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Ilim College of Australia Annual Report 2008
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2008 Annual Report to the School
Community
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Address: 30 Inverloch Crescent, Broadmeadows VIC 3047
P.O Box: 150 DALLAS, VIC 3047
Tel: 03 9302 3770
Fax: 03 9302 3771
Email: [email protected]
Website: www.ilimcollege.vic.edu.au
2008 Annual Report to the School
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Address: 30 Inverloch Crescent, Broadmeadows VIC 3047
P.O Box: 150 DALLAS, VIC 3047
Tel: 03 9302 3770
Fax: 03 9302 3771
Email: [email protected]
Contents Page College Overview .................................................................................................... Page 3
Parent‘s Satisfaction with the College ................................................................. Page 5
Principal‘s & College Board President‘s Report ................................................ Page 6
Teacher Absence ...................................................................................................... Page 7
Teacher Retention Rate .......................................................................................... Page 7
Teacher Qualification ............................................................................................... Page 7
Teacher Participation in Professional Learning .................................................. Page 7
Student Progress and Achievement ...................................................................... Page 8
Student Pathways and Transitions ......................................................................... Page 12
Student Engagement and Wellbeing ..................................................................... Page 15
Students Learning VCE ............................................................................................ Page 16
Retention Rate Between Years 7-12 .................................................................... Page 17
Future Directions of the College ......................................................................... Page 18
Financial Performance ............................................................................................ Page 19
School Contact Information ................................................................................. Page 20
P A G E 3
COLLEGE OVERVIEW
Ilim College of Australia is a co-educational Islamic school from Prep to
Year 12. Ilim College was established in 1995 as an ―Independent‖ school
which is located in the northern Melbourne suburb of Broadmeadows
and provides a sound Islamic education in a caring disciplined environment where the values of Islam
are of primary importance. The College seeks to equip students with enough knowledge and confi-
dence to put Islamic beliefs , values and morals into practice in their own lives.
Furthermore, at Ilim College we aim to:
● Improve student achievement across all key learning areas through quality learning and teaching
strategies.
● Develop the whole person intellectually, spiritually, emotionally and physically.
● Encourage a positive and nurturing learning environment that is accessible to all members of the
community and enables students to explore and develop their creative and academic potential.
● Build a close educational partnership between parents, teachers and the community.
● Equip students with skills to become responsible Australian citizens in today‘s ever changing world.
Ilim College has outstanding facilities;
Computer rooms, Science Labs, Literacy & Numeracy rooms, ESL & Special Needs rooms, Multi-
Purpose room, Gym, Arts room, a large and very well resourced Library, Playgrounds, Yr 12 Common
Rooms, Multi-Purpose Sports areas and Primary & Secondary Kitchens.
The outstanding work of the sports faculty in continuing to maximize the participation of students in
sport through curriculum programs, lunchtime sports/after school sports programmes and inter-
school sports competitions. The College offers camp programs for Primary and Secondary students.
Ilim College students are from diverse backgrounds, reflecting the multi-dimensional characteristics of
the unique Australian multi-culture. Students at Ilim College students come from more than ten ethnic
groups. Over the past four years, the total school enrolments have increased and currently we have a
total of 1,007 enrolled from Prep to Yr12. By attending Ilim College, all students benefit in their aca-
demic and spiritual progress and in the development of their self-esteem, in a caring educational and
Islamic environment.
All curriculum & extra curricula programs aim to:
●Provide knowledge and skills required by students for their full participation in the affairs of the Aus-
tralian and global community.
●Support Muslim families in the development of Islamic awareness in their children.
●Encourage and develop Islamic manners and love of learning in its students.
●Provide an avenue for the constructive involvement of the Muslim community in issues of education,
training and community development.
The curriculum at Ilim College is organized to cater for the educational, recreational and spiritual de-
velopment of all students. The College Curriculum is seen as a process rather than as a product and is
subject to constant review, renewal and development. At Ilim College from Prep to Yr10, subjects
based on the Key Learning Areas include: English, Mathematics, Humanities, Science, Health and Physi-
cal Education, Art, Languages Other than English (Turkish & Arabic) and Information and Communica-
tion Technology (ICT).
