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Marden Senior College Annual Report 2011 2


Governing Council Report 4

Principal’s Overview: 2011 Context 4

Some Highlights of 2011 5

Strategic Directions 6

Enrolment, Retention & Attendance 9

Student Opinion 11

Student Achievement 12

Student Destinations 13

Staff Opinion 15

Staff Professional Development 16

Staff Attendance, Retention & Qualifications 17

Financial Statement 18

Contents


I am pleased to share with you the Annual Report of the Marden Senior College outlining another successful year of learning achievements within

the college community. I thank my fellow Governing Council members for their dedication to the good governance of the College over 2011. This year has been a challenging one for South Australia and the world generally. The uncertainty in financial markets and the United States and European economies has impacted on Australia with a feeling of some pessimism. This is not the case at Marden! Our students, encouraged by our teaching and administrative staff, are forward thinking and are optimistic about the world and how they can use their newly acquired skills from Marden Senior College to implement changes for the better. We have a multi cultural campus that is rich in its diversity of language, societal backgrounds and how we engage in work and relate to the environment. This is a great informal learning environment that complements the formal learning and ensures that our graduates are well placed educationally and emotionally to take on the challenges that lie ahead. All good learning institutions strive to unlock the abilities that

we all have. Marden Senior College through its dedicated staff does this every day. Our students enjoy a shared vision with teaching staff to ensure that an individual’s full learning potential is identified and nurtured. We celebrate another successful and rewarding year of achievement. All of our students have achieved a personal best this year. Some were rewarded with certificates and awards, but learning does not stop, in fact, this is simply a refreshment stop along the continuing and enjoyable path of lifelong learning. The majority of our students choose to learn at Marden Senior College. Learning is not forced on people. It is a personal choice. On behalf of the Governing Council I particularly acknowledge the cooperative learning spirit of our teaching and support staff and all students. I also thank all the partners and families of our students who provided support and encouragement throughout the year. Reflecting on 2011 I am confident that our graduates this year and our continuing students will use the knowledge gained at Marden to make our world a better place in whatever field of endeavour they choose. To Principal Brenda Harris and all her staff, thank you for your support, nurturing and involvement with our students in 2011. Mike Hawkins Governing Council Chair

Governing Council Report

Marden is a specialist Senior Secondary College providing education and training for

students in their senior years of schooling. As an organisation we operate under the AS/NZS ISO 9001: 2008 Quality Management System. The wide range of subjects and courses offered contribute to the South Australian Certificate of Education (SACE) including via nationally accredited Vocational Education and Training (VET) Certificates II, III and IV. The College is also partner in a successful Registered Training Organisation run from the Marden Education Centre site.

Marden students are encouraged to develop a personal focus as independent learners, the self management and collaborative skills to achieve their goals, and leadership qualities. The College caters for continuing students, those returning to education and students based at other schools seeking access to particular subjects and courses.

The College is committed to supporting students to continue or resume studies in an adult environment. 'Your Pathway to Success' is our motto and this reflects our objective of co- planning learning courses to help fulfil work, study and life aspirations. Past and present students say that our success in achieving this objective comes from the positive relationships between students and their teachers and through the excellent student services available.

Our students have diverse interests and backgrounds. Students enrolled in 2011 included many with plans for future study while others wanted to complete their education or training after a significant gap. Some aspired to provide for their families, either materially or as role models and still others sought a fresh start.

The following section Some Highlights of 2011 outlines some areas in which these students have excelled. Student achievements are especially significant for the many who overcame obstacles in order to return to education.

In 2011 the College community was made up of over 2200 people over the age of 16. Marden students find their learning partnership with teachers is the most significant factor in their educational success. Former student Karen Stanton was guest speaker at our annual Register of Achievers ceremony. Karen spoke about teachers at Marden recognising individual needs and providing quality learning experiences. She reflected on the supportive nature of the mutual respect in the College that nurtured her desire to succeed. Marden prides itself on existing to support students and their outcomes, not just in terms of formal education and results, but also in their wellbeing and their ability to be contributing members of the wider community. It is a satisfying work environment. We are proud of the many successes of students and staff in 2011. We recognise the many highlights of the year occurred concurrently with staff expending energy on external change factors. Ensuring support for the students who were impacted by changed eligibility of educational access was a major concern in 2011. The dedication and resilience of staff and students is to be commended. The re-examination of the vision and focus of the College was a priority for 2011. We remain committed to maintaining broad curriculum offerings and services for senior secondary and adult students, and to nurturing a learning community with an adult ethos that values diversity, supports students to achieve personal success and provides the foundation for multiple pathways and on-going learning.

Brenda Harris Principal Marden Senior College

Principal Overview : 2011 Context


Demonstration of the diverse character of the Marden school community is highlighted in these selected events. Orientation Week and Record Enrolments: 2011 started with the Enrolment and Orientation Program for another bumper enrolment of students. This affirms the breadth of our curriculum programs, and the excellent teaching and support we provide. Significant marketing and counselling efforts go into achieving this enrolment.

Celebrating 2010 Success: Students from 2010 received 21 Merits at the Government House ceremony and were also acknowledged at a Register of Achievers and Merit Award Recipients celebration. The 2011 Student Government Association members were inducted at this time making a neat connection between past and current students.

