A Catholic school in the Lasallian tradition.
2023 School
Performance Report
Acknowledgment of Country
We acknowledge that St Michael’s College resides on the traditional lands for the Kaurna people and that the College respects their spiritual relationship with their country.
We also acknowledge the Kaurna people as the custodians of the Adelaide region and that their cultural and heritage beliefs are still as important to the living Kaurna people today.
St Michael’s College Contextual Information 2023 School Performance Report 2
School
2023
Performance Report
3 Contextual Information 4 Student Attendance 5 College Income 5 Teacher Standards and Qualifications 6 Student Outcomes in NAPLAN 8 Senior Secondary Outcomes 9 Student, Staff and Parent Satisfaction 12 School Improvement 14 Appendix: Student Reporting 17 2023 School Performance Report | Contents
Contextual Information
“To touch the hearts of your pupils and inspire them with the Christian spirit is the greatest miracle you can perform”.
St John Baptist de La Salle
St Michael’s College is a Reception to Year 12 Catholic college in the Lasallian tradition, founded in 1954 by the De La Salle Brothers. Located in the western suburbs of Adelaide, St Michael’s College comprises two campuses. The Primary campus is based at the original school site at Beverley with the Secondary campus located at Henley Beach. Currently one of the largest Catholic colleges in South Australia, St Michael’s College has 2048 enrolled students. Enrolment growth in the Primary campus will see it move to a four-stream model in 2024, and with the introduction of girls to Reception in 2021, the College will be fully co-educational by 2027.
The Secondary campus has been fully co-educational since 2008 and comprises a Middle School (Years 7 – 9) and Senior School (Years 10 – 12) structure.
The St Michael’s College community is comprised of a diverse range of cultural, social, and religious backgrounds all aspiring to a common purpose. The staff, students, and families of St Michael’s College work together to create an inclusive and respectful community where each individual is known, valued and cared for. This strong and vibrant partnership creates an environment that enables each person to feel confident to explore their curiosities, likes and interests, to flourish, and to fully realise their potential.
Through a quality Lasallian education inspired by the Gospel and a genuine concern for social justice, St Michael’s College students are empowered to choose who they become as people, learners and leaders in the world.
Governance of St Michael’s College rests with the Board of Directors under formal agreements constituted with the Trustees of the De La Salle Brothers. St Michael’s College is systemically funded by an agreement between the College Board and the South Australian Commission for Catholic Schools.
A quality Lasallian education “is realised by offering a community and personalised environment where individuals can flourish as human beings and where they are open to hope and have a positive sense of life.”
BrAlvaro
I have come that they may have life, and have it to the full.
(John 10:10)
Our Mission and
Vision
St Michael’s College is a Catholic school in the Lasallian tradition which is committed to the human and Christian education of the young, especially the poor, through: Community
We are an inclusive and respectful community where each individual is known, valued and cared for, enabling them to feel confident to explore their curiosities, flourish and fully realise their potential.
Challenge
Individual growth is achieved through engagement, opportunity and recognition, underpinned by a positive learning culture that is authentic, challenging and supportive.
Choice
Through a quality Lasallian education, inspired by the Gospel and a concern for social justice, students are empowered to better choose who they become as people, learners and leaders in the world.
4 St Michael’s College 2023 School Performance Report
Enrolments
A total of 2048 students were enrolled at St Michael’s College in 2023.
Please refer to the breakdown below;
How Non-Attendance is Managed
School attendance is managed and recorded using SEQTA, the College Learning Management system. Student absence is monitored closely and followed up as necessary. Absences recorded by the Pastoral Care teacher are monitored by the administration team. An automated SMS is sent to parents if there is an unexplained absence and Year Level Directors are provided with absentee lists daily.
Patterns of lateness or continued absences are also monitored by the Year Level Directors and Deputy Principal – Pastoral. Attendance data is used to inform action with a range of strategies and support structures in place if required.
College Income
In 2023, College income comprised Government funding, contributions from families and a number of other private sources.
Please refer to the table below for a breakdown:
Of these 59.5% were male and 40.5% female
*Noting that in 2023 Year 3, 4, 5 & 6 comprised male only students.
Thirteen students or (0.64%) were Indigenous with 15 students or (0.74%) with English as an Additional Language / Dialect (EAL/D).
In addition, the Inclusive Education faculty provided for the needs of 371* students with disabilities as assessed for the purposes of the Nationally Consistent Collection of Data (NCCD). This represents 18.12% of the 2023 student cohort.
*Noting 135 of these students are non funded (QDTP)
Student Attendance
The table below indicates student attendance for 2023:
The College’s DMI (direct measure of income) was 103 in 2023. This score is used to determine the level of Government funding received.
