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ST SPYRIDON COLLEGE

Annual Report 2012

Educational & Financial Reporting To The NSW Board of Studies

June 2013


Mission Statement “We promote educational excellence within a caring environment”

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

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

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

Developing the whole Person – Mind, Body and Soul

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

-

Rich and diverse educational experiences that aim for

excellence and demand best effort Goal 2

-

A Passport to Global Citizenship for students

Goal 3

-

Teachers of excellence

Goal 4

-

Strong and dynamic parent partnerships

Goal 5

-

College Reputation as a Centre of Excellence

Goal 6

-

A safe environment based on sound policies and procedures

Goal 7

-

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

The Pursuit of Excellence in all things

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Educational and Financial Reporting Policy Statement St Spyridon College will meet the educational and financial reporting requirements as laid out in the Registered and Accredited Individual non-Government Schools (NSW) manual. The College will maintain the relevant data and will comply with reporting requirements of the New South Wales Minister for Education, Science and Training. This reporting will include public disclosure on the school’s website of the educational and financial performance measures and policies of the school by the 30th June of the following year.

Procedures for Preparation of Annual Reports The Head of College with the Executive Team is responsible for co-ordinating the final preparation and distribution of the annual report to the Board of Studies and other stakeholders including parents and the community as required. The Parish President, with the Parish Executive Officer is responsible for the section on Financial Reporting. The Head of College will establish and chair the St. Spyridon College Educational and Financial Reporting Committee. Its Terms of Reference will include: •

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

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

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

Setting the annual schedule for: o

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

o

Preparation of the report and presentation to the College Board of Governors

o

Preparation and Publication of the Report

o

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

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

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Requests for additional data from the NSW Minister for Education and Training The Head of College is responsible for coordinating the school’s response to any requests from the Minister for additional data. The Head of College is responsible for ensuring it is provided to the Board of Studies 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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Contents SCHOOL POLICY ON EDUCATION AND FINANCIAL REPORTING

SECTION 1: INTRODUCTION A message from the Chairman of the Board of Governors ............................... 3 A message from our Head of College ........................................................ 4 About our College ............................................................................... 7 SECTION 2: ABOUT OUR STUDENTS Student Outcomes in Standardised National and Literacy Numeracy Testing ....... 15 Student Performance in State-wide Tests and Examinations ........................... 17 Senior Secondary Outcomes ................................................................... 18 Student Attendance ............................................................................ 18 Student Retention of Year 10 to Year 12 ................................................... 19 Post School Destinations ....................................................................... 19 SECTION 3: OUR EDUCATORS Professional Learning ........................................................................... 25 Teaching Standards ............................................................................ 27 Teacher Attendance and Retention Rates K – 12 .......................................... 27 Workforce Composition ........................................................................ 27 SECTION 4: ENROLMENT POLICIES AND CHARACTERISTICS OF THE STUDENT BODY Enrolment Policies .............................................................................. 31 Characteristics of Student Body .............................................................. 32 SECTION 5: SCHOOL POLICIES School Policies, Changes and Access ......................................................... 35 SECTION 6: SCHOOL DETERMINED IMPROVEMENT TARGETS The Seven Strategic Goals ..................................................................... 41 Targets for 2012 ................................................................................. 42 Targets for 2013 ................................................................................. 46 SECTION 7: STUDENT, PARENT AND TEACHER VOICES Student Voices ................................................................................... 49 Parent Voices .................................................................................... 50 Teacher Voices .................................................................................. 51 SECTION 8:

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SUMMARY FINANCIAL INFORMATION ................................................................................55

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SECTION 1: INTRODUCTION A message from the Chairman, Board of Governors A message from the Head of College About our College

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A message from the Chairman of the Board of Governors When I reflect on my school years, my most vivid recollections are not of studying, or exams, or stress, or of high expectations, or of the anticipation of what my future may bring – even though they were the things that most preoccupied my mind at that time. I believe that of more importance than all those things, are the events that help to mould students as human beings; and more importantly as Orthodox Christians. Even though studying, exams and academic results often appear to be the most important and absorbing part of their school years, in fact, it is the whole journey that helps to mould them into the people that they will become. Our mission at St Spyridon College has always been and will continue to be, to help develop young students into well rounded, balanced and responsible young adults with sound principles and values. To quote “Developing the whole person – mind, body and soul”. St Spyridon College students are nurtured in an environment that provides not only academic education, but also the tools to help them through their life based on our Orthodox faith and traditional Hellenic ideals. We hope they continue to embrace these things, as they will keep them in good stead for their journey throughout life, whatever challenges they may face. St Spyridon College is an ever evolving institution and is the major mission of our Parish. Perhaps most impressively, present and future generations of students will benefit from the Sports and Performing Art Centre at the Senior School Campus. But school buildings are nothing without the people that fill them... students, teachers, administrators, parents and volunteers.

In context of our upcoming 30 year Anniversary, we

acknowledge our founding Principal, Mrs Mary Hamer, who has been here since the beginning of these College 30 years. We are proud that we had the opportunity for her to be appropriately recognised by His Eminence by dedicating the Junior School Quadrangle in her honour. It is people like Mrs Hamer who help make our vision possible.

