CONTENTS

Message from Key School Bodies 3 Message from the Chairperson of the College Council 3 Message from the Principal 3 Message from the Parents and Friends Association 16

About Bishop Druitt College 17 Capital Works 18 Primary School 19 Secondary School 25 Co-Curriculum 26

Student Performance 27 Higher School Certificate Results 27 Vocational Outcomes 44 Post-School Destinations 44 National Assessment Program Literacy and Numeracy 45

Staff 46 Workforce Composition 46 Staff Professional Learning 46

Student Attendance and Retention Rates 46 Student Attendance 46 Retention Rates in Secondary School 47

Enrolment Policy 48

Initiatives Promoting Respect and Responsibility 49 Student behaviour management flowchart 49 The Bishop Druitt Way 50

Enhancing Wellbeing 51

Parent, Student and Teacher Satisfaction 52

Financial Information 53

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Message from Key School Bodies

Message from the Chairperson of the College Council

The year 2019 was an exciting period of potential, growth and developments. Some of the exciting opportunities that presented themselves include working closely with the Clarence Valley Anglican School community on the further development and improvement of Farnworth Farm, with our first very successful Year 4 camp being held. The property at 83 North Boambee Rd was purchased for the intended use as ‘International House BDC’. In September an opportunity presented itself for the BDC Council to explore a new campus at Woolgoolga to be known as BDC Northern Beaches campus. This work continues, with interest growing from the families of potential students. Installation of solar panels to the Branson Centre was completed during the Christmas holidays. The college introduced Edstart, a facility offering parents an alternative way of paying fees. I am also proud that our year 12 students have again achieved the highest ranking of the Coffs Coast Regional Schools.

Mr David Ford Chair of College Council

Message from the Principal

Descriptive Information School Sector: Independent College Address: 111 North Boambee Road, Coffs Harbour, NSW Total Enrolments: 1013 (August) students including Kindergarten Year Levels Offered: Kindergarten to Year 12 Co-educational or Single Sex: Co-educational Day or Boarding School: Day school

Bishop Druitt College is the only school on the Coffs Coast with a K-12 school community on a single campus. Students who attend Bishop Druitt College come from a diverse range of ethnic and religious backgrounds. The majority of students are born in Australia, including a small percentage of Aboriginal students, with the remaining coming from more than 45 countries. The students born in other countries originate from the European, Asian, American and African continents. This diversity is also represented through 33 different languages being spoken in our families’ homes.

I wish to thank my staff for their dedication to their students and to our goal of continuous improvement. The College Council also needs to be recognised for their continued commitment to the school. Our college resources have improved throughout the year and our council was instrumental in supporting this reinvestment into our facilities as well as supporting new facilities and partnerships.

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The Bishop Druitt Way ‘The Bishop Druitt Way’ is a phrase that was developed in 2018 to reflect our unique college identity. It has since evolved to support our college values and foundations and is summarized into five key points. ● Empowered For Life ● Embracing Diversity ● Prioritising Wellbeing ● Pursuit Of Excellence ● In Service Of Others

The Bishop Druitt Way has, in 2019, become part of our college vernacular and has permeated our daily rites and rituals.

New Bishop Druitt College Hymn Lord we thank you for your blessings And for guidance on the way. For the vision of our founders On Gumbaynggirr land we pray. Joined here at Bishop Druitt College Learning and growing every day. ‘Faithfulness in Service’ stirs us To reach out with love and care, Learning to respect each other; These are values that we share. Strength in diversity enriches, Harmony is our heartfelt prayer. When our days of school are ending Give us strength to persevere. Build integrity within us, Tempted not by doubt or fear. Give us grace to go with courage And your peace to draw us near.

HSC Results 2019 I would like to congratulate the class of 2019 receiving a state ranking of 177. This is our highest ranking since 2014. . ● Top performing school on the Coffs Coast. ● Leading the region in extension subjects - 13 x E4 and 25 x E3 results ● Dux of the year, Dheeraj Adusumalli ATAR - 99.05 and recognised on the NSW All Rounders list ● 13% of the cohort with ATARs over 90 ● 93% of the cohort received at least one Band 4 or above. ● 32 Band 6 or Notional Band 6/E4 results. ● 109 Band 5 and 24 E3 or Notional Band 5 results with 66% of learners achieving at least one Band 5 or 6 result.

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State Visual and Performing Arts Nominations ● ARTEXPRESS - Keanu Chapman ‘Life Forces’ ● ONSTAGE - Individual Performance - Manahil Afraz ‘Justice for Uzma’ ● ONSTAGE - Individual Performance - Claudia Benson ‘Out of Control’ ● ONSTAGE - Individual Performance - Laura Harrington ‘Love Marilyn’ ● ONSTAGE - Group Performance - Laura Harrington, Claudia Benson, Dakota Warner, Ireland White, Thomas Winchester ‘The Hollow Men’

Scholarships ● Bond University Vice Chancellor's Excellence Scholarship - Olivia Gerrard ● Bond University Vice Chancellor's Excellence Scholarship - Ebony Young ● Southern Cross University Chancellor's Scholarship - Israel Degle ● University of Newcastle Vice-Chancellor’s Award for Academic Excellence in Year 12. - Lucy Spain ● UNE Vice-Chancellor's High Achievement Prize - Evenezer Gebremedhin ● UNE Vice-Chancellor's High Achievement Prize - Isabella Ashley

Student Achievements I have been extremely proud of our students’ achievements and I have included only a sample in the following list.

● ABC Q&A - students from the Human Rights Group, Environment Group, LGBTQI+ group, ​ ​ and Goori Group represented the college at the schools’ forum in Sydney. Georgia Hansard was one of the few students from hundreds present who was able to ask her question on camera, a testament to the work our students did in preparation to form intelligent and well-researched questions. ● Chess - A very successful primary schools tournament this year with BDC winning the ​ following sections: first, second and third in ‘C’ grade, second in ‘B’ grade and first and second in ‘A’ grade competitions. There were 27 primary school teams entered this year. ● Debating - This is only the second year that BDC has participated in the HICES Debating ​ Competition which runs over three terms and involves independent schools from across the state. BDC performed brilliantly this season with both Junior (Year 6) and Senior (Year 10) teams making it through to the semi-final and quarter-final respectively. The seniors finished in the top eight schools and the juniors finished in the top four schools in NSW. ● Da Vinci Decathlon - BDC sent four teams of eight students to compete on two separate ​ days in the Northern NSW Da Vinci Decathlon at The Armidale School. Standout moments included success in the following categories. Year 8 received a third place in art and poetry, second place in engineering, first place in maths, third place in general knowledge, and second place in code-breaking, making them the second overall winners. Year 9 placed third in cartography, and Year 10 placed second in cartography, second in English and third in mathematics. ● The International Competitions and Assessments for Schools were outstanding this ​ year and are reported in various places in our Etcetera magazine. ● Newcastle Permanent Maths Competition - Congratulations on winning the Mid North ​ Coast District Award - Daniel Lim (Year 5). ● Royal Australian Chemical Institute - The High Distinction Excellence Award was ​ achieved by Angus Longworth-Browne who placed in the top 1% of the state.

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● Head Start Program with Southern Cross University - Year 11 students Gurjot-Singh ​ Nahal, Bailie Kapukaya, Tess Parker-Reynolds, and Lucia Verguizas successfully completed their first tertiary subjects. ● North Coast Philosothon - congratulations to Mrs Amy Dal Pozzo and her team that won ​ the senior section of this year’s Philosothon. ● Vice Chancellor's Excellence Scholarships at Bond University were awarded to Year ​ 12 students Ebony Young and Olivia Gerrard. This is a 50% scholarship. ● The Southern Cross University Chancellor's Scholarship was awarded to Year 12 ​ student Israel Degle. This scholarship is valued at $8000. ● Youth off the Streets Scholarship was awarded to Year 12 student Jacqueline Kambere - ​ this is a two-year scholarship. ● Young Scientists Awards - Bishop Druitt College students have had great success in the ​ Young Scientist Awards in 2019. Sienna Biggs received the Most Promising Award for her study of peripheral vision. Tilly Howard received second place in the 7/8 Chemistry category for her work on the water content of shampoo. Bennet Mitchelhill received a Silver Award in the Regional category. He used a device to detect different brain waves while listening to music. Jasmin Henson Gallardo investigated pretreatment of Acacia seeds for use in plantation forests and was rewarded with second place in the 9/10 Biology category as well as a Gold Award in the Regional category. ● International Science and Engineering Fair - Emma Serisier, who placed third in the ​ world at the International Science and Engineering Fair in May, again achieved first place in Earth & Environmental Science, a Sponsor Award in the Working Mathematically category, and a Silver Award in the Regional category. Emma has been selected in the Australian team for the International Science & Engineering Fair in the USA in 2020. This is the third year in a row that Emma has represented Australia. Thank you to Mrs Alison Hollier for her diligence in this area.

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● Our first STEM in Schools Forum and Q&A was held at Bishop Druitt College this year. ​ ​ ​ Year 10 students participated in a classroom activity with CSIRO and special guest Q&A panellists including Mr Pat Conaghan MP, Federal Member for Cowper, and Dr Mel Coleman, Marine Ecologist at the National Marine Science Centre.

Service Learning Bishop Druitt College prides itself on promoting and enhancing wellbeing. Research suggests that connected communities have improved wellbeing and a greater sense of worth. Bishop Druitt College’s service learning program is supported by our generous spirit and Anglican values. Some of the projects the college has focussed on this year include:

● Cambodian Service Learning Tour and sister school exchanges ● Volunteering on Saturdays at St John’s Op Shop ● Cooking and serving at the Uniting Church Soup Kitchen ● Providing provisions for the Warrina Women’s and Children’s Refuge ● Donating generously for the annual Christmas Appeal ● Raising funds for the Act for Peace Ration Challenge - $6149 ● Environmental service on and off-campus ● Bush Fire Appeal ● Shave for a Cure Appeal - Mrs Julie Bain and Year 12 students raised over $6000.

World Prepared ● Bishop Druitt College was endorsed as a Round Square Candidate School in May. Round Square is an internationally diverse network of 200 like-minded schools in 50 countries on six continents that connect and collaborate to offer world-class programs and experiences, developing global competence, character and confidence in our students. William Bond, Lauren de Waal and Charles Verguizas attended the Round Square Senior School International Conference in India with our International Program Coordinator Ms Nadene Flick.

