Annual Report 2014 STATE AND AUSTRALIAN GOVERNMENTS REPORTING REQUIREMENTS
School Sector: Independent School’s Address: Old Logan Rd, Waterford Qld 4133 Total Enrolments: 1335 Year Levels Offered: Prep to Year 12 (Kindergarten also offered) Co-educational or Single Sex: Co-educational Characteristics of the Student Body: Boys: 47% Girls: 53% Indigenous: 1% School Contact for further Information: Donna Anderson, Head of College FOREWORD – HEAD OF COLLEGE
Overview 2014 has been a very productive year for Canterbury College with further developments in technology and many achievements for our students. Canterbury’s young sportsmen and women have shown their strength, receiving many accolades this year. Our Junior athletes were awarded Beenleigh District Cross Country Champions, JTAS Cross Country Champions and JTAS Athletics Champions for the second consecutive year, which is an outstanding achievement. Our Senior swimmers brought home twenty-five medals from the South Coast Regional Swimming Championships held at the Miami Pool (Gold Coast) in March.
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In the Arts, our Cantabile Choir was awarded three First Place awards and Best Performance of an Australian Composition at the prestigious Australian National Eisteddfod in Canberra. The Choir was awarded Platinum at the MusicFest Competition, where our Symphonic Band also gained a Platinum Award. These are rarely awarded and are reserved for near-perfect performances. The Annual Excellence Awards ceremony was a fitting end to the year as we celebrated our students’ successes in Academics, Arts, Sport and Culture. Congratulations to all awardees and thank you to the staff and parents who offered great support to the event. The My Student Account software was introduced, meaning Canterbury College is now a cashless campus. The system includes all students and staff for the canteen, retail centre, photocopying and other activities that have previously involved handling cash. Canterbury College has introduced a Bring Your Own Technology (BYOT) Program so students may bring a device to class that they have at home. The program follows a specific set of guidelines devised by the College and pertains to a prepared list of recommended devices that meet minimum required specifications. The phased introduction of this program included Years 4, 7 and 10. Conversations with our students were closely aligned to monitoring the expansion of the program to include our Year 11 and 12 students. In 2015, all students from Years 4-12 will be able to join the program and this enables them to bring their own device to assist and enhance their learning. Starry Starry Night, our Family Fun Night and the event of the season, was an outstanding success with more than 600 members of our College family attending. The younger members of our College wore face paint, took outlandish photos in the photo booth, jumped high in the jumping castle and generally enjoyed plenty of fun and laughter. The many stage performances were a credit to our students who willingly performed in front of their families, friends and the wider community. It was a wonderful night of celebration that brought the Canterbury community together. At Canterbury College we are continuously aware of our motto “The better prepared the stronger�. Our students are well prepared and constantly lift the bar a little higher. We deliver a quality independent school education not matched in the vicinity of Logan or surrounding areas. We compete with many schools and are positioned well above many others. This is not without hard work from our Board members, teachers, staff, students and parents. We are an inclusive community as stated in our Mission Statement. We need to prepare our students for a global economy where the keypad connects us with the world. We are not a stand-alone school in Waterford; we are on the main stage and our students need to be key players on it. We need to push their boundaries, indeed all our boundaries, to give them the opportunity for development, learning and growth. It is evident parents want these by sending their children to Canterbury 2
College. We are partners on the journey. We will never know what is possible if we do not try. DISTINCTIVE CURRICULUM OFFERINGS Inclusive Education The Inclusive Education Department supports educational programs that cater to students' varying learning needs and helps them reach their full potential. The Learning Enrichment Teachers (K-12), supported by Learning Enrichment Assistants work collaboratively with classroom teachers to ensure differentiated instruction for students as appropriate. ESL (English as a Second Language) Teachers provide specialist support to students through designated programs (Applied Literacy) and collaboration with classroom teachers. A Collegewide process for the identification of Gifted and Talented students has been developed. Two dedicated Learning Enrichment Centres act as learning hubs within the Junior School and Middle and Senior Schools. Canterbury College also features a Language Centre, operated by specialist staff and used for Applied Literacy classes for International students, and also general ESL tutorial support. Extension Programs Extension subjects in English, Maths and Science are available as electives in Years 9-10. They offer extended studies in the standard course and aim to prepare students for lifelong learning by incorporating aspects such as literacy, numeracy, life skills, enhanced thinking skills and problem solving, analytical and creative thinking skills and a futures perspective. Studying these subjects will enable students to enhance their studies in the real world and their application in society, as well as providing a head start for senior studies. A number of capable senior students also study subjects from university courses while still at school through Canterbury’s partnerships with several Universities. These students receive credit for these subjects in subsequent university studies and can gain preferential entry to related courses. Tutorials for English, Mathematics, Science, History, Geography and Business are available after school to students in the Middle and Senior Schools. Students can attend regularly or intermittently as support is required and stay for as long as they like, with no sign up required. Relevant Curriculum Coordinators provides times, locations and further information. Canterbury College hosted the 2014 Logan-Gold Coast Mathematics Team Challenge in the Canterbury Events Centre, with fifty-one teams (each of five students) from ten schools participating. Canterbury entered eight teams from Years 6-12. The students solved maths problems and competed for the medals and trophies awarded to the top three teams in each of the four age divisions. Canterbury finished First in the Junior Division (Years 9 and 10), an outstanding achievement. Congratulations to the winning team of Malcolm Russell (Year 10), Jackson Balme (Year 10), Hamza Malik (Year 10), William Glass (Year 9) and Sean Fraser (Year 9).
