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2010 Annual Report to the School Community

Salesian College Sunbury

Registered School Number: 1299


2010 Annual Report to the School Community 2

College Contact Information

Address:

Macedon Street, Sunbury, Victoria 3429

Principal:

Fr Gregory Chambers sdb

Parish Priest:

Fr Kevin McIntosh

School Board Chair:

Fr Peter Carroll sdb

Telephone:

03 9744 0000

Email:

[email protected]

Website:

www.scr.vic.edu.au



Our College Vision Our College Vision is perhaps best summed up by the second paragraph of our widely circulated ‘Vision Statement’: “We strive to be examples of Don Bosco’s living charism - implementing the ‘Preventive System’, fostering the growth of the whole person in an atmosphere of reasonableness and kindness, committed to creating a climate where people know that they are loved and esteemed - a true Family Spirit. It is our responsibility to provide a comprehensive education which integrates faith, history, knowledge and culture, and we accept the task of developing in our young people a desire for achievement, a sense of happiness and a readiness to serve, so that they can take their place in and influence Australian society by living out the values of the Gospel as passed down in the tradition of the Church.”

Saint John Bosco, Founder of the

Salesian Congregation

The Amann Courtyard



College Overview As is well known, Salesian College Sunbury is a Catholic Co-educational Secondary College which occupies the spacious grounds of ‘Rupertswood’ which comprises 405 hectares. This property was once owned by Sir William Clarke and his family, and was an important centre of pastoral and social life in Colonial Victoria during the late 19th and early 20th centuries. It was purchased by the Salesian Order in 1927. In February 1929 a fledgling boarding school was established, and in April that same year Salesian College ‘Rupertswood’ was officially designated as a Registered School in the State of Victoria. The ‘Rupertswood’ property has a significant history and, along with its Historical Mansion and rich heritage, it also includes the site of sacred Aboriginal Rings and the more recent reputation of being the ‘Birthplace of the Ashes’. Salesian College ‘Rupertswood’ Sunbury has a proud Agricultural History and today boasts a 364 hectare Farm, including an Olive Grove and Grape Vines. The school now has an enrolment of over 1080 students from the local Sunbury area and surrounding townships. These young men and women are educated and cared for by approximately 135 dedicated staff-members. It is now the aim of this Report to systematically address certain essential dimensions of College life which were the key elements of our educational program during 2010. These dimensions are Education in Faith, Learning and Teaching, Student Wellbeing, Leadership and Management, and College Community. They are fully elaborated upon in the pages following the Principal's Report.

The famous 'Rupertswood' Mansion



Principal's Report

Salesian College 'Rupertswood' has a rich history and proud tradition, offering an outstanding level of education to the people of Sunbury and its surrounds for 83 years. Our association with the local community extends back to a time when the College was known for its education of boys in a rural setting, with its focus on agriculture and horticulture. Whilst the vision of those early Salesian pioneers remains intact as we strive to be examples of Don Bosco’s living charism, the College now serves the growing community of Sunbury as a modern and vibrant co-educational College, focused on working in partnership with parents to develop young people with a love of learning. The highlights of the 2010 College year included:

• The involvement of our VCAL students in a community housing program in Cambodia

• The Opening and Blessing of the Oswald Learning Centre

• The celebration of the Canonisation of Mary MacKillop

• Our celebration of Feast Days, with their genuine flavour of Salesian joy and gratitude

• The wonderfully entertaining College Musical, “Annie”

• The annual LOTE Italian trip to our sister school in Trento

• Our Presentation Night awards of academic excellence

Of course, there were many other highlights that took place during the course of 2010. Amongst these were our excellent individual and collective VCE results and Years 7 and 9 NAPLAN, House

Sporting & Arts Carnivals, the Kakadu Trip, the Year 11 Presentation Ball and the Year 12 Graduation Mass and Dinner. In addition, Salesian College 'Rupertswood' continued to perform creditably in the sporting arena, and enjoyed a good deal of success in both the SACCSS inter-school events during 2010. The College did well in the fields of swimming, athletics, cross country, golf, tennis, basketball, netball and AFL football, including victories for the 1st XVIII in both the SACSS Competition and CAS State Champions On 17 October, the Oswald Learning Centre (OLC) was formally opened by Fr Frank Moloney, Salesian Provincial, and blessed by the Rector, Fr Peter Monaghan. Our new Centre offers the Salesian College and local communities a wonderful spectrum of opportunities in the fields of the Sciences, of Information Communication Technology, of general subjects and pursuits, and of pastoral care. It offers marvellous opportunities for personal growth, development, discovery and enlightenment; for a fresh awareness and openness to what learning and teaching are capable of achieving. In keeping with the development of the OLC, a great deal of effort has gone into developing very comprehensive Teaching and Learning courses and programs across all levels of the College, with a focus of embedding ICT skills throughout the curriculum. The provision of state-of-the-art resources, including new interactive whiteboards, has necessitated improved professional learning opportunities for staff. These have been enthusiastically adopted by staff keen to further develop their skills in this important area. Federal Government funding through the DER Program has allowed the College to strengthen its credentials in this area as it moves to the provision of a 1:1 Program for Year 9 students in 2012. As well as its strengths in promoting and developing academic excellence, there are many outstanding cultural, artistic, social and extra-curricular opportunities



