bethlehem college ashfield annual school report to the ... · page 3 school features established by...

Bethlehem College Ashfield

Annual School Report to the Community

2009

School Contact Details:

18 Bland Street Ashfield 2131

[email protected]

www.bethlehemcollege.nsw.edu.au

Ph: 9798 9099

http://www.bethlehemcollege.nsw.edu.au/

CONTENTS Page

About This Report 1

Message From Key School Bodies 2

School Features 3

Catholic Life And Religious Education 4

School Curriculum 6

Student Performance In Tests 8

Professional Learning And Teacher Standards 11

Teacher Attendance And Retention 12

Student Attendance And Retention 13

Senior Secondary Outcomes 13

Post School Destinations 14

School Policies 14

School Determined Improvement Targets 17

Initiatives Promoting Respect And Responsibility 18

Parent, Teacher And Student Satisfaction 18

Financial Statement 20

ACRONYMS AND ABBREVIATIONS USED IN THIS REPORT

ATAR: Australian Tertiary Admissions Rank

BER: Building the Education Revolution

BOS: Board of Studies

CEO: Catholic Education Office

CGSSSA: Catholic Girls Secondary Sports Association

CSIRO: Commonwealth Scientific and Industrial Research Organisation

CYS: Catholic Youth Services

HSC: Higher School Certificate

ICT: Information and Communication Technologies

IDEAS: Innovative Designs for Enhancing Achievements in Schools

KLA: Key Learning Area

MCCS: Metropolitan Combined Catholic Schools

NAPLAN: National Assessment Program – Literacy and Numeracy

NESB: Non-English Speaking Backgrounds

PDHPE: Personal Development, Health and Physical Education

SC: School Certificate

SMART: School Measurement Assessment and Reporting Toolkit

SRC: Student Representative Council

TAS: Technology Applied Studies

WYD2008: World Youth Day 2008

ABOUT THIS REPORT

Bethlehem College Ashfield is registered by the Board of Studies (NSW) and managed by the

Catholic Education Office (CEO), Sydney, the ‘approved authority’ for the Registration System

formed under Section 39 of the NSW Education Act 1990.

The Annual School Report to the Community for this year provides the school community with fair,

reliable and objective information about school performance measures and policies, as determined

by the Minister for Education.

The Report also outlines information about initiatives and developments of major interest and

importance to the school community during the year and the achievements arising from the

implementation of the school’s Annual Development Plan.

Accordingly, the Report demonstrates accountability to regulatory bodies, the school community

and the CEO, Sydney. This Report has been approved by the CEO, Sydney in consultation with

the Regional Consultant who monitors that the school has appropriate processes in place to ensure

compliance with all NSW Board of Studies requirements for Registration and Accreditation.

This Report complements and is supplementary to school newsletters, year books and other

regular communications. The Report will be available on the school’s website by 30 June 2010

following its submission to the Board of Studies (BOS).

The contents of this Report will be discussed at the scheduled Parents and Friends’ Group

meeting.

Further information about the school or this Report may be obtained by contacting the school on

97989099 or by visiting the website at www.bethlehemcollege.nsw.edu.au.

PRINCIPAL: MRS. A DICKINSON

DATE: 28 /2 /2010


MESSAGE FROM KEY SCHOOL BODIES

Principal’s Message

The 2009 year has been an exceptional year at Bethlehem College where students have

demonstrated a great commitment in putting their faith into action and living out the College Motto

‘Este Fideles’ – being faithful to God, to themselves and each other. Throughout the year there has

also been widespread evidence of innovation and continual improvement in student learning. A few

highlights include our exceptional Higher School Certificate (HSC) results, students working with

Scientists from the Commonwealth Scientific and Industrial Research Organisation (CSIRO) to

reduce our carbon footprint and the introduction of scholarships in the performing arts. Excellence

in education at Bethlehem also resulted in teachers and leaders receiving the NSW Quality

Teaching Award and Alan Laughlin Award for Leadership. During the year the College further

improved its facilities and Twenty-first Century resources with the additional funds allocated from

the Federal Government ‘Building the Education Revolution’ (BER). These funds resulted in

refurbished Art and Technology Applied Studies (TAS) facilities as well as the introduction of the

Year 9 Laptop program.

Parent Representative Body Message

Parents continued their support of the College through representation on the College Finance

Committee, the Ashfield Council of Catholic Schools and the Bethlehem Parents and Friends’

Group. Various information evenings were well attended by parents who appreciated the

opportunity to contribute to the ongoing improvements in the College, including valued discussions

on changes to the school uniform, a very informative Restorative Justice evening and an excellent

information session regarding the roll out of laptop computers. The Mother’s Day, Father’s Day,

Year 7 Welcome and Graduation Masses have been very well attended by parents. The whole

parent body has been consulted about the ongoing building improvements to the College including

the refurbishment of the Art, TAS and Science facilities. Parents are appreciative of the efforts of

the College staff in the ongoing success of the students with the wonderful HSC results for 2009.

