school performance information report for 2020
TRANSCRIPT
School Performance Information
Report for 2020
Opening of the refurbished Art Building
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Contents
About Mount Barker Waldorf School........................................................................................... 3
Principal’s Report ......................................................................................................................... 4
Strategic Plan 2019-2024 .............................................................................................................. 6
Vision for Reconciliation ............................................................................................................. 8
Acknowledgement of Country ..................................................................................................... 8
Collegiate Leadership Group Chair’s Report ............................................................................... 9
2020 Enrolments .......................................................................................................................... 9
Mission Statement ....................................................................................................................... 10
Our Vision ................................................................................................................................... 11
Key Attributes of Mount Barker Waldorf School....................................................................... 12
Teacher Standards and Qualifications ........................................................................................ 15
Workforce Composition.............................................................................................................. 15
Student Attendance at School ..................................................................................................... 16
Student outcomes in Standardised National Literacy and Numeracy ......................................... 16
Post School Destinations............................................................................................................. 16
School Income broken down by Funding Source ....................................................................... 18
Parent, Student and Teacher Satisfaction.................................................................................... 18
Kindergarten Spring Festival
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As part of their funding agreement with the Australian Government, all schools, Government, Catholic
and Independent, are required to provide specific “School Performance Information” to the school
community.
What follows is a collated version of all the information under the headings specified by the Australian
Government. The information relates to the 2020 school year.
It is recommended that this information is read in conjunction with the Mount Barker Waldorf School’s
Annual Report for 2020 which gives a fuller presentation of the school’s activities.
If you have any questions regarding this information, please contact me.
Liam Waterford
Acting Principal
ABOUT MOUNT BARKER WALDORF SCHOOL
The Mount Barker Waldorf School (MBWS) was founded in 1979 and has been located at its current
site of 20 acres of beautiful, landscaped grounds and biodynamic gardens on Sims Road since 1980.
The school caters for up to 400 children from Playgroup to Year 12 with three mixed age Kindergartens
and a single stream Primary and High School. Mount Barker Waldorf School is recognised as a pioneer
in the development and delivery of the Australian Steiner Curriculum Framework (ASCF).
Our students study a broad range of subjects from Classes 1-12 with equal emphasis given to the
academics, arts and practical subject areas. We strive to maintain a balance and rhythm to each day’s
lessons; a two-hour Main Lesson block starts the day which introduces new information, followed by
practice lessons in Maths, English, Languages and The Arts as well as more practical activities, such
as Technical Studies, Horticulture and Physical Education are pursued.
Our school prides itself on a highly valued Outdoor Education program with each year group from
year 3 onwards going on a camp. These camps are linked to the curriculum covered in that year group
and are a practical experience to develop a depth of understanding of subjects studied.
Our Year 12 is a programme recognised by the South Australian Tertiary Admissions Centre (SATAC)
and students are given a SATAC Selection Score based on their substantial coursework throughout the
year. Graduates of the school, who meet the required scores, are accepted into all South Australian
universities and have demonstrated success in their tertiary studies across a range of disciplines.
Class 7 Mandala
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Principal’s Report
2020 will always be known as the year of Covid. A year that began with so much promise and hope
turned on its head very quickly with a global pandemic that left the world struggling to define what
was ‘normal’. And yet, through these most challenging of times we were able to display some of our
shining qualities as individuals and as a community, and we have learnt and grown in ways that
couldn’t have happened without those hard times.
The pressures that teachers were under this year to learn and adapt to new things was immense. Each
teacher was able to shine through with their own set of skills and ideas in this most fluid and flexible
of environments. And while there were a few tantrums and many tears, the resilience we have shown
as a community has been outstanding. To understand what our tolerances are and how we cope under
stress has been invaluable personal learning and lead to much growth (even though it was never asked
for!).
The students, always resilient and flexible, were able to take the year in their stride and came out of it
with such gems as Nic Massacci’s tennis ball throwing exercise, Elise Duffield’s ‘learn how to juggle’
videos, and Anna Kotanidis’ perosnalised Eurythmy exercises. All from the comfort of their home.
