Marrara Christian College
Annual Report 2015
(incorporating NT Christian College)
Location: Corner Amy Johnson Ave and
McMillans Rd, MARRARA NT
Postal: PO Box 84
KARAMA NT 0813
Telephone: 08 8920 2000
Fax: 08 8920 2001
Email: [email protected]
Contents
Contents
Contents ......................................................................... 2
Vision Statement ............................................................ 3
Principal’s Message ........................................................ 4
College Profile................................................................. 5
Statistics.......................................................................... 6
Staffing Information ....................................................... 7
Highlights of the School Year........................................ 11
Teaching and Learning.................................................. 12
Parents and Community ............................................... 14
Finance and Facilities.................................................... 15
School Self-Assessment ................................................ 16
May 2016
2
Vision Statement
Vision Statement
NT Christian Schools’ vision statement is: ‘We desire to be a Christian community, learning
together to live life as God intended, offering
hope for the world’.
Marrara Christian College is a learning
community where parents and staff partner
together. Students are nurtured through a
loving, biblically-based school curriculum
and structure to build their faith, character
and desire to serve.
This means as a community we:
a. Value parents as the primary educators of their children and support them in their
God given task of nurturing their children
b. Will provide a safe and stimulating environment through fair, clear and consistent
behavioural expectations
c. Promote a strong Christian culture through service, mission, stewardship, nurturing
a right relationship with God and others, integrity and morality
d. Recognise each person’s intrinsic value to God and seek to mirror this in our
relationships
e. Design curriculum that develops students’ gifts and talents to enable them to
contribute positively to society in all of their life
f.
Work to learn and understand God’s word and apply Biblical principles in our lives
g. Learn to critically evaluate and question societal beliefs and practices against
Biblical principles
h. Will continually challenge each other to be in a right relationship with God and
others through Christ
i.
Will have an obvious presence in the broader community and have a strong
mutually supportive relationship with the local churches
j.
Encourage students to excel academically and apply their learning in the service of
the Lord
May 2016
3
Principal’s Message
Principal’s Message
Welcome to the 2015 annual report. Thank you for taking
the time to read it and find out a little about us and what
the College has been up to. 2015 proved to be another
good year for the College. I find myself saying this a lot,
but the reality is that the College is ‘good’. We are a
College that is wonderfully unique in so many ways and
once again I find myself struggling to express just how
good it is.
As the Principal of the College, I have the privilege to lead
this incredible community. I recognise, though, that the
College is not the great place it is because of me, but
rather because of the ongoing work, passion and
commitment of the whole College community.
Our parents are fantastic. As co-educators of their children, we work well together,
encourage, and support each other every day to ensure that students are getting what they
need to find success, grow and mature. Parents can be found on camps, excursions, in
classrooms, and even in our gardens as they strive to create a place where their children can
flourish.
The College staff team is second to none. They are professional, passionate, committed and
love what they do. Each plays their part to the fullest to ensure that students and families
are supported and encouraged as we work together to create a place where Christian
education means not only students are safe and well cared for, but also thrive academically
and have strong foundations from which they will serve into the future.
The students are our pride and joy. They never cease to surprise and never fail to inspire.
From Preschool to Year 12 the College has the best students in Darwin. They are in simple
terms - amazing. They are compassionate, dedicated and caring. They are creative, talented,
smart and tenacious. They make working at the College a pleasure.
My prayer is as you read through this year’s Annual Report you will get a glimpse of the
things that I get to see every day. That you too will be encouraged and inspired as you read
of the things the College has done over the past year.
In His Service,
Andrew Manning.
May 2016
4
College Profile
College Profile
Marrara Christian College (incorporating the Northern Territory Christian College) is a nonselective coeducational day and boarding college offering classes from Preschool to Year 12.
Boarding facilities are designed for secondary aged indigenous students from remote
communities where secondary education is not available or suitable for their needs.
Our students come from a broad spectrum of socio-economic levels and represent a near
average cross-section of the Greater Darwin community.
Primary classes are multi-age across two year levels, apart from Preschool and Transition,
which are single strand classes. Student ages conform to Northern Territory expectations,
with Transition (first year of school) students turning five by the middle of the year.
