Bos Annual Report 2014

ST SPYRIDON COLLEGE

Educational & Financial Reporting

To the NSW Board of Studies, Teaching and Educational Standards (BOSTES)

JUNE 2015

pa

Draft

ii Educational & Financial Reporting\BOS Annual Report 2014

Educational & Financial Reporting\BOS Annual Report 2014

iii

“We promote educational excellence within a caring environment”

At St. Spyridon College we aim to educate our students to take their place in a rapidly changing world with confidence and success.

We endeavour to develop the whole person- strong in mind, healthy in body, endowed with love, faith and compassion, able to make a conscious and positive contribution to the well being of our Australian community.

In this process we strive to provide them with the firm foundations of the Greek Orthodox Faith and Hellenic Ideals.

iv Educational & Financial Reporting\BOS Annual Report 2014

Goal 1 - Rich and diverse educational experiences that aim for

excellence and demand best effort

Goal 2 - A Passport to Global Citizenship for students

Goal 3 - Teachers of excellence

Goal 4 - Strong and dynamic parent partnerships

Goal 5 - College Reputation as a Centre of Excellence

Goal 6 - A safe environment based on sound policies and procedures

Goal 7 - A secure financial future with functional and conducive

buildings and facilities.


v

Policy on Educational and Financial Reporting

St Spyridon College will meet the educational and financial reporting requirements as laid out in the Registered

and Accredited Individual non-Government Schools (NSW) manual.

The College will maintain the relevant data and will comply with reporting requirements of the New South Wales

Minister for Education, Science and Training. This reporting will include public disclosure on the school’s website

of the educational and financial performance measures and policies of the school by the 30th June of the following

year.

Procedures for Preparation of Annual Reports

The Head of College with the Executive Team is responsible for co-ordinating the final preparation and distribution

of the annual report to the Board of Studies, Teaching and Educational Standards (BOSTES) other stakeholders

including parents and the community as required.

The Parish President, with the Parish Executive Officer is responsible for the section on Financial Reporting.

The Head of College will establish and chair the St. Spyridon College Educational and Financial Reporting

Committee. Its Terms of Reference will include:

Identification of appropriate staff members who will be responsible for the collection, analysis and

storage of relevant data for each reporting area and for providing the relevant information to the

coordinator for inclusion in the report

Determination of the specific content to be included in each section of the report and reviewing this

each year to ensure ongoing compliance, relevance and usefulness

Preparation of the report in an appropriate form to send to the Board of Studies

Setting the annual schedule for:

o Delivery of information for each reporting area to the Head of College

o Preparation of the report and presentation to the Board of Directors

o Preparation and Publication of the Report

o Distribution of the report to the Board of Studies, Teaching and Educational Standards

(BOSTES) and other stakeholders

Committee Membership:

Head of College (Chair)

Principal, Senior School

Principal, Junior School

Enrolments Officer

Other Executive staff may be co-opted to support the work of the Committee.

Requests for additional data from the NSW Minister for Education and Training

The Head of College is responsible for coordinating the school’s response to any requests from the Minister for

additional data. The Head of College is responsible for ensuring it is provided to the Board of Studies, Teaching

and Educational Standards (BOSTES) in an appropriate electronic form.

DEST Annual Financial Return

The Parish Executive Officer is responsible for the collection of the relevant financial data and for ensuring it is

provided to DEST in an appropriate form.

vi Educational & Financial Reporting\BOS Annual Report 2014

K – 12 Academic Excellence Student Leadership Assembly 2014

Sue Mayson with award recipients from Year 6 Pearl.

Mr Con Pavlou with recipients of the award for Diligence and

Sustained effort in English.

Mr Elia Economou with award recipients from Year 3 Amethyst.

Mr James Phillips presents The Athena Pallas Award for the study of English

in Year 10 to Demitra Nikas


vii

St Spyridon College hosts the first meeting of the National Greek Orthodox Board of Eduation (GOBE) held on 9th May 2014 chaired by His Grace Bishop Seraphim of Apollonia.

Top Row: L to R: Dr Ladopoulos, Principal St John’s College, Victoria; Mr Hirakis, Principal St Euphemia College, Sydney; Rev. Father Triantafyllou, All Saints Grammar, Sydney; Sue Mayson St Spyridon Parish President, Sydney; Rev. Father Scoutas, St Spyridon Parish Priest, Sydney; Mr Triantafyllou, All Saints Parish President, Sydney; Mr Robertson, Principal Oakleigh Grammar, Victoria Bottom Row: L to R: Mrs Lillis, Head of School All Saints Grammar, Sydney; Mrs Stefanou-Haag, Head of College St Spyridon College, Sydney; His Grace Bishop Seraphim of Apollonia; Mrs Coate, Head of Secondary School St Andrew’s Grammar, Western Australia; Mrs Katsogiannis, Principal Senior School St Spyridon College, Sydney

viii Educational & Financial Reporting\BOS Annual Report 2014


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Contents

SCHOOL POLICY ON EDUCATION AND FINANCIAL REPORTING

SECTION 1: INTRODUCTION

A message from the Chairman of the Board of Governors ............................... 2

A message from our Head of College ........................................................ 3

About our College ............................................................................... 6

SECTION 2: ABOUT OUR STUDENTS

Student Outcomes in Standardised National and Literacy Numeracy Testing ....... 12

Student Performance in State-wide Tests and Examinations ........................... 14

Record of School Achievement (RoSA) ...................................................... 15

Senior Secondary Outcomes ................................................................... 15

Student Attendance ............................................................................ 15

Student Retention of Year 10 to Year 12 ................................................... 16

Post School Destinations ....................................................................... 17

SECTION 3: OUR EDUCATORS

Our Principles as Education Professionals .................................................. 20

Professional Learning .......................................................................... 22

Teaching Standards ............................................................................. 24

Teacher Attendance and Retention Rates K – 12 .......................................... 24

Workforce Composition ........................................................................ 24

SECTION 4: ENROLMENT POLICIES AND CHARACTERISTICS OF THE STUDENT BODY

Enrolment Policies .............................................................................. 26

Characteristics of Student Body .............................................................. 27

SECTION 5: SCHOOL POLICIES

School Policies, Changes and Access ......................................................... 30

SECTION 6: SCHOOL DETERMINED IMPROVEMENT TARGETS

The Seven Strategic Goals ..................................................................... 34

Targets for 2014 ................................................................................. 35

SECTION 7: STUDENT, PARENT AND TEACHER VOICES

Student Voices ................................................................................... 44

Parent Voices .................................................................................... 50

Teacher Voices .................................................................................. 51

SECTION 8: SUMMARY FINANCIAL INFORMATION ................................................................................ 54

x Educational & Financial Reporting\BOS Annual Report 2014

Educational & Financial Reporting\BOS Annual Report 2014 1

SECT ION 1 :

INTRODUCT ION

A message from the Chairman, Board of Governors

A message from the Head of College

About our College

2 Educational & Financial Reporting\BOS Annual Report 14

A Message from the Chairman of the Board of Governors It is my pleasure as Chairman of the Board of Governors, to write this Message. As a long standing

member of the Board of Governors, l have had the good fortune to both witness and contribute to

the growth and development of St Spyridon College over many years. The theme of my message

may be summarised in the following words: "From Strength to Strength". Academic results, the

reputation of our College within the education community, the building and facilities, and the

confidence and conduct of our students give our community cause for pride and inspire us to do

more in the future.

We are pleased that we provide rich and dynamic experiences for our students as they progress

through their schooling. Our students enjoy strong links with academia, through visiting lecturers,

attendance at university expos, degrees in a day programs and other initiatives. The sports

programs whether inter or intra-school, enables students to participate at all levels, depending on

their interests and talent. The arts program has produced some promising young artists, who are

already holding their own exhibitions in some of New South Wales' most prominent galleries.

Most importantly for me, is the proper pride that our students demonstrate in their identity and

their faith. I wish to thank Mrs Stefanou, who in 2002, commenced the Year 10 Good Friday Choir,

to chant the Lamentations in our St Spyridon Church, and the Year 11 boys as bearers of the

Epitaphios, in front 10,000 faithful who participate in this moving service. I thank Father Steven

Scoutas who readily allowed, or rather embraced this initiative, as well as the Parish Committee

for their invaluable support. I thank Father Sotiri Drapaniotis for his contribution over the

years.

Indeed all aspects of our progress have been the outcome of committed and dynamic people working

together for a common cause. I commend Mrs Katsogiannis, Principal Senior School who not only

leads our Senior program, but is Executive Officer to the Greek Orthodox Board of Education, Mrs

Synesios who as Principal Junior School, has already begun to make her mark at the Junior School

with a renewed focus on 21" Century learning initiatives some of which parents had the opportunity

to witness in the inaugural Festival of Learning themed Open Day.

Finally I extend my thanks to my Board, and particularly the immediate past President Sue

Mayson for their support, their diligence in the governance of the school and their contribution

to future works that will enhance our students' access to sate of the art learning spaces and

facilities.

Mr James Phillips Chairman of the Board of Governors


A Message from the Head of College

Based on Address at the K – 12 Awards Assembly–2014

As you are no doubt aware, 2013 was full trials and tribulations. As 2014 commenced, we needed to

stand together and rebuild our faith and energy, and make it a year of healing and of growth. I wish

to thank our two Principals, Mrs Katsogiannis and Mrs Synesios, together with all staff for making this

happen. The smile has returned to the face of St Spyridon College. It is our students, who gave us the

strength and the resilience to bring back the smile. They are the centre of our every waking moment.

We are truly blessed, because they give our life shape and meaning, and we thank you.

