BOS annual report 2015

ST SPYRIDON COLLEGE

Annual Report 2015 Educational & Financial Reporting To the NSW Board of Studies, Teaching and Educational Standards (BOSTES)

JUNE 2016 Educational & Financial Reporting\BOS Annual Report 2015

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Mission Statement We promote educational excellence within a caring environment

At St. Spyridon College we aim to educate our students to take their place in a rapidly changing world with confidence and success.

We endeavour to develop the whole person- strong in mind, healthy in body, endowed with love, faith and compassion, able to make a conscious and positive contribution to the well being of our Australian community.

In this process we strive to provide them with the firm foundations of the Greek Orthodox Faith and Hellenic Ideals.

Developing the whole Person – Mind, Body and Soul

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The Seven Goals of the Strategic Plan 2012-2016 Goal 1

-

Rich and diverse educational experiences that aim for excellence and demand best effort

Goal 2

-

A Passport to Global Citizenship for students

Goal 3

-

Teachers of excellence

Goal 4

-

Strong and dynamic parent partnerships

Goal 5

-

College Reputation as a Centre of Excellence

Goal 6

-

A safe environment based on sound policies and procedures

Goal 7

-

A secure financial future with functional and conducive buildings and facilities.

The Pursuit of Excellence in all things

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Contents THEME 1:

INTRODUCTION

A message from the Chairman of the Board of Governors ............................................. 2 A message from our Head of College ...................................................................... 3 THEME 2: About our College ............................................................................................. 6 Characteristics of the student body ....................................................................... 11 THEME 3: ABOUT OUR STUDENTS Student Outcomes in Standardised National and Literacy Numeracy Testing .................... 13 THEME 4: SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT) Higher School Certificate ................................................................................... 16 Record of School Achievement (RoSA) .................................................................... 16 THEME 5: OUR EDUCATORS Professional Learning ....................................................................................... 22 Teaching Standards .......................................................................................... 24 Teacher Attendance and Retention Rates K – 12 ....................................................... 24 THEME 6: WORKFORCE COMPOSITION ................................................................. 24 THEME 7: Student Attendance .......................................................................................... 27 Student Retention ............................................................................................ 27 Post School Destination in Secondary Schools ........................................................... 28 THEME 8: ENROLMENT POLICIES........................................................................ 31 THEME 9: OTHER SCHOOL POLICIES ................................................................... 34 THEME 10: SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT ........................ 38 THEME 11: INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY ............................ 52 THEME 12: Student Voices ................................................................................................ 61 Student/Parent/Teacher Survey Results (see attachment) THEME 13: SUMMARY FINANCIAL INFORMATION ..................................................... 66 THEME 14: PUBLICATION REQUIREMENTS ............................................................. 68 vi

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THEME1: A message from the Chairman, Board of Governors A message from the Head of College

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A Message from the Chairman of the Board of Governors On behalf of the Parish Board of Directors and the Board of Governors, it is my pleasure to write this message for the Annual Report 2015. I would like to extend to all our educators my sincere thanks for your contribution to St Spyridon College. As you are aware St Spyridon College is a young thriving College. Since 1983 when the Junior College opened and then the Senior College in 1989 St Spyridon College has had as its motto “Forever Excelling”. In those early days, the community was wondering if the College would succeed. I recall at the same time in 1988, NSWIT became UTS and Syd Uni and UNSW were wondering also if UTS would also make it.

In both scenarios, both have!

Our student enrolment is over 700 and I believe there is a waiting list in some Years. We have seen many past students enrol their children in their school. We now have 50 children of past students and hopefully my own grandchildren will be here in 2018.

Why is this so? We have noticed that you are all dedicated and hardworking teachers. I recall before Mrs Stefanou started, she spoke about a train journey and what a train journey it has been- and is continuing to be fulfilled! We hope that in 2016 at the Maroubra campus the new library and new staff areas will be completed, as well as improvements to the Science laboratories. We are aware that we need new facilities with increasing student enrolments on both campuses. Success is achieved in many ways. Over the years, the academic results, have continuously improved and last year were outstanding, putting us the top 10% of schools in the State.

Apart from the academic results there are other achievements in: sport, music, hospitality, student leadership, drama together with Hellenism and Orthodox Studies.

Just as important is our students’ enthusiasm to contribute to the community and to represent their school with pride. I had the pleasure of seeing our College take part in the 25th March celebrations, the commemoration of many ANZAC Day events; the Battle of Crete commemorations and the blessing of the Law Term by His Eminence Archbishop Stylianos at the Greek Orthodox Archdiocese. Especially moving for me was the Byzantine Choir of Year 10 students chanting the Lamentations, and the Year 11 boys carrying the Epitaphios on Good Friday. The tradition of our Prefects’ first task is to serve the supper for some 400 people attending vespers for St Spyridon’s feast day and this was continued again with pride this year.

I know, full well what preparation is involved in delivering a lesson, inspiring students and then their assessments tasks. I have to do the same at UTS where next year incidentally we have 500 students in one microbiology class subject. I must admit from managing staff and laboratories, I now enjoy teaching more. I commend you all, in doing In-service courses. We as a Board also have to do online courses on Governance through the AIS NSW. The administration staff are also to be commended and thanked, as they support and administer the day to day tasks of the College and Parish.

I wish our whole school community every success for 2016.

Mr James Phillips President and Chairman of the Board

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A Message from the Head of College Based on Address at the K – 12 Awards Assembly–2015 At the close of this school year we look back and give thanks to God and our Patron St Spyridon for the progress we have made. We encourage all our students to excel across the subjects. We express our appreciation to all the people and organisations named in the program that sponsor our Scholarships and Awards. I am sure you would all know, that our motto is «Αιέν Αριστεύειν», “Always Striving to Excel”. Academic progress is important to us. We are proud that our HSC students consistently bring the school in the top 15 – 20% in the State. We are happy that over 80% - some years over 90% of our students go on to university. Last year we had our first two students of Classical Greek, with very good results in this challenging subject.

We commend our teachers as outstanding educators. Today we are not just a member of key independent school bodies. We contribute and provide leadership. Our educators sit on key decision making committees; they present papers to national and international conferences; we are hosts to key educational events. Many of our teachers contribute to Board of Studies HSC panels as judges, markers, and advisors. Our reputation now precedes us.

Our school uniform is now recognised and respected across the independent schooling sector for the values that it represents. It is our values that give us our distinct identity in NSW. For us, the pursuit of excellence goes beyond academic ambition; because here we endeavour to develop the whole person, Mind, Body and Soul. As an Orthodox school, we have a special responsibility to teach our students to value the sacredness of every human person; to have compassion and to do their best to make a difference. We are proud that our students respond enthusiastically to every opportunity to contribute to the well-being of other people; and to the peace and harmony of the whole world. We talk about a strong sense of belonging.

In building a culture of values and ethics, I feel truly blessed to have as my strongest allies, the Principal of the Senior School Mrs Katsogiannis, and the Principal of the Junior School, Mrs Synesios.

The three of us are united in pursuing our mission, with a strong sense of purpose and a deep sense of responsibility. In today’s troubled and confused world, this is not always easy. We ask for your prayers and your support in our sometimes complex and often difficult task.

Together with our parents, we work to achieve a school community whose distinguishing characteristics are those of friendship and decency. We are blessed that our parents strengthen our voices, and fully support our ethos and values. In a recent survey developed as part of the AIS Research Project, Year 9 and 10 parents gave us the strongest possible endorsement. Over 90% of parents, rated our academic and values programs as Good to Excellent - over 60% as excellent. This gives us the strength of purpose to aim even higher. This is reflected in our strong enrolments. In 2016 we will have close to 750 students with waiting lists now established for most of our classes.

We thank the P & F Committee 2015 and our inimitable president Mrs Erenie Bourdaniotis for an outstanding year of school community events, activities and fundraising. This year a spectacular total of $50,000 has been raised for new computers, school signs and many other projects.

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We thank Reverend Father Steven Scoutas. We congratulate him on 40 years in the service of the Church and its people. We than you Father Sotiri for his prayers, love and good works. We thank Mr Phillips and his Board. We look forward to the opening the new library and teacher prep facilities in 2016. Thank you to Mrs Tsaconas for your services to the College in your capacity as PEO/College Bursar.

I wish to commend our many strong and quiet achievers who have done their personal best in their learning and general conduct. I want you to know that we notice you, and take pride in your efforts.

Mrs E. Stefanou-Haag Head of College

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THEME 2: ABOUT OUR COLLEGE STUDENT CHARACTERISTICS

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ABOUT OUR COLLEGE Developing the whole Person – Mind, Body and Soul At St. Spyridon College, we educate our students to take their place in a rapidly changing world with confidence and success. We endeavour to develop the whole person- strong in mind, healthy in body, endowed with love, faith and compassion, able to make a conscious and positive contribution to the well being of the whole community.

Academic performance is strong, with over 90% of Year 12 students continuing to Tertiary studies on completion of the HSC. To maximise HSC and ATAR results, the College offers scholarships for University Entrance, Junior School Dux, ACER scholarships for Year 7 and Year 10 entrance, as well as special programs, such as the HSC Winter Elevate and the Preparing for the Preliminary and HSC Courses. An excellent range of subjects provides access to three learning pathways: From school to University, from school to TAFE, from school to work.

The Junior School has a strong Literacy focus, using the Spalding Multisensory Language and Literacy program. The Preparatory Middle School, leads to successful transition to Senior School studies. As an IPSHA and HICES member school, we participate in Music festivals, sporting competitions, leadership and other state-wide cultural activities.

Extensive co-curricular programs incorporate sports, the performing, spoken and visual arts. As a member of the Independent Sporting Association (ISA), St Spyridon offers students opportunities to compete at an elite sporting level. We are proud that St Spyridon students have represented the ISA, the State and Australia, in futsal, basketball, netball, gymnastics and swimming.

Based on two campuses, the College offers technology-rich environments and purpose-built facilities for Visual Arts, Hospitality, Information Communications and Technology (ICT), Woodwork, the Sciences, Music, Drama and Sports. The new Sports and Performing Arts Centre is a wonderful addition to our facilities.

Building Leadership Capacity in every student is the aim of our Pastoral Care program. The four pillars of 21st Education-learning to know, learning to do, learning to be, learning to live together, are strengthened by the cornerstone of learning to love. Our students’ community action takes them from hospices to soup-kitchens, where they develop sensitivity, conscience and a sense of responsibility for others. They engage with global issues and contribute enthusiastically to environmental and humanitarian aid programs. They participate in state, national and international youth forums, where they learn from and contribute to debate on current issues.

