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St Anthony’s Coptic Orthodox College Annual Report 2010

Registered School 1948

2010 Annual Report

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St Anthony’s Coptic Orthodox College Annual Report 2010

Overview of St Anthony’s Coptic Orthodox College Our Mission Our mission is to provide high quality education within the Coptic Orthodox teachings. Through a stimulating environment, supportive resources and a dedicated teaching team, we encourage our students to achieve their very best. At St Anthony's Coptic Orthodox College we are "Educating for life". Our Vision Our vision at St Anthony's Coptic Orthodox College is to provide high quality education within a stimulating, challenging and innovative learning environment. Our students and professional teaching team will be encouraged to produce their very best, strive for excellence, empowered to make a positive contribution to the Australian society. College History St Anthony‟s Coptic Orthodox College opened its doors in 1995 and was officially opened by His Holiness Pope Shenouda III, Pope and Patriach of the See of St Mark on September 1, 1995. The College has grown into a P-12 College of around 300 students. 2010 saw our eighth group of Year 12 students graduate and many of our graduates have completed their tertiary studies and are developing professional careers. The College held its first reunion of students with an Old Collegians‟ Dinner in 2010. The corporate identity of St Anthony‟s Coptic Orthodox College is as a registered company limited by guarantee answerable to ASIC. This provides sound governance for the College and charts a course of continuity and stability for the future. The College is a member of Independent Schools of Victoria (ISV) and meets the requirements of VRQA in order to maintain its registration as a P-12 school. The College exists and functions to provide the best academic education for its students with a wide range of abilities and English language skills. This education is stipulated by the Government of Victoria through its VELS curriculum but occurs within an Orthodox Christian atmosphere. St Anthony‟s is here to serve students from Coptic Orthodox families and the wider Australian Christian community, and is founded on the Christian philosophy of caring, respecting and accepting of individual and community differences. We believe that every student has a right to flourish academically, spiritually, and socially while fulfilling God‟s purpose in his or her life. The College is located in Frankston North on the site of the old Armatta Primary School. Nearly all students come from Melbourne‟s outer eastern suburbs and are bused from their home to and from the College. The buildings and the site have been extensively developed to create facilities suitable for a P-12 College. Through 2009 the College made major steps to provide the best facilities possible for education with the planning and funding of a new primary school incorporating two open learning centres, each about four classrooms in size, a library and staff rooms. The new buildings will be complete in 2010. The existing facilities were also airconditioned through 2009 and new floor coverings laid in many sections of the College. With major building developments, and the planning to provide specialist rooms in the future, the College is looking forward to the support of our families to help fund this exciting period of the College‟s history.

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St Anthony’s Coptic Orthodox College Annual Report 2010

Director’s Report One said to our Lord, “Lord, I will follow You, but let me first go and bid them farewell who are at my house.”Our Lord answered him, “No one, having put his hand to the plow, and looking back, is fit for the kingdom of God.” (Luke 9.61-62) This response from the Lord Christ is always a reminder to me that: 1. we must be enthusiastic, committed and diligent in working; 2. the road is sometimes rough (plowing); 3. we must not give up; 4. the reward and incentive is clear: being with God, in His kingdom This is especially true in a school environment, where things get a little hectic sometimes! 2010 truly was a big year, in which we began several projects I‟d like to share with you. VCE and NAPLAN Results 2010 saw an extremely high percentage of tertiary entries, and also some high 90 ATAR amongst our Year 12 graduates. We wish them all the best in their future careers. Another outstanding result is that Years 3, 5 and 7 all achieved at or above the national literacy and numeracy standards in their NAPLAN tests in 2010. Congratulations to all. New Primary School and Library Building By the end of 2010 we had just about finished building our bright new primary school and library, partly funded by the Federal Government‟s Building the Education Revolution (BER) grant of $850,000. The building will be officially opened in July 2011. New Principal Mr Gary Underwood has been a hard working principal from the moment he officially commenced in 2010. He has introduced many initiatives, academic and extra-curricular. New Year Level Restructuring We decided to begin planning to trial a potentially fruitful system of Primary (Prep-Grade 5); Middle School (6-8) and Secondary School (9-12). This was later implemented in 2011 with great success. New Sports Ground Our children are very excited using our new artificial turf! It was an old and dusty dirt pit, but now looks great. This ground is being used for soccer, football and many other sports. May the Lord preserve for us the lives our honoured father, the patriarch Pope Shenouda III, and his partner in the apostolic liturgy, our honoured father, Bishop Anba Suriel, for many years and peaceful times. Through the intercession of our Lady the Mother God the pure St Mary, and the prayers of St Anthony the Great, we wish our College every success to glorify the Lord‟s name. Amen.

Rev Fr Athanasius Attia Director

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St Anthony’s Coptic Orthodox College Annual Report 2010

Promotion of responsibility, respect, acceptance and care Because of our Christian beliefs at St. Anthony‟s Coptic Orthodox College we respect and appreciate the value of each person as an individual. Everyone in the community must be responsible for their own action, as well as respecting, accepting and caring for themselves and others. Responsibility Each student is responsible for their own actions and as a student body they are collectively responsible for their actions. When the responsibility is forgotten the College clearly spells out the consequences in new policies introduced in 2010 including the College Discipline Policy, Uniform Policy, Student Management Policy and Promotion Policy. Respect Each student is taught and encouraged to respect themselves, to show self control in their language and their actions whether that be the way they play sport, talk to each other, or dress. They are also strongly encouraged through College policies to respect other students and teachers. Acceptance Through our curriculum and pastoral care program students are taught to accept the gifts that God has given them including their body shape, ability, cultural and religious background and language skills. Likewise students are encouraged to accept the differences in others. Care Students learn how to care for themselves, their family and those in the community. We encourage students to care for others in the College, our community and those overseas. Excellence Striving for excellence at the personal, group and school level is an important Christian value in the College. We strive to walk in the footsteps of our Lord Jesus Christ and achieve the excellence he set as a model for us to follow. St Anthony’s Rights and Responsibilities  Everyone has the right to be happy, and to be treated with understanding.  Everyone has the right to be treated with respect and politeness.  Everyone has the right to be safe.  Everyone has the right to expect their property to be safe.  Everyone has the right to obtain maximum benefit (learn/teach) in all lessons and classes.  Everyone has the right to have a pleasant school environment, well-maintained school equipment and grounds.  Everyone has the right to expect our school community to support, respect and have pride in their school.  Everyone has the right to be heard. No-one can interfere with these rights

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St Anthony’s Coptic Orthodox College Annual Report 2010

Student Engagement and Well-being The Primary School uses a uniform approach to curriculum planning and assessment, which follows the Victorian Essential learning Standards (VELS) integrated approach. Planning, assessment and review form part of a continuous process designed to foster student engagement and optimum learning. Each student‟s learning is followed in a tracking folder with testing across all year levels using the ACER PAT tests, Neale Analysis and phonological Tests. Individual Learning Plans and progression point folders form a further part of our focus on individual students. These are regularly updated for „at-risk‟ students and are used with parent-teacher interviews. Each student is continually assessed and the outcomes as evidence to adjusting the teaching to need those needs. Evidence-based teaching caters for the learning needs of each student. Communication with parents is open and any parent is welcome at any time to visit the College to view these reports on their child and discuss their progress with the teacher. Reports in 2010 were aligned tightly with VELS progression points and were formatted to allow easy understanding for parents for whom English is not their first language. Numerous excursions and inclusion occurred throughout 2009. These are included in the Primary and Secondary reports. Christian values support our student welfare system. Students are positively encouraged in front of their peers for excellence, effort and exercising those qualities which support our school ethos. Our Primary Awards in 2010 were: Academic excellence. These were awarded to a student in each class each week, as well to students showing excellence in specialist subjects such as Arabic and Physical Education. Effort: These were awarded to students who were trying hard no matter what their ability is. Unlike 2009 which had a broader range of awards, 2010 Awards were limited these two categories mentioned above. This encouraged students to strive harder to obtain awards. It encouraged and rewarded excellence and ability as well as effort. The reasons were to add value to the awards, display and reward excellence when sporting and trying hard dominated earlier awards. Regardless of whether a student is in primary or secondary school, St Anthony‟s is committed to providing individual care through a network of support that fosters the physical, psychological and emotional needs of our students. We provide an education where the Coptic Orthodox Christian values of faith, hope and love are shared. We aim to develop a caring community where relationships are supportive and prodPage 5


