Marian Catholic College, Kenthurst

Transcription

1 Marian Catholic College, Kenthurst PO Box 136, Round Corner 2158 Principal: Ms Lynn Bard Phone: Fax:

2 Introduction About the Annual School Report Marian Catholic College is registered by the Board of Studies Teaching and Educational Standards (BOSTES) NSW, 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, accurate and objective information about various aspects of school performance and development. The Report describes achievement of school development priorities in 2014 and gives information about the 2015 priorities. This Report is a legislative requirement under the Schools Assistance Act, 2008 and the Education Amendment Act The information in this Report is complemented by the school website where other school publications and newsletters can be viewed or obtained from the school. Marian Catholic College, Kenthurst Page 1

3 Key Messages Principal This Annual School Report for Marian Catholic College represents a snapshot of the life of the college in Marian Catholic College is a living faith community of students, parents, staff and pastors that explicitly witnesses Catholic beliefs, values and traditions. As such the college is a local expression of the universal Catholic Church and shares in its evangelising mission. Marian Catholic College is a learning community that values the interdependent core activities of learning and teaching and strives to create a vibrant learning environment which is safe, challenging, collaborative and built on mutual respect. It is an environment which enables members of the college community to access the knowledge, attitudes, values, skills and love of learning necessary to realise their human potential and live full and productive lives. The college promotes the development of positive relationships; mutual respect; an understanding of individual and communal rights; and responsibilities and practices which promote inclusiveness and acceptance of individual difference. Parent Marian Catholic College enjoys a strong and effective relationship with the parent community. Parents are welcome at the college and are involved in a variety of ways in the daily life of the college. Parents are kept informed of the activities of the college through regular newsletters, s, Short Message Service (SMS), information evenings, report nights, phone calls and interviews. There has also been significant contact with parents in relation to the 1:1 ipad program. The Parent Education Network (PEN) committee engaged a variety of expert speakers to provide relevant, up-to-date information for the benefit of both students and parents in This year s presentations included: Process Communication: understanding patterns of behaviour and how to help your child Positive Uses of Technology and Young People Staying Safe Online Helping Your Kids Succeed Teenagers and Alcohol: how much influence do parents really have? The PEN committee continued to collaborate with the Marian community and guest speakers in an attempt to address a variety of difficult issues currently affecting our students. Student Opportunity, encouragement and achievement are words I would use to describe student life at Marian Catholic College. With extra-curricular activities from a wide range of disciplines including representative sports such as Hills Zone Sports Association (HZSA) and Parramatta Diocesan Secondary School Sports Council (PDSSSC), performing arts such as Marian Catholic College Arts Festival (MCCAF) and musicals, public speaking and mock trial, students from all year groups are provided with many practically educational and beneficial opportunities that nicely complement their individual growth and development. Furthermore, community service opportunities such as Country Fair, Vinnies Van and Christmas, Winter and Lenten appeals; many leadership roles; offerings of extension subjects; and learning support services all help Marian Catholic College students to reach their maximum potential and enhance their overall learning experience. With the constant support and encouragement of dedicated teachers, peers and other staff members, our students can easily develop and express themselves, as they find a safe place to belong and form life-long friendships. Marian Catholic College, Kenthurst Page 2

4 In a school with a strong sense of community, students are encouraged to adopt and put into practice, key Catholic values in everyday life. The importance of faith and prayer is emphasised through whole-school masses and liturgies, as well as Year 11 and 12 retreats and Years 7 to 10 reflection days. The many achievements and talents of the students are showcased and celebrated at many different events such as school assemblies and presentation night. Their aptitude, however, can also be seen in their behaviour and camaraderie from day-to-day. One need only look to the journey of the students to see the successful and well-accomplished young adults they become at the conclusion of their secondary education - something that can only be attributed to their time, experiences and achievements at Marian Catholic College. Marian Catholic College, Kenthurst Page 3