Ilim College additionally offers specialist subjects such as Islamic and Qur‘anic Studies, English as a sec-
ond language. Several Teacher Aides assist staff in a variety of subject areas. Three learning support
teachers assist students requiring support on reading, writing and numeracy as well as team teaching
and class support both Primary and Secondary.
Ilim College offers a unique Speech Pathology service that aims at early identification and remediation
of learning and speaking difficulties. These are also Maths and English programs in Year 6 students
catering for the more academically talented of our students. From Grade 3 to Yr12, students partici-
pate in numerous academic competitions which are organized by Universities,
P A G E 4 Banks, Clubs and other institutions and have achieved very pleasing results.
Ilim College offers computer facilities within networked computer laboratories and
classrooms that allow each and every student to interact electronically with other stu-
dents within the College. ICT skills are integrated into units that focus on Maths, Liter-
acy, Humanities, LOTE, Civic and Citizenship and Arts. Many skills and concepts are
practiced and improved upon during the course of project and class work.
VCE offers a wide range of subjects such as Accounting, Biology, Business Management,
Chemistry, English/ESL, Information Technology, Legal Studies, LOTE (Turkish & Ara-
bic), Standard General Mathematics, Advanced General Mathematics, Mathematical
Methods, Further Mathematics, Specialist Mathematics, Physics, Text and Tradition and
Psychology.
Communication with parents is one that we feel is of upmost importance. In order for
students to enhance both academically and socially, we feel that parent involvement is a must. The school newsletter is sent
out every three weeks so that parents can be updated with what is happening in the school and be aware of all the activi-
ties and events their children have participated in.
Close communication is also maintained with parents in regards to their children‘s education with letters being sent home
giving feedback on student‘s progress and behaviour.
To keep this link with parents, Ilim College has parent-teacher interviews every term and parent information evenings are
held annually from Preps to Yr10 & VCE classes.
Parents and Year Level Home Group Teachers meetings are held on a need be basis .
Overall, student numbers have increased every year.
STUDENT ENROLMENTS
0
200
400
600
800
1000
1200
2007 2008 2009
Student Enrolments
2007
2008
2009
Parent satisfaction with the College has once again increased in 2008. Overall there is a high level of
satisfaction with the College as reflected by the graph above, which has been maintained in both
2007 and 2008.
PARENTS’ SATISFACTION WITH THE
COLLEGE
P A G E 5
1
2
4
8
20072008
Parent Satisfaction
P A G E 6
Principal’s & College Board President’s Report It is a great pleasure for me to present the third Annual Report of Ilim College. We are delighted to
have the opportunity to report on the fine qualities of our students and on the many activities and
achievements of the students, College Staff and the Ilim College Community for 2008.
Ilim College is an outstanding learning community where the students are constantly challenged,
extended, nurtured and given every opportunity and encouragement to grow and develop academi-
cally, spiritually, personally and physically.
We would like to report that 2008 has been a most successful and productive academic year for the
College.
Some of the major highlights in our various areas of operation include:
A high level of academic achievements in all subject areas.
A supportive and productive relationship shared between the college staff and the parents
continued to thrive which assisted our students to achieve excellent results in all subjects
from Prep to Year 12.
Active After-School Communities Sports Program was offered to improve the health and
wellbeing of the students.
The official opening of our new five classrooms in Block-E.
Installation of Water Tanks next to Bus-Garage and the Library.
Completion of the Synthetic Grass Courts for Sports Activities.
Completion of the Shading between Blocks-C, D & E.
Successful application for Healthy Active Australian Community and School Program Funding
of $206,250 was obtained to implement the sport programs at the College.
Introduction of the tutorial program for all classes from Grade 3 to Year 12.
Many students from Grade 3 to Year 11 participated in the University of New South Wales
Competitions in English, Maths Science and ICT, winning many distinction awards.
