Community Report 2019
A CO-EDUCATIONAL SCHOOL IN THE ANGLICAN TRADITION – EARLY LEARNING TO YEAR 12
Community Report 2019. Principal’s Welcome Our Motto Our motto is Levavi Oculos which means to Lift up my eyes. Inspired by the opening line of Psalm 121, “I lift up my eyes to the mountains” was chosen to reflect the School’s unique outlook to the hills and sense of optimism for the future.
Our Vision To be a great school fostering excellence, concern for others and a global outlook.
Our Mission Yarra Valley Grammar is a learning community which nurtures a confidence to achieve.
Our Values We value: • Excellence and endeavour • Respect and integrity • Creativity and compassion • Community, service and leadership • Safety and wellbeing • Our Christian ethos and our Anglican tradition.
Levavi Oculos - I lift up my eyes The School motto originates from the first line of Psalm 121 which speaks of inspiration and hope coming from looking up to the hills. This reference resonates in a number of ways. The Psalm reflects the connection of the School to its Christian and Anglican origins and purpose. The presence of God as a source of inspiration and hope establishes Yarra Valley Grammar as a faith based school which is revealed in prayer, religious instruction, Gospel teachings and respectful relationships. The unique location of the School in the foothills of the Yarra Valley and looking up to the Dandenong Ranges and across the Yarra Valley to the Great Dividing Range reinforces the importance of place and the physical act of looking up suggests an aspiration for
higher things: excellence, an elevation of thought, standards, effort and achievement. Our Mission: Yarra Valley Grammar is a learning community which nurtures a confidence to achieve. Our Mission is an education which nurtures a confidence (character and willingness) to achieve (knowledge and skill). The student is at the heart of the School and the School’s purpose is to educate so that students become proficient and skilful and are prepared to contribute in a meaningful way to their families, friends and society more broadly.
members of the School community interact both internally and to society at large. Globalism remains a strong focus with the teaching of languages, international partnerships and overseas opportunities. The School celebrates diversity in all its forms and recognises that individualism within the context of the School community enriches that community.
Our Vision: To be a great school fostering excellence, concern for others and a global outlook.
Our Values: There are fundamental principles which establish the culture of the School including: Excellence and Endeavour, Respect and Integrity, Creativity and Compassion, Community, Service and Leadership, Safety and Wellbeing, and our Christian ethos and Anglican tradition.
Excellence is manifested in many ways: academic, cultural, sporting and social. Concern for others is prominent in how
All of these elements were once again central to the life of our School during the course of 2019. There is a rich and
diverse academic life at Yarra Valley Grammar where students work in close collaboration with their teachers to achieve their very best. A continuing tradition of very strong VCE and NAPLAN results indicates a very healthy academic culture in the School. The diversity in the curriculum promotes the view that students are able to find their passion and pursue it. The broader aims of education included the very popular Performing Arts program in drama and music as well as the involvement in a wide range of sports through the Association of Grammar Schools of Victoria (AGSV). It is a key element of a Yarra education that all students are involved in both the performing arts and sports during their time at the School. This broad education is designed to awaken and excite interest in what might become a lifelong pursuit. In the same way,
our long partnerships with schools in France, Japan and China as well as opportunities to travel overseas through the various faculty excursions gives our students the opportunity to broaden their understanding, their perspectives and their world view. Schools are much more than places of learning; they are also communities. Our students were once again fully immersed in our Community Links program, a community service outreach program that encourages student involvement raising funds for the Good Friday Appeal, the World’s Greatest Shave and many other worthy charities, as well as Morning tuition classes for refugee children. This both directly assists the community and imbues in our students the understanding and inclination to help others; to be of service.
Finally, in 2019 the School continued its partnership with The Resilience Project to implement a whole School approach to student wellbeing. We recognise the importance of emotional and psychological development at each stage in a young person’s life and the project in collaboration with our student wellbeing team has done much during the course of the year to equip our students to navigate their way through a busy, noisy and crowded world. I commend the 2019 School Report to you as a way of understanding the complex nature of our School and schooling in general. Schools do important work. Dr Mark Merry Principal
COMMUNITY REPORT 2019
1
Great stewardship. Governance
Finances
School Board
Executive Team
The Board of Yarra Valley Grammar is responsible for the overall governance of the School. Key issues include strategic stewardship, risk, governance and appointments, finance and Board and Director Reviews.
Yarra Valley Grammar’s Executive team is led by the Principal, Dr Mark Merry and is responsible for the day-to-day operation of the School. The Principal oversees the management structure for key operational areas including teaching and learning, information technology, marketing and admissions, community development and finance.
