Bayside Rock & Hardrock

Climbing• Grade 5/6 Excursion Immigration Museum• Year 8-11 Exams

• Year 9 City Challenge• VCE GAT• Outdoor Ed Rock Climbing Excursion Staughton Vale• VCE Information Evening• Grade 5/6 Winter Sport Lightening Premiership Day• Year 10 Work Experience• Year 11 City Mission Trip

• Primary Disco• Grade 3/4 Incursion Convicts & Captains• VCE Formal• Dan Warlow Concert


JULY

AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

• CSA State Conference• Year 12 Overnight Ski Trip Mt Buller• Grade 2 Lego Excursion• Primary House Athletics Carnival

• Victorian Schools Music Festival• Gravitate Community Day Youth Dimension HQ

• Maths AMC Competition• Sustainability Week• Annual Flee Market• Primary Music Soiree• Year 7-12 Ski Trip Mount Baw Baw• Science Week• Secondary Music Soiree• Secondary House Athletics Carnival• Staff Retreat • Grandfriends Day

• Book Week• Year 7 Information Evening• Year 8 History Excursion Kryall Castle• Grade 6 Excursion Lake Mountain• Year 9 Excursion Sovereign Hill• Market Day Business Management• Grade 3/4 Bike Ed Excursion• Year 10 English Excursion Macbeth• Victorian Schools Music Festival

• Parent Teacher Interviews • Destiny Day• Primary Musical Seussical

• Year 10 Mission Trip Townsville• Year 9 Community Service• Footy Colours Day

• Prep Animal Incursion• Grade 3/4 Camp• Prep Information Evening• Prep Orientation 1 & 2• Year 9 100km Bike Ride• HCC’s 21st Birthday Celebrations• Year 7 Humanities Excursion Parliament• Final Assembly for Year 12 students

• All Schools Athletics Champions Carnival • Heatherton Creates Arts Festival• VCE Exams• Year 12 Valedictory Dinner• Year 10 Mission Presentation Evening• French Day

• Grade 6/Year 7 Transition Days• Prep Orientation 3 & 4• Spring Break• Year 10-11 Exams• VCE Kickstart• Year 8/9 Exams• Primary Concert

• Prep Nativity Play• Year 12 Thailand Mission Trip• VCE Boot Camp• Year 9 Celebration Evening• Year 7/8 Outdoor Ed Day Hike• Grade 6/5 Bike Ride

• End of Year Activities Week• Year 7 Orientation Day• Presentation Evening• Primary Transition Day Grade 1-5

• Parent Helper Afternoon Tea • Staff Christmas Celebration


Wyndham Christian College

Year 1 - Primary Prep-Grade 499 students enrolled for the first year (2019)

» 47 - Preps » 15 - Grade 1 » 17 - Grade 2 » 9 - Grade 3 » 11 - Grade 4

56 - Males43 - Females

JANUARY• Grade 1-4 Orientation Day• First day of school Prep-Grade 4

FEBRUARY

MARCH

APRIL

MAY

JUNE

• Swimming Trials• Parent Information • Evening

• Official Wyndham• Opening• Wyndham Dedication Service & Fellowship Lunch

• Clean Up Australia Day• Casual Dress Day• Sean W . Smith Concert• Student Respect Day• AFL PE Clinics• Harmony Day • Launch of Buddy • Program

• Ride to School Day• Easter Chapel• Leadership Ceremony• Parent-Teacher Interviews• Science In Motion • Eureka Program Gifted & Talented Students

• AFL PE visit• P-4 Cross Country• Grade 2 Explorers Stay Late Excursion

• Easter Egg Hunt • SSV Cross Country

• School Photos• PFA Mother’s Day Stall• Professional Development at Heatherton CC• NAPLAN Testing• AEC Voting in the Church

• Dog Awareness Day• Year 3/4 Science Works Excursion• Flu vaccinations for staff

• Wyndham Christian College Progress Evening• Term 2 Casual Dress Day• Eynesbury Forest Excursion

• Hoop Time Competition• Grade 3 & 4


JULY

AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

• CSA State Conference• Australian Maths Competition

• Primary Disco• Primary House Athletics• Robotics Workshop with Steve Reiher (Robot Man)• Book Week

• SSV Athletics Carnival• Father’s Day Stall• Staff Retreat

• Parent Teacher Interviews • GATEWAYS Program Grade 1,2 & 3 - Maths Investigators• Parent Teacher Interviews • Robotics Incursion• Wellbeing Week

• Seussical Matinee Performance• Are you okay day?• VIP Day• Cup Cake Day

• Prep Information Evening• Grade 3/4 Camp

• Working Bee• Prep Orientation 1

• Casual Dress Day• Prep Orientation 2• Commonwealth Bank Presentation - School Banking• Australian Dental Health Van Visit• Reports shared with parents• Birds in Schools Excursion to Serendip Sanctuary Grade 1-4

• Reports available on Compass • Prep Excursion to Werribee Zoo• Wyndham Presentation Evening & Production• Primary Transition Day Grade 1-5

• New Staff Afternoon Tea • Last Day Puppet Show - Quiz Worx • Staff Christmas Celebration


Executive Principal’s Report – Peter Cliffe

2019 has been a significant year for Heatherton Christian College. It has been a year of celebrating the past and being excited about the future . 2019 is the 21st year in the history of HCC . It has been wonderful to look back and reflect on the enormous blessings we received over the past 21 years and to mark this historic occasion with special celebrations . Having been a part of the HCC staff since the beginning as both a staff member and parent, I am personally so grateful to have been involved in this amazing College.

2019 also marked a significant event with the launch of our new campus, Wyndham Christian College. The opening of WCC is the culmination of years of planning, prayer and hard work . We have been blessed with an incredible opportunity to build a new Christian school in Melbourne’s west, an area in desperate need of new schools . Launching the new campus has not been without its challenges, but as we have faced each challenge, God has got us through .

I would particularly like to thank and acknowledge our two Head of Campuses at Heatherton and Wyndham, Phil Eastman and Jennifer Trodden . It has been a pleasure to work closely with Phil and Jen this year . We each have different personalities and skill sets which, I believe, complement each other perfectly . Phil and Jen have both worked incredibly hard this year and I commend them both on their passion and commitment .

At the end of 2019 Gary Lisbon stepped down as Chairman of the HCC Board . Gary’s involvement with the HCC Board goes all the way back to 1998, the year before the College opened. Gary took over as Chairman of the Board from Pastor Ray Gilmour in 2001 when I first became Principal . At that stage, HCC was still just a primary school of about 60 students . It has been a pleasure to work alongside Gary over the past 18 years. Gary has made an enormous contribution to HCC, a contribution that deserves significant recognition. He has been a most astute and wise leader . Gary is a clear thinker and has a great ability to discern the complexities of issues at hand and work at a wise way forward, whilst maintaining positive relationships with all concerned . I will miss Gary greatly in this role . It is a pleasure to have Rachael Prince succeed Gary as Board Chairman in 2020 . Rachael has been a part of our College Board for some time now and is just the right fit to lead both Colleges into their next phase of development. The future is very exciting!

