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Annual Report

2016Our Lady of the Sacred Heart

Catholic College

Catholic education in the tradition of Saint Marcellin Champagnat

Mercy: This is the name of our God

Lady of the Sacred Heart Catholic College Annual Report 2016 2

CONTENTS

Vision Statement p 3

Principal’s Report p 4

Leadership Team 2016 p 6

College Profile p 7

Bath Street Campus p 9

Traeger Campus p 10

Sadadeen Campus p 11

College Leadership p 14

Finance/Maintenance p 15

Staff of 2016 p 17

Staff profile p 21

Key Student Learning Outcomes p 22

Faith Life & Spirit p 30

College Advisory Board p 31


Our Lady of the Sacred Heart Catholic College

CRICOS Provider: 02598D

Our Lady of the Sacred Heart Catholic College is a Catholic Co-educational College that caters for Transition to Year 12 across three campuses. Each campus focuses on the age level of the students attending that campus and provides a systematic approach to learning, co-responsibility, moral and social development.

Vision Statement

Our Lady of the Sacred Heart Catholic College is a Catholic faith community where the Gospel values of Justice, Love and Peace permeate all that we do. Our vision for OLSH is to

foster a safe and friendly environment where everyone is valued and accepted;

nurture the whole person, emphasizing honesty, mutual respect, compassion and tolerance;

educate students to act responsibly and courageously;

develop leadership and encourage initiative;

promote excellence in all areas of education and a life-long love of learning.

BATH STREET CAMPUS Transition to Year 4

SADADEEN CAMPUS Year 9 to Year 12

TRAEGER CAMPUS Year 5 to Year 8


PRINCIPAL’S REPORT

In 2016, Our Lady of the Sacred Heart Catholic College (OLSH)entered its 78th year of educating young people in Alice Springs. We are proud of our heritage and the contribution we have made to the lives of families and young people in central Australia. The College’s identifiable Catholic character is what sets OLSH apart from other schools in Alice Springs. The school exists to support families instil in their sons and daughters

a spirituality that is informed by faith and that will encourage the growth of a mature, adult, Christian outlook. In the Church’s calendar, 2016 was a year of Jubilee. Jubilee years have a long standing tradition in the Catholic Church. Pope Francis declared 2016 a Year of Mercy, consequently the year just past was an opportunity for all of us to seek mercy and forgiveness in our lives. In keeping with this, the College entered into the Jubilee year taking up the theme: “Mercy, this is the name of our God”. The theme permeated our liturgies and provided a focus for retreats, reflection days, prayer times and for social justice activities. In practical terms students and staff were encouraged to take up the theme of mercy by finding ways to be humble; as demonstrated by their contributions to community service over the course of the year. By being humble we place ourselves in a state that helps us ask for forgiveness for ourselves or be merciful to others who ask us to forgive them. A second area of focus was hospitality. Pope Francis insists that the Church must be a welcoming community that gives courage and hope to all people; and his is true for OLSH. Hospitality is one of the simplest ways we can express compassion and mercy. When we are a generous and kind school community we give expression to Pope Francis’ energetic encouragement to show mercy and compassion. 2016 has been a year of consolidation for the OLSH College community. Many of the initiatives from the previous two years continued and a great deal of progress has been made towards bringing about pedagogical change and improvement for students. I believe we have navigated the past 12 months positively. There will always be some bumps along the way, but good will and a common vision help us overcome these impediments and grow our learning community into a stronger, faith-filled environment.

Across the College there has been an emphasis on better analysis and use of student achievement data. The College appointed two “Data Informed Practitioners” who work with staff to improve teachers’ understanding and use of the large amount of achievement data we collect over the course of a year. This has better informed teaching and learning across all year levels and has complemented the efforts of our Professional Learning Communities. It has added to our commitment to “Visible Learning” and existing practices such as use of “Data Walls”, “Snapshot”, “Walkthrough’s” and the “Growth Mindset” approach to learning. The Data Informed Practitioners Project has proven to be an invaluable component in OLSH’s strategy to build teacher capacity and improve learning outcomes for students. Involvement in the University of Newcastle’s Science and Engineering Challenge is one example of the success of our approach to teaching and learning in 2016. Following our participation in the Central Australian division of the Challenge, OLSH was ranked first of all the schools in the Northern Territory, earning us the right to represent the Territory at the national finals in Hobart. In October we sent 30 students from Years 8, 9 and 10, with three staff, to Hobart to compete in the finals against seven other schools. We had some success across a number of the challenges, but found it difficult to compete against the other schools whose students were older and mostly from the senior years.

Our participation in the national finals and our success at a local and Territory level is clear evidence that OLSH has a strong culture of learning and achievement. Across Transition to Year 12 we have professional teachers who get results. We also have dedicated and enthusiastic students who want to learn and enjoy doing so. Opportunities such as these provide wonderful experiences for our students. They always excel and proudly represent the College, themselves and their families. Whether it be involvement in the College Concert, or the production of “The Real Story of Little Red Riding Hood”, traveling to East Timor or Cambodia on immersion experiences, participation in Remar or Duke of Edinburgh, competing in the National Marist Cricket, Basketball or Netball Carnivals, excursions to Canberra, Adelaide, Melbourne or Sydney, the breadth of opportunity is extensive for OLSH students. During 2016 the College participated in an external validation of College process and procedure. An external panel interviewed staff, students and parents, in addition to


