P E T E R M O Y E S A N G L I C A N C O M M U N I T Y S C H O O L

Transcription

1 A S c h o o l o f t h e A n g l i c a n S c h o o l s C o m m i s s i o n ( I n c ) P E T E R M O Y E S A N G L I C A N C O M M U N I T Y S C H O O L Knowledge Insight Equality Compassion Integration Wholeness Confidence Competence Responsibility Self-worth A c t j u s t l y, h o n o u r G o d

2 Peter Moyes Anglican Community School is a low fee, coeducational day school offering up to 15 years of uninterrupted learning on one campus. Whole school planning provides the advantage of a seamless education from Kindergarten to Year 12 level where students are supported and encouraged by a strong pastoral care system. Academic achievement is valued and promoted within the school while student progress is carefully monitored as they are encouraged to achieve personal excellence. The School opened in February 2000 with a population of 246 students from Kindergarten to Year 8. It is situated on a magnificent, elevated, 12.5 hectare site in Mindarie, a northern coastal suburb of Perth, Western Australia. Panoramic views of the Indian Ocean and the local neighbourhood attract appreciative comments from visitors to the campus. The School is named after Mr Peter Moyes who was instrumental in the establishment of the Anglican Schools Commission after retiring as Headmaster of Christ Church Grammar School, a position he held with distinction for 31 years. His influence, vision and outstanding ability resulted in him being recognised as a leading educator of his time. Peter Moyes Anglican Community School offers a quality, holistic education presenting opportunities across a wide range of student interests and abilities. The school does not specialise in any one aspect of the curriculum, but aims to provide high quality programmes and resources across all subjects. Teaching and mentoring is provided by highly professional staff in an environment where Christian values are in evidence and guide our practice. Personal excellence with compassion for others is a statement which exemplifies an important aspect of the school s focus"

3 1 o f 16 This information is provided with the aim of meeting the requirements of the Schools Assistance (Learning Together Achievement through Choice and Opportunity) Act of 2005 and the Schools Assistance Act of The information provides a statistical overview of some of the major elements of the School s daily operations. However, such information does not provide a full and accurate summary of the various activities and achievements of our staff and students. To this end, we encourage all viewers of this site to refer to our Prospectus and other information contained in the Website to further appreciate the ethos and offerings of the School. We welcome visitors to the School at all times and invite you to contact our Enrolments Officer on to arrange a visit.

4 2 o f 16 Staff attendances expressed as percentage of total staff days during the year were: Between 2012 and 2013 the staff retention rate within the School was 91.2%. A file listing the School staff together with details of their academic qualifications is available to view at each Sub-School Reception. Sub-School PD Days Used Cost of Teacher Relief Primary 123 $36,548 Middle 93 $27,643 Senior 145 $43,086 Primary School 93.80% Middle School 90.89% Senior School 92.50% Cost of Courses TOTAL COST $46,998 $154,275 All School teaching staff participated in Professional Development last year. The programs covered a range of areas from Outcomes Based Education, Learning Support, Learning and Thinking Tools, Progress Maps, Use of Information Technology in Teaching and Learning, subject association activities and subject teaching strategies. Of the 170 students in Year , 102 students completed Year 12 at the School in The reduction in numbers was the result of family relocation (intra-state, interstate or overseas), transition to TAFE or the workplace and moving house and, consequently their school. There were 115 students in Year 12, 2013, so the 102 students who proceeded forward from Year 9, 2010 represented 102/115, equalling 88.7% of the Year 12 group.

5 3 o f 16 It is extremely pleasing to report that the Year 12 students of 2013 achieved a 100% Secondary Graduation Rate and all were awarded the Western Australian Certificate of Education (WACE) by the School Curriculum and Standards Authority. The 2013 students were the tenth Year 12 class to graduate from the School. This year, as has become a regular event, the West Australian newspaper published a table that ranked the academic achievement of the Year 12 students of Western Australian Schools based on a single criterion, namely the number of times a moderated, scaled, combined mark of 75% or more was attained by a student in a Stage 3 subject. A Stage 3 subject is one undertaken by a student in Year 12 who is seeking entrance to a university. At our School approximately 3% of our Stage 3 students achieved the 75% mark, being the criterion by which the West Australian ranked Schools. These results placed the school outside the Top 50 in the State, but around the top half of Schools ranked on this measure. This selective and public ranking of schools does not provide a complete picture of the range of student achievement at our School. The following statistics give a detailed analysis of the achievements of the 2013 graduates: 1. As noted, 115/115 (100%) of the PMACS Year 12 students achieved Secondary Graduation and were awarded the Western Australian Certificate of Education (WACE). That means that all of our Year 12 students were successful in graduating from the School. All PMACS students satisfied the English Language Competence requirement. The following are the current requirements for Secondary Graduation: At least 20 semester (or equivalent) School Curriculum and Standards Authority courses must be studied during Years 11 and 12. Typically our students surpass this requirement easily. Students must achieve an average grade of C or better in at least 16 semester courses (or equivalent), with at least eight contributing from their Year 12 studies. Students must achieve School Curriculum and Standards Authority English language competence. This can be achieved by obtaining a C grade or better in English or English Literature. (School Curriculum and Standards Authority English language competence is different from the competence in English requirement for university admission) /115 (75%) of PMACS Year 12 students studied four or more WACE subjects. In comparison, Mindarie Senior College had 31%, and Irene McCormack College 66%. The School is proud of the discussions that are held with parents and students to ensure that students select their most appropriate subjects and courses.

