2016 Annual Report by Christian College Geelong

Annual Report 2016

Christian College Geelong Ltd Christian College Bellarine Ltd Christian College Institute of Senior Education Ltd Christian College Institute of Teaching & Learning Ltd

Contents Chairman’s Report . . . . . . . . . . . . . . . . . . . . . . . . . .

Report from the CEO . . . . . . . . . . . . . . . . . . . . . . . . 3 Principal’s Overview . . . . . . . . . . . . . . . . . . . . . . . . 5 Financial Report . . . . . . . . . . . . . . . . . . . . . . . . . . . .

School’s Performance . . . . . . . . . . . . . . . . . . . . . . . 16 CCITL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Early Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Back Creek Farm . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Christian Education . . . . . . . . . . . . . . . . . . . . . . . . .

English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Humanities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Languages Other Than English . . . . . . . . . . . . . . .

Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Art, Technology & Design . . . . . . . . . . . . . . . . . . . . 54 Sport & Physical Education . . . . . . . . . . . . . . . . . . 56 Outdoor Education. . . . . . . . . . . . . . . . . . . . . . . . . . 59 Learning Support . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Chairman’s Report Mr James Shirley Chairman

Year 2016 was one of great change, exciting progress

The past year has also featured significant role

and the reaching of major milestones. But there have

changes in a number of senior staff positions. Special

also been tough challenges for our College community

mention and congratulations go to Tony Costa, who

to face.

has taken over from Wayne Hines as Middle School Head of Campus, Nick Watson, who has taken over

It has been wonderful to see an exciting new stage

from Scott Elliss as Bellarine Head of Campus, and Earl

in our College’s journey, with the commencement

Moore, who has replaced Tony Costa in the position

of the Christian College Institute of Teaching and

of Bellarine Deputy Head of Campus. I wish them

Learning. Congratulations to Graham Stephens and

every success in their new roles. Also, recognition and

all involved in this first year of CCITL. Sincere thanks

thanks go to a number of long-serving staff who have

and recognition go to Daryl Riddle, John Rose, Graham

elected to retire. We wish Peter Peake, Di Swann and

Stephens and all those involved in working with

Syd Strauch God’s richest blessings for their futures.

Tabor College of Higher Education to achieve the establishment of CCITL.

Thank you to the Board and sub-committees for their commitment and dedication to serving the College in

What a terrific milestone is was to celebrate 20 years

these roles during the past year. In March this year,

of the Bellarine Campus, with many of our College

we were pleased to appoint Kayne Harwood to the

families having been a part of Bellarine for the whole

board. Kayne is a past student of Christian College and

20 years. It was especially a privilege to be a part of

has studied Law. Since his appointment to the Board,

the celebration held at the Bellarine Campus, which

Kayne was given an exciting employment opportunity

included many presentations from staff, students and

in London and, as such, the Board granted him leave

foundation families. It was certainly a worthy tribute.

to take up this assignment. We extended to Kayne our very best wishes as he embarked on this opportunity,

After securing a government grant to assist, it was very

and we look forward to his return to the Board at

satisfying to see ‘Butterfield House Kindergarten and

a later date. Viv Watson has joined the Accounting,

Care’ officially open early this year in Torquay. Paul

Audit and Risk sub-committee. The rate of continuous

Brewster, David Spedding and the team have done

improvement and development of our finance

great work in developing the building program and

systems is a credit to Chris Golden, Paul Brewster,

running to a detailed plan.

Brenda Huxtable and the rest of the team.

Planning continues for our new Surf Coast Campus

I look forward to what God has in store for our College

to open in 2018, with our College having received

in the coming year.

approval of our planning permit to subdivide the land and separate the area which the campus will be built on. This process has involved much work on ‘town

Mr James Shirley

planning’ matters with council, services authorities

Chairman of the Christian College Board

and engineering.

2016 Members of the Christian College Board

Mr James Shirley Chairman Parent Representative

Mr Vivian Watson The Salvation Army Lay Representative

Mrs Sally Stewart Parent Representative

Mr Greg Reid Parent Representative

Kayne Harwood Uniting Church Lay Representative

Mrs Lenore Ford Parent Representative

Dr Ern Chang Parent Representative

Capt. Tracey Davies The Salvation Army Clergy Representative

Dr David Fuller Anglican Church Lay Representative

Revd. William Orpwood Anglican Church Clergy Representative

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

The end of the year provides the opportunity to look

Back Creek Farm

back over the last 12 months and review all that has happened in the business operations of the College.

Change of College Computer System

Back Creek Farm has persevered, even though milk prices have been very low this year. There is no doubt that many of our dairy farmers will leave the industry, as they are not receiving enough

Following the retirement of former Business

income from the sale of their milk. Fortunately,

Manager Chris Maddock, after 25 years of service,

through excellent planning by our Farm Manager

we were pleased to welcome Chris Golden as the

Lachlan Howard, we have continued to diversify

new Business Manager of Christian College. His

into growing both fat lambs and beef, which have

first major task was to usher in the new school

achieved very high prices at market, and therefore

operations software upgrade, called ‘Synergetic’.

helped keep the farm profitable. This has also been

After using the ‘Maze’ school program for many

a great opportunity for students to gain a better

years, Synergetic promised to be a very flexible

understanding of the various types of agriculture in

and more modern software package, used in many

this country. The dairy farmers at Back Creek were

schools across Australia. There is no ‘best time’ to

awarded special acknowledgement for producing

disrupt a school’s operations but this year became

high quality premium milk to our buyers, which is a

our “line in the sand”, so to speak. This changeover

real credit to those farmers. Well done!

has been huge, with all systems across all campuses transforming and all staff requiring train for its

New Uniform Shop

use. After 12 months in place, we can say we are very happy with the programme and the flexibility it

For many years, we have run the Uniform Shop on

provides.

College premises. It was never planned to stay in

Back Creek Café

that spot, however, and the need for an upgrade was evident. Towards the end of 2015, an alternate site was found in the High Street Arcade in Belmont.

About 12 months ago, we embarked on setting

The results have been wonderful, as this provides

up the College’s ‘Back Creek Café’ for the students

a modern shop front, great customer service and

staying at The Farm. We have been thrilled with

greater shopping opportunities. Congratulations to

the number of College families and friends who

Genelle and her staff for a very successful transition

have visited the Cafe and partaken in the food and

into the new premises. I am sure the parents are

drinks on offer. Not only have we been supported

very happy with the exciting new changes.

by our own families, our clientele from the local areas is ever-increasing. Jodie and her staff are to be congratulated on their work with the students and the character-building programs, which help to develop our students’ awareness of the world around them.

New Torquay Campus and Kindergarten

Bellarine 20th Year Celebrations

This year we have continued discussions with

I was very pleased with the 20th year celebrations

Surf Coast Council and educational authorities in

for the Bellarine Campus and it was a thrill to see

developing the plans for a new Surf Coast Campus

many of the original Bellarine staff return for this

in Jan Juc. The site for the Campus has been locked

special day. It was especially pleasing to speak

in and the planning permit established. In early

with some of the original students who are now

2017, we officially opened ‘Butterfield House

parents themselves, and have children attending the

Kindergarten and Care’ for three and four-year-olds.

campus. Congratulations to all the past staff, Heads

We offer positions for Prep students at the new Surf

and Deputy Heads who have contributed to the life

Coast Campus in 2018. Butterfield House is looking

of this College at this special campus. Thanks to

fabulous and the staff are very excited about their

Glen, Scott, Pam and Nick for doing so much behind

new workplace.

the scenes to make this event such a success.

Congratulations Congratulations to Scott Elliss, Tony Costa, Graeme Dent, Nicholas Watson, Earl Moore, Jason O’Loughlin, Kim Ali and Graham Stephens. This group have all moved into new leadership roles this year. I hope that they will feel a great sense of fulfilment as they lead their staff on exciting missions. To Principal, Glen McKeeman, and VicePrincipal, Scott Elliss, thank you for the tireless job

Christian College Institute of Teaching and Learning (CCITL)

you do in leading the various College campuses. Each year we grow as a College – as staff and students apply themselves to the rigorous task

This year we formally opened our new teacher

of teaching and learning. The College continues

training facility, with a cohort of 20 students either

to improve each year through the hard work and

studying a ‘Bachelor of Education Primary’ or a

quality of our teaching staff, inspired by your

‘Masters of Education Primary’. We have been

excellent leadership. Well done to both of you as

thrilled with the quality of our foundation students

you continue this demanding task into 2016. To all

and the excellent work ethic they have displayed.

the managers throughout the College, the Managers

The idea of placing our students into schools

of the buses and drivers, the Accounts and

as early as possible has proven to be a positive

Administration staff, the Grounds and Maintenance

hallmark of our training philosophy, as is the use

staff, the East Timor Committee, the Farmers, the

of Tertiary-qualified but, still practising, teachers

Uniform Shop staff and volunteers, the Canteen

who lecture in the classes. Just 12 months in, the

staff and volunteers, thank you for all you do to

students are already demonstrating the capabilities

make this College such a wonderful place to work.

and understanding of their own pedagogical approach that is required to seek such a career.

In closing, I would like to thank the College Board

Our second cohort are currently undergoing

and especially the Chairman James Shirley for the

their study, starting in 2017. I must congratulate

professional work you do and for being responsible

Graham Stephens on his excellent leadership and

for this great College.

management of the staff and students in this vital

God bless.

area of education. Many thanks must also go to the other staff and lecturers who have contributed

Mr Daryl Riddle OAM

generously to this new program.

CEO 4

Principal’s Overview Mr Glen McKeeman Principal

The Learning That Matters

Similarly, we have seen successful adaptation of the play-based learning scenarios introduced at

Christian College has a focus on continuous

Prep, which have expanded and developed through

improvement, and we have identified the need

more challenging provocations in other classes in

to take a specific lens in seeking to present our

the Junior Schools. Integrated into the classroom

students with ‘The Learning That Matters’. That is,

learning, these engaging and open-ended learning

learning that is life worthy, preparing them for

experiences are proving to add value to deeper

lifelong growth and engagement as citizens of our

understanding and a more relevant way of learning

world. Throughout 2016, it has been exciting and

for our younger students.

rewarding to see new initiatives and developments in the ways that our students learn, as well as the

Building Students’ Capacity to Learn

rich opportunities provided for them to grow and mature.

Completing our third year of work with Professor Guy Claxton in presenting Building Learning Power

Deeper Learning in New Ways and Experiences

(BLP) to our students has been highly fruitful. The students have split their learning to focus on developing a series of learning dispositions under

Building on the successful introduction of ‘Bush

headings of ‘Resilience’, ‘Reflection’, ‘Resourcefulness’

Kinder’ at Williams House, it was pleasing to see

and ‘Reciprocity’, as well as learning in the particular

the natural progression of this experiential outdoor

content areas of the curriculum. This focus on the

learning expand within the Prep program at both

development of ‘learning muscles’ has seen an

Junior Schools; each taking advantage of specific

incredible improvement in our students’ abilities to

environments in their local areas, in a bushland

understand more about themselves as learners and

or coastal setting. The discovery, exploration and

to take greater ownership of their learning journey.

experimentation that occurs amongst the groups,

Having rich tasks associated with the learning – and

and the individual learning that takes place is

a more interdisciplinary approach to real-world

significant in assisting students to become curious

situations – has improved the level of engagement.

about the world around them, as well as better

Students are making connections to other learners

managers of their own learning.

and it provides them with a voice to share what they have learned with others.

I attended the final day of the pilot working group that collaborated on the Building Learning Power

Harvard University: Graduate School of Education and ‘Project Zero’.

Project with Professor Claxton, where each of the four participating schools presented what

This year we have been fortunate to have

they had achieved and learned throughout the

opportunity to connect further with the excellent

three years of the study. There is no doubt this

work on offer through Harvard University’s

approach has been a huge success within our

Graduate School of Education provided by

College, as the trial produced convincing evidence

the ‘Project Zero’ team. I was delighted that

that students, when immersed in BLP, moved from

Independent Schools Victoria (ISV) supported

being passive learners to active participants in their

our Vice Principal Mr Scott Elliss and myself to

own education. I am grateful to Mr David Kehler

participate in the Future of Learning Institute in

and Mr Matthew Burgess for being the champions

Boston in September. Together with nine other

for our College in the successful introduction and

Principals from Victorian Independent Schools and

development of this initiative.

staff from the ISV, we had the privilege to participate in a series of plenary lectures, workshops and study

The introduction of ‘in-time reporting’ to parents,

sessions to investigate aspects of best practice that

and an increased focus on providing feedback in

could achieve deeper understanding and higher

a more formative way to students, is also having a

levels of engagement in the learning we offer our

direct impact on learning. As we continue to develop

students. The learning was framed through a lens

this direct level of communication to the students

that looked at what we currently provide, how we

and families, we will continue to influence each

might rethink the ‘what, who and how’ of learning

student’s capacity to learn.

and what we might do differently. The major focus

Taking Responsibility for Our Own Emotions

was on teacher effectiveness. Furthering our strong connection with this exciting work undertaken by the Project Zero team, we were

In our community, the prevalence of and challenges

able to see five of our key leaders in teaching and

associated with mental health, anxiety and

learning from our campuses work with leaders of

depression, mean it is vital for us all to be seeking

the project when they visited Melbourne early this

ways to develop greater resiliency, and to look

year. It was so pleasing that more of our staff have

after our emotional well-being. The continuation

had this rich experience to hear notable and highly

of ‘MYTERN’ across our campuses has provided

respected educators first hand, and to make direct

a common language and set of strategies for

connections with the work that we are doing on the

students, staff and families to use when discussing

ground across our campuses.

emotions or travelling on life’s ‘smooth’ or ‘bumpy’ roads. Knowing that we have a choice as to how

As a direct result of the momentum and positive

we react to situations, is proving to be a valuable

change that we are seeing at Christian College,

resource, as we discover more about the MYTERN

I have received an invitation to continue our

language delivered through a ‘road’ metaphor.

connection with Harvard through an elite Principals study program over the next two years looking at ‘Leading the Learning That Matters.’ I see this invitation as recognition of the incredible work that our teachers have undertaken and their willingness to embrace the illustration of the rich learning we are seeking to provide our students.

Learning Opportunities and Experiences

Staff Retreat

Each year the College calendar is full of wonderful

Each year all College staff, both teaching and non-

experiences and opportunities for our students to

teaching, participate in the Retreat that provides us

have meaningful and purposeful connections for

with time to reflect, worship together and nurture

their learning with real-life situations. They also have

each other in our Christian faith. This year, we

avenues for performance, via participation in sporting

focused upon transformation and the way that our

competitions, exhibiting creative work or visiting

relationship and connections with God through

places of great interest and relevance to their growth

our growing faith enables real transformation in

and development. Examples of these in 2016 have

our lives â&#x20AC;&#x201C; and also those of our students as we

included the Music Tour to Sydney, with a highlight of

encounter His love for us. Knowing that God has a

performing on the stage at the famous Opera House,

plan and a purpose for us to serve Him and others

a study trip to Japan, a visit from our sister school in

is so pivotal to the very heart of our College and

Indonesia, long-term student exchanges, as well as

community. It is a privilege for our staff to be able

trips to Vietnam, Cambodia, East Timor and Central

to share and encourage each other in our Christian

Australia as part of the Our World studies.

faith.

