PRINCE OF PEACE LUTHERAN COLLEG ANNUAL REPORT 2009...College Overview Prince of Peace Lutheran...

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For further information regarding the 2012 Annual Report please contact our Community

Relations Manager on 07 3872 5700

Prince of Peace Lutheran College

2012 Annual Report

The Australian Government and Queensland State Government require schools

to report a range of school performance information to their school

communities within six months of the end of the school year.

In combining the requirement for both Governments, this report has been

prepared under the following areas;

School Details

School Culture

Professional Engagement

Key Student Outcomes

Satisfaction

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Prince of Peace Lutheran College Annual Report 2012

Section 1: Section 1: School Details

School sector: Independent

School’s address: Junior School P - 6 20 Rogers Parade West

Everton Hills QLD 4053

Middle and Senior Schools 7 – 12 25 Henderson Road Everton Hills QLD 4053

Total enrolments: 835

Year levels offered in 2011: Prep to Year 12

Co-ed or single sex: Co-educational

Characteristics of Student Body: In 2012 male and female students were approximately equal in number across the College.

College Overview

Prince of Peace Lutheran College is a co-educational, independent, Christian school

located at Everton Hills in the north-western suburbs of Brisbane. The College was

established by the Prince of Peace Lutheran Congregation in 1984 to provide quality

Christian education to the children of the community.

Prince of Peace Lutheran College exists to nurture students through quality

education in a caring Christ-centred environment, enabling them to fulfill their

potential and enrich their communities. Nurturing God-given potential. This motto

guides our life here at Prince of Peace. Our college recognises that, in partnership

with parents, it is important to prepare our students for their life for the future. We

promote learning and growth in students as individuals, while also encouraging

students, staff and families to be involved in our community.

In 2012 Prince of Peace offered classes on two closely located sites from

Kindergarten to Year 12 with 835 students enrolled in 2012. A peak student

enrolment of 1350 is anticipated in 2025. The Junior School (P – 6), located at

Rogers Parade West, is moving towards triple streaming (3 classes of each year

level). This process will be complete by 2014. The Senior Campus, located at

Henderson Road, was opened in July 2009. This is currently home to our Middle

School (7 – 9) and Senior School (10 – 12).

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Prince of Peace provides a rich and varied curriculum and a growing range of co-

curricular offerings in Music and Sport for students at all year levels. We endeavour

to ensure that each student is challenged through a curriculum that is both vibrant

and comprehensive. The curriculum is designed to support a seamless transition

from Prep to Year 12 and life beyond school. To best cater for different rates and

styles of learning, students are given the opportunity to engage in a range of

activities to achieve particular outcomes. We focus on providing a differentiated

curriculum that caters for individual needs and supports children to continue their

development.

In the Junior School the important foundational year of Prep builds on learning

that has already occurred at home, in the community and kindergarten

The learning programme in Years 1 - 6 supports children as they are challenged

to extend themselves to achieve their full potential across all dimensions of life

and to be increasingly independent in their learning. A particular focus has been

the development of Inquiry based learning units.

We have developed a purposeful Middle School Programme to meet the specific

learning and personal development needs of early teenage students. This

includes a dedicated Thinking Skills Programme and our Ubuntu programme in

Year 9.

The Senior School Programme supplements traditional subjects with flexible

opportunities with tertiary providers, industry partnerships and other

educational providers.

Our inclusive programme is designed to assist students to access the curriculum.

We offer short term intervention for students experiencing short term problems in

literacy, numeracy and / or learning how to learn. We also offer long-term learning

support and programme options for students identified as experiencing learning

difficulties and / or disabilities.

Those children identified as having particular gifts or talents may be invited to join

the Enrichment Programme. This enrichment study group caters for individual

needs and focuses on extending problem-solving and independent research skills,

while students investigate subjects of particular personal interest.

Our College is about more than just education. It is about nurturing the growth,

broadening horizons, supporting effort, recognising achievement, guiding progress,

instilling values, fostering ideas and encouraging student voice.