So many good things happened this year-not the least of which was getting through the Senior School

Board of Studies Registration and Accreditation inspection with flying colours. Congratulations Mrs

Katsogiannis, Principal Senior School and all teachers. We thank our Bursar and Parish Executive

Officer Mrs Christina Tsaconas, we could not have done it without her. Mrs Synesios, made an

excellent debut in her first year as substantive Principal of the Junior School, showing her focus on

collaborative learning and cutting edge methodologies. Together with her teachers she coordinated

an outstanding Festival of Learning. Congratulations Mrs Synesios.

The heartland of a College is constructed daily, by teachers in their interactions with students. Our

teachers genuinely care about students’ learning and well-being and they have the expertise and

personality to make a difference. We thank all our teachers and educational leaders.

Last year at this event, we said that here at St Spyridon College, we are Strong in our Convictions,

Dynamic in our actions and Ambitious in our Plans. Over the years, the Board and Head, together

with all staff, have developed a series of Strategic Plans, designed to take the school forward. In

2012, in the lead-up to the current plan, we researched and envisioned how our world might be, in

fifty years’ time; when our Kindergarten students-now our Year 2 students, would be 55 years old.

Without the benefit of a crystal ball, we can say with a degree of certainty, that in the 2050’s & 60’s

they will live in a more secular, more individualised, more globalised, more digitalised and

virtualised-and more conflicted world. Our strategic goals aim to prepare our young people to

manage such a world, with confidence and success-by building their capacity to think, to solve

problems, to analyse, to exercise judgement, and to take action.

But all these, of themselves, would be as nothing if our students had no values. A technologically

connected world, wonderful as it may be-cannot protect us from anomy, confusion and despair. At

such times, what sustains us is our faith in God, companionship and compassion, a sense of identity

and a strong sense of belonging. This I believe is what we do best here at St Spyridon College.

This year, through the AIS Education Research Centre, together with Masada College and Rouse Hill

Anglican School, we applied for an $150,000 grant to conduct school based research. We were

successful. The Project is to be known as the “Educational Excellence-A Question of Values” Project.

We are proud to be entrusted with the development of new knowledge for schools across Australia.


This is an outstanding honour. But now the hard work commences - to analyse how and how well we

address values and excellence in our three schools.

The inception of the Appreciating Culture Lectures and Art Exhibitions has been important in building

our school’s reputation. It is my pleasure to announce that our Speaker for 2015 Appreciating Culture

Lecture will be Dr Nicholas Pappas. His many posts of importance include current Chairman of the

South Sydney Rabbitohs Rugby League Club, Board Chairman of the Bank of Sydney, and member of

our own Board at St Spyridon. We look forward to hearing from him in the new year.

We thank Reverend Father Steven Scoutas for all his many initiatives and hard work over the years,

most recently the inception of the Class Liturgy program at the Junior School. We thank Father Sotiri

for yhis prayers, and good works. We express our gratitude to the Parish President Mr Phillips and his

Board, for their leadership. Next year we can look forward to some wonderful developments. New

shade and shelter from the weather is to be constructed in the quadrangle here. The basketball

courts are to be resurfaced. With the support of our outstanding P&F Committee, we will have a

newly outfitted gym here in the SPACe, as well as a newly surfaced oval with artificial grass.

Other items purchased with P&F funds are ultrabook computers for our Junior School, robotics

equipment, outdoor furniture, infants’ toys and support for the sports program. We are very proud to

have the kind of P&F Committee that raises considerable funds for our College – a total of $79,000

for this year to be exact. Significantly the P&F members promote the good name of our school, as

great ambassadors. We thank the P & F Committee 2014 and the inimitable Mrs Anna Stamoulis, for

her leadership of the P&F as President over the last 6 years.

We thank all parents who speak the truth about this wonderful College, and spread the good news of

what we offer. Over 80% of prospective parents join (any) school on the basis of word of mouth

recommendations. It is one thing to see a lovely ad in the newspaper or a nice poster; and quite

another to hear from a parent that this is a good place for young people.

Mrs E. Stefanou-Haag

Head of College

Thank you Anna Stamoulis


Head of College and Principal Prefects’ Lunch 2014

Year 12 Dinner 2014


About our College

Developing the whole Person – Mind, Body and Soul

At St. Spyridon College, we educate our students to take their place in a rapidly changing world with

confidence and success. We endeavour to develop the whole person- strong in mind, healthy in

body, endowed with love, faith and compassion, able to make a conscious and positive contribution

to the well being of the whole community.

Academic performance is strong, with over 90% of Year 12 students continuing to Tertiary studies on

completion of the HSC. To maximise HSC and ATAR results, the College offers scholarships for

University Entrance, Junior School Dux, ACER scholarships for Year 7 and Year 10 entrance, as well as

special programs, such as the HSC Winter Elevate and the Preparing for the Preliminary and HSC

Courses. An excellent range of subjects provides access to three learning pathways: From school to

University, from school to TAFE, from school to work.

The Junior School has a strong Literacy focus, using the Spalding Multisensory Language and Literacy

program. The Preparatory Middle School, leads to successful transition to Senior School studies. As an

IPSHA and HICES member school, we participate in Music festivals, sporting competitions, leadership

and other state-wide cultural activities.

Extensive co-curricular programs incorporate sports, the performing, spoken and visual arts. As a

member of the Independent Sporting Association (ISA), St Spyridon offers students opportunities to

compete at an elite sporting level. We are proud that St Spyridon students have represented the ISA,

the State and Australia, in futsal, basketball, netball, gymnastics and swimming.

Based on two campuses, the College offers technology-rich environments and purpose-built facilities

for Visual Arts, Hospitality, Information Communications and Technology (ICT), Woodwork, the

Sciences, Music, Drama and Sports. The new Sports and Performing Arts Centre is a wonderful

addition to our facilities.

Building Leadership Capacity in every student is the aim of our Pastoral Care program. The four

pillars of 21st Education-learning to know, learning to do, learning to be, learning to live together,

are strengthened by the cornerstone of learning to love. Our students’ community action takes them

from hospices to soup-kitchens, where they develop sensitivity, conscience and a sense of

responsibility for others. They engage with global issues and contribute enthusiastically to

environmental and humanitarian aid programs. They participate in state, national and international

youth forums, where they learn from and contribute to debate on current issues.

The College is situated on the doorstep of the City of Sydney and its proximity to beaches,

universities, galleries, museums and the Harbour makes for a very rich learning environment.


St Spyridon College was established in 1983 and is the first Greek Orthodox College in New South

Wales. Our students come from 20 different cultural backgrounds. We also have an international

students program.

Education’s Higher Purpose

The purpose of schooling is to prepare students to manage futures that, due to rapid technological

and social advances, we can neither pre-empt nor predict. At St. Spyridon College, we do this by

encouraging students to excel in all that they attempt. We provide an education that is academically

rigorous and challenging. We believe that a strong sense of identity and self-worth are the basis for

managing the challenges of life with confidence and success. Our pastoral care instils values that

inspire our students to make a positive contribution to their school and the wider community.

The most distinctive aspect of Hellenic thought is the desire to solve the mysteries of the universe

through a logical and innovative search for knowledge. As a Greek Orthodox school, we believe that

we have a responsibility to promote the concept of a Thinking School. We give our students every

support to fulfil their potential in their Learning Journey K-12.

Our programs explicitly address the four pillars of education as identified by the UNESCO International

Report on Education for the 21st century, “Learning; the Treasure Within’:

Learning to Know;

Learning to Do;

Learning to Live Together;

and

Learning to Be

It is these four pillars that in turn support what we believe is the essential platform for a fulfilling life

and the ultimate purpose of our endeavours here at St. Spyridon College – Learning to Love.

Students need to have a sense of belonging in order to embark on an “inner voyage” where they

develop faith, resilience, sense of purpose and responsibility. In partnership with parents, we

endeavour to make their journey both challenging and joyous.


Affiliations and Memberships 1. Independent Schools Council of Australia (ISCA) The Independent Schools Council of Australia (ISCA) represents the interests of the independent

school sector on a national basis such as in relation to Commonwealth funding and representation on

national policy making bodies. Its eight Member State and Territory Associations of Independent

Schools represent a sector with 1,007 schools and 441,455 full-time equivalent (FTE) students, 13

percent of all school enrolments in Australia. Mrs Stefanou-Haag, Head of College, and Mrs Christina

Tsaconas, Parish Executive Officer, are members of this prestigious National Council.

2. The Association of Independent Schools of New South Wales (AISNSW) The AIS is the umbrella organisation that serves the interests of all independent schools in the State.

It guards the rights of member schools to expound their particular philosophy and also protects the

rights of parents to choose the kind of education they want for their children. The Association

renders advice to member schools on all legal and administrative matters related to education, and

ensures that our school’s voice is heard on significant issues affecting the education of our students.

Mrs Stefanou is on the AIS Employment Relations Committee chaired by Judge Rothman.

3. AIS Research Project Team

This team is responsible for the development of new knowledge on values education, through school

based research within and across three schools of diverse cultures, faiths and traditions – Rouse Hill

Anglican School, Masada College and St Spyridon College.

4. Association of Heads of Independent Schools in Australia (AHISA) Mrs Stefanou-Haag is a member of AHISA. This is the peak body of Independent Schools Heads in

Australia. The N.S.W. Branch meets four times per year. The Association exists as a means by which

Heads may meet for the exchange of information.

5. Greek Orthodox Board of Education (GOBE)

This Board is chaired by His Grace Bishop Seraphim of Apollonias. His members include the Heads,

the Parish President/Board Chairman and a Reverend Father from each College and Parish. Its aims

include the coordination of whole Archdiocese events and the furthering of the interests of all schools

in the sector. Mrs A. Katsogiannis is the Executive Officer of the Board.

