School Performance
Report 2014
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INTRODUCTION
St Peter’s Girls’ School receives funding from
the Australian Government through the Schools
Assistance
Act
2008.
Accountability
requirements attached to the funding require
the School to provide information to the
Australian Curriculum Assessment and
Reporting Authority (ACARA) which is then
published on the MySchool website and
ensures that specific “School Performance
Information” is made publicly available to the
School community. This report contains the
“School Performance Information” required by
the Schools Assistance Act and has been
collated under the headings specified by the
Act. Much of the information contained in this
report has been provided to the School
community throughout the year in other forms such as the Weekly News, Saints Alive, the School Magazine, School
Diaries, Curriculum Handbooks and Student Handbooks. The information relates to the 2014 School year and expands
on the information provided on the Commonwealth Government’s My School website.
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CONTEXTUAL INFORMATION ABOUT THE SCHOOL
St Peter’s Girls’ School has a long history of educating young women in Adelaide. Established 121 years ago by the
Community of the Sisters of the Church, the School moved from North Adelaide to its 11 acre Stonyfell campus in 1957
to accommodate its growing numbers. The School thrives amongst beautifully landscaped gardens and heritage listed
buildings, bound on two borders by Ferguson Conservation Park. St Peter’s Girls’ School provides an integrated
educational program from the Early Learning Centre to Year 12 which encourages the highest possible academic,
sporting, cultural and social standards. The Early Learners’ Centre, Junior, Middle and Senior Schools are situated on
the one campus, encouraging a strong School community through student interaction, the development of natural
friendships and a striving for shared goals. We provide a stimulating environment where learning is expected, exciting
and challenging and where positive encouragement is the means of motivation. We aim to develop a sense of social and
environmental awareness, which enables our students to grow, serve and develop within a globally aware and
internationally diverse context. Our founding sisters showed enormous courage, unwavering persistence and great
resilience in turning their dream into a reality. Their legacy lives on through our girls, who as genuine global citizens, dare
‘to be the change that they want to see’ not only in their own lives but within the context of the wider community.
Our academic, sporting, cultural, community service and leadership activities are designed to empower our girls to chart
their preferred educational path, explore individual interests and enjoy rich learning experiences to develop their unique
abilities. We believe in giving our girls the autonomy to make choices about the paths they follow at school and that selfdetermination and energy is demonstrated by the way they engage in all their pursuits. To this end, senior girls have a
choice of studying either the SACE curriculum or the International Baccalaureate Diploma Programme. As an IB world
school we promote opportunities for our students to become internationally minded.
Our girls are responsible corporate citizens, committed to the principles of service, tolerance and empathy.
School’s Governance
St Peter’s Girls’ School is governed by an independent Board operating under best practice governance principles for
educational institutions. The Board is the responsible steward of the School and is accountable for the good governance
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of the organisation, provides leadership and sets the strategic directions of the School and ensures its long term financial
sustainability. The Board promotes and practices ethical decision making and makes informed and transparent decisions.
The Structure of the School
The School structure begins in the Early Learners’ Centre (ELC). The ELC is a co-educational facility operating under
the Reggio Emilia philosophy of early childhood education as well as the International Baccalaureate Primary Years
Programme. Through nurturing each child’s learning journey, the ELC assists children to embrace a world of discovery
and possibility. Their wonderings are explored, expressed documented and celebrated. The staff work in partnership with
the child as active researchers and offer the children every opportunity to explore their world through play.
The Junior School, catering for students from Reception to Year 6, provides a broad, challenging and contemporary
curriculum based on the International Baccalaureate’s Primary Years Programme built around the Australian Curriculum
framework. The School is a fully authorized IB PYP School. Programs in the Junior School include rich and relevant
classroom practices, an integrated pastoral care and social education program, a quality specialist teacher program
(including Art, PE, Languages (Mandarin, French and Japanese), Music and Library), House activities, leadership
opportunities, excursions, an out-door education program, camps and tours. All year levels participate in some form of
camp experience. Every alternate year, the School stages an Arts Alive program, which includes visiting artists working
alongside the classroom teacher and the specialist teacher to develop pieces of art work, and culminates in an Art Show
and an opening night extravaganza.
The Middle School has a unique and structured curriculum that responds to the challenges and developing maturity of
the emerging adolescent. It provides a broad and connected learning and teaching program that builds upon the
successes of the Junior School and engenders a spirit of inquiry, a joy of learning and fosters creative and critical thinking.
Students study a broad range of subjects, including core subjects (Mathematics, English, Science, History, Geography,
PE, RE, Health, IT and LOTE (Japanese, Mandarin or French) and have a taste of the creative and performing arts
subjects (Drama, Music, Dance, Art, Food and Textiles). In 2014 the Year 7 students spent a week camping in and
exploring the Coorong Region. Year 8 students spent a week camping at Kangaroo Island while the Year 9 students
were involved in an Aquatics Camp and an outdoor education journey on the Fleurieu Peninsula. Students in Year 7
study three inquiry units allowing them to develop research and reporting skills in Science, Mathematics, English and
History. Students in Years 7 and 8 also follow a student-directed study program for two semesters called ‘Futures’ which
enables them to undertake research projects in a range of areas including Digital Photography, Performing Arts, Studies
in Food, Creative Writing, Fabric and Textile Design and Community Engagement.
The Senior School caters for students in their final three years of Schooling. Year 10 has been designed to ensure core
curriculum areas are studied. These include English, Mathematics, Science, Humanities and Health & PE. In Semester
2, the pre IB English and Mathematics classes were introduced to support students in Year 10 to make choices regarding
a SACE or IB pathway into Year 11. Students can choose subjects from the Arts, Design Technology and Languages to
complete their learning program. Students in Year 10 completed the Personal Learning Plan (PLP), while Students in
Year 11 again completed their Research Project prior to undertaking their Year 12 studies. Students in Year 11 can
choose either the IB or SACE pathway and the IB Programme attracted students in year one of the program and a healthy
number of students continued with year two of the program. Students in Years 11 and 12 have a large range of subjects
to choose from and in 2014 students chose from 29 subjects at Year 12 level and 28 subjects at Year 11 level. Throughout
the year, a number of senior students were involved in international and domestic tours. Students in Year 10 travelled to
the Flinders Ranges for their five day outdoor education experience which included rock climbing, cycling and hiking.