Peter Cliffe Executive Principal HCC Head Of Campus Report – Phil Eastman

Greetings to everyone as we reach the end of another year at Heatherton Christian College – our 21st year! The year has seen a number of changes including our facilities, curriculum, teaching staff and in Peter Cliffe’s and my roles . I have now transitioned into the role of Head of Campus as our new campus, Wyndham Christian College has begun . It continues to be a pleasure and privilege to work and be part of the community at Heatherton Christian College, a community that seeks to honour God and to help children to be, ‘Growing in Christ, striving for excellence and influencing the world’.

Here are some of the key aspects and highlights of the year:

The Future Strategic Direction of the CollegeThis year has seen us working with many members of our College community to synthesise, identify and develop our Strategic Priorities to help guide the future direction of the College .

We held facilitated focus groups for students and parents, as well as gaining feedback and input from the staff, before presenting this information to the College Board for further working through and input from them . These Strategic Priorities have been decided on but will be ratified in 2020 by the College Board and are detailed below:

Faith in Action; Learning and Creativity; Innovation and Enterprise; Growing Leaders; Health and Wellbeing.


College Culture - The Students and Staff It is always a pleasure to come to work and be greeted by and work with the students and staff of HCC . We encourage the students and staff to say hello and greet and acknowledge each other as they move around the College - we want them to be known and feel connected within our community. It is amazing to think of how many interactions take place through the day, and I can confidently say that the majority of them are of a positive nature . There are always opportunities to grow, and our caring, committed and passionate staff continue to help students learn valuable skills of working effectively and collaboratively with others . Our teachers do a fantastic job role modelling positive and constructive working relationships with the children and setting appropriate boundaries for them to grow within . Research continues to support that when students feel emotionally safe and connected to others in positive relationships, their learning prospers . This is our goal and something we have continued to strive for throughout the year .

The Primary ProductionThis year’s primary production was ‘Seussical’, a musical story combining the characters of Dr Seuss’ books on a very colourful and musical journey of discovery . The singing, acting, live music, choreography, costuming and sets were of such a high quality – particularly for a school of our size. It is such a pleasure seeing students displaying their sometimes-hidden gifts and talents that are not normally on display in the classroom or around the College . A special thank you to all of the primary staff for their involvement, but special mention to Jenny Fairweather (Producer, Director and everything else!), Ashika Corera (Assistant Director), Tonia Burgess (Costumes & Sets), Abigail Awad (Choreography), and Mike Clark (Set Construction).

Our Teaching Staff I would like to thank and acknowledge our staff for the work they do and the roles they perform, including our teaching and support staff. A strong feature of our staff is they see their roles as both a “calling” and a profession. This is reflected in the outstanding work and care they show for the students at Heatherton, for other members of the HCC community and for each other .

The high quality of our teaching staff has again been acknowledged with 6 of our VCE teachers being accepted as VCE examiners (exam markers), this reflecting their excellence as teachers and ‘experts’ of their VCE subject. These staff are Tonia Burgess (Studio Arts), Fairlie Marsland (Legal Studies), Pam Sanderson (English), Phong Le (Physics), Bevan Hung (Chemistry) and Jeremy Richards (History). Their dedication to their work is enormous and they are heavily invested in making a positive difference in the lives of the students and families at Heatherton .

Innovative Learning Programs, Inquiry Based Learning ProjectsWe have continued in our quest to develop contemporary, practical and skill-based learning experiences at Heatherton, which includes teachers continuing to reflect on what and how to enhance “good learning” in our students. All students from Prep to Year 10 undertake inquiry-based learning projects at various times through the year that will assist them to gain skills in identifying and framing an inquiry question, conducting research and then communicating their findings.

We also further developed and introduced a number of innovative learning programs in the Primary and Secondary School – these include the new, ‘I Love Reading’ program introduced to great effect in the Early Years, the ‘Year in the Yard’ sustainability focused curriculum in Grade 4, Technology block for Grades 5 and 6, along with the outstanding financial literacy program we call ‘Benson Bucks’ in Grades 4, 5 and 6 .


Our secondary curriculum has continued to evolve to become more contemporary and relevant to the world students will be entering . This has included new core subjects of Digital Technology in Years 7 and 8, new electives in Years 7 to 10 including Robotics, Digital Technology, a STEAM elective, Business and Entrepreneurial Studies, access to remote extension science subjects from Emerging Sciences Victoria and Careers in Year 9 as well as Year 10. Our Year 9 students continued to benefit from the Year 9 ‘Year of Challenge’ character and leadership development program . The Senior School Hospitality program has continued to develop student employability and vocational skills .

Other academic markers such as VCE and NAPLAN results and post-secondary data continue to show we are tracking well in preparing students for academic success and finding their pathway beyond school.

We hope it has been a good year for you and look forward to further developing our College as a place of deep learning and growth, positive relationships and a place where God is known and honoured .

Phil EastmanHead of Campus

WCC Head Of Campus Report – Jennifer Trodden

Pioneering a school is all about embracing a year of firsts. The first building, the first playground, the first Athletics Carnival, Harmony Day, Cross Country, Parent Teacher Interview and the list continues. This has required an abundance of energy and commitment from the College board, the leadership team, the teaching and ancillary staff, the Parents & Friends Association, our families and our students . While doing everything for the first time has been hard work, those involved have carried a pioneering spirit and consequently much has been established . Throughout the year our teachers demonstrated their passion for education and their servant heart, going above and beyond on many occasions, they are Colossians 3:23-24 teachers as they work with all of their heart for the Lord, not for human masters . We are deeply grateful for their contribution .

At the end of a successful first year we concluded with a musical production and awards ceremony. We were blessed to have Bert Dennis join us from Dennis Family Homes, a major developer in the

area, to present a generous $500 gift to Atul Suresh, the recipient of the Timothy Award . We congratulate the many students who excelled in 2019 .

We are so grateful to the Primrose family and many other generous church members who donated money to secure the property back in 1981. We are thankful to the Christian Resource Ministries (CRM) Board of Elders, the College Board, the Executive Principal Peter Cliffe, and the Heatherton leadership team who made this possible . Above all, we thank God for His presence and faithfulness throughout this journey . We are grateful for the opportunity to bring glory to Him .

Jennifer TroddenHead of Campus


Infrastructure at WCC

Wyndham Christian College commenced with one building dedicated to office spaces, a staff room and a kitchen. A modular building was added to the site in January to accomodate the two Prep classes and one Grade 1 class . Grade 2 and the composite 3 & 4 utilised the exisitng church portables already on site . Major renovations occurred in all of these spaces including new carpet, paint and new split system air conditioners .