6. Heads of Co-educational Independent Schools (HICES) Mrs Stefanou-Haag is a member of HICES. This body provides a medium for providing opportunities for

school participation in leadership training and the organisation of such events as athletics, swimming,

diving, cross-country, music and special ability events.


Mrs Synesios, Principal Junior School is a member of HICES Primary Schools. Mrs Katsogiannis,

Principal Senior School is a member of HICES Senior Schools. In 2014 Mrs Stefanou-Haag was also a

member of the HICES Conference subcommittee.

7. Independent Primary Schools Heads Association of Australia (IPSHA)

The late Mrs Hamer was a member of IPSHA. This forum avails the Junior School Heads with

opportunities to interact at the State and National levels. Benefits for our College include: access to

travelling art displays, participation in music festivals, sharing in sporting and cultural activities, and

development of professional fellowship. Mrs Synesios is a member of the IPSHA Principals Group.

8. Independent Sporting Association (ISA) St Spyridon College is a full member of the ISA. Weekly competitive games are played on a Saturday.

The ISA is a highly reputable a sporting body, made up of the following member schools:

Full Member Schools:

St. Pius X College St. Paul’s Grammar Chevalier College

St. Stanislaus College Oxley College Blue Mountains Grammar

SCECGS Redlands St. Patrick’s College St. Andrew’s Cathedral School

St. Spyridon College Central Coast Grammar St Augustine’s School

Associate Member Schools:

All Saints Bathurst Barker College Kinross Wolaroi

Oakhill College Scots Bathurst Snowy Mountains Grammar

9. All Suburbs Independent Schools Sports Association (ASISSA) ASSISA is strictly a sporting body that includes Athletics, Swimming and Cross Country Carnivals as

well as competitive sport for the Year 6 students.

Member Schools include:

Arkana College

Emanuel School

International Grammar School

Macquarie Anglican Grammar School

Moriah College

Mt Sinai College

Redeemer Baptist School

St Andrew’s Cathedral School

St Mark’s Coptic Orthodox College.


The Junior School

The Junior School campus is located in Kingsford. It offers:

Strong Literacy focus using Spalding Multi-Sensory Language Literacy Programme.

Excellent programmes that promote personal development; study skills; community service;

and global connections.

Highly qualified caring teachers committed to excellence.

A rich Co-curricular Programme, offering a variety of competitive and House sports, creative

and performing arts and thinking skills development.

Enterprise Education Programmes, incorporating critical thinking, problem-solving,

interpersonal and team skills.

Prep Middle School programme for Years 5 and 6 preparing students for a successful

transition to Senior School.

Qualified and specialist teachers in Gifted and Talented, Physical Education and Sports,

Information Technology, Greek Language, Greek Dance, Music, Special Education and

Student Welfare Officer.

Interschool sporting competitions through ASISSA.

The Senior School

The Senior School is located in Maroubra. It offers:

Exemplary Academic and Pastoral Care Programmes that promote academic achievement;

personal development; student leadership; community service; and global connections.

Unique H.S.C. Academic Elevation programmes. Some of the many initiatives implemented to

support students to maximize their HSC results include: HSC Winter Academic Elevation

Courses; ACER, Dux and University Scholarships; Bursaries; Careers Advisory; and Preparing

for Preliminary Courses.

Access to three different learning pathways – School to University; School to TAFE; and

School to Work.

Saturday Sporting competition through membership of the Independent Sporting Association

(ISA) leading to elite State and National representation.

Co-curricular Programmes, incorporating a variety of House sports, creative and performing

arts and thinking skills development.

A Sports and Performing Arts Centre (SPACe), incorporating Music suites, Drama spaces,

gymnasium, and sporting facilities for futsal, basketball and netball.

Specialist facilities including Information and Communications Technology classrooms, Visual

and Creative Arts centres, Food Technology and Hospitality facilities, woodwork.

Highly qualified caring teachers committed to excellence.

Small class sizes.

For further information you may access http://www.myschool.edu.au.

http://www.myschool.edu.au/


SECT ION 2 :

ABOUT OUR STUDENTS

i. Student Outcomes in Standardised National and Literacy Numeracy

Testing

ii. Student Performance in State-wide Tests and Examinations

iii. Record of School Achievement (RoSA)

iv. Senior Secondary Outcomes

v. Student Attendance

vi. Student Retention of Year 10 to Year 12

vii. Post School Destinations


i. Student Outcomes in Standardised National and Literacy Numeracy Testing

NAPLAN Results 2014

Proportion of students in Years 3 and 5 achieving at or above the National Minimum Standard

2014 NAPLAN Test

Percentage of students at or above the National minimum standard

Year 3 (50) Year 5 (50)

School State-wide School State-wide

Literacy (Overall)

o Reading

o Writing

o Spelling

o Grammar & Punctuation

100

100

100

100

100

96.2

95.1

96.7

96.6

96.2

99

98

100

100

98

94

94.6

92.2

94.8

94.3

Numeracy (Overall)

o Number, P&A

o Measurement, Data, Space &

Geometry

100

100

100

96.8

95.9

96.7

96

96

96

94.9

93.5

95.2

Year 3: We are very pleased that:

o 100% of Students in Year 3 achieved at or above the National minimum standard in Literacy.

o 100% of Students in Year 3 achieved at or above the National minimum standard in Numeracy

Year 5: We are very pleased that:

o 99% Students in Year 5 achieved at or above the National minimum standard in Literacy.

o 96% of Students in Year 5 achieved at or above the National minimum standard in Numeracy.


Proportion of students in Years 7 and 9 achieving at or above the National Minimum Standard

2014 NAPLAN Test

Percentage of students at or above the National minimum

standard

Year 7 (66)

Year 9 (59)


Literacy

o Reading

o Writing

o Spelling

o Grammar & Punctuation

100

98.5

100

98.5

96.5

91.4

94.6

93.8

98.3

94.9

96.6

100

92.5

80.7

92.4

89.5

Numeracy

o Number Patterns and Algebra

o Measurement, Data, Space &

Geometry

98.5

98.5

98.6

96.5

100

98.3

95.8

95.0

Year 7:

We are pleased that 99.3% of Students in Year 7 achieved at or above the National minimum standard

in Literacy and that as individuals students showed significant growth in their achievement.


in Numeracy and that as individuals students showed significant growth in their achievement.

Year 9


in Literacy and that as individuals students showed significant growth in their achievement.

We are pleased that 99% of Students in Year 9 achieved at or above the National minimum standard

in Numeracy and that as individuals students showed significant growth in their achievement.

Further comparative information on these tests can be found on http://www.myschool.edu.au.

http://www.myschool.edu.au/


ii. Student Performance in State-wide Tests and Examinations

HSC 2014

Total Number

of Students

Performance Band achievement by number and %

Band 3-6

Band 1-2


Ancient History 12 100 83 0 17

Biology 12 83 86 17 14

Business Studies 15 100 88 0 12

Chemistry 11 82 92 18 8

Drama 8 100 98 0 2

Economics 6 100 91 0 9

English (Standard) 19 100 85 0 15

English (Advanced) 23 100 99 0 1

Food Technology 5 100 78 0 22

Geography 8 88 84 12 16

Legal Studies 15 100 84 0 16

Mathematics General 2 21 81 75 19 25

Mathematics 13 100 91 0 99

Modern History 9 100 89 0 11

Music 1 100 97 0 3

Personal Dev. Health & P.E. 8 100 88 0 12

Physics 8 88 91 12 9

Visual Arts 7 100 97 0 3

Classical Greek 2 100 100 0 0

Modern Greek Continuers 9 100 99 0 1

Serbian Continuers 1 100 100 0 0

Hospitality (VET) 6 100 83 0 17

Please note: Band 6 is the highest band and Band 1 the lowest

HSC

2008 - 2014

Total Number of Students

Performance Band achievement %

Band 3 - 6

Band 1 - 2


2014 42 96 90 4 10

2013 47 96 88 4 12

2012 38 98 89 2 11

2011 56 91 89 9 11

2010 47 96 89 4 11

2009 44 95 87 5 13

2008 61 96 86 4 14


HSC 2014

Total Number of Students

Performance Band achievement by number and %

Band E4-E3

Band E1-E2


English Extension 1 5 100 93 0 7

English Extension 2 3 100 77 0 23

Mathematics Extension 1 5 80 84 20 16

Mathematics Extension 2 2 100 86 0 14

History Extension 1 2 100 78 0 22

Modern Greek Extension 1 4 100 89 0 11

Please note: E4 is the highest band and E1 the lowest

iii. RoSA

The formal Record of School Achievement credential was awarded by BOSTES to one student.

iv. Senior Secondary Outcomes

100% of students attained their HSC.

Hospitality VET was offered at school. 6 out of 42 (14%) students studied this course.

In addition students were supported to undertake the following courses externally:

External Tutor – Dance, 1 student

v. Student Attendance

The school implements policy and procedures for the management of student non-attendance.

Attendance checking procedures enable the identification and provision of assistance to students with

unsatisfactory attendance.

An SMS notification is sent to parents of students who are absent in the Senior School. The school

follows up where written explanation of absence is not received from parents.


We are pleased to report that the daily attendance rate for students in 2014 was 95%. This was the

same as the daily attendance rate in 2013. All absences were explained.

Year Level Annual Attendance

Rate %

Kindergarten 94

Year 1 94

Year 2 95

Year 3 96

Year 4 96

Year 5 94

Year 6 95

Year 7 95

Year 8 95

Year 9 95

Year 10 94

Year 11 95

Year 12 94

This high level of attendance demonstrates strong teacher and pastoral care culture of our College.

vi. Student Retention of Year 10 to Year 12

We are pleased that at St Spyridon College in 2014 there was a retention rate from Years 10 to 12 of

98%. This is higher than in previous years.


vii. HSC Class of 2014-Highlights and Post School Destinations

In 2014, 42 students sat for the Higher School Certificate Examinations (HSC) across 28 courses.

