Annual Report 2017 · Distance Education and day school students were enrolled in Caboolture Christian School. During 2008, the Christian school was approved to commence providing

1Annual Report 2017 - Moreton

Master Heading

Helping Students Thrive

Australian Christian College - MoretonAnnual Report 2017

3Annual Report 2017 - Moreton2 Annual Report 2017 - Moreton

Australian Christian College – Moreton (ACCM) is an independent, nondenominational, Christian College offering services through its on-campus school and through its distance education school.

School sector: Independent

School address: 34-40 Cottrill Road Caboolture QLD 4510

Total enrolments: 1173 (On-Campus and On-Line)

Year levels offered: Foundation-Year 12 Co-educational, Day School and Distance Education

Characteristics of the DE & On-Campus students

Male: 534

Female: 639

Indigenous students: 35

College Information

3 College Information

4 History

4 College Philosophy

5 Principal's Report

6 Deputy Principal On Campus Report

7 Deputy Principal Distance Education Report

8 Primary School Report

9 Middle School Report

10 Senior School Report

11 Sport

12 Music

13 Student Services

15 Mission Trips

18 College Social Climate

19 Parent Satisfaction Survey

19 Parental Involvement

20 School Improvement

21 Student Attendance

22 NAPLAN Results

24 School Financial Information

26 Teacher Qualifications

28 Staff Professional Development

Contents


2017 was a year of growth for the on-campus section of Australian Christian College – Moreton. The enrolments continued to grow in the on-campus school at junior and senior levels. The new College primary building Stage 1 was opened and provided exciting educational facility for our primary students. Work was also completed on a larger car park with college fencing and grounds completed for the start of 2018.

In regards to distance education, all levels have now transferred over to the Australian National Curriculum, and all our senior students are undertaking a QCE this year – a mixture of OP and non-OP subjects. 2017 saw excellent QCE results with 2 students obtaining OP1 results.

Principal’s Report

In 2007, students in Distance Education were enrolled in the Christian Academy School of Distance Education and day school students were enrolled in Caboolture Christian School. During 2008, the Christian school was approved to commence providing distance education. Most of the students transferred into Caboolture Christian School distance education during 2008 and ACASDE formally closed its operations.

In 2009, the school underwent a change of name to Australia Christian College – Moreton. Students at this time were using the Accelerated Christian Education curriculum. In 2013, the on-campus curriculum moved from this to the Australian National

History

College Philosophy

Curriculum. The college also experienced a rapid growth in student numbers through 2013 - 2016.

In 2016 a major building program was commenced and the new primary building completed in early 2017. The small carpark was demolish and a new carpark, holding over double the number of cars, was constructed.

The Distance Education school continued to build its relationship with parents and expanded its activity day program. The ACE curriculum was replaced with the Australian National Curriculum. In 2015, the College provided parents with an on-line QCE course with both OP and Non-OP pathways.

The new Secondary 7-10 syllabus was also developed as on on-line course and continues to grow in student numbers. In 2017 a new Year 3-6 curriculum and resources were implemented to enable the ANC to be taught at home with parents as instructors. A new P-3 program and a Learning Support program is being developed for use in 2018.

The growth of the new Student Services Department sees staff numbers continue to grow as we support increasing numbers of students who are, or become, identi ied as special needs students. Learning Support continued to grow and offer more help to students who need a little extra help to improve their literacy skills.

Australian Christian College – Moreton exists to provide education to students in Queensland. The on- campus school draws students from the Caboolture/Moray ield region while the distance education school draws students from across Queensland. It is our conviction that the nature of education should be:

The College is committed to ensuring that we have the best possible teachers to help educate each child and to bring them up in the way of the Lord. 2017 saw a team of teachers work with an outside consultant to develop the College’s irst Pillars of Teaching and Learning, that outlines the way that our teachers will teach and our students will learn. I would like to thank all the families for their support throughout the year.

The College has continued its involvement in our mission trip to Cambodia but changed the northern Territory mission trip to the Palm Island. The College is committed to ensuring that graduating students are not just performing at their academic best but are also growing in their

Christian faith. I see this, not just in mission trips, but in the many aspects of our on-campus education program including the curriculum, church services, excursions, camps, leader’s retreats, chapel services, as well as in the way our teachers interact with each other, our students and our families.

I thank you all for your support of the college in 2017 and pray that 2018 will be another successful year in growing our children in Christ.

Gary UnderwoodPrincipal

• based upon Christian values and beliefs

• lexible in regard to distance and programs

• personalised in regards to the learning needs of each child

• providing students with career aspirations

• developing pedagogy built around relationships and meeting the needs of the 21st century.


Deputy Principal On Campus Report

Deputy Principal Distance Education Report

The year of 2017 was a big year for the On-Campus School.

New Primary Building

One of the highlights of the year was the construction and opening of the new 2 story Primary building. It consists of 11 classrooms all with full-length glass frontage and toilet facilities for all Year 1 – 5 students. The building was opened ready for use at the beginning of Term 2. This building was constructed to allow provision for the further addition of more classrooms in the years to come.

Carpark Extended

During Term 1 the school car park underwent a major extension. The new car park now holds signi icantly more cars and also has a separate area for staff vehicles. Bus bays were extended to hold all of our College buses in a safe area where students do not have to cross anywhere where vehicles are driving. A zebra crossing was also marked out for students to use as they move to where their parents are parked.

