NT Christian Schools
Annual Reports 2014
Araluen Christian College
Gäwa Christian School
Marrara Christian College
Mäpuru Christian School
Sattler Christian College
Nhulunbuy Christian College
Palmerston Christian College
Woolaning Homeland Christian College
Location: Berrimah, NT
Postal: P.O. Box 228, Karama, NT 0813
Telephone: 08 8920 4355
Fax 08 8920 4399
Email: contact@ntcsa.nt.edu.au
Araluen Christian College
Annual Report 2014
Location: Alice Springs
Postal: 10 Blain Street
Telephone:08 8955 0121
Fax: 08 8955 0060
Email:admin.acc@ntschools.net
NT Christian Schools Vision Statement
NT Christian Schools Vision Statement
The vision statement of NT Christian Schools is, ‘we desire to be a Christian community, learning
together to live life as God intended, offering hope for the world’.
Araluen Christian College Vision Statement: Araluen Christian College partners with families guiding
each child’s journey of living and learning, providing hope, in Christ, for their future.
Principal’s Message
Araluen Christian College is a learning community of students, teachers, support staff and families who
share learning and life together. We work towards becoming the people we are meant to be as God
intended. Daily, we seek to provide an environment characterized by positive relational experiences, as
each member of the college community actively seeks to be a peace maker while engaging in interesting
and varied educational experiences. At Araluen we nurture people to become resilient and able to make
a difference in the lives of each other in our college, the wider Alice Springs community and beyond.
Our dedicated staff team continually set high expectations for our students. Quality teaching and
learning are key priorities at the college. Highly valued are the characteristics of our students, along
with their willingness to take risks in their learning while achieving their best academically.
Collaboration in our knowledge of students, their
needs and abilities and the way we enable the
students to progress in their learning is biblically
grounded, academically rigorous and socially
responsible. We continue to intentionally partner
with our families. The many opportunities to meet
together as a community throughout the year,
builds and strengthens our relationships.
People matter at Araluen and this was very evident
in 2014. It was a significant year for the college as
we ‘Celebrated the Past and Embraced Our Future’. What a celebration! 30 years of Christian Education
in Alice Springs. It was a time to connect with many from the past, to learn more of our story as a school.
We celebrated the present with a celebration assembly, BBQ lunch, with games for the students and
families. A commemorative tree was planted, more networking time took place and the weekend of
celebration was concluded with the 30th Anniversary Dinner. The weekend was attended by past and
present principals, staff, students, invited guests including founding families of the school, the member
for Araluen, the Alice Springs Mayor, members of the NT Christian Schools executive and Bevan
Richardson the Board Chair of NT Christian Schools. I consider it a privilege to continue to work in
partnership with all at Araluen Christian College.
May 2014
1
Contents
Principal – Cate Garwood
Contents
NT Christian Schools Vision Statement ........................... 1
Araluen Christian College Vision Statement ................... 1
Principal’s Message ......................................................... 1
Contents .......................................................................... 2
School Profile .................................................................. 3
Staffing Information ........................................................ 5
Highlights of the Araluen Christian College Year ............ 6
Teaching and Learning .................................................... 8
Parents and community ................................................ 10
Finance and facilities ..................................................... 11
School self-assessment ................................................. 12
Endorsement................................................................. 13
May 2014
2
School Profile
School Profile
2014 saw enrolments at the college fluctuate throughout the year. The annual census total was 218.
Enrolment numbers were 142 in the Primary and 55 in the Middle Years. The average attendance was
91.5% in the Primary area and 90.4% in the Middle Years. The overall average attendance at the College
was 90.4%. There were no significant critical incidents in 2014.
Enrolment
142
150
55
100
Enrolment
50
Enrolment
0
Primary
Middle
Student Enrolment and average attendance profile for 2014
Araluen Christian College has consistently high rates of attendance. There were no non-attendance
issues in 2014.
May 2014
3
School Profile
90%
80%
70%
Male
60%
Female
50%
Indigenous
40%
Non Indigenous
30%
20%
10%
0%
2014
Gender, Indigenous and Non-indigenous Students Profile for 2014.
25
Age 5
20
Age 6
Age 7
15
Age 8
Age 9
10
Age 10
Age 11
5
Age 12
Age 13
0
Age 14
Age 15
Axis Title
Student Ages by Year Level Profile 2014
May 2014
4
Staffing Information
Staffing Information
All teachers have a minimum of four years training and are registered with the NT Teacher Registration
Board. There was a small staff turnover in 2014, for a variety of reasons, including the movement of
families form Alice Springs to other locations. We continue to have a multicultural staff and a very good
gender balance considering the size of the college.
Staff employed at Araluen Christian College in 2014:
Primary Teachers
Qualifications
FTE
Rosemary Lindsey
Beverley Ashdale
Lindsay Tweedie
1.00
1.00
1.00
Kelly Camarata
Nicholas Harder
Fleurette Moreng
Annette Uldrich
Rupert Croutz
Dip Tch, Grad Dip SpEd
B.Ed, Grad Dip Ed
BSc, PGCE Primary, MA
Learning & Teaching
B.Ed, Grad Dip Ed
B.Arch, Grad Dip Ed. Pri
Dip Ed, B. Ed, Hons
B. Learn Mang. Prim
Dip Th, B.Ed
Middle School Teachers
Qualifications
FTE
Jennifer McAllan
Mandla Khumalo
Eunice De Kock
Dip Tch. Sec, Dip Min, B. Tch & Learning
B.A., Dip Ed
B.Sc, B.Ed Hons, M.Ed
1.00
1.00
1.00
Other Teachers
Qualifications
FTE
Catherine Garwood
Lorne Scott-Wilson
Dip Tch, B.Ed
BA Hons Th, MTh, Grad Dip Tching
1.00
Other Staff
David Clark
Margaret Healy
Fiona Tasker
Ranae Hunker
Dianne Jones
Rebeccca Nelson
1.00
1.00
1.00
1.00
1.00
FTE
Chaplain/Learning Support Assistant
Office Administrator
Office Admin Assistant
Learning Support Assistant
Learning Support Assistant
Learning Support Assistant
0.2/0.2
1.00
1.00
1.00
0.7
0.6
May 2014
5
Staffing Information
Highlights of the Araluen Christian College Year
30th Anniversary Celebrations
Kidsmatter & Mindmatters wellbeing programs
in primary and middle school respectively
Leadership programs for the College students
leaders Captains & Vice Captains & Sports
Captains developing skills of resilience,
cooperation, leadership while strengthening
well-being
Peacemaking opportunities through the Whole
College Code of conduct and specific class
programs
Leadership opportunities in the SRC for
students from Year 1 to Year 9
Buddy Programs across the college inter-year
level
An extensive excursion and camping program is
in place for students from Year 5 to Year 9
The ACC Camping programs are a significant
annual highlight for our students. During 2014 Years 5 & 6 The middle school of Year 7, 8 & 9
students went to Ross River for a multi-level team building experience in the great outdoors.
Primary & Middle School Learn to Swim Programs.
The Annual Events; Community Open Day, Whole College Cross Country competition, Whole
School Athletics Carnival & End of Year Celebration Evening
Extra-curricular sporting programs including primary school and middle school after school
competitions in touch rugby and hockey.
Chess & Library Clubs during the week at school
The Active After School Sport Program continued to be successful as both an outlet for physical
exercise and skills training for our primary students. For our Middle School students it is a
service and leadership opportunity as they help within the AASC program.
Inter school sports competitions in
athletics, soccer, basketball, swimming,
tennis, touch football and rotational
sports galas. Other sporting opportunities
including; squash, volleyball.
Weekly and Yearly Academic and
Character Acknowledgment.
Special celebration days:
Supporting
many charities like the Royal Flying
Doctor Service through our “Crazy Hair
Day.” Bibles for Africa through our cross
country event “Run for Bibles.”
May 2014
6
Staffing Information
Araluen Christian College continued our involvement with the wider Alice Springs community.
We held our own ANZAC service at the College in 2014. Our captains laid a wreath at the Alice
Springs mid-morning Service on ANZAC day.
Once again we proudly took part in the Bangtail Muster parade. The college was also featured
online in the Kidsmatter newsletter.
May 2014
7
Teaching and Learning
Teaching and Learning
Throughout 2014 Teaching and Learning at
Araluen Christian College produced excellent
holistic achievement for our students.
Engagement with the Australian Curriculum
continues with high importance. This included
the priority for staff development and in turn
the development of teaching and learning
programs.
The NT Christian Schools Curriculum
coordinator worked with staff in on-going
Curriculum development. Curriculum teams
met regularly to review and enhance
programming.
Through funding provided by the National
School Chaplaincy Program, our chaplain
remained employed. We embarked on the
process to become a nationally recognized
Kidsmatter school through the greater development of our pastoral care and well-being programs at
Araluen Christian College. The Mind Matters Program administered through a Peer Support model,
develops skills in resilience, problem solving, cooperation and personal responsibility. Mind matters
began in earnest in the Middle School during 2014 for years 7 & 9. The Year 8 students engaged in wellbeing programs ‘Strength’ & Shine’ for the boys and girls respectively.
A key leadership focus with the goal of improving and enhancing student learning experiences was
working closely with teachers to develop teaching goals from the aitsl continuum of practice which is
informed by the national teacher standards.
Our
ICT
enriched
environment increased in
resources during 2014.
Ipads were used within
literacy programs in the
Primary area.
May 2014
8
Teaching and Learning
Percentage of students reaching national benchmarks and changes in benchmark results from
previous year
The students at the College in Years 3, 5, 7 & 9 participated in the annual NAPLAN testing in May 2014.
Some analysis of results are included below.
Yr 3
Reading
Yr 5
Yr 7
Yr 9
2013
2014
2013
2014
2013
2014
2013
2014
96%
95%
96%
95%
100%
95%
83%
100%
-1%
88%
-1%
95%
81%
-5%
90.5%
+17%
93%
73%
65%
73%
Writing
+7%
96%
+9.5%
95%
96%
90.5%
-20%
100%
90.5%
+8%
83%
93%
Numeracy
-1%
-5.5%
-9.5%
+10%
The proportion of students meeting national literacy and numeracy benchmarks for their year at 3, 5,
7 & 9 in 2013 and 2014.
It is important to note that all students who attend Araluen Christian College sit the NAPLAN tests
including those identified as having special needs.
The collaborative work of the staff to meet the needs of our students along with access to quality
incursion and excursion experiences for our students allows us to provide high quality teaching and
learning at Araluen Christian College.
Year 9 is the final year for students at our College.
May 2014
9
Parents and community
Parents and community
Parents and carers are encouraged to partner
with us at Araluen Christian College. The
opportunities to develop these partnerships
are many and varied and have continued at our
college. Parents participated in a range of
sporting and community events. A new event
in 2014 was the Middle School bike ride and
BBQ to Simpson’s Gap. Many parents joined
their children for this fun day.
2014 began with a parent information and get
to know you evening including a family
barbeque and games. Later in Term 1 the
teachers took the chance to have a “Knowing
Me/Knowing You” evening where parents and
teachers could compare notes about their knowledge of the children in their classes. Parents also joined
us for student led conferences and attended class and school excursions. Parents & carers are
encouraged to share their vocational and professional skills and talents within our community.
In 2014 a parent was appointed to a 10 hrs per week canteen coordinator position. This opened a way
of developing relationships further with the parents/ grandparents who volunteer in our canteen.
The 30th anniversary committee consisted of parents
working with staff. Families also assist with College events
and fundraising. Families are warmly welcomed to
celebrate with the students and staff every week for
assemblies and on many other occasions when we get
together.
We appreciate our parents who not only continue to
partner with us in their child/ren’s journeys of living and
learning but also share their positive experiences of
Araluen Christian College with the wider community. This
is evident by the way many new families join Araluen
Christian College through word of mouth.
May 2014
10
Finance and facilities
Finance and facilities
2014 audited financials list all amounts of
income received in the relevant school year
Private
Recurrent
Capital
$603,048
$2,289,868
$0
Planned capital improvements funded
solely by NT Christian Schools, began at the
College in June 2014. The building of the
Middle School complex began, comprising
three general purpose learning area classrooms, a staff room, ablution areas and a science lab along
with extensive outdoor learning areas created by 5 meter covered verandahs and grassed areas.
Security was increased in 2014 with the completion of the lockable gates for the under-cover area. The
newly installed permanent bike stands have been well put to use for the students who choose this
healthy form of exercise to and from school.
College buildings are in good condition.
An application was lodged with the Block Grant Authority (BGA) in 2014 for the development of a full
sized basketball court. The funding was approved in November 2014 for work to commence in 2015.
May 2014
11
School self-assessment
School self-assessment
During 2014 the College used the School Improvement and Renewal Framework to investigate the areas
of Christian Identity and Community and Culture. The SIRF program includes surveying community
members, parents, students and staff. The data collected was analyzed with the Parent council and
recommendations were made. The College Council then uses the recommendations to develop the
College Strategic Plan.
SIRF commendations in the area of Christian Identity
·
·
·
·
·
That Araluen Christian College continue to build on the strength of promoting the Christian faith
and biblical perspectives in the daily life and work of the college.
It is recommended that communication about the school’s history and founding traditions be
developed as a brochure to be included in the prospectus and on the website.
The area of Christian Identity is to be reviewed in 2017.
At ACC individuals, groups, businesses and agencies from local and wider communities have
productive involvement in the education of students. Parent involvement and participation is
evident at all school functions and is a most positive aspect of life at ACC.
Cultural diversity is acknowledged, valued and celebrated within the college. Even at a glance
the wide variety of nationalities and cultures represented at ACC shows this is an area of
strength. Cultural events and emphases are pursued, which encourage students to learn more
about cultures they may not be familiar with and this in turn enhances learning.
SIRF commendations in the area of Community & Culture
·
·
It is recommended that the Principal advocate for additional system support for inclusion
support of students with learning needs and the school accesses services when available.
It is recommended that the Council under take greater engagement with NT Christian Schools
and its Board, and request on-going detailed training and mentoring.
Future priorities for the Self Improvement Renewal Framework will be Teaching & Learning and Finances
& Resources in 2015.
May 2014
12
Endorsement
Endorsement
This Report is endorsed by:
Cate Garwood
Principal
Araluen Christian College
Andrew McAllan
Chair
Araluen Christian College Council
Debra Twartz
Chief Executive Officer
NT Christian Schools
May 2014
13
Gäwa Christian School
Annual Report 2014
Location: Elcho Island, NT
Postal: PMB 257
Telephone: 08 8970 5212
Fax 08 8970 5210
Email: admin.gcs@ntschools.net
Vision Statement
Vision Statement
The vision statement of NT Christian Schools
is, ‘We desire to be a Christian community,
learning together to live life as God intended,
offering hope for the world’.
The mission of Gäwa Christian School is, ‘To be
a learning community where God is glorified in
everything we do’.
Principal’s Message
Gäwa Christian School is a very remote school serving Indigenous homeland communities on
the northern tip of Elcho Island. We are strongly supported by the local community who
value Christian education that is culturally relevant and incorporates traditional language
and culture.
Our focus for 2014 was one of Working Together. We have strived to strengthen our
partnership with community which enables our ‘both ways’ model of learning. We worked
to strengthen our teaching teams of Yolngu and Balanda staff in their planning, teaching,
assessing and reporting. A number of new strategies were implemented in our Literacy and
Numeracy programs, as well as our first language Yolngu Matha programs. The partnership
we share in the gospel of Christ continues to be at the core of who we are as a school and a
community living life together in this special place.
Our attendance is heavily dependent on parents and guardians choosing to live in homeland
communities as opposed to the larger township of Galiwin’ku. Whilst factors such as funeral
commitments and housing capacities continue to have an impact on attendance, we
continued to explore ways to support our community and maintain consistent student
attendance. These initiatives helped us achieve strong learning outcomes for the 50
students in our care.
It continues to be my great privilege to serve the Gäwa, Ban’thula and Gän’purra homeland
communities on Elcho Island. Our strong partnership in ‘both ways learning’ celebrates the
most unique and powerful aspect of Gäwa Christian School – the unity we have in Christ
despite our diversity. It reaches deeply into the fabric of our planning, our teaching, and our
learning - as together we learn to live life as God intended.
