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CORPUS CHRISTI COLLEGE Annual Report 2016


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CONTENTS PURPOSE, BELIEFS AND VALUES

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THE PRINCIPAL’S INTRODUCTION

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CHAIR OF THE BOARD

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Middle School Report

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Senior School Report

8

Religious Education

9

Ministry and Christian Service

9

Learning Area Reports

10-30

YEARS 7-11 AWARDS

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YEAR 12 AWARDS

33

COLLEGE INFORMATION

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SCHOOL IMPROVEMENT PLAN

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FUTURE FOCUS

STRATEGIC PLAN 2014-2017 37 2016 ACADEMIC RESULTS

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PURPOSE, BELIEFS AND VALUES CORPUS CHRISTI COLLEGE

OUR BELIEFS

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

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

OUR MOTTO Sequere Dominum – Follow the Lord.

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

Nurturing a living faith

Promoting justice and service to others

Striving for excellence in all we do

Fostering joy in learning

Respecting the dignity of each person

Creating and maintaining a caring and inclusive College community.

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can follow

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.

OUR CREST


THE PRINCIPAL’S INTRODUCTION Preparing Hearts at Corpus Christi College

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n the Year of Mercy instituted by Pope Francis, Archbishop Timothy Costelloe spoke to the topic ‘The Heart of a Catholic School’ early in 2016, a topic which resonated with many of the themes for our College this year. Corpus Christi College is built on the conviction that unless the children in our care are educated in a school which is based on and expressive of a belief in God, made known in Jesus, and encouraged within the context of the believing community of which we are part, ‘the Church’, the child’s education will only ever be incomplete. As a Catholic school, Corpus Christi College does ‘prepare hearts’. How do we do this? As leaders in Catholic schools, we were reminded of Pope Francis’ six foundational commitments of the new leader in the 21st century, to: •

Know yourself deeply, but live to serve others

Immerse yourself in the world, but remove yourself from the world daily

Live in the present and revere tradition, but create the future.

Maintaining a balanced life is the catch cry for living in the 21st century. These six foundational commitments are continually infused into our culture, into our educational programmes for our young men and women as they learn together, progressing through to graduation each year. They are also evident in the pages which follow.

heartedness. So, what did large-heartedness look like for us at the College in 2016? The year was filled with countless stories of student achievement, innovative teaching and learning approaches, and inspiring initiatives. Stories about young people who deeply reflected on the meaning of their lives, who served others within and outside the school, working towards becoming Christian men and women committed to the love, compassion and justice as promoted through the gospels. On our Facebook site and in each copy of the e-News we recounted a number of these good news stories which showed our students continuing to embrace the wide range of opportunities afforded them. Each of these stories is accompanied by teachers and staff prepared to ‘go the extra mile’ for our students. On behalf of the students, I am grateful for their dedication and sacrifice, thankful for their largeheartedness. As you turn the pages of the Annual Report, we invite you to see many examples of large-heartedness at Corpus Christi College during 2016. Best wishes and God bless.

Caroline Payne Principal

The six foundational commitments are clear, not only for our teachers and leaders, but sharpen the goals for our students who will become leaders in our communities in future years, and which are also evident in our College Learner Profile. In the Year of Mercy, Archbishop Tim Costelloe reminded us that another word for mercy is large-

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CHAIR OF THE BOARD

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am very pleased to be able to provide this report, for and on behalf of the Corpus Christi College Board in my capacity as Chair. The Board has diligently continued its work with the Principal, Mrs Caroline Payne and her Leadership Team for the benefit of the College community. In accordance with the Catholic School Board Constitution in WA, a Board Member can serve a maximum of six consecutive years. During 2016, we welcomed new members to the Board as a direct result of actively recruiting people with 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. At the end of the 2016 school year, we have had one Board member step down after a significant number of years’ contribution, as their family has now concluded their time at the College. The Board welcomes enquiries regarding contribution and commitment to the College at any time. 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 Principal and Leadership Team in the Strategic Plan. In 2017, one additional member is expected to join the College Board and its committees using the in-place Board Selection and Induction Procedure. The Board will continue to provide a stable advisory and governing platform upon which the College Leadership Team will be able to depend 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, duediligence 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.

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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 that is being followed and executed. The current Capital Development Programme (commenced in 2013) has provided much needed significant infrastructure upgrade for the College. In 2016, we saw the commissioning of the new Corpus Christi College Community Centre at the commencement of the school year – another major milestone for the College Capital Development Plan. Thank you to the Building Committee and the Finance Committee (chaired by Mr Russell Hardwick) for all your input to these projects. Development of the old gymnasium into a Performing Arts Centre is due for completion March 2017 and planning for the building of the new College Theatre is on track for completion mid-2018. The renewal of College infrastructure and facilities continues for the benefit of current and future students. The fee and levy model effected in 2013 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). Federal and State Government funding has not kept up with cost increases within the sector and the gap continues to widen. Any reductions 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. Our Principal discusses the ‘preparing of Hearts at Corpus Christi College’. Our students are the leaders of the future. We look forward to the continued success of the College and all the Corpus Christi Community in 2017. Mr Greg LeGuier Board Chair


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he College focus is on enabling Middle School students to become independent and interdependent learners. All curricula and cocurricular activities seek to fulfil the learning philosophy encapsulated in the Corpus Christi College Learner Profile. The Learner Profile articulates the ways in which staff will strive to support students to develop the following eight key attributes: The Learner Profile attributes: •

Christ Like

Resilient

Communicator

Global Citizen

Thinker

Excellence

Balanced

Reflective

The range of curriculum offerings at Corpus Christi College seeks to cater for the diverse needs of all students, inside and outside of the physical classroom.The College successfully provides opportunities for students to be involved in all aspects of College life - academic, sporting, cultural and ministry pursuits. Strategically, the College has explicitly planned for the changing needs of its students as they transition from primary school into Middle School, Senior School and then into further study or employment. In the Middle School, the philosophy and action is focused on providing students with the tools to learn how to learn. The staff in the Middle School is committed to working together to ensure that all students have the opportunity to achieve to the very best of their abilities. Learning Support programmes cater for those students requiring specific teaching and learning adjustments. These programmes have been a great success in meeting the needs of the individual student both within the mainstream context and in smaller more focused groups.

For academically able students and in particular Mathematics students, an invitation is made to be a part of the Mathematics Acceleration Programme. With individualised guidance, these students undertake an accelerated programme which focuses on the Australian Curriculum one year ahead of the Year group. For example, successful Year 7 students will complete the Year 8 Australian Curriculum Mathematics course in Year 7. Academically more able students across all Learning Areas are exposed to opportunities which aim to cater for the unique attributes of students requiring greater depth and breadth of the Year level curriculum offerings. The Saints Ambrose and Catherine Academic Excellence Extension Programme (AEEP) 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.’ GRAVISSIMUM EDUCATIONIIS NL, 1965. (Declaration on Christian Education), POPE PAUL VI The purpose of the programme is to: •

Empower students to strive for excellence and achieve at their true potential

Maximise the potential of all students, converting gifts into talents

Provide students with a positive environment as a result of being involved in unique opportunities, whereby they can pursue their interests

610

Offer students the opportunity to work with like-minded students

600

Train gifted and talented students to ensure correct attitudes and approaches to learning

Motivate academically able students

Cater for academically able students who are often self-directed learners

Ensure selected students excel at 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 skills.

YEAR 7 TESTING RESULTS: 2016 NAPLAN

YEAR 9 TESTING RESULTS: 2016 NAPLAN

570

620

560

550

590

540

580 570

530

560 520

550

510 Reading

Writing School Mean

Grammar & Punctuation

Spelling

Numeracy

All Australian Mean

540

Reading

Writing School Mean

Grammar & Punctuation

Spelling

Numeracy

All Australian Mean

The 2016 NAPLAN results continue to confirm that Years 7 and 9 cohorts at Corpus Christi College consistently perform above the National standard for all sections of the NAPLAN testing.

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MIDDLE SCHOOL REPORT The College also extends the opportunity for students in Years 5 and 6 from its Catholic feeder schools to access components of the Academic Excellence Programme. This programme: •

Provides a forum for like-minded students to socially communicate and collaborate

Develops higher order process skills and in-depth investigation skills

Permits interaction with practising experts

Empowers students to strive for excellence and to achieve at their true potential

Provides students with a positive experience in a high school

Maximises the potential of all students, converting gifts into talents.

A point of difference with regards curriculum offerings provided by Corpus Christi College is evident by the provision of the Year 9 Personal Project. Year 9 students independently select a project of their choice and, with guidance from mentor staff, complete a project over the academic year. The project culminates in the College annual Personal Project Exhibition evening. Explicit emphasis, which is driven by data (assessments tasks and standardised testing regimes) is given to the personalised learning progress of every student. As a result, this ensures that Corpus Christi College focuses on teaching practices that improve learning.

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SENIOR SCHOOL REPORT

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he Senior School students demonstrated their commitment to excellence and desire to be the best they can be. There have been many activities over the course of the year providing students with opportunities to display their wonderful talents and abilities. These opportunities include: Year Retreats, Christian Service, specialised academic programmes, public speaking, sporting activities, arts and social events. Corpus Christi College has a strong tradition of academic excellence and the Class of 2016 achieved outstanding results. The following 18 students achieved Certificates of Distinction from SCSA (School Curriculum and Standards Authority): Matthew Bailey Lachlan Clark Alison Cook Elana Di Giuseppe Mao Lin Thomasina Foo Thomas Glyde Elysia Henley Madison Holling Jessica Ly Anita Lynch Rachel Martin Joseph McKenna Michelle Ng Cassandra Rauh Ella Regan Allison Isabel Wan Jake Wasley Samuel Wong

ANALYSIS OF ACADEMIC RESULTS FOR 2016 •

The highest scoring student Mao Lin Thomasina Foo: 99.70

School Median ATAR (all students): 86.35

37.5% of students achieved an ATAR of 90 or greater

84.7% of ATAR students were ranked in the top 30% of the State

96% of students achieved the WACE

65% of students achieved an ATAR (4+ scaled marks)

78.2% of ATAR courses achieved an average above the State mean

35% of students followed a General pathway, with all of these students achieving a Certificate II or higher.

Warm congratulations and best wishes for success in their future endeavours are extended to all the Graduates of 2016.

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RELIGIOUS EDUCATION

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iven the 21st Century context, the Religious Education Learning Area is challenged to nurture its Catholic identity through a strong Religious Education programme sequenced through the years to build and develop our students’ knowledge of the Gospels, the teachings of the Church, the role of the Church in our modern world and the place Catholics have in the Universal Church. The Religious Education team believes that by increasing a student’s knowledge of Jesus and his teachings, each can develop a well guided understanding of the Church and its hope for them as God’s children.

2015 WACE RESULTS In 2015, Religion and Life Stage 3 course results were outstanding with students achieving a scaled score significantly above the State mean. For the majority of students, Religion and Life Stage 3 course scores counted as one of their top four ATAR scoring subjects.

YEAR 9 BISHOPS’ RELIGIOUS LITERACY ASSESSMENT In 2016, The Bishops’ Religious Literacy Assessment (BRLA) was again successfully completed online. The Year 9 students achieved excellent results with the overall performance being well above the State average.

The results were excellent considering the challenging test offered this year, with many students scoring within the top 10% of the State in certain sections. The diagram below indicates the overall achievement of the students over time. In this Learning Area, there has been a focus on data using not only the BRLT results for Year 9s, but also the Personalised Learning Cards to gain a better understanding of the students. This information enables staff to select content more relevant to students’ needs and supports the building of trusting relationships, and exposes students to the wonder and awe of the Catholic tradition. There have been exceptional results at all stages of Religious Education from Year 7 through to Year 12 ATAR. The majority of students in Senior School chose to sit Religion and Life as one of their ATAR courses. There is also a focus on creating an interesting and interactive course for students in the General course from Years 10- 12 with the teaching of Catholic values and beliefs. By knowing the students, understanding their abilities, strengths and weaknesses, it is possible to nurture the students as they grow in their Catholic identity and spirituality.

100 Range of Year 9 achievement (%) across WA Your School’s total mean score (%) All schools’ total mean score

90 80

Achievement Scores (%)

70 60 50 40 30 20 10 0

2007

2008

2009

2010

2011

2012

ACADEMIC YEAR

9

2013

2014

2015

2016

MINISTRY AND CHRISTIAN SERVICE

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he College seeks to fulfil its commitment in ministry by:

Evangelisation - inviting students to enrich their relationship with Jesus Christ Mission - inviting students to engage in activities of Christian Service and justice Leadership - supporting students to develop attributes and skills that lead others to Christ. MINISTRY Student Ministry Leaders are appointed in Years 7–11 and along with the Ministry Prefects, fulfil 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. Participating in liturgical activities enables the community to celebrate and develop its faith throughout the year. The College is committed to the celebration of whole school and Year group Masses, along with the Homeroom Masses held each Friday morning in the Chapel. Celebrating the sacraments of 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 grow at the College enabling students to mentor, support and encourage their peers. The Year 7 Quest Retreat held at the beginning of the school

year allows Senior School students to develop their leadership skills, develop a willingness to witness faith to their peers and welcome the newest students to the College. CHRISTIAN SERVICE Middle School Christian Service Learning Programmes encourage students to give witness to the Gospel. In the Senior School, there are many opportunities for a student to commit to acts of Christian Service, such as, supporting the Caritas and St Vincent de Paul Appeals, visiting the elderly, supporting the Archbishop’s Lifelink Appeal, serving at St Patrick’s Community Care Centre in Fremantle and participating in civic appeals. All Senior School students complete at least 20 hours of Christian Service before the end of Year 11. As 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!”