Later in the term the Registered Training Organisation (RTO) Graduation Ceremony was a significant opportunity to recognise the Vocational Certificate successes our 2010 students. Over 160 trainees graduated on that day from across our range of Vocational Certificates. The Arts in 2011: College Forums introduced in 2011 were a means of communicating directly to students and sharing many of the Marden activities like the 5th Photography exhibition at the Burnside Atrium which was part of the Fringe Festival - again an outstanding success. This is an important part of the Arts, Photography and Design calendar of the College March also saw the exhibition of Selected Works from Marden visual arts students in the foyer of Norwood Town Hall. Intricate textiles works from graduates in Certificate IV were shown to wide acclaim at ‘A Class Act’ the student managed exhibition held later at the Pepper St Gallery. Student Government Association: A number of events were held where the team raised significant funds for community organisations and flood effected Ipswich State High School in Queensland. “ Harmony Day was a great success with a Trash and Treasure with lots of interesting little nic-nacs to rummage through and the SGA stepping in to cater with a BBQ. Many teachers generously gave time to man the stalls with all the proceeds going to a very deserving charity. The most inspiring part of that day by far was the African Dancers who kindly volunteered to show us some of their culture. There was more dancing later in the year when the SGA celebrated 2011 by organising a very successful Formal. It was a great night enjoyed by all. “ Extract from SGA report

Community Work: “The Marden Community enthusiastically supported the “Coles Sports for School’ initiative providing equipment to a struggling school in East Timor. Community shines in serving and giving” Extract from Chaplain's report” Over the year the College raised money for many causes including through the Big Morning Tea. We also supported Ronald McDonald House and the Brain Injury Unit in memory of Marden student and cycling identity Shamus Liptrot who passed away in 2011.

Visitors: Visits from Universities, TAFE and employers supported students with information and planning for their further pathways. And we welcomed other visitors during the year including fellow educators from Denmark and from Nepal. The College also hosted two visual Arts conferences this year. “ 2011 afforded many opportunities to celebrate achievement. One example is when former student Jean Mathews visited to

launch her book Breaking Free - A story of courage and determination. We celebrated with Jean this remarkable achievement. “ Extract from Chaplain's report World Environment Day and Grants: An outdoor event held in fair weather was World Environment Day at Our Patch on the Torrens. Students and staff planted 700 native plants and erected bird, bat and possum boxes. The project enjoys a long partnership with the Natural Resource Management Board, as well as the Norwood, Payneham & St Peter’s Council. Many thanks to our partners and Peter Allen and the team. Peter was successful in winning an NRM Sustainable Communities grant this year. Len Altman was another grant recipient winning the NAB Schools First Seeding Grant for work with South Australian schools in the area of Earth Sciences.

Curriculum: Implementing SACE at Stage 2: This involved significant work by staff in preparing new courses, materials for shared quality assurance and a new reporting system. We committed to professional learning and collaboration with colleagues across the State, region and in other senior secondary schools. Learning and Assessment Plans were developed in each of the 42 Stage 2 subjects offered at the College and working with colleagues assisted building teachers’ understanding of the application of the Performance Standards. Stage 2 students achieved excellent outcomes.

Research Project: 2011 saw the introduction of this new subject at Stage 2 level. The ‘Research Project’ room was established in the Library complex and used in every lesson during the week. The range of topics chosen by the 116 students for research was wide. A review has resulted in changes to timetabling enabling students to spend more contact time on the subject in 2012. Recognition of Prior Learning Program: An updated process for Recognition of Prior Learning for our Vocational Education programs was developed. The process saw 16 candidates working in local industries (real estate, steel manufacturing, graphic design, education and others) complete either the Certificate III in Business or Business Administration.

Some Highlights of 2011


Office.Com and Business Services students developed and managed a successful Virtual Trade Fair presenting a number of virtual enterprises from other schools and TAFE competing for virtual dollars. More Student Involvement Marden also hosted the Cross College Soccer Tournament with great success and the entire Marden student team put in a sterling effort, and won in spectacular fashion. The Human Powered vehicle team competed twice at Victoria Park and showed great organisation and team spirit. Stage 2 Drama students gave performances of ‘Rhinoceros’ at two different venues, and a story teller entertained students in the library. The College participated again in the SALA Festival. The Marden exhibition was at the Burnside Atruim. For the first time Marden also mounted an exhibition of Digital Media in the Education Centre, Flinders Street showcasing the quality work of our students. The final arts event in our calendar was the Annual Art Exhibition held at our Marden Road campus. This was again a stunning success. It’s a highlight of the year and a colourful celebration of the creative work of our Art, Photography and Media Arts students. This important milestone in the College’s calendar was well supported by family and friends. The success of events like the Annual Art Show, the Fringe and Textiles exhibitions are indicative of our commitment to promoting the achievements of Marden students in the wider community. Facilities developments for the College this year included the opening of the re-developed Learning Space in the Library and the provision of a new office for our Registered Training Organisation. An entire new accessible entry, foyer and office space has also has been added to the Student Services area. Presentation Night To cap off 2011 our annual Presentation Night again provided a strong affirmation of the work of the College and the important role it plays in the community. Students from widely diverse backgrounds, aged from 16 to 60 received academic and achievement awards. Marden students were honoured at other award ceremonies too including for studies in Languages other than English and for work in Vocational Certificates. We acknowledge our partnership with the School of Languages and the Rotary Club of St Peters for these awards.