Karen Fletcher
Principal
May 2015
1
Contents
Contents
Vision Statement ............................................................ 1
Principal’s Message ........................................................ 1
Contents ......................................................................... 2
School Profile .................................................................. 3
Staffing Information ....................................................... 4
Highlights of the school year .......................................... 5
Teaching and Learning.................................................... 6
Provision of Special Funding Programs .......................... 7
Pastoral Care and Welfare.............................................. 8
Student Outcomes.......................................................... 8
Parents and community ................................................. 9
Finance and Facilities.................................................... 10
School Self-Assessment ................................................ 11
Endorsement ................................................................ 13
May 2015
2
School Profile
3
School Profile
Gäwa Christian School is one of the most remote
indigenous schools in Australia, located on the
northern most tip of Elcho Island, NT. We are one of
eight campuses of NT Christian Schools. As a Christian
school in an Indigenous community, we strive to learn
together and offer hope for the future.
Gäwa Christian School currently provides education to
the Indigenous students living in three homelands,
Gäwa, Ban’thula and Gän’purra.
2014 Student Profile
Primary
Secondary
Total
Girls
17
9
26
Boys
18
6
24
1
1
31
14
45
89%
93%
90%
SWD
Indigenous only
% Indigenous Students
Student attendance rate
63.2%*
Data from DEEWR Census 2014
*Data from NT Collection #5 2014
Non-attendance can be caused by a variety of reasons, including shifting communities,
funeral commitments and the availability of adequate housing and carers to provide for
students. The staff member responsible for Community Liaison works alongside community
members to expedite the return of students and families where possible.
We are always exploring innovative ways to minimise the time students spend away from
school by considering how we can best support local families in their caregiving roles. This
includes working with community members to support the provision of health care, food
supply, financial management and other household needs. In doing so, we can enable them
to stay in their homeland.
There were no critical incidents in 2014.
May 2015
Staffing Information
4
Staffing Information
All teachers have a minimum of four years training and are
registered with the NT Teacher Registration Board, unless
otherwise stated below.
We have actively sought to engage local community
members in staffing roles. This works to increase the capacity
and sustainability of the school, and provides flexibility and
support within the classroom environment.
Qualification/Role
FTE
Teaching
Principal
Karen Fletcher
B Commerce (Business Systems
Analysis), Grad Dip Ed (Primary)
Grad Dip Christian Ed
1.0
Full-time
Teachers
Suzanne David
B Primary Ed
M Ed (Special Ed)
1.0
Christa Forsyth (Additional Teacher Funded)
B Elementary Ed (Primary)
B Special Needs Ed
Grad Cert TESOL
1.0
Stephen Fletcher
Site, Maintenance & Community
Liaison
B Arts (English Lit)
Grad Dip Ed (English/ESL)
1.0
Salome Moes
Administration and The Arts
0.8
Geoff David
Teacher(Sport/HPE), Teacher Aide
Casual
Dwayne Dhamarrandji (Closing the Gap funded)
Teachers Aide
Casual
Madeline Dhurrkay
Teachers Aide
Casual
Rhonda Bukulatjpi
Teachers Aide
Casual
Wendy Bukulatjpi
Teachers Aide
Casual
Mamana Bukulatjpi
Catering Staff
Casual
Eric Garrawurra
Catering Staff
Casual
Stuart Forsyth
Casual
Daphne Dhamarrandji (ERIS funded)
Special Projects – Community shop
and garden
Mums and Toddlers Coordinator
Matina Gurruwiwi (ERIS funded)
Mums and Toddlers Coordinator
Casual
Kathy Guthadjaka (Closing the Gap funded)
Language Consultant
Casual
Additional
staff
May 2015
Casual
Highlights of the school year
Highlights of the school year
The students of Gäwa Christian School participated in a diverse range of activities and
experiences in 2014 that have added value, depth and meaning to their schooling
experience.
The Marnggi’thirr (Knowledge and
Leadership) Program was expanded in
2014 to involve students across the whole
school. Multi-age groups of students chose
from elective areas that included
woodwork pallet furniture, sewing,
cooking, traditional dance, story writing,
gardening and printmaking. With support
from the community, it is our hope to
continue this program equipping our
students with skills, abilities and opportunities for their future.
Our iPad program has continued to provide additional support for students in building
literacy and numeracy skills, and supporting creative arts in a rich, multimedia format.
Student confidence in the use of digital technologies has increased as a result of this
program. Students have collaborated to create stories of life in their homelands, recording
stories in both Yolngu Matha and English.
The opening of a small shop this year has provided access to basic food and household items
for our local community. We believe this has resulted in improved consistency in families
staying in homelands and children attending school with us.
This year, a number of students transitioned to Marrara Christian School to continue with
senior schooling. What a wonderful encouragement to see these students blossoming with
confidence and trusting in the Lord for their future as they move away from home and
family on Elcho Island to further their education through the Family Group Home program in
Darwin.
Our students and community enjoyed spending one week learning on country with Ian
Morris, an environmental educator. They explored the local rainforest and open woodland
habitats documenting flora and fauna in a rich ‘both ways’ learning experience.
Our Cultural Exchange program with Illawarra Christian School has continued in 2014,
providing students with opportunities to appreciate and share in the diversity of
communities and culture. The program has enabled blessings to flow to our whole
community through a celebration of the richness of their own culture. The students
continue to love developing their skills in the Creative Arts. They enjoy practising and
performing traditional dances for community events and visitors as a way of celebrating and
sharing culture.
A local artist continues to coordinate our art program and art exhibitions of the children’s
works. Our students continue to be encouraged by the wide interest in their work, with
funds raised from sales contributing to the purchase of school resources.
May 2015
5
Teaching and Learning
Teaching and Learning
Our students have an engaging and
comprehensive curriculum based on the
Australian Curriculum (English, Mathematics,
Science, History & Geography) and NT
Curriculum Framework (The Arts, Health and
Physical Education, and Indigenous Literacy &
Culture). 90% of our students are indigenous
and are taught English as their second or third
language.
The NT Christian Schools Metanarrative continues to underpin our curriculum planning.
God’s big story drives our Gäwa school story each term as we focus on a whole school verse,
staff and class devotions, and integration of scripture into the fabric of our curriculum.
A seasonal focus continues to be incorporated into our curriculum program across the
school, enabling us to seize opportunities in numerous learning environments to incorporate
local knowledge and experiences into the learning context. Using our Gäwa seasons
calendar, learning out on country collecting photos of seasonal flora and fauna, creating and
sharing of Yolngu stories appropriate to the current season were just some of the ways that
the learning experience was connected with the cultural context.
The Walking Talking Text program was incorporated into our literacy program. We have
worked towards integrated units of work where literacy, science, history or geography are
taught in connected units of work. Combining integrated learning with the cultural context
has greatly impacted student understanding and achievement. This year, classes have
covered a variety of integrated units: a literacy unit on the text Quoll explored the local
native quoll and the Island Ark ranger project, another Science/Geography unit considered
Water, its sources, uses, and included local stories and an excursion to places of special
significance in the local gapu (water) stories. In both cases, elders and yolngu staff played an
integral part in the planning and delivery of a local perspective. Students were active,
engaged learners as they built knowledge and understanding in a two-way learning program.
Our Indigenous Language and Culture program, incorporating the Yolngu Matha
(Djambarrpuyngu) language, is also integrated into our teaching programs. With a focus on
improving outcomes for our EAL/D students, we are supporting a developing understanding
of both English and home language across the strands of listening, speaking, reading and
writing. This has required the training and mentoring of both our teachers and teacher aides
and has been supported by the NT Christian Schools EAL/D Advisor. We continue to work on
ways to train and mentor our Yolngu staff, encouraging them to be active participants in the
planning, delivery and assessment of the teaching program. Teaching and learning in this
area is highly dependant on the availability of our Yolngu teacher aides.
May 2015
6
Provision of Special Funding Programs
Provision of Special Funding Programs
Stronger Futures National Partnership funding
Gäwa Christian School has been included in the Stronger Futures in the Northern Territory
National Partnership (2012-2022). This National Partnership has two funding elements
relevant to Gäwa - ‘Additional Teacher’ and ‘Quality Teaching Initiative’. Following on from
the ‘Additional Teacher’ measure, Gäwa Christian School has continued to employ a fulltime additional teacher in 2014, which maintains the school as a 3 teacher school. The
provision of this additional practitioner is critical to the ongoing progress of students at the
school as it provides for more manageable class sizes and academic groupings where
students can have their individual needs more appropriately catered for.
Teaching and support staff have continued to be provided with specific support for
implementing literacy and numeracy strategies. A particular focus in 2014 has been training
for and implementation of the Walking Talking Text program. Planning and programming for
implementation has been done in teaching teams, with the teacher and indigenous assistant
teacher working together. This has promoted consistency of support for all students.
EAL/D support has been provided to all teaching staff and training/strategies have again
been worked through in teaching teams. This brings additional strength to all teaching and
learning that takes place within the classroom. Training has happened on site as well as in
Darwin.
Assessment of SWD students has been a focus and high priority during 2014. Teaching
teams have been supported on site and via training in Darwin. SWD students have been
identified, formally assessment and individual learning plans developed. This will continue in
2015.
Support in community engagement is a strong feature of the work of NT Christian
Schools. Although informal engagement is taking place on a regular basis regarding school
activities, curriculum and staffing, formal governance structures are also being developed in
homeland communities. This work will continue in 2015.
A partnership between Gäwa Christian School and Marrara Christian School exists as a
pathway for senior secondary education. Year 10 students at Gäwa are exposed to as many
informal training opportunities (building, maintenance, hospitality) as the school is able to
provide.
In 2014, Gäwa Christian School submitted an Expression of Interest in the Teacher Housing
element. This is currently being assessed by a Priorities Committee and funding will be
determined and prioritised on a needs basis over the next 5 years.
Smarter Schools National Partnership funding
In 2014, Gäwa Christian School has been the recipient of ‘Closing the Gap’ and ‘Engaging
Remote Indigenous Students’ funding from the Commonwealth Government. This funding
has been targeted towards improving teacher quality by up-skilling teachers and teacher
aides in specific literacy and numeracy strategies. It has enabled the acquisition of resources
that particularly focus on improving literacy and numeracy outcomes, including various
assessment resources. Access to relevant professional development activities has been
May 2015
7
Pastoral Care and Welfare
provided both on-site at Gäwa and also in Darwin. Student engagement activities have
included the ‘Mums and Toddlers’ program operating under the direction of local
community members to supports pre-school aged children and their families with school
readiness routines and activities.
Pastoral Care and Welfare
Students at Gäwa Christian School are connected by kinship
and are always looking out and caring for each other. Despite
the small size of our school, older students willingly take on
roles of responsibility in supporting and nurturing younger
students. We encourage this both inside and outside of the
classroom. Students from both classes come together each
week where the older students are encouraged in their
leadership and mentoring roles.
Parents and guardians are encouraged to attend our weekly
assemblies. During this time, students participate by dancing,
telling a story, or sharing what they have learnt in their classes
by singing a song or performing a drama piece. They continue
to grow in confidence and enjoy sharing what they have learnt with each other and their
parents.
Each week we meet for whole school devotions, prayer and time together. This is an
important part of our week and a celebration of what God is doing in our school.
Parents and grandparents continue to play an important role in disciplining the children and
caring for their wellbeing. We work closely with parents and guardians when we have
concerns regarding behaviour to formulate helpful ways forward.
Nurses visit Gäwa once a fortnight to assess and treat the children for medical issues. Other
visiting specialists such as dental, hearing and eye specialists also visit Gäwa periodically.
Student Outcomes
We love to celebrate the achievements and improvements of that our students are making
in their learning across the curriculum in both English and Yolngu Matha. Our children
continue to grow in confidence as learners as they engage with a comprehensive curriculum.
In 2014 we continued to be encouraged by their willingness to share and celebrate their
achievements and abilities with the wider school community through visual and oral
presentations in both English and Yolngu Matha.
The average NAPLAN scores for our indigenous students are lower than the Australian
average. This is due in part to the affect of inconsistent attendance at school, and in part the
difficulties associated with a mainstream form of testing heavily reliant on second language.
For information regarding proportion of students meeting national literacy and numeracy
benchmarks for their year at 3, 5, 7 & 9 and for changes in benchmark results from previous
year by % point change please see My School Website http://www.myschool.edu.au/ .
May 2015
8
Parents and community
Parents and community
Parents and grandparents are involved in the life of
the school in many ways. We were greatly
encouraged in 2014 by the number of parents
desiring to be actively involved in the life of the
school. A number are employed as teacher aides,
kitchen staff, attendance officers and language
consultants. Our community continue to partner
with us in many aspects of school life as we build a
hopeful future for the children in our community.
Our ‘Mums and Toddlers’ (Amala Yothu) program continues to provide useful preparation in
school readiness and early literacy with a bilingual approach. It is also a social support for
parents of pre-school age children in our community. We continue to train our Yolngu staff
in the planning and delivery of a strong pre-school age program involving music, art, and
early literacy and numeracy readiness through productive play.
Parents are encouraged by what the school has to offer their children. This is evident in the
number of families choosing to live away from the main island township, Galiwin’ku (1.5
hours away) in order for their children to attend Gäwa Christian school. Many children live
away from their parents and are cared for by grandparents or extended family members on
site.
Staff at Gäwa Christian School make significant contributions to the life of the school. Many
of the Yolngu staff have children enrolled in the school, with some having themselves been
students here in the past. Our balanda teachers are excited about the quality of Christian
education that is being offered here and enjoy living as part of the local community. These
teachers and their families live life immersed in the richness and diversity of the small Gäwa
community. Their own children attend the school and they enjoy seeing their children thrive
in a rich cultural environment.
We continue to explore ways to involve parents and elders in the everyday life of the school
to ensure the educational experience remains relevant in the cultural context.
May 2015
9
Finance and Facilities
Finance and Facilities
Income received by Gäwa Christian School in the 2014 year is listed below.
The school received funding under the
Stronger Futures National Partnership and
Smarter Schools National Partnership.
Private Income
Recurrent Government Income
Capital Grants
$ 48,835
$1,037,532
$0
Given the remote location, Gäwa Christian
School is well resourced with buildings,
grounds and teaching resources. The school buildings are 6-10 years old and require ongoing
maintenance due to our close proximity to sand and salt water.
Expression of Interest in the Teacher Housing element of the Stronger Futures National
Partnership has been submitted for a much-needed replacement for the Principal’s house
that has deteriorated due to its age and proximity to the harsh coastal environment.
The classrooms are well maintained and provide an exceptional learning space for all the
children. During 2014, both classrooms required the installation of new air conditioners to
maintain a comfortable learning environment. Books in the library and classrooms have
been added to consistently throughout the year, supported by donations from schools and
community organisations all over Australia. These resources are kept in very good condition.
The grounds of our school are landscaped and continue to be adequately maintained. Shade
cloths that provide essential shelter were damaged in storms and subsequently replaced.
Staff housing consists of one house, a cabin and a modified dormitory. Work was completed
to the Teacher cabin to provide additional outdoor shelter, as well as some painting of the
raw steel structure. The modified dormitory received some work to the additional walls to
ensure that it remained watertight over the wet season.
3 stage water filtration systems were maintained in staff housing and the school kitchen
facility to continue to ensure good quality fresh drinking water for staff and students. This
has resulted in a reduction of water borne related illnesses.
The community kitchen facilities have also been maintained to a good standard. They
continue to provide us with a valuable location for school lunches, community meeting and
gatherings.
A great deal of care and time is taken to ensure that our buildings, facilities and grounds are
kept to a high standard for those who serve the school now and into the future. A
programmed maintenance schedule is being devised in consultation with other NT Christian
Schools entities. Our staff and students are always encouraged to care for resources and
take pride in their school.
May 2015
10
School Self-Assessment
School Self-Assessment
NT Christian Schools supported the Principal in ongoing
monitoring and improvement in the self-audit areas of
Christian Identity and Pastoral Care and Wellbeing.
Christian Identity
At Gäwa Christian School, we value the Faith Matters
component of our strategic framework.
The NT Christian Schools metanarrative continues to be a focus of our staff devotions,
classroom devotions and curriculum planning. To support this task, staff participated in the
God’s Story professional development workshop which equipped them with a holistic
biblical overview.
