ANNUAL REPORTING - Sacred Heart College · 1. CONTEXTUAL INFORMATION. Sacred Heart . College is a Catholic co-educational secondary College from Years 7 to 12 with an enrolment of

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ANNUAL REPORTING

CONTENTS

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PART 1

1. CONTEXTUAL INFORMATION SCHOOL FACTS

2. TEACHER STANDARDS AND QUALIFICATIONS STAFF ATTENDANCE 2018 STAFF RETENTION TEACHER QUALIFICATIONS

3. WORKFORCE COMPOSITION 2018

4. STUDENT ATTENDANCE AT SCHOOL 2018

5. NAPLAN INFORMATION 2018

6. PARENT, STUDENT AND TEACHER SATISFACTION PARENTS STUDENTS STAFF SURVEYS VALUE ADDING

7. SCHOOL INCOME 2018

8. SENIOR SECONDARY OUTCOMES YEAR 12 ANALYSIS 2018 CURRICULUM COUNCIL AWARDS

9 POST SCHOOL DESTINATIONS

10 ANNUAL SCHOOL IMPROVEMENT PLAN PROGRESS

PART 2

BOARD OPERATIONS REPORT 2018 BUILDING SUB-COMMITTEE FINANCE SUB-COMMITTEE INCOME EXPENDITURE MARKETING SUB-COMMITTEE RISK MANAGEMENT SUB-COMMITTEE BOARD INVOLVEMENT P&F SISTERS OF OUR LADY OF THE MISSIONS COLLEGE EXECUTIVE BOARD

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1. CONTEXTUAL INFORMATIONSacred Heart College is a Catholic co-educational secondary College from Years 7 to 12 with an enrolment of 1415 students.

The College was established in 1967 by the Sisters of Our Lady of the Missions but its history can be traced back to 1898 when Sacred Heart School opened in the central Perth suburb of Highgate. The College motto is Always Striving Upwards. The curriculum is based on Christian

values and offers a wide range of quality educational opportunities that foster the Academic, Cultural, Sporting and Spiritual development of students. There is a strong university focus as well as an extensive vocational education program. Our Education Support Centre caters for students with special learning needs.

Central to the curriculum is the philosophy of creating lifelong learners who use their potential and talents in the service of others, and for the benefit of themselves. The College recognises the

value of parents and supports them in their role as the prime educators of their children. A highly successful extra-curricular program is offered to students. This enhances the excellent Academic, Sporting, Cultural and Christian service achievements of the College, making enrolment a highly sought after option for families in the community.

PETER BOTHE Principal

PART 1

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SCHOOL FACTS

SCHOOL SECTOR

CATHOLIC NUMBER OF GIRLS

724

NUMBER OF BOYS

691

SCHOOL TYPE

SECONDARY

YEAR RANGE

7-12

TOTAL / FULL-TIME EQUIVALENT ENROLMENTS

1415

INDIGENOUS STUDENTS

10LOCATION

METROPOLITIAN

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2. TEACHER STANDARDS AND QUALIFICATIONSSTAFF ATTENDANCE 2018Teaching Staff

• Total number of teacher days absent = 929 (inclusive of sick, personal and family days).

• As a percentage, the average attendance rate for teachers is 95.08% - or the average daily absence rate of teachers is 4.2%.

The above figures are based on the following:

Teaching staff: 114Teacher absence days: 929Teaching days in 2018: 194.00

STAFF RETENTIONThe proportion of teaching staff retained in a program year from the previous year is 97%.

TEACHER QUALIFICATIONSAll teachers employed at Sacred Heart College are registered with the Teachers Registration Board of Western Australia and have a Working with Children Check. A full list of current teachers and their qualifications is found below:

SURNAME FIRST NAME QUALIFICATIONSAgostino Laura BA, M. EdAitken Fiona Dip T, Dip RSA, MSpecEdAlter Halina Grad Dip Ed, BA, Asian Studies

Anstiss LindaBMus, Grad Dip Ed, Cert III Ceramics, Cert IV Teaching & Assessing

Asphar Clare Grad Dip Ed, BA

Atherton Tanya Dip T, BA, Cert of Gift Ed, MEd – Gifted

Ayala Ernesto (Ernie) Bed, BA,MEd (Lead & Mgt)

Barker-Malcolm Christine BA,Grad Dip Ed

Barnsley Hannah BAppSci; Grad Dip Ed; M. Ed (Special Needs)

Bertulocci Julie

BPHE, DipLang, Grad Dip Ed, Cert IV Training and Assessment, Grad Cert (Career Devpt)

Biffin Jennifer Grad Dip Ed, BA, Post Grad French Diploma

Blackburn Marie Dip Ed, Grad Cert Ed (Learning Difficulties)

Bothe PeterB Psych, Grad Dip Ed, BA, MEd Admin, Grad Dip Arts (Theol), MACE, FACEL

Brosnan Shannon BA/Ed/Creative ArtsBudas Anthony BA (Hons), Dip Ed, MedButt Jennifer BEd

Cain Kate BEd, Dip Engineering, Cert III Drafting

Chapman BradGrad Dip Ed, BComm, Cert IV (Training & Assessment), Grad Cert

Chiera Michael BSc, Grad Dip Ed, MEd (Leadership and Mgt)

SURNAME FIRST NAME QUALIFICATIONS

Cicchini LucioDip T, B Ed, M.Ed (Man), M. Ed (Lead & Mgt), Grad Cert (Instructional Leadership)

Clarke David BA (Hons), Grad Dip, Ed, PhD (ongoing)