Worship is central tenet of college programmes at all levels. We seek to be a

Christian community in which staff, students and parents alike can give

expression to their Christian faith, with love and concern both in their

relationships with each other and in corporate worship.

Through our in-college and community programmes, plus the opportunity for

overseas travel, our leadership development programmes, provides an exciting

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range of personal growth and leadership development experiences designed for

every year level.

Restorative Practices are used to manage relationships between students and

other members of our community.

We are supported by a number of dynamic and supportive Parent groups. We

pride ourselves on having a family, Christ-centred atmosphere and community,

and in the skills and dedication of our staff. The partnership of our College, its

families, the Prince of Peace Congregation and the wider community make us a

strong, dynamic organisation.

Prince of Peace Lutheran College is one of over 80 schools operated by the

Lutheran Church of Australia. Prince of Peace is also one of five Lutheran

Education North Side (LENS) schools; a group that has developed a close

collegial relationship with each other in order to enhance and promote the

educational experiences of its students and the professional learning of its staff.

Our Mission

Prince of Peace Lutheran College exists to:

a. Nurture students through quality education, in a caring Christ-centred

environment, enabling them to fulfil their potential and enrich their

communities

Our Vision

We see graduates who are:

Secure in Christ and informed and sustained by the Word of God

Lifelong learners engaging in their communities with humility and grace and

contributing confidently to society

Not afraid to pursue excellence in all arenas of life

We see our college as deeply valued by others for:

Modelling Christian values and community

Nurturing young people to fulfil their potential

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Distinctive Curriculum Offerings

At Prince of Peace we take pride in innovative and dynamic curriculum which aims

to nurture the individual potential of every student in the College. Across both

campuses we have exceptional programmes in the following areas:

Christian Studies

We strongly believe that the teaching of the Christian belief is a core component of

the College curriculum. Consequently Christian Studies is a Key Learning Area and

was taught in 2012 to all students. The program taught is based on the CSCF

(Christian Studies Curriculum Framework) developed by Lutheran Education

Australia.

Learning Support and Extension

The support and extension program at Prince of Peace aims to ensure that every

student achieves their potential.

At the Junior School, the support programme focuses on providing intensive literacy

and numeracy assistance through small groups led by the Learning Support team in

conjunction with classroom based work. This work is then extended at the Middle

and Secondary campus depending on the needs of the students. Those students

with special needs received individual support as determined by their Individual

Education Plans.

Students who demonstrated understanding and skills above their peer level were

provided with opportunities to apply and develop those skills. At the Junior Campus

a variety of extension groups operated throughout the 2012 school year. These

groups were identified as part of our talent identification programme. At the Middle

and Senior campus students remain with their cohort and are provided with work to

extend them beyond their year group as appropriate.

In addition to classroom based program the students were provided with other

opportunities for extension. These occurred through a range of activities developed

from both within and out of the College. Many of the activities were coordinated

and run by specialist teachers responsible for this area and subject teachers at the

secondary campus.

In 2012 students were involved in; Opti-Minds, Extension Maths Groups, a Maths

Challenge and competitions along with the ICAS testing system. The Chess club

continues to grow. Busy work in classrooms took on a new twist with the

introduction of problem-solving puzzles.

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Students were again challenged to enter the Gaythorne RSL Essay Writing

Competitions. Our Optiminds teams again represented the College with distinction.

Resource (ICT and Library)

Both campuses are equipped with extensive resource facilities. In particular, the

Junior Campus has enjoyed occupying the new Resource Centre following the

completion of the BER project.

Students across the College are encouraged to make use of the extensive book and

electronic resources both to support classroom based work and supplement their

reading. Access to information communications technologies is available to all

students and teachers. This is through the computer laboratories and through

laptops which access the wireless network on both campuses. Interactive White

Boards (IWBs) are now in use in all Junior School classrooms and four Senior

Campus classrooms.

