SCHOOL PERFORMANCE REPORT 2017 - … School Performance Report... · capabilities outlined in the Australian Curriculum and the South ... development of Digital ... Vincenzo Triulcio

St Michael’s College ~ School Performance Report 2017 1

SCHOOL PERFORMANCE REPORT 2017

AUSTRALIAN EDUCATION ACT 2013

ST MICHAEL'S COLLEGE, ADELAIDE

SCHOOL CONTEXT INFORMATION

St Michael’s College is a leading Catholic school in the western suburbs of Adelaide. The College comprises two campuses offering a primary education to boys from Reception to Year 7 at Beverley and a secondary education to girls and boys from Year 8 to Year 12 at Henley Beach. As a Catholic school committed to the Lasallian vision of education we challenge and support our students as they strive to be the best they can be and prepare them for the broader community and lives of faith and hope. SES Rating: 101

Total Enrolments: 1,636 (Primary 403 Secondary 1,233)

% Indigenous students: 0.55%

Students with a disability: 3.54% / 56 students (based on students only who receive special funding)

Teaching Staff: Total 142 Full time 105

Part-time 37

Non-Teaching Staff: Total 56 Full time 28

Part-time 28


ANNUAL IMPROVEMENT PLAN

2017 saw the continuation of ‘Living the Mission – Our Strategic Priorities for 2014-2017’. Following the introduction is an outline of some of the 2017 actions evolving from the Strategic Priorities as we look to enliven the Lasallian Mission of ‘the human and Christian education of the young, especially the poor’: ______________________________________________________________________________________ The Lasallian Mission has flourished for almost 350 years, underpinned by an ability to identify needs and act on them with a sense of purpose, innovation and creativity. This approach continues today, maintaining relevance to current contexts. In his opening address to the International Assembly 2013, Brother Alvaro suggested that: “Our world is full of contradictions and challenges, but it remains God’s creation. Our concern in thinking about and designing today’s and tomorrow’s education is realised by offering a community and personalised environment where each child and young person flourish as human beings and where they are open to hope and have a positive sense of life.” He further challenges us to: “Not be satisfied with the innate tendencies to duplicate structures, but rather to look for ways to modify and improve them and a society that is more participatory and includes a more radical living out of Christian values. Therefore, the first condition for innovation is getting to know and love the reality in which we live, with its lights and shadows, its pluses and minuses.” “Living the Mission” provides an insight into our current thinking as a College operating in an ever changing and dynamic world. It outlines a series of strategic priorities we believe will ensure the successful living out of our Mission and Vision, both in the short term and into the future. The strategic priorities have been inspired by our position as a Catholic School in the Lasallian tradition and informed by the valuable contributions of the Board, leadership teams, staff, students and parents of the College (‘Living the Mission’, 2014- 2017).

Priority Set 1 A DEEP SENSE OF CATHOLIC IDENTITY AND ENHANCED EXPERIENCE OF LASALLIAN SPIRITUALITY AND MISSION

Founders Day Mass: May. Over 1700 students and staff from both campuses in attendance.

Lasallian Formation: Highlights of professional development opportunities for staff in 2017:

“Meaningful Lasallian Education”. Theme for all staff professional development held in January.

Lasallian Leaders Gathering: Principal and Board Chair in attendance.

Lasallian Spirituality for Educators: For staff with a personal/professional interest in the theological and spiritual dimension of Lasallian education.

Lasallian Women’s Symposium: "Lasallian women as change makers", recognising the distinct role and identity of women in the Lasallian mission, especially as catalysts for change.

Lasallian Heritage: A residential program which explored the Lasallian story, pedagogy and spirituality and how this directly relates to their personal and professional lives.

College Staff Retreat experience: Retreat options: - Being a Christian Today. Presenter: Stephen Downs, Associate Professor, School of Theology ACU - Let’s explore Prayer. Presenter: Jacinta Astachnowicz, Staff Spirituality and Religious Formation

Consultant CESA. - The challenge of being environmental ambassadors for the earth. Alice Dunlop, Naturally Smart

Australia Ambassador


- Learning about scripture through the eyes of women. Bernadette Kiley OP, Congregation Leader Holy Cross Congregation of Dominican Sisters and Coordinator, Asia-Pacific Region, Dominican Sisters International.

Brother in Residence: Br Mandy visited the College on two occasions, working with students and staff at both the Primary and Secondary Campuses as a Brother in Residence. Br Mandy spoke with all Year 9 classes about ‘vocations.’

Twinning Program: Continued to strengthen and grow Lasallian solidarity through the Twinning program with Urdu Campus 2, Pakistan. This program is supported through Mission Action Day fundraising of approximately $50,000.