examining College documentation. The report was overwhelmingly positive, with a number of constructive recommendations. The College Executive is currently in the process of using these recommendations to form the basis of the College’s Annual Improvement Plan for 2017 following consultation with staff early in the new year. The ongoing development of College facilities is critical to improving the educational environment at OLSH. 2016 has witnessed further improvements across all three campuses. New hand rails on the first and second floor verandas at Bath Street has improved safety for children. Refurbished yards at both Bath Street and Traeger has greatly improved the play areas on these campuses. The girls toilets at Sadadeen were gutted and completely renewed and the boys toilets received a facelift pending future improvements. The Marian Centre lights were upgraded with the installation of energy efficient LED lighting allowing us to host the Australian Junior Table Tennis national finals. Meanwhile the College continues to develop plans to install solar energy solutions to facilitate the reduction of our carbon footprint. It is critical that facilities management and development is planned and strategic. Consequently, the College has begun the process of developing a new ten year masterplan. We are thankful to Y2 Architects of Melbourne who have been engaged to assist us in this process. Stage one was completed in Term 4 and ongoing consultation and planning will continue into 2017. It would be remiss of me not to mention the significant contribution of Mr Todd Grierson (Chair of the College Advisory Board) and Mr Jason Reid (Chair of the College Finance Committee). Their professionalism and sound advice has been a source of constant reassurance. Ties with the Parish continue to be strengthened by working more closely to deliver the various Sacramental programs and celebrate significant Church and College events. I would like to take this opportunity to thank Father Raass and Father Prakash for their support and involvement over the course of 2016.

OLSH is a dynamic, engaging, professional learning community. We are one College: Transition to Year 12 and so we grow with your child. We have a clear educational vision and a vibrant Catholic identity. These elements bring consistency and stability to the educational environment. Students need this to progress successfully in their learning. With this in mind, I am grateful to the many parents who continue to entrust

their children to our learning community. I acknowledge the many parents (including the members of the College Advisory Board) who continue to offer their support in a myriad of ways, both small and great. I also want to thank our students for their contribution to the life of the College. I hope 2016 has been an enjoyable year. Finally, I wish to acknowledge our staff who themselves are committed and professional learners. The love they demonstrate for their students is fundamental to our Marist approach to education. In a particular way I would like to thank Mr Cameron Neyland who has been the Traeger Head of Campus over the course of 2016. Cameron generously stepped into the role at short notice being appointed in December 2015. During his twelve month tenure, Cameron has led the campus professionally, knowing that his responsibilities would come to a close at the end of the year. Cameron returns to the Sadadeen Campus in 2017 to continue in his appointed role as the Science Head of Department. At year’s end, we give thanks for all that has been accomplished and for the genuine joy and goodwill that we, as members of the College, have shared during 2016.

PRINCIPAL’S REPORT (Cont.)


LEADERSHIP TEAM 2016

Br Matthew Green Principal

Br Tony Caddy College Chaplain

Mrs Nicole Quesnel Head of Sadadeen

Campus Semester 1

Mrs Lauren Brooks Head of Sadadeen

Campus Semester 2 Mr Cameron Neyland

Head of Traeger Campus

Mr Bruce Were Head of Bath Street

Campus

Mr Craig Emmott ICT Administrator

Mrs Lorraine Boehm Principal’s PA

College Secretary Mr Ian Clarke

Property Manager Mrs Janice Merrett

Bursar

Ms Patricia Rademaker Media & Marketing

Mrs Wendy Russ College Counsellor


Enrolments as per August Census: 781 students Female: 378 Male: 403

Indigenous students: 92

Students with special needs: 28

Student attendance rate: 91.5%

Non-attendance: Short periods of non-attendance are followed up by the classroom teacher. Longer periods are followed up by a member of the school leadership team, usually the Head of Campus, with assistance from the school liaison officer.

The composition of classes in 2016: Transition: 3 classes; Year 1: 3 classes; Year 2: 2 classes; Year 3: 2 classes; Year 4: 3 classes Year 5: 3 classes; Year 6: 2 classes; Year 7: 3 classes; Year 8: 3 classes. Year 9: 3 classes; Year 10: 2 classes; Year 11: 2 classes; Year 12: 2 classes (Note that these are homeroom classes except for Year 9 – 12 which are subject classes)

Age range for each year level as per August Census: Transition: 5-6 years; Year 1: 6-7 years; Year 2: 7-8 years; Year 3: 8-10 years; Year 4: 9-10 years; Year 5: 10-11 years; Year 6: 10-13 years; Year 7: 11-13 years; Year 8: 12-14 years; Year 9: 13-15 years; Year 10: 14-17 years; Year 11: 16-17 years; Year 12: 16-19 years. Student Learning — Safe and Supportive Environment Each student at OLSH Catholic College is allocated a Homeroom. The Homeroom teacher has an important role within the College and is responsible for the pastoral care and administrative responsibilities of all students in their care. The Homeroom Teacher is the key contact in respect of all matters related to behavioural or personal concerns and queries regarding the student’s well-being and progress. The Student Diary is the primary communication tool between parents and the homeroom teacher.

