School Performance Information Report for...

SchoolPerformanceInformationReportfor2016

ScotchCollegeAdelaidereceivesgrantfundingbothrecurrentandcapitaltoassistwiththeoperationoftheCollege.UnderourfundingagreementwiththeAustralianGovernmentwearerequiredtoprovidespecifiedinformationtothecommunityabouttheCollege’sperformance.

Asyouwouldbeaware,informationhasbeenprovidedregularlythroughouttheyearinenews,ScotchReportsandtheCluaran.

Although much of the information summarised below has already been communicated to thecommunitywehaveconsolidatedbelowthenineschoolperformancemeasuresthatwearerequiredtopublish under the Australian Education Regulation 2013. This summary will provide more detailregarding the College and our performance than will be provided on the Government’s My Schoolwebsite.

TheAustralianEducationRegulation2013requiresthefollowinginformationtobepublished:

1. contextual informationabout the school, including the characteristicsof the studentbody;

2. teacherstandardsandqualifications(asmandatedintherelevantjurisdiction);3. workforcecomposition,includingIndigenouscomposition;4. studentattendanceatschool;5. seniorsecondaryoutcomes,includingthepercentageofyear12students:6. studentoutcomesinstandardisednationalliteracyandnumeracytesting;7. parent,studentandteachersatisfactionwiththeschool;8. post-schooldestinations;9. schoolincomebrokendownbyfundingsource.

1 Contextualinformationabouttheschool,includingcharacteristicsofthestudentbody.

ScotchCollegeisanindependent,co-educationaldayandboardingschoolofferinganoutstandingeducationfromEarlyLearningCentre(includingthethree-year-oldandfour-year-oldprogram)toYear 12. Students are valued as individuals and we are committed to providing a qualityeducational program that is diverse and enriched by opportunities for all students to developtheiruniquetalents,andmeetingindividualneeds.

Wehaveacultureoffriendliness,respectandhighexpectations,underpinnedbyastrongstudentwellbeing focus.WeencourageScotch students tobeadaptable lifelong learners,passionate inwhat theydo,be calculated risk-takerswhoare curiousand lookat thingsdifferently, problemsolvers and critical thinkers, and able towork independently and collaboratively. Our studentscareaboutandgivebacktothecommunity.Weengenderthevaluesofperseverance, integrityandmoralcourage,whichenablesstudentstotrulyenjoytheirlifeandwork.Ourstudentsworkwith and respect each other, irrespective of background or ability and this reflects ourcommitmenttostudentstobeworldready.Technologyhasbeenembeddedineverycurriculumarea for more than 25 years, contributing to a highly successful and effective teaching andlearningenvironment.

We are proud of our diverse and extensive curriculum,where differentiation is at the core, toextend the very able and assisting those who need support. Our co-curricular programs arediverse; rich in sport, performing arts and activities and our students are expected to developtheirskillsinarangeofareasduringtheirtimeattheCollege.

SchoolPerformanceInformationReportFor2016.Docx Page2of18

Enrolments

AttheendofTerm32016,thenumberofstudentsintheCollegewasasfollows:

2016atTerm3 NumberofStudents Girls(%) Boys(%)

ELC 107 44.9 55.1

JuniorSchool 398 47.3 52.7

MiddleSchool 294 45.6 54.4

SeniorSchool 324 44.2 55.8

TOTAL 1123 45.4 54.6

Thesenumbers aredifferent to thenumbers reportedon theMy Schoolwebsite as it includesstudentsfromtheEarlyLearningCentreandanextramid-yearReceptionclass(Prep).

The numbers of students include: 6 Indigenous students (in Middle and Senior School), 59Internationalstudents(9JuniorSchool,23MiddleSchooland18SeniorSchool)and96Boardingstudents. The Indigenous students are part of the Yalari Program which is a not-for-profitorganisation that allows Indigenous children from regional, rural and remote Australiancommunitiestheopportunitytohaveafirst-classeducationatsomeofAustralia’sbestsecondaryboardingschools.

Programswhichdirectlyimprovestudentoutcomes

Co-curricularcompetitivesportactivitiesthatareofferedinclude:

Athletics Fencing EquestrianBadminton Football(boysandgirls) Soccer(boysandgirls)Basketball(boysandgirls) Hockey(boysandgirls) SoftballCrossCountry Golf SwimmingSoftball Netball Tennis(boysandgirls)Cricket(playedonturfwickets) Rowing(boysandgirls) Volleyball(boysandgirls)Cycling

SAPSASAevents

Inmostcasesthesesportsareundertheguidanceofqualifiedcoacheswithstaffprovidingeithercoachingormanagerialsupport.

TheCollegeplaysannualinter-collegiatesport(Intercol)againstPulteneyGrammar;aschoolofasimilar size and profile. Football, netball and cricket are supported through secondary schooltourstoNewZealandfortheFirstXIandMelbournefortheFirstXVIII.

Year6studentsparticipateinanannualsportingexchangewithKristinSchoolinNewZealand.


Otherco-curricularactivitiesofferedin2016were:

ArtClubApexFashionShowAMEBSpeechandDrama

FencingFilmMakingGymnastics

DaVinciDecathlon FrenchClubCircobats MathematicsEnrichmentChess OliphantScienceAwardsChoirs PedalPrixDebatingDramaTroupeBallet,Jazz,Tap,Classical,ModernandHipHop

PipeBandandHighlandDancingRoboticsSTEMClubSoundHouse

Entrepreneurship

iChampions

DramaProductions–TheCleanHouse,TheGovernessandSeduction,Edison/TeslaMusic Productions – 42nd Street, Sounds of Scotch, Grandparents Day, Twilight concerts and ATaste of Christmas, City of Adelaide Elder Park Carols,Mitcham Council’s Carols by the Creek,CombinedSchoolsMusicFestivalCaledonian Corps – Celidh, Credit Union Christmas Pageant, ANZAC Day parade, and providingsupportformanyoftheCollegefunctionsDanceProductions–Victory,AnnualShowcaseStudentsfromYear9–11traveltoJapanandFranceaspartoftheirstudiesandYear7studentsto the Coorong. Generations in Jazz, continues as an annual event for ourmusicians, as is theCombinedSchoolsMusicFestival.UNSW International Competitions and Assessments for Schools (ICAS) – Mitcham Campuscompete annually in Science,Writing, Spelling, English, Mathematics and Digital Technologies.StudentsreceivedGoldMedals,HighDistinctionsandDistinctionsfortheirachievements.YoungWriter’s Competition, Australian Mathematics Competition, Mathematics Olympiad andBigSciencearealleventsinwhichstudentscanparticipate.

