The Year in Review - Ivanhoe Girls Grammar School

Transcription

Ivanhoe Girls’
Ivanhoe Girls’ Grammar School
The Year in Review
2012
Our Mission
Ivanhoe Girls’ aims to provide the best learning and teaching which,
underpinned by the Christian philosophy, enables every girl to achieve her potential
and to be a confident, optimistic and responsible citizen.
Our Values
µµ The care and unique worth of every individual in the School
µµ The Christian foundations upon which our School is built
µµ Enjoyment of learning
µµ Breadth of educational opportunities embracing the academic, cultural and physical
µµ Excellence in all facets of School life
µµ Independent critical thinking and life-long learning
µµ Cultural and spiritual diversity
µµ Truth, integrity and compassion
µµ Facing challenges and learning from experience
µµ Non-selective entry
µµ Citizenship and service to others
µµ Environmental awareness
Our Goals
To provide a learning environment for girls which:
µµ provides dynamic and challenging learning opportunities which cater for a full
range of girls’ individual interests, abilities and learning styles
µµ enables each girl to feel safe and confident to pursue her learning
µµ enables girls to practise independent, critical thought and
develop a life-long love of learning
µµ enables each girl to explore and develop her own spirituality through
knowledge and appreciation of the Christian philosophy while affirming
tolerance and appreciation of other beliefs
µµ fosters responsibility through a values-centred education
µµ develops leadership, teamwork and research skills in a range of settings
µµ fosters healthy attitudes which enable girls to respect one another, develop resilience,
enjoy school life and approach the future as responsible, caring citizens
µµ equips girls with the flexibility to thrive in a changing world
µµ recognises effort, achievement and success
µµ is based on our students’ needs and informed by current research and practice
µµ is achieved through building the most effective team of teachers
and is supported by providing the best resources and facilities in an
attractive environment which the girls care for and respect.
2
The Year in Review - 2012
Our Mission, Values and Goals set the context and provide the starting point
for the Ivanhoe Girls’ Grammar School review of the year 2012 in key areas
concerning staff, students and parents. We are proud of our accomplishments
and are pleased to present to our community, some of the highlights of
last year. While much of this report is written to fulfil the accountability
requirements of Governments, additional information is also included.
3
Contents
Academic Curriculum 2012
5
Our Finances
6
Income and Expenditure
6
Our Staff
7
Staff Qualifications
7
Staff Retention 2012
11
Staff Attendance 12
Professional Learning
12
Staff Survey 14
Our Students
14
Student Attendance
15
Student Retention
15
Student Achievement
15
Standardised Literacy and Numeracy Testing 2012
16
VCE Results - Class of 2012 17
Tertiary Destinations
18
Student Surveys
18
Beyond the Classroom
20
Parent Survey 2012
22
Our Curriculum - 2012 Golden Mitre Faculty Reports 24
5
English
English
English
or
English ESL
English
or
EnglishESL
English
or
English ESL
English
orCommunications
Study Skills
English
ESL
Communications
Study Skills
7
8
Mathematics
Mainstream Mathematics
or
Accelerated
Mathematics
Mainstream
Mathematics
or
Accelerated Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
IVANHOE GIR LS’ GRAMMAR SCHOO L
ACADEMIC C UR RIC ULUM 2009
IVANHOE GIRLS’
GRAMMARAR
SCHOOL
KEY L EARNING
EAS
ACADEMIC CURRICULUM 2012
Science
Humanities
KEY LEARNING AREAS Technology
Science
Humanities
Technology
Science
Religion & Values Education
Integrated across curriculum
(RAVE)
Library
Science
Religion
& Values
Education
Integrated
across curriculum
Social
Education
Technology
(RAVE)
Library
Science
A World of Geography
Knowing IT
SocialAncient
Education
Technology
History
Stories
of Old
Science
A World
of Geography
Knowing IT
Ancient History
Stories of Old
Science
Geography for Global Citizens
Lights, Camera, Action
Medieval & Tudor History
The Life
Times
of Jesus
Science
Geography
forand
Global
Citizens
Lights, Camera, Action
Medieval & Tudor History
Science
Global
Multimedia
The Life
and Disasters
Times of Jesus
Australian History
Church
and
Community
Science
Global Disasters
Multimedia – Animation
Consumer
Power
Australian
History
Multimedia – Web Authoring
Getaway
Church and Community
The Arts
Health & Physical
LOTE
Education
The Arts
Health & Physical
LOTE
Performing Arts
Health
French
Education
Visual Arts
Physical Education
French
Health
Performing Arts
PhysicalPhysical
Education
Visual Visual
Arts Arts
Education
Chinese
Performing Arts – Drama,
French
Performing
Arts –&Drama,
Dance
Theatre Arts Physical Education
Chinese
Dance
& Theatre
Arts
Performing
Arts
– The
French
Language
of Music
Performing
Arts – The
Language
of Music
Visual Arts
Food, Fabulous Food
Chinese
Visual Lights,
Arts Camera, Action
Physical Education
French
Arts – Creating and
Lights,Performing
Camera, Action
Food, Fabulous Food
Chinese
Exploring
Music and
Performing
Arts – Creating
Physical Education
French
Exploring
Health
Chinese*
CreativeMusic
Music
Visual Creative
Arts
Physical Education
French*
Music & Performance
Food,
Fabulous
Food
Drama,
Chinese*
Creative
Music Dance and Theatre ArtsHealth
Visual
– Art
Physical Education
French*
Creative
MusicArts
& Performance
Bold = Core
Bold = Core
Normal type = Electives
Normal type = Electives
* = at least one of these is strongly recommended
* = at least one of these is strongly recommended
Arts –Arts
Fashion as Sculpture
Food, Fabulous Food
VCE Vet Certificate II
Drama Visual
and Theatre
History
Mysteries
Visual
Arts – Studio Arts
Consumer
Power
Outdoor Education
in Mandarin
Visual Arts
– Art
Issues in Society & Environment
Getaway
Visual Arts – Fashion as Sculpture
Philosophy
History
Mysteries
Visual Arts – Studio Arts
English
General Mathematics
Science
Differences
Physical Education
Cert II Hospitality 1 & 2
Creative Music
Chinese
Issues AinWorld
Society of
& Environment
10
or
or
Australia and Asia
Biology 1 & 2 Philosophy
Home Economics
Food & Technology 1 & 2
Drama and Theatre Studies
Chinese First
English ESL
Mainstream Mathematics
Beliefs, Behaviours and Questions
& Human Development
Information
Technology
1&2
Music
Performance: Solo 1 & 2PhysicalHealth
Language 1 & 2
English
General
Mathematics
Science
Australia
and
Asia
Education
Creative
Music
Food
&
Technology
1
&
2
Chinese
10
or
Communications
Accounting 1 & 2
1&2
Multimedia
Photography
Chinese Second
or
orMathematical Methods
Beliefs, Behaviours and Questions
Biology
1
&
2
Home
Economics
Drama
and
Theatre
Studies
VCE
VET
Interactive
Digital
Media
Chinese
First
Literature 1 & 2
Business Management 1 & 2
Outdoor Education
Multimedia – Web Authoring
Theatre Studies 1 & 2
Language 1 & 2
English ESL
Mainstream
Global Differences
Health & Human Development
Certificate II (Multimedia) Units 1 Music Performance: Solo 1 & 2
Language 1 & 2
1 & 2 Mathematics
Commerce
Physical Education 1 & 2
Visual Arts – Art
French
or
Communications
Accounting 1 & 2
1
&
2
Theatre
Studies
1
&
2
&
2
Chinese
Second
Economics I & 2
French 1 & 2
Mathematical Methods
Literature 1 & 2
Business Management 1 & 2
Outdoor Education
VCE VETiS Program 1 – Certificate II Visual Arts – Art
Language 1 & 2
Geography 1 & 2
Visual Communication & Design
(CAS) 1 & 2
Law and Finance
Physical
Education
1
&
2
in Hospitality (Food and Beverage
French
History 1 & 2
1&2
Economics I & 2
VCE VET Certificate II Allied
Visual Arts – Photography
stream) 1 & 2
French 1 & 2
Legal Studies 1 & 2
Geography
1
&
2
Health Assistance 1 & 2
Philosophy 1 & 2
GlobalThe
Powers
in
the
Global
Arena
1&2
French Revolution
History
1 & 2 and Nazi Germany
Weimar
Studies (Not
1 & 2a VCE unit)
English 1 & 2
Physical Education