Student Representative’s Message

Empowering, inspiring, embracing, daring, supporting and challenging; these are a few of the many

keywords that formed the foundations of the Student Representative Council (SRC) theme for 2009

– 2010 to ‘CHALLENGE THE ORDINARY, TOGETHER BE EXTRAORDINARY’. The inspiration

behind the theme captures Bethlehem's diversity of cultures, continuous growing enthusiasm in

expressing our faith, sharing a common concern for others and celebrating the phenomenal

academic and co-curricular achievements that truly have inspired the past, present and future

students of Bethlehem College.

SCHOOL FEATURES

Established by the Sisters of Charity in 1881, Bethlehem is the oldest girl’s College in the inner

west of Sydney and is located in Ashfield. The charism of the Sisters continues to inspire a strong

commitment to providing outstanding education for girls and service to the wider community. The

school’s one hundred and twenty-eight year history instils a sense of belonging and pride.

The College Motto, ‘Este Fideles’ is lived out as we strive to be faithful to God, ourselves and to

others. The students are confident young women with positive self-images, courageous,

independent and enquiring minds, with a genuine concern for others. Bethlehem is an environment

where the students put their faith into action, through initiatives such as St. Vincent de Paul Night

Patrol and Faith in Action Group.

Teaching and learning at Bethlehem is innovative and responsive to students’ interests and

abilities. The Gifted and Talented Program includes a selective stream, acceleration in courses, a

differentiated program of study and enrichment. Technology is integrated as a vital part of learning,

developing our students as creative thinkers. Students are encouraged to become independent and

interdependent learners and nurture life-long learning. The College is committed to academic

excellence, encouraging each student to set goals and strive for her personal best.

The school caters for students in Years 7-12 and has a current enrolment of six hundred and

eighteen students (February Census 2010). There has been an increase in enrolment from five

hundred and ninety-eight (August census 2009) with waiting lists in most year groups. It is

predicted that enrolments will increase to a maximum intake of seven hundred and fifty students

within the next few years. The increase in enrolments is due in part to the completion of a

significant building program which has enabled the school to plan for additional streams throughout

the school.

Students attending this school come from a variety of backgrounds and nationalities. As

documented in the February census the College had 83% of all students with a Language

Background other than English (LBOTE) drawing from over forty-five different language

backgrounds.

The school employs sixty-nine staff comprising of fifty-four teachers and fifteen non-teaching staff,

the latter being employed in a variety of capacities including Office staff, Lab Assistant, Hospitality

Assistant, Library Assistants, Teacher’s Aides and maintenance staff.

CATHOLIC LIFE AND RELIGIOUS EDUCATION

Bethlehem College follows the Archdiocesan Religious Education Curriculum and uses the student

textbooks, To Know, Worship and Love, as authorised by the Archbishop of Sydney, George

Cardinal Pell.

Communal Prayer life at Bethlehem College

Prayer is a focal point of life at Bethlehem College. Both staff and students have the opportunity to

share in daily communal prayer and to lead it. Classes, meetings and gatherings commence with

prayer.

Faith Development and Spiritual Formation at Bethlehem College is fostered by:

morning prayer during home room and individual classes

class liturgy in either the classroom, Chapel or St Vincent’s Church

staff and students pray the Rosary

staff and students participate in the Sacramental Program

encouraging positive student behaviour, participation and leadership at liturgies, especially

whole school liturgies in St Vincent’s Church

supporting the Lenten Program and Project Compassion

encouraging students to actively support Social Justice initiatives, through Faith in Action, the

C.A.R.E. group and St Vincent de Paul Night Patrol.

Liturgical Celebrations at Bethlehem College

Mass is celebrated at least once a term for the whole school community by Fr Michael Walsh, the

College Chaplain. Each year group attends mass once a term with the Parish of St Vincent’s.

Special liturgies are also celebrated during the term. Bethlehem College has a rich and vibrant

liturgical program with students taking active leadership roles in music, readings, decoration and

liturgical dance. The Mother’s and Father’s Day Masses and breakfasts this year were a great

success with over one hundred parents and relatives in attendance.

Retreats, Reflection and Spirituality Days at Bethlehem College

Students are given the opportunity to attend either an overnight or one day retreat each year. Staff

spirituality days are also important for staff development and are provided throughout the year.

Through retreats, spirituality days, daily prayer and liturgical celebrations, the spirituality of both

staff and students is fostered.

Social Justice Initiatives at Bethlehem College

In a spirit of creative fidelity to the love that Mary Aikenhead, the foundress of the Sisters of Charity,

had for Christ and for the poor we strive to speak out boldly against all forms of injustice in

whatever we do.

Project Compassion and the St Vincent de Paul Winter and Christmas appeals are important parts

of the whole school social justice program. Older students in Years 11 and 12 are given the

opportunity to work with Sydney’s homeless through the St Vincent de Paul Night Patrol program.

The Charism of the Sisters of Charity is kept alive through the school’s social justice work. We also

acknowledge St Vincent de Paul the patron saint of our Parish, who’s Charism also permeates the

College and our good works.