MATHEMATICS

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t has been an exciting year for the Mathematics Learning Area with a high number of students participating in various quizzes, competitions, the integrated STEM project and other engaging activities. 2016 saw the introduction of STEM Week offered to students in Year 8. STEM (Science, Technology, Engineering and Mathematics) is a cross-curricular project, within which students were encouraged to build a mousetrap vehicle during Week 7 of Term Three. This activity, called ‘The Mousetrap Vehicle Project’ was coordinated as an integrated task between the four learning areas. Students also participated in a number of competitions and problem solving activities including: ‘Have Sum Fun’ online competition and ‘Have Sum Fun’ quiz night, along with the accelerated classes in Years 7 and 8 participating in the Australian Problem Solving Mathematics Olympiad. The annual NAPLAN testing resulted in some great achievements. In comparison to other Years 7 and 9 students across Australia, almost 70% of Corpus Christi College students were above the national mean.

HUMANITIES

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016 was another successful year for the Humanities Learning Area, with continual opportunities provided to students to not only develop their knowledge, but also become more environmentally and culturally aware, develop empathy, consider different perspectives and improve their problem solving skills. Students demonstrated their understanding and deepened their engagement in Humanities through their participation in extra-curricular activities such as the UN Youth State Conference, Mock Trials and the WA Youth Parliament. One hundred

and seventy students from Years 7-10 participated in the Australian Geography competition. Four students received a high distinction and 18 students achieved a distinction in the competition. The College entered four teams in the Law Society of WA Mock Trial Competition. All four teams enjoyed success and represented the College with distinction. Two of the teams made it through to the last 16. Corpus Christi College had one Year 11 team who made it through to the final eight in the competition. The Year 11 team was led superbly by Alexander Di

Rosso, who was named by barristers as ‘the best judge they had seen all year’. Thirty two lucky Year 10 students attended the 2016 Sydney/Canberra Tour. They participated in a variety of educational activities focused on Australia’s history, culture, heritage and democracy. Students visited the Australian War Memorial, Parliament House, the National Portrait Gallery, the Australian Institute of Sports and the High Court. They also commemorated the past sacrifices made by our servicemen and women at the Dawn Service on ANZAC Day.

Tiana Inman (Year 9) won a Gold Award for the Education Perfect Maths Championship, placing her in the top 2% of 30,000 competitors from around the world. One of the College’s high performing students in the Australian Mathematics Competition, Thomas Nicholls (Year 8), will be attending the Enrichment Workshop for gifted young Mathematicians. More than half a million students in Australia compete each year in this competition. The following students are to be highly commended for their excellent results:

YEAR 7 High Distinction: Thomas Erkes Distinction: Sarina Ierino, Victoria Ann Chong, Leah Nigli, Eric Lau, Joshua Uy, Kim Ryan Gamueda and Elly Kember.

YEAR 8 High Distinction: Thomas Nicholls Distinction: Terinder Rikhraj, Caleb James, Maxwell Covella, Tyler Savy, Deetya Charles and Rahul Rath.

YEAR 9 Distinction: Brett Nigli, Vineeth Vincent, Brodie Parsons and Austin Bevacqua.

YEAR 10 Distinction: April Ooi, Alana Bocarro, Rohan Bay, Jonathan Lim, Andrea Lee, Jodi Gagner and Vincent Julius.

YEAR 11 Distinction: Brendan Alvaro, Johanes Yacob, Mitchell Garland and Brittany Wassell.

YEAR 12 Distinction: Lachlan Clark, Samuel Wong, Joseph McKenna, Thomas Glyde, Matthew Bailey, Benjamin Roche, Danielle D’Mello, Thomasina Foo, Jessica Ly and Jake Wasley.

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ENGLISH

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he English Learning Area’s focus in 2016 has been student engagement. The goal was to deliver high quality lessons that challenge and motivate students in the classroom. Here is a snapshot of the opportunities and the successes of the English Learning Area: •

The 2015 Stage 3 English and Literature students achieved above the State average in their WACE examinations

66% of Year 12 students used Stage 3 English as one of their highest scoring subjects contributing to their ATAR score

Additionally, 79% of Stage 3 Literature students used Literature as a top four ATAR subject and 17% of Stage 3 Literature students used Literature as their top ATAR subject

The school mean for the Year 7 and Year 9 NAPLAN results were above the national mean in all test categories

High performing English students across the College attended advanced writing workshops at The Literature Centre, Fremantle

The Public Speaking Programme attracted more than 70 students on a weekly basis, with 63 students participating in the annual Corpus Christi College Public Speaking Competition

Year 11 student Jack Maguire, represented the College in the District Final for Rotary 4 Way Test Public Speaking Competition 2016 at the State Conference in Bunbury

Nine students entered the Rostrum Voice of Youth Public Speaking Competition this year, seven making it through to the semi-finals and with Ikeoluwapo (Ike) Adesanya, Rachael Dellaca and Erin Martin all from Year 9, progressing through to the State Final

Year 12 students Molly Elliott and Desiree Louise competed in the State Final of the Plain English Speaking Competition.

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SCIENCE

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he Science Learning Area continues to work towards the goal of offering engaging experiences for students and enhancing the understanding of students by using a combination of great practical experiences and digital resources.

SIGNIFICANT CURRICULUM ACHIEVEMENTS ATAR Psychology and ATAR Physics in WACE Top Schools.

COMPETITION RESULTS

OTHER SCIENCE ACTIVITIES AND RESULTS •

The Science WACE results were again very pleasing with high means in Chemistry, Physics and Psychology

A number of Year 7 teams entered the Science iQ competition in Term Two placing 1st (7 Pallotti) and 3rd (7 de Vialar)

Year 8s had a close encounter with Raptors, experienced an Air Pressure Science show, participated in the STEM initiative and 22 slept over at the Zoo

Year 9s experienced the Electricity and Lightning Show

Several Year 10 high achieving students enjoyed the Science Café with WA’s chief scientists at the University of Western Australia. Students chatted with some of the 80 inspiring scientists present about careers

Year 11 Biology Camp at Hills Forest engaged in Marsupial research including trapping and sampling of local flora

In the Chemistry 12 Titration Stakes, the College placed 40 and 42 out of 91 schools

A number of Science teachers worked on iTunesU content courses for Year 7 Science as part of the Content Coalition with Catholic Education WA which were published globally.

In 2015: •

Of the 20 Year 10 students in the IGCSE Combined Science Examination (Cambridge) course, two students obtained an A+ grade which is a scaled score of above 90%, 5 students obtained an A grade which is a scaled score of above 80%, 8 students obtained a B grade which is a scaled score of above 70% and 4 students obtained a C grade which is a scaled score of above 60%

In 2016: •

Australian National Chemistry Competition Years 1012: 46 students participated and were awarded four (4) High Distinction Certificates (within the top 10% of the State), 15 Distinction Certificates (within the top 10% - 25% of the State), 13 Credit Certificates (within the top 25% - 40% of the State)

64 Year 8 and 34 Year 10 students entered The Big Science Competition and were awarded seven (7) High Distinctions (95%+), 15 Distinctions (85%+) and 28 Certificates of Credit

The Australian Schools Science Competition (ICAS): 127 students from Years 7 and 9 participated, 12 students achieved a Distinction (the top 15% of the State), 50 Credits (the top 40%) and 10 Merits.

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LANGUAGES

C

orpus Christi College offers compulsory language courses for all students in Years 7-9. Students in Year 7 choose from one of three languages: French, Indonesian or Italian and continue to study this language to the end of Year 9. Students then have the opportunity to continue studying their chosen language as an ATAR course. Studying a language to this level allows students to take advantage of the 10% bonus entry into a Tertiary Institution. The retention rates for languages at the College are excellent as are the WACE results, with a large percentage of language students using language as one of their four ATAR subjects.

EXTERNAL EXAMINATIONS In 2016, Languages students participated in many external examinations. Year 11 Indonesian students gained excellent results in the Australian Language Certificate Examinations. All students achieved a credit which was the highest level in the examination. French students enjoyed excellent performances in the Alliance Francaise examinations as listed below: YEAR 12 High Distinction:1 Distinction: 2 Credit: 3 Pass: 4 YEAR 11 Distinction: 2 Credit: 3 Pass: 1 YEAR 10 High Distinction: 2 Distinction: 3 Credit: 4 YEAR 9 High Distinction: 4 Distinction: 11 Credit: 19

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Italian students performed very well in the WAATI examinations with a number of excellent results being achieved: YEAR 12 Distinction: 1 Credit: 1 Merit : 5 Pass: 6 YEAR 11 Distinction: 4 Credit: 1 Merit: 4 Pass: 3 YEAR 10 High Distinction: 1 Distinction:2 Credit: 7 Pass: 5

EXCHANGE PROGRAMMES There are a number of exchange programmes offered at the College with sister schools in Indonesia (SMAK Hendrikus), Reunion Island (Maison Blanche) and Italy (Istituto Tecnico – A. Panzini). These programmes have been hugely beneficial not only to the students who have participated in them, but also to the broader College community.


WE THEN TRAVELLED TO THE VATICAN CITY AND TOOK A TOUR OF THE SISTINE CHAPEL AND ST PETER’S BASILICA...MAMMA MIA! CHE MERAVIGLIA! OUR TOUR GUIDE, GRAZIA, WITH HER SPECIAL SENSE OF HUMOUR, INFORMED US OF ROME’S HISTORY. TODAY WE CONTINUED OUR GUIDED TOUR WITH GRAZIA TO THE COLOSSEUM AND THE ROMAN FORUM.

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THE ARTS DANCE

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ance students had a very successful year in 2016. Some significant events include:

Corpus Dance Company (CDC) and Corpus Collective (CC) in the Performing Arts Festival for Catholic Schools and Colleges Term Three - Week 6 CDC - 83 students from Years 7-12 CC - 23 students from Years 7-12 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 Two until the middle of Term Three. The CC was awarded a Certificate of Merit for the work ‘Illuminate’ and CDC achieved an Honourable Mention for their performance of ‘Nouronnihar’, and were awarded the Shield for Secondary Dance. This is the first time Corpus Christi College has won the Shield since 2002, and it is a credit to the dedication and talent of the dancers.

SENIOR SCHOOL DANCE PERFORMANCE EVENING Term Three - Week 8 37 students from Years 10-12 The inaugural Senior School Dance Performance Evening saw 37 Senior School curriculum dancers perform in the professional setting of Nexus Theatre. The evening showcased 15 original dance works with a focus on student-choreographed work. The Year 12 ATAR Dance students performed their Original Solo Compositions in preparation for their WACE examinations, with other Year groups performing a variety of group and class dances.

CORPUS CHRISTI DAY MASS LITURGICAL DANCE Term Two - Week 7 24 students The Inspire Dance Troupe, comprised of Education Support Centre

15

students and select Year 9 Dance students, performed a liturgical

dance to Louis Armstrong’s ‘What a Wonderful World’, celebrating our beautiful world and everything for which we are thankful. The rehearsal process and performance allowed students to interact with each other and make new friendships.

EXTRA-CURRICULAR GROUPS Boys Dance Crew (Monday afternoons during Term Three). 10 students: Years 7-10. Corpus Dance Company (Juniors on Thursday morning, Seniors on Wednesday morning). 83 students: Years 7-12. Corpus Collective (Friday mornings). 23 students: Years 7-12. Participation in Workshops with Specialist Dance Teachers Students participated in various workshops: • • • • • •

Yilin Kong – Dance Day 2016 - Year 12 students Yilin Kong – choreographic development - Year 12 students Bonnie Neate – choreographic development - Year 11 students Bonnie Neate – choreographic development - Year 10 students Amy Wiseman – contemporary Dance workshop - Senior School students Ram S - Bollywood Dance workshop - Corpus Collective.

CURRICULUM SUMMARY Year 12 Dance ATAR Units 3/4 - 8 students Year 11 Dance ATAR Units 1/2 - 14 students Year 10 Dance - 15 students per semester Year 9 Dance - 35 students per semester (over two classes) Year 8 Dance - two classes of 29 students per term Year 7 Dance - two classes of 29 per term XDAN Education Support - 11 students. TOTAL = 10 curriculum classes running at any given time (25 cohorts over the year)


DRAMA

Drama Incursions

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Stage Combat director Andy Fraser taught combat skills to Year 9 students as part of their curriculum development on understanding Theatre Language, in Shakespeare’s ‘Romeo and Juliet’ in Term Four.

their studies at university (including WAAPA) and for many students, Drama was their highest scoring ATAR subject.

‘Guys and Dolls’

rama 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

In 2016, there was a plethora of opportunities for students to showcase their talents, including: Year 11 Production of ‘The Caucasian Chalk Circle’ All Year 11 ATAR Drama students performed in front of an invited audience as part of their performance task - scenes from Bertholt Brecht’s masterpiece ‘The Caucasian Chalk Circle.’ Students received much praise for their excellent, production style performance level.