There were also 7 accelerant students from Year 11. They studied Modern Greek Continuers, Modern

Greek Extension 1.

We congratulate our students on their achievements and wish them well in their tertiary studies and

future life choices.

Highlights include:

Eleni Mavrolefteros ATAR 95.85, Professor Manuel Aroney Award.

Calioppe Kefalas, Year 11 accelerant, First in Course Modern Greek Continuers 98%. BOSTES

Top Achiever.

Jovana Radic, Fourth in Course Serbian Continuers, 92%, BOSTES Top Achiever.

Michael Karanikolas, Eighth in Course Modern Greek Continuers.

Top 16% (106 of 641) schools in NSW, according to SMH HSC School Rankings.

20 BOSTES Distinguished Achievers (results 90% or above in a subject).

19% of students with an ATAR over 90.

Out of 42 students 48% have results 80% and above in a given course.

First year of Classical Greek Continuers, Katerina-Dion Arvanitakis 91%, Band 6.

St Spyridon College (Maroubra)

Ranked 106 out of 641 in NSW


Undergradute Degrees 90%

Working 10%

DESTINATIONS OF YEAR 12 CLASS OF 2014

UNSW - University of NSW USYD - University of Sydney

ACU - Australian Catholic University

UND - Notre Dame UTS - University of Technology Sydney


SECT ION 3 :

OUR EDUCATORS

i. Professional Learning

ii. Teaching Standards iii. Teacher Attendance and Retention Rates K – 12

iv. Workforce Composition


Our Principles As Education Professionals

We the teachers of St Spyridon College are united in our efforts to provide an education for our

students which models respect and love for young people. We demonstrate this in our responses to

each student and in our interactions with each other.

We are critical to our students’ academic, spiritual, moral, social and physical development.

The Mission of our College, guides and informs our teaching and learning practices. At a fundamental

level we actively promote the Greek Orthodox ethos of our College.

We actively promote professional dialogue and robust educational debate that leads to more effective

teaching and learning. We embrace professional evaluation and accountability.

As a group of education professionals we critically reflect on our practice and demonstrate our

commitment to lifelong learning. We enlist appropriate collegiate support to further our professional

growth and development. We embrace change as an opportunity for new learning experiences.

We endeavour to create a dynamic, future-focussed teaching and learning environment within which

students can embrace challenges, take initiative, take risks and develop into active, independent

learners. We expect and reward high effort. As individuals and as members of teams we:

· Develop students’ critical thinking, through diverse, challenging and engaging learning

experiences that develop students’ ability to:

- Contemplate problems and create solutions

- Exercise judgement and analyse different perspectives on the same issue

- Challenge those things that offend their sense of justice

- Make connections between related concepts

- Distinguish fact from opinion, bias and manipulation

- Distinguish between cause and effect

- Work productively with others for the benefit of their own learning, the group,

the community and the global community of which they are an active part.

· Recognise the good in each person and demonstrate respect, compassion and forgiveness for

students and each other.

· Support colleagues by fulfilling our own professional responsibilities to a high level.

No one can guarantee the happiness and success of another human being. Nevertheless, in a rapidly

changing world where change is the only certainty, we hope that the endeavour described above will

help students to develop skills, knowledge, attitudes and perspectives to manage life’s challenges

with faith, resilience and success.

Formulated in 2001 – Updated in June 2006 by Educators K-12


Senior School Staff 2014

Junior School Staff 2014


Reporting Area 4: Details of all teaching staff As may be seen from the Principles of our Educators the College has a strong commitment to Professional Learning and reflective practice. Our Teachers are involved in professional associations and provide leadership to NSW educational forums. AIS NSW is a major provider of professional learning for teachers and executive staff.

i. Professional Learning

Summary of Professional Learning

2014

Participating

Teams and

Individuals

Strategic Plan – The Pursuit of Excellence in all things: Targets 2014 K-12 team

Mandated Policies and Principles as Education Professionals K-12 team

CPR Mandated Policies K – 6 Team

Work Health Safety K – 12 Team

Child Protection 3

Executive Leadership 3

Curriculum Specific - Implementing New Syllabuses 41

Greek Orthodox Ethos in Education K – 12 team

Anaphylaxis Training 7 -12 team

Navigating Adolescent Depression 7 – 12 Team

ICT across the curriculum 3

Learning Support 4

Languages other than English 6

Cybersafety and antibullying 37

Music and the Arts 6

Student Welfare and Leadership 9

Values in Education (AIS School Based Research Project) 6

HSC Marking/Judging/Examiner 9

The average expenditure on professional learning in 2014 was $1850 per Teacher.


PROFESSIONAL ORGANISATIONS TO WHICH EDUCATORS BELONG

AHISA Australian Head of Independent Schools in Australia

AIS NSW Association of Independent Schools NSW

ATESOL Teachers of English as a Second Language

ACHPER Aust. Council of Health, PE & Recreation

CAANSW Careers Advisers Association NSW

Children’s Book Council

Drama Teachers NSW

EBE Economics Business Education Assoc

English Teachers’ Association

Food Facts Nutrition Australia Nutridate

Greek Orthodox Board of Education

History Teachers’ Association

HICES Heads of Independent Coeducational Schools

HICES Junior School Heads of Independent Co-educational Schools

ISTE International Society of Technology in Education

ISA Independent Sporting Association

ISCA Independent Schools Council of Australia

IPSHA Independent Primary Schools Heads of Australia

IPSHA Umbrella Groups: Deputies, Infants Co-ordinator, Curriculum Co-ordinators,

G&T, ICT, Learning Support Teachers, Librarians, Debating , Music Teachers, Art Teachers, PDHPE

Teachers, New Scheme Teachers, Sports Convenors

and IPSHA Early Childhood Education Teachers.

LTA Legal Studies Teacher Association

MANSW Mathematics Association of NSW

BOSTES

Primary English Teacher’s Association

SPELD Specific Learning Difficulties

STANSW Science Teachers Association

Australian Association of Special Education Inc.

The above represents a list of some of the organisations to which our educators belong.


ii. Teaching Standards

Category Number of Teachers

Junior School

Senior School

Total K – 12

Teachers who have teaching qualifications from a higher education

institution within Australia or as recognised within the National Office

of Overseas Skills Recognition (AEI-NOOSR) guidelines.

24 32 56

Teachers who have qualifications as a graduate from a higher

education institution within Australia or one recognised within the

AEI-NOOSR guidelines but lack formal teacher education

qualifications.

0 2 2

Teachers who do not have qualifications as described in (i) and/or (ii)

above but have relevant successful teaching experience or

appropriate knowledge relevant to the teaching context.

0 0 0

iii. Teacher Attendance and Retention Rates K - 12

In 2014 the average daily staff attendance rate was 97%.

The proportion of staff retained from 2013 is approximately 96%. The high level of attendance and retention is one indication of educators’ satisfaction with

commitment to the College, and its ethos and organisational culture.

iv. Workforce Composition

The school’s workforce presents a rich diversity of cultural and linguistic backgrounds. Our teachers

and other staff are equipped with high level qualifications, expertise, professionalism and

commitment to quality outcomes for students.


SECT ION 4 :

ENROLMENT POL IC IES

AND

CHARACTER IST ICS OF T HE STUDENT BODY


Enrolment Policies

Enrolment Policy and Procedures

All applications for enrolment are accompanied by:

Birth Certificate

Baptismal Certificate (where applicable)

Reference by priest (where applicable)

Report / Profile from School, Preschool or Child Care Centre (as applicable).

All other things being equal, priority is given to siblings, children of Alumni, of Orthodox families, of

clergy of canonical Orthodox Churches, of Parish Executive, members of staff, as well as benefactors’

children & grandchildren (identified by a confirmation letter from the Parish).

Entry into St Spyridon College is based on an assessment/academic entrance examinations, reports,

references and interview with the Principal. A student’s track record including academic

performance, attendance, behaviour and general conduct will be considered in making a decision to

accept an enrolment.

1. Kindergarten to Year 12 Entry

A Kindergarten school entry assessment is conducted, to attest to the child’s readiness to commence

formal schooling includes:

Oral communication skills

Literacy (print concepts, letter identification, phonemic awareness, sight words)

Fine motor skills / physical development

Social behaviours, interaction skills and emotional maturity

Information from Reports/Portfolio profiles from pre-entry institutions

Information from reports from other professionals, for example Psychologists/

therapists.

In making a decision to accept a student, their academic ability, behaviour and the welfare and

safety of other students, and whether the student can be provided with an appropriate education

program will be major factors. Information will be sought from previous education institutions,

including child care centres, preschools, schools and past reports and specialist practitioners.

2. Kindergarten Cut-off dates

At the Kindergarten level, the cut-off date for the year of entry is the 31st May. Enrolments are

processed in order of receipt, and maintaining a balance of boys and girls. For priority to be given at

the Kindergarten level, applications must be received in the first year after birth.


3. Acceptance Agreement

Placement offers are made to parents in writing. To accept a placement, parents must return a

signed Acceptance Agreement, which outlines their commitment to paying all fees and charges, and

their agreement to support the school’s policies, ethos and culture. The Acceptance Agreement must

be accompanied by the requisite enrolment fees.

4. Progression to Upper School

During Year 10 and to progress to the next level of schooling for Years 11 and 12 students will need to

formally submit an Expression of Interest in continuing their education at St Spyridon College. The

application should be made after giving consideration to the commitment that this entails.

All students who meet the following criteria will be invited to continue their Years 11 and 12 studies

at St. Spyridon College:

Apply diligence and sustained effort to their studies.

