Annual Report - 2019

ST EDMUND’S COLLEGE

ANNUAL REPORT 2019

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 1

Contents Indigenous Acknowledgement

4

Board Chair’s Report

5

Principal’s Report

6

School Profile

12

Edmund Rice Education Australia

13

College Vision

14

Staff

16

Community Development

18

Pastoral Care

20

Curriculum

22

Parent, Student and Staff Satisfaction

24

Co-Curricular

26

Service - Social Justice 2019

28

Enrolment

30

Attendance

32

Income and Expenditure

34

Registration

34

Vibrant Spirit. Strong Character. Tailored Learning.

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 3

Indigenous Acknowledgement The St Edmund’s College community respectfully acknowledges the past and present traditional owners of this land on which we assemble, the Ngunnawal people. It is a privilege to be standing on Ngunnawal country.

Together we acknowledge the contributions of Aboriginal Australians and non-Aboriginal Australians to the education of all children and people in this country we all live in and share together.

As an Edmund Rice Education Australia (EREA) school, we follow the formal expression of EREA’s commitment to Aboriginal and Torres Strait Islander Education and to Reconciliation by supporting the EREA’s Aboriginal and Torres Strait Islander Educational Response (2014) for

Access,

Authentic

Relationships,

Quality Education, Education for Reconciliation, Justice and Advocacy, and Spirituality and Cultural Awareness for all students in our care.

In 2019 the College had an enrolment of 36 identified Aboriginal and Torres Strait Islander students from Years 4 to 12, whose academic and cultural needs were monitored and supported by our Aboriginal and Torres Strait Islander Education Coordinator, Ashleigh Kerin.

In 2019, there were no staff identifying as Indigenous.

Vibrant Spirit. Strong Character. Tailored Learning.

Principal’s Report

Board Chair’s Report Nichole Overall

It was a great honour to have been appointed Chair of the Advisory Board of St Edmund’s in 2019, the year in which we also marked our 65th anniversary. Having had the privilege to serve on the Board for six years, and with two sons who are now part of our more than 11,000 alumni, I’m pleased to continue my involvement as the College looks to its future.

To our Principal, Mr Joe Zavone, and our dedicated staff, I offer a heartfelt thanks. Once again, a busy and productive year, the success of which can be measured by the positive views and feedback within the wider community.

Equally, thank you to the boys and all of the families associated with the College, both now and historically, for your contributions, your involvements, and for truly shining the light on all that Blessed Edmund Rice held so dear. I would also like to take this opportunity to thank my fellow Board members for their support, commitment and ongoing efforts in helping achieve the further expression of the Vision and Mission.

As the oldest Catholic secondary school in Canberra, we continue to have much to offer the region. Our wellknown and regarded success in numerous sporting arenas is increasingly matched by our ever-growing development in so many areas, from the Performing Arts to the impact of our Gifted and Talented program. With 88 subjects on offer, 16 co-curricular options beyond the classroom, and an outstanding pastoral care program, St Edmund’s remains committed to encouraging and assisting young men be their best selves.

Congratulations all on a successful 2019 as we continue to develop vibrant spirit, strong character and tailored learning.

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 5

Principal’s Report Joe Zavone

This year we commenced the important tradition of having an annual Scriptural Theme – a theme from scripture that provides guidance, motivation and direction throughout the year. In our 65th anniversary year our scriptural theme was taken from St Paul’s Letter to the Philippians, “I can do all things through Christ who strengthens me”. Paul wrote this letter toward the end of his life while he was in prison for preaching the gospel of Christ. As Paul believes he is near to death, he urges his distant congregation in Philippi to remain strong and hopeful, and says to them that even as he approaches death, he is still capable of “all things” as he finds his strength in Christ. This is not a clichéd statement by any means – our Christian teaching tells us that a belief in Christ is also a belief in the people around us, a belief in helping our neighbours, a belief in the dignity and potential of others, a belief in inclusion and acceptance, and a belief in the strength that comes from community. This is what it means to be Christian. So the scriptural theme does not imply that a simple prayer to Christ will result in anything you want; our scriptural theme strongly implies that anything is achievable through positive relationships and strong community. It is this strength of relationships and community that is the very foundation of St Edmund’s College.

As part of our 65th anniversary events, this year we introduced a formal College Prayer and a College Hymn, both of which will now stand beside our College Song as items which are the very fabric of our St Edmund’s identity. The College Hymn is “Christ Be Our Light” – a hymn with which most of our students are familiar, and a hymn that is so closely connected to the College motto, Christus Lux Mea (Christ is My Light).

Vibrant Spirit. Strong Character. Tailored Learning.

Gospel Spirituality 2019 “I can do all things through Christ who strengthens me”.

Philippians 4:13

We use the Touchstones of the Charter of Edmund Rice Education Australia (EREA) to guide all we do as an Edmund Rice school in the Edmund Rice tradition. The Touchstones of Gospel Spirituality, Inclusive Community, Liberating Education and Justice and Solidarity set our direction and define our goals as, following Blessed Edmund’s vision, we continue to reflect and to seek to make the Gospel a living reality in our community. The following brief summary of some key points of 2019 demonstrate how important these Touchstones are to us here at St Edmund’s College.

In early May, the College community celebrated the Feast Day of Blessed Edmund Rice. It was a pleasure to once again have the presence of Br Matt McKeon (a former teacher, RE Co-ordinator and Spiritual Director at the College) as well as a number of significant special guests. We had a number of returning College leaders with Br Bob Wallace (former Headmaster, 1979-1988), Mr Colin Dwyer (former Headmaster, 1995-2004), Mr Peter Fullagar (Principal of St Joseph’s Nudgee College in Brisbane and former St Edmund’s Principal, 20092014, Mr Peter Milligan (Head of Senior School, Canberra Girls Grammar and former St Edmund’s Deputy Principal, 2007-2015) and Ms Patricia Doyle (former member of staff, commencing in 1978 and Director of Middle School from 2000-2017). There was certainly a great deal of history as well as many stories in this very distinguished group of former College leaders. We were most fortunate in having Archbishop Christopher Prowse celebrate our Mass along with Monsignor John Woods (old boy), Bishop Pat Power, Retired (old boy) and Fr David Lemewu.

