Annual 2019 Report CONTENTS QUEENSLAND STATE GOVERNMENT REPORTING COOMERA ANGLICAN COLLEGE ANNUAL REPORT 2019

School Characteristics 3 (Submitted June 2020). Curriculum Offerings 5

Teaching and Learning 9

Cocurricular Activities 15

College Culture 21 SCHOOL DETAILS School sector: contact details: Coomera Anglican College commenced in 1997 Address: 8 Days Road, and celebrated a successful twenty-third year of Key Student Outcomes 25 Upper Coomera operation in 2019. Our College is owned by the Qld 4209 Anglican Diocese of and is a member

of Anglican Schools Australia, the Queensland Postal: PO Box 457, Staffing Information 31 Anglican Schools System and the Association Upper Coomera of Independent Schools in Queensland (ISQ). Qld 4209 Coomera Anglican College is a member of the Associated Private Schools (APS) sporting Phone: 07 5585 9900 association on the Gold Coast. Fax: 07 5585 9911 Email: [email protected] Our Purpose is to Inspire Excellence in Teaching, Website: www.cac.qld.edu.au Learning, Service and Faith. Total enrolments: 1,424 (domestic), 1,436 (incl International) from Preparatory to Year 12

Year levels offered: Preparatory to Year 12 and 80 place Early Learning Centre.

2 Coomera Anglican College - 2019 Coomera Anglican College - 2019 3 School Characteristics

Co-educational Curriculum There offerings were 12 International Full Fee Paying students - 3 girls and 9 Total Ratio of Girls to Boys (Preparatory - Year 12)* boys. 743 girls - 693 boys 51.7:48.3

Ratio of Girls to Boys Primary (Preparatory - Year 6) * 390 girls - 384 boys Students are all day 50.4:49.6 students, mostly residing within a 15 minute drive Ratio of Girls to Boys Secondary from the College. (Years 7 - 12) * 353 girls - 309 boys 53.3:46.7

*Including International students

4 Coomera Anglican College - 2019 Coomera Anglican College - 2019 5 Coomera Anglican College is divided into four distinct areas:

• Early Learning Centre (2 years - 5 years) • Primary (Preparatory - Year 6) • Junior Secondary (Years 7 - 9) • Senior Secondary (Years 10 - 12)

Early Learning Centre

At Coomera Anglican College Early Learning Centre, we foster a learning environment built on the foundations of the Anglican Ethos embedded in the iLR Values culture of our College. This is achieved through the incorporation of the Early Years Learning Framework and the Queensland Kindergarten Guidelines, and through valued child/teacher visits to all areas of the College. Special ‘tuck shop’ days are a initiated play experiences. We recognise, acknowledge, highlight as the children transport their pre-ordered lunches in value and respect the uniqueness of each child within our their backpacks up to the College grounds to a designated eating Centre and work in partnership with families to ensure that area to replicate what happens in Prep. Similarly, visits to the they become capable, confident and competent members of Prep classrooms and playground areas means that the children our College community. are extremely familiar with the College staff and facilities.

The Centre offers education and care to 80 children per The Centre has an online documentation programme that day from 2 years to 5 years for 50 weeks of the year. The allows for regular communication from the service to home Queensland Kindergarten programme is offered to children and from home to the service. This programme documents with the support of qualified teachers, in three Pre-Prep all the education and learning that takes place each day. It rooms. This programme prepares the children for a smooth provides opportunities for families to contribute directly to transition through to the College. our programme, with the use of photos and stories from home, confirming the importance of partnerships in the education of The Early Learning Centre has been assessed against the children. National Quality Standard for Early Childhood Education and Care and School Age Care, and was awarded an Since its inception in 1997, Coomera Anglican College has overall rating of Exceeding National Quality Standards in operated formal Preparatory classes, which provide students accordance with the Education and Care Services National with a positive and solid basis for the rest of their schooling. Law Act 2010 and the Education and Care Services National All Primary subject areas are covered, with specialty areas Regulations 2011. The learning and development areas including weekly contact for library skill development, Chinese of Identity, Connectedness, Wellbeing, Active Learning language and culture, Physical Education, Music, Drama, and Communication are the focus for this programme. Visual Arts and Religious and Values Education. Language, literacy and numeracy are integral parts of the programme and are supported with tools such as interactive There is strong emphasis on literacy, numeracy and catering for whiteboards and iPads. individual, personal differences among students. The children in Pre-Prep take an active role in our College community attending significant College events, as well as weekly worship celebrations with the Prep children.

