Annual Report 2016 formatted - Rouse Hill Anglican College · One of the goals of the project is to...

ROUSE HILL ANGLICAN COLLEGE

ANNUAL REPORT 2016 EDUCATIONAL AND FINANCIAL REPORTING

Rouse Hill Anglican College 2016 Annual Report

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COLLEGE SENIOR EXECUTIVE (2016)

Principal – Mr Peter Fowler, BA DipEd, MEdAdmin, Grad Dip Careers Ed, MACE, MACEL, AIMM

Deputy Principal – Mr David Lee, B Ed

Head of Junior School – (until August 2016) Mrs Lyn Hinton, Dip Teach

Head of Junior School – (from October 2016) Mrs Tamzin Moorlag, B Ed

Junior School Chaplain/Pastoral Care Co-ordinator – Mrs Robyn Gray, Dip Teach, Dip Bib & Mis

Director of Studies – Ms Trish Wilcox, Dip Arts Music, Grad Dip Music, M Applied Ling (TESOL)

Director of Student Wellbeing (Senior School) – Mr Nathan Young, B Ed (Hons), M Ed Studies

Director of Teaching and Learning – Mr Ben Newton, B Ed, M Ed, Dip Bus

Business Manager – Mr Peter Gallagher

MESSAGE FROM THE ROUSE HILL ANGLICAN COLLEGE COUNCIL Rouse Hill Anglican College is a comprehensive co-educational independent school catering to students from Kindergarten to Year Twelve. Rouse Hill Anglican College is a member school of the Sydney Anglican Schools Corporation.

The College Council comprises members appointed by the Board of the Sydney Anglican Schools Corporation. The Council met eight times during 2016. The most significant tasks of College Council are in the development of policy, strategic plans and the oversight of finances.

The College Council has been most grateful for the support that has been given by the parent community in 2016, particularly the Parents and Friends Association, through their activities which have promoted community. Their fundraising contributions for the purchase of additional shelters and musical instruments for our students have been particularly appreciated.

Following the purchase of an additional five acre lot adjacent to our Junior School buildings, an extensive Master Planning process has resulted in the submission of a plan for approval by the NSW Department of Planning which will cater for expected enrolment growth over the next twenty years.

Mr Karl Winter

Chairman of Council

MESSAGE FROM THE PRINCIPAL 2016 marked the fifteenth year of the operation of Rouse Hill Anglican College The next few years are going to bring big changes to our neighbourhood, and there will be changes to the drawing area of the College as students start to travel by train. We still wait (not so patiently) for the Rouse Road bridge construction, but we are told it will come soon!

Our 20-year Master Plan has been submitted to the NSW State Planning Department for review and approval and we look forward to the commencement of some of these projects within our site. One of the goals of the project is to bring our Junior School together in one precinct within the College grounds, while still maintaining shared spaces for the whole College. The first stage of the Master Plan will be the construction of a Kindergarten and Pre-K building, to be located on the vacant land that was purchased in 2015. This will be an exciting development as we will introduce a new Pre-K grade to our Junior School. As we are still in the lengthy approval process, it is expected that this building will be constructed in 2018 for occupation and commencement of our Pre-K program in 2019.

In a world where we experience such rapid change, where new development, new inventions, new initiatives and ideas seem to drive our society, it is important to remember that through all of this, God’s love for us is unchanging. The writer of the book of Hebrews tells us to:

“Keep your lives free from the love of money and be content with what you have, because God has said,

“Never will I leave you; never will I forsake you.”


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Jesus Christ is the same yesterday and today and forever.” Hebrews 13: 5, 8

Change is good and sometimes necessary. But, though we may change, though circumstances may change, Jesus does not. He is always there for us, always dependable, always concerned for us. With Christ as our sure foundation, we will be able to move through times of change with the reassurance that His selfless love, mercy, grace, compassion and abundant promises, will remain steadfast.

The College has a highly dedicated staff team who are committed to the vision of Christian care of our students. To work with such a cohesive and energetic team is a great privilege. Their devotion to their profession and the growth of understanding in our students is clearly apparent and I am most grateful for the commitment that they bring to their role.

We look forward to and anticipate continued growth and development of the College in the coming years.

Mr Peter Fowler

Principal

MESSAGE FROM THE PARENTS AND FRIENDS ASSOCIATION The Parents and Friends Association have had an incredibly busy year with many events. Thank you to the parents who attend meetings, email and offer practical assistance throughout the year. Your ideas and help are very much appreciated.