Marrara Christian College is a campus of the NT Christian Schools system that operates four
urban schools and four remote schools in the Northern Territory.
The NT Christian Schools is a community of passionate Christians with an interest in Christian
education. The organisation members elect a Board that oversees the operation of the eight
schools. NT Christian Schools members in each school elect a Council that exercises
delegated authority from the Board for their particular school.
The Chief Executive Officer of the organisation acts on behalf of the Board and each school
Principal acts as Executive Officer for their respective Council.
Marrara Christian College Executive consists of the Principal, the Head of ICT and
Infrastructure, the Senior Finance Officer and three Heads of Schools representing the
Primary, Middle and Senior sub-schools that make up the College.
The College caters for students from Preschool to Year Twelve. We are blessed to have the
best students in the Territory, who never fail to inspire
and surprise us with just how capable, caring and
smart they are.
The boarding program is part of the mission of
the College - to serve members of our society who
do not have access to resources. 100 boarders
from remote indigenous communities live in
Family Group Homes and attend the College. The
students stay in groups of 8 to 10 with a set of
House Parents in an urban house. The Family
Group Home Program is nationally recognised as
an innovative and successful way of supporting
students studying away from family and culture.
Many of these students have missed a significant part of their education and enter special
classes aimed at improving their literacy and numeracy skills, so they can enter mainstream
education and graduate with a Northern Territory Certificate of Education and Training.
Australian Government funding has allowed us to acquire and upgrade houses so that rental
costs have reduced. We are grateful for the support from the Australian Government.
The Marrara Christian College Fabrication and Construction Trade Training Centre has grown
out of an initiative in 2006 and now trains about 40 trainees and school-based apprentices in
metal fabrication and engineering from all senior schools in the Greater Darwin region. The
program is nationally recognised for its successful combination of mentoring and training
young men and women in a commercial environment and contributes to the development of
the Northern Territory workforce.
May 2016
5
Statistics
Statistics
Total Enrolments
626
Girls
320
Boys
306
Full-time Equivalent Enrolments
Indigenous Students
Students with a Disability
Student Attendance Rate (Pre – Year 9)
305.4
146
21
93% (Non Indigenous)
90% (Indigenous)
Student Attendance Rate (Year 10 – 12)
88% (Non Indigenous)
78% (Indigenous)
Parents are notified by SMS each day at 10:00am if their child is absent without notification.
After three consecutive days of non-attendance, parents or guardians are contacted by
teachers. Continued unnotified non-attendance (20 days) will result in students being
removed from the roll and authorities notified.
May 2016
6
Staffing Information
7
Staffing Information
Qualifications and Registration of Teachers
All teachers have a minimum of four years training and are registered with the NT Teacher
Registration Board.
Primary Teachers
Middle Teachers
Senior Teachers
Name
Qualifications
Arbon, Chanelle
Armstrong, Bethany
Fishlock, Sharon
Hart, Lyn
Henderson, Serina
Kubler, Emma
Kim, Ranny
Mortimer, Kelly
Reinberger, Jo
Russo, Carla
Skinner, Lisa
van Leeuwen, Johan
Wheeler, Shelley
Badenhop, Amber
Barklay, Jonathan
Beissel, Leslie
Cantrill, Doug
Clarkson, Elizabeth
Deeb, Tony
Evans, Michael
Hargreaves, Sue
Herrmann, Jan
Kidd, Karen
Metcalfe, Andrea
McKee, Tirzah
Revermann, Marian
Russo, Jon
Van Gelderen, Ben
Van Hulst, Helen
Watson, Ruth