The year of COVID-19 Term 1
• COVID hits.
• Teachers learn how to use Microsoft Teams.
• Microsoft Teams login sent to all students (including Kindergarten).
• Packages for home-schooling created by teachers and staff.
• 1 week pupil free to prepare for online learning.
• Videos of lessons and activities created and posted online.
• The expectation is that the school will be at 20-30% capacity for Term 2.
Term 2
• Strict covid restrictions and cleaning measures in place.
• Teachers at school teaching online to their students with relief teachers taking multi-age
groups of students.
• Start with more than 50% of student population and never go below this number.
• Reactive measures to accommodate for the increased numbers of students at school.
• By mid-term we are at 70-80% capacity and have moved from online learning to at-
school learning.
• As restrictions are in place outside of the classroom, all festivals are modified to be
student only or cancelled.
Term 3
• Australia, with South Australia in particular, are doing well and restrictions are easing.
• All students are back in the classroom with no online components.
• Festivals are still restricted, and spring fair is cancelled.
• Preparations are underway to have a modified Class 12 Major Project Presentation
streaming online with limited numbers inside.
• Class plays are performed with strict guidelines and restrictions in place.
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Term 4
• While restrictions are changing slowly for the better, a snap lockdown on the weekend of
the Major Project Presentations forces them to move. They are successfully held a week
later via streaming to the community and a small audience. Possibly the greatest ever
attendance numbers recorded.
• Class 12 Formal goes ahead within restriction guidelines.
• End-of-year Rose Ceremony goes ahead with community participation.
Learnings from 2020
From a disrupted year that we are all glad to leave behind comes some wonderful opportunities for
reflection and growth. The use of Microsoft Teams has allowed students in the High School to have
greater access to their learning and to be able to be more flexible in their learning options. Senior
students saw the value of being able to make their learning time their own and have some agency and
autonomy in their choices. Out of this, the 11/12 options classes adopted a more flexible approach
where the students were given a ‘workshop lesson’ four times a week. In these lessons the students
were allowed to work on whatever they wanted, and the teachers were available for guidance if needed.
It gave the students more flexibility to work on things that might be due or to utilise the expert help
available, and to leave for home those tasks that didn’t need such assistance. The Primary and
Kindergarten teachers strengthened their understanding of the roles of technology in the development
of young people.
The wider community understood the importance of gathering and celebrating our achievements. ‘You
don’t know what you’ve got ‘til it’s gone’ is a truism here. Festivals and the rhythm of the year play
such an important role in our education. When they were missing it was much easier to see the pivotal
role they play in bringing our community together. The collective sigh when we had our final Rose
Ceremony was felt right through all our hearts.
Recognition
It is important to recognise those who have given so much throughout the year, particularly those who
have done it behind the scenes. Firstly, to the parents. You were stoic in the face of adversity, you
took our directions and you ran with them (even if only briefly) with trust and goodwill, and you
survived. Secondly, to the teachers. Your grit and determination to make this year work, while still
holding on to what makes our school great, was admirable and made me proud to be a colleague.
I would like to thank the Board for their tireless work in navigating the school through a difficult year.
It is a big commitment to be part of a Board, let alone during a year like this. The school is grateful
for your dedication and time, and for holding the vision of where we want to be. Lastly, I would like
to recognise, and thank, Helen Platell for her efforts and work over the last six years, as she parts ways
with the school. She has moved our school in many positive directions, and I wish her well in her
future endeavours.
Liam Waterford, on behalf of Helen Platell.
Remote Learning Packages
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Strategic Plan 2019-2024
A: Delivering a Quality Steiner Education
A1 Teachers are actively engaged with the Steiner pedagogy.
A2 Students have Agency. Every student’s voice counts and can be heard.
A3 A strong collegial relationship lives amount South Australian Steiner Schools and streams.