5
Campus Total Primary 461 Secondary 1587 Year Level Total Reception 99 Year 1 99 Year 2 68 Year 3 39 Year 4 52 Year 5 53 Year 6 51 Year Level Total Year 7 298 Year 8 269 Year 9 271 Year 10 259 Year 11 263 Year 12 227 Year Level Gender Attendance REC F 93.95% REC M 91.96% Y1 F 91.03% Y1 M 91.66% Y2 F 92.21% Y2 M 92.69% Y3 M 91.62% Y4 M 91.40% Y5 M 90.54% Y6 M 92.64% Year Level Gender Attendance Y7 F 91.74% Y7 M 91.88% Y8 F 91.83% Y8 M 89.20% Y9 F 90.54% Y9 M 89.90% Y10 F 87.94% Y10 M 90.38% Y11 F 89.50% Y11 M 90.52% Y12 F 89.48% Y12 M 91.70%
Net Recurrent Income 2023 Australian Government recurrent funding $22,844,914 State/Territory Government recurrent funding $ 5,779,375 Fees, charges and parent contributions $ 16,046,589 Other private sources $ 1,119,560 TOTAL gross income (excluding income from Government capital grants) $ 45,790,438 Less Deductions $ 4,182,243 TOTAL net recurrent income $ 41,608,195 Australian Government recurrent Funding State / Territory Government Funding Fees, chargesand parent contributions Other private sources
Teacher Standards and Qualifications
*Staff who identify as Aboriginal or Torres Strait Islander: 0
Teaching Standards
College staff hold qualifications relevant to their positions and all teaching staff are registered with the South Australian Teachers Registration Board.
All staff of St Michael’s College are expected to meet the requirements outlined in their position information document. A commitment to uphold and contribute to the Lasallian ethos, participate in professional development activities, and establish positive and effective relationships within the College community are but a few of the high expectations of all staff.
New teaching staff, permanent or contract complete the CESA Teacher Induction module at the commencement of their employment and permanent staff are required to complete the Graduate Certificate in Catholic Education within the first five years of employment.
Professional Learning
St Michael’s College Strategic Direction 5 aims to foster personal and collective growth through community engagement. All Teaching staff and Education Support Officers (ESOs) participate in various learning opportunities, either manager-recommended or selfidentified.
Teaching staff engage with the ‘Clarity’ suite and Smart Lab training. Whole staff professional learning includes safety, risk, compliance, child protection, and first aid. ESOs take part in a professional learning day focused on team dynamics, improving mutual understanding and communication among team members.
In 2023, secondary teaching staff engaged in group professional learning throughout the year. Personal Professional Learning Plans (PPLPs) are guided by AITSL’s ‘Enabling the High-Quality Professional Learning Cycle’ and the Australian Charter for the ‘Professional Learning of Teachers and School Leaders,’ emphasizing relevance, collaboration, and a future focus. PPLPs may include accredited study, seminars, courses, mentoring, participation in professional learning teams, professional reading, or online learning, each led by experienced staff.
6 St Michael’s College 2023 School Performance Report
Female / Male Total staff 251 Female 169 Male 88
Teaching / Non Teaching Teaching Staff 171 Non Teaching Staff 80 Full Time / Part Time Full Time 199 Part Time 52 Staff Retention Total Staff 251 Left in 2023 (not retired) 8 Retention Rate 96.81%
Workforce Composition
An end-of-year professional learning showcase highlighted diverse learning experiences and the willingness of staff to share knowledge, from seasoned educators to first-year teachers. This approach ensures continuous professional growth and community engagement, aligning with the strategic direction of promoting personal and collective development.