Laptops for Year 9-12
We would like to congratulate all of our students in Years 3,5, 7 & 9 whose results in the National
NAPLAN benchmark tests saw them achieve good results and students from all year levels have
achieved outstanding results in many State and National Competitions.
Through our Personal Development, Outdoor Education, Community Service, Social Work and Is-
lamic Education Programs, our students are encouraged to gain a deeper understanding of them-
selves and others, to look beyond themselves and have a compassionate awareness of the needs of
others, both in our society and throughout the world.
We would also like to express my sincere thanks and gratitude to each and every member of the
Ilim College community for their contribution towards making 2008 such an exciting and suc-
cessful year at Ilim College.
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TEACHER ABSENCE
The average number of days
absent for teachers was 4.16
days, a reduction from the
previous year.
TEACHER RETENTION
Of the 68 teaching staff at Ilim
College of June 2007
(Including those on Leave
without Pay), 85% were still at
the College in June 2008.
P A G E 7
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TEACHER QUALIFICATIONS
All teachers in the College are
registered with the Victorian
Institute of Teaching. The re-
quirements for registration can
be found at http://
www.vit.vic.edu.au.
TEACHER PARTICIPATION IN PROFESSIONAL LEARNING
All teaching staff have participated in professional learning throughout the year with the
focus on the development of a common approach to planning units of work during the
planning weeks in each term.
The College recognizes the importance of its staff to be actively involved in Professional
Development and Learning activities in 2008 as follows:
● Guided Reading / Middle Years Literacy
● Brain Compatible reading instruction in the early years / Brain Based Learning
● Shared Reading & Writing
● Lift of to Learning—Thinking Strategies & Bloom‘s Taxonomy
● Effectively Implementing VELS in Schools
● Mathematics Teaching with VELS
● Bilingual ESL Program
● Health and Physical Education
● Putting Diabetes Care in Perspective
● VCE Workshops for VCE Teachers
● Psychology Conference (STAV)
● Anaphylaxis Training
● Learning Different Strategies in Class
● Discipline Workshop
● GTAV Workshop for Geography Teachers
P A G E 8
“The Average
Attendance Rate
of the Students in
2008 was 96%”
STUDENT PROGRESS AND ACHIEVEMENTS
STUDENT ATTENDANCE: The average attendance rate of the students in 2008 was 96%.
STUDENT LEARNING: The student learning data for 2008 was a high standard as indicated in
the charts below.
NAPLAN INFORMATION
Naplan results for years 3,5,7 and 9 are new as of last year. When you look at these results,
the majority of our students are achieving at or above the National Minimum Standard. The
results are only for one year, it is impossible to identify the trends
The above graph shows the percentage of Year 3 students at Ilim College achieving at or
above the National Minimum Standard in the five domains across Literacy and Numeracy
in 2008.
The Year 3 students at Ilim College performed well above expectations in the 2008
NAPLAN Tests. The above data indicates that a high proportion of year 3 students per-
formed at or above the National Minimum Standards in all domains.
Students and teachers are to be commended for the achievement of very pleasing results.
Reading: In Reading, 88% of year 3 students achieved at or above the National Mini-
mum Standard. Some of the students who did not meet the National Standard
are either ESL students or have a slight language learning difficulty.
Writing: In Writing, 95% of year 3 students achieved at or above the National Mini-
mum Standard. In this domain year 3 students performed diligently as they were
able to write creative stories with accurate spelling, grammar and punctuation.
Numeracy: In Numeracy, 96% of year 3 students achieved at or above the National
Minimum Standard. This is an exceptional result.
Spelling: In Spelling, 98% of year 3 students achieved at or above the National Mini-
mum Standard. This is an excellent performance and all students and teachers
are to be commended for these results.
Grammar and Punctuation: In Grammar and Punctuation, 98% of year 3 students
achieved at or above the National Minimum Standard which is a very impressive
result.
Our aim for the 2009 NAPLAN results is for at least 95% of our year 3 students to
achieve the National Minimum Standard for the five domains across Literacy and
Numeracy. (Reading, Writing, Spelling, Grammar & Punctuation and Numeracy)
The College feels that Year-3 students should be given more support to increase the
National Benchmark in Reading and Writing.
