Annual Report 2008

ST SPYRIDON COLLEGE 2008 Annual Report

Educational & Financial Reporting

To The NSW Board of Studies

June 2009

Contents Educational and Financial Reporting SCHOOL POLICY ON EDUCATION AND FINANCIAL REPORTING Annual Report 2008 REPORTING AREA 1: A MESSAGE FROM THE HEAD OF COLLEGE.................................... 5 REPORTING AREA 2: VALUE ADDED INITIATIVES ....................................................... 11 REPORTING AREA 3: STUDENT PERFORMANCE IN STATEWIDE TESTS AND EXAMINATION ..... 15 REPORTING AREA 4: DETAILS OF ALL TEACHING STAFF ............................................. 21 REPORTING AREA 5: ENROLMENT POLICIES............................................................. 27 REPORTING AREA 6: STUDENT ATTENDANCE AND RETENTION RATES IN SECONDARY SCHOOLS POST SCHOOL DESTINATIONS .................................................. 31 REPORTING AREA 7: SCHOOL POLICIES .................................................................. 37 REPORTING AREA 8 & 9: SCHOOL DETERMINED IMPROVEMENT TARGETS & INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY ............ 43 REPORTING AREA 10: STUDENT, PARENT AND TEACHER VOICES .................................. 83 REPORTING AREA 11: SUMMARY FINANCIAL INFORMATION ......................................... 91

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17 June 2009 – Educational & Financial Reporting

Policy on Educational and Financial Reporting Policy Statement 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 of the educational and financial performance measures and policies of the school as required from time to time.

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 and 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 College Board of Governors

o

Preparation and Publication of the Report

o

Distribution of the report to the Board of Studies and other stakeholders

Committee Membership: Head of College (Chair) Principal, Senior School Principal, Junior School Enrolments Officer 17 June 2009 – Educational & Financial Reporting

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Other Executive staff may be co-opted to support the work of the Committee.

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 in an appropriate electronic form.

DEST Annual Financial Return The Parish Executive Officer is responsible for the collection of the relevant financial data and

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for

ensuring

it

is

provided

to

DEST

in

an

appropriate

form.

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REPORTING AREA 1: MESSAGE FROM THE HEAD OF COLLEGE

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A Message from the Head of College About Our College St. Spyridon College is a co-educational K-12 school, established in 1983. It attracts students across the Sydney metropolitan areas, who wish to pursue educational excellence within a caring, family environment. Almost all St. Spyridon students were born in Australia. They come from approximately 20 cultural and religious backgrounds. The majority have at least one Greek Orthodox parent. Approximately 50% of the student population comes from the Eastern suburbs while the other 50% comes from across the Greater Sydney metropolitan area. A parent-run bus service is provided, bringing students from Sans Souci, Earlwood, and the Sutherland areas.

Celebrating Twenty Five Years of Educational Excellence In 2008, we celebrated the Golden Jubilee of our Parish and the Silver Jubilee of our College.

Two hundred and fifty students from Years 5 to 12, performed in the Greek Theatre Production “In this Strange Land – Exile & Refuge”, written and directed by Mrs. M. Faletas and supported by the Greek team. This tribute to the pioneers of our Church, College and Community led audiences through a moving journey from exile to refuge and nation-building. His Eminence Archbishop Stylianos in His closing remarks congratulated teachers and students for their outstanding work.

We were honored that the Attorney General and Minister for Justice Mr. John Hatzistergos gave the third Appreciating Culture Lecture, on the topic of “Federation and Culture – Reflections on the Australian Constitution”. The VIPs who attended the Appreciating Culture Lecture this year, expressed their admiration for the talent of the students who exhibited in the K-12 Art Exhibition across the Orthodox Schools of St. George College Adelaide, St Euphemia College and All Saints Grammar.

The Junior School Open Day theme in 2008 was cultural infusions and global connections.

Our students brought the whole world into our school courtyard with song, dance, recitation and presentations. We commend our teachers for developing in our students the sensitivity and values of young global citizens.

In terms of academic progress, the spectacular NAPLAN results were a cause of celebration in themselves, as were the results of external examinations in Science and indeed all subjects. The solid classroom work done by our teachers and the enrichment programs we

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have in place, and which includes the involvement of our students in CSIRO projects; in the newly introduced Mathletics program; in the Write 4 Fun competition; in leadership camps and excursions certainly have the desired outcome. Together these experiences make for rich and challenging learning and we are pleased that our students respond with confidence and success. The Infants made spectacular progress in their literacy using the Spalding method. Congratulations for the bilingual Junior School Christmas Carols to our parents and Senior Citizens.

The Senior School Awards and Prize-Giving Assembly was the last formal event of the year and the culmination of our 50th and 25th year Anniversary celebrations. We were honoured to have the Honourable Minister Michael Daley with us for this auspicious occasion. In his presence, we took the opportunity to thank the State Government for presenting us with a cheque for $1million dollars towards the new buildings at our senior school campus. We were delighted that the year closes having received DA approval to commence building works next year.

Our focus at St Spyridon is about the core business of teaching and learning what students know, understand-and are able to do with that knowledge and understanding and in addition to learning to know, and learning to do, we endeavour to develop the capacity to live together-not in merely tolerance but in true harmony and respect; in Christian love.

I wish to thank our talented and professional team of teachers who inspire our students to attain their personal best in all that they attempt. We acknowledge the leadership and support provided by our Deans, Assistant Principal, Coordinators, Curriculum Leaders and Year Advisers.

On the College web page, as well as the new Scholarships & Awards brochure, note the many ways in which we commend student achievement. We thank every benefactor who contributes towards our awards and prizes and hope that their generous example will be emulated by others in the future. We are happy to announce that the St Spyridon College Scholarships Foundation which has been in the planning for some time was established in 2008. This offers tax deductibility to those persons who wish to contribute funds for this purpose.

On the occasion of our Golden and Silver Jubilee celebrations some of the longest serving people were especially acknowledged. We congratulate and thank each of them, wishing them strength for the challenges ahead. On the occasion of the Parish Gala Dinner, His Eminence Archbishop Stylianos presented honours to Father Steven Scoutas together with

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Presvitera Panayiota Scoutas, Mrs Hamer, founding Principal of the Junior School, Mrs Katsogiannis as Principal of the Senior School and Mrs. Christina Tsaconas as Parish Executive Officer & Bursar. Father Steven Scoutas presented Mr Meintanis honours at the Sports Presentation Evening for his invaluable contribution to the School State and National Sports program. His Eminence Archbishop Stylianos at the closing of the Theatre Production “In this Strange Land-Exile and Refuge” honoured Mrs Faletas and Mrs Ieroclis for their invaluable contribution to the Greek language and Culture Program of the College & general Community. At the Staff Christmas luncheon Mr. Mavrommatis and Mrs Belajcic were acknowledged for completion of 10 years of service to the students of our College.

The Parish President Dr. Thomas Savoulis and his Committee, the Chairman Mrs. Deanne Coucouvinis, and the Board of Governors, are warmly thanked for good governance and their leadership.

We thank Natasha Diasinos, College Captain, Con Sfinas, Vice Captain, Georgia Fentoulis, Senior Prefect and our Sports Captains Danielle Theodosi and Stamati Anastasopoulos for the excellence in leadership they provided to the student body.

The Parents & Friends Spring Fair was the culmination of many functions that this committee organised in the course of this year. We thank the President Mrs Angela Roditis and all the members of the P&F committee for their hard work, which raises money for new technologies such as the Promethean Boards and new computers. More than this the P&F members are key ambassadors for this College; they strengthen community relations and school spirit. We thank every one of our parents who always respond to our appeals for assistance. They are there to help at every opportunity. Whether it is to bring fruit for jams, to wrap Spring Fair gifts, to cover books, to escort students to excursions or to help with costumes - our parents are there for the children and the teachers. This is a great blessing. Next year eighty new students are entering the St Spyridon schools gates across campuses mainly because of what they hear from existing parents because they spread the good word about St. Spyridon College.

The students of the HSC Class of 2008 were simply outstanding. They set the bar very high indeed for the HSC Class of 2009. They provided exemplary leadership to the whole school community with strength of purpose, self respect and good humour.

We have every reason to be proud of them and we wish them every happiness and success in the future. At present 96% of them are in tertiary study, 67% at University. We are pleased that 47% of their results were in Bands 5 & 6.

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We are intensely aware that we live in historic times. The American people elected Senator Barak Obama as the President of the United States of America, making him the de facto Planet-Arch of the Global community. In his victory speech we note with emotion an end to the illusions of the greed is good and might is right era. We hope that the President Obama will herald a new dawn of global leadership-in which the exercise of power will be responsible and tempered by compassion and decency. We are inspired by his message to the world, when he says “the strength of our nation comes not from the might of our arms or the scale of our wealth but from the enduring power of our ideals- democracy, liberty, opportunity and unyielding hope.”

St Spyridon College stands strong by its values and beliefs. In view of our history of 2000 years of Christian Orthodoxy, and 4000 years of Classical heritage we have every reason to do so-knowing full well that these ideals have stood the test of time and place; and that they underpin education and good government across the world. The enduring power of our ideals sustains nations, communities, schools and individuals-why then, we should we not be the first to proclaim and defend them?

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REPORTING AREA 2: VALUE ADDED INITIATIVES

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Careers Market held in the Tech Wing

The Mayor of Randwick, Councillor Bruce Notley-Smith opens Preparing for Preliminaries & HSC course 12

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Value Added Initiatives-To maximise School Certificate & HSC results What did we do in Year 10?

1. Implemented the Progression Policy. i.

To progress to the post compulsory years of schooling (Year 11 and beyond) students were asked to formally express their interest in continuing, after giving consideration to the commitment that this entails. ii.

Consequently 2 students left for other schools, 3 left for TAFE or work at the end of Year 10.

iii.

All students had to sign an Acceptance Agreement that is co-signed by parents, indicating that they accept and agree to adhere to certain rules.

2. Preparing for the Preliminaries 12 day course included study skills, stress management, community visits, global connections and the Careers Expo.

3. Counselling of subject choice continued to be more formalised and more targeted with individual support to students by the Dean of Upper School.

4. Pastoral care program with a focus working on student learning styles and study needs.

5. More computers available, logins enabling students to work on any computer in the school.

What did we do in Year 11?

1. Continued with the Progression Policy. As a result 3 students left during or at the end of Year 11.

2. Minimum number of 13 units was studied by the students in Year 11.

3. Leadership Camp included study skills, stress management, team building 4. Counselling support provided to students through direct conferencing with Careers Adviser, Dean of Upper School and Year Adviser. This includes individual meetings, the Pastoral care Program and casual encounters.

5. Individual meetings on a needs basis with either one or more of Careers Adviser, Dean of Upper School and Year Adviser.

6. School focus on developing curriculum that enhances students’ literacy and metacognitive skills.

What did we do in Year 12?

1. Leadership program focussed on making students feel proud, involved and responsible. Prefects run the Friday morning Assembly.

2. Pastoral Care Program focuses on UAI, UAC, Special Provisions and BOS requirements and best practice for coping with Year 12.

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3. Students maximised study time by utilising Library Pod and Senior Study.

4. HSC Elevation Winter holiday program held to assist students to focus during holiday break in particular subjects. More in depth tutorial support by outside experts.