Our Transition to School Programme supports families and children to embark on the next phase of their learning with confidence. This transition process involves regular

6 Coomera Anglican College - 2019 Coomera Anglican College - 2019 7 Primary Campus

In the Primary years, students develop their information and communication technology (ICT) skills through a comprehensive development programme which includes specialist Design and Technology lessons and generic ICT skills embedded throughout the curriculum. Students have access to a range of ICTs including classroom- based computers, a range of mobile devices such as tablet computers, laptops and iPads, and equipment for producing high quality multi-media including audio recorders, video and still cameras.

Junior and Senior Secondary Campuses In the Secondary year levels, ICT skills are initially Teaching and taught explicitly but then are used within all subjects as authentic tools for research, study and production. Specific elective offerings in Years 9 - 12 address Australian Curriculum and QCAA Digital Learning Technologies curriculum requirements and the more general long-term needs of our students.

Chinese language has been taught at the College since inception in 1997. Chinese is taught to all students from Preparatory to Year 8 and becomes an elective subject for Years 9 - 12. Chinese Extension is also taught to high performing Year 12 students.

8 Coomera Anglican College - 2019 Coomera Anglican College - 2019 9 During 2019, teaching staff throughout the College were engaged in trialling and developing a range of initiatives that have been directed by the College’s strategic agenda, the Teaching and Learning Framework and the long-term aims of the College’s 2030 approach.

These initiatives include:

• Developing our capacity to deliver high- Learning approaches with the trial • Ongoing development and deployment spaces using the CoSpaces environment. quality and relevant Inquiry Learning flexible learning spaces at the College. of select Microsoft Office 365 • College students have been actively projects and inquiry-informed learning • Further development of Senior Secondary applications and services. developing their digital skills and activities in all year levels and subject areas curriculum, pedagogy and assessment • Participation in the Queensland Schools connecting with other communities. As part of the College. systems to address ongoing senior eSports competition – this has a first for of the #CAConnectproject, a group of Year • Development of the College’s approach assessment processes. Coomera Anglican College with a team of 9 students developed robotics activities for to the development and use of learning • Ongoing work to integrate into College Year 7 students spending many lunchtimes students in western Queensland schools. spaces that support highly effective, modern processes the College Graduate Outcomes in training to compete against seven other Our students had the opportunity to help teaching practice by: framework – the Graduate Outcomes is schools in heated Tetris battle. We were deliver lessons using several of our robotic • investigating rich learning environments designed to inform assessment, mentoring, proud to have bought home the 1st place platforms. Line following Ozobots and through a series of meetings and visits reporting and awards processes within trophy for round one and competed well in programmable Sphero robots were used to Australian schools, universities and all phases of the College, and supports the Mario Kart Challenge in round two. with students at schools in major conferences focussed on the the College’s growth approach to student • Further implementation of Project Based both Charleville and Mitchell. The robotics design, equipping and use of highly development. Learning projects including the Year 8 activities engaged students with coding functional and versatile flexible learning • Continuing work on improving our project to develop, test and exhibit the bin and problem-based tasks that allowed them spaces differentiated teaching and learning of the future; a self-opening bin that detects fantastic opportunities to engage with Digital • redesigning our existing Secondary practices – this is supported by improved when you approach it. Students worked their Technologies. Library to accommodate a Digital Continuous Learning (learning support) way through the engineering design cycle to • We have seen further development of the Technologies MakerSpace within a processes, development of our Inquiry create a prototype bin of the future which College’s data analysis and display system welcoming and engaging library space. Learning methods, and further embedding included coded microprocessors, a number based on the TrackOne data analytics Development will continue in 2020 of the principles described in the College’s of sensors and motors to create their models. platform. with the addition of 3D printer, robotics, Teaching and Learning Framework. • VR and AR activities to engage and challenge VR/AR and potentially laser cutter • Research into improved online learning our students, and 360 immersive video The College continues to use and develop equipment being committed to the area. tools and systems—involving site visits, resources use our Pod building’s 360-degree its Teaching and Learning Framework. The This has been part of the College’s collaboration with vendors, and trial immersive Imaginarium facility. Examples Framework describes the key elements and initiative to trial flexible learning space installation work—including: include the use of VR/AR technologies in principles to be included in the College’s modern, use • Schoolbox communication and learning lessons to gain a deeper future focused, evidence-backed approach to • designing and trialling a prototype management system (LMS) modules. understanding and perspective in Science, teaching and learning in the Twenty-first Century. learning programme called the ‘i7 • STILE and Education Perfect and a range of activities where students Project’ which combine Inquiry • The Seesaw online portfolio system create and share their own virtual reality

