MSAMC School Year Annual Report 2015€¦ · The Board continued to support the College and its Executive in implementing the Goals of the Strategic Vision 2012-2020. Significant

School Year Annual Report2 0 1 5

MSAMC BOSTES School Annual Report 2015 2

E d u c a t i o n a l a n d F i n a n c i a l R e p o r t i n g

The Education Act requires each registered non-government school to prepare an annual report of a kind determined by the Minister on the school’s performance measures and policies as identified by the Minister. (from the BOSTES Registered and Accredited Individual Non-government Schools (NSW) Manual).

This School Annual Report is publically available on the College’s website (www.monte.nsw.edu.au) and in printed format at College Reception


Theme 1: Messages from Key School Bodies • Message from the Chairman of the College Board 4 • Message from the Student Representative Council 5 • Message from the Parents and Friends Association 7

Theme 2: Contextual Information about the School and Characteristics of the Student Body • MySchool Website Information 9 • College Mission 9 • Values of the Mercy Tradition 9 • Characteristics of the Student Body 10 • Student Population 10

Theme 3: Student Outcomes in Standardised National Literacy and Numeracy Testing • NAPLAN 10

Theme 4: Senior Secondary Outcomes (Student Achievement) • Record of School Achievement (RoSA) 11 • Higher School Certificate 11

− Comparison with Other Schools 11 − HSC Course Report: Historical Analysis of % cohort in Bands 5/6 12 − HSC Table of Band 6 percentages and School/State Variations 13

• International Baccalaureate Diploma Programme − IB Diploma Achievements 2014 and Comparative Historical Data 14 − IB Course Report and Summary 2014 14 − Monte IB School/World Grade Comparisons 15

• VET Courses and VET/HSC Qualifications 16 Theme 5: Teacher Qualifications and Professional Learning

• Professional Learning 17 • Teaching Standards 20 • Teachers’ Qualifications 21

Theme 6: Workforce Composition 22 Theme 7: Student Attendance, Retention Rates And Post School Destinations

• Student Attendance 22 • Management of Non-Attendance 22 • Student Retention Rates and Post-School Destinations 23

Theme 8: Enrolment Policies • Enrolment Policy 24

Theme 9: Other School Policies • Policies For Student Welfare 26 • Summary of Anti-Bullying Policy 27 • Policies For Student Discipline 27 • Changes to Policies for Student Welfare, Anti-Bullying, and Student Discipline 28 • Policies For Complaints and Grievances Resolution 29

Theme 10: School-Determined Priority Areas for Improvement 30 Theme 11: Initiatives Promoting Respect and Responsibility 32 Theme 12: Parent, Student and Teacher Satisfaction

• Parent Satisfaction 36 • Student Satisfaction 37 • Teacher/Staff Satisfaction 37

Theme 13: Summary Financial Information 38


T H E M E 1

MESSAGES FROM KEY SCHOOL BODIES

MESSAGE FROM THE CHAIRMAN OF THE COLLEGE BOARD: Mr Steven Rubic

The College Board met eight times in 2015. There were significant events, accomplishments and developments overseen by the Board in 2015, which included:

• Celebration of the Sesquicentenary of the Sisters of Mercy North Sydney and the 140 Year Anniversary of the College. On Thursday, 4 June, the College hosted a Mass and Reception, celebrating the role of the Sisters of Mercy in education over the past 150 years. Over 2,000 staff and students from the College and Mercy College Chatswood attended the Mass and Reception, along with invited guests.

• Completion and commissioning of the Mercy Walk Frieze project, depicting the past, present and future of the spirit of Mercy, to represent the valued inspiration and excellence.

• Registration and Accreditation 2015. The College successfully completed Registration and Accreditation in 2015, receiving formal notification that it is registered for another five years to 2020. There were no formal recommendations and the report showed the College is fully compliant. Exceptional feedback was received, supporting the excellence and commitment of Mercy Values, students, staff and program delivery.

• Recognition of the BOSTES Governance Requirements. The College produced a Corporate Governance Resource Manual to guide the Board through the new administrative guidelines relating to governance requirements, processes, training and professional development.

Foundation and Development

A continuing major focus of the College has been the bursary program and future governance of the College Foundation, while continuing with the ongoing fundraising and friendship building. In support of this strategic focus, during 2015 the Board commenced a formal review of the Foundation structure and future strategic direction.

Strategic Vision 2012-2020

The Board continued to support the College and its Executive in implementing the Goals of the Strategic Vision 2012-2020. Significant events and achievements relating to specific Goals in 2015 included:

• ACC Stage 3 - Masalou refurbishment (Goals 2 and 5). Completed in January, the refurbishment has provided additional teaching facilities, as well as breakout and meeting areas for staff to collaborate.

• Timor-Leste Food for Thought Program (Goal 1). The Food for Thought program was an initiative borne out of the Timor-Leste Immersion Program. In 2015, the College raised $18,000, which provided food supplied by local villagers to students, and in particular, an increase in protein.

• AISNSW ELEVATE Program (Goal 2). The College was invited to participate in this program, which is to design and implement practices to lift learning outcomes for high potential learners.

• MYP Assessment Review (Goal 2). The College established a working party to review assessment in Years 7-10. After gathering valuable data via surveys and focus groups, the working party was able to make recommendations to improve assessment practices.

The Class of 2015

The College Board congratulates the Year 12 Class of 2015 for their high standard of achievement in both the HSC and IB Diploma Programme. There was an impressive range of success across many subject areas; students have excelled and received state honours.

Congratulations to:

• Jacqueline Schafer HSC Dux of the College

• Charlotte Haunton IB Diploma Dux of the College


MESSAGE FROM THE STUDENT REPRESENTATIVE COUNCIL: Student Leaders 2015

SENIOR SCHOOL

The Main Objectives of the Senior Leaders from 2015 were: • To launch and regularly promote the Stand for Sisterhood campaign that would encourage every student to

be proud and unified, creating a stronger sense of school spirit and a powerful community. We encouraged intelligence, innovation and leadership as assets to be regarded as important to the individual to establish a group of strong young women.

• To encourage vertical year-group friendships and relationships through interactions and initiatives with the younger year groups, such as:

o Attending year group meetings to support Year 7s as they begin secondary school, acting as positive role models and encouraging them to get involved in all school activities, and to create friendships;

o Working with Year 8 to encourage acts of kindness and to show appreciation of individuals through affirmations from Tutors and SRC members, tying in with the Unity campaign;

o Working with Year 10 students to strengthen the sense of unity within the year group (to tie in with the Sisterhood campaign); encouraging a sense of mutual respect between the girls to foster an appreciation of the dignity of each individual in their year group (through affirmations and pastoral sessions);

o Forging stronger relationships with students in Years 9 and 11, mentoring and working with them as they move into leadership roles.

• To strengthen bonds amongst all leaders including Senior Leaders, House Captains and Co-Curricular Captains, through Whole Leadership Group Meetings and other joint initiatives.

• To develop and strengthen relationships between members of the Executive and Senior Leaders through mentoring, discussion about leadership styles at meetings, and shared Morning Teas.

• To organise and assist in the supervision at the Year 7 and 8 Dance in Term 4 of 2015. The Humans of Monte blog was developed and initiated into the Monte community. The aim of the blog was to establish connections between the entire community by acknowledging special achievements, courageous activities and the unheard voices of individuals. By sharing stories online, it encouraged a sense of unity and sisterhood by delving deeper into the lives of individuals, strengthening our voice as a community. Each post contained a photo of an individual or group of members with a quote that embodied something about their personality. This allowed for members of the community who had never spoken before to establish a connection with each other. Ultimately, it was a platform to connect and inspire, developing the sense of sisterhood in our community. The College Captain has a number of extra duties and commitments as part of their role. It was the responsibility of the Captain to chair each of the Senior Leaders’ meetings and to support the team in their various roles.

Portfolio Roles Each of the six Senior Leaders chose a portfolio of interest to take responsibility for and grow as necessary. The portfolios included:

• Meeting Manager (duties were to organise the agenda, record minutes and organise documents). • Assemblies and Events Coordinators (duties were to organise events such as the Monte Prefect Afternoon

Tea, the Year 7 and 8 Dance, to coordinate a roster for attendance at other schools’ Prefect Afternoon Teas and other events, and to communicate with the Deputy Principal Pastoral Care about Whole School Assemblies)

• Leadership Liaison Officer (duties were to organise and coordinate the whole leadership team meetings (once a term) and to work with the other Leaders and support various initiatives and activities)

• Campaign Director (Logistics) (duties were to coordinate parts of the leadership team to produce the campaign theme of sisterhood)

• Social Justice & Spiritual Liaison Officer (duties for this new portfolio were to meet with the Liturgy Captain, MAG Captain, Biamunga Captain and Environmental Captain to discuss new agendas and upcoming campaigns/events that related to these captains and their own work)

Areas where Senior Leaders offered Leadership • Through focusing on Stand for Sisterhood the Senior Leaders have developed a sense of vertical unity

between the year groups and encouraged all students to accept one another's diversity in order to enhance the unification of the community. We have achieved this through our own behaviours and attitudes, assembly presentations, emphasising our theme, and reiterating the significance of this theme throughout all our initiatives. We have also promoted an added sense of empowerment, not just to the student cohort but to the whole College. It was our goal from the beginning to empower and to strengthen what was already a concrete foundation of support, resilience and mercy.


Message from Student Representative Council continued…

• We have also promoted our theme through making badges for the entire school and have continued with

“Good Morning Monte”, working with the House Captains and Co-curricular Captains to welcome Monte girls into school. This also emphasises to the girls the importance of embracing their Monte identity and to take pride in the privileged education they receive.

• Running Year 12 Morning Pastoral Meeting initiatives including: o The Year 12 Snap Box - anonymous positive affirmations for different students to show gratitude; o Year 12 Birthday ‘Shout outs’; o Inspirational videos that link in with our theme of Stand for Sisterhood.

• Role modelling appropriate behaviours at assemblies, school events, wearing the uniform correctly, interactions with staff and other students, supervision and organisation of the Monte Year 7 and 8 Dance and other boys’ school dances (i.e. Riverview and St Aloysius), and ICE (Information, Clarification, Education) Videos.

• The Senior Leaders also played a large role in the organisation of the Project Compassion Campaign this year, in promoting and supporting the Campaign with each year group.

HOUSE CAPTAINS

2015/16’s House Captains have embraced their role with spirit and enthusiasm, approaching each task with teamwork, fresh ideas and attitudes, with an emphasis on inclusivity. We aligned our goals for the year with the Senior initiative of Stand for the Sisterhood, working to make our Houses more cohesive and communal from the Year 7s upwards. Our engagement with the youngest year began at their camp Talent Show, where we formed strong friendships that carried through to the re-launch of Year 7 Spirit Girls. Similarly, we have loved involving Years 11 and 10 more actively with House spirit, supporting them through House Plays and hosting House Picnics to encourage their enthusiasm. This year’s team worked to make our carnivals better than ever, and enjoyed a successful Spirit Week that sparked the creativity behind the invention of the inaugural Monte Fun Run. With the introduction of vertical pastoral sessions we were able to effectively foster inter-year connections within each House, expanding the Sisterhood beyond each year cohort. Finally, the House Captains are delighted to be launching the Don’t be a phoney campaign, aiming to strengthen the values of friendship and connection that have defined our year of leadership.

