2014 School Performance Information - Amazon S3 SCHOOL PERFORMANCE INFORMATION A c t j u s t l y , h...

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A S c h o o l o f t h e A n g l i c a n S c h o o l s C o m m i s s i o n ( I n c )

P E T E R M O Y E S

A N G L I C A N C O M M U N I T Y

S C H O O L

Knowledge

Insight

Equality

Compassion

Integration

Wholeness

Confidence

Competence

Responsibility

Self-worth

SCHOOL PERFORMANCE INFORMATION

A c t j u s t l y , h o n o u r G o d

S c h o o l P e r f o r m a n c e I n f o r m a t i o n

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www.petermoyes.wa.edu .au


A School of the Anglican Schools Commission (Inc)

is one of the Anglican Schools Commission

(ASC) system of schools. The School is named after Peter Moyes, the Commission’s first Director and former Headmaster of Christ Church Grammar School whose vision in establishing the Commission was to develop affordable Anglican schools in Western Australia that provided a high quality, socially inclusive and caring Christian education.

As an ASC School we seek to demonstrate and advocate to our students, Staff and the wider community the worth of the ASC’s six principal values:

: Living the Gospel values

: Pursuing high standards in all things

: Demonstrating fairness, compassion and conviction

: Respecting self, others and our planet

: Acting with honesty and openness

: Promoting social inclusion and celebrating difference.

These values have been used to develop the Vision, Values and Beliefs of the School. As a Christian community in the Anglican tradition, the School wishes to engender the following Vision, Values and Beliefs within our students, Staff and wider community:

: the pursuit of rational truth through learning

: recognising the values needed to promote human equity, trust and

acceptance of diversity

: recognising the importance of developing a purposeful mind, body

and spirit

: encouraging the potential in all to achieve and

promoting personal accountability for actions and respect for the rights of others

: through the emergence of a self-esteem based on consideration and respect encouraging the acknowledgement of the worth of others

“It is the unique mix of faith, reason and knowledge that our School provides that is at the heart of our vision to provide students with the ability to live true and full lives.” (Julian Dowse, School Principal, outlining his Vision of the School, June, 2014)

Our School seeks to focus on the needs and development of the whole person. These are incorporated in the range of activities experienced principally by our students and Staff, but also by our School families, in the formal and informal elements of the School’s curriculum.


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Peter Moyes Anglican Community School is located approximately thirty

kilometres north of Perth in Perth’s northern suburban corridor. Established by the

Anglican Schools Commission in 2000, the School has grown to have a

population of close to 1600 students. The School is a K-12 School with three

distinct Sub-Schools: Primary ( K-6), Middle ( 7-9) and Senior (10-12). Its

students have a varied background, with many being the children of recently

arrived immigrants from South Africa, Zimbabwe, Scotland and England. The

School’s low fee structure has meant that many of our students are the first from

their respective families to attend an independent School. Approximately eighty

per-cent of the School’s graduating students enter tertiary study and the School

has well developed VET courses of study.

The School regularly seeks the opinions of parents, students and teachers on a

variety of matters affecting the School including reason/s for enrolment and/or

leaving the School, courses of study including proposed courses of study and

significant changes to the organisation and/or structure of the School. In Term 1,

2015 the School is to conduct an Australian Gallup Student Poll on various

matters affecting the hope, engagement and well-being of students. As yet the

School has not collected data using the National School Opinion Survey.

All students are able to learn;

Learning is best conducted in a safe environment, where mistakes can be made

without ridicule;

The focus of School life must be a holistic one that includes the full and balanced

development of each member of the School community intellectual, aesthetic,

emotional, moral, physical, social, and spiritual.

A healthy balance must exist between the demands of School and home life for

students, Staff and parents.

Learning best occurs when the learner integrates experience, imagination, information

and application

Regular support and assistance to learning is vital for teachers, students and parents.

Students are recognised for their uniqueness.


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This information is provided with the aim of meeting the requirements of the

Schools Education Act 2013 and the School Education Regulations 2014

subsection H.. The information provides a statistical overview of some of the major

elements of the School’s daily operations. However, such information does not

provide a full and accurate summary of the various activities and achievements of

our staff and students. To this end, we encourage all viewers of this site to refer to

our Prospectus and other information contained in the Website to further appreciate

the ethos and offerings of the School. We welcome visitors to the School at all

times and invite you to contact our Enrolments Officer on 9304 5500 to arrange a

visit.