5. Minimum number of 11 units were studied by the majority of students.

6. Counselling support provided to students through direct conferencing with Careers Adviser, Dean of Upper School and Year Adviser.

7. Partnerships with Universities and TAFE for the benefits of our students continued.

All students attended the careers market at the UNSW. 8. Classroom practice focused on Goal 1, Action 4 to enhance student’s literacy and metacognitive skills.

9. Board of Studies program “HSC All My Own Work” completed by all students.

10. New webpage. Elevation and Careers section in particular.

11. Supported Accelerant students in Modern Greek, Mathematics and Music.

MAXIMISING HSC RESULTS IN 2009 (45 students will be sitting for the HSC in 2009) 1.

HSC Elevation Winter holiday program to assist students to focus during holiday break.

2. Continue with highly structured Pastoral Care program with a focus on study skills and study teams.

3. Continue counselling support to students through direct conferencing with Careers Adviser, Dean of Upper School and Year Adviser.

4. Careers website used efficiently and effectively within the Pastoral care Program supporting students’ further understanding of School to Tertiary Study, School to work.

5. Stepping Up program began at the end of Year 10 requiring students to focus on each subject in preparation to Year 11 and then Year 12.

6. Academic Program has expanded offering study in areas of excellence externally, eg Japanese, Music Extension, Distinction Course 7. Leadership program began with Peer Support in Year 10, and leading Junior School visits.

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REPORTING AREA 3: STUDENT PERFORMANCE IN STATEWIDE TESTS AND EXAMINATIONS

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HSC Class of 2008

HSC Distinguished Achievers 2008

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Student Performance, State-wide Tests and Examinations HSC 2008

Total Number of Students

Performance Band achievement by % Band 3-6

Band 1-2

School

Statewide

School

Statewide

Ancient History

15

15 (100%)

80.9%

0

19.1%

Biology

16

12 (75%)

89%

4 (25%)

11%

Business Studies

30

24 (80%)

85.7%

6 (20%)

14.3%

Chemistry

9

9 (100%)

88.6%

0

11.4%

Drama

4

4 (100%)

97.7%

0

2.3%

Economics

18

14 (77.8%)

87%

4 (22.2%)

13%

English (Standard)

31

28 (90.3%)

79%

3 (9.7%)

21%

English (Advanced)

29

29 (100%)

99%

0

1%

English as a Second Language

1

1 (100%)

85%

0

15%

Food Technology

9

9 (100%)

89.9%

0

10.1%

Hospitality Operations (VET)

10

9 (90%)

82.3%

1 (10%)

17.7%

6

6 (100%)

82.3%

0

17.7%

7

6 (85.7%)

83.6%

1 (14.3%)

16.4%

Legal Studies

18

16 (88.9%)

91%

2 (11.1)

9%

General Mathematics

23

18 (78%)

82.2%

5 (22%)

17.8%

Mathematics

21

21 (100%)

87.6%

0

12.4%

Modern History

9

8 (88.9%)

92%

1 (11.1%)

8%

Music

8

8 (100%)

97%

0

3%

Physics

8

8 (100%)

88.7%

0

11.3%

Visual Arts

11

11 (100%)

98.8%

0

1.2%

Modern Greek Continuers

15

13 (86.7%)

92%

2 (13.3%)

8%

Personal Dev. Health & P.E.

16

15 (93.8%)

85.7%

1 (6.2%)

14.3%

Serbian Continuers

3

3 (100%)

100%

0

0

Information Processes and Technology Information Technology (VET)

Please note: Band 6 is the highest band and Band 1 the lowest Performance Band achievement by % HSC 2008

Total Number of Students

Band E4-E3

Band E1-E2

School

Statewide

School

Statewide

English Extension 1

6

6 (100%)

83.9%

0

16.1%

Mathematics Extension 1

7

7 (100%)

81.6%

0

18.4%

Mathematics Extension 2

2

2 (100%)

90%

0

10%

History Extension 1

8

5 (62.5%)

73.2%

3(37.5%)

26.8%

Modern Greek Extension 1

9

6 (66.7%)

85%

3(33.3%)

15%

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Please note: E4 is the highest band and E1 the lowest School Certificate 2008

No. of Students

Performance band achievement by % Bands 3 – 6 Bands 1 – 2

School

Statewide

School

Statewide

English – Literacy

47

97.9%

96.1%

2.1%

3.9%

Science

47

97.9%

86.7%

2.1%

13.3%

Mathematics

47

95.7%

78.9%

4.3%

21.1%

Australian Geography. Civics and

47

97.9%

89%

2.1%

11%

47

93.6%

82.7%

6.4%

17.3%

Citizenship Australian History, Civics and Citizenship

Computing Skills: 100% of students Competent or Highly Competent Please note: Band 6 is the highest band and Band 1 the lowest

Proportion of students in Years 3 and 5 achieving at or above the National Minimum Standard 2008 NAPLAN Test

Percentage of students at or above the National minimum standard Year 3 (43 students) Year 5 (40 students) School Statewide School Statewide

Literacy (Overall) o Reading o Writing o Spelling o Grammar & Punctuation

100% 100% 100% 100% 100%

98% 96% 98% 97% 96%

100% 100% 100% 100% 100%

96% 92% 95% 94% 94%

Numeracy (Overall) o Number, P&A o Measurement, Data, Space & Geometry

98% 95% 100%

97% 96% 97%

100% 97% 100%

95% 92% 93%

Year 3: o 100% of Students in Year 3 achieved at or above the National minimum standard in Literacy. o 98% of Students in Year 3 achieved at or above the National minimum standard in Numeracy Year 5 o 100% of Students in Year 5 achieved at or above the National minimum standard in Literacy. o 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 2008 NAPLAN Test

Percentage of students at or above the National minimum standard Year 7 Year 9 School Statewide School Statewide

Literacy (Overall) o Reading o Writing o Spelling o Grammar & Punctuation

100% 100% 100% 100% 98%

96% 96% 93% 94% 93%

98% 98% 94% 98% 96%

94% 94% 90% 91% 89%

Numeracy (Overall) o Number and Data o Patterns and Algebra o Measurement, Space & Geometry

100% 100% 100% 97%

97% 96% 91% 97%

98% 98% 100% 98%

95% 93% 90% 94%

Year 7: o 100% of Students in Year 7 achieved at or above the National minimum standard in Literacy. o 100% of Students in Year 7 achieved at or above the National minimum standard in Numeracy Year 9 o 98% of Students in Year 9 achieved at or above the National minimum standard in Literacy. o 98% of Students in Year 9 achieved at or above the National minimum standard in Numeracy.

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REPORTING AREA 4: DETAILS OF ALL TEACHING STAFF i

Professional Learning- Professional Learning Activities and Professional organisations membership

ii

Teaching Standards

iii

Retention and Attendance Rates.

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Miss A. Kollias

Miss R. Besir

Mrs M. Faletas

Mr F. Kaldis

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Details of all teaching staff i

Professional learning

St Spyridon College values the professionalism of its teachers very highly and supports ongoing professional development by providing student free days and financial support for this purpose. Areas of focus are drawn from the Strategic Plan Goals, Actions and Annual Targets.

All teaching staff participated in professional development in-services conducted by a range of providers (AIS, IPSHA, HICES etc.) In addition, the college executive participated in leadership seminars conducted by such bodies as the Association of Independent Schools (AIS), IPSHA, HICES.

Description of Professional Learning Activity

No of staff participating

Goal 1 Action 4 - Metacognition and Literacy

All Teachers K - 12

Leadership Program ( Seminars/Conference) Registration and Accreditation. Board of Studies Requirements

7 All Teachers 7 - 12

New Scheme Teachers (new Staff and Admin) Mathematics – Learning in Early Numeracy (LIEN); learning framework and one to one assessment + Numeracy courses, HICES Maths Tournament, Short Course in mathematics ICT – innovative uses of technology integrated into teaching in a wide range of practical and exciting ways, IT VET Literacy – Issues in print: introduction to elements of a newspaper, (photos, cartoons, headlines) using visual literacy, creating a storyboard to understand current issues and news, NAPLAN Literacy – Spalding 2 Methodology – Comprehension Update Literacy Spalding 1 Methodology Literacy – Spalding 2 Methodology – Comprehension Special Education Supporting Students with special needs ADHDD support in the classroom.

Identifying and supporting students in the mainstream classroom

5 7 22 10 18 3 1 3 All Teachers K - 12

Science and Technology

4

Creative and Practical Arts

4

Student Engagement, Student learning

3

Sport

3

HSC/SC marking

10

Pastoral Care

All Teachers 7 - 12

Orthodox Studies

4

Languages

2

Occupational Health and Safety

2

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PROFESSIONAL ORGANISATIONS TO WHICH TEACHERS BELONG AHISA Australian Head of Independent Schools in Australia ALIA Australian Library Information ASLA NSW Aust. School Libraries Assoc ALA American Library Association AIS Secondary Professional Development Advisory Group ASLA American School Library Association AIIP Association of Independent Information Professionals ASIST Association Science and Information Technology Australian College Educational Readership AHISA Directors of Studies ASCD Association of Supervision and Curriculum Development ACHPER (Aust. Council of Health, PE & Recreation) Art Gallery of NSW MANSW Mathematics Association of NSW Modern Greek Teachers Association CSTA Computing Studies Teachers’ Assoc.

EDA Educational Drama Association EBE Economics Business Education Assoc.

English Teachers’ Association Food Facts Nutrition Australia Nurtidate History Teachers’ Association HICES Heads of Independent Coeducational Schools HICES Deputies Group HICES Junior School Heads of Independent Co-educational Schools ISA Independent Sports Association ISCA Independent Schools Council of Australia IPSHA Independent Primary Schools Heads of Australia IPSHA Deputies’ Umbrella Group IPSHA Curriculum Co-ordinators’ Group IPSHA Infants Co-ordinator IPSHA G&T Umbrella Group IPSHA ICT Umbrella Group IPSHA Support Teachers’ Umbrella Group IPSHA Librarians Umbrella Group LTA Legal Teacher Association SPELD Visual Arts Teachers’ Network

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ii

Teaching Standards Category

Number of Teachers Junior Senior Total School School K – 12

Teachers who have teaching qualifications from a higher education institution within Australia or as recognised

22

31

53

0

2

2

1

0

1

within the National Office 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.

Teachers who do not have qualifications as described in (i) and/or (ii) above but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context.

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iii

26

Teacher Attendance and Retention Rates K – 12 •

In 2008 the average daily staff attendance rate was 97.5%

•

The proportion of staff retained from 2007 is approximately 97.5%

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REPORTING AREA 5: ENROLMENT POLICIES

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Harmony Day – Junior School

Open Day – Junior School

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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 Past Students, 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).

1. Kindergarten Entry 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.

As part of the Early Intervention Programme, the Infants Co-ordinator holds a school entry assessment with the child prior to the year of entry. This is used to assist the College to best meet the learning, social and emotional needs of the child on entry.

The assessment includes: •

Oral communication skills

•

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

•

Fine motor skills / physical development

•

Social interaction skills and emotional maturity

•

Information from Reports/Portfolio profiles from pre-entry institutions

•

Information from reports from other professionals eg. Psychologists/ therapists.

2.

Entry to Years 1 - 12

All applicants are required to complete entrance examinations in English and Mathematics. The Principal will make a decision on accepting an application using the following information.