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Our Senior Division teams also performed commendably. The Senior A Team of Qian Cheng (Year 11), Savita Datta (Year 11), Darren Sharma (Year 12), Minglan Sheng (Year 12) and Nancy Zhao (Year 12) placed Second. The Senior B Team of Abhishek Jagtap (Year 11), Dorris Xie (Year 11), Nariyoshi Miyata (Year 12), Arjune Murali (Year 12) and Darashpreet Singh (Year 12) placed Third. Year 11 students Conor Anglim and Kevin Fung won First place in the Australian Youth Rocketry Challenge (AYRC) Senior School Division. The objective of the challenge was to launch a rocket with an egg as the payload. The rocket had to reach approximately 800 feet high before a parachute was deployed, which had to then bring the rocket and the egg back to Earth undamaged. Conor and Kevin achieved a near perfect launch. Canterbury College hosted the Brisbane South division heats for the annual Science and Engineering Challenge in July. The national competition is designed to inspire students to study Science and Engineering at a Senior High School and University level. Over the two days, Canterbury hosted sixteen schools. Canterbury College students placed Sixth in the event. Twenty-four of the College’s Extension Science students participated in a range of hands-on activities including building hovercraft, catapults, Mars rover-style buggies, planes and bridges, as well as designing earthquake-proof buildings, electrical supply grids and network problem solving. The students enjoyed exploring new science topics, while designing, building and testing. The day concluded with the traditional “Bridge Busting Vocational and Industry Pathways Fifteen students undertook traineeships or apprenticeships in Years 11 and 12 in 2014. Students attend the workplace one day per week to gain experience in a particular industry and complete their formal training with Registered Training Organisations. Traineeships and Apprenticeships included Certificate II in Beauty, Pharmacy and Retail. The Certificate III’s included Children’s Services, Hairdressing, Business, Information Technology, Live Production, Theatre and Events (technical operations), Sport and Recreation Officer, Hospitality Operations Level III and Retail. Many students in Year 12 who have successfully completed traineeships use this as a benchmark to gain a ranking to enter into tertiary study. Some of the students have secured full time or casual employment from these traineeships. Many students undertook courses at TAFE, Southbank Institute of Technology, SkillsTech and private colleges to obtain certificate courses in Information Technology, Business, Justice Studies, Events Management, Music, Graphic Design, Interactive Digital Media, Landscaping, Design Fundamentals – Photo-imaging, Engineering, Retail, Electro-technology (Career Start), Plumbing and Construction. Australian Vocational Student Prize At the end of 2014, students were nominated for the Australian Vocational Student Prize. This is for students who demonstrate exceptional skill, commitment and achievement while undertaking a Vocational Education and Training (VET) in Schools program or Australian School-based Apprenticeship or Traineeship as part of their Senior secondary studies. This is an opportunity to showcase and celebrate the achievements of vocational students and the
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support provided by the whole school community. Students nominated for 2014 were Harrison Churches, Emily Churchley and Rajiv Krishna. Two 2013 Canterbury graduates Mark Burley and Liam Ackland were awarded the Australian Vocational Student Prize and received a monetary prize. Mark started at SkillsTech where he completed a Certificate II in Electro-technology (Career Start). This proved to be quite challenging, especially the Mathematics and Physics involved. Mark persisted in his work and completed the course. He then applied for a job in Queensland Rail as an apprentice. He was successful in obtaining the apprenticeship and is enjoying his vocational pathway. Liam worked in the Hospitality industry. He has completed his traineeship, worked in the Canterbury CafÊ and is presently employed in the Hospitality industry working interstate and in Queensland. Work Experience Work Experience opportunities for our students in 2014 included Engineering, Hospitality, Manufacturing, Childcare, Farming, Sheet Metalwork, Education, Computer repairs and maintenance, Building and Construction, Aged Care Services, Pharmacy