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● Japanese students from Ueda Nishi High School, Nagano Prefecture, Japan visited as both ​ an individual exchange and a small tour with their principal and key staff. I intend visiting Ueda Nishi High School in 2020 to continue to grow this sister school partnership. ● Japanese Cultural Tour (Ueda Nishi High School, Osaka, Tokyo, Hiroshima and Kyoto) - twenty-four students and teachers were treated to a special two weeks in Japan. The students had a homestay with our sister school Ueda Nishi High School (Nagano Prefecture) as well as sightseeing expeditions to Osaka, Tokyo, Hiroshima and Kyoto. I wish to thank Mrs April Harris, Mr Ben Dal Pozzo, and Mrs Amy Dal Pozzo for their care and dedication to making this exciting adventure a reality.

● US Space Camp - Mr Troy Sodeau and Mrs Juliette Law escorted our very excited student space travellers to Huntsville Space and Rocket Centre, Alabama. This is the first time BDC students have attended Space Camp and judging by the enthusiasm of this inaugural group I am certain we will return.

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Performing Arts Success ● Grease - the musical - our first whole production for over five years was a resounding ​ success with over 100 students involved in the production and five sellout performances. A huge thank you to all the students and staff involved in this event. Well done to Mrs Rachel Crismale and Musical Director Ms Katie Gudgeon.

● State Honours Ensemble Program at the Queensland Conservatorium of Music - Rose Light was asked to perform as a soloist for the Vivaldi Concerto for 2 Violins. Seven students were involved this year: Madeline Howard (Year 10), Tilly Howard (Year 8), Felix Hughes Chivers (Year 8), Rose Light (Year 9), Marisol Taylor (Year 7), Benedict Wall (Year 8), and Samuel Wall (Year 10). ● Joshua Walraven (Year 5) - completed his Associate of Music Diploma (AMusA) Piano Performance Exam. This is an incredible achievement for a Year 5 student. ● The Sydney Conservatorium Woodwind Quintet visited BDC to conduct a special workshop for our students in August. This event was well received by parents, students and staff. ● Bravissimo Showcase selection - congratulations to pianist Abbi Gaddes. ● Drama OnStage nominations - An incredible four nominations included three individual performances: Claudia Benson, Laura Harrington and Manahil Afraz as well as one group: The Hollow Men (Claudia Benson, Laura Harrington, Thomas Winchester, Ireland White and Dakota Warner). ● Bishop Druitt College students performed to a very high level again this year in the Coffs Eisteddfod: ○ In the Instrumental Music sections students gained six first places, four second places, one third place and eight highly commended results. Highly Strung placed second in the High School Ensemble by one point. ○ In Drama, our Year 10 group placed second in Year 9-10 Devised Scene. Our Year 9 students placed third in Year 9-10 Devised Scene and finally our Year 9 students placed first in Year 9/10/11 Group Mime. ○ In Vocal, our students gained five first places, one second place, three third places and two highly commended results. We also had a number of groups and

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individuals in the Dance section. This area of our college is growing quickly and we are currently in the process of working to offer dance as a new subject in 2021.

Thank you to the teachers and tutors for their support of our Performing Arts program.

Sporting Successes In 2019 BDC hosted our inaugural Sports Awards Dinner at Pacific Bay Resort. Our guest speaker was three-time Olympian Ms Natalie Titcume. Ms Titcume spoke about persistence, resilience and desire relating to her dream of representing Australia. She went on to be one of the most successful Australian softball players of all time. The night was attended by over 230 student-athletes and their families. We recognised and celebrated their achievements and outlined some of our sporting plans for the future. This event will become part of our college traditions.

We also launched two new academy programs into the college. The Netball Academy, driven by Ms Meegan Bruggemann and Ms Shelley Spagnolo, has been a huge success with the girls quickly improving their skills and teamwork. Our Netball Barracudas went on to achieve remarkable success in a variety of local and interstate carnivals. Our Golf Academy, headed by Mr Craig Lang, has grown quickly in 2019 and it is expected that this concept will grow into hosting a student open event in 2020.

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The sports academies and the college’s High Performance Program also had a variety of guest speakers in 2019. These included: ● Brooke Hanson - former Olympic swimmer and world champion ● Indigo Robb - international ballet dancer and alumni ● Paul Wade - former Socceroo captain and television presenter ● Newcastle Jets players - defender Lachlan Jackson, defender Patrick Langlois and legendary midfielder Ben Kantarovski.

Our BDC teams and squads were very successful again in 2019: ● Athletics - All Schools/PSSA - five students represented BDC: Max Iggulden, Thomas Sweeney, Piper Rieth, Maggie Elder and Aria Matthews ● Cross country - All Schools/PSSA - one student represented BDC: Finnley Clarke ● Swimming - All Schools/PSSA – three students represented BDC: Piper Rieth, Saul ​ Easman and Tayla Hall ● BDC also had student representatives at NSWCIS level with Lucy Spain in touch football and Max Clarke in rugby union ● Equestrian - Lily Powell represented NSW at the National Equestrian Interschool ​ Championships ● Futsal - four teams qualified for the Champion of Champions Australian Futsal Championships in Brisbane in Under 12s, Under 13s, Under 14s and Under 15s. ● Rugby union - Under 12s Primary Rugby 7's and the Under 13s Secondary Rugby 7’s were state finalists ● AFL - our primary girls AFL team also competed in the state finals in Sydney. ● Netball - both Year 7/8 girls and Year 9/10 boys were regional finalists in the Netball Schools Cup ● Football - Barney Barselaar Cup winners of the Primary Mixed Division. ​ ● Squash - the BDC Open Boys team of James Lowe, Nick de Waal and Yanil Boubred won the local Secondary Schools Squash Competition ● Triathlon - BDC took out the local Scoot for Schools Cup.

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BDC currently holds the North Coast Independent Schools Association shields in the following sports: ● Swimming - Primary and Secondary divisions ● Cross country - Primary division ● Basketball - primary boys and girls, 15 Years & Under Girls Basketball, Open Boys and Girls divisions ● Touch football - Open Girls and Primary Girls divisions ● Football - Open Girls, 15 Years Girls, 15 Years Boys and Primary Boys divisions.

College Refurbishments Bishop Druitt College is committed to continuous improvement. The following is a list of our facility upgrades and advancements in 2019: ● New dual signage project - seven new signs in both English and Gumbaynggirr ● Wellbeing Hub (officially opened in March 2020) ● Solar power installation (98KW system) completed on the Branson Centre ● Barracudas bus ● New writable desks added to 15 classrooms ● New air-conditioning added to Year 4, 5 and 6 classrooms, the School of Music and IT ● New carpet in a variety of rooms - including Languages and the School of Music ● The addition of Promethean boards in Stage 1 and Stage 2 ● Addition of 40 new TVs and Apple TVs to classrooms ● The new STEAM Lab for innovative practice ● The replacement of flooring in OSHC room and canteen ● The replacement of lighting across the campus with over 1400 LEDs installed ● A host of new Chromebooks for primary and new laptops for the secondary library ● New 1 GB bandwidth - making it ten times faster than the NBN - making us the fastest school on the Mid North Coast.

New Partnerships in 2019 In 2019 we have been continuing to support improvement in student and family services for our community. To this end, our college has developed the following partnerships throughout the year:

● Coffs Computers - as an option for our community to support our BYOT program ● EdStart - to support families financially ● Serendipity Learning - to support onsite tutorial options to primary school students ● Triple Thread Learning- to support students with individual needs outside our Learning Resource Centre support.

Farnworth Partnership with CVAS We have focussed attention this year on developing partnerships with other institutions to continue to add value to our college experience for our students. To this end, the Principals and Chairs of both Bishop Druitt College and Clarence Valley Anglican School signed a Memorandum of Understanding to share and develop a school farm at Glenreagh. ‘Farnworth’ has now developed into an outdoor education facility that has hosted both an open day and the Year 4 Camp in 2019, and will play host to other key events in 2020.

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Staff Achievements 2019 - Inspiring Professionals Ms Alison Hollier was recognised for her work in regional NSW promoting scientific thinking and inquiry. Ms Hollier won the Rural Young Scientist Teacher Ambassador Award. She travelled to Phoenix, Arizona in May representing the NSW Science Teachers Association and Bishop Druitt College at the International Science and Engineering Fair.

Mr Brett Bennett was announced as a recipient of the NSW Premier’s Teacher Scholarship for History. Mr Bennett was presented the award by the Minister for Education and Early Childhood, Sarah Mitchell MP. When the minister addressed the recipients she said, ‘Thank you for your dedication and providing students with a world-class education.' Premier Gladys Berejiklian MP added, ‘We cannot underestimate the impact teachers have on their community and students.’

The Inaugural FXBC Fuji Xerox Teacher Professional Learning Scholarships 2019 were awarded to: Mr Mark Freeman ($3000) - Talk for Writing Project, and Reverend Naomi Cooke ($1000) - Holy Pilgrimage to Nazareth and Jerusalem.

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Australian College of Educators World Teachers Day Awards 2019 recipients were Mrs Sue O’Connor, our Student Wellbeing Director, and Mr Tyron Gillon, ELC teacher.

The second year of the Southern Cross University Bishop Druitt College Undergraduate Education Awards were held at the Coffs Harbour Education Campus. This year the awards were received by Ms Kali Rouillon (winning the BDC Arts Education Prize) and Ms Sophie Cross (recipient of both the BDC STEM Education Prize and the BDC Student Wellbeing Prize). These students are the top in their respective fields at SCU. BDC is proud to work in partnership with SCU to encourage the next generation of teachers.

I wish to recognise the following staff who have reached significant milestones in their service to the Bishop Druitt College community: 5 years: Mr Jack Driscoll, Ms Emily Kadwell and Mr Paul Rogers 10 years: Ms Fiona Minto, Mr Kayne Munro, Mrs Melinda Pearce and Ms Lorraine Sharkey 15 years: Mrs Beth Hilton and Ms Ruth Stuart

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20 years: Mr Drew Kadwell, Ms Barbara Kiemski, Ms Lorelle Newton, Mrs Sue O’Connor and Mrs Sonja O’Connor 25 years: Mrs Linda Morgan and Mr Scott Rodham.

Thank you to the staff for their commitment to our college.