Sample of Professional Development undertaken by staff in 2023:
• ACER Understanding PAT online
• Senior Drama Forum
• Leading from the Middle
• Teaching the Humanities and Flourishing
• TAFE SA Food Safety
• Gifted Education Symposium
• Growing Faith Leaders: Encountering life to the full
• Centre for Change & Complexity in Learning – AI & Education Futures Conference
• CESA Aspiring Leaders
• Year 7 Crossways Performance Standards & Course Collaboration
• Student Voice, Advocacy and Inclusion
St Michael’s College staff are highly qualified in their chosen field and beyond as indicated by the sample profile of additional qualifications held by College staff:
• PhD in Economics Geography/Business
• Masters of Teaching
• Masters of Catholic Education
• Masters in Fitness/Personal Training
• Masters in Applied Theatre Studies
• Masters of Educational Leadership
• Masters of Primary Education
• Masters of Urban Studies
• Masters of Speech Pathology
• Graduate Degree in Sociology
• Bachelor of Business
• Bachelor of Science (Botany & Zoology)
• Bachelor of Applied Science (Human Movement)
• Bachelor of Psychology
• Bachelor of Visual Communication (Graphic Design & Illustration)
• Diploma in Nutrition
• Cabinetmaking & Carpentry qualifications
7
Student Outcomes in NAPLAN
National Assessment Program Literacy and Numeracy (NAPLAN)
Upon completion of NAPLAN Testing this year, the following results were achieved
8 St Michael’s College 2023 School Performance Report
St Michael’s SA National Year 3 NAPLAN Results (2023) Year 5 NAPLAN Results (2023) Year 7 NAPLAN Results (2023) Year 9 NAPLAN Results (2023) 250 270 290 310 330 350 370 390 410 430 450 Reading Writing Spelling Grammar Numeracy St Michael's SA National 400 420 440 460 480 500 520 Reading Writing Spelling Grammar Numeracy 400 420 440 460 480 500 520 540 560 580 Reading Writing Spelling Grammar Numeracy 400 420 440 460 480 500 520 540 560 580 600 Reading Writing Spelling Grammar Numeracy
Senior Secondary Outcomes
We were very pleased to celebrate the SACE achievements of the Class of 2023 and the release of their ATAR scores. The College congratulates all the students for their hard work, determination, resilience, and commitment, and acknowledges the vital role of their teachers in their 13-year educational journey. Year 12 2023 SACE Results Summary
9
100% SACE completion 229 Number of eligible students 195 Students eligible for ATAR 13 Number of students with ATAR above 95 (7%) 42 Number of students with ATAR above 90 (22%) 91 Number of students with ATAR above 80 (47%) 23 Number of Merits 20 Number of Merits students 8 Number of subjects with Merits 62 Number of A+ 49 Number of students with A+ 21 Number of subjects with A+ Stage
Grade Distribution by Year
2 School Subject Results - by
A+ A A- B+ B B- C+ C C- D+ D D- E+ E E- N 2012 24 119 190 169 203 192 98 59 23 2 5 1 0 1 0 1 2013 21 99 124 164 173 156 107 74 24 1 0 0 0 0 0 0 2014 25 117 150 212 213 163 91 66 20 5 0 1 0 0 0 0 2015 38 135 208 206 203 148 91 49 12 1 0 0 0 0 0 0 2016 35 139 193 205 227 182 109 74 12 9 1 0 0 0 0 0 2017 48 136 212 211 189 141 110 49 12 1 0 0 0 0 0 0 2018 45 135 174 194 182 136 91 60 11 7 1 0 0 0 0 0 2019 77 140 181 192 193 151 94 63 17 4 2 0 0 0 0 0 2020 77 179 204 211 203 136 88 51 7 2 1 0 0 0 0 0 2021 75 168 220 236 167 124 87 44 4 2 0 0 0 0 0 0 2022 62 151 200 177 186 119 75 51 13 3 0 3 1 0 0 0 2023 62 188 202 166 178 127 97 49 13 3 2 0 0 0 0 0
Senior Secondary Outcomes
Distribution of Final Grades
• An outstanding 42% of all grades allocated were in the A Band.
• 452 A grades were achieved with 83 students scoring three or more A’s.
• 26 students achieved an A grade in five Stage 2 subjects studied.
• 28 students achieved an A grade in four Stage 2 subjects studied.
•
St Michael’s College continues to provide a broad selection of Year 12 subjects ensuring that the needs of a diverse cohort of students are considered. This year, students completed 50 different Stage 2 subjects contributing to their SACE completion. Of those 45 were Tertiary Admissions Subjects (TAS) and five were non-TAS subjects. We also had 4 students successfully complete approved University subjects as part of their Year 12 experience in 2023.
Our gratitude is extended to the parents who supported their children, and to the teachers, both Year 12 and throughout the College, for their dedicated efforts in assisting students to achieve such fine results.
Vocational Education and Training
Qualifications completed by Certificate Level in 2023
10 St Michael’s College 2023 School Performance Report
0 20 40 60 80 100 Certificate I Certificate II Certificate III Certificate IV or greater Certificate Level Total Number of Students with Completed VET Qualifications Number of Qualifications Completed % School % State Certificate I 0 0 0.00% 1.67% Certificate II 11 11 11.11% 25.81% Certificate III 85 87 87.88% 72.31% Certificate IV or greater 1 1 1.01% 0.22% Total 97 99 100.00% 100.00%
Post School Destinations
The graduating cohort of Year 12 students in 2023 was of a larger size than in past years with 227 students. Of this cohort, 100% achieved their SACE and 86% of students selected subjects eligible for an ATAR. The growth in VET participation over the last few years has stabilised with around 60% of the cohort participating in a VET course from Years 10 - 12.