Accreditation of Religious Education Teachers at Bethlehem College

All Religious Education teachers at Bethlehem College are accredited by the Catholic Education

Office of the Archdiocese of Sydney to teach Religious Education.

Bethlehem College’s contribution to the broader life of the Church

Bethlehem College, along with the Parish of St Vincent’s Ashfield, introduced the Assistant

Catechist Program. Students from Years 11 and 12 were trained to assist the parish Catechists

who teach Religious Education in state schools. This has been a great opportunity for some of our

students to deepen their knowledge of the faith and to share their faith with primary school children.

We hope that this is something that will continue when they finish school.

After the success of World Youth Day (WYD), there were many post WYD events this year.

Bethlehem College, along with the Catholic Youth Services Team (CYS), hosted the Pentecost

Catechesis which was aimed at young people to help them develop their faith and spirituality in a

strong theological context. Bishop Anthony Fisher gave inspirational teachings about truth. Bishop

Anthony also answered questions that young people had about truth, Church and society. There

was also an opportunity for Eucharistic Adoration, singing, dancing and eating. Over five hundred

young people from across the Archdiocese attended the Catechesis held in the College Hall. Matt

Maher was one of the successful performers introduced during WYD. Eucharistic Adoration and an

inspirational testimony from Matt himself was a feature of the evening. Bethlehem also hosted Tim

Staples, an inspirational lay Catholic, who was sponsored by the Archdiocese of Sydney, as part of

the Post-WYD program for older Catholics. Being an inspirational presenter, he attracted over five

hundred adult attendees.

Once again Bethlehem College, with the Fraternas, hosted Convivio, Youth Congress, which was

held for the second time in Australia. This year over one hundred young people attended the

weekend which had more than doubled from last year.

Bethlehem College also hosted Fr Joseph Trongs’ CD launch. Fr Joseph, the Parish Priest of St

Joseph’s Parish Enfield, launched a CD titled Sounds of the Soul. All proceeds and money raised

at the function went to Church initiatives which help the poor in Vietnam. Over three hundred and

fifty parishioners from St Joseph’s and surrounding parishes attended.

SCHOOL CURRICULUM

Bethlehem College follows the Board of Studies syllabus for each course offered (as required for

Registration and Accreditation under the Education Act 1990) and implements the curriculum

requirements of the Catholic Education Office. The curriculum, teaching and learning are informed

by the priorities, goals and indicators outlined in the Sydney Catholic Schools, Towards 2010

Strategic Leadership and Management Plan, in particular: Key Area 2 (Students and their Learning)

and Key Area 3 (Pedagogy). Staff members at the school are committed to continuous

improvement of teaching and learning in all facets of the school curriculum.

The school offers all the Board of Studies mandated School Certificate Courses. In 2009 the

compulsory language study could be undertaken in Italian, French or Japanese. In addition to

Religious Education, students study two electives (two hundred hours each) in Years 9 and 10.

These include Commerce, Elective History, Information and Software Technology, Drama, Food

Technology, Italian, Japanese, Music, Physical Activity and Sports Studies, Textiles Technology

and Visual Arts. The number of students in each of these electives varies according to resources

and interest.

In 2009, students in Years 7 and 8 studied Religious Education, English, Mathematics, Science,

Personal Development, Health and Physical Education (PDHPE), Music, Geography, History,

Visual Arts, Technology and Drama. In Year 7 students also studied Learn2Learn – an initiative to

assist students to develop good learning habits and to understand their own learning strengths and

challenges.

In Years 11 and 12 all students study Religious Education and English. A broad curriculum offering

for 2009 included General Mathematics, Mathematics, Mathematics Extension 1 and 2, Biology,

Chemistry, Physics, Personal Development, Health and Physical Education, Community and

Family Studies, Ancient History, Business Services, Business Studies, Economics, Extension

History, Geography, Retail Operations, Legal Studies, Modern History, Society and Culture, Visual

Arts, Photography, Digital and Video Imaging, Music, Drama, Food Technology, Hospitality,

Textiles and Design, Information Processes and Technology, Work and the Community Life Skills,

Italian Continuers, Japanese Beginners, as well as a variety of other languages through Open High

School and the Saturday School of Community Languages.

Particular features of the school’s curricular and co-curricular program include: Gifted and Talented Program

Whilst all classes at Bethlehem acknowledge the individual needs of each student and differentiate

the curriculum appropriately, the selective stream provides gifted and talented students with

further opportunities to access higher order thinking and develop a deeper understanding of

complex course outcomes and/or extra-curricula content. A selective stream is offered in Years 7

to 10 in Humanities (History, Geography, Religious Education and English) and in Mathematics. A

selective stream in Science is offered in Years 9 and 10.

Habits of Mind

This program assists students in identifying and developing intelligent behaviours. These effective

learning habits enhance problem solving and maximise student potential. They promote life-long

learning, creativity and resilience, and challenge students to be independent and interdependent

learners.

Learn2Learn

This initiative assists students in understanding how they learn and managing their time effectively.

