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2016
Annual Report to the
College Community
Registered School Number: 0733
Contact Details
ADDRESS 301 Cotham Road, Kew, VIC, 3101
PRINCIPAL Ms Karen Jebb
SCHOOL BOARD CHAIR Mr Kevin Frawley
TELEPHONE (03) 8862 1000
EMAIL [email protected]
WEBSITE www.genazzano.vic.edu.au
Minimum Standards Attestation
I, Karen Jebb, attest that Genazzano FCJ College is compliant with:
All of the requirements for the minimum standards and other requirements for the registration of
schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and
Training Reform Regulations 2007 (Vic), except where the school has been granted an
exemption from any of these requirements by the VRQA
Australian Government accountability requirements related to the 2016 school year under the
Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)
19 May 2017
1
Our College Vision
and Mission
Our College motto, Fidelis (meaning faithful to
ourselves, to others and to one’s God), is
addressed daily in all that we undertake. All
programs, policies, procedures, planning and
evaluation are developed and reviewed with this
motto as a corner stone. Embedded within this
motto are the following attributes:
A passion for life. Life is God’s gift to be
respected and shared. We value companionship
with God, creation and with one another. Together,
we celebrate opportunities for personal
achievement and the achievements of others. We
acknowledge the importance of getting involved in
initiatives that support the development of a better
society for all human beings. We care about the
earth as our sacred home and look for ways that
will enrich the human experience. This value
encourages us to approach life with optimism,
being independent and resilient, never giving up,
joining in, doing our best, seeking help and working
with others. We are committed to community within
and beyond the College. We believe in the intrinsic
dignity of each individual.
A love of learning. We hold fast to the gifts of
intellect, inquiry and imagination. We have high
standards and aspire always to make the very
most of our gifts, talents and opportunities. This
value encourages us to raise our sights beyond
what is easy and to focus upon the possibilities
that lie before and beyond us. We are creative
learners, looking for ways to contribute to the world
of ideas and knowledge so as to achieve better
outcomes for all. We value the gifts of the past and
the great store of learning that is available to us.
We are challenged to live and act with discernment
through an excellent academic program, a quality
religious education and an intensive co-curriculum.
We focus always on doing our very best, assisting
our fellow learners, having patience, tolerance and
perseverance, learning from our mistakes, taking
acceptable risks, setting goals and being
organised. We see education as life-giving,
liberating and transformative.
The courage and the confidence to serve others. We value the distinctive contribution that
women can make to church and society. We believe in the importance of standing up for what you believe in, having faith in yourself, challenging yourself, encouraging others and having a go. We are faithful to the long tradition of Genazzano women who have gone before us and we acknowledge that we are stewards of the future for those who will follow us. This calls us to take responsibility for ourselves and for others, to understand the importance of working together, getting involved, being part of a team, showing initiative and exercising leadership. We demonstrate this value through active engagement with issues of social justice.
The guiding principles in pursuit of this mission are:
FCJ charism and spirituality
the employment of world’s best practice
commitment to community within and beyond
the College
the development of the whole person,
which requires a balanced,
broad an cohesive
curriculum.
2
College Overview
Genazzano FCJ College offers an outstanding contemporary education with values that are grounded in
our rich identity as a Catholic school founded by the Sisters, Faithful Companions of Jesus. Located
within a beautiful environment comprising vast gardens and historically significant architecture, 2016 was
the 127th year of education at Genazzano. While the congregation had its origins in post-revolutionary
France, the College was named after a small Italian town near Rome, which today sees thousands of
pilgrims journey to the shrine of Our Lady of Good Counsel – the patron saint of the College. The
insignia on our College crest, Fidelis, means ‘faithful’; faithful to ourselves, to others and to one’s God. It
is the cornerstone of Genazzano life.
Genazzano FCJ College has a wonderful mix of historic and contemporary buildings. The College is well
resourced to meet the needs of a contemporary education in the 21st century. The Victorian Manor,
Grange Hill, provides an outstanding learning facility for our Early Learning Centre for three and four
year old girls and boys, and our Prep to Year 4 girls. Our Year 5 to 8 girls have their core subjects in the
d’Houet building, and our Year 9 to 12 students have their core subjects in the Wardell building. A modern
sporting and swimming centre, a library, information and resource centre, specialist Science and Art
rooms and our most recent building, the Madeleine Centre for Music and the Performing Arts, are used
by all year levels.
Boarding has long been an integral part of Genazzano FCJ College. Our boarders are accommodated at
Hopetoun Hall, an offsite, purpose-built residence. The Boarding House is run by experienced and
qualified boarding staff, including a resident Director of Boarding. Situated three kilometres from the
College, Hopetoun Hall offers a secure, comfortable and supportive Catholic environment for our
boarders. This off site residence provides a great sense of community for our 40 secondary students
while they study at Genazzano. Our boarders come from within Australia and overseas, with the majority
from Victoria and NSW border towns. All boarders develop independence and have the opportunity to
enhance their personal, social, emotional, spiritual and academic growth, while living in a caring and
supportive community environment. The experience of being a Genazzano boarder promotes positive
development and skills acquisition; traits that prepare our students to face the challenges of life.