St Anthony’s Coptic Orthodox College Annual Report 2010 uctive and all individuals are respected and valued. We aim to encourage an environment that provides diverse opportunities for young people to feel safe, happy, and learning. Our pastoral care program is built through establishing partnerships between the College, parents and the Church. Parents and guardians are an essential part of the pastoral care network in the College and are consulted on all important issues concerning their children and, where possible, included in the decisionmaking processes. We encourage open and effective communication between College, home and the Church. For example, in 2010, all parents were consulted in the development of the discipline, student management and uniform policies. They reviewed drafts and made recommendation for change before they went to the Board, where they were approved. They were then mailed to all parents. Relations between staff and students are based on trust and a mutual respect for one another. Pastoral care respects the personal rights and confidences of each individual. Pastoral care involves providing for the following student needs:  Spiritual and emotional well-being  Self esteem, confidence and self discipline  A sense of safety, security and physical well-being  Acceptance, identity and belonging  Constructive social relationships and effective interpersonal skills  Career and vocational guidance  Spirituality, religious meaning and moral development  Experiences of success, achievement and realisation of potential through a balanced program of curricular and co-curricular activities  Leadership opportunities  Diverse experiences and challenges  Personal development through programmed activities. Chapel Each day, all students at St Anthony‟s attend morning chapel for 20 minutes. Primary students attend chapel from 8.40am to 9.00am. Secondary students attend chapel from 10.20am to 10.40am. Here we pray as a school and the students receive religious instruction from a member of the Coptic Orthodox clergy, or one of our religion teachers. Liturgies were held each term throughout 2010. Chapel is seen as an essential part of daily life at St Anthony‟s Coptic Orthodox College. Chapel is an opportunity to pray together and to hear a Christian message together. It demonstrates to students our collective view about the importance of our Christian Orthodox faith. It helps students balance the desire for academic results and material desires of a good career, cars, homes, overseas travel i.e. material wealth which dominates Australian society with the Godly values which drive Christians. It helps students realise that God‟s objectives are more important than society‟s objectives. Chapel is also the opportunity to learn more about what the Coptic Church is achieving in its missionary work overseas as well as in Australia.

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St Anthony’s Coptic Orthodox College Annual Report 2010

Principal’s Report February 2010 was a major change for the College with the appointment of a College Principal instead of a Head of Primary and a Head of Secondary.. While the College maintained its Director from 2009, as Principal the challenge was to build a united College professional learning team which would result in improved learning outcomes and increased student numbers. There were many challenges in 2010, both educational and financial. St Anthony‟s is a small P-12 college of approximately 260 students. Its size creates severe financial limitations which in turn limit the educational services the College can provide. On the other hand a dedicated professional teaching team achieves excellent results at all levels of the College. 2010 started with the need to finalise VRQA requirements for registration which were outstanding from a major review in 2008-9. This involved creating and implementing the emergency policy and procedures and updating fire protection from hoses to replacing all the hydrants with the latest twin head hydrants required by law. New emergency exits were identified and labelled and a full college evacuation was undertaken early in 2010. This identified changes to the policy which were implemented in term 1, 2010. Part of this emergency procedures review included changes required by legislation enacted as a result of the devastating bushfires in Victoria in 2009 The VRQA review also required a strategic plan for the next 5 years including the financial projections for the same period. This financial plan was based on predictions of 30 extra students per year over the forecast period. This would bring enrolments at the end of the period to a more financially viable 370 students. This Strategic Plan was approved by VRQA in Term 1, 2010. St Anthony‟s was fortunate enough in late 2009 to be accepted into ISVs National Partnership program.. ISV is funded to improve the educational outcome of the low socio-economic schools in the program. The College was allocated two and sometimes three professional educators with experience in different areas of education. They helped the College develop its focus on learning and how to improve learning outcomes.

As a result of this funded professional development numerous programs of teacher training were undertaken in 2010. Middle School teachers were trained for one term in how to prepare for their new Middle School to start in 2011; teachers of Years 9 and 10 were trained in methodologies to cater for the needs of our students.

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St Anthony’s Coptic Orthodox College Annual Report 2010 The educational focus in 2010 was the development of evidence-based teaching. Students are tested in literacy and numeracy skills at three times throughout the year. This evidence provides teachers with the needs of each student, then they can adjust their teaching to meet the needs of each student. All staff were then trained on how to interpret this data. In 2011 this will lead to ways of teaching to the different ability levels of our students. Through 2010 the College went through a major building program with the building of the new primary school, library and outdoor eating area for students. This $1.3m building program was funded through the “Building the Education Revolution (BER)” program. The federal government funded 66% of the new building with the College paying the balance. Over the year with cost blow-outs the total cost of the finished building was $1.6m. The building is comprised of a new library and two classroom blocks which each hold equivalent of four classrooms in size. The open plan will enable the breaking down of class

groups to meet the changing needs of students learning which is not based on calendar years. The College was also the recipient in 2009 of government funding for building improvements, while most was spent in 2009, a considerable amount of these funds remained unspent in 2010. The grant demanded these were expended on student playgrounds. As a result a new artificial turf soccer ground was built on what was a muddy or dusty patch of ground which was used for soccer. This development has been a favourite addition to the College.

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St Anthony’s Coptic Orthodox College Annual Report 2010

In 2009 the Prime Minister made a commitment to ensure that each student in Years 9-12 had access to a computer. In 2009 the College developed an ICT policy and after much research decided against laptops in favour of a stronger more robust all-in-one desktop PC. In 2011 these 54 computers form the basis of a four room technology centre which will become the hub of our technology operations at the College. This funding also included $50K for the infrastructure to support those computers. Over $80K was spent to set up a new server network to replace the old and over-extended servers. This was a major development in 2010 with major installation work and rewriting of software. The College now operates on Windows 7 and has enough space and power to run the college for many years to come, and with increased speed within and from out of the College. Together with the new building these funds enabled extensive redevelopment of the major switchboard and electrical supply into the college. One of the key curriculum changes in 2010 was setting clear guidelines for the promotion from one year level to another, and establishing a college ethos that students need to posses the necessary skills to move from one level to another. The promotion policy also includes an appeals process to ensure that there is opportunities for consultation to cover the myriad of factors which affect a studentâ€&#x;s learning in a particular year. Policies for discipline, student management, and uniform were developed early in 2010 and distributed to parents for consultation before sending the final policies to all parents.

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St Anthony’s Coptic Orthodox College Annual Report 2010

Primary Report 2010 saw the introduction of a Principal to the College which caused some changes in structure. Part way through the year Ms Anthea Christian was officially appointed to the position of Head of Primary by the Principal, Mr Gary Underwood. The Primary School staff continued to improve and develop the delivery of curriculum to the students through a variety of computerized learning programs such as Mathletics, Star Reading and Accelerated Reader. The practice of starting each day with Chapel time continued throughout 2010, with all the primary school students and staff attending and participating in prayer and worship. Chapel was run by Mr Nader Mankarious or Mrs Fayza Kamel, Deacon David, Father Athanasius or Father Daniel. Sometimes there were visiting priests who shared their knowledge and insights with the Primary students. A friendly, competitive spirit was encouraged with the House system which continued to thrive under the supervision of Mr. White, who organised various lunchtime activities for the students such as Chess, UNO and Spelling Bee Competitions. House points were also used in conjunction with sporting, library and community activities, as well as in each class, to encourage student involvement and participation. The school received funding from ISV (Independent Schools Victoria) as part of the National Partnerships Program. This entailed ISV providing expertise and funding for Professional Development specifically related to improving the literacy results of the students at St Anthonyâ€&#x;s Coptic Orthodox College. Staff attended many sessions after school to investigate the best way to collect and analyse data about our students and how to use this information to drive planning for student learning. Staff also attended sessions run at ISV in West Melbourne and sessions run by other providers. This input is ongoing and will continue into 2011. In the primary school, staff provided students with a program that incorporated a variety of experiences, including excursions relating to their Integrated Units, and incursions (largely organised by Miss Ivey Panicker) that provided a particular focus. The range of excursions and incursions included: Sand sculpture viewing at Frankston Beach; Page 10


St Anthony’s Coptic Orthodox College Annual Report 2010 Sand sculpting and measuring at Seaford Beach; Scienceworks; Balnarring Beach; Heide Museum of Modern Art; The Old Treasury Building; Como House; Coal Creek Historical Village; Lollipop Land; Drum Theatre; Fenix Fitness; Watoto Choir; Kidz Bodz; Collingwood Children‟s Farm; Toby Haenen Swimming Centre; Melbourne Aquarium; Sportsworks; Life Education Program; Melbourne Museum and IMAX; Eureka Skydeck. The Year 5 & 6 students had the opportunity to teach the Prep to Year 4 students You Can Do It! a program that encourages good social skills, resilience and organisation in students.

