ANNUAL REPORT BILLANOOK

COLLEGE

2012 Year ending 31 December 2012

BILLANOOK COLLEGE ANNUAL REPORT AND SCHOOL PERFORMANCE INFORMATION 2012

CONTENTS

Principal’s Report

Page 1

Chairman of the Board’s Report

2

Administration Report

3

Staff Retention

3

Staff Attendance

3

Teacher Qualifications

3

Expenditure & Teacher Participation in Professional Learning

9

Student Attendance

11

Proportion of Year 9 Students Retained to Year 12

11

Curriculum Student Achievement Against Literacy & Numeracy Benchmarks

12

Senior Secondary Outcomes

18

Post-Secondary Destinations

20

Eastern Independent Schools Melbourne

22

Parent, Student & Teacher Satisfaction

23

PRINCIPAL’S REPORT The following Report provides information on School Performance as required by the Australian Government Programs for Schools Quadrennial Administrative Guidelines. In addition to this compliance requirement, there is the provision of a window into that special feeling that exists at Billanook, and the richness of the experience that is the day to day life of a member of this wonderful community.

GOVERNANCE Billanook is a public company limited by guarantee and its Directors form the School Board, which provides the overall governance of the School and sets the strategic direction. Operational matters are delegated to the Principal. The School Board comprises the following Members: Group A

Synod Representatives Mr. P. Westley Ms. A. Don Ms. A. Frazer (resigned August 2012)

Group B

Elected Members Mr. G. Oswin Mr J Thwaites (elected May 2012) Mr D Dixon (elected May 2012) Mr. P. Field

Group C

Constituent Body Representatives Mrs. M. Hawkes (Friends of Billanook) Mr M Wood (Staff Representative)(appointed May 2012) Mr. R. Oates (Principal)

Group D

Board Nominees Mr. A. Baird Mr. R. Dicello Dr. G. Calnin

CORPORATE STRUCTURE The School is managed on a daily basis by the School Leadership Team, which comprised the following members in 2012: Roger Oates Cheryl Mutabazi Deborah Jenner Gareth Smith Janeeta Ray Belinda Vertriest Rob Gow Rev Jennie Gordon

Compliance Report 2012

Principal Deputy Principal Business Manager Director of Learning Head, Senior School Head, Middle School Head, Primary School Chaplain

Page 1

COMMUNITY The Billanook community is large and diverse. More than 652 families contribute to the total enrolment of 857 as of December 2012. The Billanook alumni comprises more than 5,800 past students. The School maintains communication with its community through its website and publications such as Harvest and regular newsletters and correspondence. In addition, communication with Staff members is free and open and Information Evenings and parent forums are held regularly. School parents have access to School programs and student progress and activities through the intranet, Learning Point.

CHAIRMAN’S REPORT FOR 2012 I am pleased to release the Financial Statement for 2012. The College recorded a surplus of $532,654 for the year, compared with a deficit of $113,039 in the preceding year. The College‟s financial result was assisted by the donation of the Vineyard land, valued at $800,000, by the Friends of Billanook. The College Board is most appreciative of and grateful for this generous gift. Despite difficult economic times, the College remains focused on careful and prudent financial management, combining recurrent expenditure needs, with capital requirements whilst planning for the future. There were a wide variety of capital projects completed across the College during 2012. The completion of the Ring Mains upgrade occurred early in the year. The College has continued its commitment to innovative use of Information Communication Technology (ICT), including an ongoing roll out of iPads for students and staff. ICT infrastructure has been further enhanced to ensure appropriate coverage across the campus, including replacing backup servers and running fibre optic cable onto the site. New Learning Labs were established in Primary, Middle and Senior School, providing exciting learning spaces for our students. Other capital projects included a new shade sail for the Primary students, air conditioning upgrades throughout the College, various plumbing works, and furniture replacements for both staff and students. Several exciting projects were commenced late in 2012, including the rendering of the Primary building and an upgrade to Middle Primary, the combining of the College‟s resource centres into one location in Middle School, the creation of a Learning Lounge in the Carolyn Stone Centre, and as part of the expansion of our successful Early Learning Program, a new transportable building was installed to cater for the influx of new children commencing in 2013. In 2012, Anne Frazer and Neil Brown resigned from the Board. I would like to thank them both for their service and contribution to the Board, particularly Anne who was Vice Chair. We also said farewell to Deb Jenner, the Business Manager of the College and I would like to publicly express my thanks to Deb for her work over four years. We welcomed Daryl Dixon, John Thwaites and Matt Wood to the Board and I am grateful for their contributions so far to the deliberations of the Board. I would like to thank Deb Jenner and Tony Sheppard for their work in keeping the College on a sound financial footing and their assistance in preparing the financial statements. I would also like to thank the Principal, Roger Oates and my Board colleagues for their support and assistance over the past year. The Board and College administration team worked diligently during 2012 to improve educational resources and maintain a high standard of facilities to maximize learning.

