NESA Annual report 2019

ST SPYRIDON COLLEGE

Annual Report 2019

Educational & Financial Reporting To the NSW Educational Standards Authority (NESA)

September 2020

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NESA Educational & Financial Reporting. Annual Report 2019

Mission Statement “We promote educational excellence within a caring environment” At St Spyridon College we aim to educate our students to take their place in a rapidly changing world with confidence and success.

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

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

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The Seven Goals of the Strategic Plan 2017-2021

Goal1

Build students’ capacity to critically engage with complex concepts through learning experiences that incorporate great books, great ideas.

Goal 2

Develop multidisciplinary studies.

Goal 3

Expand culture and languages programs.

Goal 4

Expand professional links of our educators with academic institutions – locally and globally and further enhance academic careers of our students.

Goal 5

Enhance communications and comply with all mandates.

Goal 6

Build reputation as a school that cultivates global citizenship for its students.

Goal 7

Develop and implement a Plan to incorporate new purpose built and conducive facilities to accommodate an enrolment of 960 students K minus 1 - Year 12 (460 K minus 1-Year 6 and 500 Years 7-12)

ΑΙΕΝ ΑΡΙΣΤΕΥΕΙΝ

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NESA Educational & Financial Reporting. Annual Report 2019

CONTENTS THEME 1:

INTRODUCTION

A message from the Chairman of the Board of Governors ............................................. 2 A message from our Head of College ...................................................................... 3 THEME 2: About our College ............................................................................................. 6 Characteristics of the student body ....................................................................... 11 THEME 3: ABOUT OUR STUDENTS Student Outcomes in Standardised National and Literacy Numeracy Testing .................... 13 THEME 4: SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT) Higher School Certificate ................................................................................... 16 Record of School Achievement (RoSA) .................................................................... 19 THEME 5: OUR EDUCATORS Professional Learning ....................................................................................... 24 Teaching Standards .......................................................................................... 26 Teacher Attendance and Retention Rates K – 12 ....................................................... 26 THEME 6: WORKFORCE COMPOSITION ................................................................. 26 THEME 7: Student Attendance .......................................................................................... 29 Student Retention ............................................................................................ 29 Post School Destination in Secondary Schools ........................................................... 30 THEME 8: ENROLMENT POLICIES........................................................................ 31 THEME 9: OTHER SCHOOL POLICIES ................................................................... 34 THEME 10: SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT ........................ 38 THEME 11: INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY ............................ 55 THEME 12: STUDENT/PARENT/TEACHER VOICES..................................................... 60 THEME 13: SUMMARY FINANCIAL INFORMATION ..................................................... 69 THEME 14: PUBLICATION REQUIREMENTS ............................................................. 72

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NESA Educational & Financial Reporting. Annual Report 2019

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

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A Message from the Chairman of the Board of Governors In a rapidly changing world where knowledge, technology, communications and lifestyles are on an exponential curve, education systems need to also be able adapt at a lightening pace. The more complex the world becomes the more creative we need to be to meet its challenges.

Our biggest challenge in this kaleidoscope of change is to preserve our core human values. Respect, truth, love, faith – these are the values that will enrich human life. These are the values that live within the human personality waiting to be harvested.

Our school motto “Always to excel” applies to every facet of our school community, and at every level from Kindergarten to the Board of Governors.

In 2019 we can be proud that our College has succeeded in academia. Furthermore we have excelled in areas that cannot be quantified but can be seen and felt in the form of art, sport, community work and behaviour.

We have successfully commenced building the infants school faculty, which is scheduled to be functioning by the commencement of the 2020 academic year.

We are currently developing the K -1 project which commences in 2021.

Our next project is the Senior School’s Science and Technology building for which we will commence planning this year.

I wish to extend my congratulations to the Head of College, Mrs Stefanou, the Deputy Head of College and Principal Senior School, Mrs Amelia Katsogiannis, the Principal of the Junior School, Mrs Aristea Synesios, our Parish Executive Officer/Bursar, Mrs Christina Tsaconas and all the teachers and ancillary staff. My sincere thanks to Reverend Father Steven Scoutas and my fellow Board members.

Dr Thomas Savoulis Parish President and Chairman of the Board

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A Message from the Head of College Based on Address at the Awards Assembly–2019

Welcome to our Awards Assembly at which we celebrate Academic Excellence. You may know that, our HSC Class of 2018 achieved outstanding results. Today we honour the Dux and University Scholarship winners of 2018, together with the academic achievements of our students Years 3 to Year 12 in 2019.

Beyond academics we have pleasing results in the Fine and Performing Arts. Every year NESA nominates outstanding HSC students across New South Wales to showcase for best works. This year, seven St Spyridon College students have been nominated. Congratulations to them and their amazing teachers.

The 2019 Senior School Showcase was astonishing in its array of talent- in Music and Drama, in both English and Greek. Congratulations to all students and their teachers. A Junior School cast of some 350 students took an audience of over 800 people on a multicultural journey Around the World in 80 minutes-or thereabouts. Congratulations to our Junior School students and Teachers for such a spectacular production.

In Debating, our HICES Open Team remained undefeated, and won the 2019 Chapman Cup Championship. We thank the Debating teachers, and congratulate our students.

As many of you know, the College holds a special assembly to celebrate achievement in Sports.

Congratulations to all students who received honours at that event. Our success in Sports is testimony to our Teachers’ hard work-during weekends, before and after school, in all weathers and across huge distances. Thank you Sports Coordinators for your passion and outstanding leadership.

We farewell our College Sports Captains Christina Vlahos and Spiros Zafiropoulos. We thank you for the inspiration you provided to the school.

Our teachers do excellent work here. They are also leaders in education in New South Wales. They provide professional development to teachers in other schools. They are HSC markers, advisors, syllabus developers, researchers, curriculum reviewers. We congratulate Mr Kollias, who was appointed Senior Judge for HSC Extension 2 Mathematics.

We have such an amazing school. We have 520 amazing families who support the excellent work of our teachers. Our parents believe in the school. They believe in God, they love their Church. Thank you dear parents. You are our strongest allies and our most effective ambassadors.

The P & F Committee with the leadership of our President Mrs Angela Kasmas has had a spectacular year. Thank you for your commitment, and building a culture of belonging for all our parents. The P&F 2019 has raised a total of $85,000. This will be used towards the purchase of computers, for playground equipment for our new Infants School and to Sponsor the College Sports programs.

Congratulations P&F and everyone that stands by the P&F at all functions and events.

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And how blessed am I-are we to have the Deputy Head of College and Principal of the Senior School Mrs Katsogiannis, and the Principal of the Junior School, Mrs Synesios. My dearest colleagues, you have the parents’ absolute trust and respect not only as top professionals but equally as people of faith. Your shared commitment to excellence, to high standards of conduct, and to Greek Orthodox education is exemplary in every respect. Thank you.

Today we will present to you the Student Leadership Team 2020. To be a Prefect in our school is a great privilege. It is also demanding and exacting; because here, those that you aspire to lead, expect a lot from you. First and foremost they expect you to show respect. Respect for yourself and for those you lead. A St Spyridon leader is first a person of integrity; a person of dignity, who lifts everyone up; who makes those around them stronger and better, through generosity of spirit and excellent example.

We commend the Student Leadership Team of 2019. You have modelled what is best about this College in your personal conduct, and as College ambassadors. We acknowledge Bill Avdalis College Captain; our Vice-Captain Stella Ktenas; and George Bozikis, Senior Prefect. We commend the whole Prefect body. We wish you, and indeed the whole of the Year 12 class of 2019 every success in your HSC results, and life beyond.

We thank Dr Savoulis and the Board of Directors and Board of Governor. The new Infants school building is almost ready for our students to move into. Mrs Tsaconas we thank you for your hard work as PEO/College Bursar, for construction of the new Infants building, this SPACe, and indeed every major building program over many years.

Father Steven, St Spyridon College exists because of your bravery and pioneering spirit. I ask again Father, when you first started out to persude the first few believers to bring their children to St Spyridon College, did you envision that your school would one day have an enrolment of close to 800 students. Or that we would be in the Top 12% in the State in the HSC? Or that Archbishop Makarios would liturgize in our Church with Alumni and present students as the psalters? We all owe you a debt of gratitude Father Steven.

In closing we give thanks to God and St Spyridon, our Patron Saint, for the good progress of our beloved students. We have seen time again St Spyridon’s powerful presence in the life of our College. We take strength from Him in our complex and demanding work. And we wish all of you a Merry and Peaceful Christmas with your loved ones. Thank you.

Mrs E. Stefanou-Haag Head of College

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THEME 2: ABOUT OUR COLLEGE STUDENT CHARACTERISTICS

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

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

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

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

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

Building Leadership Capacity in every student is the aim of our Pastoral Care program. Our students’ community action takes them from hospices to soup-kitchens, where they develop sensitivity, conscience and a sense of responsibility for others. They engage with global issues and contribute enthusiastically to environmental and humanitarian aid programs. They participate in state, national and international youth forums, where they learn from and contribute to debate on current issues.

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

St Spyridon College was established in 1983 and is the first Greek Orthodox College in New South Wales. Our students come from 40 different cultural backgrounds.

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

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

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

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

2020 Student Leaders

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Affiliations and Memberships 1.

Independent Schools Council of Australia (ISCA)

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

2.

The Association of Independent Schools of New South Wales

(AISNSW)

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

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

Mrs Stefanou is a member of the AIS Advisory Council.

3.

Greek Orthodox Board of Education New South Wales

(GOBE NSW)

Membership of this Board includes the Heads, the Parish President/Board Chairman and a Reverend Father from each College and Parish. Its aims include the coordination of whole Archdiocese events and the furthering of the interests of all schools in the sector. Mrs A. Katsogiannis (Deputy Head of College and Principal Senior School ) is the Executive Officer of the Board.