Genazzano FCJ College aims to shape the life of each and every student that passes
through its doors, to enable them to confidently take their place in society, and make a
truly meaningful contribution to their communities.
3
Our Strategic Intent in 2016
Genazzano FCJ College is a Catholic College committed to building a contemporary faith-filled learning
community in the tradition of the FCJ Sisters, where:
a culture of excellence prevails with the gifts of intellect, inquiry and creativity actively encouraged
and celebrated
we aim to meet the individual needs of our students through a holistic and differentiated approach to
learning and wellbeing
student voice and participation in decisions about their learning is a high priority
ongoing feedback, communication and evaluation is integral to our work
leadership capabilities of all are nurtured, and staff are involved in decision making through
distributive leadership processes
understanding best practice is reflected in age and stage appropriate pedagogies
we respond to the cry of “I Thirst” in the world through our outreach and companionship programs.
4
Principal’s Report
Our College theme for 2016, ‘Fidelity and Joy in the
Year of Mercy’, has been a very meaningful theme
for us to explore. Within the context of our FCJ
charism, this theme inspired our students and staff
in many wonderful ways and has taken us on a rich
journey of prayer, faith and action.
The act of mercy comes from a deep love of the
other and John’s Gospel (Chapter 13) provides an
insight into this: “I give you a new commandment,
that you love one another. Just as I have loved you,
you also should love one another.” There is a sense
of the deep love that is part of this College
community. A love that comes from an
understanding that we are all made in the image and
likeness of God and have the potential to become
even more than we can imagine. This love goes to
the very heart of what it means to be a Faithful
Companion of Jesus in our contemporary Australian
context.
Every person is a gift from God, full of potential and
with the capacity to both give and receive great
love. A Catholic education is about recognising the
gifts of each child, young woman and adult in our
care, and cultivating these gifts to enable each
individual to reach her or his personal potential.
Each student is to be known by name and
appreciated for who she or he is. At Genazzano FCJ
College, we have the responsibility to ensure that
each student is inspired to achieve their own very
best all within a safe and interpersonal learning
environment.
5
The founder of the Faithful Companions of Jesus,
Marie Madeleine d’Houet, models for us the fidelity
and joy that comes from extending mercy to
others, and the words and actions of Jesus, as
written in the Gospels, provide us with examples of
how we are called to extend our mercy to others.
The theme is beautifully described by Pope
Francis: “We need constantly to contemplate the
mystery of mercy. It is a wellspring of joy, serenity
and peace.”
Our College community embraced the theme with
passion and compassion. It was the focus of many
of our liturgies and shared prayer. Our Mission and
Social Justice Representatives led all students in
raising awareness of those who live on the edges
of our affluent society, raised funds for the FCJ
Missions throughout the world, and provided
financial support for the charitable works provided
by Caritas Australia. Genazzano students are very
generous with their time, and nothing is too much
trouble when it comes to helping and showing
companionship to others.
I strongly believe that my core responsibility in
leading Genazzano FCJ College is to offer the very
best holistic learning environment I can in order to
cultivate the gifts and talents of each individual,
within the context of a faith community. Learning is
at the centre of all we do and it is our faith
community that guides us in how we do it. Learning
must be purposeful, engaging for all students,
dynamic, contemporary and innovative. The
College community needs to celebrate all aspects
and types of learning. It should bring joy and
happiness and provide opportunity for every
student. Learning, in all its forms, is about moving
forward, developing, growing, experiencing,
evaluating and improving.
In 2016, it has been a delight to see the extensive
learning opportunities that our students readily
embrace. It is an outstanding learning
environment where each student is inspired to
learn and reach their potential. The College
teaching staff are very dedicated to the
educational enterprise and vision Genazzano is
renowned for. The education support staff are
equally committed to the delivery of all aspects of
our College’s rich academic, sport and cultural
programs. Indeed, this ‘School upon the Hill’ is in
a great place to continue its educational journey
and together with the College Council and school
community, we can move forward to a bright
future with much hope and optimism.
Let me conclude with the words of Marie
Madeleine d’Houet, and let this be our prayer as
we come to the end of the 127th year of our
College history:
“Have courage and confidence.
We must never say ‘I cannot do that, I am not
capable of doing this job’.
God will not fail to give you the grace to do all
that he has asked of you”.
With every blessing
Karen Jebb
Principal
6
Education in Faith
Goals & Intended Outcomes
To strengthen the Catholic identity of the school in the tradition of the FCJ Sisters and in the context of a
contemporary world.
That the capacity to be an active member of this Catholic school community be enhanced for staff,
students and parents.
That students are active participants in an engaging RE curriculum.
That more opportunities for prayer, liturgy and Eucharist are embraced by staff, students and
parents.
Achievements
The College theme of ‘Fidelity and Joy in the Year of Mercy’ underpinned the liturgical and faith life of
Genazzano FCJ College in 2016. Pope Francis had declared a Jubilee Year of Mercy in 2016, and this
formed the basis for our ongoing interpretation of how we could live out the theme throughout the year.
Mercy is mentioned many times throughout the Old and New Testaments. Mercy, the verb, along with
love and forgiveness, underpin our faith. Mercy is also a key driver of Catholic Social teaching, in
particular the Dignity of the Human Person.