In 2012 individual iPads were introduced as a trial with Year 11 students and pods

of iPads made available in the Junior School.

Occupational Therapist, Speech Therapist and Psychologist

Prince of Peace Lutheran College has contractual agreements with an Occupational

Therapist and Speech Pathologist to assist with screening and therapy programs for

students within the school and provide sessions at the College during the school

day. The services are provided on a cost for service basis.

In 2012 the College was able to negotiate with a psychologist to provide services

where requested by parents. This operates on a similar model as above.

Distinct Curriculum Offerings at the Middle School

The Middle School Curriculum at Prince of Peace aims to provide a challenging

stimulating and supportive environment as young people move into adolescence.

The move to the new Middle and Senior campus during mid 2009 has allowed

further development of the middle year’s curriculum.

The curriculum from Years 7 to 9 is a total learning package engaging our students

in the eight Key Learning Areas. The Middle School experience seamlessly and

safely transitions our students from the Junior School environment they have been

familiar with until the end of Year 6 to readiness for effective engagement in Senior

Schooling at the end of Year 9.

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In 2012 the College implemented the Australian Curriculum in English, Mathematics

and Science across Years P to 8. This introduction will be completed in 2013 for

Year 9 and 10 along with History in all year levels.

The remaining Syllabus areas continue to be guided by the Queensland Syllabus

Learning Essential Learnings which values Knowledge and Understanding

(content, theory, practice of techniques) and Ways of Working (problem solving,

investigations, hands on activities and team tournaments – voluntary). This will

progressively be replaced by Australian Curriculum Syllabuses as they become

available.

Our program aims to provide students with the experiences that they need for

ongoing learning, social and personal competence and participation in a democratic

society.

The Ubuntu Program

Ubuntu, meaning “I am human so I belong”, is a ground breaking, yearlong

program for Year 9 students that combine both HPE and Christian Studies. The

year is a rite of passage for the students and is based on the core philosophy of the

inextricable link between the physical, emotional and spiritual nature of an

individual. The program provides opportunities for students to make these

connections naturally as they grow in the understanding of themselves.

Key elements of the program include the Rock and Water program (encouraging a

physical approach to social and emotional learning), African Drumming (promoting

unity and teamwork), spending time at a local aged care centre and a two week

outdoor education experience at Mount Binga.

In the words of a 2009 student “Ubuntu has taught me how to talk to God in

different ways and how to trust in myself, believe in myself and give myself

respect.”

Thinking Skills Programme Years 7 – 9

This programme teaches thinking from a philosophic perspective to encourage

students to discover how to answer questions as well as providing “thinking

rubrics”.

Distinct Curriculum Offerings at the Junior School

Weekly Specialist Music, LOTE and Physical Education Classes

All students in Years 1 to 6 participate in classroom music lessons each week and

those in Years 4 to 6 are taught German. During 2012 all students at the Junior

School enjoyed the specialist teaching in our weekly Physical Education Program.

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Additionally Years 1 to 6 participated in a water safety/swimming program during

Terms 1 and 4.

Program Achieve

Program Achieve, developed by education psychologist Dr Michael Bernard of the

“You Can Do It” foundation, is a program designed to improve the resilience of the

students. The program focuses on the four Keys to Success; Confidence,

Persistence, Organisation and Getting Along. These four foundations were used in

2012 as the basis for reporting on student’s social behavior on report cards, issued

twice within the school year.

Outdoor Education

Prince of Peace Junior School offers an outdoor education program to students from

Years 4 to 6. During 2012 students visited Midginbill Hill, Maranatha Recreational

and Educational Camp and Moreton Island. These experiences enable the students

to gain first hand opportunities that are not possible within the normal classroom or

school setting. Additionally they allow our pupils to develop their independence and

social interdependence skills.