TheCollege’scorecurriculumisapredeterminedbodyofskills,knowledgeandabilities,whichallstudentsexperience,aligningwiththeAustralianCurriculumLearningAreas,GeneralCapabilitiesandCrossCurriculumpriorities. Inaddition,wehave significant learningexperiencesoutsideofthecorecurriculum.

Theseinclude:• Information Communication Technology (ICT) – embedded into the learning for all

students.A laptopprogramhasbeenoperatingatScotchCollege from1992 for studentsfromYear7–12.iPadtechnologyisusedextensivelyfromReceptiontoYear6,computersandinteractivewhiteboardsareinallclassroomsforstudentuse.

• MindlabprograminYears6and7–Mindlabinvolvesstrategythinkinggamesandthought-basedchallengesthatstimulatestudentstosearchforsolutionsindealingwithproblems.These challenges to thinking create an environment with appropriate conditions fordevelopingorderlyandclearlydefinedhabitsofthought.

• Outdoor Education – provided for all students from Year 1 to 10. Students learnenvironmentalunderstandingandconservation,mapreading,survivalskills,sailing,surfing,snorkelling, abseiling and teamwork. This is important in developing students who areadaptableandresilientwitharespectforthenaturalenvironment.

• Healthandwellbeing–TheHealthprogramformspartofPhysicalEducation.TheCollege’swellbeingprogram isdeliveredaspartof theMentor systemon theTorrensParkCampus.


Year 4, 5, 6 and 7students have Wellbeing and Values Education (WAVE) taught as aspecialistsubjectaswellastheHomeGroupteacherstakingresponsibility.

• Art, Dance, Drama and Music programs – students have the opportunity to engage withindustryprofessionals

• Sporting Program - Students learn to value maintaining physical fitness and teamcommitmentanditisexpectedthatstudentswillplaysportfortheCollege.

• Valueseducation– an integral partof educationat ScotchCollege.Our YouthPastor is animportantmemberofstaffcontributingtothevalueseducationprogramthroughcurriculumdevelopmentandpastoralcare.

• AcounsellingteammadeupoftwoPsychologistsprovidesstudentsandfamilieswithsocialandemotionalsupport.

• Speciallearningneedsarecateredthroughourspecialprograms.WeofferCrossCurriculumsupport for students with diagnosed learning needs. A Curriculum Enrichment program isofferedforstudentswhohavebeenidentifiedasrequiringadditionalextensionactivitiestowhatisavailableintheclassroom.

• EnglishasanAdditionalLanguageSupportisofferedforstudentsfromYear7to12.• CulturalLanguageandImmersionProgram(CLIP)offeredtostudentsforintensivelanguage

andtransitionintomainstreamclasses.• Averybroadcurriculum–thisenablesstudentstoexperienceawiderangeofoptions.These

include:FilmMaking,Agriculture,FashionDesign,Philosophy,Psychology,MusicTechnologyandOutdoorEducation.

• Specialistteachers–toprovideforstudentsfromELCthroughtoYear12offeringindividualsupportandextensionwhennecessary.

• Leadershipskills–taughtwithanabundanceofopportunitiesforstudentstopractisetheseskills asHouse Captains, student representatives, sport and co-curricular activities leaders.Student Representative Council and Green Team in the Junior School, Student LeadershipTeams in the Middle and Senior School. Leadership week in Year 11 invites students todevelopgoalsfor2016.

• Collegeowned/leasedproperties–KangarooIsland(KyreCampus)andGooseIslandfacilitiesaddvaluetotheOutdoorEducationandAgricultureprograms.

• Kyre at Year 9 provides an environmental experience for our students on our wildernesscampus.

• CollegeFarm–ensuresourAgricultureprogramsare‘handson’ratherthanjusttheoretical.AgricultureisasubjectofferedfromYear8–12.

• Excursions – a wide variety of experiences for all of our students that help extend thestudents’learningexperiencesbeyondtheclassroom

EarlyLearningCentreScotchCollegeEarlyLearningCentre (ELC) isanApprovedLongDayCareCentresituated in theleafy grounds of the Mitcham campus of Scotch College. The Centre is open from 7.30am –6.00pmweekdays all year, except for public holidays and four weeks over the Christmas/NewYearperiod.TheELCislicensedtoeducatechildrenfromthreeyearsofageuntilschoolage,withamaximumof 75 children onsite at any time and approximately 100 children enrolled. We provide twoEducationalPrograms:• Fraser–childrenfromapproximately3–4yearsofage(childrenattendforaminimumof2

daysperweek)


• HamiltonandBuchanan–childrenfromapproximately4–schoolage(childrenattendforaminimumof3daysperweek)