Mr Elia Economou Chairman, Board of Governors

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A Message from the Head of College The reputation of this College is founded on the work of outstanding teachers. Our teachers, are an asset to their chosen profession- for their qualifications and expertise, their passion for the education of young people and their sheer hard work, in and beyond the classroom. They set high expectations for students and assist them to reach for the stars. They inspire them to take risks and embrace challenge; They model honourable conduct and dedication to duty. Beyond leading students to excellence in academics, Pastoral Care and Student in Leaders, Sports and the Arts, our teachers contribute to students’ sensitivity and understanding; strengthen students’ capacity to engage with complex issues affecting this nation and this planet; and inspire them to act with conviction to build a more just and compassionate world. We have much to celebrate; much to be grateful for. But what makes us the happiest, is when we see our students growing into decent, responsible people of conscience, and compassion; When we see you being kind and loving to each other; when we see older students helping the younger ones; when you put your hand up to do the next useful thing for friends, family and your College. In its 29 year history and over the last ten years in particular, the College has developed an impressive Scholarships and Awards scheme that gives recognition to students across all areas of endeavour with many categories of Awards. The Athena Pallas Awards are named after the Greek goddess of wisdom for the study of the literary arts in English and Modern Greek. Dr Thomas Savoulis; the Australian Archaeological Institute at Athens of the University of Sydney; and the Beirut Hellenic Bank have sponsored these Awards for a number of years. Today we are happy to announce that the Pan-Arcadian Association Foundation has generously enabled us to significantly expand the number of Awards in this category and to reward the study of Classical Greek. The Pythagoras Awards for the study of Mathematics are kindly sponsored by the Lianos family and the Beirut Hellenic Bank. Mr Michael Stavropoulos and his family together with the Delphi Bank, previously the Bank of Cyprus, are the proud sponsors of the Archimedes Awards for the study of the Sciences. Our Ladies Auxiliary Committee, has from the very beginning, sponsored the expansion of our College facilities and programs. We thank them for their hard work over many years. Most recently the committee has sponsored the Xenios Award for the study of Hospitality. I think we would all agree that this group of Ladies is the most appropriate body to make such a presentation. The Agora Award is another recent category and is given for high achievement in Business Studies. As historians would know, the Agora was the heartland of a Greek city’s commercial, political, and cultural life. We thank Mr Nick Simitzis for sponsoring this Award.

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The Cyprus Hellene Club is for the first time this year, sponsoring a new and much appreciated category of Herodotus Awards for the study of History. The Phidias Award for the study of Visual Arts, is another first in 2012. Phidias was born 500BCE and is one of the greatest artists the world has ever seen. He was responsible for the artistic work on the Parthenon and his work has had a profound impact on art from Roman to modern times. His statue of Zeus at Olympia was one of the Seven Wonders of the Ancient World. We thank the Tsaconas family for this welcome new prize. Mrs Evangelinides –Brown, is the sponsor of the Orthodox Studies Award, in memory of your parents, the Very Reverend Father Evangelinides and Presvitera Lefkothea Evangelinides. We thank the AHEPA New South Wales organisation, for sponsoring the inaugural ΑΡΙΣΤΕΥΕΙΝ Awards for First in Place in Years 7 to 11. We also acknowledge AHEPA’s offer of the ΑΡΙΣΤΕΥΕΙΝ Distinction Scholarship to a continuing Year 6 student, to the amount of $1000 as well as the Athena Pallas Award for Reading in English. We thank the Minister for School Education, Early Childhood and Youth, the Hon. Peter Garrett for his offer of a Prize for Excellence in Music. It is a measure of the high regard in which this College and its students are held, that so many individuals, Institutions and businesses have come forward to provide financial support for these Awards. We commend all our Performing Arts teachers K-12 for the spectacular performances in “A Time to Shine” and the Senior School Showcase, and Junior School and the performance of the Greek tragedy “Hecuba” and the Aulea Production of the “Greedy One” with a cast of Alumni and present students. Educators cannot do their work alone. We cannot clap with one hand. Parents are our greatest allies in the education of our students. We thank our parents for the moral and material support for teachers’ work. Mrs Anna Stamoulis and the P&F Committee, is warmly acknowledged for promoting the good name of the College as outstanding College Ambassadors-for bringing us together for so many spectacular eventsespecially for the Spring Fair this year. The $40,000 raised by our hard working P&F will be used to renovate and improve the Junior School playground as well as to purchase new computers in 2013. The Parish President Mrs Sue Mayson and the members of the Parish Council; the Board Chairman and members of the Board of Governors, are warmly acknowledged as guardians of the school’s Ethos and Mission. We thank the Parish Staff for their unstinting support of the work of our College. We thank Father Steven Scoutas and Father Sotiri Drapaniotis for their spiritual guidance, for your prayers and the class liturgies that have been such an important addition to our Orthodox Studies program.

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We commend the Prefects of 2012 for their exemplary leadership to the student body. We thank our College and Sports Captain, Kostandino Baratsas, the Vice-Captain Demi Flokis, and Senior Prefect Marielle Pizanis, for their excellent work in promoting the good name of the College. The Girls Sports Captain, Erin Criticos is also warmly acknowledged. We congratulate our 2012 Junior School Captains Nicholas Kollias and Maree Nikitopoulos and Vice Captains Joanna Skouteris and Dean Albanakis for their outstanding representation of our school at all levels. I wish to thank Mrs Amelia Katsogiannis for her strong leadership, her intellect, her staunch dedication to duty and her insistence on the highest standards of conduct- from all of us, and from herself first. We thank Mrs Synesios for her hard work, her integrity, and professionalism as Deputy Principal of our Junior School. On the 20th September, Mrs Hamer was recognised by His Eminence Archbishop Stylianos and the Parish of St Spyridon as founding Principal, naming the Mary (Rayias) Hamer Quadrangle in her honour. It is rare in today’s world to find a Principal who has given 30 years of sustained leadership to the education of young people. Earlier this year, Mrs Hamer was also recognised by the Australian Hellenic Educators’ for Promoting Greek Language and Culture.

Mrs E. Stefanou-Haag Head of College

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About our College Developing the whole person mind body and soul At St. Spyridon College, we educate our students to take their place in a rapidly changing world with confidence and success. We endeavour to develop the whole person- strong in mind, healthy in body, endowed with love, faith and compassion, able to make a conscious and positive contribution to the well being of the whole community. Academic performance is strong, with over 90% of Year 12 students continuing to Tertiary studies on completion of the HSC. To maximise HSC and ATAR results, the College offers scholarships for University Entrance, Junior School Dux, ACER scholarships for Year 7 and Year 10 entrance, as well as special programs, such as the HSC Winter Elevate and the Preparing for the Preliminary and HSC Courses. An excellent range of subjects provides access to three learning pathways: From school to University, from school to TAFE, from school to work. The Junior School has a strong Literacy focus, using the Spalding Multisensory Language and Literacy program. The Preparatory Middle School, leads to successful transition to Senior School studies. As an IPSHA and HICES member school, we participate in Music festivals, sporting competitions, leadership and other state-wide cultural activities. Extensive co-curricular programs incorporate sports, the performing, spoken and visual arts. As a member of the Independent Sporting Association (ISA), St Spyridon offers students opportunities to compete at an elite sporting level. We are proud that St Spyridon students have represented the ISA, the State and Australia, in futsal, basketball, netball, gymnastics and swimming. Based on two campuses, the College offers technology-rich environments and purpose-built facilities for Visual Arts, Hospitality, Information Communications and Technology (ICT), Woodwork, the Sciences, Music, Drama and Sports. The new Sports and Performing Arts Centre is a wonderful addition to our facilities. Building Leadership Capacity in every student is the aim of our Pastoral Care program. The four pillars of 21st Education-learning to know, learning to do, learning to be, learning to live together, are strengthened by the cornerstone of learning to love. Our students’ community action takes them from hospices to soup-kitchens, where they develop sensitivity, conscience and a sense of responsibility for others. They engage with global issues and contribute enthusiastically to environmental and humanitarian aid programs. They participate in state, national and international youth forums, where they learn from and contribute to debate on current issues.