MASTERCHEF@StAnthonys2010

Miss Amanda Witt organised the Library‟s Annual Scholastic Bookfair which raised a significant amount of money which meant that many more resources could be purchased for the school. A competition as to which students could read the most books saw certificates awarded to a boy and a girl at each year level, and awards were given out weekly to the enthusiastic and diligent students who regularly assisted in the Library. Students also participated and received awards in the many sporting events throughout the year, organised by Ms. Meaghan Morley, including track and field athletics, cross-country, soccer, the swimming program, the lightning premiership, and gymnastics. The Seaford/Pines District Inter-school Lightning Premiership this year resulted in our 5/6 Soccer team winning the shield, which we won last year, and our 5/6 Volleyball team winning the shield, which we‟ve never won before! A highlight for our Year 5/6 students was their participation at YMCA Discovery Camp, Phillip Island, which they attended with five staff. Many of the students had not had the opportunity to participate in surfing before and this was mentioned as a favourite. The camp was valuable socially as students had to learn to work with others as a team to complete tasks. It was valuable educationally as it covered a variety of outcomes in the outdoor education section of the Health and Physical Education curriculum. It was valuable spiritually as students participated in morning prayer as the sun came up. Everyone enjoyed it thoroughly and the behaviour of the students was commented on positively by the staff that ran the camp. There were a number of staffing changes throughout the year due to various types of leave being taken by staff. Ms Sharon Entwisle took the Year 6 students in Term 1 before Mrs Alice Scoulding returned from Maternity leave in Term 2. Mrs Scoulding took leave again in Term 4 and Ms Natasha Dent taught Year 6 Page 11


St Anthony’s Coptic Orthodox College Annual Report 2010 for the Term. For personal reasons Mrs Debby Hardman took leave during Terms 2, 3 & 4. During this time Mrs Pene Silva ably took on the role of teaching Year 4 with Mrs Marsiel Iskander. Mr Tony White took Long Service leave in Term 4 and Ms Cassie Hamilton taught Year 3 for the Term. Once again Mrs Tracey Campbell produced a fantastic end of year concert. Thank you also to Mrs Zeina Iskander for providing music for many of the items. It was at this event that the new choir of St Anthony‟s Coptic Orthodox College had its first performance. The choir consisted of about 30 students and staff and sang one song. The choir also performed at a local Frankston Christmas Concert where they sang three songs and were very well received. During the concert, the many skills of the students were showcased through musical and other items. The concert also saw the graduation of the Year 6 students and also Year 5 because in 2011 the structure of the school was to change to Primary – Prep to Year 5; Middle – Year 6, 7 & 8; Senior – Year 9 & 10 and VCE – Year 11 & 12. The school is grateful to the families and volunteers who have supported and contrib.uted in so many ways to the different programs at the school, whether assisting our students with their class-work, artwork, cooking, reading, accompanying staff on excursions, or assisting with the library, uniform shop or canteen. We rely on everyone's ongoing prayers and support for the continued benefit of all our students at the school. The end of 2010 was a difficult time with the loss of many staff due to restructuring throughout the College. In the Primary School we said goodbye to Mrs Edith White, Ms Meaghan Morley, Ms Amanda Witt, Mr Nader Mankarious, Mrs Pene Silva, Ms Cassie Hamilton, Ms Sharon Entwisle and Mrs Tracey Campbell. Mrs Alice Scoulding will continue Family Leave in 2011 and we look forward to the return of Mrs Debby Hardman, Mr Tony White and Ms Natasha Dent. Anthea Christian Head of Primary

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St Anthony’s Coptic Orthodox College Annual Report 2010

Year 7 and 8 Report NAPLAN Year 7 students completed NAPLAN and had outstanding results. The collegeâ€&#x;s results in year 7 were either at the national level or above the average for ALL schools, a credit to their teachers and their willingness of the students to learn. Reading

Year 7

Writing

Grammar & Punctuation

Spelling

Numeracy

537

540

564

524

554

510 - 564

509 - 571

536 - 592

493 - 555

528 - 580

SIM 561 554 - 568

ALL 546 -

SIM = similar schools

SIM 550 541 - 559

ALL 533 -

SIM 555 547 - 563

ALL 545 -

SIM 553 544 - 562

ALL 535 -

SIM 564 556 - 572

ALL 548

ALL = Australian schools average

Excursions & Camps The year started with a day trip to the Formula 1 Grand Prix were students get a chance to watch the event practice sessions, look at and admire classic cars, compare lap times in different events and car classes. Camp this year was held in Ballarat. Students spent a day exploring the sights and sounds of Sovereign Hill, watching a gold pour, panning for gold, visiting and watching as candy was made. The trip also included Abseiling, Giant slide, mine tour a night walk and many other fun activities. Sport This year students again had the opportunity to compete in the South Eastern Inter School Sports. Students competed in Volleyball, Soccer, Cross Country, Swimming, Athletics, Basketball, Netball and AFL. Some great results were achieved across both year levels with the Year 8 girls winning their Basketball division. General In general both Year 7 and Year 8 students were a delight this year. We had very few discipline issues, our major focus on uniform was well embraced by all students, and both year levels were able to demonstrate the maturity and self discipline that is expected of students in their secondary years. My thanks go out to all those who helped with Year 7 and 8 this year, in particular Mr Steve Bugeja (Year 7 home room teacher), Mr Ayman Awaad and MsAnita Punnos (Year 8 home room teachers) for their support throughout the year. Michael Haber

Year 7 and 8 Coordinator.

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St Anthony’s Coptic Orthodox College Annual Report 2010

Year 9 and 10 Report 2010 was a great and rewarding year for students and teachers alike at St. Anthony‟s Coptic Orthodox College. Moreover, 2010 bought about the introduction of many of our new school policies including, uniform, attendance and behaviour. However, one of our most rewarding policies is the policy regarding year 9 students selecting VCE units 1 & 2 subjects when they are entered into Year 10. The policy included information on how selection of students would take place based on their academic achievement and work ethic. We also advised some of the Year 10 students to partake in the VCAL program in order to achieve their full potential. Furthermore, Mark Henein was invited into the Kwong Lee Dow Young Scholars program offered by Melbourne University. Mark attended a number of conferences throughout the year based on supporting and enhancing his studies as well as interacting with other members of the program. Teachers of Year 9 & 10 also participated in regular professional development seminars throughout the year with the Independent Schools to further develop the literacy and numeracy programs.

Students participated in a number of activities throughout the year listed below:  Students were involved in a range of sports including, basketball, swimming, netball and crosscountry running both in school and against other schools.  As part of the Drama and English classes students embarked on a trip to the Tim Burton- The exhibition, held at the Australian Centre for the Moving Image.  To further their historical and humanitarian understanding focussing on consolidating students‟ knowledge of Australian history, they visited the Eureka Tower in the city of Melbourne.  Moreover, Year 10 students travelled to the A1 Bakery as part of their curriculum in order to develop awareness about the Arabic culture especially learning about Arabic foods.  The Year 9-10 camp was held at The Island CYC Camp in Philip Island in early October. The camp‟s theme was Directions, whereby students participated in fun activities based on the relevance and meaning to the direction they are heading in life. It was a great time to come together as year 9 & 10 cohort and reflect on the year that was.  Finally, students attended a Forensic Science Incursion as part of their Science studies. They were challenged to solve a murder by a variety of analytical techniques, such as analysis of DNA, bullets, fibres, gunshot wounds, tyre tracks, fingerprints and many more. Ninette Bebawi Year 9and 10 Coordinator

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St Anthony’s Coptic Orthodox College Annual Report 2010

