Developing Young Men and Women of Character –

Leaders Now and For the Future.

ANNUAL REPORT 2020

CONTENTS

OUR COLLEGE 1

Foreword 1

Introduction 2

Mission 3

Strategic Intent 4

Aims and Attributes 5

College Structure 6

OUR PROGRAMS 7

Distinctive Curriculum Offerings and Value Adding at A.B. Paterson College 7

Co-Curricular Activities and Value Adding at A.B. Paterson College 17

Social Climate 20

School Income broken down by funding source 22

Parental involvement 22

OUR STAFF 23

Staff Qualifications 23

Staff Professional Learning 24

Staff Attendance 25

Staff Retention 25

OUR STUDENTS 26

Student Outcomes 26

Year 12 2020 Outcomes 26

Scholarships and Awards 27

Value Added 27

Satisfaction 28

Technology 28

Destination Survey 29

Old Collegians, the College Alumni Association 30

College Progress 2020 30

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OUR COLLEGE

Foreword The following Report is compiled to comply with State and Federal Government Reporting requirements. The College disseminates information to the community through the Annual Report, which is available on the College website each year, various publications and other documentation provided by the College from time to time.

Vision Splendid Vision Splendid is the College’s quarterly magazine. This publication aims to highlight current programs within the College and to inform the community of the many achievements of staff and students, as well as exciting new initiatives. The publication maintains a strong connection to our parents, grandparents, past students, and other friends and community members.

Illalong News The Illalong is the College’s weekly Newsletter that is published on our web page. Parents of the College are notified of the latest additions each week by way of a push notification on their mobile phone and the College Facebook page. The Newsletter conveys important information about College programs, opportunities for students, reminders on administrative matters and student activities.

College Noticeboard and Community Event Flyers The College maintains both a Noticeboard and section for Community information on its webpage. These aim to improve connectivity with our community and provide a link to important community events, both local and further afield, to keep our College community informed of such events.

College Portal The College Portal enables remote access for staff, students and parents. The College Portal enables parents to maintain a closer oversight of their child’s education. The Portal can be accessed at www.abpat.qld.edu.au and is protected via a secure log-in.

College Web Page The College operates a detailed and informative web page that can be found at www.abpat.qld.edu.au. This web page provides information pertaining to the A.B. Paterson College community, the distinctive curriculum offerings, pastoral care initiatives and structures, co-curricular programs and activities, key policies, staff details, information pertaining to student life and details on enrolment procedures.

College Facebook Page The A.B. Paterson College Facebook page engages staff, students, parents and the wider community, bringing people

together to share and and celebrate the daily interactions, wellbeing, achievements, events, activities, build spirit

and – with its interactive nature – offers a true sense of belonging.

Updated multiple times a day, and overseen by our Community Relations team, Facebook is a timely communication

tool for positive messages.

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Introduction At A.B. Paterson College, we strongly believe that it is the quality of the human relationships that exist within a school that define its character, its feel and the essential teaching and learning relationships that are formed. Schools of substance are often defined by the quality of relationships that exist between students, parents and staff. At A.B. Paterson College, we value these essential partnerships in the education of each and every child. Students take educational risks, dare to challenge themselves, and aim to succeed, when they feel supported in a caring and nurturing environment with dedicated and highly experienced teachers. This is of the utmost importance at A.B. Paterson College, as we continue our tradition of being one of Australia’s leading Colleges. International research indicates that it is the quality of teaching within the classroom that has the greatest impact on student achievement. At A.B. Paterson College, we base our teaching and learning strategies on leading international research and the Teaching for Understanding framework, as conceptualised in Project Zero from the Harvard Graduate School of Education. This framework helps students from Prep to Year 12 think creatively and learn to apply their skills and knowledge to new and real life-related situations. This leading approach to teaching and learning focuses on the individual student, thereby better providing for their individual needs. Whilst proud of the very strong academic record that A.B. Paterson College has always maintained, our aim is to develop young men and women of character. The College strives to achieve this by challenging students to develop the intellectual character necessary to become passionate about the ongoing pursuit of learning; to have the skills and confidence to succeed in an increasingly complex world; and to become committed to creating positive futures for the good of all, through leadership and active participation in their communities. The College caters for students with a diverse range of talents, interests, needs and academic abilities, through its rigorous and comprehensive academic program, diverse co-curricular activities, and strong pastoral care system. Our College boasts leading educators, committed to ongoing professional development, and highly dedicated non-teaching staff committed to the achievement of the College’s mission. Choosing a school is one of the most important decisions that a parent will ever make. Every child and young adult deserves the highest standard of education to support and encourage them to the achievement of their personal best; to develop the essential qualities that enable them to act with purpose and character; and to possess those much needed values to operate within the moral framework of an ethical community. I would like to take this opportunity to commend our College to you as a thriving and dynamic environment, and a place of outstanding educational opportunities and offerings.

Joanne Sheehy Principal

B.Ed. (Hons), M.Ed.

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Commissioning Ceremony for Principal/Head of College, Joanne Sheehy

Mission

To challenge the individual to achieve, and to act with purpose and character. Central to the very heart and core of A.B. Paterson College is the aim of developing young men and women of character – leaders now and for the future. Our Mission underpins all that we do at A.B. Paterson College. Whether it be in our challenging and dynamic academic program, the sporting arena, or within the Arts, our students develop the intellectual character to become passionate about the ongoing pursuit of learning; they develop the skills and confidence to succeed in an increasingly complex world; and become committed to a positive future for the good of all, through leadership development, service and active participation in their communities.

Values The College’s Core Values are underpinned by the finest values evident within Australian society and are supported by the Australian Government’s National Framework for Values Education in Australian Schools (2005). Our Values give meaning and purpose to our lives, define the way in which we engage with each other, and guide us as we strive to achieve our Mission.

We Value: Learning

We encourage and develop a lifelong passion for learning, leading to genuine understanding.

Excellence We strive for excellence in all we do.

Care We encourage active care and advocacy for all people of the world.

Creativity We promote creativity in thought and innovation.

Leadership We take responsibility for our own actions and have the courage and conviction to guide others.

Integrity We act with courage, conviction, and with the highest moral standards.

Community We contribute enthusiastically, responsibly, and with pastoral concern to all in our community; engendering respect and trust within all people.

Respect We appreciate and value the cultural and individual differences in the people of the world, and treat all with dignity.

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Strategic Intent The Strategic Intent of A.B. Paterson College 2019-2024 was launched in 2019. The College’s Strategic Intent is based upon the development of five interconnecting Key Strategic Pillars.

Mission and Service • To be an inclusive and welcoming Australian community in which generosity, goodwill, friendship, mutual

respect, care and diversity not only abound but thrive and bear upon all we do;

• Develop a strong sense of shared Purpose and Morality with all in our A.B. Paterson College community and declaring the need for mutual trust and respect;

• To look beyond our personal needs and engaging actively to promote goodwill and care for all;

• Develop positive relationships that bring about positive change in the world; and

• Develop the character, personal qualities and leadership required to make an even greater impact on the future.

Education and Care • Develop and implement a future focused pedagogy that promotes genuine understanding, the

development of personal character strengths, and an appreciation of the need for humanity in action in our world;

• Facilitate a community of learners creating opportunity for each of their futures;

• Ensure a unified and College-wide approach and philosophy of care and humanity;

• Provide a safe, supportive, understanding and caring community for all; and

• Adapt and renew College systems and processes to effectively support the College’s Values and Mission and achieve the desired Strategic Goals.

College Community • Affirm our strong culture and develop meaningful traditions within the context of Mission and Service;

• Build meaningful relationships and experiences that enhance our sense of self, our community and our sense of belonging;

• Nurture meaningful relationships between all in our communities;

• Develop and nurture meaningful relationships and experiences with the extended A.B. Paterson College community, past, present and future; and

• Form meaningful relationships with local, national and global communities.

Innovation, Transformation and Leadership • Transform individuals through the development of ‘Head, Heart and Hand’, and empower their growth as

future leaders;

• Inspire bold and authentic leaders to be compassionate, caring, respectful and understanding of all others in their engagement and service in their respective communities;

• Foster, contribute to, and nurture a community with a strong culture within the context of care, service, compassion, understanding, diversity and respect for all;

• Nurture a culture of collaboration and generosity within our community in which innovation, wisdom, expertise and resources are shared; and

• Foster and encourage innovation using emerging research into educational practices, intentionally striving to develop leadership, to develop the vocation of education, and transforming the lives of students and staff to be visionaries of hope and agents for change.

