2023 School Performance Report

2023 School Performance Report

A Catholic school in the Lasallian tradition.

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.

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St Michael’s College 2023 Contextual SchoolInformation Performance Report

2023 School Performance Report

Acknowledgment of Country

2023 School Performance Report | Contents

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

3

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.

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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.”

Br Alvaro

I have come that they may have life, and have it to the full. ( John 10:10)

St Michael’s College 2023 School Performance Report

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.

Enrolments

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.

A total of 2048 students were enrolled at St Michael’s College in 2023.

Please refer to the breakdown below; Campus

Total

Primary

461

Secondary

1587

Year Level

Total

Year Level

Total

Reception

99

Year 7

298

Year 1

99

Year 8

269

Year 2

68

Year 9

271

Year 3

39

Year 10

259

Year 4

52

Year 11

263

Year 5

53

Year 12

227

Year 6

51

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.

Net Recurrent Income 2023 Australian Government recurrent funding

$22,844,914

State/Territory Government recurrent funding

$ 5,779,375

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)

Fees, charges and parent contributions

$ 16,046,589

Other private sources

$ 1,119,560 $ 45,790,438

Student Attendance

TOTAL gross income (excluding income from Government capital grants) Less Deductions

$ 4,182,243

The table below indicates student attendance for 2023:

TOTAL net recurrent income

$ 41,608,195

Year Gender Attendance Level

Year Gender Attendance Level

REC

F

93.95%

Y7

F

91.74%

The College’s DMI (direct measure of income) was 103 in 2023. This score is used to determine the level of Government funding received.

REC

M

91.96%

Y7

M

91.88%

Y1

F

91.03%

Y8

F

91.83%

Y1

M

91.66%

Y8

M

89.20%

Y2

F

92.21%

Y9

F

90.54%

Y2

M

92.69%

Y9

M

89.90%

Y3

M

91.62%

Y10

F

87.94%

Y4

M

91.40%

Y10

M

90.38%

Y5

M

90.54%

Y11

F

89.50%

Y6

M

92.64%

Y11

M

90.52%

Y12

F

89.48%

Y12

M

91.70%

Thirteen students or (0.64%) were Indigenous with 15 students or (0.74%) with English as an Additional Language / Dialect (EAL/D).

Other private sources Fees, charges and parent contributions

Australian Government recurrent Funding

State / Territory Government Funding

5

Teacher Standards and Qualifications

Workforce Composition Female / Male

Teaching / Non Teaching

Total staff

251

Teaching Staff

171

Female

169

80

Male

88

Non Teaching Staff

Full Time / Part Time

Staff Retention

Full Time

199

Part Time

52

Total Staff Left in 2023 (not retired) Retention Rate

251 8 96.81%

*Staff who identify as Aboriginal or Torres Strait Islander: 0

Teaching Standards

Professional Learning

College staff hold qualifications relevant to their positions and all teaching staff are registered with the South Australian Teachers Registration Board.

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.

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.

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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.

St Michael’s College 2023 School Performance Report

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

•

Bachelor of Applied Science (Human Movement)

•

Bachelor of Psychology

•

Bachelor of Visual Communication (Graphic Design & Illustration)

•

Diploma in Nutrition

•

Cabinetmaking & Carpentry qualifications

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)

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Student Outcomes in NAPLAN

National Assessment Program Literacy and Numeracy (NAPLAN) Upon completion of NAPLAN Testing this year, the following results were achieved

Year 3 NAPLAN Results (2023) 450 430 410

St Michael’s

390 370

SA

350 330

National

310 290 270 250

Reading

Writing

Spelling

St Michael's

SA

Grammar

Numeracy

National

Year 5 NAPLAN Results (2023) 520 500 480 460 440 420 400

Reading

Writing

Spelling

Grammar

Numeracy

Year 7 NAPLAN Results (2023) 580 560 540 520 500 480 460 440 420 400

Reading

Writing

Spelling

Grammar

Numeracy

Year 9 NAPLAN Results (2023) 600 580 560 540 520 500 480 460 440 420 400

Reading

8

Writing

Spelling

Grammar

Numeracy

St Michael’s College 2023 School Performance Report

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.

Stage 2 School Subject Results - by Grade Distribution

by Year

Year 12 2023 SACE Results Summary 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+

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

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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.

•

85% of all grades allocated were A’s or B’s.

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 100 80 60 40 20 0 Certificate I

Certificate II

Certificate III

Certificate IV or greater

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%

Certificate Level

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St Michael’s College 2023 School Performance Report

Post School Destinations

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.

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.