Williams, Jill
Adams, Prasanna
Burgan, Lisa
Dempster, Russell
Dimmick, Rebecca
Earl, Justin
BEd
BEd
BGS, BT
DipT
BT&L
B Learning Mgmt
Grad Dip Ed, B Political Science
Bed
Bed
Bed
Bed
Bed
M Teaching, B Music
DipT, Bed, DipMiss
B Arts, GDipT&L
Bed
Bed
Bed
BA, DipT
BA, GDip Ed
BT&L
DipT, Bed, Dip LuthEd
Bed
DipT, Grad Dip Ed
BSc, DipEd
DipT, BEd, MEd
Bed
BL&A, DipEd
BA, DipEd
BCC, DipEd
Bed
Bed
BEd, Cert II S&Rec, Cert IV TAA
DipT, Bed
GDipEd
Bed
FTE
1.00
1.00
1.00
1.00
0.20
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
0.60
0.60
1.00
1.00
1.00
1.00
1.00
1.00
1.00
0.80
1.00
1.00
0.60
0.60
1.00
0.70
0.80
1.00
1.00
1.00
1.00
1.00
May 2016
Staffing Information
Garner, Chris
Higgs, Thomas
Hart, Richard
Kadirgamar, Terese
Leach, Tom
Leng, Darrell
Mavros, Sylvia
Mulambya, Adam
Other Teachers
Admin and Ancillary
Olman, Jeremy
Palmer, Anthony
Palmer, Jennifer
Roland, Jarryd
Sasala, Moya
Tilyard, Anita
Urlichs, Kylie
Van Bentum, Joel
Chesson, Judy
Manning, Andrew
Parkin, David
Watson, Gareth
Beazley, Daniel
Chilton, Michelle
Cook, Helen
Davis, Nicole
Deeb, Albertha
Del Rosario, Isaias
Fry, Debbie
Hall, Jon
Hansen, Eryn
Harley, Susanne
Hawkes, Gordon
Ireland, Meryl
Klinkenberg, Hans
MacRae, Jenny
Muskee, Daniel
Nyhuis, Glenda
Parkin, Jeanette
Plenty, Geoff
Sealy, Terri
Stanley, Clare
DipTh, BA, BTL, Dip Graph Des,
Cert IV TAA
Cert IV Career Dev, GDip Secondary
Ed, B Ab & TSI Studies
DipT
BA, DipEd
DipT, Bed, Cert IV TAA
GDipEd, GDip Theology, BBus
BVA/SOSE, DipEd
GDipEd, B Engineering, Cert IV
Christian Ministry & Theology, Cert
IV TAA
BEd
ADFine Art, BAVA, DipEd
BA, GDipEd
BCA, DipEd
DipT, BEd
BEd
Bed
BEd
DipT
BEd, BT, Cert IV TAA
BEd
BSc (Hons), DipEd, DipChrisStuds
8
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
0.90
0.60
1.00
0.60
1.00
1.00
1.00
1.00
0.84
0.60
0.25
1.00
0.20
1.00
Casual
0.40
Casual
0.8
Casual
1.00
1.00
1.00
0.80
0.60
1.00
0.60
1.00
May 2016
Staffing Information
Teacher Aides
School Based
Apprentices
Family Group Home
Program
Smith, Tahlia
Upton, Damien
Van Gelderen, Kate
Viravong, Benny
Weippert Vanessa
Wright, Jeanette
Agnew, Debra
Ambrose, Erin
Annis-Brown, Richelle
Burgan, Adam
Cable, Nicolee
Cantrill, Kyle
Douglas, Liz
Few, Lauren
Fuller, Arlene
Greco, Jean
Hart, Larissa
Harvey, Sharayah
Higlett, Hudson
Holzknecht Sonia
Johnson, Shona
Kapi, Jeffrey
Knopp, Wendy
Leschi, Liliana
Lloyd, Heidi
Norton, Naomi
Whitehouse, Andrea
Wright, Isabelle
Brown, Keegan
Christopher, Hannah
Hall, Noressa
Arnold, Dale
Arnold, Denise
Campbell-Atkins, Fleur
Campbell-Atkins, Neil
Hall, Jon
Hall, Sue
Hucker, David
Hucker, Gina
Jeffers, Adam
Jeffers, Sarah
Leach, Thomas
Leach, Maree
Mau, Laura
Mau, Ollie
9
0.70
Casual
0.92
1.00
1.00
0.90
0.40
0.40
0.80
1.00
0.76
0.80
0.80
0.37
1.00
0.60
0.67
1.00
1.00
0.90
1.00
1.00
0.60
0.90
0.80
1.00
0.60
0.60
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
May 2016
Staffing Information
Macrae, Arthur
Macrae, Jenny
Munnich, Stuart
Munnich, Rachael
Ninneman, Gary
Norton, Joel
West, Ana
West, Mark*
Campbell-Atkins, Meg
Family Group Home
Cantrill, Kyle
Relief Staff and
Few, Lauren
Tutors
Fuller, Arlene
Kapi, Jeffrey
Lolik, Doris
Majok, Akon
McIntosh, Amada
McIntosh, Malcolm
Ninneman, Karl
Walker, Lyndal
* Staff who have indicated Aboriginal or Torres Strait Islander descent
10
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
Casual
Casual
Casual
Casual
Casual
Casual
Casual
Casual
Casual
Casual
Casual
May 2016
Highlights of the School Year
Highlights of the School Year
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Indigenous Education – 140 students from 40 communities
Community Fundraising and Involvement
o Jump Rope for Heart
o 40 Hour Famine
o Operation Christmas Child
o Food Bank Food Drive
o Anzac Day Dawn Service Representation by Prefects
o Anzac Day Remembrance
Assembly
Book Character Assembly
Camping Programs
o Year 3/4 Camp to Riyala