MIDDLE SCHOOL 2015

From the Student Leadership Coordinator – Middle School

The Middle School SRC was established in 2005 as a separate but integral part of student leadership and representation at Monte Sant’ Angelo Mercy College. Its membership consisted of two representatives from each Tutor Group in Year 7 and one representative from each Tutor Group in Years 8 and 9. Four Middle School Leaders led the Middle School SRC. Building on from the 2014 proposal of increasing the number of Middle School Leaders from four to six, the 2015 Middle School SRC consisted of six Middle School Leaders, a SRC Representative from each Tutor Group in Years 8 and 9, and two SRC Representatives from each Tutor Group in Year 7. The activities that the Middle School SRC participated in during 2015 included:

• SRC forums that focused on problem-solving, open communication, with Q&A with the Principal, Director Middle School, Coordinator of ICT Services, Deputy Principal Pastoral Care, Sports Program Manager, Facilities Services Coordinator, and Canteen Manager.

• Participation in the SRC Training Afternoon (led by the Student Leadership Coordinator - Middle School).

• Consultation regarding Middle School Planner, Assessment Calendar, and Canteen prices and payment methods.

• ’SEED’ campaign. The Middle School SRC led a four-week activity that encouraged connectedness in homerooms, and the creativity and positivity that Monte students encapsulate. The four themes were Spirit, Etiquette, Encouragement and Determination.

• The second Middle School Assembly focused on STEM and the SRC worked collaboratively to highlight the importance of STEM subjects in the Middle School.

• The Middle School Leaders attended the Halogen Leadership Day with the Senior Leaders and House Patrons.


MESSAGE FROM THE PARENTS & FRIENDS ASSOCIATION

Lauren Heath, President of the Parents and Friends Association

During the last 12 months the P&F Executive have worked hard to fulfil our objectives of building friendships and community; being a link between the community and the College; promoting education in the Mercy tradition, and assisting the College with funding.

During this year of transition, we have held many functions, from Welcome Drinks to Christmas Cocktails with Catherine, from the Father Daughter Movie Night to the Mother Daughter High Tea, from the P&F Golf Day to the Melbourne Cup Lunch. We have offered hospitality and thanks at the Staff Appreciation Drinks, the Opening of the O’Regan Arts and Cultural Common, and Open Day. There have been Year morning teas and cocktail functions, as well as Class Parent Meetings, Results Forums, General Meetings and Executive Meetings.

The highlights for me this year have been the Parent Forum with Professor Ian Hickie and the establishment of the Friends of groups: one at the macro level of community, the other the micro.

• Professor Hickie was an expert and engaging speaker and, for the first time, we extended an invitation to the parents of Loreto Kirribilli, Marist College North Shore, Mercy Catholic College, and St Aloysius College, thus bringing together a wider community on a topic which knows no boundaries - teenage mental health. There was enormous support within the Monte community and the parents from other schools were generous in expressing their appreciation for the invitation. An invitation from St Aloysius has followed and I hope it is something that continues.

• The Friends of groups grew out of a perception that at the other end of the spectrum parents are often at Monte with their daughters for extracurricular activities and that this presented a perfect opportunity for building parent connections informally and across years. With the help of some dedicated people, we have established Friends of Performing Arts, Friends of Mercy, and Friends of Debating. Some of it has been slow to get going and some will be rethought, but I believe the idea still holds - that this is an opportunity not to be wasted and a fundamental means of creating a caring, connected community. I strongly believe we still need to build on our pastoral care role, look for opportunities for parents to engage in living the Monte values with their daughters and extend our role to past parents. I hope Friends of Mercy will develop to fulfil this role.

The P&F Executive also worked with Nicole Christensen and Glenn Ollerton to identify projects requiring funding to benefit girls currently at Monte, and this year that funding went towards canteen equipment and the online ordering system, an interactive tutorial room project, and sound attenuation in the library and Masalou. In addition, we continued the tradition of supporting a bursary at Monte.

With Deanne O'Shea and the Development Office, we have improved our online presence and communication with parents and friends by getting year lists to parents, producing a YouTube invitation to the Father Daughter Movie Night - one featuring Andrew Rutherford and one from Ian Hickie - preparing our weekly parent page in Monte Matters, and updating our webpage. We are also working with the Development Office on LinkedIn, a newsletter format for all our groups, and a question to go into the College survey about P&F functions.

Another major improvement was to set up online banking - a process started by our previous treasurer and completed by Andrew Rutherford. It has made our life so much easier and I hope those of you who we reimburse feel that way as well.

Other things left on the to do list are reviewing our current events and assessing whether they meet the changing profile of families, and setting up a working party to look at the canteen menu.

When I chose to step into the position of President I did so for these reasons: I have a great love of Monte having first attended the school in Year 4 in 1974. My third and youngest sister graduated in 1995 and the next generation started a mere 10 years later. At one point we had 5 cousins attending Monte and we have a 5 year old who will graduate in 2028! So it was also a way of repaying the Mercy sisters and Monte in a very small way. And finally it was a determined effort to stay connected to my youngest daughter at a time when it felt like our family had moved on from school.

But in giving I have actually been overwhelmed by what I have received.

So to “thank yous”:

Our work would not be possible without a wonderful engaged parent community, a supportive College Executive lead by Nicole Christensen, a dynamic Development Office and the teams of Maintenance, IT and other staff. When I look at what happens in just one week at this school I am amazed at the number and range of stuff that goes on and the organisation, thought and care it involves.


Message from the Parents and Friends Association continued…

A special thank you to Nicole Christensen for your warmth, your leadership and your support. It has been a pleasure to work with you and I look forward to seeing your compassion and humanity continue to be reflected in the school.

We are also fortunate to have wonderful support and encouragement from Deanne O'Shea and the Development Office team of Pat Clarke, Ann Buchanan, Sonia Brennan and Lena Buchanan. A very big thank you.

Thank you also to Diana Choquette, Jean Shatek and Sr Jennie Ryan, Natassja Sanjay and Catherine Elliott who have worked quietly behind the scenes to set up the Friends of groups - offering hours of thought, time and hospitality.

A special thank you to Sue Boudakin who helped me keep the Parent Forum on track and then hosted it so professionally. Your enthusiasm and positivity are infectious.

Thanks also to the Year coordinators, class parents and many volunteers. The Monte Community rely so very heavily on you for creating and sustaining it. And when I look at those who have spent the longest on the P&F Executive, they come from your ranks - your role is vital to the parent leadership.

And last but not least to the P&F Executive: I subtitled my goals as President as Share the love - and that is what is at the heart of what I want to thank you for. Thank you each and every one of you for doing your bit - and doing it with good humour and dedication. You have made it a pleasure to be in the role of President.

To our retiring past President, Anna Willis: A past Class Parent, Vice President, Co-President for two years and now stepping down as past President. As I have said before, you bring a thoughtfulness, emotional intelligence and wisdom to matters that will be hard to replace. I value your friendship and thank you for your wise counsel.

To retiring Co-Social Convenor/Class Parent Coordinator, Nicole Upfold: Nicky has also been a past Class Parent and Year Coordinator before joining the P&F and being in her current role for three years. You are a dynamo juggling so many balls with a laugh and a joke - why didn't it surprise me that you are the youngest child. Thank you for your energy and passion, your huge amount of work and your commitment to the Monte Community.

Nicky has been helped for the last year by Bernadette Gates who has also been a Class Parent and a general member of the Executive. Her skills and professionalism will not be lost however as she moves with Nicky to Year 12 events.

To Therese Daly: also a three-year veteran of the P&F Executive - a past Secretary who quietly and efficiently got things done - a person who makes the job look easy and looks for no reward.

My thanks also to continuing members of the P&F Executive:

• Thank you to my Deputies, Jenny Avvenevole and Peter McNamara for your support and wise counsel;

• To Joanne Raheb Mol and Catherine Hnidec for helping keep us informed and organised;

• To Andrew Rutherford and Rachel Eagleton for managing the finances and Trybooking;

• To Anna Stackpool for looking at the webpage, Jean Shatek for Friends of Mercy and Sonia Brennan for your unmatched organisational skills.

Thank you all for the gift of your time and commitment and energy - the Monte Community is stronger for it.

I know I leave the P&F Executive in good hands with Andrew Rutherford at the helm. My wish is that we continue to work hard to create a truly caring and inclusive community. Thank you.


T H E M E 2

CONTEXTUAL INFORMATION ABOUT THE SCHOOL AND CHARACTERISTICS OF THE STUDENT BODY

FROM THE MYSCHOOL WEBSITE

Monte Sant’ Angelo Mercy College is an independent Catholic secondary day school for girls, Years 7-12. Founded in 1875 by the Sisters of Mercy under the aegis of Mother Ignatius McQuoin, the College continues a tradition of excellence and innovation in Catholic education in the Mercy tradition. Monte has a strong academic record; in 2007 it became the first Catholic girls school in New South Wales to offer both the International Baccalaureate Middle Years and Diploma Programs. Monte’s mission statement is expressed through the College motto: Religio Scientia Cultus - we are shaped and directed by what we believe, by what we know, by what we value. The Mercy values of respect for human dignity, compassion, justice, service to others, and commitment to the poor are central to school life. Students are actively involved in justice initiatives, e.g. St Vincent De Paul Night Patrol, Fair Trade Campaign, and Reconciliation. A diverse curriculum is supported by an extracurricular program including Music, Debating, Student Leadership, 16 sporting options, international tours and language-exchange opportunities. Students are supported by a sound pastoral care program. The learning environment is assisted by state-of-the-art digital learning resources and contemporary learning spaces.

COLLEGE MISSION

• To provide girls with a quality education rich in diversity of opportunity.

• To encourage students to realise their potential within a strong, nurturing community based on Mercy values.

• To prepare students for life by challenging them both academically and spiritually and motivating them to make a positive contribution to their world.

VALUES OF THE MERCY TRADITION

The Mercy tradition holds the following values:

Mercy, which means To be COMPASSIONATE To provide HOSPITALITY To celebrate our TRADITIONS

Human Dignity, which means To be RESPECTFUL To value DIVERSITY To EMPOWER each other

Justice, which means To work for the COMMON GOOD To be RESPONSIBLE STEWARDS To be ADVOCATES

Service, which means To foster EDUCATION To ensure QUALITY To address COMMUNITY NEEDS

Option For The Poor To be AWARE of the poor To make a COMMITMENT to the poor To EMPOWER the poor


CHARACTERISTICS OF THE STUDENT BODY

From the My School website:

School ICSEA value 1176

Average ICSEA value 1000

Data source: Parent Information

Distribution of students Bottom Quarter Middle Quarters Top Quarter

School distribution 1% 5% 19% 75%

Australian distribution 25% 25% 25% 25%

Indigenous students 0%

Language background other than English 7%

STUDENT POPULATION (as at 27/1/2015)

Year 7 191 Year 9 197 Year 11 199 Year 8 198 Year 10 196 Year 12 195

T H E M E 3

STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING

NAPLAN

NAPLAN results for 2015 have been uploaded to the My School website (www.myschool.edu.au/). Available are: Average NAPLAN scores for each domain in 2008, 2009, 2010, 2011, 2012, 2013, 2014 and 2015 (results in graphs, numbers and bands); NAPLAN results for matched students (Student Gain); and comparison with students from statistically similar backgrounds.


T H E M E 4

SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT)

RECORD OF SCHOOL ACHIEVEMENT (RoSA)

All students completing Year 10 at the College were eligible for the Board of Studies Record of School Achievement. However, as this is a school leaving credential and 100% of students continued in formal secondary education, no students requested a Record of School Achievement. No students elected to sit for the literacy and numeracy test in 2015.

HIGHER SCHOOL CERTIFICATE

Thirty-four percent of the Class of 2015 achieved an ATAR of 90 or over.

Monte was placed 43rd in the State, according to HSC Band 6 percentages (Source: The Sydney Morning Herald 17/12/2015). This result does not include the IB cohort’s achievements.

In total, 57% of the HSC cohort (86 students) achieved a mark of at least 90 in an HSC course, i.e. Band 6 or the equivalent in Extension courses. The list of Distinguished Achievers is too extensive to include in this document. Notably, 83% of the cohort achieved a Band 5 or 6 in one or more subjects.

