OCS Annual Report 2019
Table of Contents President’s Report ...... 3
Principal’s Report...... 5
Business Manager’s Report ...... 9
Registrar’s Report ...... 14
Community Development Report ...... 17
Curriculum Report...... 27
Junior School Report ...... 45
Middle School Report...... 53
Senior School Report...... 58
Creative and Performing Arts Report ...... 69
Sport Report ...... 72
Compliance Report ...... 74
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OCS Annual Report 2019
President’s Report
“For I know the plans I have for you”, declares the Lord, “plans to prosper you and not to harm you, plans to give you hope and a future”. - Jeremiah 29:11 (NIV)
At the Dedication Service at the beginning of 2019 I mentioned that Fiona and I celebrated our wedding anniversary by going to Sydney for a couple of nights and also seeing for King & Country in concert - who were on their “Burn the Ships” world tour. During the concert, Luke, who is one of the brothers making up the band revealed that the title song was inspired by a story about a Spanish explorer in the 1500s who boldly landed his ships on enemy shores without any knowledge of what awaited their arrival. To ensure that his men were committed to their mission, he assembled them onto the beach and then ordered them to “burn the ships”. The only way to go was onward; retreat was not an option.
We should learn from the past, but we too may need to “burn the ships” and we certainly should not focus on past mistakes or missed opportunities, lest we miss what God has in store for us as we move forward.
As I reflect on 2019, I am reminded that God is indeed good, and we can trust in His plans for our future. Despite the challenges and ups and downs of the past year, the Lord’s hand is certainly upon our school community and we have so much to be grateful for.
This year, our school farewelled our much-loved Principal Mrs Melissa Brown who moved to Covenant Christian School, but we are also very grateful for God’s kind provision of Mr Ken Greenwood, who took over as Principal of OCS at the beginning of 2020. Building of our Multi-purpose Hall also commenced at the end of 2019 and we look forward to being able to use this amazing new facility later in 2020. God has blessed us and will continue to bless the work of OCS and all involved in this wonderful ministry in the years to come. 1.1 Governance Overview
The Board members meet monthly and routinely discuss, with the Principal and Executive, operational aspects that affect the daily life of the school, and also longer-term governance issues. Time is spent in prayer to seek wisdom and guidance from our Lord and to intercede on behalf of the school, children, teachers and parents of OCS.
Each month the Board reviews cyclically selected OCS governance policies for compliance with applicable legislation. Strategic planning continues to be an important role of the Board and much time was spent with the Executive discussing and praying through the strategic direction of the school in implementation of the 2018 – 2022 OCS Strategic Plan. The Board also spent much time during the year in praying through the appointment and transition to our new Principal.
Good Governance & Leadership Development
Professional development and ongoing training for the Board is an important aspect of developing good governance skills, which aligns with OCS’s Growth Mindset. During the year, the Board undertook training with Christian Education National (CEN), covering induction of new Board Members and best practice in governance.
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I thank all OCS parents for choosing to partner with us in the education of your children. I trust that God will truly bless and enrich your life through involvement with this ministry and I encourage you to engage with OCS in whatever way that you can in 2020 through prayer, by coming along to PiP days and other school events, and perhaps also through Association membership. 1.2 Association
The Association essentially operates OCS and it was through our Association that parents and friends formed Orange Christian School in the early 1980’s. It is essential that OCS has a strong Association from which a strong Board can be formed to oversee and carry forward the vision of the founding members.
It is a blessing to serve OCS and I am very grateful for the diligence, prayer and Godly counsel of my fellow Board Members and the Executive. I take this opportunity to thank those who have served on the Board during 2019: Kristi Cooke, Bruce Middleton, Ian Baker, Allen Grant, Renee Reid, Andrew Parkinson and Robert Weaver. I would particularly like to acknowledge and honour the service of Kristi Cooke and Allen Grant who both stepped down during 2019. Thank you Kristi and Allen for your outstanding contribution to OCS.
Board members come from the school community (being parents of past or present students) as well as the wider Christian community. Currently, the Board has members with a wide range of formal and informal skills and experience including business management, compliance, risk management, strategic planning, finance, administration, education, engineering and Christian ministry / pastoral care. During 2019 we held two formal Association meetings and the Annual General Meeting which allowed for good discussions about current issues and implementation of the 2018 – 2022 OCS Strategic Plan.
Parent partnership and parent engagement were important parts of our discussions during 2019 and will continue to be so in the coming years. Our school was built on a heritage of strong partnership between parents and the school, where open communication and parent involvement are both valued and encouraged. Given the importance of parent partnership, two parent partnership forums were also held during the year which provided a more informal avenue to find out from parents what we do well and where we can improve at OCS.
Parents who attended the forums, or provided later feedback, were very positive about these meetings and provided some really good ideas and suggestions about how we can improve partnership and engagement with parents. As we strive to better engage with parents, it is our intention to continue using parent forums as a way to improve communication in the school.
If you are not an Association member, I ask that you prayerfully consider joining the Association as it is a wonderful way to interact with others in the OCS community and to collectively pray for the school. Our Association Liaison officer, Alex McFadyen assists the Board in promoting the Association to Christian families in the school.
David Coleman President Orange Christian Schools Association
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Principal’s Report
At the end of 2019 Orange Christian School paid tribute to longstanding Principal, Mrs Melissa Brown who concluded her 27-year period of service to the school. Incoming Principal, Ken Greenwood attended the school for two weeks’ orientation in November 2019. Melissa Brown served Orange Christian School for 27 years during which she held the positions of Food Technology Teacher, Head of Senior Secondary School, and finally Principal since 2011. Melissa has been congratulated for her significant role in the development of Orange Christian School as well as her contribution to the Christian Education National (CEN) group of schools. Melissa has served on numerous committees and the CEN NSW/ACT State Council, providing leadership training and support to this wider group of schools. Melissa has been appointed as Principal of Covenant Christian School, Sydney from 2020.
2.1 Who we are and where we are
2019 saw OCS celebrate 38 years of Christian education in Orange. We are situated in the beautiful Central West of NSW, with our facilities located on 10 hectares on the south western edge of town, on Cecil road, past the pool and over the bridge.
In 2019, our 4-year old Pre-school was registered under the Early Years Framework, contributing to an accredited educational pathway at Orange Christian School from Prep through to Year 12.
The school is a coeducational, interdenominational school, registered by NSW Education Standards Authority to deliver courses from early stage 1 – stage 6.
OCS delivers courses that contribute to the Record of School Achievement on completion of Stage 5 and to the Higher School Certificate credential on completion of Stage 6. Additionally, we offer Vocation Education courses in Hospitality and Construction, with Pathways to Certificate II, in our state-of-the-art Bembooka Trade Skills facility, boasting a construction workshop, commercial kitchen and café facility.
OCS is a member of Christian Education National (CEN) group of schools, which provides networking opportunities, professional advice and training, and resources to schools around Australia. OCS is also a member of CEN Hub, which provides additional services of business and compliance support and training. One of the key distinctives of CEN schools is their strong emphasis on parent partnership. This is found at both the personal level of partnering with individual families in the education of their child, and at strategic/governance level, via the OCS Association and the OCS Board. The Board is comprised of parents and/or family representatives who are drawn from the wider body of the school Association.
As we continue to develop the OCS strategic plan, our vision and mission statements have remained the same. Our focus and commitment to Christian education, partnering with parents and striving to develop leadership skills, Christian character and academic rigor, remain firm.
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2.2 Educational Context
Orange Christian School (OCS) is a non-denominational, and co-educational, Preparatory to Year 12 Christian school that seeks to help parents to raise and nurture their children, educating them to a high academic standard. All educational programs incorporate a Christian perspective and seek to provide children with a sound biblical understanding.
Christian education seeks to support the unique development of each child so they can glorify God and meaningfully serve each other. It is built on a strong partnership between parents and school, where open communication and parental inclusion are both valued and encouraged.
Our vision statement clearly identifies our key purpose, which is to raise up effective leaders of godly character who will blend academic achievement and biblical truth, to influence society for the glory of God.
Christian education seeks to support the unique development of each child so they can glorify God and meaningfully serve each other. It is built on a strong partnership between parents and school, where open communication and parental inclusion are both valued and encouraged.
The three core pillars of OCS are: 1. Discipleship 2. Academic Achievement 3. Parent Partnership
The school seeks to bring all areas of school life into alignment with Biblical principles, including administration, curriculum, governance and welfare. By developing a faithful approach to education, OCS strives to offer excellent opportunities for academic, physical, spiritual, communal and emotional growth for all students.
It is through this teaching, mentoring and encouragement that OCS prepares our students to embrace the joys and challenges of living life as a Christian disciple in the twenty-first century.
VISION STATEMENT:
“To raise up effective leaders of godly character who will blend academic achievement and biblical truth, to influence society for the glory of God.”
In accordance with this vision, each section of the school has instituted specific programmes to encourage the development of godly character qualities, including respect and responsibility. In Junior School, the HOPE challenge programme encourages students to be thoughtful, responsible and respectful, with a teaching programme, memory verse challenge, peer support program and public certificates. In Middle school the Women in Learning and Leadership (WILL) / Blokes in Learning and Leadership (BILL) programme reinforces and further develops these attitudes, and development of Christian character and leadership qualities in students. This is further developed in Senior school through homeroom discussions, camps, mission trips and the Student Leadership Team fundraising activities. The Vertical Homerooms program, Learning Progressions, supported students in developing positive attitudes towards motivation, discipline, organisation and resilience. (See section reports for more details.)
MISSION STATEMENT:
“In partnership with parents, Orange Christian School provides affordable education that brings honour and glory to God. OCS gives each child a Christ-centred education as a complete person created by God in His image: • Academically –to see the world from God’s view • Spiritually – to view themselves in relation to God
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• Socially – to see others as God sees them"
Orange Christian School is part of Christian Education National (CEN) school network and affiliated with Australian Association of Christian Schools (AACS).
Orange Christian Schools Limited is a company limited by guarantee.
2.3 Strategic Plan – review, evaluation and new direction
2019 was the second year of a 5-year strategic plan.
Our three-school section model of Junior, Middle and Senior, remains in place, with separate educational plans annually developed to cater for the distinct learning needs of each group, whilst ensuring smooth transitions for children (and families) as they move from section to section. This is facilitated by strong, regular communication between section coordinators and maintaining a balance between section/whole staff meetings. We are one school, able to differentiate our procedures, programs and practices to best suit the learning needs of our students throughout the potential 14-year partnership with families from Prep to Year 12.
The Junior, Middle and Senior School reports that follow outline the key initiatives and achievements of 2019. They also contain the data analysis of academic, discipleship and student wellbeing programs, including NAPLAN and HSC results summary.
2.4 School Structure: Leadership
Staff Leadership
In 2019, OCS moved to a three-tiered executive structure:
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• Senior executive comprising Principal, Mrs Melissa Brown; Deputy Principal, Mr Glen Gray and Business Manager, Mrs Catherine Lawrence. • Operations Team adding K-12 Curriculum coordinator, Ms. Kath Berry. • Executive team adding Junior, Middle and Senior Coordinators, Mrs Cathy McPhee, Mr Adrian Lee, Mr Len Elliott, and Performing Arts/Community Development Coordinator, Mr Peter Cooper.
The school is privileged to have such dedicated, high quality staff in the leadership team. 2.5 Student Wellbeing
The Deputy Principal oversees student wellbeing, supported strongly by the three section coordinators and the School Chaplain, Mrs Jann Osborn (Team Leader Student Wellbeing). This team also oversees staff training and support of staff members, with the Deputy and Chaplain attending regular 3-weekly staff meetings for the specific focus in this important area. The Chaplain attends a number of network meetings with health professionals, mental health support groups and other training programs. She is then able to share relevant information with staff during their regular meeting times. She is also able to provide direct support to students across the school. Students may speak to the Chaplain of their own volition, not requiring a referral from a staff member and her office is located in a central position in the school, for student ‘drop in’.
Specific details of the student wellbeing programs are found in the section plans. As a general summary, student wellbeing is supported through our pastoral care programs – via classroom (primary) and home room (secondary) teachers.
Programs to assist students in the development of positive sense of identity and self-worth, as well as anti- bullying programs and appreciation of cultural diversity, are all delivered as regular parts of the curriculum, with specific programs developed as may be needed in particular areas of the school. School policies and procedures are developed as a further support for student wellbeing.
2.6 Educational Planning and Continued Professional Learning
Specific CPL events will be discussed in the relevant section of the Annual report. OCS continues to have a strong commitment to CPL, as demonstrated in providing 2 weeks of professional learning, one in January and one in July. As is our custom, the January week provides Child Protection and Work, Health & Safety refresher training for all staff, as well as opportunities for both visiting speakers and team planning. In 2019 workshops on differentiation in teaching and learning programs, upskilling in IT integration, literacy and numeracy training and specific leadership training for aspiring executive leaders, featured during these weeks.
Staff also participate in regular staff meetings and training sessions throughout the term in the areas of curriculum development, data analysis, student welfare, documentation writing, policy and procedure training, as well as opportunities for professional discussions and feedback sessions.
2.7 School Facility Development – Hall BuildingMelissa BrownProject with middle school students
Master Plan Committee - A positive example of parent partnership in action
Individuals with a range of skills, including Engineers, project managers and people with specific interests and expertise came together to work with staff during 2019 to review and refine the plans and specifications for
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the hall building project. The group has worked harmoniously and enthusiastically to share the responsibilities and decision-making processes associated with the project.
The long-awaited dream of a multi-purpose hall will enable the School to cater for indoor sports, assemblies, music and drama performances, Dedication Services, Thanksgiving Services and other community events. The fact that the hall adjoins the Bembooka Cafe increases the potential uses and makes catering for events an exciting option.
As incoming Principal for 2020, it is a humbling experience to step into a school with such a positive vision, and robust structures for forward growth. I look forward to being able to contribute to the school’s continued development.
Ken Greenwood Principal
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Business Manager’s Report
Overview
2019 saw the transition of the Business Manager and Company Secretary role and it gives me great pleasure to present the 2019 Business Manager’s report for Orange Christian Schools Ltd. What a privilege it is to be part of this community of staff, Board members, parents, suppliers and business clients.
The Library Learning Centre and the Bembooka Trades Skills Centre remain focal points for many School activities, through teaching, interaction between teachers, parents and other members of the School community, and as resource centres. Both facilities are also utilised as venues for community organisations external to the School for regular and special events and we look forward to the 2020 completion of the hall. We have continued to improve and enhance classroom facilities and purchase additional teaching resources for our students. The School’s Information Technology network has been further upgraded and enhanced to facilitate even more effective operation of various teaching and learning aids and programs.
The Commonwealth and State Governments continue to provide the school with substantial funding to implement our activities. In addition to recurrent funding, we also received financial support from: ▪ National Schools Chaplaincy Program ▪ University of Sydney STEM Academy ▪ Sporting Schools Program ▪ Orange Ex-Services Club
The 2019 year saw the commencement of OCS Prep under the guidelines and regulations of the National Quality Framework from 1 January 2019 and received funding from the State Government effective from April 2019.
We remain thankful to the various Government and local Authorities and organisations for their continuing financial support.
The financial accounts reflect the income and expenses associated with Orange Christian Schools Ltd during the 2019 financial year, which covers the period 1 January 2019 to 31 December 2019.
Financial Accounts 2019
For the 2019 year, KLM Accountants of Charlestown NSW completed the annual audit of the school’s financial accounts. This was the second year of the five-year engagement and Orange Christian School. Financial accounts will be supplied to members, along with the Annual General Meeting notifications.