2016 T 1 2 3 4 5 6 TOTAL

February 58 56 63 52 65 60 50 404

August 57 57 62 51 62 59 47 395

2016 7 8 9 10 11 12 TOTAL

February 76 80 80 55 56 53 400

August 76 77 80 53 51 49 386

COLLEGE PROFILE


Student Counselling The College Counsellor / Pastoral Care Convenor provides counsel and guidance to students and staff through self-referral, or referral from others. An effective liaison and collaborative working relationship between the College and outside agencies ensure that relevant issues are professionally supported. The College Counsellor is a member of the College’s Harassment and Grievance Committees. The Counsellor assists with the development of appropriate pastoral care programs for the students and offers in-service opportunities for staff in the area of pastoral care and other related areas. ‘Restorative Justice’ practices are promoted throughout the College. Careers and Vocational Guidance The Careers Advisor provides career information and promotes a range of career opportunities to all senior students across a range of educational, industry and government pathways. The Advisor supports students as they make choices that promote lifelong learning in a work environment that best suits their needs, interests and abilities. Sport and House Competitions Four sporting houses – Gillen [Green]; Standley [Red]; Achoa [Gold] and Bennett [Blue] – provide the foundation of the College sports’ organisation. Students take part in house activities, including the Swimming and Athletics Carnivals, where they gain house points. Student Support Identified students benefit from a range of programs and support offered by the College. Support staff work with Inclusion Support, EAL/D and class teachers across the campuses to improve the learning outcomes, organisational skills and work habits of identified students. Adjustment Plans are developed for students with disabilities aiming to improve their learning outcomes and to enable them to more effectively participate in the range of learning experiences offered by the College. On the Sadadeen Campus the focus is to support students to more effectively access the curriculum, improve their learning outcomes and to make life and career choices. A range of strategies have been developed to ensure students are supported in achieving learning outcomes through a rich and authentic learning experience that allows them flexibility and support from years 9 - 12. Students are given the opportunity to select subjects and with the support from teachers to best prepare them for life after OLSH on a vocational, employment or university pathway. On the Traeger Campus students access a range of programs. Strategies have been introduced to assist students to further develop their social, peer and leadership skills. Inclusion support helps students, both individually and in small groups, to improve their Literacy and Numeracy skills. On the Bath Street Campus programs such as Phonics continue to further support EAL/D, First Phase learners, students with a disability and other identified students who require help with their learning. Students participate in programs specifically designed to meet the needs of small groups and individual students. Staff who are involved in the implementation of Inclusion Support programs across the College are well supported by staff from the Catholic Education Office and from Student Services at the NT Department of Education.

COLLEGE PROFILE (Cont.)


Transition to Year 4

The Bath Street Campus of Our Lady of the Sacred Heart Catholic College caters for Transition to Year 4. The curriculum is implemented through the Australian Curriculum and the Northern Territory Achievement Standards.

As a Catholic primary school, the Catholic ethos permeates all our primary teaching. Religious Education is compulsory and is taught along with all the key learning areas prescribed through the Department of Education.

The key learning areas consist of: English - Language, Literature and Literacy Mathematics - Number and Algebra, Measurement and Geometry and Statistics and Probability Science – Biological Sciences, Chemical Sciences, Earth and Space Sciences, Physical Sciences, Science as a Human Endeavour, Enquiry Skills HASS – Geography, History, Civics (Years 3 and 4 only) Health and Physical Education Languages - Japanese Technology and Design The Arts - inclusive of performing arts, arts skills, music, media, visual arts.

Australian Curriculum also covers ‘General Capabilities’ which promote the teaching and learning of processes that learners should develop for active participation in today’s society.

Students at Bath Street receive two written reports each year in Terms 2 and 4. Parent Teacher interviews are conducted at the end of Terms 1 and 3 and on request by either parent/guardian or teacher. Each student will receive tuition in all key learning areas. At Bath Street, we do believe that inclusion is more beneficial than removing students from their class environment; so, students with special learning needs will be catered for in the classroom through one to one tutoring, small group work, EAL/D support and special programs. Where necessary though students will work with the Inclusion support teacher outside the classroom.

Bath Street has a number of Indigenous students, and Aboriginal and Torres Strait Islander histories and cultures are taught across all curriculum areas. Other cross-curriculum priorities taught are Asia and Australia’s Engagement with Asia and Sustainability.

The children at Bath Street participate in a range of community activities and celebrations including ANZAC Day, the Bangtail Muster and Remembrance Day. During the year, the campus participates in Children’s Book Week and Science Week.

Bath Street Campus is a “Kidsmatter” campus – a framework implemented for the social and emotional wellbeing of all

students. As a staff, we make a commitment to working through the four components of Kids Matter. Component 1: Creating a Positive Community Component 2: Developing children’s social and emotional skills. Component 3: Working with Parents and Carers Component 4: Helping Children who are experiencing mental health difficulties. Our Action Team consists of Head of Campus, Religious Education Coordinator, Curriculum Coordinator, Leaders of Learning, and WHS Coordinator who meet regularly to support the student well-being of the students on this campus.

BATH STREET CAMPUS


Year 5 – Year 8 The curriculum taught at Our Lady of the Sacred Heart Catholic College Traeger Campus (Years 5 to 8) is based on the Australian Curriculum which is the approved curriculum of the Northern Territory Board of Studies. Traeger Campus operates as a Middle School. In Year 7 and 8 students’ Homeroom teacher and one other key teacher are responsible for delivering much of the core English, Human and Social Science (HASS), Religious Education (compulsory), Mathematics and Science. Year 5 and 6 have a single teacher for most of the core subjects, breaking into smaller groups for Mathematics and Reading.

We offer a comprehensive learning program, which covers Years 5 – 8. All students complete one semester of the following subjects: Visual Art, Information Technology, Music and Food Technology. Physical Education and Japanese are yearlong subjects. Japanese (LOTE) is compulsory in Years 5 – 8 and it is then offered to students as an elective in Year 9. These subjects are delivered by teachers specialising in these areas. As a Catholic primary school, the Catholic ethos permeates all our teaching. Religious Education is compulsory and is taught along with all the key learning areas prescribed through the Department of Education. Students at Traeger Campus receive two written reports each year in Terms 2 and 4. Parent Teacher interviews are conducted at the end of Terms 1 and 3 and upon request either by parent/guardian or teacher. Curricula highlights throughout the year include: Year 5 Alice on the Line Camp; Year 6 Confirmation; Year 7 Camp; College Concert; Science Week; Literacy and Numeracy Week; ICAS Maths, English and Science competitions, NAIDOC Week: Harmony Day; Swimming Carnival; Athletics Carnival and the Cross Country Challenge. The Commencement Mass, Founder’s Day Mass, Feast of the Assumption Mass, Year 12 Graduation Mass and our Ash Wednesday service are inspirational celebrations, cou-pled with our liturgies which build our campus and College consecutiveness.