5.

Association of Heads of Independent Schools in Australia

(AHISA)

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

6.

Heads of Co-educational Independent Schools

(HICES)

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

Mrs Synesios, Principal Junior School is a member of HICES Primary Schools. Mrs Katsogiannis, Deputy Head of College and Principal Senior School is a member of HICES Senior Schools. In 2017 Mrs Stefanou-Haag was also a member of the HICES Conference subcommittee.

7.

Independent Primary Schools Heads Association of Australia

(IPSHA)

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

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8.

All Suburbs Independent Schools Sports Association

(ASISSA)

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

9.

Independent Sporting Association (ISA)

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

The ISA is a highly reputable a sporting body that provides a pathway to elite sporting competition.

Inaugural ISA Boys and Girls Tennis and Senior Boys Tennis Team Winners 2019

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The Junior School

The Junior School campus is located in Kingsford. It offers:  Strong Literacy focus using Spalding Multi-Sensory Language Literacy Programme.  Exemplary programmes that promote personal development; study skills; community service; and global connections.  Highly qualified caring teachers committed to excellence.  A rich Co-curricular Programme, offering a variety of competitive and House sports, creative and performing arts and thinking skills development.  Programmes that incorporate critical thinking, problem-solving, interpersonal and team skills.  Prep Middle School programme for Years 5 and 6 preparing students for a successful transition to Senior School.  Specialist teachers in Mathematics, Gifted and Talented, Physical Education and Sports, Information Technology, Greek Language, Greek Dance, Music, Learning Support and Student Welfare Adviser.  Interschool sporting competitions through ASISSA and HICES as well as interschool tournaments including Paul Kelly Cup (AFL), NSW Schools Futsal, Kookaburra Cup (Cricket), NSW Netball competition, Bankstown Bastketball Association, TIGS and T20 Blast School Cup Cricket.

The Senior School

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

Exemplary

Academic

and

Pastoral

Care

Programmes

that

promote

academic

achievement; personal development; student leadership; community service; and global connections. 

Unique Higher School Certificate Academic Elevation programmes. Some of the many



initiatives implemented to support students to maximize their HSC results include: HSC ACER, Dux and University Scholarships; Bursaries; Careers Advice, Academic Elevation Courses.



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



School to work.



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



Highly qualified caring teachers committed to excellence.



Small class sizes.



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

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CHARACTERISTICS OF STUDENT BODY A Rich Diversity of Backgrounds St Spyridon students come from 50 different backgrounds. The range of countries of origin of St Spyridon families includes: Afghanistan

Croatia

Indonesia

Scotland

Argentina

Cyprus

Iran

Serbia

Armenia

Czech Republic

Iraq

Australia

Egypt

Israel

South Africa

Austria

England/United Kingdom

Italy

Thailand

Bangladesh

Fiji

Kiribati

Turkey

Lebanon

Ukraine

Belarus

Former USSR Russian Federation

Serbia and Montenegro

United States of

Belgium

Former Yugoslavia

Macedonia

Bosnia

Georgia

New Zealand

Uruguay

Brazil

Germany

Peru

Uzbekistan

Canada

Greece

Poland

Zimbabwe

China

Hungary

Portugal

Columbia

India

Romania

America

In terms of religious backgrounds, over 85% are Orthodox. A variety of other faith backgrounds are represented in our College including Other Christian denominations (Anglican, Catholic, Church of England, Presbyterian, Protestant, Uniting) and non-Christian faith including Buddhist, Druze, Hindu, Jewish and Moslem, Lutheran, Maronite.

Over 40% of our families live further than 12 kilometres away from the school.

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THEME 3:

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

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STUDENT OUTCOMES IN STANDARDISED NATIONAL AND LITERACY NUMERACY TESTING NAPLAN Results 2019 Proportion of students in Years 3 and 5 achieving at or above the National Minimum Standard Percentage of students at or above the National minimum standard Year 3 Year 5 School State-wide School State-wide

2019 NAPLAN Test

Literacy (Overall)

100

97.1

100

95.7

o

Reading

100

97.8

100

96.2

o

Writing

100

98.8

100

95.6

o

Spelling

100

95.4

100

96.5

o

Grammar & Punctuation

100

96.5

100

94.3

100

97.2

100

98.6

Numeracy

Year 3: We are very pleased that: o

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

o

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

Year 5: We are very pleased that: 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.

ΑΡΙΣΤΕΥΕΙΝ Scholarship Winners Peter Winnel (Junior School Dux) and Peter Baroutis

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Proportion of students in Years 7 and 9 achieving at or above the National Minimum Standard 2019 NAPLAN Test

Literacy

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

State-wide

Year 9 School

State-wide

100

94.9

100

92.6

o

Reading

100

96.0

100

94.3

o

Writing

100

93.7

100

87.7

o

Spelling

100

96.3

100

95.5

o

Grammar & Punctuation

100

93.6

100

92.9

98.6

96.5

100

98.7

Numeracy

Year 7: We are very pleased that: o

100% of Students in Year 7 who sat NAPLAN achieved at or above the National minimum standard in Literacy

o

98.7% of Students in Year 7 achieved at or above the National minimum standard in Numeracy.

Year 9: We are very pleased that: o

100% of Students in Year 9 who sat NAPLAN achieved at or above the National minimum standard in Literacy.

o

100% of Students in Year 9 achieved at or above the National minimum standard in Numeracy.

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

Year 7 award recipients

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LIFE AT THE JUNIOR SCHOOL

Crazy Sock Day – to raise money for The Little Legs Foundation

Art in the classroom

Festival of Learning

Kindy with Year 6 Buddies

Prosphoron Bread with Year 6

Around the World

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HSC CLASS OF 2019 - HIGHLIGHTS In 2019, 71 students sat for the Higher School Certificate Examinations (HSC) across 30 courses.

There were also 18 accelerant students from Year 11. They studied Modern Greek Continuers and Modern Greek Extension 1. We congratulate our students on their achievements and wish them well in their tertiary studies and future life choices.

Highlights include:

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

Peter Nikas ATAR 99.65, NESA HSC All Round Achiever, Professor Manuel Aroney Award and University Scholarship recipient.

Top Achiever: 6th Mathematics Extension 1 (with a mark of 100%) out of 8,846 students.



Stella Ktenas ATAR 99.50, NESA HSC All Rounder and University Scholarship recipient.

Top Achiever: 7th Modern History out of 11,427 students.



Anthea Condous ATAR 98.95, University Scholarship recipient.

Top Achiever: 13th Mathematics (with a mark of 100%) out of 17,351 students.



George Bozikis ATAR 97.15, University Scholarship recipient.



Konstantina Koliopanos, Top Achiever 4th Modern Greek Continuers in NSW.



Vivienne Hatzigiakoumis, Top Achiever 5th Hospitality in NSW.



17% of students with an ATAR over 90.



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



17% of students have results 90% and above in a given course.



Out of 71 students 49% have results 80% and above in a given course.



The Sydney Morning Herald School Ranking of 97th puts us in the top 16% of schools in NSW.



The Sydney Morning Herald School Ranking of 55th in Mathematics Extension 1 and Mathematics Extension 2 with 40% of the class achieving a Band 6 result.

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Higher School Certificate 100% of students attained their HSC. Hospitality VET and Information and Digital Technology VET were offered at school. 12 out of 71 (17%) students studied these courses.

Total Number of Students

HSC 2019

Performance Band achievement by % Band 3-6 School

State-wide

Band 1-2 School

State-wide

Ancient History

12

100

84

0

16

Biology

6

100

84

0

16

Business Studies

43

95

83

5

17

Chemistry

11

82

88

18

12

Design and Technology

6

100

95

0

5

Drama

8

100

98

0

2

Economics

12

100

92

0

8

English (Standard)

38

95

87

5

13

English (Advanced)

33

100

99

0

1

Food Technology

12

100

89

0

11

Geography

14

100

87

0

13

Information Processes and Technology Legal Studies

6

100

85

0

15

14

100

83

0

17

Mathematics Standard 2

37

89

83

11

17

Mathematics

20

100

92

0

8

Modern History

15

73

86

27

14

Music 1

5

100

98

0

2

Personal Dev. Health & P.E.

18

94

88

6

12

Physics

7

86

85

14

15

Visual Arts

14

100

98

0

2

Classical Greek

1

100

100

0

0

Modern Greek Continuers

14

100

99

0

1

Serbian Continuers

1

100

100

0

0

Hospitality (VET)

9

88

79

12

21

Information and Digital Technology

3

100

85

0

15

Performance Band achievement % HSC 2011 - 2019

Total Number of Students

Band 3 - 6 School

State-wide

Band 1 - 2 School State-wide

2019

71

96

90

4

10

2018

63

98

89

2

11

2017

59

95

88

5

12

2016

59

95

90

5

10

2015

37

94

89

6

11

2014

42

96

90

4

10

2013

47

96

88

4

12

2012

38

98

89

2

11

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Educational & Financial Reporting\NESA Annual Report 2019

Performance Band achievement by number and % HSC 2019

Total Number of Students

Band E4-E3

Band E1-E2

School

State-wide

School

State-wide

English Extension 1

4

100

94

0

6

Mathematics Extension 1

8

100

80

0

20

Mathematics Extension 2

2

50

86

50

14

History Extension 1

5

80

77

20

23

Modern Greek Extension 1

4

100

67

0

33

Please note:  

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

RoSA One Record of School Achievement credential was awarded in 2019.

ACER Scholarship Winners Alexandra Bizannes, Taylor Marinos and Mary Diamond

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OUR EDUCATORS THEME 5:

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

THEME 6: Workforce Composition

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Educational & Financial Reporting\NESA Annual Report 2019

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

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

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

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

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

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

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

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

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SENIOR SCHOOL STAFF 2019

3

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JUNIOR SCHOOL STAFF 2019

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PROFESSIONAL LEARNING As may be seen from the Principles of our Educators the College has a strong commitment to Professional Learning and reflective practice. Priorities in Professional learning are determined by the school’s Strategic directions as well as government mandates.