The Drama production of ‘Guys and Dolls’ won the ‘Best Full Musical Production Shield’. This production involved more than 120 students from all Year groups, including students who supported the performers back stage. Drama Day Twenty students in Years 11-12 participated in a range of drama classes throughout the day with guest artists and performers, who helped develop their performance pieces.

Year 12 Original Solo Piece (OSP) Evening

Workshops for Co-curriculum

Year 12 ATAR Drama students performed their own solo performances to an invited audience as part of their practical assessment for ATAR. This was an amazing opportunity for students to test their practical pieces before the actual examinations.

Extra learning sessions for ATAR Drama students wishing to participate in additional workshops were very popular. These sessions supported students in their preparation for their WACE examinations.

Year 7 Production In Term Three, a new initative for the department saw the inaugural production from the Year 7 Drama company. After two full sessions of auditions, 20 students where selected to take part in a small production to an outside audience. ‘Ernie’s Incredible Illucinations’ by Alan Ayckbourn, was a fascinating rollercoaster performance involving all students on stage in a piece of physical theatre and was well received by their parents. This performance also featured in the Year 6 Fun Day, an induction programme for students new to the College. Academic Excellence During Term Two, lunchtime Drama sessions for students in Years 7-9 were delivered as part of the Academic Excellence programme. Drama Excursions

THE ARTS

VISUAL ARTS Visual Arts continued to follow dynamic contemporary trends and involve media and materials that engage all of the senses, encouraging viewers to become actively involved in making meaning from the work. The focus in Visual Art this year, has been on innovation and creativity.

DEVELOPMENTS IN VISUAL ARTS Extension programmes have continued in 2016. The Gifted and Talented Programme (second year running), involved 20 students exploring their artistic talents under the instruction of former Corpus Christi College student and Western Australian artist, Cam Allen. The results have been excellent and students have thoroughly enjoyed using their newly acquired skills.

Students in Years 10-12 attended performances at the Perth International Arts Festival as part of their curriculum development and understanding of styles of theatre.

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THE ARTS GIFTED AND TALENTED YEAR 6 STUDENTS

St George’s Cathedral Youth Awards

During Term Three, 15 gifted and talented students from surrounding primary schools were invited to a three-dimensional extension workshop in clay mediums, resulting in some very creative approaches to sculptural forms.

Alice Waters Year 12 Clarissa Sutandi Year 12 Madison Holling Year 12

ART CLUB Terms One and Two provided opportunities for artistic extension in the form of workshops in silk screening and clay vessel making, involving 15 students from a range of Years in each class.

EXHIBITIONS Atwell Youth Art Awards Annabel Biscotto Year 9 Luke Di Dio Year 10 Lloniq Lai Year 10 Olivia Ialacci Year 10 Reen Minotti Year 10 Andrea Pinto Year 10 Tyler Sandon Year 10 Amelia Swan Year 10 Samantha Thomas Year 10 Jessica Tichelaar Year 10 Grace Macri Year 11 Rachel Raphael Year 11 Daniel Holley Year 12 Sachin North Year 12 Clarissa Sutandi Year 12 Alice Waters Year 12

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Angelico Exhibition Ella Waddy Year 7 Annabel Biscotto Year 9 Jessica Tichelaar Year 10 Sachin North Year 12 Madison Holling Year 12 Clarissa Sutandi Year 12 Metamorphis Exhibition Central TAFE Selected by Central TAFE Daniel Holley Year 12 Black Swan Portrait Exhibition Selected by a panel of judges at ARTrinsic Jessica Tichelaar Year 10 Viona Muljono Year 10

‘ZEST’ An Exhibition of Visual Arts and Technology and Enterprise works In partnership with the Technology and Enterprise Learning Area, this annual showcase involved students from all Year groups and ability levels. With approximately 380 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.


THE ARTS

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THE ARTS MUSIC 2016 has been a period of great development and achievement for Music at Corpus Christi College. The exciting renaissance of Music in 2015 has continued unabated, with significant expansion in curricular and co-curricular Music provision - both in the opportunities offered to students, and in the numbers of students involved. Curriculum Music has grown, with a new Music ATAR class in Year 11, and an extra Music elective class available for Year 9 students. The introduction of Music technology into the curriculum has been important, with the development of music composition projects using ‘Protools’ recording technology, ‘Sibelius’ notation software, ‘Sound Cloud’ music sharing and ‘Garage Band’ sequencing. Musical performance has been a major focus in 2016. Students have performed to great acclaim both as soloists and in College ensembles. Student music making of a high standard has graced College events, community events, Liturgical events and major music festivals and competitions. This includes a hugely successful international tour to the

NOTABLE MUSIC PERFORMANCES CATHOLIC SCHOOLS PERFORMING ARTS FESTIVAL ‘Rhapsody Rotorua’ Music Festival in New Zealand, where the College achieved the highest results of all the schools participating gaining three Gold awards from the three ensembles entered. New ensembles started this year include the hugely entertaining Year 7 Choir ‘The Minor Details’, the new Intermediate Wind Band and the ‘Friday Rock School’. All ensembles have achieved amazing results in their first year. Results in local Music festivals in WA, including the Performing Arts Festival for Catholic Schools and Colleges have been exceptional, building further on the great work of 2015. This year, all College ensembles received Shield award nominations, Honourable Mentions, or Certificates of Merit. The Instrumental and Vocal teaching staff have continued their excellent work, and the College has been delighted to expand the staffing to include several excellent new tutors with Jazz and Contemporary music backgrounds.

HONOURABLE MENTION Ensembles

Ensembles

Soloists

Soloists

First Place

Corpus Christi College Liturgical Choir

Samuel Forster and Holly Forster – Instrumental Duet

Girls Choir

Olivia Ialacci and Sofia Scaturro – Vocal Duet

Corpus Christi College Choir

Megan Schutte and Anna Thomson – Flute Duet

Celtic Band

Alessia Scarfo - Voice

Viva Guitarre 2

Megan Schutte – Flute

Corpus Christi Year 7 Choir (‘The Minor Details’)

Victoria Ann Chong and Kathryn Tan – Piano Duet

Saxophone Ensemble

Holly Forster – Saxophone

Viva Guitarre 1

Lauren Cannell – Flute

Viva Guitarre 2

Megan Schutte – Flute

Senior Instrumental Ensemble

Georgia Lill – Flute

Corpus Christi Celtic Band

Sienna Perruzza – Voice

Flute Choir

Coprus Christi Chamber Trio

Peter Ho – Voice

Viva Guitarre 1

Kiralee Cottier – Voice

G-Force Guitar Ensemble

Woodwind Quartet Second Place ‘The Minor Details’

Megan Schutte and Anna Thomson – Flute Duet

Boys Choir

Talia Scarfo and Alessia Scarfo – Vocal Duet

Third Place

Olivia Ialacci – Voice Talia Scarfo – Voice Alessia Scarfo – Voice Tiara Hadinoto-Leung – Voice Talia Scarfo and Alessia Scarfo – Vocal Duet CERTIFICATE OF MERIT Ensembles

Soloists

Woodwind Quartet

Samuel Budihardjo – Guitar

Junior Flute Choir

Zoe Hardingham – Guitar

Senior Flute Choir

Nicholas Allen – Guitar

Junior Instrumental Ensemble

Joshua Wong – Guitar Maya Surjan – Voice Sofia Scaturro - Voice Niña Brown – Voice Caitlin Dougall – Voice Charli Lill – Voice Andrea Fernandez - Woodwind Rahul Correia - Woodwind Kathryn Tan – Woodwind Anna Thomson - Woodwind Gianni Petta - Woodwind

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FREMANTLE EISTEDDFOD

Kathryn Tan and Christina Spry – Woodwind Duet

Corpus Christi College Choir

Talia Scarfo – Voice

Junior Flute Ensemble

Charlotte Zollner Instrumental

Clarinet Ensemble


THE ARTS

COMMUNITY PERFORMANCES 2016 Performance/Event

Date

Ensemble(s)/Soloists

Thanksgiving Mass for the Life of Sister Irene McCormack

May

College Choir, ‘The Minor Details’

Wanneroo Urban Folk Day

May

Celtic Band

Community performance for Senior Citizens at Parkland Villas Retirement Village

June

NZ Tour Group and Soloists

Flute & Organ Variety Concert

July

Girls Choir

St Benedict’s Catholic Primary School Government House Gala Night

September

Celtic Band

Mercy Day celebrations at Mercy Place Mont Clare (Nursing Home)

September

COLLEGE EVENTS - WHOLE SCHOOL AND CROSS-CURRICULAR Celtic Band, Year 7 Choir and Soloists

MUSICAL THEATRE PRODUCTION ‘Guys & Dolls’ 2016

March

Octagon Theatre, UWA

‘RHAPSODY ROTORUA’ MUSIC FESTIVAL AND COMPETITION Performance/Event

Date

Ensemble(s)/Soloists

NZ Tour Departure

June

NZ Tour - Rotorua Museum Performance

June

NZ Tour Group

NZ Tour – Primary School Performance

June

NZ Tour Group

NZ Tour – Primary School Performance

June

NZ Tour Group

NZ Tour – ‘Rhapsody Rotorua’ Festival workshops

June- July

NZ Tour Group

NZ Tour – ‘Rhapsody Rotorua’ Adjudications. Three Gold awards

June

NZ Tour Group – Barbershop, Celtic Band, Choir

NZ Tour – ‘Rhapsody Rotorua’ Gala Public Concert

July

NZ Tour Group

Performance/Event

Date

Ensemble(s)/Soloists

Clontarf Aboriginal College visits Corpus Christi College

March

Year 10 Music Class/African Drumming group

College Term One Awards Assembly

April

College Choir

College ANZAC Day Assembly

April

College Choir

Mothers’ Day Morning Tea

May

Year 7 Choir ‘The Minor Details’

Parents and Friends (P&F) Quiz Night

May

Corpus Collective Jazz Band, NZ Jazz Combo, Soloists

Year 11 ATAR Music Recital

June

Year 11 ATAR Music students

Clarinet Recital Concert

June

Clarinet students of Jacqui O’Neill

Corpus Christi College Music Night

June

All College Ensembles and selected Soloists

College Assembly

August

Year 7 Choir ‘The Minor Details’

Education Support Class - Music Workshop 1

August

Education Support Class – Music Workshop 2

September

Academic Excellence Evening Musical performances

September

Soloists

Fathers’ Day ‘Rock the Breakfast’

September

Rock School Bands

College Awards Assembly

September

Year 7 Choir ‘The Minor Details’

College Leadership Assembly

September

Corpus Christi Concert Band

Year 11 ATAR Music (end of year Recital)

September

Year 11 ATAR Music students

‘ZEST’ Exhibition, Music performances

September

Flute Choir, Viva Guitarre 1

Year 6 Fun Day

October

Celtic Band, Year 10 Music class, ‘The Minor Details’, selected Soloists

‘Burgundy, White and Blue’ Sports Dinner

October

Corpus Christi Celtic Band

Awards Assembly

December

Corpus Christi College Choir and Soloists

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TECHNOLOGY AND ENTERPRISE

The ‘ZEST’ Exhibition was held in Week 10 Term Three showcasing production pieces by students from the Visual Art and the Technology and Enterprise Learning Areas. The exhibition showcased and acknowledged the work of students across all levels of ability. The event was a wonderful testament to the depth of talent and creativity amongst our students, and was further enhanced by the inclusion of the catering and food service provided by the Year 12 Food Science and Technology students. The award winners in the exhibition were Daniel Ialacci for the Most Outstanding Contribution to Design Technology, Rowan Farquhar, Jordan Nadj and Lachlan Nadj for Outstanding Contribution to Design Technology in the aspect of Materials Technology: Wood.

ICT YOUNG EXPLORERS Students: 10 from Years 7 and 8

T

he Technology and Enterprise Learning Area has been a hub of innovation, creativity and productivity. Students across all Year groups with varying interests and skill levels, have enjoyed participating in activities ranging from fashion design and manufacture, computer coding and robotics, to furniture design and manufacture. Many students also participated in after-school group activities such as sewing, MakerSpace and ICT Young Explorers. Computer aided design and manufacture is an integral part of the curriculum across all Year levels, and in all aspects of Technology. The College is appreciative of the Parents and Friends (P&F) who so generously provided the funding for our laser cutting machine earlier this year. The laser cutter master classes have integrated the design and manufacture processes with production techniques, which have resulted in the execution of professional pieces of work by students utilising a wide range of materials.

STEM PROJECT - MOUSETRAP VEHICLE Students: 240 from Year 8 Year 8 students participated in the inaugural cross-curricular STEM (Science, Technology, Engineering and Mathematics) project during Week 7 Term Three. The activity was called ‘The Mousetrap Vehicle Project’. Using a variety of electronic and practical resources, students collaborated in teams of three to design and build a vehicle during their Mathematics, Science and Technology lessons. The brief was to research, design, test, evaluate and present the findings in building a vehicle that will go faster, be stronger or go the furthest, whilst following the stages in the STEM Design Process. Future STEM projects are planned in 2017.

