A Kildare Ministries school in the Brigidine tradition

2018 ANNUAL REPORT

Strength and Gentleness

2

OUR COLLEGE AND ITS VALUES This report provides parents, staff, students and the community with meaningful information about Brigidine College and is prepared to comply with the requirements of Commonwealth and State governments.

Brigidine College is a Kildare Ministries school in the Brigidine tradition. It is an Independent Catholic College for girls Year 7 to Year 12. The College Board supports Kildare Ministries Trustees in the school’s administration and has representation from Brigidine Sisters, past students and the community. The

Board, through its Chair, is accountable to the Trustees of Kildare Ministries. A Senior Leadership team of the Deputy Principal Curriculum, Deputy Principal Pastoral, Deputy Principal Mission, Assistant to Principal Administration and Information Technology, Assistant to the Principal Professional Teaching and Learning and Business Manager assists the Principal, who in turn is responsible to the College Board. The College was founded in 1929 and is located at 53 Ward Street Indooroopilly - eight kilometres from Brisbane city. Students are drawn from the local area as well as the wider Brisbane area. The 2018 enrolment average is 792 students. The students come from diverse cultural and socio-economic backgrounds. Around 14% of students speak a language background other than English. The College is committed to providing quality and affordable education for the empowerment of girls. Its core values are to:

be faithful to the Catholic heritage; welcome all people, especially the most

vulnerable; celebrate all that is good with joy and gratitude; engender a love of learning, hope and a sense of

purpose: and image and practise justice and service.

The Brigidine motto Fortiter et Suaviter (Strength and Gentleness) and the Brigidine Sisters’ vision of creating a just world through education remain central to College life. The Brigidine Sisters were extraordinary people of courage who inspired all in their community to engage with God. As our inspiration, St Brigid was a Woman of Vision and Courage. In 2018 the College embraces the theme of Hope, Bringing a Sense of Purpose. Our students and families, our teachers and staff, are agents of hope. Just as Kildare Ministries identifies that our colleges are inclusive communities, where all people are valued, we also recognise that all of creation is sacred; where all Hope, Justice and Courage are hallmarks. With drive to engage, connect, learn and reflect, our College has certainly been a symbol of Hope in 2018. With hope in our hearts, the Brigidine College Community engages in faith, learning and wellbeing for all, with initiatives and opportunities. This year’s theme is important in the learning culture of the College, as students and staff take the time to be present in their experience of learning. It also provides the College an opportunity and a challenge to explore its core values and:

be present to our spiritual lives through Jesus and St Brigid;

be present to the gifts we have and through encounters with others, share; and

be ready and willing to learn, share wisdom and encounter the world as we find it.

3

The community is respectful of relationships that provide dignity and care for others, interdependent and reliant on the gifts we share as we work for the common good, empowered through the experience of sharing gifts that help us to achieve our goals. Students and staff are invited to explore, discern and discover that God is not only with us but is also working in us and through us. This spirit continues to inform and strengthen our community.

The Strategic Plan 2018 – 2020 focuses on Inspiring young women to be the difference. The goals outlined provides direction for the College:

Catholic Identity and Spirituality – Living the Brigidine tradition and Catholic Mission in a contemporary way by:

• reinterpreting the Catholic Faith, Spirituality and Scripture in the contemporary pluralistic content

• expressing Faith and Spirituality in the inclusive, eucharistic community

• actively engaging in faithful service of others in a just way.

Learning Culture – Enhancing a passion for learning and educational excellence by:

• cultivating a culture of continual improvement, where challenge is valued, without fear of failure that leads to achievement

• transforming learning into purposeful action

• embedding evidence-based practice, research and resources to enhance innovative and contemporary pedagogy and curriculum.

Wellbeing – Developing and nurturing a resilient community by:

• promoting a safe and inclusive school community where students can flourish

• supporting all staff to model wellbeing at the College

• working in partnership with families and the broader community to develop authentic relationships.

Stewardship – Caring responsibly for a sustainable future by:

• ensuring financial sustainability

• providing a safe working environment

• delivering digitally enhanced operations

• enhancing the presence and profile of the College

• reducing the College’s environmental footprint.

DISTINCTIVE CURRICULUM OFFERINGS

As a learning community, Brigidine College recognises the transformative power of education and is committed to fostering excellence in teaching and learning. Teachers model learning experiences and critical interpretative skills so that students shape their own learning into the future. Through shared learning pursuits, the students and teachers engage together to expand their understanding of learning, and that learning is interactive, integrated, collaborative and creative. This is where critical thinking, effective communication, teamwork and personal and social skills are developed. Brigidine College’s curriculum is structured according to phases of learning - Middle Years, Year 7 to Year 9 and Senior Years, Year 10 to Year 12. Guided by the Brigidine Learning Paradigm, the key focus for 2018 is that of the Effective Communicator where all learners reflect, discern and consider future learning options. There is a great responsibility and empowerment that comes from this opportunity.