Compliance Report 2012

Page 2

ADMINISTRATION The College has continued in 2012 to maintain a strong focus on sound financial management, combining prudence and rigorous analysis, whilst always ensuring that the needs of our students are the ultimate driver of our financial decision making. Once again, the College has been able to do some interesting and exciting things within our capital expenditure area. The College‟s on-going commitment to being an Information Technology innovator continued in 2012, with the extension of the iPad program for students and staff. IT infrastructure work was carried out to improve network access across the campus and to provide the basis for exciting developments in this area in the future. We have also reconfigured spaces within Primary, Middle and Senior Schools, transforming them into Learning Labs which have been embraced by staff and students as innovative learning spaces. The Primary School has undergone a major facelift at the end of 2012, with the building rendered and the Middle Primary re-painted and new vinyl flooring installed. Senior Primary will receive a similar upgrade in 2013. The Board and the College will continue to use the Educational Master Plan completed in 2011 as the basis for the allocation of capital funds over the coming years. Whilst new capital projects are exciting for students and staff, the College continues to work diligently to maintain our buildings and grounds and gardens. Our committed Maintenance team are focused on providing an attractive, functional and most importantly safe environment for our students and staff to live and work in. The Administration and Support Staff also provide wonderful support to the teachers in their endeavours to provide high quality educational services to our students, and their efforts are recognised and appreciated.

STAFFING 82%

Staff Retention Rate (2011-2012).

Our turnover rate is a little higher than usual due to the number of staff on contract due to maternity, long service and extended leave without pay. 95.8% Staff Attendance (includes Teaching and Non-teaching staff average)

TEACHER QUALIFICATIONS Rosslyn Abbey

B Sc (Monash), Dip Ed (Monash)

Suha Alikhan

B Arts Music (Uni of Qld), B Ed (Secondary) (Uni of Qld)

Helen Amos

B Sc (Monash), Dip Ed (Monash), Grad Dip Careers (Deakin)

Melissa Anderson

Dip Ed (Prim.) (Melb), Cert Developmental Junior Ed (Melb), Grad Dip (Lang & Lit) (Deakin), M Ed (Uni of Southern Qld), Member: PETA & eLiterature for Children

Compliance Report 2012

Page 3

Nathan Baird

BMus (Newcastle), Grad Dip (Music Tech)(La Trobe), MA (Music)(Monash), Grad Dip Ed (Monash)

Mark Batten

B Soc Sc (Footscray Institute of Technology), Grad Dip Ed (Hons) (Hawthorn)

Maria Boucher

B Arts (Melb), Grad Dip Ed (Melb) (On Leave)

Chris Bowring

B Ed (Melbourne State College) (On Leave)

Lisa Bowring

B Ed (Monash), B Sport & Outdoor Recreation (Monash)

Helen Boyle

Dip Teach (Primary) (Christ College), B Ed (School Librarianship) (Monash)

Melissa Canty

Grad Dip Ed (Melb), Grad Dip Ed (Monash), B Arts (Monash)

Fiona Carnell

B Arts (La Trobe), Assoc Dip Asian Studies (La Trobe), Dip Ed (La Trobe), Cert IV Training & Assessment

Louise Carroll

B Ed (Victoria College), B Ed (Primary) (Deakin)

Carolyn Carthew

B Ed (Melbourne State College)

Peter Clarkson

B Arts (Monash), Grad Dip Ed (Monash)

Linda Collis

Cambridge English Language Teaching Certificate (Holmes), Certificate in Adolescent Counselling (Monash), Dip Ed (Monash), B Arts (Monash)

Paul Cotton

B Ed (Melb), Grad Dip Media (Rusden)

Leanne Crome

B Ed (Victoria College), Grad Dip of Adolescent Health & Welfare (Melb)

Kathryn Davies

B Arts (Hons) (Monash), B Ed (Secondary) (Monash)

Martin de Clercq

Advance Dip Music (Box Hill College), Bachelor of Teaching (Melbourne)

Gabriel de Guzman

B Arts (Monash), Grad Dip Ed (ACU), Dip Logistics Management, Cert I Mediation

Liz Deveson

DipTeach (Primary) (Ballarat Teachers College)

Melissa Diston

B App Sc (VUT), Dip Ed (ACU)

Compliance Report 2012

Page 4

Claudia Dittloff

B Arts (Monash), B Ed (Melbourne State College), Grad Cert of Bilingual Education (Monash)

Monica Dorn

HDTC (Rusden), B.Ed (Victoria College), Grad Dip Ed (Spec Ed) (Deakin)

Elke Evans

B App Sc (Deakin), Grad Dip Ed (Primary) (Monash) (On Leave)

Paul Fielding

Grad Dip Ed (Secondary) (Monash), Dip Dig Comm (Monash), B Eng (Monash), Grad Manag Qual, (NSW)

Jessica Floyd

B Arts (Melb) B Teach (Hon) (Melb)

Cath Folliot

B Arts (Melb), Dip Ed (Melbourne College of Education)