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 7

The following members of our community received the Br Matt McKeon Faith and Service Award at the Founder’s Day Mass in acknowledgement and celebration of their service to the College community. Staff: Mrs Pauline Mills, Mr Joel Richardson; students: Eamonn McCoola (Year 12, Treacy House), Justin Teng (Year 12, O’Brien House) and Old Boy: Mr Rodney Skvorc (Class of 1989)

Also at the Mass we acknowledged and celebrated members of staff who have made a significant commitment of service to St Edmund’s College. I thank the following members of staff for their dedication to serving our College community and ensuring that our young men experience the very best of all facets of their time here at the College. These members of staff serve as a symbol of continuity and College memory – they are part of the stories and traditions of the College and we celebrate their contributions.

10 years’ service: Mrs Tracey Brown, Mrs Holly Ellem, Mrs Natalie Janes, Mr Joel Richardson, Mr Xiaotao Wang 15 years’ service: Mrs Maree Ford, Mr Justin Giteau, Mr Nigel Palfreman, Mrs Sue Dowling Over 15 years’ service: Mr Laurie Sims 20 years’ service: Mr Norman Foskett 35 years’ service: Mr Peter Langford ... and a special mention to former member of staff Mr Frank Hansby who had provided a service of 32 years by the time he retired in 2017.

The Mass was followed by an afternoon of market stalls and activities back at the College. There was a very strong festive feeling in the air as our boys tried their hand at a number of games and filled their stomachs with hot dogs, chips, sausage sizzles and the like. The day culminated in the House Tug-o-war which was won

by Haydon House. Our 65th anniversary event was made even more memorable by the exemplary behaviour of our boys throughout the day. The boys participated in Mass in a respectful, reverent and graceful manner

Vibrant Spirit. Strong Character. Tailored Learning.

(and they actually sang!), and this fine behaviour continued back at school. Many staff members commented that this year’s Founder’s Day was one of the best they have experienced, and this certainly comes down to the positive behaviour, attitude and energy of our students, and the way in which they wholeheartedly participated in all events throughout the day, from morning to afternoon. Our boys really showed the spirit and character of what it is to be an Eddies boy! Our students and staff were presented with a special commemorative 65th anniversary badge to mark the day.

The celebrations continued on Friday 17 May with the Blue and White Ball, held at the Hellenic Club. This event reflected very strongly and clearly the strong spirit of community we have here at St Edmund’s. The number of people attending the ball increased more than 100% from last year, and we had a very large number of old boys attending, including John Barilaro, Deputy Premier of NSW, leader of the Nationals and State Member for Monaro. It was indeed a fabulous night with good food, great music and even greater company. We look forward to the continued success of future Blue and White Balls. A tangible measure of a good school is the strength of its community, as it is the community of a school which forms its culture and identity. This year’s Blue and White Ball certainly demonstrated that the St Edmund’s community is strong, healthy and committed to the care of every young man attending this College. The 65th anniversary of the College was celebrated in a truly appropriate manner.

In June I had the pleasure of launching our new Vision and Mission Statement to our staff. The vision and mission statements of any organisation provide a focal point that helps to align all members of the organisation’s community, ensuring that everyone is working towards a single purpose. Our new Vision and Mission statement emerged from a working team of the College Board, the College Leadership Team and interested members of staff. I am confident that these statements provide a very clear direction for the College and clarify our identity, i.e. who we are as a faith-based, community minded educational organisation with the core business of educating and caring for young men.

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 9

Our new Vision and Mission Statement: St Edmund’s College is a dynamic Catholic all boys school, an inclusive educational community committed to living the message of Jesus Christ. We educate and develop boys into young men according to the values and experiences of a Catholic education in the Edmund Rice tradition.

OUR VISION: Vibrant Spirit. Strong Character. Tailored Learning.

Our Vision at St Edmund’s College is to develop boys into young men of strong character, by building a spirit of...

• GROWTH through Liberating Education

• HOPE through Gospel Spirituality

• BELONGING through Inclusive Community

• SERVICE through Justice and Solidarity

OUR MISSION Our Mission is to provide a quality Catholic education in the Edmund Rice tradition by …

• promoting the highest levels of personal achievement in education • bringing the light of Christ to every student • recognising, nurturing and celebrating the God given qualities of every member of our community • promoting opportunities for service to the community and to each other We held our annual NAIDOC Week Assembly in mid-July. The Assembly, superbly organised by Ms Ashleigh Kerin, acknowledged and celebrated this year’s NAIDOC theme, Voice Treaty Truth. Our guest speaker was Zuzette Fahey, Indigenous Education Officer for ACT Education. Zuzette demonstrated the significance of storytelling by reading a picture book to the whole school, highlighting the NAIDOC theme. The book was “Say Yes” by Jennifer Castles, with illustrations by Paul Seden. It is a story about how the events surrounding the historic 1967 Referendum played out in the everyday lives of two young girls. In celebration of the NAIDOC Assembly, our Music teacher Mrs Margaret Thomas, Year 6 Music and the Didge Crew created a musical piece inspired by this year’s theme and the varying backgrounds and countries of our indigenous boys. Throughout the song we heard the various names of countries from where the boys’ ancestors came. From Anewan to Yuin, from Waradjuri to Goreng Goreng and many more, we paid tribute to country and ancestors. At the assembly I reminded our students that we are Edmund Rice people – we are people who, like Edmund Rice, stand for others in a strong and practical manner. Our Touchstones, our College prayer and even our College song talks about who we are and how we are – so let us be the best Edmund Rice people we can be by supporting the goals of Voice, Treaty and Truth with the ultimate goal of everyone in this country being in right relationship with our First Nations people.