A biblical perspective was applied to the English, Mathematics, Science, History and
Geography key learning areas through the use of the NT Christian Schools programming
templates. This perspective was incorporated into the planning and teaching cycle across
the year.
New local induction procedures were developed and used for the induction of new staff in
2014. These incorporated school based vision, mission and other relevant policies and
procedures to reinforce our unique identity as a homeland Christian school community.
Meeting together as a staff every morning for devotions and prayer is an integral part of our
school life. Systematic devotions based upon the metanarrative strengthen staff spiritual
growth. Praying for one another, our students and our community is an integral part of our
morning meeting time.
Building a culture of peace in our school and community was reinforced with new and
existing staff participating in the Biblical Peacemaking course together. This was a rich time
of sharing and learning ‘both ways’ as a Yolngu perspective on peacemaking was integrated
into the workshop. PeaceWise techniques have been used as the basis to conflict resolution
with staff and students in the school as the need arises.
As a homeland Christian community, we continued with community worship and fellowship
dinners throughout the year, and celebrated with our community during Easter and
Christmas with open assemblies and community gatherings.
Pastoral Care and Wellbeing
At Gäwa Christian School, we value the People Matter component of our strategic
framework.
Through growing support from our community, active participation of local aides in the
classroom has increased significantly in 2014. This has had a positive impact in many aspects
of classroom learning, but has particularly enabled the strengthening of our school rules
around respect and behaviour. A strong partnership with community is a vital component
for a positive, respectful learning environment.
May 2015
11
School Self-Assessment
The health and wellbeing of our students has a significant impact on educational outcomes.
As a homeland community school, we have worked to improve health outcomes by
facilitating visits of health professionals to our remote community. Whilst this has been a
challenging objective, supporting and encouraging the provision of basic health services has
been an important focus for 2014.
With support from the NT Christian Schools Special Education Coordinator, we have
commenced visitations from specialist service providers to assess and plan special
interventions for students with disabilities. Corresponding IEPs have been developed for
these students.
Several initiatives were undertaken to support the health and wellbeing of our staff. The
2014 Staff Induction processes were expanded and refined to include training and
workshops in cross cultural understandings and the challenges of living cross culturally. Staff
then participated in a 10-week online course to further develop cross-cultural skills and
understandings. A Strengths-Based training workshop was conducted to assist staff in
identifying their strengths potential and to consider how these enable them to contribute
effectively to our team.
In 2014, we instigated our Remote Family Relief program. We recognise the service and
commitment of staff that work in our extremely remote location, and the challenges that
come with this culturally diverse environment. Each term, staff families were provided the
opportunity to spend time-out through an off-island break. Staff feedback on this initiative
has been very positive and is another part of our commitment to the People Matter aspect
of our organisation.
Future priorities
The School Improvement and Renewal Framework review area for 2015 is anticipated to be
Community & Culture.
May 2015
12
Endorsement
Endorsement
This report is endorsed by:
Karen Fletcher
Principal, Gäwa Christian School
Eric Garrawurra
Gäwa Community Representative
Debra Twartz
CEO, NT Christain Schools
May 2015
13
Marrara Christian College
Annual Report 2014
(incorporating NT Christian College)
Location: Corner Amy Johnson Ave and
McMillans Rd, MARRARA NT
Postal: PO Box 84
KARAMA NT 0813
Telephone: 08 8920 2000
Fax: 08 8920 2001
Email: admin.mcc@ntschools.net
Vision Statement
Contents
Vision Statement ............................................................ 1
Principal’s Message ........................................................ 3
Contents ......................................................................... 3
College Profile................................................................. 4
Statistics.......................................................................... 5
Staffing Information ....................................................... 5
Highlights of the School Year.......................................... 9
Teaching and Learning.................................................. 10
Parents and Community ............................................... 12
Finance and Facilities.................................................... 12
School Self-Assessment ................................................ 13
Endorsement ................................................................ 15
May 2015
1
Vision Statement
Vision Statement
NT Christian Schools’ vision statement is: ‘We
desire to be a Christian community, learning
together to live life as God intended, offering
hope for the world’.
Marrara Christian College is a learning
community where parents and staff partner
together. Students are nurtured through a
loving, biblically-based school curriculum and
structure to build their faith, character and
desire to serve.
This means as a community we:
a. Value parents as the primary educators of their children and support them in their
God given task of nurturing their children
b. Will provide a safe and stimulating environment through fair, clear and consistent
behavioural expectations
c. Promote a strong Christian culture through service, mission, stewardship, nurturing
a right relationship with God and others, integrity and morality
d. Recognise each person’s intrinsic value to God and seek to mirror this in our
relationships
e. Design curriculum that develops students’ gifts and talents to enable them to
contribute positively to society in all of their life
f.
Work to learn and understand God’s word and apply Biblical principles in our lives
g. Learn to critically evaluate and question societal beliefs and practices against
Biblical principles
h. Will continually challenge each other to be in a right relationship with God and
others through Christ
i.
Will have an obvious presence in the broader community and have a strong
mutually supportive relationship with the local churches
j.
Encourage students to excel academically and apply their learning in the service of
the Lord.
May 2015
2
Principal’s Message
Principal’s Message
As we celebrated 35 years of providing high quality education to
the families of Darwin, we knew that 2014 was going to be a year
of change, and that is exactly what it was. It began with a changing
of the guard as John Metcalfe stepped down as Principal and I took
over across the Easter break. John finished his time at the College
not only as the longest standing Principal to his credit, but I believe
that he left the College a better place than he found it. It is a
privilege to follow in his footsteps and I would like to thank John
for his service to the College.
Our College though, is much more than the Principal. What makes the College great is its
people. We have an amazing group of students, staff, parents and friends who partner
together and work diligently to make the College a great place to learn and grow. Together
we seek to help students to recognise that they are unique, wonderfully created individuals
who can make a difference. This is a journey that takes many years, as they are provided
with opportunities both in classrooms and beyond to explore who they are in Christ and
what plans He has for them.
Monique and Andrew Manning at
the staff Christmas function 2014
This year we found opportunities to celebrate the many gifts
and talents that the people in our community have at events
like Marrara on Show, our art exhibition, sporting carnivals,
award presentations and recital evenings. Students have
consistently demonstrated impressive levels of skill across
sports, academics, music, art, drama and much more. Staff
received a range of professional and personal accolades across
the year confirming that we have a professional and talented
staff team who strive to be at their best both personally and
professionally. Much of this wonderful work is done quietly and
without fanfare, but, none the less, is important and greatly
valued as it supports and strengthens the College.
The College Council, too, has continued working in the background to ensure that the
college broadly is striving to fulfil its mission and vision. This is no small task but an essential
one that ensures that we, as a community, stay focused and remain faithful to God’s call on
Marrara as a learning Community.
It is a pleasure to serve as the Principal of the College and over the past year I have
discovered that the College is a diverse and wonderful community, passionate about
growing and teaching students to not just be “smart”, but to be people of integrity and
character; people who will be known for their dedication, compassion, service and ability to
make the right choices in difficult circumstances.
Andrew Manning
May 2015
3
College Profile
College Profile
Marrara Christian College (incorporating the Northern Territory Christian College) is a nonselective coeducational day and boarding college offering classes from Preschool to Year 12.
Boarding facilities are designed for secondary aged indigenous students from remote
communities where secondary education is not available or suitable for their needs.
Our students come from a broad spectrum of socio-economic levels and represent a near
average cross-section of the Greater Darwin community.
Primary classes are multi-age across two year-levels, apart from Preschool and Transition,
which are single strand classes. Student ages conform to Northern Territory expectations,
with Transition (first year of school) students turning five by the middle of the year.
Marrara Christian College is a campus of the NT Christian Schools system that operates four
urban schools and four remote schools in the Northern Territory.
The NT Christian Schools is made up of professing Christians with an interest in Christian
education. The organisation members elect a Board that oversees the operation of the eight
schools. NT Christian Schools members in each school elect a Council that exercises
delegated authority from the Board for their particular school.
The Chief Executive Officer of the organisation acts on behalf of the Board and each school
Principal acts as executive officer for their respective Council.
Marrara Christian College Executive consists of the Principal, the Head of ICT and
Infrastructure, the Senior Finance Officer and three Heads of Schools representing the
Primary, Middle and Senior sub-schools that make up the College.
The College caters for students from Preschool to Year 12. We are blessed to have the best
students in the Territory who never fail to inspire and surprise us with just how capable,
caring and smart they are.
The boarding program is part of the mission
of the College - to serve members of our
society who do not have access to
resources. About 100 boarders from remote
indigenous communities live in Family
Group Homes and attend the College. The
students stay in groups of 8 to 10 with a set
of House Parents in an urban house. The
Family Group Home Program is nationally
recognised as an innovative and successful
way of supporting students studying away
from family and culture.
Many of these students have missed a significant part of their education and enter special
classes aimed at improving their literacy and numeracy skills, so they can enter mainstream
education and graduate with a Northern Territory Certificate of Education and Training.
Australian Government funding has allowed us to acquire and upgrade houses so that rental
costs have reduced. We are grateful for the support from the Australian Government.
The Marrara Christian College Fabrication and Construction Trade Training Centre has grown
out of an initiative in 2006 and now trains about 40 trainees and school-based apprentices in
metal fabrication and engineering from all senior schools in the Greater Darwin region. The
program is nationally recognised for its successful combination of mentoring and training
young men and women in a commercial environment that contributes to the development
of the Northern Territory workforce.
May 2015
4
Statistics
5
Statistics
Total Enrolments
613
Girls
307
Boys
306
Full-time Equivalent Enrolments
613
Indigenous Students
21%
Students with a Disability
4%
Student Attendance Rate (Primary)
94.5%
Student Attendance Rate (Secondary)
87%
Parents are notified by SMS each day at 10:00am if their child is absent without notification.
After three consecutive days of non-attendance, parents or guardians are contacted by
teachers. Continued unnotified non-attendance (20 days) will result in students being
removed from the roll and authorities notified.
Staffing Information
Qualifications and Registration of Teachers
All teachers have a minimum of four years training and are registered with the NT Teacher
Registration Board.
Primary Teachers
Name
Qualifications
FTE
Armstrong, Bethany
Chapman, Cynthia
Davis, Trish
Fishlock, Sharon
Hart, Lyn
Hanrahan, Melissa
Kim, Ranny
Mortimer, Kelly
Quinn, Emily
Reinberger, Jo
Russo, Carla
Skinner, Lisa
van Leeuwen, Johan
BEd
BEd, MEd
B Theology, Dip Counselling, M Ed
BGS, BT
DipT
Bed
Grad Dip Ed, B Political Science
Bed
BA, Grad Dip Divinity,Grad Dip T & L
Bed
Bed
Bed
Bed
1.00
1.00
0.20
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
May 2015
Staffing Information
Middle Teachers
Senior Teachers
Other Teachers
Badenhop, Amber
Beissel, Leslie
Bolaji, Stephen
Cantrill, Doug
Clarkson, Elizabeth
Deeb, Tony
Edinrajan, Carol
Evans, Michael
Herrmann, Jan
Jacob, Lyn
Kidd, Karen
Metcalfe, Andrea
McKee, Tirzah
Revermann, Marian
Russo, Jon
Urlichs, Kylie
Van Gelderen, Ben
Van Hulst, Helen
Watson, Ruth
Williams, Jill
Adams, Prasanna
Dempster, Russell
Dimmick, Rebecca
Earl, Felicity
Earl, Justin
Garner, Chris
Hart, Richard
Kadirgamar, Terese
Leach, Tom
Mavros, Sylvia
McAllister, Chantal
McCully, Sue
Nuske, Lisa
Olman, Jeremy
Palmer, Anthony
Palmer, Jennifer
Roland, Jarryd
Sasala, Moya
Tilyard, Anita
Van Bentum, Joel
Arbon, Chanelle
Chesson, Judy
Grosbois, Helen
Isatti, Michelle
Manning, Andrew
Parkin, David
Watson, Gareth
DipT, Bed, DipMiss
Bed
BA, Ed & His, MEd, PhD
Bed
Bed
BA, DipT
BEd, Med
BA, GDip Ed
DipT, Bed, Dip LuthEd
Bed
DipT, Grad Dip Ed
BSc, DipEd
DipT, BEd, MEd
Bed
Bed
BL&A, DipEd
BA, DipEd
BCC, DipEd
Bed
Bed
DipT, Bed
GDipEd
GDipT
Bed
DipTh, BA, BTL, Dip Graph Des,
Cert IV TAA
DipT
BA, DipEd
DipT, Bed, Cert IV TAA
BVA/SOSE, DipEd
BA, DipEd
BSc, DipEd
BEd, Cert II S&Rec, Cert IV TAA
BEd
ADFine Art, BAVA, DipEd
BA, GDipEd
BCA, DipEd
DipT, BEd
BEd
BEd
BEd
DipT
BT
BEd
BEd, BT, Cert IV TAA
BEd
BSc (Hons), DipEd, DipChrisStuds
6
1.00
1.00
0.60
1.00
1.00
1.00
0.60
1.00
1.00
0.40
1.00
0.54
1.00
1.00
0.60
0.30
1.00
1.00
0.60
0.80
1.00
1.00
1.00
0.40
1.00
1.00
0.14
1.00
1.00
1.00
0.20
0.75
1.00
1.00
1.00
1.00
1.00
1.00
0.90
1.00
1.00
0.60
0.60
1.00
1.00
1.00
1.00
May 2015
Staffing Information
Admin and Ancillary
Teacher Aides
Chilton, Michelle
Cook, Helen
Davis, Nicole
Deeb, Albertha
del Rosario, Isaias
Fry, Debbie
Hall, Jon
Hanrahan, Paul
Harley, Suzanne
Hawkes, Gordon
Ireland, Meryl
Jones, Cassie
Kleefsman, Chris
Klinkenberg, Hans
Muskee, Daniel
Nyhuis, Glenda
Parkin, Jeanette
Plenty, Geoff
Sealy, Terri
Stanley, Clare
Smith, Tahlia
Upton, Damien
Van Gelderen, Kate
Viravong, Benny
Weippert Vanessa
Wright, Jeanette
Agnew, Debra
Annis-Brown, Richelle
Burgan, Adam
Cable, Nicolee
Edinrajan, Carol
Few, Lauren
Jacob, Lyn
Galbraith, Jack
Grosbois, Helen
Higlett, Hudson
Holzknecht Sonia
Johnson, Letitia
Johnson, Shona
Knopp, Wendy
Lloyd, Heidi
McElroy, Lauren
Norton, Naomi
Harvey, Sharaya
Douglas, Liz
Fuller Arlene
Whitehouse, Andrea
Wright Isabelle
7
0.84
0.40
0.50
1.00
0.20
0.92
Casual
1.00
Casual
Casual
Casual
0.60
0.80
1.00
1.00
0.80
0.40
1.00
0.65
1.00
0.60
Casual
0.92
1.00
1.00
0.70
0.40
1.00
1.00
0.40
0.40
1.00
0.60
0.80
0.20
1.00
1.00
1.00
1.00
0.60
0.18
0.60
0.25
1.00
0.80
0.80
1.00
0.80
May 2015
Staffing Information
Family Group Home
Program
Arnold, Dale
Arnold, Denise
Campbell-Atkins, Fleur
Campbell-Atkins, Neil
Hall, Leanne
Harris, Scott
Harris, Talitha
Hucker, David
Hucker, Gina
Jeffers, Adam
Jeffers, Sarah
Johnson, Teresa
Leach, Thomas
Leach, Maree
Mau, Laura
Mau, Ollie
Morrison, David
Morrison, Jane
Munnich, Stuart
Munnich, Rachael
West, Ana
West, Mark
8
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
May 2015
Highlights of the School Year
·
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·
·
·
·
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Celebrating 35 years
Mission trip to India
Participation in a range of academic competitions,
including success at a national level for the second year
running at the Australian Titration Competition
Instrumental Music Program
Primary Learn to Swim Program
Whole College Swimming Carnival and Cross Country
competition
Primary and Secondary Athletics Carnivals
An extensive camping program from Year 3 to Year 11
A 10-day trek along the Larapinta Trail near Alice Springs for Year 9
A three-week coach tour of the southern and eastern states for Year 10
Extra-curricular sporting programs including primary school, middle school and senior
school after school competitions and gala days with cricket, tennis, soccer, basketball,
touch football, AFL, rugby union and league
Leadership development programs including
o Prefects (Student Leadership Group)
o Indigenous Leadership Group
A nationally recognised innovative Family Group Homes Boarding Program for remote
indigenous students
Fabrication and Construction Trade Training Centre
Kids Matter Program that assists in the development of resilience, understanding and
cooperation in Primary School
A Pastoral Care based executive structure
RiSe CoDe Awards (Right Choices, Service, Compassion, Dedication)
Yearly Academic and Character Recognitions
Aurecon Bridge Building Competition
Engineering Challenge
Wototo Children’s Choir Visit
Marrara On Show
Challenge Club
Handover from John Metcalfe as Principal to Andrew Manning
Appointment of new Head of Primary School
Perfects Assembly
Book Character Dress Up Day
Introduction of Parent Teacher Online Bookings
Teaching and Learning
Teaching and Learning
·
·
·
·
·
·
·
·
·
·
Restructure and amalgamation of Education Support Unit and Indigenous Support Unit
to improve support and outcome for all students with learning needs.