P&F Events in 2016

Service/community:

Junior School Disco

Mother’s and Father’s Day stalls

Mother’s and Father’s Day breakfast

Assistance with Grandparents Day

Gingerbread House night

Fundraising:

Entertainment books

Annual Golf Day

Cadbury chocolate fundraiser

Hills Harvest

This year’s Hills Harvest welcomed over 4000 visitors. Thousands of families enjoyed the food, rides and entertainment. Additionally the day was a wonderful opportunity for staff and parents to showcase our amazing school and the community atmosphere that has been created over the last 14 years. The Hills Harvest certainly encapsulates the P&F’s philosophy of Connection, Contribution and Community.

The College Shop continue to support the P&F by retailing second hand consignment items on our behalf with no reimbursement to K-12 School Brands. We thank K-12 School Brands for their continued support.

The Family Support program provides meals to College families as well as practical help such as colouring books and pencils for children who may be confined in the home or hospital. We thank Rhoda Yeates who manages this most important ministry including support for families in times of need and bereavement.

Thank you to the P&F executive team for all of their ideas, time and dedication to helping the College. The small and committed group take a lot of family and outside of work time to assist in fundraising and College community in various ways.

Thank you to all College staff who generously give up their time to assist us with our fundraising, particularly the Hills Harvest and Junior School Disco. We look forward to their continued support in 2017.


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I would like to thank all the parents, grandparents and friends of the College community who have volunteered their time, donated items or money this year. We value your continued support.

Mrs Debbie Sills

President

CONTEXTUAL INFORMATION ABOUT THE COLLEGE Established in 2002, Rouse Hill Anglican College is a Kindergarten to Year Twelve school located in the rapidly growing north-west sector of the Sydney metropolitan area. A Christian school in the Anglican tradition, the College provides a Christian Education program for all students. The values program is based on the Christian philosophy of the College and is addressed through a range of welfare and pastoral programs conducted through the years of schooling.

The College has an open enrolment policy, however, consideration will be given to the applicant's support for the ethos of the College, siblings already attending the College and other criteria determined by the College from time to time. Once enrolled, students are expected to support the ethos of the College and comply with the College rules to maintain their enrolment. While the enrolment policy is non-selective, the College does offer academic scholarships for students for the secondary years of schooling. The College has a broad student population, reflecting the diversity of the local district and including students of a range of religious and ethnic backgrounds and of Aboriginal heritage.

The College provides a well rounded education and is proud of the achievement of students in a vast range of endeavours including academic performance, debating, public speaking, music, dance, sports, service to local and overseas organisations and leadership. There are extensive opportunities for involvement in a generous range of co-curricular activities. The College has also conducted a number of overseas services trips, working with Crossroads International in Hong Kong and building houses with the Tabitha Foundation in Cambodia.

The College boasts excellent and modern facilities to support the teaching and learning programs. Students concluding their studies at the College have been able to enter a range of quality tertiary institutions of their choice. The College is located in a peaceful setting, though with easy access to the transport hub of the Rouse Hill Town Centre and in walking distance of Cudgegong Road Station on the soon to be completed North West Rail Link.


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SCHOOL PERFORMANCE IN STATEWIDE TESTS AND EXAMINATIONS

In 2016, Rouse Hill Anglican College participated in the following statewide or national tests or examinations. Eight students requested and received a ROSA (Record of Student Achievement).

NATIONAL ASSESSMENT PROGRAM LITERACY AND NUMERACY

In 2016, all students in Year Three, Year Five, Year Seven and Year Nine participated in the National Assessment Program Literacy and Numeracy (NAPLAN). Performance in NAPLAN is documented on the MySchool website. http://www.myschool.edu.au

NSW HIGHER SCHOOL CERTIFICATE – YEAR TWELVE

The College was pleased with the overall performance of students in the 2016 Higher School Certificate Examinations. A summary of achievement levels for the Higher School Certificate is provided below:


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Subject Year Number of candidates

