Christian College 2012 Annual Report by Christian College Geelong

Annual Report 2012

Christian College Institute of Senior Education Ltd Christian College Geelong Ltd Christian College Bellarine Ltd

Contents Chairmanâ&#x20AC;&#x2122;s Report . . . . . . . . . . . . . . . . . . . . . . . . . .

Report from the CEO . . . . . . . . . . . . . . . . . . . . . . . . 6 Principals Overview . . . . . . . . . . . . . . . . . . . . . . . . . 8 Financial Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Learning Support . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Humanities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Languages Other Than English . . . . . . . . . . . . . . . . 29 Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Art, Technology & Design . . . . . . . . . . . . . . . . . . . . 38 Sport & Physical Education . . . . . . . . . . . . . . . . . . . 40 Schools Performance . . . . . . . . . . . . . . . . . . . . . . . 43

Chairman’s Report Mr James Shirley Chairman

As 2012 draws to a close, we have much to be

Chris’ ﬁnance team has successfully tackled the

thankful for, and I am very appreciative of all

development of a new accounting system for

students, staff, Executive and Board members who

the College to be implemented at the start of

have made a positive contribution to our College

2013. The new system streamlines the process from

during this year.

budget setting through to ﬁnal reporting. It will automate monthly formatting and reporting in line

I wish to once again thank the members of the

with the latest accounting standards.

College Board for another outstanding year of commitment and contribution.

A signiﬁcant highlight for the year was reaching

In particular I want to recognize and thank Ed

the milestone of a 20 year relationship with

Nyhof who elected to step down from the Board

our sister school, Naga Senior High School in

after 10 years of dedicated service. Ed has a

Wakayama, Japan. During December a group

real heart for the College and during his term

of staff and students visited Naga High School for

on the Board, used the skills and experience

the 20 year celebration which culminated in a ball

from his professional back ground to provide

on December 14th. It was a memorable occasion

good leadership. He has made many signiﬁcant

and a ﬁtting celebration for such a worthy

contributions to numerous aspects of the College

program that has been a true life experience for

management. We wish him every blessing for the

so many Australian and Japanese students and

future. As an Anglican church representative, Ed’s

staff alike. The hard work and planning that went

replacement will be nominated by the Anglican

into this ﬂawless event was a credit to the L.O.T.E

ArchBishop.

department and all involved.

Thanks must also go to the members of the sub-

This year has been a challenging but rewarding

committees who put in many hours of ‘behind the

year for Christian College. Many people in all

scenes’ work. In particular, the Strategic Planning

areas of the College have given above and

subcommittee who, after steering the completion

beyond what is expected of their time and

of the new buildings and facilities at Senior School,

commitment, to contribute to the life of the

Middle School and Bellarine Campuses, are now

College. We are mindful of a number of staff

planning the development of the Surf Coast

and College families who have encountered

Campus.

signiﬁcant health issues this year, and the Board will continue to uphold them in prayer.

The new buildings and facilities have proved themselves to be an invaluable resource to the

By faith, the College Board recognises God’s

College and to the wider community which has

hand and His provision in all that our College does

also beneﬁted from their use.

and is. We pray for His guidance and his richest blessing for our College into 2013.

The Accounting and Audit sub-committee, headed by Chris Maddock, has overseen the ﬁnancial planning and systems. 4

James Shirley

2012 Members of the Board of Christian College

Mr James Shirley Chairman Parent Representative

Revd. Simon Koefoed Vice Chairman Anglican Clergy Rep.

Dr Robert Gibson Uniting Church Lay Representative

Mr Vivian Watson The Salvation Army Lay Representative

Mr Chris Golden Parent Representative

Pastor Graham Clarke Baptist Church Clergy Representative

Capt. David Collinson The Salvation Army Clergy Representative

Mrs Lenore Ford Parent Representative

Resigned, November 2012

Revd. Tony Johnson Uniting Church Clergy Representative

Mr Greg Reid Parent Representative

Mrs Sally Stewart Parent Representative

Mr Eduard Nyhof Anglican Church Lay Representative

Report from the CEO Mr Daryl C. Riddle OAM Chief Executive Ofﬁcer

Major Projects Completed With the ofﬁcial openings of the Middle School Sport and Aquatic Centre and the Bellarine Music, Sport and Performing Art Centres early in 2012 and the appointment of Mr Brad Morris as the Centre Manager of both these venues, we can have a real sense of satisfaction knowing that the major part of these projects has now been completed.

Surf Coast Campus Our move towards planning the new Surf Coast Campus is gaining momentum as we apply for the particular permits we need to start this new campus within the Surf Coast Shire. We have elected to incorporate new sustainability designs and energy saving features throughout. The underlying proposal would be to create an educational precinct which would be conceptually ‘off the grid’ allowing the whole school campus the unique opportunity to be ‘energy-use neutral’. Currently we have placed our conceptual drawings before the Council and we await the opportunity to discuss the ideas with them. Along with the Surf Coast Campus, we are beginning to research and adopt various energy saving options throughout the other Christian College campuses so that we can make an overall reduction in our College energy usage.

Master Plan of Surf Coast Campus

Surf Coast Campus land

Landscaping at Middle School Highton As many parents in the Middle School at Highton will have noted, extensive landscaping has begun at the rear of the College adjacent to Thornhill Road which will eventually open up a new rear entrance to the Christian College Middle School. The landscaping will ‘marry’ the new SAC (Sports and Aquatic Centre) to the areas directly behind the chapel and provide new pathways to enter the Campus, as well linking with the new Aquatic Centre. A new entrance and fencing will enhance this further as will the redevelopment of the old shelter shed and red brick fence.

Master Planning As the major building activities of the past two years have now been completed, the College has undertaken the task of redeveloping the Master Plans for all the campuses. The Senior School plan will give us clear guidance according to the future needs of the Senior School students and staff. Some of the major decisions will concern placement of future major building works and decisions on whether these will occur on the east side of the main road or the west side. Another key question will be the possible establishment of a new entrance. Either one of these decisions may impact on the future placement of, and types of new buildings being considered. We have commenced these discussions with Senior Staff and our architect. In closing, I wish to thank the members of the College Board for the many extra hours they have contributed during the past two years during the construction and development of our major works programme. Your contribution and support has

The beginning of the Middle School Landscaping.

been invaluable to our community. Also, many thanks to the wonderfully diverse and skilled ancillary staff and their managers for yet another very fruitful and positive performance in assisting to make the ‘wheels’ of the College turn for the teaching staff and the students. ‘Thank you’ also to the members of the Executive group of the College- Paul, Glen, Gwen, Chris and Marion. Congratulations again on what has been another successful year. I look forward to 2013 and the challenges it will bring. Daryl C. Riddle

The landscaping will connect to the ﬁnished Sports and Aquatic Centre at Middle School.

Principal’s Overview Mr Glen McKeeman Principal

Christian College continues to provide our students with an excellent broad educational program. The various forms of learning have occurred inside and out of classrooms, in whole class and group situations using technology and 21st Century learning strategies to enhance student outcomes. There has been provision of physical, creative and spiritual experiences to encourage students to develop their thinking and personal skills to beneﬁt others as well as themselves. Christian College has provided many opportunities for our students to help others and to

Our Strategic Plan for Education. The College leadership team has committed to establishing and implementing a 3 Point Strategic Plan to develop over the coming years. These embrace the Christian ethos or the College, improved learning outcomes for students and the provision of excellent quality teaching. In 2012 Christian College has developed and achieved the following in each of the areas of the Strategic Plan.

create an awareness of the world around us.

Encouraging and Nurturing Faith.

New Facilities Enhance Learning.

Each day our College begins with staff devotions

Throughout 2012, the College program in teaching and learning has beneﬁtted greatly from the provision of newly completed facilities. The continued access to the new library at Senior School has enabled improved development of research, independent learning, group conferencing and provision of research guides

and then student devotions or Year Level Assemblies where we focus on God. Time is spent sharing scripture, praying and learning about God’s love and the purpose He has for each of us. There have been staff and student prayer groups that meet regularly to pray for our community and our world.

courtesy of the library staff. Our Middle School at Highton has embraced the new Sports and Aquatic Centre, through Physical Education sessions, sporting events, assemblies and social functions. The Senior School held two highly successful Debutante Balls in a transformed Sports Centre that became an elaborately decorated venue for these signiﬁcant occasions. The Bellarine Campus has equally enjoyed having the provision of a wonderful indoor sporting facility as well as the auditorium for assemblies, performances and special occasions, including worship times. Our College community is proud of these new additions to these campuses along with the beautiful landscaped surroundings that accompany them. 8

God’s Word at the forefront of the Senior School Prefect Investiture.

Members of staff have undertaken studies of tertiary Worldview Units to support their understanding of God’s place in our lives and to further enhance their own journey to support sharing this important element of the College ethos. Time spent on camp and when enjoying God’s creation in the outdoors or when visiting other nations also allow our students to think more deeply about their faith. This year our students have shared God’s love and provision with others through the Christian Education and Religion and Society programs as well as through the Project Care and Care Factor opportunities available to them. In addition to raising funds, students are providing practical

Building Capacity to Learn A number of Professional Learning Teams consisting of relevant staff from a cross section of the program have reviewed or investigated aspects of the academic program in order to build the capacity of our students to learn. These teams aim to seek and develop learning strategies and programs that offer a deeper understanding of the concepts taught beyond recall of facts. As these new initiatives have been offered, students are experiencing greater engagement in the learning from the more meaningful and purposeful offerings. A detailed review of the Middle school program identiﬁed the following 10 Objectives for students from Years 5 to 9: 1. Students will be encouraged to explore and

support to a range of needs in our community.

experience a personal faith in Jesus Christ.

Students have been visiting Aged Care facilities,

2. Students develop a strong sense of compassion

performing in community events or building new

for others and a desire to actively contribute to

playground resources at local Primary Schools. On

both local and global communities.

a wider scale they have visited remote Indigenous

3. Students explore a variety of ideas, perspectives

communities in Central Australia, World Vision

and learning opportunities through the

projects in Vietnam or fostered our friendship

investigation of a range of distinct, yet

program in East Timor. Each of these experiences

interconnected studies.

and opportunities to serve others is priceless in terms of developing the character of our students through caring for others.

4. Students’ understanding of themselves as learners is actively facilitated and promoted. 5. Students develop as independent learners.

The incredible role that the leaders of our

6. Students engage in higher order thinking and

campuses, Chaplains and teaching staff play in

problem solving to foster deep learning.

the nurturing and encouragement of Christian

7. Students are immersed in a rigorous academic

faith is a vitally important feature of the daily

program to develop competence in the range of

program.

skills required for higher levels of education and life. 8. Students are challenged through a program that recognises their individual abilities, talents and interests. 9. Students develop conﬁdence and skills to perform and contribute effectively in a range of independent and co-dependent activities and situations. 10. Students will continue to develop their conﬁdence and competence across a range of technological mediums and tools.

Year 3 students at Junior School enjoying their College Bibles.

The opportunity to plan to meet these objectives

This year a review of the Junior School

whilst incorporating the requirements of the

Mathematics program has been underway. As

Australian Curriculum contributed to establishing

a result we will see the introduction of a new

the “100 Plus Program”, which will be introduced

program in 2013. The review looked at two

in 2013. This program plans to offer greater

areas of the program. Firstly the delivery and

elective choices for Middle School students, and

the teaching of the material, and secondly, the

to accommodate the new subjects as part of the

content covered and the programs used. The

Australian Curriculum, whilst maintaining the highly

teaching staff enjoyed workshop sessions with

valued and important aspects of the program

consultants who provided new and interesting

such as music, sport, camps and excursions.

ways of presenting Mathematical concepts to students. Teachers have planned and discussed

The further integration of ICT into classrooms and

their lessons together within Year Levels and

teaching pedagogy has allowed students to

across campuses to maximize the professional

explore new areas of communication through

contributions to the planning and teaching of

blogging, webinars and online tutorials each

units for the students, as well as how these are

encompassing a more vibrant means of accessing

evaluated.

and sharing of learning to take place. At the Senior School, staff have been focusing on student engagement and accountability toward studies. Staff from across facilities have shared successful aspects of their teaching endeavour to provide strategies which support students to meet deadlines, to take ownership for their learning and to strive to produce their best performances in the academic offerings. The provisions of new areas of IT have also been embraced by the senior teaching staff to communicate with students and to present information.

Quality Effective Teaching The vitally important role that teachers play in the Charlie and Ned enjoy working on their computers.

education of our students is well documented. Our strategic plan aims to foster and develop the

As staff are developing a more collaborative approach to the planning and delivery of units for students, these are becoming more integrated. Staff can share expertise with each other and with other classes according to the units developed. This will bring further depth to the learning for students in years to come as we see progress through these learning teams. The LITEhouse program in the Middle School is a strong contributor to this development.

quality and effectiveness of the teaching and learning that our staff provide for our students. To support this program, a thorough Teacher Performance Management process has been implemented. This program assists teachers to reﬂect upon and develop their teaching practice throughout the developmental stages of their career. The process commenced with graduate teachers, progressed through to proﬁcient, highly accomplished and Leading Teachers, and to the Leadership team including the Heads of Campus and myself. All members of the academic staff are included in this program. I personally gained a great deal from participating in the program from the panel of ‘critical colleagues’ who

shared in my reﬂections. A number of staff have already shared the afﬁrming and rewarding experiences they have encountered as part of their participation. Of equal importance is the broader role that our Directors of Teaching and Learning play in the

Year 12 VCE Results I would like to congratulate Lachlan Smith (Dux 2012) on achieving an outstanding ATAR of 98.10. Some other notable achievements were: • 168 students successfully completed their VCE • Aidan Hodge 96.95, Rachel Richardson 96.90,

wider development of learning culture within our

Katelyn Shirley 96.75, Chun Hoe Leong 95.50

College. The leadership and direction that these

• 2 students obtained a perfect score of 50 in

educators offer to their individual faculty areas

Music Investigation – Aidan Hodge (96.95) and

as well as collaboratively through discussion will

Charlie Mackie (94.40)

improve the overall effectiveness of our task. It

• In Product Design and Technology/Textiles

will also continue to be a signiﬁcant aspect in

50% of the class obtained study scores higher

ongoing improvement in years to come.

than 40, with Rhiannon Irving receiving a 45, her overall ATAR result being 94.25. Rhiannon

It is through this culture of learning that teachers

is one of only 8 students Australia wide

become better educators for their students.

selected to study Costume Design at the

Our strategic plan is just in the beginning phase

prestigious Western Australian Academy of

of development. Already we see evidence of

Performing Arts.

positive outcomes resulting from early initiatives undertaken and I look forward with conﬁdence to seeing these ﬂourish in the future.

