NT Christian Schools Annual Reports 2014

Transcription

1 NT Christian Schools Annual Reports 2014 Araluen Christian College Gäwa Christian School Marrara Christian College Mäpuru Christian School Sattler Christian College Nhulunbuy Christian College Palmerston Christian College Woolaning Homeland Christian College Location: Berrimah, NT Postal: P.O. Box 228, Karama, NT 0813 Telephone: Fax

2 Araluen Christian College Annual Report 2014 Location: Alice Springs Postal: 10 Blain Street Telephone: Fax:

3 NT Christian Schools Vision Statement 1 NT Christian Schools Vision Statement The vision statement of NT Christian Schools is, we desire to be a Christian community, learning together to live life as God intended, offering hope for the world. Araluen Christian College Vision Statement: Araluen Christian College partners with families guiding each child s journey of living and learning, providing hope, in Christ, for their future. Principal s Message Araluen Christian College is a learning community of students, teachers, support staff and families who share learning and life together. We work towards becoming the people we are meant to be as God intended. Daily, we seek to provide an environment characterized by positive relational experiences, as each member of the college community actively seeks to be a peace maker while engaging in interesting and varied educational experiences. At Araluen we nurture people to become resilient and able to make a difference in the lives of each other in our college, the wider Alice Springs community and beyond. Our dedicated staff team continually set high expectations for our students. Quality teaching and learning are key priorities at the college. Highly valued are the characteristics of our students, along with their willingness to take risks in their learning while achieving their best academically. Collaboration in our knowledge of students, their needs and abilities and the way we enable the students to progress in their learning is biblically grounded, academically rigorous and socially responsible. We continue to intentionally partner with our families. The many opportunities to meet together as a community throughout the year, builds and strengthens our relationships. People matter at Araluen and this was very evident in It was a significant year for the college as we Celebrated the Past and Embraced Our Future. What a celebration! 30 years of Christian Education in Alice Springs. It was a time to connect with many from the past, to learn more of our story as a school. We celebrated the present with a celebration assembly, BBQ lunch, with games for the students and families. A commemorative tree was planted, more networking time took place and the weekend of celebration was concluded with the 30 th Anniversary Dinner. The weekend was attended by past and present principals, staff, students, invited guests including founding families of the school, the member for Araluen, the Alice Springs Mayor, members of the NT Christian Schools executive and Bevan Richardson the Board Chair of NT Christian Schools. I consider it a privilege to continue to work in partnership with all at Araluen Christian College. May 2014

4 Contents 2 Principal Cate Garwood Contents NT Christian Schools Vision Statement... 1 Araluen Christian College Vision Statement... 1 Principal s Message... 1 Contents... 2 School Profile... 3 Staffing Information... 5 Highlights of the Araluen Christian College Year... 6 Teaching and Learning... 8 Parents and community Finance and facilities School self-assessment Endorsement May 2014

5 School Profile 3 School Profile 2014 saw enrolments at the college fluctuate throughout the year. The annual census total was 218. Enrolment numbers were 142 in the Primary and 55 in the Middle Years. The average attendance was 91.5% in the Primary area and 90.4% in the Middle Years. The overall average attendance at the College was 90.4%. There were no significant critical incidents in Enrolment Primary Middle 55 Enrolment Enrolment Student Enrolment and average attendance profile for 2014 Araluen Christian College has consistently high rates of attendance. There were no non-attendance issues in May 2014

6 School Profile 4 90% 80% 70% 60% 50% 40% 30% Male Female Indigenous Non Indigenous 20% 10% 0% 2014 Gender, Indigenous and Non-indigenous Students Profile for Age 5 Age 6 Age 7 Age 8 Age 9 Age 10 Age 11 Age 12 Age 13 Age 14 Age 15 Axis Title Student Ages by Year Level Profile 2014 May 2014

7 Staffing Information 5 Staffing Information All teachers have a minimum of four years training and are registered with the NT Teacher Registration Board. There was a small staff turnover in 2014, for a variety of reasons, including the movement of families form Alice Springs to other locations. We continue to have a multicultural staff and a very good gender balance considering the size of the college. Staff employed at Araluen Christian College in 2014: Primary Teachers Qualifications FTE Rosemary Lindsey Dip Tch, Grad Dip SpEd 1.00 Beverley Ashdale B.Ed, Grad Dip Ed 1.00 Lindsay Tweedie BSc, PGCE Primary, MA 1.00 Learning & Teaching Kelly Camarata B.Ed, Grad Dip Ed 1.00 Nicholas Harder B.Arch, Grad Dip Ed. Pri 1.00 Fleurette Moreng Dip Ed, B. Ed, Hons 1.00 Annette Uldrich B. Learn Mang. Prim 1.00 Rupert Croutz Dip Th, B.Ed 1.00 Middle School Teachers Qualifications FTE Jennifer McAllan Dip Tch. Sec, Dip Min, B. Tch & Learning 1.00 Mandla Khumalo B.A., Dip Ed 1.00 Eunice De Kock B.Sc, B.Ed Hons, M.Ed 1.00 Other Teachers Qualifications FTE Catherine Garwood Dip Tch, B.Ed 1.00 Lorne Scott-Wilson BA Hons Th, MTh, Grad Dip Tching Other Staff FTE David Clark Chaplain/Learning Support Assistant 0.2/0.2 Margaret Healy Office Administrator 1.00 Fiona Tasker Office Admin Assistant 1.00 Ranae Hunker Learning Support Assistant 1.00 Dianne Jones Learning Support Assistant 0.7 Rebeccca Nelson Learning Support Assistant 0.6 May 2014

8 Staffing Information 6 Highlights of the Araluen Christian College Year 30 th Anniversary Celebrations Kidsmatter & Mindmatters wellbeing programs in primary and middle school respectively Leadership programs for the College students leaders Captains & Vice Captains & Sports Captains developing skills of resilience, cooperation, leadership while strengthening well-being Peacemaking opportunities through the Whole College Code of conduct and specific class programs Leadership opportunities in the SRC for students from Year 1 to Year 9 Buddy Programs across the college inter-year level An extensive excursion and camping program is in place for students from Year 5 to Year 9 The ACC Camping programs are a significant annual highlight for our students. During 2014 Years 5 & 6 The middle school of Year 7, 8 & 9 students went to Ross River for a multi-level team building experience in the great outdoors. Primary & Middle School Learn to Swim Programs. The Annual Events; Community Open Day, Whole College Cross Country competition, Whole School Athletics Carnival & End of Year Celebration Evening Extra-curricular sporting programs including primary school and middle school after school competitions in touch rugby and hockey. Chess & Library Clubs during the week at school The Active After School Sport Program continued to be successful as both an outlet for physical exercise and skills training for our primary students. For our Middle School students it is a service and leadership opportunity as they help within the AASC program. Inter school sports competitions in athletics, soccer, basketball, swimming, tennis, touch football and rotational sports galas. Other sporting opportunities including; squash, volleyball. Weekly and Yearly Academic and Character Acknowledgment. Special celebration days: Supporting many charities like the Royal Flying Doctor Service through our Crazy Hair Day. Bibles for Africa through our cross country event Run for Bibles. May 2014

9 Staffing Information 7 Araluen Christian College continued our involvement with the wider Alice Springs community. We held our own ANZAC service at the College in Our captains laid a wreath at the Alice Springs mid-morning Service on ANZAC day. Once again we proudly took part in the Bangtail Muster parade. The college was also featured online in the Kidsmatter newsletter. May 2014

10 Teaching and Learning 8 Teaching and Learning Throughout 2014 Teaching and Learning at Araluen Christian College produced excellent holistic achievement for our students. Engagement with the Australian Curriculum continues with high importance. This included the priority for staff development and in turn the development of teaching and learning programs. The NT Christian Schools Curriculum coordinator worked with staff in on-going Curriculum development. Curriculum teams met regularly to review and enhance programming. Through funding provided by the National School Chaplaincy Program, our chaplain remained employed. We embarked on the process to become a nationally recognized Kidsmatter school through the greater development of our pastoral care and well-being programs at Araluen Christian College. The Mind Matters Program administered through a Peer Support model, develops skills in resilience, problem solving, cooperation and personal responsibility. Mind matters began in earnest in the Middle School during 2014 for years 7 & 9. The Year 8 students engaged in wellbeing programs Strength & Shine for the boys and girls respectively. A key leadership focus with the goal of improving and enhancing student learning experiences was working closely with teachers to develop teaching goals from the aitsl continuum of practice which is informed by the national teacher standards. Our ICT enriched environment increased in resources during Ipads were used within literacy programs in the Primary area. May 2014

11 Teaching and Learning 9 Percentage of students reaching national benchmarks and changes in benchmark results from previous year The students at the College in Years 3, 5, 7 & 9 participated in the annual NAPLAN testing in May Some analysis of results are included below. Yr 3 Yr 5 Yr 7 Yr Reading Writing 96% 95% 96% 95% 100% 95% 83% 100% -1% -1% -5% +17% 88% 95% 81% 90.5% 93% 73% 65% 73% +7% +9.5% -20% +8% Numeracy 96% 95% 96% 90.5% 100% 90.5% 83% 93% -1% -5.5% -9.5% +10% The proportion of students meeting national literacy and numeracy benchmarks for their year at 3, 5, 7 & 9 in 2013 and It is important to note that all students who attend Araluen Christian College sit the NAPLAN tests including those identified as having special needs. The collaborative work of the staff to meet the needs of our students along with access to quality incursion and excursion experiences for our students allows us to provide high quality teaching and learning at Araluen Christian College. Year 9 is the final year for students at our College. May 2014

12 Parents and community 10 Parents and community Parents and carers are encouraged to partner with us at Araluen Christian College. The opportunities to develop these partnerships are many and varied and have continued at our college. Parents participated in a range of sporting and community events. A new event in 2014 was the Middle School bike ride and BBQ to Simpson s Gap. Many parents joined their children for this fun day began with a parent information and get to know you evening including a family barbeque and games. Later in Term 1 the teachers took the chance to have a Knowing Me/Knowing You evening where parents and teachers could compare notes about their knowledge of the children in their classes. Parents also joined us for student led conferences and attended class and school excursions. Parents & carers are encouraged to share their vocational and professional skills and talents within our community. In 2014 a parent was appointed to a 10 hrs per week canteen coordinator position. This opened a way of developing relationships further with the parents/ grandparents who volunteer in our canteen. The 30 th anniversary committee consisted of parents working with staff. Families also assist with College events and fundraising. Families are warmly welcomed to celebrate with the students and staff every week for assemblies and on many other occasions when we get together. We appreciate our parents who not only continue to partner with us in their child/ren s journeys of living and learning but also share their positive experiences of Araluen Christian College with the wider community. This is evident by the way many new families join Araluen Christian College through word of mouth. May 2014

13 Finance and facilities 11 Finance and facilities 2014 audited financials list all amounts of income received in the relevant school year Private $603,048 Recurrent $2,289,868 Capital $0 Planned capital improvements funded solely by NT Christian Schools, began at the College in June The building of the Middle School complex began, comprising three general purpose learning area classrooms, a staff room, ablution areas and a science lab along with extensive outdoor learning areas created by 5 meter covered verandahs and grassed areas. Security was increased in 2014 with the completion of the lockable gates for the under-cover area. The newly installed permanent bike stands have been well put to use for the students who choose this healthy form of exercise to and from school. College buildings are in good condition. An application was lodged with the Block Grant Authority (BGA) in 2014 for the development of a full sized basketball court. The funding was approved in November 2014 for work to commence in May 2014

14 School self-assessment 12 School self-assessment During 2014 the College used the School Improvement and Renewal Framework to investigate the areas of Christian Identity and Community and Culture. The SIRF program includes surveying community members, parents, students and staff. The data collected was analyzed with the Parent council and recommendations were made. The College Council then uses the recommendations to develop the College Strategic Plan. SIRF commendations in the area of Christian Identity That Araluen Christian College continue to build on the strength of promoting the Christian faith and biblical perspectives in the daily life and work of the college. It is recommended that communication about the school s history and founding traditions be developed as a brochure to be included in the prospectus and on the website. The area of Christian Identity is to be reviewed in At ACC individuals, groups, businesses and agencies from local and wider communities have productive involvement in the education of students. Parent involvement and participation is evident at all school functions and is a most positive aspect of life at ACC. Cultural diversity is acknowledged, valued and celebrated within the college. Even at a glance the wide variety of nationalities and cultures represented at ACC shows this is an area of strength. Cultural events and emphases are pursued, which encourage students to learn more about cultures they may not be familiar with and this in turn enhances learning. SIRF commendations in the area of Community & Culture It is recommended that the Principal advocate for additional system support for inclusion support of students with learning needs and the school accesses services when available. It is recommended that the Council under take greater engagement with NT Christian Schools and its Board, and request on-going detailed training and mentoring. Future priorities for the Self Improvement Renewal Framework will be Teaching & Learning and Finances & Resources in May 2014

15 Endorsement 13 Endorsement This Report is endorsed by: Cate Garwood Principal Araluen Christian College Andrew McAllan Chair Araluen Christian College Council Debra Twartz Chief Executive Officer NT Christian Schools May 2014

16 Gäwa Christian School Annual Report 2014 Location: Elcho Island, NT Postal: PMB 257 Telephone: Fax

17 Vision Statement 1 Vision Statement The vision statement of NT Christian Schools is, We desire to be a Christian community, learning together to live life as God intended, offering hope for the world. The mission of Gäwa Christian School is, To be a learning community where God is glorified in everything we do. Principal s Message Gäwa Christian School is a very remote school serving Indigenous homeland communities on the northern tip of Elcho Island. We are strongly supported by the local community who value Christian education that is culturally relevant and incorporates traditional language and culture. Our focus for 2014 was one of Working Together. We have strived to strengthen our partnership with community which enables our both ways model of learning. We worked to strengthen our teaching teams of Yolngu and Balanda staff in their planning, teaching, assessing and reporting. A number of new strategies were implemented in our Literacy and Numeracy programs, as well as our first language Yolngu Matha programs. The partnership we share in the gospel of Christ continues to be at the core of who we are as a school and a community living life together in this special place. Our attendance is heavily dependent on parents and guardians choosing to live in homeland communities as opposed to the larger township of Galiwin ku. Whilst factors such as funeral commitments and housing capacities continue to have an impact on attendance, we continued to explore ways to support our community and maintain consistent student attendance. These initiatives helped us achieve strong learning outcomes for the 50 students in our care. It continues to be my great privilege to serve the Gäwa, Ban thula and Gän purra homeland communities on Elcho Island. Our strong partnership in both ways learning celebrates the most unique and powerful aspect of Gäwa Christian School the unity we have in Christ despite our diversity. It reaches deeply into the fabric of our planning, our teaching, and our learning - as together we learn to live life as God intended. Karen Fletcher Principal May 2015

