2016 ANNUAL REPORT Assumption College, Warwick A Catholic co-educational secondary school of the Diocese of Toowoomba

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1 2016 ANNUAL REPORT Assumption College, Warwick A Catholic co-educational secondary school of the Diocese of Toowoomba Address 6 Locke St Warwick QLD 4370 Phone Fax acwarwick@twb.catholic.edu.au Website Year Levels Years 7-12 Enrolment 446 Principal Mr Kort Goodman Boarders No Vacation Care No After School Care No Our Context Assumption College is Warwick's only Catholic co-educational secondary school for students from Years The staff of Assumption College have a deep passion for ensuring that country children are given the opportunity to experience a quality holistic Catholic education and offers an experience that includes opportunity for each student to achieve their personal level of excellence in areas of Faith, Academia, Culture and Sport; so that they can fulfil their dreams. This passion for providing a holistic education combined with a commitment to the ongoing development of modern educational facilities and the prioritization of the allocation of resources to improving student outcomes, makes Assumption College a vibrant school community. Our Vision To Sow Nurture and Grow We plant seeds that one day will grow. We water seeds already planted; Knowing that they hold future promise. Archbishop Oscar Romero Our Mission Assumption College provides a Catholic education to young men and women of diverse backgrounds. As a welcoming and caring community, we strive: to be inclusive witnesses of God s message; to provide a healing and forgiving environment; to offer a place of hope and of justice that

2 reflects right relationships with one another. We nurture the uniqueness, integrity and dignity of these relationships with our students through balanced educational programs. Our Strategic focus Development of a professional learning community and a deeper understanding of contemporary practices of teaching and learning through professional readings, professional conversations and a peer support program that involved such strategies as class walkthroughs and lesson observations. Engagement of staff in data analysis; sharing findings within a range of data in order to identify gaps and strengths of teaching and learning. Develop a plan through collaboration with staff on how to improve curriculum delivery to improve student outcomes. The introduction and implementation of the Growth Mindset pastoral care program into Years 7, 8 and 9. Distinctive Curriculum Offerings We believe that the College Curriculum is both positive and progressive as it responds to these new and emerging demands. It presents students with a more flexible curriculum that still meets the mandatory demands of government. It also enables students to have greater control over their own learning, as well as provide them with a solid foundation for their senior studies. In Year 7, students will study a range of Core and Elective subjects. The Core subjects (listed below) will be studied consistently throughout the year. The remaining subjects are combined elective subjects, which are each studied for one term only. This implies that by the end of Year 7, all Year 7 students would have been exposed to all elective subjects. CORE SUBJECTS: English, Religious Education, Health and Physical Education; Mathematics; Science, History/Geography, Business and Civics. ELECTIVE SUBJECTS: Home Economics; Industrial Design and Technology; Drama, The Arts and LOTE. Currently in Year 8, students study a range of Core and Elective subjects. Core subjects (listed below) are studied consistently throughout the year. The remaining subjects are combined elective subjects, which are studied on a semester basis. This means that students spend a significant proportion of their learning developing key skills in core subject areas. With a rotated choice of electives, they also have the opportunity to experience some variety and experience some elective subjects which will aid decision making of subject choice in following, subsequent years. CORE SUBJECTS: English, Religious Education, Health and Physical Education; Mathematics; Science, History/Geography, Business & Civics. ELECTIVE SUBJECTS: Home Economics; Industrial Design and Technology; Drama and Visual Art. The Core subjects taught in Year 8 continue through into Year 9. Students also study two elective subjects on a semester rotation basis i.e. students are able to re-select elective subjects at the beginning of each new semester. CORE SUBJECTS: English, Religious Education; History; Geography; Health and Physical Education; Mathematics; Science. ELECTIVE SUBJECTS: Business & Civics; Drama; Home Economics; Graphics; Industrial Design & Technology; Visual Art. Year 10 students study a range of Core subjects, as well as two elective subjects. The core subjects enable students to continue their development of skills in key learning areas, whilst the range of elective subjects are aimed to introduce students to a variety of elective areas in preparation for choices in senior courses of study. All Year 10 students participate in a Careers course which is timetabled at one period per week for the year. This allows students the opportunity to study job skills and career pathways, and engage in work experience, with particular emphasis on their own individual career pathway and the formulation of their own SET Plans. CORE SUBJECTS: English; Mathematics; Religious

