St Agnes Catholic High School, RootyHillPO Box 24, Rooty Hill 2766Principal: Ms Lisa-Maree BrowningPhone: 02 8882 0700 Fax: 02 8882 0799Email: stagnes@parra.catholic.edu.auhttp://www.stagnesrootyhill.catholic.edu.au

Introduction

About the Annual School ReportSt Agnes Catholic High School is registered by the New South Wales Education StandardsAuthority, NESA, as a member of the Catholic system of schools in the Diocese of Parramatta.

The Annual School Report provides parents and the wider school community with fair, accurateand objective information about various aspects of school performance and development. TheReport describes achievement of school development priorities in 2018 and gives informationabout the 2019 priorities.

This Report is a legislative requirement under the Schools Assistance Act, 2008 and the EducationAmendment Act 2004.

The information in this Report is complemented by the school website where other schoolpublications and newsletters can be viewed or obtained from the school.

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Key Messages

PrincipalI am proud to present to you the 2018 Annual School Report for St Agnes Catholic High School,Rooty Hill.

Our motto is To Truth Through Love. The members of St Agnes Catholic High School pridethemselves on being 'a diverse community learning together'. Our hopes for the school aresummed up in our Vision Statement which follows.

St Agnes Catholic High School is a centre of teaching and learning reflecting the life and missionof Jesus Christ. Inspired by St Agnes and St Francis of Assisi and following the tradition of theFranciscan Missionaries of Mary, we seek to:

welcome and serve one anotherrecognise and celebrate the dignity and worth of each personnurture relationships built on integrity, compassion, forgiveness and loveengender a sense of hope for a better future

We value:integritycompassionhopeinclusivenessdiversity

ParentSt Agnes Catholic High School values the essential partnership between home and school.

In 2018, parents were involved in parent information evenings, learning portfolio meetings andother occasions where issues such as the development of the student management plan,learning progress and matters related to teaching and learning were discussed. With theannouncement of the school to grow to Years 7 to 12 by 2020, there were additionalopportunities for parents and the community to engage with the school to plan for thisexpansion.

We celebrated with the school academic award ceremonies, St Agnes Day, St Francis Day andinvolvement in learning programs that were offered. The opportunity to attend mass with theschool community was another way in which we interacted.

StudentAs members of the student leadership team at St Agnes Catholic High School we haveappreciated the opportunities provided to us by the staff.

Technology and its use was a focus for teachers and students here at St Agnes Catholic HighSchool. This made learning more enjoyable and interesting. During the year we explored the useof new learning technologies in the classroom and there was a focus on feedback to assist us inimproving the standard of our work.

There was a friendly and happy atmosphere around the school.

We had opportunities to attend excursions and camps, and be involved in challenge-basedlearning and electronic learning portfolios. The students participated in many extra-curricularactivities. The environmental group was particularly active with the introduction of a highlysuccessful recycling initiative.

Most, if not all, students enjoyed their time at St Agnes Catholic High School.

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Who we are

History of the schoolFounded in 1962 with 29 girls as its first students, St Agnes Catholic High School has catered forstudents in Year 7 to 10 in the Rooty Hill community for over 50 years.

Established by the Franciscan Missionaries of Mary, the school upholds the Franciscan spirit ofsimplicity and acceptance of all. In 1976 the school was handed over to the Sydney Diocese. From1999 to 2004 it was incorporated into a multi-campus college, Christ Catholic College. In 2004 thiswas disbanded and St Agnes Catholic High School again operated independently, providingeducation for young people in the greater Mount Druitt area.

Students first attended lessons in the original buildings, then, with increases in the studentpopulation, new buildings were developed. The original homestead has been carefully preservedand extended. It now houses the administration offices and staff facilities of the school.

The school is a member of the Catholic Community of Schools in our area. These eight schoolswork together to provide a Kindergarten to Year 12 (K-12) education for students. Until 2017, onthe completion of Year 10, students progressed to Loyola Senior High School. From 2019 Year 10students will progress into Stage 6 at St Agnes Catholic High School.