Students who were engaged in a SchoolBased Apprenticeship during their final year of schooling stabilised around 4.5% with 14.5% of students securing an Apprenticeship.
The majority (68%) of students applied to SATAC for consideration for a University TAFESA pathway.
100% were offered a course of study in 2024 with 98% receiving an offer to their first or second preference.
In terms of University Course category areas, there continued to be a strong interest in: Health and Medical Sciences - 25%, Humanities/ Psychology - 11.5%, Law - 11.5 %, Engineering - 10%, Business and Economics - 10.3% and a decline into Education and Teaching with 7.5% attracted to that category.
Popular courses included Engineering, Psychology, Allied Heath (Physiotherapy, Occupational Therapy, Speech Pathology and Paramedics), Law, Architecture, Computing, Science and Exercise Science. There was an overall decline into Business, General Health (not Allied Health), Music, Performing Arts, Occupational Therapy, Teaching and Creative Arts.
Non-Tertiary Pathway
In this category we again saw a significant increase in the percentage of students seeking employment over study (32%). Of those employed, there were more students in secured formal apprenticeships and traineeships (14.5%). In terms of industries, those that pursue trades are largely employed in the Construction Industry followed by Automotive Electrical and emerging Aviation. The very attractive government subsidies for apprenticeships in 2023/4 and the strength of the construction industry in 2023/4 are clearly reflected in so many apprenticeships being secured.
An extraordinarily successful year in terms of the destination pathways of our 2023 cohort. It is reassuring to see more students move into the promising fields of STEM. The success of our VET program is also to be celebrated with such strong outcomes in terms of securing Apprenticeships.
11
0 5 10 15 20 25 30 35 40 45 Agriculture and Animals Architecture, Building Design and Planning Art and Design Business and Economics Computing and Information Technology Education and Teaching Engineering Humanities, Social Sciences and Religious Studies Law and Legal Studies Medicine and Health Music and Performing Arts Science and Mathematics Tourism, Hopsitality, Sport and Recreation Chart Title Bachelor Degree Cert 3 to AdvDip Apprenticeships Employed other than Apprenticeship 2023 YEAR12 DESTINATIONPATHWAYS 2023 Year 12 Destination Pathways Flinders University Universityof Adelaide Universityof South Australia TAFESA RMIT Charles Darwin
2023 Tertiary Study Pathways by Category
Student, Staff and Parent Satisfaction
Parents
St Michael’s College benefits greatly from a highly engaged parent community. Regular feedback is invited each year through parent and teacher interviews following term reports, weekly newsletters, year level parent information sessions and a diverse guest presenter education program. Parents share in the development of many areas of the College including, cocurricular sports and arts programs, College events and the Parent and Friends Committee. Parents are also represented as members of the College Board and subcommittee, the Finance, Audit and Risk Management Committee.
During 2023 parents and caregivers were invited to provide feedback in the development of the College’s future guiding document, Strategic Directions 2024 – 2027. In addition, parent and caregiver groups were consulted during the development of the College’s Community Charter, Social Media Policy and Inclusivity Policy.
Enrolment growth is a reliable indicator of community satisfaction. St Michael’s College has seen a distinct increase in enrolments as evidenced by need for building works and infrastructure development, the enrolment of girls and a move to a four-stream system at the Primary campus from 2024. The flow on effect is recognised at the Secondary campus with a Middle and Senior School structure to be adopted from 2024 and the development of a significant capital works program as part of the Master Plan.
Staff
Staff satisfaction is gauged through scheduled annual meeting reviews, and regular meetings with line managers. Annual online professional review surveys provide all staff with feedback and the opportunity to reflect on performance, goal setting and professional development.
All staff are provided the opportunity for professional learning that is either recommended by line managers or self-identified. Having a staff retention rate of 96.81% for 2023, is a positive reflection of staff satisfaction with St Michael’s College.
Students
Student feedback is gathered regularly via a number of sources. ORAH Mood Checks have been introduced in the Primary and Secondary settings and provide live data enabling immediate action and follow up by staff.
College wide PULSE and WEC (Wellbeing and Engagement Data Collection) surveys provide valuable insight into College wide, and year level specific student wellbeing.
The 2023 WEC data collection results were affirming as they indicated less low wellbeing indicators in a range of areas including worries, resilience and distress. Indicators for high wellbeing showed steady increase in the construct of school belonging, optimism and life satisfaction.
