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Contents

Gleeson College Context 3

The Gleeson 10 4

Religious Education 5

Key Direction 1: Catholic Identity 7

Key Direction 2: High Quality Teaching

and Learning 8

Key Direction 3: Effective Administration

and Resourcing 9

Student Cohort and Attendance 10

Student Learning Outcomes 11

Senior Secondary Outcomes 12

Student Development and Leadership 16

Extra Curricular Opportunities 17

STEM 19

Professional Learning 20

Parent Satisfaction 21

ANZAC Centenary Commemoration 23

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Gleeson College Context

Gleeson College is a Catholic co-educational secondary school situated on

the Golden Grove Secondary Schools Campus (One+) in the north-east suburbs

of Adelaide. With an enrolment maximum of 720 students from Years 8 to 12,

Gleeson College is well resourced and is complemented by the shared learning and

facilities accessed by three schools on campus; Gleeson College, Pedare Christian

College and Golden Grove High School.

Gleeson College takes its name from the Very Reverend James Gleeson. Throughout

his long and distinguished career, Archbishop Gleeson had a strong personal commitment to the pursuit of justice and

peace and we believe that the students of Gleeson College

continue to strive for these goals, in the Catholic tradition. At Gleeson College all

members of our community aim to fulfil the College’s Vision through the

Gleeson 10 (the College’s core values and indicators), see page 3.

The College operates a vertical house system of Pastoral Care and our staff is

highly regarded for their partnership with parents and students, dedication to

academic excellence and the pastoral care of students as well as commitment to

professional development. .

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Religious Education

Gleeson College provides students with opportunities to experience learning and living with the integration of

faith in all aspects of school life.The focus of faith development and living through the example of Jesus, are supported by our college theme

'With One Heart'. It also encompasses the vision of Archbishop James Gleeson, who encouraged the call for

all community members to be of service to others. In this light, Gleeson College acknowledges students from

a diversity of religious backgrounds, and provides a community environment in the spirit of 'With One

Heart'. In line with the CESA Continuous Improvement Framework, Gleeson College addressed the Domain of

Catholic Identity through the following undertakings:

Doing TheologyThe Staff were involved with a number of important

sessions throughout the year that involved contemporary understanding of Theology. This

culminated in staff working with the Gleeson 10 the Colleges’ values and matching scripture with Prayer.

This was an important exercise for staff in the formation of deepening religious experience and an understanding

of scripture in our current community.

Catholic Social TeachingArchbishop Gleeson’s ethos “to be of one heart” was

continually witnessed throughout 2015 with students being involved in a wide range of social action and

charity work. Fundraising for Caritas Australia plays an important part of our community and was prevalent

through many activities throughout the year. The close connection with St Vincent de Paul in the Winter and

Christmas Appeal which were heavily supported by the community. Once again in 2015 support of the Cancer

Council was strong with over 70 staff and students being involved in the Relay for Life and all students

taking part in the Junior Relay for Life. Both of these events show the connection Gleeson has with its

immediate community and the compassion that the College shows for those in need. The 2015 Immersion

trip to Bathurst Island provided an opportunity for students to engage in another culture along with

learning and supporting the indigenous community on the Tiwi Islands.

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Religious Education

Prayer and LiturgyAgain in 2015, prayer and liturgy played an important

part of College life, with a variety of different experiences offered to students to be involved in. These

included, Whole College, House, Year Level and Community Eucharistic Celebrations. These were

strengthened by themes around the Gleeson 10 and important events throughout the year including Lent,

Advent and our Gleeson Day.

Religious EducationThis plays a major role in the education of our students

and understanding of both the Catholic Faith but also an appreciation and understanding of world religions.

As a compulsory subject from year 8 to 12 students have the opportunity to explore the meaning of religion

in class in a contemporary curriculum underpinned by the Crossways framework.

Faith FormationBoth staff and students continued to engage in prayer

on a daily basis. This included some professional development days on different ways that the

community can engage in Prayer.

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Further Professional development and work toward embedding the process of ‘Doing Theology’ within the College community.

Gleeson College joined the Enhancing Catholic Identity network at CESA.

The language of theological discussion was bought into the ‘meaningful realm’ of teachers and,

ultimately the students, so as to enable meaningful engagement with the ‘why’ of our

Catholic tradition, belief and Faith.