Between 2013 and 2014 the staff retention rate within the School was 92.40%.

A listing of School staff together with details of their academic qualifications is available at

the end of this report.


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PD Days

Used

Cost of Teacher

Relief Cost of

Courses TOTAL

COST

477 $$62,587 $70,502 $133,089

All School teaching staff participated in Professional Development last year. The programs covered a range of areas from Outcomes Based Education, Learning Support, Learning and Thinking Tools, Progress Maps, Use of Information Technology in Teaching and Learning, subject association activities and subject teaching strategies.

Full Time Part Time Indigenous

Male 41 3 0

Female 70 45 0

Year Student Numbers Daily Average % Attendance Rate

KG 50 94.50

PP 53 93.50

1 60 96.46

2 64 92.29

3 95 94.52

4 96 92.83

5 95 94.88

6 96 95.07

7 186 94.56

8 185 93.64

9 181 93.37

10 183 91.05

11 126 90.00

12 48 92.00

Average 93.09


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Management of non-attendance The Principal or nominee will:

Request an explanation from the student’s parent or responsible parent when a

student has been absent from School and an acceptable explanation has not

been provided after three days from the beginning of the absence.

Manage absences in conjunction with the alternative provider for students

participating in alternative attendance arrangements.

Where attendance falls below 90 per cent* over a term:

further investigate the reasons for the student’s absence

organise a parent teacher meeting and/or a case conference at the

earliest opportunity to identify the issues related to the non-attendance

and plan for improvement; and

document all attendance improvement plans if implemented.

Persistent non-attendance If a student has been identified as being an irregular or chronic non-attendee and

repeated efforts to work with parents to restore attendance have not been successful,

the Principal or nominee will:

request a formal meeting

if attendance does not improve, the Principal will consult the Education

Department

inform the parent advising of consolation with the Education Department

revise any attendance improvement plan developed


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It is extremely pleasing to report that the Year 12 students of 2014 achieved a 100% Secondary

Graduation Rate and all were awarded the Western Australian Certificate of Education (WACE)

by the School Curriculum and Standards Authority. The 2014 students were the eleventh Year

12 class to graduate from the School.

The following ten statistics give a detailed analysis of the achievements of the 2014 graduates:

1. As noted, 46/46 (100%) of the PMACS Year 12 students achieved Secondary Graduation and were awarded the Western Australian Certificate of Education (WACE). That means that all of our Year 12 students were successful in graduating from the School. All PMACS students satisfied the English Language Competence requirement. The following are the current requirements for Secondary Graduation:

At least 20 semester (or equivalent) School Curriculum and Standards Authority courses must be studied during Years 11 and 12. Typically our students surpass this requirement easily.

Students must achieve an average grade of “C” or better in at least 16 semester courses (or equivalent), with at least eight contributing from their Year 12 studies.

Students must achieve School Curriculum and Standards Authority English language competence. This can be achieved by obtaining a “C” grade or better in English or English Literature. (School Curriculum and Standards Authority English language competence is different from the competence in English requirement for university admission).

2. 32/46 (69.6%) of PMACS Year 12 students studied four or more WACE subjects. 24% of

our subjects were studied at Stage 1; the rest at Stage 2 or 3. In comparison, Mindarie

Senior College had 54% at Stage 1, and Irene McCormack College 40% at Stage 1. The

School is proud of the discussions that are held with parents and students to ensure that

students select their most appropriate subjects and courses.

3. 19/19 (100%) of our VET students completed a Certificate II or higher in Year 12. This placed us as “equal highest” school for VET studies in the State. This reflects that 19/46 (41.3%) of Year 12 students undertook Vocational Training.

4. The School’s median ATAR score of 75.1 compared very favourably with neighbouring schools: Quinns Baptist – 69.3, Mindarie Senior College – 71.7, and Irene McCormack-74.7.

5. 16/32 (50%) of PMACS Year 12 students studying for an Australian Tertiary Admissions

Rank (ATAR) attained an ATAR of 75 or more, putting them in the top 25% in the State. Two further students missed out on this benchmark by less than 2.5%....which would have resulted in just under 60% in this category!


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6. 13/32 (41%) of the PMACS Year 12 ATAR-achieving students attained one or more ‘A’ grades in their Stage 2/3 subjects.