available to all students. The College continues to lead the way with its vibrant music program, which now boasts a Symphonic Band, a Concert Band, a String Ensemble, a Jazz Ensemble, a Stage Band, Pop Choir, Guitar Ensemble and various VCE Ensembles. The choral students were honored to perform at the Sacred Music Concert at Hamer Hall, organised by the Catholic Education Office. Another strength of the College continues to be its spirited involvement in Social Justice initiatives and programs, such as the St Vincent de Paul Society, the Sacred Heart Mission, Refugee Tutoring and the Don Bosco Camps Program. Together with our House System and Vertical Homegroup Structure, these enable our young students to grow as mature people and honest citizens who are intent on helping those less fortunate, particularly through regular fundraising efforts. The College's Parents and Friends Association continues to support the students, parents and staff in many ways. This active group has made numerous contributions for the benefit of all at the College through their fundraising and social efforts. Their work has allowed the College to complete the installation of air-conditioning into every classroom, much to the appreciation of staff and students. The College has also maintained a strong connection with its associated sporting groups (football, cricket, netball and basketball) through the work of the Rupertswood Sports Management Committee (RSMC). As well as providing sporting opportunities for students at the College, it invites others in the wider community to join in and be drawn to our unique educational philosophy. Certainly 2010 was a year of significant growth and development, progress and achievement, grace and opportunity at Salesian College 'Rupertswood', Sunbury. It also marks the end of an era for the College as it farewells it’s last Salesian Principal, Fr Greg Chambers. The improvement in the College facilities during Fr Greg’s time as Principal has been remarkable and, as a community, we

certainly owe him a debt of gratitude; his determination to improve the College in all areas will be forever remembered. We know that Fr Greg will continue to provide a contribution to the lives of many in his new role as Vice-Provincial of the Salesian Order in Australia and the Pacific. Mark Brockhus Principal, 2011- On behalf of Fr Greg Chambers sdb



Education in Faith

Goals and Intended Outcomes As stated in our Prospectus, Salesian College seeks to provide all members of its community with the following: A deeply spiritual environment which clearly shows them the importance of God, Jesus Christ and Mary Help of Christians in their lives and the role they need to play in the ongoing life of Christ’s Church on earth. A meaningful and thorough religious, sacramental and moral formation animated by St John Bosco’s educational approach of ‘Reason, Religion and Loving Kindness’. A challenging program of practical action which involves them in selfless outreach, community service, responsible citizenship and social justice.

Achievements 2010 has been a good year in achieving more of the goals set for enhancing the impact of Religious Education within the College community of students, staff and parents. The restructure of the RE leadership team through the addition of the position of Senior Teacher: Faith Education has proved very effective with Chaplain, Senior Teacher and Co-ordinator meeting weekly to review events, plan ahead, assign tasks and renew or innovate where necessary. The extra energy released through this team approach has been seen in a more effective “Stations of the Cross” event leading into the Easter holidays. Fr Elio Capra was invited to speak to speak to the Home Group Leaders on the topic of why Christians celebrate the Stations of the Cross and why is the cross, a symbol of suffering and death, so important and central. Fr Elio used an art-based approach to this topic and presented

many different artistic representations of the Passion of Christ. One of the most interesting was a comparison between the traditional Stations and the modern day pilgrimage that Australians make to the Kokoda Trail. Some Home Group Leaders presented this material to their home groups and it proved effective in making our little “pilgrimage” much more meaningful. Fr Elio returned twice more to the College to present sessions on Jesus, the Revelations of God’s Word. These sessions were open to all staff and helped towards acquiring accreditation to teach in a Catholic school. From a curriculum perspective, the courses at Years 7-11 continued to be reviewed and enhanced. Thanks are due to the team of dedicated teachers at each particular year level who are constantly seeking new and inspirational material to bring into the classroom, whether it be picture story books relevant to topics or audio-visual material that allows students to gain a new insight or outlook on a current social issue. The curriculum is ever evolving and the challenge to enhance student learning and outcomes is most present with the planning and writing of courses. Education in faith is a prime objective, and many hours of behind the scenes work is undertaken by the dedicated staff of the Religious Education KLA, including ongoing professional development, attendance to faculty planning meetings and hours spent researching and reviewing relevant material, all for the benefit of the young people who are entrusted to our care. Year level retreats and the retreat component of the years 7 and 9 camps continued successfully in 2010 as did the Year 12 Seminar Days and the Community Service Program for Year 11. Fr Kelly Kam initiated a new program of quiet, reflective prayer in the Chapel with the Year 7s and 8s. The students gained the perspective that the Chapel is indeed a sacred place and a sacred space within the college. Fr Kelly has also conducted a program of Reconciliation and class Masses at Years 7-10, facilitated the lunchtime prayer group and lunchtime