•

The results of the entrance examinations

•

The most recent school report

•

Previous School References where the Principal deems this to be relevant

•

The interview

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3.

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 education 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.

4.

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.

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REPORTING AREA 6: STUDENT ATTENDANCE AND RETENTION RATES IN SECONDARY SCHOOLS POST SCHOOL DESTINATIONS

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Year 12 Farewell Doxology

Awards Assembly Senior School

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Student Attendance •

93% of Students attended school on average each school day in 2008. This was similar to the daily attendance in 2007.

Retention Rate •

At St Spyridon College in 2008 there was a retention rate from Years 10 to 12 of 87.5%.

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Post School Destinations - HSC Class of 2008 Highlights In 2008, 61 students sat for the Higher School Certificate Examinations (HSC) across 28 courses.

Accelerant students from Year 11 studied Modern Greek Continuers, Music 2, Music Extension, Mathematics Extension 1, Mathematics Extension 2, Modern Greek Extension and Serbian.

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

Highlights include: ¾

Natasha Diasinos, highest UAI 97.45. AAA UNSW Scholarship winner.

¾

Danielle Theodosi UAI 96.85, in the Board of Studies Top All Rounders list. Winner of the UTS Scholarship to study Bachelor of Accounting, to the value of $40000.

¾

Anastasia Peric, Premier’s Award, First Place in Serbian Continuers.

¾

In the Daily Telegraph Leading 200 Schools in NSW. St Spyridon College listed at 130.

¾

97% of students have now begun Tertiary studies.

¾

67% of students now studying at University.

¾

Out of 61 students 172 results 80% and above in a given course.

Destinations of Year 12 Class of 2008

TAFE Courses 20% University Courses 67%

Private Providers 10% Other 3%

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Universities attended by Year 12 Class 2008

USYD 12%

OTHER 13% UNSW 44%

UMAC 8%

ND 10% UTS 13%

USYD - University of Sydney UTS - University of Technology ND - University of Notre Dame

UNSW - University of NSW UMAC- University of Macquarie

Destination by Course Type

Engineering/ Science 20%

Business/ Econom ics 31%

Architecture/ Construction 15%

Education 12%

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Arts/ International Studies 22%

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REPORTING AREA 7: SCHOOL POLICIES

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Greek Orthodox Archdiocese National Schools Event

Parish Trip to Greece

Year 12 Assembly

Infants

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School Policies To ensure that all aspects of the school’s mission for providing a student’s welfare are implemented, the following policies and procedures were in place (or developed) during 2008:

Policy Child Protection Policy encompassing:

•

• Policy statement • Protocols than enhance ethos and culture • Professional conduct in relation to Child Protection

•

Changes in 2008

Access to Full Text

Professional Conduct

Full text in Teachers Policy and

Protocols

Procedure Handbook Part 1

Changed Electronic Communications

Policy in Parent Handbook 2008, and

between Teachers and

Study Planner 2008

Students.

• Definitions and concepts • Legislative requirements • Child Protection Legislation Amendment Bill 2003 (Provided by the AIS) • Child Protection Procedures • Investigation process • Reporting and investigating “reportable conduct” • Procedural fairness • Documentation • Appendices Security Policy encompassing:

• Draft Incursion Policy

Full text of all in Teachers Policy and Procedures Handbook Part 3

• Occupational Health and Safety Policy including: Rationale Code of Practice

Policy Statement in Parent

Policy statement

Handbook 2008.

Management procedure for each of the 12 systems specified by the AIS guidelines.

• Students Acceptable Use of Information and Communications Policy.

• Draft Employees Acceptable use of

Circulated to all staff and Board members for response.

Information & Communications Technology and Equipment policy.

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Policy

Changes in 2008

Disability

Access to Full Text Full Text in Newsletter Feb 2008 and Parent Handbook 2008

Supervision Policy encompassing:

Full text in Teachers Policy and

• Roles and responsibilities of Teacher

Procedure Handbook Part 1

• Attendance

•

Summary of main points in

• Punctuality

Parent Handbook 2008, and

• Staff absence

Study Planner 2008

• Duty of care • Duty of care and student attendance • Duty of care and supervision • Negligence • Yard Duty • Keys and security

Full text in:

Codes of Conduct Policy encompassing: • Our principles as St Spyridon Education

•

Teacher Policy and Procedure Handbook Part 2

Professionals • Our principles as St Spyridon College students • Code of conduct for students

•

Students’ Study Planner 2008

•

School web page

•

Parent Handbook 2008

• Statement on student harassment • Classroom behaviour management • Consideration for ethical behaviour management Pastoral Care Policy encompassing:

Full text in:

• Managing a positive learning

•

environment

Teacher Handbook Part 2

Excerpts in:

• Rewarding the good

•

Students’ Study Planner (2008)

• The pastoral care system

•

Parent Information Handbook (2008)

• Availability of and access to special services such as counselling • Health care procedures • Home study policy • Progression through schooling Communication Policy encompassing: • Formal and informal mechanisms that

for sharing curriculum

facilitate communication between the

development and policy

school and those with an interest in

documents at the Senior

the students’ education and well-

School.

being.

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• New Intranet established

Means of communication and reference to Communication in: •

Teacher Policy and Procedure Handbook Part 2

•

Parent Information Handbook (2008)

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Policy

Changes in 2008

• Communication with parents section in Student Planner and Parent Handbook

Access to Full Text •

Students’ Study Planner (2008)

•

School’s Web page

• Newsletter (fortnightly) • Flyers, Bulletins and notes to parents • Direct correspondence • Parent/Teacher interviews • 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

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REPORTING AREAS 8 & 9: SCHOOL DETERMINED IMPROVEMENT TARGETS & INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

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Senior School

Junior School

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PROGRESS ON THE SEVEN STRATEGIC GOALS 2007 – 2011 The Seven Strategic Goals Goal One:

Our students will experience a dynamic, exciting learning culture that is firmly focused on the future.

Goal Two:

Our students’ social, physical and spiritual well being will play a major part in everything we do.

Goal Three:

We will initiate exemplary programs in Student Leadership, Community Action and Global Connections.

Goal Four:

We will actively foster students’ appreciation of the beautiful things in life; art, music, literature, drama.

Goal Five:

We will continue to support every initiative possible to further enrich our educators’ knowledge and practice of their profession and their continuing commitment to it.

Goal Six:

We will reach out to the community and ensure the financial future of our College is secure.

Goal Seven:

We will add the new buildings necessary to support our continuing pursuit of excellence across all fronts.

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TARGETS 2008 1.

All actions taken to ensure successful Registration and Accreditation Inspection of the Senior School by the Board of Studies in 2009.

(Goals 1, 2, 3, 5 and7)

2.

Develop and implement the Senior School Stepping up Program part of strengthening the learning culture. (Goals 1and 2)

3.

Review and implement arrangements for establishing differentiated and distinction classes for Years 3 to 10. (Goal 1)

4.

Develop curriculum that enhances students literacy and Metacognitive skills (Goal 1, Action 4)

5.

Rewrite the Teacher Handbook Pastoral Care and Student leadership (Goal 2)

6.

Plan and implement the Appreciating Culture Lecture III

7.

Plan and implement the 3rd Arts Exhibition K – 12

8.

Implement Teacher Accreditation Processes in line with Institute of Teachers Professional Standards Guidelines (Goal 5)

9.

Promote the good name of the College

10.

Establish timeline and begin work on Building Program

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(Goal 4)

(Goal 4)

(Goal 6) (Goal 7)

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Goal 1: Our students will experience a dynamic, exciting learning culture that is firmly focussed on the future.

Target 1:

All actions taken to ensure successful Registration and Accreditation Inspection of the Senior School by the Board of Studies in 2009.

(Goals 1, 2, 3, 5 and7)

Teachers and Curriculum Leaders worked with the Dean of Upper School on the required documentation for the Board of Studies Accreditation and Registration of St Spyridon Senior School for 2009. The Board of Studies Liaison Officer met with all Curriculum Teams and supported the process, explaining and guiding where necessary.

Teachers updated scope and sequences, units of work and assessment plans for the 2009 educational programs, taking into account new Board of Studies requirements and the College’s focus on critical thinking and problem solving and independent learning.

Strategic Plan Goal 1 Action 4: Develop Curriculum that enhances students’ literacy and Metacognitive skills:

Target 2:

Develop and implement the Senior School Stepping up Program as part of strengthening the learning culture. (Goals 1and 2)

Target 3:

Review and implement arrangements for establishing differentiated and distinction classes for Years 3 to 10.

Target 4:

(Goal 1)

Develop curriculum that enhances students literacy and Metacognitive skills. (Goal 1, Action 4)

JUNIOR SCHOOL K – 6 VALUE ADDED INITIATIVES K-6 Scope and Sequence developed in English to ensure that Assessments are varied across stages and build on previous learning, connecting content and skills.

In programming, teachers focussed on students’ writing independently for a purpose as well as the review process. Programming focussed on quality text construction, planning, drafting, editing and publishing.

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K – 2 Value Added Initiatives K - 2 teachers focussed their efforts on tapping into each student’s competence and potential. The rate of instruction, content and homework were focussed on enabling all students to access the curriculum, experience success and make progress.

Purposeful questioning and reflection were the driving forces in this process which included group work.

The students of the Infants school developed independence and demonstrated commitment to the learning process. Through differentiation and group work, teachers were able to guide and direct students to the areas they needed to address. The work is evident in the quality of the writing done by these young students. Not only were their texts structured, including appropriate punctuation and grammar, but they were able to respond to the integrated units being studied using specific terminology.

Years 3-6 Value Added Initiatives ENGLISH Changes in classroom organization were made to maximize learning outcomes. Each grade was organised into groups with two classroom teachers supported by the learning support teacher.

With the emphasis placed on oral communication skills, particularly in Year 6, it was noted that students were more articulate in their formal and informal discussions.

Debating and reflecting on oral presentations both by students and speakers who visited the schools, assisted in this process. This process also allows for critical and evaluative thinking to develop.

Home Reading Log Books were purchased for all students K -6 to track and encourage daily reading practice to improve reading fluency and expression. This process also encouraged more involvement of parents in their child’s reading progress. Students (K -6) were encouraged to participate in the Premier’s Reading Challenge. They were encouraged to choose books from a variety of text types to assist in their vocabulary development and reading comprehension.

Students who entered the “Write 4 fun” writing competition became published authors when they responded to a letter inviting their work to be part of “BeeCre8tive”, a book of selected students’ work.

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English as a Second Language (ESL) Four overseas students from Korea were provided with intensive English lessons to support their learning.

Human Society in its Environment (HSIE) H.S.I.E. focus 3-6 was the integration of meta-cognitive activities using a series of formal “thinking activities.” For example, PMI charts, KWL charts, Reflection Grids and Think, Pair, Share.

Increased vocabulary was a focus particularly in H.S.I.E. integrated with writing and oral language. The students became more aware of their immediate and surrounding environments. Example – 1) Year 5 used websites and class discussion to learn how to filter appropriate information and justify choices about content to be used. 2) Year 5 and Year 6 presented PowerPoint presentations using the Interactive Whiteboard as a visual tool for their audience. 3) Year 6 viewed images from the Australian Museum to assist in their understanding of the Anzac Spirit in order to write Odes to the Anzac Soldiers.

In the spirit of sportsmanship and becoming “global citizens” each year 6 class adopted a soccer team and presented a class Portfolio of their school life to the team at the FIFA Conference.