Complete set assignments in the set time, and to a standard that:

- meets course requirements

- reflects a student’s best effort

Attend all classes unless able to provide relevant documentation to explain absence.

Abide by the Student Principles and follow the school’s Code of Conduct.

Support activities and programs that enhance the school’s ethos and culture.

Students who accept the invitation to continue their studies at the College will sign an Acceptance

Agreement that is co-signed by parents.

Characteristics of Student Body

A rich diversity of backgrounds

St Spyridon students come from 20 different cultural backgrounds. International students add to

this rich tapestry. Over 80% of our families use English and Greek at home. A further 13% use

English and another language other than English at home. The range of languages spoken by St

Spyridon families includes:

Arabic (including Lebanese)

Assyrian (including Aramaic)

Chinese (including Mandarin and Cantonese)

English

Hindi

Italian

Greek

Macedonian

Maltese

Persian

Spanish

Russian

Serbian

Shona

Spanish

Thai

Vietnamese


In terms of religious backgrounds, over 90% are Orthodox –including Greek, Armenian, Assyrian,

Coptic, Serbian and Russian. A variety of other faith backgrounds are represented in our College

including Catholic, Anglican and other Christian faiths, as well as Hindu, Muslim, Buddhist and

Jewish.

International students add to this rich tapestry.

Over 40% of our families live further than 10 kilometres away from the school.

Year 10 students at the UNSW Engineering Day

Kindy 2014 does Maths

“Alice in Wonderland” – Year 9 Drama class.

Junior School P & F Walkathon


SECTION 5: SCHOOL POLICIES


School Policies

The following policies and procedures were in place (or developed) during 2013 to manage a Safe and

Supportive Environment:

Policy

Changes in 2014

Access to Full Text

STUDENT WELFARE

Child Protection Policy

encompassing:

Policy statement

Protocols than enhance ethos and

culture

Professional conduct in relation to

Child Protection

Definitions and concepts

Legislative requirements

Child Protection Legislation

Amendment Bill 2003 (Provided by

the AIS)

Child Protection Procedures

Investigation process

Reporting and investigating

“reportable conduct”

Procedural fairness

Documentation

Appendices

Major changes to Child

Protection section on the basis

of advice from AIS NSW

particularly in relation to WWCC

Full text in:

Teacher and other Staff

Personnel Policy and

Procedure Handbook 1

Policy in:

Parent Handbook

and Study Planner

STUDENT WELFARE

Security Policy encompassing:

Work Health and Safety Policy

including:

Rationale

Code of Practice

Policy statement

Management procedure

12 systems specified by the AIS

guidelines

Students Acceptable Use of

Information and Communications

Policy

In the lead-up to the BOSTES

inspection, reviewed changes

based on AIS NSW advice.

Full text in: Teacher

Handbook 3

Statement in:

Parent Handbook

Full text in:

Teacher Handbook 2

Managing Positive

Learning Environments


Policy

Changes in 2014

Access to Full Text

Disability Policy

Parent Handbook

STUDENT WELFARE

Supervision Policy encompassing:

Roles and responsibilities of

Teacher

Attendance

Punctuality

Staff absence

Duty of care

Duty of care and student

attendance

Duty of care and supervision

Negligence

Yard Duty

Keys and security

Full text in: Teacher and

other Staff

Personnel Policy and

Procedure Handbook 1

Summary of main points

in:

Parent Handbook

Study Planner

STUDENT WELFARE

Pastoral Care Policy encompassing:

Attendance

Managing a positive learning

environment

Rewarding the good

The pastoral care system

Availability of and access to special

services such as counselling

Health care procedures

Home study policy

Progression through schooling

Leadership

Revisions made with reference

to the nature and structure of

pastoral care and building

leadership

Full text in:

Teacher Handbook 2 –

Managing A Positive

Learning Environment

Excerpts in:

Study Planner

Parent Handbook

STUDENT WELFARE

Discipline & Resolving Grievances

Codes of Conduct Policy

encompassing:

Our principles as St Spyridon

Revisions made to procedural

fairness section

Full text in: Teacher

Handbook 2 -Managing A

Positive Learning

Environment


Policy

Changes in 2014

Access to Full Text

Education Professionals

Our principles as St Spyridon

College students

Code of conduct for students

Statement on student harassment

Classroom behaviour management

Consideration for ethical behaviour

management

Statement on Procedural fairness,

on Serious Disciplinary Matters

Study Planner

Parent Handbook

Communication Policy encompassing:

Formal and informal mechanisms

that facilitate communication

between the school and those with

an interest in the students’

education and well-being

Communication with parents

section in Student Planner and

Parent Handbook

Newsletter (fortnightly)

Flyers, Bulletins and notes to

parents

Direct correspondence

Parent/Teacher interviews

Study Planner for two way notes

Parent/Teacher meeting

Communication within the school:

Staffroom whiteboards

Study Planner – key dates and major

events

Pigeon holes

Telephone messages

Email

Staff and team meetings

Minor revisions made.

Communications enhanced with

electronic distribution of

newsletter to parents via email

Communication section

in:

Teacher Handbook 2 -

Managing A Positive

Learning Environment

Parent Handbook

Study Planner


SECTION 6:

SCHOOL DETERMINED PRIORITY AREAS

FOR IMPROVEMENT

TARGETS

INITIATIVES PROMOTING RESPECT AND

RESPONSIBILITY


Goal 1 - Rich and diverse educational experiences that aim for excellence

and demand best effort

Goal 2 - A Passport to Global Citizenship for students

Goal 3 - Teachers of excellence

Goal 4 - Strong and dynamic parent partnerships

Goal 5 - College Reputation as a Centre of Excellence

Goal 6 - A safe environment based on sound policies and procedures

Goal 7 - A secure financial future with functional and conducive

buildings and facilities.


Targets for 2014

1. Curriculum Change ( Goal 1) i. Implement new national syllabuses in Eng/Maths/Hist/Science for Years 7 and 9, for implementation

in 2014 to the satisfaction of the Board of Studies Teaching and Educational Standards (BOSTES). ii. Implement, monitor and review programs in line with new national English syllabus K-6. iii. Develop programs in line with the implementation of national mathematics, Science and Technology

syllabuses K-6, for implementation in 2015. iv. Implement, monitor and evaluate Honours Classes Year 7 and Year 8 2014, and on this basis plan for

Year 7, 8 and 9 Classes in 2015. v. Review Assessment Tasks K-12 for differentiation and high order thinking skills in the common tasks. vi. Focus on reading comprehension in preparation for NAPLAN testing at Junior and Senior level, with

particular reference to inferential questions. vii. Research the development and offer of online courses in Greek to students and adults 2. Personnel (Goal 3) i. Implement induction and mentoring processes for new teachers. ii. Establish procedure for monitoring implementation of new Child Protection mandates. 3. Board of Studies Teaching and Educational Standards (BOSTES)

NSW mandates (Goals 1-7) i. Undergo successful BOSTES inspection of the Senior School in 2014 that results in five years

Registration and Accreditation, and thereby guarantee our Federal Government per capita grants for that period.

ii. Submit the Annual Report 2013 according to the BOSTES specified criteria and guidelines. iii. Review performance management procedures according to BOSTES mandates and guidelines. 4. Risk Management/Policy Management (Goal 6) i. Promote the good name of our College in a planned and coherent manner, according to our annual

marketing calendar, making full use of new Infants building and the introduction of the Pre-Entry Class.

ii. Establish K-12 processes and procedures for the implementation of the new WHS handbook. iii. Monitor the implementation of the new Child Protection policy and procedures K-12. v. Review Policies and Documents in the areas of Workplace Health and Managing Positive Learning

Environments in the lead up to the Board of Studies inspection. 5. Maximize student and teacher access to the digital world of learning (Goal 1 and 6) i. Direct Teacher Access to Attendance management system ii. Increase number of ultrabooks computers at the Junior School iii. Pilot BYOT in Years 11 and 12 iv. On-site maintenance and support for teachers v. Spyschool operational


1. Curriculum Change ( Goal 1)

i. Implement new national syllabuses in Eng/Maths/Hist/Science for Years 7 and 9, for

implementation in 2014 to the satisfaction of the Board of Studies Teaching and

Educational Standards (BOSTES).

Following the Board of Studies inspection of our Senior School programs, we are confident in the

quality of our programs and look to ensure we continue to add value in the future. New Science

Curriculum programs for 7 and 9 were implemented and Years 8 and 10 were developed for

implementation in 2014 and 2015.

ii. Implement, monitor and review programs in line with new national English syllabus

K-6.

Progams were written to reflect the requirements of the new national English syllabus. Support staff

worked alongside classroom teachers to provide differentiated instruction that caters for the range

of learners. This process included revision of homework and assessment tasks.

iii. Develop programs in line with the implementation of national mathematics, Science and

Technology syllabuses K-6, for implementation in 2015.

Year 2 sat the NAPLAN paper 2014 for Mathematics. Questions were analysed according to strands.

Focus was then placed on areas of weakness in order to close the gap.

Students demonstrating particular strengths in Mathematics benefited from enrichment provided in

class by their teachers and by Mr Dookie. The introduction of Mathematics Support in Stages 2 and 3

greatly improved the confidence and learning of those students for whom Mathematics is challenging.

iv. Implement, monitor and evaluate Honours Classes Year 7 and Year 8 2014, and on this

basis plan for Year 7, 8 and 9 Classes in 2015.

ENGLISH

In 2012 we trialed a Year 7 structure in English and the curriculum differentiated so that the English

Course offered more challenge to students with high intellectual potential. These students are now in

Year 9 and overall, they are working in both English and History at a level well beyond what is normally

expected from a Year 9 cohort. The Honours Class structure formally introduced in 2013 is now well

established with Honours classes in Years 7 and 8 moving to Year 9 in 2015.