‘ZEST’ An Exhibition of Visual Art and Technology and Enterprise Works Students: 25 Middle School (Years 7-9); 35 Senior School (Years 10-12)

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ICT Young Explorers is an open digital technology challenge for students in Middle School. Throughout the year, students were involved in a project challenge which aimed at inspiring and encouraging them to become creators and innovators of digital technology, including 3D video games and a robotic hand and arm. The Young Explorers club has also provided a forum for students, teachers and parents to experience student projects from surrounding schools, and to present these to both academic and industry leaders. Corpus students entered three groups into the ICT Young Explorers Challenge Competition Conference in Perth this year, where students gained recognition awards for their projects and gathered ideas and motivation to create projects for entry into the competition in 2017.

PRIMARY SCHOOL AEEP (ACADEMIC EXCELLENCE EXTENSION PROGRAMME)

Students: 12 in Years 5 and 6 (Yidarra Catholic Primary School; St Emilie’s Catholic Primary School, Queen of Apostles Catholic Primary School and Orana Catholic Primary School) As part of the primary school focus for the Academic Excellence Extension Programme, the Technology and Enterprise Learning Area provided practical resources and authentic environments for tuition and activities in robotics. The group initially learned about robotics components and functions, then moved into robot manipulation and programming by participating in project challenges.


learning. Students select their own Makerspace projects facilitated by teaching staff from the Technology and Enterprise Learning Area and the Information Communication Technology department. Students work in the Design Technology workspace on projects which include Google Goggles, Virtual Tours with 360 Photospheres. Future growth and development of the Makerspace Programme will enable the College to run entrepreneurial challenge weeks for students in Years 7-10. Here, students will design and make their own products to market, as well as engaging in coding and programming activities across all Year levels.

SEWING CLUB Students: 16 from Years 7-10

Students: 26 from Years 7-9 In collaboration with the Academic Excellence Extension Programme at the College, staff in the Technology and Enterprise Learning Area have facilitated groups of students from Years 7 to 9 in out-of-schoolhours, mentoring them on projects such as robotics, video games, web development and computer programming.

MAKERSPACE

Students: 15 from Years 7 and 8 Makerspace commenced in Term One and is growing and developing into a very popular out-of-school-hours activity with students across all Year levels. Makerspace is essentially an innovation space that provides new ways to design solutions to real life problems using technology. Students are able to use the laser cutting machine, computer-aided design work stations, the 3D printers, robotic resources and computer components to innovate their thinking, and experience hands-on 21st century

CUPCAKES FOR CAMBODIA Students: 72 from Year 12 In Term Three, Year 12 Food Science and Technology classes baked and decorated a total of four hundred cupcakes to sell, with monies raised, donated to the Cambodia Immersion Programme.

QUILTS FOR KING EDWARD MEMORIAL HOSPITAL Students: 16 from Year 12

A group of students from Years 7 to 10 participated in the Sewing Club, an out-of-school-hours activity held in Terms Three and Four. Students engaged in activities to understand and learn sewing fundamentals, and selected their own project to complete ranging from the production of boxer shorts to making simple tops and skirts.

As part of the Year 12 Children, Family and Community course, students investigated social inequities and how families operate in times of crisis. Students participated in an initiative to design and make patchwork quilts. Upon completion, these were delivered to King Edward Memorial Hospital for use in the special care nurseries, brightening the hospital wards and reminding the parents that others are thinking of them.

APEX AUSTRALIA TEENAGE FASHION AWARDS 2016

Technology and Enterprise – Something for everyone...

Students: 1 from Year 7

ACADEMIC EXCELLENCE EXTENSION PROGRAMME (AEEP)

COMMUNITY PROJECTS AND INITIATIVES

Ella Waddy (Year 7) entered the annual Apex Australia Teenage Fashion Awards in August, using school uniforms as her inspiration. Ella created a garment that was both fashionable and comfortable to wear. She modelled her garment at the Metropolitan Heats and was selected to go through to the State Finals.

ACCOUNTING AND FINANCE Students: 30 from Years 11 and 12 Innovation in classroom teaching is an ongoing goal in the Technology and Enterprise Learning Area. In 2016, the ASX Schools Share Market Game was introduced in class to complement classroom activities. In Year 10 Accounting and Finance, students focused on personal investing involving examining property, cash and shares as a way of achieving a personal portfolio. Students formed syndicates of three to four members and were given a fictional $50,000 to make investment choices over a 10-week period using real time share market prices. This is a national competition where students from the College compete with students across the country.

The Institute of Chartered Accountants Australia and New Zealand sponsor an award for the top Accounting and Finance student studying the Year 12 course. The Most Outstanding Accounting Student Award was received by Thomas McSharer. Thomas achieved consistently high results in all four ATAR units and averaged in the nineties over the past two years.

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VOCATIONAL EDUCATION AND TRAINING (VET) AND TRANSITION SERVICES

T

he Vocational Education and Training (VET) and Transition Services Learning Area encompasses a range of career development activities involving students engaging in accredited training, career exploration and workplace learning. The basis for the activities within the Learning Area is for students to strive towards fostering the attributes listed in the College Learner Profile. Students are supported to explore options and careers to inform them of opportunities as global citizens. The strategies incorporated in the programmes enable students to develop employment related skills and an understanding of the work environment, career options and pathways. These serve as a foundation for sound decisionmaking and for developing positive attitudes towards vocational education and training, further education, employment and life-long learning. The VET and Transition Services Learning area strives to provide services to prepare students to navigate between work and further study throughout their lives. The programmes equip students to make informed work and study choices. Career Education and Work-Relating Learning enable students to explore career options, and understand the nature and expectations of different jobs and industries. Students are also provided with opportunities to acquire workplace skills through nationally recognised VET training. The combination of services develops the concept of lifelong learning.

Vocational Education and Training Vocational Education and Training (VET) offers students the opportunity to attain nationally accredited training at Certificate levels I to IV, in a range of vocational areas. These include industry areas of Business, Information Digital Media and Technology, Nursing, Outdoor Recreation, Sport and Recreation, and Visual Arts. External training opportunities are provided at campuses of South Metropolitan TAFE and North Metropolitan TAFE, and private Registered Training Organisations’ including Sterling Business College, Skill Hire and Fremantle Education Centre. Students have gained qualifications that count towards WACE in areas such as Automotive, Building and Construction, Electrotechnology, Engineering Technical, Computer

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Assembly and Repair, Early Childhood Education and Care, Information Technology, Sampling and Measurement, Health Services, Retail Makeup and Skincare. Students have also successfully completed School Based Traineeships with Hospitality Group Training in Tourism at Adventure World.

VOCATIONAL EDUCATION AND TRAINING ENROLMENTS Qualification

Enrolments

Certificate I Automotive

1

Certificate II Building and Construction

3

Certificate III Business

43

Certificate IV Business

5

Certificate III Early Childhood Education and Care

7

Certificate II Electronics

1

Certificate II Electrotechnology

1

Certificate III Engineering Technical

1

Certificate II Hairdressing

1

Certificate III Health Services Assistant

1

Certificate I Hospitality

2

Certificate I Information Design Media and Technology

13

Certificate II Information Design Media and Technology

18

Certificate IV Information Technology Networking

2

Certificate III Music

1

Certificate II Outdoor Recreation

32

Certificate II Retail Makeup and Skincare

3

Certificate II Sampling and Measurement

1

Certificate II Sport Coaching

20

Certificate I Sport and Recreation

11

Certificate III Sport and Recreation

18

Certificate IV Preparation for Nursing Education

7

Certificate II Visual Arts

16

Total student enrolments

208


CAREERS

WORKPLACE LEARNING

C

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outlining future opportunities for Senior Secondary students. The following organisations attended the programme in 2016:

Students learn to apply and adapt the workplace skills which are necessary to understand and carry out different types of work. The benefits of the Authority Developed Workplace Learning Programme include assisting in career planning, increasing selfesteem and confidence, and providing a realistic understanding of the expectations of specific industries.

areer development encompases a range of activities at the College. The annual “My Future Pathways” programme presented to students a range of tertiary educational institutions both government and private,

Curtin University Edith Cowan University Murdoch University University of Notre Dame Australia South Metropolitan TAFE University of Western Australia Western Australia Performing Arts Academy Conservation Volunteers Consumer Credit Legal Services Construction Careers Training Melville City Council Murdoch Fire and Emergency Services West Coast Eagles Sport Development The College hosted workshops, seminars and expositions throughout the year to inspire and showcase career pathways. These included sessions with former students as role models to demonstrate achievement and success. Guest speakers from a range of tertiary institutions attended such as Scitech, Curtin University, Murdoch University, UWA School of Medicine, Undergraduate Medicine and Health Sciences Admissions, and the Tertiary Institutions Service Centre. The range of presentations enabled students to be equipped with the information and support to assist them in making informed decisions about their future career pathways. To compliment these visits, students had access to resources such as an iTunes U Career course, Careers MultiTouch iBook and individual career counselling sessions to assist them in preparing their personal career plans.

orkplace Learning provides opportunities for students completing a General pathway in Years 11 and 12 to demonstrate the development of the core skills required for work.

about the job and all it entails, entry requirements for the industry and the advantages and disadvantages offered by working in a particular industry. Sixty three students participated in the Workplace Learning

Programme in 2016. The College links with industry partners who generously provide valuable workplace learning experiences for students. Sixty five businesses were involved, with many of them providing multiple placements throughout the year in a variety of industry areas.

Students maintain a logbook of their workplace experiences and complete a skills journal designed to help them gain additional benefit from the time spent in the workplace. This encourages the student to talk to the host employer he/she is working with

WORK PLACEMENTS BY INDUSTRY AND NUMBER OF STUDENT PLACEMENTS Animal Care 1 Automotive - Heavy Duty 2 Automotive - Light 4 Automotive - Motorcycles 1 Boilermaking 1 Carpentry 2 Childcare 13 Dental Nursing 2 Electrical 6 Emergency Services 1 Events Management 1 Fashion Design 1 Floristry 1 Glazing 1 Hairdressing 2 Hospitality - Cooking 1

Hospitality - Functions 1 Industrial Design 1 Landscaping 3 Landscaping - Retail 1 Meat - Butcher 1 Music - Retail 1 Nursing 10 Plumbing 2 Primary Education - Early Childhood 9 Primary Education - Physical Education 6 Real Estate 1 Roof Carpentry 1 Shipbuilding - Electrical 2 Shipbuilding - Marine Fitout 1 Sport and Recreation 3

‘My Brilliant Career’ The ITunes U course titled ‘My Brilliant Career’, offers students a range of Career resources enabling them to create their personal ‘My Career Plan’. Enrolment numbers for 2016 are listed below:

Year 11

Year 10

216

178

Year 12

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LEARNING SUPPORT

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he Learning Centre supports students in the College who require a variety of adjustments to teaching and learning to enable them to access the curriculum. These students include those diagnosed with specific learning disorders e.g. Dyslexia, Dyspraxia, Dyscalculia, ADHD and those who have identified literacy or numeracy challenges. Students are identified during the enrolment process and assessed during their transition interview to ascertain if they require any significant teaching and learning adjustments. This process assists staff in developing a Learning Support profile of a student’s strengths, challenges and learning style which is then made available to all teaching staff. The Learning Support Team consists of three teaching staff and three learning assistants who provide support to students in a variety of ways:

EDUCATION SUPPORT

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n 2016, the Education Support Centre (ESC) accommodated and supported 28 students in their learning journey. Each student was case managed by an Education Support teacher who was responsible for coordinating the students Individual Education Plan (IEP), Individual Transition Plan (ITP) or Teaching and Learning Adjustment (TALA) Plan, as well as supporting their overall well-being and pastoral needs. The aim of all programmes and experiences in the Centre is to prepare students for transition for life after school.

Nine students participated in the Bushranger Cadets programme. Topics covered included Conservation of the Local Environment, identification of small insects/ animals and identification of recyclable items and waste

12 students participated in an Arts programme at Piney Lakes Reserve run by the City of Melville, with local artist Jenny Dawson. Through the activities, students were able to leave their individual artistic mark on the new sensory inclusive playground at the Reserve

Eight students in Years 7 and 9 were enrolled in Mathematics, English, Science and Humanities modified programmes (MESH). These programmes were delivered by an Education Support teacher, in collaboration with a mainstream class teacher and followed the Australian Curriculum

Eight Senior School students participated in major College events such as the residential Year retreats, Year 10 River Cruise, Year 11 Dinner Dance and Year 12 Ball

ESC Senior School students studied preliminary units in Religious Education, English and Mathematics

Each Thursday afternoon, 12 students worked with students from Yidarra Catholic Primary School in a Sports, Arts and Technology programme. This programme is designed to strengthen the relationships between students from both schools and is beneficial to students from Yidarra in their transition from primary to secondary school, should they enrol at the College in the future

Four Senior School students enrolled at either Central Institute TAFE or Challenger TAFE, participating in five courses. One Senior School student attended the Rocky Bay Music programme and woodwork class on a weekly basis

Three Year 12 students commenced transition programmes to their nominated post school agencies such as Identity WA and Rocky Bay

22 students participated in the Associated and Catholic Colleges of WA (ACC) Inclusive Sports Carnivals (ISP) throughout the year. Students participated in Indoor Soccer, Ten Pin Bowling, Swimming and Athletics. Additionally, all students participated in a 10-week Adaptive and Inclusive unit in Physical Education and Peer Coaching at Notre Dame University, Fremantle

Two Senior School students were successfully transport-trained to independently travel from the College to Central Institute TAFE in Perth and Leederville

Two students secured part time employment at Red Dot and Good Samaritans

Eight students applied for the Quadrant Energy Scholarship.