Stronger connections were created and forged with our Parish Communities at Tea Tree Gully

and Modbury/Para Hills.

A member of the Modbury/Para Hills parish joined the College Board.

A focus on prayer with RE consultant from CESA.

Models of best practice in terms of liturgy and initiatives for other staff to use with their students and ultimately the Class, House and Whole School

liturgies and Masses.

Key Direction Catholic Identity

During 2015 much progress was made toward the achievement of Key directions as outlined in

the College Annual Implementation Plan. These include but are not limited to:

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The Lead Learning Team started the process to develop a ‘learning creed’, that is, an articulated agreed statement

of what quality teaching and learning is at Gleeson College.

Professional development was undertaken as to contemporary pedagogy.

The process of classroom observations was extended to all staff in 2015.

Further engagement with the AITSL Teacher Performance and Development framework underpinning classroom

observations.

Classroom observations were connected to all staff members completing a formal PPLP outlining their

professional learning plan for 2015.

Classroom observations connected to Professional Learning Teams with the use and professional

development of the learning management system iScholaris.

Engagement with the University of South Australia to begin a ‘Learning Analytics’ project focussed on literacy

outcomes..

Key Direction High Quality Teaching and Learning

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Key Direction

Effective Administration and

Resourcing

Successful implementation of a Bring Your Own Device (BYOD) policy and process across all year levels.

Every student is able to access a fully functioning personal device in every lesson that they require it.

Staff have successfully implemented a contemporary pedagogical approach that successfully integrates the

use of the device to enhance teaching and learning outcomes.

There has been a renewed focus on stronger connections with partner Primary schools including

dialogue about working together in new structures and arrangements. An example of this was the highly

successful ‘Come and Try Gleeson’ Days.

Continued exploration of new opportunities including bus routes and partner opportunities.

Ongoing review and analysis of College fee structure as it impacts enrolment decisions made by families. An example of this commitment is that Year 8 fees were

frozen for the second year.

Process of Architect selection and engagement for the completion of a new College Master Plan.

A number of areas of the College were upgraded including student toilets and the courtyard.

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Student Cohort and AttendanceIn 2015 the total number of student

enrolments was 662. The number of students identifying as Indigenous or Torres Strait

Islander was 0.6% of the school population. Year level enrolments for 2015 as per the

August census are reflected in Figure 1.

Year

Level

Number of

Students

Year 8 117

Year 9 137

Year 10 128

Year 11 127

Year 12 153

Figure 1: Student Enrolments by Year Level 2015

Student attendance rates are outlined in Figure 2 It is an expectation that families notify the College of non-

attendance of students via the absentee telephone line. Families whom have not notified the College are followed

up on the day of the student absence to inform parents/caregivers of the non-attendance and to seek a

reason for the absence. All absentees are recorded by the Care Group teacher. Long term absences are followed up

with the House Coordinator and/or the Student Counsellor.

Year

Level

Term

1

Term

2

Term

3

Term

4

Year 8 95.45% 91.79% 90.71% 92.44%

Year 9 92.88% 92.20% 89.30% 91.29%

Year 10 94.12% 92.51% 89.51% 91.96%

Year 11 89.86% 88.12% 84.17% 90.60%

Year 12 92.57 88.98% 86.79% 96.87%

Note: This information is based on the number of school days that students are required to attend against those days taken as absence.

Figure 2: Student Attendance by Year Level 2015

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Component Present Absent Exempted Withdrawn Participation

Rate

Reading 136 2 0 1 98%

Writing 137 1 0 1 99%

Spelling 137 1 0 1 99%

Grammar & Punctuation 137 1 0 1 99%

Numeracy 133 5 0 1 96%

Component Mean Score Mean Score as a

Proficiency Band

% of Students who

achieved the NMS

2013 2014 2015 2013 2014 2015 2013 2014 2015

Reading 578.6 579.1 573.4 7 7 7 99 97 96

Writing 573 572.3 566 7 7 7 96 90 88

Spelling 589.5 584.4 569.3 8 8 7 99 96 91

Grammar & Punctuation 574.9 573.4 549.1 7 7 7 95 92 86

Numeracy 574.4 578.3 573.8 7 7 7 94 96 97

Student Learning Outcomes

Attendance and participation rates in the 2015 NAPLAN tests improved from 2014. The number of students were present, absent, exempted or withdrawn for the NAPLAN test

in May 2015 are shown in Figure 3:

The percentages of Year 9 students who achieved the National benchmark or above (Proficiency Bands 6 – 10) in the following NAPLAN tests are outlined in Figure 4:

Figure 4: School Mean Scores – Proficiency Band and % of students who performed at or above National Minimum Standards (NMS)

Figure 3: Year 9 NAPLAN Participation 2015

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Senior Secondary Learning Outcomes

Congratulations must go to our Year 12 students of 2015 who attained commendable results in Stage 2 of their SACE. Many have realised outstanding personal achievements.

