BOS annual report 2015

Educational & Financial Reporting\BOS Annual Report 2015

ST SPYRIDON COLLEGE

Annual Report 2015

Educational & Financial Reporting

To the NSW Board of Studies, Teaching and Educational Standards (BOSTES)

JUNE 2016

ii Educational & Financial Reporting\BOS Annual Report 2015

Educational & Financial Reporting\BOS Annual Report 2015 iii

Mission Statement

We promote educational excellence within a caring environment

At St. Spyridon College we aim to educate our students to take their place in a rapidly changing world with confidence and success.

We endeavour to develop the whole person- strong in mind, healthy in body, endowed with love, faith and compassion, able to make a conscious and positive contribution to the well being of our Australian community.

In this process we strive to provide them with the firm foundations of the Greek Orthodox Faith and Hellenic Ideals.

Developing the whole Person – Mind, Body and Soul

iv Educational & Financial Reporting\BOS Annual Report 2015

The Seven Goals of the Strategic Plan

2012-2016

Goal 1 - Rich and diverse educational experiences that aim for

excellence and demand best effort

Goal 2 - A Passport to Global Citizenship for students

Goal 3 - Teachers of excellence

Goal 4 - Strong and dynamic parent partnerships

Goal 5 - College Reputation as a Centre of Excellence

Goal 6 - A safe environment based on sound policies and procedures

Goal 7 - A secure financial future with functional and conducive

buildings and facilities.

The Pursuit of Excellence in all things

Educational & Financial Reporting\BOS Annual Report 2015 v

vi Educational & Financial Reporting\BOS Annual Report 2015

Contents

THEME 1: INTRODUCTION

A message from the Chairman of the Board of Governors ............................................. 2

A message from our Head of College ...................................................................... 3

THEME 2:

About our College ............................................................................................. 6

Characteristics of the student body ....................................................................... 11

THEME 3: ABOUT OUR STUDENTS

Student Outcomes in Standardised National and Literacy Numeracy Testing .................... 13

THEME 4: SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT)

Higher School Certificate ................................................................................... 16

Record of School Achievement (RoSA) .................................................................... 16

THEME 5: OUR EDUCATORS

Professional Learning ....................................................................................... 22

Teaching Standards .......................................................................................... 24

Teacher Attendance and Retention Rates K – 12 ....................................................... 24

THEME 6: WORKFORCE COMPOSITION ................................................................. 24

THEME 7:

Student Attendance .......................................................................................... 27

Student Retention ............................................................................................ 27

Post School Destination in Secondary Schools ........................................................... 28

THEME 8: ENROLMENT POLICIES ........................................................................ 31

THEME 9: OTHER SCHOOL POLICIES ................................................................... 34

THEME 10: SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT ........................ 38

THEME 11: INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY ............................ 52

THEME 12:

Student Voices ................................................................................................ 61

Student/Parent/Teacher Survey Results (see attachment)

THEME 13: SUMMARY FINANCIAL INFORMATION ..................................................... 66

THEME 14: PUBLICATION REQUIREMENTS ............................................................. 68

Educational & Financial Reporting\BOS Annual Report 2015 vii

Educational & Financial Reporting\BOS Annual Report 2015 1

THEME1:

A message from the Chairman, Board of Governors

A message from the Head of College

2 Educational & Financial Reporting\BOS Annual Report 15

A Message from the Chairman of the Board of Governors

On behalf of the Parish Board of Directors and the Board of Governors, it is my pleasure to write this message

for the Annual Report 2015. I would like to extend to all our educators my sincere thanks for your contribution

to St Spyridon College. As you are aware St Spyridon College is a young thriving College. Since 1983 when the

Junior College opened and then the Senior College in 1989 St Spyridon College has had as its motto “Forever

Excelling”. In those early days, the community was wondering if the College would succeed. I recall at the

same time in 1988, NSWIT became UTS and Syd Uni and UNSW were wondering also if UTS would also make it.

In both scenarios, both have!

Our student enrolment is over 700 and I believe there is a waiting list in some Years. We have seen many past

students enrol their children in their school. We now have 50 children of past students and hopefully my own

grandchildren will be here in 2018.

Why is this so? We have noticed that you are all dedicated and hardworking teachers. I recall before Mrs

Stefanou started, she spoke about a train journey and what a train journey it has been- and is continuing to be

fulfilled! We hope that in 2016 at the Maroubra campus the new library and new staff areas will be completed,

as well as improvements to the Science laboratories. We are aware that we need new facilities with increasing

student enrolments on both campuses. Success is achieved in many ways. Over the years, the academic results,

have continuously improved and last year were outstanding, putting us the top 10% of schools in the State.

Apart from the academic results there are other achievements in: sport, music, hospitality, student leadership,

drama together with Hellenism and Orthodox Studies.

Just as important is our students’ enthusiasm to contribute to the community and to represent their school

with pride. I had the pleasure of seeing our College take part in the 25th March celebrations, the

commemoration of many ANZAC Day events; the Battle of Crete commemorations and the blessing of the Law

Term by His Eminence Archbishop Stylianos at the Greek Orthodox Archdiocese. Especially moving for me was

the Byzantine Choir of Year 10 students chanting the Lamentations, and the Year 11 boys carrying the

Epitaphios on Good Friday. The tradition of our Prefects’ first task is to serve the supper for some 400 people

attending vespers for St Spyridon’s feast day and this was continued again with pride this year.

I know, full well what preparation is involved in delivering a lesson, inspiring students and then their

assessments tasks. I have to do the same at UTS where next year incidentally we have 500 students in one

microbiology class subject. I must admit from managing staff and laboratories, I now enjoy teaching more. I

commend you all, in doing In-service courses. We as a Board also have to do online courses on Governance

through the AIS NSW. The administration staff are also to be commended and thanked, as they support and

administer the day to day tasks of the College and Parish.

I wish our whole school community every success for 2016.

Mr James Phillips President and Chairman of the Board


A Message from the Head of College Based on Address at the K – 12 Awards Assembly–2015 At the close of this school year we look back and give thanks to God and our Patron St Spyridon for

the progress we have made. We encourage all our students to excel across the subjects. We express

our appreciation to all the people and organisations named in the program that sponsor our

Scholarships and Awards. I am sure you would all know, that our motto is «Αιέν Αριστεύειν», “Always

Striving to Excel”. Academic progress is important to us. We are proud that our HSC students

consistently bring the school in the top 15 – 20% in the State. We are happy that over 80% - some

years over 90% of our students go on to university. Last year we had our first two students of

Classical Greek, with very good results in this challenging subject.

We commend our teachers as outstanding educators. Today we are not just a member of key

independent school bodies. We contribute and provide leadership. Our educators sit on key decision

making committees; they present papers to national and international conferences; we are hosts to

key educational events. Many of our teachers contribute to Board of Studies HSC panels as judges,

markers, and advisors. Our reputation now precedes us.

Our school uniform is now recognised and respected across the independent schooling sector for the

values that it represents. It is our values that give us our distinct identity in NSW. For us, the pursuit

of excellence goes beyond academic ambition; because here we endeavour to develop the whole

person, Mind, Body and Soul. As an Orthodox school, we have a special responsibility to teach our

students to value the sacredness of every human person; to have compassion and to do their best to

make a difference. We are proud that our students respond enthusiastically to every opportunity to

contribute to the well-being of other people; and to the peace and harmony of the whole world. We

talk about a strong sense of belonging.

In building a culture of values and ethics, I feel truly blessed to have as my strongest allies, the

Principal of the Senior School Mrs Katsogiannis, and the Principal of the Junior School, Mrs Synesios.

The three of us are united in pursuing our mission, with a strong sense of purpose and a deep sense of

responsibility. In today’s troubled and confused world, this is not always easy. We ask for your

prayers and your support in our sometimes complex and often difficult task.

Together with our parents, we work to achieve a school community whose distinguishing

characteristics are those of friendship and decency. We are blessed that our parents strengthen our

voices, and fully support our ethos and values. In a recent survey developed as part of the AIS

Research Project, Year 9 and 10 parents gave us the strongest possible endorsement. Over 90% of

parents, rated our academic and values programs as Good to Excellent - over 60% as excellent. This

gives us the strength of purpose to aim even higher. This is reflected in our strong enrolments. In

2016 we will have close to 750 students with waiting lists now established for most of our classes.

We thank the P & F Committee 2015 and our inimitable president Mrs Erenie Bourdaniotis for an

outstanding year of school community events, activities and fundraising. This year a spectacular total

of $50,000 has been raised for new computers, school signs and many other projects.


We thank Reverend Father Steven Scoutas. We congratulate him on 40 years in the service of the

Church and its people. We than you Father Sotiri for his prayers, love and good works. We thank Mr

Phillips and his Board. We look forward to the opening the new library and teacher prep facilities in

2016. Thank you to Mrs Tsaconas for your services to the College in your capacity as PEO/College

Bursar.

I wish to commend our many strong and quiet achievers who have done their personal best in their

learning and general conduct. I want you to know that we notice you, and take pride in your efforts.

Mrs E. Stefanou-Haag

Head of College


THEME 2 :

ABOUT OUR COLLEGE

STUDENT CHARACTER IST ICS


ABOUT OUR COLLEGE

Developing the whole Person – Mind, Body and Soul

At St. Spyridon College, we educate our students to take their place in a rapidly changing world with

confidence and success. We endeavour to develop the whole person- strong in mind, healthy in

body, endowed with love, faith and compassion, able to make a conscious and positive contribution

to the well being of the whole community.

Academic performance is strong, with over 90% of Year 12 students continuing to Tertiary studies on

completion of the HSC. To maximise HSC and ATAR results, the College offers scholarships for

University Entrance, Junior School Dux, ACER scholarships for Year 7 and Year 10 entrance, as well as

special programs, such as the HSC Winter Elevate and the Preparing for the Preliminary and HSC

Courses. An excellent range of subjects provides access to three learning pathways: From school to

University, from school to TAFE, from school to work.

The Junior School has a strong Literacy focus, using the Spalding Multisensory Language and Literacy

program. The Preparatory Middle School, leads to successful transition to Senior School studies. As an

IPSHA and HICES member school, we participate in Music festivals, sporting competitions, leadership

and other state-wide cultural activities.

Extensive co-curricular programs incorporate sports, the performing, spoken and visual arts. As a

member of the Independent Sporting Association (ISA), St Spyridon offers students opportunities to

compete at an elite sporting level. We are proud that St Spyridon students have represented the ISA,

the State and Australia, in futsal, basketball, netball, gymnastics and swimming.