The College is situated on the doorstep of the City of Sydney and its proximity to beaches, universities, galleries, museums and the Harbour makes for a very rich learning environment.

St Spyridon College was established in 1983 and is the first Greek Orthodox College in New South Wales. Our students come from 20 different cultural backgrounds. We also have an international students program.

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Education’s Higher Purpose The purpose of schooling is to prepare students to manage futures that, due to rapid technological and social advances, we can neither pre-empt nor predict. At St. Spyridon College, we do this by encouraging students to excel in all that they attempt. We provide an education that is academically rigorous and challenging. We believe that a strong sense of identity and self-worth are the basis for managing the challenges of life with confidence and success. Our pastoral care instils values that inspire our students to make a positive contribution to their school and the wider community.

The most distinctive aspect of Hellenic thought is the desire to solve the mysteries of the universe through a logical and innovative search for knowledge. As a Greek Orthodox school, we believe that we have a responsibility to promote the concept of a Thinking School. We give our students every support to fulfil their potential in their Learning Journey K-12.

Our programs explicitly address the four pillars of education as identified by the UNESCO International Report on Education for the 21st century, “Learning; the Treasure Within’: Learning to Know; Learning to Do; Learning to Live Together; and Learning to Be It is these four pillars that in turn support what we believe is the essential platform for a fulfilling life and the ultimate purpose of our endeavours here at St. Spyridon College – Learning to Love.

Students need to have a sense of belonging in order to embark on an “inner voyage” where they develop faith, resilience, sense of purpose and responsibility. In partnership with parents, we endeavour to make their journey both challenging and joyous.

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Affiliations and Memberships 1.

Independent Schools Council of Australia (ISCA)

The Independent Schools Council of Australia (ISCA) represents the interests of the independent school sector on a national basis such as in relation to Commonwealth funding and representation on national policy making bodies. Its eight Member State and Territory Associations of Independent Schools represent a sector with 1,007 schools and 441,455 full-time equivalent (FTE) students, 13 percent of all school enrolments in Australia. Mrs Stefanou-Haag, Head of College, and Mrs Christina Tsaconas, Parish Executive Officer, are members of this prestigious National Council.

2.

The Association of Independent Schools of New South Wales

(AISNSW)

The AIS is the umbrella organisation that serves the interests of all independent schools in the State.

It guards the rights of member schools to expound their particular philosophy and also protects the rights of parents to choose the kind of education they want for their children. The Association renders advice to member schools on all legal and administrative matters related to education, and ensures that our school’s voice is heard on significant issues affecting the education of our students.

Mrs Stefanou is on the AIS Employment Relations Committee chaired by Judge Rothman.

3.

AIS Research Project Team

This team is responsible for the development of new knowledge on values education, through school based research within and across three schools of diverse cultures, faiths and traditions – Rouse Hill Anglican School, Masada College and St Spyridon College.

4.

Association of Heads of Independent Schools in Australia

(AHISA)

Mrs Stefanou-Haag is a member of AHISA. This is the peak body of Independent Schools Heads in Australia. The N.S.W. Branch meets four times per year. The Association exists as a means by which Heads may meet for the exchange of information.

5.

Greek Orthodox Board of Education

(GOBE)

This Board is chaired by His Grace Bishop Seraphim of Apollonias. His members include the Heads, the Parish President/Board Chairman and a Reverend Father from each College and Parish. Its aims include the coordination of whole Archdiocese events and the furthering of the interests of all schools in the sector. Mrs A. Katsogiannis is the Executive Officer of the Board.

6.

Heads of Co-educational Independent Schools

(HICES)

Mrs Stefanou-Haag is a member of HICES. This body provides a medium for providing opportunities for school participation in leadership training and the organisation of such events as athletics, swimming, diving, cross-country, music and special ability events.

Mrs Synesios, Principal Junior School is a member of HICES Primary Schools. Mrs Katsogiannis, Principal Senior School is a member of HICES Senior Schools. In 2014 Mrs Stefanou-Haag was also a member of the HICES Conference subcommittee.

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7.

Independent Primary Schools Heads Association of Australia

(IPSHA)

The late Mrs Hamer was a member of IPSHA. This forum avails the Junior School Heads with opportunities to interact at the State and National levels. Benefits for our College include: access to travelling art displays, participation in music festivals, sharing in sporting and cultural activities, and development of professional fellowship. Mrs Synesios is a member of the IPSHA Principals Group.

8.

Independent Sporting Association (ISA)

St Spyridon College is a full member of the ISA. Weekly competitive games are played on a Saturday.

The ISA is a highly reputable a sporting body, made up of the following member schools: Full Member Schools: St. Pius X College

St. Paul’s Grammar

Chevalier College

St. Stanislaus College

Oxley College

Blue Mountains Grammar

SCECGS Redlands

St. Patrick’s College

St. Andrew’s Cathedral School

St. Spyridon College

Central Coast Grammar

St Augustine’s School

Associate Member Schools: All Saints Bathurst

Barker College

Kinross Wolaroi

Oakhill College

Scots Bathurst

Snowy Mountains Grammar

9.

All Suburbs Independent Schools Sports Association

(ASISSA)

ASSISA is strictly a sporting body that includes Athletics, Swimming and Cross Country Carnivals as well as competitive sport for the Year 6 students.

Member Schools include: Arkana College Emanuel School International Grammar School Macquarie Anglican Grammar School Moriah College Mt Sinai College Redeemer Baptist School St Andrew’s Cathedral School St Mark’s Coptic Orthodox College.

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The Junior School The Junior School campus is located in Kingsford. It offers: 

Strong Literacy focus using Spalding Multi-Sensory Language Literacy Programme.



Excellent programmes that promote personal development; study skills; community service; and global connections.



Highly qualified caring teachers committed to excellence.



A rich Co-curricular Programme, offering a variety of competitive and House sports, creative and performing arts and thinking skills development.



Enterprise

Education

Programmes,

incorporating

critical

thinking,

problem-solving,

interpersonal and team skills. 

Prep Middle School programme for Years 5 and 6 preparing students for a successful transition to Senior School.



Qualified and specialist teachers in Gifted and Talented, Physical Education and Sports, Information Technology, Greek Language, Greek Dance, Music, Special Education and Student Welfare Officer.



Interschool sporting competitions through ASISSA.

The Senior School The Senior School is located in Maroubra. It offers: 

Exemplary Academic and Pastoral Care Programmes that promote academic achievement; personal development; student leadership; community service; and global connections.



Unique H.S.C. Academic Elevation programmes. Some of the many initiatives implemented to support students to maximize their HSC results include: HSC Winter Academic Elevation Courses; ACER, Dux and University Scholarships; Bursaries; Careers Advisory; and Preparing for Preliminary Courses.



Access to three different learning pathways – School to University; School to TAFE; and School to Work.



Saturday Sporting competition through membership of the Independent Sporting Association (ISA) leading to elite State and National representation.



Co-curricular Programmes, incorporating a variety of House sports, creative and performing arts and thinking skills development.



A Sports and Performing Arts Centre (SPACe), incorporating Music suites, Drama spaces, gymnasium, and sporting facilities for futsal, basketball and netball.



Specialist facilities including Information and Communications Technology classrooms, Visual and Creative Arts centres, Food Technology and Hospitality facilities, woodwork.



Highly qualified caring teachers committed to excellence.



Small class sizes.

For further information you may access http://www.myschool.edu.au.

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CHARACTERISTICS OF STUDENT BODY A Rich Diversity of Backgrounds St Spyridon students come from 24 different cultural backgrounds. Over 80% of our families use English and Greek at home. A further 13% use English and another language other than English at home. The range of nationalities of St Spyridon families includes:

American

Iraqi

Canadian

Italian

Cypriot

Lebanese

Czech

Malaysian

Chinese

New Zealand

Egyptian

Peruvian

English

Polish

Fijian

Russian

German

Serbian

Greek

Spanish

Indonesian

Thai

Iranian

Ukrainian

In terms of religious backgrounds, over 90% are Orthodox. A variety of other faith backgrounds are represented in our College including Catholic, Anglican and other Christian faiths, as well as Hindu, Muslim, Buddhist and Jewish.

International students add to this rich tapestry.

Around 40% of our families live further than 10 kilometres away from the school.

At St Spyridon Church – our student leaders commemorated the ANZACS at a moving service conducted by the Very Reverend Father Steven

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THEME 3:

STUDENT OUTCOMES IN STANDARDISED NATIONAL AND LITERACY NUMERACY TESTING THEME 4: SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT)

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STUDENT OUTCOMES IN NUMERACY TESTING

STANDARDISED NATIONAL

AND

LITERACY

NAPLAN Results 2015

Proportion of students in Years 3 and 5 achieving at or above the National Minimum Standard 2015 NAPLAN Test

Percentage of students at or above the National minimum standard Year 3 (51) Year 5 (55) School State-wide School State-wide

Literacy (Overall)

98

94

99

93

o

Reading

98

94

98

94

o

Writing

98

96

100

93

o

Spelling

98

94

100

94

o

Grammar & Punctuation

98

94

100

92

98

94

100

97

Numeracy (Overall) o

Number, P&A

100

93.3

100

97.6

o

Measurement, Data, Space &

98

96.9

100

95

Geometry

Year 3: We are very pleased that: o

100% of Students in Year 3 who sat NAPLAN achieved at or above the National minimum standard in Literacy.

o

100% of Students in Year 3 achieved at or above the National minimum standard in Numeracy.

One child was exempt from NAPLAN.

Year 5: We are very pleased that: o o

99% Students in Year 5 achieved at or above the National minimum standard in Literacy.

100% of Students in Year 5 achieved at or above the National minimum standard in Numeracy.

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Proportion of students in Years 7 and 9 achieving at or above the National Minimum Standard 2015 NAPLAN Test

Percentage of students at or above the National minimum standard Year 7 (61) School State-wide

Year 9 (65) School State-wide

Literacy o

Reading

100

97.4

100

93.7

o

Writing

98.4

89.6

98.4

79.7

o

Spelling

100

93.6

98.4

91.9

o

Grammar & Punctuation

100

92.6

100

89.9

Numeracy o

Number Patterns and Algebra

100

98.1

100

97.9

o

Measurement, Data, Space &

100

98.1

100

97.9

Geometry

Year 7: We are pleased that 99.6% of Students in Year 7 achieved at or above the National minimum standard in Literacy and that as individuals students showed significant growth in their achievement.

