St Mark's Catholic College, Stanhope
Gardens
160 Perfection Avenue, Stanhope Gardens 2768
Principal: Dr Peter Webster
Phone: 9852 0500 Fax: 9836 4234
Email: [email protected]
http://www.clcstanhope.catholic.edu.au
Introduction
About the Annual School Report
St Mark's Catholic College is registered by the Board of Studies Teaching and Educational
Standards (BOSTES) NSW, as a member of the Catholic system of schools in the Diocese of
Parramatta.
The Annual School Report provides parents and the wider school community with fair, accurate
and objective information about various aspects of school performance and development. The
Report describes achievement of school development priorities in 2015 and gives information
about the 2016 priorities.
This Report is a legislative requirement under the Schools Assistance Act, 2008 and the Education
Amendment Act 2004.
The information in this Report is complemented by the school website where other school
publications and newsletters can be viewed or obtained from the school.
St Mark's Catholic College, Stanhope Gardens
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Key Messages
Principal
Pope Francis reminds us that: 'Educating is not a profession but an attitude, a way of being; in
order to educate it is necessary to step out of ourselves and be among young people, to
accompany them in the stages of growth and to set ourselves beside them. Give them hope and
optimism for their journey in the world'.
At the Catholic Learning Community of St John XXIII (John XXIII Catholic Primary School and St
Mark’s Catholic College) our 'ways of being' include the following priorities:
welcoming Jesus Christ as the centre of our college life
examining all decisions through the lens of impact upon the diverse learning needs of all
students
embracing and utilising community voice and involvement
building capacity of staff to use data to inform one’s own work and student learning
believing in the potential of every child and passionately holding high expectations
collaborating for an innovative, sustainable and just learning environment
Our students and staff need to be 21st century learners and be both critical consumers and
producers of knowledge. They need to be able to collaborate, to think critically and to
communicate effectively. They need to be able to respond flexibly to the demands of their
workplaces, and create their own opportunities through entrepreneurialism. We are
personalising the learning to meet each student’s needs. We are using a range of data, research
and evidence based learning to inform our teaching practice. Learning has no boundaries, and we
support learning opportunities for students in a variety of formal and informal contexts.
To ensure that our schooling model is meeting the needs of contemporary learners we need to
re-imagine the role of the teacher and our use of spaces. We need to not only base our practice
on research, but we need to use research and evidence to inform the development of new and
more effective ways of learning and teaching.
Parent
Our parents are the primary educators of their children and we appreciate the opportunity to
educate their children.
In 2015 our parents and the Parents & Friends Association (P&F) consolidated and built on their
three main focus areas:
engendering a spirit of community
strengthening communication and the relationship between the College and its parent
body
developing a learning community
Our P&F meetings were held each term and were educational in nature with an emphasis on our
learning agenda. Community spirit gained through the generous and untiring efforts of our P&F
committee members; Community Relations Team and College Executive, exemplified servant
leadership at its finest.
Successful events from both a community and fundraising perspective included our Welcome
Event, an Easter Raffle, Mothers and Fathers Day stalls and our annual Spring Fair.
The P&F executive and committee continues to lay strong foundations for an engaged and
committed body, working in close partnership with the college, in the interest of every member
of our Catholic Learning Community.
Student
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Every student counts in our community and our learning conferences enable students to be the
focus.
Student leadership opportunities were reflected in the areas of ministry, learning, the arts, and
sport for our four houses, Darug, Xavier, Manning and Roncalli. These students were led by two
senior college leaders and two junior college leaders. House leaders were also elected to
represent their house in specific school events and initiatives.
Student leaders and their peers represented the student body and college on many occasions.
They did so with great pride, courtesy and sincerity, displaying the qualities of young leaders of
tomorrow, who will make a difference in their world.
With the support of the staff house patrons, emphasis was placed on the development and
implementation of social justice initiatives and student welfare programs that underpinned the
four key areas of college life.
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Who we are
History of the school
The Catholic Learning Community of St John XXIII Parish is comprised of John XXIII Catholic
Primary School and St Mark's Catholic College, Holy Cross Primary, Glenwood, and the Catholic
Early Learning Centre, (situated on the grounds of the college). We provide a Catholic education
for students from ages three to eighteen years. In October 2009, John XXIII Catholic Primary
School and St Mark's Catholic College combined under one leadership team creating an authentic
Kindergarten to Year 12 community of learners.
