ISLAMIC COLLEGE OF MELBOURNE

Faith - Knowledge - Success

Annual Report

2018

Postal address 83 Wootten Road, Tarneit VIC 3029

Phone (+613) 8742 1739

Fax (+613) 8742 1959

Email admin@icom.vic.edu.au

Webpages

www.icom.vic.edu.au

Additional reporting information pertaining to all schools is

located on the My School website.

Contact Person Dr Abdul M. Kamareddine (School Principal)

Registration No. 2073

1

Principal’s Foreword

What an outstanding and exceptional year 2018 was. As I revisit the events of 2018, I am

overwhelmed with the moments that show just how much the college has improved. I have no

doubt that ICOM is and always will be a place with a strong and supportive community feeling.

The college continues to focus on its students to achieve academic excellence in both secular and

religious education focusing on the students’ wellbeing, in addition to their spiritual and intellectual

needs. By following this formula every year, our students are assisted to become successful in this

life and the Hereafter, insha’Allah.

Every year the college received excessive demands for enrolments. This year, we have even been

overwhelmed with the number of expression of interests and enrolment forms received.

Unfortunately, ICOM is unable to accommodate all the requests but we view this as evidence of our

college flourishing and a testament to the trust parents and the community have in us.

One of the college’s proudest daily routines is that of the morning assembly. Whilst it may seem

small in magnitude to an outsider, it however, does wonders to the mindset and outlook of students

and staff. It consists of the Australian Anthem, recitation from the Quran, du’a, student

performances and important announcements that are important to students and parents alike.

Another matter I feel the urgency to highlight is how humbled I am by the great initiatives and

achievements reached by our college this year.

• This is the second year in a row where ICOM received an email to inform the college that the

we once again “demonstrated substantially above average gain in regarding and/or

numeracy achievement, as measure by NAPLAN.”. While only a few schools across the

nation receive this email, it is even more of an achievement to receive it two years in a row.

• The college continued with the Orphan Sponsorship Program, which was eagerly embraced

by the student body. Every year level sponsored an orphaned child of the same age through

human Appeal International Australia.

• The Quran Accelerated Program (QAP) continues to be a success at the college. The program

was introduced for high achieving students in the subject of Quran which aims to help

advanced students memorise the entire Quran and support them in their journey to

becoming a Hafiz or Hafiza of the Hold Qur’an.

• Ramadan proved to be always an exciting time at ICOM. The Ramadan spirit was buzzing

through the college with the quizzes, morning assembly student performances and the

Annual Quran competition. By conducting these activities, it ensured the students and staff

feel the importance of such a blessed month and its presence. This year the college held its

annual Ramadan Iftar with Secondary students and staff and a separate one for Year 5 & 6

students and staff.

• In addition, the college holds numerous events and activities that encourage learning

through being part of a team and through being inspired by the school spirit. These events

included but are not limited to; Athletics Day, Multicultural Day, Arabic Week, Footy Week,

Umrah/Turkey Trip, Hajj Week, Literacy/Numeracy Week & Character Day, Eid Festival, Year

5, 7 & 9 Camps and STEM Week. Students had the opportunity to participate in these

activities that provided them with productive sessions of study as well as creating for them a

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sense of belonging and the opportunity to interact with their peers and educators outside

the classroom setting.

• One of the greatest achievements we are so proud of and one that the students worked so

hard for in the interschool sport program. This year the college participated in a greater

number of competitions including: soccer, volleyball, AFL including the Bachar Houli Cup,

basketball, cricket and table tennis. Several mentionable achievements this year involves;

o the girl’s futsal team and the girls’ basketball team winning the interschool sports

Grand Finals in Term 1.

o In Term 2, the colleges volleyball team progressed to the next round but

unfortunately did not win the entire competition.

o In Term 3, our Year 5 & 6 boys competed admirably and placed second in the Bachar

Houli Cup.

o Lastly, our first table tennis team competed in the finals and placed second in the

competition losing by only one point but beating schools that competed in table

tennis for many years previously.

The year 2018 also witnessed our first Year 12 class. We are looking forward to the graduation of our

first bunch of Year 12 students. It will be sad to see our students leave but it fills our hearts to see

them growing and prospering into the world outside the school.

With such an increase in the number of initiatives and achievements the college has embarked on

this year, you can clearly see it has been an extremely busy yet progressive year for all.