We are pleased that 100% of Students in Year 7 achieved at or above the National minimum standard in Numeracy and that as individuals students showed significant growth in their achievement.

Year 9 We are pleased that 99.2% of Students in Year 9 achieved at or above the National minimum standard in Literacy and that as individuals students showed significant growth in their achievement.

We are pleased that 100% of Students in Year 9 achieved at or above the National minimum standard in Numeracy and that as individuals students showed significant growth in their achievement.

Further comparative information on these tests can be found on http://www.myschool.edu.au.

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JUNIOR SCHOOL EVENTS

Harmony Day

Book Week visit by author/illustrator Michael Salmon

The NED Show

Debating at The King’s School

IPSHA Performing Arts Festival

Year 4 performing at National Greek Welfare Conference

JUNIOR SCHOOL PERFORMANCE – TALES TO SHARE

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Higher School Certificate 100% of students attained their HSC. Hospitality VET was offered at school. 5 out of 37 (14%) students studied this course.

HSC 2015

Total Number of Students

Performance Band achievement by number and % Band 3-6

Band 1-2

School

State-wide

School

State-wide

10

80

83

20

17

Biology

8

100

84

0

16

Business Studies

20

90

87

10

13

Chemistry

8

100

93

0

7

Drama

5

100

98

0

2

Economics

5

80

92

20

8

English (Standard)

17

94

84

6

16

English (Advanced)

20

100

99

0

1

Food Technology

6

100

77

0

23

Geography

5

60

86

40

14

Information Processes and

2

100

84

0

16

10

90

89

10

11

Ancient History

Technology Legal Studies Mathematics General 2

8

88

74

12

16

Mathematics

14

100

90

0

10

Modern History

9

100

89

0

11

Music

3

100

97

0

3

Personal Dev. Health & P.E.

10

100

90

1

10

Physics

6

84

89

16

11

Visual Arts

4

100

98

0

2

Classical Greek

1

100

100

0

0

Modern Greek Continuers

9

100

100

0

0

Serbian Continuers

2

100

100

0

0

Hospitality (VET)

5

100

85

0

15

Performance Band achievement % HSC 2008 - 2015

Total Number of Students School

Band 3 - 6 State-wide

Band 1 - 2 School State-wide

2015

37

94

89

6

11

2014

42

96

90

4

10

2013

47

96

88

4

12

2012

38

98

89

2

11

2011

56

91

89

9

11

2010

47

96

89

4

11

2009

44

95

87

5

13

2008

61

96

86

4

14

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Performance Band achievement by number and % HSC 2014

Total Number of Students

English Extension 1

8

Mathematics Extension 1 Mathematics Extension 2

Band E4-E3 School State-wide

Band E1-E2 School State-wide

100

94

0

6

6

84

84

16

16

1

100

86

0

14

History Extension 1

1

100

78

0

22

Modern Greek Extension 1

5

100

100

0

0

Please note:  

Band 6 is the highest band and Band 1 the lowest E4 is the highest band and E1 the lowest

RoSA No Record of School Achievement credential was awarded in 2015.

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HSC CLASS OF 2015-HIGHLIGHTS In 2015, 37 students sat for the Higher School Certificate Examinations (HSC) across 28 courses.

There were also 8 accelerant students from Year 11. They studied Modern Greek Continuers, Modern Greek Extension 1.

We congratulate our students on their achievements and wish them well in their tertiary studies and future life choices.

Highlights include: 

Theoni Thimakis ATAR 99.55, BOSTES HSC All Round Achiever, University of Sydney Dux Scheme, Professor Manuel Aroney Award and University Scholarship recipient.



Calioppe Kefalas ATAR 98.10, BOSTES HSC All Round Achiever, University Scholarship recipient.



Christos Kollias ATAR 97.45, BOSTES Distinguished Achiever, University Scholarship recipient. 6th Classical Greek Continuers.



Anja Djukic, First Place in Course, Serbian Continuers 96%, BOSTES Top Achiever.



Vasiliki Papadopoulos, ATAR 96.35, PDHPE 97%. BOSTES Top Achiever, 14th place in PDHPE out of 15,185 students.

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

Top 10% (62nd) of schools in NSW, according to SMH HSC School Rankings.



Top 5% (28th) of schools in NSW in Mathematics, Mathematics Ext 1 and Ext 2.



22 BOSTES Distinguished Achievers (results 90% or above in a subject).



33% of students with an ATAR over 90.



Out of 37 students 56% have results 80% and above in a given course.

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OUR EDUCATORS THEME 5:

Professional Learning Teaching Standards Teacher Attendance and Retention Rates K – 12

THEME 6: Workforce Composition

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OUR PRINCIPLES AS EDUCATION PROFESSIONALS We the teachers of St Spyridon College are united in our efforts to provide an education for our students which models respect and love for young people. We demonstrate this in our responses to each student and in our interactions with each other.

We are critical to our students’ academic, spiritual, moral, social and physical development.

The Mission of our College, guides and informs our teaching and learning practices. At a fundamental level we actively promote the Greek Orthodox ethos of our College.

We actively promote professional dialogue and robust educational debate that leads to more effective teaching and learning. We embrace professional evaluation and accountability.

As a group of education professionals we critically reflect on our practice and demonstrate our commitment to lifelong learning. We enlist appropriate collegiate support to further our professional growth and development. We embrace change as an opportunity for new learning experiences.

We endeavour to create a dynamic, future-focussed teaching and learning environment within which students can embrace challenges, take initiative, take risks and develop into active, independent learners. We expect and reward high effort. As individuals and as members of teams we: · Develop students’ critical thinking, through diverse, challenging and engaging learning experiences that develop students’ ability to: - Contemplate problems and create solutions - Exercise judgement and analyse different perspectives on the same issue - Challenge those things that offend their sense of justice - Make connections between related concepts - Distinguish fact from opinion, bias and manipulation - Distinguish between cause and effect - Work productively with others for the benefit of their own learning, the group, the community and the global community of which they are an active part. · Recognise the good in each person and demonstrate respect, compassion and forgiveness for students and each other. · Support colleagues by fulfilling our own professional responsibilities to a high level.

No one can guarantee the happiness and success of another human being. Nevertheless, in a rapidly changing world where change is the only certainty, we hope that the endeavour described above will help students to develop skills, knowledge, attitudes and perspectives to manage life’s challenges with faith, resilience and success.

Formulated in 2001 – Updated in June 2006 by Educators K-12

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SENIOR SCHOOL STAFF 2015

JUNIOR SCHOOL STAFF 2015

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PROFESSIONAL LEARNING As may be seen from the Principles of our Educators the College has a strong commitment to Professional Learning and reflective practice. Our Teachers are involved in professional associations and provide leadership to NSW educational forums.

AIS NSW is a major provider of professional learning for teachers and executive staff.

Participating Summary of Professional Learning

Teams and

2015

Individuals

Strategic Plan – The Pursuit of Excellence in all things: Targets 2015

K-12 team

Mandated Policies and Principles as Education Professionals

K-12 team

CPR

K – 6 team

Work Health Safety

K – 12 Team

First Aid

7 – 12 team

Executive Leadership

3

ICT

2

Greek Orthodox Ethos in Education

K – 12 team

Learning Support/Special Education

3

Building Capacity – High Order Thinking

11

Curriculum – Specific

42

Pastoral Care and Student Leadership

25

Values in Education (AIS School Based Research Project)

6

HSC Marking/Judging/Examiner

10

The average expenditure on professional learning in 2015 was $1850 per Teacher.

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PROFESSIONAL ORGANISATIONS TO WHICH EDUCATORS BELONG AHISA Australian Head of Independent Schools in Australia AIS NSW Association of Independent Schools NSW ATESOL Teachers of English as a Second Language ACHPER Aust. Council of Health, PE & Recreation CAANSW Careers Advisers Association NSW Children’s Book Council Drama Teachers NSW EBE Economics Business Education Assoc English Teachers’ Association Food Facts Nutrition Australia Nutridate Greek Orthodox Board of Education History Teachers’ Association HICES Heads of Independent Coeducational Schools HICES Junior School Heads of Independent Co-educational Schools ISTE International Society of Technology in Education ISA Independent Sporting Association ISCA Independent Schools Council of Australia IPSHA Independent Primary Schools Heads of Australia IPSHA Umbrella Groups: Deputies, Infants Co-ordinator, Curriculum Co-ordinators, G&T, ICT, Learning Support Teachers, Librarians, Debating , Music Teachers, Art Teachers, PDHPE Teachers, New Scheme Teachers, Sports Convenors and IPSHA Early Childhood Education Teachers.

LTA Legal Studies Teacher Association MANSW Mathematics Association of NSW BOSTES Primary English Teacher’s Association SPELD Specific Learning Difficulties STANSW Science Teachers Association Australian Association of Special Education Inc. The above represents a list of some of the organisations to which our educators belong.

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TEACHER QUALIFICATIONS Category Junior School Teachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National Office

Number of Teachers Senior Total K – 12 School

23

33

56

0

2

2

of Overseas Skills Recognition (AEI-NOOSR) guidelines.

Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications.

TEACHER ATTENDANCE AND RETENTION RATES K - 12 

In 2015 the average daily staff attendance rate was 90%.



The proportion of staff retained from 2014 is approximately 97%.

The high level of attendance and retention is one indication of educators’ satisfaction with commitment to the College, and its ethos and organisational culture.

WORKFORCE COMPOSITION The school’s workforce presents a rich diversity of cultural and linguistic backgrounds. Our teachers and other staff are equipped with high level qualifications, expertise, professionalism and commitment to quality outcomes for students.

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S TA F F A N D S T U D E N T S

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THEME 7: Student Attendance Student Retention Post School Destinations in Secondary Schools

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STUDENT ATTENDANCE The school implements policy and procedures for the management of student non-attendance.

Attendance checking procedures enable the identification and provision of assistance to students with unsatisfactory attendance.

An SMS notification is sent to parents of students who are absent in the Senior School. The school follows up where written explanation of absence is not received from parents.

We are pleased to report that the daily attendance rate for students in 2015 was 95%. This was the same as the daily attendance rate in 2014. All absences were explained.