5 Who we are History of the school Marian Catholic College was founded in 1988 which was proclaimed a Marian Year of the Church. Thus, the college was called Marian Catholic College and adopted Mary as its patron. The college motto, Walk With Christ, reflects the journey Mary made every day with Jesus and is reflected in the journey we make every day as individuals, and as a community, with the God who loves us. Location/drawing area Located in Kenthurst, Marian Catholic College serves the parish communities of St Benedict's, Arcadia; Our Lady of the Rosary, Kellyville; St Madeleine Sophie, Kenthurst; and Our Lady of the Angels, Rouse Hill. The four Catholic primary schools, whose students feed into Marian Catholic College for secondary education, are St Madeleine's Primary School at Kenthurst, Our Lady of the Rosary Primary School at Kellyville, St Angela's Primary School at Castle Hill and Our Lady of the Angel's Primary School at Rouse Hill. Other students are drawn from the feeder parishes as indicated above. Marian Catholic College, Kenthurst Page 4

6 Workforce Composition Category Number of teachers who hold teaching qualification from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines Number of teachers who have a bachelor degree from a higher education institution within Australia or within AEI-NOOSR guidelines but lacking formal teacher qualifications Number of teachers accreditated to teach Religious Education 28 Number of teachers currently undertaking accreditation to teach Religious Education 3 Number of non-teaching staff (includes teachers' aides) 31 Percentage of teachers who are indigenous 0 The average teacher attendance for Percentage of 2014 teaching staff who were retained from Number of Staff 76 0 Marian Catholic College, Kenthurst Page 5

7 Catholic Identity and Religious Education Prayer, Liturgical Life and Faith Experiences The College Community has a strong prayer life. Morning prayer, prepared and led by staff and students, is based on gospel readings using the process of Lectio Divina. Prayer is used at all student and staff meetings and college assemblies. The Angelus is also integrated into the daily life of the college, and the Rosary is prayed daily in May and every Friday. The liturgical life of the college is reflected in Eucharistic celebrations to open the school year, on Marian Day, induction of our college leaders, and to mark the graduation of our Year 12 students. Other liturgical celebrations mark the significant events in the Church's year: Ash Wednesday, Holy Week, Easter, Pentecost, the Feast of the Assumption and Advent. All students attend the weekly parish mass and Reconciliation in their Religious Education classes on a rostered basis, as well as enjoying reflection days in the junior years, and retreats in their senior years. The junior reflection days are age-appropriate opportunities for students to reflect on their relationships with their family, friends and God. The senior retreat experiences are rich opportunities for the students to reflect on their own personal journey of faith, the direction of their life, and relationship with God. Many senior students volunteer as catechists in state primary schools. Social Justice As a Catholic community, we strive to raise awareness of local and global justice issues. We encourage all members of our community to be compassionate to the needs of others and to have an informed view of social justice issues. As a school community, each term we focus our education and support of a few issues and assist through fundraising for one charity each term. Student leaders assist in the selection of the charities that we support. In 2014, the following projects were supported by the school community: Caritas, St Vincent de Paul (Winter Clothing Appeal; Door Knock Appeal, Christmas Hamper Appeal), Vinnies Van, and the Matthew Talbot Clothes and Hygiene product collection. School home and parish partnerships The college enjoys a strong partnership with the parent community and the pastors from Our Lady of the Rosary, Kellyville; St Benedict s, Arcadia; Our Lady of the Angels, Rouse Hill; and St Madeleine Sophie, Kenthurst, who fully support the spiritual, liturgical and pastoral life of the college community staff, students and parents. They work individually and collectively to minister to the community throughout the year and are involved in the enrolment process for new students wishing to join the college community. The priests meet as a group with the college executive at various times throughout the year to discuss parish and college issues and to plan and prepare for liturgical celebration of the Sacraments of Eucharist and Reconciliation. The priests also attend part of the senior student retreats. Parents, as the first educators of their children, work in close partnership with the school. The school enjoys positive and constructive two-way communication with parents as we work together to navigate through the many personal, social, health and academic challenges teenage students face during their years in high school. Religious Education Students in the junior years follow the Diocesan Religious Education syllabus, Sharing Our Story. All senior students study the Board of Studies endorsed course, Catholic Studies, or the Board of Studies developed course, Studies of Religion 1 Unit or 2 Unit. Professional Learning of staff in Religious Education Staff professional learning in Religious Education has occurred in a variety of forums including through whole-school staff workshops. All staff undertook training in using Scripture in the classroom. Two staff included Higher School Certificate (HSC) marking in their professional development. There have also been a number of staff who have completed their accreditation to teach Religious Education. Marian Catholic College, Kenthurst Page 6