TRAEGER CAMPUS


Year 9 and Year 12 School Context The Sadadeen Campus of Our Lady of the Sacred Heart Catholic College caters for Year 9 to 12. The curriculum covers the final four years of secondary schooling. Year 9 and 10 At Year 9 and 10 level, the curriculum is primarily based on the Australian Curriculum, Assessment and Reporting Authority (ACARA). The use of the Australian Curriculum is approved by the Northern Territory Board of Studies. The Sadadeen Campus also offers significant extension opportunities in Vocational Educational Training (VET) and Senior Secondary Studies through the SACE Board of South Australia. Each student in Years 9 and 10 will be taught and respond to various aspects of the ACARA general capabilities in the following key learning areas: English, Mathematics, Science, Studies of Society and the Environment (SOSE), Health and Physical Education and Religious Education. Year 10 students will undertake the Personal Learning Plan (PLP) – 10 credit NTCET unit. The PLP is designed to support students in setting, implementing and reviewing their future goals for learning and personal development. The plan must be completed to a satisfactory level by the end of Year 11. In addition to the set curricula mentioned above, OLSH Catholic College also offers a comprehensive electives program in which students can choose alternative subjects from the Arts, Music, Media, Drama, Food Technology & Manual Arts areas. Languages other than English (LOTE) are offered as optional subjects within the timetable of a regular day (i.e. they are not additional courses of study). The College currently offers Japanese in this way. For those students who are enrolled at the College with English as their second language (ESL), specialist tuition may be made available dependent on student numbers. Year 9 Skillsets is an opportunity for students to sample 4 different VET courses, a different one each term, over the period of a year. There are two streams, Automotive, Cabinet Maker, Metal Fabrication (Plumbing) and Electronics or Tourism, Hospitality and Business stream. In Year 10 students choose from the following VETiS programs: II Construction Part 1 II Engineering Part 1 I Automotive I Retail I Hospitality (Cooking) II Retail II Information & Technology II Sport & Recreation II Hospitality (Food & Drink) I Meat Retailing Part 1 II Kitchen Operations II Hairdressing II Nail Technology Part 1 II Business II Media II Music NOTE: These are subject to change each year.

For those students who are enrolled at the College with English as their second language (ESL), specialist tuition is available. Students at Sadadeen receive two written reports each year in Terms 2 and 4. Parent Teacher interviews are conducted at the end of Terms 1 & 3 and upon request either by parent/guardian or teacher.

SADADEEN CAMPUS


Year 11 and Year 12

At Year 11 and 12 level students primarily work towards the completion of their Northern Territory Certificate of Education and Training (NTCET) under the auspices of the SACE Board of South Australia. Many students also undertake Vocational Educational Training (VETiS) and some are in the process of also completing School-Based Apprenticeships. The NTCET is a completion certificate which covers two or more years of study (normally Years 11 & 12). The Certificate involves two levels of study, referred to as Stage 1 (equivalent to Year 11) and Stage 2 (equivalent to Year 12). Students can also gain credit towards their NTCE for successfully completed VETiS courses. To qualify for the NTCET, students must achieve in 200 credit units over a period of at least 2 years. Students must achieve satisfactory results in PLP (Yr 10), Literacy (20 credits) and numeracy (10 credits) and a ‘C’ grade or better in 160 credit units. As a Catholic school, the Catholic ethos permeates all our teaching. Religious Education is compulsory and is taught along with all the key learning areas prescribed through the Department of Education. Subjects available at OLSH Catholic College include the following: (Arts/ Humanities/Social Education) VETiS Religion in Society EAL/D II Construction (Pathways) Part 2 Visual Art (up to 2 varieties) History III Retail Operations Business Studies Media Studies I Meat Retailing Part 2 Dance Tourism III Hospitality (Food & Drink) Drama Home Economics II Nail Technology Part 2 Music (up to 5 varieties) Japanese III Media English (2 varieties) III Information Technology

III Music (Mathematics/Science/Technology) Accounting Psychology Health/ Physical Education Science Studies Mathematics (3 varieties) Welding Biology Woodwork Chemistry Information Processing & Publishing Physics Information Technology NOTE: These are subject to change each year. Students who have not completed part I or II may be required to do so before enrolling in these programs. Stage 1 Students at Sadadeen receive two written reports each year in Terms 2 and 4. Parent Teacher interviews are conducted at the end of Terms 1 & 3 and upon request either by parent/guardian or teacher. Stage 2 students receive one written report from the College in Term 2. Upon completion of their SACE requirements, students will receive their final marks / NTCET from SACE. Parent/Guardian / Teacher / Student interviews are held at the end of Term One and Term Three and on request by a parent or teacher. Stage 1 and Stage 2 students participate in Snapshot at the Sadadeen Campus. This program tracks students’ progress every five weeks from Term One to the end of Term Three. Students are encouraged to reflect on and analyse their results, and to continually aim for improved outcomes by building strategies to do so. They are urged to seek the assistance and guidance from their homeroom and/or subject teacher.

SADADEEN CAMPUS (Cont.)


Curriculum Highlights throughout the year include: Debates, Australian Maths Competition, the Alice Springs Science and Engi-neering Challenge, Science Week, Numeracy Week and Maths Camp. The dedicated staff at the Sadadeen campus often give extra time after school, on weekends and in holiday workshops to ensure student success. Our Homework Centre is open every afternoon on Monday to Friday from 3:00 to 4:30. Christianity in our lives is an integral part of student development at the Sadadeen Campus. As well as educational programs from Year 9 to 12, there are many faith development activities and a vibrant retreat program enjoyed by students and staff. The Year 12 students participate in a compulsory three day retreat at Ross River, the Leadership Colloquium for our Year 11 students and the Year 10 Reflection Days. The Commencement Mass, Founder’s Day Mass, Feast of the Assumption Mass, Year 12 Graduation Mass and our Ash Wednesday service are inspirational celebrations, coupled with our liturgies which build our campus and College consecutiveness. The Sadadeen Campus has a number of Indigenous students and Indigenous Perspectives are included in many curriculum are-as. We participate in National Sorry Day activities and work towards developing cultural awareness for staff and students. The students at Sadadeen participate in a range of community and college activities and celebrations including; ANZAC Day, the College Concert, Performing Arts Showcase, Swim Carnival, Road Safety Workshops, Arts Open House, Close the Gap, Harmony Day, Founder’s Day, The Bangtail Muster, the Eisteddfod, Athletics Day, Year 10 Love Bites, Year 10 Picnic Day and the Year 12 Valedictory Dinner. Interstate and International travel opportunities are available for students. Interstate events include Marist Basketball, Netball and Cricket, REMAR (a Christian leadership program for students in Years 10 to 12 with assorted interstate trips and charitable work), East Timor or Cambodia Immersion experiences, to interstate trips such as the Food Technology excursion to Mel-bourne.