Year Level

Annual Attendance Rate %

Kindergarten

95

Year 1

94.1

Year 2

93.5

Year 3

93.8

Year 4

95.5

Year 5

95.5

Year 6

96.4

Year 7

95.8

Year 8

94.1

Year 9

94.7

Year 10

93.9

Year 11

95.0

Year 12

96.4

This high level of attendance demonstrates strong teacher and pastoral care culture of our College.

STUDENT RETENTION OF YEAR 10 TO YEAR 12 We are pleased that at St Spyridon College in 2015 there was a retention rate from Years 10 to 12 of 93%. This is similar to previous years.

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POST SCHOOL DESTINATIONS

DESTINATIONS OF YEAR 12 CLASS OF 2015

Undergradua te Degrees

UNDERGRADUATE DEGREE DESTINATIONS 14%

UNSW 20%

14%

USYD

14% 14%

11% 11%

ACU

UNSW - University of NSW USYD - University of Sydney ACU - Australian Catholic University MACQ – Macquarie University WSU – University of Western Sydney UTS - University of Technology Sydney

DESTINATION BY COURSE TYPE COMMERCE/BUSINESS

5%

18

23

5%

21

28%

SCIENCE /HEALTH SCIENCE EDUCATION ARTS

LAW

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SENIOR SCHOOL EVENTS

National Law Week

Respect and Understanding Program (RUA)

Year 11 students performing at the Australian Institute of Music display at the Careers Expo

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Honouring our past students Christopher Stasos College Dux 2009

Hospitality VET Work Placements

Preparing for the Preliminaries.

Year 10 visit the Monastery at Central Mangrove

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SENIOR SCHOOL PERFORMANCES

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THEME 8: ENROLMENT POLICIES

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ENROLMENT POLICIES Enrolment Policy and Procedures All applications for enrolment are accompanied by: 

Birth Certificate



Baptismal Certificate (where applicable)



Reference by priest (where applicable)



Report / Profile from School, Preschool or Child Care Centre (as applicable).

All other things being equal, priority is given to siblings, children of Alumni, of Orthodox families, of clergy of canonical Orthodox Churches, of Parish Executive, members of staff, as well as benefactors’ children & grandchildren (identified by a confirmation letter from the Parish).

Entry into St Spyridon College is based on an assessment/academic entrance examinations, reports, references and interview with the Principal. A student’s track record including academic performance, attendance, behaviour and general conduct will be considered in making a decision to accept an enrolment.

1.

Kindergarten to Year 12 Entry

A Kindergarten school entry assessment is conducted, to attest to the child’s readiness to commence formal schooling includes: 

Oral communication skills



Literacy (print concepts, letter identification, phonemic awareness, sight words)



Fine motor skills / physical development



Social behaviours, interaction skills and emotional maturity



Information from Reports/Portfolio profiles from pre-entry institutions



Information from reports from other professionals, for example Psychologists/ therapists.

In making a decision to accept a student, their academic ability, behaviour and the welfare and safety of other students, and whether the student can be provided with an appropriate education program will be major factors. Information will be sought from previous education institutions, including child care centres, preschools, schools and past reports and specialist practitioners.

2.

Kindergarten Cut-off dates

At the Kindergarten level, the cut-off date for the year of entry is the 31st May. Enrolments are processed in order of receipt, and maintaining a balance of boys and girls. For priority to be given at the Kindergarten level, applications must be received in the first year after birth.

3.

Acceptance Agreement

Placement offers are made to parents in writing. To accept a placement, parents must return a signed Acceptance Agreement, which outlines their commitment to paying all fees and charges, and their agreement to support the school’s policies, ethos and culture. The Acceptance Agreement must be accompanied by the requisite enrolment fees.

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4.

Progression to Upper School

During Year 10 and to progress to the next level of schooling for Years 11 and 12 students will need to formally submit an Expression of Interest in continuing their education at St Spyridon College. The application should be made after giving consideration to the commitment that this entails.

All students who meet the following criteria will be invited to continue their Years 11 and 12 studies at St. Spyridon College: 

Apply diligence and sustained effort to their studies.



Complete set assignments in the set time, and to a standard that: -

meets course requirements

-

reflects a student’s best effort



Attend all classes unless able to provide relevant documentation to explain absence.



Abide by the Student Principles and follow the school’s Code of Conduct.



Support activities and programs that enhance the school’s ethos and culture.

Students who accept the invitation to continue their studies at the College will sign an Acceptance Agreement that is co-signed by parents.

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THEME 9: OTHER SCHOOL POLICIES

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SCHOOL POLICIES The following policies and procedures were in place (or developed) during 2013 to manage a Safe and Supportive Environment:

Policy

Changes in 2015

Access to Full Text

STUDENT WELFARE Child Protection Policy encompassing: 

Policy statement

New procedures for the

Full text in:



Protocols than enhance ethos and

induction of peripatetic

Teacher and other Staff

culture

teachers into their child

Personnel Policy and

Professional conduct in relation to

protection responsibilities

Procedure Handbook 1



Child Protection 

Definitions and concepts

Policy in:



Legislative requirements

Parent Handbook



Child Protection Legislation

and Study Planner

Amendment Bill 2003 (Provided by the AIS) 

Child Protection Procedures



Investigation process



Reporting and investigating “reportable conduct”



Procedural fairness



Documentation



Appendices

STUDENT WELFARE

In the lead-up to the BOSTES

Security Policy encompassing:

inspection, reviewed



Work Health and Safety Policy

changes based on AIS NSW

Full text in: Teacher

including:

advice.

Handbook 3



Rationale



Code of Practice



Policy statement

Statement in:



Management procedure

Parent Handbook



12 systems specified by the AIS guidelines Full text in:



Students Acceptable Use of

Teacher Handbook 2

Information and Communications

Managing Positive

Policy

Learning Environments

Disability Policy

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Parent Handbook

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Policy

Changes in 2015

Access to Full Text

STUDENT WELFARE

Full text in: Teacher and

Supervision Policy encompassing:

other staff

 Roles and responsibilities of Teacher

Personnel Policy and

 Attendance

Procedure Handbook 1

 Punctuality  Staff absence

Summary of main points

 Duty of care

in:

 Duty of care and student attendance

Parent Handbook

 Duty of care and supervision  Negligence  Yard Duty

Study Planner

 Keys and security

STUDENT WELFARE Pastoral Care Policy encompassing:  Attendance

Full text in:

 Managing a positive learning

Teacher Handbook 2 –

environment  Rewarding the good

Managing A Positive Learning Environment

 The pastoral care system  Availability of and access to special services such as counselling

Excerpts in: Study Planner

 Health care procedures  Home study policy

Parent Handbook

 Progression through schooling  Leadership

STUDENT WELFARE Discipline & Resolving Grievances

Full text in: Teacher

Codes of Conduct Policy encompassing:

Handbook 2 -Managing A

 Our principles as St Spyridon

Positive Learning

 Education Professionals

Environment

 Our principles as St Spyridon College students  Code of conduct for students

Study Planner

 Classroom behaviour management

Parent Handbook

 Consideration for ethical behaviour management

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Policy  Statement on Procedural fairness

Changes in 2015

Access to Full Text

Statement on procedural fairness revised to include management of serious disciplinary matters

Study Planner Parent Handbook

 Statement bullying and harassment

Revisions to include cyber

Teacher Handbook 1

bullying more explicitly.  College policy prohibits corporal punishment and does not sanction its use by anyone

Communication Policy encompassing:

Minor revisions made.

 Formal and informal mechanisms that facilitate communication between the

Communication section in:

school and those with an interest in the students’ education and well-being  Communication with parents section in Student Planner and Parent Handbook

Teacher Handbook 2 Managing A Positive Learning Environment

 Newsletter (fortnightly)  Flyers, Bulletins and notes to parents

Parent Handbook

 Direct correspondence  Parent/Teacher interviews

Study Planner

 Study Planner for two way notes  Parent/Teacher meeting  Communication within the school:  Staffroom whiteboards  Study Planner – key dates and major events  Pigeon holes  Telephone messages  Email  Staff and team meetings Anti-bullying “Demeaning or intimidating behaviour towards others, which constitutes bullying and harassment whether verbal or physical or electronic, (otherwise described as cyber bullying) is most unacceptable in the context of a Greek Orthodox college.” (Code of Conduct Study Planner 2015). The full text of the school’s policy and procedures on Bullying and Harassment is in the Parent Handbook, Teacher Handbook 2.

PROHIBITIONS ON CORPORAL PUNISHMENT College policy expressly prohibits corporal punishment of students by staff. The College does not sanction the administering of corporal punishment by any non-school person, including parents, to enforce discipline at the school. (from Parent Handbook 2015 and Study Planner 2015).

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THEME 10: SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT

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The Seven Goals of the Strategic Plan 2012-2016 Goal 1

-

Rich and diverse educational experiences that aim for excellence and demand best effort

Goal 2

-

A Passport to Global Citizenship for students

Goal 3

-

Teachers of excellence

Goal 4

-

Strong and dynamic parent partnerships

Goal 5

-

College Reputation as a Centre of Excellence

Goal 6

-

A safe environment based on sound policies and procedures

Goal 7

-

A secure financial future with functional and conducive buildings and facilities.

The Pursuit of Excellence in all things

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Targets for 2015 1. Curriculum Change ( Goal 1) i.

Implement new national syllabuses in Eng/Maths/Hist/Science for Years 8 and 10, to the satisfaction of the Board of Studies Teaching and Educational Standards (BOSTES).

ii.

Implement National mathematics, Science and Technology syllabuses K-6.

iii.

Monitor and evaluate Honours Classes (English, Maths, Greek) Years 7 – 9.

iv.

Implement and review Assessment Tasks K-12 for differentiation and high order thinking skills in the common tasks.

v.

Analyse results in external/standardized tests and implement initiatives to strengthen performance in specific aspects of Literacy and Numeracy.

vi.

Research the development and offer of online courses in Greek to students and adults.

vii.

Enhance access to external experiences and expertise for all students, including those with high potential and special gifts and talents K – 12.

2. A Passport to Global Citizenship(Goal 2) i.

Implement the first phase AIS Education Research Project on Values. “Education Excellence – A Question of Values”.

ii.

Review programs for the focus on “An understanding of the world and how it works”.

3. Personnel (Goal 3) i.

Implement BOSTES mandates in relation to teacher accreditation registration and appraisal.

ii.