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.

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.

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.

2023 YEAR12 DESTINATION PATHWAYS 2023 Year 12 Destination Pathways Employed other than Apprenticeship

Apprenticeships

Cert 3 to AdvDip

RMIT Charles Darwin

TAFESA

Flinders University

Universityof South Australia

Bachelor Degree Universityof Adelaide

2023 Tertiary StudyChart Pathways Title by Category Tourism, Hopsitality, Sport and Recreation Science and Mathematics Music and Performing Arts Medicine and Health Law and Legal Studies Humanities, Social Sciences and Religious Studies Engineering Education and Teaching Computing and Information Technology Business and Economics Art and Design Architecture, Building Design and Planning Agriculture and Animals 0

5

10

15

20

25

30

35

40

45

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Student, Staff and Parent Satisfaction

Parents

Students

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.

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.

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.

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)

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.

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St Michael’s College 2023 School Performance Report

WEC Data Responses: 1338

High

Low

Medium

No

Low

Missing Information

13

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.

St Michael 's College – a Catholic school in the Lasallian tradition

Pastoral

Examining Framewor the Pastoral Car k

us

Care Foc

e

ent h to stud approac is a holistic students ge, we take Pastoral care of Values Primary ael’s Colle . The oling, the At St Mich n oral care Australia g and past llian Vision of scho wellbein ined in the ificate of by the Lasa l capabilities outl ralian Cert informed persona South Aust the the and (R-6) 7-10) and m (Years skills and Curriculu 11-12). to develop tive n (Years s students posi Educatio . oach allow they learn, build them appr nd tic arou This holis rstand how with the world e to unde ect knowledg safely conn t selection, in subjec s. hips and guidance option relations Provide

• g and career the unity buildin vocational provides in comm College with Michael’s participation es. s to assist Care at St • Foster tional activiti rt system they can Pastoral on their and recrea and suppo students so that . ts to build all nal, social, framework h pment of al, emotio rage studen ate achievement the develo academic, spiritu specifically, throug • Encou and celebr iour with strengths of behav reach their al potential. More standing support an under of and physic • Foster ts, through levels Care we: which every Pastoral someone studen nment in has enviro e an safe and • Provid t is valued, feels talk. studen they can person. with whom of each h ct the dignity unity througstudents • Respe of comm en staff, p a spirit • Develo relationships betwe positive s. al and parent and person scipline p self-di and • Develo sibility. al growth respon for spiritu s tunitie e oppor • Provid model of centred reflection.

Christa ts in te studen • Educa leadership. social justice pation in rage partici • Encou develop ies that initiatives. e and strateg and lifestyl es al sation e activiti • Provid ts’ personal, organi studen choices. skills and

St Michael’s faith, resp College is guided by ect, ethos rema service, and com the Lasallian core munity. principles ins Since the inspire them unchanged: ‘To beginning of touch the with the , our can perfo hear Christian rm.’ spirit is the ts of your pupi ls and greatest miracle you

PASTORAL CARE FRAMEWORK

Lasallian education Century to French dates back to the Salle – founde priest St 17th John Baptist from its of the Christia r of the Institut de La role at the Collegein the broad contex St John Baptistn Schools (De e of the Brothers La Salle , and therefo t of pastora be unders Brothers). that welcom de La Salle l care tood in dialogu re, each layer ed all, particu established schools layers. econom must e with its larly socially ically deprive surrounding of Jesus and d boys.

Moving Christ, St outwards John BaptistReflecting the values a traditio from the subsequent n that now de centre, spans over La Salle inspire and enhanc layer of the framew each St Michae d 80 countr l’s works ies. deepened es the layer outside ork enriches Missionary in close partne and multi-la it, illustra care. who continuof the Sacred Heart rship with the yered approa ting a e to act ch to pastora as Chapla Fathers (MSC), The concep The Pastora l ins to the t of the College.

Framew College’s concentric l Care Framew ork ork Pastoral centre and is that that the Care centre. Eachcircles starting with is arranged into STUDENT requires the studen layer, when by is an at our approa the t at Founder conside St John Baptist ch characterised red, is isolatethe Catholic Education d de La Salle children in South and are made Australia in the image that all of God.

