CORPUS CHRISTI COLLEGE Annual Report 2015
CONTENTS PURPOSE, BELIEFS AND VALUES
CHAIR OF THE BOARD
Middle School Report
Senior School Report
Ministry and Christian Service
Learning Area Reports
YEARS 7-11 AWARDS
YEAR 12 AWARDS
STRATEGIC PLAN 2014-15
PURPOSE, BELIEFS AND VALUES CORPUS CHRISTI COLLEGE
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
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.
THE PRINCIPAL’S INTRODUCTION
question I will often ask myself as Principal of Corpus Christi College is, ‘what do we stand for?’
The College Annual Report for 2015 will attempt to provide a succinct answer to this question. This report will highlight various aspects of the whole educational program including the academic programs and accompanying activities; the rich and varied learning environments and the extra-curricular experiences offered to the students. This rich program continues to support students to develop the attributes outlined in the graduate profile released at the beginning of the year, known as the Corpus Christi College Learner Profile. After extensive consultation in 2014, this Learner Profile became the springboard for a number of initiatives adopted during 2015, uniting all with a common focus. CORPUS CHRISTI COLLEGE
LEARNER PROFILE YEARS 7-12 Staff will strive towards having students develop the following attributes:
Empathetic, Compassionate, Respectful, Just, Ethical, Moral, Service-oriented, Counter-cultural, Charitable, Caring, Accepting, Inclusive, Fair, Tolerant, Trusting, Forgiving, Honest, Responsible.
Patient, Confident, Courageous, Accountable, Resourceful, Learn from mistakes, Positive, Active participants, Risk taker, Emotional strength, Perseverance, Adaptable, Self-motivated.
Active participant, Active listener, eSmart, Articulate, Literate, Numerate, Questioner, Collaborative, Expressive, Inclusive, Adaptable, Thoughtful, Reasoned, Appropriate user of technology.
Open-minded, eSmart, Tolerant, Aware, Collaborative, Proactive, Informed, Responsible, Curious, Inclusive, Ethical, Sustainable
Critical thinker, Curious, Creative, Innovative, Adaptable, Open-minded, Problem solver, Strategic, Logical, Investigator, Independent, Appropriate user of technology.
Engaged, Knowledgeable, Motivated, Organised, Confidence, Ambitious, Informed, Perseverance, Risk taker, Passion for learning, Work ethic, Prepared, Goal-oriented, Curious.
Between: Intellectual, Physical, Social, Emotional, Spiritual, Creative, Well-rounded.
Analytical, Solutions-oriented, Improvement-oriented, Self-aware, Adaptable, Flexible, Measured.
The Annual Report is a celebration of participation and excellence at the College in 2015. However, it is important I acknowledge that these opportunities are balanced with learning opportunities which assist in the development of character. Forming young women and men for the future, the Learner Profile is the College mission statement translated into a set of 21st century learning outcomes that develop the whole child – their social and emotional skills, religious and moral life, spiritual awareness and academic achievements. For the third consecutive year, the College has been internationally recognised as an Apple Distinguished School, due to a focus on using digital devices to enhance student learning, which is linked to a strong vision for the future and supported at all levels in the College community. The Learner Profile sets the context for our 21st century College as it is a set of ideals that can inspire, motivate and focus the work of students, parents, teachers, support staff and leaders, uniting them in a common purpose. The Learner Profile outlines a list of attributes that promote academic rigour and a personal value system based on the journey of a young Christian adult. A copy of the Learner Profile is displayed in all classrooms. We want our graduates to develop these characteristics over the course of their education – to be Christlike, resilient, a good communicator, a global citizen who makes a positive difference in the world, a thinker who focuses on excellence in using their God given gifts and talents, who through developing reflective practices leads a balanced life. I believe the students and staff who have embraced the values and opportunities afforded them at the College, have grown immeasurably as Christians as they progress through the years at Corpus Christi College.
None of this would be possible without the exceptional service provided by our teaching and support staff, who provide a range of learning experiences that have assisted in the character development of our students. In 2015, teachers have also embraced a high quality, internal workshopstyle professional development program called CELTIC (the Corpus Christi Learning, Leadership and Teaching in a Catholic School program) held out of school hours, which is aligned to teacher performance goals. Research has shown that this type of professional development linked to personalised coaching, makes a significant difference to student achievement and engagement. Corpus Christi College is at the forefront of these developments. We salute our teachers’ willingness to improve as co-learners and their generosity in offering a myriad of extra-curricular activities for our students. Please enjoy reading the latest Annual Report. Best wishes and God bless
Caroline Payne Principal
Staff at the College, in partnership with parents, work hard to provide this ‘well-rounded education’ for each child. It is our Christian imperative to do so.
CHAIR OF THE BOARD
am very pleased to be able to provide this report, for and on behalf of the Corpus Christi College Board in my first year as Chair. The Board has diligently continued its work following the lead of the outgoing Board and immediate past Chair, Mr Darren Brealey, who completed his term last year after a very outstanding six years contribution to the College. As part of the Catholic School Board Constitution in WA, a Board Member can serve a maximum of six consecutive years. At the end of the 2015 school year, we had two Board members retire after having served six years and another Board member stepping down after a significant number of years’ contribution, as their family having now con cluded their time at the College. For 2016, we are actively recruiting key skill sets from the College community to continue to strengthen the College Board to ensure it works with and effectively supports the Leadership Team in its Strategic Plan. A great deal has been achieved in the last year and the future of the College is very exciting. All members of the Board have made a considerable collaborative contribution, backed by their respective expertise and skill sets, sharing common values and a commitment to guide and support the College Principal and Leadership Team in the Strategic Plan. In 2016, new members will join the College Board and its committees that will be selected using an in-place Board Selection and Induction Procedure. The Board will continue to provide a stable advisory and governing platform for which the College Leadership Team will be able to depend on in planning for the present and future operation of the College. Thank you to all the College Board Members, past and present for their contributions and commitment of time and effort. This is never taken for granted. Being a Board member is also very rewarding and provides some great opportunities for personal growth and learning. The College Board actively and regularly listens, evaluates, discusses, debates and challenges decision formulation. Many sound decisions come from our fantastic College Leadership Team following a lot of planning, due-diligence and reflection. In all decision making, one thing is common – the care for, consideration of impact on and sustaining the well-being of the College, its students and its staff. I would also like to thank the College Leadership Team, in particular Mrs Caroline Payne our Principal, who works tirelessly for the good and growth of Corpus Christi College. Caroline is inspirational to the Board, staff and students. Her strength in leadership is reflected positively every day in all actions – small and large - and she has built a very capable team with consistent beliefs and values within
the College who all share and believe in the vision and purpose. Caroline was instrumental in setting a path for the College through the Strategic Plan and the Capital Development Plan. During 2015, it was very pleasing to see Caroline return to full time duties as Principal, both for her personally and for the College. The Capital Development Program has provided much needed significant infrastructure upgrade for the College. Commenced in 2013 and in 2014, saw the completion of the Mater Christi Centre and Avenue, with the Reflection Area completed this year. Construction of the new Sports and Recreation Centre during 2015 is on track for commissioning at the commencement of the 2016 school year. These are all major milestones for the College Capital Development Plan. Thank you to the Building Committee (chaired by Mr Paul Nicholls) and the Finance Committee (chaired by Mr Russell Hardwick) for all your input to these projects. Planning for the refurbishment of the Performing Arts Centre is well under way with construction expected to commence during the 2016 school year. The fee and levy model effected in 2013 has now stabilised and supports the College’s operations and capital development funding. The College Board and Leadership Team continue to desire to keep tuition fee increases within the guidelines of the Catholic Education Office and indexation of the Capital Development Levy to the Consumer Price Index (CPI). The College has been advised and commenced financial planning for nil increase per capita funding from the Federal Government within three years. This means we face (for the next three years) a sliding scale of less than CPI adjustments back to nil in student funding.
This reduction in operating income will impact future year Budgets and requires financial planning and preparation, to ensure both operating and capital expenditures are balanced over the next three to five years. 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, the College Leadership Team and the Finance Committee have completed significant analysis (current and long term), so as to ensure the College is well placed financially. I would also like to acknowledge the College Staff who continue to go above and beyond for our students and the Corpus Christi College community. Students continue to excel at Corpus Christi College. The generosity and passion of staff, students, parents and people from the broader College community combine to make it the success it is today, and I am confident will be in the future. Mr Greg LeGuier Board Chair
“We are a Catholic community committed to empowering every learner to serve and enrich our changing world.”
program which is accelerated by one year i.e. one year ahead of the student’s Year group.
he College focus is on enabling Middle School students to become independent and interdependent learners. All curricula and co-curricular activities seek to fulfil the learning philosophy encapsulated in the Corpus Christi College Learner Profile. This Learner Profile articulates the ways in which staff will strive to support students to develop the following eight key attributes: • • • • • • • •
Christlike Resilient Communicator Global Citizen Thinker Excellence Balanced Reflective.
The College ensures that all students have the opportunity to shine and develop their talents through sport, service to others, cultural pursuits (language, dance, drama, music) and ministry. Students embrace the opportunity to enjoy, grow and contribute to College events. Outside the classroom, there is an extensive range of activities in which students may participate. The staff at Corpus Christi College strive to provide educational opportunities which cater for the diverse needs of all students. Strategically, the College plans for the changing needs of students as they transition from primary school and later into further study or employment. Building on a number of College orientation opportunities in Year 6, Year 7 students begin their journey at Corpus Christi College with the well-established Quest Retreat, which takes place at the end of the first week of Term One. Through support from senior student leaders, the actions of students bring the College Motto “Follow the Lord” to life. The collection of food from the local community promotes the importance of service to others. The Quest Retreat program includes a Mass at St Thomas More Church, Bateman, which is celebrated with family and friends. In the Middle School, philosophy and action are focused on providing students with the necessary tools to learn how to learn. 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 programs cater for those students who require specific teaching and learning adjustments.
THE SAINTS AMBROSE AND CATHERINE ACADEMIC EXCELLENCE PROGRAM (ACEP) Academically more able students across all Learning Areas are provided with opportunities that aim to cater for the unique attributes of students requiring greater depth and breadth than their Year level curriculum offers. The ACEP for gifted and talented students has been implemented with the following philosophy: ‘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.’ MATHEMATICS ACCELERATION PROGRAM
GRAVISSIMUM EDUCATIONIIS NL, 1965. (Declaration on Christian Education), POPE PAUL VI
Beginning in Year 7, academically capable Mathematics students are challenged through the Mathematics Acceleration Program. A Mathematics acceleration entrance test is utilised to identify students who possess the innate ability to cope with challenging Mathematics problems. With individualised guidance, these students complete a
Identified students are invited to participate in the Academic Excellence Extension Program (AEEP). This Program offers them the opportunity to work on an extended project of their choice. Students can choose to work collaboratively or individually. Student projects are exhibited to parents and friends at an annual event.