Encouraging team development among staff to support and encourage excellence.
Staff are developing pedagogy that compliments new technology.
Pod Leader structure that supports pastoral care for students.
National School Chaplaincy Program is supporting a male and female chaplain.
Improved induction program for boarders.
Consolidation of Kids Matter program that develops resilience and tolerance.
Marrara Real Life, a life strengthening program for Senior Secondary.
Development of multiple educational pathway structure for Senior School.
Three day-a-week Preschool.
Students
·
In 2011 there were 66 students in Year
9. In 2014, 38 (out of the total of 60
Year 12 students) were from the 2010
cohort of Year 9 students. This gives us
a notional retention of 57.5% over the
senior years.
·
The average NAPLAN score for Year 9
and 7 was lower than the Australian
average. This discrepancy is due to the
large number of remote indigenous
students sitting the test (28% of the
cohort on average). These students have a significantly reduced level of schooling
before they come to Marrara and score extremely low in the NAPLAN tests because
they have not received a consistent, adequate mainstream education that forms the
basis of the NAPLAN tests.
·
When the results for the remote indigenous students are not included in the calculation
of standardised test scores students perform at or above the Australian average.
·
For information regarding proportion of all students (including Remote Boarding
students) meeting national literacy and numeracy benchmarks for their year at 3, 5, 7 &
9 and for changes in benchmark results from previous year by % point change please
see My School Website http://www.myschool.edu.au/.
·
Pathways during Year 12 (60 students)
ü 57% undertook a VET course
ü 38% of the VET students were School Based Apprentices
ü 36% chose the academic pathway
ü Median Grade is B-
·
Our NTCET completion rate was 97% (including 11 indigenous students). This is a
completion rate which compares favourably with the NT average.
May 2015
10
Teaching and Learning
·
47 students gained an ATAR, with the mean ATAR 57.95
·
53% of completers would not have obtained their NTCET without VET.
·
31 students had a School Based Apprenticeship or Traineeship, and 43 students from
the Senior School successfully completed VET qualifications. This is an area where
Marrara/NT Christian College is recognised as an educational leader.
·
Our Year 12 Trade Training Centre students who undertook the NTCET were all
successful completers. These students also completed Certificate II Construction and
Certificate II Engineering VET qualifications, as well as completing some competencies
in Certificate III Engineering. Most have now moved on to apprenticeships or work in
our community.
·
Post school destination (60 students)
ü 45% further education/training
ü 29% in work
ü 17% in known gap year prior to further study
ü 5% unsure
May 2015
11
Parents and Community
Parents and Community
Marrara Christian College is a school that values the partnership between parents and the
College. This partnership is critical to students valuing their education. Marrara Christian
College Council is always interested in exploring parents’ perspectives on the College and
education it provides. The School Improvement and Renewal Framework (SIRF) is the main
vehicle for gauging parents’ perspectives on the direction of the College community and
each semester has a focus on a particular part of the College’s performance.
The Marrara Christian College Council is made up of a maximum of eight members of the
organisation, elected by organisation members with children at Marrara Christian College. In
2014 all Council was represented by 4 members who were also parents of the College, with
children in each of the sections.
Surveys conducted during the year indicate a very high level of satisfaction with the College.
ü 93% of parents are proud to be Marrara families
ü 96% of students enjoy attending the College
ü 96% of staff happy or very happy
Finance and Facilities
·
Income
Private
$5,258,613
Recurrent $7,798,294
Capital
·
62,553
Capital Projects
ü
ü
ü
ü
·
$
Campus roads resurfaced and extended
Fire hydrant ring main
Administration and Staffroom Refurbishment
Coach was purchased
Capital improvements planned for the school in the coming 12 months
ü General maintenance, general grounds improvement
ü Renovation of the Primary Playground
ü Replacement of Air-conditioning system in F Block
· Current conditions of school buildings and facilities
Facilities are in fair to good condition with maintenance controlled by a regular
schedule.
May 2015
12
School Self-Assessment
School Self-Assessment
During 2014, Marrara Christian College used the School Improvement and Renewal
Framework to investigate the care and wellbeing as well as the Teaching and Learning across
the College. The SIRF program included surveying community members, parents, students
and staff. The data collected was then analysed and recommendations were made to the
College Council. The Council then used the recommendations to amend the College Strategic
Plan.
Care and Wellbeing and Teaching and Learning
Summary of Findings
·
Working Together and Building Relationships
ü Partnerships with parents remained a foundation concept at the
College. Communication strategies are working well particularly in
regard to the weekly Newsletter. The website remained a helpful place
to go but it was identified that this needs to be renovated
ü Students are generally happy and feel cared for and supported. Work is
ongoing to ensure that the care and wellbeing of all students is being
well catered for.
·
Policy and Procedures
ü This aspect of the College is strong reflecting the ongoing process of
review and shaping of policy and plans to reflect the needs of students.
It was recommend that the review of all policies be investigated and
that the preschool policy set be intergraded with the broader college
policy set where possible.
·
Supportive school environments
ü There was strong evidence that the College has strong safe supportive
environments. The review and restructuring of the Student Support
sections of the school will provide improved structures to support
students into the future. The work of those who have built and
maintained existing structures was commended.
·
Intervention Structures
ü A number of existing partnerships were identified that provide early,
intervention and postvention support across the college community.
These need to be maintained and to ensure that they are serving the
needs to the community. It was recommended that more work be done
investigate external partnerships for students the boarding program.
Further recommendations were made for consideration of extension to
the chaplaincy program and the addition of a College based councillor in
2015.
·
Connected Curriculum and Delivery
ü It was recognised that significant work has taken place in the
development of a whole college overview based on the Australian
curriculum. Staff have been working with colleges across campuses the
develop system wide approach.
ü EALD was a focus and the work of the teaching and support staff to
imbed EALD practice into teaching and learning was commended.
May 2015
13
School Self-Assessment
ü The response from the community is that learning is at an acceptable
standard or higher.
ü It was noted that the focus on programs being supported by effective
pedagogy had been positive. Improvements in the integration of Biblical
perspective, differentiation, and addressing learners needs have all
seem improvement.
·
Integration of ICT
ü Based on the success of the BYOD 1:1 program in the senior school, it
was recommended that extension of this program or similar be explored
in the middle school.
ü It was recommended that the Primary school explore ICT integration
and improved pedagogy with a view to documenting their approach in
the context the wide college ICT environment.
·
Professional Learning and Collaboration
ü It was noted that the investigations into the restructuring of the deadly
block class was very encouraging. It was recommended that this be
formalised for 2015.
ü It was recommended that all staff be encouraged to attend ITEC
conference in 2015.
May 2015
14
Endorsement
Endorsement
Andrew Manning
Principal
Rohan Badenhop
School Council Chair
Debra Twartz
CEO NT Christian Schools
May 2015
15
Mäpuru Christian School
Annual Report 2014
Location: 13 Dhäbulu Rd, Mäpuru, NT
Postal: PMB 301 WINNELLIE NT 0822
Telephone: 08 8987 9335
Fax: 08 8970 4991
Email:mapuru@ntcsa.nt.edu.au
Vision Statement
Vision Statement
The vision statement of NT Christian Schools is, ‘We desire to be a Christian community,
learning together to live life as God intended, offering hope for the world’.
Mäpuru Christian School strives to be an active part of a much larger Christian community,
learning together to live life as God intended, offering hope for the world.
The school strives to uphold Christian values in all school matters, within the curriculum and
in all its dealings with students, parents and broader community. In doing so, the school
aims to support elders, parents, students and teachers to practice an inclusive Christian
theology where Yolŋu traditions, knowledge, languages, cultural practices and languages are
respected. This vision includes:
·
·
·
·
·
·
·
Supporting Mäpuru parents and community to live with dignity on their sacred
ancestral estates as God intended.
Supporting the teaching of, and respect for the sacredness and spirituality of the
environment within an encompassing system of Yolŋu kinship.
Actively supporting Mäpuru people to maintain their independent community lives,
enabling them to do, to manage for themselves.
Supporting the development of a broad inclusive Christian community in Arnhemland.
Offering Mäpuru parents and community hope and stability in an ever-changing
world.
Offering an inclusive school curriculum, embedded in Yolŋu knowledges and Mäpuru’s
micro-enterprises.
Encouraging and supporting non-Yolŋu staff and family members to actively
participate in community life, to learn a Yolŋu language and use Yolŋu kinship within
the school and wider community.
May 1, 2015
1
Principal’s Message
2
Principal’s Message
In 2014 Mäpuru Christian School continued its journey to realise the vision of Elders’ past
and present for a school that enables its children to live independent lives of dignity on their
ancestral estates.
2014 was a year rich in deepening our understanding of how God works through and with
the entire Mäpuru school community to develop and consolidate our journey together. The
advice and wisdom of Mäpuru’s Elders and Yolŋu teachers was highlighted in a semesterlong study and week long excursion during which the school and the whole of Mäpuru town
together, followed the Mukarr ancestors’ songlines. Outcomes of this included another leap
in literacy and ITC skills, for both students and teachers, alongside the mutual respect &
recognition of the depth of knowledge of God within this rich Yolŋu world. Jackie Ŋuluwiḏi,
Yolŋu Principal, reflected about our journey during a staff meeting:
“…I felt really proud that my sister (the balanda teaching principal) wanted to follow me,
wants to be guided by my leadership and is working with Mäpuru families to understand
our world and ways of knowing God… ”.
Another major highlight was a graduation ceremony to celebrate four years of successful
study by the Yolŋu teachers who gained Certificates in Education Support. The entire
extended Mäpuru community celebrated their delight in these achievements. We gave
thanks to our Elders, family members and NT Christian Schools who supported this vision
and worked as enablers and restorers of pride and dignity which in turn impacts positively
on the lives of our students.
We give thanks that Mäpuru families continue to give their time, advice and knowledge
openly and generously to guide the development of the school and actively participate in
our curriculum, procedures and policy implementation. This active mutual respect, support
and collaboration with parents and families is our foundation for improved student
outcomes.
Chaplain Linda Marathuwarr
Ritharrŋu Elder
Chaplain Margaret
Bambalarra
Ritharrŋu Elder
Chaplain Wendy Wulŋuwulŋu
Ḻiya-dhalinymirr Elder
May 1, 2015
Contents
Contents
Vision Statement ............................................................ 1
Principal’s Message ........................................................ 2
Contents ......................................................................... 3
School Profile .................................................................. 4
Staffing Information ....................................................... 6
Highlights of the school year .......................................... 6
Teaching and Learning.................................................... 8
Parents and community ............................................... 10
Finance and facilities .................................................... 11
School self-assessment................................................. 12
Endorsement ................................................................ 13
May 1, 2015
3
School Profile
School Profile
Mäpuru Christian School is located at Mäpuru, in a very remote area of North East Arnhem
Land. The school is registered from Preschool to Year 10 and runs two classes, a Primary
and a Secondary class. Students are graded according to their age-appropriate year level
and only Indigenous students are enrolled. In 2014, there were no diagnosed Students with
a Disability at the school. A total of 46 students were enrolled at Mäpuru Christian School at
the time of the Commonwealth census in August 2014. No critical incidents took place at
the school in 2014.
A complete profile of student age, gender and year level is provided in the table below:
May 1, 2015
4
School Profile
A summary of average student attendance is provided in the table below and is based on the
NT Department of Education collection statistics.
2014
Enrolment
Attendance
Feb
50
76%
March
50
86%
May
40
72.5%
June
46
73.9%
Aug
38
100%
Sep
37
78.4%
Oct
35
74.3%
Nov
33
90.9%
Description of how non-attendance is managed by the school
Mäpuru Christian School teachers live within the community and the Yolŋu teachers live in
three of the nine households. This forms tight knit family relationships where daily
discussion with non-attenders’ families are an ongoing feature of the week, allowing us to
discern reasons for student absence and discuss strategies to encourage students to return.
Regular parent-teacher meetings discuss the effect of non-attendance on students’ learning
with parents. This sometimes results in a group of mothers and grandmothers being
employed to encourage whole family wake up calls to their neighbours, enabling timely
breakfast preparation. Parents are also employed as Home-School Liaison Officers to
facilitate return travel after school holidays or larger town events such as football matches,
and escort children home to Mäpuru.
Teachers spend many after school hours building strong positive relationships with nonattenders and their families, working together with the school Chaplains. In order to build
collaborative partnerships with families and students, the school actively works to develop
innovative programs to capture the interest of school-age children. Programs include
running an in-class shop, holding student markets, road rule lessons, 4WD as well as bicycle
repair and maintenance, reading recipes and cooking, and individuals working alongside
visiting trades people.
Parents in turn also support and are actively involved in Mäpuru Christian School’s programs
in their best efforts to encourage every student at Mäpuru to attend daily.
May 1, 2015
5
Staffing Information
Staffing Information
All teachers have a minimum of four years training and are registered with the NT Teacher
Registration Board.
Teachers (1.0 FTE):
Dean McDonald: BEd/Arts
Linda Miller: Dip Teach; BEd; M Applied Linguistics
Yolŋu (Ingigenous) Teachers (Assistant Teachers):
Jackie Ŋuluwiḏi: Cert III and Cert IV Education Support
Roslyn Malŋumba: Cert III and Cert IV Education Support
James Burkiyalawuy: Cert III Education Support;
Rebecca Gamadala: Cert III Education Support;
Highlights of the school year
Highlights from the Students
·
·
·
·
·
·
The excursion following our ancestors, the Mukarr. We were so excited to learn that we
wanted to stay at each place for a week!
The Basketball court laid down in late 2014 is so good that children from Elcho are
coming over for the weekends to play basketball with us.
Learning to do lino cuts to make cards and sending them by post to our families.
Learning to use the ipads to write and record stories.
Having Nikki run a bicycle repair workshop. We all repaired old bikes from the tip and
can ride to the creek to go fishing now.
Running the class shop by ourselves.
May 1, 2015
6
Highlights of the school year
Highlights from the Parents
·
·
·
·
·
The cultural exchange to Melbourne between the Centre for Education and Research in
Environmental Strategies (CERES) and Mäpuru's Arnhem Weavers saw 6 Master weavers
and 6 of Mäpuru's weaving apprentices lead weaving and Yolŋu culture workshops in late
January 2014. We all enjoyed it and learned lots for our children's futures.
Inclusive school/community meetings to discuss both school and community business.
Students learning about their family connections and relationship to country that the
Mukarr travelled through. We are very happy that students are learning so well.
We are really proud that there is active involvement of Elders and Yolŋu teachers in
school curriculum. The school is listening to our Elders and teaching the students literacy
through our cultural knowledge in both Djambarrpuyŋu and English. The histories of
Mukarr are important for our children to know for their children in the future.
Our children are learning so much that we can now see that they will be able to take over
from us in the future, for the school and community.
Highlights from the Teachers
·
·
·
·
·
·
·
·
·
·
·
The highlights are everything, everyone is working together and sharing, especially
community events and important times like funerals, we Yolŋu are respected and it is
easy working together.
Mukarr excursion learning on country together, we need more big trips and smaller trips.
Next time, the Yolŋu teachers have learnt so much through this trip and our study that
we can do more to organise excursions.