Mass and the 8.15am Mass before school on Tuesday. The canonisation of Blessed Mary MacKillop was an historic event for Australians, both Catholic and non-Catholic, as Mary’s vision reached out beyond the Catholic Church to embrace the poor and needy wherever her Sisters encountered then. We took the opportunity in 2010 to celebrate the legacy of Blessed Mary MacKillop in a number of ways including our Feast Day Mass named for her, the opening of the Oswald Learning Centre on the day of her canonisation and through the Staff Retreat which featured an engaging address from Marlo Drake of the Heritage MacKillop Centre. Marlo conveyed the scope of Mary’s achievements and her egalitarian and independent attitudes which so closely reflected the emerging Australian character. Marlo also spoke to the students of MacKillop House in October. The presence of a Rupertswood student, Tina Maugeri from MacKillop House, in Rome on the 17th October capped off our acknowledgement of this significant event. We also began planning for next year’s World Youth Day in Spain and organised a small group of students and a teacher to join a larger Salesian contingent which will visit some significant sites associated with St John Bosco before arriving in Madrid. This year the RE team identified a group of years 7 and 8 students who joined in two workshops focussed on developing understanding and skills for liturgical leadership within the College. We hope continue to develop this group in 2011 and add to their numbers. Fundraising and justice education continued to be a focus through the Red Cross collection, the Caritas Lenten Appeal, the Salesian Missions and the “Stand-up” Day to promote the Millennium goals of the Make Poverty History campaign. All these events are held in conjunction with our eight Houses who also sponsor particular fundraisers

associated with their individual interests. Young Vinnies continued their work making sandwiches for the Footscray Soup Van on a fortnightly basis and a group attended the Annual Conference Day to share ideas with other student conferences from Catholic schools.



Learning and Teaching

Goals and Intended Outcomes In regard to the all-important area of Teaching and Learning, the College seeks to make available to its students: An excellent all round education which caters for every aspect of their growth and development as well-rounded human beings. An affirming learning environment which enables them to discover and promote their many talents and strengths and to develop such key qualities as resilience, resourcefulness and versatility. A joyful and optimistic atmosphere that encourages them not only to celebrate the present moment but to prepare well for later life in modern society and the contemporary workplace. (College Prospectus)

Achievements National (or NAPLAN) testing was introduced in 2008 changing AIMS testing in Years 7 to 9 to National Testing. This also brought about the change from VELs expected levels to National benchmarks and minimum standards. The proportion of students meeting the minimum standard in Year 7 in 2010 were 98.9% in Reading, Writing and Numeracy, 97.8 in spelling and 94.4 in Grammar and Punctuation. The proportion of students meeting the minimum in Year 9 was 98.9% in Grammar and Punctuation and Numeracy, 99.5% in Reading, 96.6% in Writing, 92.1% in Spelling. This data reflects all students in Year 7 to 9 as no student was exempt from testing. The changes in minimum standards in Year 7 from 2009 to 2010 was an increase of 0.4% in Reading and Writing, and a decrease of 1.2% in Spelling, 4.6% in Grammar and Punctuation, and 0.6% in Numeracy. The changes in minimum

standards in Year 9 from 2009 to 2010 were a decrease in Writing of 1.2%, 5.2% in Spelling, 0.6% in Grammar and Punctuation, and 1.1% in Numeracy. There was no change from 2009 to 2010 in the proportion of student’s minimum standard in Reading. The average (or median) standardised results of Year 9 students in 2010 (VELs equivalent) were 5.38 in Reading, 4.48 in Writing, 4.75 in Spelling, 4.78 in Grammar and Punctuation and 4.65 in Numeracy. The median score represents the average Standard Level achieved by students in Year 9 at our school. Generally the median score will be between 4.5 and 6. This offers our school a snapshot of student performance on a particular day, and in relation to other student assessments and students well-being indicators. Our Senior Secondary School Outcomes show a VCE Median Score of 29, with 99% of students completing their VCE and 99% of VCAL students completing their VCAL program. 5% of our study scores were 40 or above. Our College Dux for 2010 attained an excellent ATAR of 97.85 and study scores of 40 or above in National Politics, Literature, Psychology and Legal Studies, whilst another five students achieved ATARS of 90 or above, placing them in the top 10% of Victorian students. The College’s retention rate in 2010, based on the number of Year 7 students retained to Year 10, is 91.6%, and 84.9% based on students retained from years 11 – 12. Out of 157 Year 12 students last year, 135 received their first VTAC preference in the first round of offers, and 12 received a second round and 4 received a third round offer. Some of the major offers made: Victoria University/TAFE 26 Latrobe University 25 RMIT University/TAFE 23