YEAR 7 TESTING RESULTS: 2015 NAPLAN
YEAR 9 TESTING RESULTS: 2015 NAPLAN
Writing School Mean
Grammar & Punctuation
All Australian Mean
Writing School Mean
Grammar & Punctuation
All Australian Mean
The 2015 results indicate that Corpus Christi College students perform at a higher level than their State and National counterparts for all sections of the NAPLAN test.
MIDDLE SCHOOL REPORT The purpose of the Program is to: • • • • • •
Empower students to strive for excellence and achieve at their potential Offer students the opportunity to work with like-minded students Motivate academically gifted students Cater for academically gifted students who are often selfdirected learners Ensure students excel at developing the attributes identified in the Corpus Christi College Learner Profile Provide students with the opportunity to apply 21st century skills including working collaboratively and communicating with others, nurturing student creativity and problem solving.
YEARS 5 AND 6 ACADEMIC EXCELLENCE PROGRAM In 2015, the Academic Excellence Program was also made available to students in Years 5 and 6 through the College’s Catholic feeder schools. This program: • • • • • •
Provides a forum for like-minded students to communicate and collaborate Develops higher order process skills and in-depth investigation skills Facilitates interaction with practising experts Empowers students to strive for excellence and to achieve their true potential Provides students with a positive experience of the secondary school setting Maximises the potential of all students.
YEAR 9 PERSONAL PROJECT The ongoing focus to develop effective teaching and learning strategies is to be commended and celebrated. An example of this focus is the Year 9 Personal Project which offers a substantial learning opportunity to every learner. After deciding on a project of their choice students work throughout the year, with guidance from their staff mentor, to complete this valuable exercise. The annual Personal Project Exhibition evening is a highlight of the College Calendar. Explicit emphasis is given to the academic progress of all students. Professional collaboration such as teacher observation or team teaching helps teachers to develop new approaches facilitating change through peer feedback. 8
SENIOR SCHOOL REPORT
n 2015, the Senior School students continued to demonstrated their desire to be the best they could be. Their commitment to excellence was reflected by the outstanding results achieved across Years 10, 11 and 12. There were many activities over the course of 2015 that provided students with opportunities to display their many talents and abilities. These activities included, Year Retreats, Service activities, specialised academic programs 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 2015 achieved outstanding results. Chloe Kingston was awarded a School Curriculum and Standards Authority (SCSA) VET Certificate of Distinction in the field of Community Services.
Warm congratulations and best wishes for success in their future endeavours are extended to all the Graduates of 2015.
10.34% of Stage 3 courses where a WACE course score of 75 or above was achieved
ANALYSIS OF WACE RESULTS 2015
40.34% Stage 2 courses where a WACE course score of 65 or above was achieved (ranked 26th in the State )
Highest ATAR: Katrina Gan 98.95 VET Certificate of Distinction â€“ Community Service: Chloe Kingston AustralianSuper Award - Excellence in Vocational Education and Training: Chloe Kingston School Median ATAR: 86.35 (ranked 15th in the State) 29.3% of students attained an ATAR of 90 or greater
The following 11 students achieved Certificates of Commendation from SCSA:
84.6% of students attained at ATAR of 70 or greater
Victoria Bandurski Rachel Alyssa Bay Sam Coten Rebekah-Anne Craggs Katrina Gan Jennifer Gresham
Number of students in Year 12 (completing 1+ SCSA subject): 178
Shannon Kelly Chloe Kingston Hayden Richards Tanika Sgherza Serena Yung
Vocational Education and Training: 98.85% (86 of 87) of students achieved an AQF VET Certificate II or higher (ranked 27th in the State).
Percentage of students achieving the WACE: 100%
Number of ATAR students (4+ scaled marks): 121 (68%) Number of non-ATAR students: 57 (32%)
RELIGIOUS EDUCATION The Religious Education team aims to provide students with a passionate, faith filled learning experience in a safe and non-threatening environment. The aim is to open the door to God and let students decide when they walk through. This approach has resulted in a wonderful year in the Religious Education Learning Area. 2014 WACE RESULTS In 2014, Religion and Life Stage 3 results were excellent with students achieving a mean scaled score significantly above the State mean for the course. The majority of those studying Religion and Life Stage 3 used their score for the course to contribute towards their ATAR. YEAR 10 In 2015, the Year 10 Religious Education program was further developed and divided into three different courses:
1. 2. 3.
MINISTRY AND CHRISTIAN SERVICE
Religion in Society Religious Education General Religious Education HeadStart.
The purpose of organising the program in this way, is to support all students to experience success in Religious Education. Students are not streamed but are able to choose the course of their choice. YEAR 9 BISHOP’S RELIGIOUS LITERACY ASSESSMENT 2015 In 2015, The Bishop’s Religious Literacy Assessment (BRLA) was conducted online for the first time. Once again, the students achieved excellent results with the overall performance of the cohort being the best the College has ever achieved. The College results were well above the State average, with many students scoring within the top 10% of the State in certain sections. The diagram below shows the overall achievement of Corpus Christi College students in the BRLA over time.
Achievement Scores (%)
Mission - inviting students to engage in activities of Christian Service and justice
Student Ministry Leaders are appointed in Years 7–11 and along with the Ministry Prefects, fulfill a unique role working with their peers in their Year group. Their role includes assisting in the preparation of liturgies and promoting active participation in the Christian Service commitments of the College.
60 50 40 30 20 10 2007
Evangelisation - inviting students to enrich their relationship with Jesus Christ
Leadership - supporting students to develop attributes and skills that lead others to Christ.
The College seeks to fulfill its commitment in ministry by:
Participating in liturgical activities enables the community to celebrate its faith throughout the year. The College is committed to the celebration of whole school and Year group Masses, and Homeroom Masses each Friday morning in the Chapel. Celebrating the sacraments of the Eucharist and Penance are part of Senior School retreats. These occasions seek to deepen
understanding of and active participation in the Sacraments, as well as enabling students and staff to live the College motto. Peer Ministry continues to develop at the College and enables students to mentor, support and encourage their peers. The Year 7 Quest Retreat has enabled Senior School students to develop their leadership skills and develop a willingness to witness faith to their peers. CHRISTIAN SERVICE Pope Francis said, “serving and giving oneself for others may make one seem like a loser in the eyes of the world, but in reality that person is imitating Christ’s love and service. He who serves, saves!” Middle School Christian Service Learning Programs encourage students to give witness to the Gospel. In the Senior School, there are many opportunities for students to commit to acts of Christian Service, for example, supporting the Caritas and St Vincent de Paul Appeals, visiting the elderly, Lifelink, serving at St Patrick’s Community Care Centre and participating in civic appeals. Students participate in a Christian Service activity for a day as a key element of the Year 10 Retreat.
015 was another successful year for the Humanities Learning Area with numerous opportunities for students to develop their knowledge and become more environmentally and culturally aware, develop empathy, consider different perspectives about specific issues and improve their problem solving skills. Students demonstrated their understanding of and deepened their engagement with the Humanities through their participation in extracurricular activities such as the UN Youth State Conference, WA Youth Parliament and The Evatt competition, a model United Nations Security Council Diplomacy contest.
MATHEMATICS In 2015 the Australian Curriculum, now fully imbedded in Years 7-10 was introduced into Year 11 with the new Senior Secondary Australian Curriculum courses. This will continue into Year 12 in 2016. The number of students involved in Mathematics competitions and challenges continues to grow, and once again has exceeded participation figures for all previous years. In March, 17 students from Years 7-11 participated in the Have Sum Fun Competition sponsored by the Mathematics Association of WA. The 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 (APSMO). The Olympiad develops flexibility for problemsolving, fosters creativity and ingenuity, and strengthens intuition, stimulating enthusiasm and enjoyment for Mathematics. The most notable scores came from the following students: YEAR 7 Thomas Nicholls, Leeuwin Pavy and Maxwell (Max) Covella.
YEAR 8 Brett Nigli, Matthew Rossi, Oscar Wehr. YEAR 9 Jodi Gagner, Corran O’Brien and Cameron Clark.
Students in Year 9 voted on the design of the new war memorial at Wireless Hill Park in Ardross and assisted in the counting of votes to determine the successful concept at the City of Melville Civic Centre. The College entered two teams in the Law Society of WA Mock
Trial Competition. Both teams enjoyed success and represented the College with distinction. Stage 3 Economics students achieved the second highest Mean score among Catholic School in Western Australia. The two highest performing Corpus Christi College students in Stage 3 Economics were Year 11 students, both of whom had a final scaled score of more than 87%. In 2015, 15 Year 11 students completed Year 12 Humanities courses as part of the College’s Academic Excellence Program. Next year, 32 Year 10 students will participate in the tour to Sydney and Canberra. These students will take part in a variety of educational activities focused on Australia’s history, culture, heritage and democracy. Students will visit sites such as the Australian War Memorial, Parliament House, the National Portraits Gallery, The Australian Institute of Sport and the High Court.
In August, 334 students completed the Australian Mathematics Competition achieving some outstanding results. The overall breakdown of awards was: •
Four High Distinctions (Brett Nigli (Year 8), Jodi Gagner (Year 9), Matthew Bailey (Year 11) and Lachlan Clark (Year 11).
The Prudence Award for the highest number of consecutive correct answers was awarded to Oscar Wehr and the award for the best overall result in the College went to Brett Nigli. SENIOR SECONDARY COURSES Student performance in Senior Secondary courses continues to be strong, with the mean scaled scores for Mathematics Stage 3A/B, Mathematics Stage 3C/D and Mathematics: Specialist Stage 3C/D all above the State mean (2014).