Location/drawing area
St Mark's Catholic College draws students from the North West sector, in particular from the
areas of Glenwood, Kellyville Ridge and Stanhope Gardens. Demographic projections indicate
that the area will continue to develop rapidly in the coming years and that our enrolments will
be strong and consistent. This has been the trend since our opening in 2007. Catholic students
attending the school are members of the parish of St John XXIII, Stanhope Gardens.
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Workforce Composition
Category
Number
of Staff
Number of teachers who hold teaching qualification from a higher education
institution within Australia or as recognised within the National Office of Overseas
Skills Recognition (AEI-NOOSR) guidelines
74
Number of teachers who have a bachelor degree from a higher education institution
within Australia or within AEI-NOOSR guidelines but lacking formal teacher
qualifications
0
Number of teachers accreditated to teach Religious Education
28
Number of teachers currently undertaking accreditation to teach Religious Education
1
Number of non-teaching staff (includes teachers' aides)
18
Percentage of teachers who are indigenous
0
The average teacher attendance for 2015
94.19
Percentage of 2015 teaching staff who were retained from 2014
96
Catholic Identity and Religious Education
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Catholic Identity and Religious Education
Prayer, Liturgical Life and Faith Experiences
The Catholic identity of the college is central. Our motto, Be Not Afraid, is from the Gospel of St
Mark (Mark 5:36). This motto is displayed through the college’s prayer and liturgical life. Prayer is
said each morning in learning groups, assemblies and meetings, and functions with staff, parents
and guests all begin with prayer. All key liturgical events are celebrated within the college such as
Lent, Easter and Advent in the form of prayer, Eucharist or the liturgy of the Word.
In 2015, members of the Catholic Learning Community of Saint John XXIII Parish were exposed to
a wide range of faith experiences. The staff were also involved in a Spirituality Day, which
focused upon personal spiritual development. The college continued to implement the college
Mission Statement that reflects the college's core purpose as a Catholic educational institution.
The introduction of the Angelus prayer at midday each day has added to the spiritual dimension
of the college. Christian meditation was also introduced and has become a regular feature of the
students' week.
Social Justice
We are called to put our faith into action, therefore, we express our Catholic identity by being
involved in social justice outreach. During Lent, the community of St Mark's Catholic College was
involved in fundraising for Caritas Project Compassion. This occurred through a variety of
initiatives, such as bake sales, mufti-days and donations from the students and the wider
community. The college also supported St Vincent de Paul, Catholic Mission, Matthew Talbot
Hostel and Christmas hampers for the San Miguel Centre, Richmond.
A number of other key social justice initiatives were undertaken throughout 2015. These
included: Catholic Mission Week, National Aboriginal Islander Day Observance Committee
(NAIDOC) Week, Soctober and the World's Biggest Shave.
School home and parish partnerships
Major events in the liturgical year, such as Lent, Easter and Advent were celebrated in
partnership with the parish. The college community gathered at the beginning of the year for an
Opening School Mass. Also, throughout the year, each grade has celebrated mass with the parish
community on a regular basis. The end of the academic year was marked by the celebration of
End of Year Masses. The Advent Liturgy incorporates the presentation of Christmas hampers to
the San Miguel Community in North Richmond and to the local chapter of the St Vincent de Paul
Society.
Parents and guests were invited to participate in all college and Catholic Learning Community of
Saint John XXIII Parish liturgical events. The college also assisted with the facilitation of the
parish’s Sacramental program throughout the year and supported students during
their Sacramental preparations.
Year 11 students took part in the Confraternity of Christian Doctrine (CCD) sharing of Christian
doctrine at Kellyville Ridge Public School and also in the annual Diocesan Palm Sunday
celebrations.
Religious Education
In 2015, the college Religious Education curriculum followed the Parramatta Diocesan Religious
Education syllabus, Sharing Our Story, in Years 7 to 10. Year 11 and 12 students either undertook
the Board Endorsed Course, Catholic Studies, or the Board of Studies Course, Studies of Religion.
Year 12 undertook 1 Unit and 2 Unit Studies of Religion with some very good results achieved.