ACU 11 Deakin University 7 Melbourne University 6 William Angliss 6 Kangan Institute 4 Monash 4 5 students did not receive an offer through VTAC. An attempt was made to contact all students. 4 of these students have undertaken an apprenticeship or traineeship and 1 student was not contactable. Victoria University’s Portfolio Partnership Program (PPP) was successful this year with 8 students applying and 5 students being offered placements. School Access La Trobe (SALT) 28 students applied and 15 received an offer. School Network Access Program (SNAP RMIT) 3 received an offer. Early Achievers Program (EAP ACU) 1 applied and received an offer. The destinations of the Year 11 VCAL students in 2010 are as follows: • 7 are enrolled at Salesian College for

Senior VCAL in 2011 • 14 are in apprenticeships • 1 are in TAFE Certificate III Courses • 2 are employed • 1 Unknown The destinations of the Year 12 VCAL students in 2010 are as follows: • 3 are in apprenticeships • 1 are in TAFE Certificate III Courses • 1 are employed • 1 Unknown

Learning Support The College is funded under the Literacy, Numeracy and Special Learning Needs (LNSLN) by the Commonwealth Government. The program provides additional support for students with identified additional learning needs: • Chronic Health Impairment • Hearing Impairment

• Intellectual Disability • Physical Disability • Vision Impairment • Social/Emotional Disorder • Severe Language Disorder Integration Aides work with students in the mainstream supporting them with their learning. Teachers modify and differentiation work for these students based upon their special needs. Each term Parent Support Group (PSG) Meetings are held to communicate progress and discuss each student’s special needs. The College also provides additional support to teachers and students from Learning Support Teachers in the mainstream. This support is targeted at assisting teachers to differentiate the curriculum to meet student needs. Learning Support teachers test and assess students, case mange the needs of individual students as well as running specifically targeted programs eg. phonological awareness. The department maintain a school based database on all students with learning needs which is shared with the teaching staff. The College through its professional development programs has placed an emphasis on differentiating the curriculum. This supports teachers in their teaching to cater for the below standard and high achieving students. Languages Other Than English The College also offered a number of International experiences throughout 2010: 2010 was a wonderful and rewarding year for the LOTE faculty. The College immersed the students in many cultural and linguistic activities. This year the College welcomed 2 language assistants, Francesca Nolfo and Michela Genovese. Their role was to immerse the students in the language and assistant the LOTE staff with resources. On the 16th of July, approximately 70 students participated in the Dante



Alighieri Poetry Competition at Melbourne University. Our students were anxious but performed very well on the day, infact 3 students made it into the finals. They were all rewarded with a stroll and lunch in Lygon Street, Carlton. Our annual LOTE camp was another successful immersion activity. 65 Italian and Japanese students departed for LOTE camp at Lake Dewar Lodge. The aim of the camp is to immerse the students into the language. Students participated in various activities such as Red Faces, The Rich list, dance, art and cooking. They also listened to guest speakers from Melbourne University about the importance of learning another language. Salesian College is extremely proud to able to offer our students a range of LOTE activities. This year we began a partnership with an Asia–link Ambassador. Her name is Elly Patterson. She has been involved in speaking with students at school and at Melbourne University about Australia’s important relationship with Japan. Elly has worked extensively in Japan. We welcomed to the College 2 exchange students from the Trento region. On the 6 August, our Year 8 students participated in LOTE day. The Italian students went to the Calabria Club in Bulla where they learnt about the region of Calabria through dance, pasta making, soccer and bocce. They also indulged in a wonderful Italian lunch of pasta and pizza. The Japanese students watched a master sushi chef, danced to Japanese pop and created origami. The Year 10 students studied the contributions of Italians in Australia and visited the COASIT Resource Centre which has wealth of information on the contribution of Italians in Lygon Street. They then completed a self guided tour of Lygon Street and learnt many interesting facts about the area. On 7 September our Year 12 students attended a workshop designed to prepare

them for the oral exam. The Year 11 students went to Melbourne University to meet our Asia –link ambassador to discuss career opportunities in Japan. The LOTE department is vibrant, enthusiastic and committed to providing an enriching and engaging LOTE program. Professor Michael Clyne from Melbourne University acknowledges the importance of learning a language and makes the comment that monolinguals are a minority on a world-wide scale. In a country like Australia everyone will be advantaged by our multilingualism. The College’s Cultural and Linguistical journey to Italy commenced on Saturday, 11 September with nine excited but anxious girls waiting at the Emirates check-in counter. After some teary farewells they finally boarded their flight, arriving in Milan on Sunday afternoon, tired and jet–lagged. They began their tour by visiting the magnificent sites of Milan. The next morning they travelled to the wonderful town of Como by ferry. Other places they visited included Torino Valdocco and College Don Bosco, where they learnt about the life of Don Bosco. After Torino their journey took them to Trento, the home of our sister school. They spent three days in the Dolomites, breathing fresh air and admiring the landscape. Other cities that they visited included Verona, Venice, Florence, Pisa, Rome and Pompeii.



Student Wellbeing

Goals and Intended Outcomes Concerning the critical dimension of Student Wellbeing, the College strives very hard to provide its young people with: A happy and vibrant pastoral system which provides them with care of the soul, body, mind and heart and helps them to build healthy and lasting relationships with others.