The Board members in 2019 were: Chairperson Mrs Sarah Tipping (Retired 29 May) Mr Andrew Hirst (Appointed 29 May) Vice Chairperson Reverend Denise Nicholls (Appointed 29 May) CEO/Principal
2019 EXPENDITURE TOTAL: $36,224,347 7.6% Direct education
72.7% Tuition fees
8.2% Administration expenses
21.9% Government grants received
5.6% Property management
0.9% Facility hire
0.3% Insurance 0.5% Finance costs 1.0% Other expenses
4.5% Other
6.9% Depreciation and amortisation
56.6% Employee benefits
11.3% S urplus reinvested in capital works
Dr Mark Merry Deputy Principal – Head of Senior School
2020 PROJECTED INCOME TOTAL: $44,277,146
2020 PROJECTED EXPENDITURE TOTAL: $39,051,043
Mr Andrew Hocking
Dr Mark Merry Company Secretary
Mrs Julie Hall
Ms Jane Macneil
Deputy Principal – Head of Junior School
Mr Michael Fung
2019 INCOME TOTAL: $41,790,894
Principal
Deputy Principal – Head of Middle School
Directors
Yarra Valley Grammar is a not-for-profit organisation and adheres to contemporary business practices to ensure that the School’s finances are managed in an effective and compliant manner.
Mr Chris Lawson
Mr Hamish King
Corporate Services Manager
Mr Ilan Weill (Resigned 13 December)
Ms Jane Macneil
8.2% Direct education costs 72.9% Tuition fees 22.3% Government grants received 0.8% Facility hire
57.2% Employee benefits
8.1% Administrative expenses 5.4% Property management 5.6% Depreciation and amortisation 0.4% Insurance 0.9% Finance costs 2.4% Other expenses
4.0% Other
11.8% S urplus reinvested in capital works
Ms Larissa McLean-Davies Ms Nicole Stevens-Warton Ms Carrie Edwards-Britt (Appointed 11 February)
Acknowledgement: The Early Learning Centre is supported by the Victorian Government.
Mr Greg Hicks (Appointed 29 May)
2
COMMUNITY REPORT 2019
3
Great connections. Parent, Teacher and Student Satisfaction There are many opportunities for parents, teachers and students to provide feedback to the School.
Junior School In Junior School, ELC parents are asked for feedback on their child’s portfolio and learning and they are also asked for feedback on the programs offered. Parents and staff at all levels in the Primary School also communicate throughout the year via email and face to face conversations to promote the relationship between the School and home. Primary students participate in surveys of teachers related to teacher performance in areas such as relationships, student planning, catering for interests and knowledge of subject area. Students engage regularly with their teachers in all aspects of their learning. The Grade 6 students meet with the Year 7 Coordinators and Deputy
Principal - Head of Middle School before progressing to Year 7, to assist with the transition.
Level Coordinators. Parent Information Nights are held for each Middle School year – 7, 8 & 9.
The Deputy Head or Head of Junior School is always available to talk with parents and teachers should any needs or concerns arise and parents are encouraged to give feedback about all aspects of education and schooling at Yarra Valley Grammar.
During their time in Middle School students have the opportunity to discuss their subjects, grades, achievements, aspirations, friends, involvement in co-curricular activities and the School in general with their Tutor, Heads of Year level, the Deputy Head of Middle School and the Deputy Principal – Head of Middle School.
Middle School The year before students begin in Middle School in Year 7, a comprehensive transition program takes place including a Fellowship morning in July, academic testing in September, Primary School visits in October to each child by the Deputy Principal - Head of Middle School and Orientation Day in November. Students enrolled in Year 7 complete a Passport to Year 7 activity book which is shared with Tutors and Year
The Middle School Student Representative Council (SRC) also gives students a voice and is made up of two student leaders for each Semester from each class group in Year 7 and Year 8. This group meets once a fortnight. The SRC discusses issues and matters under the headings of the School Environment, Tutorial Business, Community Links and Service to others.
The Middle School Student Leadership team is made up of 22 Year 9 students that represent areas including Community Links, Art & Design, Music, Drama, Sport, LINK@9, International students and Leadership. These students are directly responsible to either the Deputy Head of School, Heads of Year 9, Head of House or the Head of Department of their area. New students that begin at Yarra Valley Grammar in Year 8 or Year 9 are assigned student mentors through the Student Mentor program. These student mentors look after the new students and give feedback to their tutors and Year Level Coordinator regarding how well the new student is settling in. Year 11 students are trained as Peer Support Leaders and they interact with Year 7 students during various Year 7 classes from Term 2 onwards.
Year 7 students are provided with an iPad to assist in their studies and communication with their teachers. The iPad provides a platform for students to email their teachers beyond classroom time to seek clarification of work, ask for extra assistance and arrange meeting times. Each iPad is installed with a number of Apps, including CANVAS, our Learning Management System, to assist students with their organisation and learning. Parents and students can view assessments in real time via the CANVAS dashboard. The CANVAS dashboard displays the subjects a student is enrolled in and also lists upcoming or current assessments and teacher feedback. Year 8 students continue the use of their School iPad but can also bring another device if they wish to augment their work in class. Year 9 students also take part in the BYOD (Bring Your Own Device) program. They can bring any device of their choosing to School to assist their studies and the School’s IT Department supports the use of these devices whilst at School. Tutors, Year Level Coordinators and the Head of Middle School are available to speak with students, staff and parents at any time. Middle School students also provide feedback regarding staff through the Student Survey component of the Staff Appraisal/
4
Performance Development process, and it is pleasing to note the high level of positive response from students regarding their teachers. Students are encouraged throughout their time in Middle School to develop key skills in the areas of teamwork, communication, problem solving, empathy, gratitude, giving and the showing of respect to all. The development of personal decision making skills, taking and using initiative and learning to lead are also central to the Middle School experience.
