Annual Report 2014
Annual Report 2014
Christian College Institute of Senior Education Ltd Christian College Geelong Ltd Christian College Bellarine Ltd
Contents Chairman’s Report . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Report from the CEO . . . . . . . . . . . . . . . . . . . . . . . . 5 Principals Overview . . . . . . . . . . . . . . . . . . . . . . . . . 7 Financial Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Languages Other Than English . . . . . . . . . . . . . . . . 19 Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Learning Support . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Humanities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Art, Technology & Design . . . . . . . . . . . . . . . . . . . . 40 Sport & Physical Education . . . . . . . . . . . . . . . . . . . 42 Outdoor Education. . . . . . . . . . . . . . . . . . . . . . . . . .
45
Christian Education . . . . . . . . . . . . . . . . . . . . . . . . .
47
Back Creek Farm . . . . . . . . . . . . . . . . . . . . . . . . . . .
48
Schools Performance . . . . . . . . . . . . . . . . . . . . . . . 50
Chairman’s Report Mr James Shirley Chairman
This year has been a wonderful year for the Christian
We are thankful for the various strengths and skills
College Board and for each of the various campuses
we have on our Board and also for each director’s
which make up our College community.
passion to see the College be the best it can be.
During the last twelve months we have been blessed
On a much sadder note, we say farewell to one of
to see the completion of extra building works at
our much loved directors and long-time Christian
the various campuses which have included; an
College member, Dr. Robert (Bob) Gibson,who
extra classroom being renovated for use at Junior
passed away on the 28th of July 2014 after a long
School as well as the redevelopment of their oval,
fight with mesothelioma. As a Christian College
the addition of two extra general classrooms for
Geelong Board member for 22 years and the
Senior School, the building of a new classroom and
Chairman of the Finance Committee for a similar
renovation of all the other classrooms at Williams
period, Bob served this College with great skill,
House, landscaping and renovation of the Middle
wisdom and distinction. His passion to serve Christian
School back entrance and shelter shed area and
College (and others) went far beyond that which
many other small projects. The cost of these general
would be generally expected in a director’s role.
and specific works totalled more than 1.3 million
To Wendy and family, we say thank you for sharing
dollars this year.
Bob with us and for allowing our lives to be far richer through his influence. “May God bless you richly,
Last year the Board undertook the task of interviewing
good and faithful servant”.
members of the College community with the aim of seeking their involvement and expertise for company
Next year we will be celebrating the 35th anniversary
membership. There were a number of applicants
of Christian College’s service to the Geelong
from various business and family backgrounds who
community. The College has certainly grown from
were interviewed and shortlisted and those successful
strength to strength over the years and has a vibrant
candidates were nominated into the company
and respected profile in our City of Greater Geelong.
membership. I am sure those who have been
We acknowledge and congratulate the wonderful
accepted as members will provide the College with
pioneers, both families and staff, who began this
a wealth of expertise, wisdom and passion for the
mighty endeavour so many years ago in a couple of
Governance of this College.
rented rooms in the former St Augustine’s buildings. We all look forward to some exciting events ahead in
From a governance perspective, I would like to
celebration of our 35th birthday.
thank all the members of the College Board for their
Finally I would like to give a special thanks to some
commitment to the rigours which this job demands.
very long serving staff who have left over the past
The College is no small business operation and,
year. Robin Maddock, Daryl Pobjoy, Margy Baker
at times, the layers of responsibility which must be
- all in excess of twenty years. Their outstanding
shouldered by each Board director are challenging.
contribution to our College over a long period is
I am grateful to each of the directors for their
highly valued and appreciated - best wishes for the
commitment and support to the Board and to me as
future.
Chairman.
James Shirley 3
2014 Members of the Christian College Board
Mr James Shirley Chairman Parent Representative
Revd. Simon Koefoed Vice Chairman Parent Representative
Dr Robert Gibson Uniting Church Lay Representative (Deceased 28 July 2014)
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
Mr Greg Reid Parent Representative
Mrs Sally Stewart Parent Representative
Dr David Fuller Anglican Church Lay Representative
Revd. William Orpwood Anglican Church Clergy Representative
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Report from the CEO Mr Daryl C. Riddle OAM Chief Executive Officer
As another school year quickly draws to a close
For many years Christian College has supported
I am ever reminded of the ‘fleetingness’ of time
the enrolment of students from families with
especially when Christmas seems to come around
disadvantaged backgrounds and offered support
faster each year. This realisation can act as a stark
to those experiencing hardship. These families
reminder for each of us to make the most of the
have enriched the culture of our College and
time God gives us, to enjoy family and friends
allowed us to reflect the love of Jesus in our
and to reflect upon the year’s events savouring
Christian mission. The Christian College Foundation
both the achievements and learning from our
is being established to provide a funding source,
disappointments. So much does occur throughout
independent of student fees, which will be used
the year and so I will try to highlight some of the
for such purposes and to fund new initiatives,
more significant events.
locally and globally, to enhance the educational program for our students. An inaugural dinner was
Torquay Rezoning; After much hard work with
held in November to celebrate the Foundation
the State Planning Minister, Surf Coast Shire
launch and was attended by many in the
and a plethora of consultants, the land which
Christian College community.
was purchased for the establishment of a new Christian College Campus on the Surf Coast has been rezoned to SU zone (special use) which allows a school building to be built upon it. This a very pleasing result which now allows the College Board to begin gaining a planning permit and then procure a building permit. This is a long and challenging process and will take the better half of 2015 however we are excited to have received this rezoning. This year, we say farewell to three long term staff members who are retiring - Mrs Robyn Maddock, Mrs Margaret Baker and Mr Daryl Pobjoy, all have
The Farm has been operating well this year
served the College for in excess of 20 years each
and students still enjoy the many challenging
and their contribution to this community will be
moments and activities they face each day in
well remembered by those who worked beside
this rural environment. I would like to pass on my
them.
appreciation to Earl Moore, the Farm Director and all the staff who make this programme so
Approaching our 35th anniversary, it was timely for
successful each year. Our thanks should also
the College to draw together with past and current
extend to Mr Lockie Howard the farm manager
families and the wider community in celebration
who works tirelessly behind the scenes looking
of its history and in planning for the future through
after the thousands of sheep, dairy and beef
establishing the Christian College Foundation.
cattle on the farm. 5
This year I visited Japan to celebrate our 20 year
picture his face somewhere in the crowd. We all
anniversary of our Sister School relationship with
miss you Bob and we know God has inherited a
Naga Senior High School. Both schools have
great man for heaven.
hosted celebrations with special delegations visiting each other’s school during the year for
To our Principal Mr Glen McKeeman, thank you
formal dinners and activities to mark the occasion.
for the tireless job you do in running the College’s
Next year we look forward to celebrating 20 years
educational campuses as well as guiding and
relationship with our Twin School in Mataram on
inspiring the teaching and academic across
Lombok Island. Both of these monumental events
each of the campuses. The College continues
highlight the significant impact our schools have
to improve each year through the improved
generated in these areas of learning for many
quality and hard work of our staff through your
thousands of our students, many of who are
leadership. Well done Glen. As well, we cannot
teachers or business owners using their acquired
forget the appointment this year of our new Vice
languages each day. Congratulations to Mrs
Principal Mr Scott Ellis, a worthy person to this
Carol Milton-Garner and staff for their past
position and who will work well with Glen in the
dedication and continued inspiring work in our
future.
College. This year we have continued to be active in East Timor with three College groups visiting our neighbours in Viqueque. Each year both staff and student visit East Timor to help members in the community in any way they can. Primarily this occurs in schools by giving some instruction in the English language, building works, general medical help, teaching kindergarten lessons and generally just being part of their community building friendships. The trips are always inspiring and each person returns with a new appreciation of our own country and remarkable memories and new friendships. Thanks to all the leaders, especially to Deb Singleton, Colin Pearson and the committee
To the executive staff, thank you for your
who give so much of themselves to this excellent
combined wisdom and support over this
work.
busy year. Your leadership and skill has been instrumental in achieving wonderful end of year
In closing and on a sad note, this year we saw
results. Lastly, I thank the Board for their support
the passing of one of our ‘greats’ in the Christian
and diligence in their Governance of this College.
College Community, Dr Robert Gibson. Dr Bob
We have had a year of challenges, both as
as he was fondly named was a vital member
College Directors and some others of a more
of the College Board for 22 years, his insightful
personal nature. We pray that you will have a
perspective always guiding and supporting the
restful and peaceful break over the Christmas
financial management of this College. Bob hardly
break. I am grateful for the opportunity to work
missed a meeting or a College event especially
with you at this wonderful College and I look
the music events as music and opera were two
forward to another fruitful year in 2015.
of his great loves. His wisdom and steadfast
May God bless each member of this Community
guidance has been sadly missed these last few
of Christian College.
months since his passing and there are many times at College functions where I look across and 6
Daryl C Riddle OAM
Principal’s Overview Mr Glen McKeeman Principal
The 2014 academic year commenced with exciting news regarding specific initiatives that we had planned to introduce, receiving support from Projects offered through Independent Schools Victoria. The new Vision Learning Program was supported through the ‘Building Learning Power’ project under the guidance of Professor Guy Claxton and Professor Bill Lucas from Winchester University in the UK. The timing of this coincided perfectly with the exciting new learning that we were introducing at Year 5 and the professional development and support provided for the teachers leading this project was invaluable. My own leadership development was incredibly enriched with the opportunity to attend Harvard
Exciting New Pathways Following an extensive investigation and feedback from a number of our families, the College introduced Vocational Education and Training (VET) and Victorian Certificate of Applied Learning (VCAL) pathways in addition to the traditional Victorian Certificate of Education (VCE) offerings at the Senior School. These new programs run parallel together allowing all students at Senior School to enjoy the benefits of the House and pastoral systems. During the inaugural year the VCAL program received high praise from the Victorian Curriculum Assessment Authority (ACARA) for the quality and depth of the opportunities provided for the students involved.
University in Boston USA for the ‘Future of Learning’ program conducted by the Harvard Graduate School of Education Project Zero team. This came at a time when the College leadership was commencing the development of our School Improvement Tool to strategically plan for the future needs of our College. Much of the incredibly valuable learning and experiences that I gained have provided the strong basis for the framework that we are producing that will establish a powerful and effective direction for us to follow in the coming years. As our College continues to pursue our goals to nurture and encourage Christian faith, build capacity to learn and provide quality effective teaching it has been pleasing to observe and note the following areas of development and improvement in our College programs of teaching and learning. 7
A New Learning Management System
Music Tour to China
The changing nature of education requires
A major event in 2014 was the Music Tour of
greater provision for shared learning, digital
China and Hong Kong. Over 90 students and staff
communication and access to resources. In 2014,
participated in concerts, public performances,
a new Learning Management System (SEQTA) was
competitions and workshops with schools from
introduced to provide students, staff and families
across Asia.
with improved, efficient access to information via the College portal. In time, as we introduce further
The main highlights being a performance on The
aspects of the program, SEQTA will become
Great Wall of China and at Disneyland in Hong
a pivotal aspect of the way that we deliver
Kong. These tours are an incredible privilege for
teaching and learning at Christian College.
our students to participate in and they provide
We have already seen greater communication
amazing musical as well as cultural experiences.
between students and staff as well as with families regarding student learning. The teaching staff are also benefitting from sharing of resources and programs through the use of SEQTA. The SEQTA dashboard allows staff access to student profiles and to manage all aspects of their learning in one place. As we progress with this roll out, further benefits including ‘in time’ reporting and feedback to parents on assessment tasks will be offered, rather than parents having to wait for the end of semester reports.
Introduction of 1:1 Devices
Highlights in Teaching and Learning
As part of the progression to see offer greater
2014 has been a highly successful year in all
access to technology and to provide improved
aspects of ‘Teaching and Learning’, I am
digital resources and opportunities for connected
extremely proud and grateful for the commitment
learning. 2014 saw the commencement of the
and dedication that the College leadership team
roll out of new 1:1 tablet devices for students in
and the teaching and non-teaching staff that
Years 5 and 7. Together with upgrades to the
each contribute to the wide variety of learning
College network and exciting new initiatives
that takes place in our busy College.
in teaching through expanded use of blogs, e-books, OneNote and other digital means of
Some of the major highlights include:
compiling, creating and sharing work, students
The Junior Schools are happy places of vibrant
have demonstrated highly successful outcomes
learning and many fun, first hand experiences
from receiving these devices. The academic staff
to form the foundation and solid base for our
have willingly embraced these initiatives and
students. Camps, excursions, special days and
have been regularly undertaking professional
lots of collaborative work with friends including
development to accommodate the devices
play based activates all create learning that is
within their classrooms. Devices will continue to
enjoyable and challenging.
be rolled out to students in Years 4, 5, 7 and 10 in 2015.
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Some of the areas to celebrate in each of the
Our College appreciates having a broad range
Middle Schools and the Senior School for 2014:
of sporting opportunities for our students’ in House
Continued development of our Language
competitions through a number of major and
program with short term student exchanges
minor carnivals, as well as those at Interschool,
continuing for students visiting from Indonesia and
District, State and National level. It has been
Japan, as well as tours for our students to Japan
wonderful to celebrate continued success at
in December. Longer term exchanges continue to
each of these levels by teams and individual
be a feature of the program, including language
performers as it has also been important to
assistants spending time in the sister schools.
acknowledge the participation and sportsmanlike involvement of all of our students that have
The music program provides rigorous rehearsal
represented their House or the College throughout
preparation for performance opportunities with
the year. I am grateful to all of the coaches and
the outstanding celebration of this commitment
parents that assist with these activities. I am
by all of the students and staff involved across
pleased that so many of our students are involved
all campuses and year levels at the Annual
in physical activity as well as benefitting from their
Music Evening. Once again the audience was
studies in Physical Education and Health.
treated to a night of incredible talent and musical enjoyment.
The highlight of Year 9 is undoubtedly the time away at Back Creek Farm as part of the rural studies program. The development of character, Changes to the structure, provision of online
self-discipline and the hands on involvement in
resources and the use of technology has been
farming and community living is an invaluable
a feature of the Science faculty. The access
aspect of our overall College program that
to specialist teaching for students in Years 5
compliments the learning at school as well as in
and 6 within the Middle School program is very
life.
engaging and exciting. A team of dedicated staff have created new learning experiences and engaging programs within the Humanities faculty to include new courses in Geography and History. Special thematic days and events together with field trips created meaningful experiences that enrich the learning for the students.