Abbie Frew

B Ed (PE) (Ballarat), Diploma Outdoor Education (Ballarat)

Murray George

Diploma Of Teaching, Dip Ed, B Ed (Massey Uni, NZ)

Katie Gleeson

B Sc (Hons) (Melb), B Teach (Primary & Secondary) (Deakin)

Katherine Goeree

B Arts (Uni of Tas), Dip Ed (Monash)

Jodie Goldring

B Vis Arts (Monash), Dip Ed (Melb), Dip Vis Arts (Gippsland TAFE) (On Leave)

Robert Gow

M Ed (Melb), Grad Dip Ed (Admin) (Melb), B Ed (Deakin), B Teach (Deakin)

Casey Hawley

Master of Teaching (Melb), Post Grad Dip Teach (Melb), B Exercise Science (ACU)

Jennifer Heffernan

Grad Dip Spec Ed (Deakin), Dip Teach (Primary) (Vic Uni)

Gregory Hill

Dip Teaching (Technology) (Hawthorn)

Jill Hillier

Dip Teach (Uni of Tas), Grad Dip Secretarial Studies (RMIT), Dip Hosp Man (Box Hill TAFE)

Lance Johns

B Sc (La Trobe), Grad Dip Ed (Monash)

Ralph Judd Linda Kitto

B Ed (Secondary) (Vic. College, Rusden) B Ed (Secondary) (Underdale CAE, SA)

Compliance Report 2012

Page 5

Monica Kutt

B Arts (Melb), Dip Ed (La Trobe), Cert. IV Workplace Assessment (Box Hill TAFE)

Helen Lacey

B Eng (Monash), Grad Dip Ed (Monash), Cert IV Workplace & Assessment Training

Sharon Leibowitz

B Ed (Victoria College), Grad Dip (Spec Ed) (Victoria College), Grad Dip (ESL) (Victoria College), Dip Teach (Johannesburg, SA)

Steve Lingard

B Ed (Rusden)

Megan Macdonald

B Early Childhood Education (Melb)

Gayle Mackenzie

B Ed (Secondary) (Gippsland Institute of Advanced Education), Cert. II in IT (Outer Eastern TAFE)

Denise Macvean

B Arts (Monash), Grad Dip Ed (Monash, Grad Dip Spec Ed (Deakin), Spalding Cert I (Spalding Education Foundation)

Colin Marriott

B Sc (Melb), B Ed (Monash), Grad Dip (Computer Ed) (Melb)

Susan McCormack

B Ed (Secondary) (Deakin), B Arts (Deakin)

Alana McFadyen

B Vis Arts (Graphic Design & Multimedia) (Ballarat), Grad Dip Ed (Monash)

Callan McIntyre

B Arts & Science (Deakin), B Teaching (Deakin)

Jean Middleton

Dip Librarianship (RMIT), BA (Monash), TSTC (Hawthorn)

Michael Miller

Dip Ed (Victoria College), Grad Dip Ed Admin (Deakin)

Frank Mithen

B Arts (La Trobe), Dip Ed (Secondary) (ACU)

Paula Moore

B Arts (La Trobe), Dip Ed (Hawthorn), Grad Cert TESOL (Deakin), Certificate IV Workplace Learning

Michelle Murphy

B Arts (Hons) (Melb), Grad Dip Ed (Secondary) (Melb)

Cheryl Mutabazi

B Arts (Monash), Dip Ed (Monash), B Ed (post-grad) (Monash)

Vicki Nation

B App Sc (Maths & Computer Science) (Swinburne), Dip Ed (Secondary) (Monash)

Compliance Report 2012

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Roger Oates

M Ed (James Cook), B Sc (James Cook), Grad Dip Teach (James Cook), MACE

Jo O‟Reilly

B App Sci (Hons) (Melbourne), Grad Dip Ed (Monash)

Gemma Porter

B Arts (Theatre Performance) (Ballarat), Grad Dip Ed (La Trobe)

Tina Price

B Comm (Murdoch), Grad Dip Ed (Monash)

Elizabeth Purchase

Dip Ed (BTC)

Janeeta Ray

B Ed (Melb CAE), Post Grad Dip Adol & Child Psych (Melb)

Belinda Renouf

Grad Dip Ed (Monash), B Arts (Theology) (Melb), Diploma Modern Languages (Melb) (On Leave)

Elaine Rippon

B Sc (La Trobe), Dip Ed (La Trobe), Post Grad Dip Ed (Disability) (Melb)

Mark Roberts

B Ed (Secondary) (Deakin), Cert IV Assessment & Training, Member: ATOM & PixelEd

Candice Rulach

B Bus (Victoria University), Grad Dip Ed (Secondary) (Monash)

Kate Ryan

M Ed (Melb), B A (RMIT), Dip Graphic Design (Billy Blue Sch Graphic Design), TPTC (Toorak Teachers College)

Rukmani Sandrasegara

B Arts (Macquarie), Dip Ed (Macquarie)