Our graduation ceremony, led by our Elders, to celebrate finishing Certificates in
Education Support. We were so honoured and proud.
Our teaching teams are growing and Yolŋu teachers are becoming stronger, confident
teachers in their professional practice.
Seeing the Primary students who have moved up to the Secondary class keeping pace
with the Secondary students because the Primary teaching team have laid a very strong
foundation.
Students' literacy, numeracy and ICT skills are continuing to improve with purposeful,
contextualised and inspiring educational programs towards achieving our school vision.
Secondary students are ordering goods on the speakerphone for their shop, speaking
more confidently in English.
Balanda teachers greatly appreciate Yolŋu sharing and being generous with teaching us
about your Yolŋu values and social protocols, teaching us about the depths and
complexities of your world.
Going to the Uniting Women's Conference in Sydney, listening to women form all over
the world and presenting our story too.
Working with Elders to write stories for children to learn to read and write in school has
encouraged us all, we are learning so much together.
Both students and teachers are making great academic progress. We can see how using
our first language for academic purposes is improving students’ progress in English.
May 1, 2015
7
Teaching and Learning
Graduation ceremony, led by our Elders, to celebrate staff graduating with
Certificates in Education Support.
Teaching and Learning
Curriculum:
Mäpuru Christian School follows a community negotiated multi-lingual and bi-literacy
curriculum that realises the educational goals of its community alongside their vision of
Yolŋu Christian education. The Australian Curriculum alongside the NT Curriculum
Framework (2009) forms the basis for all learning programs. The school is developing its
working knowledge of the Australian Curriculum. Mäpuru Christian School’s curriculum goal
is for students to become successful learners who are not only confident and creative
individuals but active and informed citizens whose futures radiate the hope of dignity and
independent lives.
Year 9 and 10 students also participate in VET programs when offered at Mäpuru.
Pedagogy:
Pedagogy at Mäpuru Christian School utilizes evidence based teaching and learning
pedagogies that close the gap between the learners’ current achievement levels and
targeted outcomes.
English as a Second Language pedagogies alongside bi-literacy pedagogies are utilized
enabling students to learn in, through and about English as they study the range of Learning
Areas across the curriculum.
Literacy approaches include Walking Talking Texts alongside Do – Talk - Record
methodologies. These approaches support the strong partnerships that Mäpuru adults have
expressed as a non-negotiable practice of the school, that the non-Indigenous teachers
May 1, 2015
8
Teaching and Learning
don’t take over and move so fast that it leaves the Yolŋu teachers behind. These approaches
form part of a planning process at MCS, enabling Yolŋu teachers to be thoroughly skilled to
plan, prepare and teach alongside the classroom teacher. This has been invaluable, enabling
the Yolŋu teachers to mentor the new teachers to the school and to carry the teaching and
learning program enabling students to continue making progress when teachers have left
the school.
As a Yolŋu Christian School, Yolŋu pedagogies are used to deliver a range of programs
including Indigenous Language and Culture programs. This includes multilingual and bicultural instruction for conceptual and literacy development in students’ first language
Djambarrpuyŋu, bridging English language and literacy skills to deeper levels of academic
understanding and proficiency. To this end, classrooms are a working partnership between
Yolŋu and Balanda teachers.
Numeracy Programs include a strong emphasis on real life, directed investigations in the
Mäpuru living and working context. Teachers are utilizing the Talking Namba resources and
finding them most valuable.
Note: The term Assistant teacher is not used at Mäpuru. Instead we refer to our co- teachers
as Yolŋu teachers, a respectful term acknowledging the depth of knowledge and experience
these teachers bring to their classroom practice. Mäpuru’s Yolŋu teachers do much more
than ‘assist the teacher’. They are expert teachers in their own right, teaching the nonIndigenous teachers and striving to complete formal teaching qualifications.
Stronger Futures National Partnership funding
Mäpuru Christian School has been included in the Stronger Futures in the Northern Territory
National Partnership (2012-2022). This National Partnership has two funding elements
relevant to Mäpuru - ‘Additional Teacher’ and ‘Quality Teaching’. Following on from the
‘Additional Teacher’ element, Mäpuru Christian School has continued to employ a full-time
additional teacher in 2014, which maintains the school as a 2 teacher school. The provision
of this additional practitioner is critical to the ongoing progress of students at the school as it
provides for more manageable class sizes and academic groupings which better caters for
individual student needs.
May 1, 2015
9
Parents and community
Activity under the ‘Quality Teaching Initiative’ element has focused on the provision of
literacy and numeracy support to target individual learning needs. All teachers have
attended systemic professional learning activities pertaining to whole school literacy
approaches as well as the moderation of students literacy assessments. The use of ICT
pertaining to literacy and numeracy programs and catering to individual student progress
was a feature of on-site professional learning at Mäpuru in 2014. This activity was
particularly focused on the use of iPads in aiding best-practice teaching and learning.
Appropriate professional development activities to support the meaningful integration of
ICT in the classroom was also a feature at the school in 2014. Indigenous staff have
continued to be formally trained, as well as mentored, supported and included in
professional development activities, and this will continue to be a feature of QTI activity into
the future.
In 2014 Mäpuru Christian School submitted an Expression of Interest in the ‘Teacher
Housing’ element. This is currently being assessed by a Priorities Committee and funding will
be determined and prioritised on a needs basis over the next 5 years.
Preschool
Preschool students are integrated into the Primary class activities.
Standardised Testing
Students took part in NAPLAN testing. The result were not statistical reliable because of the
small sample size. More information is available form the Myschool website
http://www.myschool.edu.au
Pastoral Care and Well-being Programs
Mäpuru Christian School adheres to the policies and
protocols of NT Christian Schools regarding pastoral
care. The Yolŋu teachers represent the diversity of
households at Mäpuru. Under the wisdom and
guidance of the three community matriarchs, these
teachers communicate daily with families about their
children. In reality, the entire school community is
family, non-Indigenous teachers as well. It is a very
close community where there is an abundance of care
and acceptance, and open communication. Because of
this, pastoral care and well-being form an integral part
of the entire school day at Mäpuru Christian School.
Parents and community
Mäpuru consists of nine households. The Yolŋu teachers are drawn from three of these.
Mäpuru Christian School is making every attempt to include adults from all households
whenever further paid work is available through our afternoon electives and school
maintenance programs. Family members are very keen to be involved.
Mäpuru Christian School has representation (and sometimes 100% of adults) from every
May 1, 2015
10
Finance and facilities
household at every school council meeting and school assembly. Parents continue to express
their joy at the reading and writing progress their children are achieving.
Elders are enthusiastic to share their knowledge of histories, ancestries, country, languages
and their journeys with God, and to have these documented and included in the school’s
literacy programs. We only have to ask for help and our Elders are at the school or our
homes ready and responsive. During 2014, these Elders and Mäpuru community led a seven
day whole community excursion, as a research project to enable deep level learning for our
students. This resulted in the strongest reading and writing performance by students in the
short history of our school. It also resulted in school community cohesion, personal and
community pride, resilience and tangible excitement about the interaction of culture,
literacy and schooling. Students displayed an increased enthusiasm for all learning, both in
school and engagement in school and community life.
Finance and facilities
Income received in the 2014 calendar year is listed below.
Private
$5,887
Recurrent $1,020,447
Capital
$343,800
Capital improvements to the school over the past 12 months include the following;
·
·
concrete basketball court
1 set of stainless steel
cupboards and benches:
These expand our 'verandah
kitchen' which is an applied literacy
and numeracy, alongside, health,
food preparation and butchery area
·
Maintenance
and
repairs
included:
- insulating,
lining
and
installing fans on the
verandah kitchen roof
The school buildings consist of two blocks. The current condition of school buildings and
facilities is as follows;
·
·
Block one, built in 1990, has now been repaired to a reasonable standard. In 2015 fly
& security screening will be upgraded
Block 2 built in 2007, is in good condition.
May 1, 2015
11
School self-assessment
·
·
·
A student toilet block was included in the 2007 building program which consists of a
male and female section containing a single pit toilet and single shower room each.
This is in good condition.
One 3 bedroom house for teacher accommodation is in excellent condition.
One 1 bedroom house for teacher accommodation is in excellent condition.
Capital for expanding teacher housing to allow for employment of a balanda teacher with a
family has been applied for under the Stronger Futures Teacher Housing program.
School self-assessment
Mäpuru Christian School has continued to focus on the key areas in the School Improvement
and Renewal Framework of ‘Community and Culture’ and ‘Teaching and Learning’. Selfassessment in the areas of ‘Leadership’ and ‘Christian Identity’ have been completed in
2015.
Community & Culture
Activity continues to take place in developing governance and engagement strategies to
ensure community members are strongly included in decision making processes regarding
curriculum, new projects and school infrastructure needs.
The embedding of local cultural knowledge and values into the school curriculum is
continuing.
Teaching & Learning
Mäpuru Christian School continues to be supported in the implementation of the Australian
Curriculum, with a particular focus on catering to multi-age year levels.
Appropriate assessment tools for speaking, listening and numeracy continue to be
developed. An ongoing focus for the school is supporting students with English as an
additional language/dialect and developing appropriate reporting mechanisms for students
in this area.
Another strong focus for Mäpuru Christian School is the training and development of Yolŋu
teachers in their Education Support certificate courses.
May 1, 2015
12
Endorsement
Endorsement
This report is endorsed by:
Linda Miller
Principal, Mapuru Christian School
Debra Twartz
Chief Executive Officer, NT Christian Schools
May 1, 2015
13
Nhulunbuy Christian College
Annual Report 2014
grow is wisdom : serve others : change the world
Location: Nhulunbuy
Postal: PO Box 621
Telephone: 08 89872187
Fax: 08 8987 2357
Email: admin.ncc@ntschools.net
Nhulunbuy Christian College Annual Report
Contents
Vision and Mission Statement .....2
Principal’s Statement ...................3
School Profile…………………………….4
Staffing Information (FTE) ...... 5/6
Highlights of the School Year .......6
Teaching and Learning .................7
Parents and Community ..............8
Parent Survey…………………………….9
Finance and Facilities .................10
Summary………………………………….11
Endorsement .............................11
May 2015
1
Nhulunbuy Christian College Annual Report
Vision Statement
The vision statement of NT Christian
Schools is, ‘we desire to be a Christian
community, learning together to live
life as God intended, offering hope for
the world’.
Mission Statement
To partner with parents in providing an education
that honours Jesus, is academically rigorous,
develops character and promotes healthy
relationships. We want our students to grow in
wisdom, be empowered to serve others and make a
difference in the world.
grow in wisdom
serve others
change the world
May 2015
2
Nhulunbuy Christian College Annual Report
Principal’s Message
Nhulunbuy Christian College continues to shine a light of
hope within the Nhulunbuy community. 2014 was a year
of changes yet our school experienced a season of
growth. The College continued to steadfastly and
passionately define itself as a welcoming place where
excellent Christian education is offered to all families in
the small East Arnhem community of Nhulunbuy.
The College went through uncertain times with
curtailment and eventual closure of the RIO operated refinery in 2014. Long standing staff of
NCC were affected and so were many of the families enrolled in our school. We said too
many goodbyes to beautiful families throughout the year. Leadership changes in 2014 added
to the mix of complexities; but despite seemingly huge struggles, the College did not waiver.
The College became even more committed to cherishing every single student in its care. NCC
became (and continues to be) a beacon of light for all.
Our College actually grew in numbers in 2014 as new families arriving in town sought out the
college for their children. Other families already in town began assessing their options.
Marking 15 years of Christian Education in Nhulunbuy in September became a highlight of
the school calendar! Parents, students, families and staff worked collaboratively in creating a
day to acknowledge, reminisce and remember the past. It was also a day to celebrate and
get excited about what lay ahead. It was (and is) a time to give thanks for the great things
that happen at NCC.
I am continually in awe of the amazing people that make up the NCC community. In 2014
parents played a significant role in our school. It was a delight to see parents running events
at our sports carnivals, being present in classrooms and lifting up the College in actions and
words. The 2014 NCC staff should also be praised. They were a committed team who were
gifted in so many ways. Everyone was energetic, positive, dedicated and faithful to their
work.
There were so many opportunities for learning, growing and making new friends in 2014.
Students importantly felt loved and in turn encouraged and accepted each other. It was
exciting to see the students participate in whole school events. What a delight it was to
watch little Transition students partner with Year 9 students in races and events at our
carnivals! 2014 was a year for memory making for all of our students.
As we look forward to 2015 we smile.
We are extravagantly loved by our God and for this we celebrate!
Yours in Christ
Lara Hvala
May 2015
3
Nhulunbuy Christian College Annual Report
4
School Profile
Total enrolments
190
Girls
110
Boys
80
Full-time equivalent enrolments
190
Indigenous students
2%
Language background other than
English
Student attendance rate
12%
94.8%
Figures above are taken from the 2014 August Census data.
Non-attendance is not a significant concern at NCC. Whenever a student is absent,
contact is made with the parents during the morning of absence. Chronic or
unexplained absenteeism was not an issue in 2014.
There were no critical incidents that impacted the College in 2014.
May 2015
Nhulunbuy Christian College Annual Report
Staffing Information (FTE)
Staffing Profile
Qualification if Full-time
Term/FTE
Principal
Russell McKane
1.0
Principals
Advisory
Group/Teac
hers
Anthony Collier
Bachelor of Theology
Grad Dip Ed
Dip Applied Art
Post Grad Dip Christian
Studies
Post Grad Dip IT
Bachelor of Education
Lisa Piper
Bachelor of Arts
Bachelor of Education
1.0
Lara Hvala
Bachelor of Theatre
Bachelor of Education
Bachelor of Education
1.0
Bachelor of Education Early Childhood
Bachelor Education
1.0
1.0
Rachel Stockley
Dip Ed (Sen Prim) + Dip
Spec Ed (Rem Ed)
Bachelor of Education
David Holmes
Bachelor of Education
1.0
Sarah Bambery
Bachelor of Education
1.0
Anthony Collier
Bachelor of Education
1.0
Kylie Farnsworth
Bachelor of Education
0.8
Joanne Duncan
1.0
Carmel Gynell
Rebecca Thomson
Kelly Dare
Bachelor of Arts
(Humanities) Bachelor of
Teaching (Secondary)
Bachelor Science
Masters in Teachers
Bachelor of Education
Bachelor of Education
Bachelor of Education
Rebecca Thomson
Bachelor of Education
.8
Terese Marchesi (LE Coordinator)
Bachelor of Social Science
1.0
Teaching
Staff
Michael Vos
Tracy Pickford
Desarei Stanaway
Anne Fourie
Sarah Hayman
Learning
enhanceme
nt support
staff
1.0
1.0
1.0
1.0
1.0
.2
.8
.4
Esther Rika (TA)
1.0
Christie Giles (TA)
.5
1.0
Kylie Whyte
Cert IV in Graphic Design
Caren Erasmus (6 months)
Shontelle Adams (6 months)
Sandra Brazier
Cert IV in Travel
Dip Library and
1.0
1.0
.5
May 2015
5
Nhulunbuy Christian College Annual Report
Information Services
Office and
support
staff
Graeme Dun
Rob Aston
Associate Diploma in
Farm Management,
Horticulture
.2
.2
We employed no indigenous staff in 2014.
All teachers have a minimum of four years training and are registered with the NT Teacher
Registration Board.
Highlights of the School Year
The College runs a whole school elective program every Friday
afternoon. This program creates opportunities for students across
year levels to work together on various projects, including
photography, gardening projects, cooking, singing and cultural
studies.
Serving others and giving to our local and global communities is
something we endeavor to promote. Students participated in a
Community Day of Service, working around town to plant gardens,
clean up and cook for various organisations. NCC also participates
in a number
of
fundraising
causes. We
proudly target the majority of our
fundraising
efforts
towards
supporting The School of St Yared in
Ethiopia.
In 2014 we enjoyed Reading Under
The Stars, Book Week Parade, Crazy
Hair Day, Year 5 Sleepovers, Sports
Carnivals, Bike day, Interschool Sports
and a Year 6 -10 Camping Program,
Indigenous Artist in Residence Program, Athletic and Swimming Carnivals. Pancake
Breakfasts and Morning Teas for parents further enhance the educational experience for the
students and involve all families.