Clement Paul DipT, BEd

Clews Samantha BA, Cert III Travel & Tour, Grad Dip Ed

Collins Wiesia BEd, Dip Teach, Post Grad Dip Ed (Admin).. MEd (RE)

Cooke Tracey Grad Dip Ed, BA, Cert (Musical Theatre), MPerfArts

Correia Natasha BEdCowan Stephen BSc, Grad Dip EdCutler Jane BA, Post Grad Dip EdDaley Kirsten BHPE, Grad Dip EdDaniel Susan BA, Grad Dip EdDe Bono Alfred BEd, MEd(Management), MPE,

Delaney Rebecca

BA(Hons); Grad Dip Early Childhood Stds; HND (Early Childhood Stds); Cert IV Trainer & Assessor

Di Nucci Salvatore DipT, BEd, MedDodgson Nicole BEd

Donath EnricoBA, Grad Dip Ed, Chef, Cert III Comm Cook, Cert II Kitchen Ops, Dip Art (Furniture Design)

Edmondson John BAppSc, Grad Dip Ed

Eykyn Leida BEd (Hons), Cert IV (Train & Assess)

Farrell Marc BEd, DipT, DipREFryer-Smith Sophie BA; Dip Ed

Galloway Pauline

BA; M. Early Childhood; Grad Cert (Spec Ed); Grad Cert (Soc Sci); M.Ed (Spec Ed)

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SURNAME FIRST NAME QUALIFICATIONS

Galloway PaulineBA; M. Early Childhood; Grad Cert (Spec Ed); Grad Cert (Soc Sci); M. Ed (Spec Ed)

Garrity Timothy Dip Fine Arts, BA, Grad Dip Ed, ESL

Goh Adrian BBus,DipEd,Grad Cert BusGravestock Tom BEdGray Neil BEng, Grad Dip Ed

Hall Anthony BSc, HDipEd, MBL, Cert IV Training/assessment

Hamann Jennifer BSocSc (Hnrs), Dip Ed, Dip Ed Leadership

Hannigan Sheila BA, HigherDipEd, TEFL CertHarrington Barry BEdHart Michael BA, DipT, TC

Hunt Julien BEd, Cert IV Training & Assessing

Janeczko Emma BEdJermy Emma BA; BA (Ed)Johnston Matthew BSc, Grad Dip EdJones Rachel BA(Comm), Grad Dip Ed

Kan Christopher BA (Ed), BEd, Grad Dip Theol, M.Theol (Dist), M Phil

King Gillian Grad Dip Ed, BSc (Hons), MScKing Matthew BA, Grad Dip EdKirsch Prue BHPE(Hons)

Knox Amanda BA Ed, Grad Cert Career Development, MBA (partial)

Leonard Siobhan BA (Hon), Grad Dip Ed, EALDLynch Trevor BEd, DipT, Grad Dip Rel Ed

Manning Sandra BA, Grad Dip Ed, Med (Lead & Mgt)

Martino TimothyBA(Hons); Bcomm; Grad Dip Tax; Grad Dip CA; M App Tax; Grad Dip Ed

Martino Mark BA, AssDipPA, Cert MusicMcCaffrey Kate BA, Grad Dip Ed,

McCrory Lucie BCom, Grad Dip Ed, MEd (RE), PhD (candidate)

Menacherry Kala BSc, MSc, BEdMeulman David BA, Grad Dip Ed

Mills Catherine BA (Hons),PGDE (RE), PGDE (Primary)

Miocevich Grant BA (History), Grad Dip Teach, BA (SOSE), MEd Leadership

Mohr Pippa BA, Cert IV Workplace

Moore Imelda DipT, Cert IV Training & Assessment

Moreton Michelle BSc (Human Bio), Grad Dip Ed

Nelson David BEd, Grad Dip Ed, Cert IV (Train & Assess)

Nguyen Tam BEd, BSc

O'Shea John BEngin Civil (Hons), Grad Dip Ed

Ottaway Amanda BEdPettigrew Louise BA, Dip Ed, Polglaze Christine DipT, BEd Popiel Robert BSc, Grad Dip EdPorter Aaron BSc, Grad Dip EdPreedy Rebecca BA, Grad Dip Ed

Pullinger Jane BEng & Elec Eng, PGCE Sec Mathematics

Puzulis Rebecca BSc,Bed, Med (Leadership)Ratajczak Mark B Econ, Grad Dip Ed

Reiger Marissa BSc, Grad Dip Ed

SURNAME FIRST NAME QUALIFICATIONS

Resta IvanDr(Econ/B Mgt), Grad Dip Ed, Snr L'Ship, Cert IV Training & Assessment

Reynders Lisa BA, Grad Dip Ed, MEd (Lead ongoing)

Robinson Jane BSc, Grad Dip EdRoddis Danyella BSc, Grad Dip EdRodriguez Susan BA, Grad Dip EdRuane Martin BSc, Grad Dip EdRyan John BSc, Grad Dip Ed Saunders Monique BSc, Grad Dip Ed. Skerratt Luke BHPE, Grad Dip Ed

Smith Alex BCommun, Grad Cert Bus, Grad Dip Ed

Sodano Shannon BA/Ed/Creative Arts, Dip Human Services

Sofoulis Matthew BSc,BA, Cert IV Training & Assessment, Dip Music Industry

Spackman Gloria Grad Dip Ed, Ass Dip Lib, BAppSc, , Cert II InfoTech

Stack Declan BSocSc, Cert IV Out Rec, Grad Dip Ed

Stephen Simone B Arts in Ed., Grad Dip Info Science

Surty Candice BSc, Grad Dip Ed, Cert IV Training & Assess

Sykes Jonathan BSc(Hons), Grad Dip EdTedesco Renee BSc, GradDipEdThornberry Gina Bed, BScThring Susan BA, Grad Dip Ed, Grad Dip ScTowers Alistair BA (Hons), Grad Dip Ed