A4 Students receive a contemporary Steiner Education that is enlivening and relevant.
A5 We engender a conscious relationship with technology as creators over consumers.
B: Embedding Sustainability, Custodianship and Conservation Practices
B1 Our actions reflect our commitment to closed-loop sustainability.
B2 Custodianship is embedded in our community.
B3 Conservation and environmental principles are applied across the school.
B4 The school grounds are a sanctuary for native animals.
C: Parent Engagement and Education
C1 Families are highly engaged advocates of Waldorf Education and our School.
C2 The broader school community is active and engaged.
C3 Families are enlivened by relevant Steiner Education opportunities.
C4 Communication between school and parents is timely, concise and accessible.
D: Pride in our School
D1 We recognise and celebrate our achievements.
D2 Our Alumni are active and engaged.
D3 A culture of giving and contribution is encouraged and celebrated.
D4 We have beautiful and well-maintained grounds and facilities.
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E: Effective Leadership and Governance
E1 The School Board and Leadership champion and live our school values.
E2 Families experience being supported and empowered when engaging with our School
Board and Leadership.
E3 Our Constitution supports our effective governance as a contemporary Waldorf School.
E4 Policies and procedures manage risk and enable personal initiative.
E5 Board Members, Appointors and School Leaders are effective in the performance of their
duties.
F: Engagement with Wider Community
F1 We encourage the expansion of Waldorf Education into more locations across
South Australia.
F2 Student service to the wider community is actively encouraged, promoted and recognised.
F3 We are recognised as an integral part of the broader Adelaide Hills Community.
F4 We foster healthy relationships with our Steiner aligned Organisations.
Landscape Working Group Projects
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2020 was the first year working with our completed Reconciliation Action Plan. Despite the
challenges of the year, we were able to accomplish many tasks with the Mount Baker Waldorf
School RAP Committee still working strongly to bring reconciliation into our School.
VISION FOR RECONCILIATION “Poona Warta Peramangk Nai ya Tandan”
translation
“Good Peramangk Country for little spirits (children)”
Ivan Tiwu Copley, Peramangk Elder
At Mount Barker Waldorf School our vision for
Reconciliation is to:
• Acknowledge First Nations peoples of Australia and their enduring connection to, ownership and
custodianship of the lands, seas and waterways. In particular, in this respect, we acknowledge
people of the Peramangk Nation (both past and present) on whose Land our school stands.
• Create a place of ‘two-way’ learning where people of all ages and backgrounds have
opportunities to experience, build respect for, and proudly celebrate Aboriginal and Torres Strait
Islander cultures.
• With a focus on truth-telling, respectfully incorporate teaching about Aboriginal and Torres Strait
Islander histories and cultures into our Steiner school curriculum, to promote understanding and
appreciation of Aboriginal and Torres Strait Islander knowledge, wisdom, spiritual perspectives
and continuing contributions.
• Engage with local Aboriginal and Torres Strait Islander people, developing trust and respect, and
building partnerships and relationships, through the cultivation of cultural understanding.
Mount Barker Waldorf School’s vision for reconciliation is a more just and equitable Australia where
Aboriginal and Torres Strait Islander knowledge, cultures and spirituality are actively valued for the
ways in which they continue to enrich Australian society.
ACKNOWLEDGEMENT OF COUNTRY We wish to acknowledge the Traditional Custodians of our region, the Peramangk People whose
cultures and customs have nurtured and continue to nurture this Land, since time immemorial. We
honour the presence of the Ancestors of this Land and whose irrepressible spirituality flows through
all creation.
We acknowledge with gratitude that we share this Land today and sorrowfully acknowledge the
historical as well as intergenerational costs of that sharing. We would also like to acknowledge our
hope and belief that we are moving to a place of equity, justice and partnership together for the future.