Further Mathematics 1 & 2
Biology 1 & 2 Legal Ethics
Cert II Hospitality 1 & 2
Art 1 & 2
Chinese First
VCE
1&2
or
(Recreation)
Specialist Mathematics 1 & 2
Chemistry 1 & 2 Philosophy
Accounting
1&2
Music Performance: Solo 1 & 2
Language 1 & 2
1& 2
Revolution
English ESL
Physics 1 & 2 The French
Business
Management 1 & 2
Information Technology 1 & 2
Studio Art 1 & 2
Chinese Second
Weimar
and Nazi 1Germany
1&2
1&2
1&2
Economics
&2
Theatre Studies 1& 2
Language 1 & 2
Literature
English
1 &12& 2
PhysicalPhysical
Education
Art 1 &Visual
2
Biology 1 & 2
EthicsGeography
(Not a VCE1 unit)
Education 1 & 2 Chinese First
VCE
&2
Communication & Design
French 1 & 2
or
(Recreation)
Music Performance
Chemistry 1 & 2
Language 1 & 2
Accounting
1 &Twentieth
2
History:
Century Unit 1 &VCE
2 VET Interactive Digital Media
1&2 1&2
1 & 2
English ESL
Certificate II (Multimedia) Units 1 Studio Art 1 & 2
1&2
Physics 1 & 2
Chinese Second
Business
Management
Legal
Studies 1 &1 &
22
1&2
1&2
Theatre Studies 1& 2
&2
Specialist Mathematics 1 & 2
Language 1 & 2
Economics
1&2 1&2
Philosophy
Literature
& 42
Physical Health
Education
1 & 2 Development
& Design
VCE VETiS
I – (Operations)
Certificate II 3 &Visual
French 1 &
2
1&2 3&4
English 31&
Biology 3 & 4 Geography
Accounting
Cert IIProgram
Hospitality
4 Communication
Art 3 & 4
& Human
Chinese
First
VCE
II Allied
1 &Music
2
inFood
Hospitality
(Food and3 Beverage
Twentieth
Century Unit
or
Chemistry 3 & 4 History:
Business
Management
3 & 41 & 2
& Technology
&4
Performance: Solo 3 & 4VCE VET 3Certificate
&4
Language 3 & 4
3& 4
Health
Assistance
1
&
2
English ESL
stream)
1&2
Studies 1 & 32 & 4
3&4
Physics 3 & 4 Legal Economics
IT: Applications
3&4
Studio Art 3 & 4
Chinese Second
3&4
Philosophy
1&23&4
Specialist Mathematics
Psychology
Geography
Language 3 & 4
Literature 3 & 4
3&4
3&4
History: Australian History 3 & 4
Chinese Second
English 3 & 4
Chinese First
History:
3&4
Language
Art 3 & 4 3 & 4
Accounting
3 &Revolutions
4
Biology 3 & 4
VCE
or
International
Studies
3&4
3&4
Language Advanced
3&4
Music Performance 3 & 4
VCE VET Interactive Digital Media
Business
Management
3 & 43 & 4
Chemistry 3 & 4
3 & 4
English ESL
Legal 3Studies
French 3 & 4
Chinese Second
Studio Art 3 & 4
Certificate III (Multimedia) Units
Economics
&4 3&4
Physics 3 & 4
3&4
3&4
Philosophy
Language 3 & 4
3&4
Geography
3&43&4
Psychology
Specialist Mathematics
Literature 3 & 4
Chinese Second
VETiS
1 – Certificate
Global
Politics 3 & 4(ICT) are integratedVCE
4
&4
Note: Thinking Skills, Information3 Literacy
and Information &3 &Communications
Technology
across
allProgram
key learning
areas PII - 12
Language
3&4
in Hospitality (Food and Beverage
History: Australian History 3 & 4
Advanced 3 & 4
stream) 3 & 4
History: Revolutions 3 & 4
French 3 & 4
Legal Studies 3 & 4
9
9
8
English
English
English
English
P - 6
7
P- 6
Year
Year
Key Learning Areas
Academic Curriculum 2012
Our Finances
Ivanhoe Girls’ Grammar School is a not for profit organisation with all monies received being used to support girls’
learning. At the end of 2012 the School was in a strong financial position, due to careful fiscal management. The School
budgets for an annual surplus to provide for future facility development and for capital equipment purchases. The 110
year history of Ivanhoe Girls’ in providing excellence in girls’ education must be sustained well into the future. Our
School buildings and grounds must be continually improved and upgraded to provide the necessary facilities to support
the best educational programs for current and future students. To ensure this, the School has a 10 year building plan for
the development of future facilities.
The major capital expenditure in 2012 included the purchase of Woolley House at 137 Marshall Street Ivanhoe, the
upgrading of the heating and cooling in the Lowe and Science wings, the completion of the replacement of the pool roof
and ongoing upgrading of the IT infrastructure. All current capital projects are undertaken with no borrowings and hence
there are no associated interest costs to be borne by future students and their families.
Income and Expenditure
The School receives Federal and State Government grants to assist with recurrent expenditure for day-to-day educational
running costs. Recurring grants from both the Federal and State Governments amounted to 18% of our revenue in 2012.
The Federal funding is guaranteed until 2013, but the details of the new funding system for 2014 onwards are yet to be
provided. The Board is mindful of this uncertainty in future planning.
In 2012 tuition fees provided 71% of the School’s income. As is our goal, fees at Ivanhoe Girls’ Grammar School are at
the lower end when compared with those of other similar schools. The consolidated charge, which covers excursions,
camps and classroom materials (6%), is an all-encompassing charge that enables families to plan knowing that there are
no other hidden charges (excluding optional activities such as skiing or overseas tours). Income was further supplemented
(5%) by interest on investments and fees from the hire of the School’s facilities.
With over 170 full-time and part-time permanent teaching, support, administrative, maintenance and grounds staff, salary
and associated payroll costs, such as superannuation, are a major area of expenditure (64%). The School is extremely
fortunate to have experienced and dedicated staff who provide the best education and service to the students. Academic
expenses, amounting to 9% of income, are for the purchase of educational resources such as hospitality consumables, sports
equipment, art materials and numerous other teaching aids and supplies. Whilst property maintenance costs for repairs,
gas, electricity, water, grounds and cleaning are carefully monitored (5% of income), it is vital to properly maintain our
facilities. Other administration costs (4%) include payment for insurance premiums, public relations costs, publication
printing, bank fees, postage and telephones.
The operating surplus (12%) is allocated to short term and long term capital expenditure. Short term expenditure is
allocated to items such as educational equipment, furniture replacement and small renovations. Long term projects are
major improvements within the campus and plans are underway for the replacement of the pool heating system, the
redevelopment of the former senior library and the Parish Hall.
Ivanhoe Girls’ is proud to continue its tradition of providing the best possible education for girls in a cost-effective
manner. Whilst we are grateful to receive some government support, primarily from the Federal Government, it is vital
for the future of our great School that successive generations of students and their families contribute through budget
surpluses to its future development.
3% 5%
2012 Income
15%
71%
6%
Fig. 1
$'000
% to income
Fees
17,472
71%
Consolidated Charge
1,393
6%
Federal Recurrent Grants
3,787
15%
State Recurrent Grants
765
3%
Federal Capital Grants
32
0%
Other income
1,312
5%
24,760
100%
6
5% 4%
2012 Expenditure
12%
6%
64%
9%
Fig. 2
$'000
% to income
Total Salaries & Assoc Costs
15,898
64%
Academic Expenses
2,343
9%
Consolidated Charge
1,393
6%
Capital Expenditure
2,878
12%
Property Maintenance
1,288
5%
Administration
959
4%
24,760
100%
(including gas, electricity, water)
Our Staff
Ivanhoe Girls’ Grammar School is blessed with talented and professional staff who are always striving to improve their
performance. Our staff are the School’s greatest asset.
All teaching staff are registered teachers by the Victorian Institute of Teaching (VIT), whilst general staff all have a
Working With Children Check (WWCC). The School is also committed to the induction and mentoring of all new staff,
especially beginning teachers. Each year the School appoints mentors for formal training, conducted by the VIT, in the
role of mentor for colleagues new to the profession.
