ST NARSAI ASSYRIAN CHRISTIAN COLLEGE 2018 ANNUAL REPORT
In Him We Grow
INTRODUCTION
This Annual School Report to the Community offers parents and members of the wider College Community detailed information about College processes, procedures and achievements throughout 2018. This report also provides other information relating to College policies, students results, staff professional learning and teacher standards, initiatives as well as summary of financial information.
The report demonstrates accountability to regulatory bodies, the college community and Assyrian Schools Board.
This report adds to and is supplementary to College newsletters and other regular communications to the College community. Additional information about the College may be obtained by contacting the College and accessing the College’s website.
3 SECTION ONE: MESSAGES FROM KEY GROUPS IN OUR COMMUNITY
Assyrian Schools Board message
The Assyrian Schools are governed by a Board of Directors comprising the Chairman, His Eminence Archbishop Mar Meelis Zaia. AM, and a body of directors. The Board of Directors of the Assyrian Schools (the Board), subject to their appointment, and delegation of responsibility by the Archbishop, act as an advisory board to the Archbishop for the operations, management, financial performance and strategy of the Assyrian Schools.
The Board collectively have a diverse set of experiences, competencies, skills and judgement, with emphasis on the operation of an effective organisation, as well as in the areas of governance, education, finance, risk management and internal management.
The Board is responsible for the overall governance and strategic direction of the Assyrian Schools, with the aim of protecting and enhancing the capabilities of the Assyrian Schools and considering the interests of students and their families, employees, and the wider community. The Board’s role does not involve the day-to-day management of the Assyrian Schools which has been delegated by the Archbishop to the Principals of the Assyrian Schools.
Each member of the Board is deemed a responsible person and has undergone an induction process and professional development in school governance procedures in compliance with NESA guidelines. St. Narsai Assyrian Christian College operates under the auspices of the Holy Apostolic and Catholic Assyrian Church of the East. In 2018, the school catered for the educational needs of 650 students.
St Narsai Assyrian Christian College is considered a unique educational institution in many aspects. It is the first Assyrian Christian School to be established in the Western World and was established by the Archbishop, His Beatitude, Mar Meelis Zaia’s. AM, and the Assyrian community to fulfill the need for members of the Australian Assyrian Community to preserve their Assyrian faith, language and culture.
Members of our Assyrian community in Australia are proud of these achievements and thankful that future generations of Assyrians living in Australia will have the opportunity to learn about their faith, language and culture in this unique learning environment.
The Board and all staff of the Assyrian Schools know the importance of feedback. Feedback from staff, feedback from students and feedback from parents is critically important to our overall school improvement. In 2018 the Board continued the commissioned work of an external consultant to undertake such feedback with a focus on the leadership across both schools. The survey used was the Quality Leadership Profile Survey. This survey allowed staff to provide anonymous feedback on each of the leaders across all areas within their work scope. A summary report outlining the strengths, weakness, challenges and areas for improvement was discussed and plans were formulated to improve the areas that require further development. The consultant monitored this plan with each of the leaders to assist in their leadership growth and overall school improvement. The Assyrian Schools Board is focused on ensuring continuous school improvement through the implementation of this and many other initiatives.
Assyrian Schools Board
4 Principal’s Message
Welcome to the 2018 Annual School Report of St. Narsai Assyrian Christian College.
Thanks to our beloved Archbishop, His Beatitude, Mar Meelis Zaia AM, the College was given its spiritual motto “In Him We Grow” that our college community have welcomed and will always cherish.
Students and staff have been challenged this year to reflect on this motto and to consider our daily actions and experiences so that we can grow in Christ and have more enriching lives.
This year, the College started work on implementing identified priorities from its newly created three- year strategic plan 2018-2020 that will set the College up for a better and brighter future and one that enables us to be more responsive to the needs of our community. This plan focuses on three main Strategic Directions:
1. Responsible students, actively engaged in learning and are intrinsically motivated to succeed and achieve; 2. Excellence in Teaching & Learning using evidence-based quality teaching strategies and practices; 3. Positive and collaborative school community that promotes a shared culture of high expectations.
To support our staff in their professional growth, the College has also started a three-year professional learning journey with Visible Learning Plus that aims at improving our pedagogical practices and enhance school wide teaching and learning processes to have the highest impact on student achievement.
Our staff and members of the Leadership Team have diligently worked throughout the year with experts from the Visible Learning Team to assess our practices and to set goals and strategies to achieve improvements across several identified strands.
At St Narsai, our goal is to empower our students to achieve academic and personal excellence, and inspire them through our commitment to faith, family and community.