Building for the future • Create effective, innovative and sustainable plans for human and physical resources to support

aspirational goals;

• Develop a well-researched and considered Master Plan that balances resources, infrastructure, open spaces and the diverse (and anticipated) needs of our community;

• Be an exemplar of sustainable environmental practice;

• Ensure the high standards of accountability and stewardship of our resources so they are available for future generations; and

• Develop a philanthropic community that seeks to provide opportunity for future generations to attend, be inspired and be transformed by an A.B. Paterson College education.

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Aims and Attributes The company’s object is solely to pursue the charitable purpose of advancing education including, but not limited to, the following educational activities to:

• Establish, develop and maintain a Pre-school to Year 12 co-educational college of education;

• Provide education which is: ➢ committed to the development of the qualities of each individual student; ➢ characterised by the pursuit of individual excellence in academic areas by each student; ➢ provided in a caring environment with a system of pastoral care involving all students; ➢ characterised by a strong co-curricular program, providing activities for all students to develop

cultural skills and interests, sporting skills and interests, and community service involvement; ➢ characterised by an appreciation and understanding of Christian morality; ➢ characterised by a high correlation between home and school values; and ➢ committed to the development of curriculum and pedagogy using the Teaching For Understanding

approach, as developed by Project Zero, Harvard Graduate School of Education, or an alternative framework approved by the College Board, which supports the educational objectives of the College;

• Raise money to further the aims of the College and to secure sufficient funds for the object and purposes of the College;

• Receive funds and distribute them in a manner that best attains the object and purposes of the company;

• Do such other things as are incidental or conducive to the attainment of the object and purposes of the company.

The Attributes of the College for the purposes of accreditation (under the Education [Accreditation of Non-State Schools] Act 2001 and the Education {Accreditation of Non-State Schools) Regulation 2001}, and generally, are that the College:

• Is co-educational;

• Has student entry from Pre-school to Year 12;

• Seeks to encourage links between home and College life;

• Is fee paying; and

• Provides, from time to time, in the absolute discretion of the College Board, or its duly authorised delegate, bursaries and/or scholarships to offset the fees, partly or wholly (of certain students identified by the Board’s duly authorised delegate, and who meet criteria set by the duly authorised delegate and agreed to by the Board from time to time).

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College Structure The College’s website provides a comprehensive representation of the distinctive nature of A.B. Paterson College, its rich history, its diverse academic, pastoral and co-curricular programs, its service focus and its links with its community – local to global. We proudly invite you to explore our website. In striving to offer students an education for the 21st century, the Board of A.B. Paterson College has embedded in its constitution that A.B. Paterson College is a Teaching for Understanding school, with special links to Project Zero at the Harvard Graduate School of Education, USA. To this end, the College continues to invest significant resources in the professional learning of its staff and the development of work programs, which reflect this framework for teaching and learning. The College was delighted to host the first Australian Teaching for Understanding Conference in 2006. Our staff continue to undertake specialised training with Harvard University and with our Director of Teaching and Learning, who is an International Coach for Harvard University in this pedagogical training. A.B. Paterson College is an independent co-educational school located at 10 A.B. Paterson Drive, Arundel, Queensland. Located at the northern end of the Gold Coast, the College was founded in 1991. A.B. Paterson College is a Prep to Year 12 school. In December 2020, the total enrolment was 1523 students. This enrolment comprised 765 boys (50.23%) and 758 girls (49.77%). The proportion of Indigenous students in the student population was 0.59%. The Gold Coast has a relatively high itinerant population and, consequently, numbers of students enrolling, and departing are higher than is the case in capital cities. Interstate and international immigration and emigration, as well as local people moving to Brisbane, contribute to the enrolment pattern of the College.

The A.B. Paterson College Early Childhood Centre, a 52-place centre, Pre-Prep, a 66-place centre, and Outside Hours School Care, a 60-place centre, are linked to the College and, in 2020, catered for children from two years to school age. The College comprises a Junior School (P-6), which is led by the Head of Junior School, and a Senior School (7-12), which is led by the Head of Senior School. Each of these sub-schools comprises approximately 750 students.

Who We Are – Our Vision A.B. Paterson College aims to be a school developing young men and women of character – leaders now and for the future. The College strives to achieve this through challenging and supporting students to develop the intellectual character necessary to become passionate about the ongoing pursuit of learning; to have the skills and confidence to succeed in an increasingly complex world; and to become committed to creating positive futures for the good of all through leadership and active participation in their communities.

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OUR PROGRAMS

Distinctive Curriculum Offerings and Value Adding at A.B. Paterson College Curriculum offerings at A.B. Paterson College is based on providing excellence, care and commitment. Well-planned and clearly defined pathways are evident in the curriculum from Preparatory – Year 12, with some links down into the Early Childhood Centre. 2020 was a unique year for education, not only in Australia but around the world. With the onset of the worldwide pandemic, the College was fully immersed into online learning early in the year; with a change to blended learning during Term 2. Irrespective of the change to the learning environment, the College was dedicated to the delivery of a high-quality education and to ensure continued engagement in learning for all students. Upskilling of the teaching staff to effectively use Microsoft 365 led to quality remote learning that put the College ahead of other schools in terms of student learning and parent satisfaction. As in previous years, contemporary learning skills have been included in the College’s pedagogy framework – Teaching for Understanding (TfU). The delivery of contemporary skills has been maintained with ongoing evaluation and improvement. A variety of techniques to prepare students for external assessment, study notes, practice questions, timed examinations, unpacking of syllabus requirements, glossary revision, peer questioning, and marking have also been utilised. Learning intents have become the normal practice for the beginning of lessons, and teachers have implemented ways to ensure that students understand and work towards achieving these intents. Explicit links have been made to relevant cognitive verbs during lessons; and the design process used in the Junior School was reviewed to ensure alignment across the College. Effective differentiation and individualised learning programs allowed students to fully access the curriculum and provide them with opportunities to reach their full potential. The College was committed, as always, to partnering with parents to engage students in experiences that stretch their understanding and expand how they approach new learning – even in these challenging times.

Challenging Learning Opportunities

Junior School

The Teaching and Learning programs in the Junior School continued to spark curiosity, creativity and critical thinking in 2020. Whether learning online or face-to-face, students were engaged in a range of innovative learning experiences and we have continued to see the positive impact of our Teaching for Understanding pedagogy. We launched into our second year of a project with Independent Schools Queensland (ISQ), engaging our staff in a coaching model to implement The Big Write/ Big Talk and VCOP writing program into all Junior School classrooms. We are pleased to see substantial growth in the quality of children’s speaking and writing since the implementation of this program. The Big Write/Big Talk and VCOP writing program is founded on the premise that if students can’t say it, they can’t write it. By encouraging students to talk productively in real and rich conversations, they develop into more proficient writers. VCOP and Big Write sessions embed speaking and writing opportunities across a variety of subject areas. They foster joy and excitement in literacy and provide meaningful opportunities for students to showcase their learning on paper and celebrate their successes. Through the support of ISQ, the coaching model has supported staff by empowering early adopters of the program to mentor their year level teams and facilitate professional development to the Junior School Staff. This program complements The Seven Steps for Writing Success. Literacy Planet, Bug Club and the Accelerated Reader programs continue to grow and support student success in this curriculum area. The library circulation figures have continued to provide evidence of the great success and continued growth of the Accelerated Reader program in the Junior School. Within Mathematics, the success of our online platforms Mathseeds (Prep to Year 2) and Hot Maths in (Years 3-6) continues to grow, with staff using both programs to excellent effect. Teachers have continued the practice of beginning each new TfU with a pre-test to ascertain prior knowledge, which are then sent home for parents to view so they can also support their child where this is necessary. This has supported the development of an intentional individualised goal setting approach to Teaching and Learning and allows teachers to use data to differentiate for the students in their classes.

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Staff have embedded mathematics into their STEAM projects to ensure students have opportunities to problem-solve and apply their mathematical knowledge to real-world problems. STEAM continued to be a curriculum focus at the College in 2020. We were impressed with the design thinking demonstrated by the students when completing challenges to solve a range of real-world problems. Children of all ages engaged in the various stages of the design process and applied their knowledge to plan, construct, test and evaluate their designs. Within the P-6 technology curriculum, we continued to offer engaging food technology experiences for all year levels. Students made and evaluated products and these experiences often integrated within our HASS and Science learning programs. Robotics continue to enrich our student’s learning across all year levels, with our focus on coding and digital skills being as important as ever. As part of the digital component of the Technology curriculum, all students engaged in coding, robotics and circuitry lessons. In Prep to Year 3, students undertook coding activities using online software. Years 4-6 used a range of block coding software to develop their coding skills, including Scratch and Hour of Code. By the end of Year 4, all Junior School students will have had educational opportunities through guided play using a variety of robotics resources. Years 5 and 6 students also have opportunities to use circuitry systems when completing integrated Design Technology and Science STEAM projects. Makerspace offers exciting co-curricular technology learning experiences that actively engaged children’s creative thinking, teamwork and problem-solving skills. Both Prep to Year 3 and Years 4-6 Makerspace programs have been hugely successful and are always in high-demand. Throughout 2020 the Junior School continued focusing on our use of data to track and monitor student success. This enables our staff to provide quality differentiation for all learners, ensuring each child is making steady progress and achieving to their potential.