MATHEMATICS Four students Year 6 attended 3 day AIS Maths Challenge Camp.

Years 3 and 4 worked collaboratively and in ability groups to investigate Patterns and Algebra on activities, commensurate with their abilities and explaining their mathematical reasoning. Possible answers were discussed and evaluated. The term’s work then culminated with the students holding a Maths Workshop where they moved from teacher to teacher and demonstrated their understanding of Patterns and Algebra.

It was impressive to see how engaged all the students were and how clearly they articulated their understanding using Mathematical terminology.

Mathletics computer program was purchased by the students (K-6) and is being used to improve Mathematical skills. The program allows for differentiation. Children can work on the same strands but at different levels.

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Years 5 and 6 took part in World Mathletics Day “Celebration of Numbers”. Mr. Dookie organised the event. Classes 6P and 5I answered over 10000 questions correctly, as a result winning free subscription to Mathletics (valued above $1200) for the rest of the year.

SCIENCE G&T group entered Murder Under the Microscope(MUM) environmental competition.

Bowen Library – Students participated in the Book Week competition at Bowen Library titled “Fuel Your Mind”. A design and create task. Paul Mandadakis, Nikolas Baratsas and Maria Bletsas were winners in their categories and received Honours Awards and prizes by the Mayor of Randwick.

The CSIRO chose St. Spyridon College Junior school to trial and test their holiday program. They provided three free Science workshops tailored to Infants, Yrs3 – 4 and Yrs 5-6. Topics included Matter, Combustion and Electricity. Students thoroughly enjoyed it.

Information Communications and Technology (ICT) Mr Arnott worked closely with classroom teachers to make ICT an integrated part of the learning program. All skills taught and practised within the context of the area being studied. For example:•

Kindergarten photographed mini-beasts using a digital camera, created using paint and web based programs and located resources and information using the internet. These activities complimented their study of Science.

•

Year One used web resources to find out about life on other continents including type of housing. Created slide shows using software to explain their understanding of the topic studied in HSIE.

•

Year Two Used web resources to investigate habitats and presented information using Venn diagrams for their HSIE topic. They completed online activities and created travel posters.

•

Year Three created databases and spreadsheets for Science on the Solar System. They used websites to compare facts and created postcards from different planets.

•

Year Four used web resources to supplement their HSIE topic. They used Photoshop to create calendars and tourist brochures on Australian Landmarks.

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Year Five used web resources to study the body systems in Science. They created animated flowcharts and spreadsheets to demonstrate their understandings.

•

Year Six created a database of Australian Prime Ministers and designed stamps using image editing software to compliment their HSIE unit.

ASSESSMENT AND TRACKING Teachers of the Infants school conducted individualised assessments using the Benchmark Reading Program. This program test students’ ability to read words accurately as well as their skills in comprehending. It provides the teacher with valuable feedback, in targeting learning for each child. Through the systematic instruction delivered via The Spalding Method (which teaches how we comprehend and how to use appropriate mental actions), most students were reading a year above their expected level.

Kindergarten teachers trialled PIPS (Performance Indicators in Primary Schools). This program is used by Primary schools across Australia to test Kindergarten students on entry. It is used to identify students at risk. The test was given again at the end of the year to identify growth. It assesses Mathematics, Reading and Phonics. It is interactive and completed online. Memory and Task Commitment are also measured by this test.

Learning In Early Numeracy (LIEN) was used to assess students’ key understandings in Numeracy. Of interest, is the increased number of students who are entering school with speech and language delays as well as other learning disorders. This will need to be considered in the staffing allocation for the Junior School in coming years.

A rubrics marking system was developed for Years 3-6 to standardise the marking of writing assessments. In this way students were provided with criteria for assessment and detailed feedback given about strengths and weaknesses. Tracking Folders were implemented for all students K-6 and have become a mandatory record. The aim is to “track” student progress and identify “at risk” students as well as those students requiring extension.

EXTERNAL EXAMINATIONS Excellent results were achieved by Junior School Year 3 and Year 5 students in all aspects of the NAPLAN tests in Reading, Writing, Overall Literacy and Numeracy. Junior School students performed well above the State average. The time and sustained effort by the Principal and teachers of the Junior School in implementing the Spalding Program is paying dividends in terms of students’ learning progress.

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Excellent results received from the ICAS Competitions: •

ICAS English Competition (Yrs 3 – 6) – 8 Distinctions and 27 Credits.

•

ICAS Mathematics Competition (Yrs 3 & 4) – 3 Distinction and 14 Credits.

•

ICAS Computer Skills Competition (Yrs 3 -6) - 4 High Distinctions, 25 Distinctions and 32 credits.

•

ICAS Science Skills Competition (Yrs 3 -6) - 2 High Distinctions, 11 Distinctions and 33 credits.

For the first time, all Year 5 and 6 students took part in the Australian Mathematics Competition – which tests the ability to understand problems and apply appropriate solutions. It is a competition that requires lateral and critical thinking and is designed to challenge more able students. 79 students participated and were awarded, 1 Distinction, 18 Credit and 35 Proficiency certificates.

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SENIOR SCHOOL ENGLISH A strong effort is made to devise units that challenge student abilities through extending the genres examined in the course and linking this to the reading program and the Premier’s Reading Challenge.

The main steps towards implementing Goal 1 were taken through the writing of programs that highlight assessment for learning. This provides consistent opportunity for explicit teaching and remediation as well as for students to understand steps in the progression of their own learning.

Teachers devised programs that challenge student cognitive abilities - new texts and units of work in every year, focus on Assessment for Learning, extension of genres used in each unit, extension of the use of ICT in every unit.

HISTORY The History Course in Years 7 and 8 was reviewed and the choice of units and the time allocated changed significantly in Year 8 where, in addition to Contact History in Australia and North America, new units on Medieval Japan the Renaissance in Europe have been included.

Vocabulary and terminology lists were created (15-20 words or terms) specific to each History unit, Years 7-10.

Collating banks of writing tasks specific to each unit, and use of these during the Silent Sustained Writing (SSW) time. Sustained Writing tasks are being done on a regular basis in class; mostly these come from the context of the lesson, and are often derived from textbook eg. Different forms of recount, report, essay. Literacy specific to the analysis of historical sources.

MATHEMATICS The third draft of the “Lesson Plan” was completed. Mr Kollias presented a workshop titled “The Lesson Plan” at the 2008 AIS Head of Mathematics “Issues” Afternoon held at Kincoppal Rose-Bay, on Friday 12th September. During his talk he referred to the St Spyridon College Strategic Plan.

An important element of the Lesson Plan is the “Writing Task”. We continue to work on this and to trial the use of a “Writing Book” in Year 7. Mr Kollias presented briefly on this at the same workshop.

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Four students in Years 7 & 8 attended the HICES Mathematics Special Abilities day at St Paul’s Grammar, Cranebrook.

An innovation in the Writing Task that enhances students’ literacy and metacognitive skills is the Link Sheet. This is a page on which students have chosen a word, symbol, or mathematical procedure and having been encouraged to reflect on their classroom experience of it, then write about it in four fields: Mathematics example, Everyday example, Diagram, picture or graph and My explanation. In this way students link mathematical ideas and make connections with, and generalisations about, their existing knowledge and understanding in relation to the content being taught. This last point is made explicit in every teaching Program for Years 7 – 10.

Peter Brown, a senior lecturer of mathematics at the UNSW, was a presenter at Elevate. During his introduction he invited students to seek him out when they begin their studies at UNSW. He also told our students a little about first year (mathematics).

SCIENCE “BOS Verb Terminologies” are used by the Board of Studies to write examination questions in the School Certificate and HSC. Teachers are integrating them into class lesson plans and are exhibited as laminated posters in all science labs and theory rooms.

SSW is emphasised in each lesson with an extension to 15minutes in some lessons. In Science an emphasis on the Scientific method i.e. Experimentation Literacy with Title, Aim, Method, Results, Discussion and Conclusion.

Excellent textbook series, focusses on mapping/word banks and comprehension.

Perhaps for 2009 Science programs should also have this resource integrated into the Science Stage 4 and 5 programs.

HUMAN SOCIETY IN ITS ENVIRONMENT (HSIE) Subject specific vocabulary and terminology lists - Years 7 -10 (Commerce and Mandatory Geography) have a vocabulary/ key term list for each topic studied which is subject specific. Each of these key terms is assessed during or at the end of each unit (assessment of and assessment for learning).

Learning journey for each lesson (abridged lesson plan) - The start of every humanities lesson includes review of the learning journey scaffold and the literacy component.

The SSW task (10 minutes) is linked to the content specific to the phase learning journey.

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Media Files - Due to the contemporary nature of all HSIE Subjects a class media file is kept to aid in comprehension and ability for students to infer knowledge on contemporary issues.

PDHPE AND ORTHODOX STUDIES Students introduced to the glossary specific to each unit of work (in both PDHPE and Orthodox Studies). At the commencement of each unit the class room teacher explains terms which are not familiar with students. At the end of the unit students are expected to use the terminology in their written responses. This task is made easier with students expected to use these terms in SSW tasks.

Preparing a series of lessons plans that focus on a specific aspect of grammar Sustained writing tasks are done during lessons however more beneficial has been “research and read”. Many students believe the more they write the better their answer will be. It was quantity and not quality. In PDHPE students are taught to “answer the question” only. Mr Kaldis attended a number of inservice sessions assisting seniors to understand and produce a Band 6 response.

LANGUAGES Reading – prerequisite for a good understanding of texts – has improved in all classes and all levels. All students are able to read in Greek and Serbian, to a variable extent.

Includes at least one High Order Thinking question in every Assessment Task.

Reading and Responding – has improved asa result of good reading and exam time is adequate as now they finish the reading of the exam paper in less time. Their skills on identifying the gist, main and supportive points have also improved after working orally and in writing with class set activities.

Speaking – has also improved – better intonation, pronunciation – as a result of better reading. Also with the consistent practice in class in familiar situations.

Writing – has also improved and most students in Group A of every Year could express their ideas with a variety of vocabulary and complex sentence structures and in a greater length that is required while the other groups could also satisfy the requirements of the course outcomes to a variable extent.

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TECHNOLOGY AND APPLIED STUDIES/CREATIVE ARTS Food Technology / Hospitality In Food Technology / Hospitality literacy rich and higher order tasks enabled students to become critical thinkers using the knowledge successfully derived from the written tasks provided to them. New terminology and vocabulary was used in examination writing tasks effectively. Through observation, student’s responses and questioning within the class and in written tasks, showed evidence of higher order thinking.

The tasks enabled students to evaluate and analyse impacts of food manufacture on environment and society as well as on the individual. Silent sustained writing developed students ability to focus on tasks and think for themselves freely, more so amongst the senior students.

Visual Arts Students in the junior years responded well to literacy and metacognitive / high order task initiatives. Pronunciation of new words especially became a favourite game of Year 7. In the Upper School there is a perennial battle to introduce critical, theoretical and written language tasks. One strategy was to introduce texts into practical tasks to make the student consider high order thinking by stealth. The cohort of the upper school was reluctant to push beyond their comfort zone. One strategy that did work was showing DVDs on contemporary artists with challenging practices. Students were more likely to take notes under these circumstances. In class essays achieved greatest impact if they were marked and returned to the student the next lesson. This was most effective if done intensively (ie every lesson for a week before exams.) Under these circumstances, students written expression improved and the student was more likely to use Higher Order Thinking skills with greater confidence.

