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St Gregory’s College

Campbelltown

2016 Annual Report

Annual School Report 2016

Table of Contents

Mission Statement ................................................................................................................... 3

College Profile .......................................................................................................................... 3 Student Profile and Data ......................................................................................................... 4 Teaching Profile ....................................................................................................................... 5 Teacher Attendance and Retention Rate ................................................................................ 6 Teacher Participation in Professional Learning ........................................................................ 6 Staff Profile .............................................................................................................................. 7 College Highlights .................................................................................................................... 8 College Policies and Procedures ............................................................................................. 10 Enrolment Policies ................................................................................................................... 11 Catholic Mission ..................................................................................................................... 13 Teaching & Learning ............................................................................................................... 16 Pastoral Care ............................................................................................................................ 24 Boarding .................................................................................................................................. 33 Parent, Student & Teacher Satisfaction .................................................................................. 35 Financial Summary .................................................................................................................. 40 Priority Areas for Improvement................................................................................................ 42

Mission Statement

The purpose of St Gregory’s College is to provide and promote holistic education which strives to enhance the spiritual, intellectual, social, cultural and physical potential of young people. Members of Staff seek to do this within a caring, safe and challenging faith community. We believe the St Gregory’s College family has a unique spirit with a sense of belonging and seeks to develop this even further. We take up the challenge to impart the qualities that will provide a source of strength to each individual, enabling them to take an active and responsible role in society in the spirit of the Gospel as expressed in the College motto: “As you sow, so shall you Reap”.

College Profile

St Gregory’s College, Campbelltown, was founded in 1926 following a generous grant of land in 1925 by Thomas Donovan to the Marist Brothers, Sydney Province. It has its origins in the vision of St Marcellin Champagnat, a man dedicated to the education of children from the rural areas of southern France in the nineteenth Century. This Marist College community lives out the vision of Champagnat by providing a day and boarding school to serve the needs of students from the metropolitan, Macarthur and rural areas. The College is situated on 321 acres. St Gregory’s College Campbelltown is a day and boarding secondary school for boys in Years 7 to 12. The majority are day students who are drawn from the local area and beyond to include the South and South West areas. A great number of boys have a close relative who was also a St Greg’s boy. The majority of boys are from middle class, two parent families, many of whom work in the local area. There are some families where financial hardship (often due to unemployment) has impacted and we continue to try and support these families. The Boarding Houses bring students together from Country NSW/Northern Territory/ACT and as far afield as Lord Howe Island. Many of these boys will return home after completing their studies here and later at TAFE/University, to find work.

Student Data

Student Population for 2016

Year 7 8 9 10 11 12

Total 190 179 185 160 170 135 In 2016, total enrolment was 1019. There were 59 Indigenous students and 30 funded students with special needs. Student Attendance Rates for 2016 The average student attendance rate for the whole College in 2016 was 93.75% The student attendance rates for 2016 for each Year Group were as follows:

Year 7 8 9 10 11 12

Total 93.3 93.2 92.06 92.79 94.6 96.74 Retention of Year 10 to Year 12 The majority of students in Year 10 chose to continue on to Years 11 and 12 for their HSC. The following statistics are as of December 2016: Year 10 Class number ...................................................... 160 Continuing to Year 11 & 12 ............................................. 144 Leaving for apprenticeship/traineeship ......................... 12 Leaving to attend another school ................................... 7 Moving away from the area ............................................ 3 Full time employment ..................................................... 4 Further training/TAFE ...................................................... 0 Unknown ......................................................................... 0 Post School Destinations (Year 12 2016) Year 12 Class number ...................................................... 137 Full time study ................................................................. 75 Full time/Part time work ................................................. 10 Apprenticeship/Traineeship (TAFE) ................................ 21 Travelling ........................................................................ unknown Unemployed (and seeking work) .................................... unknown Unknown ......................................................................... 31

Teaching Profile

Teacher Data In 2016 St Gregory’s College employed 74 full-time and 13 part-time teachers as well as 2 Teachers’ Aides (Special Education). Teacher Standards Teacher qualifications fall into 1 of 3 categories for all teaching staff responsible for delivering the curriculum.

Teaching qualifications from a higher education institution within Australia or as recognised by AEI-NOOSR *

100%

Have qualifications as a graduate from a higher education institution within Australia within AEI-NOOSR* guidelines but lack formal teacher qualifications

0%

Do not have qualifications as above but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context

0%

*Australian Education Institution – National Office of Overseas Skills Recognition Teacher Attendance Teacher attendance (based on Terms 1 to 4) is 96%. Teacher Retention Rate The proportion of teaching staff retained from the previous year was 96% (84/87). Teacher Participation in Professional Learning The number of teachers who participated in professional learning activities was 72 and a description of these activities is noted below:

Becoming Accredited at Highly Accomplished or Lead with BOSTES

Positive Conversations for Teacher Performance and Development

Digital Creativity

Safety in Laboratories

Primary Industries Orientation

Differentiation: Practical strategies to implement in the Classroom

VET IDT Validation Day

The Nuts and Bolts of being an Effective Learning and Support Teacher

HSC Italian Study Days

The average expenditure per teacher on professional learning, at the school level was $346. The expenditure on professional learning was $30,103 (with approximately $23,000 spent on teacher relief additional to this expenditure).

Performance Appraisals were conducted on the following staff:

Don Perna – ICT Coordinator

Barry Graham – Director of Administration

Catherine Keegan – Director of Teaching and Learning

Max Spencer – Director of Boarding

Parent, Student and Teacher Satisfaction

Parent satisfaction is demonstrated by their attendance and active participation in various College functions including the Parent Forums, Sporting events where they run the Canteen, coaching and managing Teams and Parent/Teacher interview sessions.

Student and Teacher satisfaction is demonstrated by low rates of absenteeism, high involvement in extracurricular activities (i.e. Rugby Union BBQ’s, Disco organisation and supervision) and full involvement at College Liturgies.

Support Staff Profile In 2016, there were 31 direct support and administrative staff employed at St Gregory’s College The College employed 37 other staff members in the areas of Maintenance, Cleaning, Farm, Laundry and Boarding Houses.

College Highlights 2016

2016 saw the College celebrate ninety years of Marist Education in the Macarthur Region. This was a significant landmark for the Brothers who established this site from a grant of land in 1926. To celebrate this milestone for the College, we organised a Blue and Maroon Parent weekend that comprised of an Art Show and Parent and Friends Ball in Term 2, then followed by a celebratory Mass on the Feast of St Gregory and a Formal Dinner held at The Cube at Campbelltown Catholic Club. In Term 3, the staff and students were all presented with 90 Year Celebration gifts. One of our parents, a professional modern indigenous artist, presented the College with an original artwork to also mark this significant year for the College. Our five big celebrations of our Catholic liturgies were once gain wonderful expressions of what we do here at the College in relation to the Catholic life and Marist culture of the College. The High Achievers Assembly took place on the first Friday of the New Year and gave our current students the opportunity to congratulate and celebrate the results from the HSC. The College continued its push with the Foundation Skills Program to benefit students in the area of Literacy and assist them across all subjects. In order to develop an explicit improvement agenda for future years, the College undertook a review across a range of areas by the Australian Council of Education Research. Building and reconstruction work continued around the College with the new Boarders Dining Room completed in Term 3 and work beginning on the new Learning Centre thereafter. We also established a memorial wall alongside the College Chapel in memory of members of the community, students, staff and brothers who passed away during their time at the College. We said goodbye to a number of long-term staff who have retired after many faithful years supporting St Gregory’s. The Year 12 Graduation once again was a day of celebration and rememberance as the boys whose theme was “fulfil my potential” celebrated their journey with the Mass, Graduation and Formal in the evening. Parent Forums continued to provide an important link between the home and the College, and allowed parents to meet with the Headmaster and be kept informed about future plans and developments. A Committee of thirty parents worked tirelessly to plan and execute the Parent 90 Year Celebration Weekend including Art Show and Maroon and Blue Ball. Both events were very successful due to the huge amount of work behind the scenes by these amazing parents. This support continued as always with parents volunteering for the many social events the College hosts each year such as the College Open Day, the Year 7-9 Dance, Year 7 Twilight Dance, Winter BBQ’s and the Year 11 Dinner Dance. The Headmaster hosted a Thank You Dinner in November to acknowledge the wonderful contribution these parents made to the College. St Gregory’s College through the Development Office hold many events throughout each year, which help develop a great family spirit within the College community. The New Parents Cocktail Evenings, the We’re Half Way There Cocktail evening for Year 10 parents, Year 7 Grandparents Day, Year 7 Mum’s and Son’s Breakfast and Liturgy and Boys and Blokes Trivia days are all events where we can celebrate and thank our parent body. The Annual Celebrity Sports Dinner in October each year brings people in from all over the Macarthur Region and is a much sort after ticket event. Year 12 students attended a Discovery Day at Wollongong University in February to help motivate them during their HSC year and also along with students from Year 10 and 11 attending the annual Careers Forum held at the College every July where representatives from Universities, TAFE, Private

