Annual School Performance Report 2020
Love Laughter Learning
COLLEGE DETAILS Sheldon College is an independent, co-educational, non-denominational College that was established in 1997. The College is organised into 4 Sub-Colleges: Early Learning (Kindergarten and Preparatory - Ages 3 to 5) Junior College (Years 1 to 4) Middle College (Years 5 to 8) Senior College (Years 9 to 12) Principal:
Dr L.T. Bishop OAM: BA Hons (Psych); MEdAdmin; MEdStud.; MBA.; PhD.(QLD); CMgr FIML; MAPsS; FACEL; JP (Qual)
School sector: Independent Address:
Taylor Road, Sheldon Q 4157
Total enrolments: 1357 Year levels offered:
Kindergarten/Preparatory to Year 12
Co-educational or single sex:
Co-educational
Characteristics of the student body:
655 (48.3%) males
702 (51.7%) females 0.44% Indigenous
MISSION STATEMENT To provide a quality educational experience in an environment that encourages and enables our students to succeed in a constantly changing world.
Principal’s Foreword College or the world of work; to become lifelong learners; and to participate responsibly and successfully in a global society. At Sheldon College we see education as a partnership between the home and the school and we believe fundamentally that “What the homes are, the schools will be, and what the two are the future will be.” For further information go to: www.sheldoncollege.com Dr Lyn Bishop OAM Founder and Principal/CEO
Sheldon College is an independent, coeducational, non-denominational College situated in Redlands City. Committed to its basic philosophy of Love, Laughter and Learning, the College caters for students from 15 months of age through to Year 12. The College campus is located on 60 acres in a semi-rural setting in Taylor Road, Sheldon. The College was established 24 years ago and is committed to providing a quality education for all students in a safe, secure learning environment which is characterised by high standards for both staff and students in the areas of dress and appearance, behaviour and individual scholarship and work habits. Sheldon College is a Company Limited by Guarantee which has its own Constitution and which complies with the laws in the Corporations Act that apply to public companies. It is a not for profit organisation which is governed by a Board of Directors. The Board is responsible for setting the broad policy and strategic direction of the College, as well as the overall financial management of the College. Every other aspect of the College’s functioning is the direct responsibility of the Principal/CEO. The Mission of Sheldon College is “to provide a quality educational experience in an environment which encourages and enables our students to succeed in a constantly changing world.” Our Student Exit Outcomes ensure our students leave our College equipped with the necessary skills and knowledge to become self-directed learners, creative thinkers, problem solvers, innovators, effective communicators and collaborators, information and media literate, skilled in the core literacies and possessing high self-esteem; thereby enabling them to make a smooth transition to University,
BAHons (Psych), MEdAdmin, MEdStud, MBA, PhD(QLD), CMgr FIML, MAPsS, FACEL, JP(QUAL), AIM Professional Manager of the Year 1999, Queensland and Australian Entrepreneur of the Year 2002 (Social, Community, Not-For-Profit Organisation), 2013 QUT Outstanding Alumni Award for the Faculty of Education, 2014 QELI (Queensland Educational Leadership Institute) Ambassador, 2018 Medal of the Order of Australia (OAM) for service to education in Queensland.
College Values As a College we are committed to the following Core Values: • Student success • Excellence in teaching and learning • A safe, orderly and supportive learning environment • Collaborative home-College-community partnerships • Shared decision making • Recognition and reward • Service orientation • Continuous improvement • High standards in dress and appearance, behaviour and individual scholarship and work habits • Support for individual needs – intellectual, emotional, social, spiritual and physical 2
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Distinctive Curriculum Offerings 2020 was far from an ordinary year. With the extraordinary circumstances that confronted our world due to COVID-19, all sectors across the globe, including education, had to pivot in order to allow our next generation to continue in their learning journey. Throughout this year, Sheldon College unequivocally withheld the pressure and potential to regress by providing a first-class Home-Learning curriculum to our community. The College’s Executive Curriculum Team, alongside our Academic staff continue to position Sheldon College at the forefront of ongoing innovation and achievement in education. Through explicit use of our New Art and Science of Teaching Pedagogical Framework, coupled with current research surrounding teaching and learning best practice, our students continue to flourish with the educational opportunities afforded them. Naturally, in a year where learning in an online environment was thrust upon students across the globe, Sheldon College teachers and students were equipped with both the knowledge and skills to seamlessly transition into this mode of teaching and learning. Whether our students were learning at home, or at school, their opportunity to engage with distinctive curriculum offerings never wavered. The following summaries provide just a few examples of the learning experiences students were offered at Sheldon College in 2020:
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Sheldon College delivered the Certificate III in Aviation (Remote Pilot – Visual Line of Sight) on campus, in partnership with the Australian Unmanned Systems Academy. 20 students in Year 10, Year 11, and Year 12 were given the opportunity to learn from industry leaders through enrolment in the Certificate program and gained a deep understanding of drone technology and related career opportunities. On completion of the course, students received a Certificate III in Aviation (Remote Pilot – Visual Line of Sight), and a CASA Remote Pilot Licence (RePL).