Brigidine College Learning Paradigm

The Brigidine Culture now clearly has goal setting, reflective praxis, collaboration, regular online feedback and design technologies seamlessly embedded through the Brigidine Learning Paradigm. The College shares with parents and their families the responsibility of preparing Brigidine women for the real world. Learning at Brigidine College will continue to provide what young women need to successfully live and achieve in today’s world.

4

The College’s Strategic Plan focuses on enhancing a passion for learning and educational excellence. Students at Brigidine College are encouraged to excel in all areas of their learning by focusing on a growth mindset, reflective practice and continual improvement. Students take part in learning that develops their skills to become independent, reflective, challenged, resilient, collaborative, risk-takers, higher order thinkers, effective communicators and responsible learners. With explicit instruction across the curriculum, the College has identified learning attributes that students are engaged in as they learn across all subjects and areas of endeavour. Religious Education is mandatory and aims to foster the development of Catholic faith and spirituality as well as to empower young Brigidine women to create a more just society. Thus, the College curriculum, supported by Classroom Instruction that Works and the Brigidine Learning Paradigm, aims to:

• educate the whole person;

• provide a student-centred learning environment in which the sacredness and dignity of each person is affirmed;

• recognise and support learning needs of all students with particular focus on girls’ learning styles;

• develop independent, reflective learners and promote a lifelong love of learning;

• provide for independence through inquiry, analysis and transformation;

• nurture and encourage each person’s potential and giftedness;

• provide challenges which stimulate and improve learning outcomes for all.

The core content of the Religious Education syllabus is organised into four interrelated strands, Sacred Texts, Beliefs, Church and Christian Life. Interwoven in these studies is the exploration of world religions, ethics and every human’s role as global citizens of one humanity. The College’s Religious Education teachers are challenged to help students find relevance and meaning in the ancient

sacred words, with the lives they are living today. The relevance and importance of the religious voice in contemporary culture are explored. As students move on to life after school, young Brigidine women will not aspire to just have MORE, they will BE more. Students are provided with opportunities to engage the College community in awareness raising, advocacy and real actions that bring about change of hearts, minds and behaviours. As well as explicit teaching of mandated scriptural texts, teachers introduce students to prayers from the Catholic Christian tradition. Significant Church documents, notable the Catechism of the Catholic Church and Vatican documents, like encyclicals, are also studied. This religious knowledge is fundamental to developing a strong sense of justice.

Curriculum Pathways The College has a proven record of strong academic achievement and a range of curriculum pathways to meet the diverse learning needs and career aspirations of students. Details are available on our website here.

Information Technology Brigidine College endeavours to equip students with future focused skills to meet 21st Century challenges. We continue to meet these challenges in many ways, both through education and with the technological advancements implemented on campus. To achieve this outcome, Brigidine College consistently introduces, develops and upgrades technology to assist students’ learning and teachers’ pedagogy.

5

It has an extensive wireless network with a 1:1 laptop program. Laptops are installed with a variety of industry standard software programs which, when connected via WiFi to the 600mbs Internet link, provides students with some excellent resources for learning in a wide spectrum of curriculum areas. Integrated eLearning enables students to discern and critique how best to learn and create for the future. Brigidine College is a busy technology campus with over 1200 wireless BYOD technological devices. The College has a very robust infrastructure to ensure students have the best possible access to their digital curriculum.

Brigidine College now utilises ViVi in every classroom - a wireless presentation tool that allows teachers and students to seamlessly mirror any screen from any device in the room. Teachers have the freedom to navigate their classroom, engaging with both the screen and the students from any point in the room, increasing student engagement. It also allows students to present their ideas to the teacher and their peers, encouraging them to be respectful, develop negotiation skills and cooperate with one another leading to a much more collaborative learning environment. The College is currently testing laser projectors which permits greater clarity of the image projected on the screen. In 2018, Brigidine College introduced Microsoft Teams to the campus. Microsoft Teams is used currently by staff to collaborate in a more successful way including allowing for better document handling techniques.

The College uses the following software to enrich the use of technology on the campus: SEQTA is a learning management system that provides connections and interconnections between teachers, students and families. SEQTA has an app for the iOS and Android smart phones. The app allows parents to view their daughter’s assessment, sight teacher feedback, track upcoming homework and review relevant school notices.

Microsoft Windows 10 provides for faster start up at the beginning of lessons including access to great educational apps.

Office 365 allows students and teachers to access email and calendars from mobile devices, create websites to share documents, contacts and tasks, or work with Office documents.

Microsoft Teams is a chat-based collaboration tool that provides teams whether on or off-site, with the ability to work together and share information via a common space. Microsoft Teams is fully integrated with many other Office 365 services, such as Skype, SharePoint and Yammer. OneDrive is Microsoft’s cloud storage solution offering students the opportunity to become collaborative learners, sharing documents with their peers and teachers.