2011 was the final year in our 3 year cycle - 2009-11. The following summarises work undertaken in 2011 to implement agreed Strategic Directions of Marden Senior College, and the Site Improvement Plan which was developed through a comprehensive whole school planning process and ratified in Jan 2011. Strategic Direction 1 Continuing to build a strong, vibrant learning community with a focus on quality teaching, flexible learning and lifelong learning opportunities. Understanding the nature of and identifying the curriculum needs of the MSC cohort was a major focus. Work included:

Undertaking a comprehensive Curriculum Review process

ensuring accessible multiple pathways for our diverse cohorts Continued development of curricula, methodologies and enrolment processes to meet the needs of a diverse and younger student cohort A range of 10 credit options were introduced in Semester 2

EASC VET offerings and INAP EASC VET were reviewed both regionally and through MSC Curriculum Review

Enrolment processes for school based students, students under 21 and students of 21 ESL background reviewed and improved with changes including group enrolments for cohorts in Workplace Practices and Biology with an increase in school based students enrolling in these subjects. Communication strategy for monitoring younger students was developed and implemented Workplace Practices program development continued for elite athletes and dancers with an increase students . 131 students enrolled - 19 achieving A+ grade with a merit. The graph below shows the percentage of enrolments 2004-2011

who have achieved an A grade.

Curriculum Review in light of Adult Education Provision Policy produced a balanced curriculum proposal for 2012 recognizing the possibility of changes to enrolments while maintaining a broad curriculum . In 2012 we will examine on-line enrolment in light of introduction SACE Pathways Plan for students over 21. Implementation of new SACE & Student Reports Ensuring implementation requirements of the new SACE were met. Extensive involvement in assuring the quality and integrity of assessments was undertaken

Approval of all MSC Stage 2 Assessment Plans by SACE Board and teacher’s building expertise in use of the Performance Standards for assessment of student work. Final moderation generally confirmed standards. In addition the reporting to students using the new SACE elements of assessment types, performance standards and weightings, assists students to understand and appreciate their progress during the year. Learning and Assessment plans written to specifications, and

revised as necessary for student diversity. Task design and

QA processes a focus. Cluster meetings / clarifying forums

well attended, supported and resourced.

Some Highlights of 2011

Strategic Directions


Recognition of Prior Learning (RPL) process in VET built flexibility, recognition, outreach to industry and compliance with the Australian Quality Training Framework.

Research Project in VET The ongoing work of the SACE in VET Task Group enabled the Research Project to be delivered as an integral component of the VET Certificates in Business Services, Children’s Services, Media and Visual Arts in 2012. This assists students to achieve dual accreditation – VET Certificate and SACE completion and facilitates deeper understanding in work-based learning.

Increase in number of students returning with VET qualifications to convert to SACE units

Ongoing strengthening the role of the RTO in the provision of quality training to our student cohort . VET Enrolments were centralized and the RTO 2011 calendar developed with specific dates for Validation work with other RTOs and work on the RPL process which is subject to external audit in 2012 and which has now been applied to other VET in Visual Arts, Children’s Services and Media.

STRATEGIC DIRECTION 2 Focusing on students; their well being, engagement, participation and learning ACTION PRIORITY 2:1 Support student learning, retention and engagement by refining current learning support programs & identifying other programs for specific cohorts Student Engagement and Retention task group focussed on supports for student well being, engagement, participation and learning. In light of younger cohort, they reviewed mentoring and 2011 efforts to increase retention and engagement and recommended avenues and time for pastoral care in 2012 Mentoring 2011

During the year there were 238 students in the Under 18 Mentoring program, 160 of whom were still enrolled at the end of the year. This represented an overall retention rate of 67.2%, an improvement over the 2010 rate of 54.2%. In student surveys constructive comments about the mentoring program students included:

(The mentor) helped me mature as a student, organising folders and doing research

It's good to have someone that you know looking

out for you & monitoring your progress

It gave me another person to help with dealing with the pressure of school

That they encouraged me & pushed me to succeed With an increasing younger cohort and feedback obtained from staff the Under 18 mentoring program was reviewed. for 2012. “Mentoring focus weeks” will be held each term and will provide time for staff to meet with mentees. The Phase 2 Mentoring Program for students over 18 years provided mentoring for 70 students and 45 were still enrolled at the end of the year: a retention rate of 64.3%. The program will continue in 2012. The College was selected to continue in the DECD Secondary Mentoring Program for 2011-2013. With a changed focus, the staff nominated Stage 2 students for the program. Erin Cooper was teacher-mentor responsible for the 18 Stage 2 students in the program, 15 of whom completed the year; a retention rate of 83.3%.

A major re-development of the management and support of Students with Disabilities was undertaken. The new system is working well to provide more targeted SSO time, and will lead to further differentiated curriculum and pedagogy in 2012.

Development of VET options for ESL students Investigation and introduction of accredited VET courses for

ESL students by the task group was a major effort with Education and Skills Development Certificate I and II and Access 10 added. Through the use of scaling to target additional ESL support and with the introduction of new curriculum and counselling strategies, student outcomes have improved.

Alternative funding sources ensure access to educational opportunity for these students in 2012. The College will work through ‘Skills for All ‘guidelines to become a recognised provider RTO during 2012 in this and other curriculum/vocational areas.