Edwar Dinkha
5 Student Body Message
St Narsai encourages the students to actively engage and interact with the College community. The Student Leadership Team (SLT) is a forum for students to ensure they have an opportunity to voice their opinions and concerns. Other students, both seniors and juniors, use the SLT as a method of communication with the school in order to take initiative in school decisions and promote cohesiveness as a school. The SLT consists of School Captains, Vice Captains, Prefects, Christian Representative Council (CRC) members and House Captains. The SLT acts as way for students to communicate ideas, issues and plans with staff, and provides opportunities for leadership and interpersonal growth. The SLT acts as representatives for the school at various events, such as open days and Prelate visits. The focal point of the SLT is its regularly scheduled meetings along with junior members of the Christian Representative Council (CRC), discussing uniform, sport, charity, academia, faith, learning intentions, and countless other points. The SLT acts as the student body’s collective voice.
Whenever extra assistance or volunteer work is needed, the SLT is always on call, with the help of year 12 volunteers for important events. Examples includes the College’s Grand Opening, Prelate visits, ACERO events, multiple open days for the general public, Assyrian Schools Board, and parents, as well as community events such as charity dinners and cultural events such the Assyrian Language Conference. In- school events such as fundraising, the relaying of messages to various grades and school assemblies are handled by the SLT. We graciously accept the school’s opportunities and challenges, as being a member of the Student Leadership Team is a position of responsibility and trust.
The Student Leadership Team is an integral component of St Narsai since its inception, and the work done through the SLT is necessary for a cohesive, safe and welcoming St Narsai Christian College. It creates a stable school environment, filled with students who are more than willing to freely communicate with their school and unafraid to ask for advice or assistance. As members of the SLT, we strive every day to do our best to encompass the school’s motto: excellence, commitment and Christian values.
Esho Dinkha and Divina Korkis College Captains 2018/ 19
6 SECTION TWO: COLLEGE FEATURES
St. Narsai Assyrian Christian College (SNACC) is a 7-12 Co-educational Independent Christian College located in Horsley Park. The College moved to this current site in Horsley Park late 2017 and students commenced in the new premises at the start of the 2018 school year.
The College offers an education founded on faith, family and community. Our students contribute to a vibrant and inspiring campus that is filled with state-of-the-art facilities and learning spaces.
College staff are skilled educators and leaders of learning, committed to improving learning outcomes for all students by engaging and motivating them to achieve their personal best. We offer a rigorous academic program as well as a strong pastoral care program imbued with a focus on faith development and prayer. Our authentic welfare and wellbeing programs, run by pastoral care teachers and year advisors, ensure that students are always supported along their learning journey. St Narsai’s curriculum is designed to develop our students into engaged and critical thinkers, well-equipped to deal with the challenges of the 21st century.
Students and staff use contemporary digital technologies to enhance and broaden students’ learning experiences. The College offers a range of extracurricular activities that encourages our students to explore new areas of interest, develop new friendships and extend their learning beyond the classroom. By fostering a sense of family within St Narsai, we have created a safe and supportive environment for our students to flourish in, and by regularly engaging with the wider community we show our students the importance of compassion in life.
Students come to the College from the main feeder school, St. Hurmizd Assyrian Primary School in Greenfield Park and from other schools within Bossley Park, Wetherill Park, Fairfield as well as other close by areas.
We are continuing a consistent advertising and marketing campaign to diversify our yearly enrolment intake with the aim of accepting more enrollment from other schools and from our new local community in Horsley Park. For the first time this year, our new enrolments have increased to around 120 students. College Mission.
We provide students of any background a unique education based on 21st century pedagogy in order to equip them with necessary skills so that they will be active Australian citizens, reflecting the faith, heritage, language and culture of the Assyrian Church of the East.
College Vision We foster the heritage and Christian values of the Assyrian Church of the East, developing individuals who strive for excellence, are life-long learners, and live their faith.
Students participated in a wide range of College events including: • Sporting competitions, sporting activities and other events • College Choir that also performed in our local community • Three Transition to High School days which targeted our feeder school and students from other local schools • Charitable fundraising events • Several School Open Days • Student Resilience Survey • The establishment of the College’s new Positive Behaviour System • Wellbeing Ambassadors • Consolidating the push towards one-to-one computer model
7 • Special EAL/D programs to assist new arrival students and those who have just completed Intensive English Course (IEC programs) • Year 10 Work Placement Program • College Careers Day that involves a high number of universities and other providers • College Pastoral Care programs • Academic intervention programs such as tutorials during Term breaks, Early Morning Drop In Centre in the College Library, as well as special weekly morning writing workshop
College students participated in various educational events, such as Camps, Careers Days, Incursions, Excursions, Wellbeing days, as well as Spiritual Retreats and College Liturgical Services.