The College used the church auditorium for school assemblies, worship sessions, sports and performance team . The foyer was used for meals for TheirCare, the before and after school care provider .

Omnitech installed a large new playground and other tradespeople assisted the College to establish a sandpit and garden beds for our clubs program . Large soccer goals were placed on the main oval providing oppportunities for students from all grades to engage in team sports at recess and lunch .

By June Stage 1A, the first of many building projects commenced and continued throughout the year. We are looking forward to the completion of this building, as it provides six spacious classrooms, a new staffroom and kitchen, reception and office spaces.

Enactment of the College Philosophy

The Vision and Mission statements are central to all practices within the Heatherton and Wyndham Christian Colleges . The important elements are communicated to the students, parents and staff through key documents and publications . These include but are not limited to:

» Annual Report » College Website » College Handbooks » Enrolment Agreements » Teaching and Learning Guidelines » Staff Induction Programs » College Newsletter

The Senior Leadership Team and College Board review written policies in conjunction with CompliSpace on a continuing basis to ensure compliance with state and federal legislation, consistency with the College Vision and Mission statements and for any other reasons as determined by the leadership team .

Staff Attendance | HCC & WCC

In 2019 the staff attendance rate for WCC & HCC was 97 .19%

The average FTE leave taken was 5 .6 days for the year .

Staff Retention | HCC

At the end of the 2019 school year, three teaching staff members moved to a position in a new school for the 2020 school year . One teacher retired, one teacher resigned and one moved on after completion of a temporary contract .

Staff Retention | WCC

At the end of the 2019 school year, one teacher moved to a new region and consequently left the College .


Teaching Qualifications

All teaching staff at Heatherton Christian College and Wyndham Christian College meet Victorian Institute of Teaching (VIT) registration requirements and have at least a Bachelor degree. Fifteen teachers have a Masters degree (plus one in progress), and two teachers have completed a PhD. Teachers involved in teaching VET subjects are all qualified with a Certificate IV qualification.

Highest Teacher Qualifications at HCC

Nowell Abraham Masters

Arbuckle John Graduate Diploma

Phillip Bergen PhD

Annette Betts Bachelor Degree

Mary Berlangieri Graduate Diploma

Tonia Burgess Bachelor Degree

Louise Cassar Bachelor Degree

Dayna Chu Masters

Simeone Chua Bachelor Degree

Peter Cliffe Masters

Ashika Corera Masters

Susan Davis Bachelor Degree

Phil Eastman Masters

Jenny Fairweather Bachelor Degree

Melanie Gover Bachelor Degree

Jackie Gupta Masters

Rebecca Harvey Bachelor Degree

David Holloway Bachelor Degree

Bevan Hung Bachelor Degree

Ilodi Jacobs Graduate Diploma

Darren John Bachelor Degree

Penny Johnson Bachelor Degree

Rachel Kelly Bachelor Degree

Phong Le Bachelor Degree

Christy Marshall Bachelor Degree

Fairlie Marsland Bachelor Degree

Shawn Martin Graduate Diploma

Carolyn McLean Graduate Diploma

Mary Morris Bachelor Degree

Kim Nel Bachelor Degree

Amber Orton Bachelor Degree

Haley Pease Masters

Jestina Pendala Masters

Greg Philander Bachelor Degree

Jeremy Richards Bachelor Degree

Megan Rose Bachelor Degree

Elbert Salim Bachelor Degree

Pam Sanderson Masters


Claire Sim Bachelor Degree

Julianne Sim Masters

Eleni Simmons Bachelor Degree

Shireen Vanbuskirk PhD

Laurene Weichman Bachelor Degree

Highest Teacher Qualifications at WCC

Dawn Adams Masters

Cristine Drenovski Bachelor Degree

Heiinrich Fourie Bachelor Degree

Ben Heckathorn Masters

Natasha James Bachelor Degree

Shenaea Kahu Masters

James Mathews Masters

Jennifer TroddenBachelor of Applied Science/Bachelor of Teaching (Secondary), Masters of Education

Alice Yang Masters

Expenditure & Staff Participation in Professional Learning

The total fund expended on teachers’ professional development in 2019 for both HCC and WCC combined was $40 995 . The average expenditure on professional development/learning per teacher for both HCC & WCC was approximately $677 per FTE. This figure does not include relief teacher wages for staff absent due to attendance of professional development and training .

Staff Professional Learning took place both within and external to the College setting, in formal and informal settings .

Both teaching and non-teaching staff connect with support networks, engage in professional reading and online webinars, participate in regular staff ‘working’ meetings and attend external Professional Development in line with individual and College needs and priorities . Where appropriate, staff attending external Professional Development courses were asked to share this information with the staff team. The Victorian Institute of Teaching (VIT) requires all teachers to undertake a minimum of 20 hours of professional learning and


development that is referenced against the Australian Professional Standards for Teachers (APSTI) per year.

The following formal opportunities were provided for both WCC & HCC staff in 2019, on top of the weekly curriculum meetings focused on course development, teaching and learning:

» New Teacher Induction » NAPLAN Briefing for Test Administrators » NCCD Training » CSA State Conference: “Christian Community” » MAPPEN Training » Introduction to VCOP » Annual Staff Retreat – Lisa McInnes-Smith on Self Awareness/Learning » Compass school management system training

The following formal opportunities were provided for WCC staff in 2019, on top of the weekly curriculum meetings focused on course development, teaching and learning:

» Attendance and Roll Marking Briefing » Child Safe Standards Policy Briefing » Mandatory Reporting eLearning Module » Teamwork Unity » SMART Spelling » Oxford Maths Training » Mathseeds by Reading Eggs » Atlas by Oxford Press » Gradual Release of Responsibility Briefing » Flipped Learning Briefing » Seesaw Training » EAL Briefing

The following formal opportunities were provided for HCC staff in 2019, on top of the weekly curriculum meetings focused on course development, teaching and learning:

Internal Professional Development (either whole staff or staff teams) » Teacher coaching & appraisal process » Educator Impact – teacher peer, student and leadership review process » Cyber Bullying discussion and programs » Report writing, protocols and guidelines at HCC » Developing Inquiry Based Learning Tasks » Focused classroom observations » Faculty based learning » Primary & Secondary School information evening » Parent Teacher Interview Guidelines

External Professional Development (Individual staff or staff teams as appropriate)

» Autism – Training Day » CDES – Annual Psychology Teachers’ Conference » History Teachers’ Conference » AIM French Teachers Conference » Planning a Primary Art Program » Developing Project Based Learning projects » Analysing school results on VASS » Compass system training – various sessions » VATE English Teachers’ Conference


» Early Years Reading Program (“I Love Reading”) – Training days » Mental Health First Aid training » Chaplaincy development training sessions » Surf Bronze Update » New teachers CSA induction day » VCE Maths Workshop – Meet the assessors » VCE VET Scored Assessments workshop » VCE Assessors training – English, Physics, History, Studio Arts, Legal Studies » VCE EAL training » VCE Biology – Unit 3 & 4 – Teaching VCE Biology for the first time » VCE Music Teachers’ Conference » VETiS – Working with Standards for RTO’s » VET Certificate IV Assessors Upgrade training » Superb Essay Writing in English » ACHPER Physical Education Conference » Educational Planning for Students with Special Needs » Guided Reading workshop » Robotics Day for teachers » Visits to various schools » Christian Schools Australia Annual Conference – All staff – Various sessions » “Gods Big Story” curriculum training » Christian Schools Australia network meetings – various networks including Principals, Head of Senior School, Head of Middle

School, English teachers, etc . » Overseas study tour visiting various schools in Europe

VIT processOne teacher at HCC and one teacher at WCC completed the VIT process for provisionally registered teachers in 2019 .