Student Leadership Secondary Student Leaders 2018/2019 Captains - Olivia Gerrard and Keanu Chapman Vice Captains - Tia Lang and Joel Ruttiman Student Executive Team - Imogen Cratchley, Georgia Bell, Abbi Gaddes, Zyggy Cobcroft and James Lowe Cottee House Leaders - Aash Pope and Heather Orme Hollows House Leaders - Israel Degle and Thomas Winchester Kngwarreye House Leaders - Evenezer Gebremedhin and Cameron Williams Murray House Leaders - Lily Aitken and Maxwell Aldred O’Shane House Leaders - Lucy Spain and Laura Harrington Sutherland House Leaders - Jacqueline Kambere and Jacob Oxley

Primary Student Leaders 2019 Captains - Olivia Brown and Wes Reedy Vice Captains - Tully Black and Joseph Moran

Student Leaders 2019/2020 Academic Captains - Kaitlyn Lastavec and Angus Longworth-Browne Leadership Captains - Jonah Bedford and Blake Schoeffel Service Captains - Charlotte Bell and Asra Salman Sports Captains - Charlie Alderman and Kate Murray The Arts Captains - Saskia Brown and Jessie Woodward Cottee House Leader - Emily Pavey Hollows House Leader - Quinn Allen Kngwarreye House Leader - Lucy Alkemade Murray House Leader - Brianna Malouf O’Shane House Leader - Thomas Sweeney Sutherland House Leader - Kyle Lang

House Shields Swimming - O’Shane House in primary and Cottee House in secondary Foundation Day Shield - Kngwarreye in secondary. Due to poor weather, no primary Foundation ​ Day Interhouse Shield Competition was held and therefore no shield was awarded this year Athletics Carnival - O’Shane in primary and Cottee in secondary Cross Country Champion - Sutherland House in primary and O’Shane House in secondary Secondary House Shield - Kngwarreye Primary House Shield - O’Shane

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Principal’s List Awards and Scholars’ List Awards The Principal’s List is recognition of students who have received a consistent effort grade of 1 on all subjects. The Scholars’ List Award is presented to students who have received an academic grade of either consecutive A’s or up to one B grade for the semester.

Congratulations to the Year 7, 8, 9 & 10 students who received Principal’s List Awards and Scholar’s List Awards on their achievements.

Finally, I wish to thank the students, the parent body, the Parents and Friends Association and our College Council for supporting our college in another incredible year of advancements. The Bishop Druitt Way was truly in action this year.

Nick Johnstone Principal

Message from the Parents and Friends Association

The BDC P&F Association was very active in its support of the college throughout 2019, with a group of dedicated members donating their time and expertise on a regular basis to ensure our children were provided with the best education and care.

In addition to providing a supportive, inclusive and connected voice for all members, our main aim for 2019 was to strengthen the overall sense of community within the school whilst engaging the broader community.

In 2019 the P&F Association: ● Reintroduced the annual Trivia Night, which was a huge success and strengthened the overall community feel ● Hosted the annual Mothers’ and Fathers’ Day stalls, enabling children to independently select a gift for their loved ones ● Supported the college in planning the annual run, this year a Mud Run (moved to 2020 due to fire and then drought issues).

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Through the P&F’s various endeavours and fundraising events we were able to donate over $18,000 to assist the school in a variety of ways, including:

● The purchase of an A3 dye sublimation heat transfer kit, improving the design and technology and environmental learning outcomes, as well as promoting sustainability. ● The purchase of construction materials enabling students to build an outdoor learning space for all students to engage with. ● Connecting power and gas to Farnworth, enabling the college to broaden the outdoor education program. ● Providing support to other committees within the school through volunteers and with the running of events. ● Taking a proactive stance to enhance the mental health and overall facilities for our students by funding 'The Toilet Project'. This project involved students designing lighting for the toilet blocks and completing the revamps, which also improved learning outcomes. ● Donating a percentage of funds raised from the Mud Run to the Seabin Project - cleaning up one marina at a time to ensure cleaner oceans for our marine life. ● Paid for the Soup Kitchen to cater for all those in need on Christmas Day.

Krystal Morris President Parents and Friends Association

About Bishop Druitt College

Bishop Druitt College is an independent, co-educational school situated on one campus on the North Coast of New South Wales. It is one of five schools in the Anglican Diocese of Grafton. ​

The aim of the college is to transform lives through the provision of an excellent education. Established in 1994 with an enrolment of 57 primary school students, Bishop Druitt College is a ​ ​ young school that has experienced phenomenal academic success and growth in a short time frame.

With strong community support and an enviable record in literacy and numeracy in primary and its HSC results in secondary, the college has developed an outstanding reputation for balanced academic excellence and pastoral care of the individual. Our core intention is to develop graduates ​ who are dynamic, caring and optimistic. Our hope is that they will be well-rounded individuals who are grounded in the Anglican way of faith, hope and love. The college’s vision and values ​ statement uses three pillars to shape our every endeavour: our Anglican foundation, learning and community.

Our wish for our departing collegians is that they will have a passion for learning and will value the virtues of wisdom and integrity. They will be individuals who endeavour to positively transform the communities in which they live and work. In the great and the small things they do, we want them to enliven and enrich our world.

Bishop Druitt College is an inclusive school that welcomes students of all faith backgrounds. We aim for our school to both reflect the diversity of our local community and to prosper from it. We respect the traditional owners of the land on which our school is built, the Gumbaynggirr people, and grow our sense of community as our knowledge of the traditional owners develops.

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Characteristics of the Student Body

At the 2019 Census the school had 1013 students of whom 588 were in the Bishop Druitt College Secondary School and 425 in the Bishop Druitt College Primary School. There were approximately equal numbers of boys and girls throughout the school. As it is a comprehensive school the students come from a wide range of backgrounds, including language backgrounds other than English and a number of students with special needs.

Reflecting the demographic complexion of the local area we have both ‘new arrival’ refugee and Aboriginal or Torres Strait Islander students. While most students at Bishop Druitt College were born in Australia, we also have students who were born in more than 25 countries around the world. Our students speak more than 30 languages in total. Additionally, the school periodically enrols overseas students, either as exchange students or full-fee paying overseas students.

The College Crest

The college crest portrays in stylised form a bishop’s mitre that simultaneously represents the authority of the Anglican Diocese of Grafton (under which Bishop Druitt College is incorporated) and the office of the Reverend Doctor Cecil Henry Druitt, after whom the college is named. The waves evoke the waters of the North Coast area in which the college is situated and recall those components of the crest of the Diocese of Grafton. Our motto Faithfulness in service is taken from ​ ​ a theme the Reverend Doctor Cecil Druitt addressed in a school sermon.

Our Vision and Values

Bishop Druitt College was founded on the pursuit of excellence, with the vision of creating a premium K-12 independent educational experience for the children of the Mid North Coast of NSW.

At Bishop Druitt College we see the balance between an outstanding academic environment and a safe and caring pastoral community as the key to producing world prepared students.

Our Anglican foundations at Bishop Druitt College are embedded in our community and guide the Bishop Druitt Way. The Bishop Druitt Way nurtures character and community to transform children into world prepared citizens who are empowered for life, embrace diversity, prioritise wellbeing, pursue excellence and serve our community.

The foundations of these qualities are built around mutual respect, service, inclusivity, integrity, courage, justice and generosity of spirit.

Capital Works

No new major building projects were undertaken in 2019.

Minor Capital Works

2019 was a year of continuing focus on minor capital works and campus refreshment and upgrade to ensure that spaces remain contemporary and in synergy with evolving learning and teaching practices.

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Under our sustainability focus, we were delighted to have competed among the many projects for the year a campus-wide upgrade to LED lighting and a major solar generation system to the Branson Centre bringing the total solar kilowatt capacity to 100 kw.

Classrooms were upgraded to include climate control systems and our much used theatre received a comprehensive refresh of carpet, curtaining, lighting and paint, ready for HSC performances and of course our production of Grease - the musical. ​ ​

Other works throughout the year included the annual internal and external paint program, landscaping update, improved exterior lighting, signage and fencing.

An important component of our landscape remodelling saw the introduction of the Indigenous Yarning Circle, as well as a camp kitchen and storage shed at our shared outdoor education facility at Farnworth in Glenreagh.

Investment in ICT

Investment in ICT in 2019 remained a high priority for the college, to ensure that existing facilities were maintained and to fast track upgrades to new infrastructure to afford students and staff the best possible access to technology. Server infrastructure, backup facilities and cabling were also updated.

Primary School

In 2019 we had many successes in the BDC Primary School. We welcomed back Mrs Brooke Gillon and Ms Gillian Fisher who were happy to be back at BDC after a year working elsewhere. Ms Pam Moran was appointed as K-12 Head of the Learning Resource Centre and Mrs Sam Maker left us in August to have her baby girl, Sia. Mrs Karla Nightingale stepped into Year 2 for the rest of the year. Mrs Wendy Phillips took extra leave in Term 3 for the rest of the year, and Mrs Rebecca Rodger stepped in to teach 3P for Terms 3 and 4. Ms Elyse Stuart stepped into the REP and Drama classes. Ms Sharon Habgood kindly agreed to be the Stage 1 Coordinator. Mr Mark Reedy worked in the Mathematics Faculty in the BDC Secondary School, as well as teaching physical education in the Primary School. Mrs Rachel Crismale transferred to the Drama Faculty in the Secondary School.

Our primary classrooms continue to be exciting spaces and numbers gradually grew over the year, especially in the senior years. Mr Reedy continued to teach the Rock and Water program, as well as physical education across the primary campus. Ms Habgood and Mrs Lorraine Sharkey ran the Seasons for Growth program for students who had an incident of grief or loss in their lives. Ms Saskia Klop and Ms Fiona Minto organised the Art for Well Being program during school time and also an art program after school, supported by Mrs Truus Meulenbroeks and Jonah Horan.

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Our student leadership team led by captains Olivia Brown and Wes Reedy and vice-captains Tully Black and Joe Moran were involved with many events during the year, including mufti days, writing a regular column for the newsletter, taking prospective students and their parents on a tour of the school, and supporting events in the college as ambassadors. As part of their role in running primary assemblies, they developed the ‘Behaving the BDC Way’ prize draw which became very popular amongst students and staff alike.

During 2019 Stage 1 focused on the research-based Walker Learning Approach, including the development of play-based learning in the early years. Staff attended ongoing professional development to hone their skills, and the classrooms developed creative ‘investigation stations’ that saw our students thriving in this exciting environment. Of course, explicit instruction continued as a focus, with the Orton-Gillingham method of teaching literacy ensuring that all students had access to good foundational literacy instruction. Our SENA testing for mathematics guaranteed

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that all teachers are able to assess and build on knowledge of individual students and track their progress throughout Stage 1.

Stage 2 developed writing across the stage with the introduction of Talk 4 Writing, led by Mr Mark Freeman, who prototyped this method of developing writing in his classroom and also focused his professional development to become a leader in Talk 4 Write across the school. Staff showed increasing interest, and this method of teaching writing continues to develop across the whole school.

The Year 2 camp with parents was another great success with most students and their parents attending. The comments, ‘This is the best camp ever!’ and ‘I was dreading this camp, but this is so much fun’, were two comments I thought especially touching…and they were from our parents! What a great introduction to the Bishop Druitt Way of outdoor education that will continue on as a tradition for Year 2.