18 Contents 2 Contents Vision Statement... 1 Principal s Message... 1 Contents... 2 School Profile... 3 Staffing Information... 4 Highlights of the school year... 5 Teaching and Learning... 6 Provision of Special Funding Programs... 7 Pastoral Care and Welfare... 8 Student Outcomes... 8 Parents and community... 9 Finance and Facilities School Self-Assessment Endorsement May 2015

19 School Profile 3 School Profile Gäwa Christian School is one of the most remote indigenous schools in Australia, located on the northern most tip of Elcho Island, NT. We are one of eight campuses of NT Christian Schools. As a Christian school in an Indigenous community, we strive to learn together and offer hope for the future. Gäwa Christian School currently provides education to the Indigenous students living in three homelands, Gäwa, Ban thula and Gän purra Student Profile Primary Secondary Total Girls Boys SWD 1 1 Indigenous only % Indigenous Students 89% 93% 90% Student attendance rate 63.2%* Data from DEEWR Census 2014 *Data from NT Collection # Non-attendance can be caused by a variety of reasons, including shifting communities, funeral commitments and the availability of adequate housing and carers to provide for students. The staff member responsible for Community Liaison works alongside community members to expedite the return of students and families where possible. We are always exploring innovative ways to minimise the time students spend away from school by considering how we can best support local families in their caregiving roles. This includes working with community members to support the provision of health care, food supply, financial management and other household needs. In doing so, we can enable them to stay in their homeland. There were no critical incidents in May 2015

20 Staffing Information 4 Staffing Information All teachers have a minimum of four years training and are registered with the NT Teacher Registration Board, unless otherwise stated below. We have actively sought to engage local community members in staffing roles. This works to increase the capacity and sustainability of the school, and provides flexibility and support within the classroom environment. Qualification/Role FTE Teaching Principal Karen Fletcher B Commerce (Business Systems Analysis), Grad Dip Ed (Primary) Grad Dip Christian Ed 1.0 Full-time Teachers Suzanne David B Primary Ed M Ed (Special Ed) 1.0 Christa Forsyth (Additional Teacher Funded) B Elementary Ed (Primary) B Special Needs Ed Grad Cert TESOL 1.0 Additional staff Stephen Fletcher Site, Maintenance & Community Liaison B Arts (English Lit) Grad Dip Ed (English/ESL) 1.0 Salome Moes Administration and The Arts 0.8 Geoff David Teacher(Sport/HPE), Teacher Aide Casual Dwayne Dhamarrandji (Closing the Gap funded) Teachers Aide Casual Madeline Dhurrkay Teachers Aide Casual Rhonda Bukulatjpi Teachers Aide Casual Wendy Bukulatjpi Teachers Aide Casual Mamana Bukulatjpi Catering Staff Casual Eric Garrawurra Catering Staff Casual Stuart Forsyth Special Projects Community shop Casual and garden Daphne Dhamarrandji (ERIS funded) Mums and Toddlers Coordinator Casual Matina Gurruwiwi (ERIS funded) Mums and Toddlers Coordinator Casual Kathy Guthadjaka (Closing the Gap funded) Language Consultant Casual May 2015

21 Highlights of the school year 5 Highlights of the school year The students of Gäwa Christian School participated in a diverse range of activities and experiences in 2014 that have added value, depth and meaning to their schooling experience. The Marnggi thirr (Knowledge and Leadership) Program was expanded in 2014 to involve students across the whole school. Multi-age groups of students chose from elective areas that included woodwork pallet furniture, sewing, cooking, traditional dance, story writing, gardening and printmaking. With support from the community, it is our hope to continue this program equipping our students with skills, abilities and opportunities for their future. Our ipad program has continued to provide additional support for students in building literacy and numeracy skills, and supporting creative arts in a rich, multimedia format. Student confidence in the use of digital technologies has increased as a result of this program. Students have collaborated to create stories of life in their homelands, recording stories in both Yolngu Matha and English. The opening of a small shop this year has provided access to basic food and household items for our local community. We believe this has resulted in improved consistency in families staying in homelands and children attending school with us. This year, a number of students transitioned to Marrara Christian School to continue with senior schooling. What a wonderful encouragement to see these students blossoming with confidence and trusting in the Lord for their future as they move away from home and family on Elcho Island to further their education through the Family Group Home program in Darwin. Our students and community enjoyed spending one week learning on country with Ian Morris, an environmental educator. They explored the local rainforest and open woodland habitats documenting flora and fauna in a rich both ways learning experience. Our Cultural Exchange program with Illawarra Christian School has continued in 2014, providing students with opportunities to appreciate and share in the diversity of communities and culture. The program has enabled blessings to flow to our whole community through a celebration of the richness of their own culture. The students continue to love developing their skills in the Creative Arts. They enjoy practising and performing traditional dances for community events and visitors as a way of celebrating and sharing culture. A local artist continues to coordinate our art program and art exhibitions of the children s works. Our students continue to be encouraged by the wide interest in their work, with funds raised from sales contributing to the purchase of school resources. May 2015

22 Teaching and Learning 6 Teaching and Learning Our students have an engaging and comprehensive curriculum based on the Australian Curriculum (English, Mathematics, Science, History & Geography) and NT Curriculum Framework (The Arts, Health and Physical Education, and Indigenous Literacy & Culture). 90% of our students are indigenous and are taught English as their second or third language. The NT Christian Schools Metanarrative continues to underpin our curriculum planning. God s big story drives our Gäwa school story each term as we focus on a whole school verse, staff and class devotions, and integration of scripture into the fabric of our curriculum. A seasonal focus continues to be incorporated into our curriculum program across the school, enabling us to seize opportunities in numerous learning environments to incorporate local knowledge and experiences into the learning context. Using our Gäwa seasons calendar, learning out on country collecting photos of seasonal flora and fauna, creating and sharing of Yolngu stories appropriate to the current season were just some of the ways that the learning experience was connected with the cultural context. The Walking Talking Text program was incorporated into our literacy program. We have worked towards integrated units of work where literacy, science, history or geography are taught in connected units of work. Combining integrated learning with the cultural context has greatly impacted student understanding and achievement. This year, classes have covered a variety of integrated units: a literacy unit on the text Quoll explored the local native quoll and the Island Ark ranger project, another Science/Geography unit considered Water, its sources, uses, and included local stories and an excursion to places of special significance in the local gapu (water) stories. In both cases, elders and yolngu staff played an integral part in the planning and delivery of a local perspective. Students were active, engaged learners as they built knowledge and understanding in a two-way learning program. Our Indigenous Language and Culture program, incorporating the Yolngu Matha (Djambarrpuyngu) language, is also integrated into our teaching programs. With a focus on improving outcomes for our EAL/D students, we are supporting a developing understanding of both English and home language across the strands of listening, speaking, reading and writing. This has required the training and mentoring of both our teachers and teacher aides and has been supported by the NT Christian Schools EAL/D Advisor. We continue to work on ways to train and mentor our Yolngu staff, encouraging them to be active participants in the planning, delivery and assessment of the teaching program. Teaching and learning in this area is highly dependant on the availability of our Yolngu teacher aides. May 2015

23 Provision of Special Funding Programs 7 Provision of Special Funding Programs Stronger Futures National Partnership funding Gäwa Christian School has been included in the Stronger Futures in the Northern Territory National Partnership ( ). This National Partnership has two funding elements relevant to Gäwa - Additional Teacher and Quality Teaching Initiative. Following on from the Additional Teacher measure, Gäwa Christian School has continued to employ a fulltime additional teacher in 2014, which maintains the school as a 3 teacher school. The provision of this additional practitioner is critical to the ongoing progress of students at the school as it provides for more manageable class sizes and academic groupings where students can have their individual needs more appropriately catered for. Teaching and support staff have continued to be provided with specific support for implementing literacy and numeracy strategies. A particular focus in 2014 has been training for and implementation of the Walking Talking Text program. Planning and programming for implementation has been done in teaching teams, with the teacher and indigenous assistant teacher working together. This has promoted consistency of support for all students. EAL/D support has been provided to all teaching staff and training/strategies have again been worked through in teaching teams. This brings additional strength to all teaching and learning that takes place within the classroom. Training has happened on site as well as in Darwin. Assessment of SWD students has been a focus and high priority during Teaching teams have been supported on site and via training in Darwin. SWD students have been identified, formally assessment and individual learning plans developed. This will continue in Support in community engagement is a strong feature of the work of NT Christian Schools. Although informal engagement is taking place on a regular basis regarding school activities, curriculum and staffing, formal governance structures are also being developed in homeland communities. This work will continue in A partnership between Gäwa Christian School and Marrara Christian School exists as a pathway for senior secondary education. Year 10 students at Gäwa are exposed to as many informal training opportunities (building, maintenance, hospitality) as the school is able to provide. In 2014, Gäwa Christian School submitted an Expression of Interest in the Teacher Housing element. This is currently being assessed by a Priorities Committee and funding will be determined and prioritised on a needs basis over the next 5 years. Smarter Schools National Partnership funding In 2014, Gäwa Christian School has been the recipient of Closing the Gap and Engaging Remote Indigenous Students funding from the Commonwealth Government. This funding has been targeted towards improving teacher quality by up-skilling teachers and teacher aides in specific literacy and numeracy strategies. It has enabled the acquisition of resources that particularly focus on improving literacy and numeracy outcomes, including various assessment resources. Access to relevant professional development activities has been May 2015

24 Pastoral Care and Welfare 8 provided both on-site at Gäwa and also in Darwin. Student engagement activities have included the Mums and Toddlers program operating under the direction of local community members to supports pre-school aged children and their families with school readiness routines and activities. Pastoral Care and Welfare Students at Gäwa Christian School are connected by kinship and are always looking out and caring for each other. Despite the small size of our school, older students willingly take on roles of responsibility in supporting and nurturing younger students. We encourage this both inside and outside of the classroom. Students from both classes come together each week where the older students are encouraged in their leadership and mentoring roles. Parents and guardians are encouraged to attend our weekly assemblies. During this time, students participate by dancing, telling a story, or sharing what they have learnt in their classes by singing a song or performing a drama piece. They continue to grow in confidence and enjoy sharing what they have learnt with each other and their parents. Each week we meet for whole school devotions, prayer and time together. This is an important part of our week and a celebration of what God is doing in our school. Parents and grandparents continue to play an important role in disciplining the children and caring for their wellbeing. We work closely with parents and guardians when we have concerns regarding behaviour to formulate helpful ways forward. Nurses visit Gäwa once a fortnight to assess and treat the children for medical issues. Other visiting specialists such as dental, hearing and eye specialists also visit Gäwa periodically. Student Outcomes We love to celebrate the achievements and improvements of that our students are making in their learning across the curriculum in both English and Yolngu Matha. Our children continue to grow in confidence as learners as they engage with a comprehensive curriculum. In 2014 we continued to be encouraged by their willingness to share and celebrate their achievements and abilities with the wider school community through visual and oral presentations in both English and Yolngu Matha. The average NAPLAN scores for our indigenous students are lower than the Australian average. This is due in part to the affect of inconsistent attendance at school, and in part the difficulties associated with a mainstream form of testing heavily reliant on second language. For information regarding proportion of students meeting national literacy and numeracy benchmarks for their year at 3, 5, 7 & 9 and for changes in benchmark results from previous year by % point change please see My School Website May 2015

25 Parents and community 9 Parents and community Parents and grandparents are involved in the life of the school in many ways. We were greatly encouraged in 2014 by the number of parents desiring to be actively involved in the life of the school. A number are employed as teacher aides, kitchen staff, attendance officers and language consultants. Our community continue to partner with us in many aspects of school life as we build a hopeful future for the children in our community. Our Mums and Toddlers (Amala Yothu) program continues to provide useful preparation in school readiness and early literacy with a bilingual approach. It is also a social support for parents of pre-school age children in our community. We continue to train our Yolngu staff in the planning and delivery of a strong pre-school age program involving music, art, and early literacy and numeracy readiness through productive play. Parents are encouraged by what the school has to offer their children. This is evident in the number of families choosing to live away from the main island township, Galiwin ku (1.5 hours away) in order for their children to attend Gäwa Christian school. Many children live away from their parents and are cared for by grandparents or extended family members on site. Staff at Gäwa Christian School make significant contributions to the life of the school. Many of the Yolngu staff have children enrolled in the school, with some having themselves been students here in the past. Our balanda teachers are excited about the quality of Christian education that is being offered here and enjoy living as part of the local community. These teachers and their families live life immersed in the richness and diversity of the small Gäwa community. Their own children attend the school and they enjoy seeing their children thrive in a rich cultural environment. We continue to explore ways to involve parents and elders in the everyday life of the school to ensure the educational experience remains relevant in the cultural context. May 2015

26 Finance and Facilities 10 Finance and Facilities Income received by Gäwa Christian School in the 2014 year is listed below. The school received funding under the Stronger Futures National Partnership and Smarter Schools National Partnership. Private Income $ 48,835 Recurrent Government Income $1,037,532 Capital Grants $0 Given the remote location, Gäwa Christian School is well resourced with buildings, grounds and teaching resources. The school buildings are 6-10 years old and require ongoing maintenance due to our close proximity to sand and salt water. Expression of Interest in the Teacher Housing element of the Stronger Futures National Partnership has been submitted for a much-needed replacement for the Principal s house that has deteriorated due to its age and proximity to the harsh coastal environment. The classrooms are well maintained and provide an exceptional learning space for all the children. During 2014, both classrooms required the installation of new air conditioners to maintain a comfortable learning environment. Books in the library and classrooms have been added to consistently throughout the year, supported by donations from schools and community organisations all over Australia. These resources are kept in very good condition. The grounds of our school are landscaped and continue to be adequately maintained. Shade cloths that provide essential shelter were damaged in storms and subsequently replaced. Staff housing consists of one house, a cabin and a modified dormitory. Work was completed to the Teacher cabin to provide additional outdoor shelter, as well as some painting of the raw steel structure. The modified dormitory received some work to the additional walls to ensure that it remained watertight over the wet season. 3 stage water filtration systems were maintained in staff housing and the school kitchen facility to continue to ensure good quality fresh drinking water for staff and students. This has resulted in a reduction of water borne related illnesses. The community kitchen facilities have also been maintained to a good standard. They continue to provide us with a valuable location for school lunches, community meeting and gatherings. A great deal of care and time is taken to ensure that our buildings, facilities and grounds are kept to a high standard for those who serve the school now and into the future. A programmed maintenance schedule is being devised in consultation with other NT Christian Schools entities. Our staff and students are always encouraged to care for resources and take pride in their school. May 2015