Location/drawing areaSt Agnes Catholic High School is located in Rooty Hill with approximately 700 student enrolments,and draws on students from St Aidan's Primary School, Rooty Hill; Sacred Heart Primary School,Mount Druitt South; Holy Family Primary School, Emerton; and Good Shepherd Primary School,Plumpton, as well as a number of other schools in the surrounding suburbs. It serves theparishes of St Aidan's, Rooty Hill; Sacred Heart, Mount Druitt South; Holy Family, Emerton; and StJohn Vianney's, Doonside.

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Workforce Composition

Category Numberof Staff

Number of teachers who hold teaching qualification from a higher educationinstitution within Australia or as recognised within the National Office of OverseasSkills Recognition (AEI-NOOSR) guidelines

54

Number of teachers who have a bachelor degree from a higher education institutionwithin Australia or within AEI-NOOSR guidelines but lacking formal teacherqualifications

0

Number of teachers accreditated to teach Religious Education 25

Number of teachers currently undertaking accreditation to teach Religious Education 3

Number of non-teaching staff (includes teachers' aides) 20

Percentage of teachers who are indigenous 1

The average teacher attendance for 2018 93

Percentage of 2018 teaching staff who were retained from 2017 78

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesThe school has a rich prayer and liturgical life. This has been enhanced by membership of theFranciscan Federation of Schools.

There was daily prayer in each homeroom. Prayers were taken from the school homeroom prayerbook, the school diary, Franciscan daily prayers, or they were developed by the homeroomgroup. A school community prayer was said at the conclusion of each day.

Special liturgies, both Eucharistic and non-Eucharistic were celebrated on major feast days,assemblies and at major events. There was an active liturgy group, under the guidance of theReligious Education coordinator, who had an important role in the preparation of liturgies andprayer. Each Year group was involved in reflection days that focused on areas that were relevantto its particular needs.

Mass was celebrated once a week in the prayer room. The Angelus was recited at midday. In aneffort to enhance the prayer and spiritual life of the school all students were provided with theirown copy of the Bible.

Year 10 students engaged in a spiritual retreat held at the Benedict XVI Retreat Centre.

Social JusticeThere was an active Social Justice group in the school whose work included fundraising forProject Compassion and local St Vincent de Paul Society centres.

In 2018 we focused on the House of Welcome; the financial support of a Franciscan charities; andraising money to send three students on the World Youth Day pilgrimage to Panama. TheMinistry group formed in 2017 was organised by students and staff to share their spiritualjourney. This grew in strength throughout 2018.

School home and parish partnershipsSt Agnes Catholic High School is part of the Community of Schools in the area. The parish priests,principals, assistant principals and Religious Education coordinators of these eight schools meettogether formally to plan and discuss issues affecting the Religious Education of our school froma Kindergarten to Year 12 (K-12) perspective.

The school continued to work closely with Loyola Senior High School to ensure the continuity ofenrolment, curriculum and pastoral care as students progressed into Year 11 and 12. Through2018 staff members from St Agnes Catholic High School worked with staff from St Clare's CatholicHigh School and Loyola Senior High School in preparation for the introduction of Stage 6 in 2019.

We also worked closely with our nearest feeder schools: St Aidans Primary School, Sacred HeartPrimary School, Holy Family Primary School and Good Shepherd Primary School. This relationshipwas fostered in many ways throughout the year including the inclusion of Year 4 students in theRoad to Bethlehem performance which retold the advent journey.

Religious EducationThe formal Religious Education (RE) program followed the Parramatta Diocesan program, Sharingour Story. All students studied Religious Education as part of their studies. Throughout Stages 4and 5, students studied units based on 'Scripture', 'Theology', 'Social Justice', 'Sacraments' andour 'Catholic Tradition'.

A formal Pastoral Care program was delivered by the Personal Development, Health and PhysicalEducation (PDHPE) faculty as an adjunct to the PDHPE program. This program responded to theneeds of each Year group.

In addition there were a number of special programs targeted at individual Year groupsincluding:

Year 7: Peer Support program, Year 7 camp

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Year 8: Resourceful Adolescent programYear 9: Peer Support Leadership TrainingYear 10: Sacramental program, retreats

Religious Education was not confined to Religious Education classes. It permeated through ourcommunity in how we interacted together and in our spiritual relationship with each other.Homeroom classes led the school in prayer and assembly. Values education was an integralfeature of programs in all Key Learning Areas.