The operation of the company resulted in net income of $293,449 in 2019, compared to net income (-loss) of -$18,115 in 2018, and net income (-loss) of -$51,512 in 2017. The 2017 year saw the employment of additional staff to support a future growth strategy and in 2018 the small net operating loss was primarily the result of a drop in enrolments, together with the long term absence of two teachers on paid leave, and the need to also employ replacements during these periods. The receipt of NSW Government funding to support our Prep activity as well as management control of expenditures resulted in a sustainable result for 2019.
Our cash at bank, as at 31 December 2019, totalled an amount of $3,146,393. With a current ratio of 271% (254% adjusted for all employee entitlements), Orange Christian School is in a very strong liquidity
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position when comparing against the not-for-profit industry target of 150%. This financial position will support the $2,387,000 construction of the Hall through 2020 with $650,000 grant funding from the Block Grant Authority on completion of the project and $1,230,000 through Loan finance. The way accounting standards apply the profit does not align with our final cash position because it is taken before deducting capital expenditure, and non-cash provisions, such as depreciation, long service leave, and doubtful debt provisions.
The debt per child decreased during 2019, to a level of $952 by the end of December. This was the result of pay-down of debt throughout the year, which more than off-set a reduction in student numbers. This continues a consistent trend from recent years. This has placed the school in a position to support increased borrowings, on a sustainable basis, for the capital program of new buildings which will commence with the construction of a new Hall in 2020.
We had 332 students enrolled at Census date in August 2019. This was a reduction from actual enrolments in the past two years, and from the estimate used in the financial planning for 2018. It is not expected that there will be any further reduction in enrolments in the forthcoming year. School fees were increased by 3% in 2018, and by a further 2.5% in 2019, to allow teacher numbers, services, standards and programs to be maintained.
On the income side, Commonwealth grants as a proportion of total income in 2019 were 51%, which was comparable to both 2018 and 2017. State Grants as a proportion of total income in 2019 were 18%, an increase of 3% comparable to the previous two years. School fees and other income from parents comprised 28% of total income in 2019 unchanged from 2018 and 2017. As our Building loans are being repaid, we are receiving less Interest subsidy from the State Government. This was again the case in 2019. Interest subsidy assistance will be phased out over the next few years as the older loans are repaid.
On the expenditure side, employee costs, and particularly salaries remain our largest cost factor, with staff costs again representing 78% of total operating costs. This is a Key Performance Indicator which will require close monitoring in the future. We need to encourage growth in student numbers, and particularly in existing classes with small numbers, in order to sustain our current staffing levels and costs.
Borrowing costs remain relatively unchanged with interest rates remaining stable. Our total long- term commercial borrowings fell from $419,266 at 31 December 2018, to $318,660 at 31 December 2019.
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Staffing
2019 Staff In 2019, there were 52 staff members, of whom 34 were teaching staff and the remainder administrative or ancillary staff. Of the teaching staff, 14 staff members were employed part-time (6.8 Full-Time Equivalent) and 23 were employed in full-time positions. No indigenous teaching or support staff were employed in 2019.
Staff Qualifications All 34 teachers employed by Orange Christian Schools Ltd have diplomas or degrees in education within Australia; with many also having additional diplomas or degrees in Christian education. Of our teaching staff 4 teachers hold Master’s degrees or higher. • All 34 teachers were eligible for membership of the NSW Education Standards Authority (NESA). During 2019, 2 teachers completed and achieved the requirements for NESA’ Professional Accreditation at the Proficient level. • Proficient teachers with the NESA are managed and supported, being provided with ongoing professional development during January and July Personal Development weeks.
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Attendance and Retention of Teachers • At the beginning of 2019, 2 new teachers joined our staff (2.00 FTE) and 2 new support staff members joined the organisation. • During 2019, 1 teacher left to take on another position, 2 teachers and 2 support staff relocated, 2 teachers returned and 1 teacher left on parental leave, 1 support staff retired. • The retention rate for teachers was 94%.
Continued Professional Learning (CPL) During 2019, teaching staff engaged in a wide range of CPL provided both externally and internally. Teaching staff undertake CPL in accordance with the Australian Professional Teaching Standards. External CPL was provided by the Association of Independent Schools (AIS) and Christian Education National (CEN) as well as other institutions. CPL for 2019 included: • AIS VET training day for teachers – update on processes and compliance (4 staff) • Primary STEM academy (4 days altogether) with Sydney University • Central West Careers Advisors Committee seminars (one staff member) • Canvas training (1 staff) • Design & Technology HSC marking workshop (1 staff) • NESA Registration (RANGS) Seminar with AIS (3 staff) • Primary English Teachers Association workshop for writing (multiple staff) • Growth Coaching training (Coaching team) • VALID Science test training (2 staff) • Multilit training (2 days)
In 2019 Orange Christian School continued to be a school-based endorsed provider with the NSW Education Standards Authority (NESA). As an approved provider of endorsed courses for teachers at a Proficient and Highly Accomplished level, we offered a number of courses during the January and July PD Weeks. At a Proficient level, teachers participated in Child Protection and WHS training, using PAT to make Data Driven Decisions, using CANVAS for Effective Digital Learning, The Hope Challenge training and Empowering with Education – Practical Strategies to Support Learning. At a Highly Accomplished level, teachers participated in the Coaching Refresher course.
Teacher Accreditation Authority Orange Christian School continued to be a Teacher Accreditation Authority in 2019. In conjunction with the current five-year plan, relevant policies and processes were reviewed and updated to improve practice and documentation processes.
Master Plan Committee
The School’s Master Plan Committee met on several occasions throughout 2019. The Committee is comprised of the School’s Senior Executive, members of the School’s Board, and parents with expertise and skills in engineering, planning and building maintenance and design.
The Committee reviews the adequacy of present buildings to accommodate changes in technology, teaching methods, and projected variation in expected future enrolment levels. The major priority for 2019 was the new multi-purpose facility for teaching, indoor physical activities, and as a hall for assemblies, presentations and special performances. During 2019, the design and tender processes were completed with Premise (formerly Geolyse) engaged for the design and architecture requirements and Renascent for construction activity.
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Workplace Health and Safety Team
This team is comprised of the Business Manager, Deputy Principal, Compliance Officer, and a teaching representative from each of the Primary and Secondary sections of the School. At least once each term the team meets and WHS focussed staff training is undertaken. The regular meeting of the team addresses any areas of concern within the school property and to ensure that the issues are resolved in a timely and compliant manner.
Incident Reports are also completed for all events involving an injury to either students or staff members. These reports are reviewed to identify any recommendations for actions which would reduce the likelihood of a similar event in the future. Work Health and Safety policies and procedures are updated to reflect significant changes as part of the review process.
Finance Committee
The school management and Board representatives meet regularly to review the financial performance of the school, which allows for accountability and transparency in our financial dealings. The school has also aligned its Financial Plan to its Strategic and Master Plans to provide coordinated use of resources and initiatives across the school.
Catherine Lawrence Business Manager
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Registrar’s Report
4.1 Enrolment Policy
Orange Christian School (OCS) provides an education for students from Prep to Year 12 in a Christian community. The school is co-educational, and enrolments are open to all families who desire the educational opportunities offered by OCS and who express a willingness to support the school’s statement of faith and non- denominational Christian ethos.
The school seeks to partner with parents, and operates all areas of school administration with Biblical principles.
All application forms and prospectus packs provide information that reflects our school ethos. Parents provide vital information to the school of individual student details and emergency contacts, along with information required by government legislation. All information provided by families is kept confidential.
At the end of 2019 a whole school mail out was once again initiated to update our family/student data to ensure Orange Christian School software system – Edumate is kept up to date.
Children are generally accepted into Kindergarten only if they have turned five before 31st March that year. Children are accepted into our Prep class only if they have turned 4 years of age before the end of May of that year and are toilet trained at the time they start.
2019 saw the continuation of our Ready Set Go program for new Kindergarten families, and one on one assessment of all prospective Kindergarten students. Term four in particular sees the transition from Prep to Kindergarten, with staff interaction from both departments. Each of these processes better equip families and teaching staff to plan a smooth transition into ‘big school’.
Student Enrolments
The total student enrolment for OCS in 2019 was 332 at Census. This number included 18 indigenous students and 35 students with disabilities. Our school is blessed to have many students from a range of cultural backgrounds including Australia, Brazil, North America, Germany, Ireland, Malaysia, India, Russia, Singapore, South Africa, Nigeria, Sri Lanka, Philippines, Vietnam and New Zealand.
In line with Government legislation regarding immunisation of students, OCS continues to maintain our Immunisation Register. All 2019 Prep enrolled students have had their Immunisation History Statement provided prior to commencement. OCS has complied again with government changes in maintaining a 2nd Immunisation Register for all new Kinder to Year 12 enrolments. Whilst students can still be enrolled if an approved immunisation certificate is not provided for Kinder to Year 12, these children will be considered unimmunised and may be excluded from school if there is an outbreak of a vaccine preventable disease at the school OR if they come into contact with a person with a vaccine preventable disease, even if there is no outbreak at the school.
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OCS Prep enrolments in 2019 saw 50 children enjoy the program, with the class structured as a two-day minimum program, available from Monday to Friday. Placements for all days were relatively full, with Tuesday, Wednesday and Thursdays being the most popular. Children coming on Monday and Fridays enjoyed the value- added Music Program during the day.
The Prep program continues to provide an enjoyable early childhood experience for students in the year prior to commencement of Kindergarten. The feedback from enrolling parents has been outstanding and the children are more than delighted to spend their days in an environment that is safe, fun-filled and dynamic. The flow on effect has been that at the conclusion of 2018 our retention rate into the OCS Kindergarten 2019 class was 55%, with 10% coming for a 2nd year in Prep (2019).
With the interest in our vibrant school, OCS cemented the need to once again have two Kindergarten classes for 2019. Prep children make up more than 90% of any new Kindergarten class here at OCS. Term 3 2019 saw the conclusion of all Kindergarten enrolment interviews with 30 families wanting to have their child start in 2020.
We had a number of new families enrolling their children into the school for secondary education. 13 new students joined our existing Year 6 students to move into Year 7 for 2019.
School Tours
It is an absolute joy to provide personal school tours for prospective families. They are popular and a very effective way of giving new families an opportunity to explore the school and ask lots of questions about how OCS can make a difference in their child’s life. Prep parents in particular, are thrilled to see what OCS can offer as a potential school for their child starting Kindergarten.
Student Population
The ratio of boys to girls was 49:51 The proportion of students from regular church attending families (representing over 34 churches) was 60%.
To view Orange Christian School’s enrolment policy, please follow this link: https://www.ocs.nsw.edu.au/wp- content/uploads/2019/03/Enrolment-Policy.pdf. 4.2 Student Attendance
Processes for monitoring attendance at OCS included both manual and computerised roll marking, with follow- up from pastoral care and classroom teachers. In this way, personal and group trends are monitored and addressed by the school administration. The absentee rate in 2019, from Kindergarten to Year 12, was approximately 7.34% of potential full-time attendance. At OCS an absentee rate of 10% (5 days per term) for any individual student results in contact with parents, to determine a suitable resolution. Students with long term absentee patterns are supported through partnerships with Child and Adolescent Mental Health Services (CAMHS) and other service providers such as Pine Lodge.
The OCS School Stream App (started at OCS in Term 3 2018) has provided parents an alternative way to inform the school if their child is away due to illness.
Level Description Attendance %
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Kindergarten 95.70
Year 1 93.70
Year 2 94.70
Year 3 94.00
Year 4 93.10
Year 5 93.00
Year 6 91.90
Year 7 92.10
Year 8 90.80
Year 9 86.30
Year 10 92.30
Year 11 94.50
Year 12 93.30
Total for annual report 92.66
Jenni da Silva Registrar
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Community Development Report
The Community Development Team held weekly meetings over the year, addressing the strategies and directions of the Community Development Plan. This involved both the planning and review of events. The CDT reported monthly to the OCS Board. 5.1 Parent Partnership
Parent Helpers
Parent Partnership has again been strong throughout 2019, with both parents and past students assisting at our school sports carnivals and Zone Carnivals. Parents were also most supportive, attending school camps and excursions, and running groups for our Junior School’s Move to Learn program. This assistance from our school community enables us to offer a very wide range of activities for our students.
Parent Information Nights
Parent Information Nights for the Junior, Middle and Senior Schools were held early in the year. The Kindergarten Information Afternoon was held at the start of Term 4, setting parents up to support our children well as they begin their journey at OCS.
Practical PiP (Parents-in-Partnership) Days
Our practical PiP days were held over three Saturday mornings across the year in 2019.
Specific projects were undertaken, designed to improve the physical surrounds of OCS and to allow parents, students and staff to tackle achievable tasks together. These mornings also provided opportunities for school families, both old and new, to connect.
Several parent-initiated and parent-led activities were conducted during PiP days this year and these were particularly well supported by parents and staff. We are keen to encourage this level of involvement by our parents where they are actively contributing ideas and working with the school to determine the best way to carry them out.
As our school community works together in this way, it is great to see a developing sense of ownership of the school by all involved.
OCS on Show
In Term Three, OCS show-cased the great talent of our students. This week-long event included our Book Week Parade and Science and Math’s Days. The OCS Showcase was an exhibition of students’ work and performances, featuring various subject areas of the school curriculum. The aim was to demonstrate achievements at OCS and to encourage the community to celebrate many of the great things taking place at our school.
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Adventure Fun Day
This year we again ran an Adventure Fun Day for Parents and students of 0-7 years of age. It ran in conjunction with our OCS on Show Week and attracted over 60 parents and their children to OCS. The visiting children combined with our Prep - Year 2 Students to be involved in a range of fun-filled activities throughout the morning. This culminated in a morning tea for the attending parents. This was a way of introducing our school to the wider community.
Musical Madness Concert for Pre-schoolers
Pre-schoolers from all over the Orange region were invited to OCS for a morning concert led by our Performing Arts Coordinator, assisted by several young OCS musicians. Our 100 visitors also participated by playing percussion together. Our audience and Prep students were then treated to morning tea at Bembooka Café. Approximately 100 pre-schoolers and a dozen local Orange pre-school staff attended the concert. Our visitors extended their stay, enjoying the wide-open spaces of our grounds and visiting Prep for a tour of our facilities. This was a wonderful way of bringing the preschools onto our site and providing them with a look at what happens at Orange Christian School.
Parents Connect
Parents Connect continued to be an important vehicle for parents to connect with each other and the school community. The group met at school in the Bembooka Cafe every Friday morning. New parents form friendships and enjoy fellowship in an environment which is safe for their younger children. Tasty morning teas, and coffee from Bembooka Café for those who want it, have also helped to make the group increasingly popular. An average of 10 mums and children attend each week.
Parent Involvement
A Parent Fundraising Projects Group formed during the year, organising one event each term.
These included pie days and ice block days. Monies raised contributed to the cost of the new climbing equipment.
Parental involvement continued to be high during 2019, with many parents actively contributing to the life of our school. This takes place both regularly and on a one-off basis.
These have included:
• Practical PiPs to Parent Info Nights and Parent Teacher Meetings • Weekly Parents -Connect in Bembooka over coffee, plus early morning coffees any day of the week • Parents enjoying Assemblies weekly and special performances, such as our Music Tuition Recitals • Association and Board Meetings where parents consider the big picture of our school • Keen parents each week helping run Move to Learn activities • Arty parents painting exciting playground games @ PiP and during the week. • Morning and afternoon catch-up chats in the playground • Great sideline cheering and practical assistance with sports carnivals • Supporting budding musicians at home to practice
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OCS Annual Report 2019
• Dance classes encouraged by parents and run by one of our senior students • Travelling on buses filled with noisy and excited children to assist with camps and trips to helping to pack ready for said trips • Class Parents keeping our community informed and connected to first time parents being welcomed by our old hands • Helping run STEAM activities at lunchtimes • Helping costume the cast in Mary Poppins or playing in the orchestra pit for our show • Volunteering to assist students with exams • Listening to children read
Also, in conjunction with Orange City Council, the facilitating of kerbside numbers for all new homes in the city of Orange. This is a fundraising activity that has been longstanding at OCS. The amount raised in 2019 by this dedicated band of workers was approximately $5000.