In comparison to other non-Government schools evidenced in the data, St Michael’s College showed consistently lower incidence of low wellbeing markers across all of the domains including bullying and harassment.
Our students appear happier, more optimistic, experience lower levels of distress and other negative emotions and demonstrate a stronger sense of school belonging and connection to an important adult at school, than the other schools within the comparison. Similarly, there is a higher reporting of high wellbeing across all domains. 90% of respondents indicated high or medium wellbeing indicators in terms of belonging at school, with evidence of a consistent and steady increase over previous years.
ORAH Mood Check Summary
Period: June 2023 - May 2024
Mood check records to date: 7918 (Year 3 commenced use in 2024)
12 St Michael’s College 2023 School Performance Report
WEC Data
Responses: 1338
13
Low Low Missing Information Medium No
High
School Improvement
Strategic Goals and Key Projects
2023 was a year of change for St Michael’s College.
The appointment of new Principal Tony Daley, a renewed College Board with Chair, Damian Foulis and the conclusion of the College's former guiding documents required the Board and Leadership Team to work solidly during 2023 to plan for the future of the College.
Extensive consultation involving the College Board, staff, students, and parents facilitated the identification of seven new Strategic Directions, each comprising their own 5-7 Priorities. The production of the St Michael’s College Strategic Directions 2024 - 2027 overarching document led to the development of both a Teaching and Learning Framework (R – 12) and a Pastoral Framework (R – 12) approach to formalise the Strategic Priorities within these areas.
Appointments were made during 2023 to support the middle school and senior school structure of the Secondary campus for the commencement of 2024. A Leader of Learning English/HaSS was appointed for the Middle School together with a Leader of Learning Mathematics/Science. Further appointments included the Director of Middle School (Years 7 – 9) and Director of Senior School (Years 10 – 12). In addition, a Deputy Principal Head of Secondary was also appointed.
14 St Michael’s College 2023 School Performance Report 8 Pastoral Care Focus Pastoral Care at St Michael’s College provides the framework and support systems to assist with the development of all students so they can reach their academic, spiritual, emotional, social, and physical potential. More specifically, through Pastoral we: Provide an environment which every student valued, feels safe and has someone with whom they can talk. Respect the dignity of each person. Develop spirit of community through positive relationships between staff, students parents. Develop self-discipline and personal responsibility. Provide opportunities spiritual growth and reflection. Educate students Christ-centred model of leadership. Encourage participation social justice initiatives. Provide activities and strategies that develop students’ personal, organisational and lifestyle skills and choices. Provide guidance in subject selection, vocational and career options. Foster participation in community building and recreational activities. Encourage students to build on their strengths celebrate achievement. Foster an understanding of behaviour with students, through levels of support At St Michael’s College, we take a holistic approach to student wellbeing and pastoral care. The Pastoral care of students is informed by the Lasallian Vision of schooling, the Primary Values (R-6) and the personal capabilities outlined in the Australian Curriculum (Years 7-10) and the South Australian Certificate of Education (Years 11-12). This holistic approach allows students to develop skills and knowledge to understand how they learn, build positive relationships and safely connect with the world around them. Curriculum Well-planned, structured, and engaging units of work enable students to understand the world around them and the talents within them so they can become fulfilled individuals and active, compassionate citizens. St Michael’s College is committed to delivering a transformative and student-centred curriculum that ignites a passion for learning, fosters critical thinking skills, and promotes personal growth. Our Curriculum is underpinned by the following frameworks: ACARA Crossways/MITIOG (CESA) EYLF (ACECQA) St Michael’s comprehensive curriculum supports educational equity, ensuring all students have access to an organised learning journey, fostering continuity and progression. The curriculum embraces all key learning areas from R-12, ensuring literacy and numeracy are key foci. is responsive to the changing demands a modern, forward-looking education system providing all students with the opportunity to reach their full potential. Aligned Curriculum: Teachers college align their curriculum planning with relevant learning frameworks, ensuring clear connections between subjects and year levels (vertical alignment). They consult designated frameworks, engage in ongoing professional development and collaboration, and review curriculum documents to reflect contemporary key concepts and knowledge. Backwards by Design planning is used to align assessments with learning outcomes and ensure progression. Ongoing evaluation and revision are informed by student data. Visible learning is promoted via our Learning Management System (SEQTA) where units work are readily accessible. Authentic Curriculum: are authentic and intentional, incorporating real-world contexts, problem-solving activities, and higher-order thinking. Students are engaged in real-world problem-solving activities and projects that