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SACRED HEART COLLEGE

School Performance Report

2015

SCHOOL PERFORMANCE REPORT 2015 This report for Sacred Heart College provides insights into various aspects of school performance, in accordance with the Schools Assistance Act (2004), as determined by the Commonwealth of Australia. Discrete aspects of school life are documented in detail in the Hearts Newsletter, the School Council Report, the School Year Book and the School Website. This particular report is published electronically on the Sacred Heart College Website: www.shc.sa.edu.au and a copy is available from the front office of the College. STUDENT REPORTS See appendix 1 INFORMATION RELATING TO SCHOOLS a. Contextual Information

Sacred Heart College is a Catholic, co-educational day and boarding college, enrolling students in

Years 6 - 12. It has two campuses, the Middle School campus is located in Mitchell Park and the

Senior School campus located in Somerton Park, but draws enrolments from a wide demographic, the

majority of which reside in mainly from the south western suburbs of Adelaide. The current enrolment

is approximately 1720 and includes 116 boarding students from rural South Australia and beyond.

Historically the student population has been homogenous and remains predominantly of Anglo-Irish

descent. However the school now has 1 international student, a number of students from refugee

families and 15 indigenous students. It is expected that the number of students from different cultural

backgrounds will grow into the future.

Sacred Heart Middle School is a Catholic school in the Marist tradition providing education for boys

from Year 6 to Year 9 in the South-West Region of Adelaide. The Middle School also caters for up to

12 boarders who reside at the boarding house at Somerton Park. The range of students provides us

with a unique middle school environment.

Curriculum offerings at Sacred Heart Middle are specifically designed to promote a high level of

engagement in learning from all boys. It is based predominately on the Australian Curriculum

framework. Across the school, this means that boys participate in an extensive array of learning

activities in all areas of the curriculum including Visual Arts, Design & Technology and Music.

With two middle schools: Sacred Heart Middle and Marymount College (Years 6 – 9), providing the

basis of enrolment for senior secondary (Years 10 – 12), Sacred Heart College Senior accepts a broad

enrolment and caters for a diversity of students’ needs, including a substantial VET program. With 48

subjects offered in Year 12, Sacred Heart has a range of specialist facilities that enable the curriculum

to be delivered. These include science laboratories, art studios, computing suites, food and technology

suite and tech studies workshops. The Learning Enrichment Centre supports students with Special

Needs as well as those identified as gifted. In addition, a number of specialist services are provided

by librarians, career guidance and personal counsellors, which augment the educational program at

the school.

The College has an expansive co-curricular program in the performing arts and across a range of

sports, as well as a strong social justice program that assists the local and wider community. Specific

information about the diverse elements of the educational program can be found on

www.shc.sa.edu.au.

http://www.shc.sa.edu.au/

http://www.shc.sa.edu.au/

Strategic Plan Sacred Heart College’s vision seeks to:

Build on the strengths of the past to inform the present and create new futures that will enable students to experience success and growth;

Promote excellence in Catholic and Marist education;

Achieve quality teaching and learning in all aspects of school life;

Encourage the support and contributions of students, parents and staff in the life of the school;

Develop and continuously review systems and process to promote accountability for all members of the school community.

b. Teacher Standards and Qualification

The profile of qualifications of the teaching staff is as follows

Qualification Percentage

Doctorate Degree 3

Masters Degree 15

Honours Degree 7

Bachelor Degree 132

Graduate Diploma in Education 36

Other Graduate Diplomas 9

Diploma of Teaching 8

Graduate Certificate in Theology, Religious Education or Catholic Studies 30

c. Workforce Composition

Teaching Staff Non-Teaching Staff

Full Time Part Time Full Time Part Time

59 Males 54 5 30 Males 24 6

81 Females 49 32 41 Females 11 36

Total Teaching Staff Total Non-Teaching Staff

140 Staff 103 37 77 Staff 35 42

* One Indigenous Staff member employed. There are 30 Temporary Teachers and 20 Casual Non-Teaching Staff.

d. Student Attendance

The following data are the attendance rates for each year of schooling in 2015.

% Attendance

Year 6 94.3

Year 7 93.4

Year 8 93.8

Year 9 94.3

Year 10 94.9

Year 11 94.2

Year 12 95.0

Attendance is marked for each period in the school day and maintained in an electronic database. Each day an SMS alert is sent to parents of students whose absence at the beginning of the day is unexplained. Teaching staff maintain checks at the subject level and patterns of absence are referred initially to Heads of House and if not resolved, to administration. Truancy officers are informed of long term absence.

e. Senior Secondary Outcomes The total number of year 12 students who: i) Undertook Vocational Training or training in a Trade equalled 29.4%. ii) 101 Students undertook training out of 343 Year 12 students. f. Student outcomes in standardised national literacy and numeracy testing The percentage of students achieving at or above the standard in the NAPLAN assessment for 2015

The following benchmarks were achieved in Year 7:

Reading 97 % of our Year 7 students were at or above the national benchmark

Writing 94 % of our Year 7 students were at or above the national benchmark

Spelling 92 % of our Year 7 students were at or above the national benchmark

Grammar and Punctuation

93 % of our Year 7 students were at or above the national benchmark

Numeracy 97 % of our Year 7 students were at or above the national benchmark

The following benchmarks were achieved in Year 9:

Reading 96 % of our Year 9 students were at or above the national benchmark

Writing 86 % of our Year 9 students were at or above the national benchmark

Spelling 90 % of our Year 9 students were at or above the national benchmark

Grammar and Punctuation

93 % of our Year 9 students were at or above the national benchmark

Numeracy 97 % of our Year 9 students were at or above the national benchmark

Year 7 2015 - Count of students who were present, absent, exempted and withdrawn

Component Present Absent Exempted Withdrawn Participation Rate

Reading 155 4 2 3 96 %

Writing 155 4 2 3 96 %

Language Conventions 155 4 2 3 96 %

Numeracy - calculator not allowed

155 4 2 3 96 %

Numeracy - calculator allowed 154 6 2 2 95 %

Year 9 2015 - Count of students who were present, absent, exempted and withdrawn

Component Present Absent Exempted Withdrawn Participation Rate

Reading 169 6 1 1 95.0%

Writing 172 3 1 1 96.7%

Language Conventions 172 3 1 1 96.7%

Numeracy - calculator not allowed

172 3 1 1 97.2%

Numeracy - calculator allowed 169 6 1 1 97.2%

g. Satisfaction Survey

Question overview

Module name 2015 Sacred Heart College Parent Satisfaction Survey

Type Multiple rating Each value is calculated on a 1 – 5 Likert Scale Mean

Answered 162

Rating Score

Strongly agree 5

Agree 4

Neither agree nor disagree

3

Disagree 2

Strongly disagree 1

N/A Null

Question overview

Module name 2015 Sacred Heart College Staff Satisfaction Survey


Answered 94

Rating Score

Strongly agree 5

Agree 4


3

Disagree 2

Strongly disagree 1

N/A Null

Question overview

Module name 2015 Sacred Heart College Senior Student Satisfaction Survey


Answered 162

Rating Score

Strongly agree 5

Agree 4


3

Disagree 2

Strongly disagree 1

N/A Null

The Sacred Heart practice of constant improvement considered the feedback of the parents, staff and students in its strategic planning for 2015. SHC remains significantly over-prescribed for enrolments and this is the simplest indication of the level of satisfaction with the College - the day school is full, the Boarding House is near full and despite increased overall enrolment capacity in recent years the College is unable to enrol all who seek a place at Sacred Heart!

h. Post School Destinations Of the students’ in 2015 Graduating Class who secured offers to South Australian University Undergraduate study, 108 were offered a place at Flinders University, 65 were offered places at the Adelaide University and 50 were offered a place at UniSA. This brings the total number of students with University offers to 223. There were 13 offers made to TAFE courses which brings the total number of students with Tertiary study offers to 236 out of the 255 students who applied for a tertiary offer.

COURSE GROUPINGS TERTIARY OFFERS

Aboriginal & Australian Studies 0

Agriculture & Animal Studies 8

Architecture, Building, Interior Design & Planning 1

Art, Design, Photography & Media Arts 8

Business & Economics 36

Education & Teaching 30

Engineering 16

Environmental Studies 2

Humanities, Social Sciences & Religious Studies 22

Law & Legal Studies 20

Medicine & Health 55

Music & Performing Arts 2

Science, Mathematics & Info Tech 26

Tourism, Hospitality, Sport & Recreation 7

University Preparatory Course 3

TOTAL 236

i. School Income

44%

34%

11%

6%5%

INCOME 2015 $32,979,478

Net Tuition Fees Commonwealth Grants State Grants Boarding Other

Appendix 1

Interpretation of Report Information (Years 6 – 9) - The Australian Government requires that reports for students enrolled from Year 1 – 10 show relative achievement of students based on 5 levels (A,B,C,D,E) as shown below:

Worded statements of Academic Achievement

A Excellent Achievement of what is expected at this year level

B Good Achievement of what is expected at this year level

C Satisfactory Achievement of what is expected at this year level

D Partial Achievement of what is expected at this year level

E Minimal Achievement of what is expected at this year level

The central purpose of reporting at SHCMS is to support teaching and learning by sharing feedback about students’ progress and achievement between students, parents/carers and teachers. Information about student progress and achievement assists in identifying areas of strength and future needs, it enables schools and teachers to identify and communicate strategies for the future support of student learning. SHCMS recognises that students are unique and the reporting process provides parents/carers constructive feedback and information that is sensitive to the wellbeing and development of each student. In Years 6–9 reporting is based on the Australian Curriculum Standards for all learning areas excluding Religious Education. The staff use a variety of assessment practices and collect data to assist them in formulating a grade for each subject. In keeping with the School Assistance Act 2010; “You can ask the school to provide you with written information that clearly shows your child’s achievement in the subjects studied, in comparison to that of other children in the child’s group at school. That information will show you the number of students in each of the five achievement levels.” Schools Assistance Act 2010

Appendix 1

Interpretation of Report Information (Years 10 – 11)

Reporting is the process of communicating assessment to students and parents to provide them with constructive feedback which assists understanding and growth. A Statement of Results is issued at the end of each semester to all Year 10 and Year 11 students. It is a formal transcript of the final grades each student achieved during the semester. Where applicable, the Statement of Results also reports the grade and/or percentage achieved in the End of Semester Exam.

SUBJECTS STUDIED AT YEAR 10 LEVEL

The Australian Government requires that reports for students enrolled from Year 1 to 10 show relative achievement of students based on 5 levels (A, B, C, D, E) as shown below:

A Excellent achievement of what is expected at this year level

B Good achievement of what is expected at this year level

C Satisfactory achievement of what is expected at this year level

D Partial achievement of what is expected at this year level

E Minimal achievement of what is expected at this year level

The A, B, C, D, E achievement scale refers to achievement relative to the Standards from the Australian Curriculum.

If your child is part of a Year 10 subject group which has 10 or more students, you can ask the school to provide you with written information that clearly shows your child’s achievements in the subjects studied in comparison to that of other children in your child’s peer group at the school. This information will show you the number of students in each of the 5 achievement levels.

SUBJECTS STUDIED AT YEAR 11 LEVEL The grade for each subject on the Statement of Results is the final grade as reported to the SACE Board. Descriptions of each grade level are included in the subject outlines and are called ‘performance standards’. These standards – provided in each subject outline – describe in detail the level of achievement required to achieve each grade, from A to E. Teachers and assessors will use these standards to decide how well a student has demonstrated his or her learning. Central moderation will confirm that school-based assessment levels are consistent with each subject’s performance standards. Students awarded a ‘Pending’ grade have an opportunity during the following semester to gather more evidence and resubmit work in order to be reassessed against the performance standards. Subject outlines and performance standards can be accessed on the SACE Board website (www.sace.sa.edu.au) or through the subject teacher. SUBJECTS STUDIED AT STAGE 2 LEVEL Sacred Heart College reports on the extent to which students have achieved the learning outcomes of a program based on the subject specific curriculum statements provided to the College by the SACE Board. Stage Two performance will be reported using the A+ through to E- achievement scale. Assessment components are either school based or external. School based components are assessed by the teacher and moderated by the SACE Board. External assessment components are assessed by a marker appointed by the SACE Board. At Sacred Heart College Senior, progress grades of C- and above indicate that a Stage 2 student is currently passing the subject. Final subject results are issued by the SACE Board in December.