Based on two campuses, the College offers technology-rich environments and purpose-built facilities

for Visual Arts, Hospitality, Information Communications and Technology (ICT), Woodwork, the

Sciences, Music, Drama and Sports. The new Sports and Performing Arts Centre is a wonderful

addition to our facilities.

Building Leadership Capacity in every student is the aim of our Pastoral Care program. The four

pillars of 21st Education-learning to know, learning to do, learning to be, learning to live together,

are strengthened by the cornerstone of learning to love. Our students’ community action takes them

from hospices to soup-kitchens, where they develop sensitivity, conscience and a sense of

responsibility for others. They engage with global issues and contribute enthusiastically to

environmental and humanitarian aid programs. They participate in state, national and international

youth forums, where they learn from and contribute to debate on current issues.

The College is situated on the doorstep of the City of Sydney and its proximity to beaches,

universities, galleries, museums and the Harbour makes for a very rich learning environment.

St Spyridon College was established in 1983 and is the first Greek Orthodox College in New South

Wales. Our students come from 20 different cultural backgrounds. We also have an international

students program.


Education’s Higher Purpose

The purpose of schooling is to prepare students to manage futures that, due to rapid technological

and social advances, we can neither pre-empt nor predict. At St. Spyridon College, we do this by

encouraging students to excel in all that they attempt. We provide an education that is academically

rigorous and challenging. We believe that a strong sense of identity and self-worth are the basis for

managing the challenges of life with confidence and success. Our pastoral care instils values that

inspire our students to make a positive contribution to their school and the wider community.

The most distinctive aspect of Hellenic thought is the desire to solve the mysteries of the universe

through a logical and innovative search for knowledge. As a Greek Orthodox school, we believe that

we have a responsibility to promote the concept of a Thinking School. We give our students every

support to fulfil their potential in their Learning Journey K-12.

Our programs explicitly address the four pillars of education as identified by the UNESCO International

Report on Education for the 21st century, “Learning; the Treasure Within’:

Learning to Know;

Learning to Do;

Learning to Live Together;

and

Learning to Be

It is these four pillars that in turn support what we believe is the essential platform for a fulfilling life

and the ultimate purpose of our endeavours here at St. Spyridon College – Learning to Love.

Students need to have a sense of belonging in order to embark on an “inner voyage” where they

develop faith, resilience, sense of purpose and responsibility. In partnership with parents, we

endeavour to make their journey both challenging and joyous.


Affiliations and Memberships 1. Independent Schools Council of Australia (ISCA) The Independent Schools Council of Australia (ISCA) represents the interests of the independent

school sector on a national basis such as in relation to Commonwealth funding and representation on

national policy making bodies. Its eight Member State and Territory Associations of Independent

Schools represent a sector with 1,007 schools and 441,455 full-time equivalent (FTE) students, 13

percent of all school enrolments in Australia. Mrs Stefanou-Haag, Head of College, and Mrs Christina

Tsaconas, Parish Executive Officer, are members of this prestigious National Council.

2. The Association of Independent Schools of New South Wales (AISNSW) The AIS is the umbrella organisation that serves the interests of all independent schools in the State.

It guards the rights of member schools to expound their particular philosophy and also protects the

rights of parents to choose the kind of education they want for their children. The Association

renders advice to member schools on all legal and administrative matters related to education, and

ensures that our school’s voice is heard on significant issues affecting the education of our students.

Mrs Stefanou is on the AIS Employment Relations Committee chaired by Judge Rothman.

3. AIS Research Project Team

This team is responsible for the development of new knowledge on values education, through school

based research within and across three schools of diverse cultures, faiths and traditions – Rouse Hill

Anglican School, Masada College and St Spyridon College.

4. Association of Heads of Independent Schools in Australia (AHISA) Mrs Stefanou-Haag is a member of AHISA. This is the peak body of Independent Schools Heads in

Australia. The N.S.W. Branch meets four times per year. The Association exists as a means by which

Heads may meet for the exchange of information.

5. Greek Orthodox Board of Education (GOBE)

This Board is chaired by His Grace Bishop Seraphim of Apollonias. His members include the Heads,

the Parish President/Board Chairman and a Reverend Father from each College and Parish. Its aims

include the coordination of whole Archdiocese events and the furthering of the interests of all schools

in the sector. Mrs A. Katsogiannis is the Executive Officer of the Board.

6. Heads of Co-educational Independent Schools (HICES) Mrs Stefanou-Haag is a member of HICES. This body provides a medium for providing opportunities for

school participation in leadership training and the organisation of such events as athletics, swimming,

diving, cross-country, music and special ability events.

Mrs Synesios, Principal Junior School is a member of HICES Primary Schools. Mrs Katsogiannis,

Principal Senior School is a member of HICES Senior Schools. In 2014 Mrs Stefanou-Haag was also a

member of the HICES Conference subcommittee.


7. Independent Primary Schools Heads Association of Australia (IPSHA)

The late Mrs Hamer was a member of IPSHA. This forum avails the Junior School Heads with

opportunities to interact at the State and National levels. Benefits for our College include: access to

travelling art displays, participation in music festivals, sharing in sporting and cultural activities, and

development of professional fellowship. Mrs Synesios is a member of the IPSHA Principals Group.

8. Independent Sporting Association (ISA) St Spyridon College is a full member of the ISA. Weekly competitive games are played on a Saturday.

The ISA is a highly reputable a sporting body, made up of the following member schools:

Full Member Schools:

St. Pius X College St. Paul’s Grammar Chevalier College

St. Stanislaus College Oxley College Blue Mountains Grammar

SCECGS Redlands St. Patrick’s College St. Andrew’s Cathedral School

St. Spyridon College Central Coast Grammar St Augustine’s School

Associate Member Schools:

All Saints Bathurst Barker College Kinross Wolaroi

Oakhill College Scots Bathurst Snowy Mountains Grammar

9. All Suburbs Independent Schools Sports Association (ASISSA) ASSISA is strictly a sporting body that includes Athletics, Swimming and Cross Country Carnivals as

well as competitive sport for the Year 6 students.

Member Schools include:

Arkana College

Emanuel School

International Grammar School

Macquarie Anglican Grammar School

Moriah College

Mt Sinai College

Redeemer Baptist School

St Andrew’s Cathedral School

St Mark’s Coptic Orthodox College.


The Junior School

The Junior School campus is located in Kingsford. It offers:

Strong Literacy focus using Spalding Multi-Sensory Language Literacy Programme.

Excellent programmes that promote personal development; study skills; community service;

and global connections.

Highly qualified caring teachers committed to excellence.

A rich Co-curricular Programme, offering a variety of competitive and House sports, creative

and performing arts and thinking skills development.

Enterprise Education Programmes, incorporating critical thinking, problem-solving,

interpersonal and team skills.

Prep Middle School programme for Years 5 and 6 preparing students for a successful

transition to Senior School.

Qualified and specialist teachers in Gifted and Talented, Physical Education and Sports,

Information Technology, Greek Language, Greek Dance, Music, Special Education and

Student Welfare Officer.

Interschool sporting competitions through ASISSA.

The Senior School

The Senior School is located in Maroubra. It offers:

Exemplary Academic and Pastoral Care Programmes that promote academic achievement;

personal development; student leadership; community service; and global connections.

Unique H.S.C. Academic Elevation programmes. Some of the many initiatives implemented to

support students to maximize their HSC results include: HSC Winter Academic Elevation

Courses; ACER, Dux and University Scholarships; Bursaries; Careers Advisory; and Preparing

for Preliminary Courses.

Access to three different learning pathways – School to University; School to TAFE; and

School to Work.

Saturday Sporting competition through membership of the Independent Sporting Association

(ISA) leading to elite State and National representation.

Co-curricular Programmes, incorporating a variety of House sports, creative and performing

arts and thinking skills development.

A Sports and Performing Arts Centre (SPACe), incorporating Music suites, Drama spaces,

gymnasium, and sporting facilities for futsal, basketball and netball.

Specialist facilities including Information and Communications Technology classrooms, Visual

and Creative Arts centres, Food Technology and Hospitality facilities, woodwork.

Highly qualified caring teachers committed to excellence.

Small class sizes.

For further information you may access http://www.myschool.edu.au.

http://www.myschool.edu.au/


CHARACTERISTICS OF STUDENT BODY

A Rich Diversity of Backgrounds

St Spyridon students come from 24 different cultural backgrounds. Over 80% of our families use

English and Greek at home. A further 13% use English and another language other than English at

home. The range of nationalities of St Spyridon families includes:

American

Canadian

Cypriot

Czech

Chinese

Egyptian

English

Fijian

German

Greek

Indonesian

Iranian

Iraqi

Italian

Lebanese

Malaysian

New Zealand

Peruvian

Polish

Russian

Serbian

Spanish

Thai

Ukrainian

In terms of religious backgrounds, over 90% are Orthodox. A variety of other faith backgrounds are

represented in our College including Catholic, Anglican and other Christian faiths, as well as Hindu,

Muslim, Buddhist and Jewish.

International students add to this rich tapestry.

Around 40% of our families live further than 10 kilometres away from the school.

At St Spyridon Church – our student leaders commemorated the ANZACS at a moving service

conducted by the Very Reverend Father Steven


THEME 3 :

STUDENT OUTCOMES IN STANDARD ISED NAT IONA L AND L ITERACY NUMERACY TE ST ING

THEME 4 :

SEN IOR SECONDARY OUT COMES

( STUDENT ACHIEVEMENT )


STUDENT OUTCOMES IN STANDARDISED NATIONAL AND LITERACY NUMERACY TESTING

NAPLAN Results 2015

Proportion of students in Years 3 and 5 achieving at or above the National Minimum Standard

2015 NAPLAN Test

Percentage of students at or above the National minimum standard

Year 3 (51) Year 5 (55)

School State-wide School State-wide

Literacy (Overall)

o Reading

o Writing

o Spelling

o Grammar & Punctuation

98

98

98

98

98

94

94

96

94

94

99

98

100

100

100

93

94

93

94

92

Numeracy (Overall)

o Number, P&A

o Measurement, Data, Space &

Geometry

98

100

98

94

93.3

96.9

100

100

100

97

97.6

95

Year 3: We are very pleased that:

o 100% of Students in Year 3 who sat NAPLAN achieved at or above the National minimum standard

in Literacy.

o 100% of Students in Year 3 achieved at or above the National minimum standard in Numeracy.

One child was exempt from NAPLAN.

Year 5: We are very pleased that:

o 99% Students in Year 5 achieved at or above the National minimum standard in Literacy.

o 100% of Students in Year 5 achieved at or above the National minimum standard in Numeracy.