In total, 56% of our students were Distinguished Achievers, gaining at least one Band 6 placement in a total of 219 examinations. Eight students were included in the Premier’s All-Rounder Achievement List (for students who achieved 90% or more in ten or more units).

One student achieved First Place in Geography and another student achieved Fifteenth Place in Ancient History. One student was nominated for Encore (Vocal Performance) and a Design and Technology student’s work was nominated for inclusion in SHAPE.

In the following subjects, the school mean was more than 10 percentage points above the State mean: Ancient History, Business Studies, Community and Family Studies, Design and Technology, Geography, Legal Studies, General Mathematics, Modern History, Music 1, Personal Development Health and Physical Education, and Senior Science.

In English, the only compulsory HSC subject, twenty percent of students achieved a merit listing in one of the HSC English courses.

Comparison with Other Schools

According to the list of school rankings by percentage of Distinguished Achievers, as published in The Sydney Morning Herald, Monte was placed 43rd in the state in the 2015 HSC. Published HSC leagues tables do not include the results of the IB Diploma. IB results significantly exceeded Australian and world averages. The excellence and depth of the College’s results go beyond published top-end comparisons.

Evidence from 2015 again demonstrates that the Years 7 to 10 program ensures that students develop organisational, communication and research skills appropriate to either the HSC or the IB Diploma Programmes.

HSC Course Report: Historical Analysis of % cohort in Bands 5/6 (overleaf…)


HSC Course Report: Historical Analysis of % cohort in Bands 5/6

(figures rounded to nearest whole number)

Subject 2015 2014 2013 2012 2011 2010 2009 2008 2007 2006 2005 2004

Financial Services (Accounting) - - 100† 100† 67† - 100† 67† 100† 60† 60† -

Ancient History 74 73 57 76 74 79 81 92 85 80 73 76

Biology 46 50 45 19 45 61 65 67 48 83 64 60

Business Studies 81 78 66 69 57 71 75 65 57 37 60 55

Chemistry 52 75 60 40 63 46 61 54 27 30 45 75

Community and Family Studies 68 89 72 80 41 88 50 80 56 55 83 36

Dance† - - - 67† - - - - - - - -

Design and Technology 100 88 91 85 88 81 100 92 81 65 53 33

Drama 85 75 75 100 100 91 100 56 35 88 86 47

Economics 100 55 89 46 57 67 72 91 67 75 64 79

English Standard 22 32 13 61 43 28 13 45 19 26 23 14

English Advanced 86 82 81 85 86 82 86 88 81 87 87 89

English Extension 1 94 100 100 E4:46 E4:22 E4:8 E4:36 E4:75 E4:21 E4:22 E4:57 E4:26

English Extension 2 100 83 100 E4:0 E4:40 E4:33 E4:0 E4:33 E4:30 E4:30 E4:0 E4:40

French Continuers 75 93 86 80 75 44 100 71 47 69 56 100

French Extension 100 100 100 E4:33 E4:33 E4:100 - E4:14 E4:0 E4:0 - -

Geography 100 90 100 100 87 100 71 86 82 93 77 60

German Continuers 83 33 100 67 87 71 70 33 100 83 100 62

German Extension† 100 - - - E4:0 E4:20 E4:20 E4:100† E4:100† E4:67† E4:100† E4:67†

Hospitality Examination 69 94 64 58 42 83 50 61 52 50 44 36

Indonesian Beginners - - - 50 - - - - - - - -

Indonesian Continuers - - - - 67 40 67 17 40 50 33 100

Indonesian Extension - - - - E4:50 E4:0 E4:100 - E4:25 E4:0 - -

Italian Continuers 83 40 100 75 60 75 57 43 30 50 80 40

Italian Extension - - - 100 E4:0 E4:50 - - - - - -

Japanese Heritage† 100

Legal Studies 89 85 90 100 78 87 78 72 50 56 56 40

General Mathematics 74 54 52 58 53 57 66 51 45 47 57 53

Mathematics 66 42 48 58 53 43 57 40 48 44 57 61

Mathematics Extension 1 95 82 86 83 E4:37 E4:13 E4:40 E4:22 E4:17 E4:26 E4:26 E4:81

Mathematics Extension 2 100 100 100 100 E4:0 E4:0 E4:0 E4:50 E4:25 E4:100 E4:0 E4:100

Modern History 88 77 84 83 67 59 79 79 64 83 64 81

History Extension 100 50 75 100 E4:20 E4:0 E4:44 E4:100 E4:40 E4: 25 E4: 0 E4: 0

Music 1 100 100 100 100 86 88 100 88 40 50 86 100

Music 2 67 100 100 100 100 50 86 50 100 57 100 -

Music Extension 100 - 100 - E4:100 E4:0 E4:20 - E4:67 E4:50 E4:50 -

PD/H/PE 76 47 48 79 53 76 75 74 50 65 75 56

Physics 36 11 50 67 53 0 83 43 40 50 27 58

Senior Science 86 - 67 93 100 - 91 75 82 100 71 64

Society and Culture 100 87 81 100 76 90 94 79 74 75 62 50

Studies of Religion 1 79 72 78 77 75 70 83 71 49 76 56 31

Studies of Religion 2 77 58 67 69 76 75 80 68 46 58 79 54

Visual Arts 86 88 95 100 86 88 100 100 100 100 92 100

† Studied elsewhere


HSC Table of Band 6 Percentages and School/State Variations

Table of Bands 5 and 6 percentages and School/State Variations

Course Name No. of

Students Monte % Band 6

State % Band 6

Monte % Band 5

State % Band 5

School State Variant*

Ancient History 19 15.78 7.9 57.89 24.7 12.5

Biology 35 5.71 5.77 40 22.19 7.12

Business Studies 42 26.19 8.38 54.76 27.5 10.54

Chemistry 21 9.52 10.72 42.85 30.33 2.86

Community & Family Studies 28 25 5.76 42.85 26.19 10.06

Design & Technology 8 87.5 11.55 12.5 24.43 15.53

Drama 13 46.15 14.36 38.46 28 8.65

Economics 5 0 11.36 100 34.49 7.64

English (Standard) 36 2.77 0.37 19.44 7.94 7.49

English (Advanced) 117 22.22 15.4 64.1 42.41 4.38

English Extension 1 17 E4: 41.17 E4: 34.53 E3: 52.94 E3: 59.55 0.77

English Extension 2 2 E4: 0 E4: 26.13 E3: 100 E3: 56.24 1.64 -

French Continuers 8 12.5 30.67 62.5 35.62 0.72

French Extension 1 E4: 0 E4: 36.14 E3: 100 E3: 54.81 4.50 -

Geography 32 46.87 8.51 53.12 32.79 15.04

German Continuers 6 16.66 22.68 66.66 34.03 4.14

German Extension† 2 E4: 50 E4: 33.82 E3: 50 E3: 63.23 †

Hospitality Examination 13 23.07 4.29 46.15 28.61 7.46

Italian Continuers 6 0 20.58 83.33 32.72 4.40

Japanese Heritage† 1 100 30 0 45 †

Legal Studies 27 33.33 10.65 55.55 29.5 11.73

General Mathematics 77 36.36 5.6 37.66 20.04 15.24

Mathematics 53 24.52 19.63 41.5 32.68 4.65

Mathematics Extension 1 22 E4: 18.18 E4: 34.3 E3: 77.27 E3: 49.81 0.46

Mathematics Extension 2 4 E4: 0 E4: 36 E3: 100 E3: 50.14 0.63 -

Modern History 25 28 11.47 60 32.18 10.63

History Extension 4 E4: 50 E4: 22 E3: 50 E3: 56.14 3.66

Music 1 9 77.77 16.71 22.22 45.13 11.76

Music 2 3 0 36.59 66.66 51.44 2.08 -

Music Extension 1 E4: 0 E4: 56.36 E3: 100 E3: 36.79 3.60 -

PD/H/PE 42 21.42 8.68 54.76 20.94 10.31

Physics 11 0 8.38 36.36 20.37 5.79

Senior Science 7 14.28 7.47 71.42 20.54 13.44

Society & Culture 23 26.08 11.8 73.91 35.13 8.99

Studies of Religion I 70 28.57 12.63 50 38.24 3.46

Studies of Religion II 84 17.85 6.3 59.52 33.66 8.48

Visual Arts 21 19.04 12.68 66.66 40.72 4.97

* This column shows the difference between the mean of the school’s Scaled Examination Marks and the mean of the State-wide Scaled Examination marks. A

positive difference means that the school candidature, on average, has performed better than the total state candidature for that course. † Studied elsewhere.

‡ This data includes external students.


INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME

IB Diploma Achievements 2015 and Comparative Historical Data

2015 2014 2013 2012 2011 2010 Total no. of students 37 25 49 24 26 39 No. of subject entries in the session 296 200 392 192 208 312 No. of candidates who passed the Diploma 37 25 49 23 25 39 Average points obtained by candidates who passed the Diploma

37 36 37 38 37 37

Highest Diploma points awarded to a candidate 45* 45 45 45* 45 45* Av. grade obtained at the school by candidates who passed the Diploma

5.74 5.75 5.79 6.07 5.79 5.92

No. of students with at least one Grade 7 20 15 28 (57%) 16 (67%) 15 (58%) 24 (62%) No. of subjects in which a Grade 7 was achieved 19 15 23 (79%) 16 (67%) 13 (62%) 19 (83%) No. of students with at least one Grade 6 36 22 47 (96%) 22 (92%) 24 (92%) 36 (92%) No of subjects in which at least a Grade 6 was achieved

25 15

23 (79%) 19 (79%) 20 (95%) 20 (87%)

No. of students receiving University Offers (First Round)

37 (100%) 25 (100%)

48 (98%) 23 (96%) 25 (96%) 39 (100%)

* Three awarded in 2012; Two in 2015 and 2010 Note: 4 students did not complete all requirements for the Diploma and are excluded from statistics

IB Diploma Course Report and Summary 2015

Course Name No. of

Students Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1

Monte % Grades

6 & 7 Language and Literature HL 25 9 13 3 0 0 0 0 88 Language and Literature SL 1 0 0 1 0 0 0 0 0 Literature HL 10 3 5 2 0 0 0 0 63 Literature SL 1 0 1 0 0 0 0 0 100 French HL 4 1 2 1 0 0 0 0 75 French SL 13 1 7 5 0 0 0 0 42 German SL 8 1 4 3 0 0 0 0 50 Italian SL 4 2 2 0 0 0 0 0 100 Spanish ab initio 8 2 3 3 0 0 0 0 62 Economics HL 2 1 1 0 0 0 0 0 100 Economics SL 1 0 0 1 0 0 0 0 0 History – Americas HL 12 2 4 5 1 0 0 0 53 History – Europe/ME HL 10 2 3 5 0 0 0 0 55 Psychology HL 20 7 11 1 1 0 0 0 90 Environmental Systems and Societies SL

11 3 3 2 2 1 0 0 54

Biology HL 3 1 2 0 0 0 0 0 100 Biology SL 8 4 3 1 0 0 0 0 77 Chemistry HL 2 0 1 0 1 0 0 0 50 Chemistry SL 16 5 2 4 3 0 0 0 41 Design Technology HL 2 0 1 1 0 0 0 0 50 Physics HL 3 0 0 0 3 0 0 0 0 Physics SL 6 0 1 1 4 0 0 0 16 Mathematics HL 5 0 0 1 4 0 0 0 0 Mathematics SL 16 5 1 4 5 1 0 0 56 Mathematical Studies SL 16 5 5 4 2 0 0 0 56 Music HL 4 0 3 1 0 0 0 0 75 Music SL Solo Performing 1 0 1 0 0 0 0 0 100 Theatre HL 2 2 0 0 0 0 0 0 100 Visual Arts HL 7 1 5 1 0 0 0 0 87 Visual Arts SL 1 0 1 0 0 0 0 0 100