HCC Student Attendance 2019

Primary School AttendanceYear Level Percentage AttendancePrep 95 .6Grade 1 98 .9Grade 2 98 .5Grade 3 98 .2Grade 4 98 .8Grade 5 98 .4Grade 6 98 .6Average all Students 98 .1%

Secondary School AttendanceYear Level Percentage AttendanceYear 7 97 .4Year 8 97 .3Year 9 95 .6Year 10 93 .9Year 11 88 .1Year 12 90 .7Average all Students 93 .8%

Whole school average overall percentage attendance: 95.95%


WCC Student Attendance 2019

Student attendance is recognised as a significant contributing factor towards academic success. This is recorded on Compass, the College Learning Management System .

Year Level Overall Percentage Attendance Rate 2019Preparatory 89 .05Grade 1 93Grade 2 95 .2Grade 3 94Grade 4 91

Whole school average overall percentage attendance for 2019: 92.45%

HCC NAPLAN Test Results 2019

Heatherton Christian College NAPLAN Performance The 2019 NAPLAN results were once again very heartening, illustrating a continued trend whereby our students in Grades 3, 5, 7 and 9 consistently performed above state and national levels; a trend that has been evident for several years .

Student outcomes for the five NAPLAN domains (Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy) are provided as scaled scores below .

Grade 3

HCC State National

READING 509 447 432

WRITING 477 435 423

SPELLING 502 428 419

GRAMMAR & PUNCTUATION 536 454 440

NUMERACY 474 421 408

Grade 5

HCC State National

READING 547 516 506

WRITING 519 487 474




Grade 7

HCC State National

READING 566 552 546

WRITING 532 523 513





Grade 9

HCC State National

READING 599 587 581

WRITING 586 558 549




WCC Student Progress and Achievement

Wyndham Christian College uses a variety of assessment strategies to guide curriculum development, teaching and learning . These strategies include observation, research projects, formative and summative assessment and a variety of standardised tests, in particular NAPLAN . The combined data is used to determine individual learning needs . Student achievement and growth is displayed in semester reports and discussed at Parent Teacher Interviews . MySchoolThe MySchool website enables parents and other interested parties to search profiles of schools. This site is an Australian Curriculum Assessment and Reporting Authority (ACARA) information service. Wyndham Christian College is yet to be included on the MySchool website, as Wyndham is a new campus of Heatherton Christian College .

WCC NAPLAN Test Results 2019

In 2019, eight of the nine students in Grade 3 completed NAPLAN testing. One student was exempt due to language difficulties (EAL). The College derived an approximate average result to share with key stake holders . The following data was not provided by ACARA, it is an estimate of College performance . It is evident that our students perform well above the state average for every area .

Grade 3

WCC State National

READING 509 447 432

WRITING 477 435 423




HCC Senior Secondary Outcomes

Proportion of Year 9 Students Retained to Year 12

Of the 28 students in Year 9 in 2016, 15 graduated in Year 12 in 2019 . This representsa retention rate of 54% .

The reasons for students leaving the College over this time included: » Families moving to a new area » Students seeking more suitable educational options elsewhere (e.g. TAFE, VCAL, specific VCE subjects not offered at HCC – this

year level had a higher than average number of students in this category) » Students gaining scholarship/entrance to select entry school » Family financial considerations » Student behavioural issues


Post School Destinations

Of the 15 students who completed Year 12 in 2019:

In Education and Training Students %

Received a first or second round offer for a University/TAFE course 12 80

Enrolled in a pre-apprenticeship/apprenticeship Program 0

Deferred Tertiary Study 1 7

Not in Education and Training Students %

Employment 2 13

Unknown 0

2019 Senior Secondary Outcomes

VCE Median Study Score: 30

Percentage of satisfactory VCE completions: 100%

VCE Study Scores Analysis

Above 4014%

Above 3051%

Above 20100%

ATAR Scores Analysis

Above 9020%

Above 8033%

Above 7033%

Above 6046%

Above 5073%

Heatherton Christian College had a median study score of 30 which compares favourably to other schools that have a non-selective enrolment policy .

Our 2019 College Dux, Talia Scott-Hayward, achieved an ATAR of 99 .45 .