8 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 Assessment Program Literacy and Numeracy (NAPLAN) in May The purpose of this test is to provide information to parents and teachers about the achievements of students in aspects of Literacy and Numeracy. The test provides a measure of the student s performance against established standards and against other students in Australia. Each year the results are analysed by the school to inform teaching 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 as national minimum standards. Student performance in NAPLAN in our school is compared to these standards. The percentages of students achieving at or above these national minimum standards, and the percentages of students in the top three bands are reported in the table below. Year 7 Year 9 NAPLAN RESULTS 2014 % of students at or above national minimum standard % of students in top three bands School Australia School Australia Grammar and Punctuation Literacy Reading Writing Spelling Numeracy NAPLAN RESULTS 2014 % of students at or above national minimum standard % of students in top three bands School Australia School Australia Grammar and Punctuation Literacy Reading Writing Spelling Numeracy A comparison of the Marian Catholic College NAPLAN data can be made with both the national standards and state standards. In relation to the national standards the college data far exceeds the national averages for the percentage of students in the top three bands in all areas of Literacy and Numeracy. When comparing the percentage of students at or above national Marian Catholic College, Kenthurst Page 7

9 Literacy and Numeracy. When comparing the percentage of students at or above national minimum standards, Marian Catholic College exceeds the national standard of all areas of Literacy and Numeracy. When comparing the Marian Catholic College data with the state data, the following is evident. In Year 7 Literacy: The school average is above the state and diocese average for reading, writing and grammar and punctuation - reading is above the state in bands 6 and 7; writing is above the state bands in 7, 8 and 9; spelling is above the state in bands 5, 6, 7 and 8; grammar and punctuation above the state bands in 5, 6, 7 and 8. In Year 9 Literacy: The school average is above the state and diocese average for reading, writing, spelling, grammar and punctuation: reading is above the state in bands 10 and 7, and equal in band 9; writing is above the state bands in 7, 8 and 9; spelling is above the state in bands 7 and 8; grammar and punctuation is above the state in bands 8 and 9. Marian Catholic College are 1.04% below the state mean in Year 7 Numeracy. When the results are divided into two different categories, data, measurement, space and geometry is 1.3% below state mean and number, patterns and algebra is 0.8% below state mean. Boys performed better in Numeracy as indicated by the results from the state and Marian Catholic College. There has been a significant increase in the number of students in band 10. There were 6% in band 10 in 2011, 12% in 2012, and 15% in Year 9 students who achieved results that placed them in the top band in Year 7 are making accelerated progress. Record of School Achievement (RoSA) In 2014, eight Year 10, three Year 11 students and three Year 12 students left school and requested a RoSA. Higher School Certificate (HSC) Percentage of students in performance bands 4,5 and 6 compared to the state. Higher School Cer ficate Percentage of students in top 3 bands School 2014 State Studies of Religion I English Standard English Advanced Agriculture General Mathematics Legal Studies For the 2014 HSC, 64% of courses were above state average. In particular, the results in the Mathematics, and English Key Learning Area (KLA) were very strong. The school has focused teacher training to improve the literacy and numeracy results across all KLAs. These results are a testimony to the hard work by staff to improve both student engagement and the work ethic of our students. Marian Catholic College, Kenthurst Page 8