English

Henry T. Heald stated that “Education in its deepest sense is the improvement of [people] so that [they] will be thinking individuals, not afraid of the validity of their conclusions, even though they may deviate from what may be acceptable and safe at the moment.” (1968) Studying English opens up a world of inspiration and creativity, while also developing skills that are essential for today's global environment. It is a chance to discover how literature makes sense of the world through stories, poems, novels and plays. It is also a chance to sharpen abilities in writing, reading, analysing and persuading. The learning of English is a fundamental part of any student’s school experience. Faculty members are working collaboratively to foster in students an appreciation of the significance of English as a subject. The acquisition and use of language facilitate our communication with the world. Via language, we come to understand ourselves, others and the world in which we live.

While COVID meant that our annual dramatic presentations from the Shake and Stir Theatre Company were put on hold, it was an exciting time implementing on-line lesson delivery during isolation. The faculty’s use of technology to design learning experiences that tap into the general capabilities and 21st Century learning skills was greatly enhanced during this time. Most importantly, we are now able to blend aspects of this delivery into our everyday practice in another way to extend differentiated learning instruction. We recognise that classrooms are filled with young people of different skills, capabilities and needs, and the range of instructional videos, on-line quizzes and in general, the flipped learning tools we have created, have assisted in catering to each individual. We will continue the development of such resources.

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The Slam Poetry Competition was a popular component of the Year 7 programme this year. Slam poetry is a form of performance poetry that combines the elements of performance, writing, competition, and audience participation. Each class ran its own competition culminating in a Grand Final whereby the two best performers from each class presented their slams to the cohort. The students had a great time performing and participating as part of an audience. The International Competitions and Assessments for Schools (ICAS) also confirmed the strengths our students continually display in their literacy work. A.B. Paterson College entered 112 students, from Year 3 through to Year 12, into the ICA English Competition. The ICAS suite is developed by Educational Assessment Australia, and is designed to assess students’ academic ability in aspects of Computer Skills, English, Mathematics, Science, Spelling and Writing. We are again proud of the achievements of our students with four High Distinctions and 19 Distinctions being awarded. A.B. Paterson College also had a further thirty-five students who achieved a Credit and eleven students receiving Merit awards. Preparation and implementation for the exciting, new syllabus continued; staff worked with new texts, creating units of work and providing opportunities to stimulate and excite students through engagement with literature and language. Having now seen our first Year 12 cohort through ATAR, we have a much better understanding of the processes that take place throughout the year. We are now able to support more fully these and the aim for 2021 is to develop programming from Year 7 to support more fully the journey through to the completion of Year 12.

Mathematics

Mathematics at A.B. Paterson College allows students to see the connections between theoretical and real-life mathematics, through an approach to modelling and problem solving in both learning and assessment. Our staff motivate their students to develop their understanding and skills to then apply and use their knowledge. The use of many different technologies gives staff new ways to illustrate mathematical concepts and engage the students in analysing data in an effective and efficient manner. Students enjoy the opportunity to take real-life situations and see how they can be modelled and interacted with. In 2020, the College entered 138 students from Years 3-10 in the ICAS Mathematics competition, achieving 3 High Distinctions, 31 Distinctions and 42 Credits. A Year 7 student who had admirable success in an Australian Intermediate Mathematics Olympiad was honoured to be invited to attend the Summer Mathematics Olympiad program. The Mathematics Faculty ran over 60 tutorials last year, operating prior to the commencement of lessons for the day. Approximately 950 students chose to attend these tutorials, benefiting from the expert assistance of our staff to improve their understanding of taught concepts. Tutorials aided in completion of homework, assigned tasks and also preparation for upcoming examinations.

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Science

Studying Science at A.B. Paterson College in 2020 was a little different from previous years. Even though many of the competitions were cancelled or occurred when our students were learning from home, there were still a number of opportunities for students to extend and test their scientific knowledge and expertise. There were 5 participants in the Science Olympiads. This year between the five participants they achieved 3 High Distinctions, 4 Distinctions, 2 Credits and 2 Participations; this in itself is an incredible achievement as they have competed against top students across the country. Maria Nadezhdina and Rihana Jamal were both invited to Stage 2 of the program, the Science Olympiads Summer School. High-achieving students were also given the opportunity to get a head start on their university studies, by completing one university subject during their senior years at the College. 2020 saw a number of students studying Griffith Biology and Griffith Chemistry in preparation for a Science Degree from Griffith University and, eventually, a career in Science. Banjo’s Science Club continued to offer lunch hour sessions. Some of the challenges that students participated in were Bird or Plane, Thanksgiving Turkey Rocket Racers, Saving Humpty Dumpty, Bat-Flyers, Catapult Launcher, High Voltage, DNA Extraction, Christmas Crystals, Christmas Bath Bombs, engineered Thanksgiving Turkey Rocket Racers, constructing catapult launchers and saving an Eggnaut from the perils of re-entry into our atmosphere. As part of the Science Club, six Senior Chemistry students competed in the QLD RACI Titration Challenge. This event took place over two hours to determine a student’s accuracy during experimental techniques. One student achieved a distinction award for this event. Club members also competed in the RACI Crystal growing competition.

Four students from A.B. Paterson College were awarded as finalists in this competition with one student receiving a highly commended award. In summary, while studying science in 2020 was definitely challenging and very different from what students normally experience at A.B. Paterson College, overall, it was still an incredibly successful year.

Humanities and Social Science

Humanities and Social Sciences (HASS) at A.B. Paterson College continues to provide a variety of educational experiences, both within the curriculum and as extra-curricular activities in different fields. Faculty staff members actively seek opportunities to cultivate links and areas of potential collaboration with key stakeholders.

Years 7 and 9 students developed their financial literacy through workshops provided by the Commonwealth Bank Start Smart Program. Year 7 students learned about financial responsibilities and developing an understanding of the importance of managing money wisely. Year 9 attended a ‘Smart Earning’ session, focusing on their rights and responsibilities as they begin to enter the workforce, including federal taxation and superannuation requirements.

Years 10-12 students were given the opportunity to develop a variety of links with Griffith University and Bond University via programs and conferences. These activities serve as valuable links to developing the students’ future pathways as they get a taste of their post-senior schooling options, while also working to secure placements and scholarships to support these endeavours.

In 2020, Year 10 students participated in the Young Australian’s $20 Boss program as part of their studies in Business. The curriculum-aligned program saw groups of students creating and running their own social enterprises using $20 of start-up capital.

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Several of these enterprises were extremely successful; students developed group-work skills and contributed to their community, donating their profits to a nominated charity of their choice that aligned with their business’ mission. In additional to curriculum events, students participated in a range of competitions and conferences throughout the year. Years 7-9 students had the opportunity to participate in the Australian Geography and History Competitions, and nine Year 10-12 students participated in a condensed one-day Bond University High School Model United Nations conference where a Year 12 student won the ‘Best Delegate’ Award for her sub-committee for the second year running. The Humanities and Social Sciences Faculty also developed a new club that offers students the opportunity to meet and participate in HASS-related content and activities. The Diplomacy Club, that was started during the COVID-19 pandemic to meet the desire of the student body to participate in Model United Nations (MUN) activities in the absence of a full Bond University High School Model United Nations conference, was well attended; students in Years 7-9 who are not catered to in the Bond University conference were afforded the chance to gain insight into MUNs and develop diplomacy skills well in advance of their older peers. Years 10-12 students were provided with opportunities to explore future career options and university courses. Several students in Year 10 and 11 participated in the Griffith University Business Ambassadors Program, experiencing university life for themselves. While, several Year 12 students also participated in the Year 12 Griffith Business Program at Griffith University, gaining valuable insight into the Business course. Students successfully completed the Bond University Year 12 Extension Program run by the Bond Business School; this program provided students with the opportunity to apply for Bond University scholarships at the end of year.