connect learning to their own lives and experiences. Opportunities are provided for students to engage in higher-order thinking skills, critical analysis, and problem-solving. Learning experiences are designed with authentic resources as primary sources, case studies, or expert interviews. Examining the Pastoral Care Framework Lasallian education back 17th Century to French priest John Baptist de La Salle founder Institute the the Christian Schools (De La Brothers). John Baptist de La Salle established schools that welcomed particularly socially economically deprived boys. Reflecting the values of Jesus Christ, John Baptist de Salle inspired tradition that spans 80 countries. Michael’s works in partnership with Missionary of Sacred Fathers (MSC), who continue to act Chaplains to the College. The Pastoral Framework arranged into concentric circles starting with student the centre. Each layer, when considered, is isolated from its role the broad context pastoral care at College, therefore, each must be understood in dialogue with surrounding layers. Moving outwards from the centre, each subsequent layer of framework enriches and enhances layer outside it, illustrating deepened and multi-layered approach pastoral The concept of College’s Pastoral Framework that STUDENT at and requires an approach characterised by our Founder John Baptist de La and Catholic Education Australia that children are made in the image of St Michael’s College is guided by the Lasallian core principles of faith, respect, service, and community. Since the beginning, our ethos remains unchanged: ‘To touch the hearts of your pupils and inspire them with the Christian spirit is the greatest miracle you can perform.’ Sequential Curriculum: Achievement standards guide curriculum planning, with clear learning goals and success criteria. The curriculum is sequential, coherent, and progressive across the college, ensuring the development of literacy and numeracy skills throughout all learning areas. Literacy and numeracy skills are identified in curriculum plans and embedded across all learning areas School-based data identifies targeted interventions or enrichment opportunities for students’ (cohort level) literacy and numeracy development, and these are supported within subject- specific learning tasks. Flexible Curriculum: Curriculum is accommodate diverse needs and abilities of students. provides opportunities for differentiation, allowing teachers to tailor instruction to individual student’s learning styles preferences. Incorporates culturally responsive teaching practices for an inclusive learning environment.Collaborative Curriculum: Collaboration among teachers and leaders of learning is fostered for effective curriculum planning and delivery. Leaders of Learning facilitate collaboration among teachers to ensure effective curriculum planning and delivery. Teachers collaborate with colleagues and leaders of learning to ensure consistent and aligned curriculum planning across year levels and learning areas. Collaborative planning meetings and professional learning communities to share ideas, resources, and good practice. PASTORAL CARE FRAMEWORK 2024 St Michael's College Catholic school in the Lasallian tradition TEACHING AND LEARNING FRAMEWORK 2024 St Michael's College Catholic school in the Lasallian tradition Pastoral Care Framework Teaching and Learning Framework
• In the Teaching and Learning space, planning for the implementation of Track One in 2024 progressed so that diagnostic testing and results can better inform decision making and learning strategies in the classroom.
• The Clarity Learning Suite approach was implemented to collect qualitative data from students about their learning environment to inform school improvement.
• Review of the whole school curriculum was undertaken based on the release of ACARA Version 9.
• VET offerings remain popular with access provided to Year 10 students to ‘Try a Trade’ earlier in the year and nontraditional career pathways in construction for females was successfully promoted.
• In the Primary setting, a wholecampus approach to reading and writing was led by a literacy consultant and key teachers trained as coaches to support others.
• Inclusivity was a key focus for the Pastoral arm of the College. Students participated in community events, assemblies and focus days to celebrate difference and the richness this brings to our College.
• The importance of student safety is a key focus with the installation of floor to ceiling cubicles and an indoor air quality and vapor detection system in our student toilets to ensure best possible safety and comfort for our students.
• Data informed strategies based on WEC and Pulse surveys together with the trial of the Orah moods platform provided holistic wellbeing support to our student community.
• The breadth of co-curricular opportunities continued to develop with growth in the Eco Squad, Breakfast Club, Art, Games and Homework Clubs. Co-curricular sports were also popular with significant success in local, state and national competitions.
• Once again the quality of local and nationally recognised guest speakers ensured our students, staff and families have access to the most up to date information on trends and strategies to support the wellbeing of young people.
• Operationally, a 10-year financial plan was presented to the College Board, the capital development plan was budgeted for in financial forecasts, and an automated financial, debtor and enrolment model was successfully introduced.
• A new human resource platform solution was investigated, and trials will begin in 2024.
• An ICT Strategy Road map was developed to guide the College in the next four years of growth, capital development and future proofing.