8 SECTION THREE: STUDENT PROFILE Student Enrolment
Girls Boys LBOTE* Total Students
354 296 650 650 *Language Background Other than English
Student Retention The vast majority of our students completed their HSC at the College. Of the students who completed Year 10 in 2016, 92% completed Year 12 in 2018.
Enrolment Policy Preamble Consistent with its Mission Statement, Assyrian Schools Limited attempts to provide the best possible education and has as its focus, the Assyrian Church of the East ethos. It is vital that Assyrian Christian beliefs and ethics are integrated into the whole life of the school. In this regard, Assyrian Schools are committed to educating its students in an environment which strives to be faithful to the Church of the East, its traditions and teachings.
It is the aim of our schools to provide the choice of schooling to all those seeking an education in an environment formed by the teachings and traditions of the Church of the East. Notwithstanding this, enrolment of a student at St. Narsai Assyrian Christian College (SNACC) cannot be guaranteed. [1.0] Principles 1.1 SNACC is open to all parents and students who are prepared to support the philosophy, values and objectives of the Holy Apostolic Catholic Assyrian Church of the East. 1.2 SNACC will endeavor to be inclusive of all students, consistent with the belief that all are equal before God. 1.3 SNACC recognises that every student has a right to a complete education and in this regard shall offer students a curriculum that is not restrictive in scope and which is in line with NSW Educational Standards Authority (NESA) guidelines and syllabuses. 1.4 Parents who choose SNACC for their children undertake to support the religious principles, traditions and practices of the school and the parish/s they serve. This includes but is not limited to full participation of their children in SNACC religious education programs. 1.5 Enrolment of students at SNACC obligates parents/guardians to accept and meet the school’s fees and levies unless another agreement is reached with the Principal. Parents/guardians of those students who are marginalized and, in most need, shall not be refused enrolment merely because of an inability as opposed to unwillingness on their part to meet SNACC financial requirements.
Note: A strong pastoral care is adopted for parents experiencing financial difficulties. Children of new arrival families receive very generous support from the College.
Scholarships (Years 7-10 and 11- 12) The College offers twelve Academic Scholarships in total, six for incoming Year 7 students before they commence their high school journey and another six for Year 10 students before they start the Stage Six course. 9 In 2018, three Year 7 students and one Year 10 were successful recipients of the College scholarships Applicants need to meet strict academic and other criteria set in the application form. Please refer to the College’s Scholarship Policy for further information.
Student Attendance Rates The average student attendance at St. Narsai Assyrian Christian College for 2018 was 80.16%. The following table shows detailed attendance rates per year group.
Attendance rates by year group
Year 7 87%
Year 8 81%
Year 9 81%
Year 10 81%
Year 11 73%
Year 12 78% Attendance Policy Education in NSW is compulsory. All students from six years of age and under the minimum school leaving age of 17 are legally required to attend school. Students of school age resident in New South Wales are required to be in fulltime attendance at a government or registered non-government school unless they are receiving approved home schooling, attending shared school settings or are granted an exemption from attendance.
Regular attendance at schools is essential if students are to maximise their potential. Schools, in partnership with parents, are responsible for promoting the regular attendance of students. While parents are legally responsible for the regular attendance of their children, school staff monitor part or whole day absences as part of their duty of care for students’ welfare. Schools are required to have in place effective procedures to ensure regular attendance and a response to non-attendance.
The Attendance Policy is to be implemented consistent with the Enrolment Policy.
In a complex enrolment landscape schools and parents are urged to recognize their significant obligations in the best interests of each child.
St Narsai Assyrian Christian College meets the NSW Education Standards Authority (NESA) requirements by having in place policies and procedures to:
• monitor the daily attendance/absence of students • identify absences from school and/or class(es) • follow up unexplained absence • notify parent(s) and/or guardian(s) regarding poor school and/or class attendance • transfer unsatisfactory attendance information to student files • Maintain a register of daily attendance that includes the following information for a student: o daily attendance, which may be recorded by noting daily absences o absences o reason for absence o documentation to substantiate reason for absence
10 Attendance Procedures- NESA Requirements The school maintains a register of enrolments by creating a file on EDUMATE and allocates students to PC and class rolls. This is done by the office ancillary staff and is updated on a need’s basis. The School monitors the daily attendance and absence of students in the School by maintaining a daily register for each class of students beginning with roll call in the mornings.
The Principal/ Deputy Principal (DP) is responsible to ensure that the roll call responsibilities and general attendance procedures are being followed by teachers. Concerns regarding are usually referred to DP (Pastoral Care) for follow up. All Pastoral Care teachers have the responsibility to ensure that the Class Attendance Roll is accurately maintained as per school roll call procedure.
11 SECTION FOUR: STAFFING PROFILE The following tables shows staffing profile for 2018:
Total Teaching Staff Total Non- teaching Staff Combined Total
47 14 61
*This number includes 43 full-time teachers and 4 part time teachers.