ENGLISH n 2015, the English Learning Area provided students with a Idevelop broad range of exciting learning experiences enabling them to their proficiency in the subject. Students enjoyed a large range of success in this Learning Area, as indicated below: •
Year 12 students achieved a Stage 3 English mean which was above the State mean
For 82% of Stage 3 English students, their English mark contributed to their ATAR
For 20% of Stage 3 English students, their English mark represented their best WACE performance
For 62% of Stage 3 Literature students, their Literature mark contributed to their ATAR
Molly Elliott (Year 11), represented the College in the District Final of the Rotary 4 Way Test Public Speaking Competition 2015 at the State Conference in Albany
10 students entered the Rostrum Voice of Youth Public Speaking Competition with six reaching the semi-finals. Ikeoluwapo (Ike) Adesanya (Year 8), Sam Coten (Year 12) and Rebekah-Anne Craggs (Year 12) progressed to the State Final
Year 12 student Sam Coten won the State Final of the Plain English Speaking Competition and went on to represent the State in the National Competition in Canberra
In the Corpus Christi College Public Speaking Competition, Sam Coten (Year 12) was the winner of the Senior Section, whilst in the Junior Section, Ikeoluwapo (Ike) Adesanya (Year 8), Rachael Dellaca (Year 8), Emma Shine (Year 9 ), Olivia Fuderer (Year 10) won their respective heats. In Year 7, Alisha Van Zon, Kade Gizzarone and Mosaia McDonald were the winners of their heats. For the Impromptu Section, Aveen Yoong (Year 12) won the Senior Section, whilst Rachael Dellaca (Year 8) was the winner of the Junior Section
For the second time, Rebekah-Anne Craggs was the worthy recipient of the Corpus Christi College Perpetual Trophy for Excellence in Public Speaking
Rebekah-Anne Craggs also won the State Final of the Rostrum Voice of Youth and was also the National Runner Up in this competition
A number of high performing students attended writing courses at The Literature Centre, Fremantle.
he Western Australian Curriculum has been consolidated with the rollout of a range of digital resources in Years 7-11. Students also have full access to course resources via iTunes U and CONEQT. Year 12 Senior Secondary Courses will reflect the Western Australian Curriculum from 2016. SIGNIFICANT CURRICULUM ACHIEVEMENTS •
The Science WACE results were again very pleasing with very high mean scaled scores in Chemistry, Physics and Psychology that were all well above the State average
Stage 3A/B Psychology: Highest mean scaled score for a Catholic school (2014).
COMPETITION RESULTS •
Australian National Chemistry Competition Years 10-12: Students were awarded: •
One High Distinction (Alexander Di Rosso)
• • •
Seven High Distinctions (Elizabeth Hart, Brett Nigli, Thomas Howard and Joshua Kang, Alexander Di Rosso, Brendan Alvaro and Kieran Flynn) 29 Credits
One High Distinction (Corran O’Brien)
Of the 18 Year 10 students in the IGCSE Combined Science Examination (Cambridge) seven obtained an A+ grade, a score of above 90% and eight students obtained an A grade, scoring above 80%
Brittany Pascoe (Year 11) was selected for the National Youth Science Forum in Canberra in January 2016
Oscar Wehr and Elizabeth Hart gained first place in The Australian Society for Medical Research (ASMR) Secondary Schools Online Quiz by scoring 80% in the Years 7 - 8 Division.
OTHER SCIENCE ACTIVITIES AND RESULTS •
Year 7 had hands-on experience with nonvenomous reptiles
Year 7 Academic Excellence students attended the Naked Scientist Chemistry Show at Murdoch University
Years 7-10 participated in the Case of Conspiracy forensic incursion
Year 8 had a close encounter with Raptors, competed in Science IQ and 23 students attended the annual Sleepover Excursion at the Perth Zoo, to motivate and reward students
Year 9 experienced the Electricity and Lightening Show. Several Year 9-11 students enjoyed the Talking Science Café with WA’s chief scientists at UWA
Students on the Year 11 Biology Camp at Hills Forest engaged in Marsupial research including trapping and sampling of local flora
Year 12 Biology students had a close eye-to-eye encounter with giraffes while researching zoo conservation strategies, toured Kanyana Wildlife’s Bilby breeding facilities, carried out a Bio-survey of Bibra Lake and researched and presented wheat projects at the International Gluten Conference with Professor Appels, from Murdoch University.
The Australian Schools Science Competition (ICAS) awards: •
62 Year 8 and 23 Year 10 students entered The Big Science Competition and were awarded: •
Five High Distinctions
13 Distinctions 11 Merits
In the Chemistry 12 Titration Stakes, the College was placed 28 out of 91 schools
LANGUAGES orpus Christi College offers C compulsory language courses for all students in Years 7-9. Students in Year 7 choose from one of three languages: Italian, French or Indonesian and continue to study this language to the end of Year 9. Students then have the opportunity to continue studying their chosen language in Year 10 and then as an ATAR course in Years 11 and 12. Studying a language to this level allows students to take advantage of the 10% bonus entry into a Tertiary Institution. The retention rates for languages at the College are excellent as are the WACE results, with a large percentage of language students using their language score to contribute to their ATAR. EXTERNAL EXAMINATIONS In 2015, Languages students have participated in many external examinations. Year 11 Indonesian students gained excellent results in the Australian Language Certificate Examinations. One student achieved a high distinction, one student a distinction and five students achieved a credit. Corpus Christi College students achieved the top mean scaled score for Indonesian of all Catholic schools (2014). French students enjoyed excellent performances in the Alliance Francaise examinations as indicated below: YEAR 11 High Distinction: 5 Distinction: 2 Credit: 1 Pass: 2 YEAR 10 High Distinction: 4 Distinction: 4 Credit: 1 Pass: 2 14
YEAR 9 High Distinction: 11 Distinction: 16 Credit: 13 Pass: 7 Italian students performed very well in the West Australian Association of Teachers of Italian (WAATI) examinations with a number of excellent results being achieved: YEAR 12 High Distinction: 2 Distinction: 5 Credit: 1 YEAR 11 High Distinction: 5 Distinction: 1 Credit: 2 Pass: 3 YEAR 10 High Distinction: 4 Distinction: 4 Credit: 5 Pass: 5 Corpus Christi College students achieved above the State mean in Italian in 2015. EXCHANGE PROGRAMS The College offers a number of exchange programs with sister schools in Indonesia (SMAK Hendrikus), Reunion Island (Maison Blanche) and Italy (Istituto Tecnico â€“ A. Panzini). These programs are hugely beneficial, not only to the students who participate in them, but also to the broader College community.
THE ARTS The Arts Learning Area continues to thrive with dynamic programs offered across all departments. There are many opportunities for students to test their abilities, talents and creativity, and to develop as resilient thinkers and communicators. Students in the Arts Learning Area have enjoyed a range of diverse and significant successes this year.
DANCE Students had another successful year in 2015 during which Senior School students participated in the inaugural Dance Tour to Sydney. Some significant events include: Sydney Dance Tour
July School Holidays: 5-11 July 2015. 29 students from Years 10-12.
This was the inaugural Dance tour for the College and the first tour in over three years for the department. The week focused on developing technical dance skills and also gave students the opportunity to experience Dance within the community. Students worked with International Artists Jason Winters, Marko Panzic, Stephen Tannos, Shaun Parker and a number of acclaimed national artists at Brent Street Performing Arts Studios. Students also attended a lecture and rehearsal viewing at Sydney Dance Company, and were privileged to see a professional production of ‘Les Miserables’ and visit a range of cultural sites in Sydney. The students also learnt two original dance works which were later performed at the College Dance Showcase.
College Dance Showcase ‘Tarantism’ Term Three - Week 7.
290 students from Years 7-12. The annual Dance Showcase gave both the curriculum Dance students and the extra curricular Dance groups the opportunity to perform a variety of dance works in the professional setting of Curtin Theatre. During the evening, 20 original dance works were performed which involved choreography by Dance teachers, students and professional Dance artists. For many students this was a major assessment for the term, as well as a fun filled opportunity to express themselves creatively as they shared their work with the College community. Corpus Christi Day Mass Liturgical Dance Term Two - Week 8. 24 students.
The Inspire Dance Troupe performed a liturgical dance based on the idea of supporting and accepting one another in the College community. The rehearsal process and performance allowed the students to interact with each other, and make new friendships. Liturgical Dance at College Masses
Term One - Week 3: Community Mass and Ash Wednesday Liturgy. The Senior School curriculum Dance students performed liturgical dances at these College ceremonies.
Corpus Dance Company (CDC) and Corpus Collective (CC) in the Catholic Festival of Performing Arts
EXTRACURRICULAR GROUPS THROUGHOUT THE YEAR
CDC - 94 students from Years 7-12.
Boys Dance Crew (Monday Afternoons): 15 students Years 7-10.
The students from the extra-curricular dance groups, the Corpus Dance Company (CDC) and the Corpus Collective (CC) performed two original dance works for a large audience at the Perth Convention Centre. The students rehearsed each week before school from Term One until the end of Term Three. They were encouraged to challenge themselves throughout the rehearsal process and their dedication and hard work paid off with both groups achieving awards. CDC achieved an Honourable Mention for their performance ‘Feudal Intrigue’ and CC was awarded a Certificate of Merit for the work, ‘The Beat of Life’.
Corpus Dance Company (Juniors on Monday morning, Seniors on Wednesday morning). 94 students Years 7-12.
Term Three - Week 5.
CC - 24 students from Years 7-12.
Cheer Teams (Tuesday Mornings): 53 students across two teams Years 7-10.
Corpus Collective (Friday Mornings): 24 students Years 7-12. Curriculum Summary
Year 12 Stage 3 Dance: seven students. Students achieved a Stage 3 Dance mean which was above the State mean (2014). ATAR Year 11 Units One and Two Dance: 12 students. Year 10 Dance: 22 students.
Year 9: two classes of 24 per semester.
THE ARTS Arts Camp
Many Drama students in Years 10-12 participated in a range of drama classes throughout the weekend. Inter-House Play Competition
The Inter-House Play competition involved over 130 students across all Houses and Year groups. This competition was a great success with many parents and students requesting a second performance to enable them to watch a greater number of the plays. Workshops for Co-curriculum
The High Arts Tea extra learning sessions for ATAR students wishing to participate in additional workshops were very popular. These sessions supported students in their preparation for their Drama WACE examinations. Year 8: two classes of 28 per term. Year 7: two classes of 29 per term.
XDAN: Education Support - 15 students. TOTAL = 10 curriculum classes
DRAMA Drama continues to thrive at the College with master classes, excursions and incursions embedded in the curriculum to maximise learning and performance skills. Some Drama students have continued their studies at university (including WAAPA) and for many students, Drama was their highest scoring ATAR subject.