No matter how our parents engaged and participated @ OCS in 2019, to assist in the education of all our students...a big thank you to all for your involvement in 2019 from everyone at OCS!
Class Parents
2019 saw the continuation of Class Parent Representatives for each class from Prep to Year 8. The aim of Class Parent Representatives is to support the teacher by promoting the various activities at school, and in facilitating social interaction among parents and families of that particular class group.
Training sessions were held for these parents once a term throughout the year. To end the year a Class Parents’ Thank You Dinner was held to show the school’s appreciation for the dedication of this committe d group of parents.
Feedback from Parents
At Orange Christian School we aim to actively listen to our parents. This helps our school strengthen existing practices and improve in areas that are raised. Our Community Development Team and OCS sections engage with parents through the following ways:
• Parent Forums in terms 1 and 4 • Focus Groups each term • Parents Connect each week
In addition, we give families the opportunity for feedback should a family depart the school through Section Surveys and Exit Surveys. The information is then relayed to The Board and opportunity given to discuss any matters with the Principal.
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OCS Annual Report 2019
5.2 Satisfaction Survey
In Term 3 2019 all three sections of the school were surveyed and the responses for each section are summarised below:
Junior Section Survey
Christian Discipleship 100
80
60
40
20
0 1 2 3 4 5 6 7 8 9 10 11
Percentage Goal Percentage Fifty Percent
Parent Partnership - My Child 100 80 60 40 20 0 12 13 14 15 16 17 18 19
Percentage Goal Percentage Fifty Percent
Parent Partnership 100
80
60
40
20
0 20 21 22 23 24 25 26 27 28 29
Percentage Goal Percentage Fifty Percent
NB. No. 29: most responses indicated N/A
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OCS Annual Report 2019
Parent Partnership - Communication 100
80
60
40
20
0 30 31 32 33 34 35 36 37 38 39 40 41
Percentage Goal Percentage Fifty Percent
NB. No. 30: not many responses
Academic Rigour 100
80
60
40
20
0 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57
Percentage Goal Percentage Fifty Percent
NB. No. 51 & 52: the responses are split between the two questions
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OCS Annual Report 2019
Middle Section Survey
Parent Partnership
1 I always feel welcome in the school Middle School - Parent Partnership The School Stream App and the School website help me 100 2 stay in touch. 80 I feel that my child’s teachers are partnering with me in 3 educating my child. 60 4 I feel free to talk to my child’s teachers. 40 My child’s teacher will speak with me if there is an area of 20 5 concern or if my child requires academic extension or support 0 I receive valuable feedback from our school about my 1 2 3 4 5 6 7 6 % Agrree Strongly / Agree child’s overall progress Question In Parent/Teacher Meetings, my child’s teachers explain 7 and show me how my child is progressing academically
Academic Rigour 15 Orange Christian School creates a school environment that helps students learn. Middle School - Academic The transition between stages works well: 16 Rigour • From Year 4 to Year 5 100 • From Year 6 to Year 7 17 My child is guided to do his/ her best in all subjects 80
18 My child is given enough information, time and assistance to assist in 60 completing assessment tasks. 19 40
My child’s homework is appropriate. % / Agree StronglyAgree 20 20 My child is being challenged to improve his/ her Literacy / English. 0 21 My child is being challenged to improve his/ her Numeracy / 15 16 17 18 19 20 21 22 Mathematics. Question 22 The ELEVATE study program for Stage 4 has been an effective tool in developing study habits.
Other Areas 23 I feel that students are given opportunities to exercise leadership within Middle School - Other Areas the Middle School. 100 24 I feel that students have benefited from STEAM learning experiences in 2019 (Science, Technology, Engineering, Art and Mathematics). 80 25 I feel that the camps and excursions that my child participates in are valuable learning experiences. 60 26 iPads and computers are being effectively used 27 CANVAS is a useful learning tool, providing improved access to learning 40 resources, homework, enrichment and learning support. I feel that our school is providing adequate sporting opportunities for 20
28 % / Agree Disagree my child. 0 29 I am satisfied with the After- School Sports Program offered to support 23 24 25 26 27 28 29 30 athletic development. 30 I am satisfied with the support offered by the After-School Learning Hub Question (STAR: Students Taking an Active Role).
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OCS Annual Report 2019
Senior Section Survey
Parent Partnership Senior School - Parent Partnership 1 I always feel welcome in the school. 100 2 The School Stream App and the School website help me 90 stay in touch. 80 3 My child’s teachers are working as partners with me in educating my child. 70 4 Teachers are friendly, appropriate and willing to talk. 60 50 5 I feel free to talk to my child’s teacher/s about my child, whether by appointment or quickly after school. 40 6 I feel that my child’s teacher will speak with me if there is 30
an area of concern. 20 % % Agrree / Strongly Agree 7 I feel that my child’s teacher will speak with me if there is 10 an area in which my child requires academic extension or 0 support. 1 2 3 4 5 6 7 8 9 8 When requested, I receive valuable feedback from the school about my child’s overall progress. Question Number 9 In Parent/ Teacher meetings, my child’s teachers explain and show me how my child is progressing academically.
Christian Discipleship
10 The teaching in our school is distinctively Christian. Senior School - Christian
11 I feel that staff respond effectively if student behaviour is not appropriate. Discipleship 100 12 The Biblical Studies program is effective and appropriate. 90
13 My child is developing into an independent learner. 80
14 The focus on growth mindset is helping my child to build resilience. 70
15 OCS provides adequate opportunities for Christian community service 60 (Compassion Sponsor Child, Red Shield Appeal, 40-Hout Famine etc). 50 16 I feel that OCS students wear their uniform appropriately and neatly 40
17 ‘The Homerooms Guide’ is helpful, developing my child’s understanding of organisation, management of distractions, learning styles and other areas. 30 % / Agree StronglyAgree 18 The Vertical Homerooms program has provided opportunities for my child 20 to get to know students they might not otherwise have known. 19 The Vertical Homerooms program has given my (Stage 5) child an 10 understanding of the rigour required of Senior (Stage 6) students 20 OCS provides adequate opportunities for students to practise leadership. 0 10 11 12 13 14 15 16 17 18 19 20 21 21 OCS provides adequate guidance for students on how to be effective Question leaders.
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OCS Annual Report 2019
Academic Rigour
22 The transition from Year 8 to Year 9 is working well (if relevant).
23 My child is being challenged to improve.
24 The school provides clear guidance in academic rigour, particularly in motivation, discipline, organisation and resilience. 25 My child is guided to his/her best across a range of subjects. Senior School - Academic Rigour 100 26 My child is given enough information, time and assistance to help them complete assessment tasks. 90 27 The amount and difficulty of my child’s homework is challenging, 80 but not stressful. 28 OCS teaching is distinctively Christian, providing a worldview that 70 gives meaning and purpose to academic study. 29 The Biblical Studies program is integrated effectively with the 60 academic program in Homerooms. 30 I am happy with the change to non-compressed Mathematics. 50 40 31 I am happy with the change to non-compressed, non-mandatory Community and Family Studies (CAFS). 30
32 I am happy that OCS still offers a line of compressed courses. % Agree / StronglyAgree 20 33 Feedback from assessment tasks is timely. 10 34 Feedback from assessment tasks is constructive. 0
35 I am satisfied with the Bembooka facilities and opportunities (if 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 applicable) Question 36 The OCS VET courses prepare my child well for life after school (if applicable) 37 I am satisfied with the support offered by the After-School Learning Hub (STAR: Students Taking an Active Role). 38 Year 10 Work Experience is a constructive and engaging program.
Other Areas 39 Staff respond effectively when student behaviour is not Senior School - Other Areas appropriate 40 Camps and excursions that my child participates in are valuable 100 learning experiences. 90 80 The school is providing adequate sporting opportunities for my 41 70 child. 42 My child has adequate opportunities to explore a variety of 60 performing arts activities, both in and out of school hours. 50 43 OCS students wear their uniform appropriately and neatly. 40 30 % Agree % / Agree Disagree 20 44 The iPad program effectively compliments the school’s academic program. 10 45 CANVAS is a useful learning tool, providing improved access to 0 learning resources, homework, enrichment and learning support. 39 40 41 42 43 44 45 46 46 I am satisfied with the After- School Sports Program offered to Question support athletic development.
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OCS Annual Report 2019
5.3 Focus Groups
Focus Groups were held each term to gather information on a variety of topics pertaining to communication within the school. Three were held during school hours at school and at the suggestion of parents, one was held at a local restaurant to encourage attendance by those who work during the day. This model was seen to be worth continuing in 2020. These groups averaged seven parents attending who gave us feedback on Newsletters, Website, Facebook page and communication generally within the school. General feedback was published in the school Newsletter and used to inform ongoing decisions regarding communication. 5.4 Website
During 2019 we concluded our contract with Web design company MRK Development, who were facilitating our OCS Website. Reliable IT conducted training for administration staff to make changes to the webpage and along with an Executive staff member to oversee the site. During Term 1 the website was redesigned with a new look to remain current, with a more user-friendly layout.
Regular reviews and updates of both content and design are carried out by Jenni with current news postings regularly being posted by Erin and Peter on Facebook, which then flow to the webpage, keeping it current.
This provides another practical means by which parents can connect with what is happening at OCS. The website has two functions: to serve our existing community and to provide up to date information about our school to prospective parents.
Last year we introduced the School Stream App. The App’s purpose is to keep our community up to date with day to day happenings within the school, in an easily accessed manner on the device of one’s choice (mobile, iPad or PC). The App has four functions that parents can access: Forms, notes, reminders and newsletters. Newsletters are published on the website and made available to parents, students and staff through the School Stream App.
The purpose of the Webpage current news/ Facebook postings became telling the story of all that is happening within the school, rather than daily organisational details which are covered by the App.
During the year, greater use was made of the school’s YouTube Channel where we post videos which are both instructive (e.g. New ‘Teach Series’) and reflective of activities at school (e.g. ‘A day in the Life of Stage 1’). The You Tube Videos can be accessed through our Web Page or the School Stream App.
Prospective parents regularly the website prior to making personal contact. We receive a total of between 1000-1100 hits on the website each week or just over 4000 per month. This is reflective of the current culture whereby people prefer to access technological information over previous forms of communication. Therefore, we see that it is imperative that OCS keep our website, Facebook page and App current and engaging. 5.5 Bembooka Café (connections)
Continuing to have Bembooka Café open daily, serving coffee and light food from 8:30am – 12:00 noon, has provided a wonderful social hub for OCS. In keeping with the CDT’s aim of encouraging parents to feel welcome on site, Bembooka Café provides a focal point for parents and staff to meet both informally and for many regular events throughout the year. These events include monthly staff morning teas, fortnightly staff meetings, Practical PiP Mornings, Father’s Day Breakfast, Class Parents Meetings, weekly Parents Connect
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OCS Annual Report 2019
mornings and on-site Focus Groups. Bembooka Café helps to facilitate social interaction and connection within the OCS community. 5.6 Links to wider community
In 2019 links to the wider community were made through events such as:
• Secondary Musical ‘Mary Poppins’ • Primary Musical ‘Honk! Jr’ • Adventure Fun Morning • Musical Madness (Preschool Event) • Dedication Service • Thanksgiving Services • Stage 5 Students Wontama Program • Choir singing for Wontama residents at Christmas • ANZAC Day Orange City March • Clean-Up Australia Day • Orange Show • Principal meeting with local clergy throughout the year
Marketing
The following were the main two marketing opportunities pursued throughout the year:
• ‘Orange City Life’ Newspaper, stories and features • 103.5 Radio, sponsoring the news
Peter Cooper Community Development Team
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OCS Annual Report 2019
Curriculum Report
Significant developments occurred in 2019 in the area of Curriculum, including changes to the delivery of Senior courses. Consultation with a variety of stakeholders, particularly students and parents, led to a range of delivery changes, to commence in 2020: Stage 6 Mathematics became de-compressed and non- mandatory, Community and Family Studies was also decompressed and made non- mandatory (it was moved to an elective line with PDHPE) and Drama and Visual Arts were established as internal delivery electives. Mother’s Day Breakfast 2019 was also the inaugural year of the VET Primary Industries course.
The 2018 goals bore fruit in many of sectors in 2019, with particularly pleasing results recorded in the Higher School Certificate.
Good progress in academic rigour has revealed potential areas to continue developing, particularly in supporting high potential learners to meet their goals.
The Middle School’s focus on the JIGSAW program (‘solving the learning puzzle’) saw improved academic results, supplemented by a sustained focus on the development of a sector-wide Growth Mindset. The Middle School Rewards program included recognition of academic achievement and House points for co-curricular activities.
Excellent consolidation and development took place in the Junior School’s focus on Literacy and Numeracy.
Primary School
In 2019 we continued our dedicated Literacy and Numeracy blocks in the morning and middle sessions, with the other KLAs covered in the afternoons. Focus on using the data from DIBELS, NAPLAN and PAT Testing were also a priority. Two programs were consolidated and developed, Sound Waves and the 7 Steps of Writing. Teachers and students responded enthusiastically to these programs, which began to produce pleasing results.
Stage Group Morning Session Middle Session Afternoon Session Kinder/Stage1 Literacy Numeracy Other KLAs Stage 2/Stage 3 Numeracy Literacy Other KLAs
Secondary School
Student demand for iSTEM and Physics continued to grow in 2019. We also introduced and ran STEAM days in Junior and Middle School to introduce students to problem-based learning. These were very popular.
2019 saw the introduction of the VET Primary Industries course, to meet the demand for agriculture in our secondary school. All classes, Years 7-12, spend time each week in focussed Biblical Studies lessons.
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OCS Annual Report 2019
Stage 4 Courses
English/HSIE Science/Maths PDHPE TAS Creative Arts Languages English Science PDHPE (+ Mandatory Visual Arts AUSLAN sport) Technology History Maths Music (including Band) Geography STEAM focus class Literacy skills class
Stage 5 Courses
English/HSIE Science / Maths PDHPE TAS Creative Arts English Science PDHPE Industrial Visual Arts Technology History Maths (M1, M2 & PASS (Physical Food Technology Drama M3) Activity and Sport Geography iSTEM Studies)
Stage 6 Courses
In Stage 6 we continued our successful compressed course mode of delivery.
Under this program, students complete two HSC subjects in Year 11, and the remaining courses in Year 12. At the end of Stage 6, both students and parents completed an Exit Survey. The results indicated that both parents and students appreciated this mode of delivery but would appreciate an increase in flexibility and choice.
Consequently, significant changes were affected for delivery of Stage 6 courses in 2020, as described in the introduction to this Curriculum Report, above. The 2019 structure of courses is below:
English/HSIE Science/Maths PDHPE TAS Advanced English Mathematics Community and Family Design and Technology* Studies* Standard English General Mathematics PDHPE VET Construction
Extension 1 English Extension 1 VET Hospitality Mathematics Ancient History* Biology* VET Primary Industries
Modern History* Chemistry*
Legal Studies* Physics
* Compressed Courses
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OCS Annual Report 2019
We have strong links with Dubbo School of Distance Education, iCEN courses and TAFE Western NSW, which allow our students to undertake courses which the School is not in a position to provide. TVET options are provided through TAFE.