WealsoprovidethreeExtendedCarePrograms:BeforeSchoolCare–7.30am–8.30amAfterSchoolCare–3.30pm–6.00pmSchool Holiday Program – 7.30am – 6.00pm, weekdays during school holidays, except PublicHolidaysandChristmas/NewYearbreak.Scotch College Early Learning Centre was awarded the Excellent rating by the AustralianChildren’s Education and Care Quality Authority (ACECQA) in 2014. The Centre demonstratedexcellenceinarangeofareasincludinginclusivepartnershipswithchildrenandfamilies;practiceand environments that enhance children’s learning and growth; and sustained commitment toprofessionaldevelopmentandsupportofeducators.ScotchCollegeELChas16highlyskilledstaffmembersofwhom:• OnehasMasterinEarlyChildhoodEducation;• OnehasaMastersinTeaching(EarlyChildhoodEducation);• ThreehaveBachelorofEducation(EarlyChildhood);• OnehasBachelorofEducation;• OnehasDiplomaofTeaching(Primary);• OnehasDiplomaofTeaching(Secondary);• OnehasDiplomaofTeaching(JuniorPrimary);• OnehasaBachelorofMedia;• OnehasBachelorofManagement(HR);• OnehasaGraduateDiplomainMediationandConflictResolution;• ThreehaveanAdvancedDiplomainCommunitySectorManagement;• OnehasDiplomaofTertiaryStudies;• FivehaveDiplomainChildren’sServices;• OnehasGraduateCertificateofEarlyChildhood;• EighthaveCertIIIinChildren’sServices;• OneisstudyingBachelorofEducation(EarlyYearsEd);• OnehasCertIVTraining&Assessment;• OnehasCertIVWorkHealth&Safety;and• OnehasCertIVBusinessAdministration.

AsaCentreofexcellence, it isveryimportantthatwecontinuetodemonstrateexcellenceinallthatwedo.In2017,wehavefourareasoffocus.OurActioninLearningproject(forallstaff)thisyearis‘Whateffectdoesclasssizehaveonteachingstrategiestoensurethatindividualneedsofeach student are bestmet?’. Our Centre-wide Long-term Project (research by the children) is“How do we make our outdoor learning areas more wonderful?”. This research involves allchildrenacrosstheCentreandtheyareresearching, investigating,analysing, recording,draftingandplanning.Theywillmeetwith theCollegeMaintenanceandGardenDepartment to furtherunderstandwhat ispossibleand inTerm4ourArtist inResidence fundingwillbeusedtoworkwith architects to further plan their outdoor learning. Gifted education is another key area offocus,alongwithfurtherembeddingtheprinciplesofReggioEmiliathroughouttheCentre.


WellbeingWe believe that the education of the whole child involves amix of traditional and innovativeacademic instructionfor lifelong learningandthenurturingof thephysical,social,psychologicalandacademicdomains.Throughablendofpreventativeandpositivepsychology,all learners intheCollegecommunityareprepared,guidedandultimatelyequippedtoenhancetheirownandothers’lives.

TheCollegedefinitionforWellbeingis:

“In essence, stable wellbeing is when individuals have the psychological, social and physicalresources they need tomeet a particular psychological, social and/or physical challenge.Whenindividualshavemorechallengesthanresources,thesee-sawdips,alongwiththeirwellbeing,andvice-versa.”(Dodge,2012)

This definition identifies that wellbeing is a constant ebb and flow between the amount ofresourceswepossessandthechallengesweface.Ourintentionsforstudentwellbeingarecharacterisedbythevisionstatement:“Todevelopengaged&connectedlearnerswhopossesstheknowledge,commitmentandpassiontoenhancetheirownandothers’lives”WebelievethatWellbeingbeginswith,thoughcertainlyextendsbeyondtheself.Comprehensivewellbeing requires individuals to support, and meaningfully contribute towards, the lives ofothers.This vision is developed through enacting the four core pillars of the ScotchFIT Framework –namelyPsychological,Social,PhysicalandAcademicWellbeing.PhysicallyFIT:The link between wellbeing and physical activity is well established. Regular participation inexerciseenhancesourhealth,focusandrelationships.Inadditiontoexercise,thewaywefuelourbody is critical, with food production and nutrition playing key role to short and long-termwellbeing outcomes. Time in outdoor environments additionally contributes to our sense ofwellbeing.SociallyFIT:Ourrelationshipsandconnectionswithothersarecentraltoself-definition,positivelifeoutcomesandholisticwellbeing.Fromleveragingindividualcharacterstrengths,learninghowtoeffectivelyform and maintain relationships and participating in online environments to our socialresponsibility to participate in service learning, develop an ethical decision-making frameworkandmanagingriskareallencompassedinthisdomain.PsychologicallyFIT:Ourfeelingsandthoughtsdictateoutbehaviours.Understandinghowwecanpromoteaccurateandpositivethinkingiscriticaltoahealthymindandbody.ConceptssuchasCognitiveBehaviourTherapy,Neurology,Resilience,Mindfulnessallcontributetoourpsychologicalfitness.AcademicallyFIT:We know what strategies can be employed to enhance engagement in learning. From ourteaching pedagogy to a focus on individualised learning, a focus on academic fitness ensuresstudents develop the necessary skills to achieve their potential. Metacognitive and reflectiveprocesses, growthmindsets, goal setting, short and long-termmemory are core tenets to thisdomain.


TheHouseSystem

StudentsontheTorrensParkcampusareallocatedtoaHouse.TherearesixHouses(Cameron,Campbell,Douglas,Gordon,McGregor andStewart) vertically grouped fromYears7 –12, eachwitharound85-90students.TeachingstaffareallocatedasMentorstoeitheraMiddleSchoolMentorgroup:Years8and9orasSeniorMentorstoYears10,11and12.MentorgroupsarealsoverticallygroupedwithanaverageMentorgroupsizeof16-20students.Year7studentsarepartoftheHousesystembuttheyarewiththeirHomeGroupteachersformentoring.

TheHeadofHouseiswell informedoneachstudent’sacademic,emotional,physical,socialandspiritual wellbeing. The Head of House, with the assistance of the Mentors, maintains closecommunicationwith the student’s teachers. Thevaluable teacher-student-parentpartnership isfosteredbytheclosecommunicationsencouragedbyScotch.

Forstudents,theHousesystemprovides:• Guidance,careandsupport• Avehicleforcommunicationwiththeschool(Housenotices/discussionswiththeHead

ofHouseorHouseMentor)• Opportunitiesfororganisationalandleadershiproles• An identity and opportunity to belong to a smaller community within the larger

communityoftheCollege.