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Senior Science students engaged with the UQ Science Ambassadors program. These students were responsible for developing and delivering events, holding National Science Week activities, and encouraging other senior Science students to share their experiences. The program challenged students to develop their leadership abilities and communication skills.
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Year 12 students were provided professional development to Academic staff regarding learning styles and “Developing Assessment Capable Learners”.
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The Sheldon College MathsX Team were dominant competitors in both the UQ and QAMT Mathematics and Problem-Solving Competitions.
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Business students participated in competitions to improve financial literacy and entrepreneurial skill. These included but were not limited to the Buy Smart Competition and the ESSI Money Challenge. 4
Distinctive Curriculum Offerings (Continued) •
The Confucius Institute of Queensland (CIQ) engaged with the College to acknowledge the outstanding work our students did in their Chinese studies during the home learning period. This relationship brought about further learning opportunities for students in their Chinese classes.
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•
The English and Technology faculty continued the highly successful Shining Light Project. This cross-curricular project allowed students to research, design and create solutions to energy poverty in third world countries.
•
The Business students held the annual Virtual Marketplace which is administrated and executed entirely by the students. This event allows students to apply the skills learned in their studies, but also allows them the opportunity to pitch their business ideas to the Sheldon College community and beyond.
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Co-Curricular Activities Sheldon College offers a comprehensive range of sporting, arts, academic enrichment, technological, personal development and community service programs to ensure students have many and varied opportunities to develop selfesteem, teamwork and higher order thinking skills. The College’s extensive co-curricular Sports Program caters to young beginners and social athletes through to those representing Australia in international competition. Students from Prep to Year 2 are offered a range of sport development programs, while students in Years 3 to 12 have access to weekly Saturday morning interschool sporting fixtures and associated training programs. Sports on offer in such weekly interschool fixtures include Australian Football, Basketball, Cricket, Football (Soccer), Netball, Touch Football and Volleyball, while interschool carnivals are run for Swimming, Cross Country and Track & Field. In addition to interschool sport, a number of opportunities exist for students to compete in club sport for the College. At present such opportunities exist for both boys and girls in Basketball and Touch Football. The College also actively participates in a number of State and National tournaments to offer our students further opportunity to compete and grow in their chosen sport. The Sheldon Academy of Sport (SAS) covers the College’s year-round, professionally coached individual performance sports of Athletics, Swimming and Tennis, with Strength & Conditioning and rehabilitation support provided by our own Exercise Physiologist. Some students enrol in SAS programs as casual/social participants, while the more serious athletes commit significant time and effort to more advanced pathways in their goal of reaching their full sporting potential. All three SAS programs are affiliated with their relevant sport governing body, opening direct competition pathways to state and national representation. 7
The Australian School of the Arts (ASTA) offers a comprehensive and innovative co-curricular Arts Program, catering for students in Preparatory to Year 12 across all facets of Arts Education. This program builds on Arts curriculum to identify, equip, extend and nurture students who show a passion and talent for any area of the Arts, thereby enabling them to become resilient, confident, creative individuals and equipping them to follow their chosen pathways post school. The ASTA Academy Programs offer students in Prep to Year 8 the opportunity to gain skills and excellence in Drama, Dance and Visual Art. The ASTA Professionals Program is a suite of audition based, specialist excellence courses that support talented Arts students in Years 9 to 12 in the areas of Combined Performing Arts, Fine Art, Fashion Design and Film, Television and New Media. The ASTA Performance Music Program offers vocal and instrumental tuition to around 600 students and boasts more than 30 ensembles that rehearse weekly. One of the major aims of this program is to provide our young musicians with “real world” performance experiences. Over the years, these have included performances for the Lord Mayor’s Multicultural Ball; Lord Mayor’s Business Dinner; The Governor’s Breakfast; the annual Royal Queensland Yacht Squadron Open Day; 1st Test of the Ashes Series at the Gabba; live bands at the Australia vs France and Australia vs New Zealand Rugby Internationals; drumlines for the Brisbane Bullets; The Ekka and World Rugby League matches; as well as providing the orchestra and choir for the Redland City Christmas Carols. Eisteddfods and competitions are also part of the yearly program, providing students with the incentive to rise to the next level in the pursuit of excellence. The Academic Enrichment component of the Co-curricular Program is designed to offer opportunities that enhance and develop students academically and socially, beyond the four walls of the classroom. To provide students with consolidated learning opportunities, a variety of tutorials, taught by subject area professionals, are offered each week across a range of subjects. Other programs on offer focus on progressing the skills and dispositions of 21st Century Learning, as well as the skills which underpin all Queensland Senior syllabuses - critical thinking, creative thinking, communication, collaboration and teamwork, personal and social skills, ICT/Technology skills, innovation, entrepreneurialism and global citizenship. The Social and Emotional Wellness component of the Co-curricular Program is designed to promote a positive approach to student wellbeing by providing a range of opportunities for students to participate in the local and global community to further develop social and emotional skills. These include the Duke of Edinburgh Award and the support of various charities.