College and employment agencies provide valuable information and answered questions about Careers pathways and options. Twenty students attended a wide range of T-VET courses at local Colleges and we had eight students begin their studies as SBA’s (School Based Apprentices). Individual interviews were offered to Year 10 students and their parents to help guide them in correct subject selections for Year 11 and 12 and parent interviews were also held for guidance with leaving school options in Year 10, 11 and 12, apprenticeships and individual study timetables and time management techniques. The Pastoral Care Programme embraced the Marist Theme of Mercy through discussions and actions of forgiveness, compassion, justice and kindness. Each Year Group participated in a range of activities aimed at educating our students to form values and responsibilities that will guide them into adulthood. This Year of Mercy saw our students involved with St Vincent de Paul and Salvation Army Collections, Claymore Homework Club, touch football and volleyball at Reiby Juvenile Justice Centre as well as visiting the elderly in retirement homes and the sick in hospitals and addressing a group of community leaders about their feelings of respect for Women, as part of White Ribbon Day. A group of Year 11 students spent ten days in a Marist Community in Fiji as part of the College Immersion Programme and the Senior Insight Programme provided an opportunity for students to step outside their comfort zone and assist in schools for children or adults with special needs. These experiences were only matched by the legacy the St Gregory’s students often left behind. The Co-curricular area of the College enjoyed a most successful year, with a number of notable firsts. Across the College, the varied activities undertaken by the students yielded some remarkable records. For the very first time in the College history, the College won the NSW’s Mock Trial Competition, an event that involves schools from across the state. St Gregory’s also for the first time won the Marist Oratory Competition and one of the Agriculture students came first in the national Sheep Show in Bendigo which is the biggest sheep show in the Southern Hemisphere, namely the National Sheep and Wool Show. The College Show Sheep team participated in seven events across the state and received ribbons and trophies including Most Successful School, Most Successful Exhibitor, Best Head on a Corriedale Ram and Best Ewe in Show. Students also successfully participated in Rostrum Voice of Youth Public Speaking, CSDA Public Speaking and South Coast Public Speaking Competition, where many of them were placed 1st in rounds and proceeded onto semi-finals and finals. Musically the College Band and the College Choir both continued to thrive, with performances at liturgies, Eisteddfods and assemblies for the local community, as well as for the College a number of students also had lead roles in “Annie” the musical, which was directed by St Patricks College. The “Winter Serenade” was also another successful showcase where students performed solo and ensemble pieces in front of friends and family. The College is very proud of the outstanding level of sporting success and especially the display of sportsmanship we are respectfully known for. St Gregory’s participates in the Metropolitan Catholic Schools sporting association (MCS). MCS holds five major championships each year in swimming, cross-country, tennis, athletics and golf. In an excellent effort, the College won every one of these events except for Golf where we were placed 2nd.

The summer season continued the great sporting record of our Cricket teams where three teams including the first XI won the premierships in their divisions of the MCS. The First XI were Premiers in the NSW CCC Downie Trophy and at the Marist Cricket Championship in Bulleen Victoria. The First Grade Basketball team were semi-finalists in the MCS and participated in the NSWCCC tournaments. In the winter season, the College had ten Rugby League and eight Football (soccer) teams participating in the MCS Competition. The First Grade Rugby League had an excellent year being Premiers in the MCS Championship, Quarter Finalists in the National GIO Schoolboy Cup and Semi Finalists in the CCC Schoolboy Cup. The second tier division Fourth XIII team won the MCS Premiership. In the MCS Football competition, there were eight divisions of competition. All eight teams qualified for the semi-finals with the First XI and Year 8A teams winning their respective premierships. The spring season competitions resulted in both the Open and 14 Year teams being Grand Finalists in the AFL Championships, while our Touch teams were highlighted with third place for the Year 7 and 9 teams. The College’s involvement in various Independent Sporting Association competitions continued to flourish in 2016. We were able to field teams in Basketball and Cricket during the summer as well as Rugby Union and Football in the winter. This enable well over 200 boys to participate and represent the College in Saturday sport.

The basketball season once again provided a very close competition for all age groups. Having played our first season in Division 2 last year, the growth in the boy’s skill was certainly evident. Strong performances throughout the season saw all five teams make the semi-finals, which was an extraordinary achievement for only our second year in this division. The season ended here for First Grade after an epic seesawing battle against the eventual Premiers. The boys were disappointed but they certainly put in an outstanding performance. The Under 15 and Under 17 teams were both too good for their opposition in the semi’s. This form continued into the Grand Final and both teams came away deserving premiership winners. After our successful yet ‘unofficial’ introduction to ISA cricket in the 2014-15 season, it was good to see a Boarder’s 1st XI team entered officially into the Division 3 ISA cricket competition in 2015-16 Eventually St Greg’s took victory and the ISA Championship in the 38th Over. In ISA Football, with mounting pressure from interested players and enough Year 12 boys to make it viable, the College was able to enter a 1st grade team in the Division 1, Open B, ISA Football competition in 2016. Despite being regularly outclassed by older and more well drilled teams, the boys played for enjoyment and in good spirit, coupled with a sound competitive edge. This saw them win three and draw one of their eight games during the season, with two washouts due to poor weather. This was enough to earn them a berth in the semi-finals where they found themselves up against the number one ranked Oakhill team. The team were valiant in defeat, going down 3 – 1. The season of ISA Rugby Union saw the competition move to a home and away draw. To accommodate this, St Gregory’s and St Pius X College’s had to combine to play as one line. This meant we were required to play a trial against St Pius to determine who would play where in each age group. The winning teams would play in the A competition and the loser, the B competition and so forth. The end result was a disjointed draw where we were sometimes spread across four locations for away games however, ultimately, the structure ended up suiting our junior teams in particular. Congratulations to our Under 14A, Under 16A and 3rd XV teams who all won premierships

This season saw many boys from St Gregory’s College Under 13’s rugby union team pull on the maroon and sky blue jumper for the first time. The season begun with a win against renowned rugby union school St Joseph’s College. The proceeding matches saw the boy’s face some tough oppositions and very skilled teams. Although we were unsuccessful on the scoreboard in those matches, we were successful in learning about the game of rugby union and creating a strong sense of unity amongst the team. With the U14’s rugby team this season in the ISA competition saw their dedication to learning the game as well as the flamboyant and entertaining brand of rugby they played made it an ongoing reward for both myself and spectators to come along and watch. Our results were a testament to the hard work and talent within the group, going through the competitions fixtures without a loss. In fact, our for and against was one of the more lopsided statistics you will see in rugby scoring over 500 points and conceding less than 100 for the season. After having a successful year previously, the amount of boys wanting to play ISA rugby in the under 15’s was very pleasing. Growing in numbers, there were enough players to make an A’s and B’s team with a combined squad of over 30. The teams trained as one squad and maintained last year’s enthusiasm, keeping to multiple sessions a week. With a large focus on improving the individual and collective skills of the team, the boys worked hard and showed a high level of commitment to their training. With a new system introduced for the 2016 year, all teams had to trial to see which division they would play in. In our trial game against St Pius X the A’s had a dominant win, meaning they would play in the top division for their age group and our B’s team would subsequently play in the third division. The 15 A’s were the only junior team to win their trial match and make the top division along with St Greg’s 1st XV. Congratulations to the boys who participated in the ISA U16’s competition. Undefeated ISA Premiers with 10 wins and 0 losses, scoring 363 points and conceding only 52, reflected an excellent season for the St Gregory’s College U16A’s team. Firstly, congratulations to the 2016 under 16bs, a wonderful year marked by many great memories, on and off the field. The season's beginning saw a team consisting of experienced players and some boys who had never laced on a boot, rugby or otherwise, but it created a strong mix throughout the season. The boys were consistently great with their attitude, and were always willing to play anywhere and anytime. They showed admirable amounts of talent, skill and heart. Versatility was key, sometimes props could fulfil their dream of playing in the backs, other times inexperienced players had to take a lead role, but no matter what was required the boys always committed themselves to the best of their ability. Finishing third on the ladder after two unlucky losses, the season was marked by a lot more than just rugby. The College had over forty students participated in the NSW All School Triathlon Carnival. In mid-July, the College announced plans to begin building a Junior School from Kindergarten to Year 6 on the grounds of the College. The area will be developed and constructed during 2017, with plans to have the first students begin classes in 2018. A Steering Committee was formed to oversee the Project with a panel of expertise to guide and direct this work. A Head of Junior School was appointed in October 2016, and will work with the Steering Committee throughout 2017. This major undertaking along with the anticipated completion of the Learning Centre and the implementation of the suggestions from the ACER, mark an exciting and progressive period for the College.