Senior School The extensive offerings available to students in the Senior School were again well received and supported in 2019. A strong array of Year 10 and VCE subject offerings across all of the key learning areas allowed for students to have significant choice in pursuing their areas of interest and suitability. The 2019 VCE results were excellent with 36.5 percent of the cohort attaining an ATAR over 90; 65 percent over 80 and the median ATAR being 85.4, our highest ever. There were seven perfect study scores of 50 and 18.8 percent of study scores over 40 with the median study score of 34. Senior students embraced the extra learning opportunities available to them including meeting and working with
their teachers, Yarra Old Grammarian mentors, as well as completing trial and practice exams and working in the Neville J Lyngcoln Senior Student Centre after school and over the weekends. Beyond the classroom, students participated fully in the AGSV/ APS Sporting competition in summer and winter as well as swimming, athletics, cross country and golf. Senior students represented the School in Canoe, Kayak, Equestrian and Snow sports. They also excelled in Music, Drama, Media, Community Links and Wellbeing opportunities across the year. The Safe School survey each semester indicated that students felt safe and supported in and around the School and guest presenters on drugs and alcohol, safe partying, caring for each other, driver education and study skills were informative and appreciated.
Again in 2019, each year level worked on the whole school Resilience Project. Tutors in each year level, supported by the Health & PE Department, ran relevant and year level specific offerings on the four main pillars of Mindfulness, Empathy, Gratitude and Emotional Literacy. Student Leadership opportunities continued both informally and formally with regular Year 12 Student Leaders meetings, the Senior School Representative Council, Supportive Friends and Peer Support Leaders. 2019 was another rewarding year with students making the most of their opportunities and enjoying the success that came from doing so.
COMMUNITY REPORT 2019
5
Great teachers. Professional Development In 2019, Yarra Valley Grammar allocated $136,143.52 for staff Professional Development (Teachers $80,894.34, Support Staff $55,249.18) The major focus of the Teaching and Learning goal for Professional Learning was Consolidation of the key ideas encompassed in the School’s strategic plan. Consolidation of ideas and initiatives introduced over the last three years, including a focus on rigour, differentiation, entrepreneurship, improvement in assessment through the use of effective rubrics, and support for the School’s Resilience Project. This will be achieved through faculties who will set goals and focus on particular areas. Each faculty will be allocated significant time to meet those goals.
6
In addition, there was a continued consolidation of the School’s Learning Management System (LMS), CANVAS, used for real-time reporting. There was a particular focus on compliance too, with the introduction of the NCCD and Associated Professional Learning to support staff on effective collection of data for students with special needs. All teaching staff completed courses on First Aid, child protection and mandatory reporting.
In 2019, as in previous years, the Professional Learning opportunities undertaken by Teaching staff included a mix of in school targeted Professional Learning and external Professional Learning sessions, with an emphasis on staff sharing their knowledge and skills to improve classroom practice. Support staff also attended relevant training opportunities throughout the year, and all Teaching staff and Support staff participated in compliance-based training.
Aside from the specific goals mentioned earlier in this report, other important ongoing aims of Professional Learning at Yarra Valley Grammar are to:
In each sub-school the focus remained the same:
The Coaching Program, of previous years, continued to evolve to incorporate teacher action research based on the School’s Teaching and Learning Strategic Plan. These groups supported their colleagues with pre and post observations and suggestions through collegiate conversations in line with the coaching process.
• Provide opportunities for staff to update and improve their knowledge and understanding of their subject areas
• Skill acquisition as the key focus area in Junior School • Engagement as the key focus area in Middle School • Academic performance and rigour as the key focus in Senior School
• Promote reflective practice amongst Teaching staff • Encourage the sharing of resources and knowledge amongst staff • Nurture professional relationships and collegiality between staff both at school and within their professional organisations.
• Undertake Professional Learning on students with special needs
The Professional Learning requirement for Yarra Valley Grammar staff in 2019 was: • To complete a minimum of 30 hours of Professional Learning (pro-rata for part time staff) in accordance with Yarra Valley Grammar guidelines and VIT registration requirements. • To maintain records as evidence of the 30 hours total PL requirement, 8 hours minimum ICT training, 8 hours minimum Data training, 20 hours on EPP, subject related pedagogy, presentation on students with special needs and professional • To report back and reflect on the Professional Learning opportunities provided in an appropriate forum.
Workforce Composition The average attendance rate for teaching staff in 2019 was 98%. The proportion of teaching staff retained from 2018 – 2019 was 93.9%. The percentage of male and female staff overall in 2019 was 64.5% female and 35.5% male.
Staff
Female 64.5%
The School Board had 50% female Directors in 2019, and 37% of Middle and Senior Management staff in the School were female in 2019. The School provides flexibility in working arrangements for its staff as well as part-time and job sharing opportunities.
School Board
Male 35.5%
Female 50%
Male 50%
Number of FTE teaching staff (126.46). Number of FTE non-teaching staff (68.64). Number of indigenous staff (0).
Middle and Senior Management
Female 37%
Male 63%
• Be leaders in Professional Learning opportunities.