10 Coomera Anglican College - 2019 Coomera Anglican College - 2019 11 training opportunities. While the latest educational resources receive ongoing training Coomera the majority of our students including multimedia, online and support. This allows an study Queensland Curriculum resources and databases, array of blended learning and Anglican and Assessment Authority software application, and technology enriched methods (QCAA) subjects in the form of services. to be used by teachers. College endorsed Australian Curriculum Teaching and and QCAA subjects, students Our College operates a one- Teachers are supported in their can study some vocational to-one, take home, laptop use of ICTs, in their planning Learning subjects. The College also scheme called the eMind and delivery of Digital makes available school-based Programme. Through the Technologies curriculum Framework traineeships and apprenticeships eMind Programme, all students and in all other technology- for those students who see their in Years 7 to 12 are issued a related aspects of their work The framework is deliberately future in trades and other areas. College laptop for use at home by the eLearning Specialists centred around the twin There are multiple pathways and while at the College. The who work across the Primary principles of being ‘student operates hand in hand with our a consistent approach to available to students working eMind Programme allows and Secondary campuses. centred’ and ‘data informed’. holistic vision of developing discipline and values education. through their senior years of for innovative pedagogy to The eLearning Specialists are Together, these help us avoid students with ‘Flourishing Our Continuous Learning staff schooling. Students in Years 9 be developed and delivered, supported by a team of year- the undesirable consequences Mind, Heart, Soul and Strength’. provide specialist educational to 12 are guided in their choices using modern technology level and subject leaders. of some other approaches where support to students and teachers for courses and pathways which infrastructure and a suite the focus on being ‘data driven’ Our Primary and Secondary where required. will support their future careers, of highly effective support Throughout 2019, our College can result in students becoming campuses continue education and training. systems. continued to develop innovative subject to, rather that the central implementing and embedding An Integrated Curriculum, with approaches to providing consideration of, the processes the Habits of Mind framework a commitment to structured, To ensure that our Secondary Year 5 and 6 students have one technology related services. of a school. and has recently augmented purposeful guided Inquiry students have access to to one access to laptops within Specifically, the College has these approaches with Thinking Learning, is a feature of Primary academic assistance beyond the the classroom and there is an invested in a range of cloud- A growth-oriented approach Routines. Teachers continue to and Junior Secondary. This classroom, a range of subject extensive array of technology based services to ensure data to education is a natural develop their use of the Habits of approach offers children and based after-school tutorials are and devices available for backup and disaster recovery consequence of how we Mind in their planning, teaching, young adolescents a smooth, available. students throughout the (DR) requirements. Research accommodate and are guided by assessment, and reporting. positive and well-supported Primary Campus and Early continues into the educational students’ needs. Related to this The Habits of Mind are also experience during their Learning Centre. and business case for further we explicitly embed concepts embedded in our successful transition to senior schooling. Technology developing our technology of growth mindsets, productive behaviour management system. Year 7 and 8 students experience To support the curriculum infrastructure in the ‘cloud’. dispositions (Habits of Mind) all learning areas, while Year 9 infrastructure offerings, a sophisticated and creative and critical thinking To further support the holistic students are able to make their array of online technologies, In conjunction with the move into our Inquiry Learning-based approach to education and first elective choices. Subject and support including the College website, to utilising cloud-based methodology. mobile apps, learning technologies, the College has child development, Habits of electives include Chinese, A highly functional and well- Heart were introduced in 2015. Business, Design Technology, management system (LMS) also continued its drive to Other central College priorities maintained wireless network and email system, allows modernise the way it acquires Together, Habits of Heart and Digital Technologies, Drama, allows staff and students to that support our ethos and Habits of Mind, along with Extension Mathematics, Food parents and students to access high quality IT services vision are also embedded in access an array of network a wide range of resources through strategically focused Thinking Routines, support Technology, Design, Media, services, and to connect to the the Teaching and Learning our iLR approach and provide Music, Physical Education, including student reports, engagement of external IT Framework. These include internet from anywhere within online activities, homework service providers. This enables a relational and values-based Robotics and Visual Art. A the College. Staff can also our Christian value system framework from which to full list of subject offerings is information, assessment the College to maintain a and the iLR (imagine, Listen access all on-site services when calendars and submit highly functional technology approach learning and growth. available on our website or by connected to the Internet using Respect) approach which forms request. assignments. infrastructure while moving the language of our values their College issued personal the focus of internal IT support Our Heads of Year and Student laptops. culture. Informing and driving Psychologists provide Personal Senior Secondary students Teachers receive initial activities from equipment and the Teaching and Learning Development and values-based are prepared for the world training in the use of mobile systems towards supporting Framework are the College Student learning is enhanced technologies within the innovative teaching and programmes and training to all beyond school, through a through access to a wide range of Strategic Purpose which other staff members, to maintain diverse range of subjects and classroom and continue to learning activities.

12 Coomera Anglican College - 2019 Coomera Anglican College - 2019 13 The Pod

The Pod in the Primary Campus is central to the Teaching and Learning Programme in Preparatory to Year 6. With its innovative learning spaces, the Pod provides Primary students with an excellent place to wonder, create, collaborate and solve problems.