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Pastoral Care and Student Wellbeing Sheldon College offers a comprehensive Pastoral Care program from Kindy – Year 12, whereby we focus on the development of the social and emotional wellbeing of our students.
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Relationship Education
•
Peer Mediation Skills
•
Leadership Development
•
Coping with Adversity
•
Positive Decision Making During the Teen Years
•
Effective Study Skills
We firmly believe that our role is to ensure all students develop the necessary skills to become effective members of the College and wider community.
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Community Service
The College wide Pastoral Care emphasis provides an avenue through which teachers can work with students in a positive way to ensure our High Standards in Dress and Appearance, Work Habits and Conduct are maintained. Our goal as a College is to ensure our students graduate with the ability to take their place in society as well balanced, confident and respectful global citizens who positively contribute to the world in which they live.
These programs and our overall approach to Pastoral Care at Sheldon College enable and encourage our students to achieve to their potential in terms of the College Student Exit Outcomes. Our goal is to ensure each student achieves personal success by providing them with the knowledge, skills and values necessary to make a smooth transition to University or the world of work, as they become lifelong learners who participate responsibly and successfully in a global society.
Student leadership is valued and fostered through the appointment Our Primary students have weekly Pastoral Care topics which are of Middle College Leaders, House Leaders, Senior Leaders, Prefects, reinforced through their weekly classroom activities facilitated by Cultural Captains, Sporting Captains, College Vice-Captains and their classroom teacher. The Primary Pastoral Care topics fall under College Captains. Working with their Head of Year, each cohort an overarching Term concept as outlined below: participates in supporting a designated charity per year. Students are provided with a range of opportunities to contribute positively • Healthy Mind/ Healthy Bodies to College life and the wider community. • Active Citizenship •
Values and Emotions
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Social Issues e.g. Cybersafety./ Stranger Danger
Our Secondary students participate in weekly Personal Health and Development (Year 9 and 10) and Focus ( Year 11 and 12) lessons. Topics covered in these year levels include: •
Time Management
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Drug Education
Traditional events such as the Preparatory Fairytale Ball, Showcase, Senior Leader Induction Ceremony, ANZAC Day Ceremony, Celebration of Excellence, Year 10 Semi-formal, Year 12 Formal and the Graduation Ceremony serve to reinforce the cultural fabric of the College. Sheldon College ensures the safety and wellbeing of all students through its Student Protection and Anti-Bullying policies which can be viewed via the Parent Portal.
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Parental Involvement Education is a partnership between the home and the school. Parents are encouraged to participate in a wide range of voluntary assistance areas including the Cafeteria, the Resource Centre, the Marketing and Events Departments, attending excursions, assisting in the classroom, providing support for families in crisis through the Chaplaincy program, coaching, managing and supporting sporting teams, supporting extra-curricular experiences of an Arts/Cultural nature, and offering elective programs. Parent Meetings are held regularly throughout the year for all parents from Kindergarten through to Year 12. These meetings provide a first-hand opportunity to interact with our client base on a personal basis. The meetings include an update on strategic issues relating to curriculum and pedagogy; developments in the field of education; helpful hints for assisting children with their learning; updates on progress and development in various other portfolios; as well as providing parents with the opportunity to meet first hand with key
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personnel responsible for the education of our students. Parent Workshops establish a depth of understanding regarding educational initiatives and provide an opportunity to interact with teachers. These forums provide the opportunity to seek feedback from our clients and this is used to inform and improve our future practice. Parents are involved in a wide range of social events throughout the course of the College Year including the Arts Academies, Fairytale Ball, College Musical, Sporting Awards Dinner, The Fathers’ Day Camp Out and the College Carnivals. An open communication with parents is facilitated through interactive technologies, the College newsletter, Website, ParentTeacher interviews, Reporting, our iLINQ Parent Portal and our ‘open door’ policy.
“What the homes are, the schools will be and what the two are the future will be.”