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English teaching and assessment has benefitted
In 2014 an extensive review of the Christian
greatly from the extended provision of improved
education program commenced at the Senior
feedback to students, development of folios as
School. This review will make recommendations
well as emphasis on text analysis. The faculty
regarding the subjects that are taught within
staff have revised the delivery of the program to
the faculty and the structure of these, as part of
enhance learning across the board for students. I
elective choices that are available.
thoroughly enjoyed reading some of the creative pieces written by the students throughout the year as well as observing some of the outstanding oral presentations they shared. The value and the benefit for students to design, create and make things is becoming more important as we discover the need to provide these experiences as part of a culture of thinking. The amazing results of these opportunities are evident any time I visit a studio or view the work on display around the campuses. These are all highlighted at the Annual Art, Technology and Design Extravaganza held at the Senior ATD Facility ‘Villa Paloma’, where work created by each student studying in this faculty from Kinder to Year 12 has a piece of work on exhibition.. Christian Education is the very core of our program. In recent years we have made ‘teaching Christianly’ a focus of our Annual Staff Retreat as we
I am pleased that there are a range of
endeavour to model the life of Christ in all that we do
experiences that are provided to nurture and
in our teaching of students. The College philosophical
encourage our student in their Christian faith.
statement forms the guiding principles by which we
Wonderful teachers that provide daily examples
present and prepare our program, acting as a filter
of Christ inspired care and real experiences to
for what and how we teach.
demonstrate Christian love to others though the outreach and community support projects that are on offer. There is no greater desire than for education to provide a true sense of God’s love for all of our students as well as the opportunity to demonstrate love for others. In our effort to meet the broad range of learning needs for our students the Learning Support Services team have provided programs for students with disabilities, learning needs as well as talented learners. These programs have benefitted from new policies and procedures as well as funding to support students that qualify for support.
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The Q’ed program for gifted and talented students was conducted in three phases. The first stage focusing on thinking, the brain and solving the challenge of ‘The Big Question’. The phase two group worked in a hybrid online and ‘face to face’ mode to produce some fascinating digital societies, whilst the Phase 3 group worked as a community Board to seek to develop a solution to Geelong’s declining manufacturing base. This group worked on a proposal to create a processing plant to produce powdered milk to sell to China using locally produced milk, a redeveloped Port of Geelong and the revamped Ford Plant as the manufacturing plant, all employing local workers. I continue to be amazed by the high level of sophisticated learning and thinking that these students demonstrate.
Williams House New facilities and extended hours at Williams House provide a wonderful environment and stimulation for the engaging and exciting play based learning. The introduction of the nature Kindergarten and the out of hours sessions at various sites in our local area as part of the WHILD program has been highly successful and well supported by the families involved.
LITEHouse The cross faculty support provided through research and the integration of IT skills has become a most influential component of the College delivery of learning. Students and staff all benefit from the expertise of the passionate staff within the faculty supporting digital learning, the access of resources, development of research skills as well as encouragement to interact with the various library spaces and resources. I am pleased that the fostering of the joy of reading and encouragement for students to borrow and share books remains an important part of the work that our LITEhouse staff undertake.
Camps and Tours The authentic learning, interaction with peers and others in our community and in other places is a most significant aspect of the culture of learning at Christian College. Students develop a sense of their own identity, form relationships and discover more about their place in our world from these experiences and opportunities. Whether this takes place at local beaches, or through learning about using our natural spaces for recreation students develop an appreciation for the environment and their responsibility to care for these. Through travel to other communities overseas or in remote parts of our nation they experience different cultures and create their own awareness of the needs of others.
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Staff Development I am extremely proud of our teaching staff for their ongoing willingness to grow and embrace new challenges as professionals. Throughout the year a range of professional development opportunities have enabled staff to collaborate with and support each other as colleagues to improve and grow.
This professional growth brings about new ideas, improved student outcomes and a wonderful sense of collegiality that demonstrates excellent learning culture for the students that we teach. We are truly blessed to have such dedicated and passionate teachers caring for and facilitating the learning for our students. I am most grateful to the staff for creating the rich and often ‘life changing’ learning experiences that I am convinced make a huge difference in the character and personal development of our young people long after they leave Christian College. Christian College continues to be a thriving place of learning. We are seeing positive growth in the culture of our students to embrace, own and seek to develop their individual learning through the wonderful opportunities available to them.
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I am encouraged by the quality of the students that attend our College for their openness, care and consideration that they show each other and most importantly other members of our local, regional and international community. As we look to celebrate the 35th Anniversary of Christian College Geelong in 2015 we have much to be thankful for from our past, much to celebrate in the present and a great deal to look forward to in the future of learning in our great school. Glen McKeeman
Financial Report Mr Chris Maddock Business Manager
On behalf of the Board members of Christian
Below is a summary of the College’s income
College, I present the annual financial report
sources and expenditure which I hope helps
for 2014. For those families viewing our annual
families to understand the overall position in
report for the first time, it may be helpful if I
regards to the finances.
briefly explain our structure. All Christian College campuses are part of a ‘not for profit’ company
Income
which means any surplus funds can only be
• 48.42% of our total income comes from
used for educational purposes within each of the campuses. For 2014 we had a healthy operating surplus of $1,713,107. However, after ‘Extra Ordinary’ items (these are items not usually associated with the day to day operations of the College) there was a surplus of $1,329,526. The ‘Extra Ordinary’ expenditure of $383,581 was associated with the planning and consulting costs for the Torquay campus and costs associated with establishing a masters and teaching degree arrangement with Tabor College in Adelaide. The College Board has a policy of having its real estate assets revalued every three years and I’m pleased to say that the overall increase since our last valuation in 2011 has been $8,359,000. This increase provides the College with further security for borrowing purposes if required. The former Minister for Planning, Mr Matthew Guy, approved our Torquay property as a ‘Special Use’ zone which will now enable us to move much quicker towards the building of our Torquay campus. Provided all planning matters are approved when expected, it is anticipated the first intake of students at the Surf Coast Campus will be in 2018.
Tuition Fees • 36.43% of our total income comes from the Commonwealth Government Grants • 8.48% of our total income comes from State Government Grants • 4.19% of our total income comes from the Capital Works Levy • 1.91% of our income comes from Miscellaneous Sources • 0.58% of our income comes from other fees and charges
Expenditure • 70.30% of all expenditure is spent on salaries and other staff expenditure such as staff entitlements, workers compensation and training • 7.65% of all expenditure is spent on non-capital educational expenses • 6.82% of all expenditure is spent on depreciation, but this is a non cash payment • 5.64% of all expenditure is spent on operational costs on items such as insurance, electricity, telephone • 4.59% of all expenditure is spent on non-capital buildings and grounds maintenance • 3.13% of all our expenditure is spent on finance and leases • 1.87% of all our expenditure is spent on administration
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Balance Sheet Items
Major Projects Planned for 2015
85.01% of our total assets is in land and buildings
• The planning for the Torquay, Christian College
and our long term capital borrowings (12 months
is well underway and will continue throughout
or more) is 63.02% of all our total liabilities.
the whole of 2015.
Throughout the course of the year we made bank loan repayments totalling $187,500.
• Purchase of the house and land on the corner of the block of land at Torquay the College already owns. This purchase will improve access
The overall net worth of Christian College is now
to our existing block as well as providing greater
$37,293,719 which is an increase of 14.28% on the
flexibility in the location of buildings.
previous year which is mainly as a result of the revaluation of our real estate assets.
• A café at Meredith has been established which will be incorporated into the Back Creek program enabling students to gain a hospitality
Key Capital Expenditure during 2014 Junior School • Completion stage 1 and 2 of kindergarten extensions • Completion of new disabled lift • Refurbish of oval • New portable classroom • New air-conditioning in 5 classrooms Middle School • New shelter shed • New long jump run-up • 2 Buses replaced • Refurbishment at Back Creek accommodation • New pool cleaning equipment Bellarine • New pathways Senior School • New portable classroom
certificate.
Enrolments Enrolments continued to grow in 2014 and increasing by 2.88% from 2013 which is a pleasing result. I trust this gives you an understanding of Christian College’s current financial position as at the 31 December 2014.
Closing Comments In closing I wish to say that at the end of Term 2 of 2015, I will be retiring from my position as Business Manager after a 28 year association with Christian College, 10 as a Board member and 18 years as the Business Manager. I wish to thank the Christian College Board, staff, families (both past and present) and especially my own family for their support shown to me over many years. Christian College has been a major part of my working life, so I pray for its continued success and continues to enjoy its well-earned reputation in the Greater Geelong area. Chris Maddock
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15
Enrolments
0
100
200
300
400
500
600
700
800
900
1000
1100
1200
1300
1400
1500
1600
1700
1800
1900
2000
2100
2200
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
Year
1997
1998
1999
2000
2001
2002
Christian College Enrolments from 1980 to 2014
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Finance Summary for 2014
Profit and Loss Statement as at 31st December 2014
Profit and Loss
Income Tuition Fees Other Fees & Charges Grants - Commonwealth Grants - State Capital Works Levy Non Operational Income Expenses Salaries/Staff Entitlements Educational Expenses Building & Grounds Operational Finance & Lease Depreciation Administration & Other Costs
Total
Middle
Junior
Bellarine
Senior
Back Creek
48.42% 0.58% 36.43% 8.48% 4.19% 1.91% 100.00%
$16,730,137 $198,709 $12,585,681 $2,929,215 $1,446,451 $661,339 $34,551,533
$5,847,070 $125,739 $3,707,151 $914,494 $439,477 $351,890 $11,385,820
$1,614,602 $8,020 $2,015,125 $461,678 $202,045 $44,290 $4,345,759
$3,591,964 $5,676,501 $30,536 $34,415 $3,278,939 $3,584,466 $831,041 $722,003 $321,744 $483,186 $64,553 $180,798 $8,118,777 $10,681,368
$19,808 $19,808
70.30% 7.65% 4.59% 5.64% 3.13% 6.82% 1.87% 100.00%
$23,085,180 $2,510,989 $1,505,780 $1,853,265 $1,028,754 $2,238,767 $615,689 $32,838,425
$8,251,019 $738,416 $758,918 $803,384 $579,793 $1,283,403 $277,384 $12,692,317
$2,851,940 $269,674 $181,444 $192,753 $3,257 $97,803 $43,367 $3,640,239
$4,897,042 $463,913 $270,168 $324,513 $267,689 $406,435 $96,986 $6,726,746
$7,085,179 $1,038,986 $295,250 $532,615 $178,016 $433,448 $195,822 $9,759,315
$17,678 $2,130 $19,808
$1,713,107
-$1,306,497
$705,520
$1,392,032
$922,052
$0
$0
$1,387,500
-$787,500
-$600,000
$1,713,107
$81,003
$705,520
$604,532
$322,052
$0
$0 -$383,581
-$383,581
$1,329,526
-$302,578
$705,520
$604,532
$322,052
$0
Surplus Inter company transfers Operating Surplus Extra Ordinary Income Extra Ordinary Expense Total Surplus
Balance Sheet as at 31st December 2014 Balance Sheet as at the 31 December 2014 Assets Land & Building Buses Classroom Capital Bank Other Fixed Assets Debtors Inter Campus Assets Other Current Assets Total Assets Liabilities Supplier Creditors Bank Overdraft 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
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Total 85.01% 1.02% 3.48% 0.58% 4.29% 0.84% 3.63% 1.15% 100.00%
Middle
$52,918,500 $634,813 $2,167,843 $358,958 $2,670,138 $524,540 $2,261,095 $713,945 $62,249,833
$17,934,500 $554,761 $1,519,288 -$455,101 $1,640,105 $170,020 $2,090,907 $574,525 $24,029,005
Junior
Bellarine
Senior
$6,444,000 $14,845,000 $11,325,000 $27,383 $52,669 $262,041 $142,019 $244,494 $407,913 $406,146 $151,012 $221,618 $656,641 $59,648 $92,776 $202,096 $51,189 $11,237 $46,373 $81,810 $6,927,938 $15,834,271 $12,968,856
Back Creek $2,370,000
$762 $119,000 $2,489,762
Total 2.87% 0.00% 6.42% 16.86% 9.54% 54.18% 8.84% 1.29% 100.00%
$715,116 $0 $1,601,257 $4,208,831 $2,380,797 $13,521,565 $2,205,607 $322,941
$361,716
$47,937
$165,279
$139,204
$1,447,620 $1,611,540 $986,999 $5,632,241 $1,818,383 $93,657
$9,264 $484,967 $374,911 $27,187 $52,921
$53,826 $849,619 $460,324 $4,932,471 $93,491 $90,179
$90,547 $1,262,705 $558,563 $2,956,854 $266,546 $86,185
$24,956,114
$11,952,156
$997,187
$6,645,188
$5,360,603
$980
$37,293,719
$12,076,849
$5,930,751
$9,189,083
$7,608,254
$2,488,782
-$0
-$186,622
$23,393
-$949,450
$1,112,679
$37,293,719
$12,263,471
$9,165,690
$8,557,704
$1,376,103
$5,930,751
$980
Total Income at 31st December 2014
Total Income at 31 December 2014
2% 9%
4% 48%
Tuition Fees 48.42% Other Fees & Charges 0.58%
36%
Grants - Commonwealth 36.43% Grants - State 8.48% Capital Works Levy 4.19% Non Operational Income 1.91%
1%
Total Expenditure to 31st December 2014
Total Expenditure to 31 December 2014 Salaries/Staff Entitlements 70.30% Educational Expenses 7.65% Building & Grounds 4.59% Operational 5.64% Finance & Lease 3.13% Depreciation 6.82% Administration & Other Costs 1.87%
4%
6%
3%
2% 7%
8% 70%
17
Total Assets as at the 31 December 2014
Total Assets as at 31st December 2014
Land & Building 85.01% Buses 1.02% Classroom Capital 3.48% Bank 0.58% Other Fixed Assets 4.29% Debtors 0.84% Inter Campus Assets 3.63% Other Current Assets 1.15%
1% 1%
4%
1%
1% 3%
4%
85%
Total Liabilities as at 31st December 2014
Total Liabilities as at 31 December 2014 Supplier Creditors 2.87% Bank Overdraft 0.00% Lease Finance - Short Term 6.42% Leave Entitlements - Short Term 16.86% Fees in Advance 9.54% Capital Borrowings - Long Term 54.18% Lease Finance - Long Term 8.84%
1% 9%
3% 0%
Leave Entitlements - Long Term 1.29%
6% 17% 10%
54%
18
Teaching & Learning - L.O.T.E Mrs Carol Milton-Garner Director of Teaching & Learning - L.O.T.E
Teaching from a Christian World-View
• Through learning a language we learn culture, through learning culture we learn how to
• Inherent in the teaching of languages is the
respect others, through learning to respect
love of others. Getting to know people of other language and cultural backgrounds, through engagement, communication and listening
others we can hope for peace. • The world is a small place, we must be open to the variations of beliefs if we want to live in the world
to the stories of Japanese and Indonesian people, we can grow an understanding of the differences and similarities and develop respect
together in a peaceful, spiritual and moral way • We would like to teach our students about the way Christ viewed the most vulnerable
and tolerance for their faiths and ways of life.
in society. We can look at other religions and
• Our openness and friendship can build trust
find common thinking. Poverty, disease and
and respect for our faith, we can draw people
injustice are common problems and we would
to the word of God, through our kindness and
like to emphasise the common work done by
acceptance. We can be lights to the strength
each religion and where co-operation can be
of God’s love and compassion for all mankind, regardless of race and creed. • Respecting and appreciating differences
achieved. • Global interdependence, cultural tolerance, equal rights and a commitment to non violence
between individual cultures is the most
should be taught as an essential part of our LOTE
important thing about learning a second
curriculum.
language. • Teaching Christian values matters to the world because it is creating loving, kind, open-minded
YEAR 12 RESULTS SUMMARY 2014
students who show tolerance and acceptance
Japanese
to every single person no matter what race or
• 15 students: Average mark 30.45
religion they are. God ultimately wants us to
• Oral exam: 7.8% above state average
connect and not be segregated as we are now.
