Annual-Report-2016

UNITY GRAMMAR COLLEGE 2016 ANNUAL REPORT

OUR CHILDREN TODAY OUR LEADERS TOMORROW

70 FOURTH AVENUE, AUSTRAL, NSW 2179 02 9606 9826 [email protected]

Table of Contents

REPORTING AREA 1 ...... 4 REPORTING AREA 2 ...... 13 REPORTING AREA 3 ...... 14 REPORTING AREA 4 ...... 19 REPORTING AREA 5 ...... 22 REPORTING AREA 6 ...... 24 REPORTING AREA 7 ...... 25 REPORTING AREA 8 ...... 28 REPORTING AREA 9 ...... 29 REPORTING AREA 10 ...... 31 REPORTING AREA 11 ...... 37 REPORTING AREA 12 ...... 38 REPORTING AREA 13 ...... 46 REPORTING AREA 14 ...... 50

Educational Reporting

Policy

Unity Grammar College will maintain the relevant data and will comply with reporting requirements of the NSW Minister for Education and Training and the Department for Education, Employment and Workplace Relations (DEEWR). This report will include public disclosure of the educational and financial performance measures and policies of the school as required from time to time.

Procedures For Implementing The Policy Include:

▪ Identification of the staff member responsible for coordinating the final preparation and distribution of the annual report to the Board and other stakeholders as required.

▪ For each reporting area, identification of the staff member responsible for the collection, analysis and storage of the relevant data and for providing the relevant information to the coordinator for inclusion in the report.

▪ Determination of the specific content to be included in each section of the report and reviewing this each year to ensure ongoing compliance, relevance and usefulness.

▪ Preparation of the report in an appropriate form to send to the Board of Studies.

▪ Setting the annual schedule for: ▪ delivery of information for each reporting area to the coordinator ▪ preparation and publication of the report ▪ distribution of the report to the Board of Studies and other stakeholders

Requests for Additional Data

From time to time the Australian Government, through the Minister for Education, Employment and Workplace Relations and the NSW Government, through the Minister for Education and Training may request additional information. To ensure that such requests are dealt with appropriately, the school will identify the staff member responsible for coordinating the school’s response. This person is responsible for the collection of the relevant data and for ensuring it is provided to the Board of Studies in an appropriate electronic form.

DEEWR Annual Financial Return

The school will identify the staff member responsible for completing the questionnaire. This person is responsible for the collection of the relevant data and for ensuring it is provided to DEEWR in an appropriate form.

Mr. Walid Ali Principal

REPORTING AREA 1

Message From The Principal

All praise belongs to Allah (swt). Peace and salutations be upon His final messenger, our beloved Prophet Muhammad (saw). Taking into account the concern of the growing Muslim community, in relation to providing the highest quality academic education running parallel with best Islamic education, Unity Grammar College began with 185 students in 2008. The College has made tremendous progress since then, illustrated in table 1.0.

FIGURE 1.0 STUDENT POPULATION GROWTH ANALYSIS 2008 - 2016

Student Population Growth Analysis - 2008-2016

908 843 804 741 761

599 536

340 Total Students nrolled Students Total

199

1 2 3 4 5 6 7 8 9 Year of Enrolment

The year 2016 represents the ninth year of operation for the College which has grown to a student population of over 800 students from Kindergarten to year 12, along with 80 staff. Our school offers a comprehensive Australian curriculum and an exciting and unique co-curricular and extra-curricular program. The mission statement of our school clearly encapsulates who we are and the school environment and ethos clearly reflect Islamic values and traditions.

Unity Grammar College continues to thrive in its vibrant, supportive and educational environment, founded under the banner of Integrity, Sincerity and Allegiance. Our passionate and dedicated staff nurture tomorrow’s leaders, who will be of benefit not only to themselves, but also to others. The College continues to strengthen the collaborative partnership between the school and home, to ensure best outcomes for our children.

I invite you to continue to work closely with us to instil the Colleges’ values in to our children. Unity Grammar College provides equal opportunities for all its students to reach excellence in academic,

4 cultural, spiritual, civic, leadership, sporting and social endeavours, within an inclusive environment that supports teaching/learning and most importantly “Unity”.

The College continued to shine in every aspect of its operations throughout 2016. The 2016 HSC results consolidated the excellent results of 2015. This has given the community confidence in the strength of the academic program at the College, alongside its extra curricula programs. The fine accomplishments and continued growth of the school are a tribute to the proficiency of staff, the dedication and commitment of students and the brilliant support of parents and the community. It gives us great pleasure to be part of building a positive school culture, where Islamic values are upheld, effort is awarded and successes are celebrated. A student at Unity Grammar College can look forward to many highly rewarding educational and personal experiences. The College fosters, promotes and teaches the knowledge and the skills required by students to confidently participate as global citizens, taking a keen interest in the affairs of the local Australian and the international community.

Undoubtedly, the continued success has been built on the foundations of clear vision for schooling, effective leadership and the commitment of staff and parents to the mission and ethos of the College.

Once again, it has been a pleasure to lead such a fine institution and I look forward to many more years of success at Unity Grammar College.

Mr Walid Ali Principal Director of Education

Message From The Board Chairman

The 2016 school year has been a busy and rewarding year for Unity Grammar College. I am pleased to report a successful year for the school with many remarkable developments. I feel privileged to be a part of this energetic and vibrant school community through a year of significant shared successes that include the efforts of our students, staff, management and the wider school community.

I have been delighted, along with other board members to have attended various school functions in which the Islamic ethos and values of our school community have been highlighted. In our 10th year of operation, with the grace and favour of Allah (swt), Unity Grammar College (UGC) continues to uphold high standards in terms of our business practices, our teaching and learning environment and in all our support services, enabling UGC to deliver professional and personal excellence to our most valued assets, our students and families.

Facilities

Strategic planning for the growth of the College is under constant review to ensure that it always meets the needs of the growing population and ever changing educational requirements of our school community.

Some of the plans in the pipeline are:

• Constructing additional specialist and generalist learning areas • Constructing specialist playing fields • Constructing an Aquatic Centre

Feedback

This year we have utilised the feedback obtained from the school Stakeholder surveys, conducted last year, to drive our strategic planning. Priority areas have been identified as:

• Identity, culture and relationships. • Learning and teaching practices. • Technologies • Collaborative Partnerships

In 2017, the board members and the school management teams will continue to drive forward the special focus on a “whole school improvement.” The stakeholder feedback that we received over the last few years, will contribute to planning and delivery of optimal experiences and opportunities to enhance the learning environment for all students. We are passionate about providing our students with the very best start in life.

Governance

Throughout 2016, the College Board has reviewed and amended many policies to reflect changing legislation affecting schools. School policies are regularly reviewed to meet growing demands, which sometimes lead to the introduction and implementation of new policies. The organisational challenges continue for the Board as we work towards rolling out a structure to effectively manage the college while maintaining a budget and viability, in an environment of growth and consolidation.

Appreciations

I pay tribute to my colleagues on the school board for their hard work and commitment, the parent community for entrusting us with their children’s education and our teachers for their ongoing efforts and dedication. I also acknowledge the administrative and ground staff of the school, under the leadership of our founding Principal and Director of Education, Mr Walid Ali, along with his executive team, Mr Karolia, Mr Taksim, Mr Zoabi, Ms Issa and Mr Merheb for their support in enhancing the performance of Unity Grammar College.

Mr Khalil Hafza Board Chairman

Message From The School Captains

Unity Grammar College finished the year 2016 on a great note, with countless memorable moments and abundant achievements. Students were able to participate in many extracurricular and interesting events throughout the year.

• Liverpool Eid Festival

Unity Grammar College gained exclusive excess to the first day of the Liverpool Eid Festival where students enjoyed rides and attractions. The College also had an information stall where the community could learn more about Unity Grammar College and take free samples of school wrist bands, stationery items and even enter a draw to win one of the many iPads offered by the school.

• Work experience for year 10 and Careers

The Work Experience Program continued for Yr. 10 at UGC and the program continues to provide high school students from Year 10 a taste of real working life at a choice of occupations or business. Students work there voluntarily for a week to experience firsthand what skills are required. The school also continued its careers initiative which included visiting the University of Sydney Yr. 10 Subject Information Evening, the Western Sydney University Schools Open Day and Western Sydney Careers Expo. Yr. 12 students also attended the HSC and Careers Expo at Moore Park that specifically focused on success at the HSC and options for tertiary study. The school also hosted the University of Wollongong who conducted an information session onsite. These events provided valuable information on university education; career pathways and options available post the HSC.

• Clean up Australia Day

On the 11th of March 2016, the Student Shura Council (SSC) participated in the annual Clean Up Australia day. Each council member was allocated an area which they oversaw on campus, surrounding streets and at the nearby Scott Memorial Park.

• Orphan Sponsorship

Over the years, our school has successfully run an Orphan Sponsorship Program. Each roll class is given a photo of an orphan in need, who they sponsor collectively as a class. At the end of each school year, it is announced how much a class has donated towards their sponsored orphan. The class who donates the most towards their orphan is awarded. Unity Grammar College is proud to sponsor well over eighty orphans as a part of its Orphan Sponsorship Program.