It also assists with the transition into secondary school. The program will extend into Years 8 and 9

in 2010.

Other programs offered at the college include:

study skills program in all years

acceleration for gifted students

learning support programs

Vocational Education and Training (VET) and TAFE delivered VET Programs

whole school approach to Literacy and Numeracy

accelerated Reader Program

debating and public speaking

Mock Trial

CSIRO Scientists in Schools and the Jason Project

music tutor program in a variety of instruments

Metropolitan Combined Catholic Schools (MCCS) and Catholic Girls Secondary Sports

Association (CGSSSA) sporting competitions

Gifted and Talented Dance Program

Assignment Club - during lunch, Monday to Friday, the Assignment Club provides students

with teacher support and computer access. This has been a wonderful initiative of the Learning

Support Team and is open to all students.

Maths Matters

The Mathematics Department runs this lunchtime activity on Wednesdays to provide additional

teacher support in mathematics. All students in Years 7 to 10 also subscribe to Hotmaths which

provides further assistance and practice.

In addition to the formal curriculum, the school is involved in community service activities which

include St Vincent’s Night Patrol, Project Compassion and registering as Red Cross blood donors.

The Faith in Action and CARE groups are well-supported and extremely active.

STUDENT PERFORMANCE IN TESTS

National Assessment Program in Literacy and Numeracy (NAPLAN)

Students in Years 7 and Year 9 sat the National Assessment Program in Literacy and Numeracy

(NAPLAN) in May this year. NAPLAN assessment results provide valuable information about

student achievements in literacy and numeracy. An analysis of these results assists school

planning and is used to support teaching and learning programs.

The tables provided show the percentages of students who achieved particular skill bands and who

achieved at or above minimum standards. The school results shown are compared to students

nationally. Student results are reported in six skill bands as noted in the table. Literacy is reported

in four content strands (components): Reading, Writing, Spelling, Grammar and Punctuation.

Numeracy is reported as a single content strand.

Further information regarding school performance in NAPLAN against State and National trends

has been provided in the school newsletter dated 18 September 2009 and is available from the

school administration office.

Bethlehem College performed very well in the 2009 NAPLAN tests. Year 9 students achieved a

mean above that of the National data in Writing, Spelling, Overall Literacy and all areas of

Numeracy. Year 7 students achieved a mean above that of the National data in all literacy

components including Writing, Spelling and Overall Literacy.

The school is targeting individual students as well as implementing whole school strategies for all

students and the learning gains in both Years 7 and 9 were significant.

Bethlehem College has specific intervention programs in literacy and numeracy to enhance the

learning gains of students across the school. The school has a culture of engaging in the analysis

of data such as the results from the previous NAPLAN tests, current report data, allocation of

grades in Years 7-10, School Certificate (SC) and HSC results. The information derived from this

analysis of data is used to modify and enhance teaching programs to improve student performance.

NAPLAN % in bands

Overall Literacy Numeracy

Top band Top 3 bands Minimum Standards

Top band Top 3 bands Minimum Standards

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Year 7 2009 5% 9% 71% 55% 100% 94% 13% 10% 54% 55% 100% 96%

2008 6% 8% 56% 53% 97% 94% 15% 12% 52% 55% 95% 95%

Year 9 2009 5% 6% 54% 46% 97% 91% 17% 8% 58% 52% 96% 95%

2008 3% 6% 53% 45% 97% 91% 8% 8% 49% 47% 97% 94%

NAPLAN % of students performing at

or above minimum standards

Components of Literacy Notes:

Year 7: Highest band = band 9; Lowest band = band 4; Bands 5-9 represent the % of students at or above minimum standards

Year 9: Highest band = band 10; Lowest band = band 5; Bands 6-10 represent the % of students at or above minimum standards

1 Source: SMART data analysis package

2 Source: NAPLAN Summary Report 2009

(www.naplan.edu.au). The figure for Overall Literacy is calculated by taking the average of the Literacy components.

Reading Writing Spelling Grammar and Punctuation

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Year 7 2009 96% 94% 100% 93% 98% 93% 97% 92%

2008 90% 94% 97% 92% 95% 92% 93% 92%

Year 9 2009 91% 92% 96% 88% 94% 90% 93% 90%

2008 96% 93% 95% 87% 94% 90% 93% 90%

School Certificate

Students in Year 10 sat for the SC examination in November this year. The table provided shows

the percentage of students who achieved in the top three bands and shows comparison with results

from previous years.

School Certificate: % of students in bands 4, 5, 6

2007 2008 2009

School State School State School State

English Literacy 67% 73% 77% 76% 89% 82%

Mathematics 35% 46% 42% 49% 45% 49%

Science 60% 67% 58% 65% 68% 70%

Australian History 67% 61% 62% 51% 69% 58%

Australian Geography

61% 72% 74% 66% 61% 59%

http://www.naplan.edu.au/

Bethlehem College performed above state average, with a greater percentage of students

achieving Band 6, in English, Science, History and Geography. This was largely due to the

effectiveness of the school’s targeted intervention programs and the hard work and commitment of

staff and students. Mathematics showed an improvement in the variation from the State mean and

the school mean was just below that of the State. The 2009 SC results are very pleasing.