Technology Technology (Mandatory) Years 7 and 8 Research report tasks are completed in an integrated program. Students are assisted with their literacy by having lessons in which they have the “report format” explained – a report structure is provided to the students as a scaffold for their assignment. This includes: sentence structure; paragraph structure; introductions, body and conclusions; use of headings, lists and support images/diagrams; and ways in which to order the information to create flow. Through these exercises, Year 7 and 8 students are provided with the skills and scaffolding to structure their thoughts and their linguistic expression with increased literacy.

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To develop meta-cognitive learning of students, use of mind maps and hierarchical list structures for their design project within their design folios. This allows Years 7 and 8 students to develop and demonstrate their understanding of links between, categorisation of and the relationship between their ideas. The Design Folio is used to develop Year 7 and 8 students’ understanding and engagement of the cognitive processes they take for granted in the conception, development and evaluative stages of a project and provides the skills set and concrete scenarios for project management.

By engaging the Design Process through the Design Folio, students have improved their ideas in developing plans for executing each project task.

Information and Software Technology (IST) Year 10 To develop meta-cognitive learning of students, Year 10 IST classes are required to supplement all projects with a Project Management Report. The Project Management Documentation is used to develop these students’ higher order thinking, understanding and engagement of the cognitive processes they take for granted in the conception, development and evaluative stages of a project and provides the skills set and concrete scenarios for project management.

Information and Software Technology (IST) Year 9 Students given texts with words in wrong tense or number and were asked to correct and re-submit. This was handwritten in the first case. On completion of this and after scripts were read, students completed the exercise using a word processor. Rationale for handwriting- attempted to make students aware of that fact and have required to improve their handwriting skills in an early as a stage as possible.

Information Processes and Technology (IPT) Year 11/12 A handwritten response, of about 1 – 2 pages on the process of teleconferencing. The students then exchanged their responses amongst themselves to appreciate the problem Higher School examiners face when trying to make their responses in a formal examination scenario. The rationale for handwriting is to make students aware of that fact that they have to improve their handwriting skills in an early a stage as possible.

A handwritten response, of about 1 – 2 pages on the issue of plagiarism and Copyright.

The students then exchanged their responses amongst themselves to appreciate the problem Higher School examiners face when trying to make their responses in a formal examination scenario. The rationale for handwriting is to make students aware of that fact that they have to improve their handwriting skills in an early a stage as possible.

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Information Technology Curriculum Framework (ITVET) Year 11/12 A handwritten response, of about 1 – 2 pages on the issue of OH&S. The students then exchanged their responses amongst themselves to appreciate the problem Higher School examiners face when trying to make their responses in a formal examination scenario. The rationale for handwriting is to make students aware of that fact that they have to improve their handwriting skills in an early a stage as possible.

A report – in the report format as dictated by the HSC requirements on the procedures involved in immigrating an existing, antiquated information system into a modern, upto-date system. This report is then peer-assessed for completeness and for accuracy.

Spelling and structure are also evaluated.

Music Mandatory – non elective Students explore literacy by describing, classifying & interpreting the meaning from a range of sources, including textual, sound, graphic & multi media sources. Students will become familiar with & use an increasing music vocabulary in both oral & written forms & will also develop significant skills in music literacy. For example melody, harmony, rhythm, treble clef, crotchets.

Additional Course – elective Students develop their music vocabulary and concepts and focus on extended responses to listening skills relating to duration, pitch, tone colour, dynamic expressive techniques & structure.

Students also develop public speaking skills through viva voce. Through this students have a better understanding of the music language and how musical terminology is used to describe sounds.

Music 1 Throughout the senior course students keep a performance log book to write down their creative thoughts. Students practise writing skills by using musical terminology and placing it into well organised & structured written responses. For example “the melodic phrase was sung in a soprano register using vibrato & melisma expressive techniques”.

Students also develop public speaking skills from their viva voce, using the same musical vocabulary as the written skills but instead as a discussion/conversation.

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ENGLISH AS A SECOND LANGUAGE (ESL) Development of educational strategies for new overseas student with increased ESL needs. o

Carol Qian

o

Sylvie Jang

o

ZHANG, Qi Zhi (Ken) China - Year 10

o

YE, Fu Qiang. (Hison) China - Year 11

These students require support at the beginning of their schooling, especially with their ESL needs, taught by Mrs V Belajcic. In addition, Seven Year 7 students and two Year 9 students engaged in an after school literacy support program which runs on two afternoons per week. Maria Barbouttis (support teacher) also assists these students in some of their classes on the days she is employed at the Senior School.

EXAMINATIONS, ASSESSMENT AND REPORTING Year 11 Interim Reports include a new column SSW Task (silent sustained writing task), identifying the end of Term 1 task. This is part of the ‘Stepping Up’ program. This task was developed to diagnose the level of student achievement, especially in light of diligence and subject literacy, to assist teachers to analyse student suitability and motivation to the subject they have chosen for the Preliminary course.

The inaugural national testing program NAPLAN occurred during Week 3 Term 2.

Students in Year 7 and 9 were tested in Language, Reading and Numeracy. This replaces the state-wide SNAP and ELLA tests for Year 7 and 8. Other Senior School external testing/competitions –ICAS Science, Chemistry Quiz, Australian Maths Comp., Physics Olympia (Mark Xin), Year 7 to 11 Half Yearly Examination period changed this year to accommodate the new focus of assessment in Middle School years. Year 10 sat examinations while Years 7 - 9 had an assessment period that was designed to assess each student in light of the outcomes in each subject. Some subjects elected to assess through in class assessments and others chose the more traditional Half Yearly Examination. This is in line with the Board of Studies focus on appropriate assessment - Assessment For and Assessment Of Learning.

Year 12 HSC Trials – Special Provision students were catered for and those students who became ill during the assessment period were advised of the best possible way to manage the situation regarding Illness and Misadventure.

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Results for this years HSC were very good. (please see pages 27 – 28).

ACER Scholarship examination results for 2009 as follows: o

Year 7-10 Scholarship-external student-Mark Mina

o

Year 11-12 Scholarships-Internal students Aleksandra Djordjevic and Alexander Vatiliotis. Offers made and acceptances received.

o

Continuing student Scholarship winner – Panayioti Kapodistrias.

Examinations Restructure in Science. All exams now in Science including Half Yearly and Yearly incorporate 3 sections targeting specific skills and knowledge learnt throughout the year. The emphasis is on Section III which focuses on a Science skills question. This question is of a higher value - usually 10 marks and can be either a literacy (comprehension) Science article, or a Graph question requiring interpolation.

OTHER ACADEMIC CARE INITIATIVES The 12 – day Preparing the Preliminaries program was very successful.

Again this year

there was a Careers Market at St Spyridon College as part of the event, representatives from unis, TAFE, private providers will attend.

Parents and students

from Years 9, 10, 11 and 12 attended as did Year 10 students from St. Euphemia College.

Year 11/12 students were interviewed by the Dean of Upper School, Careers Adviser and Year Adviser to establish excellent study habits and future goals.

This group

showed increasing maturity after their Leadership Camp held at the beginning of the fourth term. They appear to be handling the pressures of the future HSC year well.

Strategic Plan Goal 1 Action 3: Establish Partnerships with Universities for the benefit of our students: History students visited the Nicholson Museum for visiting professor lecture. Professor Lissarrague gave a special lecture to a group of member schools at the University of Sydney on the 4th of August on the topic The Greek Symposium: Words and Pictures.

Mr Spiros Arvanitakis is a key person in the partnership with this institution.

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During 2008 St Spyridon College students accessed the following forums: COURSES AND CAREERS EXPO AT UNSW Careers Adviser and students from Year 12 and some Year 11.

Universities, TAFE, private providers, industry representatives present UNIVERSITY OF NEW SOUTH WALES ¾ Careers Advisers’ Day ¾ Open Day for prospective students ¾ Engineering Information Day - 2 students from Years 12.

UNIVERSITY OF SYDNEY ¾ ¾ ¾

Careers Advisers’ Day Open Day for prospective students - students from Upper School attended Subject Selection Evening - Year 10s and their parents attended.

UNIVERSITY OF TECHNOLOGY SYDNEY ¾ ¾

Careers Advisers’ Day Open Day for prospective students - students from Upper School attended.

UNIVERSITY OF WESTERN SYDNEY ¾ ¾

Careers Advisers’ Day Open Day for prospective students.

UNIVERSITY OF NOTRE DAME, SYDNEY ¾ ¾ ¾ ¾

Careers Advisers’ Day Open Day for prospective students - students from Upper School attended Day in the Life of a Student - students attended Applications for Admission - High Achiever, Early Offer.

MACQUARIE UNIVERSITY ¾ ¾

Careers Advisers’ Day Open Day for Prospective Students - students from Upper School attended.

UNIVERSITY OF WOLLONGONG ¾

Careers Advisers’ Day.

2008 ACS CAREERS ADVISERS SEMINAR, BANKSTOWN Organised by Australian Careers Service.

CAREERS MARKET AT ST SPYRIDON COLLEGE ON 25 NOV - planning Representatives from unis, TAFE, private providers. Parents and students from Years 9, 10, 11 and 12 attended. Students from St Euphemia and All Saints Grammar School were also involved.

ST MARY’S CATHEDRAL COLLEGE’S CAREERS IN SPORT EXPO Parents, students and Careers Adviser attended.

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NATIONAL CAREERS AND EMPLOYMENT EXPO Parents and students attended HEALTHWISE CAREERS IN HEALTH ¾

Information Day for Careers Advisers

AUSTRALIAN COLLEGE OF PHYSICAL EDUCATION ¾

Information Day for Careers Advisers

TAFE ¾ ¾ ¾

TAFE Information Day for careers advisers TAFE Careers Expo at Ultimo Launch of 2008 TVET Course Guide

SYDNEY LOCAL COMMUNITY PARTNERSHIP ACTIVITIES ¾ ¾ ¾

Apprenticeship and Employment Day for students and parents Parent Information Night at Randwick Town Hall Careers In Hospitality at the Marriot Hotel

THE HOTEL SCHOOL INTERCONTINENTAL Careers Advisers Day HIA YOUTH BUILD CAREERS DAY OPEN HIGH SCHOOL – SUPERVISORS’ INFORMATION DAY ST MARY’S CATHEDRAL COLLEGE’S CAREERS IN SPORT EXPO Students from Years 10, 11 and 12 attended THE HOTEL SCHOOL INTERCONTINENTAL Southern Cross University Careers Advisers Day

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Sports Photo Gallery

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Sports and Co-curricular Programs Junior School Sports •

St. Spyridon College Junior School won the Combined Greek Orthodox Schools’ Swimming Cup, for the seventh year in a row.

•

ASISSA Swimming: 5 students selected to represent the association at NSW Combined Independent School (CIS) Championships.

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Participated in HICES Swimming Carnival.(Division 2 Schools)

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Martha Spilioti (Yr 6) selected in the NSWCIS Swimming Squad for the PSSA Swimming Championships.

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3 boys selected in the ASISSA Football Squad for the NCWCIS Championships.

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Junior School Athletics Carnival. Nemean House won. Field and Track activities held for the Primary and athletics type games organised for the Infants.

