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CORPUS CHRISTI COLLEGE Annual Report 2014


CONTENTS PURPOSE, BELIEFS AND VALUES

2

PRINCIPAL’S INTRODUCTION

3

CHAIR OF THE BOARD

4

Middle School Report

5

Senior School Report

6

Religious Education

7

Ministry and Christian Service

7

Learning Area Reports

8-19

YEARS 7-11 AWARDS

20

YEAR 12 AWARDS

22

COLLEGE INFORMATION

23

COMMUNITY SATISFACTION

24

FUTURE FOCUS

STRATEGIC PLAN 2014-15 26

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PURPOSE, BELIEFS AND VALUES CORPUS CHRISTI COLLEGE

OUR BELIEFS

Our fundamental Christian beliefs are: “For a school to be Catholic, it must first be a good school. Otherwise is will be unable to fulfil its • Each human being is a unique creation made in God’s mission. The school must begin from the principle image, possessing inherent dignity and worth that its educational programme is intentionally • Education is about learning what it means to be human, directed to the growth of the whole person”. and that in Jesus Christ we have a model we can follow

At Corpus Christi College, we have earned a strong reputation in the community for focussing on providing the very best education for young men and women since 1983.

Education is a means of discovering a personal meaning in life, of liberating and empowering individuals to take charge of their own lives and contribute to the society in which they live

OUR MISSION

Education encourages the development of individuals by fostering a sense of their own worth, the value and dignity of human life, and of responsibility for and service to others

Education facilitates an integration of faith, life and culture.

‘We are a Catholic community committed to empowering every learner to serve and enrich our changing world’.

OUR MOTTO Sequere Dominum – Follow the Lord.

OUR VALUES Guided by our Christian beliefs, our values focus on: •

Nurturing a living faith

Promoting justice and service to others

Striving for excellence in all we do

Fostering joy in learning

Respecting the dignity of each person

Creating and maintaining a caring and inclusive College community.

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OUR CREST


THE PRINCIPAL’S INTRODUCTION ‘Corpus Christi College has developed a very strong sense of community based on Catholic identity and values. There is also considerable pride in the way students, staff members and parents talk about the College. The respectful way in which students, staff and parents interact with each other is indicative of an exemplary school culture’.

“WHAT SORT OF SCHOOL IS CORPUS CHRISTI COLLEGE? WE REMAIN TRUE TO OUR MISSION TO ‘EMPOWER EVERY LEARNER TO SERVE AND ENRICH OUR CHANGING WORLD...”

What does this mean with regards to our place in the community? Our ethos flies in the face of a media driven focus on league tables that pit school against school, based on a limited number of ‘measurable’ academic results, a narrowing of the way in which success is determined. Each year, Corpus Christi College is well placed on these league tables. Yet, we do this without offering academic scholarships, Australian Council for Educational Research by encouraging senior students to select challenging Report 2014 courses they will succeed in, not courses that focus on improving our place on the league tables. These qualities are difficult to measure. It was We want students to select university or TAFE heartening to receive this first commendation courses that are highly selective, to aim high in their from a highly reputable organisation, after they aspirations and we require all students to be involved reviewed our teaching and learning programmes in community service and extra-curricular activities, and practices in 2014 from a variety of different data so as to broaden their perspective as graduating sources. We undertook this exercise voluntarily in students, not to have a singular focus on achieving our quest to continue to be an exemplary school a high academic mark. To reiterate – we want our and to ensure our strategic goals are in keeping students to achieve high results and our teachers to with this aim. Staff, students and parents’ opinions continue working with students to set and achieve were sought, and made up the findings, affirmations their goals. Even in our current climate, when we and recommendations listed in the final report. This look at business leaders today, they have also shifted commendation is closely aligned to our Mission and towards balancing entrepreneurship, productivity our College Values, and is reflected in our Annual and money-making with ethical principles, and Report this year. the increasing importance of philanthropy and volunteering. What sort of school is Corpus Christi College? We remain true to Our Mission to ‘empower every learner Corpus Christi College works closely with parents to to serve and enrich our changing world’, so our focus provide this ‘well-rounded education’ for each child - it continues to be empowering both girls and boys is our Christian imperative. to learn alongside one another, with educational programmes for the brightest students who will be Please enjoy reading the latest Annual Report. leaders in our companies and nation. We also focus on those students who have learning, physical or Best wishes and God bless. emotional disabilities, supporting those who are Mrs Caroline Payne encountering psychological issues so they are able Principal to complete their education; challenging all students to shape a new world which reflects Christian ideals modelled on gospel values and critically analysing the world around them, using 21st century learning technologies.

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CHAIR OF THE BOARD It is with a sense of pride, reflection and excitement that I report as Chairman of the Corpus Christi College Board for the final time. As part of the Catholic School Board Constitution in WA, a Board Member can serve a maximum of six consecutive years on the Board, and as such, my term will finish in 2014. After having previously served on the Orana Catholic Primary School Board for six years, I am looking forward to being able to step back, but also continue to enjoy the final two years of our family connection with the College as a parent. A great deal has been achieved in the past six years and it is very exciting knowing what lies ahead for the College. The continuing members of the Board have shown great leadership and expertise, and I have no doubt, along with new members that will be selected along the way, the Corpus Christi College Board will continue to provide a stable platform, for which the College Leadership Team will be able to depend on in planning for the present and future operation of the school. I would like to thank all the Board Members, past and present, that I have been fortunate enough to work with over the past six years. Being part of a College Board can be very rewarding, but it also takes a commitment of time and effort, and this is something that I have never taken for granted. The discussions, the debates, the challenges, the decision-making that comes with being a member of the College Board requires a lot of expertise, a lot of planning, a lot of patience, but most of all, a huge amount of care for the College, its students and its staff. I would also like to thank the College Leadership Team, in particular Mrs Caroline Payne, who took over as Principal in my second year on the Board. Caroline has proven to be a leader with vision and purpose, having been instrumental in setting a path for the College through the Strategic Plan and the Capital Development Plan. Caroline’s relentless pursuit of improvement for our College ensures the beliefs and values of Corpus Christi College are adhered to, in every respect. I have also had the pleasure of working closely with Mr Mark Antulov (Vice Principal), Mr Ian Hagan (Deputy Principal Senior School), Mr Matthew Ivulich (former Deputy Principal Middle School), Mr Vince Ialeggio (Business Manager) and Mr Stephen Martin (former Business Manager), who have all been or continue to be wonderful leaders of the College. 4

Their professionalism, expertise and passion for the College is obvious. The past year brought many new challenges, the least of which was Caroline’s diagnosis with breast cancer late in 2013. I must commend Caroline’s courage, commitment and unwavering care for the College whilst undergoing extensive treatment. A reflection of Caroline’s leadership was no more evident than when Mr Mark Antulov stepped in to the Acting Principal role and along with Ms Sally Farrington, Messrs Peter Sackett, Jim Elliott and Frank Italiano ensured that it was business as usual in Caroline’s absence. The completion of the Mater Christi Centre and Central Precinct this year was a major milestone for the College Capital Development Plan. Thank you to the Building Committee (chaired by Mr Paul Nicholls) and the Finance Committee (chaired by Mr Greg Le Guier) for all your input to this project. The transformation of the College Entrance was also significant and part of a longer term vision for the aesthetics of the school which Mr Michael Weir, Chair of the Marketing Committee, has been very much a part of. Relocation of the Maintenance Facilities has been completed and work in preparation for the new Sports Centre and 11 classrooms, is well under way.

An area that occupies much of the Board’s time, in particular the Finance Committee, is school funding. As has been the case in the past, the Finance Committee, along with the College Leadership Team, have spent considerable time planning for the current and future needs of the school. Uncertainty surrounding both State and Federal funding continues to dominate the financial landscape, however, Mr Vince Ialeggio (Business Manager) and Mrs Claire Newsham (Senior Accountant), together with the Finance Committee (led by Mr Greg Le Guier), have completed significant analysis (current and long term), so as to ensure the College is well placed financially. My report would not be complete without acknowledging the College Staff who continue to go above and beyond for our students and the Corpus Christi College community. In the past six years I have been fortunate to witness a vast array of achievements, far too many to mention. I have also met some wonderful people along the way - staff, students, parents and people from the broader College community. Whether it be academically, spiritually, on the sporting field, up on stage or out in the community, we have a lot to be extremely proud of at Corpus Christi College. Mr Darren Brealey Board Chair


MIDDLE SCHOOL REPORT “We are a Catholic community committed to empowering every learner to serve and enrich our changing world.” The College has continued to ensure provision of the most appropriate academic, social and religious environment for our early adolescent students. From day one, the opportunities inside and outside of the classroom have been developed to enrich the lives of our students. This is especially evident with the Year 7 students’ involvement in the Quest Retreat held in the first week of Term One. The actions of students in supporting those less fortunate in our community places our College Motto “Follow the Lord” into real action. In Middle School, the philosophy and action is focused on providing students with the tools to learn how to learn. The staff are committed to working together to ensure that all students have the opportunity to achieve to the very best of their abilities. Learning support programmes cater for those students requiring specific teaching and learning adjustments. The coordination of the learning support has great success at meeting the needs of the individual student, including mainstream support and in smaller, more focused groups. In 2015, Corpus Christi College will be implementing a new initiative to cater for the most able Year 7 Mathematics students. Many boys and girls come into secondary school with a mathematical understanding beyond the scope of the programme being offered the general Year 7 cohort.  It is our belief that these students, with the proper guidance, would benefit from undertaking an accelerated programme which focuses on the Year 8 Australian Curriculum. The Mathematics acceleration programme entrance test is specifically designed to identify those students who possess an appropriate base knowledge and have the innate ability to solve problems, and to cope with challenging Mathematics. Academically, more able students are exposed to opportunities which aim to cater for the unique attributes of students requiring greater depth and breadth of the Year level curriculum. The Saints Ambrose and Catherine Academic Development Programme for gifted and talented students has been implemented: ‘All students regardless of race, age or gender, by virtue of their dignity as human persons, have a right to an education that is suited to their particular needs and is adapted to this ability.’ GRAVISSIMUM EDUCATIONIIS NL, 1965.(Declaration on Christian Education), POPE PAUL VI

In summary, in the Middle School, we have continued to focus on: •

Enabling our students to be independent and interdependent learners

Confident learners

Resilience

Commitment to students achieving their potential.