and Retail. Innovations @ Canterbury Program This program, which has won National Awards for Teams Making a Difference, engages Year 9 students and enables them to contribute as hands–on members of a team to make a difference in real life contexts. Projects are student-driven and linked to College Mission and Community. The event that set the Year 9 students above the rest, however, was the Innovations@Canterbury program. Students were busily involved in this program for the entire Term 2 and Term 3. It was only at the conclusion of Term 3 that students were able to show off their hard work at the Exhibition. It has be stated that the event was absolutely amazing. The students worked extremely hard preparing for the big day and it was certainly obvious, with all the interactive displays and presentations, that they have set a very high standard. It has been rewarding to see the program increase momentum over the last three years and have such an impact on visitors to the annual exhibition which showcases the projects. The Innovations@Canterbury program has gained international recognition since a staff member presented at the 2012 Association for Middle Level Education (AMLE) Conference in Portland, Oregon in the USA. It was one of only three international presentations at this Conference of 22,000 participants. Canterbury College Arts Academy The Canterbury College Arts Academy immerses exceptionally talented students who aspire to a career in an aspect of the Arts in extension and enrichment experiences linked with pathways to careers in their interest area. It provides individualised guidance and integrates academic, studio and extra-curricular programs. Program partners include Universities, TAFE and other Training Providers, several professional and community Arts companies and organisations, local groups and practitioners. Formalised Agreements are in place with overseas Institutions for cooperative arrangements, including student exchanges.
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Program components include: Artist-in-residence programs, lecture series, tuition with leading local and international artists, competitions/eisteddfods, excursions and attending performances and exhibitions; and cultural tours and international links. Areas of specialisation are: Music; Dance; Drama; Visual Art; Sound, Lighting and Live Event Management; and Film, Television and New Media. Extensive Performing Arts Provision Canterbury has a well-established tradition of excellence in the Arts. Students from Kindergarten through to Year 12 develop their artistic potential through curriculum subjects, superior extra-curricular opportunities and one-on-one lessons. The College Performing Arts program enables students of all abilities to participate in a wide range of ensembles, groups and choirs. All lessons, rehearsals and activities take place in our fully air-conditioned, state-of-the-art Arts Centre which includes: specialist teaching and rehearsal rooms; a digital music technology classroom and other classrooms; a 220-seat auditorium; and an outdoor amphitheatre. All students from youngest to oldest are encouraged to become involved, and details of eligibility for each group are available. Canterbury regularly competes and participates at various local, state, national and international events. Friendship Accords Canterbury College signed friendship accords in order to strengthen our bond with overseas schools. All parties fully support these accords, and they solidify the relationship between our schools while promoting a better understanding between Australia, China and Japan. EXTRA-CURRICULAR ACTIVITIES Sport Canterbury offers a rich and diverse extra-curricular Sports Program in which all students from Prep onwards are encouraged to participate. Young children from Prep to Year 3 can join in development pathway programs, and students from Year 4 onwards train for and play in interschool competition. The College is a member of both The Associated Schools (TAS) and Junior The Associated Schools (JTAS) inter-school sporting competitions which stage a wide variety of team sports throughout each year. TAS caters for Years 7-12 and JTAS for Years 4-6. Students also participate in a range of other sports as well. Most inter-school sporting fixtures and carnivals are held on Saturdays. The extensive selection of sports is played in state-of-the-art facilities within a supportive environment, and coaching expertise is drawn from internal and external sources. 