10 School curriculum The curriculum of the college is designed to be diverse, balanced and appropriate for a range of abilities, while challenging each student to enjoy learning and to succeed. The college offers a wide range of subjects in Stages 4, 5, and 6, including the Higher School Certificate (HSC) study options and additional opportunities to participate in vocational subjects. In 2014, 37 HSC courses were offered at the senior level including Board of Studies Determined and Endorsed courses. In addition, the college offered Vocational Education and Training (VET) courses in Hospitality, Building and Construction, Entertainment and Sport, Fitness and Recreation. At the junior level, Marian Catholic College offered a wide variety of elective subjects to cater for a range of student interests including Agriculture, Commerce, Industrial Technology Timber, Industrial Technology Metal, Industrial Technology Automotive, Information and Software Technology, History, Dance, Drama, Music, Physical Activity and Sport Studies (PASS), Textiles Technology, Visual Arts, and Food Technology. A variety of transition and alternative programs catered for the needs of students transitioning from primary to secondary school; students completing the Record of School Achievement (ROSA); transitioning to the Higher School Certificate or Technical and Further Education (TAFE) and employment; transitioning from Stage 4 to Stage 5 and choosing elective subjects; Project-Based Learning in some subject areas; Year 11 Learning Conference and career classes; and activities for Years 10, 11 and 12. In addition, the school provides opportunities for students to engage in a wide range of activities designed to meet their developing needs, interests and abilities. Initiatives to promote respect and responsibility The college actively promotes respect and responsibility in all aspects of the daily life of the learning community. The pastoral care structure is Year-based and is supported for each class by a homeroom teacher, Year leader of learning, learning support teachers, teachers aides and a school counsellor. The importance of building life-giving relationships based on respect, tolerance, forgiveness, kindness, consideration and generosity is emphasised. Any form of bullying or racism is not tolerated. The college has a 'hands off' rule which is clearly explained to students and monitored by staff. The student diary contains two important sections: Catholic Values and Values for Australian Schooling which highlight the importance of respect and responsibility. Students are encouraged to respect the rights of other students to learn. In dealing with student management and disciplinary matters every opportunity is taken to encourage students to make good decisions; to be honest and to accept responsibility for their own actions. All students are encouraged and supported to develop self-discipline. As a Catholic faith community, students are encouraged to be of service to others. Some of the ways in which it has done this is by involving students in a wide range of community appeals such as Red Cross and Salvation Army; 'Vinnies Van'; St Vincent de Paul Winter Appeal; St Vincent de Paul Door Knock; Caritas Project Compassion; 40 Hour Famine; Christmas hampers for the needy in the community; and visiting nursing homes. Students are also encouraged to support each other and the staff by participating in college community activities, especially by acting as reader/writers for other students during examination and assessment blocks, and as school leaders and peer support leaders. Year 10 peer support leaders train to run small group sessions, work with Year 7 groups and assist with the Year 7 camp. Professional Learning Individual staff undertook a number of courses including: Sharing our Faith - Spirituality Day itunes U Course Manager English Mathematics Stage 4 (EM4) Project Marian Catholic College, Kenthurst Page 9

11 Drugs and Alcohol Google Bites Sites Disability Standards for Education Work Health and Safety (WHS) Training Youth Mental Health First Aid Course Positive Schools Mental Health, Wellbeing Conference HSC Marking simulation. Marian Catholic College, Kenthurst Page 10

12 School Improvement Annual school priorities Priority 1 Reason for priority 1 To initiate an explicit cross-curricular focus on the learning and teaching of literacy skills across the college with specific emphasis on Year 7 Year 7 NAPLAN Literacy results outlined this need to be addressed. Steps taken to achieve priority 1 pre and post testing identification and tracking of students at risk teacher collaboration in developing, shaping and implementing the whole school literacy goal and intervention strategies participation of English teachers in the EM4 Professional Development program learning walks, teacher collaboration and dialogue, ongoing evaluation of the whole-school literacy intervention with feedback to staff, students and parents providing literacy strategies for parental use with students. Status of priority 1 Priority 2 Reason for priority 2 Ongoing To initiate an explicit cross-curricular focus on the learning and teaching of numeracy skills across the college with specific emphasis on Year 7 Year 7 NAPLAN Numeracy results outlined the need for this to be addressed. Steps taken to achieve priority 2 pre/post testing use of Extending Mathematical Understanding (EMU) strategies identification and tracking of students at risk teacher collaboration in developing, shaping and implementing a whole-school, KLA-specific, numeracy goal and intervention strategies participation of Mathematics teachers in the EM4 program learning walks, teacher collaboration and dialogue, ongoing evaluation of the KLA-specific whole-school numeracy intervention providing numeracy strategies for parental use with students Status of priority 2 Ongoing Marian Catholic College, Kenthurst Page 11

13 Priority 3 Reason for priority 3 To develop an age-appropriate depth of understanding in students of the Catholic faith The need for a new evangelisation in line with the Parramatta Diocesan Pastoral Plan, Faith in Our Future. Steps taken to achieve priority 3 familiarisation of teachers and students with Faith in our Future setting of a Faith in Action goal by each student in consultation with parents commissioning liturgy to launch Faith In Action goals staff day - Faith in Action in the Catholic learning community involvement of parish priests and parishes in supporting students with their Faith in Action goals parental involvement in the setting and implementation of student Faith in Action goals. Status of priority 3 Ongoing Marian Catholic College, Kenthurst Page 12