The Year 9 Personal Project has again been a valuable opportunity to empower every learner. After determining a project of their choice and with the guidance from a mentor staff member, students had the overall responsibility to complete this valuable lesson for life over the course of the year. The College takes pride in ensuring that all students have the opportunity to shine and give of their talents in many ways, be it sport, service to others, cultural pursuits (language, dance, drama, music) and ministry. Students embrace with both hands, the opportunities to enjoy, grow and contribute to College events. Outside of the classroom, it is almost impossible to keep up with the many and varied activities.

The staff show outstanding dedication to the students and parents of Corpus Christi College. The Middle School classrooms are exemplary examples of best practice and collaboration. Schleicher (2011) argues that: “...the quality of an education system cannot exceed the quality of its teachers”. The constant aim of promoting effective teaching and learning is to be commended and celebrated. We are a College that focuses on teaching practices that improve learning. Explicit emphasis is given on the learning progress of every student. We encourage professional collaboration such as teacher observation or team teaching, which helps teachers to develop new or improved approaches and reinforces change through peer feedback. The 2014 results reflect that Corpus Christi College Years 7 and 9 cohorts are stronger than their State and National counterparts for all sections of the NAPLAN test.

YEAR 7 TESTING RESULTS: 2014 NAPLAN

YEAR 9 TESTING RESULTS: 2014 NAPLAN

570

620 610

560

600 550

590

540

580 570

530

560 520

550

510 Reading

Writing School Mean

Grammar & Punctuation

Spelling

Numeracy

State Mean

540

Reading

Writing School Mean

Grammar & Punctuation

Spelling

Numeracy

State Mean

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SENIOR SCHOOL REPORT In 2014, the College consolidated the use of SEQTA, coneqt-p and coneqt-s as key technologies within the community to support staff, students and parents. On many occasions, the Senior School students demonstrated their desire to be the best they can be, as well as their commitment to excellence. There were many activities over the course of 2014 which provided students with opportunities to showcase their wonderful talents and abilities. These activities have included, Year Retreats, Service activities, specialised academic programmes such as Public Speaking, Excelsis Club, HeadStart, sporting, arts and social events.

Corpus Christi College has a strong tradition of academic excellence and the Class of 2014, again achieved excellent results. Erin Anthony was awarded a School Curriculum and Standards Authority (SCSA) General Exhibition and Siddarth Iyer, a Course Certificate of Distinction for Mathematics. Six students achieved Certificates of Commendation from the SCSA: Erin Anthony, Christian Benino, Mitchell Cavanagh, Michael Clark, James Minson and Matthew Satti. We congratulate all of our 2014 Graduates and wish them every success in their future endeavours.

ANALYSIS OF WACE RESULTS 2014 •

Highest ATAR: Erin Anthony 99.55

General Exhibition: Erin Anthony

Course Certificate of Distinction for Mathematics: Siddarth Iyer

Westscheme Award - Excellence in Vocational Education and Training: Isabella Gray

School Median ATAR (all students): 82.55

Number of students in Year 12 (completing 1+ SCSA Subject): 148

Number of ATAR students (4+ scaled marks): 114 (77%)

Number of Non-ATAR students: 34 (23%)

Corpus Christi College ranked 47th with 10.5% of students achieving > 75%

Corpus Christi College ranked 44th with 34.2% of students achieving > 65%

Vocational Education and Training: 91.8% (49 students) of students achieved an AQF VET Certificate II or higher.

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RELIGIOUS EDUCATION “Religious Education is the first learning area in the Catholic school curriculum. This is because, through a classroom activity, Religious Education is a form of the Ministry of the Word. Unlike other learning areas, it is an activity of Evangelisation in its own right” (Mandate Letter, 43) In 2014, the Religious Education teaching team had very specific goals: We aimed to ensure that: • • • • • • •

Our teaching and planning environments are vibrant forums for the College community Our working environments were cohesive, contemporary and functional

Our teaching tools provided opportunities to enhance the skills of the students and improved the way we learn Our curriculum saw students fully immersed in uplifting and inspirational experiences in the classroom Our teaching was based on ongoing professional practice, pedagogy, technologies and ideology Our Catholic Identity was embedded into our curriculum Classroom practice was of the highest standard.

MINISTRY AND CHRISTIAN SERVICE The College seeks to fulfill its commitment in ministry by evangelisation, inviting students to enrich their relationship with Jesus Christ, mission, inviting students to engage in activities of Christian Service and justice activities and leadership, to develop attributes and skills to lead others to Christ.

MINISTRY A significant feature has been the introduction of Ministry Leaders in Years 8 - 11, to assist the Ministry Prefects and to take on a greater role with their peers in each Year group. Consequently, liturgies can be prepared more effectively with more students being involved. Students are also able to participate in a wider range of Christian Service undertakings. Liturgy enables the community to celebrate its faith, for example, the Liturgical Season of Lent, at Senior School retreats and in commemorating community events and Feast Days. These occasions seek to deepen understanding and active participation in the Sacraments, and in living our College motto.

Peer Ministry continues to develop at the College. The Year 7 Quest Retreat has enabled senior students to develop richer leadership skills and a willingness to share and witness faith to their peers.

SERVICE The Church’s mission is essentially a mission of service to humanity. As Pope Paul V1 said in his encyclical Ecclesiam Suam, “the very nature of the gift, which Christ has given the church, demands that they be extended to others and shared with others.” A Christian Service Learning Programme is implemented in the Middle School which encourages students to give lived witness to the Gospel. In Senior School, opportunities abound where students commit themselves to supporting the St Vincent de Paul Appeals and Lifelink, visiting the elderly, serving at St Patrick’s Community Care Centre and with many civic appeals. Students choose a Christian Service activity as part of their Year 10 Retreat. Being people for others, the students realise our College motto.

The teaching and supportive administration teams worked tirelessly to ensure these goals were achieved. I am proud to say that we made extensive progress on our goals and have re-evaluated them for 2015. Next year brings many changes to the Years 11 and 12 Religion and Life courses. Much work has been done in preparation for this, whilst maintaining our high standard of WACE results achieved in 2013. In 2014, Religion and Life at Corpus Christi College was moderated by SCSA, of which we received great feedback and satisfaction that we were doing well. Corpus Christi College has been a critical element of the construction of the new Year 7 Come Follow Me course through the Catholic Education Office. We look forward to implementing this new course in 2015. The Religious Education team aims to provide students with a passionate, faith-filled learning experience in a safe and nonthreatening environment. Our aim is to open the door to God and let the students decide when they walk through. It has been a wonderful year in the Religious Education Learning Area.

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MATHEMATICS Staff and students were extremely busy in 2014. The number of students involved in Mathematics competitions and activities continued to grow and once again, exceeded all previous years. In March, a total of 18 students from Years 8 - 12 participated in the Have Sum Fun Competition sponsored by the Mathematics Association of WA. The Senior School team consisted of Years 11 and 12 students, including Christian Benino, Mitchell Cavanagh, Kartika Le Roux, Joshane Lobo, Erin Anthony and Siddharth Iyer. There were two Middle School teams. Team One: Sean Gorman, Lachlan Clark, Alexander Di Rosso, Cameron Clark, Thomas Glyde and Jack Maguire. Team Two: Thomasina Foo, Brittany Pascoe, Brittany Wassell, Alexander McLernon, Semira Ballantyne and Jodi Gagner. These students enjoyed testing their mathematical problem-solving skills in a relaxed and enjoyable setting. During the year, students from Years 7 - 9 competed in the Australasian Problem Solving Mathematical Olympiad. The Olympiad develops flexibility for problem-solving, fosters creativity and ingenuity and strengthens intuition, and stimulates enthusiasm and enjoyment for Mathematics. The most notable scores came from the following individuals:

YEAR 7

Matthew Rossi (with a near perfect score of 24/25) and Oscar Wehr.

YEAR 8

Corran O’Brien and Jodi Gagner.

YEAR 9

Johanes Yacob-Anthonisamy. This year saw a small group of our able Year 9 students compete in the Western Australian Junior Mathematics Olympiad (WAJMO) under the guidance of Mrs Jean Hein at the University 8

of Western Australia. Brittany Wassell, Harrison France, Mitchell Garland and Lila Rodari, represented the College in an annual event that sees talented mathematicians working together to solve a most challenging set of problems. In August, 313 students sat the Australian Mathematics Competition achieving some outstanding results. The overall breakdown of awards was: four High Distinctions, 41 Distinctions and 137 Credits. The Prudence Award for the highest number of consecutive correct answers was awarded to Siddharth Iyer. In 2014, the Australian Curriculum was taught in Years 7, 8, 9 and 10 as the College completes the transition to the Australian Curriculum in Middle School, and preparation is well underway, for the introduction of the new Senior Australian Curriculum courses to Year 11 in 2015.