27 School Self-Assessment 11 School Self-Assessment NT Christian Schools supported the Principal in ongoing monitoring and improvement in the self-audit areas of Christian Identity and Pastoral Care and Wellbeing. Christian Identity At Gäwa Christian School, we value the Faith Matters component of our strategic framework. The NT Christian Schools metanarrative continues to be a focus of our staff devotions, classroom devotions and curriculum planning. To support this task, staff participated in the God s Story professional development workshop which equipped them with a holistic biblical overview. A biblical perspective was applied to the English, Mathematics, Science, History and Geography key learning areas through the use of the NT Christian Schools programming templates. This perspective was incorporated into the planning and teaching cycle across the year. New local induction procedures were developed and used for the induction of new staff in These incorporated school based vision, mission and other relevant policies and procedures to reinforce our unique identity as a homeland Christian school community. Meeting together as a staff every morning for devotions and prayer is an integral part of our school life. Systematic devotions based upon the metanarrative strengthen staff spiritual growth. Praying for one another, our students and our community is an integral part of our morning meeting time. Building a culture of peace in our school and community was reinforced with new and existing staff participating in the Biblical Peacemaking course together. This was a rich time of sharing and learning both ways as a Yolngu perspective on peacemaking was integrated into the workshop. PeaceWise techniques have been used as the basis to conflict resolution with staff and students in the school as the need arises. As a homeland Christian community, we continued with community worship and fellowship dinners throughout the year, and celebrated with our community during Easter and Christmas with open assemblies and community gatherings. Pastoral Care and Wellbeing At Gäwa Christian School, we value the People Matter component of our strategic framework. Through growing support from our community, active participation of local aides in the classroom has increased significantly in This has had a positive impact in many aspects of classroom learning, but has particularly enabled the strengthening of our school rules around respect and behaviour. A strong partnership with community is a vital component for a positive, respectful learning environment. May 2015

28 School Self-Assessment 12 The health and wellbeing of our students has a significant impact on educational outcomes. As a homeland community school, we have worked to improve health outcomes by facilitating visits of health professionals to our remote community. Whilst this has been a challenging objective, supporting and encouraging the provision of basic health services has been an important focus for With support from the NT Christian Schools Special Education Coordinator, we have commenced visitations from specialist service providers to assess and plan special interventions for students with disabilities. Corresponding IEPs have been developed for these students. Several initiatives were undertaken to support the health and wellbeing of our staff. The 2014 Staff Induction processes were expanded and refined to include training and workshops in cross cultural understandings and the challenges of living cross culturally. Staff then participated in a 10-week online course to further develop cross-cultural skills and understandings. A Strengths-Based training workshop was conducted to assist staff in identifying their strengths potential and to consider how these enable them to contribute effectively to our team. In 2014, we instigated our Remote Family Relief program. We recognise the service and commitment of staff that work in our extremely remote location, and the challenges that come with this culturally diverse environment. Each term, staff families were provided the opportunity to spend time-out through an off-island break. Staff feedback on this initiative has been very positive and is another part of our commitment to the People Matter aspect of our organisation. Future priorities The School Improvement and Renewal Framework review area for 2015 is anticipated to be Community & Culture. May 2015

29 Endorsement 13 Endorsement This report is endorsed by: Karen Fletcher Principal, Gäwa Christian School Eric Garrawurra Gäwa Community Representative Debra Twartz CEO, NT Christain Schools May 2015

30 Marrara Christian College Annual Report 2014 (incorporating NT Christian College) Location: Corner Amy Johnson Ave and McMillans Rd, MARRARA NT Postal: PO Box 84 KARAMA NT 0813 Telephone: Fax:

31 Vision Statement 1 Contents Vision Statement... 1 Principal s Message... 3 Contents... 3 College Profile... 4 Statistics... 5 Staffing Information... 5 Highlights of the School Year... 9 Teaching and Learning Parents and Community Finance and Facilities School Self-Assessment Endorsement May 2015

32 Vision Statement 2 Vision Statement NT Christian Schools vision statement is: We desire to be a Christian community, learning together to live life as God intended, offering hope for the world. Marrara Christian College is a learning community where parents and staff partner together. Students are nurtured through a loving, biblically-based school curriculum and structure to build their faith, character and desire to serve. This means as a community we: a. Value parents as the primary educators of their children and support them in their God given task of nurturing their children b. Will provide a safe and stimulating environment through fair, clear and consistent behavioural expectations c. Promote a strong Christian culture through service, mission, stewardship, nurturing a right relationship with God and others, integrity and morality d. Recognise each person s intrinsic value to God and seek to mirror this in our relationships e. Design curriculum that develops students gifts and talents to enable them to contribute positively to society in all of their life f. Work to learn and understand God s word and apply Biblical principles in our lives g. Learn to critically evaluate and question societal beliefs and practices against Biblical principles h. Will continually challenge each other to be in a right relationship with God and others through Christ i. Will have an obvious presence in the broader community and have a strong mutually supportive relationship with the local churches j. Encourage students to excel academically and apply their learning in the service of the Lord. May 2015

33 Principal s Message 3 Principal s Message As we celebrated 35 years of providing high quality education to the families of Darwin, we knew that 2014 was going to be a year of change, and that is exactly what it was. It began with a changing of the guard as John Metcalfe stepped down as Principal and I took over across the Easter break. John finished his time at the College not only as the longest standing Principal to his credit, but I believe that he left the College a better place than he found it. It is a privilege to follow in his footsteps and I would like to thank John for his service to the College. Our College though, is much more than the Principal. What makes the College great is its people. We have an amazing group of students, staff, parents and friends who partner together and work diligently to make the College a great place to learn and grow. Together we seek to help students to recognise that they are unique, wonderfully created individuals who can make a difference. This is a journey that takes many years, as they are provided with opportunities both in classrooms and beyond to explore who they are in Christ and what plans He has for them. Monique and Andrew Manning at the staff Christmas function 2014 This year we found opportunities to celebrate the many gifts and talents that the people in our community have at events like Marrara on Show, our art exhibition, sporting carnivals, award presentations and recital evenings. Students have consistently demonstrated impressive levels of skill across sports, academics, music, art, drama and much more. Staff received a range of professional and personal accolades across the year confirming that we have a professional and talented staff team who strive to be at their best both personally and professionally. Much of this wonderful work is done quietly and without fanfare, but, none the less, is important and greatly valued as it supports and strengthens the College. The College Council, too, has continued working in the background to ensure that the college broadly is striving to fulfil its mission and vision. This is no small task but an essential one that ensures that we, as a community, stay focused and remain faithful to God s call on Marrara as a learning Community. It is a pleasure to serve as the Principal of the College and over the past year I have discovered that the College is a diverse and wonderful community, passionate about growing and teaching students to not just be smart, but to be people of integrity and character; people who will be known for their dedication, compassion, service and ability to make the right choices in difficult circumstances. Andrew Manning May 2015

34 College Profile 4 College Profile Marrara Christian College (incorporating the Northern Territory Christian College) is a nonselective coeducational day and boarding college offering classes from Preschool to Year 12. Boarding facilities are designed for secondary aged indigenous students from remote communities where secondary education is not available or suitable for their needs. Our students come from a broad spectrum of socio-economic levels and represent a near average cross-section of the Greater Darwin community. Primary classes are multi-age across two year-levels, apart from Preschool and Transition, which are single strand classes. Student ages conform to Northern Territory expectations, with Transition (first year of school) students turning five by the middle of the year. Marrara Christian College is a campus of the NT Christian Schools system that operates four urban schools and four remote schools in the Northern Territory. The NT Christian Schools is made up of professing Christians with an interest in Christian education. The organisation members elect a Board that oversees the operation of the eight schools. NT Christian Schools members in each school elect a Council that exercises delegated authority from the Board for their particular school. The Chief Executive Officer of the organisation acts on behalf of the Board and each school Principal acts as executive officer for their respective Council. Marrara Christian College Executive consists of the Principal, the Head of ICT and Infrastructure, the Senior Finance Officer and three Heads of Schools representing the Primary, Middle and Senior sub-schools that make up the College. The College caters for students from Preschool to Year 12. We are blessed to have the best students in the Territory who never fail to inspire and surprise us with just how capable, caring and smart they are. The boarding program is part of the mission of the College - to serve members of our society who do not have access to resources. About 100 boarders from remote indigenous communities live in Family Group Homes and attend the College. The students stay in groups of 8 to 10 with a set of House Parents in an urban house. The Family Group Home Program is nationally recognised as an innovative and successful way of supporting students studying away from family and culture. Many of these students have missed a significant part of their education and enter special classes aimed at improving their literacy and numeracy skills, so they can enter mainstream education and graduate with a Northern Territory Certificate of Education and Training. Australian Government funding has allowed us to acquire and upgrade houses so that rental costs have reduced. We are grateful for the support from the Australian Government. The Marrara Christian College Fabrication and Construction Trade Training Centre has grown out of an initiative in 2006 and now trains about 40 trainees and school-based apprentices in metal fabrication and engineering from all senior schools in the Greater Darwin region. The program is nationally recognised for its successful combination of mentoring and training young men and women in a commercial environment that contributes to the development of the Northern Territory workforce. May 2015

35 Statistics 5 Statistics Total Enrolments 613 Girls 307 Boys 306 Full-time Equivalent Enrolments 613 Indigenous Students 21% Students with a Disability 4% Student Attendance Rate (Primary) 94.5% Student Attendance Rate (Secondary) 87% Parents are notified by SMS each day at 10:00am if their child is absent without notification. After three consecutive days of non-attendance, parents or guardians are contacted by teachers. Continued unnotified non-attendance (20 days) will result in students being removed from the roll and authorities notified. Staffing Information Qualifications and Registration of Teachers All teachers have a minimum of four years training and are registered with the NT Teacher Registration Board. Name Qualifications FTE Primary Teachers Armstrong, Bethany BEd 1.00 Chapman, Cynthia BEd, MEd 1.00 Davis, Trish B Theology, Dip Counselling, M Ed 0.20 Fishlock, Sharon BGS, BT 1.00 Hart, Lyn DipT 1.00 Hanrahan, Melissa Bed 1.00 Kim, Ranny Grad Dip Ed, B Political Science 1.00 Mortimer, Kelly Bed 1.00 Quinn, Emily BA, Grad Dip Divinity,Grad Dip T & L 1.00 Reinberger, Jo Bed 1.00 Russo, Carla Bed 1.00 Skinner, Lisa Bed 1.00 van Leeuwen, Johan Bed 1.00 May 2015

36 Staffing Information 6 Middle Teachers Badenhop, Amber DipT, Bed, DipMiss 1.00 Beissel, Leslie Bed 1.00 Bolaji, Stephen BA, Ed & His, MEd, PhD 0.60 Cantrill, Doug Bed 1.00 Clarkson, Elizabeth Bed 1.00 Deeb, Tony BA, DipT 1.00 Edinrajan, Carol BEd, Med 0.60 Evans, Michael BA, GDip Ed 1.00 Herrmann, Jan DipT, Bed, Dip LuthEd 1.00 Jacob, Lyn 0.40 Kidd, Karen Bed 1.00 Metcalfe, Andrea DipT, Grad Dip Ed 0.54 McKee, Tirzah BSc, DipEd 1.00 Revermann, Marian DipT, BEd, MEd 1.00 Russo, Jon Bed 0.60 Urlichs, Kylie Bed 0.30 Van Gelderen, Ben BL&A, DipEd 1.00 Van Hulst, Helen BA, DipEd 1.00 Watson, Ruth BCC, DipEd 0.60 Williams, Jill Bed 0.80 Senior Teachers Adams, Prasanna Bed 1.00 Dempster, Russell DipT, Bed 1.00 Dimmick, Rebecca GDipEd 1.00 Earl, Felicity GDipT 0.40 Earl, Justin Bed 1.00 Garner, Chris DipTh, BA, BTL, Dip Graph Des, 1.00 Cert IV TAA Hart, Richard DipT 0.14 Kadirgamar, Terese BA, DipEd 1.00 Leach, Tom DipT, Bed, Cert IV TAA 1.00 Mavros, Sylvia BVA/SOSE, DipEd 1.00 McAllister, Chantal BA, DipEd 0.20 McCully, Sue BSc, DipEd 0.75 Nuske, Lisa BEd, Cert II S&Rec, Cert IV TAA 1.00 Olman, Jeremy BEd 1.00 Palmer, Anthony ADFine Art, BAVA, DipEd 1.00 Palmer, Jennifer BA, GDipEd 1.00 Roland, Jarryd BCA, DipEd 1.00 Sasala, Moya DipT, BEd 1.00 Tilyard, Anita BEd 0.90 Van Bentum, Joel BEd 1.00 Other Teachers Arbon, Chanelle BEd 1.00 Chesson, Judy DipT 0.60 Grosbois, Helen BT 0.60 Isatti, Michelle BEd 1.00 Manning, Andrew BEd, BT, Cert IV TAA 1.00 Parkin, David BEd 1.00 Watson, Gareth BSc (Hons), DipEd, DipChrisStuds 1.00 May 2015

37 Staffing Information 7 Admin and Ancillary Chilton, Michelle 0.84 Cook, Helen 0.40 Davis, Nicole 0.50 Deeb, Albertha 1.00 del Rosario, Isaias 0.20 Fry, Debbie 0.92 Hall, Jon Casual Hanrahan, Paul 1.00 Harley, Suzanne Casual Hawkes, Gordon Casual Ireland, Meryl Casual Jones, Cassie 0.60 Kleefsman, Chris 0.80 Klinkenberg, Hans 1.00 Muskee, Daniel 1.00 Nyhuis, Glenda 0.80 Parkin, Jeanette 0.40 Plenty, Geoff 1.00 Sealy, Terri 0.65 Stanley, Clare 1.00 Smith, Tahlia 0.60 Upton, Damien Casual Van Gelderen, Kate 0.92 Viravong, Benny 1.00 Weippert Vanessa 1.00 Wright, Jeanette 0.70 Teacher Aides Agnew, Debra 0.40 Annis-Brown, Richelle 1.00 Burgan, Adam 1.00 Cable, Nicolee 0.40 Edinrajan, Carol 0.40 Few, Lauren 1.00 Jacob, Lyn 0.60 Galbraith, Jack 0.80 Grosbois, Helen 0.20 Higlett, Hudson 1.00 Holzknecht Sonia 1.00 Johnson, Letitia 1.00 Johnson, Shona 1.00 Knopp, Wendy 0.60 Lloyd, Heidi 0.18 McElroy, Lauren 0.60 Norton, Naomi 0.25 Harvey, Sharaya 1.00 Douglas, Liz 0.80 Fuller Arlene 0.80 Whitehouse, Andrea 1.00 Wright Isabelle 0.80 May 2015