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

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

Education’s Higher Purpose The purpose of schooling is to prepare students to manage futures that, due to rapid technological and social advances, we can neither pre-empt nor predict. At St. Spyridon College, we do this by encouraging students to excel in all that they attempt. We provide an education that is academically rigorous and challenging. We believe that a strong sense of identity and self-worth are the basis for managing the challenges of life with confidence and success. Our pastoral care instils values that inspire our students to make a positive contribution to their school and the wider community. The most distinctive aspect of Hellenic thought is the desire to solve the mysteries of the universe through a logical and innovative search for knowledge. As a Greek Orthodox school, we believe that we have a responsibility to promote the concept of a Thinking School. We give our students every support to fulfil their potential in their Learning Journey K-12. Our programs explicitly address the four pillars of education as identified by the UNESCO International Report on Education for the 21st century, “Learning; the Treasure Within’: Learning to Know; Learning to Do; Learning to Live Together; and Learning to Be It is these four pillars that in turn support what we believe is the essential platform for a fulfilling life and the ultimate purpose of our endeavours here at St. Spyridon College – Learning to Love. Students need to have a sense of belonging in order to embark on an “inner voyage” where they develop faith, resilience, sense of purpose and responsibility. In partnership with parents, we endeavour to make their journey both challenging and joyous.

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Affiliations and Memberships 1.

Independent Schools Council of Australia (ISCA)

The Independent Schools Council of Australia (ISCA) represents the interests of the independent school sector on a national basis such as in relation to Commonwealth funding and representation on national policy making bodies. Its eight Member State and Territory Associations of Independent Schools represent a sector with 1,007 schools and 441,455 full-time equivalent (FTE) students, 13 percent of all school enrolments in Australia. Mrs Stefanou-Haag, Head of College, and Mrs Christina Tsaconas, Parish Executive Officer, are members of this prestigious National Council. 2.

The Association of Independent Schools of New South Wales

(AISNSW)

The AIS is the umbrella organisation which 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.

3.

Association of Heads of Independent Schools in Australia

(AHISA)

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

4.

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 Hamer, Principal Junior School is a member of HICES Primary Schools. Mrs Katsogiannis, Principal Senior School is a member of HICES Senior Schools. In 2012 Mrs Stefanou-Haag was also a member of the HICES Conference subcommittee. 5.

Independent Primary Schools Heads Association of Australia

(IPSHA)

Mrs Hamer is a member of IPSHA. This is a forum which 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 Deputies Group.

6.

Independent Sporting Association (ISA)

St Spyridon College is a full member of the ISA. Weekly competitive games are played on a Saturday. The ISA is a highly reputable a sporting body, made up of the following member schools:

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Full Member Schools: St. Pius X College

St. Paul’s Grammar

Chevalier College

St. Stanislaus College

Oxley College

Blue Mountains Grammar

SCECGS Redlands

St. Patrick’s College

St. Andrew’s Cathedral School

St. Spyridon College

Central Coast Grammar

St Augustine’s School

Associate Member Schools: All Saints Bathurst

Barker College

Kinross Wolaroi

Oakhill College

Scots Bathurst

Snowy Mountains Grammar

7.

All Suburbs Independent Schools Sports Association

(ASISSA)

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

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

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

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

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

• •

Highly qualified caring teachers committed to excellence. A rich Co-curricular Programme, offering a variety of competitive and House sports, creative and performing arts and thinking skills development.

Enterprise

Education

Programmes,

incorporating

critical

thinking,

problem-solving,

interpersonal and team skills. •

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

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

Interschool sporting competitions through ASISSA.

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

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

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

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

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

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

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

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

Highly qualified caring teachers committed to excellence.

Small class sizes.

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

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SECTION 2: ABOUT OUR STUDENTS i.

Student Outcomes in Standardised National and Literacy Numeracy Testing

ii.

Student Performance in State-wide Tests and Examinations

iii.

Record of School Achievement (RoSA)

iv.

Senior Secondary Outcomes

v.

Student Attendance

vi.

Student Retention of Year 10 to Year 12

vii.

Post School Destinations

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i.

Student Outcomes in Standardised National and Literacy Numeracy Testing NAPLAN Results 2012

Proportion of students in Years 3 and 5 achieving at or above the National Minimum Standard 2012 NAPLAN Test

Literacy (Overall)

Percentage of students at or above the National minimum standard Year 3 (46 students) Year 5 (48 students) School State-wide School State-wide 100

96

98

94

o

Reading

100

96

94

92

o

Writing

100

98

100

94

o

Spelling

100

96

100

96

o

Grammar & Punctuation

100

95

98

92

Numeracy (Overall)

100

96

100

95

o

Number, P&A

100

95

98

94

o

Measurement, Data, Space &

100

97

98

96

Geometry

Year 3: We are very pleased that: o

100% of Students in Year 3 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

98% of Students in Year 5 achieved at or above the National minimum standard in Literacy.

o

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

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Proportion of students in Years 7 and 9 achieving at or above the National Minimum Standard 2012 NAPLAN Test

Percentage of students at or above the National minimum standard School

Year 7

Year 9 State-wide

State-wide

School

96

95

95

93

Literacy o

Reading

o

Writing

98

92

95

81

o

Spelling

100

95

98

92

o

Grammar & Punctuation

98

97

95

92

Number Patterns and Algebra

100

96%

100

92

Measurement, Data, Space &

94

94

94

93

Numeracy o o

Geometry

Year 7: We are pleased that 98% of Students in Year 7 achieved at or above the National minimum standard in Literacy and that as individuals students showed significant growth in their achievement. We are pleased that 97% of Students in Year 7 achieved at or above the National minimum standard in Numeracy and that as individuals students showed significant growth in their achievement. Year 9 We are pleased that 96% of Students in Year 9 achieved at or above the National minimum standard in Literacy and that as individuals students showed significant growth in their achievement. We are very pleased that 100% of Students in Year 9 achieved at or above the National minimum standard in Numeracy and that as individuals students showed significant growth in their achievement. Further comparative information on these tests can be found on http://www.myschool.edu.au.