All our prayers, Eucharistic celebrations, liturgies and other gatherings made explicit reference to our
theme, in particular the joy that comes from being faithful to the God of Mercy. Each prayer we offered
was directed to the God of Fidelity and Joy, and each candle we lit reminded us of being in the presence
of God.
Each year level had a separate Eucharistic celebration in 2016 with a chosen focus, maintaining the
tradition of the primacy of the Eucharist at Genazzano FCJ College. We also gathered as a whole school
community for our Commencement Mass, our Genazzano Day Mass and our End of Year College Mass.
Other significant occasions in the College calendar, which were marked by a celebration of the Eucharist,
included: The Feast of the Assumption, the Year 12 Valedictory Mass and the Feast of the Immaculate
Conception.
We were blessed to be generously supported by our College Chaplains, Fr Brendan Reed, Fr Werner
Utri and Fr Peter Malone, who enabled us to celebrate the Eucharist meaningfully for all students and
staff.
Genazzano FCJ College also took up the challenge of supporting the apostolic works of the Sisters,
Faithful Companions of Jesus throughout the world. The FCJ charism informs all that we do,
and we remain blessed by the gift of that charism passed to us by Marie Madeleine d’Houet. The
community of Genazzano financially supported the work of the Sisters in the Philippines, Myanmar,
Indonesia and Romania. Supporting this work will always be the College’s first and most important
responsibility.
This commitment to the mission of the FCJ Sisters extended into the Companionship Program. Students
in Years 6, 9, 10 and 11 go into the community to reach out and support those who need extra help and
care. The FCJ value of Companionship is embedded in the life of Genazzano – as a College in the
tradition of the FCJ Sisters, Companionship is one of the pillars on which the College’s Catholic identity
is built.
7
Other ways in which the students supported others outside the College community included:
supporting the work of ACRATH (Australian Catholic Religious Against Trafficking in Humans) at our
annual ACRATH Concert, raising in excess of $8000
participating in the immersion experiences to Timor Leste and the Kimberley
promoting the work of Catholic Care in local parishes during the Catholic Care Appeal
hosting a trivia night to raise funds in support of the work of the Opening the Doors
Foundation for indigenous youth education
volunteering at the Order of Malta Lourdes Day Mass for the sick and fragile
working tirelessly to source donations and prepare Christmas hampers
for the St Vincent de Paul Society.
The ongoing faith development of students and staff remained
a high priority for the College. We supported five
Genazzano students in attending the 2016 World
Youth Day in Poland, via a commissioning
ceremony held in our College Chapel and by
listening to their stories when they returned.
Students in Year 3 celebrated the Sacrament of
Penance for the first time, and students in Year
received the Eucharist for the first time. Both events
were beautiful celebrations of these important milestones
in those students’ faith journey.
We were also blessed to welcome Fr Francis J Moloney SDB on Holy
Thursday, who helped all staff to consider the biblical story of Holy Thursday
and its significance for the Sisters, Faithful Companions of Jesus. Later in the
year, we welcomed Fr Chris Gleeson SJ, who prepared staff for Christmas by
considering how we may approach Advent in an Ignatian way. As a College for which
Ignatian spirituality is a cornerstone of how we embrace the sacred, this was a particular privilege.
Throughout 2016, the Enhancing Catholic School Identity Project (ECSIP) recommendations have been
considered by all staff and an implement plan has been developed.
Education in Faith has a special significance in Catholic schools in the 21st century. Many of our
students have the majority of their experience of the Catholic faith at school, and a certain proportion
have their only experience of the Catholic faith at school. This places responsibility on teachers in
Catholic schools to be the face of the Catholic Church. As such, Genazzano FCJ College is dedicated to
supporting staff for this special role.
This profound modern reality is summarised in the Vatican document ‘The Catholic School’:
Teachers who are full of Christian wisdom, well prepared in their own subjects, do more than convey the sense of what they are teaching to their students. Over and above what they say, they guide their students beyond mere words to the heart of total Truth [41].
Our ‘total Truth’ is inspired by our Ignatian spirituality, the charism of the Sisters, Faithful Companions of
Jesus, and by the ongoing commitment of all staff at the College. We can embrace the challenges of the
future with genuine confidence and faith.
8
Learning & Teaching
Goals & Intended Outcomes
To provide a broad and rigorous curriculum that
ensures every student has the knowledge, skills,
abilities and mindset to be a lifelong learner.
That students will be more confident in their
learning.
That VCE results will improve.
That NAPLAN results will improve.
Achievements
Genazzano FCJ College is a non-selective, open
entry Catholic school that focuses on a stage and
age appropriate response to the learning needs of
its students across ELC to Year 12.
Early Learning Centre (ELC)
We entered the fourth year of our co-educational
three and four year old ELC program with strong
enrolments. Following on from the team’s
outstanding performance on the assessment and
rating report, carried out under the provisions of
the National Quality Framework, the ELC team
continued to provide excellence in the delivery of
an ELC program for our students. The ELC
program focused on providing each child with an
individualised learning program with short and long
term outcomes. Curriculum is designed in
response to each child’s knowledge, ideas culture,
abilities and interests. Collaborative partnerships
with parents/guardians continued to provide for
effective communication about each child’s needs
and development. Students were enriched in their
learning through a carefully planned series of
activities designed to enhance their learning and
holistic development.