Prep to Year 3 children commence with development programs: In2 Cricket; Rookie to Reds Rugby; Net Set Go (Netball); Auskick (AFL); Mini Kickers (Football/Soccer); and Aussie Hoops Basketball
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Year 4-6 students and those in Year 7-12 participate in different competitions but both age groups have the same selection of sports available: AFL; Athletics; Basketball; Cricket; Cross Country; Equestrian; European Handball; Futsal; Gym; Hockey: Netball; Rowing; Rugby Union; Soccer; Swimming; Tennis; Touch Football; Volleyball
Within the TAS system, the College competed with great merit in the Blue Division for Trimesters 1, 2 and 3. Competing in the TAS Blue Division has become the norm at Canterbury College with many of the sports recording a season win percentage of over 50 per cent. Special mention to our Hockey Teams who recorded two Premierships and a season win percentage of 70 per cent, the best for the College in 2014. Congratulations to the following teams who claimed well-deserved and hard-fought TAS Blue Premierships:
Year 8 Girls’ Hockey Year 9 Girls’ Hockey First V Girls’ Basketball Year 9 Boys’ Football Second VI Girls’ Touch Football
The TAS Swimming, Cross Country and Athletics Carnivals provided an opportunity for the combined boys’ and girls’ squads to unite and compete against the nine TAS schools. The Swimming Team placed a solid Seventh, the Athletics Team placed a commendable Sixth whilst the Cross Country Team placed a well-deserved Fifth. These results reflected a solid training regime undertaken by our students and a belief that Canterbury can be competitive in the Premier Division of TAS organisation. Cultural Activities In 2014 the Music Department at Canterbury College offered an extensive Studio Music and Performance Music program. Students of all ages were actively involved in developing their musical talents and interests through learning to sing and/or play an instrument and by their involvement in one or more of the 20 Performance Music Ensembles. Music ensembles performed regularly at College functions, community events and at a wide range of concerts throughout the year. Performance Music Program The Performance Music Program supported more than 300 students involved in seven Choirs, four String Orchestras, a Symphony Orchestra, Stage Band, two Concert Bands and chamber ensembles. Events where Canterbury performance music groups participated included: Music Camps, Guest Conductors, Assembly and Chapel Performances, Anzac Day Service, Channel 9’s The Block at Mitre 10, Starry Starry Night, Winter Music Festival Concerts, Grandparents’ Day, Gala Concerts, Pemulwuy! National Male Voice Festival, Voices Across the Pacific Festival Tour, Brisbane Band Festival and String Fest 2014. Canterbury College students participated in the inaugural Combined Anglican Schools Music Festival which culminated in a performance at the Queensland Performing Arts Centre. The College Symphonic Band and two of our choirs represented Canterbury College at the Queensland Youth Music Awards. The Junior Choir entered the Primary Schools division and received a Silver award and Third place in their heat, which moved them through to the Primary
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Choir Finals. The students performed very well again and received a Silver award. The Cantabile Choir competed in the Secondary Schools Choir Section – Over 30 Voices. The students performed brilliantly and received a Gold Award and First Place. The Canterbury College Cantabile Choir traveled to Canberra to compete in two sections of the Australian National Eisteddfod, held at Llewellyn Hall in the School of Music, Australian National University. Cantabile won First Place in the 19 Years and Under Choir Championships. They also won First Place and were awarded the prize for Best Performance of an Australian composition. Symphonic Band and Cantabile competed at Musicfest winning the highest of awards, Double Platinum for their excellent performances. Canterbury College students gave an outstanding performance in the Harvest Rain production of the Andrew Lloyd Webber musical CATS in July. Fifty students from Canterbury participated and played five performances where the audiences were of three thousand or more in the Great Hall at the Brisbane Convention and Exhibition Centre. More than eight hundred performers were in the production, the southern hemisphere’s largest ever, and it included a professional cast led by Marina Prior. Twenty Canterbury College students performed their own opera at the Judith Wright Centre in August as part of WotOpera Brisbane. The WotOpera Project is aimed at unlocking the creative potential of young people through experiential learning in the performing arts. The students collaborated in workshops in the month before the show to create the music, libretto (lyrics), set and costumes. The Canterbury College Opera was chosen to close the evening. Service Activities Students participate in age-appropriate activities and programs whereby they become involved in the community and make a difference locally, nationally and internationally. These mission and community development activities nurture spiritual development and strengthen our sense of community – a key focus at Canterbury. This focus is achieved by supporting Anglican care agencies and appeals, such as TRACC Logan, In-SYNC in Beenleigh, St Mark’s Christmas Appeal, the Archbishop’s Appeals and the Anglican Board of Mission (ABM). Canterbury also supports the Blue Care Bethania Haven Aged Care Facility, as well as countless charities and welfare agencies as chosen by the community. Competitions A diverse range of competitions are available to students, providing significant challenges, enriching experiences and in some cases plenty of fun as well. They include local, state, national and international events. Some competitions extend interested and capable students while others challenge larger numbers and provide useful information to teachers and parents and enable students themselves to benchmark their performances. Competitions in which Canterbury students regularly take part include: Lions Youth of the Year