It is important that the staff at St Mark’s Catholic College have an intellectual understanding of
the knowledge of the content taught in Religious Education but that they also had an
opportunity for formation. This occurred at the Staff Spirituality Day, jointly celebrated with the
staff from John XXIII Catholic Primary School.
Professional Learning of staff in Religious Education
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Opportunities included:
Catholic Values Across the Curriculum staff workshop
Catholic Values Across the Curriculum Key Learning Area (KLA) workshops
Religious Literacy Assessment training
Studies of Religion: Judaism and Islam sources
Judaism incursion on marriage and ethics
Secondary Religious Education networks
St Vincent De Paul staff and student training
Confraternity of Christian Doctrine (CCD) training
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Learning and Teaching
National Assessment Program - Literacy and Numeracy (NAPLAN)
Students in Year 3, Year 5, Year 7 and Year 9 across Australia participated in National Assessment
Program – Literacy and Numeracy (NAPLAN) in May 2015. The purpose of this test is to provide
information to parents and teachers about the achievements of students in aspects of Literacy
and Numeracy. The test provides a measure of the student’s performance against established
standards and against other students in Australia. Each year the results are analysed by the
school to inform teaching and learning with a view to improving student performance.
The Commonwealth Government sets minimum acceptable standards for literacy, numeracy,
reading, writing, grammar, punctuation and spelling at particular ages. These are referred to as
national minimum standards. Student performance in NAPLAN in our school is compared to
these standards. The percentages of students achieving at or above these national minimum
standards, and the percentages of students in the top three bands are reported in the table
below.
NAPLAN RESULTS 2015
% of students at or above % of students in top three
national minimum
bands
standard
School
Australia
School
Australia
Grammar and Punctuation
95
92
53
55
Literacy
96
92
55
51
Year Reading
7 Writing
99
95
58
57
96
87
41
40
Spelling
98
93
70
60
Numeracy
100
96
61
53
NAPLAN RESULTS 2015
% of students at or above % of students in top three
national minimum
bands
standard
School
Australia
School
Australia
Grammar and Punctuation
99
89
46
40
Literacy
95
88
45
42
Year Reading
9 Writing
98
92
49
47
92
80
47
34
Spelling
97
90
61
51
Numeracy
99
96
57
51
In Year 7 the percentage of students at or above national minimum standards was above the
national average. Year 7 students were above the state average in reading, writing, spelling and
Numeracy.
St Mark's Catholic College, Stanhope Gardens
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In Year 9 the percentage of students at or above national minimum standards was above the
national average. Year 9 students were above the state average in grammar and punctuation,
writing, spelling and Numeracy.
Professional learning for all teachers, through the development of a literacy and numeracy action
plan, focused on using the data to diagnose individual students' areas of weakness aligned with
diagnosis of skills base underpinning learning programs. This led to the embedding of explicit
teaching strategies and learning experiences within programs to maximise students' skills growth
through targeted intervention.
Record of School Achievement (RoSA)
In 2015, five Year 10 and no Year 11 students left school and requested a RoSA.
Higher School Certificate (HSC)
Percentage of students in performance bands 4,5 and 6 compared to the state.
Percentage of students in top 3 bands
Higher School
Cer ficate
2015
School
State
Studies of Religion I
68
78
English Standard
57
42
English Advanced
100
91
Legal Studies
100
69
Visual Arts
100
88
Of our 114 students in 36 courses, 22% of students scored an ATAR above 80, while 53% of HSC
subjects were above state average. Sixty five percent of students achieved at least one band 5 or
6 in their results.
Strong performances were evident in most subjects with the majority achieving results above the
state average for their subjects. Particularly impressive results in Bands 5 & 6 compared with
state averages were achieved in Biology*, Business Studies*, Community and Family Studies*,
Design & Technology*, Engineering studies*, Geography*, Industrial Technology*, Information
Processes and Technology*, Legal Studies, Mathematics General 2, Modern History, Society and
Culture, and Visual Arts.
In 2016 we will implementing 'Flip Learning' with our current Year 12 cohort as a teaching &
learning strategy to improve the quality of our lessons as well as an opportunity for our students
to access higher order skills and improve their exam technique. We have expectations that this
new pedagogical approach will yield an improvement in both student achievement of outcomes
and our HSC results in 2016.