During the year we were lucky to be able to take advantage of our school farm at Farnworth, and what a great event Year 4 Camp was, with most parents arriving at the end of a busy week to share the ceremony of ‘belonging’ with their children, a very emotional rites of passage event for our young folk. Both parents and students reported that they had a fabulous time. The Year 4 Camp will be included as part of the school’s annual outdoor education program in the future.

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Stage 3 were buzzing with so many activities, spending the last two years developing independence in their learning. The Year 5 Kitchen Garden program continued to encourage students to try different foods and even cook for their families. The garden areas that Year 5 cared for produced lovely crops of vegetables to be shared amongst families and staff. The variety of foods that some children were exposed to opened their eyes to the amazing produce available in our country.

The Year 5 Camp again proved to be very popular with students climbing onto buses to travel to Tyalgum Ridge. The three-night camp was perfect for this age group and the ‘challenge by choice’ activities meant that everyone set a goal and reached as far as they could. The smiles on faces at the end of camp outshone the exhaustion many felt with this action-packed time at this challenging camp.

Year 6 students spent the year completing their Stage 3 curriculum and transitioning to high school in a variety of ways. All students embraced the science program held in the high school laboratories, and some got to experience our newly refurbished STEAM room. The Kaizen prototype helped develop an annual program for Kaizen that began in the new year.

The annual Year 6 play entitled Pirates of the curry bean was such a lot of fun for the students and ​ ​ the audience alike. This was at the culmination of the EYE Festival, where all students experienced a week of creativity in many forms. The primary school fete enticed many people to attend and our shared community was a great way to end the EYE Festival at the end of Term 3.

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The Learning Resources Centre team led by Ms Pam Moran worked tirelessly to ensure all students were supported in their learning. IEP’s (individual education plans) and PLP’s (personal learning plans) were developed with students with diagnosed special needs, and the data was included in the Nationally Consistent Collection of Data on School Students with Disability initiative. ​ This data provides Australian schools, parents, education authorities and the community with information about the number of students with disability in schools, where they are located and the adjustments they receive. Pam also developed support for students with high potential, and is developing a system of tracking these students through an IEP.

Our co-curricular clubs and sporting teams continued to thrive, with many teams and clubs like Chess, Construction, Knitting and Dance developing skills. Mrs Meulenbroeks continued to run Performance Club on Thursday to encourage students to practise a performance before assemblies. The Hub was moved to a more accessible area, outside the primary office, where students gathered for some quiet time, involving themselves in Lego making as well as drawing and games. This proved to be very popular and it was amazing the creativity that abounded.

The school music program continued to give students the opportunities to develop a love of music that can continue through to adulthood. The Superstrings, the School Orchestra and the Primary Band showed a consistently high standard, as did the Primary Performance Choir. Almost 25% of our students were involved in extra-curricular music and we were very proud of the quality of performances at assemblies as well as in the community.

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The Performance Choir, consisting of students from Years 4-6, participated on Harmony Day, at our Community Carols Night extravaganza, at aged care facilities and shopping centres, and at various other events.

Another year flew past and we wished our departing Year 6 students a fond farewell across the Green Room and into high school. They showed a growing confidence, and I am sure they will continue to enjoy an excellent education at our school. The many and varied opportunities provided at Bishop Druitt College ensured that we met the needs of all our students. In the new year we will welcome a new group of Kindies who will arrive with excitement and a little bit of trepidation. Our orientation days for Year 6 and Kindergarten ensured that our students knew what to expect when they moved into the next important phase of their educational lives.

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I would like to pay tribute to all our parents who have brought their children to BDC. They have made the choice to join the BDC community and I would like to thank them for raising such a beautiful group of children. We sometimes forget how amazing they are, and we are many times reminded of this when we take them on excursions and people outside our BDC community comment on their manners, their positive behaviour and the way they care for each other and join in with enthusiasm. Parents being involved in their children’s lives lead them to more opportunities for success. The way our students see life and others is a reflection of what they are taught at home.

I would like to also thank the wonderful staff who work together in our primary school. Their enthusiasm, their kindness and care for students, parents and other staff has made this school a place where we are all happy and satisfied that we are truly developing dynamic, caring and optimist students who will go into the community at the end of their schooling ‘world prepared’.

Karin Lisle Assistant Principal (Head of Primary)

Secondary School

The HSC Class of 2019 have demonstrated their commitment to academia, with our HSC results ranking BDC as the top performing school on the Coffs Coast. Our young adults completed their outstanding year as leaders in academia and fund raising in the community. They also assisted in the review of the leadership structure, which has resulted in a completely revamped leadership structure that is more inclusive and provides more leadership opportunities to engage the student voice. We will see the first of these changes in 2020.

Our service focus continued throughout 2019, with Child Studies students working in the primary classroom, PDHPE students assisting in primary carnivals, our tutor groups assisting at the St John’s Anglican Opportunity Shop and our Environment Club working in the local Bongil Bongil State Forest and assisting with several other cleanups to name a few. In 2020 we will continue to review and strengthen our service and rites of passage programs.

The drama and music areas have come under one banner and are now part of the Performing Arts Faculty. Our college has a long history of excellent performers who have performed at high level and community events from shopping centres to performance nights. As part of our strategic planning we are investigating dance for future inclusion as a subject at the college.

To provide our support staff with an improved environment and to place support into one area, our administrative services have been combined into one office for 2020. This should see easier access for students and parents, and a focus for key support such as first aid and administrative support. We also completed development of our Student Wellbeing Hub. This focuses our wellbeing teams at the centre of the college so they are easily accessible for our K-12 focus. This initiative has already been a game changer for our students.

Camps continue to be pivotal as character development and relationship building traditions at the college. In 2019, despite heat and the drought we were able to complete all of our camps in some challenging environments. This is a credit to the optimism of our students as they experience

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opportunities beyond the classroom. In 2019 we continued our ski trip, Cambodia immersion for Year 11 and the Japan visit.

Our curriculum continues to evolve as we place the greatest emphasis on learning and teaching and on BDC being at the forefront in the region. We have planned and developed a range of Year 9 courses called World Options and our innovative Years 5 to 8 Kaizen program continues. A focus on capabilities and learning by doing through inquiry, problem and project-based learning are some of our focus areas. Our inspiring professionals continue to demonstrate their dedication as they improve the opportunities for students. Especially noted are the many tutors and external providers in areas such as music, who make valuable contributions for our students across K - 12. The success of our college has resulted in an extra class for Year 7 in 2020.

Bishop Druitt College is a broad community that has celebrated many different successes across the year, including Mrs Sue O’Connor being recognised via World Teachers’ Day Awards. Our students have also excelled, with university scholarships and early entry in large numbers. Sporting success in football, cricket and strong representative numbers in our local sports continue to be a key element for our students.

The High Performance Program continues this year for students across many performance areas at state, Australian and international levels. This program provides recognition for these elite performers and allows for more personalised assistance. We currently have 15 students in the program.

The Careers Pathways Coach, Mrs Gina Driscoll, has created a number of local networks that have increased our access to school-based apprenticeships and traineeships. This position will aim to work across Years 5-12 in 2020 to build an awareness of skills, passions and interests to assist students as they develop their career pathways.

Bishop Druitt College has completed another successful year as we become known for ‘the BDC advantage’.

Co-Curriculum

The co-curriculum at Bishop Druitt College is a fundamental part of the school’s broad educational offering. From Kindy to Year 12, age appropriate co-curricular activities are offered to students. These are aimed at educating the whole child.

Team sports begin in primary school, with rugby and basketball offering regular competition for students. Competitive team encounters in other sports happen on a cyclical basis, either in annual competitions, gala days, or knockout competitions. Football, futsal, touch, rugby, rugby league and netball are popular with a continued interest in the equestrian events throughout country New South Wales. School-based carnivals in swimming, cross-country and athletics lead to representative honours at NCIS and CIS competitions.

Service is another integral part of the Bishop Druitt College co-curricular program. An annual community service trip to Cambodia for Year 11 students sees them participate in activities such as house building, teaching and gardening projects. Fundraising for this venture occurs over the course of the year at school.

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Student-led groups such as the Human Rights Group and the Environment Group are active at the school. The Environment Group maintains an active program off-campus in activities such as beach clean-ups and tree planting at the Bongil Bongil National Park.

Students are introduced to music early in the primary school, with the Year 3 Super Strings program offering an introduction to the violin or cello. Choral music is introduced in Kindergarten. Students are given the opportunity to perform at both primary and secondary assemblies, as well as regular lunchtime concerts. Our musicians also perform at liturgies and Bishop Druitt College services at St John’s Anglican church, such as Bishop Druitt College Sunday and the Year 12 Retreat chapel service.

A well-established camp program exists across the school. Students in Years 1 and 2 attended camps on campus, while students in Years 3, 4, 5, 7, 9, and 11 attended camps at Farnworth and various places on the NSW coast, from Tea Gardens in the south to Tyalgum Ridge in the north. The Year 11 Camp is the culmination of the camp program. Students participate in an expedition that is based on tutor groups and is aimed at consolidating the Year 11 cohort as it begins the first term of HSC studies.

Student Performance

Higher School Certificate Results

Ancient History Year No. of Performance Band achievement students by number and percentage

Bands 3 – 6 Bands 1 - 2

2019 6 School: 6 (100%) School: 0 (0%) State-wide: (85.22%) State-wide: (14.78%)

2018 10 School: 9 (90%) School: 1 (10%) State-wide: (84.92%) State-wide: (15.08%)

2017 13 School: 12 (92.31%) School: 1 (7.69%) State-wide: (81.61%) State-wide: (18.39%)

2016 11 School: 11(100%) School: 0(00.00%) State-wide: (81.71%) State-wide: (18.29%)

2015 19 School: 19(100%) School: 0(0%) State-wide: (83.41%) State-wide: (16.59%)

2014 23 School: 20(86.96%) School: 3(13.04%) State-wide: (83.70%) State-wide: (16.30%)

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Biology Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 - 2

2019 27 School: 25 (92.6%) School: 2 (7.4%) State-wide: (84.74%) State-wide: (15.26%)

2018 25 School: 23 (88%) School: 2 (12%) State-wide: (89.88%) State-wide: (10.12%)

2017 23 School: 23(100%) School: 0(0%) State-wide: (88.05%) State-wide: (11.95%)

2016 21 School: 21(100%) School: 0(00.00%) State-wide: (89.81%) State-wide: (10.19%)

2015 21 School: 19(90.48%) School: 2(9.52%) State-wide: (84.37%) State-wide: (15.63%)

2014 28 School: 27(96.43%) School: 1(3.57%) State-wide: (86.18%) State-wide: (13.82%)

Business Studies Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 - 2

2019 14 School: 13 (92.86%) School:10 (7.14%) State-wide: (83.98%) State-wide: (16.02%)