Penny Sargeant

B Ed (Melbourne)

Christine Schiller

B Ed (Primary) (Monash)

Romy Smillie

B Ed (Deakin)

Gareth Smith

B Sc (Deakin), Dip Ed (Monash)

Hollie Smith

B Early Childhood Studies (Monash), Grad Dip Teaching (Primary) (La Trobe), Dip Childrens Services (Swinburne)

Monika Socha

B Arts (English/Spanish) (Saarland Uni Germany), PhD (Modern Language Studies) (Saarland Uni Germany), Grad Dip Ed (Monash)

Compliance Report 2012

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Deb Strudwick

B Ed (Secondary) (Melb), Grad Dip Spec Ed (Deakin) (On leave)

Charlotte Sutherland

B Sci (Uni of Otago), Grad Dip Teaching (Secondary) (Uni of Otago)

Julie Taylor

B Arts (Uni of NSW), Dip Ed (Uni of NSW)

Mark Tomietto

Dip Ed (Primary) (Ballarat CAE), B Ed (Deakin), M Ed (Deakin)

Annalie Turner

B Fine Arts (Melb), Dip Ed (Secondary) (Monash), Dip Visual Arts (NMIT)

Belinda Vertriest

B Arts (Monash), Grad Dip Ed (Secondary) (ACU)

Elsa Viertmann

B Arts (Hon) (University of Birmingham, UK), Dip Ed (Melb)

Crystal Webb

B Sc (Monash), B Ed (Monash)

Jessica Willison

B Ed (VUT)

Jason Wood

B Ed (Ballarat)

Matthew Wood

B Sc (Monash), Grad Dip Ed (Secondary) (ACU), Master of Educational Leadership (ACU), Cert IV Training & Assessment

Martyn Wood

Joint Honours (Maths & Physics) (University of Leeds), Post Graduate Certificate of Education (St Martin‟s College, the University of Lancaster), Advanced Diploma in Special Education (visual impairment specialist) (University of London)

Belinda Young

B Ed (Deakin) (On Leave)

Wayne Young

B Ed (Enviro Science) (Melb)

Jane Yuille

Dip Ed (Toorak Teachers College), B Ed (Toorak Teachers College)

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EXPENDITURE AND PARTICIPATION IN PROFESSIONAL LEARNING 

The average expenditure per teacher on professional learning was $776.08.



165 staff (teaching, non-teaching and contract) accessed one or more external professional programs or providers to update their knowledge and skills.



2012 was highly productive and challenging. PLATO groups in the first half of the year continued to focus on teaching and learning with particular emphasis on feedback. Concurrently teachers were working on the development of eResources and exploring the potential of 1:1 devices for learning from Years 5 – 9. In the second half of the year this became the primary focus along with the launch of Billanook Connect.



Collaboration and learning from each other guided by the Leader, Learning Innovations was the cornerstone of professional learning for the year as teachers worked in faculty based learning teams.



Professional Learning Week, mid-year provides the opportunity for all staff to dedicate time to their own learning and development in a very deliberate and concentrated way, for continuous improvement at both the individual level and school wide. A feature of the program in 2012 was the unique collaboration with Kingswood College, where we joined as partners in learning. The two schools share a similar philosophy and values and our place as Uniting Church schools also binds us. The opportunity to learn with and from each other was a new and exciting chapter in our long association. Collaboration provided the opportunity for economy of scale and access to some very high profile keynote speakers. Rev Tim Costello challenged us to think about fostering active citizenship and the fact that education is about “lighting a fire, not filling a bucket.” Mark McCrindle, social commentator and futurist helped us to understand generational change and culture shifts, the implications for learning and the expectations of a new generation of parents. Jayne-Ann Young, a member of the John Hattie team continued the conversation for teachers on making learning visible and the importance of feedback. Deb Ferguson worked concurrently with educational services staff on Managing Ourselves and Others for Maximum Effectiveness. The two day conference enabled us to learn from specialists, to learn about each other and to learn from each other. All staff were matched with their counterparts at Kingswood and engaged in learning walks at both schools, giving an insight to facilities, resources and their work. Staff from both schools also ran a series of workshops. A total of 22 were on offer ranging from use of software applications and iPads, motivating and engaging students, counseling, social networking and neuroplasticity. The evaluation was overwhelmingly positive as reflected in some of the sample comments below:

Compliance Report 2012

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“Great innovation – it was really useful to share information and resources as well as explore learning in a different context.” “I felt inspired and motivated both on a personal and professional level. It was very beneficial and I believe establishing a relationship with another school is a wonderful resource for all.” “A fantastic opportunity to meet with another College to see what we do well and what areas we can improve on also.” Overall it was very affirming for our staff who returned with a new appreciation of our school and what we are achieving. The remainder of the week focused on the development of the iPad program through faculty teams, as well as compliance training. 