Percentage of staff who are indigenous 0%
Professional Learning Staff professional learning and development is highly valued at SNACC and as such, the College invested heavily in staff professional learning throughout 2018 with many staff attending a range of professional development opportunities in addition to the investment made by the college on the one strategic professional leaning direction- Visible Learning.
The following list details the range of these professional learning activities attended by staff and the cost associated with them: • STEM • Planning and programming for new Syllabuses • Various ICT professional Learning • Student engagement • Teacher Accreditation • Special needs and disability provisions • Various Middle Management training opportunities
More than $75,000.00 was spent on external staff professional learning throughout 2018. Around $40,000.00 is the annual fee for the College’s engagement with Visible Learning Plus.
In addition to regular staff short professional learning sessions run by the College Leadership Team, the College succeeded in organising eight Staff Development Days throughout 2018 covering the following areas:
Maintaining College Professional Learning Community (PLC’s), Data Collection and Analysis, Assessment & Feedback, AIS School Improvement teams, Teacher Mentoring Program, Positive Behaviour System, and others.
Visible Learning In 2018, the College commenced a three-year journey with an external professional development provider, Corwin, through a program called Visible Learning. The focus of the professional development is to equip teachers with the skills to assist students become independent and assessment capable students. The four areas of focus are 1. Visible Learners – building independent and assessment capable learners . 2 Know thy Impact- focus on the impact that teachers have on student learning; teachers are evaluators of their own teaching 3. Inspired and Passionate Teachers – How teachers think matters. 4. Effective Feedback – giving feedback that has the greatest impact
12 Staff came up with the definition of an effective learner at St Narsai to be: An effective learner is curious, independent, engaged and motivated. A self-regulator who takes ownership of their own learning and reflects on feedback to set specific and attainable goals, demonstrating their understanding through applying their skills across multiple contexts.
College staff used a reflective model of practice called the Teacher Professional Development Plan (PDP). All teachers in consultation with their nominee (KLA Coordinator, Deputy Principal or Principal) were expected to develop a plan based on the College goals, KLA aligned priority goals and the Australian Professional Standards for Teachers.
Teacher Qualifications Number of Teachers Teachers who have teaching qualifications from a recognised higher 47 education institution or equivalent. Those having graduate qualifications, but not a formal teaching qualification from a recognised higher education institution or 0 equivalent.
13 SECTION FIVE: CHRISTIAN LIFE AND RELIGIOUS EDUCATION
Faith Education Policy
As a Christian School we believe that Faith Education is essential to help students grow as Christian people. This Faith is based on the teachings, customs and traditions of the Holy Apostolic Catholic Assyrian Church of the East. All policies and programs relating to Faith Education of the Assyrian Schools are approved by the Archbishop of the Archdiocese of Australia, New Zealand and Lebanon.
The Church of the East began in the late Apostolic age, flourished in upper Mesopotamia, and spread quickly throughout the Parthian (later Persian) Empire. Its language is classical Syriac (Aramaic), its government is Episcopal, its worship is sacramental and liturgical, its theology is according to the Nicene Creed and the teaching of the fathers of the Church, its customs are Semitic, and its present attitude toward other Christians is ecumenical.
St Narsai Assyrian Christian College has a blessed opportunity and important role in preaching the teachings of the Assyrian Church of the East. The College engages in processes to reflect on and strengthen the Christian religious life of the members of the College community.
Our School Chaplain’s main role in the College is to spread the Good News and lead the school’s spiritual and religious education teams, as well as provide opportunities for the spiritual and faith development of our students and staff and conduct the Eucharistic Liturgical Service (Mass) on a regular basis for the whole school community.
Each year the Christian Studies faculty create a scope and sequence setting out how Faith Education will be implemented at the College. Every year follows certain chapters of the bible, sacraments of the Assyrian Church of the East and important dates in the calendar. As students progress through their learning journey at St Narsai, they also grow in their relationship with God.
Our prayer and liturgical life continue to be at the core of our community. We begin our days with the morning-prayer in roll call. We also pray a thanksgiving prayer for our food before lunch breaks and at the end of the day.
The College continued its commitment to supporting the Assyrian Church of the East Relief Organisation (ACERO) who in turn support those less fortunate. Towards the end of the year our students were involved in organizing a food drive, creating Christmas hampers for families in need and spreading the love to local nursing homes.
Also, in the name of humanity, under the direction of our Archbishop, all new arrival students receive very generous support from the College. These students pay no fees for the first three years, receive assistance with their uniforms, and they are provided with textbooks for the first three years at no cost to them. At St Narsai Assyrian Christian College:
Christian Education plays an essential role in student’s life, because: - they learn about God; - they are taught Christian values; - they are taught the Christian faith according to the teachings of the Assyrian Church of the East; - students are supported in their walk in the right path of life which will lead to everlasting life in the Kingdom of God.