Higher School Certificate

The results of the school’s HSC candidature are reported for particular subjects. The table

provided shows the percentage of students who achieved in the top three bands and shows

comparison with results from previous years.

Higher School Certificate: % of students in bands 4, 5, 6

2007 2008 2009

School State School State School State

Studies of Religion 1 64% 77% 91% 77% 97% 83%

English Standard 48% 39% 56% 38% 66% 36%

English Advanced 100% 89% 100% 89% 100% 89%

General Mathematics 44% 59% 68% 56% 62% 54%

Mathematics 75% 70% 81% 72% 73% 71%

Mathematics Extension 2 88% 83% 100% 90% 100% 89%

English Extension 1 100% 98% 100% 84% 100% 84%

Modern History 91% 72% 89% 77% 93% 78%

Legal Studies 67% 66% 100% 72% 100% 67%

Drama 75% 76% 100% 84% 100% 82%

Music 70% 85% 100% 85% 100% 87%

The results above demonstrate the significant improvement in results at the College each year with

excellent results in all subjects in 2009. Seventy-six percent (76%) of subjects offered had a mean

above that of the State and the percentage of students performing in the top bands was above that

of the State in 83% of subjects studied. Forty-three percent (43%) of subjects had all students

achieving in the top bands.

Twenty percent (20%) of the Australian Tertiary Admissions Rank (ATAR) candidates scored above

90 ATAR and 64% of the ATAR candidates scored above 80. Twenty-eight percent (28%) of

candidates appeared on the Distinguished Achievers List and the College was recognised in the

merit lists for both English and Mathematics. Bethlehem College ranked ninth in the State for

Extension 1 Mathematics with an average mark of 90%.

Some other course statistics included:

Bethlehem Extension 1 Mathematics 100% in Top Bands 5-6 (the state 82%)

Extension 1 English 100% in Top Bands 5-6 (the state 84%)

Business Studies 100% in Bands 4, 5 & 6 (the state 68%)

Drama 100% in Bands 4, 5 & 6 (the state 82%)

English Advanced 100% Bands 4, 5 & 6 (the state 89%)

Information Processes and Technology 100% in Bands 4, 5 and 6 (the state 65%)

Japanese Beginners 100% Bands 4, 5 and 6 (the state 62%)

Japanese Continuers 100% in Bands 4, 5 and 6 (the state 77%)

Japanese Extension 100% in Bands 4, 5 and 6 (the state 79%)

Korean Background Speakers 100% in Bands 4, 5 and 6 (the state 94%)

Studies of Religion I 97% in Bands 4, 5 and 6 (the state 83%)

Modern History 93% in Bands 4, 5 and 6 (the state 78%)

Studies of Religion II 86% in Bands 4, 5 and 6 (the state 83%)

Ancient History 83% in Bands 4, 5 and 6 (the state 62%)

Maths Extension 1 71% in Top Band 6 (the state 34%)

Japanese Beginners 50% in Top Band 6 (the state 15%)

Maths Extension 2 50% in Top Band 6 (the state 37%)

Japanese Extension 50% in Top Band 6 (the state 26%)

Mathematics 33% in Top Band 6 (the state 16%)

English Extension 2 33% in Top Band 6 (the state 28%)

English Extension 1 25% in Top Band 6 (the state 22%)

Japanese Continuers 25% in Top Band 6 (the state 22%)

Information Processes and Technology 15% in Top Band 6 (the state 8%)

Modern History 14% in Top Band 6 (the state 9%).

PROFESSIONAL LEARNING AND TEACHER STANDARDS

Professional learning

All teachers have been involved in professional development activities during the year. These

activities are designed to develop the skills and understandings of staff to improve student

outcomes. Professional development can take many forms including whole school staff days,

subject specific in-services, meetings and conferences.

The school held four whole staff days in 2009. The content of these days was as follows: Term 1 -

Planning for a new school year/new staff induction, Term 2 - Staff Spirituality Day led by Dr. Dan

White, covering the theme of Developing a Catholic Pedagogy, Term 3 - Curriculum and e-learning

focus day, centred on differentiated teaching and learning. Additionally, in Term 4 a staff

development day was held around School Review and Development. Staff meetings are held on a

weekly rotational basis - faculty groups, pastoral teams and whole staff meetings.

In a system of schools, costs incurred for professional development activities can be expended

from a variety of sources. These sources include the Federal Government and the CEO, Sydney.

The school’s average expenditure per teacher in 2009 on these activities was $1,359.52. This

figure has been calculated by CEO, Sydney and reflects expenditure on casual release days and

professional development activities in particular categories.

In addition to this, the school expended $281 per teacher to support professional learning.

Teacher Standards

The following table sets out the number of teachers on the school staff who fall into each of the

three categories determined by the Board of Studies:

Teacher Qualifications Number of Teachers

1. Those having formal qualifications from a recognised higher education institution or equivalent.

54

2. Those having graduate qualifications but not a formal teaching qualification from a recognised higher education institution or equivalent.