As a Teacher Accreditation Authority (TAA) registered by the NESA, the College has processes to support teachers to maintain their accreditation by continuing to meet the National Standards and to complete the mandatory hours.

Our Teachers are involved in a range of professional associations and provide leadership to NSW educational forums, particularly in the areas of Pastoral Care, and Global Citizenship.

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

Participating Areas of Professional Learning

Teams and

2019

Individuals

Strategic Plan Goals 2017-2021 and Principles as Education Professionals

All K-12 teachers

Mandated Policies – Child Protection

All K-12 teachers

CPR, Anaphylaxis, Asthma, Concussion

All K – 12 teachers

Executive Leadership

7

Work Health and Safety

3

ICT

6

Greek Orthodox Ethos in Education

All K – 12 teachers

Learning Support/Special Education

10 (all K – 6- Hearing Loss)

Building Capacity – High Order Thinking

All teams K-12

Curriculum – Specific

All teams K – 12

Pastoral Care and Student Leadership

PC&SL Team

Child Protection

All K – 12 teachers

HSC Marking/Judging/Examining

9

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

LTA Legal Studies Teacher Association MANSW Mathematics Association of NSW New South Wales Education Standards Authority (NESA) Primary English Teachers’ Association SPELD Specific Learning Difficulties STANSW Science Teachers Association Australian Association of Special Education Inc. The above is a list of some of the organisations to which our educators belong.

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TEACHER QUALIFICATIONS Category

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

Number of Teachers Junior Senior School School

Total K – 12

25

40

67

0

3

3

of Overseas Skills Recognition (AEI-NOOSR) guidelines.

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

TEACHER ATTENDANCE AND RETENTION RATES K - 12 

In 2019 the average daily staff attendance rate was 96%.



The proportion of staff retained from 2018 is 96%.

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

100% of absences are accounted for.

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

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0UR TEACHERS AND STUDENTS

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

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

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

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

We are pleased to report that the daily attendance rate for students in 2019 was 92%. This was similar to the daily attendance rate in 2018. 100% of absences were explained.

Year Level

Annual Attendance Rate %

Kindergarten

93

Year 1

93

Year 2

92

Year 3

94

Year 4

94

Year 5

92

Year 6

94

Year 7

92

Year 8

91

Year 9

91

Year 10

91

Year 11

91

Year 12

94

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

STUDENT RETENTION OF YEAR 10 TO YEAR 12 We are pleased that at St Spyridon College in 2019 there was a retention rate from Years 10 to 12 of 97%. This is similar to previous years.

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POST SCHOOL DESTINATIONS

DESTINATIONS OF YEAR 12 CLASS OF 2019

UNDERGRADUATE DEGREES 90%

TAFE/ APPRENTICESHIP 10%

UNDERGRADUATE DEGREE DESTINATIONS UNSW

7%

USYD

19% 12%

14%

13% 3%

UTS UMAC

WSU ACU

22%

UND

UNSW – University of NSW USYD – University of Sydney UTS – University of Technology Sydney UMAC – Macquarie University WSU – University of Western Sydney ACU – Australian Catholic University UND– University of Notre Dame

DESTINATION BY COURSE TYPE BUSINESS/ECONOMICS

6%

8% 4% 4%

ENGINEERING/SCIENCE

8%

EDUCATION

23%

HUMANITIES LAW

17%

IT HEALTH SCIENCES 13%

17%

CONSTRUCTION

SPORT/EXERCISE

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THEME 8: ENROLMENT POLICIES

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

Birth Certificate



Baptismal Certificate (where applicable)



Reference by priest (where applicable)



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

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

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

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

1.

Kindergarten Entry

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

Oral communication skills



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



Fine motor skills / physical development



Social behaviours, interaction skills and emotional maturity



Information from Reports/Portfolio profiles from pre-entry institutions



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

2.

Kindergarten Cut-off dates

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

3.

Acceptance Agreement

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

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4.

Progression to Upper School

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

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

Apply diligence and sustained effort to their studies.



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

meets course requirements

-

reflects a student’s best effort



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



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



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

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

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THEME 9: OTHER SCHOOL POLICIES

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SCHOOL POLICIES The following policies and procedures were in place (or developed) during 2019 to manage a Safe and Supportive Environment:

Policy

Changes in 2019

Access to Full Text

Updated to include specific

Parent Handbook 2019

STUDENT WELFARE Child Protection Policy encompassing: 

Policy statement

advice to parents on the



Protocols than enhance ethos and

complaints process

culture 

Professional conduct in relation to Child Protection

Updated protocols to

Personnel Policies and



Definitions and concepts

include statements on

Procedures Handbook 1



Legislative requirements

appropriate use of

2019



Child Protection Legislation

technology.

Amendment Bill 2003 (Provided by the AIS) 

Child Protection Procedures



Investigation process



Reporting and investigating “reportable conduct”



Procedural fairness



Documentation



Appendices

STUDENT WELFARE

Reviewed Handbook and

Work Health and Safety

Security Policy encompassing:

Procedures

Teacher Handbook 3.



Work Health and Safety Policy including:



Rationale



Code of Practice



Policy statement



Management procedure



12 systems specified by the AIS guidelines Updated procedure to



Students Acceptable Use of

include BYOD sign-on for

Form disseminated to

Information and Communications

Year 11 & 12 students.

Year 11 & 12 students

Policy Parent handbook 2019 Disability Policy

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Policy

Changes in 2019

Access to Full Text

STUDENT WELFARE

Updated Child Protection

Personnel Handbook 1

Supervision Policy encompassing:

Policies and Procedures in

 Roles and responsibilities of Teacher

preparation for 2019

 Attendance

inspection

Parent Handbook 1

 Punctuality  Staff absence  Duty of care  Duty of care and student attendance  Duty of care and supervision  Negligence  Yard Duty  Keys and security

STUDENT WELFARE

Reviewed and updated

Teacher Handbook 2

Pastoral Care Policy encompassing:

MAPLE system for Senior

Managing Positive

 Attendance

School

Learning Environments

 Managing a positive learning

(MAPLE)

environment  Rewarding the good  The pastoral care system  Availability of and access to special services such as counselling  Health care procedures  Home study policy  Progression through schooling  Leadership

STUDENT WELFARE

Reviewed and updated

Teacher Handbook 2

Discipline & Resolving Grievances

procedures for complaints

(MAPLE)

Codes of Conduct Policy encompassing:  Our principles as St Spyridon

Students Study Planner

 Education Professionals

2019

 Our principles as St Spyridon College students

Parent Handbook 2019

 Code of conduct for students  Classroom behaviour management  Consideration for ethical behaviour management

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Policy

Changes in 2019

Access to Full Text

 Statement on Procedural fairness

 Statement bullying and harassment

Teacher Handbook 2019 Parent Handbook 2019

 College policy prohibits corporal punishment and does not sanction its

Updated to include statement on cyberbullying.

use by anyone

Communication Policy encompassing:

Updated to include specific

 Formal and informal mechanisms that

advice to parents on the

facilitate communication between the

Parent Handbook 2019

complaints process.

school and those with an interest in the students’ education and well-being  Communication with parents section in Student Planner and Parent Handbook  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 Anti-bullying “Demeaning or intimidating behaviour towards others, which constitutes bullying and harassment whether verbal or physical or electronic, (otherwise described as cyber bullying) is most unacceptable in the context of a Greek Orthodox college.” (Code of Conduct Study Planner 2019). The full text of the school’s policy and procedures on Bullying and Harassment is in the Parent Handbook and Teacher Handbook 2.

Prohibitions on Corporal Punishment College policy expressly prohibits corporal punishment of students by staff. The College does not sanction the administering of corporal punishment by any non-school person, including parents, to enforce discipline at the school. (from Parent Handbook 2018 and Study Planner 2019).

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THEME 10: SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT 2019

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The Seven Goals of the Strategic Plan

2017-2021 Goal1

Build students’ capacity to critically engage with complex concepts through learning experiences.

Goal 2

Develop multidisciplinary studies through actions.

Goal 3

Expand culture and languages programs.

Goal 4

Expand professional links of our educators with academic institutions – locally and globally and further enhance academic careers of our students.

Goal 5

Enhance communications and comply with all mandates.

Goal 6

Build reputation as a school that cultivates global citizenship for its students.

Goal 7

Develop and implement a Plan to incorporate new purpose built and conducive facilities to accommodate an enrolment of 960 students K minus 1 - Year 12 (460 K minus 1 - Year 6 and 500 Years 7-12)

ΑΙΕΝ ΑΡΙΣΤΕΥΕΙΝ

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TARGETS 2019 1. Take all steps for successful NESA Registration K-12 and Accreditation Years 10-12 in order to renew our licence to operate as a non-Government school in NSW as well as to secure State and Federal Government per capita funding for the period 2020-2024.

2. Review all Policy and Procedure Handbooks and identify evidence of compliance in order to deliver quality education and manage risk.

3. Submit the Annual Report 2018 according to the NESA specified criteria and guidelines.

4. Review programs to determine extent of study of great books, big ideals and big ideas.

5. Showcase the new Infants School facilities and canvas the establishment of the K minus 1 class, in order to revitalise the brand of our Junior School.

6. Continue to enhance the quality of learning and engagement for each cohort and individual student through practice that incorporates evidence-based initiatives.

7. Identify existing multidisciplinary practices and implement programs that enhance students’ capacity for complex thought.

8. Review the reliability, robustness and effectiveness of our IT communications networks, for students, teachers and parents and develop plan for a way forward.