2018 13 School: 13 (100%) School: 0 (0%) State-wide: (87.64%) State-wide: (12.36%)

2017 15 School: 14 (93.33%) School: 1 (6.67%) State-wide: (87.29%) State-wide: (12.71%)

2016 20 School: 19 (95%) School: 1 (5.00%) State-wide: (86.1%) State-wide: (13.9%)

2015 22 School: 18 (81.82%) School: 4 (18.18%) State-wide: (88.69%) State-wide: (11.31%)

2014 22 School: 21 (95.45%) School: 1 (4.55%) State-wide: (88.41%) State-wide: (11.59%)

Chemistry Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 - 2

2019 18 School: 17 (94.45%) School: 1 (5.55%) State-wide: (88.14%) State-wide: (11.86%)

2018 17 School: 15 (94.12%) School: 2 (5.88%)

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State-wide: (88.93%) State-wide: (11.07%)

2017 25 School: 25 (100%) School: 0 (0%) State-wide: (90.75%) State-wide: (9.25%)

2016 18 School: 17 (94.45%) School: 1 (5.55%) State-wide: (93.92%) State-wide: (6.08%)

2015 26 School: 26 (100%) School: 0 (0%) State-wide: (93.53%) State-wide: (6.47%)

2014 27 School: 25 (92.59%) School: 2 (7.41%) State-wide: (91.86%) State-wide: (8.14%)

Community and Family Studies Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 - 2

2019 9 School: 8 (88.89%) School: 1 (11.11%) State-wide: (89.66%) State-wide: (10.34%)

2018 6 School: 6 (100%) School: 0 (0%) State-wide: (86.66%) State-wide: (13.34%)

2017 8 School: 11 (87.50%) School: 11 (12.50%) State-wide: (88.49%) State-wide: (11.51%)

2016 8 School: 7 (87.5%) School: 1 (12.5%) State-wide: (84.69%) State-wide: (15.31%)

2015 10 School: 6 (60%) School: 4 (40%) State-wide: (86.75%) State-wide: (13.25%)

2014 NA

Construction (new subject in 2018) ​ Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 5 School: 5 (100%) School: 0 (0%) State-wide: (67.41%) State-wide: (32.59%)

2018 6 School: 5 (83.33%) School: 1 (16.67%) State-wide: (94.45%) State-wide: (5.55%)

Design and Technology

Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 7 School: 7 (100%) School: 0 (0%)

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State-wide: (95.33%) State-wide: (4.67%)

Drama Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 - 2

2019 10 School: 10 (100%) School: 0 (0%) State-wide: (98.15%) State-wide: (1.85%)

2018 13 School: 13 (100%) School: 0 (0%) State-wide: (97.7%) State-wide: (2.3%)

2017 10 School: 10 (100%) School: 0 (0%) State-wide: (97.92%) State-wide: (2.08%)

2016 7 School: 7 (100%) School: 0 (00.00%) State-wide: (97.84%) State-wide: (2.16%)

2015 13 School: 13 (100%) School: 0 (0%) State-wide: (98.17%) State-wide: (1.83%)

2014 4 School: 4 (100%) School: 0 (0%) State-wide: (98.56%) State-wide: (1.44%)

Earth and Environmental Science Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 - 2

2019 6 School: 6 (100%) School: 0 (0%) State-wide: (85.66%) State-wide: (14.34%)

2018 8 School: 8 (100%) School: 0 (0%) State-wide: (90.41%) State-wide: (9.59%)

2017 10 School: 10 (100%) School: 0 (0%) State-wide: (91.65%) State-wide: (8.35%)

2016 4 School: 4 (100%) School: 0 (00.00%) State-wide: (88.32%) State-wide: (11.68%)

2015 5 School: 5 (100%) School: 0 (0%) State-wide: (91.19%) State-wide: (8.81%)

2014 8 School: 8 (100%) School: 0 (0%) State-wide: (91.77%) State-wide: (8.23%)

Economics Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

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2019 9 School: 9 (100%) School: 0 (0%) State-wide: (92.26%) State-wide: (7.74%)

2018 7 School: 6 (85.72%) School: 1 (14.28%) State-wide: (92.34%) State-wide: (7.66%)

2017 12 School: 12 (100%) School: 0 (0%) State-wide: (92.44%) State-wide: (7.56%)

2016 5 School: 5 (100%) School: 0 (00.00%) State-wide: (94.01%) State-wide: (5.99%)

2015 14 School: 13 (92.86%) School: 1 (7.14%) State-wide: (92.46%) State-wide: (7.54%)

2014 6 School: 5 (83.33%) School: 1 (16.67%) State-wide: (91.44%) State-wide: (8.56%)

Engineering Studies (new subject in 2018) ​ Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 N/A - -

2018 7 School: 6 (85.71%) School: 1 (14.29%) State-wide: (91.19%) State-wide: (8.81%)

English Advanced ​ ​ Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 58 School: 57 (98.28%) School: 1 (1.72%) State-wide: (98.86%) State-wide: (1.14%)

2018 59 School: 55 (96.8%) School: 4 (3.2%) State-wide: (98.6%) State-wide: (1.4%)

2017 71 School: 70 (98.59%) School: 1 (1.41%) State-wide: (98.63%) State-wide: (1.37%)

2016 57 School: 55 (96.5%) School: 2 (3.5%) State-wide: (98.74%) State-wide: (1.16%)

2015 78 School: 78 (100%) School: 0 (0%) State-wide: (99.03%) State-wide: (0.97%)

2014 75 School: 73 (97.34%) School: 2 (2.66%) State-wide: (99.06%) State-wide: (0.84%)

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English Standard ​ ​ Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 25 School: 21 (84%) School: 40 (16%) State-wide: (87.25%) State-wide: (12.75%)

2018 24 School: 19 (79.07% School: 5 (20.83%) State-wide: (84.94%) State-wide: (15.06%)

2017 11 School: 7 (100%) School: 4 (36.36%) State-wide: (86.34%) State-wide: (13.66%)

2016 16 School: 11 (68.75%) School: 5 (31.25%) State-wide: (86.79%) State-wide: (13.29%)

2015 31 School: 21 (67.75%) School: 10 (32.25%) State-wide: (84.78%) State-wide: (15.22%)

2014 21 School: 21 (100%) School: 0 (0%) State-wide: (85.74%) State-wide: (14.26%)

English Extension 1 Year No. of Performance Band achievement students by number and percentage

Bands E2 - 4 Bands E1

2019 12 School: 12 (100%) School: 0 (0%) State-wide: (99.52%) State-wide: (0.48%)

2018 10 School: 10 (100%) School: 0 (0%) State-wide: (95.7%) State-wide: (4.3%)

2017 9 School: 9 (100%) School: 0 (0%) State-wide: (99.33%) State-wide: (0.67%)

2016 6 School: 6 (100%) School: 0 (00.00%) State-wide: (99.62%) State-wide: (00.38%)

English Extension 2 Year No. of Performance Band achievement students by number and percentage

Bands E3 - 4 Bands E1 – 2

2019 3 School: 3 (100%) School: 0 (0%) State-wide: (99.18%) State-wide: (0.82%)

2018 6 School: 4 (66.67%) School: 2 (33.33%) State-wide: (71.41%) State-wide: (28.59%)

2017 3 School: 3 (100%) School: 0 (0%) State-wide: (99.58%) State-wide: (0.42%)

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2016 3 School: 3 (100%) School: 0 (00.00%) State-wide: (99.21%) State-wide: (00.79%)

Investigating Science

Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 14 School: 8 (57.15%) School: 6 (42.85%) State-wide: (77.19%) State-wide: (22.81%)

French Continuers Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 2 School: 2 (100%) School: 0 (0%) State-wide: (97.08%) State-wide: (2.92%)

2018 4 School: 4 (100%) School: 0 (0%) State-wide: (96.69%) State-wide: (3.31%)

2017 4 School: 4 (100%) School: 0 (0%) State-wide: (97.13%) State-wide: (2.87%)

2016 2 School: 2 (100%) School: 0 (00.00%) State-wide: (96.8%) State-wide: (3.20%)

2015 9 School: 20 (100%) School: 0 (0%) State-wide: (97.52%) State-wide: (2.48%)

2014 1 School: 1 (100%) School: 0 (0%) State-wide: (97.37%) State-wide: (2.63%)

History Extension Year No. of Performance Band achievement students by number and percentage

Bands E2 - 4 Bands E1

2019 5 School: 5 (100%) School: 0 (0%) State-wide: (98.26%) State-wide: (1.74%)

2018 2 School: 2 (100%) School: 0 (0%) State-wide: (98.55%) State-wide: (1.45%)

2017 3 School: 3 (100%) School: 0 (0%) State-wide: (97.95%) State-wide: (2.05%)

2016 6 School: 6 (100%) School: 0 (00.00%) State-wide: (98.4%) State-wide: (01.6%)

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Hospitality Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 4 School: 4 (100%) School: 0 (0%) State-wide: (78.84%) State-wide: (21.16%)

2018 8 School: 8 (75%) School: 2 (25%) State-wide: (86.31%) State-wide: 1 (3.69%)

2017 16 School: 2 (87.50%) School: 2 (12.50%) State-wide: (89.19%) State-wide: (10.81%)

2016 6 School: 2 (33.33%) School: 2 (66.66%) State-wide: (93.97%) State-wide: (20.9%)

2015 24 School: 23 (95.84%) School: 1 (4.16%) State-wide: (96.98%) State-wide: (3.02%)

2014 15 School: 13 (86.66%) School: 2 (13.33%) State-wide: (95.79%) State-wide: (4.21%)

Industrial Technology Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 0 N/A N/A

2018 0 School: 0 School: 0 State-wide: (76.54%) State-wide: (23.46%)

2017 6 School: 6 (100%) School: 0 (0%) State-wide: (74.93%) State-wide: (25.07%)

2016 3 School: 3 (100%) School: 0 (00.00%) State-wide: (77.21%) State-wide: (22.79%)

2015 12 School: 12 (100%) School: 0 (0%) State-wide: (79.34%) State-wide: (20.66%)

2014 11 School: 11 (100%) School: 0 (0%) State-wide: (82.55%) State-wide: (17.45%)

Italian Beginners Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 6 School: 5 (83.34%) School: 1 (16.66%) State-wide: (88.42%) State-wide: (11.58%)

2018 4 School: 4 (100%) School: 0 (0%)

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State-wide: (86.12%) State-wide: (13.88%)

2017 2 School: 2 (100%) School: 0 (0%) State-wide: (84.96%) State-wide: (15.04%)

2016 5 School: 3 (60.00%) School: 2 (40.00%) State-wide: (78.15%) State-wide: (21.85%)