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University Program Acceptance Brisbane Performing Arts Challenge (BPAC). Quota International. Bond University Mooting Competition International Space Settlement Design Competition ANZAC Speechwriting Competition Queensland Chamber of Agricultural Societies Make and Model Competition. Junior Secondary Schools Culinary Challenge Independent Education Union (IEU) 2014 Literary Competition. Keeping Australia Beautiful Drag Racing Champion Opti-MINDS
Students in Middle School English participated in a number of competitions with success. Several students elected to complete the International Competitions and Assessments for Schools (ICAS) English and Writing Competitions. Those who participated were very successful in showcasing their skills of language, reading, writing and spelling: SOCIAL CLIMATE OF THE COLLEGE Canterbury College prides itself on the strong pastoral care we offer students and families. We not only provide a quality education, but appreciate the individual needs of every child, promote good values, based on a strong Christian ethos and above all, we work in partnership with parents to obtain the best possible outcomes for your children. Our values encourage Respect, Compassion, Integrity, Social and Environmental Responsibility, a Commitment to our Community and the cultivation of a love of Knowledge and Life-Long Learning. The College has an extensive Pastoral Care Program and procedures that address bullying and cyber bullying. Pastoral Care is achieved through the services of a broad team encompassing all staff in their roles, including:
Form and Class Teachers Year Level Coordinators Deans and Assistant Deans of Junior, Middle and Senior Schools Head of College Chaplain Guidance Counsellor Career Counsellor Learning Support
Students' safety and welfare are the primary considerations at Canterbury and the College has a comprehensive Child Protection Policy for action to be taken if a member of staff or a parent of the College becomes aware, or reasonably suspects, that a student has been harmed or is in danger of harm by a staff member, people outside the College or other students. Our desire is that Pastoral Care occurs in each and every interaction within Canterbury College. Form teachers develop strong relationships with their students, being influential in the pastoral development and welfare of each child, and they act as advocates for their wellbeing.
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These teachers have responsibilities which vary according to year levels for the implementation of the formal Pastoral Care Program and also classroom teaching with their students. They regularly monitor student performance and are frequently a parent’s first contact with the College. Issues such as bullying and cyber bullying and strategies for prevention, empowerment and dealing with them, as well as support for victims, are addressed formally in staff training and with students in the Pastoral Care Program, as well as regularly at assemblies and special presentations, performances and events. The College also seeks out and implements special initiatives such as Peer Mediation and Buddy Building. Peer Mediation can play a role as an early intervention strategy in reducing bullying, truancy and conflict among students. The College Counsellor oversees this program in which trained Senior School students assist certain Junior and Middle School students to work through and resolve certain types of conflict and relationship issues. Peer Mediators are fully trained and qualified before they are able to provide services to the other students in the College. Mediators remain neutral and do not offer advice, and they do not discipline. Similarly, the Counsellor manages the Buddy Building Service which is provided by a number of students in the Peer Mediation team. Their aim is to provide an older ‘friend’ who can informally help them to develop better social skills. The intention is for the child to develop confidence, to build better relationships with others and to be encouraged to socialize more with their peers. PARENTAL INVOLVEMENT A sense of community and its strength are actively promoted and developed at all levels in the life of the College, and many parents are among those who regularly comment favourably. It is seen as integral to life at Canterbury and highly valued. The following extract from a parent is typical of such feedback: “Please don’t ever lose sight of the importance of the sense of community and family that Canterbury College is known and admired for. It is something that cannot be taken for granted as many schools just don’t have this intrinsic quality.” Canterbury has an active Parents and Friends Association who meet regularly and take initiatives to support the mission and the work of the College, with both encouragement, suggestions and advice and generous material support. There are also active Parent Support Groups for the Extra-Curricular Program, including: Cricket, Rugby, Rowing, Dance, Drama and Music. These hard working parents enhance in very real terms the quality and opportunities available to the students involved in these activities. Many parents offer additional educational program support in classes and in the Library and as helpers on excursions with younger children. Parent network meetings occur regularly