9. Highlight the ways the study of Humanities develops critical thinking and ethical conduct at St Spyridon College.

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PROGRESS ON IMPLEMENTING STRATEGIC GOALS AND TARGETS TARGET 1 We are pleased to have been granted the full five years NESA Registration and Accreditation K – 12.

TARGET 5

New Infants Building

Staff visit the new Infants building

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TARGETS 6 & 7 JUNIOR SCHOOL English The integration of critical thinking skills into the Year 1 classroom has allowed students to engage with complex concepts through a range of learning experiences. It has also deepened the teaching and learning.

Examples include: 1.

One-on-one student/teacher conferencing has guided students through the drafting, editing and publishing process in writing lessons on information reports. The feedback given during the one-onone conferencing encouraged greater motivation and greater drive to learn. The students achieved greater outcomes as a result.

2.

Group work has allowed students to collaborate and form a shared understanding of concepts in mathematic lessons. Collaboration provides more opportunities for students to use questioning and problem solving as they negotiate difference of opinion and alternate perspectives. It has allowed them to think before the first answer that comes into their head.

Year 2 has become more critical in the way that they approach writing tasks. The “Bump It Up Wall” encourages the students to take control of their writing to increase its readability: 

Purpose: What is the goal? Why are the students being asked to write it?



Audience: Who are the students writing to?



Grading Criteria: Summary given of the criteria teacher will use to grade the writing.



Model: The kind of thinking and writing expectations.



Format / Checklist: Special requirements



Length: Writing more than just one paragraph

They are encouraged to write drafts, use a thesaurus, share each other’s writing responses, conference and being giving immediate feedback (identifying the strengths and weaknesses in their work and showing them how to build and improve it).

Students in Year 4 are able to work more independently. The varied learning experiences have enabled students to become more confident and capable learners who are more inclined to take risks with their learning. This has been observed through the conversations had within group work, contributions made during class discussions and through work samples. Students have developed their capacity to critically engage with complex concepts within the persuasive unit in English, by learning to adopt alternative viewpoints and being more open-minded with both sides of an argument.

During Year 5 English lessons this year novels were carefully chosen to integrate with the History / Geography units. For example, “The One and Only Ivan” (endangered species), “Hatchet” (natural disasters), and “Journey to Eureka” (Gold Unit). Then the art and craft program was also integrated. It was observed that the students developed a greater understanding of the topics covered but more importantly the big ideas around

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conservation and ethical behaviour. Their writing skills increased significantly as they wrote for a real issue that mattered eg “Should animals be kept in cages?�

Students in Year 6 are active and aware of the need to read with a combination of skills and through a variety of visual and print texts to attain shared learning intentions, and to read with purpose and fluency. Their results in vocabulary, comprehending ideas and themes, and identifying detail have vastly improved and allowed analytical and evaluative (higher-order) thinking to occur in response to writing tasks. The combination of thinking and questioning about the big idea of Life in The Future/Life in 2060 really focussed students on understanding the main topic for essay writing (i.e. conducting extensive research as part of the essay writing process) and allowed them to explore their ideas over 5-6 weeks to develop their thesis for subsequent writing. Students have improved significantly in asking questions beyond the literal level, have considered new solutions, and developed more creative viewpoints on the shared topic. In addition, students had the opportunity to develop a new story about the future, by producing a short group video on the class topic. This gave students another avenue to explore the topic and their views in a kinaesthetic and creative way.

Infant students receiving Literacy Support have shown a marked increase in reading ability and confidence levels reaching close to or at benchmark levels attained by the remainder of the cohort. In particular, the skills of early word recognition, phoneme awareness and, letter sound knowledge. There is greater capacity to blend cvc and cvcc words. A great deal of time is correcting the sounds of vowels that are similar in pronunciation or having more than one sound. Many opportunities are provided to simplify the introduction of long vowels and give the students opportunities to correct pronunciations with success. As a separate component to Minilit the introduction of listening Comprehension, has increased the enjoyment of students to participate and has led to an improvement in this important skill for students at risk.

Primary students receiving Literacy Support have focused on self – reflection and engaging with feedback has allowed the students to engage more critically with their learning. Success criteria discussed prior to a task has allowed them to be more systematic in the way they complete their work. This has led to greater success; an increase in self- confidence; clearer understanding of what is expected of them and what they need to do in order to succeed. Students have steadily grown through the challenges they are presented with. Each experience has encouraged them to take greater responsibility for their learning. Feedback has played a powerful role in the way many of the students respond to subsequent tasks. They are slowly beginning to show initiative by recapping and discussing feedback from the previous writing session to use as a platform to assist in their current lesson. Most students have been observed to show greater motivation to do better at each subsequent task.

Mathematics Problem solving became the focus of the Numeracy Support programs By explicitly teaching Problem-solving strategies the Support students are now better equipped to solve non-routine problems independently as they have practised applying the strategies (e.g. draw the problem, act it out, guess and check, make a list) in age and ability appropriate problem solving tasks. The learning experiences are more complex because the problems are non-routine and require critical and creative thinking rather than rote learning. Students now demonstrate task commitment and persevere to the end. Most are confident enough and have developed the

Educational & Financial Reporting\NESA Annual Report 2019 43

mathematical language to reason with and, convince their peers why they think their chosen strategy is the most useful.

History / Geography Through Project Based Learning (PBL)in Year 4, students developed dispositions such as: curiosity, cooperation, creativity, enthusiasm, persistence and imagination. This was evident through the conversations had between students while working collaboratively on their PBL. Students were curious about the subject matter and enjoyed researching and sharing new ideas with each other. They were able to pose a range of critical and creative questions (observed through their work samples) to guide their research. Students were also able to problem solve, by providing a range of creative solutions to help solve a global issue. These solutions were practical and based off research that they had undertaken throughout the project.

In Year 5, students have been given strategies to assist with their critical thinking skills, learning how to be historians, pose questions and analyse artefacts and sources for their reliability and purpose. In Term 4 specifically, Year 5 students have been working on being able to differentiate between Primary and Secondary Historical sources and using art works, journals and letters from the time of the Australian gold rush to gain a better perspective of the struggles of gold seekers.

Both Year 5 and Year 6 students are showing an increasing ability to make connections with a more complex range of historical content and ideas, such as the discrimination and struggles of (Asian) migrants during the Australian Gold Rush (Year 5) and the different perspectives of stakeholders in Australia’s race to Federate (Year 6). Students are showing increasing autonomy and growths is not only evident in their assessment results, but more so even, in their ability to engage in student centred tasks independently and are pose more higher order questions to their peers and participate in debates relating to the human aspects of historical events. Evidence of this is prevalent in their book work, group tasks and interactive activities throughout the year.

Science In Year 3, the learning environment has become more flexible and allows for variety of groupings. This has included students working independently, in pairs and in groups. During Science experiments, understandings have been extended allowing the students to generate a hypothesis through teacher generated questions. Eg. Why are the sultanas dancing? The gas bubbles in the lemonade are making the sultanas buoyant. Students make a wide range of reasoned choices by understanding some basic considerations or criteria. Hypotheses are tested and conclusions reached, students evaluating as they go.

In Year 4, the teaching of content has been done through S.T.E.M problem solving projects. Rather than teach the students copious amounts of information that has no connection to their knowledge, they have engaged with creating a prototype for solving a problem, relevant to the unit of work. Through these projects, the content has been taught in a meaningful way for the students, as they are directly involved with experimenting and formalising this thinking for themselves. They are investigating and testing ideas, which requires them to ask questions and take risks along the way. In doing so, they have discovered a lot of the learning on their own. They have also physically tested their creations. As a result of this approach, the

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students have a deeper understanding of the topic and are able to flexibly transfer their knowledge to different contexts and situations because they have discovering many of the ideas on their own.

Greek Definite improvement in Year 2 across all language areas especially reading and listening comprehension – fundamental skills. This particular year group has completed more work at a greater level of complexity across all four core skills, that is, reading comprehension, listening comprehension, writing and speaking. The students are even practising their skills happily when outside during recess and lunch.

Develop multidisciplinary studies The student engagement in Kindergarten this year has enhanced and the degree of attention, curiosity, interest, optimism, and passion that students have shown when they are learning or being taught has also increased. This has been evident by the motivation they have to learn and progress in their education.

Students have become more independent and engaged intellectually, socially and behaviourally.

The Word of the Day Session introduced to the Kindergarten Greek Language classroom. Children are encouraged to find and compare English words that intrigue them with the Greek equivalent (e.g. theatreθέατρο). Learner response has increased since the majority of students are now critically engaged in this learning experience. In addition to this, the Great Idea concept of Being Kind has been introduced to each lesson is an opportunity for one of my young learners to choose which word/phrase from the Greek book Οι Tρόποι Mου (My Manners).

2A used a combination of Maths and Science with Physical Education to develop a deeper understanding of concepts through their “Maths Gym”. In Term 1, while developing their skills in Athletics, they explored Forces in Science. An example was that when they were practising long jumps, they briefly delved into physics and body mechanics, using a spring to illustrate the downward application of force. Students then exercised their maths skills by estimating and measuring how far they jumped. Through their multidisciplinary studies, the skills in the individual subject areas of Science, Mathematics and PE were improved as they could reference their thinking back to real and meaningful examples. Students demonstrated their understanding of the concepts through the questions asked and the solutions offered.

Encouraging students to drive the lesson in Year 3, has results in them demonstrating more confidence to collaborate and participate, by sharing ideas in “question-and-answer” sessions without the teacher having to direct majority of it.

In Science, students had to organise items/ideas into categories (solids, liquids, gases) and then do research to ensure the properties of each matched. Students were given an opportunity to independently reflect on their progress, e.g. their understanding of each state of matter. Reviewing/evaluating their own responses over time helped their understanding. Students did not get as discouraged when an answer was not correct, and viewed it more as a learning curve. It gave them a sense of empowerment and eagerness to complete the next set task, as well as feeling confident to share their responses instead of being hesitant. They are also more critical of the work produced and reflect on it independently and with greater frequency.