The educational experience of all students in the
Early Learning Centre was enriched by a range of
specialist programs including the study of a
Language (Chinese Mandarin) using the
accelerated learning methodology, a Perceptual
Motor Program (PMP), Library, Music, Creative
Arts and Yoga for children.
Prep to Year 4
The Prep to Year 4 program at Grange Hill
continued to target the highest standards in
numeracy and literacy education. Students were
exposed to a wide range of learning experiences
such as the continuance of a double Language
program (Italian and Chinese), Drama, Science,
Art, and the College Instrumental Music program
which complements their classroom music
experience.
The application of the Flow Theory as a means of
engaging students in deeper learning continued to
be used as a pedagogical tool. Csikszentmihalyi,
the leading expert on Flow explains, “It’s a state in
which people are so involved in an activity that
nothing else seems to matter; the experience itself
is so enjoyable that people will do it even at great
cost, for the sheer sake of doing it.” In other words,
it is such intense concentration and absorption in
the activity that there is no room for anything else.
Thus, it is an optimal state of intrinsic motivation
where the whole being, employing each and every
skill to the utmost is involved.
The further integration of coding across Prep to
Year 4 was met with great interest and excitement
by both staff and students. Students used various
coding programs, such as Scratch, to develop
computational thinking.
Years 5 to 12
Student voice in learning has been a key focus for
the last two years. Last year, the SRC ran a
workshop which focused on teacher perceptions
of learning and teaching. The title of the workshop
was ‘Creating Connections’.
In 2016, the SRC conducted another workshop,
which aimed to:
empower Genazzano students to have an
impact on their education and school
environment
encourage meaningful student participation
and contribution to the learning process
engage the whole school community with a
collaborative approach to change
9
enhance school values by focusing on what
matters at Genazzano FCJ College
foster open dialogue and increase morale
amongst students and teachers to form
meaningful student/teacher relationships.
The emphasis on formative assessment practices
brings with it a focus on student voice. Staff have
been trained in the use of formative assessment
practices aimed at providing ongoing feedback to
students, and providing an opportunity for students
to feed into the learning process by responding to
feedback. The use of both learning intentions and
success criteria at the start of every lesson has
also provided students with a clear understanding
of what they should have learned by the end of the
lesson and the success criteria provides them with
a measure of this.
Our Learning Management System, GenConnect,
has been widely used by students to access
important learning and teaching materials, as well
as access to their timetable and important notices.
The use of GenConnect as a medium to facilitate
learning has been enthusiastically embraced by
teachers as it provides students with rich learning
resources, interactive learning opportunities and
ongoing feedback about their learning.
A comprehensive process of students providing
formal feedback about their experience of learning
gained momentum within classrooms with the
Health, Mathematics and Science curriculum
areas all participating in a process of conducting
student surveys. This was conducted across all
Years 5 to 12 classes to gauge the level of student
engagement in learning. The feedback gained was
invaluable to teams of teachers who have thus
developed improvement strategies in response.
Parents of students in Years 5 to 8 were invited to
attend a Parent Forum aimed at sharing the theory
and practice associated with the meta-curriculum.
The parents participated in a number of thinking
routines and explored how the particular routine
promoted deeper learning for students. Parents
who attended were able to use the language of the
thinking routines with their daughters at home to
reinforce these routines.
Our Year 9 Program: Making Connections –
Journeying Beyond the Gates for Learning
This year, there has been a great deal of planning
for our Year 9 program which has undergone
significant review and renewal. It is strongly
believed that these changes will further enhance
and enrich an already excellent program for our
Year 9 students. The Year 9 team, with the
support of Curriculum Leaders, have made
changes to the existing program which includes:
the ‘House of Wellness’ program, which
covers:
– child safe
– cyber safety & citizenship
– character strengths - revisit
– goal review
– growth mindset
– positive self talk and optimism
– mindfulness and relaxation
– motivation and reward
– mind tools
involvement in either the Girls Invent program
or the Personal Project
Friday Masterclass rotational program in
House groups, which includes:
– Indigenous session
– Maths Masterclass
– English Masterclass
– Public Speaking Masterclass
– Year 7 Peer Support
– Year 5 Buddy / Tutoring
– Companionship (Terms 2 to 4)
– Kayaking (in conjunction with double Sport in Terms 1, 2 and 4)
– Reconciliation in the Chapel, (Term 2 to coincide with ‘Hope and Healing’ Unit).
10
Student Learning Outcomes
NAPLAN results have shown that in the past four years of literacy and numeracy testing in Years 3, 5, 7
and 9, our students have performed better than the state average, and almost all students met the
minimum national standard. The College has committed a great deal of time and resources into building
the capacity of staff to analyse and interpret NAPLAN data to ensure that consistent and positive results
continue to strengthen and grow. Any changes to the NAPLAN results over the years stated have been
minimal.