14 Students: - Attend allocated periods per week to Christian Studies class; - Learn and practice the Christian faith according to the faith and practices of the Assyrian Church of the East; - Attend liturgical Eucharistic Service offered during allocated school time and partake in the Holy Offering of the Body and Blood of Christ; - Represent Christ in all aspects of life; - Respect and abide by the faith and ethos of the Assyrian Church of the East during school time, College events and at all times when representing the Assyrian Schools; - Are elected by their peers to be part of the Christian Representative Council; - Our Senior students receive regular sermons delivered by the His Grace. Mar Benyamin Elya, Bishop of Victoria and New Zealand on a fortnightly basis. In the absence of the Bishop, the School Chaplain offers the sermons; - Begin the day with prayer, end the day with prayer and have a prayer before partaking in lunch.
Our Staff: - Religious Education teachers are to follow the school Scope and Sequence, outcomes and content of the School Religion Program; - Respect and abide by the faith and practices of the Assyrian Church of East during school time, school events and when representing the Assyrian Schools; - Teach Christianity according to the faith, traditions and practices of the Assyrian Church of the East; - Attend liturgical Eucharistic Service offered during allocated school time; - Should not promote any services, events, gatherings, and teachings of any other Church or organisation during school hours to any member of the Assyrian Schools community without the consultation and approval of the School Chaplain.
15 SECTION SIX: CURRICULUM
At SNACC we believe in: - Reflecting Christ in everything we do each day – witness to the Gospel - The values of care, compassion, doing your best, honesty, trustworthiness, integrity, respect, responsibility, social justice, inclusion, hope, harmony, opportunity, personal growth, and empathy - Quality Learning and Teaching and are committed to: o A supportive and collaborative learning environment that make learning visible; o Providing opportunities for students to take responsibility for their own skills development, growth and progress that leads to improved outcomes; o Providing opportunities for parental and community involvement.
St. Narsai Assyrian Christian College offers a broad and diverse curriculum endorsed by the NSW Education Standards Authority (NESA) as required for school Registration and Accreditation under the Education Act 1990 (NSW) and implement the curriculum requirements of Assyrian Schools in Sydney. College staff regularly evaluate the quality of our teaching and learning programs to ensure that effective classroom learning occurs in all our classrooms and learning spaces.
The College uses priorities from the three-year College Strategic Plan 2018-2020 as a basis to design our curriculum and teaching and learning practices. Staff at all levels contribute to the implementation of the college strategic plan through their work in their respective Faculty Improvement Plans. In 2018 the College offered the following HSC courses:
Biology, Business Studies, Community and Family Studies, Chemistry, Design and Technology, Economics, English Advanced, English Standard, English Extension, English EAL/D, Geography, Information Processes and Technology, Legal Studies, Mathematics Standard, Mathematics Advanced, Mathematics Extension, Music, PDHPE, Physics, Society and Culture, Studies of Religion and Visual Arts.
Several of our new arrival students studied Arabic Extension and Arabic Continuers courses through the Saturday Community Languages Schools.
16 SECTION SEVEN: STUDENT PERFORMANCE IN NATIONAL AND STATE-WIDE TESTS
Senior Secondary Outcomes- Yr. 12 2018 Number of Teachers % of student undertaking vocational training or training in a trade 0% during the senior years of schooling % of students attaining the award of Higher School Certificate or 92% equivalent vocational education and training qualification.
Students Post School Destination TAFE/ Other Destination not University Entry to Workplace Destination Data Institutions reported Yr. 12 2018 40% 12% 5% 43%
Student Outcomes in Standarised National Literacy and Numeracy Testing
In May 2018, 89 students in Year 7 and 108 students in Year 9 sat the NAPLAN tests. The analysis of our students’ performance in these assessments provide valuable information that will be used to assist in the design of the College’s teaching and learning program.
In the National Assessment Program, the results across the Years 7 and 9 literacy and numeracy assessments are reported on a scale from Band 3 to Band 10.
The 2018 NAPLAN data for St. Narsai Assyrian Christian College illustrates the performance levels and trends in student growth and achievement and is helpful in identifying areas for improvement. This year’s NAPLAN results are affected again by a high number of EAL/D and new arrival students. Nevertheless, the College will continue to support all its learners to acquire the necessary literacy and numeracy skills.