38 Staffing Information 8 Family Group Home Program Arnold, Dale 1.00 Arnold, Denise 1.00 Campbell-Atkins, Fleur 1.00 Campbell-Atkins, Neil 1.00 Hall, Leanne 1.00 Harris, Scott 1.00 Harris, Talitha 1.00 Hucker, David 1.00 Hucker, Gina 1.00 Jeffers, Adam 1.00 Jeffers, Sarah 1.00 Johnson, Teresa 1.00 Leach, Thomas 1.00 Leach, Maree 1.00 Mau, Laura 1.00 Mau, Ollie 1.00 Morrison, David 1.00 Morrison, Jane 1.00 Munnich, Stuart 1.00 Munnich, Rachael 1.00 West, Ana 1.00 West, Mark 1.00 May 2015

39 Highlights of the School Year Celebrating 35 years Mission trip to India Participation in a range of academic competitions, including success at a national level for the second year running at the Australian Titration Competition Instrumental Music Program Primary Learn to Swim Program Whole College Swimming Carnival and Cross Country competition Primary and Secondary Athletics Carnivals An extensive camping program from Year 3 to Year 11 A 10-day trek along the Larapinta Trail near Alice Springs for Year 9 A three-week coach tour of the southern and eastern states for Year 10 Extra-curricular sporting programs including primary school, middle school and senior school after school competitions and gala days with cricket, tennis, soccer, basketball, touch football, AFL, rugby union and league Leadership development programs including o Prefects (Student Leadership Group) o Indigenous Leadership Group A nationally recognised innovative Family Group Homes Boarding Program for remote indigenous students Fabrication and Construction Trade Training Centre Kids Matter Program that assists in the development of resilience, understanding and cooperation in Primary School A Pastoral Care based executive structure RiSe CoDe Awards (Right Choices, Service, Compassion, Dedication) Yearly Academic and Character Recognitions Aurecon Bridge Building Competition Engineering Challenge Wototo Children s Choir Visit Marrara On Show Challenge Club Handover from John Metcalfe as Principal to Andrew Manning Appointment of new Head of Primary School Perfects Assembly Book Character Dress Up Day Introduction of Parent Teacher Online Bookings

40 Teaching and Learning 10 Teaching and Learning Restructure and amalgamation of Education Support Unit and Indigenous Support Unit to improve support and outcome for all students with learning needs. Encouraging team development among staff to support and encourage excellence. Staff are developing pedagogy that compliments new technology. Pod Leader structure that supports pastoral care for students. National School Chaplaincy Program is supporting a male and female chaplain. Improved induction program for boarders. Consolidation of Kids Matter program that develops resilience and tolerance. Marrara Real Life, a life strengthening program for Senior Secondary. Development of multiple educational pathway structure for Senior School. Three day-a-week Preschool. Students In 2011 there were 66 students in Year 9. In 2014, 38 (out of the total of 60 Year 12 students) were from the 2010 cohort of Year 9 students. This gives us a notional retention of 57.5% over the senior years. The average NAPLAN score for Year 9 and 7 was lower than the Australian average. This discrepancy is due to the large number of remote indigenous students sitting the test (28% of the cohort on average). These students have a significantly reduced level of schooling before they come to Marrara and score extremely low in the NAPLAN tests because they have not received a consistent, adequate mainstream education that forms the basis of the NAPLAN tests. When the results for the remote indigenous students are not included in the calculation of standardised test scores students perform at or above the Australian average. For information regarding proportion of all students (including Remote Boarding students) meeting national literacy and numeracy benchmarks for their year at 3, 5, 7 & 9 and for changes in benchmark results from previous year by % point change please see My School Website Pathways during Year 12 (60 students) 57% undertook a VET course 38% of the VET students were School Based Apprentices 36% chose the academic pathway Median Grade is B- Our NTCET completion rate was 97% (including 11 indigenous students). This is a completion rate which compares favourably with the NT average. May 2015

41 Teaching and Learning students gained an ATAR, with the mean ATAR % of completers would not have obtained their NTCET without VET. 31 students had a School Based Apprenticeship or Traineeship, and 43 students from the Senior School successfully completed VET qualifications. This is an area where Marrara/NT Christian College is recognised as an educational leader. Our Year 12 Trade Training Centre students who undertook the NTCET were all successful completers. These students also completed Certificate II Construction and Certificate II Engineering VET qualifications, as well as completing some competencies in Certificate III Engineering. Most have now moved on to apprenticeships or work in our community. Post school destination (60 students) 45% further education/training 29% in work 17% in known gap year prior to further study 5% unsure May 2015

42 Parents and Community 12 Parents and Community Marrara Christian College is a school that values the partnership between parents and the College. This partnership is critical to students valuing their education. Marrara Christian College Council is always interested in exploring parents perspectives on the College and education it provides. The School Improvement and Renewal Framework (SIRF) is the main vehicle for gauging parents perspectives on the direction of the College community and each semester has a focus on a particular part of the College s performance. The Marrara Christian College Council is made up of a maximum of eight members of the organisation, elected by organisation members with children at Marrara Christian College. In 2014 all Council was represented by 4 members who were also parents of the College, with children in each of the sections. Surveys conducted during the year indicate a very high level of satisfaction with the College. 93% of parents are proud to be Marrara families 96% of students enjoy attending the College 96% of staff happy or very happy Finance and Facilities Income Private $5,258,613 Recurrent $7,798,294 Capital $ 62,553 Capital Projects Campus roads resurfaced and extended Fire hydrant ring main Administration and Staffroom Refurbishment Coach was purchased Capital improvements planned for the school in the coming 12 months General maintenance, general grounds improvement Renovation of the Primary Playground Replacement of Air-conditioning system in F Block Current conditions of school buildings and facilities Facilities are in fair to good condition with maintenance controlled by a regular schedule. May 2015

43 School Self-Assessment 13 School Self-Assessment During 2014, Marrara Christian College used the School Improvement and Renewal Framework to investigate the care and wellbeing as well as the Teaching and Learning across the College. The SIRF program included surveying community members, parents, students and staff. The data collected was then analysed and recommendations were made to the College Council. The Council then used the recommendations to amend the College Strategic Plan. Care and Wellbeing and Teaching and Learning Summary of Findings Working Together and Building Relationships Partnerships with parents remained a foundation concept at the College. Communication strategies are working well particularly in regard to the weekly Newsletter. The website remained a helpful place to go but it was identified that this needs to be renovated Students are generally happy and feel cared for and supported. Work is ongoing to ensure that the care and wellbeing of all students is being well catered for. Policy and Procedures This aspect of the College is strong reflecting the ongoing process of review and shaping of policy and plans to reflect the needs of students. It was recommend that the review of all policies be investigated and that the preschool policy set be intergraded with the broader college policy set where possible. Supportive school environments There was strong evidence that the College has strong safe supportive environments. The review and restructuring of the Student Support sections of the school will provide improved structures to support students into the future. The work of those who have built and maintained existing structures was commended. Intervention Structures A number of existing partnerships were identified that provide early, intervention and postvention support across the college community. These need to be maintained and to ensure that they are serving the needs to the community. It was recommended that more work be done investigate external partnerships for students the boarding program. Further recommendations were made for consideration of extension to the chaplaincy program and the addition of a College based councillor in Connected Curriculum and Delivery It was recognised that significant work has taken place in the development of a whole college overview based on the Australian curriculum. Staff have been working with colleges across campuses the develop system wide approach. EALD was a focus and the work of the teaching and support staff to imbed EALD practice into teaching and learning was commended. May 2015

44 School Self-Assessment 14 The response from the community is that learning is at an acceptable standard or higher. It was noted that the focus on programs being supported by effective pedagogy had been positive. Improvements in the integration of Biblical perspective, differentiation, and addressing learners needs have all seem improvement. Integration of ICT Based on the success of the BYOD 1:1 program in the senior school, it was recommended that extension of this program or similar be explored in the middle school. It was recommended that the Primary school explore ICT integration and improved pedagogy with a view to documenting their approach in the context the wide college ICT environment. Professional Learning and Collaboration It was noted that the investigations into the restructuring of the deadly block class was very encouraging. It was recommended that this be formalised for It was recommended that all staff be encouraged to attend ITEC conference in May 2015

45 Endorsement 15 Endorsement Andrew Manning Principal Rohan Badenhop School Council Chair Debra Twartz CEO NT Christian Schools May 2015

46 Mäpuru Christian School Annual Report 2014 Location: 13 Dhäbulu Rd, Mäpuru, NT Postal: PMB 301 WINNELLIE NT 0822 Telephone: Fax:

47 Vision Statement 1 Vision Statement The vision statement of NT Christian Schools is, We desire to be a Christian community, learning together to live life as God intended, offering hope for the world. Mäpuru Christian School strives to be an active part of a much larger Christian community, learning together to live life as God intended, offering hope for the world. The school strives to uphold Christian values in all school matters, within the curriculum and in all its dealings with students, parents and broader community. In doing so, the school aims to support elders, parents, students and teachers to practice an inclusive Christian theology where Yolŋu traditions, knowledge, languages, cultural practices and languages are respected. This vision includes: Supporting Mäpuru parents and community to live with dignity on their sacred ancestral estates as God intended. Supporting the teaching of, and respect for the sacredness and spirituality of the environment within an encompassing system of Yolŋu kinship. Actively supporting Mäpuru people to maintain their independent community lives, enabling them to do, to manage for themselves. Supporting the development of a broad inclusive Christian community in Arnhemland. Offering Mäpuru parents and community hope and stability in an ever-changing world. Offering an inclusive school curriculum, embedded in Yolŋu knowledges and Mäpuru s micro-enterprises. Encouraging and supporting non-yolŋu staff and family members to actively participate in community life, to learn a Yolŋu language and use Yolŋu kinship within the school and wider community. May 1, 2015

48 Principal s Message 2 Principal s Message In 2014 Mäpuru Christian School continued its journey to realise the vision of Elders past and present for a school that enables its children to live independent lives of dignity on their ancestral estates was a year rich in deepening our understanding of how God works through and with the entire Mäpuru school community to develop and consolidate our journey together. The advice and wisdom of Mäpuru s Elders and Yolŋu teachers was highlighted in a semesterlong study and week long excursion during which the school and the whole of Mäpuru town together, followed the Mukarr ancestors songlines. Outcomes of this included another leap in literacy and ITC skills, for both students and teachers, alongside the mutual respect & recognition of the depth of knowledge of God within this rich Yolŋu world. Jackie Ŋuluwiḏi, Yolŋu Principal, reflected about our journey during a staff meeting: I felt really proud that my sister (the balanda teaching principal) wanted to follow me, wants to be guided by my leadership and is working with Mäpuru families to understand our world and ways of knowing God. Another major highlight was a graduation ceremony to celebrate four years of successful study by the Yolŋu teachers who gained Certificates in Education Support. The entire extended Mäpuru community celebrated their delight in these achievements. We gave thanks to our Elders, family members and NT Christian Schools who supported this vision and worked as enablers and restorers of pride and dignity which in turn impacts positively on the lives of our students. We give thanks that Mäpuru families continue to give their time, advice and knowledge openly and generously to guide the development of the school and actively participate in our curriculum, procedures and policy implementation. This active mutual respect, support and collaboration with parents and families is our foundation for improved student outcomes. Chaplain Linda Marathuwarr Ritharrŋu Elder Chaplain Margaret Bambalarra Ritharrŋu Elder Chaplain Wendy Wulŋuwulŋu Ḻiya-dhalinymirr Elder May 1, 2015

49 Contents 3 Contents Vision Statement... 1 Principal s Message... 2 Contents... 3 School Profile... 4 Staffing Information... 6 Highlights of the school year... 6 Teaching and Learning... 8 Parents and community Finance and facilities School self-assessment Endorsement May 1, 2015

50 School Profile 4 School Profile Mäpuru Christian School is located at Mäpuru, in a very remote area of North East Arnhem Land. The school is registered from Preschool to Year 10 and runs two classes, a Primary and a Secondary class. Students are graded according to their age-appropriate year level and only Indigenous students are enrolled. In 2014, there were no diagnosed Students with a Disability at the school. A total of 46 students were enrolled at Mäpuru Christian School at the time of the Commonwealth census in August No critical incidents took place at the school in A complete profile of student age, gender and year level is provided in the table below: May 1, 2015

51 School Profile 5 A summary of average student attendance is provided in the table below and is based on the NT Department of Education collection statistics Enrolment Attendance Feb 50 76% March 50 86% May % June % Aug % Sep % Oct % Nov % Description of how non-attendance is managed by the school Mäpuru Christian School teachers live within the community and the Yolŋu teachers live in three of the nine households. This forms tight knit family relationships where daily discussion with non-attenders families are an ongoing feature of the week, allowing us to discern reasons for student absence and discuss strategies to encourage students to return. Regular parent-teacher meetings discuss the effect of non-attendance on students learning with parents. This sometimes results in a group of mothers and grandmothers being employed to encourage whole family wake up calls to their neighbours, enabling timely breakfast preparation. Parents are also employed as Home-School Liaison Officers to facilitate return travel after school holidays or larger town events such as football matches, and escort children home to Mäpuru. Teachers spend many after school hours building strong positive relationships with nonattenders and their families, working together with the school Chaplains. In order to build collaborative partnerships with families and students, the school actively works to develop innovative programs to capture the interest of school-age children. Programs include running an in-class shop, holding student markets, road rule lessons, 4WD as well as bicycle repair and maintenance, reading recipes and cooking, and individuals working alongside visiting trades people. Parents in turn also support and are actively involved in Mäpuru Christian School s programs in their best efforts to encourage every student at Mäpuru to attend daily. May 1, 2015

52 Staffing Information 6 Staffing Information All teachers have a minimum of four years training and are registered with the NT Teacher Registration Board. Teachers (1.0 FTE): Dean McDonald: BEd/Arts Linda Miller: Dip Teach; BEd; M Applied Linguistics Yolŋu (Ingigenous) Teachers (Assistant Teachers): Jackie Ŋuluwiḏi: Cert III and Cert IV Education Support Roslyn Malŋumba: Cert III and Cert IV Education Support James Burkiyalawuy: Cert III Education Support; Rebecca Gamadala: Cert III Education Support; Highlights of the school year Highlights from the Students The excursion following our ancestors, the Mukarr. We were so excited to learn that we wanted to stay at each place for a week! The Basketball court laid down in late 2014 is so good that children from Elcho are coming over for the weekends to play basketball with us. Learning to do lino cuts to make cards and sending them by post to our families. Learning to use the ipads to write and record stories. Having Nikki run a bicycle repair workshop. We all repaired old bikes from the tip and can ride to the creek to go fishing now. Running the class shop by ourselves. May 1, 2015