PROPORTION OF STUDENTS MEETING THE MINIMUM STANDARDS
NAPLAN TESTS 2014
%
2015
%
2014-2015
Changes
%
2016 2015-2016
Changes
%
YR 03 Reading 100.0 95.0 -5.0 100.0 5.0
YR 03 Writing 100.0 100.0 0.0 100.0 0.0
YR 03 Spelling 100.0 100.0 0.0 100.0 0.0
YR 03 Grammar & Punctuation 100.0 100.0 0.0 100.0 0.0
YR 03 Numeracy 100.0 94.7 -5.3 100.0 5.3
YR 05 Reading 98.4 100.0 1.6 100.0 0.0
YR 05 Writing 100.0 100.0 0.0 100.0 0.0
YR 05 Spelling 98.3 100.0 1.7 98.1 -1.9
YR 05 Grammar & Punctuation 100.0 100.0 0.0 100.0 0.0
YR 05 Numeracy 100.0 100.0 0.0 100.0 0.0
YR 07 Reading 100.0 99.4 -0.6 98.5 -0.9
YR 07 Writing 100.0 99.4 -0.6 100.0 0.6
YR 07 Spelling 99.3 98.2 -1.1 97.7 -0.5
YR 07 Grammar & Punctuation 100.0 98.8 -1.2 99.2 0.4
YR 07 Numeracy 100.0 100.0 0.0 100.0 0.0
YR 09 Reading 99.3 99.3 0.0 99.2 -0.1
YR 09 Writing 98.6 100.0 1.4 100.0 0.0
YR 09 Spelling 99.3 99.3 0.0 100.0 0.7
YR 09 Grammar & Punctuation 99.3 99.3 0.0 99.3 0.0
YR 09 Numeracy 100.0 100.0 0.0 100.0 0.0
11 12
Victorian Curriculum
In 2016, curriculum area teams spent time preparing and planning for the implementation of the Victorian
Curriculum. The process involved conducting an audit of our current courses against the new curriculum
and then mapping the curriculum for each area. A common template was used for the new courses
which reflected the changes inherent in the Victorian Curriculum.
Enrichment Opportunities
Opportunities for students to participate in STEM based activities continued to be a focus in 2016.
Students were presented with a variety of opportunities to explore their interest in STEM, both within the
classroom and beyond. Our GenTech students, in particular, thoroughly enjoyed their work with drone
technology, as well has the programming of robots.
In 2016, we were also actively involved in the development of the Genazzano Institute of Brain Sciences,
whose aim is to cultivate knowledge and interest in the evolving areas of learning and brain sciences.
We hope to participate in exciting research and be part of developments in the areas of learning and the
brain, and information gained by our involvement in these activities will be made available to the
community. The results of our research and development in this area will be accessible to our students
and the community through:
providing exceptional learning experiences for students
providing a resourced environment for the development of specialised learning
fostering a culture of enthusiasm about inquiry, excellence and academic rigor
promoting the use of research and evidence to improve instructional practices for learning growth
collaborating with leading academic and industry partners
building a community of learners through the engagement of the Genazzano community and the
wider community.
We commenced this work in 2016 by establishing a partnership with Deakin University to excite students
about deeper learning and encourage them in the area of research. Deakin has supported the Year 9
Individual Research Projects and attended the College to run seminars for the students providing
information and guidance on conducting research. Deakin sponsored research awards, which were
presented to students whose work was outstanding. We hope to develop this program and the
relationship with Deakin further next year.
The College continued to provide a number of opportunities for students to engage in curriculum
immersion experiences including:
Litfest, the annual ten day celebration of literature concluding with the Litfest Dinner, where Year 9
students who won prizes in the short story competition were announced, followed by a presentation
by the Stella Prize Panel
The Australian Mathematics Competition
The Maths Olympiad
The Maths Challenge for Young Australians
The University of Melbourne Mathematics Competition
The Da Vinci Decathlon
Language Perfect Competition.
13
VCE Results
The 2016 Year 12 class received exceptional results, and all students are to be congratulated.
36% of students achieved an ATAR greater than 90.
75% of students achieved an ATAR greater than 75.
23% achieved study scores over 40.
The median study score was 34.7.
The median ATAR was 85.5.
The Duces (two students) of the College received an ATAR of 99.85. Another six students achieved
scores of 99 and above. Nine students achieved perfect study scores of 50 and, on analysis, most of our
VCE students achieved far greater scores than those predicted by the General Achievement Test (GAT).
In May, three students received the Victorian Premier’s Awards for Theatre studies.
SENIOR SECONDARY OUTCOMES POST-SCHOOL DESTINATIONS AS AT 2016
VCE Median Score 35 Tertiary Study 88.0%
VCE Completion Rate 100% TAFE / VET 3.0%
VCAL Completion Rate N/A Apprenticeship / Traineeship 2.0%
Deferred 3.0%
Employment 3.0%
An equal percentage of students accepted places at the University of Melbourne and Monash University
followed by RMIT University, La Trobe University, Deakin University, ACU and Swinburne University of
Technology. The most popular courses were in the areas of Science (including Medicine and
Biomedicine), Society and Culture (includes Arts, Law and Humanities), Commerce, Health
Sciences, and Creative Arts. Nine students accepted places in Engineering with three students
gaining full scholarships to study Engineering.
14
Student Wellbeing
Goals & Intended Outcomes
To build a culture where student wellbeing is
integral to the teaching and learning; consciously
enhance student resilience, engagement and
performance within and beyond the classroom.
As part of the achievement of this goal, the
following outcomes and strategies were identified
in our Annual Action Plan.