Year 7 Literacy and Numeracy Results Summary 2018
Band 3 Band 4 Band 5 Band 6 Band 7 Band 8 Band 9
School State School State School State School State School State School State School State % % % % % % % % % % % % % %
Reading 0 0.2 7.9 4.6 27.0 12.0 28.1 24.6 29.2 27.2 7.9 18.9 5.2 11.8
Writing 5.6 2.6 11.2 6.3 19.1 22.9 31.5 27.2 24.7 20.7 6.7 14.9 1.1 3.7
Spelling 0 0.3 15.7 5.7 14.6 9.5 15.7 22.2 27.0 25.9 19.1 23.0 7.9 12.7
Grammar and 0 0.3 14.6 5.9 27.0 14.0 20.2 22.1 24.7 26.5 10.1 15.4 3.4 14.8 Punctuation
Numeracy 0 0 5.7 2.2 21.6 11.7 39.8 25.3 23.9 28.7 6.8 17.7 2.3 13.5
17 Year 7 Literacy and Numeracy Results School Average Summary 2016-2018
Band 4 Band 5 Band 6 Band 7 Band 8 Band 9
School Average % School Average % School Average % School Average % School Average % School Average %
Reading 9.5 20.5 33.7 26.7 8.3 1.3
Writing 11.4 19.2 32.2 21.6 27.3 3.1
Spelling 10.5 11.5 18.8 27.8 24.0 7.5
Grammar and 12.1 22.0 18.6 30.0 11.6 6.1 Punctuation
Numeracy 4.7 19.8 34.6 28.9 9.5 2.5
Year 9 Literacy and Numeracy Results Summary 2018
Band 4 Band 5 Band 6 Band 7 Band 8 Band 9 Band 10
School State School State School State School State School State School State School State % % % % % % % % % % % % % %
Reading 0 0 10.2 5.1 25 14.2 30.6 25.6 22.2 30.1 11.1 16.6 0.9 8.2
Writing 7.5 2.4 13.1 14.0 29.9 19.6 13.1 21.5 18.7 24.9 11.2 9.8 2.8 5.6
Spelling 0 0.3 18.7 7.9 11.2 10.7 23.4 24.8 25.2 29.2 17.8 18.8 3.7 8.2
Grammar and 0 0.4 13.1 6.4 26.2 17.5 14.0 19.5 28 29.3 12.1 17.9 6.5 9.0 Punctuation
Numeracy 0 0.1 3.8 2.4 21.9 13.3 27.6 27.5 29.5 26.2 12.4 17.4 4.8 13.0
Year 7 Literacy and Numeracy Results School Average Summary 2016-2018
Band 4 Band 5 Band 6 Band 7 Band 8 Band 9
School Average % School Average % School Average % School Average % School Average % School Average %
Reading 11.9 25.7 31.5 21.8 7.6 1.5
Writing 17.1 25.0 23.0 21.0 9.6 4.5
Spelling 17.9 15.8 23.4 26.6 16.7 3.1
Grammar and 12.4 22.6 26.0 23.3 9.5 5.3 Punctuation
Numeracy 2.4 19.3 36.8 28.4 9.2 3.9
18 Future directions 2019: - College staff seek and receive relevant support from the AIS School Improvement Team. Strategies to be developed to help staff systematically address specific literacy and numeracy areas that needs attention; - More KLA leaders and teachers develop effective NAPLAN data analysis strategies to help us better respond to our learner’s needs; - A greater focus on literacy and numeracy across all subjects made explicit in Teaching and Learning Programs; - Greater access to online literacy and numeracy programs to engage students and provide opportunities for learning at home; - Teachers make learning visible to SNACC learners; - Teachers enable students’ voice within the learning process; - Teachers facilitate students setting their own learning goals and develop strategies to achieve their learning goals.
Student Performance in Record of School Achievement (RoSA)
The RoSA is a cumulative credential issued by NESA that documents the accumulation of student academic results until they leave school. The RoSA records the completion of Stage 5 and Preliminary Stage 6 courses and grades, and participation in any uncompleted Preliminary Stage 6 courses. Students leaving school prior to the completion of the Higher School Certificate (HSC) request their RoSA and eligible students are awarded their RoSA. In 2018, a total of 8 students in Years 10 to 12 left school and requested a RoSA. Another two students were awarded the RoSA following the 2018 HSC exams.
Higher School Certificate Examination Results: 2018
The class of 2018 had 100 students complete the HSC examinations and qualify for the Higher School Certificate credential. The results of the College’s HSC results for the Bands 4, 5 and 6 are provided in the table below.