% in Bands 3 – 6 * % in Bands 1 - 2 College State College State

Ancient History

2016 9 88.88 81.68 11.11 18.29

2015 19 73.69 82.6 26.31 17.4

2014 9 88.88 82.95 11.12 17.05

Biology

2016 24 87.49 89.79 12.5 10.19

2015 25 84 83.78 16 16.22

2014 15 93.34 85.55 6.66 14.45

Business Studies

2016 45 84.42 86.06 15.55 13.9

2015 43 79.08 87.5 20.92 12.5

2014 28 89.29 87.58 10.71 12.42

Chemistry

2016 22 86.36 93.89 13.63 6.08

2015 12 100 93.18 0 6.82

2014 15 100 91.51 0 8.49

Community & Family Studies

2016 24 91.66 84.66 8.33 15.31

2015 16 87.5 85.45 12.5 14.55

2014 8 100 90.6 0 9.4

Dance

2016 6 66.66 95.22 0 4.75

2015 2 100 96.25 0 3.75

2014 3 100 96.83 0 3.17

Drama

2016 6 100 97.8 0 2.16

2015 14 100 97.98 0 2.02

2014 9 100 98.39 0 1.61

Economics

2016 6 83.33 93.97 0 5.99

2015 8 87.5 92.05 12.5 7.95

2014 7 85.72 91.05 14.28 8.95

English Standard

2016 24 95.82 86.78 4.16 13.21

2015 33 81.82 84.18 18.18 15.82

2014 25 96 85.17 4 14.83

English Advanced

2016 66 96.94 98.81 3.03 1.16

2015 67 88.07 99.05 11.93 0.95

2014 25 96 85.17 4 14.83

English Extension 1

2016 10 100 99.59 0 0.38

2015 17 94.12 99.61 5.88 0.39

2014 15 100 99.48 0 0.52

English Extension 2

2016 2 100 99.18 0 0.79

2015 9 100 99.52 0 0.48

2014 6 100 98.15 0 1.85

Entertainment Industry (VET)

2016 2 100 - - -


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Food Technology

2016 4 100 80.82 0 19.14

2015 8 100 77.3 0 22.7

2014 0 - - - -

Geography

2016 0 - - - -

2015 0 - - - -

2014 15 80 84.34 20 15.66

Industrial Technology (Timber)