I look forward to what 2019 brings, and with the support of the ICOM community we are certain that

2019 will be just as special and outstanding insha’Allah.

Dr Abdul M. Kamareddine

College Principal

3

Governance

Our School Board as at 31 December, 2018 comprised of the following members:

• Mr. Khaled Ajaj: Chairman

• Mr. Midhat Bey: Deputy Chairman

• Dr. Abdul M. Kamareddine: Secretary

• Mr. Hammad Hussain Rana: Treasurer

• Mr. Rabih Baytie: Executive Member

• Mr. Fakhry Abubaker: Executive Member

• Mr. Muhammad Harun Abdullah: Executive Member

• Dr. Mohamad Kaddour: Executive Member

• Mr. Abdul Hakim Elmi: Executive Member

The School Board meets a minimum of four times a year.

4

School’s Progress Towards Its Goals

We are pleased to advise our community that ACARA has identified our school as having

demonstrated substantially above average gain in reading and numeracy achievement, as

measured by NAPLAN, based on students’ progress from Years 3 to 5 and 7 to 9. We have

received a letter for the third consecutive year from ACARA advising us of this tremendous

achievement. We would like to congratulate our students and staff members for this

significant achievement which is an evidence that our school is progressing very well towards

its goals.

According to ACARA’s letter, gain in student achievement is presented in three ways:

• overall gain compared to previous years; and

• gain compared to schools with similar students, based on the index of community

socio-educational advantage (ICSEA) level; and

gain compared to other students at the same average NAPLAN starting score.

Identified high gain schools (ICOM is one of them) have demonstrated substantial

improvement in reading and/or numeracy as follows:

1. an overall gain that exceeds the national average by more than one standard deviation; and

2. an overall gain higher than schools with similar ICSEA levels, by more than one standard

deviation; and

3. an overall gain higher than that shown by students with the same NAPLAN starting score,

also by more than one standard deviation.

This year our focus is on the inquiry based learning approach across the school in all learning

areas. We aim to develop students’ abilities to analyse, synthesize and evaluate information

which are indications of high-level thinking. We are hoping to move our students beyond

general curiosity into the realms of critical thinking and understanding.

We will carry on our wellbeing program which aims to boost our students learning

experiences and to encourage their integration with the larger Australian community.

We have appointed a careers coordinator at the beginning of the academic year 2019 to help

students find the right pathway for themselves. To make informed decision and better

choices, ICOM subscribed to Morrisby Profile services which is one of the most widely-known

and sophisticated services in careers guidance

We offer unique Quran and Islamic Studies curriculum. All our Quran classes are streamed

according to students’ abilities. Students’ achievement is substantially improving in those two

areas - alhamdulillah. On annual basis, we have Ramadan Quran competition and also we are

introducing an Islamic Studies competition for the first time in November 2019.

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Future Outlook

We will carry on our efforts to improve students’ learning outcomes and to help them achieve

better results. Professional Learning Teams (PLTs) are of great help in this regard. Great focus

is on the teaching practices and teaching methodology in order to make teaching more

interactive and engaging.

We will continue with targeted professional learning, reflecting on our school needs mainly in

differentiation, numeracy, literacy and Islamic education.

Our plans for the near future are to secure the required budget to have a separate secondary

building, performing Arts building, a library and Information & Resource Centre. This is

essential to cater for the growing numbers of our students and their varied needs.

School Profile Our school is offering mixed classes from Foundation to Year 12. The table below shows student

enrolments in 2018:

Total Enrolment

Girls

Boys

Enrolment continuity (Jan 2018 - Dec 2018)

1115 595 520 91.84%

Characteristics of the Student Body

Our students come from different ethnicities and cultural backgrounds. The vast majority of

them are of ESL background despite the fact that many of them were born in Australia.

English is a second language for many of them at home.

Class Sizes in 2018

Year Level Average Class

Size

Foundation – Y3 30

Y4 – 6 27

Y7 – 12 22

6

Curriculum Offerings

Below is a summary of our curriculum offerings:

• Integration of ICT into classroom activities in all learning areas.