The Houses also provide a forum for a range of competitive sporting events and for socialinteractions. House competitions are held in Swimming, Athletics, Cross Country and Singing.Leadershipisbasedonstudent’scontributiontoHouseaswellastothecommunity.

TherearefourHousesintheJuniorSchool(MitchamCampus):Montrose,Kyre,LovatandBruce.Students belong to a House throughout their seven years on Mitcham Campus. HousecompetitionsareheldthroughouttheyearwherestudentscompeteinSwimming,Athletics,CrossCountry,Chess,TugofWar,SoccerandMusiccompetitions.TheHousesystemisoneaspectofculture building and an opportunity for students to connect with children across multiple agegroups. House lunches promote a sense of House community and individual studentachievementsarerecognizedwithHousestars.FortnightlyAssembliesareledbyHousegroups.

GlobalAllianceforInnovativeLearningTheGlobalAllianceforInnovativeLearning(GAIL)isaprogressiveconfederationofsevenschoolsthat are geographically dispersed,whoespouseandpractise comparableeducational principlesand ideals.Allmembersof theGAILare forward thinking, independent, co-educational schools.Each school is committed to developing informed, globally active learning communities, thatencourage contemporary solutions to international issues through collaboration, inquiry andservice learning initiatives. Thealliance iscommitted tobuildinggenuineconnectionsbasedonauthenticengagement,meaningfulrelationships,cooperationandtrust.Implicitinthisallianceisthebeliefthatthewholeisgreaterthanthesumoftheparts.The GAIL is an international framework that encourages student exchanges, staff researchfellowships and the opportunity to collaborate through the undertaking of purposeful servicelearningprojectsonaglobalscale. Thecreationof intellectualpropertythroughinteractionwillpermit allmembers of the alliance to enhance their own practice,whilst providing a forum toinformandinfluencethepracticeofothers.Itiswhenwerubshouldersandengageauthenticallywiththosefromothercountries,culturesandbackgroundsthatwetruly learnanddiscoverthecommonhumanitythattranscendsourdifferences.


Member Schools include: Scotch College Adelaide, Woodstock School India, Prestige CollegeSouthAfrica,RobertGordon'sCollegeScotland,KimbalUnionAcademyUSA,KristinSchoolNewZealand,andWesternInternationalSchoolofShanghaiChina.

9@Scotch9@Scotch is a hallmark experience for our students allowing them to explore each of thefollowingtopicsforoneTerm,onarotationalbasisthroughouttheyear.

• CreativeandCriticalThinking• InterculturalUnderstanding• PersonalandSocialCapability&Sustainability

(includingaresidentialexperience)• Entrepreneurship

Thesefourthemesarewhatdifferentiates9@Scotchfromotherspecialisedyear9programsastheyarelinkedexplicitlytotheAustralianCurriculum.A key component of this course is a residential experience that will see students live in smallgroupswitharesponsibilityforasharedlivingenvironment.Thisnine-nightexperiencewill leaddirectly intoanOutdoorEducationexpedition foranadditional fournights,which in2016 tookplace on Kangaroo Island. 9@Scotch is a timetabled lesson that students attend as part of theweekly timetable throughout the year. Theyengagewith fourdifferent teachersover the year,whobetweenthemwillcoverthefourkeytopicsunderpinningtheprogram.

Programswhichindirectlyimprovestudentoutcomes

There is strong support for school initiatives including the newly introduced Principal's ScotchPresents lecture serieswhich arewell attendedby students, staff, current and former parents.This year has seen health professionals and a husting with politicians from the immediateelectorateintheleaduptotheelection.

Service Learning forms an important part of what we do with our students, the following areorganisationsthatourstudentsareinvolvedin:

Year12 Year10and11 Year7-9 Year6 Reception–Year5RedShieldAppealStudent2Student

ReadingWalkAMileinMyBoots

BlanketBlessingMaryPotter

SouthernCrossRed25

LegacyCollectionLayingoftheFlags

LayingoftheCrossesRoyalFlyingDoctor

Collection40HourFamineHomelessShelterAustralianRefugee

AssociationOpShop

WhiteRibbonPinkRibbonBreakfast

RedShieldAppealStudent2Student

ReadingWalkAMileinMy

BootsBlanketBlessingMaryPotter

SouthernCrossRed25

LegacyCollectionLayingoftheFlags

LayingoftheCrosses

RoyalFlyingDoctorCollection

40HourFamineHomelessShelterAustralianRefugee

AssociationOpShop

KickStartforKids

RedShieldAppealStudent2Student

ReadingWalkAMileinMy

Boots

MaintenanceoftheCrosses

40HourFamineTheLeukaemiaFoundation

Student2StudentReading

TheLeukaemiaFoundationSoupClub

HouseServiceLearningProjectTheGreenTeam

ProjectsCleanUpAustralia

Day

SoupKitchenHouseServiceLearningProjectTheGreenTeam

ProjectsCleanUpAustralia

Day

In addition, to the above organistions, our students in Year 3 – 6 are involved with ServiceLearning with involvement with Friends of Brownhill Creek in science activities, 9@Scotchprovidesopportunities,asdoesthePersonalLearningProgramatYear10.OurBoardersarepartofaprojectcalled108Daysofservice.


Our Parents and Friends supporter groups on both the Mitcham and Torrens Park campusescontributewholeheartedlytotheethosoftheCollege.ParentsupportgroupsinSport-Rowing,Football,Tennis,NetballandCricket,andtheBoardingcommunityprovidevolunteersupportandguidance.

CommunityDinnersareheldthroughouttheyear–EyrePeninsula,SouthEastandBlinman.OurOld Collegians network is very strong with links to sporting organisations and a week ofcelebrations in August culminatingwith theOld Collegians’ dinner. The College Councilmeetsmonthly to ensure that Scotch is professionally and energetically managed and organised.MembersoftheCouncilbringinnovationandideas,whichinturnaddvaluetotheCollege.