Year 11 Students participated in a shorter team building camp, which focused on the development of leadership and
problem solving qualities. Year 12 students went on retreat which provided students with the opportunity to set goals and
strategies to achieve success during the final term of study. SACE trial exams were held in the Term 3 holiday break to
provide the students with a meaningful exam experience. All Senior students, at the completion of Term 4, were involved
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in a “Head start“ Program in preparation for the next level of learning where they used this program to consolidate their
subject choices and prepare for the 2015 academic year.
Accreditation and Affiliations
St Peter’s Girls’ School is a member of the Alliance of Girls Schools, and our Principal is a member of the Association of
Independent Schools South Australia (AISSA), a member of the Australian Anglican Schools Network and the
Association of Heads of Independent Schools (AHISA).
The School has a strong affiliation with a group of other Schools which were founded by the same order of Anglican
Sisters who founded St Peter’s Collegiate Girls’ School. The group is aptly named the Emily Group, after Mother Emily
who founded The Community of the Sisters of the Church (CSC) in 1870 in London. There are annual meetings between
the six Schools to discuss opportunities for exchanges, gatherings, shared history and educational issues. Member
Schools include:
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St Margaret’s College, Christchurch, New Zealand;
St Michael’s Collegiate School, Hobart;
St Michael’s Grammar School, Melbourne;
Canberra Girls’ Grammar School, Canberra; and
Perth College, Perth.
In 2014 we hosted an Emily Group gathering, where Principals and Board representatives gathered for a few days to
discuss School projects and directions. The three day event culminated with a Music Festival in our Arts Centre, with
participation and performances from students of all of the Emily Group schools.
The Spiritual Dimension
Through worship (School Eucharists, Carol Services, Chapel Services), the student prayer group and by seeking Baptism
and/or Confirmation in the Chapel, members of the School community have many opportunities to enhance their spiritual
development. Chapel services include both combined worship and age specific worship to fully cater for the needs of the
girls. The religious program and chapel services are aligned and the chaplain is available to further the pastoral care
program of the School.
School Enrolment Statistics
Early Learners’ Centre
Junior School
Middle School
Senior School
TOTAL
131 students
264 students
191 students
189 students
775 students
This number varies to that on the My Schools website as it includes the
ELC children, mid-year Reception students & Full Fee Paying
International students.
Student Exchanges / Visits
Throughout 2014 the School was involved in a number of exchange programs. Two schools from Japan, including
Yokohama Eiwa, and Tokyo Joshi Gakuen High School visited and participated in cultural exchange programs in the
Middle and Senior school for one term’s duration. Additionally, we hosted students from the United Kingdom in the
Senior School during Term 3. These international students were hosted by school and community families providing a
rich cultural experience within and beyond the classroom.
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Special Category Students
In Term 4, 2014 we had the following special category students:
2 indigenous students
7 International students (FFPOS)
11 Students requiring additional ESL support
12 Students with Special Needs (ie those recognized for additional government funding). They are accommodated
depending on level of need with three tiers of programs:
Tier 1 – R-12
Tier 2 – R-12
Tier 3 – R-12
comprehensive core instruction within the classroom
target specific instruction withdrawn from the classroom
intensive, instructional support withdrawn from the classroom
60 students
49 students
20 students
Special Curriculum Initiatives
In April 2014 we appointed an eLearning Integrator to lead, manage and develop innovative eLearning in the school. She
has been tasked with developing a timely and targeted ICT professional learning program and to work alongside teachers
to seamlessly integrate ICTs in their teaching
The Learning Management System Canvas was chosen as the most appropriate system for our needs and the ongoing
learning has been significant to meet implementation timelines.
2014 saw the graduation of the first class of International Baccalaureate Diploma. The graduation not only celebrated
the success of these 8 students but also the culmination of extensive professional learning for staff, program development
and administrative requirements. The benefits of the IB Diploma and staff professional learning extend beyond the
program itself. There is a positive flow on to other subjects in the SACE suite and to classes and indeed the Middle year’s
program. The IB learner profile provides a vertical articulation of learner attributes from the primary years, through middle
school and senior years and aligns with what are important skills and dispositions for our students. At Year 10 a new
selection of elective subjects were developed for implementation in 2015.
Curriculum – Years 7 to 12
The Australian curriculum is embedded into the curriculum for the ratified subjects. Faculties have developed
performance rubrics and report to parents using the structure
A snapshot of focus areas and initiatives are as follows:
English
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Completing the documentation for the English Curriculum 7-10 having aligned all courses with the Australian
Curriculum (‘published’ as a handbook and PDF).
Re-writing courses to align with Australian Curriculum requirements.
Developing task sheets and assessment rubrics to articulate with the Australian Curriculum (and the faculty’s
Performance Standards for 7-10 English).
On-going lesson observations, both by the HOD but also cross-faculty observations.
Refreshing text choices (retiring older texts and introducing new ones).
Conducting benchmark assessments to ensure the veracity of assessment standards across staff and across
subjects.
Organising and facilitating various events: ICAS English Competition, Poetry in Action, Bell Shakespeare,
Young Writers Competition and Spring Poetry Competition (note: Saints Girls had students win prizes in both
competitions).
Organising SACE moderation materials (Stage 1 and 2).
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Planning and writing examinations and distributing study advice to students.
Mathematics
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Continued refinement of the Years 7 to 10 Mathematics courses to match the Australian Curriculum, with a
focus on problem solving and reasoning.
Greater use of digital texts in Years 7 to 10. While students still had the choice of a hard copy text book,
many have opted to load content onto their iPad or laptop for use in class.
Access to HOT Maths (companion to textbook) for Years 7 to 10. This resource has interactive explanations,
worksheets and the facility for teachers to set tests and assignments electronically. This digital resource is a
movement to a richer suite of resources for teaching and learning.
Focus on the development of new SACE Board accredited Senior Mathematics courses. Staff participated in
consultation about these new courses.
Ongoing professional discussions about how to assess and report against criteria. This includes use of
performance standards and proficiencies of the Australian Curriculum for Years 7 to 10 and draft senior years
rubrics released by ACARA.