Sue Dein Parent Liaison

College Policies and Procedures College Policies and Procedures are updated annually. Actions undertaken by the College to promote respect and responsibility is embedded in our Students Rights and Responsibilities Policy, which is included in this report. In 2016, the College continued to work with Complispace, a company who work solely in compliance, policy and procedural modules. College Guidelines/Procedures

Child Protection Policy

Students Rights and Responsibilities

Uniform

Enrolment Policy

Termination of Enrolment Policy

Pastoral Care Policy

Student Attendance Policy

Student Discipline Policy

Complaints Handling

Friday afternoon detentions

Fundraising policies and procedures

Video surveillance

College Diary Stamps

Homework

Contraband Goods

Haircuts

College Gym Policy

Student Leadership Policy

Mobile Phone Policy

Student Driving Policy

Critical Incident Policy

Cyber Safety (contained within Pastoral Care Policy)

Bullying and Harassment Guidelines

http://www.stgregs.nsw.edu.au/assets/pdf/policies/Complaints_Policy_2012.pdf

http://www.stgregs.nsw.edu.au/assets/pdf/policies/FRIDAY_AFTERNOON_DETENTION.pdf

http://www.stgregs.nsw.edu.au/assets/pdf/policies/Charitable_Collection_Fundraising_Policy_2012.pdf

http://www.stgregs.nsw.edu.au/assets/pdf/policies/Video_Surveillance_Policy_and_Procedure_2012.pdf

http://www.stgregs.nsw.edu.au/assets/pdf/our_students/StGregsDiary_2014_150-152.pdf

Policies Regarding Enrolment Contractual Agreement With respect to attendance at non-government schools, the relationship between the school authorities and pupils is a contractual one. As a result, pupils are required (according to contract) to wear the school uniform, to adopt certain hairstyles in keeping with the school’s ethos and to observe certain practices. Pupils may be suspended or asked to leave the school if they consistently and deliberately fail to comply with school authority directions. The school authority has a choice whether or not to enter into contractual relations with any particular parents/guardians and may refuse to admit a child to the school, subject to any other statutory rule. Parents wishing to enrol their child at St Gregory’s College are given a Conditions of Enrolment form, which outlines various behavioural expectations. The student is then required to sign the Conditions for Enrolment form, which is witnessed, by his parent(s)/guardian(s). Enrolment Policy Within the Mission of the Church, St Gregory’s College is an “institution where young people gradually learn to open themselves up to life as it is and to create in themselves a definite attitude to life as it should be”. (The Catholic School, p.31) A spirit of community and concern for one another is an important aim as is the teaching of Christian values within the context of the doctrines and practices of the Catholic Church. Realising that the Spirit works in each person and acknowledging the contribution that non-Catholic students can make to the school community, St Gregory’s welcomes students who are not Catholic. In order to preserve the “Catholic” nature of the school, the percentage of non-Catholic admission will normally be restricted. When there is a need to restrict enrolments, the following priorities will be observed: Year 7 Intake The order of preference for enrolment in Year 7 will be as follows:

1. Brothers of students at the College and children of current Staff Members 2. Catholic students from Catholic schools 3. Catholic students from other schools 4. Children of Old Boys 5. Further enrolments at the discretion of the Headmaster.

Transfer Students 1. Catholic students transferring from a Catholic School because of change of residence will,

where enrolment numbers permit, be accepted.

2. Students wishing to transfer from State Schools will be interviewed with their parents and only accepted if: (a) There are indications of goodwill on the part of the student (b) Parents understand and accept the Catholic ethos of the school (c) The relevant classes are not overcrowded.

3. Further enrolments at the discretion of the Headmaster.

Boarding Students The order of preference is normally: 1. Country Catholic 2. Isolated non-Catholic 3. City Catholic The Headmaster will make the final decision of all enrolments cases.

Catholic Mission Catholic Identity St Gregory’s College places the Catholic and Marist mission at the centre of the daily life of all members of our College community. Liturgy and prayer, the sacramental programme, spirituality and faith formation, outreach, social justice and the Religious Education curriculum combine to create a living community of faith. Liturgy and Prayer Celebration of Eucharist marks significant days on our calendar – The Opening of the College year, Champagnat Day, the feast of St Gregory, Year 12 Graduation and Christmas. Smaller celebrations of Eucharist are also common in our calendar - The Year 7 and 12 Buddy’s Mass, Year 10 Class Masses, Friday morning Mass and Staff Mass at the beginning and closing of the College year. Mass is celebrated in the Chapel by the Carmelite priests every Sunday evening during term time for our Boarding community. A sacramental Mass is celebrated, following a period of instruction, to welcome new members into the Church community with Baptism, First Communion and Confirmation being a part of this celebration. In 2016 there were 11 participants in this programme. Liturgies were celebrated at our Welcome Evening for new parents as well as for Ash Wednesday, Easter, ANZAC Day, Mothers’ Day, Grandparents’ Day and as appropriate throughout the year. Special assemblies on Harmony day and during NAIDOC Week enabled us to pray in gratitude for our diversity, while recognising the ongoing need for recognition of the past as we move as a nation into the future. Prayer continues to be an integral part of all our gatherings, including Monday staff briefing and line-up, staff meetings and at the beginning of classes. Mr Malone, Mr Malaesilia, Mr Limbrey and Ms Wray continued to lead the school community in their support of liturgical music. As a Marist school, our connection with Mary is strong. The praying of the Rosary during Mondays of May continues, providing not only a special time of prayer, but another opportunity for our student leaders to lead prayer in the classrooms. There is considerable evidence that liturgy and prayer are alive at St Gregory’s, both as expressions and celebrations of our faith. Staff Spirituality All staff are encouraged to explore and develop their own faith and their skills in engaging students about the core message of the Gospel. Opportunities are made available to staff by invitation as well as through whole staff gatherings. In 2016, we participated as a staff in a one-day spirituality programme entitled His Name is Mercy. Staff were engaged in a variety of programmes through the Marist Ministries Office including In the Champagnat Way, a staff induction programme for teachers new to Marist schools and Footsteps I. As well as Marist formation, the staff of St Gregory’s connected with the CEO programmes and other courses aimed at developing the teacher as person as well as educator in the faith.

Student Formation Our boys were engaged in various reflection days this year that focused on the themes of our Boys to Men programme, essentially, what it means to be a young man who makes choices that are based on Gospel Values. The Year 7 Camp involved large numbers of our Big Brothers, who introduced our new boys to the key traditions of the College as well as joining them in prayer during the evening of the Camp. The Year 12 Retreat ran at the beginning of the HSC year alongside the Insight Programme, which saw boys placed in a variety of venues ranging from special schools, hospitals, nursing homes, soup kitchens, workshops for the intellectually disabled and night patrol working with the homeless, each with their own challenges. Student leaders participated in the Student Leaders’ gathering and the Year 12 Forum, both held in Mittagong and they were also encouraged to lead prayer opportunities with younger boys, establishing themselves as mentors and witnesses to the faith. Senior students were also given opportunities to participate in Diocesan events, which enabled them to connect more closely with the institutional Church and their Parish communities. This included Social Justice Days, Ministry Training and the Marist Connect programme in the Macarthur area. Social Justice Under the leadership of the Marist Solidarity Coordinator, our student leaders continued as models in the area of outreach. They organise and facilitate the Lenten Appeal, which raised much needed funds for MAPS (Marist Asia Pacific Solidarity). They participate in the Claymore outreach programmes, Reiby Juvenile Justice Centre Activities, the Doorknock appeal for the Salvation Army and the St Vincent De Paul doorknock and later their Christmas Hamper Appeal, as well as actively encouraging other students to join them and to become a part of these activities, assuring them that they make a difference in their world. The community service project, encouraging boys to participate in a variety of community service initiatives at home as well as at school and in the wider community, continued for boys in Years 10 and 11. The significant number of boys participating in this project, earning certificates and medallions, reflect the attitudes of service, which are developing within the College. A group of Year 11 students, accompanied by Ms Jane Coupland and Mr Luke McGinnity experienced an immersion in Suva, Fiji. They participated in many practical ways to assist the people of this community, whilst learning about the culture and the values, which are the foundations for them. This experience enables them to have a better understanding of the meaning of Solidarity and the importance of maintaining these relationships. Through their experiences, they were able to witness the true sense of the Marist family spirit that is found throughout Polynesia and come to the realisation that even though we come from different parts of the world, speak different languages and look very different, we are one Marist family.