STRATEGIC PLAN 2009 – 2015

______________________

HE SACRED HEART COLLEGE SENIOR STRATEGIC

PLAN 2009 – 2015 builds on the Strategic Plan of 2006

– 2008 and aims to take the learning program and school

facilities into the next phase of renewal and development.

The School Council has endorsed a Plan that will continue to

refine and improve the educational and pastoral program in

context of the Marist vision, to ensure the best provision of

Catholic Education at Sacred Heart College Senior into the

21st century.

The Strategic Plan is designed to equip the students of Sacred

Heart College Senior with the skills and values to become life-

long learners who will take their place in, and contribute

meaningfully to, their local and global community.

Our Vision seeks to:

Build on the strengths of the past to inform the present and

create new futures that will enable students to experience

success and growth;

Promote excellence in Catholic and Marist education;

Achieve quality teaching and learning in all aspects

of school life;

Actively seek the support and contributions of students,

parents and staff in the life of the school;

Develop and continuously review systems and processes

to encourage accountability for all members of the school

community.

The Strategic Plan (2009 – 2015) will be implemented by action

plans developed by the School Executive, with annual reporting

to the School Council.

The Strategic Plan (2009 – 2015) supports the development

of Sacred Heart College Senior, in alignment with

contemporary educational practice and priorities within the

Marist Order.

Mr Paul Teisseire

Chair of Sacred Heart College

Senior School Council

Dr Paul Hine

Principal at Sacred Heart College Senior

Context

Sacred Heart College Senior has established a tradition

of excellence in education since its foundation in 1897.

This has been achieved through:

The rich heritage of the Marist Brothers, whose commitment to

education and the welfare of young people spans all states

in Australia and 78 countries throughout the world;

High standards in student-centred education, which focuses

on the development of the whole person and draws

together the formative role played by teachers and parents

in the education process;

A commitment to values and faith education;

A balanced educational program that cultivates the

academic, spiritual, physical, cultural and social development

of each student;

Quality facilities and resources that maintain, develop

and evaluate the educational program.

The 21st Century

The context of the 21st century ensures that excellence will be

achieved not by traditional existing models of schooling, but by

an acute understanding of the social, educational, economic

and cultural climate in which our Plan is developed.

Accordingly, the 2009 – 2015 Strategic Plan acknowledges:

The changing nature of Church and its role and relationship

to schools;

The impact of information and communication technologies

which have revolutionised the modern world and learning;

The impact of globalisation and internationalism;

The influence of climate change and the importance of

environmental stewardship;

The social context of continuous change;

The importance of life-long learning for career paths that

are in a state of rapid change and obsolescence.

Sacred Heart College Senior strives to be an innovative

community that is committed to the academic and personal growth

of each student. Students will be exposed to a strong and

vibrant Catholic faith, based upon the teaching of the Gospel, the

person of Jesus Christ and a distinctive Marist spirituality.

RELIGIOUS

Goal 1: To develop a relevant

and living Catholic ethos in the

Marist tradition

TEACHING & LEARNING

Goal 2: To promote excellence

in teaching and learning

through a challenging and

inclusive curriculum

PASTORAL CARE

Goal 3: To provide a quality

program of pastoral care and

well-being that promotes a

sense of self and community

COMMUNITY PARTICIPATION

Goal 4: To develop and promote strong

sense of community to enhance the

educational program

RESOURCE & ENVIRONMENT

Goal 5: To provide quality facilities

and respond strategically to future

resources provision and environmental

management

SCHOOL 1.1 Promote an inclusive understanding of

Catholic theology and social justice.

2.1 Promote a positive culture of

achievement that places teaching

3.1 Provide a holistic program of student

development and well-being.

4.1 Ensure collaboration and consultation to build a

mutually supportive and learning-centred community.

5.1 Update and review the College Master Plan. This

includes landscape architecture to integrate and

1.2 Ensure that the Marist traditions are and learning at the forefront of all 3.2 Continuously improve orientation 4.2 Promote a culture of learning to benefit staff, students optimize use of all facilities and infrastructure.

known and celebrated in the day-to- activities. and induction programs to provide an and the wider community. 5.2 Review financial planning (2009 – 2015) for the

day life of the school. 2.2 Modify and improve curriculum engaging introduction to the school 4.3 Embrace inclusive and transparent practices. way that building needs and facility use can be

1.3 Provide a range of opportunities options that respond to changing community. 4.4 Embrace continuous improvement in all areas of accommodated.

including liturgy, prayer and retreats, requirements in senior secondary 3.3 Affirm and support staff and students, school life. 5.3 Ensure sufficient resources are provided for the

in which an awareness of God and education. where opportunities exist. needs of grounds facilities between 2009 – 2015.

personal faith will be nurtured. 2.3 Develop teaching methodologies that 3.4 Align pastoral care initiatives as 5.4 Review enrolment projection and demographic

1.4 Refine and contextualize the Religious promote student centred learning, in outlined under 3.5 with the Safe data to ensure that projections are congruent with

Education program as it relates to context of creative use of information Schools requirements. key indices.

contemporary Church and theology. technology. 2.4 Expand the role of the Enrichment Centre to ensure students with special needs are accommodated.