7. 28/30 (93%) of those students who applied for University study in Western Australia were

offered one of their preferences in the first round of offers. The remaining two students were eligible to apply through Portfolio entry or apply for direct entry to the ECU or Murdoch Preparation Courses.

8. The School is especially proud of the results of Andre Strydom, Dux of 2014, Jamie Vo, Paul

Catley and Katie Lawless, who all received a Certificate of Commendation from the School

Curriculum and Standards Authority for achieving 10 “A” grades during Years 11 and 12.

9. Six of our students received scholarships for Universities, both within and outside of

Western Australia.

10.11/32 (34%) of the ATAR students achieved an ATAR over 80.00, with the three highest

performing students each obtaining an ATAR over 95. Our Dux, Andre Strydom, scored

99.50, Jamie Vo scored 96.3 and Paul Catley scored 95.5.

As has become a regular event, the West Australian newspaper published a table that ranked

the academic achievement of the Year 12 students of Schools based on a singular criterion,

namely the number of times a moderated, scaled, combined mark of 75% or more was attained

by a student in a Stage 3 subject. At our School approximately 7.25% of our Stage 3 students

achieved the 75% mark, being the criterion by which the West Australian ranked Schools.

These results placed the school outside the ‘Top 50’ in the State, but around the top half of

Schools ranked on this measure. This selective and public ranking of schools does not provide

a complete picture of the range of student achievement at our School. Any attempts to make

simplistic analyses of this data are unlikely to be sensitive. For example, removing the lowest

three performances from our small cohort (as statistical outliers) makes a significant difference.

The median ATAR would have jumped to 78.8 and entrench the results within the top forty of all

schools for that particular indicator!

The School is committed to trying to improve the performance of its students every year. Our

staff encourage their students to strive for personal excellence. There are always areas for

improvement, no matter what the perception amongst the public and the West Australian

Newspaper! Our dynamic PMACS teachers at all Year levels will continue to seek to optimise

the achievement of all students and to provide excellence in their education. There will always

be a particular focus on the Year 12 students as they undertake their last and, arguably, their

most important year of schooling. I look forward to a year of productivity and achievement from

our students of 2015.


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The information contained in Figures 1 to 3 provides further elaboration of the 2014 PMACS

Year 12 results.

School Num

ber

F/T

elig

ible

Y

ear

12 s

tude

nts

Num

ber

Sta

ge 2

un

it pa

irs e

xam

ined

Sta

ge 2

cou

rses

with

WA

CE

cou

rse

scor

e of

65

or m

ore

(%)

Sta

ge 2

cou

rses

with

WA

CE

cou

rse

scor

e

of 7

5 or

mor

e (%

)

Num

ber

Sta

ge 3

unit

pairs

exa

min

ed

Sta

ge 3

cou

rses

with

WA

CE

cou

rse

scor

e

of 6

5 or

mor

e (%

)

Sta

ge 3

cou

rses

with

WA

CE

cou

rse

scor

e of

75

or m

ore

(%)

Med

ian

AT

AR

Peter Moyes Anglican Community School

46 18 33.33 0.0 138 22.46 7.25 75.1

Clarkson Community College 43 Insufficient to report

0 Insufficient to report

Irene McCormack Catholic College

69 9 0.0 0.0 165 15.15 3.64 74.7

Mater Dei Catholic College

81 33 45.45 18.18 260 25.77 5.77 76.6

Mindarie Senior College 313 26 11.54 3.85 478 20.08 3.14 71.7

Prendiville Catholic College 69 40 20.00 10.00 243 17.70 3.70 70.4

Quinns Baptist College

43 41 43.90 29.27 125 20.00 2.40 69.3

Tranby College Baldivis (similar age/stage/location as Peter Moyes)

58 22 31.82 18.18 150 20.67 7.33 66.2

Wanneroo Senior High School

98 13 0.0 0.0 84 10.71 1.19 63.2


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School Num

ber

F/T

elig

ible

Yea

r 12

stu

dent

s

Num

ber

Sta

ge 2

un

it pa

irs e

xam

ined

Sta

ge 2

cou

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with

WA

CE

cou

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e of

65

or m

ore

(%)

Sta

ge 2

cou

rses

with

WA

CE

cou

rse

scor

e of

75

or m

ore

(%)

Num

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Sta

ge 3

un

it pa

irs e

xam

ined

Sta

ge 3

cou

rses

with

WA

CE

cou

rse

scor

e of

65

or m

ore

(%)