The Mission Action Day: In excess of $50,000 raised which will make a significant difference to the life of others.

The Religious Identity and Mission Council collated and grouped the Catholic/Lasallian themes chosen by staff. These ‘themes’ will be considered as naming options for areas in the new senior learning centre due for completion in 2018.

The annual Community Awareness Day and Reflection Activity Day program, delivered to the Year 10 cohort, provided the students with a practical insight into the works of a number of Adelaide Charities and developed their character traits in a Christian context.

Retreats: All secondary year levels participated in a Retreat experience which continues to build connections with spirituality and God, and develops relationships with peers and teachers. In addition, Year 11 students provided a Retreat experience for Year 7 students at the primary campus.

Sacramental Program: 23 students at our primary campus prepared to receive the ‘Sacraments of Initiation’, Confirmation and Eucharist.

Sunday Family Masses held once a term in the Primary Campus Chapel. Staff, parents and students are invited to attend. This initiative is to support the Year 4 Sacramental Program and to encourage families to attend the Sunday Mass.

Social Justice & Charities Week: Multiple fundraising activities and drives occurring in each year level and around the school community.

Pastoral Associate: Continues important work supporting bereaved community members and school spirituality programs.

House Founder’s Banners installed in Founders Hall.

Religious Education program: A well developed and resourced program that develops students’ knowledge and understanding of Christianity in the light of Jesus and the Gospel, and its unfolding story and diversity within contemporary Australian and global society. It fosters capabilities and skills of discerning, interpreting, thinking critically, seeking truth and making meaning.


Priority Set 2 ENHANCED PERSONAL AND WELL-BEING OUTCOMES FOR STUDENTS

The Pastoral Care of students at St Michael’s College is informed by the Lasallian Vision of education, and the personal capabilities outlined in the Australian Curriculum and the South Australian Certificate of Education, to assist with the development of all students so that they are able to reach their academic, spiritual, emotional, social, and physical potential.

Primary Values for Life Program: Year 6 and 7 students had an Educational theatre group address bullying in schools and

how to empower vulnerable students to be assertive and safe in the playground and online. 'The Protectors' is an emotional wellbeing presentation that has been researched and developed in association with teachers and students.

Seasons for Growth: ‘Seasons for Growth’ is an innovative grief and loss education program that uses the imagery of the seasons to illustrate the experience of grief. It aims to strengthen the social and emotional well-being of children and young people.

Reception Transition and Orientation: Students commencing in the January of the following year were invited to participate in a Transition to school program. This program runs one day per week over 4 weeks.

Bounce Back! Wellbeing and Resilience: The Primary Campus staff have been receiving professional development in a wellbeing and resilience program for children, ‘Bounce Back!’ The program will be adopted in 2018 from R-6 and provide a consistent framework for staff, students and parents to work with. The wellbeing of our students is of paramount importance and positive relationships at school have a direct correlation to academic performance.

Junior Secondary Year 7 - Transition from primary school to junior secondary. Focus areas: Friendships, Relationships, Lasallian

Community, Well Being, and Digital Citizenship.

Year 8 - Qualities of an independent learner, building awareness of Community and their place within it, development of Digital Citizenship, and the growth of a future mind-set.

Year 9 - Holistic development of students through a Positive Education approach. Well-being and personal development, mindfulness, strengths based learning, growth mindset and gratitude. These foci underpin and support programs addressing goal setting, social justice, body image, drug and alcohol education, cyber safety and positive relationships.

Senior Secondary Year 10 - Career Aspirations, PLP, Career Voyager, Pathways, Study Habits, Lasallian Youth Leadership, Social Justice

and Community, Well Being and Thinking about self and others.

Year 11 - Leadership, Lasallian Youth Leadership, Well-Being, Buddy Program, College Leaders and House Captain formation, Online safety, Road/Driver Education, Choicez and Pastoral Reflection.

Year 12 - Retreat, Community, Seminar Days, Study Habits, Leadership and Stewardship model, Mentoring and transition towards success outside school as good citizens and leaders in society.


Other notable events:

Anzac Dawn Services: St Michael’s College was once again proudly represented by staff and students in Dawn Services at Henley Beach and Seaton Park as well as at the Australian National Memorial, in Villers Bretonneux, France.

Carly Ryan Foundation Workshops: Covering topics such as protecting private information, smart-phone apps, cyber bullying, on line gaming and more.