HCC Student Awards 2019

Academic

Jeremy Yeap

Prep

Matilda Chan

Maddison Faure

Most Determined Hamish Kim

Character Yalena Zhang

Most DeterminedJoel Jang Grade 1C

Vincent Chhay Grade 1N

Character Jayden Soliman Grade 1C

Xavier Lo Grade 1N


Academic

Abbie Nguyen

Grade 2

Toby Chu

Levi Utley

Most Determined Priscilla Gonsalves

Character Eliya Andrews

Academic

Abigail Lee

Grade 3Charissa Zhang

Zachary Chuo

Most DeterminedHeidi Burford Grade 3C

Belen Aguilera Grade 3PD

Character Zoie Chuo Grace 3C

Joshua Nathaniel Grade 3PD

Academic

Nathan Haggai

Grade 4

Aly Chu

Evangeline Khoo

Most Determined Chelsea Daniel

Character Jasmine Prowd

Academic

Nathan Barus

Grade 5

Caleb Chu

Megan Jansen

Most Determined Musu Taylu

Character Abigail Man

Academic

Lilac Stoner

Grade 6Hannah Pendala

Nethaya Fernando

Most Determined Samuel Govender Grade 6C

Michael Stadnik Grade 6F

Character Darius Karavias Grade 6C

Jonathan Rathbone Grade 6F

English Lilac Stoner

Grade 6

Mathematics Hannah Pendala

Integrated Studies Lilac Stoner

Art Jonathan Rathbone

Physical Education Xanthe Davis

French Scarlet Whatley

Music Hannah Pendala

Technology Lilac Stoner

Lions Community AwardNethaya Fernando Primary

Lual Chuol Secondary

Community Spirit AwardElijah Lian Primary

Nathan Raymond Secondary


Academic

Gabriel Govender

Year 7Kaiya Bunyon

Samuel Abbott

Joshua Jansen

Most DeterminedLucas Faber Year 7A

Jotham Tamrue Year 7B

CharacterKaiya Bunyon Year 7A

Miracle Taylu Year 7B

Academic

Taylor Nel

Year 8Samantha Utley

Elena Man

Megan Fallon

Most DeterminedDaniel Crispim Year 8A

Malakai Stoner Year 8B

CharacterJesse Harrington Year 8A

Elena Man Year 8B

Performing Arts Elmarie De Beer Year 7/8

Music Samantha Utley Year 7/8/9

Music Lachlan Hart Year 10/11/12

Art Kari Johns Year 7/8/9

Art Chaya Atkins Year 10/11/12

Sport Taylor Nel Year 7/8

Sport Grace Lisbon Year 9/10

Sport Nathan Raymond Year 11/12

Missions Award Chloe Burgess

SecondaryLOTE Award – French Sandra Saad

Hospitality Award James Grasby

Academic

Samuel Vilar

Year 9Jethro Karis

Kathryna Tran

Chloe Patten

Most DeterminedJoshua Mohammed Year 9A

Tiana Issa Year 9B

CharacterJason D'Souza Year 9A

Mitchell McCracken Year 9B

Nehemiah Award Joshua Mohammed Year 9

Academic

Chelsea Scott-Hayward

Year 10Joelle Delosa

Jordyn Nel

Hannes De Beer

Most DeterminedTifinney Jabbour Year 10A

Annelise Malanina Year 10B


CharacterJade Smith Year 10A

Deborah Lacaze Year 10B

Academic

Matthew Austin

Year 11Sandra Saad

Timothy Bergen

Kiara Jack

Most DeterminedTanya Tsianakas Year 11A

Jinjoo Seo Year 11B

CharacterGabrielle Orr Year 11A

Lachlan Hart Year 11 B

AcademicTalia Scott-Hayward

Year 12Joshua Vilar

Most Determined Julia Pantazopoulos

Character Lual Chuol

Academic Scholarships

Lilac Stoner Grade 6

Kaiya Bunyon Year 7

Taylor Nel Year 8

Samuel Vilar Year 9

Chelsea Scott-Hayward Year 10

Matthew Austin Year 11

Alumni Award Zac Cassar Alumni Award

Joshua AwardHannah Pendala Primary

Caitlyn Childs Secondary

Timothy AwardNethaya Fernando Primary

Skyla Karis Secondary

WCC Student Awards 2019

Academic Excellence Eva Dalgleish Prep J

Sporting Excellence Neil Saxena Prep J

Character Award Devina Dabas Prep J

Growth Award Shakthi Chinniah Ganapathy Prep J

Creative Arts Award Renisa Reddy Prep J

Indonesian Award Joel Velasquez Prep J

Academic Excellence Monish Moganti Prep K

Sporting Excellence Kalyan Pappu Prep K

Character Award Elizabeth Baruwa Prep K

Growth Award Viyan Saini Prep K

Creative Arts Award Shivi Gupta Prep K

Indonesian Award Skylar Istiaque Prep K

Academic Excellence Yonit Gupta Year 1

Sporting Excellence Tayla Wilkes Year 1

Character Award Divit Nathan Year 1


Growth Award Harsirat Kaur Year 1

Creative Arts Award Meghana Mukkelli Year 1

Indonesian Award Jason Kunwor Year 1

Academic Excellence Jisha Nandi Year 2

Sporting Excellence Denver Kay-Hards Year 2

Character Award Andriya Arun Jonah Year 2

Growth Award Shanvitha Muthuraja Year 2

Creative Arts Award Isabella Velasquez Year 2

Indonesian Award Gabriel Tan Year 2

Academic Excellence Anvi Bindal Year 4

Academic Excellence Atul Suresh Year 3

Sporting Excellence Atul Suresh Year 3

Character Award Amber Kay-Hards Year 4

Growth Award Omann Vinayak Year 3

Creative Arts Award Molly Sharma Year 4

Indonesian Award Ethan Liem Year 3

Tim Pallis Award Molly Sharma Year 4

Timothy Award & Scholarship Atul Suresh Year 3

HCC Curriculum

Heatherton Christian College is a high quality, contemporary Christian College that seeks to honour God and put Jesus at the centre of all we do . We provide a vigorous academic curriculum, based on the Victorian Curriculum, delivered through authentic learning experiences by a staff who have a distinct, ‘Christ-centred’ background from which they approach their teaching . The Biblical Worldview is embedded in ALL subject areas and permeates throughout our community, creating an environment where everyone can progress in their learning . Teaching and learning at HCC is based on the belief that we can make a difference to the day-to-day lives of all our uniquely gifted students .

We aim to produce graduates who are growing in their Christian faith and capable of positively influencing the world around them. We encourage them to develop the skills and mindsets needed for a purposeful and meaningful life in a changing world, including a strong work ethic, independence, empathy, initiative, an innovative and enterprising mindset and a growing capacity to lead and serve others .

Through our strategic programs and learning opportunities, we want our students to grow in line with our “Five Foundations of a Whole, Healthy, Heatherton Child” . That is for them to grow spiritually, emotionally, academically, physically and socially . This will be enhanced as they strive for excellence to develop and use their God-given passions and talents .

“For we are God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do.” - Ephesians 2:10

Jesus himself did not simply come to inform, He challenged individuals to transform and we are dedicated to follow His lead and build His kingdom . With this as our foundation, our College takes its responsibility of supporting parents in nurturing the character of each student seriously and endeavours to play a role in meeting the needs and aspirations of its students .

At Heatherton Christian College:

» The Victorian Curriculum and all other mandated curriculum requirements are delivered through the lens of a biblical worldview in all learning and co-curricular areas .

» Students are seen as unique with individual giftings, strengths and passions . Part of our role is to help students discover and build on these giftings as they develop a strong sense of purpose and meaning for their lives .


» Students are active participants in the learning process, not passive recipients, and play a significant role in the development of the College’s culture .

» Students can increasingly see the value in what they are learning as they are exposed to ‘real life’ people, solving real world problems and applying biblical truths .

» We are committed to partnering with parents in providing an authentic Christian education for their children .

Prep “Education is not the filling of a pail, but the lighting of a fire.” – William Butler Yeats The first year of school is so important and we understand that every parent wants only the best for their child. At Heatherton Christian College, we offer a Christ-centred curriculum, focused on developing students academically, socially, emotionally, physically and spiritually .

With innovative programs that are both engaging and motivating, our students enjoy being part of a dynamic, enterprising Christian college . Our curriculum promotes a sense of God in all things and biblical perspectives are integrated throughout all curriculum areas . Priority is given to literacy and numeracy development, as these are the foundations upon which further learning is built, with students encouraged to learn through play, investigations, questioning, hands-on approaches and from their peers .