SADADEEN CAMPUS (Cont.)


OLSH Catholic College also has a strong student leadership group, with Year 12 students as College Captains and Vice Captains. The Traeger Campus also has campus Captains and Vice-Captains. Each of the three campuses has house captains and student representative councils. This arrangement allows students to have contact with each of the three Heads of Campus.

Our Lady of the Sacred Heart Catholic College has three campuses. The Principal oversees the running of the College and is the chairperson of the College executive. The College executive is responsible for forward planning, policy develop-ment and organisation for the whole College. This group con-sists of the Principal, College Chaplain and the three Heads of Campus. The College Bursar, Property Manager, the Coordina-tor of Indigenous Education, the Counsellor and the IT Manag-er meet with the College Executive regularly to report on their area of responsibility. Each campus has its own executive which is responsible for the day to day leadership, organisation, coordination, devel-opment and culture of each campus, including teaching and learning, pastoral care, discipline and care of campus proper-ty. This group consists of the Head of Campus (as chair), the REC, the Curriculum Coordinator, Leaders of Learning and up to two other people. The Principal is an ex-officio member of these executives.

Savannah Bitar Captain

Andre Ross Vice Captain

Zack Hohn Captain

Nooria Muradi Vice Captain

Br Matthew Green Br Tony Caddy

Cameron Neyland

College Executive

Nicole Quesnel Lauren Brooks

Bruce Were

COLLEGE LEADERSHIP


FINANCE / MAINTENANCE

The Finance, Building and Maintenance Committee is chaired by Mr Jason Reid. The day to day management of the College Finances is performed by the College Bursar, Mrs Janice Merrett, and the College property is maintained by Mr Ian Clarke. The College community is grateful for their careful and detailed stewardship of the College’s finances and assets.

Finance: INCOME RECEIVED IN 2016 CWG Recurrent Funding $5,749,391 NT Recurrent Funding $2,201,280 Contribution from families $2,702,334 Trading Income $ 477,482 Other Grant Income $1,354,440 Capital Grants $ 548,250 Other Income $ 796,650

Total $13,829,827


FINANCE/MAINTENANCE (Cont.)

Maintenance: The 2016 Calendar year bore witness to major upgrades to the facilities of Our Lady of the Sacred Heart Catholic College. The complete renovation of the West Wing at Traeger Campus and the veranda was completed, and the new Year 7 and Year 8 Learning Environments, Staff Preparation and recreation areas, atrium, veranda and student waiting shelters and car parking were opened by Bishop Hurley on 29th January 2016. The areas are modern, utilising movable glass walls, open learning commons providing flexible learning environments. The atrium is designed to produce oxygen to facilitate brain activity and the entire campus can shelter under the rear veranda. The total cost of this project was in the vicinity of $3.65 million. Following this the College was fortunate to secure $480,000 in funding from the NT Government for infrastructure improvements. OLSH College added some $50,000 to this amount. This funding provided a new playground surface to Bath St Campus, new court surfacing to Traeger and also renovated the Student toilets at Sadadeen Campus.

The Federal Government BGA Grant which was provided replaced all the balustrades at the Bath St Campus. The previous balustrades did not comply with modern building standards and there was always a risk of a serious accident. The College provided $50,000 towards this project. A grant from the Cancer Council, supplied by EFTPOS was secured for a new shade structure for Sadadeen to play hand ball in safely. Portable computer devices were rolled out down to the Year 5 student classes.

General improvements to gardens and grounds have continued. The rollout of electronic Salto locks is continuing across every campus. In June 2016 Alice Springs was hit by a severe hail storm. The damage to air-conditioning at Sadadeen and Traeger alone was estimated at $400,000, ceiling & roof damage, some carpets and vehicles were also damaged. The only loss to productivity was through the Bath Street and Sadadeen Libraries being closed for 2 days to facilitate drying.

Ian Clarke


STAFF OF 2016

Dinesh Balawardane Mark Bensted Hayden Bigg Anthony Bindle Sharon Bliss

Lorraine Boehm Jacinta Boniwell Sarah Bonney Lauren Brooks Leah Carmichael

John Chew Anne Chivers Ian Clarke Kieran Curnow Maureen Curran

Deborah Curtin Clare Curwen-Walker Tamara Danby Joanne Dermody Catherine Driver

Pamela Duell Wayne Eglinton Craig Emmott Ellen Ferguson Jodie Foley


STAFF OF 2016

Jeanette Francis Evelyn Gaces Kathleen Gaza Daniel Geppa Graham Goodman

Ashlee Dinham Br Matthew Green Ann-Marie Hansberry Jamahl Hayes Janine Hayward

Anthony Healy Vicky Howie Elizabeth Hurley Melissa Insch Carol Jones

Michael Knight Gabriel Letourneau Kim Leyland Andrea Lonsdale Louise Lowson

Heather Lysaght Innocent Madamombe Susan Marshall Vincent May Janice Merrett


STAFF OF 2016

Marnie Milankov Andrew Mirtschin Emma Moore Sarah Nankivell Megan Nertney

Cameron Neyland Jillian Neyland Karen Nicolai Keiko Nishimura Gemma O’Brien

John O’Brien Colleen O’Rourke-Marzohl Lorraine Paige Amy Pankhurst Janis Paterson

Khiani Payne Naminda Perera Veronica Perez Jemma Pringle Nicole Quesnel

Patricia Rademaker Elizabeth Rayner Penny Reid Kathryn Reilly Leanne Rudd


STAFF OF 2016

Wendy Russ Jessica Sanders Brooke Schembri Rebecca Scollen Ruth Sexton

Ayako Shimada Andre Simon Denise Simon Andrzej Skrzypiec Nicola Smith

Michael Sumang Donna Summers Fleur Summers Judith Summers Anne Twohig

Samuel Typuszak Rachel Warner Andrew Wentzel Bruce Were Sandra Were

Leanne Whyte Karin Yeaman Christy Zimmer


STAFF PROFILE

STAFF NUMBERS AS OF AUGUST CENCUS:

2016 TEACHER QUALIFICATIONS: All teaching staff must hold teacher registration with the Northern Territory Teacher Registration Board or permission to teach (this is issued if the teacher is accredited in a specialised subject and is nearing completion of teacher qualifications).