Mental Health Awareness Day: World Mental Health Day was held during the recent school holidays and recognised at St Michael’s College this week. This is our first such day, which had its genesis in a proposal from College Captain, Pamela Carrera. Well done to Pamela and the wonderful team of students and staff, led by Mr Kitschke and Mr Vizaniaris who put the day together. Some of the activities included: The sale of green mental health awareness ribbons, with the proceeds going to the Kids Helpline and

Headspace Pastoral class half-court basketball shot competition Mental health support agency stalls Mental health Information bags distributed to all students A petting zoo by Perfect Petting Parties, a group that brings animals to organisations for health and healing Staff/student table tennis playoffs held in Founders Hall at lunch

Priority Set 3 OUTSTANDING LEARNING EXPERIENCES FOR STUDENTS

PULSE 10: The 10th edition of the St Michael’s College musical showcase “Pulse welcomed 600 patrons who were treated to an amazing array of talent from the students of both St Michael’s campuses, Star of the Sea and St Francis schools, as well as special guest performers ‘The Jones Commentary’.

Primary Musical: A rousing Primary Musical was held in August. Primary students came together to produce a wonderful performance which they should be most proud of.

Primary Music Immersion Program: The program gives students the opportunity to be immersed in a Music program, learning an instrument that they may never have considered learning before and to be part of ensemble groups and a class band.

Kitchen Gardens Cooking Program: Year 3 students welcomed celebrity chef, Simon Bryant, to assist them in cooking up a vegetarian feast.

Catholic Schools Music Festival: St Michael’s College student performances included:

Primary Choir (Wednesday night)

Big Band 1 (Support Act Tuesday night)

Senior Vocal Jazz (Support Act Tuesday night)

Combined Secondary Boys Vocal Group (both nights)

Senior Vocal Jazz as part of Combined Elvis Finale (both nights)

Brass players - Matt Monti and Ivan Simac (both nights)

Gianna and Giacomo Guttilla solos (Support Acts Wednesday night)

Vincenzo Triulcio solo as part of Combined Elvis Finale (both nights)

SMC Director of Music and Festival Choir Rhythm Section (both nights)

Book Week Theme: “Escape to Everywhere”. South Australian Illustrator, Mandy Foot visited and spoke to the Reception to Year 3 classes.


Butterfly Foundation: Interactive presentation focussing on some of the individual and environmental factors such as family, friends, peers, media, and social media that place pressure and unrealistic expectations on us to look and be a certain way.

Outdoor Classroom Day: The Primary Campus took part in the global movement, held all around the world in September. All the classroom doors were opened and students headed outside to take part in a myriad of outdoor learning activities.

Cleanaway Grant: To establish nature play and vertical/mobile garden areas throughout the primary school. These areas will not only provide natural play equipment for the students to play on, but also enrich our outdoor learning areas, encourage the planting of more trees and Indigenous, sensory and sacred gardens.

Languages Forum: Students had the opportunity to interview politicians, celebrities, staff members and former students about how languages have created opportunities for them beyond school. Some of the guests in attendance were: The Hon. Steven Marshall MP – State Liberal leader; Mr Matt Cowdrey – Candidate for Colton and record-holding Paralympic swimmer from SA; Mr Paul Vasileff – Creator of internationally renowned fashion label Paolo Sebastian and 2017 Young Australian of the Year and 2017 Finalist Entrepreneur of the Year.

Primary Visual Arts Program - Global Connections: Ms Kate Tyrwhitt, Visual Arts Teacher, has promoted our innovative visual arts curriculum both locally and globally. https://www.makersempire.com/its-monster-time-design-competition-winners/

National Portrait Gallery ACT Virtual Excursions were trialled where the students connect to the Gallery in Canberra ACT. Year 4 and 7 classes participated in live, fully-interactive learning programs and virtual excursions aligned with the Australian Curriculum. https://au.educationhq.com/news/40022/art-comes-to-life-in-schools-3d-

printing-project/#

Indigenous Education: Apakatjah the band did a series of workshops with the students to create a final performance involving the students and wider school community. This was a showcase of their learning and appreciation for Indigenous culture through song, dance, cultural and spiritual expressions.

The Integrated Learning Technology program continues to develop rich, collaborative learning opportunities that inspire engagement and lead to improved learning outcomes for students. As an essential part of this, the College remains committed to providing the best available technologies to our students.

The new timetable structure, implemented in 2016 at the Secondary Campus, continues to focus on developing a culture of ongoing improvement. The curriculum structure, reviewed in the light of contemporary developments, including the Australian Curriculum and SACE, ensures outstanding teaching and learning outcomes across the College.