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throughout the year and parents’ input is valued and produces concrete outcomes that benefit the students. The College takes care to keep parents well involved and also foster involvement by providing regular and extensive communication. Academic reports and parent/teacher interviews take place several times per year and email contact is also encouraged as well as the availability of interviews with a Dean or class teacher whenever required. The College Newsletter is sent home in hard copy each week and also posted online, and quality publications such as the biannual Canterbury Connections and the annual Yearbook are rich sources for parents and families. Flyers and notes are sent home as required and the College website is an ongoing and comprehensive resource. This contact is strongly supplemented by the informal opportunities for touching base that occur at the multitude of events that bring parents and staff together, such as regular weekend sporting fixtures throughout the year, concerts and other performances by cultural groups, as well as assemblies, presentation functions and events. The extensive and valuable contributions of parents are regularly acknowledged and this culminates in the Head’s Cocktail Party for volunteers which is held towards the end of each year. The number of guests present is a very concrete and encouraging indication about the breadth and quality of parent involvement and contribution at Canterbury, and the occasion is valued by parents, as indicated by feedback such as: “Could you please pass on our thanks to the Head and everyone involved in the Head’s Thanksgiving Cocktail Evening. My husband and I thoroughly enjoyed the evening and meeting other parents.” The inclusion and valuing of parents at Canterbury is reinforced by the Head’s regular and characteristic use of the phrase, Thank you for working in partnership with us, in her communications with the parent body. PARENT, TEACHER AND STUDENT SATISFACTION The very positive climate at Canterbury is experienced on a regular and ongoing basis in the life of the College, whether through:
the purposeful and settled learning and teaching that is the norm; through students and teachers working together to achieve quality performances in cultural, sporting, service and other extra-curricular activities and performances along with supportive parents happily and proudly involved; or in lively gatherings such as Spirit and Head’s Assemblies, major presentation evenings and other House and College events
Data is obtained from many sources including email, letters, parent meetings and student meetings. A selection from the many feedback statements from the community that were received during 2013 can be found in the “Other Information” section towards the end of this Report and many more are on the College website. The following are examples: Junior School Parent:
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“I just wanted to email and personally thank you for all your hard work and effort you have put in with our son. It has been so reassuring to know that even at the toughest times you were able to find a work-around to assist our child. This year has been a big learning curve for us. The strength and commitment you have shown in continuing to help and support our son has been amazing. Your constant communication in regards to his daily efforts and support in regards to his homework and being flexible with what he produces while we trialled the reading intervention program has been helpful to us. I still continue to tell others in the wider community and support network of the comment you told me at our Term 3 interview of when the entire class was walking back to class. Our child may never love the academic side of school, but he is very sports focused. Having teachers who understand how he works and want to teach him in the world he learns and lives in is what it is all about. Thank you for everything this year. Your efforts are truly appreciated.” Senior School Parent “It is hard to imagine that our son’s time at Canterbury has ended. I wanted to pass on a few acknowledgements if you will indulge me. You spoke about the legacy that teachers leave behind at the Annual Excellence Awards. I can say with certainty that several teachers throughout his time at Canterbury have left a legacy. The foundation for him was laid throughout that first year and I cannot express in words how thankful I am for the fantastic start to Canterbury life he had. His teacher understood him from the very first day and nurtured the entire class. Some of the friendships he made that year are still in place today. This was and always will be one of the highlights of his time at Canterbury. Again, words cannot express my gratitude for his teacher’s unwavering support. So many others have all played a part in developing him into the young man he is today. Each and every teacher has left a mark on him which he will always remember. You talk about working in partnership and this has certainly been evident throughout the years. As with every partnership, there have been times were we haven’t always agreed but at those times issues were always dealt with in an inclusive manner and outcomes always based on what was best for our son. So I can definitely say with confidence that he is better prepared and stronger after his time at Canterbury. I thank you for your support over the years and wish you all the very best for the future.” COMMUNITY: Parents and Friends, parent network meetings and positive word of mouth from current families give regular feedback. Feedback is also sought and obtained from visitors to College Open Days and others seeking enrolment at Canterbury. Reasons that recur on a strong and consistent basis include:
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Canterbury’s reputation in the community reputation for academic rigour and opportunity discipline perception as a safe and nurturing place quality and range of extra-curricular opportunities physical environment and facilities Spiritual ethos.