VISUAL ARTS Visual Arts continues to follow contemporary trends that are fluid and dynamic, and involve media and materials that engage all of the senses encouraging viewers to become actively involved in making meaning from the work. Development of Visual Arts programs has continued in 2015 with the introduction of a Gifted and Talented Program, and a Certificate II in Visual Arts. The Gifted and Talented Program involved students exploring their artistic talents under the instruction of
In 2015, there was a plethora of opportunities for students to showcase their talents, including: ‘A Midsummer Night’s Dream’
The Drama Production of ‘A Midsummer Night’s Dream’ was the winner of the Australian Catholic Superannuation and Retirement Fund ‘Best Drama Full Production Award’. This production involved at least 70 students from all Year groups, including students who supported the performers back stage. 2015 Youth on Health Festival Awards
As part of the Academic Excellence program a number of Year 7 students performed their monologues at the Youth on Health Festival in Mandurah. 17
THE ARTS The following awards were also achieved: Year 8 Installation Award
Year 10 Acrylic Painting Portrait Award Year 11 Portraiture Award Year 12 Sculptural Award
Year 12 Recycled Sculpture Award. St George’s Cathedral 2015 Youth Awards
Year 12 Overall 3D Sculpture Award. Prize money of $500.00. 2015 Youth of Health Festival Awards
Year 12 2D Artwork achieving Highly Commended. Prize money of $150.00. former Corpus Christi College students and Western Australian artists, Mark Tweedie and Simon (Max) Newport. The results have been excellent and students thoroughly enjoyed using their newly acquired skills. Artificial – The Creative Collective 2015
In partnership with the Technology and Enterprise department, this annual showcase involved students from all Year groups and ability levels. With nearly 300 works exhibited, this significant event was a wonderful opportunity for the broader College community to share in the creativity displayed by the Visual Arts students. Sculpture by the Sea
Students participated in the 2015 Sculpture by the Sea event at Cottesloe beach. This excursion allowed students to engage in a range of artistic activities with some of the artists who were showcasing their work. Senior School students then used this experience to complete a comprehensive investigation task which allowed them to develop their own practice. AWARDS ACHIEVED Atwell Gallery
Best School in Show was awarded to Corpus Christi College, with prize money of $150.00.
Participation in Workshops
Students participated in various workshops throughout the year including those run by: City of Melville – War Memorial (Sculptural) Teresa Kroyer – Water Colour Artist
Elaine Bradbury – Decal and Ceramics workshop Emma Scheordor – Wax casting
Tricia Ross – Watercolour Techniques.
MUSIC 2015 has been an exciting period of development for Music at Corpus Christi College. Significant growth has taken place both in the opportunities offered to students and in the numbers of students involved in curricular and co-curricular music. Standards of student attainment have risen, particularly in the area of musical performance. Engagement: the number of students actively engaged in Music this year has doubled, with greater membership of the instrumental program, College bands, ensembles and choirs. More students are studying curricular music leading to the creation of a new Senior Secondary music class, with an extra Middle School elective class being scheduled for 2016. There has also been a huge growth in musical performance, both in the number of performance opportunities and in the variety of performance contexts offered (see Table on page 17.
Excellence: standards in both musical performance and musical attainment have increased this year. Results at festivals, eisteddfods, competitions and examinations have also shown a great improvement (see Table on page 18 ). Eclecticism: a new eclectic approach to Music has been modelled this year, with the creation of some new ensembles and existent groups broadening their repertoire. African drumming groups, Celtic Band, ‘Rock School’ and Barbershop singing have been established, and are now regularly featured alongside Classical and Pop music genres in performance and curricular contexts. Liturgical singing has also reflected this approach to include Renaissance polyphony, classical liturgical music and Masses, as well as African - American Gospel music. Christian Service through Music: there has been a new drive in 2015 to encourage students to offer Christian Service to others through musical performance and social interaction in performing contexts. This has taken place both within and beyond the College, and involved a wide variety of groups and organisations.
Notable Music Performances 2015 EVENT
10 College Masses
College Choir Middle School Choir Soloists
Liturgical choral singing including full sung Masses
Four Performances to Aged Care and Hospitals
Celtic Band Small instrumental groups Soloists
Christian Service performances
Six Instrumental and vocal recitals
Vocal and instrumental soloists and small ensembles
Recitals for students having instrumental and vocal tuition at the College
10 Cross-curricular performances
Variety of soloists and ensembles including African Drumming groups
Special event performances in support of eight different College departments or projects
Eight College Assemblies
College Choir Selected soloists and small ensembles
Diocese of Perth, Book Launch
Woodwind group Guitar group Soloists
Formal ecclesiastical event Redemptorist Monastery, North Perth
Three choirs, five bands Soloists
Competitive music festival
City of Gosnells Citizenship Ceremony
Soloists Year 10 Vocal Ensemble
Connection with Thornlie Primary School
Corpus Christi College Talent Quest
Instrumental and Vocal Soloists
Whole-school House Music competition
‘Corpus Grooves the Ellington’
Jazz Band Six further ensembles Boys Choir Soloists
Variety show at the Ellington Jazz Club
Corpus Christi ‘Music Night’
Eight bands/ensembles Four choirs Soloists
Whole-school Music gala night
Music Camp Christian Service performances
College Choir Celtic band Barbershop group Soloists
Mercy Place, Mont Clare St John of God’s Hospital Murdoch
Extra-ordinary choral/ orchestral Youth Mass St Mary’s Cathedral
College Choir (Cathedral Choir) (Combined Schools orchestra)
Performance of ‘Benedictus Qui Venit’ Orchestral Mass by George Palmer Participation at the invitation of the Director of Music, St Mary’s Cathedral, Perth
Catholic Performing Arts Festival, WA
Four choirs, seven bands Soloists
Non-competitive, adjudicated festival
Organ Society of WA Concert
Two Flute groups Woodwind group Celtic band Soloists
Concert by invitation from the Organ Society of WA
Celtic Band, Boys Choir Soloists
Catholic Performing Arts Festival event
International Conference for a Catholic organisation
Boys’ Choir Celtic band Soloists
International Conference of the International Alliance of the Catholic Knights
National Conference for a Catholic organisation
Boys’ Choir Celtic band Soloists
National Conference of the Knights of the Southern Cross
Graduation Mass St Mary’s Cathedral
College Choir Soloists
Full Choral Mass
Performances to Year 6 from feeder schools
Rock bands, Vocal groups and Soloists
Three performances to inspire prospective 2016 students
‘Carols on the Avenue’
College Choir, Concert band Junior band, five small ensembles, Soloists
Liturgy, Nativity, Christmas Concert and Carol-singing event
THE ARTS CATHOLIC PERFORMING ARTS FESTIVAL 2015 Shield Playoff ‘Viva Guitarre’ Guitar Ensemble
Instrumental Ensemble Section
Sam Coten and Hayley Groen
Secondary Vocal Duet
Charli Lill and Samantha Lill
Secondary Vocal Duet
Samantha Lill and Jessica O’Leary
Secondary Vocal Duet
Instrumental Solo (Acoustic/Classical Guitar)
Instrumental Solo (Acoustic/Classical Guitar)
Instrumental Solo (Acoustic/Classical Guitar)
Corpus Christi College Choir
Corpus Christi Year 10 Vocal Ensemble
Corpus Christi Celtic Band
Corpus Christi Guitar Quartet
Instrumental Ensemble (Acoustic/Classical Guitar)
Instrumental Solo (Acoustic/Classical Guitar)
Corpus Christi Viva Guitarre Ensemble
Instrumental Ensemble (Acoustic/Classical Guitar)
Instrumental Solo (Acoustic/Classical Guitar)
Secondary Vocal Solo
Secondary Vocal Solo
Instrumental Solo (Acoustic/Classical Guitar)
Secondary Vocal Solo
Secondary Vocal Solo
Joshua Wong and Don (Shannon) Subasinghe
Instrumental Duet (Acoustic/Classical Guitar)
Corpus Christi Woodwind Quartet
Instrumental Ensemble (Woodwind)
Instrumental Solo (Secondary Woodwind)
Instrumental Solo (Secondary Strings)
Instrumental Solo (Secondary Woodwind)
Instrumental Solo (Acoustic/Classical Guitar)
Instrumental Solo (Secondary Brass)
Secondary Piano Solo
Secondary Piano Solo
Instrumental Solo (Secondary Woodwind)
Instrumental Solo (Secondary Woodwind)
Instrumental Solo (Secondary Woodwind)
Instrumental Solo (Secondary Brass)
Certificate of Merit Corpus Christi College Girls’ Choir
Corpus Christi College Choir
Secondary Sacred/Liturgical Choral Music
Corpus Christi College Wind Band
Instrumental Ensemble (Other Instruments)
Secondary Vocal Solo
Secondary Vocal Solo
Secondary Vocal Solo
Secondary Vocal Solo
Secondary Vocal Solo
Secondary Vocal Solo
Secondary Vocal Solo
FREMANTLE EISTEDDFOD Section Vocal Ensemble Recital Open Choir Recital 16+ voices Open Instrumental Ensemble Recitals Up to 15 players Open Choir Recital 16+ voices U/18 U/13 Musical Theatre U/15 Duet U/18 Vocal Solo 3rd Grade Instrumental Solo Grade 4 Solo
Place 1st 2nd 3rd
Performer/s Corpus Christi Barbershop Group College Choir Celtic Band
4th 2nd 2nd 2nd 2nd Credit
Girls Choir Alessia Scarfo Talia and Alessia Scarfo Talia Scarfo Lauren Cannell Elish Lau
TECHNOLOGY AND ENTERPRISE
he Technology and Enterprise Learning Area has continued to expose students to a wide variety of teaching and learning experiences. These experiences 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. This Learning Area offers students an opportunity to participate in a wide range of organised activities throughout the year. Such experiences are planned with the aim of giving all students a ‘hands-on’ encounter with a range of materials. Artificial – The Creative Collective 2015 Students: 38 from Years 7, 9, 11 and 12 One of the highlights of the year was ‘Artificial – The Creative Collective’ which took place in October. This event provided an opportunity for the Technology and Enterprise Learning Area to work collaboratively with the Arts Learning Area to showcase some of the work produced by students from all Year groups. Year 11 students Daniel Ialacci, Jordan Nadj and Lachlan Nadj exhibited pieces that were created both in school and at home. Their passion and skill when working with timber was outstanding. Years 11 and 12 Textiles students showcased their major production projects in the exhibition. There was an impressive variety of garments displayed on mannequins which created an interesting visual experience for everyone.
Dragster Project Students: 57 in Year 9
modelled their garments beautifully and were excellent ambassadors for the College.