HUMANITIES In 2014, the Humanities Learning Area saw a large change and innovation in the delivery of lessons, resources and the curriculum. The Implementation of the Australian Curriculum continued in Years 7, 8, 9 and 10 with students exposed to new and interesting material. The Humanities staff continued to focus on creating an engaging learning experience for students, by developing their expertise in areas such as questioning and starters, and plenaries. There were also various activities that promoted critical and creative thinking and collaboration. The integration of technology in the classroom to enhance teaching and learning continued to be an area of focus. We always aimed to provide learning experiences that were consistently engaging and relevant, nurtured curiosity and encouraged all students’ strengths and talents. United Nations Day and Poverty Conference continued to reflect the high student engagement in Humanities. Existing practices continue to be constantly reviewed to maximise students’ knowledge, skills and understanding.

SEQTA continues to be a successful administrative tool that enables parents to keep a close eye on what is happening in the classroom and receive regular feedback on the performance of their child. Course programmes, homework and assessment results are all available online to parents and students. One of the highlights of 2014 was the Canberra Tour. Fifty Year 10 students participated in the tour and represented the College with distinction. Activities undertaken included celebrating Easter Sunday Mass at St Mary’s Cathedral in Sydney, participating in a wreath laying ceremony at the Tomb of the Unknown Soldier at the Australian War Memorial, admiring Australia’s cultural achievements at the National Portrait Gallery and the Film and Sound Archive, and commemorating the past sacrifices made by our servicemen and women at a very moving and somber Anzac Day Dawn Service in Canberra.


ENGLISH This year has been an exciting time for the English Learning Area at Corpus Christi College. Some of the highlights and activities that capture the dynamics and successes of the English Learning Area included:

PUBLIC SPEAKING Mrs Noreen Stevenson once again organised and ran an excellent public speaking programme with the help of Mrs Manuela Piscetek, Ms Tamar Caro and Mrs Colleen Litchfield. There were seven students who represented the College in the Rostrum Voice of Youth Competition for 2014. Sam Coten (Year 11) and Elana Di Giuseppe (Year 10) progressed through to the semi finals. The highlight of the programme was the Public Speaking evening where over 40 students displayed their wonderful skills in front of a large parent audience. It was also great to welcome back past students to help adjudicate on the evening. A special mention must go to Year 11 student RebekahAnne Craggs. Her efforts and achievements this year have been truly outstanding. Rebekah won the State final in the Rotary 4 Way Test Competition in May, was Runner Up in the Rostrum Voice of Youth State final in June, won the State final of the Plain English Speaking Competition in July and was Runner Up in the National Plain English Speaking Competition final, held in Adelaide, in August. Rebekah has been stunningly successful in 2014. She has been an exemplary representative of both Corpus Christi College and Western Australia.

LITERATURE CENTRE WRITING DAYS As part of an established partnership, a select number of our Years 8, 9 and 10 students continued their participation in Youth Writing Courses at The Literature Centre in Fremantle. These students attended once per term and had a great opportunity to work with some of our well-known children’s writers. The feedback from students participating in this programme has been overwhelmingly positive.

YEAR 8 GUEST SPEAKER As part of the Year 8 course programme students read Holocaust story, Hana’s Suitcase. At the beginning of Term Two, they had the opportunity to meet Hetty Verolme, a Holocaust survivor. Students had the privilege of listening to Mrs Verolme’s real-life account of her extraordinary story of struggle and survival. She shared with the students how her family was torn apart following the 1940 German Invasion of the Netherlands and rounded up by the Nazis. “Forgive but never forget” are words that ring true for Hetty and other Holocaust survivors today.

OUR STUDENTS HAVE ‘GOOD ANSWERS’ Yet again, we were thrilled to learn that two of our 2013 Stage 3 English students had essays from their Stage 3 WACE Literature and English examinations published in the Good Answers for 2013, as outstanding exemplars. This is an excellent endorsement of the quality of teaching and learning at Corpus Christi College.

NAPLAN Once again, our Years 7 and 9 students sat their NAPLAN tests at the beginning of Term Two. All students did their best and achieved results above the national benchmarks in all literacy tests. See the table on Page 5 for a quick overview of our 2014 results.

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SCIENCE The Australian Curriculum has been consolidated and supported by the rollout of digital resources to Years 7-9. Students also have full access to course resources via iTunes U and coneqt.

PRIORITY AREAS • • • •

Complete implementing ACARA Increased involvement in relevant Science Professional Learning Continue Up-skilling ICT All course documents and resources on iTunes U.

SIGNIFICANT CURRICULUM ACHIEVEMENTS Stage 3A/B Psychology in WACE Top Schools.

COMPETITION RESULTS •

• • • •

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Engineering Australia Award Year 12: six students with over 75% in Stage 3 Chemistry and Physics, Mathematics Specialist Stage 3C/D and Mathematics Stage 3C/D

Australian National Chemistry Competition Years 10-12: 12 High Distinctions (90%+) and 22 Distinctions (80%+) Big Science Competition: eight High Distinctions (95%+) and 18 Distinctions (85%+)

University of NSW Science Competition Year 9: Three Certificates of Distinctions (top 10%)

IGCSE Year 10 Science Examinations (Cambridge): Five A+ grade (above 90%), 12 students obtained an A grade (above 80%) Science Championships 2014 (ASTA) – Silver Award, Phoebe Holmes.


LANGUAGES OTHER SCIENCE ACTIVITIES AND RESULTS • • • • •

WACE Year 12 Psychology: again placed in the Top Ten Schools for the second year in a row The Science WACE results were again very pleasing with very high means in Chemistry, Physics and Psychology Women in Science and Engineering (WISE) day Year 11

Rotary Science Experience scholarship Year 10 National Science Week was again celebrated with exciting activities. Year 7 had chickens hatching; Human Biology and Biology 12 carried out an electrophoresis lab, forensic facial reconstruction and isolated DNA at Murdoch University; 16 students in Years 10-11 enjoyed the Science Café - Talking Science with WA’s Chief Scientist and some of the 80 inspiring scientists present about careers STAR Quiz Competition Murdoch University Year 10.

Corpus Christi College offers compulsory language courses for all students in Years 7-9. All students in Year 7 choose one of three languages: Italian, French or Indonesian and continue this study through to Year 9. Students have then the opportunity to continue studying their chosen language into Year 12 as an ATAR course. Studying a language to this level allows students to take advantage of the 10% bonus entry into a Tertiary Institution. The opportunities for extended study overseas are then readily available. The Languages programme offered at the College this year and the efforts by the students have produced excellent results. Many students achieved awards and high distinctions in external State examinations. Our sister school arrangements with Indonesia (SMAK Hendrikus), Reunion Island (Maison Blanche) and Italy (Istituto Tecnico – A. Panzini) have allowed not only the students who participated in the exchange programme, but all Language students to share in a linguistic and cultural experience. This experience assists in improving student’s language skills and cultural awareness, personal growth and highlights those attributes inspired by the College Learner Profile. A second Italian exchange programme is offered in collaboration with the Western Australian Association of Teachers of Italian (WAATI) and the International Exchange Organisation AFS Intercultura.

Our goal this year has been to extend language to the broader community. This has been achieved by cultural excursions, activities during Languages Week and by introducing a taster course of Indonesian at Yidarra Catholic Primary School. Languages has also incorporated various activities involving students from the Senior School. Such experiences allow students to realise that the study of a language is not only confined to their classroom, but all around. It enhances and consolidates students’ understanding and appreciation of learning a second language.

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THE ARTS This year in the Arts, we have continued our desire and commitment to building community within the Arts Learning Area, encompassing all disciplines.

Corpus Cheer Teams

A Certificate of Merit for Corpus Collective

An Honourable Mention for the Corpus Dance Company

This has been achieved by introducing a number of new projects, • Embedding of professional artists into the Dance Curriculum such as the Inter-House play competition, Senior School Arts • Rehearsals for College Production. Week and Arts Camp. Many of these events offer students an opportunity to understand how all art forms are in some way connected. The connection between disciplines, alongside the DRAMA promotion of events helps us to develop students’ knowledge and awareness in a variety of cultural experiences. Drama continues to thrive at the College with master classes, excursions and incursions embedded in the curriculum to DANCE maximise learning and performance skills. Students from Drama have gained places at the some of the best universities including 2014 was another successful year for Dance at the College, as (WAAPA) and for many students, Drama was their highest the Senior School curriculum was consolidated and the extrascoring subject. curricular programme expanded. Some significant events in Dance included: •

Annual Dance Showcase Voyage at All Saints Theatre

The Corpus Collective

• •

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Corpus Dance Company Boys Dance Crew

In 2014, there was a plethora of opportunities for students to showcase their talents, including: •

Inter-House Play competition

Year 11 Production of Scenes from The Caucasian Chalk Circle

• • • • • •

Year 12 Drama Production of the Tempest

Year 12 Drama Showcase

Establishment of an Arts Technician

Youth on Health Fest performance by Year 10 Drama students Drama Club at lunch times

Arts High Tea extra learning sessions Arts Camp.