Core Components (Table 2b)

No. of Students Grade A Grade B Grade C Grade D Grade E Highest Grade Lowest Grade Theory of Knowledge

37 8 18 10 1 0 A D

Extended Essay:

English 10 3 6 1 0 0 A C

French 1 0 1 0 0 0 B B

Economics 1 0 0 1 0 0 C C

Enviro Syst & Soc 1 1 0 0 0 0 A A History 10 1 5 3 1 0 A D

Music 1 0 1 0 0 0 B B

Psychology 6 3 2 1 0 0 A C

Design Tech 1 0 0 1 0 0 C C

Theatre 1 1 0 0 0 0 A A

Visual Arts 5 5 0 0 0 0 A A Extended Essay Total

37 14 15 7 1 0 A D

Monte IB School/World Grade Comparisons

Course Name No. of

Students Highest Grade Lowest Grade

Av. Grade (School)

Av. Grade (World-Wide)

School World Variant

Language and Literature HL 25 7 5 6.24 4.86 1.38 Language and Literature SL 1 5 5 5.00 5.38 -0.38 Literature HL 10 7 5 6.10 5.16 0.84 Literature SL 1 6 6 6.00 5.31 0.69 French HL 4 7 5 6.00 5.66 0.34 French SL 13 7 5 5.69 5.46 0.23 German SL 8 7 5 5.63 5.46 0.17 Italian SL 4 7 6 6.50 5.56 0.94 Spanish ab initio 8 7 5 5.75 5.68 0.07 Economics HL 2 7 6 6.50 5.23 1.27 Economics SL 1 5 5 5.00 5.10 -0.10 Env and Soc. SL 11 7 3 5.45 4.25 1.20 History – Americas HL 12 7 4 5.58 4.11 1.47 History –Europe/ME HL 10 7 4 5.60 4.91 0.69 Psychology HL 20 7 4 6.20 5.26 0.94 Biology HL 3 7 6 6.33 4.71 1.62 Biology SL 8 7 5 6.38 4.13 2.25 Chemistry HL 2 6 4 5.00 5.27 -0.27 Chemistry SL 16 7 3 5.25 4.61 0.64 Physics HL 3 4 4 4.00 5.08 -1.08 Physics SL 6 6 4 4.50 4.47 0.03 Mathematics HL 5 5 4 4.20 4.84 -0.64 Mathematics SL 16 7 3 5.25 4.49 0.76 Mathematical Studies SL 16 7 4 5.81 4.43 1.38 Music HL 4 6 5 5.75 5.27 0.48 Music SL Solo Performing 1 6 6 6.00 4.96 1.04 Theatre HL 2 7 7 7.00 5.97 1.03 Design Technology HL 2 6 5 5.50 4.82 0.68 Visual Arts HL 7 7 5 6.00 5.09 0.91 Visual Arts SL 1 6 6 6.00 4.70 1.30


VET COURSES AND HSC/VET/IB QUALIFICATIONS

The College provides for one VET course onsite, Hospitality, and 8% of the Year 12 cohort undertook this course. All VET students who undertook this course attained their VET qualification. In addition to this, two students undertook external courses: one student attained a Certificate II in Kitchen Operations (SIT12v2) and one student attained a Certificate II in Creative Industries (Media).

154 students elected to undertake studies towards the HSC and 152 students completed the full HSC requirements. Two students undertook the HSC Pathways: one was due to ill health and the other was due to elite sporting commitments. For the IB Diploma, 37 out of 41 students completed the full requirements in 2015. Of the remaining students, two students completed Theory of Knowledge only and left the College due to significant ill health. One of these left school completely and the second continued her studies for the May, 2016 session at another school. Two other students deferred some subjects to the May, 2016 session in a ‘pathways’ format. One was due to significant ill health and the other due to elite sporting commitments.

Senior Secondary Outcomes Student %

Percentage of students undertaking vocational training 12%

Percentage of students attaining a Year 12 certificate or equivalent VET qualification 99%


T H E M E 5

PROFESSIONAL LEARNING, TEACHING STANDARDS

PROFESSIONAL LEARNING

College-funded professional development and professional learning is an essential part of the pastoral and professional care of staff at Monte Sant’ Angelo Mercy College, and is provided to enable staff to better meet the needs of students. All teachers are required to update and develop the knowledge and skills pertaining to their work. The professional learning of the teaching staff is guided by the following principles:

1. All teachers participate in professional development and/or professional learning opportunities

2. Professional learning aims to meet the needs of teachers;

3. Professional development and professional learning aim to improve students’ learning outcomes;

4. Professional development and professional learning aim to meet the needs of the College;

5. The planning of Staff Meetings, faculty and pastoral planning time and Staff Conferences is a collaborative process and aims to enhance student and teacher learning;

6. Teacher participation in professional development and professional learning activities is fair, equitable and inclusive;

7. Professional development meets the requirements of the NSW Institute of Teachers and supports teachers in maintaining their level of accreditation;

8. Increasingly, the College is aware of the value of College-based professional learning and enabling teachers to embed their learning needs within their role as educators at the College, particularly through the process of Collaborative Professional Attainment (CPA)

Collaborative Professional Attainment (CPA)

2015 is the third year of full staff engagement in Collaborative Professional Attainment (CPA) with all teachers at the College working towards achieving identified goals that have been set with reference to the Australian Professional Standards for Teachers. Allocated time has been used as per the planning schedule, with teachers negotiating time during the day to undertake observations.

Following a review of CPA by Nicole Mockler, recommendations for 2016 included:

• Teachers nominate to be part of a mixed cross faculty group to work on a nominated focus area and collaborate with ideas and lesson observations.

• Teachers nominate to be part of a mixed cross faculty group to work on individual goals and collaborate with ideas and lesson observations.

• Teachers nominate to be part of a faculty-based group to focus on a common area of interest or goal. The focus area or goal for these groups will be developed by the teachers in the group, based on an area of interest in teaching and learning related to their subject area. As with other CPA groupings, this group is limited to ideally four, and no more than five people; and in the case of faculty-based groups, the CPA Leader role will be held by someone other than the Head of Department (HOD).

• Teachers nominate to undertake Lesson Study. Lesson Study groups consist of four group members from the same faculty, and the CPAL role will be held by someone other than the HOD.

As part of their collaborative CPA groups, staff are currently working towards varying degrees of standards and descriptors that align to the Australian Professional Standards for Teachers. Some key observations include:

• An observable classroom practice goal will be made mandatory in 2016.

• A significant number of teachers are working towards Descriptors at the Highly Accomplished career stage. We have six teachers officially undertaking their accreditation at Highly Accomplished and many others addressing these descriptors as part of CPA.

• Exploration of ICT in teaching and learning remains a focus for the teaching staff.

• Pedagogy is strongly reflected in the goals, as evidenced from the concentration of teaching effort across Standards 2 and 3.

Based on observations and feedback thus far, the following recommendations are made:


Professional Learning continued…

1. Dr Nicole Mockler is retained as the academic partner for CPA to ensure continuity.

2. Our academic partner undertakes a formal evaluation of CPA during Term 3 2016, to be reported no later than the commencement of Term 4 2016, to ensure that feedback is appropriately gathered, analysed and acted upon.

3. Teachers continue to have the opportunity to form their own collaborative group in 2016, based on a shared goal. Such groups need to have a clear and identified purpose, which is explicitly linked to the Australian Professional Standards for Teachers, a nominated CPA Leader, and no more than 5 participants. They may be inter or intra faculty groups. This allows for the inclusion of lesson study methodologies, action research models, and other professional learning structures, as identified by the teachers. It would also allow teachers undertaking the same external accreditation process to form a professional learning community in which to work.

4. Teachers have an opportunity to engage in CPA focus areas that align with the Strategic Vision and focus for the College.

5. Teachers who do not self-nominate a group be formed into groups following the same process used in 2014, as this was highly successful.

It still remains the case the CPA process at the College will be the process through which all teachers meet their ongoing Maintenance of Accreditation requirements for the Mandatory Accreditation Requirements to begin in January 2018. This will be complimented with the additional professional development within and outside of the College. The CPA policy and process, as it is currently designed, meets the requirements of the Performance and Development Framework and the NSW Government’s Great Teaching, Inspired Learning. It is therefore further recommended that future changes reflect the requirements of these documents to ensure ongoing compliance by the College.

Centre for Professional Learning (CPL)

The CPL has been a welcome addition to staff learning spaces for 2015. The Centre has provided a central area for staff professional learning particularly with regards to Breakfast Club, Staff Sandpit and CLL meetings. Diverse staff groups and departments have utilised the space for meetings as well as individual staff spending time in the Centre to work in a space conducive to uninterrupted work time.

In conjunction with the Director Innovation and Learning, the College intends to develop this space further by providing staff with access to current literature and upcoming workshops, conferences on pedagogy and best practice in teaching and learning.

The Breakfast Club training programs continued in 2015. These were a series of early morning training modules for teachers in areas of teaching and learning pedagogies that can be enhanced through the use of appropriate ICTs. The sessions focused specifically on the use of specific apps to design and implement engaging classroom learning experiences, curating online content, using Grademark and Turn It In for feedback, and using Garageband and online tools for collaboration. Term 3 focused on Feedback and various ICT tools to assist with this. Term 4 focused on Critical and Creative Thinking workshops. All of these sessions were run by staff at the college. The number of attendees at these sessions has increased with an average of 12 staff attending workshops weekly.

Formation

The role of Director Professional Learning has now begun to work with the Principal and the Director of Mission in developing an ongoing program for staff spiritual formation in the Mercy Ethos. This will include the following:

• A staged program for staff to access appropriate levels of formation in the Mercy Ethos dependent on their career stage and their years of service at the College.

• This Program will provide a mix of voluntary options for individual faith formation and required formation workshops and conferences to develop understanding and growth in Mercy Ethos.

• Developing a program that also allows for interaction between staff and students in the development and formation of Mercy Ethos and Leadership.

• Developing the 2016 Formation Program to reflect the importance of the “Year of Mercy”.

Highly Accomplished Teacher Accreditation

• One teacher was successful at achieving her Accreditation at Highly Accomplished level at the end of 2015.



• Four teachers collected evidence through 2015 as part of their application for HAT Accreditation. These teachers receive the HAT scholarship offered by the College; two teachers are in their second year of the HAT scholarship to finish at the end of 2015 and submit in 2016. In total, six staff are receiving the HAT scholarship.

• HAT applicants were provided with a Professional Learning Day on 6 February from an outside presenter from Education Accreditation. This allowed for collaboration on their goals and guiding and developing their knowledge of HAT accreditation.

• HAT scholarship recipients also meet regularly – once a cycle with the Director Professional Learning - to receive any updates from BOSTES and to discuss their progress.

• HAT applicants are all mentors for New Scheme Teachers seeking to gain their Proficient Teacher Accreditation. This assists the HAT applicants in meeting their standards for accreditation and is part of the expected requirements of the HAT scholarship.

• In conjunction with the Principal and the Deputy Principal Administration the College would like to streamline the application process for staff for HAT Scholarship for 2016 and intend to revise the 8 Period Allocation to maximise the use and relevance of time to assist with this level of accreditation

Experienced Teacher Accreditation

• In 2015 one staff member was eligible and applied for Experienced Teacher Accreditation. This teacher was successful at achieving her accreditation, she was part of the Pilot Action Research project run by AIS as an alternate path for teacher to gain accreditation at this level.

• Currently eight staff will undertake their application for Accreditation at Experienced Teacher in 2016 and began the process in Term 4 2015. They are mentored by HAT applicants and one HAT.

Proficient Teacher Accreditation

• Four teachers were successful at achieving Proficient Teacher Accreditation in 2015 and were mentored and supported by the DPL and HAT applicants as part of their scholarship requirements.