2016 5 100 77.18 0 22.79

2015 8 87.5 78.62 12.5 21.38

2014 10 80 81.99 20 18.01

Information Processes & Technology

2016 0 - - - -

2015 8 87.5 84 12.5 16

2014 0 - - - -

Legal Studies

2016 16 100 87.93 0 12.04

2015 15 86.67 88.9 13.33 11.1

2014 6 83.34 83.55 16.66 16.45

Mathematics General

2016 64 89.05 10.93 74.91 25.04

2015 57 84.22 74.22 15.78 25.78

2014 47 87.23 74.95 12.77 25.05

Mathematics

2016 15 93.32 91.9 6.66 8.07

2015 17 88.24 90.5 11.76 9.5

2014 15 100 91.34 0 8.66

Mathematics Extension 1

2016 6 100 96.98 0 2.99

2015 10 90 98.05 10 1.95

2014 8 100 97.85 0 2.15

Mathematics Extension 2

2016 4 100 97.87 0 2.11

2015 5 60 98.37 40 1.63

2014 4 100 98.59 0 1.41

Modern History

2016 19 94.71 5.26 86.41 13.55

2015 17 88.24 89.4 11.76 10.6

2014 12 100 89.31 0 10.69

History Extension

2016 9 88.88 93.38 11.11 1.60

2015 2 100 97.62 0 2.38

2014 6 83.33 98.1 16.66 1.9

Music 1

2016 5 100 97.83 0 2.13

2015 8 100 97.51 0 2.49

2014 0 - - - -

Music 2 2016 0 - - - -

2015 2 100 99.86 0 0.14


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2014 1 100 99.22 0 0.78

Music Extension 2016 0 - - - -

2015 1 100 100 0 0

Personal Development, Health & Physical Education

2016 30 83.32 82.59 16.66 17.37

2015 36 97.23 90.41 2.77 9.59

2014 22 95.46 88.27 4.54 11.73

Physics

2016 13 84.61 15.38 87.89 12.07

2015 12 83.34 89.34 16.66 10.66

2014 14 100 90.63 0 9.37

Senior Science

2016 0 - - - -

2015 14 85.72 83.43 14.28 16.57

2014 8 100 89 0 11

Society and Culture

2016 12 83.32 94.31 16.66 5.65

2015 15 73.34 94.48 26.66 5.52

2014 10 100 93.41 0 6.59

Software Design & Development

2016 5 80 9.91 20 8.05

2015 14 78.58 88.44 21.42 11.56

2014 5 100 90.35 0 9.65

Studies of Religion II 2016 8 75 90.09 25 9.89

2015 7 71.44 89.26 28.56 10.74

Textiles and Design

2016 6 100 93.53 0 6.43

2015 0 - - - -

2014 3 100 92.24 0 7.76

Visual Arts

2016 4 100 97.69 0 2.28

2015 12 91.67 97.99 8.33 2.01

2014 10 100 97.1 0 2.9

German Beginners

2016 0 - - - -

2015 0 - - - -

2014 3 66.67 95.66 33.33 4.34

German Continuers

2016 0 - - - -

2015 1 0 95.38 100 4.62

2014 3 100 96.03 0 3.97

* Extension Courses Bands E2 – E4

VOCATIONAL EDUCATION AND TRAINING

10.9% of Year Twelve students in 2016 were enrolled in Vocational Education and Training Courses as part of their overall Higher School Certificate program.


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PROFESSIONAL LEARNING, TEACHING STANDARDS AND WORKFORCE COMPOSITION

PROFESSIONAL LEARNING

Whole staff Professional Development in 2016 has focused on the ongoing introduction of the Australian curriculum in Junior School as well as programs related to technology in education, particularly the use of Canvas as a tool to support online delivery of curriculum materials to students. As part of the Teachers Multi-Enterprise Agreement, staff are required to attend the equivalent of at least three days of Professional Development activity during non-teaching time (weekends and non-term time). In addition, the following professional development activities were undertaken by teaching staff throughout 2016:

DESCRIPTION/TYPE OF PROFESSIONAL LEARNING ACTIVITY NO. OF STAFF ACEL Canberra Conference: John Hattie 2 Achieving a Professional Quality School Production - TTA 2 AHISA DOS Conference - AHISA 2 AIS NSW K-12 Student Wellbeing Conference - AIS 1 AIS Research Project Team Meeting - AIS 5 AIS School Consellors' meeting: Family Law and the School Counsellor 2 AIS School Counsellor's Conference 4 ASC Canvas Train the Trainer 2016 4 Australian Christian Schools Library Conference 2 Building Learning Character - Guy Claxton 4 Cert III Live Production and Services - AIS 1 Christian Schools Library Conference 2 Christine Duggan - Headspace. Staff wellbeing 62 Discovering the Keys to Better Student Assessment - IEU 6 Driving Climate Change for Pastoral Care & Student Wellbeing 2 First Aid Training 107 Future of Education Technology Conference, Orlando, Florida, USA 2 Hawker Brownlow Melbourne Conference - Hawker Brownlow 2 Heads of Department - TTA - 6 weeks online course 1 HICES 2016 Conference 5 Highly Accomplished Lead Teacher Inaugural Summit - AITSL 2 Introduction to the new WISC-V A&NZ - Pearson Academy 2 Junior School Individual Professional Development 43 Leading the Faculty in "English Textual Cencepts" - ETA 1 Meet the Markers - STANSW 4 Middle Leaders Training course - AIS 1 Mind Matters -Briefing 1 Natasha Moore: Centre for Public Christianity 85 Reading tutor program - MultiLit 3 Senior School Canvas training and development 62 Senior school Individual Professional Development 91 Sue Larkey: Understanding Autism Spectrum Disorder: Teaching Strategies and Behaviour Support 6 Support and other staff Individual Development Programs 8 TAS Conference - Digital and Non Digitial Technology Education - AIS 2 Teaching Strategies and Behaviour Support - Sue Larkey 3 The Thriving Adolescent: ACT & Positive PSYCH for Teens 2 Understanding Autism Spectrum Disorder - Sue Larkey 2 Woman in Leadership - AIS 3

The average expenditure per full-time equivalent teacher on professional learning in 2016 was $717.


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TEACHING STANDARDS

CATEGORY NUMBER OF TEACHERS

i. Teachers having teacher eductaion qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines.

102

ii. Teachers having a bachelor degree from a higher education institution within Australia or one recognised within the AIE-NOOSR guidelines but lack formal teacher education qualifications.

2 These staff members are undertaking study to achieve formal teacher education qualifications.

WORKPLACE COMPOSITION

Number of Teaching Staff 102

Full-time Equivalent Teaching Staff 88.3

Staff other than teachers 26

Full-time Equivalent Staff other than teachers 20.2

STUDENT ATTENDANCE AND RETENTION RATES 2015 Attendance Data:

Year Level Attendance Rate

Kindergarten 96.50%

Year 1 95.90%

Year 2 96.50%

Year 3 96.10%

Year 4 96.50%

Year 5 95.60%

Year 6 95.90%

Year 7 95.60%

Year 8 95.50%

Year 9 95.00%

Year 10 93.60%

Year 11 94.50%

Year 12 94.20%

Whole College 95.49%

The retention rate to Year Twelve in 2016 was 80%.