• Christian College continues to achieve particularly outstanding results in Art, Technology and Design. A number of our students have had their work selected for the Top Designs Exhibitions. • In Outdoor and Environmental Studies consistently excellent results have again been achieved with 9 students gaining study scores above 40. The following is a summary of the tertiary Placement offers made to Christian College students from the 2012 Graduation Class. 94% of our students received a ﬁrst round offer. Of those 97 (76%) gained their ﬁrst preference.

Tertiary Placements Christian College Graduates accepted offers at the following Tertiary Institutions in 2013: Deakin University, RMIT, Monash University, University of Melbourne, Latrobe University, Australian Catholic University, Victoria University, Swinburne University of Technology.

Rhiannon Irving with her Year 12 Studio Art - Snow & Ice wearable art.

TAFE Placements included: The Gordon Geelong, William Angliss Institute of TAFE, Australian Academy of Design, Qantm College, Holmesglen College. Our students accepted offers in the following areas of study: Health Sciences, Arts / Humanities, Commerce,

and newsletters are posted on the portal for parents to access. In addition to this, the OfďŹ cial Christian College Facebook page and App. for smartphones were developed. As families have become more familiar with these means of communicating, we are receiving positive comments regarding these new initiatives.

Science Visual & Performing Arts, Sport , Education, Engineering, Information Technology, Social Work, Law, Real Estate, Furniture Design, Town Planning. Other College graduates have successfully applied for employment or apprenticeships. I am thankful to the Careers and Student Support staff who provided invaluable advice and support to these students in 2012.

Positive Feedback Each year our College seeks feedback regarding

Glen McKeeman congratulates Jessica Pedretti at the 2012 Graduation Ceremony.

our delivery of the program from parents, student and staff (both teaching and non-teaching).

Our Product

This data is collected anonymously through on

The overwhelming measure of our program

line surveys conducted by Independent Schools

remains our student. To this end I am consistently

Victoria.

delighted with the calibre and qualities displayed by Christian College students. As I visit our various

It is most pleasing to note the particularly positive

campuses, attend functions, accompany camps,

trend in this data in a wide range of areas

tours or excursions, it is always a joy for me to meet

surveyed. Some of these relate to Curriculum and

and see our students in whatever environment I

the academic program, the quality of teaching,

experience. It is common for me to meet people

learning outcomes, pastoral care, resources,

from outside our College family taking time to

School ethos and values. As each of these

share with me how impressed they have been

areas are covered in the Strategic Plan we are

when seeing or meeting our students. I have

encouraged to receive this data and all the more

several letters and emails commending them

determined to continue to strive in these areas in

also. In all, this is the greatest indication that we

the future.

have yet again enjoyed a most rewarding and productive year at Christian College Geelong.

Additional detail of these results is included later in the Annual Report under School Performance

I am most grateful to the College Board and

2012.

Executive, the Heads of Campus, members of the

Communication with Families Throughout 2012 the College has endeavoured

teaching staff and non-teaching staff, students and families for each contributing to the many aspects of our successful year.

to improve our communication through efďŹ cient

electronic means and the College portal.

For each of these things I give thanks and praise

Important information including academic reports

to God for His love and provision throughout 2012. Glen McKeeman

Financial Report Mr Chris Maddock Business Manager

The Financial Year of 2012

Expenditure

On behalf of the Board members of Christian

• 67.78% of all expenditure is spent on salaries and

College, I am pleased to present to you the

other staff expenditure such as staff entitlements

ﬁnancial report for 2012. Being a ‘not for proﬁt’

and training

company means any surplus of funds can only be used for educational purposes. For 2012 we had a surplus of $468,918. Part of this surplus is made up of ﬁnal payment of grants totalling $155,466 from the Federal Government’s Building the Education

• 7.53% of all expenditure is spent on non-capital educational expenses • 7.33% of all expenditure is spent on depreciation, but this is a non cash payment • 6.65% of all expenditure is spent on operation

Revolution (BER) and the Digital Educational

costs on items such as insurance, electricity,

Revolution (DER) programs.

telephone etc • 4.27% of all expenditure is spent on non-capital

In early 2012 we completed the BER project at the Bellarine Centre for Music, Sport and Performing Arts at a cost of $6 million. This now brings to a close all the BER projects as well as the reporting

buildings and grounds maintenance • 4.17% of all our expenditure is spent on ﬁnance and leases • 2.28% of all our expenditure is spent on administration

to the Federal Government. Although the BER projects are completed, further landscaping works have continued at both the Highton and Bellarine Campuses throughout the course of 2012 and into 2013. A breakdown of where our income and expenditure comes from is as follows:

Income • 47.51% of our total income comes from Tuition Fees • 36.58% of our total income comes from the Commonwealth Government Grants • 8.85% of our total income comes from State Government Grants

Entrance to the completed Bellarine Centre of Music, Sport and Performing Arts.

• 4.40% of our total income comes from the Capital Works Levy • 2.40% of our income comes from Miscellaneous Sources • 0.25% of our income comes from other fees and charges 13

Balance Sheet Items 87.87% of our total assets are in land and buildings and our long term capital borrowings is 62.71% of all our total liabilities. Throughout the course of the year we made bank loan repayments totalling $750,000. The overall net worth of Christian College is now $32,746,646 which is an increase of 1.45% on the previous year.

Key Capital Expenditure during 2012 Junior School • New Play Equipment • Improved internet connection with a new wave link Middle School • SAC landscaping • New Interactive white boards • Replacement of computers and new microwave link • 2 Buses replaced Bellarine • New speakers in the Music, Sport & Performing Arts Centre • 1 replacement bus • New Sports equipment • New Interactive white boards • New landscaping Senior School • New bus shelter • New speakers in the library • New radio link to Villa Poloma

Chris Maddock

Finance Summary for 2012 as at 31st December 2012 ProďŹ t and Loss Statement Profit and Loss Income Tuition Fees Other Fees & Charges Grants - Commonwealth Grants - State Capital Works Levy Non Operational Income

Total

Middle

Junior

Bellarine

Senior

Back Creek

47.51% 0.25% 36.58% 8.85% 4.40% 2.40% 100.00%

$14,124,294 $75,048 $10,874,804 $2,631,137 $1,308,210 $713,008 $29,726,501

$4,828,626 $31,000 $3,541,623 $959,399 $403,105 $293,597 $10,057,350

$1,398,125 $21,750 $1,489,839 $320,000 $193,946 $55,364 $3,479,025

$3,007,320 $17,500 $2,806,865 $696,985 $284,794 $99,345 $6,912,810

$4,890,224 $4,798 $3,036,476 $654,752 $426,365 $244,761 $9,257,376

$19,940 $19,940

67.78% 7.53% 4.27% 6.65% 4.17% 7.33% 2.28% 100.00%

$19,934,849 $2,213,389 $1,254,930 $1,954,980 $1,227,139 $2,156,827 $670,936 $29,413,049

$7,152,339 $752,269 $554,563 $1,029,260 $562,941 $1,114,497 $302,362 $11,468,231

$2,530,887 $195,195 $163,543 $208,046 $14,562 $69,218 $19,545 $3,200,996

$4,177,338 $433,185 $286,492 $321,364 $399,113 $382,464 $141,493 $6,141,449

$6,074,285 $832,739 $250,332 $396,311 $250,523 $572,970 $205,274 $8,582,433

$17,678 $2,262 $19,940

$313,452

-$1,410,882

$278,029

$771,361

$674,943

$1,200,000

-$650,000

-$550,000

Operating Surplus

$313,452

-$210,882

$121,361

$124,943

Extra Ordinary Income

$155,466

$62,958

$43,879

$48,630

Total Surplus

$468,918

-$147,924

$165,240

$173,573

Expenses Salaries/Staff Entitlements Educational Expenses Building & Grounds Operational Finance & Lease Depreciation Administration & Other Costs Surplus Inter company transfers

$278,029

Balance Sheet as at 31st December 2012 Balance Sheet as at the 31 December 2012 Assets Land & Building Buses Classroom Capital Other Fixed Assets Debtors Inter Campus Assets Other Current Assets Total Assets Liabilities Supplier Creditors Bank Overdraft Capital Borrowings - Short Term Lease Finance - Short Term Leave Entitlements - Short Term Fees in Advance Capital Borrowings - Long Term Lease Finance - Long Term Leave Entitlements - Long Term

Net Assets Inter company loans Net Assets as per accounts

Total 87.87% 0.84% 3.24% 4.43% 0.53% 2.13% 0.97% 100.00%

Middle

$48,584,399 $463,742 $1,788,731 $2,450,808 $292,017 $1,175,884 $537,332 $55,292,911

$16,044,156 $308,827 $1,006,961 $1,420,342 $84,582 $1,005,695 $507,082 $20,377,645

Junior

Bellarine

Senior

$5,340,368 $13,851,905 $11,513,595 $60,870 $94,044 $215,138 $153,875 $412,756 $206,811 $277,672 $541,115 $21,715 $67,022 $118,698 $51,189 $3,967 $11,854 $14,429 $5,787,998 $14,474,387 $12,694,637

Back Creek $1,834,375 $4,868 $119,000 $1,958,243

Total 3.89% -0.79% 0.00% 4.50% 16.18% 3.99% 62.71% 8.16% 1.36% 100.00%

$876,906 -$178,451 $0 $1,015,362 $3,646,874 $899,882 $14,138,098 $1,840,289 $307,306

$435,304 $511,982

$39,387

$145,573 -$199,282

$255,691 -$491,151

$867,035 $1,441,425 $383,670 $5,681,328 $1,358,884 $85,991

$50,929 $416,338 $163,839 $121,271 $44,147

$43,703 $687,867 $269,132 $5,499,039 $141,407 $94,102

$53,694 $1,101,244 $83,240 $2,957,731 $218,727 $83,066

$22,546,265

$10,765,620

$835,911

$6,681,541

$4,262,243

$950

$32,746,646

$9,612,025

$4,952,087

$7,792,846

$8,432,395

$1,957,293

-$1,546,760

$470,301

$81,511

$994,948

$32,746,646

$11,158,785

$7,322,545

$8,350,884

$962,345

$4,952,087

$950

Total Income at 31st December 2012

Total Income at 31 December 2012

2% 9%

4% 48%

Tuition Fees 47.51% Other Fees & Charges 0.25%

37%

Grants - Commonwealth 36.58% Grants - State 8.85% Capital Works Levy 4.40% Non Operational Income 2.40%

Total Expenditure to 31st December 2012

Total Expenditure to 31 December 2012 Salaries/Staff Entitlements 67.78% Educational Expenses 7.53% Building & Grounds 4.27% Operational 6.65% Finance & Lease 4.17% Depreciation 7.33% Administration & Other Costs 2.28%

4% 8%

68%

Total Assets as at 31st December 2012

Total Assets as at the 31 December 2012 Land & Building 87.87% Buses 0.84%

Classroom Capital 3.24%

Other Fixed Assets 4.43% Debtors 0.53%

1% 1%

Inter Campus Assets 2.13% Other Current Assets 0.97%

88%

Total Liabilities as at 31st December 2012

Total Liabilities as at 31 December 2012 Supplier Creditors 3.89% Bank Overdraft -0.79% Capital Borrowings - Short Term 0.00% Lease Finance - Short Term 4.50% Leave Entitlements - Short Term 16.18% Fees in Advance 3.99% Capital Borrowings - Long Term 62.71%

Lease Finance - Long Term 8.16%

4% -1% 0% 4%

Leave Entitlements - Long Term 1.36%

8% 16% 4% 63%

Williams House Kindergarten Mrs Bernadette Johnson Director of Williams House

Enrolments Pre-Kinder (3 Year Old) : 57 Pre-School (4 Year Old): 89

program, staff, provide for physical environments, and relate to our families and their children. One of the requirements from the NQF is for each Centre to develop a Quality Improvement Plan.

Stafﬁng

This was an important focus at the beginning of

Stafﬁng has, apart from accommodating long

to continuous improvement here at Williams

service leave for Gayle Van Oosten, remained

House

year as we formalized our ongoing commitment

unchanged in 2012. Additional to our regular staff, our Preschool programs have been

An important element of our 2012 year was

supported by two assistants funded by the

planning for the future, including timetabling,

Kindergarten Integration Support Service via

group sizes and structure. On receipt of

Gateways. These two women, Sandra Schmid

correspondence from the Minister for Education

and Wendy Byrt, have worked with two of the

and Early Childhood Development, the Hon.