Trevor Martin Grad Dip Ed, MDesign, BA Design

Waddell Hannah BSc (Sport Science), Grad Dip Ed

Warren Joanne Bed, Grad Dip App SciWatson Jocelyn DipT, BEd

Whitt Justin BA, Grad Dip Ed, Cert IV Instructional Leadership

Wills Caitlin BA, BEdWood Emily Grad Dip Ed, BA

Woolgar Lorian BSc (Hons), MEnvSc, Grad Dip Ed

3. WORKFORCE COMPOSITION 2018

FULL-TIME EQUIVALENT TEACHING STAFF

96

SUPPORT STAFF

70

INDIGENOUS STAFF

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TEACHING STAFF

114

MALE TEACHERS

47FEMALE

TEACHERS

67

MALE SUPPORT

STAFF

14

FEMALE SUPPORT STAFF

56

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4. STUDENT ATTENDANCE AT SCHOOL 2018

5. NAPLAN INFORMATION 2018For a comprehensive breakdown on all 2018 NAPLAN Results for the College, please visit www.myschool.edu.au/school/48917/naplan/numbers.

Year Number of Absences

Number of Days

Average Absentees per day

No of Students

% Attendance

Year 7 2263 184 12 239 94.74%

Year 8 2543 184 14 238 94.09%

Year 9 2923 184 16 237 93.13%

Year 10 2823 184 15 238 93.23%

Year 11 2330 184 13 224 92.94%

Year 12 2014 184 11 224 93.18%

Reading Writing Spelling Grammar Numeracy

Year 7

SHC 572

SHC 554

SHC 576

SHC 580

SHC 583

SIM 576

SIM 534

SIM 570

SIM 579

SIM 584

ALL 542

ALL 505

ALL 545

ALL 544

ALL 548

Reading Writing Spelling Grammar Numeracy

Year 9

SHC615

SHC611

SHC601

SHC611

SHC627

SIM615

SIM575

SIM611

SIM613

SIM632

ALL584

ALL542

ALL583

ALL581

ALL596

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PARENTS

Sacred Heart College uses a number of different mediums to communicate with parents. The College regularly requests feedback about policies and procedures. For example, in recent times we have asked for feedback about Parent Information Evenings and for many years we have conducted end of year surveys for each year group.

The College website and Newsletter

are important mediums of

communication with our families and

the broader community. In addition,

there is constant communication

between the College and families

using SEQTA, email, phone and one-

on-one personal conversations.

Student Academic Reports are

produced for parents/guardians

to access via SEQTA twice a year.

Parent Teacher Evenings are held

three times a year, in Terms 1, 2 and

3, allowing parents/guardians to

meet with individual teachers. The

College uses SEQTA as a medium

through which teachers, parents

and students can communicate.

Information regarding attendance,

behaviour and academic

performance can be accessed

through SEQTA.

These following excerpts are taken

directly from Parent Surveys 2018:

College Communication with Parents

• The SHC teachers are amazing

with their communication and

dedication. We have had a

great experience with a few

teachers who also contact

parents separately via email to

advise what they have uploaded

onto SEQTA for the students to

review/revise which has been

appreciated. It has allowed us

to be able to query and track

our student and ensure they are

doing what is required.

• Happy with emails and

Newsletter. I appreciate the

teachers sending emails on

assessments updates. Have also

found teachers’ response to

email queries quick.

• SEQTA, emails and Newsletters

are all good avenues for sharing

information. The Facebook page

does a good job of highlighting

achievements and milestones.

• Anytime I’ve needed to email a

staff member their response has

been prompt and clear. I love the

way I can look up the courses on

SEQTA and find revision notes

or unit information if I need to

help my child further understand

something. All round, the school

does a fabulous job in my eyes.

• Appropriate and always timely.

Parent Perception of Staff

• Mr Ayala has been a wonderful

addition to the school and

as Year 9 Dean - he has been

fantastic for the Year group and

has tried very hard to integrate

himself into the Year 9 students’

lives.

• A warm and caring school

environment with some

exceptional teachers.

• Commendation: Peter Bothe’s

open door policy is most

appreciated.

• Mr Di Nucci is a brilliant role

model and mentor for our son,

not to mention inspiring Media

Teacher. Mr Budas has been a

fantastic Dean of Year 8 (and

amazing Drama Teacher). All of

our son’s Year 8 teachers really

care about heir students.

• Seeing faculty staff in hi-vis,

manning the drop off and pick-

up areas, gives us that added

feeling of security and safety as

parents. Thank you for getting

Family Zone. I like the school’s

mobile phone app as well.

• Thank you to the tireless

efforts of the staff of the

College to enhance the learning

opportunities of our children.

• Excellent teachers who really

care about the students and

respect the parents opinion.

• Thanks to all staff for dedication

and support!

Pastoral Care of Students• Extra support and services

are available when we have

requested. More support was

required at the beginning of the

year, especially at Camp.

• I truly feel that my child is known

at SHC.

• PCG Teacher is awesome, and

approachable. Fully supporting

the class and individual students.

• A highlight of the school. We

have always felt well supported

by the Deans and if need to

contact subject teachers have

always found them helpful and

caring.

• Some individual teachers are

very good at incorporating

strategies to respond to the

needs of children who have

experienced trauma.

• All Sacred Heart staff are caring

to each students’ needs.