In 2019 the following courses were studied through Distance Education:
Courses Dubbo Distance Education iCEN Visual Arts Modern History Preliminary Spanish Visual Arts HSC Physics
Vocation Educational Courses
In 2019 we had the following numbers of students complete VET courses in Hospitality (Kitchen Operations), Construction (Construction Pathways) and Primary Industries, receiving both an HSC credential and a Certificate II through our Registered Training Organisation the AIS.
SIT20312 Certificate II AHC20116 Certificate II in CPC20211 Certificate II Year Group Hospitality Agriculture Construction Pathways (Kitchen Operations) (Primary Industries) Preliminary 6 5 5 HSC 7 3
The VET courses are becoming increasingly popular with Stage 5 students, who are keen to explore pathways into their HSC studies.
Post School Destinations 2019
At the end of Year 10 we had twenty-seven students enrolled. Of those, seven left to take up education or employment in Orange.
Year 10 Destination Number Remained at OCS to complete HSC 21 Left OCS and will complete schooling elsewhere 4 TAFE Apprenticeships or employment 2 Part-time enrolment at OCS (pathways) Total 27
There were twelve students who completed the HSC in 2019.
Year 12 Destination Number University 7 TAFE or other tertiary education e.g. College, AMPA 3 Full time employment 0 ‘Gap’ year prior to university/tertiary studies in 2021 2 Unknown 0 Total 12
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OCS Annual Report 2019
Nine of our twelve students applied for the Students Recommendation Scheme with UAC. From these nine, seven received university offers in the November round, and the other two were offered places in the December round. The remaining three students did not apply to UAC and were offered apprenticeships/employment early in 2020.
The 2019 Year 12 group have chosen and received offers for courses in Psychology, Nursing, Law, Education, Medicine and Medical Science. The following universities offered places to our students: Charles Sturt University (Orange and Bathurst), Western Sydney University, University of Canberra, Macquarie University, University of Sydney, University of New South Wales and the University of Wollongong. The remaining students have successfully gained full-time apprenticeships.
As our graduating Year 12 students complete their studies with us at OCS, we would like to wish them all the best for the future and we pray that God will always guide their future directions.
School Performance Data
ROSA Results 2019 (Core Subjects)
Our ROSA results continue to reflect general improvement. English, Mathematics and Geography have more “A” grades than previous years and only one of the Core subjects received “E” grades. However, Mathematics had more students in the lower grades than in previous years. There were no grades below a “C” in Science. All 28 students who completed Year 10 in 2019 were granted a ROSA award.
Comparison students in each grade – OCS (28 students) and NSW State % students in each grade Subject Group A B C D E OCS 10.71 25 53.57 10.71 0 English State 12.13 27.94 37.3 16.13 5.58 OCS 14.28 17.85 32.14 35.71 0 Mathematics State 14.78 23.09 31.65 22.85 6.78 OCS 10.71 35.71 53.57 0 0 Science State 12.75 24.8 36.42 18.87 6.29 OCS 7.14 32.14 46.42 10.71 3.57 Australian Geography State 14.35 27.29 35.55 15.95 6.15 OCS 7.14 25 60.71 7.14 0 History State 14.1 27.26 35.21 16.34 6.35 OCS 3.57 17.85 64.28 14.28 0 PDHPE State 13.49 33.72 36.4 11.86 3.73
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OCS Annual Report 2019
Orange Christian School and NSW State ROSA Grade Comparison
OCS ROSA Grades 100 90 80 70 60 50 40 30
Percentage of Students 20 10 0 A B C D E
2019 English (200) OCS 2019 Mathematics (200) OCS 2019 Science (200) OCS 2019 Geography (100) OCS 2019 History (100) OCS 2019 PDHPE (200) OCS
State ROSA Grades 100
90
80
70
60
50
40
30 Percentage of Students 20
10
0 A B C D E
2019 English (200) (State) 2019 Mathematics (200) (State) 2019 Science (200) (State) 2019 Geography (100) (State) 2019 History (100) (State) 2019 PDHPE (200) (State)
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OCS Annual Report 2019
Preliminary Grades 2019
Below is a comparison between our school and NSW for the courses our students completed at a Preliminary level in 2019.
% students in each grade Subject Enrolled Group A B C D E OCS 7.69 53.84 38.46 0 0 English Advanced 13 State 19.32 42.61 32.28 5.02 0.64 OCS 0 0 100 0 0 English Standard 6 State 3.57 23.82 48.15 18.69 5.05 OCS 0 100 0 0 0 English Extension 1 State 35.36 42.47 18.02 3.28 0.72 OCS 11.11 11.11 33.33 22.22 22.22 Mathematics 9 State 52.08 17.24 18.51 9.43 2.72 OCS 0 20 50 30 0 Mathematics Standard 10 State 7.15 21.51 36.85 23.81 9.81 OCS 33.33 0 66.66 0 0 Mathematics Extension 3 State 26.78 29.03 30.16 11.79 2.17 OCS 0 30 40 30 0 Chemistry 10 State 15.2 27.39 36.9 16.1 4.19 OCS 0 20 60 20 0 Legal Studies 15 State 15.31 28.08 34.71 15.52 5.75 OCS 0 33.33 50 16.66 0 Modern History 6 State 16.37 27.74 35.28 14.67 5.3 OCS 0 33.33 50 8.33 8.33 CAFS 12 State 9.47 25.94 37.36 18.93 7.13 OCS 0 0 71.42 28.57 0 PDHPE 7 State 12.31 27.22 37.46 16.79 5.57 OCS 0 20 60 20 0 Physics 5 State 15.06 27.48 36.93 16.35 4.01
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OCS Annual Report 2019
Orange Christian School and NSW State Preliminary Grade Comparison
The graphs below compare English and Mathematics Preliminary Grades for OCS and NSW.
OCS Preliminary Grades 2019 100 90 80
70
60 50 40 30
Percentage of Studnets 20 10
0 A B C D E
2019 English Standard (0) 2019 English Advanced (0) 2019 Mathematics Standard (0) 2019 Mathematics (0)
State Preliminary Grades 2019 100 90 80
70
60
50 40 30 Percentage of Studnets 20 10 0 A B C D E
2019 English Standard (0) (State) 2019 English Advanced (0) (State)
2019 Mathematics Standard (0) (State) 2019 Mathematics (0) (State)
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OCS Annual Report 2019
Higher School Certificate Results
Our HSC results in 2019 reflected improvements across most areas. 30 students sat HSC examinations across Years 11 and 12; they attained 8 Band 6 results overall (in CAFS, Hospitality, Chemistry, Mathematics (Advanced) and PDHPE) and 27 Band 5s. These are excellent results.
One student studied English Ext 1, attaining an E4, the highest Band in an extension subject. We also had a student entered in Extension Mathematics, achieving a Band E3 result.
School HSC Results compared to State HSC Results
% students in each band Subject Enrolled Group 1 2 3 4 5 6 OCS 0.00 0.00 0.00 0.00 100 0.00 English (Advanced) 6 State 0.08 0.96 7.00 30.08 48.37 13.48 OCS 0.0 16.66 33.33 50.0 0.0 0.0 English (Standard) 6 State 1.4 10.88 35.6 40.28 11.15 0.66 OCS 0.0 0.0 0.0 20.0 60.0 20.0 Mathematics 5 State 2.58 5.0 13.86 29.23 25.73 23.56 OCS 0.0 0.0 9.09 72.72 18.18 0.0 Mathematics Standard 2 11 State 2.92 13.46 26.92 32.39 19.04 5.24 OCS 0.00 0.00 33.33 22.22 11.11 33.33 Chemistry 9 State 2.9 9.01 20.68 21.22 30.04 16.12 OCS 0.00 0.00 0.00 75.0 25.0 0.0 Modern History 4 State 4.43 9.14 19.84 26.89 29.85 9.82 OCS 0.0 14.28 28.57 28.57 28.57 0.0 Legal Studies 14 State 5.72 10.02 18.58 24.11 27.90 13.64 OCS 0.0 0.00 8.33 25.00 050.00 16.66 CAFS 12 State 1.54 9.01 19.46 33.01 32.08 4.86 OCS 0.00 0.00 0.00 66.66 16.66 16.66 Hospitality (KOps) 6 State 2.15 8.22 24.89 31.18 29.52 4.01 OCS 0.0 0.00 33.3 33.33 33.33 0.0 0 Construction 3 State 0.61 8.66 23.21 41.6 24.45 1.42 Band 6 = > 90%, Band 5 = >80%, Band 4= >70%, Band 3 = >60%, Band 2= >50%, Band 1= <50%
Extension Subjects – 2019 HSC results by Band
Subject Enrolled Group E1 E2 E3 E4 OCS 0.00 0.00 0.00 100.00 English Extension 1 1 State 0.20 5.64 59.94 34.21 OCS 0.00 0.00 100.00 0.00 Mathematics Extension 1 1 State 4.37 15.37 41.16 39.11 Extension Courses are marked out of 50: E4 = > 40, E3 = >30, E2 = > 20, E1= >10
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OCS Annual Report 2019
100% of our HSC students who were eligible for the HSC Award were granted one in 2019. We are continuing to focus on the improvement of English and Mathematics results. The following graphs compare the Band results over the last five years.
English Standard Band History 2015-2019
English Advanced Band History 2015-2019
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OCS Annual Report 2019
Mathematics Band History 2015-2019
Note: Mathematics Standard data is not available as 2019 was the first year of this subject.
We still need to work on students accessing Band 6 in English. This will remain an area of focus for our school over the next twelve months. The aim is to develop further a culture of academic rigour, professional support and development, in order to facilitate improvement in student performance.
NAPLAN
This year, for the first time, we had 100% participation in NAPLAN testing. This was very exciting and reflected a positive growth mindset as students took up the challenge of doing their best in each subject area.
2019 Whole School Results – Comparison to State Averages The data in the table below compares the Orange Christian School average in each subject for each year group to the NSW State average. The teaching teams are able to utilise this information as they develop their Teaching and Learning Plans for 2020.
Year 3 Year 5 Year 7 Year 9 2019 OCS State OCS State OCS State OCS State Reading 441.0 431.9 518.4 507.16 543.6 547.7 596.7 586.9 Writing 403.8 420.5 468.2 478.1 514.1 514.9 568.6 551.4 Spelling 418.7 425.1 502.5 506.1 532.0 554.4 578.7 590.6 Grammar/Punctuation 434.1 448.1 510.3 509.2 533.8 546.9 579.8 578.9 Numeracy 418.4 409.8 507.9 498.5 547.9 554.5 602.6 599.4
= above state average = below state average
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OCS Annual Report 2019
Percentages in Bands – Comparison to State NAPLAN results are represented in “Bands” – this is similar to the way that HSC results are displayed in student feedback. There are six Bands from top to bottom for each Year, and they connect together across Years 3, 5, 7 and 9 to show the continuum of skills in each subject area.
Band 1 Band 2 Band 3 Band 4 Band 5 Band 6 Band 7 Band 8 Band 9 Band 10 Year 3 Year 5 Year 7 Year 9
Bottom Top
These tables show the percentages of each year group in the top, middle and bottom two bands for the five subject areas. This is shown in comparison to the state percentages.
Bottom 2 Bands (%) Middle 2 Bands (%) Top 2 Bands (%) Year 3 School State School State School State Reading 2.9 11.2 27.8 33.0 69.4 47.2 Writing 2.8 5.2 47.2 36.8 50.0 58.0 Spelling 5.6 11.3 36.1 34.5 58.4 47.9 Grammar / Punctuation 8.4 10.4 25.0 29.3 66.7 49.6 Numeracy 5.6 12.3 47.3 44.6 47.2 38.7
Bottom 2 Bands (%) Middle 2 Bands (%) Top 2 Bands (%) Year 5 School State School State School State Reading 11.1 12.9 59.2 46.6 29.6 37.8 Writing 14.8 15.3 74.1 64.1 11.1 18.9 Spelling 7.4 11.0 66.6 47.8 25.9 38.3 Grammar / Punctuation 25.9 16.6 37.0 41.6 37.0 35.9 Numeracy 18.5 13.7 44.4 53.8 37.0 29.8
Bottom 2 Bands (%) Middle 2 Bands (%) Top 2 Bands (%) Year 7 School State School State School State Reading 20.0 15.3 60.0 52.2 20.0 30.6 Writing 28.0 24.6 64.0 54.4 8.0 18.6 Spelling 24.0 12.6 40.0 51.0 36.0 33.7 Grammar / Punctuation 28.0 20.7 40.0 45.7 32.0 30.7 Numeracy 8.0 14.5 44.0 47.5 48.0 34.3
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OCS Annual Report 2019
Bottom 2 Bands (%) Middle 2 Bands (%) Top 2 Bands (%) Year 9 School State School State School State Reading 10.0 18.4 55.0 55.3 35.0 25.5 Writing 30.0 33.7 60.0 49.7 10.0 13.8 Spelling 5.0 14.9 85.0 57.8 10.0 25.7 Grammar / Punctuation 30.0 24.5 55.0 52.0 15.0 22.1 Numeracy 15.0 15.4 60.0 55.8 25.0 28.7
Here are just a few key statistics to celebrate from this data – there will be further analysis coming from the individual Sections over the next few weeks: • Year 3 had amazing results in Reading, with nearly 70% of the students achieving in the top 2 bands, and more than half of the class in the top 2 bands for nearly all subjects. • Year 5 had more than 90% of the class in the top 4 bands for Spelling and were above the State percentage for Grammar/Punctuation and Numeracy compared to the State. • Year 7 had nearly half the class in the top 2 bands for Numeracy and had above the State percentage in the top 2 bands for three of the five subjects. • Year 9 had less than the State percentage in the bottom 2 bands for four out of the five subject areas.
Number of Students in Bands – Focus on Writing and Numeracy With our Teaching and Learning Plans including particular focus on the development of Writing and Numeracy in each Section, the following graphs represent the numbers of students in each band for these two subject areas. In half of these tests, there are no students in the bottom band – an exciting result! For Numeracy, there is a definite push towards the higher bands in all year groups. Year 3 demonstrates aptitude in both areas, with higher numbers of students in the top three bands.
Year 3 Writing Year 5 Writing 14 15 12 10 10 8
6 4 5 2 0 0 Band 1 Band 2 Band 3 Band 4 Band 5 Band 6 Band 3 Band 4 Band 5 Band 6 Band 7 Band 8
Year 7 Writing Year 9 Writing 12 10
10 8 8 6 6 4 4 2 2 0 0 Band 4 Band 5 Band 6 Band 7 Band 8 Band 9 Band 5 Band 6 Band 7 Band 8 Band 9 Band 10
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Year 3 Numeracy Year 5 Numeracy 12 8 7 10 6 8 5 6 4 3 4 2 2 1 0 0 Band 1 Band 2 Band 3 Band 4 Band 5 Band 6 Band 3 Band 4 Band 5 Band 6 Band 7 Band 8
Year 7 Numeracy Year 9 Numeracy 12 8 10 7 6 8 5 6 4 4 3 2 2 1 0 0 Band 4 Band 5 Band 6 Band 7 Band 8 Band 9 Band 5 Band 6 Band 7 Band 8 Band 9 Band 10
Cohort groups – Comparison to State Averages The tables below allow us to track the performance of the cohort year groups as they have progressed from Year 3 to where they are today, using the State averages as a comparison. This enables us to identify areas of strength and further targets for improvement. Please note that for some year groups, the changes in enrolments (students leaving or new enrolments) have had a dramatic impact on results, causing fairly significant changes. Year 3 (2017) Year 5 (2019) YEAR 5 COHORT OCS State OCS State Reading 444.5 436.5 518.4 507.2 Writing 394.4 421.2 468.2 478.1 Spelling 395.3 426.6 502.5 506.1 Grammar/Punctuation 430.0 444.3 510.3 509.2 Numeracy 399.0 416.1 507.9 498.5
The 2019 Year 5 cohort has shown considerable improvement in Grammar/Punctuation and Numeracy and have maintained an above-average standard in Reading. The scores in Writing and Spelling are also improving, drawing closer to the State average.