THE ARTS VISUAL ARTS

MUSIC

A significant amount of change and growth has occurred in Visual Arts. The Art Club continues to flourish and a number of incursions/ excursions and workshops continue to be included in the curriculum. Visual Arts students exhibit in external competitions/ exhibitions. The College has achieved positive results with many students winning awards for their creativity and innovation. Highlights this year included:

Music compliments many facets of College life – liturgical events, assemblies, competitions, tours and academic courses. Music highlights of 2014 include:

• • • • • •

Kirsty Mouttet, Kartika Zhuang, Sophie Crawford and Alison McKelvie (all Year 12) were selected to exhibit in the 2014 Perspectives Exhibition

Year 8 Boys Electronic Spiders installation received the award for the most innovative installation at the Atwell Arts Centre Kirsty Mouttet won the Year 12 drawing component at the Angelico Exhibition and the People’s Choice awards

Kirsty Mouttet won the People’s choice award at St Georges Cathedral Art awards, as well as Highly commended

• • •

• • • • • • • •

Students attended Sculpture by the Sea and • had an exhibiting artist talk about their work • Year 12 Graduation show was a huge success

Contribution to liturgical events at the College Contribution to College assemblies

Community performances (Mater Christi Centre Opening, Cure Brain Cancer Fundraiser, St John of God Hospital Christmas performances) Fremantle Eisteddfod Music Night Arts Camp

Performing Arts Festival for Catholic Schools and Colleges ABODA Band Festival

Classical Guitar Society Festival

Corpus Grooves at The Ellington Vocal Recital

Guitar Concert

Carols on the Green.

Art Club.

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TECHNOLOGY AND ENTERPRISE In the Technology and Enterprise Learning Area, students apply knowledge, skills, experience and resources to the development of technological solutions that are designed to meet the changing needs of individuals, societies and environments. Students become innovative, adaptable and reflective as they select and use appropriate materials, information, systems and processes to create solutions that consider the short and long-term impact on societies and environments (Learning Area Statement). The Technology and Enterprise Learning Area at the College has again this year continued to expose students to a wide variety of teaching and learning experiences. These have been implemented through the use of the technology process to complete projects in the Design Technology workshops, the Food and Textiles production rooms and the Computing and Information Technology collaborative resource areas.

MIDDLE SCHOOL The Technology and Enterprise Learning Area offers Middle School students an opportunity to participate in a wide variety of organised activities throughout the year, aimed at giving them a hands-on experience with a variety of materials. For instance, the students in Design Technology were able to design with 3D software and 3D print their innovative objects in solid ABS plastics. These activities further inspired some eager Middle School students to instigate and join after-school activity groups in Robotics Extension and the Electric Vehicle Challenge.

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SENIOR SCHOOL FOOD TECHNOLOGY In the Senior School, the students of Stage 1C/D Food Science and Technology (Hospitality) have been looking at the place of fast foods in the teenage diet and creating healthier alternatives. They have also reviewed the multicultural influences on food choices in Australia and were challenged to cater for a small-scale food production task, that demonstrated these cultural influences. Children, Family and Community: Caring for Others focused mainly on the developmental stages of children and their health and wellbeing. The students planned and implemented activities to stimulate child development through play, and there was also a practical emphasis on safety and First Aid. The fashion designers of the future were busy in Materials, Design and Technology (Textiles) being inspired by current clothing trends; to plan, create and evaluate garments that suited their current wardrobes and lifestyle. To this end, students worked through the Technology Process and utilised a wide variety of resources available to them in the Textiles production room. ACCOUNTING AND FINANCE The Institute of Chartered Accountants in Australia again awarded our top Accounting student in each of Years 11 and 12 with a prize of $100. This year, the worthy winners were Matthew Dobson and Kieran Chong. During the year, the Year 10 Accounting students improved their financial literacy, making decisions about saving, investments, major purchases and future

goals. The Year 11s learned valuable bookkeeping skills and how to understand the language of accounting and finance. In Year 12, they became managers of business, making decisions about finance, pricing, purchases, sales volume as well as developing an understanding of the world of companies. This knowledge will help them not only in their future business studies at university, but also as investors and masters of their own financial destiny. INFORMATION TECHNOLOGY In 2014, students in our computing subjects were again exposed to a myriad of relevant and valuable experiences with technology. These experiences include creating animations, creating mock apps, creating games, programming in scratch and robotics, building website, digital photography and producing professional videos. For 2015, it is envisaged that students will build upon 2014 and engage further in the area of Computing, as resources are on their way to create new and exciting learning experiences. The dynamic partnership created by committed and innovative staff, working with talented and inspired students, guarantees infinite enjoyment and success in this learning area.


WORKPLACE LEARNING Workplace Learning Employability Skills provided opportunities for students in Years 11-12 to demonstrate at least 20 skills, relevant to entry-level training in a real workplace. The employability skills are based on the eight skill areas outlined in the national employability skills framework. They are ‘communication’, ‘teamwork’, ‘problem-solving’, ‘self-management’, ‘planning and organising’, ‘technology’, ‘learning’ and ‘initiative and enterprise’. A focus was also placed on Safety and Health in the workplace. A total of 24 Year 12 students received placements during Semester One, whilst another 24 Year 11 students attended placements during Semester Two. Students were required to maintain a logbook showing how their workplace tasks and activities demonstrated the employability skills. Year 10 students completing Workplace Learning Stage 1A/B in the HeadStart

programme, were required to demonstrate the attainment of the employability skills during their two placements by maintaining a logbook. Preparation for and reflection on workplace learning also took place in the classroom-setting, with students required to complete a number of graded assessments. The benefits for students include developing responsible work skills, increasing self-esteem and confidence, and providing a realistic understanding of the expectations of specific industries. Sixty students participated in Workplace Learning during 2015 and 49 businesses hosted these students. We are very grateful to the businesses in the local community who continue to provide valuable workplace learning opportunities.

HEALTH AND PHYSICAL EDUCATION In 2014, the Health and Physical Education Learning Area looked at linking specific components of fitness with each Middle School Year group. Throughout the year, classes often completed activities and testing with the intention to improve and measure their development in the associated components. Year 7s focussed on their coordination, Year 8s on muscular endurance and agility, whilst the Year 9s developed their power and coordination. The Year 10 programme exposed students to a variety of activities available within sport and recreation environments. European Handball, wheelchair basketball, beach volleyball and mixed martial arts were on offer to the Year 10 cohort. During health

classes, many students gained qualifications towards their Learners Permit and developed essential First Aid skills. Record numbers of students studied Outdoor Education in 2014. Students faced many physical and mental challenges as they enjoyed a variety of experiences that developed their resilience, organisational skills, teamwork and leadership. The skills that students develop throughout the courses have a significant impact on their personal and emotional growth and development.

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SPORT The College Sport theme this year was, ‘It’s Courage that Counts in 2014’.

PREMIERS

FINALISTS

Students were challenged by College Sport Captains Evie Marchetti and Kieran Chong to be more courageous in their approach to preparation and competition.

Senior Girls Basketball – All Schools Champions

Senior Boys AFL Grand Finalists Runners Up

Year 7 Boys AFL – Dockers Cup

Senior Girls Cricket – Peter Verco Shield Runners Up

KEY PRIORITIES FOR SPORT IN 2014

Year 10 Boys AFL – South Metropolitan

Open Girls Netball

Fitness: Growing Running Club numbers and offering more variety in training sessions, catering to individual interests

Senior Boys Super 8’s Cricket Geoff Marsh Shield

Senior Girls Soccer

Year 7 Girls AFL – Perth Metropolitan

Junior Girls Soccer

Advocacy: Consulting our stakeholders; Burgundy, White and Blue Outstanding Achievement in Sport Dinner; Improving news and results in the media

Year 7 Girls Netball – SASJ Champions

Senior Boys Soccer

Years 8/9 Boys Basketball – SASJ Champions

Junior Boys AFL

Social Development: Improving focus on mentoring of Sports Leaders and provision of forums for sharing ideas and best practice

Inclusion/Diversity: Increasing numbers of Education Support Centre students involved in Inter-House Carnivals and Friday Sport

Service: Increased numbers of Senior School students involved with coaching and officiating Middle School teams.

PERFORMANCE GOALS FOR 2014 FOCUSSED ON 1. Maintaining standing as a ‘Top Three’ ACC Cross Country and Athletics school 2. Maintaining ‘A Division’ Status in ACC Swimming 3. Continuing to improve our profile and performance in AFL and Netball.