STAFF ATTENDANCE:

STAFF RETENTION:

TEACHER PROFESSIONAL LEARNING: PROFESSIONAL DEVELOPMENT: Each member of the teaching staff undertakes six hours of professional development in the area of Religious Education in order to maintain Accreditation to teach within the Catholic Education System in the Northern Territory. A structured orientation, induction and performance evaluation program is in place for all neophyte teachers and those new to teaching in the Northern Territory. Professional Learning involved all staff, the types of professional development attended by staff were:

Religious Education Programmes through Daily Bread Workshops & Marist Schools Australia Programmes

First Aid Training, including Diabetes and the Epipen

Subject & Curriculum based PD sessions

Managing Student Behaviour & Classroom Management

Formation Review Training

Indigenous Cultural Awareness

Administrative Workshops, ie. PRISMS Training, Working Smart with Outlook, Editing/Writing Workshops

Position Type Head Count Full Time Equivalent

Teaching staff , including Librarian 69 66.2 Non-teaching staff 47 33

Principal / Chaplain 2 2

Total Staff for 2016 118 101.2

Qualification Number of Teachers Holding Qualification

Graduate / Associate / Advanced Diplomas 39 Bachelor’s Degree 57 Master’s Degree 14

Average Teacher Attendance Rate in 2016: 97%

Number of Permanent Teaching Staff at end of 2016: 69 Number of Staff Retained from 2016 to 2017: 62 % Retention Rate: 89.9%

% Turnover: 10%

Number of teachers including Principal for 2016: 98.2% Total Expenditure of Staff PD for 2016 paid by OLSH College only (NOTE: The

Catholic Education Office provides a substantial amount of more funding.): $115111.45 Average Expenditure on PD per teacher (includes teacher relief salaries): $ 1555.00


KEY STUDENT LEARNING OUTCOMES

Teaching & Learning - Bath Street Campus It has been another exciting year at Bath Street for ‘Teaching and Learning’. We continued with our ‘Professional Learning Community’ (PLC) Teams, where year levels met weekly to discuss curriculum, student wellbeing, resources and new/old learnings. Our focus for 2016 was Numeracy. We invested a lot of energy and time incorporating Maths manipulatives, such as counters, dice, cards, clocks and games into our units of work. We also had experts from our Catholic Education Office from Darwin, come each term to give Professional Development to all staff on how to enrich Maths, through manipulatives and games. We were fortunate to be able to send Miss Sarah Nankivell to Darwin to attend a PD that was facilitated by Dr Paul Swan. Dr Paul Swan is a prolific writer of quality mathematical resources, targeted to support learners from Transition through to Year 10. The information learnt from this amazing professional development was shared, by Sarah, with all the teachers at Bath Street.

This year also brought another position to the College: Data Informed Practitioner. The program involved the years Transition to Year 9. This position gave Bath Street the opportunity to really dig deep into what our students knew and where to next in their learning. We purchased PAT Online, ACER. This is fantastic Reading, Mathematics and Vocabulary assessment tool, used by schools across Australia, which gives us instant feedback. Teachers were given professional learning so they could get a better understanding of how to analyse data to inform our teaching. We first looked at the data as a whole staff and then took it back to the PLC Teams. The data was then analysed even more by looking at specific year levels and cohorts. From there teachers were able to individualise their programs and really target student learning needs. Many wonderful and professional conversations were had and we could noticeably see a difference in both our teaching and also with student growth. It will be great to really see the benefits of having a focus on numeracy, combined with our new knowledge of analysing our data for specific learning needs, over the next couple of years, to truly see our student growth and effect size. Teaching and Learning is constantly changing so it is really important for teachers to keep up-to-date with what is happening in Australia and around the world. We are very fortunate to have such talented and professional teachers at Bath Street, who are always willing to learn and grow with their students.

Gemma O’Brien



NAPLAN Results 2016 Year 3:


Teaching & Learning - Traeger Campus

As the year draws to a close, we should reflect, on all the great learning opportunities experienced by all

members of the Traeger Learning Community. In addition, we will all have some great experiences to