New Year 2 – 9 Play Equipment

During the year a multiple play equipment area was built at the side of the new Primary building. It runs the length of the building and contains 3 different play equipment modules. The Year 2/3 area contains the fort, slide, trapeze swing, climbing and monkey bar apparatus. The Year 4 and 5 area has a climbing circuit. The Year 6 – 9’s have itness related equipment with things like chin-ups, sit-ups, dips, climbing etc. Along with the

Once again 2017 was a strong year for our Distance Education school with high enrolment numbers and further development of educational resources for our students. 2017 was the final year of our curriculum transitional journey. Our total student cohort will be on our new programs at the start of 2018. With this final stage taking place, stability and retention were key areas of focus. We invested much time in building strong relationships and communicating with the parents, ensuring they were given all the information needed to make informed educational decisions about their child’s future.

Improvements continued to be made to our new curriculum programs, particularly the Years 3-6 programs and Year 11 and 12 online courses. Work was started on a new Year 1 and 2 program. These programs will be rolled out in 2018. Investment in curriculum development is crucial in ensuring our online students remain

2 playground equipment areas for Prep and Year 1’s this provides all our P – 9 ‘s with outdoor itness related speciality playgrounds. The itness theme is continued for our Year 10 – 12 students.

Redeveloped Speciality Rooms

Our existing Middle School rooms were redeveloped into speciality rooms for Art, Media, IT and STEM (Science, Technology, Engineering, Arts and Maths). These rooms were purpose designed for those subjects and provided areas set

engaged and home supervisors are confident in supporting their child’s learning.

The year was full of many achievements and many ‘firsts’. The 2017 QCE results were very encouraging with two of our online students receiving the College’s very first OP1s. Many others achieved their desired OP results or other certificate qualifications. We were delighted with these results and proud of all our Year 12 students who did their best.

The first Dux of the College for our distance education students was announced at our end of year graduation ceremony. The recipient of the prestigious award of Dux was a student who excelled academically and was a positive role model in terms of individual scholarship and work habits.

Another first was two senior students who graduated with a Queensland Certificate of Education (QCIA) via distance

aside for the speciality equipment and students needs.

Gym Expanded

The gym was relocated into the Art Shed. This effectively doubled the loor space and new equipment was purchased. Year 10- 12 students can use the gym at lunch breaks when it is supervised. It is also used for senior students in Physical Education classes.

David Lewis Deputy Principal

education. These two students undertook individual learning programs created and monitored by our Special Needs team. Both students gained employment in their areas of interest on the completion of their certificates.

Numerous opportunities were provided for our students through the dedication of the staff and parents. With opportunities in the Performing Arts, Camps, Sport (swimming and athletics), Missions and Community Service, the Arts, Science and Learning Enrichment, our students enthusiastically participated in these and other activities with outstanding outcomes. More and more parents are choosing online education for their children who are committed in elite sports, or music. Students competed in national and international competitions, achieving individual milestones.

The challenge ahead is building on the successes already attained and ensuring that we continue to build the culture of excellence while helping each student succeed in whatever God wants them to do. I wish to thank all our parents, alumni and the wider community who so generously gave of their personal time, experience and expertise to assist our students and staff. With us all working as a team, the continued progress and development of our distance education school is assured.

Michelle Flood Deputy Principal – Distance Education


As you walk through the door of the ceiling to loor glass window entryway you view the grand stairway to the second loor, encompassed by brand new white walls and loor to ceiling glass windows, that enter into every classroom room. You can hear the sound of children immersed in the mind-blowing enrichment of learning by their talented teachers. Wow, a new building!

The primary students and staff at ACC Moreton have had an amazing year with the completion of our new primary building. Students were excited to move in and experience all the innovative and new resources that it has to offer. The building has brought a wealth of excitement from staff, students and parents, as well being a big selling point on open nights, bringing in many new enrolments. All who have encountered the building have loved being able to watch through the glass as students engage in their wonderful learning, hear the hum of brains absorbing knowledge and feel the atmosphere of God’s love throughout the building.

This expansion has allowed us to increase our learning support program to students in literacy and reading development. We have had a growth staff now having a team of 4 volunteers, 1 teacher aid and 2 teachers to help students in

The task for the Middle School in 2017 was to build on the excellent work that Mr Costin and his team did in 2016. The platform laid by the staff in the Middle

School’s inaugural year meant that 2017 could be a year with some key developments.

The most signi icant development, in terms of Middle School infrastructure, was the foundation of a dedicated STEM room. There is still much to be done in this space, however, the allocation of a series of rooms dedicated to STEM will allow for students to learn practical and transferrable skills while developing creative and critical thinking skills.