• Stage 2A works at the Primary campus were completed in Term 1 and Sarah Constructions subsequently commenced 2B works during Term 2. This development, which incorporates a new Performing Arts Centre, Music Tutorial rooms, 4 additional general learning areas, (GLA’s) and the refurbishment of 7 GLA’s for senior Primary students. The Stage 2B works is expected to be completed by the start of Term 2 2024.
• With the surge in the enrolment demand at the Primary campus the Board announced the approval of Stage 3 works as part of the Primary campus masterplan which will enable the College to accommodate the future growth and development of the Primary campus to support an enrolment capacity to 750 students by 2031.
• The Stage 3 works will provide; 4 additional general learning areas (GLA’s) with break out spaces, refurbishment of the existing middle Primary GLA’s and a new Administration and Staff Centre.
The sustained high interest in enrolment, affirms the holistic and comprehensive educational experiences offered by St Michael’s College, cementing its status as the school of choice in Adelaide’s Western suburbs.
15
Goodfellas Year Led by highly qualified presenters and strong role models, the Goodfellas program aims to lead conversations with young men that matter. Content includes disengagement from school, body image, managing friendships, limiting gender stereotypes and managing emotions. Enlighten Education Years 7-9 Australia’s leading provider of in-school workshops, Enlighten Education aims to help teenagers decode mixed messages and develop confidence and self-esteem. They provide programs based on inspiring and empowering young women to know their own minds, be decreeing consumers and critical thinkers The Butterfly Foundation Years 7-9 The Butterfly Foundation works with schools to provide education and eating disorder prevention programs to create environments that support wellbeing and body confidence in young people. Daniel Merza Leader of Your Life Presentation Years and 10 Daniel Merza provides our students with highly engaging and empowering sessions that revitalise wellbeing and leadership in schools and companies. These sessions help to equip our students with mindsets, tools and strategies to succeed. Sonya Ryan (Carly Ryan Foundation) Years 8-10 South Australian the Year and human rights award winner Sonya Ryan, and founder of the Carly Ryan foundation, aims to empower students to make wise choices, to look after their digital reputation and keep themselves and others safe while navigating the internet, apps and forming their own relationships. Paul Dillon & DARTA Years 10-12 Paul Dillon, Director and founder the DARTA organisation, aims to provide education and training expertise on a wide range of alcohol and other drug issues. St Michael’s College Pastoral Program Key Speakers 2023 Scott Darlow Year 9 Yorta Yorta descendant, indigenous activist and musician Scott Darlow shares his personal story and historical injustices towards Aboriginal people in Australia. Taryn Brumfitt Body Image Movement Years -12 Taryn Brumfitt’s Body Image Movement (BIM) is an international mission to help people embrace their bodies. Through educational resources and events, Taryn’s movement aims to teach young people how to love their own skin. Daniel Scali & Michael Sorgiovanni - Levelled Up Year 10 Through Michael’s seminars, he teaches individuals how to break through barriers that hold people back. He teaches individuals to awaken their true power and live on their own terms to achieve personal Fatal Five & Driver Years 10 and 11 The SA Police Road Safety Centre is a leader in road safety education, playing a vital role in reducing road trauma through enhancing the awareness, knowledge and skills of all road users through Pelvic Pain Foundation of Australia Year 10 The Pelvic Pain Foundation provides trained and medically supported presenters to deliver what we know about period pain, pelvic pain, endometriosis and the neuroscience of pain to students. MFS Presentation Road Awareness Program The South MetropolitanAustralian Fire Service (MFS) Road Awareness Program (RAP) is powerful presentation aimed at educating students in road awareness. RAP targets license-aged drivers and road users at secondary schools across South Australia. Glen Gerreyn Years 12 Glen Gerreyn, founder and CEO of The HopeFull Organisation, provides research based progressive educational seminars that about engaging and inspiring people by re-igniting and re-discovering hope, and empowering young people in an increasingly complex world. Blurred Minds Academy - Vaping Module Year Blurred Minds work together with schools to help educate and change the way students think about alcohol, drugs, vaping and tobacco. St Michael’s College Pastoral Program Key Speakers 2023 Headspace Year Headspace help to educate students on how to better manage stress. They assist students in understanding mental health and the importance of looking after yourself. This includes giving students the support they need better understand how to have a healthy headspace, and how to seek additional help if needed. Elevate Education Year 12Since 2001, Elevate has been transforming the way study skills programs are run across Australia. With over 20 years of research into the habits the country’s top students, Elevate’s high impact seminars and workshops help students improve their study techniques, increase motivation, build confidence, and lift exam performance. Pastoral Program Key Speakers 2023 Pastoral Program Key Speakers 2023 Years 7-11 Susan McLean Australia’s Susan challenges all students to stop and think about what they do online and what the not only today but for the rest of Years 7-9 Brainstorm Productions an cyber safety and resilience programs aimed at sparking discussions regarding youth wellbeing. Years 8-9 Working in partnerships with choices through education. Topics include; drugs and alcohol, personal safety, cyber safety, food and nutrition, emotional wellbeing and the human body.