Compliance training is essential in terms of risk management and meeting the responsibilities of the College to our staff in providing the skills and knowledge required for duty of care and OH&S. The following courses, workshops and briefings were held:        



Level 2 First Aid Training Warden Update Training Asthma Training Anaphylaxis Training Mandatory Reporting CPR Updates Introduction of the Social Networking Policy Evacuation Update

The breakdown of courses undertaken by service providers fell into the following categories:    

Courses and annual conferences Compliance training to maintain levels of professional licence Courses and briefings designed to support VCE teachers Programs designed to support staff in the pastoral care of students



Specialist Consultant Hugh McCusker worked on a project with the Primary teachers and the English Faculty to improve literacy outcomes for students with Autism Spectrum disorders. This was made possible through an ISV grant.



Training in the use of Billanook Connect and the My Billanook app, the latter a replacement for the hard copy school diary at Years 7 – 9.



A Suicide Prevention Response workshop was conducted by Headspace – Australia‟s National Youth Mental Foundation for the Pastoral team.



Teachers new to the profession undertake a provisionally registered teachers program with a mentor to support them in their first year of teaching. This is professionally rewarding for both the experienced and new teacher as they collaborate to build skills

Compliance Report 2012

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and further develop knowledge around teaching and learning, as well as attending workshops conducted by the Victorian Institute of Teaching. Four teachers undertook this program to successful completion. 

The Deputy Principal is a Council member of the Centre for Strategic Education which provides insight to educational theory and practice to support professional learning at Billanook.



Eight teachers were VCE Examiners/Assessors in Accounting, Economics, German, Health & Human Development, Legal Studies, Literature, Psychology and GAT.



16 student teachers undertook professional supervision from La Trobe University, Deakin University, Monash University, RMIT, University of Ballarat and University of Tasmania.



A number of staff are members of professional networks which provide invaluable learning opportunities and the beneficial exchange of information in areas such as:        

HR Laboratory Technicians Food Technicians Nursing Chaplaincy Finance Physics LOTE



Two staff members were granted leave without pay for professional renewal to experience a different life and teaching interstate and in country Victoria.



This year there has been increased collaboration and full participation in sharing and learning from each other in-house whilst still taking full advantage of courses by external providers to build knowledge and skills.

STUDENT ATTENDANCE The average student attendance rates for 2012 were: Primary (Prep-6) 93.45% Middle (7-9) 94.06% Senior (10-12) 96.82%

PROPORTION OF YEAR 9 STUDENTS RETAINED TO YEAR 12 Of the 101 students who were in Year 9 in 2009, 82 students completed Year 12 at Billanook College (81.2%).

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CURRICULUM: STUDENT ACHIEVEMENT AGAINST LITERACY AND NUMERACY BENCHMARKS National Assessment Program Literacy and Numeracy (NAPLAN) (Standard Assessment) Reports (Comprehensive reports of school achievement are available on request.) Year 3 Group/School Summary Reports This report shows standard levels of Billanook College students as compared to the State in Reading, Spelling, Grammar and Punctuation and Number. At this year level students are working within a VELS Level 3 standard having completed Level 2 standards by the completion of Year 2. Below is a summary of 2012 Billanook College student NAPLAN results for the Mathematics Domains and the English Dimensions of Reading, Spelling, Grammar and Punctuation compared to the State and the VELS level. In Reading, the VELS equivalent level state mean for 2012 was 2.4. The Billanook College mean was 2.4.  

100% of Billanook College students achieved VELS equivalent Standard 2 or above. 64.7% of Billanook College students achieved VELS equivalent Standard 3 or above.

In Spelling, the VELS equivalent level state mean for 2012 was 2.4. The Billanook College mean was 2.6.  

100% of Billanook College students achieved VELS equivalent Standard 2 or above. 76.4% of Billanook College students achieved VELS equivalent Standard 3 or above.

In Grammar and Punctuation, the VELS equivalent level state mean for 2012 was 2.4. The Billanook College mean was 2.5.  

100% of Billanook College students achieved VELS equivalent Standard 2 or above. 64.7% of Billanook College students achieved VELS equivalent Standard 3 or above.

In Numeracy, the VELS equivalent level state mean for 2012 was 1.8. The Billanook College mean was 1.6.  

73.6% of Billanook College students achieved VELS equivalent Standard 2 or above. 36.8% of Billanook College students achieved VELS equivalent Standard 3 or above.

Year 5 Group/School Summary Reports This report shows standard levels of Billanook College students as compared to the State in Reading, Spelling, Grammar and Punctuation and Number. At this year level students are working within a VELS Level 4 standard having completed Level 3 standard by the completion of Year 4. Below is a summary of 2012 Billanook College student NAPLAN results for the Mathematics Domains and the English Dimensions of Reading, Writing, Spelling, Grammar and Punctuation compared to the State and the VELS level.

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In Reading, the VELS equivalent level state mean for 2012 was 3.1. The Billanook College mean was 3.4.  

96.1% of Billanook College students achieved VELS equivalent Standard 3 or above. 69.2% of Billanook College students achieved VELS equivalent Standard 4 or above.