Offering special arrangements for examinations and in-class assessments eg. extra time, scribing and reader support

Throughout the year, students participated in a variety of teaching and learning experiences across a range of learning areas, including:

Supporting in day-to-day classroom activities

Providing some students with ‘break’ tokens for supporting selfmanagement of anxiety

Developing vocabulary lists and study sheets for use prior to and during assessments to assist with memory challenges.

The Team also supports teachers in a number of ways: •

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

In-class support, including team teaching and group facilitation

Consultation

Modification and scaffolding support to cater for all learners in assessments

Teaching and Learning Adjustment (TALA) plan development for identified students. These plans are developed for students who require significant adjustments to access mainstream curriculum and are reported on at the end of each semester

Planning for curriculum differentiation and learning activities.

The Learning Centre runs the iLAN (Intensive Literacy and Numeracy) programme for students in Years 7-9. Students may be invited to join the iLAN programme if they require targeted intervention in literacy and/or numeracy. The weekly classes provide explicit teaching of numeracy, literacy, research and study skills.

In 2016, 31 students in Year 7 joined the programme. Twenty seven students in Year 8 and 23 in Year 9 continued in the programme. This programme has proven 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 class situations.

All ESC students participated in a 3-day Camp held at Point Walter in Bicton. Students participated in age and ability appropriate groups in a range of sporting and art activities, such as flying fox, archery, painting and bush walking. The Camp was facilitated by staff from Sport and Recreation, and the Education Support Centre

14 students participated in a six-week ‘Protective Behaviours’ programme facilitated by the People 1st Programme, (PIP) in Term Two. Topics covered included relationships and friendships, puberty and hygiene,

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choices and consequences. This programme is designed specifically for students with special needs

The partnership between the ESC team, parents and outside agencies continues to be crucial in the development of each student. Regular meetings between all stakeholders provides open communication that benefits students’ unique learning journey. Parent evenings, IEP meetings and regular email contact are all communication avenues that assist in providing regular contact and support for students.


SPORT

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016 has been an exciting year of sport at Corpus Christi College with the opening of the College’s magnificent new facility, the Corpus Christi College Community Centre and David Heath Gymnasium, and the development of impressive young talent. Many students responded to the ‘One Dream, One Team’ message from the College Sports Captains. This motto encompassed setting goals and being united in working to achieve them. It encouraged all to consider team before self and so become more physically and mentally strong as a unit. The motto was evidenced through the many successes of 2016, including very strong results at all major Associated and Catholic Colleges of WA (ACC) carnivals: •

Second place in the A Division ACC Athletics Carnival

Second place in the ACC Cross Country, with the girls team ranked first from more than 50 schools

Fourth place in the A Division ACC Swimming Carnival.

In the Southern Associated Schools - Junior competiton, the College enjoyed its most successful season on record, achieving both Summer Champion School honours and Overall Champion School for achieving consistently strong results across Junior Cricket, Touch, Basketball, Netball and Soccer. There were impressive AFL seasons from Year 7 Girls reaching the grand final and Junior Boys who were District winners. The Senior Girls, Senior Boys, Intermediate Boys and Junior Girls were finalists in the Champion Schools’ Soccer competition, and our Year 8 and Open Netball Teams also progressed to the finals carnival in the High Schools’ Cup.

In the Champion Schools’ Basketball Competition, the College enjoyed fantastic results across all age groups. Both the Senior Boys and Senior Girls teams participated in the knockout final stage, and the Junior Boys and Girls Teams progressed from their league carnival to the Finals Carnival, where they were very competitive against a number of specialist Basketball schools. The Senior Girls’ Tennis Team was Runner Up in the Mursell Shield. A large number of Colours and Service to Sport recipients were acknowledged at the College Awards assembly, along with a number of students who enjoyed success at State or National level in a broad range of sports. Once again, the co-curricular and extra-curricular sporting activities were enthusiastically supported by staff, parents and senior students who undertook extra duties coaching sporting teams. Particating in sport teaches us some of the most important lessons in life. The Holy Father, Pope Francis, emphasises the value of sport when he communicated the following message at the Vatican, to an audience of thousands of members of the Italian Tennis Federation in 2015. “I exhort each one of you to play the game not only in sport – as you already do, and with excellent results – but also in life, in the search for goodness, true goodness, without fear, with courage and enthusiasm. Play the game with others and with God, giving the best of yourself, spending your life for what is truly valuable and which stands the test of time. Put your talents to the service of the encounter between people, friendship, and inclusion”.

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HEALTH AND PHYSICAL EDUCATION PHYSICAL EDUCATION

SPECIALIST SUBJECTS

n the Health and Physical Education Learning Area, students participated in a varied programme of sports, skills development and personal development through experiencing a range of roles within sports competitions, and group work. Students had the opportunity to participate in a number of sports during their Years 7-10 Physical Education classes, which include:

In Years 9 and 10, students have the opportunity to select specialist Physical Education courses. They have the opportunity to further investigate the strategies and tactics of specific sports, and experience various alternative models to learning about them. These subjects are seen as a pathways towards upper school ATAR courses such as Physical Education Studies and Outdoor Education. The following subjects were offered in 2016:

I

• • • • • • • • • • • • • • • • •

Modified Games Modcrosse European Handball Badminton Volleyball Athletics Basketball and Wheel Chair Basketball Ultimate Frisbee Floorball Soccer Netball Martial Arts Gymnastics Australian Rules Football Tee-Ball/Softball Cricket Tennis.

HEALTH EDUCATION Health Education focuses on improving students’ abilities to identify and deal with issues relevant to today’s teenagers in society. This is achieved through a focus on developing resiliency, risk identification and decision making skills. Some of the areas covered within Years 7-10 Health include: • Puberty • Physical Activity and Nutrition • Bullying and Protective Strategies • Sun Protective Behaviours and Aquatic Safety • Personal Skills (organisational and communication skills) • Alcohol and Illicit Drug Education • Keys for Life Driver Education Programme • Mental Health Awareness.

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Year 9 student numbers Footy Smarts: 44 Netball Smarts: 33 Ball Games: 61 Sport and Fitness: 41. Year 10 student numbers Outdoor Education: 179 Sport Education: 45 Sport Science: 42.

SENIOR SCHOOL COURSES Years 11 and 12 students who are passionate about physical activity and outdoor pursuits may choose to study the Physical Education Studies or Outdoor Education courses. Numbers in both the General and ATAR pathways have continued to increase in 2016, as students seek opportunities to engage in practical learning experiences. Student numbers in Physical Education Studies courses Year 11 General Physical Education Studies: 9 Year 11 ATAR Physical Education Studies: 22 Year 12 General Physical Education Studies: 24 Year 12 ATAR Physical Education Studies: 22. Student numbers in Outdoor Education courses Year 11 General Outdoor Education: 12 Year 11 ATAR Outdoor Education: 30 Year 12 General Outdoor Education: 22 Year 12 ATAR Outdoor Education: 13.

VOCATIONAL EDUCATION AND TRAINING (VET) The Health and Physical Education Learning Area continues to offer a selection of courses to a diverse range of students. With VET courses contributing to WACE requirements, the VET programme is a popular alternative to the traditional university pathway. Student numbers in VET courses Certificate II Sport Coaching: 20 Certificate II Outdoor Recreation: 32 Certificate III Sport and Recreation: 18.


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ACADEMIC EXCELLENCE PROGRAMME (AEP) Brainstorm Challenge Day

Academic Excellence Mentoring Programme

Approximately 150 Year 8 students from seven schools gathered at Scitech at the start of the year to compete in several challenges and quizzes to test students’ Mathematics, Science, Engineering and teamwork skills. Congratulations to Edison Foo, Thomas Nicholls and Michael Albertini who each achieved first place.

The mentoring aspect of the AEP involves monitoring student progress, setting specific goals and monitoring student well-being. This year students were offered the opportunity to have a student mentor. Sixteen Years 11 and 12, and twelve Years 9 and 10 students took part in the AEP mentoring programme. The students trained to become mentors and were then allocated a mentee. Throughout the year, students met with their mentee providing them with guidance and support.

Aurecon Bridge Building Competition

I

n 2016, 125 students from Year 7 to Year 10 took part in the Academic Excellence Programme (AEP). The programme involved three main components: Identification, Fostering and Monitoring.

IDENTIFICATION Students with high ability were identified using subjective and objective measures including: general ability tests, student performance and teacher and parent nominations. Ten percent of students from each Year group were identified as academically able.

FOSTERING The AEP offers students the opportunity to take part a number of extracurricular activities throughout the year. Some of these are mentioned below: Academic Excellence Extension Programme (AEEP) The Academic Excellence Extension Programme ran during Terms Two and Three. Students worked on projects which were showcased at the ‘Celebrating Excellence’ evening towards the end of Term Three. The projects spanned various learning areas. A partnership was formed with Murdoch University this year, with eight of their student ambassadors mentoring eight student groups from Years 9 and 10.

Several students from Years 8 and 9 took part in the Aurecon Bridge Building competition preliminary testing. Only two teams could be selected to represent the College. One team consisted of Dieter Cadzow and Thomas Berkovic, with Yannick Machado and Konrad Rucki in the second team. Dieter and Thomas’ bridge supporting a load of 77 kg, placed fourth out of 20 schools. Yannick and Konrad’s bridge supported a load of 40.3 kg and placed eighth. Magis Carnival Ten students worked collaboratively with students from two other schools on the ‘Genetics and Ethics’ workshop. The students spent the day at Corpus Christi College learning about Henrietta Lack and the ethics behind her work. Throughout the day, students used scientific equipment provided by Murdoch University in preparation for the next day, where they continued to utilise laboratory equipment during a hands-on workshop at the Harry Perkins Institute of Medical Research.

OTHER INITIATIVES Academic Excellence Programme for Primary School Students This year, Years 5 and 6 primary school students were offered the opportunity to take part in one of four programmes: Investigating Science, Computer Programming, Robotics and Art. Fifty two students took part in the programme. The Catholic Primary schools involved were: St Benedict’s, St Emilie’s, Orana, Mater Christi, Yidarra and Queen of Apostles. Space Camp Tour This year, we formed a partnership with John XXIII College and students were offered the opportunity to take part in the Space Camp Tour to Huntsville, in the United States. Thirteen Corpus Christi College students and nine students from John XXIII College, spent six days at the NASA Space Camp Academy where they learned all about space, experienced being an astronaut and had lunch with an astronaut. The remainder of the two week journey involved the students travelling to the West Coast where they visited Alcatraz, Universal Studios and the Kennedy Space Centre to name just a few. Before the tour, students attended the Astronomy Club fortnightly and spent a night at the Perth Observatory.

MONITORING All members of the AEP met with the Head of Academic Excellence to review their progress and set themselves specific, measurable, authentic, realistic and time-bound (SMART) goals. These students are met formally once each semester and several times informally throughout the year.

NUMBER OF STUDENTS YEAR

AEP

AEEP

Accelerated subjects (ATAR Units 1 and 2)

Accelerated subjects (ATAR Units 3 and 4)

7

29

23

A total of 68 students participated in the AEEP, creating 38 projects representing three categories: Science, Technology and The Arts.

8

33

20

9

31

18

Da Vinci Decathlon

10

32

7

This year several students took part in the Da Vinci Decathlon, which involves ten challenges: Mathematics, Science, Art and Poetry, Engineering, Creative Producers, Philosophy, English, Cartography, Code Breaking and General Knowledge. Students spent several weeks preparing for this competition and secured first place in Creative Producers, with a final overall 7th place.

20 X Economics 1 X Chemistry 1 X Mathematics Methods 2 X Physical Education Studies 1 X Modern History

6 X Economics 1 X French 9 X Modern History 1 X Outdoor Education 1 X Physical Education Studies

Total Number of students

125

68

25

18

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INFORMATION AND COMMUNICATION TECHNOLOGY

C

orpus Christi College enjoys a strong reputation locally and nationally, as a school focused on maximising the use of technology to create engaging 21st Century learning experiences for its students. In the rapidly evolving world in which we live, one certainty is that the use of technology in all aspects of our lives will continue to increase. To be ready for the world of work and study today, students must be equipped with knowledge that goes beyond traditional literacies. Creativity, problem solving, digital media, collaboration and digital citizenship fluencies are all vital. In 2016, under the leadership of Mr Trevor Galbraith, the College was again recognised as an Apple Distinguished School. The aspects of the award involve visionary leadership, innovative learning and teaching, ongoing professional learning, compelling evidence of success and flexible learning environments. In each case, the College has a proven track record of excellence and this award acknowledges that fact. The use of iPads across the College was extended to Year 7 students in 2016 and has yielded many wonderful resources, and learning experiences. The College is proud to have the work of excellent teachers recognised by having their work on Year 7 Science published as multi-touch books on the Apple iBooks store. As teachers further develop their practice in using the iPad as a tool for learning, classes become less about the device and more about how technology supports great teaching and learning.