Ongoing involvement of students in Australian Mathematics Competition, School Mathematics Competition
(conducted by Maths Association of SA) and ICAS Mathematics competition.
Science
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Full implementation of IB Diploma programmes in Biology, Chemistry and Physics.
Workshops on Extended Essay, Theory of Knowledge, Science Internal Assessment, Category 2 workshop in
Melbourne.
Establishment of IB hub groups.
Year 10 excursion to careers@science alive
Trailing of LearningField
Inter-House Science and Engineering Challenge for Year 9 students.
Participation of all Year 7 and 8 students in Oliphant Awards to promote the link with Science Inquiry and
Science as a Human Endeavour strands.
Integration of iPads in Years 7 and 8 for data collection (eg. Sparkvue) to link and embed with the ICT capability
of the Australian Curriculum.
Participation of all Year 7 - 10 students in the ICAS Science Competition to promote links with the Science
Inquiry strand and selected Year 7 - 12 students in the Big Science competition, which assesses knowledge of
the Science Understanding strand and problem-solving.
The Arts
Visual Arts
 Year 7 students have been considering the arts elements, by exploring and experimenting with a variety of
media and materials. They have created an Arts Criticism Cube.
 Year 8 students have patterned quotes using the elements and principles of design as well as worked on
abstract paintings using monochromatic colour schemes.
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Year 9 Visual Arts students developed still life works, in either drawing or painting. They also mixed their use
of media in the development of a song illustration, the emphasis on process, and personal reflection and
evaluation.
In Year 10 Florence Broadhurst became the inspiration for the girls’ final artworks, be they art work or a jewellery
design. Cubism, the experimentation of traditional art materials and the introduction to digital media also
featured this year, as did folk art and environmentally inspired art/design work.
Year 11 students followed the design process to create some colourful and unique lampshades and, in
conjunction with the Art Gallery of SA’s Fashion Icon’s exhibition, completed a study on Fashion Design and
Illustration.
The Year 12 Art Exhibition held on Tuesday 18 November in the Arts Centre foyer to great acclaim and
academic success.
Dance
 Year 8 students, in their one term of Dance, explored the genres of ballet, jazz, contemporary and hip hop
dance, working experientially on the skill basics and creatively on developing short group dances in one or
more of the genres.
 Year 9 Dancers focussed on developing skills in the contemporary and jazz dance styles, building short
composition tasks that included lifts, counterbalance and contact work. This year’s group was the first to perform
their class dance “Nine on the Line”, publically, at the Arts Curriculum Showcase on Thursday 13 November.
 Year 10, 11 and 12 students were united this year in their off-line class on Wednesday mornings and Thursday
afternoons. Technique, Choreography, Performance and Analysis of past and present Dance artists all played
a significant role in the teaching and learning of Senior Dance. Guest artist Penelope Shum, choreographed a
fiery work, Closet Freak especially for the students, a work that was a resounding success each time it was
performed, including as part of the SACE major performance, Moved 2.0, you me and the universe.
Physical Theatre and Drama
 Year 7 students completed one semester of Physical Theatre, engaging in both movement skills and vocal
characterisation and delivery. The course culminated in some brilliant Poetry Performances that incorporated
not only movement and voice, but sounds, lighting and projection, all developed and operated by the students.
 Year 8 Drama students continued their development of characterisation and recognition of the broader concepts
of acting and theatre stagecraft. This year they worked on small sections of the script “Josephine in Between”,
interpreting and delivering excerpts in unique and alternative ways.
 Year 9 students went from realism to the surreal and from Ancient Greece to Contemporary Australia in their
exploration of acting styles and theatre history this year. Translated script excerpts by playwrights such as
Euripides and Sophocles challenged (and amused) while on Monday November 24, the semester 2 group
present the very contemporary, and at times absurd, Living with Lady Macbeth.
 Year 10 Drama students explored the historical rise and development of the Western Theatre tradition from
Renaissance time until now. Analysing script and characters the students read selections from Oedipus Rex to
Hoodwink. Reflection , both written and through discussion, played an enormous part in the year, as did the
humorous, but meaningful mid-year production, Peas in Pod.
 SACE Drama focussed on the analysis of text and performance development throughout the year. Stolen by
Jane Harrison was a focus text for the Year 11 and 12 students as was the work of film director Zhang Yimou.
The SACE Drama year highlight however, was the major performance, Playing Up, presented early in Term 3,
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with SACE 2 students taking on significant off-stage roles (ie Stage Manager and Costume design) as well
performing in the well-received play.
Music
 With the Year 2 recorder program, Year 3 string program, the Year 4 band program and the Year 5 musical,
Beauty and the Beast (accompanied by the school concert band), we continue to implement strong Music
performance and inquiry based learning in the Junior School, significantly improving the confidence and musical
skills of the girls. 2014 seeing an increased use of iPad technology.
 Participation in the co-curricular instrumental program this year greatly increased from that of 2013 evidenced
by the number of students participating in our annual Junior School House Music Eisteddfod held in Term 4.
 Year 6 curriculum for the first time, included drum corps and tuned percussion ensemble as part of an in depth
inquiry unit into percussion, culminating in a drum performance at the Year 6 inquiry presentation night.
 The whole junior school were also treated to a brilliant display of brass instrumental virtuosity, with visiting
artists Shrewd Brass.
 Middle School Music teachers undertook professional development in "Studio Sessions" a new technology
based program to be implemented across Years 7, 8 and 9 in 2015. This year the students worked with the
application GarageBand to build basic arranging techniques and composing spooky soundscapes; these have
focused on originality and creativity and the use of rhythm section instruments.
 The Senior Music program presents opportunities for solo and ensemble performance as well as building on
the composition and arranging skills, begun in the middle years. Year 10s focused on conducting for both Bands
and Choirs preparing the girls for leadership roles within their ensembles (and houses) in Year 11 and 12. Year
10 and 11 Music students arranged the band music for the Year 5 musical. Year 10 class performed at the
Remembrance Day Service, singing “In Flanders Fields” and Amelia French played The Last Post. Our SACE
2 students again proved they are commensurate musicians performing frequently throughout the year, as
soloists as well as in various ensembles.