o Year 5/6 Camp to Kakadu
o Year 7 Camp to Katherine
o Year 8 Camp to Kakadu
o Year 9 Camp to Larapinta
o Year 10 3 week around
Australia Trek
o Year 11 Study Camp
o Year 11 Outdoor Ed
Camps to Lake Argyle and
Jatbula Trail
India Study Trip
Primary Athletics Carnival
Middle and Senior Athletics Carnival
Whole College Swimming Carnival
Whole College Cross Country
Introduction of a Maths Prac Program for Middle School Students
Don’t Stop Believin’ Musical at the Darwin Entertainment Centre Playhouse
Bridge Building Competition
Library Makeover
Drama Performances
Combined Marrara on Show and Visual Art Spectacular
Year 10 Work Experience
Participation in a range of academic competitions, including success at a national
level for the third year running at the Australian Titration Competition
Instrumental Music Program
Primary Learn to Swim Program
Extra-curricular sporting programs including primary school, middle school and
senior school after school competitions and gala days with cricket, tennis, soccer,
basketball, touch football, AFL, rugby union and league
Prefects (Student Leadership Group)
A nationally recognised innovative Family Group Homes Boarding Program for
remote indigenous students
o Barunga Festival
o Katherine Christian Convention
o Involvement in local sporting and church programs
Fabrication and Construction Trade Training Centre
May 2016
11
Teaching and Learning
 Kids Matter Program that assists in the development of resilience, understanding
and cooperation in Primary School
 A Pastoral Care based executive structure
 RiSe CoDe Awards (Right Choices, Service, Compassion, Dedication)
 Various visiting musical group performances
Teaching and Learning
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Encouraging team development among staff to support and encourage excellence
Staff are developing pedagogy that compliments new technology
Whole primary approach to Biblical studies program
Pod Leader structure that supports pastoral care for students
Introduction of Teaching and Learning Coordinator
Minilit early intervention literacy program introduced in Primary
Introduction of a Practical Maths program for Upper Primary and Middle School
Students
National School Chaplaincy Program
Marrara Rustk, a life strengthening program for Year 11 students
Shine Program for Family Group Home girls
85% of staff attended International
Teaching Education Conference in
Melbourne
Students

The average NAPLAN score for Year 9 and
7 is lower than the Australian average.
This discrepancy is due to the large
number of remote indigenous students
sitting the NAPLAN test (28% of the cohort
on average). These students are from
remote communities, speak more than
one language and rarely have had consistent
schooling before coming to Marrara. Subsequently, they score extremely low in the
NAPLAN tests because they have not received a consistent, adequate mainstream
education that forms the basis of the NAPLAN tests.

When the results for the remote indigenous students are not used to calculate scores
and averages, students perform at a significantly higher level, often at or above the
Australian average.
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For information regarding the proportion of all students (including Remote Boarding
students) meeting national literacy and numeracy benchmarks for their year at 3, 5, 7 &
9 and for changes in benchmark results from the previous year by % point change
please see My School Website http://www.myschool.edu.au/.

Post school destination (50 students)
 42% further education/training
 48% in work
 4% unsure
 6% unemployed
May 2016
12
Teaching and Learning
 A total of 50 students out of 50 potential completers successfully completed the NTCET,
including 9 indigenous students. This is a completion rate of 100%, which compares
favourably with the NT average of 96.33%.