The Pod Resource Centre continues to be utilised for Inquiry Learning and STEAM (Science, Technology, Engineering, Arts and Mathematics) learning experiences. Within the Pod building, the Imaginarium provides students with an immersive 360-degree learning environment. During 2019 considerable effort was put in to develop learning resources to further promote learning within the Pod and Imaginarium. Cocurricular activities

14 Coomera Anglican College - 2019 Coomera Anglican College - 2019 15 All students are encouraged to participate in our diverse child who participates in team sports also develops discipline, programme of cocurricular activities in order to foster a accountability and greater self-confidence. In fact, playing sense of balance and belonging, and to facilitate mental, sport allows students to relax and reduces their anxiety, which spiritual, cultural, physical, social and emotional growth. is so important for them in such a busy, complicated world. Activities range from a large selection of additional sports, outdoor education, arts and drama, academic excellence and Coomera Anglican College is fortunate to be able to offer a extension both in fun, club experiences and challenging, variety of sports and sporting competitions throughout the year. stimulating competition. A full range of cocurricular With all students in Yrs. 4 – 12 participating in an APS Summer offerings can be viewed on our website. and Winter sport of their choice, the benefits mentioned above certainly allow our students to flourish and achieve to the best Once again, this year our debaters, public speakers, actors of their ability. and many talented musicians achieved great success in the cultural realm. The wonderful eisteddfod performances Finally, as you will see by reading this report, our students have and music recitals throughout the year acknowledged the certainly been very busy representing the College in a range efforts of many dedicated young musicians who continue of sporting activities. Personal and College highlights for the to display outstanding commitment to their musical studies. 2019 year include:

Coomera Anglican College students have also achieved College/Personal Achievements: some remarkable results in a broad range of sports, Public • 2019 was another successful year in the APS Winter Speaking, Debating, Art, Music, Drama and other activities and Summer Team competitions, with Secondary APS in 2019. Premierships in Netball, Hockey, AFL, Volleyball, Softball and Basketball. • Open Girls Netball Team placing 11th out of 64 teams in Sport the Statewide QISSN competition. • Open Girls Netball Team placing 13th in the Statewide Sport is central to the Coomera Anglican College Vicki Wilson Open Netball competition. community; not just because our students enjoy it, but • Junior Secondary Cricket team participating for the first because team sports embody many of the qualities promoted time in the StreetSmarts Secondary Schools T20 Cricket by the College. There perhaps is no better forum for our Challenge values of iLR to be displayed than in the sporting arena. • Primary Netball Team competing in the Statewide Primary Schools Cup competition. Our students are fortunate to be able to participate in the • Open Boys Basketball team competing in the Champion APS competition, where they are part of a team or group Basketball School Queensland competition. allowing them to develop a sense of belonging. They • U/13 Boys and U/15 Boys Basketball teams competing in constantly interact with their peers in a friendly manner, the Sweet 16 State Basketball Championship. while learning to consider the interests of their teammates • Open Mixed College Team placing 3rd in their Division at and practising mutual respect and cooperation. the State OZ Tag Championships. • Continuing success of the Coomera Anglican College Furthermore, learning to win and lose, to lead and be led, Netball, Basketball and Football Academies. to push oneself to and perhaps beyond one’s limits, to • Undefeated Teams in the Primary APS in Soccer, AFL, think as part of a team, to know when to strive for more Netball and Basketball. and when to acknowledge defeat; are all part of learning to • Continued success and growth of Netball and Basketball be human. These interactions are important to our students, Clubs in the local Netball and Basketball Associations. as they facilitate bonding and lasting friendships with their • 107 students selected to represent the Hinterland District in schoolmates, which ultimately, makes them more sociable a variety of sports. and outgoing as they grow. • 44 students selected to represent the South Coast region in a variety of sports. It comes as no surprise to find that research shows that • 10 students selected to represent Queensland School Sport sports are an integral component of academic success, in a variety of sports. as regular team-based exercise can boost brain health. A