STUDENTS 1.5 Provide opportunities for personal and 2.5 Provide a diverse and challenging 3.5 Develop a formal pastoral care program. 4.5 Provide a broad and inclusive curriculum which: 5.5 Convene student forums to assess facilities

spiritual growth. curriculum that is inclusive of students 3.6 Provide a strong and articulated student 4.5.1 Provides flexibility and diverse student provision and long term needs that relate to

1.6 Present faith formation experiences learning styles. leadership program that is inclusive and pathways; grounds and environment.

that engender respect for Church 2.6 Support students to develop the robust. 4.5.2 Accommodates work and tertiary study options; 5.6 Promote environmental education through

traditions. capacity of critical thought and 3.7 Review ‘at risk’ procedures and 4.5.3 Facilitates the delivery of the new SACE; conservation strategies employed by the building

1.7 Facilitate social justice activities as they independent work. implement appropriate intervention 4.5.4 Incorporates a coherent pastoral care program. program.

relate to the marginalized. 2.7 Embrace information and strategies. 1.8 Provide a collaborative culture of communication technologies that 3.8 Review policies and procedures that support with the school and wider complement learning. ensure the safety and welfare of community. students.

STAFF 1.9 Lead by example the key principles of

Marist spirituality.

2.8 Provide a professional development

program which is relevant, flexible and

3.9 Review OHS&W requirements as they

relate to workplace safety and well-

4.6 Support staff to gain a sense of personal and

professional satisfaction in their work.

5.7 Review existing education initiatives designed

to heighten awareness of, and response to,

1.10 Embrace formation experiences that dynamic. being. 4.7 Codify professional review and appraisal processes. environmentalism both local and beyond.

enable personal and spiritual growth. 2.9 Encourage and support post 3.10 Provide opportunities for personal 4.8 Promote a whole of school approach to staff 5.8 Provide forums for staff to consider the adequacy

1.11 Actively support the teaching of graduate study options that increase development and formation that are integration. of current and projected facilities needs.

religious education and participate in professional knowledge and capacity. relevant and engaging. 4.9 Provide staff forums to develop professional retreat programs. 2.10 Review learning area alignments in 3.11 Enlist the support of specialist agencies awareness of and response to, contemporary context of the new SACE. to augment staff well-being. educational trends. 2.11 Provide a range of opportunities for 3.12 Review Staff Handbook with a view to 4.10 Specifically review ICT provision with a view to further students to demonstrate success, incorporating contemporary well-being expansion that will embrace teaching and learning across and within the curriculum. activities. priorities.

COMMUNITY 1.12 Actively contribute to the affairs of the

Marist Province in Australia to ensure

2.12 Promote Sacred Heart College Senior

as a school committed to learning.

3.13 Ensure communication processes are

clear and accessible to all.

4.11 Develop a collaborative sense of the educational

process across the Tri-Schools.

5.9 Strengthen strategic alliances with Catholic

education and other providers for the mutual

the authenticity of school’s mission. 2.13 Encourage collaboration between 3.14 Review well-being arrangements as 4.12 Develop a strategic approach to governance through benefit of the school and the wider community.

1.13 Work in solidarity with the local Parish teachers, parents and students to they relate to the Tri-Schools. the operation of the School Council. 5.10 Actively seek advice from community groups to

and the Diocese to promote Catholic maximize learning outcomes. 3.15 Enlist the specialist support of agencies 4.13 Undertake, where appropriate, forums and capitalize on current environmental programs in

education. 2.14 Build curriculum links between the to complement counselling and student consultations that embrace the wider community in the school.

1.14 Promote the religious and spiritual Tri-Schools to ensure coherence services. matters of mutual interest and benefit. 5.11 Promote collaboration with the old scholars’

dimension of school life in the wider and articulation of the educational 4.14 Promote the cause of Marist education in the broader community for facilities provision that is of mutual

school community. program. educational community in South Australia. benefit.

1.15 Embrace the opportunities for students 2.15 Embrace the teaching and learning 5.12 Undertake environmental assessment of grounds to

to participate in local Church and/or principles of international education. ensure long term preservation of the grounds and

social justice activities. heritage.

mailto:[email protected]

http://www.shcs.sa.edu.au/

2015 Action Plan

(in the context of the Strategic Plan 2009 – 2015)

Middle School Religious Goal 1: To develop a relevant, contemporary and living Catholic ethos in the Marist tradition

Outcome Aims / Objectives Strategy Key Performance Indicators Progress to date Responsible Update

Formation and ongoing

Education towards a

contemporary

understanding of

Catholic Theology and

Marist Spirituality. (1.1,

1.2, 1.4, 1.5, 1.6, 1.9,

1.11, 1.13 & 1.14)

To create a culture of

openness, interest and

understanding of the

religious domain and

implications for the life

of the school.

Liaison with POR’s.

Staff meetings.

Planning

Regular classroom

visits.

Collaboration

Promote RE PD

opportunities through

MSA, CEO and other

agencies

Immersion and

participation in the

liturgical life of the

school.

Communication various

outside agencies

Our Daily Bread - Marist

Spirituality staff

formation Jan 2016

Year Level Reflection

Days related to year

level theme 2016

An environment of goodwill and

trust.

Active participation in formal

Professional Development in the

Religious Domain.

Staff and students actively

participate in liturgical

celebrations.

Liaison with CEO, MSA, MAPS,

Catholic Charities, Caritas,

Australian Refugee Association,

Hutt Street and other agencies.

Integration and transference to

classroom practice

A number of staff continuing their

Grad Cert RE

Visits to classrooms - link with

chapel masses- contemporary

understanding of gospel and linking

faith and life.

Most staff independent and

adequate in preparing chapel mass.

Beginning of year liturgies Staff

Commissioning, Yr Level - Ash

Wednesday, Easter Liturgy, Feast

of Assumption- Marist Week, GNA-

each term,

Liaison with CEO, MSA, MAPS,

Catholic Charities, Caritas,

Australian Refugee Association,

Hutt Street and other agencies

APRIM

APRIM in

conversation

with year level

directors

Ongoing

2016

Complete

2015

Complete

2015

Complete

2015

Ongoing

2016

Development and

ongoing improvement

6-9 RE Curriculum (1.2,

1.3, 1.4 & 1.11)

To continually improve

understanding of the

purpose and process of

contemporary Religious

Education within the

context of adolescent

boys.