Celebrating 20 Years of the Bellarine Campus The 20th anniversary of the Bellarine Campus in Drysdale was celebrated with a wonderful time shared together, looking at how this community was formed and developed over two decades. It was important to look back and to thank God for His provision in calling students, families and staff to begin this journey in 1996. How wonderful it was to catch up with friends and families from throughout the journey, to share stories, hear about where we had all travelled in our lives since those days and most significantly, to see how the students had now grown and who The generous work that our students do in our

they had become. A highlight of this celebration

community is also a most rewarding and fulfilling

was the strong representation of those connected

aspect of their learning, as we encourage them

with the past, present and future of the campus, as

to serve others. Visits to aged care facilities, work

the gathered together to praise God and thank Him

that is done to support other schools in our region,

for the provision of such a vital piece of our College

restoration work in our local environment and

family.

supporting local and national charity organisations have all benefited our students, and in turn our community. A key success for students completing the Victorian Certificate of Applied learning (VCAL) was the completion and launch of the community access bus, named â&#x20AC;&#x2DC;BORISâ&#x20AC;&#x2122; (Building Ongoing Relationships In Schools). This project is proving to be highly valuable in supporting our students and community to see the strong connection with learning and serving others. 7

Community

I also want to acknowledge the members of the College leadership team, who have undergone

This year reminded us of the depth of connection

significant change in their roles this year.

we experience as a community. There were many reasons to celebrate and rejoice in achievements

Firstly, the decision to appoint Mr Scott Elliss to be

and milestones. However, sadly, there were also

a stand-alone Vice Principal without direct campus

reminders that, when we lose someone who is a

responsibilities has been of enormous support

part of our College family, we see how this affects

to me in my role, but more importantly across

our wider community. We particularly remember

the College, as we continue an exciting journey of

the Collins, Marsden, Jordan-Hill and Wallace

continuous improvement.

families, but equally all of those in our community who experienced the loss of a loved one. It was reassuring, during a significant time of sadness for our College, to receive encouragement from someone outside of our College community who wrote to me saying: â&#x20AC;&#x153;If this is an example of what this school is about, and the calibre of the students it produces, I am very excited and confident about our futureâ&#x20AC;?.

Acknowledging our Staff At the end of the year, we acknowledged and celebrated the significant careers and contributions

I am also grateful for the loyal and dedicated work

of a number of our staff. I am grateful and thank

that Mr Hines gave during his time as Head of the

Mr Stephen Riddle, Mr Syd Strauch, Mr Peter Peake,

Middle School at Highton. We are delighted that

Mr John Tatnell, Mrs Dianne Swann and Mr Andrew

Wayne continues his involvement at the College

Stephens for their loyal, faithful service to our

through the work he is doing in Higher Education,

College community, and for blessing the lives of so

and in the classroom at Senior School.

many students. The legacy these educators leave behind as they transition into retirement has been a

In sharing and distributing the responsibility I have

strong contribution to the learning and culture that

to lead the learning at Christian College, a wonderful

Christian College enjoys today.

leadership team very ably supports me. At the beginning of the year, Mr Graeme Dent commenced his appointment as Head of Senior School and Mr Tony Costa and Mr Nicholas Watson, as Head of Middle School Highton and Head of the Bellarine Campus respectively, joined us in Semester Two. Together with Mrs Marion Nott as Head of Junior School, these educators are making a significant difference to the learning and operations of our College in delivering the very best opportunities for our students. As a leadership team, we benefit from the incredible and capable support provided by my Executive Assistant Mrs Lisa Pemberton.

Year 12 Results

Final Reflections

The dedication of our teachers and students to

I believe the main purpose for an education is to

focus on consistent improvement supported

make a difference in the lives of young people. It

the graduating class of 2016 to achieve our

should equip them to find their place and purpose

highest results and level of success on record,

in life, so they can pursue whatever passion or

for the second year running. I am delighted to

interest they have to serve others and the world

see the efforts and dedication shown by our

with whatever talents and abilities God has blessed

students rewarded so positively. These results

them with.

are a wonderful indication that the College-wide emphasis on teaching and learning to seek deeper

To provide this in a large and extremely busy

understanding, together with a clear focus on

College, requires a clear vision and direction, good

the process of learning, is influencing improved

leadership and a supportive team who are all

outcomes for our students. These graduates are

working towards the same purpose. It is so pleasing

poised to pursue their life dreams and go into the

that the survey data collected from a range of

world to make a positive difference.

stakeholder groups throughout our community indicate that we are moving in the right direction

The class of 2016 had the highest percentage of

and making positive progress. Our students are

students achieving ATAR scores above 80 and 90, as

highly engaged and they are achieving great success

well as 86.5% of students scoring above 50 – which

in a variety of ways. We have much to celebrate.

is well above the national average of 50%. The

This year has been a challenging year, yet one that

range of university courses selected by 2016 alumni

we look back upon with a sense of achievement and

was also more diverse than last year, with degrees

progress.

relating to Arts (14 offers), Exercise Science (10), Law (8), Engineering (8), Science (8), Music (8), Health

On reflecting on the year that has just concluded, I

(7), Education (6), Commerce (5) and Medicine (2)

was encouraged by this scripture from Romans:

among the variety of different courses chosen. “Be joyful in hope, patient in affliction, faithful in Of the 141 students, 133 have received offers to

prayer” – Romans 12:12.

study in Victoria, with Deakin University emerging as the most popular. A group of 65 College alumni

Thank you to everyone involved, and our

have received offers from Deakin, up from 52 in

community, for creating such a wonderful place to

2015.

provide the learning that matters most!

University of Melbourne (14 offers), RMIT University

Mr Glen McKeeman

(14), Monash University (9), Federation University

Principal

(8) and Swinburne University (7) were the other institutions favoured by the class of 2016. Of equal reason to celebrate are the achievements of those who have gained work, traineeships and other study opportunities for the future. Congratulations to the entire Class of 2016!

Financial Report Mr Chris Golden Business Manager

The Financial Year of 2016 in Review

To help families understand the College’s income sources and expenditure, below is a summary which

On behalf of the Board of Christian College Geelong group of companies, I am pleased to present the

I hope helps in this regard.

annual financial report for 2016. For those families

Income

viewing our annual report for the first time it may be

• 48.46 % of our total income comes from

helpful if I briefly explain our structure. All Christian College campuses are part of a “not for profit” company which means any surplus funds generated can only be used for educational purposes (capital or expense) within each of the campuses. For 2016 we had an operating surplus of $1,227,828. The Extra Ordinary Income of $620,854 was the State Government grant received toward Butterfield House Kindergarten property redevelopment. The College Board has a policy of having its real estate assets revalued every three years. The properties were last revalued in 2014 and are due to be revalued in 2017.

Tuition Fees • 36.70% of our total income comes from the Commonwealth Government Grants • 7.33% of our total income comes from State Government Grants • 4.09% of our total income comes from the Capital Works Levy • 3.20% of our income comes from Miscellaneous Sources • 0.22% of our income comes from other fees and charges

Expenditure • 70.80% of all expenditure is spent on salaries and other staff expenditure such as staff entitlements, workers compensation and training • 8.30% of all expenditure is spent on non-capital educational expenses • 7.51% of all expenditure is spent on depreciation, but this is a non-cash payment • 4.56% of all expenditure is spent on operational costs on items such as insurance, electricity, telephone • 3.02% of all expenditure is spent on non-capital buildings and grounds maintenance • 2.91% of all our expenditure is spent on finance and leases • 2.91% of all our expenditure is spent on administration

Balance Sheet Items

Enrolments

76.92% of our total assets is in land and buildings

Enrolments for 2016 were 1,961 students.

and our long term capital borrowings (12 months or more) is 49.91% of all our total liabilities. The overall net worth of Christian College is now $39,415,188 which is an increase of 5.69% on the previous year.

Key Capital Expenditure during 2016 Middle School • New automated chlorine dispenser and upgrade management system • Update two 60 seat buses Surf Coast • Butterfield House Kindergarten redevelopment (partly funded by Victorian State Government grant) Senior School • New automated locking system • Continue roof replacement program

IT Systems During 2016 the College continued enhancing the use of its core IT management system called Synergetic. This application replaced the College’s old IT platform Maze in 2015. Also the College implemented a new system called Parent Paperwork which integrates with Synergetic. Parent-Paperwork brings school paperwork into the modern enterprise world and empowers a better exchange of school and student information digitally using the cloud. Use of the Parent-Paperwork application will be rolled out progressively across the College. I trust this gives you an understanding of Christian College’s financial position as at the 31st December 2016. Mr Chris Golden Business Manager

Enrolments

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Year

1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Christian College Enrolments from 1980 to 2015

Chart 3

2016 Financials

Christian College Enrolments from 1980 to 2016

Consolidated accounts for all Christian College Companies as at 31 December 2016

Profit and Loss Statement as at 31st December 2016 Consolidated accounts for all Christian College Companies as at 31 December 2016 Profit and Loss Total

Bellarine Profit and Loss $18,419,932 $13,947,356 $2,785,473 $18,419,932 $1,216,736 $13,947,356 $1,556,145 $2,785,473 $82,637 $1,216,736 $38,008,279 $1,556,145 $82,637 $38,008,279 $26,041,048 $3,054,137 $2,761,153 $26,041,048 $1,675,409 $3,054,137 $1,109,364 $2,761,153 $1,069,954 $1,675,409 $1,069,386 $1,109,364 $36,780,451 $1,069,954 $1,069,386 $1,227,828 $36,780,451

Bellarine $3,444,584 $3,505,174 $634,873 $3,444,584 $305,802 $3,505,174 $339,968 $634,873 $31,279 $305,802 $8,261,680 $339,968 $31,279 $8,261,680 $5,483,812 $398,502 $458,646 $5,483,812 $258,156 $398,502 $236,573 $458,646 $249,798 $258,156 $196,981 $236,573 $7,282,468 $249,798 $196,981 $979,212 $7,282,468

Highton & Junior Highton & $8,421,733 Junior $6,539,799 $1,271,168 $8,421,733 $641,574 $6,539,799 $715,771 $1,271,168 $48,909 $641,574 $17,638,954 $715,771 $48,909 $17,638,954 $12,542,244 $2,182,157 $1,137,779 $12,542,244 $1,045,158 $2,182,157 $628,900 $1,137,779 $618,119 $1,045,158 $582,218 $628,900 $18,736,575 $618,119 $582,218 ‐$1,097,621 $18,736,575

Intercompany transfers ‐ mgt fees ‐ Income Surplus Intercompany transfers ‐ Expense Intercompany transfers ‐ mgt fees ‐ Income Operating Surplus Intercompany transfers ‐ Expense

$2,407,987 $1,227,828 $2,407,987 $2,407,987 $1,227,828 $2,407,987

$0 $979,212 $974,727 $0 $4,485 $974,727

$2,407,987 ‐$1,097,621 $490,168 $2,407,987 $820,198 $490,168

$0 $1,488,884 $943,092 $0 $545,792 $943,092

$0 $0 $0 $0

$0 ‐$142,647 $0 $0 ‐$142,647 $0

Extra Ordinary Income Operating Surplus

$620,854 $1,227,828

$0 $4,485

$620,854 $820,198

$0 $545,792

$0 ‐$142,647

Total Surplus Extra Ordinary Income

$1,848,682 $620,854

$4,485 $0

$1,441,052 $620,854

$545,792 $0

‐$142,647 $0

Total Surplus

$1,848,682

$4,485

$1,441,052

$545,792

‐$142,647

Income Tuition Fees Grants ‐ Commonwealth Income Grants ‐ State Tuition Fees Non Operational Income Grants ‐ Commonwealth Capital Works Levy Grants ‐ State Other Fees & Charges Non Operational Income Capital Works Levy Other Fees & Charges Expenses Salaries/Staff Entitlements Depreciation Expenses Educational Expenses Salaries/Staff Entitlements Administration & Other Costs Depreciation Building & Grounds Educational Expenses Finance & Lease Administration & Other Costs Operational Building & Grounds Finance & Lease Operational Surplus

48.46% 36.70% 7.33% 48.46% 3.20% 36.70% 4.09% 7.33% 0.22% 3.20% 100.00% 4.09% 0.22% 100.00% 70.80% 8.30% 7.51% 70.80% 4.56% 8.30% 3.02% 7.51% 2.91% 4.56% 2.91% 3.02% 100.00% 2.91% 2.91% 100.00%

Total

Senior Senior $6,371,088 $3,902,383 $879,432 $6,371,088 $242,558 $3,902,383 $500,406 $879,432 $2,449 $242,558 $11,898,316 $500,406 $2,449 $11,898,316 $7,821,600 $454,075 $1,146,587 $7,821,600 $313,451 $454,075 $242,544 $1,146,587 $202,013 $313,451 $229,162 $242,544 $10,409,432 $202,013 $229,162 $1,488,884 $10,409,432

Back Creek

CCITL

Back Creek

$0 $0 $0 $21,455 $0 $0 $0 $21,455 $21,455 $0 $0 $21,455 $0 $19,250 $0 $2,205 $19,250 $0 $0 $2,205 $0 $21,455 $0 $0 $0 $21,455

CCITL $182,527 $0 $0 $182,527 $5,347 $0 $0 $0 $5,347 $187,874 $0 $0 $187,874 $193,392 $153 $18,141 $193,392 $56,439 $153 $1,347 $18,141 $24 $56,439 $61,025 $1,347 $330,521 $24 $61,025 ‐$142,647 $330,521

Balance Sheet

Balance Sheet as at 31st December Total 2016

Bellarine Balance Sheet

$13,211,104 $5,008,791 $4,759,516 $13,211,104 $3,011,503 $5,008,791 $2,872,634 $4,759,516 $2,513,398 $3,011,503 $861,444 $2,872,634 $440,906 $2,513,398 $426,226 $861,444 $25,263 $440,906 $33,130,785 $426,226 $25,263 $39,415,188 $33,130,785

Bellarine $4,931,372 $27,886 $1,056,021 $4,931,372 $617,162 $27,886 $208,241 $1,056,021 $55,958 $617,162 $115,600 $208,241 $0 $55,958 $102,556 $115,600 $0 $7,114,796 $102,556 $0 $9,178,844 $7,114,796

Highton & Junior Highton & $27,673,652 Junior $3,962,316 $2,431,772 $27,673,652 $3,219,324 $3,962,316 $349,933 $2,431,772 $405,534 $3,219,324 $197,121 $349,933 $7,032 $405,534 $0 $197,121 $38,246,684 $7,032 $0 Highton & $38,246,684 Junior Highton & $5,323,511 Junior $3,753,307 $2,298,976 $5,323,511 $1,591,755 $3,753,307 $2,048,756 $2,298,976 $2,242,148 $1,591,755 $478,028 $2,048,756 $415,881 $2,242,148 $179,823 $478,028 $25,263 $415,881 $18,357,448 $179,823 $25,263 $19,889,236 $18,357,448

$39,415,188

$9,178,844

$19,889,236

$9,113,652

$1,376,103

‐$142,647

$21,392,772 $16,052,596 $1,848,680 $21,392,772 $105,423 $16,052,596 $15,717 $1,848,680 $0 $105,423 $39,415,188 $15,717 $0 $39,415,188

$3,800,096 $5,268,841 $4,484 $3,800,096 $105,423 $5,268,841 $0 $4,484 $0 $105,423 $9,178,844 $0 $0 $9,178,844

$10,464,950 $7,967,517 $1,441,052 $10,464,950 $0 $7,967,517 $15,717 $1,441,052 $0 $19,889,236 $15,717 $0 $19,889,236

$5,751,623 $2,816,238 $545,791 $5,751,623 $0 $2,816,238 $0 $545,791 $0 $9,113,652 $0 $0 $9,113,652

$1,376,103 $0 $0 $1,376,103 $0 $0 $0 $1,376,103 $0 $0 $1,376,103

$0 $0 ‐$142,647 $0 $0 $0 ‐$142,647 $0 ‐$142,647 $0 $0 ‐$142,647

Assets Land & Buildings Intercompany loans Assets Other Non Current Assets Land & Buildings Classroom Capital Intercompany loans Debtors Other Non Current Assets Buses Classroom Capital Other Current Assets Debtors Bank Buses Intercompany loans ‐ Highton Other Current Assets Total Assets Bank Intercompany loans ‐ Highton Total Assets

Total 76.92% $55,803,479 10.88% $7,895,424 5.00% $3,627,704 76.92% $55,803,479 4.69% $3,401,175 10.88% $7,895,424 1.08% $783,677 5.00% $3,627,704 0.83% $599,030 4.69% $3,401,175 0.57% $411,006 1.08% $783,677 0.03% $24,478 0.83% $599,030 0.00% $0 0.57% $411,006 100.00% $72,545,973 0.03% $24,478 0.00% $0 100.00% Total $72,545,973