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Years 1 - 4 participated in a Cricket Camp held at the school by Cricket NSW.

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ASISSA Athletics – 64 students were selected to attend the ASSISA carnival. 10 of these successfully reached CIS representative level. Alexander Galatidis (Yr 4), succeeded in qualifying to represent at PSSA level.

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Junior School students participated in the HICES Athletics Carnival and Greek Orthodox Schools’ Athletics Carnival. St. Spyridon College Junior School retained the Athletics Cup for 2008, having won the previous 3 years.

Junior School – Co Curricular Co curricular activities were offered by the Junior School teaching staff. The variety of activities provides students with remedial assistance, enrichment and sporting and creative pursuits. The following activities were offered:

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o

Early Bird Spalding Infants

o

Early Bird Spalding Primary

o

Spalding Infants

o

Spalding Primary

o

Logic Club

o

Basketball

o

Drama

o

Computer Club

o

Sewing/Craft

o

Creative Dance

o

Oz-Tag

o

Public Speaking

o

MUM (Murder Under the Microscope)

o

Art

o

Choir 3-6

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Senior School Sports The College performed well at the ISA Athletics carnival with a number of students chosen to represent the ISA at the NSWCIS carnival. Phillip Fotiou of Year 9 was our best performer at the NSWCIS carnival with a second place in the final of both the 100 and 200 metres final. The Intermediate girls were runners up at the ISA carnival.

The Greek Orthodox Archdiocese of Australia 2008 National Schools Event was successfully hosted by St Spyridon College. Results of the Sports Competition were: Boys Basketball Winners:

Oakleigh Greek Orthodox College “St Anargiri”

Runners up:

St Spyridon College

Girls Basketball Winners:

St Spyridon College

Runners up:

St Euphemia College

Netball Winners:

St Spyridon College

Runners up:

St Euphemia College

Football (soccer) Winners:

St George College

Runners up:

St Euphemia and St Spyridon

Boys Futsal (Indoor soccer) Winners:

St Spyridon College

Runners up:

St Euphemia College

Girls Futsal Winners:

St Spyridon College

Runners up:

All Saints Grammar

Boys Volleyball Winners:

St Spyridon College

Runners up:

Oakleigh Greek Orthodox College “St Anargiri”

Girls Volleyball Winners:

Oakleigh Greek Orthodox College “St Anargiri

Runners up:

St George College

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OTHER SPORTING HIGHLIGHTS •

Sandra Janjetovic, Amanda Horafios, Tiffany Koutrouzas, Ivana Bojanovic, and Chariklea Alexandrou were selected to represent the ISA at the NSWCIS Football championships.

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Annie Skolarikis was selected to represent he ISA in Netball.

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The Open boys defeated Trinity Grammar, Cranbrook, St Aloysius and St Josephs College in their season.

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Year 8 boys studied dance as part of their PDHPE course

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Junior boys indoor soccer qualified for the State Championships

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Nicholas Fotopoulos Year 7 competed in the NSWCIS swimming carnival. He also represented the ISA in Cross Country

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Athletics carnival held. Good day for all. Corinthian House won.

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Open girls soccer team qualified for the semi-finals of the NSWCIS cup.

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Goal Two:

Our students’ social, physical and spiritual well being will play a major part in everything we do.

Goal Three:

We will initiate exemplary programs in Student Leadership, Community Action and Global Connections.

Κ-12 LINKS Stephanie Dimitrelis, Curriculum Leader Junior School, and Gina Kokinelis, Dean of Middle School, established a transition program involving Year 6 and Year 9 Peer Support Leaders in Term 4. Year 6 worked on Goal setting activities, a computer based program aimed at familiarizing them with Senior School Life. Year 9 leaders assisted with the delivery of this program . Classroom visits were also organized so that Ms Kokinelis could come and see the future Year 7 students at work (Term 4.)

Ms Kokinelis, Dean of Middle School met with Year 6 teachers to ascertain background information about students academic standards and social and emotional behaviours from the Junior School who will be continuing at the Senior School College.

Mr Dookie, Middle School Mathematics, and Mr. Kollias, Mathematics Coordinator Senior School, met to discuss Mathematics directions.

SENIOR SCHOOL STUDENT LEADERSHIP Prefect Body

• School Captain Natasha Diasinos, Vice Captain Con Sfinas and Senior Prefect Georgia Fentoulis, attended a Leadership Forum at SCEGGS Darlinghurst.

• Natasha Diasinos represented New South Wales Schools at the National Constitutional Convention, Parliament House, Canberra.

• Prefects attended Anzac Day Service at St Spyridon Church.

• Years 7-9 SRC representatives and 10 -12 Leaders attended Step to the Future program.

• Senior Leaders attended Parliament House and Government House.

• Prefects carried out school service commitments which include assisting staff with playground duty in the canteen area four days per week, and organizing and conducting the weekly Friday Student led Assembly.

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Peer Support Leaders

Peer Support Leaders

Loud Shirt Day

Soup Kitchen

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Peer Support Leaders •

Assisted with Open Day Twilight Tours.

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Participated in discussions and put forward proposals for the 2020 Youth Summit.

•

20 Year 9 students have applied to be Peer Support Leaders for the incoming Year 7 class. However, all students underwent leadership training at a year camp at the start of Term 4, before selections were made.

Student Representative Council Leadership Development •

Year 11 spent 3 weeks examining the concept of leadership and being a prefect, prior to being invited to submit a Prefect application letter outlining their interest and suitability for this role. The first round of voting by Year 11 Students and Staff resulted in a short list of applicants. Interviews were conducted before a panel in Term 4.

Leadership Forums •

Year 11 SRC’s and Dean Middle School attended a Salvation Army information morning about the Oasis Youth Program.

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Year 11 female SRC’s attended Young Women’s Leadership Seminar at Parliament House, Sydney.

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Four Year 11 Students were invited to Parliament House, Sydney, to view a special screening of a film on Youth Homelessness. Spoke to School Assembly on this topic.

Leadership Initiatives •

SRC members, years 7,8,9 acted as peer guides and mentors to visiting Junior School students.

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SRC’s from years 7- 11 led a Pastoral Care lesson on India, poverty and child labour and promoted the 40 hr famine appeal, linking Global Connection with local action.

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SRC’s across Year 7,8,10 & 11 raised funds for a family in need.

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Promoted and supported Earth Hour and introduced the idea of Period 4 every day being dedicated to this initiative by encouraging and reminding staff and peers to switch off any unnecessary lighting during this lesson.

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•

Collected food donations during weeks 8 & 9 for the Greek Welfare Centre annual Easter Food drive.

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Year 11 and Year 10 SRC’s organized and conducted the Friday student assemblies whilst Year 12 Prefects were involved in examinations.

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The SRC promoted and collected donations for the Shepherd Centre’s Loud Shirt Day.

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The Students Representative Councils leadership and promotion of the World Vision 40Hour Famine Appeal resulted in 120 students across the Senior School being involved and with $4, 200 raised to help the students of India.

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SRC members delivered farewell speeches to our departing Year 12’s at a special assembly.

WHOLE SENIOR SCHOOL PASTORAL CARE 7 - 12 •

Student Welfare Officer and support teacher began in Term 2. Employed 1 day a week. Counselled with students referred to her by Deans. Regular feedback was received.

•

Support teacher employed 2 days a week to work with targeted Middle School Students in need of assistance

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Pastoral Care program ( March- April) : All groups: Greek Independence Day, The Assumption of Our Lady and Easter Focus activities, (Term2, April- May) Bully Busters Play Performance (Yr 7 & 8), (Middle School & Yr10) Study Skills focus in preparation for the assessment period , Year 11 working on My HSC All My Own Work and Study Skills, Year 12 , Dealing with Stress and Depression, Term 1: (WAYS Youth Services presentation), Term 2: Time management Strategies and Techniques, Careers Web site study

•

Year 7- 10 girls Vaccination for dose 2 : HPV completed.

MIDDLE SCHOOL PASTORAL CARE 7 - 9 •

Year 7 Vaccinations for dose 1 : Chicken Pox and Hepatitis B completed.

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Review of Middle School student performance in the first semester based on Half- Yearly reports was conducted. Students at risk, identified concerns and put them on track.

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Year 7- 8 completed a unit on Global Connections, using the Beijing Olympics and China as a focus.

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Year 9 began Community service at the Newtown Soup Kitchen as well as increased awareness of volunteerism and citizenship through directed lessons.

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Year 8 raised $310 for the Cancer Councils Daffodil Day, by selling merchandise and ice- cream and banana splits.

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Middle School Assemblies were held. Students gave “Term in Review” Reports.

Many students received Maple Certificates and awards for their excellent performance in the Australian Mathematics Competition.

UPPER SCHOOL PASTORAL CARE 10 - 12 •

Year 10 prepared for the School Certificate by completing online segments of past papers and the ICT practice paper.

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Year 10 collected over $1634 for Jeans for Genes Day (promoted gold coin donations on school mufti day and sold merchandise at Eastgardens).

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Parent Forums held for students moving from Year 10 to Year 11.

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Parent–teacher Conferences held for Years 10 and 11.

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Year 11 finished all components of My HSC: All My Own Work and examined the concept of Leadership.

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Year 12 2008 final days of schooling celebrated very successfully in the last week of Term 3 under the supervision of Mr Condous Year Adviser. The celebrations included a school assembly with all Senior School students, Doxology and Vespers at the Church, parent dinner and the school formal at Darling Harbour. Our students should be congratulated for their behaviour and maturity in this time of high spirits.

JUNIOR SCHOOL pastoral care Kindergarten Class of 2009 Mrs Hamer and Mrs Synesios met with Kindergarten 2009 students and parents. Mrs Synesios assessed the student’s abilities and school readiness and advised parents as to any further intervention needed before commencement (such as Occupational Therapy or Speech Therapy Assessments). Mrs Hamer interviewed parents about their child’s needs and about the school’s expectations and parental commitment.

Dr Nic Kormas- Endocrinologist, from Westmead Students’ Hospital to discuss Obesity: Healthy Eating and Active Living gave a presentation to parents and Year 6. Year 6 were extremely active in the dialogue and asked many questions indicating their interest in the topic. This was followed up in the English program by writing newspaper articles about the issue and debating the questions which arose from this talk. For example, “Who is Responsible for Obesity in Students?” and “Is there really an obesity crisis?”

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JUNIOR SCHOOL STUDENT LEADERSHIP Year 6 leaders held

- a Mother’s Day Raffle - Jersey Day 4th June - Jeans for Genes Day 4th August -Crazy Hat Day (Fundraiser) and Guessing Competition.

Captain and Prefects are rostered to take morning assembly (except Wednesday).

Year 6 met with Kindergarten buddies each Wednesday. Year 6 provided structured activities for Kindergarten students, for example, basketball skills, skipping, handball.

They assisted their Kindergarten buddies in the learning process in the areas of Mathematics, Physical Education and Music. Year 6 students also wrote and presented Easter Stories Booklets to their Kindergarten Buddies as part of Easter Focus Activities.

Year Two spends lunch on the Primary side familiarising themselves with the Primary Campus.

All students K – 6 took part in Harmony Day and demonstrated this idea by writing letters to each other showing respect, tolerance and understanding. These were then hung around the Primary playground for all to see. Harmony Garden project continued in Year 6 area of the playground. Each Tuesday lunchtime students work in the garden.