Staff Qualifications
Management Team
Principal: Heather Schnagl, BSc (Hons), DipEd, MEd, PhD (Melb), FACE, FACEL, MAICD
Deputy Principal and Head of Senior School: Alan Hutchison, DEd (Melb), MEd (Mon), H Dip T (Melb), Grad DipEd
Admin (Deakin), MACE, FACEL, FAIM
Head of Junior School: Carol Hodgson, Dip Prim Teach (Warrnambool)
Director of Learning and Teaching: Jan Leather, BSc (Hons) (Melb), DipEd (Melb State Coll), MACE
Head of Curriculum Years 10-12: Di Scanlon, BSc (Hons), BSc Ed (Melb)
Head of Curriculum Years 7-9: Donna Stalker, BA (La Trobe) DipEd (Rusden)
Deputy Head of Junior School: Helen Moore, BEd (Melb)
Business Manager: Karen Allaway, BSc (Melb), Post Grad Dip Acc (Mon)
Finance Manager: Mandy Summers, BBus (Bendigo Univ), ACA
Acting Public Relations Manager: Fleur Bedford, Cert Sch Mkt (CMS), Cert IV Bus, Public Relations (RMIT), Dip
Event Management (EMTA)
Registrar: Suzanne Bluck, BSc, DipEd (Mon)
Director of the Cooerwull Centre for Leadership and Service: Lyndy Stagg, Adv Cert Ed (Art & Sci of Movt), Cert Ed
(Eng & Drama) Dartford UK, Grad DipEd Admin (Melb), Dip Training and Assessment Systems
Staff Coordinator: Susie Lyons, BSc (Hons) (Melb) DipEd (Melb State Coll)
Chaplain: Rev Alison Andrew-Smith, B Th (Flinders Univ), BEd Specialisation (Univ SA), Dip PS (Adelaide Coll Divinity)
Director of Technology: Alan Rowley
Executive Assistant to the Principal: Marie Kotsanis
Teaching Staff
Fiona Alderson, BSc (Hons), PhD, Post Grad DipEd (Melb)
Carolyn Alsen, BA (Uni of Qld), Grad Dip Appl Linguistics (SIL, Melb), Master of Linguistics and Exegesis (TWS,
Vancouver), MA Biblical Studies (TWU, Vancouver), Grad DipEd (Uni of Qld)
Di Appleby, BEd (Canberra), M Arts (Religion/Theology) (Mon)
Alissa Atkinson, BEd (Early Childhood and Primary) (RMIT)
Jane Austen-Wishart, M Ed (Melb), Grad Cert Ed (TESOL) (La Trobe), BA, (Hons), DipEd (Mon)
7
Gabrielle Ball, BMusic (Perf), (Qld Conservatorium, Griffith), Grad Cert RE (ACU), Grad Dip Ed (ACU)
Lyn Begg, Dip Teaching Primary (ACU), BEd (Deakin)
Natalie Bunn, BSc (Hons), PhD (Wales), PGCE (Manchester)
Chris H Burley, M Sp Ed (Flinders Univ SA), BEd (SACAE), Dip Teaching (Primary) (Hartley CAE)
Chris J Burley, BSc (Mon), Dip Ed (Mon)
Marissa Caluzzi, Dip Teaching ECE (Phillip Inst), BEd, Grad Dip Info Management, M Bus IT (RMIT)
Brad Carter, BAppSc (PE), DipEd (PIT)
Paule Cartwright, BA (Hons), BE (Melb), BEd (TESOL), M Ed (La Trobe)
Janet Cathels, BEc (Mon), B Ed (Melb), B Spec Ed (Mon)
André Chadzynski, BA (Hons) (Melb), DipEd (Melb State Coll)
Julie Chiffey, HDST (Art and Craft) (Melb State Coll), BEd (Melb), Grad Dip Graphic Comm Ed (Melb)
Kylie Clarke, Post Grad Appl Forensic Psych (Leicester, UK), BSc Psych (Hons) (Westminster, UK), BEd Prim Teaching,
DipEd (Bendigo)
Marty Conboy, BA, BComm, Grad DipEd (Melb)
Mary Connellan, BSc, DipEd (Mon), Grad Dip Lib (Melb State Coll)
Andrew Corbel, B Mus Ed (Melb), Dip Mus MCMM (Melba Conservatorium), A Mus A (Clarinet)
Chris Cox, BA (Hons) (UK), PGCE (UK), M Mus
Victoria Cox, LLB (Melb), M Teach (Melb), BComm (Melb)
Madeleine Coulombe, BA (Sarah Lawrence College, New York), Grad Dip Ed (Mon)
Halina Craig, BEd Arts (Melb)
Wei Dai, BA (Hubai, China), Dip App Lang (Sth China Uni), DipEd (Mon), DipEd IT (Deakin)
Bronwyn Dandie, Dip Teach (Vic Coll), BEd (Deakin), MEd (Policy & Admin) (Mon), Grad Dip Marketing (RMIT)
Lauren Deville, BA (Vic Univ) BTeaching (Melb)
Dena Elsewaisy, B Eng (Hons), M Teach (Melb)
Meredith Every, BEd (Primary) (Mon), Dip Teaching (Primary) (MCAE)
Paul Fitz-Gerald, BSc (La Trobe), DipEd (MCAE)
Julie Fraser, BEd Human Movement and Health Ed (Syd)
Audrey Gagnon, B Soc Sc (Canada), BA/BTeach (Melb)
Chris Gates, BETEC (Southampton, UK), BA (Hons) History (Cardiff, UK), PGCE (W. Sussex UK), MEd (Melb)
Emma Gates, BSc (Hons) Applied Biology (London, UK), PGCE (Exeter, UK), Grad Dip Psych (Melb)
Alexia Gibbons, B Behavioural Sc (La Trobe), Grad DipEd (Primary) (La Trobe), M Information Management (RMIT)
Antoinette Gnoato, BAppSc (PE), DipEd (RMIT Bundoora)
Alison Godbehear, BComm (Melb), Grad Cert Environment & Planning (RMIT), M Teach (Melb)
Deryck Greenwood, B Fine Art (Hons), H DipEd (Rhodes, SA)
Lynne Griffiths, BA, DipEd, Grad Dip Environ Sc (Mon), Grad Dip Hum (La Trobe)
Karen Hale, BSc (Syd) and BMin (Ridley College), DipEd
Lucy Halliday, BA, LLB (Hons) (Melb), DipEd (Melb)
Celia Hatzipavlis, BEd (Tas)
Julie Hewison, BA, DipEd (Mon), A Mus A (Violin)
Michelle Hoffert, Dip Fine Art (Preston Inst), DipEd (Hawthorn Inst), Grad Dip Movt/Dance (IECD)
Carolyn Holland, BECS (Melb), MEd (Sp Ed Incl & Early Int) (Melb)
Glyn Howitt, DipEd (MCAE), BEd (Vic College), Grad Cert Gifted Ed (Mon), Grad Cert Early Numeracy (ACU), M Ed (ACU)
Emily Hui, BSc (RMIT), DipEd (Melb)
Sam Jempson, BHMS (Ed) (Uni of Qld)
Kerrie Jenkins, BEd (Rusden SC), Grad Cert (Literacy & Numeracy), Grad Cert (ESL) (La Trobe)
Yingying Jiang, LLB (China), M Teach (Melb)
Helen Johnston, BEd (Melb State Coll)
Sharon Kelly, B Art & Sciences (Syd), M Teach (Melb)
Sarah Mildner, BMus/BTeach (Hons) (Melb) L Mus A (Flute)
Louise Kimber, BEd (Melb State Coll), Grad Dip Lib (Gippsl Inst)
Angela Kotsiras, BSc (Education), M Ed (Melb)
8
Terry Lawlor, BA (Sydney), BEd (Melb)
Alex Leahy, BSc (Hon), DipEd (Melb), M Technology (RMIT)
Sue Lees, BA (Melb) DipEd (Mon) BEd (La Trobe) Grad Dip Careers (RMIT) M Career Development (ECU)
Rosa Leone, BEd (Melb)
Alison Lobbe, Dip Teaching, Grad Dip Early Childhood Dev (Melb)
Kerry Maddison, BEd (Primary) (Hons) (Melb)
Anne Maslin, BSc (Hons) (Melb), DipEd (ICE)
Will Mueller, BA (Melb), MTeach (Hons) (Melb)
Carolyn Munday, BEd (Melb), DipEd (Primary) (MCAE)
Helen Mutkins, B Dramatic Arts (NIDA) Assoc Teaching Dip (Trinity College), Grad DipEd (Vic)
Phil Natt, BA (Murdoch, WA), DipEd (Melb)
Monique Nicholls, BA (Melb), Grad Dip Ed (ACU)
Paulette Nicholls, BA, B Urban Planning, DipEd (Melb)
Ruth Norcott, BSc (La Trobe), DipEd (Melb)
Kathleen Nowak, Dip Art (RMIT), Grad DipEd (HIE), Assoc Dip Ceramics (CIT)
James Oakes, BA, DipEd (La Trobe)
Margaret O’Keeffe, BA, DipEd (La Trobe)
Geoff Orrin, BSc (Hons), DipEd (Melb)
Xiling Ramsay, BA (Sun Yatsen Univ, China), DipEd (La Trobe)
Judy Rimington, BA, DipEd (Melb)
Jo Rittey, BA (Hons) (NZ), Teaching Dip (NZ), PhD French/ French Lit (NZ)
Laura Ross, LTCL, CMT, Dip Music Ed
Marty Ross, BSc (Hons) (ANU), MSc (Stanford), PhD (Stanford)
Mia Ryding, BApplSci (PE) (Vic Uni), BTeach (Prim) (Hons) (Melb)
Nicole Sage, BA, Grad DipEd (La Trobe)
Patricia Saunders, B Fine Arts (Hons) (Rhodes, Sth Afr), HDipEd (P-G), (Uni Cape Town, Sth Afr)
Jo Shell, Dip Teaching, BEd (Vic College)
Suzanne Smale, Dip Teach (Secondary), HDip Home Eco (Rusden)
Jodie Smith, BEd (Melb), Post Grad Dip Ed (Qld)
Patrizia Smrekar, Dip Teach (Primary), Dip Interior Design, Grad Dip Teaching Early Childhood Teaching (RMIT)
Shanelle Spencer, B Soc Sc, Grad DipEd (RMIT)
Claire Stubbings, BA Media/Communications (Melb), BTeach (Primary) (Hons) (Melb)
Peter Swain, BA, DipEd (Melb)
Germana Tendelli, BA (Hons), DipEd (La Trobe)
Sarah Ternes, BEd (Primary) (Melb)
Jill Thompson, BA, DipEd (La Trobe)
Anna Tibb, Dip Teach (EC), BEd (EC), Dip Prof Counselling (AIPC)
Lisa Toomey, BEd (Melb)
Narelle Umbers, BSc (Melb), DipEd (MCAE), Dip Comp Ed (Melb), Grad Dip (App Fin and Inv) (SIA)
Liz Vassos, BEd (Vic Coll)
Jocelyn Watson, BA Mus (VCA), DipEd (Melb), Maitrise de Musicologie (La Sorbonne, France)
Jayne Webster, Dip Teaching (Ballarat), Post Grad Dip Vocational Ed and Training (Melb)
Nicole Wharton, BSc (Mon) Grad DipEd (Melb), Grad Dip Acc (Mon)
Lauris White, BApplSc (RMIT), Grad DipEd
Kathy Wilcox, BEd (PE) (Vic Coll)
Nelwyn Wright, BA (La Trobe), BEd (Deakin), Grad Dip Dance & Movt (Melb)
Robin Yates, BA, DipEd (Melb)
Rong Zhang, BA (Beijing), DipEd (Univ of Tas)
9
Visiting Staff
Tony Andonov, Dip Music Perf (NMIT), BBus (Accounting) (Vic Uni)
Alicia Bendall, BMus, BA (Melb), A Mus A
Helen Boér, BA (Mus), STCA (PRI)
Seng Cai