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Staffing Information STAFF COMPOSITION Full-Time
Part-Time
Full-Time Equivalent
Teaching Staff
89
21
99.6
Support Staff
76
89
121.3
TEACHER QUALIFICATIONS Throughout 2020 Sheldon College employed 110 teachers in classrooms and as school leaders.
Doctorate
Masters
Bachelor Degree
3%
17%
80%
TEACHER ATTENDANCE Based on unplanned absences for sick and emergency leave periods of up to five days, the average ‘teacher attendance rate’ is calculated at 94.14%.
Number of Teachers
Number of School Days
Total Days Teacher Absences
Average Teacher Attendance Rate
99.6
198
1154.88
94.14
TEACHER RETENTION Sheldon staff are committed professionals. Of the 99.6 equivalent full-time teachers employed at the close of the 2020 program year, 88.6 were retained in 2021, yielding a teacher retention rate of 89%.
SCHOOL INCOME BROKEN DOWN BY FUNDING SOURCE School income broken down by funding source is available via the My School website at http://www.myschool.edu.au/.
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Professional Development The total expenditure in 2020 for professional learning provided by external agencies was $75,000. Staff professional development is highly valued at Sheldon College with knowledge and skills being sourced from internal and external experiences. Internal learning originates from weekly staff meetings led by the College Principal and middle leaders to staff development days conducted at the commencement of each term, to teacher-lead ‘breakfast book club’ sessions whereby individual staff members select and research a topic of currency and deliver a robust conversation with likeminded staff members over a breakfast meeting in the Student Learning Centre. Many of our academic staff are currently undertaking additional degrees from universities Australia wide in order to strengthen their knowledge in areas such as curriculum construction, pedagogy and assessment. This equips our teachers to review current research within their chosen field and apply new skills and strategies in the classroom environment. It also provides opportunities for teachers to share newfound knowledge with like-minded colleagues while converting theory into practice within an authentic classroom setting. Externally sourced professional learning includes attending conferences locally and interstate run by both State Education departments and corporate organisations. However, in 2020, with the advent of COVID, many professional learning bodies were unable to deliver external programs, hence the significant drop in staff professional development expenditure. During Semester 1 2020 staff positioned their focus towards pedagogical practices where the learning environment turned to an on-line model. Professional learning was largely driven by internal staff members displaying expertise within the digital world. Towards the end of 2020 staff became more flexible with the delivery of professional learning to the point where many sessions became more accessible on-line and at a reduced cost. Staff didn’t have to focus on travel time and parking and could remain on campus and continue to deliver engaging lessons to their students and attend professional development sessions commencing after school hours. All staff are encouraged to participate in professional learning sessions throughout the year and this is reflected in their annual performance reviews. With 100% participation in professional growth, the average expenditure per teacher in 2020 was $750.00.
Provider
Activity
6 Degrees Media
The Future of Remote Workforce
2
ACEL
Clarity - What Matter Most in Learning, Teaching and Leading
10
Impactful Leadership
1
Leading Through Difficult Times
1
Let the Children Play
1
Andrew Shaw
Double Bass Professional Development
1
Anxiety House
Dealing with Children and Parent Anxiety
1
ANZ Smart
Inspire Greatness Conference
2
Apple Distinguised Schools Team
Designing the Future Together
3
Applied Education
Xero Accounting and Payroll Online Learning
1
Australian Dance Collective
Professoinal Development for Dance Teachers
1
Be You - Beyond Blue
Planning for 2021: Thriving in the Aftermath of 2020
1
13
Number of Attendees
19 14 17
Professional Development (Continued) Provider
Activity
BEAQ
BEAQ PD Day - Session 1
1
Brisbane City Council
Small Business Expo
1
Chaplaincy Australia
CHC42315 Certificate IV in Chaplaincy and Pastoral Care
1
Child Family Community Australia
How to use frames effectively to advance child mental health
1
Childcare Australia
Documentation Secrets for OSHC
1
Dr Emily O'Leary
Anxiety
7
DSF Literacy and Clinical Services
LETRS - Course for Eastern States
1
Educator Impact