OneNote notebooks are prepopulated with curriculum material allowing teachers to appraise students work and keep track of their progress.

Clickview enables students and teachers to take a video and upload it to their workspace on Clickview’s cloud servers to be shared with other students and teachers.

ViVi a purpose-built tool for education, with features and functionality designed specifically to help teachers keep students engaged and deliver 21st Century learning outcomes.

6

Learning Mentor Program Each year, all Senior students participate in the Learning Mentor Program. Students value having the opportunity to share with a senior staff member the goals and progress of their Senior Learning Journey. This program enables our Seniors to remain focused in their academic lives. Senior students appreciate the one-on-one relationship with a staff member who helps them reflect on their academic progress, their learning and their post-school goals. Mentors foster a love of learning in students that takes them into their next phase of learning with confidence.

Study Hall Brigidine College offers separate study halls for Middle School and Senior School as well as Maths Tuition. The Senior School Study Hall is a place for Year 10, 11 or 12 students to study any subject with the support of on-call tutors. The Middle School Study Hall provides an opportunity for students in Year 7 – 9 to seek extra help with their studies. Staff and selected Year 11 tutors support students with their learning including set work and assignments. This is an innovative peer support system that provides each learner with the boost they may need in their academic transition to high school. There is a particular focus on literacy and numeracy.

Academic Enrichment

Throughout 2018, the students at Brigidine College continued to extend and enhance their learning in a wide range of classroom learning, cocurricular activities, competitions, workshops, online learning and external study.

Students are encouraged to take a risk in their learning and are celebrated for their persistence and commitment to want to learn and achieve at a higher level. Brigidine College facilitates students’ participation in various enrichment programs run by local universities. Students embrace extension opportunities and attend lectures, tutorials and practical classes providing them with real university experiences whilst undertaking a full timetable at the College. • Queensland University of Technology - Start QUT

Program • University of Queensland’s Enhanced Studies Program • Queensland University of Technology Vice Chancellor’s

STEM Camp • University of Southern Queensland’s Head Start

Program • University of Queensland’s Young Scholars Program • IML High School Languages Enrichment Program

(French) • CommBank Smart Start Program Highlights throughout the year include: • Premier’s ANZAC Prize Recipient • Next Tech Superhero Competition - State Finalists • QUT Blue Shift Business Studies Case Study

Competition – Finalists • Apex Australia Teenage Fashion and Arts Youth

Awards – State Finalist • UN Youth Voice Queensland – Grand Finalist • Australian Brain Bee Challenge – State Finalist

7

• QIEU Award for Excellence in Art Design – Excellence Award and Harriet Hunter Memorial Award

• UQ Science and Engineering Challenge • BNE Green Heart Schools Future Challenges • QUT Adspace Competition • QHTA Historical Writing Competition • Simpsons Prize 2019 submissions • Japanese Speech Contest – First place Enrichment activities in 2018 include: Accelerated subjects from Year 10 to Year 11; State and national competitions - English, Science, Mathematics, History and Geography; Maths Club and competitions; STEM Project and workshops; Education Perfect Competitions; MLTAQ Brisbane Languages Secondary Speech Contest (Japanese); French Poetry Recital Competition; Year 10 French Immersion Afternoon; James Cook University Young Language Ambassador Conference; Met West Maths Team Challenge; Queensland Association of Mathematics Teachers Quiz; Australian Mathematical Sciences Choose Maths Competition; QUT Spatial Real World Day; Queensland Lifesaving Society’s Swim and Survive Program, Bronze Star Lifesaving Award; Wool4School Competition; Flavour Forecast Challenge; UQ Science Ambassadors Programme, representatives and a wide range of Science competitions and conferences; Science Club; Book Club, CBCA Book Week; Readers’ Cup / Book Club and Premier’s Reading competitions; Writing and Journalism competitions; Language Competitions; Girls Can Code; Internships at Wesley Hospital; Rostrum Voice of Youth Public Speaking and Lions’ Youth of the Year competition; Middle School Study Hall Tutors, Middle School Blog; Suncorp Bank ESSI Competition; Opti-MINDS; Future Problem Solving Program; Art workshops; Work Experience opportunities; TAFE Study; Traineeships; Student Exchange programmes – French and Japanese with Sister Schools, Mariotti College Noumea, New Caledonia (French) and Otsuma

Tama Junior and Senior High School Tokyo Japan and Kamakura Women’s University Junior and Senior High School in Kanagawa Japan. French Immersion Program to Nouméa, New Caledonia; Japanese Immersion Program to Tokyo, Japan; Private Drama and Instrumental tuition; as well as many workshops with visiting authors, performers and artists.