The Mount Barker Waldorf School stands on Peramangk land. Our Reconciliation Action Plan was
accepted by the Narragunnawali online platform late last year after much work by a committee
supported by Steve Evans and Kerrilee Clarke. Thank you to SEA for their support to achieve this
first step. The RAP committee made up of staff, parents and community members continues to work
on the many actions laid out in the plan. Above is a copy of our vision for Reconciliation and our
school’s Acknowledgement of Country. Acknowledgement is a step towards becoming a welcoming
place for Aboriginal Australians.
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Collegiate Leadership Group Chair’s Report
The Collegiate Leadership Group (CLG) is an elected group of teachers from each faculty including
the Principal and chaired by the Assistant Principal. It is the major forum for consultation, generation,
sharing and implementation of ideas about educational issues between the executive and teachers. The
CLG works in all matters pertaining to the educational vision, the design, content and delivery of the
curriculum and other educational matters.
The CLG's mandate as part of the leadership team is to develop and maintain the educational vision
and the delivery of the Mount Barker Waldorf School's curriculum. It includes: Shaping the school's
educational vision; Developing and maintaining a coherent and holistic curriculum; Fostering the
development of resources, guidelines, and ongoing professional learning programs for teachers;
Fostering a learning culture in which every student feels valued, respected and listened to; Encouraging
the provision of a range of learning opportunities relevant to the needs of a diverse student body. While
these tasks cannot all be completed in our two-hour weekly meeting, the CLG makes sure to weave all
aspects of this mandate in their work throughout the year.
In 2020 the CLG worked on defining the priorities and working in small mandate groups to recommend
courses of action to the executive and faculties. Through a process of recognising areas of need and
allowing for outside contributions, some groups were able to set up independent action groups to work
through their suggestions and to invite other members of the community to participate.
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2020 Enrolments
Enrolments and exits throughout the year were between 323 – 315 (funded) students. Additional to
these enrolments, we had 39 children in our 4- and 5-year-old group (which is not government funded).
Playgroup numbers were 50+ families with a waiting list for enrolment.
Enrolments/Number of students as per August 2020 Census
Total
Kindergarten 23
Lower School 183
High School 103
Total 309
Mission Statement
Mount Barker Waldorf School has as its primary aim the provision of a unique education based on
Rudolf Steiner's philosophy of pedagogy. We consider that the tasks of the education can be best
accomplished in a community that:
• fosters healthy development in each individual child
• awakens social awareness and a respect for humanity
• helps students to develop the skills and values they need to fulfil their unique destiny and
find their place in the world.
NAIDOC week - Coloured Stone Mandala designed by David Booth
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Our Vision
At Mount Barker Waldorf School, we aim to:
• provide an education of the highest quality so that our students become balanced adult individuals
having developed clarity of thinking, sensitivity of feeling and strength of will
• inspire within the students a love of learning, a morality which strives for goodness, an appreciation
of beauty and a pursuit of truth
• inspire in our students a sense of wonder, and a healthy, positive connection to the world, arising
from a knowledge of and responsibility toward themselves and each other
• provide our students with values which will enable them to find meaning and purpose in their lives
• provide our students with the knowledge, skills and means to work competently in the world
• inspire a sense of the spiritual dimension of life as well as a healthy respect for the physical
dimension.
Kindergarten Life
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KEY ATTRIBUTES OF MOUNT BARKER WALDORF SCHOOL
Mount Barker Waldorf School is an educational community providing diverse creative, practical and
academic opportunities that adds value to the educational experience of our students and the wider
school community. The broad integrated curriculum is what attracts many families to this form of
education.
Curriculum Related Activities
The broad curriculum undertaken by all students at our school is one of the features of Waldorf
Education. This includes subjects such as the arts, music, practical crafts – handcrafts in the primary
school and tech studies in the high school, Japanese and German languages, gardening and horticulture,
games, Bothmer gymnastics and sport that are taken by all students from Year 1 to 12.
Student Support
Our Student Support team located in the Hub provide additional learning support for students and may
include developmental exercises, art therapy and academic tutoring. We are committed to striving to
understand the needs of students, working with learning difference and supporting student well-being.