Curriculum In Religious Education, the new curriculum continued to be implemented, progressing in 2016 to Year 8. Parents As a College, we strive to develop the faith and the understanding of the faith for all members of our community. Our College Booklet explaining the basics of the faith and how it is acted out at St Gregory’s and in the wider community was distributed. We also undertake to be proactive in being educators in the faith for the wider community with the inclusion of a regular Mission report in the College newsletter. Mrs Cathie Clarke Director of Mission / Religious Education Coordinator

Teaching and Learning REPORT AREA 3 SCHOOL PERFORMANCE IN NATIONWIDE AND STATEWIDE TESTS AND

EXAMNATIONS HIGHER SCHOOL CERTIFICATE One hundred and thirty five students were awarded the Higher School Certificate in 2016. Of the one hundred and eight students who completed patterns of study that made them eligible for an ATAR (Australian Tertiary Admissions Rank), nine students achieved an over 90 with 94.45 the highest ATAR achieved in 2016. The College had 34 entries on the Distinguished Achievers list for those students who scored 90 or above in a subject. Twenty students were represented on the list with their achievements coming from fifteen different subject areas. One student was placed 8th in the State in the Studies of Religion 1 course. Outstanding success was achieved by one of our Design and Technology students. His project was nominated for both the prestigious SHAPE exhibition and for the design competition conducted by the University of Wollongong. This students’ project went on to be named one of the top three projects in NSW for Design and Technology. He also won the competition conducted by the Engineering faculty at the University of Wollongong. One student was nominated for Encore based on an outstanding result in Music 1. Another student was nominated for INTECH for his outstanding project work in Industrial Technology Timber. Number of Courses above State Mean 20 out of 30 courses or 67% of courses studied for the 2016 HSC achieved results above the State mean. The following subjects performed the strongest in relation to the state mean:

Design and Technology +13.04

Agriculture +10.38

Senior Science +6.71

Metals and Engineering +4.03

Legal Studies +3.85

English Advanced +3.46

English Standard +3.41

Studies of Religion 2 +3.30

The College also achieved pleasing results across both Advanced and Standard English, the only mandatory courses for the HSC. Four band 6 results (90 or above) were achieved in Advanced English. Both courses were above State mean (Advanced English +3.46% and Standard English +3.41%) while 95% of the candidates in Advanced English scored 80 or higher (Bands 5 and 6). In Standard English 66% of students achieved a Band 4, 5 or 6 compared with 49% for the State.

Scores in the Band 5 and 6 Range 34% of all exams sat were awarded a mark of 80 or more, with many students achieving marks in the high 80’s. This reflects the trend of continued academic improvement at the College. Other notable achievements include the number of students achieving results of 80 or above in particular subjects. This included:

100% of Design and technology students (lowest course mark was 86)

95% of English Advanced students

78% of Agriculture students

71% of Music 1 students

60% of Senior Science students

51 vocational courses were completed by the class of 2016, both at school and at TAFE. 2 students successfully completed a School-based traineeship. The percentage of students in Year 12 2016 who attained a Year 12 certificate was 100%.

RECORD OF STUDENT ACHIEVEMENT (RoSA) STAGE 5

In 2013, the Record of Student Achievement (RoSA) replaced the School Certificate. In 2016, 161

students completed the pattern of study required for the award of the RoSA in Stage 5.

NAPLAN National Assessment Programme in Literacy and Numeracy In 2016, 191 Year 7 students and 188 Year 9 students participated in all domains of the NAPLAN testing. All students are encouraged to sit for the exams. This is the seventh year of the National testing programme and this allowed the College to compare the growth in the group as they moved from Years 7 to 9. The Literacy section of the test assessed the areas of Reading, Writing and Language Conventions (Spelling, Grammar and Punctuation) while the Numeracy section of the test assessed the areas of Number, Data, Measurement, Space & Geometry and Patterns & Algebra skills. The achievement levels of the NAPLAN tests are reported in Bands. Each Band represents a group of scores. Year 7 results are reported between Bands 4 – 9, with Band 4 being below the National minimum standard. Band 5 represents the basic level of Literacy and Numeracy skills expected of a Year 7 student. Year 9 results are reported between Bands 5 – 10, with Band 5 being below the minimum standard

and Band 6 representing the basic level of Literacy and Numeracy expected of Year 9 student.

The following tables outline the State mean for all students, the State mean for boys only and the

means for the College in both years 7 and 9 and across all domains assessed.

SUMMARY OF ACHIEVEMENT – MEANS

Year 7

State All State Boys St Gregory’s

Domain Mean Mean Mean

Reading 543.2 539.1 541.6

Writing 515.5 500.2 517.0

Spelling 550.7 542.8 550.2

Grammar and

Punctuation

545.2 534.5 541.1

Numeracy 554.0 556.7 551.3

Year 9

State All State Boys St Gregory’s

Domain Mean Mean Mean

Reading 583.6 579.9 583.4

Writing 546.8 529.3 548.1

Spelling 587.4 579.7 591.9

Grammar and

Punctuation

572.5 564.1 567.6

Numeracy 595.5 599.7 593.3

Both the Year 7 and the Year 9 results were above State mean for Reading, Writing and Spelling and above State mean for boys in all Literacy domains. The SMART data programme offers an in-depth analysis of our boy’s achievements and gives detailed information of areas of need for individual students. The College uses this data to improve Literacy and Numeracy programmes to ensure further improvement for all boys.

Targeted Programmes in Literacy and Numeracy The College continued to expand its focus on literacy and numeracy with time allocated to staff to work intensively on developing the reading and comprehension skills of our less able students, particularly those new to the College in Year 7. In the Foundation Skills programme, students meet for an hour every day and work through basic literacy and numeracy activities in a group of five students and one teacher. Students’ progress is tracked and adjustments are made to the programme based on student progress. The College introduced both the Reading Plus and the Lexia programmes which utilise technology to improve the skills of this group of boys under the supervision of both their Foundation skills teacher and their English teacher. Planning for 2017 included staff training in the Macquarie Literacy programme. MacqLit is an explicit and systematic reading intervention program for small groups of older low-progress readers. It provides teachers with a comprehensive sequence of lessons that includes all the key components necessary for effective reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension External Competitions 2016 Computing Skills There were some very strong individual performances in the Computing Skills competition. Fifty two students from Years 9 and 10 entered the competition and achieved one High Distinction, fourteen Credits and six Merit awards. The Australian Mathematics Competition One hundred and twenty seven boys entered the Australian Mathematics competition in 2016. Twelve students gained a Distinction and forty four students gained a Credit. Technology in the Classroom 2016 saw all students in the College have their own laptop for the first time. Training for staff continued to be a priority for staff professional development.

CURRICULUM OFFERINGS

DEPT YEAR 7-8 SUBJECTS

YEAR 9-10 SUBJECTS

HSC

Religious Education

Religious Education (Mandatory)

Religious Education (Mandatory)

Religion, Catholic Studies Studies of Religion 1 Studies of Religion 2

English English

(Mandatory) English

(Mandatory)

English Standard English Advanced

Extension 1 Extension 2

English Studies

Mathematics Mathematics (Mandatory)

Mathematics (5.3, 5.2, 5.1) (Mandatory)

General Mathematics 1 and 2

Mathematics Extension 1 Extension 2

Science Science

(Mandatory) Science

(Mandatory)

Biology Chemistry

Physics Senior Science

Human Society and

Its Environment

(HSIE)

World Geography (Mandatory)

World Geography (Mandatory)

Australian Geography (Mandatory)

Australian History (Mandatory)

Commerce (Elective)

Ancient History Modern History

Economics Business Studies

Legal Studies Geography

Technology and Applied

Studies (TAS)

Mandatory Technology

Industrial Technology – Electronics (Elective)

Industrial Technology-Engineering (Elective)

Industrial Technology – Metals (Elective)

Industrial Technology – Timber (Elective)

Graphics Technology (Elective)

Industrial Technology-Timber

Design & Technology Metals and

Engineering(VET) Construction (VET)

Agriculture

Mandatory Technology

Agriculture (Elective)

Agriculture Primary Industries (VET)

DEPT YEAR 7-8 SUBJECTS

YEAR 9-10 SUBJECTS

HSC

Computing Studies /

LOTE

Italian (Mandatory)

Information & Software Technology (Elective)