Cocurricular Activities

While excellence in learning is clearly demonstrated in the classroom, it is pleasing to see many students who are prepared to take risks in their learning and be challenged through a wide range of enrichment activities at the College. A strong tradition of excellence and achievement has been established. The variety of opportunities available for students allows them to have a richer school experience. Involvement in activities beyond the classroom helps students build resilience, broaden their potential and balance the Brigidine educational experience. There are many options available including:

Service: Justice and Democracy Group, St Vincent de Paul Society, Karibu Group, Interact Committee, Spirit Squad, Ministry of Music, Sound and Lighting, Liturgy Committee and Cultural Immersion experiences.

Cultural: Debating, Public Speaking, Instrumental Music, Choral, Dance, Drama, Instrumental, Musical Theatre Production, Theatre Sports, Art Committee, Languages Club, Chess and Cribbage, STEM Club and Bond Mooting.

Sport: A wide range of sports including Swimming, Cricket, Tennis, Cross Country, Track and Field, Australian Football League, Water Polo, Volleyball, Netball, Hockey, Rugby 7s, Soccer, Rowing, Basketball, Touch Football, Futsal Hockey and Equestrian.

8

Options can be viewed in the Cocurricular Brochure under on the College website here.

The Mission work of the College continues to be undertaken by the Justice and Democracy team, St Vincent de Paul and Interact groups. Our students get to be one with Jesus’ kindness and compassion, through social justice initiatives that enable them to live their faith, be kind and compassionate, and serve others. To fulfil the Brigidine vision to image and practise justice in the wider community, staff and students participate in the Brigidine J&D Forum, Homeless Connect and Red Earth Immersion. Within the College, support was offered to the Ipswich Women’s Shelter and the United Church Asylum Seeker Project, Sorry Day was commemorated, and Domestic Violence Awareness Day campaign was considered. Brigidine Environment Day was held to encourage the community to embrace responsible environmental practices and Cultural Diversity Day highlighted cultural differences within the College. The Spirit Squad strives to embody the true spirit of Brigidine through their passion, support and dedication. Throughout 2018, the Spirit Squad displayed support for several charities and encouraged a sense of community spirit at school events. The Spirit Squad hosted many awareness raising events to bear witness to their motto – Strong in Spirit, Gentle in Justice – including Make May Matter, Mates4Mates, Say NO to Bullying and Jeans for Genes days. Endure for a Cure was a new fundraiser in 2018. The non-stop 24-hour triathlon challenge combining swimming, cycling and walking in support of Ovarian and Breast Cancer research foundations, as well as support for the Australian Mitochondrial Foundation, was once again very successful with over $20 000 of funds raised. The Spirit Squad’s many fundraising efforts throughout the

year lead to various charity organisations receiving generous donations. The Social Climate of the College Brigidine College endeavours to know, listen and value each student, to promote personal growth and wellbeing. Inclusive pastoral practices provide care for students in the contemporary world. The strong sense of community and belonging provides an environment for the holistic development of students. As a Catholic school, Brigidine College provides a strong sense of wellbeing, belonging and security. Through the ongoing development of the physical, social, intellectual, emotional and spiritual being in each of us, each girl is affirmed and recognised.

The vertical House structure creates six family groups which are divided into smaller Home Rooms with students drawn from each year level. Each student has the same Home Room for her time at Brigidine. This builds connection between staff and students, contributing to the settled and inclusive environment for learning which is characteristic of the College. Formal and comprehensive pastoral care/wellbeing programs, known as Solas Bhride, are provided at every year level. These programs address the developmental needs of adolescent girls in the 21st Century. The focus is on promoting positive relationships. Bullying behaviour contravenes this expectation and may interfere with a student’s right to strive for excellence in all dimensions of life. Every student has the right to an education free from humiliation, harassment and abuse.

9

Procedures and practices reflecting the anti-bullying approach are clearly outlined in the Student Planner and on the College website Maintaining Positive Relationships. The House structure provides the framework for many awareness and fundraising activities like the annual Project Compassion appeal for Caritas. This spirit of generosity and participation is also evident in the various College appeals and Interhouse competitions which culminate in the creative vibrancy that is Brigidine Day celebrated in July/August each year. Brigidine College is well known for the wellbeing of its students and this is deeply connected to classrooms, Home Rooms and everyday activities. This means being concerned for the total wellbeing of students and with the development of the whole person within the context of the family, school, parish and wider community. Wellbeing Program themes are:

• Transition and Belonging

• Relationships and Sexuality Education

• Empowering Choice

• Social Responsibility

Solas Bhride Program

Students undertake a range of three-day workshops and activities to enhance personal development, team skills, experiential learning and positive identity and relationships. Time spent as a year level forms a crucial part of the students’ development as both individuals and global citizens.

Year 7 Students participate in a program that plays an integral role in their transition into secondary schooling. Throughout the program, students engage in learning about the importance of belonging as well as making friends and how to be a good friend.