The Music Programme
The Strings Programme was extended from Class 3 and 4 up to and including students in
Class 7. All students learn a stringed instrument starting with Violin in Class 3 and then choose from
a variety of instruments including Viola, Cello, Recorder, Clarinet and Flute in Class 5. The Music
Programme includes regular participation in choral music and opportunities to perform in ensemble,
band and/or choir from years 4-12, for school festivals, concerts and external community groups etc
Work Experience Programme
All students in years 9-11 participate in work experience –
Year 9 Primary Industry; Year 10 Secondary Industry; Year 11 Community Service.
Co-curricular Activities
• Dance - High School students take dance lessons to prepare them for the annual year 12 “Formal”.
• Elective Programme from Class 7 – 11 Electives:
• Peripatetic music tuition; Choir; Recorder Ensembles; String Ensembles.
• Drama: Plays performed by all primary classes, related to their curriculum.
• High School: Class 8 Shakespeare mini presentations; a High School Musical performance of, a
major Class 10 Shakespeare production and a Class 12 modern drama production.
• Sports - Inter-school competition sports: eg. SAPSASA; Netball; Beach Volleyball; Swimming
Lessons for Class 2 to 5;
• The Greek Olympics Day (Class 5) held at Mount Barker Waldorf School.
• Festival Celebrations: The four seasonal festivals were celebrated in addition to specific Welcome
to Class 1, Rose Ceremony and Graduation for Class 12 students, celebrations for whole school
occasions.
• Valedictory occasions - Class 7 and Class 12; Class 12 Formal
• School Canteen which provides a daily menu of nutritious freshly cooked/prepared meals
including vegan and gluten free options.
• The Education Garden - horticultural curriculum from Class 6-10
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Outdoor Education /Camps
We have an extensive curriculum throughout the school which incorporates aquatics, high ropes
course, abseiling, bush walking, canoeing, sailing.
All classes from 3 to 11 have at least one outdoor education camp each year which also has a
relationship to the prominent curriculum theme of the year level.
• Class 3 - Farming based camp
• Class 4 - Indigenous culture
• Class 5 - Botany based camp
• Class 6 - Geology based camp
• Class 7 - Rite of Passage - Camel Trek
• Class 8 - Fluid and aero dynamics - cycling and sailing
• Class 9 - Geomorphology - canoe camp and Australian History
• Class 10 - Trigonometry - Surveying in the Flinders Ranges plus bushwalking
• Class 11 - Botany camp and wilderness bush walk
• Class 12 - Opportunity to experience snorkeling and gain Scuba Certificate
These camps are designed to strengthen social relations, confront personal boundaries, increase
understanding and awaken an experience of diverse natural environments. Excursions - reinforce learning experiences in the curriculum at various year levels from Year 1 to
Year 12. Students participate in a range of excursions locally to the city and rural locations.
Outdoor Education Programme
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Building communities
❖ Parent School Partnership Group
❖ Landscape Working Group
❖ Reconciliation Action Group.
❖ Parent/Teacher and Information Evenings
❖ Craft groups and workshops
❖ Adult Education sessions with guest speakers
❖ Parent/Teacher interviews
❖ Kindergarten Autumn Trading Table
❖ The Annual Spring Fair
❖ Twilight Market
❖ Festival events
Volunteering opportunities for community members
❖ Classroom support
❖ Reading programs
❖ Assistance with drama and music productions/presentations
❖ Accompanying excursions
❖ Education Garden and plant nursery
❖ Festivals, fundraising and fairs
❖ Music Programme
❖ Canteen
❖ Library
School Governance
➢ The School Board is made up of 7-9 members from the Community. New Board Members are
appointed by a Board Appointment Committee. The Committee is made up of three
representatives; one from each area of the school: parents, staff and Board.
➢ Induction of new Board Members outlines Board responsibilities.
➢ Management for the day to day running of the school is undertaken by a Principal, Assistant
Principal and Business Manager.