The Trade Training Centre (TTC) team developed an application for a Digital printing TTC . This was part of the overall unsuccessful Eastern Region consortium, and on-going work will be necessary in the future

IT: Learner Management and Attendance monitoring software DayMap was adopted. Using DayMap improved the lesson reliefs process providing staff with greater flexibility in managing, recording and receiving reliefs. Future directions include academic reporting, SMS and attendance management.

Plans for whole school commitment to Moodle or other IT systems to support pedagogy and curriculum catering for more flexibly for diversity continue. Promotion of use of IT through roll out of laptops in trolleys, in the Library and for staff will expand in 2012. Wireless project is completed and ready for 2012. One recommendation is to provide more opportunities for “just in time’ IT up-skilling .

Collected and used a range of data including on

enrolment, and student satisfaction with staff. This informed the focus on feedback pedagogy in the Site Improvement Plan (SIP) and validated the improvements in this area . A recommendation is to continue and build data use to reflect on pedagogy through triangulated feedback .



Students utilized Tutorial centre with staff on hand to assist but a review of Tutorial system is to occur in 2012 Developed a wider range of effective student communication strategies (e.g. digital display screens, website, class visits) Implemented new and revised strategies and review ede.g. College Forum, use visits, continue weekly bulletin, published student calendar. Consider role of subject teachers and other methods in 2012 STRATEGIC DIRECTION 3 Focusing on a purposeful & creative learning environment characterised by quality facilities & strong sense of community ACTION PRIORITIY 3.1 Develop and promote activities and structures which foster cooperation, participation and building community within the College

Used 2010 Orientation feedback to improve 2011 processes.

Student Voice: Ensured the Student Government Association (SGA) is a viable forum for student voice and is representative and active in progressing student interests and needs by trialling new processes developed after review in 2010. New processes and management for an effective SGA in implemented 2011. Outcomes reviewed, and will continue in successful arrangements in 2012.

The School Community Task group looked to maximise the potential of College celebrations (e.g. Orientation Week, Register of Achievers) which strengthen community and identity. Successfully added presentation of SGA to Register of Achievers for example, and considered opportunities to accredit students through activities and celebrations e.g. Research Project. Trialed some additions and can strengthen other successful activities e.g. soccer, tree planting, BBQ, Trash & Treasure, Formal, Trade Fair. Supported programs for the benefit of students e.g. musical performances and established a wider range of social and recreational activities for student and staff involvement including culturally based.

The Our Patch project is a community partnership with the Natural Resource Management Board, Norwood, Payneham & St Peter’s Council and Vale Park Primary. Leader Peter Allen won a NRM Sustainable Communities Grant to support the project.

Len Altman won the NAB Schools First Seeding Grant for work with local primary and other South Australian schools in the area of Earth Sciences. This is another community project.

ACTION PRIORITY 3.2 Establish and implement a plan for modernizing facilities and for the development of attractive and functional grounds Develop a holistic process to prioritise needs relating to site facilities & investigate potential funding options

The College operates an ISO9001:2008 Quality Management System. This international standard for quality supports the College focus on continual improvement in our operational processes. The external audit confirmed our commitment to quality processes.

Developed a holistic process to prioritise needs relating to site facilities & investigate potential funding options. Facilities improvements will be on-going over years. Student toilets next project for 2012.

A signage plan across the site implemented in April 2012.

Upgrade to Student Services façade complete – more

accessible, open and inviting now.

Investigated and recommended the creation of new recreational spaces for student and staff use. Sought grounds plan with OAC and continued to seek funding for upgrading of rooms, shade structures and outdoor seating .



Enrolment, Retention & Attendance

Enrolment The February census enrolment in 2011 was 65 Full Time Equivalent (FTE) higher than 2010 . The College has experienced this continued pattern of growth the over the past seven years. Approximately 2200 individual students were enrolled during the course of the year. This level of enrolment activity requires extensive and ongoing resourcing, and the active participation of the majority of staff. The Student Services team manages the enrolment exercise. Initially this involves using a range of specific mar-keting and communication strategies to provide information about College courses to a very diverse group of stakeholders in the community. Staff then work collaboratively to coordinate the student enrolment and transition processes into the College. In 2011 we achieved the highest ever enrolment in the history of the College at 972 FTE. The average enrolment in Semester 1 was 907 FTE while the average for Semester 2 was 737 FTE representing a retention rate of 80% which, pleasingly, was an im-provement of 5% across the entire student cohort. (Site Improvement Plan target) This is particularly significant for the College because the 2010 year saw a decrease across the semesters of about 4.5% from the previous year. High initial enrolments puts pressure on facilities but do support curriculum breadth. The inherent tension is whether large initial enrolments support retention across the year or have limiting effects on student access to individual assistance, and thus on re-tention. Study of the retention data collected does not support a link between larger classes and proportionately larger enrol-ment losses. Teaching staff at the College have developed a range of effective strategies to manage larger numbers of students at the start of the year as well as supporting small numbers of new students who start after course commencement. Enrolment practices are designed to maximise enrolment potential in an “open market” post compulsory environment. Approximately 20% of our students continue at the College from one year to the next so about 80% of all students in most years are new to the Col-lege. The College attracts increasingly larger numbers of students from other schools both public and independent, as well as students who are re-entering formal education from a range of other situations in the community. Enrolment and subject selec-tion patterns are carefully monitored at the start of the year to ensure that all classes are effectively staffed. Course selection patterns confirm the very strong position of the College in the education community as a quality provider of SACE programs par-ticularly at Stage 2 (Year 12) level. The availability of a large number of Year 12 subjects and therefore the likelihood of being able to study preferred subjects are a clear factor in attracting students to the College. The following two graphs provide comparative data for enrolment patterns over the last six years Graph 1