Secondary France Trip: 11 students and 3 staff were given the opportunity to experience a range of Parisienne highlights, spend a day in Rheims following in the footsteps of our Founder St. John-Baptist de la Salle, and immerse themselves in World War 1 history on the battlefields of the Western Front, as well as visiting a French high school in Boulogne-sur-Mer.

Primary Canberra Trip: As part of the ‘Civics and Citizenship Unit’, St Michael's Year 6 and 7 students attended a 3-day excursion to Canberra in June.

https://www.makersempire.com/its-monster-time-design-competition-winners/

https://www.makersempire.com/its-monster-time-design-competition-winners/

https://au.educationhq.com/news/40022/art-comes-to-life-in-schools-3d-printing-project/

https://au.educationhq.com/news/40022/art-comes-to-life-in-schools-3d-printing-project/


Priority Set 4 AN EXCEPTIONAL TEACHING AND SUPPORT STAFF COMMITTED TO THE LASALLIAN VISION OF EDUCATION

Teacher Performance and Development Goals Following the development of individual Teacher Performance and Development Goals in December 2016, the

College engaged Kevin Comber to consult on the development of these goals in 2017. Kevin provided specific feedback to each teacher, as well as a report to the College under the following headings:

Trends or themes in the goals developed

Student engagement and success via differentiated teaching

Professional learning and support

Assessment

Resources

Summary of suggested professional support for consideration

Short term suggestions arising out of data Kevin’s report concluded: “Overall, participating staff made intelligent and useful attempts to draft goals for their Performance and Development cycle, using the Australian Professional Standards for Teachers as their reference point. The goals were set as part of a professional development exercise at the end of 2016. So it was a learning situation for staff and perfection in goal setting was certainly not the expected outcome. Given this, most staff were able to set meaningful goals, relevant to them personally and to the needs of the College Strategic Plan. This included being able to say how they would measure the success or otherwise in achieving their goal/s, how they would go about achieving their goal/s and in what time frame and the support they would need to succeed.” (Kevin Comber, consultant).

Flinders University Research Project – Primary: Staff collaborated with researchers from the University on an Australian Research Council Discovery Project. The main focus of the research was our School environmental Management Program which has continued to building momentum and support.

Stephanie Alexander Kitchen Garden Foundation – Teacher Training Program: The primary campus hosted an introductory teacher training workshop.

Professional Learning for the Curriculum Committee and Pastoral Committee continued regarding utilization of all facets of our Learning Management System, SEQTA. The focus of discussions was on expanding the use of SEQTA within the classroom to ensure improved learning outcomes for students and greater connectivity for parents.

NAPLAN data was reviewed at each campus. Learning support staff, in collaboration with their teams, teachers and parents continue to identify, track and monitor students whose achievement is below the benchmark to ensure targeted needs are met with specific programs. Our Primary Campus was also identified for gains between 2013 and 2015 and as a result, the school was invited to participate in a small research project to gather insights and information to contribute to CESA’s improved student learning and well-being strategy across our system of schools. Year 9 students continued to perform above State and National Achievement levels in all areas of the NAPLAN tests.


Priority Set 5 COMMUNITY ENGAGEMENT St Michael’s College has long prided itself on a particular sense of community, built around the importance of strong, vibrant relationships which continued throughout 2017.

Primary Community Day (May): This event provides an opportunity, annually, to celebrate the Feast Day of De La Salle at the Primary Campus. A shared BBQ and Buddy activities throughout the day ensured the tradition established four years ago continues to honour the life of Chol Chol (old scholar) and others from our Lasallian family who have gone to their heavenly reward.

Grandparents Morning: Mothers, Grandmothers, Aunties and Special Friends helped celebrate Mothers’ Day with a Mass followed by Morning Tea.

Boys ‘n’ Dads Evening: This evening is for the Primary students to engage in activities with their fathers of a significant male. The evening is based around hands on activities where communication between the boys and their fathers is essential.

Indigenous Art Staircase: Allan Sumner, a highly respected Indigenous Artist, who designed and produced our Wall Mural outside of Founders Hall, recently designed an Indigenous Staircase depicting the coming together of the Kaurna People and their lands with the St Michael's College community and Founders Hall as our central meeting place. The staircase leading to the MSC building, also depicts the importance of respect, reconciliation and the recognition of our past and future on this land.

Old Scholars:

Reunion Tour at the Primary Campus: In November, a number of old scholars were welcomed back to the Primary Campus (Beverley) for a tour of the College. For some it was almost 60 years since stepping back onto the Campus. The common theme from the evening was the great mateship that was developed over the old scholars’ school years and the commitment from the parents and friends to continue to develop the buildings we have today. Along with Brothers, the committees and volunteers were the foundation of St Michael's College.