SPAA
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Continued to offer high calibre tutors and practicing professional artist, in dance, drama and music each
Wednesday evening. Artists from the State Theatre Company, Elder Conservatorium and Australian Dance
Theatre, among others, all assisted throughout the year. The final performance, in November, Force Majeure,
was received with great enthusiasm.
Major Performance
 The School’s 120th Celebration Gala - combined school event for Term 3.
Faculty (generally)
 Enthused by John Hattie’s Visible Learning techniques, professional discourse and implementation within the
faculty has focused specifically on feedback, questioning techniques and assessment, members sharing,
evaluating and productively responding within their own practice.
 Developed and documented all programs for Years 7 - 10 in a new format to clearly address the Australian
Curriculum.
 Implementation of technology based learning and instruction dominated much of the faculty based professional
discussion and development in the latter part of the year.
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Faculty continues to expose students to various professional performance and exhibition experiences
throughout the year through visiting artists, workshops and excursions.
Technology
 Introduction of Food Technology units of work using Design Technologies Australian Curriculum content and
standards that focus on the practical and theoretical understanding of food.
 Herb garden planted next to the Food Technology Centre to promote sustainability and support the use of fresh
herbs in cooking.
 Year 12 Business Enterprise attended a workshop run by Ehrenberg Bass Institute for Marketing Science at
UniSA.
 Continued integration and focus on programming and computational thinking in Year 7, 8 and 9 curriculum
whilst aligning content and standards with the Digital Technologies Australian Curriculum.
 Participation in the development and provision of work samples for ACARA of Year 7 and 9 Digital
Technologies to illustrate task design and achievement standards for national curriculum.
 Participation of all Year 5 – 9 students and selected Year 10 students in ICAS Information Technology
Competition to assess knowledge and skills of information literacy and programming. Our students achieved
80 awards –28 Merits, 42 credits, and 10 Distinctions.
 Participation in SUBS in Schools pilot program - a Re-Engineering Australia STEM initiative linking schools and
industry and sponsored by the Defence Materiel Organisation to design and build a remote radio-controlled
model submarine. Introduction of 3D modelling with AutoCAD Inventor and 3D printing technology. Mentoring
support, guidance and expertise provided by industry-partner, Saab Australia.
Humanities
 Development of Years 7-10 History and Geography Curriculum in line with ACARA performance standards.
 Development of Years 7-10 resource priorities in line with ACARA performance standards.
 Differentiating curriculum from Years 7-10 according to creative and critical thinking.
 Differentiating curriculum from Years7-10 to cater for all students.
 Develop course content on CANVAS in line with ACARA and SACE performance standards.
 Develop meaningful and measurable formative and summative learning outcomes.
Health and Physical Education
 Larger numbers has meant separate Physical Education classes for Year 11 and 12, allowing greater depth
of content for Year 11’s in preparation for Year 12.
 Alignment of school HPE curriculum to Australian Curriculum
 Strong focus on Fundamental Motor Skills (FMS) for Reception to Year 3 students.
 Introduction of self-defence into PE curriculum at Year 10 level. Align with domestic violence issues.
 Formation of Health and PE into 1 subject at Year 9-10 level as per Australian curriculum document.
 Extra FMS sessions for Year 4-6 students who are below standard.
 Developed partnerships with like schools to compete against and moderate Year 12 practical units before final
moderation.
Languages
ELC
Languages at Saints Girls starts in the Early Learning Centre, with the three-year-old class having one Mandarin Chinese
lesson each fortnight. The four-year-olds also have one Chinese lesson a fortnight, as well as a weekly Japanese lesson.
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The Junior School
Again, the girls enjoyed weekly language and culture lessons, peppered with activities such as a French puppet play,
origami, songs, games and drama.
In addition to the regular Junior School language lessons (Receptions, Year 1s and Year 2s learn French, while the
Year 3s, Year 4s and Year 5s study Japanese), there was also the option for students in Years 2, 3 and 4 to do
Chinese as an elective.
In Year 6 we changed the format of language choice slightly. The girls all studied French (since this cohort had not
done it since Year 2) and then chose one Asian language out of Chinese and Japanese. This was in order to allow
the girls to make the best possible choice for their language in Year 7 and through the Middle School.
Intensive Japanese
The Intensive Japanese programme, which is being conducted as part of a research project run by the Research
Centre for Languages and Cultures at the University of South Australia, has now completed its second year. In
2014, the format was slightly different, in that the students chose whether they wanted the daily Japanese lessons
offered by the Intensive programme, or the regular weekly lessons. Approximately half of the cohort, including a
large number of students new to the school, opted to be part of the Intensive programme and they will all continue
with Japanese in Year 6 in 2015.
The Middle School
 Chinese (Mandarin) was taught for the first time in Year 9.
 French continues to be a very popular choice for our students. This year, we were able to take advantage of
the Fashion Icons exhibition at the Art Gallery of South Australia to take the French learning beyond the
classroom.
 The other languages had similar excursions, with the Chinese students attending the Confucius Institute for a
lesson in Chinese calligraphy and the Japanese students visiting the Himeji Gardens on South Terrace.
The Senior School
 2014 saw our first group of students complete Year 2 of the IB Diploma Programme. All students received
excellent results.
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2014 marks the end of German at Saints Girls.
Professional Learning
Staff were involved in considerable professional learning in ICT, in particular the use of CANVAS, our Learning
management system and Synergetic. The professional learning supports the School’s strategic directions and has
included the following:
 CANVAS
 Synergetic
 AITSL teacher professional standards
 SACE
 PYP
 IBDP
 ICTs
 Reggio Emilia
 Subject specific workshops
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SENIOR SECONDARY OUTCOMES
Achievements of the 2014 academic year:
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Our girls continue to achieve a high number of Merits
An English Studies student was the recipient of the Tennyson Medal (third consecutive year)
One student received four SACE Merits (one of eleven students across the state)
One IB distinction student received three Merits
IB Median score, 35 out of a possible 45
Median ATAR for the Year 12 group 91.10
Median ATAR for the IB group was 95.15
Number of merits 29
All but 1 student completed their SACE.
There was a CAS Outstanding Achievement (Creativity, Action and Service).
 Humanities – Australian Geography Competition.
 Languages – Assessment of Language Competence (ACER) for French, Japanese and German. The following
French competitions: Concours de poésie recite (Reception to Year 7 – Poetry), Alliance Française (Year 10 &
11) and Prix La Pérouse (Year 12).