Taking Action with Pulse Check-Ins
1
ETAQ
Diving Deep into Assessment
1
First Aid Action
HLTAID001 - Provide Cardiopulmonary Resuscitation
11
Future Anything
Activate Professional Learning Day
2
Griffith University
Griffith University Employment Fair
5
Meeting with Griffith University - English Langauge
1
Meeting with Griffith University - Prof D Pendergast
2
Marzano Summit
3
The New Art and Science of Teaching Workshop
3
Inclusion Support Qld
Embedding Aboriginal and Torres Strait
6
InSafe Hands
Child Protection Training "Early Intervention to Child Protection"
10
Child Protection Training Legal and Practical Response to Suspected Student Harm
6
Inspired EC
Thinking About Thinking with Teacher Tom
1
Institute of Positive Education
High Quality Connections
1
Intro to Positive Education Online Workshop
1
ACER Masterclass
3
Big Ideas Summit
7
Curriculum Leader Workshop
4
Early Years Remote Learning Q & A with Sara Covill
1
Global Teaching and Learning Summitt
2
ISQ International Networking Day
2
Lead Students Towards Mastery Through Formative Assessment
1
Lead Students Towards Mastery through Formative Assessment
1
Parent Engagement
1
SATE Forum
2
Hawker Brownlow Education
ISQ
15
Number of Attendees
Provider
Activity
Number of Attendees
JR Education Consulting Services
Focus and Philosophy Webinar
1
EYLF off the Shelf Conference
1
Lifelong Literacy
Spelling for Life Webinar Series
1
Mental health First Aid Australia
Refresher Youth MHFA
1
Michael Bos
International Networking Meeting
1
Midnight Music
How to Add Music Notation to Your Worksheets
1
Midwest Clinic
International Band and Orchestra Conference
1
Monash University
Conceptual Play Worlds
1
MultiLit
MacqLit Professional Development Workshop
3
Myers-Briggs Online
Myers-Briggs Type Indicator
1
Percussive Arts Society
PASIC 2020
1
PESA
Making Healthy Happen
1
PLD
Pre-literacy in the Early Years
1
Positive Education Schools Association
PESA 2020 Australiasian Wellbeing Education
1
Conference Professor Susan Danby
Impact Covid has had on Early Childhood Education and Care and What it Means for the Digital Child
7
QAGTC
Creating Vibrant Futures for Gifted Children
1
QASSP
Heggerty's Phonemic Awareness
2
QCAA
Chief Confirmation Training (Digital Solutions)
1
Chief or Lead Marker Tarining
2
Cognitive Verbs in Years 7-10 Classrooms
1
Confirmation Subject Review Meeting
11
EA Instrument Specific Marker Training
1
EA Marker - Digital Solutions
1
EA Marker - Script Selection and Marking
1
EA Marker Training
1
EIA Resources, Teaching and Learning Languages
1
Endorsement
1
Endorsement - ENG and LIT
1
Endorsement Examination
1
Endorsement PSMTs
1
Enhancing oral language development in Kindergarten
3
External Assessment Training
9
External Marker Training
8
Geography Lead Confirmer Training
1
Geography Lead Confirmer Training 2
1
Geography Lead EA Marker Training
1
Head of Department Networking Forum
1
QCAA
16
Professional Development (Continued) Provider
Activity
Number of Attendees
Instrument Specific Marker Training Day
1
Junior Secondary Project - Technologies
1
Mathematical Modelling Webinar
3
Maths Methods Marker Training
1
Numeracy - Data Literacy and Interpretation of Graphical Rep
1
QCAA Assessor (Confirmation) Training
10
QCAA Lead Confirmer Training
2
QCAA Lead Marker Training
2
QCAA School Leader Forum
1
QCAA Year 12 Confirmation Event 1
9
Reflective Practice in Kindergarten Teaching and Learning
4
Script Selection and Marker Training
1
Subject and Instrument Specific Marker Training
1
Understanding ISMGs (Dance)
1
Understanding ISMGs (Drama)
2
Understanding ISMGs (FTVNM)
2
Understanding ISMGs (MEX)
1
Understanding ISMGs (Music)
2
Understanding ISMGs (Visual Art)
2
Drones - Connections Across sthe Curriculum
3
Student/Teacher Wellbeing & Engaging Students Online
1
Qikkids
Face to Face Training
2
Qld Assoc. of State School Principals (QASSP)
Phonemic Awareness
3
QTAC
QTAC Application PD Workshop
1
QUT
Mentoring Beginning Teachers
10
Sheldon College
Achieving the Extraordinary
7
Bump It Up Walls
7
Digital Pedagogy and Innovation 2020
7
Fire Training
16
Health and Safety Update
7
Multi-Lit Training Session
3
Rebooting Our Culture
7
Remote Learning (Covid-19) Reflections on Practice
1
QCT
17
Provider
Activity
Number of Attendees
Student Development and Care
7
Teaching and Learning Strategies
7
Youth Mental Health First Aid
3
Pockets of Practice - STEAM
15
Digital Pedagogy - Smart Board/Notebook Training
15
ASOT - Recap and Review
15
ASOT - College Standars and PDP Requirements
30
In Safe Hands: Child Protection Training
105
Exceeding Themes of National Quality Framework
6
Reading Framework
6
Differentiation Plans
30
Application of Exceeding Themes to Practice
6
PM Benchmarking
6