Our facilities are used extensively by the community: Old Collegians, Education Authorities,Performing Arts groups, Parents and Friends and the Fencing Association regularly use thesporting fields, Chapel, Barr Smith Theatre, Drawing RoomandMcBean Centre. The RUBrownAnnualPipingCompetition,Circobats,GolfSAandFencingSAuseourfacilities.

Throughout theyearScotchhasbeenvisitedby interstateandoverseasschools inorder toseeourstudentsatworkinclassroomsusingICTandHistory.Ourstaffareregularlyinvitedtoattendconferences and present papers e.g. Physical Education, Geography, History, Home Economics,ICTandPositiveEducationsymposiums.ScotchCollegestaffarewellrepresentedonprofessionalassociations, SACE curriculum committees,moderation and examination panels. As part of theAustralian Curriculum review, Scotch has had staff invited to attend consultation forums. Thisensuresthatourstaffareup-to-datewithrecentcurriculumchanges.

2 TeacherStandardsandQualifications

A complete list of teacher qualifications is available on pages 169 – 102 of the 2016 annualmagazinecalledtheCluaran.TheteachingstaffatScotchCollegearehighlyqualifiedwiththelistof qualifications including Doctorate, Masters and Bachelor Degrees, Graduate Diplomas,DiplomasandCertificates.

• 51% of the teaching staff have two professional qualifications (this has changed inrecentyearsduetoUniversitiesrequiringteacherstohaveone4-yeardegree)

• 22%havethreeormoreprofessionalqualifications• 5%havefourormoreprofessionalqualifications

Inaddition,ScotchCollegeteachingstaffallhavecurrentChildSafeTraining,BasicEmergencyLifeSupport Course Certificates with updates for CPR training conducted in December 2016 andAsthma First Aid Training Certificates. 19 staff including PE, Boarding and co-curricular all havecurrentBronzeMedallionTraining.CampleadershaveSeniorFirstAidCertificatesandtwostafftheir Wilderness Certificates. Seizure management and anaphylaxis information sessions wereconductedforstaffthroughouttheyear.

StaffAttendance

Teaching and non-teaching staff are reported on separately and the calculations have beenformulatedfromtheactualnumberofstaff,ratherthanfromfulltimeequivalents.Staffengagedonashort-termbasis,suchasvolunteers,sportcoaches,musictutorsandboardingtutorshavenotbeen included inthiscalculation.Forteachingstaff,onlyschooltermtimewasusedforthecalculation. Non-teaching staff absences were calculated using the standard 48-week workingyear.

Theabsencesweremainlyfromcarer’sleave,sicknessorbereavement.


• TeachingStafftheaveragedailyattendancerateforteachingstaffin2016was92%.• Non-TeachingStafftheaveragedailyattendanceratefornon-teachingstaffin2016was94%.

Bothof these attendance figures arehigh and contribute to theCollegebeing able todeliverconsistentteachingprogramsandservicetotheCollegecommunity.

TeachingStaffRetention

ScotchCollegecontinues tobeanemployerof choiceand teaching staff retention is veryhigh.TheCollegeisabletoattracthighqualityteacherswhenavacancyoccursandourstaffcontinuetowinpromotionpositions,whichisreflectiveofahighlycapablestaff.

AtthetimeoftheCensusin2016Scotchemployedthefull-timeequivalentof96.91teachers.Atthe end of the 2016 academic year 97% of the teaching staff were retained for the followingacademicyear.Thereasonsforteachersleaving(onlythree)wereforpromotionalopportunities.

ExpenditureandTeacherParticipationinProfessionalLearning

Action in Learningwas a strategic priority for our staff in 2016 based on the results of SchoolImprovementProgramthatwasconductedin2014.ActioninLearningsupportstheCollegewideteachingandlearninggoalsforcontinuousimprovement.Thefocusfor2016wasDifferentation,wherestaff formed interestgroupswithanelected leaderwhohelped to formaquestionwiththe group based on reading current research, asking survey questions and analyzing teachingpractices.Theprocesslastedfortwotermsandthenattheendallgroupssharedwhattheyhadfoundbypresentationsonbothcampuses.

Awidearrayoftopicswerelookedatbystaffandquestionscoveredwereasfollows:• Differentiationoftheprocess(mathematics).Whatmodesofdeliveringcontentaresuccessful

inengagingmiddle-yearsstudents?• Howcaneffectivegroupingstrategiescanbeusedtocreateapositive learningenvironment

foryear7mathematicsstudents,translatingintopositivelearningoutcomes?• HowdoweusepreandpostassessmenttoinformcurrentandfutureplanninginHealth?• HowcandifferentiationbeusedtoincreaseengagementwithPLP?• HowcanplainEnglishrubricsbegeneratedtoallowfordifferentiationofteachingpracticesin

theVisualandAppliedArtsfacultyfromtoyear7to10?• Howmight students’ questionspromotedifferentiationacross the keyelements in aunit of

work?• HowcanaStage2FolioPractical Investigationbedifferentiated to improve theaccessibility

and success for students with different levels of readiness whilst staying within the SACEparameters?

• WhatstrategiescanteachersutiliseinordertodifferentiatelearningactivitiesandcontentforEALstudentsinmainstreamclasses?

• How can teachers be best supported to use technology more effectively to differentiatereadingintheclassroom?

• Does using the same differentiated pre-test and post-test in maths give teachers a moreeffectivewayoftrackingstudents’progressandassiststudents’well-being?

• How can we better differentiate the Year 10 History program to increase engagement,understandingandsuccess?

• What kind of documentation of the relationship between curriculum standards andassessmentinLanguagesforYear8canbestsupportstudents?


• Howcanweensurethatallstudentsreceiveappropriatesupportandachievesuccesswiththestudyofatextinclass?

• How can teachers use flexible grouping strategies as tools to enhance each student'sachievementintheclassroom?

• How can ongoing assessment and flexible grouping be used to provide an appropriatechallengetodiverselearners?

• WhatisInquiryLearningJP?• Doesthe‘InquiryApproachtoLearning’facilitatedifferentiation,takingstudentstoadeeper

understandingofthetopic,(’LocalGovernment’)?