Liabilities Capital Borrowings ‐ Non Current Intercompany loans Liabilities Leave Entitlements ‐ Current Capital Borrowings ‐ Non Current Fees in Advance Intercompany loans Lease Finance ‐ Non Current Leave Entitlements ‐ Current Lease Finance ‐ Current Fees in Advance Creditors ‐ Current Lease Finance ‐ Non Current Bank Overdraft Lease Finance ‐ Current Leave Entitlements ‐ Non Current Creditors ‐ Current Creditors ‐ Non Current Bank Overdraft Total Liabilites Leave Entitlements ‐ Non Current Creditors ‐ Non Current Net Assets Total Liabilites

39.88% 15.12% 14.37% 39.88% 9.09% 15.12% 8.67% 14.37% 7.59% 9.09% 2.60% 8.67% 1.33% 7.59% 1.29% 2.60% 0.08% 1.33% 100.00% 1.29% 0.08% 100.00%

Net Assets Equity Asset Revaluation Reserve Accumulated Profits last year Equity Current Year Profit/Loss Asset Revaluation Reserve Building Fund Reserve Accumulated Profits last year Capital Reserve Current Year Profit/Loss Issued Capital Building Fund Reserve Total Equity Capital Reserve Issued Capital Total Equity

54.28% 40.73% 4.69% 54.28% 0.27% 40.73% 0.04% 4.69% 0.00% 0.27% 100.00% 0.04% 0.00% 100.00%

Total

Bellarine $14,349,163 $1,288,175 $217,089 $14,349,163 $141,655 $1,288,175 $119,940 $217,089 $95,124 $141,655 $77,629 $119,940 $4,865 $95,124 $0 $77,629 $16,293,640 $4,865 $0 Bellarine $16,293,640

Senior Senior $11,449,164 $2,525,933 $978,843 $11,449,164 $38,832 $2,525,933 $313,804 $978,843 $98,372 $38,832 $136,256 $313,804 $282 $98,372 $0 $136,256 $15,541,486 $282 $0 Senior $15,541,486 Senior $2,956,221 $0 $1,404,519 $2,956,221 $802,586 $0 $615,637 $1,404,519 $215,292 $802,586 $264,707 $615,637 $25,025 $215,292 $143,847 $264,707 $0 $25,025 $6,427,834 $143,847 $0 $9,113,652 $6,427,834

Back Creek

CCITL

Back Creek $2,331,500 $119,000 $0 $2,331,500 $0 $119,000 $0 $0 $0 $0 $0 $2,450,500 $0 $0 Back Creek $2,450,500

CCITL

$0 $0 $0 $1,364 $0 $0 $0 $1,364 $0 $12,299 $0 $0 $13,663 $12,299 $0 CCITL $13,663

Back Creek

CCITL

$0 $1,072,197 $0 $0 $1,072,197 $0 $0 $2,200 $0 $0 $0 $2,200 $0 $1,074,397 $0 $0 $1,376,103 $1,074,397

$0 $155,401 $0 $0 $155,401 $0 $0 $909 $0 $0 $0 $909 $0 $156,310 $0 $0 ‐$142,647 $156,310

Total Income at 31st December 2016

3.20% 4.09% 0.22% 7.33% 48.46%

Tuition Fees 48.46% Grants - Commonwealth 36.70% Grants - State 7.33%

36.70%

Non Operational Income 3.20% Capital Works Levy 4.09% Other Fees & Charges 0.22%

Total Expenditure to 31st December 2016

Total Expenditure at 31st December 2016

4.56%

3.02% 2.91% 2.91% Salaries/Staff Entitlements 70.80%

7.51% 8.30%

Depreciation 8.30% Educational Expenses 7.51%

70.80%

Administration & Other Costs 4.56% Building & Grounds 3.02% Finance & Lease 2.91% Operational 2.91%

Total Assets as at 31st December 2016

Total Assets at 31st December 2016

0.57%

0.83%

0.03%

1.08%

0.00%

4.69%

5.00%

Land & Buildings 76.92% Intercompany loans 10.88%

10.88%

Other Non Current Assets 5.00% Classroom Capital 4.69% Debtors 1.08%

76.92%

Buses 0.83% Other Current Assets 0.57% Bank 0.03% Intercompany loans - Highton 0.00%

Total Liabilities as at 31st December 2016

Total Liabilities at 31st December 2016

1.33% 1.29% 2.60% 0.08% 8.67%

7.59%

Intercompany loans 15.12%

39.88%

9.09% 14.37%

Capital Borrowings - Non Current 39.88% Leave Entitlements - Current 14.37% Fees in Advance 9.09% Lease Finance - Non Current 8.67%

15.12%

Lease Finance - Current 7.59% Creditors - Current 2.60% Bank Overdraft 1.33% Leave Entitlements - Non Current 1.29% Creditors - Non Current 0.08%

School’s Performance 2016

Mr Glen McKeeman Principal

Mr Scott Elliss Vice-Principal

2016 Staff Satisfaction Survey Christian College, Geelong all Campuses In 2016 staff at Christian College Geelong, Christian College Bellarine and Christian College Institute of Senior Education participated in the online survey in Term 4, 2016. The survey is an evaluation tool developed by Independent Schools Victoria (ISV) in collaboration with the Australian Council

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.

for Educational Research. Across all campuses of Christian College, 149 teaching staff and 54 general staff participated in the survey. For the purpose of this report, the results reported are reflective of the responses of teaching staff only. Each graph represents the Christian College School Mean compared to the ISV reported Mean for each domain. The results in each of the main areas were tabled using a Scale Score ranging from 0 = low to 10 = high.

3. School Ethos and Values High staff satisfaction with a school’s ethos and

1. Resources and Offerings

values occurs when they perceive that the school

High staff satisfaction with a school’s resources

encourages students to develop a commitment to

and offerings occurs when there is a perception

improving others’ social circumstances; participate

that the school provides a broad curriculum and

in community service and take an active role in

plenty of co-curricular activities; and that the

society. High staff satisfaction also occurs when

school has high quality materials and resources,

a school provides good drug awareness and

including the library, to aid learning. Staff members

prevention education; focuses on developing

appreciate school grounds being attractive and well-

students as well rounded individuals; encourages

maintained, but this is not essential.

students to respect individual differences; effectively educates students against racism and helps students develop an appropriate set of life values.

4. Student Behaviour

6. Learning Support

High staff satisfaction with student behaviour occurs

High staff satisfaction in the learning support

when students are well behaved and get on well

provided by a school occurs when staff members

with each other. Bullying amongst students is not

feel that teachers challenge students appropriately

perceived to be a problem at the school and is dealt

in their learning and students are encouraged to

with according to best practice. Staff members also

help each other learn. Staff members perceive

perceive students to be happy and that it is a safe

that students are well supported to help them

place for students to learn. In addition, students

improve the standard of their learning; the schoolâ&#x20AC;&#x2122;s

respect the teachers and perceive that there is a real

programs effectively meet and develop the needs an

sense of pride at the school.

interests of gifted and talented students as well as students with special needs such as limited English or learning disabilities. In addition, staff members perceive that students from different backgrounds and cultures are treated equally at school.

5. Discipline High staff satisfaction with school discipline occurs when there is a perception that the school clearly communicates its expectations for student behaviour and encourages students to exercise

7. Pastoral Care

self-discipline. Staff members are satisfied when the

High staff satisfaction with pastoral care occurs

discipline at the school follows established codes of

when teachers in a school know and care abut

practice and when they perceive that the school is

students; act on studentsâ&#x20AC;&#x2122; concerns and take

well run.

prompt action when problems occur. Staff members respect the students; treat students fairly; value student opinions and have positive relationships with students. Highly satisfied staff members feel that the school acknowledges studentsâ&#x20AC;&#x2122; achievements appropriately and provides students with opportunities to develop leadership, social and personal skills.

8. Parent Involvement

10. Goal Alignment

High staff satisfaction with parent involvement at

High staff satisfaction with goal alignment occurs

a school occurs when staff members perceive that

when staff members feel that the school has

they respond to parents’ concerns or queries in a

clearly articulated goals, values and educational

timely manner. Staff members feel that parents are

philosophy. It is important for staff members

kept well informed about the learning programs

to agree with the goals, values and educational

undertaken by students. In addition, there is open

philosophy of the school. In addition, there is high

communication between staff and parents at the

staff satisfaction if they feel that the Principal/Senior

school; adequate opportunities for staff contact with

Management team has a clearly articulated vision

parents and that the school encourages parents

for the school.

to be involved in a variety of ways. A comparison with similar questions in the parent survey results will indicate whether there is a gap in teachers’ and parents’ perceptions about parent involvement at the school.

11. Leadership and Morale High staff satisfaction with leadership and morale occurs when staff members feel that the Principal/ Senior Management team is aware of and deals effectively with staff issues or concerns; and if staff 9. Feedback High staff satisfaction with feedback occurs when their work performance is formally appraised and when staff members feel that the feedback is regular and constructive. Staff members also appreciate being adequately recognised for their efforts in their job and feel that their careers will continue to advance while employed at the school.

members feel confident that they can approach the Principal/Senior Management team to air concerns or grievances; staff members generally have positive relationships with the school leadership team; and communication between these groups is good. High staff satisfaction also occurs when staff members feel that their role is valued by the leadership team; perceive staff morale at the school to be high; and are given opportunities to plan and help make decisions about matters that affect them (such as staff development, curriculum and goals).

12. Professional Development

14. Overall Satisfaction

High staff satisfaction with professional

High levels of overall staff satisfaction occur when

development (PD) occurs when schools offer

staff members report that they would recommend

appropriate PD opportunities for staff; when the PD

the school to other people; they are proud to work

opportunities at school enhance teacher capacity

at the school; and would consider sending their own

and help teachers to improve student outcomes.

children to the school (where relevant).

It is also important to staff that the school actively encourages them to undertake professional learning to enhance their skills.

13. Staff Collaboration High staff satisfaction with staff collaboration and peer support occurs when staff members support the goals and values of the school and work together effectively to achieve the schoolâ&#x20AC;&#x2122;s goals; when there is a collegial atmosphere in the staffroom; when discussions between staff in the staffroom are professional; when administrators, teachers and other staff treat each other with respect; and when staff members can rely on colleagues to provide support or assistance. Staff collaboration is highly effective when there is open communication between all staff; when teaching staff work cooperatively with administrative staff and if the longer-serving members of staff remain fresh and enthusiastic about working at the school.

2. Quality of Teaching

2016 Parent Satisfaction Survey In 2016 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 2016 data was obtained from 8,227 parents from 42

High parent satisfaction in teaching quality occurs when there is a perception that teachers are enthusiastic about teaching, provide help and support to all students, and understand and allow for different abilities. Parents also feel it is important for teachers to stay up-to-date in their subjects and that the school is open to new teaching strategies.

Independent Schools. In 2016 data was obtained from 495 Christian College respondents. The data compares relevant Primary and Secondary means for Christian College Geelong against the 2016 Independent Schools Victoria (ISV) 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

3. Learning Outcomes

school provides a supportive environment with a

High parent satisfaction with learning outcomes

range of learning areas and a curriculum designed

occurs when parents are kept informed of their

to improve student achievement at all levels and for

childrenâ&#x20AC;&#x2122;s academic performance.

all abilities.

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.

4. Pastoral Care

6. Parental Involvement

High parent satisfaction in pastoral care occurs

High parent satisfaction in parent involvement

when children are happy to attend school and

occurs when parents feel welcome to visit the

when parents feel that their children are cared

school, are provided with useful information at

for and treated equally, their interests and talents

parent teacher interviews, are kept informed by a

are developed, and community participation is

variety of means, and are encouraged to be involved

encouraged.

in a variety of ways at the school.

7. Resources 5. Discipline and Safety High parent 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 bullying and racism are not a problem. Satisfaction also occurs when students are seen to be treated fairly and action is prompt when

High parent 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 learn with, and make appropriate use of computers.

problems occur. Drug awareness and prevention education is also emphasized.

8. Year Transition High parent satisfaction in the area of transition occurs when there is a perception that students are well prepared for the next school year and are supported at its commencement, and where schools provide parents with good advice about their childrenâ&#x20AC;&#x2122;s future.

9. Global Item

11. Christian Ethos School Specific Questions

The global item is measured by asking parents to

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

think about the school overall, and to rate their

Christian College.

satisfaction level. High levels of overall performance

Christian College Geelong 9.00, compared to 8.98 in

occur when parents are very satisfied with their

2015

choice of school.

• I believe the Christian values of grace, truth, love, faith and hope are reflected in the College community’s day to day interactions Christian College Geelong 8.47, compared to 8.42 in 2015 • I support the expressions of the Christian faith at Christian College in worship services, class devotions and service to others Christian College Geelong 7.98, compared to 7.88 in 2015 • My child’s study of Christian Education is important to me

10. Recommend to Others High levels of satisfaction occur when parents

Christian College Geelong 7.00, compared to 7.20 in 2015

report they are happy to recommend the school to others.

2016 Student Satisfaction Survey Overview For the fourth year in 2016, ISV conducted an online Student Satisfaction Survey for Christian College directly to students in Years 7 to 11.

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.

Overall 606 responses were received from Christian College students and results have been compared to the ISV mean for each domain. General Student Satisfaction Survey NOTE The scale ranges from 0 = no agreement to 10 = complete agreement 1. Academic Program High student satisfaction in a school academic program occurs when there is a perception that the school provides a supportive environment with a range of learning areas and a curriculum designed to improve student achievement, at all levels and for all abilities

4. Personal Development/Leadership High student satisfaction occurs when there is a perception that the College provides an opportunity for students to develop their inter-personal and leadership skills, and the school encourages participation in community activities and acknowledges achievement.

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.

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.

6. Resources

9. Transition

High student satisfaction with resources occurs

High student satisfaction occurs when there

when there is a perception that school buildings and

is perception that students are well prepared

grounds are attractive and well maintained; where

for the next school year and supported at its

students have access to high quality materials

commencement, and where the school provides

and resources, and where the school provides

students with good advice about their future.

opportunities for students to make appropriate use of computers.

Quality of Teaching Survey 10. Academic Rigour 7. School Ethos and Values

High student satisfaction occurs when there is a

High student satisfaction occurs when students are

perception that teachers provide students with

encouraged to respect individual differences, treat

challenging activities, regularly introduce new topics,

students from different backgrounds and cultures

and help them to think more deeply about topics.

equally, and students have the opportunity to develop their own set of values.

11. Feedback High student satisfaction occurs when there is a 8. Peer Relationships

perception that teachers provide useful and timely

High student satisfaction occurs when students

feedback, show students how to do things in times

believe that they have close relationships with other

of difficulty, and help them to understand mistakes

students; that they are included in activities and that

they make.

they are treated well.

12. Teacher Knowledge High student satisfaction occurs when there is a

Christian College Additional Survey Questions

perception that teachers are knowledgeable, make

• My teachers encourage me to show compassion

class work interesting, and use a variety of methods

and respect for others less fortunate than myself,

to enable students’ understanding.

through active service and giving. Christian College 7.65, compared to 7.50 in 2015 • My Homeroom/Housegroup teacher provides opportunities for discussion and acceptance of Christian values as expressed in the life and teaching of Jesus Christ. Christian College 7.41, compared to 7.20 in 2015 • At Christian College I am learning to understand the meaning of the Christian faith as expressed in the Bible. Christian College 7.08, compared to 7.26 in 2015 • Teachers take opportunities across the curriculum

13. Teacher Practice

to illustrate the awe and wonder of God’s creation

High student satisfaction occurs when there is a

and our responsibilities within it. Christian College

perception that teachers explain things clearly,

6.85, compared to 7.11 in 2015

listen to students, keep control of the class, and are enthusiastic and well organised.