6. PARENT, STUDENT AND TEACHER SATISFACTION

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6. PARENT, STUDENT AND TEACHER SATISFACTION (cont.)

• I am always extremely impressed

with the professionalism and

commitment of the teaching staff

at Sacred Heart. The students are

very lucky to have such wonderful

and caring staff. The relationships

that have been developed with

my child and most of her class

teachers in Year 11 was really

appreciated and noticed. Thank

you!

Spiritual Pillar• Broad and balanced.

• I know it is a Catholic school and

are pleased that Catholicity is at the

core of decisions.

• The opportunities they were

given for Christian service were

extremely beneficial, especially

the Winter Sleepout.

• Excellent opportunities to give

back to the community (assisting

at Mary MacKillop Centre, Vinnies

etc).

• Christian values are taught and

followed by the school, with the

exception of some children, but

there are also lessons in how to

approach these children as well.

• My daughter has enjoyed the RE

program and I feel the content is

appropriate and relevant. I feel

there is appropriate opportunity

to develop faith in the College.

• Beyond exceptional! So many

opportunities for children to

develop their spirituality. The

Vietnam Mission will be a forever

highlight.

• My son’s commitment to his faith

deepened as each year passed

through the many opportunities

provided by the College from The

Sleepout, Big Day Out, Vietnam

Mission, Special Ministry and each

class Mass being special.

Academic Pillar• I think the program has been

excellent. My only complaint is

how teachers vary significantly

in their communication of

information, tasks and results.

• Too many assessments/tests are

due on one day.

• Great diverse programs to cover

all different types of students’

abilities.

• Huge thank you goes particularly

to the Year 12 teachers as they

have taken a lot of their private

time to help get these ATAR kids

through. Great appreciation for

these teachers. Very rewarding

to know the Year 12 teachers are

selected as they are.

• The teachers, in particular the Year

12 teaching staff, have gone over

and above to support the students

completing this year. Cultural Pillar

• Very good music program with

lots of opportunities for bands.

• I find there is a well balanced

mixture of activities in these areas

that are offered to students.

• I was so impressed with the school

production of Mary Poppins

this year, and the opportunity it

provided to so many students of

varying talents to participate.

• Wonderful to see the skills and

talents of those students that are

in the Arts program.

• Excellent opportunities to learn

instruments, participate in Tech

Crew and Choir.

• Maybe a natural phenomenon

of this pillar, as teachers seem

to have an exceptional level of

enthusiasm and dedication to

their chosen field. Art, Drama and

the extensive Music program all

provide numerous opportunities

for students. Cannot go without

mentioning the bi-annual musical

production, produced to an

exceptional level for high school

students. An outstanding teacher

and motivator in Mr Martino, his

dedication to his subject and his

rapport with his students is a

major highlight of our time at the

College.

• Our child’s experience was

through Performing Arts. The

results in Dance, Music and Drama

speak for themselves - a very

professional teaching team.

Sporting Pillar

• Sacred Heart College’s sporting

prowess speaks volumes of the

successful program run at the

school.

• My son enjoyed being involved in

the NAS competitions.

• Excellent dedication from

staff. A great range of sporting

opportunities offered.

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STUDENTS

Sacred Heart College provides leadership opportunities for students across all years. At the senior level, Year 12 students can apply for a position of Captain in the following areas: Year Level Captain, (for Years 7-12), Portfolio Captain (e.g. Faith & Liturgy, Wellbeing and Inclusion, Sport) and House Captain (8 Houses). A Head Boy and Head Girl are appointed from the Year Captain group.

Students in younger years can apply to be Pastoral Care Group Student Representative Councillors and House Vice-Captains. Each Semester, a leadership training day is conducted for Years 7 to 11 representatives. There is a Camp for the Year 12 Captains, held before the commencement of the school year. Student Representative Councillors and House Vice Captains meet regularly. Year 12 Captains meet in their sectional groups and also as a whole leadership team. Each Semester, there is a meeting of all representatives from across the College.

The students themselves said they believed they had been given real jobs to do and were valued. They also commented on the opportunities they have to help develop leadership skills and potential in younger students through ongoing peer mentoring. The students commented that they felt cared for and genuinely included in the decision making process of the College. There has been considerable student input into College initiatives such as our Strategic Plan, the House System and NAIDOC Week.

STAFF

The staff retention rate, willingness to undertake co-curricular activities and faith formation programs indicates very healthy staff morale. There is an excellent blend of new and experienced staff. There is also a strong sense of camaraderie amongst the staff and much of this is driven by an active and innovative Social Club.

The high profile of the College has allowed for quality staff appointments from a very competitive field. During the past 15 years, staff members from Sacred Heart College have gained promotion to the following positions in other schools; Principal, Deputy Principal, Head of Learning Area and other leadership positions.

SURVEYSEach year the graduating students complete an ‘Exit Survey’.

At the conclusion of the year, feedback surveys are also distributed to all parents/guardians.

As in previous years, the results of these surveys are collated and presented to Senior Staff and the Board of Management for comment and follow up.

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6. PARENT, STUDENT AND TEACHER SATISFACTION (cont.)VALUE ADDINGThe College offers a huge number of co-curricular activities so as to meet the challenge of providing a holistic education.

It is the success that the College enjoys in each of the Four Pillars i.e. Spiritual, Academic, Sporting and Cultural; that makes Sacred Heart College an effective and successful school.

Full details can be found on the College website: www.sacredheart.wa.edu.au

The Co-Curricular program is grouped under the following headings and the number in brackets indicates the number of different activities offered.