The College network infrastructure and wireless access is second-to-none, and the innovative use of technology would not be possible without the team of professionals who work in this area. Significantly, the ICT and Library teams were combined at the start of 2016 to form LIBIT, a team committed to providing excellent service to the school community to assist students and staff to maximise their use of print and digital resources, and provide a space where collaborative learning and private study can take place. The team includes many former students who return to work at the College and share their experience and knowledge with the school community. The use of ICT permeates all aspects of College life both inside and outside the classroom. It is vital that students develop inner processes guided by judgement-informed Christ-like values, on how to manage their online interactions and footprint. The College social media policies and other policies relating to use of technology have been developed in collaboration with student leaders and, this year, these policies were reviewed and updated. With the already outstanding integration of ICT embedded in the culture of the College, the years ahead will be exciting as Corpus Christi College moves toward even greater transformative use of technology.

Teachers’ professional learning in the use of iPads has increased, with many sessions in The Centre for Excellence in Leadership, Learning and Teaching in a Catholic school (CELTIC) programme devoted to this topic. The use of iTunes U and SEQTA has expanded as staff continue to innovate in the use of these services to deliver our courses.

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YEARS 7-11 AWARDS ARTS

Year 7 Dance Year 7 Drama Year 7 Music Year 7 Visual Art Year 8 Dance Year 8 Drama Year 8 Music Year 8 Visual Art Year 9 Craft Year 9 Dance

Chelsea Fuderer Amy Fimmel Jack Gaasdalen Megan Schutte Erin Di Dio Andrew McMahon Cassandra Sutton Ingrid Schaubs Presley O’Brien Hannah Antulov

Year 9 Design Basics Year 9 Digital Imagery Year 9 Drama Year 9 Music Year 9 Live Music Year 9 Visual Art Year 10 Dance Year 10 Design Basics Year 10 Media Arts Year 10 Live Music Year 11 Dance ATAR Units 1/2 Year 11 Drama ATAR Units 1/2 Year 11 Music ATAR Units 1/2 Year 11 Visual Arts ATAR Units 1/2

Tamika Tembo Niamh Pivac Georgina Millard Alessia Scarfo Annaliese Iliffe-Turner Janice Valentina Breanna Furfaro Ellessea Martincic Viona Muljono Corran O’Brien Nakkitta Fortune Peter Ho Mitchell Garland Rachel Raphael

ENGLISH Year 7 English Year 8 English Year 9 English Year 9 English Extension Year 10 English Year 10 English Extension Year 11 English General Units 1/2 Year 11 English ATAR Units 1/2 Year 11 Literature ATAR Units 1/2

Megan Schutte Danielle Dias Blake Derham Jaye Kember Bethany Fimmel Rohan Bay Angelo Ravina Tayla Morellini Phoebe Holmes

HEALTH AND PHYSICAL EDUCATION Year 7 Health Education Megan Schutte Year 7 Physical Education (Girls) Carly Pizzuto Year 7 Physical Education (Boys) Jack Gaasdalen Year 8 Health Education Dieter Cadzow Year 8 Physical Education (Girls) Amy Watson Year 8 Physical Education (Boys) Joshua Browne Year 9 Ball Games Isabella Bartlett Year 9 Footy Smarts Tristan Crouch Year 9 Netball Smarts Brooke Parker Year 9 Outdoor Education Rachael Dellaca Year 9 Physical and Health Education (Girls) Brehanna Browne Year 9 Physical and Health Education (Boys) Luke Dobson Year 9 Sport and Fitness Anya Leen

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Year 10 Health Education Domenico Rotondo Year 10 Outdoor Education Amelia Swan Year 10 Physical Education (Girls) Jessica De Freitas Basilio Year 10 Physical Education (Boys) Alex Best Year 10 Sport Education in Physical Education Dwight Rowland Year 10 Sports Science Nicholas Carbone Year 11 Outdoor Education ATAR Units 1/2 Tayla Morellini Year 11 Outdoor Education General Units 1/2 Ilayna Sword-Gray Year 11 Physical Education Studies ATAR Units 1/2 Brooke McCoy Year 11 Physical Education Studies General Units 1/2 Zachary Barham

Year 8 Mathematics Extension Year 8 Mathematics Acceleration Year 9 Mathematics Consolidation Year 9 Mathematics General Year 9 Mathematics Extension Year 10 Mathematics Consolidation Year 10 Mathematics General Year 10 Mathematics Extension Year 11 Mathematics Essential General Units 1/2 Year 11 Mathematics Applications ATAR Units 1/2 Year 11 Mathematics Methods ATAR Units 1/2 Year 11 Mathematics Specialist ATAR Units 1/2

HUMANITIES

SCIENCE

Year 7 Humanities Year 8 Humanities Year 9 Humanities Year 10 Economics Year 10 Geography Year 10 Modern History Year 11 Economics ATAR Units 1/2 Year 11 Geography ATAR Units 1/2 Year 11 Modern History ATAR Units 1/2 Year 12 Economics ATAR Units 3/4 Year 12 Modern History ATAR Units 3/4

Megan Schutte Nikita La Rosa Anya Leen Caprice Bonfiglio Sofia Scaturro Emily Fursa Ethan Pereira Brendan Alvaro Isabelle Jefferies Phoebe Holmes Alexander Di Rosso

LANGUAGES Year 7 French Year 7 Indonesian Year 7 Italian Year 8 French Year 8 Indonesian Year 8 Italian Year 9 French Year 9 Indonesian Year 9 Italian Year 10 French Year 10 Indonesian Year 10 Italian Year 11 French ATAR Units 1/2 Year 11 Indonesian ATAR Units 1/2 Year 11 Italian ATAR Units 1/2

Victoria Ann Chong Elly Kember Giorgia Maurogiovanni Nikita La Rosa Emily Kearns Connor West Mariane Patricia Kiling Jaye Kember Annabel Biscotto Bethany Fimmel Adriana Gough Emily Fursa Stuart Confait Mitchell Garland Courtney Galluccio

MATHEMATICS Year 7 Mathematics Year 7 Mathematics Acceleration Year 8 Mathematics Consolidation Year 8 Mathematics General

Megan Schutte Leah Nigli Zachary Johnson Chloe Correa

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 Combined Science Year 10 Physics Year 10 Psychology Year 11 Biology ATAR Units 1/2 Year 11 Chemistry ATAR Units 1/2 Year 11 Human Biology ATAR Units 1/2 Year 11 Physics ATAR Units 1/2 Year 11 Psychology ATAR Units 1/2

Jordan King Maxwell Covella Amberly Gant Shanice Pereira Brett Nigli Sarah Fletcher Jessica Richards Jonathan Lim Noah Wand Brooke McCoy Christian Joseph Christian Joseph

Megan Schutte Nikita La Rosa Brett Nigli Breanna Furfaro Rohan Bay Isabella Thexeira Anthony Allen Andrea Lee Rohan Bay Adsina Kevin Brendan Alvaro Phoebe Holmes Maree Muthucumaru Phoebe Holmes Maharny Driver

TECHNOLOGY AND ENTERPRISE Year 7 Design Technology: Robotics Year 7 Digital Technology: Coding Year 7 Digital Technology: Computing Year 7 Materials Technology: Wood Year 7 Technology: Food Year 8 Design Technology: Robotics Year 8 Digital Technology: Coding Year 8 Digital Technology: Computing Year 8 Materials Technology: Wood Year 8 Technology: Food Year 9 Business Technology: Business Beginnings Year 9 Digital Technology: Computing Year 9 Materials Technology: Technical Graphics Year 9 Materials Technology: Metal Year 9 Materials Technology: Wood Year 9 Technology: Clever Hands

Jack Gaasdalen Amy Fimmel Benjamin Cutri Megan Schutte Chelsea Fuderer Edison Foo Danielle Dias Makayla Duckworth Deetya Charles Rahul Rath Colby Petterson Brett Nigli Julyan Tan Brodie Parsons Christopher Soraine Emily Byrne


Year 9 Technology: Creating with Textiles Year 9 Technology: Food Year 10 Business Year 10 Materials Technology: Technical Graphics Year 10 Materials Technology: Wood Year 10 Technology: Food Year 11 Accounting and Finance ATAR Units 1/2 Year 11 Applied Information Technology ATAR Units 1/2 Food Science and Technology General Units 1/2 Year 11 Material Design and Technology: Metal General Units 1/2 Year 11 Materials Design and Technology: Wood General Units 1/2 HEADSTART Year 10 HeadStart English Year 10 Careers and Work Year 10 Certificate I Sport and Recreation Year 10 Workplace Learning

Eloise Kelly Annabel Biscotto Rebecca LeGuier Rebecca LeGuier April Ooi Samantha Taylor Johanes Yacob Matthew Teo Kieran Flynn Eligh Blechynden Christopher Fitzsimons

Chelsea Ryan Amelia Kenny Evan Joy Curtis Giuppa

EDUCATION SUPPORT Year 7 Year 8 Year 9 Year 10 Year 11

Phoebe Cockrell Benjamin Armstrong Joseph Gibson Zan Farcic James Paradiso

LEARNING SUPPORT Adam Hoffmeester Luka Babich Eric Hanks

BEST ALL ROUND AT SPORT Year 7 (female) Chelsea Taylor Year 7 (male) Chase Bourne Year 8 (female) Sophie Jones Year 8 (male) Joshua Browne Year 9 (female) Stephanie Bardill Year 9 (male) Kai Katnich Year 10 (female) Jessica De Freitas Basilio Year 10 (male) Tyler Watson Year 11 (female) Abbey Basire Year 11 (male) Liam Hall

YEARS 7-11 AWARDS

RELIGIOUS EDUCATION Year 7 Religious Education Year 8 Religious Education Year 9 Religious Education Year 10 Religious Education General Year 10 Religion in Society Year 10 HeadStart: Religious Education Year 11 Religion and Life General Units 1/2 Year 11 Religion and Life ATAR Units 1/2 Year 11 Religion and Life Preliminary Units 1/2

COLLEGE AWARDS Megan Schutte Danielle Dias Hannah Antulov Zachary Knight Bethany Fimmel Evan Joy

ST MARY OF THE CROSS YEAR 7 Ella Waddy Benjamin Cutri ST MARY OF THE CROSS YEAR 8

Tennika Quick

Mosaia McDonald Leeuwin Pavy

Phoebe Holmes

ST MARY OF THE CROSS YEAR 9

Martin Yong

Rhiannon Bouwhuis Colby Petterson

ST MARY OF THE CROSS AWARD NOMINEES

ST MARY OF THE CROSS YEAR 10 Alea Kaye Go Liam Rego

Year 7 Year 8 Annalise Fernandez Mary Alamiyo ST MARY OF THE CROSS YEAR 11 Bronte Rock Deetya Charles Megan Schutte Grace Dunleavy Ashley Taylor Ella Waddy Madison Hardwick Mitchell Garland Blake Conley Stephanie Ierino Benjamin Cutri Mosaia McDonald EDITH COWAN UNIVERSITY CITIZENSHIP AWARD YEAR 11 Joseph Diaz Lauren Murphy Niña Brown Kim Ryan Gamueda Jenna Riordan Calum Milne Dieter Cadzow PROXIME ACCESSIT Marius Rodari Yannick Machado Leeuwin Pavy Alexander Di Rosso Konrad Rucki DUX YEAR 11 Year 9 Year 10 Ikeoluwapo (Ike) Adesanya Jessica De Freitas Basilio Phoebe Holmes Rhiannon Bouwhuis Molly Fox Rachael Dellaca Breanna Furfaro Tiana Inman Jodi Gagner Erin Martin Alea Kaye Go Shanice Pereira Olivia Ialacci Mia Werch Adsina Kevin Brynn Komnick Samantha Taylor Colby Petterson Corran O’Brien Julyan Tan Liam Rego Year 11 Abbey Basire Niña Brown Claire Coten Dimitrie Damos Nakkitta Fortune Olivia Fuderer Emma Grant Phoebe Holmes Emily Kingston

Elish Lau Lila Rodari Ashley Taylor Emma Zanoli Jacob Crook Jack Dellaca Mitchell Garland Peter Ho James Kang Kenith Png

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YEARS 12 AWARDS

VOCATION EDUCATION AND TRAINING AND WORKPLACE LEARNING Certificate II Information, Digital Media and Technology Certificate II Outdoor Recreation Certificate II Sports Coaching Certificate II Visual Art Certificate III Business Certificate III Sport and Recreation Workplace Learning

Rebecca Gibson Taylor Sciorilli Joshua Barham Molly Elliott Gabrielle Adamson Anita Albertini Gracie Drennan

EDUCATION SUPPORT Education Support

Natasha Wilson

RELIGIOUS EDUCATION ARTS Art General Units 3/4 Dance ATAR Units 3/4 Drama ATAR Units 3/4 Visual Art ATAR Units 3/4

Madison Holling Cassandra Rauh Taylor Sciorilli Madison Holling

ENGLISH English ATAR Units 3/4 Literature ATAR Units 3/4 English General Units 3/4

Thomas Glyde Victoria Hebbs Elise Majda

Lauren Scott Elysia Henley Lucinda Weekes Peter Roberts

LANGUAGES French Second Language ATAR Units 3/4 Indonesian Second Language ATAR Units 3/4 Italian Second Language ATAR Units 3/4