Professional Learning of staff in Religious EducationCurrently we have 25 staff members who are trained in teaching Religious Education at St AgnesCatholic High School. The staff have been enriched with professional development in the area ofFranciscan traditions.

Through 2018, many of the Religious Education staff undertook training in project basedlearning. This inquiry approach to learning provided engaging learning opportunities for thestudents.

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Learning and Teaching

National Assessment Program - Literacy and Numeracy (NAPLAN)Students in Year 3, Year 5, Year 7 and Year 9 across Australia participated in National AssessmentProgram – Literacy and Numeracy (NAPLAN) in May 2018. The purpose of this test is to provideinformation to parents and teachers about the achievements of students in aspects of Literacyand Numeracy. The test provides a measure of the student’s performance against establishedstandards and against other students in Australia. Each year the results are analysed by theschool to inform teaching and learning with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy,reading, writing, grammar, punctuation and spelling at particular ages. These are referred to asnational minimum standards. Student performance in NAPLAN in our school is compared tothese standards. The percentages of students achieving at or above these national minimumstandards, and the percentages of students in the top three bands are reported in the tablebelow.

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year7

Grammar and Punctuation 93 92 47 58

Literacy 96 91 46 50

Reading 99 94 50 56

Writing 95 87 34 36

Spelling 97 93 62 59

Numeracy 97 95 50 58

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year9

Grammar and Punctuation 93 92 51 49

Literacy 92 88 45 44

Reading 96 94 43 51

Writing 85 80 40 32

Spelling 95 90 57 52

Numeracy 99 96 43 56

Students in Years 7 and 9 were above the national minimum standard in all aspects of NAPLANtesting throughout 2018. This factor is encouraging as it provides a foundation for improvementas the students progress through secondary school. One of the pleasing aspects of the Year 9results was the number of students in the top three bands and the growth they had achieved.St Agnes Catholic High School, Rooty Hill Page 8

Record of School Achievement (RoSA)From 2012, eligible students who leave school before receiving their Higher School Certificate(HSC) will receive the NSW Record of School Achievement (RoSA). The RoSA is a cumulativecredential in that allows students to accumulate their academic results until they leave school.

The RoSA records completed Stage 5 and Preliminary Stage 6 courses.

In 2018, no Year 10 student requested a RoSA.

School curriculumThe integrated Learning Support Team worked with students who had been identified as havingadditional needs. This facilitated students' needs being catered for in a holistic manner.

St Agnes Catholic High School had several special transition programs:

The transition program from Stage 3 to Stage 4 was facilitated by the school and through theCommunity of Schools network. Additionally, there were meetings of individual families withsenior staff, parent information evenings and an orientation day.

The school ran a program for students in Year 10 to aid in the HSC course selection process. Thisincluded guest speakers, aptitude testing and individual interviews. As this was the first cohortfor St Agnes Catholic High School, this was done in conjunction with Loyola Senior High School.Students enrolled in the Trade Training Centre for 2019 attended orientation week at LoyolaSenior High School.

The school was involved in a number of co-curricular activities. These included:public speaking and debatingparticipating in competitions including English, Mathematics, Science, Computing,Financial Literacy, Writing, Spelling, Creative Arts, Progressive Achievement Tests inReading (PAT-R) and Progressive Achievement Tests in Mathematics (PAT-M) sporting competitions - including the Parramatta Diocesan Secondary Schools SportingCouncil for athletics, swimming and cross country, the Bill Turner Cup for football, thePanther Trophy for Rugby League, NSW netball and basketball championships, and indoorfootball competitionschoir and banddance and dramachess

Initiatives to promote respect and responsibilityAll members of the school community had statements outlining their rights and responsibilities.These underpinned all aspects of staff and student wellbeing. Any issues that arose were dealtwith within a restorative justice framework.

Programs such as Peer Support complemented the work covered in the Religious Education andPersonal Development, Health and Physical Education (PDHPE) programs to promote respect andresponsibility.

A Pastoral Care program was co-ordinated by each Stage and assistant Stage coordinator. Thiswas delivered to students in class and assemblies through their 'Know Your Learner' period. Aninitiative that was developed by the student leaders through the 'Know Your Learner' lesson wasadopted into all Pastoral Care programs: 'It starts and stops with you' is the initiative developedto promote respect and responsibility.