Health and Physical Education

Health and Physical Education across Prep through to Year 12 immerses students in a caring, nurturing and innovative curriculum. The team of teachers are experienced in delivering the Australian Curriculum from Prep through to Year 9 and the QCAA Curriculum from Years 10-12. The College motto, “Excellence, Care and Commitment”, is engrained in all that we deliver and stand for. As a dynamic and innovative faculty, the Health and Physical Education staff are collectively responsible for engaging students in well planned learning experiences that provide each child with an opportunity to extend and develop their health, fitness and fundamental motor skills. As part of the College’s Strategic Intents, we have also focused heavily on devoting our efforts into ensuring we focus on knowing each individual child. We do this by conducting an annual survey towards the end of the school year to gauge what the students enjoyed, how they felt about their learning and which physical activities they enjoyed most. We then use this data to inform best practice for the following year. The Health and Physical Education Faculty also strongly embraces the values that underpin our College. These include Learning, Excellence, Care, Creativity, Leadership, Integrity, Community and Respect. As 2020 brought so much uncertainty, we were not able to deliver the full range of opportunities that we usually do. We did; however, embrace the online learning initiative which saw us deliver curriculum and teaching through Microsoft Teams and through recorded webcasts, podcasts and live meetings both in class groups and individually for more tailored learning and feedback.

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A summary of the programs we delivered can be found below. Aussie Sports Leaders Program Year 7 leadership program which is an academic curriculum unit teaching all things leadership. This equips students with the opportunity to run and co-ordinate events, including the Prep to Year 3 Cross-Country, Mini Olympics and the Prep to Year 2 Aquatics Carnival. Labrador Hockey Clinic Developing Year 3 student’s fundamental motor skills. Gold Coast Suns Year 7 AFL Indigenous Culture Awareness Program. Health and Physical Education Week Acknowledged by ACHPER Queensland as a dynamics and innovative whole school program celebrating the importance of physical activity and education. This festival embraces all that is good about physical activity for the mind, body and soul. Prep to Year 8 Learn to Swim Program Swimming lessons for all students across these year groups. Upon reflection, 2020 was a very unique and challenging year. Our College Community rallied so proactively, and we have come out the other end full of hope and purpose. Our Prep to Year 12 students once again engaged in wide-ranging offerings that added so much value to their learning. These experiences continue to challenge each child to act with purpose and character now and in the future.

The Arts

This year our bands, choirs and dance troupes focused on consolidating ensemble skills when on campus, whilst enduring the challenges of online learning, virtual performances and COVID-19 safe rehearsal practices. Junior School students displayed their vocal skills with performances for both Channel 7 and Channel 9 Christmas Carols. Choral and instrumental ensemble members performed at various live events including the Helensvale Community Day, Senior Induction, Prep to Year 3 Vocal Festival, Years 4-12 Vocal Festival, weekly assemblies and Valedictory service. Events such as end of semester performance afternoons, Junior ensembles evening, Prep to Year 3 Christmas concert, and many of our tutor recitals, were moved to online platforms. Our Senior students were involved in many events, mostly via online platforms, including performances for our College ANZAC Day Service, Founders’ Day, Speech Night, Senior Ensemble Evening and our Principal’s Commissioning Service. This year, our annual Splendid Visions Art Show also moved to a virtual exhibition in the foyer of our Winton Centre. Unfortunately, many events and performances that were planned for the year, were cancelled or postponed due to COVID-19 restrictions. As a result, performances at Brisbane City Bands Festival, Helensvale ANZAC Day service, Big Band gigs at South Tweed Sports Club, Queensland Youth Music Awards, Prep Arcare concerts, Honjo Higashi assembly, Winton performances, Gold Coast Eisteddfod, Senior Ensemble Celebration evening and our College musical were unable to go ahead in 2020. Our post-lockdown performance highlights for the year included the Chaines Dance Troupe participation in the Phoenix online eisteddfod, the annual College Dance evening, and the production of Children of the Black Skirt by our Senior Drama class.

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The students were able to enhance their learning of the studied text through blocking and preparing their performance, gaining a deep level of understanding of their various characters and their motivations, and analysing how the elements of Drama could be best manipulated and interpreted when presenting the play for an audience. Meanwhile, our Senior Art Camp rebranded to a three-day Magical Mystery Tour to allow for students to still be involved in a series of off-grid ‘authentic experiences’ as required in the Visual Art ATAR syllabus. Students journeyed to remote locations on the Gold Coast, the adjacent hinterland and local islands, to connect with the natural environment and attend art workshops by industry professionals. Through beachcombing, rainforest walks, drawing, painting, design and mixed-media activities, students were given the opportunity to plan for their Unit 3 Journey learning and assessment, and to create a response to either a physical or metaphorical stimulus. Although the College musical was postponed until 2021, whilst preparing for our Junior School production of Once Upon a Mattress, our Senior school creative crew were able to develop skills in production areas including costuming, set design and production, bump-in and bump-out activities, stage management, audio visuals and lighting. Meanwhile, the Junior School students involved in the production were given the opportunity to apply their learning from the Arts classroom, private tuition and ensemble participation, through involvement in singing, dancing, acting and choreography. Staff further prepared curriculum offerings with a focus on on-line learning, creating flexible activities and assessments, reworking assessment timelines to align with IA3 removal, preparing for external examinations and adjusting Years 10 and 11 internal assessments to reflect the online curriculum and timeline in Semester 1.

Staff continued to complete new online courses in external assessment marking through QCAA, whilst also diversifying our online and face-to-face curriculum to meet the individual needs of all students.

Technology

Years 7 to 9 The Technology program encompasses a diverse and exciting set of learning areas where students are offered the opportunity to develop critical and creative thinking skills that support other learning areas as well as translating to a variety of real-world situations. Students in Years 7 and 8 had the opportunity to explore concepts as they worked on an overarching topic that encompassed Digital Technology, Materials Specialisations and Food Specialisations. Over three Semesters students rotated through each area as they worked to develop all aspects of their design solution and they applied the design process to create successful outcomes to real world situations that featured supporting and educating busy families with healthy eating options. In Digital Technology, students utilised analytical and problem-solving skills as they created coding using an ‘App’ development program and Arduino devices. They used design and manufacturing skills to create point of sale promotional products that included laser cut acrylic designs, lighting systems and traditional timber manufacturing techniques and created healthy menu items suitable for family meals. In Semester 2, Year 8 students developed a variety of Contemporary Learning Skills, as they participated in a Collaborative Technology Performance. Students worked in small groups (chosen independently by the students), to examine the problems facing climate refugees within Australia. Their focus was on families who had been displaced due to recent climate events. Each student took responsibility for an area of the project, within one of the three Technology disciplines.

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Teams explored solutions to the design problem and created prototypes that met the needs and wants of their target audience. They used a variety of communication methods whilst working together from different locations, which included face to face meetings, Teams chat and One Note. They worked collaboratively to create a cohesive presentation that incorporated all areas of technology. Students developed technical, collaborative, communication and time management skills as they learned to negotiate, lead and support one another to achieve a unified outcome. They discovered that there were many possible solutions to explore when examining a design problem and that collaboration, communication and perseverance were the keys to success. In Year 9, students were given the opportunity to elect their two preferred areas of Technology. In digital technology students studied web design to create their own web pages and were introduced to the techniques required to create successful moving-image outcomes. Students also developed their coding skills to program and fly drones to specified coordinates. In materials technology students learned traditional timber manufacturing skills whilst constructing a photograph frame. Having mastered these skills, they went on to identify a storage problem within their homes and analysed what design criteria would be required to create a successful solution. Students created sketches and designs that illustrated their ideas and made choices regarding the most effective materials to use. They developed prototypes of their designs using a variety of practical skills appropriate to the materials chosen and then evaluated the success of their solutions against the design criteria. In food specialisations students investigated healthy eating choices and participated in a variety of practical cooking tasks that explored traditional and contemporary Australian cuisine. For their Culminating Performance students researched, planned and cooked a traditional Australian menu item.

Online learning During online learning, the technology subjects adapted well, although the digital technology teaching areas were less affected than the more practical subjects as they already used a variety of online resources. Families were able to taste their children’s cooked menu items as they practised creating these at home whilst watching online demonstrations by their teachers. The feedback from Parents was that it was great to have their children cooking meals at home and some even suggested that this should become a more regular event. For materials technology and design the focus was on developing designing skills and learning to create ideas using CAD software. Online tutorials were run by teachers using Adobe Illustrator and Inventor. This enabled students to become familiar with the software that is used when 3D printing and laser cutting. When students returned to College, they were able to use these files to make prototypes.

Years 10 to 12 Digital Solutions Students extended their knowledge and understanding further as they experienced complex coding problems. Students investigated algorithms, programming features and usability principles to create interactive solutions using programming tools that enabled them to gain a better understanding of programming features. They explored existing and developing trends related to digital technologies whilst using the various phases of the problem-solving process. By experiencing industry standard programming language students develop relevant knowledge relating to university courses and work environments utilising these programming languages. Design Students explored the diverse range of design related occupations and realised that designers have an enormous impact on our day to day lives as they are involved in creating solutions to many human centred and environmental design problems that we are faced with.