Co-Curricular Program:

Music

Music is an important part of life at Prince of Peace and students can choose to be

involved in a wide range of co-curricular musical activities including instrumental

lessons, bands, orchestras, choirs and small ensembles. The instrumental music

programme is open to all students from Year 4 upwards and in 2012 students had

the opportunity to learn a wind, brass or percussion instrument and join one of the

College’s bands or ensembles including; the Junior Band, several worship bands, a

string ensemble and a brass band.

The College also offered a range of choral options in 2012 for students from Year 2

upwards. The vocal ensembles performed with distinction both at College and

Church events along with a number of local community events and competitions.

Sports

In conjunction with the Health and Physical Education program provided by class

teachers and our specialist Physical Education Teacher, students in Year 5 upwards

had the opportunity to be involved in co-curricular sports activities.

During 2012 Students in Years 5 to 7 competed in the North West District Sports

Association Inter-School sport competition with students in Years 8, 9 and 10

participating in the District Sport Spring and Summer competitions. Students also

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competed in local swimming, athletics and Inter Lutheran competitions as well as

district, regional, state and national levels.

School Income broken down by funding source

Please access this data from the My School website at

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

Section 2: School Culture

At Prince of Peace we firmly believe that the successful education of a child comes

through a close and effective partnership between the College, the family, our

congregation and the wider community. We are especially proud of our supportive

and active parent community and of the difference that they along with our

dedicated and professional teaching body make to the everyday life of our students.

Pastoral and Chaplaincy Work

At Prince of Peace pastoral care is influenced by our Christian beliefs and values.

Pastoral and Chaplaincy care occurs on a number of levels;

Firstly, each child comes under the care of their class or home class teacher who

will show care and concern for the child, noting, family situations, friendship

patterns, achievement levels and the confidence of the child in social situations.

The teacher is then able to work with the student within a classroom setting.

Secondly, where necessary, a child is able to speak with either our College Pastor

or Chaplain. In 2012 we were fortunate to receive funding from the

Commonwealth Government Chaplaincy program to support the employment of our

College Chaplain.

During the second half of 2012 the College engaged the services of a psychologist

on a fee for service basis to assist families where appropriate.

The College also seeks to offer other opportunities such as Program Achieve to

assist students in their personal social-emotional development.

Programs such as the Junior School Buddy System and the Middle School

Leadership Teams foster a sense of belonging, affirming each student’s identity as a

valued member at Prince of Peace.

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

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The link between the College and the Church is strong. Many members of the

congregation are actively involved in the daily life of the College and many of the

students enjoy the fun and active youth program provided by the Church along with

other Church led activities.

Worship

All students at Prince of Peace participate in daily worship either in their class or

with several year groups. A whole campus chapel service is held once a week at

each campus and is open for parents and friends to attend. During 2012 students

from Years 1 to 6, took a lead role in one Sunday service per year group with the

Church congregation, further enhancing the Church, College partnership.

Parent Involvement

At Prince of Peace Lutheran College we work in partnership with our parents to

enhance the learning, growth and development of our students. We are very proud

of our strong and supportive parent community and the time energy and expertise

that are donated to support both learning and fundraising activities. Parents are

involved in the following ways;

Parents & Friends Association

Membership of the P&FA and its sub committees is open to all members of our

school community. The PF&A aims to enrich the learning opportunities available to

our students and enhance the sense of community within the College.

The elements of the P&FA hold monthly meetings during which a report is provided

by the Head of College and other business is conducted. The P&FA has been very

active in both raising funds and friends during the 2012 school year. The highlight

of the P&FA Calendar is the Winter Fete which was held in July. This along with

smaller events such as the Market Night raised over $50,000. The majority of

these funds were donated to the College to provide additional play facilities at the

Junior Campus and the creation of new landscaped areas with shade on the Senior

Campus.

Parent Council

In 2012 the P&FA and the Head of College continued to provide further

opportunities for parent feedback. Two meetings were held of what has become

known as the Parent Council. Each year level is represented by one of their class

Parent representatives. The role of the Head of College at these gatherings is to

listen to both positive and negative feedback. The format is informal over coffee

and dessert.