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POST SCHOOL DESTINATIONS

From the information gathered from students presenting for the Higher School Certificate at Rouse Hill Anglican College in 2016, 92% of students who applied to university received an offer. Others are completing programs at TAFE or Private Colleges or have gained full or part-time employment positions.

ENROLMENT POLICY Rouse Hill Anglican College is a comprehensive co-educational K-12 school, established in 2002, providing an education underpinned by Christian values and operating within the policies of the NSW Board of Studies. All applications for enrolment are processed in order of receipt and consideration will be given to the applicant’s support for the ethos of the College, siblings already attending the College and other criteria determined by the College from time to time. Once enrolled, students are expected to support the College’s ethos and comply with the College rules to maintain their enrolment.

PROCEDURES

1. All applications for enrolment are to be processed within the College’s enrolment policy

2. Each applicant is to attend an enrolment interview with parents where consideration is given to interview responses regarding their ability and willingness to support the College’s ethos

3. Consideration is given to any specific educational needs, which may require further investigation and determination of the ability of the College to cater to the needs of the student

4. Inform the applicant of the outcome

Continuing enrolment is subject to the student’s adherence to and parental support of College rules (see enrolment application, enrolment acceptance form, pastoral care policies and behaviour management policies) and payment of all College fees.

When considering enrolment for a student with specific educational needs at RHAC, the following is considered:

• In order to provide appropriate adjustment for a prospective enrolment, the College needs all the required information to make the best decision. This information includes, but is not limited to, reports from relevant professionals and therapists and meetings with any professionals currently working with the prospective student.

•

Standards for Enrolment - Part 4.2 Disability Standards for Education 2005

• The College must take reasonable steps to ensure that the prospective student is able to seek admission to, or apply for enrolment in on the same basis as a prospective student without a disability.

• The College will decide whether it is necessary to make an adjustment to ensure that the prospective student is able to seek admission. The following factors will be considered when determining reasonable adjustments:

• If it balances the interests of all parties affected

• The effect of the adjustment on the student

• Affect on anyone else (includes the College, staff and other students)

• The costs and benefits of making the adjustments

An enrolment offer may be refused if, after investigation it is determined that

• unreasonable adjustments are required, or

• compliance would impose unjustifiable hardship on the College


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STUDENT PROFILE

In 2016, the College had a student population of 1269 of whom 687 were in the Senior (secondary) School. Girls represent 47.3% of the total student population. As the College has a comprehensive enrolment, the students come from a range of backgrounds and with a range of learning levels, including some with special needs. In addition there are fourteen students who are Aboriginal or Torres Strait Islanders.

POLICIES FOR STUDENT WELFARE, DISCIPLINE, REPORTING COMPLAINTS & RESOLVING GRIEVANCES College Mission Statement: “Rouse Hill Anglican College: Christian, caring and dynamic: providing excellence in education, emphasising high academic standards and the development of individual potential.”

To ensure that all aspects of the College’s mission for providing for a student’s welfare are implemented, the following policies and procedures in relation to Student Welfare, Discipline and Reporting Complaints & Resolving Grievances were in place, revised or developed during 2016:

Policy Changes in 2016 Access to full text Child Protection encompassing: Definitions & concepts Legislative requirements Preventative strategies Reporting & investigating reportable conduct Investigation processes Documentation

Changes to Working with Children Check requirements, particularly relating to visitors, contractors and volunteers.

Policy available in Staff Handbook and available from College Office on request.

Codes of Conduct encompassing: Staff Code of Conduct Student Code of Conduct Parent, Guardian and Volunteer Code of Conduct

Annual review of Staff Code of Conduct Policy. Modifications to Junior School Behaviour Code & Senior School approaches to Student Management.

Staff Code of Conduct issued to staff and College Council via Staff Handbook. Student Code of Conduct in Student Handbook and available on request from College Office. Parent Code of Conduct available on College Website or from College Office.

Student Discipline Modifications to Junior School Merit and Awards system.

Issued to staff in Staff Handbook and available from College Office

WH&S / Security Changes to procedures for Contractors, including requirement for completion and submission of Working With Children Checks.