P A G E 9
The above graph shows the percentage of Year 5 students at Ilim College achieving at or
above the National Minimum Standard in the five domains across Literacy and Numeracy in
2008.
The Year 5 students at Ilim College performed above expectations in the 2008 NAPLAN
Tests. The above data indicates that a high proportion of year 5 students performed at or
above the National Minimum Standards in all domains.
Students and teachers are to be commended for the achievement of pleasing results.
Reading: In Reading, 77% of year 5 students achieved at or above the National Mini-
mum Standard. A proportion of these students who did not meet the require-
ments, are either ESL students or have a slight language learning difficulty.
Writing: In Writing, 88% of year 5 students achieved at or above the National Mini-
mum Standard. Students in this domain performed very well.
Numeracy: In Numeracy, 77% of year 5 students achieved at or above the National
Minimum Standard. In the Numeracy test, the state average was below the ex-
pected level.
Spelling: In Spelling, 84% of year 5 students achieved at or above the National Mini-
mum Standard.
Grammar and Punctuation: In Grammar and Punctuation, 80% of year 5 students
achieved at or above the National Minimum Standard.
Our aim for the 2009 NAPLAN results is for at least 95% of our year 5 students to achieve
the National Minimum Standard for the five domains across Literacy and Numeracy.
(Reading, Writing, Spelling, Grammar & Punctuation and Numeracy)
A small number of Year-5 students who are identified as being below the National
Benchmark Standards in Reading, Numeracy and Grammar /Punctuation, should be
continued to receive support and are closely monitored.
P A G E 1 0
The Year 7 students at Ilim College preformed well above expectations in the 2008 NAPLAN Tests. The data above indicates that a high percentage of students are performing at or above the National Minimum Standards in all domains.
In the Reading domain, 92% of all Year Seven students are achieving at or
above the National Minimum Standard, recording results that are in NAPLAN Scale Score Band 5 or above. The 8% of students who did not meet the requirements are either ESL based students or have a slight language learning difficulty. Furthermore, the Year 7 students preformed diligently in the writ-ing component, as 86% of the students are achieving at or above the National Minimum Standards. This result reflects that there has been an increase in the percentage of students who are achieving the national minimum standards in this particular com-ponent. In the Spelling domain, 97% of all Year Seven students are
achieving at or above the National Minimum Standard. With the Faculty of English working exceptionally hard throughout the course of the year to improve on last year’s results, all students and teachers are to be commended on this outstanding result in this domain.
Moreover, 87% of Year Seven students have achieved results in the NAPLAN Tests that are at or above the National Minimum Standard in the Grammar and Punc-tuation domain. These few students may either be intellectually disabled or speak English as a second language.
Lastly, in the Numeracy domain, 97% of the Year Seven students are at or above the National Minimum Standards. This statistic points out that only two Year 7 students out of a total of 66 students that participated in 2008 are not meeting the
P A G E 1 1
The Year 9 2008 NAPLAN results are very pleasing as nearly all students are per-forming at or above the National Minimum Standard. The teacher’s goal at the beginning of NAPLAN tests were to ensure that 90% of all Year Nine students are above the National Minimum Standards in all domains. These results are deemed a success as the goals set out at the start of 2008 have been accomplished.
In the Reading domain, only three students out of the sixty four students who par-
ticipated in the NAPLAN tests are below the National Minimum Standard. 95% of the stu-dents in Year Nine are at or above the National Benchmark.
The Year Nine students of 2008 achieved a fantastic result in the writing domain as
97% of the students are at or above the National Minimum Standard. All English teachers are proud of this feat, as they worked extremely hard throughout the year on the students writing ability.
In addition, 94% of the Year Nine students are at or above the National Minimum
Standard in the Spelling domain. This statistic points out that only a 4 Year Nine students out of a total of 63 students enrolled in 2008 are below the National Minimum Standard.
The results in the Grammar and Punctuation domain also reflect the same results as
the Spelling domain, as 94% of the students in Year Nine are at or above the National Mini-mum Standard.