A welcoming and reassuring vertical house structure in which they feel safe, proud, valued, respected, heard and genuinely connected to others. (College Prospectus)

Achievements In 2010 Salesian College continued striving to ensure students feel safe, have a sense of belonging and work towards reaching their full potential. To do this we further developed and enhanced all aspects of student wellbeing including our pastoral care system, relevant policies, teacher professional development, the promotion of student achievement and student leadership. Central to student wellbeing at Rupertswood is the successful Vertical House structure which continues to provide the foundations for being a home that welcomes, a school that prepares for life, a parish that evangelises and a playground where friends meet and enjoy themselves, as set out in the Salesian Schools Charter. The Vertical House structure and weekly pastoral periods continued to provide an opportunity to cultivate relationships based on genuine affection, openness and the acceptance of others. Many relationship based activities were conducted during pastoral periods as well as wellbeing days allowing students to gain a better understanding of their role within our school community in developing positive and inclusive relationships. Further development was

made on a new pastoral booklet through the sharing of ideas at staff meetings and the work of the Student Wellbeing Action Team. This booklet will be completed and implemented in 2011. This year also saw the implementation of a more comprehensive cyber-safety program conducted in both pastoral sessions and wellbeing days at each year level. In today’s technological society it has become even more imperative that students are aware of their rights and responsibilities when using technology, especially social networking sites, and this has become a key area for us to focus on. These programs and activities built upon our existing practices to demonstrate our commitment to, and support of, all young people within our College. One of the major achievements of 2010 was the completion and ratification of the new Pastoral Care and Behavioural Expectations Policy. This policy was developed in light of the School Improvement Framework review that highlighted the importance of the College to adopt strategies to improve classroom management. This policy provides the College with a comprehensive document for student behaviour management which utilises a restorative approach, builds upon effective current practices within the College and reflects Don Bosco’s Preventive System. With the completion and implementation of this policy all other related policies will need to be updated to be in-line with contemporary approaches. Staff at the College also participated in many professional development workshops throughout 2010 in areas such as Family Law, classroom management, restorative practices and cyber-safety. The new policy and the continual support from the college for staff professional development shows the College’s devotion to the care and support of its young people and provides a rich experience of positive interaction between all students and staff. The area of student wellbeing aims to encourage students to strive for achievement in all areas of their life, including in their academic studies. To



assist with this we continued to incorporate study skills workshops into our wellbeing days and enhanced this program by providing students with afterschool study skills workshops focusing on study techniques and exam preparation. These workshops aimed to assist students to develop habits, techniques and skills that will enable them to improve in their studies and encourage them to strive for maximum achievement. They were well attended by students, supported by parents and provided a good basis for further expansion of these sessions in 2011. This year also saw further development of a common set of student award certificates to help acknowledge and celebrate student achievement and participation within the life of the College. The implementation of this new award structure will occur in 2011. In 2010 students continued to feel connected to the College as evidenced by their participation in the many activities and opportunities offered by the College as well as a high student attendance rate of 93% for the second year in a row. One of the areas that continued to provide opportunities for our students was Student Leadership. With an established vision and mission statement for each action group within the student leadership team, the students set about participating in leadership workshops, formalised meetings and many college activities and initiatives. This year saw the completion of several years of hard work between our student leaders and the local council to implement a recycling program at the College. This is a great initiative achieved by the students to solve a problem not just within our college but within our community. The work completed by the student leaders encouraged an attitude of optimism about the important role students can play in the responsible decision-making process within the College. Student wellbeing continued on a positive note throughout 2010 by cultivating resilience, resourcefulness and adaptability within our students. This

was not only achieved through the various activities and workshops offered throughout the year, policy development and teacher professional development but also through the work of members of the Wellbeing Resource Team. This team includes the counsellor, the Pathways Team, the Year 7-9 and the Year 10-12 Administrators, the Senior Teachers, the College Chaplain and the Deputy Principal of Student Services and aims to maintain an overarching view of wellbeing at Salesian College Rupertswood. These staff members continued to be present with the students in an active, engaging and constructive manner and were assisted throughout the year by the addition of another counsellor on a needs basis as well as a student counsellor. This helped to ensure that the needs of more student’s families were met and we look forward to the addition of a full-time counsellor in 2011 when Father Joe Binh Dinh joins us at Rupertswood. The Salesian Charter is alive and well at Rupertswood with students building positive and inclusive relationships, undertaking rich and varied experiences and continuing to achieve and become their personal best. In 2010 Salesian College continued striving towards ensuring all students feel safe, proud, valued, respected, heard and genuinely connected to others. It is pleasing to see the high level of student satisfaction is reflected in student attendance rate of 93.1% for 2010.