2015 6 School: 5 (83.34%) School: 1 (16.16%) State-wide: (83.20%) State-wide: (16.80%)

2014 12 School: 11 (91.66%) School: 1 (8.33%) State-wide: (78.34%) State-wide: (21.66%)

Japanese Continuers Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 0 N/A N/A

2018 2 School: 2 (100%) School: 0 (0%) State-wide: (95.43%) State-wide: (4.57%)

2017 2 School: 2 (100%) School: 0 (0%) State-wide: (94.26%) State-wide: (5.74%)

2016 3 School: 2 (66.66%) School: 1 (33.33%) State-wide: (93.97%) State-wide: (6.07%)

2015 5 School: 5 (100%) School: 0 (0%) State-wide: (96.23%) State-wide: (3.77%)

2014 NA

Legal Studies Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 8 School: 8 (100%) School: 0 (0%) State-wide: (83.23%) State-wide: (16.77%)

2018 6 School: 6 (100%) School: 0 (0%) State-wide: (85.78%) State-wide: (14.22%)

2017 15 School: 15 (100%) School: 0 (0%) State-wide: (91.68%) State-wide: (8.32%)

2016 12 School: 11 (91.67%) School: 1 (8.33%) State-wide: (87.96%) State-wide: (12.04%)

2015 16 School: 16 (100%) School: 0 (0%) State-wide: (90.01%) State-wide: (9.99%)

2014 10 School: 9 (90%) School: 1 (10%)

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State-wide: (84.8%) State-wide: (15.2%)

Mathematics Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 31 School: 27 (87.11%) School: 4 (12.89%) State-wide: (92.21%) State-wide: (7.79%)

2018 26 School: 19 (73.08%) School: 7 (26.92%) State-wide: (92.56%) State-wide: (7.44%)

2017 31 School: 29 (93.55%) School: 2 (6.45%) State-wide: (90.89%) State-wide: (9.11%)

2016 12 School: 11 (91.67%) School: 1 (8.33%) State-wide: (91.93%) State-wide: (8.07%)

2015 27 School: 25 (92.6%) School: 2 (7.4%) State-wide: (90.79%) State-wide: (9.21%)

2014 31 School: 29 (93.55%) School: 2 (6.45%) State-wide: (91.55%) State-wide: (8.45%)

Mathematics Extension 1 Year No. of Performance Band achievement students by number and percentage

Bands E2 - 4 Bands E1

2019 13 School: 13 (100%) School: 0 (0%) State-wide: (95.46%) State-wide: (4.54%)

2018 16 School: 14 (87.5%) School: 2 (12.5%) State-wide: (96.36%) State-wide: (3.64%)

2017 19 School: 15 (78.95%) School: 4 (21.05%) State-wide: (97.41%) State-wide: (2.59%)

2016 17 School: 17 (100%) School: 0 (00.00%) State-wide: (93.01%) State-wide: (6.99%)

Mathematics Extension 2 Year No. of Performance Band achievement students by number and percentage

Bands E2 - 4 Bands E1

2019 4 School: 4 (100%) School: 0 (0%) State-wide: (96.95%) State-wide: (3.05%)

2018 9 School: 6 (66.67%) School: 3 (33.3%) State-wide: (97.95%) State-wide: (2.05%)

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2017 6 School: 5 (83.33%) School: 1 (16.67%) State-wide: (97.61%) State-wide: (2.39%)

2016 10 School: 10 (100%) School: 0 (00.00%) State-wide: (93.89%) State-wide: (02.11%)

Mathematics Standard 1 (new course)

Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 6 School: 5 (83.34%) School: 1 (16.66%) State-wide: (58.86%) State-wide: (41.14%)

Mathematics Standard 2 (changed from General 2) Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 39 School: 34 (88.19%) School: 5 (11.81%) State-wide: (82.89%) State-wide: (17.11%)

2018 44 School: 32 (72.77%) School: 12 (27.26%) State-wide: (79.86%) State-wide: (20.14%)

2017 40 School: 29 (72.50%) School: 11 (27.50%) State-wide: (74.59%) State-wide: (25.41%)

2016 47 School: 35 (74.47%) School: 12 (25.53%) State-wide: (74.96%) State-wide: (25.04%)

2015 57 School: 48 (84.22%) School: 9 (15.78%) State-wide: (75.16%) State-wide: (24.84%)

2014 53 School: 46 (86.80%) School: 7 (13.20%) State-wide: (75.96%) State-wide: (24.04%)

Modern History Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 13 School: 12 (92.31%) School: 1 (7.69%) State-wide: (85.69%) State-wide: (14.31%)

2018 9 School: 5 (55.56%) School: 4 (44.44%) State-wide: (85.24%) State-wide: (14.76%)

2017 6 School: 6 (100%) School: 0 (0%) State-wide: (86.47%) State-wide: (13.53%)

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2016 10 School: 9 (90%) School: 1 (10.00%) State-wide: (86.45%) State-wide: (13.55%)

2015 7 School: 7 (100%) School: 0 (0%) State-wide: (90.31%) State-wide: (9.69%)

2014 12 School: 11 (91.67%) School: 1 (8.33%) State-wide: (90.07%) State-wide: (9.93%)

Music 1 Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 12 School: 12 (100%) School: 02 (0%) State-wide: (97.87%) State-wide: (2.13%)

2018 3 School: 3 (100%) School: 0 (0%) State-wide: (98.43%) State-wide: (1.57%)

2017 3 School: 3 (100%) School: 0 (0%) State-wide: (88.65%) State-wide: (1.35%)

2016 1 School: 1 (100%) School: 0 (00.00%) State-wide: (97.87%) State-wide: (02.13%)

2015 7 School: 7 (100%) School: 0 (0%) State-wide: (98.07%) State-wide: (1.93%)

2014 8 School: 8 (100%) School: 0 (0%) State-wide: (97.6%) State-wide: (2.4%)

Music Extension ​ ​ Year No. of Performance Band achievement students by number and percentage

Bands E2 – E4 Bands E1

2019 0 N/A N/A

2018 1 School: 1 (100%) School: 0 (0%) State-wide: (99.78%) State-wide: (.22%)

2016 2 School: 2(100%) School: 0(00.00%) State-wide: (99.56%) State-wide: (00.44%)

PDHPE Year No. of Performance Band achievement students by number and percentage

Bands 4 - 6 Bands 1 – 2

2019 27 School: 26 (96.30%) School: 1 (3.70%) State-wide: (87.8%) State-wide: (12.2%)

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2018 25 School: 23 (92%) School: 2 (8%) State-wide: (86.4%) State-wide: (13.6%)

2017 14 School: 13 (92.86%) School: 1 (7.14%) State-wide: (81.34%) State-wide: (18.66%)

2016 15 School: 14 (93.34%) School: 1 (06.66%) State-wide: (82.63%) State-wide: (17.37%)

2015 22 School: 20 (90.81%) School: 2 (9.09%) State-wide: (91.07%) State-wide: (8.93%)

2014 15 School: 14 (93.33%) School: 1 (6.67%) State-wide: (88.88%) State-wide: (11.12%)

Physics Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 7 School: 7 (100%) School: 0 (0%) State-wide: (85.45%) State-wide: (14.55%)

2018 19 School: 17 (78.96%) School: 2 (21.04%) State-wide: (87.03%) State-wide: (12.97%)

2017 22 School: 21 (95.45%) School: 1 (4.55%) State-wide: (88.50%) State-wide: (11.50%)

2016 15 School: 32 (95.45%) School: 1 (4.55%) State-wide: (87.93%) State-wide: (12.07%)

2015 28 School: 28 (100%) School: 0 (0%) State-wide: (89.88%) State-wide: (10.12%)

2014 21 School: 21 (100%) School: 0 (0%) State-wide: (91.16%) State-wide: (8.84%)

Science Extension 1 (new course) Year No. of Performance Band achievement students by number and percentage

Bands E2 – E4 Band E1

2019 4 School: 4 (100%) School: 0 (0%) State-wide: (99.56%) State-wide: (0.44%)

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Society and Culture Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 7 School: 7 (100%) School: 0 (0%) State-wide: (93.61%) State-wide: (6.39%)

2018 13 School: 13 (100%) School: 0 (0%) State-wide: (93.14%) State-wide: (6.86%)

2017 7 School: 6 (85.71%) School: 1 (14.29%) State-wide: (93.39%) State-wide: (6.61%)

2016 7 School: 7 (100%) School: 0 (00.00%) State-wide: (94.35%) State-wide: (5.65%)

2015 6 School: 6 (100%) School: 0 (0%) State-wide: (94.82%) State-wide: (5.18%)

2014 19 School: 19 (100%) School: 0 (0%) State-wide: (93.74%) State-wide: (6.26%)

Software Design and Development Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 0 N/A N/A

2018 4 School: 2 (50%) School: 2 (50%) State-wide: (89.48%) State-wide: (10.52%)

2017 7 School: 5(71.43%) School: 2(28.57%) State-wide: (88.72%) State-wide: (11.28%)

2016 4 School: 4(100%) School: 0(00.00%) State-wide: (91.95%) State-wide: (8.05%)

2015 5 School: 5(100%) School: 0(0%) State-wide: (89.60%) State-wide: (10.40%)

2014 10 School: 10(100%) School: 0(0%) State-wide: (91.23%) State-wide: (8.77%)

Studies of Religion I Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 0 N/A N/A

2018 4 School: 3 (75%) School: 1 (25%) State-wide: (93.44%) State-wide: (6.56%)

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2017 4 School: 4 (100%) School: 0 (0%) State-wide: (95.69%) State-wide: (4.31%)

2016 3 School: 3 (100%) School: 0 (00.00%) State-wide: (94.6%) State-wide: (5.4%)

2015 1 School: 1 (100%) School: 0 (0%) State-wide: (95.59%) State-wide: (4.41%)

2014 4 School: 4 (100%) School: 0 (0%) State-wide: (93.97%) State-wide: (6.03%)

Studies of Religion II Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 – 2

2019 12 School: 12 (100%) School: 0 (0%) State-wide: (93.19%) State-wide: (6.81%)

2018 8 School: 8 (100%) School: 0 (0%) State-wide: (92.7%) State-wide: (9.3%)

2017 9 School: 79 (100%) School: 0 (0%) State-wide: (92.84%) State-wide: (7.16%)

2016 19 School: 19 (100%) School: 0 (00.00%) State-wide: (90.11%) State-wide: (9.89%)

2015 7 School: 7 (100%) School: 0 (0%) State-wide: (89.99%) State-wide: (10.01%)

2014 NA

Textiles and Design Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 - 2

2019 9 School: 9 (100%) School: 0 (0%) State-wide: (93.38%) State-wide: (6.62%)

2018 3 School: 3 (100%) School: 0 (0%) State-wide: (94.84%) State-wide: (5.16%)