COMMUNITY REPORT 2019
7
Great education. Attendance
The total student population in 2019 was 1,345.
Junior School
Number of students in each section of the School:
Prep
95.13%
1
95.80%
2
96.35%
74
3
95.82%
Junior School (Prep – Year 6)
274
4
95.69%
Middle School (Years 7 – 9)
493
5
95.35%
504
6
96.44%
ELC (3 & 4 Year olds)
Senior School (Years 10 – 12)
Middle and Senior Schools
Gender mix of total population was 40.3% female, 59.7% male.
7
We had 3 indigenous students and 93 international students, including students from China, Hong Kong and Taiwan. There were also 68 students on Temporary Residence visas from China.
96.69%
8
96.40%
9
96.61%
10
96.37%
11
96.35%
12
92.69%
Rate of attendance for whole School was 95.85% Rates of student attendance remain relatively consistent from year to year and are similar across all year levels. All Student Absences are collected and recorded twice each school day in the School’s database. Staff mark their rolls every period and any absences or changes to attendance are recorded, with discrepancies checked and investigated by each School Office. In the case of non-attendance, the parents of a student are contacted. In the majority of cases, absences are for medical reasons, but in the case of truancy for Middle School and Senior School students, a detention is given.
NAPLAN Results READING
SPELLING
WRITING
YEAR LEVEL
2019
2018
2017
2019
2018
2017
2019
2018
2017
Year 3
100%
100%
100%
100%
95%
100%
100%
100%
100%
Year 5
98%
100%
98%
100%
98%
100%
100%
100%
98%
Year 7
100%
99%
99%
98%
100%
99%
100%
98%
98%
Year 9
97%
98%
98%
99%
98%
98%
95%
96%
91%
GRAMMAR AND PUNCTUATION
NUMERACY
YEAR LEVEL
2019
2018
2017
2019
2018
2017
Year 3
100%
100%
97%
100%
100%
100%
Year 5
100%
100%
94%
100%
100%
100%
Year 7
100%
99%
95%
99%
100%
99%
Year 9
96%
100%
98%
100%
100%
100%
VET Curriculum
Class of 2019 Pathways
In 2019, there were 9 students (1.8%) from Senior School enrolled in external VET in Schools courses through the Mullum VET Cluster.
Tertiary Placement Offers
Class of 2019 100% of Year 12 students in 2019 attained a Year 12 certificate or equivalent VET qualification. All students successfully completed the VCE with more than one in three achieving an ATAR of 90 or above. The Median ATAR of 85.40 means that more than half of the year level achieved in the top 15% of the State. 18.8 % of study scores were over 40 and the Median study score for the year was 34. The Duces of the School for 2019 achieved an ATAR of 99.75. There were seven perfect scores of 50 achieved and three students achieved an ATAR of over 99. The overall result was another strong performance by Yarra Valley Grammar students in the VCE.
[7]
[1]
Monash University
24.8%
[2]
Deakin University
23.4%
[3]
The University of Melbourne
16.3%
[4]
RMIT
16.3%
[5]
Swinburne University
5.7%
[6]
Australian Catholic University
5.7%
[7]
TAFE/Other
5.0%
[8]
La Trobe University
2.8%
[8] [1]
[6] [5]
[4]
[2] [3]
Study Areas Agriculture, Environment & related studies 2 Architecture/Building 12 Commerce/Management 44 Creative Arts 19 Education 2 Engineering/Technology 21 Information Technology 8 Health 29 Natural & Physical Science 20 Society & Culture 40
NUMBER OF OFFERS
School Population
0
5
10
15
20
25
PERCENTAGE OF STUDENT OFFERS
Our students come to us with their own set of skills and abilities and we encourage all to attempt Year 12. The emphasis in the VCE at our School has always been on students achieving their personal best.
Percentages represent Yarra Valley Grammar’s results at or above the national minimum standard in literacy and numeracy.
8
COMMUNITY REPORT 2019
9
Great opportunities. Community Links Developing a strong sense of community and social justice is an integral component of an education at Yarra Valley Grammar. Across the School, from Junior to Senior year levels, students are encouraged to give something back to the less fortunate in the wider community. Fundraising events and volunteering are encouraged and promoted through a program called Community Links which is coordinated by the School’s Chaplain, Reverend Paul Joy. Events throughout 2019 include walking for Oxfam and Run for the Kids, where money was raised for the Royal Children’s Hospital. Countless stalls and sausage sizzles were held for various organisations including Caladenia and Children’s Cancer Research and the Starlight Children’s Foundation. The School also had themed free dress days, including Pink Day and Blue Day, raising funds and awareness of the Eastern Health and Breast Cancer
Yarra Community Research, White Owl for Men’s Health Awareness and the Flicker of Hope Foundation. Denim for Deafness Day was held to raise funds and support the Deafness Foundation. The Secondary School community got right behind the Leukaemia Foundation at Yarra’s Great Shave where courageous young men and women participated in waxing legs, shaving and colouring their hair and raised a total of $18,000. A large number of students participated in the World Vision 40 Hour Famine with the money raised assisting displaced refugees in Africa and the Middle East. The Junior School community continued its partnership with the local Lions Club to support the Children’s Cancer Research Foundation. In addition, money, toys and food was also donated for the Anglicare Christmas Appeal. Students in ELC donated money raised from their Book Day to the Indigenous Literacy Foundation – The Great Book Swap.