Winter Festival
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TEACHER STANDARDS AND QUALIFICATIONS
All of the Teachers at Mount Barker Waldorf School meet the qualification requirements for
registration with the Teachers Registration Board of SA which in addition to the formal qualifications,
include Mandatory Notification and First Aid.
Name Qualification
Board, Jeremy Dip. Ed
Board, Julie Dip. Ed
Board, Nick BA Ed
Bormann, Ruth BA Master of Music - Grad. Dip. Ed
Burnard, Cathy Master of Teaching; PhD (Animal Science)
Carter, Heath Master of Teaching (Secondary); BA Visual Arts and Design
Catlow, Suzanne BA Ed
Emily Dallwitz BA (Visual Arts), Master Visual Arts & Design, Master of Ed
Duffield, Elise M.Ed; B.P.E. Dip. Teach. PE
Gillman, Robert BA Engineering (Civil), Dip. Ed
Goodrick, Katherine BA Ed
Karo, Heidi BA (Visual Arts & Applied Design), Master of Teaching
Kelly, Tracey Dip Ed Primary
Kerr, Leesa Dip of Teaching Early Childhood
Lazaros-Meyer, Basil Dip of Teaching Grad in Social Science
Lokkin, Aaron BA Ed
Lutze, Debra BA Ed, Grad Dip Teaching
Maletz, Robyn BA Cert Sec Ed, LTCL ( Speech and Drama)
Massacci, Nic BA Ed
Medeiros, Mary BA Ed
Neumann, Kelly BA Ed, BA (Design)
Platell, Helen Juris Doctor, Grad Dip Law, Grad Dip Ed, BA, Cert in Steiner Ed
Price, Ian BA Ed
Pridham, Brioni Dip T. ECE; BA Ed
Pryor, Wendy BSc, Grad Cert Ed, Comm Learn Ped M.T.EC
Ryan, Jessica BA (Visual Arts), Master of Education
Schaffer, Christy BA Ed Diploma of Early Childhood Education
Schulz, Adrienne Diploma in Primary Teaching
Shopova, Dimity BA Early Childhood Education
Sones, Stephanie BA Early Childhood Education
Smith, Atsuko BA Japan, Grad Dip Ed
Sylosz Jane Diploma in Primary Teaching; Grad Dip Inclusive Education
Tranter, Amrita BA Health, BA Early Childhood Ed.
Truyens, Mark BA Science in Mathematics; Post Graduate Certificate in Ed
Vogel, Fiona BA Ed
Waterford, Eleanor BA Arts; BA Ed
Waterford, Liam BA Ed
WORKFORCE COMPOSITION
Teaching staff comprised the full-time equivalents of 27.7 persons and 13.4 non-teaching staff. There
were no indigenous members on staff in 2020. The latter included administrative, grounds, cleaners
and therapists.
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STUDENT ATTENDANCE AT SCHOOL
The student attendance rate for 2020 was 87.07%
ATTENDANCE 2020
The overall rate of attendance for the whole school year was %
CL1 CL2 CL3 CL4 CL5 CL6 CL7 CL8 CL9 CL10
86.26% 85.12% 86.68% 89.30% 89.25% 83.99% 87.12% 92.85% 81.27% 90.77%
• Unexplained non- attendance at Mount Barker Waldorf School is followed up by a phone call
to parents/guardians on a daily basis from front office staff.
• Students who are going to be absent from the school for longer than 5 days due to travel, student
exchange, illness etc complete an exemption form.
SENIOR SECONDARY OUTCOMES
STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY
All students in Years 3, 5, 7 and 9 are given the opportunity to participate in the NAPLAN in reading,
writing, spelling and numeracy to establish the proportion of students achieving national benchmarks.
NAPLAN testing did not happen in 2020 due to COVID.
POST SCHOOL DESTINATIONS
In 2020, 18 students completed the Mount Barker Waldorf School Year 12 program. This is SATAC
approved, internally assessed, and based on a broad range of subjects offered by the Waldorf
curriculum. In order to gain a university entrance score, the students are assessed on sixteen different
subjects or units – covering the sciences, humanities, arts, technology and physical
education/movement. It also includes an individually chosen practical/research project undertaken by
all the students.