Professional LearningSt Agnes Catholic High School, Rooty Hill Page 9

Professional learning undertaken by staff throughout 2018 focused on teaching and learning.Specific reference was made in the use of feedback to help students develop their learning. Therewas a strong commitment to literacy in every lesson.

Staff have been involved in:training in the reading intervention program: Reframing Readers Resourcefully (R3) the Diocesan Stage 4 Numeracy Now Ning, Extending Mathematical Understanding (EMU)and the English/Mathematics Stage 4 (EMU) projects with the focus on the improvementof student learning outcomes within the First Wave Intervention program and thedevelopment of teacher knowledge and practice through professional learning activitiesProject Based Learning - foundations with an international partnerPutting Faces on the Data - using assessment rich practicesengagement in the reciprocal teaching of reading to sustain the reading levels of studentsbased around our use of PAT-R data and the analysis of this from our effective data wallthe development of Franciscan spirituality for all members of the staff with our goalfocused on the formation of staff in this domain

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School Improvement

Annual school prioritiesPriority 1 To draw the students at St Agnes Catholic High School into

participation in the life, mission and work of the Catholic faithcommunity in light of Franciscan spirituality

Reason for priority 1 The Australian bishops identified the liturgical year of 2018 as anational year of youth. It called for dialogue, and active engagementfocused on the reconnection and renewal of a new generation of youngpeople in the life of the church. As St Agnes Catholic High School is aFranciscan school, we felt it was imperative to highlight the Franciscanworld view, with a focus on prayer.

Steps taken to achievepriority 1

These included:school leadership to provide professional development forall teachers to learn how to use the three stage processprofessional development for Religious Education (RE) teachersto learn how to use Scripture kits providing professional development on contextualisingScriptureevangelisation and Religious Education Day to focus on theGospel of Matthewproviding opportunities for staff to participate in, and lead,social justice initiatives

Status of priority 1 On-going

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Priority 2 For all students to improve their reading comprehension,demonstrated by one year's growth in individual PAT-R scale scores andstanine achievement by the end of term 3

Reason for priority 2 Our 2017 data indicated the need to maintain the focus of previousyears on the growth in students' achievement and teacher capacity.Our intention was to build teacher capacity in the knowledge andapplication of high yield strategies which focus explicitly on teachingand improving reading comprehension. We also noticed thatachievement at the top end was not always meeting NAPLANbenchmarks in reading and therefore we needed to have studentsworking in the zone of proximal development.

Steps taken to achievepriority 2

These included:teachers working with the literacy coach to develop professionalcompetency and knowledge in literacy and readinga focus on differentiation in classroom teachingprofessional learning engagement for all teaching staff

Status of priority 2 On-going

Priority 3 Stage 4 students to increase their Mathematical achievement in all fourdomains within the context of multi-step word problems

Reason for priority 3 Data collected and analysed from Years 5 and 7 NAPLAN numeracyassessments and the Year 7 Progressive Achievement Tests inMathematics (PAT-M) test suggested that there were many studentscommencing Stage 4 whose mathematical knowledge, understandingand skill levels had not developed sufficiently to achieve the Stage 4syllabus outcomes from the outset of Year 7.

Many students also had difficulty accessing the Mathematicscomponents of word problems owing to their literacy constraints.

Steps taken to achievepriority 3

Through 2018 there was a focus on:implementation of the key elements of successful Mathematicslessons, including learning intentions, success criteria, warmups, open-ended tasks, assessment of and for learningassessment strategies for collecting data about studentachievementuse of Polya's problem solving strategies and Newman'spromptscontinued involvement in the EMU programconduction of case management meetings

There was significant improvement in numeracy across all year levels in2018.

Status of priority 3 On-going

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Projected school prioritiesPriority 1 For all students to understand deeply the dignity of the human person

through reflection of self, others and God and to live out this beliefthrough ongoing and active engagement in service opportunities thatreflect our Franciscan values

Reason for Priority 1 We want go deeper into our understanding of St Francis of Assisi's corevalue to uphold the dignity of the human person.

This will enable a fuller and more meaningful understanding of faithand the individual person's capacity to live out faith through action.