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Senior Boys Athletics – ACC A Division Shield Winners Matthew Teo and Gordon Chiang Badminton – WA Junior Boys Champions Sherilyn Amanda (Phing) Teo and Aveen Yoong Badminton – WA Senior Girls Champions Junior Boys Cricket – T20 Blast Regional Champions Junior Girls Cricket – T20 Blast Regional Champions

PERFORMANCE GOALS FOR 2014 FOCUSSED ON A DIVISION SWIMMING

CROSS COUNTRY

A DIVISION ATHLETICS

5th

3rd

4th


LEARNING SUPPORT The Learning Centre supports approximately 160 students in Middle School who require a variety of teaching and learning adjustments to access their curriculum. This includes students diagnosed with specific learning difficulties e.g. Dyslexia, CPD, Dyspraxia, ADHD or those who have identified literacy or numeracy challenges. Whilst in Year 6, students are assessed in their transition interview to identify whether they require any teaching and learning adjustments. These interviews assist staff to develop a profile of students’ strength, challenges and learning styles. The profiles are displayed on SEQTA for all staff to access. Students may be invited to join the iLAN programme (Intensive Literacy and Numeracy class) if their literacy/ numeracy is noted to be band 3 and below in NAPLAN. Primary school semester reports are viewed to complement this decision. The i-LAN class is timetabled weekly for Years 7, 8 and 9 providing explicit teaching of number skills, spelling, grammar, research and literacy. Using technology, a number of activities are presented in these classes including use of iPads, online activities and specialist software. This has proved to be successful for consolidation of skills, research and collaborative learning practices. Students take pride in sharing their knowledge of technology with Learning Centre staff. The 2014 survey of random Year 8 iLAN students found that 90% enjoyed the classes to access support for homework and study, notably though the development of vocabulary lists for class themes and consolidation of work carried out that week. The Learning Centre is proud to report on the number of students who have significantly improved in numeracy and literacy skills over the year: •

Learning Assistants are timetabled by the Director of Learning Support to support consolidation classes in MESH subjects, as well as target groups of students requiring significant teaching and learning adjustments. The December 2014 survey of 16 randomly selected Years 7, 8 and 9 students showed positive feedback, including the appreciation of support with scribing, reading, special examination arrangements, scaffolding and guidance. “They don’t show me the answers but they show me how to get it” and “They let you ask silly questions, and they

don’t get mad if you get a question wrong”. “They will give me hints or talk me through step by step, I would still be on question one without help”. Out of the 16 students chosen, 14 indicated that they are comfortable asking for help from Assistants at all times, and two were ‘somewhat’ comfortable. This demonstrates that a positive response to structure and pastoral care for the students has raised their self-confidence. •

Year 9 students were supported in developing independence by accepting their learning challenges. Of the 39 in the Year 9 iCulture support class, eight students enrolled in the HeadStart Programme for 2015, whilst others were guided by Learning Centre staff to choose appropriate Senior School pathways to suit their learning style.

The Learning Centre team provides support to teachers in a variety of ways: •

Professional Learning sessions after-hours on Dyslexia, Autism, Differentiation, Cooperative and Visual Learning Strategies

TALAs (Teaching and Learning Adjustment plan de velopment)

In-class support, including team teaching

Modification and scaffolding support to cater for all learners in assessments and activities.

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EDUCATION SUPPORT The Education Support Centre (ESC) vision of preparing students for life after College is reflected in all programmes and opportunities. The placement of ESC students within the College and dissemination of resources required are decided on, according to the needs of the students each year. Subsequently, the timetable structure in the Centre can change, based on a needs analysis of the Centre’s teachers and students. In 2014, the Centre accommodated 26 students on Individual Education Plan (IEP) or Individual Transition Plan (ITP) programmes. Five students were considered to be high behavioral needs, one student with meal-time management support requirements and three students with hygiene/toilet management support needs. Student academic ranges were from four year old reading age to 16 year old reading age. Three students who were nonverbal, learnt using a supported communication programme. A number of students required support with mobility, including wheelchair access. At the commencement of Semester Two, seven students from Year Seven who required modified classes in Mathematics, Science, Humanities and English joined the ESC environment. Their programme consisted of a modified approach to the current Year 7 curriculum. In 2014, the Professional Learning and implementation focus was on positive behaviour support, communication (to parents and students) and increasing independence. Teachers implemented the new SCSA curriculum in Humanities (History), English, Science and Mathematics. Specialist ESC teachers explored the new curriculum and prepared some wonderful learning experiences which were showcased at our annual Open Night. All students were invited to participate in a variety of teaching and learning experiences across a range of learning areas: 18

Within the Arts Learning Area, the Quirky Circus event and WASO performances. Twelve students performed in the College Dance Showcase directed by Mrs Chanelle Spark and choreographed by a private tutor, Miss Paige Gordon

Within the Health and Physical Education Learning Area, eight ACC Inclusive Sports carnivals included Indoor Soccer, Ten Pin Bowling, Swimming and Athletics. Four camps including the Middle and Senior School camps and two outdoor recreation camps were held. Additionally, all students participated in a ten-week Adaptive and Inclusive unit in Physical Education, at Notre Dame University, Fremantle

A six-week ‘Protective Behaviour’ programme was facilitated by the People 1st Programme, also known as ‘PIP’

The Peer PAL programme has been running for 16 years and continues to bridge the gap between mainstream students and students within the Centre. Peer PAL programme numbers increased to 63 in 2014

FIVE SENIOR STUDENTS WERE ENROLLED IN EITHER THE CENTRAL INSTITUTE OF TAFE OR CHALLENGER TAFE, ATTENDING A TOTAL OF SEVEN DIFFERENT COURSES. •

Twelve Middle School ESC students continued the Community Connections unit with a focus on independent shopping and money handling. They also participated in a swimming programme run by two swimming • specialists from Riverton Leisureplex, in both Terms One and Four.

Community Services Course at Meerilinga Training Centre, which is part of the States Gate Programme Three students were successfully transporttrained to independently travel from the College to Central Institute of TAFE in Perth

Fourteen Senior School students participated in the residential Year Retreats, Dinner Dances, River Cruise and the Year 12 Ball. Together, they also attended the annual ESC Senior camp in Kalgoorlie. The senior ESC group welcomed Ms Marian Lavelle and Ms Katrina Thomas who taught the PA/PB Religion course

Work experience placements included Workpower, IGA and Booragoon Occasional Childcare and Yidarra Catholic Primary School. One student was awarded with a scholarship called “Exploring What’s Possible”, through Apache Energy Ltd. Six Year 12 ESC students completed their secondary school studies in 2014.

Five senior students were enrolled in either the Central Institute of TAFE or Challenger TAFE, attending a total of seven different courses. Three students passed the courses achieving competency, with the other two enrolled to repeat next year. One student was accepted into the two-year

The Education Support Centre held an information Open Night for parents in February and again in November, allowing students to take their families on a learning journey of displayed samples of their work in their IEP areas. A barbecue picnic to celebrate the 2014 ESC Team and families was held in December.


INFORMATION AND COMMUNICATION TECHNOLOGY Information and Communication Technology is used effectively, critically and creatively to support learning, communication and administration throughout Corpus Christi College. The College has been recognised by Apple as one of just 24 schools across Australia as an Apple Distinguished School. Apple recognises outstanding schools and programmes worldwide for innovation, leadership and educational excellence. This is the second time the College has been awarded the Apple Distinguished School status. It is awarded on a basis of ‘Five Best Practices’ that sustain a successful one‑to‑one implementation. Early December 2014, the replacement of the primary server and storage infrastructure for the College was completed. None of the existing infrastructure has been upgraded since it was purchased four and a half years ago. This upgrade was the second biggest project undertaken (after wireless), since the formation of the ICT Support and Services Team in 2011. This project incorporated updating our storage, server and backup requirements. The plan is fully supported for the next five years, setting up the College well into the future.

A ‘site to site’ backup agreement between Kolbe Catholic College and Corpus Christi College sees the backup of our sensitive data at our corresponding colleges. Our Tier 1 data (student/financial/operation services) will be backed up at the Kolbe campus on a regular basis to provide us with a more robust backup solution. Both Colleges use the Australian Academic Research network (AARnet) as our Internet Service Provider (ISP). AARnet brings many benefits, notably a very high and secure bandwidth between our two schools. The setup holds enormous potential as we are able to store many terabytes of data on this remote server and we know that it is physically secure at another Catholic school. With the opening of the Mater Christi Centre, ICT staff set-up an online ordering system for the new Cafeteria, resulting in a cashless card system, whereby students use their existing SmartRider card. Parents are able to login to add funds to their son/ daughter’s accounts and have the ability to monitor their purchases, as well controlling spending. We hope to extend this service to the Uniform Shop for the purchase of basic items such as socks, stockings, ties and hats.

Six parent information sessions were held before and after school, outlining the Parent Passports and assistance in the use of Coneqt-p. Staff and students also have Passports which include an outline of technology guidelines and a list of options and skills. Over 50 parents took part in these sessions. All new staff and Practicum Teachers have participated in one hour training sessions using SEQTA. A wide variety of professional learning sessions were also held for interested staff. Corpus Christi College is well underway as a leading digital school with our reputation for innovative programmes, resulting in students developing strong digital citizenship skills and awareness. This would not be possible without the help of the ICT Support Team.