• After school VCE classes

• Arabic (LOTE)

• Islamic Studies Program

• Differentiated Quran Classes

• Quran and Islamic Studies Competitions

• Outdoor and indoor education visits from qualified trainers and professional sports people

• Life Education & Social Skills Programs

• Electives for secondary students

• Work experience placements

• Differentiated teaching across the school

Extra Curriculum Activities

• Excursion/ Incursions

• Camping programs

• Visual Arts program

• National Numeracy and Literacy Week activities

• Humanities Week activities

• STEM Week activities

• Arabic Week activities

• Special Ramadan Program: Quran Competition

• Iftar Night

• Hajj week

• Speech Competition

• Debating Teams

• Footy day and other sports activities

• Junior and senior athletic days

• Bachar Houli cup

• Swimming

• Gymnastics

• State Schools Victoria (SSV) Interschool sports

• Islamic Schools Sports Association Victoria (ISSAV) – Interschool sports

• After school English and Maths classes

• Year 12 Study Camp

• Intervention Program

• Parent teacher info nights

• Careers Expo

• Eid Festival

• Umrah Trip

• Primary and Secondary Athletics Day

• Character Day – held at the end of Literacy/Numeracy week encouraging students to dress

up as their favourite book character for the day.

• Transition week for Year 6 -11 students

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School’s Social Climate

Our students come from different cultural backgrounds. This diversity makes the beauty of our

school’s social climate. Our school policies are designed to cater for our students’ wellbeing and we

are constantly giving them support in respect of how they deal with each other and how to respond

to challenging behavioural situations. We are proud to have a strong behaviour policy which

promotes a friendly and safe environment. Our behaviour policy does not only focus on punishment

but also on rewarding and promoting the good behaviour. We also educate our students on bullying

issues and we are very strict in dealing with bullying incidents.

Involvement of Parents in Their Children’s Education

Our parents are an integral part of our school community and are welcome into our school at every

opportunity. We involve the parents in solving out their children’s behaviour issues and we gain

their support in this respect. Behaviour Management issues are dealt with as a partnership between

school staff, parents and students.

Parents are also encouraged to participate in different school activities. Invitations are issued for

Open Day celebrations, school parties and gatherings. Teachers conduct Parent Information Sessions

and/or interviews throughout the year to establish positive parent / teacher relationships. Our

parents are always informed about different school activities throughout our newsletters and the

parents’ portal. We are always open to parents’ suggestions and ideas in respect of different school

aspects.

Reporting to Parents

Students’ progress is reported to parents in many different ways:

• Individualised meetings or phone calls with parents to discuss their children’s performance

• Parent/teacher interviews throughout the year

• Interim reports in Terms 1 & 3 to keep the parents updated on their children’s work habits,

behaviour, classroom participation, etc.

• Formal semester reports twice a year at the end of Terms 2 & 4

Communication with Parents

We communicate with parents in many different ways:

• Parent/teacher information sessions and interviews

• Our school’s website

• Our school’s newsletter

• Through sending memo’s and letters

• Individual appointments and phone calls

• Different school functions and events

• Parents’ portal

8

Staff Composition

Teaching staff at the Islamic College of Melbourne are highly qualified, motivated

and supportive to our students. All our teachers are registered with the Victorian

Institute of Teaching and all of them have equal opportunities to attend internal and

external professional learning.

Workforce Composition Teaching Staff Non-teaching Staff Indigenous Staff

Headcounts 74 35 0

Full-time equivalents 71 33.6 0

Qualifications of teaching staff

Highest level of

attainment

Number of

classroom

teachers and

school leaders

at the school

Doctorate 4

Masters 16

Bachelor degree 54

5%

22%

73%

Doctorate Masters Bachelor degree

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Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 was approximately

$32,665.72

The major professional development initiatives are as follows:

• Numeracy PDs

• Literacy PDs

• Australian Curriculum

• Reporting and assessment

• Early childhood PDs

• Behaviour and discipline PDs

• Leadership and wellbeing

• First Aid PDICT PDS

• Financial management

Average staff attendance

For all staff and school leaders, the staff attendance rate was 94.27% in 2018.

Proportion of staff retained from the previous school year.

Staff retention for the entire 2018 school year is 87.2%.