Primary School Report Middle School Report

need focus in the area of learning support and literacy development. The aim of this program is to provide emphasis on improving the abilities of students in reading and comprehension. The programs we are using are:

• Minilit

• Reading tutor

• Word attack extension (next level up of reading tutor) and

• Cars and Stars

This is a data driven program with student data coming from ACER testing and Fountas and Pinnell Benchmark reading testing as well as through consultations with the classroom teacher. This testing is used to identify students in need. Students are selected who are currently demonstrating being at a level of 2 or more years behind their grade and are given support with a goal of building their skills and abilities back up to being at level.It is with great pleasure to announce the introduction of our After School Clubs program and end of semester Clubs Showcase for parents and families. This started at the beginning of 2017 and the number of clubs has slowly begun to increase with many teacher run activities and now parent volunteers for activities. Students have become immersed in their chosen play and creative experiences, working hard, learning new skills and doing a marvellous

In addition to the STEM room, the completion of the Junior School building allowed for the Middle School classes to be gathered more deliberately into a precinct that could be de ined as a ‘Middle School Area’. This has allowed for the existing culture to be built upon with students in 6-7 taking ownership and really identifying as ‘Middle School Students’ at ACC Moreton.

Developments in the area of curriculum included the creation of a scope and sequence document that will allow teachers and Heads of Departments to track skills and content. It will also help ensure that Middle School Students are

job creating, exploring,building, tasting and playing. At the end of each semester we bring our families in to come and support the children and see what the clubs are all about.Parents get to see, smell taste and join inwith:

• Live performances from the drama club

• Open photo booth with professional lighting and equipment from the photography club

• Taste testing from the cooking club

• Watch a table tennis tournament from the table tennis club

• Building with Lego

• Live dance performances

• Art and craft

We have also continued with our lunchtime activity clubs with some new clubs starting up also. These activities include, music, marbles, hot wheels car racing, painting and water play for preps, year 1 exercise time, bible study, board games, chess club, handball competition, table tennis and lego club. The best of all however, is our JC Club (Jesus Christ Club), which is a lunchtime activity open to all students in grades 3,4 & 5 who want to grow in their relationship with God.

Fiona Allan Primary Coordinator

developing the 2st Century skills they require to progress in Senior School.

In conjunction with the scope and sequence document an audit of the Schoology Learning Platform was undertaken. The results of this audit will be used in 2018 to ensure that any gaps in the digital storage of work units and associated assessment are recti ied.

The journey of the ACC - Moreton Middle School has continued in 2017 and the foundations of 2016 have been consolidated and built upon providing opportunities for further development and growth in 2018.


Senior School Report This year saw again tremendous growth in our Senior School and a signi icant milestone was achieved two of our ACC- Moreton Year 12 students gained our very irst OP1’s.

Other highlights included:

• Inaugural ‘Tech Event’ put on by our senior BCT students– this involved students from both DE and DS working together to host a technology awareness event for our Year 6-10 students and culminating in a parent information evening with a prominent guest speaker.

• ‘One million stars to end violence project’–Our Senior students committed to weaving 1000 stars to contribute to this project and these stars were ultimately part of a display against bullying and violence both in the Brisbane Museum and during the Commonwealth Games.

• Marched in ANZAC parades – including a selection of Senior students went to participate in the Brisbane ceremonies.

2017 saw growth in sporting opportunities at the College as a whole. Students participated in our carnivals in big numbers and we took large teams to all district and Christian schools carnivals.

The most exciting area of growth was surrounding our two Middle School Sport squads in Rugby League and Netball. These were both sparked out of student interest and saw a keen up take. Our Rugby League squad trained hard multiple times a week under the experienced and watchful eye of Mr Derek Hughes. These boys learnt the basic skills and tactics surrounding Rugby League and also the core elements of teamwork and sportsmanship. The training of this squad culminated in a friendly game with a neighbouring school where we gained many new skills and grew as a team. We will endeavour to keep this squad progressing into the future and continue to grow in experience and game play.

The netball squad has seen many middle school students join and they have enjoyed their lunchtime trainings in preparation for bigger and greater things into 2018. Students have progressed well in their skills under the direction of Mrs Rebecca Bunston and Mrs Alicia Foley.

Swimming Carnival

Our annual swimming carnival was held again at Australian Crawl in Burpengary. As with all our carnivals we welcome our Distance Education students into the fold. It seems that swimming, in particular, is a skillset that our Distance Education students excel in. The

Senior School Report Sport

• Senior Camp – around 80 DE and DS students spend 3 days together completing team building exercises and learning more about each other.

• Senior Formal – for the second year our DS and DE students shared their formal experience together and celebrated the end of an amazing journey in style.

• Began preparations towards the new ATAR system– whilst the government ultimately delayed this project to begin in 2019 instead of the planned 2018 – we took the opportunity to make signi icant changes to our Year 10 program to better prepare them for Year 11 and 12.

• Made the decision to bring Year 10 DE students into same electives offered to DS in 2018 – it was decided that further to ATAR preparations that we would create Elective Units in Year 10 that re lected similar curriculum demands of the new senior syllabuses in order to better prepare our students for the changes ahead.

house captains were particularly encouraged to focus the year of carnivals on house spirit and involving as many of the students as they could. Due to this we saw many more students involved in the swimming carnival then in previous years and it was a great start to 2017’s carnivals.