Middle School students manufactured a vast array of products using both wood and metal. A real sense of excitement and competition was felt around the College as Year 9 students raced their gaspowered dragsters which were built from scratch. Students designed and manufactured their cars for speed (80kph) and the results were very impressive.
Recognition is well deserved for Gracie Drennan, whose two-piece shorts outfit was selected to go through to the State finals at the Hyatt on 13 September 2015.
Robotics Club Students: 10 all Years
The Institute of Chartered Accountants Australia and New Zealand are great promoters of Accounting education. One way the Institute encourages students to become involved in the subject is by sponsoring this prestigious award. Each year, the top Stage 3 Accounting student at the College is presented with a Trophy, Certificate and a $100 cheque. This year, the top student in Accounting and Finance was Matthew Dobson. Matthew is a worthy recipient of this award as he has been a keen student of the subject, achieving outstanding results in both his final Accounting examination and his major research projects.
Robotics Club gives students ‘hands-on’ experience of working with the Rapid Application Development (R.A.D) method and electronics to gain an understanding of how robots can help humans. Students focus on the origins, applications and latest trends in robotics and learn how robots are built and controlled. They then focus on exciting group challenges endeavouring to make a robot successfully complete a task. Apex Australia Teenage Fashion Awards for 2015 Students: five Years 11-12 Chloe Kingston, Gracie Drennan and Vanessa Serafini represented Corpus Christi College in the ‘Casual Day Wear’ section of the Apex Australia Teenage Fashion Awards for 2015. The Perth heats were held at Carine Senior High School from the 29 - 30 August. The girls
Accounting and Finance Awards Students: one Year 12
The dynamic partnership created by committed and innovative staff working with talented and inspired students, guarantees infinite enjoyment and success in this Learning Area. As a team, we are looking forward to building on this success in 2016.
VOCATIONAL EDUCATION AND TRAINING (VET)
tudying Workplace Learning brings many benefits to students enabling them to:
Develop competence in the core skills needed in the workplace
Increase self-esteem and confidence
Gain a realistic understanding of the expectations of specific industries and employers
Gain valuable work experience to support applications for further training, apprenticeships and job opportunities.
Fifty nine students participated in Workplace Learning during 2015. Throughout the year, there were 80 individual placements with 47 businesses. Once again, a number of host employers were keen to recruit from this pool of work-ready students and they have been offered a range of employment opportunities including: •
Apprenticeships in the Automotive and Electrical industries
he College offers a range of VET programs in Senior School. These programs provide a variety of training opportunities for students and are delivered both on and off campus.
The College would like to thank the following businesses who have provided work placements to students participating in the Workplace Learning Program in 2015:
In 2015, Years 11 and 12 students enrolled in a total of 218 VET qualifications, with some students completing more than one qualification. The range of VET qualifications in which Corpus Christi College students enrolled are shown in the table below:
Altona Plumbing & Civil
Angelo Petkovic Cabinets
AST Sheet Metal Works
Aussie Perth Tours
Banksia Park Primary School
Certificate I Business
Certificate I Information, Digital Media & Technology
Captain Cook Cruises
Certificate I Sport and Recreation
Definition Health Club
Certificate II Automotive
De Lecq Le Montais
Department Fire and Emergency Services
Certificate II Community Services
DVG Melville Service
Early Learning Centre Summerville
Certificate II Construction Carpentry
Esplanade Hotel Rydges
Fremantle Plumbing Service
Certificate II Hairdressing
General Diesel Services
Goodstart Early Learning Atwell
Certificate II Health Services Support
Certificate II Hospitality
A traineeship in Dental Nursing
Greg Thomas Plumbing
Hammond Park Catholic Primary
Full-time work in Aged Care
JB Hi-Fi Booragoon
Certificate II Information, Digital Media & Technology
Casual paid part-time work in Childcare and Landscaping.
Kounis Metal Industries
Leeming Childcare Centre
Certificate II Outdoor Recreation
LM Poole Electrical
Certificate II Retail Makeup and Skincare
Certificate II Sport Coaching
Mel Maria Primary School
Certificate II Visual Art
Mint Childcare Centre
Certificate III Business
Mt Pleasant Dental
Mulberry Tree Childcare
Murdoch University Childcare Centre
Native Animal Rescue
RAAF - Gordon Lodge
Ramsay Health - Attadale Hospital
Ramsay Health Care - Hollywood Hospital
All work placements are arranged to meet the needs and interests of individual students, and are invaluable in supporting career pathways and transition to post school destinations. In 2015, one Year 12 student was shortlisted for a School Curriculum and Standards Authority (SCSA) VET Award in Children’s Services, with their Workplace Learning Logbook being commended by SCSA as an example of excellence.
Certificate III Christian Leadership and Ministry
Certificate III Early Childhood Care and Education
Certificate III Engineering – Technical
Royal Aero Club WA
Certificate III/IV Information, Digital Media & Technology
Sacred Heart Primary School
Certificate III Plumbing
St Benedict’s School
St John of God Hospital Murdoch
Certificate III Retail Operations
St Vincent’s Primary School
Western Plant Hire
Yidarra Catholic Primary School
Certificate III Sport and Recreation Certificate IV Business Certificate IV Preparation for Nursing Education
1 10 1 14
HEALTH AND PHYSICAL EDUCATION PHYSICAL EDUCATION
In 2014, Stage 3 Physical Education Studies the College mean scaled score was significantly above the State mean scaled score.
In the Physical Education Learning Area, students participate in a varied program of sports enabling them to develop a broad range of skills. Some of the sports experienced include: •
• • • • • • • • • • • • •
Outdoor Education continues to thrive at the College with a variety of activities on offer across all Year groups. Camping expeditions have provided students with the opportunity to experience the unique and diverse ecosystems of Western Australia, whilst completing a range of activities including group challenges, surfing, canoeing, cycling and rock climbing.
SENIOR SECONDARY COURSES:
Year 11 ATAR Outdoor Education: 21 students
Beach Volleyball Basketball and Wheel Chair Basketball
Year 12 ATAR Outdoor Education: 17 students.
VOCATIONAL EDUCATION AND TRAINING (VET)
Australian Rules Football Softball/Baseball Cricket
HEALTH EDUCATION Health Education explores a number of issues relevant to today’s teenagers and focuses on areas such as digital citizenship, nutrition and drug education. Some of the areas considered include:
Footy Smarts: 22 students
In recent years, the Physical Education Learning Area has offered a selection of VET courses to a diverse range of students. With VET courses contributing to WACE requirements, the VET program is a popular alternative to the traditional university pathway.
Ball Games: 99 students
YEAR 9: Netball Smarts: 42 students Sport and Fitness: 53 students
Outdoor Education: 121 students. YEAR 10:
Keys for Life Driver Education Program
PHYSICAL EDUCATION STUDIES YEARS 11 AND 12
Personal Skills (organisational and communication skills)
Senior Secondary students who enjoy sport and physical activity can choose to study one of a number of Physical Education Studies courses. In 2015, students have been fortunate to have elite coaches supporting them in these courses as they prepare for their practical examinations.
• • • •
Bullying and Protective Strategies Mental Health Awareness.
SPECIALIST SUBJECTS In Years 9 and 10, students have the opportunity to select specialist Physical Education courses. This choice allows specific aspects of the subject area to be studied, providing a taste of the Senior Secondary courses offered in Years 11 and 12. The following subjects were offered in 2015:
Certificate III Sport and Recreation: 23 students.
Outdoor Education: 74 students
Drug Education Nutrition
Certificate II Outdoor Recreation: 30 students
Sport Education: 29 students
Certificate II Sport Coaching: 16 students
Sport Science: 50 students.
SENIOR SECONDARY COURSES: Year 11 General Physical Education Studies: 24 students Year 11 ATAR Physical Education Studies: 31 students
Year 12 ATAR Physical Education Studies: 17 students. 23
he College Sport theme this year was, ‘Be Proud, Be Strong’. Students were challenged by College Sport Captains Rebecca Lu and Rhys Jones to demonstrate pride in the school, and show respect for team mates and oneself. Students were encouraged to be both physically and mentally strong when faced with sporting challenges. KEY PRIORITIES FOR SPORT IN 2015 •
Fitness: Growing Running Club numbers with greater variety in training sessions, catering to individual interests
Advocacy: Consulting stakeholders, Burgundy, White and Blue Celebration of Sport Dinner, Improving news and results in the media
Social Development: Creating a focus on the mentoring of Sports Leaders and the provision of forums for sharing ideas and best practice
Inclusion/Diversity: Increasing numbers of Education Support Centre students involved in InterHouse Carnivals and Friday Sport
Service: Increasing the numbers of Senior School students involved in the coaching and officiating of Middle School teams.
PERFORMANCE GOALS FOR 2015 FOCUSSED ON •
Maintaining ‘A Division’ Status in ACC Swimming and Athletics
Improving the College profile and performance in AFL and Netball.
SASJ Overall Summer Champion School
Senior Girls AFL Grand Finalists Runners Up
ACC Cross Country U13 Girls Champions
Year 8 Girls High Schools Cup Netball
Year 10 Boys AFL South Metropolitan Champions
Year 10 Girls High Schools Cup Netball
Senior Boys Super 8’s Cricket Geoff Marsh Shield
SSWA Senior Girls Soccer
Year 8/9 Boys AFL East Fremantle District Champions
SSWA Junior Girls Soccer
Year 7 Girls Netball – SASJ Champions
SSWA Senior Boys Soccer
Years 8/9 Boys Basketball SASJ Champions
WAFC Junior Boys AFL
Years 8/9 Girls Touch SASJ Champions
ACC MAJOR DIVISIONAL CARNIVAL RESULTS
A Division Swimming 5th
Cross Country 7th
A Division Athletics 5th
he Learning Centre supports approximately 160 students in Middle School who require a variety of teaching and learning adjustments to access the curriculum. These 160 students include those diagnosed with specific learning difficulties for example Dyslexia, Dyspraxia, Dyscalculia, ADHD or those who have identified literacy or numeracy challenges. Identified students in Years 7-9 are invited to join the iLAN program (Intensive Literacy and Numeracy classes) if their literacy/numeracy needs require this level of intervention. iLAN lessons include the explicit teaching of spelling and grammar, as well as the development of literacy, numeracy and research skills. Twenty-five students in Year 7, 23 in Year 8 and 23 in Year 9 participated in this program in 2015. The program has proved to be successful for the consolidation of skills, research and collaborative learning practices. Students have reported to the team that they take pride in being able to transfer these study skills to a range of classroom situations. The Learning Support Team provides assistance to teachers in a variety of ways. For example, through: •
Professional Learning sessions about Dyslexia, Autism, Cooperative and Visual Learning Strategies
The creation of TALAs (Teaching and Learning Adjustment plan development)
Planning for differentiation in the classroom
Developing Independence strategies for Lifelong learners
Providing in-class support including team teaching and group facilitation
Modification and scaffolding support to cater for all learners in assessments and learning activities.