• Written exam: 8.5 % above state average Exam Results Oral and written exam combined mark A+
2 study scores: 39, 39
A
6 study scores: 37, 36, 37, 36, 33
B+
4 study scores: 28, 30, 30, 30, 30
B
3 study cores: 27, 27, 28
C C+
19
Indonesian • 13 students • Average mark: 27.6 • Oral exam 2% below state average • Written exam 6.3% below state average Exam Results Oral and examination combined mark A+ A
1 (VSL student not enrolled at Christian College) 36
B+
3 study scores: 32, 30, 30
B
8 study scores: 27, 28, 27, 28, 29, 26, 27, 27
C
1 study score: 22
C+ In 2014, 24 students studied Year 12 Japanese which is the largest number in Geelong. 15 students studied Indonesian. The scaling of Japanese and Indonesian is a great advantage to LOTE students and Japanese raw score was scaled up 9 and Indonesian was scaled up 8. To support students in 2014 we offered: • A Japanese Morning Class for Year 12 students once a week with Yuji Nakayama and a Japanese grammar class was offered to students who required greater assistance every week before school with Carol Milton-Garner • Indonesian Morning and afternoon conversation classes for Year 12 students with Julienne Welsh who also assisted with the preparation for the Year 12 Indonesian exam. • Dianne Swann identified a group of Year 12 Indonesian students requiring additional assistance and worked with them as a small group once a week • Extensive ‘Oral Exam Practice’ workshops for Japanese and Indonesian students in Term 3 holidays. Adam Reidy and Stephen Brewster helped with these Japanese classes • Teachers held intensive conversation sessions to get students to improve speaking skills before school, lunchtime and after school.
20
Speech Contests Speech contests are integral to the improvement of Junior and Middle School students’ conversation skills. This year our Japanese students participated in the Japanese Language Association of Victoria state wide speech contest, the Junior School Japanese Speech Contest and the Bellarine Campus Junior Speech contest. Our Indonesian students participated in the Vilta Sayanbara regional and State wide speech contest and the Indonesian Olympiad. On August 29th Christian College hosted the 6th Annual ‘Olimpiade Bahasa Indonesia’ at the Highton Campus. In celebration of Indonesia’s Independence Day, this competition involved 3 teams of Year 9 students from Highton and Bellarine campuses, showcasing their language skills and cultural knowledge in a series language games and quizzes against students from Melbourne and regional Independent schools. Students thoroughly enjoyed the day collaborating in teams, assisting in the running of activities and enjoying a nasi goreng lunch. Competing teams came together in the Chapel for the highlight, viewing teams’ recorded and live advertisements for an ice-cream brand, all performed in Indonesian. Christian College was announced 1st place ahead of Aitken College, Braemar College and Overnewton College.
2014 JLTAV State-wide Japanese Speech Competition
Long Term Exchange
The annual state-wide JLTAV Japanese Speech
program to Year 10 this year and Hayley Gough,
Competition was held in Melbourne on 24
Hannah Sleeman and Xavier Anduez-Mossop
August. 12 students represented our college and
are currently on 5 months exchange at Naga
demonstrated their impressive language skills in a
High School. This change in year level is very
high standard competition, not to mention their
effective as students do not have the pressure of
extraordinary courage to present their speeches
VCE. During the students’ exchange, Japanese
in Japanese in front of a large audience.
lessons are being conducted everyday by a Naga
Exchange
2014 saw the change of our long term exchange
High teacher Nagata Sensei, and one Christian College student even joined the Karate club.
SMA Negeri 2 Mataram visit 21st February - 7th March 2014
E-mail correspondence is maintained with Carol
Senior High School students and staff visited
Milton-Garner and Yuji Nakayama, journal entries
Geelong and were hosted by their twin school
are completed fortnight and a Skype meeting
Christian College on their biannual visit. This is the
takes place every 2 weeks.
18th year of the exchange that was established in 1996 by Mr Daryl Riddle and SMA Negeri 2 Mataram. From SMA Negeri 2 Mataram, 16 students and 2 staff- the Vice Principals, Ibu Siti Nurhaidah and Pak Bambang Indrato visited Christian College and Geelong. The students will be hosted by families from Christian College and visited all the various school campuses, Narana Creations and many other local tourist attractions with their host families. Japan Study Tour 29th November - December 16th 2014 27 students (Years 10 and 11) accompanied by Mr Daryl Riddle, Mr Scott Ellis, Mrs Carol MiltonGarner, Mr Yuji Nakayama, Mr Cassidy Hurrell were a part of the Japan Study Tour. The tour involves a 1 week tour of Oosaka, Kyoto, Hiroshima and Miyajima and around 9 days homestay. This tour is planned to allow students the opportunity to experience for themselves aspects of the Japanese culture, history and daily life, and enjoy the valuable time spent in our Sister School, Naga High School as part of our Host Family Exchange.
This year we have hosted a long term exchange student from Japan for 10 months- Mizuki Inada. Also, Emily Carpenter, a past Christian College student is working as an assistant at Naga High School and Kenta Fujiwara, a past Naga High student is working as an assistant at Christian College.
21
Teaching and Learning
Technology in the Classroom
• There are two Year 10 Japanese and Indonesian
We are improving our use of ICT in the classroom
classes which reflects engaging school program. • Study tour numbers: Japan 27, Lombok 34 and
using iPads, language learning APPS Active Inspire, Quizlet, Kahoot, power points, online
Java 31 which reflects high interest in language
resources, games, and SEQTA for virtual classroom
learning.
delivery of curriculum.
• Long term exchange to Japan in Year 10 is very popular.
We have introduced power points to teach Kanji and grammar in Senior School Japanese classes and intense work on Kanji has resulted in improved
Adam Reidy is implementing the application of
reading and writing skills of VCE Kanji in Year
‘Actlan’ (gesture method) teaching concepts
12 this year. We have also been uploading all
when teaching the contents of Year 1 speech. This
resources onto SEQTA for student access.
will lead to better student language acquisition.
We have also been developing promotional;
Year 1 and Prep students’ require assessment
power point presentations on the study tour to
that is formative as opposed to summative. Unit
Indonesia and Japan. We have also made a
designs that I modify to include greater scope for
DVD about the 20 years of exchange between
formative assessment tasks will lead to students,
Christian College and Naga High school to reflect.
regardless of their level of ability, being able to
We have focused on Senior School Indonesian
use their acquired knowledge of Japanese in
students’ listening skills, and many listening
scaffolded learning tasks.
materials have been prepared for Year 10 and 11 Indonesian classes and have been emailed to students.
Continuous Growth of LOTE Program We have reviewed our curriculum using the strands from the national curriculum as our basis. Communicating, socialising, informing, creating, translating, reflecting and understanding, systems of language, language variation and change, role of language and culture all assist in this process. We are undergoing a review of our assessment tasks for Prep to Year 10 in order to put all tasks into these new strands, also addressing the achievement standards, key capabilities and cross curricula priorities.
To assist the Year 11 and 12 students, the Japanese and Indonesian exam and SAC preparation material have been made into listening files which are available and emailed to students as MP3 files. Communication with international schools and long term exchange students has seen great improvement through the use of Skype. We have used this with the Naga High School International Division and would like to also set this up with SMA Negeri 2 Mataram. Carol Milton-Garner
22
Williams House Kindergarten Mrs Bernadette Johnson Director of Williams House
Enrolments
Educational Program
Pre-Kinder: 90
Over 2014, the programs at Williams House have
Kindergarten: 96
continued to develop in ways that respect: - the knowledge children already possess.
Staffing 2014 has seen some changes amongst our staff. In the first instance additional staff stepped into our Pre-Kinder program; Merrin Wood, returning from maternity leave at Junior School, very capably took on the leadership of this program with the
- the varied needs, abilities and interests of these individuals. - the belief that by being alert to the spontaneous opportunities of the ‘every day’, that we can provide a rich and authentic learning environment.
addition of Sandra Smith as one of her assistants. Jacqui Blampied transitioned into the preschool program with Emma Winter as her assistant. Gayle Van Oosten resigned in Term 1, as Pre-School assistant, and we welcomed Emily Wright to our team as her replacement. A big thank you to Gayle for many years of committed service during her time at Williams House. Both myself and Zann Fist were pleased to each take some long service leave during 2014; I was especially thrilled to be able to use some of this time to connect with ‘nature kindergartens’ in Denmark; a similar direction for Williams House in the future.
Play based learning has continued to be our mantra. This term, however, does in no way imply that we leave the important elements of programming, or goal setting, to chance. Working within the Early Years Learning Framework, Williams House staff are intentional about providing activities that stimulate thought, are open to varied interpretation that are invitational and that relate to the expected knowledge and skills attributed to this age group. 23
Our recognition of the benefits of helping children engage with the outdoors has been a key emphasis of all our programs. From an effective ‘indoor/outdoor’ program in the Pre-Kinder space, through to the many opportunities for the PreSchool programs to spend extended hours in our fabulous ‘outdoor classroom’, we value all that this adds to the learning and wellbeing of our children. Excitingly, this year, we commenced with the planning needed to add another layer to our ‘outdoors’ emphasis. In 2015 project ‘WHild Child’ begins with one our four Pre-School groups; a nature kindergarten group with weekly outings to a bush or parkland setting.
The opportunity for families to connect with each other and with natural spaces via our ‘WHild’, family program, continued for a second year with excellent attendance at each of the four ‘events’ held at locations as varied as Bancoora, Buckleys Falls, Point Lonsdale and Coolgarah Park at Anglesea. These are important times for building a sense of community. Our efforts to create an aesthetically rich, beautiful and functional physical space was further enhanced this year by the completion of a third classroom and a ‘Pre-Kinder specific’ play space. A new large foyer, kitchen and staff areas have totally enhanced the experience for families, their children and for staff, for whatever time they spend at Williams House. Once again, on behalf of the staff and families of Williams House, I would like to express our gratitude to the Board, and to College leadership, for their confidence in the objectives of our programs and for the support offered throughout a year of much change. Bernadette Johnson
24
Teaching & Learning - Learning Support
Mrs Roselyn Smith Director of Teaching & Learning - Learning Support
Learning Support Services experienced a busy yet
Certainty around future government funding for
productive year in which many existing processes
students with disability is not something we expect
and programs were reviewed, enhanced and
to be notified of until possibly 2016 / 2017 so it has
expanded.
been pertinent to engage for a second year, in an optional ‘Nationally Consistent Collection of
Students with Additional Learning Needs
Data of Students with Disability’ process to raise
Students with Disability
awareness of our needs as a College community
As a College we pride ourselves on caring for the whole person and welcoming all students into our educational programs. This is a policy which aligns naturally with our College philosophical statement and certainly with our values. Additionally it is
and also to create new policies and processes to ensure that we are using our limited resources to best and equitable effect. This process becomes obligatory in 2015, at which time we will be well prepared to execute the process efficiently.
something which we do very comprehensively and have become quite well respected for, as a school community. To that end we have witnessed an ever increasing number of students with additional learning needs enrolling across all campuses and staying on to complete individually aligned educational pathways such as our newly launched VET and VCAL programs. As we acknowledge this reality, we must also clarify that our Government funding to support students with additional learning needs has not matched this enrolment growth or the extent of extra resourcing required to ensure that we meet the requirements of the Disability Discrimination Act 1992 and the Disability Standards for Education 2005. The College has had to commit many additional resources to this work, for which I, as Director, have been very grateful and likewise the wider College community of students, staff and families.
The definition of ‘disability’ used to guide this process is very broad and all-encompassing of physical, social-emotional, cognitive and sensory disabilities, current or imputed, for which a student may require no or extreme levels of adjustment. Now our students who formerly had what is commonly referred to as a ‘learning difficulty’ but had previously not been deemed eligible for funding as a ‘student with disability’, can now be counted as a ‘student with disability’ under this new process. While there is extensive work to be completed in 2015 around educating the College community to accept this new definition and use of the word ‘disability’, this new process does present hope that future funding for students with learning difficulties no matter the cause, may be more readily accessible. 25
In 2014, we were able to provide Integration
provocation: ‘What might a flourishing future look
support to students who had qualified for
like’?
individual funding in 2012, (new funding
Q’ed 1 students were encouraged to utilise digital
applications have been frozen since 2012)
tools and other methodologies to capture and
and a limited number of additional students.
document the various layers of their learning.
A small number of families availed themselves
In creating an individual learning ‘story’, they
of the opportunity to self-fund educational
were asked to design, organise and edit their
support according to a new ‘Private Funding of
ideas and theories, ask further questions, share
Educational Support Policy’. We were able to
research findings and create narratives for a ‘real’
engage Learning Support teaching staff with
audience.
varying time fractions, at all campuses. These staff focused principally on supporting Literacy
The Q’ed 1 students’ learning journey culminated
and Numeracy but also provided support across
in a shared story telling event where the digital
all subject areas, advice and support in personal
stories were presented to various audiences
self-management and importantly in social and
comprising students, staff and family members.
emotional wellbeing, particularly for students
The strong, independent student ownership of
on the ASD spectrum. Additionally staff invested
the learning process and the immense depth
time in creating Individual Education Plans for the
and breadth of development in a vast array of
majority of students receiving support as a student
research and presentation skills, were all extremely
with disability and also in meeting regularly with
obvious and highly admired by all that were
families. Finally there was considerable investment
privileged to be in attendance.
in the support of classroom teachers in their efforts to provide appropriate programs, assessment and reporting for students with disability.
Students with Additional Ability and Giftedness The appropriate engagement and extension of students with exceptional ability is an expectation of every teacher as they deliver mainstream educational programs at Christian College Geelong. In addition to this provision, the Q’ed programs offered at Years 5 through to Year 8, continue to be attractive, stimulating and successful for this select student body. Q’ed 1 The Q’ed 1 program was offered to carefully
Q’ed 2
selected students in Years 5, 6 and 7 in second
Effective collaboration leading to enhanced
semester. The students participated in a
learning outcomes is a valued skill, but often
carefully supported process of exploration
one which needs to be learned and grown.
stimulated by thinking challenges of personal
Collaboration in a face-to-face setting is difficult
and global significance. Working independently
at times, but collaboration in an online learning
and collaboratively within a guided research
environment presents its own set of challenges as
framework, the students engaged in a series
discovered by the Q’ed 2 students this year.
of layered, learning experiences of increasing complexity. They developed and refined potential
The Q’ed 2 students met sparingly in a face-to-
research directions in response to the following
face context throughout their learning journey.