Preschool programs to support positive inclusion of

Wendy Lovell, a decision was made to defer

children with additional needs.

full implementation of the 15 hour program until

Educational Program

2014. This was out of consideration for the level to which our families would be impacted, and our

‘…unsurpassed creativity, environment and

programs compromised, by the change implied

stimulating activities…’, ‘…what a wonderfully

by the increased hours.

rich, caring and fun start to my child’s education…’ and, ‘ we cannot thank you enough

In 2012 Williams House Staff continued to

for investing all that you do into the wonderful

contribute to shared learning and understanding

program and therefore into our precious children’.

of quality Early Childhood Education, by welcoming students and volunteers into our

These snapshots of our year, from the voices of

programs. We were again delighted to contribute

the families we serve, is a potent reminder of the

to the development of Early Childhood programs

value of what we do, and the level of excellence

in Viqueque, Timor Leste, through the mentoring

to which we strive. 2012 has been another

support in Term two of Venancia Hendriques.

year of quality programming at Williams House Kindergarten in service to Christian College and

Thank you to the College leadership and the

our wider community.

College Board for their ongoing support of Williams House Kindergarten. Our beautiful and

From the 1st January 2012 all Australian Early

unique physical environment and the relevant

Childhood services came under a new regulatory,

and creative programs we provide are a source

licensing and quality assurance standard known

of pride and afﬁrm us as a highly regarded

as The National Quality Framework [NQF]. This

community of learning.

framework informs and guides the way we Bernadette Johnson 18

Teaching & Learning - Learning Support Mrs Roselyn Smith Director of Teaching & Learning - Learning Support

Introduction In 2012, with the LITEhouse concept steadily gaining momentum and creating a positive impact on the teaching and learning program, it was time for my Directorship to be reshaped into one leaning towards a more prominent and speciﬁc focus on the individual student’s abilities,

provision of adequate transitional arrangements for 2013 curriculum documentation and reporting requirements. Even more importantly, it focused our attention, continually, on effective and powerful teaching and learning.

Assessment and Reporting

speciﬁc needs and achievement. To this end

We are certainly living in a data driven age

2012 became a transitional year of continuing

which, in many respects, is nourishing rampant

to oversee Curriculum Data Management,

consumerism and creating market place type

Assessment and Reporting but additionally,

competition in many areas of society. Within

evolving into a more prominent and signiﬁcant

my Directorship I do value data very highly but

development of the programs and resources

with quite different motivation. Educational

within the Learning Support Services across all our

achievement data is a powerful tool for aiding

campuses.

and improving levels of motivation, success and self-fulﬁlment in both teaching and learning.

Curriculum Data Management With the implementation of Phase 1 of the Australian National Curriculum bearing down on four core faculties within the College, (English, Mathematics, History and Science), 2012 became a very busy year of auditing current practice against the requirements of the National Curriculum and planning for required changes, all the while also delivering on the current curriculum and expected Learning Outcomes. This meant considerable effort by our teaching staff at the coal face and a challenging time for the Professional Learning Team constructed to audit the viability of current curriculum documentation formats and digital repositories, in meeting the practical and necessary documentation and reporting requirements of the National Curriculum. As with most change, the waters were uncharted and the direction from

Accurate and timely collection, analysis and use of educational data can, and does make a difference. To that end 2012 saw our teaching staff administer a range of internal and external assessment tools, but more importantly, then take the time within and outside of their teaching to share this data with students, colleagues, parents and leadership. Assessment was used to prepare for learning, to aid and shape learning as it happened and to check the effectiveness of learning. Internally teachers used a range of diagnostic and classroom based assessment structures and they also utilised the Standardised Testing data which is collected in October each year. NAPLAN and VCE also provided us with external snapshots of the abilities and achievement levels of our students and enabled staff to identify strengths and weaknesses within our learning programs.

governing bodies ever slowly evolving. However, it was a time of rich discussion which resulted in the 19

Additionally, 2012 was used to prepare for the implementation of the On Demand Testing system accessible free to all schools through VCAA. These online tests in English and Mathematics for Years 3 to 10 provide instantaneous feedback to students and teachers on the progress and achievement levels of students in both of these core subject areas. On Demand Testing will be rolled out at all campuses at the beginning of 2013.

Scholarships

Learning Support Services Learning Support Services experienced a busy year of provision to students with exceptional needs at both ends of the spectrum and anywhere in between where there was need. Learning Support Services provided Integration assistance to a small number of very appreciative students and their families at all campuses. The dedicated, compassionate, experienced assistance given by our wonderful Integration

2012 witnessed our continual provision of General

Aides and other Learning Support Staff continued

Academic Excellence Scholarships to worthy

to indelibly endear these wonderful professionals

recipients entering Years 5, 7 and 10 in 2013.

to students and parents alike and certainly made

In 2012 we attracted a large number of high

a huge difference to the social, emotional and

quality candidates, both internal and external

academic development of all.

students. One of the most rewarding aspects of this Directorship is the time spent in interviews with

Learning Support Services also provided Learning

the short listed applicants whose enthusiasm for

Support in various forms to a signiﬁcant number

learning and life in general is truly inspirational and

of students who have not been eligible for

their admiration for our College, very humbling.

funding as an Integration student but have significant, specific learning difficulties requiring specialised, ongoing emotional, behavioural or academic support. The College leadership must be acknowledged and sincerely thanked for their generous support of this area as it certainly makes a huge difference to these individual students, their families, their teachers and the wider student body. If even the smallest part of a human body hurts, the entire body is impacted; likewise with these very special and well deserving students. The Learning Support staff at all campuses worked tirelessly to collaborate, assess, report, write and deliver individual educational plans and programs. They work alongside all teaching staff either within their classrooms or in withdrawal classes to provide carefully modified or delivered educational programs. In addition they resource and support students, parents and staff in understanding and supporting specific learning needs.

Peyton Greiner receiving a Certiﬁcate of Excellence for Q’ed 1.

The Q’ed Programme Following on from the successful launch of the Q’ed 1 program in 2011, 2012 witnessed the commencement of Q’ed 2, the second year program of our unique program for Gifted and Talented students in their Middle Years of schooling.

The Q’ed 2 program proved to be a truly unique and extremely challenging experience for students and teachers alike and we look forward in 2013 to paving the rudimentary pathway laid down in this inaugural year. The Exhibition of the 2012 Q’ed 1 students’ work in September was acclaimed by all who came. In its second year, the program’s high expectations and vigorous prompting enabled twenty five students in Years 5, 6 and 7 from Highton and Bellarine campuses to explore the Big Question: ‘How can we create a healthy community?’ and to distil their research and theories into richly, stimulating presentations which amazed and captivated the many visitors who filed through the Senior Campus Chapel on the day and evening of the Exhibition. Many of the 2012 Q’ed 1 students certainly ‘lived to learn’ and ‘learned to live’ as their research became their passion, knowledge became empowering and theory became practice. It is a pleasure and privilege to work within the Q’ed programs and, as we move into the development and implementation of the third and final year of the program in 2013, it is intended that these unique teaching and learning experiences are opened up and shared with all staff. This will generate a ‘flow-on’ effect to all our

Q’ed 2 was an innovative and challenging program delivered principally through an online classroom in the form of a blog entitled

Christian College Geelong students. Roselyn Smith

‘Belonging’. Eighteen students in Years 6, 7 and 8 from the Bellarine and Highton campuses participated in this program during second Semester. Having spent the early stages of the program learning and utilising new technical skills and applications in order to create and communicate through their own individual blogs, the students moved into an excogitation of ‘Belonging’. The research, thought and reﬂection generated by this exercise was channelled into a tangible, creative product displayed on the students’ individual blogs and viewed during an Online Exhibition, open to family and friends.

Mr Vanderkley assisting Q’ed 2 students Eloise and Hannah.

Teaching & Learning - Music Mrs Fiona Gardner Director of Teaching & Learning - Music

Classroom Music The classroom music program has seen a very comprehensive offering of core and elective classes across the College curriculum. Core music classes are a feature of the curriculum for Kindergarten through to Year 8. Elective music has been studied by students from Years 8 to 12. We

through to the Associate of Music Performance Diploma. Students have also competed in scholarship competitions and Rotary Club talent competitions with many winning prizes and recognition for their outstanding musicianship.

Music Camps

have had accelerated classes of VCE in Years 10

In September, the Combined Middle Schools

and 11 as well as a class completing the Music

Music Camp involved 160 students from the

Investigation subject in Year 12. The VCE Unit 3

Bellarine and Highton Campuses in choirs, strings

and 4 classes have had class recital nights in the

and bands. Held at Camp Wilkin and Burnside in

new auditorium at the Bellarine Campus where

Anglesea, the students rehearsed new material in

they have shared a small part of their examination

preparation for their end of year performances.

programs with family and friends.

At this camp the Highton and Bellarine Middle School groups combined to form one large

Instrumental Music This year has seen around 650 students electing to study instrumental music with weekly lessons happening across the campuses and 48 instrumental staff giving specialist tutorage. This has meant a fantastic level of involvement in the extra curricula ensemble program offered at Christian College with over 30 regularly rehearsing ensembles making music weekly and taking part in camps, tours, competitions, and performances both within the College and in the wider community. As well, regular solo performance recitals have been held across all campuses providing the opportunity for students to perform for family and friends. The bands, choirs, string orchestras and instrumentalists have played an active role in supporting events in the life of the College including services, ceremonies and celebrations. Many student soloists have completed examinations with the Australian Music Examinations Board from Preliminary Grade 22

Concert Band, Choir and String Orchestra as well as a Guitar Ensemble. This event is not just a music camp but also a fantastic way for students to learn to work together in a concentrated program. They are challenged and encouraged to grow in many ways during the musical and other activities on these music camps. As well they make cross campus and across year level friendships that often follow them through their music program involvement to the Senior School. Senior rehearsal camp sees the most senior ensembles depart from their campus environs for intensive tutorials and rehearsals in late June. This year the Senior Wind Symphony, Strings, Choir and Stage Bands travelled to Rutherford Park near Daylesford for a six-day camp where the students played for an average of ďŹ ve hours a day. The students relish the opportunity to be away and immerse themselves in their chosen pieces for the up and coming competitions.

Both the Middle School and Senior Music Camps

ﬁrst public performance and was a tremendous

see the Music Department engage not only our

experience being in a professional theatre. Our

regular staff but also the services of professional

Junior School String Orchestra and program is

performing musicians from places such as

rapidly growing with 37 young junior string players

Melbourne Symphony Orchestra, Victorian Opera

forming the Junior School Strings.

and various tertiary institutions to tutor and motivate the students. Both staff and students ﬁnd

Royal South Street provides our College ensembles

it inspiring to have the opportunity to work with

and soloists with the most prestigious eisteddfod

people with such fantastic expertise from ‘outside’

environment in which to compete. We have

our program.

had a fantastic year at Royal South Street with many students and groups gaining places in hotly

Senior Music Tour

contested sections.

The Senior Ensembles took part in the biennial Senior Music Tour in March. The Senior Choir, Strings, Wind Symphony and Stage Band travelled to Sydney and performed at various prominent venues including Manly, St Andrews Cathedral and Darling Harbour. As well as these public performances the groups worked with various school groups, community ensembles and the Sydney Navy Band. The tour was a great experience for students and staff providing unique opportunities for our senior musicians.

College Ensemble Competitions and Festivals

Community Performance

The Melbourne School Bands and Strings festival

Our musicians’ involvement in the community,

is held at Monash University each year. Bands

from the Junior Schools right through to our most

and orchestras play for an adjudication panel

senior musicians is a hallmark of our program

and are rated against set criteria for an award,

with students performing at events such as the

they also take part in a tutorial and workshop. The

Royal Melbourne Hospital Festival, Belmont

Christian College ensembles ﬁnd this experience

Elderly Citizens, Poppykettle Festival, the Geelong

a great opportunity to develop and reﬁne their

Advertiser Scholarships and the Highton Rotary

musicianship. Many of our groups received the

Star Search. The Senior Choir and their Director

highest rating possible from the panel as well as

Mrs. Barnett-Dunlop have represented the

recordings of their performance for review.

College on a number of occasions at signiﬁcant events such as the Vietnam Veterans’ service and the Geelong Schools ANZAC service at the Johnstone Park Memorial. The Senior Campus has been represented by numbers of soloists and chamber ensembles throughout the year at a huge range of events. These have provided the students with valuable performance experience but also allowed them

During August the Junior School Strings, Choir

to share their gifts with others in the community

and Dancers performed at the Geelong Schools’

and experience the satisfaction in providing

Music and Movement Festival in the Play House

service to others, particularly in being able to

at GPAC. For many of the students it was their

support charity fundraising events. 23

Workshop and Performance Day with John Morrison Early in August Christian College hosted the Stage Bands from Blackburn High School and Eltham High School for a day of workshops, master classes and performance. The program was the initiative

Students were awarded prizes and recognition in categories across numbers of disciplines including dance, vocal and instrumental solos, ensembles and encouragement awards.

The Annual Music Evening

of our stage band and jazz staff. Its rationale was

An outstanding night of performances at Costa

to provide a non-competitive performance day

Hall was held on Thursday October 18th giving

where students felt encouraged, challenged and

over 450 Christian College student musicians the

motivated to improve their performance. John

opportunity to perform for a large audience in a

Morrison ﬂew down from Sydney for the day and

world class concert hall style venue. The acoustics

was the guest clinician. He gave performance

and stage size of the Costa Hall allowed all bands,

feedback as well as an ‘on stage’ tutorial to each

string groups and choral performers to show

group at the conclusion of their performance. The

off the best of their performance pieces learnt

day was a wonderful success.

throughout the year.

House Music Performances Deakin University’s Costa Hall was the venue for this year’s Senior School House Music Competition. The Senior School became a frenzy of House choir and ensemble practices leading up to the hotly contested House Music Competition. This event sees the entire Senior School Student body perform as a part of their respective House Choirs. Each house also provided a soloist and two ensembles. Penman were victorious in 2012 winning best House Choir with their rendition of The Lion King and as well overall House Music Champions. The Penman House small ensemble also won the Principal’s Award with an outstanding rendition of The Cat Empire song ‘Fishies’ featuring the talents of Adam Di Martino, David Stephens, Harrison Kennedy and Aidan Hodge all Year 12. Kosta Karatenislis, Year 12 of

Intermediate Stage Band on stage at the Annual Music Evening.