There is a gardening roster in place for students to follow.

Year Six Sports Captains began the House Token System. This is the second year it was run and it was found to encourage positive behaviour and sportsmanship in the classroom and playground. Year 6 students are responsible for giving a points tally each Wednesday morning at assembly.

After discussions with Mrs Pascalis from the P & F, it was arranged that Year 6 would run a stall at the Spring Fair.

Class 3A studied India as part of their HSIE program. They were moved by the plight of the one million people left homeless after the recent flood. They showed their concern for the global community by taking action and raised money which they donated to Rotary to fund the establishment of an amenities block for Javaraj Amapackian College.

The Rotary club of Burwood presented them with a certificate of appreciation at Open Day.

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Appreciating Culture Lecture

Global Connections

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Goal 4:

We will actively foster students’ appreciation of the beautiful things in life; art, music, literature, drama.

JSHAA Travelling Art Show – Students from the Junior School submitted art works to be showcased during the year at Independent Schools around the state.

Cultural Infusions – K -6 participated in a cultural infusion music experience. They joined performers from Africa, Brazil, China, Mexico and India to celebrate diversity in the community. They beat out drums, performed lion dances, sang in Spanish and attempted Capoera. The performers commented on the students’ outstanding behaviour and praised their strong musical skills.

As part of H.S.I.E Studies of “Asian Cultures” and the Olympic Games, “Yum Cha” was organised. Year 5 and Year 6 students were given the opportunity to taste Yum Cha and observe it being cooked as well as learn about the history of “Yum Cha.” This was followed by class activities which included, learning about Chinese history and designing and making Chinese Junk boats and Chinese Dragon boats.

Art-Students K -6 produce beautiful art / craft items for exhibition at the Spring Fair and the Appreciating Art and Culture Lectures. These included:- African Clay Pots and Masks, Japanese Cherry Blossom Watercolours, Symmography, Zulu bead work, Aboriginal dot paintings and Computer Art. Year 6 Extension English Students were provided with the opportunity to enter a “Political Cartoon Competition” sponsored by Qantas and the Australian Museum.

Music – Students performed choral items in both Greek and English for assemblies and concert performances. Students learning violin demonstrated their skills at school events. Piano students held a mini concert for their families. Students also sang Christmas Carols to the parishioners at their homes as well as to residents at The Castellorizian Nursing Home. Both events have been established for over 20 years.

Drama – the students of the Junior School joined the Senior School for the major production in Greek. Students also re enacted segments for Anzac Day, Greek Independence Day, Cyprus Invasion, Annunciation and Dormition for assemblies.

Literature - Students who entered the “Write 4 fun” writing competition became published authors when they responded to a letter inviting their work to be part of “BeeCre8tive”, a book of selected students’ work.

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Goal 5: Support educators to enhance their professional knowledge, practice and commitment As is clearly evident from the Professional learning section of this Report, (see page 18) St Spyridon College values the professionalism of its teachers very highly and supports their ongoing professional development by providing student free days and financial support for this purpose. Priorities are determined by the strategic directions set within the Seven Strategic Goals. St Spyridon teachers embrace the opportunities presented to them and spend many hours and days of their own time on expanding their knowledge and professional skills.

In turn, St Spyridon teachers provided educational leadership to others in New South Wales. For example, Mr A. Kollias presented a paper at the 2008 AIS Head of Mathematics “Issues”. Miss T. Argyrou presented a paper at the 2008 Modern Greek Teachers Conference on “The Utilisation of words common to Greek and English”. In addition, Mrs E. Stefanou-Haag gave a paper to the HICES Conference on “Values – Education in Practice”.

The following teachers contributed to the management of the School Certificate and Higher School Certificate in 2008: Vesna Belajcic

HSC Marker

Serbian

HSC Examiner

Serbian

HSC Judge

Serbian

Anthony Condous

School Certificate Marker

Mathematics

Mary Faletas

HSC Judge

Modern Greek

HSC Marker

Modern Greek

HSC Examiner

Modern Greek

George Georgoulopoulos

HSC Marker

IPT

Rebecca Kiejda

School Certificate Marker

English

Arthur Kollias

School Certificate Judge

Mathematics

School Certificate Marker

Mathematics

HSC Marker

Music

Christina Savva

A summary of the types of professional development forums accessed by our teachers, as well as the professional bodies to which they belong are outlined in Reporting Area 4)

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Target 8:

Implement Teacher Accreditation Processes in line with Institute of Teachers Professional Standards Guidelines (Goal 5)

Under the new regulations for the accreditation of teachers, St Spyridon College is now a Teacher Accreditation Authority.

New Scheme Teachers Mr Brindley, Miss Gambriel and Miss Crothers were accredited by St Spyridon College and received their Certificates from the Institute.

The process of Accreditation is a rigorous and time consuming one. New Scheme Teachers are supported in the documentation and verification of skills by a panel of people which includes the Dean of Upper School, the Curriculum Leader and peer mentor. We are pleased with the start we have made in this important area.

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Goal 6:

We will reach out to the community and ensure the

financial future of our College is secure PROMOTING OUR SCHOOL K – 12 and VIP Visits Father Steven spoke about our school to 12,000 people at Easter on the importance of Greek Orthodox education.

Greek Play In this Strange Land-Exile and Refuge, was a resounding success with over 200 students taking part. The power of RADIO was incredible-people from far and wide rang to ask about the play after hearing about it on the SBS radio – including Wollongong. Mrs Faletas wrote and directed the production with the support of Mrs Ieroklis and all other teachers of Modern Greek.

Appreciating Culture Lecture and Arts Exhibition K-12 with Hospitality students preparing and serving the canapés-was an outstanding event to celebrate our 25th and 50th Anniversaries. Three sister schools contributed to the Arts Exhibition, viz St George College Adelaide and All Saints Grammar and St Euphemia Sydney. Two students performed on the piano Sophia Belajcic and Stefan Cvetcovic. Parish Executive Officer and Harley Economou provided invaluable logistical support. We appreciate Dr Nicholas Pappas’ support with the guest list. Ten judges attended and left suitably impressed.

16th March – Attendance at Church and March to the Opera House to commemorate Greek Independence Day was a huge success. Increased number of students in attendance. At the Opera House, Mrs Katsogiannis was MC. Scholarships and Student Leadership assembly Years 3 – 12, held in St Spyridon Church.

25th March Assembly organised by the Greek team and presented by Year 6.

VIP Visits: Professor Gehagioglou of University of Thessaloniki; Consul General of Greece, Mr Tolios; Mrs Tolios; Christos Stylianides, General Director LAIKI Bank.

The Federal Minister for the Environment the Hon. Peter Garrett provided a tree seedling which was planted by Year Three and Year 9 students for National Tree Day.

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Minister Garrett also visited the Senior School on the occasion of College receiving funds for computers. Father Steven and Christian Tsaconas present. Southern Courier covered visit. He left with the best impressions.

Mayor of Randwick Cnr Mr Notley – Smith opened the Preparation for the Preliminaries program.

P&F Events and initiatives The P&F body of 2008 was active, dynamic and productive in all areas of its responsibilities. A new sense of purpose and comradeship was injected into all activities, and this strengthened school spirit beyond the funds raised.

P&F meetings. Points of discussion: The power of the word of mouth and the ambassadorial role of each stakeholder is something we need to structure and work on more systematically.

Students at the Junior School embraced the efforts of the P & F to raise funds for the school. Over $3800 was raised at the Father’s Day Stall and Raffle. The two fancy dress parties also raised funds. The students were encouraged by the thought that these funds would be used to purchase resources for their learning. Other activities included bringing in fruit and sugar for the jams and toys, CD’s, DVD’s and books to be sold at the Spring Fair.

K – 6 students made their own gifts which they sold to their parents at the Spring Fair.

These are a reflection of what they have been studying in class and demonstrate their creativity and imagination.

The Annual P&F Palm Sunday luncheon was held, good public relations exercise with our community.

Junior School Assemblies – Throughout the year each grade presented an assembly to the school community to showcase aspects of Greek and Australian historical, cultural and religious events. E.g. Anzac Day, Greek National Day, Easter and Harmony Day. Kindergarten Orientation Morning was a great success. Parents eager for their child to start. Impressed with the “colourful and inviting rooms”, “warmth and genuine love shown by the teachers”. Most impressed with the rigour of the academic program.

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Sense of confidence, optimism and pride in our school felt among younger families.

Small classes was praised by the parents.

Junior School Open Day Tour conducted. Greater number in attendance (25 in 2007 and 32 in 2008). Parents observed lessons in progress from Kindergarten to Year Six and commented on the quality and high standard of the work. As they walked around the school they noted the courteous behaviour of the students. As a result, six new students were enrolled to commence in Term Three.

Year 6 invited to take part in Congress of FIFA “adopt a delegate” held in Sydney on 30th May. Year Six attended FIFA Soccer Congress. They sponsored Brazil and Cyprus and provided teams with “Welcome to Australia” pack that they had created. As a result, 6M received note of appreciation and small gift for each child from their delegate!

Junior School Principal Mrs. Hamer had the pleasure of hosting the HICES Junior School Heads Dinner and Meeting at St. Spyridon. The heads were most impressed with the community spirit of home and school working together to provide hospitality.

Open Day – On the 25th of September the Junior School held its annual Open Day. The theme this year was “A Journey around the World: Celebrating Diversity”. Each class showcased a country they studied. There were displays of dancing, singing and readers theatre. Many people attended, including members of the community who have no affiliation with the college but who had seen our students out in the community and wanted to congratulate us on a job well done. There were also many parents of future Kindergarten students in attendance. Our guests were impressed with the quality and standard of work.

Mrs Hamer accompanied by Eleni Mavrolefteros and Evelyn Tzivakis, Year Six, laid a wreath at Martin Place in memory of those who died during the invasion of Cyprus.

Year Five visited senior citizens at the Castellorizian Nursing Home to spread Christmas Cheer. Students from several grades visited and performed for the Senior Citizen gathering that is held each Thursday in the Church Hall. This brings great joy to the elderly.

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Senior School K- 12 Thanksgiving officiated by His Eminence Archbishop Stylianos. Year 12 Vespers and Farewell Dinner.

Senior School Tours held from 4pm – 7pm on 1st March. The 6pm tour was the most popular. 30 families attended.

Year 10 students chanted the Engomia on Good Friday at St Spyridon Church. Year 11 boys carried the Epitaphios. Very strong reinforcement of pride in the school noted by many of the congregation.

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Goal 7:

Board and Parish matters

Buildings and equipment. Bruce Street Cottage was refurbished for use by Greek team and to expand teacher planning space. Christina Tsaconas organised this. $ 75.000 ICT funding received for Stage 1 of the Federal National Schools Computer Grant at the Senior School.

IT Solutions installed the 75 computers funded by Stage 1 of the Federal National Schools Computer Grant at the Senior School during Term ¾ school holidays. The placement benefits all students at the Senior School, especially Years 9 – 12 and supports the teaching of the mandated ICT Year 7 to 10 syllabus components.

Scholarships Working Group held – Dr Savoulis convenor. Protocols revised and Special Talent Scholarship criteria approved by the Board and Parish. A new brochure was developed by Icon Innovations and distributed by Father Steven during the Blessing of homes.

Scholarship Foundation – established and first meeting held. Dr. Nicholas Pappas made the required legal arrangements.