• ACADEMIC (33)

• CULTURAL (30)

• SOCIAL JUSTICE (14)

• SPORT (15) major sports – making up over 120 teams

• TOURS (9)

Some highlights from 2018 in terms of ‘Value Added’ include: Faith

• Morning Mass four times a week.

• Reconciliation in Lent and Advent, as well as by appointment with the Chaplains.

• Year 12 compulsory Retreat (staffed in-house).

• Year 11 Reflection Day.• Year 10 Reflection Day with

Youth Mission Team (YMT).• Year 9 Reflection Days with

YMT.• Year 8 Reflection Days with

Middle School Ministry Team.

• Year 7 Reflection Days.• Training program for Special

Ministers of Holy Communion – Year 11 for service in Year 12.

• Social Justice League – writing letters regarding prisoners of conscience - an alternative to Amnesty.

• Years 7-11 take part in a compulsory Christian Service Learning program.

• Project Compassion, with funds raised going to Caritas.

• Make a Difference voluntary group – students and staff interacting with students in the Mary MacKillop Centre (Education Support).

• Young Vinnies – We have a large number of students involved. Activities include visiting aged care residents at Mercyville, distributing Easter eggs to Trinity Village residents and children at PMH, organising a ‘Welcome to Australia’ Migrant Picnic, the Winter Sleepout, the Fun Day Out for needy children, the Christmas Appeal and cooking for Shopfront.

• Mission to Vietnam – the College raised over $30,399.08 through student activities and community donations. This money was given to the Sisters of Our Lady of the Missions in Vietnam. Year 11 students travel to Vietnam for a two-week immersion/pilgrimage experience with the Sisters. Academic

• The 2018 WACE results resulted in students attaining

State Awards, including one General Exhibition (ATSI), three Subject Certificates of Excellence, 17 Certificates of Distinction and 33 Certificates of Merit.

• Our CareerLink program caters for the VET students. It has outstanding success and guarantees TAFE entry and, in some cases, university entry.

• Academic extension activities for talented students continues to grow each year.

• The College also offers strong support for students who require academic support through the Learning Support Department.

• Academic Clubs, e.g. Astronomy Club, World Scholar’s Cup, Engineering, First Lego League, Science Talent Search, Tournament of Minds, Mock Trials, Debating, Robotics, United Nations Debating Cup, Lions Youth, Maths Have Sum Fun, Rostrum, ICAS Competitions, Da Vinci Decathlon and Scitech Challenge Day. The College regularly has students who are winners and finalists in these competitions.

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Sporting

• The College offers a varied and extensive sporting program. The main areas of involvement include Associated and Catholic Colleges (ACC) Carnivals, Inter-House Carnivals, Northern Associated Schools (NAS) Interschool Sport, Champion Schools competitions and the Sacred Heart College Netball Club.

• ACC Carnivals - the College participates in three major sports carnivals as an affiliate of the ACC. The Swimming Carnival is conducted in Term 1, the Cross Country Carnival in Term 2 and the Athletics Carnival in Term 3.

• In the major carnivals Sacred Heart’s record has been outstanding. In Athletics, the College has won 22 out of the last 24 carnivals including the last 20 in succession. In Cross Country, Sacred Heart has been victorious in 22 out of the last 23 titles including the last 15 consecutively. In Swimming, the College has won 12 times in the last 17 years, including the last 9 in a row.

• Sacred Heart has won the ACC ‘A’ Division ‘Triple Crown’ 9 times - all three Carnivals (Swimming, Cross Country, Athletics) in the same year.

This was achieved in 2003, 2011, 2012, 2013, 2014, 2015, 2016, 2017 and 2018. No other co-educational school has ever won a ‘Triple Crown.

Cultural

• 2018 Whole School Production: Mary Poppins.

• 2019 Junior College Production: Guys & Dolls Jr.

• 2018 Year 12 Production: Sheep.

• 2019 Year 12 Production: Antigone.

• Japanese Exchange Program.• 2018 International Arts Tour

to London.• Tour to France for French

Language students.• Jazz ‘n’ Shiraz Night.• Choreography and Drama

evenings.• Year 11 and 12 Arts Nights

across all five arts disciplines.• Catholic Performing Arts

Festival.• College Art Exhibition.• Angelico Art Exhibition.• Inter-House Improvisation

Competition (every few years).

• Inter-House Dance Competition.

• Youth on Health Festival.• Extra-Curricular after school

Drama workshops (2018: Theatre Reviewers Club and Upper/Lower School Drama Club).

• Boyz Dance.

• Christian Dance.• Dance Ensemble.• Clarinet, Guitar, Percussion,

Saxophone Ensembles.• Art Club.• Craft Club: focused on

all production props and costumes.

• Film Club.• Choir/Chorale.• Various Bands including

Mass, Rock, Swing etc.

House System

The role of the House system at Sacred Heart College is to provide students with increased opportunities for participation in College life, including sport. Students build relationships with their peers and staff which increases their sense of belonging and community. Students are encouraged to participate in activities which include all Four Pillars and to achieve recognition for their involvement, achievements and their talents. As well as encouraging House spirit for various College events and activities, the House System also provides students with leadership opportunities.

7. SCHOOL INCOME 2018

TUITION FEES

43.0%

OTHER INCOME

5.1%

STATE GRANTS

19.2%

COMMONWEALTH GRANTS

32.7%

TUITION FEES $11,482,642

STATE GRANTS

$5,109,183

COMMONWEALTH GRANTS

$8,706,311

OTHER INCOME

$1,360,759

TOTAL INCOME $26,658,895

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YEAR 12 ANALYSIS 2018NUMBER OF YEAR 12 STUDENTS WHO COMPLETED SCHOOL AT SACRED HEART COLLEGE IN 2018

219

WACE ACHIEVEMENT PERCENTAGE

99.54%

• Ranked 24th in WA (Median ATAR).