Proportion of students in Years 7 and 9 achieving at or above the National Minimum Standard

2015 NAPLAN Test

Percentage of students at or above the National minimum

standard

Year 7 (61)

Year 9 (65)


Literacy

o Reading

o Writing

o Spelling

o Grammar & Punctuation

100

98.4

100

100

97.4

89.6

93.6

92.6

100

98.4

98.4

100

93.7

79.7

91.9

89.9

Numeracy

o Number Patterns and Algebra

o Measurement, Data, Space &

Geometry

100

100

98.1

98.1

100

100

97.9

97.9

Year 7:

We are pleased that 99.6% of Students in Year 7 achieved at or above the National minimum

standard in Literacy and that as individuals students showed significant growth in their achievement.

We are pleased that 100% of Students in Year 7 achieved at or above the National minimum standard

in Numeracy and that as individuals students showed significant growth in their achievement.

Year 9

We are pleased that 99.2% of Students in Year 9 achieved at or above the National minimum

standard in Literacy and that as individuals students showed significant growth in their achievement.

We are pleased that 100% of Students in Year 9 achieved at or above the National minimum standard

in Numeracy and that as individuals students showed significant growth in their achievement.

Further comparative information on these tests can be found on http://www.myschool.edu.au.

http://www.myschool.edu.au/


JUNIOR SCHOOL EVENTS

JUNIOR SCHOOL PERFORMANCE – TALES TO SHARE

Debating at The King’s School The NED Show Harmony Day

Book Week visit by

author/illustrator Michael Salmon IPSHA Performing Arts Festival Year 4 performing at National

Greek Welfare Conference


Higher School Certificate

100% of students attained their HSC. Hospitality VET was offered at school. 5 out of 37 (14%)

students studied this course.

HSC 2015

Total Number

of Students

Performance Band achievement by number and %

Band 3-6

Band 1-2


Ancient History 10 80 83 20 17

Biology 8 100 84 0 16

Business Studies 20 90 87 10 13

Chemistry 8 100 93 0 7

Drama 5 100 98 0 2

Economics 5 80 92 20 8

English (Standard) 17 94 84 6 16

English (Advanced) 20 100 99 0 1

Food Technology 6 100 77 0 23

Geography 5 60 86 40 14

Information Processes and

Technology

2 100 84 0 16

Legal Studies 10 90 89 10 11

Mathematics General 2 8 88 74 12 16

Mathematics 14 100 90 0 10

Modern History 9 100 89 0 11

Music 3 100 97 0 3

Personal Dev. Health & P.E. 10 100 90 1 10

Physics 6 84 89 16 11

Visual Arts 4 100 98 0 2

Classical Greek 1 100 100 0 0

Modern Greek Continuers 9 100 100 0 0

Serbian Continuers 2 100 100 0 0

Hospitality (VET) 5 100 85 0 15

HSC

2008 - 2015

Total Number of Students

Performance Band achievement %

Band 3 - 6

Band 1 - 2


2015 37 94 89 6 11

2014 42 96 90 4 10

2013 47 96 88 4 12

2012 38 98 89 2 11

2011 56 91 89 9 11

2010 47 96 89 4 11

2009 44 95 87 5 13

2008 61 96 86 4 14


HSC 2014

Total Number of Students

Performance Band achievement by number and %

Band E4-E3

Band E1-E2


English Extension 1 8 100 94 0 6

Mathematics Extension 1 6 84 84 16 16

Mathematics Extension 2 1 100 86 0 14

History Extension 1 1 100 78 0 22

Modern Greek Extension 1 5 100 100 0 0

Please note:

Band 6 is the highest band and Band 1 the lowest

E4 is the highest band and E1 the lowest

RoSA

No Record of School Achievement credential was awarded in 2015.


HSC CLASS OF 2015-HIGHLIGHTS

In 2015, 37 students sat for the Higher School Certificate Examinations (HSC) across 28 courses.

There were also 8 accelerant students from Year 11. They studied Modern Greek Continuers, Modern

Greek Extension 1.

We congratulate our students on their achievements and wish them well in their tertiary studies and

future life choices.

Highlights include:

Theoni Thimakis ATAR 99.55, BOSTES HSC All Round Achiever, University of Sydney Dux

Scheme, Professor Manuel Aroney Award and University Scholarship recipient.

Calioppe Kefalas ATAR 98.10, BOSTES HSC All Round Achiever, University Scholarship

recipient.

Christos Kollias ATAR 97.45, BOSTES Distinguished Achiever, University Scholarship

recipient. 6th Classical Greek Continuers.

Anja Djukic, First Place in Course, Serbian Continuers 96%, BOSTES Top Achiever.

Vasiliki Papadopoulos, ATAR 96.35, PDHPE 97%. BOSTES Top Achiever, 14th place in PDHPE

out of 15,185 students.

Top 10% (62nd) of schools in NSW, according to SMH HSC School Rankings.

Top 5% (28th) of schools in NSW in Mathematics, Mathematics Ext 1 and Ext 2.

22 BOSTES Distinguished Achievers (results 90% or above in a subject).

33% of students with an ATAR over 90.

Out of 37 students 56% have results 80% and above in a given course.


OUR EDUCATORS

THEME 5 :

Professional Learning

Teaching Standards Teacher Attendance and Retention Rates K – 12

THEME 6 :

Workforce Composition


OUR PRINCIPLES AS EDUCATION PROFESSIONALS

We the teachers of St Spyridon College are united in our efforts to provide an education for our

students which models respect and love for young people. We demonstrate this in our responses to

each student and in our interactions with each other.

We are critical to our students’ academic, spiritual, moral, social and physical development.

The Mission of our College, guides and informs our teaching and learning practices. At a fundamental

level we actively promote the Greek Orthodox ethos of our College.

We actively promote professional dialogue and robust educational debate that leads to more

effective teaching and learning. We embrace professional evaluation and accountability.

As a group of education professionals we critically reflect on our practice and demonstrate our

commitment to lifelong learning. We enlist appropriate collegiate support to further our professional

growth and development. We embrace change as an opportunity for new learning experiences.

We endeavour to create a dynamic, future-focussed teaching and learning environment within which

students can embrace challenges, take initiative, take risks and develop into active, independent

learners. We expect and reward high effort. As individuals and as members of teams we:

· Develop students’ critical thinking, through diverse, challenging and engaging learning

experiences that develop students’ ability to:

- Contemplate problems and create solutions

- Exercise judgement and analyse different perspectives on the same issue

- Challenge those things that offend their sense of justice

- Make connections between related concepts

- Distinguish fact from opinion, bias and manipulation

- Distinguish between cause and effect

- Work productively with others for the benefit of their own learning, the group,

the community and the global community of which they are an active part.

· Recognise the good in each person and demonstrate respect, compassion and forgiveness for

students and each other.

· Support colleagues by fulfilling our own professional responsibilities to a high level.

No one can guarantee the happiness and success of another human being. Nevertheless, in a rapidly

changing world where change is the only certainty, we hope that the endeavour described above will

help students to develop skills, knowledge, attitudes and perspectives to manage life’s challenges

with faith, resilience and success.

Formulated in 2001 – Updated in June 2006 by Educators K-12


S E N I O R S C H O O L S T A F F 2 0 1 5

J U N I O R S C H O O L S T A F F 2 0 1 5


PROFESSIONAL LEARNING

As may be seen from the Principles of our Educators the College has a strong commitment to

Professional Learning and reflective practice. Our Teachers are involved in professional associations

and provide leadership to NSW educational forums.

AIS NSW is a major provider of professional learning for teachers and executive staff.

Summary of Professional Learning

2015

Participating

Teams and

Individuals

Strategic Plan – The Pursuit of Excellence in all things: Targets 2015 K-12 team

Mandated Policies and Principles as Education Professionals K-12 team

CPR K – 6 team

Work Health Safety K – 12 Team

First Aid 7 – 12 team

Executive Leadership 3

ICT 2

Greek Orthodox Ethos in Education K – 12 team

Learning Support/Special Education 3

Building Capacity – High Order Thinking 11

Curriculum – Specific 42

Pastoral Care and Student Leadership 25

Values in Education (AIS School Based Research Project) 6

HSC Marking/Judging/Examiner 10

The average expenditure on professional learning in 2015 was $1850 per Teacher.


PROFESSIONAL ORGANISATIONS TO WHICH EDUCATORS BELONG

AHISA Australian Head of Independent Schools in Australia

AIS NSW Association of Independent Schools NSW

ATESOL Teachers of English as a Second Language

ACHPER Aust. Council of Health, PE & Recreation

CAANSW Careers Advisers Association NSW

Children’s Book Council

Drama Teachers NSW

EBE Economics Business Education Assoc

English Teachers’ Association

Food Facts Nutrition Australia Nutridate

Greek Orthodox Board of Education

History Teachers’ Association

HICES Heads of Independent Coeducational Schools

HICES Junior School Heads of Independent Co-educational Schools

ISTE International Society of Technology in Education

ISA Independent Sporting Association

ISCA Independent Schools Council of Australia

IPSHA Independent Primary Schools Heads of Australia

IPSHA Umbrella Groups: Deputies, Infants Co-ordinator, Curriculum Co-ordinators,

G&T, ICT, Learning Support Teachers, Librarians, Debating , Music Teachers, Art Teachers, PDHPE

Teachers, New Scheme Teachers, Sports Convenors

and IPSHA Early Childhood Education Teachers.

LTA Legal Studies Teacher Association

MANSW Mathematics Association of NSW

BOSTES

Primary English Teacher’s Association

SPELD Specific Learning Difficulties

STANSW Science Teachers Association

Australian Association of Special Education Inc.

The above represents a list of some of the organisations to which our educators belong.


TEACHER QUALIFICATIONS

Category Number of Teachers

Junior School

Senior School

Total K – 12

Teachers who have teaching qualifications from a higher education

institution within Australia or as recognised within the National Office

of Overseas Skills Recognition (AEI-NOOSR) guidelines.

23 33 56

Teachers who have qualifications as a graduate from a higher

education institution within Australia or one recognised within the

AEI-NOOSR guidelines but lack formal teacher education

qualifications.

0 2 2

TEACHER ATTENDANCE AND RETENTION RATES K - 12

In 2015 the average daily staff attendance rate was 90%.

The proportion of staff retained from 2014 is approximately 97%. The high level of attendance and retention is one indication of educators’ satisfaction with

commitment to the College, and its ethos and organisational culture.

WORKFORCE COMPOSITION

The school’s workforce presents a rich diversity of cultural and linguistic backgrounds. Our teachers

and other staff are equipped with high level qualifications, expertise, professionalism and

commitment to quality outcomes for students.


S TA F F A N D S T U D E N T S


THEME 7 : Student Attendance

Student Retention

Post School Destinations in Secondary Schools


STUDENT ATTENDANCE

The school implements policy and procedures for the management of student non-attendance.