ESL/Literacy Program in 2010 96% of the student population of St Anthony's Coptic Orthodox College is composed of students of language backgrounds other than English (LBOTE). 50% of our students were not born in Australia. The College is committed to ensuring that the literacy needs of students from LBOTE are supported through enhanced teaching support by specialist and volunteer staff. The following outlines the process undertaken to continually improve student outcomes by the ESL team in 2010:  Tracking of students occurs through the Neale Analysis and Phonological Testing, as well as all the various teacher assessments which occur in the classroom.  A Reading Assessment Report is written on each student, and passed on to the class teacher and the parents. Copies of the Reading Assessment Reports are kept in the Tracking Folders, as well as in the ESL/Literacy Planning Folders, and teachers also keep copies to guide their teaching.  All year levels get tested from Years 1 to 7, and all new students to the school (from every year level), so every student in the school has been tested for their phonological awareness, their reading ability and reading comprehension. Students of concern are regularly reassessed, and these updates are also passed on to parents, the class teachers and filed in the Tracking Folders and in the ESL/Literacy Planning Folders.  Summaries for the Year Levels are likewise passed on to the Year 1 to 12 teachers, and copies kept in the Tracking Folders and ESL/Literacy Planning Folders. These summaries are updated at least once a year, with any changes (such as new students being added or the results of reassessments) recorded.  Depending on the outcomes of this testing, as well as teacher observation and assessment in the classroom, students considered „at risk‟ have various measures which are put into place for them as follows:  Newly arrived ESL students are withdrawn by the ESL teachers for a number of periods each week to receive intensive English support, following the school‟s ESL/Literacy curriculum. A „New Arrivals‟ Program exists for those students who have started at our school with minimal English. Teachers of primary and secondary ESL lessons, reference VELS outcomes, keep anecdotal records of the students, as well as records of student assessments. There are kept in the Primary and Secondary ESL /Literacy Planning Folders and copies of these lessons are passed on to class or English teachers to include with their own records tracking these students.  Recently arrived ESL students who have already acquired some English, or other students of concern are also supported either by being withdrawn (individually or in small groups) or by receiving support within the classroom, but this support is to „scaffold‟ the learning that is taking place in the mainstream classroom, rather than following a separate ESL Program.  „Scaffolding‟ can occur through the provision of additional resources for the students such as diagrams, models, lower-level or simplified texts, bilingual dictionaries, tapes, CD‟s, computer programs, and so on.  The provision of a „modified program‟ for some students as they develop towards attaining the required VELS level for their year level. A modified program means that students undertake work on the same topic as the rest of the class, but with stronger supports and individualised tasks and outcomes. For the New Arrivals, classroom teachers or the ESL teacher can provide additional material, which supports what is being learnt in the „New Arrivals Program‟ based on the school‟s ESL/Literacy curriculum.  Some additional tutoring provided by their classroom, subject teacher or volunteer outside of the regular class time.  „Peer support‟ and „cross-age tutoring‟ is where other students from the same class or other classes give of their time to assist our struggling students. This has been working very effectively with older students helping younger students with their work, particularly in the primary school.

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St Anthony’s Coptic Orthodox College Annual Report 2010 

 

Volunteers, whether from teaching or non-teaching backgrounds, and from within as well as outside the school come into the classes to assist the students. These sessions in which our volunteers work with individual students and small groups are recorded in students‟ diaries, and noted by the class teachers in their records of “Additional Support for Students at Risk.” All the volunteers and tutors at our school have been screened and are either registered teachers or have a „Working with Children‟ Certificate.  Occasionally, further testing by an educational psychologist is recommended by the school for any students of concern, if staff believe that such tests will provide them with further insights and strategies for specific learning difficulties students may be experiencing. Funding which was received through ISV in 2010 for the ESL/Literacy Program has been used to train two secondary teachers (including the ESL teacher) in the „Reading to Learn‟ methodology, to introduce this methodology into the secondary school in the future, bringing about more consistency within the school. The „Reading to Learn Methodology‟ is aimed at improving students‟ overall reading and writing abilities. Information for parents as to how they can assist the students at home, particularly in reading, has been passed on to parents through Information nights, Parent/Teacher interviews, notices sent home from school, as well as during individual meetings with parents. Through all these means of communication we have been able to pass on to parents information as to how they can support what the school is doing and how to best assist their children with their reading at home. Primary teachers have been filling in Individual Learning Plans and making contact with parents in relation to the progress of all their students. Individual Learning Plan Reports are sent to parents according to the educational needs of the students. Progression point folders hold samples of student work in each year level. In 2010, Primary teachers visited each other's classes to look at student work and the work of the teacher so that every teacher was aware of all the types of issues we have with our students. The Tracking Folders hold the results of NAPLAN Tests as well as previous AIMS Tests, which contribute to the overview of that student‟s progress at the different stages of their school life.

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St Anthony’s Coptic Orthodox College Annual Report 2010

Student Learning Outcomes NAPLAN This was the third year of NAPLAN testing Australia wide. The NAPLAN reports on each student's achievement as measured against the performance of other students both in the State of Victoria and Nationally across all Australian states. These scores are assessed against both the National Standards as well as the Victorian Essential Learning Standards (VELS). The Literacy assessment tasks measure student achievement in reading, writing, spelling and language conventions. The numeracy assessment tasks measure student achievement in number, algebra, function and pattern, measurement, chance and data, and space. NAPLAN assessments are undertaken by students as a normal part of their learning program. Teachers ensure students are prepared for the tests and provide appropriate support and guidance. As with AIM (Achieve, Improve, Monitor) tests, NAPLAN tests assess student knowledge and skills in numeracy, reading, writing, spelling, punctuation and grammar. The results of the tests provide information for students, parents, teachers and principals about student achievement that can be used to select and adapt teaching and learning programs. NAPLAN tests provide point-in-time information regarding student progress across Australia in literacy and numeracy and are intended to complement teacher judgement and the wide range of formal and informal testing programs that are already used in schools. As with all single assessments, NAPLAN test results are not intended to be used in isolation from other school-based assessment programs. It is important to emphasise that, along with whole-school planning for delivery of the VELS curriculum, a variety of assessment tasks are used to assess student learning. The NAPLAN report is one aspect of the school‟s assessment and reporting process and does not replace the extensive, ongoing assessments made by teachers about each student‟s individual performance. NAPLAN results are important in providing an overall measure of how all Australian students are performing in literacy and numeracy.i As a school, we are using the NAPLAN 2009 and 2010 results to help us to better identify students who require greater challenges or additional support. The results help us to identify and analyse strengths and weaknesses in teaching programs and to set future goals in literacy and numeracy. Using the results, we are now reviewing and developing our teaching programs, strategies and the support offered by the school to help students. NAPLAN test results also contribute to our ongoing discussions between students, parents and teachers on individual students‟ achievements and progress. ii

St Anthony’s students AT or ABOVE min national standard NAPLAN Results 2009/10

Year 3 2009

Year 3 2010

Year 5 2009

Year 5 2010

Year 7 2009

Year 7 2010

Year 9 2009

Year 10 2010

Reading

100%

100%

96%

100%

86%

100%

81%

95%

Writing

100%

100%

91%

100%

87%

100%

81%

70%

Spelling

100%

100%

96%

100%

93%

100%

81%

80%

Grammar Punctuation Numeracy

100%

100%

87%

100%

93%

77%

85%

95%

100%

100%

100%

100%

100%

100%

100%

100%

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St Anthony’s Coptic Orthodox College Annual Report 2010

Detailed results for the NAPLAN tests This report uses the National Assessment Program Scale Red represents St Anthony’s Coptic orthodox College.

Year 3 Results 2009

Year 3 Results 2010

The Year 3 results (red) demonstrate that of our students: 100% were above the National Minimum Standard for Numeracy in both 2009 and 2010; 89% for Grammar and Punctuation improved to 94% in 2010; 89% for Spelling in 2009 grew to 100% in 2010; 94% for Writing in 2009 improved to 100% in 2010; and 83% for Reading in 2009 grew to 100% in 2010. Of the Year 3 results, 6% were at the National Minimum Standard for Grammar and Punctuation in 2009 and this remained unchanged in 2010. All other results were above standard (see above). No Year 3 students were below the National Minimum Standard in any subject in 2010 Overall these reports are extremely positive, as they signify that ALL our students in Grade 3 are above the National Minimum Standard in all strands.