53 Highlights of the school year 7 Highlights from the Parents The cultural exchange to Melbourne between the Centre for Education and Research in Environmental Strategies (CERES) and Mäpuru's Arnhem Weavers saw 6 Master weavers and 6 of Mäpuru's weaving apprentices lead weaving and Yolŋu culture workshops in late January We all enjoyed it and learned lots for our children's futures. Inclusive school/community meetings to discuss both school and community business. Students learning about their family connections and relationship to country that the Mukarr travelled through. We are very happy that students are learning so well. We are really proud that there is active involvement of Elders and Yolŋu teachers in school curriculum. The school is listening to our Elders and teaching the students literacy through our cultural knowledge in both Djambarrpuyŋu and English. The histories of Mukarr are important for our children to know for their children in the future. Our children are learning so much that we can now see that they will be able to take over from us in the future, for the school and community. Highlights from the Teachers The highlights are everything, everyone is working together and sharing, especially community events and important times like funerals, we Yolŋu are respected and it is easy working together. Mukarr excursion learning on country together, we need more big trips and smaller trips. Next time, the Yolŋu teachers have learnt so much through this trip and our study that we can do more to organise excursions. Our graduation ceremony, led by our Elders, to celebrate finishing Certificates in Education Support. We were so honoured and proud. Our teaching teams are growing and Yolŋu teachers are becoming stronger, confident teachers in their professional practice. Seeing the Primary students who have moved up to the Secondary class keeping pace with the Secondary students because the Primary teaching team have laid a very strong foundation. Students' literacy, numeracy and ICT skills are continuing to improve with purposeful, contextualised and inspiring educational programs towards achieving our school vision. Secondary students are ordering goods on the speakerphone for their shop, speaking more confidently in English. Balanda teachers greatly appreciate Yolŋu sharing and being generous with teaching us about your Yolŋu values and social protocols, teaching us about the depths and complexities of your world. Going to the Uniting Women's Conference in Sydney, listening to women form all over the world and presenting our story too. Working with Elders to write stories for children to learn to read and write in school has encouraged us all, we are learning so much together. Both students and teachers are making great academic progress. We can see how using our first language for academic purposes is improving students progress in English. May 1, 2015

54 Teaching and Learning 8 Graduation ceremony, led by our Elders, to celebrate staff graduating with Certificates in Education Support. Teaching and Learning Curriculum: Mäpuru Christian School follows a community negotiated multi-lingual and bi-literacy curriculum that realises the educational goals of its community alongside their vision of Yolŋu Christian education. The Australian Curriculum alongside the NT Curriculum Framework (2009) forms the basis for all learning programs. The school is developing its working knowledge of the Australian Curriculum. Mäpuru Christian School s curriculum goal is for students to become successful learners who are not only confident and creative individuals but active and informed citizens whose futures radiate the hope of dignity and independent lives. Year 9 and 10 students also participate in VET programs when offered at Mäpuru. Pedagogy: Pedagogy at Mäpuru Christian School utilizes evidence based teaching and learning pedagogies that close the gap between the learners current achievement levels and targeted outcomes. English as a Second Language pedagogies alongside bi-literacy pedagogies are utilized enabling students to learn in, through and about English as they study the range of Learning Areas across the curriculum. Literacy approaches include Walking Talking Texts alongside Do Talk - Record methodologies. These approaches support the strong partnerships that Mäpuru adults have expressed as a non-negotiable practice of the school, that the non-indigenous teachers May 1, 2015

55 Teaching and Learning 9 don t take over and move so fast that it leaves the Yolŋu teachers behind. These approaches form part of a planning process at MCS, enabling Yolŋu teachers to be thoroughly skilled to plan, prepare and teach alongside the classroom teacher. This has been invaluable, enabling the Yolŋu teachers to mentor the new teachers to the school and to carry the teaching and learning program enabling students to continue making progress when teachers have left the school. As a Yolŋu Christian School, Yolŋu pedagogies are used to deliver a range of programs including Indigenous Language and Culture programs. This includes multilingual and bicultural instruction for conceptual and literacy development in students first language Djambarrpuyŋu, bridging English language and literacy skills to deeper levels of academic understanding and proficiency. To this end, classrooms are a working partnership between Yolŋu and Balanda teachers. Numeracy Programs include a strong emphasis on real life, directed investigations in the Mäpuru living and working context. Teachers are utilizing the Talking Namba resources and finding them most valuable. Note: The term Assistant teacher is not used at Mäpuru. Instead we refer to our co- teachers as Yolŋu teachers, a respectful term acknowledging the depth of knowledge and experience these teachers bring to their classroom practice. Mäpuru s Yolŋu teachers do much more than assist the teacher. They are expert teachers in their own right, teaching the non- Indigenous teachers and striving to complete formal teaching qualifications. Stronger Futures National Partnership funding Mäpuru Christian School has been included in the Stronger Futures in the Northern Territory National Partnership ( ). This National Partnership has two funding elements relevant to Mäpuru - Additional Teacher and Quality Teaching. Following on from the Additional Teacher element, Mäpuru Christian School has continued to employ a full-time additional teacher in 2014, which maintains the school as a 2 teacher school. The provision of this additional practitioner is critical to the ongoing progress of students at the school as it provides for more manageable class sizes and academic groupings which better caters for individual student needs. May 1, 2015

56 Parents and community 10 Activity under the Quality Teaching Initiative element has focused on the provision of literacy and numeracy support to target individual learning needs. All teachers have attended systemic professional learning activities pertaining to whole school literacy approaches as well as the moderation of students literacy assessments. The use of ICT pertaining to literacy and numeracy programs and catering to individual student progress was a feature of on-site professional learning at Mäpuru in This activity was particularly focused on the use of ipads in aiding best-practice teaching and learning. Appropriate professional development activities to support the meaningful integration of ICT in the classroom was also a feature at the school in Indigenous staff have continued to be formally trained, as well as mentored, supported and included in professional development activities, and this will continue to be a feature of QTI activity into the future. In 2014 Mäpuru Christian School submitted an Expression of Interest in the Teacher Housing element. This is currently being assessed by a Priorities Committee and funding will be determined and prioritised on a needs basis over the next 5 years. Preschool Preschool students are integrated into the Primary class activities. Standardised Testing Students took part in NAPLAN testing. The result were not statistical reliable because of the small sample size. More information is available form the Myschool website Pastoral Care and Well-being Programs Mäpuru Christian School adheres to the policies and protocols of NT Christian Schools regarding pastoral care. The Yolŋu teachers represent the diversity of households at Mäpuru. Under the wisdom and guidance of the three community matriarchs, these teachers communicate daily with families about their children. In reality, the entire school community is family, non-indigenous teachers as well. It is a very close community where there is an abundance of care and acceptance, and open communication. Because of this, pastoral care and well-being form an integral part of the entire school day at Mäpuru Christian School. Parents and community Mäpuru consists of nine households. The Yolŋu teachers are drawn from three of these. Mäpuru Christian School is making every attempt to include adults from all households whenever further paid work is available through our afternoon electives and school maintenance programs. Family members are very keen to be involved. Mäpuru Christian School has representation (and sometimes 100% of adults) from every May 1, 2015

57 Finance and facilities 11 household at every school council meeting and school assembly. Parents continue to express their joy at the reading and writing progress their children are achieving. Elders are enthusiastic to share their knowledge of histories, ancestries, country, languages and their journeys with God, and to have these documented and included in the school s literacy programs. We only have to ask for help and our Elders are at the school or our homes ready and responsive. During 2014, these Elders and Mäpuru community led a seven day whole community excursion, as a research project to enable deep level learning for our students. This resulted in the strongest reading and writing performance by students in the short history of our school. It also resulted in school community cohesion, personal and community pride, resilience and tangible excitement about the interaction of culture, literacy and schooling. Students displayed an increased enthusiasm for all learning, both in school and engagement in school and community life. Finance and facilities Income received in the 2014 calendar year is listed below. Private $5,887 Recurrent $1,020,447 Capital $343,800 Capital improvements to the school over the past 12 months include the following; concrete basketball court 1 set of stainless steel cupboards and benches: These expand our 'verandah kitchen' which is an applied literacy and numeracy, alongside, health, food preparation and butchery area Maintenance and repairs included: - insulating, lining and installing fans on the verandah kitchen roof The school buildings consist of two blocks. The current condition of school buildings and facilities is as follows; Block one, built in 1990, has now been repaired to a reasonable standard. In 2015 fly & security screening will be upgraded Block 2 built in 2007, is in good condition. May 1, 2015

58 School self-assessment 12 A student toilet block was included in the 2007 building program which consists of a male and female section containing a single pit toilet and single shower room each. This is in good condition. One 3 bedroom house for teacher accommodation is in excellent condition. One 1 bedroom house for teacher accommodation is in excellent condition. Capital for expanding teacher housing to allow for employment of a balanda teacher with a family has been applied for under the Stronger Futures Teacher Housing program. School self-assessment Mäpuru Christian School has continued to focus on the key areas in the School Improvement and Renewal Framework of Community and Culture and Teaching and Learning. Selfassessment in the areas of Leadership and Christian Identity have been completed in Community & Culture Activity continues to take place in developing governance and engagement strategies to ensure community members are strongly included in decision making processes regarding curriculum, new projects and school infrastructure needs. The embedding of local cultural knowledge and values into the school curriculum is continuing. Teaching & Learning Mäpuru Christian School continues to be supported in the implementation of the Australian Curriculum, with a particular focus on catering to multi-age year levels. Appropriate assessment tools for speaking, listening and numeracy continue to be developed. An ongoing focus for the school is supporting students with English as an additional language/dialect and developing appropriate reporting mechanisms for students in this area. Another strong focus for Mäpuru Christian School is the training and development of Yolŋu teachers in their Education Support certificate courses. May 1, 2015

59 Endorsement 13 Endorsement This report is endorsed by: Linda Miller Principal, Mapuru Christian School Debra Twartz Chief Executive Officer, NT Christian Schools May 1, 2015

60 Nhulunbuy Christian College Annual Report 2014 grow is wisdom : serve others : change the world Location: Nhulunbuy Postal: PO Box 621 Telephone: Fax: [email protected]

61 Nhulunbuy Christian College Annual Report 1 Contents Vision and Mission Statement...2 Principal s Statement...3 School Profile.4 Staffing Information (FTE)... 5/6 Highlights of the School Year...6 Teaching and Learning...7 Parents and Community...8 Parent Survey.9 Finance and Facilities...10 Summary.11 Endorsement...11 May 2015

62 Nhulunbuy Christian College Annual Report 2 Vision Statement The vision statement of NT Christian Schools is, we desire to be a Christian community, learning together to live life as God intended, offering hope for the world. Mission Statement To partner with parents in providing an education that honours Jesus, is academically rigorous, develops character and promotes healthy relationships. We want our students to grow in wisdom, be empowered to serve others and make a difference in the world. grow in wisdom serve others change the world May 2015

63 Nhulunbuy Christian College Annual Report 3 Principal s Message Nhulunbuy Christian College continues to shine a light of hope within the Nhulunbuy community was a year of changes yet our school experienced a season of growth. The College continued to steadfastly and passionately define itself as a welcoming place where excellent Christian education is offered to all families in the small East Arnhem community of Nhulunbuy. The College went through uncertain times with curtailment and eventual closure of the RIO operated refinery in Long standing staff of NCC were affected and so were many of the families enrolled in our school. We said too many goodbyes to beautiful families throughout the year. Leadership changes in 2014 added to the mix of complexities; but despite seemingly huge struggles, the College did not waiver. The College became even more committed to cherishing every single student in its care. NCC became (and continues to be) a beacon of light for all. Our College actually grew in numbers in 2014 as new families arriving in town sought out the college for their children. Other families already in town began assessing their options. Marking 15 years of Christian Education in Nhulunbuy in September became a highlight of the school calendar! Parents, students, families and staff worked collaboratively in creating a day to acknowledge, reminisce and remember the past. It was also a day to celebrate and get excited about what lay ahead. It was (and is) a time to give thanks for the great things that happen at NCC. I am continually in awe of the amazing people that make up the NCC community. In 2014 parents played a significant role in our school. It was a delight to see parents running events at our sports carnivals, being present in classrooms and lifting up the College in actions and words. The 2014 NCC staff should also be praised. They were a committed team who were gifted in so many ways. Everyone was energetic, positive, dedicated and faithful to their work. There were so many opportunities for learning, growing and making new friends in Students importantly felt loved and in turn encouraged and accepted each other. It was exciting to see the students participate in whole school events. What a delight it was to watch little Transition students partner with Year 9 students in races and events at our carnivals! 2014 was a year for memory making for all of our students. As we look forward to 2015 we smile. We are extravagantly loved by our God and for this we celebrate! Yours in Christ Lara Hvala May 2015

64 Nhulunbuy Christian College Annual Report 4 School Profile Total enrolments 190 Girls 110 Boys 80 Full-time equivalent enrolments 190 Indigenous students 2% Language background other than English 12% Student attendance rate 94.8% Figures above are taken from the 2014 August Census data. Non-attendance is not a significant concern at NCC. Whenever a student is absent, contact is made with the parents during the morning of absence. Chronic or unexplained absenteeism was not an issue in There were no critical incidents that impacted the College in May 2015

65 Nhulunbuy Christian College Annual Report 5 Staffing Information (FTE) Staffing Profile Qualification if Full-time Term/FTE Principal Russell McKane Bachelor of Theology Grad Dip Ed Dip Applied Art Post Grad Dip Christian Studies Post Grad Dip IT Principals Advisory Group/Teac hers Anthony Collier Lisa Piper Bachelor of Education Bachelor of Arts Bachelor of Education Teaching Staff Lara Hvala Bachelor of Theatre 1.0 Bachelor of Education Michael Vos Bachelor of Education 1.0 Tracy Pickford Bachelor of Education Early Childhood Desarei Stanaway Bachelor Education 1.0 Anne Fourie Dip Ed (Sen Prim) + Dip 1.0 Spec Ed (Rem Ed) Rachel Stockley Bachelor of Education 1.0 David Holmes Bachelor of Education 1.0 Sarah Bambery Bachelor of Education 1.0 Anthony Collier Bachelor of Education 1.0 Kylie Farnsworth Bachelor of Education 0.8 Joanne Duncan Bachelor of Arts 1.0 (Humanities) Bachelor of Teaching (Secondary) Sarah Hayman Bachelor Science 1.0 Masters in Teachers Carmel Gynell Rebecca Thomson Bachelor of Education Bachelor of Education.2.8 Kelly Dare Bachelor of Education.4 Rebecca Thomson Bachelor of Education.8 Learning enhanceme nt support staff Terese Marchesi (LE Coordinator) Bachelor of Social Science 1.0 Esther Rika (TA) 1.0 Christie Giles (TA).5 Kylie Whyte Cert IV in Graphic Design 1.0 Caren Erasmus (6 months) Cert IV in Travel 1.0 Shontelle Adams (6 months) 1.0 Sandra Brazier Dip Library and.5 May 2015