Sta

ge 3

cou

rses

with

WA

CE

cou

rse

scor

e of

75

or m

ore

(%)

Med

ian

AT

AR

Frederick Irwin AS 114 72 23.61 5.56 407 33.17 13.76 73.1

Georgiana Molloy AS 29 2 0.0 0.0 91 26.37 10.99 72.7

John Septimus Roe ACS 108 93 27.96 10.75 299 30.43 9.03 75.0

John Wollaston ACS 40 24 41.67 20.83 102 43.14 17.65 82.4

Peter Moyes ACS 46 18 33.33 0.0 138 22.46 7.25 75.1

St Marks ACS 153 102 34.31 14.71 599 34.39 12.19 79.4

Swan Valley ACS Insufficient to report Insufficient

to report Insufficient to report


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To fully understand this data it is important to understand how the WACE system works. It is only

then that one is able to make informed, balanced and fair comments.

The School is committed to improving the performance of its students every year. The School’s

staff are dedicated to encouraging students to strive for personal excellence at all year levels.

The School looks forward to a year of productivity and achievement from the students of 2014.

ATAR 2007 (%) 2008 (%) 2009 (%) 2010 (%) 2011 (%) 2012 (%)

2013 (%)

2014 (%)

95 – 99.95 7.9 7.1 5.8 7.1 8.0 6.8 3.5 9.5

90 – 94.95 7.9 10.7 5.8 21.4 5.3 9.6 10.5

85 – 89.95 10.5 10 11.5 12.5 9.3 6.8 14.0 12.5

80 – 84.95 7.9 10.7 17.3 3.6 14.7 17.8 9.3 12.5

75 – 79.95 23.7 14.3 15.4 17.9 18.7 12.3 14.0 15.5

70 – 74.95 5.3 3.6 7.7 10.7 5.4 11.0 10.5 9.5

65 – 69.95 10.5 5.4 9.6 12.5 14.7 9.6 9.3 15.5

60 – 64.95 7.9 14.3 7.7 3.6 9.3 12.3 10.5 3.0

55 – 59.95 2.6 3.6 5.8 5.4 5.3 8.2 7.0 9.5

50 – 54.95 5.3 7.1 3.8 3.6 4.0 2.7 9.3 3.0

45 – 49.95 5.3 3.8 5.3

40 – 44.95 5.3 1.8 1.8 1.8 1.4 1.2 6.0

35 – 39.95 1.8 3.8 1.4 1.2

30 – 34.95 1.8 1.9 3.0

25 – 29.95

0 – 24.95

TOTAL Number of Students:

38 56 52 56 75 102 115 46


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Summaries of the results of the Year 12 cohort for 2014 are available at the Senior School

Reception. Individual copies may be obtained from the School’s Main Reception on request.

Num

ber

of S

tude

nts

Percentage

Med

ian

TE

R

Total Students in Year 12 46

Total Students with an ATAR 32 70% of total students 75.1

Students applying for University 30 94% of students with

an ATAR 75.1

Students offered places 28 93% of applicants 77.2

Students enrolled in WA 26 90% of places offered

Students deferring 1

The distribution of the student enrolments between the Western Australian Public

Universities was:

Number

of Students

Curtin University of Technology 38

Edith Cowan University 35

Murdoch University 0

University of Western Australia 23

Notre Dame or Interstate 4


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13 PMACS leavers applied exclusively for TAFE positions. All 13 received offers. 56%

of the offers were accepted by students and the others were either declined or lapsed.

All of the students who allowed the offers to lapse were offered full time apprenticeships

and/or employment.

Of the 71 students in Year 9 2011, 46 completed Year 12 at the School in 2014. The

reduction in numbers was the result of family relocation (intra-state, interstate or

overseas), transition to TAFE or the workplace and moving house and, consequently, their

school. There were 49 students in Year 12 2014, so the 46 students who proceeded

forward from Year 9 2011 represented 46/49, equalling 93.9% of the Year 12 group.


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NAPLAN (National Assessment Programme – Literacy and

Numeracy) assessments are standardised assessments,

completed by all students in Years 3, 5, 7 and 9 across the

nation. Students are assessed in Reading, Writing, Language

Conventions (Spelling, Grammar and Punctuation) and

Numeracy. The tests are administered in the classroom by the

classroom teachers and marked by expert, independent

markers. The NAPLAN assessments are intended to provide

parents and guardians with information about the progress of

their child in relation to nationally agreed benchmarks. These

benchmarks represent the minimum standard of literacy and

numeracy skills expected.