From day one, our committed and caring staff will make you and your child feel right at home as we partner with you on their journey of discovery .

Primary The aim of the Primary team is to partner with parents in a learning environment that develops character and inspires every student to excel in their unique gifts and talents; to realise their God intended potential . We understand that parents and the College play an integral part in a child’s learning, development and wellbeing, and that children generally do better when there are positive connections between families and school . We believe that effective partnerships, based on mutual trust and respect, and shared responsibility are imperative to the education of our students .

Our Primary program is immersed in Christian faith and values, with a strong emphasis on Literacy, Numeracy and Pastoral Care . We know that children develop quickly in the primary years and consequently, we place an emphasis on providing a high quality learning environment for all of our students from the very start .

Our program promotes a sense of God in all things and biblical perspectives are integrated throughout the curriculum . The Primary curriculum is based on the Victorian Curriculum and is carefully tailored to meet the developmental needs of early learners . All programs are purposeful and appropriate to the child’s current thinking, interests and ways of learning . Activities encourage children’s autonomy, intellectual risk taking, collaboration and responsibility . Students are encouraged to learn through play, investigations, questioning, hands- on approach and from their peers .

Secondary At Heatherton Christian College, we believe that every child is unique and created in the image of God . We understand that God has a plan and a purpose for each and every student and that we have a responsibility, working in partnership with our students and parents, to assist our students to discover and develop the gifts, talents and a sense of their God-given purpose which will help them to fulfil the plans that He has for them. It is the desire and the prayer of each teacher that our students will reach their highest potential in every area . Our ‘Five Foundations of a Whole Child’ provides the framework upon which our curricular and co-curricular programs operate . These programs make up a range of “pathways” and an “Individualised Senior School Learning Plan”, leading to our VCE and VET subject offerings, and beyond into their chosen course of tertiary study or post school vocation .


Middle School We welcome a number of new students to Heatherton at Year 7, so a strong emphasis is placed on students building positive and fruitful relationships with their peers, teachers and other students in the Middle School . They begin the year with an onsite “Boot Camp” to be immersed in the Secondary culture, receive guidance in learning, study, time management skills, tech skills (in using their new electronic device) and in navigating the online world in a safe and responsible manner.

Our Year 7 & 8 curriculum program consists of both core (compulsory) subjects, as well as the opportunity for students to study two elective subjects each semester over Years 7 & 8 . Studies in electives are hands-on and provide for developing a range of skills, as well as, knowledge . Students will often be in multi-age classes within our elective program and Interschool Sport, further enhancing the sense of connection and community .

Our Year 9 curriculum program also consists of both core (compulsory) subjects and elective units of study each semester. Careers and Vocational Studies begin in Year 9 to help shape and guide students’ thoughts on future educational pathways, based on a greater understanding of their God-given strengths, giftings, passions and purpose . This, along with their involvement in the “Year of Challenge” program allows students to explore their faith and begin to formulate an individualised learning plan through to Year 12 and beyond .

Students particularly benefit from the Year of Challenge program, growing in their character, relationships and understanding of leading themselves and others through the four major challenges they undertake over the year - a Wilderness Camp challenge, City Project challenge, Community and Social Service challenge, and a Physical challenge (100km bike ride).

Students are increasingly taught to take on greater responsibility and independence in their studies, learn essential life skills as they are guided and assisted by their teachers, Homeroom Teachers and Careers Mentor - all whilst being immersed in the Christian culture of the College .

Senior School The Senior School program runs from Years 10 to 12 with students developing and implementing their Individualised Senior School Learning Plan .

Year 10 students undertake studies in their core (compulsory) subjects and 2 elective subjects . The elective choices may be made up of a combination of single semester subjects, or year-long subjects . Through their learning plan, students have the opportunity to begin their VCE in Year 10 by studying a Unit 1/2 subject either onsite or remotely (through Virtual School, Victoria) or students can also elect to take on the study of VET programs, either on or off campus .

Students are increasingly taught to take on greater responsibility and independence in their studies, whilst being guided and assisted by their teachers, coordinators and careers mentors. Through our culture and learning programs, we aim to produce ethical, global citizens with Christ-like hearts who will indeed “influence the world”.

Enrichment Programs In And Beyond The Classroom

Entrepreneurship and Enterprise One of our Strategic Priorities is Innovation & Enterprise - the objective of this is: To raise Christian thinkers, designers and entrepreneurs who solve problems and create ethical and sustainable social and business solutions .

We have been working in this area for several years through such programs as: » Grade 4 “Year in the Yard” students grow and sell their produce and chickens’ eggs to

the College community to self-fund the care of the chickens and vegetable gardens . » Grade 5 and 6 financial literacy program called, “Benson Bucks”. Here, students learn

the fundamentals of economics, financial literacy and business, even setting up micro businesses for several “market days” through the year . Using their “Benson Bucks” currency and economy, they are paid for their work, have expenses such as paying rent for their desk spaces and can even get fined for tardiness or misdemeanours - the


students are very engaged with this immersive experience! » Year 7 & 8 Business and Entrepreneurial Studies elective where we build on the Benson Bucks experiences and students identify an

opportunity for a product or service they develop and market to the College community and put this into practice . » Missions Prefects coordinate fundraisers for “Destiny Rescue” and to support the missional work in our missions trips .

We are very excited to take this further with our new “e-School’ experience for Years 7 to 9 students, beginning in 2021 . All Year 7 to 9 students will work in the “e-School”, which stands for Entrepreneurial and Enterprise School . In the e-School, students will learn to innovatively, creatively and ethically solve real world problems and communicate these solutions, develop an understanding of economics, business and leadership, plan and set up businesses as appropriate, all while building skills to work independently and collaboratively with others .

Throughout the year they will be learning and applying the Heatherton “Essential Life Skills for the 21st Century” - Character, Citizenship, Communication, Creativity, Critical Thinking, Collaboration, Connectivity and Computational Thinking .

Our future plan is that students will work on these problems and projects with guidance from business mentors - and that this e-School experience will potentially lead to a VCE / VET pathway in entrepreneurship and business for those who wish to pursue this - more on this as it unfolds .

Beyond The Classroom Performing Arts and Instrumental Music - the Arts play an important role in the life of the College. We have a yearly College Production (alternating between Primary and Secondary) - recent performances being “Seussical Jnr” (Primary) and “The Sound of Music” (Secondary). Music is a core subject taught from Prep to Year 8, and an elective subject from Year 9 to 12 . All students in Year 7 receive an instrument and lessons through the year and weekly band rehearsals as part of this program . Students can then elect to continue receiving instrumental lessons beyond Year 7 . Music tuition is also offered for guitar, drums, singing and piano for students of any age within the College . There are regular concerts and musical soirees where students of all ages come together and showcase their talents as they perform in a variety of formats including instrumental bands, ensembles, jazz band, choirs and individual or small group performances. A highlight of the Performing and Visual Arts calendar is our annual “Heatherton Creates” week which incorporates all aspects of The Arts in a week of student displays, daily participatory events and evening performances .