Achievements
Outcome: That every teacher will take
responsibility for the wellbeing of every student.
Strategy: Develop relevant data collection
processes which enhance teacher knowledge of
individual students and enable purposeful sharing
of information.
Some of our achievements in this area:
Prep to Year 4 developed targeted learning
goals for each student in their respective
classes. Incorporating consistent language in
goal, develop with integrated personal and
social learning goals, and thinking and creative
thinking goals. Students also contributed to the
development of these goals. Stage 2 is to
outline evidence used to set goals and
evidence used to measure the achievement of
those goals.
Elite Performance Wellbeing Survey feedback
was provided to Team Leaders on Year 5 to 12
students in relation to: mood, resilience,
engagement, communication, relaxation and
positivity. This data has been used to construct
an appropriate wellbeing program for each
year level.
Full use of our Synergetic Pastoral Care
Module to document key student issues,
involvement and actions. This assists teachers
in getting to know their students well and
meeting their learning and wellbeing needs.
Outcome: That the academic, physical, social and
emotional dimensions of each student are enhanced.
Strategy: That key teams will seek to learn about
the status and the needs of students in these key
areas and provide recommendations for
improvement.
Some of our achievements in this area included:
establishing a Year 10 Mathematics Growth
Mindset Project
Inspiring Scholars presentation from Deakin
University for all Year 9 students
the use of a common language based on the
principles of a growth mindset within
classrooms. Professional Learning provided
for teachers.
involvement of students on committees and
working parties to ensure their voice is heard
within key decision making groups.
Outcome: That students will be more connected
to peers.
Strategy: To further improve and consolidate the
transition process at every stage of entry.
A Transition team was established in Term 2
involving Principal, Deputy Principal – Student
Learning and Wellbeing (chair), Director of
Early Years, Team Leaders at 5 and 7,
Director of ELC, Director of Admissions and
Director of Advancement.
A detailed and staged transition program was
established for all new students to the
College.
Implementation of the new transition program
began in Term 3.
Value Added
Learning and Wellbeing is promoted primarily
through the teaching and learning program, and
the adoption of strategies and programs to
enhance student wellbeing. This program is
supported by a number of areas of the College
including Team Leaders and Homeroom teachers,
the Performance Psychology team, the Health
Centre and the Student Representative Council
(SRC).
Child Safety
The College has implemented the specific
legislative requirements of the Victorian Child Safe
Standards as set out in Ministerial Order No. 870.
We developed a Child Safe Policy and Staff Code
of Conduct, and in staff meetings, we have ensured
that we:
understand the Victorian Child Safe Standards
and legislative requirements
have a common understanding of child abuse
and neglect
identified strengths, areas for improvement,
risks and approaches to mitigation
identified the next steps in the development of
child safety across the College
are aware of behavioural indicators of abuse
and early warning signs
know how to respond and manage complaints
or disclosures of child abuse, including
mandatory reporting requirements.
Performance Psychology Strategies
In order to achieve our 2016 outcomes, the
Performance Psychology Department worked
towards a number of strategies.
To support teachers in knowledge and
confidence in areas related to wellbeing.
The Professional Learning program worked on
the delivery of positive education principles in
Terms 2 and 3.
Reading materials were provided to the staff.
Performance Psychology provided direct
support to teachers on mediation as issues
arose.
Performance Psychology supported the Early
Years Team with information on positive
parenting for parent sessions.
Mindfulness training took place for Year 9
students.
Support sessions were provided for staff for
delivering of the Genstar program, in order to
address arising needs in relation to peer/cyber
bullying issues, in particular working with
teachers in classrooms at Year 3, 4, 6, 7 and
8.
To build staff and student capacity to engage
in and drive wellbeing initiatives.
Year 10 students took up the opportunity to
attend a student forum on Positive Body
Image with RPA. This has inspired students to
lead in promoting positive body image.
Students have designed a session on positive
body image which they will facilitate in a 2017
GenSTAR session for their own year level and
possibly another. Girls are working to promote
a co-curricular activity aimed at being active
and healthy, which is supported by RPA.
A new co-curricular group has been
developed focused on supporting positive
mental health in the wider school. This was
born from an initiative of the 2016 College
Captains. The focus of this group is on
awareness and peer support.
Wellbeing profiles were created to inform
teacher knowledge of cohort strengths and
areas to improve – (Emotional, Psychological,
Cognitive, Physical, Social – Family, School
Community).
The use of data to track changes in the
cohort. The wellbeing profile is sensitive and
acomprehensive tool, which measures many
aspects of health and wellbeing and will be
administered in Years 5-12 in February 2017
to provide group data to inform student
wellbeing needs and strengths and guide
programming.
Student Representative Committee
The Student Representative Committee (SRC)
worked on a number of student-led initiatives
including the facilitation of an additional student-
led workshop for teachers ‘Creating
Conversations.’
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Non-attendance Process
Parents and guardians are required to phone,
email or SMS to let the College know that their
daughter will not be attending school. At 10.15am,
all parents/guardians of students with an
unexplained absence are sent an SMS. If there is
no response by 12.00pm, the parent/ guardian is
contacted. Student attendance is marked at the
commencement of each class.