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Auxiliary

The Prince of Peace Auxiliary meets during the school day and again is an

opportunity to enhance the learning opportunities for students within the College,

while at the same time offering an opportunity for fellowship amongst parents.

During 2012 they took part in a wide arrange of activities which included special

morning tea and lunch days, Mothers and Fathers Day stalls, and fundraising

through a range of activities for both the College and external charities.

Working Bee Team

Three Working Bee mornings were held in 2012 with parents and friends

volunteering their time and energy to improve the landscape of the College. Further

work was undertaken on the Rainforest area at the Middle and Senior school

campus.

Supporters Groups

In 2012 the Music Supporters Group and the Sports Supporters Group were formed.

These two parent groups exist to provide support to their respective areas and to

provide further fellowship opportunities for parents with a common interest.

The Music Tutors Concert has become a must on the College calendar. Similarly,

the Trivia Night by the Sports Supporters Group was well supported.

Volunteers in the College

The College actively encourages parents and grandparents to assist within classes,

excursions, camps and sport at the College. As with previous years it has been

wonderful to see the high level of skill and expertise that parents have brought to

the College during the year. Additionally parents have been enriched by the

experience of helping groups of students and have enjoyed being involved with the

education of their children and their cohort.

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Section 3: Professional Engagement

Staffing Composition

Head count FTE

Teachers P – 12 69

(includes 28 P/T)

55.7

Non Teaching 47

(includes 26 P/T)

32.3

Total

82 female employees

34 male employees

58.4

29.6

Currently there are no Indigenous employees.

Teacher Qualifications (classroom teachers and school leaders)

“A list of teacher’s qualifications.”

Qualification

Number of

Qualifications

Percentage of teachers and school

leaders at the school who hold this

qualification

Doctoral / Post Doctoral 1 2.0%

Masters 14 21.0%

Bachelor degree 71 103.0%

P-G Diploma or Diploma 56 82.0%

P-G Certificate or

Certificate

20 29.0%

Note: Many teachers and school leaders hold multiple qualifications.

Expenditure and teacher participation in professional learning:

“Number of teachers participating in professional learning activities, and description

of activities in plain language.”

Staff professional learning priorities:

All employees are given opportunity to attend Professional Learning seminars in

areas of professional interest throughout the year, as well as being required to

attend professional learning days held on campus.

The focus of teacher’s professional learning in 2012 was:

Restorative Practices

ICT – Digital Endorsement; Peer Coaching; iPads

CS Equip

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Pathways Accreditation

All employees participated in mandatory training such as First Aid, CPR, Epipen,

Valuing Safe Communities and Child Protection updates.

Staff participation in College funded professional learning:

In 2012, teachers were involved in the following professional learning areas. Non-

teaching staff were also involved in professional learning which is not reported

here.

Description of Professional Learning Activity No. of Teachers

Participating

CS Equip 6

You Can Do It 27

Restorative Practices Training 13

CTJ – Australian Curriculum Focus 69

Pathways Theological 61

Valuing Safe Communities 69

ICT Peer Coaching x 13 modules 5–13 each module

Epipen Training 62

First Aid & CPR 62

Senior Subject Specific Training 10

Number of teachers participating in at least one

activity in the program year 69

The participation of the teaching staff in professional development activities was

100%.

College expenditure of staff professional learning:

“Average expenditure per teacher on professional learning, at the school level.”

Total Number

of Teachers

Total Expenditure on Teacher PL (as recorded in

Financial Questionnaire)

Average

Expenditure on PL

per teacher

55.7 $45 306

(In addition, $30 302 was spent on non-teaching staff

and $43 296 was spent on replacement costs to allow

teachers to attend professional learning.)