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Year 3 (2015) Year 5 (2017) Year 7 (2019) YEAR 7 COHORT OCS State OCS State OCS State Reading 392.6 430.3 518.5 508.5 543.6 547.7 Writing 391.7 423.1 471.0 477.9 514.1 514.9 Spelling 409.0 418.5 493.5 507.9 532.0 554.4 Grammar/Punctuation 404.8 439.6 537.4 506.3 533.8 546.9 Numeracy 423.0 402.4 539.3 499.6 547.9 554.5
The 2019 Year 7 group has experienced a drop in some areas, causing them to be below the average in all subjects (note that Writing is almost equal to the average, reflecting improvement). Strategies for improvement will be an area for focus within the 2020 Teaching and Learning Plan.
Year 3 (2013) Year 5 (2015) Year 7 (2017) Year 9 (2019) YEAR 9 COHORT OCS State OCS State OCS State OCS State Reading 464.6 425.8 532.4 502.0 558.7 548.6 596.7 586.9 Writing 417.9 422.7 486.0 483.4 516.9 516.8 568.6 551.4 Spelling 441.8 422.9 546.4 506.4 566.4 558.3 578.7 590.6 Grammar/Punctuation 452.2 437.4 548.5 509.0 574 546.6 579.8 578.9 Numeracy 433.4 405.1 515.4 498.4 571.5 560.3 602.6 599.4
Year 9 has continued to perform very well in their NAPLAN tests, with only one area identified as being below the State average. Further progress in Spelling will be monitored.
The graphs below provide a visual representation of each cohort’s results since beginning NAPLAN testing. This makes it possible to see which individual subjects are areas of strength for a cohort, or an area requiring further reinforcement and focus.
2019 Year 5 Cohort - NAPLAN Results since Year 3 530 510 490 470 450
SCORE 430 410 390 370 Year 3 (2017) Year 5 (2019) YEAR
OCS Reading OCS Writing OCS Spelling OCS Grammar/Punctuation OCS Numeracy
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2019 Year 7 Cohort - NAPLAN Results since Year 3 600
550
500
SCORE 450
400
350 Year 3 (2015) Year 5 (2017) Year 7 (2019) YEAR
OCS Reading OCS Writing OCS Spelling OCS Grammar/Punctuation OCS Numeracy
2019 Year 9 Cohort - NAPLAN Results since Year 3 650
600
550
SCORE 500
450
400 Year 3 (2013) Year 5 (2015) Year 7 (2017) Year 9 (2019) YEAR
OCS Reading OCS Writing OCS Spelling OCS Grammar/Punctuation OCS Numeracy
School Level Growth – Compared to Statistically Similar Schools (SSSG) and State The following three sets of graphs reflect the growth of each cohort compared to their previous NAPLAN testing, two year ago. For each year group, there are graphs that show the Average Scaled Growth compared to other similar schools (SSSG) and the overall state average. There is also a set of graphs to show the percentage of students at or above expected growth, again compared to similar schools and the state.
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Year 5
Year 5 reflects a solid performance in most subject areas, with particular growth in Numeracy and Spelling. The percentage of students at or above expected growth is above the state in every subject – a very rewarding result.
Year 7
Year 7 is below the state average scaled growth in all subject areas, indicting the need for further strategies in the Teaching and Learning Plan. The current OCS Year 7 cohort has had a number of enrolment changes since their previous NAPLAN tests, which impacts data comparing them to Year 5. Their strongest area for expected growth is Numeracy, demonstrating the effectiveness of the focus on Mathematics in Stage 3.
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Year 9
Year 9 is above the expected growth in four of the five subjects, and well above the expected growth for Numeracy and Writing, which is very exciting. Grammar and Punctuation is an area of concern and will be the subject of further focus in 2020.
Section Feedback
Junior School
Junior Team goal for NAPLAN in 2019: By explicitly teaching, the 7 Steps to Writing Success program our 2020 NAPLAN results will include 75% students achieving the top 2 bands.
We have achieved 75% in the top 3 bands; we now need to aim to achieve 75% in the top 2 bands in 2020.
The NAPLAN results in the Junior School (Year 3) show signs of improvement in many of the domains tested this year. Our writing results are still improving, and we are beginning to see the fruit from the new system implemented last year. Below you can see the recommendations from the Junior team for implementation in 2019, which is now embedded and will continue to grow stronger.
Recommendations:
• Explicit teaching…I Do, We Do, You Do • Continue to implement 7 Steps to Writing Success, Soundwaves • Continue to revise and update the English programs to reflect the 7 Steps to Writing Success Program and Soundwaves Spelling • Continuing to structure and implement the daily literacy block according to the recommendations from Sarah McDonagh (Writing, Reading, Comprehension) • Continue to revise and update the Mathematics programs to reflect the new scope and sequence that was created with Anita Chin during January 2018 PD week
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Middle School The Year 5 cohort has shown significant improvement from two years ago and, in writing and spelling where they are still below State average, the gap has closed significantly. This is indicative that the specific and explicit teaching is rewarding the hard work of the students and teachers. Programs such as the 7 Steps to Writing Success, Soundwaves and the structure of the daily literacy block in line with recommendations from Sarah McDonagh are now embedded in the program and will show fruit in 2020 and beyond.
In Year 7 a significant number of enrolments has changed the nature of the group. This is a challenge when we bring in students at the beginning of high school but the Year 9 results reflect the growth that is possible across Stage 4 and indicates that the continued focus on academic rigour along with implementation of programs such as the ‘Jigsaw’ program including Elevate Education study seminars will continue to see growth in 2020. Growth in Numeracy is pleasing and again reflects the impact of explicit teaching across Stages 3 and 4. Writing is an area for consideration where, given the effectiveness of the 7 Steps program in Stage 3, we will investigate integration of the concepts into Stage 4 strategies.
Senior School The 2019 Year 9 NAPLAN cohort indicates consistent or improving results, compared to the same cohort’s results in 2017 (Year 7), across all domains except Grammar and Punctuation, which saw a significant decline.
Strategies for Improvement • The results indicate a need for a greater focus Grammar and Punctuation and extending higher ability students, a trend that suggests the current focus on academic rigour is warranted. This is consistent with the Senior Section Teaching and Learning Plan, 2020. • From an examination perspective, the results indicate a need for more extensive drilling in NAPLAN preparation in Year 9, particularly Grammar and Punctuation questions. • A point to note is the significant differences between cohorts, across all years and modes. This is consistent with small cohorts and the significant variations that tend to characterise small groups.
Kath Berry Curriculum Coordinator
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Junior School Report
2019 has been a consolidation year of the Junior Teaching and Learning Plan, incorporated in the OCS 2018-2022 Strategic Plan, as we have embraced the core pillars of Christian Discipleship, Academic Rigour and Parent Partnership at Orange Christian School.
Through the Junior Section Strategic Plan, we envision:
• a vibrant learning community, where students embrace a mindset of growth and resilience; • quality teaching and learning opportunities that are challenging, stimulating and underpinned by Biblical Threads; • a curriculum that is relevant and flexible, prioritising Literacy and Numeracy; • a community of ‘thoughtful, responsible and respectful’ students. 7.1 Christian Discipleship
“You then, child, be strengthened by the grace that is in Christ Jesus, and what you have heard from me in the presence of many witnesses entrust to faithful men, who will be able to teach others also.” 2 Timothy 2:1-2
The Biblical Literacy program has been embedded in K-12 with the Christian Discipleship Program.
The Junior School students are encouraged to reflect upon the words of Ephesians 4:29, ”Let everything you say be good and helpful, so that your words will be an encouragement to those who hear you” and to own them so that they are striving to be ‘thoughtful, responsible and respectful.’
Each year we support the Senior School’s Mission focus by raising funds to enable the senior students to purchase gifts and equipment to take with them on these mission trips.
This year we introduced the HOPE Challenge aiming to provide a platform in which students are taught and guided about how they should respond in different situations and developing empathy as they learn to be ‘thoughtful, responsible and respectful.’
The HOPE Challenge is based on:
1. A Biblical foundation to include: • Devotions • a Memory Verse challenge, and • Prayer 2. The PEER Support Program, which provides opportunities for students to develop skills for building positive relationships and encouraging participation, to create and maintain a positive school culture, through: • Enhancement of peer relationships • Vertical connections K – 4 • Peer leaders from year 4 • Teacher/student interactions
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The first peer support program, focussed on the topic of ‘Keeping Friends’, helping students to explore the concept of friendship, build relationships and develop skills in empathy and critical thinking. Through these peer lead sessions, we hope that our students will learn how to ‘Honour Our Peers with Empathy.’
The HOPE Challenge also includes an Award System, building on from the Achievement Cards, which were already in use in the Primary school, to include HOPE Challenge certificates, and then onto HOPE Challenge awards. Students earn two HOPE Challenge certificates before they receive the relevant Award: progressing through Bronze, Silver, Gold and Platinum award levels.
The HOPE Challenge awards include recognition of the criteria from the OCS Student Code of Conduct, including:
• General behaviour; Behaviour towards others; Attitude to property, and Attitude towards school and learning,
Because every student has the right to:
• be safe and to feel secure in school • learn in an interesting environment • develop their God-given talents, interest and ambitions positively without intimidation • work to the best of their ability • be treated with respect by other students and school staff, and • be listened to
The HOPE Challenge certificates available for each level include the following:
• For showing God’s love to your peers • For being an encouragement to your peers • For displaying a welcoming and caring attitude • For using your words carefully and making wise choices • For being thoughtful, responsible and respectful
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7.2 Academic Rigour
Teachers encourage Growth Mindset so that all students learn ‘to have a go’ which will therefore lead them on to becoming lifelong learners who will discern risks and take hold of opportunities. Students are encouraged to not be afraid, to ‘have a go’; develop resilience; challenge themselves and encourage ‘a fair go’ for all.
Our teachers always use differentiated strategies and interventions in all subject areas. Teachers support one another through collegial observations focusing on student engagement, questioning and differentiation, specifically in literacy and numeracy.
Teachers focus on:
• Data informed practice • Explicit skill instruction / differentiation • Student-centred teaching practice • Professional learning in line with NESA and appraisal goals • Assisting students to reflect on the how and what of learning • Facilitating collaborative learning, through: → Regular team or stage meetings → Strategic feedback to students/class about their learning → Staff participate in professional learning when appropriate Collaborative collegial discussions → Disciplined dialogue re assessment
The teaching of Literacy & Numeracy is an embedded priority in the Junior School. The importance of these two subjects cannot be emphasised enough, as the success of these skills has a proportionate effect on all other subjects, right through school and beyond. We consistently track all students progress from K-12, against the Literacy and Numeracy Learning Progressions and Syllabi to inform learning activities. 75% of Literacy students and 82% of our Numeracy students were at or above benchmark at the end of 2019.
Lessons target the Tier levels through:
→ differentiated class programs to meet or extend students • Tier 1 and Tier 1+ levels – at benchmark &/or extension • Tier 2 and Tier 3 levels – at benchmark &/or support through Individual Plans or Health Plans • Booster programs – MiniLit and MultiLit
Learning Support
We are committed to creating a personalised learning environment for our students, so they develop confidence and joy for learning, a strong assurance of their worth, and the desire and values to contribute meaningfully to society.
Learning Support practices include providing differentiated tasks within the normal classroom activities, small group workshops, 1:1 tuition with a teacher’s aide, in Kindergarten and Stage 1 plus referrals to outside agencies, to ensure that all areas of learning are met.
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We specifically use the MiniLit and MultiLit programs, which target phonemic awareness, phonics, spelling, sight word mastery, reading competency and comprehension.
The Literacy and Numeracy Leaders work closely with the Junior team through regular observations and collegial discussions, to share results and lead discussion on Literacy and Numeracy progress and updates.
We have embedded Sound Waves for Spelling and the 7 Steps to Writing Success, with the overall aim to have substantial improvement in our NAPLAN results to achieve 75% students achieving in the top 2 bands. This year, students in year 3 achieved 75% in the top 3 bands; we now need to aim for 75% in the top 2 bands in 2020.
NAPLAN results for Year 3 students in the top 3 Bands 2017 2019 Grammar & 75% 75% Punctuation Reading 75% 96% Spelling 54% 81% Writing 48% 75% Numeracy 64% 78%
Through these targeted approaches we aim to have:
• Clear communication concerning expectations • Increasing progress in all assessments across the year >5% • 75% students in top 2 Bands in NAPLAN, in Literacy and Numeracy
Sharing the experiences with Writing and Reading in Stages 1 and 2: It’s always a good experience for our students to show what they can do to someone else besides their own class. S2S did just that, by sharing the narratives they had written with S1F. The students spent time reading, then discussing how they created their stories. Students in Stage Two thought about how they could improve their writing for next time and keep their audience hooked on their every word.
STEM / STEAM DAY
All K-4 students were involved with STEM activities on the final day of term 2. It was fascinating to witness the engagement of all students as they tackled the tasks set before them. Often, they were working with partners or in small groups, aiming to solve the challenge given; remembering that no two ways are the same, and that it was okay to have a different solution to another group. K-2 students participated in four STEAM challenges including making helicopters, straw ducks, the Three Billy Goats Gruff bridge design.
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Stage 2 students were involved with the ‘Creative Creations – improve our school’ challenge (STEM Academy Challenge with Sydney University) where they worked in small groups with middle school students, planning and refining their ideas, while also checking whether their plan would be financially viable. Students presented their final plans to the Principal, Melissa Brown and received good reports from the University as well. We are now looking forward to seeing some of these designs being incorporated into the OCS playground.
Prep Visited Kindergarten
Our Prep students had the opportunity to visit the kindergarten rooms a few times in term 3 and then twice in term 4 if they would be joining Kindergarten in 2020. They had lots of fun and were able to familiarize themselves with the room and their teachers. They enjoyed the opportunity to experience the kind of activities they will do when they go to Kindergarten next year. During these visits, the Kinder teachers were also able to get to know the Prep children as well. Next was the Orientation mornings on Thursday 31st October and Tuesday 4th November from 9:00am to 11:00 am. What a wonderful transition this is! The new "I'm 2020 Kinder Kid” T-shirt was also a big hit. Josiah said he will wear it and go into Kindergarten like a Storm Trooper, while Adeline said she will wear it and go into Kinder like a Wonder Woman. 2020 is set to be good year to be in Kindergarten.
CodeSpace Camp
Another successful Coding Camp was held at Orange Christian School during the October holidays with special thanks to CodeSpace for facilitating three practical days learning more about coding using Minecraft.
Ten students developed their skills in problem solving and critical thinking as they learnt more about the computer coding used by game designers to create animated characters, design 3D environments, and customize (or Mod) objects.
Apart from all the fun they had over the three days, each student now has a better understanding of how technology works and what they’ll need to take their work to the next level. They’ve also learnt crucial skills like logic and problem-solving which will stay with them long after the camp, also allowing them to share these skills with their friends.