16 Coomera Anglican College - 2019 Coomera Anglican College - 2019 17 strength and conditioning in our High Performance Secondary Drama students have enjoyed a wide Sporting Academies Centre, Fast Feet, and attend specialised personal The committed young men and women, from range of learning opportunities and cocurricular development sessions. Years 7-12, inspired us all with their passion, activities to develop their performance skills. Coomera Anglican College offers specialised talent, dedication and enthusiasm. coaching and elite training programmes through Being involved in a musical is a massive Experiences include: Basketball, Netball and Football Academies. undertaking as students and staff must commit • Artist in Residence Programme: Helen These specialised training pathways encourage Drama to many extensive rehearsals to hone their skills. Cassidy the best performance from all athletes. The “Consider yourself, one of the family” was the This year’s cast and orchestra certainly stepped • Workshop: Bell Shakespeare Company Academy programmes comprehensively motto of 2019’s CAC musical. What do you up to the challenge and impressed us with their • Workshop: Monkey Baa Theatre Company prepare athletes for their progression through get when you combine 150 cast, orchestra, crew, maturity, teamwork and encouragement of each • Gold Coast Secondary Schools Drama to professional sport levels. The athletes are choirs and staff all working together towards one other. Festival: Junior, Intermediate and Senior provided with opportunities to compete to the best shared goal? An excellent production of Oliver! Divisions of their ability at an elite level. The Academies Audiences were transported to the historical • Year 11-12 excursion Much Ado About are competency based and designed to assist The calibre of our performers was outstanding. context of 19th century London with our beautiful Nothing an individual’s development, ensuring that all The quality of our singers and orchestra, under the set and costumes, while being entertained by toe- • Year 10 Excursion: Hitler’s Daughter athletes have an opportunity to advance through expert leadership of Mrs Celisa Urech and Mrs Liz tapping tunes, beautiful ballads, cheeky humour • Year 12 Dinner Theatre experience the sport. Our Sporting Academies are built Smith, was second to none. Our Musical cast and and dramatic tension. around our philosophy of Flexibility, Strength and staff worked tirelessly to ensure this production Agility with injury prevention at the core, where would leave our audiences in awe. students are required to do yoga, age appropriate

18 Coomera Anglican College - 2019 Coomera Anglican College - 2019 19 Music

This year the Music Department has been up to a lot of exciting different things. While the College musical Oliver! provided lots of excitement at the beginning of the year, this part of the College has been a part of many other wonderful events in 2019.

There are a total of 15 secondary ensembles, 17 primary ensembles and 2 worship bands in the Coomera Anglican College music department. Many of these ensembles participated at a number of different competitions including the Gold Coast, Debating Beenleigh and Redlands Eisteddfods and Music Fest. All of these groups performed wonderfully Debating is a valuable activity that helps first and we had many great results. and foremost with learning how to manipulate language in order to convince others of your Many students have also been successful argument. Aside from this obvious purpose, by applicants for external music programmes learning how to argue ideas that you don’t believe including the State and Australian Honours College in yourself, you learn how to consider all sides of Ensemble Program (SHEP) in which students a story in order to create well-rounded, infallible were required to audition in order to be accepted. arguments. Additionally, debaters have honed These programmes are incredibly beneficial as Culture their teamwork skills as they must cooperate to students are exposed to ensemble work generally ensure that each member of their team delivers an above the level at which they are used to at school, argument both different from and cohesive with learning from high level, experienced conductors. their team members. Through short preparation debates where the topic is given to the students 1 to A new addition for 2019 in Primary has been Triple 2 hours before they speak, they have learned time M - Monthly Midweek Music performances have management, quick thinking and improvisational allowed students to gain experience performing speaking; testing the limits of their abilities and in a more casual setting. These help students gain extending their capabilities. confidence both within themselves and on their chosen instrument. In 2019 Coomera Anglican College was named the Gold Coast Debating Association’s ‘Most The Senior Worship Band (now affectionately Successful School’. This award is based on the known as Angligang) worked with acclaimed finishing positions of all the College’s teams. This singer/songwriter duo Carter and Carter to write is an outstanding achievement as there were 27 their own song based on this year’s College theme, competing schools! Growing Faith Hope and Love. After finalising the lyrics, the students created the melody, chord Additionally, our Intermediate A team were the progression and band arrangement in under four champions of their division. hours. The song will now feature regularly at worship and will be recorded on the Angligang CD.