• Harmony Day

The College took part in Harmony Day, on the 23rd of March, where students and teachers created an environment of exploring different cultures. Students brought a dish representing their culture and could wear clothing which represented their respective cultures or wear an orange item representing harmony. The students donated a gold coin in support of the Orphan Initiative at UGC.

• Science Technology Engineering Mathematics (STEM)

Our annual STEM (Science Technology Engineering Mathematics) Day was again a success. A series of events were held throughout to emphasise the importance of the subjects involved with STEM. This included multimedia presentations, a solar powered boat race using boats built by the students, a rocket launch demonstration by the Yr. 12 physics class and a paper plane flight competition.

• Canberra

The highlight for many in 2016 was the trip to the nation’s capital, Canberra, as part of the Civics Education program at the College. Year 9 visited the Parliament House of Australia, Old Parliament, the War Memorial, Questocon and Canberra Mosque. For many students, this was the first time they had ventured out of the state and traveled into the capital of Australia. For many, the best part of the trip was being able to experience a sitting of parliament in the nation’s capital and see democracy in action. Similarly, the mock debate at Old Parliament House was a standout event.

• Melbourne

Yr. 9 travelled to Melbourne for the Islamic Schools Sport Competition and performed admirably making semifinal appearances in many events. Students also had a brief tour around the city of Melbourne and enjoyed what was a memorable experience.

• Robotics

In the second year of the school robotics program, the College hosted the regional event and went on to qualify for the national finals where Unity Grammar College won several categories, earning the school a position to represent Australia at the World Finals in Copenhagen in 2017. This is a remarkable achievement given their inexperience and the team will only go from strength to strength in 2017 and beyond.

• Community Service Program

Community service is an important experience at Unity Grammar College; it fosters lifelong skills in various areas and allows our students to contribute to the broader society. In 2016, the College had students working as volunteers, marshals and officials in numerous programs including some of the events listed;

- Clean Up Australia - The Sydney – Gong Cycling Classic in support of MS Australia - Bobbin Head Cycling Classic in support of the Cancer Council - Blackmores Sydney Marathon and Half Marathon in support of the Cancer Council - Westmead Children’s Hospital Bandaged Bear Appeal - Establishing water wells through Human Appeal International

• Sports

2016 was another momentous year in sport for Unity Grammar College.

- ISD UGC participated in the ISD Touch Football Championships, with Mr Rana as the Head Coach. The under 15’s and Open boys’ teams remained undefeated at Zone Premiers. UGC also fielded teams in basketball, athletics and soccer as part of the ISD zone sport program.

A number of students qualified to represent the zone in a number of different sports in what was our biggest representative season ever.

- Go Active Girls Sport

This initiative was a wonderful success, involving hundreds of girls from dozens of schools. Our girls competed in soccer, basketball and volleyball and enjoyed some inspiring wins, narrowly missing the soccer finals

- Sport Carnival

The sports carnival took place at Campbelltown Sports Stadium (for Girls) and at Bankstown Athletics Centre (for Boys), with houses Blue Stallions, White Wolves, Green Lions and Black Ravens up against each other for first place. Green Lions were victorious, closely followed by the other houses.

- AFL The College was the Grand Final runners up at the prestigious Bachar Houli Cup and two of our players got selected to the Bachar Houli Academy.

- Athletics The College was well represented in overall athletics with twenty-four students representing at the zone level and Aref El-Chami making the NSW team after some stellar performances in the sprints and long jumps.

• School Iftaar

The College hosted its inaugural Iftaar with close to the entire high school attending, in what was a magnificent evening. Students also participated in Taraweeh and Itikaf prayers.

• Public Speaking/Debating

The College was thrilled to finish as regional runners up in two categories at the Public Speaking Competition and participated in the debating program with the Australian Islamic College.

• Academic Achievement

A number of students achieved academic recognition for their studies and contribution to school leadership. These include

➢ Ali Shehata – University of Sydney Future Leaders Program ➢ Saraah Khan - University of Sydney Future Leaders Program ➢ Rana Yasin – Western Sydney University Vice Chancellors

Overall, 2016 was a marvelous year at Unity Grammar College. We greatly appreciate the support and care of our teachers and executives. As the College Captains, we are saddened to be leaving the school and yet we are excited to embrace the world beyond our school gates.

Undoubtedly, our time at Unity Grammar College, has left us well prepared and well equipped to tackle challenges that may come our way in the future.

Ali Shehata and Saraah Khan

School Captains 2016

Message From The Parent Volunteer Body

Assalamu Alaikum Warahmatu-Allahi Wabarakaatuh

The Parent Volunteer Group at Unity Grammar College has always been readily available to assist the College when required. I am delighted to summarise some of the highlights of 2016 where the parent volunteers were actively involved:

➢ Library Book Fairs ➢ Year 6 Graduation Fundraiser ➢ Year 12 Formal Fundraiser ➢ Excursions throughout the year ➢ Sausage Sizzle Fundraisers throughout the year ➢ Eid Show Bags Distribution ➢ Robotics Event ➢ The Sport Carnival

I’d like to specifically mention the outstanding efforts of the parent volunteers at the Macquarie University Robotics Day held at the College. We successfully catered a gourmet lunch for over 300 students from 24 schools as well as teams of volunteers, teachers and judges. This was a first for all of us and we received some very pleasing feedback which warmed our hearts and reminded us exactly why we do what we do!

Finally, I would like to take this opportunity to extend my warm and sincere gratitude to all the parent volunteers for their tireless efforts and their unwavering support to the College and to the administration staff for their ongoing assistance.

2016 was a fantastically full on year and god willing 2017 will produce more extraordinary results.

Wasalam Alaikum

Mrs Manal Muhieddine Parent Volunteer Group Representative (2013 to 2017)

REPORTING AREA 2

School Context

In 2016, Unity Grammar College continued on its journey, providing its students a rich and rewarding curriculum and ensuring that all students derive enjoyment from learning, enjoy success and recognition, and instilling in them a sense of pride and excellence. The College is comprised of a student body of no fewer than 20 different nationalities giving a real sense of meaning to unity at “Unity”.

The College’s philosophy of participation and contribution extends across all facets of life. Underpinned by its Islamic ethos and supported innovative programs such as the Student Leadership Program and the Values and Moral Education Program, students are equipped with skills, attitudes and values that best prepares them to be active positive participants in the wider Australian community and provides a clear platform from which to support and realise the College’s motto; “Our children today, our leaders tomorrow”.

Our focus is to ensure a place of learning and teaching that is safe and happy both for students and teachers alike, and that best reflects the needs and expectations of the community.

Student Information

An essential requirement of reporting of information on students is that all reporting must be in accordance with privacy legislation embodied in The Privacy and Personal Information Act, 1998.

Student Enrolment Profile

The College’s student population was sitting at 804 students in years K - 12, with an almost equal gender split, illustrated in figure 2.0.

FIGURE 2.0 STUDENT ENROLMENT GENDER ANALYSIS 2016

Student Gender Analysis - 2016

50 45 40 35 30 25 20 15 10 5 0 KG 1 2 3 4 5 6 7 8 9 10 11 12

Male Female

Rukshana Nabi Administration Manager

REPORTING AREA 3

School Performance

National Assessment Plan for Literacy and Numeracy (NAPLAN)

The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual national assessment for all students in Years 3, 5, 7, and 9. All students in these year levels are expected to participate in tests in Reading, Writing, Language Conventions (spelling, grammar and punctuation) and Numeracy.

In 2016, 132 students from the High School sat for the NAPLAN exams in grades 7 and 9 and the College can report on the continued improvement in achievement across the spectrum of key learning areas for students in most areas across all grades. These results are testimonial of the College’s proactive intervention strategies targeting literacy, reading, and ESL. Proportions of Year 3, 5, 7 and 9 students meeting the minimum standard are defined by the specified band of the National Assessment Program Scale.

The minimum standard defined by a particular band based on the scaled score on the National Assessment Program ten band continuum is as follows:

For Year 3 the minimum standard is Band 2 For Year 5 the minimum standard is Band 4 For Year 7 the minimum standard is Band 5 For Year 9 the minimum standard is Band 6

UGC achieved improved value-added performance in all aspects of NAPLAN Literacy and Numeracy as indicated in the ‘MY Schools’ website, https://www.myschool.edu.au

Table 3.0 - NAPLAN Results 2016 indicates the percentage of students within each Year Group at UGC above the national benchmark in 2016.