Our Walkathon could not have been held on a more beautiful Canberra winter’s day in July. The sun was shining, the sky was blue and the boys were in fine spirits. The sense of co-operation and community was very tangible throughout the day. I thoroughly enjoyed the company of the Junior School as I joined them on their walk (though next year I need to remember to wear proper walking shoes!). I must thank all of our students who attended for entering the spirit of the day with a positive attitude and a friendly nature. The boys certainly displayed their very strong sense of community. Our boys raised around $23,000 which is an absolutely wonderful achievement. The boys who raised $250 or more were able to spend a day out with myself, Mr David Kelly and Mr Balmaks, enjoying a movie at Belconnen followed by an afternoon of bowling.

Sexual orientation and gender have become the subject of widespread discussion in the community. In our highly polarised and politicised environment, schools are challenged to respond appropriately to those mem-

Vibrant Spirit. Strong Character. Tailored Learning.

bers of their community who have particular needs in the sensitive areas of human sexuality and gender.

Our staff were provided with a Catholic foundation to support their response to students, ensuring that the pastoral care extended to them is of the highest quality possible. First and foremost, the Catholic school is a community where the innate, God-given dignity and uniqueness of every student is welcomed and respected.

Therefore, discrimination and bullying of any kind has no place at all in a Catholic school. We will look at directing this important theme to our students in 2020.

We partnered with the Islamic School of Canberra in Term 4 for two very exciting ventures. As the Islamic School has very limited grounds, our HPE department organised an athletics carnival for the Islamic School students on our spacious grounds. This was followed by an interfaith dinner in our Edmund Rice Centre where students, staff and community members of both schools gathered together to share a meal and share in the richness and depth of each other’s sacred texts and practices. The theme of the interfaith dinner was Peace, with Father Dan Benedetti and Imam Adam Konda sharing their wisdom on the significance of peace in the texts and practices of Christianity and Islam. We hope to continue this wonderful partnership with the Islamic School and further promote interreligious dialogue and understanding.

I would like to thank the College Leadership Team for their support and very hard work in moving the College forward. My thanks to Samantha Brady (Director of Business Services), Marianne Geoghegan (Assistant Principal, Teaching & Learning), David Kelly (Assistant Principal, Junior School), Pat Langtry (Assistant Principal, Student Wellbeing), Leanne Gair (Acting Assistant Principal, Student Wellbeing, Terms 3 & 4), Jacob Knowles (Assistant Principal, College Operations), Margaret Maher (Assistant Principal, ICT and Innovation), Michael Monagle (Assistant Principal, Mission and Identity) and Carmela Wilson (Acting Assistant Principal, Mission and Identity, Term 2). A very special thanks to Ian Garrity, our Deputy Principal, who has done an outstanding job in his role and has kept the College sailing very smoothly this year and to Rachel Lemon, the Executive Assistant, who has been a great support.

I would also like to thank the College Board for the support and guidance this year. Thanks to Nichole Overall (Board Chair), Br Brian Berg, Stephen Buckman, Christa Gordon, Lara Kirk, John Owens, Gerard Tiffen and Lucy Stramandinoli. Similarly, the St Edmunds College Foundation has worked hard this year in overseeing an investment program with the aim of providing financial assistance to marginalised or disadvantaged families so that the cost of educating their sons can be alleviated. Thanks to Grant Jones, Juanita Kapel, Josh Reid, Lachlan Quinn and Paul Scholtens.

The Old Boys and Friends Association have done wonderful work in their continued support of the College.

Many thanks to Matt de Jongh (Association President) and to his committee and members. I thank them for their time, energy and commitment to the College.

Thank you to the Heads of House, Heads of Faculty, teaching staff and support staff for their daily work. A school would not survive without the dedication and initiative of its staff, and I sincerely thank all of our members of staff for their contributions and commitment.

Finally, deepest thanks to our students – from Year 4 all the way to Year 12. Ultimately, despite the best efforts of all the groups I have mentioned above, it is the spirit and work of our students that really make the College.

I thank our young men for their commitment, their participation and drive in making St Edmund’s College, “Let our song be evermore, Edmund’s to the fore!”

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 11

School Profile St Edmund’s College Canberra is a Catholic School in the Edmund Rice Tradition has been educating boys from Year 4 to Year 12 for 65 years. The College was opened by the Christian Brothers in 1954 as St Edmund’s War Memorial College and has seen over 11,000 boys grow into fine young men with generations of families passing through the halls.

Sixty five years later, the College continues to provide a liberating education and a diverse program of cultural, pastoral and Co-curricular experiences within a supportive and inclusive community.

St Edmund’s College offers teaching and learning programs specifically tailored to boys’ learning styles, and a vertical House system which provides structure and support during the school day. Students have the opportunity to experience vibrant Youth Ministry and community service programs, be part of a diverse range of team and individual sports, artistic, musical and performing arts experiences, and participate in a variety of camps, excursions and immersions. These opportunities form the many dimensions of an ‘Eddies’ education.

Vibrant Spirit. Strong Character. Tailored Learning.

Edmund Rice Education Australia

Edmund Rice Education Australia The Christian Brothers story in Australia is a vibrant and creative response to the educational needs of the day.