$813.00

($938.00 per FTE

non-teaching staff)

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Staff Attendance (permanent and temporary classroom teachers and

school leaders):

“The average attendance rate or average number of days attended per staff

member.”

Number of Staff Number of School

Days

Total Days of Staff

Absences

Average Staff

Attendance Rate

69 (55.7 FTE) 198 229 193.9

For permanent and temporary staff and school leaders the average attendance rate

was 98.00% in 2012.

Staff Retention (permanent teaching staff – including those on leave)

“The proportion of teaching staff retained in a programme year from the previous

year.”

Number of Permanent

Teaching Staff at End of 2011

(Head Count)

Number of These Staff

Retained in the Following

Year

Percentage

Retention Rate

54 52 96.0%

From the end of the 2011, 96.0% of staff were retained for the entire school year.

During 2012, 2 teachers commenced maternity leave.

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Section 4: Key Student Outcomes

Student Attendance

“The average attendance rate (percentage).”

Total Number

of Students

Number of School

Days in Program

Year

Total Number of

Student

Absences

Average

Attendance

Rate

834 186 8437 94.56%

The average attendance rate in 2007 was 94.28%





Average student attendance rate per year level

Year Level Ave attendance

rate for 2010

Year Level Ave attendance

rate for 2010

P 95.92% 7 94.54%

1 95.32% 8 94.14%

2 94.54% 9 93.63%

3 95.67% 10 92.83%

4 94.86% 11 90.77%

5 94.76% 12 94.46%

6 95.29%

Attendance rolls are completed each morning. Families of students who

are absent without notice are then contacted to confirm non-attendance.

The College would expect to be notified and its approval obtained prior to

the expected absence for all of the above circumstances (except for

illnesses and accidents).

Students with unexplained absences or a high absenteeism rate are

contacted by the relevant Home Class Teacher, Year Level Co-coordinator,

or Head of Sub-school.

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Years 3, 5 and 7 National Assessment Program Results

“The percentage of students in Years 3, 5, 7 and 9 achieving the national

literacy and numeracy benchmarks for their Year.”

The table below records the results of Prince of Peace students (including

those absent or exempt) in the 2011 National Assessment Program tests

in Reading, Writing and Numeracy. The table shows the average score

achieved by Prince of Peace students, the average achieved by students

across Queensland and the percentage of Prince of Peace students who

achieved above the benchmark.

Part A: 2012 Mean Scale Scores and Percentages of Students

at or above National Minimum Standard for Years 3, 5,

7 and 9

Year 3 Mean Scale Scores

Year 3

Percentages of Students at or

above National Minimum Standard

PoP State Ave. Nat Ave.


READ 426 408 419.3

READ 96 92.8 93.5

WRITE 389 403 415.4

WRITE 100 94.7 95.3

SPELL 403 398 413.9

SPELL 97.4 93 94

G&P 413 411 423.6

G&P 97.4 91.9 93

NUM 384 381 395.1

NUM 96 92.8 93.9


Year 5





READ 516 480 493.2

READ 94.2 89.3 91.8

WRITE 461 457 476.5

WRITE 94.1 88.9 92.2

SPELL 478 479 494.3

SPELL 100 90.5 92.6

G&P 503 477 490.5

G&P 92.3 87.5 90.4

NUM 490 476 488.4

NUM 92.3 92 93.4

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Year 7





READ 552 532 541.3

READ 92.4 95.7 94.2

WRITE 521 512 517.9

WRITE 92.4 88.8 89.9

SPELL 541 534 543.1

SPELL 92.4 91.7 93

G&P 564 540 545.9

G&P 93.6 94.4 95

NUM 536 532 537.9

NUM 93.9 93.7 93.7


Year 9





READ 597 567 574.5

READ 94 90.5 91.3

WRITE 563 539 553.3

WRITE 84.9 78.3 81.7

SPELL 594 571 576.6

SPELL 94 89.3 89.5

G&P 597 570 572.8

G&P 94 89.9 90.4

NUM 593 575 584

NUM 95.5 93.5 93.5

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Part B: % Distribution of Achievement Bands 2012 for Years

3, 5, 7 and 9

The following tables show the school’s results for each year level in each of the

five domains. It shows the percentage of Prince of Peace students achieving in

each band, as well as the percentage of students in Queensland schools achieving

in each band.