Educational & Financial Reporting\NESA Annual Report 2019 45

The multidisciplinary approach has been given greater focus so children can learn ideas while other outcomes are also being covered. For example, after participating in an experiment, students will then have to use the information/ideas/results they have been presented with and write a report about it as a reflection. Here was an opportunity to include a variety of English outcomes in the lesson. For example, paragraphs- does the report flow? Are ideas presented clearly? Importance of subtitles- why are they necessary? How do they help?

Punctuation- is it included and does it makes sense? Inclusion of technical words, how many are there? What were they? Are they placed in a logical way? This integration was helpful for the students and for teacher practice. Once students could visually see their own written work in a report format, it emphasised how valid the work they did in the experiment was. By sharing reports written by the many professionals in our world e.g. scientists, doctors etc. gave students a sense of purpose too. Relating tasks to our everyday world made them want to further engage in tasks.

Students in Years 5 & 6are able to apply their existing and newly acquired knowledge of facts to new situations by engaging in classroom discussions, concept mapping and hands on, ‘out of your seat’ activities. They are more active participants in their learning. One example of this type of learning experience was in a Year Six History lesson introducing the unit ‘Australia’s System of Government’. Students were placed into two groups and were asked to complete a STEM challenge as a team. One team was given guidelines, while the other, none. Students were asked to decide is if the challenge was fair. As a flow on, they were then able to draw conclusions about why rules are necessary for a community and how this affects how a country is governed.

Such strategies have improved the overall understanding of topics for the students as well as creating an environment of enthusiasm and willingness to take more risks in voicing opinions and ideas.

Kindergarten are embracing their learning of Greek and are working more independently and at greater depth.

A young learner in KJ who was very interested in new words in Greek, promoted the establishment of The Word of the Day Session. He finds words in English that intrigue him and seeks the Greek equivalent which many times turns out to be the source word for the English (e.g. theatre-θέατρο). Learner response has increased since the majority of students are now critically engaged in this learning experience.

SENIOR SCHOOL ENGLISH/HISTORY/DRAMA 6. Continue to enhance the quality of learning engagement for each cohort and individual student through practice that incorporates evidence – based initiatives.

Enhancing the quality of learning engagement for all students is an ongoing process in English /History /Drama.

CL and team have ongoing formal and informal discussions regarding initiatives that continue to have students engaged and learning.

In English, texts that are currently under study in year 7-11 are continually assessed for their effectiveness through assessing for prior knowledge regarding context, values, and beliefs. Teachers incorporate this approach into their classroom practice before the formal study of a text begins in order to ascertain knowledge and level of understanding and so they can plan where future lesson plans may need to be adapted according to the program( and so that a level of feedback may be offered to the students). Perhaps this can be formalized in a more complete manner- e.g. by a written response to a given question (could include a stimulus as part of this component). This would include teacher feedback.

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The formal assessment task at the end of the unit provides additional evidence to teachers on the level of engagement of students and their development in their analytical and writing skills. Assessment approaches and methods in years 7-11 continue to evolve as the demands and requirements in the senior years, especially in Year12, have increasingly become more demanding with a new syllabus in 2018 being examined in 2019.

Teachers apply these new approaches throughout all programs in order to keep the students engaged and to ensure the continuous development of knowledge and communication skills.

Individual teacher evaluation on each unit of work will often include information about pre- knowledge/prior learning and the noting of a variety of adjustments made for individual students and the cohort – rather than just general statements this could also be expressed in a more explicit manner with examples and detail in the body of a program for a unit of work. Students should be extended in areas where they show a greater interest and adjusted accordingly where they have difficulties.

CL and team research and discuss possible new texts for study in the classroom for all years and seek to actively incorporate multi modal approaches to teaching and assessment. Team meetings allow for further opportunity to discuss evidence of enhanced and engaged learning of students. Teachers of a cohort are encouraged to have meetings in order to share ideas and approaches on how they may best capture assessment methods that will encourage students to actively participate in the learning and assessing process. In addition, this allows more experienced teachers to share their knowledge and to provide guidance and confidence for new teachers in attempting new and innovative ways in keeping students focused and interested in learning.

In History 7-10 much of what is practice in English applies to the history classroom. In addition, initiatives to keep students engaged include the research and sharing of current articles and sources by the CL with the team to add to the students’ knowledge and understanding of historical content, and methodology in the various topics that have been undertaken for study. It is expected that teachers teaching the relevant cohort read and incorporate the new material into their lessons. This has not been formalised, but it would be relevant and valuable to the students as it would also assist them in viewing History as a living process due to developments in science and technology. In the future, this type of research could be incorporated into the assessment program in a variety of ways. Currently, assessment includes the study of specified websites and virtual sites. This practice is also used as part of the program for learning specific areas of content for a topic with students often instructed to report findings back to the class.

In Drama learning engagement is largely addressed through the practical component in the relevant stage course. Approaches to the practical exercises in class will vary according to the theory that the students have been engaging with over the term. Much of the course requires the students to engage with putting the theory into practice. A variety of practical exercises are incorporated into each lesson to allow the students to develop their performance skills at each level. Approaches to performance activities will also vary according to the class’ ability.

7. Identify existing multidisciplinary practices and implement programs that enhance students’ capacity for complex thought.

Complex thought has been integral to the study of texts in English and History. Although the emphasis has been more on analysis, criticism and interpretation in the study of texts in the past, senior syllabi now require students to think and write more often in a creative, imaginative and reflective manner. This requirement sees that students 7-10 require development in this approach in order to lay a foundation for senior school study of texts.

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Teachers assist the students’ development by creating mind maps and diagrams to provide visual explanations as part of their instruction. Mind maps and diagrams can be more complex with each year cohort. They are adjusted for individual students. Scaffolds and models still have a role to play as part of the teaching and learning process in guiding individual students and the cohort into writing more creatively, imaginatively and in a reflective manner. Programs 7-10 in the future will provide more opportunities for this style of writing.

Teachers provide oral and written feedback as part of this teaching and learning process at all levels to maximize the potential of all students. Written feedback also includes a mark (although it may not be part of the formal assessment schedule). Students are encouraged to compose in the styles cited with pen and paper and by using computer technology. This will allow students for an even greater scope in developing these text types. Technology will be introduced in years 9-10, as the senior years require students to create multi modal compositions and assessment. The class teacher also applied the flipped classroom approach at appropriate times in the program for units of work.

Many of the strategies explored above are used in the History classroom. The study of History requires a greater level of understanding and knowledge of how history is constructed and how history may be preserved. However, the vital question of why history is relevant in contemporary society must not be neglected. Students in all cohorts are challenged with issues and questions associated with these points in the context of topic studies in History. In addition, to the study of sources students are encouraged to read historical novels ( extracts from novels) and to view film as a one way of learning about the past, the teacher acting as a guide to ensure the noting of artistic license. Such an approach could be stimulus for years 7-9 in writing creatively in historical contexts. Viewing documentary (or extracts) are applied in analyzing historical events and personalities and used in the formal assessment schedule for years 9-12.

In Drama students are required to critically analyse a text before they are able to manifest the ideas into a performance. As part of the analysis students are also required to compose reflective essays on the text and their performance interpretation.

9. Highlight the ways the study of Humanities develops critical thinking and ethical conduct at St Spyridon.

English, History and Drama studies develop critical thinking and ethical conduct in the individual student and cohort.

In English, all courses and programs require students to critically evaluate texts and to challenge students to ethical ways of thinking that will encourage students to behave ethically. Chosen texts in years 7-11 and prescribed texts in year 12 engage the students’ ability to be critical about social values and beliefs from different cultural and historical contexts. In doing so, students are confronted with ethical concerns of particular contexts and are consequently directed to think about their own life experiences, and ways of thinking regrading ethical thought and behaviour. Texts, discussion and writing explore questions about refugees; the Aboriginal experience; the migrant experience; experiences of race and gender; ethical concerns of particular periods such as the Cold War; the role of media in influencing ethical thought and behaviour in society past and present.

The study of History forces students to think critically and ethically. Studying the ethical concerns of the past challenges the students to confront the ethical questions in their contemporary world. In critically evaluating past social institutions in various topics students develop an understanding of what ethics actually

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means; they also are guided by the teacher to differentiate between ethics and morals; and the possibility that ethical ways of thinking and behaviour are perhaps transitory through time. The study of war from ancient to modern times, the Holocaust and civil rights are examples of how students are encouraged to assess and develop ethical conduct.

In Drama the texts that are studied and interpreted in class required the students to engage with ethical and moral issues which are relevant to contemporary society. Students as part of the learning process (analysis and performance) will be able empathise with individuals in various contexts from the past and present. This allows for the development of their understanding and concern for the human struggle.

MATHEMATICS 6. Continue to enhance the quality of learning engagement for each cohort and individual student through practice that incorporates evidence – based initiatives.

Mathematics is a way of thinking and communicating that gives us the capacity to solve a rich variety of problems. It is about depth and connectedness of understanding that comes from making sense of mathematical ideas. We believe that most of our students, most of the time, are seriously engaged in the lesson or assessment activity, rather than going through the motions. We expect our students to display engagement, sustained interest and attention in the class.

We have created space in the curriculum Years 7-10 by removing the repetition as students go from Year 7 into Year 8, from Year 8 into Year 9 and from Year 9 into Year 10. This year we reviewed all the available textbook resources and have decided to purchase a textbook that better meets our needs.

High expectations of all students are communicated and challenging work is set for classwork and homework.

Students in 8 Honours trialled the Australian Mathematics Trust (AMT) flagship program for developing maths problem-solving called Maths Challenge. This will be expanded in 2020 and offered to Honours students in Years 7 to 9. Every student will have the opportunity do more challenging non-routine questions.