Sport - Sport and Physical Education provide valuable growth experiences for our students, as well as, being part of our “Health and Wellbeing” Strategic Priority .

We have four College Houses, Bethel - Gold, Carmel - Green, Tabor - Blue, Zion - Red (the House names are 4 mountains named in the Bible), and hold annual House competitions in Swimming, Cross Country and Athletics .

Heatherton students then compete in interschool sport in Primary School (Grade 5 & 6) as part of the Kingston District of the VPSSA (Victorian Primary Schools Sports Association), and in Secondary School as part of the CSEN (Christian Schools Events Network). We compete in weekly Interschool team sports in Primary, fortnightly in Secondary, as well as interschool carnivals for Athletics, Swimming and Cross Country . Student Leadership - Student Leadership development and opportunities occur throughout the College in both formal and informal ways. Our intention is to raise students who seek to be people of Godly influence first and foremost, whose heart is to serve others and who will “think and act as leaders”, whether they have an official title or not. In this way we encourage all students to be people who will make a difference through their words and actions - opportunities for this abound through class activities, House competitions, sport and many others . Our official Student Leadership roles include Grade 4 to 10 Student Representative Council (SRC) leaders, Grade 6 Junior College Captains and House Captains, Year 9 Year of Challenge Leaders, and our Year 11 and Year 12 House Captains, College Prefects and College Captains . The Prefects all have ‘Portfolios’ or areas that they are responsible for, these being Student Wellbeing, SRC, Chapel and Worship, Missions, Arts and Sustainability and Stewardship . We intentionally work with our leaders to develop their skills and effectiveness .

Approach to Teaching and Learning at WCC

Visible LearningAt Wyndham Christian College we employ the principles of Visible Learning which is based on Professor John Hattie’s body of educational research .

John Hattie defines Visible Learners as students who can: » Articulate what they are learning » Explain the next steps in their learning » Set learning goals » See errors as opportunities for further learning » Know what to do when they are stuck » Seek feedback

Learning Intentions and Success Criteria

Learning Intentions (LI) and Success Criteria (SC) are included in each lesson and form the basis of weekly and term planners. These help to set clear goals for all students .

A Gradual Release of Responsibility

A Gradual Release of Responsibility is employed within each classroom (GRR). This is a best practice instructional model where teachers strategically transfer the responsibility in the learning process from the teacher to the students (©Fisher, D. & Frey, N. 2008). Teachers deliver the learning using the GRR framework; “I do”, “we do it”, “you do it together”, “you do it alone” . This occurs while working within the Wyndham Christian College Teaching & Learning Model; this is divided into three clear phases; tuning in, purposeful learning and student reflection.


Subject Offering at WCC

Core and Specialist

At Wyndham Christian College the classroom teachers are responsible for teaching the core subjects of Mathematics, English, Integrated studies (Humanities, Science and Digital Technology) and Christian Studies. As well as class-based digital technology, all students have access to a device such as a Surface Go or iPad . Additional to core units, students complete year-long specialist subjects, including; Indonesian, Art and Physical Education . Music and Performing Arts are taught on a semester basis . The general capabilities are taught across all disciplines .

Outdoor Learning

Outdoor Learning is also used across all year levels to teach literacy, numeracy, and other subjects in a hands-on way outdoors .

I Love Reading (ILR)

I Love Reading is a unique literacy program designed to facilitate the rapid learning of reading English for lower Primary . This program takes the complexity out of the English language and makes decoding words easier and faster by helping early learners to grasp the English language from a young age . The I Love Reading program takes the English Phonetic Code, technology developed by the Mamone family, and packages it into a practical and easily understood resource for literacy development .

The ILR Program uses a unique colour and number system to identify the key phonetic sounds in the English language . Comprising 22 vowel sounds, 18 consonant sounds, and 7 digraph sounds, ILR uses a system of universally recognised colours and numbers, to allow every English sound and word to be ‘read’ . This facilitates the learning of the 2 million plus words of the English language and will enable early readers and non-English speakers to have immediate access to the correct pronunciation of words, regardless of their complexity .

Social Thinking Curriculum

A vital part of this is ensuring that our students are able to interact well with teachers and peers and that they are able to self-regulate well so that they can access the learning . The Social Thinking resources are based on the social competency methodology . The Social Thinking Methodology gives evidence-based strategies to help people age four through to adulthood improve their social competencies, including:

» Self-regulation » Social-emotional learning » Executive functioning » Perspective taking » Social problem solving

Teaching from a Biblical PerspectiveAt Wyndham Christian College we recognise that all curriculum contains technical content, but the way it is delivered contains a perspective/viewpoint that is shaped by the way in which the author looks at the world . At WCC we use the lens of the Bible to ensure that whatever is taught gives acknowledgment, honour and glory to God and is focused on the development of morality .

Cross-Curriculum Priorities at WCC

Learning about the cross-curriculum priorities of Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, and Sustainability is embedded in the curriculum areas of the Victorian Curriculum F–10 . These priorities provide national, regional and global dimensions and give students the knowledge and skills to engage with and better understand their world .


Aboriginal and Torres Strait Islanders

The Victorian Curriculum F–10 includes opportunities for students to learn about Aboriginal and Torres Strait Islander histories and cultures . The knowledge and skills that students are expected to develop about Aboriginal and Torres Strait Islanders histories and cultures have a particular and enduring importance and assists students to understand the uniqueness of these cultures and the wisdom and knowledge embedded in them .

Asia and Australia’s Engagement with Asia

Learning about Asia and Australia’s engagement with Asia allows students to develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world . Learning about Asia and Australia’s engagement provides students with both a regional context for their learning, as well as building an understanding of the diversity of cultures and peoples living in Australia . Many Asian nations are growing rapidly and are regionally and globally influential. Immigrants from all these countries have historically contributed to Australia’s development and will continue to do so in the future. An understanding of Asia underpins the capacity of Australian students to be active and informed citizens, fosters social inclusion and cohesion, and is vital to the prosperity of Australia .

Sustainability

Learning about sustainability allows students to develop the knowledge, skills, values and world views necessary to contribute to more sustainable patterns of living . Learning about sustainability has an increasing local, national and global resonance . Australia’s future prosperity will be impacted by past, present and future decisions, particularly in relation to the environmental, social and economic challenges . The concept of sustainability is fundamental for students to understand the ways environmental, social and economic systems interact to support and maintain human life. It allows them to critically examine the diversity of views and values that influence sustainable development . The curriculum also provides students with the opportunity to participate creatively and to see themselves as having the capacity to act in ways that will help to establish more sustainable ways of living .