In 2015 the new English Syllabus will be taught from Years 7 – 10. This moves away from earlier

approaches to Subject English placing specific elements of Subject English at the core of learning. All

concepts must be studied using a number of texts and text types. This places significant intellectual

demand on the Honours class as, in addition to studying the core texts and concepts of the course, those

students move through the course faster using extra, and more complex, texts. Additionally although


assessment tasks for Honours class test outcomes are common to all classes, tasks for those students are

more intellectually challenging and demand a higher level of skill in the response.

The Honours class of 2014 has responded well to the course and the group will move to the next phase in

2015 with the ultimate aim of having all Honours students achieving well beyond year level outcomes.

MATHEMATICS

7 Honours began the year with 10 boys and 12 girls and an additional girl was accepted into the class after

Term 1, based on her academic result on the Common Task. Every student in 7 Honours sat for the three

common year 7 assessment tasks. The 23 Honours students were ranked one to 28, on the common tasks.

The 7 Honours students sat for two additional assessment tasks. These tasks included questions of greater

complexity than the questions on the common tasks.

In 8 Honours there were 11 boys and 10 girls. Of these students, six boys and seven girls were in the 7

Honours class the year before. Every student sat for three common tasks and three additional tasks of

greater difficulty. During class time these students were engaged in tasks that required a sustained effort

and included group work.

Honours Mathematics students in both Years responded well to challenging questions and to tasks of

greater complexity. In November, two students from Year 8 Honours and two students from Year 7

Honours represented St Spyridon College at the HICES Mathematics Tournament where they achieved a

very commendable sixth place out of the 22 schools that attended.

Students in Honours Mathematics are developing the tools for solving familiar and unfamiliar problems in

mathematics. This is done in a learning environment in which the content, the process and the product of

learning are modified to encourage creative ideas. The learning environment in Honours Mathematics is

more student-centered and the program being developed is based on a Maker Modifications Matrix,

ensuring a balance between content and process. The content includes variety, complexity, and the study

of people. The process the students will be required to work through includes open-ended questions,

proof and reasoning skills, discovery and group interaction. Higher-order thinking skills are used to tackle

the tasks including: synthesis, analysis and evaluation. Students in Honours Mathematics complete the

normal curriculum, at a faster pace, and this will allow for the introduction in 2015 of a parallel

curriculum using the resources of the Australian Mathematics Trust.

In 2015, Honours Mathematics students will participate in the Australian Challenge for Young Australians.

The first part of this challenge is called the Challenge Stage and allows for the development of higher order

problem-solving skills. It consists of six problems for Years 7, 8 and 9 Honours students that will be

completed over a consecutive three-week period between March and June. Detailed notes and support will

be provided to students. The second part of the challenge is referred to as the Enrichment Stage and will

consist of course work that augments the School curriculum. Honours students will be given the opportunity

to formally extend their knowledge of mathematics over a 16 week period beginning in Term 2.


MODERN GREEK

Honours classes were implemented in 2013 and 2014 in Modern Greek. These classes are extended in

terms of work and assessment. While the students study the same topics asthe rest of the year, units of

work were designed to challenge the student’s skills in the language as well as enhance their abilities.

Texts that were designed in the units of work incorporate more challenging and sophisticated vocabulary

and to include grammatical activities that enable the students to obtain more sophistication, fluency and

accuracy in the language. Formal and informal assessment was used to monitor students’ progress in the

Honours Classes. At end of the year, the decision of which those students will continue in the Honours

Classes is based on overall performance in the Assessment Tasks given throughout the year. This has

worked well since implementation and we will continue using this model in 2015. Year 9 2015 will be

accelerated in Semester 2.

Assessment tasks are differentiated in Languages 7-12 with exams designed to meet the level of students

in each class. Assessment tasks that are designed for the Honours Class aim to extend the students skills in

every component of the language. Higher Order questions are implemented in the tasks for this to be

achieved. In the Senior Years of study, tasks are designed to maximise student potential and results in the

HSC. Assessment tasks that are designed for the Intermediate and Beginners class aim to help students

grasp some aspects of fluency in the language.

v. Review Assessment Tasks K-12 for differentiation and high order thinking skills in the

common tasks.

Special emphasis placed on research tasks and the assessment of specific skills outlined in the new

science syllabus.

Primary teachers trialed Self Organised Learning Environments and reviewed tasks. Modifications were

made to include richer tasks to engage all learners.

Half Yearly and Yearly Examinations were formatted in such a way that the broad range of abilities are

catered for and provide equal access to all students to demonstrate their understanding. Tasks require

application of knowledge not just stating of facts. Emphasis was placed on the inclusion of non-routine,

problem solving that tested critical and divergent thinking.

vi. Focus on reading comprehension in preparation for NAPLAN testing at Junior and Senior

level, with particular reference to inferential questions.

Taking the initiative from the recent ESSA examination conducted by the Year 8 students, further

developmental work will be implemented within the Science programs. This is in regards to scientific

thinking, deduction from provided evidence and experimental design.

PAT Reading Comprehension tests were done by Primary at the beginning of the year and students sat

another paper at the end of the year to gauge growth. These results will be used to target learning at the

commencement of next year.


Springboard into Comprehension has enriched the Spalding program by offering more practise with the

mental actions required for comprehending texts of increasing complexity. This program is now used

across K – 6.

vii. Research the development and offer of online courses in Greek to students and adults

We need to strengthen to strengthen the infrastructure before we can begin serious work on this Target.

OTHER CURRICULUM INITIATIVES

Greek Language Program K -6

Since the implementation of the high interest mythology units, there were increased learning

outcomes for students in Years 3 – 6. This year, a new mythology unit on the Olympian gods was

trialed in Year 3. Illustrations for the book were completed by Mr Csergo. The final version of the

unit will be piloted in 2015 and published at the end of the year. Another unit on Hercules’ Deed is in

the planning.

Greater scope for student achievement has been facilitated by the use of common, yet differentiated

tasks for assessment in the Primary.

The use of Listening Comprehension in the Greek Language program has increased aural abilities of

students as well as encouraged the development and use of specific vocabulary. This increased

confidence can also be seen in the willingness of the students to converse in Greek.

33 students from the Junior School completed the Certificate of Attainment (University of

Thessaloniki) with great results. Our College had the greatest number of participants, a testament to

their confidence and ability.

Orthodox Studies Program

The Class Liturgy program run by the Reverend Fathers has enriched the liturgical aspect of the

Orthodox Studies program. By having dedicated Byzantine chanters teaching the children the hymns

and Father Steven and Father Sotiri explaining the liturgy, the students are learning more than could

be achieved through textbooks.

2. Personnel (Goal 3)

i. Implement appraisal, induction and mentoring processes for new teachers in line with

BOSTES mandates.

All new teachers were provided with an induction program supervised by the Principal and supported by

the Line Manager. A mentor was appointed to each new teacher. The mentoring program is working well

and will be continued in 2015.


ii. Clearly articulated teacher appraisal and professional learning procedures

All staff employed at the College are made aware of their roles and responsibilities as well as mandates in

relation to child protection by the Head of College and the Principals. Principals hold appraisal meetings

with staff and provide feedback on performance, give guidelines on change and development, discuss

professional development needs, and respond to aspirations for the future.

The Head of College holds appraisal meetings with each Principal on a regular basis and provides

direction, advice and feedback; and thereby adds value to Principals’ work with staff, parents and

students. Executive meetings are held regularly so that the strategic goals of the College as well as its

operations are monitored, evaluated, discussed and progressed.

The Board of Governors has delegated responsibility to the Head of College, who is accountable for

operational, personnel and policy matters. She presents reports on progress against the Strategic Plan

and Annual Targets on a regular basis to the Board of Governors.

ii. Establish procedure for monitoring implementation of new Child Protection mandates

Done. Executive has established the process and regularly monitors records and plans for next step

mandated for new WWCCs.

3. Board of Studies Teaching and Educational Standards (BOSTES)

NSW mandates (Goals 1-7)

i. Undergo successful BOSTES inspection of the Senior School in 2014 that results in five

years Registration and Accreditation, and thereby guarantee our Federal Government

per capita grants for that period.

Done. The Senior School Inspection was an excellent juncture point for reviewing and updating all

curriculum, policies and practices. We are pleased to have been granted the full five years of BOSTES

Registration and Accreditation. Ms Kerry Edmeades BOSTES Inspector for Registration and Accreditation

recommended the full 5 years of renewal. Some of her comments to the Head and Principal Senior School:

Strong learning culture; strong ethos and a positive learning community; strong curriculum evidenced

through the original comprehensive review of all documentation sighed and poured over by experts; liked

the work samples and the diversity of types of tasks.

She said that it was clear to her in auditing school attendance that the well-being of students was

paramount; was impressed we had connected Pastoral Care and attendance and follow through.

ii. Submit the Annual Report 2013 according to the BOSTES specified criteria and guidelines.

Done. This document has become an important source of information for prospective parents, who access

it over the website or hard copy.

4. Risk Management/Policy Management/Promotion (Goal 6)


i. Promote the good name of our College in a planned and coherent manner

The fact that the school’s enrolment grew by 40 students for the 2015 school year is testimony to the

effectiveness of our capacity to promote the good name of the College, through a strategic, coherent

approach that incorporates actions at the school, community, State, national and international

components. The role of the P&F in this regard, has been instrumental in the word of mouth promotion.

The reputation of the College and its Mission is strengthened by the members of the Board of Governors

and Board of Directors, who see themselves both guardians of the school’s mission and ambassadors for its

reputation.

ii. Establish K-12 processes and procedures for the implementation of the new WHS

handbook.

Across K-12, processes and procedures for the implementation of new WHS have been established.