Ros Carolane, B Mus Ed, Dip Mus, TPTC A Mus A
Edwin Chow, B Arts/Mus Perf, L Mus A Piano (Melb)
Chloe Dempsey, B Mus (Mon)
Sarah Denholm, M Mus Piano Accompaniment, B Mus (Hons) (UK), PG Dip (Advanced Studies) ARCO
Naomi Eagar, B Mus (Hons) (Vic College of the Arts)
Sergei Golovko, Grad Moscow State Conserv, Post Grad Russian Academy of Music
Adam Grech, BA (Melb) DipEd (Aust Catholic Uni)
Laurien Kennedy, Dip Mus (VCA), Post Grad Manhattan School of Music (New York)
Margarita Krupina, L Mus A (Piano) (Lysenko Conservatoire, USSR)
Cheryl Macdonald, BA (Deakin), Ass Dip Arts Opera & Music Theatre (VCA)
Martin Mackerras, B Mus Hons (Melb), M Mus (Manhattan), BA Music and Education
Alan O’Dell, Exec Mus Dip, Licentiate Mus/Drama (Lon)
Ben Opie
Hamish Paterson, B Mus (Hons), A Mus A, Grad DipEd, B Dance
Heather Pisani, B Mus (VCA), A Mus A Flute
Rachel Sergi, B Mus Hons (Mon)
Leanda Smith, B Mus Perf (VCA)
Natalia Tchebykin, B Mus Hons, Dip Ed (State Institute of Arts, Kishinev, USSR)
Sheryl Topol, BA (Psych), B Bus (Mktg) (Mon), BTeach Distinction (Deakin), Professional Acting (National Theatre)
Cate Waugh, B Mus (Melb), M Mus, Grad DipEd
Margaret Waugh, DSCM, A Mus A, (Sydney)
Support Staff
Jenny Adams
Maria Anker
Wendy Braid
Aileen Brennan, Cert III Child Care (Swin)
Helen Cunningham, B Bus (Swin)
Mary Davies, Assoc Dip Welfare Studies (RMIT), Cert IV Workplace Training and Assessment, Cert IV (Bus Man)
Bronwyn Davison, Grad Dip Community Development (Kangan Batman TAFE), Cert Childcare (Western Metro TAFE),
Cert IV Workplace Training Assessment
Joe De Chellis, BA Fine Art/Printmaking (RMIT)
Bridget McPherson, BA (Melb), PGDip (Mon), DPsych (RMIT)
Katrina Morrow, B Behavioural Sc (La Trobe), Post Grad Dip (Mon), Post Grad (Charles Sturt)
Samantha Deeble
Claire Elso, Cert IV Workplace Training and Assessment, Cert IV Bus (Frontline Mgt), Cert IV Leadership
Merewyn Hodshon, Cert IV Lib/Info Services (CIT)
Bianca Hyde, BAppSci (App Chem)(RMIT)
Tracy Johnston, Cert Human Biology, Sports Mgt, Bronze and Silver Skills Swim Coaching Licence, Swimmers with
Disability (SWD) Coaching
Anna Moore, Cert III Fitness (Smart Connection)
Fiona Rosselli, BApplSci (Vic Uni), Grad Dip Management Systems (Swin)
Marie-Angele Savouré, Accr Transl French (NAATI, Canberra)
Alex Silvestro
Helen Silvestro, Dip Arts (Child Care), Cert IV Lib/Info Services (Box Hill Inst)
Sara Simmons, BApplSc Sport Coaching Distinction (Deakin), AUSTSWIM Teacher of Swimming and Water Safety,
Bronze Swimming Coach Licence
10
Karen Stevenson, Dip Soc Sci (Child Care) (Melb)
Liz Taylor
Janet Thomas, BAppSci (Applied Chem) (RMIT), DipEd (Melb)
Stephanie Turbach, Dip Computer Programming & Operating (Hons) (Canada)
Georgia Tzanakos, Cert Basic Electronics (RMIT), Dip Lib/Info Services (Swin)
Helen West, TPTC, DipEd (Primary)
Nicola Wheatley, DipEd (MSC), Dip Art (RMIT)
Elizabeth Wilson, Cert III Child Care (Swin)
Zhihua Wu
Chris Yin
Administrative Staff
Janine Amoddio, B Bus (Vic), Dip Appl Sc (La Trobe)
Sue Amoddio, BComm (Melb)
Maree Breekveldt, Dip Sec Studies (Auckland)
Kristyn Culpepper, Cert II Theatre Arts (Moreton Inst of TAFE), B Journalism, B Arts (Uni of Qld)
Dianne Bartlett, Bus Practice Cert (Port Adel Coll of TAFE)
Sylvia Gilbert, JP, CMC
Elaine Mason, Dip Foreign Correspondence, ASA Teachers’ Cert for Swimming, University of Ripon and St John Specialist
Teachers’ Assistant (STA) Award
Helen McClusky, BA (Mon)
Kathy McColl, BScOptom (Melb), Dip Prof Writing and Editing (NMIT)
Michelle McKay
Elly Mitchell
Elaine Renshaw, Cert Adv Acc, Cert Bus Appl (Preston TAFE)
Jane Robertson
Rev Anne Sells, BA (Adel Univ), Dip Teach, MA (Melb), B Th (Ridley)
Liz Sadowy, Cert IV Animal Technology (Box Hill), Cert IV Bus Admin (Stotts)
Yvonne Smith, Compositor by Trade (Melbourne College of Printing & Graphic Arts), Integration Aide Cert (Concord)
Caroline Wilson, Cert IV Bus Admin (Swin), Dip Bus Admin (Holmesglen)
Vilia Wolf
Maintenance/Grounds Staff
Ronan Gill, Adv Dip Sc (Horticulture) (Melb)
Geoff Kellam, Fitter and Turner, Boiler Attendant (Cert of Comp) (RMIT)
Jo Kinsman, Cert Technology (Clothing Design/Textiles)
Robert Madden
Amanda Motschall
Ricky Neilson
Jeff Stagg
Martin Troy
Sue Wills
Robyn Young
Staff Retention 2012
Ivanhoe Girls’ has a large number of staff who have been with the School for many years, and such stability and loyalty
are greatly valued as they lead to high morale and strong collegiality. The School recognises and celebrates service to
the School with its annual Cooerwull Service Awards.
The Cooerwull Service Awards are organised and hosted annually by the School Board and the Cooerwull Inc. Committee
to acknowledge commitment and service to the School by staff, parents and community members. Awards are presented
for 5, 10, 15, 20, 25 years and beyond of service. The informal cocktail party presents a chance to celebrate the ongoing
11
relationships between the groups who support the School and also provides an opportunity for people to meet new faces
and forge new relationships early in the year.
It is important, however, to have some staff turnover to maintain a healthy balance, with perhaps 5-15% per annum being
considered optimal. Ivanhoe Girls’ retained 94.4% of its teaching staff from 31 December 2011 to 31 December 2012, a
figure which is close to optimum. Reasons for staff departures included resignation to move schools, including promotion
positions, career change and resignations following maternity leave to spend more time at home with young children .
All extended periods of leave, primarily long-service leave given the stability of our staff, provide the School with the
opportunity to welcome replacement teachers for varying periods of time. At Ivanhoe Girls’ we have been very fortunate
with our short-term replacement teachers, many of whom enjoy returning to the School time and again as opportunity
allows. We aim, wherever possible, to ensure continuity in our classroom teaching program. In having previous staff
members return, we can expect to achieve this aim and also enhance the collegiality of our staff.
Staff Attendance
Our staff are highly dedicated and rarely absent. It is important, however, that they protect their health and wellbeing and
take the time needed to fully recover when they fall ill. The need also sometimes arises for personal or compassionate
leave. Ivanhoe Girls’ teaching staff recorded an average attendance rate of 97.5% in 2012.
Professional Learning
Ivanhoe Girls’ commitment to the professional development of all staff to enhance every teacher’s skills to be the best
possible practitioners has once again been highly evident throughout 2012. In October this was formally acknowledged
when the Principal, Dr Heather Schnagl, received the prestigious John Laing Professional Development Award. This is
a peer nominated award for commitment to and leadership of professional learning, professionalism and the ability to
inspire leadership qualities in others. Dr Schnagl’s honour was indeed well deserved, considering her unfailing dedication
to not only the Ivanhoe Girls’ teachers, but the Education Industry as a whole.
Opportunities for professional learning for our own staff has been available in a variety of settings, including six staff days,
various staff and faculty meetings, the Peer Appraisal program, collaboration, workshops, guest speakers, attendance at
external programs and feedback to faculty/working groups following such attendance. Whilst attendance at professional
learning has the additional benefit of enabling staff to meet the VIT requirement for ongoing registration, clearly any
professional development is scheduled with the primary objective of enhancing teaching to maximise student outcomes.
With this in mind, the focus throughout 2012 was on the effective use of assessment data to analyse where each girl is at
present and to plan the most effective learning strategies to assist each student to progress in their learning.