AspartoftheCollege’sprofessionallearningprogramforstaffweofferaMiddleLeadersprogramtodevelopthecapacityandownershipofthedaytodayoperationsoftheCollege.Thishasbeenwellreceivedandsupportedbyallleaders.

ProfessionalLearningActivitiesforTeachers

ProfessionalLearningfortheteachingstaffatScotchCollegeisanongoinghighpriority.In2016anaverageof$909wasspentperteacher.AsiaPacificEarlyChildhoodMasterclasses2016PsychologySummerConferenceA Team Approach - Supporting students with intellectualdisabilityAssessingtheScienceInquiryskills-StudentinvestigationAssociationofSecondaryResearchTeachersConferenceBETAAnnualConference(SABusinessTeachers)C2CprograminformationCasio-MathMethodsin2017CEDAChemwatchtrainingDifferentiationandCurriculumdevelopmentforR-10HomeEconomicsDoApproachEdLeadersForum EducationalDocumentationSeminarSeriesExcel2013Beginner GeographyStage2ClarifyingForum GTASAYear12GeographyNight HowLanguageWorks EALHubMeetingatMitchamGirlsSchoolICTConference-Melbourne IEA-ThePowerofAssessmentConferenceImplementingtheDigitalTechnologiesCurriculumIncludingstudiesofAsiaintheCurriculumIntertextabilityinEnglish InvestigatingPhysicalSciences,Year8-10LabMeeting LearningSpaceDesignConference ManagingChallengingBehavioursinSchoolsNewSupervisor PESA2016NationalConference ResourcingforSuccessSAHealth&PEconference2016 SAInternationalStudentsSAStateSeminar(ABSA)Boarding

SACEClarifyingForum(Stage2Design&Technology)SACEHistoryafternoon SACENutritionClarifyingForum SACEStage1GeographyImplementationWorkshopSACEStage1ImplementationWorkshopSACEStage1ScienceWorkshop SASTAOpenSourceTeachingPsychologySchoolRefusal SEQTA-Collaboration&Pathways SEQTA-IntegrationwithSEQTAEngageandLearnSEQTA-Marksbook&Assessments SEQTA-Systemadministration,Applicationsettings,DataManagementandDatasynchronisationSketchupCADfor3Dprinting SPELDTutorRegisterJollyPhonicsSessions1&2Stage1BiologyImplementation Stage 1 Science subjects - Implementation Workshops(Biology,Chemistry,EarthandEnvironmentalScience) Stage2ChemistryExamPreparation Stage2ClarifyingForum Stage2CreativeArtsClarifyingforumStage2Mathematicssubjects-ImplementationWorkshopTakingEffectiveObservations TeachersNewtoSACE:QualityAssessmentTeachersnewtoStage1andStage2NutritionTemplestoweCollege-NewPracticesTwilightCentreVisit UnderstandingBehavioursInclusiveDirectionsVisibleLearningSymposium Whatnext?FlexibleLearningEnvironmentWorkplaceLearningConference Year12MathematicsConference2016

AtScotchtheProfessionalLearningofnon-teachingstaffisvaluedandsupportedbytheCollege.In2016anaverageof$350wasspentperperson.


3 WorkforceComposition,includingIndigenousComposition

TorrensParkteachers(FTE) 62.51MitchamCampusteachers(FTE) 34.4SpecialistSupport(includesBoarding) 21AdministrativeandClerical 29.2BuildingOperationsMaintenance&otherstaff 33TotalStaff 180.11

Theabovetablerepresentsthenumberofemployees(fulltimeandpart-time)attheCollege.ThereiscurrentlyoneIndigenousfull-timememberofstaff.SpecialistsupportservicesareofferedwithtwoCollegePsychologistsandaNurse.Therearealso15casualboardingstaffand11casualstaffemployedinthekitchen,ELCandBoarding.

4 StudentAttendanceatSchool

Theattendancerate isgeneratedfromtheaggregatenumberofactualdays inattendanceoverthe number of days possible for the entire year. The actual attendance rate is 93.8% for theschool year, which is less than the attendance rate on the My School website of 95% for allstudentsacross thecampus (this figure isbasedonaTerm1and2audit in2016).Theratesofattendanceateachyearlevelarereportedbelow:

Reception 94.1%Year1 94.2%Year2 95%Year3 95%Year4 95%Year5 94.8%Year6 94.5%Year7 94.5%Year8 93.8%Year9 91.9%Year10 91.6%Year11 91.5%Year12 93.4%Average 93.8%

5 SeniorSecondaryOutcomes

TheCohortOfallthestudentscompletingtheyearwehada100%SACEcompletionrate.95studentswereenrolled inaYear12equivalent course in 2016.93 studentswereeligible for SACE completioncombinedwith anATAR (students completedat least 4 subjects and theResearchProject) and100%achievedthisgoal.OurstudentshaveonceagainmadetheirpresencefeltintherecordsofSACEwithmanypersonalbests.OurDuxofSciencesachievedanATARof99.7placingtheminthetop0.03percentofthenationandhasgoneontostudymedicine. Sixstudentswereplacedinthetop1percentofthenation.Itwaswonderfultoseethegenderbreakdownforourtopstudents.Wehad9boysand10 girls 95 and above making a strong case for the merits of coeducation. This was further

Parentscontact theCollegetoexplainabsences.Aphonecallismadetoparentsifcontacthasnotoccurred.Parentsof Torrens Park students (Year 7 – 12) receive anautomaticSMSwhentheyareabsent.Ifforanyreasonastudenthasaprolongedabsence,thenadiscussionoccursbetweenHeadsofSchoolstoworkoutan arrangement to help the student meet learningoutcomes.Ifareturntoschoolcannotoccur,thenareportismadetotheGovernment’sSchoolTruancyOfficer.