100% of the Year Nine students are performing at or above the National Minimum
Standards in the Numeracy domain – a fantastic outcome! This result manifests the schools desire, dedication and devotion to ensure that all students at Ilim College are obtaining the best education possible.
Student Pathways and Transitions
P A G E 1 2
●COLLEGE APPROACH TO BEHAVIOUR MANAGEMENT:
Ilim College is engaged in diverse range of practices to achieve the critical mass needed to positively shape student thinking,
feeling and behaving. In order for students to achieve to the best of their ability, to behave well and to have emotional health
circle time in primary and pastoral care sessions in secondary are incorporated on a weekly basis at every year level where
social emotional skills such as resilience, respect, relationships and responsibility are addressed to all students and not just
those who present as ―welfare‖, ―at risk‖, or with behavioural problems. Year level coordinators, Student Management and
Support Coordinators (SMS) keep very close relationship with students that are at risk with close and frequent contact with
parents and teachers in order to resolve student issues.
● PROGRAMS/ENRICHMENT PROGRAMS IMPLEMENTED:
PREP LANGUAGE ENRICHMENT PROGRAMME: Is implemented in the PREP years to develop the oral language of
PREP students in their beginning year of schooling to assist with their literacy skills. This has been a very well received pro-
gramme by the whole school community and it‘s benefits have been evident from the very early days. Each Prep classroom
has 3 sessions where special needs coordinator, speech pathologist, support teacher and own PREP teacher divide students
into small groups for some intensive language exercises with hands on activities and age appropriate games. This has also
ensured that the PREP students are scanned for any developmental delays by the speech pathologist and special needs coordi-
nator‘s ongoing presence throughout the year for early detection of disabilities.
THRASS: The primary department has implemented the THRASS program with the aim of improving spelling, reading and
writing literacy levels. Each Prep to gra:de 6 classroom is equipped with a wall THRASS chart which aide the children to dis-
tinguish the 44 phonemes (sounds) of the English language and the possible graphemes (spelling choices) for these phonemes.
The Preps have been the pioneers of this program and have begun their literacy programme exclusively using the THRASS
chart as a tool to improve their literacy levels. Each child in the Prep classes has their own desk sized chart which they can
refer to when needed for individual spelling and reading. The outcome of using such a program is already evident in their lit-
eracy development.
DEVELOPMENTAL PLAY: All P-2 grade levels are able to spend 1 period a week in the multipurpose room involved in
developmental play. Thanks to all of our parents and our successful chocolate fundraising efforts last year, we were able to
purchase many play resources for our junior grade levels at Ilim College. Teachers are taking observations of their students
playing and discovering their student‘s interest s. As the primary department are beginning to implement inquiry based learn-
ing, it is anticipated that each class‘ play session will involve integrating their science/humanities topic into their play session.
Therefore our aim is to enable students to practise using oral language related to their topic within an enjoyable and mean-
ingful setting.
UPPER TEACHER SUPPORT RPOGRAMME: A number of under allotted teachers have been attending grade 5 & 6
students classes twice a week to give the classroom teacher the opportunity to work with high ability students in both liter-
acy and numeracy where challenging tasks are set and students are guided to enhance their skills. This has benefitted stu-
dents greatly and has been very motivational for these students to continue pursuing their skills by the extra challenging tasks
set for them and intensive attention provided by their classroom teacher.
INDIVIDUAL LEARNING PLANS/SUPPORTING DISABILITIES:
Special Needs coordinator together with Speech Pathologist and classroom teachers have developed a
comprehensive individual learning plan for each identified student with special needs. Clear goals have
been set and widely shared with all teachers that are in contact with these students and parents have
been made aware of their child‘s goals and outcomes through parent support meetings. Teachers have
attended numerous Professional Development sessions in addressing individual needs of students in the
classroom and are planning their unit of work to address all needs of students and have made this evident
in their unit planners. Emphasis has been given to good teaching practice and platforms to share ideas at
Professional Learning teams and classroom demonstrations have been held throughout the year to
strengthen all teachers.