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Implement BOSTES appraisal requirements for the maintenance of Teacher registration.

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4. College Reputation as a Centre of Excellence (Goal 5)

i.

Hold a successful Appreciating Culture and Arts Exhibition 2015.

ii.

Use AIS Education Research Project to promote the educational leadership exercised by this school for NSW.

iii.

Promote the good name of our College in a planned and coherent manner using new opportunities and as scheduled in our communication and marketing program.

5. Board of Studies Teaching and Educational Standards (BOSTES) NSW mandates (Goals 1-7) i.

Prepare for successful BOSTES inspection of the Junior School in 2016 that will result in five years Registration, and thereby guarantee our Federal Government per capita grants for the period 2017 – 2021.

ii.

Prepare for successful BOSTES inspection of CRICOS processes and procedures that will allow us to recruit overseas students 2017 – 2021.

iii.

Submit the Annual Report 2014 according to the BOSTES specified criteria and guidelines.

6. Risk Management/Policy Management (Goal 6) i.

Review all Policies and Documents to manage foreseeable risks to our safety and welfare and to ensure we successfully meet BOSTES and Government mandates.

7. Maximize student and teacher access to the digital world of learning (Goal 1 and 6) i.

Increase number of ultrabooks computers at the Junior School

ii.

Progress with implementation of BYOT at the Senior School.

iii.

Spyschool operational: •

Trial and pilot for teachers and students.

•

Trial and pilot for parent body.

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Progress on Implementation of Strategic Plan-Targets 2015 1.

Curriculum Change ( Goal 1) Rich and diverse educational experiences.

Implement new national syllabuses in Eng/Maths/Hist/Science for Years 8 and 10, to the satisfaction of the Board of Studies Teaching and Educational Standards (BOSTES) New Syllabuses fully implemented for Years 7-10 as per BOSTES requirements.

ENGLISH All classes 7-10 now graded with an Honours class and 2 or 3 additional differentiated classes.

There is a remedial class where required. All units are differentiated into three levels.

The units are designed to reach the same outcomes but each class is able to: 

proceed at a different pace



cover texts at different depths



incorporate a greater or lesser number of texts into each unit

Assessment tasks test the same outcomes but are differentiated according to the progress made by each class. Reports are on a per class basis.

MATHEMATICS A review of our programs 7-10 continues. We aim to remove unnecessary repetition of content, better integrate technology into units of work and do more work at creating a classroom environment in which students are engaged in tasks that require a sustained effort.

SCIENCE

Review of the Year 7 – 10 programs. The National Curriculum in Science has a greater emphasis on skill development rather than content. This year we have broadened the range of practical tasks conducted in class with particular attention to matching a practical task to a specific skill outline in the new syllabus.

Implement National Mathematics and Science syllabuses K-6 Significant work was done in preparation for BOSTES inspection to ensure that our curriculum is in line with the mandatory requirements of the new National Curricula. The Scope & Sequence as well as the learning tasks were revised and improved to provide student-led learning through practical activity in order to develop deep and rich understandings.

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Monitor and evaluate Honours Classes (English, Maths, and Greek) Years 7 – 9 ENGLISH The Honours class study more advanced texts and more texts in some units. Questioning and expected responses target higher level thinking. Overall, the top class is coping with the increased speed and content and their work is demonstrably of a higher quality than that of the other classes.

The current year 9 and the current year 10 class are working above the year level conceptually and expectations about the length and quality of written responses are set accordingly. Whilst all students should benefit to some degree from the curriculum offered, covering the material means that the Honours class must move quite fast. We believe that it is possible to have a very strong Honours groups.

MATHEMATICS 7 Honours Mathematics has 15 boys and 6 girls. Every student in 7 Honours sat for the two common year 7 assessment tasks. The 7 Honours students sat for an additional task which included questions of greater complexity. In 8 Honours there are 11 boys and 7 girls. Every student sat for three common tasks and three additional tasks of greater difficulty. In 9 Honours there are 14 boys and 11 girls. Every student sat for three common tasks and three additional tasks of greater difficulty. During class time Honours students are engaged in tasks that require a sustained effort and include group work. Honours Mathematics students in all three Years have responded well to challenging questions and to tasks of greater complexity.

Students in Honours Mathematics are developing the tools for solving familiar and unfamiliar problems in mathematics. This is done in a learning environment in which the content, the process and the product of learning are modified to encourage the communication of mathematical ideas and creative solutions. The learning environment in Honours Mathematics is more student-centered and the program being developed is based on a Maker modifications matrix, ensuring a balance between content and process. The content includes variety, complexity, and the study of people. The process the students will be required to work through includes open-ended questions, proof and reasoning skills, discovery and group interaction. Higherorder thinking skills are used to tackle the tasks including: synthesis, analysis and evaluation.

Students in Honours Mathematics are able to complete the normal curriculum at a faster pace and so in 2015 we began a substantial review of the Teaching Program for Years 7 to 9. We are also working towards the introduction of a parallel curriculum using the resources of the Australian Mathematics Trust.

In 2015, Honours Mathematics students participated in the Challenge Stage of the Australian Challenge for Young Australians run by the Australian Mathematics Trust. The Challenge Stage allows for the development of higher order problem-solving skills. It consists of six problems for Years 7, 8 and 9 Honours students that are completed over a consecutive three-week period between March and June. Detailed notes and support are provided to students and teachers. The second part of the challenge is referred to as the Enrichment Stage and will consist of course work that augments the School curriculum. In this second stage, Honours students are given the opportunity to formally extend their knowledge of mathematics over a 16 week.

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MODERN GREEK Honours classes classes are extended in terms of work and assessment. While the students study the same topics with the rest of the year group, units of work and assessments have been developed to challenge the Honours class. Their exams/assessments always contain HOT questions and the comprehension texts (Reading & Listening) are designed to contain more complex ideas and vocabulary. The writing task is also differentiated as students are expected to provide greater length (120 words) than the other Year 7 groups and they are expected to use more sophisticated vocabulary and language structures.

This will apply in 2016 also. Their progress is monitored through formal exams/assessments but also through the daily informal check of homework tasks. By the end of the year, those students will remain in the Honours classes based on overall performance in the assessment tasks given throughout the year. This has worked once again this year and we will continue using this model in 2016. Year 9 are usually accelerated in Semester 2.

A Speaking component was successfully incorporated in the assessment schedule for Year 6. The response and feedback by all the year 6 students was positive and encouraging.

Year Six under the direction of Mrs Gambierakis wrote, directed, staged and created short films. One was submitted to the Greek Education Office as part of the film festival. We are awaiting the results.

These initiatives have already yielded results. Next year more opportunities for students to use more oral language in the K – 5 program will be provided.

Implement and review Assessment Tasks K-12 for differentiation and high order thinking skills in the common tasks.

K-6 The K – 6 Half Yearly and Yearly Reports were revised to align with new curriculum requirements.

Teachers focused on designing authentic assessment opportunities experiences for students, to incorporate questions to cater for students in all levels and provide the opportunity to demonstrate deeper understanding of the concepts taught.

Assessment task for K-2 aligned to current curriculum guidelines. Students are assessed against targeted criteria which address what students know, as well as what they need to learn for academic growth. There are no formal half yearly and yearly examinations for the Infants. Ongoing assessments reflect an authentic mapping of their progress over the course of a semester and the year. This has proven to be beneficial as gaps in learning are addressed early and individual stages of development accounted for.

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HSIE HSIE – Focus has now shifted to the implementation of The Australian Curriculum through the new Syllabus developed by BOSTES – The new Geography Years 7 -10 Syllabus. Programming, resource catchment, familiarisation, planning professional learning/ networking (BOSTES, GTA, AIS and other providers) are currently in place to allow for mandated delivery of Course in 2017 for Years 7 and 9 and 2018 for Years 8 and 10. It is evident that the new Geography Syllabus is inclusive of the learning needs of all students. The Syllabus provides particular advice about supporting the spectrum of student ability (special education needs, gifted and talented and students learning English as an additional language). The rich and diverse educational experiences are manifested through the differentiation in programming, adjustments to teaching, learning and /or assessment experiences. To enhance the rich and diverse educational experience of the cohorts, specific focus on learning across the curriculum areas must include cross- curriculum mapping.

LANGUAGES In Languages, all our Assessments and Exams are written according to the HSC expectations, with HOT questions that most of the times refer to the language techniques of the texts are examined. Teachers who teach the courses at the College are HSC Markers, Senior HSC Markers or Supervisors of the HSC Marking for years and fully aware of the HSC expectations. They have also judged the course and written support material for the Extension Modern Greek course.

Teachers who teach at SSC also maintain a good communication with each other at school and other colleagues outside the school exchanging ideas to provide students with differentiated Assessment Tasks.

Another resource for Assessment Tasks/Exams is the pool of topics available on the BOSTES web page from other languages, ie: French, German, Spanish… Differentiation is also included in our course outcomes and our school reports.

SCIENCE We have reduced the word length for research assignments so students work on the quality and relevance of their response rather than quantity.

More explicit emphasis is placed on ‘Working Scientifically’ skills outlined in the new syllabus Ongoing yearly analysis of past and present HSC Examinations – The style of questioning and expectations of various responses are identified. The necessary writing skills are filtered down into the teaching program and assessment tasks in years 7 – 10.

Analyse results in external/standardized tests and implement initiatives to strengthen performance in specific aspects of Literacy and Numeracy Students wrote the external, ICAS Digital Technology, English and Mathematics Competitions. These results were analysed and a report prepared for discussion. The report identified general weaknesses and strengths along with any misconceptions that maybe prevalent in particular sub-strands. The outcome from the discussion is expected to inform programming with an intention to address the weaknesses. Teachers will be

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asked to investigate the students’ responses to specific types of questions. The online program Mathletics also generates a report of student performance that teachers also look at to pinpoint areas of growth and areas that need to be targeted.

EARLY INTERVENTION A decision was made this year to focus our support on the students who have identified learning needs and early intervention. As a result, we have seen marked improvement in student outcomes.

Individual diagnostic interviews held with students prior to commencement of Kindergarten provides invaluable information for early intervention strategies, facilitating a more successful start to the formal education. This includes referrals to Allied Professionals. Mrs Kipriotis has been commended by these professionals for her ability to identify real and pressing needs that have not been noted by parents or other child care institutions. We have implemented this for a few years. As a result, most students who commence with us are better able to cope with the demands of the Kindergarten classroom.