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Mathematics Applications ATAR Units 3/4 Mathematics Methods ATAR Units 3/4 Mathematics Specialist ATAR Units 3/4 Mathematics Essential General Units 3/4

Alexander Phua Thomas Glyde Thomasina Foo Anita Albertini

SCIENCE

HEALTH AND PHYSICAL EDUCATION Outdoor Education ATAR Units 3/4 Physical Education Studies ATAR Units 3/4 Outdoor Education General Units 3/4 Physical Education Studies General Units 3/4

Religion and Life ATAR Units 3/4 Religion and Life General Units 3/4

MATHEMATICS

Ella Regan Anita Lynch Alison Cook

Biology ATAR Units 3/4 Chemistry ATAR Units 3/4 Human Biology ATAR Units 3/4 Physics ATAR Units 3/4 Psychology ATAR Units 3/4

Elana Di Giuseppe Thomas Glyde Jessica Ly Alison Cook Elisha Randall

TECHNOLOGY AND ENTERPRISE Accounting and Finance ATAR Units 3/4 Applied Information Technology ATAR Units 3/4 Business Management and Enterprise General Units 3/4 Design: Technical Graphics General Units 3/4 Children Family and Community General Units 3/4 Food Science and Technology General Units 3/4 Materials Design and Technology: Metal General Units 3/4 Materials Design and Technology: Textiles General Units 3/4 Materials Design and Technology: Wood General Units 3/4

Thomas McSharer Daniel Kuzich Luke Benson Scott Whiting Anna Raven Nicole Gagner Daniel Ialacci Mika Rotondo Daniel Ialacci

Alison Cook Tayla Perich

LEADERSHIP AWARDS Sequere Dominum

Cassandra Rauh

Corpus Christi Medals Lucas Connors Frazer Doyle Thomas Glyde Victoria Hebbs Desiree Louis Joseph McKenna Cassandra Rauh

Brendon Dawkins Nicole Gagner Ella Hart Madison Holling Teresa Math Tamara Porter Andrew Silveira

Arts Leadership Sports Leadership Christian Service AustralianSuper Excellence in VET Proxime Accessit College Dux

Madison Holling Desiree Louis Rheanne Menezes Daniel Ialacci Thomas Glyde Alison Cook


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 108 teachers. Of the 108 teaching staff, 60 were female and 48 male. There were no Indigenous employees. Collectively, the qualifications held by staff were: Masters Degree Bachelor Degree Diploma in Education

20 95 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% 95% 93% 94% 95%

SCHOOL IMPROVEMENT PLAN PREAMBLE “As a nation, Australia values the central role of education in building a democratic, equitable and just society – a society that is prosperous, cohesive and culturally diverse and that values Australia’s Indigenous cultures as a key part of the nation’s history, present and future.” (Melbourne Declaration). The Melbourne Declaration articulates that “schools play a vital role in promoting the intellectual, physical, social, emotional, moral, spiritual and aesthetic development and wellbeing of young Australians.” With these tenets in mind, we believe learning should be exciting and inspirational. Above all, learning should be a relational activity that inspires us to explore our place in the world. We believe that life has meaning and purpose, and therefore, we are inspired to learn about God through Jesus Christ, from one another and in the context of the world in which we live. The partnership between parents and teachers is important in setting the relational context in which our children may learn and grow. Learning is a natural, lifelong human activity - and so life-long learning and growing is valued, encouraged and modelled at Corpus Christi College, enacted through the College Learner Profile. As a Catholic school community and a Diocesan school, the Corpus Christi College educational philosophy reflects the principles and guidelines as enlivened through the gospels. In the context and guiding principles of the College Strategic Plan (2014-2017), reference has been made to the Catholic Education WA (CEWA) LEADing in a flourishing Catholic Education system framework (201416), the Quality Catholic School Improvement framework, the WA Bishops’ Mandate for Catholic Schools and the 2009 Federal Government’s ‘Melbourne Declaration on the Goals for Young Australians’. The 2016 Annual School Improvement Plan (ASIP) is a clear blueprint towards either achieving some of the goals as outlined in the College Strategic Plan, or exceeding or modifying them so as to remain relevant and responsive to new knowledge and ideas. The ASIP assesses data and other evidence related to student achievement and engagement in all areas of their personal growth, plans to improve standards of student achievement and engagement, and acts to implement planned strategies. This educational development plan embodies the vision

and mission of the school. It contains specific goals, objectives, strategies and targets. The College has met the strategic objectives as outlined in the 2016 Annual School Improvement Plan.

ANNUAL SCHOOL IMPROVEMENT PLAN GOAL ONE: USE OF DATA Corpus Christi College Strategic Plan Link: B5 Teachers are to utilise the many forms of data available to improve student learning outcomes, for the development of teaching and the impact on student progress.

ACTIONS / STRATEGIES •

Identify useful data: Year 12 WACE results: a variety of testing procedures (e.g. standardised testing) and using NAPLAN and OLNA results to compare to internal assessment results

With the purpose of improving student academic performance across the Year groups, the Head of Academic Excellence and Heads of Year are to focus on developing Individual Learning Cards noting individual student’s learning styles, use Student Learning Survey, the Personalised Learning Pilot Programme and the Gifted and Talented Programme

Be able to use data to identify students’ ability cohorts, or students requiring specialised learning programmes e.g. learning support through the Learning Centre, the Academic Excellence Programme in the Middle School

Provide additional supporting data to classroom teachers via the College online Learning Management system known as SEQTA Teach and Staff Common portal

Establish the evidence needed to evaluate the classroom learning environment which will lead to increased student engagement and achievement.

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RESPONSIBILITIES AND TIMELINE •

Deputy Principal Middle School is to coordinate this project in the Middle School with the assistance of the Head of Academic Excellence and the relevant Heads of Year Deputy Principal Senior School is to coordinate the analysis of Year 12 WACE and ATAR results, Semester performance data, classroom surveys, with the assistance of Heads of Year and the Heads of Learning Area The Academic Council continues to focus on using data to improve student learning outcomes.

SUCCESS INDICATORS

As a component of the Corpus Christi College Professional Learning Plan for Teachers and Leaders 2015, the College developed the Centre for Excellence in Leadership, Learning and Teaching in a Catholic school (CELTIC) programme. 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 set iSMART goals as a result of these discussions. 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 Plan programme. Students have benefited from the strategies developed by teachers, by 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 improvement in student engagement and performance.

ACTIONS / STRATEGIES •

All teachers developed iSMART goals linked to AITSL standards

Heads of Learning Area, the Leadership Team and nominated coaches continue to receive high level professional development in coaching techniques

In 2016, teachers have been invited to nominate a Coach who will work with them on their iSMART goals, whilst HoLAs will mentor all members of their learning area, as part of the Teacher Performance and Development model.

RESPONSIBILITIES AND TIMELINE Vice Principal Karen Prendergast will coordinate this project which is expected to take a further two years in implementation.

Learning Area teams work together under the direction of the Heads of Learning Area to use data to update programmes and improve student learning

Teachers use the data to track and effect student progress

Heads of Learning Area interrogate Learning Data to identify patterns of student achievement and to focus their Learning Area goals

Data is used to select students for specialist programmes with appropriate interventions put in place

Data is used by teachers to determine learning styles to increase engagement

Standardised testing is used to provide benchmarks from which progress is measured

Final achievement is at least as expected or higher than expected, as indicated by the data.

ANNUAL SCHOOL IMPROVEMENT PLAN GOAL TWO: DEVELOPING TEACHERS AND LEADERS TO ENGAGE AND CHALLENGE STUDENTS TO LEARN AND ACHIEVE SUCCESSFULLY BACKGROUND To shift from being a very good school to a great school, the focus is to develop teachers through building a strong model of a Professional Learning Community. 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 programme.

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SUCCESS INDICATORS

• • • •

In 2015, there was an emphasis on encouraging all students to speak out, to have a voice. Part of our Teacher Improvement Plan project aimed at leaders and teachers coaching one another to excel in their profession, saw students in many subject classes being surveyed regarding their learning environments and their experiences in the classroom. This provided invaluable feedback to teachers regarding the way they taught and assisted in developing ongoing goals towards a higher standard of professionalism. In 2016, as all Middle Leaders are trained in coaching techniques, a Teacher Performance and Development model will be implemented as this plan continues to progress. Corpus Christi College Strategic Plan Link: B3 In consultation with the Academic Council, a College model will be adopted to enable the professional growth of teachers.

Coaching organisations are investigated, with one selected in order to provide the necessary coaching training for leaders. This strategy will be evaluated for effectiveness All teachers and leaders set iSMART goals linked to AITSL standards for each semester Teachers are encouraged to share their goals with other staff at the College All teachers are to be mentored by a Head of Learning Area Senior teachers and Heads of Learning Area (and equivalent) are invited to become a Coach, and receive the necessary training All teachers are to be invited to volunteer to be coached and are to be provided with a trained coach outside their Learning Area or Department The Teacher Performance and Development model is to be evaluated late in Term Three for the purpose of strengthening the model for 2017.

ANNUAL SCHOOL IMPROVEMENT PLAN GOAL THREE: STAFF PROFESSIONAL DEVELOPMENT Corpus Christi College Strategic Plan Link: B4 Coordinate College based high quality ongoing professional learning opportunities in order to improve student engagement and achievement.

ACTIONS / STRATEGIES Professional Development: •

The Centre for Excellence in Leadership, Learning and Teaching in a Catholic school (CELTIC) programme is the individualised professional learning programme offered internally to all teachers at the College held outside of school hours, for a minimum of 90


SCHOOL IMPROVEMENT PLAN

minutes. Staff select courses across three main streams: Catholic identity; teaching and learning; and leadership. CELTIC is to be extended to include support staff, so a further stream is to be introduced

SUCCESS INDICATORS •

Staff know where to access the position descriptions, plans, policies and procedures which make up the Staff Handbook

Professional Learning courses must reflect the College learning philosophy and principles: high quality and professional; jobembedded and personalised; shared collaboration is the norm; combination of adult learning strategies – content and workshop; relevant to College goals; diverse offerings; research based; accountable; future oriented; encourage reflection and review

A clear process for updating documentation is circulated

Greater role clarity is achieved

Staff are more informed

Staff have access to information ‘just in time’.

Measures to evaluate the CELTIC programme were completed in Term Two 2016

The CELTIC programme is to be broadened to include all support staff once implemented successfully with teachers

Through the CELTIC programme, Middle Leaders and those aspiring to leadership have the opportunity to develop their Leadership skills in order to move to the next level of responsibility in the Catholic system.

RESPONSIBILITIES AND TIMELINE The Vice Principal and the Deputy Principal Senior School, in partnership, coordinate the CELTIC programme for 2016.

SUCCESS INDICATORS

ANNUAL SCHOOL IMPROVEMENT PLAN GOAL FIVE: EVANGELISATION PLAN Corpus Christi College Strategic Plan Link:

ANNUAL SCHOOL IMPROVEMENT PLAN GOAL FOUR: STAFF HANDBOOK Corpus Christi College Strategic Plan Accountability Link: 11. Update all College documentation in the Staff Handbook ensuring access by all staff. Accountability, induction, communication, role clarity, transparency of process, efficiency, policies accessible, articulate philosophy, streamlining processes, sharing information so that the College runs more smoothly.

(vii) Review and implement a new Evangelisation Plan after taking into account the recommendations of the Leuven survey. In 2016, the focus included initiatives associated with the Year of Mercy.

ACTIONS / STRATEGIES •

Refine the Evangelisation Plan

Develop an implementation plan including a timeline for projects.

RESPONSIBILITIES AND TIMELINE

The CELTIC programme is linked to current College strategic goals

ACTIONS / STRATEGIES

All teachers have access to the CELTIC programme for the entire year, and complete the minimum number of workshops

Collate the latest documentation

All staff have access to the CELTIC programme in Semester Two

Organise the documentation into a cohesive format

A research instrument is employed to evaluate the effectiveness of the CELTIC programme in improving teaching performance, student learning engagement and achievement, and leadership skills

Share the documentation with staff

Develop a clear process for the writing and review of policies and procedures

• •

The Principal meets with the CEWA Executive Director mid-year to discuss the CELTIC programme as it is being offered to all staff

Use the Corpus Christi College Guidelines for the Development of Policies and Procedures.

The CELTIC programme is evaluated for success in Term Three and a determination regarding continuance in 2017 is made by Term Four.

RESPONSIBILITIES AND TIMELINE Vice Principal Karen Prendergast is to coordinate this project, with the assistance of the Teaching and Learning Council, Manager of Finance and Operations Alan Luks and the Administration Team with completion to be achieved by the end of 2016.

Deputy Principal Ministry Jim Elliott is to coordinate the project with the assistance of the staff and Student Ministry teams.

SUCCESS INDICATORS

• •

Evangelisation Plan is completed The Implementation Plan and Timeline is finalised so as to bring the plan to life with all staff Staff are aware of, and contribute to the implementation of the plans Students are aware of the plans and are provided with some of the experiences as reflected in the plan The goals within the plans are communicated to the College community.

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FUTURE FOCUS: STRATEGIC PLAN 2014-2017 FOCUS AREA: DISCIPLESHIP (CATHOLIC IDENTITY)

9.