The formation of Edmund Rice Education Australia (EREA) by the Christian Brothers in 2007 continues and renews this response. EREA, as part of the mission of the Catholic Church, is charged with the responsibility for governance of the Christian Brothers’ schools throughout Australia and to ensure that Edmund’s charism lives on.

EREA has defined four Touchstones which describe the culture of an authentic Catholic school in the Edmund Rice tradition: These Touchstones give ideals which underpin the ministry of our College. They also help us set our direction and define goals which follow Blessed Edmund’s example and make the Gospel a living reality in our community.

In 2017, EREA reviewed and updated their Charter for Catholic Schools. The updated Charter was published in 2018 and assists EREA schools to live out the four Touchstones and share the mission of the Catholic Church.

Liberating Education

Justice and Solidarity

Gospel Spirituality

Inclusive Community

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 13

College Vision Our Vision at St Edmund’s is to develop boys into young men of strong character, by building a spirit of: GROWTH through Liberating Education HOPE through Gospel Spirituality BELONGING through Inclusive Community SERVICE through Justice and Solidarity

What does this look like?

What does this look like?

• Quality tailored programs for boys, with diverse and relevant pathways, maximising the growth of each student.

•

A professional growth culture that focuses on differentiation, feedback, formative assessment and continuous improvement.

•

A vibrant, spirited and innovative culture that is focused on learning.

•

A strong Catholic ethos and spiritual dimension evident in the College community.

• High levels of engagement in student and staff formative programs, both within the College and the broader community.

•

A comprehensive and distinctive pastoral approach that supports and promotes the wellbeing of every student.

• •

A substantial and engaging ‘Brothers’ program and community service program.

A celebration of our identity and achievements, and strong relationships within our own community and wider communities.

College Mission Statement Our Mission is to provide a quality Catholic education in the Edmund Rice tradition by: • promoting the highest levels of personal achievement in education • bringing the light of Christ to every student • recognising, nurturing and celebrating the God given qualities of every member of our community • promoting opportunities for service to the community and to each other

Vibrant Spirit. Strong Character. Tailored Learning.

Vibrant Spirit. Strong Character. Tailored Learning.

College Motto

Christus Lux Mea (Christ is my light)

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 15

Staff

As a Catholic school in the Edmund Rice tradition, St Edmund’s College aims to provide a holistic and inclusive education that integrates faith, culture and learning. This is reliant on having dedicated, energised and innovative staff who strive to motivate students to achieve their potential and experience success. The result is authentic, relevant, dynamic and creative learning experiences for students who are engaged, challenged and supported.

Staff Profile 72 permanent and contract teachers are employed to teach students from Years 4 to 12 of which 29 are female and 43 are male. (This is equivalent to 69 full time teaching staff).

They are supported by a Counsellor, a Defence Mentor and 37 permanent or contract support staff members (25 female and 12 male) to the equivalent of 32 full time positions across the Canberra Campus and The Pines at Tuross Heads.

In 2019, no staff identified as Indigenous.

Vibrant Spirit. Strong Character. Tailored Learning.

Teacher Qualifications & Professional Development All teaching staff at the College are appropriately qualified, with several holding post-graduate degrees and multiple specialist qualifications.

In accordance with ACT legislation and requirements, all teaching staff have an ACT Teacher Quality Institute (TQI) Registration or a Permit to Teach.

All VET Staff have a current Certificate IV in Training and Assessing and hold the relevant qualifications and experience in the subject area they teach.

In 2018, all staff participated in a range of individual and/or team professional learning opportunities as part of the College’s Professional Learning Program. These were either provided externally by professional deliverers, the Teacher Quality Institute, teaching associations or internally as part of the staff Professional Learning Program. The opportunities and experiences, as listed below, address a vast range of teaching and learning themes, topics and issues, and are tailored to improve student outcomes.

• Spirituality Faith and Formation;

• Disability Education;

• Development and delivery of curriculum content;

• Language acquisition for students;

• Effective Pedagogy;

• Student Road Readiness;

• Board of Secondary School Studies requirements;

• Preparing students beyond Year 12;

• Finances;

• Reportable Conduct;

• Assessment;

• Work Health and Safety;

• Vocational Education;

• Wellbeing;

• Digital Technologies and the Curriculum;

• First Aid Management;

• Student Mental Health and Anxiety;

• Effective communication; and

• Diverse Learning;

• Leadership.

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 17

Community Development There has been a shift in marketing approach within the College. The former Community Development and Marketing Office has morphed into Community Development and Enrolments. While still carrying many of the responsibilities of the previous office, it has a stronger community building focus. The primary responsibilities of the department are developing and maintain community relations, organising events, liaising with the media, soft community outreach, managing our social media presence and attracting enrolments.

Experience Eddies Day Experience Eddies Day is targeted to prospective students in Years 3 – 6. It invites prospective students to experience what it is like to be an Eddies Boy, to create an Eddies experience for them. Throughout the day students take part in College classes including Information Technology, Food Technology, Science, Physical Education and Technology and Applied Sciences (woodwork). Each class is run by a teacher and is assisted by current students. The day is set up to encourage prospective students to develop an understanding of the expectations of St Edmund’s and to begin meaningful relationships with current students and staff members.

If the student chooses St Edmund’s we hope that this day provides them with a social framework to help them transition.

Open Day The College Open Day is held to provide prospective students and their families the opportunity to explore the College facilities, as well as meet our staff and students. This year the Open Day took the form of a self-guided tour (with the option of a guided tour by a current student), with each faculty setting up an exhibition along the tour route. Families were able to wander the grounds at their leisure and interact with teachers one on one.

There was a fairly informal and relaxed attitude about the day, which we hope allowed families to get to know the school in a meaningful way. Each family was able to become acquainted with the aspects of the College their son(s) were most interested in. The small guided tours by students were also a method of relationship building for prospective families and helped keep the atmosphere friendly and welcoming.