20 Coomera Anglican College - 2019 Coomera Anglican College - 2019 21 Child Protection Policy and follows the Box, through a link on the student LMS. Pastoral Care Anglican Schools Commission’s - Student Here students can anonymously report Service: Protection in Anglican Schools - Policy and instances of bullying or harassment that The College has strong pastoral care Procedures 2015. The Raise Responsibility they have either experienced or witnessed, ‘justice&mercy programmes from the Early Learning System provides a framework, together whether it be at the College or in an online Centre to Year 12. These are based on with iLR, for behaviour guidance and self- environment. All reports are followed up PROJECt’ our Anglican ethos and a strong values regulation across the College. by our Secondary Student Counsellor. culture. Imagine, listen, respect - iLR - is At its heart, our justice&mercyPROJECt the language of our values culture and is is about love in action. It is about looking Coomera Anglican College has been strongly represented in a variety of ways beyond ourselves to see how our gifts – who recognised for the work we have done in throughout our programmes and behaviour Anti-Bullying we are and what we can do – might help to educating our students, staff and families build a better and fairer world. At Coomera guidance systems. iLR describes the A strong anti-bullying policy is in place about cyber safety. To this end we achieved Anglican College, ‘service’ is such an ‘way we do things’ and the approach we throughout the College. At the start of each eSmart accreditation at the end of 2014. important part of College life – when we go take to developing strong interpersonal year, students are provided with a brochure The College is committed to satisfying the on camps, in the classroom, through music relationships in our students and community which outlines the basics of the policy. ‘maintenance’ phase of eSmart accreditation art and drama, when we play sport – the list members. This is reinforced through assemblies, Year through the continued work of teachers. goes on… Level meetings and Personal Development This is overseen by the eSmart committee. Our Service club students are a keen group of Pastoral Care is a key component of our classes each term. A copy of the brochure student welfare. The Head of Student young people who give up their lunchtimes is made available to parents and they are Awareness of cyber safety has been a regular Development (P - 6) assists Primary Class to organise projects and events for their familiarised with the policy. part of our communication to our College teachers with student wellbeing. Heads peers, focusing on a range of social justice community for a number of years and our issues. Students lead Service clubs. The of Year, House Coordinators and Pastoral Teaching students and parents about students are well versed in what constitutes purpose: to learn, to participate in a range of Care teachers take on the responsibility cyberbullying is an important aspect appropriate online behaviour. activities to deepen that understanding and for student wellbeing in the Secondary of our anti-bullying policy. We have Campus. The Heads of Year liaise with the to give young people a voice. Once again, an extensive array of resources on our Our approach to behaviour management Heads of Campus and Student Counsellor to our Junior Secondary students ran ABM website for parents and students to access. revolves around use of the Raise develop the formal Personal Development Club and our Senior Secondary students Students are taught about what constitutes Responsibility System and our values Programme across Years 7 - 12. continued to run Rotary Interact Club. cyberbullying and how to keep safe online, culture: iLR - imagine, listen, respect. during assemblies and class sessions. Using a common approach from the Our College has two Student Counsellors, Information sessions about cyber safety are Early Learning Centre to Year 12, enables both registered psychologists, who work held regularly for parents. Students have familiarity and consistency in application. with staff, students and families, in the completed confidential online surveys Students have learnt to self-regulate which pastoral care, welfare and wellbeing of which indicate a low level of bullying at allows teachers to focus on teaching. students. Coomera Anglican College our College. All students also have access embraces the Anglican Diocese of Brisbane to the confidential Safe School Drop

22 Coomera Anglican College - 2019 Coomera Anglican College - 2019 23 School Satisfaction and Opinion Survey

The College Leaders operate with an open door policy, and welcome communication from the parent body at all times. Surveys are conducted bi-annually where families are asked for feedback and suggestions to improve facilities and programmes. These are collated and passed to relevant departments and the Senior Leadership Team, who use these outcomes in planning for the following year and into the future. The 2018 survey indicated that a large number of parents comment on the warm and friendly atmosphere and genuine interest and support from staff for individual children. Our values system also rates very highly as do the large range of activities available to students.

Some parent comments from these surveys are Parental involvement available on the front page of our website. Key Student

The Parents and Friends’ Association (PAFA) is Student surveys reveal that students are very the collective voice of parents and other carers in comfortable and feel safe and happy at Coomera Outcomes our school community, working with one common Anglican College. interest: the benefit, welfare and education of our children. Staff satisfaction levels are reflected in the high staff retention rate and willing involvement in At the end of the day, the most overwhelming key voluntary activities. to a child’s success is the positive involvement of parents.

An active Parents and Friends’ Association (PAFA) provides an avenue for parents to be involved in the College. Primary class coordinators provide a focus person for the parents of each class, and parents can volunteer to assist in the classroom with interest areas such as literacy, maths, sport or art.

PAFA also offered several parent social events throughout the year including: • Trivia Night March 2019 • Mother’s Day Stall – May 2019 • Father’s Day – September 2019 • Grandparents Day –August 2019 • Tea Towel Fundraiser – October 2019 • Charity Movie night screening – November 2019