14. Teacher/Student Rapport High satisfaction occurs when there is a perception that teachers praise students’ efforts, take a personal interest in students, provide help and support when needed and treat students fairly.

Performance Information

Mr Wayne Hines Head of Middle School Terms 1 & 2

Mr Tony Costa Head of Middle School Terms 3 & 4

Mrs Marion Nott Head of Junior School

Middle School and Junior School

Teacher Qualifications

Registered School No. 1814

All staff have a teaching qualification recognised by the Victorian institute of Teaching. Staff currently teaching at Middle School Highton and Junior School Belmont also have the following range of academic qualifications: • 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 • Bachelor of Social Work

Christian College Geelong Ltd Teacher Professional Engagement 2016 The attendance rate of staff throughout 2016 for Middle School Highton was 97.67% and for Junior School Belmont 98.18%. Across the four campuses of Christian College, 241 teaching staff were employed in 2016. There was a staff retention rate of 99.18% from 2015 into 2016 with 5.39% 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 2016, $98,565 was spent on professional development for staff at the Middle School, Highton (including Directors and Leadership) and $15,602 for staff at Junior School, Belmont.

• 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 in School Marketing • 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 27

• 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 2016 attendance rate at Middle School, Highton was 93.67% and Junior School, Belmont was 93.26%.

National Benchmarks The proportions of Years 3, 5, 7 and 9 students who are meeting the national benchmarks are as follows: Junior School, Belmont Year 3 NAPLAN Tests 2016

Middle School, Highton Year 5, 7 and 9 NAPLAN Tests 2016

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 (articulated College values are Faith, Hope, Grace, Truth and Love) 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 lives in Prep, the children participate in a range of activities through which their understanding and engagement with their environment and with others in their world is enhanced. As they move through the school, these opportunities increase. In addition to the extensive academic program and extracurricular opportunities in sport, language, the arts, technologies and music, students participate in cultural visits to and from sister schools in Japan and Indonesia, active involvement in community and global efforts like Run for Geelong, The 40 Hour Famine and the Red Shield Appeal, as well as connections made in support of local aged care and community events such as the annual Geelong Schoolâ&#x20AC;&#x2122;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.) 28

Performance Information

Mr Scott Elliss Head of Bellarine Campus Terms 1 & 2

Mr Nicholas Watson Head of Bellarine Campus Terms 3 & 4

Bellarine Campus Registered School No. 1950 Christian College Bellarine Ltd Teacher Professional Engagement 2016 The attendance rate for of staff throughout 2016 for the Bellarine Campus was 97.10%. Across the four campuses of Christian College, 241 teaching staff were employed in 2016. There was a staff retention rate of 99.18% from 2015 into 2016 with 5.39% 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 to

• Diploma of Business Studies

the professional development faculty plans.

• Diploma in Education • Diploma of Music

In 2016, $36,402 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 by

• Graduate Diploma of Education

the Victorian institute of Teaching. Staff currently teaching at the Bellarine Campus also have the following range of academic qualifications: • Advanced Diploma of Music • Asthma Management • Bachelor of Agricultural Science • Bachelor of Applied Science • Bachelor of Arts • Bachelor of Arts Music Performance

• Graduate Diploma Library • Graduate Diploma of Literature Education • Graduate Diploma in Music Education • Graduate Diploma Teaching & Learning • Masters in Education • Master in Health Sciences • Master of Applied Linguistics • Master of Music Studies • Master of Teaching • Post Graduate Diploma - Education Studies

Key Student Outcomes Student Attendance The 2016 attendance rate at Christian College, Bellarine was 94.04%. National Benchmarks The proportions of Years 3, 5, 7 and 9 students who are meeting the national benchmarks are as follows: Bellarine Campus NAPLAN Tests 2016

Value Added Providing our students with an ‘education that matters’ is the central aim at Christian College. Underpinned by Christian values of hope, truth, grace, faith and love a Christian College education aims to see that all students will contribute to making a positive difference to human capital (others) through ‘good work’ that is excellent, ethical and engaged in local, national and global contexts. Teaching and learning initiatives focus on presenting learning to students in a context where they glean a sense of purpose and meaning, where students are able to make links to things other than the conventional notion of just ‘doing school’. Because of this, we hope and pray that our students go into the world with a servant heart and a Christian lens to be able to identify what is and is not ‘good works’. Christian College students are actively involved in ‘good works’ through community efforts like Run Geelong, ANZAC Services and the Red Shield Door Knock Appeal, along with musical performances supporting community events such as the National Celtic Festival at Portarlington and various performances at local nursing homes in the Geelong region. Our staff are regularly challenged in the way we teach our students, making it less about the teacher at the front being the oracle, and more about the teacher becoming the facilitator of deep thinking and learning. Our teachers are engaged in a culture of professional learning that promotes on going inquiry, reflection and collaboration in their practice. The 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 ‘learning that matters’ in a Christian College education. 30

Performance Information Mr Graeme Dent Head of Senior School

Senior School Registered School No. 1985 Christian College Institute of Senior Education Ltd Teacher Professional Engagement 2016 The attendance rate of staff throughout 2016 for the Senior Campus was 96.93%. Across the four campuses of Christian College, 241 teaching staff were employed in 2016. There was a staff retention rate of 99.18% from 2015 into 2016 with 5.39% 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 to

• Bachelor of Science - Honours

the professional development faculty plans.

• Bachelor or Social Work • Bachelor of Sport & Outdoor Education

In 2016, $27,370 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 by

• Cert. IV Outdoor Recreation

the Victorian institute of Teaching. Staff currently teaching at the Senior School also have the following range of academic qualifications: • Associate of London Guild of Music • Bachelor of Adventure & Media • Bachelor of Agriculture Science • Bachelor of Applied Computing • Bachelor of Applied Science • Bachelor of Arts • Bachelor of Arts (Honours)

• Cert. IV Science • Cert. IV Sport & Recreation • Diploma of Applied Science • Diploma of Education • Diploma of Education - Primary • Diploma of Education - Secondary • Diploma of Instrumental Teaching • Diploma of Teaching • Graduate Diploma of Applied Linguistics • Graduate Diploma of Library • Graduate Diploma of Conservation Management

• 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 2016 attendance rate at Senior School was 92.87%. The retention rate of students at Senior School from Year 10 in 2014 to Year 12 in 2016 was 81%. 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 collegewide musical and active involvement in community efforts such as Living Below the Line, World’s Biggest Morning Tea, 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 2016 The 2016 VCE results were the highest in the College’s history. It places the College at a ranking of 90 in the state which is a great achievement. The average ATAR went from 70.94 in 2015 to 71.35 in 2016. Of the 159 Year 12 VCE students who under took their VCE, 100% passed. The VCE Dux was Rosie Murphy with a score of 98.15, then Xavier Andueza-Mossop and Erin Anderson with 97.80. VCAL Graduates 2016 In our second year of Senior VCAL the College achieved a 100% pass rate. All students have entered the workforce with apprenticeships and traineeships. 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.

Christian College Institute of Teaching & Learning Mr Graham Stephens Head of Geelong Campus - Tabor College Christian College Institute of Teaching & Learning

Year 2016 has been an exciting time to launch a

All CCITL staff were ratified by the Academic Board

new and growing higher education facility in the

of Tabor â&#x20AC;&#x201C; Adelaide as being suitable Adjunct

Geelong region. I must pay tribute to our foundation

Lecturers with the following range of qualifications:

students for their trust and willingness to embrace

- PhD (1)

a program such as ours, and congratulate them on

- Master of Education (5)

the way they have grasped every opportunity to

- Master of Applied Linguistics (1)

learn. Likewise, the foundation staff have proven to be highly-professional and capable in the way

The Program

they have approached the task of crafting the pathway for the next level of teachers entering the

The program content created by Tabor College of

profession. Whether it be with the staff or students,

Higher Education has, for a number of years, been

it has certainly been a most rewarding experience

successfully delivered in Adelaide and is now being

to build relationships with people who have a vision

implemented by our staff â&#x20AC;&#x201C; with a commitment to

for the future.

promote professional, passionate, relational and transformative teachers. The program is devised to

Enrolments

provide contemporary education theory, research and best practice theory shaped by a Christian

Year 2016 was the inaugural year for the Tabor

worldview, and strong academic standards. A full-

Geelong Campus - Christian College Institute of

time study commitment consists of four units per

Teaching and Learning (CCITL). It began with an

semester and eight units studied for the year. All

enrolment of 19 students and offered two courses:

first-year units are compulsory and are lectured

Bachelor of Education (Primary), which is a four-year

face-to-face, rather than online delivery. Program

course, and Master of Teaching (Primary), which is

entry was via the SATAC applications website, with

a two-year course for those who already hold an

applicants requiring an ATAR score more than 65 for

undergraduate degree.

automatic inclusion.

Our Staff There were seven staff involved in the delivery of the courses, with Graham Stephens (Head of Campus) being the only full-time staff member based at CCITL. Other staff were sourced from various Christian College campuses, based on qualifications and relevant faculty experience.

Our Facilities

The Practicum

Tabor Geelong Campus (CCITL) is operating from

The Tabor practicum element follows a prescribed

Tertiary-approved facilities on the Reformed

format, which differs for each year of the program.

Theological College site, Pigdons Road, Waurn

It is designed to give a variety of placement

Ponds. As well as newly-refurbished lecture

opportunities across the major education systems,

rooms, students have access to a shared dining

and to foster a range of general and specific skills

hall, common room, library facilities and spacious

across year levels. In 2016, 10 primary school

outdoor areas. Staff and students are supported

campuses within the Christian and Independent

with appropriate IT resources and have access to

school sectors provided placements for our pre-

extra library facilities located at Tabor Adelaide and

service teachers. They were supported by Tabor

Deakin University.

Geelong staff, and selected others who acted as liaisons, to visit and collaborate with them and their classroom mentor teachers. All pre-service teachers completed a successful first-year placement.

Mr Graham Stephens Head of Geelong Campus - Tabor College Christian College Institute of Teaching & Learning

Professional Development All staff have participated in the professional learning activities, mutually organised by Tabor Adelaide and Geelong campuses, which have included â&#x20AC;&#x2DC;Skypeâ&#x20AC;&#x2122; sessions, phone calls, emails and personal visits to both campuses. Other professional development has been organised on an individual needs basis, according to the professional development faculty plans.

Teaching & Learning - Early Learning Mrs Bernadette Johnson Director of Teaching & Learning - Early Learning

It is enormously pleasing to look back on a year

Special thanks to Mr Smith, Mrs Elliss and Mrs

that has allowed for quality programming for all

Kreeck and Mr Richardson for welcoming our little

our children and their families. For our Pre-Kinder

people every week. Regular visits by Kate Rice, as a

children and for our Pre-School children, there

‘Mini Maestros’ presenter, have added something

have been many wonderful opportunities that have

extra to the Pre-Kinder program. Observing

helped them confidently and happily connect to our

these children absorb and understand musical

Williams House learning community.

terminology and concepts such as ‘Forte’, ‘Piano’,

Program and Practice At Williams House Kindergarten, we focus on the

‘Lento’ and ‘Presto’ reminds us how much is possible when new concepts are presented in an ageappropriate and playful way.

importance of play in all its guises – indoor play, outdoor play, nature [all weather] play, investigative and reflective play, solitary play and robust collaborative play. Evidence shows us that the brain comes alive when ‘play’ is invited to the learning ‘party’, so we champion it across all learning areas of our early years learning framework. Through our interactions with Junior School and through opportunities to tap into the strong College focus around ‘Building Learn Power’, we feel well supported in linking concepts such as ‘resilience’, ‘reciprocity’, ‘reflectiveness’ and ‘resourcefulness’ to our practice. Big words and big concepts for little people, but ones that are authentically linked to practice; child-led and educator-supported, as well as educator-led, explicit teaching practice. In addition to the variety provided ‘in house’ by

Partnerships

our own educators, we are especially blessed to be

In support of our ever-developing outdoor play

able to access additional staff to support us in their

spaces, we invited parents to join us in a playground

areas of expertise. Through Junior School we are

makeover. Productive and positive connections

grateful for access to the resources of the library,

within our community resulted in revamped spaces,

the gymnasium and the Music room.

mud kitchens, pallet furniture and, significantly, much of the ground work to ensure that our College-grounds staff could complete a magnificent (and much loved) creek bed – complete with an old school ‘horse tail’ pump.

Bush Kinder For the children involved with the Bush Kinder program, the opportunity to spend regular, unscheduled time in a natural environment offered rewards in terms of increased confidence, well-being, collaborative learning, and first-hand knowledge of nature and its cycles. We were pleased to offer Bush Kinder again in 2016, with two of our four Pre-School groups incorporating weekly nature access into their programs. Special thanks to the Kroon and Van Dreven families, who generously allow us to access their property, which is so suitable to our purposes.

Professional Development In addition to being included in all Christian College staff development opportunities and the staff retreat, Williams House staff were encouraged to access early childhood-specific, additional training. In 2016, staff accessed the Geelong Early Years Conference, and professional development related to ‘Resilience’, ‘MYtern’, ‘Angels Syndrome’, ‘Autism Spectrum Disorder’ and First Aid. Opportunities to develop our skills, raises the bar on our capacity to meet the needs of the families we serve. On behalf of the staff and families of Williams House, I would like to express our gratitude to the board and to the College’s leadership for their confidence in the objectives of our programs and for the support offered throughout 2016.

Mrs Bernadette Johnson Director of Teaching and Learning - Early Learning

Teaching & Learning - Back Creek Farm

Mr Earl Moore Director - Back Creek Farm Terms 1 & 2

Mrs Kim Ali Director - Back Creek Farm Terms 3 & 4

As with every year, 2016 was another 12 months

This creates a safe and easy way for a small group

of significant growth and development for the

of students to access the dairy herd in the paddocks

curriculum and campus at Back Creek Farm.

with staff, as they bring in the calves or ‘drive in’ the

Students endured some of the hottest summer

milking herd to the milking sheds each day.

weather in Term 1, followed by snow and sleety mornings during winter, making way for a very wet

Blaze Aid Collaboration

and muddy spring. Although the Scotsburn fire in December, 2015 was

Seasonal Work and the Joy of Our Animals

a devastating event for the community, Back Creek was able to contribute towards re-fencing projects run by Blaze Aid volunteers. Back Creek had two

The year at Back Creek can be divided into regular

important collaborations with this amazing group.

patterns of work.

During the summer season while students were on

Students on the Rural Studies programs are

holidays, we were able to offer the property at Back

immersed in the daily ‘grind’ of everything related to

Creek to host 50 volunteers, with our cabins and

the season of their visit. Throughout 2016, staff and

their caravans providing a base for local operations.

students spent many hours ‘treading the boards’,

The second point of contact for the College came

assisting in the shearing sheds and sheep pen areas

through the many students who attended the

to shear, sort, medicate and ear tag hundreds of

Rural Studies program during the first semester.

lambs on our lease properties.

These students travelled to surrounding properties

Lambing season always causes excitement at Back

in small groups and worked under the guidance

Creek, with this year featuring several new adopted

of both teaching staff and Blaze Aid workers to

lambs joining the homestead family, and receiving

undertake much-needed community service.

regular feeds and attention to keep them alive. Calving creates lots of joy and many interesting teachable moments and discussion topics, and this year was no different. Students saw many calves born and were even able to assist the delivery of several more difficult births. Students saw the purchase of several new piglets develop into fully grown pigs, and assisted in preparing them to return to the market. We welcomed two young British Alpine Does onto the property, with the view to establish a regular goat milking routine in the future when the Does reach maturity. To assist the students in working alongside the milking staff more easily, Back Creek continues to appreciate the six-seater Polaris vehicle.