Flynn House was awarded Champion House Soloist with his virtuosic clarinet solo. In 2012 the Middle Schools held a House Talent Quest. The focus of this event was to encourage participation in the performing arts. Over 100 students from the Highton and Bellarine Campuses auditioned at lunchtimes and collected House points. Following the audition process 30 items were chosen for the House Performing Arts Festival Finale which was held at Barrabool Hills on the ﬁnal day of Term three.

The concert featured a consistently outstanding level of student musicianship and excellence in staff musical direction. A feature of the program was the combining of our Middle School ensembles. As well the venue was ‘sold out’ with some families having to wait in the foyer in case families left early. The music staff would like to congratulate all students involved for their contribution and commitment to the College Ensemble Program in 2012. Fiona Gardner

Teaching & Learning - English Mrs Marion Nott Director of Teaching & Learning - English

“The study of English is central to the learning

development of our students for their future

and development of all young Australians. It helps

roles as positive contributors in local and global

create conﬁdent communicators, imaginative

societies.

thinkers and informed citizens. It is through the study of English that individuals learn to analyse,

To this end, in 2012 the English faculty continued

understand, communicate with and build

to work towards the achievement of a series of

relationships with others and with the world

aims and objectives as outlined in the English 2012

around them.” (ACARA 2012)

Strategic Plan and discussed with all teachers in the faculty at the beginning of the year.

This statement, found within the ‘Rationale’ for English in the National Curriculum, is reﬂected

Aim 1: To encourage and promote continual

in the work done for the ongoing development

drive toward excellence in teaching and learning

of the English program at Christian College.

practice.

With signiﬁcant time and effort spent in 2012 by

Objective 1.01: Develop a strategic and effective

teachers across the year levels in the rewriting and

approach to professional development of

enhancement of English units of work to align with

teachers

the requirements of the new curriculum, careful consideration has been given to these areas as deﬁned by the ‘General Capabilities’ of students

Objective 1.02: Encourage effective use of relevant technologies in teaching practice.

ie. Literacy, Information and communication

Objective 1.03: Constantly review programs to

technology (ICT) capability, Critical and creative

accommodate differences in student learning

thinking, Personal and social capability, Ethical

styles and levels of ability.

behaviour and Intercultural understanding.

Objective 1.04: Reﬁne resources and processes for consistency and effectiveness in student

Student development of strong skills in English is

assessment

a key to success, not only in subjects across the curriculum, but for life after school. Competence

2012 saw the creation at each campus of a role

and conﬁdence in the many facets of English –

for an English Campus Coordinator. This provided

analysis of various forms of text, clear and critical

for the delegation of work on campus focused

thinking and organisation of ideas and opinions,

issues in English and proved to be extremely

substantiation of argument, clear articulation

valuable in many ways; not least of these was to

in written and oral communication, aptitude

take the lead in a variety of English related issues

for public speaking, ability to listen and to be

and processes as, due to other commitments, the

discerning etc - facilitate student learning and

ability for the Director to directly manage the ‘on

engagement in all other areas of school and life.

the ground’ challenges and projects became

At Christian College the preparation for the

impossible during the second semester.

implementation of the National Curriculum in 2013 has provided a timely reminder of the important role the study of English plays in the overall 25

The Campus Coordinators continued to facilitate

Ongoing work has been done across the levels

and oversee teacher participation in professional

(Years 5 – 9) to embed the comprehension

development opportunities, meeting with

skills of CARS and STARS more effectively and

individuals and teams on a regular basis to discuss

authentically into the program. Explicit teaching

progress and ‘needs’, review and develop new

of these skills and the associated language

units of work, compare student performance etc.

early in the year enables constant reference

and all did a good job.

and reinforcement later on as the students study various texts. The CARS/STARS program

It has been very pleasing this year to see the

provides an easily understood and accessible

continuation of the enhanced ‘sense of faculty’

framework for teachers and students to identify

among English teachers. This has been particularly

and develop competence in all the dimensions of

evident at the Senior School and has led to

comprehension.

a variety of positive and signiﬁcant initiatives that have been brought to fruition by their

Students at Years 8 and 9 have had opportunities

collaboration. Examples of this include the further

to engage with the new spelling approach and

development of the English Assistance Program

this will be reviewed in 2013 in order to ensure that

at Year 10 to directly address the learning needs

a clear and well sequenced spelling program is

of students who are struggling in English. The

being delivered.

After School Lecture series for Year 12 students promote a higher end thinking and learning as

A key aim of the spelling booklet, ‘A Multi-

well as a proactive approach to cross marking

Strategy Approach to Spelling and Literacy’,

of Year 12 essays. The latter provides for ongoing

produced last year was that it would act as a

professional development of teachers as well

valuable resource for teachers across the faculties

as an effective and efﬁcient process for the

to engage in the explicit teaching of spelling and

moderation of student work.

related areas of literacy. It is very positive that time has been allocated at the annual ‘Orientation

Aim 2: To achieve a sustained improvement in

Day for New Teachers’ to the introduction of

student performance in internal and external

both the Spelling and the Text Type documents

assessments.

to all new teachers who are joining the Christian

Objective 2.01: Develop a consistent approach

College staff in 2013.

to the teaching of spelling and comprehension throughout the middle school years. Objective 2.02: Develop a consistent approach to the teaching of writing (text types) across all faculties of middle and senior school years.

Writers Workshop at Year 10 proved to be a successful elective with two classes participating in the ﬁrst semester course during 2012 and another two classes taking it up in 2013. Further to this, Writers’ Workshop is being offered as an

Objective 2.03: Create opportunities for students

elective for students in Years 7 and 8 from the

from both ends of the ability spectrum to

beginning of 2013. This elective provides an

participate in additional formal English classes

excellent opportunity to enhance the writing skills

through the introduction of English Assistance

of students and is expected to make a positive

Program (2011) and Writers’ Workshop (2012) at

impact on their performance in English in later

Year 10.

years.

Objective 2.04: Include an authentic ‘Literature’

unit in the Year 9 program to enable students

The Writers’ Intensive courses which were offered

to make an informed decision about pursuing

to students in Years 5 and 6 (2 day workshop) and

Literature in Senior School

Years 7, 8 and 9 (3 day workshop) with the visiting

Objective 2.05: Develop a list of possible tutors for

author, Sue Lawson, held during the year were

referral to students and families as required.

greatly enjoyed by students and provided them

with further learning and opportunity to engage in

the written and spoken word.

the writing process at a higher level.

The development of new units of work has been

Teachers from Senior School and Middle School

done in consideration of these as well as the need

have met in order to discuss the requirements of

to address the General Capability requirements

an authentic ‘Literature’ unit to be taught at Year

outlined in the Overview section of this report.

9. Participating in such a unit, explicitly labelled

Attention has been given to the creation of

and taught as ‘Literature’, will enable students to

more opportunities within the English program

make a more informed decision about whether

to explicitly teach critical and creative thinking

or not to choose Literature as a subject in senior

strategies, utilise technologies in more open and

years of secondary school and thus eliminate

stimulating ways, foster independence in learning

the challenge faced by students who select the

and promote collaboration in thinking and

elective in Year 12 only to discover it is not suitable

producing work.

for them. Based upon the discussion, Year 9 teachers are rewriting a unit of work to reﬂect the

Aim 4: To raise the proﬁle of English and related

requirements of a study of VCE Literature.

skills and activities across the College.

This year interviews were conducted with

Objective 4.01: Develop and promote more

interested prospective tutors with a view to

widely the range of opportunities for students

creating a list of well qualiﬁed and experienced

to participate in English related activities and

English tutors to which families could be referred if

competitions held within and outside the school.

such a request is received. Aim 3: To prepare for the implementation of the National Curriculum

It is anticipated that the heightened sense of faculty amongst the English teachers at Christian College will manifest itself in a greater promotion

Objective 3.01: Complete audit of the current

of English related activities and events facilitated

English program against the National Curriculum

by teachers outside the classroom. Hitherto,

Objective 3.02: Develop a program which meets

a variety of activities and events – Interschool

all the demands of the National Curriculum

Debating teams at Years 8,9 & 10, Public Speaking

Objective 3.03: Implement some units of work from the revised curriculum The audit of the English program across the College and the consequent review and rewrite of English units of work, in order to align with the requirements of the National Curriculum, have occupied a great amount of teachers’ time throughout this year. Through the initial audit, it was identiﬁed that two key areas of the national curriculum that needed to be reﬂected more in the current English offering were the use of multi- modal texts and the opportunities for students to ‘create’ as well as write and speak as the productive modes.

Competitions, involvement in the Lions Youth of the Year, Readers’ Cup, Premier’s Reading Challenge, National Year of Reading events , Writers’ Intensive etc - have been held but a number of these have been ‘driven’ by the Director. It is important that as a College we continue to encourage and support a greater participation in English related activities and events. Attention to the collaborative development of a cross campus plan for these events early in 2013 with a clear understanding of who will lead the activity will be valuable in facilitating this. Marion Nott

It is important that, as our world evolves to be much more image (still and moving) focused that we include a greater focus on comprehension, analysis and creation of images as text as well as 27

Teaching & Learning - Humanities Mr Rick Geall Director of Teaching & Learning - Humanities

We are constantly reminded of the ebbs and

Most pleasing was the fact that a number of the

ﬂows of humanity on our TV screens and in our

Year 12 graduates have been accepted into

newspapers. Not a day goes by without us

Geography-related tertiary courses including Town

learning of local, national and global events

Planning, Real Estate, Civil Engineering, Resource

such as bushﬁres, cyclones, wars, recessions,

Management and Agriculture.

uprisings, famine and the like. It is in the subject of Humanities that students are given the opportunity

The Humanities teaching staff are to be

to discover the causes and effects of these, both

commended for their tireless work in 2012. Most

past and present.

of the Humanities team were heavily involved throughout the year in developing a new History

Throughout 2012, Christian College students have

course that forms part of the Australian Curriculum

participated in the diverse range of Humanities

launch in 2013. The Senior School Humanities

subjects including History and Geography in the

teachers continued, as always, to demonstrate

Middle Years, and were introduced to the world of

excellence in the manner of teaching VCE

Commerce, Business Management, Legal Studies

Accounting, Business Management, Geography,

and Accounting at Senior School.

History and Legal Studies.

Wonderful learning opportunities were provided

Rick Geall

through a variety of incursions and excursions. Medieval Day was again a highlight on the Year 8 calendar, largely because students had the chance to immerse themselves in the role of an historic character and participate in activities that date back almost a millennium. Year 6 students enjoyed a full-day Geography trip exploring the unique landscapes of coast, bush, rainforest and farmland along the Great Ocean Road. Senior School Geography included a range of ﬁeld trips along the Barwon River, Surf Coast and the rural landscape surrounding Ballarat. Legal Studies students had the opportunity to see the legal system at work, with visits to the Magistrates’ Court and Barwon Prison. 2012 was a milestone year for Humanities with VCE Geography running for the ﬁrst time in more than a decade, with classes at both Year 11 and 12.

Gary Crole leading the Year 8 Medieval Day Parade at the Bellarine Campus.

Teaching & Learning - L.O.T.E Mrs Carol Milton-Garner Director of Teaching & Learning - L.O.T.E

VCE Year 12 Results Christian College students continued to achieve excellent results in senior LOTE studies – a credit to both the commitment of students and the dedicated and tireless efforts of the LOTE staff. • Japanese oral exam results were 17.5% and written results 6.3% above State average. All Christian College students received above ‘B’ for their examinations. • Indonesian oral examination results were 10.9% above State average and written exam results 5.1% above State average. All our students received a ‘B’ or above for their examinations. LOTE students across Campuses and at all year levels have been fully supported by College staff in the following ways: • Japanese Morning Class for Year 12 twice a week • Japanese/Indonesian Clinics for Years 10, 11 and 12 students. • Indonesian Morning and afternoon Conversation classes for Year 12 • Extensive Oral Exam Practice workshops for

• An extension class was organized by Karen and Aoi at Middle School for Years 6 and 7 students who are achieving well and who needed additional challenge. 6 to 8 students participated in each session. • A Japanese club was held at Bellarine Campus once a week

Speech Contests • A Japanese speech contest was held for Year 3,4,5,6,7, 8 and 9 students at Bellarine and Junior School, Belmont Years 1,2,3 and 4 in Term 3. Yukari and Carol were the judges and each participant in the ﬁnal received a certiﬁcate. The best 3 students at each year level were presented with special LOTE Speech Contest ribbons. • JLTAV (Japanese language Teachers Assoc of Victoria) speech contest. Representatives from Years 1,2,3,4,5 and 7 represented Christian College in this contest and our Junior level contestants were highly praised. • Indonesian Olympiad : Christian College Year 9 language students recently won the 4th ‘Olimpiade Bahasa Indonesia’ held at

Japanese and Indonesian students in the Term 3

Braemar College, Woodend. The annual

vacation.

competition held to celebrate Indonesia’s

• Mock examination with native Japanese/ Indonesian speakers in Term 4. • LOTE teachers have run intensive conversation sessions before school, lunchtime and after school to improve speaking skills.