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ii.

Student Performance in State-wide Tests and Examinations Total Number of Students

HSC 2012

Performance Band achievement by number and %

School

Band 3-6

Band 1-2

State-wide

School

State-wide

Ancient History

13

100%

76%

0

24%

Biology

9

100%

90%

0

10%

Business Studies

19

100%

88%

0

12%

Chemistry

3

100%

90%

0

10%

Economics

8

100%

87%

0

13%

English (Standard)

15

100%

78%

0

22%

English (Advanced)

22

100%

99%

0

1%

English as a Second Language

2

100%

89%

0

11%

Food Technology

9

100%

90%

0

10%

Information Processes and Technology Legal Studies

7

100%

80%

0

20%

11

100%

87%

0

13%

General Mathematics

13

69%

80%

31%

20%

Mathematics

16

100%

90%

0

10%

Modern History

9

100%

89%

0

11%

Music

1

100%

98%

0

2%

Personal Dev. Health & P.E.

10

100%

85%

0

15%

Physics

6

84%

90%

17%

10%

Visual Arts

5

100%

98%

0

2%

Modern Greek Continuers

12

100%

99%

0

1%

Serbian Continuers

3

100%

100%

0

0

Hospitality Operations (VET)

3

100%

85%

0

15%

Information Technology (VET)

8

100%

79%

0

21%

Please note: Band 6 is the highest band and Band 1 the lowest

HSC

Performance Band achievement %

Total Number of Students School

Band 3 - 6 State-wide

Band 1 - 2 School State-wide

2012

38

98%

89%

2%

11%

2011

56

91%

89%

9%

11%

2010

47

96%

89%

4%

11%

2009

44

95%

87%

5%

13%

2008

61

96%

86%

4%

14%

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HSC 2012

Performance Band achievement by number and %

Total Number of Students

Band E4-E3 School State-wide

Band E1-E2 School State-wide

English Extension 1

7

71%

87%

29%

13%

English Extension 2

2

100%

78%

0

22%

Mathematics Extension 1

6

67%

85%

33%

15%

Mathematics Extension 2

1

100%

88%

0

12%

History Extension 1

3

67%

66%

33%

34%

Modern Greek Extension 1

2

100%

83%

0

17%

Please note: E4 is the highest band and E1 the lowest

iii. RoSA The formal Record of School Achievement credential was awarded by the Board of Studies to one student.

iv.

Senior Secondary Outcomes

100% of students attained their HSC. Information Technology (VET) and Hospitality Operations VET was offered at school. 11 out of 38 (29%) students studied these courses. In addition students were supported to undertake the following courses externally: One student studied Dance with an outside Tutor.

v.

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. The school follows up where written explanation of absence is not received from the parents. We are pleased to report that the daily attendance rate for students in 2012 was 95%. This was similar to the daily attendance rate in 2011. All absences have been explained.

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vi.

Year Level

Annual Attendance Rate %

Kindergarten

95%

Year 1

95%

Year 2

95%

Year 3

95%

Year 4

95%

Year 5

95%

Year 6

97%

Year 7

98%

Year 8

94%

Year 9

92%

Year 10

94%

Year 11

92%

Year 12

92%

Student Retention of Year 10 to Year 12

At St Spyridon College in 2012 there was a retention rate from Years 10 to 12 of 80%. This is consistent with previous years.

vii. Post School Destinations In 2012, 38 students sat for the Higher School Certificate Examinations (HSC) across 28 courses. There were also accelerant students from Year 11. They studied Modern Greek Continuers and Modern Greek Extension 1.

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Highlights include: 

97% of students have now begun Tertiary studies. Only one student not studying, working in family business.

86% of students now studying Undergraduate courses.

Out of 38 students, 51% results 80% and above in a given course.

Top 130 in the 2012 HSC Top Schools media lists.

Kathy Thimakis ATAR 97.05, UNSW AAA Scholarship, Professor Manuel Aroney Award, and University Scholarship recipient. Currently studying for Bachelor of Medical Science UNSW.

Stephanie Retsas recipient of 2012 UTS Science Scholarship. Currently studying Bachelor of Science/Bachelor of Arts in International Studies UTS.

Undergraduate Degree Destinations of HSC Class of 2012

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Destination by Course Type

Com merce/ Business Destination by Course name:

Arts/ Education

Bachelor of Medical Science UNSW Bachelor Computer Science and Technology USYD

Technology

Bachelor Applied Science (Speech Pathology) USYD Bachelor of Science/Arts International Studies UTS Bachelor of Science UTS Bachelor of Psychological Science ACU Bachelor of Commerce/Science UNSW Bachelor of Commerce UNSW

Science/Engineering

Bachelor of Commerce UMAC Bachelor of Economics UNSW Bachelor of Education/Arts USD Bachelor International Studies UNSW Bachelor of Interior Architecture UNSW Bachelor of Media (PR and Advertising) UNSW Bachelor of Business UTS Bachelor of Education Primary UTS Bachelor of Business and Commerce UWS Bachelor of Arts UNSW Bachelor of Arts ACU Bachelor of Arts Psychology ACU Bachelor of Arts UWS Bachelor of Arts Film and Screen production UND Bachelor of Engineering UNSW Bachelor of Engineering Civil UWOLL Bachelor of Engineering ICT UTS Bachelor of ICT UWS

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SECTION 3: OUR EDUCATORS i.