Table 3.0 – NAPLAN RESULTS 2016

2016 3 5 7 9 Reading 100% 97% 99% 86% Writing 100% 98% 94% 88% Spelling 100% 97% 97% 92% Punctuation and 99% 98% 96% 92% Grammar Numeracy 100% 98% 99% 100%

Table 3.1 – NAPLAN RESULTS 2015

2015 3 5 7 9 Reading 99% 99% 97% 91% Writing 99% 100% 96% 84% Spelling 99% 96% 100% 98% Punctuation and 99% 99% 99% 93% Grammar Numeracy 98% 99% 100% 100%

Table 3.2 NAPLAN RESULTS 2014

2014 3 5 7 9 Reading 94% 97% 95% 92% Writing 99% 94% 92% 80% Spelling 98% 100% 95% 88% Punctuation and 96% 97% 91% 80% Grammar Numeracy 94% 97% 95% 96%

Progress In Literacy Literacy continued to be a strong focus in 2016. The teaching of literacy is embedded in the school’s routines, procedures and classroom practices. The articulation and practice of the school’s literacy goals is central to promoting and sustaining a strong learning culture. Consequently, the focus for Literacy in the primary school in 2016 was the continuing professional development and up-skilling of staff in an outcome based, skill-explicit approach to the teaching of literacy. When 2016 results are compared to 2015, there is evidence of significant growth across most areas with growth being well above the state average. In Year 9, however, 14% of the cohort performed below the minimum standard in Reading, which is twice the state average. An area of concern was writing in Year 9, where 16% of students failed to meet national minimum standards.

Progress In Numeracy Numeracy remained a significant focus in the high school in 2016, with our whole school approach to numeracy integration, central to the professional dialogue. Numeracy strategies embedded within the programs of most key learning areas are evident in collaborative teacher planning. Ongoing professional development and up skilling of staff is a key priority aimed at increasing awareness of numeracy integration strategies which has resulted in improved outcomes, and substantial improvements in the 2016 NAPLAN results when compared for the same cohort in 2014 in all areas of numeracy.

Raw Marks Vs. Growth

Raw marks are excellent in providing a quick insight into a school’s performance; they can, however, be misleading as they demonstrate the performance of a cohort at a fixed time and they don’t show the progress a child has made over time.

Growth, however, is far more substantial as it shows what progress a child has made since the last NAPLAN reporting period; it more accurately details the progress/improvement a child has made and in this regard results for 2016 are very encouraging.

TABLE 3.3 – NAPLAN GROWTH IN LEARNING

This table shows the percentage of students demonstrating growth in Key Learning Areas in 2016 compared to 2015.

2016 3 5 7 9 Reading N/A 97% 86% 93% Writing N/A 95% 81% 61% Spelling N/A 97% 95% 93% Punctuation & Grammar N/A 99% 91% 86% Numeracy N/A 100% 97% 98%

Yr. 3 students are sitting for exams for the first time and have no figures to substantiate or record growth

Strategies Toward Improvement

• Students need to complete comprehension exercises to ensure understanding prior to being promoted in reading levels • Individual Learning Plans (ILP’s) for all students below national standards and for those in top bands so that they may be extended. • Programs and daybooks to specifically address comprehension and persuasive writing. • Increased diagnostic testing to monitor progress of students particularly those not meeting minimum standards. • Increased scrutiny of work samples to ensure compliance with all strategies

Target

• Unless a child is medically/professionally diagnosed with a learning disability, no child at UGC should fall under the national minimum standard. • Increase the number of students who achieve at the top band level in all areas for every grade. • All areas in 2017 to show an increase in results when compared to 2016 and specifically for the cohorts previous NAPLAN results in 2015.

Further information can be obtained from the My School website http://www.myschool.edu.au

Higher School Certificate (HSC)

The third Yr. 12 cohort at Unity Grammar College graduated in 2016. In all, 23 students graduated. The total average is the combined total of assessment and exam marks from the 2016 HSC for each subject.

TABLE 3.4 – 2016 HIGH SCHOOL CERTIFICATE

BAND Eng 2u 2u Ext 1 Ext2 Phys Che Bio MH LS BS Eco PDH Gen Math Math Math m Math 1 0-49 1 0 3 1 0 0 0 0 O 0 0 0 0

2 50-59 0 1 1 0 0 1 1 5 0 0 0 0 1

3 60-69 6 0 3 1 1 1 1 4 0 2 2 4 2

4 70-79 13 0 1 0 5 1 3 2 9 4 0 6

5 80-89 3 0 4 1 1 1 1 2 2 2 1 0 2

6 90-100 0 0 0 0 0 0 0 0 0 0 0 0 0

AVERAGE 72 59 59 62 70 72 70 67 80 73 73 66 72

Band 1: 0-49 Band 2: 50- 59 Band 3: 60-69 Band 4: 70 -79 Band 5: 80-89 Band 6: 90 -100

Target

The school target for the 2017 HSC is to have no students achieve a Band one or a Band two in any subject and to have at least one student achieve a Band 5 or above for every subject.

The College achieved its target from the previous year of not having any student score a Band 1 in any subject area.

Students also participated in the following academic activities:

• Creative Writing Competitions • Science club • Chemistry club • Robotics • Inter school debating • Public Speaking competitions • Accelerated Science and Mathematics Program • Yr. 7-10 National Geography Competition • Yr. 7-10 National History Competition

Individual Learning Plans

The College continued to implement Individual Learning Plans that seeks to do the following:

• Modify work programs for students not meeting minimum benchmarks for their year level. • Extension work for students achieving outcomes well above their year level.

Learning Support

Approximately 92% of Unity Grammar College students speak a language other than English at home; consequently, the Colleges’ primary school employs literacy support teachers to provide literacy support to students not meeting minimum outcomes in literacy in their year level. The literacy support teachers provided literacy support to students in the primary school for two sessions each week for most of the year.

In the high school, support classes were offered in Mathematics, on four afternoons a week in a strategy to further improve standards and outcomes in those subject areas.

K-12 School Accreditation/ Registration

Unity Grammar College currently has a five-year registration issued by the Board of Studies NSW which is due for renewal in 2018.

In 2016 all key learning areas in all faculties were reviewed to ensure compliance with BOSTES and to ensure that high standards in the teaching/learning programs were being maintained.

Mr Osman Karolia Head of Senior School

REPORTING AREA 4

Senior Secondary Outcomes

Record of School Achievement (RoSA)

All 48 of the Yr. 11 students enrolled in 2016 satisfactorily attained the Record of Student Achievement (RoSA).

41 students were enrolled in the RoSA at the Yr. 10 level. Nil students withdrew from the RoSA at the end of 2016 to pursue vocational study or to enter the workforce.

Grades are awarded internally but according to criteria determined by BOSTES for the RoSA in Yr. 10 and Yr. 11. Numbers in brackets indicate the state distribution of grades at that year level. This is in comparison to the school distribution indicated as the figure without brackets.

TABLE 4.0 – YR. 10 (41 STUDENTS)

SUBJECT A B C D E Arabic 35 (14) 30 (23) 35 (35) 0(18) 0 (8) Commerce 6 (26) 28 (33) 59 (28) 6 (9) 0 (3) English 7 (13) 44 (27) 46 (37) 3 (17) 0 (6) Geography 4 (13) 21 (26) 69 (35) 4 (18) 0 (7) History 14 (14) 42 (26) 31 (35) 10 (18) 3 (8) IST 25 (20) 5 (29) 43(31) 14(13) 9 (6) Graphic Tech 25 (24) 25 (30) 42 (32) 8 (10) 0 (4) PASS 22 (16) 41 (35) 37 (35) 0 (10) 0 (4) Maths 15 (15) 20 (23) 15 (32) 22 (23) 28 (7) PDHPE 4 (17) 16 (34) 67 (34) 7 (12) 6 (3) Science 0 (14) 34 (24) 56 (36) 5 (19) 5 (7) VA 17 (26) 25 (32) 58 (27) 0 (10) 0 (4)

TABLE 4.1– YR. 11 (48 STUDENTS)

SUBJECT A B C D E Biology 0 (13) 10 (27) 55 (38) 25 (17) 10 (5) Business Studies 0 (13) 9 (28) 63 (36) 25 (18) 3 (6) Chemistry 0 (18) 18 (26) 64 (34) 18 (16) 0 (5) Economics 0 (22) 34 (33) 58 (29) 8 (12) 0 (4) English 6 (18) 42 (40) 46 (34) 6 (7) 2 (1) Ext 1 English 0 (34) 67 (43) 33 (18) 0 (3) 0 (1) Legal Studies 8 (16) 0 (28) 80 (33) 8 (17) 4 (7) Ext 1 Maths 23(26) 31 (28) 23 (28) 23(14) 0 (4) 2u Maths 15 (25) 12 (26) 23 (29) 31 (15) 19 (4) 2U Gen Maths 0 (28) 0 (25) 0 (26) 46 (18) 54 (3) Modern History 4 (18) 19 (30) 58 (32) 5 (14) 0 (4) PDHPE 6 (23) 29 (27) 46 (37) 19 (17) 0 (5) Physics 20(17) 20 (26) 40 (35) 20(16) 0 (5)

TABLE 4.2

GRADE MARK/DESCRIPTOR

The student has an extensive knowledge and understanding of the content and can A readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations. The student has achieved a mark between 90-100 The student has a thorough knowledge and understanding of the content and a high B level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations. The student has achieved a mark between 75-89. The student has a sound knowledge and understanding of the main areas of content C and has achieved an adequate level of competence in the processes and skills. The student has achieved a mark between 50-74. The student has a basic knowledge and understanding of the content and has D achieved a limited level of competence in the processes and skills. The student has achieved a mark between 35-49. The student has an elementary knowledge and understanding in few areas of the E content and has achieved very limited competence in some of the processes and skills. The student has achieved a mark between 0-34.