reflect on during the holiday period. Take the opportunity to experience ‘life’ during the break. “Education is not preparation for life; education is life itself.” Traeger recognises the significance of good numeracy skills as being a factor in the success of our children socially and academically, both during their time at middle school and in their future. We believe that using mathematical skills across the curriculum enriches the study of other learning areas and contributes to the development of a broader and deeper understanding of numeracy. The development of numeracy skills is an essential component of learning areas across the curriculum and a responsibility for all teachers. Professional Learning Communities (PLCs) gave the teacher the opportunity to share their knowledge and skills with other teachers which led to increased student outcomes across the whole school. Maths Online was one tool that assisted students to develop their numeracy skills. This not only allowed students to self-regulate their learning, but also fed valuable data to teachers which they used to inform their teaching. Traeger continued to have a focus on reading in 2016, through the explicit teaching of reading strategies in reading groups, literature circles and various novel studies. Literature circles provided opportunities to have discussions around literature with the support of structure, expectation and rigor. The aim was to encouraged thoughtful discussion and a love of reading in young people. Educators are now awash with data. It is important that they are confident and skilled in applying this data to the decisions they make about teaching and learning, so that they become 'active players in the data-rich environment that surrounds them and incorporate a system of use for interpreting and acting on information.' (Earl & Katz 2006, pp. 2–3). In OLSH’s Strategic Improvement Plan 2015-2019 one of the documented curriculum goals is “develop and implement a whole-school learning framework”. One of the primary focuses identified is “use data to inform our teaching and learning in consultation with the students”. This year, Gemma O’Brien (Bath Street Campus) and myself have been involved in an initiative from the Catholic Education Office: the “Data Informed Practitioners Project”, which will continue into 2017. We have been working with data and coaching experts from Darwin in order to create appropriate professional development opportunities to build teacher capacity at OLSH. Our role has not only involved the systematic collection of data, but more importantly, leading student improvement through informed pedagogy. We have been working with groups of teachers to analyse data, which includes conversations and healthy disagreements, in order to promote best practice pedagogy in English and Mathematics through data informed planning and programming. This has enabled teachers to create dynamic learning environments that engages and meets the needs of all students. The project has enabled PLCs to build their capacity to create targeted learning opportunities for students. As PLCs continue to analyse data together, creating the notion that the students are the shared responsibility of everyone. Teachers continue to engage in reflective practice; using data to truly improve teaching and learning. With the support of teachers, students are beginning to analyse their own data and make plans for their next steps of learning. This is an important milestone for students towards self-regulation as they begin to see themselves as their own teachers. Moving towards becoming life-long learners. The Data Informed Practitioners Project has proven to be an invaluable component in OLSH’s strategy to build teacher capacity and improve learning outcomes for students.


Wayne Eglinton



Teaching & Learning - Sadadeen Campus This year has been an exciting and innovative year in the teaching and learning world at the Sadadeen Campus. We continued our journey on ‘Visible Learning’ and consolidated on our work from last year. Our teachers are life-long learners and are consistently reviewing and seeking to improve their methodology and ways of best practice. Teachers participated in ‘Walkthrough’s’ which is where our staff are working together in the classrooms to provide feedback to each other on how explicit our learning intentions are to students and to ensure students understand how they can achieve and be successful in the class. This has further led to an environment of ‘Open Classrooms’ at our Campus. Teachers are working collaboratively to share our best strategies in the classroom to continually strive for the absolute best practice. Students are able to identify with the ‘Learning Intentions’ and ‘Success Criteria’ on the board to allow full transparency on the goals of each lesson and how they can achieve success in every lesson. Last year we had introduced a new program with our senior students called “Snapshot” which was highly effective at tracking and monitoring Year 12 student academic progress from as early as Term 1 through the year. This year Snapshot was introduced in Year 11. This program has assisted teachers to identify where students need support and to ensure strategies are in place to assist them. This has enabled students to take greater responsibility for their learning and encouraged them to engage with their teachers and also in turn preparing students to seek the appropriate subjects for the final Year 12 according to their interests and potential. Snapshot has proven to be an effective tool to improve student achievement. It has enabled students and teachers to make decisions together about learning goals and outcomes. Parents are included in the feedback and goal setting process which takes place every five weeks. This year we also introduced personal subject counselling sessions for all Year 11 students going into Year 12 next year. Every student met with a team comprising of our Career Counsellor, Year level Coordinator and Curriculum Coordinator to ensure that the student was well equipped before beginning Year 12 next year which is the last and the most critical year at school. It further ensured that the students were not only looked after pastorally and academically whilst at school but also had the appropriate guidance to continue their journey after they finish Year 12.

Jasmeet Dhingra

Lauren Brooks



VET & CAREERS: In changing educational times, Vocational education continues to be at the forefront of training initiatives. 2016 saw the introduction of skillsets for our Year 9 students. On Friday mornings 23 members of Year 9 attended CDU for 8 weeks each term. Students selecting the trades option participated in tyre fitting, electronics, carpentry and welding, whilst those in the Hospitality stream completed units in Cooking, Retail, Business and as a Barista. These short courses will hopefully give students a taste of the options available to them from Year 10 onwards. Vocational Education and Training continued to be a very popular option with large numbers of students from Years 10 to 12 experiencing a wide range of vocational courses at Charles Darwin University. These students will leave school with nationally accredited qualifications in their chosen trades and a range of new practical work skills. Courses this year were very popular with Year 10 students, with only 10 students in the Year not selecting a VET option. The most popular course was once again Hospitality, with 19 students enrolled. Four Year 12 students went on to complete their Certificate IV Hospitality and many more students worked late nights at the Desert Lantern. It was also very pleasing to see the commitment of our students to other trades in the VET blocks at CDU both in terms of students starting the course in 2016 and those completing qualifications that run over two years. Many of these students took up opportunities to experience Structured Work Placements in industry. Students participated in the following courses: Hospitality (Certs I,II,III,IV), Automotive (Certs I and II), IT (Cert II), Retail (Certs I, II and III), Business (Cert II), Media (Certs II and III), Music (Certs II and III), Hairdressing (Cert II), Butchery (Cert I), Engineering Pathways (Cert II) and Construction (Cert II). It was good to see Sport and Recreation (Cert II) being delivered again and a new course in Beauty (Cert III) offered. Congratulations must go to Bianca Totani and Chelsea Cooke (Cert III Business) who completed the requirements of their first year as a School-based traineeship with QANTAS and to Rebecca Pearson who is currently undertaking a school-based apprenticeship (Cert III Hairdressing). Special mention must also go to the following students who were awarded prizes from CDU this year, for Vocational Education. Achievement Award for Certificate IV Hospitality: Jack Shearer Achievement Award for Construction for VSS student: Reece Hohn Most Outstanding Butchery VSS student: Jackson Harding Most Outstanding Retail VSS student: Jack Bayly Most outstanding Metal Fabrication for VSS student: Alex Heinzel Finally, I would like to thank all the CDU lecturers for their time and dedication, the staff at school for accommodating Vocational Education so readily and the students who have participated willingly and enthusiastically. The College’s best wishes go to all the students who are continuing courses next year or who are going into full-time or school based apprenticeships.