• 85 students completed a VET Certificate.

• 50 students completed a Certificate IV.

• ONLA Numeracy Achievement: 100%.

• ONLA Reading Achievement: 100%.

• ONLA Writing Achievement: 100%.

MEDIAN ATAR

85.65

STATE DISTRIBUTION OF ATAR MEASURES

TOP THIRD

48%

MID THIRD

40%

BOTTOM THIRD

12%

AMONGST THE BEST SCHOOLS IN WA FOR THE FOLLOWING ATAR SUBJECTS:

• ACCOUNTING AND FINANCE

• APPLIED INFORMATION TECHNOLOGY

• DESIGN

• DRAMA

• FRENCH: SECOND LANGUAGE

• GEOGRAPHY

• MODERN HISTORY

• OUTDOOR EDUCATION

• PHYSICAL EDUCATION STUDIES

• POLITICS AND LAW

• RELIGION AND LIFE

AMONGST THE HIGHEST PERFORMING IN THE CATHOLIC SYSTEM FOR THE FOLLOWING ATAR SUBJECTS:

• ENGINEERING STUDIES• FRENCH• POLITICS AND LAW

YEAR 12 VET ACHIEVEMENT

CERTIFICATE IV IN BUSINESS

48CERTIFICATE IV EDUCATION SUPPORT

2CERTIFICATE III’S

3CERTIFICATE II’S

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CURRICULUM COUNCIL AWARDS GENERAL EXHIBITION ATSI

1A General Exhibition (Aboriginal and Torres Strait Islander - ATSI) is awarded to the top eligible Aboriginal and Torres Strait Islander student with the highest WACE award score based on the average of five equated examination scores in ATAR courses with at least two from each of the Humanities/Social Sciences list and the Mathematics/Science list.

SUBJECT CERTIFICATE OF EXCELLENCE

3Awarded to students who are in the top 0.5% of candidates based on the examination mark or the top two candidates (whichever is greater) in an ATAR course.

CERTIFICATE OF DISTINCTION

17Awarded to each eligible student who, in their last three consecutive years of senior secondary WACE enrolment, achieves 190-200 points.

CERTIFICATE OF MERIT

33Awarded to each eligible student who, in their last three consecutive years of senior secondary WACE enrolment, achieves 150-189 points.

8. SENIOR SECONDARY OUTCOMES

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9. POST SCHOOL DESTINATIONS

Over the past few years, the post-school destinations have averaged:

UNIVERSITY 70%

TAFE

15%

OTHER*

15%*Apprenticeship, traineeship, other Registered Training Organisations or employment.

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UNIVERSITY

70%

OTHER

15%

TAFE

15%

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10. ANNUAL SCHOOL IMPROVEMENT PLAN PROGRESSGOALS PROGRESS TOWARDS ACHIEVEMENT

LEARNINGTransformative Teaching and Learning

Promoting the development of Sacred Heart Learner skills in students.

Develop critical thinking, innovation, engagement, collaboration, independence, resilience and persistence as core teaching and learning attributes.

• All members of the teaching staff have had the opportunity to use the Educator Impact tool to generate goals for improvement in teaching and learning. This process involved each teacher receiving feedback about their teaching from students and peers. Teaching staff also underwent formal self-reflection. From this, SMART goals related to eaching practice were established.

• We formed professional learning communities across learning areas to collaborate and leverage each other’s teaching practices, skills and abilities.

• The College has established weekly professional learning opportunities for all staff each Thursday afternoon from 3pm.

• Increase in professional conversations through a formal critical friend process.

• The College has implemented specific professional learning for staff aimed at improving their capacity to develop Sacred Heart Learner skills, critical thinking and innovation.

• We produce a Sacred Heart Learner profile report for each student at least once a Semester.

• Change Agents at Sacred Heart (C.A.S.H.) working party, 22 staff members in total, meet twice a term to discuss school-wide professional learning focussed on evidenced-based teaching and learning practices. In particular, this group looks at:

– The impact of societal changes on education (technology, connectivity, globalisation).

– The future of education.

– Unpacking OECD/PISA and National Education Reports, research and findings.

– Implications of the latest research on schooling.

– Implementing and testing emerging practices in the classroom.

– Contemporary learning spaces.

– Managing the Innovation Scholarship.

• The College has established an Innovation Hub where teachers can collaborate and generate new ideas for teaching and learning.

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GOALS PROGRESS TOWARDS ACHIEVEMENT

Cont’d from previous page • The College has established accreditation as an eSMART school.

• The College has introduced Project-Based Learning opportunities for students in Years 7 and 8.

• The College has invested significant resources into creating collaborative and contemporary learning spaces that allow for greater collaboration, creativity and innovation in technology rich environments.

• The College has provided staff with professional learning centred on the future of education.This involves learning how to apply new and emerging technologies in the classroom as a way of accelerating learning. This includes web based collaborative tools, virtual reality, mobile technology, G-Suite and Microsoft 365 applications.

• Teachers have been trained to use 3D printing, laser printing and other technologies to create and curate work samples.

• Teachers were trained in how to implement project-based learning pedagogies and this was rolled out across the Year 7 cohort in four learning areas - Science, The Arts, Humanities and Technologies.

• A number of teachers have used ‘flipped learning’ in their classrooms. This is when the teachers leverage technologies to allow students to access content, anytime, anywhere in order to do the surface learning at home, leaving more time in class for deep learning.