Gavin Grift’s keynote address on Student Achievement at the Term 1 Staff Day was therefore most pertinent. An
experienced educator, author, Director of Professional Learning for Hawker Brownlow Professional Learning Solutions
and the leading training associate for Professional Learning Communities at Work in Australia, Gavin shared insights
regarding how current research can be translated into best practice through ‘Raising the Bar and Closing the Gap in a
Professional Learning Community’ to ensure high levels of learning for all students. He stressed the importance of using
a range of assessments to find the strengths and weaknesses of each student and then designing a learning program to
maximise each student’s learning outcomes. Such learning is enhanced through effective use of information and communication technologies and this has continued
to be a crucial focus for staff as the lives of our students are intertwined with technology on so many levels. Not only
has this professional development allowed teachers to embrace student love of technology to increase engagement and
learning, but it has also empowered teachers to provide students with optimum and expedient access to the broadest
sources of learning.
In addition, given that many girls learn best when they collaborate, social networking sites like wikis, facebook, blogs,
Wallwisher and Glogstar can be used to facilitate teamwork, enabling students to jointly solve problems, answer one
another’s questions, communicate with world experts, to peer assess work and to integrate a variety of media. The use
of communication technologies in our classes allows teachers to personalise learning and provide opportunities for our
students to become publishers, researchers and filmmakers. There is enormous potential for students to both access
information and to demonstrate their learning and consequently a broad spectrum of professional learning opportunities
throughout 2012 have been designed to inform staff of the capabilities of such technologies.
12
In order, however, to ensure that these are engaged with in a positive manner renowned relationships and cyber safety
psychologist Tena Davies was engaged as keynote speaker for our Term 2 Staff Day. Over the past two years Tena has
spoken with every girl in Years 7–12 and undertaken both surveys and focus groups with students, as well as running a
Parents and Friends’ parent information session last year as part of our involvement in the eSmart program. She has also
helped to develop ‘Cyber Safety Codes of Conduct’ with each year level. At the staff session, she provided strategies on
how to encourage students to work collaboratively with their peers and how to effectively respond to risks such as cyberbullying, sexting, online gaming and net addiction. She also included analyses of specific Ivanhoe Girls’ students’ survey
results and discussed how, on a global scale, our participation as a registered “eSmart” school is so constructive. This has
enabled teachers to continue to develop and implement our P-12 C-PeD (Cyber Positive Education Design) program. This
is divided into three major areas: Cyber Positive Education, Cyber Savvy Application and Cyber Responsible Citizens
and is both integrated across subject areas and also included in the personal development program.
Ongoing coaching on how to incorporate IWB technology seamlessly and effectively into the classroom has once again
been a focus throughout 2012. Another of the technologies that has been available for several years for classroom use
through the library has been the iPad and similarly training has continued to be offered to all staff. Following extensive
investigation by a team of Senior Staff and feedback from students and staff, all of which were endorsed by international
findings, the decision was reached to proceed with the trial rollout of iPads to all Year 8 students in 2013. Being cost
effective and highly portable, these devices are exceptionally powerful tools for student learning. For this purpose,
detailed and systematic iPad professional development was subsequently designed and administered by a team including
Marty Conboy, Jan Leather and Dianne Scanlon, primarily for the prospective 2013 Year 8 teaching team, but also for
the broader staff. This is scheduled to continue throughout 2013, as staff mastery increases and as more applications and
eBooks become available and/or are adopted.
Given the ongoing focus on the critical nature of relationships in teaching, the Term 3 Staff Day was designed to specifically
allow all staff to consider connectedness and safety in schools more explicitly through a series of workshops. Girls learn
best when they feel safe, respected and accepted and it is important that teachers understand the different needs and
viewpoints of their students and colleagues, especially those who do not belong to a traditional nuclear family. Staff were
also reminded of the efficacy of a range of formative assessment techniques and had the opportunity to reflect on how they
might integrate these into their own teaching repertoire. Latest research strongly endorses formative assessment as best
practice and throughout 2012 all Faculty Coordinators worked with ISV (Independent Schools Victoria) on an AGQTP
(Australian Government Quality Teaching Program) project to systematically explore its benefits and embed formative
assessment in learning. External consultant in this field, Anne Beck, contributed to this process.
With the implementation of the Australian Curriculum, many staff attended conferences, contributed to the planning of and
feedback on papers and trialled units of work. All staff have been directly engaged with the new curriculum in respective
faculty sessions throughout the year, but the Term 2 and 4 Staff Days provided specific opportunity for engagement with
the new curriculum across all faculties.
In addition, during 2012, the Junior School continued to use weekly staff meetings to work on improving the teaching and
learning for all students, focussing explicitly on how to differentiate more effectively in all areas of the curriculum, but
with particular focus on Numeracy. In particular, the Year 5-6 team sought effective teaching strategies by completing the
University of Melbourne Maths Assessment and Learning Partnership course. This involved online assessment for the Year
5-6 students and regular Year 5-6 team meetings to discuss teaching methodology for specific students and completing
a series of ten online modules. Throughout the year, the Prep to Year 4 team were led and mentored by Glyn Howitt to
improve Numeracy teaching and learning. Junior staff continued to review their learning about how to effectively teach
Spelling with reference to the School’s scope and sequence developed in 2011 and continuing to make use of THRASS
and other phonics resources. Junior Staff also participated in professional learning on a new Integrated unit program
called Inter@ct with a view to increasing student thinking and problem-solving skills which explicitly taught students
about the Habits of Mind.
One of the most powerful opportunities to support the professional growth of teachers, and to ensure the provision of the
highest possible levels of professional service to our students, is delivered by our own staff via the Ivanhoe Girls’ Peer
Appraisal program. The 2012 round of Facilitator training has resulted in almost one-half of the staff now being trained
for the role, not only to assist peers with the systematic opportunity for professional and confidential reflection on their
practice, but also to identify courses of action to achieve agreed goals. As a consequence, once again in 2012, many
professional learning attendances were related to staff requests for professional development arising from individual
Appraisals.
Originally implemented in 2003 and having undergone several reviews in the interim, 2012 saw a subcommittee formed
to thoroughly evaluate the Appraisal system. They considered how it might be reconfigured to reconcile with the then
13
proposed Federal Government expectation that all teachers would participate in some form of annual review and with the
AITSL National Professional Standards for Teachers. Ultimately the 2012 review has enhanced the rigour of our existing
Appraisal system by increasing the emphasis on data gathering to form the basis of the appraisal, and highlighting the
expanded role of the Appraisal Facilitator in the guiding of decisions on the forms of data to be collected and its systematic
analysis, thus delivering an even more valuable form of professional development.
The adapted Ivanhoe Girls’ Peer Appraisal program is to be a 3 tiered system, with Peer Appraisal as we have come to
understand now to be biennial or triennial, depending on whether staff choose to opt in to the new observation process.
The observation will have a particular focus related to previous goals. To this end also, Semester 2 2013 professional
development is planned to be on both targeted observation and giving constructive feedback. Although many staff have
presented this in the past, Peer Appraisal will now include a data requirement as a part of the process. The subsequent 12
month catch-up will be more specific and will also include a data and/or observation component. In addition the Ivanhoe
Girls’ Professional Standards Document replaces the Dimensions Document. It ensures that our system is now consistent
with the AITSL National Professional Standards for Teachers, although it has been adapted to embrace Ivanhoe Girls’
core values.
Following professional learning staff complete evaluations which prompt them to:
•• contribute to the refinement of the systematic program of professional development activities
•• identify key concepts and reflect on the ‘big questions’ about their learning in terms of their potential
contributions to their own practice
•• consider how these subsequently might be communicated to relevant team/faculty/students/parents etc in terms
of teaching and/or future needs i.e. via meeting, intranet etc in order to maximize benefits for all members of the
Ivanhoe Girls’ community
Staff involvement in decision-making at Ivanhoe Girls’ is deemed crucial to a shared understanding of our core business.
With a constant focus on the School’s Mission, Values and Goals, important issues are considered to ensure optimum
outcomes for all girls.
The School has also supported individual professional development activities for teachers, internationally, nationally and
locally, as appropriate to their area of particular interest and needs. Furthermore over the course of the year once again all
staff were provided with first aid training relevant to their respective roles. All teaching staff, who number approximately
120 across Junior and Senior School, have therefore been involved in professional development activities suitable for
whole School, Junior School, Senior School as well as the individual.
The expenditure for the range of professional learning opportunities in which teachers have keenly participated was $93,820,
which was approximately $744 per academic staff member. It is therefore obvious that 2012 has been a most stimulating
year which clearly would not have been possible without the generous support from the School Board, combined with
the School Leadership Team’s vision and commitment to ongoing enhancement of teacher skill and pedagogy.
Staff Survey
One of the major determinants of a school’s effectiveness is the quality of teaching staff and their capacity to help students
(in our case, girls) learn in the most effective manner possible. As part of its on-going improvement agenda, the School
regularly seeks feedback and input from staff as to their satisfaction with the School. All of the staff, teaching and general
staff (as they perform a vital role in supporting the School’s teaching and learning) participated in an annual online survey
during Term 3 with extremely positive results.
Using Independent School’s Victoria LEAD staff satisfaction survey, staff feedback was sought in the school-based domains
of resources and offerings; technology, school ethos and values, student behaviour, discipline, learning support, pastoral
care, parent involvement, quality of teaching and learning and teaching practice. They survey also sought feedback in the
workplace domains of feedback, goal alignment, leadership and morale, staff collaboration and professional development.