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St Anthony’s Coptic Orthodox College Annual Report 2010

Year 5 Results 2009

Year 5 Results 2010

The College Year 5 results demonstrate that of our students: 75% were above the National Minimum Standard for Numeracy in 2009 and this grew to 86% in 2010; 83% for Grammar and Punctuation in 2009 grew to 100% in 2010; 92% for Spelling in 2009 remained stable at 93% in 2010; 83% for Writing was marginally improved in 2010 at 86%; and 79% for Reading in 2009 grew to 86% in 2010. Of the Year 5 results 25% were at the National Minimum Standard for Numeracy in 2009 and this dropped to 21% as students levels improved in 2010; 4% for Grammar and Punctuation was 0% in 2010 as all students were above standard; 4% for Spelling increased to 7% in 2010; 8% for Writing in 2009 increased to 14% in 2010; and 17% for Reading in 2009 remained unchanged in 2010; 0% No Year 5 students were below the National Minimum Standard in any subject in 2010 compared with the following for 2009: for Numeracy; 13% for Grammar and Punctuation; 4% for Spelling; 8% for Writing; and 4% for Reading. iii A dramatic improvement in the year. Overall these reports are extremely positive, as they signify that ALL our students in Grade 5 are above the National Minimum Standard in all strands.

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St Anthony’s Coptic Orthodox College Annual Report 2010

Year 7 School Summary Results

Year 7 Results 2009

Year 7 Results 2010

2009's Year 7 students showed greatest strength in Writing with 87% of students achieving scores above the National Minimum Standard. In 2010 this remained at the same level. Similarly, 2009 Reading score was 79% of students was 76% in 2010. Grammar and Punctuation results found 80% of students above and 13% at National Minimum Standard. In 2010 this was lower with 76% above and 6% at standard. 73% of students in 2009 achieved spelling scores above and 20% at National Minimum Standard. In 2010 this improved rapidly to 94% above and 6% at standard. In 2009 67% of students scored above 33% at the National Minimum Standard in Numeracy, with no students scoring below the National Minimum Standard in Numeracy. In 2010 ALL students were above the minimum standard. Remember that comparisons between levels and years are even less accurate than larger schools due to the small student numbers in each level of our College. With the exception of Grammar and punctuation ALL our students are above national standards in all strands.

Page 20


St Anthony’s Coptic Orthodox College Annual Report 2010 Year 9 School Summary Results Year 9 Results 2009

Year 9 Results 2010

2009's Year 9 students showed greatest strength in Numeracy with 85% of students achieving scores above and 15% at the National Minimum Standard, and no students scoring below the National Minimum Standard. This remained basically unchanged in 2010. The Literacy component of the NAPLAN still proved to be more challenging for this year level in 2010. 73% of students scoring above and 20% at the National Minimum Standard in 2009 in Spelling. In 2010 this fell further to 60% above and 20% at and a further 20% below standard. In the Literacy strand of Reading 56% of students achieved scores above, and 25% at National Minimum Standard, while in 2010 this rose to 63% above and 32% at standard. In Writing 58% of students scored above, and 23% scored at National Minimum standard in 2009, but in 2010 this fell further to 40% above and 30% at and 30% below national standards. In Grammar and Punctuation in 2009 63% of students scored above and 22% at the National Minimum Standard. In 2010 this improved to 80% above, 15% at standard and only 5% below, a considerable improvement. This indicates that literacy skills need to be strengthened in Years 9. This was the major reason for the development of Middle School in 2011 and the increased class time spent on literacy.

Page 21


St Anthony’s Coptic Orthodox College Annual Report 2010

VCE Report The results for the graduating class of 2010 were in many ways pleasing. Firstly, all students undertaking their VCE at St Anthony's Coptic Orthodox College successfully completed their VCE. Secondly, all students received an offer for further study at a higher education institution. A high percentage of these offers (68%) were where the students received their first choice of course. The results for a few students were disappointing both for them and the college. The college will continue to work on strategies to ensure students achieve the results they are capable of. The College Captains for 2010 were Mr Isaac Wissa and Ms Alyssa Baghdadlian. Both of these were a popular choice not only amongst the students but also amongst the staff. It is always a pleasure to speak to and discuss issues with the College Captains in their role of representing the students and in particular VCE students. They represented a wide range of student opinion and brought honour and credit to their office, the College and their families. They were also actively involved in supporting staff whenever the chance arose. Marina Bassilios and Andrew Girgis were awarded Kwong Lee Dow Scholarships by the University of Melbourne. They attended a number of conferences and tutorials throughout the year with other students from across the state. In November, the College was notified that Mark Henein had been awarded the scholarships for 2011. In late November the then Year 11 students went on a one day activity held in the church hall at Hallam. The title of the day was "Year 12 Challenge" and the theme for the day was the marathon. Throughout the day students associated the rigor of Year 12 with that of the grueling marathon race. My thanks to Father Attalla for allowing us to use that church hall, to Father Athanasius for his attendance and support on the day and to Mr Ron Ruzzier from ISV for his a assistance and support in planning and help on the day. The College has offered the VCAL program as an alternative to VCE for a number of years. Late last year the College found that a number of students had seriously elected to undertake a VCAL program at St Anthony's Coptic Orthodox College in 2011. This was indeed some wonderful news. In total eight students have elected to undertake the program, five from year 11 and three from year 12. VCAL has a vocational focus and the students have elected to undertake the program focusing in a range of vocational areas including:  Electrical  Justice  Residential drafting  Beauty  Information technology  Building and construction I look forward to a strong VCAL program at St Anthony's Coptic Orthodox College in 2011 and a stronger program in the years that follow. In order to help ensure the success of the program the College has employed Ms Sunitha Susan to coordinate and deliver large parts of the program. Ms Susan has experience in the VCAL area from her previous teaching roles. Excursions too were a way in which the learning of students was enhanced. In 2010 there were a number of excursions organised to a variety of venues for a myriad of educational reasons. Year 12 visited the Drum Theatre in Dandenong to watch a performance of one of their English texts, A Man For All Seasons. Biology students visited GTAC in Parkville where they spent the day testing their knowledge of genetics whilst they split DNA. Year 12 Legal Studies students visited the Supreme Court and VCAT whilst their Year 11 contemporaries visited Her Majesty's Prison, Barwon. Page 22


St Anthony’s Coptic Orthodox College Annual Report 2010 With the restructure of the College there was a need to look at staffing levels at the College. In that regard the College and the VCE area lost a number of staff, all of who will be missed. The staff that ended their employment at the end of 2010 include:  Mr. Michael Nagy who has been a valuable employee of the College for quite a number of years. Michael taught a range of Art, Technology and Graphics subjects but was also supportive in of staff and the College in many other ways.  Mr. Michael Only has decided to take up retirement. Mike has been a valued member of staff for the past nine years. During this time he has taught primarily Information Technology at all secondary year levels including VCE. He has used his computer expertise to assist staff with computer issues whenever asked. He has committed to his students and his subject during his time at St Anthony's Coptic Orthodox College. Through setting up websites and preparing interesting tasks for them to complete.  Mr. Stuart Warner has been at the College for a considerable time. During that time he has taught Science in secondary and Chemistry and Mathematics at the VCE level. Stuart has always been a teacher who is committed to his work and to his students. He was also very supportive of other staff and the College.  Mr. David Missal who has only been at the College for a relatively short time. During his time at St Anthony's Coptic Orthodox College he has taught a range of VCE subjects including Legal Studies, Business Management and Industry & Enterprise. David has been a supportive member of the secondary staff who has continually maintained a sense of humor with his students.

The Year 12 Graduation Dinner was held at the Merrimu Reception Centre at Chadstone on the evening of Thursday 25th November 2010. This event was held a week after the students had finished their VCE exams and they were all in good spirits. The night went very well and I give thanks to the staff at Merrimu for their professionalism in organising the night. All the graduating students their friends and family attended on the night. A new item for the night was the addition of a jazz band which helped to enhance the evening. The first annual past students dinner was organized to be held at Romeos Restaurant in Toorak on a Sunday evening around the middle of 2010. The function was organized with the assistance of Ms Mary Kamel also a past student of the College. After promoting the event and inviting of all past students that were contactable. Twenty six past students indicated that they would attend. Unfortunately because of some really poor weather on the night only sixteen students and half a dozen staff were able to attend. However the night was considered a success for a first event and significantly greater numbers are expected this year and in the years that follow.