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Extra Curricula events are always popular, providing valuable lessons outside the classroom. All students participated in these activities, which included:
• Theatre performances: Possum Magic (ES1 & Stage 1) & The Twits (Stage 2) • Year 6 Buddies – helping the Kindergarten students to know their school by fostering friendship and respect. This program enables a strong rapport between the younger and older students in the primary school. • Move to Learn – K-2 classes 3 days a week • Stage 1 boys and the Gym – building stamina and focus allowing the boys to concentrate more once they return to their classroom • OCS Cross Country – was held in May, with all students participating enthusiastically • Easter and Christmas celebration picnics for Stage 1 • Stage 2 Sleepover in term 1 and Scout Camp excursion in term 3 • Anzac Day March in Orange Christian School • Year 12 Primary Support Program – worked with year 2 students • OCS on Show Week involved – a Music Assembly, OCS Book Parade and Open Classrooms • The Creative Arts Program – Junior Singers in stage 1; Choir in stages 2 and 3; violin for year 1; cello for year 2; ukulele and guitar for stage 2 • Vertical age K-6 activities for the final day of the year. • ICAS Competitions & NAPLAN • STEAM days & The Maker Space Program • Coding Camp – run by CodeSpace during the October holidays • CWA Public Speaking Competition • Chess – highly competitive local school’s competition
Strategic Developments for Future Planning
• The HOPE Challenge Peer Support Program will continue • Assessment strategies development will continue to be embedded in Literacy and Numeracy • Stage teaching teams will continue to work closely together to ensure that all students are graded on the same summative task, and that grades given are aligning with the outcomes • Observations by Leaders in Literacy and Numeracy, and collegial observations have proven to be invaluable and informative will continue as is therefore embedded • Continue to provide appropriate aides in the Kindergarten and Stage 1 classes • Continue to provide the Booster Program for MiniLit and MultiLit
Professional Learning undertaken by the team
• Child Protection • WHS Refresher • Transformation by Design with Chris Parker • Seven Steps to Writing Success • Making Moderation and/or Making Data Driven Decision with Belinda Elliott • NAPLAN Writing and Explicit Teaching • STEM Academy (stage 2) • CANVAS training • Video Logging
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• Curriculum development • Mini-Registration of documents 7.3 Parent Partnership
Parent Partnership is a vital component of OCS. 1 Thessalonians 5:11 “Therefore encourage one another and build one another up……”
We value, welcome and encourage our parents to partner with us in the education of their children, thereby building a strong school community. We do not underestimate the privilege that we have working with our families to fulfil the vision of our school. We aim to always provide a welcoming environment for our families, plus a nurturing and caring learning environment for our students. We care that student wellbeing is nurtured, encouraging each student to become resourceful and resilient, with an increased capacity to care for others.
Our Class Parents Program has long been an effective means by which to help welcome new parents to our school, help them to feel connected in their new community and to assist in keeping parents aware of upcoming events and to encourage involvement at OCS. Through Parents Connect our nominated Class Parents notify parents of specific events with plenty of time to plan for attendance.
Along with the usual sporting events and excursions we also include:
→ Parents are notified of events in the newsletter, on Facebook, in assemblies, & in person. • Term 1 – Read Aloud Picnic Day / K-2 Sports Carnival • Term 2 – Numeracy Hour fun activities / STEAM Day activities • Term 3 - OCS on Show – Book Parade – picnic lunch • October holidays – STEAM - Coding Camp run by CodeSpace • Term 4 – Poetry Time / K-2 Water Fun Day
Junior School Survey – each year we invite our parents to complete a sentiment survey, to let us know their thoughts on the progress of our Teaching and Learning Plan. We aim to provide strong support for our students in personal development and wellbeing to become resourceful and resilient; with increased capacity to care for others.
The HOPE Challenge has provided some insight into resilience, by prioritising wellbeing for students. Interestingly, this year’s Survey highlighted that 74% of parents felt that their children were resilient in challenging situations, whereas 26% were not, which has led us into seeking improvement strategies in this area.
• Parent Information evenings > 80% attendance • Parent/Teacher evenings > 80% attendance = in March & and in August • Mother & Fathers Day Breakfast are always very popular • Junior School Survey – a positive response which enables us with future planning. • Read Aloud Picnic day was very successful with many family members attending. • K-2 Sports Carnival – always well supported • Numeracy Hour and Poetry time – some involvement from family members • STEAM day was very successful; stage two students were engaged a STEAM Challenge with Sydney University
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Parent Helpers at the Stage Two Camp, at the Scout Camp: is always a fun camp and one which we simply couldn’t do without Parent helpers – so a special thank you is extended to everyone who was able to come along at some stage during the camp – which included lots of fun, games, challenges, exploration, orienteering, the ropes course, setting up for meals, cleaning up after meals, setting up the tents and then pulling them down and cleaning up the entire Scout Camp. Everyone embraced the spirit of the camp with the aim to have new experiences, including staying overnight away from home. Students were able to see each other in a different light away from school; friendships were either made, renewed and embraced.
A special thank you is extended to the amazing Stage Two team, who always go above and beyond in their preparation for these events, ensuring that each student has a valuable experience. Thank you!
The 2019 Junior School survey revealed the following comments from some parents when asked ‘How they describe the school to others’:
• A great community and school with a focus on developing the child as a person, not just in areas of education. • Warm, caring environment that genuinely cares for the kids and strives to grow them into the people God wants them to be. • A kind school that has a great balance between Christian values and focus on academics. • A stable Christian environment that cares about my kids above and beyond their duty.
Calendar of events for Parent engagement and Information
• Parents are such a support and encouragement for not only our students but the teaching team as well • The events calendar will continue to be published in the Junior Newsletter and on School Stream • Class Parents will help to connect our parents and update info via text messaging • When children see that their parents are participating at school, they too can see the benefit of doing their best as well
Students enjoy performing for their parents at the Music Assembly
Cathy McPhee Junior School Coordinator
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OCS Annual Report 2019 Fun in the snow
Middle School Report
2019 was the second year of the new 2018-2022 Strategic Plan.
The theme of the Middle School strategic plan is the concept of the booster rocket. Middle School builds on the ‘launch’ given to the students through Junior in their foundational literacy and numeracy learning and prepares students for Senior Secondary as the ‘lander’ that will take them to their choices for post-secondary employment and education options.
The Middle School program then is vital in the progression of students in and preparing them for success. 8.1 Christian Discipleship
The Middle School continued to build on the Christian foundations of our school through the lens of four Biblical Threads. Following professional development of the whole staff with CEN on the Transformation by Design program the ‘Middle School Threads’ were expanded to include all the threads in programming although the three focus areas have been maintained as significant areas of development to assist Middle School aged students. These three threads are:
3. Showing Mercy 4. Overcoming setbacks 5. Unwrapping gifts
Stage 3 classes begin the day with Biblical Studies. For Stage 4 Biblical Studies / Homeroom period is in Period 3 (10.50-11.20) each day. Assembly occurs each week on Friday alternating between Primary / Secondary (even weeks) and Section Assemblies (odd weeks).
The focus of Biblical Studies in 2019 was the story of Jesus and the church through the New Testament as per the Whole School Devotional Plan. Biblical Studies includes reading the Bible, discussion of key concepts in the passage and shared and individual prayer.
Women in Learning and Leadership (WILL) / Blokes in Learning and Leadership (BILL)
In Stage 4 one of the Biblical Studies sessions per week is dedicated to WILL / BILL program where the young women and men of Stage 4 have an opportunity to discuss issues relevant to them.
The development of the Middle School Leaders program to include two leaders as well as the Junior House Captains was a substantial step for the Middle School. It provides additional opportunities for Year 8 students to show leadership in both formal and informal settings within the school.
The Middle School leaders, Elliot Bangert and Georgie Taberner, set a wonderful example to their peers both academically and spiritually and began the new position very positively.
They were ably supported by the Junior House Captains in 2019, Olivia Buckerfield, Alicia Moir and Leo Pulling.
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Key areas of the Biblical Studies program included:
• Compassion Sponsor child program • Increased including Stage 3 involvement in 40 Hour Famine & Red Shield Appeal • Clean Up Australia Day clean up in and around the school (Stage 2; school grounds) (Stages 3 & 4; Nelson Park & wetlands). • Focus on the identified Threads in Biblical Studies, Teaching & Learning programs and outdoor education e.g. at Stage 4 Waves Camp & Stage 3 Canberra excursion
8.2 Academic Rigour
Focus areas to build academic rigour in Middle School continue to include Growth Mindset, focus on Middle School Learners, students developing clear and consistent understanding of digital citizenship with Biblical principles and STEAM.
Bringing Middle School into line with the rest of the School in terms of presentation of assessment task including marking criteria and formalised assessment notifications caused some discussion among the parent community. Through a series of meetings and discussion this development was gradually accepted as developing academic rigour within the school.
In growth mindset the emphasis has been upon develop resilience in the students so that they regard learning challenges as opportunity for growth. This has involved implementing a new ‘language’ of growth mindset, focus on growth mindset in Information Evenings, Parent/Teacher meetings, newsletters and the like as well as giving students genuine occasions to demonstrate growth mindset through goal setting, revision and study tools.
The introduction of Elevate Education Study Seminars in Years 7-9 including parent seminars was another step in developing academic rigour with direct teaching of study and revision techniques for students in Term 2 in the lead up to Semester One examinations and revisited before the Semester Two exams. Many students reported positive growth through the Elevate seminars. The ongoing delivery of this program was completed as part of the WILL / BILL program.
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Middle School students and staff played a significant part in the success of the two school musicals in 2019 involved in all areas of the performances including band, backstage, chorus, pros and lead roles. Honk Jnr! and Mary Poppins were important events in the life of the school.
Growth Mindset has had positive implementation which is encouraged in all classes in the Middle School. One area of growth in 2018 that continued and built into 2019 was the significant number of Middle School students, including Year 5, participating in service through Clean Up Australia Day, Red Shield, 40Hr famine etc. WILL & BILL projects have addressed growth and the Outdoor education programs have a strong growth mindset focus.
Professional Development
Staff have undertaken professional development throughout 2019 with particular emphasis on PD Weeks in January and July.
Following on from the focus on ‘Middle School Learners’ in 2018 observations reveal clear development and use of differentiated interventions in content, process, product and environment. This is reinforced through regular Middle School Section meetings to address welfare and learning needs. These meetings allow disciplined discussion of issues and lead to positive collegiality through sharing of successful teaching and learning strategies across the team. Other Professional Development opportunities include:
• Canvas LMS training in both basic courses set up and “Mastery Path’ teaching. • Integrating Biblical Perspectives into academic programming through the Transformation by Design course from CEN. • STEM Academy training • Using data from SCOUT & PAT to improve Naplan results & academic rigour • Planning Reading Instruction with Sarah McDonagh • WHS, Child Protection & relevant First Aid Training • Growth Coaching leading to observations and coaching sessions as part of appraisal process
Integration of ICT
A goal of the Middle School plan is achieving active integration of ICT that builds innovative creators and discerning consumers of content so that students develop a clear understanding of digital citizenship with Biblical principles.
iPad set usage reached a high of approx. 75% in Semester 2 of 2018. The introduction of the second class set lowered this to approximately 60% consistently across both sets in 2019 demonstrating increased access to the technology with two sets available.
Repeated reinforcement of expectations to and with students has led to:
• No reports of Cyber bullying • Very few incidents of removal of access or abuse of technology privileges (two in 2019) • No reports from staff of students gaming rather than working.
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• Very limited and innocuous use of email for purposes other than work by students. Students reported appreciating the ability to ask learning questions of teachers.
STEAM
STEAM continues to be a focus for Middle School. Small Schools STEM challenge day in Term 4, the Stage 4 STEAM course and STEAM club in the Hub have seen significant engagement and enthusiastic participation by students. The participation of staff in the University of Sydney STEM Academy training and program has proved very effective for improving both understanding and implementation of STEM / STEAM approaches across Stages 3 & 4.
Initiatives and activities include:
• Mars rover / spheros / solar car / coding • STEAM activity days including hosting Small Schools STEM Day with University of Sydney • Increased use and access to ICT for STEAM • Stage 4 STEAM lesson integrated into program • Increasing enrolment into iSTEM and Senior Science courses 8.3 Parent Partnership
A key section of the MS Strategic plan is to assists parents to be integrally involved in and recognised as valuable contributors to the education of their children.
Middle School has seen several results:
• Parent Information evenings > 60% attendance • Parent / Teacher evenings > 60% attendance – Lower Stage 4 parent attendance (50%) compared to Stage 3 (70%+) in Semester 1. • Semester 2 rates approx. 10% lower in Stage 3 • High level attendance at camps (14 Six Foot Track; 15 Hill End) • Parent engagement has been prioritised → ‘TEACH’ Series videos → Video explanations of core subject assessment tasks in Stage 4 → Communication involvement with phone calls. → Involvement in PiP Days painting of benches and creation of the new seating area were very successful projects. → Attendance at Information Nights
This will continue to be a focus for improvement and seeing to find ways to engage parents as they assist their children in 2020 particularly utilising Canvas to support learning.
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In Middle School in 2019 the emphasis on Discipleship and parent partnership are specifically addressing the mission and vision of the school. In the focus on growth mindset, STEAM and integration of ICT to create a student-centered learning culture we are continuing to build on the culture of Academic Rigour.
There have been a number of areas where we are adjusting the plan over time; the implementation of the Canvas LMS with increased access to Stage 3 and further developing use in Stage 4 and introduction of iPad class sets have assisted in the creation of a student centered learning culture allowing teachers to differentiate learning opportunities.
Finding ways to develop parent connection has been strong in 2019.
Academic challenge programs such as TED-OCS and the Maths Enrichment program through the Australian Maths Trust have allowed some students in Middle School to find enjoyment in challenging themselves to improve their learning.
Adrian Lee Middle School Coordinator
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Senior School Report
9.1 Christian Discipleship
In line with the school vision of leadership, the School maintained three broad goals for the discipleship program at OCS.
• Goal 1: Develop students’ understanding of God’s love of all His creation through biblical knowledge; • Goal 2: Encourage students to use God’s word as a basis for how they live their life; • Goal 3: Provide opportunities for students to become humble servants who demonstrate God’s love in the wider world.
Aim
The aim of Discipleship for K–12 is for students to:
• Recognise connections between faith and all areas of education and other disciplines and appreciate biblical discipleship as an accessible, enjoyable discipline to study, and an important aspect of lifelong learning. • Know God’s Word: develop an increasingly sophisticated understanding of biblical truths and fluency in the biblical story. • Demonstrate God’s Word, particularly in putting God’s Word into action as witness in the immediate and wider community. • Be Missional: students taking their faith to people and places that need the light of Christ.
We believe that our God is the creator of all things; and that all knowledge contained in any curriculum document has at its foundation the word of God. Our task is to draw together the requirements of the syllabus documents, God’s truth and God’s love for His creation, to provide students with a firm foundation on which to build a life that draws all toward the saving grace of God through faith in Jesus.
Implementation
A two-year, timetabled Bible program was continued in 2019, providing an overview of all books in the New Testament. (2020 will cover the Old Testament.)
The School’s mission focus was extended to offer opportunities for witness in the wider community, building on our current mission programs with YWAM (Youth with a Mission) and fundraising efforts with Red Shield Appeal, the Cancer Council and 40-Hour Famine (see below).
Each homeroom class covered at least three readings per week, while camps and excursions provided opportunities to extend periods of enquiry, reflection and discussion. This time also provided opportunities to develop discipleship groups for students in the outworking of discipleship, mission and community engagement opportunities.
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Mission Trip
The School continued to expand its mission opportunities after 2018’s Mission Trip to Byron Bay. In 2019 a successful mission was undertaken to Fiji by current students, staff members and members of YWAM Newcastle.
The Fiji Mission was founded on Jesus’ command to ‘Go into all the world and preach the good news to all creation’ (Mark 16:15). The mission challenged our students to respond in part to Jesus’ command to ‘Therefore go and make disciples...’ (Matthew 28:19a).