Staff Professional Development

Below is a summary of our staff Professional Development, internally and externally

•••• External Individual Staff PDs:

•••• 2018 Leadership Conference

•••• 2018 Primary Conference: Thinking in the Math Classroom

•••• ACHPER Conference

•••• Advanced Strategies to Thrive as a Year Level Coordinator

•••• Behaviour Management

•••• Behaviour Management Essentials

•••• Cambridge Maths - Algorithmic Thinking

•••• Career Development Interventions to Support Well-being

•••• CASEA

•••• Coaching Skills for Educational Leaders

•••• Develop the Skills of an Effective Leader

•••• Effective Leadership Skills for all Coordinators

•••• Effective Mentoring Program

•••• English Graduate Teachers Day

•••• Excel in Customer Service and Telephone Techniques

•••• Exploring Mindfulness

•••• Fast and Effective Assessment - How to Improve Feedback

•••• Forum/Information Session for Speech Pathologists at ISV

•••• Fostering Digital Technology Creativity Research

•••• Fountas & Pinnell LLI: Professional Development Workshop

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•••• Getting Started with Positive Education

•••• Global Leadership Summit Australia

•••• Highly Effective Mathematics Teaching

•••• History Revolution Assessor Training

•••• How to Effectively Teach Superb Essay Writing in English and Literature

•••• Labtech Conference

•••• Living Formative Assessment

•••• MAV18 Conference

•••• Muslim Mental Health Professional Meeting

•••• Not for Profit Tax Breakfast

•••• Oral Language & Literacy in Education Conference

•••• Pictures, Numbers, Words - A Problem-solving Approach to Teaching Mathematics

•••• PRT Seminar

•••• Psychology Teachers Conference

•••• Real Differentiation in the English Classroom

•••• Real Libraries vs Fake News

•••• Real-world Problem Solving in Mathematics: Engage & Include all Students

•••• Spaces to Grow: Infrastructure Workshop

•••• STAV Biology Conference

•••• Study Design for 2019-2023: Arabic Implementation Session

•••• Supporting Teachers in the Teaching of Arabic Language

•••• Tech/Creative Mentorship - Red Bubble

•••• The Behaviour Agenda

•••• The Best Strategies and Resources for Teaching VCE English

•••• The Contract of Enrolment: A Legal and Management Planning Tool

•••• The Emotionally Intelligent Leader

•••• The Mindfulness Curriculum

•••• The Teaching Profession

•••• Upgrade to TAE 40116 Certificate 4

•••• VCAA Arabic New Study Design

•••• VCE Biology Teachers Conference

•••• VCE Chemistry Teachers Conference

•••• VCE Conferences 2018

•••• VCE Examination Training

•••• VCE Leaders Briefing

•••• VCE Unit 1&2 - History Conference & Examination Report

•••• VET Statewide Workshop

•••• Visiting Al-Siraat College Science Lab

•••• Visual communication Victoria Seminar

•••• VTAC Briefing for Careers Practioners

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•••• Internal PDs:

Date Name of PD Delivered by

24/01/2018 Staff orientation and induction Dr Abdul Kamareddine

24/01/2018 Secondary Homework policy &

assessments and Reporting policy Mrs Mrs Sahrina Shafiz

24/01/2018 Secondary Library Presentation Mrs Zetty Latip

24/01/2018 Primary Homework policy & assessments

and Reporting policy Mrs Fatima Arakji

24/01/2018 Primary Library Presentation Mrs Haifa Atatreh

24/01/2018 Student Wellbeing Mrs Eptisam Hassan

25/01/2018 Primary Curriculum Mrs Bushra Khateeb

25/01/2018 Secondary Classroom Management Dr Mahmoud Eid

25/01/2018 Secondary Behaviour Management Policy Mr Omar Lahham

25/01/2018 RCHP Royal Childrens Hospital

29/01/2018 Primary Classroom Management Dr Mahmoud Eid

29/01/2018 Primary Behaviour Management Mr Omar Lahham

29/01/2018 Child Safe Standards Dr Mahmoud Eid

29/01/2018 Secondary Google Classroom Miss Cordelia MacKay

26/02/2018 Primary Behaviour Management 2 Dr Mahmoud Eid

6/03/2018 MarkBook PD Mr Bakr Dennaoui

16/03/2018 Mandatory Reporting DET

19/03/2018 Primary Behaviour Management 3 Dr Mahmoud Eid

16/04/2018 Term 2 Briefing and induction Dr Abdul Kamareddine

16/04/2018 Secondary School Updates Secondary Education

Committee

16/04/2018 Primary Curriculum Mrs Bushra Khateeb

16/04/2018 Secondary Behaviour Management 2 Dr Mahmoud Eid

7/05/2018 Planning for Literacy after ACER Mrs Bushra Khateeb

4/06/2018 Speech Pathology Miss Jenan Al-Kantar

19/06/2018 NCCD Mrs Sahrina Shafiz

13/07/2018 Term 3 Briefing Dr Abdul Kamareddine

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16/07/2018 Special Needs Andrew Fuller

6/08/2018 Feedback that makes learning visible Mrs Bushra Khateeb

7/08/2018 Secondary Classroom Management 2 Dr Mahmoud Eid

3/09/2018 Feedback Mrs Bushra Khateeb

4/09/2018 Classroom Management - Beyond Telling

Off Dr Mahmoud Eid

Student Attendance - 2018

The average attendance rate for the whole school as a percentage in 2018 was

92.84%.