24 Coomera Anglican College - 2019 Coomera Anglican College - 2019 25 Average student attendance NAPLAN TEST RESULTS for Years 3, 5, 7 and 9 in 2019 rate READING Average Scaled Score Average Scaled Score % of our students at or above Average Student Attendance for each year level for 2019 (Coomera Anglican College) (National) the National Minimum Standard 2019 Year 3 444 425.2 100% Year Level Average Year Level Average Year 5 538 506.0 100% Attendance Attendance Year 7 565 546.0 100% Rate % Rate % Year 9 602 580.4 99% Preparatory 93.93 Year 7 94.48 WRITING Year 1 95.40 Year 8 93.26 Average Scaled Score Average Scaled Score % of our students at or above Year 2 94.67 Year 9 94.98 (Coomera Anglican College) (National) the National Minimum Year 3 95.26 Year 10 92.92 Standard 2019 Year 4 95.45 Year 11 94.21 Year 3 419 423.1 100% Year 5 94.85 Year 12 93.50 Year 5 488 473.9 98% Year 6 93.81 Year 7 523 513.2 96% Year 9 558 548.9 93% SPELLING Average Scaled Score Average Scaled Score % of our students at or above Average student attendance rate in 2019 was 94.38%. (Coomera Anglican College) (National) the National Minimum Standard 2019 Year 3 421 418.7 96% Management of non-attendance Year 5 516 500.7 99% Year 7 562 545.6 98% Families of absent students are telephoned each morning to establish the reason for the absence. Absences Year 9 598 582.3 98% are recorded daily as Explained or Unexplained. Unexplained absences are followed up by class teachers, GRAMMAR AND PUNCTUATION Heads of Year or Heads of Campus. Student absences are closely monitored. Average Scaled Score Average Scaled Score % of our students at or above (Coomera Anglican College) (National) the National Minimum Academic Results Standard 2019 Year 3 470 439.8 99% NATIONAL ASSESSMENT PROGRAMME LITERACY AND NUMERACY (NAPLAN) Year 5 524 499.1 100% TEST RESULTS for 2019 Year 7 562 541.7 96% Year 9 589 573.2 97% All children in Years 3, 5, 7 and 9 prepare and sit for the National Assessment Programme Literacy and Numeracy (NAPLAN) test. The efforts of our staff and students produced results that are ‘above’ or ‘well NUMERACY above’ National Average Scores in all areas. Average Scaled Score Average Scaled Score % of our students at or above (Coomera Anglican College) (National) the National Minimum Standard 2019 Year 3 434 408.1 98% Year 5 527 495.8 100% Year 7 589 554.1 99% Year 9 614 592.0 100%

26 Coomera Anglican College - 2019 Coomera Anglican College - 2019 27 28 Coomera Anglican College - 2019 Coomera Anglican College - 2019 29 Apparent student retention rate

Year 10 - 12 Apparent Year 10 Year 12 Retention Rate Year Enrol Year Enrol

2007 70 2009 54 77.1% 2008 74 2010 64 86.5% 2009 96 2011 96 100% 2010 105 2012 100 95.2% 2011 106 2013 95 89.6% 2012 106 2014 106 100% 2013 98 2015 89 90.8% 2014 109 2016 97 89.0% 2015 101 2017 96 95.0% 2016 104 2018 88 84.6% 2017 106 2019 99 93.3% For 2019: Year 12 student enrolment as a percentage of the 2017 Year 10 cohort is 93.3% Staffing Year 12 Outcomes Information In 2019, our Year 12 students performed particularly well. While the following table indicates the strong performance of our students, it should be noted that ‘leagues tables’ do not necessarily reflect all the wonderful things that take place in any school. They are a mere snapshot of one aspect of a complex and total education. The value adding and holistic development of students that is a feature of our College cannot be measured in any table. Nevertheless, we are proud of the excellent results achieved by our Year 12 students in 2019.

Outcomes for our Year 12 cohort 2018 Number of students awarded a Senior Statement 98 Number of students awarded a Queensland Certificate of IndividualAchievement Nil Number of students who received an Overall Position (OP) 80 Number of students who are completing or completed a School-based 13 Apprenticeship or Traineeship (SAT) Number of students awarded one or more Vocational Education and Training (VET) 23 qualifications Number of students awarded a Queensland Certificate of Education at the end of 93 Year 12 Number of students awarded an International Baccalaureate Diploma (IBD) Not applicable Percentage of Year 12 students who received an OP1 - 15 or an IBD 88% Percentage of Year 12 students who are completing or completed a SAT or were 96% awarded one or more of the following: QCE, IBD, VET qualification Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving 96% an offer Post school destination information is updated in September when the report is released.

30 Coomera Anglican College - 2019 Coomera Anglican College - 2019 31 Staff Composition

In 2019 the College employed a total of 192 full time and part time staff. In 2019 there was one staff member employed who identified as Indigenous.