26
Their task was to form small working groups,
Q’ed continues to challenge, extend and amaze.
entitled ‘Digikins’, who were required to learn
Congratulations Q’ed students and teachers on a
new and essential technological skills as well
very successful and rewarding year for all.
as engage in preliminary research and task completion around understanding the basic requirements of a society guided by a modified `Maslow’s Hierarchy of Needs.’ Calling on an array of different technological applications and their in-depth research, the Digikin each developed and presented a digital Utopia. A large majority of this complex, unique and stimulating learning occurred outside of school hours and in addition to normal subject loads. Management of their own learning and consideration of that of their peers played an was for each participant. Self-assessment of
National and School Based Assessment Programs
individual participation provided meaningful
Maximum engagement with the National
feedback on areas of strength and challenge –
Assessment Program and our own Standardised
very authentic stimulation for ongoing challenge
Testing Program is something we encourage
and development.
and value as a College. Both the NAPLAN and
enormous part of how successful this experience
Standardised Test results provide the College Q’ed 3
community with snapshots of our student
The fourteen students who composed the Q’ed
performance which can be used as part of
3 Board for 2014 worked very diligently, maturely
our ‘on balance’ student assessment process,
and successfully on the challenge presented at
reflection on the effectiveness of curriculum and
the start of their journey: ‘Let’s Make it Geelong.’
teaching methodologies, and a guide to the level of performance of both student and teacher as
This challenge set the focus of the Q’ed 3 Board to
compared to normative data.
the complex economic, social and spiritual issues fronting Geelong as the face of Manufacturing changed before their young eyes. With minimal scaffolding and teacher intervention, the Q’ed 3 Board were encouraged to pull apart the phenomenon as it unfolded around them and to present a plausible solution – a task not even well placed leadership and political groups within the Geelong community had to date completed with any degree of consensual understanding or agreement. This in and of itself exemplified to the students that history is created in the present and we all have responsibility for its course and quality. Empowerment and responsibility, creativity and contingencies, cause and effect. The list of embedded concepts is endless and the amassed learning unmeasurable and highly valued by all who participated. 27
The 2014 Naplan results provided the College with
This year there was also a decrease in the number
a clear picture of areas where we can continue
of General Excellence Scholarships awarded and
to celebrate good achievement but additionally,
accepted. While some variability in applications is
aspects of our Teaching and Learning programs
to be expected, I think it is important to continue
which require review and fine tuning. These
to be reflective of the process. Are our original
trends were supported by our Standardised Test
goals in establishing this program continuing to
program.
be met, is the program timing and organisation producing optimum results and is there value in
I completed an analysis of both sets of data which
sustaining the process? These are questions I will
were presented to the Principal and Heads of
take into 2015 as I support the College Leadership
Campus. These documents will provide launching
in this process.
pads for the leaders of the College to look closely into specific areas of the curriculum and to understand the broader data for clear direction on required change and improvement. The value of receiving this important objective and comparative feedback is immense. As a college we recognise the importance of selfreflection, self-regulation and self-improvement in order to bring honour and glory to God and His son’s name: Christian College.
On a positive concluding note it is always an absolute pleasure and honour to read the
General Excellence Scholarship Program
Scholarship Applications and meet the applicants
The number of General Excellence Scholarship
on our test day. We certainly attract into this
applicants for each of the three year levels offered and overall, were down slightly this year. The majority of students sitting the Scholarship exams were either current or pre-enrolled students. One third of applicants for Year 5 and Year 7 Scholarships were external and there were no external applicants at Year 10. 28
process, students with exceptional abilities and outstanding personal qualities. This is certainly cause for celebration and thanksgiving. Roselyn Smith
Teaching & Learning - Music Mrs Fiona Gardner Director of Teaching & Learning - Music
The classroom music program has seen a very
The Bands, Choirs, String Orchestras and
comprehensive offering of core and elective
instrumentalists have played an active role
classes across the College curriculum. Core
in supporting events in the life of the College
music classes are a feature of the curriculum for
including services, ceremonies and celebrations.
Kindergarten through to Year 7. Elective music has
Many student soloists have completed
been studied by students from Years 7 to 12. We
examinations with AMEB and ANZCA. Students
have had accelerated classes of VCE in Years 10
have also competed in scholarship competitions
and 11 as well as a class completing the Music
and Rotary Club talent competitions with many
Investigation subject in Year 12. The VCE 3 and
winning prizes and recognition for their great
4 Unit classes have had class recital nights in the
musicianship.
Courthouse Theatre in Geelong where they have shared a small part of their examination programs
Music Camps
with family and friends.
In September, the Combined Middle Schools
2014 has seen the introduction of VCE VET Music to the suite of music offerings on the timetable at Senior School. We have a small number of students undertaking VCE Music Technical Production which allows students to focus on the technical aspects of producing music. This subject broadens the music pathways at the Senior School by offering a music focus for students who do not wish to focus on performance but instead may wish to pursue careers in areas such as sound engineering or mixing. This year has seen around 730 students electing to study instrumental music with weekly lessons happening across the Campuses and 57 instrumental staff giving specialist tutorage. This has meant a fantastic level of involvement in
Music Camp involved 207 students from the Bellarine and Highton Campuses in choirs, strings and bands. Held at Camp Wilkin and Burnside in Anglesea, the students rehearsed new material in preparation for their end of year performances. At this camp the Highton and Bellarine Middle School musicians formed two Concert Bands, a 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. They also they make cross-Campus/year level friendships that often follow them through their music program involvement to the Senior Campus.
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 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. 29
Senior rehearsal camp sees the College’s 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 five hours a day. The students relish the opportunity to be away and immerse themselves in their chosen pieces for the up and coming competitions. The games challenge night is always a definite highlight of this annual event with students learning more about themselves and friends through team games and challenges. Both the Middle School and Senior Music Camps see the Music Department engage not only our regular staff but also the services of professional performing musicians from places such as Melbourne Symphony Orchestra, Victorian Opera and various tertiary institutions to tutor and motivate the students. Both staff and students find people with such fantastic expertise from ‘outside’
College Ensemble Competitions and Festivals
our program.
The Melbourne School Bands and Strings festival
it inspiring to have the opportunity to work with
Senior Music Tour – Hong Kong & Beijing
is held at various Melbourne venues each year. Bands and orchestras play for an adjudication
The Senior Ensembles took part in the Senior Music
panel and are rated against set criteria for an
Tour in April. The tour group comprised of 87
award, they also take part in a tutorial and
students, 9 staff and 3 parents. The Senior Choir,
workshop. The Christian College ensembles find
Strings, Wind Symphony and Stage Band toured
this experience a great opportunity to develop
to Beijing where they performed at a University
and refine their musicianship. Many of our groups
and on the Great Wall of China. The groups
received the highest rating possible from the
then travelled on to Hong Kong to participate
panel as well as recordings of their performance
in the 6th Hong Kong Youth Music Festival and
for review.
a performance at Hong Kong Disneyland. The students met young musicians from all over
During August the Junior School Strings and Choir
the world and listened to music from many
performed at the Geelong Schools’ Music and
cultures. Our Strings, Concert Band and Stage
Movement Festival in the Play House at GPAC.
Bands all receive Gold awards from the Festivals
For many of the students it was their first public
international adjudication panel. The students
performance and was a tremendous experience
were challenged by what they saw and were
being in a professional theatre.
pushed outside their comfort zone. All tour party members were a credit to our College, their
Royal South Street provides our College ensembles
families and our Community. The tour was one
and soloists with the most prestigious eisteddfod
that has left all with wonderful experiences and
environment to compete. We have had a fantastic
memories.
year at Royal South Street with many students and groups gaining places in hotly contested sections.
30
Community Performance Our musicians’ involvement in the community, from the Junior Schools right through to our most Senior musicians is a hallmark of our program with students performing at events such as the Royal Melbourne Hospital Festival, Belmont Elderly Citizens, the Geelong Advertiser Scholarships and the Highton Rotary Star Search. The Senior Choir and their Director Mrs. Barnett-Dunlop have represented the College on a number of occasions at significant events such as the Vietnam Veteran’s service and the Geelong Schools ANZAC service at the Johnstone Park Memorial.
In 2014 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 40 items were chosen for the House Performing Arts Festival Finale which was held at Barrabool Hills on the final day of Term 3. Students were awarded prizes and recognition in categories across a number of disciplines including dance, vocal and instrumental solos, ensembles and encouragement awards.
The Annual Music Evening
The Senior Campus has been represented by
An outstanding night of performances at the
numbers of soloists and chamber ensembles
Costa Hall held on Thursday October 16th gave
though out the year at a huge range of events.
over 450 of Christian College’s student musicians
These have provided the students with valuable
the opportunity to perform for a large audience
performance experience but also allowed them
in a world class concert hall style venue. The
to share their gifts with others in the community
acoustics and stage size of the Costa Hall allowed
and experience the satisfaction in providing
all bands, string groups and choral performers
service to others, particularly in being able to
to show off the best of their performance pieces
support charity fundraising events.
learnt throughout the year. The concert featured a consistently outstanding level of student musicianship and excellence in staff musical
House Music Performances: Senior and Middle The SAC at the Highton Middle School 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
direction. As well the venue was ‘sold out’ with some families having to wait in the foyer incase families left early to take their seats! The music staff would like to congratulate all students involved for their contribution and commitment to the College Ensemble Program in 2014. Fiona Gardner
School Student body perform as a part of their respective House Choirs. Each house also provides a soloist and two ensembles. Taylor were victorious in 2014 winning best House Choir with their rendition of the B-52’s ‘Love Shack’ and Burrows were overall House Music Champions. Liam Barry Year 12, of Penman House was awarded champion house soloists with his wonderful vocal solo.
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Teaching & Learning - English Mr Damian Stephenson Director of Teaching & Learning - English
It is always challenging to try to condense a year’s
weaknesses. Following the delivery of feedback to
worth of English studies, encapsulating eight year
students, teachers are creating opportunities for
levels and over 1200 students, into a few brief
students to immediately reflect on and incorporate
words. To be really succinct, we have had another
the feedback, allowing them to make immediate
year of both improvement in our teaching and
improvement and allowing the feedback to have
improvement in our students’ learning. Perhaps it is
greater value.
best to use that statement as a base to identify just a few of the reasons for this improvement.
In our Middle Years, several changes were implemented to challenge our students’ thinking
I recently read through some of our Year 12 essays
and help to facilitate greater skill development.
from past years to get a gauge of our progress in
Our Year 9 students delved into media texts,
English; the growth in our students is certainly clear.
looking at the ways authors use language to
We are expecting a higher standard of writing from
persuade particular audiences towards a point of
our VCE students and our teachers have a greater
view; this unit requires students to think analytically
understanding of the course criteria and are able
about language choice and purpose in written
to lead our students towards achieving them. Our
and multimodal texts. A number of year levels
students in the Senior Years are being challenged
updated their texts to lead students into a deeper
to think more critically, to take greater ownership
level of thinking and open up greater opportunities
of their learning and to write more regularly. In fact,
for exploration of characters and themes. And at
in Years 10 to 12 our English and Literature students
Year 5, not only has the introduction of the Vision
filled in excess of 30,000 loose leaf sheets of paper
Learning Program developed greater learning
this year! This increase of writing has allowed our
habits in our students, our Year 5 teachers have
students to refine their written communication skills
worked with improving students’ writing through
whilst receiving an increased level of feedback
varying sentence structures and leading students
from their teachers; one of the greatest factors in
towards a greater consideration of word choice.
improving student learning. Each of these changes have played a role Along with increased opportunities to give
in allowing our students, in all year levels, the
feedback to our students, our teachers, across all
opportunity to improve their English skills over the
year levels, have also developed their approaches
course of 2014. As a faculty we are pleased with
to delivering feedback. Two key areas of this have
the progress we have made and, especially, in
been increasing students’ engagement in the
the progress we have seen in our students; your
feedback process through self-reflection supported
children. But this satisfaction is coupled with a
by guidance from the teacher, and creating
constant yearning to improve, and so we will
opportunities for implementation of feedback. The
continue to review our curriculum and the delivery
increased involvement by students in the feedback
of it so that 2015 is our best year to date.
process has allowed them to develop greater awareness of their learning and have a more concrete understanding of their strengths and 32
Damian Stephenson
Teaching & Learning - Humanities Mr Rick Geall Director of Teaching & Learning - Humanities
Whilst use of the term ‘Humanities’ is still used to
This year also saw the introduction of a three-day
describe this faculty, our students are increasingly
Humanities camp in inner-city Melbourne for Year
identifying with the distinct subjects that come
6 Highton students, with visits to Federation Square,
under its banner. History and Geography are taught
Parliament House, Immigration Museum and Old
in the middle years, and at Senior School further
Treasury building enriching student understanding of
options include Accounting, Business Management,
the development of Australian society.
Commerce and Legal Studies. A new Geography course was introduced in We have seen significant growth in History as a VCE
Years 5 to 10 to align Christian College with Phase
subject, with two classes of Year 11 History for the
2 implementation of the Australian Curriculum.
first time in many years. Many Year 10 students are
Some amazing work was produced by students
expressing how much they have enjoyed learning
at all year levels, with particular highlights being
about significant 20th Century events such as World
the Year 5 production of a class atlas, 3D models
War II and the Civil Rights Movement, and this is
in Year 7 showcasing the way water flows through
leading to many enrolling in Year 11 and 12 History
communities and, at Year 9, action research as
to gain a deeper understanding of their place in a
students undertook a study of globalisation.
global context. There is much to look forward to in the Humanities Many Year 11 students, particularly those studying
faculty in 2015. With the 100-year anniversary in April
History and Legal Studies, were thrilled to meet
of the ANZAC landings at Gallipoli, preparations are
Foreign Minister Julie Bishop when she visited Senior
underway for a significant commemoration of the
School in August. Ms Bishop was impressed with
occasion on all campuses. Also, Phase 3 Australian
Christian College’s overseas programs, and used
Curriculum implementation will see the first year of
her speech to encourage students to broaden
a new Year 9 elective at Highton called Law and
their cultural and global awareness through travel,
Order. More than 40 students have enrolled in this
tertiary study and employment opportunities.
subject, demonstrating a keen interest in Legal Studies as a genuine pathway for students as they
In October, Senior School also was host to World
progress to Senior School.
War Two veteran, 93 year old Ernie Truman, who shared his wartime experiences with an audience
The Humanities faculty is a large department with
of enthralled Year 10 and 11 students. Such history
more than 30 staff teaching across the range of
lessons, hearing firsthand accounts from the past,
subjects offered between Year 5 to 12. I wish to take
are priceless.
this opportunity to thank them for their commitment to continuous improvement of the curriculum and
Inquiry learning has been a focus in the Middle
their dedication to building the capacity for student
Years’ History classroom in 2014, with students
learning in their classroom.
investigating the concept of community in Year 5 through to a World War I depth study in Year 9.