66 Nhulunbuy Christian College Annual Report 6 Information Services Office and support staff Graeme Dun Associate Diploma in.2 Farm Management, Horticulture Rob Aston.2 We employed no indigenous staff in All teachers have a minimum of four years training and are registered with the NT Teacher Registration Board. Highlights of the School Year The College runs a whole school elective program every Friday afternoon. This program creates opportunities for students across year levels to work together on various projects, including photography, gardening projects, cooking, singing and cultural studies. Serving others and giving to our local and global communities is something we endeavor to promote. Students participated in a Community Day of Service, working around town to plant gardens, clean up and cook for various organisations. NCC also participates in a number of fundraising causes. We proudly target the majority of our fundraising efforts towards supporting The School of St Yared in Ethiopia. In 2014 we enjoyed Reading Under The Stars, Book Week Parade, Crazy Hair Day, Year 5 Sleepovers, Sports Carnivals, Bike day, Interschool Sports and a Year 6-10 Camping Program, Indigenous Artist in Residence Program, Athletic and Swimming Carnivals. Pancake Breakfasts and Morning Teas for parents further enhance the educational experience for the students and involve all families. May 2015

67 Nhulunbuy Christian College Annual Report 7 Teaching and Learning The most significant development in the teaching and learning programs at NCC was the introduction of a Middle School Coordinator, Upper Primary Coordinator and Lower Primary Coordinator. With leaders in these three areas, planning became a team effort and a collaborative and exciting way of working. Essentially with team planning, more ideas have grown. In 2014, NCC staff also participated and contributed to curriculum meetings with other colleagues at NT Christian Schools around the state. This has been positively received as a way of sharing ideas with others and energizing our practice. All staff participated in the OVER THE TOP conference in Darwin in July. This conference accommodated all staff from our 9 schools and everyone participated in professional development sessions relevant to their sections. Our classrooms are inviting spaces and it has been great to see some consistency of programing in the Primary School throughout The introduction of an early primary phonics program in our lower classes continues and teachers participated in training throughout term 1. A primary school Christian studies program was introduced with success and all teachers followed the imaths program. The whole school homework club continued through the year as well. The 2014 expansion of our learning support team particularly the appointment of a full time coordinator, resulted in significant strengthening in this area of College life. We are now able to give more attention to students who struggle with learning. In 2014 we continued our connection to the Kids Matters framework to ensure NCC remains a positive learning community where students at any level can access learning. Our school was ranked in the top 10 of schools in the Northern Territory for 2014 NAPLAN results. Only two schools outside the Darwin region, including ours, had above average scores. For information regarding proportion of students meeting national literacy and numeracy benchmarks for their year at 3, 5, 7 & 9 and for changes in benchmark results from previous year by % point change please see My School Website May 2015

68 Nhulunbuy Christian College Annual Report 8 Parents and Community Nhulunbuy Christian College is a big family in a small close knit community. We therefore take great delight in travelling on a journey with all parents and students every day and see it as a huge privilege. Parents are the primary educators and it is crucial that the College partners with them in the education of their children. Communication is paramount and we are fortunate to have a very involved parent community. Sports days, camps, small group reading sessions, class and library support are some of the ways parents contribute. We have a structured P&F group who run the canteen, the annual market/open day and a host of other fundraising and community events. We also have a College council who helped guide, support and hold up the college throughout May 2015

69 Nhulunbuy Christian College Annual Report 9 The following questions and graphs are excerpts taken from our annual parent survey: This survey was based on 28 families submissions. May 2015

70 Nhulunbuy Christian College Annual Report 10 Finance and Facilities Income 2014 Private income: $816,926 Recurrent Government income: $2,070,857 Capital Grants: $52,500 During the course of 2014 the only significant change to facilities was the addition of a roof/shade area over the handball courts. This was a combined Parents and Friends and RIO initiative. With additional students in 2014 we needed to move the Year 6 class into a room adjacent to the staffroom. We have also utilized other rooms in the library for Middle School homeroom and classes. There is no significant capital improvements planned for An overhaul of the watering system will need to be prioritized for Buildings are in excellent condition and the College grounds are picturesque. May 2015

71 Nhulunbuy Christian College Annual Report 11 Summary 2014 concluded with the departure of many families, staff and Principal from our school community. Whilst the impact of this is yet to be determined, our future still looks amazingly positive. New jobs are being created in town and those that are still living in Nhulunbuy are passionate about making it work. As we welcome new families and new staff at NCC, there is a strong message of hope. Endorsement Please sign and return Lara Hvala Principal Michael Beath School Council Chair Debra Twartz Chief Executive Officer, NT Christian Schools May 2015

72 Palmerston Christian School Annual Report 2014 Location: 50 Waler Rd Marlow Lagoon Palmerston NT. Postal: PO Box 113, Palmerston NT 0831 Telephone:

73 Vision Statement 1 Vision Statement The vision statement of NT Christian Schools is, We desire to be a Christian community, learning together to live life as God intended, offering hope for the world. The mission of Palmerston Christian School, To serve Families through the process of nurturing and educating children in an environment where Christ is central, thereby enabling them to be the people that God has called them to be. Principal s Message The year of 2014 was marked as a year of change. Lubka Gaitt started in the role of primary team leader in January. Another leadership change occurred at the start of term 2. Ken McAllister replaced Andrew Manning as Principal. The most significant structural change was the school opening its doors to the new Early Learning Center, Kingdom Kids. Kingdom Kids started with 11 students and enjoyed steady and increasing enrolment throughout the year culminating with over 30 families enrolling their children in Kingdom Kids during The opening of Kingdom Kids added an additional member to the school leadership team in May when Matty Van Drempt started as the Kingdom Kids Director. Whilst enrolment has significantly increased in Kingdom Kids the enrolment From Transition to Year 9 has remained steady. Staff turnover has been very low with one primary teacher leaving at the end of There is a positive and welcoming climate in the school with a strong commitment to our strong sense of school community. This sense of community gives the school a friendly atmosphere and is often referred to a family atmosphere that pervades the community. The School Council remains stable whilst welcoming 2 new members in The Council does a great job of leading the school with a heart of service and commitment towards every member of the school community. The projections for 2015 are positive. The Early Years and Primary are expected to see consistent growth and stability respectively while the Middle Years continues to nurture young people in a Christ centered education. Palmerston Christian School continues to be a unique school in Palmerston where we serve families through the process of nurturing and educating children in an environment where Christ is central, thereby enabling them to be people that God has called them to be. The school has come a long way over the past 26 years and continues to stand proudly as a Christian School in Palmerston. In 2014 the school has started planning for new buildings. This process has meant we have reflected upon our values and goals particularly as a staff and in the council meetings. Discussion and reflection regarding future plans have focused on the desire not to grow too big and loose our strong sense of community. As we contemplate possible future growth our, sense of community, identity is highly valued and to be nurtured as a school value.

74 Principal s Message 2 The Year 10 program moved into its third year of operation in Having been successfully operating for 2 years, the Year 10 program is establishing itself as an important part of the educational journey for students. It has been a blessing collaborating with the Northern Territory Christian College to enable this to happen and for Palmerston campus students to take advantage of some subjects on the Marrara campus while some Marrara Christian College students travelled to the Palmerston campus. Having a Year 10 class of the Northern Territory Christian College based on the Palmerston Christian School Campus enables families to access senior schooling on the Palmerston campus. The school year of 2014 was another successful year in the growing story of Palmerston Christian School. The NT Christian School Board, The Palmerston Christian School Council, the school executive, teachers and school staff have partnered with the school community ensuring a well-managed school, thriving in a close-knit community, where every child is valued. Kenneth McAllister

75 Contents 3 Contents Vision Statement... 0 Principal s Message... 1 Contents... 3 School Profile... 4 Staffing Information... 6 Highlights of the school year... 8 Teaching and Learning... 8 Parents and community Finance and facilities School self-assessment Endorsement... 13

76 School Profile 4 School Profile Primary Transition Year 1 Year 2 Year 3 Year Year 5 Year 6 Total 4 Age M F M F M F M F M F M F M F M F Total SWD Indigenous (201 4 DEEWR Census Report) Secondary Year 7 Year 8 Year 9 Total Age M F M F M F M F Total SWD Indigenous (2014 DEEWR Census Report) Average student attendance Primary School: 94.4% Secondary School: 91.4% Whole School: 92.7% (DECS Validation Report 3/12/2014) Student attendance is recorded twice a day. In the event that a student is not present and cannot be accounted for, parents are contacted by the office to notify them of their child s absence and to ascertain the reason for their non-attendance. Critical Incidents We are blessed in that there have been tough times for a number of families there were not critical incidents that have taken place over the past 12 months that have had a significant and lasting impact on school operations.

77 School Profile 5 One incident did involve a teacher who had a heart attack at school. He has since made a full recovery and continues to teach full time since his recovery. Another incident involved a parent having a heart attack a kilometer from school after riding with his children to school. Another passing parent called emergency services and rendered lifesaving first aid. This parent has also fully recovered. One of our parents died after a battle with cancer. We continue to support this family as they adjust to this loss.

78 Staffing Information 6 Staffing Information Position First Name Surname Qualifications FTE Teaching Staff -whole school Principal Ken McAllister Batchelor of Arts (Education) 1 Special Education Annette Kent Bachelor of Education 0.8 Relief Teaching Sonia Van der Aa Master of Arts, Dip. ED 0.2 Library Chris Macrides Bachelor of Education 0.8 Primary School Transition Gweny Thomsen Batchelor of Education 1 Year 1/2 Monique Manning Batchelor of Education 1 Year 1/2 Ashlee Kirkham Bachelor of Arts, teaching and learning. 1 Year 3/4 & Primary Leader Lubka Gaitt Masters of Education 1 Year 3/4 & Language/Culture Jasmine Shawel Batchelor of Education 0.8 Year 3/4 Penny Dempster Master of Ed Studies 1 Year 4/5 Claudine James Higher Diploma in Education 1 Year 5/6 Megan Kennedy Bachelor of Arts, teaching and learning. 1 Middle School MS Team Leader/Tech/PE Graham Baggs Bachelor of Arts, Dip Ed 0.8 Year 7, Maths/Yr 8 English Jill Carter Masters, leadership and management 0.8 Year 7/8, English/Electives Amy Taylor Bachelor of Education 0.8 Year 8, Yr 7 & 8 Electives Ana Abbott Bachelor of Education 0.6 Year 9, English/Music/Electives Cathy Smith Master of Education 0.4 Year 10 Carol Basil Masters of Philosophy in Physics 0.5 Science/Tech/Electives Richard Carter Masters in Educational Studies (ICT) 0.9 Maths/Electives Rob Armstrong Bachelor of Science 0.8 Music/Art Kirsty May Diploma in Fine Art 0.8

79 Staffing Information 7 Position First Name Surname Qualifications FTE Early Learning Centre ELC Director Matty Van Drempt Dip. Ed Early Childhood 1 ELC Assistant Teacher Tracey Cordukes Cert 3 (Working toward Diploma) 1 Day Care Teacher Josephine Sullano Cert 3 (Working toward Diploma) 1 ELC Assistant Teacher Katie Herweynen Cert ELC Assistant Teacher Stephanie Donnan Cert 3 (Working towards) 1 ELC Assistant Teacher (casual) Emiliya Stoyanova Cert 3 (Working towards Casual ELC Assistant Teacher Desiree Johnson Bachelor of Early Childhood Casual School Support Staff Admin/Registrar Chris Kirkham 1 Admin/Reception Kathryn Brimblecombe 1 Admin Margie Carroll 0.6 Admin Coryn Schatz Casual Maintenance Officer Paul Vaatstra 0.6 Caretaker Janelle Fisher 0.2 School Chaplain Di Jackson 0.4 TA/ISA Kathy Guy 0.8 TA/ISA Edi Armstrong Casual TA/ISA Kylie Koeford 0.2 TA/ISA Lara Kershaw 0.8

80 Highlights of the school year 8 Summary of all staff qualifications: 1. All teachers have a minimum of four years training and are registered with the NT Teacher Registration Board or have received permission to teach from the NT Teacher Registration Board based on other qualifications and experience. 2. To the survey includes both teaching and non-teaching staff. Highlights of the school year The highlight of the school year was the opening of the Early Learning Center. The largest community event was the Fun Day which ended in a movie night. There were many other highlights for students to enjoy such as the whole school athletics carnival and the whole school swimming gala. The Primary Choir lifted its profile again this year by participating in a number of community events as well as taking the opportunity to perform as often as possible just for the fun of it. The choir has established itself as an important part of the school community and is in increasing demand. The Outdoor Education Program continued with the following year levels heading off to a variety of destinations.