Independence Day involved 9 Highton and Bellarine students competing in teams against Year 9 language students from Melbourne and regional Independent schools in a variety of language competitions and quizzes. Christian College placed 1st and 3rd in their performances of an Indonesian TV advertisement, and won the language competition overall ahead of Braemar College (2nd) and Aitkin College, Melbourne (3rd). 29

Vilta Sayanbara State Indonesian Speech Contest Christian College had three place getters Christopher Bottrell (Senior School) Year 10 2nd Place Peyton Greiner (Bellarine) Year 7 Beginners 2nd Place Lydia Mackie (Highton) Year 8 Continuing 3rd Place

Overseas Exchanges 2012

Malaysia Tour: 21st June to 3rd July The 2012 trip to Malaysia for 16 Indonesian Senior students was an exciting opportunity to use their language skills, communicating with locals in Indonesian, which is the most prominent Malay dialect in South East Asia. The tour began with a 2 day urban adventure in the capital Kuala Lumpur. Students attended

SMA Negeri 2 Mataram visit : 26th February -10th March

language and traditional music classes at the

Senior High School students and staff visited

Indonesian Embassy School, learnt more of

Geelong and were hosted by their twin school

SE Asian history and religious inďŹ&#x201A;uences at the

Christian College from February 26th- Saturday 10th

National Museum and Mosque and bargained for

March on their biennial visit. This is the 16th year of

tropical fruit and souvenirs in a range of traditional

the exchange that was established in 1996 by Mr

markets and modern shopping centres.

Daryl Riddle and SMA Negeri 2 Mataram with the

An overnight home stay in a traditional Malay

formal exchange program commencing in 1997.

kampung, surrounded by coffee, cassava, rubber

20 students and 3 staff, including the Principal,

and palm oil plantations, gave students an insight

Pak Hairuddin Ahmad visited Christian College this

into Muslim family life in a rural community as well

year. The students were hosted by families from

as a taste of delicious traditional home cooked

Christian College and visited the various school

meals.

campuses, Narana Creations and many other local tourist attractions with their host families.

Year 10 students learning Malay dancing in Borneo.

Heading off to the island of Borneo, excitement mounted for the wonderful range of educational, cultural and eco tours that lay ahead. Based in and around Kuching, the capital of Sarawak, students connected with local students on two school visits, travelled by boat from a traditional ďŹ shing village to Bako National Park to see proboscis monkeys and volunteered for a day at Christian College student receiving his Indonesian starter kit during the welcome ceremony on March 25th.

the Matang Orangutan Rehabilitation Centre. The rich complexity of the Dayak tribal cultures on display in the Sarawak Culture Park at the beautiful Damai Beach, soon became a reality for the group as they headed up river in long boats for a two night stay with 38 families in a traditional Iban wooden long house in the jungle.

Naga High School Visit : 26th July - 9th August

JENESYS programme

1992 - 2012: 20 Years of Exchange between

Two students were selected to go to Japan on

Christian College Geelong and Naga Senior High

December 2nd to participate in the Jenesys

School Japan.

‘Kizuna’ project to travel to Japan. They participated in a school and homestay visit and

2012 is the celebration of 20 Years of exchange

were also part of a special project to help with

between Naga High School and Christian College.

the earthquake reconstruction. Elissa Reilly from

8 students and 2 staff members, Hori and Azuma

Middle School and Elizabeth Lowe from Bellarine

Sensei visited Christian College for two weeks In

campus were selected from over 1500 applicants.

July and August. A formal Welcome Service was held at the Senior School to commemorate the

Professional Development

exchange and the Naga High staff and students

• Yukiko Valent attended an ACTLAN PD on the

visited Bellarine, Middle School, Junior School and the Scotsburn farm campus. Another highlight was a visit to Narana Aboriginal Centre and students were able to throw a boomerang and learn about our koori culture. The Farewell Evening was a ﬁtting farewell to the group and the Naga High School students and staff were given a special medallion to commemorate the 20th Year of the exchange.

gesture method of teaching and this method is being trialled with Year 4 students at Junior School and Bellarine Campus. • Yuji Nakayama has been inservicing the LOTE staff on the use of Active Inspire in the LOTE classroom. • MLTAV Conference: LOTE staff attended this conference and received current information on the Languages National curriculum. • National Symposium for Japanese Teachers: This was held in November in Melbourne and Carol, Yukiko and Yuji attended this conference which looked at the state of Japanese language education in Australia. • We are encouraging students to download useful language learning APPS onto their mobile phones/iPads and to use some excellent web based resources.

Mr Daryl Riddle, Mr Glen McKeeman, Mr Yamaguchi, Mr James Shirley and Mr Mizusaki and Mrs Fay Haywood signing the agreement to continue the relationship between Christian College and Naga High.

Carol Milton-Garner

Yukari Hodgart, Carol Milton Garner , Aoi Tsujimoto, Fay Haywood and Sarah O’Connor celebrating 20 years of exchange.

Teaching & Learning - Science Mr Michael Neaves Director of Teaching & Learning - Science

National change has not interrupted the drive for

level to realign with AC whilst ensuring that

excellence in teaching and learning that are the

students in any given year level do not miss key

core aims within the Science Faculty at Christian

content or be presented with the same content

College. We have endeavoured to ensure the

twice during the transition period.

quantum change to an Australian Curriculum has

2) Review Selection of Texts

been a seamless transition for our students.

During the second term of 2012, the Middle

Australian Curriculum

School Science departments at the Highton and

At the end of 2011 and throughout 2012, the

the texts developed by publishers. Analysis of all

Science Faculty at Christian College has been

three determined the suitability and ﬂexibility of

preparing for the introduction of the Australian

each of these to both students and teacher. The

Curriculum (AC) for Science from Preparatory to

text chosen was Macmillan’s Science Essentials at

Year 10 which replaced the Vels Curriculum at the

Years 7,8 and 9. We are conﬁdent that the scope

beginning of 2013. Direction from the Assessment

within the package will allow us to enhance the

Recording and Reporting Authority (ACARA)

delivery or Science, the collaboration between

encourages depth of study.

teachers across our College and particularly

Bellarine campuses used class sets of three of

afford ease of access to student learning outside Within the Science Faculty, we have viewed the

the classroom. In 2013, the teachers of Year 10

curriculum transition as an opportunity to develop

Science at Senior School will assess whether to

a curriculum that is accessible and engaging

add the Year 10 edition to the booklist.

for all our students but is also challenging and relevant to their lives. To achieve this, the signiﬁcant challenges have been: 1) Modifying the Curriculum

AC maps out broad skill areas to measure a student’s ability to investigate scientiﬁcally but does not provide exemplars of standards. In 2012, the faculty developed a process to translate AC

To ensure a smooth transition to AC a working

inquiry into experiments that are an integral and

group within the faculty:

effective component of the Science education of

i) Added areas of study from the AC not

our students. Investigations carried out in Years 7

covered by the previous College curriculum; ii) Removed content that is not in the AC and that we, as a faculty, felt was not critical to achieving the objective; iii) Added areas of study in Chemistry and Physics which are natural extensions of core sections of AC and prepare students for further study in these areas; iv) Reorganized what is delivered in each year 32

3) Developing a Structure for Science Inquiry

to 10 in Term 3, 2012 were moderated in Term 4 within the department to provide examples of differing achievement standards. In 2013, other investigations will be added to the course and the process will expand to incorporate Years 5 and 6 Science.

It should be noted that all the development and

The Transit of Venus conveniently placed itself on

evolution to a national curriculum described

the calendar whilst Year 5 students were studying

opposite was achieved within the faculty without

the solar system and the Year 6 Humanities

a designated Director to coordinate, lead or

students were studying Captain Cook’s voyages.

oversee. This is prima facie evidence of real

The students used a solar scope to view the Sun

collaboration, dedication, professionalism and

safely which Christian College won and built with

passion for Science education within Christian

the support and sponsorship of the Surveyors

College.

Association of Australia.

Living Science at Christian College Despite all the changes behind the scenes, students across all campuses immersed themselves in a wide variety of real Science. Following weeks of nurturing and support from our students and staff, our own ‘Royal Birth’ took place when Uno, the Lord Howe Island Stick Insect hatched at the Bellarine campus early in 2012. These insects are critically endangered, and Christian College has been part of a state wide pilot program run by Melbourne Zoo to support this native species. Uno matured into a shiny black handsome ‘young man’ (if you are into transformer-style insects) before he had to return to the Zoo in December.

Within Science and our Marine Studies and Environmental Science electives, we have extended our links with the scientiﬁc community. We meet scientists in their workplaces and at school. This interaction initiates discussion of potential careers within Science and is critical to our aim to make Science relevant. National Tree Planting Day in July allows us to sustain the growth of indigenous plants in our communities. Students from Years 2 to 9 were involved in both their contribution and their learning. Planting activities are a great way to put into practice what is learnt in the classroom, whether it be photosynthesis, plant structure and function, environmental issues, combatting global warming or simply developing a sense of care of our community.

It is not all sad ‘goodbyes’ though. We get to keep Uno’s purpose-built enclosure with heat mats, and Melbourne Zoo are giving us some Giant Stick Insect eggs to try to hatch. If successful we will be allowed to keep them. So the stick insect story continues… 33

Competition success A fine mind allied to practical skill is the key to success in the Science and Engineering Challenge – where students compete to solve a wide variety of design and build problems. In 2012, Year 10 students managed to see off the competition at regional level, before triumphing by a solitary point in the state final. The National Finals in November, held at Deakin University brought together all the best teams from around the country. Finishing fifth was no disgrace and has only galvanized the Senior School team to strive for even greater success in 2013.

Not to be outdone, our top Chemists in Year 10 competed in the Victorian Titration Stakes – a competition that marries dexterity in the laboratory with computational ability. All our nine teams performed with the requisite skill and our top team achieved 15th place– a fantastic achievement given that all the other entrants in Victoria are Year 12 or 11 students with one or two years’ experience in VCE Chemistry. Allied with the development of resources within the classroom and the many and varied Science excursions across all campuses, 2012 was a busy but highly rewarding year for all involved in Science at Christian College. Michael Neaves

Year 10 students engrossed in their Science and Engineering Challenge at Deakin University.

Teaching & Learning - Mathematics Mr Luke Feldman Director of Teaching & Learning - Mathematics

During 2012 the Mathematics faculty had 42

The purchase of interactive white boards has

staff from Years 5 to 12 involved in teaching

added a new dimension to the tools of teaching

Mathematics across three campuses. Adding

used in the Mathematics faculty, and these

to the strong base curriculum, this year saw the

were integrated into the teaching and learning

College involved in some additional schemes.

environments of the classroom. Staff continued to improve their knowledge and skills with

ICT Initiatives The Mathematics faculty continued to utilize the resource ‘Mathletics’ within our Middle Schools. This online resource is used as a supplement, homework tool, test creator, extension and remedial support tool and more. Teachers use the resource on a weekly basis and it has proven to be an engaging means of connecting students with Mathematics through the digital world. Students’ skills are enhanced through the

this exciting technology, and the benefits of engagement amongst both staff and students has been evident. As confidence and competence progress, the benefits of this resource will continue to increase. Communities both within the College and externally have been formed, enhancing and enriching the Mathematics teaching and learning experience .

motivational nature of this program.

Competitions and Excursions

Students from Years 8 to 12 continued their use of

The mathematical skills of around 200 Year 10

‘Mathsonline’, a resource developed by Australian

students from 20 secondary schools were put

Mathematics teachers. This was used to support

to the test during the annual Deakin University

the strong teaching and learning occurring in

Mathematics Challenge. Christian College

classrooms by providing students with online

entered two teams of 5 students from Year 10,

tutorials and support, as well as additional skills

with these students competing in four different

and analysis based tasks.

challenges, combining skill and application to solve problems. Our students achieved excellent results with our teams coming 11th and 17th, and David Little achieving 9th place student overall. Our Year 9 Maths Challenge students and hand selected high achieving students in Year 8 had a worthwhile excursion to Victoria University, Footscray Campus. They took part in some model making and engineering activities.

This competition is similar to the Deakin University competition and it provided a wonderful opportunity for members of different schools to exchange ideas on learning and teaching mathematics, and to demonstrate their mathematical knowledge and skills. It was also an opportunity for our students to explore the variety of careers available from studying Mathematics and to encourage students to go on to study Mathematics at tertiary level.

Senior School Courses

The Mathematics program is undergoing a number of positive and necessary changes which will see us utilise up-to-date and futureready resources as the Australian Curriculum is implemented across the country. These newly chosen materials provide teachers with the differentiated resources necessary to effectively reach every student, giving them every opportunity to succeed. Throughout the Junior School and early Middle

In 2012 several Mathematics courses were on

School years from Prep through to Grade 6,

offer to students at the Senior School campus. 48

teachers will utilise the enVisionMATHS program.

Year 10 students participated in the Acceleration

This is a mathematics teaching program that

Program, with 27 students studying the Units 1 and

combines print-based teaching resources with

2 General Mathematics course, and 21 students

outstanding digital teaching and learning tools.

studying the Units 1 and 2 Mathematical Methods

It provides for deep conceptual understanding

course. This was the second year that Units 1 and

of Mathematics in accordance with the aims of

2 Mathematical Methods was offered at the Year

the Australian Curriculum. During the transition

10 level. This venture has been very successful,

from Junior School into Middle School, Years 5

and will see the majority of these students go on

and 6 will also utilise the envisionMATHS program,

to study Units 3 and 4 Mathematical Methods

importantly providing a continuity and familiarity

in 2013. Eighteen Year 10 students were also

with the style and format as they move through

enrolled to study Units 1 and 2 Foundation

their educational journey at Christian College.

Mathematics, where they completed a course of real-life, hands- on Mathematics. Thirty-eight Year 11 students completed the acceleration program Units 3 and 4 Further Mathematics, and twelve students were in our ďŹ rst class of Year 11 students to attempt Units 3 and 4 Mathematical Methods. Three Units 3 and 4 courses were offered to students - Further Mathematics, Mathematical Methods and Specialist Mathematics. The strong teaching and learning practices and the various engaging opportunities with the Mathematics faculty are attributed to the professionalism and commitment of the Christian College faculty staff.