Attendance checking procedures enable the identification and provision of assistance to students with

unsatisfactory attendance.

An SMS notification is sent to parents of students who are absent in the Senior School. The school

follows up where written explanation of absence is not received from parents.

We are pleased to report that the daily attendance rate for students in 2015 was 95%. This was the

same as the daily attendance rate in 2014. All absences were explained.

Year Level Annual Attendance

Rate %

Kindergarten 95

Year 1 94.1

Year 2 93.5

Year 3 93.8

Year 4 95.5

Year 5 95.5

Year 6 96.4

Year 7 95.8

Year 8 94.1

Year 9 94.7

Year 10 93.9

Year 11 95.0

Year 12 96.4

This high level of attendance demonstrates strong teacher and pastoral care culture of our College.

STUDENT RETENTION OF YEAR 10 TO YEAR 12

We are pleased that at St Spyridon College in 2015 there was a retention rate from Years 10 to 12 of

93%. This is similar to previous years.


POST SCHOOL DESTINATIONS

DESTINATIONS OF YEAR 12 CLASS OF 2015

Undergraduate Degrees

11%

20%

14%

11%

14%

14%

UNDERGRADUATE DEGREE DESTINATIONS

UNSW

USYD

ACU

DESTINATION BY COURSE TYPECOMMERCE/BUSINESS

SCIENCE /HEALTHSCIENCE

EDUCATION

ARTS

LAW

28%

21

5%

23

5% 18

UNSW - University of NSW USYD - University of Sydney ACU - Australian Catholic University

MACQ – Macquarie University WSU – University of Western Sydney UTS - University of Technology Sydney

14%


S E N I O R S C H O O L E V E N T S

Honouring our past students

Christopher Stasos College Dux 2009

Hospitality VET Work Placements Respect and Understanding Program

(RUA)

National Law Week

Year 11 students performing at the

Australian Institute of Music display at the

Careers Expo

Preparing for

the

Preliminaries.

Year 10 visit the

Monastery at

Central

Mangrove


S E N I O R S C H O O L P E R F O R M A N C E S


THEME 8 :

ENROLMENT POL IC IES


ENROLMENT POLICIES

Enrolment Policy and Procedures

All applications for enrolment are accompanied by:

Birth Certificate

Baptismal Certificate (where applicable)

Reference by priest (where applicable)

Report / Profile from School, Preschool or Child Care Centre (as applicable).

All other things being equal, priority is given to siblings, children of Alumni, of Orthodox families, of

clergy of canonical Orthodox Churches, of Parish Executive, members of staff, as well as benefactors’

children & grandchildren (identified by a confirmation letter from the Parish).

Entry into St Spyridon College is based on an assessment/academic entrance examinations, reports,

references and interview with the Principal. A student’s track record including academic

performance, attendance, behaviour and general conduct will be considered in making a decision to

accept an enrolment.

1. Kindergarten to Year 12 Entry

A Kindergarten school entry assessment is conducted, to attest to the child’s readiness to commence

formal schooling includes:

Oral communication skills

Literacy (print concepts, letter identification, phonemic awareness, sight words)

Fine motor skills / physical development

Social behaviours, interaction skills and emotional maturity

Information from Reports/Portfolio profiles from pre-entry institutions

Information from reports from other professionals, for example Psychologists/

therapists.

In making a decision to accept a student, their academic ability, behaviour and the welfare and

safety of other students, and whether the student can be provided with an appropriate education

program will be major factors. Information will be sought from previous education institutions,

including child care centres, preschools, schools and past reports and specialist practitioners.

2. Kindergarten Cut-off dates

At the Kindergarten level, the cut-off date for the year of entry is the 31st May. Enrolments are

processed in order of receipt, and maintaining a balance of boys and girls. For priority to be given at

the Kindergarten level, applications must be received in the first year after birth.

3. Acceptance Agreement

Placement offers are made to parents in writing. To accept a placement, parents must return a

signed Acceptance Agreement, which outlines their commitment to paying all fees and charges, and

their agreement to support the school’s policies, ethos and culture. The Acceptance Agreement must

be accompanied by the requisite enrolment fees.


4. Progression to Upper School

During Year 10 and to progress to the next level of schooling for Years 11 and 12 students will need to

formally submit an Expression of Interest in continuing their education at St Spyridon College. The

application should be made after giving consideration to the commitment that this entails.

All students who meet the following criteria will be invited to continue their Years 11 and 12 studies

at St. Spyridon College:

Apply diligence and sustained effort to their studies.

Complete set assignments in the set time, and to a standard that:

- meets course requirements

- reflects a student’s best effort

Attend all classes unless able to provide relevant documentation to explain absence.

Abide by the Student Principles and follow the school’s Code of Conduct.

Support activities and programs that enhance the school’s ethos and culture.

Students who accept the invitation to continue their studies at the College will sign an Acceptance

Agreement that is co-signed by parents.


THEME 9 :

OTHER SCHOOL POL IC IES


SCHOOL POLICIES

The following policies and procedures were in place (or developed) during 2013 to manage a Safe and Supportive

Environment:

Policy

Changes in 2015

Access to Full Text

STUDENT WELFARE

Child Protection Policy encompassing:

Policy statement

Protocols than enhance ethos and

culture

Professional conduct in relation to

Child Protection

Definitions and concepts

Legislative requirements

Child Protection Legislation

Amendment Bill 2003 (Provided by

the AIS)

Child Protection Procedures

Investigation process

Reporting and investigating

“reportable conduct”

Procedural fairness

Documentation

Appendices

New procedures for the

induction of peripatetic

teachers into their child

protection responsibilities

Full text in:

Teacher and other Staff

Personnel Policy and

Procedure Handbook 1

Policy in:

Parent Handbook

and Study Planner

STUDENT WELFARE

Security Policy encompassing:

Work Health and Safety Policy

including:

Rationale

Code of Practice

Policy statement

Management procedure

12 systems specified by the AIS

guidelines

Students Acceptable Use of

Information and Communications

Policy

In the lead-up to the BOSTES

inspection, reviewed

changes based on AIS NSW

advice.

Full text in: Teacher

Handbook 3

Statement in:

Parent Handbook

Full text in:

Teacher Handbook 2

Managing Positive

Learning Environments

Disability Policy

Parent Handbook


Policy

Changes in 2015

Access to Full Text

STUDENT WELFARE

Supervision Policy encompassing:

Roles and responsibilities of Teacher

Attendance

Punctuality

Staff absence

Duty of care

Duty of care and student attendance

Duty of care and supervision

Negligence

Yard Duty

Keys and security

Full text in: Teacher and

other staff

Personnel Policy and

Procedure Handbook 1

Summary of main points

in:

Parent Handbook

Study Planner

STUDENT WELFARE

Pastoral Care Policy encompassing:

Attendance

Managing a positive learning

environment

Rewarding the good

The pastoral care system

Availability of and access to special

services such as counselling

Health care procedures

Home study policy

Progression through schooling

Leadership

Full text in:

Teacher Handbook 2 –

Managing A Positive

Learning Environment

Excerpts in:

Study Planner

Parent Handbook

STUDENT WELFARE

Discipline & Resolving Grievances

Codes of Conduct Policy encompassing:

Our principles as St Spyridon

Education Professionals

Our principles as St Spyridon College

students

Code of conduct for students

Classroom behaviour management

Consideration for ethical behaviour

management

Full text in: Teacher

Handbook 2 -Managing A

Positive Learning

Environment

Study Planner

Parent Handbook


Policy

Changes in 2015

Access to Full Text

Statement on Procedural fairness

Statement bullying and harassment

College policy prohibits corporal

punishment and does not sanction its

use by anyone

Statement on procedural

fairness revised to include

management of serious

disciplinary matters

Revisions to include cyber

bullying more explicitly.

Study Planner

Parent Handbook

Teacher Handbook 1

Communication Policy encompassing:

Formal and informal mechanisms that

facilitate communication between the

school and those with an interest in the

students’ education and well-being

Communication with parents section in

Student Planner and Parent Handbook

Newsletter (fortnightly)

Flyers, Bulletins and notes to parents

Direct correspondence

Parent/Teacher interviews

Study Planner for two way notes

Parent/Teacher meeting

Communication within the school:

Staffroom whiteboards

Study Planner – key dates and major

events

Pigeon holes

Telephone messages

Email

Staff and team meetings

Minor revisions made.

Communication section

in:

Teacher Handbook 2 -

Managing A Positive

Learning Environment

Parent Handbook

Study Planner

Anti-bullying

“Demeaning or intimidating behaviour towards others, which constitutes bullying and harassment whether verbal or

physical or electronic, (otherwise described as cyber bullying) is most unacceptable in the context of a Greek

Orthodox college.” (Code of Conduct Study Planner 2015). The full text of the school’s policy and procedures on

Bullying and Harassment is in the Parent Handbook, Teacher Handbook 2.

PROHIBITIONS ON CORPORAL PUNISHMENT

College policy expressly prohibits corporal punishment of students by staff. The College does not sanction the

administering of corporal punishment by any non-school person, including parents, to enforce discipline at the school.

(from Parent Handbook 2015 and Study Planner 2015).


THEME 10 :

SCHOOL DETERMINED PR IOR ITY AREAS FOR IMPROVEMENT


The Seven Goals of the Strategic Plan 2012-2016

Goal 1 - Rich and diverse educational experiences that aim for excellence and

demand best effort

Goal 2 - A Passport to Global Citizenship for students

Goal 3 - Teachers of excellence

Goal 4 - Strong and dynamic parent partnerships

Goal 5 - College Reputation as a Centre of Excellence

Goal 6 - A safe environment based on sound policies and procedures

Goal 7 - A secure financial future with functional and conducive

buildings and facilities.

The Pursuit of Excellence in all things


Targets for 2015

1. Curriculum Change ( Goal 1)

i. Implement new national syllabuses in Eng/Maths/Hist/Science for Years 8 and 10, to

the satisfaction of the Board of Studies Teaching and Educational Standards (BOSTES).

ii. Implement National mathematics, Science and Technology syllabuses K-6.

iii. Monitor and evaluate Honours Classes (English, Maths, Greek) Years 7 – 9.

iv. Implement and review Assessment Tasks K-12 for differentiation and high order

thinking skills in the common tasks.

v. Analyse results in external/standardized tests and implement initiatives to strengthen

performance in specific aspects of Literacy and Numeracy.

vi. Research the development and offer of online courses in Greek to students and adults.

vii. Enhance access to external experiences and expertise for all students, including those

with high potential and special gifts and talents K – 12.