Page 23


St Anthony’s Coptic Orthodox College Annual Report 2010 During 2010 the college council approves a range of new policies including  VCE subject selection policy and  Year 9 VCE subject selection policy Both of these policies try to ensure that the students selecting VCE subjects are capable of achieving a good standard in that subject and not end up struggling in the subject. Angelko Juresko VCE Coordinator

Student Learning Outcomes in VCE In 2010 we had 24 students enrolled in the final year of their Victorian Certificate of Education (VCE). All 24 students completed their Victorian Certificate of Education a 100% completion rate. Statewide 51,581 students studied for their VCE. Students can choose from a variety of 108 subjects including 46 languages. The top 10 subjects and the number of students enrolled in them is shown below: 1. English (including English as a Second Language) 2. Further Mathematics 3. Mathematical Methods (including CAS) 4. Psychology 5. Health and Human Development 6. Business Management 7. Biology 8. Physical Education 9. Chemistry 10. Legal Studies St Anthony‟s Coptic Orthodox College offered 8 of the top 10 subjects. St Anthony‟s Coptic Orthodox College has the capacity to teach 16 VCE subjects. These are offered depending on student demand. This year students chose from 12 subjects. These are: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

English and English ESL Biology Chemistry Physics Further Mathematics Mathematical Methods Specialist Mathematics Psychology Legal Studies Business Management IT - Applications LOTE – Arabic

Page 24


St Anthony’s Coptic Orthodox College Annual Report 2010 The mean study score for 2009 and 2010 are shown below: Mean Study Score 2009

Mean Study Score 2010

Study scores over 40 2010

English and English ESL

23.1

26.7

1

Biology

23.1

27.2

1

Chemistry

28.6

26.1

Physics

30.5

24.9

1

Further Mathematics

24.8

24.2

1

Mathematical Methods

32.0

31.8

2

Psychology

22.0

24.2

Legal Studies

22.7

22.9

Business Management

23.3

29.1

IT – Software development

22.7

20.8

LOTE: Arabic

30.3

30.5

Subject

1

The overall mean study score for 2010 was 25.6. The highest study score attained was 48 in Further Mathematics. Overall there were 7 study scores over 40. A study score of 40 and above given to “high achievers” and is awarded to only 8% of students in the state in any subject. ATAR SCORES The average ATAR score in 2009 was 49.71 whilst in 2010 it was 44.56 with the highest ATAR score in 2010 being 96.95. Two students received ATAR scores above 90. The ATAR scores are listed below: 2009

2010

91.55

96.95

90.15

94.85

88.4

74.35

75.35

73.2

74.2

66.65

72.15

65.3

61.6

60.45

60.85

57.95

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St Anthony’s Coptic Orthodox College Annual Report 2010 57.3

57.8

56.25

51.4

50.95

48.1

49.8

40.6

44.65

36.9

43.3

35.05

42.3

33.25

35.05

31.95

32.5

31.75

29.95

22.65

29.05

22.35

23.4

18.1

18.3

16.3

13.9

14.55

2.3

12.9

49.71

44.56 Speech Night 2010

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St Anthony’s Coptic Orthodox College Annual Report 2010

Student Pathways and Transitions All twenty three students received an ATAR score. Twenty two students received first round offers from VTAC, four students received second round offers and one student received a supplementary offer from VTAC. Of the first round offers nine students were offered university placements, eleven were offered TAFE placements and two were offered placement with a private provider. A list of courses and institutions for which placements were received are listed in the table below: Pharmacy

Monash University

Business and Commerce

Monash University

Engineering – Mechanical

RMIT TAFE

Commercial Cookery

William Angliss Institute

Health Sciences

Melbourne Institute of Business & Technology

Visual Art

Victoria University

Marketing

Swinburne TAFE

Criminal Justice Administration

RMIT University

Science

Monash University

Information Technology

Swinburne TAFE

Marketing

RMIT TAFE

Electrical

RMIT TAFE

Biomedical Science

Victoria University

Management

Swinburne TAFE

Electronic Engineering

La Trobe University

Science/Engineering

Monash University

Arts/Commerce

Australian Catholic University

Accounting and Finance

Swinburne University

Biological Sciences

Swinburne University

Business

Melbourne Institute of Business & Technology

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St Anthony’s Coptic Orthodox College Annual Report 2010

Teaching Staff St Anthony‟s has a very experienced and well qualified teaching team as is evident from the information below. Gary Underwood, Bachelor of Economics (1974), Diploma in education (1975), Master of Educational Studies (1981) Primary Staff Qualifications Tracey Campbell, Bachelor of Education (University of Tasmania) 2003 Anthea Christian, Bachelor of Speech Pathology (La Trobe) 1994, Post Graduate Diploma of Education (Primary) (Monash) 2001 Deborah Hardman, Bachelor of Arts (Psychology and Biology) (Flinders) 1980, Graduate Diploma of Education (Primary) (Monash) 2003 Marsiel Iskander, Bachelor of Arts and Education (Ain Shames University) 1975, TESOL (TBC) 2004 Zeina Iskander, Graduate Diploma of Education (Primary) (Monash) 2008, Bachelor Degree in Musicology (Holy Ghost University) 1999 Fayza Kamel, Bachelor Science and Education (Zagazig, Egypt) 1984, EFT (Victoria University) 1997. Meaghan Morley, Graduate Diploma of Psychology (Deakin) 2007, Graduate Diploma of Psychology (Central Queensland University) 2006, Graduate Diploma of Education (Hawthorn) 1987, Bachelor of Applied Science (P.E.) (Footscray IT) 1986 Ivey Panicker, Graduate Diploma of Education (Primary) (Newcastle) 2005, Bachelor of Arts (University of Ottawa) 2003 Alice Scoulding, Graduate Diploma of Education (Primary) (Monash) 2007, CELTA (International House Sydney) 2006, Politics BA (Hons) (Durham) 2001 Edith White, Master of TESOL (Monash) 1998, Diploma of Education (Secondary) (Monash) 1980, Bachelor of Arts (Monash) 1979 Tony White, Bachelor of Arts (Armidale University (U.N.E)) 1980, Diploma in Education (Armidale) 1983

VIT 351504 VIT 334117 VIT 275579 VIT 302778 VIT 178420 VIT 344399 VIT 314082

VIT 321718 VIT 327569 VIT 337654 VIT 155383 VIT 191595

Secondary Staff Qualifications Holly Amber, Bachelor of Arts (Hons) (Monash) 2000, Diploma of Education (Monash) 2003 VIT 312102 Ninette Bebawi, Bachelor of Arts (Anin-Shams University Egypt VIT201296 Stephen Bugeja, Diploma of Education (Frankston-Monash) 1973, VIT 205024 Catherine Clifford, Bachelor of Education (Secondary) VIT 188465 Jim McEntee, Diploma Mathematics (Royal Melbourne Institute of Technology) 1974, Trained Secondary Teacher‟s Certificate, (Victoria - Rusden State College) 1975, Bachelor of Applied Science (Mathematics) (Royal Melbourne Institute of Technology) 1980. VIT199992 Merete Entwistle, Bachelor of Arts (Sydney) 1981, Grad Diploma in Education (Sydney) 1989 Postgrad Certificate of TESOL (2006 ) VIT 333973 Angelko Juresko, Diploma of Business (Ballarat) 1970, Diploma of Teaching (Melbourne) 1975. VIT 205839 Page 28


St Anthony’s Coptic Orthodox College Annual Report 2010 David Misell, Bachelor of Commerce (Melbourne) 1970, AASA, CPA, Trained Secondary Teachers Certificate (Melbourne) 1972 VIT 143965 Michael Nagy, VIT 190439 Michael Onley, Diploma of Civil Engineering (Swinburne) 1970, Trained Technical Teachers Certificate (Hawthorn) 1972, Bachelor of Arts (LaTrobe) 1980, Grad Diploma in Computing (Monash) 2001. VIT 163174 Anita Punnoos, Bachelor of Science (Chemistry ,Zoology and Botany) (Regional Institute Of Education, India) 1998, Bachelor of Education (Regional Institute of Education, India) 1998, Masters in English Language and Literature (Annamalai University, Chennai, India) 2001 VIT 342490 Elisabeth E. Scoulding VIT 337564 Richard Stenton, Bachelor of Education (Sec) (Melbourne) 1990, Diploma of Educational Studies (Melbourne) 1998 Stuart Warner, Bachelor of Science (Melbourne) 1984, Grad Diploma Education (Melbourne) 1985, Grad Diploma of Applied Science (Computing) (Swinburne) 1990. Joseph Yu, Bachelor of Science (Hon) (Monash) 1972, Diploma in Education (Monash) 1973.