Rick Geall
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Teaching & Learning - Science Mr Michael Neaves Director of Teaching & Learning - Science
Progression and Change
Taking Science out of the Classroom
This year began with the arrival of two new
Some of the new product has been very
members to the faculty and ends with the
rewarding this year. Field trips at the Middle years
departure of two others. Daryl Pobjoy’s retirement,
have been well received by both our students
in particular, marks the end of an era. Daryl, as
and staff. We are using the Serendip Sanctuary
the College’s first Science coordinator in the
and Ocean Grove Nature Reserve to immerse
early 90’s, had overseen the implementation of
our Year 7 students in the Biological studies of
VCE and the conversion of rooms at the Highton
adaptability and habitat. In Year 8, we have
campus into our first Science laboratories. In
examined, in situ, the Geology of our own corner
2015, we will be contemplating the new phase of
of the world on the Bellarine and along the Great
development of our Science facilities and prepare
Ocean Road. The success of these trips has led
for the introduction of the first national curriculum
us to plan, with the Humanities faculty, a blend of
for the senior years. It is testament to Daryl that
the two curricular with more extensive combined
those first laboratories serve as standards for the
field work in the coming years.
future. Daryl also leaves an educational legacy involving generations of students, their parents and now their own children. We wish him well in his retirement and intend to build on the fine work he and his contemporaries have done for Science at Christian College over the last quarter of a century. Those changes come amidst other educational infrastructural development within the College. Our evolving integrated learning management system (which combines the portals with other software) will allow the learning our students undergo to be more visible and their performance
We are also developing the scope of our
to be measured and communicated in a timely
assessment. We have always reported on your
manner with synchronicity across our campuses.
child’s ‘Knowledge and Understanding’ – their test
To achieve these aims we needed to restructure
results primarily – and we are very satisfied with
our systems and resources. The Science does not
the enhanced National Curriculum we provide
change, and good Science teaching does not
and which I summarized in last year’s report. Yet
change. The faculty is, systematically, working
equally important are the ‘Skills’ that the students
through myriad tasks and files, but know that each
develop. These encompass the ability to follow
one will contribute to enhancing the packaging
the Scientific Method when carrying out an
and streamlining the production process – to
investigation as well as assessing their literacy and
deliver better product.
research capabilities within the Science field.
34
Further, we now assess their self-management during assignments and advise on how effectively they have understood and hence communicated with the target audience. And we can assess other skills, if we think laterally, and raise our profile to boot. In National Science week we ran homeroom quizzes across each campus. For one week Science assumed an unusually high priority at the start of each day. It was reassuring to note that the older the student the better they understood how to employ cunning and unscrupulous behaviour to claim mere bragging rights and a token prize.
More Serious Competition Our Year 10 students enjoyed competition
A Final Word… As a faculty we have just shared our review at the end of year gathering. It was a happy and relaxed affair. But we also reflected on a memorable year for altogether very different reasons. Many of our staff have suffered immensely in their personal lives this year. The traumas visited on them have been unforeseen and, in some instances, devastating. And yet the Science Faculty still achieved all that I described above and more and carried it out with very minimal interruption to our students learning. For this I am incredibly grateful to the staff who stepped in to fill the shoes when the need was greatest – particularly to Leanne Doran and Stuart Jamieson at Bellarine.
success throughout the year. The budding engineers qualified for the State Finals of the The
However, as we look to 2015, what I take as
Challenge in Term 2 and our Titrators went one
most uplifting is the desire of everyone to pitch in
better - securing the top five team placings in
without being asked - for the sake of the whole.
the Victorian Titration Stakes for their age group.
The resolve, perseverance and dedication
At the start of Term 4, Jasmine Copeland, Jack
that the teachers and technicians have shown
Byrnes and Ebony Corless, as the title holders, then
throughout the year have been second to none. If
competed in the National competition where their
we can instil, in some small measure, those values
technique and precision was a match for all but
and qualities into the children of whom we have
the top Year 12 Chemistry students in the land.
charge, then their Science education is merely icing on the cake. Our community is indebted to
Last January, Alistair Chandler joined about 100
each and every one of you.
of Australia’s most ambitious Science students at a two week residential course in Perth as part of
Michael Neaves
the National Youth Science Forum. Alistair returned bursting with enthusiasm for the program which afforded him the opportunity to see first-hand the opportunities that a career in Science can bring as well as the chance to make what will be lifelong friends and connections. He passed on some of these experiences to this year’s applicants and provided valuable support and advice. Competition for places is severe and the application process rigorous, so we had no successful candidates for 2015 – but Alistair’s experience has cemented the NYSF as a signature extra-curricular challenge for our Year 11 Science VCE students in the future.
35
Teaching & Learning - Mathematics Mr Luke Feldman Director of Teaching & Learning - Mathematics
Is Mathematics Important?
Mathematics at Christian College
Mathematics equips our students with a uniquely
After making the transition to the Australian
powerful set of tools to understand and change
Curriculum last year, 2014 provided an opportunity
the world. These tools include logical reasoning,
for the Mathematics faculty to reflect on and
problem-solving skills, and the ability to think in
refine our teaching and learning practices.
abstract ways. As such, Mathematics is a creative
Beginning anything new has its challenges and I
discipline. It can stimulate moments of happiness
have been extremely proud of the mathematics
and wonder when a student or teacher solves
faculty staff at the Middle Schools in Bellarine
a problem for the first time, discovers a more
and Highton and at the Senior School. At various
efficient solution to a problem or suddenly sees
times of the year, we have taken the opportunity
hidden connections and patterns.
to discuss and reflect on our classroom practice as teachers to ensure that we are all growing
Throughout history, mathematics has shaped the
and progressing in our profession towards being
way we view the world. Mathematics helps us see
more accomplished teachers. The following is
the order and beauty of God’s creation and of
an excerpt from an AITSL publication entitled
God himself. It has an important role to play in our
‘Classroom Practice Continuum.’ It describes the
God-given stewardship of the earth and in the
professional practice of a highly-accomplished
building of human communities. It has also been
teacher:
integral in many discoveries that have shaped the world we live in.
The teacher uses a range of strategies to determine students’ prior knowledge. They use this evidence
Many life stages and skills require a solid grasp
to design challenging learning goals. The teacher
of mathematics, from entering university to
shares responsibility with students for reinforcing
balancing a household budget, applying for
agreed learning expectations and refers to agreed
a home loan, or assessing a possible business
routines and protocols throughout the lesson.
opportunity. When children eventually leave
The teacher supports students to use different
education and seek out a career, they will
representations to develop their understanding of
inevitably need to call upon the mathematical
particular concepts and ideas. They help students
skills and strategies they have learnt at school.
make sense of connections within and between
They will soon realise that many careers require
curriculum areas. The teacher provides scaffolds
a solid understanding of Maths. Doctors, lawyers
on which students can build their own capacity
and accountants use maths on a daily basis as
to appreciate diverse perspectives, and supports
do builders, plumbers, engineers and managers.
them to make personal connections with what
Maths is a critical skill for many professions and
they have learnt. When articulating assessment
opens a world of opportunity for children.
requirements, the teacher uses examples of student work to demonstrate the expected standards.
36
Our focus as a faculty has been to assist each
In Years 7, 8, 9 and 10 we are using the Pearson
other, to plan and implement effective teaching
Mathematics series. This has been structured
and learning, to create and maintain supportive
according to the latest research on how students
and safe learning environments and to assess,
learn mathematics and on how to avoid common
provide feedback and report on student learning.
misunderstandings, equipping us to deliver an innovative and effective maths education to our
Mathematics in the Australian Curriculum aims to
students. These resources are based on the latest
ensure that students:
pedagogical research on how students learn
• are confident, creative users and
best. It is supported by a rich multimedia resource
communicators of Mathematics, able to
bank, which can help to create engaging lessons,
investigate, represent and interpret situations
providing additional support, extension activities,
in their personal and work lives and as active
and consolidate learning.
citizens • develop an increasingly sophisticated
To support the enVision and Pearson Mathematics
understanding of Mathematical concepts and
programs, we also provide students with access
fluency with processes, and are able to pose
to Mangahigh, which is an online mathematics
and solve problems and reason in Number and
game-based resource. It provides students with
Algebra, Measurement and Geometry, and
the opportunity to practice and consolidate
Statistics and Probability
new skills and is also an excellent opportunity
• recognise connections between the areas
for both students and teachers to get lots of
of mathematics and other disciplines and
immediate feedback. More feedback means
appreciate mathematics as an accessible and
more opportunities for students to work on
enjoyable discipline to study.
misunderstandings, as well as working on the process of learning how to learn. It has proven to be a valuable addition this year, and will continue to be integrated into our teaching and learning in years to come.
Throughout the Junior School and early Middle School years from Prep through to Year 6, teachers have been using the enVisionMATHS program. This is a maths teaching program that combines print-based teaching resources with outstanding digital teaching and learning tools. It provides for deep conceptual understanding of Mathematics in accordance with the aims of the Australian Curriculum. During the transition from Junior School into Middle School, Years 5 and 6 will also utilise the envisionMATHS program, importantly providing a continuity and familiarity with the style and format as they move through their educational journey at Christian College. 37
It was pleasing to receive some reflections from
This was an excellent opportunity for students
some of our Year 5 students on their learning
not only to test their mathematical ability, but
journey throughout 2014. I would like to share
also their ability to work collaboratively within
some with you:
a team. The students thoroughly enjoyed the opportunity to compete against teams across all
“We learnt so many things that I am now good
of Australia and were always keen to track their
at. I have enjoyed working on elapsed time. The
progress as the ladder of results was updated
main ‘Building Learning Power’ muscle I used was
each week. All our teams competed well with
distilling. I used this by thinking of past lessons that
each participant being provided with a lovely
I’d had then see how those lessons could help
certificate to acknowledge their efforts. One of
me. A challenge I faced in Maths was learning
our Year 5 teams placed first and won the overall
about algebraic expressions. This was hard for me
Year 5 competition. The winning team members
because I am used to just numbers and I wasn’t
all received a $25 voucher.
used to letters or symbols.” The MangaHigh ‘Victorian Maths Challenge’ “My favourite topic was Fractions and Decimals.
During March, MangaHigh ran a state-wide
I used a lot of the noticing muscle. I had to
‘Maths Challenge’ for all of the schools in Victoria
notice patterns. I was a bit challenged with
that use MangaHigh as a teaching and learning
understanding how to put fractions in a decimal
resource. During this allocated week, all of the
way. I enjoyed it because there’s always fun ways
student activity on MangaHigh was tracked and
to practice it so it makes maths fun.”
recorded with students receiving points towards their schools total every time they attempted and
Spotlight on Maths Year 5 and 6 HSFOL (Have Sum Fun On-Line) Maths Competition HSFOL is conducted by the Mathematical Association of Western Australia (MAWA) and is endorsed by the Australian Association of Mathematics Teachers (AAMT). It is a maths quiz of NAPLAN-type problems for year-level teams of four students. HSFOL is designed to foster Mathematical problem solving for students in Years 3 to 10 across Australia. During Term 1, we entered 12 teams of students from Years 5 and 6. The competition consists of three rounds of 10 questions, where student teams have one hour to complete each round of questions.
completed a challenge or game on MangaHigh. After the first two days of competition, to our surprise Christian College were on top of the leader board. For the remainder of the week students and staff would eagerly check the updated leader board to see if we would remain the competition leaders at weeks end. At the end of the week much to our delight, the following announcement appeared on the website: We have a winner! Congratulations to students of Christian College Geelong, who have scored an impressive 5,768 points over the last 7 days to be crowned Victoria Maths Champions 2014! After an intense week of competition for the top spot, Christian College Geelong managed to fend off the threat from Copperfield College to secure a $1000 Mangahigh voucher, medals and a celebratory treat for their top class!
38
The top-scoring class at each Year Level from Years 5 to 9 were provided with a voucher to organise a class celebration, and those individual students who contributed significantly to the schools total score were also acknowledged within each class.
Senior School House Mathematics Competition At the Senior Campus, the students regularly compete for their house in lunchtime competitions, and in Term 3 the much anticipated House Maths and English Competition was held over five consecutive lunchtimes. Each lunchtime saw between 40 and 60 students from Years 10, 11 and 12 compete in the following activities: Monday - Round Table; working collaboratively on 10 challenging non-routine problems. Tuesday - Maths Relay; a fast-paced and lively relay race to answer 20 questions Wednesday - Letters and Numbers; based around the SBS TV Game Show. Many additional students came along to watch and support those competing, and I was again amazed at our students ability to problem solve and to apply their maths skills in non-routine and often abstract situations. It was also impressive to see what students were able to achieve collectively and collaboratively. It was great fun but it was also a competition and Taylor showed to be the strongest house in these academic pursuits taking out the competition in 2014. Year 10 Deakin Mathematics Competition The mathematical skills of around 200 Year 10 students from 20 secondary schools were put to the test during the annual Deakin University Mathematics Challenge. Christian College entered two teams of 5 students from Year 10, with these students competing in four different challenges, combining skill and application to solve problems. Our students achieved excellent results with our teams coming 6th and 11th and Aaron King achieving 4th place student overall. Luke Feldman 39
Teaching & Learning - Art, Technology & Design
Mr Antony Benson Director of Teaching & Learning - Art, Technology and Design
The Visual Arts, Technology and Design program at Christian College covers a diverse range of subjects and continues to demonstrate exceptional
Christian College is proud of our student’s achievements and at a VCE level we have had
outcomes. These outcomes not only develop students’ skill sets, but also broaden and deepen their ability to articulate and conceptualise a
many students receive outstanding results. A Year 11 student studying Year 12 level textiles received a perfect study score of 50. Across the seven
creative response to the world around them. The work that has been produced in 2014 by our students from our kindergarten and primary school students is extraordinary in its diversity, as well as its sophistication in the use of colour and form. The work from our Middle and Senior students develops from this foundation, and exhibits a confidence and complexity that is remarkable.
VCE subjects within the ATD faculty 14 students received a study score of 40 or above, placing them in the top 8% in the state. Numerous prizes and awards have been received from students within the faculty including a Year 11 Studio Arts student completing a mentorship with a local artist after winning the Drysdale Rotary Club Art Show. It is exciting to hear that three VCE Art, Technology
Visual Arts, Technology and Design is a core feature of the Christian College curriculum from kindergarten through to the VCE and we are proud of the diverse range of opportunities we provide for our students across all the campuses.
and Design students have been shortlisted for the ‘New Season of Excellence’ across the faculty. The Bellarine Campus again hosted the Regional Lego soccer Championships with students from Years 5 through 12 going on to state championships
From an early age students begin to visually communicate with their world in simple drawings, refining their skills to form the basis of symbols
at Melbourne University. A Year 12 student was awarded the Dean of Engineering award for innovation. Students representing the state at
that we use for literacy. From there students build on these humble beginnings to effectively communicate, respond to and develop 04 NEWSdeeper
understandings of their world both emotionally and
Otways murder-suicide
Beaten body in car boot
visually and grow into designing and developing that which does not yet exist.