PM Benchmarking and Probe, Team Building
35
Assessment and Rating - Unpacking the Standards
6
Moderation
41
Cognitive Verbs in Years 7-10 Classrooms
30
Quality Improvement Plan Update
12
Robotics
12
Elf on the Shelf
12
Spelling Framework, Reading Framework, Guided Reading
41
External Assessment and Deep Familiarisation
30 18
Professional Development (Continued) Provider
Activity
Number of Attendees
Pastoral Care
105
Teacher Development and Feedback
41
QCAA Confirmation Event
35
Inspire Greatness Conference
5
SMARTboard Training
2
Art and Science of Teaching
1
Marzano Resources Summit
4
The New Art and Science of Teaching institute
3
SSP
SSP Monster Mapping
1
STAQ
UA-STAQ Senior Chemisry Day
1
STARS Institute of Learning and Leadership
STARS Professional Development
5
Teaching Methods
Jazz Music Institute
12
The Midwest Clinic
2020 Virtual Midwest Band Clinic
2
Think Organise Do PRO
Autism Spectrum Disorder, ADHD and Behaviour Workshop
1
TrackOne
Learning Analytics
2
UQ
Term 2 Senior Biology Unit 4 Twlight PD
1
U
UQ School Parnters Breakfast
1
VERMEC Australia
CNC Training
2
Warehouse Studio
US Accent workshop
1
Wlifelong Literacy
Spelling for life webinar series
1
SMART Solution Tree Australia
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Key Student Outcomes STUDENT ATTENDANCE (WHOLE SCHOOL) From the 1282 students (Years P-12 August 2020 Census) attending Sheldon College in 2020, there were 14332.5 student day absences (including part-day absences) registered as ‘Absent from School’, ‘Absent for Morning’, ‘Absent for Afternoon’ or ‘Extended Absence’ yielding an average student attendance rate of 94.2%. ‘Student Absence’ information for 2020 is tabled as follows:
Total Number of Students
Number of School Days in Program Year
Total Number of Student Absences
Average Attendance Rate
1282
181
14332.5
94.2%
STUDENT ATTENDANCE (BY YEAR LEVEL)
APPARENT RETENTION RATE
The break-up by Year Level for student attendance in 2020 is as follows:
In accordance with Australian Government regulations, the ‘Year 10 to 12 Apparent Retention Rate’ is defined as the number of full-time students in Year 12 in any given program year expressed as the percentage of those students who started secondary school five years previously (this may be greater than 100%).
Year Level
Average Attendance Rate in 2020 (%)
Preparatory
92.0
Year 1
94.9
Year 2
94.5
Year 3
94.9
Year 4
94.9
Year 5
95.2
Year 6
95.4
Year 7
94.6
Year 8
94.0
Year 9
94.0
Year
Enrolment
Year
Enrolment
Year 10
93.4
2018
103
2020
100
Year 11
92.0
Year 12
94.4
The ‘Year 10 to 12 Apparent Retention Rate’ for Sheldon College in 2020 is calculated to be 100.0% as provided by Queensland Department of Education and Training (DET). The 2020 ‘Year 10 to 12 Apparent Retention Rate’ data for 2018 to 2020 is tabled below:
Year 10 Base
Year 10-12 Apparent Retention Rate
Year 12
97.1%
MANAGEMENT OF STUDENT ATTENDANCE Each day, the College produces a daily absence report and a 3 day absence report. At the end of each term, the College produces an excessive absence report for each year level. The Student Services Office records all absent from College details as provided by parents and this is cross-checked with daily absence reports. Parents are required to notify the College if their child is absent and a medical certificate is required for absences of 3 days or more. 20
Benchmark Data NATIONAL ASSESSMENT PLAN FOR LITERACY AND NUMERACY (NAPLAN) Education ministers made the decision to cancel NAPLAN in 2020 due to the COVID-19 pandemic. This means students in Years 3, 5, 7 and 9 in 2020 did not undertake the assessment in 2020 and will not do a ‘catch-up’ test in 2021. Despite the cancellation of the NAPLAN test, Sheldon College did not waver in our College-wide priority of enhancing the literacy and numeracy skills of all students to ensure successful life outcomes in line with our Student Exit Outcomes. Students continued to participate in our regular program of targeted literacy and numeracy development from Prep to Year 10 using differentiated, evidencebased strategies which are informed by regular cycles of formative assessment and feedback. Student progress in literacy and numeracy was measured at the end of 2020 through our annual Progressive Achievement Tests (PAT) which monitor student growth over time. We were pleased to see that, despite a global pandemic, our student progress over the year was on par with a regular school year. NAPLAN 2021 is planned to go ahead as usual.
Year 12 Outcomes The information tabled below relating to Year 12 School Reporting 2020 for Sheldon College is provided by the Queensland Curriculum and Assessment Authority (QCAA). 2020 is our first year of the new QCE and ATAR system.