In Spelling, the VELS equivalent level state mean for 2012 was 3.5. The Billanook College mean was 3.5.  

96.1% of Billanook College students achieved VELS equivalent Standard 3 or above. 80.7% of Billanook College students achieved VELS equivalent Standard 4 or above.

In Grammar and Punctuation, the VELS equivalent level state mean for 2012 was 3.1. The Billanook College mean was 3.1.  

88.5% of Billanook College students achieved VELS equivalent Standard 3 or above. 53.8% of Billanook College students achieved VELS equivalent Standard 4 or above.

In Numeracy, the VELS equivalent level state mean for 2012 was 2.9. The Billanook College mean was 2.8.  

88.4% of Billanook College students achieved VELS equivalent Standard 3 or above. 27% of Billanook College students achieved VELS equivalent Standard 4 or above.

Year 7 results At this year level students are working within a VELS Level 5 standard having completed Level 4 standard by the completion of Year 6. Below is a summary of 2012 Billanook College student NAPLAN results for the Mathematics Domains and the English Dimensions of Reading, Spelling, Grammar and Punctuation compared to the State and the VELS level. Year 7 School Summary Report Billanook Year 7 students‟ achievements for 2012 exceeded State averages for each of the Domains of English and Mathematics.

Billanook Students Compliance Report 2012

State Page 13

In Reading, the VELS equivalent level state mean for 2012 was 4.3. The Billanook College mean was 4.5.  

95.1% of Billanook College students achieved VELS equivalent Standard of Level 4 or above. 70% of Billanook College students achieved VELS equivalent Standard of Level 5 or above.

In Spelling, the VELS equivalent level state mean for 2012 was 4.2. The Billanook College mean was 4.2.  

84.4% of Billanook College students achieved VELS equivalent Standard of Level 4 or above. 54.3% of Billanook College students achieved VELS equivalent Standard of Level 5 or above.

In Grammar and Punctuation, the VELS equivalent level state mean for 2012 was 4.4. The Billanook College mean was 4.6.  

98% of Billanook College students achieved VELS equivalent Standard of Level 4 or above. 77.6% of Billanook College students achieved VELS equivalent Standard of Level 5 or above.

In Numeracy, the VELS equivalent level state mean for 2012 was 4.1. The Billanook College mean was 4.3.  

97% of Billanook College students achieved VELS equivalent Standard of Level 4 or above. 62.1% of Billanook College students achieved VELS equivalent Standard of Level 5 or above.

Information about achievements by Gender compared to State benchmarks are also available on request.

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Examples of individual student‟s standing compared to the cohort with respect to the Domain studied and the VELS standard achieved are also available. These results are available in quartile bands.

Example Student

Individual student placement

Year 9 School Summary Report

Billanook Students

State

At this year level students are working within a VELS Level 6 standard having completed Level 5 standard by the completion of Year 8. Below is a summary of 2012 Billanook College student NAPLAN results for the Mathematics Domains and the English Dimensions of Reading, Spelling, Grammar and Punctuation compared to the State and the VELS level. Average Billanook Year 9 students‟ results for 2012 matched or exceeded State averages for the Reading, Grammar and Punctuation Domains of English, as well as Numeracy. In Reading, the VELS equivalent level state mean for 2012 was 5.2. The Billanook College mean was 5.6

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

93.2% of Billanook College students achieved VELS equivalent Standard of Level 5 or above.  83.1% of Billanook College students achieved VELS equivalent Standard of Level 6 or above.

In Spelling, the VELS equivalent level state mean for 2012 was 4.7. The Billanook College mean was 4.8.  

77.5% of Billanook College students achieved VELS equivalent Standard of Level 5 or above. 42.7% of Billanook College students achieved VELS equivalent Standard of Level 6 or above.

In Grammar and Punctuation, the VELS equivalent level state mean for 2012 was 4.7. The Billanook College mean was 5.0.  

93.2% of Billanook College students achieved VELS equivalent Standard of Level 5 or above. 36% of Billanook College students achieved VELS equivalent Standard of Level 6 or above.

In Numeracy, the VELS equivalent level state mean for 2012 was 4.8. The Billanook College mean was 5.1.  

95.5% of Billanook College students achieved VELS equivalent Standard of Level 4 or above. 86.5% of Billanook College students achieved VELS equivalent Standard of Level 5 or above.

Information about achievements by Gender compared to State benchmarks are also available on request.

Examples of individual students standing compared to the cohort with respect to the Domain studied and the VELS standard achieved are also available. These results are available in quartile bands.