Cross Country

Cross Country for 2017 had some major upgrades from previous years events. The most signi icant of these changes was the venue. The decision was made to move the carnival from Centenary Lakes to around our Moreton Campus. The students were able to walk the course before the event and were much more engaged in the process, which gave them more ownership over it. The new course was intentionally designed so that spectating students on the oval would get glimpses of the course as students ran the circuit so they

were constantly updated on placing’s and could cheer so their peers could hear them and they could push harder. Many more students participated then in previous years and said they loved the course. It is hoped that as the College grows students will become familiar with this course

• Began QCAA PD on new Senior syllabuses – our Senior School staff began signi icant Professional Development through QCAA workshops in each syllabus

2017 Graduates:

• Senior students gained the following VET quali ications in 2017

• o 30 achieved a Certi icate I o 29 achieved a Certi icate II o 34 achieved a Certi icate III

• Over 80% of our Year 12 students who applied for University placements through QTAC got their irst or second preference.

• 89 Year 12 students graduated in 2017 and 87% were awarded a QCE

Looking back it is clear to see God’s hand in all we have achieved together. Our Senior staff continue to pursue great things for our students and they continually amaze us with their commitment to accomplish more than we could ever expect.

as a tradition of the College and will want to improve on their times from previous years.

Athletics

The Athletics Carnival made a move in 2017 as well, moving more locally to Apex Park in Caboolture. Previously held at the University of the Sunshine Coast, the move saved bus costs and increased the available time for more events to be included in the program. As a result of the improved house culture and the opportunity for more participation, we saw more students engaged in the events. So much so that we had to adapt our plans to cater for the high numbers as events were running over time. We took a large team to the district and Christian schools carnival where we had some great individual successes. The biggest of which was our senior girls 4x100m relay team who, out of the blue, won the overall senior girls race. It was a great and unexpected achievement that inspired us all.

We are looking forward to the future of sport at ACC and hope that as we continue to grow in numbers, the culture and spirit around sport will grow too. Cameron Johnson Sports Coordinator.


2017 proved to be a major growth year for the Music program. Music was offered to students from Prep through to Year 9. Students were able to learn both theoretical aspects and practical aspects of music. Younger grades in primary discovered their innate musical ability through singing songs, dancing and playing musical games. Older primary grades and into middle school learnt how to play instruments such as the ukulele, recorder, guitar, drums and piano. Excitement for music continued to grow throughout the year and continued to be shown through growth and participation in the school chapel bands.

New resources purchased during the year provided students with

Student Services (SS) comprises of Pastoral Care, Counselling, Learning Enrichment and Pathways. 2017 saw our team of staff support many students to engage more fully with their learning. Here is a snapshot of what each SS area achieved in 2017.

Pastoral Care

Throughout 2017 our Chaplain Lee and Youth Worker Tiff worked hard to ensure we had some great weekly Chapel services and four family Church services, including our annual Community Christmas service at the end of the year. We were able to secure some special guest artists, such as Endless Praise and Paul Clark (puppeteer and children's author), who shared their heart for God’s ministry and challenged people to choose a

Music Student Services

new opportunities to perform. Amongst some of the new gear purchased was a new electric stage piano, two high-quality guitars and a bass guitar. These new instruments improved sound quality and built students’ con idence as they were able to play on reliable gear.

One new event that was added to the school calendar for 2017 was the Battle of the Bands. Seven student bands got together, competed against each other for an afternoon and blew the roof off the school hall. It was amazing seeing more students perform while the rest of the school enjoyed the concert. Students immediately became excited for Battle of the Bands again in 2018.

personal relationship with God. Our church services were very well attended and we may need to continue with outdoor services as the sports hall is now bursting at the seams. Our Pastoral Care team continued to run God Squad, JC Club and individual and group discipleship and support sessions. Both Chappy Lee and Tiff were encouraged by the interest in and commitment to these sessions and the number of children who accepted Jesus into their hearts.

Counselling

Counselling was made available on campus throughout 2017. We had 57 students and 3 parents who received support. We are very grateful to Christian Heritage College who continue to send

‘The Music Bus’ has continued to provide instrumental tutoring to groups of students in primary school. Students have enjoyed being able to learn an instrument of their choice in a more focused environment. Australian Christian College has grown considerably throughout the year and Music has continued to be an outlet where students can grow, relax, enjoy friendship and most importantly worship our God. 2018 should prove to be another amazing

year illed with excitement and opportunities for students to lourish in their musical ability.

their Bachelor of Counselling and Masters of Counselling students to us for their practicum placements. These students are under the external supervision of experienced counsellors/ psychologists and provide this service free of charge.

Learning Enrichment

A Pathway - 2017 saw a team of two teachers and valued volunteers solely focus on literacy support for students who were identi ied through diagnostic testing as being 2 or more years behind in their literacy level. We used programs such as MiniLit, Reading Tutor and Cars and Stars to support student learning. Teachers were also given some in class support and provided with strategies to ensure effective adjustments and differentiation was made to help these students.


B Pathway - In 2017 we had 120 veri ied students who required individualised education programs (IEP) and were supported by their teachers and LE case workers in collaboration with parents/caregivers. We also supported through Education Support Plans our Students in Care and our students who identify as Aboriginal and/or Torres Strait Islanders. We were excited to see one of our students awarded the $2000 QATSIF scholarship to help with the costs of her senior studies.