School curriculum
Learning throughout the college is framed and informed by our Principles of Learning Framework
which aligns our system Statement of Learning with an emphasis on 21st century pedagogy. We
believe that the development of 21st century skills: Catholicity, Creativity, Collaboration, Critical
thinking, Context, Culture and Connectivity (7C’s) is essential to prepare our students for the
future. Key Learning Areas (KLAs) are encouraged to adopt an eclectic approach to learning and
teaching in their designated learning spaces and to formulate a program of differentiated
instruction with an emphasis on collaborative learning. Particular needs of students, including
literacy and numeracy, are identified and addressed in a more individualised approach to
maximise student improvement. This individual approach allows students to negotiate their
learning and to track their own ongoing progress and development. Assessment for, as, and
of learning is used to measure and provide feedback on the achievement of outcomes to both
students and teachers.
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The learning architecture plays a pivotal role in our college. Interior design which is open,
comfortable and flexible promotes creativity in both teachers and learners. Resources which are
movable and accessible, enliven the teaching space and the learning taking place within it.
A one-to-one laptop program in place at the college is fundamental to the individualised, diverse
learning of the student. Flexibility in design and use of spaces, actual and virtual, is essential to
support the personalised delivery of the curriculum and the range of student-centred activities.
This approach to curriculum delivery and pedagogy emphasises the intrinsic value of the
student/teacher relationship.
Initiatives to promote respect and responsibility
At St Mark’s Catholic College, we believe that effective learning is always underpinned by strong
relationships and respect for others. The college's approach to maintaining and enhancing this
aspect of our community is founded on the principles of restorative justice. Students are
challenged to reflect on their choices and actions and how they impact, positively or negatively,
on their relationships. All actions yield consequences and students are encouraged to frame their
choices around the values espoused in the Gospel of St Mark, the Evangelist, to Be Not Afraid to
make a positive difference. Opportunities are provided to live our motto within the college
community on a daily basis through how we treat each other, our environment and beyond,
through involvement in social justice initiatives, wellbeing programs and outreach programs. At
every opportunity, we involve our parents in realising this restorative approach to building
community respect and responsibility.
Professional Learning
Since no-one works alone at St Mark's Catholic College, ongoing professional learning undertaken
by staff included a whole-staff focus on knowledge and capacity to function as part of an
effective team. Additionally, staff attended professional learning experiences in 2015, which
included:
English and Maths Stage 4 Project (EM4) - leading the learning professional learning
community (PLC)
planning for students with a sensory disability: hearing
Catholic values across the curriculum
administration network meeting
Religious Education coordinator (REC) network meeting
introduction to workflows
PLC differentiation of novel texts
dealing with challenging behaviours in secondary
Primary English Teaching Association Australia (PETAA) Write Now workshop on
developing creative, confident and competent writers
personalised planning
teaching strategies for successful education Autism Spectrum Disorder
master class Visual Arts symposium - exploring strategies art-making for students (Stage 6)
and guiding a body of work
National Coaching Conference for educators
100 mile art learning community day
York Assessment of Reading Comprehension (YARC) workshop
enrolment FACES refresher training
certificate IV training and assessment
working memory seminar
Parramatta Marist build your own project
Catholic Education Office (CEO) liturgy workshop
St Mark's Catholic College, Stanhope Gardens
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Seasons for Growth for young people
improving religious literacy workshop
Northern Beaches boot camp on collaboration
leading Secondary Maths
chemwatch
Economics teacher conferences
Archbishop Miller Evangelisation Conference
National Assessment Plan Language and Numeracy (NAPLAN) - setting up for success
Society & Culture HSC professional development
immersion experience
laboratory assistants - professional development day and network meeting course
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School Improvement
Annual school priorities
Priority 1
To further develop the outreach and social justice opportunities for
students and staff, allow them to demonstrate faith in action and to
strengthen parish-school partnerships in their joint mission of
evangelization and formation
Reason for priority 1
Quality Catholic Schools Survey data demonstrated to us that students
and parents felt that the importance of the Catholic culture of the
college should be more explicitly expressed in the area of social
justice. Additional visible expressions of compassion and
evangelisation were to include the exploration of the establishment of
an immersion program and college membership on the Parish Council,
as well as increased links to the college pastoral care and wellbeing
practices and initiatives.