Student attendance per each year level

Foundation

92.66%

Year 1

92.29%

Year 2

92.42%

Year 3

92.91%

Year 4

92.38%

Year 5

92.97%

Year 6

93.69%

Year 7

93.76%

Year 8

93.54%

Year 9

92.27%

Year 10

91.11%

Year 11

94.74%

Year 12

91.12%

Description of how non-attendance is managed by the school

Attendance is marked every period for Secondary students. For primary students it is marked

twice at the beginning of the day and in the middle of the day. We address the attendance issue

in assemblies and also send letters home in addition to messages and telephone calls. Parents are

required to provide the office with a written explanation to justify any absence or with a medical

certificate. Meetings with parents are organised to further educate them on the importance of

regular students’ attendance and how that is related to students’ achievement levels.

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Student Wellbeing

Goals and Intended Outcomes

• Our objective is to provide our students with strong pastoral care

• Develop in them leadership skills

• Strengthen our student well-being

• Expand students’ leadership skills and involvement in decision making

• Prepare our students as life-long learners

• Promote positive education among our students

• Develop awareness of their role in their local communities and the society at large

and integrate in a multicultural and multiracial Australian society.

In order to achieve the above outcomes, we ran many activities in 2018. Below is a list

of most of those acticivities:

• SRC Forum - College captains and Vice-college captains were appointed, as part of

their leadership training. These students attended the SRC forum held by local MP

Joanne Ryan.

• Multicultural Day - Students and staff dressed up in their chosen countries

traditional outfits and decorated their classes to celebrate multiculturalism in

Australia.

• Interschool Sports – Selected students were trained and participated in a range of

sports with other schools in Victoria.

• Umrah & Turkey Trip – Selected students and teachers travelled to the most holy of lands

(Makkah & Madina) and engaged in a life changing experience performing Umrah

• Primary and Secondary Athletics Day – Students and staff spent a day participating

in Athletics which encouraged healthy habits through physical activity.

• Gymnastics was organised in Term 3, allowing students to gain gymnastics skills,

develop in overall fitness, core strength, flexibility and enhance student’s spatial

awareness.

• Arabic Week – The whole school participated in activities related to the Arabic

language (the language of the Quran)

• Footy Week & Footy Day was held for whole school – activities related to AFL were

organised for students during their PE sessions for the week and on the last day all

students dressed in their footy team’s colours

• Primary Student Iftar – the Islamic Studies Department organised the student iftar

for all students & staff in Year 5 & 6, and the students in the Primary SRC

• Secondary Student Iftar – the Islamic Studies Department organised the student

iftar for all students & staff in Secondary School

• Year 12 Student Iftar - the VCE Coordinator organised the student iftar for all Year

12 students & VCE staff

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• Quran competition - was held during Ramadan and students were awarded

monetary prizes for memorising short verses and Surahs from the Quran.

• Hajj Week – to teach students the importance of the holy pilgrimage to Makkah &

Madinah, during the week students participated in activities relating to Hajj.

• Character Day – held at the end of Literacy/Numeracy week in Term 2 encouraging

students to dress up as their favourite book character for the day.

• Literacy/History Week – The secondary English & Humanities Department

participated in activities relating to Literacy and History during the week. This fell on

the same week as Primary who participated in Literacy/Numeracy Week.

• STEM Week – the whole school participated in activities related to Science,

Technology, Electronics and Mathematics during this week.

• Eid festival was held on the last day of Term 2 – all community member were invited

to participate to celebrate Eidul-Fitr

• Life Education Incursion – This incursion is tailored for the students in Primary and focus

on issues around food and nutrition, personal safety, physical activity, cyber safety, safety

with medicine and legal drugs; tobacco, alcohol and caffeine.

• Swimming was held in Term 4 for students in Year 1 - 6, to increase students

swimming abilities and learn about water safety.