Student Wellbeing Activity



Leadership and Management Goals and Intended Outcomes In keeping with the guiding principles and spirit of St John Bosco, Founder of the Salesians, the leaders and educators of Salesian College strive to develop his educational system “which is based on the fundamentals of Reason, Religion and Loving Kindness and characterised by the importance of friendship, understanding and confidence between teacher and student”. They aspire to carry on Bosco’s work today in the local setting of Sunbury and continue to inspire the young to become “good Christians and honest citizens”. Furthermore, they seek to offer their students “a first-rate education in a positive learning environment, whilst forever remaining faithful to (the College’s) Christian principles, Salesian foundations and Australian heritage”. (College Prospectus) Achievements The College continues to make sound and effective advancement in the key priority areas of Leadership and Management and the pastoral care and wellbeing of its staff. In regard to the members of the College Teaching and Non-Teaching Staff, the following information is provided for 2010:

The attendance rate for Teaching Staff is 86.48%, whilst the Non-Teaching Staff have an attendance rate of 84.11%. This amounts to an overall staff attendance rate of 85.83%. Teachers are always willing to participate in extra-curricula activities such as our retreat and camp programs, contribute to

College working groups such as the Wellbeing Resource Team and the School Improvement Framework Team. Teachers regularly give their time during lunch and after school to assist students with their learning, and willingly contribute toward student activities such as the Year 11 Presentation Ball and the Annual Production. This indicates the high level of satisfaction and appreciation that teaching staff have for the unique pastoral and physical environment that exists at the College. Staff on leave for all or part of the 2010 year included 7 staff on Maternity Leave and 16 staff on Long Service Leave for one school term or less. The Retention Rate for Teaching Staff from 2009 to the 2010 school year is 91.76%. This is quite an increase from the previous year of 84.52%.

Special Awards were presented to Mrs Pamela Ogilvie and

Ms Antonella Benetti for 20 years of service

In 2010, teachers at Salesian College participated in a range of professional learning activities. From a whole school perspective the theme for teaching staff was ‘Improving Classroom Practice’ and pedagogy. Our staff professional development days focused on; the adolescent learner, curriculum differentiation, restorative practices and behaviour management.



Many professional learning activities were also sourced from outside of the immediate school environment, giving staff access to the most current research and knowledge. Some examples of these activities were; ‘managing a psychological crisis in schools’, ‘boys and technology’, ‘teaching ideas for the middle years’ and ‘effective strategies for teaching spelling’. Staff also attended many sessions focussing on VCE, VCAL, and religious education. Personal professional development saw teachers fulfilling their professional obligations by updating First Aid and CPR certificates. A number of staff continued and completed further study at the University level (for example, Master of Education in Student Wellbeing) and all teachers participated in the Annual Review process. Teachers at the VCE level were also required to critically evaluate and reflect upon their results to encourage professional engagement and assess and improve effectiveness. 2010 saw the introduction of a Community Learning Initiative, whereby staff participated in professional learning alongside parents and members of the wider school community. Two of Australia’s leading adolescent psychologists, Andrew Fuller and Michael Carr-Gregg, were invited to present the latest research on adolescent brain development and advise us on how to best care for our young people. Parenting and staff seminars were also run on Cybersafety. All teachers and a large majority of non-teaching staff participated in professional learning in 2010. A total of $38,879.00 was spent on Professional Learning in 2010 which equates to approximately $259.20 per staff member. It should also be noted that $1648.18 was spent on ICLT staff PD, from the National Secondary School Computer Fund (NSSCF), and $1043.63 on teaching staff PD. The highest qualifications of our Teaching Staff are set out in the table below:

LEVEL PERCENTAGE

Degree - Doctorate 1.06%

Degree - Masters 12.77%

Diploma - Graduate 42.55%

Diploma - Higher 4.26%

Degree - Bachelor 76.6%

Diploma - Advanced 25.53%

No qualifications lilsted 7.45%

In 2010 the College entered the second year of the School Improvement Framework Strategic Plan. Through the 2010 Annual Action Plan the College implemented key strategies in Education in Faith, Learning and Teaching, Student Wellbeing, Leadership and Management and School Community. Throughout 2010 much was achieved in the area of Education in Faith. A major focus was more internal professional development for the teachers of religious education on key areas of curriculum delivery including Lent, Sacraments and development of adolescent faith. A review and reorganisation was conducted of Year 11 Religious Education leading to the introduction of VCE Text and Traditions Units 1 and 2 and Religion and Society Unit 2 “Ethics”. The delivery of a consistent Reconciliation program for Years 7 to 9 and weekly prayer services for Years 7 and 8 in the College Chapel was undertaken. In the area of Teaching and Learning the transition to Year 12 2011 was begun in mid November allowing for eight days of classes before Year 11 left for the summer break. This initiative allowed Year 11s to move into Year 12 mode, complete significant amounts of work and prepare for their first pieces of assessment. The Mathematics Faculty began a two year professional development program with