Maintenance of Accreditation

• At the conclusion of 2015, thirty-eight teachers were maintaining accreditation at Proficient and one at Highly Accomplished.

Staff Scholarships

In 2015, nine staff were engaged in tertiary studies, supported by the College’s scholarship program. Six of the nine courses were Master of Educational Leadership. The other three were continuing education in curriculum areas of Legal Studies, Geography and Business Administration.

Continuing Leadership Learning (CLL)

The middle leaders of the College continued their participation in the Continuing Leadership Learning (CLL) program, participating in a one-day College Leader’s Conference in January and a further four sessions across the year. These workshops are designed and presented by the AIS to enhance middle leaders understanding of the nature of leadership in educational contexts and to include middle leaders in the implementation of the College’s Strategic Vision. Their focus in 2015 was on a range of areas, including Difficult Conversations, Leading and Managing, Productive Team meetings, Adaptive Leadership, Goal setting in Leadership. 2016 will focus on Leading Mercy into the Future, and we have had Anne Ferguson and Margery Jackman run workshops on leadership in a Mercy context.

Professional Learning

In 2015, all teachers participated in professional development activities organised by external providers and/or through the Staff Conference and meeting program of the College. Overall, staff attended 206 external professional learning conferences or workshops. On average, every teacher participated in 2.4 days of professional learning through external providers (excluding those provided by the International Baccalaureate Organization), and 7 days through the Staff Conference program, averaging at around 62 hours per teacher across the year (excluding International Baccalaureate training).



Approximately 80% (101/115) of teaching staff participated in professional development courses facilitated by external providers during 2015, with the providers including the Association of Independent Schools (AIS), Teacher Training Australia (TTA) and professional associations affiliated with the Professional Teachers’ Council of NSW (PTC) dominating. These courses related primarily to the following areas:

• Student Wellbeing and Accidental Counsellor courses

• Various Department-related curriculum workshops and network meetings

• Educational Leadership

• Critical and Creative Thinking

• Flipped Classroom

• Games-based Learning and ICT

• Feedback and Assessment

• Learning spaces

• Motivating Engaging and Managing Students Effectively

• Improving STEM education and Skills- Embedding Coding and Computational Skills

• STEM Leadership

• Encouraging Girls to engage in STEM

• Mercy Spirituality and Leadership

• Growth Mindset

TEACHING STANDARDS

Category No. of teachers

Teachers having teacher education qualifications from a higher education institution within Australia or as recognized within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines

115

Teachers having a bachelor degree from a higher education institution within Australia or one recognized within the AEI-NOOSR guidelines but lack formal teacher education qualifications.

1


TEACHERS’ QUALIFICATIONS

B Fine Arts, UWS B Fine Arts/B ArtEd, UNSW (COFA) B Languages Teaching, JLU BA, ANU BA, Brighton BA, CSU BA, Indiana BA, Macquarie (x7) BA, Natal BA, ND BA, Newcastle BA, Sorbonne BA, Sydney (x14) BA, UNE BA, UNSW (x3) BA, UoW BA, UWS BA (Hons), NUI BA (Hons), Ottowa BA (Hons), Sydney (x3) BA (Human Mvmt), UTS BA (Italian/Geography), UoW BA (Visual Arts), Canberra School of Art BA (Visual Arts), Newcastle CAE BA (Visual Arts), Sydney CAE BA Communications, UTS BADipEd, Macquarie BAppSc, Canberra BAppSc, UWS BArtEd, UNSW (COFA) BBus, CSU BBus (Hospitality Mgmt), La Trobe BCom, AUOA BCom (Hons), CU BCom and Admin, VUW BDes, Sydney BDesSc, Sydney BE (Chemical)(Hons), Sydney BEc, Sydney BEd, ACU (x5) BEd, Canberra BEd, Catholic College of Education BEd, Griffith BEd, Kuringai CAE BEd, Mitchell CAE BEd, Sydney (x8) BEd, Tasmania BEd, Toronto BEd, UNSW BEd, UoW BEd (HMHE), Sydney (x3) BEd (HMHE) (Hons), Sydney BEd (Hons), Natal BEd (Hons), Sydney BEd (Physical Ed/Sc), UTS BEd (Social Sciences), Hunter TAFE NSW BEd (TAS), CSU BEd/BSc, Sydney (x2) BEng (Civil), RMIT BHlthSc (Human Movement), ACU (x2) BME, Syd Con BME, UoN BMus, Syd Con BMus, UNE BPharm, Sydney BPsych, ANU BSc, Macquarie BSc, Melbourne BSc, Sydney (x4) BSc, UNSW BSc, UTS x2) BSc (Hons), PCL BSc (Hons), Sydney BSc (Hons)(Biology), DIT BSc (Maths), UNSW BSc (Zoology), Otago BSc/DipEd, Macquarie BTeach, CSU (x2) BTeach, UTS BTeach, UWS (x2) BTeach/BA, ACU (x3) BTeach/BHPE, Newcastle BTh, MCD (x2) BVA, SCA Cert II Hospitality, TAFE Cert in Italian Advanced Language, Perugia Cert IV Hospitality, TAFE Cert Teach, UNSW Cert Tech Teach, East Syd Tech

CertRE, Aquinas Academy (x2) CertRE, CEO (x5) CertSecLOTE, ACU COGE, UNSW COGE (Hons), UNSW DALF Lev C1, Frenc Govt DipArt, NASA DipArts, CATC DipArts (Graphic Design), Sydney Institute of Technology DipEd, ACU (x2) DipEd, Catholic College of Education DipEd, CSU DipEd, Flinders DipEd, Macquarie (x10) DipEd, Monash (x2) DipEd, Newcastle CAE DipEd, Sydney (x11) DipEd, Sydney CAE DipEd, Sydney Teachers College DipEd, UNE DipRE, Aquinas Academy DipTeach, ANU DipTeach, Catholic College of Education DipTeach, VUW DipTeach (ESL), Szczecin & Goteborg University, Poland DipTeach (Theatre Arts), Goulburn CAE GradCert (Maths), ACU GradCert (Maths), CSU GradCert (RE), ACU (x5) GradCert (TAS), ACU GradCertEdStud (TAS), Sydney GradDip (SpecEd), UTS GradDipEd, ACU (x6) GradDipEd, Armidale CAE GradDipEd, Canberra (x2) GradDipEd, Catholic College of Education GradDipEd, CSU GradDipEd, Macquarie (x3) GradDipEd, Melbourne GradDipEd, ND GradDipEd, Newcastle CAE GradDipEd, SCU GradDipEd, Sydney (x4) GradDipEd, Sydney CAE (x3) GradDipEd, UoW (x2) GradDipEd, UTS (x3) GradDipEd (Hons), TCD GradDipTeach, Adelaide CAE GradDipTeach, Melbourne GTC, UK HigherDipEd, Natal HNDipEng, Brighton LLB, Sydney M Italian, Sydney M Italian Studies, Indiana MA, CIS MA, Sydney (x2) MA (IntStud), UTS MA (Theology), CIS MBMgmt, Sorbonne MB, Karolinska Institutet MEd, ACU (x2) MEd, CSU MEd, Deakin MEd, Sydney (x8) MEd, UNSW (x2) MEd, UTS MEd (Admin), Macquarie MEd (Admin), UNSW MEd (Curriculum), Sydney MEd (Leadership), ACU MEd (RE), ACU MEd (Special Education), CSU MRE, ACU (x2) MSc, KTH MSc, UMK, Poland MSc (Chemistry), UoW MTeach, Sydney (x3) MTeach (Hons), Sydney MTh, CUA MVA, Sydney PGCE, Brighton PGCE, Leicester PhD (Arts), Sydney PostGradDip (D&T), ACU PostGradDip (RE), ACU PostGradDip (Testing and Student Eval), Gdansk PostGradDipVA, Sydney


T H E M E 6

WORKFORCE COMPOSITION, INCLUDING INDIGENOUS

Teaching Staff Non-Teaching Staff

Full Time Part Time Total Full Time Part Time Total

96 20 116 26 31 57

T H E M E 7

STUDENT ATTENDANCE, RETENTION RATES AND POST SCHOOL DESTINATIONS

STUDENT ATTENDANCE

Level Attendance Rate Year 7 97.00%

Year 8 96.10%

Year 9 95.40%

Year 10 96.10%

Year 11 95.90%

Year 12 96.40%

All Years 96.15%

MANAGEMENT OF NON-ATTENDANCE

The College has well-established procedures in place to record and monitor attendance at school. The Absentee Office staff record and monitor attendance using systems such as the College database, and work closely with the Year-level Pastoral Teams and the Deputy Principal Pastoral Care to ensure students are provided with a quality education in a safe, supportive environment. Procedures include:

• Rolls are taken each morning by Tutors;

• Reports are completed by the Absentee Office by 12.00pm each day and issued to staff via email periodically throughout the day;

• Phone calls from home are required to explain absences in the morning;

• If no reason for an absence is provided an SMS is sent by 12.00pm;

• Notes are required the following day for absences if no other reason is forwarded to the Absentee Office;

• Tutors are instructed to contact the student’s home after three days of absence and to notify the Absentee Office;

• Heads of Year monitor absences of students;

• The Absentee Office sends Heads of Year the names of students who are regularly absent for follow-up;

• The Absentee Office sends letters to parents twice per term asking for explanations of student absences;

• Reports are created in the College database (Edumate) weekly and are monitored by the Deputy Principal Pastoral Care;

• Staff have access to all attendance records of students in Edumate on a daily basis;

• The Absentee Office records and files all phone calls and absence notes;

• All teachers mark attendance rolls online in each lesson so that the Absentee Office can monitor attendance;

• Any requests for extended leave of absence must be submitted to the Principal for approval, using the Application for Exemption from Attendance at School form.

An investigation into systems was undertaken in 2015, specifically about the capacity of the Edumate system and Absentee Office procedures, with a view to move towards a complete online system. The aim of the system is to enable staff to quickly follow up anomalies and ensure storage of accurate information.

Please also refer to the Attendance Policy Rationale in Reporting Area 10.


RETENTION RATES (Year 10-Year 12) AND POST-SCHOOL DESTINATIONS

95.9% of students who completed Year 10 (2013) continued on to complete Year 12 (2015). The reasons for students leaving were primarily relocation (overseas/interstate) or going to other schools (personal, health).

At the end of Year 12, 96% of our students received first round university offers in NSW (some of these students were also involved in GAP Schemes), some took up employment or enrolled at TAFE and private colleges, overseas and interstate universities.


T H E M E 8

ENROLMENT POLICIES

ENROLMENT POLICY

Monte Sant’ Angelo Mercy College is an independent Catholic School for Girls from Years 7 to 12. The College Mission Statement asserts:

• We provide girls with a quality education rich in diversity of opportunity;

• Students are encouraged to realise their potential within a strong, nurturing community based on Mercy values;

• We prepare students for life by challenging them both academically and spiritually;

• We motivate students to make a positive contribution to their world.

POLICY

This policy has been developed in order to provide guidelines for the enrolment of students to ensure that all enrolment applications are dealt with justly and consistently.

The College receives applications for enrolment in two categories:

• To commence at the beginning of Year 7;

• To join the relevant cohort at any time after the beginning of Year 7.

The College seeks to enrol girls:

• Whose families have similar attitudes, values and priorities as the College;

• Who will avail themselves of the academic opportunities;

• Who will participate in the co-curricular life of the College;

• Who will abide by the College regulations.

Religious Commitment:

All students in Years 7-12 participate in the spiritual and liturgical life of the College and study Religious Education. Year 12 students study the Board of Studies course, Studies of Religion, for the Higher School Certificate examination. The College promotes the knowledge and experience aspects of faith development and an attitude of tolerance and respect for the beliefs held by others.