Steps to be taken toachieve Priority 1

The priority will be achieved through a focus on heart, mind andstrength (Mark 12: 28-34)

To achieve this priority, there will be opportunities to:grow the HEART of our community through prayer focus the MIND of our community through ScriptureSTRENGTHEN our community through service

Each pastoral team and Year group will have specific opportunities tofocus on each of these areas throughout 2019.

Priority 2 By the end of term 4, 2019 all students will improve their writing skills,which will be indicated by progression along the descriptor levels of theSt Agnes Catholic High School writing continuum.

Reason for Priority 2 There is a need for continued deepening of students’ capacity to writewith precision and cohesion across the whole school. Whilst therehas been growth in NAPLAN in 2018 there still needs to be a focus onall elements of writing as the capacity of the student body todemonstrate knowledge and understanding through their writingneeds continued development.

Steps to be taken toachieve Priority 2

These will include: co-construction of descriptors in order to develop the draft StAgnes Catholic High School writing continuum to ensurealignment with the writing progressionsengagement in small group, faculty and individual workshopswith the system based teacher educator, school based literacyand numeracy coach and the Literacy Committee to supportthe application of various strategies to develop students’writing

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Priority 3 For all students to increase their mathematical achievement inmultiplication and division within the context of multi-step wordproblems

Reason for Priority 3 Data collected and analysed from Years 5 and 7 NAPLAN numeracyassessments and the Year 7 Progressive Achievement Tests inMathematics (PAT-M) test suggest that there are many studentscommencing Stage 4 whose mathematical knowledge, understandingand skill levels have not developed sufficiently to achieve the Stage 4syllabus outcomes from the outset of Year 7. Many students also havedifficulty accessing the Mathematics components of word problemsowing to their literacy constraints.

Steps to be taken toachieve Priority 3

These will include:continued implementation of the key elements of a successfulMathematics lesson, ie learning intentions, success criteria,warm up, open-ended tasksassessment of, and for, learningusing assessment strategies for collecting data about studentachievementteacher and faculty workshops with the system based teachingeducator and the school based instructional coach to supportthe application of strategies and engage in reflective practice

Community Satisfaction

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Community Satisfaction

Parent satisfactionIn 2018, Catholic Education Diocese of Parramatta engaged The Learning Bar to conduct the TellThem From Me survey to provide feedback from parents, students and staff about our school.The survey is conducted annually.

The data for 2018 showed parents were exceptionally satisfied with the learning environment atSt Agnes Catholic High School. Parents commented strongly on student safety, connectedness topeers and classroom behaviour. Parents also indicated an appreciation of the extra-curricularactivities provided for their sons and daughters.

Communication from the school to parents was also considered a highlight. This indicated therelational aspect of our work.

Student satisfactionThe Tell Them From Me data showed that students were very satisfied with the school. Studentattendance was very high as was staff attendance. Student enrolments increased through 2018which indicated students wished to attend St Agnes Catholic High School as they saw the schoolas a learning environment they wished to be part of. Additionally, most Year 10 students electedto stay at St Agnes in 2019 as it moves to Year 11, further indicating their satisfaction with thelearning climate.

Teacher satisfactionThe Tell Them From Me data showed teacher satisfaction was ranked highly at St Agnes CatholicHigh School. There was an exceptional level of professionalism in the school with staff feelingvalued and empowered in their work.

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Student Profile

Enrolment PolicySt Agnes Catholic High School follows the Catholic Education Diocese of Parramatta (CEDP)Enrolment Policy and Procedures. The full text or a link to the full text of the school’s enrolmentpolicies, including all prerequisites for continuing enrolment can be obtained from the schooloffice or can be accessed on the CEDP website showing the CEDP Enrolment Policy, Procedures and Guidelines.

Current and previous years' student enrolmentYear Boys Girls Total

2016 312 325 637

2017 345 340 685

2018 342 330 672

Student attendance ratesThe table below shows the percentage of student attendance by Year level and school average.

Year 7 95

Year 8 93

Year 9 93

Year 10 92

Year 11 0

Year 12 0

School average 93

Characteristics of the student bodyThe table below shows the number of students in each of the categories listed.