Professional Learning

ii.

Teaching Standards

iii.

Teacher Attendance and Retention Rates K – 12

iv.

Workforce Composition

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Reporting Area 4: Details of all teaching staff

i.

Professional Learning Participating Summary of Professional Learning

Teams and

2012

Individuals

Strategic Planning Targets 2012

K-12

Mandated Policies and Teacher Responsibilities

K-12

CPR-Mandated Training

K–6

Workplace Health and Safety

K – 12

Child Protection-Mandated Training

7 - 12

Executive Leadership

4

Australian Curriculum (ACARA)

3

HSC, SC Marker, Judge, Examiner in Modern Greek, Serbian, PDHPE, Chemistry, English, Mathematics, IPT, Music

9

Information Computers & Technology (ICT)

3

Teacher / Librarian

1

Student with Special Needs

K-6

Mathematics

8

Performing Arts

2

Science and Technology

4

Human Society in its Environment

4

Gifted & Talented and Differentiation

3

Literacy, Literature & Technology

13

New Scheme Teachers

1

Languages other than English

2

Pastoral Care & Student Leadership

30

Sports

3

The average expenditure on professional learning in 2012 was $1100 per Teacher.

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PROFESSIONAL ORGANISATIONS TO WHICH EDUCATORS BELONG AHISA Australian Head of Independent Schools in Australia ASCD Association of Supervision and Curriculum Development ASR Association of Studies of Religion ATESOL Teachers of English as a Second Language ACHPER Aust. Council of Health, PE & Recreation Art Gallery of NSW 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 History Teachers’ Association HICES Heads of Independent Coeducational Schools HICES Junior School Heads of Independent Co-educational Schools ICTENSW Information Communication Technology Educators of NSW 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 Teacher Association MANSW Mathematics Association of NSW Australian Hellenic Educator’s Association NSW Institute of Teachers Peer Support Foundation Primary English Teacher’s Association SPELD Specific Learning Difficulties STANSW Science Teachers Association VADEA Visual Arts and Design Educators Association Australian Association of Special Education Inc.

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ii.

Teaching Standards Category

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

Junior School

Number of Teachers Senior Total K – 12 School

25

31

56

0

2

2

0

0

0

of Overseas Skills Recognition (AEI-NOOSR) guidelines. Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications. Teachers who do not have qualifications as described in (i) and/or (ii) above but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context.

iii. Teacher Attendance and Retention Rates K - 12 •

In 2012 the average daily staff attendance rate was 97%.

The proportion of staff retained from 2011 is approximately 97%.

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

iv.

Workforce Composition

The school’s workforce presents a rich diversity of qualifications, experience and expertise. Educators are united in their professionalism and commitment to quality outcomes for students and the provision of a safe, pleasant, teaching, learning and working environment. The high level of teacher attendance and retention is one indication of this.

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SECTION 4: ENROLMENT POLICIES AND CHARACTERISTICS OF THE STUDENT BODY

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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 clergy of canonical Orthodox Churches, of Parish Executive, members of staff, as well as benefactors’ children & grandchildren (identified by a confirmation letter from the Parish). Entry into St Spyridon College is based on an assessment or academic entrance examination and interview with the Principal. A student’s track record including academic performance, attendance, behaviour and general conduct will also be considered.

1.

Kindergarten to Year 12 Entry

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

Oral communication skills

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

Fine motor skills / physical development

Social behaviours, interaction skills and emotional maturity

Information from Reports/Portfolio profiles from pre-entry institutions

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

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

2.

Kindergarten Cut-off dates

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

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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.

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.

Characteristics of Student Body St Spyridon students come from 20 different cultural backgrounds. Over 40% of St Spyridon families live further than 5 kilometres away from the school. International students add to this rich tapestry. The most interesting fact about the characteristics of our student body is that 25% of our families are polyglot-in other words, they speak three languages at home-English and two others. Another 49% are bilingual-or use English and another language at home. This presents a rich linguistic environment for our school, and it is therefore not surprising that our students do well in languages, offered at school or supported by the school and offered through the Open College. Students who predominantly use a language other than English at home make up the minority, and include the International students. The range of languages spoken by St Spyridon families is: Arabic, Aramaic, Africaan, Chinese (incl. Mandarin and Cantonese), English, Hindi, Italian, Fijia, Greek, Indonesian, Malayee, Persian, Polish, Portuguese, Spanish, Russian, Serbian, Vietnamese. In terms of religious backgrounds, 89% are from Orthodox backgrounds-Greek, Russian, Romanian Serbian and Assyrian. 11% of our students are from a variety of other faith backgrounds including Catholic, other Christian faiths, Muslim, Buddhist and Jewish.

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SECTION 5: SCHOOL POLICIES

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School Policies The following policies and procedures were in place (or developed) during 2012 to manage a Safe and Supportive Environment:

Policy

Changes in 2012

Access to Full Text

STUDENT WELFARE Child Protection Policy encompassing:

Child Protection changes

Full text in:

• Policy statement

on the basis of advice

Teacher and other Staff

• Protocols than enhance ethos and

from Ombudsmans’ Office

Personnel Policy and Procedure

and AIS NSW

Handbook 1.

culture • Professional conduct in relation to

Policy in:

Child Protection • Definitions and concepts

Parent Handbook

• Legislative requirements

and Study Planner

• Child Protection Legislation Amendment Bill 2003 (Provided by the AIS) • Child Protection Procedures • Investigation process • Reporting and investigating “reportable conduct” • Procedural fairness • Documentation • Appendices STUDENT WELFARE Security Policy encompassing: • Work Health and Safety Policy including:

Changes based on AIS NSW advice.

Full text in: Teacher Handbook Part 3.

Rationale Code of Practice

Statement in:

Policy statement

Parent Handbook 2012.

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

Teacher Handbook Part 2. Managing Positive Learning Environments 2012

• Students Acceptable Use of Information and Communications Policy.

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Policy Disability Policy

Changes in 2012

Access to Full Text Parent Handbook 2012

STUDENT WELFARE Supervision Policy encompassing: • Roles and responsibilities of Teacher • Attendance

Full text in: Teacher and other Staff Personnel Policy and Procedure Handbook 1.