High School Certificate (HSC)

The third Yr. 12 cohort achieved impressive results, 23 students sat for 118 exams in 13 subjects with band distribution and class averages illustrated in table 4.3.

TABLE 4.3 – 2016 HIGH SCHOOL CERTIFICATE

BAND Eng 2u 2u Ext 1 Ext2 Phys Che Bio MH LS BS Eco PDH Gen Math Math Math m Math 1 0-49 1 0 3 1 0 0 0 0 O 0 0 0 0

2 50-59 0 1 1 0 0 1 1 5 0 0 0 0 1

3 60-69 6 0 3 1 1 1 1 4 0 2 2 4 2

4 70-79 13 0 1 0 0 5 1 3 2 9 4 0 6

5 80-89 3 0 4 1 1 1 1 2 2 2 1 0 2

6 90-100 0 0 0 0 0 0 0 0 0 0 0 0 0

AVERAGE 72 59 59 62 70 72 70 67 80 73 73 66 72

Band 1: 0-49 Band 2: 50- 59 Band 3: 60-69 Band 4: 70 -79 Band 5: 80-89 Band 6: 90 -100

Target

The school target for the 2017 HSC is to have no students achieve a Band one or a Band two in any subject and to have at least one student achieve a Band 4 or above for every subject.

Vocational Education

In 2016, 0% of the Yr. 12 cohort participated in vocational or trade training.

Mr Osman Karolia Head of Senior School

REPORTING AREA 5

Professional Learning And Teaching Standards

Teacher Qualification

All teaching staff responsible for the delivery of Board of Studies Syllabus meet the professional requirements for teaching in NSW schools, as mandated by the Institute of Teachers NSW.

TABLE 5.0 – TEACHER QUALIFICATION

Details of all Teaching Staff Number of Staff Teaching Standard Category

Teachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National office of Overseas Skills 60 Recognition (AEINOOSR) guidelines.

Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines 1 but lack formal teacher education qualifications

Teachers who do not have qualifications as described in (a) and (b) but have relevant successful teaching experience or appropriate knowledge relevant to 0 the teaching context (Manual, page 39)

Professional Learning

Unity Grammar’s professional learning program in 2016 had two main components;

1. Training areas identified as priorities for the delivery of quality teaching and learning 2. Training which supports the individual learning goals of teachers

All staff participated in Professional development to varying degrees.

The average expenditure on teacher professional learning in 2016 was $295.00 per staff member.

Professional Development Breakup

TABLE 5.1 - PROFESSIONAL DEVELOPMENT BREAKUP FOR 2016

Professional Development Description Number of Staff Trained Supervising Teachers Professing To Proficient Teacher 1 Enhancing Relationships In College 1 Optimising The Impact Of Classroom Observations – Online Module 33 Obligation In Identifying And Responding To Children And 9 Young People At Risk The Wheldall Assessment Of Reading Passages Kit 1 How To Prepare Reading, Spelling And Comprehension Exercises 33 In The Best Way Programming And Planning Kindy To Year 6 33 Differentiating Instructions To Meet Needs Of All Learners 33 The Students At The Centre Of The Classroom – 33 Evidence Based Learning Re-Thinking Challenges 1 Secondary School Manual – Behaving With Integrity 1 Senior Science Seminar 1 Learning And Teaching Technology With Technology 1 EBE Annual Teachers Conference 1 Turning Ancient Into Modern – Driving Learning In Modern History 1 Using Technology In Science Secondary Classrooms 1 Planning Outdoor Adventures 1 Are You A First Year HSC Business Studies Teacher 2 EBE HSC Conference 2 On The Move In 7 -10 PDHPE 1 Education Knowledge Network 1 Leadership Development For Middle Leaders 12 Anaphylaxis Training For School Staff 77 Asthma Refresher Training 77

REPORTING AREA 6

Workforce Composition

TABLE 6.0 - STAFF COMPOSITION IN 2016

Position Number

Principal 1

Head of School 2

Deputy Head of School 2

Primary school teachers - FTE 21

Secondary school teachers - FTE 20.50

Support teachers -FTE 10.60

Ancillary staff -FTE 13.71

Number of Indigenous staff – nil

Rukshana Nabi Administration Manager

REPORTING AREA 7

School Attendance Profile

The average student attendance rate in 2016 remained above 90% as illustrated in table 7.0 The College manages student’s foreseen leave with a stringent approval process to ensure student outcomes are not adversely impacted by student leave and yet is mindful of the migrant background of many families and the subsequent need from time to time to travel overseas at short notice.

TABLE 7.0 STUDENT ATTENDANCE 2016

Year Level Attendance Rate Kindergarten 93.46 Year 1 91.51 Year 2 92.03 Year 3 91.72 Year 4 92.41 Year 5 92.13 Year 6 91.23 Year 7 90.08 Year 8 90.16 Year 9 90.11 Year 10 90.25 Year 11 90.18 Year 12 91.57

Management Of Non-Attendance, Secondary Retentions

In line with the current law in NSW pertaining to school attendance, all students enrolled at Unity Grammar College are legally required to be at school on all official school days.

Attendance is recorded daily by the Roll Class Teacher. Roll is updated electronically on the Colleges’ Student Management System by no later than 8.40am, prior the beginning of the daily schedule. Any consecutive non-attendance of two days is brought to the attention of the Principal or his delegate and contact is established with parents and carers in an effort to ensure the wellbeing of a student away from school is addressed.

Children absent from school are required to bring a signed note from their parents/caregivers explaining their absence. Any unexplained absences are followed up by the College through well- developed procedures implemented by the Administration office.

The College places great emphasis on student’s arrival at the College prior to commencement of morning assembly at 8.25am. Students arriving after 8.40am are considered as late arrivals. Parents are required to accompany student to the administration office for late sign in and recording in the College’s late arrivals register. Students attendance is updated electronically on the Colleges’ Student

Management System before student is permitted to enter class. Students arriving late on a regular basis are counselled by the Principal or his delegate and where required, parents/caregivers are contacted.

Students wishing to depart the College early for any genuine reason are required to be signed out by a parent or carer in line with the Colleges’ Attendance Policy. The administration department of the College maintains an early departure register; students’ early departure is updated electronically on the Colleges’ Student Management System.

A copy of the College’s attendance policy can be found at http://www.unitygrammar.com.au/policies.html

The student administration unit at Unity Grammar maintains a register of enrolments of all students attending the school, and keeps on record information pertaining to previously enrolled students for at least seven (7) years after which a student ceases to be enrolled at Unity Grammar. The register contains information such as;

• Name, age and address details • The name and contact numbers of parent(s)/guardian(s) • Date of enrolment, and date of leaving the school and destination school where appropriate • For student older than six (6) years, previous school or pre-enrolment history • Where the destination of a student under seventeen (17) years of age is unknown, evidence that a Department of Education and Training Officer with home liaison responsibilities has been notified of the student’s name, age and last known address.

All records are kept in hard copy and electronic form. In addition, the School ensures that a daily attendance record is maintained that includes the following information;

• Daily attendance which may be recorded by noting daily absences • Daily absences • Reasons for absences • Documentation to substantiate reason for absence • The Register Of Enrolments is retained for a minimum period of five (5) years before archiving. The Register Of Daily Attendances will be retained for a period of seven (7) years after the last entry was made.

Class Sizes 2016

2016 class numbers are outlined in table 7.1 below.

TABLE 7.1 CLASS SIZES 2016

Class Class Size K Adamite 19 K Emerald 23 K Sapphire 22 1 Garnet 24 1 Pearl 24 1 Silica 24 2 Crystal 28 2 Gold 28 2 Opal 27 3 Amber 23 3 Jade 21 3 Turquoise 23 4 Malachite 27 4 Platinum 28 4 Ruby 28 5 Danburite 20 5 Moonstone 21 5 Onyx 20 6 Amethyst 22 6 Kyanite 21 6 Zircon 22 7 Boys 1 25 7 Boys 2 12 7 Girls 1 20 7 Girls 2 13 8 Boys 27 8 Girls 1 26 8 Girls 2 17 9 Boys 28 9 Girls 1 23 9 Girls 2 11 10 Boys 23 10 Girls 17 11 Boys 21 11 Girls 23 12 Boys 14 12 Girls 9 TOTAL 804

Rukshana Nabi Administration Manager

REPORTING AREA 8

Post-School Destinations

Higher School Certificate

21 of the 23 students who pursued graduation from the HSC, successfully enrolled for further studies at university.

TABLE 8.1 UNIVERSITY

Area of Study Number

Accounting/Financial Management/Business 6 Arts 3

Education (Primary and High School) 4 Engineering 3 Health Sciences 3 Information Technology 1 Law 1

TABLE 8.2 TAFE/COLLEGE

Area of Study Number

Electrical Apprentice 1

Diploma in IT (Gaming) 1

Record of School Achievement (RoSA)

Two Yr. 10 students withdrew from the RoSA, one Yr. 10 student left to pursue a diploma at a private training college and one student left at the end of Yr. 10 to pursue an apprenticeship in hairdressing.