The call to mission also had an educational component that supported the development of effective leaders. It challenged students to complete extensive personal preparation and required co-operation, discipline and teamwork. It included training in evangelism and supporting and encouraging a mission group that was already doing God’s work in Australia and abroad.
The process of planning and completing the Fiji mission was an invaluable learning experience. The experience of working with a mission group, as students led and served, opened their eyes to the challenges of an affluent, materialist society.
The Fiji Mission was an indicator of the effectiveness of our foundational work in ‘raising up leaders of Godly character’. The support and encouragement of the wider school community was an affirmation of the strength of our community and the love of our brothers and sisters in Christ.
Spiritually, the group returned with a new understanding of life, learning that love is stronger than fear and that the impact of God’s love extends far further than is evident to any of us. It was an amazing time in each of the lives of those who went. Every member of the team felt the presence of God in different ways over the course of the trip: some during worship times, others during times of quiet reflection, still others during prayer and deep conversations. One thing remained true through it all: our God is simultaneously enormous and personal. He seeks out His children at every opportunity and longs to be in a relationship with them.
In other areas, as part of the development of Christian discipleship, our Student Leadership Team (SLT) organised activities to raise awareness of a range of charities. Activities included participation in the Red Shield Appeal, Biggest Morning Tea and 40-Hour Famine and support for the Orange Christmas Community Lunch.
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2019 saw the implementation of significant initiatives in the Senior School, particularly in the areas of Teaching and Learning. The year continued a focus on academic rigour as a core value. A range of goals and strategies, including an explicit two-year Vertical Homerooms program, ‘Learning Progressions’, supported students in developing positive attitudes towards motivation, discipline, organisation and resilience. 9.2 Academic Rigour
Under ‘OCS Academic Rigour’, students are familiarised with HSC conventions and expectations from the early years of secondary schooling, and are academically nurtured through explicit, timely feedback, classes of optimal size, a foundational belief in each child’s gifts and close partnerships with parents.
‘OCS Academic Rigour’ pursues academic discipline, application and achievement as virtuous, godly disciplines, cultivated within a Christian worldview. In Stage 6, the Higher School Certificate is viewed as a fundamental goal, indicator and measure of students’ academic achievement.
The Vertical Homeroom Learning Progressions program is a deliberate and practical blending of ‘academic achievement with biblical truth’.
Under the vertical structure, students grow into their pastoral care group, eventually assuming a position of leadership within the group. Students explore and reflect on their personal response to God’s word, engaging with their peers and teacher in supportive relationships.
Students worked from a handbook that incorporated a two-year biblical studies program with ‘Learning Skills’ lessons, addressing
• goal setting; • Growth Mindset, resilience and risk-taking; • organisational skills and time management; • researching; • critical reading, inference and writing skills; • communication skills and presentations and • study skills – including note taking and summarising.
The program also included a two-year ‘Learning Progressions’ program, based on the work of Prof. Guy Claxton. ‘Learning Progressions’ encourages students to think about what each of the following four areas might look like:
1. Feeling – the emotional aspects of learning; 2. Thinking – the ‘brain power’ in learning; 3. Managing – the strategic aspects of learning; 4. Relating – the social aspects of learning.
Homeroom teachers use the progressions in a number of different ways, but particularly as
• a starting point for students’ own unique learning framework, and • support for self-reflection on students’ progress at school.
Each of the Vertical Homerooms consists of a small number of students from each year, 9-12, in the one group. Students stay with that one group for the duration of their Senior years.
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This homeroom structure means students enjoy good relationships with students from other year groups. Student leaders enjoy greater opportunities in contributing to the School’s academic foundation, faith development and social structure, in both formal and informal ways.
Homerooms are complemented by Senior assemblies, which provide opportunities to extend the Growth Mindset and resilience programs, acknowledge Senior students’ achievements and address Senior School matters.
January and July PD weeks included planning and organisation of major events (OCS on Show, etc.), particularly those that occur immediately before the Trials and HSC, to decrease distractions for staff at this time.
In 2020 the Senior staff will continue to further pedagogical initiatives and improvements. In particular, the team will extend the academic rigour initiative, implementing personal responses to a range of strategies and initiatives, an engagement that commenced at the end of 2018.
These strategies include:
• A deliberate focus on attaining a higher percentage of Band 6 results in all Stage 6 subjects; • Building awareness of HSC conventions within faculties, and teaching these explicitly; • Exam preparation that involves teaching towards examinations, consistent with course content; • Close analysis and discipline dialogue concerning NESA’s Results Analysis Package (RAP); • Faculties scaffolding HSC preparatory work in direct accordance with rubric and past papers; • Staff participating in HSC marking; • Staff attending Markers’ Feedback days and/or NESA professional development and workshops, particularly where HSC marking is not available or possible; • Staff management of student meetings, timely marking and feedback, etc., in consideration of other demands on HSC teachers at this time; • HSC teachers timetabling past papers under exam conditions, particularly during Term 3; • A reduction in external disruptions, particularly during Terms 2 and 3 (Music Festival, excursions, sporting events and other commitments). This ‘embargo’ period has been extended from 2019’s Term 3; • Teacher professional development addressing HSC conventions within faculties, including visits to established departments in other CEN and state schools; • Arranging marking moderation sessions with other schools, one in each faculty, preferably with a department that has a teacher with HSC marking experience; • Use of HSC answer books and showcases: ArtExpress, Encore, InTech, OnSTAGE, Shape 2019, WordeXpress, etc. in encouraging disciplined, professional dialogue on program development.
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Academic and Community Development within a Comprehensive Teaching and Learning Plan
The Learning Hub
The School’s Learning Hub continued to operate on Monday, Wednesday and Thursday afternoons. Its aim was to assist parents as they supported their children’s learning, providing a safe and structured environment where students completed homework and received support from teaching staff.
The Hub enabled students to complete a proportion of their work at school, allowing them time to participate in other activities outside school hours. This assisted in the development of a balanced approach to work/life commitments.
Teaching and Learning: Other Areas
Extension and Enrichment classes in English and Mathematics for Years 9 and 10 continued, encouraging high- potential learners to challenge themselves under the instruction of experienced HSC teachers, developing the skills and understanding that enabled them to meet raised expectations.
The Year 9 Homelessness camp developed awareness of the predicament of homeless people, prompting reflection on the necessities of life and a renewal of humility and willingness to serve. The event also made a significant contribution to cohesion and resilience within the cohort. The camp program included guest speakers and group activities, which involved students building overnight shelters for themselves from cardboard and found objects. Each student was allowed $5.00 for meals over the two days, which they combined, allocated and spent within their groups.
The Homelessness camp was extended to the Urban Experience camp in Sydney, an experience in which students visited Wesley Mission and investigated homelessness in Sydney.
Slum Survivor and Urban Experience were designed to challenge students to look outside themselves and find ways they might support others. Students deepened their understanding and love of others and built skills in resilience and problem-solving.
The Year 10 Wontama program continued in 2019. Students worked together to visit and then host the elderly residents of Wontama Village, including preparing a meal, decorating the Bembooka facility and providing entertainment. The response from the Wontama staff and residents was very positive.
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The Stage 6 Study Camp included visits to the University of Canberra and the Australian National University, the War Memorial and the High Court of Australia. Visits to each university campus included a tour of facilities. The camp’s aim was to experience a range of university contexts, with opportunities for field work in the subject areas of Chemistry, Modern History and Legal Studies. 9.3 Parent Partnership
Parents were invited to participate in various academic programs, as motivators and leaders in Senior students’ motivation, cohort cohesion and physical and mental fitness programs.
Attendance at Parent Teacher Meetings was promoted in newsletters and actively promoted in classes. Attendance data were tabled at Board meetings. The year saw 50% attendance from Senior Section parents.
Parents in Partnership (PIP) days continued to be a positive, popular feature of the School calendar.
Appraisal of 2019 Initiatives
School Determined Improvement Targets
During 2019 the Senior Section undertook to develop the following programs and initiatives, and to target the following focus areas:
2019 Initiative Appraisal
Christian education for lifelong discipleship Vertical Homerooms Opportunities for Christian leadership for student leaders were expanded, using the new Vertical Homerooms as a forum for both formal and informal engagement with younger students.
Increased focus on Godly Leadership and strategies The Student Leadership Team was revised in its focus and to allow more students opportunities to exercise profile. Leadership criteria were used, based on Proverbs 16. leadership. SLT students presented testimonies and led at Secondary assemblies.
Develop students’ media awareness and skills The SLT was provided with training in media.
Increase OCS direction in Mission Liaison with YWAM staff occurred to ensure OCS direction in mission trips was consistent with OCS vision. Changes to arrangements on mission trips included formal, daily debriefing for staff, guidelines on stewardship of students’ funds, a clear statement of vision with an expressed need for consistency with OCS values.
Strong academic focus Academic rigour The school developed its focus on academic discipline, application and achievement as virtuous, godly disciplines,
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cultivated within a Christian worldview. Strategies to affect this shift included: • Building awareness of HSC conventions within faculties, and teaching these explicitly; • Faculties scaffolding HSC preparatory work in direct accordance with rubric and past papers; • Staff participating in HSC marking; • Staff attending Markers’ Feedback days and/or NESA professional development and workshops, particularly where HSC marking was not available or possible; • other initiatives noted above.
i) NAPLAN Prep There was an extended focus on past papers and prep ii) Disciplined Dialogue re NAPLAN Data papers, particularly in response to NESA directives re HSC Minimum Standards. KLA meetings in Term 4 reviewed NAPLAN data and developed strategies to lift Band 6 and 7 students to 8.
Disciplined dialogue re RAP data RAP analysis was undertaken to ensure teaching staff were aware of: • the consequences of disparity between internal and external assessment, and • the implications of Z score analysis for the delivery of compressed and traditional courses.
Examination Expectations Staff maintained new standards regarding exam supervision, ensuring active supervision: supervisors moved around room, actively monitoring.
Professional Development and Teaching Standards Staff entered goals and accreditation progress, including professional development feedback, into Canvas. These goals were aligned with the Section’s Teaching and Learning Plan.
Development of VET Hospitality and Construction in VET courses progressed well, with cohorts that included Stages 5 and 6, and the introduction of VET Primary students from Years 9-12. Industries.
Focus on Sport Sports Plan The recently redrafted plan (2017) was implemented in ongoing consultation with stakeholders, in response to Strategic Direction 8: ‘Raise Profile of Sport and Sportsmanship across the School’
Development of training programs for the carnivals Training occurred in these areas on Wednesday afternoons, to improve students’ skills in Swimming, Athletics while PDHPE programs were adapted to ensure that and Cross Country. students received training in Athletics prior to the carnival in their PE lessons.
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Staff training was provided in event management, particularly in Swimming and Athletics Carnivals.
Continue reporting on sporting achievements in High levels of promotion and attention in all newsletters and assemblies and newsletters on Facebook were maintained.
Professional Learning undertaken in the Senior Section
• Child Protection • WHS Refresher • Transformation by Design with Chris Parker • Seven Steps to Writing Success • Making Moderation and/or Making Data Driven Decision with Belinda Elliott • NAPLAN Writing and Explicit Teaching • CANVAS training • Video Logging • Zoom Conferencing
Other Highlights
• The year’s highlights included the mission trip to Fiji, the Year 9 Enrichment Camp, the Stage 6 University Exploration Camp in Canberra, the Wontama and Slum Survivor camps and the Year 9 Urban Experience Camp.
Initiatives for 2020
School Determined Improvement Targets
During the next 12 months we will develop programs and initiatives to target the following focus areas.
1. Students are prepared for a lifetime of mission, service and godly leadership; 2. Students are equipped to survive (and thrive) in sceptical post-school environments: • Biblical Studies program, within the Vertical Homerooms program; • SLT Mission focusses; • Pastoral Care Team Leader works with students at risk; • Mission teams for Byron Bay and Fiji; • 2-Day SLT training retreat to focus on Christian leadership and team building.
Christian Discipleship
Students will be prepared for a lifetime of mission, service and godly leadership, equipped to survive (and thrive) in sceptical post-school environments. Initiatives included the extension of leadership opportunities in discipleship in Vertical Homerooms/Biblical Studies, with greater ties and development of relationships between Senior Student Leaders and younger groups.
Academic Rigour
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‘OCS Academic Rigour’ involves a cultural shift towards academic discipline, application and achievement as a virtuous, godly discipline, cultivated within a Christian worldview. In Stage 6, the Higher School Certificate is viewed as a fundamental goal, indicator and measure of students’ academic achievement.
Academic Rigour in 2020 will focus on staff professional development, disciplined dialogue concerning the Results Analysis Package and the implementation of strategies arising from these sources. Strategies will include:
• Building awareness of HSC conventions within faculties, and teaching these explicitly; • Exam preparation that involves teaching towards examinations, consistent with the spirit and content of courses; • Faculties scaffolding HSC preparatory work in direct accordance with rubric and past papers; • Staff participating in HSC marking; • Staff attending Markers’ Feedback days and/or NESA professional development and workshops, particularly where HSC marking is not available or possible.
Parent Partnership
Parents are recognised as primarily responsible for their children, and their education and spiritual development. They are valuable partners and consultants in all aspects of students’ well-being, attitudes, discipline, behaviour and mindset, and are recognised as valuable contributors to classroom strategies, interventions, programs, excursions and other aspects of school life.
Initiatives include newsletter articles on parent roles, ELEVATE Growth Mindset communications, esp. with a relationships focus and connections established with three key parents.
Parents will be actively involved in the ELEVATE Mentor Program, as participants in school camps and excursions, as speakers at school events, such as Thanksgiving and Dedication services, and in many other areas.
Differentiation
All staff are expected to implement differentiated interventions in content, process, product and environment. Some Senior staff have chosen to focus on enrichment.
Resilience
Students will be encouraged to view ‘failure’ as possible where risks are undertaken, and to consider it a valuable learning opportunity. Setbacks – or their anticipation – will not drain resolve; students will be encouraged to use relationships, preparation, discipline and optimism as tools to maintain fortitude and achieve successful outcomes.
Students will be able to regulate their emotions.
Learning activities will be conducted in a Vertical Homerooms platform – see below.
Vertical Homerooms
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Vertical homerooms will continue to provide student leaders with opportunities to lead peers in academic discipline and rigour, as they share the stress associated with Senior studies. Homerooms will provide a platform for GM strategies and provide expanded scope for pastoral care.
Student Leadership
Student leaders have been given greater opportunities to contribute to the school’s faith foundation, academic culture and social cohesion, notably in Vertical Homerooms. New criteria for selection of leaders include :
• willingness to seek God’s direction (Pr16:1) • leadership in academic application (and capacity to maintain this under pressure) (Pr16:16) • willingness to serve (Pr16:5) • capacity as peacemakers (Pr16:7) • their influence in their friendship circle (including their willingness to surround themselves with honest, trustworthy counsellors) (Pr16:13) • humility (Pr16:18) • sensibility and kindness (Pr16:22-23)
Other measures will address
• the physical learning environment; • programming initiatives within each Faculty that extend students’ capacities in HSC conventions; • the development of programs of study and collaboration with other schools, particularly schools within Christian Education National (CEN); • the development of programs of student orientation, advising, student life, academic support and transition from Primary to Secondary education and anticipation of Tertiary education and the workplace; • the development of students’ understanding of the impact of HSC results on post-graduation opportunities; • an increase in curricular and co-curricular interaction with local tertiary institutions; • continued audit of assessment tasks in all faculties, checking for use of HSC conventions, rigour, outcomes delivery, achievability within time frame, assessment of course criteria, particularly skills and knowledge; • the continued development of assessment marking systems, particularly collaborative marking; • maintenance of rigorous standards of assessment to ensure best practice; • other initiatives involving staff, student life, the local community and marketing.