Steps taken to achieve In 2015 we:
participated in college endorsed social justice initiatives such as:
priority 1
fund raising
sleepout
blood bank
'Vinnies Van'
'Mini Vinnies'
participated in Catholic Mission Outreach immersion
experiences eg FIJI
Students were actively engaged in, and promoted, social justice
initiatives around the college community.
provided professional development opportunities in the area of
social justice
organised the house social justice initiatives linked to the values
and house patrons
Status of priority 1
Achieved
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Priority 2
To improve writing skills for all students to enable them to compose
effective writing for a particular purpose and audience in the context of
a specific learning area or domain - in Year 9, there will be an
additional focus on developing and reigniting students’ capacities in,
and awareness of, the appropriate use of grammar and punctuation in
written text, evidenced in teaching and learning programs, modelled
teacher practice, student work samples and in standardised
assessments (Years 7, 9 and 12)
Reason for priority 2
The NAPLAN data for 2014 told us that students were vulnerable in the
areas of writing, grammar and punctuation.
Steps taken to achieve
priority 2
Status of priority 2
professional learning plan aligned to data and goals
teaching at the point of need (instructional level) eg flexible
groups meet with the teacher for explicit teaching intervention
modelled success criteria and provided effective and timely
feedback
established an environment conducive to learning
attended Literacy Professional Learning Community meetings
before and after school to provide professional learning as
requested
participated in EM4 project school-based implementation and
system events
Ongoing
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Priority 3
To improve student performance in place value and counting for all
students with accelerated growth in vulnerable students as identified
in the Mathematics Assessment Interview (MAI) data - to be evidenced
in the use of Extended Mathematical Understanding (EMU) strategies
such as warm up drills, ongoing tracking of student growth in those
domains and open-ended and rich tasks across Stages 4 and 5
Reason for priority 3
The NAPLAN data for 2014 tells us that students are vulnerable in the
areas of data, measurement, space and geometry.
Steps taken to achieve
priority 3
Status of priority 3
MAI data for all Year 7, followed up all students at risk - target
groups for EMU intervention
evidence of teacher feedback
Maths Olympiad - extending students in Year 8
problem of the week
Mathematics help session
to engage with and understand the concepts underpinning
counting and place value, data, measurement, space and
geometry with increasing complexity
worked daily with concrete materials attempting personalised
tasks to suit individual learning based on MAI data
Ongoing
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Projected school priorities
Priority 1
By the end of 2016 all students will be able to identify the four themes
of Mercy and will have developed a deeper knowledge and
understanding of significant Scripture related to the Special Jubilee
Year of Mercy and can apply these themes to social justice initiatives.
Reason for Priority 1
to build on our current 2015 Evangelisation and Religious
Education (ERE) implementation plan to extend social justice
across the college
a specific focus on the plight of refugees worldwide
World Youth Day (WYD) - immersion in the Philippines
Our Religious Literacy Assessment (RLA) data has shown significant
improvement in the area of Christian life and we wish to consolidate
and further develop this growth.
Steps to be taken to
achieve Priority 1
have prayer and liturgical experiences with themes around
mercy
Social Justice programs across the college linked to the themes
of mercy
Staff Formation Day will have its theme based on The Year of
Mercy.
Staff will be offered opportunities for reflection on the Year of
Mercy.
World Youth Day
students and teachers attending as Pope Francis has
designated this as his time for youth in the Year of Mercy
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Priority 2
By the end of 2016 all students will be performing at, or above, their
expected cluster level in writing. Students will be able to create a
sustained and developed piece of writing appropriate to their Stage
level.
Reason for Priority 2
There is a trend with our NAPLAN Data that students are not reaching
their expected growth. This trend is particularly evident in the top two
bands.
Steps to be taken to
achieve Priority 2
use differentiated mentor texts as a scaffold to develop their
writing
compose effective texts
develop students' vocabulary in class with word banks and
subject specific terms and apply to their writing
provide professional development on what sustained and
developed writing looks like at each Stage level and unpack the
Department of Education and Training (DET) Kindergarten to
Year 10 Writing Continuum
come to a professional agreement with teachers about the
forms of descriptive feedback
Priority 3
By the end of 2016 students in Year 7 to Year 9 will use visualisation
and reasoning skills to solve multiplication and division problems.