2. A Passport to Global Citizenship(Goal 2)

i. Implement the first phase AIS Education Research Project on Values. “Education

Excellence – A Question of Values”.

ii. Review programs for the focus on “An understanding of the world and how it works”.

3. Personnel (Goal 3)

i. Implement BOSTES mandates in relation to teacher accreditation registration and

appraisal.

ii. Implement BOSTES appraisal requirements for the maintenance of Teacher registration.


4. College Reputation as a Centre of Excellence (Goal 5)

i. Hold a successful Appreciating Culture and Arts Exhibition 2015.

ii. Use AIS Education Research Project to promote the educational leadership exercised by

this school for NSW.

iii. Promote the good name of our College in a planned and coherent manner using new

opportunities and as scheduled in our communication and marketing program.

5. Board of Studies Teaching and Educational Standards (BOSTES)

NSW mandates (Goals 1-7)

i. Prepare for successful BOSTES inspection of the Junior School in 2016 that will result in

five years Registration, and thereby guarantee our Federal Government per capita grants

for the period 2017 – 2021.

ii. Prepare for successful BOSTES inspection of CRICOS processes and procedures that will

allow us to recruit overseas students 2017 – 2021.

iii. Submit the Annual Report 2014 according to the BOSTES specified criteria and

guidelines.

6. Risk Management/Policy Management (Goal 6)

i. Review all Policies and Documents to manage foreseeable risks to our safety and

welfare and to ensure we successfully meet BOSTES and Government mandates.

7. Maximize student and teacher access to the digital world of learning (Goal 1 and 6)

i. Increase number of ultrabooks computers at the Junior School

ii. Progress with implementation of BYOT at the Senior School.

iii. Spyschool operational:

• Trial and pilot for teachers and students.

• Trial and pilot for parent body.


Progress on Implementation of Strategic Plan-Targets 2015

1. Curriculum Change ( Goal 1) Rich and diverse educational experiences.

Implement new national syllabuses in Eng/Maths/Hist/Science for Years 8 and 10, to the

satisfaction of the Board of Studies Teaching and Educational Standards (BOSTES)

New Syllabuses fully implemented for Years 7-10 as per BOSTES requirements.

ENGLISH

All classes 7-10 now graded with an Honours class and 2 or 3 additional differentiated classes.

There is a remedial class where required. All units are differentiated into three levels.

The units are designed to reach the same outcomes but each class is able to:

proceed at a different pace

cover texts at different depths

incorporate a greater or lesser number of texts into each unit

Assessment tasks test the same outcomes but are differentiated according to the progress made by

each class. Reports are on a per class basis.

MATHEMATICS

A review of our programs 7-10 continues. We aim to remove unnecessary repetition of content,

better integrate technology into units of work and do more work at creating a classroom

environment in which students are engaged in tasks that require a sustained effort.

SCIENCE

Review of the Year 7 – 10 programs. The National Curriculum in Science has a greater

emphasis on skill development rather than content. This year we have broadened the

range of practical tasks conducted in class with particular attention to matching a

practical task to a specific skill outline in the new syllabus.

Implement National Mathematics and Science syllabuses K-6

Significant work was done in preparation for BOSTES inspection to ensure that our curriculum is in

line with the mandatory requirements of the new National Curricula. The Scope & Sequence as well

as the learning tasks were revised and improved to provide student-led learning through practical

activity in order to develop deep and rich understandings.


Monitor and evaluate Honours Classes (English, Maths, and Greek) Years 7 – 9

ENGLISH

The Honours class study more advanced texts and more texts in some units. Questioning and expected

responses target higher level thinking. Overall, the top class is coping with the increased speed and content

and their work is demonstrably of a higher quality than that of the other classes.

The current year 9 and the current year 10 class are working above the year level conceptually and

expectations about the length and quality of written responses are set accordingly. Whilst all students should

benefit to some degree from the curriculum offered, covering the material means that the Honours class must

move quite fast. We believe that it is possible to have a very strong Honours groups.

MATHEMATICS

7 Honours Mathematics has 15 boys and 6 girls. Every student in 7 Honours sat for the two common year 7

assessment tasks. The 7 Honours students sat for an additional task which included questions of greater

complexity. In 8 Honours there are 11 boys and 7 girls. Every student sat for three common tasks and three

additional tasks of greater difficulty. In 9 Honours there are 14 boys and 11 girls. Every student sat for three

common tasks and three additional tasks of greater difficulty. During class time Honours students are engaged

in tasks that require a sustained effort and include group work. Honours Mathematics students in all three

Years have responded well to challenging questions and to tasks of greater complexity.

Students in Honours Mathematics are developing the tools for solving familiar and unfamiliar problems in

mathematics. This is done in a learning environment in which the content, the process and the product of

learning are modified to encourage the communication of mathematical ideas and creative solutions. The

learning environment in Honours Mathematics is more student-centered and the program being developed is

based on a Maker modifications matrix, ensuring a balance between content and process. The content

includes variety, complexity, and the study of people. The process the students will be required to work

through includes open-ended questions, proof and reasoning skills, discovery and group interaction. Higher-

order thinking skills are used to tackle the tasks including: synthesis, analysis and evaluation.

Students in Honours Mathematics are able to complete the normal curriculum at a faster pace and so in 2015

we began a substantial review of the Teaching Program for Years 7 to 9. We are also working towards the

introduction of a parallel curriculum using the resources of the Australian Mathematics Trust.

In 2015, Honours Mathematics students participated in the Challenge Stage of the Australian Challenge for

Young Australians run by the Australian Mathematics Trust. The Challenge Stage allows for the development

of higher order problem-solving skills. It consists of six problems for Years 7, 8 and 9 Honours students that

are completed over a consecutive three-week period between March and June. Detailed notes and support

are provided to students and teachers. The second part of the challenge is referred to as the Enrichment

Stage and will consist of course work that augments the School curriculum. In this second stage, Honours

students are given the opportunity to formally extend their knowledge of mathematics over a 16 week.


MODERN GREEK

Honours classes classes are extended in terms of work and assessment. While the students study the same

topics with the rest of the year group, units of work and assessments have been developed to challenge the

Honours class. Their exams/assessments always contain HOT questions and the comprehension texts (Reading

& Listening) are designed to contain more complex ideas and vocabulary. The writing task is also

differentiated as students are expected to provide greater length (120 words) than the other Year 7 groups

and they are expected to use more sophisticated vocabulary and language structures.

This will apply in 2016 also. Their progress is monitored through formal exams/assessments but also through

the daily informal check of homework tasks. By the end of the year, those students will remain in the Honours

classes based on overall performance in the assessment tasks given throughout the year. This has worked once

again this year and we will continue using this model in 2016. Year 9 are usually accelerated in Semester 2.

A Speaking component was successfully incorporated in the assessment schedule for Year 6. The response and

feedback by all the year 6 students was positive and encouraging.

Year Six under the direction of Mrs Gambierakis wrote, directed, staged and created short films. One was

submitted to the Greek Education Office as part of the film festival. We are awaiting the results.

These initiatives have already yielded results. Next year more opportunities for students to use more oral

language in the K – 5 program will be provided.

Implement and review Assessment Tasks K-12 for differentiation and high order thinking skills in

the common tasks.

K - 6

The K – 6 Half Yearly and Yearly Reports were revised to align with new curriculum requirements.

Teachers focused on designing authentic assessment opportunities experiences for students, to incorporate

questions to cater for students in all levels and provide the opportunity to demonstrate deeper understanding

of the concepts taught.

Assessment task for K-2 aligned to current curriculum guidelines. Students are assessed against

targeted criteria which address what students know, as well as what they need to learn for

academic growth. There are no formal half yearly and yearly examinations for the Infants. Ongoing

assessments reflect an authentic mapping of their progress over the course of a semester and the

year. This has proven to be beneficial as gaps in learning are addressed early and individual stages

of development accounted for.


HSIE

HSIE – Focus has now shifted to the implementation of The Australian Curriculum through the new Syllabus

developed by BOSTES – The new Geography Years 7 -10 Syllabus. Programming, resource catchment,

familiarisation, planning professional learning/ networking (BOSTES, GTA, AIS and other providers) are

currently in place to allow for mandated delivery of Course in 2017 for Years 7 and 9 and 2018 for Years 8 and

10. It is evident that the new Geography Syllabus is inclusive of the learning needs of all students. The

Syllabus provides particular advice about supporting the spectrum of student ability (special education needs,

gifted and talented and students learning English as an additional language). The rich and diverse educational

experiences are manifested through the differentiation in programming, adjustments to teaching, learning and

/or assessment experiences. To enhance the rich and diverse educational experience of the cohorts, specific

focus on learning across the curriculum areas must include cross- curriculum mapping.

LANGUAGES

In Languages, all our Assessments and Exams are written according to the HSC expectations, with HOT

questions that most of the times refer to the language techniques of the texts are examined. Teachers who

teach the courses at the College are HSC Markers, Senior HSC Markers or Supervisors of the HSC Marking for

years and fully aware of the HSC expectations. They have also judged the course and written support material

for the Extension Modern Greek course.

Teachers who teach at SSC also maintain a good communication with each other at school and other

colleagues outside the school exchanging ideas to provide students with differentiated Assessment Tasks.

Another resource for Assessment Tasks/Exams is the pool of topics available on the BOSTES web page from

other languages, ie: French, German, Spanish… Differentiation is also included in our course outcomes and our

school reports.

SCIENCE

We have reduced the word length for research assignments so students work on the quality and relevance of

their response rather than quantity.

More explicit emphasis is placed on ‘Working Scientifically’ skills outlined in the new syllabus

Ongoing yearly analysis of past and present HSC Examinations – The style of questioning and expectations of

various responses are identified. The necessary writing skills are filtered down into the teaching program and

assessment tasks in years 7 – 10.

Analyse results in external/standardized tests and implement initiatives to strengthen

performance in specific aspects of Literacy and Numeracy

Students wrote the external, ICAS Digital Technology, English and Mathematics Competitions. These results

were analysed and a report prepared for discussion. The report identified general weaknesses and strengths

along with any misconceptions that maybe prevalent in particular sub-strands. The outcome from the

discussion is expected to inform programming with an intention to address the weaknesses. Teachers will be


asked to investigate the students’ responses to specific types of questions. The online program Mathletics also

generates a report of student performance that teachers also look at to pinpoint areas of growth and areas

that need to be targeted.

EARLY INTERVENTION

A decision was made this year to focus our support on the students who have identified learning needs and

early intervention. As a result, we have seen marked improvement in student outcomes.