AVERAGE STUDENT ATTENDANCE
RATE BY YEAR LEVEL
%
Y07 94.69
Y08 93.01
Y04 93.10
Y02 91.41
Y10 93.56
Y09 90.97
Y03 92.91
Y05 94.31
Y01 88.91
Y06 92.91
Overall average attendance 92.58
Health Centre
The Health Centre at the College is a comfortable
and well-equipped area where students and staff
are welcome to come for assistance if they are
unwell, have an injury or have had an accident. We
promote an open-door approach where the
student’s wellbeing is a priority. The Centre is
staffed by a Registered Nurse and is open from
8.00am to 4.00pm on school days. The College
Nurse is well supported by staff, who have
accreditation in senior first aid, anaphylaxis
management, asthma and first aid management.
YEARS 9 - 12 STUDENT RETENTION RATE
Year 9 - 12 Student Retention Rate 111.28%
Student Satisfaction
The student wellbeing index indicates that they
are engaged in their learning and have high
expectations. Students feel safe at school and rate
student behaviour as very high. They appreciate
the positive relationships they have with their
teachers and believe that this assists greatly in
their learning successes. Students enjoy the range
of co-curricular activities that the College offers
and numbers of involvement are very high.
Co-curricular Program
Some of the co-curricular programs that students
can join are:
Music Ensembles – 30 different music
ensembles to choose from, such as choir, jazz
band, orchestra, big band, strings, rock band,
percussion, symphonic band, etc.
GSV and SSV sport, such as swimming, track
and field, soccer, AFL, cricket, netball,
basketball, teeball, diving, hockey, softball,
water polo, tennis, touch football, volleyball,
badminton, table tennis, rowing, etc.
Debating
Social Justice and Faith in Action groups such
as Fire Carriers, St Vincent de Paul, Altar
Servers, Friday Night School tutoring
Academic competition such as United Nations
Forum, Tournament of the Minds, Mathematics
Olympiad, Spelling Bee, etc.
Language clubs for Latin, Italian, Chinese,
French
Clubs such as Book Club, Writing Club,
Inventors Club, Chess Club, GenTech & Girls
Code Club, Drawing, Sewing and Art Clubs
Library Assistants
Productions and Drama
AFL Umpiring Academy
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Leadership & Management
Goals & Intended Outcomes
To enhance and sustain a staff culture that is characterised by shared vision, a strong sense of
teamwork, collaborative practices and a focus on continuous improvement through feedback, reflection
and action.
To ensure the financial strength of the College is sustained to provide facilities, resources and programs
that enhance the learning outcomes of our students.
Intended outcomes:
That the culture of high performance and excellence is strongly evident.
That staff engagement will improve (teamwork, empowerment and ownership).
That improvements in staff learning will be evident (reflected in appraisal and recognition and
professional growth).
That the facilities, infrastructure, resources, programs and processes continue to be reviewed and
enhanced in order to provide excellence for learning and respond to the technological and pedagogical
advances in education.
Achievements
The 2016 school year saw a new leader take the helm of the College. Our new Principal, Karen Jebb,
commenced in January and immediately took the reins by convening a leadership retreat for all
members of the Executive together with teachers who held a position of leadership. This forum
commenced the process to formulate the Strategic Improvement Plan (SIP) in response to the School
Improvement Framework review (SIF) that was completed in the prior year.
The key priorities identified by the leadership group included:
use of data and evidence to inform teaching and learning practices
review meetings to ensure they are purposeful in nature, planned and collaborative
improving communication across the College community
engaging students in their learning by seeking feedback
targeted professional learning opportunities for teachers.
From this work, all staff were engaged in building the Annual Action Plan. The Leadership &
Management Sphere saw a number of improvement strategies developed and prioritised.
A review of the leadership structure in some part took place particularly at an executive level and in order
to respond to the periodical enterprise agreement review of a large number of POL contracts.
The College Executive for the 2016 school year was comprised as follows:
Principal/Company Chief Executive Officer - Ms Karen Jebb
Deputy Principal: Student Learning & Wellbeing - Mrs Lila McInerney
Deputy Principal: Curriculum, Standards & Innovation - Mr Robert Tassoni
Deputy Principal: Faith & Mission - Mr Bill Fitzsimons
Business Manager/Company Secretary - Mr Mark Glover
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In the important area of stewardship of resources, a ten year forward financial plan and the Principal’s
Strategic Plan was developed and accepted by the College Council. Initial meetings with a Town
Planning consultant and Architect were conducted to prepare for the new Master Plan in 2017. The 2017
College budget was adopted in accordance with key economic framework established by College
Council & Finance Committee.
Expenditure and Teacher Participation in Professional Learning
The College continued to prioritise and invest in a structured program that saw each Monday afternoon
during term time dedicated to teacher professional learning. In accordance with the Annual Action Plan,
the program focused on using data to inform teaching practice and establishing professional learning
teams to enhance collaboration and sharing of best practice.
These sessions also allowed staff to respond to the Enhancing Catholic Schools Identity Project (ECSIP)
recommendations, the annual Student Wellbeing compliance updates, Information & Communications
Technology innovations and a range of sessions on brain science and growth mindset.
With the new Victorian Curriculum being introduced, teachers also used targeted time to update course
outlines and programs. The Learning Management System, GenConnect, had key features and
exemplars demonstrated.