Graph 2 The increase in non-SACE enrolments, particularly in VET Certificate courses and ESL and the continuing pattern of increased num-bers of younger students have been consistent features of enrolment patterns over the past two years. This trend reflects a grow-ing awareness of the range and quality of our training and English as a Second Language / literacy / numeracy courses in the com-munity. As stated previously the College is continuing to maintain a large Year 12 enrolment despite the emergence in the past few years of many other alternative pathways to university. Interestingly while Year 11 numbers have declined slightly from pre-vious years the number of younger students in Year 11 enrolling directly from other schools has increased, and these students have been retained at significantly higher levels than the slightly older students who were re-entering education after a break of a semester or longer. This is potentially a very significant development because it creates an opportunity to develop and consoli-date a continuing cohort of younger students in the College.

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Enrolment, Retention & Attendance

Retention and Attendance The improved retention pattern evident in 2011 data was linked to the effectiveness of the mentoring program in sup-porting identified student cohorts and the ongoing focus on student engagement, attendance and retention, particularly in relation to our younger students. In 2010 feedback from staff indicated that a more concerted and planned approach to mentoring and pastoral care was seen as critical. To this end in 2011 a College Task Group was formed to review ex-isting structures and processes and to make recommendations for future implementation. One of the important recom-mendations was to ensure that parents / guardians of students under 18 were kept informed about attendance. The current attendance SMS and letter follow up processes have been reviewed and modified to achieve this goal in 2012. Higher retention in VET courses was also evident in 2011. This is generally attributed to the levels of support, collabora-tion and sense of purpose that characterise groups who undertake the great majority of their studies together. At Year 12 level there appeared to be a dramatic increase in subject completion rates from the previous year. Achieve-ment statistics show that there was an increase of 31.8%. This result needs careful consideration and may have been influenced by factors relating to the changes in the SACE as well as “in house” improvements to retention and resulting practices. Another factor is the change to the enrolment eligibility of some older students and the need many perceived to finalise courses in 2011 before new arrangements came in.

Graph 3

An interesting aspect of 2011 enrolment is that 200 fewer students at the start of the year equated to a higher FTE. This reflects the DECD student funding formula for determining FTE at Year 11 and 12. Our ongoing commitment to continu-ally improving student attendance and retention reflects the high profile these issues have in an adult learning environ-ment. The focus on retention is central to the work of all staff and has a strong ongoing presence in the annual Site Im-provement Plan and in our longer term strategic priorities for the College.

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Student Satisfaction Survey

In Term 1 students were surveyed to seek feedback about the quality of their experiences in the classroom and more broadly in the College. The Term 1 survey which focussed on the classroom showed overwhelmingly that students saw their teachers as a very positive influence on their studies and on their futures. The adult learning environment and relationships with teachers were seen as central to study enjoyment and success. Flexibility in teaching and assessment, knowing individual students circum-stances, access to learning support and being treated respectfully were identified as significant strengths during this exercise. These results were aggregated for the second time, giving an excellent picture from some 1120 students and allowing compari-sons to the previous year. The results, from this large sample of students were again very positive. A small section of the survey results are represented in the graph below. Results mainly focus on providing pedagogical data for teachers. Our focus on im-proved provision of feedback to students on their work was borne out in student responses. (see 3a, 7a, 11a) These 3 questions were inserted in 2011 to survey student perceptions on feedback from teachers. Improving teacher feedback was a priority in the 2011 Site Improvement plan, and result indicate significant success in this area. The priority will continue into 2012.

Key : 2010 data Column 1(Agree) Column 2 ( Neutral/ Disagree) 2011 Column 3 ( Agree) & Column 4 ( Neutral/ Disagree)

Attendance and retention rates are highest in the cohort of school–based students who enrol at Marden for VET certificates or SACE subjects. Attendance rates of all students over the last three years are at 70%. This compares well to other re-entry environments and is a direct reflection of the complex lives and competing demands faced by our students. The College recognises that sustained and improved attendance is a major strategy for retaining at-risk students and for improving overall achievement of students.The increasing representation of students under 18 years of age validates the work we are doing to continue and strengthen significant pastoral care and mentoring arrangements into the next 3 year Strategic Planning Cycle. This is a priority in the 2012 Site Improvement Plan.

Student Opinion Survey


Student Achievement Stage 2 Results 2011

Twenty nine students gained an A+ grade in 2011; 26 of whom were awarded a SACE Board merit. In 2010 the equivalent 20/20 score was achieved by 21 students. A+ with a merit was recorded in Workplace Practices (19); Biology (3); Research Project (1); Mathematical Methods (1); Photography (1), & Visual Arts - Design (1).

The grade distribution at Stage 2 is shown in Graph 1 with achievement in each grade band being:

A - 23% B - 27% C - 31% D - 10% E or less - 9%

This represented an increase % of successful students (A+ to C-) from 72% in 2010 to 81% in 2011. Our efforts to increase student achievement to a C or better grade was achieved over the year. This also indicates the confidence and understanding teaching staff have developed in the first year of implementation of the new SACE at Stage 2 level.