Detective Superintendent Arthur Katsogiannis, was invited by the Board of Governors to address the

meeting on the new challenges facing the safety and security of schools, in the 21st century. His advice

was taken on board, with new cameras installed at the gates.

iii. Monitor the implementation of the new Child Protection policy and procedures K-12.

At the fortnightly meetings of Executive, Child protection is on the agenda in terms of policy, procedures

and professional learning.

iv. Review Policies and Documents in the areas of in the lead up to the Board of Studies

inspection.

Executive reviewed policies and documents were reviewed in consultation with staff, in the lead-up to

the Inspection.

5. Maximize student and teacher access to the digital world of learning

(Goal 1 and 6)

In 2014, we successfully implemented a new Direct Teacher Access to Attendance management system at

the Senior School. With the support of our P&F, we increased the number of ultrabooks computers at the

Junior School. We also piloted BYOT for students in Years 11 and 12. Works well so far.

We continue to experience problems in implementing Spyschool and accessing appropriate on-site

support.


SECTION 7:

STUDENT VOICES

PARENT VOICES


Student Voices – Junior School

My name is Efthimia Kollias and as leaving Captain of the Junior School, I would like to say a few words on

behalf of my Year 6 peers.

I remember our first day. All of us came to school in our new school uniform and shiny school shoes. Our

parents and grandparents holding our little hands in theirs. The bell rang. I can still recall the voice of our

dearly missed Principal, Mrs Hamer, reading out our names one by one as we steadily walked up the ramp

with our bags weighing heavily on our shoulders. All the other children at the school looked so big,

especially the Year 6’s. Before long our first year passed and the second and the third….. And now we

have reached Year 6 and the end of our time here at the Junior School. The end of our first journey, but

the beginning of a new one.

Thank you parents, grandparents and Godparents for the love and care you have shown us throughout the

past years.

Thank you teachers for your kindness, your good example and your efforts to teach us not just knowledge,

but more importantly, values in life.

Thank you St. Spyridon for all the opportunities you have given us over the years to make friends and to

care for each other, in the classroom, the playground, sporting fields, excursions and camps, always

under the protection of our patron saint, St Spyridon.

I am so sad that we are leaving the Junior School, but I am happy also.

I am sad because I farewell my first teachers and the place of my first learning.

I am happy because I will meet new teachers and because we will continue to be classmates wherever we

find ourselves in the future. I am also happy because I will have as older classmates in the Senior School

my older brothers.

I would like to thank my fellow student leaders for the love and support that you’ve shown me this year in

my role as School captain. I congratulate the new student leaders for 2015 and wish them well in their

future studies and leadership roles.

Finally, let us always remember our school motto «Αειν Αριστευειν» “Forever Excelling” wherever we may

be in the future. I pray that St Spyridon will continue to watch over us and guide us on our next journey

to High School.

Thank you.

Efthimia Kollias

Junior School Captain 2014


As a College with a focus on exemplary Greek language programs, for the first time this year, we

present two student voices for our Greek speakers.

Πέρασαν σχεδόν εφτά χρόνια από τη μέρα που μας πρωτόφεραν οι γονείς μας στο Κολλέγιο του Αγίου

Σπυρίδωνα. Ήταν ένα αρκετά μακρύ ταξίδι μέχρι να φτάσουμε στο τέλος του. Ήταν ένα ταξίδι με πολλές

πολλές χαρές, και λιγότερες λύπες, όμορφες εμπειρίες, καινούριες φιλίες που θα κρατήσουν στα χρόνια

που θα ΄ρθουν. Βέβαια, πρέπει να πω, και χωρίς να ντρέπομαι πια, πως τον πρώτο καιρό, ήμουνα λιγάκι

φοβισμένος και περίμενα τη συμμαθήτριά μου, την Αγγελική, να με πιάσει από το χέρι για να μπούμε στην

τάξη. Αυτό σίγουρα θα το θυμάμαι για πάντα.

Όμως, όπως είπα, το ταξίδι μας αυτό, το πέρασμά μας από το δημοτικό σχολείο τελειώνει. Γι’ αυτό θα

θέλαμε να ευχαριστήσουμε κάποιες και κάποιους που είσαστε απόψε εδώ.

Πρώτους απ΄όλους ευχαριστούμε τους γονείς μας, τις γιαγιάδες και τους παππούδες μας για τη στοργή

τους, τη φροντίδα τους, την αγάπη τους.

Ευχαριστούμε, επίσης, τη διευθύντρια και όλους τους εκπαιδευτικούς του σχολείου μας και όλο το

υπόλοιπο προσωπικό. Με υπομονή, επιμονή, κατανόηση, υποστήριξη, παρακίνηση μάς βοήθησαν να

αρχίσουμε να σχηματίζουμε την προσωπικότητά μας, να μας εφοδιάζουν με όλα τα απαραίτητα για αυτό

που μας περιμένει από εδώ και μετά. Αλλά, το σχολείο μας μας έδωσε την ευκαιρία να γνωρίσουμε και την

ελληνορθόδοξη παράδοσή μας, να την εκτιμούμε και να την συνεχίζουμε. Μάθαμε να χορεύουμε

ελληνικούς χορούς, να ψάλλουμε ύμνους της εκκλησίας μας, να ασκούμε τα έθιμά μας. Ευχαριστούμε,

λοιπόν, όλους οσούς μας βοήθησαν σ’ αυτό.

Στα παιδιά που θα πάρουν τη θέση μας του χρόνου και θα ηγηθούν ευχόμαστε καλό κουράγιο και καλή

δύναμη! Και τους προτρέπουμε να δουλέψουν με όρεξη και ενθουσιασμό για το καλό του σχολείου μας και

τη δική τους καλυτέρεψη ως νέοι άνθρωποι και ως μαθητές.

Τελειώνοντας, σας εύχομαι να περάσετε απόψε ευχάριστα, να είστε πάντα καλά και καλά Χριστούγεννα.!

Σας ευχαριστώ.

Emmanuel Constantopedos Junior School Captain 2014


Senior Voices Σεβαστοί πατέρες, αγαπητοί δάσκαλοι, γονείς, φίλοι και συμμαθητές, καλώς ήρθατε σε τούτη την όμορφη

και αξέχαστη βραδιά, που με την παρουσία σας λαμπρύνετε τούτη την σημαντική στιγμή της ζωής μας.

Για μας τους τελειόφητους, αυτή η νύκτα είναι γεμάτη μικτά αισθήματα. Μερικοί από μας περιμέναμε

τούτη την στιγμή γιά χρόνια. Έφτασε η ώρα που προχωρούμε ως μαθητές πιο ωριμοι και πιο σοφοί στο

επόμενο στάδιο της ζωής μας. Για μερικούς από μας, παρ’όλη την χαρά συνυπάρχει και λύπη όταν

θυμόμαστε τα χρόνια και τις ευχάριστες μέρες στις αυλές του Κολλεγίου του Αγίου Σπυρίδωνα.

Πολλοί από μας αρχίσαμε στο Κολλέγιο πριν δεκατρία χρόνια. Πράγματι είναι μεγάλη ευλογία που ἐχουμε

μοιραστεί τόση από την ζωή μας μαζι .

Πρώτα απ΄όλα, θα ήθελα να ευχαριστήσω τον Πάτερ Στυλιανό και τον Πάτερ Σωτήριο, για τις αδιάκοπες

προσευχές, αγάπη και καθοδήγηση σε όλη μας τη σχολική πορεία.

Οι δάσκαλοί μας στο Δημοτικό σχολείο παίξανε πολύ σημαντικό ρόλο στις αξίες και αρχές που έχουνε

βάλει ως βάση στην ζωή μας, και τους ευχαριστούμε θερμότατα. Κυρία Συνέσιου, ευχαριστούμε για την

αφοσίωση σας σε όλα τα παιδιά του Δημοτικού, και για την συνεχή σας αγάπη για όλους μας. Ποτέ δεν θα

ξεχάσουμε την καλοσύνη και αγάπη της ακούραστης, αείμνηστης Κυρίας Χαίημερ. Μας σήκωσε απο την

θερμή αγκαλιά της μικρής μας οικογένειας, και μας έβαλε στην μεγαλύτερη οικογενειακή αγκαλιά του

Κολλεγίου του Αγίου Σπυρίδωνα. Αιωνία της η μνήμη.

Το Γυμνάσιο, για μένα, ήταν γεμάτο πολύτιμες αναμνήσεις, το αξέχαστο ταξίδι στην Ελλάδα, οι

κατασκηνώσεις, τα κονσέρτα, οι χοροί και τα τραγούδια. Ακόμη και στις πολύ δύσκολες στιγμές,

ιδιαιτέρως όπως τότε που χάσαμε τον αγαπητό μας συμμαθητή, τον Γκέρα, νοιώθαμε ενωμένοι παίρνοντας

ο ένας δύναμη από τον άλλο.

Θέλουμε όλοι οι μαθητές να ευχαριστήσουμε ιδιαίτερα τους γονείς μας, που μας, στείλανε σε τούτο το

σχολείο. Ήτανε όχι μόνο ευκαιρία να αριστέψουμε ακαδημαϊκά, αλλά προπαντός να καλιεργηθούμε σε

υψηλές αξίες και αρχές. Η αγάπη που νιώθουμε από τις οικογένειες μας, μας έχει δώσει τη δύναμη να

σταθούμε στα πόδια μας και να συνεχίσουμε τον αγώνα μας και τα μαθηματά μας. Σας ευχαριστούμε.