Achievements
the National competition in Brisbane were again awarded prizes for innovation and documentation. TUESDAY MARCH 3 2015 GEELONGADVERTISER.COM.AU Christian College students placed 5th overall,
qualifying to represent Australia in Qatar next year.
It is rewarding to be in an environment where the Visual Arts are a valued and integral part
of our curriculum and where we have multiple
opportunities to exhibit and showcase our students’ ERIN PEARSON
work both in the College and in the broader community.
40
POLICE are treating the death of two people in the Otways as murder-suicide after a woman’s beaten body was found in the boot of a car. Police said two joggers made the grisly discovery after seeing a purple Honda Civic sedan on a dirt track off Birregurra-Forrest Rd, 3km from Forrest, about 11am Saturday. Detective Leading Senior Constable Stuart Sims said yesterday the deceased were aged in their early 20s but were still to be formally identified. “Colac criminal investigation unit is treating two bodies found in a vehicle in the Ot-
20s, in the boot,” he said. “Both were deceased. The female had injuries consistent with being assaulted.” Police would not comment on the man’s injuries but confirmed they were waiting for autopsy results. Jonathan Fox, 16, lives only metres from where the car was found. He told the Geelong Advertiser if it wasn’t the joggers who found the car it might’ve been him. “I’m always down there riding motorbikes,” he said. “It’s a pretty quiet area and there’s never been anything like this happen before. “I’ve been there for 14 years ... I’m shocked.” Anyone who believes they
GAME ON: LEGO has
New Technologies In 2013, the College purchased a 3D printer and CNC mill. This year a laser cutter was also purchased and we have extended our 3D printing capabilities and enhanced out Computer Aided Design software.
year, which included local artists and local schools. It was with great pleasure that we had Hannah Pearson present at our Extravaganza, a former ATD student who is currently working at Cotton On as part of the design team and has also started her own artisan company, ‘Pear and Son’ designing and producing a wide variety of products.
Professional Artist Presentations It is important for students to see a pathway and future for their creative passion and to this end, important for students to have access to working professionals, to ask questions and to develop deeper understandings of what is happening in the classroom. Throughout the year students saw local artists, providing an opportunity to obtain an insight to working as a professional in the Visual Arts as well as imparting valuable knowledge and skills. As an example our Year 4 students and staff were honoured to have local, famous illustrator and author Robert Ingpen come and talk to them. During his visit he captivated his audience, students and adults alike, as he read his story ‘The Poppy Kettle’ and gave us many insights into how his imagination, creativity and life events led to the creation of the story and illustrations. In creating all of his works, Robert reminded us that it is important to find time to leave the ‘busy highway’ of our daily lives and allow time to explore ‘the forest’ of our imagination and creativity, bringing back what we find to enrich our journey forward.
Art, Technology and Design Extravaganza Across the College, students experience the wide range of subjects in the ATD faculty. These subjects include; Visual Art, Two Dimensional Art, Three Dimensional Art, Photography, Product Design and Technology: Materials, Product Design and Technology: Textiles, Food and Technology, Systems Engineering, the new Media Arts, Media, Visual Communication and Design and Studio Arts. Students’ work from all of these areas were on display at the Art, Design and Technology Extravaganza held in Term 4 at the ‘Villa Paloma’ Centre. Once again the Extravaganza was a highlight for the faculty with an unprecedented number of visitors throughout the exhibition this
Exhibitions A goal of the ATD faculty is to extend the enrichment and enhancing possibilities for our students beyond the classroom. Such opportunities for our students have included activities such as working with professional artists, incursions, excursions, exhibitions, workshops, performances, studio and industry visits, competitions, displays and various presentations. This year has seen students across the Art, Technology and Design faculty exhibit and present their works at a wide variety of venues including; the Geelong Art Society’s Shearers Arm Gallery, The Rotary Art Exhibition in Drysdale, The Geelong Show Grounds, The City of Greater Geelong CBD, The Melbourne Museum, Melbourne University and Brisbane University for the National Lego RoboCup Championships. Our faculty is staffed by a range of experienced, creative and engaging staff who develop students’ skills and who also encourage students to think creatively and critically, to innovate to adapt and problem solve in a wide variety of subject pathways within the Visual Art, Technologies and Design Faculty. The ATD program offers students a wonderful opportunity to express themselves and respond to the world in which they live. They build upon their skills, inquire, challenge that which is known to develop a richer environment for us all. Antony Benson 41
Teaching & Learning - Sport and Physical Education
Mr Jonathon Ryan Director of Teaching and Learning - Sport and Physical Education
Sport is a highlight for many students who attend
Other significant highlights included;
Christian College. In 2014 individual students and
• The Bellarine Primary Girls Cricket team made
College teams have recorded excellent results at
the State Final of the School Sport Victoria
National, State and Regional level.
Championship. • The Senior Boys, Senior Girls and Junior Boys
Sporting Excellence
Netball teams progressed to the Netball Victoria
The College offers students opportunities within
School Final.
12 Sports. The depth of individual talent within our College enabled teams to record the following outstanding results; • The Equestrian team won the Victorian Interschool’s Championship for the third consecutive year and 4th time overall. • Equestrian show jumpers won the Barwon Interschool’s Show jumping teams series. • The Primary Equestrian team were crowned Barwon Interschool’s Champion team. • The Primary Girls Football team were Runner Up in the School Sport Victoria Championship. Eleven Christian College students represented Victoria at the National Schools Championships; • Georgia Quick Year 8, Track & Field • Tess Consedine Year 9, Track & Field • Taliesin Platt Year 6, Track & Field • Tristan Forras Year 12, Surfing • Tully Wylie Year 8, Surfing • Zoe Clarke Year 11, Surfing • India Robinson Year 8, Surfing • Grace Day Year 10, Surfing • Jakara Anthony Year 10, Snowsports • Ava Halloran Year 6, Equestrian • Lucy Moate Year 7, Equestrian
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• Jakara Anthony Year 10, was Runner Up in the Australian Female division 2 Moguls at the National Schools Snow Sports Championships • George Elliss Year 7, was selected to represent Country Victoria at the National U13 Soccer Championships. • Tahnee Bratanavicius Year 9, was a member of the Geelong based Aerosport All-stars team placed top 3 at the Sports Aerobics World Championships. • Cameron Foreman Year 11, won the U17 Men’s single scull at the Sydney International Rowing Regatta
• Tess Kirsopp Cole Year 9, placed 2nd in
School Sport Victoria, Years 4 to 6 Interschool
the Australian Track & Field U16 400m
highlights included;
Championships
• Mietta Hyde Year 6, Tyler Costin Year 5, Sophie Todd
• Georgia Quick Year 8, placed 2nd in
Year 5, Matilda Puckett Year 5, Amalee Freestone
the Australian Track & Field U15 3000m
Year 6, Alexander White Year 4, Owen Costin Year
Championships
4, Timothy Hannan Year 5, Jackson Spanic Year 5,
• Zoe Clarke Year 11, won the U18 Victorian Scholastic Surfing Title • Grace Day Year 9, won the U16 Victorian Scholastic Surfing Title • Jack Jordan Hill Year 11, won the 250cc Senior section at the Interschool Grass track Motor bike Championship
Oscar Price Year 5, Austin Brown Year 6 made the Regional Finals of Swimming • Bethany Dean Year 4, Kane Harrison, Year 4, Tyler Costin Year 5, Olivia Richardson Year 6 and Stephanie Ferry Year 6 progressed to the State Final for Cross Country • Taliesin Platt Year 6, Harrison Leigh Year 4, Bethany Dean Year 4 and Olivia Richardson Year 6, progressed to the State Final of the Track and Field Championships
Dove Awards Sixteen students were awarded the Dove Trophy for reaching Regional, State or National level in two (Years 4 to 6) or three (Years 7 to 12) different sports. • Years 4 to 6; Ashley Barrett, Owen Costin, Tyler Costin, Bethany Dean, Stephanie Ferry, Ava Halloran, Timothy Hannan, Harrison Leigh, Millicent Panther, Matilda Puckett, Olivia Richardson, Amalee Freestone • Years 7 to 12; Geordie Daulaca, Elliot Hackett, Michael Little, Lucy Moate, George Wilding
Geelong Independent Schools Sports Association, Years 7 to 12 Interschool highlights included; • The following teams won their GISSA Championship; • College Boys Swimming team won for the first time • College Track & Field team recorded their 11th consecutive victory • 9th consecutive victory for the College Cross Country team • Intermediate Boys Football team • College Tennis Team remained undefeated since 2006 • Intermediate Boys Basketball team • Senior Girls Netball team • Intermediate Boys Cricket team
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Sportsman and Sportswoman Trophies From Years 5 to 12, a sportsman and woman are awarded at the Bellarine Campus, Middle School and Senior School. We congratulate the following students on winning this award;
35 enthusiastic equine riders make up the Christian College Equestrian Club. Students compete in the Barwon Schools series, Victorian School events and the EFA Victorian Interschool’s as representatives of the College.
• Bellarine; Sarah Arstall (Year 9) and Taliesin Platt (Year 6) • Middle School; Olivia Richardson (Year 6) and James Jirik (Year 8) • Senior School; Zoe Clarke (Year 11) and Aaron Collins (Year 12) Whilst all of these achievements were recorded in 2014, the students’ performance can be attributed to the many years of education within their discipline they have undertaken in their journey through Christian College.
We farewelled Head Basketball Coach Jamie O’Loughlin in August. We thank Jamie for the many years of service and development of individual basketballers he has provided over the years. Replacing Jamie is Nicole Gynes. Nicole is a former Australian Opals squad member who has had experience coaching in Canberra and Melbourne. Throughout the year over 350 players represented the Christian College Eagles in the Basketball Geelong, Corio Bay and Bellarine Basketball Association. Jonathan Ryan
Club Sport At Club level Christian College offers students the opportunity to participate in Basketball, Netball and Equestrian. The Christian College Netball Club consists of 106 Belmont and Highton Years 1 to 9 students. Under the guidance of Renee Garing (Years 5 to 9) and Jo Richardson (Years 1 to 4) the players participate and enjoy weekly training and matches. 44
Teaching & Learning - Outdoor Education
Mr John Tatnell Director of Teaching and Learning - Outdoor Education
This learning area is based on learning by
Our goal is not only to create great academic
experience. The whole student is challenged
results but also for students to develop resilience,
physically, mentally, emotionally and spiritually to
independence and group interdependence
react to unfamiliar environments which are often
which is easily attainable through outdoor
uncomfortable. We endeavour to do this in a safe
adventure. In simple terms we want to reconnect
manner but still creating adventure experiences
students with themselves, others, nature and
in some of the great places which are then
God. Along the way, students are also gaining
dissected and analysed back in the classroom.
understanding of the great environmental/ sustainability issues which confront us.
Outdoor Education This program begins informally with some excellent camp programs which begin at Prep level. Formally, the program begins in Year 8 where 66% of students elect the subject ‘Outdoor and Environmental Studies’. Students study the ecology and human relationships in the Otway’s and the Anglesea Heathlands, which includes overnight expeditions in these areas. The program concludes in VCE where we have 3 classes of Year 12 ‘Outdoor and Environmental Studies’. The program sequentially develops more complex skills, understanding and exposes students to most of the premier Victorian natural outdoor environments.
One of the unique aspects of a program of this size is that it is not outsourced to companies. We have 10 qualified Outdoor Education teachers who not only teach the course, but administer it and this saves considerable money and a great ownership of the program. We also employ 18 casual assistants in a supervisory role and 13 of those are past students which enforces the College culture and positive approach. 2014 has been a challenging year with numerous staff changes but we have delivered the program successfully with an excellent safety record. New syllabus has been introduced at Years 8, 10 and 11 and further development has occurred with our risk assessment and tightening procedures.
One of our great successes has been top statewide Year 12 results since 1995. We have had 4 Premier Awards and have achieved between 21 – 35% of students scoring above a 40 study score (top 5% of the state). We credit much of this to a broad range of experiences over the years and the connection that students gain within numerous places.
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Our World This program began in 2001 as a response to engaging students with Indigenous culture and the complex issues confronting this today. It became an elective unit at Year 10 so students studied Armanda culture before a 2 week experience in the Central Desert, Northern Territory. On return, students analyse the experience and synthesise a response to the current discourse. We now take 54 students away over the year to 3 different communities where the students live and work in the school as well as learn of the indigenous ways. Once again many other outcomes are attained. Students are forced to confront and adapt to a rugged environment and really different living conditions. The group is self-sufficient and dependent on each other for everything. The program expanded into VCE in 2007. The ethical issue of poverty and social justice married perfectly into ‘Religion and Society’ and so an ‘Our World’ subject choice was offered. This unit is based around the study and experience of a developing country. In 2014 two groups studied and experienced this in Vietnam, one in East Timor and one in Cambodia for the first time - a total of 57 students. The overseas experience is based around experiencing how people really live in these places and to base responses to poverty on empathy rather than just academics. Therefore where practical, homestays are organised and again students spend time in schools. It also examines responses of religious organisations to poverty. This program is also to move beyond the comfortable and help our students to become more aware and caring global citizens.
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These programs at Years 10 and 11 are proudly academic and not just tours. They are also highly dependent on maintaining excellent relationships with communities which have problems and are in transition. This creates uncertainty, but so far when we have been unable to visit a community, another one has become available. The staff involved not only have to teach the subject, organise a trip, give up 2 weeks on a demanding trip but also nurture this community relationship – like Jan Strauch who, from 2007, has made Christian College a loved part of the Alcoota community by even organizing return visits to Geelong. The program is dependent on teachers with a unique range of skills and a real commitment to experienced based learning. The future is promising with record numbers of applicants for next year and we are excited watching students become caring, knowledgeable and aware global citizens. John Tatnell
Teaching & Learning - Christian Education
Mr Stephen Brown Director of Teaching and Learning - Christian Education
This year marked the first for Christian Education
Apart from these key goals, we created a new
having its own Director for Teaching and Learning.
subject at Year 10 called ‘Reasons for Faith’. We
For me entering this role it was a year of watching,
hope to continue developing a choice-based
learning and building towards a plan for positive
Christian Education suite of subjects at Senior
change.
School. Next year, we will introduce a community awareness subject called ‘Jesus in the Modern
From the beginning three core tasks were
World’ which will encourage Year 10 students to
necessary. First, we needed to form a PLT to
personally engage with local welfare programs
investigate the structure and delivery of Christian
and investigate God’s heart for people on the
Education at the Senior Campus. This PLT met
margins of society. It is exciting developing new
several times throughout the year to discuss,
subjects with staff who have a vision for this sort of
survey students and develop a report for
experience based education.