As a Team we continue to reflect on the nature and causes of a learner’s mistakes and continue to consider ways in which we can use the mistakes learners make and their misconceptions to enhance the quality of learning and engagement for individual students and thus promote the learning of mathematics.

7. Identify existing multidisciplinary practices and implement programs that enhance students’ capacity for complex thought.

We did not make as much progress as we would have liked in embracing STEM initiatives as regards a multidiscipline approach to the teaching and assessing of mathematics, the sciences and technology. Our attempt to make explicit the connections between these subjects is at the beginning stage.

TAS and Creative Arts 4. Review programs to determine extent of study of great books, big ideals and big ideas.

In Food Technology we aim to develop deep thinkers through issues affecting all sectors of the food industry.

Students analyse impact of food processes on communities, individuals, and environments. From stage 5 onwards we develop student’s analytical skills and become self-learners. Debating issues under ‘Save our

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Global Food System’, such as food waste, Bio-fuel production, water usage, ethics in Food Trade and the use of technology to produce food, particularly food inequity. Teachers keep up to date with issues at that moment in time and prepare students to evaluate and critically analyse through discussion and essay writing.

In Visual Arts, diverse issues are addressed throughout the year levels. In the Junior years, Year 9 addresses ecological issues such as river salination and food sources as well as the unit Killing Time, looking at ethical issues in food production. The study of artists with disabilities Year 12 look at the refugee issue, the consequences and risks to humanity and how artists make it aware through Nuclear testing Design and Technology major works focus on issues affecting communities in Australia and beyond. Students develop problem solving skills that can contribute to the lives of individuals, cultures and environments.

Students articulate arguments on issues and consequences including environmental and social impacts. The Design and Technology Major Works and Visual Arts Body of Work HSC, are student self-directed, where students choose to tackle real life issues. Some of the works focused on the following issues, sustainability (current drought issue), mental illness, Indigenous reconciliation and their struggles.

6. Continue to enhance the quality of learning and engagement for each cohort and individual student through practice that incorporates evidence-based initiatives. 

There are many overlapping strategies that connect with one another in complex ways in which we aim to achieve this target. Firstly, going back to ‘basics’ is essential to build the foundations of learning in order to then challenge and analyse deep issues. One way of doing this is introducing “induction of basic concepts” within key learning areas. E.g In Technology Mandatory, before beginning the course, students are exposed to basic language and technical skills to assist them to keep up and excel in the curriculum.



High expectations – high expectations are linked with higher performance for all students. Teachers make it very clear the expectations placed on both individual students and a whole cohort. Explicit teaching is another strategy we use as teachers, which supports and sets out from the very beginning the expectations a teacher has from a task etc. Differentiation in our programs helps challenge our students to perform at the highest level as a cohort and individually.



Explicit teaching – this is where back to ‘basics’ comes in. Developing strong foundations in core skills, may it be literacy and numeracy, will assist students to write effectively and use real world applications. In this KLA, it is a need for a systematic and sequenced approach to what is being taught as we expect our students to follow a similar model when learning and applying knowledge, such as using the design process to achieve their major work or follow a recipe. Demonstrations (student observation) are also part of the teaching program within the TAS curriculum, to assist students understanding of what is expected. We apply the following:



-

Ask students to explain the meaning of a text or task

-

Give students opportunity to ask questions about the task or text

-

Notify students in advance how task will be marked and judged

Effective feedback – following school policy to provide timely and effective feedback. When formatting tasks, marking sheets provide an evident space for teacher feedback. Feedback is provided individually to student needs (verbally and written) and as a whole class. Teachers provide feedback which focuses on improving tasks, processes and student self-regulation.

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

Demonstrations – due to the practical nature of the subject area, teachers demonstrate tasks through explicit teaching to enable student learning and clarify the lesson ahead. This is an opportunity for discussion and feedback.



Introduction of basic concepts – a short course is usually introduced at the start of the year, to make students aware of the basic skills and knowledge required to progress. A short quiz finalises this concept.



Self-reflection and evaluation – an essential process in both student learning and teacher development. In Technology Mandatory, students evaluate each unit to assess their own learning as well as their strengths and weaknesses. An evaluation sheet is placed at the end of each unit booklet. This allows students to seek assistance where needed and focus on areas of concern. This tool allows teachers to improve or re-evaluate teaching strategies. In Design and Technology, the process of self and peer evaluation occurs throughout the design process in order to refine each step. Each competency task completed by students also includes an evaluation and self-reflection of the unit and the assessment tools used. This has allowed teachers to assess and improve engagement.

7. Identify existing multidisciplinary practices and implement programs that enhance students’ capacity for complex thought 

‘Applied mathematics’ has been integrated throughout the TAS subjects. In Food Technology, calculating unit costs of ingredients, budgeting meals, weighing and measuring and changing portion sizes. In Technology Mandatory, in the engineering unit, students apply math skills when measuring balsa wood to build a bridge of strength. They work with mathematics tools to measure the balsa beams and set up correct angles.



Engineering concepts of push and pull forces are also applied to the Bridge Engineering Unit. The outcome is to produce a bridge to test its strength and discover the strongest bridge.



In Design and Technology, Stage 5 and 6, as well as Visual Arts, students learn to use isometric skills.

Isometric – a Greek link/meaning ‘having equal measurement’. This is used for visual representation of 3 dimensional objects in 2 dimensions. A form of orthographic. This is used in CAD design, architectural units and woodwork when designing and producing an organisation stations.



In both Year 8 Technology and Year 11 Design and Technology, we have built on the architectural unit using CAD programs to design and draw interior and exterior of building to scale whilst developing 3D models to scale. This tests students’ perceptions of scaling in real life.



In Food Technology, it has always been obvious that food and chemistry go hand in hand, although it can still be seen as non-traditional to some. From the targets last year, we focused on chemistry with the introduction and experimentation of ‘Molecular Gastronomy’ and have continued to do so this year. In addition to this, in Senior Food Technology, “Physics and Food” was introduced. This was challenging yet touched on the complexities of food. Students investigated areas of Physics in Food Manufacture at industry level, yet used the example of a Pastry Chef linked with the architecture of Clifton Suspension Bridge in Bristol, UK. Students investigated the complex process of the production of puff pastry. Students tackled the complex thought of the fact food needs to be tackled in the mouth, meaning that it can be processed by small forces. Students began to realise that the kitchen is a laboratory and that cooking is an experimental science, and that it is a worthwhile academic

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pursuit. i.e. Physics of boiling water – heat and thermodynamics. The perception that boiling point is 100C can be somewhat incorrect as it is not fixed but quite variable, as the type of water used makes a difference and why it takes longer to boil water in Johannesburg than in Cape Town. 

STEAM – STEM and ARTS has allowed students to experiment with ethical issues as technology comes with many impacts and questions. Students discuss morals and values, whilst developing empathy to strive for solutions in today’s challenging society.

HSIE 9 Highlight the ways the study of Humanities develops critical thinking and ethical conduct at St Spyridon College The teaching of Legal Studies at St. Spyridon College aims to cultivate student critical thinking and ethical conduct in diverse ways. Legal Studies develops students’ knowledge, understanding and critical thinking skills in relation to the legal system and its effectiveness in promoting a just and fair society. In turn, its purpose is to empower students to participate effectively as ethical citizens at local and global levels. For this to be achieved however, students are encouraged to make an informed judgement of the effectiveness of the law.

This can only be accomplished via an analysis of legislation, case-law, media, documents and/or international instruments as well as a consideration of the themes and challenges that are incorporated throughout the topics. In the topic of Crime for example, students learn that in order for the criminal justice system to meet the needs of society, it must be reflective of society’s moral and ethical standards. To reach this conclusion however, students are encouraged to use their critical thinking skills to examine a number of key aspects of the criminal justice system including the protections afforded to young offenders; the way that remand is increasingly used as a pre-emptive punishment; and the controversial use of provocation as a defence which trivialises the lethal perpetration of domestic violence against women. An analysis of such however, does not merely aim to cultivate critical thinking in our students, it allows them to consider the ethical and moral implications of their decisions and conduct as citizens living and functioning in a local and global arena.

The teaching of Business Studies and Commerce at St. Spyridon College aims to have students develop general and specific skills, including research, analysis, problem-solving, decision-making, critical thinking and communication. These skills enhance their confidence and ability to participate effectively, not only as members of the business, commercial, financial, legal and employment world, but also as citizens dealing with issues emanating from business activity. Corporate Social responsibility is ingrained into the fabric of both subjects as a driving force in regards to expectations of contemporary individuals and society. Students develop critical thinking, reflective learning and the opportunity to participate in the community. Students develop greater competence in problem solving and decision-making by evaluating a range of consumer, financial, economic, business, legal, political and employment strategies. In examining these, students have the opportunity to develop values and attitudes that promote ethical behaviour and social responsibility and a commitment to contribute to a more just and equitable society. Students through their learning journey learn how unacceptable sheer profit motive is to society. For eg. Year Commerce Market Day encourages the exploration and adoption of the triple bottom line within their business plan. Year 11 Business Studies has Hypothetical Business Plans formulated by students that must include business practice that returns financial, societal and environmental benefits back to the world.

The teaching of Geography at St. Spyridon College aims to have students understand the ever precious and at risk relationship they have with their local and global environment. It is a rich and complex discipline that

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encompasses both the natural and built environment overarched by humanity. The study of Geography challenges students to explore and act to protect this fragile balance. Students learn to question why the world is the way it is, reflect on their relationships with and responsibilities for the world and propose actions designed to shape a socially just and sustainable future. Much of the learning journey is inquiry based which enables students to become active, responsible and informed citizens able to evaluate the opinions of others and express their own ideas and arguments. This forms a basis for active participation in community life, a commitment to sustainability, the creation of a just society, and the promotion of intercultural understanding and lifelong learning. The skills and capabilities developed through geographical study can be applied to further education, work and everyday life. Through an inquiry approach students explain patterns, evaluate consequences and contribute to the management of places and environments in an increasingly complex world. This process enables them to apply inquiry skills including: asking distinctively geographical questions; planning an inquiry and evaluating information; processing, analysing and interpreting that information; reaching conclusions based on evidence and logical reasoning; evaluating and communicating their findings; and reflecting on their inquiry and responding, through action, to what they have learned.