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YEARS 7-11 AWARDS ARTS Year 7 Art Lara Moylan Year 7 Dance Keisha Lau Year 7 Drama Benjamin Watson Year 7 Music Abbey Janssen Year 8 Art Caitlin Dougall Year 8 Dance Breanna Furfaro Year 8 Drama Amelia Swan Year 8 Music Corran O’Brien Year 9 Craft Madeleine Marsh Year 9 Dance Vivianne Moreno Sanchez Year 9 Design Basics Olivia Mocerino Year 9 Digital Imagery Olivia Fuderer Phoebe Holmes Year 9 Drama Peter Ho Year 9 Fine Art Hayley Zeller Year 9 Music Mitchell Garland Dance Year 10 Cassandra Rauh Drama Production Year 10 Andrew Surjan Fine Art Year 10 Mika Rotondo Dance Stage 2 Monica Italiano Design Basics Year 10 Daniel Holley Drama Stage 2 Georgia Kingsbury Visual Arts Stage 1 Ashleigh Peck Visual Arts Stage 2 Cameron Whiting

ENGLISH Year 7 English Year 8 English Year 9 English English Extension Year 9 English Year 10 Literature Stage 1 Year 11 English Stage 1 Year 11 English Stage 1C/D Year 11 English Stage 2 Literature Stage 2

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Tiffany Sentosa Andrea Lee Hayley Zeller Phoebe Holmes Michaela Martin Matthew Bailey Maxine Burns Chloe Kingston Tanika Sgherza Shannon Kelly

HEALTH AND PHYSICAL EDUCATION Year 7 Health Abbey Rock Year 7 Physical and Health Education Cameron Santaromita Year 7 Physical and Health Education Gabriella Radojkovich Year 8 Physical and Health Education Tyler Watson Year 8 Health Lilli Whelan Year 8 Physical and Health Education Jessica De Freitas Basilio Year 9 Ball Games Brodie Grieve Year 9 Footy Smarts Gavin Thompson Year 9 Outdoor Education Ashley Taylor Year 9 Physical and Health Education Dane Jameson-Jenzen Year 9 Physical and Health Education Amy Iannantuoni Year 9 Sport and Fitness Emma Zanoli Health Education Year 10 Lauren Scott Physical Education (Boys) Year 10 Joshua Barham Physical Education (Girls) Year 10 Aleisha Robinson Sports Education in Physical Education Year 10 Frazer Doyle Sports Science Year 10 Elysia Henley Outdoor Education Year 10 Elyse Ainsworth Outdoor Education Stage 1 Jordyn Chiarelli Outdoor Education Stage 2 Christopher Handcock Physical Education Studies Stage 2 Lucinda Weekes

HUMANITIES Year 7 Humanities Year 8 Humanities Year 9 Humanities A Sense of Place Year 10 Economics Year 10 Geography Year 10 Nation States to Superpowers Year 10 Modern History Stage 2 Economics Stage 2 Economics Stage 3 Modern History Stage 3

Robin Soorma Alea Kaye Go Phoebe Holmes Ella Regan Joseph McKenna Michelle Ng Ross Khoury Andrew Surjan Victoria Hebbs Thomas Glyde Victoria Bandurski Shannon Kelly

LANGUAGES Year 7 French Year 7 Indonesian Background Year 7 Indonesian

Abbey Rock Janice Valentina Lil Miller

Year 7 Italian Joseph Damiano Year 8 French Bethany Fimmel Year 8 Indonesian Background Kimberly Gabrielle Wan Year 8 Indonesian Adriana Gough Year 8 Italian Jodi Gagner Year 9 French Phoebe Holmes Year 9 Indonesian Background Johanes Yacob-Anthonisamy Year 9 Indonesian Daniel Mirco Year 9 Italian Lila Rodari French Year 10 Thomas Glyde Indonesian Year 10 Lucas Connors Italian Year 10 Alison Cook Italian Stage 2 Sam Coten

MATHEMATICS Year 7 Mathematics Matthew Rossi Year 7 Mathematics Oscar Wehr Year 8 Mathematics Shaun Byrne Year 9 Mathematics Alexander Di Rosso Mathematics A Year 10 Thomasina Foo Mathematics Year 10 Madison Arrowsmith Michael Pereira Mathematics Year 11 Stage 1C Katie Birkenshaw Mathematics Year 11 Stage 1E Chloe Kingston Mathematics Year 11 Stage 2A/B Brittney Laming Mathematics Year 11 Stage 2C/D Liam Casey Mathematics Year 11 Stage 3A/B Katrina Gan Mathematics Year 11 Specialist Stage 3A/B Hayden Richards


SCIENCE Year 7 Science Year 8 Science Year 9 Science Biology Year 10 Chemistry Year 10 Hands on Science Human Biological Sciences Year 10 IGCSE Science Year 10 Physics Year 10 Psychology Stage 1 Biology Stage 2 Chemistry Stage 2 Human Biological Sciences Stage 2 Physics Stage 2 Psychology Stage 2

Oscar Wehr Alea Kaye Go Alexander Di Rosso Anita Lynch Brittany Pascoe Daniel Kuzich Trent Weir Alison Cook Matthew Bailey Clarissa Sutandi Emma Marsh Katrina Gan Shannon Kelly Katrina Gan Tanika Sgherza

TECHNOLOGY AND ENTERPRISE Year 7 Technology: Domestic Rachael Dellaca Year 8 Technology: Domestic Jackson Edgar Year 9 Business Beginnings Olivia Fuderer Year 9 Clever Hands Kaliya Tribbeck Year 9 Creating with Textiles Emma Spadaro Year 9 Food Technology Ashley Taylor Year 9 Jewellery Elish Lau Year 9 Metal Technology Alexander Di Rosso Year 9 Technical Graphics Rachel Raphael Year 9 Wood Technology Hayley Zeller Accounting Stage 1 Michelle Ng Accounting and Finance Stage 2 Matthew Dobson Fashion in Focus Year 10 Rachel Martin Food Technology Year 10 Anita Albertini Cassandra Rauh Children, Family, Community: Caring for Others Stage 1C/D Jennifer Gresham Technical Graphics Year 10 Ross Khoury Wood Technology Year 10 Ross Khoury Computer Science Stage 1 James Holloway Applied Information Technology Stage 1 Tayla Perich Certificate I: Sport and Recreation Jordan Nadj

HEADSTART AND WORKPLACE LEARNING Workplace Learning Stage One Georgia Hickey Workplace Learning: Mode Two Employability Skills Chloe Kingston

LEARNING SUPPORT Year 7 Year 9 Year 9 Year 10 Year 11

Ariella Iliffe-Rayner James Paradiso Leia Gabrielle Chee Alex Hanks Alexander Harcourt

BEST ALL ROUND AT SPORT Year 7 (male) Kai Katnich Year 7 (female) Eloise Kelly Year 8 (male) Declan Thompson Year 8 (female) Jessica De Freitas Basilio Year 9 (male) Cameron Cantwell Year 9 (female) Jessica Lu Year 10 (male) Benjamin Roche Year 10 (female) Nicole Gagner Year 11 (male) Samuel LaMacchia Year 11 (female) Jennifer Gresham

RELIGIOUS EDUCATION Year 7 Religious Education Year 8 Religious Education Year 9 Religious Education Religious Education Year 10 Religion and Life Stage 1 Religion and Life Stage 2

Tiffany Sentosa Rebecca Le Guier Phoebe Holmes Brittany Pascoe Matthew Scott Serena Yung

COLLEGE LEADERSHIP AWARDS St Mary of the Cross Year 7 Rachael Dellaca Colby Petterson St Mary of the Cross Year 8 Jessica De Freitas Basilio

YEARS 7-11 AWARDS St Mary of the Cross Year 8 St Mary of the Cross Year 9 St Mary of the Cross Year 10 St Mary of the Cross Year 11

Rohan Bay Phoebe Holmes Jack Dellaca Brittany Pascoe Andrew Silveira Jennifer Gresham Rhys Jones

EDITH COWAN UNIVERSITY CITIZENSHIP AWARD Year 11

Chloe Kingston

ACADEMIC YEAR 7 Dux Proxime Accessit

Oscar Sentosa Tiffany Sentosa

YEAR 8 Dux Proxime Accessit

Andrea Lee Bethany Fimmel

YEAR 9 Dux Proxime Accessit

Phoebe Holmes Alexander Di Rosso

YEAR 10 Dux Proxime Accessit

Thomasina Foo Alison Cook Matthew Bailey Thomas Glyde

YEAR 11 Dux Proxime Accessit

Katrina Gan Sam Coten

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YEARS 12 AWARDS

LANGUAGES Indonesian Stage 3 Italian Stage 3

EDUCATION SUPPORT Victorya O’Shea Remi Rodari

MATHEMATICS Mathematics Stage 1D/E Mathematics Stage 2A/B Mathematics Stage 2C/D Mathematics Stage 3A/B Mathematics Stage 3C/D Mathematics Specialist 3C/D

Aoife Keogh Kuang (Hock) Tan Mason Andrijich Mia Evangelellis Jacqueline Lim Siddharth Iyer Siddharth Iyer

SCIENCE Chemistry Stage 3 Human Biological Sciences Stage 3 Physics Stage 3 Psychology Stage 3

Erin Anthony Erin Anthony Mitchell Cavanagh Emma Vieira

TECHNOLOGY AND ENTERPRISE ARTS Dance Stage 3 Drama Stage 3 Music Stage 3 Visual Arts Stage 1 Visual Arts Stage 3

Taylor Pymm Jake Pitcher Harry Johnston Karla Hurrelbrink Kirsty Mouttet

ENGLISH Year 12 Stage 1 C/D Year 12 Stage 2 C/D English Stage 3 Literature Stage 3

Aoife Keogh Tia Burton-Barbosa Alison McKelvie Erin Anthony

HEALTH AND PHYSICAL EDUCATION Physical Education Studies Stage 3 Outdoor Education Stage 3

Kirsty Mouttet Evie Marchetti

HUMANITIES

Economics Stage 3 Modern History Stage 3

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Matthew Pallotta Kate Diviney