• Punctuality • Staff absence

Summary of main points in: Parent

• Duty of care

Handbook 2012 and Study Planner

• Duty of care and student

2012.

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

STUDENT WELFARE Pastoral Care Policy encompassing: • Attendance

Full text in: Teacher Handbook 2 –

• Managing a positive learning

Managing A Positive Learning

environment

Environment

• Rewarding the good • The pastoral care system

Excerpts in:

• Availability of and access to special

Study Planner 2012

services such as counselling

Parent Handbook 2012.

• Health care procedures • Home study policy • Progression through schooling • Leadership

STUDENT WELFARE Discipline & Resolving Grievances

Full text in: Teacher Handbook 2 -

Codes of Conduct Policy

Managing A Positive Learning

encompassing:

Environment

• Our principles as St Spyridon

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Policy

Changes in 2012

Access to Full Text

• Education Professionals

Study Planner 2012

• Our principles as St Spyridon

School web page and

College students

Parent Handbook 2012.

• Code of conduct for students • Statement on student harassment • Classroom behaviour management • Consideration for ethical behaviour management • Statement on Procedural fairness, on Serious Disciplinary Matters Communication Policy encompassing: • Formal and informal mechanisms that facilitate communication between the school and those with an interest in the students’

Communication section in:

education and well-being.

Teacher Handbook 2 -Managing A

• Communication with parents

Positive Learning Environment

section in Student Planner and

Parent Handbook 2012

Parent Handbook

Study Planner 2012

• Newsletter (fortnightly)

School’s Web page.

• Flyers, Bulletins and notes to parents • Direct correspondence • Parent/Teacher interviews • Study Planner for two way notes • Parent/Teacher meeting • Communication within the school: • Staffroom whiteboards • Study Planner – key dates and major events • Pigeon holes • Telephone messages • Email • Staff and team meetings

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SECTION 6: SCHOOL DETERMINED IMPROVEMENT TARGETS

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

-

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

Goal 2

-

A Passport to Global Citizenship for students

Goal 3

-

Teachers of excellence

Goal 4

-

Strong and dynamic parent partnerships

Goal 5

-

College Reputation as a Centre of Excellence

Goal 6

-

A safe environment based on sound policies and procedures

Goal 7

-

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

The Pursuit of Excellence in all things

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Targets for 2012 1.

Develop and implement selection procedures for the introduction of Honours Classes for Year 7 in 2013 for English, Mathematics and Modern Greek.

2.

Promote the Honours program to external and continuing students.

3.

Pilot the early intervention Macquarie University “Minilit� program for students with literacy learning needs for Year 1.

4.

Develop new units of work for a language based approach to the teaching of the Mythology strand of the Junior School Greek program.

5.

Develop a Scope and Sequence for the teaching of Modern Greek K-6.

6.

Participate in the AIS/ACIE School Leaders in China Program.

7.

Implement requirements of the new Board of Studies Record of School Achievement (ROSA).

8.

Review and Implement all mandates in relation to new and existing NSWIT, BOS and ACARA requirements.

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1.

Develop and implement selection procedures for the introduction of Honours Classes for

Year 7 in 2013 for English, Mathematics and Modern Greek It is a well-established fact that students with high intellectual potential are typically at risk of underperformance if they are not challenged to achieve. In simple terms this means they need a competitive environment in which they are challenged to work at a more complex level; at a faster pace; at a greater intensity; and with potentially greater volume of work than is typically expected of their age-peers. For this reason the parameters were put in place for the implementation of Honours Classes to begin in 2013. Specific Tests were developed for selection into these Classes. St Spyridon students in Year 6 sat the tests in Mathematics, English and Modern Greek during the school day in the second week of Term 2. New applicants for the Years 7 Class of 2013 sat for these as part of the Entrance Tests in the second week of the school holidays in April 2012. Curriculum Leaders embraced this initiative and developed appropriate programs for these classes. Parents have also responded well to the opportunities presented to students with higher intellectual potential. The fact that Mr Kollias, Curriculum Leader Mathematics and Dr Veronica Hickie, Curriculum Leader English both have specific qualifications in Gifted and talented Education has been a great advantage in the introduction of this program. 2. Promote the Honours program to external and continuing students Information on the Honours Classes was communicated to parents at the Twilight Tours, at the Junior School Assembly, via the Newsletter, on the web-page, in printed media, the University of Sydney Schools Expo, and the Sydney Greek Festival. Parents responded well to the opportunities presented to students with higher intellectual potential, with the result that Classes successfully put in place for February 2013.

3.

Pilot the early intervention Macquarie University “Minilit� program for students with

literacy learning

needs for Year 1.

A modified program of Minilit (Meeting Initial Needs in Literacy) was trialled for both Year 1 and 2 students who had not made sufficient progress after their first and second year of formal schooling. Minilit is an evidence based, best practice small group or individual program for Year 1 students and may be used for struggling Year 2 students. It covers phonemic awareness, phonics, fluency, vocabulary and comprehension. Teachers from Year 1 and 2 reported favourable results from students who participated in Minilit sessions with some students having made significant improvement from the beginning of Semester 1. Teachers have noted that parents are equally pleased with the progress their children are making, identifying the new skills the students are now applying at home during reading sessions.

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Those who did not make satisfactory progress, regardless of participation in the second tier literacy program, participated in 1:1 intervention sessions as an extension of the support program. By the end of the academic year, students who participated in the literacy intervention Minilit program had made sufficient gains to exit the program. The majority of students met benchmark criteria with the exception of a few who have identified learning difficulties. Students with learning difficulties, all made significant gains in comparison to the beginning of the program. The program worked well as it complimented the Spalding program used by class teachers. 4. Develop new units of work for a language based approach to the teaching of the Mythology strand of the Junior School Greek program. Miss Theodossiou and Mr Amditis completed ground-breaking work on the language based Mythology text based on The Iliad. Written in a lively and engaging style, with varied and differentiated activities including extension assessments, it is an impressive piece of work, that will no doubt prove popular with Greek language students across schools. The text may be used to deliver a complete Unit of Work, as it covers all four macro-skills and meta-language skills, for Years 5 and 6 advanced level students, or as an enrichment text across the year levels to Year 9, for Intermediate level students. We look forward to this work being published for wider use in 2013. 5. Develop a Scope and Sequence for the teaching of Modern Greek K-6. The new scope and sequence for the teaching of Modern Greek has been completed and will be trialed in the course of 2013. The online interactive University of Crete ( EDIAMME) curriculum resources will form part of the core.