One Yr. 11 student after the RoSA enrolled into a Diploma in Accounting at a private college.

From the Yr. 10 cohort, 4 students from 41, transferred to pursue their studies elsewhere.

From the Yr. 11 cohort, 5 students from 46, transferred to pursue their studies elsewhere.

Mr Osman Karolia Head of Senior School

REPORTING AREA 9

Enrolment Policies and Procedures

The College’s Enrolment Policy, outlines the enrolment and re-enrolment conditions and procedures.

In 2016, Unity Grammar College was a school educating students from Kindergarten – Year 12, providing an education underpinned by religious values and operating within the policies of the NSW Board of Studies. All applications are processed in order of receipt and consideration is given to the applicant’s support for the ethos of the school, siblings attending the school and other criteria determined by the School from time to time.

Enrolment does not automatically follow as a result of an application as there are limits to class sizes, children may have to be placed on a waiting list.

Parents who have students with special needs must apply at least 12 months before the year of intended enrolment to allow adequate assessment of the application under the College’s Special Needs Policy.

Application and Enrolment Procedure Step 1: a) Prospective applicants are provided with a school prospectus outlining the Unity Grammar College’s mission statement, curriculum, values and beliefs and statement of inclusive practice. An application form and fees and regulations policy is also provided. b) Parents/Guardians are required to complete the application form by addressing all questions, including those related to the child’s educational and/or special needs their child might have. c) All relevant documentation must be attached and an application fee will need to be paid.

Step 2: a) An Administration Officer will process the Application and the students file will be placed on the waitlist for consideration when positions are available. b) The child will be asked to sit an assessment test Step 3: a) Once a decision has been made to accept the application, an Administration officer will be in contact with the Parents/Guardians to advise them of the decision. Either: i. A letter of offer will be sent to the successful applicant, at which point the Parents/Guardians will be required to complete the enrolment process as stated in the letter (as per the Fees and Regulations Policy) OR

ii. A letter will be sent out to the Parents/Guardians to advise them that their application has been unsuccessful

Re-enrolment Procedure

Step 1: a) Parents/Guardians are required to complete the Re-enrolment form before the end of the current year for the following year b) Re-enrolment forms are processed and forwarded to the Principal or his delegate for consideration Step 2:

a) Only those students whose re-enrolment is not accepted will be informed in writing, otherwise Parents/Guardians are to assume that the re-enrolment of their child/children has been accepted Step 3:

a) Payment of all fees is required before the re-enrolment of the student is deemed to be finalised.

Enrolment And Re-Enrolment Conditions:

Once enrolled, students and Parents/Guardians are expected to:

a) Undertake to adhere and follow the College Policies and Procedures without contest. b) Understand the College’s religious ethos (based on the Quran and the Sunnah) and at all times comply with the College’s religious program and directions. c) Acknowledge and accept that failure to adhere to the School’s Policies and Procedures may result in the cancellation of the child’s enrolment. d) Acknowledge and accept that failure to adhere to the College’s religious program and directions may, at the complete discretion of the College, result in the cancellation of the child’s enrolment. e) Acknowledge that progression to the next year level is based on academic and behavioral performance. f) Acknowledge that re-enrolment does not guarantee progress to the next level. g) Certify that they have read and understood all relevant school policies, procedures and use of personnel information; and agree to abide by them. Specifically, they understand the schools discipline policy and understand that a breakdown in the relationship between the school and the parent/guardian of the students may result in the cancellation of the students’ enrolment.

Rukshana Nabi Administration Manager

REPORTING AREA 10

School Policies

Student And Staff Welfare

At Unity Grammar College, there are a number of robust and ongoing programs in place to ensure that both student and staff welfare is optimised. Through the various policies and programs, the College aims to provide a safe, caring and happy learning and teaching environment. The aim of the Colleges welfare policies is to develop students’ self-worth and foster individual growth.

In 2016, UGC implemented the study skills handbook program for students in High School to assist them with their learning needs.

The College provides support services to its students and staff through the services of a Religious and Spiritual Guidance Officer. This internal service is highly successful with the vast majority of cases dealt with by the Religious and Guidance Officer showing immediate improvement.

Some of the key areas that the Religious and Spiritual Guidance Officer provides assistance in are listed below:

• Anxiety • Family Relationships • Stress • Anger Management • Self-Esteem • Adolescent Issues • Grief And Loss • Children’s Behavioural Problems • Mood Problems • Children’s Emotional Trauma • Emotional Problems • Conflict Resolution

The on-site Medical Officer oversees the provision of student first aid services through the sickbay in a timely and effective manner to ensure student wellbeing is optimised. This initiative complements the College’s implementation of a 100% first aid trained staff on site. The Medical Officer is responsible for ensuring adequate supplies of essential first aid resources are always available and timely delivery of first aid assistance to students.

The College also provides additional support services to the College Community.

The College continues to work hand in hand with the youth liaison team from Green Valley Local Area Command and age appropriate advice and strategies to deal with the effects of internet and social media amongst students.

To ensure students and staff are well versed with emergency procedures, staff are inducted into the policies and procedures. Regular live emergency drills are conducted with students to identify and address any issues that come to attention. The College, through its policies and procedures, is well placed to deal with any emergency situation that may arise.

Staff Initiatives

The College, since its inception, has placed great emphasis in taking a deep interest in the welfare and well-being of all staff. A comprehensive induction/professional program is implemented at the commencement of the school year followed by ongoing refresher sessions after school.

To conclude the school year, the College staff and their spouse participate in the end of the year school cruise aboard “The Blue Room” around Sydney Harbour. This is a much-anticipated event for staff and their spouses on an annual basis.

Staff around the campus regularly host morning teas/lunches and dinner events to further develop the already strong team culture at the College.

Student Welfare Policy

The School believes that every student has the right to a safe, supportive and caring environment which: • Minimises the risk of harm and ensures that students feel secure. • Encourages students to be intellectually able, spiritually aware, socially responsible, emotionally mature, physically healthy and culturally enriched.

To ensure that all aspects of the school’s mission to meet the welfare needs of our students are implemented, the following policies and procedures are in place.

TABLE 10.0 STUDENT WELFARE POLICIES

Policy Availability & Access

Attendance & Uniform Policy Copies are provided to parents on application for • School Attendance requirements enrolment. • Register of Enrolment Full detail of policy can be obtained by contacting • School Uniform requirements School Administration Manager. Assets and Resource Procurement Policy & Procedure • Reporting of Resource Needs by Teaching and Support Staff a. Guidelines for teaching resource acquisition b. Procedure for acquiring resources c. Procedure for reporting on Resources • Recording of College Assets and Resources Child Protection Policy. Legislative requirements. Copies are provided to parents on application for • Roles and responsibilities. enrolment. • Reporting and investigating. Teachers are provided copy during induction and with • Reportable conduct. teacher pack. • Investigation processes. Full detail of policy can be obtained by contacting School Administration Manager. Complaints and Grievance Policy and Procedures Copies are provided to parents on enrolment. • Parental Complaints Policy & Procedure Full detail of policy can be obtained by contacting • Complaints by students’ procedure School Administration Manager. Maintenance Plan Full detail of policy can be obtained by contacting • Accountabilities School Administration Manager • Routine maintenance

• Staff responsibilities • Preventative maintenance • Responsive maintenance • Long-term maintenance Pastoral Care Policy Full detail of policy can be obtained by contacting • is central to the whole endeavour of education School Administration Manager. • concerns the total welfare of all community members • assists in providing a sensitive, warm, thorough and realistic learning environment • involves offering guidance, advice and a framework for growth • enhances the formation of positive relationships between parents, staff and students • creates feelings of belonging to the community • is seen as part of everyday life and linked to the curriculum • develops an attitude of co-responsibility for others • is based on the teachings of Islam as propagated by the Prophet Muhammad (peace be upon him) • involves and includes all members of the community

Privacy policy Full detail of policy can be obtained by contacting • Collection and storage of information School Administration Manager. • Use of personal and sensitive information • Management and security of personal information • Consent & your rights Professional standards Policy Full detail of policy can be obtained by contacting • Code of conduct for members of the school School Administration Manager. community

Reporting on Student Achievement Policy Full detail of policy can be obtained by contacting In reporting on student performance, the College will adopt School Administration Manager. the following reporting processes for its Primary schooling stage;

• Formal Mid-year and End of year (summative reports) • parent- teacher interviews • (end of terms 1 and 3) • Student portfolios – sent home for acknowledgement and appraisal by parents at the end of each term • Student workbooks Risk Management Policy Full detail of policy can be obtained by contacting To identify risks and safety concerns or potential dangers. School Administration Manager. • Risk management plan • Risk Identification Checklist for Planned Activities Proforma • Risk Management Planning Proforma • Activity Intention form and permission form Student Welfare Policy Full detail of policy can be obtained by contacting • Students Rights and Responsibilities School Administration Manager. • Behaviour management strategies K to 6 • Practices designed to recognise and reinforce student Achievement

• Reward system • Homework policy • Health and Safety Policies & Procedures a. School Excursions b. Safe Play Environment • Medication Policy • Prohibition of illegal substances

Student Leadership Policy Full detail of policy can be obtained by contacting Development of student leadership skills involves School Administration Manager. opportunities which encourage students to: • act in roles of responsibility with integrity and honesty • foster a sense of vision and purpose • work with others to determine and achieve collective goals • take on responsibilities and use decision making skills in order to carry a project through to a successful conclusion • be active, reflective listeners who respond effectively • earn the respect of others through their actions Special Needs Policy Full detail of policy can be obtained by contacting • Aims School Administration Manager. • Guidelines

Policies For Student Discipline

Students are required to abide by the school’s rules and to follow the directions of teachers and other people with authority delegated by the school. Where disciplinary action is required penalties imposed vary according to the nature of the breach of discipline and a student’s prior behaviour.