REDUCTION OF ABSENTEEISM:
A focus on developing a sense of connectedness to the school environment has been of paramount im-
portance with emphasising social and emotional care of all students through pastoral care in the secon-
dary, and circle time in primary. Close communication with school counsellor where needed to prevent
extended absences is also established. Another reason for success in minimising absences has been main-
taining very close contact with parents on the day of an absence and close follow up as soon as absences
have been noted.
MEETINGS WITH PARENTS:
At the beginning of each year ‗meet the parent evenings‘ are held to give the opportunity for parents to
meet their child‘s teacher. Parent teacher interviews are held from P-YR 12 on term 1, 2 & 3 to ensure
continued communication between school and parents. Parent meetings are also organised whenever
needed in regards to behavioural /welfare issues as well as parent support meetings to discuss individual
student goals for special needs students.
BUDDY RPOGRAMS:
Each primary lower class is paired with an upper class for both educational and recreational activities that
have been shared with students. Individual students have also been paired with a suited buddy for pair
and group activities. Buddy classes share a regular lunch and art activity to help enhance social skills of
students. The buddy programme has been a great success and development in encouraging older stu-
dents to look out for the younger ones. Students have also exchanged gifts as part of Religious Festival
celebrations which has helped the bond between their buddy.
P A G E 1 3
P A G E 1 4
CAMPS:
As part of Civics and Citizenship offered at Ilim College Canberra camp was organ-
ised for the YR6/7 students who had the opportunity to visit Parliament House and
were awarded ―Active Citizenship‖ certificates from the local Member of Parlia-
ment. Yr 4/5 and Secondary students also attended a recreational camp at Burnside
Anglesea.
SCHOOL ACTIVITIES:
School activities throughout the year ranged from celebrating the various educa-
tional weeks such as Literacy, Numeracy, Science Education, LOTE and Islamic
Weeks. Incursions such as ‗World of Maths‖ to story telling sessions from the
Hume Global Centre, student role plays, book trees, student art craft and own
inventions and experiments to poems and performance were shared with the
wider school community. Whole school events and celebratory activities of Multi-
cultural Day, Harmony Day and World Teachers Day were also held with major
fundraising activities such as sausage sizzles and uniform free dress days to raise
funds for the Royal Children‘s Hospital Good Friday Appeal.
Extra curricula activities to enhance the school curriculum such as Victoria Police
and MFB visits, Road Safety Incursions, Farmyard Incursion as well as a singing, po-
etry performances from the ‗Brotherhood‖ group were organised.
Students participated and celebrated many High Distinctions and awards attained
in various external International competitions from grade 2-YR 11 such as
‗University Of NSW‘ competitions in Literacy, numeracy & Computer Skills; ‗ICAS‘
International competitions for English, Reading, Writing, Spelling, Science, Com-
puter Skills; ‗Westpac‘ Mathematics Competition and the ‗Conquesta Olympiad‘
for years 1-2.
Grades 3 & 4 Gymnastics program as well as Active After School Sports and Fit-
ness Programs have been held throughout the year to support students health and
fitness in addition to PE lessons. Student participation in the AFL multicultural foot-
ball clinic was also conducted where students from grade 5 -6 attended football
clinic sessions with AFL football players throughout the year as part of personal
development and fitness.
Students have also prepared and staged productions to the wider school commu-
nity at grade 6 and yr 12 graduation dinners, End of Year ceremonies and partici-
pated in external concerts such as the ‗Sounds of Light Concert‘ and sung the na-
tional anthem to Deputy Prime Minister Hon. Julia Gillard at a dinner function.
Student‘s Folk Dancing group have also performed at various occasions including
the Turkish International Children‘s festival.
P A G E 1 5
PREP TRANSITION: Since last year, the Prep teachers have organized a comprehensive transition program for the new PREP
students. We started out with having half day school sessions which allow time for the children to settle
down comfortably without the stress of staying for long hours at school. This went on for four weeks
and more focus was given on getting the children into everyday class routines, e.g.: learning and following
the school and classroom rules, having lunch breaks and just sitting down on the floor listening to the
teacher during instruction time.