Education Support

RELIGIOUS EDUCATION Religion and Life Stage 1C/D Religion and Life Stage 3A/B

Nicholas Byrne Joceline Yao

LEADERSHIP Arts Leadership

Jake Pitcher

Sports Leadership

Evie Marchetti

Christian Service

Emma Coughlan

ACADEMIC Westscheme VET Award Proxime Accessit College Dux

Isabella Gray Mitchell Cavanagh Erin Anthony

CORPUS CHRISTI MEDALS

Accounting and Finance Stage 3 Kieran Chong Applied Information Technology Stage 3 Sean O’Neill Business Management and Enterprise Stage 1 Rafee Haddad Design - Technical Graphics Stage 1C/D Joceline Yao Food Science and Technology Stage 1C/D Jill Liew Materials Design and Technology - Metal Stage 1C/D Daniel Mango Materials Design and Technology - Textiles Stage 1 C/D Olivia Hill

VOCATION EDUCATION AND TRAINING AND WORKPLACE LEARNING

SEQUERE DOMINUM

Certificate II - Information, Digital Media and Technology James McDonnell Certificate II - Outdoor Recreation Jemma Sachse Certificate II - Sport (Coaching) Brianna Mowatt Certificate III - Business Taylor Pymm Workplace Learning Isabella Gray

Samantha Ng

Christian Benino Nicholas Byrne Kieran Chong Mia Evangelellis Jessica Haddad Jill Liew Evie Marchetti Mikayla McKinlay Kirsty Mouttet Brianna Mowatt Tiarna Petterson Jake Pitcher Emily Watson

Kieran Chong


COLLEGE INFORMATION NON-ATTENDANCE MANAGEMENT Parents are notified by an SMS text message if Student Services have not received a phone call or SMS message on the absentee hotline by 10.00am on the day of the absence. If parents do no respond to the SMS message and a note or communication is not received on the day of the student’s return to school, the student’s absence is recorded on SEQTA.

TEACHER QUALIFICATIONS During the year, the College employed a total of 109 teachers. Of the 109 teaching staff, 65 were female and 44 male. There were no Indigenous employees. Collectively, the qualifications held by staff were: Masters Degree Bachelor Degree Diploma in Education

16 91 2

SCHOOL INCOME School income as broken down by funding source is calculated by the Federal Government and placed on the ACARA website link: My School: http://ww.myschool.edu.au

STUDENT ATTENDANCE Year 7 8 9 10 11 Attendance Rate 94% 94% 93% 93% 92

12 93%

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COMMUNITY SATISFACTION COLLEGE STRATEGIC PLAN 2014 - 2015 AND EVIDENCE OF SCHOOL IMPROVEMENT – A GOOD NEWS STORY! During 2014, the community was introduced to the 2014 - 15 College Strategic Plan, our ‘blueprint for strategic growth’ (for 2014 - 15), outlined in the pages that follow.

Australia Council for Educational Research (ACER) Committed to Excellence programme At the conclusion of Term One, the College Principal engaged a team of eight Australian school principals and former principals from the Australia Council for Educational Research (ACER) Committed to Excellence programme, by commissioning a National School Improvement Tool (NSIT) review of the College teaching and learning programmes and practices. The team spent two days viewing documentation, meeting curriculum leaders, visiting teachers in classrooms and meeting student and parent representatives, a very thorough process of review. The NSIT Review is specifically designed to equip Principals, Boards and Staff with the data they need to plot their school’s current position against international effective practice, and to plan a focussed approach to school improvement appropriate to the context of their school. We will use the evidence provided in our quest for excellence. In terms of our Strategic Plan, the NSIT found the following: 1. The Strategic Plan 2014 – 2015 identifies improved learning for all students as a whole of school priority. The plan has been developed by a collaborative process and is based on the findings of educational research. 2. The school has identified two significant programmes to support these priorities. The programmes aim to enhance student wellbeing and achievement, and increase staff and student engagement in their own learning. The programmes are supported by detailed strategies with clearly defined responsibilities for implementation.

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3. The plan identifies a very comprehensive improvement agenda. Teachers who were interviewed were supportive of the school leadership in their quest for continual improvement. With regards to the QCS component, Catholic identity, the evidence gathered through the NSIT included: •

‘Corpus Christi College has developed a very strong sense of community based on Catholic identity and values. There is also considerable pride in the way students, staff members and parents talk about the College. The respectful way in which students, staff and parents interact with each other is indicative of an exemplary school culture’

‘The sense of Catholic identity in the school is very strong and underpins the core values of the school’

‘The College and Catholic Church work in absolute unity to develop and support a school climate based on Catholic Beliefs and Values’.

A culture that improves learning has been a focus at the College. We were delighted ACER reported:

Continuing to implement a Professional Learning Community Plan to provide individualised opportunities for the professional growth of teachers, which also takes into account the principles of mentoring and coaching guided by a philosophy that ‘teachers learn best from each other’, with a continued focus on building a self-reflective school culture

Continuing to develop a whole of school curriculum plan, which includes the implementation of the Australian Curriculum, with reference against all aspects of the curriculum including discussions and documented plans about time allocations for subjects, assessment, teaching practices, whole of school literacy and numeracy, and higher order thinking

Continuing to implement the highly successful e-learning strategies that are apparent across the College. These will include discussions about ‘differentiation’ and ‘e-learning’, so as to identify common aspects of pedagogy across subject departments. These discussions will be used to further build clarity around Corpus Christi pedagogy.

1. A high priority is given to building and maintaining positive and caring relationships between staff, students and parents. 2. Staff morale is generally high and a strong collegial culture has been established. This provides a great platform for the further development of sharing good practices and resources to support learning of both students and teachers.

Recommendations from ACER, which have informed the ongoing strategic goals of the College, focused on a review school student outcomes data to identify specific achievement that will be improved across the school. The achievement of these At the conclusion of 2014, the College finalised the ‘Corpus targets will form the school’s explicit improvement agenda, and Christi College Learner Profile’, which describes our philosophy included: of learning as attributes we develop in all our students. The Learner Profile attributes are imbedded across the curriculum • A focus on the regular use of data to determine the strengths and Years to develop a graduate learner profile. This will form a and weaknesses of individual students, and the catering for powerful policy to guide the holistic development of our students these different student needs from 2015.


The success of the NSIT approach to guide the educational goals of the College will be adopted by the Catholic Education Office in 2015, testimony to the strength of the College leadership in identifying this tool to enable highly effective school improvement. National Enhancing Catholic School Identity Project (NECSIP), Catholic University of Leuven, Belgium

and staff taking part in adult faith formation programmes. 2. Continuing to plan, implement and promote social action and justice opportunities linked to the College Christian Service Learning Policy and Programme, for both staff and students. Year 11 students who have applied for the Mulan Immersion Programme and the staff who took part in the Tabitha Foundation Cambodia Programme, are two examples of the types of opportunities that have enhanced our quest to make a positive difference in the world.

In 2014, Corpus Christi College received the findings from the National Enhancing Catholic School Identity 3. Planning to introduce a regular, weekly Mass Project (NECSIP) developed in partnership with in the College Chapel each Friday. The focus the Catholic University of Leuven, Belgium. The would eventually include all Homerooms survey acknowledged there have been significant having the opportunity to organise a Mass. changes both in the Church and in society, and We hope to work in partnership with our local these changes have had an impact on our Catholic parishes to ensure we are able to reintroduce identity, and our effectiveness in being an important this important practice. part of the evangelising role of the Church. Today, Catholic schools are challenged to express their 4. The Parents and Friends have committed distinctiveness, identity and vision as Catholic schools funds to refurbish our existing College in a society where the Christian faith is increasingly Chapel, and our future plans to build a new, marginalised. To truly live out a Catholic school centrally focussed College Chapel through identity, we need to be in dialogue with contemporary enlisting a special fund, is also part of our culture, embrace the plurality of our community and strategic goals. reimagine the Catholic tradition in light of this. 5. The newly constructed Reflection and Memorial Garden and the Mater Christi Presentation of the research results by Professor Centre reflect contemporary youth culture, Didier Pollefeyt, Vice-dean of the Catholic University providing more inviting and meaningful of Leuven, was made to the schools involved in this spaces for students to come to know and project. deepen their love of Jesus and God’s healing spirit. The Discipleship Focus Area of the Strategic Plan was supported by the findings of the NECSIP, focussing on continuing to work towards being an Discipleship is our calling. As such, we are outstanding Catholic school: committed to assisting students and staff to 1. For all leaders understanding their role in promoting the evangelisation purposes of Corpus Christi by embodying the vision and values of the College as a Catholic school. Some strategies included learning more about our Catholic patrons as witness to their faith, by enhancing the prayer life of staff and students each day,

deepen their relationship with Jesus.

We really do have some wonderful staff here that work behind the scenes to build the Catholic community we all belong to, our ‘unsung heroes’.

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FUTURE FOCUS: STRATEGIC PLAN 2014-15 The Corpus Christi College Strategic Plan continues to be informed by a number of consultative and information collation processes. We have utilised both the CEO LEADing in a flourishing Catholic Education system framework, whilst utilising the Catholic Education Office School Review and Improvement Framework. College staff have noted the ease of incorporating the Catholic Education Office L.E.A.D focus areas into the College Strategic Plan. The four Focus Areas identified to guide our growth include: 1. Learning (Education). 2. Engagement (Community Relationships). 3. Accountability (Stewardship). 4. Discipleship (Catholic Identity). Within each of these Focus Areas, there are a number of review components so as to demonstrate a commitment to continuous improvement. Various strategies have been used to review and evaluate the components over the course of the year. In essence, this document is a ‘blueprint for strategic growth’ for 2014 - 15, but is not designed to be exhaustive in terms of strategies, although there are a number of recommendations made. A summary of the Strategic Plan is outlined below. The full plan, along with strategies is available on the College website.