Regular meetings with

Year Level RE teachers.

Staff meetings.

Shared expertise.

Resourcing.

Teaching and Learning plans,

assessments, and resources in

Google Docs. Work in progress

Reflection on practice and

shared expertise.

Teaching and Learning plans in

Google Drive. Working Documents.

Work in progress

Year Level planning

APRIM

RE Teachers Complete

2015

To integrate RE, Rite

Journey and English

using the relevant

themes and taking

NAPLAN data into

account

Planning through the

Eng/HAS/RE KLAT

Clear connection in planning

documents linking RE/ Rite

Journey/ English/HAS focusing

on areas identified in the

NAPLAN data

Work in progress in 2016 APRIM

Eng/HAS/RE

KLAT

Ongooing

2016

To investigate a 6-10

RE curriculum related

to Catholic Tradition

and Marist Spirituality.

To meet with Daniel and

Enza at SHCS to do an

audit of current 6-10 RE

Curriculum

APRIM

SHCMS

Daniel and

Enza -SHCS

Ongoing

in 2016

Contemporary Prayer

and Reflection in the

Classroom and with

Staff. . (1.2, 1.3, 1.5,

1.6, 1.10 & 1.14)

To create a culture

where prayer and

reflection are valued as

integral to the life of

school and Homeroom.

Develop contemporary

Monday morning staff

prayer with POR’s as

leaders.

Collaboration with

POR’s planning staff

prayer.

Conversations with RE

teachers

Resourcing - eg shared

in Google Drive

Working collaboratively with

POR’s in prayer preparation.

POR’s leading prayer in a

contemporary manner.

Regular reflective moments

become integral to the life of the

classroom and staff prayer-

home room teachers taking

responsibility.

Shift in culture to value the

human need to pause and reflect

and to value our rich Christian

Tradition.

Follow up ‘Our Daily Bread’

sessions through staff meetings

and year level

Focus Key Idea 10 Prayer and

Liturgy.

POR’s liaising with APRIM and

leading contemporary prayer.

Focus on Key Idea 10 Prayer and

Liturgy

Conversation with Homeroom

teachers and a sharing of changed

practice.

Beginning and ending the day with

reflection in some homerooms.

Work in progress

APRIM

Homeroom

teachers

POR’s

Complete

2015

Our Daily Bread - Marist

Prayer Sessions

Create a Google file with

Prayer Resources for

Students and Staff

Year Level RE planning with

ongoing reference to daily

practice of prayer and pausing

APRIM

RE Teachers

Year Level

Directors

APRIM

Actively integrate our

Christian call to work

towards a socially just

and equitable world

both for humanity and

the environment. . (1.1,

1.7, 1.10, 1.15)

Active involvement in

social justice issues at

the local, national and

global level, relevant to

our mission as a

Catholic, Marist

School.

Active connection with:

-Marist Solidarity

-Marist Immersion

-Caritas Australia

-Catholic Charities- Hutt

Street

-Aust. Refugee Assoc.

Liaison with year level

Sacristans, School

Leaders, Class Captains

and

Liaison with LoSW and

LoTLs

Project Compassion

Adoption of MSA project for

Marist Week.

Mapping school's Social Justice

action.

Connection with Rite Journey

Sacristans actively involved

Focus on Key Idea 8 Social Justice

and Ethics

Project Compassion launched.

Food for Life - rice collection

Catholic Aboriginal Ministry

Hutt St Outreach

Goods collected and delivered to

Aust Refugee Assoc

Sacristans actively involved

Mapping of current action with a

view to expand with a particular

outreach project for each year level.

APRIM

DoSW Complete

2015

Middle School

Teaching and Learning Goal 2: To promote excellence in teaching and learning through a challenging and inclusive curriculum

Outcome Aims / Objectives Strategy Key Performance Indicators

Progress to date Responsible Up Date

Curriculum documents

mapped in a common

format across 6-9. (2.7,

2.10 & 2.13)

To create Teaching &

Learning folder in

Google docs where:

Scope & Sequence,

Teaching Plans,

Assessment &

Resources are stored

for each learning area

and aligned with

ACARA documents.

Teaching & Learning folder

set up in Google docs.

Staff training on how to use

Google docs.

Working in KLAT groups and

Year Level teams to ensure

collaboration of planning.

Curriculum will be mapped

across all learning areas

using Google docs.

Folders set up in Google.

Staff Meeting time in KLAT

groups to work on updating

curriculum overviews.

Matt working with individual

staff to train on use of shared

folders.

DOTL

Matt A

Dan S

LOLT

Teaching Staff

Complete

2015

To pursue continuous

improvement in

Teaching & Learning. .

(2.2, 2.3, 2.7, 2.10 &

2.13)

Focus on teaching

pedagogies and use of

data to improve student

engagement and

curriculum access.

Staff involvement in ACARA

Networking and PD

Opportunities.

Using NAPLAN, Smart tool

and PAT Data to inform

teaching & learning.

Priority placed on collecting,

analysing and planning from

data.

Focus on standards

referenced assessment and

moderation in KLAT groups.

Using Google Classroom to

share learning with students.

Staff attend PD and share

information/knowledge with

the whole staff.

Staff using data to inform

planning to improve student

learning.

Staff working together to

assess, moderated work

samples in Google drive,

assessment rubrics aligned

with ACARA documents in

student portfolios.

NAPLAN data and PAT results

from 2014 available to staff.

KLAT groups working on

assessment rubrics to create

common documents in subject

areas.

DOLT

LOLT

Teaching Staff

Complete

2015

Ongoing

2016

Provide a diverse and

challenging curriculum

that is inclusive of all

students learning styles

and needs. (2.1, 2.2,

To align Learning

Enrichment with the

Teaching and Learning

Program.