0

3. Those not having qualifications described in 1 or 2 above but having relevant successful teaching experience or appropriate relevant knowledge.

0

TEACHER ATTENDANCE AND RETENTION

The average teacher attendance rate during 2009 was 98%. This figure does not include teachers

on planned leave. The teacher retention rate from 2008 to 2009 was 88%. Bethlehem College has

a high retention rate of staff. Staff who concluded employment at Bethlehem College in 2009

includes teachers who undertook scholarship opportunities overseas, as well as staff who received

promotional positions.

STUDENT ATTENDANCE AND RETENTION

Attendance Rates

The average student attendance rate for the school during 2009 was 96.8%. School attendance

rates disaggregated by year group are shown in the following table.

Attendance rates by Year group

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96.3% 97.57% 96.1% 96.1% 96.9% 98%

Bethlehem College had a consistent and improved attendance rate in 2009. The student

attendance rate at Bethlehem improved from 95.1% in 2008 to 96.8% in 2009. Student absence

from the College is followed up promptly by Homeroom and classroom teachers as well as Stage

Coordinators. Parents and carers are called if students have been absent for three days or more. In

cases of prolonged absence or leave request, students and their parents are required to meet

formally with the Principal.

Retention Rates

Eighty-four percent (84%) of the 2007 Year 10 cohort continued onto Year 12 (2009). Strong

retention rates are a feature of Bethlehem College with the average rate of retention in previous

years sitting around 97%. Students from the 2007 Year 10 cohort who did not continue onto senior

study were targeted for employment and apprenticeships as well as undertaking study at TAFE.

Eighty-four percent (84%) of Bethlehem College ATAR students who graduated in 2009 were

awarded first round University places.

SENIOR SECONDARY OUTCOMES

The table below sets out the percentages of students undertaking vocational education training in

their senior years as well as those attaining the award of Higher School Certificate (or equivalent

vocational education and training qualification).

Senior Secondary Outcomes

Year 12, 2009

% of students undertaking vocational training or training in a trade during the senior years of schooling.

30%

% of students attaining the award of Higher School Certificate or equivalent vocational education and training qualification.

100%

POST SCHOOL DESTINATION

Each year Bethlehem College collects destination data relating to the Year 12 student cohort. The

table below sets out the percentages of students for the various categories shown as compared to

State figures.

Destination Data

Year 12, 2009 Graduating Class

University TAFE / Other

institutions Workforce entry

Destination not reported

School 73% 27% 0% 0%

State* 30% 30% 30% 10%

*State figures reported on: http://www.boardofstudies.nsw.edu.au/employers/hsc/beyond.html

Eighty-eight percent (88%) of students eligible for an ATAR were offered a place at University. The

vast majority accepted the University offer but a few students chose to follow accredited degrees at

colleges while others a vocational education or TAFE pathway.

SCHOOL POLICIES

Enrolment Policy

The school follows the Archdiocesan Enrolment Policy. The policy has been developed in the

context of government and system requirements. Children from all families who are prepared to

support Catholic ideals and principles may be considered eligible for enrolment. Priority for

enrolment is given in a specified order as outlined in the full policy document, however special

consideration may be given to individual cases. All parents are provided with an enrolment

package that includes CEO and school policy statements. Enrolment fees are made up of the

Archdiocesan tuition fee, the parish school levy and local fees and charges. A pastoral approach is

adopted for parents experiencing genuine difficulty with the payment of fees.

The College gives priority to practising Catholics from feeder parishes. The College has a number

of Orthodox students enrolled. Bethlehem College is a highly multi-cultural community and this

diversity is valued and celebrated. There is a high percentage of students from non-English

speaking backgrounds (NESB) and three indigenous students. Year group’s average is one

hundred and twenty students and junior class sizes are between twenty-five and thirty. We aim to

have senior classes of no more than twenty-five.

The full text of the Archdiocesan Enrolment Policy may be accessed via the:

CEO public website

school website www.bethlehemcollege.nsw.edu.au

College administration office.

http://www.boardofstudies.nsw.edu.au/employers/hsc/beyond.html

http://www.ceosyd.catholic.edu.au/cms/Jahia/site/ceosydney/pid/18


Student Welfare Policy

The Student Welfare Policy is based on the Archdiocesan Pastoral Care document Pastoral Care

Guidelines for Catholic Schools (2003) which can be accessed from the CEO public website. In

this document, the dimensions and features of Pastoral Care are described, as well as approaches

to policy formulation, review and implementation. This document is the key reference point for the

school’s Pastoral Care Policy. Related documents include: Countering Harassment of Different

Kinds, Dealing with Illegal Substances in Schools, Dealing with Prohibited Weapons in Schools,

Strategies for Dealing with Cyberbullying, Disability Standards 2005, Management of Students with

Challenging Behaviours: Guidelines for Primary/Secondary Schools (2007).