Much of this work was labour intensive relaying

Market Garden Development

of fences. It was a confronting experience for our students, to be faced with the destruction in the

Under the direction of Russell Barter, the Back

aftermath of the fire. Yet it was also incredibly

Creek Farm market garden has taken on an exciting

empowering to practically contribute to rebuilding

metamorphosis. As student numbers grow, along

these properties and experience genuine

with the demand for feeding our rural program

conversations and outreach with our neighbours.

participants, the market garden production has

The learning for our students through hands-on

developed greatly. Organic, freshly-harvested foods

service of others in our community who have lost

are collected by students regularly and then head

homes and livelihoods cannot be quantified.

to the kitchen to be prepared and enjoyed. We now

Facilities and Infrastructure

proudly produce many of the vegetable staples throughout the year. We now comfortably keep potatoes, carrots, onions, garlic and brassicas for

We continue to work towards updating our

much of the year. Seasonal produce delights us also,

property as we reach our 20th year of hosting

with many pumpkins, grapes, raspberries, eggplant,

Year 9 students. We have almost completed a total

tomatoes and herbs among numerous other fruits

renovation of student accommodations.

and vegetables. Excess produce is sold at the Back

Year 2016 saw the largest number of students

Creek Café or preserved into jams and chutneys.

attending the Rural Studies program, which gave us the scope to develop extra project work in addition to the regular six ‘Work Team’ rotations. The project works created new and unique learning opportunities for the students, plus also created some wonderful new infrastructure around Back Creek. One of these projects was a solid and permanent

Term 4 at The Farm

bridge across the western end of the Homestead dam. This bridge not only replaces the original

Due to logistical changes within the Year 9

floating, pontoon-style crossing, but also creates a

educational framework, Back Creek had the

new link into the vision for a walking track around

opportunity during Term 4 to develop greater links

the northern end of the dam. This is a project for

within the College and from the community. We

the coming years. Students learn much through

are blessed to have supported the Year 8 programs

the practicality of building, yet the lasting pride

from both campuses again at our lease property

for students is the legacy they leave behind in

at Skeltons Farm ‘up the road’, along with hosting

contributing to something valuable and lasting, long

a couple of new visiting early learning groups on

after their rural journey has ended. To create a safer

our ‘Animals Friends’ program, and the ‘Paddock to

environment for our egg-laying chickens, we began

Plate’ program.

the development of a new ‘Chicken Yard’. With some assistance and guidance, students have begun the

The Back Creek Farm Rural Studies program

fox-proof enclosure and have undertaken all aspects

continues to hold to the original guiding principles

of this development.

of creating transformative experiences in an agricultural setting for our students, whilst being refreshed by the new energy and opportunities each year. We look forward to another year ahead! Mrs Kim Ali Director of Teaching and Learning - Back Creek Farm

Teaching & Learning - Christian Education Mr Stephen Brown Director of Teaching and Learning - Christian Education

In 2016, the Christian Education department began

In 2016, VCE Unit 3 and 4 featured a new teacher,

to teach its new curriculum from Year 5 to Year

myself. This was a steep learning curve for me,

10. This meant that the Director of Teaching and

but also a rich and rewarding one. It was pleasing

Learning for Christian Education was on hand at

to see our small group of students (six) do well.

Middle School all year to help embed the new units

At Year 10 level, we introduced another elective

and course content throughout these year levels.

option for students to select. Christianity in the

The development of a coherent and cohesive scope

Arts was developed and taught by Dianne Martin

and sequence has enabled Christian Education to

(Deputy Head of Senior Campus). Dianne has a

be taught with more purpose and clarity. There

love for art and her ability to bring this discipline

is still much work to be done, but we now have a

into the Christian sphere presents an amazing

framework from which to teach and develop the

opportunity for our students. At Year 10, we now

curriculum.

have four Christian Education options: 1. Religion and Society (VCE - Unit 1), which is a comparative

We continue to review our unit content and how

religions course, 2. Reasons for Faith, which seeks

it engages students to develop faith in Christ. This

to extend critical thinking and questioning, 3. Jesus

is the heart of Christian Education and, as such,

in the Modern World, which gives students a hands-

traditional grading of students has been called into

on social justice focus, and 4. Christianity in the

question. What are we aiming to achieve in Christian

Arts, which provides the opportunity to explore

Education? If it is faith in students, then how do we

faith through the students’ artistic talent. The aim

measure faith? Can we ‘grade’ faith? These were the

has been to remould Christian Education to offer

essential questions that came from redeveloping

subjects which take into consideration the different

the curriculum content. Our department is

aptitudes and interests of students as they learn

determined to continue to ask these questions and

about faith and religion.

come up with some possible answers in 2017. Our annual Staff Retreat was a highlight of our This year we began to offer Year 11 Ethics (VCE

spiritual development at Christian College. We were

Unit 3) as an elective rather than a core subject.

challenged by our CEO Daryl Riddle to move ahead

This was a big shift for the senior Christian

with confidence in our future, as well as being

Education department. The consequences were

reminded and secure in our Christian heritage.

felt immediately, with only one class running.

Pastor Matthew Jacoby also shared thoughts

However, the students who selected this subject

about our human propensity to be perpetually-

were interested and wanted to wrestle with difficult

dissatisfied with work. We were reminded that our

ethical and religious concepts. Many of these

final satisfaction and security is in God, which allows

students showed a propensity for higher-order

us to work in the present with our students, rather

critical thinking and analysis. Most have decided to

than perpetually longing for the next holiday. This

continue along this pathway by choosing Year 12

was a fantastic challenge to all our staff.

Religion and Society (VCE Units 3 and 4). Stephen Brown Director of Teaching and Learning – Christian Education 39

Teaching & Learning - English Mr Damian Stephenson Director of Teaching & Learning - English

It can be challenging to capture the broader context

This is our goal as a department and, as teachers,

of the English subject and all that we are aiming

whenever we enter the classroom. It is noble and

to achieve simply by discussing the daily tasks and

lofty – but vital in equipping our students for the

term-by-term units that take place. Both teachers

challenges of an increasingly complex world. In 2016,

and students can run the risk of getting lost in the

our work in the English department continued to

minutia of the unit they are teaching or studying, and

centre on increasing engagement in the classroom;

lose sight of the role of English in the big picture – we

fostering critical thinking; supporting students to

must always anchor ourselves to the role the subject

value and implement feedback, and; facilitating

of English plays in the lives of our students. As a

students’ ability to transfer skills developed in English

department, we are constantly reminding ourselves

to other areas of study and life.

of ‘The Purpose of English’ when planning and

Possibly the most effective way to convey our work

implementing units.

over the past 12 months is to share with you two units of work that encapsulate what we are trying to

The purpose of English as we see it is this:

achieve – one from Year 6, and one from Year 8.

The English program at Christian College is focussed on building our students’ capacity to be powerful communicators. Our young people are growing up in a world of many and varied platforms of communication: verbal, written, aural and visual; traditional novels, tweets, text messages, podcasts and news articles; faceto-face and digital. Each of these varied platforms have their own styles of communication, and a citizen of our increasingly interconnected world needs to be proficient in each of these different forms. At Christian College, we want our students to have a powerful ‘voice’ - to be able to enter into the conversations of the world in which they live and to have something valuable to say. We teach our students to listen and understand the views of others; to consider, construct and communicate their own views; to collaborate with others; to think critically about what is being communicated to them; and to have the capacity to express themselves clearly through the English language in order to be participants, rather than spectators, in their world. At Christian College, we help students become a part of the conversation of our world.

Year 6 ‘Refugee’ Unit

Year 8 ‘Meaning Through Make-believe’ Unit

This unit exposed students to the challenges faced by many people - including children their own age

This unit asked students to explore how authors

- around the world, as they seek refuge in other

convey real-life messages through unreal contexts.

countries from harrowing situations. The unit centred

Utilising a film study of ‘The Princess Bride’,

on a literature study of ‘Boy Overboard’ by Morris

supplemented with literature studies of traditional

Gleitzman. As students studied this text, they were

fairy tales, students analysed the ways in which

challenged to think deeply and critically about the

authors can present morals through fictional stories

experiences of refugees and asylum seekers. Working

and settings. Once understood, students then sought

in groups, students undertook a simulated journey

to create their own ‘fairy tales’ based on self-selected

over the course of several weeks, leading them to

social issues. They researched their issue and then

think empathetically about the challenges faced by

considered ways in which they could present their

refugees; to think critically about the circumstances

ideas metaphorically, yet with a clear message.

they faced, and; to work collaboratively to overcome

The task required critical and creative thinking by

obstacles. Throughout, students responded both in

students, as well as developing their comprehension

written and verbal forms to what they were learning.

skills in fiction and non-fiction; visual and print, and;

The variety of learning and instructional methods,

digital and written texts. Their written responses

including the use of virtual reality devices, facilitated

required them to consider both purpose and

student engagement in the unit, leading to rich

audience, and how to make appropriate authorial

learning outcomes.

choices according to these parameters, as well as how visual elements can enhance the presentation of texts. A visit to our Year 8 English classrooms during this unit, on any given day, may have found students engaged in film analysis, small reading groups, class debates, research processes, drafting and editing, peer feedback sessions, and a myriad of other teaching and learning activities. The end result saw students write passionately about areas of injustice in our world, communicating clear messages to their audience in the hopes of sparking debate and action. Whilst these units are only a snapshot of the work being undertaken in English classrooms across the College, I hope they provide some insight into the way we are working to achieve our goal of developing students’ “capacity to understand the world around them, as well as the ability to express themselves in order to be participants, rather than spectators, in that world”.

Mr Damian Stephenson Director of Teaching and Learning – English

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

The Learning That Matters

This ‘accelerated’ program provided 24 students with the opportunity to gain two VCE units early.

It is becoming increasingly apparent that today’s

Two new Unit 3 and 4 subjects were also added in

young people need to be equipped with the right

2016: Australian History (available to Year 11 and

skills, character and mindset to navigate a complex

12 students) and Global Politics (Year 12 only). This

and challenging globalised world. Now more than

took the number of Unit 3 and 4 offerings in the

ever, students must consider what it means to be a

Humanities department to seven – Accounting,

global citizen and, in 2016, Humanities at Christian

Business Management, Geography, Global Politics,

College has continued to shape teaching and learning

History (Revolutions), Australian History and Legal

accordingly. The study of Humanities not only imparts

Studies.

an understanding of the world both past and present, but also encourages students to ponder what role

VCE and Beyond

they can play in shaping its future. Our curriculum is therefore constantly evolving to ensure our students

There was a total of 103 subject enrolments in Unit

engage with their learning, understand its relevance

3 and 4 Humanities subjects in 2016: Accounting (5

to their lives and feel inspired to make a positive

students), Business Management (12), Geography (17),

difference in the local or global community.

Global Politics (15), Australian History (15), History – Revolutions (18) and Legal Studies (21). In terms of

New in 2016

VCE results across these seven subjects, the average study score was 31.8. This was slightly down on 2015

As Humanities continues to implement the Australian

(33.6), but above the five-year trend (30.7) – suggesting

Curriculum, encourage global citizenship and support

that Humanities is progressing well in terms of

‘The Learning That Matters’, a range of new subjects

improving student achievement. Humanities subjects

were offered to students in 2016. In Years 5 to 7, the

at Christian College provide students with numerous

strands of Civics and Citizenship as well as Economics

opportunities to further their study at Tertiary level.

and Business were incorporated into the existing core

In 2016, 54 of our Year 12 graduates from 2015 had

curriculum alongside History and Geography.

enrolled in a Humanities-related Tertiary degree.

Three new electives were added in 2016. In Year

Courses included Law, International Studies, Criminal

8, Work/Life gave students the chance to make

Justice, Environmental Management, International

connections between their interests and skills and the

Development and Business and Commerce.

possible pathways into Senior School and beyond. A highlight for many students was the opportunity to experience an authentic job application process, including a formal interview. In Year 10, two electives were introduced: Running a Small Business and Law and Economics. These new subjects enhanced the pathways into the VCE subjects of Accounting, Business Management and Legal Studies. Year 10 students were, for the first time, able to study VCE History Units 1 and 2 (20th Century History). 42

Humanities Scope and Sequence

Teaching and Learning Highlights

Core

For many years now, Year 6 ‘Market Day’ has been

Years 5 and 6 History

an integral part of the calendar at both the Highton

Geography

and Bellarine campuses. However, the standard of

Civics

excellence this year in all aspects of planning and

Economics

execution was amazing. Whilst students had a lot of fun marketing and selling their products and

Year 7 Core

Elective

History

Project 7

Geography

of the learning was evident throughout the entire project. Creativity, critical thinking, collaboration and communication were prevalent, as students

Civics

developed their business plans, budgets and profit

Economics

and loss statements. The students then reflected post-market on the strengths and weaknesses of

Year 8 Core

Elective

History

Work/Life

Geography

their business operation and, overall, it amounted to valuable lifelong learning for Year 6 students. In 2016, a Year 8 merger of core Geography and elective Outdoor Education saw every Year 8 student study “GEOS” for one semester, exploring

Year 9 Core

Elective

History

Law and Order

Geography

coastal landforms and landscapes. This included a four-day camp on the Great Ocean Road, with activities such as tenting, hiking, kayaking and bike riding complementing the investigation into human use and management of coastal environments.

Year 10 Core

Elective

History

Geography  Law and Economics Running a Small Business

VCE Accounting  Business Management Geography  Global Politics Australian History History (Revolutions) Legal Studies

services to eager customers on the day, the richness

Other, less-formal integration took place between Humanities and other subjects. Such initiatives allowed students to spend more time deepening their understanding and developing general capabilities. For instance, Year 5 History combined with English, allowing students to create their own picture storybook of life in 19th century Australia. Some featured diggers during the gold rush, while others depicted convicts or pastoralists. The stories were then read to younger students, giving the Year 5 students an authentic audience for their books. The past year also saw the inaugural Year 11 and 12 Canberra trip for Legal Studies and Australian History students. Visits to Federal Parliament, the High Court, Australian War Memorial and the National Museum gave students a firsthand appreciation of our most significant national institutions, enhancing their study of Australia’s legal system, government and history. Mr Rick Geall Director of Teaching and Learning - Humanities

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

Owning Their Learning

Core, Extension and Challenge

In last year’s report, I referred to the increasing

In our testing, we have moved to a common

value our excursions and incursions are having on

structure, which allows students to better

our students’ science learning, as we were refining

understand what they can do and where they can

the relationships between the activities and the

improve. Core tests recall of basic knowledge;

specific content within the national curriculum. So

Extension seeks to apply understanding to familiar

this year, we further strengthened that connection

situations; and Challenge tests students’ deep

by building links with the assessed tasks. For

understanding and their confidence to apply this to

example, in Year 8, students selected a particular

an unfamiliar situation. By weighting each section,

geological feature observed on the Great Ocean

all students can succeed in the test, but areas for

Road field trip and made that the focus of their

future learning can also be identified for the broad

assignment. The assignment required the students

range of capabilities across a cohort.

to include the core content of ‘The Rock Cycle’ and then students zoned in on the specifics of their

A Cascade of Creativity

selected feature. The depth of understanding demonstrated, as well as the imagination and visual

When understanding is attained and applied, the

appeal of the presentations produced, showed

opportunity for meaningful creativity is presented.

a far greater engagement by so many students.

Year 6 students were challenged to design towers

In 2017, we are undertaking the field visits within

and bridges with limited resources, but with

the Geography/Outdoor Education camp. More

extensive experience of the properties of materials

importantly, we are also integrating the learning

and their uses. In Year 7, understanding of levers,

with those subjects to give the students a holistic

pulleys and gears has allowed the students to create

context for their work. I am already looking forward

a toy or game using the principles of the forces that

to reporting back to you on the fruits of that exciting

are applicable to simple machines. These activities

development next year! In Year 7, we have used

were so well received by the students – and the

the Serendip Field trip as a springboard to develop

teachers! – that in 2017 each term will conclude with

students understanding of habitats and ecosystems

a self-directed ‘maker’ project for Years 5 and 6 to

– and here the students chose their own habitats

reinforce understanding and provide inspiration for

on the Barwon River to embed their knowledge. In

new ideas.

both these instances, the nature of the assignment allowed us to dispense with the topic test we have used in the past. Whilst testing is one essential component of evaluating understanding, for many Science areas, the ability to apply authentic understanding to the real world around them can be a better guide to the true level of achievement. And also, as we have found, to raising achievement.