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They identified and analysed design problems and created solutions to real world situations using a range of relevant design strategies. Students were encouraged to utilise critical and creative thought processes and higher order thinking skills to propose, develop and evaluate innovative designs that met needs, wants or opportunities through focusing on specific requirements and design criteria. They learned that design follows an iterative process rather than a linear sequential model and that ideas can be communicated in a variety of ways. Students were encouraged to analyse design problems and use both divergent and convergent thinking strategies to design, prototype and create their solutions and that critical evaluation throughout the process was a key to success. Hospitality Students studying Hospitality planned and catered for a number of school-based functions, including the Year 12 Parent’s Dinner. The focus for their cuisine was dining from around the world. Students researched, planned and cooked menu items that incorporated a diverse variety of ingredients and techniques that showcased their culinary skills. Students researched commercial hospitality practices and compared the similarities and differences between a variety of different areas to gain an understanding of commercial practices. Students learned how hospitality businesses must adjust to different situations and requirements as they took into consideration COVID-19 restrictions when planning and hosting functions. They adapted their menus, serving methods and functions, providing a delivery service that abided by COVID-19 rules. Engineering Through the practical application of scientific and mathematical theory the engineering students explored the needs of contemporary and future societies in relation to a variety of contexts. Students became familiar with the variety of engineering occupations and the knowledge require to work in these fields.

They undertook engineering design challenges that tested their understanding of the laws of motion and the importance of constructing effective crumple zones. Further theories were investigated whilst undertaking truss analysis and looking at the statics of structures and environmental considerations, machines and mechanisms. Students learned how to present their understanding through the construction of engineering design folios, using a variety of communication methods including traditional technical drawing, CAD software and prototyping methods such as 3D printing and laser cutting. Film, Television and New Media Film, Television and New Media students were able to take part in a variety of experiences that offered them the opportunity to design and create media responses. Students studied, analysed and responded to Australian and International films, learning how technical, symbolic and narrative codes and conventions are used in the construction of moving-image media products and how different genres influence audiences. They analysed how interactive platforms are manipulated and used to connect with audiences. Students undertook Case Studies of moving-image outcomes from the Videos for Change platform and created personal moving-image responses based on topics that they identified were relevant to the types of issues affecting today’s youth.

Languages

In 2020, the College offered Japanese from Prep - Year 12, and Spanish from Years 7-12. The Languages Faculty facilitated the annual ‘Languages Week’, which proved to be another success after the introduction of this event in 2017. This is an interactive experience for our students to participate in cultural events such as the Running with the Bulls, Piñata challenge, Limbo competition, Latin Zumba, Japanese Taiko drumming, Traditional Dance and Kimono dress up, and of course, culinary delights from Japan and Mexico.

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In Term 2, the COVID-19 Pandemic proved to be a quintessential adaptive and transformative challenge, one for which there was no preconfigured playbook. Lucky are we to have had such flexible and resilient staff and students that embraced learning a language through online lesson delivery and collaboration, using platforms such as TEAMS, D2L and OneNote to access live lesson delivery and participate in a range of new experiences. They trialled different styles of online assessment and tested their skills at creating online posts in their respective target languages – something that they have continued to develop throughout the year. Our senior students were the first to return to campus, and Year 12 Japanese class produced a moving performance with their reflective ‘Song of Hope’. This collaborative project showcased their talents of lyric writing, artwork and technology – resulting in a thoughtful video to express their thoughts and feeling as their own school journey was ending, and they waited for the rest of the College Community to return to school. Once the whole school returned, the Languages Faculty continued to promote a range of exciting opportunities for students to integrate their language skills with cultural activities to give them an opportunity to once again, ‘let their minds travel’ since our wings were clipped, a Calligraphy Demonstration, Hispanic film appreciation, Traditional Scroll making, Fashion Show, Japanese Picnic, Hanami (virtual cherry blossom viewing), Virtual Tour of Japan through VR goggles, coding using spheres, Junior School assembly performances, chopstick challenges, and the annual well-contested Spanish Goya (Oscar) Awards. Sadly, our 25th annual visit from our sister school, Honjo Higashi in Saitama Prefecture had to be cancelled, along with our reciprocal Japan Tour. As we have had a long-standing exchange program with Honjo Higashi, we are looking forward to embracing new experiences in 2021 through Organising pilot classes or groups of students in both countries to collaborate in curriculum through ICT-mediated

communication and exchanging examples of student work. Some of our Chinese and Russian back-ground speakers also had the opportunity to participate in the Annual MLTAQ Speech Competition – which was organised online for the first time. We are very proud of the langue students who represented by our college and achieved outstanding results in their respective categories. All students in Years 4-12 use the Japanese keyboard and Years 7-12 use the Spanish keyboard input when working on their slates. This allows students to create multi-lingual documents to present their work, as well as the stylist to write in script on their screens. Development of ICT skills using platforms such as OneNote, D2L, PowerPoint and Microsoft TEAMS has been a focus in both the Junior School and Senior School classes. Students enjoy the opportunity to practise their language both in the classroom and at home through the use of interactive software and online apps, such as Languages Online, Bablezone, Senior Woolly, Education (Languages) Perfect and Boardworks, and love to compete against each other using Quizlet and Kahoot applications.

Academic Excellence, Growth and Development (ATD) faculty

The Academic Excellence, Growth, and Development (AEGD) Faculty seeks to identify, nurture, and support students across the Junior and Senior School. Our enrichment program aims to support and enhance students as it creates opportunities to interact with others who are at the same stage of social, emotional, or intellectual development. While we strived to provide an exciting and diverse set of challenging experiences for our most able students, the impact of the global pandemic greatly affected our ability to deliver and execute the entirety of the program.

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Prior to any news being released in the media, there was an incredible amount of excitement and anticipation to build upon the previous accomplishments from the Global Round (Beijing, China) and Final Round (Connecticut, United States of America) of the World Scholar’s Cup. When some of the restrictions eased, a glimmer of possibility eventuated with the Regional Round of The World Scholar’s Cup occurring in Term 3. There needed to be balance between providing an academic opportunity and maintaining the health, safety, and wellbeing of staff and students. The Faculty remained alert to the health and safety advice provided by the Queensland Government, and took all necessary precautions to maintain the health and safety of our students. Due to the limitations placed on the event, only nine teams (consisting of Year 10 and Year 11 students) could participate. For our Years 7-9 students, we aimed to deliver a similar experience through our weekly sessions that resumed on a Tuesday afternoon. Individual students and teams achieved notable accomplishments and numerous awards were presented for their success in the varying disciplines and challenges. With the pivot to online learning, the Future Problem-Solving program (for selected students in the Junior School) also suffered disruptions. Once students returned, they explored different solutions to future problems, including ways to resolve absolute poverty in varying contexts, which developed their higher order and critical thinking skills. Through their curiosity and creativity, students were able to devise genuine solutions to overcome the hurdles that different countries are currently (or potentially) experiencing. Learning Support Assistants and Learning Support Teachers from the AEGD Faculty worked closely with classroom teachers, students, and families throughout this difficult year. Students and parents welcomed the assistance to quickly adapt to this new (online) environment.

During this time, the AEGD Learning Support Teachers adopted the role as Case Manager. Within this capacity, they regularly reviewed strategies that aligned to the individual needs of the student. In collaboration with parents and teachers, these strategies were regularly reviewed to ensure that each student can access the curriculum as their same-aged peers.

Co-Curricular Activities and Value Adding at A.B. Paterson College In addition to the Value Adding in academic curriculum (refer to Distinctive Curriculum Offerings and Value Adding at A.B. Paterson College), we believe that a balanced education involves sport and cultural activities to develop a range of skills, attitudes and interests and a broader perspective on life. Students often come to the College knowing they have particular talents, but taking on new activities often reveals surprising ‘hidden’ skills and gifts. All students from Years 4-12 participate in competitive sport and are also encouraged to participate in at least one cultural activity. Specialist teachers in Prep to Year 3 help children develop gross motor skills, ball skills and co-ordination in physical education, and they learn music and movement. Some of the highlights of co-curricular offerings for A.B. Paterson College students in 2020 are provided below.

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Debating and Public Speaking

• Due to COVID-19 Debating was not able to be offered.

• Prior to COVID-19 four students participated at a very high level in the Lions Youth of the Year Competition. One Year 12 Student progressed to the Regional Final.

• Also due to COVID-19 only the Year 12 section of the A.B. Paterson College Public Speaking Competition was able to be held. One student was selected to compete in the Grand Final.

Creative Writing and Poetry

• Junior School Poetry Recital Evening.

• Our College Creative Writing Club provides Years 4-6 students with creative, positive forums in which they are able to develop their literacy skills and share samples of their writing, whilst supported by staff.