Outcomes for our Year 12 Cohort 2020 Number of students awarded a Senior Education Profile
98
Number of students awarded a Queensland Certificate of Education at the end of Year 12
96
Number of students awarded a Senior Statement only
2
Number of students awarded a Queensland Certificate of Individual Achievement
0
Number of students awarded an International Baccalaureate Diploma (IBD)
0
Number of students awarded one or more Vocational Education and Training (VET) qualifications
44
Number of students who are completing/completed a School Based Apprenticeship or Traineeship (SAT)
20
Percentage of Year 12 students who are completing or have completed a School Based Apprenticeship or Traineeship (SAT) or were awarded one or more of the following: QCE, IBD, VET qualifications
100%
Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer
100%
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Value Added Curriculum Sheldon College offers a wide and varied curriculum to students. Some of the programs on offer that value-add to the curriculum include such things as: WONDERLAND
OUTSIDE OF SCHOOL HOURS CARE
Wonderland is our Long Day Care Facility which opens between the hours of 6.30a.m. and 6.00 p.m. for 50 weeks of the year. This purpose built facility houses four air-conditioned classrooms catering for children from 15 months through to school age. Children experience daily the 3L’s of teaching – Love, Laughter and Learning.
Three services are offered in our Outside of School Hours Care programs. These are Before College Care, After College Care and Vacation Care. The programs are housed in our own state-of-the-art purpose built facility, called “Our Place”.
KINDERGARTEN The Sheldon College Kindergarten is a place where children are provided with opportunities to question, explore, succeed and have fun. The Kindergarten provides Focus Days for the students – Magical Monday, Chewy Tuesday, Wonderful Wednesday, Construction Thursday and Fun- filled Friday. This program runs five days per week from 8:20a.m. to 3:00p.m. The Kindergarten teachers work very closely with the Preparatory Year Teachers to ensure a smooth transition into Prep. 4
This program is designed to complement the busy day the children have enjoyed at school. The programs in this Centre are dynamic and are structured around the students’ suggestions, interests and needs.
SHELDON EVENT CENTRE The Sheldon Event Centre is a part of the Sheldon College campus. The Centre can cater for up to 2500 people and has its own hospitality and catering facility. The Sheldon Event Centre houses its own multi-user courts, world-class gymnasium and swimming pool, dance/aerobics rooms, computer laboratories as well as multi-purpose function rooms and it is capable of hosting an event of any size in the large stadium arena. 22
Valued Added Curriculum (Continued) SENIOR SCHOOLING The Senior Schooling program at Sheldon College offers quality educational programs that enhance partnerships between Sheldon College and tertiary and other training organisations, business, industry and the wider community. They include such initiatives as:
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Provision of extension programs such as University courses
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Individual Student Pathways to Success
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Mentoring Program
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Student Coaching
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Options afternoon whereby students access a range of activities
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Free Tutorials
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Senior subject selection guidance
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Links with Business and Industry
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Programs to assist students with tertiary entry or entry into the workforce
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School-Based Apprenticeships and Traineeships
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Work Experience
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TAFE Partnership with Schools Program
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Diploma of Business
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Sheldon College Aviation and Space Academy
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Links with Universities
New Initiatives Sheldon College offers a wide and varied curriculum to students. Some of the programs on offer that value-add to the curriculum include such things as: DIGITAL PEDAGOGY AND INNOVATION Apple Distinguished School Sheldon College was pleased to announce that it has been recognised as an Apple Distinguished School in 2020. As part of the 2020 submission, the College was required to write a Multi-Touch Book featuring 7 Chapters highlighting the College’s success as an innovative and compelling learning environment that engages students and provides tangible evidence of academic accomplishment. LINQ Academy Griffith Partnership The Sheldon LINQ Academy, in collaboration with Griffith University finalised a tertiary partnership model for Griffith preservice teachers undertaking their final trimester of a Bachelor of Education. Four academic staff members have been certified through the Queensland College of Teachers (QCT) to deliver university course work to future teachers onsite at Sheldon College. Innovative Partnerships Sheldon College was named as a top school across the country in 2020 as part of the Educator’s Innovative Schools Report. The College was acknowledged for their new partnership with Dr Catherine Ball, founder of the World of Drones, drone expert and Associate Professor. Our partnership ensures the embedding of drones and robots within our curriculum and provides students insight into the revolution of industries and business processes yet to be realised.
ENGLISH AND LANGUAGE FACULTY QUT Confucius Institute Queensland (CIQ) Network School Sheldon College became a QUT CIQ network school on 20 August 2020. CIQ we work with school students, teachers, school leaders, professionals, organisations and communities to: •
provide opportunities for Queensland school students to learn about Chinese language and culture
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provide professional development for school leaders and teachers of Chinese language in Queensland schools
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provide Chinese language and culture programs for individuals and community groups in Queensland.