3 Education; Science; History; Health and Physical Education; Careers. ELECTIVE SUBJECTS: Business & Civics; Drama; Home Economics; Graphics; Industrial Design & Technology, Visual Art. Subjects timetabled for 2016/2017 will be dependent upon the number of students who initially select particular subjects. The study of some subjects in Distance Education mode may be an option for some students. However costs for study in Distance Education are in the order of $1000 per subject per year. All Year 11 students participate in a subject titled 'Senior Preparation' which is timetabled at one lesson per week for the year. During this time, students examine topics such as Study Skills, and skills for coping in Years 11 and 12. In Year 12 students undertake Queensland Core Skills Practice for one lesson per week. Opportunities are also provided to students who wish to access courses offered at TAFE. The College's Program Leader (Careers and Vocational Education) liaises with students and TAFE to enhance these links. In Years 11 and 12, all students are required to study either Religion & Ethics or Study of Religion; either English or English Communication; and either of Mathematics B or Mathematics A or Pre- Vocational Mathematics. As well, students are required to select three (3) elective subjects from the lists below. AUTHORITY SUBJECTS: Accounting, Biology, Chemistry, Drama, Graphics, Home Economics, Hospitality Studies, Legal Studies, Modern History, Physical Education, Physics, Visual Art. Note: English, Study of Religion, Mathematics A and Mathematics B, all mentioned above, are all Authority subjects, and consequently can contribute towards the calculation of a student's OP score. AUTHORITY - REGISTERED SUBJECTS (S.A.S.): Arts in Practice, Industrial Technology Studies (ITS), Business, Recreation, Hospitality Practices. Note: Religion and Ethics, English Communication and Pre- Vocational Mathematics, all mentioned above, are all Authority Registered Subjects, and consequently cannot contribute towards the calculation of a student's OP Score. The Learning Support Team at Assumption College caters for the individual needs of students who require additional educational support due to learning difficulties or diagnosed disabilities. This support is met through the provision of both direct and indirect support to students, families and staff. Through consultation with relevant specialists and school personnel, the Learning Support Teacher is able to provide additional support and implement intervention programmes to assist your child in their learning. Learning Support Provision includes: A tailored transition program. Multi-lit program (1:1) After school tutorials In class Teacher Aide support Individualised Education Plans Lunch time library support Special Provisions for assessment Access to the School Counsellor A modified learning and assessment program if required.

4 Extra-Curricular Activities Academic Excellence Students are encouraged and challenged to undertake a range of activities that provide them with extension and encourage them to strive for their personal best. Tuition is provided in the library one afternoon each week Public Speaking Competitions Chess Competitions ICAS Competitions Science and Engineering Competitions Readers Cup Challenge Debating Competitions ASX Stock market Competition Spirituality and Service Student leadership is encouraged and developed across all year levels with opportunities for students to be part of College and House assemblies. Students from all year levels also engage in supporting projects which helps them to develop a sense of responsibility for those less fortunate then themselves. The aim of these programs is to offer opportunities for as many students to partake in service activities as possible and live a life of service. These programs include: St Vincent de Paul Riding for the Disable program Environmental Projects Kindness Crew Zonta women s health projects Anzac Day Liturgy Father s Day breakfast Mother s Day Mass and Morning Tea Sporting Opportunities As a member of the Warwick Secondary School Sporting Association, Assumption College has accepted responsibility to participate in the full sporting programme of that Association and to foster local community participation and competition. Assumption College students are eligible for State Schoolboy and Schoolgirl representation in a wide variety of sports, through membership of the Queensland State Secondary Schools Sports Association. Students are also provided with the opportunity to participate in House Competitions in athletics, swimming and cross country. Some of the competitions and sporting opportunities Assumption College participates in include: Bill Turner Cup - soccer Confraternity Carnival Rugby League and Netball Broncos Cup Rugby League and Netball Equestrian Program Cricket Culture Students are provided with the opportunity to engage in a variety of different culture experiences including: Musical Talent Quests College Choir Instrumental and vocal groups Qld Arts Council Performances