Example Student

Individual student placement

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Australian Mathematics Competition Billanook College students have the opportunity to participate in the National Westpac Australian Mathematics Competition on a yearly basis. All Year 7 students available participate each year as well as students in Year 8 to Year 12 who nominate for the competition. The summary of results for the 2012 Westpac Australian Mathematics Competition is tabulated below. Year level

7

8

9

10

11

12

89

22

46

13

17

7

85%

17%

48%

12%

15%

7%

6.7%

13.6%

8.7%

15.3%

5.8%

28.5%

State mean

43.0%

47.0%

36.0%

39.0%

34.0%

39.0%

Billanook College mean

35.4%

53.4%

36.1%

40.6%

30.0%

49.3%

Number of students participating % of Year level participating % of Participants in the top 10% of the State

It should be recognised that the participation at each year level was not representative of the entire year level. ICAS Science Competition Billanook College students took part in the National Australian Schools‟ Science competition. All Years 7, 8 and 9 students available participated in 2012. The results for the competition are tabulated below. Year level

7

8

9

Number of students participating % of Year level participating

98

112

82

95%

95%

87%

% of Participants in the top 10% of the State

11%

8%

12.1%

% of Participants in the top 50% of the State.

46.9%

30.3%

24.3%

State Mean

20.9%

21.9%

24.6%

Billanook College mean

19.6%

18.9%

24.7%

Compliance Report 2012

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CURRICULUM: SENIOR SECONDARY OUTCOMES: VCE RESULTS Individual subjects study scores for 2012

In 2012, 19% of Year 12 students achieved an ATAR of 90 or above, which puts them in the top 10% of the State. 37% of Year 12 students achieved an ATAR of 80 or above, which puts them in the top 20% of the State. Of all the individual Study Scores for studies undertaken in 2012, 12% were a score of 40 or above. Study Scores of 40 and above for all VCE studies for Billanook College 2005 - 2012

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Adjusted Study Scores. Below is a graph showing the adjusted Study Score of each Unit 3/4 study at Billanook College for 2012. The adjusted score is an estimate which is based on comparing individual student‟s General Achievement Test (GAT) scores with their actual scores. Positive results indicate that the actual Study Score was above the expected score. This could be seen as value adding in that study. The graph shows adjusted study scores compared with the GAT to a 95% confidence level. English was the only subject that was below expected levels. All other studies were at or above predicted levels compared to the GAT, taking into account confidence intervals.

The Dux for 2012 was Lee Filkin with an ENTER of 99.65. She was closely followed by Chen Jingqu, 99.55, Sarah Jones, 99.10 and Jayden Hammet, 98.40.

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POST SECONDARY DESTINATIONS This report should not be read as the final outcomes for the Class of 2012. As of 18th January 2013, 93% of students who had applied received an offer. At this stage it is expected that offers will be available for some of the students not offered currently after the second round of offers in February. A number of students withdrew from the process during the VTAC selection period, and some made administrative mistakes when utilizing the VTAC system. Updated figures available in February will indicate a more realistic success ratio. Monash University, Deakin University and Swinburne University remain the three preferred institutions, but this is not surprising considering the residential location of our cohort. However, a slowly increasing number are applying for the University of Melbourne, perhaps indicating less resistance to the “Melbourne model”. In the past our brightest students, despite being capable of gaining access to Melbourne have chosen Monash University as their first preference due to this resistance. Also, the Australian Catholic University is growing in popularity. Other highlights are numerous places in law degrees, indicating an ever increasing interest in this area. About 12% of students are opting for double degrees, which are seen as being highly prestigious by the business community as well as giving students a much broader range of employment outcomes.

Offers by Institution Institution ACU Deakin La Trobe Monash Swinburne Victoria Box Hill Institute University of Melbourne RMIT Other institutions

Compliance Report 2012

2009 % of Offers 5% 15.5% 7.7% 20% 21% 5.5% 3.3% 3.3% 7.7% 10%

2010 % of Offers 5% 15.5% 7.7% 20% 21% 5.5% 3.3% 3.3% 7.7% 10%

2011 % of Offers 2.5% 20% 8.5% 18% 19% 2.5% 6% 8.5% 12% 3.0%

2012 % of Offers 7.9% 19.3% 5.6% 19.3% 8.0% 6.8% 5.6% 9.1% 5.6% 4.5%

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Offers by Occupational Groups Group

Health Business & Economics Engineering Art & Design Humanities / Social Sciences Performing Arts & Media Law Building and Architecture Phys Ed, Rec & Outdoor Ed Welfare, Social Work and Psychology Teaching Environmental and Science Info Tech

2009 % of Students Offered Places 14% 12% 5.5% 6.6.% 6.6% 15.5% 4.4% 5.5% 14.4% 1%

2010 % of Students Offered Places 14% 12% 5.5% 6.6% 6.6% 15.5% 4.4% 5.5% 14.4% 1%

2011 % of Students Offered Places 14.2% 15.4% 7% 7% 9.5% 4.7% 4.7% 2.3% 5.9% 2.3%

2012 % of Students Offered Places 10.2% 8.0% 3.4% 4.5% 7.9% 7.9% 7.9% 1.1% 6.8% 7.9%

3% 2.2% 3.3%

3% 6.6% 3.3%

2.3% 19% 2.3%

5.6% 12.5% 4.5%

Offers by Preference Order Preference

1st 1st – 2nd 1st – 3rd 1st – 4th 1st – 5th 1st – 6th 1st – 7th 1- 8th 1st – 12th