Heads of Campus (HOC). The goal was to form recommendations for the Principal and HOC to consider in early 2015. Second, building and preparing the faculty to examine the scope and sequence of our Christian Education curriculum. This meant building trust and purpose as we moved into 2015 to do this work. Beginning to roll out a vision for Christian Education and what it means to ‘Teach
This year we have also worked towards providing
Christianly’ was exciting and daunting. I was
a new ‘age appropriate’ Bible for our Year 2 & 3
privileged to deliver the key note address on this
students. The introduction of the Jesus Storybook
topic at the Staff Retreat. This helped set the tone
Bible (and curriculum packs) in 2015 will help our
for Christian Education and establish vision and
students and teachers engage with the amazing
leadership within the faculty.
hope God offers us in plan of redeeming love.
Finally, working with other Directors to learn the
Finally, we have just started a new work of
ropes at Christian College has been a blessing
providing an engaging, empowering, and
for me. My only goal was to establish trust and
transformative Christian Education curriculum and
working relationships that I pray will bear much
culture at Christian College. Much work has been
fruit into the future.
done in the past and my hope is that we will do more great work as we move forward. All for His Glory and our Joy! Stephen Brown
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Teaching & Learning - Back Creek Farm
Mr Earl Moore Director of Teaching & Learning - Back Creek Farm
2014 has seen many developments at the farm from refining processes and clarifying roles and responsibilities to the renovation of our facilities. Back Creek farm continues to work towards providing the best experiential learning environment possible. The cabin facilities at Back Creek have served thousands of students well over the seventeen years of operation but the time has come to renovate and we have finished a complete renovation of two of the seven cabins with the third getting close to completion. Students allocated these cabins are enjoying new beds, bathroom facilities, toilet, cupboards, carpet, paint and lighting. The verandah has also been renewed over the mid-year holidays, replacing the old wooden verandah with a concrete slab. This has been a very welcome improvement to our facilities,
To maintain the ongoing improvement of the
improving the aesthetics but more importantly the
Back Creek experience teachers and support
functionality and safety of the verandah.
staff have been taking part in reviewing their own performance and the performance of their peers according to an agreed set of performance measures. This has been a great process to be involved in as it is facilitating staff to help each other be more productive in our place of work. It has allowed the staff to highlight areas they can improve in to aid student learning and development and also allowed the staff to celebrate the strengths of our peers we can learn from. Although this can be a daunting process for staff, when it has not been conducted before, all staff have embraced its use and just as ‘iron sharpens iron’ we continue to help each other grow and develop as educators.
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Closer links with the geography subject have
The introduction of a farm staff uniform this year
been made this year by integrating the Australian
has increased the professional appearance of
curriculum biomes unit into the students stay at
the staff, especially important on rural registration,
Back Creek. Students spend allocated class time
visitation and closing days, where staff are now
at the farm observing the waterways and their
easily distinguishable from parents and students.
agricultural uses to connect the experiential with the theoretical. Deeper enquiry and reflection is facilitated in the follow up class at the farm, where students complete work which is sent to the school and goes toward the completion of the students biomes unit. The student production of eggs, vegetables, cheese and pasteurised milk continues to add to the food preparation and processing facet of the farm experience. The students are currently feeding 100 calves morning and night and continue to feed and care for the goats, lambs, alpaca’s, ferret, guinea pigs, birds, pigs and 200
To conclude the student’s rural experience at
chooks. In conjunction with the diverse range
Back Creek traditionally students have camped
of farm work being done, students have their
out in the hay shed. The location of this camp out
hands full maintaining this menagerie all the while
experience has been moved this year to a spot on
encouraging, supporting, and serving each other.
the farm which allows the students to look back over the farm and homestead which has been
We have reviewed and modified the food
their home for the previous five weeks. Reflecting
consumption at the farm, increasing the focus on
on the development and learning they have
the use of home grown produce in our kitchen
experienced from this vantage point has proven
and the student preparation of all meals. This has
to be an important time for students. A ‘solo’
added diversity to the evening meals and brought
time during this night gives the students space,
the farm closer in line with the healthy eating
time and focus to reflect on their personal farm
requirements of the school.
journey. An essential ingredient in the solidifying of experiential, transformational learning. Earl Moore
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Schools Performance 2014
Mr Glen McKeeman Principal
Mr Scott Elliss Vice Principal
2014 Staff Satisfaction Survey Christian College, Geelong all Campuses In 2014 staff at Christian College Geelong, Christian College Bellarine and Christian College Institute of Senior Education participated in the online survey in Term 4, 2014. 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, 244 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 8.87 compared with 8.18 for ISV reference group schools. 2. Technology High staff satisfaction with technology occurs when staff members report that the school 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 9.05 compared with 8.30 for ISV reference group schools.
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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 9.22 compared with 8.49 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 8.89 compared with 8.27 for ISV reference group schools.
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 or queries
behaviour and encourages students to exercise
in a timely manner. Staff members feel that
self-discipline. Staff members are satisfied when
parents are kept well informed about the learning
the discipline at the school follows established
programs undertaken by students. In addition,
codes of practice and when they perceive that
there is open communication between staff and
the school is well run.
parents at the school; adequate opportunities
Christian College Staff scored 9.18 compared with
for staff contact with parents and that the school
8.39 for ISV reference group schools.
encourages parents to be involved in a variety of ways. A comparison with similar questions in the
6. Learning Support
parent survey results will indicate whether there
High staff satisfaction in the learning support
is a gap in teachers’ and parents’ perceptions
provided by a school occurs when staff
about parent involvement at the school.
members feel that teachers challenge students
Christian College Staff scored 9.08 compared with
appropriately in their learning and students
8.51 for ISV reference group schools.
are encouraged to help each other learn. Staff members perceive that students are well
9. Feedback
supported to help them improve the standard of
High staff satisfaction with feedback occurs when
their learning; the school’s programs effectively
their work performance is formally appraised
meet and develop the needs an interests of gifted
and when staff members feel that the feedback
and talented students as well as students with
is regular and constructive. Staff members also
special needs such as limited English or learning
appreciate being adequately recognised for
disabilities. In addition, staff members perceive
their efforts in their job and feel that their careers
that students from different backgrounds and
will continue to advance while employed at the
cultures are treated equally at school.
school.
Christian College Staff scored 9.20 compared with
Christian College Staff scored 7.90 compared with
8.44 for ISV reference group schools.
6.72 for ISV reference group schools.
7. Pastoral Care High staff satisfaction with pastoral care occurs
10. Goal Alignment
when teachers in a school know and care abut
High staff satisfaction with goal alignment occurs
students; act on students’ concerns and take
when staff members feel that the school has
prompt action when problems occur. Staff
clearly articulated goals, values and educational
members respect the students; treat students
philosophy. It is important for staff members to
fairly; value student opinions and have positive
agree with the goals, values and educational
relationships with students. Highly satisfied staff
philosophy of the school. In addition, there
members feel that the school acknowledges
is high staff satisfaction if they feel that the
students’ achievements appropriately and
Principal/Senior Management team has a clearly
provides students with opportunities to develop
articulated vision for the school.
leadership, social and personal skills.
Christian College Staff scored 9.15 compared with
Christian College Staff scored 9.19 compared with
8.45 for ISV reference group schools.
8.55 for ISV reference group schools.
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11. Leadership and Morale
13. Staff Collaboration
High staff satisfaction with leadership and morale
High staff satisfaction with staff collaboration
occurs when staff members feel that the Principal/
and peer support occurs when staff members
Senior Management team is aware of and deals
support the goals and values of the school and
effectively with staff issues or concerns; and if staff
work together effectively to achieve the school’s
members feel confident that they can approach
goals; when there is a collegial atmosphere in the
the Principal/Senior Management team to air
staffroom; when discussions between staff in the
concerns or grievances; staff members generally
staffroom are professional; when administrators,
have positive relationships with the school
teachers and other staff treat each other with
leadership team; and communication between
respect; and when staff members can rely on
these groups is good. High staff satisfaction also
colleagues to provide support or assistance.
occurs when staff members feel that their role is
Staff collaboration is highly effective when
valued by the leadership team; perceive staff
there is open communication between all staff;
morale at the school to be high; and are given
when teaching staff work cooperatively with
opportunities to plan and help make decisions
administrative staff and if the longer-serving
about matters that affect them (such as staff
members of staff remain fresh and enthusiastic
development, curriculum and goals).
about working at the school.
Christian College Staff scored 8.66 compared with
Christian College Staff scored 8.85 compared with
7.61 for ISV reference schools.
8.02 for ISV reference group schools.
12. Professional Development High staff satisfaction with professional
14. Overall Satisfaction
development (PD) occurs when schools offer
High levels of overall staff satisfaction occur when
appropriate PD opportunities for staff; when the
staff members report that they would recommend
PD opportunities at school enhance teacher
the school to other people; they are proud to
capacity and help teachers to improve student
work at the school; and would consider sending
outcomes. It is also important to staff that the
their own children to the school (where relevant).
school actively encourages them to undertake
Christian College Staff scored 9.55 compared with
professional learning to enhance their skills.
8.74 for ISV reference group schools.
Christian College Staff scored 8.55 compared with 7.9 for ISV reference group schools.
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2014 Parent Satisfaction Survey In 2014 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 2014 data was obtained from 6,500 parents from 29 Independent Schools. In 2014 data was obtained from 453 Christian College respondents – 78% were mothers, 22% were fathers. The data compares relevant Primary and Secondary means for Christian College Geelong against the 2014 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 environment
3. Learning Outcomes High parent satisfaction with learning outcomes occurs when parents are kept informed of their children’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 8.12 ISV reference group schools 8.03 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 8.45 ISV reference group schools 8.26
with a range of learning areas and a curriculum designed to improve student achievement at all levels and for all abilities.
5. Discipline and Safety
Christian College Geelong 8.15
High parent satisfaction in discipline and safety
ISV reference group schools 8.01
occurs when there is a perception that the school is a safe place to learn, that students display
2. Quality of Teaching
excellent behaviour and bullying and racism are
High parent satisfaction in teaching quality
not a problem. Satisfaction also occurs when
occurs when there is a perception that teachers
students are seen to be treated fairly and action
are enthusiastic about teaching, provide help
is prompt when problems occur. Drug awareness
and support to all students, and understand
and prevention education is also emphasized.
and allow for different abilities. Parents also feel
Christian College Geelong 8.32
it is important for teachers to stay up-to-date in
ISV reference group schools 8.12
their subjects and that the school is open to new teaching strategies. Christian College Geelong 8.14 ISV reference group schools 7.99
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6. Parental Involvement
9. Global Item
High parent satisfaction in parent involvement
The global item is measured by asking parents
occurs when parents feel welcome to visit the
to think about the school overall, and to rate
school, are provided with useful information at
their satisfaction level. High levels of overall
parent teacher interviews, are kept informed by
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.
Christian College Geelong 8.46
Christian College Geelong 8.19
ISV reference group schools 8.48
ISV reference group schools 8.10
7. Resources
10. Recommend to Others High levels of satisfaction occur when parents
High parent satisfaction with resources occurs
report they are happy to recommend the school
when there is a perception that school buildings
to others.
and grounds are attractive and well maintained,
Christian College Geelong 8.44
where students have access to high quality
ISV reference group schools 8.46
materials and resources, and where the school provides opportunities for students to learn with, and make appropriate use of computers.
11. Christian Ethos School Specific Questions
Christian College Geelong 8.29
• My son/daughter is aware of the Christian ethos
ISV reference group schools 8.25
of Christian College. Christian College Geelong 9.05 • I believe the Christian values of grace, truth,
8. Year Transition
love, faith and hope are reflected in the College
High parent satisfaction in the area of transition
community’s day to day interactions
occurs when there is a perception that students
Christian College Geelong 8.57
are well prepared for the next school year and
• I support the expressions of the Christian faith
are supported at its commencement, and where
at Christian College in worship services, class
schools provide parents with good advice about
devotions and service to others
their children’s future.
Christian College Geelong 7.93
Christian College Geelong 8.20
• My child’s study of Christian Education is
ISV reference group schools 8.08
important to me Christian College Geelong 7.15
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2014 Student Satisfaction Survey Overview For the third year in 2014, ISV conducted an online Student Satisfaction Survey for Christian College directly to students in Years 7 to 12. Overall 687 responses were received from Christian College students. 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 environment; different ways of learning; schooling standards and their age appropriateness; the challenge of learning and the appropriate amount of homework set.
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 6.94 ISV reference group 7.30
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 7.0 ISV reference group 7.4
Christian College 6.55 ISV reference group 7.19 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 6.93 ISV reference group 7.50 6. Resources 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 6.89 ISV reference group 7.31
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 6.85 ISV reference group 7.50
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7. School Ethos and Values
12. Teacher Knowledge
High student satisfaction occurs when students
High student satisfaction occurs when there is a
are encouraged to respect individual differences,
perception that teachers are knowledgeable,
treat students from different backgrounds
make class work interesting, and use a variety of
and cultures equally, and students have the
methods to enable students’ understanding.
opportunity to develop their own set of values.
Christian College 6.65
Christian College 7.19
ISV reference group 7.21
ISV reference group 7.53 13. Teacher Practice 8. Peer Relationships
High student satisfaction occurs when there is a
High student satisfaction occurs when students
perception that teachers explain things clearly,
believe that they have close relationships with
listen to students, keep control of the class, and
other students; that they are included in activities
are enthusiastic and well organised.
and that they are treated well.
Christian College 6.80
Christian College 7.10
ISV reference group 7.33
ISV reference group 7.58
9. Transition
14. Teacher/Student Rapport
High student satisfaction occurs when there
High satisfaction occurs when there is a
is perception that students are well prepared
perception that teachers praise students’ efforts,
for the next school year and supported at its
take a personal interest in students, provide help
commencement, and where the school provides
and support when needed and treat students
students with good advice about their future.
fairly.
Christian College 7.11
Christian College 6.78
ISV reference group 7.54
ISV reference group 7.23
Quality of Teaching Survey
Christian College Additional Survey Questions
10. Academic Rigour High student satisfaction occurs when there is a
• My teachers encourage me to show
perception that teachers provide students with
compassion and respect for others less fortunate
challenging activities, regularly introduce new
than myself, through active service and giving.
topics, and help them to think more deeply about
Christian College 7.14
topics.
• My Homeroom/Housegroup teacher provides
Christian College 6.93
opportunities for discussion and acceptance
ISV reference group 7.52
of Christian values as expressed in the life and teaching of Jesus Christ. Christian College 6.95
11. Feedback
• At Christian College I am learning to understand
High student satisfaction occurs when there is
the meaning of the Christian faith as expressed in
a perception that teachers provide useful and
the Bible.
timely feedback, show students how to do things
Christian College 6.98
in times of difficulty, and help them to understand
• Teachers take opportunities across the
mistakes they make.
curriculum to illustrate the awe and wonder of
Christian College 6.62
God’s creation and our responsibilities within it.