Issued to staff in Staff Handbook & Evacuation/Lockdown plans placed in classrooms throughout College

Bullying Bullying policy in Staff Handbook, Senior School Student Handbook and available from College Office on request


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Policy Changes in 2016 Access to full text Homework & Assessment Update of detail in BYOD policy. Further

updates to Senior School Assessment Policy providing clarification on plagiarism and update of exam rules.

Issued to staff in Staff Handbook and students with assessment schedules. Available from College Office on request

Communication Printed in Student Handbook, Parent Code of Conduct and Orientation Handbook

Complaints & Grievances Available from College Office or from Sydney Anglican Schools Corporation


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SCHOOL-DETERMINED IMPROVEMENT TARGETS

Area Priorities Achievements

Teaching and Learning

Continued introduction of Australian Curriculum as per NSW implementation program

Implementation across K-6 History, Geography and Science NSW Syllabus for the Australian Curriculum

JS professional development and planning for implementation of History, Geography and Science Syllabus in 2016

Differentiation of curriculum for students with specific learning needs

Differentiation of curriculum for students requiring extension and enrichment.

Reviewed process for the development and implementation of Individual Education Plans (IEPs) for students requiring additional support.

Planning for the implementation of a new Extension and Enrichment program for Senior School students – The Franklin Program (inspired by Benjamin Franklin).

Continuation and extension of K – 2 Reading Rockets, 3 – 6 Literacy Legends and targeted reading support for Junior School students.

Professional development to support and enhance differentiation, enrichment, acceleration and extension. Key differentiation teaching focus points embedded into programs and teaching practice.

Academic Care Year Eleven/ Twelve Study Retreat to further enhance the academic expectations and individual achievement for students preparing for the Higher School Certificate. Continued enhancement of HSC expectations through study workshops and tutorials.

Transition plans for students requiring additional transition care from grade to grade and from Junior School to Senior School. Refinement of transition program for all students moving within the College from Junior School to Senior School.

Provision of wide subject offering for Year 11/12 students

Entertainment Industry Framework Course presented for HSC for first time in 2016. Introduction of Exploring Early Childhood for Stage Six.

Rich Learning Opportunities for students

Visiting groups to the College such as CSIRO, Bell Shakespeare Company, Young Australia Workshop, Royal Life Saving Society, Opera Australia, Digi-Ed, Indigenous Drama Groups, Bee Bots Technology.

Wide range of excursions and field trips provided for all teaching areas and Year groups.

Provision of HSC Study Days during holiday periods.

Introduction of Canvas online learning management system for priority use in Year Seven and Year Eight.

Christian Worldview Continued refining of Christian Worldview statements and initiatives in Junior School and Senior School teaching programs.


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Outdoor Education School Camps Program for students from Year Four to Year Eleven using external providers.

Duke of Edinburgh Program involving students from age 14 and above. Offered Bronze, Silver and Gold levels.

Snow Sports weekend for Senior School students. Participation in NSW Interschools Ski Championships.

Student Reporting Reporting reflects Australian Curriculum. New reporting format introduced for Junior School in 2016, which includes a focus on the next steps for learning as well as increased detail of English and Mathematics Learning Descriptors.

New Teaching and Learning Framework

Members of the Senior Executive team completed professional development around teaching and learning frameworks through attendance at the Melbourne Hawker Brownlow Conference, John Hattie Visible Learning Training, St Luke’s Building Learning Character Day with Guy Claxton. Commenced forums with staff on the development of a school specific teaching and learning framework for Rouse Hill Anglican College.

Appointment of Senior School Director of Teaching and Learning.

Student Achievement

Improved literacy and numeracy results

Strong overall performance in NAPLAN tests. Analysis of NAPLAN results used to inform teaching and learning in Literacy and Numeracy.

Strong performance in Higher School Certificate examinations, demonstrating value-add, based on results of earlier testing of these cohorts. Staff development in data analysis to focus on improving student performance in external examinations.

Cross curricular use of PEEL writing system to improve overall performance in writing tasks.

Provision of after-school tutorial programs for Senior School students in Mathematics, English, Science and other courses.

Competition opportunities for students

Successful participation in a number of competitions in areas of art, mathematics, writing, poetry, debating and music.

Student Welfare

Bullying & developing resilience in students

Continuation of Kindergarten Better Buddies Program linking Year Five students with Kindergarten and Year Six students with Year One students.

Senior School Homeroom Program – continued emphasis on cybersafety and digital citizenship program.

Student health Continuation of Department of Health Vaccination program, including Human Papillomavirus (HPV) for boys as well as Hepatitis B, DPTH (diphtheria, tetanus, acellular pertussis) vaccination program.