The Student Counselling Department organized the Kite-Flying Day where the Preps got together with
their buddy classes. They decorated and constructed mini kites and later, went out to the field to fly
them The Preps had a few more get-together sessions with their buddies and did different activities with
them. This program was very successful and helped the children to feel that they are part of the school
family.
Towards the end of the year, we had Orientation Day for the new Preps. They came in for half a day
with their parents. The children were designated into four Prep classrooms with their future teachers.
The objective was for the children to familiarize themselves with their classroom and also their teacher.
They were involved in different activities on that day, which included games on the tables, reading a Big
Book, getting to know one another and finally some play time at the Prep playground. They left that day
with a balloon and a show bag each, filled with stationeries and goodies.
The Preps begun learning about healthy eating and keeping fit. Thus, we have organized a healthy-eating
lunch with the buddy classes. Besides getting to know one another, we hope to get the bigger students
to model healthy eating habits upon the little ones.
YEAR 7 TRANSITION: Each year the secondary department welcomes grade 6 students to experience secondary life for a cou-
ple of days. Students start the session with an orientation of the college. They have the opportunity to
use the facilities and resources the secondary department provides for its students. Our future year 7
students also get the chance to meet their prospective Student Management and Support (SMS) coordi-
nators and teachers. Students attend secondary year 7 classes with a clear understanding of the expecta-
tion and rewards secondary life will offer them. They learn about general issues such as the school stu-
dent management and welfare policy, lockers, uniform, educational expectations and academic acknowl-
edgement.
In 2008, the College focussed on evaluating whether the transition and course counselling programs pro-
vided for students entering Year 11 and 12 were continuing to deliver the best possible outcomes for
students.
Students in Year 10 have to complete Work Experience and make choices for their future education. Ilim
College offers a pathway service to all of its students. This involves careers advice, assistant with subject
and course selection.
STUDENT LEADERSHIP OPPORTUNITIES: The Students' Representative Council (SRC) is a group of selected students who aim to play a vital role
to cater the students‘ welfare as well as to fulfil students‘ rights at Ilim College.
The ultimate goal of the SRC is to become a leading students‘ body by striving for a more conducive envi-
ronment for students to develop and hence enable students to realize the mission and ideals of the col-
lege.
Basically, SRC members have been elected by the students at the beginning of the year, where two repre-
sentatives have been elected from each home group. After the home group teacher‘s approval of the
elected members was made, the names were passed on to administration for their approval.
The SRC members are all honoured, valued and appreciated as they work with dedication to uphold and
fulfil their responsibilities. The college is prepared to serve the SRC members with holistic programmes,
responding issues and improved services.
The SRC has been developed to assist students with building their character and enhancing their leader-
ship skills. The SRC promotes the ideas and suggestion of students for the improvements they would like
to achieve. The members learn to appreciate the ideas of one another, develop the ability to approach
one another and develop their skills as working in a team.
Student Engagement & Wellbeing
STUDENTS LEARNING VCE The following table summarises the VCE results for 2008
2007 2008
Enrolments
22
26
VCE Pass Rate
100%
100%
Number and per-
centage of students
receiving an ENTER
of 50 or above
74%
50%
Median ENTER
Score
59.05
47.65
Median Study Score
27
27
Percentage of Study
Score 40 or better
5.3%
2%
What Happened to Year 12 Students Upon Leaving School ?
0%
20%
40%
60%
80%
UNIVERSITY TAFE WORK
2007
2008
Year 12 Students Upon Leaving School
P A G E 1 6
Retention Rate BetweenYears
Year 7 to 12
P A G E 1 7
Year Level
Ilim College 2007
Ilim College 2008
Year 7- 10
77%
71%
Year 10 - 11
92%
85%
Year 11-12
95.50%
70%
Year 7 - 12
41%
54%
P A G E 1 8
Future Directions of the College Informing the College community about the College‘s ―Future Plans‖, is an important
aspect of annual reporting. It communicates to the College community about the out-
look for the following year as well as the student outcomes areas requiring further im-
provement. Teachers will continue to develop literacy and numeracy across the Cur-
riculum at the College. Ilim College will strive to improve the consistency of the applica-
tion of the discipline policy within the College. The College administration will continue
to maintain and develop its excellent extra –curricular programs in sport and cultural
activities. The College will improve overall student achievement including VCE.