All decade class reunions were held with approximately 295 old scholars attending across all reunions. 1977 – 60 guests; 1987 – 30 guests; 1997 – 85 guests; and 2007 – 60 guests.

A community survey was distributed to old scholars to gauge interest in activities and events. The survey was well received with 313 responses which was a 31% response rate. Responses were quite similar with reunions being the most popular event and online community news favoured over hard copy.

In collaboration with the annual SMOSH game played at St Michael’s College the Henley Beach Campus 50 Year Celebration Community Day was held with over 400 community members attending. The day consisted of schools tours, SMOSH football games and children’s activities. The School Tours were well attended with over 150 guests.

The old scholar database was updated with over 650 old scholar contact details. This was done via the website, social media and a mail out of the 50 Year celebration.

In collaboration with Nazareth and Mount Carmel the College launched a campaign promoting Year 7 students to Secondary schooling. It used the slogan “Give your child a head start” and featured students from the three Catholic Colleges. Activities included print, outdoor and shopping centre advertising.


The annual MAD Quiz night with its 80’s theme was a very successful event attracting its largest crowd of 450, and raising over $10,000 for the Lasallian Foundation and local charities.

The College continued to attract positive media attention in print with over 50 stories during 2017. The most popular news related to the building of the SLC, the Primary School Environmental Management Program, Brain Bee Challenge and the 2017 College’s Dux, Ben Fitzgerald.

With increased activity and engaging content on Social Media the College’s Facebook page has grown from 1800 to 3000 followers (67% growth) in the past year. This compares favourably with other similar sized schools.

Priority Set 6 GOVERNANCE AND ADMINISTRATION THAT ARE FOCUSED ON ENABLING AND SUPPORTING THE MISSION AND VISION

The Senior Learning Centre construction commenced on the 8th May 2017. The project scope was amended to replace a general classroom with a multi- purpose science laboratory which would allow senior Biology, Physics and Nutrition to operate from the new centre. It was also decided to extend the Landscaping to include an upgrade of the Senior Learning courtyard. The project remains on schedule to be completed by the start of Term 2018.

The new Maintenance workshop was completed on early November 2017 which now allows all Maintenance staff to operate from the new facility.

The College completed the construction of a new 5 lane synthetic cricket pitches during 2017 which has been well received by the students

Planning for the Stage 1 Primary redevelopment has continued during 2017. It is anticipated the project will commence in the second half on 2018.

The College commenced the implementation of Complispace as the Enterprise Risk Management and Compliance program. The new system is built to the international risk management standards and will ensure compliance programs will be developed in line with best practice. This system will provide a platform to monitor, manage and report on identified risks and key compliance tasks. Modules which will be implemented during 2018 will include Work Health & Safety, Student Duty of Care, Human Resources, Child Protection and College Governance and Policies.

Strategic Directions 2018: Preliminary planning for the development of the Strategic Directions was undertaken by Leadership Team members and staff with opportunity for reflection on why we exist (what is our purpose?) and how we can continue to develop the St Michael’s College community to be the best it can be.


TEACHER STANDARDS & QUALIFICATIONS The teaching staff of St Michael’s College are expected to meet the standards outlined in the formal Teacher Position Description. A commitment to uphold and contribute to the Lasallian ethos, participate in professional development activities, plan comprehensive learning programs and establish positive and effective relationships with students are but a few of the high expectations. College staff hold qualifications relevant to their positions and all teaching staff are registered with the South Australian Teachers Registration Board. Permanent staff are required to complete the Teacher Accreditation requirements of an accredited course in Catholic Studies within the first five years of employment. Completion of the accredited course requires 4 units of study. 10 teaching staff completed their final semester of their Masters Study undertaking the following investigations:

Professional Learning Communities - impact on staff wellbeing and staff confidence/competence in.

implementing targeted wellbeing strategies.

What information and processes need to be in place to ensure continuity of learning for students during periods of change?

Spirituality, Self-Compassion, and Resilience: A 5-week strength building intervention program for Year 9 adolescent girls in a Catholic Lasallian Australian School.

The link between student attendance, academic achievement and future pathways.

To what extent does a negotiated curriculum and raising student ‘voice’ help to engage students and improve learning outcomes/grades?

Evidence Based Learning Programs and a Culture of High Expectations.

"Tough love or greater flexibility? When Year 12 students present with mental health issues, how can subject teachers best facilitate their learning?

Guiding question: what does staff and parent engagement and support look like in the 21st Century education environment?

Flipped Learning.