The Student as a ‘Challenge’ Partner

The Circle of Life

In line with the College’s move to a 21st century

This year we welcomed Ryan Healy into the Science

learning culture, we have been developing

fold at the Bellarine Campus, and Andrew Ellery to

alternative ways to assess the students’ work. Most

Highton. Both settled well into our teams, making

significant amongst these is the structured use of

significant contributions already and both are

peer assessment and self-assessment.

part of some exciting initiatives planned for 2017.

Students value the feedback from their peers,

We also said farewell to Amos Freeman mid-year,

particularly as our students have shown that they

who had been a mainstay of our Physics team

can effectively balance the need for constructive

at the Senior Campus for the last few years. The

critiques with tact and sensitivity. This is then

refinements and initiatives referred to in this report

enabling the students to assess themselves more

represent a snapshot of the ongoing development

objectively. We have trialled self-assessment –

work in the Science Department. For me, the most

where a student rates themselves, not against the

important aspect has been that the drive has come

standard of the whole year level, but against the

from so many of the individual teachers. There is a

standard they expect of themselves. A student who

true sense of collective growth, and an attitude that

is developing understanding from a foundational

we can still further improve. Roll on 2017!

level should rate their performance above ‘my standard’ if they have shown marked improvement.

Mr Michael Neaves

Conversely, a student who has achieved highly in

Director of Teaching and Learning - Science

previous work may assess themselves as below ‘my standard’ because that area of work may not have reached their usual heights. The concept encourages a growth mindset for all within the context of realistic achievement expectations.

Our New VCE At Senior School, a key focus has been the implementation of new national curricula for VCE Biology, Chemistry, Psychology and Physics. As noted last year, the staff have been proactive, attending and organising professional development with respect to the structure and content changes – and in selecting the most suitable texts. This year, Units 1 and 2 came on stream and, as a result of the preparatory work in 2015, teachers were able to adapt and deliver a high-quality product in each course. As a faculty, we have worked together to develop an effective and consistent approach to the research and investigation of the course work, which is an integral component of the new VCE Science courses. With the first Year 12 classes sitting VCE exams in 2017, we are confident Christian College Science students will enjoy a smooth transition to the new format.

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

In 2016, the Mathematics department continued

powerful set of tools to understand and change

to reflect on and refine our teaching and learning

the world. These tools include logical reasoning,

practices. At various times of the year, we have

problem-solving skills, and the ability to think in

taken the opportunity to discuss and reflect on our

abstract ways. As such, mathematics is a creative

classroom practice as teachers to ensure that we

discipline. It can stimulate moments of happiness

are all growing and progressing in our profession

and wonder when a student or teacher solves a

towards being more accomplished teachers.

problem for the first time, discovers a more efficient solution to a problem or suddenly sees hidden

At the Middle Campuses, the staff had a continued

connections and patterns. Throughout history,

focus on the life-worthiness of Mathematics. Being

mathematics has shaped the way we view the world.

able to demonstrate the relevance and purpose

Mathematics helps us see the order and beauty

of studying Mathematics is an important means

of Godâ&#x20AC;&#x2122;s creation and of God. It has an important

of engaging students to ask questions and have a

role to play in our God-given stewardship of the

sense of wonder at the world around them. In Year

earth and in the building of human communities.

8, our staff carried out a Census of the year level

It has also been integral in many discoveries that

to generate data that they could then organise and

have shaped the world we live in. Many life stages

analyse for further discussion. In Year 9, students

and skills require a solid grasp of mathematics,

at Bellarine constructed rockets in order to better

from entering university to balancing a household

understand how Trigonometry may be used to

budget, applying for a home loan, or assessing

predict and calculate the height of its projectile

a possible business opportunity. When children

motion. Our hope is that students will appreciate

eventually leave education and seek out a

and marvel at the perspective that Mathematics

career, they will inevitably need to call upon the

gives them as they look at the world they live in

mathematical skills and strategies they have learnt

and the people they share it with. At the Senior

at school. They will soon realise that many careers

School Campus, our department embraced the

require a solid understanding of maths. Doctors,

new study designs that were introduced in all VCE

lawyers and accountants use maths on a daily basis

Mathematics studies for 2016. These new studies

as do builders, plumbers, engineers and managers.

are designed to provide access to worthwhile and

Maths is a critical skill for many professions and

challenging mathematical learning in a way which

opens a world of opportunity for children.

takes into account the interests, needs, dispositions and aspirations of a wide range of students, and introduces them to key aspects of the discipline. It is also designed to promote studentsâ&#x20AC;&#x2122; awareness of the importance of mathematics in everyday life in a technological society, and to develop confidence and the disposition to make effective use of mathematical concepts, processes and skills in practical and theoretical contexts. 46

The Senior School Maths teachers worked very hard in 2016 implementing this new study design. The

Year 10 Deakin Mathematics Competition

previous year involved much external and internal professional development, and I would like to

On Friday, 26th August, over 200 Year 10 students

commend our staff on the professionalism in which

from Geelong and western Victoria gathered for

this challenge was undertaken, and on the excellent

the 28th annual ‘Deakin University Mathematics

results that our students achieved in Further

Contest’, held at Deakin’s Geelong Waurn Ponds

Mathematics, Mathematical Methods and Specialist

campus.

Mathematics in 2016.

Senior School House Mathematics Competition

Christian College entered two teams, made up of five students each along with a teacher acting as supervisor and scorer for each team. I would like to acknowledge the following students who so

At the Senior School Campus, the students regularly

capably represented our College at this event: James

compete for their House in lunchtime competitions,

Antonello, Phoebe Howard, James Dat, George

and in Term 3 the much-anticipated ‘House

Burrows, Isaac Hanneysee, Ben Lunt, Hayden

Maths and English Competition’ was held over

Jefferies, Chris Kerry, Corey Knight and Cameron

five consecutive lunchtimes. Each lunchtime saw

Mutsaerts.

between 40 and 60 students from Years 10, 11 and 12 compete in the following activities:

These students worked both individually at times and in groups to test their mathematical skills in

Monday – Round Table: working collaboratively on

four separate events. The contest provided a unique

10 challenging non-routine problems.

opportunity for our students to interact with a

Tuesday – Maths Relay: a fast-paced and lively relay

wide range of students from different schools, and

race to answer 20 questions

for them to both demonstrate their mathematical

Wednesday – Letters and Numbers: based around

knowledge and skill and also observe and

the SBS TV Game Show.

appreciate the abilities of their fellow competitors.

Many additional students came along to watch and

The four events in the contest were:

support those competing, and I was again amazed at our students’ ability to problem solve and to

Round Table – requires teams to work collectively on

apply their maths skills in non-routine and often

10 challenging problems.

abstract situations. It was also impressive to see what students were able to achieve collectively and

Snap Quiz – a fast and furious event with teams

collaboratively.

competing in pairs in four rounds of 20 questions delivered verbally. Points were awarded to both individual competitors and teams. Solo Time – the competitors’ time to shine as individuals, with 10 questions to be answered within a 50-minute time limit. Maths Relay – teams divided into two pairs with a runner for each team as they try to crack 20 questions in 50 minutes.

Our students engaged themselves fully in the work at hand and learnt many important lessons about

Farewell to one of Christian Collegeâ&#x20AC;&#x2122;s Finest â&#x20AC;&#x201C; Peter Peake

mathematics and about learning. The questions challenged the students to think about their

Peter Peake will be retiring after more than 20 years

mathematical knowledge as a whole, rather than

of distinguished service at Christian College. He

separate areas or topics. On first reading a question,

was a key figure in the establishment of the Senior

students were often initially confused and were

School Campus at Waurn Ponds in 2000.

forced to draw on various problem solving tools and strategies to make sense of these questions

Peter served as the Head of Burrows House for six

and work towards a correct solution. At different

years, developing much of the ethos and culture

times during the contest, students benefited

that Burrows continues to pride itself on to this

from collaborating with their team mates, from

day. He also served the Senior School as Head

testing all possible combinations, from making

of Mathematics during this time, and has helped

new connections between previously disconnected

navigate the Senior Mathematics program through

concepts and from seeing patterns. One result of

many changes and developments.

particular note was that of James Antonello, who individually finished in equal 15th place on the day

Peter has a love for many things: the Hawthorn

out of more than 200 students. I am extremely

Football Club, an eclectic taste for music, and an

proud of the efforts of these Year 10 students and

unusual and bright collection of socks, just to name

of the development I witnessed throughout the

a few. But professionally, Peter is passionate about

day as they embraced the opportunities of both

the students he works with, about the subject he

challenge and growth that this contest offered.

teaches and about encouraging the people around him to seek Godâ&#x20AC;&#x2122;s kingdom. There will never be another Peter Peake at Christian College, but there will be many who have been shaped by his leadership and legacy. Mr Luke Feldman Director of Teaching and Learning - Mathematics

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

Year 12 Results Summary 2015

Speech Contests

The average study score for Year 12 Japanese

Speech contests are integral to the improvement

students was 30.15, and for Indonesian students,

of Junior and Middle School students’ conversation

30.2. The scaling of Japanese and Indonesian is a

skills. This year, our Japanese students participated

great advantage to LOTE students. A score of 30

in the Highton and Bellarine campus Japanese

in Japanese was scaled up to 39, and a score of 30

speech contests, the ‘Japanese Language Association

in Indonesian scaled up to 37. The Japanese oral

of Victoria’ state-wide speech contest and the

exam results were 6% above state average and

‘Geelong Regional Japanese Speech Contest’.

the Indonesian oral exam results were 4% above

Christian College students performed well in these

state average. A total of 90% of students studying

competitions.

Japanese received an exam result of ‘B’ or above,

Our Indonesian students participated in the ‘Vilta

and 88% of Indonesian students also achieved this.

Sayanbara’ regional competition as well as the state

The top study score for Japanese was 36, and it was

finals, and our College had award winners in every

38 for Indonesian. The state trend for Japanese is

category.

that average, lower-level schools are dropping the subject, as it is perceived to be too difficult. Many

International Experiences

of the Melbourne schools offering Japanese are ‘select entry’ and many of the students are from an

Long-term Exchange: Mai Yamamoto has

Asian background or are native speakers. Hence,

completed 10 months as a long-term exchange

the standard has gone up and the median score has

student at Christian College, while Jacob Jennings

increased.

has completed a five-month long-term exchange at Naga High School. Miss Marin Oura has been

To support students in 2016, we offered the

working as a Japanese language assistant at all

following classes:

campuses, while Lily O’Connor, Emily Velt and Michael Gerhardy have worked as English language

- Japanese and Indonesian tutorials either before or

assistants at Naga High School. We sent three Year

after school or during private study periods.

11 students on a two-month long-term exchange

- Extensive ‘oral exam practise’ workshops for

trip to Indonesia this year. Mia Godwell, Cathy De

Japanese and Indonesian students in Term 3

Rosso and Michal Little departed for our sister

holidays.

school SMA Negeri 2 Mataram in late November,

- Teachers running intensive conversation sessions

2016 and returned at the end of January, 2017.

before school, lunchtime and after school to help

This was a fantastic opportunity for the students

students improve their speaking skills.

to experience life with an Indonesian school and family. Former student Rosie Murphy worked as our first language assistant to SMA Negeri 2 Mataram – from December, 2016 to February, 2017.

Study Tour to Japan: A group of 29 students and

Teaching and Learning

four staff participated in a study tour in December for three weeks, including visits to Tokyo, Kyoto,

We have introduced an online vocabulary learning

Hiroshima, Miyajima and two weeks at our sister

program and competition to the Middle School

school Naga High School in Wakayama.

and Bellarine campuses. ‘Language Perfect’ is an online vocabulary learning activity centre, using the

SMA Negeri 2 Visit in March/April: The group arrived

vocabulary students are learning in class. There has

in February, including 27 students and four staff,

been improvement in students’ vocabulary over the

for a two-week visit. The program provided for the

past 12 months. We are improving our use of ‘ICT’

SMA Negeri 2 students and staff included a full

in the classroom, using ‘Language Perfect’, ‘Quizlet’,

range of activities from various disciplines (English,

‘Kahoot’, as well as power points and iPads, and

Indonesian, Physical Education, Art, History), as

the use of the College portal for virtual classroom

well as visiting the Christian College-owned café in

delivery of curriculum and Skype with Naga High

Meredith and The Back Creek Farm. It also involved

School in Japan. We have digitalised VCE Japanese

watching a College sports carnival, shopping, visiting

and Indonesian texts to make resources available

a local Aboriginal cultural art centre and then tours

to students on the portal. We have integrated

of the Junior, Middle and Bellarine campuses.

cultural understanding projects into the Middle

Students were required to maintain a journal, which

School Japanese and Indonesian programs and

gave them the chance to practise their writing skills.

ICT into the Year 7 and 8 coursework. We are also

The visit was very successful overall, with excellent

using the ‘ACTLAN’ gesture method of teaching with

contributions from all campuses and the L.O.T.E

our Year 4 to 9 Japanese students, as well as new,

team. The Mataram teachers were very impressed

revised courses for the Middle School’s Indonesian

with the students’ program, in particular the daily

students. Visible thinking routines and ‘Building

lessons and journal writing. They will implement a

Learning Power’ muscles are being integrated into

similar program for Christian College students when

all Language classrooms, and we are also focusing

they visit Lombok next year.

on ‘differentiation’.

The Asia-Oceania High School Students’ Forum was

Mrs Carol Milton-Garner

held in Wakayama, Japan in November and Mrs

Director of Teaching and Learning – L.O.T.E

Yukari Hodgart attended the forum with Year 10 student Caelli Wood to represent our College. There were participants from 19 countries across the Asia and Oceania area, and also from other prefectures in Japan. Caelli presented a 15-minute presentation on tourism and culture in Australia. She did it with confidence and was able to answer questions asked from the audience. It was a wonderful opportunity for young people from the region to share their thoughts and knowledge on global issues and build friendships. Tom Mckenzie, one of our Indonesian teachers in Middle School, was awarded a ‘National Australia Indonesia Language Award’ for his speech regarding the future of Australia-Indonesian relations.

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

The classroom Music program has seen a

In 2016, we saw more than 700 students electing

comprehensive offering of core and elective classes

to study instrumental Music, with weekly

across the College curriculum. Core Music classes

lessons happening across the Campuses and

are a feature of the curriculum for Kindergarten

47 instrumental staff giving specialist guidance.

through to Year 7. Elective Music is studied

This has meant a fantastic level of involvement in

by students from Years 7 to 12. We have had

the extra-curricular ensemble program offered

accelerated classes of VCE in Years 10 and 11, as

at Christian College, with over 30 ensembles

well as a class completing the Music Investigation

rehearsing weekly and taking part in camps, tours,

subject in Year 12.

competitions and performances â&#x20AC;&#x201C; both within the College and in the wider community.

The VCE Units 3/4 classes have had recital nights where they have shared a part of their examination programs with family and friends. In 2016, we saw the continued development of VCE VET Music Technical Production with our 2nd cohort of Year 12 students completing their Certificate III in Technical Production. This subject broadens the Music pathways at the Senior School. It offers a musical focus for students who might not wish to focus on performance, but instead to pursue careers in the technical sector of the industry, such as sound engineering or mixing. This academic year has also seen the implementation of a new Year 5 Music Program,

Regular solo performance recitals have also been

at both the Highton and Bellarine Campuses. This

held across all campuses, providing the opportunity

program sees every student in Year 5 being given

for students to perform for family and friends. The

a band instrument for the year. The students have

bands, choirs, string orchestras and instrumentalists

group tuition with specialist tutors and rehearse and

have played an active role in supporting events

perform in a year level band and string ensemble.

in the life of the College, including services,

Those students who have already commenced

ceremonies and celebrations. Many student soloists

learning a band or orchestral string instrument

have completed examinations with AMEB and

by the start of Year 5 take part in the â&#x20AC;&#x2DC;Performers

ANZCA. Students have also competed in scholarship

Workshopâ&#x20AC;&#x2122; program where their musical skills are

competitions and Rotary Club talent competitions,

extended and enhanced via creative tasks.

with many winning prizes and recognition for their great musicianship.