ESO staff and support

timetables aligned with a

year level team.

ESO’s to attend year level

meetings.

Effective use of resources to

support learning outcomes

for students.

ESO’s aligned with a year

level. LOLTs and LEC

negotiating ESO timetables

DOLT

LEC- ESO’s

LOLT/LOSW

G&T Committee

Complete

2015

2.4, 2.5, 2.11 & 2.13)

Teaching staff to work with

ESO’s to meet the needs of

individual student learning

goals.

IEP’s include: learning goals

aligned with ACARA, action

plans and include work

samples.

Review into Gifted &

Talented programs offered

across the school:, where

they fit in timetable, PD

opportunities, visiting other

schools, trialing programs.

IEP’s are a working

document.

2016 clear direction for Gifted

& Talented Program.

Learning goals and action

plans incorporated in one

document.

Initial meeting with G&T

committee, programs and PD

investigated.

Develop policy &

procedure to support

teaching and learning.

(2.2, 2.3, 2.13 & 2.14)

Develop and

maintaining policy and

procedures connected

with our mission, that

provide optimum levels

of support for staff,

students and parents

Review termly written reports

to include subject

descriptions to align with

ACARA documents.

Student Assessment

Portfolios to be sent home in

connection with the written

report.

Review purpose of and

structure of T1 and T3

parent/teacher interviews.

Written reports aligned to

CEO reporting guidelines.

Parents accessing student

portfolios at the end of each

term.

Data informs decision on best

structure for parent/teacher

interviews.

DOTL

LOLT

Teaching staff

Complete

2015

Middle School

Pastoral Care Goal 3: To provide a quality program of pastoral care and well-being that promotes a sense of self and community

Outcome Aims / Objectives Strategy Key Performance Indicators Progress to date Responsible Date

To develop a safer,

greener and efficient

transport and Road

Safety Plan. (3.8 &

3.13)

To review and make

possible changes to

the road crossing on

Percy Ave.

To develop safe entry

and departure points

to the school.

To increase

awareness of safe

passage to and from

school.

To map where

students/parents

travel from and the

mode of transport

used.

Work with Sue McMillan

Department of Transport and

the Way2Go program and

Marion council to develop a

transport and road safety

strategy.

Surveys to collect data.

Working with Transfield to

address transport concerns.

Changes to School Road

Crossing on Percy Ave and

Daws Road.

Changes to transport system.

Improved and safe

behaviours to and from

school.

Bike Ed program.

Contact and planning

commenced last year.

Initial contact made. Meeting

will be organised.

Jody Keller and Joe Millemaci to

be the focus teachers and will

meet with Sue and Marion

Council.

School Agreement completed.

Greater collaboration with

Transfield.

Extra bus provided to alleviate

overcrowding. New system for

students lining up and boarding

bus.

Separate busses for 6/7 and 8/9.

DOS, DOSW.

Jody Keller.

Project

concluded.

Peter

McCabe to

manage

Extra bus

now

provided

To develop a safe and

supporting school

community. (3.1, 3.3,

3.4, 3.13 & 3.15)

To continue

implementing the

Keeping Safe: Child

Protection Curriculum

at SHCMS.

DOS be a part of the CESA

Child Protection Network

group.

Map Child Safety Curriculum

using learning area Unit Plans.

Provide staff PD in Child

Protection Curriculum.

Documentation in Learning

Area Unit plans.

Aspects of Child Safety in Health

Curriculum.

Unit Plans.

DOS and

DOSW.

Complete

2015

Greater collaboration

with SHCS in

developing a transition

process for passing on

information centred

around student needs.

(3.1, 3.2, 3.7, 3.13 &

3.14)

Greater dialogue with

SHCS centred around

student wellbeing.

Improved process for

passing on student

information.

Develop Individual Education

Plans that include behavioural,

social and emotional needs.

Develop a. improved transition

process.

IEPs include behavioural,

social and emotion

information.

Improved communication.

Meeting and phone

conversations between SHCMS

and SHCS Wellbeing

coordinators.

Student files sent to SHCS.

Leaders of Wellbeing and

Learning and Learning and

Teaching collaborating to

develop IEPs.

DOS

Head of Senior

School.

Leaders of

student

Wellbeing

IEP’s

completed

and passed

onto SS

To implement Edumate Develop individual Edumate training and Improved recording of Completed

and ensure that it is an

effective tool for

recording and collecting

data on student

wellbeing. (3.1, 3.7,

3.13 & 3.14)

support plans and

strategies based on

data.

implementation. behaviours, data collection

and development of student

support plans that can flow

on to SHCS.

in T4 2015

Senior School Religious Goal 1: To develop a relevant and living Catholic ethos in the Marist tradition


1.1 1.5 1.7 1.8 1.13 1.15

Maintain momentum and grow new social justice group: MSol (Marist Solidarity)

Continue with personal approach of Year 10s on Induction Day with invitation to join new group

Arrange many and varied activities to maintain the interest of the students and gain momentum throughout the coming years.

Install the Youth Minister as the key contact person to grow and develop the group.

Work closely with the Indigenous Education Focus Teacher to build an indigenous focus in social justice activities.

Continue to engage with the local community via the Christmas Hampers

Increased numbers of students participating in MSol as compared to the Social Justice Group in 2013 and previous

At least one big event or fundraiser per term

Over 70 new Year 10s indicated their commitment to the group on Induction Day.

DoMM Ongoing

1.1 1.3 1.5 1.6 1.8

Further develop retreat programmes for Years 10 and 11 to compliment and lead towards the Year 12 retreat.

Youth Minister and Director of Marist Mission to work closely in developing these programmes.

Make contact with neighbouring schools to get an idea of their retreat programmes and adapt to suit the SHC context.

Liaise with Middle School APRIM to structure a retreat programme from Year 6 – 12.

Utilise the Adelaide Young Marists for facilitation and planning of retreat days.

Retreat Programmes being in place from Year 10-12 for 2016.

Improved structure in please regarding Retreat program and Reflection Days, as well the Induction of new students.