VIT 177669

VIT 180624

VIT 176988 Teacher Support Staff Qualifications Amanda Witt, Diploma of Library and Information Services (Swinburne) 2003 Melissa Priest, Associate Diploma of Applied Biology (RMIT) 1981, Bachelor of Science, (Monash University) 1991

Teachers on leave Michael Nagy T1-4. Debbie Hardman T 4. Tony White T 3. Tracey Campbell T 4. Elizabeth Scoulding T 4. Teachers left during or at the end of 2010 Michael Onley, VIT 163174 David Misell, VIT 143965 Michael Nagy, VIT 190439 Edith White, VIT 155383 Meaghan Morley, VIT 321718 Teacher Support staff left at end of 2010 Amanda Witt Permission to teach Ayman Awad

VIT 344644

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St Anthony’s Coptic Orthodox College Annual Report 2010

Professional Development 2010 Course title Mathletics

Teacher All primary staff

First Aid Training Maths Mastery

All staff Edith White

Spelling Mastery

Edith White

First Steps Reading

Edith White, Ivey Panicker, Pene Silva,

SAS Student management program

All staff

Behaviour Management

Edith White

Reading to Learn Follow-up Support Program

Edith White

Accelerated Reader Program

All primary staff,

The Theory and Practice of You Can Do It! Education

All primary and secondary staff

Details This was an informative PD for the Primary teachers as to how to use the Mathletics Program in their classrooms and get the most out of the Program. Features of the Program were explained, such as how the reward system of „Credits‟ motivates the students as they can spend these in the „Shop‟. First Aid Training – Apply First Aid HLTFA301B Elementary Maths Mastery‟ was created by Dr. Farkota and uses the „Direct Instruction‟ method which was found in a Uni. of Oregon study of 22 different teaching methodologies to be the most effective by far. EMM is a fully comprehensive Maths Program that requires only 15-20 mins daily to implement plus 5-10 mins for instant feedback, diagnosis and correction. „Spelling Mastery‟ is an American Spelling Program developed by Dixon & Engelmann and based on the „Direct Instruction‟ method which was found in a Uni. of Oregon study of 22 different teaching methodologies to be the most effective by far. Three texts were given to all the teachers for the First Steps Reading strand of Literacy: The „Reading Map of Development‟, the „Reading Resource Book‟ & the „Linking Assessment, Teaching and Learning‟ Book, as well as a „Course Book‟. These texts combined explain what strategies are used by students as they develop the skill of reading. The Primary and Secondary Leadership Teams were asked to attend this PD so as to learn how to use SAS for all administrative purposes in relation to entering staff and student information. This training will be extended to all staff later in the year. Various strategies for managing classroom behaviour: preventing misbehaviour, working proactively with students, interactive management, effective correction and effective support. A „refresher‟ course to remind us of the principles involved in the Reading to Learn Program, and how to implement it in the classroom, with discussions as to how teachers from different schools have found benefits and obstacles in implementing the Program at their school. The Accelerated Reader program will be implemented by the school to assist students to progress in their reading. We learnt to use the program to assess and monitor a student‟s reading progress using level readers, test and quizzes. It emphasized the importance of the „Social / Emotional‟ Curriculum being taught alongside the Academic Curriculum, to assist students develop: Confidence, Tolerance, Resilience, Persistence and Organization skills, through the way they control their thoughts in Page 30


St Anthony’s Coptic Orthodox College Annual Report 2010

Beginning Reading

Fayza Kamel

Referral Pathways Workshop

Ivey Panicker

Child Development and Brain Research

Ivey Panicker

Guiding Behaviour

Ivey Panicker

Vocab Vocab Vocab; A Strategic Approach to Teaching and Learning L2 Vocabulary

Marsiel Iskander

How to explicitly teach math in the classroom.

Pene Silva, Tony White

School's First Forum

Merete Entwistle

Onside Victoria Connecting Youth Forum

Merete Entwistle

Reading to Learn follow-up

Merete Entwistle Edith White

John Hattie forum Making learning visible: research into the most important effects on student learning Engaging the disengaged - Boys and Literacy

Merete Entwistle, Gary Underwood, Anthea Christian

Stephen Graham

relation to daily situations they face. To give the teachers some modernised and different strategies to help young children to read and write. The purpose of this seminar was to establish positive relationships between schools and services available for children in the local community. Knowledge of these facilities and the support they offer for children will allow us to assist students in various areas of need and well being. This workshop emphasized important aspects of children‟s physical, mental and social development and how this impacts learning. Participants were able to identify both physical and environmental factors that affect student learning. This workshop investigated practical ideas that encourage children‟s cooperative behavior. Participants were able to explore strategies that nurture children‟s emerging autonomy while encouraging cooperation and the development of reciprocal relationships. New games and strategies to teach Vocab, such as „Selection, Presentation, Recording, Reinforcing, Categorizing, Revising, and Assessing‟. I also learned 100 Activities For The Most Used Words. I learned to not speak English much in the class and let the children guess the meanings in a lot of different ways. Through practical work we investigated the Math curriculum. We were shown how to simplify math concepts and teach using games, puzzles and tactile materials. I learnt not to push a child forward until basic concepts have been grasped, and to identify gaps with children who are struggling to grasp concepts. Partnership forum with guest speakers including 2009 award winners to inform potential applicants of the development of the project and how to develop a successful application for the 2010 awards. Partners of the program presented some of their programs/achievements and elaborated on how the programs either were developed, or how they have helped to create positive outcomes for participating students. Workshop was intended to see how previous participants in the program have successfully implemented the program at their schools and to recap some of the strategies which are critical to the success of the program John Hattie detailed his research findings regarding effective and ineffective strategies in achieving enhancement of student outcomes at school. Follow-up workshops helped to further elaborate on these.

PD was about elaborating on teaching Procedural and Information report writing, using highly formulaic strategies to simplify the procedure. Page 31


St Anthony’s Coptic Orthodox College Annual Report 2010 Middle School Preparation

Merete Entwistle

What are they Thinking? Assessment and Instruction that is Derived from a Deep Understanding of Student Thinking while Reading Landmark Forum

Alice Scoulding

Planning Investigations and Project work ISV New Principals Programs

Tracey Campbell

SAS training

VTAC Briefing

Angelko Juresko Richard Stenton, Anthea Christian Angelko Juresko

VCAL

Angelko Juresko

VCAL/VCE Credit transfer A Strategic Approach to Teaching and Learning L2 Vocabulary VCE Teachers Professional Development Implementing VELS

Angelko Juresko

Tony White

Gary Underwood

It was able to provide me with some very clear guide as to how to develop an effective curriculum based on continued formative assessments and integration of VELS standards at highly creative levels of delivery of the curriculum. This two-part seminar series explored recent research around adolescent literacies with a particular emphasis on reading comprehension instruction and the links to authentic assessment.

Understanding the text of a book, the message and inferences. Highlighting these to the students gives a better understanding and appreciation of the written text. It helped each student to comprehend the story. It is hoped that each student‟s own writing and reading experience will improve both with vocabulary usage and increased word meaning. It‟s main focus was to give teachers the strategies they require to teach students Exposition Writing-the main focus for NAPLAN 2011. Series of weekend training sessions around the key functions necessary for principals – finance, HR and industrial relations, industrial issues etc. Updating knowledge of student data base program

Run by VTAC this was an update of changes to VTAC procedures. VCAL - New VCAL Unit (Skills for further study)

Ninette Bebawi

How to use activities to teach students vocabulary and make it more interactive as well as aid the students to be pro-active when learning vocabulary.

Ninette Bebawi

Definitions of assessment, course outlines, and examination reports and comments.

Ninette Bebawi

How to introduce LOTE to year 7 students.

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St Anthony’s Coptic Orthodox College Annual Report 2010

Teacher attendance and retention in 2010 The teaching staff absentee rate for 2010 was 4.15% down slightly from 2009 of 4.7%, and closer to the long term goal of 2%. Not included in this was a special circumstance where a teacher with permission to Teach was finalising his teaching qualifications and teaching rounds were taken as 38 study days. If included it would raise the percentage to 5.37% but would not allow comparison with previous years or long time goal. One teacher with personal problems accounted for 30% of the absences before she took leave without pay for the last term. Primary teacher absence rate 2010: 3.88 (2009: 4.3%) Secondary teacher absence rate 2010: 4.5% (2009: 5.0%) Primary and secondary teacher absentee rate 4.15% (2009: 4.7%) (Study leave of 28 days taken by one teacher, is not included in the above data.)