With regard to the National Consistent Collection of Data (NCCD) we focused 2017 on designing templates and folders to help class teachers with in class differentiation and adjustment support for students. Term 2 saw our teachers busily preparing the evidence required for NCCD and our team collated and moderated the evidence, ensuring students were placed in the correct category of support. We will continue to re ine our processes after re lecting on the strengths and weaknesses of the 2017 data collection.

SS staff throughout 2017 continued

Student Services (continued) Mission Trips

to offer a Quiet room on campus at break times to students who have heightened sensory profiles and speci ic allergy reactions. Quiet room is very well attended and appreciated by many students who have said that they love having this available to them as a safe place of refuge during these times.

Pathways

Pathways refers to Guidance and Careers Counselling and provides staff, parent/Caregivers and students with information about both OP and non OP pathways, the Queensland Certificate of Education (QCE) and the Queensland Certi icate of Individual Achievement (QCIA) as well as post school options.

In 2017 we managed to document 106 Senior Education and Training (SET) plans for our Year 10 students going into Year 11. We had 17 new students secure school-based traineeships across various industry areas (eg. Business, Retail, Hospitality, Aged Care, Early Childhood, Logistics etc.) and one student secure a hairdressing school-based apprenticeship. These 18 new students added to our 14 continuing trainees/apprentices

to take the total to 32 students working on their industry specific training. We had 4 students successfully complete one university subject and 3 students successfully complete 2 university subjects as part of their senior studies. A record 83 students studied Vocational Education and Training (VET) courses in 2017, with the courses spanning Certi icate I qualifications through to Diploma level. We also had 26 students complete work experience throughout the year.

A first for our school was the awarding of the QCIA to two of our graduating senior students. Both of these students used the support of Disability Services to secure employment post school. We are very proud of their achievements.

The report from senior school will highlight the great results with the QCE and the OP’s for our 2017 graduating students. We are excited to announce that 32 students received offers from QTAC for tertiary studies and an exciting 69.4% of these students received their first preference.

In 2017 we took our secondary on-campus students to Explore University days as well as attended the Sunshine Coast Daily Careers Expo.

Our team continues to strive to identify and minimize barriers that prevent students from accessing and engaging with their learning. We value community networks and work closely with local churches and support agencies (eg. such as Child Youth and Mental Health, Children’s Services, Autism Queensland etc) and look forward to implementing more support across all SS areas into 2018.

Palm Island Mission trip 2017Early in August, nine On Campus and Distance Education students set off for Townsville. The team spent four days at the Townsville YWAM campus participating in Christian and cross-cultural studies plus team building activities. Then, it was off by ferry to Palm Island for outreach. Palm Island is an Aboriginal island that is home to the Bwgcolman people, which means ‘Many Tribes’.

The time on the island was full of highlights and wonderful learning experiences, both challenging and rewarding. The team visited schools and the PCYC everyday, met with local Christian groups and participated in Church services. There was plenty of opportunities

to build relationships with the local children, both young children and teenagers. The team ran a children’s program which included games, arts and craft and Bible stories. The students performed a couple of dramas and shared personal faith testimonies.

One speci ic highlight was meeting Auntie Peena, an elder on the island. Auntie Peena is a committed Christian who loves her people and serving Jesus. She has accomplished so much in her life, working hard always for the bene it of her community. She was even awarded the Order of Australia in 2006, an award that recognises Australian citizens for achievement or meritorious service. For Auntie Peena it wasn’t a big deal. Seeing the livelihoods of others in her community improved and people

being touched by the Gospel was what was important to

her. The team was inspired and touched by her stories of heartache, joy and redemption.

Although a beautiful place, Palm Island has a dark, troubled history since the European settlement of Australia. Alcohol has been a major problem on the island for many decades, and now drugs, like ice, have secretly made its way onto Palm Island as well. The students returned home with a deeper appreciation for all that they have and a better understanding of the Aboriginal culture and people. The trip saw growth in the lives of the students, both spiritually and emotionally and an obvious shift in mindsets.

The mission trip to Palm Island, for me personally, was spiritually nourishing. I thoroughly enjoyed the whole experience. I found the state of the people’s lives there interesting and saddening. It is incredible how good we have it on the mainland of Australia. The horses and dogs wandering around the community with no home, and eating out of rubbish

bins was very different from back home.

I’m glad that we were able to go over there, and I hope we made a difference in the people’s lives. By sharing our testimonies, I hope that has helped them ind God. I went

over to Palm Island to help share God but found myself learning more about how much we all need Him in our lives.

- Bradley Entermann


Mission Trips (continued)

Cambodia Discovery Tour Report 2017

The College had the privilege of offering Year 11 students a third missions trip to Cambodia in 2017. The team again joined Samaritan’s Purse (SP) on their Discovery Tour in early December.Students travelled to Phnom Penh, Cambodia, from three ACC schools around Australia - NSW, QLD and WA.

The first day was a confronting day where the team travelled to the Tuol Sleng Museum of Genocide and learned about the terrible history of the Khmer Rouge regime and the atrocities that were committed during the 1970s. The brutality of the Khmer Rouge regime was further reinforced by a visit to the Choeung Ek Killing Field. The students came away from these sites with a greater understanding of both Cambodia’s

needs and humanity’s need for the Saviour. Additionally, students learnt about the Cambodian culture aboard a cruise on the Mekong River. The first day ended on a positive note as students taught English in a local school.