5 Social Climate Assumption College strives to live up to its Vision and Mission Statements. The College community strives to give it meaning. We aim to provide a catholic education to young men and women of diverse backgrounds. We are a non-selective school. We aim to be exclusive witnesses to God s message. We strive to be a welcoming and a caring community providing a healing and forgiving environment. We are a school of the second chance. We strive to be a school of hope and of justice that reflects right relationships with one another. As a staff, we appreciate and nurture the uniqueness, integrity and dignity of these relationships with our students, through balanced educational programs. We strive to provide an environment where all members of the College community reflect our Catholic / Christian values, founded on responsible behaviour and an attitude of respect for self and others. The following social and pastoral programs are in operation: House Pastoral System Pastoral Class Mentor System Student Protection Guidance Counselling Career Counselling Year level Camps and activities House Structure Our four Houses are the foundation for our pastoral system, Donovan, McAuley, Rice and Romero have all developed their own identity and spirit. Each of our four Houses comprises approximately 110 students from Year 7 to Year 12. Belonging to a House provides all staff, students and their families with the opportunity to form positive and lasting relationships with students across all year levels. The pastoral care of students is supported by a House Structure which consists of four Houses headed by their respective Pastoral Leader. These four Houses are: DONOVAN HOUSE - named after Sister Mary Vincent Donovan, foundation Principal of Assumption College. MCAULEY HOUSE - named after Catherine McAuley, founder of the Sisters of Mercy RICE HOUSE - named after Edmund Ignatius Rice, founder of the Christian Brothers. ROMERO HOUSE - named after Archbishop Oscar Romero, former Archbishop of San Salvador Anti-Bullying and Harassment Policy Assumption College is built on Christian Values. Our College seeks and affirms each student s worth, dignity and vocation. Our school community endorses each teacher s right to teach, each student s right to learn and the right to safety of all College community members. Bullying undermines such values and prevents students from achieving their full potential in the educational and social setting.

6 Bullying affects all members of the College community, not simply the bully and the victim but also those other students, staff and family members who may witness violence, intimidation and the distress of the victim. It can damage the atmosphere of a class and even the College community. For these reasons, it cannot be tolerated and must be addressed immediately and consistently. A number of foundational guidelines reflect the implementation of this policy: Early identification and communication of bullying and harassment is encouraged in the College community. Appropriate structures are in place to ensure they students are easily able to report incidents of bullying e.g. the presence of House Coordinators and School Student Protection Contacts. A dedicated process for reporting bulling behaviour via was also implemented in Students are also encouraged to communicate concerns to any responsible adult. Appropriate support for the victim(s), perpetrator(s), and members of the College community is given by the appropriate person: Pastoral Care Teacher; House Coordinator; Deputy Principal, Principal or Counsellor. The College informs the broader College community on the bullying/harassment procedures and guidelines, its reporting and potential responses, during the enrolment process and throughout the year. Incidents of bullying and harassment are managed in a pastoral and just manner, supported by the procedures and guidelines. Where practicable, the College advises parents / carers of inappropriate behaviours e.g. cyberbullying, which occur outside the College environments, but can impact on student welfare within the College. We recognise the importance of effective communication in developing positive relationships between students, parents and teachers. Parental Involvement Parents are acknowledged as the first and foremost educators of their children. Their role as educators must never be underestimated. The College staff can hope only to build on the foundations established by the family. Parents have a fundamental right and duty to be closely involved in their child's education. The teachers of Assumption College, as professional educators, are conscious of the need for consultation and collaboration. They will do their best to keep parents informed of their children s progress and welfare. Ongoing and telephone contact with parents to discuss student progress Curriculum Information Evening for subject selection SMS messaging for a number of purposes including non-submission of assessment tasks & absence Parent Teacher Interviews, held twice yearly One interim and two full report cards per year Newsletter Parents & Friends Committee Assumption College Board

7 Staff Composition Workforce Composition Total Staff Teaching Total Staff Non-teaching Indigenous Staff Headcounts Full-time equivalents Teacher Qualifications Qualification % of Teaching Staff Doctoral / Post-Doctoral 0% Masters 6% Bachelor Degree 91% Diploma 3% Certificate 0% Professional Development In 2016, Assumption College worked towards improvement in a number of key areas: Pastoral Engagement of Luke McKenna from Unleashing Personal Potential to in-service staff on the foundations of the Growth Mindset Philosophy. Faith Professional development in the key area of understanding our Catholic Identity and how this impacts upon our ability as an individual and a College to fulfil our Vision and Mission. Curriculum Professional development in raising awareness of student outcomes and the most appropriate strategies for improving student outcomes including the implementation of visible learning practices into our planning and classroom routines. The College expended approximately $13,254 for Professional Learning in 2016.