Overall the data was extremely positive, although areas for future focus were highlighted.
Our Students
Fundamental to our enrolment policy is the commitment that our School is an open entry school. The main intake years
in the School are: 3 Year Old Kindergarten in the Early Learning Centre, Prep, Year 4, Year 5 and Year 7. As we move
forward to establishing 2 classes at each level in the Junior School vacancies may also occur in years 1, 2 and 3.
14
The ELC comprises a single class of girls in each of the Kindergarten (Three year old) and PrePrep (Four year old) years
in St James’ House in Noel Street. Girls in the Kindergarten attend between two and five days per week whilst the PrePrep
attend for four or five days per week.
The Junior School, Prep to Year 6, is housed in four beautiful old Federation houses in Marshall Street. In 2012 the School
had a single class at Year 1 and Year 3 and two classes each in Prep, Years 2, 4, 5 and 6.
The commencement of secondary school is the School’s major entry point with the usual size of each year level for Years
7-12 being 120-135 girls. A small increase normally occurs at Years 10 and 11 where the School accepts a small number
of international students. Ivanhoe Girls’ student population is extremely diverse, especially in terms of their cultural
backgrounds, with more than 100 different cultural backgrounds (including a small number of indigenous students)
represented.
Student Attendance
Ivanhoe Girls’ provides a stimulating curriculum which engages students and encourages the highest possible daily
attendance rates. We have clear processes for recording, monitoring and responding to any absences. Generally where
absences occur they are due to a bona fide illness or to opportunities for travel with families and sometimes with
educationally valuable participation in non-School sporting or cultural events. While the School does not approve absences
due to family holidays, it is noted that these account for the second most common reason for absence after illness.
In cases of unavoidable absence for genuine reason, the School supports students’ academic continuity by providing
structured work and making use of both email and the School’s excellent Intranet access to facilitate communication.
With regard to Year 12 attendance, all students are required to satisfy the attendance expectations set by the Victorian
Curriculum and Assessment Authority and also to meet any non-academic commitments set by the School. Year 12
students use a sign-in and sign-out system so that their attendance can be monitored effectively.
Table 1 reports the average attendance rate in percentage form for year levels Prep to Year 11:
Year Level Attendance rate
Prep
1
2
3
4
5
94.5%
94.0%
93.8%
95.4%
96.1%
95.3%
Table 1 - Attendance Rates per Year Level 2012
Year Level Attendance rate
6
7
8
9
10
11
94.2%
95.1%
95.1%
95.3%
95.4%
96.1%
Student Retention
Ivanhoe Girls’ is proudly an open entry school in which students are expected to complete their VCE. Almost all students
continue their studies at tertiary level, at both universities and TAFE, choosing to study in a wide variety of fields. Further
details of the VCE results and tertiary destinations of the Class of 2012 are provided in the ‘VCE Results’ section.
Of the 130 students who commenced Year 9 in 2009, 111 of those students completed Year 12 in 2012 at Ivanhoe Girls’.
We therefore have a retention rate of 85.4% for our 2012 student cohort. During the years 2010 to 2012, 13 new students
entered the School to join this cohort forming a Year 12 group of 125 students.
Of the 19 students who did not complete their education at Ivanhoe Girls’, two girls and their families relocated overseas
and another interstate. Eight students moved to other co-educational independent schools. One student moved to a TAFE
program. Eight students moved to government schools for a variety of reasons. One student moved to the College of the
Arts to continue her ballet studies. All of these students continued their studies.
15
Student Achievement
With an open entry policy, Ivanhoe Girls’ offers an academic curriculum which provides a sound basis for tertiary
studies. At all levels students undertake regular assessment of their learning to enable teaching staff to cater for students’
individual learning needs.
Standardised Literacy and Numeracy Testing 2012
All students in the Junior School and on entry to Year 7 undertake diagnostic testing in Literacy/English and Numeracy/
Mathematics to assess areas of strength and weakness. In addition, students at Years 3, 5, 7 and 9 participated in NAPLAN
testing. Parents received an individual report for their daughter.
The results in 2012, with respect to the national benchmarks for literacy and numeracy, are summarised in the following
tables. The tables also allow comparison with the 2010 and 2011 results from NAPLAN testing.
NAPLAN 2010
Year Area tested
3
5
7
9
Reading
Writing
Spelling
Grammar & Punctuation
Mathematics
Reading
Writing
Spelling
Mathematics
Reading
Writing
Spelling
Numeracy
Reading
Writing
Spelling
Numeracy
NAPLAN 2011
NAPLAN 2012
No of
students
tested
% Achieving
National
Benchmark
No of
students
tested
% Achieving
National
Benchmark
No of
students
tested
% Achieving
National
Benchmark
24
24
24
24
24
35
35
35
35
35
133
133
133
133
133
130
130
130
130
130
100
100
100
96
100
97
100
100
100
97
100
100
98
100
100
99
99
97
100
98
30
30
30
30
51
51
51
51
51
51
133
134
134
134
133
119
119
119
119
119
100
100
100
100
100
100
100
98
100
100
100
100
99
99
100
99
100
99
99
100
23
23
23
23
23
47
47
47
47
46
129
129
129
129
129
130
129
130
130
130
100
100
100
96
96
100
100
100
100
98
100
100
98
100
99
98
99
99
100
100
Table 2 - 2010 - 2012 National Benchmarks for literacy and numeracy results.
Each year the NAPLAN results, school reports and other diagnostic tests are closely analysed by the Management Team
and Heads of Individual Differences, Mathematics and English. Students with specific weaknesses are given targeted
assistance within the classroom and through support programs. Extension and accelerated programs are offered to high
achieving students. Testing results and reports are recorded in the School database and teachers use this to inform their
planning and teaching for each individual student.
Overall the 2010 to 2012 NAPLAN performance of Ivanhoe Girls’ students is of a high standard. The data from 2010 to
2012 shows that nearly all Ivanhoe Girls’ students achieved National Benchmarks and, in fact, many students achieved
more than four bands above the National Benchmark.
All students who did not achieve National Benchmarks had already been identified by the School and had been targeted
to receive support through the Individual Differences withdrawal and support program. Individual Differences classes
are small, allowing for targeted support for each student. Individual learning programs are created across all levels of
the School for students with special learning needs.
16
Each student’s NAPLAN results, school reports and teacher observations are used to monitor progress in specific areas
and as a selection guide for special programs. In the Junior School support and enrichment occur predominantly within
the classroom as teachers plan for group work tailored specifically for the needs of students. Extension Maths groups are
offered at some year levels. In the Senior School, Mathematics classes are semi-streamed. There is one group for students
requiring additional support with Mathematics and an extension class for high achievers. This is extended at Year 9 with
an additional acceleration class. Girls in this class complete both the Year 9 and 10 Mathematics curriculum in the one
year. Consequently, in Year 10, they have the opportunity to begin their VCE Mathematics. A specialist Literacy teacher
offers support for Senior School English classes. Support may be offered within the classroom or by withdrawal to
concentrate on a specific skill. In Years 7 and 8, a Skills Enhancement class is also offered to students needing assistance
in spelling, grammar and punctuation. High achieving students are targeted by our extension and enrichment programs.
The NOMADS program is an extension program running across the Junior and Senior School. Students are withdrawn
from normal classes for brief periods to investigate a topic of interest. Each unit is designed to encourage higher level
analytical skills, creative writing and problem solving. High achievers are also encouraged to take part in Future Problem
Solving and in Junior School they participate in a range of extension opportunities through GATEways.
Ivanhoe Girls’ Grammar School is committed to using all possible information about each individual student’s achievements
and progress to inform the planning and implementation of the learning program.
VCE Results - Class of 2012
As a School we are justifiably proud of the achievements of these girls and their teachers, which are a culmination of so
much commitment and dedication throughout their schooling. Our aim as a School is to enable the girls to achieve their
personal best and to perform even more highly than might be expected.
In their years at Ivanhoe Girls’ Grammar School these girls have emerged as individuals with unique talents, interests
and aspirations. Exceptionally supportive and caring of each other and of those less fortunate, the Class of 2012 will be
remembered as young women who brought vitality and creativity to so many areas of School life.
This group showed outstanding leadership - not only in formal leadership positions, but as an entire class. A moving
example of this was Give Water, Give Life, a benefit concert organised entirely by the Year 12 girls which ultimately
raised $67,500 for BeyondWater, a not-for-profit organisation based in Australia that gives safe, clean drinking water
to communities in East Africa. Through the provision of deep bore wells, water tanks, guttering, latrines and sanitation
programs, BeyondWater aims to provide greater access to clean, drinkable water in schools, medical facilities orphanages
and remote areas.
60%
50%
Ivanhoe Girls'
State/National
40%
30%
70%
20%
10%
60%
50%
40%
0%
Above 99
Above 98
Ivanhoe
IvanhoeGirls’
Girls'
Above 95
Above 90
Above 85
State
State
Fig. 3 - Distribution of ATAR Scores 2012
17
While the VCE results focus on academic achievement, the Class of 2012 did so much more. Their outstanding results
were attained at the same time as the girls pursued a broad range of School and community activities. So many of our girls
fulfilled the responsibilities of significant leadership positions and represented the School in debating, public speaking
and a vast array of sports, performed in music and drama, and served the School in many other ways. Additionally, they
found the time, energy and commitment to accomplish important goals and be involved in the broader community.