FOCUS AREA: DISCIPLESHIP (CATHOLIC IDENTITY) Discipleship is our calling – we are committed to deepening our relationship with Jesus. System-wide, we do this through:

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In 2014, the College focussed on the following key goals that lie in QCS Domain One, Catholic Identity:

i.

For all leaders to understand their role in promoting the evangelisation purposes of Corpus Christi College by embodying the vision and values of the College as a Catholic school. Some of the strategies include enhancing opportunities for faith formation through strengthening a more contemporary prayer culture amongst staff and students, and a focus on the community knowing the faith journey exemplified by the College House Patrons.

ii.

Continuing to plan, implement and promote social action and justice opportunities linked to the College Christian Service Learning Policy and Programme for both staff and students, broadening Immersion programmes for staff and students (eg Year 11 Mulan Kimberley and Cambodian Staff Immersion Programmes).

iii. Planning to introduce a regular, weekly Mass in the College Chapel, likely to be each Friday. The focus would eventually include all Homerooms having the opportunity to organise a Mass. iv. With regards to the College Chapel, finalise its refurbishment with a focus on being more contemporary and in keeping with the standards of refurbishment in all other parts of the College.

FOCUS AREA: LEARNING (EDUCATION) Learning is what we do – we are committed to learning at every level. A. In 2014, the focus on student wellbeing continued, ensuring student learning occurs in a supportive and safe environment that is inclusive and pastoral for all learners. Strategies included: 1. Heads of Year will focus on facilitating and supporting an individual child’s educational


programme, results and Learning goals as reflected in the additional time provided. 2. The Parents and Friends will focus on the formation of an exemplar Homeroom Teacher to enable a high quality of pastoral care of individual students. 3. Strongly performing, academic students will be identified and informed they are performing well, acknowledged for their ‘difference’ and be nurtured in a supportive culture of learning excellence where the individual’s talents are honoured: 4. Gender-based learning: a. Boys’ engagement: The Teaching and Learning Council will investigate measures with regards to the disengagement in learning of boys. b. The development of the character of our boys and girls in an ever-changing world is a priority of the College. The ‘Rite Journey’ programme was trialled in 2013 and recognised as a positive way to support boys and girls as they grow into young men and women. B. In 2014, there will be a focus on the academic performance and pastoral welfare of an individual student, and the professional improvement and support for an individual staff member. This outcome will be achieved through the following measures: 1. Continue to honour a culture of learning through implementing the Corpus Christi College Professional Learning Community (PLC) model which reflects the importance of each individual teacher, their knowledge and relationship with their students in all learning environments, and their own subject knowledge and understanding and broad range of pedagogical practices. 2. Common teaching and learning practices, standards and expectations for students from Years 7 to 12 are to be identified and imbedded. 3. Continue to honour a culture of learning through implementing the Corpus Christi College Professional Learning community model, which reflects the view that no human endeavour requires more wisdom, more humanity, more hard work or dedication than those roles associated with schools.

There are four pillars of a Professional Learning sub-committee: • • • •

Collaborative Teamwork Teacher Capacity Leadership Capacity Professional Learning.

These four pillars are reflected in the Strategic Goals set for staff each year. 4. The College provides a world-class digital learning environment for students and staff, recognised in 2013 with its nomination and selection as an Apple Distinguished School. This prestigious award was again presented by Apple to the College for 2014 - 15, after our successful renomination. This move was made possible by the College focus on teachers utilising a broad range of teaching strategies (with focus on pedagogy, or teaching and learning) in recognition that students learn in different ways. Measures to ensure the College continues to strive to support a 21st century learning environment, in our quest to achieve a high standard of excellence in this field included the College’s successful application as an eSmart School. The leaders and teachers at the College will continue to develop and implement strategies that promote good digital citizenship, and a positive eSmart culture amongst all community members. 5. The Deputy Principal Senior School shall lead the Academic Council in reviewing courses in the senior school during Semester One 2014, taking into account the new WACE

to be implemented from 2015. In addition, there will be continued focus on implementing the Australian Curriculum as determined by ACARA and the WA Standards Curriculum and Assessment Authority, as led by both Deputy Principals of Schools. 6. Calendarised events are rationalised and a new process for the inclusion of calendar events is implemented in 2014, ensuring a rigorous, holistic educational programme for each individual student takes into account their academic performance. 7. Produce the Education Support Parent Handbook (for students with disabilities). This was finalised at the conclusion of 2014 and is available on the College website: www.corpus.wa.edu.au or on the parent portal, coneqt-p.

FOCUS AREA: ENGAGEMENT (COMMUNITY) Engagement is essential – we are committed to Catholic Education’s mission through relationships with all. In 2014, the College focused on the following key goals which lie in QCS Domain Three, Community, and will: 1. Continue to look at strategies to improve communication between parents and teachers through the online SEQTA portal, coneqt-p.

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FOCUS AREA: ACCOUNTABILITY (STEWARDSHIP) Accountability is not optional. We have personal and collective responsibility for our system’s success. In 2014, the College focused on the following key goals Domain Four, Capital Development and Stewardship which will include: 1. Proceed with the Capital Development Plan under the newly created five year financial model: a. Sports Centre Project will commence by the conclusion of 2014. b. Design drawings for the Performing Arts Centre to be finalised and prepared to go to tender. c. Cafeteria Hub, Religious Education and Ministry Centre, Entrance and Landscaping Project to be formally opened in Semester Two. 2. Implement the strategies defined by the formal review of the College Enrolment Process including running monthly Enrolments Committee meetings, involving the College Registrar, the College Leadership Team, the Administrative team leader and the Communications Team.

2. Identify, cost, prioritise and timeline the ongoing maintenance and refurbishment priorities for the College. 3. The College Board and Leadership Team to commence a Sustainability and Carbon Neutral policy with regards to future building and landscaping projects with a view to active participation of student leaders and teachers.

3. The Principal and the Parents and Friends to focus on 4. Through Corpus Communications and Board Marketing strategies to enhance the sense of community amongst new teams update the Prospectus, the promotion of regular and current families. In 2014, the P&F proposed four parent newsworthy items, update the College advertising strategy committees to cover various areas of College life, called (enrolments and employment), and an updated process for ‘Corpus Cares’, ‘Academic Support’, ‘Friends of the Arts’ and distributing the College e-News. ‘Friends of Sport’. The P&F Executive will include community building and social events in the College calendar each year. 5. Review external ICT service providers and contractors during 2014 given the implementation of a high-speed 4. The Principal and Deputy Principal Ministry to review large band-width internet service, the maturity of the BYOT existing links with the Parish communities through the programme, a new printing strategy and improved wireless Parish Pastoral Community meetings held each term. across the College during 2013. Corpus Communications would be involved in enhancing 6. Investigate paper-less processes in administration and relationship opportunities as they arise. teaching for possible documentation and trial, and if effective 5. Establish a clear process for all College events to include after evaluation, adopt practices with the approval of the meeting with all stakeholders, consistent protocols and Principal. promotion, and a formalised review after the event. 7. Formulate a Risk Management Policy and Procedures for 6. With the assistance of the Principal and Deputy consideration and implementation by the Board and College Principal Ministry, the College will develop an Aboriginal Leadership Team. Reconciliation Strategy.

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8. The standard of 21st century learning environments developed in the Middle School (including furniture) shall: a. Require ongoing upgrades and refurbishments across all classrooms as budgets allow, and over the course of the next three years. b. Be reflected in all new buildings, classrooms and outdoor spaces. c. Require some modification in support staff working spaces and other administrative spaces.

CONCLUSION Corpus Christi College is one body made up of many parts. In ‘Following the Lord’ as our motto challenges us, we support parents in guiding students to live life in the Catholic tradition, working towards developing a culture of excellence through a quality teaching and learning culture within a supportive, inclusive and pastoral environment for the young men and women in our community. In continuing to develop all teachers in the College, we want to provide an educational programme that ensures high achievement for all our students. In creating a whole school improvement planning framework informed by a variety of documents, including the Catholic Education Office of WA LEADing in a flourishing Catholic Education system framework (2014-16) and the Quality Catholic School Improvement framework, the WA Bishops’ Mandate for Catholic Schools and the 2009 Federal Government’s ‘Melbourne Declaration on the Goals for Young Australians’ which has led to the review and implementation of a new Australian Curriculum administered through ACARA, the College will use a systematic and collaborative approach to effective school improvement.


“AT CORPUS CHRISTI COLLEGE, WE HAVE EARNED A STRONG REPUTATION IN THE COMMUNITY FOR FOCUSSING ON PROVIDING THE VERY BEST EDUCATION FOR YOUNG MEN AND WOMEN SINCE 1983.”


Murdoch Drive, Bateman WA 6150 PO BOX 279, Willetton WA 6955 Tel: 61 8 6332 2500

Web: www.corpus.wa.edu.au

Email: info@corpus.wa.edu.au

Corpus Christi College Annual Report 2014  

Annual Report 2014

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