2020 Prospective Parents Evening The information evening was a way to supplement Open Day with a speech by the College Principal and Assistant Principal’s. As there was no formal speech on Open Day, the Information Evening was a formal introduction of the Principal and other key staff members at the College. Families were able to personally meets these members of staff and ask any questions that they may have around the expectations of the College.

Vibrant Spirit. Strong Character. Tailored Learning.

Social Media The College has reimagined its social media presence in 2019. Weekly segments were featured on the St Edmund’s College Facebook page. They included, Meet Eddies Monday, Talented Tuesday, Where are they Wednesday, Throwback Thursday and Free for all Friday. The overall objective was to create a holistic picture of what a St Edmund’s College school experience is like. The community development office was able to meaningfully engage with all areas of the community to encapsulate the school spirit. The St Edmund’s College Instagram was also launched with a primary focus on capturing and promoting student life. Followers and Likes on both the Facebook and Instagram grew considerably and there has been a positive community response.

Edmums Cocktail Evening The Edmums Cocktail Evening was held in Term 4 of 2019. This event was a way for the College to show our appreciation and gratitude for the unfathomable work that mother’s play in our student’s lives. Events that celebrate this contribution are highly valued by the College because of the important relationship between St Edmund’s and mothers. The evening was catered by the St Edmund’s College hospitality team who put on a spectacular showcase of their culinary talents. Prizes and cocktails heavily featured on the night and the College looks forward to growing these events in the future.

Old Boys & Friends Association The Old Boys and Friends Association plays a central role in the relationship between the College Alumni and the current staff and students. The Association helps the College to keep in touch with their history and heritage by bridging the gap between past and present. This is St Edmund’s 65th Anniversary year which is an astounding achievement and many of the activities by the Association have centred on this celebration. The ball to celebrate the 65th anniversary year was a great success, attended by current staff, parents, and Old Boys.

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 19

Pastoral Care In an ever changing and complex digital world, where despite Mission Australia suggesting that the IQ of young people makes them smarter and more intelligent than we ever have been in the past, our children are struggling. With expectations about what it means to be successful at almost unattainable levels, an increased understanding of global awareness and media that seems to thrive on perpetuating fear, it is no wonder that we are confronted by alarming statistics around our wellbeing and mental health. Unfortunately the statistics in Australia show that one in five people between the ages of 16-85 years old experience a mental illness, primarily anxiety, depression or substance use. (www.blackdoginstitute.org.au) It is therefore no surprise that schools nationwide are constantly looking for improved practices and ways of embedding positive wellbeing skills into the curriculum.

In the hope that we may be able to provide our students with adequate coping skills, increased levels of resilience so as provide a buffer against many of the destructive influences that cause poor mental health, St Edmund’s College has in 2019 become a registered BE YOU school. This is a government initiative promoting the awareness of the mental health and wellbeing program designed to upskill teachers, parents and students on successful strategies for cultivating wellbeing. Our staff are currently in the process on working through the online modules that are empowering them with knowledge and skills to be more attuned to recognizing signs and symptoms of mental illness, and providing them with practical strategies that can be implemented in classroom contexts to help our students build more positive social emotional skills. We are committed to building a mentally healthy community with the support of affiliated organisations such as: Kidsmatter, MindMatters, Headspace, The Australian Psychology Society, Principal Australia Institute, Early Childhood Australia and Everymind.

The Be You committee participated in a College cultural audit that measured various aspects of College life, ranging from feelings around safety, belonging and community through to levels of coping and resilience. The results in many areas were affirming; however, one area that stood out that needed to be improve was student engagement. As a way of improving engagement, we first needed to look at improving consistency across the school when explicitly teaching pro-social behaviours, and when challenging antisocial behaviours.

In Semester Two all staff at the College participated in a school wide Professional Learning, focusing on the scientific theories behind Martin Seligman’s positive psychology framework. It was well received and his PERM+H initiative has been the basis for building our improved way of teaching, pastoral care and wellbeing in the future.

The Formation Program, which will be launched at the beginning of 2020 is a school wide, timetabled, structured and sequenced class that all students will attend. It combines the 5 PERMA +H domains (positive emotions, engagement, relationships, meaning, accomplishment and health) with the Brisbane Catholic Education Curriculum and components from the health units from the Physical Education Curriculum. It will allow us to explicitly teach a holistic wellbeing program, that engages our boys in an authentic and ‘lived out’ way. The research suggests that students who have good mental health and wellbeing flourish not only academically, but experience higher life satisfaction levels and increased optimism. ‘A school curriculum that incorporates wellbeing will ideally prevent depression, increase life satisfaction, encourage social responsibility, promote creativity, foster learning, and even enhance academic achievement’ (Waters, 2014)

Vibrant Spirit. Strong Character. Tailored Learning.

During the year, the College worked as part of a larger team to organise a Combined Catholic Secondary Colleges Wellbeing Expo. This was a wonderful initiative for our College to be involved in and a great opportunity for our parents to get exposure to world class guest speakers. Most importantly, it provided the St Edmund’s parents an avenue to seek out help and resources about how to best support their son, who may be suffering with poor mental health.