Individual diagnostic interviews held with students prior to commencement of Kindergarten provides

invaluable information for early intervention strategies, facilitating a more successful start to the formal

education. This includes referrals to Allied Professionals. Mrs Kipriotis has been commended by these

professionals for her ability to identify real and pressing needs that have not been noted by parents or other

child care institutions. We have implemented this for a few years. As a result, most students who commence

with us are better able to cope with the demands of the Kindergarten classroom.

If the College had a pre- Kinder class, much of this targeting could happen there. Parents are constantly

asking for this service but we do not have the space to house it at this stage.

Students who received support for reading in Kindergarten this year, have made considerable gains enabling

some to exit the program, whilst others continue to make progress in line with the current cohort.

Stage 1 Numeracy support was introduced in Term 1. Students’ mathematical abilities and knowledge was

tested and analysed in accordance with standardised testing. Based on the results and teacher observations,

students were recommended for Numeracy Support.

Students were usually withdrawn from class and are taught in a small group. The content of the Numeracy

Support program was based on the core program but also addressed individual needs. This support program

provided a powerful Maths foundation for students to succeed in and enjoy Maths.

Using the Diagnostic program “Building Numeracy” to assess previously identified students that are currently in

the Mathematics Support group, the specific point of weakness each individual student is experiencing has

been pinpointed and will be targeted by the support teacher.

Mrs Bennet attended a day-long conference on working with children experiencing difficulties in Mathematics.

She will share the experience with staff during the pupil free day Jan 2016. As part of the diagnostic process,

students in Years 2 and 4 will be asked to attempt the NAPLAN 2015 tests, so that any weakness portrayed can

be catered for from Term 1 2016. Mrs Bennett would also be willing to run parent workshops in Term 1 to

instruct parents on how to effectively support their children at home.

Research the development and offer of online courses in Greek to students and adults

The many problems experienced with IT make it impossible to make any progress with this.

Enhance access to external experiences and expertise for all students, including those with high

potential and special gifts and talents K – 12


Students in Year 6 were entered in the external “Maths Cup” in order to stretch their mathematical thinking

by competing against students from other schools and to meet other students of similar aptitude in

Mathematics. This competition is designed to engage mathematically precocious students and further develop

their enjoyment of the subject.

Students from Year 3 to 6 were invited to attempt the Australian Mathematic Competition, a problem-solving

competition that targets higher order thinking skills. Of the 79 students that participated our students

achieved 6 Distinction and 26 Credit awards.

Sixteen students from Year 6 were entered in Australasian Problem Solving Mathematics Olympiad which is run

over a period of 9 months. Students receive training in school and write 5 externally set examinations spread

over the 9 months. We thank Mr Dookie for his expertise and work with students who demonstrate talent in

Mathematics.

ENGLISH/HISTORY/DRAMA

Year 6 integrating IT tools, English skills and drama in to create a trailer (imovie), Greek Video Group Task

and for Junior School Performances for ‘Tales to Share’.

Year 6 also incorporating Graphic Design through expert talk and instruction on how to use Adobe Illustrator.

Miss McCarthy and Mrs Gambierakis the teachers leading these.

SCIENCE

A number of year 9 girls attended the ‘Women in Engineering Day’ held at the University of NSW. Where they

were exposed to the range of possibilities offered by the university department and subsequent career

opportunities.

Year 10 students interested in Engineering and careers in Science attended the Engineering High School

information day where?

Year 9 cohort went of excursion to ANSTO, Australia’s nuclear research facility where they were provided with

a comprehensive overview of the contribution this facility has to the worldwide science community and the

community at large.

Review programs for the focus on “An understanding of the world and how it works”

Junior School staff inserviced by AIS for the implementation of the new History and its links with the new

Geography syllabus so that units of work are thematic, based on inquiry model and linked to understanding

change and continuity through history and the world’s people.


Personnel (Goal 3) St. Spyridon educators as educational leaders

Implement BOSTES mandates in relation to teacher accreditation registration and appraisal.

Implement BOSTES appraisal requirements for the maintenance of Teacher registration.

The Executive of the College received the new mandates and attended professional learning by the

AIS as to how this needs to be documented.

College Reputation as a Centre of Excellence (Goal 5)

Hold a successful Appreciating Culture and Arts Exhibition 2015

Once again we thank Dr Nicholas Pappas for his erudite Lecture.

Use AIS Education Research Project to promote the educational leadership exercised by this school

for NSW.

The AIS Research project “Educational Excellence-A Question of Values” progressed to the completion of Part

1. The team presented interim findings at the Inaugural AIS Research Symposium. This initiative builds

reputation among the Independent school sector, for excellence. One aspect of the research was to measure

the extent to which our schools “walk the talk” on values. The survey was developed on a strong research

basis to measure perception of stakeholders.

Preliminary results of Year 9 and 10 parents, teachers and students, show:

a highly enfranchised school community

clarity of purpose in terms of our mission

high endorsement of our efforts

The survey will also be extended to K-8 parents, and questions could be added to measure perceptions of

other aspects of the school’s operations eg building and facilities. The findings could then be used to inform

the new Strategic Plan.

St Spyridon College was successful in its application to participate in the AIS sponsored, Mission Skills

Assessment Pilot for Year 6 students. It seeks to measure success in meeting the goals of our mission

statement. Students completed an online survey and Miss McCarthy also completed a survey on each child. The

results will be released later this year.

Promote the good name of our College in a planned and coherent manner using new opportunities

and as scheduled in our communication and marketing program

The success of our Communications and Marketing Program is evidenced in the strong enrolment growth of our

College, particularly at Senior School.


Mr Anthony Condous was honoured by the ISA for services to the ISA. Mrs Stefanou was honoured with lifetime

membership for services to ISA and CIS. Mr Meintanis received Honours in the past. A great honour for our

school.

The reputation of the College is at a point where we can leave past insecurities and self-doubts behind, as to

the quality of what we do for young people. We are now ready to embrace future challenges from a position of

considerable strength. The next five years will be crucial in embracing our strengths in taking our school to the

next level.


2. Board of Studies Teaching and Educational Standards (BOSTES) NSW mandates (Goals 1-7)

Prepare for successful BOSTES inspection of the Junior School in 2016 that will result in five years

Registration, and thereby guarantee our Federal Government per capita grants for the period

2017 – 2021

The Board Governance Committee, chaired by Mr Con Livissianis, is working with the Head to ensure that the

Governing body meets the new mandates. New TAA guidelines have just been released. Curriculum documents

and policies are being revised and collated. The Junior School will also trial the Geography Syllabus in 2016 as

it aligns more closely with the History syllabus.

Prepare for successful BOSTES inspection of CRICOS processes and procedures that will allow us to

recruit overseas students 2017 – 2021

We have made a solid start on this complex and trying task.

Risk Management/Policy Management (Goal 6)

Review all Policies and Documents to manage foreseeable risks to our safety and welfare and to

ensure we successfully meet BOSTES and Government mandates

Our greatest challenge in terms of policy is compliance with new Governance and TAA procedures.

Executive is reviewing all documents in the lead up to the BOSTES inspection next year.

The fire evacuation route and procedure is being revised and alternatives being considered. Part of

this discussion included the separate evacuation of the Infants and Primary campus.

RISK MANAGEMENT EMERGING ISSUES

Our school to date has been able to provide a safe and secure environment for students and staff. Over the

last two years, we have noted the following increased incidents of external threats in terms of loiterers and

others.

We are fortunate to have Dean Senior Programs Mr Peter Meintanis and other staff who are alert and proactive

in this critical area.

Teachers have undertaken professional development in managing the isolated incidents of students presenting

self-destructive behaviours, suicidal tendencies and depression. This is unlikely to resolve students’ issues. We

seek to support and pre-empt as much as is in our control.

Child protection continues to be an area of focus for all schools in Australia. Principal Junior School is now a


fully accredited Investigator.

Maximize student and teacher access to the digital world of learning (Goal 1 and 6)

Increase number of ultrabooks computers at the Junior School

Infrastructure and technical difficulties need to be resolved so that more ultrabooks are purchased.

Progress with implementation of BYOT at the Senior School

Limited progress made as a result of very slow internet connection. On-site support much improved.

Spyschool operational

Technical problems have slowed this down. Little progress made. New ready-made packages now on the

market and are being investigated, for example, SchoolBox.

Science Electronic Text book: This year all students have their text book in electronic form. Simulations,

videos and web site references are provided so that students are able to have more variety in stimulus which

further caters for various learning styles. Teachers are able to set homework via email posts. We are now able

to more efficiently set common homework for all students within a year level. More detailed and immediate

feedback is provided to the teacher regarding an individual student’s progression through the units of work.


THEME 11:

IN IT IAT IVES PROMOTIN G RESPECT AND RESPONS IB IL ITY


RESPECT AND RESPONSIBILITY INITIATIVES 2015

St Spyridon College is committed to a values-rich education which is predicated on developing in students

respect for every human person.

Student Principles

Every student who enrols at St Spyridon College becomes part of the College Community and subscribes

to, and endeavours to abide by the following principles:

1. We value our religious and cultural heritage and respect the religious beliefs of others. 2. We contribute to the life of our Church and community, and exercise our responsibilities as citizens of

a Democratic nation, always obeying the rule of law.

3. We work together to achieve a school community whose distinguishing characteristics are those of

friendship, compassion and decency.

4. We value the mutual respect between Students and Teachers. We honour our Teachers’

experience as they value our youthfulness. 5. We consider our studies to be our main goal and undertake to be active participants in our own

learning. We set goals for our lives and strive to achieve them with a positive state of mind always

working towards justice, truth and beauty.

6. We look after our health and respect our bodies. We care for our surroundings and the natural

environment.

7. We believe in the sacredness of human life and the dignity of every human person. 8. We accept the value of hierarchy and the need to conform to rules. We see these as

fundamental to the proper functioning of our College.

9. We respond to the difficulties of life with patience, dignity and faith, never fearing to start again.

Formulated in 2001

Updated by the Year 11 Class of 2006

August 2006

The Pastoral Care and Student Leadership Program of the College systematically pursues the construction of

“lived experience” of these principles by building every students’ leadership capacity. Below is summary of

the respect and responsibility initiatives 2015 organised according to the College’s Four Building Blocks.


Personal Development

“We consider our studies to be our main goal and undertake to be active participants in our own learning.

We set goals for our lives and strive to achieve them with a positive state of mind always working towards

justice, truth and beauty.”

Establishing a conducive study environment

Importance of good organising

Setting goals

Taking responsibility for managing work and assessments

Stepping up to next level

Cyber safety

Values, rights and responsibilities

Resilience.

Building Relationships

“We work together to achieve a school community whose distinguishing characteristics are those of

friendship, compassion and decency.”