14 Projected school priorities Priority 1 Year 7 and Year 9 students will achieve their expected rate of growth in numeracy with increased representation in the higher bands of NAPLAN and accelerated growth for the most numerically vulnerable through the expansion of the cross-curricular focus on the explicit teaching of numeracy skills (EMU and EM4) Reason for Priority 1 the awareness of the relevance of numeracy across the curriculum exposing students to numeracy in different contexts multiple times. Steps taken to achieve Priority 1 EMU strategies, Stages 2 and 3 EM4 project NAPLAN analysis teaching explicit of numeracy skills data wall - movement of students data from individual KLAs showing evidence in their numeracy goal evaluation of programs. Priority 2 Reason for Priority 2 To increase by 5% the representation of Year 7 and Year 9 students in the top 3 bands of NAPLAN in the domains of reading and writing by expanding the Year explicit cross-curricular focus on the development of specific related literacy skills NAPLAN results show that Years 7 and 9 students are underrepresented in the higher band in all four domains of the NAPLAN testing (reading, writing, spelling, grammar and punctuation). Steps taken to achieve Priority 2 EM4 project data wall movement of students NAPLAN PAT-R explicit teaching of literacy skills each term evaluation of programs working collaboratively across the curriculum. Marian Catholic College, Kenthurst Page 13

15 Priority 3 Reason for Priority 3 Steps taken to achieve Priority 3 Students will continue to hear the Gospel message and make a connection with it in their own lives by the formulation, implementation, achievement, evaluation and review of their own personal goals. As an agency of the church, the Marian Catholic College community seeks to implement the key message of the Pastoral Plan (Faith in our Future) of the Diocese of Parramatta, and to strengthen our school motto, Walk with Christ. Faith in Action goal based on Specific, Measurable, Achievable, Realistic, Time-Framed, Evaluate and Review/Redo (SMARTER) Marian Catholic College, Kenthurst Page 14

16 Community Satisfaction Parent satisfaction In the last year our parents reported a widespread satisfaction both with the educational programs and standards of the school in addressing the needs of their children, and with the range and quality of the extra-curricular activities provided. Parents also believed that homework supports children s learning and teaches organisational skills. Parents were complimentary of school reports for providing useful information about student progress and believed that the college was receptive of, and understood, the views and concerns of parents. Parents felt that they had sufficient opportunities and were encouraged to make a contribution to the school planning. Parents felt that their children were well-prepared and supported during transition to the next stage of schooling. Student satisfaction Our students reported that they felt motivated to achieve and learn. They believed that teachers listened to, and understood, their needs and assisted with learning. Increasingly, students believed that their teachers delivered their teaching in a planned, effective way, making learning interesting, enjoyable and inspiring. Students also felt that teachers were positive in perceiving student ability, which motivated students to achieve and learn. Because of this, there was little disruption of learning by other students. Teacher satisfaction Our staff believed that, as a result of higher student engagement with the 1:1 ipad program, student behaviour in the classroom was now more focused on their learning. The staff also felt that they could put effective learning and teaching practices into use better than before. They also believed that the school was focused on quality teaching and created a learning environment that maximised outcomes for students. Marian Catholic College, Kenthurst Page 15

17 Student Profile Enrolment Policy Marian Catholic College follows the Catholic Education Diocese of Parramatta (CEDP) document, Enrolment Procedures in Parramatta Catholic Systemic Schools, September This document can be obtained from the school office or is available on the CEDP website Current and previous years' student enrolment Year Boys Girls Total As our school is located in a growing area, our enrolments are increasing as new families move into the area. It is projected that this trend will continue over the coming years. Student attendance rates The table below shows the percentage of student attendance by Year level and school average. Year Year Year Year Year Year School average 85.9 Characteristics of the student body The table below shows the number of students in each of the categories listed. Language background other than English (LBOTE) 233 Students with disablities (SWD) 38 Indigenous 1 Managing Student Non-attendance Regular attendance at school is essential if students are to maximise their potential. Schools in partnership with parents and guardians, are responsible for promoting the regular attendance of students. The compulsory schools age is Parents and guardians are legally responsible for the regular attendance of their children, explaining the absences of their children in writing within several days to the school, and taking measures to resolve attendance issues involving their 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 absences through written and verbal communication, implement programs and practices to address attendance Marian Catholic College, Kenthurst Page 16