A representative of the RSPCA Queensland wrote: Thank you so much for involving me in the Innovations@Canterbury program again this year. I always feel very welcome and valued when I come to Canterbury and the team is so polite, you should be proud. I know they are a reflection of you and the teachers and they are great ambassadors for the College. Could you please pass on my best wishes to the Project Preservation team. I look forward to again helping where I can in 2015. Thank you for caring for All Creatures Great and Small. Over the last four years Wellbeing and Wellness have been at the forefront at Canterbury College and this initiative has a direct bearing on teacher and student satisfaction. The health and wellbeing of students and staff are vital to the success of the College and we saw many exciting activities and developments in 2014. Canterbury College has been acknowledged for its Staff Wellbeing Program and was one of the few schools awarded the title of ‘”Lighthouse School”. In 2013 and 2014, Canterbury again aligned with Independent Schools Queensland, teaching and supporting other schools and colleges to develop their programs.
SCHOOL INCOME Please refer to the My School Website http://www.myschool.edu.au/ STAFFING INFORMATION
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2014 Teaching Staff: 106 Non-Teaching Staff: 50 The College employs one-self identified indigenous staff member as a full time teacher.
QUALIFICATIONS OF ALL TEACHERS Qualification Doctorate or higher Masters Bachelor Degree Diploma Certificate
The percentage of classroom teachers and school leaders at the school who hold this qualification 2% 19% 90% 46% 16%
EXPENDITURE ON AND TEACHER PARTICIPATION IN PROFESSIONAL DEVELOPMENT TEACHER PARTICIPATION IN PROFESSIONAL DEVELOPMENT Components of professional development undertaken were:
31% Teaching and Learning 13% Other areas (example: professional network meetings and briefings; QSA briefings and training; community and industry functions and networking) 34% Curriculum 12% Leadership/Management 10% Values and Pastoral Care During 2014, staff members attended a range of courses in various areas to gain further knowledge and skills. The information gained is passed back to staff in meetings and written reports so other staff members can use the ideas, strategies and resources. This is important to ensure we have teachers using best practice and the latest research when teaching our students and that all staff members are up-to-date in their areas of expertise. It is encouraging to see the positive results this has produced in affording our teachers the opportunity to maintain their very high standards of pedagogy. A large portion of professional development is undertaken after school or on weekends, rather than through the day, exemplifying the commitment our staff members have to producing excellent student outcomes. Literacy and numeracy across the curriculum were focus areas in 2014 with many teachers up-skilling in these very important areas. EXPENDITURE ON TEACHER PROFESSIONAL DEVELOPMENT
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Total Number of Teachers
Total expenditure on teacher PD ( as recorded in Financial Questionnaire)
Average expenditure on PD per teacher
106
$137,413
$1,296.35
AVERAGE STAFF ATTENDANCE RATE
For permanent and temporary staff and school leaders the average staff attendance rate was 99% in 2014 PROPORTION OF TEACHING STAFF RETAINED FROM THE PREVIOUS YEAR Number of permanent teaching staff at end of previous year
Number of these staff retained in the following year (the program year)
98
94
% Retention Rate
96%
PROPORTION OF TEACHING STAFF RETAINED IN A PROGRAM YEAR
From the end of 2014 96% of staff were retained for the entire 2014 school year.
KEY STUDENT OUTCOMES STUDENT ATTENDANCE DATA
The average attendance rate for the whole school as a percentage in 2014 was 99% 15
AVERAGE STUDENT ATTENDANCE RATE FOR EACH YEAR LEVEL Year levels Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12
Average attendance rate for each year level as a percentage in 2014 99.27% 99.29% 99.28% 99.48% 99.62% 99.48% 99.22% 99.02% 98.42% 99.08% 99.05% 99.47% 97.4%
DESCRIPTION OF HOW NON-ATTENDANCE IS MANAGED The Year Level Coordinator calls the parent/guardian if an explanatory phone call has not been received. Follow up occurs regarding regular non-attendance and support is provided where needed. NAPLAN RESULTS FOR YEARS 3, 5, 7 AND 9 IN 2014 Our students in Years 3, 5, 7 and 9 were very well prepared for the tests and achieved results that were at or well above the State and National averages in all areas including Reading, Writing, Spelling, Language Conventions and Numeracy in 2014. Canterbury College received exceptional results in the College averages and the percentage of students tested reaching or exceeding the National Minimum Standard benchmark in each area tested.