Italian (Elective)

Software, Design & Development

Information Processes & Technology

Industrial Technology Multimedia

Information Technology (VET)

Italian* Other languages*

Personal Development

Health and Physical

Education (PDHPE)

PDHPE (Mandatory)

PDHPE (Mandatory) Physical Activity & Sports

Studies (Elective)

PDHPE Sport, Lifestyle and

Recreation (Rugby League)

Visual Arts Visual Arts

(Mandatory)

Visual Arts (Elective) Photographic and Digital

Media (Elective)

Visual Arts Photography

Music

Music (Mandatory)

Music (Elective)

Music 1

TVET

All TVET courses

Special Needs Life Skills courses Life Skills courses Life Skills courses

* May be offered through Distance Education or Saturday School of Community Languages if numbers do not justify a class. NOTE: Not all courses will run every year, depending on demand

Pastoral Care In keeping with the traditions of Marist Education, St Gregory’s College encourages a strong sense of community, which involves families and the wider community. It is clear that students develop most happily when the school and families are working together with common purpose and values. St Gregory’s College aims to be a community where:

there is joy and celebration

a sense of family is evident

students and teachers work together with common purpose

teachers have an active presence among the boys

people pray and worship together

Jesus is known to the boys

The Pastoral Care of students is the responsibility of all members of staff. At St Gregory’s College this is expressed through:

The development of quality relationships

The provision of quality learning experiences

The maintenance of an effective care network

The provision of outdoor education (camps)

The implementation of effective student management practices that foster self-discipline in the students.

The provision of leadership opportunities for the students

The ongoing development of anti-bullying education, policies and processes

The support of those in need through prayer and assistance

The distribution of special awards to celebrate achievements and virtuous qualities

A structured and timetabled Pastoral Care Programme Through positive adult role modelling and restorative management practices we challenge students to live with courage and integrity, as exemplified by Marcellin Champagnat, founder of the Marist Brothers. Student Non-Attendance

In Years 7 to 12, a close watch is kept on patterns of non-attendance. In specific cases where there is a concern over a student’s non-attendance on a particular day, parents are contacted by the relevant Year Coordinator.

In all Year groups, a parental note is to be produced by each absent student on the day he returns from his absence. If this note is not produced, contact with the parents is made by the relevant Year Coordinator.

In Years 7 to 12 where the absence extends to 3 consecutive school days, the Year Coordinator makes contact with the parents to ascertain the reason for the student absence.

Where cases of truancy are detected, parents are contacted, interviews held, and close, ongoing monitoring adopted.

Student Welfare Student Rights and Responsibilities Document The Student Rights and Responsibilities document is the culmination of a project that began with senior students in 2006 and is further developed each year with the input of the Year Co-ordinators and the Leadership Team. Its purpose is to provide the boys with a deeper appreciation for the College rules and the values that underpin these rules. It is about fairness and equity and educating boys to take a greater responsibility for developing their self-discipline. St Gregory’s College is divided into four houses with Mottos and Crests that reflect significant attributes held as important by the College throughout its history.

Boys to Men Programme The College has a comprehensive program entitled Boys to Men, which encompasses a camp/retreat program with extra-curricular opportunities into this one program. The Boys to Men goal statement addresses important boys education issues such as:

Our Catholic/Marist Identity

Faith in Action

Courage in Action

Inspiration

Building Relationships

Positive Images of Masculinity

Good Blokes

Strong minds, gentle hearts

Challenge

Leadership Whole form activities organised for 2016

Year Activity Involves When?

7 Getting to Know You Camp – Narrabeen (2 nights)

Physical challenge, team work, liturgy Introduction to SGC

Term 1

8 Fine Young Men Part 1 - 2 days (no overnight) 1 day offsite/1 day onsite

Physical challenge Perspectives on manhood Heroes and role models Involve fathers Liturgy Pack & paddle/bush trek

Term 2

9 Fine Young Men Part 2 – 2 days (no overnight) 1 day offsite/1 day onsite

Physical challenge Perspectives on manhood Rock and water activities Involve feedback from girls Liturgy Pack & paddle/bush trek

Term 2

10 Camp – Central Coast (2 nights)* Work Experience

Physical challenge Outdoor skills Team work Spirituality A week experiencing the workforce

Term 4

11 Insight Programme Outreach experience Liturgy

Term 3

12 Retreat Spirituality Liturgy Self-reflection

Term 1

* Year 10 also have the opportunity to attend a Tall Ship Expedition, a Tasmanian hike or a Murrumbidgee canoe experience

** Year 11 also have an opportunity to go to the Solomon Islands or Fiji as an Immersion experience

In keeping with the holistic education offered at St Gregory’s the following Year cohort activities occurred in 2016:

Year

Activity

7

Mums’ and Sons’ Breakfast and Liturgy Grandparents’ Day Boys’ and Blokes’ Trivia Night Dances with girls from St Patrick’s Campbelltown

8

Boys To Men At Their Best (Father and Son activities afternoon) Bowling Night with girls from St Patrick’s Campbelltown Dances with girls from St Patrick’s Campbelltown Mum’s and Son’s Etiquette Evening

9 Dances with girls from St Patrick’s Campbelltown Boys To Men Reflection Day

10

Dances with girls from St Patrick’s Campbelltown

Activities to promote National Safe Schools Week:

Brainstorm Productions to address bullying issues – Sticks and Stones (Year 7)

Driver Safety Education – U-Turn the Wheel (all of Year 11)

Big Brother Programme (Years 7 and 11)

Continuation of “Good Bloke Award” Initiative

Reinforcement of rules for travelling to and from school on public transport

Continued exploration of security camera installation in school grounds

Classroom Procedures posters placed in all classrooms

Parent Forums

Involvement (Years 7 to 10) in a University of Western Sydney study titled, “Seeding Successful Cyber Bullying Intervention”

Continued inclusion of Cyber Safety Agreement in College Diary (signed by both students and parents)

Positive reinforcement programme (“Quiet Achievers” letters)

100% Attendance Certificates awarded to those students who do not miss a school day in the calendar year

Introduction of “Notification of Achievement Diary Stamp”

Supervision of boys at Campbelltown train station as they prepare for travel to school

Cyber Bullying presentations

On Guard Safety Training

STUDENT RIGHTS AND RESPONSIBILITIES AT ST GREGORY’S COLLEGE

St Gregory’s College is a Catholic school in the Marist tradition, where I am valued as a unique person within a loving faith community. As a student I have certain rights, but I can only have those rights if I support the rights of others. The rules and regulations of the College community are founded upon these rights and responsibilities. As a student I have

the following rights: Values My rights come with the following responsibilities;

I need to:

To feel I am in a safe, happy school community where I am treated with respect and understanding and where difference is valued

Respect Understanding Love Acceptance Resilience Harmony Tolerance Inclusion Freedom

Ensure that I act in a way that keeps myself and others safe

Care for the physical and emotional wellbeing of others

Be inclusive

Treat others with courtesy

Follow teacher instructions

Examples:

Observe the “hands off” policy

Comply with safety rules in and outside classrooms

Remain in supervised areas

Line up for teachers at the classroom door and greet them at the beginning of a lesson

To learn from my teachers and to develop and nurture a lifelong love of learning

Respect Commitment Persistence Responsibility

Listen attentively and respectfully in class

Follow teacher instructions

Actively participate in the range of learning activities made available to me

Give my best effort

Complete homework, assignments and assessment tasks

Enable others to learn without distraction

Obtain and maintain all resources for each subject Examples:

Submit tasks by due dates

Arrive to class on time

Be prepared with all work and resources

Avoid moving about the classroom or creating noise unless instructed to do so

To share a vision for a just and honest environment

Integrity Faith Justice Courage Service Honesty Trustworthiness

Try to be Christ-like, by imitating the actions of Jesus we find in the Gospels.

Give others a “Fair Go”

Take responsibility for the consequences of my actions

Care for the person and property of others

Speak and act with integrity and courage

Through my words and actions, help to develop a sense of unity of purpose in our Christian Community.