Planning for the National Curriculum

In Years 7, 8 and 9 we are introducing the Pearson

When students attempt a challenge on

Mathematics series. This has been structured

MangaHigh, they are able to achieve medals

according to the latest research on how students

based on the number of times they attempt the

learn mathematics and on how to avoid common

challenge and the difﬁculty of the questions they

misunderstandings, equipping us to deliver an

are answering. A Bronze medal demonstrates

innovative and effective maths education to our

a basic understanding of the key teaching

students.

objectives of the challenge. This includes a

Built from the ground up for the Australian

competence with typical/standard applications

Curriculum, these resources are based on the

of the topic.

latest pedagogical research on how students best learn. It is supported by a rich multimedia resource bank, which can help to create

A Silver and Gold medal demonstrate a secure

engaging lessons, provide additional support,

understanding of the teaching objective and

extension activities, and consolidate learning.

a competence with non typical/extension applications of the topic.

To complement the enVisionMATHS program, students from Years 3 to 10 are being introduced

With these new resources being rolled out

to the Manga High Maths resource through which

across the Christian College campuses, we

students consolidate their learning in Mathematics

have needed to re-evaluate the various maths

via purpose-built casual games that balance fun

resources previously utilised at Christian College.

and learning.

Mathletics has been a resource that has been used successfully for a number of years and

The games on this platform are adaptive. Each

served a valuable purpose, but the recent review

game covers certain learning topics and is

determined that the beneﬁts of Mathletics have

designed to dynamically adapt in difﬁculty to the

been superseded by the resources and programs

ability of the student in order to aid the student

outlined above and, as such, a decision has been

to stay in their zone of proximal development

that this resource will not be required in 2013. As

i.e. ‘the level of difﬁculty that is neither too hard

we roll out these new programs in Mathematics

nor too easy, and is the level at which optimal

we are conﬁdent that the inquiry and activity-

learning takes place’ (Renaissance Learning,

based approach and the large digital resource

2007). They are designed to develop students’

banks provide us with the necessary resources to

ability and curiosity to observe, hypothesize, test,

move into this new phase of education conﬁdent

evaluate, conclude and reﬁne ideas. They also

in preparing a curriculum that will engage

provide powerful contexts often bringing out the

students in their mathematical education.

‘real-world’ application of the topic at hand, so increasing the students’ interest in what they are

Luke Feldman

learning. Games-Based Learning fuses computer games and academic subjects to provide a compelling and exciting supplement to traditional pedagogy. Many scientiﬁc studies have shown that students perform better with the help of Games-Based Learning.

Teaching & Learning - Art, Technology & Design Mrs Merinda Kelly Director of Teaching & Learning - Art, Technology and Design

Christian College Geelong is proud of the diverse

In ATD subjects students learn to think ﬂexibly,

and comprehensive art, technology and design

critically and creatively. They learn to persevere,

opportunities we provide for our students across all

to innovate, to understand multiple viewpoints, to

campuses. Our programs are ﬁrmly underpinned

adapt, to problem solve, to communicate and

by current educational research and practice

to navigate the all-pervasive visual and digital

and are designed to arm students with essential

worlds of today. Excellent teaching/learning in art,

knowledge, skills and capabilities to successfully

design and technology education requires skilful

understand and navigate the visually and

differentiation to meet the needs of each student.

technologically dominated contemporary world.

Teachers in the Art, technology and design faculty work alongside each student to break down the

The Creative Process

complexities of the creative process deliberately

As committed and passionate practitioners,

and thoughtfully, whilst facilitating progress

educators in the art, technology and design faculty at Christian College recently revisited and reﬂected upon the capabilities that engagement in their various subjects develop in students.

towards the development of appropriate solutions to problems posed. We publicly championed this focus on ATD teaching\learning on the opening night of our recent Extravaganza by conducting a major visual collaboration with new media artist, Kit Webster. Visitors to our annual K-12 Exhibition were delighted by Kit’s vibrant, kinetic visual presentation which incorporates sound and projections of three dimensional text detailing words and phrases collated by ATD staff. Viewers were bombarded with visually complex renderings of educational textual content, symbolic images and patterns, exemplifying the hybrid nature of

Sound Sculpture by Eben Greaves and Textual Content by Christian College Art, Technology and Design Faculty.

art, technology and design related practices and communications in the 21st century.

Projections by Kit Webster at the Villa Paloma Campus Opening Night 2012 Extravaganza.

Breadth of ATD Study Subjects offerings within the Faculty this year have included Visual Art, Two Dimensional Art, Three Dimensional Art, Photography, Product Design and Technology: Materials, Product Design and Technology: Textiles, Food and Technology, Systems Engineering, Visual Communication & Design and Studio Arts. Student work in all of these areas was on display at the Art, Design and Technology Extravaganza held in Term 4 at the ‘Villa Paloma’ Centre. Challenging enrichment and enhancement possibilities extending beyond the classroom have also provided additional opportunities for student engagement through participation in exhibitions, extension tasks and research studies, workshops, excursions, performances, studio visits, competitions, parades, displays, projects and presentations.

For example, this year students have exhibited or displayed art, design and technology works in The National Gallery of Victoria’s Ian Potter Centre for Australian Art, Shell House in Melbourne’s CBD, The Geelong Art Society’s Shearer’s Arms Gallery, Zart Art Gallery in Melbourne, The Rotary Art Exhibition in Drysdale, The Geelong Showgrounds, The Melbourne Zoo, the Carousel at the Geelong Waterfront, the Geelong Wool Museum, The Melbourne Museum, Science Works, The Australian National University, Canberra and several other presentation contexts. In addition, numerous prizes and awards have been received by individual students and we received initial notiﬁcations that three our Year 12 Product Design and Technology students have been shortlisted for the VCE Season of Excellence Awards this year. Merinda Kelly

Creativity in the Year 7 3D Art Class with Georgia, Jackson and Will.

Rebecca Headlam, Year 12, Studio Art. ‘Metamorphosis’.

Mali the mini elephant from Melbourne Zoo returns to Junior School, Belmont.

Teaching & Learning - Sport and Physical Education Mr Jonathon Ryan Director of Teaching and Learning - Sport and Physical Education

Sports Facilities The Sports Association and students at Christian College Geelong have enjoyed another excellent year in 2012. The completion of the Sport facilities at the Bellarine and Highton campuses has added another dimension to the Sports program. Moving

Throughout 2012 the Sports Association has offered students from Years 4 to 12 seventeen sports in which to compete as an individual or as a member of a Christian College team.

Sporting Excellence

indoors has created a more professional playing

Christian College won 3 State Championships in

and training environment. Holding a number of

2012:

Physical Education and Sport classes inside has

- For the ﬁrst time the Surﬁng team took out the

enabled teachers to instruct students without the

Rip Curl Shield Trophy as the best team in the State.

distraction that occurs when dealing with outside elements. The Highton Sports and Aquatic Centre is used regularly by students at Senior School and Junior School Belmont. Senior students frequent the Circuit Room or utilize the gym ﬂoor and Aquatic Centre as they undertake the practical components of their studies. Years 1 to 4 students at Junior School Belmont undertake term long

- The Equestrian team won the Equestrian Federation Association of Victoria Interschool’s event for the second time. - The Senior Boys Netball team won the Netball Victoria Final for the second time. Twelve Christian College students represented School Sport Victoria at the National School Championships;

swimming lessons in the Aquatic Centre with

Andrew Medew, Year 11, Baseball

each program culminating in a Year level House

Jordan Drew, Year 12, Tennis

Swimming event.

Michaela Caldow, Year 9, Swimming George Blagojevic, Year 10, Basketball James Syddall, Year 10, AFL Football Georgia Quick, Year 6, Cross Country Tristan Forras, Year 10, Surfing Maddie Corstorphan, Year 11, Surfing Cody Robinson, Year 10, Surfing Zoe Clarke, Year 9, Surfing Micky Robinson, Year 8, Surfing

Year 8 students in the Circuit Room at Middle School, Highton.

Jakara Anthony, Year 8, Snowsports Montana Jones, Year 7 represented Athletics Victoria at the Australian Schools Cross Country Championships.

Lucy Moate, Year 7, Lilly Herzer, Year 9 and Ryan

- GISSA Cross Country Championship

Blunden, Year 3 represented Equestrian Federation

- GISSA Track and Field Championship

of Victoria at the National Equestrian Interschool’s. In addition to the Surfing Rip Curl Shield victory and selection in the State team the prowess of the College Surfers was evident in many events; - Zoe Clarke and Cody Robinson won the Under 16 Girls and Boys Victorian Schools Surfing titles. - Cody & Micky Robinson, competing as Christian College represented Victoria in the Under 16 Boys Schools MR Division at the National Surfing Championships. - Zoe Clarke & Maddie Corstorphan, competing as Christian College represented Victoria in the Under 19 Girls Schools MR Division at the National Surfing Championships. - Tristan Forras teamed with Walter Hiatt (Wonthaggi Secondary College) to represent Victoria and win the Under 19 All Star Schools event at the National Championship.

- Senior, Year 8 and Year 7 Boys AFL Football Championships - Senior, Intermediate and Year 7 Girls Netball Championships - Senior and Intermediate Cricket Championships - Senior Tennis Championships School Sport Victoria, Years 4 to 6 Interschool highlights included: - Olivia Richardson Year 4, Max Piroch Year 5, Ashleigh Reilly Year 6, James Harte Year 6, Paige Elliot Year 5, Isabella Lawrence Year 4 and Tess O’Neill Year 5 making the Regional Finals of Swimming - Nick Ballis Year 4 and Jessie Rowsthorn Year 6 progressed to the Regional Cross Country Championships - Olivia Richardson, Georgia Quick Year 6, Alyssa

Other signiﬁcant achievements were; - Jakara Anthony, Year 8 won the Australian

Jones Year 6, Michael Case Year 4 made the SSV State Final for Cross Country

Female division 3 Moguls at the National Schools

- Georgia Quick, Breella Case, Olivia Richardson,

Snow sports Championships.

Tess O’Neil, Jessica McCarthy Year 4, Meghan

- Simon Harrington, Year 10, Breella Case, Year 6, Rylan Willis, Year 6 made the State Final at the Victorian Schools Cycling Championships.

Doble Year 4, Ashley Barrett Year 4, Austin Brown Year 4, Michael Case, Thomas Renouf Year 5, George Elliss Year 5, Indiana Schwidlewski Year 5, Steven Case Year 5, Mason McKiterick Year 5 and

- Holly Peacock, Year 6 made the State Final of

Isaac Ayres Year 5 progressed to the State Final of

the School Sport Victoria Golf Championships

the SSV Track and Field Championships

- The Senior Girls Netball team made the Semi

- The Years 3 and 4 Belmont Hooptime Basketball

Finals of the Waverley International Netball

All Stars and Future Stars teams progressed to the

Championships.

State Final

- The Senior Boys Football team progressed to the Semi Final of the Herald Sun Country Shield

Christian College Dove Awards

- Edwina Lumsden, Year 4 produced an impressive

Sixteen students were awarded the Dove Trophy

score of 39 out of a possible 40 to be awarded

for reaching Regional, State or National level in

the Nan McArthur Memorial trophy for the highest

two (Years 4 to 6) or (three (Years 7 to 12) different

individual score at the Victorian Equestrian

sports. This is the highest number of students who

Interschool Championships.

have ever received this award since its inception in 2004.

GISSA, Year 7 to 12 Interschool competition highlights included Christian College winning the -

Years 4 to 6: Olivia Richardson, Michael Case, Alyssa Jones, Jessie Rowsthorn, Georgia Quick,

- Senior & Junior Girls Swimming teams winning the

Tess O’Neil, Nick Ballis, Austin Brown and Ashley

GISSA section Championship

Barrett 41

Years 7 to 12: Ricci Curtis Year 11, Ginger Brown

With a number of current students, ex-students

Year 10, Millie Holding Year 10, Paul Burchell Year

and staff members involved in each organisation,

12, Shelby Hackett Year 12, Ashley Caldwell Year

Christian College students will be further exposed

12 and Katelyn Groeger Year 11.

to the opportunities that exist to become an elite sportsperson.

Sportsman and Sportswoman Trophies From Years 5 to 12 a Sportsman and Sportswoman

Club Sport

are awarded at the Bellarine Campus, Middle

At Club level Christian College offers students the

School and Senior School. We congratulate the

opportunity to participate in Basketball, Netball

following students on winning this award for 2012

and Equestrian.

Bellarine: Molly Gray (Year 8) & Elliot Hackett (Year 9) Middle School: Breanna Beckley (Year 9) & Kelly O’Neil (Year 8) Senior School: Shelby Hackett (Year 12) & Nathan McCoach (Year 12)

Basketball is a popular sport with 44 teams and 347 players playing for the Christian College Eagles. Under the guidance of Head Basketball Coach, Jamie O’Loughlin the club has developed an excellent reputation for developing junior talent. Club training is held indoors at the Highton and Bellarine Sport Centres. Having a home in which to train and meet has signiﬁcantly increased the numbers at the Bellarine campus. With the energetic Gary Crole in charge, the number of teams has grown to 12 with 101 players registered. The Christian College Netball Club consists of 97 Belmont, Highton and Senior School Years 1 to 10 students. Under the guidance of Sally Bishop (Years 5 to 10) and Jo Richardson (Years 1 to 4) the players participate and enjoy weekly training and

Mr Jonathon Ryan congratulates Shelby Hackett on winning the Outstanding Sportswoman Award.

matches. The move to after school training for the Belmont Junior School students has provided the players

Whilst all these achievements were recorded

with more time to practice and an opportunity

in 2012, the students’ performance can be

for the coaches to further develop individual and

attributed to the many years of education within

team skills.

their discipline they have undertaken in their journey through Christian College.

Sporting Partnerships

Forty eight enthusiastic equine riders make up the Christian College Equestrian Club. These riders compete in the Barwon Schools series, Victorian

Christian College has established partnerships

School events and the EFA Victorian Interschool’s

with leading Geelong Sporting organisations;

as representatives of the College.