Year 8 Students participate in a program that continues their growth mindset journey. Students are given the opportunity to explore their character strengths, set goals, understand habit formation and learn the vital role failure plays in developing resilience, embracing a challenge and building on success. Students are involved in a range of activities designed to build self-esteem and self-confidence. Year 9 As students are still negotiating their physical and emotional development, issues surrounding relationships with their peers as well as pressure from society to look and act a certain way arise. Students participate in a program designed to incorporate lessons that give students information, skills and strategies around these issues. Students are also offered leadership opportunities. Year 10 The students undertake many activities that highlight to them their own strengths, weaknesses and interests that will contribute to both their future pathways, career options and their own identity. Students also discuss societal issues such as alcohol, drugs, safe partying and drink driving.

10

Year 11 Leadership and the corresponding responsibilities are explored. The major emphasis of the program is placed on the holistic education of the students; in helping them to see their place in the school and ultimately, the wider community. The program addresses many of the concerns that are at the core of young women’s development. Year 12 The Year 12 Wellbeing Program reflects the College’s aim to educate young women who will make a difference in the world as self-confident, flexible and compassionate adults. The program is designed to promote the wellbeing of students in their final year of high school studies, a time which can be stressful and challenging. Students are encouraged to reflect on their lives as well as to critique the values presented to them by contemporary society.

The many Masses and liturgies held each year draw the community together to celebrate all that is good with joy and gratitude. The Mission theme in 2018 is Hope. Highlights include the Opening Mass, where the Year 7 students are welcomed and inducted into our community and the Year 12 cohort was commissioned by the Brigidine Sisters; Ash Wednesday with a focus on the Caritas theme of A Just Future; Sorry Day Commemoration; Easter and Christmas Liturgies and a special Leadership Mass for the Year 11 students in preparation for their leadership duties as Year 12s in 2019. Brigid’s Women, a community of graduates from Brigidine College, are committed to continuing the legacy of St Brigid. Brigidine values of compassion, understanding, empathy and generosity are the principles which Brigid’s

Women endeavour to achieve through social justice awareness, education and actions supporting others. Projects include support for International Women’s Day, Milpera High School, Ipswich Women’s Shelter, the Brigidine Asylum Seeker Project and other fundraising initiatives.

The Peer Mentors program was introduced several years ago. Year 11 students are trained in the skills to help listen and problem solve a variety of contexts with further support available from the College counsellors. The Peer Mentors are available to all students throughout the year and have been crucial in giving support to girls who need a little bit of extra help. The Peer Mentors are the face of R U OK? Day joining with the national campaign which aims to raise awareness of checking that family, friends and colleagues are okay.

College Site Refurbishment and Development

In 2018, these included:

• Completion of the Curragh Shelter with tiered seating overlooking the Curragh;

• Digital services, air-conditioning and security upgrades

• Exterior painting of the front of Convent

11

• Refurbishment of Learning Enhancement Rooms • Development of grounds to include shade areas,

outdoor furniture for students and activity spaces for Middle Years students.

• Kildare Hall student facilities refurbished • Kildare Hall public facilities refurbished • Refurbishment of Archive Room to

accommodate office space • Refurbishment of the Community Room to house

the College Archives • New and refurbishment of College signage

• Ongoing maintenance of College gardens and

facilities • Preparation for the progression of the 2016

Master Plan

Strategies for Parental Involvement The high school years are a journey for both student and parent. The College acknowledges parents as their daughter’s primary educator and every endeavour is made to proactively support that role. The Parent Handbook, available on the College’s website, aims to provide parents with useful information and advice while their daughter journeys through secondary school. Parents are offered many opportunities to be involved in their daughter’s education including:

Welcome and Orientation events for future Year 7 students and families;

New Parents’ Afternoon;

Year 8 and 10 Subject Selection Evening;

Year 11 Introduction to Senior Schooling Information Evening;

Year 12 Information and QTAC Evenings;

Year 7 – 10 QCE/ATAR Information Evening;

Formal Parent/Teacher Interviews twice a year;

Parent meetings with staff as required;

Open and transparent accessibility to the College Leadership Team;

Academic reports available three times per year; to parents online through SEQTA Engage;

Year 12 Graduation Mass and Dinner;

Cocurricular Awards Evening;

Visual Art Exhibition;

Year 12 Drama Evening;

Performing Arts Showcase and College musicals;

Strings Soiree;

Fortnightly newsletter and biennial edition of The Bridge;

Facebook;

College App.

12

Other events provide a more social dimension for involvement where parents can interact with each other, staff and the wider community:

Parents’ Welcome Evening at the beginning of the year;

International Women’s Day Evening;

Mothers and Daughters’ High Tea with guest speaker;

Dads and Daughters’ Evening with guest presenters;

Awards and Acknowledgement Evening with Student Art Exhibition.