the Catholic Education Office Melbourne on the “Purposeful Teaching of Mathematics” and the whole teaching staff undertook professional learning and curriculum development in differentiation. In regards to the school community section of the Annual Action Plan, links with the wider community were strengthened by the opening of the Oswald Learning Centre and the refurbishment of the old science wing as a large gathering space named the Father James Carroll Centre. The continuing work of the Parents and Friends Association in welcoming new families, fundraising and conducing the Past Pupil’s Reunion were seen as great support to the school. Other initiatives included community learning presentations and the introduction of Parent-Teacher Online. The Student Wellbeing section of the Annual Action Plan saw the completion and ratification of a new Pastoral Care and Behavioural Expectations Policy to ensure the safety and care of our students is at the highest level. After school study skills workshops were implemented as an extension of the study skills program previously offered to students. During 2010 a new student award structure was designed and introduced and the student leadership program continued to involve students in various aspects of college life. Overall, the School Improvement Framework has had significant impact on focusing Leadership and Management on strategies for improvement and moving the school forward.



College Community

Goals and Intended Outcomes Salesian College seeks to provide all members of the ‘Wider Rupertswood Family’ with: A strong community structure composed of parents, families, teachers, staff-members and fellow students which provides them with much needed support, but also teaches them the value of teamwork, cooperation, friendship, tolerance and compassion. (College Prospectus) A style of relationship among students, staff and parents where communication is open and friendly, and invites involvement. (College Mission Statement)

Achievements THE OSWALD LEARNING CENTRE

The Oswald Learning Centre building project was an enormous endeavour for the College which spanned a period of over 18 months. It was with great anticipation and excitement that students and staff at Salesian College were able to start utilising the wonderful new facilities during July of 2010. There was an

immediate sense of enjoyment and appreciation on the part of all those lucky enough to experience teaching or learning in the new building. There is no doubt that it gave the whole College a lift and enhanced the great feeling of pride that we all share in this remarkable place called Rupertswood. The formal opening and blessing of the building and the surrounding areas took place on 17 October and was an occasion that will long be remembered by those in attendance, especially members of the Oswald family. Fr Greg Chambers and the Salesians are to be commended for delivering such a wonderful resource and showpiece for the College community. Formalities aside, it has been great to see these facilities being used and appreciated by so many in our community mainly for teaching and learning, but also as a special place where guests and friends of the College can gather. After much discussion about how the old Science rooms would be used when the Oswald Learning Centre came into operation, it was decided that the four old Science rooms would be turned into two large open spaces that can be used for assemblies, exams, meetings and a variety of small, medium and large group gatherings. The rooms were freshly painted, carpeted, heated and air-conditioned and provided with new furniture and equipment and named the Fr James Carroll Centre. The primary aim of these rooms is to minimise disruption to other areas of the school, such as F Block, as has been the case in the past when a large space has been required. Although not as grandiose as the Oswald Learning Centre, the Fr Carroll Centre is already having great practical uses for all students and teachers at the College. As always, the Parents and Friends Association plays a major role in the building of community spirit and does so in very practical and important ways. On the first day of the school year, when the Year 7 students begin their journey at Rupertswood, the Parents and Friends continued to welcome all parents of these nervous new students with a morning tea



in the school library. This was a very successful new initiative began in 2009 and continued in 2010. It was again greatly appreciated by the parents of our youngest students. There seems no doubt that this practice will continue into the future. In recent years, the Parents and Friends Association has generous committed to fundraising for new heaters and air-conditioners throughout the College and at the end of 2010 committed funds to help install them in the lower D Block rooms. This is very pleasing to the students and teachers of Colliton House and they, like all of us, are extremely appreciative. The Parents and Friends Association was again involved in the planning and conducting of another successful Past Pupil’s Reunion in October. This is an important event that helps cultivate the unique spirit and tradition of the College. Although the event was not well attended it was greatly appreciated by those past students who attended. It was again a good leadership opportunity for a number of current student leaders, who come along to provide school tours for the past pupils. It is a chance for them to further understand the history and tradition of the College and proudly show off the school’s new facilities and programs.

The need for education and understanding with regard to Cyber-safety continues to be a significant concern for all students, parents and teachers. Organised by the Senior Teacher – Student Wellbeing, Ms

Lynette Lear, the College organised Cyber-safety information sessions to help groups of students, parents and teachers understand more about this intricate aspect of life for all of us but especially our young people. We were fortunate to have a representative from the Australian Communications and Media Authority presenting the latest information regarding internet activities that young people engage in, and the ways in which they can be safe while doing so. These sessions were invaluable for everyone. Within each House, much sharing and discussion about cyber-safety took place during a number of pastoral sessions and Colliton House piloted a short cyber-safety program which included surveying students and follow up activities based on the issues raised in the survey. This proved very interesting and relevant for these students and the other houses have undertaken to conduct a similar program throughout 2011. The high level of parent involvement in the community learning initiatives and Parent/Teacher on-line initiative, along with all of our wider community activities, indicates the high level of parent satisfaction and support the College enjoys. Throughout 2010 the College also conducted two Community Learning Initiatives where key presenters were engaged to speak to parents, teachers and other interested members of the local community with regard to understanding and raising young people. The two speakers, Andrew Fuller and Michael Carr-Gregg are extremely well regarded in this area and were very effective, informative and engaging. They were very well received by the many people who attended these evenings. The Community Learning Initiative was a great success and we will consider conducting similar events again in the future. An important future direction in the area of College Community is to increase the capacity of the school to communicate more effectively and efficiently with all parents through the College internet,