Creating Teaching and Learning Adjustment Plans (TALA), which are reported on each semester
Providing support and self-management strategies for students suffering from anxiety
Facilitating special examination/assessment arrangements for students completing Senior School examinations
The development and implementation of vocabulary lists for use in assessments to help memory challenges and spelling difficulties.
A six-week ‘Protective Behaviours’ program was facilitated by the People 1st Program, (also known as ‘PIP’) in Term Four
The Peer PAL program continues to bridge the gap between mainstream students and students in the ESC. This program welcomed around 40 new members in 2015
Ten Middle School students participated in the Bushranger Cadets program for the first time. They studied the environment, culture and citizenship, and enjoyed the range of opportunities this program brings to students. They also participated in a swimming program run by two swimming specialists from Riverton Leisureplex
Thirteen Senior School students participated in the residential Year retreats, the River Cruise and the Year 12 Ball. The Senior School ESC students welcomed a Religious Education teacher who taught the PA/PB Religion course in the Centre on a weekly basis
Five Senior School students were enrolled at either Central Institute TAFE or Challenger TAFE, attending a total of five different courses. Two students passed their courses achieving competency, with the other three enrolled to repeat next year. One student gained part time employment at a Child Care Centre, for their post school year
Three Year 12 students graduated to post school agencies such as Workpower and Edge service providers. This includes TAFE and work placement support
Three students were successfully transport-trained to independently travel from the College to Central Institute TAFE in Perth
Three students were each awarded a $1000 scholarship through Good Samaritan Industries to contribute towards their 2016 TAFE fees.
he aim of the Education Support Centre (ESC) is to prepare students for life after College. This aim is reflected in all programs and opportunities offered in both the ESC and throughout the broader College community. In 2015, the ESC accommodated 24 students each of whom had either an Individual Education Plan (IEP) or an Individual Transition Plan (ITP). In 2015, five students from the ESC participated in modified classes in Mathematics, English, Science, and Humanities (MESH). Their learning programs were delivered through a modified approach to the curriculum in each subject and were taught by an Education Support Teacher in collaboration with the mainstream class teacher. This model has proved to be successful with three new students following this model in 2016. Throughout the year, students participated in a variety of teaching and learning experiences across a range of learning areas. For example: •
The Learning Support Team provides support to students and their families in a variety of ways, such as: •
A group of students joined students with similar needs from Yidarra Primary School each Tuesday afternoon for a Sports and Arts program. Music, drama, arts and robotics classes were also run by teachers from the ESC. This program has facilitated the strengthening of transition relationships for students from Yidarra who will join the ESC in the future Within the Health and Physical Education (H&PE) Learning Area, eight students participated in the Associated Catholic Colleges (ACC) Inclusive Sports carnivals including Indoor Soccer, Ten Pin Bowling, Swimming and Athletics. Students also participated in two camps including the Middle and Senior School camps to Lavandale Farm in York and Rottnest Island, respectively. Additionally, all students participated in a ten-week Adaptive and Inclusive unit in Physical Education at Notre Dame University, Fremantle
The partnership between the ESC team and parents continues to be crucial in the development of the students. A Parent Information Evening was held in the Centre in February. In October, the ESC students took their families on a learning journey of displayed samples of their work in their IEP areas. The third Annual Disco for ESC communities in the area was held at the College with parents networking from a number of Centre’s across Perth. A barbecue picnic to celebrate the successes of the 2015 ESC team and families was held in December with 75 guests attending. 25
INFORMATION AND COMMUNICATION TECHNOLOGY
orpus Christi College continues to be committed to 21st Century Learning, with the vision being to create a Digital Learning environment which supports students and teachers to learn together in a culture of respect. The introduction of the iPad into Year 7 in 2016 brings the College closer to having one device that is used by all students. Recent developments around the iTunes U platform has enabled increased collaboration and sharing of resources, both within the College and with other schools around Australia and the globe. The introduction of iPads into Middle School will help to: •
Facilitate change in pedagogy
Focus learning on inquiry, self-direction and collaborative experiences.
The College has just completed its fourth year as an Apple Distinguished School. Apple recognises outstanding schools and programs worldwide for innovation, leadership and educational excellence. Corpus Christi College has been invited to re-apply for recognition as an Apple Distinguished School for 2016 and 2017. The use of ICT to transform teaching and learning has been a focus of the College for a number of years. A major development in 2015 was the connection of the College to the iTunes store, through the development
of a set of Year 7 Science units based on the Western Australian Curriculum. This project has involved teachers and ICT Teams from Corpus Christi, Mercedes and Holy Cross Colleges, along with support from the Catholic Education of Western Australia (CEWA) and Apple, redefining the possibilities of publishing and collaboration between schools. A new set of College Web pages was developed externally and the College continues to develop the use of educational portals such as SEQTA, iTunes U and Google which provide educational and conversational connections to the College community. Students continue to develop a wide range of digital citizenship skills. One of the challenges of having access to such powerful resources is the need for students to be responsible with their digital footprints. In 2015, students were provided with many opportunities to engage with skilled presenters exploring the broad range of cyber challenges facing students. A highlight was the presentations by the Project Rockit team who gave the clear message that, ‘You don’t have to be a chosen leader to stand up’ with regards to behaving responsibly in the digital world. With this message in mind, a group of students are currently working with members of the College Leadership Team to update the Social Media Policy for 2016.
ARTS Year 7 Art Mary Alamiyo Year 7 Dance Hannah Harrison Year 7 Drama Konrad Rucki Year 7 Music George Norris Year 8 Art Amy Riordan Year 8 Dance Annabel Biscotto Year 8 Drama George Kenny Year 8 Music Annaliese Iliffe-Turner Year 9 Craft Viona Muljono Year 9 Dance Breanna Furfaro Year 9 Design Basics Benjamin Tanner Year 9 Digital Imagery April Ooi Year 9 Drama Adsina Kevin Year 9 Art Lloniq Lai Year 9 Music Corran O’Brien Year 10 Dance Vivianne Moreno Sanchez Year 10 Design Basics Hayley Zeller Year 10 Drama Peter Ho Year 10 Fine Art Hayley Zeller Year 10 Music Gabriela Postma Year 11 Dance - ATAR Cassandra Rauh Year 11 Drama - ATAR Andrew Surjan Year 11 Visual Arts - ATAR Madison Holling
Year 9 Ball Games Ethan Pereira Year 9 Footy Smarts Nicholas Carbone Year 9 Netball Smarts Alana Bocarro Year 9 Outdoor Education Amelia Swan Year 9 Physical and Health Education (Boys) Alex Kingsbury Year 9 Physical and Health Education (Girls) Jessica De Freitas Basilio Year 9 Sport and Fitness Keeley Liddelow Year 10 Health Education Olivia Fuderer Year 10 Outdoor Education Amirah Fasciani-Allen Year 10 Physical Education (Boys) Mitchell Garland Year 10 Physical Education (Girls) Abbey Basire Year 10 Sports Education in Physical Education Cameron Cantwell Year 10 Sports Science Amy Iannantuoni Year 11 Outdoor Education - ATAR Dean Barone Year 11 Physical Education - ATAR Cassandra Rauh Year 12 Physical Education Studies Stage 3 Dean Barone
Year 7 Humanities Year 8 Humanities Year 9 Humanities Year 10 Economics ENGLISH Year 10 Geography Year 10 Modern History Year 7 English Danielle Dias Year 11 Modern History – ATAR Year 8 English Stephanie Barbuzza- Year 11 Economics – ATAR Summerton Year 12 Modern History Stage 3 Year 9 English Amelia Swan Year 10 English Year 11 English - General Year 11 English - ATAR Year 11 Literature - ATAR
Phoebe Holmes Sandra Toma Anita Lynch Victoria Hebbs
HEALTH AND PHYSICAL EDUCATION Year 7 Health Education Year 7 Physical Education (Girls) Year 7 Physical Education (Boys) Year 8 Health Education Year 8 Physical Education (Girls) Year 8 Physical Education (Boys