 There were 25 subject results of ‘A’ achieved by 19 students.
 Five students completed a high level of training while at school in the Certificate III or IV
in Vocational Education and Training (VET) as part of their successful NTCET.
 Over half of our students (62%) chose to use VET qualifications to complete the NTCET.
60% of completers would not have obtained their NTCET without VET. 18 students had
a School Based Apprenticeship or Traineeship, and 37 students from the senior school
successfully completed a total of 54 VET qualifications. This is an area where
Marrara/NT Christian College is recognised as an educational leader.
 Our Year 12 Trade Training Centre students who undertook the NTCET were all
successful completers. These students also completed Certificate II Construction and
Certificate II Engineering VET qualifications, as well as completing some competencies
in Certificate III Engineering. Most have now moved on to apprenticeships or work in
our community.
May 2016
13
Parents and Community
Parents and Community
Marrara Christian College is a school that values the partnership between parents and the
College. This partnership is critical to students valuing their education. Marrara Christian
College Council is always interested in exploring parents’ perspectives on the College and
education it provides. The School Improvement and Renewal Framework (SIRF) is the main
vehicle for gauging parents’ perspectives on the direction of the College community and
each semester has a focus on a particular part of the College’s performance.
The Marrara Christian College Council is made up of members of the NT Christian Schools
organisation, elected for three-year terms by organisation members who have children at
Marrara Christian College. In 2015 the Council was represented by Rohan Badenhop, Mal
Galbraith, Renee Samardin, Hans Klinkenberg.
Surveys conducted during the year indicate a very high level of satisfaction with the College.
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89% of parents’ experiences with staff were as or much better than expected
94% of parents are proud to be Marrara families
93% of parents feel welcome and involved in the College
96% of parents feel supported by the College
92% of students enjoy attending the College
95% of staff happy or very happy
May 2016
14
Finance and Facilities
Finance and Facilities
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Income
Private
Recurrent
Capital
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Capital Projects
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$ 5,122,706
$ 7,897,009
$ 59,221
Dome shade for primary playground
Resurface basketball & volleyball courts
Shade over volleyball court
Purchase of two containers
Ducted air-conditioning staffroom
Concrete & update primary playground
Air-conditioning F block
Resurface roads
Capital Improvements Planned for the College in the Coming 12 Months
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Renovation of the Primary & Middle School toilets
Installation of new irrigation system
Painting of school (internal/external)
Resurface quadrangle
Shade over tennis courts
Roof over basketball court
Extension to ladies’ toilets
 Current Conditions of College Buildings and Facilities
Facilities are in fair to good condition with maintenance controlled by a regular
schedule.
May 2016
15
School Self-Assessment
School Self-Assessment
During 2015, Marrara Christian College used the School Improvement and Renewal
Framework (SIRF) to investigate the Community and Culture as well as the Finance and
Resources across the College. The SIRF program included surveying community members,
parents, students and staff. The data collected was then analysed and recommendations
were made to the College Council. The Council then used the recommendations to amend
the College Strategic Plan.
Community and Culture and Finance and Resources – Summary of Findings

Financial Management
Effective financial management was evident and complied with set standards and was
focused on optimizing learning outcomes. Work to ensure the long-term sustainability
of the college needs to continue.
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Facilities Management
College facilities were managed well with a focus on promoting safety, comfort and
optimum learning environments. It was noted that the College required a long-term
refurbishment plan to be developed.
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Resource Management
Resources were well managed, including information and communication
technologies, library facilities and in classrooms. The primary required a resource
boost to maximise primary learning environments.
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Environmental Stewardship
Environmental stewardship and sustainability are key factors and have practical
outcomes across the college.
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Human Resource Management
People who work for and with the college are well managed and indicated strong
support, care and high levels of wellbeing.
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Partnership with Parents
The partnership between teachers, parents/carers and students is a foundation
cornerstone of how the College functions. Parents are seen as co-educators and are
encouraged to be active in the education process. Students, too, are asked to take
responsibility for their learning and be active in the process.
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Cultural Diversity
The College is a diverse multi-cultural community founded on love for one another
which amongst other things manifests itself as a respectful and supportive
community.
May 2016
16