How end of course subject evaluation data informs teacher planning in the teaching and learning cycle. Staff attended many CESA-organised in-service events and continued to work on their Graduate Certificate of Catholic Education. At the close of the 2017 school year, the College held a highly successful professional development session with staff focusing on “Building Culture in the Workplace”. The session was run by Proteus Leadership.

SCHOOL ATTENDANCE AND MANAGEMENT OF NON-ATTENDANCE

School attendance is managed and recorded using the SEQTA system. Student absence is monitored closely and followed up as necessary. An SMS is sent to parents if there is an unexplained absence and Year Level Directors are provided with absentee lists daily. Year Level percentages of attendance are listed below:

Reception 91.0% Year 1 91.0% Year2 92.0% Year 3 93.0% Year 4 93.0% Year 5 93.0% Year 6 94.0% Year 7 91.0%

Year 8 92.0% Year 9 91.0% Year 10 90.0% Year 11 91.0% Year 12 92.0%


Early in 2017 at parent information evenings, the Principal spoke of the key elements in setting students up for a successful year. One of the focus areas was the importance of high attendance rates. Intuitively, we know that attendance at school is essential to successful academic and well-being outcomes, but the research also strongly supports this. The ‘Absences Add Up’ research of Ginsburg, Jordan and Chang (2014) highlighted the following findings:

Poor attendance in the first month of the school year can predict chronic absence for the entire year.

Absenteeism in the early years can affect whether a child develops the grit and perseverance needed to succeed in school.

Absenteeism in middle and high school can predict dropout rates.

Absenteeism influences not just chances for completing High School but also for completing Tertiary study.

When students reduce absences, they can make academic gains. Interestingly, in the early years, several studies suggest that the children who arrived with the weakest skills and attended regularly saw outsized gains in achievement.

SECONDARY SCHOOL OUTCOMES The graduands of 2017 achieved outstanding results, with 100% of all students completing the SACE. 53 of the 214 students achieved an ATAR over 90 - which placed them in the top 10% of students in the State and the nation. 8 students secured scores in excess of 98.0 which places them in the top 2% of the SACE cohort which is an exceptional achievement.

The Dux of the College achieved the highest possible ATAR score of 99.95%, achieving Merits in all subjects studied, and awarded a Governor’s Commendation. 84.4% of all grades allocated were A or B grades. Of particular note:

53 students achieved an ATAR greater than 90

105 students achieved an ATAR greater than 80

18 students achieved an A grade in all 5 subjects studied

20 students achieved an A grade in at least 4 subjects studied

A total of 27 Merit Awards were awarded to 18 St Michael’s College students. These students were presented with Merit Certificates at Government House in recognition of their meritorious results

Stage 2 School Subject Results - by Grade Distribution This report provides a grade distribution for the school and State, calculated using the grades of all enrolments that were awarded a result in all graded subjects, for the current year. The grade distribution is represented in this report as a bar chart. Stage 2, 2017 School Subject Results - by Grade Distribution


Grade Number of Results % School % State (School)


Research Project: Success stories continued in 2017 as the Stage 2 Research Project B results were received. Clear strategies continue to be re-defined and implemented to bring about success outcomes for our students and the College:

Year A grade band B grade band C grade band D grade Band E grade band A+

2017 53% 38% 9% 0% 0% 26 students

2016 49% 46% 5% 0% 0% 21 students

2015 48% 41% 12% 0% 0% 16 students

2014 39% 41% 20% 0% 0% 7 students

2013 27% 49% 24% 0% 0% 3 students

POST-SCHOOL DESTINATIONS Post School Destinations The 225 Year 12 students who completed SACE & graduated in 2017 again entered into a broad range of destinations. Information has been obtained from preliminary survey of intended destinations November 2017, 2018 SATAC Offers as of March 2018 and from follow up emails and phone calls to April 2018.