Discipleship is our calling – we are committed to deepening our relationship with Jesus. System-wide, we do this through: In 2014-2017, the College will focus on the following key goals that lie in QCS Domain One, Catholic Identity:

Consult relevant parties, update and circulate all Reports and Plans to the Community according to regulatory requirements and College strategic intent: Strategic Plan, Evangelisation Plan, Annual Report, Curriculum Plan, ICT Plan, Annual School Improvement Plan, Capital Development Plan, and Maintenance Plan. Other significant internal documents are the Professional Learning Community Plan and the Annual Quality Catholic School Process and Component Review.

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 individually and communally amongst staff and students, and a focus on the community knowing the faith journey exemplified by the College House Patrons.

FOCUS AREA: LEARNING (EDUCATION)

2.

Enhance the range of opportunities available for staff faith formation.

Strategies included:

T

he Corpus Christi College Strategic Plan continues to be informed by a number of consultative and information collation processes. The CEO LEADing in a flourishing Catholic Education system framework is used, alongside the Catholic Education Office School Review and Improvement Framework.

3.

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

The four Focus Areas identified to guide our growth include:

4.

Provide opportunities for a variety of liturgical experiences such as weekly Mass in the College Chapel, held each Friday. The focus is for all Homerooms to have the opportunity to organise and celebrate Mass.

5.

Review Catholic symbols, images and emblems with a focus on being contemporary and welcoming, creating powerful images of Jesus and his love for all, in keeping with the refurbishment of other facilities in the College.

1.

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 2014-2017, but is not designed to be exhaustive in terms of strategies, although there are a number of recommendations made in associated documents. 37

6.

7.

8.

With regards to the College Chapel, finalise its refurbishment with a focus on being more contemporary and in keeping with the standards of refurbishment in all other parts of the College. Review and implement a new Evangelisation Plan after taking into account the recommendations of the Leuven survey. In 2016, the focus included initiatives associated with the Year of Mercy. Review the College mission statement (purpose) and vision.

Learning is what we do – we are committed to learning at every level. A. In 2014-2017, the focus on student wellbeing continued, ensuring student learning occurs in a supportive and safe environment that is inclusive and pastoral for all learners.

1.

Heads of Year are to focus on facilitating and supporting an individual child’s educational programme, results and Learning goals as reflected in the additional time provided.

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.

3.

Strongly performing, academic students will be identified and informed they are performing well, acknowledged for their ‘difference’ and be nurtured in a supportive culture of learning excellence where the individual’s talents are honoured.

4.

Gender-based learning: a.

Boys’ engagement: The Teaching and Learning Council will investigate measures with regards to the disengagement in learning of boys, and reducing numbers of boys volunteering for leadership roles.

b.

The development of the character of our boys and girls, their respect for each other in an ever-changing world is a priority of the College.

c.

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, in the context of Catholic values.


FUTURE FOCUS: STRATEGIC PLAN 2014-2017 B. In 2014-2017, there has been a focus on the academic performance, student engagement and pastoral welfare of an individual student, and the professional improvement and support for an individual staff member. This outcome will be achieved through the following measures: 1.

Continue to honour a culture of learning through implementing the Corpus Christi College Professional Learning Community (PLC) model which reflects the importance of each individual teacher, their knowledge and relationship with their students in all learning environments, and their own subject knowledge and understanding and broad range of pedagogical practices.

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

Collaborative Teamwork

Teacher Capacity

Leadership Capacity

Professional Learning.

4.

In order to develop teachers, leaders and staff, an in-house professional development programme has been and will continue to be developed. The Centre for Excellence in Leadership, Learning and Teaching in a Catholic school (CELTIC) programme is the individualised professional learning programme offered internally to all teachers at the College held outside of school hours, for a minimum of 90 minutes. Staff select courses across three main streams: Catholic identity; teaching and learning; and leadership. The courses must reflect the College learning philosophy and principles: high quality and professional; job-embedded and personalised; shared collaboration is the norm; combination of adult learning strategies – content and workshop; relevant to College goals; diverse offerings; research based; accountable; future oriented; encourage reflection and review. The CELTIC programme is to be evaluated on an annual basis and broadened to include all support staff once implemented successfully with teachers.

5.

Teachers are to utilise the many forms of data available to improve student learning outcomes, for the development of teaching and the impact on student progress e.g. Year 12 WACE results; a variety of testing procedures and using NAPLAN and OLNA results to compare to internal assessment results, focusing on learning styles, using student surveys, all with the purpose of improving student academic performance across the cohort. Establish the evidence needed to evaluate the classroom learning environment, which will lead to increased student achievement.

6.

Personalised learning: with a focus on providing engaging, challenging learning experiences for all students e.g. Identification of students who are underperforming in 2015 moving into 2016, along with students who are gifted and talented and needing specialised support and plans to do well. The College Learner Profile reflects the College learning philosophy and is to be embedded in the overall College Year level programmes.

7.

A College Learning Philosophy is to be developed following the creation of a Corpus Christi Learner Profile, the profile of a Corpus Christi College graduate. Once these are completed, common teaching and learning practices (pedagogical framework), standards and expectations for students from Years 7 to 12 are to be identified, evaluated and embedded in courses and programmes.

8.

The College will continue to provide a world-class digital learning environment for students and staff in its quest to be an outstanding 21st century learning institution. Strategies include:

Initially recognised in 2013 with its nomination and selection as an Apple Distinguished School, and again in 2014-2015, this prestigious award has been presented to the College for 20162017. This move was made possible by visionary leadership which is shared and 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, indicators of success.

Implement a constant evaluation and review of the digital device chosen, the software and applications required of students and staff to enhance student learning engagement and achievement.

These four pillars are reflected in the Strategic Goals set for teachers each year. 2.

3.

The Principal and members of the Leadership Team to work collaboratively with members of the Teaching and Learning Council to develop and implement strategic goals. All leaders in the Teaching and Learning Council to actively engage in the development and implementation of College strategic goals through developing their leadership skills. In consultation with the Academic Council, a College model will be adopted to enable the professional growth of teachers. Strategies include adopting the Learning Environment Survey instrument in 2014 so teachers were able to glean feedback from students. In 2015, a Teacher Improvement Plan was introduced. All teachers developed SMART goals and were invited to participate in the Teacher Improvement Plan. In 2015, Heads of Learning Area, the Leadership Team and nominated coaches receiving professional development in coaching techniques. In 2016, teachers have been invited to nominate a Coach who will work with them on their iSMART goals, whilst HoLAs will mentor all members of their department, as part of the Teacher and Performance Development model.

38


FUTURE FOCUS: STRATEGIC PLAN 2014-2017 •

Expanding the availability of resources for student learning within the iTunes U courses provides more personalised and engaging learning experiences for students using a pedagogical framework which reflects well researched learning principles.

Data is to be made available to parents through SEQTA Engage and the communication between teacher and student, teacher and parent, are to continue to revolutionise teaching methodology.

9.

Create a strong programme to support a positive digital footprint utilising a variety of measures to ensure students understand their role in ensuring positive digital citizenship, so that they make legal and moral choices when using ICT. 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.

10. Calendarised events are rationalised and a new process for the inclusion of calendar events to be implemented and evaluated ensuring a rigorous, holistic educational programme for each individual student takes into account their academic performance, maintaining a balanced holistic programme for students. 11. Produce the Handbook for Parents of Students with Disabilities, with constant updates and reviews.

FOCUS AREA: ENGAGEMENT (COMMUNITY) Engagement is essential – we are committed to Catholic Education’s mission through relationships with all.

3.

In 2014-2017, the College focused on the following key goals which lie in QCS Domain Three, Community, and will: 1.

Continue to look at strategies to improve communication between parents and teachers online through SEQTA Engage.

2.

Implement the strategies defined by the formal review of the College Enrolment Process, including running monthly Enrolments Committee meetings, involving the College Registrar, the College Leadership Team, the Administrative team leader and the Communications Team.

39

4.

The Principal and the Parents and Friends (P&F) to focus on strategies to enhance the sense of community amongst new and current families. From 2014, the P&F proposed and implemented four parent committees to cover various areas of College life, called ‘Corpus Cares’, ‘Academic Support’, ‘Friends of the Arts’, and ‘Friends of Sport’. The P&F Executive will include community building and social events in the College calendar each year. The Principal to establish a Staff Wellbeing Committee, after the development of a discussion paper which explores the broad dimensions of wellness according to research. Strategies to promote wellbeing to be identified and implemented.

5.

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.

6.

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.

7.

With the assistance of the Principal and Deputy Principal Ministry, the College will develop an Aboriginal Reconciliation Strategy.


FUTURE FOCUS: STRATEGIC PLAN 2014-2017 FOCUS AREA: ACCOUNTABILITY (STEWARDSHIP) Accountability is not optional. We have personal and collective responsibility for our system’s success.

in difficult circumstances or are experiencing genuine financial hardship, and in justice to families who pay their School fees regularly and on time. 6.

In 2014-2017, the College shall focus on the following key goals in Domain Four, Accountability (Stewardship) which will include:

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.

Building a positive, resilient culture amongst students, with a focus on being mentally healthy. This will include a review and refocus for all College pastoral policies e.g. Pastoral Care; Bullying; Drugs; Attendance, etc., which reflect the College’s vision, mission and values.

7.

2.

Enhancing wellbeing so staff feel supported by the Leadership Team and all understand the importance of high levels of empathy and engagement in contributing to the success of the College.

8.

3.

Proceed with the Capital Development Plan under the newly created five year financial model:

Ongoing review of external ICT service providers and contractors 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.

9.

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.

1.

a.

The Corpus Christi College Community Centre was completed at the beginning of 2016

b.

Work on the James Nestor Performing Arts Centre commenced in Term Four 2016 and is due for completion Term One 2017

c.

Design drawings for the new College Theatre have been finalised, with building to commence mid 2017

d.

Other capital development projects include: Aquatic Centre; Visual Arts, Home Economics, Media and IT facilities to be developed.

4.

Identify, cost, prioritise and timeline the ongoing maintenance and refurbishment priorities for the College.

5.

The College has a responsibility to maintain its financial viability to provide a quality education for all families who choose to enrol their child. In consideration of the principles outlined in the CECWA policy on the collection of School fees, with discretion and in confidence, the College will develop and implement procedures which take into account the individual financial circumstances of families, including those who find themselves

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 an updated process for distributing the College e-News.

10. Formulate a Risk Management Policy and Procedures for consideration and implementation by the Board and College Leadership Team. 11. Update all College documentation in the Staff Handbook ensuring access by all staff. Induction, communication, role clarity, transparency of process, efficiency, policies accessible, articulate philosophy, streamlining process, sharing information so that the College runs more smoothly. 12. Review Human Resource processes, procedures and policies. 13. Adopt surveys of staff, students and parents to review current organisational practices, student learning, engagement and achievement initiatives; staff performance and development; satisfaction levels – students, staff and parents; school culture and to evaluate changes implemented.

a.

Require ongoing upgrades and refurbishments across all classrooms as budgets allow

b.

Be reflected in all new buildings, classrooms and outdoor spaces

c.

Require some modification in support staff working spaces and other administrative spaces.

CONCLUSION Corpus Christi College is one body made up of many parts. In ‘Following the Lord’ as our motto challenges us, we support parents in guiding students to live life in the Catholic tradition, working towards developing a culture of excellence through a quality teaching and learning culture within a supportive, inclusive and pastoral environment for the young men and women in our community. In continuing to develop all teachers in the College, we want to provide an educational programme that ensures high achievement for all our students. A whole school improvement planning framework has been created. The Framework is 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 continues to use a systematic and collaborative approach to effective school improvement.

14. The standard of 21st century learning environments developed in the Middle School (including furniture) to be broadened across the College and shall: 40


Corpus Christi College Empowering young women and men to flourish... At Corpus Christi College, we have earned a strong reputation in the community for focussing on providing the very best education for young women and men since 1983. As a College that is visionary and prophetic, we focus on success enabling our students to be independent and interdependent learners who are confident, resilient and committed to achieving their potential. We celebrate excellence at Corpus Christi College and the rich and varied learning enviornments not only cater for ALL students, but assist in building character and maturity in all our students. To enrol your daughter or son at Corpus Christi College, please contact College Registrar, Susanne Pass and arrange a personalised tour. Telephone: (08) 6332 2567 Email: spass@corpus.wa.edu.au Web: www.corpus.wa.edu.au 41

2016 Academic Results SCSA High Performing School Accounting and Finance Applied Information Technology Italian: Second Language Physics Psychology Visual Arts

50 OUT OF 132 students with an ATAR over 90 37.8 % in Top 10 %

5 with 99+

Certificates of Distinction

2016 AustralianSuper Award for Excellence in VET

Daniel Ialacci

SPECIAL SUBJECT AWARDS ATAR Physics Jake Wasley ATAR Religion and Life Samuel Wong


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. 42


CORPUS CHRISTI COLLEGE Murdoch Drive, Bateman PO BOX 279 Willetton 6955 Western Australia Ph: (08) 6332 2500 Fax: (08) 9310 5648 Email: info@corpus.wa.edu.au Web: www.corpus.wa.edu.au

Corpus Christi College Annual Report 2016  

Corpus Christi College Annual Report 2016

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