Recognised Asthma Friendly School.

Teacher training in Senior First Aid and Anaphylaxis.


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Welfare Teams ‘Grade Up Day’ parent sessions were held to inform and prepare parents for upcoming changes and expectations as students moved from Early Stage One to Stage One and from Stage One to Stage Two.

Reviewed process for referring students to school counselling team to allow more efficient and time effective response.

Peer Support Program All Year Six and nominated Year Nine students trained as leaders for Peer Support Groups in Junior School and Year Seven.

Positive Reinforcement System

Junior School Merit System adjusted, included changes to the award of Principal’s Banners. Merit awards linked to the’ You Can Do It’ program to incorporate: confidence, getting along, organisation, persistence and resilience.

Senior School Awards program focusses on recognising outstanding academic achievement, outstanding academic application and outstanding contribution to co-curricular activities of the College, including recognition of service, values and leadership. Awards prepared for students who have displayed exemplary attitude and application in class but may not achieve academically. Principal’s List Award introduced for students who achieve the highest level of Social Development and application in every subject for each semester.

Student Leadership development

Continuation of Year Five Leadership program, incorporating College Values. Burn Bright for Year Six Leadership training program in conjunction with other HICES schools.

Leadership courses, Burn Bright Leadership training for Senior School (all Year Ten) leading up to Year Eleven Leadership program and appointment of Prefects and Captain positions.

Continuation of Student Council in Senior School. Establishment of Year Eleven House Leadership teams.

Participation in Young Man’s Health Forum to develop positive behavior in boys.

New Student Orientation Program

Enhanced existing Kindergarten Orientation program Transition booklets and Social Stories developed. Pre-term ‘Meet the Teacher’ interviews arranged for anxious students and students with special needs.

Ongoing development of the curriculum of the Transition into the Year Seven Program to support successful transition of students into the Senior School. Orientation afternoon introduced for new students in Years Eight to Twelve.

Senior School Welfare Structure

Further enhancement of the Vertical Group program through new initiatives in Short Vertical Challenges and House Day.

Fundraising Student-led initiatives including 40 Hour Famine, Compassion Sponsor Children, Sunshine Centre for Children – Phnom Penh, Tabitha Foundation (Cambodia), Samaritan’s Purse and Operation Christmas Child, Bandaged Bear Day, Crusaders ‘Adopt a Camper Fundraiser’, Anglicare, Salvation World’s Greatest Shave, Army Red Shield Collection.


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Service Learning Continuation of Service Learning program across K – 12 to provide a staged introduction of service learning activities for students across all grades. Enhancement of Service Week program for Years Seven to Nine, to further raise the profile of service and highlight the diverse needs in our society and the ways in which students can respond.

Continuation of Overseas Service Program with a trip to Hong Kong and Vietnam, working with Crossroads International in Hong Kong and then with Vietnam Experience where the team were involved in the construction of a home extension and a community garden.

Stage One organised and ran Operation Christmas Child.

Stage Two hosted an afternoon tea for Anglican Retirement Village guests and made wooden toys and knitted blankets for Anglicare.

Year Six service program included class groups on Kindergarten to Year Two helpers or recycling each Friday afternoon.

Co-Curricular Activities

Enhancement of existing activities and establishment of new activities, reflecting growth of College.

New activities introduced in 2016 included:

• Preparations and auditions for Senior School Musical: Hairspray • Junior School Musical: Lion King Jr • Stage Three Showcase - Jubilate

A full program of the co-curricular activities is available on Senior School Wiki and Junior School Wiki

Vocational Education and Careers

Vocational Education Continued engagement with external providers for the provision of Vocational Education and Training courses. Planning for introduction of Entertainment Industry as an internal vocation education program.

Careers Year Twelve attendance at regional careers market. Visiting universities, TAFE, Private Colleges and employer groups to College to assist senior school students with post-school options.

Students in Years Ten and Twelve being provided interviews with parents and Careers Advisor to promote effective subject selection and access to information relating to career advancement, university entry, scholarship applications and other post school options.

Further development of the careers program by exploring a range of aptitude test options for students to better assist with guidance.

Year Ten Work Experience Program and Year Ten Careers Testing to assist with subject selection process. Year Ten Careers Testing to assist with subject selection process. Year Eight and Year Ten students are offered Taster sessions to assist with informed subject selection.


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Facilities and Resources

Need for additional facilities to meet needs of growing school population.

Additional playground picnic shelters installed. On site parking facilities for Year Twelve students also completed.