May 2015
6
Nhulunbuy Christian College Annual Report
Teaching and Learning
The most significant development in the teaching and
learning programs at NCC was the introduction of a
Middle School Coordinator, Upper Primary Coordinator
and Lower Primary Coordinator. With leaders in these
three areas, planning became a team effort and a
collaborative and exciting way of working. Essentially with
team planning, more ideas have grown.
In 2014, NCC staff also participated and contributed to
curriculum meetings with other colleagues at NT Christian
Schools around the state. This has been positively
received as a way of sharing ideas with others and
energizing our practice. All staff participated in the OVER
THE TOP conference in Darwin in July. This conference
accommodated all staff from our 9 schools and
everyone
participated
in
professional
development sessions relevant to their sections.
Our classrooms are inviting spaces and it has
been great to see some consistency of
programing in the Primary School throughout
2014. The introduction of an early primary
phonics program in our lower classes continues
and teachers participated in training throughout
term 1. A primary school Christian studies
program was introduced with success and all teachers followed the iMaths program.
The whole school ‘homework club’ continued through the year as well.
The 2014 expansion of our learning support team – particularly the appointment of a full
time coordinator, resulted in significant strengthening in this area of College life. We are
now able to give more attention to students who struggle with learning. In 2014 we
continued our connection to the Kids Matters framework to ensure NCC remains a positive
learning community where students at any level can access learning.
Our school was ranked in the top 10 of schools in the Northern Territory for 2014 NAPLAN
results. Only two schools outside the Darwin region, including ours, had above average
scores. For information regarding proportion of students meeting national literacy and
numeracy benchmarks for their year at 3, 5, 7 & 9 and for changes in benchmark results
from previous year by % point change please see My School Website
http://www.myschool.edu.au/
May 2015
7
Nhulunbuy Christian College Annual Report
Parents and Community
Nhulunbuy Christian College is a big family
in a small close knit community. We
therefore take great delight in travelling on
a journey with all parents and students
every day and see it as a huge privilege.
Parents are the primary educators and it is
crucial that the College partners with them
in the education of their children.
Communication is paramount and we are
fortunate to have a very involved parent
community. Sports days, camps, small
group reading sessions, class and library support are some of the ways parents contribute.
We have a structured P&F group who run the canteen, the annual market/open day and a
host of other fundraising and community events. We also have a College council who helped
guide, support and hold up the college
throughout 2014.
May 2015
8
Nhulunbuy Christian College Annual Report
The following questions and graphs are excerpts taken from our annual parent survey:
This survey was based on 28 families’ submissions.
May 2015
9
Nhulunbuy Christian College Annual Report
Finance and Facilities
Income 2014
Private income: $816,926
Recurrent Government income: $2,070,857
Capital Grants: $52,500
During the course of 2014 the only significant change to
facilities was the addition of a roof/shade area over the
handball courts. This was a combined Parents and Friends and
RIO initiative.
With additional students in 2014 we needed to move the Year
6 class into a room adjacent to the staffroom. We have also
utilized other rooms in the library for Middle School
homeroom and classes.
There is no significant capital improvements planned for 2015.
An overhaul of the watering system will need to be prioritized
for 2015.
Buildings are in excellent condition and the College grounds
are picturesque.
May 2015
10
Nhulunbuy Christian College Annual Report
Summary
2014 concluded with the departure of many families, staff and Principal from our school
community. Whilst the impact of this is yet to be determined, our future still looks amazingly
positive. New jobs are being created in town and those that are still living in Nhulunbuy are
passionate about making it work.
As we welcome new families and new staff at NCC, there is a strong message of hope.
Endorsement
Please sign and return
Lara Hvala _________________________________________
Principal
Michael Beath_____________________________________
School Council Chair
Debra Twartz ______________________________________
Chief Executive Officer, NT Christian Schools
May 2015
11
Palmerston Christian School
Annual Report 2014
Location: 50 Waler Rd Marlow Lagoon
Palmerston NT.
Postal: PO Box 113, Palmerston NT 0831
Telephone: 08 – 8932 3377
Email: admin.pcs@ntschools.net
Vision Statement
Vision Statement
The vision statement of NT Christian Schools is, ‘We desire to be a Christian community, learning
together to live life as God intended, offering hope for the world’.
The mission of Palmerston Christian School, ‘To serve Families through the process of nurturing and
educating children in an environment where Christ is central, thereby enabling them to be the people
that God has called them to be. ‘
Principal’s Message
The year of 2014 was marked as a year of change. Lubka Gaitt started in the role of primary team leader
in January. Another leadership change occurred at the start of term 2. Ken McAllister replaced Andrew
Manning as Principal. The most significant structural change was the school opening its doors to the new
Early Learning Center, Kingdom Kids. Kingdom Kids started with 11 students and enjoyed steady and
increasing enrolment throughout the year culminating with over 30 families enrolling their children in
Kingdom Kids during 2014. The opening of Kingdom Kids added an additional member to the school
leadership team in May when Matty Van Drempt started as the Kingdom Kids Director.
Whilst enrolment has significantly increased in Kingdom Kids the enrolment From Transition to Year 9
has remained steady. Staff turnover has been very low with one primary teacher leaving at the end of
2013.
There is a positive and welcoming climate in the school with a strong commitment to our strong sense of
school community. This sense of community gives the school a friendly atmosphere and is often referred
to a family atmosphere that pervades the community. The School Council remains stable whilst
welcoming 2 new members in 2014. The Council does a great job of leading the school with a heart of
service and commitment towards every member of the school community.
The projections for 2015 are positive. The Early Years and Primary are expected to see consistent growth
and stability respectively while the Middle Years continues to nurture young people in a Christ centered
education.
Palmerston Christian School continues to be a unique school in Palmerston where we serve families
through the process of nurturing and educating children in an environment where Christ is central,
thereby enabling them to be people that God has called them to be.
The school has come a long way over the past 26 years and continues to stand proudly as a Christian
School in Palmerston. In 2014 the school has started planning for new buildings. This process has meant
we have reflected upon our values and goals particularly as a staff and in the council meetings.
Discussion and reflection regarding future plans have focused on the desire not to grow too big and
loose our strong sense of community. As we contemplate possible future growth our, sense of
community, identity is highly valued and to be nurtured as a school value.
1
Principal’s Message
The Year 10 program moved into its third year of operation in 2014. Having been successfully operating
for 2 years, the Year 10 program is establishing itself as an important part of the educational journey for
students. It has been a blessing collaborating with the Northern Territory Christian College to enable this
to happen and for Palmerston campus students to take advantage of some subjects on the Marrara
campus while some Marrara Christian College students travelled to the Palmerston campus. Having a
Year 10 class of the Northern Territory Christian College based on the Palmerston Christian School
Campus enables families to access senior schooling on the Palmerston campus.
The school year of 2014 was another successful year in the growing story of Palmerston Christian
School. The NT Christian School Board, The Palmerston Christian School Council, the school executive,
teachers and school staff have partnered with the school community ensuring a well-managed school,
thriving in a close-knit community, where every child is valued.
Kenneth McAllister
2
Contents
Contents
Vision Statement ............................................................. 0
Principal’s Message ......................................................... 1
Contents .......................................................................... 3
School Profile .................................................................. 4
Staffing Information ........................................................ 6
Highlights of the school year .......................................... 8
Teaching and Learning .................................................... 8
Parents and community ................................................ 10
Finance and facilities ..................................................... 11
School self-assessment ................................................. 11
Endorsement................................................................. 13
3
School Profile
School Profile
Primary
Age
5
6
7
8
9
10
11
12
Total
SWD
Indigenous
Transition
Year 1
Year 2
Year 3
M
13
1
M
F
M
M
F
8
6
11
4 13 10
1
8
1
16
3 11 7
14
F
11
11
1
(201 4 DEEWR Census Report)
Secondary
Age
11
12
13
14
15
Total
SWD
Indigenous
M
Year 7
10
2
12
2
2
(2014 DEEWR Census Report)
F
14 15 13 11
6
3
2
2 2
2
F
1
14
4
M
1
8
3
15
1
19
12
3
1
16
3
3
2
Year 5
Year 6
M
F
M
6
5
13
2
Total
F
1 3
8 7
4 2
19 11 7 11 15 13 12
4
2 3
2
1 1 3 1
9
Year 8
Year
4
M F
F
M
Year 9
10
2
12
1
F
M
11
10
13
2
36
6
3
6
6
1
M
13
9
19
8
12
7
13
4
85
12
13
Total
F
11
11
14
17
10
16
9
2
90
6
4
F
1
14
19
7
41
4
5
Average student attendance
Primary School:
Secondary School:
Whole School:
94.4%
91.4%
92.7%
(DECS Validation Report 3/12/2014)
Student attendance is recorded twice a day. In the event that a student is not present and cannot be
accounted for, parents are contacted by the office to notify them of their child’s absence and to
ascertain the reason for their non-attendance.
Critical Incidents
We are blessed in that there have been tough times for a number of families there were not critical
incidents that have taken place over the past 12 months that have had a significant and lasting impact
on school operations.
4
School Profile
One incident did involve a teacher who had a heart attack at school. He has since made a full recovery
and continues to teach full time since his recovery.
Another incident involved a parent having a heart attack a kilometer from school after riding with his
children to school. Another passing parent called emergency services and rendered lifesaving first aid.
This parent has also fully recovered.
One of our parents died after a battle with cancer. We continue to support this family as they adjust to
this loss.
5
6
Staffing Information
Staffing Information
Position
First Name
Surname
Qualifications
Teaching Staff -whole school
Principal
Special Education
Relief Teaching
Library
Ken
Annette
Sonia
Chris
McAllister
Kent
Van der Aa
Macrides
Transition
Year 1/2
Gweny
Monique
Thomsen
Manning
Year 1/2
Year 3/4 & Primary
Leader
Year 3/4 &
Language/Culture
Year 3/4
Ashlee
Primary School
Batchelor of Arts
(Education)
Bachelor of Education
Master of Arts, Dip. ED
Bachelor of Education
FTE
1
0.8
0.2
0.8
1
1
Kirkham
Batchelor of Education
Batchelor of Education
Bachelor of Arts, teaching
and learning.
Lubka
Gaitt
Masters of Education
1
Jasmine
Penny
Shawel
Dempster
0.8
1
Year 4/5
Claudine
James
Year 5/6
Megan
Kennedy
Batchelor of Education
Master of Ed Studies
Higher Diploma in
Education
Bachelor of Arts, teaching
and learning.
0.8
MS Team
Leader/Tech/PE
Year 7, Maths/Yr 8
English
Year 7/8,
English/Electives
Year 8, Yr 7 & 8 Electives
Year 9,
English/Music/Electives
Middle School
1
1
1
Graham
Baggs
Jill
Carter
Bachelor of Arts, Dip Ed
Masters, leadership and
management
Amy
Ana
Taylor
Abbott
Bachelor of Education
Bachelor of Education
0.8
0.6
Cathy
Smith
0.4
Year 10
Carol
Basil
Science/Tech/Electives
Maths/Electives
Music/Art
Richard
Rob
Kirsty
Carter
Armstrong
May
Master of Education
Masters of Philosophy in
Physics
Masters in Educational
Studies (ICT)
Bachelor of Science
Diploma in Fine Art
0.8
0.5
0.9
0.8
0.8
7
Staffing Information
Position
First Name
Surname
Early Learning Centre
Qualifications
ELC Director
Matty
Van Drempt
ELC Assistant Teacher
Tracey
Cordukes
Day Care Teacher
Josephine
Sullano
Dip. Ed Early Childhood
Cert 3 (Working toward
Diploma)
Cert 3 (Working toward
Diploma)
ELC Assistant Teacher
ELC Assistant Teacher
Katie
Stephanie
Herweynen
Donnan
Cert 3
Cert 3 (Working towards)
Emiliya
Stoyanova
ELC Assistant Teacher
Desiree
Johnson
Cert 3 (Working towards
Bachelor of Early
Childhood
Admin/Registrar
Admin/Reception
Admin
Admin
Maintenance Officer
Caretaker
School Chaplain
TA/ISA
TA/ISA
TA/ISA
TA/ISA
Chris
Kathryn
Margie
Coryn
Paul
Janelle
Di
Kathy
Edi
Kylie
Lara
ELC Assistant Teacher
(casual)
School Support Staff
Kirkham
Brimblecombe
Carroll
Schatz
Vaatstra
Fisher
Jackson
Guy
Armstrong
Koeford
Kershaw
FTE
1
1
1
0.8
1
Casual
Casual
1
1
0.6
Casual
0.6
0.2
0.4
0.8
Casual
0.2
0.8
Highlights of the school year
Summary of all staff qualifications:
1. All teachers have a minimum of four years training and are registered with the NT Teacher
Registration Board or have received permission to teach from the NT Teacher Registration Board
based on other qualifications and experience.
2. To the survey includes both teaching and non-teaching staff.
Highlights of the school year
The highlight of the school year was the opening of the Early Learning Center.
The largest community event was the Fun Day which ended in a movie night. There were many other
highlights for students to enjoy such as the whole school athletics carnival and the whole school
swimming gala.
The Primary Choir lifted its profile again this year by participating in a number of community events as
well as taking the opportunity to perform as often as possible just for the fun of it. The choir has
established itself as an important part of the school community and is in increasing demand.
The Outdoor Education Program continued with the following year levels heading off to a variety of
destinations.
8
Teaching and Learning
·
·
·
·
·
·
Year 3&4 – Camp at school.
Year 5 – Territory Wildlife Park
Year 6 – Riyala
Year 7 – Kakadu National Park
Year 8 – Litchfield National Park
Year 9 – Larapinta Walking Track, Alice
Springs
Mothers of Preschoolers (MoPS) – A support group
for Mothers in the wider Palmerston community with preschool aged children continued to be hosted at
the school. Students are involved in the care of the Moppets (children below preschool age) under the
supervision of the adult carers. This is just one of the ways students are encouraged to serve in the
community. The support of mothers is an important part of the school’s mission to support families,
particularly in a community where mothers often do not have access to the support of extended family.
The Thanksgiving Service was again a highlight. Run at the Darwin Convention Center, it was a wonderful
evening were, as a school community, we not only celebrated the successes, achievements and talents
of students across the school, but also recognized the many blessings that the Lord bestowed upon us
during 2014.
Teaching and Learning
Teaching and Learning Initiatives:
·
·
·
·
·
·
·
·
·
Accelerated Reader – Middle Primary and Middle School.
Reading Eggs – Lower Primary Literacy initiative.
1-2-1 Middle School iPad Program
School Chaplaincy – National School Chaplaincy Program - Australian Government.
Kidsmatter and Mindmatter early preparation toward implementation.
Ongoing refinement of National Curriculum and Christian World View focused on moderation of
assessment tasks
Peer Support Program – Upper Primary.
Outdoor Education Program - Transition – Year 9
Introduction of the Early Learning Program including the construction of new early learning
facilities, writing of programs and submission of service approval applications.
Pastoral Care and Wellbeing Programs:
The pastoral care and wellbeing of students is one of the highest priorities of the school. The foundation
of the pastoral care of students at Palmerston Christian School is “relationship”. We believe passionately
9
Parents and community
that through establishing positive relationships between students, parents and the school, we are better
able to care for students.
Beginning with classroom staff, we need students (and parents) to know that we care and can be
trusted. From here, with the support of Heads of School through to the Principal, we aim to maintain
open lines of communication, consistency in consequences and clarity in decision making. Underpinned
by the 4 Expectations of PCS (Respect, Responsibility, Maximise Learning and Service), the culture of the
school is actively monitored and maintained to ensure that students are in a school environment that
reflects what it is to be a caring Christian community.
Key programs, including the Chaplaincy Program and Student Support, work to provide structures and
support mechanisms for students and their family to ensure that all students’ needs are being
effectively met and supported.
In 2014 select action team members attended Kidsmatter and Mindmatters professional development.
Whilst pastoral care and wellbeing of students is a strength at Palmerston Christian School it is believed
that these frameworks will enhance our positive school environment. It is anticipated that we will
review our wellbeing programs as we implement the Kidsmatter and Mindmatters frameworks as well
as building community connections and activating mental health support services when required.