 Technologies – ICAS Computing Skills.
Professional Learning
The focus of professional development aligns with the School’s strategic directions and has included the following:
 Australian Curriculum
 AITSL teacher professional standards
 SACE
 PYP
 IBDP
 ICT
 Cyber safety; and
 Positive Psychology.
Camping and Outdoor Education Programs
Junior School
Reception and Year 1 Sleep Over.
Year 2 and Year 3 - three day Camp to Narnu Farm or Victor Harbor.
Year 4 - three day Earth Keepers Camp (McLaren Vale).
Year 5 – Study Tour Sovereign Hill (Ballarat).
Year 6 – Study Tour Canberra.
Middle School and Senior School
Year 7 – five day Camp (Coorong).
Year 8 – five day Camp (Kangaroo Island).
Year 9 – five day camp (Fleurieu Peninsula/ Aquatics / Duke of Edinburgh Camp.
Year 10 – five day camp (lower Flinders Ranges).
Year 11 – two day Retreat at Glenhaven, Stockport.
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Year 12 – two day Retreat at Mt Lofty House.
Co-Curricular Activities
The co-curricular program at St Peter’s Girls’ School not only supports
the academic life of a student but has long been recognised as a way a
student can indulge a passion, try a new skill, learn and develop
leadership, social, and organisational skills and to provide service to the
School and community. Our philosophy has been unashamedly one that
full engagement in the life of the School will develop well-rounded,
confident, ethical, articulate, resourceful young women. There is a wide
range of activities available, including sports, the arts, and special
interest clubs.
Below is a small sample of the most popular co-curricular activities at St Peter’s Girls’ School in 2014.
Choirs
Junior, Middle, Senior, Chamber and Enchante.
Ensembles
Year 3 & 4 Strings, Flute Ensembles, String Quartet, Junior Strings, Orchestra, Senior Strings, Amadeus Strings, Junior
Percussion and Senior Percussion.
Bands
Chapel Band, Senior Concert Band, Junior Band, Stage Band, Developmental Band, Middle Rock Band and Senior Rock
Band.
Other
Years 7-12 Debating, Duke of Edinburgh Awards, Environment Club, Aerobics, Netball, Athletics, Swimming,
Gymnastics, Soccer, Tennis, Basketball, Softball and Hockey.
Clubs
Years 3 – 11 Chess Club
Years 7 – 12 Environment Club and Book Club
Community Service
From the Sisters of the Community of the Church we have a strong heritage of service and work for those less fortunate
and for those in need.
Junior School
Tree Planting in Ferguson Park.
Year 6 Charity Committee / Environment Committee / Chapel Leaders / SRC / Service Leaders.
Middle and Senior School
Co-ordination of School Support for the Mary Magdalene Centre.
World Environment Day (Green Up Clean Up).
Weekly visit to Pre-Schools, aged care facilities and St Patrick’s Special School and Gorge Wildlife Park as a component
of the Year 9 Community Service Program.
Year 7 – 8 community problem solvers group – futures program.
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The Community Service Prefect and SRC Chair coordinate fundraisers for a variety of local, national and international
causes. They also devise a roster for support at the Mary Magdalene Centre throughout the year.
CAS –Cambodia House building and Service learning program with PAC.
Senior School – tutoring program.
The Arts
Dance
Reception – contemporary dance with dance concert in Term 3.
Drama
Cocurricular Drama classes are available for students in Years 1 to 4.
Year 5 and 10 Production
SPAA (Saints Performing Arts Academy)
Technical Theatre Group
Aerobics
Junior and Senior Aerobics teams.
South Australian and National Competitions.
Gymnastics
Junior School
Reception - Year 3 Recreational Gymnastics in Term 1. Reception – Year 2 in Terms 1 and 4.
Year 3 - 6 IGSSA Gymnastics Competition in Term 3. Year 3 – 7 Gymnastics.
Pre-School – Year 3 Recreational Gym – Middle School and Senior School students assist with mentoring (Level O
Accreditation course available in Term 1).
Music
Junior School
Junior Choir, Junior Flute Ensemble, Year 2 Recorder, Year 3 Strings Program, Year 4 Instrumental Program, Community
Concerts, Year 5/10 Drama Production, Junior Strings and Junior Percussion.
Middle and Senior School
Middle School Choir, Middle School Flute Ensemble, Chamber Choir and Jazz Choir (Enchante), Rock Band, Percussion
Ensemble, Community Concerts, Senior School Choir, Senior School Flute Ensemble, Choral Night Competition.
Available at all levels: Instrumental and Vocal Tuition, School Orchestra, Chapel Band, Stage Band. String Orchestra,
Concert Band One, Concert Band, Developmental Band.
Sport
Junior School: Years 3 – 6
Term 1 - T-Ball, Softball, Tennis, Swimming, Equestrian
Term 2 - Netball, Hockey, Minkey, Cross-Country, Lacrosse
Term 3 - Basketball, Netball, Athletics, Soccer, Lacrosse
Term 4 - Tennis, Softball, T-Ball, Volleyball
Middle School and Senior School
Softball, Tennis, Swimming, Basketball, Volleyball, Equestrian (all year), Rowing and Water-Polo Terms 1 and 4.
Hockey, Badminton, Netball, Soccer, Lacrosse, Cross Country Terms 2 and 3.
Athletics – Term 3.
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Annual School Sports events
Athletics Sports Day Year 3 – Year 12
Swimming Sports Year 4 –12
Summer and Winter House Sports Competitions.
Da Vinci Decathlon
Year 7 students participated in the inaugural Annual Da Vinci Decathlon, hosted by St Peter’s Girls’ School and travelled
to Sydney to compete in the Nationals.
Public Speaking and Debating
Year 4 – 6 Junior Orator and Poetry Recital Inter-School Competition, Year 7 Junior Orator Competition and Poetry
Recital Competition, Plain English Speaking Award, Legacy Public Speaking Competition, Other Competitions by
Invitation, Year 5 – 6 Inter-School debating.