Pastoral Care Framework

2024

9

8

St Michael 's College – a Catholic school in the Lasallian tradition

Curriculum le work enab ts units of talen engaging and the e, ctured, and d around them ls and activ ned, stru nd the worl fulfilled individua Well-plan mitted to to understa become ge is com students m that so they can ael’s Colle curriculu within them te citizens. St Mich student-centred skills, and iona al thinking ative and compass critic sform rs g a tran ing, foste deliverin for learn passion a th. es ignit grow ing is used personal Design plannlearning ards by promotes

Teaching and Learning Framework

with Backw . assessments e progression to align and ensur n are outcomes and revisio evaluation data. nt Ongoing by stude our informed oted via (SEQTA) ng is prom Visible learni gement Systemy Mana are readil Learning of work where units experiences accessible.

Learning orating • SACE Curriculum: ional, incorp intent Authentic curriculum ntic and m-solving • VET are authe contexts, proble rehensive ensuring ng. el’s comp equity, r-order thinki real-world St Micha ised and highe educational an organ orld and activities, supports access to ed in real-wprojects continuity nts have nts are engag ies and all stude fostering embraces • Stude journey, ving activit own lives ulum ing learning problem-solct learning to their . The curric R-12, ensur progression ng areas from It is that conne key foci. of a nts iences. exper all key learninumeracy are nds and ed for stude and ing dema are provid thinking skills, literacy rtunities to the chang education system r-order king • Oppo tunity responsive e in highe problem-solving. forward-loo with the oppor to engag is, and nts modern, all stude critical analys designed providing potential. iences are as their full in the ing exper t rces such to reach Teachers • Learn ing with ntic resou studies, or exper Curriculum: with authe ulum plann clear es, case Aligned their curricworks, ensuring ry sourc align prima e colleg frame and year learning interviews. subjects relevant between connections al alignment). , frameworks levels (vertic designated sional consult ng profes • They and n, ongoi in oratio engage t and collab to developmen ulum documents pts and review curricmporary key conce reflect conte knowledge.

d by the underpinne ulum is : Our Curric frameworks following ) • ACARA G (CESA ways/MITIO • Cross (ACECQA) • EYLF

Sequential standards Curriculum: Achiev guide curricu ement clear learnin g goals and lum planning, with • Incorp orates cultura success The curricu criteria. teaching practices lly responsive and progre lum is sequential, learning for environment an inclusive ensuring ssive across the coherent, . the develo college, Collaborativ numeracy pment of e Curric among teache skills throug literacy ulum: areas. and hout all rs and leaderCollaboration fostered learning for s Literacy and deliver effective curricu of learning is and numer lum planni y. identified acy skills ng • Leade in embedded curriculum plansare rs of Learni across all and ng facilita collaboration learning te • Schoo among areas effective l-based data identifi curriculum teachers to ensure targeted delivery. planning es interventions and opportunitie or enrich • Teach s ment for students’ literacy ers collabo and (cohort rate with leaders level) and these numeracy develo of colleagues are suppo pment, and aligne learning to ensure and specific rted within d consistent curricu learning year levels subjectlum tasks.

Flexible and learnin planning across Curriculum: • Collab g areas. to accom Curriculum orative planni modate is professional flexible the divers abilities ng meetin of studen e needs gs and learning to share and ts. communities ideas, resour • It provid practice. es oppor ces, and tunities good differentiatio for instruction n, allowing teache to meet rs to tailor learning styles and individual studen t’s preferences.

•

•

•

•

•

TEACHING AND LEARNING FRAMEWORK

2024

5

4

14

St Michael’s College 2023 School Performance Report

•

•

•

•

•

•

•

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.

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.

t, Year 9 descendan cian Yorta Yorta activist and musi s indigenou w shares his historical Scott Darlo l story and Aborigina personal towards injustices Australia. people in

Year 7 y qualified Led by highland strong role am presenters Goodfellas progr with the models, ersations ent lead conv er. Cont aims to that matt ment from young men disengage managing includes image, school, body, limiting gender ships ging friend s and mana stereotype emotions.

Years 10-12, Director and Paul Dillon the DARTA of de to provi founder n, aims rtise ng expe organisatio and traini and alcohol education range of on a wide issues. other drug

and our Years 8 a provides Daniel Merz highly engaging with ons students wering sessi and eing and empo lise wellb that revita in schools and leadership . companies to equip ons help These sessi with mindsets, ed. nts to succe our stude strategies tools and

Susan McLean

Years 7-11 Susan McLean is Australia’s foremost expert in the area of cyber safety. Former member of the Victorian Police, Susan challenges all students y - Bod to stop think about what fittand they do online and what the Taryn Brum ement consequences might be for them Image Mov -12 only today butefor the rest of Years 7 not Body Imag fitt’s their lives.