Music Camps

College Ensemble - Competitions and Festivals

In September, the Combined Middle Schools Music Camp involved 220 students from the Bellarine and

The Victorian Schools’ Music Festival is held at

Highton campuses in choirs, strings and bands. Held

various Melbourne venues each year. Bands and

at Camp Wilkin and Burnside in Anglesea, the students

orchestras play for an adjudication panel and

rehearsed new material in preparation for their

are rated against set criteria for an award. They

end-of-year performances. At this camp, the Highton

also take part in a tutorial and workshop. The

and Bellarine Middle School musicians formed three

Christian College ensembles find this experience

Concert Bands, a Choir and String Orchestra as well

a great opportunity to develop and refine their

as a Guitar Ensemble. This event is not just a Music

musicianship. Many of our groups received the

camp, it is also a fantastic way for students to learn to

highest rating possible from the panel as well as

work together in a concentrated program. They are

recordings of their performance for review. During

challenged and encouraged to grow in many ways

August, 2016, the Junior School Strings and Choir

during musical and social activities on these Music

performed at the Geelong Schools’ Music and

camps. They also make cross-campus, year-level

Movement Festival in the Play House at GPAC. For

friendships that often follow them through their Music

many of the students, this was their first public

program involvement to the Senior School.

performance and was a tremendous experience being in a professional theatre. Royal South Street

Senior School rehearsal camp sees the most senior

provides our College ensembles and soloists with

ensembles at Christian College depart from their

the most prestigious eisteddfod environment in

campus environments for intensive tutorials and

which to compete. We had a fantastic year at Royal

rehearsals in late June. In 2016, the Senior Wind

South Street, with many students and groups

Symphony, Strings and Stage bands travelled to

gaining places in hotly-contested sections.

Rutherford Park near Daylesford for a five-day camp, where the students played for an average of six hours

The Senior Music Tour – Sydney 2016

a day. The students relish the opportunity to be away and immerse themselves in their chosen pieces for the

Our biannual Senior Music Tour saw our Senior

upcoming competitions. The games challenge night is

Strings, Choir, Wind Symphony and Stage Band

always a highlight of this annual event, with students

travel to Sydney to take part in the Sydney

learning more about themselves and friends through

International Youth Music Festival. As part of this

team games and challenges.

festival, our groups performed at Darling Harbour, Angel Place Recital Hall, the Verbrugghen Hall at the

The Senior Choir for the first time in 2016 had their

Sydney Conservatorium and the Sydney Town Hall.

intensive rehearsal camp at Seacroft, a property

This international festival had our students mixing

at Sugarloaf on The Great Ocean Road. The choir

and performing with students from New Zealand,

relished the opportunity to be away together at the

Taiwan, USA, China, and other Australian groups.

picturesque property, while learning repertoire for the

Performance tours are a huge but extremely

upcoming performances in Term 2 and 3.

valuable investment in our young musicians and

Both the Middle School and Senior Music Camps see

one that is highly regarded by the music staff and

the Music Department engage, not only our regular

College families.

staff, but also the services of professional performing musicians from places such as the Melbourne Symphony Orchestra, the Victorian Opera and various Tertiary institutions to tutor and motivate the students. Both staff and students find it inspiring to have the opportunity to work with people with such fantastic expertise from ‘outside’ our program. 52

Geelong Music Performance Festival

Taylor House was victorious in 2016, winning the overall trophy across the four acts, however best

The year 2016 marked the second ‘Geelong Music

‘House Choir’ went to Flynn for their rendition of

Performance Festival’, hosted by Christian College,

‘Somebody to Love’ by Queen.

with students from other schools invited to perform. The festival run in August, 2016, saw over 300 solo and small ensemble performances presented for

Highton and Bellarine Campuses Annual Talent Quest

the adjudicators. Students were awarded medals to recognise excellence and also received written

In 2016, the Middle Schools held their annual

feedback on their work. The Festival was created

‘Talent Quest’. The focus of this event was to

to give students a performance opportunity with

encourage participation in the performing arts.

critical feedback and a chance to hear others play.

Following the auditions at both the Highton and

The event was again a wonderful success and will

Bellarine Campuses, students were chosen to

hopefully grow in the coming years.

perform on the final day of Term 3 at the Highton Middle School SAC. Students were awarded prizes

Community Performance

and recognition in categories across a number of disciplines – including Dance, Vocal, Instrumental

Our musicians’ involvement in the community –

and Entertainment, as well as Encouragement

from the Junior Schools right through to our most

Awards. The event featured a huge variety of talent

Senior School musicians – is a hallmark of our

and created a lovely festival-style celebration for

program, with students performing at events such

both Middle Schools to finish Term 3 on a high.

as the Royal Melbourne Hospital Festival, Belmont Elderly Citizens, the Geelong Advertiser Scholarships

The Annual Music Evening

and the Highton Rotary Star Search. The Senior Choir has represented the College on a number of

An outstanding night of performances at Deakin’s

occasions at significant events, such as the Vietnam

Costa Hall held in October, 2016 gave over

Veterans’ Service and the Geelong Schools ANZAC

450 Christian College students musicians the

Day Service at the Johnstone Park Memorial. The

opportunity to perform for a large audience in a

Senior Campus has been represented by a number

world-class concert hall-style venue. The acoustics

of soloists and chamber ensembles throughout

and stage size of Costa Hall enabled all bands, string

the year at a huge range of events. These have

groups and choral performers to show off the best

provided the students with valuable performance

performance pieces they had learnt throughout

experience and also allowed them to share their

the year. The concert featured a consistently

gifts with others in the community and experience

outstanding level of student musicianship and

the satisfaction in providing service to others

excellence in staff direction. The night was also ‘sold

- particularly in being able to support charity

out’, with some families having to wait in the foyer in

fundraising events.

case families left early. The Music staff would like to congratulate all

Senior School House Music

students involved for their contribution and commitment to the College ensemble Program in

Deakin’s Costa Hall was the venue for this year’s

2016.

Senior School House Music Competition. The Senior School became a frenzy of House Choir and Ensemble rehearsals leading up to the hotly-

Mrs Fiona Gardner

contested House Music competition. This event sees

Director of Teaching and Learning – Music

the entire Senior School student body perform as part of their respective House Choirs. Each House also provides a soloist and two ensembles. 53

Teaching & Learning - Art, Technology & Design

Mr Antony Benson Director of Teaching & Learning - Art, Technology and Design

2016 has seen a very success full year for the Art

Becoming literate in Art Technology and Design

Technology and Design faculty at Christian College,

involves understanding and absorbing all the

with outstanding results in our exceptional VCE

variations of symbology, and then forgetting that

program with many of our subjects averaging scores

they exist. We are able to do this mostly because we

above the independent schools sector and a perfect

visualise in order to pass messages or ‘text’ between

study score of 50 in Studio Arts.

us – messages that we want to be full of meaning, full of things that matters to us. As we create these

These results have been the culmination of an

messages, we learn to shape meaning from them, to

education worth having in the Art Technology and

define our world and ourselves. Meanings could be

Design faculty at Christian College, a rich and diverse

directions, feelings, ideas, dreams, experiments or

journey in an environment where the Visual Arts are

investigations, or that which does not even yet exist.

a valued and are a core element of our community and where we have multiple opportunities to exhibit

With the availability of new and emerging

and showcase our students’ work both in the College

technologies in our lives, and the associated ability

and in the broader community

to store and read meaningful symbols simply, our students will reinterpret language and design in ways

Education in the Arts, Technology and Design is an

we cannot begin to imagine. But nothing will take

integral part of the development of each human

away the ability to express meaning through making,

being. Those who have studied learning processes

as has been done throughout the ages of human

throughout the ages, beginning with Plato, have

existence.

emphasized the importance of the arts in the education process. It is our cultural heritage. The arts

The work that our students have created from

are what make us most human, most complete as

our kindergarten through to our senior students

people.

is extraordinary in its diversity, as well as its sophistication, and exhibits a confidence and

An education worth having requires the development

complexity that I find remarkable.

of complex cognitive and creative capacities. As stated by Jensen, “The arts enhance the process of

The faculty is staffed by a range of experienced,

learning. The systems they nourish, which include our

creative and engaging staff who develop students’

integrated sensory, attentional, cognitive, emotional,

skills and who also encourage students to think

and motor capacities, are, in fact, the driving forces

creatively and critically, to innovate to adapt and

behind all other learning”.

problem solve in a wide variety of subject pathways within the Visual Art, Technology and Design Faculty.

Studying the Arts, Technology or Design also provides learners with non-academic benefits such as promoting self-esteem, motivation, aesthetic awareness, cultural exposure, creativity, improved emotional expression and an appreciation of diversity. These are the very fibers that make up the fabric that is our culture. 54

This year’s Art Technology and Design Extravaganza

Our outstanding results in the VCE were not the

exhibition continued the tradition of providing an

only highlight across the faculty with a number of

outstanding display of works from our students,

students being shortlisted for the prestigious VCE

ranging from Kindergarten through to Year 12, and

season of excellence in Top Designs, Top Screen

across the breadth of the Faculty’s learning areas. On

and Top Arts. Students were awarded places in the

display this year was over 5000 individual student

Deakin Photography competition, and also continued

contributions, and it was fantastic to see students

our presence in the Drysdale Rotary art awards.

embracing opportunities for audience participation

Our Systems students developed vision control in

in artworks in the new “installation” area that was

their Systems robotics program and competed at a

installed this year. Jack Crosby our guest artist and

national level and have gone on to develop the rules

former student, who now works as a freelance

and guidelines for vision controlled soccer in the

illustrator and game developer was an engaging

international World Robotic Olympiad. Students have

presenter to our students and demonstrated that if

also had the opportunity to extend themselves as

you follow you passion there are many opportunities

professional artists by offering their works for sale

available to you.

through the Meredith café. Middle School students embraced the opportunity for authentic learning through the Pop Up café, an integrated opportunity that provided so much more than the development of healthy food options, but the foundation of how to run a business. And our junior students embraced the STEAM opportunity in our Visual Arts program to develop an adventurous journey for a marble.

It is important for students to see a pathway and future for their creative passions and so it is essential for students to have access to working professionals, to ask questions and develop deeper understandings of what is happening in the classroom. So it has a pleasure see local artists present to our students both internally and externally, providing an opportunity for our students to obtain an insight to

This year has seen students across the Art,

working as a professional in the Visual Arts as well

Technology and Design Faculty exhibit and present

as imparting valuable knowledge and skills to the

their works at a wide variety of venues including;

students.

the Geelong Art Society’s Shearers Arms Gallery, The Rotary Art Exhibition in Drysdale, Science works

The ATD faculty prides itself on the introduction of

Melbourne, The Geelong Show Grounds, The City of

new technologies to the College and we continued

Greater Geelong CBD, and The Melbourne Museum.

to extended on our journey making the technologies more accessible and integrated across more of the

Mr Antony Benson

learning areas with the College.

Director of Teaching and Learning - Art, Technology, Design

Teaching & Learning - Sport & Physical Education

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

Sport is a highlight for many students who attend

Other significant highlights included:

Christian College. In 2016, individual students and

At the Victorian All Schools Track and Field

College teams have maintained their consistently-

Championships:

high results, recording excellent results at National,

- Tess Kirsopp Cole, 18 years Girls, won the 400m

State and Regional level.

and placed 3rd in the 200m. - Kasey Perkins, 14 years Girls, placed 2nd in the

Sporting Excellence

200m Hurdles. - Jessica Seller, 15 years Girls, placed 3rd in the Pole

The College offers students opportunities within

Vault.

13 sports. The depth of individual talent at the

- Georgia Quick, 15 years Girls, placed 3rd in the

College enabled our teams to record the following

Pole Vault.

outstanding results: - The Senior Boys Netball team were crowned State

At the School Sport Victoria Track and Field

Champions: Tom Cushion, Christian Davis, Will

Championships:

Haintz, Noah Hanneysee, Harrison Hogan, Harry

- Nyah Brown, 12 to 13 years Girls, placed 3rd in the

Kaye, Michael Little, Flynn Marshall, Darcy Pearson

100m and 200m.

and Jordan Rossi.

- Patrick Aquilina, 11 years Boys, placed 3rd in the 100m.

- The College Surfing team won the Independent Schools Teams Surfing title: Angus Castle, Flynn

- Year 3 to 6 Boys won the Geelong All Schools

Daniel, Grace Day, Luke Day, Jarrad Forras, Micky

Swimming Carnival Shield.

Robinson, Nicholas Vanner, Mac Wylie and Tully

- Tilley Fair, ‘Reserve Champion Show Jumping’, and

Wylie.

Ava Halloran, ‘Champion Second Show Jumper’, both

- The 12 to 13-years Girls 4 x 100m team of Molly

won at the Victorian Interschools Championships.

Sellers, Nyah Brown, Jorja Kirsopp-Cole and Luka

- Georgia Murdoch was awarded ‘Champion

Mathe won at the State Championships.

Show Jumper’ (Encourager Height) at the Barwon Interschools and Victorian Equestrian Interschools

A group of 10 Christian College students

series.

represented Victoria at the National Schools

- Lucy Lawn was awarded ‘Champion Show Jumper’

Championships:

at the Interschools Show Jumping Series.

- Tess Kirsopp Cole, Year 11 - Track and Field - Nyah Brown, Year 6 - Track and Field - Patrick Aquilina, Year 5 - Track and Field - Kade Leigh, Year 5 - Hockey - Harry Bradbury, Year 5 - Hockey - Tully Wylie, Year 10 - Surfing - Ava Halloran, Year 8 - Equestrian - Charlotte Sheldon, Year 9 - Equestrian - Tilley Fair, Year 6 - Equestrian

At the Barwon Interschools Equestrian Series, we

- Year 5 and 6 Girls AFL team made the Regional

achieved the following results:

Final.

- The College Show Jumping team won, and the

- Aaron Hanson made the Regional Round of the

Dressage team placed third.

Tennis Championships.

- Jorja Kirsopp Cole (Improver Height) and Riley

- Edwina Hinds made the Regional Round of Soccer

Taylor (Freshman Height) were awarded ‘Champion

trials.

Show Jumpers’. - Lucy Lawn (Showjumping) and Emily Fisher

Christian College ‘Dove Award’

(Dressage) were awarded ‘Reserve Champion’. - Rohan Lock placed 3rd in the Show Jumping

A group of 10 students were awarded the Christian

Progressive Category.

College ‘Dove Award’ for reaching Regional, State or National level in two (Year 4 to 6) or three (Year 7 to

At the Victorian Equestrian Interschools Series, we

12) different sports.

achieved the following results: - Lucy Lawn was awarded ‘Reserve Champion Show

Year 4 to 6: Nyah Brown, Bethany Dean, Kiera

Jumper’ and the College Show Jumping team placed

Green, Edwina Hinds, Jorja Kirsopp Cole, Kade Leigh,

2nd.

Luka Mathe, Molly Seller and Riley Taylor. Year 7 to 12: Tess Kirsopp Cole.