Year
Average Score (School)
Year 3 (2014)
453
READING Average Score (National) 418
% at or above National minimum standard 98
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Year 5 (2014)
512
501
100
Year 7 (2014)
555
546
99
Year 9 (2014)
608
580
100
WRITING Average Score (National)
Year
Average Score (School)
Year 3 (2014)
438
402
100
Year 5 (2014)
492
468
96
Year 7 (2014)
524
512
92
Year 9 (2014)
597
550
94
SPELLING Average Score (National)
% at or above National minimum standard
Year
Average Score (School)
Year 3 (2014)
440
412
100
Year 5 (2014)
511
498
99
Year 7 (2014)
541
545
94
Year 9 (2014)
611
582
97
Year
GRAMMAR AND PUNCTUATION Average Score Average Score (School) (National)
% at or above National minimum standard
% at or above National minimum standard
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Year 3 (2014)
482
426
98
Year 5 (2014)
527
504
99
Year 7 (2014)
555
543
94
Year 9 (2014)
608
574
98
NUMERACY Average Score (National)
Year
Average Score (School)
% at or above National minimum standard
Year 3 (2014)
431
402
98
Year 5 (2014)
503
488
96
Year 7 (2014)
558
546
100
Year 9 (2014)
621
588
100
Note: Reporting on these outcomes are also addressed on the My School website http://www.myschool.edu.au/ under this section of the report.
APPARENT RETENTION RATE Year 12 student enrolment as a percentage of the Year 10 cohort is 100%
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YEAR 12 OUTCOMES OUTCOMES FOR OUR YEAR 12 COHORT 2014 Number of students awarded a Senior Education Profile Number of students awarded a Queensland Certificate of Individual Achievement Number of students who received an Overall Position (OP) Number of students or are completing or completed a School-based Apprenticeship or Traineeship (SAT) Number of students awarded one or more Vocational Education and Training (VET) qualifications Number of students awarded a Queensland Certificate of Education at the end of Year 12 Percentage of Year 12 students who received an OP1-15 or an IBD Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving a tertiary offer
146 0 104 13 63 143 82% 99% 98%
YEAR 12 DESTINATIONS MANDATORY INFORMATION (BASED ON NEXT STEPS SURVEY) TO BE PUBLISHED BY 30 SEPTEMBER 2015 OTHER INFORMATION Canterbury College is founded on an Anglican Ethos which provides a strong values focus for all staff, students and parents. The College Vision and Mission are grounded in the core values of Respect, Integrity, Compassion, Scholarship, Community and Social and Environmental Responsibility. Our College achieves its Mission by providing students with a well-rounded education in an inclusive learning community. They are educated in an enjoyable, welldisciplined, Christian environment and continually assisted in their holistic development to be life-long learners across the spiritual, social, cultural, physical and academic spheres. Over 13 years to the end of Year 12 expert and highly dedicated teachers and other staff work with all our students seeking to ensure that they are “happy with where they have been, happy with where they are now, and happy with where they have set themselves to go�. A comprehensive and very successful literacy and numeracy program is integrated across the curriculum, and rigorous, well-planned teaching caters for learners at all stages of their school education experience. First rate facilities provide an engaging setting for this education while plentiful contemporary technology is incorporated as part of their day-to-day learning for all students.
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Our rich and diverse academic program is supported by a full curriculum of activities, camps and excursions. Our students have access to a wide range of sporting and cultural activities that complement their academic learning and foster particular talents and interests right through to the highest levels. They also participate in mission and community development activities on a regular basis. Canterbury College is a stimulating and inspiring environment, with the very best staff committed to the learning of our young people. Building on our strengths and achievements we continue to be a College on the move, building capacity and preparing our young people for an exciting and challenging future in which they can confidently participate and contribute while looking forward to a successful future. The College motto, the better prepared the stronger, guides all work at Canterbury and defines our students and graduates.
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