• School Camp - Students in Year 5, 7 & 9 went on a school camp. School camps taught

students independence, built stronger relationships with each other and provided them with

life skills, in addition to creating unforgettable memories.

• Transition Day - Transition week was organised in for the last 5 days of school for our Year 7

to Year 10 students where they commenced with the curriculum for 2019. A separated

Transition was held for students in Foundation to Year 5 for a few periods one day and for

students going to VCE the following year.

• Outdoor Activities for Secondary – to celebrate the end of the school year and to

encourage healthy habits, students in Secondary went on an excursion which

included activities such as surfing, mountain biking and kayaking.

• School Concert – selected year levels performed for their parents and the rest of the

ICOM community

• Year 12 Graduation – with the first class of Year 12 students, the college celebrated

its first of many, Year 12 graduation. The night commended the achievements of our

Year 12 students and their hard work throughout the year

• Secondary Awards Night – this night was organised to praise and hand out awards

to selected Secondary students for their hard work and achievements throughout

the year. Fellow classmates and parents were invited to celebrate their

achievements

• Year 12 Study Camp – current Year 11 students were sent on a study camp at the

end of the year to prepare them for Year 12 and how to tackle the stress of VCE

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Satisfaction Surveys

In 2018, the Islamic College of Melbourne used SurveyMonkey to ask parents, students and

staff a range of questions to measure their general satisfaction with the school.

Parent and Student Survey

95% of parents agreed that the school encourages achievement across a broad range of

areas, 91% agreed that the school has high standards of student behaviour, and 93% agreed

that the school encourages a sense of pride in achievement and a sense of self-worth.

Majority of students reported that the Teachers made the school work interesting and

enjoyable and that they are encouraged to achieve to the best of their ability.

Staff Survey

Staff were given the opportunity to complete an anonymous survey as well. 87% agreed that the

school has effective procedures for meeting the professional needs of its staff. 82% agreed that

there are many opportunities to provide input and be listened to. Overall majority of staff felt happy

and supported in their work environment.

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NAPLAN TESTING – SUMMARY REPORT

Student performance against National Benchmarks for NAPLAN Test 2014, 2015, 2016, 2017 & 2018

Percentage of students Above, AT & BELOW National Minimum Standards

Year 3 AREA 2014

%

2015

%

2016

%

2017

%

2018

% Level -

%

Above At Below Abo

ve

At Below Abo

ve

At Below Abo

ve

At Below Above At Below

Reading 78 18 5 86 8 6 87 13 0 90 5 5 96 3 1

Writing 94 6 0 96 4 0 99 1 0 98 1 1 99 1 0

Spelling 86 12 2 80 17 3 93 7 0 95 3 2 97 3 0

Punctuat

ion &

Grammar

86 9 5 83 14 3 94 4 2 85 10 5 95 5 0

Numerac

y

80 19 1 65 26 9 88 11 1 84 15 1 95 5 0

Year 5

AREA 2014 2015 2016 2017 2018 Level -

%

Above At Below Above At Below Abo

ve

At Below Abo

ve

At Below Above At Below

Reading 82 9 9 82 16 2 85 13 2 89 11 0 88 10 2

Writing 84 14 2 93 7 0 89 11 0 89 9 2 92 7 1

Spelling 88 7 5 96 2 2 91 8 1 93 6 1 97 2 1

Punctuat

ion &

Grammar

75 16 9 85 11 4 90 9 1 85 11 4 88 11 1

Numerac

y

77 20 4 85 15 0 85 11 4 95 5 0 90 9 1

Year 7 AREA 2014 2015 2016 2017 2018 Level -

%

Above At Below Abo

ve

At Below Above At Belo

w

Above At Below Above At Belo

w

Reading 91 5 5 85 13 2 72 22 6 88 10 2 91 7 2

Writing 73 24 2 72 25 3 70 28 2 80 18 2 75 25 0

Spelling 93 7 0 79 17 4 88 10 2 90 8 2 93 6 1

Punctuat

ion &

Grammar

73 24 2 91 9 0 80 17 3 89 8 3 90 9 1

Numerac

y

90 10 0 91 9 0 86 14 0 92 8 0 94 5 1

Year 9 AREA 2014 2015 2016 2017 2018 Level -

%

Above At Below Above At Below Above At Below Above At Below Above At Below

Reading 72 20 8 62 28 10 74 24 2 84 11 5

Writing 48 28 24 59 33 8 62 31 7 69 17 14

Spelling 60 20 20 82 18 0 79 21 0 86 9 5

Punctuat

ion &

Grammar

64 24 12 64 23 13 67 24 9 72 18 10

Numerac

y

92 8 0 87 13 0 86 14 0 83 17 0

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Overall School Improvement Plan