The full text of the school’s discipline policy and associated procedures is provided to all members of the school community through • The Staff Handbook • The Student Diary • The Parent Information Booklet – Discipline policy and Behaviour Management Plans

The College expressly prohibits corporal punishment and does not explicitly or implicitly sanction the administering of corporal punishment by non-school persons, including parents, to enforce discipline at the school. Implementation of the College’s discipline policy is through the Behaviour Management plan for Primary and High School.

The Behaviour Management Plan in Primary school is significantly different to High School. This is to ensure that sanctions are age appropriate.

Procedural fairness is the cornerstone of the College’s Behaviour Management Plan.

TABLE 10.1 STUDENT BEHAVIOUR MANAGEMENT POLICIES

Codes of Conduct Policy Full detail of policy can be obtained by contacting School • Safe & Supportive Work Environment Administration Manager. • Safety, health and welfare • Equal opportunity & anti-discrimination • Freedom from Vilification & Harassment • Responsibilities of Staff at Unity Grammar Communications Policy Full detail of policy can be obtained by contacting School • Aim, purpose and guidelines Administration Manager. • Communication with parents • Staff communications • Communications with relevant Authorities College Security Policy Full detail of policy can be obtained by contacting School • Procedures for the security of the grounds and Administration Manager. buildings. • Use of the grounds and facilities. • Measures designed to promote the safety and wellbeing of students Discipline Policy Copies are provided to parents on application for • School rules or discipline code enrolment. • Strategies to promote good discipline and effective learning within the school Full detail of policy can be obtained by contacting School • Expulsion, suspension and exclusion of students Administration Manager.

Disability Policy Full detail of policy can be obtained by contacting School • procedure for application and enrolment of Administration Manager. student with disability Enrolment Policy Copies are provided to parents on application for • enrolment policy & procedure enrolment.

Full detail of policy can be obtained by contacting School Administration Manager. Excursions Policy & Procedure Full detail of policy can be obtained by contacting School • School’s responsibility and obligations under the Administration Manager. provisions of the school's duty of care to students and occupational health and safety obligations during excursion. • Preparation and planning for excursions

Serious Incident & Emergency policy Full detail of policy can be obtained by contacting School • Responsibilities Administration Manager. • Procedures • Communication of information

College Diary

The College diary is an important communication tool between parents and teachers. It also allows students to access important information relating to:

• College Vision • School expectations and guidelines • College assessment policy • Values Education Program • UGC guided leadership course • Student rights and responsibilities • Assessment task registration schedule • School term dates • Year planner • Tips on self-motivation, stress management, goal setting, time management, maintaining healthy body and studying • Tips on essay writing • Referencing

Parental communication is also enhanced by utilising the College website, College APP and SMS system. The College has a comprehensive web page that provides an abundance of information and keeps the College community well informed.

College Website: http://www.unitygrammar.com.au College APP: Unity Grammar College Austral (Skoolbag)

Rukshana Nabi Administration Manager

REPORTING AREA 11

School Determined Improvement Targets For 2017

NAPLAN ➢ Unless a child is medically/professionally diagnosed with a learning disability, no child at UGC should fall under the national minimum standard. ➢ Increase the number of students who achieve at the top band level in all areas for every grade. ➢ All areas in 2017 to show an increase in results when compared to 2016 and specifically for the cohorts previous NAPLAN results in 2015.

HSC ➢ The Colleges’ target for the 2017 HSC is to have no students achieve a Band one or a Band two in any subject. ➢ To have at least one student achieve a Band 5 or above for every subject. ➢ The College aims to achieve at least one Band 6 in every subject offered in Yr. 12.

Sport ➢ To improve student participation in zone and regional sporting competitions. ➢ To strive to make finals (semi-finals or better) in all competitions that we enter. ➢ To improve preparation for teams participating in zone or regional competitions.

Curriculum ➢ To ensure compliance with all changes to curriculum for all year levels and to increase the integration of technology into the classroom. ➢ To ensure there is regular diagnostic testing and that weaker students are identified earlier and support is provided to them.

Community ➢ Increase the profile of Unity Grammar College at community events. ➢ Expand on the community service program. ➢ Continue to support the needy through the orphan sponsorship program and aim for 100 orphans.

Mr Osman Karolia Head of Senior School

REPORTING AREA 12

Initiatives Promoting Respect And Responsibility

1. Values Education Program 2. Leadership Program 3. Student Shurah Council (SSC) Events 4. NSW Parliament Visit and Leadership Program. 5. Community Service 6. Sport 7. School Camp 8. Careers 9. Stem – leadership in Science, Technology, Engineering and Mathematics

2016 Values Education Program

As an Islamic College which adopts a holistic approach to education, Unity Grammar College considers values education as the core of all its programs.

The values education reflects the College’s ethos and philosophy. This is because Islam invites its followers to excel in every field, especially in what it calls goodness or good deeds.

The Qur’an says, “The believers, are those who, “hasten in every good work and are foremost in them.” [23:61]

In line with this vision, we want our students to excel not only academically and physically, but also spiritually, morally and socially.

The values that we teach are the universal values promoted by our religion and by the Australian educational authorities as reflected in the Australian values for schooling. These include: the love and submission to truth, mercy, love for others, the love to give, social motivation, patience, will power, care and compassion, doing your best, freedom, fair go, respect, responsibility, integrity, honesty, trustworthiness and understanding, tolerance and inclusion.

All members of the school community are invited to participate in these programs including parents, teachers and students. This whole school program is taught over a period of five years, thus the students (and the whole school community) will be exposed to it twice, once during primary and once during secondary education. Each principle or theme is studied for one term. Teachers are informed about the chosen value to be taught and its details at the beginning of each term.

Weekly messages in the form of Quranic verses, Prophetic traditions (Hadith) and wise sayings that represent one aspect of the principle or theme are displayed around the school and are explained to the students during morning assembly.

More light is shed on the weekly message in the form of daily messages that are shared with the students every morning during morning assembly. The daily messages are emailed out to staff each week and teachers are encouraged to reiterate them with students throughout the course of the week.

Table 12.0 highlights the four values themes for 2016 and the sub themes within them.

TABLE 12.0 – CORE VALUES OF THE VALUES EDUCATION PROGRAM FOR 2016

Term 1 – Truth - Justice - Honesty - Sincerity - Integrity Term 2 – Care and Compassion - Care for self and others - School Orphan Program - Community Service Term 3 – Mercy - Forgiveness - Kindness - Sympathy Term 4 – Rights of Others - Respect - Understanding, Tolerance and Inclusion - Fair Go

Leadership

UGC Guided Leadership Course

A key message in Islam is to encourage its followers to lead in every field in human life: individually, socially, spiritually, morally, economically etc. In line with this message, UGC has introduced its own Leadership Course.

UGC Guided Leadership Course is studied over four years from grade 7 to grade 10. Students study the meaning of leadership and its different kinds, the values that should govern guided leadership, and the different skills needed for leading others. It also includes training on leadership. This training includes leadership activities in school life in areas such as student representation, sports, public speaking and debate, organising functions, group and team work, peer support etc. The content of the course depends mainly on the great Islamic heritage in leadership. Stories from the past and the present, as well as from the Holy Qur’an and the life of the Prophet (SAW) are used to communicate the concepts.

In addition to the Guided Leadership Course, students had the opportunity to apply leadership in a variety of contexts including:

- SSC - Captaincy Team - Extra-Curricular Clubs - Sport - Mentoring programs - Class Monitors

2016 Student Shura Council Events

• Bandaged Bear Appeal

In Term 2, Unity Grammar College participated in the annual Bandage Bear Appeal to donate money for the Children’s Hospital at Westmead. The funds went towards assisting the 60,000 sick children and families who attend the hospital each year. Donations also fund research into childhood illnesses,

39 purchase of high-tech equipment as well as the provision of extra services for children and families. All monies raised contribute towards catering a positive, caring and peaceful environment for children and families that are faced with challenging experiences due to ill health.

Unity Grammar College students and staff members raised $1,770 for this good cause.