reinforcedwiththe30studentswhoachievedanATARof90orabovebeinganevengendersplit.Twentypercentoftheclassachievedaresultof95orhigher.Perfectstudyscores(Merits)wereattainedbytwenty-threestudentsandtherewasatotaloftwenty-eight.Year11ResultsThe achievementof our Year 11 studentswas ahighlightwith68%percent completing a SACEStage2subjectotherthantheResearchProject.Ofthosetherewere13awardedmerits.Someotherhighlightsare:

• ResearchProject35.1%ofourstudentsachievedintheAgradeband.• 48(55%)ofYear11studentsstudyingaStage2subject(excludingtheResearchProject)

wereintheArangegrade.• 86 students in Year 11 sat for at least one Year 12 subject as part of the “Plus One

Concept”, excluding the Research Project. Students chose from the following subjects:Agriculture,Business&Enterprise,Biology,CreativeArts–FilmMaking&Musical,Dance,EnsemblePerformance,French,Food&Hospitality,Psychology,Nutrition,Physics,VisualArt–Design&Art,SoloPerformance,WorkplacePracticesandDesign&Technology.

These results demonstrate strong value-added performance from one of the country’s leadingcoeducational independent schools. By anymeasure Scotch is an exceptional academic school.The 2016 results further add to this reputation. Our students will go on to study in SouthAustralia,interstateandaroundtheglobe.TheSACEaffordsthemthisopportunity.

SubjectsScotch students studied 34 different subjects at Year 12 level. This included some externalsubjects–WorkplacePractices(Football).Also,somesubjectsatYear12thatoffertwoclassesinonee.g.VisualArtandDesign.NutritionwasofferedforthefirsttimeasaStage2subject.

In2016,13studentsfromYears10,11and12enrolledinexternalVocationalandEducationandTraining(VET)programs.

Theseincluded:CertificateIIinRetailMake-UpandSkinCare–3studentsCertificateII–AnimalStudiesCertificateIIIinTechnicalProductionCertificateIIIinFitness–3studentsCertificateIIIinMusicBusinessCertificateIIIinAnimalStudies–2studentsCertificateIIIinRetailOperationsCertificateIIIinRuralOperations

OverallAchievement93 students achieved their SACEwith anATAR score and the rangeofATAR resultswere from99.95to31.In2016studentsreceived28meritsi.e.ascoreof20outof20.40.7%ofourstudentsreceivedanAgradefortheirsubjectsstudied.Thiscompareswithastateaveragefor2016of23.9%forthetotalnumberofAgrades.ScotchCollegestudentswere16.8%betterthanthestateaverage.32%ofourstudentshadanATARover90,whereasthestateaverageis10%.ThemedianATARwas81.8-i.e.50%ofstudentsscoredhigherthanthisfigure.


6 StudentOutcomesinStandardisedNationalLiteracyandNumeracyTesting(NAPLAN)

This data shows the average achievement of a child’s peer group at the school againstachievement bands compared to the national average and the percentage of students whoachievedatorabovethenationalliteracyandnumeracyminimumstandard,comparedwiththeirpeersthroughoutSouthAustralia.

YEAR3 AverageAchievementofPeerGroup

NationalAverage %ofScotchStudentsBand2andAbove

Reading Band6 Band4 98Writing Band5 Band4 100Spelling Band5 Band4 100

GrammarandPunctuation Band6 Band5 100Numeracy Band5 Band4 96

ThenationalminimumstandardforYear3isBand299.2%ofScotchstudentsachievedthenationalminimumstandard.















ThenationalminimumstandardforYear9isBand6.96.2%ofScotchstudentsachievedthenationalminimumstandard.Note: Itmustbenotedthatanychildrenwhoarewithdrawnfromthetestingbyparentsorareabsentarenotincludedintheclasspercentage.Studentswhodonotmeetthenationalstandardsreceiveliteracyandnumeracysupport.


7 Parent,StudentandTeacherSatisfactionwiththeSchool

Parents

Parent engagement is high and we have developed systems and processes to leverage theexcellentskillssetsourparentsareabletosharewithusinthedevelopmentofmanyareasacrossthe school including arts and sports support groups, boarding, various working committeesincludingParentsandFriendsandCouncilsubcommittees.FocusgroupswereformedthroughouttheyeartogatherresearchfortheCollege’sstrategicplan.There isastrongsupport forschoolinitiativesincludingthenewlyintroducedPrincipal'sScotchPresentslectureserieswhicharewellattendedbycurrentandformerparents.

Thelevelofinteractionandinterestinourprogramsbothinandoutofschoolhours,supportofparent information evenings is strong. We seek feedback from parents in many forums bothinformal and formal about our educational offering. Mitcham Campus parents were surveyedaboutlanguagesofferingsandasaresultbothFrenchandChinesearebeingofferedtostudentsin2017.

We have continued a steady growth in enrolments andmuch of thismay be attributed to thepositiveconversationsandprideourcurrentparentshaveintheschool.Keyareasforcommentarethestrengthofcoeducationalprograms,ourengagementwithsocialissuesandservice,classsizes,thepartnershipbetweenhomeandschoolandofcourseourstrongconnectedcommunity.

Students

Eachyearwesurveyour leavingclass togain insight intowhatwearedoingwellandwhatweneedto improveupon.ThefeedbackconsistentlyreflectsahighdegreeofsatisfactionwiththeoverallScotchexperience.Studentsappreciatethelevelofintrinsicmotivationthatisfosteredinthemduringtheirjourney.Thiscomesaboutasaresultofthelevelofresponsibility,consultationandownershipwhichtheyexperience.Engagementandsatisfactionismeasuredandevidencedinanumberofways.ThePIVOTfeedbackprogramisconductedfromYear5-12.

Thestudentsidentifiedthefollowingareasofstrengthforourteachers:theyareknowledgeableabout their subject matter, students are treated with respect and students feel comfortableasking for help. Areas for growth are also identified and our staff professional learning for thefollowing year was identified for 2017 – Assessment for Learning. Themeasure is taken twiceduring the year and teachers given clear feedback about areas where they may improve ormaintainhighstandardsthatareexpectedbystudentsoftheCollege.Comparedtonationaldataourstudentsconsistentlyratedourteachingstaffabovenationalaverages.ThismaybeattributedtothequalityoftuitionandperhapsmoreimportantlythequalityofrelationshipsbetweenstaffandstudentsforwhichtheCollegeiswellknown.