2017 10 School: 10 (100%) School: 0 (0%) State-wide: (93.34%) State-wide: (6.66%)

2016 5 School: 5 (100%) School: 0 (00.00%) State-wide: (93.57%) State-wide: (6.43%)

2015 8 School: 8 (100%) School: 0 (0%) State-wide: (94.78%) State-wide: (5.22%)

2014 7 School: 7 (100%) School: 0 (0%)

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State-wide: (92.37%) State-wide: (7.63%)

Visual Arts Year No. of Performance Band achievement students by number and percentage

Bands 3 - 6 Bands 1 - 2

2019 8 School: 8 (100%) School: 0 (0%) State-wide: (97.76%) State-wide: (2.24%)

2018 11 School: 11 (100%) School: 0 (0%) State-wide: (99.41%) State-wide: (0.59%)

2017 8 School: 8 (100%) School: 0 (0%) State-wide: (98.94%) State-wide: (1.06%)

2016 5 School: 5 (100%) School: 0 (00.00%) State-wide: (97.72%) State-wide: (2.28%)

2015 8 School: 8 (100%) School: 0 (0%) State-wide: (98.30%) State-wide: (1.70%)

2014 10 School: 10 (100%) School: 0 (0%) State-wide: (97.46%) State-wide: (2.54%)

Summary of HSC Achievements

The 2019 Year 12 cohort at BDC set new records in the extension subjects, with a staggering 38 E4 and E3 results from a cohort with less than 100 students, which is exceptional. The heads of faculty are leading the region in future-minded learning design with our own custom designed, innovative and challenging courses available as electives from Year 5 all the way to Year 10. The wellbeing team provides the much needed support for our students with Year Coordinator Ms Katie Gudgeon and Director of Student Wellbeing Mrs Sue O’Connor providing strength and guidance for the students’ wellbeing on their journeys to success.

Through all these academic achievements, the students and student leaders managed to raise a significant amount for the Can Do Cancer Trust, Shave for a Cure, Movember and our sister school in Cambodia, as well as resourcing our brand new Wellbeing Hub and freely giving their time in the Anglican Op Shop and Uniting Church Soup Kitchen. They are clearly world prepared.

‘Bishop Druitt College offers diverse curricular and extracurricular opportunities which help you develop as both a student and an individual. The staff members at BDC accommodate the needs of each and every student and impart knowledge which prepares you for the future. BDC is a wonderful school community, and it is one that I have thoroughly enjoyed being a part of.’ Dheeraj Adusumalli. HSC 2019 - ATAR 99.05 - currently studying Medicine.

From a cohort of 83 students who completed their HSC this year: ● 1st in the state, HSC Textiles and Design - Lilli Mosco-Klipin ● Top performing school on the Coffs Coast ● State ranking of 175 - significantly ahead of the next best performing school in the region

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● Dux of 2019, Dheeraj Adusumalli - ATAR 99.05 - five Band 6 / Notional Band 6/E4 results - NSW All-Rounders list ● 11 students with an ATAR over 90 ● Extension subjects leading the region with 13 x E4 and 25 x E3 results ● 93% of students received at least one Band 4 or above ● 32 Band 6 or Notional Band 6/E4 results ● 109 Band 5 and 24 E3 or Notional Band 5 results with 66% of learners achieving at least one Band 5 or 6 result.

Nominations

● ARTEXPRESS - Keanu Chapman ‘Life Forces’ ● ONSTAGE - Individual Performance - Manahil Afraz ‘Justice for Uzma’ ● ONSTAGE - Individual Performance - Claudia Benson ‘Out of Control’ ● ONSTAGE - Individual Performance - Laura Harrington ‘Love Marilyn’ ● ONSTAGE - Group Performance - Laura Harrington, Claudia Benson, Dakota Warner, Ireland White and Thomas Winchester ‘The Hollow Men’ ● Bond University Vice Chancellor's Excellence Scholarship - Olivia Gerrard ● Bond University Vice Chancellor's Excellence Scholarship - Ebony Young ● Southern Cross University Chancellor's Scholarship - Israel Degle ● University of Newcastle Vice-Chancellor’s Award for Academic Excellence in Year 12 - Lucy Spain ● University of New England Vice-Chancellor's High Achievement Prize - Evenezer Gebremedhin ● University of New England Vice-Chancellor's High Achievement Prize - Isabella Ashley

BDC again had a significant number of students on the distinguished achievers’ list (Band 6 or E4 in extension subjects). A Band 6 or Notional Band 6/E4 is a score between 90-100%. Five Band 6 results (including one Notional Band 6/E4 for Mathematics Extension 2) were achieved by Dheeraj Adusumalli. Four Band 6 or equivalent were achieved by Emma Serisier and Imogen Cratchley. Three Band 6 or equivalent were achieved by Olivia Gerrard and Cameron Williams. Two Band 6 or equivalent were achieved by Nicholas de Waal, James Lowe (plus 4 x Band 5), Brooke Maloney (plus 3 x Band 5), April Nguyen (plus 3 x Band 5), Joel Ruttiman (plus 3 x Band 5) and Ebony Young (plus 4 x Band 5). One Band 6 was achieved by Brigitte Boyse, Manahil Afraz, Caleb Cassagrande (plus 4 x Band 5), Keanu Chapman (plus 3 x Band 5), Ishaan Dhabuwala (plus 4 x Band 5), Abbi Gaddes, Laura Harrington, Lilli Mosco-Klipin and Jana Rothacker.

Additional high performers were Claudia Benson with six Band 5 results or equivalent, with Lily Aitken, Maxwell Aldred and Tia Lang achieving four Band 5 results.

Furthermore, our accelerated students in Year 11 had some fantastic achievements in the Mathematics and Mathematics Extension 1 gifted pathway with Angus Longworth-Browne, Emily Meacham and Luke Walker all achieving Band 6 and E4 results respectively. Two Band 5 or equivalent were achieved by Frederick Alderman and Lucy Alkemade in the Mathematics/Extension 1 pathway. Band 5 results were achieved by Ebony Casagrande, Lucy Garner, Achol Jok, Freya Lamont and Kyle Lang in Accelerated Studies of Religion II.

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BDC’s inspirational, highly skilled, and dedicated staff have worked relentlessly throughout the Year 12’s journey, to provide the students with the best learning environment and skills for success, not only the HSC exams, but more importantly in their professional life beyond. Our BDC alumni are a dynamic group of leaders around the world, including doctors, lawyers, academics and highly successful business people. We consistently celebrate ‘punching above our weight’ statewide and putting academia and leadership on the map for the Coffs Coast. The opportunities for these future leaders are vast.

‘The BDC community is immensely proud of our 2019 graduates and accelerated students. They ​ ​ ​ have grown as individuals, they have grown as a team, they have developed into future leaders. These graduates are now prepared for the ever changing world. They leave the school grounds next year, but they join our BDC alumni network forever, where we continue to stay in contact and celebrate the achievements of our students as they break ground locally, nationally, and beyond.’ ​ Craig Verbruggen, Director of Learning and Teaching.

Vocational Outcomes

The college provides diverse pathways for students. Students may complete an extensive range of courses, attend external TAFE courses, study by distance education and complete a VET course at the college. In 2019 Cert II in Kitchen Operations and Cert II in Construction Pathways were VET courses that were offered by the college. The Class of 2019 had 13 students complete a VET qualification of some kind; three of these were work ready pathways through school-based traineeships. Our diversity of pathways helps cater to a wide variety of students and their post school options.

In 2019, 67% of the Year 12 cohort applied to study at university post-school. 100% of students who applied received an offer to study at university; 40% of students gained early entry into university via the school recommendation scheme, and other university early entry application pathways.

In 2019 approximately 100 Year 10 students took part in compulsory work experience locally and interstate. Students gained vital skills, experience and networks across a wide range of industries, many being offered casual jobs and/or school-based traineeships or apprenticeships as a result of their placement. The college also facilitates ad-hoc special work experience placements for any students from Years 9-12 who would like to try out a particular career pathway, to assist them meet their vocational goals.

The diversity across pathways is extensive and the success of students in gaining part-time or casual jobs, full-time apprenticeships and traineeships post school, further learning at TAFE, early entry and scholarships is evident each year. A gap year including travel was a popular non-vocational goal for some of our graduates.

Post-School Destinations

Eighty-three students completed their HSC in 2019 with 13% of our learners gaining ATARs of 90 or above. Eighty plus percent of our students who applied for university received first offers. A

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trend in recent years is for students to take a gap year to work, study or travel. It is expected that half of our cohort will opt for a gap year before further study.

Our students gained early entry into Southern Cross University (SCU), Wollongong (UoW), University of New England (UNE) and University of Sunshine Coast (USC). Students are set to move to Victoria, Queensland, ACT, and a number of metro and regional areas in NSW to study due to university acceptances for 2020.

National Assessment Program Literacy and Numeracy

Top-performing school on the Coffs Coast

Of the 20 testing parameters, Bishop Druitt College students achieved above the state mean in 16 areas. We rated significantly above (>14 points above) the state mean in Year 3 reading, Year 5 grammar and punctuation, Year 5 reading, Year 5 numeracy, Year 7 grammar and punctuation, Year 7 reading, Year 7 numeracy, Year 9 reading and Year 9 numeracy.

The 2019 students rated above the state mean in Year 3 grammar and punctuation, Year 5 writing, Year 7 spelling, Year 7 writing, Year 9 grammar and punctuation, Year 9 spelling and Year 9 writing. There are two areas of focus identified in this year’s results: Year 3 writing, and spelling in all years. Across the board, NAPLAN results were significantly higher than state means, with numeracy and reading being particular highlights.

Year Level Grammar & Punctuation Reading Spelling Writing Numeracy 3 School 457.4 454.8 426.2 426.6 410.9 State 448.07 436.99 428.57 429.63 414.82 Differential 9.33 17.81 -2.37 -3.03 -3.92

Year Level Grammar & Punctuation Reading Spelling Writing Numeracy 5 School 522.1 529.0 506 490.2 525.4 State 505.83 509.13 508.28 479.19 501.35 Differential 16.27 19.87 -2.28 11.01 24.05

Year Level Grammar & Punctuation Reading Spelling Writing Numeracy 7 School 565.4 576.5 557.8 519.6 583.8 State 545.98 549.62 553.33 516.89 560.83 Differential 19.42 26.88 4.47 2.71 22.97

Year Level Grammar & Punctuation Reading Spelling Writing Numeracy 9 School 582.9 615.5 592.4 558.2 614.4 State 579.01 586.56 590.5 552.33 599.68 Differential 3.89 28.94 1.9 5.87 14.72

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Staff

Workforce Composition

Teaching staff 84 Full-time equivalent teaching staff 75.71 Non-teaching staff 53 Full-time equivalent non-teaching staff 44.04 One staff member has identified as being from an indigenous background.