A summary of SACE grade distribution over the last 4 years is outlined in Figure 5.

Figure 5: SACE Stage 2 Grade Distribution by Year

Figure 6: 2015 SACE Stage 1 Results

2014____

SACE Stage 1 students performed very well against other schools in the state as can be seen in Figure 6.

2015

2013

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Figure 7: 2015 SACE Stage 2 Subject Results – By Grade Distribution

153 students undertook Stage 2 SACE studies.17 students received an Australian Tertiary Admissions Rank above 90. The highest ATAR

achieved was 99.80 out of a possible 100, closely followed by 98.90. 18% of all results were A grades. 98% of all results were an A, B or C grade. 4 students received an A+ with merit

across Religion Studies, Biology, Chemistry, Child Studies, Workplace Practices andInformation Publishing and Processing.

Figure 7 provides a grade distribution for Gleeson College and the State, calculated using the grades of all enrolments that were awarded a result in all graded subjects.

Senior Secondary Learning Outcomes

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Certificate Level Total Number of

Students with

Completed VET

Qualifications

Total Number of Students with

Completed Units of Competency

Total Number of Units of

Competency

% School % State

Certificate I

0 5 37 0 8.34

Certificate II 3 14 153 21.43 24.10

Certificate III 10 20 237 78.57 65.44

Certificate IV or greater 0 0 0 0 2.13

Total 13 39 427 100.00 100.00

Senior Secondary Learning Outcomes

Gleeson College caters for a wide range of student pathways and is proud of the many options made available to students in relation to Vocational Education and Training as a flexible option

to help meet the individual needs and interests of our students. Figure 8 provides information on the number of students who completed one or more units of VET competency by Certificate

level. 13 fewer students undertook VET as part of their SACE in 2015, although there was an increase in the proportion of students undertaking the higher Certificate III courses. Figure 9

outlines tertiary course offers made across the Year 12 cohort for study/training in 2016.

Course Offered No. of Students

University of Adelaide 27

Flinders University 5

UniSA – Magill 18

UniSA – Mawson Lakes 10

UniSA – City East 16

UniSA – City West 19

Tabor Adelaide 1

TAFE 6

Figure 8 Students completion of units of VET competency

Figure 9 2016 Tertiary Offers by Institution

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Course No. of Students

Education 7 (Primary/Early Childhood)

12 (Secondary)

Bachelor of Engineering 11

Bachelor/Diploma of Business 8

Bachelor of Science 7

Bachelor of Psychological Science 7

Bachelor of Arts/International Studies 7

Bachelor of Science 7

Bachelor of Applied Science

(Human Movement)

6

Bachelor of Health Science 6

Bachelor of Media 4

Senior Secondary Learning OutcomesChoices for tertiary study and training continue to be dominated by preferences for

Sciences, Education and Business as highlighted in Figure 10.

Figure 10 Popular 2016 Tertiary Courses

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Student Development and Leadership

All students at Gleeson College undertake a Personal Development Program to support their

wellbeing and learning. These sessions are presented in collaboration between College staff

and relevant external presenters.

Topics within the program include:Life skills, healthy eating and relationships,

cyber safety, bullying & harassment prevention, leadership development, child protection

education, driver education and ‘Party safe’.

At Gleeson College, students are also provided opportunities to develop and demonstrate their

leadership potential. Formal Student Leadership opportunities are offered in the following areas of

College life:Senior School Executive

Senior School House CaptainsMiddle School Executive

Middle School House CaptainsJustice and Ministry Captains

Health Captainsand Performing Arts Captains.

In 2015 Student Leaders undertook the following initiatives to support student well being

and various charities:

#ILY Day – Heart Foundation(view the #ILY Day video here)

St Patrick's Day donut drive – Caritas Australia

Red Cross Blood Drive – Red Cross

Jeans for Genes Day – Children’s Medical Research Institute and

Daffodil Day – Cancer Council.