Literacy and Numeracy Benchmarks:
For information regarding proportion of students meeting national literacy and numeracy benchmarks
for their year at 3, 5, 7 and 9 and for changes in benchmark results from previous year by % point
change, please see the My School Website http://www.myschool.edu.au/
The school routinely assess students from year 3 to year 9 reading ability using the Star Literacy tests to
inform students placement on the schools Accelerated reader program. Students in Transition to year 2
are tested using the PM benchmarking tool and their reading material is adjusted to match this reading
assessment tool.
Twice a year all students from Transition to Year 9 are tested using standardized tests. These
standardized numeracy and literacy tests are administered in term 2 and term 4 so that teachers and
administrators are able to use standardized data to monitor students’ progress in numeracy and literacy.
Parents and community
Palmerston Christian School is passionate about the nurturing and education of its students in an
environment where Christ is central. The foundation of this is the parents. Parents are a critical part of
the nurturing and educational process. Without their support, encouragement and wisdom, the school
cannot educate students effectively.
Parents at Palmerston Christian School are active in their children’s education in a number of ways
around the school. From providing regular in-class support directly to teachers and students, to
10
Finance and facilities
administrational support, advisory and organizing of committees, the input of parents is generously
given and humbly received.
The Palmerston Christian School Council is a very important parent group whose responsibly it is to
ensure the school is actively seeking to achieve its mission, strategic plans and goals. This group of
committed Christian men and women are passionate about achieving what it means to be a Christian
school serving the broader Palmerston community.
Events like the movie nights, fun days, BBQ’s, information evenings, mother’s day stalls, father’s day
stalls, parent teacher interviews, open nights and the end
of year Thanksgiving Service, are all examples of some of
the many opportunities the school provides to strengthen
the partnerships with parents across the year.
During the year surveys indicated that:
98% of parents who responded to the survey would typify
their overall happiness with PCS as a whole as either
happy or very happy.
100% of staff like working at Palmerston Christian School.
Finance and facilities
Income received during the 2014 school year:
·
Private
- $ 832 737.00
·
Recurrent - $ 2 661 268.00
·
Capital
- $ 48 125.00
In 2014 the school will opened an Early Learning Center. The renovations of existing building to
accommodate this facility began in 2013 and were completed early 2014. The cost of the renovation is
$400 000.00
Current conditions of school buildings and facilities:
The schools buildings and facilities are all in good condition. Regular maintenance and replacement
schedules ensure that buildings and facilities support learning and provide for the safety of staff,
students, volunteers and visitors. Regular and timely inspections and certification is carried out to
ensure that the school complies with the relevant legislation and government requirements.
11
School self-assessment
All shade sail cover was replaced over the playground and the basketball court. This was an expensive
repair which was required due to the age of the original shade sails. New shade was erected in the Early
Learning Center.
School self-assessment
During 2014 Palmerston Christian School used the School Improvement and Renewal Framework to
investigate the Christian Perspective and Community and Culture. The SIRF program includes surveying
community members, parents, students and staff. The data collected is then analyzed by the School
Council. The Council then uses the recommendations to amend the Schools Strategic Plan.
Christian Perspective
The community indicated that they appreciated the Foundation of Biblical perspective in development
of curriculum, the culture of faith that is demonstrated by staff who live out that faith in their
relationship with students and each other. This faith is also evident in the biblically based curriculum.
The School will focus on the active promotion and shared understanding of the College Vision and
Mission for the whole community including students, parents and the wider community.
The school set as its goals.
·
·
·
To support staff in their spiritual growth.
To support students in their spiritual growth
To develop connections between the school and local churches.
12
Endorsement
Endorsement
This Report is endorsed by:
Kenneth McAllister
Principal
Palmerston Christian School
Jennifer Roberts
Chairman
Palmerston Christian School
Debra Twartz
Chief Executive Officer
NT Christian Schools
13
Sattler Christian College
Annual Report 2014
Location: 15 Sattler Crescent Bees Creek NT
Postal: PO Box 1138 Coolalinga NT 0839
Telephone: 08 8983 1268
Fax: 08 8983 1297
Email: admin.scc@ntschools.net
Sattler Christian College Annual Report 2014
Vision Statement
The vision statement of NT Christian Schools is,
‘We desire to be a Christian community, learning together
to live life as God intended, offering hope for the world’.
The vision statement of Sattler Christian College is,
‘Growing in Wisdom; Learning to Love’.
Principal’s Message
Sattler Christian College, a campus of NT Christian Schools, is a partnering community striving to
live out its vision trusting in a faithful and loving God.
2014 was a year in which much occurred at Sattler that we can praise and thank God for. The
year began with a number of new staff members joining the Sattler team and they each have
richly blessed our school community. We are very fortunate to have such a committed and
talented staff. This was clearly exemplified when Mrs Rebecca Cholmondeley, our Transition
teacher, received the 2014 Teacher of the Year Award at the Teacher Excellence Awards for NT
Independent Schools. This was the second year in a row that a teacher from Sattler was
acknowledged at these awards, highlighting the excellent quality of our staff.
In 2014 the school continued to value its distinctives.
These include being a small and nurturing school
community where a holistic approach to education is
utilized involving strong and intentional pastoral care of all
students. The curriculum of the school maintains an
emphasis on essential skill acquisition in areas such as
literacy, numeracy and information technology, while at
the same time providing for diverse learning styles of
students including the creative and performing arts, and
lots of opportunities for practical ‘hands-on’ activities.
Strong partnership with parents is a foundational principle
for the school and this was reflected in the excellent
community events throughout the year. It is a great
blessing to be a part of such a committed and inclusive
educational community.
Allan Long (Principal 2014)
May 2015
1
Sattler Christian College Annual Report 2014
Contents
Vision Statement ............................................................ 1
Principal’s Message ........................................................ 1
Contents ......................................................................... 2
School Profile .................................................................. 3
Staffing Information ....................................................... 4
Highlights of the school year .......................................... 6
Teaching and Learning.................................................... 6
Parents and community ................................................. 8
Finance and facilities ...................................................... 9
School self-assessment................................................. 10
Endorsement ................................................................ 11
May 2015
2
Sattler Christian College Annual Report 2014
3
School Profile
Sattler Christian College is a small school on
the outskirts of Darwin NT. In 2014 there were
140 students from Transition to Year 9. Also
on the same site is an Early Learning Centre.
We are one of eight campuses of NT Christian
Schools.
In 2014 the class structure for the school
involved a straight Transition class and five
multi-aged classes. There were five Primary
School classes:
·
·
·
·
Transition
Two classes of Year 1/2
Year 3/4
Year 4/5
There were also two Middle School classes:
·
·
Year 6/7
Year 8/9
2014 Student
Profile
T
Y1
Y2
Y3
Y4
Y5
Y6
Y7
Y8
Y9
Total
Girls
8
16
7
11
6
8
3
4
2
3
68
Boys
6
7
8
8
9
7
6
13
5
3
72
Totals
14
23
15
19
15
15
9
17
7
6
140
% Indigenous Students
7%
17%
4%
5%
7%
12%
93.3%
Student attendance
rate
* Data from DEEWR Census, August 2014
One of the real advantages of being a small school is that all students can be well known and
cared for. Student absences are closely monitored and unexplained absences are followed up by
a phone call from the office or the class teacher concerned.
In 2014 there were fourteen students with diagnosed disabilities enrolled at the school. They
were fully integrated in the school and meaningfully supported by staff including a number of
teacher aides.
There were no critical incidents in 2014.
May 2015
Sattler Christian College Annual Report 2014
Staffing Information
All teachers have a minimum of four years training and are registered with the NT TRB.
2014 Staffing Profile
FTE
Qualifications (Teachers)/Role (Non-Teaching Staff)
Teaching Staff
Allan Long (Principal)
1.0
Brenton Bartsch
1.0
Linda Broad
0.6
Rebecca Cholmondeley
Roslyn Elkington
1.0
1.0
Kirsten Leslie
0.6
Alexandrea McElroy
1.0
Stephanie Redgment
Madia Schatz
1.0
0.6
Anne Sykes
1.0
Stephanie Tuisuva
1.0
Non-teaching Staff
Yane Damanik
Kathleen Higgins
Hayley Holliday
Dianne Jackson
Anita Jones
Bismarck Macabuhay
Becky Myers
Kimberly O’Hagan
Mary Vaatstra
Paul Vaatstra
0.5
1.0
0.4
0.4
0.5
0.3
0.5
0.8
0.7
0.4
Early Learning Centre Staff
Kirsty Boath
Leticia De Guzman
Kayley Fry
Joanne Wright
0.3
0.8
1.0
1.0
Master of Educational Studies
Grad Dip of Curriculum Studies
Bach of Theology
Dip of Teaching (Primary)
Dip Conservation & Land Management
Grad Dip of Lutheran Education
Dip of Teaching (Primary)
Bach of Education
Bach of Health Science
Bach of Education
Bach of Arts
Dip of Education
Bach of Education
Dip of Teaching
Bach of Commerce
Dip of Teaching
Bach of Education
Bach of Education
Dip of Teaching
Master of Education
Bach of Arts/Education
Bach of Education
Bach of Teaching
Teachers Aide
Administration
Teachers Aide
Chaplain
Teachers Aide
ICT
Teachers Aide
Reception
Teachers Aide
Grounds and Maintenance Officer
May 2015
4
Sattler Christian College Annual Report 2014
Staffing Summary
Total
Total School Staff (excluding Early Learning Centre [ELC])
21
Full-time equivalent Total School Staff (excluding ELC)
15.3
Teaching staff
11
Full-time equivalent Teaching Staff
% Indigenous
9.8
0%
Non-teaching staff
10
Full-time equivalent Non-teaching Staff
% Indigenous
5.5
0%
Teacher Qualifications Summary
Total
Post Graduate qualifications
2
18%
Bachelor degree or equivalent
11
100%
Other Qualifications
2
18%
%
(NB: Totals can extend beyond 100% as some teachers have more
than one qualification)
May 2015
5
Sattler Christian College Annual Report 2014
Highlights of the school year
There were many highlights in 2014. It was very exciting when Mrs Rebecca Cholmondeley, our
Transition teacher, received the 2014 Teacher of the
Year Award at the Teacher Excellence Awards for NT
Independent Schools. This award is given in
recognition of the exceptional contributions a teacher
makes to their profession and their students. Mrs
Rebecca (Bec) Cholmondeley is a much loved teacher
at Sattler Christian College. Students, parents and staff
all appreciate her greatly and praise her without
reservation. As the school’s Transition teacher she
provides a fantastic introduction to the school for
students and parents. Her classroom is a place of love,
safety, exploration, challenge and growth. She is a
wonderful ‘ambassador’ for the school, for teaching
and learning, and for school community life! Bec is
always on the lookout for ideas and resources to
enhance the students’ learning, harness their curiosity
and imagination, and create dynamic learning
activities.
Again the camping program was greatly enjoyed by students and provided a number of rich
learning experiences, with destinations including Darwin CBD, Katherine, and the Kakadu and
Litchfield National Parks. Camps are not easy for most students, in fact they often really
challenge students and take them out of their ‘comfort zone’. However, the joy in learning
comes from facing and overcoming those new challenges, working and sharing together in these
learning adventures with peers and teachers, and learning in fresh and real life contexts.
A number of our Middle School
students competed in the Aurecon
bridge-building competition against
much larger Darwin schools and to their
credit they won the event which was an
outstanding
achievement.
Middle
School Students also won a number of
awards from the NT Science Teacher
Association.
May 2015
6
Sattler Christian College Annual Report 2014
Teaching and Learning
2014 saw the appointment of an Early Years trained teacher to take on the role of educational
leader at our Early Learning Centre (ELC). She has a made a significant contribution assisting the
ELC team to better plan, document and deliver a comprehensive and systematic curriculum.
Having an Early Learning Centre attached to our Primary and Middle Schools facilitates a
wonderful natural flow for children at Sattler from age 3 through to 15.
In 2014 there were a number of curricula developments at the school. LOTE (Indonesian) was
introduced across the whole school. The soundwaves literacy programme and the swimming
programme were extended from the Primary School into the Middle School. The performing arts
area was further enriched with more music across the school, including the commencement of a
school choir, and the strengthening of the drama and dance programme especially in the Middle
School. Again the end of year drama production, Alice in Wonderland, showcased the fantastic
and creative learning opportunities that our students have at Sattler. It is much more than
learning how to perform on stage. It is also about developing confidence, self-discipline and
perseverance, as well as experiencing the challenges and affirmation of working closely together
with others to achieve something wonderful and communal.
The Middle School Activities Program
continued to diversify with all Middle School
students having the opportunity to do
Textiles, study Indonesian language and
culture, and to undertake conservation
tasks as volunteers at the Territory Wildlife
Park.
The school has continued to benefit from
Federal funding that has enabled us to
employ a part-time Chaplain at the school.
The Chaplain supported students and staff
especially in times of difficulty while also running, in a proactive manner, programs that
enhanced positive relationships and personal well-being. In addition to the work of the school
Chaplain, pastoral care of students continues to be a high priority at the school. All staff take a
genuine interest in the students and the teachers in particular, are conscious of their important
pastoral role. This is not only true of the Primary School teachers, but also in the Middle School
where a home teacher and a home classroom model is implemented.
NAPLAN Results
For information regarding proportion of students meeting national literacy and numeracy
benchmarks for their year at 3, 5, 7 & 9 and for changes in benchmark results from previous
year by % point change please see My School Website http://www.myschool.edu.au/ .
May 2015
7
Sattler Christian College Annual Report 2014
Parents and community
From the inception of the school back in
1996, the partnership between families and
the school has been fundamental. It was
great to see this continue to be expressed
in so many ways throughout 2014. One of
the distinctives of Sattler is its small but
strong community and this has again been
well led by a small but strongly committed
School Council. They have done this with
prayerfulness, faithfulness, vision and
servant-heartedness
The SCC Council, a group of highly dedicated parents, continued to play a pivotal role in the
governance of the school. Apart from their usual council meetings they also held a number of
open council meetings which provided a valued forum for other
parents to share ideas and ask questions.
There were a number of activities involving school families and staff
working together. Events such as the Mothers’ Day and Fathers’ Day
breakfasts were special times for the school community that further
fostered the beautiful community spirit and family nature that is part
of Sattler. A significant new event was ‘Spotlight on Sattler’, which
while being essentially an event for our own school community it
also served as an excellent
opportunity to share our school
with others. Parents also regularly attend school assemblies,
and come along to support their children and assist at
sporting carnivals, excursions and camps.
The Primary School Celebration evening and the Middle
School production were also wonderful events to finish off the
year and they were greatly enjoyed by the school community.
May 2015
8
Sattler Christian College Annual Report 2014
Finance and facilities
Income received by Sattler Christian College
in the 2014 year is listed as follows:
Private Income
$482,922
Recurrent Government Income
$1,524,022
Capital Grants
$79,800
The school has a beautiful bush setting and the buildings have been constructed and located in a
manner that enhances and compliments the natural environment. In 2014 the main capital
improvement was the extension of the Early Learning Centre which is now registered to take an
increased number of children. The extension included an additional learning space, an entry
foyer, and an office area. The ELC is looking fantastic now and there was also an expansion and
development of the ELC playground as
part of the project. The other significant
capital improvement was the modification
of the central area of the Library to create
a larger assembly and performance area.
There are no major capital works planned
for 2015.
The general condition of school buildings and facilities is quite good. The oldest buildings are 19
years old but even these are of solid construction and sensible design for the Northern Territory
with
wide
verandahs.
Students throughout the
school have excellent access
to computers with group
sets of laptops or iPads in
the Primary school, and a 1:1
iPad program in the Middle
School. Each classroom in
the school also has either an
interactive whiteboard or big
screen television which
maximizes the use of ICT
across the school.
May 2015
9
Sattler Christian College Annual Report 2014
School self-assessment
Each year the school undertakes a cyclic review of its six aspects of school health and
functioning using a School Improvement and Renewal Framework (SIRF). The six areas are:
1.
2.
3.
4.
5.
6.
Christian Identity
Leadership
Teaching and Learning
Pastoral Care and Wellbeing
Community and Culture
Finance, Facilities and Resources
The school community, staff and parents together, are involved in a process of collecting
information, reflecting on the life and direction of the school, and formulating goals for the
future in line with the vision of the school.