Language background other than English (LBOTE) 507

Students with disablities (SWD) 32

Indigenous 26

Managing Student Non-attendanceRegular attendance at school is essential if students are to maximise their potential. Schools inpartnership with parents and guardians, are responsible for promoting the regular attendance ofstudents. The compulsory schooling age is 6-17. Parents and guardians are legally responsible forthe regular attendance of their children, explaining the absences of their children in writingwithin several days to the school, and taking measures to resolve attendance issues involvingtheir children. School staff as part of their duty of care, monitor part or whole day absences.

They maintain accurate records of students' attendance, follow up unexplained absencesthrough written and verbal communication, implement programs and practices to addressattendance issues when they arise, and provide clear information to students and parents

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attendance issues when they arise, and provide clear information to students and parentsregarding attendance requirements and the consequences of unsatisfactory attendance. Theprincipal or their delegate, may grant permission for late arrival or early departure from school,leave or exemption from attendance only in individual cases, on written request from parentsand guardians.

The principal/delegate will undertake all reasonable measures to contact parents promptly if anunexplained absence occurs. If truancy is suspected, the principal will contact theparents/guardians to ascertain the reason for the absence. If a satisfactory response is notreceived, the matter will be referred to the relevant staff at the Catholic Education Office,Diocese of Parramatta who will follow up unexplained absences as per legislative requirements.

Student retention ratesThe retention rate of students for Year 10 to Year 12 was 0%.

In 2017, St Agnes Catholic High School was a Years 7 to 10 school, so no students continued toYear 12 on this site.

Senior secondary outcomesThe following table shows the percentage of Year 12 students who undertook vocational trainingor training in a trade while at school, and the percentage that attained a Year 12 certificate orequivalent vocational education and training qualification.

Percentage of Year 12 students who undertook vocational training while at school 0

Percentage of Year 12 students who undertook training in a trade while at school 0

Percentage of Year 12 students who attained a Year 12 (HSC) or equivalent vocationaleducation and training qualification

0

Student wellbeing

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Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careThe school is committed to restorative justice practices. There is a code of rights andresponsibilities for students, staff and parents. Policies and practice in the area of studentmanagement, bullying and harassment emphasise the damage done to relationships and therebuilding of relationships. All incidents are reported to learning advisers and coordinators.

The full text of student management/welfare and discipline policies can be obtained through theschool office.

School policies regarding student management remained the same throughout the year and havebeen embedded in our management structures. This was achieved by means of developing astructure to allow for joint meetings to be held throughout the year.

In all situations the principles of natural justice and procedural fairness operated. Corporalpunishment is expressly forbidden at the school.

Complaints and grievances policyThe school has formal written protocols in place to address complaints and grievances. Theseprotocols are in line with the Catholic Education, Diocese of Parramatta CEDP, ComplaintsHandling policy and procedures. A copy of the school policy is available form the school office oris available on the CEDP website http//www.parra.catholic.edu.au/policy-central.

There were no changes to the policy during 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (53.4%)Capital (0%)State (16.1%)Fees (12%)Other (18.4%)

Capital (25.6%)Salary (55.5%)Non-Salary (18.9%)

RECURRENT and CAPITAL INCOME

Commonwealth RecurrentGrants1

$7,409,703

Government Capital Grants 2 $0

State Recurrent Grants 3 $2,238,143

Fees and Private Income 4 $1,662,295

Other Capital Income 5 $2,556,843

Total Income $13,866,984

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $3,667,077

Salaries and Related Expenses 7 $7,958,762

Non-Salary Expenses 8 $2,711,357

Total Expenditure $14,337,196

1. Commonwealth relates to Commonwealth Recurrent Grants including per capita fundingand special purpose grants.

2. Capital relates to Government Capital Grants.3. State relates to State Recurrent Grants including per capita funding, interest subsidy and

special purpose grants.4. Fees relates to diocesan and school based fees, excursions and other private income from

parents.5. Other refers to Other Capital Income including drawdowns from the Diocesan School

Building Fund to fund Capital Expenditure.6. Capital refers to Capital Expenditure including School Buildings, Furniture and Equipment.7. Salaries refers to the total of all Salaries, allowances and related expenses such as

superannuation, workers compensation and leave.

18.4%

12%

16.1%

53.4%

■■■■■

25.6%18.9%

55.5%

■■■

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8. Non-Salary refers to all other Non-Salary Recurrent Expenses.

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