The workforce in 2010 was comprised of: 15 secondary teachers 11 Primary teachers 3 administration staff 1 IT technician 1 Library technician 1 Lab assistant 2 Maintenance staff 1 full-time Bus Coordinator 11 part-time bus drivers There were no indigenous staff employed at the College.

Student attendance and retention rates The College student population varied slightly from 2009 to 2010 and varied from year level to year level due the small size of enrolments at each level. 245 students attended the College in 2009. Year level P 1 2 3 4 5 6 7 8 9 10 11 12 Total

Enrolment 2009 20 21 17 22 19 17 28 24 17 27 25 34 27 298

Enrolment 2010 13 19 17 20 17 16 21 19 13 18 18 30 24 245

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St Anthony’s Coptic Orthodox College Annual Report 2010

Year level Prep 1 2 3 4 5 6 7 8 9 10 11 12 Total

Absentee rate 09 2.5% 4.5% 2.2% 1.7% 2.7% 2.1% 2.5% 4.8% 6.2% 5.9% 4.7% 8.5% 4.7%

Absentee rate 2010 9% 11% 9% 3% 2% 12% 4% 6% 4% 5% 6% 6% 10% 6.6%

The student absentee rate for 2009 was 4.7% and this grew to 6.6% in 2010. Small student numbers per level easily change absenteeism, especially with overseas holidays for families which did not coincide with school holidays. VCE 2009 to 2010 student numbers were: Year 11: 34 - 30 Year 12: 27 -24 This is a VCE retention rate from the start to end of VCE of 70%. Recording attendance In 2009 95% of students attending St Anthonyâ€&#x;s are picked up from home each day and brought to school. In 2010 this dropped to 80% due to an increase in local students in 2010. Any student unable to attend for the day must ring the Transport Coordinator prior to pick-up runs starting. These absences are recorded with the office. Staff also mark the roll each morning and afternoon. Through 2010 this was recorded into the electronic student record system SAS either directly or after collection on paper rolls. Nearly all teachers mark absences directly into the SAS software. All students arriving late are recorded in a late book at reception and a class late pass issued. All students leaving early must have a signed note or an entry in their College diary outlining the time, the person picking them up, and a reason why. This applies to all year levels from P to 12. Absentee process Absent students must return to school with a diary note or an absence letter explaining their reason for absence. These are shown to their class teacher and filed by administration. Continued absence is followed up by the College Secretary or Head of School. In some cases where English is not spoken at home, it is followed up with a call from an Arabic staff member.

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St Anthony’s Coptic Orthodox College Annual Report 2010

Future Directions In 2010 St Anthony‟s Coptic Orthodox College successfully completed a thorough review and evaluation by VRQA initiated in 2009. In 2010 the College focused on some key priority areas outlined in the Strategic Plan created for the review: 

        

 

restructuring of leadership positions and the improvement of educational leadership through appointment of sub-team coordinators for Primary (Anthea Christian), Middle School (Merete Entwistle), Years 9-10 (Ninette Bebawi), and VCE (Angelko Juresko) increasing the awareness of the Coptic Orthodox and the local community about College outcomes and life in the College by regular presentations at the churches, regular fortnightly newsletter, communication via the website, newspaper advertisements and shopping centre displays completion of the new primary school and library building in December 2010 development of a Year 6-8 Middle School from February 2011 to cater for the „tween‟ years and pre and early teenage years refocusing of Years 9-12 towards tertiary studies and the world of work and career goals develop a College-wide literacy and reading emphasis which is the focus of evidence-based teaching and learning, which involves considerable testing and reporting enhance the College‟s physical environment broaden VCE offerings, through distance learning subjects introduce VCAL as an alternative to VCE providing another pathway to tertiary studies in 2011 introduction of broader elective subject choices in Years 9 and 10 from 2011 intensive professional development in three areas: o differentiated learning o literacy across the curriculum o student welfare better reporting to the Board on the on-going financial fluctuations involvement of a large volunteer program managed by a volunteer manager.

New Principal Mr Gary Underwood on the concrete slab for the new school in early 2010 and the finished school in December 2010.

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St Anthony’s Coptic Orthodox College Annual Report 2010

Financial Performance Profit and Loss Income Interest received Donation income Gross Profit from Trading

Expenditure Accountancy Fees Consultancy Fees Bad Debts Written Off Bank Charges Cleaning Debt Collection Depreciation Donations Electricity Lease of Equipment General Expenses Interest Paid Long Service Leave Motor Vehicle Expenses Recurrent & Fundraising Expenses IT Expenses Repairs and Maintenance Salaries & Wages Work Cover

Profit before income tax

2009 11,467 273,400 3,121,119 3,405,986

2010 12,834 3,751,885 3,764,719

16,645 30,273 125,804 3,226 38,585 94,924 200 21,029 53,416 127,639 109,082 25,746 158,525 28,313 7,514 30,420 2,178,281 26,107 3,075,729

23,710 3,014 8,967 44,818 115,479 29,091 49,988 121,963 129,615 22,664 165,708 12,226 22,668 40,466 2,421,556 256,438 3,238,371

330,257

526,348

Page 36


St Anthony’s Coptic Orthodox College Annual Report 2010

Balance Sheet Current assets Cash and Cash Equivalents Trade and Other Receivables Inventories Total Current Assets

2009 10,645 209,430 32,715 252,790

2010 343,154 360,767 31,207 735,128

4,388,963 4,388,963

5,868,496 5,868,496

4,641,753

6,603,624

212,901 13,205 468,725 694,831

506,893 318,692 450,786 1,276,371

Non-Current Liabilities Trade and Other Payables Financial liabilities Long Term Provisions Total Non-Current Liabilities

250,000 792,580 1,785,300 2,827,880

450,000 805,127 2,426,738 3,681,865

Total Liabilities

3,522,711

4,958,236

Net Assets

1,119,042

1,645,388

Equity Reserves Retained Profits Total Equity

1,119,042 1,119,042

1,645,388 1,645,388

Non-Current Assets Property and Equipment Total Non-Current Assets Total Assets Current Liabilities Trade and Other Payables Financial liabilities Short Term provisions Total Current Liabilities

Page 37


St Anthony’s Coptic Orthodox College Annual Report 2010

Commonwealth Reporting St Anthony‟s Coptic Orthodox College is in receipt of Commonwealth of Australia, Department of Education, Employment and Workplace Relations grants. Aspects of the reporting requirements associated with these grants are contained in different sections of this Annual Report with the exception of: 1. The College Enrolment Policy is available on the College‟s web site www.stanthonys.vic.edu.au 2. During 2010 LEAD staff, student and parent satisfaction surveys were conducted. Details of the satisfaction surveys are available from the College. The parent response to the on-line surveys was poor and a very small sample of parents completed the sample, making the data unsuitable for drawing conclusions. This needs to be repeated in a future year when the surveys can be produced in a variety of languages to meet the language needs of our parent community. 3. School Policies are formulated by the College and accepted by the Board on a rotating three year cycle, or as deemed necessary. Copies of College policies are available from the Principal upon request. Policies under review or revised during 2010 were mailed to parents for feedback. Where it is appropriate for students to have input, copies will be provided to students and discussed at sub-school and class level. During 2010 the following policies were implemented: Student Management 2010; Discipline policy 2010; and Uniform Policy 2010.

i

Victorian Curriculum and Assessment Authority, State Government of Victoria. (2010). Retrieved June 6, 2010, from http://www.vcaa.vic.edu.au ii

Victorian Curriculum and Assessment Authority, State Government of Victoria. (2010). Retrieved June 6, 201, from http://www.vcaa.vic.edu.au iii

Welcome to the NAPLAN Data Service. (2004). Retrieved June 6, 2011, from https://naplands.vcaa.vic.edu.au

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St Anthony’s Coptic Orthodox College Annual Report 2010

COLLEGE CONTACT INFORMATION Street address: St Anthony‟s Coptic Orthodox College 15 Alpina St Frankston North 3200 Postal address: PO Box 10055 Frankston North 3200 Chairman: Director: Co-Director: Principal:

His Grace Bishop Suriel, Bishop of Melbourne and its Affiliated regions Rev Fr Athanasius Attia Rev Fr Daniel Ghobrial Mr Gary Underwood

Telephone:

(03) 9786 3145

Facsimilie

(03) 9786 3988

Email:

mail@stanthonys.vic.edu.au

Website:

www.stanthonys.vic.edu.au

Page 39


Annual Report 2010 june 30  

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