University Offers The percentage of applicants seeking a full time university course in 2018 was back to traditional levels, with 81% of the Year 12 cohort applying. Again there was an impressive offer rate from SATAC with 99% of applicants being offered a university placement. This year we saw over 96% of students offered their first or second preference, with 84% being offered their first SATAC preference. The main areas attracting our students at university continue to be the areas of Health (25%) and Business (18%), which grew in 2018. There has been a slight decline in Humanities (12%) Education (9%) and Engineering (7.5%). With continued high retention of students into Stage 2 Science subjects including Biology, Psychology and Nutrition, the Health Science pathways continue to strengthen. This is also supported by the more promising employment outcomes in these areas. The growth in interest in Occupational Therapy has been the most significant of all specialist areas. Of interest, there has been a further decline of students into Law pathways and we would anticipate that this is a reflection of the difficulty in gaining employment in this area in South Australia. There has been a resurgence of interest in Music with 3 students successful in their auditions and then offered elite pathways in Composition, Jazz and Classical Voice. There was a decline in other Creative Arts, Media Arts, Human Movement and Psychology pathways. There have been many highlights with offers for Medicine at the University of Adelaide, Medical Imaging at UniSA and Paramedics at Flinders University. In terms of tertiary institutions, there has been a slight increase in students going on to UniSA with over 50% of applicants accepting offers at this institution. There has been a small decline in students undertaking study at the University of Adelaide (34%) and a more significant decline for Flinders University with a decrease of 15% of the SATAC offers. There weren’t any students applying for “other non SA mainstream" tertiary institutions for 2018 nor any heading overseas on Sports scholarships. The number of students planning a GAP year has again increased with approximately 10 students either deferring their SATAC offers and or working for 12 months prior or even delaying applying for their chosen course until the next application cycle. In addition to undertaking employment in this GAP Year experience, some students have undertaken travel, volunteering, or a sporting focus within this option. The success of these GAP experiences appears to lie in effective forward planning and engagement in meaningful experiences.


TAFE & Other RTO In 2018 we have seen a renewed interest in TAFESA (or equivalent) pathway options with 4% of students following that destination solely and other students following the Dual Diploma degree pathways that TAFE to University offer. Students have shown interest in Building Design, Graphic Design, Information Technology, Outdoor Tourism and Mental Health pathways.

Non-Tertiary Pathways Approximately 15% of our Year 12 graduating students did not apply for university or TAFE study straight from Year 12. This constitutes a decline from past years. This cohort are undertaking a wide variety of employment and travel opportunities. Whilst the size of this category has steadily grown over the past 3 years, this year sees the first decline. We hear of many students wishing to have greater clarity of their career goals before contemplating further study. Employment Overall 14% of the cohort has secured employment as their sole category of their destination pathway. Whilst employment in Hospitality and Food remains significant, Retail has declined and Logistics, Warehousing and Trades Assistant have increased. This year has seen a slight decline in pathways into Apprenticeships. At the end of Year 12 up to 4% of our cohort secured an Apprenticeship. Currently there are a further 3 students in work still waiting to complete probation before being formally signed up for Apprenticeships. The Apprenticeships tend to focus Light Motor Vehicle Mechanic, Diesel Mechanic and Electrical Mechanic with students continuing on from the area of their VET pathway of study. There has been decline in the popular areas of First Fix Carpentry and Plumbing as matched by state trends. Many students who are employed are working a number of part time positions enjoying the variation in work. Unlike previous years, few in part time work said they wanted to work more hours so the issue of underemployment appears to have reduced for this cohort of students. Their resourcefulness in balancing a number of different jobs is a new portfolio approach reported of nationally. There has been continued difficulty in securing Defence Force positions and SA Police positions straight from Year 12 studies with many being directed to gain more experience, possibly resulting in the increased Hospitality employment pathways. Year 12 Students undertaking Vocational Education Of the Year 12 cohort, 41% of students completed a VET qualification whilst at St Michael’s College. There was a significant growth in the number of students who graduated with a Certificate III that contributed to their ATAR and or Stage 2 SACE credits with 32% of Year 12 students holding at least one “approved” Certificate III. These VET qualifications are advantageous for our students entering the workplace and assist transition in the tertiary setting. Certificate III scores improved students ATARs.Once again students who secured Apprenticeships were predominantly the students who participated in the VET program during Year 11 and or Year 12. Summary - Year 12, 2017 Graduate Pathways

81% Pursued full or part time study at University level (Bachelor Degree level)

4.5% Pursued full or part time study at TAFE or other RTO (Certificate III through to Diploma level)

13.5% Engaged in full time or part time employment (formal apprenticeships 4% of graduates)

1.0% Not Employed: either officially unemployed or elected to take a Gap Year to travel with no planned work.


STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING (NAPLAN) The proportion of students achieving at or above the national benchmarks in reading, writing and numeracy in 2017 remained high. Note: the sum of the percentages across any aspect may not add up to 100 due to rounding Year 3

Band 1 or below 2 (Benchmark)

3 4 5 6 or above

Reading 4% (2) 6% (3) 18% (9) 40% (20) 20% (10) 12% (6)

Writing 4% (2) 4% (2) 26% (13) 38% (19) 26% (13) 2% (1)

Spelling 4% (2) 8% (4) 12% (6) 24% (12) 28% (14) 24% (12)

Grammar & Punctuation 2% (1) 16% (8) 10% (5) 16% (8) 26% (13) 30% (15)

Numeracy 4% (2) 12% (6) 24% (12) 30% (15) 22% (11) 8% (4)

Year 5

Year 7

Band 4 or below 5 (Benchmark) 6 7 8 9

Reading 3.9% (2) 7.8% (4) 23.5% (12) 37.3% (19) 19.6% (10) 7.8% (4)

Writing 0% (0) 13.7% (7) 39.2% (20) 27.5% (14) 13.7% (7) 5.9% (3)

Spelling 0% (0) 5.9% (3) 17.6% (9) 27.5% (14) 41.2% (21) 7.8% (4)

Grammar & Punctuation 3.9% (2) 7.8% (4) 29.4% (15) 33.3% (17) 17.6% (9) 7.8% (4)

Numeracy 0% 2% (1) 13.7% (7) 41.2% (21) 27.5% (14) 15.7% (8)

Band 3 or below 4 (Benchmark) 5 6 7 8 or above

Reading 3.8% (2) 23.1% (12) 26.9% (14) 19.2% (10) 15.4% (8) 11.5% (6)

Writing 15.7% (8) 15.7% (8) 49% (25) 13.7% (7) 5.9% (3) 0% (0)

Spelling 5.9% (3) 13.7% (7) 39.2% (20) 31.4% (16) 7.8% (4) 2% (1)

Grammar & Punctuation 15.7 (8) 41.2% (21) 17.6% (9) 9.8% (5) 5.9% (3) 9.8% (5)

Numeracy 11.5% (6) 19.2% (10) 34.6% (18) 23.1% (12) 9.6% (5) 1.9% (1)


Year 9

PARENT, STUDENT AND TEACHER SATISFACTION WITH THE SCHOO L Parents and Students A high level of parent, student and teacher satisfaction is experienced by the College. The College takes a pro-active approach to any grievances and matters are dealt with in a prompt and professional manner, achieving outcomes satisfactory to all parties. The healthy student enrolment of the College is seen as an indication of the parent and student satisfaction of the College. A high percentage of the applicants are siblings of current students or students of old scholars. Survey responses from students, parents and staff highlight their satisfaction with the College: Parent survey responses:

Band

5 or below 6 (Benchmark)

7 8 9 10

Reading 1.6% (4) 13.4% (33) 23.2% (57) 43.5% (107) 13.4% (33) 4.9% (12)

Writing 5.3% (13) 15.2% (37) 26.2% (64) 32.4% (79) 15.6% (38) 5.3% (13)

Spelling 0.8% (2) 14.8% (36) 31.6% (77) 27.0% (66) 20.1% (49) 5.7% (14)

Grammar and Punctuation 4.5% (11) 16.8% (41) 29.1% (71) 33.2% (81) 10.2% (25) 6.1% (15)

Numeracy 0.4% (1) 7.0% (17) 32.5% (79) 43.2% (105) 14.4% (35) 2.5% (6)


Student survey responses:

Teacher survey responses:


PARENT EVENINGS: Parents had the opportunity, on a number of occasions in 2017 to attend specific parent events: Parent Information Evenings and Parent/Teacher Interviews at the secondary campus and Parent Information Evenings and Portfolio evenings at the Primary Campus were well attended. It is not possible for everyone to be at these evenings, however, it was most pleasing to see so many in attendance and some on more than one night. The purpose of the evenings is varied, but essentially designed to provide information for the year ahead, as well as creating an opportunity for parents to touch base with the staff regarding student progress.

The Parent/College partnership has long been a feature of St Michael’s College, for we know the value of positive

relationships supporting the education of young people.

Staff retention rates highlight the satisfaction of staff.

Number of staff with 5 to 9 years of service 43 Number of staff with 10 to 19 years of service 75 Number of staff with 20 to 29 years of service 23 Number of staff with 30 + years of service 13

The College meets Equal Opportunity compliance requirements.

COLLEGE TOURS ATTENDANCE St Michael’s College conducted College Tours at both the Primary and Secondary Campus in each school term in 2017. Attendance saw large numbers of visitors (parents and their children) touring the school grounds and learning areas being led by the 2017 student leaders. Combined overall attendance: 650

SCHOOL INCOME Government $16,602,853 Fees $11,432,995 Other $696,110 TOTAL $28,731,958

Documents

SCHOOL PERFORMANCE REPORT 2017 - … School Performance Report... · capabilities outlined in the Australian Curriculum and the South ... development of Digital ... Vincenzo Triulcio