Geelong Independent Schools Sports Association - Year 7 to 12 Interschool Highlights The following teams won their GISSA Championship: - College Junior Girls Track and Field team won their section. - The College Cross Country team achieved its 11th straight victory, with Sam Ward, Olivia Richardson, Georgia Quick, Matthew Tattersall (1st), Kane Loftus (2nd), Keidan Rayner, Kasey Perkins, Cooper Geall and Tess Kirsopp Cole (3rd) all winning medals. - Senior and Intermediate Boys Cricket team won their competition. School Sport Victoria – Year 4 to 6 Interschool Highlights - Junior School Belmont’s Year 3 and 4 ‘Hooptime’ Boys and Girls teams progressed to the Regional Final. - Nyah Brown, Angus Fuller, Maya Fuller, Kiera Green, James Logan, Luka Mathe, Alice Quick and Riley Taylor all made the Regional Round of the Swimming Championships. - Bethany Dean and Molly Seller made the State Final for Cross Country. - Kade Leigh, Bethany Dean, Amelia Cunningham, Ryan Costin, Josh Cowley, Jorja Kirsopp Cole, Luka Mathe, Molly Seller, Joshua Payne and Harris Gee progressed to the State Final of the Track and Field Championships. 57

Sportsman and Sportswoman Trophies

Club Sport

From Year 5 to 12, a ‘Sportsman Trophy’ and

At Club level, Christian College offers students the

‘Sportswoman Trophy’ are awarded at the Bellarine,

opportunity to participate in Basketball, Netball and

Middle School and Senior School campuses. We

Equestrian.

congratulate the following students on winning this award:

The Christian College Netball Club consists of

Bellarine: Archie Hildebrandt (Year 8) and Amelia

approximately 100 Belmont and Highton Year 2 to 9

Cunningham (Year 5).

students. Under the guidance of Head Coach Olivia

Middle School: Kade Leigh (Year 5) and Briely Wight

Cameron, the players participate and enjoy weekly

(Year 9).

training and matches.

Senior School: Matthew Tattersall (Year 10) and Tess

A group of 30 enthusiastic equine riders make up

Kirsopp Cole (Year 11).

the Christian College Equestrian Club. Students compete in the Barwon Schools series, Victorian

While all of these achievements were recorded in

School events and the EFA Victorian Interschools as

2016, the students’ performances can be attributed

representatives of the College.

to the many years of education within their

Olivia Cameron (Head Coach) working with

discipline undertaken throughout their journey at

Flora Murdoch (Administrator) have overseen

Christian College.

significant growth in the number of Basketball teams participating within Basketball Geelong and the Bellarine Peninsula Basketball Association. Throughout the year, over 380 players represented the Christian College Eagles.

Mr Jonathan Ryan Director of Teaching and Learning - Sport and Physical Education

Teaching & Learning - Outdoor Education

Mr Cassidy Hurrell Director of Teaching & Learning - Outdoor Education

As a new director in 2016, I would like to

I would also like to acknowledge David Evans and

acknowledge the dedication and vision of

Holly Randall, who joined the department this

predecessor John Tatnell. His desire to engage

year. David’s experience, positive attitude and

students through authentic experiences, and his

thoroughness have been invaluable assets to the

ability to use reflection and questioning to challenge

College and his classes (including his two Year 12

ethical understanding of social, economic and

ODE classes) have benefited immensely. Holly has

environmental issues, are deeply threaded through

worked tirelessly as the ODE Assistant, ensuring

the curriculum focus of this department. John

our programs run extremely smoothly and we are

has been an inspirational educator for countless

excited to have her joining the teaching team in

students and our department has enjoyed many

2017.

successful outcomes thanks to him. We wish John the very best in his retirement and look forward to

Academic Highlights OES and OW

working with him when we have the opportunity. Our 2015 Year 12 results were pleasing, with In his final reflection last year, John made

17.1% of the students enrolled in Outdoor and

reference to the commitment and enthusiasm

Environmental Studies receiving 40+ as their study

of the teachers in this department. The teachers

score. One student received the Premier’s Award

who I am blessed to work with across the three

with a perfect score of 50. Almost every student

campuses could not have made the year any more

scored at least 30. Students in the lower percentile

enjoyable and supportive. I am grateful for their

are achieving at a standard that is 5 study score

ability to collaborate, reflect, refine and improve

points above students in the same school sector,

as individuals and as a team. Their constant desire

and well above the rest of the state. Christian

to provide young people with unique experiences

College’s average study score is above the state’s

that help them become lifelong learners is inspiring.

average and above our school sector. Our 2016 Year

The challenging conditions and risks of the outdoor

12 results were also very pleasing, with 23.8% of the

classroom can place extra pressure and stress

students enrolled in OES receiving 40+ as their study

on everyone. However, through the support and

score – and one perfect score 50. We are extremely

mutual understanding of these challenges, I firmly

proud of the hard work of all our students, and we

believe we have created a fantastic team who

would like to acknowledge their commitment to the

should be extremely proud of their achievements.

subject.

Tim Wright combined two Year 9 assessment tasks

Program Highlights

to make them more meaningful for the students and also encourage deeper learning outcomes.

The past year has seen the successful collaboration

Students were given an opportunity to create a task

between Humanities and the OES department

that would be used in a real setting e.g. ‘Electives

with the smooth roll out of three Year 8 ‘GEOS’

Night’.

camps and a curriculum merger of Geography and OES. The positive feedback from students

There were a couple of excellent videos produced

and staff was clear evidence of this. As part of

which incorporated many ICT, literacy and research

this successful collaboration, every Year 8 student

skills. This task has created a great platform to

had the opportunity to engage with some of the

work with into the future. The Year 10 ‘Our World’

most spectacular environments in our local area

classes participated in a Q-and-A-style discussion,

and bring their personal experiences into the

with students taking on different community

classroom to encourage engagement, thinking and

member perspectives. The questions were about

understanding of the curriculum. We are excited

development issues that they witnessed during their

about incorporating Science into the program in

Central Australia experience, and they then created

2017.

a solution based on their different perspectives. Students collaborated exceptionally well and used a

Transition of the Year 11 ‘Our World’ program

mix of real-life experiences and research to create

into the Unit 2 Global Politics unit has also

solutions, government policies and justify reasons

gone smoothly. The course focuses on ways in

for social disadvantages. The debates highlighted

which the lives of citizens in the 21st century are

their ability to pose questions and critically analyse

interconnected globally, as well as evaluating the

complex issues. Key to the success of this new

effectiveness of the international community in

assessment task was the connection with the

managing a range of issues. Students are challenged

community, which the students made during their

to use this knowledge to develop a plan for the

central experience.

future direction of either Vietnam, East Timor or

I would like to thank Celeste Pryke for her hard work

Cambodia in progressing human rights, reducing

in redesigning this task.

poverty and improving quality of life. The Year 11 students were involved in presenting their country’s challenges and solutions to these issues at a range of assemblies from Year 5 onwards. They spoke with passion and were well received by students and staff. It has been pleasing to see that many of the students are continuing their study of Global Politics into Units 3 and 4. Challenging weather was one of the difficulties our staff faced this year. On many occasions, programs were altered or cancelled for safety reasons. This demonstrates the great care our staff take to ensure students are kept safe. One example of this was when Dave Evans and Louie Gross were met with a wild week of weather in the Grampians. It tested our wet weather equipment, but through thorough preparation, planning and logical decision-making, the education outcomes of this unique environment were still met – while the students were challenged and kept safe. 60

Looking Forward We want to continue the focus of providing experiential education through practical activities to challenge the ideas and the understanding that our students have about the world in which they live. It is important to continue the focus of intrinsic appreciation for Godâ&#x20AC;&#x2122;s creation, as well as the crucial role it plays in our wellbeing. Our aim is to engage students in the social, environmental and economic issues that are relevant to our local and global community â&#x20AC;&#x201C; as well as ensure they are engaged in their learning through authentic assessment tasks which help them reach their full potential.

Our Focus Areas For 2017: - Deliver a dynamic curriculum that is hands-on and helps students see the relevance to their lives. - Help students foster a love of learning in all subject areas throughout their entire educational journey. - Questioning for understanding; are we assessing constantly throughout our lessons? - Achieve a clearer understanding of the key skills our students are developing and how they can be transferred to other facets of their lives.

Mr Cassidy Hurrell Director of Teaching and Learning - Outdoor Education

Teaching & Learning - Learning Support

Mrs Roselyn Smith Director of Teaching & Learning - Learning Support

The focus of this directorship for 2016 has been

Classroom support was delivered by an ever-

on authenticity. In the various areas of service

expanding group of highly professional and capable

responsibility encompassed within Learning

Educational Support Officers (ESOs), who integrated

Support Services, there has been deliberate and

into classrooms and offered assistance to teachers

continual contemplation and collaborative discourse

and support to students facing learning challenges.

to ensure that all processes and programs are

With the growing popularity of our college VCAL

necessary, purposeful, efficient and timely. To that

program, there was increased need to support and

end, there has been some refocusing, reskilling and

guide larger numbers of students in Year 10 as they

reshaping. The year concluded with evidence of

prepared to take on their vocational studies in Year

some very positive changes in place for 2017, and

11. This trend has necessitated an expansion of

strategic planning underway to guide and prepare

our services at the Senior Campus and added an

for future growth and development.

exciting new dimension to our work with students. Another extremely beneficial initiative this year was

Learning with Difficulties and Disabilities

the establishment of a specific Learning Support area at the Middle School Highton. This room was

The Learning Support (LS) department at every

multi-functional and highly valued by teachers and

campus continued to establish itself as an invaluable

students alike. This successful initiative is being

support service for staff as they endeavoured to

replicated at Bellarine and Senior campuses in 2017.

meet the needs of every individual student within their classroom. At each campus, the department

There is now a well-established referral system in

was capably led by the LS coordinator, who worked

place where teachers are able to seek assistance

very closely under the direction of the LS Director.

from the LS department to identify the specific

The department was appreciative once again

learning challenges faced by students. This year

of the invaluable work of Jackie Golden (Speech

there was very clear evidence that teaching

Pathologist) whose assessment and language

staff were identifying students very early in the

support services were shared across all campuses,

year and referrals continued to flow in as the

whilst she also managed an expanding role as a

year progressed. This year I participated in the

lecturer at the Christian College Institute of Teaching

Independent Schools Victoria (ISV) funded â&#x20AC;&#x2DC;Student

and Learning (CCITL). There were also a number

Assessment Projectâ&#x20AC;&#x2122;, which provided specialised

of external Speech Pathologists, Occupational

training in the use of several screening assessments

Therapists and Psychologists who worked closely

that enable school-based identification of Dyslexia

with the department and the students throughout

(the school was also provided with the assessment

the year.

tools as part of the program). Along with the existing battery of assessments I have used for a

Literacy and Numeracy support programs operated

number of years and the professional assessment

in different formats at all campuses and were

services provided by Jackie Golden, this new range

delivered by LS and mainstream teaching staff.

of assessments enabled us to screen a significant number of students at the College level this year for a range of different learning difficulties.

The ability to screen students for a range of learning difficulties has substantial benefits for parents in reducing unnecessary, external assessment costs (noting that students requiring professional, diagnostic assessments continue to be referred to relevant external providers). There are also benefits for teachers, as they are provided with early and targeted guidance for their support of specific students, and for students, as their learning difficulties are recognised and addressed in a timely and effective manner. The Learning Support processes and programs are certainly proving to be effective, as the NAPLAN data this year indicated that our 10th percentile in all domains at Years 3, 5, 7 and 9 was well above that of the state. As

Learning Support - Learning with Additional Ability and Giftedness

a College, we are well respected for our care and provision for students with learning challenges

Our provision for students with exceptionally

and it is pleasing to see that our support for these

high and unique abilities continues to be an area

students is providing them with the success they are

of growth and development. Our unique ‘Q’ed’

due.

program, which was designed to cater to the needs of our Gifted and Talented students, continued in its original format. However, with a Professional Learning Team also simultaneously charged with the reconceptualisation of the program in preparation for a relaunch in 2017, only one final ‘Q’ed 3’ program operated in first semester, 2016. The research and collaborative thought power of this exciting group of 14 students, drawn from both the Bellarine and Middle School campuses, resulted in the conceptualisation of a new theme park for Geelong, named ‘Times²’. TIMES was an acronym for Technology, Innovation/Imagination, Mathematics, Engineering and Science; all vitally important areas of education for the future growth of Geelong and

Nationally Consistent Collection of Data on School Students with Disability (NCCDSSD)

in fact for global sustainability. The learning and development which sat behind this product was extremely rich, individualised and collaborative, as required. All Q’ed 3 Board members, as the students

As required by the Federal Government, our College

were known, were excited by their personal journey

participated in this data collection process which

of self-discovery and self-development. Q’ed will

culminates with a census in August each year.

relaunch in 2017 in a new format as a campus-

This data forms part of our overall monitoring of

based program. A special word of thanks to the

the needs of all students, assists us to plan for

team of staff who researched latest provision in

adequate and appropriate support resources and

gifted and talented education and collaboratively

may progressively be used by State and Federal

designed the new look product.

Governments to guide the funding for students with disabilities

Enrichment and enhancement programs also

These include, generally striving to extend our 90th

operated in our Junior campuses at Bellarine and

percentile above that of the State, and in addressing

Belmont. These programs were varied in approach

our studentsâ&#x20AC;&#x2122; ability to apply their subject-based

but essentially aimed to provide highly-able

knowledge and skills to real-life problem solving.

students with unique opportunities to extend their

This deficit was reported as being a consistent area

thinking, literacy and numeracy skills and social and

of weakness in the national results, and hence

emotional development. These programs included

provides not just our school but Australia in general,

exciting components such as Lego Robotics,

with very clear signposting for improvement

Animation, learning about and with Multiple

measures.

Intelligences, Thinking Routines, Maths in Action

This year we made the highly-successful and

and Picture Storybook Writing with a twist. Many

efficient move to online Standardised Testing

other opportunities for personal and collaborative

through the Australian Council for Educational

enrichment and enhancement â&#x20AC;&#x201C; such as the

Research (ACER), which allowed us to assess our

Tournament of Minds, Chess competitions, Science

students in a much shorter period of time, and

and Maths competitions, Robo competitions, just to

hence with less interruption to normal programs.

mention a few â&#x20AC;&#x201C; were again promoted to students

It also provided instant results and reporting, thus

at appropriate campuses with solid participation

enabling the results to be utilised by teachers much

levels. We had some wonderful outcomes, such as

earlier than previously experienced. Standardised

a 1st Place at Regional TOM finals for the Secondary

data is extremely useful, not as an end in itself, but

Social Sciences team at Highton and an Honours

in providing an independent snapshot of student

Award for the Social Sciences Primary team at

progress, as well as an assessment of our programs

Highton.

and pedagogy, and as a planning resource as we

In addition to these breakout programs, all teachers

continually strive for improvement.

across all year levels were greatly encouraged to differentiate within their programs and classrooms

General Excellence Scholarship Program

so that students with higher abilities were provided with meaningful enrichment and appropriate

The Scholarship program attracted over 100

extension.

applications with the highest number of external applicants we have seen in a number of years (37%

National and School-Based Assessment Programs

at Year 5, 30% at Year 7, 0.06% at Year 10 and 28% overall). There were 10 feeder Primary schools for Year 5 applications and 19 for Year 7. The Year 10

This year Bellarine campus volunteered to

Scholarship continues to attract fewer applicants,

participate in a trial for the Online NAPLAN testing

with only one external student in the mix.

procedure, which will be rolled out for all schools in

This year we commenced a very successful

2018. Next year Bellarine will undertake their testing

relationship with Edutest, who delivered the

online, however Junior and Middle School campuses

testing program in a very efficient and professional

will remain in hardcopy testing until 2018.

manner. This will continue into 2017.

The NAPLAN results for 2016 identified areas

The Scholarship program continues to serve us well

in which we continue to make very impressive

in acknowledging strengths within our own students

improvement, such as in the support of our weakest

but also raising the profile and enrolment interest of

students, and in certain year levels, like Year 5 at

external students.

Bellarine. However, it also identified areas where we need to continue to examine our programs

Mrs Roselyn Smith

and our pedagogy in order to achieve consistent

Director of Teaching and Teaching - Learning

improvement.

Support

Acknowledgment of our College Major Event Corporate Sponsors 3 Camp Logos

Baptist Camping Logos

Black and white logo

Ocean Grove

Geelong West

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

Butterfield House Kindergarten + Care Great Ocean Road, Torquay 3228 Tel. (03) 5264 6803

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 Pigdons Road, Waurn Ponds 3216 Tel. (03) 5241 1577

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

Back Creek Cafe Staughton Street, Meredith 3333 Tel. (03) 5286 1166

‘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