Student Leadership Opportunities
Junior School
Year 6 House Co-Captains, Year 6 House Swimming Captains, Year 6 House Athletics Captains, Year 6 Quiz Captains,
Year 6 Environment Leaders, Year 6 Choir Leaders, Year 6 Chapel Leaders, Young Leaders Day, Concert Band Leaders,
Year 6 Team Building and Leadership Day, SRC - Reception - Year 6 representatives on the Junior School SRC with
meetings held 3 times a term.
Middle School
Each of the four houses elects a Middle School Student Leader and Sports Captain. There is also a Middle School
Leadership Group divided into distinct portfolios, including Events, Environment, Choir, Student Support, Chapel and
Outdoor Education. One representative from each Home Group sits on the school’s SRC.
Senior School
In Year 12 the following Prefect positions exist:
Head Prefect, Deputy Head Prefect, SRC Chair, Community Service, Sport, Debating and Public Speaking, Chapel and
Music Captain and four House Captains, International Student Captain.
Other leadership positions include:
Head Chorister, Choir Leaders, Deputy House Captains, Music Ensemble Captains, Concert Band Leaders and Sports
Captains.
One representative from each Home Group in Year 10 and 11 forms the SRC. Representatives from Year 12 House
groups form the SRC Executive.
40 Hour famine
Year 12 Prefects – Leaders Orientation Morning.
Senior School representation at the Science and Engineering Challenge, National Youth Science Forum.
Student Well-being Leaders.
Staffing
The staff at St Peter’s Girls’ School are a healthy mix of experienced and highly capable professionals and young
energetic new members. There is a sense of mentoring and collegiality. All work toward addressing the needs of the
individual learner and work to provide a contemporary futures oriented curriculum based on sound pedagogical
foundations.
In 2014, staff were engaged in a range of professional development activities ranging from imbedding ICT as a classroom
tool, developing the PYP inquiry framework for implementation into the Junior School classes, IB Diploma subject
14
workshops, Australian Curriculum up-dates and SACE information. A number of staff continued their studies in the
Masters in Education Program at the University of SA. Collaboratively and onsite, they studied designing for online
learning and leading educational change and management.
Student Exchanges / Visits
Throughout 2014 the School was involved in a number of exchange programs. Two Schools from Japan, including
Yokohama Eiwa, and Tokyo Joshi Gakuen High Schools visited and participated in cultural exchange programs ranging
from one to three terms in duration. In addition, we hosted three Korean students and one Chinese student in the Junior
School, together with a French & Taiwanese student in the Senior School during Term 3. These international students
were hosted by School and community families providing a rich cultural experience within and beyond the classroom.
Year 9 and 10 students also took part in ‘homestay’ exchanges with students from Sherborne Girls’ School, UK and Miss
Edgar and Miss Cramp’s School, Montreal, Canada.
Community Outreach
Many opportunities exist for both parents and students to be involved in volunteering within the School. These exist in
the Libraries, the LAP program, classroom reading programs, Literacy Support in Junior Primary classrooms, coaching
sport teams, excursions, Parents and Friends Association, Mothers Club, Friends of Arts, Friends of Sport, Friends of
Rowing and Saints Girls Gym Club.
The community service program reaches a range of citizens from the children in kindergartens to the elderly as well as
some students working with animal welfare organizations. As part of the Middle School Futures Program, students have
volunteered with, and raised money for a range of local and national charities.
The IB Diploma CAS students developed a major service learning initiative in the School. They initiated a global service
learning program where they worked collaboratively with PAC boys to build a house in Cambodia in conjunction with
Habitat for Humanity. The whole school community was involved with fundraising with the Buy a Brick campaign. The
students also worked in the New Hope Orphanage taking reading classes, working on the grounds and supporting the
students in the classrooms.
Pastoral Care
At St Peter’s Girls’ School, we believe every student needs and deserves individual care.
Effective pastoral care in our School setting requires a close, supportive community committed to nurturing and
developing the social and personal competencies of all within it.
Our teachers are mindful of nurturing the full range of competencies in their teaching - academic, social and personal and developments in all these areas are regularly assessed and reported to parents.
The particular approaches to the provision of pastoral care will vary depending upon the age of students. In the Junior
School, the classroom teacher assumes great importance in knowing and understanding each child in their care. In the
Middle School and Senior School, the Home Group teacher assumes responsibility for the on-going welfare of students
within their Home Group.
In addition, the student counsellor plays an important role, providing specialist guidance in personal matters. We believe
our students have an equal right to learn, work and play, while being treated with respect and dignity. We encourage
them to appreciate their own worth, and that of others, so that each can develop her potential.
As our young people develop, we seek to build their understandings so that they can make wise life choices.
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Pastoral Care activities and programs, chapel services and guest speakers are all integral to the development of these
skills and values, as are the relationships with teachers.
Throughout, the emphasis is on positive relationships between School, students, staff and families and is vital in the
interests of the wellbeing of our young people.
Junior School Pastoral Care
The Junior School uses the “I Can Do It” Program with the emphasis on building the five skills for success.
These are:
- Confidence
- Organisation
- Persistence
- Getting Along
- Resilience
The aim of this program is to build emotional resilience. The program was introduced to the Junior School through a
whole staff Junior School professional development program. The Junior School Pastoral Care Program is also
supported by Mrs Lyn Moseley, School Counsellor, who runs special focused programs to develop social skills and
emotional resilience throughout the year. At Year 4 and Year 6 she coordinates a Healthy Peer Relationships Program
with staff and students. “What’s the Buzz”, a specialised social skills program was also coordinated by Mrs Moseley.
Year 6 students head the “Peer Support Program” with Year 2 – 5 student groups.
The Junior School Behaviour Management Policy has also been written in support of this program. This is an ELC to
Year 6 program.
The Junior School also has a set of values. These values written by the staff, students and parents of the Junior School
also underpin both the Pastoral and Academic programs of the Junior School.
Other Junior School Pastoral Care Activities include:
Buddy class activities, House activities, Sub-School Assemblies, social interaction with boys Schools, dance classes,
special year level breakfasts, parent dinners, VIP program (Reception), Super Stars (Year 1), IB Hall of Fame (Reception
– Year 6), Active Listening Program, Friendship and Social Skills Program
(Reception – Year 2), Class Meetings, Movie Afternoon, Casual Clothes Day,
Class Parties, SRC Discos (Reception – Year 1, Year 2 – Year 4, Year 5 - 6),
Year 6 Team Building Afternoon, Young Leaders Day, Year 6 Dinner, InterHouse Quiz Afternoon, Year 2 – 3 Movie Night, Reception – Year 1 Sleepover,
Year 5 – 6 Country Dance evening and Student Orientation programs.