• Australia’s Biggest Morning Tea and Cancer Council Appeal

On Wednesday 26th May 2016, the Student Shura Council (SSC) hosted a morning tea for the Cancer Council of Australia; Australia’s Biggest Morning Tea. Cupcakes and cake pops were sold to students and staff. Staff also enjoyed a cup of tea. All money raised went towards the Appeal.

The school also ran an additional Cancer Council Appeal specifically for children with cancer after one of the students lost an older sibling to cancer.

• Orphan Sponsorship

In many verses in the Holy Qur’an we are ordered to take care of the orphans. In chapter 93, for example we read:

ِ 93:9 فَأََّما الْيَتي َم فَََل تَ ْقَهْر ) ( Therefore, the orphan shalt thou never wrong,

This is also reiterated by Prophet Mohammad (Peace Be Upon him) who says: "I and the caretaker of the orphan will enter Paradise together like this (raising by way of illustration his forefinger and middle finger jointly, leaving no space between them)." [Saheeh Al-Bukhari].

Following this guidance from the tenets of our faith, our school continued its Orphans Sponsorship Program and all students and teachers were invited to contribute if they could to support the sponsored orphans, who currently number around 100.

The Students Shura Council (SSC) worked tirelessly to support this program. They organised a number fundraising campaigns and followed up on the weekly donation, where each child is encouraged to make a $1 contribution to the orphan money boxes in the classes.

In addition to this, the Student Shura Council (SCC), with the help of the Parents Committee, helped run a “Gozleme Day” and “Sausage Sizzle” to raise money for the College’s Orphan Program.

Sport

Primary School

Students in year K to 6 experience a weekly sport program that provides them with a variety of sport activities. In 2016 students in years K-6 participated in a weekly rotational program that included;

• Gymnastics • Orienteering • Softball • Hockey • Swimming • NRL

High School

The Unity Grammar Sports Program in 2016 was once again a huge success where we continued to provide an elite sports program for our students. The sports and physical activities programs have moved Unity Grammar forward to provide opportunities for our students within and beyond the school setting.

Highlights in High School Sport include;

- AFL The school AFL team appeared in their third successive Grand Final as defending premiers. Despite the narrow loss in the Grand Final, the boys continued to flourish with Ali Zaarour and Aref El-Chami selected to attend the Bachar Houli Academy.

- Rugby League Our 15s team were semi -finalists in the Wests Tigers Cup.

- Sport Carnival First place awarded to Green Lions, closely followed by White Wolves, and Blue Stallions after numerous track and field events

- Soccer The College fielded male and female teams in the Bill Turner Cup as well as Futsal NSW Cup with spirited performances in qualifying rounds.

- ISD Zone Participation Students from the College enjoyed success by participating in the ISD zone. The College celebrated its finals victory in ISD by winning the under “15’s Touch Football Competition for the third consecutive year as well as winning the Senior Touch Football Competition. A number of ISD zone teams were well represented with UGC students, particularly in basketball and soccer.

The school had 19 students both male and female represent the ISD zone in a number of sports including soccer, touch football and athletics. Aref El-Chami made the NSW team after claiming gold in long jump and silver in the 100m sprint. Aref went on to win medals for NSW in sprints and long jump at the Australian Athletics Championships in Homebush.

A Visit To State and Federal Parliament House

Mr. Chris Patterson, Local member of State Parliament, invited 6 leading students from year 6 to “thank our school leaders for their contributions to their individual school community and to wish them well for their transition to high school in 2017”. The visit took place on the 9th of November 2016.

By exposing these students to political institutions and some aspects of political life, it is envisaged that they will appreciate their roles and responsibilities in this area of social life.

Similarly, our Yr. 11 Legal Studies class visited the NSW parliament and participated in the role play program where they simulate the development and debate on introducing a bill into parliament.

Our Yr. 5/6 and Yr. 9/10 students also visited the Federal Parliament in Canberra and had the opportunity to watch democracy in action! Students also visited the old Parliament House, CSIRO and National Museum

NSW Parliament Leadership Program

On 15th August, our captains Ali Shehata and Saarah Khan attended a leadership program held at the NSW Parliament House. They were able to observe two sittings of parliament on the day. They were also given an opportunity to speak to many ministers and members of parliament as well as school leaders from other schools. They were later given a tour of Government House. Overall it was a great day spent with many valuable learning experiences.

Harmony Day Celebrated At The College

Students at UGC celebrated Harmony Day in the spirit of multiculturalism. Primary school students celebrated the event by dressing up in their traditional attires and throughout the day, the College was a sea of different colours that symbolized the array of different cultures that are part of the UGC community.

Students in High school celebrated the event by bringing a plate of food (nut free) as part of the International Food Fair and students were encouraged to wear an item of orange, the designated colour of Harmony Day

Eid Festival In Liverpool

Unity Grammar held the school Eid Al Fitr festival with the organizers of the Liverpool Eid Festival in Woodward Park, close to the heart of the Liverpool CBD with activities ranging from rides to stalls to mark the end of the holy month of Ramadan. The event was attended by thousands of locals including our students

Community Service

Serving others within our school as well as the wider community is an essential experience for our students. It helps develops their inter personal skills and opens the path to interact and work with a large cross section of the community. Community service also encourages positive, active citizenship.

- Clean up Australia Day On the 11th of March 2016, the Student Shura Council participated in the annual clean up Australia day. Each council member was allocated an area which they oversaw cleaning on the campus, surrounding streets and at Scott Memorial Park. - Blackmores Running Festival Students manned water stations during the

course and at the end of the course at this large community event.

- Sydney Spring Cycle Classic Students acted as Course Marshals, manned water stations and baggage areas at Australia’s largest cycling event. - Gong Cycle (Sydney Wollongong Cycle Classic) Students acted as Course Marshals and manned the information kiosks. - MS Walk Our students joined thousands of supporters on the annual MS Walk through Sydney raising much needed funds and awareness for MS.

Careers

Careers is an important program offered to Yr. 10 and senior students at Unity Grammar College so that our students are able to make informed decisions on courses to study and careers to consider after they leave school. The UGC Careers Program provides an understanding of the university application process and allows students to get exposure to different careers and industries.

Careers Expos

Students from Yr. 10 attended the annual Western Sydney Careers Expo at Homebush Olympic Park; students benefit from visiting and discussing post school career options with hundreds of exhibitors ranging from Accounting to Zoo Keeping and everything in between! Students also met with representatives of TAFE NSW, private colleges and all the universities on courses they may consider once their formal schooling is completed. The HSC and Careers Expo in Moore Park is pitched to Year 12 students and besides advice on careers and tertiary study, the program also has workshops on various HSC subjects.

University Visits

During the course of the year, students were able to attend the University of Sydney, University of NSW and Western Sydney University to gain a better insight on the courses available and opportunities they provide.

Western Sydney University Yr 11 Student Information Day

During this visit, students attended lectures, tutorials and information sessions on areas of study they may be interested in. Students were also briefed on expectations of being a university student and what current work prospects were like. Some of our students were engrossed by the veterinary school which had a number of snakes students could handle! Students also had the opportunity to explore the WSU Parramatta campus including a visit to the prayer room. Sound careers advice and experiences are an essential service provided by the College for its senior students.

Work Experience

Students from Yr. 10 spend a week in the workforce to get a better insight into the career they may be interested in and learn to appreciate the value of punctuality, procedures, policies and operations of their chosen vocation.

STEM – Leadership in Science, Technology, Engineering and Mathematics

Robotic- Regional Competition held at the College

Back Row L-R: Arif Hafza, Mr Karolia, Riad Naanai (Coach), Mr Ali, Mr Merheb, Zain Khan and Adam Nachabe Front Row L-R: Muznah Qazi, Serene Khalaf, Hanya Ali and Aaliyah Raad Absent: A Ahmed Farhat and Alec Khalaf

On 15th November 2016, UGC hosted a blue-ribbon marquis event, the FLL Western Sydney Regional Competition, which brought together 300 students from 24 schools as well as teams of volunteers, teachers and judges. The event directors from Macquarie University, Wynona Bush and Luan Heimlich noted it was the best hosted event they had been to in recent years. Since the event, there has been no shortage of accolades pouring in from a number of schools.

UGC won two major categories including Engineering and Design which qualified us for the National Finals at Macquarie University that was held on December 10th2016, and at which, we were subsequently successful in making it to the European Champions, held in Denmark in May 2017.

Mr Karolia Head of Senior School

REPORTING AREA 13

Parent, Student And Teacher Surveys

Unity Grammar has an “open door policy” with parents’ involvement welcomed. Regular parent and teacher meetings, together with frequent parental gatherings including those of the Parents & Supporters committee providing opportunities for parents to interact with the School and share their thoughts about those initiatives which they would like to see undertaken. The Parent Volunteers committee is an important vehicle from which to gauge the level of parent satisfaction. Parents regularly participate in a range of school activities including fundraisers, excursions, daily and end of term assemblies and sporting activities. Parents actively embrace the schools vision of collaborative effort and involvement, and are encouraged to take an active involvement in the education of their children. All Parents and carers are encouraged to contact their child’s teacher, Stage Coordinator, the Deputy Head of School and Head of School or the Principal where necessary. Parent surveys were last conducted in 2016 and in response to a variety of questions the following responses from parents were common;

• Quality education is being provided at the school.