6. Participate in the AIS/ACIE School Leaders in China Program. As a result of working with the AIS/ACIE China program, the Senior School hosted a study tour of students and teachers from the New Sunshine School Wuhan District, a school with a focus on the performing arts. The students performed instrumental, vocal and dance pieces for each other, and shared a meal prepared by the Hospitality class. This was a very worthwhile activity in terms of cross-cultural relations and understanding, and gave our international students from China an opportunity to represent their College to our visiting party. The event received very good coverage in the Sunday Herald.

7. Implement requirements of the new Board of Studies Record of School Achievement (RoSA). All new Board of Studies Record of School Achievement (RoSA) requirements were fulfilled. In 2012 one formal Record of School Achievement credential was awarded by the Board of Studies.

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8.

Review and Implement all mandates in relation to new and existing NSWIT, BOS and

ACARA requirements. All teacher handbooks incorporating Parent Handbook, Personnel Policies and Procedures for Teachers and Other Staff, Work Health and Safety and Managing Positive Learning Environments were reviewed and updated in line with advice from AISNSW and other government bodies.

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Targets for 2013 1.

Board of Studies mandates: i.

Take all steps for a successful Board of Studies Inspection of the Senior School in 2014, that results in five years Registration and Accreditation.

ii.

Implement new requirements relative to the Preliminary HSC Board of Studies Reporting procedures,that will be used for the Record of School Achievement credential.

iii. 2.

Submit the Annual Report 2012 according to the specified criteria and guidelines. ACARA (National Curriculum):

i.

Research, professional learning and curriculum development on the new syllabuses in English/Maths/History/Science for Years 7 and 9, for implementation in 2014.

ii.

Research, professional learning and curriculum development on the new English syllabus for K-6, for implementation in 2014.

iii.

Professional learning on the new mathematics, Science and Technology syllabuses K-6, for implementation in 2015.

3.

Implement the Appreciating Culture Lecture & Arts Exhibition 2013.

4.

Review Policies and Documents in the areas of Personnel, Workplace Health and Managing Positive Learning Environments.

5.

Implement new mandates as they relation to the requirements of the Ombudsman’s Office in working with children.

6.

Maximize student and teacher access to the digital world of learning.

7.

Implement, monitor and evaluate Honours Classes Year 7 2013, and on this basis plan for Year 7 and 8 Classes in 2014.

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SECTION 7: STUDENT VOICES Kostandino Baratsas

PARENT VOICES Christine O’Reilly

TEACHER VOICES Tina Bletsogiannis Danielle McCarthy

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From the College Captain Extract from his Year 12 Farewell speech to student body. I stand here today after having completed 14 years of schooling at this college and would like to reflect on my years in senior school. I’m not the smartest, strongest or most interesting person in this unique bunch of people but for some reason I was chosen to represent you. We have been through a lot together. There have been many ups and downs but through it all we have remained true to ourselves and supported one another throughout our journey. There have been many memories made in every building in this school, some so distant in time yet can be remembered as if they happened yesterday. I don’t know how to describe to you what we are feeling right now. There is a feeling of accomplishment in knowing that we have completed all our schooling but then we remember that we still have the biggest hurdle of our schooling career, this being the HSC exam in a few weeks’ time. Over the years I have had conflicting perspectives on the school system. Not long ago I felt that schooling was a tool to kidnap the young from their parents and brainwash them; turning them into working machines for the Government-controlled society. I now realise that education empowers you. It gives you the tools on “how to think”. By highlighting your strengths and weaknesses it helps you decide what path to take; it helps you to discover your purpose in life. On behalf of this year 12 cohort I would like to thank all the teachers for their unparalleled support and guidance over the years of our lives. St Spyridon College has helped develop our moral and ethical belief system. Mrs Stefanou has played a major role in this by inspiring us in her talks, which reminded us of the core values, principles and heritage of this College. Mrs Katsogiannis has been a constant source of encouragement throughout the years; her weekly motivational speeches every Monday assembly are always relevant and stimulating. These two amazing women make the school run smoothly in the background and somehow still have time to address each and every one of us frequently. Now on to the backbone of this year group - Miss Kalithrakas has spent countless lunchtimes meeting with each student separately to discuss their performance and how they can achieve their greatest results in order to get into their desired course at the next level of their education. Her endless support, with the help of Mrs Belajcic, is what has kept this year group together. To all of the students past and present that have come into contact with us, we give thanks, whether it be an in depth conversation or a friendly smile in passing. Every instance has contributed to who we are today. If I have positively affected one person’s outlook on any aspect of life I can hold my head high and say I made a difference in the world. I am only one of thirty nine people before you. Sadly we all can’t come up and give our own personal insight of the past 6 years of high school, which means you are missing out on 38 more brilliant perspectives. Teachers, students and fellow year 12 peers thank you for everything.

Kostandino Baratsas College Captain 2012 Educational & Financial Reporting\BOS Annual Report 2012

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Parents and Friends Committee Over the years many people join the P & F for different reasons, but the outcome and goal is always the same, the opportunity to support our wonderful school and to raise funds to purchase resources for our children. People often ask us, “Why did you join the P&F?, it’s so much hard work.” My answer is simple. I joined because my daughter asked me to. She said, the P&F kids always look like they are having fun and she wanted to be a part of that. I have stayed because I am able to show my daughter the importance of hard work, the importance of working as a team with a common goal and the importance of giving back to the community. "Many hands make light work". We know to get the best possible teachers, equipment and aides for our school, we need to spend money. Part of our fees go to what is important, the teachers that make a difference in our children's lives, the teachers that will take our little sponges and teach them, guide them and get them ready for life. Anything else in addition to this, is where you and those that support the P&F and its efforts come in. Just this past year, hearing what has been purchased for our school has made me proud that we can achieve so much if we all support our P&F. We were proud to start school year and see the new grassed area and handball courts along with new computers and interactive whiteboards that have been purchased with funds the P&F have donated to the school. We look forward to many events to come in 2013. Most importantly, our school needs everyone’s opinion and ideas. Everyone is welcome to pass on any ideas, come to a meeting, and donate a prize or even your time. No matter how big or small your contribution, everything you give us, we give back to our children. Our children, our future.