Following these assessments, parents are provided with a

report which compares their child’s performance with that of all

other students in the same year group. Parents can gain an

indication of their child’s progress by comparing their current

results with those gained in these assessments in prior years.

It is important to be aware that these assessments are not part

of a planned teaching and learning programme offered by

teachers within the school. Rather, they are one off, general

assessments which provide a limited view of children’s abilities.

The assessments should be considered in this context and in

no way replace the assessments and judgments made by

classroom teachers across the course of an academic year.


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mp

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20%

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Per

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Ab

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Year 3 96 25 8 100 0

Year 5 96 22 22 99 1

Year 7 185 30 10 99 1

Year 9 181 21 15 99 1

Year 3 96 28 13 97 3

Year 5 96 17 11 99 1

Year 7 185 26 9 99.5 0.5

Year 9 181 27 16 99.5 05

Year 3 96 42 9 100 0

Year 5 96 27 9 100 0

Year 7 185 36 6 99 1

Year 9 181 30 10 91 9

Year 3 96 28 14 97 3

Year 5 96 19 25 95 5

Year 7 185 23 8 99.5 0.5

Year 9 181 17 12 98.5 1.5

Year 3 96 24 19 98 2

Year 5 96 20 18 99 1

Year 7 185 33 8 99.5 0.5

Year 9 181 18 17 96 4


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Numeracy High percentage of students at or above minimum standard in all Year

levels.

High percentage of Year 3 students achieving in the top 20%.

Very high percentage of Year 7 students achieving in the top 20%.

Comparatively high percentage of Year 5 students in the bottom 20%.

Reading

Very high percentage of students at or above minimum standard in all Year levels.

High percentage of Year 3, 7 and 9 students achieving in the top 20%.

Low percentage of students in the bottom 20% in Year 3, 5 and 7.

Writing

Very high percentage of students at or above minimum standard in Year 3, 5 and 7.

Low percentage of students in the bottom 20% in all Years.

Very high percentage of Year 3, 7 and 9 students achieving in the top 20%

Spelling Results

High percentage of students at or above minimum standard in Year 3, 7 and 9.


Low percentage of students in the bottom 20% in Year 3, 7 and 9.

Comparatively high percentage of Year 5 students in the bottom 20%.

Grammar and Punctuation

High percentage of students at or above minimum standard in Year 3, 5 and 7.


Low percentage of students in the bottom 20% in Year 7.

Year 3, 5 and 9 are generally aligned to National results.


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The School’s 2014 NAPLAN results are generally very positive.

It is pleasing to note the low percentage of students achieving within the bottom 20%

nationally in most assessment areas and also the high percentage of students achieving

at or above the minimum standard in all year groups.

The 2014 results also indicate a high percentage of our students within the top 20%

nationally in Numeracy, Reading and Grammar and Punctuation.

Outstanding results were achieved in Years 3, 5, 7 and 9 Writing and the positive results

in Year 3 and 7 Numeracy and Year 7 Grammar and Punctuation are also noteworthy.

As always, some results indicate areas requiring further development. These include

Grammar and Punctuation in Years 3, 5 and 9 and Year 5 Spelling. It is pleasing to note

the progress achieved by Year 9 students in comparison to their Year 7 results in 2012.

Overall, the School believes that these results are an indication of the positive effect of strategies used within the School’s teaching and learning programmes which are detailed below

Within the Primary and Middle Schools, we employ a number of strategies for supporting

those students who are identified as being below expected standards for Literacy and

Numeracy (such as those identified as below Benchmark on the NAPLAN assessments).

These include:

The use of standardised, in-class assessment to assist in the identification of students below expected standards for literacy and numeracy and assisting in the identification of their current Levels.

Provision of individual student results for NAPLAN assessments to classroom teachers.

Modification and adaptation of teaching and learning programmes by classroom teachers to meet the specific needs of students.

The use of a Mathematics Tutor programme (‘Mathletics’) available to all Primary and Middle School students for use in class and at home via the internet

Where appropriate, the use of an Individualised Education Plan (IEP) for identified students.


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Sharing of information between Sub Schools to ensure continuity and to closely

monitor student progress across all subjects.