• This is a school dedicated to building and improving the educational outcomes of children, also that you are interested in both children and parents input. I found teachers do take care and look at students as more than just a score or grade.

• As a parent that has been at the school for about 5 years, I can see the progress made with the school and I am pleased.

• I am happy with the level of education.

• Communication between parents and school is essential; we are aiming to provide the best quality education for our children to create future citizens.

• You are investing in resources. Now you need to invest in top quality teachers with experience that can get the best out of student and make them love to learn.

• Key message I got was that the school is putting a great deal of effort in making our kids future bright and giving them importance.

• Proud to be part of this community and this school.

• I was very impressed. I was not aware of the existing High School Program (especially the design side). I feel great about my daughter starting High School.

• That the school is going forward and that it will be very successful in the future, very satisfying.

• That Unity Grammar is striving to better itself is OPEN to constructive criticism.

• The school is making an effort to bring the school community together

Staff Synergy and Satisfaction

The most common strength shared amongst the staff of UGC is the teachers themselves. Staff feel that the teachers are all very friendly and co-operative with each other. Realising that teachers know the responsibility that they carry and are willing to help each other, as well as the students to achieve what is necessary, that staff are dedicated to the vision at Unity Grammar.

Teachers meet regularly with the College Principal through fortnightly staff meetings, one to one meetings as needed and ongoing through a range of communication mediums. A culture of staff ownership and team based teaching underpins the workplace culture and environment at Unity Grammar. The overwhelming feedback is that staff thoroughly enjoy and are highly satisfied with the place and role in the school.

The Staff Synergy program was designed by the Board Members to promote the team culture of our staff at Unity Grammar College, a team where all members work in collaboration, union, harmony and alliance with one another. A team, whereby it is all for one and one for all, the attitude and understanding that the success of the team as a whole can achieve more than the success of any individual.

Staff where surveyed across a range of key school areas. The results have been compared with the National Benchmark Means, which are derived from a representative sample of staff within schools in Australia, and compared with its results from 2015. The final column shows the difference between Unity Grammar’s 2015 and 2016 results.

Unity Grammar’s Results (N=59) compared with National Representative Sample (N=10,000) are shown in the following table.

Benchmark 2015 2016 Difference Key Area Unity Unity between Grammar Grammar UGC’s

Mean Mean 2015/2016

results 1. Guidance and Support 63.9% 64.6% 65.6% +1.0%

2. School Environment 65.0% 75.2% 76.1% +0.9%

3. Morale 68.7% 77.4% 82.0% +4.6%

4. School Curriculum 69.5% 66.6% 69.6% +3.0%

5. Goal Congruence 73.2% 78.8% 77.9% -0.9%

6. Personal Development 63.5% 64.2% 69.0% +4.8%

7. School Communication 62.0% 66.3% 67.0% +0.7%

8. Technology and resources 52.6% 67.4% 56.2% -11.2%

9. Leadership and Management 64.3% 72.1% 73.1% +1.0%

Student Satisfaction

Assessing the level of student satisfaction is very easy at our school. You only need to see all the smiling faces every morning at assembly. A visit to the classroom reveals an environment of colour, quality work samples and busy children actively engrossed in the process of learning. In 2016 student Satisfaction Surveys of students in 7 to 12 indicated the following satisfaction rates;

I am satisfied with the school’s leadership program 64.4% 32.8% 56.0% 64.6% 68.6% 72.6% and the values it teaches me. I am satisfied with the Quran and Islamic Studies 75.2% 64.8% 65.4% 72.2% 66.8% 72.2% program at the school. I am satisfied at the careers and post school study 69.4% 36.0% 56.2% 75.0% 67.8% 70.0% information provided by the school. I feel like I belong in this school. 74.6% 49.6% 60.0% 67.8% 71.8% 79.0% I have felt comfortable when starting a new year at 68.8% 56.8% 58.6% 65.0% 77.0% 80.0% school. My school is doing a good job in preparing me for 69.8% 43.6% 57.6% 64.4% 68.6% 63.2% further education. My school offers me guidance about future 64.4% 41.0% 59.0% 66.0% 71.4% 66.0% opportunities. My school prepares me well for the transition 65.0% 40.0% 55.2% 60.0% 67.0% 60.0% between years. There are support services that I can easily access. 62.6% 36.0% 50.0% 43.8% 67.6% 54.2% My school provides plenty of opportunities for all 77.4% 41.8% 56.0% 52.2% 55.4% 45.8% students to participate in additional activities such as sports, arts, and music. I am encouraged to achieve high results. 80.4% 55.6% 67.2% 78.2% 70.2% 72.4% I feel that I am motivated to learn at school. 73.2% 47.4% 62.8% 58.8% 65.8% 61.0% My classes are a good size. 73.0% 34.6% 70.0% 60.6% 76.6% 81.0% I am happy with the learning opportunities that I have 72.4% 37.8% 57.2% 60.6% 62.4% 66.0% at school. My school helps me to develop my interests. 62.0% 37.8% 54.0% 45.6% 58.2% 53.4% My teachers help me to be responsible for my own 78.4% 45.4% 58.2% 59.4% 66.8% 77.8% learning. I am encouraged to take part in community activities. 70.8% 46.6% 56.6% 63.8% 66.8% 61.0% I can see positive changes in my learning. 73.8% 52.0% 64.2% 64.8% 70.0% 68.0% I am challenged in different areas at school. 80.6% 46.8% 63.4% 67.8% 65.8% 64.8% I feel comfortable asking questions in class if I'm not 64.8% 49.6% 56.4% 69.6% 69.2% 64.2% sure I understand. My teachers are caring and supportive. 66.8% 40.4% 60.0% 66.6% 61.2% 64.2% My teachers acknowledge my efforts. 64.6% 49.8% 57.2% 60.0% 66.4% 67.4% I see my teachers as positive role models. 65.0% 44.0% 57.8% 63.0% 67.0% 64.2% My teachers provide me with useful feedback about 67.0% 46.0% 60.0% 63.6% 69.2% 62.2% my schoolwork. My teachers are positive and enthusiastic about their 67.0% 51.4% 56.8% 58.2% 64.0% 57.8% teaching. I get to make decisions in class using ideas that we 61.0% 43.4% 53.6% 55.6% 58.8% 61.0% have learned. I am satisfied with the subject choices / classwork at 64.4% 31.8% 50.2% 46.0% 66.4% 47.4% my school. Subject material / classwork that I am unfamiliar with, 62.4% 46.4% 52.8% 55.8% 63.0% 64.4% is presented in ways that are understandable to me. My subjects / classwork are interesting and 68.4% 41.0% 55.4% 54.6% 59.4% 63.2% challenging. I feel safe at school. 68.4% 48.8% 69.8% 69.0% 73.6% 84.4%

My school is kept clean and tidy. 61.0% 34.2% 56.8% 59.4% 62.4% 59.0% I enjoy going to school. 67.6% 36.8% 53.0% 50.0% 60.6% 63.2% Students at this school present themselves with pride. 55.8% 35.8% 49.8% 46.8% 64.6% 55.6% My school is welcoming to my family. 69.8% 36.6% 59.0% 65.8% 66.8% 70.6% Students show respect towards the teachers. 55.4% 34.6% 40.4% 49.6% 57.8% 57.8% My school teaches me morals and values. 64.2% 48.2% 56.2% 60.0% 65.2% 71.6% I understand what is expected of me at school. 75.0% 55.0% 66.6% 66.6% 69.2% 73.6% My school teaches students how to be well-behaved. 68.6% 43.6% 56.6% 66.6% 59.4% 59.0% I am taught to respect individual differences. 74.0% 46.0% 66.6% 73.8% 67.6% 70.6% I find it is easy to make friends at this school. 64.8% 50.0% 58.0% 71.2% 71.4% 76.8% My classmates help me if I don't understand 61.4% 44.6% 60.4% 68.8% 66.6% 74.8% something. Students are encouraged to help each other. 63.8% 45.2% 58.0% 58.8% 70.6% 71.6% Students show respect for each other. 59.6% 43.2% 44.2% 53.8% 60.0% 59.0% I have strong friendships with my peers. 74.0% 58.6% 68.4% 73.8% 78.8% 82.2% I look forward to going to school. 68.0% 38.6% 53.4% 45.4% 54.8% 55.8% I am happy to be at my school. 70.2% 40.4% 57.2% 58.2% 65.4% 64.2%

Walid Ali Principal

REPORTING AREA 14 Summary of Financial Information

The following illustrates recurrent/capital income and expenditure for 2016.

FIGURE 14.0 – RECURRENT/CAPITAL INCOME 2016

RECURRENT/CAPITAL INCOME 2016

Operating & Capital Income 27%

Federal Govt Grants 57% State Govt Grants 16%

FIGURE 14.1 – RECURRENT/CAPITAL EXPENDITURE 2016

RECURRENT/CAPITAL EXPENDITURE 2016 Capital 1%

Non Salary 37%

Salary 62%

Rukshana Nabi Administration Manager