The Arts This year our bands, choirs and dance troupes focused on consolidating ensemble skills when on campus, whilst enduring the challenges of online learning, virtual performances and COVID-19 safe rehearsal practices. Junior School students displayed their vocal skills with performances for both Channel 7 and Channel 9 Christmas Carols. Choral and instrumental ensemble members performed at various live events including the Helensvale Community Day, Senior Induction, Prep to Year 3 Vocal Festival, Years 4-12 Vocal Festival, weekly assemblies and Valedictory service.

Events such as end of semester performance afternoons, Junior ensembles evening, Prep to Year 3 Christmas concert, and many of our tutor recitals, were moved to online platforms. Our Senior students were involved in many events, mostly via online platforms, including performances for our College ANZAC Day, Founders’ Day, Speech Night, Senior ensemble evening and our Principal’s Commissioning service. This year, our annual Splendid Visions Art show also moved to a virtual exhibition in the foyer of our Winton Centre. Unfortunately, many events and performances that were planned for the year, were cancelled or postponed due to COVID-19 restrictions. As a result, performances at Brisbane City Bands Festival, Helensvale ANZAC service, Big Band gigs at South Tweed Sports Club, Queensland Youth Music Awards, Prep Arcare concerts, Honjo Higashi assembly, Winton performances, Gold Coast Eisteddfod, Senior Ensemble Celebration evening and our College musical were unable to go ahead in 2020. Our post-lockdown performance highlights for the year included the Chaines Dance Troupe participation in the Phoenix online eisteddfod, the annual College Dance evening, and the production of Children of the Black Skirt by our Senior Drama class. The students were able to enhance their learning of the studied text through blocking and preparing their performance, gaining a deep level of understanding of their various characters and their motivations, and analysing how the elements of Drama could be best manipulated and interpreted when presenting the play for an audience.

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Meanwhile, our Senior Art camp rebranded to a 3-day Magical Mystery Tour to allow for students to still be involved in a series of off-grid ‘authentic experiences’ as required in the Visual Art ATAR syllabus. Students journeyed to remote locations on the Gold Coast, the adjacent hinterland and local islands, to connect with the natural environment and attend art workshops by industry professionals. Through beachcombing, rainforest walks, drawing, painting, design and mixed-media activities, students were given the opportunity to plan for their Unit 3 Journey learning and assessment, and to create a response to either a physical or metaphorical stimulus. Although the College musical was postponed until 2021, whilst preparing for our Junior School production of Once Upon a Mattress, our Senior School creative crew were able to develop skills in production areas including costuming, set design and production, bump-in and bump-out activities, stage management, audio visuals and lighting. Meanwhile, the Junior school students involved in the production were given the opportunity to apply their learning from the Arts classroom, private tuition and ensemble participation, through involvement in singing, dancing, acting and choreography. Staff further prepared curriculum offerings with a focus on on-line learning, creating flexible activities and assessments, reworking assessment timelines to align with IA3 removal, preparing for external examinations and adjusting Years 10 and 11 internal assessments to reflect the online curriculum and timeline in Semester 1. Staff continued to complete new online courses in external assessment marking through QCAA, whilst also diversifying our online and face-to-face curriculum to meet the individual needs of all students.

Sport and Outdoor Activities

• Once the COVID-19 restrictions were lifted College in Term 3 students participate in weekly, competitive sport through the Associated Private Schools (APS) Competition for students in Years 4-12, and inter-House and inter-school carnivals in swimming. The APS athletics and cross country were not held in 2020 due to COVID-19. Most representative sport was also cancelled in 2020.

• The College has excellent sporting facilities, including a 25-metre heated pool, three ovals, tennis and ball courts and the Sir Edward “Weary” Dunlop Multi-Purpose Centre.

• Participation in the Duke of Edinburgh’s Award Scheme – in 2020, the College had four students achieve the Silver Award and twelve students completed their Bronze Award.

Leadership Development and Clubs

• Leadership development experiences: Programmed leadership activities and special opportunities, such as the A.B. Paterson College and Bond University Leadership Experience, Women’s Day Breakfast and the Women in Sport Breakfast.

• Year 6 Leaders participated in the Halogen Foundation’s National Young Leaders’ Day, and a leadership skills’ development workshop with Character Builders.

• The visit of our sister school, Honjo Higashi High School in Japan, was also cancelled due to COVID-19.

• Extensive coaching opportunities of Junior Sporting teams.

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Social Climate At A.B. Paterson College, our vision is to develop young men and women of character. This drives our pastoral care programs and underpins our pastoral care initiatives and activities. Each student is encouraged to run their own race and to be the best version of themselves. Building strength of character is the focus of our approach to personal development, and our practice reflects the values, which are integral to our community. At A.B. Paterson College, we encourage respect for self and others, offer leadership challenges and undertake formal and informal programs of personal growth. The College is not linked to any faith or religion and leaves faith development to parents. A.B. Paterson College recognises that protecting students from harm and the risk of harm is fundamental to maximising their personal and academic potential. Accordingly, A.B. Paterson College is committed to the well-being and safety of its students, as reflected in the College’s policies and programs. All staff and students are required to adhere to these policies and programs, with annual updates occurring at the commencement of each academic year to keep staff abreast of policy updates and protocol. The College has preventative, pro-active and, where required, reactive strategies to deal with bullying and cyberbullying should they occur. Whilst we recognise that bullying occurs in communities, it is not to be tolerated. The College undertakes an annual review of all policies related to bullying and works with all students involved in bullying incidents (aggressor, target, and bystander) to resolve the situation and prevent a recurrence. Where there are ongoing concerns, students are referred to the College Counsellor for counselling, skill development and/or follow-up monitoring.

In 2016, the College began exploring the science of Positive Psychology, with a view to further enhance well-being in the College community. Our long-term aim is to weave the science of Positive Psychology with that of our Teaching for Understanding framework to furnish our students with the skills required to achieve academically and to keep ourselves well. With several young people in society experiencing moderate levels of distress, it is imperative that we make way for evidence-based programs and interventions to further assist our students. It is these evidenced-based programs and interventions that will allow us to further refine our current pastoral care offerings.

Pastoral Care At A.B. Paterson College, we believe that every interaction is an opportunity for growth, with staff constantly on the lookout for that teachable moment. Pastoral Care occurs in each and every interaction; to further enhance these interactions, the College has in place a Pastoral Care program specific to each phase of learning.

Phases of Learning: Prep to Year 3: Focus Area – Fun, friendship, and learning with creativity During the Prep to Year 3 phase of learning, our pastoral care program focuses on developing positive relationships and harnessing natural curiosity. Specific concepts explored include: co-operation, kindness and friendliness. Years 4-6: Focus Area – Friendship and learning Students’ developing identity is explored through choice and opportunity to foster a sense of independence and responsibility. Students are encouraged to think, to feel, and to apply their learning to the world around them through pastoral care topics such as positive communication, responsible choices and leadership at the College and beyond.

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Years 7-9: Focus Area – To create opportunities to experiment, explore, succeed and learn Students are encouraged to strive to be their best in a supportive yet challenging environment within this phase of learning. Lessons are designed to assist students to explore their sense of self, whilst being challenged to take a leap into the unknown. A major emphasis of this phase of learning is to acknowledge that this is a time of great physical and emotional change for our students; our programs are specifically targeted to raise awareness around these changes. Years 10-12: Focus Area – Self-discovery Pastoral care initiatives in this phase of learning are designed to provide students with information on how to succeed as confident, capable and contributing leaders within the College and wider community. Staff mentor students as young adults, walking beside them as they make important decisions about their future. Students participate in various activities and understand the value of giving back to their wider communities. Holistically, students in Years 7-12, belong to one of four Houses, with each House further structured into nine Tutor Groups, with approximately 22 students from Year 7 through to Year 12. In Prep to Year 6, the class teacher, the Deputy Heads of Junior School, and the Head of Junior School monitor children’s daily and overall progress and maintain close contact with families. This approach reflects the different ages and developmental needs of children in these year levels. Students are members of one of the four Houses for participation in House carnivals and competitions. In order to further enhance our Pastoral Care programs and initiatives, from time to time, support for parents is provided by the College through parent information evenings. In 2020, the College was fortunate to welcome back Stymie founder, Rachel Downie. Rachel has a wealth of practical advice regarding managing the challenges that modern parenting brings in the technological age which she shared with our parents.

In addition to the information evenings, articles are published on the College website, which inform and support parents in their roles as parents.