81 Teaching and Learning 9 Year 3&4 Camp at school. Year 5 Territory Wildlife Park Year 6 Riyala Year 7 Kakadu National Park Year 8 Litchfield National Park Year 9 Larapinta Walking Track, Alice Springs Mothers of Preschoolers (MoPS) A support group for Mothers in the wider Palmerston community with preschool aged children continued to be hosted at the school. Students are involved in the care of the Moppets (children below preschool age) under the supervision of the adult carers. This is just one of the ways students are encouraged to serve in the community. The support of mothers is an important part of the school s mission to support families, particularly in a community where mothers often do not have access to the support of extended family. The Thanksgiving Service was again a highlight. Run at the Darwin Convention Center, it was a wonderful evening were, as a school community, we not only celebrated the successes, achievements and talents of students across the school, but also recognized the many blessings that the Lord bestowed upon us during Teaching and Learning Teaching and Learning Initiatives: Accelerated Reader Middle Primary and Middle School. Reading Eggs Lower Primary Literacy initiative Middle School ipad Program School Chaplaincy National School Chaplaincy Program - Australian Government. Kidsmatter and Mindmatter early preparation toward implementation. Ongoing refinement of National Curriculum and Christian World View focused on moderation of assessment tasks Peer Support Program Upper Primary. Outdoor Education Program - Transition Year 9 Introduction of the Early Learning Program including the construction of new early learning facilities, writing of programs and submission of service approval applications. Pastoral Care and Wellbeing Programs: The pastoral care and wellbeing of students is one of the highest priorities of the school. The foundation of the pastoral care of students at Palmerston Christian School is relationship. We believe passionately

82 Parents and community 10 that through establishing positive relationships between students, parents and the school, we are better able to care for students. Beginning with classroom staff, we need students (and parents) to know that we care and can be trusted. From here, with the support of Heads of School through to the Principal, we aim to maintain open lines of communication, consistency in consequences and clarity in decision making. Underpinned by the 4 Expectations of PCS (Respect, Responsibility, Maximise Learning and Service), the culture of the school is actively monitored and maintained to ensure that students are in a school environment that reflects what it is to be a caring Christian community. Key programs, including the Chaplaincy Program and Student Support, work to provide structures and support mechanisms for students and their family to ensure that all students needs are being effectively met and supported. In 2014 select action team members attended Kidsmatter and Mindmatters professional development. Whilst pastoral care and wellbeing of students is a strength at Palmerston Christian School it is believed that these frameworks will enhance our positive school environment. It is anticipated that we will review our wellbeing programs as we implement the Kidsmatter and Mindmatters frameworks as well as building community connections and activating mental health support services when required. Literacy and Numeracy Benchmarks: For information regarding proportion of students meeting national literacy and numeracy benchmarks for their year at 3, 5, 7 and 9 and for changes in benchmark results from previous year by % point change, please see the My School Website The school routinely assess students from year 3 to year 9 reading ability using the Star Literacy tests to inform students placement on the schools Accelerated reader program. Students in Transition to year 2 are tested using the PM benchmarking tool and their reading material is adjusted to match this reading assessment tool. Twice a year all students from Transition to Year 9 are tested using standardized tests. These standardized numeracy and literacy tests are administered in term 2 and term 4 so that teachers and administrators are able to use standardized data to monitor students progress in numeracy and literacy. Parents and community Palmerston Christian School is passionate about the nurturing and education of its students in an environment where Christ is central. The foundation of this is the parents. Parents are a critical part of the nurturing and educational process. Without their support, encouragement and wisdom, the school cannot educate students effectively. Parents at Palmerston Christian School are active in their children s education in a number of ways around the school. From providing regular in-class support directly to teachers and students, to

83 Finance and facilities 11 administrational support, advisory and organizing of committees, the input of parents is generously given and humbly received. The Palmerston Christian School Council is a very important parent group whose responsibly it is to ensure the school is actively seeking to achieve its mission, strategic plans and goals. This group of committed Christian men and women are passionate about achieving what it means to be a Christian school serving the broader Palmerston community. Events like the movie nights, fun days, BBQ s, information evenings, mother s day stalls, father s day stalls, parent teacher interviews, open nights and the end of year Thanksgiving Service, are all examples of some of the many opportunities the school provides to strengthen the partnerships with parents across the year. During the year surveys indicated that: 98% of parents who responded to the survey would typify their overall happiness with PCS as a whole as either happy or very happy. 100% of staff like working at Palmerston Christian School. Finance and facilities Income received during the 2014 school year: Private - $ Recurrent - $ Capital - $ In 2014 the school will opened an Early Learning Center. The renovations of existing building to accommodate this facility began in 2013 and were completed early The cost of the renovation is $ Current conditions of school buildings and facilities: The schools buildings and facilities are all in good condition. Regular maintenance and replacement schedules ensure that buildings and facilities support learning and provide for the safety of staff, students, volunteers and visitors. Regular and timely inspections and certification is carried out to ensure that the school complies with the relevant legislation and government requirements.

84 School self-assessment 12 All shade sail cover was replaced over the playground and the basketball court. This was an expensive repair which was required due to the age of the original shade sails. New shade was erected in the Early Learning Center. School self-assessment During 2014 Palmerston Christian School used the School Improvement and Renewal Framework to investigate the Christian Perspective and Community and Culture. The SIRF program includes surveying community members, parents, students and staff. The data collected is then analyzed by the School Council. The Council then uses the recommendations to amend the Schools Strategic Plan. Christian Perspective The community indicated that they appreciated the Foundation of Biblical perspective in development of curriculum, the culture of faith that is demonstrated by staff who live out that faith in their relationship with students and each other. This faith is also evident in the biblically based curriculum. The School will focus on the active promotion and shared understanding of the College Vision and Mission for the whole community including students, parents and the wider community. The school set as its goals. To support staff in their spiritual growth. To support students in their spiritual growth To develop connections between the school and local churches.

85 Endorsement 13 Endorsement This Report is endorsed by: Kenneth McAllister Principal Palmerston Christian School Jennifer Roberts Chairman Palmerston Christian School Debra Twartz Chief Executive Officer NT Christian Schools

86 Sattler Christian College Annual Report 2014 Location: 15 Sattler Crescent Bees Creek NT Postal: PO Box 1138 Coolalinga NT 0839 Telephone: Fax:

87 Sattler Christian College Annual Report Vision Statement The vision statement of NT Christian Schools is, We desire to be a Christian community, learning together to live life as God intended, offering hope for the world. The vision statement of Sattler Christian College is, Growing in Wisdom; Learning to Love. Principal s Message Sattler Christian College, a campus of NT Christian Schools, is a partnering community striving to live out its vision trusting in a faithful and loving God was a year in which much occurred at Sattler that we can praise and thank God for. The year began with a number of new staff members joining the Sattler team and they each have richly blessed our school community. We are very fortunate to have such a committed and talented staff. This was clearly exemplified when Mrs Rebecca Cholmondeley, our Transition teacher, received the 2014 Teacher of the Year Award at the Teacher Excellence Awards for NT Independent Schools. This was the second year in a row that a teacher from Sattler was acknowledged at these awards, highlighting the excellent quality of our staff. Allan Long (Principal 2014) In 2014 the school continued to value its distinctives. These include being a small and nurturing school community where a holistic approach to education is utilized involving strong and intentional pastoral care of all students. The curriculum of the school maintains an emphasis on essential skill acquisition in areas such as literacy, numeracy and information technology, while at the same time providing for diverse learning styles of students including the creative and performing arts, and lots of opportunities for practical hands-on activities. Strong partnership with parents is a foundational principle for the school and this was reflected in the excellent community events throughout the year. It is a great blessing to be a part of such a committed and inclusive educational community. May 2015

88 Sattler Christian College Annual Report Contents Vision Statement... 1 Principal s Message... 1 Contents... 2 School Profile... 3 Staffing Information... 4 Highlights of the school year... 6 Teaching and Learning... 6 Parents and community... 8 Finance and facilities... 9 School self-assessment Endorsement May 2015

89 Sattler Christian College Annual Report School Profile Sattler Christian College is a small school on the outskirts of Darwin NT. In 2014 there were 140 students from Transition to Year 9. Also on the same site is an Early Learning Centre. We are one of eight campuses of NT Christian Schools. In 2014 the class structure for the school involved a straight Transition class and five multi-aged classes. There were five Primary School classes: Transition Two classes of Year 1/2 Year 3/4 Year 4/5 There were also two Middle School classes: Year 6/7 Year 8/ Student Profile T Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Total Girls Boys Totals % Indigenous Students 7% 5% 7% 12% 17% 4% Student attendance rate 93.3% * Data from DEEWR Census, August 2014 One of the real advantages of being a small school is that all students can be well known and cared for. Student absences are closely monitored and unexplained absences are followed up by a phone call from the office or the class teacher concerned. In 2014 there were fourteen students with diagnosed disabilities enrolled at the school. They were fully integrated in the school and meaningfully supported by staff including a number of teacher aides. There were no critical incidents in May 2015

90 Sattler Christian College Annual Report Staffing Information All teachers have a minimum of four years training and are registered with the NT TRB Staffing Profile FTE Qualifications (Teachers)/Role (Non-Teaching Staff) Teaching Staff Allan Long (Principal) Brenton Bartsch Linda Broad Rebecca Cholmondeley Roslyn Elkington Kirsten Leslie Alexandrea McElroy Stephanie Redgment Madia Schatz Anne Sykes Stephanie Tuisuva Non-teaching Staff Yane Damanik Kathleen Higgins Hayley Holliday Dianne Jackson Anita Jones Bismarck Macabuhay Becky Myers Kimberly O Hagan Mary Vaatstra Paul Vaatstra Early Learning Centre Staff Kirsty Boath Leticia De Guzman Kayley Fry Joanne Wright Master of Educational Studies Grad Dip of Curriculum Studies Bach of Theology Dip of Teaching (Primary) Dip Conservation & Land Management Grad Dip of Lutheran Education Dip of Teaching (Primary) Bach of Education Bach of Health Science Bach of Education Bach of Arts Dip of Education Bach of Education Dip of Teaching Bach of Commerce Dip of Teaching Bach of Education Bach of Education Dip of Teaching Master of Education Bach of Arts/Education Bach of Education Bach of Teaching Teachers Aide Administration Teachers Aide Chaplain Teachers Aide ICT Teachers Aide Reception Teachers Aide Grounds and Maintenance Officer May 2015

91 Sattler Christian College Annual Report Staffing Summary Total Total School Staff (excluding Early Learning Centre [ELC]) Full-time equivalent Total School Staff (excluding ELC) Teaching staff Full-time equivalent Teaching Staff % Indigenous % Non-teaching staff 10 Full-time equivalent Non-teaching Staff % Indigenous 5.5 0% Teacher Qualifications Summary Total % Post Graduate qualifications Bachelor degree or equivalent Other Qualifications 2 18% % 2 18% (NB: Totals can extend beyond 100% as some teachers have more than one qualification) May 2015

92 Sattler Christian College Annual Report Highlights of the school year There were many highlights in It was very exciting when Mrs Rebecca Cholmondeley, our Transition teacher, received the 2014 Teacher of the Year Award at the Teacher Excellence Awards for NT Independent Schools. This award is given in recognition of the exceptional contributions a teacher makes to their profession and their students. Mrs Rebecca (Bec) Cholmondeley is a much loved teacher at Sattler Christian College. Students, parents and staff all appreciate her greatly and praise her without reservation. As the school s Transition teacher she provides a fantastic introduction to the school for students and parents. Her classroom is a place of love, safety, exploration, challenge and growth. She is a wonderful ambassador for the school, for teaching and learning, and for school community life! Bec is always on the lookout for ideas and resources to enhance the students learning, harness their curiosity and imagination, and create dynamic learning activities. Again the camping program was greatly enjoyed by students and provided a number of rich learning experiences, with destinations including Darwin CBD, Katherine, and the Kakadu and Litchfield National Parks. Camps are not easy for most students, in fact they often really challenge students and take them out of their comfort zone. However, the joy in learning comes from facing and overcoming those new challenges, working and sharing together in these learning adventures with peers and teachers, and learning in fresh and real life contexts. A number of our Middle School students competed in the Aurecon bridge-building competition against much larger Darwin schools and to their credit they won the event which was an outstanding achievement. Middle School Students also won a number of awards from the NT Science Teacher Association. May 2015

93 Sattler Christian College Annual Report Teaching and Learning 2014 saw the appointment of an Early Years trained teacher to take on the role of educational leader at our Early Learning Centre (ELC). She has a made a significant contribution assisting the ELC team to better plan, document and deliver a comprehensive and systematic curriculum. Having an Early Learning Centre attached to our Primary and Middle Schools facilitates a wonderful natural flow for children at Sattler from age 3 through to 15. In 2014 there were a number of curricula developments at the school. LOTE (Indonesian) was introduced across the whole school. The soundwaves literacy programme and the swimming programme were extended from the Primary School into the Middle School. The performing arts area was further enriched with more music across the school, including the commencement of a school choir, and the strengthening of the drama and dance programme especially in the Middle School. Again the end of year drama production, Alice in Wonderland, showcased the fantastic and creative learning opportunities that our students have at Sattler. It is much more than learning how to perform on stage. It is also about developing confidence, self-discipline and perseverance, as well as experiencing the challenges and affirmation of working closely together with others to achieve something wonderful and communal. The Middle School Activities Program continued to diversify with all Middle School students having the opportunity to do Textiles, study Indonesian language and culture, and to undertake conservation tasks as volunteers at the Territory Wildlife Park. The school has continued to benefit from Federal funding that has enabled us to employ a part-time Chaplain at the school. The Chaplain supported students and staff especially in times of difficulty while also running, in a proactive manner, programs that enhanced positive relationships and personal well-being. In addition to the work of the school Chaplain, pastoral care of students continues to be a high priority at the school. All staff take a genuine interest in the students and the teachers in particular, are conscious of their important pastoral role. This is not only true of the Primary School teachers, but also in the Middle School where a home teacher and a home classroom model is implemented. NAPLAN Results For information regarding proportion of students meeting national literacy and numeracy benchmarks for their year at 3, 5, 7 & 9 and for changes in benchmark results from previous year by % point change please see My School Website May 2015

94 Sattler Christian College Annual Report Parents and community From the inception of the school back in 1996, the partnership between families and the school has been fundamental. It was great to see this continue to be expressed in so many ways throughout One of the distinctives of Sattler is its small but strong community and this has again been well led by a small but strongly committed School Council. They have done this with prayerfulness, faithfulness, vision and servant-heartedness The SCC Council, a group of highly dedicated parents, continued to play a pivotal role in the governance of the school. Apart from their usual council meetings they also held a number of open council meetings which provided a valued forum for other parents to share ideas and ask questions. There were a number of activities involving school families and staff working together. Events such as the Mothers Day and Fathers Day breakfasts were special times for the school community that further fostered the beautiful community spirit and family nature that is part of Sattler. A significant new event was Spotlight on Sattler, which while being essentially an event for our own school community it also served as an excellent opportunity to share our school with others. Parents also regularly attend school assemblies, and come along to support their children and assist at sporting carnivals, excursions and camps. The Primary School Celebration evening and the Middle School production were also wonderful events to finish off the year and they were greatly enjoyed by the school community. May 2015

95 Sattler Christian College Annual Report Finance and facilities Income received by Sattler Christian College in the 2014 year is listed as follows: Private Income $482,922 Recurrent Government Income $1,524,022 Capital Grants $79,800 The school has a beautiful bush setting and the buildings have been constructed and located in a manner that enhances and compliments the natural environment. In 2014 the main capital improvement was the extension of the Early Learning Centre which is now registered to take an increased number of children. The extension included an additional learning space, an entry foyer, and an office area. The ELC is looking fantastic now and there was also an expansion and development of the ELC playground as part of the project. The other significant capital improvement was the modification of the central area of the Library to create a larger assembly and performance area. There are no major capital works planned for The general condition of school buildings and facilities is quite good. The oldest buildings are 19 years old but even these are of solid construction and sensible design for the Northern Territory with wide verandahs. Students throughout the school have excellent access to computers with group sets of laptops or ipads in the Primary school, and a 1:1 ipad program in the Middle School. Each classroom in the school also has either an interactive whiteboard or big screen television which maximizes the use of ICT across the school. May 2015