2009 Cumulative % of Students Receiving Offer 62.2 83.3 94.4 95.5 96.6 97.7 98.8 100

2010 Cumulative % of Students Receiving Offer 69.7 81.1 88.3 91.4 95.5 97.5 100

2011 Cumulative % of Students Receiving Offer 66.6% 80.9% 86.9% 97.6% 100

2012 Cumulative % of Students Receiving Offer 73.8% 87.5% 92.04% 95.4% 96.5% 97.07% 100%

This is a key table. Of the students offered a place 87.5% was for their first or second preference. This means the students are getting what they want. This is a great marketing tool. This is exceptional and reflects not only the hard work of the students but also the quality of the careers counselling they receive. This is typical of our achievements over the years. The College prides itself on finding the appropriate pathway for each individual. Billanook continues to enjoy an excellent record of fine results and pathways achieved. We also pride ourselves in producing well-rounded, intelligent, confident young people who are truly global citizens with skills in diplomacy and relating to any situation, in which they may find themselves. Compliance Report 2012

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EASTERN INDEPENDENT SCHOOLS MELBOURNE COMPETITION RESULTS Year 8/9 Sport Term 1 Boys‟ Softball Boys‟ Basketball Boys‟ Hockey Boys‟ Tennis Girls Indoor Cricket Girls‟ Softball Girls‟ Basketball Girls‟ Tennis Girls Touch Football

Results 7th A 7th, B 6th 8th A 6th, B 8th 4th 6th A 5th , B 6th A 3rd, B 5th 5th

Term 4 Boys Volleyball Boys‟ Cricket Boys‟ Indoor Soccer Boys‟ Touch Boys‟ Netball Girls‟ Volleyball Girls‟ Badminton Girls Hockey Girls Ultimate

Results A 2nd, B 3rd 7th A 8th, B 8th 1st 3rd A 2nd , B 4th 6th 4th 1st

Senior Sport Term 1 Boys‟ Cricket Boys‟ Basketball Boys‟ Hockey Boys‟ Tennis Boys‟ Softball Girls‟ Softball Girls‟ Volleyball Girls‟ Indoor Cricket Girls‟ Tennis Girls‟ Basketball

Results 3rd A 7th , B 9th 5th A 8th, B 8th 4th 2nd A 1st, B 2nd 1st A 5th, B 4th A 5th, B 6th

Carnivals Swimming Division 2 Athletics Division 2 Cross Country, Division 1

Compliance Report 2012

Girls 2nd 1st 6th

Term 2/3 Boys‟ Football Boys‟ Badminton Boys‟ Soccer Boys Tabletennis Girls‟ Football Girls‟ Soccer Girls‟ Netball

Term 2/3 Boys‟ Football Boys‟ Volleyball A Boys‟ Soccer Boys‟ Badminton Girls‟ Football Girls‟ Soccer Girls‟ Netball Girls Hockey

Boys 6th 7th 6th

Results 1st 6th 5th A 6th, B 7th 4th 7th A 5th, B 6th

Results 4th 1st 7th 8th 4th 4th th A 6 , B 7th 4th

Overall 3rd 4th 6th

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NATIONAL VOLLEYBALL CHAMPIONSHIPS Open Men – 11th Open Women - 7th Under 17 Girls Honours – 6th Under 16 Girls Honours – 4th Under 16 Boys Honours – Bronze Medal Under 15 Girls Honours – 8th Under 15 Girls Div 1 – 8th Under 15 Boys Honours – 8th Under 15 Boys Div 2 – 13th Under 14 Girls – 6th Under 14 Boys (Div 1)– 5th Under 14 Girls (Div 1)– 6th OVERALL – 6th

PARENT, STUDENT AND TEACHER SATISFACTION Billanook College is very proud of its „open door policy‟ with parent involvement being encouraged. The Friends of Billanook Association meets regularly during term time and provides one of a number of avenues for parents to express their level of satisfaction. The College operates a wide range of support programs that provide students with opportunities to develop skills for life, including those related to coping with difficult situations, resilience, effective communication, risk-taking and conflict resolution. The College gathers data (both anecdotal, formative and summative) from a wide range of programs and the vast majority of students indicate satisfaction with regard to their feelings of belonging and safety within the College environment. Informal feedback from teachers and discussions with Chairs of Faculty, Heads of House, Year Level Co-Ordinators and other members of the Senior Leadership Team indicates during 2012 staff were generally satisfied in all areas of our school, particularly in terms of relationships, staff morale, school operations, work roles and work value and recognition.

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A school of the Uniting Church 197-199 Cardigan Road, Mooroolbark 3138 Victoria, Australia www.billanook.vic.edu.au Tel: 61-3 9725 5388 Fax: 61-3 9725 8556 Email: [email protected] Web: www.billanook.vic.edu.au ACN 005 705 555 ABN 37 005 705 555