Engagement in fieldwork and the use of other tools including mapping and spatial technologies are fundamental to geographical inquiry.

The teaching of Economics at St. Spyridon College aims to have students understand that economic decisions have a crucial influence on the quality of life experienced by people throughout the world. The study of economics can help individuals, groups and societies make choices that assist them to improve their quality of life. Australia is not an isolated entity within the world. Globalisation has seen students growing up in a global market that will impact on them financially, legally, culturally and in regards to their employment. The content, skills and values taught place students of economics to be able to comprehend the background and implications of contemporary economic issues, discuss appropriate policies to solve economic problems and issues, understand what a change in interest rates, share values or the value of the Australian dollar means to individuals and the economy, identify fluctuations in the global and Australian economies and their likely effects on business, understand reasons for changes in employment patterns and identify, using economic thinking, appropriate strategies to protect the natural environment.

SPORT 6. Continue to enhance the quality of learning and engagement for each cohort and individual student through practice that incorporates evidence-based initiatives.

The College has subscribed to using an electronic platform known as HUDL which allows for video analysis of sports performance. This platform was adopted as a trial for the boys basketball Saturday sport summer season 2019 – 2020, and provided an opportunity to explore evidence based sports performance benefits of technology. This programme gave the team the opportunity to watch recorded video of competitive games and training, with analysis and breakdown of the performance compiled by the external provider. This visual learning tool assisted with game strategy development and tactical development. Additionally this program provided an evidence based approach to designing effective training sessions based on game statistics which highlighted strengths and weaknesses of each individual and the team. Providing a visual learning environment post game with objective performance measures assisted in improving individual performance outcomes and highlighted key moments in contests that could help the team improve in subsequent competitive games

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Identify existing multidisciplinary practices and implement programs that enhance students' capacity for complex thought.

PDHPE 7. Identify existing multidisciplinary practices and implement programs that enhance students’ capacity for complex thought Year 11 PDHPE Core 2: The Body in Motion is the second compulsory module for Preliminary PDHPE and helps set the foundation knowledge for Factors Affecting Performance and Improving Performance in HSC PDHPE. The Body in Motion “examines the scientific foundations of human movement.” This core sees an integration of Scientific and Mathematical concepts. The study of Biomechanics in Year 11 PDHPE incorporates a detailed analysis of sport movements in order to minimise the risk of injury and improve sports performance. Sport and exercise biomechanics encompasses the area of science concerned with the analysis of the mechanics of human movement. It refers to the description, detailed analysis and assessment of human movement during sport activities. Sport biomechanics is the science of explaining how and why the human body moves in the way that it does. In sport and exercise, that definition is often extended to also consider the interaction between the performer and their equipment and environment.

There are 3 critical questions that students need to be able to answer: How do the musculoskeletal and cardiorespiratory systems of the body influence and respond to movement?

What is the relationship between physical fitness, training and movement efficiency?

How do biomechanical principles influence movement?

9 Highlight the ways the study of Humanities develops critical thinking and ethical conduct at St Spyridon College As children grow and develop they become increasingly aware of the importance of leading a healthy lifestyle.

PDHPE teaches children how to make healthy lifestyle choices and ultimately help them experience positive relationships, improved quality of life and less illness. Through helping students identify and promote the principles of diversity and social justice and supportive environments, PDHPE equips communities to encourage better health for all. It encourages students to develop critical thinking but above all ethical and moral conduct when making decisions with regards to health. It emphasises informed decision making leading to effective and responsible action. It encourages an understanding and valuing of self and others. PDHPE aims to develop each student’s knowledge and understanding, skills and values and attitudes needed to lead healthy, active and fulfilling lives. By doing so students are encouraged to adopt a responsible and productive role in society.

MUSIC 6. Continue to enhance the quality of learning and engagement for each cohort and individual student through practice that incorporates evidence-based initiatives.

The Stage 4 (Year 7) Music course was updated, to better reflect the rationale of Stage 4 for beginner musicians. It incorporates a more practical music experience with regard to performance and composition.

Students use listening experience to inform the performance and composition in an approach incorporating elements of Music Educators, Carl Orff, Kodaly and Dalcroze, with a focus on learning through doing.

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THEME 11: INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

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RESPECT AND RESPONSIBILITY INITIATIVES 2019 St Spyridon College is committed to a values-rich education which is predicated on developing in students respect for every human person.

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

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

2.

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

3.

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

4.

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

5.

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

6.

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

7.

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

8.

9.

We accept the value of hierarchy and the need to conform to rules. We see these as fundamental to the proper functioning of our College; and We respond to the difficulties of life with patience, dignity and faith, never fearing to start again;

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

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JUNIOR SCHOOL RESPECT AND RESPONSIBILITY INITIATIVES We believe that as Orthodox Christians we have a responsibility to 

love and respect all people



protect and sustain the natural environment and all living things

The programs of the Junior School centre around our Orthodox values, cross curricular priorities and general capabilities and, are embedded in our units of work. In this report we wish to share with you two initiatives that we are extremely proud of.

FUTSAL GALA DAY To further develop the Australian identity and to celebrate what unites us as Primary School students, our Sports coordinator Mrs Diavatiotis hosted a Futsal Gala Day for interested Independent Schools. 20 teams entered from 11 different schools including girls and boys teams. Not only was the tournament filled with impressive group performances and healthy competition but also, great community spirit and camaraderie amongst the children.

As part of our commitment to Live, Life Well at School initiative, the Junior School has planted small herb and veggie gardens with particular grades. This year, thanks to our Kipos coordinators, Mrs Alaydrus and Mrs Anastasopoulos, we secured an Environmental Grant of $3000 from Randwick Council. The Junior School students contributed their ideas to the project and the teachers created the submission. After testing what grows and how well it grows, the Junior School will work with parents and interested community members to bring to life a sustainable garden for children from K – 6 to enjoy in 2020.

Mrs Alaydrus and Mrs Anastasopoulos received an Environmental Grant of $3000 from Randwick Council.

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SENIOR SCHOOL RESPECT AND RESPONSIBILITY INITIATIVES Student Principle 7: We believe in the sacredness of human life and the dignity of every human person RESPECT AND UNDERSTANDING DAY Twenty-six Year 9’s from our School along with students from Galstaun College, Moriah College, St Pauls College, Australian Islamic College, Stella Maris College and AIA Kellyville, representing the Jewish, Catholic and Muslim faiths joined together for the annual Respect, Understanding and Acceptance Day (RUA). In previous years this day was held at the Jewish Museum. This year our College was the venue and we were the hosts.

It was an exciting, jam packed day filled with a variety of activities. Mixed groups were created at the onset, consisting of representatives from each of the seven participating schools. This gave everyone the opportunity to discuss and share ideas about our world and in the process learn about each other’s cultural and religious beliefs and values. Students enthusiastically mingled and made new friends while gaining a deeper appreciation of the diversity within our rich multicultural society and our schools.

Hosting RUA day also enabled our students to take visiting students and their teachers on a tour of the school pointing out features that highlight our values and beliefs. Thanks to our Year 9 Food Technology students and their teachers Ms Yiannaros and Mrs Grillakis (Curriculum Leader), our guest enjoyed lenten koulourakia and fanouropita muffins while also learning a little about our religious practises at this time of year.

Some of the key messages taken away from this day included: RACISM is a destructive force that needs to be addressed and diminished, and that difference should not be feared, instead it should be respected, understood, accepted and celebrated. The world and our immediate society are made up of a plethora of groups. Sometimes as a result of ignorance and stereotypical views, confusion and false ideas are formed.

However, when students from different backgrounds are given the opportunity to interact and on days such as this, they realise that they have many similarities and shared beliefs, and this unite them.

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THEME 12: STUDENT VOICES PARENT VOICES TEACHER VOICES

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Introduction In 2019, the Board of Governors commissioned an independent, confidential 'experience' survey of all school parents (K – 12), staff and students (Years 6 to 12) as part of our commitment to continually monitor and improve the quality of education we provide to our students.

This information provided the College with important research-based information for the operational and strategic plans and continual improvement program.

A total of 281 parents, 349 students and 50 staff completed the survey.

The surveys were extensive and covered in excess of 300 aspects in relation to education at the College.

Meeting & Exceeding Expectations – Parents, Staff & Students A key measure for the College is to monitor the level that school stakeholder's expectations are being met across key reasons for choosing a school.

Parents The chart below shows the percentage of St Spyridon's parents who noted their expectations were met/exceeded in key areas of school choice.

For example, in relation to the quality of teaching, noted by parents as being the most important area for choosing a school, 80% of parents noted their expectations were met/exceeded.

In the top three reasons for choosing the School, the percentage of parents noting their expectations were met/exceeded are: 1. 80% of parents’ expectations were met or exceeded in relation to the quality of teaching 2. 81% of parents’ expectations were met or exceeded in relation to the focus on student wellbeing, providing a safe and caring environment 3. 88% of parents’ expectations were met or exceeded in relation to the academic standards

Educational & Financial Reporting\NESA Annual Report 2018

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2019 St Spyridon College Parents - Expectations Met/Exceeded - Top 10 (n=281)

80%

81%

88%

88%

91%

92%

Quality of teaching

Focus on student wellbeing, providing a safe and caring env.