The College is planning to develop its existing resources according to priory based on
maximising and improving student learning outcomes.
Equally important is the College‘s continuing focus on Staff Professional Development
programs in order to implement contemporary education practices throughout the
schooling years at the College.
Buildings will continue to be a priority with a major review of facilities planned for 2009
such as, refurbishment of the College canteen, the completion of the Block F building
project and the development of playground areas.
The Federal Government has recently announced a grant of $200,000 for the National
School Pride Program. Ilim College was successful in the ―Round One‖ to be awarded
the grant.
Ilim College will also apply for the Federal Government‘s new funding;‖Building the Edu-
cation Revolution‖, to build a Primary Wall, Modern Science Labs and Language Cen-
tre's for students.
The College will continue to update ICT resources and purchase Interactive White-
boards in the use of all subject areas in the College. The College is planning to purchase
a new software for strengthening home and school communication and the College
hopes to further develop on-line communication links between home and school.
Financial Performance
P A G E 1 9
Ilim College of Australia has reported a solid net operating surplus in the 2008 finan-
cial year. The school intends to utilise the funds available to constantly improve the
physical and educational resources available to the school community. The school
intends to maintain its strong financial performance and position in the future years by
Operating in accordance with the schools operating budgets.
Financial Performance –
Operating Statement Summary for the year ending 31st December, 2008
Revenue 2008 Actual
Grants Other 759719
Commonwealth Government Grants
5466220
State Government Grants 2389758
Other-School Fees
1437752
Other Income 104321
Total Operating Revenue 10157770
Expenditure
Salaries and Allowances 5794112
Bank Charges 9729
Consumables 38159
Books and Publications 146196
Communication Costs 24538
Furniture and Equipment
Utilities 46037
Property Services
Travel and Subsistence
Motor Vehicle Expenses 120891
Administration
Health and Personal Devel-opment
Professional Development 29318
Trading and Fundraising
Support/Service
Miscellaneous 2699267
Total Operating Expendi-ture
8908247
Net Operating Surplus/-Deficit
1249523
Capital Expenditure Please note that the above amounts do not include any credit revenue or expenditure allocated or spent
Financial Position as at 31st December, 2008
Current Assets 2008 Actual
Cash at Bank 1710072
Accounts Receivable 547756
Stock on Hand 252258
Other Current Assets 180089
(insert)
Total Current Assets 2690175
Fixed Assets 2008 Actual
Plant & Equipment-Wdv 418770
Office Furniture & Fittings-Wdv
204569
Office Equipment& Books-Wdv
156115
Motor Vehicles-Wdv 294034
Buildings& renovation-Wdv 3277194
Science Lab Equipment-Wdv 47027
Other Equipment 3440
Progress Payments(F Wing) 94252
Total Fixed Assets 4495401
Total Assets 7185576
Current Liabilities
Petty Cash 308
Superannuation Payable 149836
Ato:Gst & Payg Withholding 504274
Total Current Liabilities 654418
Non-Current Liabilities
Finance 39132
Total Non-Current Liabili-ties
39132
Total Liabilities 693550
Net Assets 6492026
Accumulated Funds
Unappropriated Surplus(Deficit)
6492026
School Contact Information
ADDRESS: 30 Inverloch Crescent Broadmeadows, VIC 3047
PRINCIPAL: Mr Yusuf Kirca
COLLEGE BOARD PRESIDENT: Mr Celal Varsan
TELEPHONE: (03) 9302 3770
FAX: (03) 9302 3771
EMAIL: [email protected]
WEBSITE: www.ilimcollege.vic.edu.au
P A G E 2 0