Barwon Sports Academy, Geelong Supercats and Geelong Netball Club. These organisations train in the Highton Sports and Aquatic Centre, with the College having access to each organisation’s personnel as required. 42

Jonathon Ryan

Schools Performance 2012 Mr Glen McKeeman Principal

2012 Staff Satisfaction Survey Christian College, Geelong All Campuses In 2011 staff at Christian College Geelong, Christian College Bellarine and Christian College Institute of Senior Education participated in the online survey in Term 4, 2011. The survey is an evaluation tool developed by Independent Schools Victoria in collaboration with the Australian Council for Educational Research. Across all campuses of Christian College, 175 staff participated in the survey. The results in each of the main areas were tabled using a Scale Score ranging from 0 = low to 10 = high. 1. Resources and Offerings High staff satisfaction with a school’s resources and offerings occurs when there is a perception that the school provides a broad curriculum and plenty of co-curricular activities; and that the school has high quality materials and resources, including the library, to aid learning. Staff members appreciate school grounds being attractive and well-maintained, but this is not essential. Christian College Staff scored 8.2 compared with 8.0 for ISV reference group schools. 2. Technology High staff satisfaction with technology occurs when staff members report that the school

3. School Ethos and Values High staff satisfaction with a school’s ethos and values occurs when they perceive that the school encourages students to develop a commitment to improving others’ social circumstances; participate in community service and take an active role in society. High staff satisfaction also occurs when a school provides good drug awareness and prevention education; focuses on developing students as well rounded individuals; encourages students to respect individual differences; effectively educates students against racism and helps students develop an appropriate set of life values. Christian College Staff scored 8.8 compared with 8.2 for ISV reference group schools. 4. Student Behaviour High staff satisfaction with student behaviour occurs when students are well behaved and get on well with each other. Bullying amongst students is not perceived to be a problem at the school and is dealt with according to best practice. Staff members also perceive students to be happy and that it is a safe place for students to learn. In addition, students respect the teachers and perceive that there is a real sense of pride at the school. Christian College Staff scored 8.8 compared with 8.3 for ISV reference group schools.

provides access to technology to do their job properly. In addition, schools also provide excellent opportunities for students to learn using computer technology and ensure that students learn to use computer technologies appropriately and safely. Christian College Staff scored 8.4 compared with 7.9 for ISV reference group schools. 43

5. Discipline

8. Parent Involvement

High staff satisfaction with school discipline

High staff satisfaction with parent involvement at

occurs when there is a perception that the school

a school occurs when staff members perceive

clearly communicates its expectations for student

that they respond to parents’ concerns

behaviour and encourages students to exercise

or queries in a timely manner. Staff members feel

self-discipline. Staff members are satisﬁed when

that parents are kept well informed about the

the discipline at the school follows established

learning programs undertaken by students. In

codes of practice and when they perceive that

addition, there is open communication between

the school is well run.

staff and parents at the school; adequate

Christian College Staff scored 8.7 compared with

opportunities for staff contact with parents

8.0 for ISV reference group schools.

and that the school encourages parents to be involved in a variety of ways. A comparison with

6. Learning Support

similar questions in the parent survey results will

High staff satisfaction in the learning support

indicate whether there is a gap in teachers’ and

provided by a school occurs when staff members

parents’ perceptions about parent involvement at

feel that teachers challenge students

the school.

appropriately in their learning and students are

Christian College Staff scored 8.6 compared with

encouraged to help each other learn. Staff

8.5 for ISV reference group schools.

members perceive that students are well supported to help them improve the standard of their learning; the school’s programs effectively meet and develop the needs an interests of gifted and talented students as well as students with special needs such as limited English or learning disabilities. In addition, staff members perceive that students from different backgrounds and cultures are treated equally at school. Christian College Staff scored 8.3 compared with 8.0 for ISV reference group schools. 7. Pastoral Care High staff satisfaction with pastoral care occurs

9. Feedback

when teachers in a school know and care abut

High staff satisfaction with feedback occurs when

students; act on students’ concerns and

their work performance is formally appraised

take prompt action when problems occur. Staff

and when staff members feel that the feedback

members respect the students; treat students

is regular and constructive. Staff members also

fairly; value student opinions and have positive

appreciate being adequately recognised for

relationships with students. Highly satisﬁed staff

their efforts in their job and feel that their careers

members feel that the school acknowledges

will continue to advance while employed at the

students’ achievements appropriately and

school.

provides students with opportunities to develop

Christian College Staff scored 7.3 compared with

leadership, social and personal skills.

6.7 for ISV reference group schools.

Christian College Staff scored 9.0 compared with 8.6 for ISV reference group schools.

10. Goal Alignment

members of staff remain fresh and enthusiastic

High staff satisfaction with goal alignment occurs

about working at the school.

when staff members feel that the school has

Christian College Staff scored 8.8 compared with

clearly articulated goals, values and educational

8.1 for ISV reference group schools.

philosophy. It is important for staff members to agree with the goals, values and educational

13. Professional Development

philosophy of the school. In addition, there

High staff satisfaction with professional

is high staff satisfaction if they feel that the

development (PD) occurs when schools offer

Principal/Senior Management team has a clearly

appropriate PD opportunities for staff; when the

articulated vision for the school.

PD opportunities at school enhance teacher

Christian College Staff scored 8.9 compared with

capacity and help teachers to improve student

8.3 for ISV reference group schools.

outcomes. It is also important to staff that the school actively encourages them to undertake

11. Leadership and Morale

professional learning to enhance their skills.

High staff satisfaction with leadership and morale

Christian College Staff scored 8.3 compared with

occurs when staff members feel that the Principal/

8.2 for ISV reference group schools.

Senior Management team is aware of and deals effectively with staff issues or concerns; and if staff

14. Overall Satisfaction

members feel conďŹ dent that they can approach

High levels of overall staff satisfaction occur when

the Principal/Senior Management team to air

staff members report that they would recommend

concerns or grievances; staff members generally

the school to other people; they are proud to

have positive relationships with the school

work at the school; and would consider sending

leadership team; and communication between

their own children to the school (where relevant).

these groups is good. High staff satisfaction also

Christian College Staff scored 9 .2 compared with

occurs when staff members feel that their role is

8.7 for ISV reference group schools.

valued by the leadership team; perceive staff morale at the school to be high; and are given opportunities to plan and help make decisions about matters that affect them (such as staff development, curriculum and goals). Christian College Staff scored 8.2 compared with 7.0 for ISV reference group schools. 12. Staff Collaboration High staff satisfaction with staff collaboration and peer support occurs when staff members support the goals and values of the school and work together effectively to achieve the schoolâ&#x20AC;&#x2122;s goals; when there is a collegial atmosphere in the staffroom; when discussions between staff in the staffroom are professional; when administrators, teachers and other staff treat each other with respect; and when staff members can rely on colleagues to provide support or assistance. Staff collaboration is highly effective when there is open communication between all staff; when teaching staff work cooperatively with administrative staff and if the longer-serving 45

2012 Parent Satisfaction Survey In 2012 parents across all campuses of Christian were asked to complete an online survey developed by Independent Schools Victoria to provide schools with the opportunity to benchmark their results against the Victorian independent schools sector. In 2012 data was obtained from 6301 parents from 48 independent schools. In 2012 data was obtained from 497 Christian College respondents â&#x20AC;&#x201C; 85% were mothers and 15% were fathers. The data compares relevant Primary and Secondary means for Christian College Geelong against the 2012 Independent Schools reference group with 0 = no agreement and 10 = complete agreement. 1. Curriculum Academic Program High parent satisfaction in a school academic program occurs when there is a perception that the school provides a supportive

3. Learning Outcomes High parent satisfaction with learning outcomes occurs when parents are kept informed of their childrenâ&#x20AC;&#x2122;s academic performance. Parental satisfaction is also high when they feel the school does a good job teaching basic skills, motivating learning, encouraging students to be responsible for their own learning and developing their thinking and reasoning skills. Christian College Geelong 8.23 ISV reference group schools 7.97 4. Pastoral Care High parent satisfaction in pastoral care occurs when children are happy to attend school and when parents feel that their children are cared for and treated equally , their interests and talents are developed, and community participation is encouraged. Christian College Geelong 8.61 ISV reference group schools 8.21

environment with a range of learning areas and a curriculum designed to improve student

5. Discipline and Safety

achievement at all levels and for all abilities.

High parent satisfaction in discipline and safety

Christian College Geelong 8.27

occurs when there is a perception that the school

ISV reference group schools 7.95

is a safe place to learn, that students display excellent behaviour and bullying and

2. Quality of Teaching

racism are not a problem. Satisfaction also occurs

High parent satisfaction in teaching quality occurs

when students are seen to be treated fairly and

when there is a perception that teachers are

action is prompt when problems occur. Drug

enthusiastic about teaching, provide

awareness and prevention education is also

help and support to all students, and understand

emphasized.

and allow for different abilities. Parents also feel

Results for Christian College Geelong were

it is important for teachers to stay up-to-date in

considerably above the ISV reference mean.

their subjects and that the school is open to new

Christian College Geelong 8.51

teaching strategies.

ISV reference group schools 8.07

Christian College Geelong 8.32 ISV reference group schools 7.91

6. Parental Involvement

9. Global Item

High parent satisfaction in parent involvement

The global item is measured by asking parents to

occurs when parents feel welcome to visit the

think about the school overall, and to rate their

school, are provided with useful information at

satisfaction level. High levels of

parent teacher interviews, are kept informed by

overall performance occur when parents are very

a variety of means, and are encouraged to be

satisﬁed with their choice of school.

involved in a variety of ways at the school.

Results for Christian College Geelong were

Christian College Geelong 8.34

considerably above those of the ISV reference

ISV reference group schools 8.02

mean and increased by .35% from 2010. Christian College Geelong 8.87 ISV reference

7. Resources

group schools 8.47

High parent satisfaction with resources occurs when there is a perception that school buildings

10. Recommend to Others

and grounds are attractive and well

High levels of satisfaction occur when parents

maintained, where students have access to high

report they are happy to recommend the school

quality materials and resources, and where the

to others.

school provides opportunities for

Christian College Geelong 8.87 ISV reference

students to learn with, and make appropriate use

group schools 8.44

of computers. Christian College Geelong 8.39

11. Christian Ethos School Speciﬁc Questions

ISV reference group schools 8.21

• My son/daughter is aware of the Christian ethos of Christian College.

8. Year Transition

Christian College Geelong 9.1

High parent satisfaction in the area of transition

• I believe the Christian values of grace, truth,

occurs when there is a perception that students

love, faith and hope are reﬂected in the College

are well prepared for the next school

communities day to day interactions

year and are supported at its commencement,

Christian College Geelong 8.5

and where schools provide parents with good

• I support the expressions of the Christian faith

advice about their children’s future.

at Christian College in worship services, class

Results for Christian College Geelong were

devotions and service to others

considerably above those of the ISV reference

Christian College Geelong 8.0

mean.

• My child’s study of Christian Education is

Christian College Geelong 8.41 ISV reference group schools 8.02

important to me Christian College Geelong 7.2

2012 Student Satisfaction Survey Overview For the ďŹ rst year in 2012, ISV conducted an online Student Satisfaction Survey for Christian College directly to students in Years 9 to 12. Overall 436 responses were received from Christian College students. 206 students completed the Student Satisfaction Survey and 230 students completed the Quality of Teaching Survey. General Student Satisfaction Survey NOTE The scale ranges from 0 = no agreement to 10 = complete agreement 1. Academic Program The questions in this a domain centred around the establishment of a stimulating learning

4. Personal Development/Leadership High student satisfaction occurs when there is a perception that the College provides an opportunity for students to develop their interpersonal and leadership skills, and the school encourages participation in community activities and acknowledges achievement. Christian College 7.3 ISV reference group 7.2 5. Discipline and Safety High student satisfaction in discipline and safety occurs when there is a perception that the school is a safe place to learn; that students display excellent behaviour and that bullying and racism are not a problem. Students are treated fairly and action is prompt when problems occur. Christian College 7.4 ISV reference group 7.3

environment; different ways of learning; schooling standards and their age appropriateness; the challenge of learning and the appropriate amount of homework set. Christian College 7.2 ISV reference group 7.1 2. Learning Outcomes High student satisfaction with learning outcomes occurs when students feel their school is doing a good job of teaching basic skills, motivating learning, encouraging students to be responsible for their learning and developing their thinking and reasoning skills. Christian College 7.5 ISV reference group 7.5 3. Pastoral Care High student satisfaction in pastoral care occurs when children feel their school provides a caring, supportive, respectful and inclusive environment both inside and outside the classroom. Christian College 7.3 ISV reference group 7.2

6. Resources High student satisfaction with resources occurs when there is a perception that school buildings and grounds are attractive and well maintained; where students have access to high quality materials and resources, and where the school provides opportunities for students to make appropriate use of computers. Christian College 7.3 ISV reference group 7.4 7. School Ethos and Values High student satisfaction occurs when students are encouraged to respect individual differences, treat students from different backgrounds and cultures equally, and students have the opportunity to develop their own set of values. Christian College 7.7 ISV reference group 7.4

8. Peer Relationships

class, and are enthusiastic and well organised.

High student satisfaction occurs when students

Christian College 7.3

believe that they have close relationships with

ISV reference group 7.2

other students; that they are included in activities and that they are treated well.

14. Teacher/Student Rapport

Christian College 7.5

High satisfaction occurs when there is a

ISV reference group 7.6

perception that teachers praise students’ efforts, take a personal interest in students, provide

9. Transition

help and support when needed and treat

High student satisfaction occurs when there

students fairly.

is perception that students are well prepared

Christian College 7.2

for the next school year and supported at its

ISV reference group 7.1

commencement, and where the school provides students with good advice about their future.