To receive open and regular communication regarding events and issues in the College

Diligence Responsibility Integrity Honesty

Listen carefully to messages

Ensure all correspondence between the school and my parents is delivered

Use my diary to record information

Attend meetings and information nights as required

Examples:

Give my parents all notes sent from the school

Return any correspondence promptly to teachers

Read information on notice boards and on the College website

Listen attentively to daily notices and to messages at assemblies

To enjoy a clean and attractive College environment

Respect Responsibility Stewardship

Care for the College resources and environment

Make sure all litter goes into bins

Do my part in keeping the property of others free of defacing marks

Leave chewing gum at home

Maintain the best appearance of textbooks, computers and other resources

To enjoy safe travel to and from the College

Safety Respect Responsibility

Follow community rules of safety

Follow the instructions of those responsible for my safety

Be aware of the comfort and safety of those around me

Obtain necessary travel passes Examples:

Be a good role model

Uphold the College reputation

To have access to College resources and opportunities

Commitment Pride Generosity

Maintain the good image of the College when representing the College in the community

Participate fully in College Masses, Liturgies, sporting events, fundraising activities and other special events

Examples:

Wear the College uniform correctly and neatly

Present neatly groomed

To be a member of a loving faith community

Love Charity Acceptance Grace Compassion

Respect the Catholic Marist traditions of St Gregory’s College

Participate eagerly and appropriately in the various forms of prayer and liturgical life of the College

Nurture my own faith development by engaging properly in the Religious Education Curriculum

Respect the range of expressions of Faith in our Community

Contribute to the lived expression of our Faith Community through participation in a variety of Social Justice initiatives

Examples:

Participate in Daily Prayer, College and Class Liturgies, Retreats & Reflection days

Support a range of Social Justice Initiatives. E.g. Lenten Appeal, door knock appeals

Approach Religious Education classes as an opportunity to grow both academically and spiritually through an enhanced understanding of faith.

St Gregory’s College Campbelltown MONITORING REPORT

Name: Class:

Instructions Student - Place this Report on your teacher’s desk at the beginning of each lesson. At the end of each lesson wait for your teacher to fill in the report and return it to you. Each night you are to show the report to your parent/carer for their initials. At the end of the five (5) day cycle it is your responsibility to take the Report to your Year Coordinator. Staff - Please complete the Report at the end of each lesson by:

1) Filling in the Subject box. (SU) 2) Completing each box category with an A – D grade. 3) Initialing for the lesson. (IN) 4) Returning the Report to the student who is being monitored.

Any boy who receives a Grade D in TWO or more classes in one day, and/or six or more Grade C’s in one day, must report to their Year Coordinator at the end of that day.

Grade A = Commendable Grade B = Satisfactory Grade C = Improvement Needed Grade D = Unsatisfactory

(“D” grades must be accompanied by an explanation over the page) (Positive comments can also be recorded on the reverse)

Day: Date: Day: Date:

Day: Date: Day: Date: _______________

Day: Date:

PER SU OT EQ HW CW BH IN PER SU OT EQ HW CW BH IN

HR HR

1 1

2 2

3 3

4 4

5 5

6 6

Parent/Carer Initials: Parent/Carer Initials:

PER SU OT EQ HW CW BH IN PER SU OT EQ HW CW BH IN

HR HR

1 1

2 2

3 3

4 4

5 5

6 6

Parent/Carer Initials: Parent/Carer Initials:

PER SU OT EQ HW CW BH IN

HR

1

2

3

4

5

6

Parent/Carer Initials:

MONITORING REPORT Explanation of “D” Grades

Positive Comments

/ / Subject:

/ / Subject:

/ / Subject:

/ / Subject:

/ / Subject:

/ / Subject:

/ / Subject:

(This section to be completed after the five day cycle has concluded) Comment by Year Coordinator:

Decision by Year Coordinator: Monitoring Report completed satisfactorily Repeat Monitoring Report

Signature: Date:

Parent/Carer Signature: Date: _____________

Legend: SU = Subject; OT = On time to class; EQ = Equipment; HW = Homework; CW = Classwork; BH = Behaviour; IN = Teacher Initials; HR = Homeroom

Boarding 2016 was a year of considerable change for the Boarding School. At the beginning of the year, we welcomed 40 new students and 2 new Boarding Coordinators to the College. Such an injection of new personalities, talents and backgrounds certainly further enriched our community. The College appointed two new staff in leadership positions within the Boarding community. Mr Logan Hawkins was appointed to the role of Junior Boarding Coordinator and Mr Luke Morrissey appointed as the Senior Boarding Coordinator. Mr Hawkins brought years of boarding experience from various schools in Queensland and NSW. This has proved invaluable in his work with Year 7 – 10 where he manages the challenge of overseeing a broad range of ages and the different focus they require. Mr Hawkins has just the right amount of patience and the flexibility his role demands. Mr Morrissey had a background in business and vocational education and training. The Year 11 and 12 boys in his care have benefited greatly from this experience as they navigate the senior years of school and face important life decisions about university or apprenticeships and so forth. Other than that, his energy and enthusiasm in the role has been infectious. We have been very fortunate to acquire both of these gentlemen to our staff. Their fresh perspective and their vision has indeed breathed new life into the St Gregory’s Boarding community. This new model of leadership for boarding simply would not have worked without the very able support of each of the House Supervisors. Mrs Sue Santa Maria, Mr Ben Carter, Mr Paul Fox, Mr Zach Cantwell, Mr Luke McGinnity, Miss Rebecca Burke, Mr Greg Cave, Mr Prateek Kripal and Mr Brendan O’Flynn, who have each applied their own initiative and energy to the role. It is these staff who help set the tone of the house and who are often called upon to go that extra mile in providing care, advice or assistance to the boys of the house. Their ‘presence’ to and for the boys is exceptional. There are a number of other people to be acknowledged for their work in ensuring the smooth running of the Boarding community in 2016. With the onset of a Junior School being developed for 2018, the College decided to employ a fulltime College Registrar to cater for the expanding demands of this role. Mrs Kate Stott made a welcome return to this position late in the year. Sincere thanks to Mrs Daniela Romeo for her time in this role. Daniela made all of our families welcome and maintained boarder’s travel like a well-oiled machine. Our College Counsellor, Miss Lana-Maree Nagy and our Nurse, Mrs Jaime Underwood both show a great deal of professional concern for the boys in their care. I appreciate that both of these women have often gone out of their way to help, especially where unique care has been required. Thank you to the cleaning and laundry staff, the maintenance team and the medical team for their ongoing contribution that is done quietly in the background and is certainly appreciated. Many thanks to Maree and all the Alliance Catering team for the provision of meals and service with a smile. The newly renovated Dining Hall facility has been an outstanding addition to the quality of boarding life as it is a comfortable and pleasant atmosphere in which to dine. Once again, Mr Millar and Mr Brennan have provided outstanding support and assistance to Boarding school staff and students. Mr Millar’s unwavering presence at every possible function and sporting event is extraordinary. Mr Brennan continued his long-standing association with boarding, keeping in touch with many parents and students especially when the need arose to provide assistance. 2016 also sees the end of Mr Brennan’s long standing reign as 1st XV Coach at St Gregory’s. No one has contributed more to St Greg’s Rugby and whilst the decision to step down has not come easy, he is certainly deserving of a break given the extensive commitments of his increasingly demanding role at the College.

Thanks to the Brothers Community for their presence at every Sunday Boarder’s Mass. Early in the year we bid farewell to Br Michael Haynes who moved to St Augustine’s College in Cairns. Whilst we have missed his behind the scenes work, we have employed the services of Mr Dominic Fricot who has filled the role of Sacristan for the College. We have been fortunate to continue our long-standing association with the priests of the Carmelite Community who come and celebrate Mass for us each Sunday. I thank these men for their presence and spiritual guidance each week. Br Ernest’s assistance with running boys around to medical appointments is also invaluable. Finally, to the young men of St Gregory’s Boarding, once again, you have come and invested a year of your lives in this place. Your good character, sound commitment to the College and courageous outlooks on life always inspire me. You all have your moments as the members of any family do. Sometimes you shine and sometimes you fall. What matters is that you always get back up and get on with the game. I look forward to seeing you all further your dreams and pursue your passions in 2017. Mr Max Spencer Director of Boarding