Once again a significant donation of toys and food supplies to the Anglicare Christmas Appeal. A highlight in the Community Links calendar is watching our School community invest in the wider community by coming together on Good Friday to support the Royal Children’s Hospital. The School had over 600 students, teachers, parents, Yarra Old Grammarians and other members of the Yarra Valley Grammar who together collected an amazing $38,000 and again win the perpetual Schools trophy awarded by the Pied Pipers to the school who collects the most money each year. Throughout the year a number of secondary school students volunteer their time to help tutor migrant children in English and Mathematics in a local initiative called Toast & Tutoring. Strong friendships are forged through this program and our students are better placed to understand the plight of immigrants within our community.
Operation Christmas Child saw more than 200 shoe boxes filled and delivered as part of a mission to bring a smile to the face of children living in poverty. Yarra Valley Grammar took part in Share the Dignity, asking the community to donate sanitary items. These were then sent to Share the Dignity and distributed to those in need. In support of the event, news reporter Peter Hitchener came to the School as a guest, commending our efforts and joining in on a Year 12 fundraising Downball Competition held that day. Other volunteer initiatives include helping clean up at local churches and community halls and gardens as well as graffiti removal and reading to children in local schools. Yarra Valley Grammar students are encouraged to seek out ways they can impact others in the community in a positive way. The Community Links program is something of which the School is extremely proud.
At Yarra Valley Grammar, our community has many amazing groups and activities that students and families can get involved in. They provide a wide range of rewarding opportunities for members of our community to make a significant and valued contribution to our students, staff and the School as a whole.
Food, Wine and Music Concert and a Christmas in July fundraising dinner. They contributed over 1,750 voluntary hours to raise over $254,000 for School projects and over $38,000 for charities. Our voluntary School Board also drove our strategic direction and financial and risk governance.
We have hundreds of Yarra volunteers partnering with the School and like-minded people to enhance the Yarra Spirit. Our volunteers help by reading with Junior School children, providing services such as the Yarra Parents & Friends SecondHand Uniform Shop and Pavilion Café, the Yarra Drama Second-Hand Deb Dress Sale and organising and assisting at both social and fundraising events. We are very proud to have so many community members on our Yarra community group committees helping to drive different programs and initiatives.
Yarra Parents & Friends is an important forum within our community in which parents and friends of the School are able to meet on a regular basis. They work together not only to support the School’s programs, but to encourage a sense of community for all School families. Yarra Parents & Friends provides services to our School community such as class contact lists, a graduation item for Grade 6 students, badges for Years 7 and 10, Mother’s and Father’s Day stalls, a Second-Hand Uniform Shop and the Pavilion Café across the winter sports season. They also organise social and fundraising functions throughout the year such as the Welcome Picnic, Biggest Morning Tea and a Comedy Night.
Yarra’s Community Groups: • Yarra Foundation • Yarra Old Grammarians • Yarra Parents & Friends • Yarra Music • Yarra Tennis • Yarra Snowsports • Yarra Canoe & Kayak • Yarra Equestrian • Yarra Hearing Unit • Yarra Giving Circle • Yarra Prayer Group • Yarra Drama In 2019 our Yarra Volunteers worked diligently to enhance the Yarra Spirit. They organised various social events including a Welcome Picnic, the Annual
10
fees only cover Yarra’s operational expenses. By continuing the tradition of philanthropy, started by our Founding Fathers, and giving back, at any level, Yarra reduces its reliance on borrowings and delivers future change and transformation today. The first campaign under the Yarra Foundation’s new 20 in 20 strategy, raising $20m in 20 years for Yarra’s future, was Take Your Seat in Yarra’s History. This was highly successful and raised over $150,000 for the School. All past students of Yarra Valley Grammar become life members of the Yarra Old Grammarians (YOG) association. YOG’s vision is to inspire Yarra’s past and present students to connect, benefit and contribute. Connect with their school roots at Yarra; remain in contact with their school friends, the School and current students. Benefit from their ongoing involvement with the life of the School and contribute to the School
community through their own pride in and appreciation for Yarra by giving back to the current students; inspiring and adding value to them. The YOG committee organises social events such as year out reunions, A Day at the Races and an Annual Golf Day to catch up with fellow YOGs and the wider School community. Yarra Old Grammarians have also created a podcast called Inspired by Yarra where YOG’s share some of their fondest memories of their time at Yarra while speaking to our School Chaplain Paul Joy. They also volunteer with current students to assist with such events as work experience and YOG Speed Careering, offering honest career advice to current students. To all our volunteers we extend our sincerest thanks for their ongoing support of Yarra. #GoYarra.
Yarra Foundation encourages giving back to the School, beyond school fees, to bring the future forward and provide support for our innovative places, programs and people. Giving back to Yarra in time and financial gifts is the tradition that our School was built on and a tradition we are custodians of today. It is who we have always been and will continue to be; putting our community first and foremost. Our children’s school
COMMUNITY REPORT 2019
11
Staff List 2019 EXECUTIVE Dr Mark Merry B.Ed., M.Ed. St., ED.D.