Οι δασκαλοί μας είναι άνθρωποι, που έχουνε θυσιαστεί για μας και έχουνε ξεπεράσει τα όρια του

συνηθισμένου καθήκοντος. Θα θέλαμε ιδιαίτερα να ευχαριστήσουμε την Κυρία Οσάϊ, την Κυρία Δαλακιάρη,

την Κυρία Καλλίθρακα, τον Κύριο Κόντο, τον Κύριο Κόλλια, την Κυρία Κεφαλούρου, την Κυρία Κουτσούκη,

την Δόκτορα Χίκη, την Κυρία Μωχοϊ, την Κυρία Κλαδάκη, την Κυρία Γαμβρέλη, τον Κύριο Καλδή, τον Κύριο

Κρόφτ, τον τον Κύριο Τσιαλζ, την Κυρία Πέτζλα, την Κυρία Μίο, τον Κύριο Ζαφειρόπουλο, την Κυρία

Σιαφράκη, την Κυρία Φαλέτα, την Κυρία Αλεχανδροπούλου, την Κυρία Μπελάτζικ, την Κυρία Σάββα, και

την Κυρία Πρίνγκλ.

Ελπίζουμε να είστε πάντα περήφανοι για μας. Θα θέλαμε να μας καμαρώσετε στο μέλλον ως άξιους

τελειόφοιτους του Κολλεγίου του Αγίου Σπυρίδωνα.


Θέλουμε και να ευχαριστήσουμε την Κυρία Μπελάτζικ, την Κυρία Πέτζλα, την Κυρία Σάββα και προ-παντός

την κυρία Οσάε για όλη την οργάνώση και βοήθεια που μας πρόσφεραν. Η Κυρία Οσάε από την Δευτέρα

Γυμνασίου έκανε υπομονή μαζί μας, μας μάλωνε, και παρ΄όλο που κάποτε της κάναμε την ζωή δύσκολη,

μας υποστήριζε, και σαν μητέρα μας εχει αγκαλιάσει και αγαπήσει. Ποτέ δεν θα ξεχάσουμε τις

συμβουλές και τις οδηγίες της.

Θέλω να ευχαριστήσω την Κυρία Κοκκινέλη για όλη την προσφορά της και την συνεχή της ενθάρρυνση

προς το καλύτερο. Τον Κύριο Μεϊντάνη, επίσης ευχαριστούμε για όλή την δουλειά του και τις προσφορές

του σε μας, στην οργόνωση και στα σπορ.

Και οι δυο κολώνες που στηρίζουνε όλες τούτες τις εργασίες και προσπάθειες είναι οι αγαπημένες μας

Κυρία Στεφάνου και Κυρία Κατσογιάννη.

Η Κυρία Κατσογιάννη εργάζεται ακούραστα για όλους μας, πάντα μας δείχνει με καλό παράδειγμα πώς να

αντιμετωπίζουμε κάθε δυσκολία με τον καλύτερο τρόπο.

Η Κυρία Στεφάνου, παρ’όλες τις ευθύνες της, πάντοτε βρίσκει χρόνο να μας εμπλουτίσει με σοφά λόγια

και οδηγίες. Συνεχώς εργάζεται για το Κολλεγιό μας και για να μας δώσει το περιβάλλον να αριστέψουμε.

Τελικά θα ήθελα να ευχαριστήσω όλους τους συμμαθητές μου, για όλες τις αξέχαστες εμπειρίες, και

αναμνήσεις που μου έχουν χαρίσει.

Λοιπόν, με τις ευχές του Αγίου Σπυρίδωνα, τις προσευχές των σεβαστών ιερέων, δασκάλων, και

γονέων, να πάρουμε θάρρος και δύναμη να τελειώσουμε τις εξετάσεις μας με ειρήνη, και ικανοποίηση.

Με χαρμολύπη αφήνουμε τούτη την σπουδαία σχολική οικογένεια και φεύγουμε γεμάτοι με πίστη, χαρά,

ελπίδα και κουράγιο για να αντιμετωπίσουμε όσα έρθουνε στο δρόμο της ζωής μας με την χάρη και την

δύναμη του Θεού.

Eleni Mavrolefteros College Captain 2014

Dr Nicholas Pappas presents The Goldstein Award for Leadership by

Example to Eleni Mavrolefteros


Throughout this whole term I don't think I've ever come across a day in the common room without our

year 12 formal being mentioned and how fast school has gone by. For us, our schooling journey all

began in 2002 when we let go of our parent's hands and began our first day of 'big' school where many

of us today are fortunate to end this schooling journey with the people who we started it with. In the

weeks leading up to today I've asked my peers what their fondest memories of primary school were

and they were the Easter hat parades, nap time in infants, plays like our Annie and Lion King

performance, for some detentions on the ramp, our first school excursion to the zoo and wearing a

coloured sticker on one shoe during Greek dancing to differentiate left foot from the right because

'step back, kick' must have been somewhat confusing. On reflection, I've realized how significant these

times have been. Every lesson in school we have learnt something new and every day of school has

only brought us closer together.

The opportunities that St Spyridon College has provided us with will always be remembered along with

the many highlights that have been made along the way. Not many students from other schools have

the opportunity to fly across the world to Greece but the college gave us this opportunity. From jumping

of 10 feet wharfs in Corfu into crystal clear waters, escaping hotel rooms via the balconies, unwinding

in the serenity of the monasteries, and the unforgettable bus rides and dinners at taverna's, I will

forever be grateful for these opportunities.

I would be lying if I were to say that our year group is the most well behaved but what I cant deny is

that our year group is one of infinite amount of character. Spiderman once said "the choice to live an

ordinary life is no longer an option." After being part of this year group for 11 years I couldn't agree

more because I do not think the term 'ordinary' is even close to matching a description of this

year group. Other than various paraphernalia ending up dismantled like the benches and fire alarms

set off we've accomplished extraordinary amounts of achievements. Our year group is certainly multi-

talented and we've excelled in music, drama and sport. Whilst from year 8 our music and drama

students have proven to be quite impressive in the snapshots performances and spectacular drama

performances, our chemistry students have gone on to win science competitions and since year 7 the

accomplishments in sports has definitely reached a climax. We've triumphed in swimming and

athletics, persevered through finals with tough competition in !SA netball, basketball and soccer and

been victorious at Greek Orthodox Colleges netball, basketball, soccer and volleyball with no training

in volleyball at all.

Thank you for enduring the early Saturday mornings so we can make the bus in time for ISA sports and

braving the winter days to support us from the sidelines. However, to you this is just considered the

minimum because you love us and will do anything for us so we can have the best education, social and

school life. Even during the very rough times you have always remained committed to us where I'm sure

on many occasion we've left you feeling stressed and probably even irritated during our appeals for

more freedom and independence. For this we thank you from the bottom of hearts because the things

we've been blessed with today would not be possible without you. I'd also like to thank our brothers

and sisters who have also kept us going during the toughest exam year yet and at many times provided

laughter and support when the weight of exam period has become over overwhelming.


Last but certainly not least my peers. After 11years of school with such amazing people it has come to

an end. Thank you for all the countless memories, the laughs, happiness and the friendships that have

been made. I cannot express how much I'm going to miss you all. I will never forget all the memories;

the sleepless nights at school camps, Greece trip, tree tops adventure, the Greek Orthodox College

trips and all the general clowning around in the common room. I wish every one of you the best of

luck for the future. We may be separated by time and distance in the next chapter of our lives but the

memories, lessons, experiences and faith that's been instilled within us will always be a part of us

even a after the last time we close our eyes. It is now time to bid our school life at this final farewell

and move on to an even greater journey that's just about to begin.

Yianna Criticos Vice Captain 2014


Parent Voices


Teacher Voices

I would like to take this opportunity to thank you for your support and mentoring as well as the

exceptional team work spirit demonstrated by my colleagues. The College’s administration has been very

supportive and easy to work with. All these elements have enabled me to develop a highly positive

attitude towards work.

I have thoroughly enjoyed teaching at the school. It has been both a rewarding and memorable

experience. This has been a golden opportunity for me to enhance my career development while

imparting knowledge and attention to students helping them to excel in their endeavours.

In this career, I have also learned much about myself. I realised that I made a great choice when I

became a Science teacher and an even better choice when I accepted the position at this school. With

great dismay, I must give my resignation letter and with much respect, I have appreciated the opportunity

that was given to me. Hopefully, I will be replaced by someone with the same passion for knowledge and

teaching that I have. I will be sure to follow the necessary protocol for leaving.

Please allow me to record my appreciation to your esteemed educational institution and colleagues for

the support and friendship accorded to me during my tenure here. Thank you for the opportunities to

learn and develop myself professionally in the past year while working at St Spyridon College.

Katherine Gikas Science Teacher


SECTION 8:

SUMMARY FINANCIAL INFORMATION


College Income 2014

Commonwealth & other

0%

Building Fund contribution

3%

Commonwealth general recurrent

34%

State – interest subsidy

1%

State grant per capital

13%

tuition fees and other income

49%

tuition fees and other income State - grant per capital State - interest subsidy Commonwealth – general recurrent Commonwealth & other Building Fund contribution

Commonwealth & Other

0%

Building Fund contribution 3%


teaching general

66%

subjects, resources, students’ stationery

10%

College Expenses 2014

loans interest

2% building and operation expenses

10%

administration expenses 12%

teaching general subjects, resources, students’ stationery administration expenses building and operation expenses

loans interest


Showcase 2014


Community Action 2014

SRC held its first fundraiser for the year raising $1000 in support of the Cancer Council’s

‘Biggest Morning Tea’ event. Year 6 fundraiser – Shoes for Planet Earth.

Junior School raised $1031 for Jeans for Genes Day

Fundraiser on August 29th.

Class 3A presented artwork ‘Hands On My Heart’ to the Eastern Beaches

Local Area Command of the NSW Police Force.

Senior School students banded together for the

2014 Schools Clean Up Day.

Bos Annual Report 2014

Documents

Transcript of Bos Annual Report 2014