% Distribution of Achievement Bands: 2012 Year 3

Reading Writing Spelling Gram &

Punct

Numeracy

Band Schoo

l

Stat

e

Schoo

l

Stat

e

Schoo

l

Stat

e

Schoo

l

Stat

e

Schoo

l

Stat

e

6 or

above

23.7 21.9 1.3 10.5 14.3 15.5 20.8 23.3 4.0 8.1

5 27.6 20.5 23.4 28.7 18.2 20.8 24.7 21.1 29.0 18.0

4 18.4 21.6 36.4 31.4 42.9 25.4 24.7 21.4 23.7 27.5

3 14.5 17.1 29.9 17.0 15.6 20.0 18.2 16.0 29.0 24.6

2 11.8 11.7 9.1 7.2 6.5 11.4 9.1 10.2 10.5 14.7

1 4.0 5.7 0.0 3.6 2.6 5.4 2.6 6.5 4.0 5.7

Exemp

t

0.0 1.5 0.0 1.7 0.0 1.6 0.0 1.6 0.0 1.5

N.B. The shaded band represents the National minimum standard for Year 3.


Reading Writing Spelling Gram & Punct Numeracy

Band School State School State School State School State School State

8 or

above

19.2 8.2 2.0 2.6 5.8 6.4 17.3 9.4 11.5 5.8

7 23.1 16.8 9.8 9.5 13.5 17.0 19.2 15.9 19.2 14.6

6 23.1 26.3 21.6 25.3 30.8 27.1 23.1 24.2 21.2 26.9

5 23.1 24.1 43.1 32.9 28.9 25.1 25.0 23.4 25.0 28.6

4 5.8 14.0 17.7 18.0 21.2 14.8 7.7 14.6 15.4 16.2

3 5.8 8.4 5.9 9.4 0.0 7.2 7.7 10.2 7.7 5.8

Exempt 0.0 2.3 0.0 2.3 0.0 2.3 0.0 2.3 0.0 2.2




Band Schoo

l

Stat

e

Schoo

l

Stat

e

Schoo

l

Stat

e

Schoo

l

Stat

e

Schoo

l

Stat

e

9 or 8.8 5.8 3.8 4.1 7.6 6.4 20.3 7.9 6.2 7.5

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above

8 31.3 16.9 15.2 11.3 25.3 16.9 17.7 18.3 17.3 14.5

7 27.5 28.3 29.1 23.1 22.8 29.8 31.7 28.3 30.9 25.9

6 16.3 26.6 15.2 30.1 24.1 25.7 13.9 25.8 29.6 28.8

5 8.8 15.9 29.1 20.3 12.7 12.9 10.1 14.0 9.9 17.0

4 or

below

6.3 4.9 6.3 9.4 6.3 6.6 5.1 3.9 4.9 4.6

Exemp

t

1.3 1.7 1.3 1.8 1.3 1.7 1.3 1.7 1.2 1.7




Band School State School State School State School State School State

10 13.4 3.0 7.6 2.9 3.0 4.1 11.9 4.6 13.4 5.5

9 16.4 11.5 12.1 8.3 34.3 14.0 16.4 12.6 10.5 12.3

8 31.3 25.5 19.7 17.9 26.9 26.4 28.4 24.4 29.9 24.3

7 22.4 30.1 22.7 24.8 13.4 27.5 17.9 28.6 22.4 30.8

6 10.5 20.4 22.7 24.5 16.4 17.3 19.4 19.6 19.4 20.6

5 or

below

4.5 7.9 13.6 20.0 4.5 9.1 4.5 8.5 3.0 4.9

Exempt 1.5 1.6 1.5 1.7 1.5 1.6 1.5 1.6 1.5 1.6


Prince of Peace Lutheran College should be very pleased with the overall

performance of Years 3, 5, 7 and 9 in the 2012 NAPLAN.