email and SMS capability, and access to the College intranet. During 2010, the College implemented Parent-Teacher Online, a package enabling parents to make their own individual bookings for Parent-Teacher Interviews. The result was an increased number of parents attending these evenings and the feedback regarding the use of the program was very positive. The ICT department is working to enhance the College’s capacity to communicate with all of its parents and friends and we hope to see developments in this area during 2011. On 8 December, numerous members of the wider College community took part in a special farewell to Fr Greg Chambers in the Rupertswood Mansion. Fr Chambers was Principal of the College from 2004 and will be remembered for many outstanding achievements during his time at the Rupertswood and as being the last Salesian priest to lead the College. He continues his Salesian work as Vice Provincial of the Asia-Pacific region and we thank him for his great commitment to Salesian College Rupertswood and wish him well. At the same time, the community was also introduced to and welcomed our new Principal, Mr Mark Brockhus. The College seeks to have an open and supportive relationship with all members of the wider College community, keeping all members informed of and involved in the life at Salesian College Sunbury. As it is hoped that all students feel connected, safe and welcome at school, similarly we hope that our parent body and wider community experience that same sense of welcome and connection to the College. It is important to understand and remember that, together with the staff of the College, we share in the educational experience and the success of their children during their time at Salesian College, ‘Rupertswood’, Sunbury.



Financial Performance

Financial Performance for the year ended 31 December 2010

Modified Cash $

Recurrent income Tuition

School fees 2,992,356

Other fee income 1,354,584

Private income 329,857

State government recurrent grants 1,811,643

Australian government recurrent grants 6,437,168

Total recurrent income 12,925,608

Recurrent expenditure Tuition

Salaries, allowances and related expenses 9,170,788

Non salary expenses 3,477,417

Total recurrent expenditure 12,648,205

Capital income and expenditure Tuition

Government capital grants 352,730

Capital fees and levies 808,420

Other capital income 149,590

Total capital income 1,310,740

Total capital expenditure 3,077,726

Loans (includes refundable enrolment deposits and recurrent, capital and bridging loans) Tuition

Total opening balance 5,412,360

Total closing balance 7,179,336

Note that the information provided above does not include the following items: System levies charged to individual schools, intra-systemic transfers and diocesan supplementary capital fund (SCF) supported borrowings for primary schools. The information provided is not comparable with other educational sectors. The Department of Education, Employment and Workplace Relations (DEEWR) is in the process of reviewing the Financial Questionnaire (FQ) during 2010 that may ultimately change the method of reporting these exclusions. This VRQA template is not comparable to the ACARA school-level income reporting requirements which are to be reported on the MySchool website later this year. ACARA school level reporting requirements will require system level income from Government grants and some private income to be allocated by school. This will be a small adjustment in relation to the total level of school resources. At this stage, recurrent income from Government sources, school generated income and capital expenditure are to be reported by schools. Additionally when assessing the private income of the school include both recurrent and capital school fees.



Future Directions Over the last four years, under the Principalship of Father Greg Chambers, the College has undergone a remarkable capital improvement transformation: ICLT fibre backbone, wireless and server replacement; implementation of the Commonwealth Governments one PC for every two students programme (National Secondary School Computer Fund/ Building Education Revolution); improvements to grounds via the Savio Courtyard and a rejuvenated “ashes” oval; refurbishment of our Music Centre, Technology and F Blocks; new buildings with Q Block, the Automotive Centre and the construction of the Oswald Learning Centre (OLC). More recently, in 2010 the OLC was commissioned and “G” Block was gutted and transformed into the Father James Carroll Centre: two large open spaces for large gatherings, presentations and examinations. This period of capital investment now underpins the College’s learning facilities allowing our students to grasp the opportunities before them. And so for 2011, with major capital works behind us, the School has a new invigoration with the appointment of Mr Mark Brockhus, the new Principal. This will be a time of reflection and review: a necessary precursor to change and enhancement. And so our capital works programme will be looked at with a fresh pair of eyes and new priorities. Staffing and service delivery balanced. A re-examination of our three core goals of education, pastoral care and the spirituality of our young people. A fresh new look at enrolment strategies. Staff, students and all associated kindred bodies should look forward to working with Mark in presenting their views for change and enhancement because by doing this, we can all strive further in life.

For 2011, plans are underway to refurbish our two art areas, being G103 at the end of the Fr James Carroll Centre, and within the Alcoa Building. Implementation of the NSSCF/BER one to one PC programme for year 9 to 12 Students is also scheduled. Further electronic whiteboards will be purchased, and amortised PC’s replaced with newer models.

registered school number: 1299 - salesian college report... · salesian college sunbury 2010 annual...

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