MSC continued to offer an wide ranging Stage 2 curriculum during 2011 and monitored enrolment trends in response to the implementation of the new SACE at this level. Whilst 42 subject choices were available, a decrease enrolment was noted in some Humanities subjects and increases in Science subjects. The new Research Project attracted 115 students - 109 of whom recorded a satisfactory or better achievement of A, B, C

A total of 942 individual student subject results were recorded in 2011, compared to 1026 in 2010. Despite representing a 7-8% reduction, the 2011 numbers are consistently in the upper bracket of recorded results over the past 14 years (see graph below).

MSC will monitor closely the numbers resulted during 2012 as the new DECD adult policy takes effect. This information will be critical to the review of curriculum for 2013 and beyond.

In addition to the individual 20 unit subject results, there were 35 additional results in 10 credit unit subjects (one semester length). Developing 10 credit option programs has provided students with greater choice and opportunity and teaching staff have worked diligently to provide timely incorporation of those valuable options for student learning and achievement, in the first year of the new SACE.


Student Achievement Destinations 2011

VET Destinations 2011

The success of the OAC/MSC Registered Training Organisation is clearly reflected in the enrolment growth and corresponding increase in number of graduates across the range of certificate courses offered. Growth in enrolments reflects trainee satisfaction which is also supported by industry feedback and external audits. The disparity between enrolments and graduates is due to three main factors. Many trainees enrol on a part-time basis and take a number of years in some cases to complete full qualifications. They thus appear as enrolments but do not contribute to graduates as a complete cohort as they are following individual study paths. Secondly another group of trainees enrol in Skill Sets or partial certificates and do not appear as graduates but have in fact completed their planned learning with the RTO. Thirdly, while retention rates are solid, some adult trainee are unable to complete studies for the same complex reasons that many adult learners meet.

Destinations 2011

MSC trainees move on to a variety of situations. Due to factors like the level of certificates undertaken, partial completions and the number of student under the age of compulsion most leavers move onto further study (some 48%) while others transition to salaried or self employed work (35%)

Early informal feedback suggests, many of the 2011 VET students have achieved entry into their chosen TAFE courses for further education, especially in the Children’s Services, Media and Visual Arts fields. Students from Certificate II & III in Business/ Business Administration and Children’s Services have gained employment. Registered Training Organisation and Vocational Education Added success for our 2011 students can be contributed to our flexible training options and improvements such as: Workplace Assessing, Recognition of Prior learning (RPL) for the Business class, RPL for trainers and flexible training plans which can combine part class, part RPL and part workplace assessing. VET retention was good in 2011, with only 15 students needing to withdraw before completion across all MSC courses. Students come from a variety of areas and partnerships 15 of the 219 RTO graduates were part of the Eastern Regional EASC VET in schools program at Marden Senior College. 12 of the 219 RTO graduates were part of the Northern Regional (NEVO) VET in schools program at the Heights. Inner Northern Area or INAP enrolments and completion rates in courses indicated solid successes with 52 INAP enrolments, 50 of whom completed competencies they enrolled in. For students from Marden Senior College only;

Chart 1 Marden Senior College data only from the MSC VET-RTO Only table showing Qualifications & Partial qualifications Enrolments in complete certificate courses, partials and skill sets Included are Marden VET & RTO, INAP & EASC VET. Graph below shows completion of competencies vs enrolments

Partial Completers (completed compe-tencies or skills set enrolled in)

Technology Skill Set 7

Finance Skill Set 5

Geoscience 19

Police Studies 4

Bus Services II (INAP) 10

Media III (INAP) 15

Photo II (INAP) 11

Textiles II (INAP) 14

SUB TOTAL 85

Full Cert I IT (VET) 1

Full Cert II IT (VET) 2

Full Certificate Graduates 219

TOTAL 307


Employment and Personal Goals

Many of our students enrol to create pathways into employment or for personal reasons. We intend to focus more

attention on this group in future and collect destination and student satisfaction data from them to assist staff in better understanding achievement outcomes for these students.

Student Achievement Destinations 2011

TERTIARY ENTRANCE SUMMARY A significant number of students enrol at Marden Senior College for the purpose of gaining an Australian Tertiary Admissions Rank (ATAR) in order to study at university. The student counselling team is heavily involved with the provision and organisation of information to students. This includes:

Visits to all Stage 2 classes by the counselling team during Term 1 to present information regarding tertiary admission processes.

Visits by all three universities and TAFE during Term 1 to present information to students about tertiary pathways.

A Tertiary Career Event organised in conjunction with the Open Access College and attended by the three universities and TAFE during Term 3.

Direct support in the making of on-line applications to SATAC.