Throughout the year, Brigidine College parents also offer significant assistance to the College by volunteering in the Tuckshop, Uniform Shop and Library and supporting major events like Open Day, Awards and Acknowledgement Evening, sporting events, cultural evenings and activities.

The Parents and Friends’ Association is an important body working in partnership with the Principal. The Association meets the first Wednesday of each month and is an active organisation. Its focus is to: provide a forum for parents to be involved in their

daughter’s education and school life;

support the College in educating their daughters;

provide opportunities for the wider parent community to meet and interact with each other and enhance their involvement in College activities.

Satisfaction Surveys

Brigidine College regularly seeks feedback from key stakeholders. Surveys conducted in 2018 include:

• Year 12 Exit Survey • Parent Transport Survey

• Parent Satisfaction Survey

• Student Satisfaction Survey

• Uniform Policy Survey Supporting Diversity

• Mobile Phone Policy Survey

• Middle School Program Leader Evaluation 2018

• Pastoral Leader Evaluation 2018

• Curriculum Leader Evaluation 2018

• Program Leader LEC Evaluation 2018

• Senior School Program Leader Evaluation 2018

• Brigidine College Board Evaluation

Staff Consultative Committee The Staff Consultative Committee was established in 2014. The rationale of the committee is to:

• provide advice to College Leadership Team regarding College initiatives / workplace changes;

• provide advice regarding Enterprise Bargaining Agreement implementation;

• provide advice regarding implementation of College Strategic Plan;

• support implementation of College initiatives; • provide advice regarding staff wellbeing; • assist with effective communication across the

College. The Committee comprises:

• Principal • Principal’s Nominee • IEUA Chapter Nominee • Two Teachers or other staff • School Officer

Middle Leadership Consultation

Staff feedback is obtained regarding timetabling, meeting structures, professional development, assembly formats, retreat surveys and Catholic Formation opportunities.

13

STAFF INFORMATION

Staff Composition in 2018

Teaching Staff*

Non-teaching

staff Indigenous

Staff

Headcounts 70 48 0 Full-time Equivalent

65.4 34.7 0

Teacher Retention Rate: 91%

Teaching Staff Attendance Rate: 97%

Current Teacher Qualifications

Highest Level of attainment held by Teaching Staff* 2018:

Highest Level of attainment

Number of

Teaching Staff*

%

Doctorate 2 2%

Masters Degree 23 25%

Bachelor Degree 40 40%

Post-Graduate Diplomas 1 1%

Diplomas 2 2%

Graduate Certificates 0 0%

Certificates 0 0%

Highest Level of Attainment

*Teaching staff includes College Leadership team members

Professional Learning

Brigidine College is committed to excellence in teaching and learning. All teaching staff are involved in a wide range of professional development programs that enhance their commitment to excellence in learning and teaching, commitment to student wellbeing and development of spirituality. In 2018 teachers continued to extend their own learning particularly as we prepare for the new Queensland Certificate of Education, which will commence in 2019. Teachers have been participating in workshops, syllabus development and writing, trial assessment and online learning. Brigidine College is well prepared for the changes that will occur in senior learning over the next couple of years. Professional development opportunities in 2018 include:

• Workshop: Wellbeing Across the College;

• Student Protection Inservices; • Staff Emergency Awareness Training – Dynamiq; • Workshop: Learning Analytics – Analysing

student data; • Presentation: Brain research and learning in

Schools. Neuroscience and Education with Dr Peter Rossouw who examined the neuroscience evidence that has an impact on learning;

• Conference: Physical and Natural Science with Dave Canavan using STILE;

• Touchstones Workshops: Developing Leaders Professional Learning;

• Building a Growth Mindset Workshop developing teachers' knowledge and understanding of the concepts of growth mindset;

14

• Presentation: An introduction to the QCAA Reading Comprehension Framework and how it can be used in the Brigidine Context;

• Presentation: Literacy I Strengthening reading and comprehension in Junior Secondary Teaching reading in Years 7-10, linking with the Australian Curriculum and focusing on reading comprehension strategies and goals for future learning;

• Workshop: Professor Peter Grootenboer from Griffith University presented on the topic of Action Research and presentation on the topic of Teams Training;

• Write That Essay Workshops: - An introduction to the Write That Essay

Writing project with a focus on sentence construction, approaches to essay structure and other insights into building writing skills.

- Paragraph Writing with a focus on paragraph structures and improving writing.