Mr Jon Raveney


APRE: Br Tony Caddy fms

FAITH LIFE & SPIRIT

In June-July this year, a group of pilgrims, under the guidance of the Catholic Education Office in Darwin, travelled to Greece and Turkey, following in the footsteps of Saint Paul as he spread the good news of the risen Christ. During this journey we gained some insight into the character of Paul, his mission, and his passion for his faith in Jesus the Son of God. Initially Paul was a very passionate persecutor of the new community of believers in Jesus, however after a dramatic conversion, he became equally passionate about being a believer and a missionary for Christ, speaking of himself in Ephesians (1:1) as “an apostle of Christ Jesus by the will of the Father”. Paul, as we know, became the ‘Apostle to the Gentiles” (non-Jews), converting them to the new Christian way based upon faith, rather than strict adherence to law and structure. Paul’s world was one of change, partly due to Jesus and his challenges to the so called authorities of the time, and partly due to Paul’s own missionary activity amongst those who were not part of the old Jewish world. He travelled to Greece, Asia Minor and to Rome, spreading the good news of the risen Christ. In many ways we too are living in a changing world. In 2015 in an address to the Bishops of Italy, Pope Francis spoke of us living in a change of era as distinct from an era of change. Francis is a realist, ready to challenge outmoded conventions and practices in a changing world, as did Jesus and Paul. The challenge for us is to do likewise wherever and however we can. In a Western world strong on secularism, individualism and extraversion, where strong emphasis is placed on wealth, power, authority and control, how do we in our school situation support the values of Love, Justice and Peace, which we see plastered all over school buses and prominently stated on our school crest? Values such as love, generosity, acceptance, justice and peace are still quite evident in our lives as we deal with family and societal issues. But “Why love and accept others?” The Christian would say that underpinning all these important values is the person of Jesus and his experience of the loving presence of God in his life. In Galatians Chapter 5, Paul tells us that it is “through the Spirit, by faith that we eagerly wait for the hope for righteousness” (5:5). In his address to the Bishops of Italy, Pope Francis exhorts them “to live problems as challenges and not as obstacles: the Lord is active and at work in our world”, and “I prefer a restless ... church, ever closer to the abandoned, the forgotten, the imperfect ... a glad church with a mother’s face, that understands, accompanies, caresses”. Pope Francis is reiterating what he has so strongly pointed out in Evangelii Gaudium, “I prefer a Church which is bruised, hurting and dirty because it has been out on the streets, rather than a church which is unhealthy from being confined and clinging to its own security”. Our College is an important evangelising arm of the Church and responds to the challenges presented to us by the Church leaders. The school is inclusive, open to all who wish to come. We have a strong Religious Education program which is also inclusive and we provide religious and spiritual experiences, particularly through retreats, reflection days and liturgies which aim to inspire as well as provide a solid faith based education for the students. The school also presents to the students and staff the charisms of Saint Marcellin Champagnat, founder of the Marist Brothers who have lead the College since the start of Catholic High School in 1984, and Blessed Jules Chevalier, founder of the Missionaries of the Sacred Heart and the Our Lady of

the Sacred Heart Sisters, who founded the first Catholic School in Alice springs in 1938. For Francis the first rule of our church, including schools, is ‘love’, significantly similar to Jesus’ response to the question about the greatest of all commandments. Saint Marcellin told the early Brothers that to educate children one must first of all love them and love them all equally. In our own imperfect and sometimes clumsy way, we show all our students that we love them and work for them in their education, academic, spiritual, physical and psychological. Ours is a labour of love.


Chair: Mr Todd Grierson

COLLEGE ADVISORY BOARD

2016 has come and gone in the blink of an eye, yet there have been many successes achieved and the groundwork has been laid to continue the focus and direction of the College for many years to come. The College advisory board was fortunate to have an increased presence of parents representing this year, which certainly is greatly appreciated and I encourage other parents who want to be involved to reach out. In addition I would like to take this opportunity to thank my fellow board members for their support and dedication, namely Br Matthew Green, Mark Bensted, Geraldine Timmins, Megan Nertney, Stephanie Charles-Bowhay, Fa Asaeli Raass, Leanne Milne and special thanks must go to our Secretary, Mrs Lorraine Boehm Along with general support and advice to Br Matthew, the College Board is responsible for the annual scholarships and bursaries. 2016 saw a pleasing increase in student submissions for scholarships and I encourage parents and students alike to submit an application in 2017. It is certainly important to acknowledge the generous financial support provided by local individuals and businesses to invest in our students’ futures The Finance/Building and Maintenance committee sits as a subcommittee of the Advisory Board and is also deserving of attention as the team ensure the College finances are managed appropriately in order to maintain sound financial stability along with ensuring all relevant government grants are applied for to contribute to the asset development across the 3 campuses where in just the last 12months we have seen extensive playground works at Bath Street and Traeger campuses, amenity block upgrade at Sadadeen campus and works at the Marion centre. The committee includes Ian Clarke, Jason Reid, Janice Merrett, Br Matthew Green and I. Finally, you may have noticed that there was no school fete held this year, with competing interests in October such as the Masters Games, it was decided to hold the School fete biennially which will next occur in October 2017. We look forward to bringing you a fantastic event and I encourage any parents who wish to offer assistance in the planning of the event to let me know. Thank you for your enduring support to the College in 2016 as we look forward to an exciting year ahead.

Todd Grierson

Fr Asaeli Raass

Stephanie Charles-Bowhay Mark Bensted

Leanne Milne

Br Matthew Green

Geraldine Timmins

Megan Nertney Lorraine Boehm


Our Lady of the Sacred Heart Catholic College PO Box 2508

Alice Springs NT 0871 Telephone: 08 89506400

Email: [email protected] Website: www.olshalice.catholic.edu.au

CRICOS Provider: 02598D

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