If the College had a pre- Kinder class, much of this targeting could happen there. Parents are constantly asking for this service but we do not have the space to house it at this stage.

Students who received support for reading in Kindergarten this year, have made considerable gains enabling some to exit the program, whilst others continue to make progress in line with the current cohort.

Stage 1 Numeracy support was introduced in Term 1. Students’ mathematical abilities and knowledge was tested and analysed in accordance with standardised testing. Based on the results and teacher observations, students were recommended for Numeracy Support.

Students were usually withdrawn from class and are taught in a small group. The content of the Numeracy Support program was based on the core program but also addressed individual needs. This support program provided a powerful Maths foundation for students to succeed in and enjoy Maths.

Using the Diagnostic program “Building Numeracy” to assess previously identified students that are currently in the Mathematics Support group, the specific point of weakness each individual student is experiencing has been pinpointed and will be targeted by the support teacher.

Mrs Bennet attended a day-long conference on working with children experiencing difficulties in Mathematics.

She will share the experience with staff during the pupil free day Jan 2016. As part of the diagnostic process, students in Years 2 and 4 will be asked to attempt the NAPLAN 2015 tests, so that any weakness portrayed can be catered for from Term 1 2016. Mrs Bennett would also be willing to run parent workshops in Term 1 to instruct parents on how to effectively support their children at home.

Research the development and offer of online courses in Greek to students and adults The many problems experienced with IT make it impossible to make any progress with this.

Enhance access to external experiences and expertise for all students, including those with high potential and special gifts and talents K – 12

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Students in Year 6 were entered in the external “Maths Cup” in order to stretch their mathematical thinking by competing against students from other schools and to meet other students of similar aptitude in Mathematics. This competition is designed to engage mathematically precocious students and further develop their enjoyment of the subject.

Students from Year 3 to 6 were invited to attempt the Australian Mathematic Competition, a problem-solving competition that targets higher order thinking skills. Of the 79 students that participated our students achieved 6 Distinction and 26 Credit awards.

Sixteen students from Year 6 were entered in Australasian Problem Solving Mathematics Olympiad which is run over a period of 9 months. Students receive training in school and write 5 externally set examinations spread over the 9 months. We thank Mr Dookie for his expertise and work with students who demonstrate talent in Mathematics.

ENGLISH/HISTORY/DRAMA Year 6 integrating IT tools, English skills and drama in to create a trailer (imovie), Greek Video Group Task and for Junior School Performances for ‘Tales to Share’.

Year 6 also incorporating Graphic Design through expert talk and instruction on how to use Adobe Illustrator.

Miss McCarthy and Mrs Gambierakis the teachers leading these.

SCIENCE A number of year 9 girls attended the ‘Women in Engineering Day’ held at the University of NSW. Where they were exposed to the range of possibilities offered by the university department and subsequent career opportunities.

Year 10 students interested in Engineering and careers in Science attended the Engineering High School information day where?

Year 9 cohort went of excursion to ANSTO, Australia’s nuclear research facility where they were provided with a comprehensive overview of the contribution this facility has to the worldwide science community and the community at large.

Review programs for the focus on “An understanding of the world and how it works” Junior School staff inserviced by AIS for the implementation of the new History and its links with the new Geography syllabus so that units of work are thematic, based on inquiry model and linked to understanding change and continuity through history and the world’s people.

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Personnel (Goal 3) St. Spyridon educators as educational leaders Implement BOSTES mandates in relation to teacher accreditation registration and appraisal.

Implement BOSTES appraisal requirements for the maintenance of Teacher registration.

The Executive of the College received the new mandates and attended professional learning by the AIS as to how this needs to be documented.

College Reputation as a Centre of Excellence (Goal 5) Hold a successful Appreciating Culture and Arts Exhibition 2015 Once again we thank Dr Nicholas Pappas for his erudite Lecture.

Use AIS Education Research Project to promote the educational leadership exercised by this school for NSW. The AIS Research project “Educational Excellence-A Question of Values” progressed to the completion of Part 1. The team presented interim findings at the Inaugural AIS Research Symposium. This initiative builds reputation among the Independent school sector, for excellence. One aspect of the research was to measure the extent to which our schools “walk the talk” on values. The survey was developed on a strong research basis to measure perception of stakeholders.

Preliminary results of Year 9 and 10 parents, teachers and students, show: 

a highly enfranchised school community



clarity of purpose in terms of our mission



high endorsement of our efforts

The survey will also be extended to K-8 parents, and questions could be added to measure perceptions of other aspects of the school’s operations eg building and facilities. The findings could then be used to inform the new Strategic Plan.

St Spyridon College was successful in its application to participate in the AIS sponsored, Mission Skills Assessment Pilot for Year 6 students. It seeks to measure success in meeting the goals of our mission statement. Students completed an online survey and Miss McCarthy also completed a survey on each child. The results will be released later this year.

Promote the good name of our College in a planned and coherent manner using new opportunities and as scheduled in our communication and marketing program The success of our Communications and Marketing Program is evidenced in the strong enrolment growth of our College, particularly at Senior School.

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Mr Anthony Condous was honoured by the ISA for services to the ISA. Mrs Stefanou was honoured with lifetime membership for services to ISA and CIS. Mr Meintanis received Honours in the past. A great honour for our school.

The reputation of the College is at a point where we can leave past insecurities and self-doubts behind, as to the quality of what we do for young people. We are now ready to embrace future challenges from a position of considerable strength. The next five years will be crucial in embracing our strengths in taking our school to the next level.

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2.

Board of Studies Teaching and Educational Standards (BOSTES) NSW mandates (Goals 1-7)

Prepare for successful BOSTES inspection of the Junior School in 2016 that will result in five years Registration, and thereby guarantee our Federal Government per capita grants for the period 2017 – 2021 The Board Governance Committee, chaired by Mr Con Livissianis, is working with the Head to ensure that the Governing body meets the new mandates. New TAA guidelines have just been released. Curriculum documents and policies are being revised and collated. The Junior School will also trial the Geography Syllabus in 2016 as it aligns more closely with the History syllabus.

Prepare for successful BOSTES inspection of CRICOS processes and procedures that will allow us to recruit overseas students 2017 – 2021 We have made a solid start on this complex and trying task.

Risk Management/Policy Management (Goal 6) Review all Policies and Documents to manage foreseeable risks to our safety and welfare and to ensure we successfully meet BOSTES and Government mandates Our greatest challenge in terms of policy is compliance with new Governance and TAA procedures.

Executive is reviewing all documents in the lead up to the BOSTES inspection next year.

The fire evacuation route and procedure is being revised and alternatives being considered. Part of this discussion included the separate evacuation of the Infants and Primary campus.

RISK MANAGEMENT EMERGING ISSUES Our school to date has been able to provide a safe and secure environment for students and staff. Over the last two years, we have noted the following increased incidents of external threats in terms of loiterers and others.

We are fortunate to have Dean Senior Programs Mr Peter Meintanis and other staff who are alert and proactive in this critical area.

Teachers have undertaken professional development in managing the isolated incidents of students presenting self-destructive behaviours, suicidal tendencies and depression. This is unlikely to resolve students’ issues. We seek to support and pre-empt as much as is in our control.

Child protection continues to be an area of focus for all schools in Australia. Principal Junior School is now a

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fully accredited Investigator.

Maximize student and teacher access to the digital world of learning (Goal 1 and 6) Increase number of ultrabooks computers at the Junior School Infrastructure and technical difficulties need to be resolved so that more ultrabooks are purchased.

Progress with implementation of BYOT at the Senior School Limited progress made as a result of very slow internet connection. On-site support much improved.

Spyschool operational Technical problems have slowed this down. Little progress made. New ready-made packages now on the market and are being investigated, for example, SchoolBox. Science Electronic Text book: This year all students have their text book in electronic form. Simulations, videos and web site references are provided so that students are able to have more variety in stimulus which further caters for various learning styles. Teachers are able to set homework via email posts. We are now able to more efficiently set common homework for all students within a year level. More detailed and immediate feedback is provided to the teacher regarding an individual student’s progression through the units of work.

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THEME 11: INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

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RESPECT AND RESPONSIBILITY INITIATIVES 2015 St Spyridon College is committed to a values-rich education which is predicated on developing in students respect for every human person.

Student Principles Every student who enrols at St Spyridon College becomes part of the College Community and subscribes to, and endeavours to abide by the following principles: 1.

We value our religious and cultural heritage and respect the religious beliefs of others.

2.

We contribute to the life of our Church and community, and exercise our responsibilities as citizens of a Democratic nation, always obeying the rule of law.

3.

We work together to achieve a school community whose distinguishing characteristics are those of friendship, compassion and decency.

4.

We value the mutual respect between Students and Teachers. We honour our Teachers’ experience as they value our youthfulness.

5.

We consider our studies to be our main goal and undertake to be active participants in our own learning. We set goals for our lives and strive to achieve them with a positive state of mind always working towards justice, truth and beauty.

6.

We look after our health and respect our bodies. We care for our surroundings and the natural environment.

7.

We believe in the sacredness of human life and the dignity of every human person.

8.

9.

We accept the value of hierarchy and the need to conform to rules. We see these as fundamental to the proper functioning of our College.

We respond to the difficulties of life with patience, dignity and faith, never fearing to start again.

Formulated in 2001 Updated by the Year 11 Class of 2006 August 2006

The Pastoral Care and Student Leadership Program of the College systematically pursues the construction of “lived experience” of these principles by building every students’ leadership capacity. Below is summary of the respect and responsibility initiatives 2015 organised according to the College’s Four Building Blocks.

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Personal Development “We consider our studies to be our main goal and undertake to be active participants in our own learning.

We set goals for our lives and strive to achieve them with a positive state of mind always working towards justice, truth and beauty.” 

Establishing a conducive study environment

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Importance of good organising

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Setting goals

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Taking responsibility for managing work and assessments

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Stepping up to next level

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Cyber safety

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Values, rights and responsibilities

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Resilience.

Building Relationships “We work together to achieve a school community whose distinguishing characteristics are those of friendship, compassion and decency.” 

Building a sense of belonging



Our school ethos

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Principles and Code of Conduct

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Concept of leadership as sacrifice for the greater good “Joan of Arc”

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Unacceptable behaviours

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Bullying and its effects and consequences for the victim and perpetrator

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Respect for older students in the school family

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Caring for younger students peer support (Year 10 buddy up with Year 7)

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House Team spirit – preparing and participating in swimming and athletics



Be a friend to have a friend.