Parent, Student and Teacher Satisfaction

The parent body at St Gregory’s College is very much alive, in that each year the College receives plenty of support from parents and carers who volunteer their time and efforts to the many events including dances, barbeques, open day, and this year was certainly no different. 2016 was always going to be a wonderful year for the community of St Gregory’s College as we celebrated our 90 Year of Marist Education in the Macarthur Region. It was decided that for a special and most important group, namely the parents (past and present) and friends of the College, this would take the form of a parent weekend from the 27th to 29th May. Throughout this weekend, we would host the 25th Art Exhibition, with an Opening Night Cocktail Party, the Art Show and Markets during the days on the 28th and 29th and a special Maroon and blue Parent Ball on Saturday evening. Our students work and the Year 12 HSC students from 2015 also had their work judged and on display, as part of the exhibition. An enthusiastic and dedicated working committee of thirty set about making it all happen and their tireless efforts, resulted in a weekend to remember and celebrate the St Greg’s parents. We were delighted when one of our parents, Danielle Sullivan of DJ Mate, a modern indigenous artist agreed to be our guest artist. Her beautiful and inspiring works delighted all who attended the Art Show and we were deeply honoured when Danielle presented the College with an original piece of Art that represented the spirit and essence of St Gregory’s College over the past 90 years. Danielle also graciously allowed the College to sell prints and commemorative coins of this original work. Mostly local artists from all age groups displayed just over 190 paintings over the weekend, some of whom also attended the Opening Night Cocktail Party to discuss their work on the Friday night. There were thirty market stalls erected on the Saturday and Sunday that featured a variety of goods including jewellery, cosmetics, needlecraft, woodwork, candles and many more while beautiful homemade scones for Devonshire tea, cakes and sweets were available, along with a barbeque for breakfast and lunch served on the verandah and the lawn meant no one left hungry. As evening approached, the lanterns and candles on the beautifully decorated tables turned the Hall into a magical space for the two hundred parents who attended the Ball. A wonderful three-course meal with a featured dessert plate, beautiful background music throughout dinner and a lively DJ after for dancing meant big ticks for the organisers and a really enjoyable night for everyone. The entire weekend was a success from beginning to end and reflected the willingness of our parents to support the College, whenever they can. It is this willingness that also allowed the College Open Day, the Year 7 Twilight Dance, the Year 11 Dinner Dance, the Year 7 to 9 Dance and Winter Saturday Barbeques once again to happen and provide opportunities for our students to socialise and enjoy out of school events. As in previous years, I only have to ask for volunteers and I end up with more than I need. The students and teachers are most grateful for your support. We have held our Parent Forums again this year in Terms 1, 2, 3 and 4 with pleasing numbers attending. These forums provide an important link between the home and the College and allow parents the opportunity to be up to date with all that happens around the College as well as being kept informed about plans for the future.

As I write this article, we have advertised an upcoming workshop for all parents about Cybersafety, the Law and Social Media and possible strategies for parents that will be held in the middle of Term 4. St Gregory’s College knows this is an area where parents need both knowledge and support, and are committed to helping our families. We farewell many parents who have been part of our forum and volunteer programmes as their son’s travel toward completing their HSC. It is with a little sadness, but most sincere thanks that I say farewell and thank you to these special mums and dads who I have had the privilege to have met and worked with over the past six years. You will be missed, but know you will always be in our thoughts and prayers. Sue Dein Parent Liaison

TO WHOM IT MAY CONCERN

When I was offered the position of a full time teacher at St Gregory’s College, I felt privileged to have

the opportunity to work at a school that sets high standards for both its students and teaching staff.

Thirteen years later, I am still inspired to teach the students of this wonderful College. During my

time here at the College, I have held many different positions and been involved in various aspects of

College life, including Tennis Coach, Senior Study, ICT Committee and Key Learning Area

Coordination. In each of these roles, and with the guidance of a mentor, I have continued to develop

in many ways that make me the teacher I am today.

Sometimes I wonder if teaching is ‘just in you’, inherent and innate in a person and that some people

will be great teachers, and others will need to continue to develop. Marcellin recognised the value of

education and the role the teacher plays in it, and the importance of educating every student. Each

day I continue to try and teach the St Marcellin way, by providing a nurturing classroom that

encourages my students to learn. After 13 years of preparing for classes, developing resources and

helping individual students, I know that teaching is the profession for me, and I believe in the Marist

Way.

St Gregory’s College is a school with a strong sense of community in all aspects including parents,

students, teachers and support staff. Students are proud to be St Gregory’s students and

demonstrate respect for their teachers. I too am very proud to be a St Gregory’s teacher, and hearing

of the success of our boys makes me even prouder. One of my favourite reminders of our sense of

community is listening to the boys sing during mass. The sound of 1100 young gentlemen singing in

unison always brings a sense of community to me. In addition to our masses, our sense of community

and culture is also reflected by our parent volunteers who are always there to help whenever we

need it.

Teaching and learning at St Gregory’s College reflects the dedication and professionalism of the staff

who teach our students on a daily basis. Continual professional development and collaboration

provides teachers with knowledge on how to support the learning and development of students at

the College. Teachers play an important role in many aspects of our students’ lives, including

pastoral, spiritual, personal and academic development. In addition to their role as teachers in the

classroom, the teachers work with students for various extra-curricular activities including sports,

debating and study sessions.

There have been many challenges along the way, and I am certain there will be more to come. The

everyday challenges of keeping a class of 30 engaged and interested, of helping students become

independent and strategic learners as well as differentiating for the individual needs of the students

in my classroom. The challenges of maintaining a balanced home and work life, of ensuring I am up

to date with my content and the latest technological advances, as well as ensuring I continue to

understand and respect my students as young individuals in a challenging world is worth it, as my

passion for teaching makes these challenges achievable. Moving forward my goals will be to continue

to set high expectations for students, and to have even higher expectations for myself. I will continue

to focus on my students first, as learners, as young people who are growing up and finding their way

throughout our contemporary world, while continuing to inspire my students to be the best they can

be.

A Teacher

TO WHOM IT MAY CONCERN It gives me great pleasure to express my feelings regarding St Gregory’s College Campbelltown. My husband and I chose this school for our sons due to, in part, the many friends we have met over the years that attended St Gregory’s as students and what fabulous people they are. Some of them are now teaching at the school, which also gave us great confidence and helped us in our decision in choosing St Gregory’s College for our boys. We also chose St Gregory’s because of the opportunities offered to our sons. Also, being able to learn in a safe, caring and spiritual environment and encouraging them to take an active and responsible role in our society was also very important. The facilities are extremely impressive, such as the swimming pool, the fantastic ovals and grounds, the extension of the Br Luke Hall and the new Learning Centre. Over the past 7 years of our sons schooling we have seen many improvements to this great school. Our boys have been able to expand their love of music through the co-curricular activities such as the choir and the band and were able to participate in school Eisteddfods and even win a few which was great for their confidence. My eldest son also had a lead role in the school musical, which brought out his love of singing and performing. My other son also participates in debating which has also help him with his self-confidence and communication skills. There are many opportunities for parents to become involved in the school and meet other parents and teachers on a social level. One of which is the Maroon and Blue Dinner, which is a great way to catch up with old friends and make some new friends in a relaxed setting over a meal, and a few drinks. The Parent Forums are another great way to find out firsthand what is happening at the school from the Headmaster and the Parent Liaison Officer. These forums are very relaxed and any questions regarding the school are very welcome. Both our boys have turned into fine young men and both have great friends who are all very close and it is great to hear them talking, reminiscing about their time at St Gregory’s, and how great it is and was. Their great bonds are due to the excellent values installed in our children throughout their years at St Gregory’s. We would have no hesitation in recommending St Gregory’s College to any parents who are considering sending their sons to this fine school. From the high-quality teaching faculty to the Pastoral Care and the incredible facilities, our choice of school could not have been better.

A Parent

TO WHOM IT MAY CONCERN St Gregory’s College is a place of mateship, a place of learning and a place of growth. These three factors distinguish this College from any other I know. The first day in high school for a young man, especially one with whom no one is familiar to you is completely and utterly daunting. The vast green scapes that surrounded the area were somewhat comforting as a sense of homeliness was present. Buildings as big as some small country primary schools weren’t a worry with older years there to ensure that you made it to where you needed to be, even at your own expense. Ever since the first day, I have seen this College develop and change with the processes of time. Resources are becoming more modernised and efficient. Areas such as the Br Luke Hall, the Boarder’s Dining Room, Technology blocks and the freshly opened Learning Centre are all sensational resources that allow for the development of the students within the classrooms. St Gregory's College was well known and is still well known for its competitive sporting teams, especially within Rugby League. Although as times change, the College has developed mixed abilities within the grounds. With academics on the incline, we are becoming well known not only for our talent on the sporting field but also within the classroom. In turn this attracts not only those who are pursuing a sporting career but also those who are in high hopes for academic achievements to lead them into future. Around the grounds, many people now notice the growth on the hill near which the terraces once were. With very mixed emotions to this major change, both positives and negative are evident now that there is the full effect on the school. The sporting fields have been relocated, and with what recent rainfalls have shown, the quality of them has been improved. Where once water would sit for days on end, the puddles are able to drain much more easily. Alongside these new sporting fields, the new primary school will be soon beginning construction. Again mixed views have been expressed, and concern toward St Gregory’s becoming a co-educational school, losing long lasting traditions were expressed, although reassurance of the Senior College staying the same has dwindled some of the negative views. With growth in areas such as Gregory Hills, the development has many positives. The Boarding School at St Gregory’s has remained reasonably constant. The changes of staff have allowed for the ability of fresh ideas to be implemented within the community. The new dining hall has allowed for a more cohesive environment within boarding, having both juniors and seniors eating in the same room urges the cooperation and comradery within the whole community. Study patterns have changed, with tutors becoming more accessible and a more consistent routine allowing the 3 hours each night to be used to be fully utilised. New incentives for education have also been implemented. Wednesday afternoon Mathematics study has been a great initiative with around thirty boys turning up regularly to seek assistance in their Mathematics. Also Wednesday study sessions with the new year seven group, led by seniors has come across well, over forty boys turning up to one of the sessions. This has encouraged a relationship between junior and senior year groups to be established early on, with a hope for a boost in their results. Overall many positive changes have occurred within my past three and a half years at St Gregory’s College. New incentives have allowed for stronger relationships within the school community to be established and new resources have benefited the aid of the boys learning. With the continued support of the students, and the hard work put in by all teachers, St Gregory’s will continue to strive into a stronger and better community within the years to come. A Student