St Edmund’s students have continued to be privileged to attend workshops and sessions with various guest speakers throughout the year, most notably, Mr Brent Sanders and the team from Menslink. Students in Year 9 ( from St Edmund’s and St Clare’s) participated in workshops on healthy and unhealthy relationships, while the Year 11 and 12 boys participated in sessions that focused on the law and consent, risk taking and reducing impulsivity and strategies for staying safe. The Year 10 students have enjoyed the P.R.I.D.E sessions with Michael from Menslink which have had a focus on respectful relationships, positive images of masculinity, healthy body image and strategies for de-escalating conflict. All students have participated in sessions with Menslink on their Silence is Deadly Program and celebrated in awareness days such as Are you OK? Day. Our students’ strong sense of competition and House pride has again been showcased with many students receiving merit awards and earning House points. Their enthusiasm with this, along with the Gold, Silver and Bronze Academic Awards played a vital role in determining our House Shield winners for 2019. A big congratulations goes to all House groups for the healthy and well-spirited way in which they entered into the competitions and shows that a vibrant spirit is alive and well at St Edmund’s. Other events that showcased our strong character and sense of community included Founder’s Day, Market Day, The Walkathon, swimming and athletics carnival days just to name a few.

The College would like to formally congratulate all students who applied for a College or House Leadership position for 2020. The students represented themselves well in their written application, speeches and interviews. Congratulations to Sam Gibson (College Captain), Tyler Greenhalgh (Vice- Academic), Patrick McFarlane (Vice- Mission) and Corey Davis (Vice- Service). The themes and topics that were reoccurring from each of the above mentioned students, and those of the House captains make me feel confident that continual school improvement will be obvious in 2020. I would like to thank the many staff and tutors who have worked tirelessly with our boys during the year to ensure that the care, discipline, support and encouragement that our boys receive on a daily basis, allows them to grow into men of good character.

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 21

Curriculum The focus of Teaching and Learning at St Edmund’s College in 2019 was to bring to life our commitment to “Tailored Learning” for each student. Teachers at St Edmund’s further developed student access to learning opportunities and programs designed for growth and achievement. This entailed an understanding of how to shape diverse and relevant pathways to ensure each student grows as an individual. Our Tailored Learning program here at the College developed into a package that caters for all students at an individual level.

Our Careers advisor and VET coordinator, Ms Southwell, was instrumental in communicating with industry, the tertiary education sector, students and their families the different pathways and supports available to senior students post-St Edmund’s. Under her and Mr Zarb’s watchful eye, our Community Contribution Program made repairs and added visual celebrations of life and learning at St Edmund’s to corridor walls. They were instrumental in hanging some House photos and shields and also assisted with removing and replacing old curtain rails. These young men took pride in all their work and we are grateful for their efforts.

Tailored learning also supported our talented sports men through flexible timetables and one on one engagement with teachers. Our performing Art students also took advantage on what is on offer, and studied an offline Media unit with some excellent work produced. These students were guided by Mr Palfreman but developed great independent working skills. The Music classes saw a number of students studying offline with great success and enthusiasm. Our Gifted and Talented Program continued to grow throughout 2019 with more staff and students coming on board.

The Tailored Learning Program here at the College is a way in which we cater to all students’ needs. The program is designed to support and extend at an appropriate level and ultimately lead to more engagement in learning. Through the program, we are hoping to further develop 21st century skills that are much needed for the futures of our young men. Our goal is to present the Tailored Learning Program as an option for every student, where we ensure that each student can achieve their best. The academic year of 2019 presented with a number of challenges but the proud learning moments for each individual student far outweighs the rest.

We hope to involve more students in the Tailored Learning Program in 2020 and look forward to be witness to their individual learning.

Students who studied Accredited Packages were also successful in obtaining work. In 2019, we continued to have more employers seeking students from St Edmund’s to enter their trades than boys to fill the vacancies.

We remain committed to developing each student academically, pastorally as well as spiritually and emotionally. All of our boys have a sense of ‘Eddies Pride’ that takes them a long way in their working life that extends beyond school.

Vibrant Spirit. Strong Character. Tailored Learning.

Academic Profile Award issued / Pathway

Number Issued

Senior Secondary Certificate 77 Tertiary Pathway 41 Vocational Certificate 24

% of Student Population 100% 53.2% 18%

ATAR*

2019

> 99 > 90 > 80 > 70 > 60 Median

0 7 16 27 34 76.95

* Australian Tertiary Admission Rank

Literacy and Numeracy The following tables show the percentages of students who are below national minimum standards and the percentages of students who are ‘at proficiency’ in each of the domains tested by the National Assessment Program – Literacy and Numeracy (NAPLAN) as at May 2019.

Naplan Results: Percentage of Students at or Above Proficiency Year 5

Year 7

Year 9

Years

St Edmund’s

ACT

St Edmund’s

ACT

St Edmund’s

ACT

Reading

100%

99.5%

95.3%

96%

80.2%

93.4%

Writing Spelling Grammar & Puncuation Numeracy

100% 92.1% 94.1%

94.8% 95.5% 93.2%

85.9% 71.4% 89.3%

91.6% 86.2% 92.9%

82.1% 91.6% 84.5%

85.1% 94.1% 91.5%

98.2%

97.1%

93.7%

96.2%

98.8%

97.7%

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 23

Parent, Student and Staff Satisfaction Throughout 2019, staff and Year 12 students were asked to participate in a survey conducted by Edmund Rice Education Australia (EREA) in an attempt to gather information about EREA schools across Australia. The surveys covered a number of areas of College life, including: College Operations, Pastoral Care, Teaching and Learning, Spirituality and Social Justice. There was also opportunity to provide more general comments and feedback.

Parent / teacher meetings (four per year) provide direct avenues for parent communication and parents are encouraged to communicate with the school in person, by telephone or by email. Parents are formally surveyed every second year.

Survey responses were reviewed and analysed. The large majority of students reported feeling safe, encouraged and challenged while striving for academic excellence, and enjoyed the Co-curricular offerings available.

An overview of the student survey (Year 12): 91% of students indicated that they felt their teachers has a strong passion for the subjects, 82% felt that the schools looks after students who have trouble leaning, 86% felt that the school prepared them well for AST tests and 90% felt that had a good relationship with their teachers.