All Marden students receive between 6 Bonus Points for entry to South Australian universities as part of special access schemes determined by the universities. In addition extra points are awarded for the successful completion of particular subjects. The maximum number of Bonus Points that students

can be awarded is 9. Data from the 2011 university entry process showed that Bonus Points factored into the university offers of 50 applicants. University Destinations 50 Students relied on Bonus Points for their university offer 21 students relied on both subject Bonus Points and a university access scheme for their offer. 13 students have gained entry into a course through STAT. 1 student used an access scheme available to Indigenous students. 37 students have received an offer without relying on any form of extra points. 18 students are accessing a Foundation Studies course at the University of South Australia (6 more than 2010) TAFE Destinations 32 of the 47 offers are for courses at Diploma level or above. This is consistent with the aspirations of Marden students to move on to higher levels of study. 9 students from Children’s Services are moving on to the Diploma at TAFE. High success rates for TAFE applicants (47 out of 51)

Table 1: Applicants and Offers

University TAFE Total

Number of applications 118 51 169

Number of offers 107 47 154

Percentage of successful applications 90.7 % 92.2 % 91.1 %

2010 comparison 82.6% 80.6% 81.8%

TABLE 2: Offers by Institution (Universities only)

University Offers 2007

Offers 2008

Offers 2009

Offers 2010

Offers 2011

Offers 2012

Adelaide University 14 21 22 33 24 31

Flinders University 16 25 30 23 14 17

University of SA 48 55 38 49 53 59

Charles Darwin University 0 1 0 1 0 0

Table 3: Number of applicants, applicants for university access schemes

Year Uni Offers TAFE Offers ASPIRE SEAS FAIRWAY

2004 128 104 68 52 * * *

2005 104 82 55 37 * * *

2006 104 78 37 28 31 * *

2007 123 102 61 47 49 33 *

2008 118 90 44 37 55 48 *

2009 129 107 62 49 ALL 35 ALL

2010 110 91 69 56 ALL 12 ALL

2011 118 107 51 47 ALL 20 ALL


The information on this page is a summary of recently conducted Staff Psychological Health Survey which is required to be undertaken by sites every two years. The 2011 results are therefore compared with 2009 and 2007 for trends.

The graphs below show the results achieved in only 4 of the 10 categories covered. The overall results show that during a period of imposed external change to the College focus, to enrolment eligibility and to the SACE, staff remain team focused, resilient and supported.

The results indicate a high level of individual support, professional satisfaction, morale and well being amongst staff with most categories showing more than 75% positive responses.

These summary results are based on 57 responses, the largest on record, with patterns of staff satisfaction consistent with those established over a number of years.

Supportive Leadership

The 10 statements in this category covered areas such as:

Leadership at this site is effective

Leaders communicate a clear site vision, clear goals and clear tasks

People in leadership trust the judgment of people in the work group

I am satisfied with how this site manages conflict (and harassment, bullying and discrimination if they occur)

Employee Development The 4 statements in this category were:

I am encouraged to take opportunities for professional growth

Site performance management processes are explicit and support my professional development

I receive adequate training when the requirements of my job change

I feel my work matches my skills and abilities

Co-worker Interaction The 6 statements in this category covered areas such as:

I have the opportunity to work within teams at this site.

There is good communication between groups/staff at this site

Teams at this site achieve high quality outcomes

Staff at this site discuss and share work approaches and problem solve together

There is good team spirit, which includes fun, at this site

67 75 75

0

50

100

2007 2009 2011

Supportive leadership

81 89 89

0

20

40

60

80

100

2007 2009 2011

Employee Development

Appraisal and Recognition The 3 statements in this category covered:

There is an effective and supportive induction process at this site

I feel encouraged in my work by positive feedback, praise, thanks and other forms of recognition

I feel valued as a staff member 85 82 83

0

20

40

60

80

100

2007 2009 2011

Appraisal and Recognition

77 86 81

0

20

40

60

80

100

2007 2009 2011

Co-worker Interaction

Staff Opinion


The MSC Annual Training and Development Program (see extract below) was compiled in early Term 1 utilising the following inputs:

DECS Strategic Directions 2011

priorities & targets articulated in the MSC Site Improvement Plan and Strategic Plan

a summary of staff Performance Development Plans

requirements of OHSW

staff feedback and evaluation of the 2010 Program

new staff feedback of the 2011 Induction Program

specific needs of Curriculum Learning Areas and various College programs.

Staff Professional Development

The core business of MSC is senior secondary education and SACE completion. As such the teaching staff T&D focused on activities involved in planning Stage 2 teaching and learning for the new SACE at Stage 2 and its successful implementation.

Significant resources were made available for staff to engage with their colleagues - across the State and region, in other adult sites and at our own site. Mutually beneficial collaboration resulted in staff feeling confident and energetic in

the implementation processes. Staff feedback (see graph at left) left no doubt that staff found these collaborations the most useful training activities for the year. In particular the SACE Board meetings were viewed as being highly beneficial (90% rating as useful or very useful).

In addition the introduction of five Task Groups, each focusing on a site priority resulted in wider staff participation and improvement. Staff feedback (at left - 85%, 84% & 70%) confirmed the work of Task Groups as highly successful and useful.

Staff feedback also indicates that a review and improvement in ICT training could be undertaken for 2012 programs.

Staff continue to find highly useful (93%) access to individual professional development activities that are specific to their annual Performance Plans.


Staff Attendance

Teacher and Ancillary attendance rate continues to be excellent. The average number of days absent per teaching staff member was however higher in 2011 due to a significant increase in carer/family leave to support aging parents. This trend is likely to continue. The College again provided free flu vaccinations to staff with a positive impact on staff absence over the winter period. However sick leave also increased generally largely due to some long term illnesses. The table right shows a breakdown of the types of leave taken in 2011 for all staff. While higher than 2010 the significant reduction from the 2007 figure of 581 days and is explained partly due to reduced Work cover claims.