- Strategies that have had an impact. A workshop demonstrating best practice using Write That Essay resources;

• Workshop: Unlocking the Truth about Student Performance and Positive Education I A summary of teaching strategies to build rapport with students so they can reach their potential and connect with their learning;

• Staff Mini PDs: - Video Feedback This workshop

demonstrates how to use video to provide feedback to students in OneNote and Clickview editing Workspace

- Lanschool workshop that demonstrates the management and practical application of the program

- A demonstration of the full functions of Vivi to assist teachers in projecting learning resources and capturing images

- Workshop on the application of cognitive verbs in explicit teaching practices. The QCAA cognitive verb toolkit was presented

- Making the Most of Teams workshop introduced and explored the features of Microsoft Teams

• SEQTA (Learning Management System) Mini PDs: - Pathways - Online Lessons - Programme Pathways

• AITSL Standards and Self-Assessment Tool Professional Learning and Development Plans

• Staff Wellbeing Programs - Meditation and Mindfulness - Yoga;

• Ongoing IT Professional Development

As well as the professional development listed, teachers have participated in subject specific professional learning and educational leadership opportunities. The Professional Learning and Development Program links teacher’s professional development goals with the goals and aims of the College. Also, as part of the Strategic Plan, the Professional Learning and Development Program for teachers focussed on evidence-based practice, research and resources to enhance innovative and contemporary pedagogy and curriculum. The Coaching and Mentoring Program continues to provide a collaborative and collegial atmosphere through shared practice among teachers and enhance their professional learning and teaching pedagogy. Teachers work together on a range of topics related to the College Strategic Plan and a range of College priority goals: Digital Engagement, Feedback, Learning Dispositions, Cooperative Learning, Explicit Teaching, and Learning Objectives and Success Criteria.

15

The College has invested heavily to support teachers, clarity instruction / pedagogy and link student outcomes and results to particularly focus on improvement. This has also highlighted the ongoing improvement in the College’s learning data, to identify and inform ongoing methodologies and practices for improvement of all students. A total of $134,388 was invested in all staff Professional Learning in 2018. The proportion of the teaching staff involved in professional development activities during 2018 was 100%.

Teaching in a Catholic School All teaching staff complete 20 hours of Professional Learning in Religious Education over four years and are therefore qualified to teach in a Catholic School. Staff have the option to participate in several seminars offered by the Religious Education Department. There is also a focus on embedding a deeper and more explicit Catholic Social Teaching into our curriculum studies. In 2018, highlights include:

• Spirituality Conference Spirituality Day 2018 – guest speakers - Patrick Oliver; Theology and Dialogue Spiritual

Direction - self-publisher of The Freeing of God: Revisiting the gospels as the years go by.

- Jessica Hackett – Passing on Hope – Taking Action - Journey along the pathway from Melbourne to Canberra to deliver a message of welcoming and community to Parliament.

- Fr Pan Jordan: Seeking Protection is there Hope?

- MDA Limited - Red Earth Student Representatives art

workshop - Inrhythm Drumming for Wellbeing - Catholic Social Teaching with Deputy Principal

Mission • Spirituality Retreat: A reflection day exploring

formation and personal growth with Paul Spence • New Horizons Workshop: Spirituality, the Arts

and the Imagination in the Year of Youth. Keynote speakers Jessica Hackett, Professor David Tacey, Professor Graeme Rossiter. Workshops - Drumming for Wellbeing, Crosses of

Hope, ATSI Spirituality, Nurturing the Creative Spirit

• Embedding Catholic Social Teaching (CSTs): Focus on employing a range of presentations describing CSTs in Dance, Visual Art and Aboriginal and Torres Strait Islander teaching and learning. It also explored the use of Maths in supporting CSTs through the Edmund Rice Model.

Other Staff Engagement (Updated) • Staff members on QCAA District Panels:

Ancient History (1), Dance (1), Drama (1), French (1), Geography (1), Home Economics (1), IT (1), Legal Studies (1), Mathematics C (1), Mathematics B (1), Music Extension (1), Physical Education (1)

• Staff members on QCAA State Panel: Dance (1)

Funding

Brigidine College income is sourced from Commonwealth and State grants and private income. More information is available via the My School website.

16

STUDENT INFORMATION

Enrolment Trend

Retention Rate

Brigidine College Retention Rate

Year 10 Year 12 Year 10-12

Year Enrolled Year Enrolled Apparent

Retention Rate 2012 136 2014 119 88% 2013 132 2015 121 92% 2014 140 2016 138 99% 2015 139 2017 142 102% 2016 149 2018 133 89%

This information is drawn from the August Commonwealth School Census. Brigidine College rates are well above State and National retention rate averages.

Student Attendance

Year Level Attendance 7 95% 8 93% 9 93%

10 93% Whole School 94%

When a student is unable to attend school, an email or a phone call is made to the 24-hour absentee line/email address before 9:00 am. Digital roll marking occurs in morning and afternoon Home Room and at the beginning of each lesson. When there is an unexplained absence, parents are alerted by an automated SMS which is sent out mid-morning. If no response is received, a follow-up phone call from St Brigid’s Students Services is made. Other expectations regarding attendance are clearly outlined in the College Student Planner and in the Parent Handbook or on request from the College office. The management of student attendance entails staff working closely with families to maintain an inclusive and supportive environment for all students. Ongoing communication is the key to this process.