Middle School and Senior School Pastoral Care
At the beginning of the year as part of the Orientation Program, Middle School
students took part in Enlighten Education workshops, as well as a Year 9
Aquatics Camp. Pastoral Care topics included activities that support the
structured Middle School program throughout the year and included– behaviour
management, time-management, conflict resolution, coping, surviving study,
resilience, negotiating with adults, coping with relationships, learning to say
“No”, self-acceptance, courage to be different, rights and responsibilities, orientation activities, Duke of Edinburgh, House
dinner and socials. There was also a week of learning and activities with St Peter’s College and Walford Anglican School
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for Girls, part of which was planned by the Year 9 leaders, based around creativity. Counselling is available for students
and parents, with the Counsellor working closely with the Head of Middle School and Home Group teachers to plan and
deliver age-appropriate programs.
The Senior School program centres on developing skills for life. Topics include, study skills, motivation and examination
preparation as senior girls evolve as independent learners. The girls work in teams to take risks and challenge their
abilities to understand how each other work through group dynamics sessions. They learn to assess their own health
and wellbeing through both the Pastoral Care Program and other team building activities where they learn about the
importance of sleep, diet and nutrition and its impact on their learning.
Year 10 students set goals and developed a positive approach to resolving issues through the Positive U Program.
Habits of Mind are incorporated as tools for learning through the Personal Learning Plan and Research Project and all
girls are encouraged to learn to be effective problem solvers. Seminars on Drug and Alcohol Education are held at all
Senior Levels, with guest speaker, Mr Paul Dillon in attendance. The Formal and other year level activities ensure there
is a good balance between work, life and social interaction.
Support Groups within the School
The support groups within the School continue to grow and make a significant contribution to St Peter’s Girls’ School.
For these groups it is rewarding to be able to make a difference to the education of the next generation of women and
support the staff in providing the best possible learning environment for the girls.
Parents & Friends Association
During 2014 the Parents and Friends Association (P&F) grew in number and continued to foster community spirit and
fundraising through a range of social events. Once a month the P&F holds a meeting where there are opportunities to
discuss and plan upcoming events, hear from the Principal and Director of Development about initiatives, achievements
and issues within the School.
In 2014 the P&F hosted a Welcome and New Member Evening, Twilight Cinema and Community Quiz Night, raising
thousands of dollars for the School, and assisted with many other events throughout the School year.
Mothers’ Club
The Mothers’ Club aims to foster social contact between parents and to raise funds to support their daughters. In 2014,
the Mother’s Club continued their fundraising initiatives and events, selling gift boxes at the Twilight Cinema, hosting the
Mums’ Night Out, organising the sale of gifts for Fathers’ Day and holding a Katie Perry Raffle to raise funds for the new
Amphitheatre project.
Friends of Arts
This volunteer group works with the Arts Faculty to fundraise and support performances undertaken by the students,
both on and off campus. In 2014 the Friends of Arts again assisted with various musicals and productions by providing
refreshments and ushering. The FOA also hosted the Winter and Spring Concerts and made a significant contribution
towards equipment in the Arts Centre. This group also supported many events that the girls performed at including the
Twilight Cinema, Christmas Carols, Graduation Ceremonies, Old Scholar events, Carols in the Cathedral and Speech
Night.
Friends of the Early Learners Centre
This group supports the growing numbers of families in the Early Learners’ Centre by providing a range of both informal
and advertised events. The Friends of the ELC are a very enthusiastic group and in 2014 hosted events such as
Grandparent Mornings, Mothers’ Day Morning Tea, Father’s Day Breakfast, a ladies day out and the end of year
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Christmas Celebration Performance. The Friends of the ELC played a major part in organising the ELC Arts Show which
raised significant funds for the ELC.
Saints Sports Support Group
With more than half the students playing in one or more sporting teams, the Physical Education Faculty welcome the
voluntary work of this parent support group. In 2014 the SSSG organised fundraising and support activities at the Summer
Sports Trials, Summer and Winter Interhouse Sports Days, the Athletics Sports Day at Santos Stadium, Cross Country
Fundraiser and the Sports Awards presentation.
Friends of Rowing
The Saint’s Girls’ Friends of Rowing group continues to support the School in developing the rowing program. Some of
the ways in which the Friends of Rowing aim to assist the development of the program include fundraising, assisting with
camps, supporting crews at regattas, helping with transport and erecting of the marquee, organising social functions and
liaising with the School via the Rowing Coordinator. In 2014, the group introduced sponsorship opportunities for
organisations to become involved with supporting the School’s rowing program.
2.
TEACHER STANDARDS AND QUALIFICATIONS
Teaching staff at St Peter’s Girls’ School are highly qualified. All staff undergo training in mandatory notification and
First Aid, and hold the necessary qualifications for teacher registration in South Australia. The qualifications of staff at St
Peter’s Girls’ School in 2014 ranged from Bachelor Degrees to Diplomas with the number of staff in each category as
follows:
Qualification
Master’s degree
Double degree
Degree
Degree and additional qualifications
Diploma
Teaching Staff
5
10
21
34
18
Professional Development
The teaching staff are continually involved in professional development to update curriculum knowledge and pedagogy
and to stay abreast of new findings.
Retention Rates of Staff
6.85 FTE (11%) of staff left at the end of 2014.
The total of teaching staff was 61.23 FTE, therefore we retained 89%.
3.
WORKFORCE COMPOSITION
42.13
19.10
22.87
6.00
90.10
Secondary School Teachers
Junior School Teachers
ESOs, Administration
Maintenance Staff
Total
The workforce at St Peter’s Girls’ School consisted of:
18
This number is FTE not the number of employees. There are a number of part-time positions within the School.
There are 0 indigenous employees.
4.