Community Awareness “We value our religious and cultural heritage and respect the religious beliefs of others.” 

Concept of sacrifice through the study of struggle for independence and religious freedom



Joy – accepting God’s Grace exemplified by the Annunciation of the Mother of God

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Easter and the concept of sacrifice – “Greater life has no meaning than to lay down life for friends” (anonymous).



Jean for Genes.

Global Connection “We look after our health and respect our bodies. We care for our surroundings and the natural environment.”

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

Significance of Earth Hour

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Responsibility and team work in achieving environmental goals

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Green Up Clean Up

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Lights off initiative

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If The World Were A Village

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African Drum Beat

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Free Rice internet activity

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Climate change.

“We believe in the sacredness of human life and the dignity of every human person.” 

Global Citizenship

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Cultural Infusion

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40 Hour Famine

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Child Labour and Inequality

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Fair Trade and Ethical Consumerism

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Six important Global issues: -

Gender equality

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Child labour

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Refugees – Syrian support refugees

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Child health

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Climate change

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Child sponsorship – World Vision

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Respect Program Year 9

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Soup kitchen duty

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Fund raising for various charities and for the purchase of goods needed by soup kitchen

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World Vision Child Sponsorship

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Jeans for Genes collection and education

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Legacy collection and education

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ANZAC Day participation in many events at State and local level

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Battle of Crete – representation

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Nursing home visits by senior students

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Parliament House visits by senior students

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Women In Leadership

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Make A Difference Day

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Constitutional Convention

Adoption of apple trees.

JUNIOR SCHOOL INITIATIVES 2015 Teddy Bears’ Picnic for Nepal Fundraising / Community service Teddy Bears’ Picnic for Nepal. Raised $3375.85 for The Himalayan Outreach Project, to help repair The Chaurikharka School in Nepal. Article appeared in the Southern Courier on Tuesday, November 10, 2015.

The NED Show Community Service / Student Welfare / Enriching Learning Experience / Respect

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The ‘NED Show’ by ‘All for KIDZ’ came to our school. It is America's most popular school assembly. Each year ‘All for KIDZ’ encourages over 2.5 million children across the United States, Canada, the UK, New Zealand and Australia. They have also performed 11 times at the White House.

The 45 minute all-school assembly motivated and inspired students to Never give up, Encourage others, and Do their best, hence the acronym ‘NED’.

The message was reinforced in an engaging and fun way using

storytelling, audience participation and yo-yo tricks.

Through the ‘Pay it Forward’ Program, ‘The NED Show’ was performed at our school for free. In return we purchased NED-messaged yoyos at the school for five days after the show. The proceeds will allow ‘The NED Show’ to “Pay it Forward” to other schools, continuing the delivery of the NED message and empowering more students to become champions at school and in life!

Food Garden Community Service / Enriching Learning Experience/ Sustainability/ Responsibility $2,500 funding received through Randwick City Council’s ‘Food and Native Garden’ grant program.

All grant recipients were announced and presented with their cheque at a celebratory gathering at Randwick Community Centre on Wednesday 29 April, at the Principals and Head Teachers meeting with the Mayor of Randwick, Cr Ted Seng.

The Council’s ‘Food and Native Garden’ grant program aims to support local schools with grant funding to establish food gardens and/or native gardens in their grounds. The program additionally aims to support students’ learning experiences in the areas of food growing, healthy food options and native plant identification, with the purpose of bringing hands-on learning beyond the classroom and across the entire school curriculum.

Thanks to the initiative and vision of students such as our Junior School Captain, Billy Bourdaniotis, who proposed the idea of a food garden in our school grounds, combined with the support and contribution of Randwick City Council, our food garden has commenced.

The site for the food garden is located between the canteen and the Year 2 classrooms. The food garden divided into 3 conjoined areas, with areas for outdoor learning, the growing of fruit and vegetables, and an area for herbs.

How the project benefits the College and the wider community of Randwick City: The teaching/learning experience of the food garden will enrich the current Stage 2 HSIE program, which incorporates a unit focus on ‘Cooperating Communities’.

Students will be provided with the opportunity to explore ways in which environments, social systems and structures meet people’s needs, influence the lifestyles of people and contribute to community identity.

Furthermore, the students will be provided with the opportunity to become responsible, cooperative community members.

The Stage 2 HSIE unit ‘Cooperating Communities’ focuses on ecological sustainability and promotes the following values and attitudes:

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Appreciating the environment, one’s personal relationship with it and one’s personal responsibility to

-

its future -

Recognising the interdependence of people and the environment

-

Showing commitment to ecologically sustainable development and lifestyles

-

Being environmentally responsible

Links with other KLA’s: Personal Development and Health Students learn about community well-being, rules and safety, and being positive, contributing

-

members of a community Science and Technology -

Students work cooperatively with others in groups on scientific and technological tasks and challenges

-

Students show informed commitment to improving the quality of society and the environment through science and technology activities Students appreciate contributions made by individuals, group cultures and communities to scientific

-

and technological understanding INFANTS Embedded in classroom programs Year One 

HSIE – Identifying Us, Workers in the Community



History – Families Past & Present



PDH – Stop , Think, Do , Building a school Community



English – Topic Talk, Author Study – Anthony Brown, Mem Fox , Guided Reading- working together in groups



Orthodox Studies – Bible Stories, About people- Jesus wants us to forgive, We should respect other people’s religion , About Your World-God wants us to live on earth in peace etc



PE / Sport – Working together as a team

Year 2 

We cover those things (especially respect and responsibility) in our PD unit ‘Celebrating You and Me’ in term 1.



Community service is covered in Orthodoxy (term 3 or 4 I think) God wants us to Serve those in need.

The Modern Greek faculty at St. Spyridon College, Junior School endeavoured throughout 2015 to express and realise its sense of Respect & Responsibility in all aspects of its educational work, pedagogy and Community Service & Connectedness. 

Our Primary students focused on topics which promote the Ancient Greek concept of ‘PHILOTIMO’ and Community Service through our OHI Day (28th October) Unit of work. Year 6 students spoke about this important National Celebration at assembly.

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

All our students participated in 25th March Greek Independence Day Celebrations commemorating the ideals of freedom, national pride and respect for those fallen. Year 6 performed a short play on ‘Rigas Fereos’ and his contribution to the cause for the Greek Revolution of 1821 before a full hall.



Prefects attended services commemorating the Battle of Crete.



Year 6 students visited Waverley Memorial Hospital to perform a short play on ‘Rigas Fereos’ and sing traditional songs together with senior Greek-Australian citizens commemorating 25th March Greek Independence Day.



Year 4 students visited Little Bay Community Centre on 15th October 2015 to present the short play: Η ελιάThe olive tree (written by one of our teachers) and the poem by G. Palamas Η ελιά- The olive tree to the participants of the 9th National Conference of Greek Welfare Centres.

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25th March Celebrations

‘Ohi’ Day Celebrations

Battle of Crete

Easter

ANZAC Day Commemorations

Food and native garden grant

Soup Kitchen

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THEME 12: STUDENT VOICES STUDENT/PARENT/TEACHER SURVEY RESULTS (SEE ATTACHMENT)

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Student Voices – Senior School Eleni Mavrolefteros – Dux 2014 Good morning Reverend Fathers, distinguished guests, Mrs Stefanou, Mrs Katsogiannis, Mrs Synesios, teachers, family members and students of St Spyridon College.

I would like to start with a quote: “Happiness can only be achieved by looking inward and learning to enjoy whatever life has and this requires transforming greed into gratitude.”

This quote from St. John Chrysostom, sums up how St. Spyridon College allowed me to find happiness within the stresses and bustle of Year 12. Finding happiness through gratitude is a concept I felt would be appropriate to focus on as I reminisce and offer my gratitude for the wonderful memories and blessed opportunities this school has allowed me to experience.

Finding happiness in life is what many deem a goal to strive towards. Throughout my years as a student here, I realised through the guidance and prayers of the teachers, that happiness is a goal made easier to reach in a community as interconnected and balanced as St. Spyridon College. I feel honoured to have been a part of a community not only focussed on catering to the individual academic abilities of students, but also one which encouraged excellence in the arts, sports and many other related extra-curricular activities. I thank the school for providing and encouraging these opportunities during my journey, giving me an academically balanced experience.

To the current students of St. Spyridon, I push you all to appreciate the gift of learning, whether it be in the classroom, on the court or on stage, and make the most of the opportunities given to us by this school. Those that are shy, push yourselves to do something you felt you couldn’t do yesterday, those that are confident, be thankful for your gifts given to you and help others to uncover their gifts. Through the acknowledgement and appreciation of these opportunities, I found happiness to be an inevitable state as a result.

To the new Year 12, I would like to start by clearing all the negative connotations and views towards Year 12.

Year 12, yes is important and challenging, but it is also great! For those that don’t believe me, or to the graduated Year 12 rolling their eyes, bear with me. If you are willing to make Year 12 the best and final year of school, it will be. How? Let’s go back to St. John’s quote, it “requires transforming greed into gratitude” in this way you will find happiness and hence make the year great. How can we relate greed to school life, the greed of wanting to be the best, the greed of wanting to snatch more marks, or squeezing as much information from teachers as possible, to some extent these are necessary entities which constitute going well in year 12, although with gratitude these features change slightly. While being the best is often promoted in society, being your best is emphasised at this school. When this becomes students’ main benchmark not to the beat the person ranked 1st, everything is seen as a blessing. Not coming 1st in a subject means someone else did and acknowledging this, when you have done 100% your best, makes rank and marks, an opportunity to be thankful, thankful that you got that 70% or that 1st place. Squeezing information out of teachers becomes vital as the end of your school journey approaches, but when this is done with gratitude the experience becomes a great one. I often thought and still think, how wonderful it would be to have the knowledge and information

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that teachers do, but this is not something to become despondent about but something to aspire towards. In my mind, teachers should not be called staff but rather academics, mathematicians and performers, because that is what they have been in my eyes. People who have mentored me and inspired me particularly in Year 12, to love their subject as much as they do, giving endless support willingly with patience. How grateful we should all be for them, they allow our greed to easily be transformed into gratitude. The entire Year 12 challenge thus becomes transformed in an incredible, rich life experience, developing your character and giving you the opportunity to inspire others.