PRINCIPLES AND PROCEDURES

1. Enrolment

1.1 Criteria

The following are the priorities, approved by the College Board, for the enrolment of students for whom an Enrolment Application has been received by the College:

• Children of Catholic families, who are actively associated with the Catholic Church;

• Siblings of accepted, enrolled, attending or past students;

• Daughters/granddaughters of ex-students;

• Children of families of other religious denominations who identify with the philosophy and values of the College.

Applications in these categories are considered according to the chronological order of their receipt by the College Registrar.

Special consideration is given to daughters of families transferring from interstate or overseas, and from other Mercy or Catholic Colleges.

1.2 Conditions

For a student to be enrolled at the college, or to be placed on a waiting list, the following apply:

• Parents/carers need to complete and return the signed Enrolment Application and non-refundable application fee;

• Parents/carers need to provide a copy of the Certificate of Baptism (if applicable) with the application;

• For students entering at Year 7, they must have completed the appropriate level of primary education, or its equivalent;

• Enrolment of students after Year 7 is dependent upon places being available.

1.3 Principal’s Discretion

The Principal has discretionary authority in relation to the enrolment of any student at the College.

1.4 Enrolment at Year 7

1.4.1 On receipt of an Enrolment Application the College will respond in writing either:

1.4.1.1 Offering a place on a confirmed class list for the relevant intake (Letter of Offer); or,

1.4.1.2 Advising of placement of the applicant’s name on the relevant waiting list according to the enrolment guidelines.

1.4.2 To accept the place offered, a non-refundable Acceptance Fee is payable to secure your daughter’s place at Monte.

1.4.3 The College will seek to finalise families’ Confirmation of Enrolment at the beginning of the year in which the student is in Year 5 in primary school. Parents are invited to attend an Information Session at the College. At this session the College will outline:


1.4.3.1 The Year 7 Program including Curriculum, Religious Education and Pastoral Care Program;

1.4.3.2 Co-curricular activities available;

1.4.3.3 The Fees Policy and requirements.

1.4.4 At this time, the College requests the following information:

1.4.4.1 Receipt of a signed Contract of Enrolment;

1.4.4.2 Receipt of a signed statement of account responsibility;

1.4.4.3 Payment of the non-refundable Confirmation of Enrolment Fee;

1.4.4.4 A copy of the student’s Year 4 End of Year Report.

1.4.5 When first-round places have been finalised any available places will then be offered from the waiting list. Priority on the waiting list is given to daughters and grand-daughters of ex-students, siblings, and then Catholics in chronological order of receipt of application, and non-Catholics in chronological order of receipt of application.

2. Orientation

2.1 The College facilitates the best transition for beginning Year 7 students. In the final Term of Year 6 enrolled students are invited to attend an orientation program at the College. Students are requested to bring with them a copy of their Year 5 Basic Skills Test results. Students will also attend a luncheon with the current Year 7s, receive a copy of the Year 7 Handbook and be given an appointment time for purchase of the uniform at the College Shop.

2.2 At the start of Term 1 in Year 7 all newly enrolled students attend an orientation morning in preparation for them joining the Monte community.

3. General Information and Procedures

3.1 The College reserves the right to terminate a student’s enrolment.

3.1.1 Enrolment may be reviewed at any time if the behaviour or progress of a student is deemed to be unsatisfactory. The College may review any student’s enrolment from time to time and may cancel the enrolment if the College, in its absolute discretion, considers that it can no longer appropriately meet the student’s needs.

3.1.2 Enrolment will be reviewed at the end of Year 10. Progression from Year 10 to Year 11 should not be considered automatic.

3.2 Fees are charged for Academic Tuition and Co-Curricular Activities payable in advance.

3.3.1 Tuition fees are determined by the College Board and are subject to rules and variations. All College fees are payable in advance on the Fees Due Date. Where a parent owes monies to the College and all fees have not been paid during the year, or if arrangements agreed by the parent and the College have not been honoured by the parent, the daughter(s) cannot be enrolled at the College in the following year.

3.3.2 The Principal must be given, in writing, a term’s notice of the withdrawal of a student. A term’s fees will be charged in lieu of notice.

3.3.3 A sibling discount applies when three or more girls from a family are attending the College concurrently.

3.3 The College seeks the financial support of parents via contributions to the College Building Fund and the College Foundation for the on-going provision of resources.

3.3.1 Donations are sought from the new and current parent community in order to fund the continued improvement of College facilities.

3.4 Students wishing to join the College any time up to a year on exchange or for a short term stay are expected to:

• Participate as fully as possible in the life of the College;

• Obey all school rules;

• Wear the uniform supplied through the College Shop if a lengthier stay (more than 2 weeks) is considered;

• Complete a Short-Stay Enrolment Form that provides the College with suitable details should an emergency ensue;

• Make a donation to the College at the level set by the Board;

• Nominate a guardian who will act in loco parentis with whom the College has easy contact.

3.5 Enrolment for students wishing to join the relevant cohort at any time after the beginning of Year 7 is conducted as follows:

• A copy of the student’s most recent School Report is to be provided with the Enrolment Application;

• The student(s) and parents are required to attend an interview with the Principal or delegate;

• Parents are notified of the availability/unavailability of a position. If a position is available, a commencement date and arrangements are also notified;

• Payment of the Confirmation of Enrolment Fee (pro-rata and non-refundable) needs to be made before the student(s) commences at the College.

3.6 Information collected and held during the enrolment process will be treated in accordance with the College Statement on Collected Information.


T H E M E 9

OTHER SCHOOL POLICIES

Full policies are available to all staff and students on the College intranet (The staff access policies via the staff intranet, and students access via their Year-level pastoral pages)

POLICIES FOR STUDENT WELFARE

Child Protection Policy

Rationale

It is the right of all students at Monte Sant’ Angelo Mercy College to experience a safe, secure and nurturing environment. Employees (and school authorities) owe a duty of care to students. This duty of care is to take reasonable steps to protect students from a reasonably foreseeable risk of harm. The Mission Statement of the College is explicit in its promotion of a safe environment and seeks to promote the values of justice, compassion and dignity for all members of the College community. It is this environment that the Child Protection Policy of the College is designed to protect.

Specifically, the Policy details:

PART A: Legislative Requirements

PART B: Definitions

PART C: Procedures to be followed in the event of an allegation made or suspicion of risk of significant harm by an external person

PART D: Types of Reportable Conduct for EXTERNAL allegations

PART E: Procedures to be followed in the event of an allegation made against an internal risk of significant harm

PART F: Types of Reportable Conduct under Part 3A of the Ombudsman Act

The mere allegation of some form of harm shall not be constituted as proof of harm. The policy of the College regarding confidentiality shall be observed by all members of staff in regards to internal and external threats.

Purpose

To document formal procedures to be followed in the event of an allegation of risk of significant harm to a student or reportable conduct either by an external person not employed or engaged with the College or an internal employee.

Pastoral Care Policy

Rationale and Overview

Every student enrolled at Monte Sant’ Angelo Mercy College has the right to encounter the love of God through her experience of being treated with dignity and compassion while at school. It is hoped that through this experience she may grow into a young adult, confident in herself and capable of acting towards others with honesty and integrity. The care of adolescents and young adults should take place within a creative culture, with an emphasis being placed on the positive aspects of choice. Students are encouraged to be active in the whole school community through a wide variety of activities and to make their own varied and positive contributions to the mutual support of their fellow students.

Effective Pastoral Care aims at ensuring that every student is cared for within both the formal and the informal curriculum. The College is committed to the involvement of all staff in the care of our students.

Pastoral Care is also an integral part of every aspect of the formal academic curriculum, whether through subject content or classroom management. The students are then better prepared to meet the challenges of life through their participation in a Pastoral Care Program. All students participate in a formal and integrated pastoral program which is timetabled into the school curriculum.

Access to specialist care services is available as required for students with specific needs.

Purpose

To document the system of pastoral care provided by the College staff.

To identify the responsibilities of staff for student Pastoral Care.


Policies for Student Welfare continued…

Attendance Policy

Rationale and Purpose

Regular attendance at school is essential if students are to maximise their potential. Schools, in partnership with parents, are responsible for promoting the regular attendance of students. While parents are legally responsible for the regular attendance of their children, school staff - as part of their duty of care - monitor part or whole day absences. The College has procedures in place to record and monitor attendance at school. This ensures students are provided with a quality education in a safe, supportive environment. This Policy has been updated in accordance with the NSW Education Act 1990 (the ‘Education Act’).

SUMMARY OF ANTI-BULLYING POLICY

Harassment and Anti-Bullying (Excerpt printed in student planner)

Rationale

Every student enrolled at Monte Sant’ Angelo Mercy College has the right to experience a learning environment free from intimidation and humiliation and feel safe whilst at school. The care of students should take place within a safe environment to prevent any form of harassment or bullying. Through this positive learning environment, students grow into young adults, confident in themselves and capable of acting towards others with honesty and integrity. The College is committed to the involvement of all staff in the care of students. All students participate in formal and integrated Pastoral programs and documentation which include reference to Bullying Prevention and consequences. The College works towards achieving conflict resolution through conflict management strategies. The College is committed to the principles of acknowledging God’s presence in the world and, therefore, demonstrating respect for others, personal responsibility and integrity.

Purpose

To identify bullying behaviours;

To communicate the student grievance procedure to all members of the College community;

To enable staff to respond to any incident of bullying and to process student grievances.

POLICIES FOR STUDENT DISCIPLINE

Student Responsibility

Rationale

The Student Responsibility Policy and Procedures of the College is one of a number of College policies which document the Pastoral Care provided at Monte Sant’ Angelo Mercy College. The College is committed to the principles of acknowledging God’s presence in the world and therefore demonstrating respect for others, personal responsibility and integrity, and a commitment to use one’s talents for the good of the whole community. It is expected that both staff and students model the values of mercy and justice in their interactions at school.

Purpose

To document the application of discipline in the context of the wider Pastoral Care of students. It is essential that staff are seen to be fair and consistent in the use of the Student Responsibility Policy and Procedures so that students are encouraged to practice self discipline.

Substance Abuse

Rationale

It is the policy of Monte Sant’ Angelo Mercy College that drugs, other than those medically prescribed, are not to be used by or be in the possession of students on the College grounds or at College functions.

It is the duty of all members of the College staff to treat the use of drugs as a serious problem and neither by word nor by action, ignore or make light of violations of the College Policy.

It is also the duty of all members of the College staff to encourage the upholding of the law and the Policy of the College.


Policies for Student Welfare continued…

Students have access to educational information on the dangers of drug abuse through the Personal Development, Health and Physical Education syllabus and through the Pastoral Care programs. A policy on Substance Abuse makes clear to students that such abuse is not acceptable and should assist them to develop the understanding that a healthy lifestyle requires freedom of choice and an understanding of consequences.

Purpose

To clarify the actions taken if a student is reasonably believed to be abusing substances such as alcohol, medically prescribed drugs, non medically prescribed or illegal drugs, or to have such drugs in their possession whilst at school or at a College function.

To clarify appropriate sources of assistance either within or connected to the College.

To clearly state the procedures which will be followed if a reasonable belief regarding student drug abuse exists.

Changes to Policies for Student Welfare, Anti-Bullying, and Student Discipline

POLICY CHANGES IN 2015 ACCESS TO FULL TEXT

Child Protection Minor grammatical edits, including referring to Child Protection Code of Professional Standards for College Employees.

Addition of 2.6: • “The College is guided by the provisions of

the legislation when decisions regarding investigations are made.”

Addition of 2.8: • “If it is determined that an investigation is

to commence then an employee’s teacher accreditation may be suspended whilst the allegation is under investigation.”

Revision of digital communication devices under point (b) of Sexual Misconduct

Available publicly on the College website and for parents and students via the College intranet. This policy was issued to all employees at the annual Child Protection presentation at the January 2015 Conference, which is compulsory attendance for all staff.