87% of students felt that their pastoral and wellbeing initiatives of the school were beneficial, 88% felt that the school responds well to bullying. 91% of students felt that the school prepared them well for their future pathways.

An overview of the staff survey: The staff survey indicated that most staff identified closely with the social justice, outreach and Catholic identity dimension of the school. 80% of staff felt that women are welcome in the school, particularly in leadership positions. 87% felt that that school provided good opportunities for students with an above average ability and 75% felt that the school catered well for students with a learning difficulty. 88% of staff felt some benefit from the EREA formation programs, with 76% of staff happy with the support provided by EREA.

Vibrant Spirit. Strong Character. Tailored Learning.

The analysis of the survey also identified a number of areas needing improvement. The feedback received will be used to guide the College’s Leadership Team to update the Annual Improvement Plan and future strategic directions. It is worth noting that current data is compared with previous surveys to see how the College has tracked on key areas from year to year.

Staff were provided a range of formal and informal forums to express their opinions and views, using a number of platforms and opportunities. All 2019 College events were reviewed by staff whose feedback served to improve future delivery of each event. A number of committees and working groups have also been established to undertake research and provide recommendations in relation to curriculum, finances, pastoral care, Religious Education and Mission. Staff members are given the opportunity to comment on school policy and procedures through their active participation in Faculty and House meetings. The views of staff are also sought in evaluating the school’s annual improvement plan.

Student opinion was also obtained on aspects of College life through conversations, meetings and forums.

The Student Leadership Team were also actively involved in canvassing student opinion and shared input where appropriate. This team meets weekly with the Principal and Assistant Principal Student wellbeing and Assistant Principal Mission and Identity not only to organise up-coming events but to participate in the regular evaluation of school routines, procedures and policies. As a representative leadership group, these student leaders often will raise the concerns and questions of their fellow students. Students are also able to express their opinions regarding procedures and practices via their tutor or Head of House. The school has an open door policy with students being able to visit members of the College Leadership Team (Executive).

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 25

Co-Curricular In 2019 St Edmund’s College has continued its strong tradition through our Co-curricular programs, whether it be on the sporting fields, the stage or in the classroom of our various afterschool clubs.

Each student participates in their chosen activity, some more than one, broken up into Sports, Performing Arts and Clubs. Through these programs we aim to provide a holistic education that works on students interpersonal skills such as; team work, problem solving, leadership and work ethic.

The College has a strong background in providing Australian age grade representative in a diverse range of sports. This trend continued this year with the following students representing Australia: Remsey Lemisio – Rugby Union – Australian Schools Barbarians Junior Tupou – Rugby Union - Australian Schools Barbarians Tom Farrell – Dragon Boating Angus Jones – Dragon Boating Cassidy Tando – Football – Australian U16 The College sports continue to be the most popular of these options with 25 across Cricket and Basketball and 32 winter teams across Rugby, Football (Soccer) and Basketball.

The College provided 15 Co-curricular activities for students in 2019. Dragon Boating, college bands and the musical are delivered in conjunction with St Clare’s College.

Sports

Performing Arts

• Cricket

• Band

• Rugby Union

• Choir

• Basketball

• Musical

• Mountain Biking • Snow Sports • Dragon Boating

Clubs • Debating • STEAM – Science, Technology, Engineering, Arts & Mathematics • Photography • Chess • Duke of Edinburgh • Gardening • Japanese language and cultural club

Vibrant Spirit. Strong Character. Tailored Learning.

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 27

Service - Social Justice 2019

At St Edmund’s College, we are committed to the Edmund Rice tradition by being actively involved in serving each other and the wider community. In 2019, St Edmund’s College was involved in a number of local and national charitable organisations for which we raised funds, provided service and raised awareness. With our new Social Justice Framework that was introduced in 2018, our focus activities and charities were as follows:

Brother’s Service Program The Brothers’ program encourages students to go above and beyond, and pushes them to use their unique gifts and talents in service for others. Brothers’ provides a framework for students to lead in an area of their choice and to follow the call from Edmund Rice to be at the service of others.

Students receive an award based on the number of hours of community service they do during their senior years at the College. The 2019 recipients are listed below.

Bronze Award (55 hours of service)

Silver Award (150 hours of service)

• Jacob Mills

• Jack Alexander

• Harry Buckley

• Duncan Kilmister

• Jackson Burns

• James Tually

• James Skvorc

• Lachlan McLeod

• Aidan Shea

• Symon Miguel Refuerzo

• Ben Stonehouse

• Matthew Redpath

• Hayden Pepper • Nathan Hackett

Gold Award (300 hours)

• Lachlan Searle

• Alister Hobson

• Andrew Barr

• Kai Cochrane

• Sam Daniher

• Justin Teng

• Erek Lukowski

• Eamon McCoola

• Davis Bellicanta • Ethan Ledbrook • Henry Scheckenbach • Jed Stuart

Students in Years 11 and 12 also dedicated almost 3000 collective hours of community service through the ‘Brother’s Program’ in 2019. The program has a view to be extended to the entire school by 2021 which will allow students in Year 4 to 10 to also log hours, and will encourage participation in the broader community.

Advocacy and service are at the core of our charism as a Catholic school in the Edmund Rice Tradition, and we are constantly seeking opportunities to put our faith into action through a variety of activities throughout the year.

Vibrant Spirit. Strong Character. Tailored Learning.

Justice and Solidary We are committed to justice and peace for all, grounded in a spirituality of action and reflection that calls us to stand in solidarity with those who are marginalised and the Earth itself.