Number of Teachers (per Category)

Category No. of Teachers Teachers having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of 84 Overseas Skills Recognition (AEI-NOOSR) guidelines. Teachers having a bachelor degree from a higher education institution 0 within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications.

Staff Professional Learning Professional Learning, Priorities and Achievements 2019 In 2019 we had a number of staff running accredited professional development courses created internally by our dedicated and skilful staff. Teams of Practice occurred on Wednesday afternoons around three times per term and involved courses for our staff to select on Talk 4 Write, Walker Learning approach, Multi-Sensory Learning (Multi-Sensory Learning for reading), HSC major project across faculties, augmented and virtual reality, World Options curriculum redesign (Years 9-10), and Kaizen curriculum redesign (Years 5-8). A quarter of our staff were involved in running these courses and we had staff across both primary and secondary in deep discussions around student learning that continues to push boundaries on the North Coast.

Student Attendance and Retention Rates

Student Attendance

92% of students attended school on average each school day in 2019. This was similar to the daily attendance in 2018 (93%) and 2017 (91%).

The school manages student non-attendance as follows: 1. The college monitors the daily attendance and absence of students by maintaining a daily register for each class of students. 2. Student absences from classes or from the college are identified and recorded in a consistent manner by the staff member responsible, as per the roll marking procedure. 3. Roll marking is electronic. 4. Unexplained morning absences from the college are followed up by an SMS message to the parent or carer on that morning. 5. The class teacher will follow up class absences during the day.

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6. The college notifies parents/carers in an appropriate manner verbally or in writing where a student has a poor record of school or class attendance. 7. In the event that a student has a continued period of non attendance, despite intervention with parents and carers, the school contacts the Department of Education and Training, or other relevant agencies. 8. Where appropriate, school counsellors visit the home to assist with encouraging school attendance. 9. Parents and students are notified of the attendance policy and procedures in the primary and secondary handbooks. 10. Staff are notified of the student attendance policy and procedures in the staff handbook which is published on CompliSpace. 11. Each student absence is recorded in the individual student file on the school database on a daily basis. 12. A record of unexplained absence (RUA) was included on student reports in 2019. Parents are also able to access student attendance records through Parent Lounge, the college’s online parent portal. 13. The register of enrolments will be retained for a minimum of five (5) years before archiving indefinitely. The register of daily attendances will be retained for a minimum period of seven (7) years after the last entry was made.

Reporting of unexplained absences

3 days unexplained Primary and secondary student support staff advises the class teacher (primary) and year coordinator (secondary) who will call or email the parent/caregiver.

7 days unexplained Primary and secondary student support staff report to their head of school.

14 days unexplained Primary and secondary student support staff report to their head of school. Head of school to inform parents/caregivers of college reporting procedures.

21 days unexplained Primary and secondary student support staff report to their head of school. Head of school to go onto the Keep Them Safe website to complete the online Mandatory Reporting Guide.

Retention Rates in Secondary School

Years Year 10 Year 12 Year 10 Apparent Actual Compared Census Census to 12 Retention Retention 2001-2003 97 57 54 59% 56% 2002-2004 100 71 47 71% 47% 2003-2005 117 92 57 79% 49% 2004-2006 122 95 70 78% 57% 2005-2007 114 95 92 83% 81% 2006-2008 127 101 87 80% 69% 47

2007-2009 134 96 80 72% 60% 2008-2010 122 82 73 67% 60% 2009-2011 138 93 89 67% 64% 2010-2012 132 90 83 68% 63% 2011-2013 132 80 75 61% 57% 2012-2014 143 104 93 73% 65% 2013-2015 153 116 104 76% 68% 2014-2016 120 77 71 64% 59% 2015-2017 145 88 83 61% 57% 2016-2018 126 86 82 68% 65% 2017-2019 111 84 79 76% 71%

Explanatory note: ​ The actual retention rate is calculated by taking the roll of students for an initial year and deducting all students who are not on the roll in Year 10. For example, this would identify the number of students who were enrolled in Year 10 who have continued to Year 12 at the same school. The apparent retention rate is calculated by a simple comparison of total enrolments in each year level in any one year. The table has trended downward in retention rate. Strategies that will positively drive an influenced improvement include more resources directed to senior student mentoring and subject counselling to stabilise the secondary retention rates.

Enrolment Policy

Bishop Druitt College is a comprehensive co-educational K-12 school providing education underpinned by religious values and operating within the policies of the NSW Educational Standards Authority.

Policy Statement

● For all applications, consideration will be given to the applicant’s support for the ethos of the school, date of application, siblings already attending the school and other criteria determined by the school from time to time. ● Once enrolled, students are expected to support the school’s ethos and comply with the school rules in order to maintain their enrolment. ​

Enrolment Procedure

The steps to enrolment at BDC are:

1. Register your interest in our college 2. Book a college tour 3. Visit our college and receive an information pack 4. Lodge an online enrolment application 5. Undertake an enrolment interview 6. Receive the offer of a place 7. Accept the enrolment offer.

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Initiatives Promoting Respect and Responsibility Student behaviour management flowchart

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The overarching beliefs of Bishop Druitt College are found in our pastoral care program that states:

We believe that pastoral care: ● Embraces the example of Jesus and the teaching of the Gospel, especially in relation to faith, hope, love, forgiveness, justice and freedom. ● Promotes the dignity of the human person and the value of human life within a harmonious multicultural society. ● Provides opportunities for positive relationships and interactions within the school community, through both the formal and informal curriculum. ● Promotes a holistic approach to quality teaching and learning, in ways that foster dignity, self-esteem and integrity of each person. ● Reflects the love of God by caring for those within the school community, especially those experiencing disadvantage. ● Makes provision for positive teaching/learning management policies, school rules and sanctions that will promote the good order of the school community, with a positive attitude to just and fair treatment for all members of the community. ● Maintains a warm and welcoming atmosphere, where members of the school community are recognised and affirmed. ● Is the shared responsibility of every person in the community. ● Contributes to students recognising that their fundamental freedoms and rights are reciprocated by responsibilities. ● Aims to ensure that students’ needs are responded to with increasing sensitivity. That they are not prohibited by differences brought about by factors such as socioeconomic status, gender, ethnic origin, race or disability. ● Provides for celebration and affirmation of individual qualities and differences. It promotes an awareness of the individual needs and learning styles of community members.

Bishop Druitt College expressly prohibits corporal punishment.

The Bishop Druitt Way

Bishop Druitt College sets its standards very high across all aspects of our daily college life. This high expectation is often referred to as ‘the Bishop Druitt Way’. The Bishop Druitt Way nurtures a child’s character, builds community and aims to transform children into world prepared citizens.

The Bishop Druitt Way has five tenets:

● Prioritise wellbeing ● Empower for life ● Embrace diversity ● Pursue excellence ● Serve our community

These tenets are core to upholding the Bishop Druitt College position and vision. The Bishop Druitt Way is supported by our college values of mutual respect, integrity, inclusivity, courage, justice and generosity of spirit.

Through the teaching and practise of these tenets and values we nurture students to develop valuable qualities that they can use once they leave Bishop Druitt College, including self-discipline, resourcefulness, adaptability, creativity, honesty, courtesy, self-reliance, pride in personal appearance and public spirit.

The aim is to use these virtues for the good of the college and the community. Bishop Druitt College promotes all-round excellence in academic, sporting, service and cultural pursuits,

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encouraging each young person to recognise and develop their individual potential and gain pride and satisfaction through setting demanding personal goals while striving to attain them. The Bishop Druitt Way encourages the development of the whole person to transform young people into ready, willing and able world prepared citizens.

The Bishop Druitt Way builds upon the traditions of the college using active themes that combine our pastoral care programs, outdoor education experiences, leadership and mentoring models, and our service learning opportunities with our unique rites of passage.

The Bishop Druitt Way themes are:

Pre-Kindy School readiness Kindergarten New friends Year 1 Independence at school Year 2 Being part of a group Year 3 Growing up Year 4 Belonging Year 5 Discovery Year 6 The gathering Year 7 Challenge and change Year 8 Empowerment Year 9 Body esteem and life skills Year 10 Leadership and legacy Year 11 Social conscience - out of your comfort zone Year 12 I am world prepared

Enhancing Wellbeing

At BDC our wellbeing program teaches the skills and attitudes that enhance mental health, support learning and cultivate wellbeing. In our primary years this is achieved through our Social and Emotional Aspects of Learning (SEAL) program and the Walker Learning approach. This is supported in our secondary years in the house system and tutor groups, with a sequential pastoral care program focussing on inclusion, student voice, and leadership.

Our approach at BDC is one that focuses on prevention and early intervention. To ensure that mental health concerns are responded to effectively and promptly, key staff are trained in youth mental health first aid. The college has the Director of Wellbeing, two chaplains, educational psychologists and a family therapist to provide individual support. Wellbeing Team members at BDC also deliver tailored group programs for targeted interventions that students may opt into for specialised support and skill building.

Pastoral Care in the Primary School

Pastoral care aims to provide a supportive and caring environment where students can reach their intellectual, spiritual, physical, emotional and social potential. Students are supported to become independent and interdependent members of the community, able to contribute to a wide range of activities.

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We aim to develop students who have high self-esteem, are responsible, are capable of making sensible, informed choices, and who can recognise their fundamental rights and responsibilities. Our key rights and responsibilities aim to assist each student in the primary school to come to a better understanding of what it means to show respect for all. We understand that every child has the right to: ● Be treated fairly and with respect ● Be themselves ● Be safe and be heard ● Learn ● Have fun and enjoy school ● Be proud of Bishop Druitt College

Pastoral Care in the Secondary School

Students are assigned to a tutor group within one of the six college houses for pastoral care. The house structure and activities generate a strong sense of belonging and include regular tutor meetings, chapel, sports, creative and performing arts, opportunities for student leadership and to engage in peer support, and more. All students are encouraged to represent their house in as many activities as their talents and interests allow. Inclusion in some activities is compulsory, whereas for others it is either voluntary, by appointment or by election. Every student is expected to support their house to the best of their ability.

The names of the six houses at Bishop Druitt College acknowledge the outstanding achievements of six exemplary contributors to contemporary Australian culture. Their accomplishments establish goals for which all Bishop Druitt College students can strive - in the creative and performing arts, in sports and in community service.

Parent, Student and Teacher Satisfaction

There was no survey completed during 2019 however a survey is planned to be conducted in 2020.

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Financial Information

The following charts show income and expenditure percentages and are representative of the detailed information provided annually to the Commonwealth Government.

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