Harassment and Anti-Bullying Policy Minor amendments to Procedures including: • Stage 1 – “The alleged perpetrator may

need to be interviewed with no assumption of guilt being made.”

Consequences section revised to show summary only. Full consequences are located in the Discipline Guidelines and Procedures.

Parents and students have access to this policy via the College intranet. Staff have access to this policy on the internal network.

Student Responsibility Policy Addition of Point 9 under A. Principles and Procedures:

• “The sexual harassment involving students over the age of 16 is unlawful under the Federal Sex Discrimination Act 1984.”

Addition of Point 10 under A. Principles and Procedures:

• “Monte Sant’ Angelo Mercy College is committed to providing all staff and students with a working and learning environment free from sexual harassment.”

Edits to Point 8 under B. Expectations (summarised offences and instructions to refer to Discipline Guidelines and Procedures) Addition of section Consequences (with reference to Discipline Guidelines and Procedures for full information)


Substance Abuse by Students Addition under Consequences: “Procedural fairness is the basis of all decisions made.”



POLICIES FOR COMPLAINTS AND GRIEVANCES RESOLUTION

Policy for Dealing with Concerns and Complaints (Information for Parents and Community)

The following policy and procedures have been developed by the College Executive to assist parents in communicating with the College. We have updated and consolidated this information:

1. In recognition of the increased availability of multi-mode and immediate communications sources, especially mobile phones and email.

2. In recognition of social practices assuming more immediate communications and responses.

3. To assist parents in readily locating the most appropriate person in the College to contact relating to matters affecting their daughter’s schooling.

Purpose

To provide information about the principles and procedures pertaining to the making of and response to concerns and complaints from parties outside the College.

This Policy is established as a set of procedures and guidelines for concerns and complaints within the context of Monte Sant’ Angelo Mercy College parents, students, the College Community (including Board or other formal committee) or the public.

Communications Structure: Summary Information for Parents and Students

ISSUE FIRST DIRECTED TO NEXT LEVEL FURTHER

1. General complaint or concern regarding a specific staff member or student wellbeing

o In class issues/behaviour Subject Teacher HOD DP Curriculum

o Homework Subject Teacher HOD DP Curriculum

o Student Marks Subject Teacher HOD DP Curriculum

o Treatment of Student Subject Teacher HOD DP Curriculum

o Issues between students Tutor HOY DP Pastoral Care

o Welfare/well-being Tutor HOY DP Pastoral Care

o Locker/Possessions Tutor HOY DP Pastoral Care

2. Academic Matters

o Curriculum/Subjects/Classes HOD DP Curriculum Principal

o IB MYP Programme Dir., Middle School

o IB DP Programme Dir., Senior School

3. Pastoral Matters

o Student behaviour – playground/absences HOY DP Pastoral Care Principal

o Student Responsibility policy HOY

o Whole Year activities – camps/dances/performances

HOY

4. Co-Curricular Programs

o Sport – general Sports Program Mgr DP Pastoral Care Principal

o Sport – specific (netball, swimming, etc) Sport Coordinator

o Music Head of Music Perf.

o Duke of Ed/Debating Coordinator

5. College Organisation and Management

o College fees Dir., Finance & Resources Principal

o Invoices Finance Manager Dir., Finance & Resources

o Privacy College Archivist Privacy Officer

o Transfer and travel College Reception


T H E M E 1 0

SCHOOL-DETERMINED PRIORITY AREAS FOR IMPROVEMENT

Ongoing items from 2015

The College continued its outreach work via the implementation of the Timor-Leste Immersion Program (established in 2013) the Central Desert and Wreck Bay Programs, and the Chiang Mai Cultural Immersion. The work of the committee to plan a program to celebrate the Sesquicentenary of the Sisters of Mercy North Sydney was realised in liturgies, functions and promotional material. Research and study into the Bursary program continued, as did the support of staff achieving higher levels of accreditation.

Priorities and Achievements for 2015

Area Priorities Achievements

Catholic Identity and Mission

To advance gender equality by promoting girls’ education

Ongoing work for the Timor-Leste Immersion Program, including the Food For Thought Program.

Continuation and strength of the Biamunga Program. Student Leadership Program.

To celebrate the Sesquicentenary of the Sisters of Mercy North Sydney

Committee formed to plan events with the Sisters of Mercy.

To create awareness of human rights and the value of human dignity, continuing work in Social Justice

Human rights included in curriculum content.

Engagement with Islamic schools developed respect for cultural diversity. International Women’s Day Breakfast focus

Staff Morning Prayer focus.

To encourage wise and prudent stewardship of resources, creating an awareness of environmental sustainability

Student-led initiatives such as Keep Cup Campaign, Clean-Up College Campus Day, formulation of the Environmental Sustainability Guidelines.

To ensure theological reflection is integral in global action for justice

Staff professional development in Catholic Social Teaching, and Mercy ethos.

To build a community focus on prayer, reflection and stillness

Reflection days, religious services, morning prayer, articles on reflection.

To continue research into Bursary funding

Report submitted to College Board, and research continued.


Curriculum and Learning

To finalise MYP curriculum development and begin implementation of requirements; and to finalise National Curriculum development

Teaching programs, assessment schedules and Scope and Sequence documents incorporate the necessary requirements.

To implement two new IB DP subjects and to investigate the feasibility of further subject offerings

Sports Exercise and Health Science, and Indonesian Continuers implemented. Investigation of further offerings found current subjects were appropriate.

To evaluate MYP eAssessment model for implementation

An Assessment Review established recommendations including the unsuitability of full implementation and a pilot study of some on-screen examinations. Work is to continue in this area.


To develop Interdisciplinary Units, meeting MYP requirements

Program developed for partial implementation in 2016.

To establish a STEM steering committee to develop understanding of its significance

A STEM steering committee was formed and a set of ongoing opportunities were identified.

To explore and provide targeted professional learning to all staff for teaching and assessing creative thinking

Teaching programs embedded with new strategies; professional learning through courses and research focus.


Pastoral Care To implement a program for students to reduce anxiety

Introduction of Mindfulness programs, and programs aimed at equipping students with the language and skills to deal with their emotions.

To equip staff with pedagogical techniques to deal with higher needs students

Ongoing staff professional development in this area, year-specific activities established, resources shared with teaching staff on strategies in the classroom with students with mental illnesses.

To create and implement focus areas of empowerment of girls, global perspective, and motivation and engagement

Specific year level programs established.

SRC initiative: ‘Snaps’ for motivation.

Mindfulness programs implemented. Leadership training and mentoring with Year 7.


Staff Services and Attainment

To develop and implement programs to support teachers seeking Highly Accomplished Teacher accreditation

Professional learning opportunities and mentors provided.

Six accreditation scholarships were funded by the College in 2015.

To continue to support and offer professional development for all staff

Professional Support page utlised by staff on the College intranet.

To develop and implement strategies to blend CPA and Accreditation

Teachers supported via AITSL and BOSTES information to link their goals to Standards and Descriptors.

Time provided for staff to address Accreditation Standards throughout the year and at staff conferences.

To investigate, develop and implement mentoring in accreditation and leadership

Staff provided with mentors and leadership training provided via an external facilitator.


Resources and Facilities

To undertake capital projects that will enhance the facilities of the College

College completed the refurbishment works to the Masalou building late 2015, with additional and new facilities for staff and students with associated benefits to the entire campus.

To extend the College facilities

CL101 room redesigned with purpose built recording areas and booths to aid student outcomes and experience.

Continued development and enhancement of existing facilities with expanded use and hosting of events such as CGSSSA Dance.

Ensure that resources and facilities are developed and managed in accordance with sustainable practices

Effectiveness review of site usage undertaken with additional investigation to maximise benefits required.


T H E M E 1 1

INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

Initiatives undertaken at the College in 2015 were:

Values in Action

• Design of the College Planner focused on the value of respect for Human Dignity.

• College branding for newsletters and banners respected the 140 years of the College.

• Mercy Walk Frieze depicting the College values and respect for Indigenous Heritage was installed and being used as a teaching tools for the College and visiting Islamic students.

• Building a culture of respect for Islamic faith tradition (e.g. participation in the College major feast).

• Respect for the value of cultural diversity with the performance of the Indigenous Women from the Central Desert singing traditional German hymns in Pitinjara language.

• Collaboration between the students of Saint Angus Rooty Hill – Tongan and Fijian Students – and Monte Sant’ Angelo Mercy College singers to create and perform a newly created hymn around Advocacy.

• Staff and student participation in the St Vincent de Paul night patrol (monthly), serving food to the homeless. Students provide food each week for the Vinnies van.

• The College values of respect for Human Dignity and Service are promoted explicitly in curriculum programs and College service activities.

• College assemblies provided an opportunity to make specific reference to issues of respect and responsibility, that is: ANZAC Day Service, Lenten Liturgy, Women’s Day Breakfast guest speaker (Dr. Dorothy Hoddinott AO)

• NAIDOC Week was celebrated with significant events to promote indigenous issues.

• Collaboration between the Monte community and the indigenous community of Wreck Bay NSW promoted respect and cultural understanding.

• Whole School participation in the campaign to help support the release of children in detention (Jump for Kids in Detention).

• Cross-year group activities: students from Year 11 and Year 7 participated in knitting scarves for the House of Welcome in Carramar; squares knitted in 2014 were made into blankets and then distributed to local nursing homes.

• Prayer Services honouring mothers, fathers and grandparents took place.

• Staff and student morning Chapel services focused on values education.

• A group of students attended the Young Global Leaders’ Conference in New York, learning about leadership responsibilities and international cooperation.

• To promote respect for indigenous culture a whale mural was painted and installed.

Advocacy

• Mercy Action Group initiatives o International Women’s Day Breakfast focus was Support the Rights of Refugees to Education.

Guest speaker Dr Dorothy Hoddinott AO, Principal of Holyrod High School. o A selection of student MYP Personal Projects focused on advocacy issues, for example

homelessness, protection of endangered species, disability issues, refugees protection. o Advocacy for girls’ education through participation in the UNICEF World Video Competition –

first place winners for their work. o Year 10 students produced projects for the Mercy Foundation Youth Award program on

Homelessness. o Fair Trade Cafe – ongoing support for projects around Fair Trade. Students coordinated a Fair

Trade Fair in support of communities in Cambodia. o Environmental advocacy is the focus of the MEGA (Monte Environmental Group Action). o Mercy Day Refugee Liturgy and afternoon seminar program for all students to engage with

speakers from Refugee Advocacy agencies. o Advocacy for the homeless of Sydney by participating the St Vincent de Paul Night Patrol.


Initiatives Promoting Respect and Responsibility continued…

• The Timor-Leste Immersion took place in July for students of Year 11 – Food For Thought Program for girls.

• Appointment of a staff member through JobSupport (a program which provides employment for people with disabilities). The staff member was appointed in November 2015 to commence in 2016.

Fundraising Support

• Maliana in Timor-Leste – a total of $18,000 was raised by the College for the Colegio in Maliana.

• Project Compassion – the College supports Caritas Australia’s Aid and Development Program and the students raised $7,500.

National Pride

• The National Anthem is sung at each College assembly and the Acknowledgement of the Land begins all celebrations.

• Anzac Day is marked with a formal memorial service.

• There is a daily ceremonial of raising the Australian flag; flags are also flown to represent the national days of other countries.

• Regular participation in College events by Yuin elder, Uncle Max Harrison and the indigenous advisor to the College, Aunty Julie Smith, a Kalkadoon woman.

• Year 7 engagement with Walangari Karntawarra who spoke of the creation and his Aboriginal culture.

Pastoral Care

• Students were engaged with the Gospel and shared the Eucharist at both College and year level occasions.