DoMM Ongoing

1.3 1.4 1.5 1.8 1.9 1.10 1.11 1.12

Continue to develop staff who are comfortable and confident to evangelise in their day-to-day interactions

Provide professional learning opportunities at the start of each year run by the Marist Life and Formation Team.

Ensure all new staff are inducted into the Marist Charism by the Marist Life and Formation Team.

Anecdotal feedback from students as to whether prayer-time is observed in Homeroom

Measuring numbers of staff who participate in formal training from the Marist Life and Formation Team and ensuring those

Staff led individual prayer sessions at Beginning of Year PD

DoMM Ongoing


Provide opportunities for all staff – teaching and non-teaching – to attend Marist Programmes at Mittagong and follow up advertised opportunities with personal approach.

Actively encourage staff to pursue study in the Graduate Certificate in Catholic Education or to maintain their Catholic Professional Formation allowance through further study.

Build and maintain a core-group of Religious Education Teachers.

Invite staff to participate in the Australian Marist Community at several points across the year.

numbers are comparable from year-to-year.

Feedback from teachers as to comfort and willingness to teach Religious Education.

Measuring numbers who have joined the Australian Marist Community.

1.3 1.5 1.6 1.8

Increase staff and student involvement in masses particularly in relation to understanding the Eucharist, responding and singing

Provide opportunities to train staff and students as Extraordinary Ministers of the Eucharist

Year 11 Religious Education classes moving the focus from the theology of the Mass to a more fundamental understanding of Christianity.

Provide formal documentation to staff to pass-on to students as to reasons for, and expectations during, Mass.

Practicing “responding” either before Mass or within homerooms.

Continuing to develop a culture of singing, especially the ancient prayer to Mary, Sub Tuum.

Liaising with the Liturgical Music Coordinator, Director of Music and equivalent at the Middle School campus to increase the musical

Smooth running of the mass

Reverence and respect throughout the Mass by both staff and students.

Increased levels of responses and singing.

Increased participation in the RE Ensemble.

Initial document explaining expectations at Mass appeared to work for the Opening Mass, with increased participation from 2014.

Feedback from teachers was positive and it appears they appreciated the information.

RE ensemble has grown but will have lost key members in 2016.

Anecdotal feedback suggests greater student participation at Mass (ie: responses etc).

DoMM Ongoing


profile across the whole College.

Liaising with the APRIM at the Middle School to ensure Masses are relevant and meaningful to our students.

Senior School

Teaching and Learning Goal 2: To promote excellence in teaching and learning through a challenging and inclusive curriculum


2.1 Promote a positive culture of achievement that places teaching and learning at the forefront of all activities

Review the monitoring of student achievement of the SACE

Review the Intervention strategies for students at academic risk in all year levels

Create a Work Completion policy and procedures for student learning tasks

100% SACE completion for year 12 students

Reduced number of D and E grades in Statements of Results (year 10, 11) and final Year 12 Results

Reduced number of late submissions of student drafts and summative tasks

Constant review and improvement – all strategies implemented, however work remains ongoing

APC & DoTL

APC, DoTL, Careers and Pathways Counsellor

TLC

Ongoing

End of 2015

End of 2015

2.8 Provide a professional learning program which is relevant, flexible and dynamic.

Implement a classroom walkthrough and lesson observation program for 2015

Enrich the professional learning opportunities for teaching staff

Review the start-of-year and end-of-year professional learning day structure

Review and update the Staff Handbook

At least 20% of teachers to participate in a program of lesson observations

All teachers use Professional Learning Absence Request Forms A and B

Creation of a three year start/end-of-year schedule

New Staff Handbook in r:drive


APC & DoTL

APC

APC

APC & HoSS

Ongoing

End of 2015

End of 2015

End of 2015

2.2 Modify and improve curriculum options that respond to changing requirements in senior secondary education.

Review implementation of PLP as an embedded subject across RE and HPE

Review design, delivery and assessment of Year 10 AC subjects

Create assessment Rubrics for Year 10 AC subjects (English, Maths, Science, HPE and History) o Learning Area meetings to

focus on assessment of AC

HoLA (Cross Disciplinary Studies) to create and table a report (to the TLC) on the success of PLP

Heads of Learning Area to report on AC at TLC meetings

Year 10 Assessment Rubrics prepared by HoLA’s (and Learning Area teams) and submitted at TLC meetings

HoLA (Cross Disciplinary Studies)

HoLA’s

HoLA’s

HoLA’s

End of 2015

End of 2015

End of 2015

2.7 Embrace information and communication technologies that complement learning

Implement some of the Learning Management Systems (LMS) aspects of Edumate 5

Curriculum mapping of year 10 subjects

Markbook

Heads of Learning Area to populate Edumate 5 with year 10 units of work

Assessment and Reporting Administrator to work with HoLA’s to prepare Markbook ready for 2016

HoLA’s & eLearning Coordinator

HoLA’s & A&R Administrator

Ongoing

1/2/16

Senior School Pastoral Care Goal 3: To provide a quality program of pastoral care and well-being that promotes a sense of self and community


3.2 Continuously improve orientation and induction progams to provide an engaging introduction to the school community

Review Transition procedures into Year 10, streamlining parent information nights, induction days, and use of the opening days of the school year

Amended procedures based on feedback from Heads of House and other staff

Improved flow of information from SHCMS and MMC to Heads of House and other staff


HoSS HoSS

Completed End of 2015

3.8 Review policies and procedures that ensure the safety and welfare of students

Develop a Working Party to review the College approach to managing student behaviour, via the Levels of Intervention

Review, amend, and work with staff to increase awareness and understanding of Levels of Intervention

Continue to increase staff use of Edumate Pastoral Alerts to support both staff and students

Develop the “awards” aspect of Edumate, to celebrate student success


HoSS HoSS HoSS

Completed End of 2015

3.10 Provide opportunities for personal development and formation that are relevant and engaging

Actively seek opportunities for staff to engage in professional learning opportunities, to support their understanding of, and ability to adhere to the amended Levels of Support document.