• Staff used video editing software to capture student performance, which allows students to reflect on their own work and request teacher feedback.

• Gamification of content is used in classrooms to increase the student’s ability to recall and retain knowledge.

• A pilot group of teachers are trialling new devices in their classrooms.

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10. ANNUAL SCHOOL IMPROVEMENT PLAN PROGRESS (cont.)GOALS PROGRESS TOWARDS ACHIEVEMENT

ENGAGEMENTStronger engagement with parents and the wider community.

• Appointment of a Parent Engagement Coordinator.

• Increased number of Parent Morning Teas.

• Record attendance at P&F meetings.

• Increased involvement of parents in College events e.g. Shopfront cooking, Vincent’s Project, Quiz Night, Fathers’ Sundowner, Mothers’ Night, Exam Supervision, involvement with Vietnam Mission, Young Vinnies and Sacred Heart Day.

• Increased number of past students and current parents presenting items to students either in classroom presentations or at Assemblies.

• Mentoring of students through Alumni.

• Involvement with the P&F in Sustainable School Shops.

• Increased the number of general tours of the College.

• Strong parent involvement in the College Musical Production.

• Increased number of public officials from Local, State and Federal Authorities visiting the College to engage with students.

• Careers Program has been expanded to provide increased opportunities for employers, TAFE and universities to engage with students.

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GOALS PROGRESS TOWARDS ACHIEVEMENT

ACCOUNTABILITYMental Health and Wellbeing

To achieve a flourishing community of happy, resilient and robust staff and students.

Students

• The College Assessment Policy has been modified to reduce the number of assessments across all year groups.

• The College has diverted more resources into providing psychological support for students.

• Teen Connect: Students at Sacred Heart College participate in a Teen Connect Forum where they were given the opportunity to voice their concerns about society.

• Our Wellbeing and Inclusion Captains raise awareness of the importance of mental health and promote strategies that increase wellbeing. They also assist with the organisation and running of events that promote mental health awareness and wellbeing such as Social September, World Kindness Day, Mental Health Week and R U OK? Day. They promote organisations such as Headspace, Reach Out, Youth Focus, ARAFMI, Kids Help Line and Lifeline within and outside the College community. They attend regular meetings with the College Psychologist, and other pastoral staff members when relevant.

• Regular case study meetings with parents, carers, Deans and external health care providers of students with significant mental health issues.

• The College provides a buddy system for all new students.

• We are currently reviewing the College calendar in an attempt to minimise the overlap College of activities and events in order to reduce stress and pressure on students and staff.

Staff:

• All College staff have been trained in Youth Mental Health First Aid Training.

• Our Health and Wellbeing Committee meets on a regular basis.

• Staff Retreats: The College runs a voluntary staff retreat program.

• The College ensures that staff are provided with substantial information on health and wellbeing e.g. a weekly Vital Staff Newsletter and access to the Employee Assistance Program.

• A professional development day allocated to health and wellbeing for staff. Staff participate in a variety of sessions e.g. singing, massages, cooking, comedy, guest speakers, community service.

• Organisation of free flu immunisation.

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10. ANNUAL SCHOOL IMPROVEMENT PLAN PROGRESS (cont.)GOALS PROGRESS TOWARDS ACHIEVEMENT

DISCIPLESHIPAcceptance of our indigenous traditions, culture and heritage by students, staff and parents.

Adherence to protocols and visible evidence of our commitment to reconciliation and closing the gap.

• The College has created an Aboriginal Education Plan.

• Our Reconciliation Action Plan (RAP) has been approved and mid 2019 will be posted on the College website and in classrooms for everyone to view and reflect upon.

• The College has established Aboriginal and Torres Strait Island Bursaries for incoming Year 7s.

• The College has appointed an Aboriginal Liaison Officer.

• All staff will take part in Cultural Awareness Training in Term 1 and Term 3 2019.

• The College continues to utilise Assemblies to have guest speakers speak about Aboriginal issues.

• Students had the opportunity to mark Reconciliation Week and get involved with activities on offer.

• The College raises awareness of Sorry Day, Reconciliation Week, Closing The Gap and NAIDOC Week through a number of events for example:

– Prayers focused on reconciliation and understanding;

– Guest speakers at assemblies;

– Displays on Aboriginal and Torres Strait Island heritage; and

– Involvement with students from Bindoon College, Clontarf College and Aranmore College.

– incorporating indigenous culture including music, food and art into our many events.

• Edmund Rice students attend the College for shared activities with our students on a regular basis.

• In recognition of the original custodians of the land upon which the College is situated, the new gymnasium was named ‘The Koort Centre’.

BOARD OPERATIONS REPORT 2018The 2018 College Board included existing members James Maitland, Mark Murphy, Hilary Miranda, Katy Tindall Neal Miranda and Sr. Marie Therese Ryder.

Selma Alliex and Steve Cleaver were welcome additions.

This was my fifth year on the Board and I thank all Board and Sub-committee members for their hard work and willingness to contribute in what has been another challenging year.

To enhance operational efficiency and provide appropriate governance and oversight, the Board has formed and runs with four Sub-committees to assist it with discharging its role; these are explained below.

BUILDING SUB-COMMITTEE

Our Building Sub-committee, chaired by Steve Cleaver, has had a quieter year this year after the hard work of delivering the Koort Centre in 2016 and overseeing the remedial works during the statutory defects period in 2017.

2018 has been spent monitoring the formative stages of the feasibility of the next big building works project, our STEM enabled T&E block. Whilst preliminary works have been completed,

creating sketch designs and layout, the Committee will work closely with the Business Manager and Finance Committee to provide proper due diligence before any commitment is made. The Committee maintained a monitoring brief for the substantial refurbishment of the Library roof works (Dec/Jan 2019) and the replacement of the air conditioning plant servicing the Library and Humanities block in June this year.