On the second day, the team ventured to the Kratie province, taking note of the sights and smells. Almost every team member tasted spiders and crickets, demonstrating a willingness to be immersed in new experiences. The highlight of the day was a shoebox distribution in the afternoon. The team visited quite a remote village and had the privilege of sharing God’s love with Cambodian children. ACC students were eager to sing, speak and pray with the villagers.

The third day started with a time of worship with the SP staff at their of ices. Some students commented

that this was a highlight of their trip. The team then visited an infant and maternal health clinic in Kratie, where four babies had just been born. Students learnt about the STAR project (strong, tall and robust), where SP empowers women with nutritional knowledge to ensure healthy pregnancies and infants. Students loved the opportunity to interact with villagers and to play with the children they met.

Mid-way through the tour, the team visited various WASH projects (water access, sanitation and hygiene). They irstly visited a remote village inhabited by indigenous people. There, the boys had a go at carting water up a steep embankment to the village huts. This helped students to appreciate the importance of water pumps. Team participants helped build screens around new latrines and watered vegetables.

Later in the day, the team visited a school where a new water pump and latrines had been installed. All of the students gained a greater appreciation of the importance of access to water in greatly increasing the wealth and quality of life of villagers. Interestingly, the students were very adventurous and tasted snake while travelling!

The team travelled to the Banteay Mean Chey province, which is close to the Thai border. Here students learnt about the dangers of migration and SP’s safe migration project. They learnt how important education and inancial security is in keeping families together and safe. The team met a pig and chicken farmer and the members of a community bank.

Day 6 saw eager students getting dirty and lending a hand! The team visited a school at Kauk Prech and saw how better

resources and teacher training was positively impacting students. In the afternoon, students made steel moulds, mixed and poured concrete and painted new biosand water ilters.

On Sunday morning, the team participated in a Cambodian church service, and the students sang, played musical instruments and one of the students shared her testimony. In the afternoon, the team distributed shoe boxes at a different church.

On the second last day, the students taught at a school that is not yet supported by Samaritan’s Purse. The students enjoyed playing games, making craft items, singing and dancing with students. The team then travelled to Siem Reap and visited the night markets. The students really appreciated the more luxurious accommodation, but were very aware of the

commercialisation of Siem Reap.

On the last day, the team headed to Angkor Wat for a tour, which was complete with photos at the famous Tomb Raider location. After lunch, the team packed up and headed out to a silk factory, before saying goodbyes to the SP staff at the airport.

The cohesion of the group, the willingness of each student to volunteer and the overall attitudes of respect and enthusiasm were most evident, and this made for a powerful experience where each student

could be open and receptive to God’s presence. Every participant on the trip came away with the prayer that their lives may be a ‘light to the nations’.


Parent Satisfaction SurveyCollege Social Climate

Parental Involvement

ACCM aims to foster a safe and caring learning environment for all students. In the on-campus school, a school chaplain and a Youth Worker are employed through the government grants. Two counselors were also available two days per week to help on-campus students and their families.

The college’s class structure fosters a close working relationship

The college encourages parents to be engaged in the education of the children both formally and informally. Education is critical for the future well-being of the next generation. We believe that the parents have a critical role to play in educating children.In Distance Education we believe that the parents are the teacher of the child supported by On-Campus teachers. This creates a balanced partnership between

In 2017 a con idential parent questionnaire was sent to 210 families and replies were received from 118 families.

59% of families regarded to the open and welcoming attitude of the college as the highest rating. Communication and being listened to also rated in the highest category.

In regard to staff 85% of families rated staff competency in the top 2 categories, and 57% placed staff helpfulness and friendliness in the top category and 87% in top 2 categories. Support for the chaplain was very strong.

Family happiness with the school uniform was only 38% in top category and 56% in top two categories. 25% were low and middle in their ratings on uniforms. The enrolment process worked

between staff and students. Students stay in the same room for all of the subjects, excepting electives, through to year 10. This provides a stable environment and builds school relationships between students and a sense of belonging to the class.

In distance education, families had opportunities to attend regional activity days, swimming carnivals,

home and school, parents and teacher, all geared to meet the individual needs of each child within each unique family. The college provides a high standard of educational experience, knowledge of curriculum and understanding and experience with children.Distance education is a family-based education program. Parents are vital to the success of the program and are therefore heavily involved. ACCM recognises the

exceptionally well in the view of 87% of families.

94% of children felt very safe in the college rating it in the top 2 categories, and found the discipline policies very fair, but could be more effective. 94% believe the college is very clean and well maintained.

Families were less happy with college resources with only 30% believing the college has enough library and teaching resources and 67% selecting the middle two options. The other area with less than very positive responses was the playing areas for students with only 28% selecting the top option.

Parents replied very positively to the educational program and the educational progress of their children. 33% rated the educational program in the top

the athletics and swimming carnival and award nights. These activities, combined with a monthly newsletter and an online classroom community, helped to foster connections between distance education students and the families of the region.

commitment parents make to educate their children at home.In 2015 the Parents and Friends Association was formally established with regular meetings, their own accounts and to raise funds for the children in the school.In 2017 due to a lack of parent volunteers a parent was contracted to run the canteen as a business, and it has been a great success.

category, and 84% in the top two categories. 89% rated emphasis on technology in the top 2 categories.