Teaching staff categories Average FTE staff

Permanent teachers (substantive positions)

38.8

Permanent Teachers (temporary positions)

1.8

Contract teachers and HPIs 7.9

Total 48.5

Type of leave No. of days 2011

Sick leave 376

Work cover 10

Bereavement 26.5

Carer and Family leave 102.5

Urgent pressing necessity 6

Moving Residence 1

Leave – no pay 18

Military leave 0

Jury Service 0

Total 540

Staff Attendance, Retention & Qualifications

Term 1 Term 2 Term 3 Term 4

Leave - no pay 6.5 0 2.5 9

Leave - with pay 40.5 30.5 35.5 29.5

Sick Leave 109 107 80.5 79.5

Work cover 10 0 0 0

Teaching Staff 2011 Qualifications

Highest Qualification

No of staff

% of staff

Masters 6 9.7%

Degree 40 64.5%

Advanced Diploma 1 1.6%

Graduate Diploma 1 1.6%

Diploma 14 22.6%

The table above shows the average deployment of teaching staff by category over the course of 2011.

Staff Retention

The nature of changing student numbers across the year necessitates the appointment of a number of teachers to short term and small-fraction vacancies. Patterned LSL grows in popularity.

During 2011, four long-serving permanent staff members left the College to retirement. Sincere thanks and best wishes to Margie Bennett, Sue Hickey, Mike Wohltmann and Diana Lange for their commitment to public education in South Australia and to this school in particular.

Staff Qualifications

All of the 62 teachers employed at Marden Senior College during 2011 held qualifications required for teacher registration in South Australia. Of this group, 74 per cent hold a degree or higher qualification. In 2011 one teacher, Len Altman, gained AST2 status and twenty four were involved in the Step 9 process for recognition of classroom teaching including 6 converting from AST1.

Ancillary Staff 2011 Highest Qualification

Degree Adv’ced Diploma

Diploma Cert IV

Cert III

Cert II

2 1 2 9 3 2


Financial Statement

Marden Senior College operates on a conservative budget with a large proportion of funding being directed towards staffing, technology equipment, student facilities, curriculum delivery and upgrading of site facilities. In 2011, refurbishment projects upgraded the school’s Student Services foyer adding automatic door access and an additional counselling office. Ongoing expenditure on additional ancillary support remains a necessary feature of the budget for a specialist senior secondary/re-entry site, where the student head count is more than double the FTE on which the school’s entitlement is calculated.

The 2011 budget does show carry-over funds in anticipation of spending on further refurbishment works linked to our 2012-14 Strategic Plan, including reserves for equipment and grounds machinery.

The state and size of our facilities and the age of our buildings, plant and equipment pose particular challenges. The state of equipment such as air conditioners, floor coverings, blinds and curtains demand manageable and funded replacement cycles. The College is now also at a critical point in relation to classroom space and the constraints this places on expanding the curriculum to meet the needs of a changing student cohort. The imperative to re-consider suitable space for a Trade Training Centre is also a priority for 2012. The management and development of facilities will remain a challenge and priority for the next few years.

The following is a summary of the General Ledger Profit statement to the end of 2011 indicating revenue by funding source.

MARDEN SENIOR COLLEGE

Revenue by Funding Source 2011

Account Description YTD Posting

REVENUE

R-CCG GRANTS WHOLE CURRICULUM - REVENUE $ 20,330.00

R-CCS PASTORAL CARE - REVENUE $ 1,985.40

R-COV VET - REVENUE $ 18.18

R-CPT ITAS FUNDING $ 1,683.00

R-CPY YOUTH COMPACT $ 49,516.99

R-CTT TECHNOLOGY STUDIES - REVENUE $ 7,750.00

R-CXE EXCURSIONS $ 9,235.25

R-SGE STUDENTS GENERAL - REVENUE $ 4,299.04

R-SGR STUDENT REP COUNCIL - REVENUE $ 5,698.17

R-ZBA SCHOOL SALES - REVENUE $ 36,574.30

R-ZDC SCHOOL COUNCIL - REVENUE $ 81.82

R-ZDF ESL DISTRICT COORDINATION $ 5,913.00

R-ZDM MANAGEMENT GENERAL - REVENUE $ 843.20

R-ZDO SCHOOL COMMUNICATIONS - REVENUE $ 52.42

R-ZDP PRINCIPAL'S MANAGEMENT REVENUE $ 61.82

R-ZDS STAFF MANAGEMENT - REVENUE $ 42,295.35

R-ZOJ COMMUNITY & INDUSTRY GRANTS $ 38,200.00

R-ZZB BUILDING EDUCATION REVOLUTION $ 2,987.00

R-ZZF FACILITIES - REVENUE $ 65,505.51

R-ZZG GRANTS WHOLE SCHOOL - REVENUE $ 7,160,416.64

R-ZZH O.H.S. & W. - REVENUE $ 1,870.00

R-ZZI INFORMATION TECH SYSTEMS - REVENUE $ 5,196.00

R-ZZP PRINT / PHOTOCOPY - REVENUE $ 5,781.63

R-ZZS PARENT CONTRIBUTION - REVENUE $ 466,392.32

R-ZZZ WHOLE SCHOOL - REVENUE $ 119,865.05

Total for REVENUE $ 8,052,552.09

Total EXPENSES $ 7,697,385.29

Reserve Funds $ 355,166.80

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