6 4 o f The School s median ATAR score of 75.5 compared very favourably with neighbouring schools: Quinns Baptist , Mindarie Senior College 74.5, and Irene McCormack /86 (51%) of PMACS Year 12 students studying for an Australian Tertiary Admissions Rank (ATAR) attained an ATAR of 75 or more, putting them in the top 25% in the State. Five further students missed out on this benchmark by less than 2.5%...which would have resulted in almost 60% in this category! 5. 44/86 (51%) of the PMACS Year 12 ATAR-achieving students attained one or more A grades in their Stage 2/3 subjects /78 (94%) of those students who applied for University study in Western Australia were offered one of their preferences in the first round of offers; 77% of students were offered their first preference! The remaining students were ALL eligible to apply through Portfolio entry or apply for direct entry to the ECU Preparation Course /115 (25%) of the PMACS Year 12 students in 2013 studied fewer than four Stage 2/3 subjects. 8. The School is especially proud of the results of Jasveen Kaur, Dux of 2013, and Shannon Carey, recipient of an Early Nomination Offer to study Law at Notre Dame University, who both received a Certificate of Commendation from the School Curriculum and Standards Authority for achieving 10 A grades during Years 11 and 12. We are also proud of the efforts of many other students, particularly Sara Terry, who is the first indigenous student to graduate from our School with an ATAR. 9. Six of our students received scholarships for Universities, both within and outside of Western Australia. 10. Our top 12 students all achieved an ATAR over 90.00, with the three highest performing students each obtaining an ATAR over 96. Our Dux, Jasveen Kaur, scored Jack Sommerville was the highest performing student with an ATAR of

7 5 o f 16. The information contained in Figures 1 to 3 provides further elaboration of the 2013 PMACS Year 12 results. School Peter Moyes Anglican Community School Number F/T eligible Year 12 students Clarkson Community College 88 Irene McCormack Catholic College Mater Dei Catholic College Number Stage 2 unit pairs examined Stage 2 courses with WACE course score of 65 or more (%) Stage 2 courses with WACE course score of 75 or more (%) Number Stage 3 unit pairs examined Stage 3 courses with WACE course score of 65 or more (%) Stage 3 courses with WACE course score of 75 or more (%) Insufficient to report 0 Median ATAR Insufficient to report Mindarie Senior College Prendiville Catholic College Quinns Baptist College Tranby College Baldivis (similar age/stage/location as Peter Moyes) Wanneroo Senior High School

8 6 o f 16 School Number F/T eligible Year 12 students Number Stage 2 unit pairs examined Stage 2 courses with WACE course score of 65 or more (%) Stage 2 courses with WACE course score of 75 or more (%) Number Stage 3 unit pairs examined Stage 3 courses with WACE course score of 65 or more (%) Stage 3 courses with WACE course score of 75 or more (%) Frederick Irwin AS Georgiana Molloy AS John Septimus Roe ACS John Wollaston ACS Peter Moyes ACS St Marks ACS Swan Valley ACS Median ATAR

9 7 o f 16 ATAR 2006 (%) 2007 (%) 2008 (%) 2009 (%) 2010 (%) 2011 (%) 2012 (%) 2013 (%) TOTAL Number of Students: To fully understand this data it is important to understand how the WACE system works. It is only then that one is able to make informed, balanced and fair comments. The School is committed to improving the performance of its students every year. The School s staff are dedicated to encouraging students to strive for personal excellence at all year levels. The School looks forward to a year of productivity and achievement from the students of 2014.

10 8 o f 16 Summaries of the results of the Year 12 cohort for 2013 are available at the Senior School Reception. Individual copies may be obtained from the School s Main Reception on request. Number of Students Total Students in Year Percentage Total Students with an ATAR 86 75% of total students 75.5 Students applying for University 78 91% of students with an ATAR Median TER 75.8 Students offered places 73 94% of applicants 76.5 Students enrolled in WA 49 67% of places offered Students deferring 1 The distribution of the student enrolments between the Western Australian Public Universities was: Number of Students Curtin University of Technology 19 Edith Cowan University 40 Murdoch University 2 University of Western Australia 33 Notre Dame or Interstate 6

11 9 o f 16 Ten PMACS leavers applied exclusively for TAFE positions. All ten received offers. 80% of the offers were accepted by students and the others were either declined or lapsed. All of the students who allowed the offers to lapse were offered full time apprenticeships and/or employment.