School based pastoral care refers to the total care of the student. ‘Pastoral care’ recognises the

dignity of the person and is reflected in both the process and attitude with which it is implemented.

At the heart of the school is a pastoral care system in which all teachers are expected to accept

responsibilities for the development of quality relationships, the provisions of satisfying learning

experiences and the establishment of an effective care network both in and beyond the classroom.

The school’s network of pastoral care measures are based on the principles of restorative justice

and due process.

All staff have a shared responsibility for the Pastoral Care of students. We are committed to

maintaining a school community that upholds the values, behaviours and attitudes of care,

compassion and harmonious relationships. With parents, we seek to nurture the development of

each child spiritually, intellectually, socially, physically and emotionally. A strong, authentic

involvement with students as people is seen as central to the teaching and learning process. We

believe that quality interpersonal relationships are the basis on which successful learning and

personal growth are built.

The full text of the school’s Pastoral Care Policy may be accessed via the:

school website www.bethlehemcollege.nsw.edu.au

school administration office

Student planner.

http://www.ceosyd.catholic.edu.au/


Student Management Policy

The Marist Youth Care’s Restorative Justice Training Program was continued by both staff and

students throughout 2009. The College has an ongoing commitment to utilising the strategies of

Restorative Justice in areas of student conflict.

Corporal punishment is expressly prohibited in this school. The school does not sanction

administration of corporal punishment by school persons and non-school persons, including

parents, to enforce discipline in the school.

The full text of the Student Management Policy may be accessed via the:

School website www.bethlehemcollege.nsw.edu.au

School administration office

Student planner.

Complaints and Grievances Resolution Policy

The school adopts the Archdiocesan Guidelines for Resolving Concerns and Complaints at Sydney

Systemic Catholic Schools (May 2007), available on the CEO public website in the development of

its school policy. The scope of the guidelines encompasses children’s learning, behaviour and

welfare, school organisation and management, and student health and safety issues.

The school policy is based on procedural fairness and recognises that parents and caregivers must

have access to processes that allow them to resolve concerns in a supportive and conciliatory

environment. Any concerns raised are responded to promptly and fairly and confidentiality is

always maintained. Pathways for raising concerns are set out in the information brochure available

from www.bethlehemcollege.nsw.edu.au.

The full text of the school policy is available from the:

College website www.bethlehemcollege.nsw.edu.au

College administration office.


https://www.ceosyd.catholic.edu.au/cms/Jahia/site/ceosydney/pid/2481



SCHOOL DETERMINED IMPROVEMENT TARGETS

Each year, the school develops an Annual Development Plan indicating the intended key

improvements for student learning outcomes. The plan is drawn from the school’s Strategic

Management Plan and informed by the indicators of effectiveness for Sydney Catholic Schools as

specified in the key CEO document How Effective is Our Catholic School? The school engages in

an annual evidence-based evaluation of its effectiveness against these external standards in

collaboration with the school’s Regional Consultant.

In 2009, the College further refined its processes in strategic planning which ensured alignment of

identified priorities, targeted intervention, budget allocation, staffing allocation, performance review

and professional development. Significant targeted intervention strategies included the allocation of

a literacy support teacher working with students with identified needs in Years 7-10. Students who

were underperforming at the higher end of achievement were also targeted. This project resulted in

significant learning gains for students in literacy, evidence of which is found in the Year 9 NAPLAN

and Year 10 SC results. The analysis of NAPLAN, the integration of NAPLAN strategies and

targeting and supporting individual students was a major priority in 2009. Offering further small

group tutorial support for Year 12 students maximised band 6 as well as bands 4, 5 and 6 HSC

results. These results clearly demonstrated the positive impact of this targeted intervention

approach. Further professional development was also offered to staff in ‘Habits of Mind’ to ensure a

whole school approach and sustainability of this initiative. Professional development in the effective

use of Information and Communication Technologies (ICT) was also provided to support the Year 9

Laptop program and use of technology throughout the school. The College also engaged a CEO

curriculum adviser to work with staff once per fortnight to develop their skills in differentiation and

catering for gifted students. Significant improvement in all year groups was evident in the end of

year report cards.

The 2010 year will see a range of new developments in curriculum, as we continue the innovative

use of technology, as well as further refining the vision for learning using the Innovative Designs for

Enhancing Achievements in Schools (IDEAS) process. There will also be a significant emphasis on

environmental stewardship, a continual focus on social justice and further opportunities for

enriching the faith of our students. Parent and ex-student involvement will continue to be a priority

and the establishment of a College Band Program involving De La Salle College and St. Vincent’s

Primary School will be a significant new initiative. The College will also engage in an external

review process to support the development of a new strategic management plan 2011 – 2014.

INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

The College vision is to foster young women with positive self images, independent, courageous

and enquiring minds with a genuine concern for others. As such our pastoral care programs aim to

instil a sense of self esteem and a well developed sense of social justice in our students.

The rights and responsibilities of students are embedded in lessons taught throughout the school

day but are particularly reinforced through pastoral care lessons and are reflected in the student

planner. The Values for Australian Schooling poster hangs prominently in the school foyer.