The Learning Support programme provides additional support for students with identified needs in areas such as such Literacy and Numeracy.

The Academic Extension programme extends our more able students in Years 4 to 9.

The School will continue to review our teaching and learning programmes to achieve

improvement in all areas.


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Name Qualification

Julian Dowse B.A., LL.B., Grad. Dip. Ed., M. Ed.

Christopher Beal B.A., Dip. Ed. ,Grad. Dip. Pastoral, Stud.,B.Th. Mast.R.E.

Richard Alchin – Middle School B.Sc. (Hons), Grad. Dip. Ed.

Ivan McLean – Senior School B.Sc., Dip.Ed., M.Sc., Dip. Mngmt.

Rod Wood – Primary School B.Ed.

Nicole Brown- Primary School B.A.(Ed.), Grad. Cert. Ed., M.Ed.

Alison Grey – Middle School B.A. (Hons), P.S.C.E.

Natalie Shaw – Senior School B.A. (Hons), Grad. Dip. Ed.

Keith Briggs B.A. (Hons), Grad. Dip. Ed.

Trurina Cook B.Sc., B.Ed.

Amanda Collier B.A., Dip. Ed., M. Ed.

Linden Davis B.A., Grad. Dip. Ed.

Rebecca Delaney B. Ed., Grad. Dip. Ed

Peta Flanigan B.A., Grad. Dip. Ed., M.Ed.

Jacky Harrison B.A., Grad. Dip. Ed.

Melody Linton B.Sc., Dip. Teach.

Andrew Milne B.A., B.Sc., Dip. Comp. Sci., Dip. Ed., Cert. Mech&Prod. Eng.

Linda Pilton B.A, Grad. Dip. Ed., Dip. Min., B.Th.

Justin Tonti B.Mus., M.Ed.

Denise Wiggin B.A. (Ed.)

Emmé Wild B.A. (Hons.) Q.T.S.

Karen De Swardt H. Dip. Ed.

Kellie Shimmings B.Ed.


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Carol Borthwick-Hall B.A. (Hons), M.B.A.,H. Dip. Ed.

Shaun Cleary B. Bus., B.Ed.

Adam Hollingsworth B.Ed.

Tara Norton B.Sc., Grad. Dip. Ed.

Matthew Schlueter B. Ed.

Karen Swain B.A. Dip. Ed.

Mark Fussell B.Sc., Grad. Dip. Ed.

Sharon Marwick B.A., Grad. Dip.Ed.

Larry Parkes B. Bus., Grad. Dip. Ed., M.Ed.

Andrea West B.A. (Hons), P.G.C.E.

Guinnevere Bell B.A., Grad. Dip. Ed.

Carol Carrick Dip Ed., Grad. Dip. Ed.

Russell Cowap B.Sc., Grad. Dip. Ed.

Gillian Dawn Grad. Cert. Ed., Dip. Teach.

Candice Geracitano B. Sc.

Beverly Goosen H. Dip. Ed.

Lucy Hinson B.A., Grad. Dip. Ed.

Scott Horrigan B.Ed.

Chloe Kyriakacis B.A., Grad. Dip. Ed.

Emily Lister B.Ed.

Catherine Mawby B.A., Grad. Dip. Ed.

Jodie McQueen B.A., B.Ed.

Liz McTaggart Cert. Ed., Dip. Psych., RSA Cert. Teach., Grad. Dip. Ed.

Elizabeth Mellor B. Ed.

Suzanne Middleton B.A., P.G.C.E.

Nicola Paton B. Ed.

Christine Payne Grad. Dip. Ed., M.A.

Atish Patel B. Laws., Grad. Dip. His., P.G.C.E.

Nathaniel Pestell B. Ed.

Cayla Pini B.A., B.Ed.

Joseph Pini B.A., Dip. Ed.

Beverley Richards B.Ed.

Edell Robertson B.Ed.

Jodie Scheele B.Ed., Grad. Dip. Ed.

Karlie Smith B.A. (Ed.)

Suzanne Todd B.Ed.


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Serena Aristei B.A., Grad. Dip. Ed.

Deanne Baker B.A. (Ed.)

Sarah Berry B.A., B.Ed.

Suellen Beveridge B.Ed., M.Ed.

David Borrello B.A., B.Ed.

Bradley Boucher B.A. (Hons), Grad. Dip. Ed.