Building a sense of belonging

Our school ethos

Principles and Code of Conduct

Concept of leadership as sacrifice for the greater good “Joan of Arc”

Unacceptable behaviours

Bullying and its effects and consequences for the victim and perpetrator

Respect for older students in the school family

Caring for younger students peer support (Year 10 buddy up with Year 7)

House Team spirit – preparing and participating in swimming and athletics

Be a friend to have a friend.

Community Awareness

“We value our religious and cultural heritage and respect the religious beliefs of others.”

Concept of sacrifice through the study of struggle for independence and religious freedom

Joy – accepting God’s Grace exemplified by the Annunciation of the Mother of God

Easter and the concept of sacrifice – “Greater life has no meaning than to lay down life for friends”

(anonymous).

Jean for Genes.

Global Connection

“We look after our health and respect our bodies. We care for our surroundings and the natural

environment.”

Significance of Earth Hour

Responsibility and team work in achieving environmental goals

Green Up Clean Up


Lights off initiative

If The World Were A Village

African Drum Beat

Free Rice internet activity

Climate change.

“We believe in the sacredness of human life and the dignity of every human person.”

Global Citizenship

Cultural Infusion

40 Hour Famine

Child Labour and Inequality

Fair Trade and Ethical Consumerism

Six important Global issues:

- Gender equality

- Child labour

- Refugees – Syrian support refugees

- Child health

- Climate change

Child sponsorship – World Vision

Respect Program Year 9

Soup kitchen duty

Fund raising for various charities and for the purchase of goods needed by soup kitchen

World Vision Child Sponsorship

Jeans for Genes collection and education

Legacy collection and education

ANZAC Day participation in many events at State and local level

Battle of Crete – representation

Nursing home visits by senior students

Parliament House visits by senior students

- Women In Leadership

- Make A Difference Day

- Constitutional Convention

Adoption of apple trees.

JUNIOR SCHOOL INITIATIVES 2015

Teddy Bears’ Picnic for Nepal

Fundraising / Community service

Teddy Bears’ Picnic for Nepal. Raised $3375.85 for The Himalayan Outreach Project, to help repair The

Chaurikharka School in Nepal. Article appeared in the Southern Courier on Tuesday, November 10, 2015.

The NED Show

Community Service / Student Welfare / Enriching Learning Experience / Respect


The ‘NED Show’ by ‘All for KIDZ’ came to our school. It is America's most popular school assembly. Each year

‘All for KIDZ’ encourages over 2.5 million children across the United States, Canada, the UK, New Zealand and

Australia. They have also performed 11 times at the White House.

The 45 minute all-school assembly motivated and inspired students to Never give up, Encourage others, and Do

their best, hence the acronym ‘NED’. The message was reinforced in an engaging and fun way using

storytelling, audience participation and yo-yo tricks.

Through the ‘Pay it Forward’ Program, ‘The NED Show’ was performed at our school for free. In return we

purchased NED-messaged yoyos at the school for five days after the show. The proceeds will allow ‘The NED

Show’ to “Pay it Forward” to other schools, continuing the delivery of the NED message and empowering

more students to become champions at school and in life!

Food Garden

Community Service / Enriching Learning Experience/ Sustainability/ Responsibility

$2,500 funding received through Randwick City Council’s ‘Food and Native Garden’ grant program.

All grant recipients were announced and presented with their cheque at a celebratory gathering at Randwick

Community Centre on Wednesday 29 April, at the Principals and Head Teachers meeting with the Mayor of

Randwick, Cr Ted Seng.

The Council’s ‘Food and Native Garden’ grant program aims to support local schools with grant funding to

establish food gardens and/or native gardens in their grounds. The program additionally aims to support

students’ learning experiences in the areas of food growing, healthy food options and native plant

identification, with the purpose of bringing hands-on learning beyond the classroom and across the entire

school curriculum.

Thanks to the initiative and vision of students such as our Junior School Captain, Billy Bourdaniotis, who

proposed the idea of a food garden in our school grounds, combined with the support and contribution of

Randwick City Council, our food garden has commenced.

The site for the food garden is located between the canteen and the Year 2 classrooms. The food garden

divided into 3 conjoined areas, with areas for outdoor learning, the growing of fruit and vegetables, and an

area for herbs.

How the project benefits the College and the wider community of Randwick City:

The teaching/learning experience of the food garden will enrich the current Stage 2 HSIE program, which

incorporates a unit focus on ‘Cooperating Communities’.

Students will be provided with the opportunity to explore ways in which environments, social systems and

structures meet people’s needs, influence the lifestyles of people and contribute to community identity.

Furthermore, the students will be provided with the opportunity to become responsible, cooperative

community members.

The Stage 2 HSIE unit ‘Cooperating Communities’ focuses on ecological sustainability and promotes the

following values and attitudes:


- Appreciating the environment, one’s personal relationship with it and one’s personal responsibility to

its future

- Recognising the interdependence of people and the environment

- Showing commitment to ecologically sustainable development and lifestyles

- Being environmentally responsible

Links with other KLA’s:

Personal Development and Health

- Students learn about community well-being, rules and safety, and being positive, contributing

members of a community

Science and Technology

- Students work cooperatively with others in groups on scientific and technological tasks and challenges

- Students show informed commitment to improving the quality of society and the environment through

science and technology activities

- Students appreciate contributions made by individuals, group cultures and communities to scientific

and technological understanding

INFANTS

Embedded in classroom programs

Year One

HSIE – Identifying Us, Workers in the Community

History – Families Past & Present

PDH – Stop , Think, Do , Building a school Community

English – Topic Talk, Author Study – Anthony Brown, Mem Fox , Guided Reading- working together in

groups

Orthodox Studies – Bible Stories, About people- Jesus wants us to forgive, We should respect other

people’s religion , About Your World-God wants us to live on earth in peace etc

PE / Sport – Working together as a team

Year 2

We cover those things (especially respect and responsibility) in our PD unit ‘Celebrating You and Me’

in term 1.

Community service is covered in Orthodoxy (term 3 or 4 I think) God wants us to Serve those in need.

The Modern Greek faculty at St. Spyridon College, Junior School endeavoured throughout 2015 to express and realise

its sense of Respect & Responsibility in all aspects of its educational work, pedagogy and Community Service &

Connectedness.

Our Primary students focused on topics which promote the Ancient Greek concept of ‘PHILOTIMO’ and

Community Service through our OHI Day (28th October) Unit of work. Year 6 students spoke about this

important National Celebration at assembly.


All our students participated in 25th March Greek Independence Day Celebrations commemorating the ideals of

freedom, national pride and respect for those fallen. Year 6 performed a short play on ‘Rigas Fereos’ and his

contribution to the cause for the Greek Revolution of 1821 before a full hall.

Prefects attended services commemorating the Battle of Crete.

Year 6 students visited Waverley Memorial Hospital to perform a short play on ‘Rigas Fereos’ and sing

traditional songs together with senior Greek-Australian citizens commemorating 25th March Greek

Independence Day.

Year 4 students visited Little Bay Community Centre on 15th October 2015 to present the short play: Η ελιά-

The olive tree (written by one of our teachers) and the poem by G. Palamas Η ελιά- The olive tree to the

participants of the 9th National Conference of Greek Welfare Centres.


Legacy

Teddy Bear’s Picnic

25th March Celebrations

ANZAC Day Commemorations

Battle of Crete Easter

‘Ohi’ Day Celebrations

Soup Kitchen Food and native garden grant

World Vision


THEME 12 :

STUDENT VO ICES

STUDENT/PARENT/TEACHER SURVEY RESULTS (SEE ATTACHMENT)


Student Voices – Senior School Eleni Mavrolefteros – Dux 2014

Good morning Reverend Fathers, distinguished guests, Mrs Stefanou, Mrs

Katsogiannis, Mrs Synesios, teachers, family members and students of St

Spyridon College.

I would like to start with a quote:

“Happiness can only be achieved by looking inward and learning to enjoy

whatever life has and this requires transforming greed into gratitude.”

This quote from St. John Chrysostom, sums up how St. Spyridon College

allowed me to find happiness within the stresses and bustle of Year 12. Finding happiness through gratitude is

a concept I felt would be appropriate to focus on as I reminisce and offer my gratitude for the wonderful

memories and blessed opportunities this school has allowed me to experience.

Finding happiness in life is what many deem a goal to strive towards. Throughout my years as a student here, I

realised through the guidance and prayers of the teachers, that happiness is a goal made easier to reach in a

community as interconnected and balanced as St. Spyridon College. I feel honoured to have been a part of a

community not only focussed on catering to the individual academic abilities of students, but also one which

encouraged excellence in the arts, sports and many other related extra-curricular activities. I thank the school

for providing and encouraging these opportunities during my journey, giving me an academically balanced

experience.

To the current students of St. Spyridon, I push you all to appreciate the gift of learning, whether it be in the

classroom, on the court or on stage, and make the most of the opportunities given to us by this school. Those

that are shy, push yourselves to do something you felt you couldn’t do yesterday, those that are confident, be

thankful for your gifts given to you and help others to uncover their gifts. Through the acknowledgement and

appreciation of these opportunities, I found happiness to be an inevitable state as a result.

To the new Year 12, I would like to start by clearing all the negative connotations and views towards Year 12.

Year 12, yes is important and challenging, but it is also great! For those that don’t believe me, or to the

graduated Year 12 rolling their eyes, bear with me. If you are willing to make Year 12 the best and final year

of school, it will be. How? Let’s go back to St. John’s quote, it “requires transforming greed into gratitude” in

this way you will find happiness and hence make the year great. How can we relate greed to school life, the

greed of wanting to be the best, the greed of wanting to snatch more marks, or squeezing as much information

from teachers as possible, to some extent these are necessary entities which constitute going well in year 12,

although with gratitude these features change slightly. While being the best is often promoted in society,

being your best is emphasised at this school. When this becomes students’ main benchmark not to the beat the

person ranked 1st, everything is seen as a blessing. Not coming 1st in a subject means someone else did and

acknowledging this, when you have done 100% your best, makes rank and marks, an opportunity to be

thankful, thankful that you got that 70% or that 1st place. Squeezing information out of teachers becomes vital

as the end of your school journey approaches, but when this is done with gratitude the experience becomes a

great one. I often thought and still think, how wonderful it would be to have the knowledge and information


that teachers do, but this is not something to become despondent about but something to aspire towards. In

my mind, teachers should not be called staff but rather academics, mathematicians and performers, because

that is what they have been in my eyes. People who have mentored me and inspired me particularly in Year

12, to love their subject as much as they do, giving endless support willingly with patience. How grateful we

should all be for them, they allow our greed to easily be transformed into gratitude. The entire Year 12

challenge thus becomes transformed in an incredible, rich life experience, developing your character and

giving you the opportunity to inspire others.