Thank you Mrs Mccoy, Mrs Koutsoukis, Mr Kollias, Mrs Dalakiaris, Mrs Petzler, Mr Croft, Mrs Faletas, Ms Belaijik, Ms Gonzalis and Ms O’shae for your continuous guidance, wise words and inspiration through my senior years.

Thank you also to all my teachers, beginning from Kindergarten who have taken me through such an incredible growing journey. You have all influenced and empowered me, not only in my academic studies but also how I approach problems and tackles solutions after leaving the school environment and entering the real world.

This then leads me to the second part of St John’s quote which I would like to highlight, “learning to enjoy whatever life has”, a difficult concept to apply. Most schools teach students to read novels and write essays; to do calculus and trigonometry, St Spyridon College, in conjunction with these tools of knowledge, has taught me the benefit of applying this very concept, to enjoy whatever comes my way. It is the Christian values embedded into the school which allow for this gratitude to become part of everyday life. It is through the wisdom and direction of the Fathers, Mrs Stefanou, Mrs Katsogiannis and Mrs Senesios which build the foundations of faith, to enjoy and be thankful for whatever we are faced with, good or bad. It is through their example of appreciating that both the struggles and joys in life are aligned with God’s Will, which allowed me to gain strength and persevere through the challenges of school and Year 12 particularly.

Mrs Katsogiannis and Mrs Stefanou, it is difficult to thank enough those who are the essence of what make St. Spyridon College the school which has shaped me and taught me so much. Thank you Mrs Katsogiannis for you leadership by example, overcoming all problems with strength and peace. Mrs Stefanou, thank you for being the conductor of our community, strengthening and expanding its spirit through your hard work and determination. Your faith and leadership is inspiring.

Father Steven and Father Sotirios, thank you for taking us all under you wings, praying for our mind, body and soul to be led on the right path.

Finally, thank you all for this humbling honour, to stand once again in front of my fellow friends and teachers.

Thank you St. Spyridon and the whole St. Spyridon community.

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Student Voices – Junior School Vicki Synesios Good evening Very Reverend Father Steven, Father Sotiri, Mr Philips chairman of our Board, Mrs Stefanou, Mrs Katsogiannis, Mrs Synesios, Mr Dookie, Ms Kokkinelis, dear family and friends, I welcome you to the Year 6 Graduation and dinner dance.

My name is Vicki Synesios and along with my co-captain, Billy Boudaniotis, I take this opportunity to thank Mrs Stefanou and the school for all that is has done for us.

If it wasn’t for our brilliant teachers, dedicated parents and treasured friends I wouldn’t be here today standing in front you all and making this speech.

The years have gone past so quickly and we have all become a little more independent. I can still remember walking through the school gates on my first day and now here we are in Year 6. Looking at our buddies in Kindy, I think WOW! They are so cute and tiny! Was I ever like that?

You’re probably wondering why I am saying this, well looking at the Kindies makes you realise how much you’ve grown, how much you’ve learned and, how much you’ve matured.

The journey to Year Six has had some tough times but many more fun times. We have successfully completed the Primary challenge. Our teachers have more than prepared us and with our friends by our side, we are ready to take on the challenges of Senior School. There are great things ahead for us to enjoy together.

So congratulations to all of the graduates, parents and of course the hard working teachers.

To the 2016 School Captains, Adriana & Jamyson, I wish you luck for your new role but remember with great power comes great responsibility.

I leave you all with this final quote from a great author you probably all know his name …Dr. Seuss You have brains in your head You have feet in your shoes You can steer yourself in any direction you choose.

Thank you for your attention. I hope you enjoy the rest of the evening.

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Βασίλειος Μπουρδανιώτης Είμαι ο Βασίλειος Μπουρδανιώτης, ο άρρεν αρχηγός του Δημοτικού Σχολείου για το 2015 (δύο χιλιάδες δεκαπέντε). Εκ μέρους της έκτης τάξης, θα ήθελα να καλωσορίσω όλους εσάς εδώ απόψε για να γιορτάσουμε την αποφοίτησή μας και την ολοκλήρωση της πρωτοβάθμιας εκπαίδευσης μας. Όπως πολλοί από τους συμμαθητές μου, έτσι κι εγώ, άρχισα το νηπιαγωγείο στο Κολλέγιο του Αγίου Σπυρίδωνα το 2009 (δύο χιλιάδες εννιά). Νομίζω ότι οι περισσσότεροι θυμόμαστε την πρώτη διαδρομή μας πάνω στη ράμπα για να μπούμε στην αίθουσα του KC. Ήμασταν όλοι τόσο ενθουσιασμένοι! Βαθιά μέσα μας όμως ξέραμε τι λαμπρό μέλλον είχαμε μπροστά μας σε αυτό το ξεχωριστό σχολείο. Είχαμε όλοι υπέροχους δασκάλους όλα αυτά τα χρόνια και μαζί με τους φίλους και συμμαθητές μου ζήσαμε πολλές σπουδαίες στιγμές, είτε στην αυλή, στις σχολικές εκδρομές, στην κατασκήνωση ή στην τάξη. Στιγμές που θα πρέπει πάντα να θυμόμαστε και να μην ξεχνάμε ποτέ. Κάθε δάσκαλος ή δασκάλα που είχαμε έχει αφήσει το στίγμα του μέσα μας και μας έχει σμιλέψει, γι 'αυτό θα ήθελα να ευχαριστήσω όλους τους εκπαιδευτικούς για αυτήν την εμπειρία. Θυμάμαι ακόμα την κυρία Χέιμερ όρθια, μπροστά σε κάθε συνέλευση να δίνει τα βραβεία προόδου κάθε Τετάρτη. Ο Θεός να αναπαύσει την ψυχή της. Τώρα έχουμε μια άλλη διευθύντρια, την κυρία Συνεσίου, η οποία είχε άξια προκάτοχο να φτάσει, αλλά το πράττει με μεγάλη περηφάνια και άσβεστο πάθος γι 'αυτό το σχολείο που υπεραγαπά. Φροντίζει όλους τους μαθητές και κάνει το παν για να μάθει κάθε μαθητή και γονέα του σχολείου. Για μένα αυτό δεν είναι απλώς ένα σχολείο, αλλά η οικογένειά μου. Ανυπομονώ να βρεθώ στο γυμνάσιο μαζί με τους συμμαθητές μου του Δημοτικού Σχολείου, και όπως την πρώτη ημέρα του νηπιαγωγείου, ξέρουμε ότι κι εκεί θα έχουμε ένα λαμπρό μέλλον μπροστά μας. Είμαστε όλοι πολύ ενθουσιασμένοι που θα κάνουμε νέους φίλους και φίλες, θα έχουμε νέους καθηγητές και θα κάνουμε περισσότερα μαθήματα. Πάντα όμως θα θυμάμαι τα χρόνια από το νηπιαγωγείο μέχρι την έκτη τάξη. Και όπως λέει το σύνθημά μας στο Γυμνάσιο "Αυτές είναι οι καλύτερες ημέρες της ζωής μας, οι περισσότερες τέλος πάντων ... " που σημαίνει ότι είναι επιλογή μας να έχουμε καλύτερες μέρες στη ζωή δηλαδή απόφασή μας. Με την ιδιότητά μου ως απερχόμενος αρχηγός του Δημοτικού Σχολείου, θα ήθελα να καλωσορίσω και να συγχαρώ τους νέους αρχηγούς για το 2016 και να τους ευχηθώ κάθε επιτυχία την επόμενη χρονιά. Εύχομαι σε όλους σας μία ευχάριστη βραδιά και σας ευχαριστώ που μοιράζεστε αυτό το ιδιαίτερο βράδυ μαζί μας. Αποχαιρετισμός στην έκτη τάξη και Καλωσόρισμα στην πρώτη γυμνασίου. Ονομάζομαι Βασίλειος Μπουρδανιώτης και ήμουν ο άρρεν αρχηγός του Δημοτικού Σχολείου για το 2015 (δύο χιλιάδες δεκαπέντε).

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PARENTS AND FRIENDS EVENTS

Palm Sunday Lunch

Easter Paschal Candle Stall

Trivia Night

Father’s Day Doxology and Breakfast

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THEME 13: SUMMARY FINANCIAL INFORMATION

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THEME 14: PUBLICATION REQUIREMENTS

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Policy on Educational and Financial Reporting St Spyridon College will meet the educational and financial reporting requirements as laid out in the Registered and Accredited Individual non-Government Schools (NSW) manual.

The College will maintain the relevant data and will comply with reporting requirements of the New South Wales Minister for Education, Science and Training.

This reporting will include public disclosure on the

school’s website of the educational and financial performance measures and policies of the school by the 30th June of the following year.

Procedures for Preparation of Annual Reports The Head of College with the Executive Team is responsible for co-ordinating the final preparation and distribution of the annual report to the Board of Studies, Teaching and Educational Standards (BOSTES) other stakeholders including parents and the community as required.

The Parish President, with the Parish Executive Officer is responsible for the section on Financial Reporting.

The Head of College will establish and chair the St. Spyridon College Educational and Financial Reporting Committee. Its Terms of Reference will include: 

Identification of appropriate staff members who will be responsible for the collection, analysis and storage of relevant data for each reporting area and for providing the relevant information to the coordinator for inclusion in the report



Determination of the specific content to be included in each section of the report and reviewing this each year to ensure ongoing compliance, relevance and usefulness



Preparation of the report in an appropriate form to send to the Board of Studies



Setting the annual schedule for: o

Delivery of information for each reporting area to the Head of College

o

Preparation of the report and presentation to the Board of Directors

o

Preparation and Publication of the Report

o

Distribution of the report to the Board of Studies, Teaching and Educational Standards (BOSTES) and other stakeholders

Committee Membership: Head of College (Chair) Principal, Senior School Principal, Junior School Enrolments Officer Other Executive staff may be co-opted to support the work of the Committee.

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Requests for additional data from the NSW Minister for Education and Training The Head of College is responsible for coordinating the school’s response to any requests from the Minister for additional data.

The Head of College is responsible for ensuring it is provided to the Board of Studies,

Teaching and Educational Standards (BOSTES) in an appropriate electronic form.

DEST Annual Financial Return The Parish Executive Officer is responsible for the collection of the relevant financial data and for ensuring it is provided to DEST in an appropriate form.

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APPRECIATING CULTURE LECTURE 2015

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APPRECIATING CULTURE LECTURE 2015

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