FINANCE SUB-COMMITTEE

The Finance sub-committee was capably chaired by Mark Murphy, and I also sat on this Committee. Business Manager Stephen Martin and Acting Assistant Business Manager, Carmel Tierney, provide the Committee with a very high level of reporting, that gives the Board great comfort that the College is in a sound financial position. of financial indicators, outperforming a number of other similar sized colleges

PART 2

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BOARD OPERATIONS REPORT 2018 (cont.)

The College continues to perform very well against a range of financial indicators, outperforming a number of other similar sized colleges. We benchmark our results against other similar sized college’s both in WA and nationally.

A number of challenges will confront the College in the years ahead:• Continuation of tough economic conditions;• Changes to the allocation of Commonwealth

Funding; and• Transition to full implementation of changes to the

CEWA Fee Policy.

One of the key tasks that the Finance Sub-committee performs each year is the review and oversight of the annual operating and Capital Expenditure budgets. Once again this has been diligently attended to and, at its November meeting; the Board approved the 2019 budget. An overview was provided at the College AGM held in November and appears below:

COMMONWEALTH GRANTS

$8.704 M

BUILDING LEVY

$ 0.702 M

TUITION & OTHER FEES

$ 10.869 M

TUITION & OTHER FEES

40%

COMMONWEALTH GRANTS

32%

OTHER

6%

BUILDING LEVY

3%

STATE GOVERNMENT

GRANTS

19%

STATE GOVERNMENT GRANTS

$5.116 MOTHER (P&F, INTEREST, CAFE, UNIFORM, THEATRE ETC.)

$1.588 MTOTAL

$26.979M

INCOME

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This budget has allowed the College to minimise fee increases for 2019 in what is perceived as tough economic conditions for our parents. The Tuition Fee will increase by 2.50%, the Resource Levy will increase by 2.47% and the Building Levy will increase by 1.44%. The combined total fee increase of 2.41% is well below the amount permitted by the Catholic Education Commission of WA. This achievement continues our historical trend of declining year on year percentage fee increases.

ADMINISTRATION

$3.583 M

TEACHING EXPENSES & MATERIALS

$2.072 M

SALARIES, ALLOWANCES & ON COSTS

$18.596 M

INTEREST

3%

DEPRECIATION*

$1.761 MINTEREST

$0.744 MOTHER (CAPITAL IMPS, CAFE, UNIFORM ETC.)

$2.601 M

TOTAL

$29.357 M *NON CASH ITEM

EXPENDITURE

SALARIES, ALLOWANCES & ON COSTS

63%

ADMIN

12%

OTHER

9%

DEPRECIATION

6%

TEACHING EXPENSES & MATERIALS

7%

BOARD OPERATIONS REPORT 2018 (cont.)MARKETING SUB-COMMITTEE

The Marketing sub-committee guided by Hilary Miranda as Chair and ably supported by Selma Alliex and Katy Tindall, provided oversight and input into the College’s Community Relations & Marketing activities.

During 2018, our Alumni has seen solid growth in numbers recognising that we would like our past students to play a role in our future and they are our greatest advertisement. Late in 2018, the College retained Creating Communities, an independent professional company, to assist with development of a far reaching community and stakeholder engagement process. This will provide valuable information that will feed into our community relations work and marketing activities.

We will be farewelling Hilary this year and I would like to thank her for her service to the Board (and the many years on the P&F), and in particular her contribution to the work of this Committee.

RISK MANAGEMENT SUB-COMMITTEE

The Risk Management Sub-committee was again active in providing effective governance to the varied and increasing risks associated with managing the College. Under the leadership

of Stephen Martin and with the guidance of Neal Miranda, the College has developed best practice risk management strategies and is recognised as a leader in this area.

During the year, the College welcomed Sarah Greaves as our new Risk & Compliance Officer to assist with day-to-day management and reporting of risk. Sarah has already made notable contributions to the proactive management of risk.

We will be farewelling Neal as he will have completed the maximum six years of Board membership and I would like to thank him for his service to the Board, and in particular his contribution to the work of this Committee.

BOARD INVOLVEMENT

2018 was the first year of our new Strategic Plan having been launched at our 2017 Awards Night.

The Board has maintained a strategic oversight of the various projects, plans and initiatives contained within it and receive regular updates and progress reports from the College Executive.

Cyclical ReviewThe Board participated in the 5-year Cyclical Review of the College, conducted by independent reviewers drawn from the Catholic Education

Commission and the WA Department of Education. I am pleased to note a very favourable report was issued on the completion of that review.

P&FWe are pleased to have had Hilary Miranda on the Board representing the P&F. We are lucky to have such a dedicated group of parents willing to put their hand up to assist the community.

Sisters of Our Lady of the MissionsWe are also very pleased to have Sr Marie Therese Ryder on the Board representing the Sisters. She is immeasurably wise and ensures our future continues to reflect who we are and where we have come from.

Executive The relationship between the Board and the Executive is critical to the effective functioning of the operations of the College. We are very fortunate to have Peter Bothe as our leader; his wisdom, energy, passion and dedication to the College is amazing.

Peter is ably assisted by his talented executive team who have been equally enthusiastic in their vision for the College.

ANNE ZANINOVICH

Board Chair

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ANNUAL REPORTING

Hocking Parade, Sorrento

Western Australia 6020

Telephone 08 9246 8200

Email [email protected]

Website www.sacredheart.wa.eu.au