8 Average Staff Attendance 96.61% Staff Retention Staff Retention Rate 78.79%. Average Student Attendance Rate The average attendance rate for the whole school as a percentage in 2016 was 91.24% Student Attendance for Each Year Level Year 7 Year 8 Year 9 Year 10 Year 11 Year % 91.27% 91.24% 90.47% 92.31% 90.97% School Financial Information The information on net recurrent income including: Federal Government recurrent funding Queensland Government recurrent funding Fee, charges and parent contributions Other private resources Is available from: Description of How Non-Attendance is managed by the College College Attendance Rolls are marked daily, at the beginning of the school day. Students who are identified as being away are marked absent and the College contacts each family via SMS to notify them that their child is not at school. If a student is absent from school for any reason, parents are asked to advise the school by 8.40 am on the day of absence. During the school day individual teachers mark rolls lesson by lesson. Pastoral Care teachers also follow up with students for notes for unexplained absences. Students at risk are identified by PC teachers and Pastoral Leaders are notified. Pastoral Leaders, Deputy Principal and College Counsellor work with students and families. Continual absenteeism is address by the Principal. A letter is sent to the family requesting an interview and show cause for continued enrolment. Students are expected at school by 8.40am and must not leave the grounds until the conclusion of the school day, unless they have express permission from a member of the College Leadership Team. Any requests for permission to leave the school grounds must be accompanied by a written request from the student's parents/guardian/carer. Students who arrive at school after Pastoral Care Class must report to the office and collect a late pass. Students who arrive to class late will generally require a late slip or note explaining their late arrival. Should a parent be aware of a child s extended absence because of illness, family holidays, sporting or other commitments, prior notice in writing is expected. This should be addressed to the Principal.

9 National Assessment Program Literacy and Numeracy (NAPLAN) Results Year 7 Test Results OUR SCHOOL Percentage of NATIONAL AVERAGE Students at or above AVERAGE STATE AVERAGE the National Benchmark Reading Writing Spelling Grammar and Punctuation Numeracy Year 9 Test Results OUR SCHOOL AVERAGE NATIONAL AVERAGE STATE AVERAGE Percentage of Students at or above the National Benchmark Reading Writing Spelling Grammar and Punctuation Numeracy Reading, writing, spelling, grammar and punctuation and numeracy results for the Year 7 and 9 are available via the My School website at Year Apparent Retention Rates Year 10 Year 12 Year Year Enrol Year Enrol Apparent Retention Rate % % % % %

10 Year 12 Outcomes for 2016 Number of students awarded a Senior Education Profile [SEP] 66 Number of students awarded a Queensland Certificate of Education [QCE] 62 Number of students awarded a Queensland Certificate of Individual Achievement [QCIA] 1 Number of students awarded one or more vocational education and training [VET] qualifications 16 Number of students who are completing or have completed a school-based apprenticeship or traineeship [SAT] 10 Number of students who received an Overall Position [OP] 37 Number of students awarded an International Baccalaureate Diploma [IBD] 0 Number of students who completed Year 12 and received a statement of results [Senior Statement] only 2 Percentage of students who were awarded at least one of the following: QCE, VET [including students who participated in a SAT], IBD 95.5% Percentage of students who applied for and received an offer of a tertiary place through the Queensland Tertiary Admissions Centre [QTAC] 100% Post-School Destinations To be updated in September 2017 as data becomes available. Value Added There has been expenditure on the facilities of the College that have value-added. In 2016 the College spent $ 940, in a self-funded project to bring the administration and staff room facilities up to standard. The College also spent approximately $126, on continued maintenance and renewal of classroom facilities and IT infrastructure. The approach to data analysis and mapping the learning journey of individual students value adds to the academic program in the College, and the attention paid to ensuring that a caring and safe environment is provided also value adds to the social/pastoral program. Students are given a number of opportunities to develop their potential in areas of interest, and the goal of the College is to ensure that all Year 12 students exit with their desired qualification for the next phase of their life. School Renewal and Improvement Process School Renewal and Improvement is an on-going process of self-evaluation measured against a commonly agreed set of criteria known as Excellence in Catholic Education (EiCE) in the diocese. It informs action planning at the school level to identify areas of strength and areas for improvement. Above all, Catholic schools must be good schools with a strong learning orientation and a strong sense of purpose. This process provides an opportunity for each school to reflect on the 4 domains of Catholic Life and Religious Education, Learning and Teaching, Leadership for School Improvement and Strategic Resourcing. Each of these domains has components (24 in total) which are reviewed on a cyclical basis and plans for improvement developed if necessary in the Annual Action Plan.

11 In 2015, the EiCE elements reviewed included Vision and Mission, Curriculum Provision, Professional Relationships and Teamwork, Community Partnerships and Ownership and Stewardship. Feedback material from these reviews was analysed, reflected upon, and became the College s focus for improvement in performance leading into Parent Satisfaction Parents consistently show strong support and satisfaction for the operations of Assumption College, as evidenced in consistent parent feedback. Each year, Toowoomba Catholic Schools Office administers the RADII survey as part of the school improvement process to gauge parent, student and staff satisfaction. Assumption College parent s response to all measureable criteria to date has been overwhelmingly positive, showing satisfaction with the Catholic Identity of the College, the academic program and the resourcing. The information provided from parents is utilised to focus College efforts to attain the fullest satisfaction possible in all aspects of College life. A hardcopy of this report is available by request from the Principal.

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