Christian College Additional Survey Questions

Christian College 7.7 ISV reference group 7.5

• My teachers encourage me to show compassion and respect for others less fortunate

Quality of Teaching Survey

than myself, through active service and giving. Christian College 7.8

10. Academic Rigour

• My Homeroom/Housegroup teacher provides

High student satisfaction occurs when there is a

opportunities for discussion and acceptance

perception that teachers provide students with

of Christian values as expressed in the life and

challenging activities, regularly introduce new topics,

teaching of Jesus Christ.

and help them to think more deeply about topics.

Christian College 7.4

Christian College 7.3

• At Christian College I am learning to understand

ISV reference group 7.5

the meaning of the Christian faith as expressed in the Bible.

11. Feedback

Christian College 7.3

High student satisfaction occurs when there is

• Teachers take opportunities across the

a perception that teachers provide useful and

curriculum to illustrate the awe and wonder of

timely feedback, show students how to do

God’s creation and our responsibilities within it.

things in times of difﬁculty, and help them to

Christian College 7.2

understand mistakes they make. Christian College 7.0 ISV reference group 7.1 12. Teacher Knowledge High student satisfaction occurs when there is a perception that teachers are knowledgeable, make class work interesting, and use a variety of methods to enable students’ understanding. Christian College 7.0 ISV reference group 7.1 13. Teacher Practice High student satisfaction occurs when there is a perception that teachers explain things clearly, listen to students, keep control of the 49

Performance Information

Mr Wayne Hines Head of Middle School

Mrs Marion Nott Head of Junior School

Middle School and Junior School

Teacher Qualiﬁcations

Registered School No. 1814

All staff have a teaching qualification recognised by the Victorian institute of Teaching. Staff currently teaching at Middle School Highton and Junior School Belmont also have the following range of academic qualifications: • Master of Arts (Applied Linguistics) • Master of Art Therapy • Master of Education • Master of Education (P.E. & Health) • Master of Information Architecture • Master of Science • TPTC • Associate Diploma of Business Hospitality • Bachelor of Applied Science • Bachelor of Arts • Bachelor of Arts - Sports Admin • Bachelor of Behavioural Science • Bachelor of Business • Bachelor of Education • Bachelor of Education - Library • Bachelor of Education - Physical Education • Bachelor of Education - Primary • Bachelor of Music • Bachelor of Music in Education • Bachelor of Science • Bachelor of Science - Honours • Bachelor of Social Work • Diploma in Education - P.E. • Diploma of Agriculture • Diploma of Arts • Diploma of O.H. & S. • Diploma of Professional Counselling • Diploma Ta T.I.C. • Graduate Diploma of Deafness Studies • Graduate Diploma of Dietetics • Graduate Diploma of Education • Graduate Diploma of Library • Graduate Diploma - Music Education • Graduation Certificate of Integration Prac • Post Graduate Diploma of Computer • Graduate Certificate in Education Studies • Certificate of Christian Education

Christian College Geelong Ltd Teacher Professional Engagement 2012 The attendance rate of staff throughout 2012 was 98.42% for Middle School and 95.89% for Junior School. Across the four campuses of Christian College, 173 teaching staff were employed in 2012. There was a staff retention rate of 98% from 2011 into 2012 with 4% transferring from one Campus to another within Christian College. Professional Development All staff have participated in the professional learning activities organised by Christian College, including the annual two day Staff Retreat. Other professional development has been organised on an individual needs basis, according to the professional development faculty plans. In 2012, $45,700.00 was spent on professional development for staff at the Middle School, Highton (including Directors and Leadership) and $11,437.00 for staff at Junior School, Belmont.

Key Student Outcomes Student Attendance The 2012 attendance rate at Middle School, Highton was 90.55% and Junior School, Belmont was 91.77% National Benchmarks The proportions of Years 3, 5, 7 and 9 students who are meeting the national benchmarks are as follows:

2011 Naplan Highton Campus

Junior School, Belmont Year 3 NAPLAN Tests 2012

2011 Naplan Highton Campus

Total Number of Students Total Number of 69 Students

Number of Students On or Above Benchmark Number of Students On or 69 Above Benchmark

Percentage of Students On or Above Benchmark Percentage of Students On or 100% Above Benchmark

Year33Reading Writing Year

69 69

100% 100%

Year33Writing Spelling Year

69 69

100% 100%

Year33Spelling Grammar & Punctuation Year

69 69

100% 100%

Year33Grammar Numeracy& Punctuation Year

69 69

100% 100%

Year 3 Numeracy

69 72

100% 96%

Year 5 Writing Year 5 Reading

75 75

73 72

97% 96%

Year 5 Spelling Year 5 Writing

75 75

73 73

97% 97%

Year 5 Grammar & Punctuation Year 5 Spelling

75 75

72 73

96% 97%

Year55Grammar Numeracy& Punctuation Year

75 75

74 72

99% 96%

Year 5 Numeracy Year 7 Reading

75 157

74 152

99% 97%

Year77Reading Writing Year

157 157

154 152

98% 97%

Year77Writing Spelling Year

157 157

152 154

97% 98%

Year77Spelling Grammar & Punctuation Year

157 157

153 152

97% 97%

Year77Grammar Numeracy& Punctuation Year

157 157

156 153

99% 97%

Year 7 Numeracy Year 9 Reading

157 130

156 130

99% 100%

Year99Reading Writing Year

130 130

123 130

94% 100%

Year99Writing Spelling Year

130 130

128 123

98% 94%

Year99Spelling Grammar & Punctuation Year

130 130

127 128

98% 98%

Year99Grammar Numeracy& Punctuation Year

130 130

129 127

99% 98%

Year 9 Numeracy

130

129

99%

Year 3 Reading

Middle Tests 2012 Year School, 5 ReadingHighton Year 5, 7 and 9 NAPLAN 75

Value Added The Christian ethos of the College ensures that the Christian values of honesty, integrity, compassion, respect and care for others are an integral part of the life of Christian College, as we seek to emulate the values expressed by Christ Jesus in Holy Scripture. The College strives to develop ﬁne, upstanding citizens who serve our community and accept responsibility and leadership. Cultural visits to and from sister school students from Japan and Indonesia, active involvement in community efforts like Relay for Life and the Red Shield Door knock, as well as music performances supporting community events are organised in addition to the academic programme. Co-curricula activities and competitions in sport and music bring an added dimension to a Christian College education. 51

Performance Information Mr Scott Elliss Head of Bellarine Campus

Bellarine Campus

Teacher Qualiﬁcations

Registered School No. 1950

All staff have a teaching qualiﬁcation recognised

Christian College Bellarine Ltd

by the Victorian institute of Teaching. Staff currently teaching at the Bellarine Campus

Teacher Professional Engagement 2012 The attendance rate of staff throughout 2012 was 97.69%.

also have the following range of academic qualiﬁcations: • Master of Health Sciences

Across the four campuses of Christian College, 173

• Master of Arts (Applied Linguistics)

teaching staff were employed in 2012. There was

• Master of Music Studies

a staff retention rate of 98% from 2011 into 2012

• Bachelor of Agricultural Science

with 4% transferring from one Campus to another

• Bachelor of Arts

within Christian College.

• Bachelor of Arts - Recreation & Fitness • Bachelor of Divinity

Professional Development All staff have participated in the professional learning activities organised by Christian College, including the annual two day Staff Retreat. Other professional development has been organised on an individual needs basis, according to the professional development faculty plans. In 2012, $19,141.00 was spent on professional development for staff at the Bellarine Campus.

• Bachelor of Commerce • Bachelor of Early Childhood/Primary • Bachelor of Education • Bachelor of Education - Primary • Bachelor of Education - P.E • Bachelor of Education - Outdoor Education • Bachelor of Engineering • Bachelor of Music • Bachelor of Nursing • Bachelor of Science • Bachelor of Teaching • Bachelor of Visual Arts • Certiﬁcate IV Assessment & Workplace Training • Diploma in Education • Diploma of Music • Diploma of Teaching • Graduate Diploma of Education • Graduate Diploma of Language Teaching • Graduate Diploma of Literature Education • Post Graduate Diploma - Education Studies • Post Graduate Primary & Secondary Degree • Graduate Certiﬁcate - Education Studies

Key Student Outcomes Student Attendance The 2012 attendance rate at Christian College, Bellarine was 91.1%. National Benchmarks The proportions of Years 3, 5, 7 and 9 students who are meeting the national benchmarks are as follows: Bellarine Campus Tests 2012 2011 Naplan NAPLAN Bellarine Campus Total Number of Students

Number of Students On or Above Benchmark

Percentage of Students On or Above Benchmark

Year 3 Reading

93%

Year 3 Writing

100%

Year 3 Spelling

100%

Year 3 Grammar & Punctuation

96%

Year 3 Numeracy

100%

Year 5 Reading

96%

Year 5 Writing

96%

Year 5 Spelling

96%

Year 5 Grammar & Punctuation

92%

Year 5 Numeracy

98%

Year 7 Reading

98%

Year 7 Writing

98%

Year 7 Spelling

97%

Year 7 Grammar & Punctuation

100%

Year 7 Numeracy

100%

Year 9 Reading

100%

Year 9 Writing

92%

Year 9 Spelling

97%

Year 9 Grammar & Punctuation

97%

Year 9 Numeracy

97%

Performance Information Mrs Susan Strong Head of Senior School

Senior School Registered School No. 1985 Christian College Institute of Senior Education Ltd Teacher Professional Engagement 2012 The attendance rate of staff throughout 2012 was 97.75%. Across the four campuses of Christian College, 173 teaching staff were employed in 2012. There was a staff retention rate of 98% from 2011 into 2012 with 4% transferring from one Campus to another within Christian College. Professional Development

• Bachelor of Arts - History • Bachelor of Arts - Honours • Bachelor of Applied Computing • Bachelor of Applied Science • Bachelor of Commerce • Bachelor of Design • Bachelor of Education • Bachelor of Education - Honours P.E. • Bachelor of Education - Outdoor Education • Bachelor of Education - Primary • Bachelor of Recreation • Bachelor of Science • Bachelor of Science - Honours • Diploma in Christian Ministry • Diploma of Education

All staff have participated in the professional

• Diploma of Education - Outdoor Education

learning activities organised by Christian College,

• Diploma of Education - Primary

including the annual two day Staff Retreat.

• Diploma of General Studies

Other professional development has been

• Diploma of Physics / Mathematics

organised on an individual needs basis, according

• Diploma of Social Science

to the professional development faculty plans.

• Diploma of Social Work • Graduate Diploma of Library

In 2012, $26,837.00 was spent on professional

• Graduate Diploma of Conservation Management

development for staff at the Senior School.

• Graduate Diploma of Christian Counselling • Graduate Diploma of Curriculum

Teacher Qualiﬁcations

• Graduate Diploma of Conservation Management

All staff have a teaching qualiﬁcation recognised

• Graduate Diploma of Education

by the Victorian institute of Teaching. Staff

• Graduate Diploma of Special Education

currently teaching at the Senior School also have

• Graduate Diploma Graphic Communications

the following range of academic qualiﬁcations: • Master of Arts (Applied Linguistics) • Masters in Education • Masters of Divinity • Masters of Science • Master of Music (Performance) • Associate of London Guild of Music • Associate Diploma of Fashion D & P • Bachelor of Arts 54

• Graduate Diploma of Curriculum • Cert. IV Assessment & Workplace Training

Key Student Outcomes Student Attendance The 2012 attendance rate at Senior School was 91.11%. The retention rate of students at Senior School from Year 10 to 12 in 2012 was 84%. Value Added The Christian ethos of the College ensures that the Christian values of honesty, integrity, compassion, respect and care for others are an integral part of the life of Christian College as we seek to emulate the values expressed by Christ Jesus in Holy Scripture. The College strives to develop ďŹ ne, upstanding citizens who serve our community and accept responsibility and leadership. Cultural overseas visits to and from sister schools in Japan and Indonesia, active involvement in community efforts like Relay for Life and the Red Shield Door-knock as well as music performances supporting community events are organized in addition to the academic programme. Co-curricula activities and competitions in sport and arts/technology bring an added dimension to a Christian College education. VCE Graduates 2012 168 students that sat for their ďŹ nal exams have successfully completed their VCE. The Dux of the College for 2012 is Lachlan Smith with an ATAR of 98.10. Other outstanding results were achieved by Aidan Hodge 96.95, Rachel Richardson 96.90, Katelyn Shirley 96.75, Chun Hoe Leong 95.50. The following is a summary of the tertiary Placement offers made to Christian College students: Universities Deakin University, RMIT, Monash University, University of Melbourne, Latrobe University, Australian Catholic University, Victoria University, Swinburne University of Technology. TAFE The Gordon, Geelong, William Angliss Institute of TAFE, Australian Academy of Design, Qantm College, Holmesglen College. Tertiary Courses chosen by Christian College Graduates Health Sciences, Arts / Humanities, Commerce, Visual & Performing Arts, Sport , Education, Engineering, Information Technology, Social Work, Law, Environment, Science, Real Estate, Furniture Design, Town Planning. Other College graduates have successfully applied for employment or apprenticeships.

Williams House Kindergarten Broughton Drive, Belmont, 3216 Tel. (03) 5241 3556

Junior School, Belmont Broughton Drive, Belmont, 3216 Tel. (03) 5241 1565

Middle School, Highton Burdekin Road, Highton, 3216 Tel. (03) 5241 1899

Senior School, Waurn Ponds Pigdon’s Road, Waurn Ponds 3216 Tel. (03) 5241 1577

Bellarine Campus 40 Collins Street, Drysdale 3222 Tel. (03) 5253 2998

‘Back Creek’ Scotsburn RMB 6578 Midland Highway, Scotsburn 3352 Tel. (03) 5341 2051

‘Villa Paloma’ Arts/Technology Centre Princes Highway, Waurn Ponds 3216 Tel. (03) 5241 8844