• The celebration of significant College events – the Sisters of Mercy North Sydney Sesquicenterary Mass and Celebration Day, the Celebration of the 140 years of Monte Sant’ Angelo Mercy College, the opening of the Mercy Walk Frieze and Mercy Walk outside of the College Chapel, which celebrated the 100-year anniversary of the laying of the foundation stone.

• Year 7 theme of “Connections, Adapting, Respect”. Using College events addressing the needs of the students in their orientation year, pastoral lessons were derived from the “SenseAbility” and the Essential Skill Building program to equip Year 7 students with language and structure to deal with their emotions.

• Year 9 Chilled Program.

• Year 10 B Mindfulness program; RUOK (Term 3) with College Counsellors.

• Year 11 Mindfulness program. Year 11 IB Psychology students completing a program for CAS.

• Organisation of Positive Psychology in year meetings.

• Year 12 Mindfulness session/guest speakers/meditation sessions.

• Connections were built with Year 6 feeder school students and Year 7 students as a ‘buddy system’, and with Year 8 and Year 12 through regular events and meetings to offer support.

• Peer tutoring by Senior School students to Middle School students in Mathematics.

• Peer support by Year 8 students – transition of new students into the College.

• Year 11 two-night/three-day spirituality retreats.

• Pastoral Care camps, e.g. Year 7 and 8 three-day camps: themes were developing respect for self and respect for others through Land Care activities and the transition into high school.

• Years 7-11 participated in spiritual reflection days.

• Global Citizenship Tour to Chiang Mai.

• Pastoral Care program, e.g. visiting speakers:



o Dannielle Miller (Year 9 Pastoral Session and follow up Information Evening looking at teenage issues)

o Prue Salter discussed ways to reduce anxiety

o Careers forum presented by Monte Alumni

• Dr Toni Noble presented at the Staff Conference in January.

• Individual year-specific activities such as Year 12 tutors having a yoga expert speak with them during their Pastoral Planning time.

• Year 10 tutors participated in Tai Chi workshop.

• An individual year-level survey was conducted for Year 9 to ensure student voice in the programs.

• Feedback from Year 11 students regarding sessions/activities run such as a Time Management session, Study Sensei, Retreat program.

• Year 8 M & E - Creating Connections theme through a variety of context, i.e. dance, conversation.

• Annual Tutor phone calls home to all families to make connections at the start of the year.

• Year 7 Empowerment of Girls – positive role models in a global context.

• Year 7 Motivation & Engagement – setting and working towards personal bests in academic studies.

• Year 11 theme - Live Your Life With Purpose.

• Beauty in a box and 'Snaps' - student led initiatives.

• Year 12 theme – Empowerment.

• Year 10 - Day of Hope: Achieving Potential; Trent Saunders: Empowerment of Girls in Social Settings; Pat Farmer: global perspective on serving humanity using gifts to make a difference in the world.

• Launch of the 140-year celebration of the College with a focus on 150 years’ work of the Sisters of Mercy, North Sydney.

• Year 7 Mercy Day afternoon presentation of Peruvian dolls with a presentation from the Sisters of Mercy Mercy, Lima, Peru.

• Year 11 retreat - overarching theme “Journey Through Life with Mercy Values”.

• Leadership Mass.

• ‘A Comforting Yarn’ for Year 11-7, linking in with Mercy works, asylum seekers centre.

• Linking the Pastoral Program to Human Dignity and the works of the Sisters of Mercy.

• Year 10 Monte Amazing Race (Term 4) – connection to Mercy Foundation “Past and Present”.

• Year 8 Mercy Day presentation.

• Year 10 specific artwork focuses on “Dadirri”. Sessions with Auntie Julie throughout the year to facilitate cross-cultural understanding of the importance of deep listening and contemplative silence.

• Year 8 Sacred Water Program - educating students about the sacred space at Monte.

• Year 10 Welcome to Senior School.

• Year 10 alternative week program.

• Senior Leaders campaign – Good Morning Monte.

• House Captain Leaders campaign – Stand for the Sisterhood.

• Active SRC groups in Middle and Senior School; committees within these SRC bodies, e.g. “Monte Environmental Group for Action (MEGA)”.

• Student leadership training and induction with the attendance at the Women in Leadership Forum.

• Connection to local police personnel via the Youth Liaison Officer and School Liaison Police Officer.

• Engagement of aboriginal artist to work with Year 9 at the Berry Island Reserve.

• College undertaking of the ACER Social and Emotional Wellbeing Survey.

• Stewardship of the surroundings with the Monte Environmental Group for Action initiatives.



Service to the Community

• A whole-school Community Service Program for Years 7-12; students are engaged in service to their local community, i.e. visiting Aged Care facilities, participating in afterschool children’s programs, assisting with disability organisations, environmental sustainability projects.

• A collection of food and toiletries for the Mount Druitt community.

• CAS program for senior students undertaking the International Baccalaureate programme.

• Sand dune rehabilitation and tree planting at Long Reef, encouraging respect for the environment.

• Student participation in the St Ignatius’ College, Riverview Ignatian Camp for disabled children.

• Wreck Bay Service program.

• Timor-Leste Immersion program.

• Central Desert program.

• Chiang Mai Global Citizenship Tour.

• Two student leaders attended a seminar on Young Women’s Leadership at the Parliament of NSW to work with other young leaders and women Members of Parliament, which was an opportunity to build networks and be inspired in the development of leadership skills from a woman’s perspective.

• Three Year 10 students were selected to attend a cultural diversity conference: IDEATION at the Powerhouse Museum to further develop their involvement with Biamunga Mob. Attendance at this NSW Government-sponsored conference encouraged cultural understanding, leadership skills and was an opportunity to interact with students from a variety of cultures and schools.

• CAS student projects documenting stories of people in the community, from Monte Alumni, Staff and Sisters of Mercy, to nursing home residents and people in Hyde Park, celebrating diversity in people’s lives, and their contribution to their communities and to the country.

Community Events

• Grandparents’ Day reflected the students’ love and respect for the elderly.

• Year 7 Welcome Dinner and Mass.

• Mothers’ and Fathers’ Day celebrations where students reflected on appreciation of family, values and respect.

• Ex-Students’ Luncheon enabled students to engage and reflect with older ex-students on their schooling and life choices.

• The visit of the Central Desert artists for one week provided opportunities for respectful engagement and collaboration by staff and students.

• “Food for Thought” raising awareness of the children and lack of food in Timor-Leste.

• Year 12 Mother Daughter High Tea, Father Daughter Dinner Dance, Graduation Dinner, Graduation Mass, Graduation Ceremony.


T H E M E 1 2

PARENT, STUDENT AND TEACHER SATISFACTION

On behalf of the College, MYP Corporation (an independent research organisation specialising in the education sector) conducts annual surveys of our students, parents and staff across a range of key performance satisfaction areas. On an ongoing basis, the College also regularly canvasses the opinion of its stakeholders through Parents & Friends Association meetings and staff forums.

From September to December 2015, the College conducted four confidential online surveys of students, parents and staff with MYP Corporation. Overall, the College recorded an excellent/good outcome of (3.93 out of 5). Response rates were high with 86.1% of final year students, 71.5% students, 71.5% of staff, and 45.2% of parents completing the survey. Respondents were asked to consider a range of statements across a number of key areas including but not limited to: Values and Culture, Curriculum, Teaching Standards, Reporting, Behaviour, Leadership and Direction, Co-curriculum, Environment, Parent Engagement, Resources and Facilities, Empowerment, Recognition School Communication, Learning Environment, Homework, Student Engagement, and Student Transition. A summary of these results is below.

The information from the surveys is reported to the College Executive, College Board, Staff, Parents & Friends Association and the student body.

PARENT SATISFACTION

Monte recorded an overall “excellent” rating in satisfaction from parents with an overall score of 3.98 out of 5. MYP Corporation defines an “excellent” rating as indicating a real commitment on behalf of the College to address the key performance areas in a tangible and relevant manner.

Responses by Key Area

Fifteen key areas covering parent engagement and satisfaction were surveyed.

Six areas received an “excellent” rating of 4 or above including: Resources and Facilities (4.41), Learning Environment (4.36), Co-curriculum (4.29), Curriculum (4.23), Leadership and Direction (4.08), and Values and Culture (4.03),

Nine areas received a “good satisfaction” rating above 3.5 out of 5 including; Parent Engagement, School Communication, Pastoral Care/Wellbeing, Teaching Standards, Student Engagement Reporting, Homework, Learning and Extension and Student Transition.

Responses by Statement:

The following key statements received the highest satisfaction rating (strongly agree):

Monte Sant’ Angelo Mercy College;

• Has a very welcoming and supportive culture

• Constantly strives to improve its educational offer to students

• Provides relevant communication on issues effecting the school community

• Offers a broad and relevant curriculum

• Provides a curriculum which prepares students for the technological demands of society

• Offers students opportunities to be involved in an extensive selection of co-curricular activities

• Buildings and grounds are well presented

• Each child is encouraged to achieve to the best of their ability

• I respect the leadership team

• I have confidence in the future direction of the College

• The resources and facilities provided at the College are suitable

• My child feels valued and respected at the College

• I recommend the College to others as a “school of choice”


STUDENT SATISFACTION

Monte recorded an overall “excellent” rating in satisfaction from students with an overall score of (3.89 out of 5).


Results of the key areas surveyed covering student engagement and satisfaction were as follows:

Six areas received the highest “excellent” rating of student satisfaction, including: Co-curriculum (4.35), Student engagement (4.23), Resources and Facilities (4.14), Values and Culture (4.12) Reporting (4.08), Leadership and Direction (4.05)

Nine areas received a “good” rating in student satisfaction, including: Learning, Environment, General, School Communication, Behaviour, Curriculum, Teaching and Homework.

Responses by statement

The following key statements received the highest student satisfaction rating (strongly agree):

• I am proud to be a student at Monte Sant’ Angelo Mercy College

• I am encouraged to do the best I can

• I am involved in school activities outside of the classroom

• There are many resources in the classroom that I can use to help me learn

• The school has the equipment I need to enjoy the activities outside the classroom

• The library is a great place to visit and work

• I understand the information in my school reports

• Gives me the confidence to face future challenges

• Doing my best at Monte is important to me

• I am learning critical and creative thinking skills in my classes

TEACHER/STAFF SATISFACTION

Monte recorded an overall staff satisfaction score of 3.92 out of 5.


Results of the key areas surveyed covering staff engagement and satisfaction were as follows:

Five areas received an “excellent” rating for staff including; Resources (4.53), WH&S (4.41), Organisation (4.23), Training/PD (4.17) and Staff Engagement (4.03)

Ten areas received a “good” rating including; School Leadership, Empowerment, Work/Life Balance, Teamwork, Communication, Career, Team Leadership, Equality, Procedures and Recognition.

Responses by statement;

The following key statements received the highest staff satisfaction rating (strongly agree):

• Monte provides high quality services to parents and students

• I have confidence in the future direction of Monte

• I respect the leadership team of Monte

• The P&F is effective in the work it undertakes

• Staff and parents at Monte work cooperatively to deliver high quality educational outcomes for students

• The resources I need to do my job effectively are readily available

• The school grounds, buildings and outdoor facilities are well presented

• The College provides the equipment training and resources I need to do my work safely

• The College provides me with the training, professional development I need to do my job well

• I am proud to be a staff member at Monte


T H E M E 1 3

SUMMARY FINANCIAL INFORMATION

Fees & Private Income

73%

State Recurrent Grants

8%

Commonwealth Recurrent Grants

18%

Capital Grants 0%

Other Capital Income 1%

INCOME 2015

Salaries & Related Expenses

61%

Non-Salary Expenses 33%

Capital Expenditure 4% Capital Projects

1%

EXPENDITURE 2015

Documents

MSAMC School Year Annual Report 2015€¦ · The Board continued to support the College and its Executive in implementing the Goals of the Strategic Vision 2012-2020. Significant