Trade Training: There were no students who were engaged in trade training during 2020. The
students in Year 12 who want to go into the trades usually do so after the completion of their Year 12
program.
Out of the 18 students, thirteen submitted SATAC applications for further studies at university, and
twelve of these were offered first round places in their chosen courses.
2 out of 18 students received a ‘SATAC Selection Score’ of 90 +
6 out of 18 students received a score between 80 - 89
4 out of 18 students received a score between 70 - 79
2 out of 18 students received a score between 60 - 69
1 out of 18 students received a score between 51 - 59
Four students (out of the 18 enrolled for Year 12 2020) opted to complete ‘School Assessed’ grades.
One of these students also achieved a ‘SATAC Selection Score’ that would have enabled him to apply
successfully for a place at one of the universities in South Australia.
All 18 students undertook an individual project throughout Year 12, which is a component of the
Waldorf Year 12 curriculum. Some of these projects may include additional study components such
as WEA or TAFE courses.
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Individual project topics included:
1. Exploring the medium of ceramics with the incorporation of Australian botanicals.
2. Encountering mountains through hiking and artistic responses to find new perspectives.
3. Developing connections with culture and community to support the mental health and
wellbeing of Aboriginal youth.
4. Writing a historical novella on the difficult experiences of a World War two German pilot.
5. Exploring perspectives through portrait photography.
6. Inquiring into the 5 senses and how they impact our experience of the world.
7. Developing an engaging card game to help people understand how AI works.
8. Exploring connection to the ocean through practical work and artistic expression.
9. Developing skills in carpentry, an understanding of the forestry industry and managing a
community revegetation project as part of a holistic exploration of Australian timbers.
10. Developing skills in metal fabrication and blacksmithing.
11. Exploring the benefits of cooking in eating disorder recovery and establishing a small food
business.
12. Researching connections of people to place, items and people.
13. Exploring the underwater world of South Australia and building an immersive creative
experience to develop empathy.
14. Creating a physical, communal space to bring people together with a wood fired pizza oven.
15. Developing principles of cognitive behaviour to face challenges.
16. Developing skills in design and building to apply in renovation of a living space.
17. Exploring the work of animal sanctuaries and how to support the health and safety of native
Australian animals.
18. Creating a mechanism that can move a shooting target into 3 positions.
Class 12 Showcase
High School Art Exhibition
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SCHOOL INCOME BROKEN DOWN BY FUNDING SOURCE
PARENT, STUDENT AND TEACHER SATISFACTION
A Parent survey was undertaken in December, 2020. It was a general survey format from
SurveyMonkey that can be compared to a general benchmark across schools. We received 63
responses from the parent community. The data collected is compared to previous surveys to help
identify areas of strength/weakness and directs strategies for future improvement. Our Net promoter
score was +10, compared to a global benchmark of +32.
School management is made up of a Principal-lead executive structure, as detailed below:
• The Principal fosters the oversight and successful delivery of the School’s educational vision
and ensures that the expectations of students, parents, teachers and the community are met and
is the ‘public face of the school’.
• The Assistant Principals promote the integrity and development of the Waldorf curriculum and
its effective delivery. He/she is the ‘internal face of the school for staff, curriculum and pastoral
care’.
• The Business Manager manages the School’s financial and business operations, infrastructure,
and industrial relations, supported by a full-time book-keeper.
• The Collegiate Leadership Group (CLG) consists of the Principal, Assistant Principals and
elected senior teachers and is an advisory body responsible for carrying the ethos and
educational vision of the Steiner curriculum.
• The PSPG is the parents’ representative group, committed to a supportive, informed, involved
and committed partnership between parents, the executive, staff, board and students.
• The Faculties represent the major educational segments of the school, and are supported by
Faculty Chairs, who provide the operational link between faculties and the school
administration.