Ava Dadmehr Taylor Kroyer Thomas Stephenson Lil Miller Anna Bell Oscar Wehr
Jenna Riordan Hannah Antulov Alea Kaye Go Dimitrie Damos Nina Brown Nadia Gould Alexander Di Rosso Phoebe Holmes Victoria Hebbs
LANGUAGES Year 7 French Jenna Riordan Year 7 Indonesian Marina Piper Year 7 Italian Jordan Passauer Year 8 French Abbey Rock Year 8 Indonesian Jaye Kember Year 8 Italian Stephanie Barbuzza- Summerton Year 9 French Bethany Fimmel Year 9 Indonesian Adriana Gough Year 9 Italian Alea Kaye Go
YEARS 7-11 AWARDS Year 10 French Year 10 Indonesian Year 10 Italian Year 11 French - ATAR Year 11 Indonesian - ATAR Year 11 Italian - ATAR
Phoebe Holmes Mitchell Garland Olivia Mocerino Ella Regan Cian Flynn Alison Cook
MATHEMATICS Year 7 Mathematics Year 7 Mathematics Acceleration Year 8 Mathematics Year 9 Mathematics Year 10 Mathematics Year 10 Mathematics A Year 11 Mathematics Essential Year 11 Mathematics Applications Year 11 Mathematics Methods Year 11 Mathematics Specialist
Jordan King Thomas Nicholls Brett Nigli Jodi Gagner Ilayna Sword-Gray Mitchell Garland Hayley Zeller Brandon Navarro Madison Holling Lachlan Clark Matthew Bailey
HEADSTART AND WORKPLACE LEARNING Year 10 Careers and Work Year 10 Certificate I Information, Digital Media and Technology Year 10 Certificate I Sport and Recreation Year 10 Workplace Learning
Blake Hughes Zachary Barham Zachary Barham Jacob Barham
LEARNING SUPPORT Year 7 Year 8 Year 9
Nataly Fhearghuis Julian Oversby Tyler Sandon
YEARS 7-11 AWARDS EDUCATION SUPPORT Year 7 Year 8 Year 9 Year 10 Year 11
Benjamin Armstrong Christopher Johnstone Brendan Tan Ewan Fowles Alex Tilli
SCIENCE Year 7 Science Year 8 Science Year 9 Science Year 10 Biology Year 10 Chemistry Year 10 Hands on Science Year 10 Human Biology Year 10 IGCSE Science Year 10 Physics Year 10 Psychology Year 11 Biology - ATAR Year 11 Chemistry - ATAR Year 11 Human Biology - ATAR Year 11 Physics - ATAR Year 11 Psychology - ATAR
Thomas Nicholls Brett Nigli Alea Kaye Go Gabriela Postma Brooke McCoy Niamh O’Meara Jacqueline Soraine Alexander Di Rosso Ashley Taylor Olivia Fuderer Elana Di Giuseppe Alison Cook Jessica Ly Alison Cook Teresa Math
TECHNOLOGY AND ENTERPRISE Year 7 Computing Year 7 Design Robotics Year 7 Technology: Domestic Year 7 Woodwork Year 8 Computing Year 8 Creative Media Year 8 Design Robotics Year 8 Technology: Domestic Year 8 Woodwork Year 9 Business Beginnings Year 9 Caring for Children Year 9 Clever Hands
Konrad Rucki George Norris Jenna Tupuhi Lucy Provan Holly Van der Linden Brett Nigli Emily Byrne Lil Miller Mariane Patricia Kiling Bethany Fimmel Bethany Fimmel Andrea Lee
Year 9 Metal Technology Year 9 Technical Graphics Year 9 Wood Technology Year 10 Introductory Accounting Year 10 Computing Studies Year 10 Food Technology Year 10 Wood Technology
Jake Waller Rebecca LeGuier Dwight Rowland Jacob Crook Matthew Teo Breanna Letizia Eligh Blechynden
Year 11 Accounting and Finance - ATAR Thomas McSharer Year 11 Applied Information Technology - ATAR Daniel Kuzich Year 11 Business Management and Enterprise - General Daniel Holley Year 11 Children Family and Community - General Anna Raven Year 11 Design Technical Graphics - General Tate Pearse Food Science and Technology - General Lauren Scott Year 11 Material Design and Technology: Metal - General Daniel Ialacci Year 11 Material Design and Technology: Textiles - General Mika Rotondo Year 11 Material Design and Technology: Wood - General Daniel Ialacci
BEST ALL ROUND AT SPORT Year 7 (male) Year 7 (female) Year 8 (male) Year 8 (female) Year 9 (male) Year 9 (female) Year 10 (male) Year 10 (female) Year 11 (male) Year 11 (female)
Thomas Stephenson Sophie Jones Taj Pirrottina Stephanie Bardill Levi Burns Jodi Gagner Cameron Bell Jessica Lu Matthew Housham Lucinda Weekes
RELIGIOUS EDUCATION Year 7 Religious Education Year 8 Religious Education Year 9 Religious Education Year 10 Religious Education
Grace Dunleavy Joseph Damiano Bethany Fimmel Nina Brown
Year 10 HeadStart: Religious Education Zachary Barham Year 10 Religion in Society Olivia Fuderer Year 11 Religion and Life - General Tayla Perich Year 11 Religion and Life - ATAR Elysia Henley
COLLEGE LEADERSHIP AWARDS St Mary of the Cross Year 7 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
Grace Kingston Kade Gizzarone Rachael Dellaca Julyan Tan Amelia Swan Corran O’Brien Olivia Fuderer Kenith Png Cassandra Rauh Thomas Glyde
EDITH COWAN UNIVERSITY CITIZENSHIP AWARD ACADEMIC YEAR 7 Dux Proxime Accessit
Thomas Nicholls Deetya Charles
YEAR 8 Dux Proxime Accessit
Brett Nigli Holly Van der Linden
YEAR 9 Dux Proxime Accessit
Andrea Lee Alea Kaye Go
YEAR 10 Dux Proxime Accessit
Alexander Di Rosso Phoebe Holmes Lila Rodari
YEAR 11 Dux Proxime Accessit
Alison Cook Thomas Glyde
YEARS 12 AWARDS ARTS Dance Stage 3 Drama Stage 3 Visual Arts Stage 3
Monica Italiano Isobel Christian Georgia Kingsbury Michelle McMahon
ENGLISH Stage 2 C/D English Stage 3 Literature Stage 3
Hayley Groen Tanika Sgherza Shannon Kelly
HEALTH AND PHYSICAL EDUCATION Outdoor Education Stage 3 Physical Education Studies Stage 1
Max Puls Cody Fleming Phoebe Oxwell
Economics Stage 3 Geography Stage 3 Modern History Stage 3
Matthew Dobson Max Puls Ewan Stevens
LANGUAGES Italian Stage 3
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
Ellie John Ryan Abbott Genna Hand Ingrid Lee Katrina Gan Hayden Richards
SCIENCE Biological Sciences Stage 3 Chemistry Stage 3 Human Biology Stage 3 Physics Stage 3 Psychology Stage 3
LEADERSHIP Emma Marsh Katrina Gan Katrina Gan Katrina Gan Tanika Sgherza
TECHNOLOGY AND ENTERPRISE Accounting and Finance Stage 3 Matthew Dobson Applied Information Technology Stage 3 Cameron Whiting Business Management and Enterprise Stage 1 Cody Fleming Design - Technical Graphics Stage 1A/B Michelle McMahon Food Science and Technology Stage 1A/B Tanika Sgherza Materials Design and Technology Metal Stage 1A/B Samuel LaMacchia Materials Design and Technology Textiles Stage 1A/B Chloe Kingston Materials Design and Technology Wood Stage 1 C/D Ryan Abbott
VOCATION EDUCATION AND TRAINING AND WORKPLACE LEARNING Certificate II Information, Digital Media and Technology Certificate II Outdoor Recreation Certificate II Sport Coaching Certificate II Visual Art Certificate III Business Certificate III Sport and Recreation Workplace Learning
Anthony Damiano Jordyn Chiarelli Hayley Hardwick Chloe Kingston Emma Marsh Abbey Goodbody Carissa Oâ€™Donnell
Rhys Jones Rebecca Lu
Christian Service AustralianSuper Excellence in VET Proxime Accessit College Dux
Aveen Yoong Chloe Kingston Tanika Sgherza Katrina Gan
CORPUS CHRISTI MEDALS Rachel (Alyssa) Bay Sam Coten Bethany Coulter Rebekah-Anne Craggs Jennifer Gresham Rhys Jones Shannon Kelly Chloe Kingston Samuel LaMacchia Rebecca Lu Rebecca Machado Jason Martins Benjamin Ring Aveen Yoong
SEQUERE DOMINUM Jennifer Gresham
EDUCATION SUPPORT Education Support Year 12
RELIGIOUS EDUCATION Religion and Life Stage 1C/D Religion and Life Stage 3A/B
Matthew Scott Rebekah-Anne Craggs
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, 63 were female and 46 male. There were no Indigenous employees. Collectively, the qualifications held by staff were: Masters Degree Bachelor Degree Diploma in Education
19 93 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 Attendance Rate
7 8 9 10 11 12 95% 94% 94% 94% 94% 94%
COMMUNITY SATISFACTION COLLEGE STRATEGIC PLAN 2014 - 2015 AND EVIDENCE OF SCHOOL IMPROVEMENT – AN EMPHASIS ON INNOVATION, FEEDBACK AND EXCELLENCE. During 2014, the community was introduced to the 2014 - 15 College Strategic Plan, our ‘blueprint for strategic growth’ (for 2014 - 2015), outlined in the pages that follow. Archbishop Timothy Costelloe recently spoke about what defined Catholic schools from other faiths. He crystallised his definition to a Catholic school being a place where, “the ‘Jesus-thing’ is lived and understood in the Catholic tradition”. In 2015, the College re-introduced weekly Masses held in the newly refurbished Chapel for all Homerooms and commenced each morning as a staff gathered in prayer in the staffroom. But the understanding of a Catholic school such as Corpus Christi College incorporates more than students attending Mass or saying prayers, going on retreats or receiving the Sacraments, all important parts of our tradition. In providing opportunities for graduates to become more ‘Christlike’, an atmosphere is developed which permeates the entire College, creating an environment and ethos which envelops each child. This enriches the pastoral care program, an integral part of our holistic offerings. At the conclusion of the year after an exhaustive review process, the College Evangelisation Plan was updated. For the next four years, goals will form part of the Annual School Improvement Plan. What does excellence look like at Corpus Christi College? In 2015, the College was focused on two areas aimed at promoting excellence: • •
Developing teachers through building a strong model of a Professional Learning Community Creating Academic Excellence Programs – personalised learning, extension, acceleration.