Christine O’Reilly Executive Committee

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A Review of Position of Stage 2 Coordinator Since the Commencement of the Stage 2 Coordinator position in 2012, the Primary Stage 2 Team has developed genuine rapport with fellow staff, students and parents. It is a positive, dynamic and goaldriven team. The Stage 2 Teachers have been provided with ongoing leadership, support, advice and direction. Individual Teacher performance has been enriched through explicit instruction on curriculum planning, development, assessment and reporting; supervision of the delivery of teaching programs; and management of student behavior management issues. Furthermore, New Scheme Teachers have been supervised through their accreditation process via lesson observations, mentoring and writing of testimonials. Effective collaboration with fellow Stage and Curriculum Coordinators has resulted in the development and implementation of teaching and learning practices and programs which have promoted best practice, and catered to the needs of specific groups of children. This has given rise to the opportunity to recognise the uniqueness of each student in Stage 2; to be responsive to their needs and concerns; and to be aware of issues that might affect their behaviour and progress. Through regular Stage meetings, existing curriculum is continuously reviewed, modified, evaluated and improved. Consequently, programs are developed and differentiated to cater for student needs on either end of the Stage. Furthermore, results from external testing programs, such as NAPLAN and ICAS have been reviewed and evaluated, and considered for future academic targets. The Teachers have been advised on the writing of student reports and allocation of grades, so that there is uniformity across the Stage. The Support Teacher has been working with Teachers across the Stage and reporting to the Stage Coordinator. This has assisted significantly with the application of Integration Funding Grants which cater to those students’ needs. The Principal and Deputy Principal have been assisted with the development, implementation, monitoring and evaluation of operational management structures and processes, and in ensuring that the College is a safe, orderly and dynamic learning environment for students and Teachers. Other responsibilities included : assigning replacement teachers in the case of teacher absences; creating supervision rosters and monitoring that all Teachers adhered to their delegated duties; informing all Teachers of any changes to normal routine; monitoring Teachers’ punctuality to classes and the orderly conduct of classes; ensuring the safety and welfare of students and the fulfillment of duty of care; and designing an effective timetable that minimizes disruptions within the school but which enhances learning opportunities. The Primary Stage 2 Coordinator position is one which involves the continuous process of support, guidance, improvement and reward.

Tina Bletsogiannis Stage 2 Coordinator

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A Review of Position of Stage 3 Coordinator This position was created in 2011, in order to provide Team Leadership to teachers’ responsibilities for a particular Stage. Following is the Stage 3 Coordinator’s view of how the position works and ways to improve. Organisational Leadership As Stage 3 Coordinator, it has been important to monitor the day to day routines of prep Middle School operations; ensuring smooth transition between periods and adjusting teacher duties to maintain constant care of the students. As a Year 6 teacher, devising timetables and routines for student responsibilities is an ongoing challenge. However, student leadership is required to assist in the school running at optimum level and must be monitored and adjusted as required. For example, in 2013, additional rosters for morning assembly and canteen duties have been added to flags, infant lunch orders, sports monitors and altar service. Staff and Team Building Team Meetings for Middle School Staff, including Support and Greek Studies staff, have been instrumental in the past year in differentiating the curriculum and in providing an avenue for staff to inform each other of individual student and grade issues. As a group of teachers the aim was to build a ‘team approach’ to teaching and learning. We are well on the way to this result. As Management Staff, the team of five executives has addressed diverse staff concerns about curriculum, assessment, reporting, duties, timetables and pastoral care by consulting each other; thus provide consistent advice on best practice to allow the school to progress. This has also ensured a pleasant working environment. A team approach has been very important in the absence of a Principal initially and, in recent months, a full time Deputy Principal. Management Meetings, with the Principal and Deputy present, have been professional and important to inform members of issues arising from administration. At times points are repeated at both management and staff meetings; so omitting these would save time and energy. Working closely with office staff has greatly benefited my role in the school as Class Teacher and Coordinator. Student Leadership The leadership responsibilities of Year 6 in particular have been enhanced at St. Spyridon. Year 6 students are given numerous opportunities to lead by example and lead groups of younger students and represent the school in the community. These high expectations have rewarded the school with a growing positive reputation as global citizens. The Buddies and Peer Support Programs have been reintroduced effectively. Curriculum In the past year, the Curriculum in Middle School has improved; Springboard Into Comprehension and a focus on quality literature studies has enhanced the Stage 3 English Curriculum; A Support Teacher works closely with subject staff in both Literacy and Numeracy; Focusing on developing literacy, information technology and numeracy skills has been strengthened. There has also been a focus on in-

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depth and integrated learning across Key Learning Areas; including Greek: understanding and using grammar, developing comprehension of Greek Language and writing in Greek script. Pastoral Care Buddies and the Peer Support Program are a huge part of the ongoing relationship building and values education that is required in the Junior School. It is this developing connectedness that has improved the daily school experience for students and teachers of Middle School (and indeed K-6). To provide best care as a Coordinator, regular interaction with students, parents and staff has been a priority. Personal Reflection As a teacher at St. Spyridon, I have enjoyed the responsibility and freedom to implement programs and initiatives. The role has satisfied my professional development and given me a greater sense of place in the school. It is a challenging role because monitoring Years 5 and 6 and ensuring all the daily routines are attended to are time consuming. However, learning about each child; their individual strengths and sharing this with the Middle School team is so valuable I wouldn’t want it any other way!

Danielle McCarthy Stage 3 Coordinator

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SECTION 8: SUMMARY FINANCIAL INFORMATION

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Educational & Financial Reporting\BOS Annual Report 2011

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58

Educational & Financial Reporting\BOS Annual Report 2010


St spyridon BOS annual report 2012  

The St Spyridon College Annual report for 2012

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