Thank you Mrs Mccoy, Mrs Koutsoukis, Mr Kollias, Mrs Dalakiaris, Mrs Petzler, Mr Croft, Mrs Faletas, Ms Belaijik,

Ms Gonzalis and Ms O’shae for your continuous guidance, wise words and inspiration through my senior years.

Thank you also to all my teachers, beginning from Kindergarten who have taken me through such an incredible

growing journey. You have all influenced and empowered me, not only in my academic studies but also how I

approach problems and tackles solutions after leaving the school environment and entering the real world.

This then leads me to the second part of St John’s quote which I would like to highlight, “learning to enjoy

whatever life has”, a difficult concept to apply. Most schools teach students to read novels and write essays;

to do calculus and trigonometry, St Spyridon College, in conjunction with these tools of knowledge, has taught

me the benefit of applying this very concept, to enjoy whatever comes my way. It is the Christian values

embedded into the school which allow for this gratitude to become part of everyday life. It is through the

wisdom and direction of the Fathers, Mrs Stefanou, Mrs Katsogiannis and Mrs Senesios which build the

foundations of faith, to enjoy and be thankful for whatever we are faced with, good or bad. It is through their

example of appreciating that both the struggles and joys in life are aligned with God’s Will, which allowed me

to gain strength and persevere through the challenges of school and Year 12 particularly.

Mrs Katsogiannis and Mrs Stefanou, it is difficult to thank enough those who are the essence of what make St.

Spyridon College the school which has shaped me and taught me so much. Thank you Mrs Katsogiannis for you

leadership by example, overcoming all problems with strength and peace. Mrs Stefanou, thank you for being

the conductor of our community, strengthening and expanding its spirit through your hard work and

determination. Your faith and leadership is inspiring.

Father Steven and Father Sotirios, thank you for taking us all under you wings, praying for our mind, body and

soul to be led on the right path.

Finally, thank you all for this humbling honour, to stand once again in front of my fellow friends and teachers.

Thank you St. Spyridon and the whole St. Spyridon community.


Student Voices – Junior School Vicki Synesios

Good evening Very Reverend Father Steven, Father Sotiri, Mr Philips chairman of

our Board, Mrs Stefanou, Mrs Katsogiannis, Mrs Synesios, Mr Dookie, Ms

Kokkinelis, dear family and friends, I welcome you to the Year 6 Graduation and

dinner dance.

My name is Vicki Synesios and along with my co-captain, Billy Boudaniotis, I take

this opportunity to thank Mrs Stefanou and the school for all that is has done for

us.

If it wasn’t for our brilliant teachers, dedicated parents and treasured friends I

wouldn’t be here today standing in front you all and making this speech.

The years have gone past so quickly and we have all become a little more independent. I can still remember

walking through the school gates on my first day and now here we are in Year 6. Looking at our buddies in

Kindy, I think WOW! They are so cute and tiny! Was I ever like that?

You’re probably wondering why I am saying this, well looking at the Kindies makes you realise how much

you’ve grown, how much you’ve learned and, how much you’ve matured.

The journey to Year Six has had some tough times but many more fun times. We have successfully completed

the Primary challenge. Our teachers have more than prepared us and with our friends by our side, we are

ready to take on the challenges of Senior School. There are great things ahead for us to enjoy together.

So congratulations to all of the graduates, parents and of course the hard working teachers.

To the 2016 School Captains, Adriana & Jamyson, I wish you luck for your new role but remember with great

power comes great responsibility.

I leave you all with this final quote from a great author you probably all know his name …Dr. Seuss

You have brains in your head

You have feet in your shoes

You can steer yourself in any direction you choose.

Thank you for your attention. I hope you enjoy the rest of the evening.


Βασίλειος Μπουρδανιώτης

Είμαι ο Βασίλειος Μπουρδανιώτης, ο άρρεν αρχηγός του Δημοτικού Σχολείου

για το 2015 (δύο χιλιάδες δεκαπέντε). Εκ μέρους της έκτης τάξης, θα ήθελα να

καλωσορίσω όλους εσάς εδώ απόψε για να γιορτάσουμε την αποφοίτησή μας

και την ολοκλήρωση της πρωτοβάθμιας εκπαίδευσης μας.

Όπως πολλοί από τους συμμαθητές μου, έτσι κι εγώ, άρχισα το νηπιαγωγείο

στο Κολλέγιο του Αγίου Σπυρίδωνα το 2009 (δύο χιλιάδες εννιά). Νομίζω ότι οι

περισσσότεροι θυμόμαστε την πρώτη διαδρομή μας πάνω στη ράμπα για να

μπούμε στην αίθουσα του KC. Ήμασταν όλοι τόσο ενθουσιασμένοι! Βαθιά μέσα

μας όμως ξέραμε τι λαμπρό μέλλον είχαμε μπροστά μας σε αυτό το ξεχωριστό

σχολείο. Είχαμε όλοι υπέροχους δασκάλους όλα αυτά τα χρόνια και μαζί με

τους φίλους και συμμαθητές μου ζήσαμε πολλές σπουδαίες στιγμές, είτε στην αυλή, στις σχολικές εκδρομές,

στην κατασκήνωση ή στην τάξη. Στιγμές που θα πρέπει πάντα να θυμόμαστε και να μην ξεχνάμε ποτέ.

Κάθε δάσκαλος ή δασκάλα που είχαμε έχει αφήσει το στίγμα του μέσα μας και μας έχει σμιλέψει, γι 'αυτό θα

ήθελα να ευχαριστήσω όλους τους εκπαιδευτικούς για αυτήν την εμπειρία.

Θυμάμαι ακόμα την κυρία Χέιμερ όρθια, μπροστά σε κάθε συνέλευση να δίνει τα βραβεία προόδου κάθε

Τετάρτη. Ο Θεός να αναπαύσει την ψυχή της.

Τώρα έχουμε μια άλλη διευθύντρια, την κυρία Συνεσίου, η οποία είχε άξια προκάτοχο να φτάσει, αλλά το

πράττει με μεγάλη περηφάνια και άσβεστο πάθος γι 'αυτό το σχολείο που υπεραγαπά. Φροντίζει όλους τους

μαθητές και κάνει το παν για να μάθει κάθε μαθητή και γονέα του σχολείου. Για μένα αυτό δεν είναι απλώς ένα

σχολείο, αλλά η οικογένειά μου.

Ανυπομονώ να βρεθώ στο γυμνάσιο μαζί με τους συμμαθητές μου του Δημοτικού Σχολείου, και όπως την πρώτη

ημέρα του νηπιαγωγείου, ξέρουμε ότι κι εκεί θα έχουμε ένα λαμπρό μέλλον μπροστά μας. Είμαστε όλοι πολύ

ενθουσιασμένοι που θα κάνουμε νέους φίλους και φίλες, θα έχουμε νέους καθηγητές και θα κάνουμε

περισσότερα μαθήματα. Πάντα όμως θα θυμάμαι τα χρόνια από το νηπιαγωγείο μέχρι την έκτη τάξη. Και όπως

λέει το σύνθημά μας στο Γυμνάσιο "Αυτές είναι οι καλύτερες ημέρες της ζωής μας, οι περισσότερες τέλος

πάντων ... " που σημαίνει ότι είναι επιλογή μας να έχουμε καλύτερες μέρες στη ζωή δηλαδή απόφασή μας.

Με την ιδιότητά μου ως απερχόμενος αρχηγός του Δημοτικού Σχολείου, θα ήθελα να καλωσορίσω και να

συγχαρώ τους νέους αρχηγούς για το 2016 και να τους ευχηθώ κάθε επιτυχία την επόμενη χρονιά.

Εύχομαι σε όλους σας μία ευχάριστη βραδιά και σας ευχαριστώ που μοιράζεστε αυτό το ιδιαίτερο βράδυ μαζί

μας. Αποχαιρετισμός στην έκτη τάξη και Καλωσόρισμα στην πρώτη γυμνασίου.

Ονομάζομαι Βασίλειος Μπουρδανιώτης και ήμουν ο άρρεν αρχηγός του Δημοτικού Σχολείου για το 2015 (δύο

χιλιάδες δεκαπέντε).


P A R E N T S A N D F R I E N D S E V E N T S

Palm Sunday Lunch Easter Paschal Candle Stall

Trivia Night

Father’s Day Doxology and Breakfast


THEME 13 :

SUMMARY F INANC IAL IN FORMATION




THEME 14 :

PUBL ICAT ION REQUIREMENT S


Policy on Educational and Financial Reporting

St Spyridon College will meet the educational and financial reporting requirements as laid out in the

Registered and Accredited Individual non-Government Schools (NSW) manual.

The College will maintain the relevant data and will comply with reporting requirements of the New South

Wales Minister for Education, Science and Training. This reporting will include public disclosure on the

school’s website of the educational and financial performance measures and policies of the school by the 30th

June of the following year.

Procedures for Preparation of Annual Reports

The Head of College with the Executive Team is responsible for co-ordinating the final preparation and

distribution of the annual report to the Board of Studies, Teaching and Educational Standards (BOSTES) other

stakeholders including parents and the community as required.

The Parish President, with the Parish Executive Officer is responsible for the section on Financial Reporting.

The Head of College will establish and chair the St. Spyridon College Educational and Financial Reporting

Committee. Its Terms of Reference will include:

Identification of appropriate staff members who will be responsible for the collection, analysis and

storage of relevant data for each reporting area and for providing the relevant information to the

coordinator for inclusion in the report

Determination of the specific content to be included in each section of the report and reviewing this

each year to ensure ongoing compliance, relevance and usefulness

Preparation of the report in an appropriate form to send to the Board of Studies

Setting the annual schedule for:

o Delivery of information for each reporting area to the Head of College

o Preparation of the report and presentation to the Board of Directors

o Preparation and Publication of the Report

o Distribution of the report to the Board of Studies, Teaching and Educational Standards

(BOSTES) and other stakeholders

Committee Membership:

Head of College (Chair)

Principal, Senior School

Principal, Junior School

Enrolments Officer

Other Executive staff may be co-opted to support the work of the Committee.


Requests for additional data from the NSW Minister for Education and Training

The Head of College is responsible for coordinating the school’s response to any requests from the Minister for

additional data. The Head of College is responsible for ensuring it is provided to the Board of Studies,

Teaching and Educational Standards (BOSTES) in an appropriate electronic form.

DEST Annual Financial Return

The Parish Executive Officer is responsible for the collection of the relevant financial data and for ensuring it

is provided to DEST in an appropriate form.


APPRECIATING CULTURE LECTURE 2015


APPRECIATING CULTURE LECTURE 2015