SIRF recommendations for Sattler Christian College (SCC) developed in 2014 were as follows:
(Area 2) That the SCC Leadership continue to explore:
(i)
Possible Involvement of leaders from local churches in the devotional life of the school
(ii)
Fostering or facilitating parenting programmes
(Area 3) That SCC make it a high priority to continue to:
(i)
Develop and implement curriculum in a Christ-centred way in all curriculum areas
(ii)
Explore ways to address learning delays in Literacy and Numeracy throughout the school
(iii)
Explore ways to involve students more in self-assessment, shaping or choosing aspects
of the curriculum, and extension opportunities.
(Area 4) That SCC continue to:
(i)
develop and update the documentation of its policies related to this area,
(ii)
clarify the T to 9 curriculum continuum related to personal development, health and
wellbeing,
(iii)
explore and convey to the school community information about related external
services available in this area.
(iv)
explore restrengthening peer support for students including the Buddies program
(v)
clarify the place of Kidsmatter in the school and associated training for staff
(Area 5) That SCC:
(i)
update the Student Wellbeing and Discipline Policy,
(ii)
continue to explore how to develop the school curriculum with culturally rich
experiences,
(iii)
continue to explore how the school might better acknowledge the traditional owners of
the land.
(Area 6) That SCC:
(i)
explore and target ways to generally increase enrolments, with a particular focus on
strengthening the intake at Transition.
(ii)
continue to clarify and document a plan for the educational use of ICT at the school.
(iii)
continue to explore more ways that the school might improve its environmental
stewardship.
May 2015
10
Sattler Christian College Annual Report 2014
Endorsement
This report is endorsed by:
Allan Long
Principal
Sattler Christian College
Jolanda Watson
Council Chair
Sattler Christian College
Debra Twartz
Chief Executive Officer
NT Christian Schools
May 2015
11
Woolaning Homeland Christian College
Annual Report 2014
Location: Lot 1888 Litchfield Park Road
Postal: PO Box 173 Batchelor 0845
Telephone: 08 89781000
Fax: 08 89782895
Email: admin.whcc@ntschools.net
Vision Statement
Vision Statement
The vision statement of NT Christian Schools is, ‘We desire to be a Christian community, learning
together to live life as God intended, offering hope for the world’.
WHCC VISION: To be a Christian community, learning together to live life as God intended and
offering hope for the world.
WHCC MISSION: In response to God’s call on the lives of its members Woolaning Homeland
Christian College strives to be a Christian community offering hope to indigenous youth. With a
motto of Learning to Live Living to Serve’
Principal’s Message
A highlight of 2104 was the whole College Camp held in Kakadu National Park. The boys started
off from the southern entrance and the girls from the northern entrance, we met together on
day 2 of the camp at the Mardugal campsites for a slide show presented by the rangers.
Students completed the Nourlangie walk and walked through the Wadadjan Cultural Centre and
Bowalie Visitor Centre.
In 2014 Woolaning introduced a new class for students in preparation for senior years. The ‘year
10’ class enabled the teaching team to identify students who were progressing well in their class
assessments and have a literacy and numeracy levels closer to age appropriate standards.
Education is a live and changing environment with
Woolaning seeking to encourage students to become
lifelong learners. Our College motto of Learning to
Live, Living to Serve articulates the ethos of the
College as we endeavour to teach students the
traditional “3 R’s of Reading Writing and Arithmetic”
as well as how to live. The boarding program at
Woolaning facilitate the learning of life skills such as
meal preparations, house cleaning and important
interpersonal skills while living together in
community. We want students to take their skills
that they learn at Woolaning and be a part of their
community whether in their home community or
elsewhere.
Murray Hair
May 2014
1
Contents
Contents
Vision Statement ............................................................ 1
Principal’s Message ........................................................ 1
Contents ......................................................................... 2
School Profile .................................................................. 3
Staffing Information ....................................................... 5
Highlights of the school year .......................................... 6
Teaching and Learning.................................................... 7
Pastoral Care and Wellbeing Programs .......................... 9
Parents and community ................................................. 9
Finance and facilities .................................................... 10
School self-assessment................................................. 10
Endorsement ................................................................ 10
May 2014
2
School Profile
School Profile
Woolaning Homeland Christian College is a boarding college for indigenous students from
remote communities where education is not suitable or unavailable for their needs.
The College has a total of six Family Group Homes (three girls’ houses and three boys’ houses)
which can accommodate up to 12 students each. For educational purposes, students are
grouped into four different classes. Although students are graded at age-appropriate year
levels, in order to best cater to the range of academic needs the College offers an ‘all girls’ and
‘all boys’ foundational classes for students who are still developing their literacy and numeracy
skills. A Year 10 (equivalent) class and Seniors class are also offered. The College has only
Indigenous students enrolled and no diagnosed Students With a Disability were enrolled at the
College in 2013. A total of 47 students were enrolled at Woolaning Homeland Christian College
during the Commonwealth Census in August 2013.
A total of 59 students were enrolled at Woolaning Homeland Christian College during the
Commonwealth Census in August 2014.
A complete profile of student, gender and year level
is provided in the table below.
Full-time Indigenous Students by Year level 2014
Education Level
Year 7
Year 8
Year 9
Year 10
Year 11
Year 12
Male
5
7
6
1
0
1
20
Female
10
8
12
2
5
2
39
Total
15
15
18
3
5
3
59
A summary of average student attendance is provided in the table below and is based on the NT
Department of Education, Enrolment and Attendance collection #5 August 2015.
2014 Census
Total Enrolment
SWD
Indigenous only
Attendance Rate
Middle
48
3
100%
Senior
11
1
100%
Total
59
4
100%
79.7%
May 2014
3
School Profile
Non-attendance at the College is managed with the support of Indigenous liaison worker,
Teacher Assistant, contact with the house parent and communication with student family.
Families are contacted when students fail to come to school at the start of term. This allows the
College to enquire what reasons are preventing students attending school and attempts to
arrange transport are facilitated. There may also be staff visits to communities to follow up
students who we are unable to contact through any other means. The school based Chaplain
also assists with family contact and provides supervision with ‘time out’ activities. Woolaning
also encourages family members to come and stay at the college to assist their students to
‘settle’ in or with home sickness.
No critical events took place at the College in 2013.
May 2014
4
Staffing Information
Staffing Information
All teachers have a minimum of four years training and are registered with the NT Teacher
Registration Board.
Staff members
Murray Hair
Robyn Hair
Bronwyn Bray
Brad Bray
Marian Quinn
Jenny Cole
Isaac Kungul
Melissa Sams
Jayme Kot
Augustine Kot
Phillip Greenshields
Pauline Greenshields
Kylie Greenshields
Luke Greenshields
Nadine Greenshields
Mr Parry
Simon McKee
Emily Quinn
Teachers
Bradley
Bray
Bronwyn
Bray
Murray
Hair
Robyn Hair
Jennifer
Cole
Marian
Quinn
FTE
1.0
1.0
1.0
1.0
1.0
1.0
0.8
1.0
1.0
1.0
1.0
0.8
1.0
1.0
1.0
1.0
0.4
1.0
Staff members
Marlene Saylor
Reg Saylor
Paul Redmile
Jennifer Redmile
Derrick Hooper
Julie Hooper
Vera Walker
Michael Walker
Harry Cockburn
Patricia Cockburn
Wendy Tony
Henly Taka
James Cole
Dallas Mugurra
Matthew Griffin
Renee Griffin
Barbara Graham
Ian Graham
FTE
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
Casual
Casual
1.0
1.0
1.0
1.0
Qualification
BA
Dip Ed
Grad Dip
BA/Grad Dip
Grad Dip
BA Learning Management
University
University of New England
University of New England
NICE
University of New England
NICE
Central Queensland University
Year
1976
1977
2000
1981
1999
2008
BA Nursing
Grad Dip Ed
Master of Ed (Leadership)
Northern Territory University
Northern Territory University
Queensland University of
Technology
Australian Catholic University
Australian Catholic University
Gordon Institute of TAFE
University of Melbourne
University of Newcastle
University of Newcastle
University of Tasmania
1999
2001
2009
Dip Ed (Primary)
BA Ed
Adv Cert Office Admin
Grad Cert Early Reading Intervention
BA/Grad Dip
Grad Dip Ed
Master of Ed
1978
1983
1995
2003
1979
1980
2002
25% of 2014 employees identify as indigenous
May 2014
5
Highlights of the school year
Highlights of the school year
Litchfield National Park what better place could there be for an indigenous education facility.
Students participated in regional Sports Days with Batchelor Area and Daly River St Francis
Xavier schools, with each school taking turns to host the days. Students also participated in AFL,
tennis, and cricket workshops held at the college, and sports days organised with Marrara
Christian College. Also a Footy Fun Day was organised by Senior Students to raise money for
Kid’s Cancer Research.
As a boarding school the students are learning from the House Parents in their Family Group
Home. With experiences such as, assisting House Parents with house duties/chores, going on
excursions to the Katherine Christian Convention provide vital life skills that students need to
survive and help “Close the Gap” between non-indigenous and indigenous education outcomes.
With sadness we said farewell
to employees, Paul and Jen
Redmile who contributed to the
lives and education of students
at WHCC. The community
mourned the passing of their
long term Cultural Liaison and
Community
worker,
with
attendance at the funeral in
April and a Memorial Service at
the college in May.
The whole college camp at
Kakadu was a major event for
the year. Students enjoyed the challenge of bush walks into Motor Car Falls and the Barrk Walk
over Nourlangie Rock. Camping in tents and enjoying the wonderful environment of Kakadu was
a great experience for everyone.
2014 had challenges unique to the environment we operate in such as student pick up and drop
off during the wet season crossing flooded creeks and organising plane travel.
In response to ongoing behavioural issues, the college ran a 4 day training programme to refresh
college vision and to review discipline and behaviour strategies. It also enabled staff to
understand more fully the work of growing young people in this environment. This was rich
learning time for everyone.
May 2014
6
Teaching and Learning
Teaching and Learning
There has been continued implementation of the Australian Curriculum in English, Maths,
History, Geography and Science. Teachers continue to work on curriculum material to make it
more relevant to EAL/D students. This is done with support from NT Christian Schools staff:
Catherine Yakutja Jones (Community Engagement Consultant & English as an Additional
Language and Dialect (EAL/D) Advisor) and Kathleen Flentje (Curriculum Coordinator Curriculum, Assessment, Reporting & Resources).
We have worked at implementing a more intentional Special Needs program with the
appointment of Special Needs Co-ordinator, Jenny Cole, who is working with NT Christian
Schools staff member, Karin Davies (Special Education Co-ordinator).
Programmes, Class Structure & Behaviour Management
· Programmed Scope & Sequences for subjects (on a two or three year cycle), which were
developed in 2013 and retained for 2014.
· Class structure changed with a new class being established in Term 2. This became possible
with a new teacher residing on the College site and being available to implement this class.
The new class is a mixed class for students with a higher level of literacy and more
independent learning skills able to engage in learning activities in preparation for the Senior
Class. This now provides another level of schooling for students to work towards achieving.
· The first level of intake into the College continues to be boys and girls in separate classes,
to enable teaching/learning programmes to be adjusted to meet the needs of each group.
· Classes continue to be organised according to student's literacy levels to enable more
appropriate teaching programmes.
· There is a continuation of the school chaplaincy programme, and teachers continue to be
trained in Restorative Justice practices and strength based approaches to behaviour
management.
May 2014
7
Teaching and Learning
Overview of students moving into the Senior Class:
· In 2013 - 5 students moved from the Year 9/10 boys/girls classes to start their Senior class.
· In 2014 – 7students moved from the Year 9/10 class to begin their senior studies. Which
they will work towards completing over a 3 year cycle, rather than the standard 2 year
cycle.
· Median score for 9 & 10 students on standardised tests in Semester 2: we use these tests
to determine the reading/spelling/maths age of students to guide the development of
programmes suited to the needs of each student. They are not given the test to show us
what they cannot do at age level.
PM Benchmark (Reading test) – average age is 8 years
NPT (maths test) – average age is 7.5 years
· Year 12 result - 1 student completed the NTCET at the end of the year.
· School-based Apprenticeships – 1 students entered an Automotives Apprenticeship
· VETiS – 2 students graduated with Cert 3 in Children’s services through BIITE
Post School Destinations
One graduate returned to their home, remote community and has been looking for training
opportunities in Child Care. The other is employed at the College as a General Administation
Assistant.
For information regarding proportion of students meeting national literacy and numeracy
benchmarks for their year at 7 & 9 and for changes in benchmark results from previous year by
% point change please see My School Website http://www.myschool.edu.au/ .
Smarter Schools National Partnerships
Woolaning Homeland Christian College has continued to
receive funding in 2013 under the SSNP banner, in the key
reform area of 'Supporting Indigenous Residential
Students and Families'. Activities have been focused in the
areas of Professional Development for Residential Care
Workers and in supporting Family and Community
Engagement.
House Parents have been involved in PD on managing
student behavior in positive ways and in specific induction
activities that focus on the distinctives of providing
education and care from a Christian perspective. House
Parents have also undertaken training in the Cert IV in
Residential Care. Opportunities to mentor and support
new House Parents with 'on the job' training are
continuing to be explored.
May 2014
8
Pastoral Care and Wellbeing Programs
Specific engagement with parents/community members of remote indigenous boarders have
been undertaken, including developing networks between community members and visits by
relevant staff to different communities. A 'family day' was held at the College where many of
the students' family members spent time at the College seeing how their children live and work
in the school and Family Group Homes environments.
Pastoral Care and Wellbeing Programs
The role of a Chaplain is undertaken by
Simon McKee who works with WHCC staff
and students to provide pastoral care for
students. His activities include, ‘men’s
business’ campfire talks with the senior male
students, weekly visits to Family Group
Homes, and other activities that support
students spiritually, mentally, socially and
physically. Simon is also able to facilitate
prison visits by students to family members
who are serving time in goal.
Other programs that provide care and well-being for students include ·
·
Boys/Girls Health and Wellbeing camps
Various after school activities implemented to ensure health and well-being of students
- basketball competition/FGH shirts designed and printed
Visiting school groups/team were able to interact with students in the class room as well as and
run recreational programmes student after school hours .
Family and community
Our families and the communities where our students come from, play a vital role within our
college. It is important for our college staff that we have opportunities to talk with our students
families, spend time in their community, as well as at the College. It is an opportunity to develop
relationships, and build understanding.
We encourage families to come and visit the college where they have a chance to meet their
Teachers and House Parents. We had opportunities throughout 2014 to connect with families
within the College environment, with family members coming to visit the school and assist in
class rooms and Family Group Homes as well as being part of our 2014 end of year celebration.
Visits to student’s home community are an integral part of relationship building. Through such
visits teaching staff and House Parents are able to share with parents the class work and
activities being undertaken by their children, and experience what life within community.
May 2014
9
Finance and facilities
Finance and facilities
The completion of Skills training facility boosted the capacity of the College to offer real work
skills to students. Up until now, school based apprenticeship training has occurred onsite as
part of the College's maintenance/building programme. In late 2014 a student expressed
interest in a school based apprenticeship as a motor mechanic. These training opportunities for
students continue to provide students with training and skills that they can use back on their
home community and prepare them for the mainstream work force if they have some formal
training and are "work ready".
Two applications to the Block Grant Authority have been submitted for the 2015 round of
funding for the upgrading of the smoke alarm system for all buildings and extension of a FGH.
Ongoing maintenance projects continue to be undertaken, the bitumen road refurbishment of
the road surface around the College and to provide all-weather shelter for the coaster buses
used by House Parents to transport students in their Family Group Homes.
The grounds and buildings at the College can be described as being in good repair and are
generally well maintained.
2014 income sources are listed below.
Private
$1 074 690
Recurrent
$1 408 686
Capital
$50 000
School self-assessment
A comprehensive independent review of the College was conducted in 2013, using the School
Improvement and Renewal Framework. A variety of recommendations across the six key SIRF
areas were implemented in 2013 and continue to provide a focus for 2014 and beyond.
May 2014
10
11
Endorsement
This report is endorsed by:
Murray Hair
Principal, Woolaning Homeland Christian College
Debra Twartz
Chief Executive Officer, NT Christian Schools
May 2014