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Extra Curricular Opportunities

Sport

Gleeson College provides opportunities in a range of regular and extra curricular sports.

In 2015 Gleeson participated in:Interschool Athletics

Interschool SwimmingKnockout Sport (boys/girls soccer, netball,

basketball), Saturday Morning Sport

(boys/girls basketball, soccer and badminton, boys tennis, girls netball, girls softball,

girls volleyball),

Students in our Netball Specialist Program compete in:

Specialist Schools PlayoffsGlen Waverly International Schools

Championships (VIC)and provide coaching and umpiring support

for our local Catholic Partner Primary Schools.

Students in our Specialist World Football Program (Soccer) play off in the Specialist

Schools Twilight Competition and also umpire and coach students in our local

Catholic Partner Primary Schools.

Results of note for 2015 include:

State Final Knock Out Netballby both Open and Year 8/9 Teams

Knock Out Soccer:Year 10 Boys - 4th

Year 8/9 Girls achieved – 2nd

Indoor Soccer:Open Boys - 2ndOpen Girls - 3rd

Year 8/9 Indoor - 2nd17

Extra Curricular Opportunities

Performing Arts

Students at Gleeson College have the opportunity to be part of many talented

troupes and ensembles. In 2015, the community was entertained by students of

the College Choir, Concert Choir, Concert Band, Music Ministry, Rock Band, Stage Band,

Dancers and cast, crew and band of the College Musical.

Gleeson College’s 2015 musical production of ‘The Wedding Singer’ was met with rave

reviews from audiences over 5 performances. The musical comprised singing, acting,

dancing and a live band.

Stage 1 and Stage 2 Creative Arts students prepared and directed the Performing Arts

Showcase in a fantastic culmination of work in 2015.

Gleeson performers also showed great pride in performing at our annual Campus

Assembly as a College and also in a combined finale with PCC and GGHS.

Performing Arts students also engaged with Catholic Partner Primary Schools in

‘Performing Arts Roadshows.’ Primary School students were offered workshops in a range

of Performing Arts which culminated in Whole School concerts with acts combining

the skills and talents of both the primary and secondary students.

Students were also given the chance to perform in Mt Gambier at

‘Generations in Jazz’ and also performed at Festival Theatre for the Catholic Schools

Music Festival.

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Gleeson College is dedicated to fostering the development of both through our curriculum

and extra-curricular programs. Study of STEM subjects will open doors to job opportunities in a

number of fields that require skilled labour and/or academic qualifications.

Our students are exposed to a number of opportunities including the ICAS Science

Competition, Westpac Mathematics Competition, The Science and Engineering Challenge,

Oliphant Science Awards, National Youth Science Forum and programs supported by South Australia’s

three Universities.

The development of an exciting new extra-curricular option, the ‘STEM Society’ was launched in late 2015. The STEM Society consists of a group of

like- minded Year 8 and 9 students who are challenged by high level activities and

experiences. The program is held in alternating lunch times and after school sessions. Students are

extended through accelerated, hands-on activities, engagement in assisting in school events, guest speakers and excursions.

Year 10 students also have the chance to be accelerated and study Stage 1 Scientific Studies

(Engineering) through the Advanced Technology Project.

Two Year 9 students graduated from the STEM Sister program (Department of State Development)

Four Year 11 students attended the National Youth Science Forum, with one of these students going on

to represent Gleeson College at the International Science Forum in Germany.

Student achievement in Science and Mathematics is celebrated at our annual STEM Expo held in Term 3.

Science, Technology,

Engineering and

Mathematics

(STEM )

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Figure 13 2015 Gleeson College Staff Professional Learning

Professional Learning Undertaken by Staff in 2015

Staff at Gleeson College undertake both group and individual Professional Learning. A

summary is provided in Figure 13.

Professional Learning

AITSL Standards CESA Continuous

Improvement

Framework

Personal Professional Learning Plans 6.1, 6.2, 6.3, 6.4 Examples across all

domains.