Students have benefited from leaders and teachers creating a culture of ongoing performance development, as part of our strategic focus on forming a strong Professional Learning Community with four pillars of improvement: collaborative teamwork, building teacher and leadership capacity, and a high quality professional development program. As a component of the Corpus Christi College Professional Learning Plan for Teachers and Leaders 2015, the College developed the Corpus Christi Centre for Excellence in Leadership, Learning and Teaching in a Catholic School (CELTIC) program already referred to in this document. CELTIC was developed as a collaborative model of learning where there were continuing conversations amongst staff at work, as part of their own learning journey to benefit the students they taught. Teachers were focussed on talking about the process of teaching and learning, on student engagement and achievement, rather than just subject content through their involvement in the Teacher Improvement Program. Students have benefited from the strategies developed by teachers, providing feedback to their teachers regarding how they have learned in the classroom and through the provision of more engaging learning experiences relevant to 21st century learners. Feedback loops between teachers, leaders and students are critical to advancements in student engagement and performance. In 2015, there was an emphasis on encouraging all students to speak out, to have a voice. Part of our Teacher Improvement Program focused on leaders and teachers coaching one another to
develop practice, while students in many classes were surveyed regarding their learning environments and their experiences in the classroom. This provided invaluable feedback to teachers regarding the way in which they teach and assisted them to develop SMART goals aimed at continual improvement. Developments in the ways in which academically able students were identified and catered for occurred in 2015, as a result of the appointment of a Head of Academic Excellence, Mrs Filipa Carvalho. Year 7 Mathematics students were selected for an accelerated mathematics program, studying the Year 8 Mathematics course throughout the year. Gifted and talented students from the Middle School were identified using standardised data, testing, parent and teacher referrals, and student interviews. They were then offered a broad range of activities, events and competitions to enhance their learning opportunities. These opportunities existed in all aptitude domains and included activities such as sport, mathematics, philosophy, science, public speaking, social justice, information communication technology, leadership and the arts, to name just a few. The Academic Excellence Extension Program started in Term Two and offered students the opportunity to work with other students on a project of their choice. These projects catered for a range of student interests, enhancing communication, collaboration, creative, critical thinking and problem solving skills. There are many purposes of the Academic Excellence Extension Program including catering for academically able students who are often self-directed learners, empowering them to strive for excellence and to achieve their potential and supporting them to convert their God given gifts into talents. Consequently, students encountered a more challenging, positive environment as a result of being involved in unique opportunities which allowed them to pursue their interests. Student and parent feedback has been highly complementary regarding these initiatives. 2015 marked another year where we were recognised as an Apple Distinguished School. In being awarded Apple Distinguished School status for three years running, we are able to provide students with the opportunity to develop 21st century skills including working collaboratively and communicating
with others, nurturing creativity, critical thinking and problem solving skills, all of which are enhanced by the use of digital devices – MacBooks in Middle School and iPads in Senior School. The online Management System, SEQTA, provides a tool that parents and teachers utilised to improve communication between home and school, enabling and supporting student achievement. Coneqt-s meant students had access to lessons, homework, marks books and course materials online, while parents could use Coneqt-p to inform them of homework set, marks attained and the impact of these marks on grades, well before the end of Semester reports were available. iTunes U courses were rolled out in the Senior School, with class teachers providing quality learning resources for Senior School courses, enabling students to personalise their learning beyond the classroom. The College is well known for providing a world-class digital learning environment for students and staff, initially recognised by Apple in 2013 and again in 2014-15, after our successful renomination. This move was made possible because of the College focus on teachers utilising a broad range of teaching strategies (or pedagogy) 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 our successful application to be recognised as an e-Smart School. The leaders and teachers at the College continue to embrace the challenge to develop and implement strategies that promote good digital citizenship, and a positive e-Smart culture among all community members. 2015 was also the year the Principal met with groups of Year 12 students ‘for lunch’ over the course of three terms, providing a great deal of feedback about the College. This initiative led to many improvements including an increase in the number of buses which transported students to Murdoch station after school, additional refrigerated water points for students and providing feedback regarding how Year 12 students were fairing during a high stress period in their lives. The positive academic results at the conclusion of 2015 are testimony to the feedback provided by students in these sessions, as the first cohort to commence Year 12 in the fourth term of their eleventh year.
The College agreed to trial a school improvement review process at the invitation of Catholic Education WA (CEWA) called the School Cyclic Review (SCR), after the College had already commissioned the Australian Council for Educational Research (ACER) to undertake a similarly comprehensive School Improvement Review process at Corpus Christi College in 2014. The SCR focused on the effectiveness of the College’s engagement with self-review, the impact of self-review on school improvement and the future directions for the improvement of student outcomes identified by the College. SCR occurs once every five years and contributes to the compliance of school re-registration regulations in this State. As part of the review, parent and student representatives were interviewed and members of the panel also visited classrooms as part of the process. A number of members of staff were involved in this review process, including teachers and support staff, representatives of the Teaching and Learning Council and of course, the Principal and the Leadership Team. Feedback included: ‘Parents feel positive about the school. Their input at Board and Parent Council level was valued. They had an understanding of the strategic directions of the school. The College places a strong emphasis on good communication with parents. The use of SEQTA has been a welcomed addition in recent years. The College also places emphasis on ensuring it is part of the broader community. It works well with Yidarra, basketball groups, youth groups etc.’ It is important to ensure that we keep doing the things for which we are known. Again, from the SCR Report: ‘Pastoral care is strong. The College looks after all students well. It was a high performing school that has high demands’. The report provided at the end of the year will inform the community of the College’s ongoing school improvement goals, which will be incorporated into the School Improvement Plan for 2016. 31
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. The CEWA LEADing in a flourishing Catholic Education system framework has been used, alongside the Catholic Education Office Quality Catholic Schools (QCS) 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. A summary of the Strategic Plan is outlined below.
FOCUS AREA: DISCIPLESHIP (CATHOLIC IDENTITY) Discipleship is our calling – we are committed to deepening our relationship with Jesus. System-wide, this is done in a number of ways. In 2014-2015, the College focussed on the following key goals that lie in QCS Domain One, Catholic Identity: 1. 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. This goal is ongoing.
4. Gender-based learning: a. Boys’ engagement: The Teaching and Learning Council will investigate measures with regards to the disengagement in learning of boys. This goal is ongoing. 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. This goal has been achieved.
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, broadening Immersion programs for staff and students (eg Year 11 Mulan Kimberley and Cambodia Staff Immersion Programs). This goal is partially complete. 3. 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. This goal has been achieved.
B. In 2014-2015, there will be a focus on the academic performance and pastoral welfare of an individual student, 4. With regards to the College Chapel, finalise its refurbishment and the professional improvement and support for an with a focus on being more contemporary and in keeping individual staff member. This outcome will be achieved with the standards of refurbishment in all other parts of the through the following measures: College. This goal has been achieved. 1. Continue to honour a culture of learning through implementing the Corpus Christi College Professional FOCUS AREA: LEARNING (EDUCATION) Learning Community (PLC) model which reflects the importance of each individual teacher, their knowledge and Learning is what we do – we are committed to learning at every relationship with their students in all learning environments, level. and their own subject knowledge and understanding, and broad range of pedagogical practices. The PLC model has A. In 2014-2015, the focus on student wellbeing continued, been implemented. 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 for Heads of Year. This goal is ongoing. 2. The Pastoral Council will focus on the formation of an exemplar Homeroom Teacher to enable a high quality of pastoral care of individual students. This goal is continuing into 2016. 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. This goal has been achieved.
2. Common teaching and learning practices, standards and expectations for students from Years 7 to 12 are to be identified and embedded. This goal is continuing into 2016. 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.
FUTURE FOCUS: STRATEGIC PLAN 2014-15 These four pillars are reflected in the Strategic Goals set for staff each year. The PLC model has been implemented. 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 e-Smart School. The leaders and teachers at the College will continue to develop and implement strategies that promote good digital citizenship, and a positive e-Smart culture amongst all community members. e-Smart initiatives are ongoing. Continuing with Apple Distinguished School application for 2016-17. 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. This goal has been achieved.
4. The Principal and Deputy Principal Ministry to review existing links with the Parish communities through the Parish Pastoral Community meetings held each term. Corpus Communications would be involved in enhancing relationship opportunities as they arise. This goal is ongoing. 5. Establish a clear process for all College events, to include meeting with all stakeholders, consistent protocols and promotion, and a formalised review after the event. This goal is ongoing. 6. With the assistance of the Principal and Deputy Principal Ministry, the College will develop an Aboriginal Reconciliation Strategy. This goal is a focus area for 2016.
FOCUS AREA: ENGAGEMENT (COMMUNITY) Engagement is essential – we are committed to Catholic Education’s mission through relationships with all. In 2014-2015, the College focused on the following key goals which lie in QCS Domain Three, Community. The College will: 1. Continue to look at strategies to improve communication between parents and teachers through the online SEQTA portal, SEQTA Engage. This goal has been achieved.
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 6. Calendarised events are rationalised and a new process team leader and the Communications Team. This goal is for the inclusion of calendar events is implemented in 2014, ongoing. ensuring a rigorous, holistic educational programme for each individual student that takes into account their academic 3. The Principal and the Parents and Friends (P&F) to focus performance. This goal has been achieved. on strategies to enhance the sense of community amongst new and current families. In 2014, the P&F proposed four 7. Produce the Handbook for Parents of Students with parent committees to cover various areas of College life, Disabilities. This was finalised at the conclusion of 2014, and called ‘Corpus Cares’, ‘Academic Support’, ‘Friends of is available on the College parent portal SEQTA Engage. the Arts’, and ‘Friends of Sport’. The P&F Executive will This goal has been achieved. include community building and social events in the College calendar each year. This goal has been achieved.
FOCUS AREA: ACCOUNTABILITY (STEWARDSHIP) Accountability is not optional. We have personal and collective responsibility for our system’s success. In 2014-2015, the College will focus 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. This goal has been achieved. This goal has been achieved. b. Design drawings for the Performing Arts Centre to be finalised and prepared to go to tender. This goal is ongoing. c. Cafeteria Hub, Religious Education and Ministry Centre, Entrance and Landscaping Project to be formally opened in Semester Two. This goal has been achieved. This goal has been achieved. 2. Identify, cost, prioritise and timeline the ongoing maintenance and refurbishment priorities for the College. This goal will be achieved in 2016.
FUTURE FOCUS: STRATEGIC PLAN 2014-15 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. This goal is ongoing. 4. Through Corpus Communications and Board Marketing teams, update the Prospectus, the promotion of regular newsworthy items, update the College advertising strategy (enrolments and employment), and update the process for distributing the College e-News. This goal has been achieved. 5. Review external ICT service providers and contractors during 2014 given the implementation of a high-speed large band-width internet service, the maturity of the BYOT programme, a new printing strategy and improved wireless across the College during 2013. This goal has been achieved. 6. Investigate paper-less processes in administration and teaching for possible documentation and trial, and if effective after evaluation, adopt practices with the approval of the Principal. This goal is ongoing 7. Formulate a Risk Management Policy and Procedures for consideration and implementation by the Board and College Leadership Team. This goal is ongoing. 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. This goal is ongoing. b. Be reflected in all new buildings, classrooms and outdoor spaces. This goal is ongoing. c. Require some modification in support staff working spaces and other administrative spaces. This goal is ongoing.
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.
A whole school improvement planning framework has been created. This framework has been informed by the following documents: • • • •
The Catholic Education Office of WA LEADing in a flourishing Catholic Education system framework (2014-16) The Quality Catholic School Improvement framework The WA Bishops’ Mandate for Catholic Schools The 2009 Federal Government’s ‘Melbourne Declaration on the Goals for Young Australians’.
The College will use a systematic and collaborative approach to effective school improvement.
“FORMING YOUNG WOMEN AND MEN FOR THE FUTURE, THE LEARNER PROFILE IS THE COLLEGE MISSION STATEMENT TRANSLATED INTO A SET OF 21ST CENTURY LEARNING OUTCOMES THAT DEVELOP THE WHOLE CHILD – THEIR SOCIAL AND EMOTIONAL SKILLS, RELIGIOUS AND MORAL LIFE, SPIRITUAL AWARENESS AND ACADEMIC ACHIEVEMENTS”
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