Melita Bursac Grad. Dip. Ed.

Peter Byrne B.Sc., Grad. Dip. Ed.

Norma Caple Dip. Teach.

Richard Cackett B.Sc., M. Sc., Grad. Dip. Ed.

Phillip Carr B.Sc. (Hons), Grad. Dip. Ed.

Nicol Davis B.A., Grad. Dip. Ed.

Emily Egerton-Warburton B.A., Grad. Dip. Ed.

Hannah Fay B.Sc., Grad. Cert. Ed.

Angela Fennell B.Sc., Grad. Dip. Ed.

Sophie Fryer-Smith B.A. (Ed.)

Victoria Harris B. Sc.(Hons), Grad. Dip. Ed., Grad. Dip. Gifted Ed.

Wendy Hurst B.Sc., Grad. Dip. Ed

Fiona May B.Sc., Grad. Dip. Ed.

Catherine Martin B.A., Dip. Ed.

Susan Johnson B.A., Grad. Dip. Ed., M.Ed.

Andrew Kilminster B.A., Grad. Dip. Ed.

Nicole Jackson B.A., B.Ed.

Angela Lamers B.Psych., B.A., Dip.R.E.

Alexandra McDiarmid B.Sc.

Bronwyn Mee B.Ed.

Anita Nair B.Sc.

David Osman B. Ed.

Jesse Phillips B.Sc., Grad. Dip. Ed.

Natalie Potts B.A., Grad. Dip. Ed.

Tamsin-Jayne Proietti Formaggio B.Sc., B.A.(Ed.)

Toni Rockliff B.Ed.

Alan Rouke B. Ed.

Bernard Streeter B.Sc., Grad. Dip. Ed.

Maya Swailes B.A., Grad. Dip. Ed.

Ian Todd B.Sc., Dip. Ed.

Samuel Watkins B. Ed.

Toby Wright B.Sc., Dip. Mngmt.


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(9 July 1917 - 27 July 2007) was the fourth of six children born to

John and Helen Moyes. He was educated at St Peter’s College

in South Australia and The Armidale School in New South

Wales. In 1939, he graduated with an Arts Degree from Sydney

University.

His teaching appointments included:

Canberra Grammar School (Assistant Master)

King’s School, Bruton, UK

Winchester College, UK (Latin and History Teacher)

Geelong Grammar School (Senior History Master)

Christ Church Grammar School (Head Master from 1951 to 1981)

During the Second World War, Mr Moyes served with the Australian Army in Syria and Egypt

and in New Guinea on the Kokoda Track. He attained the rank of Captain.

Mr Moyes served the wider educational community through Chairmanship of the

Headmasters’ Conference in 1973- 75 and was three times President of the Association of

Independent Schools of WA.

In 1982, after retiring from Christ Church Grammar School, Mr Moyes joined the Catholic

Education Commission to develop programmes for handicapped and disadvantaged youth, a

position he held in a part-time capacity until 1985. It was also at this time that Mr Moyes

began to devote himself to the establishment of the Anglican Schools’ Commission. He was

the Foundation Chairman in 1985 and his vision of co-educational, low-fee Anglican schools

came to fruition in 1986 with the establishment of St Mark’s Anglican Community School.

In his time as Chairman, from 1985 until 1993, the Commission successfully established five

low-fee Anglican schools. In 1999, Peter Moyes Anglican Community School in Mindarie, a

northern beachside suburb of Perth, was named in his honour, becoming the sixth school

established by the Anglican Schools Commission. Mr Moyes took an active interest in the

development of the school until his death, regularly meeting over afternoon tea with Mr Allan

Shaw, the School’s Foundation Principal.

In recognition of his service to the community, Mr Moyes was made an Officer of the Order of

the British Empire (OBE) in 1982, a Member of the Order of Australia (AM) in 1995 and

Western Australian Citizen of the Year for the Professions in 1991. His professional awards

include a Fellowship of the Australian College of Education (FACE) in 1969 and Life

Membership of the Anglican Schools Commission in 1994


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Ac t j u s t l y , honour God

Peter Moyes Anglican Community School Elliston Parade, Mindarie WA 6030 9304 5500 www.peter moyes.wa.edu.au

http://www.peter/

2014 School Performance Information - Amazon S3 SCHOOL PERFORMANCE INFORMATION A c t j u s t l y , h...

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