Mr Andrew Hocking B.A., Dip.Ed., Grad.Dip.Ed.Admin, M.Ed.Stud., MACE, MACEL
Mrs Julie Hall B.Ed. (H.P.E.R), M.Ed (Leadership)
Mr Chris Lawson B.Ed.
Ms Jane Macneil B.ComM, LLB, CPA, MBA (Deakin), AGIA, MAICD
B.App.Sc. and Training, M.Ed.(Leadership)
Mrs Laura Neary
SESSIONAL INSTRUMENTAL MUSIC TEACHING STAFF
Mr Robin Gamble
Mrs Elissa Nichol
Mr Simon Stuart
Mrs Linda Foster
Mr Oscar Morandini
B.Ed (Secondary)
B.Ed., Grad.Dip.Ed. (Administration), M.Educational Leadership
Mrs Vanessa Frame Mr David Frazer
Mrs Elaine Genever Ms Sacha Gough B.Ed (Visual Arts)
Ms Kate Grennan Mr Adrian Grace Mrs Fiona Harper
TEACHING STAFF
Mr Will Harper
Mr Grant Allison
B.Ed (Primary)
Dip. Teaching (Primary), B.Ed.
Mr Christopher Hart
Mrs Wendy Andrews B.Ed.
Mrs Libby Argyle B.Ed.
Mrs Yula Argyriou Miss Lucy Armstrong B.A (History & Politics), Grad.Dip.Teaching (Secondary)
Ms Julia Baker
B.A. (Hons), Dip.Ed.
B.Mus
Ms April Nicoll
Ms Catherine Wilson
Mrs Alithea Page B.A., Grad.Dip.Ed
Ms Sammie Pearson Mrs Lani Phelan B.Early Childhood Ed.
Mr Nathaniel Poynter Ms Suzanne Prosenak
B.A. (Hons) B.Mus (Hons in Performance)
Mr Paul Zabrowarny A.Mus.A, B.Mus., Masters in Music Performance
Ms Justine Anderson B.Mus., Post Graduate Dip.Perf., Masters of Music Performance
Mr Benjamin Ratcliffe
B.Mus., Dip. Ed., A.Mus.A. (Singing)
Mr Steven Hoy
B.Sc (Hons), Grad.Dip Teaching
Mr Daniel Beasy
Dr Chelsea Hyde
B.Ed.Sc., Grad.Dip.Ed (Policy & Admin)
Mrs Nicole Rogers
A.Mus.A., B.Mus.Perf
Ms Alana Innes
Mr Anthony Hay
Miss Iva Roncevic
Mrs Judy Hooper
Dip.Information Services
B.A., B.Ed., M.Ed. (Leadership)
B.A., Grad.Dip.Ed (Secondary)
B.Mus.Perf., A.Mus.A., L.Mus.
Ms Kate Jurgelait
Mrs Jacinda Hills
Mrs Dawn Ross
Ms Nalini Scarfe
Mrs Lizzy Kay
Mrs Wendy Hawking
Dip.Teaching (Early Childhood)
Mr Andrew Savage
Diploma of Arts (Music)
Mr Dean Cooper
Mr Mark Schumann
Mr Mark Barratt
Mr Dale Hughes
Mrs Christine Begley
Ms Janicke Johansen
B. Multi Media (Hons), Grad.Dip.Ed. (Secondary)
Mr Randy Senn
Mrs Celia Callan Miss Stef Carmichael B.Mus, M.Teach
Dip.Teaching, Grad Dip. (Special Ed), Dip.Ed (Admin)
B.Visual Arts, B.Ed.
Ms Yali Shao
Miss Olivia Berry
Mr Chris Jones
Ms Portia Shu
B. Mus (Music Performance)
Miss Caitlin Simmonds
Mr Christian Read
Rev Paul Joy Mrs Belinda Kaberry
Mrs Rachael Skudutis
Mrs Emma Keeler
B.A., Dip.Ed. (Primary), Cert III Applied languages (French), Cert IV Applied Language (French)
B.Ed. (Primary)
M.Ed.(Language Intervention and Hearing Impairment), B.A.(Hons), Dip.Ed. (Hons)
Mr Timothy Blake
Mr Scott Kertes
Ms Emma Tate
Mr Luke Bohni
Mrs Maryanne King
Mr Scott Templeton
Mr Todd Briscoe
Dip.Teaching, B.Spec.Ed
B.Sc (Hons), M.Sc., Dip.Ed.
Mr Michael King
M.Ed., B.Mus., B.Teaching (Hons), Ad.Cert.Mus.Perf (Jazz)
Miss Stacey Bullen
B.Ed., Dip.Teaching, L.A.G.M, A.MusA.G.M
Mr Phil Champion B.App.Sc., Dip.Ed.
Mr Paul Cherry B.Teaching (Secondary), B.A.