2016 2017 2018 School State School State School State % % % % % % Ancient History 44 59 100 63
Biology 39 65 37 69 47 70
Business Studies 35 64 15 66 48 65
Chemistry 43 74 9 71 40 70
Community and Family Studies 33 65 43 68 32 59
Design and Technology 88 77 43 77 67 84
Economics 0 74 43 74 50 72
English (Advanced) 68 91 71 92 78 91
English (Standard) 30 50 24 55 15 51
English as a Second Language 22 59 17 56 21 57
Food Technology 13 63
Geography 40 74
IDT (Web and Software Applications) 25 68
Information Processes and Technology 8 64 16 66 50 68
Legal Studies 57 72 56 75 67 73
Mathematics 10 77 75 75 38 78
Mathematics General 2 24 52 10 51 0 53 19 Music 1 0 90 16 90
Personal Development, Health and Physical Education 70 63 39 60 53 61
Physics 25 66 15 68 33 65
Society and Culture 38 79 47 78
Studies of Religion I 44 76
Studies of Religion II 24 71 63 78
Visual Arts 43 88 38 90 100 92
20 SECTION EIGHT: PASTORAL CARE AND WELLBEING
Pastoral Care and Wellbeing
Pastoral Care at St. Narsai Assyrian Christian College is a significant part of student’s development and overall well-being. Each day it is the College’s objective that students feel happy, healthy and safe. Their knowledge of their welfare is upskilled through their Pastoral Care lessons which occurs on a fortnightly basis.
In 2018 the main objectives during PC lessons had been to strengthen positive relationships, developing mental health awareness and building student resilience levels. Therefore, a variety of initiatives had been implemented for all St. Narsai learners. 2018 saw the College introduce the notion of having one Year Adviser per year group, a change from the previous year in which the College had Stage Coordinators.
The College takes its responsibility to identify, nurture, and develop each student’s talents seriously. For our College to be able to do this successfully students need to know that they are always respected and supported.
College staff work together to meet the pastoral care needs of students. Pastoral Care teachers supported by the Pastoral Care Coordinator and Year Advisors support students through daily interactions and regular dialogue. Fortnightly Pastoral Care lessons address issues such as self-image, mental health, cyber safety, resilience, growth mindset, positive relationships, being good people and community building.
Key focus areas include:
• A culture that permeates the importance of Pastoral Care in the College, as part of its Christian ethos and vision, amongst all stakeholders- staff, student, parents, Church and community. • The Chaplain Service- that supports students in their spiritual needs • Pastoral Care Team supported by a Pastoral Care Coordinator, Year Coordinators & Pastoral Care teachers that coordinates: - Student wellbeing measures for students including Transition programs (Year 6 to 7); Peer Support, Study Skills Programs; Growth Mindset program; Presentations by our Police Youth Liaison Officer, Anti-bullying/ harassment programs, etc. - timetabled Pastoral Care periods - each roll call class has a Pastoral Care Teacher(s). The periods are used to facilitate Pastoral Care programs (including the above programs) and it is the first point of contact for students and parents to support students with their pastoral care needs. • The appointment of a Deputy Principal – Welfare whose role, responsibility and priority are the safety and well-being of our students. • The Student Management Policy & Procedures (Welfare & Discipline policy) that are consistent with the principles of Pastoral Care concept. The Student Management Policy is closely linked to the Welfare policy to promote a respectful, safe and healthy environment for the whole school community. • Learning Support Program (led by the Learning Support Team) for all students- supporting students with learning difficulties and New Arrivals-EAL/D etc. • Counselling Service- supporting individual students in the social and emotional areas including students with- depression; ADHD; ODD; CD and others • Following all mandatory requirements under the Child Protection laws and Duty of Care.
21 Welfare and Discipline Policy
The School’s Welfare and Discipline Policy lays out the standard of behaviour expected of students, parents and teachers. The policy also aims to support parents in their role of raising their children within traditional Christian values.
Corporal punishment is expressly prohibited in this College. The College does not sanction administration of corporal punishment by College persons and non-College persons, including parents, to enforce discipline in the College.
The main aim of the School’s Welfare and Discipline Policy is to instill, in our students, the following values and attitudes: • Care for self and others; • Be honest, sincere and seek the truth; • Act in accordance with principles of moral and ethical conduct; • Treat others with consideration and regards; respect another person’s point of view; • Be accountable for one’s own actions, resolve differences in constructive, non-violent and peaceful ways, contribute to society and to civic life, take care of the environment; • Be aware of others and their cultures, accept diversity within a democratic society; • Earn your school a good name; • Maintain a safe school environment; • Apply the qualities of Christian compassion, forgiveness and understanding.
The policy recognises the importance of: • Fostering the Christian values of justice, love and respect; • Developing a warm teacher-pupil relationship; • Encouraging co-operation between home and school; • Stressing positive behaviour in individuals as part of their development in the total up- bringing of the child; • Promoting self-esteem; • Showing sensitivity to each child’s stage of development; • Encouraging responsible behaviour; • Developing self-discipline in the child; • Displaying sensitivity to the home environment; • Developing socially acceptable behaviour by promoting common courtesy and a respect for the feeling of others inside and outside the school; • Developing an awareness and consideration for our school community;
Initiatives to enhance resilience and well-being among our students include:
• ‘R U Ok’ Day? • National Bullying Awareness Week; • Year 12 Wellbeing Ambassador; • Resilience Days; • Spiritual Days in Year groups; • A Breakfast Club for Senior students; • A Writing Workshop; • The Principal’s Writing Challenge with the theme ‘Resilience and Faith’; • Mental Health Expo.