Staff Composition Table 10 Status Teaching Non- Early Total Part Time Teaching Learning Term Time Centre Full Time 101 20 ^13 134 Part Time 8 0 ^10 18 Term Time 30 30 Part Time 10 10 Term Time Plus casual Total 109 60 23 192 employees: 30 Term Time ^ Includes Outside School Hours Care/Vacation Care staff. • Instrumental During 2019, we also engaged the following casual employees: Tutors 14 • Performance • Instrumental Tutors 14 Technician 1 • Performance Technician 1 • Early Learning Centre 5 192 • Early Learning • Outside School Hours Care/Vacation Care 6 Centre 5 • Sport Coaches 22 • Outside School Total 48 18 TOTAL Hours Care/ Part Time Vacation Care 6 • Sport Coaches Staff Qualifications 22 Qualification Highest Qualification of staff (%) Doctorate or higher 1% Masters 13.1% Honours Degree 6.2% Bachelor Degree 64.7% Post Graduate Diploma 8.2% Diploma 5.6% Certificate 1.2% 134 Full Time • Most support staff have Certificate qualifications - Education Support or Teacher Aide and many have Senior First Aid Certificates. • All support staff have a current Blue Card. • All support staff dealing with children have First Aid qualifications. • All Early Learning Centre staff have appropriate qualifications from Certificate, Diploma and Degree. • All teachers coaching sport teams have current First Aid certificates • All external coaches have a current Blue Card.

32 Coomera Anglican College - 2019 Coomera Anglican College - 2019 33 of the teaching and learning that development for all staff across Staff occurs in every classroom and the College. In 2019, $87,443 every lesson. During 2019, we (College) which includes INCOME BY FUNDING Development continued to develop our use of primary teaching, secondary The use of innovative and evidence-based, ‘best practice’ teaching and senior leaders effective ways to use technology teaching. This occurs through and $138,139 (Early Learning for education, continues to a continuing programme of Centre) was directly expended SOURCE be a key factor informing the targeted professional learning on teacher professional planning for staff development Information regarding College income is available by logging on to the My School website: related to growth mindsets, development. A substantial and training. The eLearning www.myschool.edu.au reflective practice, backward amount of in-house professional Specialists and Head of design curriculum planning, development ran at no cost to Teaching and Learning have differentiated instruction, and the College and supplemented supported teachers’ ongoing a continuing focus on making the off campus training done by 2019 Source of Income need to constantly review the learning visible through the staff. This initiative taps into methods and resources used high-level use of multiple forms the significant expertise on staff in classrooms. In addition, of feedback within the teaching and allows for peer tutoring as Other income teachers choose and accessed Net Trading process. well as peer instruction. Capital income 2% external technology-related income workshops and seminars in the 0% Teacher observation and peer The College offers an annual form of off-campus and online 2% coaching processes continue Principal’s Scholarship and a training events. to form the basis of our highly Special Project Bursary, up to effective staff development and the value of $7,500 each. These In 2017, all teachers of the appraisal system. The College are awarded to staff members College were introduced to Professional Growth Model with innovative and classroom- the 2030 Project which has is a comprehensive system focused initiatives. This continued throughout 2018 addressing teacher induction, encourages and supports staff and 2019 - including a major ongoing professional growth in researching and developing focus on Inquiry Learning. and an innovative approach to projects that aim to directly To facilitate this, individual teacher appraisal. It includes improve the effectiveness of teachers have been confirmed Fees and performance analysis using teaching and learning. The funds as Junior Secondary Curriculum Levies 360-degree peer feedback, from these bursaries support Grants Leaders for 2018 to 2020 with student surveys, and self- self-education, travel expenses 44% a brief to develop, trial and 52% reflection. These elements and other costs associated with refine a more inquiry based inform the use of ongoing the successful proposals from approached in the English, peer coaching. This system staff members. Humanities, Mathematics and continues to promote reflective Science faculties across Years 7, practice, professional sharing Staff Attendance and Retention: 8 and 9. and supports our teachers in From the end of 2019, 95.3% of their professional development. staff were retained for 2020. The College is an eSmart- Teachers have received high- accredited school. Each year, level training and continuous Staff attendance rate for students and teachers have support during this process. permanent and temporary completed regular eSmart Contact person for further information: staff and school leaders (this activities related to online In Senior Secondary we provided is teachers only) in 2019 was safety and responsible social Rachael Georgoulas, Executive Assistant to the Principal can supply further information about our professional development for 97.39%. network behaviours. This is a College policies ([email protected]). Further details are also available on the College website. teaching staff in preparation of requirement of maintaining our the new ATAR system. eSmart certification. Staff in our Enrolments Office can assist with a tour of the College Facilities or assist with enrolment enquiries. Phone: 07 5585 9900 or email: [email protected] or Tina Stubbs [email protected]. An annual budget allowance The College continually seeks to edu.au or Anthea Ludik [email protected] supports professional improve the quality and efficacy

34 Coomera Anglican College - 2019 Coomera Anglican College - 2019 35 Days Road Upper Coomera QLD 4209 Australia +61 7 5585 9900 [email protected]

36 Coomera Anglican College - 2019