Parents were very strongly supportive of camps and excursions with 93% rating them in the top two categories. However, they were not as supportive of our sporting program 33% in the middle and lower categories.

Parents are very positive about the college preparing their children for after school, including university. They did feel that children were less prepared for social challenges.

Overall satisfaction of the college was rated top category 5 by 39% of families and 89% rated it in the top two categories. Negative bottom two categories out of five was only 2.5%.


Student AttendanceSchool Improvement

Building QCE classes across both sub-schools was a major initiative for 2017 that has now proved very popular with students. This was only possible with the use of our Schoology Learning Management System and On-campus teachers willing to work with DE and On-Campus students. The technology driven teaching methodology has helped both groups of students with individual online support to all students.

Literacy improvement consolidated over the last 12 months as students refined their skills using CAFÉ and Daily 5 reading programs comprehension levels in primary and lower secondary school.

All our students are tested with ACER PAT tests in all Year 1 to 10 classes. This covers literacy and numeracy. The college also implemented a holiday reading program to encourage reading over holidays and to reduce the holiday reading decline.

ACER Comprehension data report: - 73 % from Years 1-10 reading 'at' or 'above' year level, maintaining the same level of success as in the previous 12 months and providing evidence that these changes are foundational and lasting. In March 2016 only 62% of students were reading at or above level and only 52% in 2015. (This includes 5-6% of

students who are Special Needs.) Target 85%.

Holiday Reading Program a great success at reducing reading drop-off over holidays. Comprehension primary: only 12 students reading 2 years or below now. The success of Daily 5 and literacy focus is showing rewards.

Comprehension secondary: 33 students are 2 years behind. This is about 27% of year 7-9 students. The great demand for secondary intervention needs to be addressed through pedagogy, Learning Support staf ing and programs.

Students Reading AT or ABOVE or Level

Nov 14 Mar 15 Nov 15 Mar 16 Nov 16 Mar 17 Nov 17

Primary 66% 57% 71% 66% 77% 79% 79%

Secondary 52% 51% 58% 57% 68% 66% 64%

Years 1-10 59% 52% 66% 62% 74% 74% 73%

Year Level Average Attendance %

Prep 88%

1 85%

2 88%

3 83%

4 86%

5 80%

6 80%

Average student attendance rate for each year level

Year Level Average Attendance %

7 84%

8 79%

9 78%

10 84%

11 85%

12 81%


NAPLAN Results

Year Average Score (School)% above National

Minimum Standard

Reading

Year 3 2016 388 96%

Year 3 2017 385 94%

Year 5 2016 495 94%

Year 5 2017 475 94%

Year 7 2016 541 95%

Year 7 2017 541 93%

Year 9 2016 599 93%

Year 9 2017 574 88%

Writing

Year 3 2016 370 97%

Year 3 2017 353 88%

Year 5 2016 453 93%

Year 5 2017 406 75%

Year 7 2016 495 88%

Year 7 2017 495 75%

Year 9 2016 563 79%

Year 9 2017 504 63%

Spelling

Year 3 2016 385 95%

Year 3 2017 368 97%

Year 5 2016 464 93%

Year 5 2017 455 83%

Year 7 2016 538 94%

Year 7 2017 535 93%

Year 9 2016 597 91%

Year 9 2017 504 91%

Year Average Score (School)% above National

Minimum Standard

Grammar

Year 3 2016 373 97%

Year 3 2017 368 94%

Year 5 2016 482 95%

Year 5 2017 435 81%

Year 7 2016 537 96%

Year 7 2017 534 93%

Year 9 2016 600 96%

Year 9 2017 566 86%

Numeracy

Year 3 2016 361 97%

Year 3 2017 355 88%

Year 5 2016 467 95%

Year 5 2017 470 97%

Year 7 2016 531 96%

Year 7 2017 546 98%

Year 9 2016 584 96%

Year 9 2017 564 92%


School Financial Information

Commonwealth Recurrent Grants $5,339,453 State Recurrent Grants $3,010,250 Govt Capital Grants $760,000 Fees & Private Income $2,338,940

Capital Expenditure $3,591,016 Salaries Allowances & Related expenses $5,451,803 Non Salaries Expenses $4,500,517


Teacher Qualifications

Joshua Avenell Bachelor of Science/Grad Diploma of Education

Amy Baxter Bachelor of Education (Primary)

Stuart Bengston Bachelor of Education

Kylee Beshara Masters of Education(Guidance Counseling)/Bachelor of Education (Primary)

Rebecca Birt Bachelor of Sport and Exercise Science/Grad Diploma of Education

Rebecca Bunston Bachelor of Education (Early Childhood)

Nathan Cran Bachelor Digital Innovation/Grad Diploma Education (Primary)

Ellen Crank Diploma of Teaching (Primary)/Bachelor of Special Education

Jacques De Villiers Bachelor of Chemistry/Bachelor of Education

Elizabeth Dempsey Bachelor of Education (Secondary)

Anthony Dullroy Bachelor of Education/Bachelor of Adult and Vocational Teaching/Master of Religious Education

Philip Farmer Bachelor of Education (Primary)