Additional closed circuit cameras installed.

Renewed artificial turf area in Junior School and application of non-slip surface on concrete area at J Block.

Ongoing process of Master Planning to consider the needs of the College over the next 20 years. Plan to be lodged with the NSW Planning Department as a ‘State Significant Project’.

Enhancement & expansion of computer facilities and associated ICTs.

Renewal of interactive boards for Junior School and Senior School to replace ageing SMARTBoards.

Additional iPads purchased for Junior School classes. Chromebooks trialled in Year Five.

BYOD Program operating for Years Nine to Twelve and iPad program for Year Seven and Eight.

PROMOTING RESPECT AND RESPONSIBILITY The Core Values of Rouse Hill Anglican College are:

R – respect, responsibility

H – honesty/integrity

A – attitude, acceptance

C – care, commitment

These core values are emphasised through assemblies, year meetings and explicit class teaching. They are also incorporated as themes across different curriculum areas throughout the College. The values are also reinforced through the commitment to the needs of others through fundraising programs that are organised by students.

The student code of conduct also emphasises student responsibility and respect for teachers and peers. The code of conduct provides a positive framework for students in relation to expectations, but also provides clear consequences for students who fail to meet these expectations.

As a Christian School, Respect and Responsibility are concepts that are also taught in the context of Christian Education through the teachings of the Bible.

“Values Ribbons” are used by the Junior School to recognise students who have displayed nominated core values. These ribbons are awarded at weekly assemblies. The You Can Do It Program also operates as part of the Welfare Program in Junior School.


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In Senior School, the Vertical Group program has continued to focus on the College Core Values with student led activities, discussion groups and team building activities. Year Group activities have also provided opportunities for students to engage in various service projects.

A focus within the teaching and learning programs of the College has been the Habits of Mind program which forms part of the Dimensions of Learning Pedagogy which the College has adopted. Habits of Mind are thoughtful behaviours or dispositions displayed by intelligent people in response to problems, dilemmas and enigmas, the resolution of which are not immediately apparent. A group of sixteen Habits of Mind were developed by Art Costa and Bena Kallick. They are powerful tools that we can use to intellectually navigate the moral, ethical and spiritual challenges we encounter in our complex world. The sixteen habits are taught by staff at the College to help students respond positively to challenges that they may face from day to day.

The College has commenced the process of developing a distinctive teaching and learning framework which will reflect current research and also incorporating the very positive learning behaviours that have been emphasised through our core values and programs such as You Can Do It and Habits of Mind.

PARENT, STUDENT AND TEACHER SATISFACTION Rouse Hill Anglican College has a policy of open communication, with parents being able to make appointments with staff members on request to discuss matters relevant to their child at school. The College also has a Parents & Friends Association which provides a forum for parents to raise issues of concern for open discussion or further investigation.

The College conducts regular meetings with the Student Representative Council to provide feedback to the College on the level of student satisfaction and requests for additional facilities or provision of additional co-curricular activities. Additionally, Student Leaders and Prefects in the Junior and Senior School have also provided an important communication channel for the student body in presenting any matters to the College Executive.

In conjunction with St Spyridon College and Masada College, Rouse Hill Anglican College participated in an AIS funded research project, which examined values in our schools, and particularly how values between schools of different faith traditions are expressed and how they are perceived by different stakeholder groups. This project was co-ordinated by the Principals of the three schools, and also included staff teams from each of the schools. Year Ten students from each of the schools were also able to be involved in the project as student researchers and visited each schools to undertake observations which contributed to the research outcomes.

Parents, students and staff members participated in an extensive survey which sought to identify the key values that are empasised within our schools and how well these values are portrayed and part of the lived out experience of students. The surveys also sought to identify whether the explicit teaching of these values had a lasting impact on students, particularly as they move beyond their years of schooling. The project was able to identify specific common values which are highly regarded by stakeholder groups across these distinctive and diverse independent schools of differing faith


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traditions. While the three schools differed in their faith and cultural backgrounds, this study found that they subscribe to Five Common Overarching Values.

Ø Belonging and Connectedness

Ø Community Contribution

Ø Educational and Academic Excellence

Ø Faith

Ø Whole Person


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SUMMARY OF 2016 FINANCIAL INFORMATION

Annual Report 2016 formatted - Rouse Hill Anglican College · One of the goals of the project is to...

Documents

Transcript of Annual Report 2016 formatted - Rouse Hill Anglican College · One of the goals of the project is to...