STUDENT ATTENDANCE
The attendance rate for the 2014 school year for each year level is as follows:
Year Level
Attendance Rate per year level
Reception
94%
Year 1
95%
Year 2
96%
Year 3
95%
Year 4
95%
Year 5
95%
Year 6
96%
Year 7
97%
Year 8
95%
Year 9
96%
Year 10
93%
Year 11
95%
Year 12
97%
Term
Attendance Rate per Term
Term 1
96%
Term 2
95%
Term 3
94%
Term 4
96%
Non-attendance is recorded electronically at the beginning of each day during Home Group for Junior School students and
every lesson for Middle and Senior School students, using Synergetic. If a student is recorded as absent on an electronic class
roll and no reason is marked against the student’s name, the Front Office Receptionist will ring the family to inquire about the
19
reason for absence or the whereabouts of the student. Students who arrive after the first bell are required to report to the Front
Office. Reasons for non-attendance are predominantly for sickness, medical reasons, appointments or any explained absence
given by a parent. Students travelling overseas with their parents are recorded as absent, even though their non-attendance
is explained.
Students who are on a School related event e.g. sport, work experience, School trip, or camp are not recorded as absent.
5.
SENIOR SECONDARY OUTCOMES
Excellent outcomes were achieved for our graduation students:
 100% of Year 12 students attained their SACE.
 17% in top 1% of the State.
 67% in the top 10% of the State.
 81% in the top 20% of the State.
 28% in top 2% of the State.
 The median ATAR was 95.75%.
 32 Merits were awarded across a range of subjects.
6.
STUDENT OUTCOMES
2014 NAPLAN Results
Year
Test
SPG
Mean
National
Average
Number
absent
Number
withdrawn
Number
Exempt
418.3
402.2
411.8
426
401.8
% reached
the
National
Minimum
standard
100
100
100
100
100
Year 3
Reading
Writing
Spelling
Grammar, Punctuation
Numeracy
508
484.9
500.3
561.1
476.9
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Year 5
Reading
Writing
Spelling
Grammar, Punctuation
Numeracy
545.6
527.8
526.2
555.5
529.9
500.6
468.3
497.6
503.6
487.6
100
100
100
100
100
0
0
0
0
0
1
1
1
1
1
0
0
0
0
0
Year 7
Reading
Writing
Spelling
Grammar, Punctuation
Numeracy
577
574
574
594
587
546
512
545
543.1
545.9
100
100
100
100
100
2
2
2
2
4
2
2
2
2
2
0
0
0
0
0
Year 9
Reading
Writing
Spelling
Grammar, Punctuation
Numeracy
640
647
629
641
644
580
550
582
573.5
587.8
100
100
100
100
100
2
2
2
2
2
2
2
2
2
2
0
0
0
0
0
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This was a very pleasing set of results, continuing the School’s record of having students performing well above the
National Average.
7.
PARENT, STUDENT AND TEACHER SATISFACTION
Overall, satisfaction levels at the School are high, with sound retention rates for students and teachers and continued
enrolment growth indicating good satisfaction levels.
The School surveys all departing families of students below Year 12 to determine reasons for leaving. The number of
departures in 2014 was lower compared with previous years, with the most common reasons for leaving being due to
relocation or financial difficulties.
St Peter’s Girls’ School has a very engaged community who regularly share their views about the School’s initiatives and
plans. In 2014, surveys were conducted to gauge stakeholders’ perceptions and opinions of the School. Results are
detailed below. In addition, the School prides itself on maintaining open and efficient lines of communication with the
various members of the community at all times. Community members regularly receive information and updates about
School developments via the electronic weekly news, the website and our printed biannual newsletter; Saints Alive.
Parent Satisfaction
Parent involvement is very high at St Peter’s Girls. There are currently 6 volunteer community groups who schedule
regular meetings to discuss supporting the School through volunteer assistance and fundraising.
Membership to these groups totals over 4,500 people and over 100 people act as their Executive or working committees.
As the Principal and Director of Development regularly attend many of these meetings, this enables informal and formal
discussion and feedback from parents about many aspects of the School’s operations.
The results of the survey conducted in 2014 indicated a high level of satisfactions with the School’s overall performance,
with the most positive aspects of the School being strong academic results and educational outcomes, and the School’s
caring sense of community.
The Board of Governors established a new Foundation Committee, which has been charged with re-launching the
Foundation to ensure the School continues to receive contributions to fulfill the Master Plan launched in June 2013. In
recent years the majority of pledges to the Foundation have been from current parents, indicating high parent satisfaction
and desire to support the School.
Student Satisfaction
It is tradition at the School for the Principal or Deputy Principal to interview all students in Years 10 to 12 to gather
information about their Senior School experience. Students are counselled on subject choices and career pathways,
which assist with the ongoing development of the Senior School.
The Student Representative Councils in the Junior, Middle and Senior Schools continue to be extremely active and
regularly provide feedback from their peers to the teachers and management. The School values student input to ensure
a safe, comfortable and enjoyable environment is maintained.
Teacher Satisfaction
There are multiple mediums to determine satisfaction of teaching and non-teaching staff. Feedback and indicators of
satisfaction are gauged by the weekly staff briefing, the annual staff appraisal process, matters raised directly by
individuals with the Senior Management team, discussions at various staff and faculty meetings, and items addressed
with the Work, Health and Safety Committee. The Staff Social Club also provides a forum to assist with staff well-being
and informal discussion.
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8.
POST-SCHOOL DESTINATIONS
97% of the Year 12 students were successful in securing a course of their choice at a University in 2014. Most of these
were at the Adelaide Tertiary Institutions while some ventured further afield and were also successful at securing places
at Bond University, University of Melbourne, University of New South Wales, University of Sydney and James Cook
University. A number of students have taken a gap year, deferring their courses of study until 2016.
SATAC offers by institution in 2014 were as follows, indicating for the first time that university of South Australia was the
preferred option for our students, followed by The University of Adelaide:
This table below indicates the courses in which our students accepted offers:
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The Health Sciences still remain the most popular choice for our students with the Bachelor of Medicine/Surgery being
high on their preference list and would explain the increase in our enrolments at the University of South Australia with
many opting for courses such as Physiotherapy, Pharmacy and other allied health courses.
9.
SCHOOL INCOME
Fees and Excursion income
State Grant
Commonwealth Grant
Donations
Other
9,903,574
851,779
2,693,166
31,914
894,750
68.9%
5.9%
18.7%
0.2%
6.2%
14,375,183
100.0%
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