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Sonya Ryan Foundation) (Carly Ryan

Years 8-10 alian of the Year er South Austr rights award winn n and huma , and founder of ation, Sonya Ryan Ryan found nts to the Carly stude empower to look after aims to choices, keep make wise l reputation and their digita and others safe s et, themselve ating the intern while navig their own forming apps and ips. relationsh

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Speakers

2023

Life Education

Brainstorm Productions

Years 8-9 Working in partnerships with schools to empower young people to make safer, healthier choices through education.

Topics include; drugs and alcohol, personal safety, cyber safety, food and nutrition, physical activity, social and emotional wellbeing and the human body.

Years 7-9 Brainstorm Productions is an educational theater company that provides anti-bullying, cyber safety and resilience programs aimed at sparking discussions regarding youth wellbeing.

St Michae

Blurred Mind Vaping Mod s Academy ule

Year 10 Blurred Mind with schoo s work toget her and chang ls to help educa te think aboue the way stude nts vaping and t alcohol, drugs , tobacco.

Headspa

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Year 12 Headspace help to educa students te on how to manage stress. Theybetter students assist in mental healtunderstanding importanc h and the e of lookin yourself.

This includ g after students es giving the supp ort need to better unde they how to have rstand headspace a healthy additional , and how to seek help if need ed.

an Taryn (BIM) is Movement al mission to help s. internation ace their bodie rces embrCollege Pastoral St le Michael’s al resou Program Key Speakers 2023 peop education movement Through ’s ts, Taryn g people and even teach youn aims to own skin. their how to love

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Elevate

Educ

ation Year 12 Since 2001 transform , Elevate has been skills progring the way study Australia. ams are run acros of resea With over 20 years s rch into the habit the coun s of try’s top students, Elevate’s high impa and work ct shops help seminars improve their study students increase motivation techniques, confidence , build performan , and lift exam ce.

2023

Pastoral Program Key Speakers

•

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.

•

Pelvic Pain Australia Foundation of

Year 10

The Pelvic Pain Foun provides dation trained and medi supported cally what we presenters to delive know abou r pain, pelvic t period pain, endo and the metriosis neuroscien students. ce of pain to

MFS Pres entation Awarene - Road ss Prog

Year 11 ram The South MetropolitaAustralian (MFS) Road n Fire Service Awareness Program (RAP) is a powerful presentatio educating n aimed at students awareness in road license-age. RAP targets d drivers users at and road secon across South dary schools Australia.

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Paul Dillo er of za - Lead tion Daniel Mer Presenta Your Life 10

Key Program

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Years 12 Glen Gerre and CEO yn, founder of Organisati The HopeFull on, provi research des based progr educationa essive about enga l seminars that are people by ging and inspir ing re-igniting re-discover and empowerin ing hope, and g young an incre asingly comppeople in lex world .

Fatal Five & Driver Educatio

Years 8, n 10 and 11 The SA Police Road Safet Centre is y a leader in road safety educa tion, playin vital role ga in reduc ing road trauma throu awareness gh enhancing the , knowledge skills of and all road users throu lifelong learning. gh

Pastoral Program Key Speakers 2023

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Scott Darl

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Goodfel

Review of the whole school curriculum was undertaken based on the release of ACARA Version 9.

Glen Gerr

Year 10 Through Michael’s he teach seminars, es break throuindividuals how to hold peop gh barriers that le individuals back. He teach es true powe to awaken their r own terms and live on their to achie goals. ve perso nal

dation Years 7-9 rfly Foun de The Butte schools to provi g disorder works with e and eatin education programs to creat prevention nts that support e confidenc environme and body wellbeing people. in young

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Educatio

Years 7-9 leading provider Australia’s workshops, ool aims of in-sch Education de Enlighten gers deco lop to help teenaages and deve . mixed messand self-esteem d e ams base confidenc de progr g They provi and empowerin ring their on inspi en to know young wom be decreeing s, ers. mind think al own and critic consumers

The Clarity Learning Suite approach was implemented to collect qualitative data from students about their learning environment to inform school improvement.

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.

Daniel Scal i& Michael Sorgiova nni - Levelled Up

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The Butt Enlighten

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.

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Capital Works Snapshot

Primary Campus Stage 3 Building Works

Secondary Campus Master Plan - STEAM Centre (Architects Impression)

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St Michael’s College 2023 School Performance Report

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, AA+ to E-

Grades 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.

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An inclusive and respectful community where each individual is known, valued and cared for.

Primary Campus

Secondary Campus

78 East Avenue Beverley SA 5009 8346 6548 smcprimary@smc.sa.edu.au

15 Mitton Avenue Henley Beach SA 5022 8356 5966 smc@smc.sa.edu.au