12 10 o f 1 6 NAPLAN (National Assessment Programme Literacy and Numeracy) assessments are standardised assessments, completed by all students in Years 3, 5, 7 and 9 across the nation. Students are assessed in Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy. The tests are administered in the classroom by the classroom teachers and marked by expert, independent markers. The NAPLAN assessments are intended to provide parents and guardians with information about the progress of their child in relation to nationally agreed benchmarks. These benchmarks represent the minimum standard of literacy and numeracy skills expected. Following these assessments, parents are provided with a report which compares their child s performance with that of all other students in the same year group. Parents can gain an indication of their child s progress by comparing their current results with those gained in these assessments in prior years. It is important to be aware that these assessments are not part of a planned teaching and learning programme offered by teachers within the school. Rather, they are one off, general assessments which provide a limited view of children s abilities. The assessments should be considered in this context and in no way replace the assessments and judgments made by classroom teachers across the course of an academic year.

13 11 o f 1 6 Number of PMACS Students Completing the Test Percentage of PMACS Students within the Top 20% of nation Percentage of PMACS Students within the Bottom 20% of nation Percentage of PMACS Students At or Above Minimum Standard Year Year Year Year Year Year Year Year Year Year Year Year Year Year Year Year Year Year Year Year

14 12 o f 1 6 The School s 2013 NAPLAN results are generally very positive. It is pleasing to note the low percentage of students achieving within the bottom 20% nationally in most assessment areas and also the high percentage of students achieving at or above the minimum standard in all year groups. The 2013 results also indicate a high percentage of our students within the top 20% nationally in Numeracy, Reading, Writing and Grammar/Punctuation. The outstanding results in Year 3, 5, 7 and 9 Numeracy, Reading and Writing in addition to the positive results in Year 5 and 7 Grammar and Punctuation are particularly noteworthy. Overall, these results are an indication of the positive effect of strategies put in place within the School s teaching and learning programmes. Within the Primary and Middle Schools, we employ a number of strategies for supporting those students who are identified as being below expected standards for Literacy and Numeracy (such as those identified as below Benchmark on the NAPLAN assessments). These include; The use of standardised, in-class assessment to assist in the identification of students below expected standards for literacy and numeracy and assisting in the identification of their current Levels. Provision of individual student results for NAPLAN assessments to all classroom teachers. Modification and adaptation of teaching and learning programmes by classroom teachers to meet the specific needs of students. The use of a Mathematics Tutor programme ( Mathletics ) available to all Primary and Middle School students for use in class and at home via the internet Where appropriate, the use of an Individualised Education Plan (IEP) for identified students. Sharing of information between Sub Schools to ensure continuity and to closely monitor student progress across all subjects. The Learning Support programme assists students who are at or below benchmark in Literacy and Numeracy. The Academic Extension programme extends our more able students in Years 4 to 9. The School continues to review our teaching and learning programmes with the view to achieving ongoing improvement in all areas.

15 His teaching appointments included: (9 July July 2007) was the fourth of six children born to John and Helen Moyes. He was educated at St Peter s College in South Australia and The Armidale School in New South Wales. In 1939, he graduated with an Arts Degree from Sydney University. Canberra Grammar School (Assistant Master) King s School, Bruton, UK Winchester College, UK (Latin and History Teacher) Geelong Grammar School (Senior History Master) Christ Church Grammar School (Head Master from 1951 to 1981) During the Second World War, Mr Moyes served with the Australian Army in Syria and Egypt and in New Guinea on the Kokoda Track. He attained the rank of Captain. Mr Moyes served the wider educational community through Chairmanship of the Headmasters Conference in and was three times President of the Association of Independent Schools of WA. In 1982, after retiring from Christ Church Grammar School, Mr Moyes joined the Catholic Education Commission to develop programmes for handicapped and disadvantaged youth, a position he held in a part-time capacity until It was also at this time that Mr Moyes began to devote himself to the establishment of the Anglican Schools Commission. He was the Foundation Chairman in 1985 and his vision of co-educational, low-fee Anglican schools came to fruition in 1986 with the establishment of St Mark s Anglican Community School. In his time as Chairman, from 1985 until 1993, the Commission successfully established five low-fee Anglican schools. In 1999, Peter Moyes Anglican Community School in Mindarie, a northern beachside suburb of Perth, was named in his honour, becoming the sixth school established by the Anglican Schools Commission. Mr Moyes took an active interest in the development of the school until his death, regularly meeting over afternoon tea with Mr Allan Shaw, the School s Foundation Principal. In recognition of his service to the community, Mr Moyes was made an Officer of the Order of the British Empire (OBE) in 1982, a Member of the Order of Australia (AM) in 1995 and Western Australian Citizen of the Year for the Professions in His professional awards include a Fellowship of the Australian College of Education (FACE) in 1969 and Life Membership of the Anglican Schools Commission in 1994

16 A c t j u s t l y, h o n o u r G o d Peter Moyes Anglican Community School Elliston Parade, Mindarie WA moyes.wa.edu.au