Financial Summary - 2016 The College has three major income streams to sustain its staffing levels, provide educational resources, maintain its plant and undertake capital improvements: Fees and Private Income; Government Grant Income; and Other Capital Income. The movements in these categories against the prior year can be summarised as follows:

Fees and Private Income contributed a lower overall share to revenue in 2016 due to the significant rise in Capital Income. The level of revenue was similar to the prior year with the annual fee increase in both Tuition and Boarding fees offsetting the lower enrolment levels and decrease in Sundry income.

Government Grant Income also contributed a lower overall share to revenue in 2016. Due to the increases in both Commonwealth Recurrent and State Per Capita funding per student the level of revenue from this source increased and offset the lower enrolments for the period.

Government Capital Grants in respect of the Learning Resource Centre were received from the CBGA 2016.

Other Capital Income increased significantly in 2016 against the prior year as the College Foundation contributed a large donation towards the cost of the building projects undertaken together with continuing to a series of loan repayments as in prior years.

The College incurs three major expense streams in its operations: Salary Expenses; Other Expenses; and Depreciation Expenses. The movements in these categories against the prior year can be summarised as follows:

Salary Expenses incurred in 2016 represented a lower overall portion of expenditure than for the prior year due to the increase in the Other Expenses category.

Other Expenses comprised a larger portion of overall costs in 2016 due to a large non-recurring book movement in assets in relation to the disposal of buildings that were redeveloped. Most expense categories experienced CPI movements only as in previous years.

Depreciation Expenses remained at a similar level of overall expenditure in 2016 against the prior year as a result of the College’s ongoing capital program. The key capital purchases in the current period were: the completion of the Boarding Dining Room; commencement of the Learning Resource Centre; Refurbishment of Student Toilet Block and Preliminary expenditure on the Junior School Precinct.

The mix of income and expenditure categories for the current and prior year are shown in the graphs below:

43%

36%

12% 6%

2016 Total Revenue

Fees and Private Income Federal Capital Grants

Federal Recurrent Grants State Recurrent Grants

Other Capital Income

46%

0%

39%

14%

1%

2015 Total Revenue

Fees and Private Income Federal Capital Grants

Federal Recurrent Grants State Recurrent Grants

Other Capital Income

64%

28%

7%

2016 Total Expenditure

Salary Expenses Other Expenses Depreciation

66%

27%

7%

2015 Total Expenditure

Salary Expenses Other Expenses Depreciation

Priority Areas for Achieved in 2016

Catholic Life and Culture The College maintained its Catholic life and culture of the College, with reference to the modern world and reflecting the Marist charism and the Universal Church by conducting regular Masses and Retreats for Students and Staff. The College continued the Sacramental Program. The College continues to enhance the academic record of religious education at the College, in particular by implementing HSC strategies to help improve results. Religious education was also made a priority in the timetable and staff were further developed and encouraged to undertake further studies and work in professional learning groups.

Teaching and Learning The College engaged ACER who conducted a review of the College’s Teaching and Learning programs and a report was forwarded to the Headmaster indicating areas that development that could be undertaken in future years in order to develop the College’s academic focus.

The College developed structures which enable teachers to gather as professional learners, facilitating engagement in:

a shared language about teaching and learning

an understanding of success in learning at SGC

models of assessment for and of learning

professional growth with AITSL standards as the foundation of structures for professional learning Through the Director of Teaching and Learning staff are now engaged in peer observation which is part of our professional learning group, orientation, in order to enhance the teaching and learning process but also to further develop our teachers with a deeper professional understanding of their craft.

The Director of Teaching and Learning further developed professional development so that staff engaged in a way of looking teaching and learning at the College which is essential as a development of the teaching and learning centre where teachers are exploring and reviewing of enhancing teaching and learning processes. A teacher was engaged to further develop professional learning groups with an accent on understanding a shared language about teaching and learning, what success at SGC was to look like, examine models of assessment for and of learning; and make staff familiar with the AITSL standards. Staff were encouraged in particular, coordinators, to involve themselves with external agencies such as the AIS and the Diocese of Wollongong in order to keep abreast of contemporary trends in schooling. Plans in general were developed with the teacher in charge of the TAA standards/AITSL, and this was to help people improve in their own professional practice in the art of the science of teaching.

Pastoral Care The Year Coordinators have been able to look at their students with more of an academic focus in order to ensure that it is noticed when students are not performing to the best of their ability by bringing this to attention of the teaching staff. The staff are able to put plans in place. that will ensure that students will develop in areas that are of academic concern. The College is currently into the process of further developing the Co-curricular Program, ensuring that the College is maximising opportunities for students. The College is currently streamlining Thursday afternoon sport options in order to maximise opportunities for students.

The College is continuing to maintain, evaluate and continue to develop staff and student induction programs.

Administration Staff are continuing the use of Sentral as a student data base and the College continues to supply training during staff Development Days to maximise its use and ensure high productivity levels. The College’s WHS policies and procedures have now been implemented using the Complispace system. The College continues to develop a culture of safety, wellbeing and enduring compliance in WHS. The College’s facilities have continued to be developed to ensure that the teaching and learning conditions are maximised in order to gain the best learning outcomes for our students. As a result of this stance, the Br Luke Hall has been fully air conditioned along with all classrooms. A major upgrade of our Library to a Learning Centre has been undertaken and should be completed in 2017. Development The Junior School at St Gregory’s College is in the beginning stages of development which will see the first stage of enrolments and student attendance in 2018. Facilities The Learning Resource Centre building has been constructed and will be completed for use in early 2017. The College Pool is being maintained to ensure that it is in accordance with the pool guidelines and WHS Compliance. The College is progressing with its infrastructure to cater for the increasing numbers of cars and buses requiring access to the College. CARDNO and ORION have been engaged to work on the internal roads and car parks for completion in 2017. Boarding To implement strategies to maximise the use of the boarding situation, ensuring students are achieving academically to the best of their ability. To ensure that communication is maximised with boarding parents, all events from the College are live streamed and placed on the College’s Youtube channel, especialy events relating to teaching and learning and subject selections so that boarding parents are in touch with what is continuing to happen at the College. A Junior and Senior Boarding Coordiantors were employed with designated roles to enhance and ensure that communication to our parents of boarders was maintined at a high level. A review of marketing is continued to be made in order to maximise personnel, finance and opportunities for maintaining or increasing our boarding numbers.

Mr Damien Millar Headmaster

Priority Areas of Improvement for 2017

Pastoral Care To revamp the role of the Pastoral Care Coordinator by:

Attendance at numerous parent events and other external functions to increase his interaction with parents that is of a positive nature.

Look at all programs Year 7-12 and ensure currency and of a contemporary nature

Pull apart each Year’s program and look at making necessary changes

Review internal Thursday Sport by changing sports that are not appropriate to the philosophy of Thursday sport.

Mission

To maintain the Catholic Life of the College

To further develop spirituality of students

To increase staff understanding of the Marist Association Teaching and Learning

To continually improve the quality of teaching and learning by establishing and further development the professional learning groups of teachers

To ensure Teacher Accreditation is maintained

To examine data which will help to ensure that no student is left behind Junior School

To Solicit Enrolments for the Junior School in 2018

To Employ Staff for the Junior School

To Develop the Junior School Curriculum Boarding

To Academically Track and Profile Boarding Students

To Ensure the Maintenance of Current Enrolment Total

To Maintain and Improve the Communication Between Boarding Families and the College The information in this report has been verified and the priorities endorsed by the Headmaster and Leadership Team.

Mr Damien Millar Headmaster

Documents

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