Ms Rebecca Chi
Mrs Samantha Moon
SUPPORT STAFF Ms Jan Alderman Mrs Pam Arnold
Dip.Bus.Mgmt., Assoc. Dip Arts in Graphic Design
Miss Anne Morel Mrs Lucy Murray Mrs Keshini Niles
Ms Naomi Treagust
Mr Michael Blanchard
Mr Matthew Turner
Mrs Rosie Brown
Ms Susan Laity B.Mus., Dip.Ed.
Mrs Fiona Lake B.A., Dip.Ed., M.Ed. (Hearing Impairment)
Mr Andrew Lawrence B.A., Dip.Ed., M.Ed.
Ms Mei Ling Lee B.Sc. (Hons), Dip.Ed., M.Ed.
Mrs Ruth Legge A.Mus.A, B.Mus (Performance), GradDip.Ed. (Secondary)
B.A. (Hons), PostGrad Dip International Relations, Grad.Dip.Ed.
B.Ed. (Secondary)
Mrs Tamsin Turner B.A (Hons), Post Grad Dip Ed (Early Childhood)
Mr George Vanags M.A., B.A. (Hons), Dip.Ed.
Mrs Mara Vanderzeil B.Sc., Grad.Dip.Ed., Grad.Dip. Ed. & Developmental Psychology, M.Ed. And Developmental Psychology, MAPS
Mrs Carolyn Waddington Mr Adam Wallace B.Ed. (Secondary), B.App.Sc
Ms Ashleigh Walsh B.A/B.Ed. (Secondary)
Ms Jeanette Walsh B.Ed (Physical Ed)
Mrs Megan Ward
BSC (Bus Admin)
Mr Ryan Burleigh Mrs Trieste Carroll Mr Vaughan Challis Miss Katelyn Charleston Advanced Diploma Event Management
Mrs Lisa Chioda Ms Ariel Chen Ms Jackie Chen Mrs Susannah Ciardulli Grad.Cert. Careers Education and Development
Miss Rachel Clark Mrs Sara Clerici Dip.Library and Information Studies
Mr John Close
Mrs Julie Nixon
RN Div 1
Ms Jenny Peterken Mrs Amorina Priestly Cert III Children’s Services, Cert. Ed. (Integration Aide/Teaching Aide)
Mrs Kim Radovanovich Ms Clare Rajpol Ms Catherine Reid Ms Gill Relph Miss Madelyn Rogers Mr Paul Sherriff Mrs Sony Simanjuntak PHD Law
Mrs Carolyn Tait Dip.IPSA
Mrs Jenny Taylor Mrs Carol Thomson B.A.Ed., Cert. III Children’s Services, Cert III Ed. (Integration Aide/Teacher’s Assistant)
B.A. (Hons), B.Ed.
Mr David Thomson
Miss Maddison Court
Mr Peter Tiberi
Mr Coby Cross
Mr Jaymes Tilley
Dip.Teaching, Grad.Dip.Teaching
Mrs Danielle Davies
Mrs Lisa Tolley
Mrs Debra Westley
Mr Ross Davies
Dip.Teaching (Primary), B.Ed., M.Ed.
Ms Corinna Tsang
Mrs Fiona Davis
Mr Joe White
Ms Maria Vastianos
Mrs Lisa Dell’Orso
B.A(Psych), Grad Dip Ed Psych, MAPS
Mrs Kathleen Whitechurch
B.Bus (Marketing & Business Law)
BA, Dip. Ed, Grad. Cert in Religious Education, M.Ed
Mr Marcus Viskich
Mrs Krystyna Dlugosz
B.A
Mrs Grainne Doyle
Ms Leanne Vroonland
Grad. Dip. Ed.
Mr Nick Fankhauser
Mrs Natalie Wall
Ms Miriam Meeham
Ms Rachel Wilson
Mrs Alice Fernandes
Ms Jessica Wynn
B.A., B.Ed.
Ms Andrea Mena
Mr Jason Wylie
Miss Yang Yang Mr Andrew Yeomans
Ms Simone Mariani Miss Kate Marler Ms Jane Marshall B.Ed. (Drama/History)
Ms Dianne McKenzie B.A., Dip.Ed.Psych., Dip.Ed.
Mr Robert McPherson Ad.Cert.Art & Design, B.Fine Arts (Hons), Dip.Ed (Secondary)
B. Arts, B. ED (Secondary)
Ms Kristy McWaters
Ms Tessa Dunstan
B.A. (Photography), Dip.Secondary Ed. (Visual Arts), Cert IV Training and Assessment
Mr Stuart Ward B.Teaching, B.Ed.
Mr Peter Warren
Ms Claire Wight
B.Ed., M.Ed.(Leadership)
Miss Nicole Merx
Dip. Ed (Secondary), B. Design (Industrial Design) Honours, M.Ed (Educational Management)
Miss Rebecca Ferrarotto
Mrs Tess Ellul
Mr Russell Monaghan
Dip.Ed
Mrs Jinhan Xia
Mrs Gayle Moore
B.Disability Studies, Cert IV Workplace Training and Assessment
Ms Courtney Farrelly
B.Sci., Dip.Ed.