Gifted and Talented at WCC

The Victorian Curriculum F–10 structure enables the curriculum to be used to appropriately target the learning level of each individual student in a class . This includes gifted and talented students who are able to work well above the nominally age expected level of achievement .

Francoys Gagné’s Differentiated Model of Giftedness and Talent is currently a widely adopted definition: “Gifted students are those whose potential is distinctly above average in one or more of the following domains: intellectual, creative, social and physical. Talented students are those whose skills are distinctly above average in one or more areas of human performance.”

Giftedness is not an indication of performance or achievement, but of potential . Whether a child is able to reach that potential is moderated by their environment – at home, at school and in their community . To cater for gifted and talented students as well as those highly able WCC partners with an organisation call G .A .T .E .WAYS . This approximates the top 10 – 15% of children in the classroom . Programs are delivered at a faster pace than in the regular classroom and are pitched approximately two years ahead of chronological age . Students are nominated by their classroom teacher for this program . This program incurs an additional cost to families and is accessed off-site, often at local school, Heathdale Christian College .

Australian Maths Competition (AMC)/Kangourou sans Frontières (KSF)

Students at WCC from Grade 3-4 are encouraged to participate in AMC and KSF online competitions .

Science Talent Search

The Science Talent Search (STS) is an annual, science-based competition open to all primary and secondary students in Victoria, Australia . At WCC students in Grades 1-4 are encouraged to take part .


Extracurricular Activities at HCC

House Sporting Events

The House names come from the names of four mountains that are mentioned in the Old Testament of the Bible, and the descriptor for each, as shown above, is the English translation of the Hebrew names (e.g. Bethel in Hebrew means “House of God”).

Each student is assigned to a house and involvement in house competitions enables students to develop a greater level of connection and stronger relationships across the different year levels – students become known and acknowledged by others beyond their immediate peer group . Students have an opportunity to participate in a variety of house sporting events and competitions throughout the year .

The main house events are Primary and Secondary Swimming, Cross Country and Athletics Carnivals . Students who perform well in these carnivals are invited to represent the College and compete against other schools in interschool carnivals from Grade 3 upwards .

The Winning House for both Primary and Secondary in 2019 was CARMEL House .

Congratulations to all Carmel students and to their House Captains, Lilac Stoner (Primary) and Julia Pantazopoulos and Rushil Sharma (Secondary)!

Sport

Primary students competed in the Cheltenham district section of the Victorian Primary School Sports Association (VPSSA), participating in Term based ‘seasons’ in such sports as Soccer, Cricket, ‘Hot Shots’ Tennis, Netball, Volleyball, Tee Ball and Softball, as well as interschool carnivals for Athletics, Swimming and Cross Country . Our students are known for their desire to do their best, show good sportsmanship and participate in a positive and encouraging manner. Emphasis is on students developing good skills, fitness and positive attitudes to participation . Primary students also participated in an interschool Basketball event called Hooptime where they were ably led by our Year 7 – 9 coaches .

Secondary students participated in the Christian Schools Events Network (CSEN) in a variety of sports, again in Term long ‘seasons’ . Our students achieved improved levels of success across a number of sports including boys’ and girls’ Australian Rules Football, Volleyball, Soccer, Netball, Basketball, Softball and Tennis . Our sport program has grown enormously under the leadership of our new Head of Sport and Physical Education, Shawn Martin . Shawn, along with our other Physical Education and Sport teachers, helped students achieve outstanding success in our interschool carnivals in particular .

For the first time, our Secondary Interschool Cross Country and Athletics teams won their CSEN B division carnivals and will now be promoted into A Division in 2020 where we will compete against much larger schools . An unprecedented 42 out of 50 of our athletics squad members qualified for the Champions Carnival on the basis of their performance at the CSEN carnival. The swimming team also achieved their best result and finished in 2nd place in B Division . This success has been due to the additional training and commitment that has been shown by the students with support of the staff, with all students benefiting from before school, lunchtime or after school training.

TABOR

SOARING EAGLES

CARMEL

FRUITFUL ONES

ZION

MIGHTY FORTRESS

BETHEL

HOUSE OF GOD


Music

The Music program under the leadership of Julianne Sim and her Instrumental Music staff, has continued to assist students to make great gains in their skill levels and quality of their musicianship . Students learnt music as a core subject from Prep to Year 8, with optional participation in Music studies available up to Year 11 . Students also had the opportunity to be a part of a Secondary School College Band, most beginning with learning a new instrument at Year 7, and then continuing their rehearsals and music tuition to become a part of the Senior College Band . Our Junior and Senior Bands achieved outstanding success at the Victorian Schools Music Festival with the Junior Band receiving a Platinum award and the Senior Band a Silver award . This success is attributed to the persistence and efforts of the students along with the support of their teachers and parents - congratulations to all students involved in these programs . There was a Spring and Autumn Soiree, with students from Grade 2 to Year 11 participating in solos, bands, and ensembles .

Primary School Production

The Primary students thoroughly enjoyed participating in the musical production of “Seussical Jnr”, a very colourful production based on the characters of Dr Seuss’ books . The production involving all Primary students and staff, along with support from a number of Secondary staff and parents, was a highlight of the year . The quality of the performances of the students, including the singing, dancing and acting, along with the staging and costumes was fantastic and huge credit must go to the outstanding vision and work of our Primary Music Teacher, Jenny Fairweather, along with all of the other helpers .

Extracurricular Activities at WCC

Clubs

Students from Grade 1- 4 participate in a house-based clubs program each fortnight . The Clubs Program brings together students from different classes and age groups, providing opportunity for the older students to lead and serve and for healthy trusting relationships to be formed across the College . Each student will complete one term of Gardening, Outdoor Explorer and STEM .

Music Bus

The Music Bus provides opportunity for instrument tuition in 30-minute small group lessons every Friday . Students learn to play both popular and classic songs on their chosen instrument as well as music theory . In addition, the Music Bus makes lessons fun with group songs, class activities and competitions like the Mi-Tunes song writing competition and the BandSlam tournament .

Up & Go Program/Physical Education/Sport

Twice per week students participate in an Up & Go program which consists of 20 minutes of physical activity . It is designed to promote motor skills, increase the heart rate, improve fitness and stimulate blood flow to prepare students for the day’s learning. All students participate in one Physical Education class a week . Students from Grade 3 onwards also complete an additional two periods of Sport per fortnight .

Performance Team/Production

Students from each year level have the opportunity to audition for the College performance team . Each Friday students work on singing, dancing and acting . Opportunities are presented throughout the year to showcase their talent to their classmates and the wider community. In our first year, all students worked alongside the performance team to put on a high-quality musical production

annual report · • grade 2 lego excursion • primary house athletics carnival • victorian...

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