Pastoral Program Key Speakers
Capital Works Snapshot
16 St Michael’s College 2023 School Performance Report
Secondary Campus Master Plan - STEAM Centre (Architects Impression)
Primary Campus Stage 3 Building Works
Primary Campus Performing Arts Centre
Appendix - Student Reporting
Reports: Result Descriptors
A+ to E- Grades used for all subjects in Years 7 to 10
A band Excellent achievement of what is expected at this year level
B band Good achievement of what is expected at this year level
C band Satisfactory achievement of what is expected at this year level
D band Partial achievement of what is expected at this year level
E band Minimal achievement of what is expected at this year level
F No work has been submitted, a score of zero has been obtained
NA Not Assessed
Student achievement is referenced against the Australian Curriculum Achievements Standards in a learning area or subject being studied. Demonstration of performance is required when making judgments about the standard and outcomes. Finer grade level distinction is made using + or – i.e. A+, A, A-
A+ to EGrades used for Year 11 subjects and the PLP (Year 10) and Grades used for SACE STAGE 2 subjects
A to E Grades used when reporting to the SACE Board at Stage 1 (Year 11)
P
P for Pending may be used for the following compulsory SACE Stage 1 subjects: English (Literacy), Mathematics (Numeracy), and the PLP as well as Research Project - a compulsory SACE Stage 2 subject
Performance Standards, provided in each Subject Outline, are used to assess and report student achievement. These standards describe in detail the level of achievement required to obtain each grade at Stage 1 and Stage 2.
Individual Education Plan (IEP) Subjects:
Years 7 to 10 students completing Individual Education Plan
Subjects (Learning Support) work on tasks designed to meet negotiated outcomes. Parents/Caregivers are informed of this process at the implementation stage.
Year 11 students complete an adjusted Stage 1 Learning and Assessment Plan. They may have restrictions placed on their Stage 2 subject choices.
Indicators:
Years 7-11: Each subject will have a number of indicators, two of which are Application to Study and Behaviour in Class The other indicators are designed specifically for each Learning Area using the Achievement Standards (Australian Curriculum, Years 7-10), and Performance Standards (SACE Stage 1 Subject Outlines) and will therefore vary from subject to subject.
Year 12: Each subject will have Application to Study and Behaviour in Class as indicators, as well as an individual written comment.
Subject Indicators will have the following levels:
• Excellent • Good • Satisfactory
• Inconsistent • Unsatisfactory
Application to Study refers to the student’s overall commitment, in-class participation (questioning and responding, collaborative learning, learning through individual and group work), and the ability to focus in class, take responsibility for learning, self-evaluate and self-manage homework, revision, wider/extra reading, attention to detail, determination, and initiative to extend the boundaries of personal knowledge of the subject.
Excellent Completes all set tasks and meets deadlines. Highly motivated, works diligently in class.
Good Completes all set tasks and meets deadlines. Works very well in class.
Satisfactory Generally completes tasks, meets deadlines and works well in class.
Inconsistent Often not on task, fails to meet some deadlines. Needs to show more selfmotivation
Unsatisfactory Poor concentration and self-motivation with little application to study
Behaviour in Class refers to the student’s interaction with other students and teachers in the classroom setting, analogous with common politeness, courtesy, the following of instructions for the keeping of good order, and particularly in being a positive influence on the community as a whole.
Excellent Listens carefully to and complies with teacher instructions, is courteous, considerate and respectful of others
Good Good level of cooperation and conduct in class. Is respectful of others
Satisfactory Usually co-operative with appropriate conduct most of the time
Inconsistent On too many occasions is uncooperative towards others. Attitude needs significant improvement
Unsatisfactory Often uncooperative, with a poor attitude towards the teacher, other students and the learning program
YEARS 7-10: Upon request, the College can provide information that clearly indicates your child’s achievement in comparison to that of other students in your child’s peer group at St Michael’s. This information will indicate the number of students in each of the achievement levels A-E.
17
smcprimary@smc.sa.edu.au
Primary Campus 78 East Avenue Beverley SA 5009
8346 6548
Henley
An inclusive
known, valued
for.
Secondary Campus 15 Mitton Avenue
Beach SA 5022 8356 5966 smc@smc.sa.edu.au
and respectful community where each individual is
and cared