Ms Jennifer Fitz
Miss Stephanie Michalopoulos
Mrs Reiko Peake
Mr Benoit Marden
B.Ed (Primary)
Mrs Ashely McManus
Ms Ruth Bird
Ms Kate Davis
Mr Damian Ellul
Ms Stephanie McLaughlin
B.Ed., GradDip Sports Science
B.Ed., B.Lit . (Hons), M.A
B.Ed.
B. Arts (Media & Communication)
Mr Darren Ogier
Mr Lou D’Amico
Mr Cam Dunbar
Ms Kelly McLaughlin
Mr John Behrendt
Dr Russell Manning
Mr Brett Duncan
B.Bus.
Mr Stephen Treadwell
B.Ed.
B.Mus.Ed
Ms Leanne McAllister
B.Architecture, Post.Grad.Cert (Bus.Management)
B.App.Sc (Human Movement), B.Teaching
Mrs Rosalyn Duck
Ms Alison Lipkevicius
Dip.Teaching (Early Childhood)
Ms Micahl Creamer
B.A., Dip.Ed.
Mrs Melanie Lee
Mrs Carol Thorneycroft
Mrs Leah Manning
Ms Anne Douglas
Mr Gary Smith
Miss Chloe Laan
B.Sc., B.ed (Primary & Secondary), Cert IV Multimedia, PostGrad Dip. Deafness Studies (Hearing Impairment)
Mr Dan Lilburne
B.A., Dip.Ed. (Hearing Impaired)
B. Mus., A.Mus.A., L.Mus.A
Mrs Eun Kim
Mr Joseph Koles
Dip.Teaching (Primary), B.Ed. (LOTE)
Ms Kathleen De Zwart
Miss Elissa Robustelli
Mrs Viv Kendall
Mrs Gagan Arora
Ms Karen Cole
Ms Emma De Guzman
B. Mus (Music Performance) Honors
CPA, B.Compt (Hons), B.Acc (Hons), FCIS, FGIA
B.Sc. (Hons)
Ms Courtney Lennox
Dip.Arts and Music, Grad.Dip.Ed
Mr Anton Schroeder
Mr Sheunesu Hove
Ms Ngaire Thomson
Mr Rohan Clark
Ms Heather de Castella
Mrs Johanna Homewood
Mr Robert Hassell
Mr Robert Houghton
B.Physics, Dip.Ed., M.Ed.
Dip.Library and Information Studies
Miss Carole McKenzie
Ms Jan Banks
Mrs Kate Catania
Mrs Leigh Higgins
M.Teaching, B.A. (Music), A.Mus.A. (Guitar)
B.Ed
B.App.Sc. (Physical Education) (Hons)
Dip. Early Childhood Ed & Care
B.Sc., Dip.Ed.
B.App.Sc.(Physical Education)
Mr Jarrod Carlson
Mrs Natalie Heuston
Mr Steven Raftellis
Mr Jonathon Bam
Dip.Teaching (Early Childhood), B.Ed. (Early Childhood)
Ms Kerrie Hausler
M.Teaching (Secondary), B.A History & Theatre Arts (Hons)
Ms Claire Rainey
Mrs Nicky Callow
Mr Taylor Gibson
Mrs Dimi Holborow
Mr Tim Blake
Dip.Teaching, B.Ed., Grad Dip. ICTE, M.Ed.
Ms Abbey Gardner
B.A., Dip.Ed.
Mrs Rachel Schmidli
Mr Philip Callil
R.N
Mrs Meredith Harwood
B.Sc., Dip.Ed
Miss Elisha Blake
Mrs Sue Gamble
Mrs Karen Glenn
Miss Sarah Hogan
B.A., M.Ed., Dip.Teaching
Mr Surain Gamage
Mrs Rosalind Burns
Mr Brendan Hodges
Mr Phil Bisset
Miss Amelia Frawley
A.Mus.A., B.Mus.(Hons), M.A., Grad.Dip.Ed.(Music)
B.Science (Hons), M. Teaching (Secondary), M.Ed (Language Intervention and Hearing Impairment)
B. Ed (Hons) SecEd, BA
12
B.A.(Hons), Dip.Ed., M.Teaching
Ms Simone Nalder
Ms Tatiana Franco
Mrs Kylie Fitzpatrick Mrs Anneke Flinn B.App.Sc (Speech Pathology)
“Y
ARRA VALLEY GRAMMAR STUDENTS ACHIEVE GREAT OUTCOMES IN THEIR STUDIES DUE TO THREE IMPORTANT INFLUENCES:
SUPPORTIVE FAMILIES, TALENTED AND COMMITTED TEACHERS AND A CULTURE AMONGST THE STUDENTS WHICH VALUES LEARNING. THE MANY OPPORTUNITIES IN ACADEMIA, THE PERFORMING ARTS, SPORTS AND COMMUNITY SERVICE ALL COMBINE TO ENGAGE OUR STUDENTS IN SCHOOL LIFE AND HELP TO CONTRIBUTE TO THAT CULTURE WHICH GENUINELY VALUES SCHOOLING.”
Dr Mark Merry, Principal
ABN 44 004 584 552 CRICOS NO. 00356E
1136 04/2020
Kalinda Road Ringwood Victoria 3134 Australia Telephone +61 3 9262 7700 Email reception@yvg.vic.edu.au www.yvg.vic.edu.au