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Len Elliott Senior Secondary Coordinator
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Creative and Performing Arts Report
2019 was another great year of consolidating Creative and Performing Arts at Orange Christian School. Our aim is to encourage students to be regularly involved in Music, Visual Arts and Drama so that they will develop their God-given talents and abilities. We continued this journey of cultural change in 2019, placing a high value on the expression of God-given creative gifts both for those expressing these gifts and for those enjoying them as an audience.
Productions & Events
Musicals
In 2019, the secondary school produced ‘Mary Poppins’ at Orange Civic Theatre. 45 cast members and another 10-stage crew did an outstanding job of performing this classic musical. This was a fantastic joint effort between staff, students and parents, resulting in two wonderful performances in June. The show was a great success in terms of the very positive feedback received by both audience members and the cast. Despite coverage in the CWD and Orange City Life, plus posters displayed and featured on Orange Civic Theatre’s website, total ticket sales were below our desired target, unfortunately leaving around 300 seats unfilled. This was despite again offering a 5:00pm performance on the Saturday.
The primary school produced Honk! Jr. in Terms 3 and 4, performing to capacity crowds of over 500 over the 2 nights. All students from Kindergarten to Year 6 participated in the production, with our Prep students opening each night with a song. This production was a wonderful team effort by the Prep – Yr 6 teachers, students and parents, resulting in a great experience of theatre for all involved.
OCS on Show
In 2019, ‘OCS on Show’ Week combined Book Week, Math’s and Science Days, Performing Arts and Literacy activities. Across the week the school was visited by many parents who appreciated experiencing first-hand some of the activities in which their children are regularly engaged. We continued to hold our Showcase performances and displays, when we saw large numbers of parents in the Hall to enjoy the students’ performances and visual displays across the Key Learning Areas of the school, displayed in the Learning Hub.
Training
Music Tuition Program
Music Tuition student numbers built up gradually over the year. Numbers of students receiving Music Tuition by Term 4 remained constant with 31 students in 2018, and 30 students at the same time in 2019.
In 2019 we continued with our tutors Diana Baird, Carmel Follent, Bill Moxey, Joy White and Phil Snitch, and re-engaged Thom Dwyer and Elyse Denham. The range of instruments being taught now include cello and brass. Our students were assisted to make good progress over the year by their tutors and parents, culminating for many in solo performances at our Music Tuition Recitals in Terms 3 and 4.
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Early Years Music
Mr Peter Cooper continued the provision of 2 specialist music sessions per week in Prep during 2019. The aim of these sessions is to begin music education with our four-year-olds to introduce them to the delights of music. These weekly sessions are greatly enjoyed by all participants and is a wonderful preparation for our young students as they more into Kindergarten Music the following year.
Year One and Two Strings Program
In 2019 we continued our Year 1 Strings Program, whereby 25% of Year One students receive small group violin tuition for one term each. Students are withdrawn from their regular class lesson to attend these groups. Each group of violin students was given the opportunity to perform for the Primary Assembly at the end of each term. Mrs Carmel Follent has been ably taking the violin group, as well as offering one to one violin tuition to our students as part of our Music Tuition Program. Mrs Follent also took a similarly structured group for Year 2’s, playing cello. The long-term plan is to encourage those students who show potential and have the interest in strings, to undertake and continue with one to one strings tuition. This will mean that when our original Year 2 students are in Year 7, we will be able to have the string players join our Concert Band so that it can become an orchestra. This is clearly a long-term plan that will require us to keep working together in this direction to see the vision for OCS Music come to eventual fruition.
Year 7/8 Concert Band
2019 was the seventh year of Year 7/8 curricular Concert Band, continuing with two separate concert bands. Band members each received weekly group tuition on their instrument and played together as a band. The combined concert band ably performed at the end of year Thanksgiving Service at the Orange Civic Theatre, combining with the Primary Band. This was a great opportunity for our combined bands to demonstrate all that they had learnt over the year.
Many thanks go to our band conductor, Mr Phil Snitch, and our wonderful band tutors: Mrs Elyse Denham, Mr Phil Snitch, Mr Peter Cooper and Mr Bill Moxey. Our very dedicated team of committed musicians has enabled our Band Program to become a most significant part of OCS’s Performing Arts Program. I am most thankful to all who have supported this very exciting undertaking.
The Performing Arts Team
Our Creative Arts team in 2019 included Mrs Kerry Dunn who, with Miss Melissa McGowen taught Art to secondary students; Mr Peter Cooper delivered our music program to K - Year 6 and Stage 4; while Mrs Helen Giger taught Stage 5 Drama. Our Prep - Year 6 teachers did a great job of providing engaging art and drama lessons for our youngest students.
Mr Bill Moxey continued to organise and oversee our music Tuition Program in 2019. He also conducted the Stage 1 Singers, who gained a second place in the City of Orange Eisteddfod, and the co-curricular Stage Band. Sadly, we farewelled Mr Moxey at the end of the year as he entered semi-retirement. Many thanks go to Mr Moxey for all that he has contributed to OCS performing Arts over the past seven years.
2019 was a year of consolidation for our Stage Band, with 20 students regularly participating each week. Students ranged from Upper Primary through to Senior School students. It has been most encouraging to see students acquiring their own instruments after returning their Year 7/8 school instrument, to enable them to
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keep playing with the Stage Band. During the year we were able to assist parents, by having suitable instruments available to lend to students at no charge while they are playing in the Stage Band.
Teams and Bands
The Year 7/8 Concert Bands were conducted by Mr Phil Snitch, with small group tutoring taken by Mrs Elyse Denham, Mr Bill Moxey and Mr Peter Cooper. In 2019 we continued to follow our 5-year Creative Arts Plan which determines the direction of Creative and Performing Arts at OCS.
Mr Phil Snitch continued directing the lunch-time Primary Band in 2019, with 14 regular attendees, and the Stage 2 and 3 Singers which we made mandatory for all students.
Mrs Carmel Follent also continued our weekly String Ensemble for primary students, attracting approximately 15 students each week.
Dance classes were led by senior student Tara Yeghoyan in Terms 3 and 4. This group catered for 25 Year 3-6 students, assisted by another two of our senior students. Our dancers prepared for a performance at OCS on Show and another at Orange Civic Theatre at our end of year Thanksgiving Service as the culmination of their hard work.
This model of a specific age-group working for a period of one term, with a performance at the end, is an effective one which we aim to continue.
Worship Teams
Worship teams continued to be well-supported in 2019, with 2 worship teams practicing every week and alternatively taking fortnightly Secondary Assemblies. Our teams also lead worship at various events including: Dedication Service, Easter Assembly, Year 12 Farewell and the Thanksgiving Service. 2019 saw over 20 students involved in our worship teams, and it is most encouraging to witness the enthusiasm of so many students, to use their gifts to lead others in worship.
The Creative Arts journey that we are on at OCS is clearly a most challenging, yet exciting one! Looking back at what has been achieved in 2019, and in the years leading up to now, is a most encouraging exercise. We are in the business of changing the culture, so that expressions of God-given creativity become natural out- workings of our praise for God. The change is clearly evidenced by all that this report encompasses; it only happens because the vision for Creative Arts at OCS is embraced so firmly by our board and staff, and it is this vision that we continue to demonstrate to our students and their parents.
Many thanks again to our wonderful staff, board, parents and families for all your amazing support for the Creative and Performing Arts at OCS. I look forward to seeing more and more of God’s plans at OCS unfold.
Peter Cooper, Performing Arts Coordinator
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Sport Report 2019 was the second year in the current OCS five-year Sports Plan. The plan outlines a number of goals with the overarching aim being to improve sport at OCS through participation (students, staff and parents), excellence and sportsmanship.
Sports Coach Pilot Program
2019 saw the continuation of the Sports Coach Program. The Sports Coach was employed on a part-time basis, four days a week. The program focused on cricket, targeted athletics, touch football, netball, soccer, gym activities, volleyball and multi-sport.
The chart below gives a snapshot of the Term 4 After School Sports Program.
2019 Term 4 After School Sport attendance 14
12
10
8
6
4
2
0
W1 Fri W1 Fri W2 Fri W3 Fri W4 Fri W5 Fri W6 W7 Fri W7 Fri W8
W1 TueW1 TueW2 TueW3 TueW4 TueW5 TueW6 TueW7 TueW8
W1 Thur W1 Thur W2 Thur W3 Thur W4 Thur W5 Thur W6 Thur W7 Thur W8
W1 Wed W1 Wed W2 Wed W3 Wed W4 Wed W5 Wed W6 Wed W7 Wed W8
Series1
Sports Associations and Partnerships
OCS is a member of the Christian Schools Sports Association (CSSA) and the Combined Independent Schools (CIS). Through these organisations students had the opportunity to participate in a number of sports at Zone level, State level and beyond. Sports included swimming, athletics, cross country, cricket, gymnastics, tennis and softball.
In 2019, OCS partnered with NSW Touch Football to participate in Primary School Touch Football Gala Day. All students from Stage 3 took part in this very successful day.
The school partnered with the local aquatic centre in Term 4, to provide a swimming program for Year 2 students. One aim of this program was to better prepare Year 2 for their first swimming carnival in 2020.
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School Athletics Carnival
In 2019, the Athletics Carnival was conducted on the grounds of OCS for the first time. All track events plus the shotput, long jump and high jump were completed on the day. Javelin and discus were completed in Sport periods. OCS has plans to further develop the sports grounds to improve the facilitation of this carnival.
Student Leadership and House Development
Student leadership through sport was further developed with students taking ownership of the Term 1 House Meetings. Students were given the freedom to develop strategies to encourage their team mates to actively participate (whether by swimming, cheering or volunteering) in the annual Swimming Carnival.
The points system for Champion House included service activities such as the Red Shield Appeal and the Forty Hour Famine. This gave students another avenue, apart from sport, to contribute to their houses.
Louise Childs Teacher Accreditation Supervisor
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Compliance Report
Compliance is the outcome of the school meeting its obligations under regulations from state and federal legislation, the NSW Educational Standards Authority (NESA) and other regulatory and reporting bodies.
Policies
Policies and procedures are the documents that help the school to achieve its goals. They incorporate legislative requirements and best practice in governance, teaching and administration; enabling the school to identify and manage risks, and to pursue the vision and mission of the school according to its Strategic Plan.
These documents are revised: when the school is alerted to changes in the requirements of regulatory bodies; at intervals to ensure currency; and with improvements in school procedures.
Changes in 2019:
• WHS Incidents, including Critical Incidents – scheduled revision; including additional procedures for a student who goes missing from school or from an excursion. • WHS Excursions, including overseas trips and mission trips – scheduled revision; and re-formatting of policy document and forms. • Complaints Framework – scheduled revision; re-formatting to retire previous Complaints Handling, Procedural Fairness Statement and Investigations Procedures (separate documents) into procedural handbooks. • NEW in 2019 Complaints Framework: Whistle-blower Policy, as required by new legislation. • Governance documents – scheduled revision of: Board Charter, Board Code of Conduct, Responsible Persons Policy. Minor editing and re-formatting. • Notification to NESA policy – scheduled update; includes notifications specific to TAAs also.
Student Welfare
At Orange Christian School, student welfare and academic achievement involve the balance of the physical, emotional, psychological, social and spiritual well-being of the child. The school seeks the welfare of each student through nurture, protection and training so that each may develop personal resilience and a sense of self that is grounded in the knowledge that they are loved and valued by God.
Student welfare is central to the school’s policies and processes. Key policies are made available to school families and the general public on the school’s website.
Our Welfare Policy aims to facilitate a safe and nurturing educational environment in which all students can learn and in which it is clear that bullying, violence and aggression are unacceptable. The emphasis is on building and nurturing students through a culture that encourages attitudes of self-respect, self-discipline, and respect for others, as people made in God's image, with an understanding of individual differences. This is accomplished by teaching programs and activities which encourage resilience and leadership, day-to-day monitoring of student well-being and school attendance: in partnership with parents to maximise children’s personal and social development and learning within the school.
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This policy is published on the school’s website.
The Child Protection Framework provides an overview of the duty of all staff members to keep children safe. It explains the requirements of child protection legislation; and the school’s processes across its operations and programs to meet legal obligations and to follow Child Safe Principles.
Staff receive annual training in child protection requirements, including their duty to report all incidents relating to child protection; and are required to sign the school’s Staff Code of Conduct each year.
The school has three trained child protection investigators, who maintain their currency every 3 years; including the Principal, who has responsibilities as Head of Agency.
This document is published on the school’s website.
The school’s Anti-Bullying Policy makes it clear that the school does not accept, condone or trivialise bullying. It aims to ensure the safety of all students, and to promote the right of every person to be treated fairly and with dignity in an environment free from disruption, intimidation, harassment, victimisation and discrimination. This applies to the school campus, travelling to and from school, and on school-approved activities.
All reports of bullying will be taken seriously; and investigated according to principles of procedural fairness. Cyber bullying, which is engaged in while not at school, but which impacts upon the learning of any student, will be addressed by the School in conjunction with parents.
This policy is published on the school’s website.
The Discipline Policy aims to assist students to grow in godly character, maturity and self-discipline. Orange Christian School promotes a proactive and strategic stance on issues of student welfare and discipline, in which the building up and training of students through all aspects of school life is carried out through procedures of pastoral care which engage behaviour modification.
Orange Christian School has developed a fair and effective discipline system. The school’s disciplinary procedures expressly prohibit corporal punishment. The school neither explicitly nor implicitly sanctions the administering of corporal punishment by non-school persons, including parents, to enforce discipline at the school. The school seeks to partner with parents, the school community and external specialist consultants to support student development and address issues of concern.
Students’ rights and the school’s expectations for student behaviour are set out in: School Rules, and the Student Code of Conduct. These documents are reviewed annually with students; and students and their parents are required to sign their agreement with the Student Code of Conduct.
These documents are published on the school’s website.
Complaints
The Complaints Framework encompasses:
1. Complaint Management; 2. Staff Grievances; and 3. Whistle-blower policy.
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The School is committed to grievance-prevention-based strategies, which aim to develop an environment and culture that is enriched by diversity, promotes compassion and understanding, and reinforces the practice of respectful behaviour towards all people.
The school seeks to enable all stakeholders to give feedback, including complaints, as easily as possible; and aims to resolve complaints quickly and effectively. Any investigations will be carried out with regards for the principles of procedural fairness.
Complaints and grievances shall be treated with confidentiality.
Significant matters and trends, which have been identified through the school’s review of complaints, are considered as part of the school’s commitment to continual improvement.
The school’s website informs stakeholders how they can make a complaint to the school; and how the school deals with an allegation of reportable conduct or misconduct made against a staff member.
Staff training
Annual mandatory training is held for all staff, including casuals and general staff, in Professional Development (PD) weeks prior to the commencement of terms 1 and 3. Sessions cover: child protection and the Staff Code of Conduct; WHS requirements; current and new Compliance topics; and training specific to teaching practice.
Further training occurs through staff meetings, section meetings (Junior, Middle or Senior school), Executive meetings, Board meetings, and volunteers’ training sessions. The school seeks to enable all staff, volunteers and contractors working at the school to understand their responsibilities and to safely meet the requirements of their role at the school.
Staff are encouraged to participate in additional professional training according to the requirements of their jobs, such as conferences, seminars, professional associations and connection with colleagues in other schools. This is identified in each staff member’s personal Continued Professional Learning (CPL) Plan; and targets goals identified in the Appraisal process.
The school incorporates Professional Development of staff into the annual budget.
Elaine Cooper Compliance Officer
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