ISV reference group 7.19
Christian College 6.79
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Performance Information
Mr Wayne Hines Head of Middle School
Mrs Marion Nott Head of Junior School
Middle School and Junior School Registered School No. 1814 Christian College Geelong Ltd Teacher Professional Engagement 2014 The attendance rate of staff throughout 2014 for Middle School Highton was 98.44% and for Junior School Belmont 98.43%. Across the four campuses of Christian College, 204 teaching staff were employed in 2014. There was a staff retention rate of 98.53% from 2013 into 2014 with 1.4% 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 2014, $58,269.64 was spent on professional development for staff at the Middle School, Highton (including Directors and Leadership) and $12,507.80 for staff at Junior School, Belmont.
Teacher Qualifications 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: • Advanced Diploma Public Relations • Associate Diploma of Business Accounting • Associate Diploma of Business Hospitality • Associate Diploma of Ministries • Associate Diploma of Social Science • Associate of Music Australia • Bachelor of Arts • Bachelor of Arts Music Performance • Bachelor of Arts in Education • Bachelor of Arts Sports Admin • Bachelor of Arts Nature Tourism • Bachelor of Applied Science • Bachelor of Behavioural Science • Bachelor of Biological Science • Bachelor of Business • Bachelor of Business - Tourism • Bachelor of Commerce/Science • Bachelor of Contemporary Arts • Bachelor of Education • Bachelor of Education - Honours, Physical Education • Bachelor of Education - Outdoor Education • Bachelor of Education - Physical Education • Bachelor of Education - Primary • Bachelor of Engineering • Bachelor of Exercise & Sport • Bachelor of Fine Art • Bachelor of I.T (ComputSciDev) • Bachelor of Management • Bachelor of Ministries • Bachelor of Music • Bachelor of Music Performance • Bachelor of Nursing • Bachelor of Recreation • Bachelor of Science • Bachelor of Science - Honours 57
• Bachelor of Social Work • Bachelor of Social Work • Bachelor of Sport & OE Rec • Behavioural Scientist • Bronze Medallion • Canoe Instructor • Cert. II in Hospitality • Cert. III in Business • Cert. III in Education Support • Cert. III in Fitness • Cert. III in Sport & Recreation • Cert. III in Sports Admin • Cert. IV in Business Admin • Cert. IV in Education Support • Cert. IV in Fitness • Cert. IV Gov Administration • Cert. IV Information Technology • Cert. IV Management & Hospitality • Cert. IV Sport & Recreation • Cert. IV Library Services • Certificate Integration Aide • Diploma of Arts • Diploma of Business Studies • Diploma of Prof Counselling • Diploma of Education • Diploma of Graphic Design • Diploma of I.T • Diploma of Library & Info Services • Diploma of Ministry • Diploma of Needlework • Diploma of O.H. & S • Diploma of Teaching • Diploma of Professional Counselling • Diploma Ta T.I.C. • Diploma of Technology Studies • Doctor of Philosophy • Foundation Coaching Course • Graduate Cert. of Education Studies • Graduate Cert. in Integration Prac • Graduate Cert. Religious Ed • Graduate Diploma of Dietetics • Graduate Diploma of Education • Graduate Diploma of Education- Admin • Graduate Diploma of Library • Graduate Diploma Music Education • Graduate Diploma Primary Teaching • Graduate Diploma Secondary Teaching • Higher Diploma of Education - Senior • High Ropes Instructor • Horticulturist • Integration Aide 58
• Licentiate of Music • Lifeguard • Masters in Christian Education • Masters in Education • Masters in Human Nutrition • Master of School Leadership • Master of Teaching • Motor Mechanic • PGCE Secondary Science • Postgrad Diploma - Agriculture • Postgrad Diploma - Midwifery • Postgrad Diploma - Psychology • Pool Life Guard • Responsible Service of Alcohol • Supporting Literacy Strategies • Surf Bronze • Level 1 Coach Tennis Australia • T.P.T.C • Tractor Driving • Vertical Rescue • Wilderness First Aid
Key Student Outcomes Student Attendance The 2014 attendance rate at Middle School, Highton was 92.9% and Junior School, Belmont was 92.2%
National Benchmarks The proportions of Years 3, 5, 7 and 9 students who are meeting the national benchmarks are as follows: Junior School, Belmont YearCampus 3 NAPLAN Tests 2014 2014 Naplan Highton
2014 Naplan Highton Campus Total Number of Students
Number of Students On or Above Benchmark
Percentage of Students On or Above Benchmark
Total Number of 72 Students 72 72 72 72 72 72 72 72
Number of Students On or 70 Above Benchmark 72 70 72 72 72 72 71 72
Percentage of Students On or 98% Above Benchmark 100% 98% 100% 100% 100% 100% 99% 100%
Year 3 Numeracy
72
71
99% 98%
Year 5 Writing Year 5 Reading Year 5 Spelling Year 5 Writing Year 5 Grammar & Punctuation Year 5 Spelling Year 5 Numeracy Year 5 Grammar & Punctuation
98 98 98 98 98 98 98 98
94 96 96 94 96 96 97 96
96% 98% 98% 96% 98% 98% 99% 98%
Year 5 Numeracy Year 7 Reading
98 155
97 154
99% 99%
Year 7 Writing Year 7 Reading Year 7 Spelling Year 7 Writing Year 7 Grammar & Punctuation Year 7 Spelling Year 7 Numeracy Year 7 Grammar & Punctuation
155 155 155 155 155 155 155 155
154 154 150 154 153 150 155 153
99% 99% 97% 99% 99% 97% 100% 99%
Year 7 Numeracy Year 9 Reading
155 148
155 142
100% 96%
Year 9 Writing Year 9 Reading Year 9 Spelling Year 9 Writing Year 9 Grammar & Punctuation Year 9 Spelling Year 9 Numeracy Year 9 Grammar & Punctuation
148 148 148 148 148 148 148 148
129 142 139 129 138 139 148 138
86% 96% 94% 86% 93% 94% 100% 93%
Year 9 Numeracy
148
148
100%
Year 3 Reading Year 3 Writing Year 3 Reading Year 3 Spelling Year 3 Writing Year 3 Grammar & Punctuation Year 3 Spelling Year 3 Numeracy Year 3 Grammar & Punctuation
5 Reading 98 MiddleYear School, Highton Year 5, 7 and 9 NAPLAN Tests 2014 96
Value Added The leadership and staff at Christian College have remained focused on the authentic living out of the Christian values within the daily operation of the school. These 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 understand the world in which they live, who are prepared to serve our local and global communities and are willing to accept responsibility and leadership. From the beginning of their school life, in Prep, the children participate in a range of activities through which their understanding and engagement with others in their world is enhanced. As they move through the school, these opportunities increase. In addition to the extensive academic program, students participate in cultural visits to and from sister schools in Japan and Indonesia, active involvement in community efforts like Run for Geelong and the Red Shield Door knock, as well as music performances in support of local aged care residences and community events such as the annual Geelong School’s ANZAC Day Ceremony. Co-curricula activities and competitions in sport, language, technologies and music all bring an added dimension to the holistic Christian College education. 59
Performance Information Mr Scott Elliss Vice Principal and Head of Bellarine Campus
Bellarine Campus Registered School No. 1950 Christian College Bellarine Ltd Teacher Professional Engagement 2014 The attendance rate for of staff throughout 2014 for the Bellarine Campus was 95.95%. Across the four campuses of Christian College, 204 teaching staff were employed in 2014. There was a staff retention rate of 98.53% from 2013 into 2014 with 1.4% transferring from one campus to another within Christian College Professional Development
• Bachelor of Arts Recreation & Fitness • Bachelor of Arts in Education • Bachelor of Applied Science • Bachelor of Asian Studies • Bachelor of Commerce • Bachelor of Divinity • Bachelor of Education • Bachelor of Education - Outdoor Education • Bachelor of Education, Honours - Physical Education • Bachelor of Fine Art • Bachelor of Music • Bachelor of Music Performance • Bachelor of Nursing • Bachelor of Education - Physical Education • Bachelor of Education - Primary • Bachelor of Psychology
All staff have participated in the professional
• Bachelor of Science
learning activities organised by Christian College,
• Bachelor of Teaching
including the annual two day Staff Retreat.
• Bachelor of Visual Arts
Other professional development has been
• Cert. IV in Youth Ministry
organised on an individual needs basis, according
• Diploma of Business Studies
to the professional development faculty plans.
• Diploma in Education • Diploma of Music
In 2014, $18,187.02 was spent on professional
• Diploma of Sport Rec Admin
development for staff at the Bellarine Campus.
• Diploma of Teaching • Graduate Certificate - Education Studies
Teacher Qualifications
• Graduate Diploma Arts Admin
All staff have a teaching qualification recognised
• Graduate Diploma of Education
by the Victorian institute of Teaching. Staff
• Graduate Diploma Library
currently teaching at the Bellarine Campus
• Graduate Diploma of Literature Education
also have the following range of academic
• Graduate Diploma in Music Education
qualifications:
• Graduate Diploma Teaching & Learning
• Advanced Diploma of Music
• Masters in Education
• Asthma Management
• Master in Health Sciences
• Bachelor of Agricultural Science
• Master of Applied Linguistics
• Bachelor of Applied Science
• Master of Music Studies
• Bachelor of Arts
• Master of Teaching
• Bachelor of Arts Music Performance
• Post Graduate Diploma - Education Studies
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Key Student Outcomes Student Attendance The 2014 attendance rate at Christian College, Bellarine was 93.0%. National Benchmarks The proportions of Years 3, 5, 7 and 9 students who are meeting the national benchmarks are as follows:
2014 Naplan Bellarine Campus
Bellarine Campus NAPLAN Tests 2014
Total Number of Students
Number of Students On or Above Benchmark
Percentage of Students On or Above Benchmark
Year 3 Reading
44
44
100%
Year 3 Writing
44
43
98%
Year 3 Spelling
44
43
98%
Year 3 Grammar & Punctuation
44
42
96%
Year 3 Numeracy
44
43
97%
Year 5 Reading
39
39
100%
Year 5 Writing
39
38
98%
Year 5 Spelling
39
38
98%
Year 5 Grammar & Punctuation
39
39
100%
Year 5 Numeracy
39
39
100%
Year 7 Reading
78
76
98%
Year 7 Writing
78
75
96%
Year 7 Spelling
78
72
92%
Year 7 Grammar & Punctuation
78
76
97%
Year 7 Numeracy
78
75
96%
Year 9 Reading
56
56
100%
Year 9 Writing
56
52
93%
Year 9 Spelling
56
52
93%
Year 9 Grammar & Punctuation
56
55
98%
Year 9 Numeracy
56
56
100%
Value Added The Christian ethos of the College ensures that the Christian values of hope, truth, grace, faith, love 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. Students are also encouraged to recognise and value their place and role in making a contribution to the wider world. Cultural visits to and from sister school students from Japan and Indonesia, trips to Central Australia, Vietnam, Cambodia and East Timor, broaden the perspectives of our students as global citizens. Christian College students are also actively involved in community efforts like Run Geelong and the Red Shield Door Knock Appeal, along with musical performances supporting community events such as the Celtic Festival at Portarlington and various performances at local nursing homes in the Geelong region. An academic program is supported and enhanced by co-curricular activities and competitions in Sport, Music and Art Technology and Design, which bring an added dimension to the value a Christian College education offers our students. 61
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 2013 for the Senior Campus was 97.86%. Across the four campuses of Christian College, 204 teaching staff were employed in 2014. There was a staff retention rate of 98.53% from 2013 into 2014 with 1.4% transferring from one campus to another within Christian College Professional Development
• Bachelor of Arts Librarianship • Bachelor of Arts in Education • Bachelor of Arts Librarianship • Bachelor of Arts in Education • Bachelor of Christian Counsel • Bachelor of Commerce • Bachelor of Computing • Bachelor of Design • Bachelor of Education • Bachelor of Education - Library • Bachelor of Education - Physical Education • Bachelor of Engineering • Bachelor of Music • Bachelor of Music Performance • Bachelor of Outdoor Education • Bachelor of Physics/Mathematics
All staff have participated in the professional
• Bachelor of PR & Communication
learning activities organised by Christian College,
• Bachelor of Psychology
including the annual two day Staff Retreat.
• Bachelor of Recreation
Other professional development has been
• Bachelor of Science
organised on an individual needs basis, according
• Bachelor of Science - Honours
to the professional development faculty plans.
• Bachelor or Social Work • Bachelor of Sport & Outdoor Education
In 2014, $27,338.22 was spent on professional
• Bachelor of Theology
development for staff at the Senior School.
• Cert. III Education Support • Cert. III Turf Management
Teacher Qualifications
• Cert. IV Assessment & Workplace Training
All staff have a teaching qualification recognised
• Cert. IV Outdoor Recreation
by the Victorian institute of Teaching. Staff
• Cert. IV Science
currently teaching at the Senior School also have
• Cert. IV Sport & Recreation
the following range of academic qualifications:
• Diploma of Applied Science
• Associate of London Guild of Music
• Diploma of Education
• Bachelor of Adventure & Media
• Diploma of Education - Primary
• Bachelor of Agriculture Science
• Diploma of Education - Secondary
• Bachelor of Applied Computing
• Diploma of Instrumental Teaching
• Bachelor of Applied Science
• Diploma of Teaching
• Bachelor of Arts
• Graduate Diploma of Applied Linguistics
• Bachelor of Arts (Honours)
• Graduate Diploma of Library • Graduate Diploma of Conservation Management
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• Graduate Diploma of Christian Counselling
• Masters of Divinity
• Graduate Diploma of Curriculum
• Masters in Education
• Graduate Diploma of Education
• Master of Music Performance
• Graduate Diploma of Health & Human Relations
• Masters of Science
• Graduate Diploma of Language Teaching
• Masters of Vocational Training
• Graduate Diploma of Special Education
• Postgrad Diploma - Education Studies
• Licentiate of Music Australia
• Small Vessel Operator
Key Student Outcomes Student Attendance The 2014 attendance rate at Senior School was 93.8%. The retention rate of students at Senior School from Year 10 to 12 in 2013 was 78.61%. 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 overseas visits to and from sister schools in Japan and Indonesia, trips that include experiences in Vietnam, Cambodia, East Timor and our close connections with our indigenous brothers and sisters in three Northern Territory communities are some of the rich experiences offered to our students. With a large college-wide musical and active involvement in community efforts such as Live Below the Line, World’s Biggest Morning Tea, Adopt A Family and the Red Shield Door-knock, our students have a wide range of extra-curricular activities in which they can become involved, as well as music performances, arts/ technology experiences sporting events and our full academic program. VCE Graduates 2014 160 students that sat for their final exams have successfully completed their VCE. The Dux of the College for 2014 was Joshua Smith with an ATAR score of 99.55, then Alistair Chandler 99.4, David McPhee 99.05, name withheld 95.35 and Tess Barber 95.2. 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, Federation University. TAFE The Gordon - Geelong, Box Hill Institute, Australian College of Sports Therapy. 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, Animal Studies. Other College graduates have successfully applied for employment or apprenticeships.
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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
christiancollege.vic.edu.au