Michelle Flood Bachelor of Education (Primary)

Alicia Foley Bachelor of Business/Grad Diploma of Teaching and Learning (Primary)

Suzanne Fraser Bachelor of Education

Nadine Fleming Bachelor of Arts/Bachelor of Teaching

Paul Gandini Bachelor of Education (Primary)

Alyce Groves Bachelor of Education (Primary)

Caraness Henley Bachelor of Education (Early Childhood)/Diploma of Ministry

Annika Hnialum Bachelor of Education (Primary)

Lian Hnialum Bachelor of Education (Primary)

Joel Hogan Bachelor of Education (Secondary)

Derek Hughes Bachelor of Education

Isabel Jackson Grad Diploma of Learning and Teaching (Secondary)

Cameron Johnson Bachelor of Applied Science (Human Movement Studies)/Bachelor of Education (Secondary)

Nina Johnson Bachelor of Education (Primary)

Maija Koehler Bachelor of Education (Primary)

Richard Lamont Bachelor of Ministry/Grad Diploma Education

David Lewis Bachelor of Legal Practice/Grad Diploma Education

Fiona Allan Bachelor of Education (Primary)

Anita Newell Bachelor of Science/Grad Diploma of Education

Simon Nicholls Bachelor of Science/Grad Diploma of Education (Secondary)

James Newman Bachelor of Science/Grad Diploma of Teaching

Joan Pavey Diploma of Teaching

Tony Pavey Bachelor of Commerce/Grad Diploma Learning and Teaching (Secondary)

Adrienne Plotnek Bachelor of Education (Secondary Science)/Diploma of Teaching (Secondary)

Rebecca Robertson Bachelor of Fine Arts/Grad Diploma Education (Secondary) Visual Arts

Lisa Sandel Bachelor of Education (Early Childhood)

Ricky Shingles Bachelor of Education (Primary)

Margaret Simpson Bachelor of Education/Diploma of Teaching (Primary and Pre-School)

Emmalee Steindl Bachelor of Biomedicine/Grad Diploma Education

Rhys Taylor Bachelor of Business/Grad Diploma Education

Karen Timmins Bachelor of Adult and Vocational Education

Michelle Tsui Bachelor of Tourism/Grad Diploma Education

Gary Underwood Masters of Education Studies/Bachelor of Economics/Diploma of Education

Anthony Usher Bachelor of Arts (Languages)/Grad Diploma of Education

Bruce Vaschina Bachelor of Engineering/Grad Diploma of Education (Senior Years)/Diploma of Theology

Katherine Vlaanderen Bachelor of Education (Secondary)

Brendon Waite Bachelor of Education

Sandra Waite Bachelor of Education

Tanya Wiseman Bachelor of Education (Primary)

Simone Wilcox Bachelor of Science/Bachelor of Education

Christine Yates Bachelor of Education (Early Childhood)/Diploma of Children’s Services

53 Teachers employed. 1 teacher on a years contract. 4 teachers resigned during 2017. 1 teacher on maternity leave.


Staff Professional Development

Staff participated in the following professional Development (PD) events:

Description of PD activity Number of Teachers attending

Action Research Symposium 1

QUT Principals and Careers Breakfast 2

VETis Network 1

Creating Engaging Stem Classrooms 2

USC Pathways 1

Sharp Reading Workshop 1

CSSA Sports Meeting 1

Learning Support Network 2

Legalwise School Law Conference 1

Literacy Intervention Workshop 1

ISQ Educational Adjustment Programme 3

Making Learning Visible 2

Secondary Education Leadership Forum 1

Lego Workshop 1

Teachers New to Christian Schooling 3

Stem Improvement Workshop 2

ISQ Indigenous Education Seminar 3

Digital Technology Skills Expo 1

Cars & Stars, Cams and Stams 6

ISQ NCCD Moderation 2

Pillars of Teaching and Learning 9

Anzela Legal Studies Teaching Conference 1

QTAC Seminar 1

Great Teachers, Great Results 1

Law School 1

Moderation for Visual Arts 1

English Communication Moderation 1

ACU Advisory Conference 1

How to effectively Teach Gifted Students 1

First Aid 53

Supporting Students with ASD 3

ACHPER Conference 2

Think, Prepare, Plan Workshop 2

My Future, My Life 1

Seven Steps to Writing 1

ISQ Cyber Safety Training 1

QCAA Atar training 1

QCAA Principal Brie]ing 2

New Syllabus in Film and TV 1

QCAA Atar for Senior School Teachers 2

SCIS Training 1

QCAA Atar – Legal Studies 1

QCAA Atar – Maths 1

QCAA Atar – Business 1

QCAA Atar – Music 1

QCAA Atar – Essential Maths 1

QCAA Panel 1

Expenditure on Teacher Professional Development

• Total number of Teachers 53• Total number of expenditure on Teacher PD $32 273.74• Average expenditure on PD per teacher $609.00

Phone: (07) 5490 6100Email: [email protected]

Campus: 34 Cottrill Road, Caboolture QLD 4510Website: Locked Bag 6000, Caboolture QLD 4510

Annual Report 2017 · Distance Education and day school students were enrolled in Caboolture Christian School. During 2008, the Christian school was approved to commence providing

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