18 written and verbal communication, implement programs and practices to address attendance issues when they arise, and provide clear information to students and parents regarding attendance requirements and the consequences of unsatisfactory attendance. The principal 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 parents and guardians. The principal/delegate will undertake all reasonable measures to contact parents promptly if an unexplained absence occurs. If truancy is suspected, the principal will contact the parents/guardians to ascertain the reason for the absence. If a satisfactory response is not received, 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 rates The retention rate of students for Year 10 to Year 12 was 89%. The students who left in Year 10 enrolled in a range of Technical and Further Education (TAFE) courses, traineeships, other study opportunities, or secured full-time employment. Senior secondary outcomes The following table shows the percentage of Year 12 students who undertook vocational training or training in a trade while at school, and the percentage that attained a Year 12 certificate or equivalent vocational education and training qualification. Percentage of Year 12 students who undertook vocational training while at school 30 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 vocational education and training qualification 100 Post school destinations Each year Marian Catholic College collects destination data relating to the Year 12 student cohort. The table below sets out the percentages of students for the various categories. Destination of students leaving Year 12 % University 69 Technical, and Further Education (TAFE) 9 Workforce 13 Other/Unknown 9 Marian Catholic College, Kenthurst Page 17

19 Student wellbeing Student welfare, discipline and anti-bullying policies and pastoral care The college s policies relating to student management are set out in the student diary which is updated and provided to each student annually. Parents/caregivers are required to sign the parent/student agreement in the student diary to state they have understood the policies. Excerpts from the policies regarding student management, welfare and discipline are also featured throughout the year in the college newsletters. Additional information relating to student welfare, including expectations of students, the Student Code of Conduct, and various disciplinary procedures are posted on the college website. All college and Catholic Education, Diocese of Parramatta (CEDP) policies are reproduced in the staff handbook each year and include: Privacy, Complaint Handling Procedures; Information and Learning Technology; Excursions/Incursions; Asthma; Beyond Bullying; Chemical Safety; Workplace Health and Safety; Evacuation/Lockdown Procedures; and Child Protection. Complaints and grievances policy The school has formal written policies in place that are consistent with the Catholic Education, Diocese of Parramatta, Complaints Handling policy. Complaints are acted on in accordance with CEDP guidelines and procedures. They are investigated thoroughly and appropriately and timely action is taken. The outcomes are made known to the complainant. The policy is on the Marian Catholic College website and a copy of the written policy is available from college reception on request. The complaints handling process did not change during Marian Catholic College, Kenthurst Page 18

20 Section Eleven: Financial Statement Income Expenditure 25.2% 34.1% 17.7% 56.9% 62.7% Commonwealth (56.9%) Capital (0%) State (17.7%) Fees (25.2%) Other (0.2%) Capital (3.3%) Salary (62.7%) Non-Salary (34.1%) RECURRENT and CAPITAL INCOME Commonwealth Recurrent Grants $8,244,114 1 Government Capital Grants 2 $0 State Recurrent Grants 3 $2,563,856 Fees and Private Income 4 $3,653,576 Other Capital Income 5 $24,865 Total Income $14,486,411 RECURRENT and CAPITAL EXPENDITURE Capital Expenditure 6 $533,352 Salaries and Related Expenses 7 $10,217,431 Non-Salary Expenses 8 $5,552,194 Total Expenditure $16,302, Commonwealth relates to Commonwealth Recurrent Grants including per capita funding and special purporse 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 diocesean and school based fees, excursions and other private income from fundraisers. 5. Other refers to Other Capital Income including drawdowns from the Diocesean School Building Fund to fund Capital Expenditure. 6. Capital refers to Capital Expenditure including School Buildings, Furniture and Equipment. 7. Salaries refers to to the total of all Salaries, allowances and related expenses such as superannuation, workers compensation and leave. Marian Catholic College, Kenthurst Page 19

21 8. Non-Salary refers to all other Non-Salary Recurrent Expenses. Marian Catholic College, Kenthurst Page 20