0

20

40

60

80

100

120

140

160

180

2014 2015 2016 2017 2018

Y12: Year 8 2014 Y11: Year 8 2015Y10: Year 8 2016 Y09: Year 7 2016Y08: Year 7 2017 Y07: Year 7 2018

17

Year 7 NAPLAN Performance Data 2018 163 students completed NAPLAN in 2018. All performances for Brigidine College are well above State and National

averages. NAPLAN 2018 Outcomes Report available here .

Reading Writing Spelling Grammar and Punctuation

Numeracy

Australian National Average 542 505 545 544 548

Queensland State Average 538 494 542 542 542 Average score of students at Brigidine College

570 545 568 589 575

Percentage of students at or above National Minimum Standards

100% 100% 100% 100% 100%

Year 9 NAPLAN Performance Data 2018 159 students completed NAPLAN in 2018. All performances for Brigidine College are well above State and National

averages. NAPLAN 2018 Outcomes Report available here .

Reading Writing Spelling Grammar and Punctuation

Numeracy

Australian National Average 584 542 583 581 596

Queensland State Average 578 528 580 580 588 Average score of students at Brigidine College

619 594 604 626 621

Percentage of students at or above National Minimum Standards

100% 96% 99% 100% 98%

18

YEAR 12 PERFORMANCE DATA

Queensland Curriculum and Assessment Authority (QCAA) Performance Report 2018

Brigidine College has a strong academic tradition and in 2018, 80% OP eligible students achieved in the range OP 1-15.

The number of students who achieved:

Shaping Women of our Time When your daughter attends Brigidine College, she

joins a community that has educated and inspired

countless girls to believe in themselves, to dream big,

to act justly, to pursue challenging and just causes, and

to live a life well-lived – in short, to be a woman of our

time.

Social Justice is what makes Brigidine College

It is rare for a school to incorporate into its schedule,

the time for students to pursue social justice activities

that help adolescents discover a stirring sense of

purpose beyond their self-interest.

Our students get to be one with Jesus’ kindness and

compassion, through social justice initiatives that

enable them to live their faith, be kind and

compassionate, and serve others.

Contact For any additional information regarding the College and its policies please go the College website www.brigidine.qld.edu.au or contact the Principal, Mr Brendan Cahill on 3870 7225.

Number of students awarded a Senior Education Profile (SEP)

133

Number of students awarded a QCIA 0 Number of students awarded at VET qualification

86

Number of students awarded at Queensland Certificate of Education (QCE) at the end of Year 12

132

Number of students awarded one or more Vocational Education and Training (VET) qualifications

86

Number of students who are completing or completed an School-based Apprenticeship or Traineeship (SAT)

4

Number of students who received an OP 113 Number of students awarded an International Baccalaureate Diploma (IBD)

0

Percentage of OP/IBD students who received an OP1 to 15 or an IBD

80

Percentage of Year 12 students who are completing or completed an SAT or were awarded one or more of the following: QCE, IBD, VET qualification

99.2

Percentage of QTAC applicants receiving a tertiary offer

99.2

VET Cert I 1

VET Cert II 3

VET Cert III & IV 92

OP 1-5 23

OP 6-10 39

OP 11-15 28

OP 16-20 21

OP 21-25 2

19

STUDENT DESTINATION DATA

Next Step 2018 Post-School Destinations

In 2018, 94.2% of Year 12 completers from Brigidine College were engaged in education, training or employment in the year after they completed school.

The most common study destination was university (72.1%). The combined VET study destinations accounted for 10.7% of respondents, including 8.7% in campus-based VET programs entering programs at Certificate IV level or higher.

2.0% commenced employment-based training, either as an apprentice (1%) or traineeship (1%).

In addition to these study destinations, a further 1.7% of respondents from Brigidine College deferred a tertiary offer in 2017. 17.2% did not enter post-school education or training, and were either employed (11.5%), seeking work (3.8%) or not in the labour force, education or training (1.9%).

Main destinations of Year 12 completers (75.4% of Year 12 2017 completers responded to the

2018 survey)

Brigidine College continues to implement a developmental series of career programs beginning in Year 10 with the SETP program (conducted throughout Terms 2 and 3) and finishing with an extensive and hands- on program covering all of Year 12. In 2018, the aim of 96.2% of our students to continue their studies at University or TAFE was achieved. We endeavour to ensure that all our students are successful in their post-school choices, whether it be further study, a gap year, or employment. Throughout their time at Brigidine, students develop career skills that will help them become self-directed and responsible for their own career destiny. The most immediate post-school need is to help students make a specific decision about where to go next, the process involved in career decision-making. At the time of publishing this School Annual Report, the results of the 2018 post-school destinations survey – Next Step Student Destination Report (2018 Year 12 Cohort) for the school were not available. Information about these post-school destinations of our students will be uploaded to the school’s website in September.