22 Positive Behaviour Intervention System: SHARP
Improving student academic and behaviour outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioural practices and interventions possible. Positive Behaviour System (PBS) provides an operational framework for achieving these outcomes.
PBS builds a continuum of supports for staff and students. At each level (or tier) there is an emphasis on outcomes in the form of agreed expectations for student and staff behaviour, and data to guide decision- making about what practices should be put in place to support student learning and social behaviour.
In 2018 a core committee was established to create the PBS matrix consisting of expectations, values, explicitly- taught behaviour for all types of settings and all expectations. Staff, students and parents were surveyed to establish the five expectations, and all describe behaviour that could fit into the acronym of “SHARP”. THE PBS matrix will be explicitly taught to students in term 1 of 2019 and continued from there on in.
S: Safe H: High Expectations of themselves, A: Achieve R: Respect! P: Prepared
Anti-Bullying Policy
The College has zero tolerance for bullying and harassment. The Anti-Bullying Policy, which is implemented by our staff, provides a framework for school communities to prevent and address issues of student bullying, in order to build respectful relationships that respond effectively and sensitively to the needs of each person.
The key programs include:
• A culture that permeates the importance of Pastoral Care in the College, as part of its Christian ethos and vision, amongst all stakeholders- staff, student, parents, Church and community; • The Chaplain Service- that supports students in their spiritual needs; • Pastoral Care Team supported by a Pastoral Care Coordinator, Stage Coordinators & Pastoral Care teachers that coordinates: - student wellbeing measures for students including Transition programs (year 6 to 7); Peer Support, Study Skills Programs; Presentations by our Police Youth Liaison Officer, Anti-bullying/ harassment programs, etc. - Timetabled Pastoral Care periods - each roll call class has a Pastoral Care Teacher(s). The periods are used to facilitate Pastoral Care programs (including the above programs) and it is the first point of contact for students and parents to support students with their pastoral care needs. • The appointment of a Deputy Principal – Welfare whose role, responsibility and priority is the safety and well-being of our students; • The Student Management Policy & Procedures (Welfare & Discipline policy) that are consistent with the principles of Pastoral Care concept. The Student Management Policy is closely linked to the pastoral care policy to promote a respectful, safe and healthy environment for the whole school community; • Learning Support Program (led by the Learning Support Team) for all students- supporting students with learning difficulties and New Arrivals-EAL/D etc; • Counselling Service- supporting individual students in the social and emotional areas including students with- depression; ADHD; ODD; CD and others.
Following all mandatory requirements under the Child Protection laws and Duty of Care. 23 Child Protection Policy
The principle underpinning this mandatory requirement is that the welfare of the child is paramount. The College will ensure that this focus is maintained as our primary responsibility. All school staff, are required by law to notify the appropriate authorities in cases where there are reasonable grounds to suspect that a student under 18 years of age is, or has been, subject to:
- Child Sexual Assault: Child Sexual Assault is any sexual act or sexual threat imposed on a child - Physical Abuse: Physical Abuse refers to non-accidental injury to a child by a parent, caregiver or another person responsible for the child. - Emotional Abuse: Emotional Abuse is behaviour by a parent or caregiver which can destroy the confidence of a child resulting in significant emotional deprivation or trauma or - Neglect: Child Neglect occurs where the child is harmed by failure to provide the necessities of life such as adequate and proper food, nursing, clothing, medical aid or lodging
College staff receive yearly training on Child Protection Policies and procedures at SNACC.
24 SECTION NINE: FINANCIAL STATEMENT The College Financial Information is based on the detailed information provided to the Commonwealth Government in the Commonwealth Financial Questionnaire.
The 2018 College Financial Information is detailed below:
INCOME
Fees and Private Income $2,527,063 19.25% Government Grants $10,258,656 78.14% Donations $20,755 0.016% Other Income $321,431 0.25% Total Income $13,127,905
EXPENDITURE
Teaching & Learning Supplies $1,237,158 11.67% Education and School Support $2,674,670 25.23% Salaries $6,688,947 63.10% Total Expenditure $10,600,775
25 St Narsai Assyrian Christian College 217 Horsley Road Horsley Park NSW 2175 P.O Box 340 Horsley Park NSW 2175 Tel (02) 8818 1300 Fax (02) 8818 1399
Email: [email protected]