All 124 Year 12 girls undertaking a full course successfully completed their VCE in 2012. From each student’s Australian
Tertiary Admission Rank (ATAR, calculated from English and the best three other subjects together with 10% of a fifth
and sixth subject and then ranked from 0 to 100) the School’s results may be compared on a statewide and national basis
for the age group:
•• 7 students or 6% of the class obtained results which placed them in the top 1% of the cohort
•• 82 students or 66% of the class obtained results which placed them in the top 20% of the cohort.
Students in all subjects obtained extremely high results of which we are very proud. 20.3% of all scores in subjects
(taught at the School) achieved by students in Years 11 and 12 were 40 or more, placing them in the top 8% in the state!
Tertiary Destinations
We were delighted that every single girl who applied for a tertiary place, either through VTAC or direct entry, was
offered one in the first round. This is a wonderful achievement especially at a time when competition for tertiary places
is extremely high.
The greatest joy for all of us, however, is to see the excitement of students who have worked exceptionally hard throughout
their schooling, achieve a place in the course of their dreams irrespective of their ATAR. Once again the tertiary destinations
that the Class of 2012 have chosen to pursue is very diverse.
Even with The University of Melbourne’s reduced number of undergraduate courses, the Class of 2012 has chosen a myriad
of different pathways, to suit each girl’s individual interests. In total they have selected to study courses in 73 different
fields, many of which are combined courses, at 14 different tertiary institutions, from Architecture, Beauty Therapy,
Biomedical Science, Criminology and Psychology, Environments, and Equine Studies to Interior Design, Management/
Marketing, Nursing and Software Engineering.
In applying for entry to tertiary study, girls have the opportunity to list up to 12 preferences for the courses for which
they wish to be considered. Our girls are strongly encouraged to aim high and to use their first two preferences for the
courses of their dreams. Consequently we are delighted that in the first and second round offers, an amazing 63% have
gained entry to their first choice and 88% of the Class of 2012 have been offered the tertiary course of their “dreams”
(either first or second choice)!
While university places dominate, we are delighted that 11% of girls have chosen to study at TAFE colleges and other
tertiary providers. It is really encouraging to see that the girls are carefully considering what course and institution best
suits them as individuals.
1
Tertiary
Institutions Selected by the Class of 2012
2
3
4
5
6
7
8
9
University of Melbourne
Swinburne TAFE
Monash University
Box Hill TAFE
La Trobe University
RMIT University TAFE
RMIT University
MBIT
Swinburne University of Technology
Australian National University
10
11Australian
12
Catholic University
Deakin University
13
NMIT TAFE
William Angliss TAFE
14
Fig. 4 - Tertiary Institutions Selected by the Class of 2012
18
Student Surveys
As part of our desire to listen to our students, they are regularly surveyed regarding aspects of their learning and
wellbeing. Ivanhoe Girls’ has proudly been a part of the MYRAD (Middle Years Research And Development) project
since 1999. The project surveys students from Years 5 - 9 and their teachers on an annual basis. The School uses this
data as a basis on which to plan strategies for improvement. In 2012 we continued to use the MYRAD survey to help us
understand student attitudes in Years 5 - 9 towards the School, their peers, teaching and learning. Students at Ivanhoe
Girls’ enjoy being at school and feel good about belonging to the School. They want to come to school and they like their
teachers. Students think their teachers are friendly, treat them with respect, listen and are fair. They think they have the
confidence of teachers and an opportunity to make responsible decisions. Students agree that they are offered the chance
to participate in a range of activities that interests them.
Students at all levels have a positive perception of teaching and learning. Students feel teachers believe students can learn
and that understanding and trying are important. A wide variety of activities are used in classrooms: students work hard,
complete homework and are encouraged to be independent learners. All students are actively engaged in their learning.
At all year levels, students feel they listen to others and are not picked on by other students. All levels feel safe at school
and all levels strongly disagree when asked whether there is a lot of bullying in the School.
In addition, as part of our ongoing desire to improve, all Year 12 students were invited to complete an exit survey in their
final weeks of school last year. Questions were designed to encourage students to reflect on their schooling at Ivanhoe
Girls’, its strengths and weaknesses. Girls were also given the opportunity to add any comments they wished. A total
of 118 students or 95.2% of the cohort responded. All of the results as shown in the table below were positive, although
areas for improvement were highlighted.
The school is a happy place
Life at school is busy and action-packed
The school is a safe and secure environment
Excellence in all pursuits is encouraged
Staff assist students to reach their full potential
Students in need of extra help with study can get it
The co-curricular program offers plenty of choice
The school is a technology-rich environment
Student leaders are respected at the school
The school encourages community service
Teamwork skills are taught
% Positive Response
76.72%
82.76%
83.76%
76.07%
72.65%
83.76%
71.17%
70.00%
70.1%
77.47%
63.63%
Table 3 - Year 12 2012 Exit Survey Results
A number of the girls’ optional comments on the survey are worth repeating:
••
••
••
••
••
••
••
••
••
It is a good environment which encourages student responsibility.
The School provides amazing life opportunities. It always goes the extra mile.
The music department is really good.
The School has a pleasant atmosphere and the school grounds are well kept and presented.
I enjoyed all the sporting options offered.
The School has a good learning environment with a balance between study and fun.
The girls are really nice and friendly to everyone.
The School has a wide variety of facilities.
I will send my children here, I loved the School.
19
Beyond the Classroom
We strive to educate the whole person in accordance with our Mission Statement and do our utmost to enable every
individual student to achieve her highest academic potential and fully develop her personal, social, spiritual and ethical
qualities. In pursuit of these goals we have provided a learning environment for girls which:
fosters responsibility through a values-centred education
develops leadership, teamwork and service
enables acquisition of a full range of research skills in a diversity of modes and settings
fosters healthy attitudes which better equip girls to understand and respect themselves and each other
develops resilience and enjoyment of school life and encourages an optimistic and idealistic approach to students’
futures as responsible citizens
•• equips girls with the flexibility to thrive in a changing world
•• encourages knowledgeable, adept and socially responsible use of ICT
•• systematically recognises effort, achievement and success.
••
••
••
••
••
It is a central priority of all teaching staff and the School’s leadership team to provide for student well-being and listen
to students’ voices. We build on our already strongly established foundations to further cultivate the personal and social
competencies necessary for upper Senior School students to make a successful transition to tertiary and further studies,
and subsequently into the wider world of work as they take their places as responsible adult citizens.
As healthy relationships are at the core of personal development, our curriculum in this area is delivered in the familiarity
of class groupings in the Junior School and in small tutor groups and within whole year levels in the Senior School. All
teachers are involved in the planning and development of the pro-social curriculum which is continually evaluated and
updated. The work of class teachers and tutors is supported by two School counsellors, careers counsellors and pastoral
leadership teams involving staff from both Junior and Senior Schools. The counsellors and the pastoral care and personal
development teams implement programs for whole year levels, individual classes and tutor groups. Specialist members
of these groups provide proactive and accessible counselling and other support for individual students, in appropriate
consultation with their families, as needs arise. Effective communication between all the staff responsible for the extensive
pastoral care provision is a high-priority focus of the School.
A broad range of programs in Senior School cater for students in the various stages of their learning journey and include:
••
••
••
••
••
Year 9 Careers preparation programs
Year 10 Careers interviews for each girl individually
Year 10 Work Experience program
Australian Business Week for Year 10 and Global Issues Conference for Year 9
Two-day conferences (partly or fully off-site) for Years 11 and 12.
In these activities Year Level Coordinators and Tutors, with input from specialist staff, initiate and deliver relevant,
age-appropriate personal and social development programs. These programs place an explicit emphasis on teamwork,
self-confidence, resilience, decision-making, work-leisure balance and community involvement skills. These are vital
attributes to nurture not only for each student’s individual happiness and success, but also in contributing to the nation’s
future prosperity and social cohesiveness.
Fostering a well-developed awareness of and commitment to the well-being of the broader community, both locally
and globally in our senior students as role models, is a core goal of the School. Each year the Year 12 group takes
leadership in this endeavour through the initiative of a major benefit concert, where every aspect of the planning and
presentation is managed by the students themselves and in which every single individual girl is directly involved. In
2012 the Year 12 Class again inspired younger students and the entire School community with their commitment and
creativity, in successfully raising both awareness and a hard-earned monetary contribution of over $67, 500 in support
of the international aid organisation BeyondWater which runs projects to provide clean and safe drinking water for
communities in Sub-Saharan Africa.
Ivanhoe Girls’ is committed to empowering supportive and nurturing inter-personal relationships at all levels within the
School. Our formal Bullying and Harassment Policy is in place to respond to any concerns about deliberate social exclusion
and other forms of hostile behaviour such as cyber bullying. More central to the day-to-day promotion of respectful and
harmonious relationships within the School is our on-going restorative practices approach to relationships management.
20
We have continued in 2012 to work on staff awareness and training in what we term ‘Circles and Conferences’ to further
embed this pro-active approach to resolving disputes and restoring damaged relationships. We also continued our affiliation
with the Safe Schools Coalition and professional learning in supporting gender and social diversity in the Term 3 Staff Day
program. The School’s commitment to the well regarded e-Smart program was also maintained throughout 2012, involving
substantial work on building cyber-communication awareness.
Co-curricular activities are vital to the life and spirit of our school and to the development of our students’ personal and
social capabilities. Through an extensive range of co-curricular activities our girls develop leadership and teamwork skills
and experience the rewards of achieving success through collaboration. In 2012 the activities covered a wide diversity
of categories.