Our plans are to achieve a percentage of 100% where our students are above the Minimum National

Standards in NAPLAN. For three consecutive years (2016, 2017 and 2018) our school witnessed a

steady progress in NAPLAN results. However, below is a summary of our strategy for improvement:

• Monitoring students’ performance on regular and constant basis

• Purchasing required resources to improve literacy and numeracy learning outcomes

• Enhancing teachers’ pedagogical skills and professional capacity through targeted

professional learning development

• Enhancing problem solving skills in Numeracy through analysis of students’ performance

• Conducting ACER diagnostic tests twice a year

• Most of our classes have a support teacher to assist the class teacher with struggling or less

confident students

• Continuous curriculum development to identify gaps and areas of strength /weakness in

light of NAPLAN and ACER diagnosing tests results

• Identify weakness points based on NAPLAN results then work with students at both class

and individual levels.

• Teachers prepare ILPs for struggling students to help them catch up with their peers.

Our NAPLAN results in reading, writing, spelling, grammar and punctuation, and numeracy for Years

3, 5, 7 and 9 are available via the My School website at http://www.myschool.edu.au/.

School Assessments

In Primary, we use a variety of school assessments that assist us with students’ performance such as

Running Records (reading assessment levels), First Steps, students’ work and teacher anecdotal

notes and assessment. We also subscribed to ACER diagnostic tests in order to complement NAPALN

results.

In secondary, teachers conduct mid-term and end of term tests as well as semester exams to check

on students understanding and achievement. We are also subscribed to ACER diagnostic tests in

order to complement NAPALN results.

For VCE, teachers conduct an assessment at the end of teaching a concept or unit to make

judgement on students’ achievement against the prescribed key knowledge and skills specified

by the VCAA. Teachers use this summative assessment data to gauge the effectiveness of a

program, and inform their teaching strategy and timelines needed for instruction. The collected

data also helps teachers to plan differentiated lessons to cater for individual students’ needs in

future teaching. Examples of Summative Assessments include: VCE prescribed school based

assessment in terms of school assessed coursework or tasks, end of semester exam, topic tests,

case studies, problem solving tasks, scientific investigations and oral presentations

School-Assessed Coursework (SACs) are appropriate learning activities which enable students to

develop the knowledge and skills described in the set of outcomes for each unit. The activities

are tasks that a student would be expected to be doing in relation to what they are studying.

These activities may include: practical work, written reports, essays, oral presentations, posters

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and multimedia presentations, assignments, folio of exercises, modelling activities, use of

computer software and/or applications, structured questions, etc.

School-Assessed Coursework tasks are undertaken during class time under teacher supervision

and within a limited time. This is necessary to enable teachers to authenticate the work

undertaken by students. Students must satisfactorily complete the tasks set by the teacher to

satisfactorily complete the specified outcome.

The award of satisfactory completion for a VCE unit is based on the teacher’s decision that the

student has demonstrated achievement of each of the outcomes for the unit as specified in the

VCE Study Design.

Teachers may also utliise commercial tasks and exams to use as practice assessments/ trial exams

with students or to incorporate questions from these commercial tasks into their own assessment

tasks. Teachers cannot use a commercial task as a SAC or an assessment to be reported on as it is.

Commercial tasks are published by companies such as: NEAP, TSSM, STAV, Engage Education, Insight

Publications, Cambridge, Kilbaha publishing, Lisa Chem , Edrolo, MAV, Heferman Group and VATE.

19

Finance:

INCOME $ %

Tuition and Extra Curricular Fees 2,167,251.42$ 12.8%

Commonwealth Recurrent Grants 8,976,364.00$ 53.2%

State Recurrent Grants 5,357,912.70$ 31.8%

Other Income 369,116.88$ 2.2%

Total Income 16,870,645.00$ 100.0%

20

EXPENSES $ %

Salaries and Related Expenditure 9,047,494.00$ 59.1%

Non Salary Expenses 6,272,513.00$ 40.9%

Total Expenditure 15,320,007.00$ 100.0%