College Community The College values the contribution of all of our students and their families. Functions such as Founders’ Day and Open Day, Grandparents’ and Special Friends’ Day did not occur in 2020 due to Coronavirus pandemic. However, we were fortunate enough to still be able to acknowledge and celebrate other special events such as Speech Night and various academic awards virtually. During online learning, that occurred due to the Coronavirus lock down, in order to continue to engage with our students and their parents we introduced: the morning greeting via D2L, daily wellbeing builders, the fortnightly wellbeing survey, the Online House Challenge and the Tutor Group Challenge. In line with the College’s commitment to the wider community students raised funds for the Wesley Mission Brisbane (WMB) Youngcare; The Salvation Army and Orange Sky Laundry. Not only do our students support local charities they also facilitate school-based Clubs such as Environment Club, Gardening Club and Interact Club. The aim of the various clubs is to create a greater sense of belonging across the College campus by running various activities for other students. In 2020 these student lead activities were somewhat curtailed, however, we managed to see the return of the Year 10 semi-formal, lunchtime trivia, dance competitions and structured game sessions all facilitated by Interact Club.

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Service-learning Service-learning continues to link our students’ hearts, heads and hands as they come to understand that they have a role to play in their giving back to their community, acknowledging that they are able to contribute, take responsibility as community members for their actions, and for addressing issues and need. In 2020 students in Years 7, 8 and 9 were able to participate in various service-learning activities, including, but not limited to: making ‘Joey Pouches’ for Wild Care, continuing the card making tradition for children in foster care to aid the work of the Pyjama Foundation, working in the Community Garden, providing assistance to Baby Give Back and supporting Share the Dignity by participating in the, It’s in the In the Bag campaign.

School Income broken down by funding source Information regarding school income broken down by funding source can be found at the My School website: http://www.myschool.edu.au/

Parental involvement In order for our students to be as successful as possible, it is imperative that we work in collaboration with students and their parents. Parental involvement is actively encouraged at the College in order to further enhance this collaboration. There are a number of avenues open to parents to foster this relationship:

• The Friends of A.B. Paterson College (Formerly Parents & Friends Association), which focuses on ‘friend raising,’ also provides valuable support by providing important materials and resources for use by the students, and assists at various functions held at the College. In 2020, the Friends of A.B. Paterson College contributed enormously to community spirit, as well as raising funds, to support the learning of our students. The Friends of A.B. Paterson College also organised a number of annual events such as Trivia Night, Mother’s Day Breakfast and Father’s Day BBQ.

• Election to the Board of A.B. Paterson College.

• Volunteer activities: For example, assisting in classroom activities, Sports Carnivals, Cultural and Performing Arts events, School Banking, Uniform Shop, Business Industry Dinner, and IGNITE: Ideas with Impact and careers sessions.

• Attendance at Information Evenings keeps parents informed of current educational trends and social issues, such as the College’s approach to education, and requirements of educational bodies such as the Queensland Curriculum and Assessment Authority, and at Parent Teacher evenings to discuss student progress.

• Regular contact between home and school via the College diary, email or phone to keep parents informed of student progress and College events.

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OUR STAFF

Staff Qualifications

Senior Leadership Team Chief Executive Officer Mr Brian Grimes B.Sc., Dip.Ed., M.Ed., M.A.C.E., M.A.C.E.L., F.A.I.M.

Principal/Head of College Ms Joanne Sheehy B.Ed.(Hons), M.Ed.

Head of Junior School

Mr Simon Edgar B.A. (Primary), B.Ed, M.Ed.L, MAS.

Head of Senior School Mr Gary Smith B. Ed (Hons).

Director of Finance Mr Sam Kanoun B.Com. (Acct), CPA (Aust.)

Director of Teaching and Learning Mr Richard Worsey B.Sc.(Hons), M.Sc., Post Grad. Cert.Ed.

Director of Activities Mr Ian Taylor Dip.T., B.App.Sc.

Director of Positive Education & Leadership Ms Toni Kirton B.A., Grad.Dip.Ed., M.Ed., M.Ed.Studies

Director of ICT Services Mr Afzal Shariff M.Bus. Admin., Assoc. Dip. Elec Eng.

Director of Operations and Planning Mr Tim Grosser B.Sc., B.Ed.

Director of Community Relations and Development Ms Nikki Ward

Dean of Senior School Mrs Charlotte Brook B.Sc. (Hons), Post Grad. Cert.Ed.

Acting Dean of Senior School Mrs Melissa Presland B.Biomed.Sc., B.Ed

Director of Teacher Development & Effectiveness Ms Belinda Pilgrim (B.A., Grad.Dip.Ed

Deputy Head of Junior School: Teaching & Learning Miss Rebecca Taylor B.Ed

Deputy Head of Junior School: Pastoral Mr Steve Clacher B.A, B.Teach, M.Ed

A list of staff in 2020 is included in the A.B. Paterson College Yearbook. This list includes the qualifications of staff. In 2020, there were 142 full-time staff and 38 part-time staff. Of these, 113 were teaching staff and 67 were non-teaching staff. The College employed staff (teaching and non-teaching) in contract positions replacing staff on maternity or long service leave or working with students through funding provided by special grants. Casual staff are employed in areas of the College to enhance outcomes for students, for example sports coaches and before school playground supervisors. A small number of staff have identified as indigenous. All academic staff at A.B. Paterson College are well qualified, with many appreciated as specialists within their fields:

Qualification Percentage of academic staff at the school who hold this qualification

Doctorate or higher 1.21

Masters 19.84

Bachelor Degree 100

Diploma 47.11

Certificate 9.09

The College also employs a Counsellor, and special needs personnel within the Academic Excellence Growth and Development teams. Subject specialist teachers work in both the Junior and Senior Schools. In 2020 the College was proud to recognise the commitment and dedication of long-serving staff members at the annual Founders’ Day ceremony: thirteen staff members for 10 years of service, two staff members for 15 years of service, and four staff member for 20 years of service.

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Staff Professional Learning A.B. Paterson College is committed to the ongoing professional learning and development of all staff and this is required under our Industrial Agreement. Our staff fully support this approach and engage positively in professional learning. Thus, all teachers (and learning assistants and faculty assistants) (100%) participated in professional learning activities, including research run by the College within the College, and/or by external bodies in 2018. Diverse fields of professional learning included, but were not limited to:

• Teaching for Understanding

• Specific subject development

• Queensland Curriculum and Assessment Authority: Curriculum, assessment and reporting

• Membership of Queensland Curriculum and Assessment Authority Panels

• Australian Curriculum

• Learning Support

• Academic Talent Development

• Assessment strategies

• Pedagogy

• Differentiation of curriculum

• Use of student ability data to inform planning for individual student outcomes

• Pastoral Care

• Performing and Creative Arts

• Workplace Health and Safety

• Discrimination and Harassment Legislation

• Well-Being

• First Aid

• Sports Coaching

• Behaviour Management

• Debating

• Information Technology use in the classroom and College for 21st Century Learning

• Learning Management System

• Student Protection including Cybersafety, bullying and duty of care

• Career Advisors Information Sessions

• Networking Meetings

• Education Law Issues

• Positive Education As in previous years, a number of College staff presented addresses and workshops at conferences and had papers published. This work was based on the experiences of their professional learning and innovative curriculum and special projects, including research projects. In 2020, there was a continued focus in the Senior School for professional learning in the College on the implementation of the new Queensland Certificate of Education (QCE) assessment and reporting procedures that align with the new Australian Tertiary Admissions Rank (ATAR) system. In addition to three days prior to the start of each year, one day at the start of Term 2, one at the start of Term 3, and one at the end of Term 4, all teaching staff meet weekly for 1.5 hours at least, with a pedagogical or pastoral care focus. The College provided professional development of staff in Teaching for Understanding (TfU), for all teachers new to the College. The COVID-19 lockdowns and subsequent online delivery of teaching and learning required immediate and focused professional learning for all staff in the use of Teams, Screen-casting software and related technologies to allow the uninterrupted delivery of our curriculum. Staff members also train parents in a Support-a-Reader and a Parent Helper Course, in order to work in the classroom supporting our students.

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Non-teaching staff of the College attended in-service in relevant fields such as:

• Information Technology and software programmes

• Human Resources/Industrial Relations

• Use of machinery

• Workplace Health and Safety

• Learning Management System

• Sports coaching

• Nursing updates and training

• Business Managers’ conference For 2020, at A.B. Paterson College, the total funds expended on teacher professional development were as follows:

$40,820 (professional learning, significantly lower than previous years due to COVID-19) $260, 467 (equivalent spending on timetabled In-House professional learning).

These figures do not include the cost of employing relief staff to cover the classes of teachers engaged in professional learning.

Staff Attendance 95.39% of teaching staff (permanent and temporary) and school leaders were in attendance each day in 2020.

Staff Retention 92.04% of teaching staff were retained as from the end of 2020.