96 Sattler Christian College Annual Report School self-assessment Each year the school undertakes a cyclic review of its six aspects of school health and functioning using a School Improvement and Renewal Framework (SIRF). The six areas are: 1. Christian Identity 2. Leadership 3. Teaching and Learning 4. Pastoral Care and Wellbeing 5. Community and Culture 6. Finance, Facilities and Resources The school community, staff and parents together, are involved in a process of collecting information, reflecting on the life and direction of the school, and formulating goals for the future in line with the vision of the school. SIRF recommendations for Sattler Christian College (SCC) developed in 2014 were as follows: (Area 2) That the SCC Leadership continue to explore: (i) Possible Involvement of leaders from local churches in the devotional life of the school (ii) Fostering or facilitating parenting programmes (Area 3) That SCC make it a high priority to continue to: (i) Develop and implement curriculum in a Christ-centred way in all curriculum areas (ii) Explore ways to address learning delays in Literacy and Numeracy throughout the school (iii) Explore ways to involve students more in self-assessment, shaping or choosing aspects of the curriculum, and extension opportunities. (Area 4) That SCC continue to: (i) develop and update the documentation of its policies related to this area, (ii) clarify the T to 9 curriculum continuum related to personal development, health and wellbeing, (iii) explore and convey to the school community information about related external services available in this area. (iv) explore restrengthening peer support for students including the Buddies program (v) clarify the place of Kidsmatter in the school and associated training for staff (Area 5) That SCC: (i) update the Student Wellbeing and Discipline Policy, (ii) continue to explore how to develop the school curriculum with culturally rich experiences, (iii) continue to explore how the school might better acknowledge the traditional owners of the land. (Area 6) That SCC: (i) explore and target ways to generally increase enrolments, with a particular focus on strengthening the intake at Transition. (ii) continue to clarify and document a plan for the educational use of ICT at the school. (iii) continue to explore more ways that the school might improve its environmental stewardship. May 2015

97 Sattler Christian College Annual Report Endorsement This report is endorsed by: Allan Long Principal Sattler Christian College Jolanda Watson Council Chair Sattler Christian College Debra Twartz Chief Executive Officer NT Christian Schools May 2015

98 Woolaning Homeland Christian College Annual Report 2014 Location: Lot 1888 Litchfield Park Road Postal: PO Box 173 Batchelor 0845 Telephone: Fax:

99 Vision Statement 1 Vision Statement The vision statement of NT Christian Schools is, We desire to be a Christian community, learning together to live life as God intended, offering hope for the world. WHCC VISION: To be a Christian community, learning together to live life as God intended and offering hope for the world. WHCC MISSION: In response to God s call on the lives of its members Woolaning Homeland Christian College strives to be a Christian community offering hope to indigenous youth. With a motto of Learning to Live Living to Serve Principal s Message A highlight of 2104 was the whole College Camp held in Kakadu National Park. The boys started off from the southern entrance and the girls from the northern entrance, we met together on day 2 of the camp at the Mardugal campsites for a slide show presented by the rangers. Students completed the Nourlangie walk and walked through the Wadadjan Cultural Centre and Bowalie Visitor Centre. In 2014 Woolaning introduced a new class for students in preparation for senior years. The year 10 class enabled the teaching team to identify students who were progressing well in their class assessments and have a literacy and numeracy levels closer to age appropriate standards. Education is a live and changing environment with Woolaning seeking to encourage students to become lifelong learners. Our College motto of Learning to Live, Living to Serve articulates the ethos of the College as we endeavour to teach students the traditional 3 R s of Reading Writing and Arithmetic as well as how to live. The boarding program at Woolaning facilitate the learning of life skills such as meal preparations, house cleaning and important interpersonal skills while living together in community. We want students to take their skills that they learn at Woolaning and be a part of their community whether in their home community or elsewhere. Murray Hair May 2014

100 Contents 2 Contents Vision Statement... 1 Principal s Message... 1 Contents... 2 School Profile... 3 Staffing Information... 5 Highlights of the school year... 6 Teaching and Learning... 7 Pastoral Care and Wellbeing Programs... 9 Parents and community... 9 Finance and facilities School self-assessment Endorsement May 2014

101 School Profile 3 School Profile Woolaning Homeland Christian College is a boarding college for indigenous students from remote communities where education is not suitable or unavailable for their needs. The College has a total of six Family Group Homes (three girls houses and three boys houses) which can accommodate up to 12 students each. For educational purposes, students are grouped into four different classes. Although students are graded at age-appropriate year levels, in order to best cater to the range of academic needs the College offers an all girls and all boys foundational classes for students who are still developing their literacy and numeracy skills. A Year 10 (equivalent) class and Seniors class are also offered. The College has only Indigenous students enrolled and no diagnosed Students With a Disability were enrolled at the College in A total of 47 students were enrolled at Woolaning Homeland Christian College during the Commonwealth Census in August A total of 59 students were enrolled at Woolaning Homeland Christian College during the Commonwealth Census in August A complete profile of student, gender and year level is provided in the table below. Full-time Indigenous Students by Year level 2014 Education Level Male Female Total Year Year Year Year Year Year A summary of average student attendance is provided in the table below and is based on the NT Department of Education, Enrolment and Attendance collection #5 August Census Middle Senior Total Total Enrolment SWD Indigenous only 100% 100% 100% Attendance Rate 79.7% May 2014

102 School Profile 4 Non-attendance at the College is managed with the support of Indigenous liaison worker, Teacher Assistant, contact with the house parent and communication with student family. Families are contacted when students fail to come to school at the start of term. This allows the College to enquire what reasons are preventing students attending school and attempts to arrange transport are facilitated. There may also be staff visits to communities to follow up students who we are unable to contact through any other means. The school based Chaplain also assists with family contact and provides supervision with time out activities. Woolaning also encourages family members to come and stay at the college to assist their students to settle in or with home sickness. No critical events took place at the College in May 2014

103 Staffing Information 5 Staffing Information All teachers have a minimum of four years training and are registered with the NT Teacher Registration Board. Staff members FTE Staff members FTE Murray Hair 1.0 Marlene Saylor 1.0 Robyn Hair 1.0 Reg Saylor 1.0 Bronwyn Bray 1.0 Paul Redmile 1.0 Brad Bray 1.0 Jennifer Redmile 1.0 Marian Quinn 1.0 Derrick Hooper 1.0 Jenny Cole 1.0 Julie Hooper 1.0 Isaac Kungul 0.8 Vera Walker 1.0 Melissa Sams 1.0 Michael Walker 1.0 Jayme Kot 1.0 Harry Cockburn 1.0 Augustine Kot 1.0 Patricia Cockburn 1.0 Phillip Greenshields 1.0 Wendy Tony 1.0 Pauline Greenshields 0.8 Henly Taka 1.0 Kylie Greenshields 1.0 James Cole Casual Luke Greenshields 1.0 Dallas Mugurra Casual Nadine Greenshields 1.0 Matthew Griffin 1.0 Mr Parry 1.0 Renee Griffin 1.0 Simon McKee 0.4 Barbara Graham 1.0 Emily Quinn 1.0 Ian Graham 1.0 Teachers Qualification University Year Bradley Bray BA Dip Ed Grad Dip University of New England University of New England NICE Bronwyn Bray BA/Grad Dip Grad Dip University of New England NICE Murray BA Learning Management Central Queensland University 2008 Hair Robyn Hair Jennifer Cole Marian Quinn BA Nursing Grad Dip Ed Master of Ed (Leadership) Dip Ed (Primary) BA Ed Adv Cert Office Admin Grad Cert Early Reading Intervention BA/Grad Dip Grad Dip Ed Master of Ed Northern Territory University Northern Territory University Queensland University of Technology Australian Catholic University Australian Catholic University Gordon Institute of TAFE University of Melbourne University of Newcastle University of Newcastle University of Tasmania % of 2014 employees identify as indigenous May 2014

104 Highlights of the school year 6 Highlights of the school year Litchfield National Park what better place could there be for an indigenous education facility. Students participated in regional Sports Days with Batchelor Area and Daly River St Francis Xavier schools, with each school taking turns to host the days. Students also participated in AFL, tennis, and cricket workshops held at the college, and sports days organised with Marrara Christian College. Also a Footy Fun Day was organised by Senior Students to raise money for Kid s Cancer Research. As a boarding school the students are learning from the House Parents in their Family Group Home. With experiences such as, assisting House Parents with house duties/chores, going on excursions to the Katherine Christian Convention provide vital life skills that students need to survive and help Close the Gap between non-indigenous and indigenous education outcomes. With sadness we said farewell to employees, Paul and Jen Redmile who contributed to the lives and education of students at WHCC. The community mourned the passing of their long term Cultural Liaison and Community worker, with attendance at the funeral in April and a Memorial Service at the college in May. The whole college camp at Kakadu was a major event for the year. Students enjoyed the challenge of bush walks into Motor Car Falls and the Barrk Walk over Nourlangie Rock. Camping in tents and enjoying the wonderful environment of Kakadu was a great experience for everyone had challenges unique to the environment we operate in such as student pick up and drop off during the wet season crossing flooded creeks and organising plane travel. In response to ongoing behavioural issues, the college ran a 4 day training programme to refresh college vision and to review discipline and behaviour strategies. It also enabled staff to understand more fully the work of growing young people in this environment. This was rich learning time for everyone. May 2014

105 Teaching and Learning 7 Teaching and Learning There has been continued implementation of the Australian Curriculum in English, Maths, History, Geography and Science. Teachers continue to work on curriculum material to make it more relevant to EAL/D students. This is done with support from NT Christian Schools staff: Catherine Yakutja Jones (Community Engagement Consultant & English as an Additional Language and Dialect (EAL/D) Advisor) and Kathleen Flentje (Curriculum Coordinator - Curriculum, Assessment, Reporting & Resources). We have worked at implementing a more intentional Special Needs program with the appointment of Special Needs Co-ordinator, Jenny Cole, who is working with NT Christian Schools staff member, Karin Davies (Special Education Co-ordinator). Programmes, Class Structure & Behaviour Management Programmed Scope & Sequences for subjects (on a two or three year cycle), which were developed in 2013 and retained for Class structure changed with a new class being established in Term 2. This became possible with a new teacher residing on the College site and being available to implement this class. The new class is a mixed class for students with a higher level of literacy and more independent learning skills able to engage in learning activities in preparation for the Senior Class. This now provides another level of schooling for students to work towards achieving. The first level of intake into the College continues to be boys and girls in separate classes, to enable teaching/learning programmes to be adjusted to meet the needs of each group. Classes continue to be organised according to student's literacy levels to enable more appropriate teaching programmes. There is a continuation of the school chaplaincy programme, and teachers continue to be trained in Restorative Justice practices and strength based approaches to behaviour management. May 2014

106 Teaching and Learning 8 Overview of students moving into the Senior Class: In students moved from the Year 9/10 boys/girls classes to start their Senior class. In students moved from the Year 9/10 class to begin their senior studies. Which they will work towards completing over a 3 year cycle, rather than the standard 2 year cycle. Median score for 9 & 10 students on standardised tests in Semester 2: we use these tests to determine the reading/spelling/maths age of students to guide the development of programmes suited to the needs of each student. They are not given the test to show us what they cannot do at age level. PM Benchmark (Reading test) average age is 8 years NPT (maths test) average age is 7.5 years Year 12 result - 1 student completed the NTCET at the end of the year. School-based Apprenticeships 1 students entered an Automotives Apprenticeship VETiS 2 students graduated with Cert 3 in Children s services through BIITE Post School Destinations One graduate returned to their home, remote community and has been looking for training opportunities in Child Care. The other is employed at the College as a General Administation Assistant. For information regarding proportion of students meeting national literacy and numeracy benchmarks for their year at 7 & 9 and for changes in benchmark results from previous year by % point change please see My School Website Smarter Schools National Partnerships Woolaning Homeland Christian College has continued to receive funding in 2013 under the SSNP banner, in the key reform area of 'Supporting Indigenous Residential Students and Families'. Activities have been focused in the areas of Professional Development for Residential Care Workers and in supporting Family and Community Engagement. House Parents have been involved in PD on managing student behavior in positive ways and in specific induction activities that focus on the distinctives of providing education and care from a Christian perspective. House Parents have also undertaken training in the Cert IV in Residential Care. Opportunities to mentor and support new House Parents with 'on the job' training are continuing to be explored. May 2014

107 Pastoral Care and Wellbeing Programs 9 Specific engagement with parents/community members of remote indigenous boarders have been undertaken, including developing networks between community members and visits by relevant staff to different communities. A 'family day' was held at the College where many of the students' family members spent time at the College seeing how their children live and work in the school and Family Group Homes environments. Pastoral Care and Wellbeing Programs The role of a Chaplain is undertaken by Simon McKee who works with WHCC staff and students to provide pastoral care for students. His activities include, men s business campfire talks with the senior male students, weekly visits to Family Group Homes, and other activities that support students spiritually, mentally, socially and physically. Simon is also able to facilitate prison visits by students to family members who are serving time in goal. Other programs that provide care and well-being for students include - Boys/Girls Health and Wellbeing camps Various after school activities implemented to ensure health and well-being of students - basketball competition/fgh shirts designed and printed Visiting school groups/team were able to interact with students in the class room as well as and run recreational programmes student after school hours. Family and community Our families and the communities where our students come from, play a vital role within our college. It is important for our college staff that we have opportunities to talk with our students families, spend time in their community, as well as at the College. It is an opportunity to develop relationships, and build understanding. We encourage families to come and visit the college where they have a chance to meet their Teachers and House Parents. We had opportunities throughout 2014 to connect with families within the College environment, with family members coming to visit the school and assist in class rooms and Family Group Homes as well as being part of our 2014 end of year celebration. Visits to student s home community are an integral part of relationship building. Through such visits teaching staff and House Parents are able to share with parents the class work and activities being undertaken by their children, and experience what life within community. May 2014

108 Finance and facilities 10 Finance and facilities The completion of Skills training facility boosted the capacity of the College to offer real work skills to students. Up until now, school based apprenticeship training has occurred onsite as part of the College's maintenance/building programme. In late 2014 a student expressed interest in a school based apprenticeship as a motor mechanic. These training opportunities for students continue to provide students with training and skills that they can use back on their home community and prepare them for the mainstream work force if they have some formal training and are "work ready". Two applications to the Block Grant Authority have been submitted for the 2015 round of funding for the upgrading of the smoke alarm system for all buildings and extension of a FGH. Ongoing maintenance projects continue to be undertaken, the bitumen road refurbishment of the road surface around the College and to provide all-weather shelter for the coaster buses used by House Parents to transport students in their Family Group Homes. The grounds and buildings at the College can be described as being in good repair and are generally well maintained income sources are listed below. Private $ Recurrent $ Capital $ School self-assessment A comprehensive independent review of the College was conducted in 2013, using the School Improvement and Renewal Framework. A variety of recommendations across the six key SIRF areas were implemented in 2013 and continue to provide a focus for 2014 and beyond. May 2014

109 11 Endorsement This report is endorsed by: Murray Hair Principal, Woolaning Homeland Christian College Debra Twartz Chief Executive Officer, NT Christian Schools May 2014