Intellectual/academic activities included:
•• Future Problem Solving and Community Problem Solving
•• NOMADS – an extension program for talented and creative thinkers working in collaborative problem-solving
groups on projects with an aesthetic, community or environmental application
•• Debating
•• Chess
•• Holiday extension programs
•• Maths Challenge and other mathematics competitions and maths appreciation events
•• Library ‘Edition’ Club
•• Politics Club
•• A range of literary, theatre and arts study groups.
Sporting activities:
There are many pathways for girls in the Junior School giving access to the rich diversity of sporting programs and activities
on offer. We have continued to achieve broad skill development, high participation rates and opportunities for excellence.
In 2012 teams and individuals from Years 3-6 competed in VPSSA sport from district level to (potentially) State level,
with weekly inter-school home and away sporting arrangements for Years 5 and 6. All girls participated in House-based
sporting competitions in sports such as athletics (Prep-Year 6), swimming (Years 1-6), netball and cross-country. Strong
aerobics involvement continued in 2012, with over 60 girls from Years 3-6 participating during three terms of training
and competition. Specialty sports included snowsports, where girls train and participate at a level appropriate for their
current attainment, ranging from novice to State level. In the Senior School there were over 20 major team sports, each
involving multiple teams in the Girls’ Sport Victoria competition framework, plus a range of sports in House competition
in which all girls participated. To provide for the many exceptionally committed students, a number of Saturday Sport
Skills programs operated, along with a range of further sporting activities involving local community or other purposedesigned organisations. During the course of the year over 500 Senior School girls represented the School in at least one
formal inter-school sport competition.
Visual and Performing Arts:
Two memorable Art Shows, several formal concerts and a stunning Celebration Night grand finale provided many formal
opportunities for all the girls from the ELC to Year 6 to showcase their talents and the intensive work, training and
preparation that such events require. The musical life of Junior School was greatly enriched by ten different music groups,
ensembles and orchestras, beginning with the classroom-based Prep-Year 2 choir. The annual Public Speaking Festival
for Years 3-6 included every girl in these levels, giving them all the chance to develop important skills and confidence.
Senior School held a House Performing Arts Carnival which featured an extremely high participation rate and a highly
impressive performance standard in ensemble-based music, drama and movement. In addition to more than a dozen
different formal music groups, ensembles and orchestras in the Senior School, multiple drama activities available to
students during the year included a major theatre production and numerous ensemble-based theatre arts projects. These
created a wide range of skills-development opportunities such as set design and creation, stage management, costume
design and creation, make-up, sound and lighting. Completing the picture of a rich and diverse cultural program within
the School, there were also House Art and Craft and Photography competitions and a House Debating competition for
Years 7-12 students.
21
Personal Development or Citizenship activities included:
Peer Support
Mathematics Peer Tutoring
Student Representative Councils in both Junior and Senior Schools
Class or Tutor Group Captaincy (Years 2-11)
Social Service Leaders (Years 2-11)
School Prefects and Year 6 Leaders (portfolio positions of senior responsibility including Global Liaison and
Social Service)
•• School Ambassadors (Years 6 & 10)
•• Public Speaking for Socially Confident Communication
•• Youth Parliament
•• Amnesty International
•• Year 9 Social Dancing
•• Years 8 and 9 sequential Outdoor Education programs
•• Post-Year 9 Outdoor Education extension activities
•• National and international cultural and study tours
•• Global Citizenship groups (incorporating Fair Trade awareness).
We truly value the concept of service in our leadership programs throughout the School and we offer purpose-designed
leadership training programs to support girls to fulfill the explicit role descriptions entailed in all the numerous designated
leadership responsibilities. Girls are able to choose activities best suited to their needs and interests, with healthily balanced
participation supported by the diversity of opportunities. Junior School class teachers and Senior School tutors monitor
and encourage each individual girl’s involvement in personally appropriate co-curricular activities.
••
••
••
••
••
••
The School consistently and coherently recognises effort, participation and achievement in a variety of forums including:
•• Year Level assemblies
•• the weekly Newsletter
•• Ivanhoe Girls’ News
•• School Assemblies
•• annual Celebration Nights in both Junior and Senior Schools.
Through a coherent and comprehensive system of activity awards obtainable at Certificate, Half Colour or Full Colour
level, in Debating, Drama, House, Music, Service and Sport in the Senior School, all students understand and appreciate
the high value which should be placed on leadership, teamwork and service. Our highest accolade, the award of School
Colours, recognises exemplary service to the broader life of the School and community. Many girls are motivated by an
aspiration to achieve the objective criteria which determine qualification for this and other awards, and recipients are
genuinely admired and seen as role models by the student body as a whole.
Parent Survey 2012
Ivanhoe Girls’ continually seeks parent feedback regarding all areas of its operation. Informal feedback from parents and
the wider School community is received at almost every School event. All families whose daughter leaves the School
prior to Year 12 are invited to an exit interview with the Principal to enable them to provide feedback to the School.
Following their daughter’s completion of Year 12 classes (but prior to the VCE examinations) parents from the Class of
2012 were sent an invitation to participate in an online exit survey to provide their feedback to the School regarding the
quality of their daughter’s education at Ivanhoe Girls’.
42% of parents completed the survey, the results of which were very encouraging. The survey covered academic learning,
pastoral care, communication and the School’s facilities. Parents were also asked to rate their overall experience at Ivanhoe
Girls’ with the results shown overleaf.
22
d
rate your
at 12
Ivanhoe
Girls'?
n you
reflection
howoverall
would experience
you rate
your
overall
at Ivanhoe
Girls'?experience
Fig.
5 - Year
2012experience
Parents rate
their overall
at Ivanhoe Girls’
Data gathered via Survey Methods Responses
Percent
Responses
Percent
ent:
Excellent:
49
73.13%
49
73.13%
od:
Good:
12
17.91%
12
17.91%
ory:
Satisfactory:
5
7.46%
5
7.46%
oor:
Poor:
0
0%
0
0%
oor:
Very Poor:
0
0%
0
0%
23
34%
23
34%
like
al comments you would like
ke::
to make::
In each section parents also had the opportunity
to add anytoadditional
comments
wished.
These
included:
Total Responded
this Total
question:
67this
84.81%
Responded they
to
question:
67
84.81%
•• We are thrilled and delighted with ourTotal
daughter’s
academic
progress.
She
has
hugely
benefited
from
excellent
who skipped this question:
12this question:
15.19% 12
Total who skipped
15.19%
teaching from every teacher over her two years at the school. We are in sincere appreciation of the amazing
Total:
79
100%
Total:
79
100%
talent of the school’s teachers, who have demonstrated enormous
depth of knowledge,
provided
fantastic
feedback and who have been extraordinarily generous with their time and effort.
•• I found that the staff were always very helpful and gave 110%. The staff in Year 7 and 8 set a solid foundation for
learning, and this set my daughter in good stead for the later years.
•• We are very fortunate that our daughter has had a very happy and steady two years at her new school. The
friendliness, care and empathy of all staff she received when she started was outstanding. Consequently our
daughter settled in very quickly and very soon was able to strongly identify and feel a strong sense of belonging
and connectedness with the school community. We are also very aware of the tremendous level of pastoral care
available to other girls in need. IGGS is an outstanding school.
•• Brilliant. My daughter joined music groups in Year 7 which meant that she met girls from older years, and as
she moved through the school she has had many friends in various year levels, which has been a wonderful
experience. Now in Year 12, I have been told that she has inspired younger girls, which is lovely, as she had been
inspired by older girls in turn.
•• Excellent music program, public speech private tuition, sports facilities and coaching. Very positive and
motivating environment, our girls have been exposed to excellent high profile female speakers, the arts
performance and works are exceptional. The tutors and teachers in junior and senior school are very committed
and positive, so is Heather, Alan and all the admin staff. I have only positive remarks to make for IGGS - the last
13 years. Thank you.
•• I think the school has provided my daughter with excellent facilities, from the wonderful grounds and well kept
garden to the specialised classrooms, amazing library access to computers and individual classrooms.
•• The facilities which are in place are great. Love the beautifully maintained gardens which gives the girls lots of
nice spots to sit and enjoy their breaks. The new library is fantastic and the opening hours allow the girls plenty
of extra usage time. My daughter has benefited from this. Choosing to stay back and work in the library until
5pm or to study during school holidays. Over the years, I have been amazed at the dedication of the teachers.
They’re all enthusiastic at parent/teacher interviews and allow students to contact them outside school hours for
draft essay feedback etc. We have never had a moments hesitation that we made the best choice when choosing
rate
your
overall
at Ivanhoe
Girls'?
ection
how
wouldexperience
you rate your
overall experience
at Ivanhoe Girls'?
a school for our daughter. She has thrived over the past 6 years and we look forward to an equally positive
e
Comments
experience when our younger daughter commences at IGGS.
ignificant
improvement.
There
is
room
for significant
improvement.
•• My
daughter
has thoroughly
enjoyed her years at IGGS and will always remember the opportunities provided
including
the
holistic
approach
all aspects
of her
which
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focused
e whoour
hasdaughter
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IGGS,
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it has
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ellentreceived
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and
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It
isthe
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s you don't
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On
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Wefor
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our expectations.
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June 2013
L waysOutstanding in ALL ways
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23
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Yearall
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The Year in Review - Ivanhoe Girls Grammar School

Transcription

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