This is an exciting opportunity for students to be exposed to more authentic cultural experiences. 4
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Parent, Student and Staff Satisfaction Satisfaction Surveys are conducted annually. Sheldon College employs the services of an external marketing agency ‘Engaged Strategy’ to undertake all our surveys. Below is a cross section of responses received from the 2020 survey conducted which related particularly to the experiences of COVID-19. COVID-19 surveys were conducted for Parents, Students and Staff. Most questions with the survey were rating questions utilising a 1 – 5 scale; with 1 being the lowest and 5 the highest.
Parent Feedback 567 responses were received with respect to the Parent Survey on COVID-19
Responses to Home Learning •
Appreciate Sheldon maintaining the same curriculum 4.3
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Comfortable using home learning tools 4.1
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Sheldon has gone above and beyond to maintain academic continuity 4.3
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Provided with adequate support to help child learn 4.1
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Easy to follow advice on how to set up the home learning environment 4.2
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Student academic needs were catered for 4.1
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Easy to find and/or access support 4.0
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Quality of education was maintained 4.2
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Student social and emotional needs were catered for 3.9
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Sheldon’s move to online learning was effective 4.2
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Pace of curriculum was appropriate 3.9
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Sheldon was responsive with technical support 4.1
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Q and A questions were effective 3.8
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It was easy to communicate with teachers via iLINQ 4.1
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Wellbeing resources on School TV were useful 3.7
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Easy to motivate my children to engage with the home learning process 3.6
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Overwhelmed by the extra work needed to help child/children 3.4
Key Statements •
Sheldon has stayed true to its core values 4.6
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Sheldon College did the best they could under the circumstances 4.6
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All parts of the Sheldon community came together to handle the crisis 4.4
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COVID-19 response was a good example of the Sheldon home-school partnership 4.4
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Sheldon’s actions reduced my anxiety 4.1
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Initially anxious about my child’s schooling 3.1
Communications •
Communication was clear and timely 4.8
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Clear safety guidelines were provided 4.7
Safety
Student Feedback Responses to Home Learning •
iLNQ provides useful online tools and resources to support my learning 3.7
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Easy to follow home learning instructions provided on iLINQ 3.5
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Easy to find and/or access support services 2.9
Key Statements •
I am aware of the processes if I become unwell 4.1
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Sheldon did the best they could do under the circumstances 3.9
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Sheldon kept to its high standards 3.8
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Sheldon has taken all steps to limit the spread 3.8
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Health and safety of students was a key priority 3.7
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Sheldon has gone above and beyond to maintain learning 3.7
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Sheldon effectively handled the crisis to minimise impact on learning 3.6
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I am aware of the processes should my child become unwell 4.8
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Pace of curriculum was appropriate 3.0
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Health and safety of students was a key priority 4.6
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Sheldon has taken all steps to limit the spread 4.5
Home learning provided opportunities for my parents to engage in my learning 2.4
Communications
Sheldon has gone above and beyond to maintain academic continuity
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Clear safety guidelines were provided 3.8
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Communication was clear and timely 3.5
Wellbeing •
Appreciated home group daily contact 3.9
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Teachers kept me motivated and positive 3.2 26
Sheldon College stayed true to its Vision, Mission and Core Values
Staff Feedback Responses to Home Learning •
Quality of education was maintained 4.6
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Easy to find and/or access support throughout Home Learning 4.5
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Became comfortable educating via home learning 4.5
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Easy to follow online class guidelines 4.4
Communications
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Provided with support and resources for online classes 4.4
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Communication was clear and timely 4.7
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Comfortable using ZOOM 4.3
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Clear safety guidelines were provided 4.5
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Student academic needs were catered for 4.1
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Student social and emotional needs were catered for 3.8
Safety
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All parts of the Sheldon community came together to handle the crisis 4.5
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Sheldon supported me as a staff member 4.2
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I was aware of the processes to be followed if I became unwell 4.6
COVID-19 response was a good example of the Sheldon home-school partnership 4.7
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Health and safety of staff and students was a key priority 4.2
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Sheldon has taken all steps to limit the spread 4.2
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Sheldon stayed true to its Vision, Mission and Core Values 4.7
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I felt safe carrying out my role 4.2
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Sheldon staff worked together as team to handle the crisis 4.5
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Sheldon has a strong focus on staff wellbeing 3.9
Key Statements •
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Student Destination Report
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Sheldon College PO Box 1188, Capalaba Qld 4157 Telephone: 07 3206 5555 Email: enquiries@sheldoncollege.com www.sheldoncollege.com