All staff were involved with information sessions on the new Child Safe Ministerial Order and other
legislative requirements.
Continuing to develop our understanding of the FCJ charism and Mission, staff were involved in a
number of professional learning session to explore the Ignation spirituality and Catholic
identity. These sessions provided teachers with the opportunity to obtain endorsed hours towards
accreditation to teach in a Catholic school.
Members of staff had the opportunity to participate in the FCJ Pilgrimage to France to learn more about
the story of founder’s life.
The College is a member of Independent Schools Victoria and the Alliance of Girls Schools International
and is systemically aligned to the Catholic Education Commission of Victoria. These bodies provide a
range of professional learning opportunities each year. All teachers and support staff have access to
these opportunities.
Our Executive team are members of key industry bodies including AHISA, PAVCSS, VCSDPA, CEBA,
ASBA and CASPA. Members of the teaching faculties also take up membership and attend subject
association conferences and seminars.
All teaching staff participated in more than 180 professional learning opportunities throughout the year
and average $1,350 expended per staff member of professional development.
Genazzano staff are a well-educated, committed and professional team. The annual SIF process
includes staff surveys that detail a high level of motivation, capability and willingness to go beyond the
norm to achieve a high level of student learning outcomes.
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TEACHING STAFF ATTENDANCE RATE STAFF RETENTION RATE
Teaching Staff Attendance Rate 89.49% Staff Retention Rate 87.79%
TEACHER QUALIFICATIONS STAFF COMPOSITION
Doctorate 1.09% Principal Class 6
Masters 32.61% Teaching Staff (Head Count) 117
Graduate 35.87% FTE Teaching Staff 103.129
Certificate Graduate 2.17% Non-Teaching Staff ((Head Count) 81
Degree Bachelor 85.87% FTE Non-Teaching Staff 66.475
Diploma Advanced 35.87% Indigenous Teaching Staff 0
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College Community
Goals & Intended Outcomes
To ensure Genazzano continues to be recognised
as a school of excellence; a place that values
companionship, is welcoming, engaging and
aspirational.
That parents are more engaged in student
learning.
That communication is strengthened between
school and home.
That the school will be the Catholic girls school
of choice.
Achievements
Providing timely, accurate and clear
communication with our parents/guardians is a
critical element of effective parent engagement.
We have conducted a thorough review of all
communications and content provided to parents/
guardians over the course of the year and have
developed a strategy plan to streamline all
communications so that parent/guardians have
easy access to relevant and important information
on a daily basis. The strategy plan implementation
will begin in 2017.
Parent survey results indicate that parents believe
the school has a high focus on learning, and data
concerning classroom behaviour has indicated an
excellent learning environment. The SIF data
indicated that parents have a high level of
engagement with the College and believe that the
College provides a safe and positive learning
environment for their daughter.
In addition to formal surveys, the key parent
associations play an active role in the life of the
College and this provides an opportunity to gauge
satisfaction levels. Parents are encouraged to be
active in the various fundraising and friend raising
activities conducted by the College and Parents
Associations. The Principal attends a variety of
Parent Committee meetings to gain feedback
about various initiatives and activities at the
College. These forums provide positive and
constructive feedback that engages the parent
community in the decision making at the College.
The active parent groups at the College are:
Genazzano Mothers’ Association, Genazzano
Fathers’ Association, Genazzano Alumnae Association, Gen Aquatics Committee, Genazzano Parents’ Rowing Committee and the Genazzano Friends of Hopetoun Hall Committee.
The opportunities provided to our community to
meet, engage and collaborate are plentiful.
Parents enjoy a range of activities including Gen
Welcomes, the Annual GMA Dinner Dance, the
Sacramental Program, Father-Daughter Masses,
Father-Daughter Camps, Year Level functions and
Parent Information sessions, etc. The College also
continues to enjoy strong support from the large
number of volunteer parents contributing to the life
of the College. The attendance at such events is
another way to ascertain parent and community
support for the College.
The College is also engaged in the local
community through organisations that welcome
our students’ assistance. Our Year 6, 9, 10 and 11
Companionship program involves students
assisting at local nursing homes and community
centres. Our choirs and bands perform at local
venues and our students participate in the local
netball competitions and environmental initiatives.
The College continues to be a member of the
Youth Engagement Project (YEP) in partnership
with the Parishes of Sacred Heart Kew, Our Lady
of Good Counsel Deepdene, Immaculate
Conception Hawthorn and Xavier College. YEP
successfully engages senior students and
alumnae in the work of the Church.
High engagement with the College is also
evidenced through the active presence of our
Alumna Association. In addition to multiple
reunions at the College, many alumnae present to
current students at career forums and information
sessions. We honoured a past student at the
Outstanding Alumnae Awards evening in August
in the company of more than 300 alumnae, staff
and friends. The Outstanding Alumna was Jane
Kennedy (py 1982) who was recognised for her
contribution to the film and television industry and
her service to others. Jane Kennedy attended the
Outstanding Alumnae Assembly with all students
from Prep to Year 12 and gave an inspiring speech
to the students.
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Genazzano FCJ College
301 Cotham Road
Kew VIC 3101
Telephone +61 3 8862 1000
genazzano.vic.edu.au CRICOS Provider No. 03298G