Academic standards

Balanced education

The College’s values

The College’s reputation

93%

95%

92%

89%

Sense of HSC Results Leadership community of the College

NAPLAN Results

Expectations Met/Exceeded

Staff The chart below shows the percentage of St Spyridon's staff who noted their expectations were met/exceeded in key parent areas of school choice.

In the top three reasons for choosing the School, the percentage of staff noting their expectations were met/exceeded are: 1. 100% of staffs' expectations were met or exceeded in relation to the quality of teaching 2. 94% of staffs’ expectations were met or exceeded in relation to the focus on student wellbeing, providing a safe and caring environment 3. 100% of staffs’ expectations were met or exceeded in relation to the academic standards

2019 St Spyridon College Staff - Expectations Met/Exceeded - Top 10 (n=50)

100%

94%

100%

96%

100%

100%

Quality of teaching

Focus on student wellbeing, providing a safe and caring env.

Academic standards

Balanced education

The College’s values

The College’s reputation

MMG Q2a 01/20

100%

100%

98%

Sense of HSC Results Leadership community of the College

Expectations Met/Exceeded

Students The chart below shows the percentage of St Spyridon's Senior School students who noted their expectations were met/exceeded in key parent areas of school choice.

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98%

NAPLAN Results

In the top three reasons for choosing the School, the percentage of student noting their expectations were met/exceeded are: 1. 88% of students' expectations were met or exceeded in relation to the quality of teaching 2. 86% of students’ expectations were met or exceeded in relation to the focus on student wellbeing, providing a safe and caring environment 3. 96% of students’ expectations were met or exceeded in relation to the academic standards

2019 St Spyridon College Senior School Students - Expectations Met/Exceeded Top 10 (n=308)

88%

86%

96%

94%

97%

93%

Quality of teaching

Focus on student wellbeing, providing a safe and caring env.

Academic standards

Balanced education

The College’s values

The College’s reputation

MMG Q2 01/20

93%

97%

94%

Sense of HSC Results Leadership community of the College

Expectations Met/Exceeded

Open Responses Parents, staff and students were asked to provide open responses to the most valued aspects of St Spyridon College. The most frequently nominated aspects are: Parents 2019 St Spyridon Parents What do you value most about your association with the School?

Top 5 School community Greek culture/Orthodox tradition Safe and caring environment Excellent teaching staff Orthodox tradition

Overall educational experience

Staff

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94%

NAPLAN Results

2019 St Spyridon Staff What do you value most about your association with the School?

Top 5 College Leadership College community Orthodox & Hellenistic values

Education provided to students Support provided to staff

Students 2019 St Spyridon Students What do you value most about your association with the School?

Top 5 Excellent teaching staff Friendships made Sport School community Overall educational experience

Parent extracts in relation to what they valued about the College The professionalism and enthusiasm of the teachers and other school employees, my child making progress and loving the school, a nice welcoming atmosphere. A huge ‘thank you’ to all the staff for the hard work you do!

Being part of an inclusive, safe learning school community with student's having social skills, respect, empathy, and reaching their own full potential.

The connection to our Greek heritage and faith. Knowing that my children are in safe hands with their teachers.

In general, there is a wonderful sense of community. The cultural events bring the school together and enrich the student’s pride and connection to who they are. I also believe the school is lucky to have a great P&F who do so much to bring the school community together.

I’m also very appreciative for the Heads of our two colleges. They are always approachable, warm and nurturing towards the students but still enforcing discipline.

I can see how much love and dedication the whole school community has towards the college. It’s a place that I am sure my children will grow and develop into great human beings.

There seems a great sense of community. I have been incredibly impressed by office staff they have been kind, and helpful - a fair deal more than other schools that I have dealt with. I am grateful for their support and approachability

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The sense of belonging my son has experienced and a heightened awareness of our faith.

The academic challenges he has risen to that have been set by his very good teachers.

I am proud of the Greek culture and traditions that my daughter has been involved with.

Also, I am happy with the learning, leadership and community opportunities that she had embraced during her time at the college.

We have been greeted with the utmost respect during our Junior years at the school and would highly recommend.

The sense of belonging my son has experienced and a heightened awareness of our faith.

The academic challenges he has risen to that have been set by his very good teachers.

That they are a Greek Orthodox School and this allows 2nd, 3rd and 4th generation kids born in Australia to have ties back to Greece by learning the culture, the language, the dancing and the religion.

Students are well educated, staffs and parents are friendly, together provide a good environment to all students.

The sense of belonging my son has experienced and a heightened awareness of our faith.

The academic challenges he has risen to that have been set by his very good teachers.

Staff extracts in relation to what they valued about the College I value the sense of family and community the College provides its students. I value the fact that our students are nurtured and leave us ready in mind, body and soul to take on the world in which we live in. I value the strong connection to faith which is supported by events in our Orthodox church and events such as the Parish Pilgrimage to Greece.

I value the way the College acknowledges the work we provide to our Leaders of the College, as we always get praised and said a "thank you" at the end of the day. This really makes a difference when leaving work after a very long, sometimes stressful day. This is why i love working here.

Everything. I am proud to be employed by the College as it is an excellent school with vision and leadership. The Parish is also very caring and supportive.

That I work for a school that values education but also values the development of the whole person. I genuinely feel that our school places so much value on the academic, cultural, spiritual and pastoral development of all our students. I feel that our leadership team is incredibly fair- both to staff and students. They value their staff and are incredibly supportive.

The education of my children and the friendships they had made. The sense of community and friendships. Overall my work experience has been positive.

Student extracts in relation to what they valued about the College I value all lessons, subjects and sport. I love sport and having a variety to play for makes me satisfied.

How close everyone is at the collage / the respect of the students / the respect of the student to the teachers / the respect of the teachers towards the students. that we are surrounded by Christians and warm hearted people! Greek means a lot to me, the culture language and everything about, I love being Greek and sharing my culture with

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everyone else around me! being Greek leaves me a good reputation because the Greeks are humble and kind!

Becoming a family, with the Greek community as a whole, and being able to meet new people. Being given the opportunity to know the importance of helping people in need, as well as going out and helping people in need, and raising funds for valuable causes. / Being given an opportunity to flourish in subjects and improve overall. Given great education, from teachers who show that they care about the future leaders.

I value most the unique bond which this small community allows for between teachers and students. Teachers and students are able to work very effectively together and a sense of care and a high work ethic is evident amongst all teachers. I value also the emphasis placed on cultural values which are very important and must be instilled in all members of the college.

The connection with the faith, the integrity and dedication of the teachers, the sense of school pride.

I value the strong Greek orthodox program in the college. It has provided me with many morals and values that will assist me in the future as well as the academic program.

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STUDENT VOICES Name: Mark Grillakis Number of years at St Spyridon College: 13 years.

Previous Leadership roles: Throughout the duration of my schooling career here at St Spyridon, I have had the privilege of occupying various leadership roles. These include being a 3 times Student Representative Council (SRC) member, Peer Support Leader and Prefect.

Subjects I am currently studying: English Advanced, Modern History, Ancient History, Legal Studies and Business Studies.

Hobbies: My hobbies comprise of boxing and kickboxing as they teach me self-defense and discipline.

Furthermore, I possess an interest in automotives, along with reading.

My Future Aspirations: Upon completing my secondary education, I wish to continue my studies at University, with the aim of attaining a career in Security and Intelligence.

My role models: I am fortunate to have an array of role models in my life, which consist of my grandparents, relatives and teachers alike. However, my predominate role models are my parents in addition to my patron Saint Mark the Evangelist.

Favorite quote: "Hard work beats talent when talent fails to work hard"- Kevin Durant.

My proudest moment: Every moment has been a highlight here at St Spyridon. My proudest moment however, is being appointed a Prefect. It is a humbling experience to be able to make a positive impact not only within the school context but in the broader community, endeavoring to embody and promote the values and principles parallel and synonymous with St Spyridon College.

One Student Principle that is most meaningful to me and why: Student Principle 3: “Working together to achieve a school community whose distinguishing characteristics are those of friendship, compassion and decency�.

I believe that this is of great significance to St Spyridon College and is a fundamental principal that greatly influences the operations and values promoted within the school environment.

The respected student principle endeavours to illustrate to the school community the importance of unity in achieving an environment in which the goals, objectives visions and ideals of members of our college are accommodated for and realized. However, this can only be achieved if the school community of St Spyridon College is one defined by virtues of friendship, compassion and decency, which are also primary virtues in the Greek Orthodox faith, a faith in which our school is situated around. Hence, by following the features of this student principle, we are compelled to exercise these values in everyday life to achieve a common goal, to excel in all aspects and outlets; mind, body and soul, but also to achieve spiritual completion, and implementing this student principle enables us to come closer to God.

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PARENTS AND FRIENDS

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THEME 13: SUMMARY FINANCIAL INFORMATION

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THEME 14: PUBLICATION REQUIREMENTS

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

The College will maintain the relevant data and will comply with reporting requirements of the New South Wales Minister for Education, Science and Training. This reporting will include public disclosure on the school’s website of the educational and financial performance measures and policies of the school by the 30th June of the following year.

Procedures for Preparation of Annual Reports The Head of College with the Executive Team is responsible for co-ordinating the final preparation and distribution of the annual report to NSW Education Standards Authority (NESA), Teaching and Educational Standards (NESATES) 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 NESA



Setting the annual schedule for: o

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

o

Preparation of the report and presentation to the Board of Directors

o

Preparation and Publication of the Report

o

Distribution of the report to NSW Education Standards Authority (NESA), Teaching and Educational Standards (NESATES) and other stakeholders

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

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Requests for additional data from the NSW Minister for Education and Training The Head of College is responsible for coordinating the school’s response to any requests from the Minister for additional data. The Head of College is responsible for ensuring it is provided to NSW Education Standards Authority (NESA), Teaching and Educational Standards (NESATES) in an appropriate electronic form.

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

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