Learning Management System – iScholaris 5.5, 6.2, 7.3 High Quality

Teaching and

Learning 5.3, 5.4, 5.5

Effective Use of Data

6.1, 6.2, 6.3

Classroom Observations 6.3 High Quality

Teaching and

Learning 5.2, 5.5

Effective Use of Data

6.1, 6.2, 6.3

Restorative Practices 4.3, 4.4, 6.2, 7.1 Orderly and Safe

Learning

Environments

7.1, 7.2, 7.3, 7.4

Moderation of Common Assessment

through Performance Standards

5.3, 5.4, 6.2, 6.3 High Quality

Teaching and

Learning 5.1, 5.2, 5.3

Doing Theology 6.2, 7.1 Catholic Identity

1.1, 1.2, 1.5

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Parent Satisfaction The Gleeson College Community was surveyed at the end

of 2015. Results were overwhelmingly positive. In particular parents identified common areas of alignment

with the College’s offerings:

Pastoral support offered to students“We have been connected with Gleeson for 6 years now

and we have been happy with the college. Both our children have developed into young adults that we are

very proud of and some of this must be attributed to some of the teachers who have strongly connected with

them and shown a genuine care and concern not only for the academic side of their learning but also their

wellbeing. There have been some bumps on the road but we have always found a staff member that we can

approach who can help us address our concerns. There are many challenges facing catholic education and

Gleeson seem to have articulated their vision for excellence for the future and we hope that this is

reflected in all aspects of learning and engagement at school.”

Valuing of religious education and sense of community86-98% of parents communicated that they were highly

satisfied or satisfied with the Gleeson 10 Values, the Religious Education curriculum, student participation in

Masses and Liturgies, year level retreats and social justice initiatives.

“Words to describe Gleeson - Great education. Warm, dedicated, friendly, strong Christian values.”

The school has a good soul. I enjoy seeing the school celebrate the many achievements and like seeing the

teachers’ pride in that.”

Regular feedback from teachers“Love the communication that is sent about learning and

assessments. It really assists parents in being partners with the school in student learning.”

Excellent communication“Every staff member of Gleeson College is absolutely

amazing, dedicated, approachable, dedicated, hard working, dedicated ....”

“Open communication between parents and teachers. A medium size school with a sense of community and

opportunity to experience a wide variety of activities.”21

Parent Satisfaction

Positive relationships between students and staff

“We feel truly blessed that our children have been given the opportunity to be apart of the Gleeson community, we know as parents we work along side Gleeson college, leading by

example in its teachings. The college has given our children the opportunity to excel in

their studies & continue to grow into thoughtful & caring young adults moving

towards a better future for all.”

Professionalism and approachability of staff“Extremely impressed with the Year 12 staff

commitment to students in their own personal time.”

The community spirit and the good relationships between students and staff.

Professional Approachable Caring Community Disciplined

Dedicated teachers who encouraged and bought out the best in their students.”

“A school of pride, faith and dedication/commitment a real sense of

community spirit building/enhancing students characters & abilities- preparing

them for their future.”

Value for money for quality education and helpfulness of the finance team

“Gleeson have been very supportive of me and my 3 children during difficult times to ensure my children can have an amazing

education.”

“I have been very impressed with the College in terms of my situation, they have been

extremely understanding of my situation and have supported me with a payment plan to

ensure my children have been able to stay at the College.”

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As a member of the One+ Campus,Gleeson College has developed a rich culture with

the Australian Defence Forces, and annually commemorates Anzac Day and

Remembrance Day.

With our Defence Force Transition Mentor on Campus, we have developed even deeper ties

with the Australian Defence Force.

Our Defence Force Transition Mentor plays a significant role in the lives of students who have a parent in the Australian Defence Force. This role is in place to support Defence Family students in

all aspects of their wellbeing . In addition, the role also helps raise awareness of mobility issues facing students and offers support when a parent

or sibling is on long-term deployment.

For the 100 Year Anniversary of the Gallipoli Landing, our Campus united 3000 students and

more than 300 staff to commemorate the event. Representatives from the Australian DefenceForce formed a Catafalque Party. WOD Keefe

addressed the assembly, flanked by Cadets enrolled at the Campus schools.

Invited dignitaries were also in attendance. The event began with a fly-past by an AP3 Orion.

In a performance of an original song, Campus students acknowledged the sacrifice of a local

Golden Grove family who lost two sons in WW1 –the Harper Brothers – recognised locally

(Harper’s Field, Golden Grove) and in the Canberra War Memorial.

News coverage of the event can be viewed here and here.

We Will Remember Them.Lest We Forget.

ANZACCentenary

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