Students in Stage 4 will reach a minimum of growth point 4 (solves
multiplication and division problems where objects are not modelled
or perceived) with the aim that all students in Stage 4 reach a minimum
of growth point 6 (can solve a range of division problems using
strategies such as fact families and building up from known facts).
Reason for Priority 3
There is a trend with our NAPLAN and MAI data that we are not seeing
the expected growth in the top two bands.
Steps to be taken to
achieve Priority 3
weekly numeracy activities/challenges Year 7 to Year 12 (7-12)
students responding to and using more complex examples of
multiplication and division
students' use of multiplication and division techniques in
problem solving
rich tasks related to multiplication integrated into program
regular numeracy lessons implemented
participating in regular instructional walks and case
management meetings
introduce new and challenging warm-up games regularly during
staff meetings
St
Mark's Catholic College,
Stanhope Gardens
Community
Satisfaction
Page 16
Community Satisfaction
Parent satisfaction
During 2015, Catholic Education Diocese of Parramatta engage Insight SRC to conduct the Quality
Catholic Schooling (QCS) survey to provide feedback from parents, students and staff about our
school. This survey is conducted annually.
The 2015 QCS data showed that our parents were satisfied with the level of opportunities given
to their children to learn. They also felt that their children were developing appropriate social
skills and strong relationships with their peers. Parents were extremely satisfied with the fact
that their children wanted to attend school and enjoyed being part of the school community.
However, parents felt that the school could improve on the range and quality of the extra
curricular activities which were being provided by the school. As well, parents felt that
improvements needed to be made in addressing the level of disruption to their
children's learning, caused by the behaviour of other students in the classroom. In contrast the
parents believed that the school had appropriate and fair behaviour management practices.
They also believed that their children enjoyed, and were motivated by, the teaching and learning
provided by the school.
Student satisfaction
The 2015 QCS data showed that our students felt connected and enthusiastic about school. They
felt that the teachers understood them and their learning was interesting and enjoyable. They
reported that they felt safe and motivated to do well.
Teacher satisfaction
The 2015 QCS data showed that staff felt that the overall tone of the school was energetic and
positive and there was a strong engagement around a team approach to learning and teaching.
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Student Profile
Enrolment Policy
St Mark's Catholic College follows the Catholic Education Diocese of Parramatta (CEDP) Enrolment
Policy and Procedures. This document can be obtained from the school office or can be accessed
on the CEDP website http://www.parra.catholic.edu.au/policy-central
Current and previous years' student enrolment
Year
Boys
Girls
Total
2013
388
409
797
2014
417
434
851
2015
445
471
916
Our college is located in a high growth area. Enrolments continue to increase as a result. It is
anticipated that this trend will continue for a number of years.
Student attendance rates
The table below shows the percentage of student attendance by Year level and school average.
Year 7
94.09
Year 8
92.85
Year 9
91.74
Year 10
90.49
Year 11
92.68
Year 12
90.63
School average
92.08
Characteristics of the student body
The table below shows the number of students in each of the categories listed.
Language background other than English (LBOTE)
399
Students with disablities (SWD)
49
Indigenous
6
Managing Student Non-attendance
Regular attendance at school is essential if students are to maximise their potential. Schools in
partnership with parents and guardians, are responsible for promoting the regular attendance of
students. The compulsory schooling age is 6-17. Parents and guardians are legally responsible for
the regular attendance of their children, explaining the absences of their children in writing
within several days to the school, and taking measures to resolve attendance issues involving
their children. School staff as part of their duty of care, monitor part or whole day absences.
They maintain accurate records of students' attendance, follow up unexplained absences
through written and verbal communication, implement programs and practices to address
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through written and verbal communication, implement programs and practices to address
attendance issues when they arise, and provide clear information to students and parents
regarding attendance requirements and the consequences of unsatisfactory attendance. The
principal or their delegate, may grant permission for late arrival or early departure from school,
leave or exemption from attendance only in individual cases, on written request from parents
and guardians.
The principal/delegate will undertake all reasonable measures to contact parents promptly if an
unexplained absence occurs. If truancy is suspected, the principal will contact the
parents/guardians to ascertain the reason for the absence. If a satisfactory response is not
received, the matter will be referred to the relevant staff at the Catholic Education Office,
Diocese of Parramatta who will follow up unexplained absences as per legislative requirements.