Studentsatisfactionisalsoevidencedbythelevelofparticipationinourco-curricularprograms.Overthelast18monthswehavefosteredastrongerteamapproachacrossYears6and7insportandthishasresulted inrecordnumbersofstudentswantingtorepresent theCollege.StudentsareempoweredthroughopportunityatScotchandthereareamultitudeofenrichmentactivitiesavailable forstudentstoengage in.TheongoingdevelopmentofourCo-curricularofferingwith21stcenturyemploymentandlifeskillsastheframeworktoshapeouroffering,hasnotonlyseengreater student participation in our offering but also an increase in demand for specific skills.These are delivered through different contexts including STEM, the Arts, Cultural andEntrepreneurialpursuits.

Students regularly meet with the Principal and the Deputy Principal – Head of Torrens Park


Campusandhave indicatedincreasedlevelsofsatisfactionwouldcomefromdevelopmentsuchas

1. ResourceCentreupdate2. Thegymisdueforanupdateairflow,space,refurbishment3. SocialSpacesforallyearlevels

Teachers

Aftersuccessfully implementingaSchoolImprovementProgramoverthelastthreeyearswhereteacherconcernsabouthowwedidourjobsandoperatedasabusinesswereaddressedwearenowenjoying theoutcomesofmanyof the teacher ledor suggested initiatives.Wearenow inYear3ofourProfessionalLearningprogramandasapartofthatstaffareengaged inAction inLearning each year for continuous improvement which supports College wide Teaching andLearninggoalssuchasDifferentiationfor2016.Lowstaffturnoverandstaffengagementinawiderangeofactivitiesbeyondtheclassroomisindicativeofthelevelofsatisfaction.Usingdistributiveleadershippractices,ourmanagementstructureshavefosteredanenvironmentwherestafffeelwellsupportedandhaveengagementwiththeCollege.Aspartoftheappraisalprocessstaffareasked to highlight the areas which foster their ownership of their role. Areas cited includeautonomy,trust,smallclasssizesandstructuredsupport.

8 PostSchoolDestinations

TertiaryDestinationsThe University of Adelaide remains the most common tertiary destination for our students,essentiallyasteadyflowoverthepastyears.2016numbersareup7%from2014.Theproportionof students from the 2016 cohortwho chose to study at theUniversity of South Australia hasdecreased 8%. Flinders University placements have remained steady for the 2016 cohort. Thenumber of students pursuing tertiary study interstate increased slightly to 15% of the cohort.TAFE and other Registered Training Organizations (including Apprenticeships) reducedsignificantly on the previous two years to only 1% of the cohort. University seems the mostpopulardestination forScotchstudents in furtherstudy.OnestudenthasacceptedaUniversityofferoverseas.Thiswaslinkedtoaspecialinterestscholarshipthatenabledthemtopursuesportatahighlevel.

TertiaryDestinationsfor2016Cohort

UniversityofAdelaide45%

UniversityofSouthAustralia18%

FlindersUniversity20%

InterstateUniversities15%

TAFEorRTO1%


OverallDestinationsThepercentageofstudentsgoingdirectlyontostudyatuniversity(74%)isaslightreductionfromprevious years. Interestingly, 19% of this cohort has chosen to take a GAP year or defer theirtertiarystudies,asignificantincreaseonpreviousyears.ThismaybeareflectionontheincreasednumberofopportunitiesforScotchstudentstotakepartinstructuredexchangeprogramsaswellasincreasedinvolvementinoverseasteachingorcampprograms.Thenumberofstudentsgoingdirectlyintoemploymentorlookingforwork(6%)isanoticeabledecreasefromlastyear,butstillreasonablyclosetothelonger-termaverage.

FieldsofEducationHealth Sciences remains the favouredareaof interest for our studentswith28%of the cohortchoosingtostudyinthisfield,aslightdropon2014.Intendedcareeroptionsinthisareaforthe2016 cohort include Optometry, Speech Pathology, Medicine, Medical Imaging Psychology,Physiotherapy, Paramedic Science and Occupational Therapy. Some students have selectedBiomedicalScience,MedicalScience,HealthScienceandHumanMovementasatertiarypathwayto post-graduate medicine. One student from this cohort was accepted into undergraduateMedicineatAdelaideUniversity.Engineeringattractedmore interestthanthe2014cohortwith11%. Creative and Performing Arts, Architecture and Building demonstrated typicalrepresentations from the cohort compared to previous years. General Arts, Media &Communication dropped8% in 2016but studies in Law increased 7% from2016. Business andCommerceremainedsteadyfrom2014to2016at20%.

OverallDestinationsforthe2016Cohort

University74%

Universitydeferred19%

TAFEorRTO1%

Employmentorlookingforwork6%

0 5 10 15 20 25 30Agriculture5%

CreativeandPerformingArts4%Engineering11%

GeneralArts,Media&Communication6%Hospitality,Tourism&EventManagement0%

Business/Commerce20%Natural&PhysicalSciences7%

Trades1%

%ofCohort'sUniversityOffers

IntendedFieldsofStudyfor2016Cohort


9 SchoolIncomeBrokenDownbyFundingSource

The independent school sector remains competitive for enrolments. Year on year growth hasbeenakeypartoftheCollege’s improvingfinancialhealthand in2016,ourfull timeequivalentenrolments grew by 1.8%. In 2017, we anticipate our roll to reflect another year of modestgrowth. Tuition and Boarding income from these enrolments remains our primary source ofincome(69%),followedbyGovernmentGrants(19%),TradingActivities(9%)andInterest&OtherIncome(4%).

GovernmentGrants19%

Interest&OtherIncome4%

TradingActivities8%

TuitionandBoardingFees69%

OperatingIncome2016

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