The college has adopted the Marist Youth care model of Restorative Justice and all staff are trained

in this approach in dealing with student issues. Restorative Justice is centred on relationship and

responsibility. The onus is on accepting the consequence of action and the evaluation of the impact

one person’s behaviour has on another.

The Big Sister, Little Sister program is a peer support initiative involving Year 12 and Year 7

students. The program is well received by students and strong bonds are formed between our most

junior and senior students.

Bethlehem College has a number of social justice groups which run in the school. These include

the Faith in Action group, the CARE group (an environmental stewardship initiative) and students

who undertake St.Vincent’s Night Patrol to feed the homeless.

Each year staff undertake professional development in staff spirituality - a day which aims to foster

contemplation and a refocussing of energy towards values and ethics.

PARENT, TEACHER AND STUDENT SATISFACTION

During the year parents, students and staff were surveyed as part of the IDEAS process to support

the College in the development of a vision for learning. The results of the survey drew similar

responses from each of the participating groups. The results are summarised below.

Parents:

School Outcomes – Parents reported that the College prepared students to be citizens, developing

in students a high self esteem, pride in their school and a strong sense of community. They also

reported that the College was an important centre of learning where students developed care and

respect for the world. Students at Bethlehem are taught to respond to change and to set high goals.

Infrastructural Design (work practices and organisation): Bethlehem College has an inspirational

vision and clearly defined goals, where excellence is promoted and school success is celebrated.

The College staff work together to support students attain their goals. Bethlehem is a high quality

teaching/learning environment where students and staff have access to excellent learning

resources.

Cohesive Community (School and Community): Bethlehem College is an excellent learning

environment where unity, respect and trust are evident. The College ensures that the full range of

student needs are met. The students have a strong commitment to community and enjoy an open

communication with staff and each other. The College celebrates the contributions of individuals.

Strategic Foundations: Bethlehem College is a high quality learning environment with excellent

facilities. ICT enriches the learning experience.

Students:

School outcomes – Students reported that the College prepares students to be good citizens and

prepares them for the future where learning is relevant. Students reported that they were proud of

their school.

Infrastructural design: The College uses technology to make learning more interesting and students

witness staff in professional dialogue about the ways to use technology in teaching. Teachers take

the opportunity to inform the community about the increased quality of teaching at the school. The

College has good resources to help students learn and students have good access to teachers and

resources that will assist them in their learning.

Cohesive community – Bethlehem College’s success is showcased in the school and wider

community. Students felt that teachers and the school made learning interesting. Students felt that

teachers cater for their learning needs. Students found their teachers helpful and approachable.

Strategic foundations – Bethlehem College praises student achievements, inspires students and

encourages students to develop their leadership skills. The College establishes high expectations

and supports students in setting goals to achieve these high expectations.

Teacher:

School outcomes - Staff reported that they believed the College prepared students to become

active citizens. The College developed students with a high self esteem and sense of worth.

Bethlehem College has successful teaching and learning practices with high standards for student

performance.

Infrastructural design - The staff reported that they were generally pleased with the design and

maintenance of the aesthetics of the learning environment.

Strategic foundations – Bethlehem College has an inspirational vision where successes are

promoted and the expectations and values of the leadership team are clearly communicated

Cohesive community – Bethlehem caters for the needs of the full range of students and celebrates

the achievements of individuals and groups within the College.

2009 FINANCIAL STATEMENT

Catholic schools are accountable for all monies received. Each year, the CEO, Sydney submits to

the Australian Government a financial statement on behalf of the 147 parish primary and regional

secondary schools. This statement details the income and expenditure of each school and for the

Archdiocesan system of schools. In addition, the financial report of the CEO, Sydney is audited

annually by Moore Stephens.

A summary of the income and expenditure reported for 2009 is as follows:

INCOME $million EXPENDITURE $million

Parents' Contributions1 $ 116.4 Education and School Support

$ 125.4

Australian Government2 $ 359.0 Total Salary Costs $ 470.2

State Government2 $ 126.7

Building the Education Revolution

$ 52.6 Capital Expenditure $ 64.8

Interest and Other $ 17.3 Surplus3 $ 11.6

Total Income $ 672.0 Total Expenditure $ 672.0

Notes

1. Parents' contributions include Archdiocesan tuition fees of $54.4 million, school charges,

building levy and Parents and Friends contributions of $62.0 million.

2. Income from Australian and State recurrent government grants (including funding for

student laptops and specific purpose grants) is received by the CEO, Sydney on behalf of

the schools. Staff salaries are paid from this income.

3. There are significant capital work commitments of at least $9 million.

Parents' contributions to this school as reported in the school's Annual Financial Questionnaire for

2009 submitted to the Australian Government Department of Education, Employment and

Workplace Relations (DEEWR) were:

Archdiocesan Tuition Fees received $ 568,187

School Based Fees $ 712,476

Other Income (e.g. Parents & Friends, Trading and Building Levy) $ 281,988

Total $ 1,562,651

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