Student retention rates
The retention rate of students for Year 10 to Year 12 was 90%.
The college student retention rates are high as students are completing their HSC and receiving
an Australian Tertiary Admission Rank (ATAR) in preparation for further education at university.
Senior secondary outcomes
The following table shows the percentage of Year 12 students who undertook vocational training
or training in a trade while at school, and the percentage that attained a Year 12 certificate or
equivalent vocational education and training qualification.
Percentage of Year 12 students who undertook vocational training while at school
40
Percentage of Year 12 students who undertook training in a trade while at school
0
Percentage of Year 12 students who attained a Year 12 (HSC) or equivalent vocational
education and training qualification
100
Post school destinations
Each year St Mark's Catholic College collects destination data relating to the Year 12 student
cohort. The table below sets out the percentages of students for the various categories.
Destination of students leaving Year 12
%
University
69
Technical, and Further Education (TAFE)
9
Workforce
5
Other/Unknown
17
Student wellbeing
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Student wellbeing
Student welfare, discipline and anti-bullying policies and pastoral care
The Catholic Learning Community John XXIII Primary and St Mark’s Catholic College actively
focuses on recognising the positive behaviours of the students through an incremental system of
merit awards and acknowledging their achievements and talents at College assemblies.
The College fosters an environment where there is mutual responsibility for the wellbeing of all
members of the school community. There is an integrated pastoral care program from K-12 that
develops students’ knowledge, skills, and understanding on a range of issues that affect young
people and their families. Students are provided support and undertake skills programs that
enable them to develop resilience and take a proactive approach to managing the demands of
school and home life.
Staff work in partnership with parents under a restorative justice framework that seeks to live
out the belief that authentic learning and growth are fostered through positive relationships.
Our school Pastoral Care and Student Management policy is based upon gospel values and
reflects the sentiments expressed in our school belief statement. We endeavour to be faithful to
the diocesan principle of being 'inviting, inclusive and just'.
The full text of our Pastoral Care and Student Management policy can be obtained from the
school office upon request or from the school website. Specific policies and procedures relating
to student welfare can also be accessed via the Catholic Education, Diocese of Parramatta
website. http://www.parra.catholic.edu.au/policy-central.
There has been no change in the policy in 2015.
Complaints and grievances policy
The school has formal written protocols in place to address complaints and grievances. These
protocols are in line with the Catholic Education, Diocese of Parramatta (CEDP), Complaint
Handling policy. A copy of the school policy is available from the school office or is available on
the CEDP website http://www.parra.catholic.edu.au/policy-central.
There has been no change in policies in 2015.
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Section Eleven: Financial Statement
Income
Expenditure
6.1%
23%
27%
53.6%
17.6%
70.8%
■ Commonwealth (53.6%)
■ Capital (0%)
■ State (17.6%)
■ Fees (27%)
■ Other (1.8%)
■ Capital (6.1%)
■ Salary (70.8%)
■ Non-Salary (23%)
RECURRENT and CAPITAL INCOME
Commonwealth Recurrent
Grants1
RECURRENT and CAPITAL EXPENDITURE
$7,026,194
Government Capital Grants 2
$0
State Recurrent Grants 3
$2,306,734
Fees and Private Income 4
$3,532,035
Other Capital Income 5
Total Income
Capital Expenditure 6
$789,335
Salaries and Related Expenses 7
$9,156,455
Non-Salary Expenses 8
$2,979,187
Total Expenditure
$12,924,977
$234,925
$13,099,888
1. Commonwealth relates to Commonwealth Recurrent Grants including per capita funding
and special purpose grants.
2. Capital relates to Government Capital Grants.
3. State relates to State Recurrent Grants including per capita funding, interest subsidy and
special purpose grants.
4. Fees relates to diocesean and school based fees, excursions and other private income
from fundraisers.
5. Other refers to Other Capital Income including drawdowns from the Diocesean School
Building Fund to fund Capital Expenditure.
6. Capital refers to Capital Expenditure including School Buildings, Furniture and Equipment.
7. Salaries refers to the total of all Salaries, allowances and related expenses such as
superannuation, workers compensation and leave.
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8. Non-Salary refers to all other Non-Salary Recurrent Expenses.
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