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OUR STUDENTS

Student Outcomes The average attendance rate for A.B. Paterson College students for 2020 was 96.36% Average attendance rate for each year level as a percentage in 2020:

Year Level Average attendance rate for each year level as a percentage in 2020

Prep 99.76

1 96.75

2 96.19

3 96.59

4 96.13

5 97.23

6 95.84

7 97.78

8 96.73

9 95.15

10 96.62

11 95.05

12 91.02

Student Attendance A number of members of College staff closely monitors student attendance. Rolls are taken electronically at the beginning of every lesson. If a student is absent, parents/guardians are required to notify the College by letter or telephone call. All student absences are recorded in the College TASS system. If a student is absent without explanation, Student Services administration staff endeavour to make contact with the parent/guardian by SMS messaging or telephone to ascertain the reason for the absence. Classroom teachers and tutor group teachers, and the Deputy Head of Junior School and Heads of House monitor student absences and are in contact with the student’s home should any concerns arise. Should a student be absent for a period of time, and it is appropriate to provide work for the student, this is provided wherever possible.

Year 12 2020 Outcomes A.B. Paterson College was extremely proud of the achievements of its Year 12, 2020 students. These students achieved the high standards for which A.B. Paterson College has been known since the first students graduated in 1994. On average, since our first Year 12 graduates in 1994, 96-99% of A.B. Paterson College students achieved an offer of a tertiary place. In 2020, 100% of students who applied to tertiary education either through QTAC or private universities received a tertiary offer.

Outcomes for A.B. Paterson College Year 12 cohort 2018

Number of students awarded a Senior Education Profile

89

Number of students who received an Australian Tertiary Admissions Rank (ATAR) or who were ATAR eligible.

86

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

7

Number of Vocational Education and Training (VET) qualifications awarded

73

Number of students awarded a Queensland Certificate of Education at the end of Year 12

88

Number of students awarded an International Baccalaureate Diploma (IBD)

n/a

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

100

Percentage of Queensland Tertiary Admissions Centre (QTAC) or private university applicants receiving an offer (including international students)

100

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Scholarships and Awards A number of students won tertiary scholarships or other recognition. The following scholarships were offered to students in Year 12 at the end of 2020:

• One student was offered a Bond University Judge John Newton Mooting Scholarship

• Six students were offered a Bond University Collegiate Excellence Scholarship

• Seventeen students were offered a Bond University Guaranteed Entry

• One student was offered a Griffith University Sir Samuel Griffith Scholarship

• Four students were offered a Southern Cross University STAR Platinum Early Entry

• Seventeen students completed a Barrington College Diploma

Apparent Retention Rate: The Year 12 student enrolment as a percentage of the Year 10 (2018) cohort is 92.7%. *Commencing in 2020, students applying for an ATAR are required to provide consent to QTAC for their ATAR to be released to the institution where they completed Year 12. In 2020, there were five students who did not consent to share their ATAR, which is why this is an approximate percentage.

Value Added The College offers significant opportunities for its students across academic, co-curricular and personal growth dimensions. Please note the sections, Distinctive Curriculum Offerings and Value Adding at A.B. Paterson College and Co-curricular Activities and Value Adding at A.B. Paterson College of this report to peruse specific examples of these opportunities. All children, who enter the College, are tested to create individual benchmarks for ability data, which is used by teachers to assess the progress of students, along with ongoing assessment, to identify and validate the child’s progress. Our entire pedagogical approach is based on internationally sound research and continues to be refined and extended through ongoing research with local universities, and in collaboration with professional colleagues at Project Zero at the Harvard Graduate School of Education, USA and other universities. Through its curriculum and through the use of technology to support teaching and understanding, the College aims to provide a 21st Century Learning environment for 21st Century Learning, recognising its role in preparing our students for life and work in their futures. The College understands the contribution of all opportunities afforded our students to their development as, “young men and women of character – leaders now and for the future.”

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Satisfaction Ongoing judgements related to parent, student and teacher satisfaction are based on the College’s enrolment waiting lists, retention rates and direct feedback via letters and interviews, particularly enrolment interviews. Entry and exit interviews are conducted with families to gain a deeper understanding of aims or any concerns. A number of avenues exist for parents to communicate with the College and, similarly, our students have a number of avenues for communication. The College Principal hosts a special breakfast for new parents to the College at the beginning of each term to gain valuable feedback. The College enjoys a reputation for excellence in education, not only at regional, state and national levels, but at an international level. 90% of the College’s new enrolments come from recommendations of current and past College families. Parents seeking to enrol their children at the College cite the College’s high academic outcomes, high expectations of its students, the achievements of its students, and the College’s values as what they are looking for in their student’s education. Parents are encouraged to raise any issues with staff at formal parent-teacher events and by appointment, through email, or through the student’s diary. The College will consider issues raised and work with parents, aiming to achieve a mutually acceptable outcome. It is important for both parties to work together in trust, to achieve the best possible outcomes for students.

Technology Online learning in 2020 provided the College with a hybrid learning experience. Using technology for online learning and on premises has been an advantage to staff, parents and students alike. The lessons learnt are going to stay with us and allows us to improve in the delivery of curriculum. The College acknowledges the importance of its students and staff having access to the best possible information technology, and for students and staff to utilise information technology in the teaching and learning process. The College maintains its laptop device ratio to 1:1 in Years 4-12 and also kept its Year 3 ratio to 1:1 within classrooms. Prep to Year 2 device ratio has also been stable at 1:2 over last years. The College also utilises iPads in lower Junior School for purpose of specialised applications and robotics. To support learning and teaching, all academic staff and learning are supplied with a laptop device. At the College we use multiple platform such as Microsoft Teams and Desire To Learn (D2L) to provide online learning to students. All classrooms are equipped with either Interactive LCD panel, a projector or plain TVs as per the requirement of the lesson in that classrooms. New interactive projectors were installed all classrooms in the Mathematics building during December 2020 holidays. With COVID-19, our choice of BENQ LCD panels was well regarded as they promote healthy learning environment by incorporating smartness in the panels such as, Air Quality Sensor, Germ resistant and Smart Eye-care Solution.

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Staff and students can access work anywhere, anytime, using the new Office 365 platform. The collaboration between teachers and students are ever increasing with software applications such as O365, MS Teams, OneNote and D2L which is utilised at the College. The College’s secure wireless access in all classrooms ensure student and staff laptops are always connected to the internet for the purpose of learning. The College monitors the websites and limit and restricts the access for all students as per the polices of the College. Our filtering system allows for granular web control and dedicated categorisation. With the new extension to our filtering system, the College can monitor the web browsing at home as well. The Colleges cybersecurity policy is comprehensive, and we use firewall to block and limit many websites. For the benefit of staff, they are provided with training for new hardware and software to keep in line with professional competency. ICT support extends into classroom to help facilitate learning.

Destination Survey Survey Response rate: A.B. Paterson College 2020

Number of Respondents

Number of Students who

completed Year 12

Response rate (%)

89

Summary of findings

These results will be published when the survey is

completed, by around September 2021.

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Old Collegians, the College Alumni Association The people who understand our College best are our Alumni. They knew what drove them at school, they know how the A.B. Experience played out in their lives, their career, their success, their friendship groups and their community. They know exactly how their time here with us at A.B. Paterson College has played out in the trajectory of their lives. Our Alumni are the brand ambassadors of our College. Why are they advocating, why do they love A.B. Paterson College and why do they support us? Because the A.B. Experience is a powerful change in our student’s intellectual, social and emotional being. Our Alumni actualise our brand. The Old Collegians provides a platform for our A.B. Paterson College Alumni to connect with each other and to the College. Our Old Collegians share a common experience of the past, drawing it to the present and building on it for future development. To our current students, who will one day play a unique part in our Old Collegians, you will always belong here at A.B. Paterson College, whether it be in person, online and all around the world–you will forever be a part of something bigger than yourselves–the Old Collegians is timeless!

College Progress 2020 An edited version of the Principal’s Speech Night address may be found in the A.B. Paterson College Yearbook, The Banjo. The Principal prepares an Annual Report to the Board, in which the achievement of annual operational plans and goals are measured against the overall Five-Year Strategic Plan. The Principal and Senior Leadership Team review progress in working towards the achievement of these annual operational goals. Regular information updates on the College’s progress, in relation to aspects of the Strategic Plan and Building Program, are noted in the weekly newsletter, Illalong News, in a timely manner. Further information about the College and its policies may be found on the College website: www.abpat.qld.edu.au

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10 A.B. Paterson Drive, Arundel Gold Coast, Queensland, 4214 Phone 07 5594 7947 Email abpat@abpat.qld.edu.au www.abpat.qld.edu.au CRICOS 00902F A.B. Paterson College Limited trading as A.B. Paterson College