Social Justice Model - Whole School

International Focus

$2,307.50

Term 1: Project Compassion - an initiative of Caritas Major Activities: Multicultural clothes day and pizza lunches

School Focus Term 2: School initiatives and projects Major Activities: Walkathon and Mufti Day

Local Community Focus Term 3: Local Home in Queanbeyan

$20,203.05

$600

Major Activities: Sleep out activity and Coffee Club

Most Marginalised Focus Term 4: St Vincent De Paul and Karinya House

50 Hampers

Major Activities: Hampers and donations

Additional Fundraisers St Vincent de Paul Doorknock Appeal: $2247 Book Fair: $414 Solomon Island (Disco): $5419 Karinya House: $1010.50 Gingerbread Raffle: $1040 Head Shave RS Foundation: $1000 Vibrant Spirit. Strong Character. Tailored Learning.

Election Day BBQ - Darwin/Solomon’s: $213 India Disco: $5144 Sleepout 2020: $600 Ricky Stuart Herritage Day: $730 Daffodil Day: $540 Bottle Recycling: $400 Annual Report 2019 • Page 29

Enrolment Being enrolled at St Edmunds’ College Canberra brings with it a commitment by students and parents to be actively involved in contributing positively to the life of the school. Enrolments on the whole are determined during ‘enrolment period; but all enrolments are considered on application throughout the year.

Student Retention

Enrolment Figures

122 students completed Year 10 in 2017. Of these, 78 complet-

741 boys were enrolled at the College in

ed Year 12 in 2019. The retention rate is therefore 63%.

2019*. The enrolment in each year group is illustrated below:

Characteristics of the Student Body • All male • Non selective • 55% of the student population is Catholic • Students are aged 7 to 18 years • 3.9% of the student population is Indigenous • The major feeder areas are Jerrabomberra and Queanbeyan region, South Canberra, Tuggeranong and Bungendore.

Year Group

Amount

Year Year Year Year Year Year Year Year Year

40 62 61 97 110 97 101 98 75

4 5 6 7 8 9 10 11 12

*Enrolment figures reflect census conducted in August of 2019

Vibrant Spirit. Strong Character. Tailored Learning.

Post College Destinations Each year, the College collects intended post-College destinations data from Year 12 students. These students follow a diverse range of pathways and career choices at the conclusion of their schooling.

53% of students were offered a place (or multiple places) at a University. Courses offered include: Marketing, Business, Finance/Accounting, Exercise Physiology, Engineering, Politics, International Relations, Nursing, Science, Criminology, Education and ICT. Information from graduating students contributes to the graph below which illustrates as accurately as possible their intended post-College destinations as at December 2019. These percentages are not mutually exclusive and reflect that many students elect to pursue more than one post-College destination.

Breakdown of Destinations University 53% CIT 18%

11%

Employment 63% Apprenticeship/Traineeship 18% Defence Force 8% Seeking Employment 17%

18%

17% 8% 53%

Gap Year / Other 11% 18%

18%

63%

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 31

Attendance Students are required to attend school unless there is a justified reason for being absent or leave has been granted by the principal. Every absence that is not Principal’s leave must be explained by the parent / carer. St Edmund’s College regularly monitors attendance patterns of our students so that we can identify patterns that may show a student or group is at risk of disengaging.

Junior School

Student Attendance Rates

Year 4, 5 and 6 rolls are marked twice a day by the class

The attendance rates of each year group is

teacher, once after morning assembly and once after

provided below:

lunch.

Students who arrive late, sign in at the Junior School Office. If students arrive late or depart during the day, this is entered into the College’s absence management system by the junior school administrator.

An explanation from parents / carers is required for every absence, in accordance with the College’s Attendance Policy. All unexplained absences are followed with SMS communication to parents on the day of the absence, with parents able to respond with options via text to explain the absence.

Year Group

Rate

Year Year Year Year Year Year Year Year Year

94.3% 94.0% 93.7% 92.9% 93.2% 92.1% 87.0% 86.2% 88.5%

4 5 6 7 8 9 10 11 12

Senior & High School Year 7 to 12 rolls are marked in the morning in Tutor Groups and on a period-by-period basis.

Students who arrive late, sign in at the Student Services Office. Students are not permitted to leave college grounds during the day unless they have written parental permission or are granted permission by their Head of House, Assistant Principal (student wellbeing) or the Deputy Principal.

The student services administrator also manages student departures during the day.

Parents are asked to contact the College on the morning that the students is absent. If an absence remains unexplained, parents / carers are contacted by SMS. Parents are able to respond via SMS with three options to explain their son’s absence. If a response is not received, it is expected that a note explaining the absence will be provided the day the students returns to the College.

Vibrant Spirit. Strong Character. Tailored Learning.

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 33

Income and Expenditure Income

Amount

Fees and Leave Federal Grants ACT Government Grants Building Fund Other Grants Interest Other

6,489,639 5,617,141 1,698,205 200,064 96,681 23,790 694,161

Expenditure

Amount

Employee Costs Depreciation Operating Costs Faculty Costs Co-Curricular Maintenance Other

12,341,462 2,014,331 1,343,597 907,195 136,126 723,876 222,057

Registration On 15 December 2015, the Minister for Education and Training directed the Registrar of Non-Government Schools to renew the registration of St Edmund’s College.

In accordance with the requirements of Registration the following information is provided: St Edmund’s College is registered as a School for students in Years 4 to 12 at 110 Canberra Avenue Griffith ACT. The period of Registration is 1 January 2016 to 31 December 2020.

Members of the community can obtain a copy of the most recent registration report from the College’s Compliance and Administration Manager, Marinda Venter at mventer@stedmunds.act.edu.au.

Vibrant Spirit. Strong Character. Tailored Learning.

Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 35

ABN 45 551 557 285 • RTO 88014 • CRICOS 00639E

publications@stedmunds.act.edu.au Vibrant Spirit. Strong Character. Tailored Learning.

Annual Report 2019 • Page 36