Parish Trip to Greece excellent for our students who received praise from many in Greece. Christina Tsaconas did excellent work on this important trip. Commendations to Kingsford Travel. Congratulations to Elia Economou, Mary Faletas and James Phillips for surviving the experience!!

DA Approval from Randwick City Council received for Multipurpose Hall project. This was announced at the Spring Fair as well as in newsletter and Stylus.

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REPORTING AREA 10: STUDENT VOICES PARENT VOICES TEACHER VOICES

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Student Voices : Leadership Redefined – Students and Scholarships Assembly Speech 2009 Christopher Stasos Many people associate the word ‘leadership’ with certain types of people who they perceive to be visionaries in their field. People believe that there is a segment of society who are born leaders – and a position of leadership is their exclusive status.

And there is an element of truth behind that which one could attest to. But on a deeper, more introspective and personal level leadership is so much more. More than wearing a badge, more than flamboyance, more than charisma, more than just simply acting responsibly. Leadership is acting with sound judgement, with conscience and in a moral fashion. Today, I tell you that these altruistic and moral ideals that St. Spyridon instils in us – are the inner potential of all of us, waiting to be harnessed – and today we applaud all the scholarships winners, and sportsmen and women, and newly elected SRC on their exceptional efforts as they have in one way or another, taken advantage of this potential.

On January 8th 2008 in New Hampshire, United States, a then-presidential candidate with a funny name, and distinctive appearance, named Barack Obama stood tall and brave behind a podium. With eloquence, command and a flourish of oratorical flair, he declared to a nation ‘Yes, we can’. On this inspirational and collaborative mantra he went on to secure the Presidency – becoming the first African-American President and at the same time making him arguably the most powerful man on the planet.

I stand here before you today, and furnish you with Barack Obama’s example because I feel it necessary that everyone recognises the importance in realising your dreams, staying true to your cause, and passionate in your efforts. These are all the makings of a true leader. It is about the tenacity to work hard, to take risks and to stand in the face of your fears and conquer fear itself – that allow us to progress in life. If we are all to harness this potential, to reach deep into our caprice of talents, then we must not be battered by the apathy of conformist thought, and stand with vigour and confidence – as President Obama did and as St. Spyridon teaches us.

If we are knocked to the ground we must be resilient and bounce back. We must abide by our 9 student principles, which are the declaration of all that we aspire to be as Orthodox Christians, and by extension, dignified human beings. These principles allow for the intertwining dynamic between us as a school community, and on a more personal and spiritual level. They are an expression of who we are, and who we want to become, of developing character and integrity, and having a highly tenacious mentality. Above all, these principles are a representation, and guiding light to becoming more decent and moral individuals - putting our altruistic and compassionate attitudes, before personal desires and materialism.

It was this greed that has led us into this bleak chasm of uncertainty that has become the Global Financial Crisis. By misplacing our trust in avaricious peoples, we have forgotten our own personal leadership. We have languished into the corners of our own indifference and black fears, instead of taking personal responsibility. This idea of personal responsibility is what we all need to be implementing in our day-to-day lives, not necessarily on such a grand, global scale, but on a level more applicable to us. For those of you who sit there now, and think to yourselves, ‘but how could I possibly be a leader’ – I would simply answer, everyone here is a leader, because you are leading yourselves.

Student Principle Number 3 states: “We work together to achieve a school community whose distinguishing characteristics are those of friendship, compassion and decency”.

If we work in unison, in collaboration, then we will not only become more successful individuals, but happier team-members. This was exemplified by the Year 12 Class of 17 June 2009 – Educational & Financial Reporting

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2008 – they did not only work hard for themselves, but lifted together, as a team, from the menial tasks, to the real thing – the HSC. When one needed encouragement, they were encouraged. When one succeeded, they were applauded. Each student was their brother’s keeper, their sister’s keeper, leading themselves and each other.

It is this expulsion of sheer egoism and individuality – possessed by Year 12 which made them the leaders they were, allowed them to obtain their brilliant HSC results, and above all made them proud and honourable young men and women. We congratulate them on such a tremendous effort, and only hope we can fill their shoes. In part we are doing this already, as a whole school community from Kindy to Year 12, we raised close to 3000 dollars for the Victorian Bushfire Appeal, as one we dug deep for a greater cause.

This college provides us with all of the opportunities necessary in developing selfconcept and character. It allows us to take hold of ourselves and strive to be Orthodox Christians through the multitude of programs open to us from Leadership Forums, to travelling interstate for sports, to being the voice of your class as an SRC. If it is only one thing is taken away from what I say today then I hope it is this: Seize the moment and the opportunities, seize the exposure we have to our culture, seize our faith in God, seize our fundamental Orthodox beliefs and values which we have at our will. Take all of these things, and live passionately and with purpose, not wallowing through the flimsy mishmashes, and false pretences of life. Be proud of yourselves; be proud of your culture, your blood, and your school. That is my definition of leadership.

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Teacher Voices: On the Implementation of the New Scheme Teacher Accreditation Process at St Spyridon College.

Mr Damian Brindley In terms of the New Scheme Teacher Accreditation process, Mr Brindley felt that it was purely a creation of paper process.

The judgement as to a teacher’s professional competence should be made by the Principal on the basis of information from the Dean & Curriculum Leader. However the Professional Development requirement is useful, especially in schools where this may be overlooked.

Mr Brindley sees the syllabus as the blueprint for the programming, which is transformed by the class of students of the time. The demands for formalised programming to satisfy requirements - more paperwork. In managing the mandated reporting to the Board, Mr Brindley thought that the school would standardise reporting templates as this would help teachers work more efficiently.

He felt that the Institute of Teachers cannot make a judgement on professional competence on the basis of paperwork. The value added paperwork on reporting, through formulation of assessment for learning tasks, is useful in enhancing student performance and is a worthwhile use of energies. Inputs ( ie. paperwork on programming) is not the same as outputs (student learning) in a wholistic way.

In responding to the usefulness of Subject specific professional development accessed so far, he felt that the teaching of the subject not the content of the subject that would be more useful in the future.

In terms of settling into the College, he felt that the HSIE team is small enough for all to get on. It runs properly and it has been great – it has been easy and collegial. There is professional freedom with support for student and classroom management. Mrs Mio has been great.

The Diploma of Education is not about practical impact. Teaching is about learning on the job it is based on reflective learning. My curriculum leader has been excellent as a sounding board.

In responding as to what other support we can extend to new teachers, he thought some teachers would benefit from a more formalised mentoring process.

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Miss Eve Gambriell.

In regard to the New Scheme Teacher Accreditation process, Miss Gambriell felt that it was not as bad as she thought it was going to be with the paperwork. In the end it was a very useful process – got feedback from experienced practitioners – especially Mrs Faletas, Curriculum Leader Languages & also Mrs Mio, Curriculum Leader HSIE & Mrs Michalski, Dean of Upper School. The Support Group of four NST plus “mentors”, helped her to learn how to work with other professionals. Mrs Faletas was a lot of help.

She observed teaching and gave feedback on classroom practice as well as on units/samples of work.

As far as the College, Miss Gambriell said: “I love it, its so supportive here, kids are great I can’t see myself elsewhere.” She commented on the maturity she developed here was because of the reflective process and professional and personal support.

Miss Gambriell also teaches at St George Girls High School at the Saturday School. She finds that she has been able to add to the professional sharing of teachers there, who have commented on her professionalism and maturity as being surprising for one of her age and experience.

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Parent Voice : Dear Mrs Stefanou-Haag Re: End of Year Reflections of a New Parent As a new parent to St Spyridon College at the beginning of 2008, I naturally held an objective attitude as an initial outsider, curious to see what the College had to offer. Now, approaching the end of my first year at the College, I can confidently and honestly express how overwhelmed I have been throughout the year by the unique nature of this College and its impressive achievements.

Through its staff, students and families, it presents itself with a strong sense of community spirit, pride in its Greek cultural and religious awareness and a notable refinement in its social etiquette amongst College members. My eldest daughter who started Kindergarten this year has embraced and has mutually been warmly welcomed by the staff and students of the College. She has thrived and shown great enthusiasm in the learning experiences she has encountered on an academic, spiritual, cultural and social level.

I do recall you Mrs Stefanou, Mrs Hamer and Father Steven promising us parents last year at an Information Day that the mission of St Spyridon College is to develop a child as a whole person – strong in mind, healthy in body, endowed with love, faith and compassion through firm foundations of the Greek Orthodox Faith and Hellenic Ideals all through its main aim to achieve excellence in education. This promise has already been delivered and clearly evident through my daughter’s performance, attitude and behaviour. She has not even completed her first year at school – imagine the high degree of achievement of the above by her 12th and final year.

As a new member of the Parents and Friends Association of the College, I have performed the role of Secretary which has enabled me to communicate regularly and collaborate closely with College and Parish executive, teaching and administrative staff at both Junior and Senior schools.

This has given me the opportunity to view the operation of the College more closely and witness how things may occur behind the scenes. I have been most impressed with the consistent high professionalism, respect, warmth and strong sense of team spirit in the relationships among College members. Through the countless demands placed on College members for various P&F events - from the College Principals, to the Parish Bursar, to the receptionists, to the cleaners - I have received immediate attention and complete fulfilment of requests made throughout the year. The amazing consistency of enthusiasm and the tireless efforts of all personnel of the College reflects a strong positive morale and a well established team spirit among all staff. This greatly motivates me to continue my P&F role for many years to come.

As a Senior Teacher of LOTE (Languages Other Than English) and ESL (English as a Second Language) at another school, I am able to present my professional perspective and comment on the high standard of teaching and learning conducted at St Spyridon College. The curriculum/programming is impressive in its structure and delivery. The Spalding Method of Literacy is evidently effective through my daughter’s rapid reading progress but also through many other students according to their parents. The successful language acquisition of both English and Greek is phenomenal. This has been evident through the songs performed at the Easter concert, the Open Day in Term 3 and other extra curricular events throughout the year. The Infants teaching staff are very experienced and quick to identify special learning needs and concerns for each

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individual. They report immediately to the parents and suggest effective strategies for improvement. Finally, the outstanding academic standard is confirmed in the students’ performance and high achievements in external literacy, numeracy and technology based competitions against other private, independent schools.

This College is definitely a highly reputable educational institution which endeavours to do its utmost to prepare our children to succeed in all aspects of their lives. I look forward to the pleasure of observing the process and stages of my three children’s learning development and their achievements in such an academically rich, highly supportive and nurturing school environment as St Spyridon.

I wish you and everyone at the College a well earned rest, Merry Christmas and a Happy New Year 2009.

Maria Pascalis Parent of Infants School Child

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REPORTING AREA 11: SUMMARY FINANCIAL INFORMATION

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INCOME 2008 COLLEGE Com m onw ealth-general recurrent 28%

tuition fees and other income

State grant- per capital

State- interest subsidy 3% Com m onw ealth & other 12%

State- interest subsidy

State grant- per capital 13% Building Fund contribution 3%

Commonwealth-general recurrent

Commonwealth & other

tuition fees and other incom e 41%

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Building Fund contribution

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COLLEGE EXPENSES 2008

building and operation expenses 9%

loans interest 4%

teaching general

administration expenses 12%

subjects, resources, students' stationery administration expenses

subjects, resources, students' stationery 11%

teaching general 64%

building and operation expenses

loans interest

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