Increased staff involvement in professional learning opportunities

Guiding staff through a process of consultation and review of the amended Levels of Support document

Ongoing HoSS HoSS

Achieved but Ongoing

3.14 Review well being arrangements as they relate to the Dual Schools

To work closely with SHCMS Leaders with regard to behavioural expectations and other policy priorities, to achieve consistency across campuses

Alignment of key policies A number of procedures have been discussed, reviewed and aligned – future focus on case management

HoSS Achieved bu Ongoing

SHC Community Participation Goal 4: To develop and promote a strong sense of community to enhance the educational program.


4.1 Establish and reinforce consultative forums across SHC

Processes of review, significant change and new initiatives to include points of consultation with key stakeholders

Parent Forums to be established at the MS

SHC Policies to be discussed in staff, parent and Council forums

MS Parent Forums

Policy Drafting underway

Masterplans – SS to be discussed and MS to be completed

Principal HoMS

March

4.3 Finalise SHC Policies and Procedures

Draft, consult and ratify SHC Policies and Procedures

Ratification of final documentation

Drafting

Consultation at LTeams

MSLT/SSLT Principal

March

4.5 A coherent SHC Pastoral Care Program

Collaboration between SS and MS leaders

Establishment of procedures to ensure more effective transition from MS to SS

Meeting outcomes

Documented protocols

Feedback from key leaders

HoSS/HoMS/Principal/DoS (MS) have held initial meetings

Robyn Sutherland’s role in transition

Executive and Key Leaders

March

4.10 Establish a College-wide IT platform

Implement Edumate V5

Establish data links across SHC

Edumate implementation

SHC network

Consultation and advice – proposal to have Edumate prepare the data

Network options explored and discussions continue

BMO/Network Admin’s

March

4.12 Establish the SHC Advisory College Council to provide governance advice to the Principal

EoI process to ensure previous members of MS/SS Councils are members of the SHCAC

Implement MSA AC Constitution

Council established

Advice provided on strategic issues

MSA Constitution implemented

Council established Principal/ Council Chair and Deputy Chair

March

4.14 To support the establishment of the Marist Association of St Marcellin Champagnat (MAMC)

Encourage nominations

Support the establishment of the local group

Group formed and meeting

Leadership established

Purpose and projects documented and agreed

Small group formed

Hollie Hockley to lead

Principal/DoMM/Hollie

March

SHC Resources and Environment Goal 5: To provide quality facilities and respond strategically to future resource provision and environmental management


5.1 Finalise Middle School Building Master Plan 2015 -2020. Commence planning for implementation of Senior School Master Plan

College Council to review plan As per MSA requirements MS plan to College Council June 2015

Senior School finalised.

Principal/BMO/ Building Committee.

June

Finalise the merger of the two schools with government and other authorities

BMO to coordinate

Updated documentation issued.

Government agencies contacted

Registration with State Government completed Feb 15

Amalgamation of other accounts commenced

To be completed by June 15

BMF/FAC/Council

June

5.2 Develop College 10 year Finance Plan 2015-2025 for merged schools.

FAC to review plan Affordability of Fees

Government Grants

Enrolment projections

Building Master Plan

First Draft to FAC June 2015

BMF/FAC/Council

Signed off by College forward to MSA September

ICT 2015 -2016

Financially resource the ICT amalgamation of two schools

Develop an ICT plan for the College.

Plan completed in the time frame allowed

Monitor Chrome book initiative

Review merger requirements

BMO in conjunction with ICT Committee’s

October On-going

5.3, 5,6 & 5.12

Facility improvements

Financially resource a schedule of minor projects to improve facilities at both schools.

Completion of scheduled projects

List of minor works drawn up. BMO/Maintenance Manager’s

December

Human Resource Management

Monitor ESO Admin changes due amalgamation of the two schools

Foster inter campus exchange where appropriate.

Make recommendations regarding the re-distribution of workloads

Ongoing Principal/BMO/BMF

Ongoing

Debtor Management Proactive response to 120 Day + Debtors

Reassessment of College fee structures

Relook at provision and write off within asset

Monthly Reporting FAC and MSA

Quarterly reporting Cole Management

Ongoing

Additional provision raised in 2015 financial accounts

W/off’s reviewed prior to completing 2015 financial accounts

BMF/FAC Ongoing

S H C B o a r d i n g C o m m u n i t y G o a l 6 :


In the way of Mary

To promote respectful participation in boarding liturgies

Educate the boarders about Catholic liturgies and how to respectfully participate in Liturgies.

Initiate orientation program for all new boarders, including introduction to participation in reading\processions

Once per term to highlight the significance of parts of the Mass.


DOB\Boarding Coordinators

End of 2015

Work ethic\Love of work

On going discussions\instructions throughout the year developing the study habits and techniques of the boarders.

Enhance the study opportunities delivered to the boarders.

During Week 8 of Term 1: sessions on “how to revise”.

During Week 5 of Term 2 and Week 2 of Term 4: sessions on “how to prepare for exams”.

Once a term to “model” excellence in terms of study.


DOB End of 2015

Presence Development of the skills of the boarding staff

Ongoing professional development of the boarding staff in the areas of medication and ICT.

Continue education in the safe storage, handling and delivery of medication.

Continued introduction\implementation of the Medication Policy

Introduction\implementation of the Reach “leave” monitoring system.


DOB\Boarding Coordinators

End of 2015

Simplicity Doing good quietly. Ensure that all members of the community act and speak in a manner that is appropriate in a Marist boarding school.

Educating the boarding community in the Marist charism.

Using dining room “menus” to educate the boarding community about Marist spirituality and the Marist world.


DOB End of 2015

Family Spirit

Developing positive relationships amongst all members of the boarding community

In 2015 focussing on improving relationships between girl and boy boarders and between year levels.

Develop an initiative each term that assists us to develop a community in terms of gender & age


Boarding Coordinators.

Ongoing