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Class of 2012 Senior Secondary (Year 12) Outcomes Summary

SEP QCE QCIA VET SAT OP Senior

Statement only

% with a QCE, VET, SAT or IBD

% QTAC applicants with a tertiary offer

15 13 - 3 - 14 0 87% 100%

N VET SAT VET

Cert I

VET Cert

II

VET Cert

III

VET Cert IV

VET Dip or AdvDip

Uni subject at School

VET Dip or AdvDip unit at School

Students who received

a QCE

13 3 - - - 3 - - - -

N QCE VET SAT VET Cert

I

VET Cert

II

VET Cert

III

VET Cert IV

VET Dip or AdvDip

Uni subject at School

VET Dip or AdvDip unit at School

OP-eligible students

14 12 2 - - -- 2 - - - 1

OP-ineligible students

1 1 1 - - - 1 - - - -

OP

1-15 OP

1-5 OP 6-10

OP 11-15

OP 16-20

OP 21-25

OP distribution

10 71% 1 1 8 4 0

Apparent Retention Rate

Year 10 Base ( August Census)

Year 12 Apparent Retention Rate percentage

Number of Students

18

15

83.3%

Post-Year 12 Destinations

This is not applicable to Prince of Peace for 2012. This data from the

Queensland Government’s Next Steps Survey on the destinations of the

2012 graduating cohort will be reported in the 2013 Annual Report.

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Section 5: Value Adding and Satisfaction

The spiritual development that students gain at Prince of Peace is one of

the key factors in the decision by parents to send their children to our

school. As such, our community has an active and meaningful worship

life, and parents and grandparents regularly attend our three chapel

services each week. The College chapel service is usually full to capacity

and the fellowship for parents afterwards assists in building our

community feel and maintaining parents’ satisfaction with the school.

Parents also often comment, both formally and informally, on the

dedication and care demonstrated by our staff, and appreciate the depth

and quality of the educational program that is provided to grow and

develop each child as a unique individual. Similarly, Prince of Peace

students regularly reflect on and verbalize their satisfaction with the

school, and have a strong desire to remain here. Many former students

return to the school for our annual winter fete to catch up with previous

classmates and staff, as well as to engage in work experience or

practicum teaching after being inspired to take up a career in education.

Prince of Peace has a very committed staff and supportive parent

community, which assists greatly in providing a school that students look

forward to attending each day. We have a relatively stable staff, with

many members having been at the school for between 7 and 20 years.

Both permanent and relief teachers also commonly mention that the

students at Prince of Peace are wonderful to teach and that they enjoy

working at the school. Likewise, visitors to Prince of Peace frequently

remark about the pleasant feeling they get as they move about and

interact with staff and students, whether formally or informally, and often

seek to have their children attend the school as a result. This feeling

doesn’t occur by accident. It is a reflection of our community’s pride in

the school and care for each other, as we live out our school life with

Christ at the centre of all that we do at Prince of Peace.

Parent, teacher and students satisfaction with the school

In 2011 the Prince of Peace Lutheran College Council conducted a

“College Climate Survey”. The results of this survey were reported in the

2011 Annual Report.

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In addition in 2011 the College participated in the second stage of the

longitudinal Lutheran Education Australia “Better Schools Project”. The

third and final data collection for the project will occur in 2013.

Having participated in two surveys in 2011 and knowing that the College

community would again be participating in 2013 the decision was taken

by Council not to collect formal community data in 2012.

The College did continue to collect information regarding parental

satisfaction information as part of our enrolment exit processes.

PRINCE OF PEACE LUTHERAN COLLEG ANNUAL REPORT 2009...College Overview Prince of Peace Lutheran...

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